CAMPUS SAFETY

U.S. Inquiries Into Sexual Assault Take 4 Years to ResolveMore cases are opening than closing as colleges try to meet sometimes inscrutable requirements. Campuses wonder how what one federal official called a “national experiment” will conclude. A16

How One University Uses Orientation to Talk About Consent A16

Frank Discussion of Sex Is New for Many Freshmen A18

AN OVERLOOKED POPULATION

How to Help Students With No HomesTens of thousands of students qualify as homeless. Their message to colleges: Help us thrive. A8

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THE CHRONICLEof Higher Education ®

Today’s Anguished Students

September 4, 2015 • $6.99Volume LXII, Number 1

PEOPLE

Saving a Women’s CollegePhillip Stone, the new Sweet Briar leader, wants to succeed for the sake of all liberal-arts colleges. A36

VIEWS

Does Assessment Make Colleges Better? Depends on whom you ask. Two scholars weigh in on its value for institutions and students. A50

ADMINISTRATION

Year of Tumult at U. of Illinois A revoked job offer, boycotts by scholars, an email scandal, top-level departures: Urbana-Champaign is reeling. Its efforts to recover may be instructive to other beleaguered colleges. A4

10 Years After Katrina, Southern U. of New Orleans Fights Its Way Back A20

NLRB Ruling Sets a High Bar for Athletes to Unionize A23

ENROLLMENT

After Riots, Baltimore Colleges Feel RepercussionsProtests and fires this spring drove some prospective students away. Yet several campuses are embracing the broken city as a laboratory for what ails America. A6

THE CHRONICLE REVIEW

Implausible EthnographyWhy we should doubt Alice Goffman’s celebrated study of a Philadelphia neighborhood. B6

n Overwhelmed by demand for mental-health care, colleges struggle to respond. A38

n Faculty members say they need more support to help students in crisis. A41

n Grad schools try to ease the isolation and anxiety that are part of the experience. A42

n With complex cases and few resources, community colleges seek low-cost solutions. A45

The Biggest Jobs Issue of the Year A64

Implausible Ethnography By PAUL CAMPOS

Why we should doubt Alice Goffman’s celebrated study of a Philadelphia neighborhood.

The Chronicle of Higher Education . Section B

September 4, 2015

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SPECIAL REPORT

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the chronicle of higher education | september 4, 2015 A3

Another September. The first-year students have shuffled and shouted and laughed their way through orientation and are settling into the residence halls and trying to keep straight which classroom building is which. You’ve read the obligatory memo from the provost and glanced through the first fall issue of the facul-ty-staff newsletter. In the afternoons, if you’re over on that side of the campus, you can hear the football team practicing and the marching band rehearsing. The trees on the quad look as majestic as ever.

But this fall’s enrollment figures? How are they? Good? Not so good? You heard that La Salle laid off staff members because a short-fall in the freshman class left the university with a $12-million hole in its budget? Enroll-ment woes are also affecting some liberal-arts institutions, like Guilford College, two-year colleges such as Carl Sandburg College and Kellogg Community College, and some his-torically black institutions, like Norfolk State University. Count yourself lucky — and high-five the next admissions staffer you see — if all the beds on your campus are full and all the people in the campus directory last winter are still in it today.

Speaking of FinancesVictor Fleischer, a law professor at the Uni-

versity of San Diego, posed a provocative ques-tion recently in The New York Times: “Who do you think received more cash from Yale’s en-dowment last year: Yale students, or the pri-vate-equity-fund managers hired to invest the university’s money?” The answer, according to his calculations, was the fund managers, who took home $480 million. The stu-dents, he figured, got about $170 million in tuition aid and other payments.

In some ways, Mr. Fleischer’s question is misleading: Many of the endowment’s other contributions to the university’s operating budget, amounting to an addi-tional $830 million draw on the accounts, also benefit students, if indirectly. Still, his accusation that rich universities are “hoarding” money in a “symbiotic rela-tionship” with fund managers struck a chord with some critics, as did his propos-al that Congress’s forthcoming overhaul of the Higher Education Act include a re-quirement that colleges with endowments larger than $100 million spend at least 8 percent of their endowment totals each year.

This is not a new issue, of course — it’s been raised regularly in reports and articles and even Congressional hearings going back at least a couple of decades. (Bard College’s presi-dent, Leon Botstein, discussed it at some length during a visit to The Chronicle more than 20 years ago.) But with public anger over the cost of college on the rise, and the gap between the richest institutions and the rest of higher edu-cation threatening to become a chasm, it may be an issue you’ll want to keep an eye on in the year ahead.

Exit Chancellor WiseA year after she sparked a fierce controversy

over academic freedom by withdrawing a job offer made months earlier to Steven G. Salaita, Phyllis M. Wise resigned as chancellor of the University of Illinois at Urbana-Champaign. She said “external issues” had prompted her de-cision, which was announced hours after a fed-eral judge ruled that the university had broken its contract with Mr. Salaita.

He was to have been hired as a professor of American Indian studies, but Ms. Wise re-scinded the job offer after he posted a series of incendiary tweets complaining about Israeli treatment of Palestinians. While some people argued that the stridency of Mr. Salaita’s opin-ions might make some students uncomfortable in his classes, Ms. Wise’s decision to prevent him from being hired provoked a long string of academic-freedom protests.

The university’s Board of Trustees initially refused her resignation, saying it would instead start proceedings to fire her, but after two days board members acquiesced. She will move to the faculty as a professor in the School of Mo-lecular and Cellular Biology with a base sal-ary of $298,926, but a university spokesman declined to say whether she would receive a $400,000 bonus to which her contract entitled her in the event that she resigned.

Following the resignation, the Chicago Tri-bune reported that Ms. Wise and others had sought to avoid open-records laws by using personal email accounts to discuss Mr. Salaita’s case. Meanwhile, 41 department chairs and oth-ers signed an open letter calling on the universi-ty to hire Mr. Salaita. (Read more on Page A4.)

While You Were OutVanderbilt University apologized for a tweet

from someone in its football program that said “We are relentless, intelligent, and tough … and we don’t need your permission.” Four former members of the football team face rape charges stemming from a 2013 incident involving an unconscious woman. … The Sigma Nu chapter at Old Dominion University was suspended by the national fraternity after three big signs were hung on the chapter’s off-campus house as first-year students arrived. One said, “Row-dy and Fun, Hope Your Baby Girl Is Ready for a

Good Time,” while the others read, “Freshman Daughter Drop Off” and “Go Ahead and Drop Off Mom Too.”

Faculty members at the University of Mis-souri at Columbia joined protests organized by graduate students seeking better working conditions and improved benefits. The protests arose after the university sent out a last-minute notice saying it was ending health-insurance subsidies (a decision it later put on hold). … Two math professors and an undergraduate at the University of Washington at Bothell — Casey Mann, Jennifer McLoud-Mann, and David Von Derau — relied on software written by Mr. Von Derau to discover a new shape of pentagon (be-low left) that can be fitted together with identi-cal pentagons to cover a plane. The shape is the 15th known pentagon that can be arranged like tiles with no spaces in between.

No Union for PlayersNorthwestern University football players

lost their bid to establish a union when the National Labor Relations Board unanimously declined to rule on whether they were actually employees of the university. Even if the players were employees, the board said, it had no guid-ance from Congress about whether it should assert jurisdiction over college sports, and claiming such jurisdiction “would not serve to promote stability in labor relations” — in part because “the overwhelming majority” of big-time college football competitors are “public colleges and universities over which the board cannot assert jurisdiction.”

The decision reverses a 2014 ruling by a regional NLRB director who determined that the athletes were indeed employees. Whether they will chal-

lenge the board’s decision in court remains to be seen. (Read more on Page A22.)

Clinton’s College PlanLately Donald Trump’s high-profile,

full-volume bid for the Republican presi-dential nomination has been getting most of whatever attention Americans are pay-ing to the 2016 presidential race. But Hil-lary Clinton’s plan to reduce college stu-dents’ reliance on loans has attracted no-tice on campuses.

The centerpiece of Mrs. Clinton’s plan would make available $175 billion in grants to states that guaranteed that students would not need to borrow to

attend four-year public colleges. The plan would also ease the rules on how students can use Pell Grants, allow those with private loans to refinance them at better rates, and expand the AmeriCorps program (which offers both loan deferments and education benefits).

The plan is, to say the least, a long shot, since it would require the cooperation of Congress — an unlikely scenario if Republicans remain in charge there. But it puts a spotlight on col-lege affordability — for better or worse — as the campaign season moves forward. (Read more on Page A30.)

—LAWRENCE BIEMILLER

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The Week

INSIDEPEOPLE . . . . . . . . A34

IN BRIEF . . . . . . . . A37

IN FOCUS . . . . . . A38

VIEWS . . . . . . . . . A50

GAZETTE . . . . . . . A53

CAREERS . . . . . . . .A64

THE CHRONICLE REVIEW . . . . Section B

What you need to know about the past seven days

CASEY MANN

Welcome Back

A4 september 4, 2015 | the chronicle of higher education

By LEE GARDNER

For more than a year, the Uni-versity of Illinois at Urba-na-Champaign has been trying

to move past its national association with being the college that revoked a job offer to Steven G. Salaita.

But the decision not to hire the controversial professor has dogged the flagship campus, which has drawn criticism and boycotts from scholars, along with censure from the American Association of Uni-

versity Professors. Just last week, 41 campus leaders signed a letter de-manding that the university rehire Mr. Salaita. The signers — mostly department chairs and directors of academic programs — wrote that it “has increasingly become clear” that the decision not to hire Mr. Salaita violated the principles of shared faculty governance, tar-nished the university’s reputation, and threatened its competitiveness.

The letter came after weeks of tumult at Urbana-Champaign. Phyllis M. Wise, the chancellor, announced her resignation on Au-gust 6, citing “external issues.” Af-

ter outrage over the terms of her departure, including a proposed $400,000 payout, the Board of Trustees on August 12 rejected the resignation deal, named an acting chancellor, and began dismissal proceedings against Ms. Wise. Two days later the board backpedaled, allowing her to resign. She will be-come a tenured faculty member in the School of Molecular and Cel-lular Biology after a one-year sab-batical. Her base salary will be $298,926 over nine months.

To that, add the resignation of the provost, Ilesanmi Adesida; the heat taken by the university for work-re-lated emails that the chancellor, the provost, and other officials ex-changed via private accounts; ques-tions about the treatment of athletes; and controversy over a scholar who spent time in prison for his role in a fatal bank robbery in the 1970s.

What has this turmoil cost Illi-nois? Where does it go from here?

State leaders wanted a change in direction. Trey Childress, deputy governor, pressed the university’s board chairman to reject the resig-nation deal for Ms. Wise.

“We believe the university can and will play a tremendous role in shaping the future of Illinois. It is

vital to our state,” Mr. Childress wrote to Edward L. McMillan, the chairman. “That said, the university is facing many challenges and needs to begin charting a new path.”

The headlines have made for strife and scrutiny that no institu-tion weathers easily. But the rep-utation of a nearly 150-year-old research university is a formida-ble thing, and not one that can be tarnished in any lasting way, high-er-education analysts have said.

Mr. Salaita’s case is “unfortu-nate,” said Stanley O. Ikenberry, a former president of the University of Illinois system and a scholar of higher education. But the real work of the university — changing stu-dents’ lives and advancing knowl-edge — continues, he wrote in an email. “Universities have a strength and continuity that transcends events and personalities.”

LIMITED HARM

Scholars and others who work within higher education have been consumed by a debate about aca-demic freedom and professors’ rights in the wake of the university’s deci-sion about Mr. Salaita, but most pro-spective students and their parents

have not. Those fam-ilies are more likely to see the past year’s saga as “an academic dust-up,” said Gene Grabowski, a cri-sis-communications consultant for col-leges and partner at KGlobal, a PR firm. The scandal, he said, is unlikely to hurt enrollment.

The Salaita con-troversy is also un-likely to have an enduring effect on fund raising, said Sue Cunning-ham, president of the Council for Ad-vancement and Sup-port of Education. A temporary drop in support is possi-ble, she wrote in an email, but rela-tionships with alumni who donate are long-term in nature. Dedicated supporters, she wrote, understand that organizations face challenges from time to time.

Sometimes, controversy can even rally loyal alumni to give more, said Robert Moore, president of Lip-man-Hearne, a branding and com-munications company that works with colleges. At Illinois, for exam-ple, alumni who believe that Ms. Wise and the Board of Trustees took appropriate action regarding Mr. Salaita may be more inclined to give.

Such crises seem to do little to affect universities’ bottom lines as controversies cool. In the years af-ter a child-sex-abuse scandal in-volving a former football coach at Penn State University, enrollment and fund-raising totals went up. The University of North Carolina at Chapel Hill, which has been dogged

by scandals over widespread cheat-ing among athletes over the past several years, announced in August that it had received $447 million in gift commitments for the 2015 fis-cal year, a record for the university.

At Illinois, donations are up over the past year, according to Robin N. Kaler, a spokeswoman, and the uni-versity expects to welcome about 7,400 freshman this fall, one of its largest classes ever.

‘WE WILL IMPROVE’

For the University of Illinois at Urbana-Champaign, restoring its reputation among academics and improving morale on the campus are the biggest challenges.

Faculty recruitment has been “completely disrupted,” according to one professor, a member of the university Senate, who asked not to be identified because he could not speak in an institutionwide capacity.

He said several searches to fill positions had been called off be-cause of a lack of qualified candi-dates. The censure by the American

Association of University Profes-sors has been a deterrent to draw-ing professors who want to work at Illinois, he said, and getting that lifted will be important for luring top candidates in the future.

Gay Y. Miller, a professor in the department of veterinary patho-biology and chair of the executive committee of the university’s Sen-ate, said soul-searching is in order. The campus is examining its poli-cies and procedures, she said, and “anytime we undergo such exam-ination we will improve.”

Ms. Wise’s resignation is the latest in a series of contentious leadership changes in recent years. Richard Her-man resigned as chancellor and B. Jo-seph White resigned as system pres-ident in 2009 in the wake of an ad-missions scandal. Ms. Wise clashed with Michael J. Hogan, Mr. White’s successor as president. He stepped down under pressure in 2012.

Despite the turmoil, however, the tight job market could lead promis-ing scholars, or administrative-job candidates, to overlook concerns over academic freedom — especial-ly given the prospect of joining a prestigious flagship campus.

Ms. Kaler said that the universi-ty is taking the AAUP censure se-riously, and confirmed that the re-action to the Salaita affair had led to position searches and academic activities being canceled or post-poned. But the university has hired 120 new faculty members over the past year, she said.

Jan Greenwood, a partner at Ash-er-Greenwood, an executive search firm for colleges, says that recent events at the University of Illinois will inspire presidents across the country to examine their own hiring processes and communications poli-cies. “I probably have a conversation per week with candidates who ask me if their private email is confiden-tial,” she said. “That part is a ques-tion that’s really on people’s minds.”

One of the things that may aid the university in restoring Illinois' reputation is that the increasing frequency of college scandals that go viral makes the Salaita case, as unique as it is, seem one of many, with more sure to follow. Admin-istrators and scholars may learn lessons from this situation, Mr. Grabowski said, but “this isn’t the last time this will happen.”

ADMINISTRATION

U. of Illinois Flagship Endures a Year of Tumult

ROBIN SCHOLZ, THE NEWS-GAZETTE, AP IMAGES

Analysts don’t expect the U. of Illinois’s reputation to be permanently tarnished by events like Phyllis M. Wise’s resignation as chancellor.

By PETER SCHMIDT

The University of Illinois system is trying to strengthen its compliance with the state’s open-records law, in response to accusations

that campus officials tried to skirt the statute by conducting business on private email accounts.

If the Illinois system manages to find a way to keep its leaders and employees from concealing their online discussions of public matters, however, it would stand alone in American public higher ed-ucation. A close look at how state open-records laws are enforced at public colleges suggests that the ab-sence of such controversies may simply indicate that hidden emails are staying hidden.

Here are answers to key questions raised by the University of Illinois controversy.

Q. What do states’s open-records laws say about emails exchanged on personal accounts?

A. Some states, such as Colorado, New Hamp-shire, and Tennessee, have amended open-records laws with provisions extending their reach to elec-tronic communications. Others have laws with defi-nitions of speech broad enough for state courts to see email as falling within the scope of those laws. The upshot is that states generally treat electron-ic communications, including both emails and text messages, as similar to ink-and-paper documents when it comes to open-records requests.

Whether a document is covered by state open-re-cords law generally hinges on its content rather than its location. For the most part, emails on gov-ernment matters sent from private accounts are considered subject to records requests, while per-sonal messages sent from work computers aren’t.

Many states’ laws have big holes when it comes spelling out what responsibility public colleges and other agencies have for retaining emails or text messages stored on government computers in pri-vate companies’ data repositories. For example, they do not define how long, and where, text messages on public matters must be stored.

Q. Why is the application of open-records laws to email becoming an issue now?

A. Jan Greenwood, a partner at Asher-Green-wood, an executive-search firm for colleges, recalls

that when she got into such work, 23 years ago, pub-lic colleges’ presidential-search committees might not have thought twice about using email to share candid thoughts about a candidate. As of about a decade ago, they largely stopped using email to communicate such thoughts, because “you don’t want to inadvertently do harm” by having such statements go public, she says. Since then the grow-ing use of text messaging via cellphones and other devices has again lulled some public employees into communicating with less caution.

Q. What made university officials’ use of pri-vate emails such a problem at Illinois?

A. For more than a year, top officials at the uni-versity have been dogged by controversies, with lawyers, activists, and news media filing open-re-cords requests. The university system said last month that an internal inquiry had determined that campus officials had communicated over per-sonal email accounts and had withheld some mes-sages covered by open-records requests.

Q. Why not just require public-college officials and employees to use government accounts and servers to conduct all of their business?

A. That horse probably left the barn with the emergence of personal computers. Newer devic-es have only made it likelier that public employees will want to send messages on private accounts. An-other complicating factor: The use of private com-puters is encouraged by state laws intended to keep public employees from using public resources for personal reasons.

Q. What keeps public-college officials and em-ployees honest if they don’t want to hand over re-cords stored on their private accounts?

A. Not much. It can be difficult for a public uni-versity even to determine which office computers or university email accounts contain information cov-ered by an open-records request.

Nancy Tribbensee, general counsel for the Arizo-na Board of Regents, says people in her office “rely on the integrity of our public officers and employ-ees” in trying to comply with records requests.

The legal penalty for failing to comply with such a request typically amounts to a nominal civil fine or a requirement to pay the requester’s legal fees.

Public-College Leaders, Private Email: a Primer

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t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a5

A6 september 4, 2015 | the chronicle of higher education

By SCOTT CARLSON

Baltimore

Charm City has long been a boon and a liability for the colleges founded here. The

affordable, accessible city has a rich history and a vibrant arts scene. Some folks here believe the tagline that graces many public benches: “Baltimore: the Greatest City in America.”

Other monikers align more with its violent national image, like “Harm City” and “Bodymore, Mur-derland.”

Battling negative publicity about Baltimore is a perennial struggle for the city’s colleges. They walk a line: playing up the fun, quirky cor-ners of the city while grappling with poverty, drug addiction, and crime as part of their programs and mis-sions.

Starting in April, that balance was particularly challenging. Na-tional TV networks showed Balti-more burning, with mobs looting stores and police in riot gear being pelted with rocks and bricks. The unrest stemmed from the death of Freddie Gray, an African-Ameri-can man who was severely injured while in police custody.

For colleges trying to fill seats, those arguably representative im-ages couldn’t have come at a worse time. National College Decision Day, the date by which prospective students choose where to enroll in the fall, came right in the middle of the protests, on May 1.

These days, “many students and parents are leaving that deci-sion right up to April 30 or May 1,” says Marc M. Camille, vice presi-dent for enrollment management and communications at Loyola University Maryland. “They have narrowed it down to two or three options, and they’re trying to find something that points them in a direction.”

Nothing like TV footage of cars and buildings on fire to help sway that choice. And Mr. Camille thinks it did. Loyola was on track to meet its enrollment goals in the preced-ing weeks, he says, but then the numbers dropped off. The univer-sity tried to communicate that the campus was far from the events de-picted on the news; it even sent out a letter from the father of a current senior who said the images didn’t reflect the largely peaceful nature of the protests. The dad added that his daughter was now “concentrat-ing her job search in the Baltimore area, and we are thrilled and sup-port that decision 100 percent.”

But Loyola’s entering freshman class is about 5 percent below its goal. To minimize that impact, the university has worked harder, Mr. Camille says, to shore up numbers among returning and transfer stu-dents.

The Maryland Institute Col-lege of Art, closer to the site of the protests, also saw prospec-tive students drop away. “We had a number of students calling us

— particularly international stu-dents — saying, ‘You had been my first choice, but my father won’t let me come to Baltimore,’” says Theresa Bedoya, vice president for admissions and financial aid. In response, MICA scrambled to move up the enrollment of stu-dents who had been accepted for the 2016 spring semester. The col-lege also enrolled higher numbers of transfer and graduate students, who may not, Ms. Bedoya thinks, have been as inf luenced by par-ents.

Some college officials have won-dered if their elite neighbor, the Johns Hopkins University, took a hit, but David Phillips, vice pro-vost for admissions and financial aid, insists it didn’t. The universi-ty came in about 25 students under its target but filled those spots from the wait list, he says — not an atyp-ical year. “We had the highest yield we ever had, the most diverse class ever,” he says. The percentages of Pell Grant recipients and first-gen-

eration students went up, and in-coming freshmen posted the high-est grade-point averages and SAT scores in years, he adds. “By all in-dications, it was a banner year for us.”

Last week the university took incoming students on a series of

tours of the city’s trendy neigh-borhoods, to get them “out of the Johns Hopkins bubble,” as one administrator told The Baltimore Sun.

Even Goucher College, 10 miles from downtown, in suburban Tow-son, worried about its incoming

class. In the spring, the college quietly removed a sunny image of Baltimore’s Inner Harbor from its home page, irking some current students.

“The students were saying that Goucher uses Baltimore when it’s convenient and distances itself when convenient,” says Kristen Pinheiro, a spokeswoman for the college. Administrators thought the image was “incongruous” with the mayhem on television, she says, “showing these tourist places rather than real parts of our city that were hurting.”

Still, she says, “this is a business — nonprofit, but it is a business.” Maybe the move made sense for the college. “It was right before nation-al decision day,” Ms. Pinheiro says, “and we had a class to build.”

EMBRACING A BROKEN CITY

Concerns could carry into the next enrollment cycle, say campus officials in Baltimore. And violence may erupt again if the police offi-cers charged in the Freddie Gray case are acquitted after their trial, set to start in October.

Responding to negative percep-tions and fears isn’t new for col-leges here. “The Wire has done more damage than anything,” says Ms. Bedoya, of the art college, refer-ring to the HBO series about drug dealers and the police in Baltimore. “For some people, their only im-pression of Baltimore is The Wire.”

About 20 years ago, 14 institu-tions got together to form the Bal-timore Collegetown Network, an organization devoted to market-ing the city as a dynamic place to be a student, hang out, and get an internship or job. Kristen Camp-bell McGuire, executive director of the group, says this spring’s unrest renewed discussion among college leaders about helping to revitalize

the city, using the strife as a call to action.

Several colleges have already an-nounced new programs and cours-es tied to the unrest. Morgan State University is forming a task force to study and offer solutions to problems including poverty, public health, and public safety. The Uni-versity of Maryland law school will offer a course on the unrest, taught by faculty members and public offi-cials. And at Johns Hopkins, which has long used Baltimore’s broken neighborhoods as laboratories for public-health programs, the city has hired researchers to review its crisis response.

The pressing issues here fit right into the curriculum at the Uni-versity of Baltimore — and might have driven up enrollment in some programs. The numbers of under-graduate, graduate, and transfer students are all up this year, par-ticularly in public administration, negotiation and conflict manage-ment, nonprofit management and social entrepreneurship, and crim-inal justice.

“Those are all programs that people who are interested in big-city issues might be into,” says Da-vid Waggoner, associate vice pres-ident for admissions. The univer-sity, whose president is Kurt L. Schmoke, a former Baltimore may-or, draws mainly local and com-muter students.

Meanwhile, the debates sur-rounding the protests have ener-gized some students from near and far.

“This particular generation of millennials is very focused on so-cial-justice issues and community involvement,” says Ms. McGuire, of the marketing network. “They see this as an opportunity to get in on the ground floor of what could be an urban renewal.”

On Loyola’s campus last month, the group held a weeklong work-shop on leadership skills for 70 students interested in using their education to help the city. Among them was Jessica Dierdorff, a ju-nior at Loyola from Southbury, Conn. She has fallen in love with Baltimore — she speaks lovingly of Fort McHenry, which inspired the national anthem in the War of 1812, and the many murals painted on buildings around the city — and she plans to stay after graduation. But during the protests, her fam-ily, knowing her interest in social justice, was concerned she would join in.

“They immediately called me and said, ‘We don’t want you down there,’” she says. “They still worry about me.”

Ms. Dierdorff works at the Great-er Baltimore Urban League, which helps connect families to employ-ment, education, health care, and other services. Like other students, she has found Baltimore to be at the center of a struggle for equality. The protests were a loud, churning, occasionally explosive cry for that equality.

“There is so much power in this city,” she says, “that people don’t recognize.”

STUDENTS

Months After Riots in Baltimore, Some Colleges Feel Repercussions

“We had a number of students calling us … saying, ‘You had been my first choice, but my father won’t let me come to Baltimore.’”

ANDRÉ CHUNG FOR THE CHRONICLE

Students moved in last week at the Maryland Institute College of Art, in Baltimore, not far from where protests raged this spring. The college offset a decline in enrollment by welcoming more transfer and graduate students, as well as freshmen originally admitted for the 2016 spring semester.

ANDRÉ CHUNG FOR THE CHRONICLE

Theresa Bedoya, vice president for admissions and financial aid at the art college, talks with parents who have just dropped off their daughter. “For some people, their only impression of Baltimore is The Wire,” she says.

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A8 se p t e m be r 4, 2015 | t h e c h ron ic l e of h igh e r e duc At ion

By KELLY FIELD

The scars on Christine Ban-jo’s arms are still there — faint marks from the bedbugs

that bit her when her family was living in a motel room during her high-school years. “Battle wounds,” she calls them: a faded but constant reminder that the college junior has been chronically homeless since she was 7.

During the school year, Ms. Ban-jo, who is 20, lives in the dorms at Norfolk State University, in Vir-ginia. But on summer vacation and during other breaks, she has no set place to go. There’s no room

for her in the rooming house where her parents live, so she crashes with friends or sublets space in a cramped apartment. Most days her only meal is the sandwich and fries she gets during her shift at McDon-ald’s. She returns there on her days off just to have something to eat.

Ms. Banjo says she tries not to dwell on her status but “to put it in a box and act like a normal person.” She avoids calling her parents, be-cause she doesn’t like to be remind-ed that they’re still struggling. Her father works as a valet at a hotel, but her mother is schizophrenic and can’t work.

“I have my depressed moments, but I pull myself out if it,” Ms. Ban-jo says. Still, she adds, “I sometimes wonder if it’s ever going to end.”

Her situation is not that unusual. Nationwide, close to 60,000 “unac-companied homeless youth” receive federal financial aid as independent students. There are probably thou-sands more who aren’t applying for aid or who are receiving aid as fi-nancial dependents, advocates say.

Some of them, like Ms. Banjo, grew up homeless. Others fled abu-sive homes as teenagers or were dis-owned by their families because of their sexual orientation. They in-clude students who are living in shelters, sleeping in cars, or com-muting from campgrounds. They also include students, like Ms. Ban-jo, who live on campus most of the year.

The challenges that homeless students face extend well beyond shelter to food insecurity, sleep deprivation, and poor health. Many must choose between educational expenses and meals, according to Feeding America, a national net-work of food banks.

Yet homeless college students re-main a largely invisible population — often indistinguishable from their peers and overlooked in pol-icy debates. They get less attention than former foster youths and are often excluded from programs and policies benefiting such students. Many hide their homelessness from professors and classmates out of shame or fear of being pitied.

Many college administrators aren’t even aware that homeless students are present on their cam-puses. Advocates say there’s a lin-gering misperception that a home-less person is someone who lives on the side of the road, not someone

who “couch surfs” during breaks.“Everybody has a picture in their

mind of what a homeless person looks like,” says Cyekeia Lee, direc-tor of higher-education initiatives at the National Association for the Education of Homeless Children and Youth. “They struggle with the fact that they don’t have to be on the street, or under a bench.”

That’s starting to change, if slow-ly. On some college campuses, ad-ministrators are taking a broader view of what it means to be home-less, and they are responding with programs aimed at getting more homeless students into and through college. Kevin Kruger, president of Naspa — Student Affairs Admin-istrators in Higher Education, says colleges are catching on to the chal-lenges those students face and tak-ing steps to help them secure food during the year and shelter during breaks.

“Two years ago, I thought food insecurity meant, I don’t like beets,” he says. Now the topic comes up of-ten at his group’s meetings.

‘OFF THE MAP’

If colleges have been slow to help homeless students, it may be because they know so little about the population. States keep tabs on the number of homeless students attending their public schools, but once they graduate from high school, “they fall off the map,” says Barbara Duffield, director of the National Association for the Edu-cation of Homeless Children and Youth.

Policy makers have only one statistic to turn to: the number of homeless students granted status as independents on the Free Ap-plication for Federal Student Aid, or Fafsa. But there’s no measure of how many enroll or make it to grad-uation. Research on the population is almost nonexistent.

For Ms. Banjo, who became homeless in second grade, even

graduating from high school was a challenge. Kept awake by the bed-bugs, she often fell asleep in class and nearly failed the 11th grade. It wasn’t until she drew a “Help” sign in class and a friend showed it to the principal that her school con-nected her with a community or-ganization in Richmond, Va. She graduated with a 3.3 GPA.

Because many homeless stu-dents move frequently, they’re of-

ten at an academic disadvantage to their peers. Each time they switch schools, they have to adjust to new teachers, new peers, and often, new curricula. They may miss stretches of school during relocations.

Once on campus, they often wrestle with feelings of self-doubt and loneliness. Some have lived with their families for so long in cramped motel rooms or shel-ters that they’re afraid to be alone in their dorms, says Ms. Lee, who answers her association’s home-less-student hot line. Others can’t accept that they’re finally in an ap-parently stable situation.

Marcy Stidum, associate director for counseling and psychological services at Kennesaw State Univer-sity, says she knows of one student who packs her bags nearly every Saturday night in anticipation of moving. Ms. Stidum has helped the student purchase a meal plan and get federal work-study support, but she hasn’t been able to convince her that she won’t be evicted yet again.

“She told me that it’s hard to be-lieve that somebody is not going to

knock on your door and tell you to leave,” Ms. Stidum says.

Ms. Banjo has lots of friends but says she doesn’t feel she can share her struggles with them, “because they wouldn’t get it, and it would make me mad,” she says. “I miss that — having someone to talk to.”

Financial desperation can deep-en feelings of isolation. Homeless college students don’t qualify for the $5,000 education-and-train-ing voucher that the federal gov-ernment provides to former foster youths, and they aren’t eligible for most state tuition waivers.

That disparity may be due in part to differing perceptions of the two populations, says Amy Dworsky, a research fellow at the University of Chicago’s Chapin Hall. While foster youths are often viewed as victims, homeless students are sometimes seen as “troublemakers who should just go back home,” she says. “They don’t get the same level of public sympathy.”

So while homeless students may receive enough aid to cover tuition, they’re often left scrambling to find ways to pay for books and food. Ms. Lee says she’s gotten calls from women who were considering pros-titution to pay for books. Once she heard from a young man who was stealing from wishing wells to buy food.

“He said he felt like he was steal-ing people’s dreams,” she says. “A lot of times, students have told me, ‘I’ve had to do things I’m ashamed of.’”

CONVINCING THE COLLEGES

But the calls Ms. Lee gets most often are about navigating the Faf-sa. Eight years ago, Congress ex-panded the definition of “indepen-dent” student to include “unaccom-panied homeless youth,” allowing homeless students to obtain aid without their parents’ signatures or financial documentation. But many homeless students still struggle to prove they qualify. In part, that’s

because their colleges don’t believe them.

Under federal law, financial-aid administrators are supposed to grant independent status to stu-dents, age 21 or younger, who check a box on the Fafsa indicating that they have been declared unaccom-panied and homeless or at risk of becoming homeless. Such a dec-laration can be made by a high-school or district liaison, the direc-tor or a federally funded emergen-cy shelter or transitional housing program, or the director of a center or living program for runaways or homeless youths.

Aid administrators are not re-quired to verify a student’s status unless they’re aware of conflicting information. Even then, a written statement from, or conversation with, one of these declaring au-thorities is sufficient proof. An aid administrator can even grant inde-pendence to a student based only on an interview with him or her.

Those are the rules. But in prac-tice, many financial-aid admin-istrators demand additional evi-dence from students, treating their cases as matters of “professional judgment,” advocates say. Others will deny students independent status based on their own notions of homelessness rather than on the federal definition: “lacking fixed, regular and adequate housing.”

Older students face even more hurdles. Because the law defines unaccompanied “youths” as indi-viduals who are 21 or under, appli-cants who are older than that have to seek an override of their status as dependents. To do so, they must provide information that demon-strates their “unusual circumstanc-es.”

Jennifer Martin, director of training initiatives for the Nation-al Association of Student Finan-cial Aid Administrators, says some campus financial-aid officers are “a little uncomfortable” with the min-imal documentation requirements for unaccompanied youths. “It kind of scares people, because they don’t think it’s enough,” she says. “There’s a concern that students are trying to work the system.”

Given the consequences of get-ting a determination of indepen-dence wrong — wasted resources, a potential federal audit — many administrators err on the side of caution and deny requests, Ms. Lee says.

Students can appeal colleges’ decisions to the U.S. Department of Education, but advocates for homeless students say the students face long odds. A spokeswoman for the department, Denise Horn, says the agency doesn’t know how many students have won appeals or even filed them.

Even students who gain in-dependent status as freshmen must reapply each year, convinc-ing their colleges that they’re still homeless. Because public-school liaisons and shelter administra-tors can’t vouch for students they are no longer serving, most soph-omores, juniors, and seniors must seek determinations of homeless-

STUDENTS

How to Help the Students Who Have No Homes

CHRONICLE PHOTOGRAPH BY JULIA SCHMALZ

Most days, the only meal Christine Banjo has is the sandwich and fries she gets during her shift at McDonald’s. She returns there on her days off just to have something to eat.

While homeless students may get enough aid to cover tuition, they’re often left scrambling to find ways to pay for books and food.

Continued on Page A10

The underdeveloped state of financial literacy among many college and university attendees poses a serious challenge both to the students and their educational institutions.

For students, limited understanding of personal financial management can be particularly costly at a time when 69% of them1 are assuming debt obligations to pay for their education, and those obligations are averaging $28,4002 at graduation. And for institutions of higher learning, from a business perspective, financial problems that may be due to low student financial literacy result in higher dropout and loan default rates.

Thus, increasingly, colleges and universities are taking on the mission of helping their students become more money savvy. One additional reason, according to Bill Ford, Senior Vice President and Senior Client Manager in the Specialized Industries group of Bank of America Merrill Lynch, is that “parents are asking universities, ‘What’s your value proposition to support the high cost of tuition?’”

Part of the response, he says, can be: “We’re training students to be smart about managing their funds to make sure they get their money’s worth.”

Financial literacy is critical to the success of graduates entering the work force, adds Jonathan Millard, Public Sector Banking Senior Vice President and Market Leader, Bank of America Merrill Lynch. “Most institutions of higher learning regularly engage students about subjects beyond academics that will impact their lives going forward, such as good citizenship and community service,” he points out. “Efforts at promoting student financial literacy are consistent with that broader educational focus.”

Following are the five “most prevalent” financial literacy program models that have achieved success, according to the Coalition of Higher Education Assistance Organizations:

1. Interactive online programs. This can be multimedia and text-based, including interactive tools, and reach large audiences efficiently.

2. Game-based education. Financial games that engage students in learning include electronic games, board games, contests, simulations and even card games.

3. Event-based programs. Events can range from new student orientation sessions to festivals featuring local celebrities.

4. Individual counseling. Such sessions are tailored to the needs of the individual student and can be offered both by financial professionals and on a peer-to-peer basis by trained volunteer or paid students.

5. Classroom-based programs. Personal finance topics often are incorporated into business-related courses with a broader scope.

As with any substantial undertaking, the effectiveness of a financial literacy promotion effort can be improved over time. That requires establishing performance metrics at the outset so that the necessary data can be gathered and

analyzed after sufficient time has elapsed. Indicators of success can range from something as basic as program participation, to reductions in student loan default rates.

Some tips for achieving success with such an effort include building a broad-based task force that includes administrative and student leadership, seeking support from area businesses in terms of sponsoring and publicizing financial literacy events, and recruiting prominent students, university staff and community leaders to serve as program publicists and cheerleaders.Visit bofaml.com/education to read the full article.

Making Student Financial Literacy a PriorityInstitutions and Service Providers Are Finding Solutions

to a Persistent Challenge in Higher Education

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1The Institute for College Access & Success, “Student Debt and the Class of 2013,” November 2014. 2 Ibid.

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ness from their financial-aid of-fices.

Nancy Guzman, a 20-year-old sociology major at the University of California at Santa Barbara, calls the annual approval process “drain-ing.” Ms. Guzman, who says she left home in high school because her mother’s boyfriend was abusing her, had to submit a personal state-ment and letters from a counselor and social worker to qualify as an independent in her freshman and sophomore years. This year her ap-plication for aid was initially reject-ed, and she had to appeal.

“I don’t like having to explain myself to a different person each year, opening up my deep, dark secrets,” she says. “They should just ask you: Has your situation changed?”

With Congress scheduled to take up a renewal of the Higher Edu-cation Act as early as this fall, ad-vocates are pushing lawmakers to make it easier for homeless stu-dents to qualify as independents. Their wish list is reflected in a 2013 bill by Sen. Patty Murray of Wash-ington, the top Democrat on the

Senate education committee. The measure would abolish the annual recertification process and expand the federal definition of “youth” to include 22- and 23-year-olds. The measure would also compel finan-cial-aid offices to interview stu-dents who lack outside documenta-tion stating they are homeless.

In the meantime, the Education Department has reminded aid ad-ministrators of the “sensitive na-ture of these situations.” In July the agency issued a warning that some colleges are “unnecessarily restrict-ing applicants’ access to aid” by ask-ing them to “justify” their status rather than simply prove they are homeless or at risk of becoming so.

ALWAYS THE NEW KID

Sitting in a circle at the front of a conference room in the U.S. Capitol Visitor Center in June, 10 homeless students, some clutching tissues, described what it is like to grow up with no sense of stability or secu-rity. They told congressional aides, many of them not much older, how it feels to always be the new kid at school, to get in trouble because

your uniform is dirty, to be bullied because you haven’t seen the latest episode of That’s So Raven, to do your homework in a campground.

The students had received schol-arships from the National Associ-ation for the Education of Home-less Children and Youth, which had brought them to Washington to share their stories. Those stories were deeply personal and deeply felt: Students discussed how they’d been caregivers to younger siblings and to mentally ill and addicted parents, and wept when they re-called how they’d been abused.

Nearly all said college was their ticket out of poverty. Yet some felt conflicted about going.

“It almost feels selfish” leav-ing siblings behind, said Ms. Guz-man. “It’s tough because they’re still in the situation that I had to deal with.”

Feelings of survivor’s guilt are common among homeless college students, says Ms. Lee, of the asso-ciation. Homeless students with sib-lings “often feel that they’ve aban-doned them to better their lives.” To help out, they’ll send home portions of their student-aid refunds, or let

family members crash in their dorm rooms.

Several of the students who spoke in Washington said they didn’t trust people to help them and didn’t want to be looked down upon. “I don’t ask many people” for help, says Ms. Banjo, “because they’ll think I just want pity, or they’ll say, Do it yourself.”

When she does reveal that she’s homeless, her friends are typically “shocked,” she says. “I have to tell them what it means. I have to tell them, Don’t feel sorry for me.”

That’s a common sentiment. Quinton D. Geis, a graduate student at the University of Nebraska at Lin-coln, interviewed several homeless college students for his graduate thesis, and he found that most just wanted to be treated as “normal, regular students.” They said they felt disconnected from their peers and got little support from their institu-tions. Yet those he interviewed were also determined to finish their de-grees, seeing them as paths to a more secure future.

Rashida Crutchfield, an assistant professor of social work at Califor-nia State University at Long Beach,

interviewed homeless students for her doctoral dissertation and is now conducting research to deter-mine the number of students across the system’s 23 campuses who don’t have enough healthful food to eat.

Many of the homeless students she spoke with “didn’t want to feel like they were begging for support, and they wanted to be self-reliant adults that don’t need help,” she says. “They were incredibly resilient and determined.”

Still, Ms. Banjo wishes colleges would do more to lend a hand. Better access to food, clothes, and counsel-ing “would be helpful,” she says.

With two years of college left, she’s struggling to balance school with her fast-food shift. But she’s determined not to drop out, as her older brother did. Her goal is to be-come a social worker so that she can offer to other homeless youth the support that she lacked.

“Homelessness has made me feel as though I were an outcast and iso-lated from society,” she wrote in her application for the advocacy group’s scholarship. “If I can help one child avoid even half of what I’ve endured, I would be truly happy.”

Continued From Page A8

Care and Camaraderie: Keeping Homeless Students on TrackBy KELLY FIELD

It’s Day 5 of orientation for 400 freshmen at Florida State Uni-versity, and Anna Benbrook, a

sexual-health educator, is demon-strating a dental dam. “It’s just like a little tablecloth,” she says, unfold-ing the blue latex rectangle and holding it to her mouth. “You put it down, and you eat.”

The roomful of students giggles, then erupts. Martha Hadley, sitting

in the front row, shushes them, not for the first time.

It’s not that Ms. Hadley, a pe-tite, self-described “goofball” who rides a longboard around campus, doesn’t have a sense of humor. She’s just a little more serious about col-lege than the average freshman is.

“I get frustrated because I ap-preciate it,” she explains. To Ms. Hadley, a homeless student who once spent a night on a park bench in Tampa, everything at college is a new opportunity, and she doesn’t want to miss any of it.

Ms. Hadley, 18, is one of 56 stu-dents enrolled in the university’s Unconquered Scholars program, which serves students who have ex-perienced homelessness or foster care, been wards of the court, or been raised by relatives other than their parents. Their backgrounds put them at greater risk of dropping out, so the program, which was cre-ated in 2012, provides academic, social, and emotional support.

For the next six weeks, Ms. Had-ley would take summer classes with other students who were admitted to Florida State through its Center for Academic Retention and En-hancement, known as CARE, for low-income and first-generation students. After that she would meet every two weeks with her small-er Unconquered Scholars group to talk through her challenges.

Targeted programs like this are rare on college campuses. But they’re catching on as policy makers and administrators become more attuned to the challenges facing homeless students. In the past four years, 16 states have created net-works to help homeless youth make the leap from high school to college.

Meanwhile, the number of col-leges offering food banks and pan-tries is increasing. In 2007, only Michigan State University had a food bank; today the College and University Food Bank Alliance has more than 200 members.

A few institutions, like Florida State, are going further, with com-prehensive support for homeless students. The early results are en-couraging: Students in the Uncon-quered Scholars program have a 95.5-percent retention rate and an average GPA of almost 3.0.

Lisa Jackson, the program’s coor-dinator, says it gives students “the social capital they need to succeed.” They “can connect and not feel judged or shunned.”

‘WE NEED THAT’

Florida State created Uncon-quered Scholars after a professor of social work asked what it was do-ing for homeless and foster-care youths.

Other colleges have been spurred to action by a single student. In 2011, Marci Stidum, a case manag-er in the counseling center at Ken-nesaw State University, in Georgia, got a call from the groundskeepers. They had been finding one student’s belongings stashed away in the dorms and didn’t know what to do.

Ms. Stidum’s first reaction was one of confusion. “I was like, Home-lessness, huh? It didn’t register,” she recalls. “She was my ground zero.”

The student didn’t want to go to a shelter, so Ms. Stidum made tempo-rary arrangements for her to sleep on a campus bench, telling police

officers not to arrest her. Recogniz-ing that “this was not a one-time scenario,” she called colleagues at other universities to see how they were helping homeless students. When she asked about particu-lar services, “they kept saying, ‘We need that’ ” on their campuses.

Ms. Stidum decided that Ken-nesaw State “needed something official,” so she created a name — Campus Awareness, Resource and Empowerment Center, or CARE — and a website, and sought admin-istrators’ blessing. They offered to help with fund raising but did not provide any institutional support.

A couple of years later, CARE has raised $30,000 to $40,000 from foundations and in donations from staff members and local residents. During the past academic year, the program provided more than $14,000 in financial support to stu-dents through housing, meal plans, gas and grocery cards, and bus passes. It also arranged housing or prevented eviction for 11 students and distributed more than 5,000 pounds of food through the univer-sity pantry, which it now runs.

The program has also creat-ed partnerships with a communi-ty organization that boards stu-dents’ pets and a consignment shop where students can choose their own clothes.

NAVIGATING COMPLEXITIES

Most of the 16 state networks — which comprise officials from pri-mary and secondary schools, col-leges, shelters, community agen-cies, and college-access programs — are just getting off the ground.

Some of the networks are fo-cused on raising awareness about homelessness, but a few provide di-rect aid to homeless students. Colo-rado, the first state to create a net-work, in 2008, awards gift cards for necessities that aren’t covered by federal aid.

Colorado’s biggest contribution to homeless education is the SPOC — the “single point of contact.” SPOCs are individuals who can be found in admissions, financial-aid, and student-services, to help home-less students navigate the complexi-ties of college life. Four other states now require at least some colleges to have a single point of contact. Advocates for homeless students are asking Congress to require all colleges to have one.

In the meantime, the yeoman’s work of helping homeless students is being done by college-access or-ganizations like On Point for Col-lege, which operates primarily in upstate New York. During the first two weeks of every semester, On Point volunteers meet with low-in-come and homeless students to make sure they have their books and food and are adjusting to cam-pus life. The volunteers continue to check in with students as they prog-ress, and sometimes stand in for their parents at graduation.

The program finds gap hous-ing for students during breaks and picks them up from campus when they don’t have a ride.

But volunteers can’t always

be there, so Ginny Donohue, the group’s executive director, identi-fies “campus angels” whom students can contact if they run into trouble. She reckons that half of the students who would otherwise drop out re-main in college “because of the kindness of somebody on campus.”

MS. LISA’S SNACK SHELF

At Florida State, the “campus an-gel” would have to be Ms. Jackson, a social worker who knows what it’s like to bounce around from home to home. A first-generation stu-dent, she was raised off and on by her grandparents while her young mother got her own life together.

In Ms. Jackson’s office, a book-case is lined with boxes of granola bars, Pop-Tarts, Slim Jims, pea-nuts, and potato chips, for students “who are hungry and don’t want to admit it,” she says. She doesn’t tell students why it’s there, because she doesn’t want them to feel any shame. To them it’s just “Ms. Lisa’s snack shelf.”

For now the focus is on acclimat-ing to college life. During orienta-tion, the students start to learn the differences between high school and college, the hundreds of groups they can join, and, as Ms. Benbook demonstrated, how to have healthy intimate relationships.

At each session, Ms. Hadley sits at the front of the class, wearing a black Seminoles shirt she bought “because it was the cheapest item in the store.” Whenever the instructor asks a question, her hand shoots up.

Ms. Hadley left home for good last year after months of “weekly running away and getting kicked out” by her father.

Compared with leaving home for transitional housing, she says, starting college hasn’t been “that scary.” “Even though I had grown independent, I feel that now I’m completely my own person,” she says. “I feel like an adult now.”

STUDENTS

Martha Hadley is one of 56 students in Florida State U.’s Unconquered Scholars program.

t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a11

Announcing the Class of 2015The Paul & Daisy Soros Fellowships for New Americans program honors the contributions of immigrants to the United

States. We invest in the graduate education of 30 New Americans—immigrants and the children of immigrants—

who are poised to make significant contributions to US society, culture or their academic field. Each new Fellow receives

up to $90,000 in financial support over two years, and they join a lifelong community of New American Fellows.

MOHAMAD ABEDIPhD in bioengineering at Caltech

Born in the United Arab Emirates; came to the US at 17; BS from UC Irvine; recipient of NSF Graduate Research Fellowship; developing tools to treat neurological and psychiatric diseases.

OSWALDO (OZ) HASBÚN AVALOSMD at Columbia

Born in El Salvador; came to the US at 10; BS from Stanford University; leader and published researcher on medical languageinterpretation; recognized as a White House Champion of Change.

CECIL BENITEZMD at Stanford

Born in Mexico; came to the US at 9; BS from UCLA; PhD in developmental biology from Stanford; research on pancreas development published in peer-reviewed journals; certified Spanish interpreter.

SHINICHI DAIMYOMSN at Yale

Born in California to Vietnamese and Japanese parents; BA from USC; MPH from BU; Partners In Health expert on develop-ing and implementing community-based mental health programs in low-resource settings globally.

DANIELA DELGADOMD at Harvard

Born in Colombia; came to the US at 12; BS from University of Miami; founded community-based research project for farmworker children; looking forward to a career serving immigrants.

AMAL ELBAKHARJD at Harvard

Born in Morocco; came to the US at 9; BA from Macaulay Honors College at Hunter College, CUNY; wrote award-winning honors thesis on Iran’s healthcare laws for women; continues to focus on women’s issues.

ASMAA ELSAYEDEdM in global education at Harvard

Born in Libya; came to the US at 22; BA from George Mason and MA from American University; worked for Omani Ambassador; helped develop early childhood education curricula in Arabic.

ARASH FEREYDOONIMD at Yale

Born in Iran; came to the US at 16; completedjoint 4 year BS/MS at Yale; master’s thesis on measuring neuronal traction forces; fellowships in robotic surgery; founded NGO to support Syrian refugees.

KRZYSZTOF FRANASZEKMD at Harvard and MIT

Born in Poland; immigrated to the US as a child; BS & BA from University of Maryland; PhD in pathology at the University of Cambridge; focused on the intersection of biotechnology and medicine.

LEDINA GOCAJJD at Harvard

Born in Albania; came to the US at 8; AB from Princeton; researches the regulation of US financial institutions; will clerk on the US Court of Appeals for the DC Circuit.

AYAN HUSSEINPhD in neuroscience at Yale

Born in Somalia; came to the US at 16; BS from University of Georgia; recipient of NSFGraduate Research Fellowship; researching how dysfunction of inhibitory interneurons impacts development of brain circuits in disease.

TIFFANIE HSUMFA in directing at UCLA

Born in Wisconsin to parents from Taiwan and China; BA from Harvard; award-winning film-maker dedicated to telling stories that show people struggling with isolation.

For more information, to register for information sessions, or to apply, please visit pdsoros.org PDSoros

EVGENIYA KIMMBA at Yale

Born in Uzbekistan; ethnically Korean; came to the US at 14; ancestors exiled from Siberia; BA from Macaulay Honors College at Hunter College, CUNY; pursuing business strategy and economic development.

ISMAEL LOERA FERNANDEZPhD in chemistry at Rice

Born in Mexico; came to the US at 11; undergraduate Latino campus leader; BS from Emory University; DACA recipient; works on synthesizing bismuth carboxylate complexes.

ALLEN LINPhD in systems biology at Harvard

Born in New Jersey to Taiwanese parents; MEng and BS degrees from MIT; MPhil in technology policy and MSc in public health as a Marshall Scholar; focused on cost-effective HIV vaccinations and therapies.

POLINA NAZAYKINSKAYADMA at The Graduate Center, CUNY

Born in Russia; came to the US at 21; BA from Moscow Tchaikovsky Conservatory College; MM from Yale Schoolof Music; 2015 recipient of the Charles Ives Scholarship from the AAAL.

MINH-DUYEN THI NGUYENMD at Stanford

Born in Vietnam; came to the US at 5; Gates Millennium and Philip Evans Scholar; BA from Swarthmore; recorded sex workers’ narratives as Watson fellow; focused on medical care for women.

LUCY OGBU-NWOBODOMD at UC Davis

Born in Nigeria; brought to the US at 11; was undocumented for 12 years; BS from Cal State East Bay; co-director of a student-run clinic; plans to specialize in neurosurgery.

SANDRA PORTOCARREROPhD in sociology at Columbia

Born in Peru; came to the US at 16; BA from UC Berkeley; McNair and Haas Scholar; studying the effects of the US prison system on the lives of Latino immigrants.

EUGENE RUSYNJD at Yale

Born in Kiev; Russian mother and Carpatho-Ruthenian father; came to the US at 4; BA from NYU; worked with Tony Judt on several books and articles; focused on constitutional and environmental law.

ANDRE SHOMORONYMD at Harvard and MIT

Born in Brazil; moved to Miami at 15; BS from Yale; directed award-winning a cappella group; researched micro-tissue engineering and cancer biology; hopes to work at intersection of engineering and surgery.

SAHAR SOLEIMANIFARDMD at Johns Hopkins

Born in Iran; BS from Sharif University; came to the US at 23; developed MRI methodology as PhD student at Johns Hopkins; Siebel Scholar; hopes to apply engineering to her medical career.

STEPHANIE SPEIRSMBA at MIT

Born in Hawaii to Chinese and Korean parents; BA from Yale; MPA from Princeton; youngest-ever director at the White House National Security Council; Acumen global fellow; co-founder of US-based solar social enterprise.

KATHERINE KARMEN TRUJILLOMA in law and diplomacy at Tufts

Born in California to parents from Mexico and Honduras; BA from UC Berkeley; Mitchell Scholar finishing MA degree at Ulster University; hopes to be a civic leader in South Central Los Angeles.

MARK MINGHAO XUEMS in computer science at Stanford

Born in China; came to the US at 5; BA from Columbia; coached NYC Math Team; served as a marine officer and helicopter pilot for 8 years; created software to improve pilot safety.

JULIE ZHUMFA in combined media at Hunter College, CUNY

Born in Michigan to Chinese parents; BA from Yale; carillonneur at St. Thomas Church in Manhattan; co-founded Sitka Fellows Program; art focuses on intersection of mathematics,music & visual representation.

The Paul & Daisy Soros Fellowships are open to New Americans of outstanding achievement and promise in any US graduate program. Applications for the Class of 2016 are now open.

YAKIR RESHEFMD and PhD in computer science at Harvard and MIT

Born in Israel; came to the US at 6; BA from Harvard; developed a statistical method for detecting new relationships in large data sets, published in Science; Fulbright scholarin Israel.

GERALD CHUNT-SEIN TIUMD and PhD in genetics at Stanford

Born in California to Burmese-Chinese parents; BA from Harvard; received Rockefeller Memorial Fellowship to study HIV/AIDS in China and Myanmar; researches RNA-mediated gene regulation.

RAEUF ROUSHANGARPhD in biochemistry and molecular biology at MSU

Born in Oman; discriminated against in Egypt because of Bahá'i faith; came to the US at 20; homeless for 6 months; findings published on genetic interactions in human orofacial clefting syndromes.

PARAS SINGH MINHASMD and PhD in neuroscience at Stanford

Born in Maryland to Sikh parents from India; BS from University of Pittsburgh; awarded multiple scholar-ships; founded NGO that serves orphans in Ghana and India.

A12 se p t e m be r 4, 2015 | t h e c h ron ic l e of h igh e r e duc at ion

Announcing the Class of 2015The Paul & Daisy Soros Fellowships for New Americans program honors the contributions of immigrants to the United

States. We invest in the graduate education of 30 New Americans—immigrants and the children of immigrants—

who are poised to make significant contributions to US society, culture or their academic field. Each new Fellow receives

up to $90,000 in financial support over two years, and they join a lifelong community of New American Fellows.

MOHAMAD ABEDIPhD in bioengineering at Caltech

Born in the United Arab Emirates; came to the US at 17; BS from UC Irvine; recipient of NSF Graduate Research Fellowship; developing tools to treat neurological and psychiatric diseases.

OSWALDO (OZ) HASBÚN AVALOSMD at Columbia

Born in El Salvador; came to the US at 10; BS from Stanford University; leader and published researcher on medical languageinterpretation; recognized as a White House Champion of Change.

CECIL BENITEZMD at Stanford

Born in Mexico; came to the US at 9; BS from UCLA; PhD in developmental biology from Stanford; research on pancreas development published in peer-reviewed journals; certified Spanish interpreter.

SHINICHI DAIMYOMSN at Yale

Born in California to Vietnamese and Japanese parents; BA from USC; MPH from BU; Partners In Health expert on develop-ing and implementing community-based mental health programs in low-resource settings globally.

DANIELA DELGADOMD at Harvard

Born in Colombia; came to the US at 12; BS from University of Miami; founded community-based research project for farmworker children; looking forward to a career serving immigrants.

AMAL ELBAKHARJD at Harvard

Born in Morocco; came to the US at 9; BA from Macaulay Honors College at Hunter College, CUNY; wrote award-winning honors thesis on Iran’s healthcare laws for women; continues to focus on women’s issues.

ASMAA ELSAYEDEdM in global education at Harvard

Born in Libya; came to the US at 22; BA from George Mason and MA from American University; worked for Omani Ambassador; helped develop early childhood education curricula in Arabic.

ARASH FEREYDOONIMD at Yale

Born in Iran; came to the US at 16; completedjoint 4 year BS/MS at Yale; master’s thesis on measuring neuronal traction forces; fellowships in robotic surgery; founded NGO to support Syrian refugees.

KRZYSZTOF FRANASZEKMD at Harvard and MIT

Born in Poland; immigrated to the US as a child; BS & BA from University of Maryland; PhD in pathology at the University of Cambridge; focused on the intersection of biotechnology and medicine.

LEDINA GOCAJJD at Harvard

Born in Albania; came to the US at 8; AB from Princeton; researches the regulation of US financial institutions; will clerk on the US Court of Appeals for the DC Circuit.

AYAN HUSSEINPhD in neuroscience at Yale

Born in Somalia; came to the US at 16; BS from University of Georgia; recipient of NSFGraduate Research Fellowship; researching how dysfunction of inhibitory interneurons impacts development of brain circuits in disease.

TIFFANIE HSUMFA in directing at UCLA

Born in Wisconsin to parents from Taiwan and China; BA from Harvard; award-winning film-maker dedicated to telling stories that show people struggling with isolation.

For more information, to register for information sessions, or to apply, please visit pdsoros.org PDSoros

EVGENIYA KIMMBA at Yale

Born in Uzbekistan; ethnically Korean; came to the US at 14; ancestors exiled from Siberia; BA from Macaulay Honors College at Hunter College, CUNY; pursuing business strategy and economic development.

ISMAEL LOERA FERNANDEZPhD in chemistry at Rice

Born in Mexico; came to the US at 11; undergraduate Latino campus leader; BS from Emory University; DACA recipient; works on synthesizing bismuth carboxylate complexes.

ALLEN LINPhD in systems biology at Harvard

Born in New Jersey to Taiwanese parents; MEng and BS degrees from MIT; MPhil in technology policy and MSc in public health as a Marshall Scholar; focused on cost-effective HIV vaccinations and therapies.

POLINA NAZAYKINSKAYADMA at The Graduate Center, CUNY

Born in Russia; came to the US at 21; BA from Moscow Tchaikovsky Conservatory College; MM from Yale Schoolof Music; 2015 recipient of the Charles Ives Scholarship from the AAAL.

MINH-DUYEN THI NGUYENMD at Stanford

Born in Vietnam; came to the US at 5; Gates Millennium and Philip Evans Scholar; BA from Swarthmore; recorded sex workers’ narratives as Watson fellow; focused on medical care for women.

LUCY OGBU-NWOBODOMD at UC Davis

Born in Nigeria; brought to the US at 11; was undocumented for 12 years; BS from Cal State East Bay; co-director of a student-run clinic; plans to specialize in neurosurgery.

SANDRA PORTOCARREROPhD in sociology at Columbia

Born in Peru; came to the US at 16; BA from UC Berkeley; McNair and Haas Scholar; studying the effects of the US prison system on the lives of Latino immigrants.

EUGENE RUSYNJD at Yale

Born in Kiev; Russian mother and Carpatho-Ruthenian father; came to the US at 4; BA from NYU; worked with Tony Judt on several books and articles; focused on constitutional and environmental law.

ANDRE SHOMORONYMD at Harvard and MIT

Born in Brazil; moved to Miami at 15; BS from Yale; directed award-winning a cappella group; researched micro-tissue engineering and cancer biology; hopes to work at intersection of engineering and surgery.

SAHAR SOLEIMANIFARDMD at Johns Hopkins

Born in Iran; BS from Sharif University; came to the US at 23; developed MRI methodology as PhD student at Johns Hopkins; Siebel Scholar; hopes to apply engineering to her medical career.

STEPHANIE SPEIRSMBA at MIT

Born in Hawaii to Chinese and Korean parents; BA from Yale; MPA from Princeton; youngest-ever director at the White House National Security Council; Acumen global fellow; co-founder of US-based solar social enterprise.

KATHERINE KARMEN TRUJILLOMA in law and diplomacy at Tufts

Born in California to parents from Mexico and Honduras; BA from UC Berkeley; Mitchell Scholar finishing MA degree at Ulster University; hopes to be a civic leader in South Central Los Angeles.

MARK MINGHAO XUEMS in computer science at Stanford

Born in China; came to the US at 5; BA from Columbia; coached NYC Math Team; served as a marine officer and helicopter pilot for 8 years; created software to improve pilot safety.

JULIE ZHUMFA in combined media at Hunter College, CUNY

Born in Michigan to Chinese parents; BA from Yale; carillonneur at St. Thomas Church in Manhattan; co-founded Sitka Fellows Program; art focuses on intersection of mathematics,music & visual representation.

The Paul & Daisy Soros Fellowships are open to New Americans of outstanding achievement and promise in any US graduate program. Applications for the Class of 2016 are now open.

YAKIR RESHEFMD and PhD in computer science at Harvard and MIT

Born in Israel; came to the US at 6; BA from Harvard; developed a statistical method for detecting new relationships in large data sets, published in Science; Fulbright scholarin Israel.

GERALD CHUNT-SEIN TIUMD and PhD in genetics at Stanford

Born in California to Burmese-Chinese parents; BA from Harvard; received Rockefeller Memorial Fellowship to study HIV/AIDS in China and Myanmar; researches RNA-mediated gene regulation.

RAEUF ROUSHANGARPhD in biochemistry and molecular biology at MSU

Born in Oman; discriminated against in Egypt because of Bahá'i faith; came to the US at 20; homeless for 6 months; findings published on genetic interactions in human orofacial clefting syndromes.

PARAS SINGH MINHASMD and PhD in neuroscience at Stanford

Born in Maryland to Sikh parents from India; BS from University of Pittsburgh; awarded multiple scholar-ships; founded NGO that serves orphans in Ghana and India.

t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a13

A14 september 4, 2015 | the chronicle of higher education

By VIMAL PATEL

When John L. Harvey learned in May about an endowed chair in histo-

ry at Brown University honoring Hans Rothfels, he was puzzled. Mr. Rothfels, a German histori-an who died in 1976, was an ear-ly supporter of Hitler, Mr. Har-

vey says. Mr. Rothfels eventually f led Nazi Germany because of his Jewish heritage, but he is criti-cized for remaining an apologist for the German right wing after World War II.

Mr. Harvey, a history profes-sor at St. Cloud State University, says a controversial scholar like Mr. Rothfels shouldn’t be hon-ored with an endowed chair at a prestigious university, and he has questioned Brown officials about how they decided to establish the position.

While his inquiries have fo-cused on Mr. Rothfels, his con-cerns raise larger questions as colleges add endowed chairs and professorships to their depart-ments.

What should the vetting pro-cess be for an endowed chair? And since a gift for a professor-ship may ref lect on the faculty more than, say, a donation for a football stadium, should profes-sors have some say in who gets honored?

A person for whom a chair is named ought to represent the values of the institution accept-ing the gift, says Kevin Moss, a professor in Middlebury College’s Russian department.

Mr. Moss protested his insti-tution’s decision, in 2006, to cre-ate an endowed position to honor former U.S. Supreme Court Chief Justice William H. Rehnquist.

“A college that is in a relative-ly good financial situation should be able to refuse a gift,” Mr. Moss says. “Are we going to compro-mise our ethics just because of money?”

FUND-RAISING TOOL

In an era of limited resources, endowed chairs and professor-ships have become a popular tool to attract gifts and recruit faculty members.

Fund-raising consultants say college presidents and provosts increasingly seek to create en-dowed positions, often measuring their institutions by how many they have, compared with their peers.

In most cases, the person an endowed chair is named for is not controversial, though sometimes the most innocuous of names can cause headaches later on.

Spelman College, for example, recently suspended a professor-ship named after Bill Cosby and his wife, saying in a statement

that the “current context” — an oblique reference to charges that Mr. Cosby has sexually assault-ed several women, allegations he denies — prevented the college from fulfilling the chair’s goal of attracting accomplished visiting scholars.

Colleges and universities should develop a defined process to determine whom they are will-ing to accept money from to cre-ate an endowed chair or any other

gift, says Sue Cunningham, who is president of the Council for Ad-vancement and Support of Edu-cation.

“Different institutions will have different challenges and is-sues, but what’s important is that the institution has determined what its position is for any given situation.”

RULES FOR VETTING CHAIRS

Many colleges do have rules about how endowed chairs are vetted and named.

Claremont Graduate Universi-ty, for example, states that nam-ing a chair for an individual is

one of the highest honors it can bestow, and that honorees must have “unquestionable integrity.”

Before the board approves naming requests for endowed chairs, a review must be conduct-ed that includes examining the background of honorees.

Even so, Claremont doesn’t have a formal process for gaug-ing input from faculty members, says Tammi J. Schneider, dean of Claremont’s School of Arts & Hu-manities.

Part of her job, she says, is to make sure that everyone feels good about the endowed chair, including the donor and faculty members.

To that end, informal conversa-tions with faculty members natu-rally ensue. Usually they are less concerned with the name of the professorship or chair than they are with its academic mission, Ms. Schneider says.

That was the case with Clare-mont’s endowment in 2008 of the Howard W. Hunter Chair of Mor-mon Studies, which was named after a former president of the Church of Jesus Christ of Lat-ter-day Saints.

Faculty members’ concerns were assuaged when administra-tors made clear to professors and donors alike that the endowed chair, in the religion department, would be strictly academic, not devotional.

FACULTY REVIEW?

It’s unclear how much delib-eration, if any, was involved in Brown University’s Rothfels po-sition, which was established in

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When Creating an Endowed Chair Poses a Dilemma for a College

ULLSTEIN BILD, GETTY IMAGES

Brown U. named an endowed chair for Hans Rothfels, a German historian who was an early supporter of Hitler and later taught at Brown.

FACULTY

“ A college that is in a relatively good financial situation should be able to refuse a gift. Are we going to compromise our ethics just because of money?”

the chronicle of higher education | september 4, 2015 A15

2006 and is an assistant profes-sorship in history.

“Regarding the Rothfels chair, I’m afraid that time and histo-ry are obstacles to reconstruct-ing how it was established and to what extent faculty may have contributed to the process,” Eliz-abeth Doherty, senior associate provost, wrote in an email to The Chronicle.

Ms. Doherty did say that the gift to establish the endowed po-sition came from an alumnus, who wished to be anonymous and wanted to honor Mr. Roth-fels, who taught at the university during the war years.

During Brown’s most recent capital campaign, from 2005 to 2010, the university added about 60 endowed chairs, the Rothfels chair among them.

Usually, Ms. Doherty says, when Brown fund raisers start talking with a donor who is thinking about setting up a chair, deans and other senior adminis-trators are consulted, but profes-sors are not.

Mr. Harvey has pressed Brown administrators for more details on the decision making regarding the chair.

“The manner by which it was done does not pass the smell test,” he says. “It’s not clear that the fac-ulty reviewed the request, and that the university did due dili-gence in vetting Rothfels.”

Faculty members at Brown, including the chair of the histo-ry department and Jo Guldi, the assistant professor who holds the Rothfels position, did not respond to requests for comment.

DIVIDES ON A CAMPUS

At Middlebury, the decision to create an endowed chair hon-oring Mr. Rehnquist divided the college nine years ago. Its presi-dent at the time, Ronald Liebow-itz, who recently stepped down and could not be reached for com-ment, told the campus newspa-per that it “would be foolish and appear overly political and even small-minded to reject the op-portunity to honor a former chief justice.”

But others, like Mr. Moss, said it would undermine the col-lege’s ability to promote diversity among faculty members and stu-dents, given what they described as the chief justice’s opposition to rights for gay people and other minorities.

The professor says he would not have opposed the late Mr. Rehn-quist’s speaking on the campus. But there is a difference between that and honoring someone with an endowed chair, which “strikes more at the heart of what an edu-cational institution is,” Mr. Moss says.

The Rehnquist chair has sur-vived, and concerns have largely faded away.

COMMON SENSE NEEDED

Stephen J. Trachtenberg, a for-mer president of George Wash-ington University, says adminis-trators must balance the windfall from an endowed chair, which can amount to millions of dol-

lars, with any potential reputa-tional damage that results from accepting it. The process doesn’t need rules to guide it, he says, but rather common sense.

As president, Mr. Trachtenberg says, he would consult people he trusted, perhaps including facul-ty members.

But the decision would be his and the governing board’s — and the bar for turning down the money is high, he argues, quoting Balzac: Behind every great for-tune there is a great crime.

“People who give us gifts typ-ically have great fortunes,” Mr. Trachtenberg says. “I’ve taken money from slumlords and all kinds of people I might not have approved of.

“In the end,” he continues, “the gift was going to add value to the university and allow us to do good things.”

But he, too, has a line.Muammar el-Qaddafi, the late

Libyan dictator, once wanted an honorary doctorate from George Washington in exchange for a $10-million gift.

It was an offer that Mr. Tracht-enberg says he seriously consid-ered.

Eventually it was one of his trusted advisers — Mr. Trachten-berg’s wife — who persuaded him to pass up the offer, the former president says.

“She said there was no way I’d be able to explain it to the facul-ty.” ST. CLOUD STATE U.

The way that Brown created the Rothfels chair “does not pass the smell test,” says John Harvey, a historian. “It’s not clear that the faculty reviewed the request.”

A16 september 4, 2015 | the chronicle of higher education

By ROBIN WILSON

Washington

Five years into a federal re-view of how it handles cases of sexual assault, Ohio State

University is still trying to get it all right.

The Education Department an-nounced in 2010 that, under the gen-der-equity law known as Title IX, it was opening a compliance review of Ohio State’s policies and proce-dures related to sexual harassment and assault, allegations of which had swirled around its marching

band. Over the next four years, in-vestigators from the department’s Office for Civil Rights made several visits to the campus, and the univer-sity turned over thousands of pages of documents. Last September uni-versity and federal officials reached a resolution agreement that lays out 100 steps the institution must take to comply with the law, including about a dozen requirements of its Title IX coordinator.

Ohio State must, for instance, measure the effectiveness of the changes it makes under the agree-ment, but not before assembling a focus group of students and em-ployees to discuss how such a cli-mate check should be carried out. Any plans for that must be ap-proved by the civil-rights office be-fore the university can proceed.

The dizzying list of requirements is typical of agreements that the OCR, as the office is called, is slowly striking with colleges it investigates under Title IX. Often the investi-gations come after complaints by alleged victims that colleges mis-handled their cases or after other accounts of problems on particu-lar campuses. By the time the office finishes monitoring Ohio State, it will be 2017 — seven years after the government began its review.

With campus sexual assault drawing national attention, how colleges respond is under scruti-ny from students and advocates as well as state and federal lawmak-ers. So when the civil-rights office asks a college for changes it says will make the campus safer, the college typically tries to do what it is told. The requirements, however, are sometimes inscrutable. No one argues with the goal of preventing sexual assault, but it’s unclear what

exactly that should look like. When, campus officials wonder, will they have done as much as they can?

At a meeting of college lawyers in June, Ted Mitchell, under secre-tary of education, described chang-es in how institutions handle sexual assault as “a national experiment.” Some administrators, along with consultants who help them keep up with the government’s guidance, say that made them feel like guinea pigs.

Catherine E. Lhamon, who heads the civil-rights office, argues that colleges have more discretion than they think, with “tons of wiggle room” in how they set their policies.

Beyond trying to protect students, administrators say the demands on colleges to reform their policies and procedures are enormous. Stu-dent-affairs officers particularly, they say, have a hard time trying to meet the government’s approval with their prevention and adjudication efforts. Because the stakes are so high — colleges found to have violated Title IX can theoretically lose all feder-al money — several administrators would not allow their names to be used in sharing their frustrations with the process.

Ohio State officials did ques-tion the OCR about details of the agreement, including how the of-fice came up with some of its di-rectives. But getting an answer can be difficult, and the university must move ahead to meet the re-quirements nonetheless. “You can go through several rounds of con-versations with the OCR to make sure your policy language matches what you’ve agreed to do,” says Kel-lie Brennan, the university’s Title IX coordinator. “It has been a while for us to get to a place where we are even comfortable with a draft.”

‘ONEROUS’ REVIEWS

The higher-education cases that the civil-rights office closed in 2014 took an average of 1,469 days — four years — to complete. And the list of institutions under investiga-tion is growing at a faster rate, from 55 in May 2014, when the office first made the list public, to 132 as of last week. In the two years since Ms. Lhamon took over as assistant sec-retary for civil rights, the office has settled just seven investigations.

In a letter to several senators in April, the office explained why the process takes so long. “While OCR’s goal is to resolve all complaints with-

in 180 days, sexual violence investi-gations tend to be complex and may involve systemic, campus-, and insti-tution-wide issues,” the letter says.

The OCR, it says, “comprehen-sively examines the campus culture with respect to sexual violence, re-views the institution’s response to complaints of sexual violence over a period of years, interviews students who filed sexual violence com-plaints, interviews school officials involved in responding to sexual vi-olence reports and complaints, and meets with individual students and student groups.”

While the Obama administra-tion has asked Congress for money to hire 200 more investigators, Ms. Lhamon says the job is so large that the office could actually use 500 more people.

“A review is onerous,” she said in an interview. “I don’t love how much time it takes for my staff, and I don’t love how much time it takes

for schools. But I do love ensuring safety for all students on campus.”

While colleges are under investi-gation, they must conduct business as usual: fielding reports of sexual assault, hearing cases, training stu-dents, faculty, and staff members. They must also decide whether to change their policies along the way or wait until the investigation is complete.

The University of Connecticut has been on the investigation list since 2013, first for one set of cases, and since this past winter, for another. Elizabeth Conklin, the university’s Title IX coordinator, says that after a federal complaint against an in-stitution, the OCR tends to look not only at the case of the individual who filed the complaint, but also at all re-ports of sexual assault, as well as pol-icies, communications with students who report incidents, and prevention campaigns. “It is the full landscape of what a university is doing,” she

says. “It is a very 50,000-foot view down to the weeds and everything in between.”

Nicole Fournier Geltson, general counsel at Connecticut, says satis-fying the government’s requests can be challenging because colleges are so decentralized. “A single student complaint at UConn could involve multiple offices responding,” she says. “That student may have filed a report with [the campus] police, probably had assistance from our dean of students in changing class-es or a dorm room, and may have had assistance from the women’s center or a professor.”

During its investigations, Con-necticut has continued to modify the way it handles students’ reports to keep up with what’s considered the most effective response. “We are constantly making changes large and small to policies, procedures, protocol, and prevention,” says Ms. Conklin. “My reading is that this can’t wait.”

Ruth Jones, Title IX coordinator at Occidental College, says sexu-al-assault policies on campuses na-tionally are “continually evolving.” That means institutions are always tinkering, even while a review is under way, which has been the case for two years at Occidental.

“We keep reading and thinking and trying to figure out the most effective way to do things,” says Ms. Jones. Many of the changes her of-fice makes are small, but import-ant, she says. One change involves its communication with students on both sides of a case: how many updates to send them while the col-lege is investigating a report. “Right now we give one for every stage,” Ms. Jones says. “But we are still trying to decide, Would an update once a week be more appropriate?”

For now, the national experi-ment is still playing out, as colleges try both to protect students and to comply with Title IX. It was the Obama administration that made enforcing the 1972 law a top priori-ty in responding to sexual violence. With so many investigations pend-ing, a change in administration could bring a different approach.

Eventually, Ms. Lhamon says, colleges will reach the standards the civil-rights office is aiming for. “I really hope we don’t need to sus-tain this level of attention to this is-sue,” she says. “I really hope that we turn a corner, and this is no longer a flash point.”

SEXUAL ASSAULT

Federal Reviews of Campus Sexual-Assault Cases Take Years to Resolve

How One College Uses Student Orientation to Discuss Sexual AssaultBy SARAH BROWN

Richmond, Va.

A young woman sways un-der flashing strobe lights and thumping music, her

eyes bloodshot, clearly intoxicat-ed. A man, about the same age, be-gins dancing with her and kissing her. She weakly tries to push him away. Eventually he leads her to her apartment, pulls her into the bed-room, and shuts the door. He be-gins taking her clothes off, and the scene ends.

The scenario leading to a rape occurs during a short film that was shown to University of Richmond freshmen and transfer students one evening during orientation for new students. The session focused on bystander intervention, train-ing students in how to step in when they see signs of a potential assault. In the video, friends and witnesses look concerned when they see the young man and woman interacting, but they take no action.

Earlier that day, as new Rich-mond students trekked across

the private university’s 350-acre wooded campus in their orienta-tion groups, they were bubbly and excited. They chatted with one an-other about fall courses, about their roommates, and about parties.

Starting with the bystander-in-tervention training, however, new students spend three to four hours over several days engaging with the difficult topic of campus sexual as-sault. At Richmond, three manda-tory programs at orientation are devoted to sexual-assault educa-tion, and the topic factors into dis-

cussions at other events for incom-ing students.

At many colleges, orientation, which often takes place over the summer or just before fall classes begin, now serves as students’ in-troduction to the issues of sexual assault and consent. Those topics have become major priorities for colleges as public attention on their handling of sexual-assault cases has intensified. Richmond is one of dozens of colleges where sexual-vio-lence complaints are under investi-gation for possible violations of the

federal gender-equity law known as Title IX.

The risk of assault is especial-ly high for new students at the be-ginning of the fall semester, so ad-dressing the issue at orientation is important, campus officials say. But doing so brings challenges for col-leges: They must try to teach stu-dents about one of the most closely watched areas of higher education, in just a couple of hours, at a time when distractions and other wor-ries abound. And designing such a curriculum isn’t easy; students ar-

Catherine Lhamon laments the duration of her office’s Title IX reviews, but she adds, “I do love ensuring safety for all students on campus.”

the chronicle of higher education | september 4, 2015 A17

rive on campus with vastly differ-ent experiences in sex and relation-ships.

Administrators nationwide say it is important to strike a balance be-tween keeping orientation positive and fun, while making sure stu-dents understand the real danger of sexual violence and know how to keep themselves and their peers safe. The hope is that including dis-cussions of sexual-assault preven-tion at orientation will set in mo-tion a cultural change on campuses.

INSPIRED BY THE TRAINING

New students’ schedules are packed here on a Friday during ori-entation; mandatory events and discussions don’t end until nearly 11 p.m. The bystander-intervention program is one of the last items on the agenda.

About 400 students — half of the incoming class — are in the room at once. Most of the session is led by other students, which is one way the training has evolved since its debut, in 2011, says Kerry Al-bright Fankhauser, interim dean of Westhampton College, for under-graduate women at Richmond. “Be-fore, it was a lot of talking heads,” she says.

Alexandra Abreu, a junior, is one of the students leading the training. She is part of “Spiders for Spiders,” a movement begun last fall by Rich-mond students to educate students about sexual violence. (The univer-sity’s athletics teams are known as the Spiders.)

“I think it’s good to have a mix” of students and administrators speak-ing about sexual assault, Ms. Abreu says. “When you’re at a party, the dean is not going to be there.” But if a student wants to report an inci-dent, it is comforting to know that Richmond’s staff members “are there for you as well,” she says. The half-dozen student leaders include both men and women.

In the 75-minute event, new stu-dents are asked whether they know someone who has experienced sex-ual violence; most raise their hands. But when asked if they would know how to prevent such an incident, only a handful keep their hands up. Much of the program consists of student leaders’ offering strate-gies for intervening when a drunk-en friend tries to push away from someone or is being led upstairs at a fraternity house.

The new students look weary from the long day, but almost no one pulls out their phones. They ap-plaud at the end of each video. They laugh at one of the student leaders’ ideas for creating a distraction at parties: “Start a conga line!”

Most of the sexual-assault statis-tics were already familiar to Emily Churchill, a freshman from Lan-caster, Pa., who says she has edu-cated herself on the issue. She at-tended a private high school, where sex was brought up during health classes, she says, but “not quite like this.” The session has reminded her, she says, “that you can step in and prevent sexual violence from hap-pening without being the party po-lice.”

Another student, Si Thu Tun, has barely discussed sex before, let alone sexual violence. He is an in-ternational student from Burma,

which he calls “a very religious, closed-minded society.”

Mr. Tun transferred to Richmond after two years at nearby Lynch-burg College, which, he says, of-fered some education on sexual as-sault but not as much as Richmond. He says that he felt uncomfortable during parts of Friday’s session, but that it was helpful over all. “When I was thinking about orientation,” he says, “I was thinking about a de-tailed college tour, how to sign up for classes. I wasn’t thinking about an educational program on sexual assault.”

Jay Davis, on the other hand, says he went into the program thinking that he had already learned about the issue in high school. But Mr. Davis, a freshman from Springfield,

Va., says the session taught him, among other lessons, that “consent is a really powerful thing.”

Like several other new students, he had kept up with the controver-sy generated by coverage in Rolling Stone of an alleged gang rape at a University of Virginia fraternity house, which surfaced while he and his peers were applying to college. The magazine retracted the arti-cle after it collapsed under scrutiny from the news media.

But Mr. Davis says the issue at the article’s core is still important to keep in mind, because sexual assaults happen on many campus-es. The bystander session remind-ed him of his responsibility to help stop such incidents, he says.

Ms. Albright Fankhauser, the in-

terim dean, says she hasn’t heard of many colleges of Richmond’s size that include as much orientation programming on sexual assault. The bystander-intervention session, she says, reinforces the lessons of an online sexual-violence-education program, called Haven, that stu-dents are required to complete be-fore arriving at campus.

In addition to the bystander training, orientation events include a performance involving mono-logues written by Richmond stu-dents who have experienced sex-ual violence. The new students, in groups of about 20, discuss what they see. They also receive a 30 to 40 minutes of training in Title IX and associated resources on cam-pus.

Students’ education on sexu-al-assault prevention will continue throughout the fall and spring, Ms. Albright Fankhauser says. Their en-gagement with the issue has risen in recent years, she adds.

It can be difficult to measure how well orientation sessions on sexu-al assault really educate students. But Ms. Abreu, one of Richmond’s student leaders, says she hopes the university’s efforts will solidify an expectation that students will learn about these issues and discuss them regularly.

Talking about sexual violence at orientation can be awkward at first, she says, but by the end of the pro-gram, “people become more com-fortable with it. They’re able to share, ‘This made me feel this way.’ ”

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A18 september 4, 2015 | the chronicle of higher education

Conversations About Sexual Violence Are New to Many FreshmenBy MARY ELLEN MCINTIRE

Students arriving on cam-puses this month will be brought into conversations

about sex, consent, and sexual as-sault. For many it will be the first

time they have discussed such top-ics in a formal way.

While sexual assault and how to combat it have become focuses of discussion on college campus-es, that’s not the case in secondary schools. Yet high-profile rape cases,

like the St. Paul’s School trial, illus-trate that sexual violence may be a reality for many students before they reach college.

High schools typically shy away from discussions of sexual assault, experts say. Once students arrive at college, though, they are over-whelmed with information about healthy relationships and sexual as-sault. And many of them are living away from home for the first time.

While most students have a sol-id understanding that “no means no,” the nuances of sexual consent are more difficult for young adults to navigate, says C.J. Pascoe, an as-

sistant professor of sociology at the University of Oregon.

“These kids are coming out of their high schools not really under-standing these more-complicated dynamics that occur around issues of masculinity and femininity,” she says. “They don’t know how to talk about the gray areas. And we hav-en’t given them a language to talk about those gray areas.”

Adults “think that anything about sex and sexuality is too dan-gerous for young people to talk about,” she says. “Instead of teach-ing high-school students about sex, consent, and assault, we go silent.”

Ms. Pascoe, who teaches courses in sexuality, says many of her stu-dents haven’t had basic sex-educa-tion classes, and so she needs to re-view those topics before moving on.

Students might not be learning about consent and sexual assault before they reach college, but many are sexually active, and some have themselves been involved in or wit-ness to sexual violence, says Eliza-beth A. Armstrong, a professor of sociology at the University of Mich-igan at Ann Arbor.

When students arrive at a col-lege, they may already have a set of beliefs or thoughts around appro-

priate sexual behaviors. There’s a learning curve, says Laura Palum-bo, communications director at the National Sexual Violence Resource Center. For prevention educators, she says, “it feels like swimming against a very strong current."

Jane Stapleton, co-director of the Prevention Innovations Research Center at the University of New Hampshire, encourages prevention educators to assess how much their students already know. More col-leges around the country have been conducting campus-climate sur-veys, which can help officials iden-tify when to offer risk-and-preven-tion training.

NORMALIZED VIOLENCE

Often the high-school setting “normalizes” a culture of sexu-al violence, which poses an extra challenge for colleges, she says. “Students who are leaving schools like St. Paul’s or other public high schools are existing in that same culture. We’re saying to them, ‘That behavior is not acceptable.’ ”

Perpetrators of sexual assault in high school, however, don’t neces-sarily repeat the behavior in col-lege. Research released in July showed that the majority of men who sexually assaulted someone be-fore attending college did not also do so when in college.

Kevin Swartout, an assistant professor of psychology and public health at Georgia State Universi-ty, who led that research, says that could be because young men expe-rience their highest levels of “hos-tile masculinity” at different ages.

Vassar College, like many institu-tions, uses skits to portray real-life situations. Performances by an outside group are based on mono-logues that students have written about their own experiences.

Through those performances — along with an online course, peer-to-peer discussions, and bystand-er-intervention training — officials hope to present the risk of sexual assault on the campus as possible but preventable.

Many students had been victim-ized before arriving at Vassar, notes Charlotte Strauss Swanson, coordi-nator of sexual-assault and violence prevention.

On larger campuses, like Michi-gan’s, students’ range of experienc-es and values is broad.

“We try to gauge our program-ing so that students are able to see their own experience and their own values and beliefs within the kind of work that we do,” says Holly Rid-er-Milkovich, director of the uni-versity’s Sexual Assault Prevention and Awareness Center.

The center leads sessions in which students can practice giving and receiving consent. While many understand the concept, they lack confidence in practice, she says.

Another focus is on discussing consent in a broader way, not just when having sex. “We validate that students are making a variety of choices based on their values across the spectrum of decisions,” Ms. Rider-Milkovich says. “All of those choices are valid choices when they are respectful.”

SEXUAL ASSAULT

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A20 september 4, 2015 | the chronicle of higher education

By KATHERINE MANGAN

Louis Blackmon was 11 when the flood waters unleashed by Hurricane Katrina churned

through his family’s East New Or-leans home, filling it with brack-ish water and plastering the ceiling with mud and mold.

Few of his friends and relatives made it back to the poor, mostly

black neighborhood where he grew up. Far fewer had found their way to college a decade later.

It was fitting that he has enrolled at nearby Southern University at New Orleans, a public, historically black university whose 11 buildings were submerged in as much as 11 feet of water after the city’s levees burst on August 29, 2005.

Like Mr. Blackmon, SUNO is a survivor, though it has struggled more than any other college in the city in the decade since Katrina.

As wealthier, uptown institu-tions like Tulane University and Loyola University New Orleans celebrated their recovery from the storm, SUNO has waited for a de-cade for the money to replace build-ings damaged by mold and rot. The ground floors of some of its build-ings are still uninhabitable, and faculty members working upstairs question whether the air might still be contaminated.

“It’s taken a lot of patience and resilience as we move from phase to phase,” says the chancellor, Vic-tor Ukpolo. “Everyone talks about the progress the city has made, but sometimes that’s hard to see when

we still don’t have all of our build-ings back.”

The university’s recovery is fur-ther challenged by the changing de-mographics of a city that is whiter and more Hispanic than before the storm. Black residents, who made up two-thirds of the city’s pre-Ka-trina population, account for less than 60 percent today.

Many couldn’t afford to return to the gentrifying neighborhoods where their families had lived for genera-tions. Mr. Blackmon recalls being scared when he returned from his family’s refuge, in Houston, to find their possessions strewn in the dark and gloomy mess that stunk of rotten food. His mother’s co-worker made room for them in her home, and he switched to a new middle school, where he threw his energy into foot-ball. “Most of my relatives and friends never came back,” he says.

As the base of students it tradi-tionally draws from has eroded, SUNO has also struggled to com-pete with two-year institutions, like the city’s Delgado Community College, that are enjoying a surge of popularity.

It’s a problem shared, to a less-er extent, by the city’s two private historically black colleges, Dillard University and Xavier University of Louisiana.

While all of New Orleans’s col-leges were devastated by Katrina, its three HBCUs suffered dispro-portionately. Not only were they built on low ground, but their mod-est endowments left them with practically no cushion to absorb the blow as they waited years for funds from the Federal Emergency Man-agement Agency to arrive.

Dillard and Xavier, which draw students from a national pool, have rebounded partly through private gifts, which donors assumed a pub-lic institution wouldn’t need, says Johnny C. Taylor Jr., president of the Thurgood Marshall College Fund, which represents public HBCUs.

“Donors assumed the state would take care of SUNO, and they were wrong,” he says.

Marybeth Gasman, a professor of higher education at the Univer-sity of Pennsylvania, who has writ-ten about Katrina’s impact on the three colleges, says the disaster compounded image, management, and academic issues that existed at SUNO before Katrina.

“I don’t think the state is sup-portive of SUNO — and, in fact, there is evidence that it would like to eliminate it,” Ms. Gasman, a leading authority on HBCUs, wrote in an email. “It’s hard to thrive in that environment.”

In 2011 the university fought back an attempt by Gov. Bobby Jin-dal and his legislative supporters to merge it with the nearby University of New Orleans. But calls to close Southern University or combine it with UNO and Delgado Communi-ty College continue.

REACHING OUT

SUNO has done its best to ad-just to the challenges. In a city still plagued by crime but becoming a magnet for young techies, it cre-ated a program in forensic science and opened an incubator for busi-ness start-ups. It also expanded its online course offerings.

Since 2012 it has reached out to students like Mr. Blackmon through the Honoré Center for Un-dergraduate Student Achievement, which recruits talented black men whose ACT scores were too low to qualify for entrance. Participants get an array of support in exchange for spending at least two years teaching in a local public school.

“Most of the men in my fami-ly are dead or in jail,” says Mr. Blackmon, a senior and honor student. Growing up, he says, “it

was tough trying to find my way.”Despite its efforts, SUNO contin-

ues to be dogged by criticism over its poor graduation rate, which has inched up from the single digits several years ago to 15 percent to-day. While Mr. Ukpolo agrees that the rate is far too low, he argues that the presence of so many work-

ing adults who attend part time skews it down.

SUNO students, 90 percent of whom receive Pell Grants and many of whom juggle work and family ob-ligations, take an average of eight years to graduate, according to the chancellor.

As a result, many of those stu-dents don’t show up in the federal government’s six-year graduation rate, which also doesn’t include transfers from community colleges.

As state support for the universi-ty has eroded, its open-access mis-sion was challenged by a 2014 state policy that prohibits public four-year colleges from accepting stu-dents who need remedial course-work. The policy was relaxed this year so that students needing one remedial course can be admitted. That helped account for an estimat-ed 6-percent enrollment increase at SUNO this fall, after a double-digit decline last spring.

Like some other historically black colleges struggling to fill their seats, SUNO is courting more His-panic students. The city’s Hispanic population has grown significantly since Katrina, as workers flocked there to help it rebuild.

But it isn’t easy attracting stu-dents, as well as faculty members, to a campus where buildings are still flood-ravaged.

In articles published in July, New Orleans’s The Times-Picayune sug-gested that the deaths of four

SUNO professors during a three-month span from November 2013 to February 2014 might have been related to persistent mold and dust in the water-damaged building they worked in. There’s no direct evidence that those conditions were directly related to the health prob-lems they succumbed to, but some people have speculated that the air quality worsened their health.

All of the professors who died worked on the second floor of the multipurpose classroom building that was the subject of the news-paper’s reporting. The building has since been closed, and it is one of four slated for replacement with $83 million in FEMA money that is just now finding its way to the campus.

Why it took so long for the funds to arrive is a matter of dispute. Some faculty members say the state sat on the money rather than turn it over to SUNO because it wanted the university to close.

Others, including some Faculty Senate leaders, say Mr. Ukpolo is partly to blame for not taking their health concerns seriously enough and fighting to have the federal money distributed.

In a letter to The Times-Pica-yune, Mr. Ukpolo emphatically denied that the university had put anyone in harm’s way. “Employees only occupied facilities that were deemed safe by the state,” he wrote.

Buildings were tested and reme-diated, and people who expressed concern about conditions were moved to other buildings, he added.

Warren A. Bell Jr., who directs the Honoré Center, says the chan-cellor deserves credit for battling bureaucracy and red tape to finally bring recovery money to the cam-pus, which had to spend years op-erating out of hundreds of trailers.

Mr. Ukpolo, a former adminis-trator with the five-campus South-ern University system, arrived in January 2006.

“He was literally dropped into that campus in the water and told to figure out what to do,” Mr. Bell says. “Without his dogged deter-mination, we wouldn’t be where we are today.”

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A Decade After Katrina, One Campus Still Struggles to Recover

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“Everyone talks about the progress the city has made, but sometimes that’s hard to see when we still don’t have all of our buildings back,” says Victor Ukpolo, chancellor of Southern U. at New Orleans.

The university is beset not only by damage from mold and rot, but also by changing demographics.

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t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a21

A22 se p t e m be r 4, 2015 | t h e c h ron ic l e of h igh e r e duc At ion

By ERIC KELDERMAN

In a unanimous decision in Au-gust, the National Labor Re-lations Board rejected a bid by

football players at Northwestern University to form a union, saying it was “declining to assert jurisdic-tion” in the case because allowing athletes at a private university to

organize would not “promote sta-bility in labor markets.”

The five-member board did not rule on the core issue of whether athletes who receive grant-in-aid scholarships are employees. That seemed to leave open the possibili-ty that other groups of student-ath-letes could attempt to organize a union. Experts in labor law and college athletics, however, say the board was simply dodging a difficult issue and possibly making it harder for similar groups to unionize.

Warren K. Zola, an expert in sports law and an adjunct profes-sor at the Carroll School of Man-agement at Boston College, said the board had “shirked its duty” by avoiding the bigger question.

Unless an antitrust lawsuit re-moves or reduces the National Col-legiate Athletic Association’s cen-tral authority, similar efforts are likely to fail, said William B. Gould IV, a former chairman of the la-bor-relations board and an emer-

itus professor of law at Stanford University. “I think this will inhib-it, if not kill, the possibility of col-lective bargaining in the big athlet-ic conferences,” he said.

A SHOCK WAVE UNDONE

In March 2014 a regional office of the board in Chicago ruled that foot-ball players at Northwestern, a pri-vate university in the Big Ten Con-ference, qualified as employees and had the right to organize a union.

That ruling sent a shock wave through college athletics, opening up the possibility that other private institutions could be forced to bar-gain collectively with athletes over issues like monetary compensation, workplace conditions, and benefits.

Not surprisingly, Northwestern appealed the decision to the full na-tional board, which announced the next month that it would review the ruling. The full board’s recent deci-sion came as a surprise not only for its result but also for the length of time taken to reach it.

“I was incredibly surprised for the NLRB to punt on this issue, especially after it took 17 months to consider,” Mr. Zola said. “They could have made this call over drinks the afternoon after the Chi-cago decision.”

Central to the board’s reasoning was that the Northwestern players attend a private university — the only one in the Big Ten and one of

just 17 among the 128 institutions at the NCAA’s highest level.

The NLRB’s reach is limited be-cause it lacks jurisdiction over pub-lic colleges, where collective-bar-gaining rights are governed by state laws. So giving those rights to ath-letes at just one or even several pri-vate colleges would be disruptive to the entire system, the board said.

Because only a few teams would qualify for collective bargaining, the board said it should defer to the rules of the NCAA, which prohib-its players from being directly com-pensated.

The board also pointed to chang-es in college athletics that are meant to ease the concerns of ath-letes, such as guaranteeing their scholarships for all four years of their eligibility.

Donald Remy, the NCAA’s chief legal officer, called the board’s ac-tion “appropriate” and cited the steps the NCAA had taken to im-prove athletes’ well-being.

PRAISE AND DISMAY

Northwestern officials praised the decision, repeating their posi-tion that college athletes are stu-dents first.

The American Council on Edu-cation, too, supported the ruling, saying that classifying students as employees would represent “an unprecedented intrusion into the missions of universities that would

impinge on academic freedom.”But advocates for reform of col-

lege athletics were unpersuaded by the board’s arguments.

The leaders of the College Ath-letes Players Association, which championed the unionization drive at Northwestern, said that while the board’s action would delay similar drives at private colleges, it had not closed the door to such efforts.

Richard M. Southall, director of the College Sport Research Insti-tute at the University of South Car-olina, said there was some irony in using the NCAA’s recent reforms as

a way to justify the board’s decision. Colleges are increasingly spend-ing more money on athletes while complaining that there is too little money to pay them as employees, he said.

Ellen Staurowsky, a professor of sport management at Drexel Uni-versity, said the board’s reasoning ignored the fact that those sorts of changes had come about because of the many legal challenges the NCAA has faced.

This ruling is meant to protect the status quo, she said, “but the whole system needs to be destabi-lized and disrupted.”

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Labor Board Sets High Bar for College Athletes’ Unions

AP PHOTO/JEFFREY PHELPS

In a long-awaited ruling in August, the National Labor Relations Board rejected a bid by Northwestern U. football players to form a union. But the board skirted the broader issue of whether the players were employees.

t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a23

Before Overhauling That Home Page, Colleges Must Do Some Homework By ERIC HOOVER

About a year ago, when James Madison University asked Randy Budnikas to improve

its website, he posed a question: What, above all, was the home page supposed to be? The answer: a mar-keting tool to promote JMU.

With that in mind, Mr. Budni-kas, the university’s online-mar-keting manager, asked campus of-ficials to consider their target audi-ence. The most-important visitors, it was agreed, are prospective stu-dents and their parents. Turn them off and they will leave, perhaps nev-er to return.

The problem, Mr. Budnikas soon realized, was that “everyone was bored with our website, because it was for everyone.”

So began an increasingly famil-iar process in student recruitment, where a sound online strategy is es-sential. Redoing a college’s virtu-al front door is an exercise in put-ting some goals over others, even if it de-emphasizes that blurb about a professor’s award-winning research. It means accepting that a home page should cater first to applicants. A successful redesign, experts say, starts with research on what poten-tial applicants want from the site — and what they actually get.

Such research requires patience, says Mr. Budnikas. Previously a software developer at Amazon.com and Rosetta Stone, he has nothing against snazzy designs. But snazzy is not necessarily effective.

Although JMU’s previous home-page looked pretty good to him, he saw a hodgepodge: calendar listings here, content for current students there. “You were not sure,” he says, “where your eye should go.”

People scan websites in predict-able ways. Typically their eyes move in an F-shape, research has shown, left to right across the top of page, perhaps a couple of times, and then down the left side. The promotional video tucked in the lower right cor-ner? It often goes unnoticed.

On home pages, visitors tend to search for specific terms, Mr. Bud-nikas has found. They’re less in-clined to read chunks of text. Only when they click their way to a spe-cific page do they tend to slow down and absorb information.

So Mr. Budnikas and his col-leagues mocked up a simpler de-sign, with fewer words. Factoids went with large photographs. A prominent button prompting stu-dents to schedule a campus visit claimed the choice real estate on the left side of the page.

The admissions page, too, got a makeover. Internal data revealed that only about 1 percent of visitors clicked through the many links in the middle portion. The proposed redesign had fewer options, and the campus-visit button again ap-peared in a conspicuous place.

THE EYE TEST

Student volunteers were told to go to the redesigned home page and schedule a campus visit. The psy-chology department’s eye-track-ing software recorded the sweep of

their eyes, spotting the places where their gazes lingered.

The experiment suggested that the new design was on the right track. Students were drawn to the statistics (“16:1 student-faculty ra-tio”) embedded in photographs, to the campus-visit prompt, and to a “JMYou” button, which lets users create personalized accounts and request specific information.

Only after about a year of “pre-an-alytics” did Mr. Budnikas and his colleagues start building the new pages. In an early mock-up, he moved links meant for faculty and staff members, as well as for current

students and parents, to the bottom of the page. When user feedback showed that nobody was noticing those links, he moved them back to the top, but in a small font. The trick:

finding ways to fold what’s import-ant to all constituents into the design without sacrificing the emphasis on serving prospective students.

Even the best home page, though, can’t impress teenagers who never see it. “How students are searching the web, how they’re getting to our pages, has changed,”

says Ashley Budd, assistant director of social-media strategy at Cornell University. “Everything is a Google search for them.”

That has led her to think hard-er about search-engine optimiza-tion. If a student’s search for finan-cial-aid information leads to the wrong page, how easy is it to nav-igate to the right one? “People say, ‘Every page is a home page,’ and that is a huge change,” she says.

James Madison’s new web-site went live in July. But a college should track its site’s progress, Mr. Budnikas says, or else it won’t know what’s working. JMU’s goals were

to increase registrations for JMYou accounts and campus visits. So far requests for information have more than doubled from last year. By Oc-tober, Mr. Budnikas figures, the university should be able to evalu-ate its redesign.

Meanwhile the experimenta-tion will continue. He has won-dered what might happen, for instance, if he f lip-f lopped the campus-visit and JMYou buttons. Does their placement make a dif-ference? The data will tell him. In these days of digital recruitment, there’s always more homework to do.

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A24 se p t e m be r 4, 2015 | t h e c h ron ic l e of h igh e r e duc At ion

Feud Over Research Grant Leaves Professor With No RegretsBy PAUL BASKEN

The medical professor at the center of an acrimonious dis-pute between the Universi-

ty of California at San Diego and the University of Southern Cali-fornia says he made clear to UC for months that he intended to switch institutions.

“It was not a surprise,” Paul S. Aisen, a neurologist, said of his move to USC in June. “As soon as I started to think about affiliat-ing with another institution, I dis-cussed it with UCSD,” he said in an interview with The Chronicle. Those talks began “in late 2014.”

San Diego, however, describes itself as blindsided by Dr. Aisen’s attempt to move his multimil-lion-dollar Alzheimer’s Disease Cooperative Study and staff to the private university. “USC engaged in months of negotiations with Dr. Aisen as if the ADCS were Dr. Aisen’s personal property, without any attempt to communicate with UC-San Diego in advance,” said Gary S. Firestein, dean of transla-tional medicine at San Diego.

That shock and anger touched off a rare court fight between research universities over control of grants and study data. In the weeks since his departure from San Diego, Dr. Aisen has largely replicated his Alz-heimer’s program at USC, bringing over much of his staff and a major private grant. But a state court has blocked his attempt to take along a key $55-million grant from the Na-tional Institutes of Health.

The unusual intensity of the dis-pute between Dr. Aisen and his for-mer employer reflects the amount of money at stake. The case also demonstrates the ambitions of USC, which just topped $4 billion in a fund-raising campaign and is looking to expand, said J. Daniel Sharp, a lawyer hired by UC-San Diego. “So they were just going to take it, and that’s the way they’re behaving,” he said. “If they have to pay some damages to UC, if they break some things, they have the money to pay for it. That’s what is going on.”

USC, however, has described its interest in Dr. Aisen’s program as based primarily on a desire to ad-vance the science. “Our investment in establishing the USC Alzhei-mer’s Therapeutic Research Insti-tute under Dr. Aisen’s leadership was not premised on the transfer of any particular grant, but on our commitment to understanding and solving diseases that affect the hu-man brain,” the university said in a statement attributed to Randolph W. Hall, vice president for research.

In the Chronicle interview, Dr. Aisen disputed San Diego on sev-eral points, including his level of transparency and his motives for moving to USC. But he acknowl-edged one central miscalculation behind the bad blood: He had long assumed that he would be able to take the NIH grant with him to USC, without ever actually discuss-ing that with San Diego.

“Since it was all based on work done entirely by my research team, and neither supported financially nor with significant intellectual in-put from the university, I assumed that the grant funding would all move with me,” he said.

That turned out not to be the case. The NIH awards its grants to institutions, not to individual scien-tists. And while an institution that loses a researcher typically gives permission for grant money to leave with that researcher, San Di-ego has said it’s a courtesy not typ-ically extended in the case of large, multi-investigator grants.

A MEETING IN MAY

Dr. Aisen learned of San Diego’s insistence on that point during a showdown meeting over the Memo-rial Day weekend, which touched off a series of events that escalated a disappointing staff departure into a continuing feud.

It began that Friday, May 22, when Dr. Aisen held a meeting with his staff at UC-San Diego’s Alzhei-mer’s Disease Cooperative Study. At the meeting, he said, he had “be-come very serious about the possi-bility of joining the faculty at USC” and replicating the Alzheimer’s program there.

For months and even years, Dr. Aisen said, he had been discuss-ing with San Diego administrators two key obstacles to expanding his program, one of the nation’s biggest studies of patients with Alzheimer’s disease.

One problem was San Diego’s structural inability to promptly han-dle his program’s hundreds of sub-contractors — a result of the need to track patients at some 70 clinics in the United States and Canada. The second problem, he said, was univer-sity personnel rules that limited how much he could pay his staff.

Such complaints represent “com-mon bureaucratic headaches” in

large organizations, said Mr. Sharp, the lawyer, who was designated by San Diego to speak on its behalf. San Diego did eventually meet the “modest percentage” increases in staff salaries sought by Dr. Aisen, Mr. Sharp added. But, he conced-ed, the university didn’t make that decision until after the turmoil in May.

After Dr. Aisen’s meeting with his staff, some attendees reported details to the chairman of the neu-rosciences department, William C. Mobley, who asked to meet the next day with Dr. Aisen. According to Dr. Aisen’s account, Dr. Mobley told him that his comments at the staff meeting were regarded as an announcement of his resignation, and that San Diego therefore was cutting off his computer access and had prepared a news release to an-nounce his departure.

“I was completely taken aback by this,” Dr. Aisen said. He said he had

made no final decision about leav-ing San Diego; he had meant only to emphasize to his staff the diffi-culties he faced in resolving the ad-ministrative and salary issues.

“Nothing had changed,” Dr. Aisen said, recalling the staff meet-ing. “I hadn’t made any final deci-sion, and I had been talking about all the issues and where we were having difficulty finding progress with UCSD right along.”

‘PLEDGE OF LOYALTY’

But Mr. Sharp said Dr. Aisen’s de-parture for USC had already been

arranged. Dr. Aisen received a for-mal offer from USC on the Wednes-day before the Friday staff meeting, Mr. Sharp said, and was in the pro-cess of announcing it to colleagues when San Diego cut his electronic access to the volumes of study data he hoped to take with him.

Mr. Sharp produced an email ex-change sent the morning of May 22 between Dr. Aisen and San Diego’s dean of medicine, David A. Bren-ner, who pledged to provide him with whatever resources he need-ed to “develop the world’s premier center for Alzheimer’s research.” Dr. Aisen, writing back, said his program “requires a streamlined, transparent, efficient, flexible en-vironment, and a financially secure foundation. This still does not seem feasible at UC. An affiliation with USC (as an operationally indepen-dent institute based in San Diego) is our best path.”

Southern California had gone so far as to meet with the landlord and check out the wiring of the facility it planned to use as the site of Dr. Aisen’s relocated Alzheimer’s pro-gram, Mr. Sharp said. They “were planning to take over the whole op-eration,” he said of USC.

And Dr. Aisen, in the Chronicle interview, acknowledged that his plan at the time of the staff meeting was for “an orderly transition once I made the decision to leave.”

“That transition would occur over a period of months, and ac-tually I was thinking specifically about September as a possibility,” he said. “And that would give us time for all the details around the transition, including letters of re-linquishment, but also dealing with specimens and equipment.”

In the tussle for control of the study data, San Diego presented Dr. Aisen with what he called a “pledge of loyalty.” As a proposed condition for restoring his electronic access to the study data, Dr. Mobley gave Dr. Aisen a statement to sign that

promised not to move the data out-side the control of San Diego. “I un-derstand that I owe the university a duty of loyalty, and may not act against the university’s interests,” the proposed statement said.

Disagreement over the state-ment reflected the broader dispute. Dr. Aisen said he couldn’t compre-hend such a statement and refused to sign it, despite his concern for the patients whose conditions he needed to monitor. He said his ac-cess was restored several days lat-er, after he asked the NIH to inter-vene. He said he then changed the billing for a cloud-based version of the data, so that San Diego could still have access but no longer block him.

“It was a terrible period of time that put me in a very uncomfortable position regarding my responsibili-ties to the patients in the studies,” Dr. Aisen said.

Mr. Sharp said San Diego had been justified in cutting Dr. Aisen’s electronic access after learning of his imminent move to USC. “The notion that there was any risk to the data is nonsense,” Mr. Sharp said. Mr. Sharp also denied that the NIH had played any role in per-suading San Diego to restore Dr. Aisen’s computer access.

INVESTING IN ALZHEIMER’S

From San Diego’s perspective, Dr. Aisen had long wanted to leave, because he would get a raise — earning $500,000 annually for five years at USC, instead of less than $400,000 at San Diego — and would be known as founding director of the USC Alzheimer’s program rather than as a successor director at San Diego, Mr. Sharp said.

While the court is still evaluat-ing its initial ruling that the NIH grant should remain with San Di-ego, that amount represents only about a third of the budget of the Alzheimer’s program led by Dr. Aisen.

A major private partner, Eli Lilly and Company, announced last month that it was moving its $70-million investment from San Diego to USC. Most staff members of the San Diego program — which had 65 to 70 full-time workers — have made the move to USC, Dr. Aisen said.

Alzheimer’s affects an estimated 44 million people worldwide, with the number expected to reach 135 million by 2050. Dr. Aisen concen-trates on finding new models for clinical trials that can treat the dis-ease as early as possible.

San Diego recruited Dr. Aisen from Georgetown University in 2007. It would have been happy to let him leave, Mr. Sharp said, if he had been forthright about his plans and didn’t try to take the data ac-cumulated there.

Dr. Aisen said he would do noth-ing differently. “Every decision I made was in fact made with the in-terests of the patients and the sci-ence in mind. Even looking back at all the difficulties I’ve had, in the face of this lawsuit, I don’t think that my decisions were mistaken.”

NELVIN C. CEPEDA, U-T SAN DIEGO, SAN DIEGO UNION-TRIBUNE

Paul S. Aisen’s decision to move his Alzheimer’s-research program from one California university to another led to a nasty dispute. He and his former employer tell different stories about what happened.

RESEARCH

Two universities wage a rare court fight over control of grant money and data from Alzheimer’s studies.

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A26 se p t e m be r 4, 2015 | t h e c h ron ic l e of h igh e r e duc At ion

By STEVE KOLOWICH

On a Sunday evening in July, Robin S. Engel was watch-ing her daughter’s basketball

game when her phone rang. It was the police.

A man had just been shot, an as-sistant chief of the Cincinnati Po-lice Department told her. It hap-pened near the University of Cin-cinnati, where Ms. Engel worked as

a professor of criminal justice. The shooter was a university police of-ficer.

The professor’s phone beeped. Another city police commander, this time a district captain, also wanted to keep Ms. Engel in the loop. Before long, she learned that the victim was Samuel DuBose. He was 43 years old, black, and un-armed. And he was dead.

Ms. Engel is not part of the chain of command. She has never sworn an oath or patrolled a beat. And yet, on a night when a white officer gunned down an unarmed black man during a traffic stop, two Cin-cinnati police commanders went out of their way to call an academ-ic. Why?

“Because,” she explained, “we’re partners.”

The police are a divisive force. Mr. DuBose’s fatal traffic stop was the latest in a string of vividly doc-umented incidents in which un-armed minority citizens have either been killed by the police or have died while in their custody.

Some academics have joined in protesting police brutality and call-ing for greater accountability. Oth-ers have chosen to study the police at a critical distance, dissecting the long arm of the law with the impi-ous detachment of a pathologist.

Ms. Engel is part of a small but influential group of researchers who have taken a different tack, one they believe gives them a better chance of fixing the problems their peers merely study: They are work-ing with the police.

When Cincinnati leaders were desperate to rein in crime in the mid-2000s, Ms. Engel used her ac-ademic training to help the police figure out exactly where the violence was coming from. She advised them on strategies for stemming it and ran analyses to figure out how well those tactics were working.

“For decades, research on the po-lice has provided little ‘real-world’ value,” wrote Ms. Engel in a 2010 paper with James T. Whalen, an assistant chief of the Cincinnati police. “Most academics know so little of the idiosyncrasies and pol-itics operating within police agen-cies” that their recommendations are impossible to implement.”

The Cincinnati criminologist is not the only academic who has teamed up with law-enforcement officials. Jerry Ratcliffe, a professor of criminal justice at Temple Uni-versity, has collaborated with the Philadelphia police to design field experiments testing the effects of different policing strategies.

In the summer of 2009, Mr. Rat-

cliffe randomly assigned officers to walk around neighborhoods that had clocked high rates of homicides, assaults, and robberies happening in the open. After three months, he compared the crime reports in those neighborhoods with those in comparably dangerous areas that officers had not patrolled on foot. The foot patrols resulted in the po-

lice making thousands more stops and hundreds more arrests, while preventing about 50 violent crimes, according to Mr. Ratcliffe.

The professor published a paper on that experiment in Criminolo-gy, a top journal in his field. But he also wrote up a shorter, less jarg-ony version and made it available to law-enforcement officials. Journals like Criminology are read by other academics, says Mr. Ratcliffe, but not by the people who dictate how the police operate.

Anthony A. Braga, a professor of criminal justice at Rutgers Univer-sity, has worked for years with the Boston Police Department as an “embedded criminologist,” includ-ing a stint as chief policy adviser to Commissioner Edward F. Davis. Mr.

Braga says that his working inside the Boston police has made officials there take his research seriously.

Academics who want to have pull with police officials must “maintain ‘real-time’ knowledge of current events, whether significant crimes, arrests, or political maneuvering inside and outside the department,” according to a 2014 paper the Rut-gers professor cowrote with Mr. Da-vis. Otherwise, “it is very difficult to be credible in strategy meetings.”

The police don’t always listen, says Mr. Braga. The politics of law en-forcement often favor short-term pay-offs, not long-term studies — making arrests and getting guns off the street, rather than figuring out how the guns got there in the first place, he says. And commanders sometimes misin-terpret research findings to confirm their existing strategies.

Then there’s the question of objec-tivity. The professor was now work-ing for the Boston Police Depart-ment. Mr. Braga insists he was an honest broker for the commission-er. By way of evidence, he points to — what else — an academic study, which he cowrote, that did “not find any support” for the view that re-searchers who help design law-en-forcement programs are “pressured to report positive results.”

Ms. Engel came to a similar con-clusion in Cincinnati. “It’s not as though, because I’m a partner on the team, I’m a cheerleader,” she says. “I’m not. I’m a critical voice, still, but I’m a critical voice with context.”

Chuck Wexler, executive direc-tor the Police Executive Research Forum, a Washington think tank,

participated in protests against the Vietnam War as an undergraduate at Boston University, until he was turned off by demonstrators attack-ing the police. In 1974, after getting a master’s in criminology at Flori-da State University, Mr. Wexler re-turned to Boston and joined the Bos-ton Police Department as an intern.

COLLEGES VS. COPS

He also enrolled in a doctoral pro-gram in urban studies and planning at the Massachusetts Institute of Technology. Non-sworn and highly educated, he was a rarity. The 1960s had driven a wedge between col-leges and law enforcement. The po-lice had thwarted activists fighting causes that enjoyed support in high-er education. Researchers were turn-ing their gaze on police corruption, discrimination, and other abuses of power. If officers found themselves knocking on the doors of the ivory tower, it wasn’t for advice on how to do their jobs. And the police didn’t throw open their own doors to re-searchers.

After a few years with the Boston police, Mr. Wexler was put in charge of the “community disorders unit,” which helped officers parse the racial dynamics of crime in a city strug-gling to desegregate. “We had to get police officers to realize that a family that moved into a home and had ra-cial epithets spray-painted on their house, or their tires slashed — that wasn’t simply an act of vandalism,” says Mr. Wexler, who is an emeritus professor of criminology at the Uni-versity of Maryland.

He remembers sending a black of-ficer and a white officer, both under-cover, into a bar known for discrim-inating against black customers. It “came out of my appreciation for re-search — sending people in, and con-trolling on one variable, like race,” he says. Sure enough, the black officer was denied service. Mr. Wexler vid-eotaped the whole thing. “We used that tape to go after their liquor li-cense,” he says.

Still, the MIT graduate student sensed a gulf between his work in Boston and his studies in Cam-bridge. “University culture and po-lice culture are very different,” he says. “The really effective people in this world, researchers or police chiefs, really understand each other’s culture and manage to find a way to navigate the rules of engagement.”

In 1970, the Ford Foundation spent $30-million to create the Police Foundation to push depart-ments toward a scientific approach to policing. That led, in 1976, to the Police Executive Research Forum, a membership group aimed at im-proving conversations between researchers and degree-holding law-enforcement professionals.

It worked. Over the next four de-cades, scholars and police depart-ments collaborated on numerous studies and field experiments. They tested the effectiveness of drug ed-ucation, prisoner re-entry, and gun buyback programs, as well as dif-ferent approaches to responding to domestic-violence calls and cool-ing down violent-crime “hot spots.” The research forum, which now has 2,200 members, is preparing for an

RESEARCH

Can Universities Help Fix the Police?

The politics of law enforcement often favor short-term payoffs, not long-term studies.

DAVID BERNSTEIN FOR THE CHRONICLE

Robin Engel (third from left), a professor of criminal justice at the U. of Cincinnati, attends a violence-prevention meeting with city and university officials. After a campus policeman shot and killed a resident, the city police called on her, she says, because “we’re partners.”

experiment in Arlington, Tex., to study how officers behave when they are wearing body cameras.

But to those mistreated by the po-lice, it often seems as if nothing has changed. The events of the past year have bolstered the view that the po-lice, for all their self-study, still have a serious race problem.

Officer training was very much on Ms. Engel’s mind after Mr. DuBose’s death. She emailed her contacts in police-research circles to ask who had the best training program for helping the police navigate the murky waters of race, bias, and enforcement. More than one person responded with the same name: Lorie Fridell.

INEVITABLE BIAS

Ms. Fridell is an associate profes-sor of criminology at the University of South Florida and a former re-search director of the Police Exec-utive Research Forum. These days she specializes in making police of-ficers reckon with their biases.

Her consulting company, Fair and Impartial Policing, holds courses that draw on psychology research to teach officers about the inevitability of bias, especially racial bias, and how to avoid letting it affect their work.

Discussions of bias in policing of-ten assume that it is “produced by officers with explicit bias — which is like a racist,” says Ms. Fridell. But she believes that most officers are well-intentioned. Her company’s training programs focus on “implic-it bias,” the kind that people don’t know they have.

Research suggests this kind of bias is common, says Ms. Fridell. In the workshops, trainers explain the findings of some of those stud-ies and encourage the officers to grapple with their own subterra-nean prejudices.

Tact is key. “When we walk into a group to train, generally we’re walk-ing into a room of people who are somewhere between defensive and hostile,” says Ms. Fridell. But once they start hearing about the science of implicit bias — how it’s a human flaw that affects even the well-inten-tioned — the officers tend to open up, says the professor. By design, the trainers who lead the workshops are always fellow officers.

Demand for her company’s ser-vices has increased in recent years, especially since the Ferguson pro-tests. Ms. Fridell’s trainers have been called in to educate officers in St. Louis County, Las Vegas, De-troit, and elsewhere. “There were many dedicated chiefs and sher-iffs out there who were looking for, quote, the right answer,” she says.

Is anti-bias training the right an-swer? Police officials hope so. But it is hard to know if bringing officers up to speed on psychology research can change the dynamics of law en-forcement in neighborhoods where the cops are seen as just as danger-ous as the criminals.

Last year, the Baltimore Police Department put hundreds of its of-ficers through workshops developed by Fair and Impartial Policing, ac-cording to The Baltimore Sun. In January, Ms. Fridell’s team re-turned to train department leaders.

Then, in April, a 25-year-old black man named Freddie Gray was dragged wailing into the back of a police van. He was soon dead

of a mysterious spinal-cord injury he suffered while in police custody. His death sparked protests, leading to clashes with the police, looting, hundreds of arrests, and a near-to-tal implosion of relations between local law enforcement and the black residents of West Baltimore.

The anti-bias workshops had been a good step, in theory. Against decades of fear, they may have been merely academic. “The concerns on the part of the community mem-bers in Baltimore … were of abusive policing,” Ms. Fridell says. “Abusive policing is inherently biased.”

In other words, training may help “well intentioned” officers do their jobs, but it may be hard to reach oth-ers who are not receptive to discus-

sions of implicit bias. “I don’t believe that officers who are at war with the community are going to be changed by our training,” she says.

Several weeks after Mr. DuBose’s

death, the president of the Univer-sity of Cincinnati promoted Ms. Engel to vice president for safety

and reform. Part of her new job is to oversee an inquiry to the univer-sity’s police force and to propose changes. Ms. Engel says she wants to “better understand the training that our officers have and whether or not it’s sufficient.” She says she has been in touch with Ms. Fridell.

But research and education can do only so much to keep the peace.

Ms. Engel did not just cultivate data when she worked with the Cincinnati police. She also culti-vated relationships — within the department, and with local politi-cians, church leaders, and others. In the aftermath of Mr. DuBose’s death she worked the phones, ask-ing those community leaders to help keep the peace while the city

police investigated the incident. Two days after the shooting, she and the university police chief sat down with members of the DuBose family, who were heartbroken and confused. “It was heart-wrenching,” says Ms. Engel. “There’s just no oth-er way to describe it.”

All the research in the world can-not give police departments control over every interaction between of-ficers and citizens, she says. And it takes only one Michael Brown, Fred-die Gray, or Samuel DuBose to re-mind people where the police stand relative to their own senses of safety.

“You work not just with the num-bers, but with the community,” Ms. Engel says, “so, when the bad inci-dent happens, you have trust.”

t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a27

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Once officers hear the science of bias — how it’s a human flaw that affects even the well-intentioned — they tend to open up.

A28 september 4, 2015 | the chronicle of higher education

By IAN WILHELM

Toronto

As the crowd filled the con-vention hall, a cluster of angry words appeared on

two large screens. Among them: Ashamed. Disappointed. Disgust.

On a stage at the front of the room, Susan H. McDaniel, incom-ing president of the American Psy-chological Association, sat nervous-ly in a director’s chair, hands in her lap. Those ugly words and others, taken from a recent survey of stu-

dent members, represented the col-lective outrage over what is argu-ably the darkest period in the asso-ciation’s 123-year history.

And Ms. McDaniel was here, at a “town hall” during the associa-tion’s annual meeting in August, to answer hard questions, pledge to make changes, and say sorry on the group’s behalf.

The association has faced with-ering scrutiny since the publication of a report that found that it had colluded with the military to estab-lish loose ethics guidelines regard-ing interrogations of terrorist sus-pects during the George W. Bush administration. Essentially, the re-port says, the group turned a blind eye to psychologists’ involvement in what many now call torture.

The report, released in July and written by David H. Hoffman, a Chicago lawyer, also detailed a dys-functional culture among the asso-ciation’s leaders during that period, with examples of bullying of critics and conflicts of interest.

The conference, the first time the membership has met face to face since the report came out, amount-ed to four days of soul searching and contrition. Amid the 4,000-odd presentations on mental health were expressions of anger and con-fusion. Many asked: How did an as-sociation of healers forget its val-ues? And how can the APA, if not psychology itself, regain the public trust?

As Ms. McDaniel told the APA’s governing council at one point: “We're here today to reset our mor-al compass.”

REPAIRING A DAMAGED IMAGE

To help fix that compass, the APA’s Council of Representatives passed a resolution that henceforth prohib-its members from participating in national-security interrogations. In addition, the council approved the creation of a panel to evaluate the organization’s ethics policies and procedures.

The resolution, which predates the Hoffman report but gained mo-mentum after the report’s release, passed the council 156 to 1.

Negotiations on its wording, however, lasted until the final min-utes, with many late-night rewrite meetings, said Scott D. Churchill, a member of the council from Dallas who was one of the main authors of the measure.

The resolution was an emotional victory for Mr. Churchill — he said he held back tears as it passed on a dramatic roll-call vote — and for other psychologists who have long sought to strengthen the associa-tion’s prohibitions against torture.

Steven Reisner, a New York psy-chologist and a member of the coun-cil, said the resolution removed any possible loopholes by aligning the association’s standards with inter-national laws, like the United Na-tions Convention Against Torture.

Mr. Reisner is part of a small group of self-described dissidents who have pushed to expose the APA’s secret workings with the mil-itary and intelligence agencies for almost a decade. Some of the critics have faced personal attacks by the APA leadership in that time, but their position has now been largely embraced.

The shift is a remarkable turn-around for an organization that just 11 months ago was defending itself against charges that the Hoffman report would eventually affirm.

Aside from the personal vindica-tion, Mr. Reisner said the resolution would help repair the APA’s badly damaged image.

“I think the public is legitimately wary of the American Psychologi-cal Association as the representative of professional psychology,” he said. “And if it is the representative of pro-fessional psychology, the public will be wary of professional psychology.”

During the meeting, though, psy-chologists who work for the mili-tary questioned whether the ban would have a positive impact.

Thomas J. Williams, president of the Society for Military Psychology, a division of the APA, said he was worried about what seemed to be a growing antimilitary stance by the group. Instead of rebuilding trust with the public, he argued, the ban could backfire.

“I think the American public places its trust the most in those organizations whose members pos-sess and reflect values which most align with preserving and protect-ing the freedoms and liberties we most cherish,” he wrote in an email to The Chronicle. A handful of mil-itary psychologists who are named in the Hoffman report have also ob-jected to its findings, calling the in-vestigation a “rhetoric-laden prose-cutorial brief.”

Judging by the town hall, critics of Mr. Hoffman and the new pro-hibition are in the minority. Few questioned the lawyer’s findings, and many applauded the passage of the ban.

Yet it was clear from the near-ly two-hour meeting that matters were far from settled. More apolo-gies, more dismissals of personnel, and more clarity on future steps were demanded.

Ms. McDaniel responded to con-cerns along with Nadine J. Kaslow, the group’s past president. (Barry S. Anton, the current president, did not participate, because he is men-tioned in the Hoffman report.)

The two women, who were praised during the session for

their leadership during the crisis, promised that in the future, deci-sion-making by the group would be more open and inclusive. They called on the members to hold them accountable if they don’t live up to that pledge.

Invoking a saying by President Ronald Reagan, Ms. McDaniel said the membership’s attitude should be “trust, but verify.”

‘IS REFORM OF APA ENOUGH?’

For the 9,000 or so people at the conference, the Hoffman report was the buzz of the halls and at dinner. While not everyone thought psychol-ogy itself had suffered a black eye, al-most everyone had an opinion about the association.

Inevitably, in conversations with psychologists about the APA, diag-noses emerge as if the group were on the couch. It suffers from narcis-sism. Repressed hostility. An inferi-ority complex to psychiatry.

Whatever the diagnosis, the key question is whether the patient can be cured.

“Is reform of APA enough? There needs to be a revolution perhaps within APA,” said Yosef Brody, pres-ident of Psychologists for Social Re-sponsibility, which has been critical of the leadership. “If it doesn’t change, than there are bigger questions: Can we do without the APA?”

During the meeting, Psycholo-gists for Social Responsibility held a “teach in” focused on Mr. Hoffman’s findings, the role that psychologists play in the CIA and the military, and the long history of such con-nections.

Mr. Brody said one way the field of psychology can recover is for pro-fessors in graduate schools to dis-cuss what happened at the APA in the classroom and do more to teach the ethical dilemmas that students may face working for the Pentagon or corporations.

While the courses Mr. Brody took as a student at Long Island University did a good job of educat-ing him about the ethics of working with clients in a clinical setting, the curriculum did little to expose him to the broader moral issues that the discipline wrestles with.

“Students need to understand the history, what got us here, and the ethical dilemmas. That hasn’t been happening,” he said. “Gradu-ate programs need to think about what’s most important.”

On the opening day of the con-ference, Mr. Brody’s group gath-ered at St. Andrew’s Presbyterian Church, a few blocks away, to bol-ster support for the prohibition on national-security interrogations. Some who attended wore red T-shirts with the words “First, Do No Harm,” which became some-

thing of a rallying cry for activists here.

Among the crowd of about 50 people, sitting in the back on a red-wood pew, was Allayna Pinkston. She earned her degree as a doc-tor of psychology the same day the Hoffman report was released, es-sentially entering the field at per-haps its lowest moment.

Throughout the conference, a persistent issue was whether young people like her will continue to join the nation’s largest professional as-sociation for psychologists or leave it, exacerbating a recent decline in membership. (The group says it had 150,000 members in 2010 and has 120,000 today, a decline due only in small part, it says, to those upset about the ethics controversy.)

For Ms. Pinkston, Mr. Hoffman’s 542-page review was “disappoint-ing,” but she decided to continue to be a member.

“It’s not the time to run away. It’s time to run toward the people who are trying to hold those accountable and make a difference,” she said. “Ultimately this ethics code is mine regardless of whether I’m an APA member.”

Ms. Pinkston’s attitude is one sign that the embattled American Psychological Association has a fu-ture. But as she also made clear, it has to be a future that looks noth-ing like the APA’s past.

By BECKIE SUPIANO

When Gavin Flood start-ed looking at colleges, he wasn’t thinking much

about how they might stack up fi-nancially. He was still figuring out his own preferences. Did he want to attend a big college or a small one? Study medicine or political science?

But as college has drawn closer for Gavin, a high-school senior, his parents have included the 17-year-old in more conversations about paying for it. “College is just a big financial step for us,” he says.

He and his younger sister go to Allendale Columbia School, a pri-

vate school in Rochester, N.Y. Gavin receives a partial scholarship, but even so, paying for private school has cut into the family’s college sav-

ings, says his mother, Jane Laskey.Not all of Gavin’s classmates are

affluent, Ms. Laskey says, but there are some who simply don’t have to worry about finding a financial fit. Some have the means to pay for just about any college, while others stand to receive a tuition break be-cause their parents are college em-ployees.

Both of Gavin’s parents work for

the local government in their home-town, Webster. Paying $60,000 a year for college, Ms. Laskey says, is out of the question for them. This reality is “not easy for him to hear,” she says. “Who wouldn’t want end-less money?”

As it is for many traditional stu-dents, Gavin’s college choice will be his biggest financial decision to date. “It’s definitely hard for me to put it in perspective,” he says.

College affordability has become a nearly universal concern among American families — even those, like Gavin’s, with two parents working in good jobs.

It’s a slippery concept to pin

RESEARCH

At Meeting of Psychologists, Moments of Soul Searching

AARON VINCENT ELKAIM FOR THE CHRONICLE

At the conference of the American Psychological Association, an independent group of psychologists gathered in a nearby church to bolster support for a ban on participating in military interrogations.

College Affordability: a Slippery Concept

STUDENTS

the chronicle of higher education | september 4, 2015 A29

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down. Other industries offer afford-ability benchmarks, like the rule of thumb not to spend more than a third of one’s income on housing. There’s nothing quite like that for college — though one new effort hopes to change that.

Part of the problem is that there are really two college-affordability conversations happening, says Jus-tin Draeger, president of the Na-tional Association of Student Fi-nancial Aid Administrators — one among policy wonks and another among the public. “For students and families, statistics don’t mean a lot,” he says. “What matters is your story.”

It wasn’t intentional, but the as-sociation’s recent national confer-ence ended up providing one illus-tration of that dichotomy. The con-ference featured a formal debate on whether or not student-loan debt is a crisis for students and the econo-my. To a room full of subject-mat-ter experts, the winning debaters’ points about typical debt loads and which borrowers struggle to re-pay were reasonable evidence that loans, while certainly a problem for some, don’t amount to a crisis.

A group of debt strikers who staged a protest to coincide with the conference, however, seemed to take the debate’s outcome as an insult.

For all the presidential-cam-paign talk about making college more affordable, there’s nothing approaching consensus on what that would actually mean. Even the narrower conversation about mak-

ing college free or debt-free often finds people talking past each oth-er. What would be covered: tuition, or all expenses? At an in-state pub-lic college, or any college? And for whom?

COMPLICATED CALCULATIONS

This confusion is understand-able. Now that college affordability hits home for families most of the way up the income spectrum, it’s hard to craft a universally appli-cable message. It’s probably good policy to encourage middle- and upper-income families to save for college. But what if doing so dis-courages low-income students from believing that college is possible for them?

For now, college comes at a price. And figuring out how much is rea-sonable to pay, and what kind of fi-nancing makes sense, is often com-plicated for families.

Many are scared off by high sticker prices. That leaves student advocates with the task of explain-ing net price, which is “not a house-hold term,” says Kim Cook, execu-tive director of the National College Access Network. Besides, she says, the admissions and financial-aid timeline does not work in families’ favor. Almost every decision about preparing for college must be made before families have a good sense of what it will cost.

Timing also makes some expert advice on paying for college diffi-cult to apply in real life. Take the mantra, “Don’t borrow more than

you’ll make in your first job.” That’s reasonable, except that it requires incoming students to make good guesses about what they’ll end up studying — many students change majors — their chances of success, and how the job market will per-form years down the road.

While the federal financial-aid formula produces an expected fam-ily contribution, it’s hard to find anyone who sees that as a realistic measure of what families can af-

ford. The Lumina Foundation set out to create a better college-afford-ability benchmark, which it released last month. It suggests that families should have to pay no more for col-lege than the amount they save by putting aside 10 percent of their dis-cretionary income for 10 years, plus what each student earns working 10 hours a week during college.

The foundation isn’t making a policy recommendation about how to align college prices with this no-tion of affordability. It’s simply try-ing to steer the conversation away from the interests of institutions and governments and toward those of families.

It’s not the first attempt to cre-ate a student-centered measure.

UAspire, a nonprofit group that works with low-income students, has created a measure to help fam-ilies who are considered unable to contribute anything for college un-der the federal formula.

The guidelines look at what UAspire calls the “estimated bill”: college costs (including room and board for residential students) mi-nus grants, scholarships, and feder-al loans in the student’s own name.

AVOIDING SURPRISES

The estimated bill isn’t necessar-ily a measure that colleges use, but it’s one that UAspire thought fam-ilies should consider. The reason? Even after going over colleges’ aid awards with the group, some stu-dents were surprised by what they would owe. For low-income stu-dents, a discrepancy of a few hun-dred dollars can be enough to derail college plans.

Under UAspire’s guidelines, es-timated bills of up to $2,000 get a green light, says Aki Peterson, the organization’s training and tech-nical-assistance manager. Those from $2,000 to $5,000 get a yel-low: proceed with caution. Any-thing higher opens a conversation into ways to keep costs down, such as commuting (though students have to be careful, Ms. Peterson notes, because doing so can reduce the amount of aid they will receive).

The estimated-bill levels are just a starting point, though. UAspire believes that students’ college deci-sions are ultimately personal ones.

It’s true, of course, that students’ financial lives vary greatly both be-fore and after college. There’s a rea-son financial-aid administrators joke that the answer to every pay-ing-for-college question families pose is “it depends.”

Ms. Laskey has developed some financial strategies for her son’s search. She is looking for colleges with large endowments, figuring that they’ll be able to provide more financial aid. And she is encourag-ing Gavin to apply for local scholar-ships rather than the national ones, where “you feel like you’re just a number.”

Being proactive seems to help. Ms. Laskey recalls with pride the way that Gavin, following the ad-vice of his school’s college adviser, asked for a meeting with an admis-sions representative at one college he visited. He ended up hearing about a music scholarship the col-lege hadn’t publicized.

Ms. Laskey has a rough sense of how the family will foot Gavin’s college bill. She and her husband can probably contribute $10,000 to $15,000 a year. And she hopes that Gavin won’t have to take out more than $10,000 per year in loans.

Maybe a benchmark like Lumi-na’s could help policy makers and the public get on the same page about what affordable higher education would look like. For now, parents like Ms. Laskey are left to come up with their own gauge of what they can af-ford. And cross their fingers that it will match up with what colleges ask them to pay.

“ For students and families, statistics don’t mean a lot. What matters is your story.”

A30 september 4, 2015 | the chronicle of higher education

By KARIN FISCHER

Des Moines

Just inside one of the main gates of the Iowa State Fair, before the stands selling corn dogs, deep-

fried candy bars, and pork chops on a stick; before the Midway, where the Scorpion and the Sky Wheel pirouetted overhead; before the pens of baby calves and sheep, still teetering on wobbly legs; before the

Butter Cow, a sculpture that, aside from glad-handing politicians, is the fair’s most enduring symbol — before all of that stood a kitted-out RV that is home to the University of Iowa’s Mobile Museum.

On a Saturday in August, fami-

lies clambered up the trailer’s nar-row steps to gaze at displays on the state’s aquifers and the university’s role in space exploration. J.C. Gil-lett, who graduated last year with degrees in history and museum studies, runs the roving museum. “The people of Iowa deserve to see what’s going on at the University of Iowa,” he says of the exhibit, which takes to the road four or five days a week from April to October.

If the museum’s goal is to make Iowa’s research more accessible — by 11:30 on that Saturday morning, it had more than 700 visitors — the university itself, and higher educa-tion in general, is at risk of becom-ing less accessible. Nationwide, tu-ition has been on a decades-long climb, with students and their fam-ilies being asked to shoulder an ev-er-growing share of the expense.

Here in Iowa, state spending on the three public universities has fallen more than 20 percent in the past five years. Tuition has made up the shortfall.

I came to Des Moines, to the State Fair, to talk with voters about college affordability. Politicians have begun sounding the alarm about the cost of college; Hillary

Clinton, too, was in Iowa, talking up her plan to rein in student debt. I wanted to know how these ideas resonate with average citizens.

Do they think college is too ex-pensive, and if so, who is responsi-ble? How would they fix it? What do they want for their children, for their grandchildren?

Rising tuition bills are pretty much an inevitability, I was told time and again, and I encountered deep skepticism that colleges and public officials could, or would, do much to curb costs.

Instead, I heard from parents working extra jobs to pay tuition bills and from grandparents skim-ming from their retirement savings to seed college accounts. Earning a degree is critical in today’s econo-my, almost everyone agreed. Left

unsaid is whether, for future gener-ations, it will be possible.

WRESTLING WITH TRADE-OFFS

I met Raelynn Schroeder and her daughter, Macy, 9, and son Carter, 5, in the far corner of the cattle barn, where they were giving Belle, a prize heifer who belongs to Ms. Schroed-er’s older son, Logan, a bath. A mist rose off their hose and beads of water appeared to hang in the humid air.

Ms. Schroeder and her husband attended Central College, a pri-vate liberal-arts college in Pella, where they live. They only recent-ly finished paying off their student loans, 15 years after graduation. So it seems almost inconceivable, Ms. Schroeder says, that in a few short years it will be time for Logan, who is 11, to go to college. “It’ll be here before we know it,” she says with a small sigh as Macy guides Belle back to her stall.

Each of the children have college savings accounts, set up for them by her husband’s parents. But Ms. Schroeder knows that will not be enough, not nearly. Still, the family can’t afford to set aside much more — her husband has a good job in IT,

but Ms. Schroeder gave up her work as an interior decorator two years ago to stay home with the kids.

Though she has a bachelor’s de-gree, Ms. Schroeder says she would consider sending her children to community college, if only to save money for a couple of years before they transfer to a four-year institu-tion.

Such a path could be made even more affordable if a proposal by President Obama to make commu-nity college free is enacted. Ms. Clin-ton has borrowed a page from her former boss and has included free community college in her $350-mil-lion higher-education plan.

Starting at a community college would mean missing out on some parts of the four-year-college ex-perience she herself treasured,

Ms. Schroeder concedes, but if her children wanted to go there, “I wouldn’t shy away.”

Other parents are also wrestling with difficult trade-offs.

It was the end of a long day at the fair, and as Steve Chapman and I spoke, his 3-year-old son, Noah, riding on his shoulders, grew drowsy. The little boy rested his head on his father’s, using his dad’s close-cropped skull as a pillow.

Noah has three older siblings, ages 6, 8, and 10, and all have col-lege accounts, started at birth. Mr. Chapman and his wife deposited an initial $5,000 in each account and continue to set aside $1,000 per year per child. When the children reach high school, however, the Chapmans will stop making contri-butions. The children attend Cath-olic school, and Mr. Chapman says the family can’t afford both tuition and paying into college savings. He expects them to get part-time jobs to pay for college.

Mr. Chapman went to Iowa on a scholarship, and he wishes his kids, too, could be free to focus on schoolwork without juggling jobs. But tuition has gone up, far faster than any raise he’s earned, and the

college savings, he fears, won’t go as far as they once did. “I just wish they’d hold steady,” Mr. Chapman says of tuition rates. “Then maybe we could kind of catch up.”

Mr. Chapman would like the state to do more to support pub-lic colleges, but he doesn’t seem to expect it. When revenues are tight, after all, legislatures frequently cut higher education, one of few big pots of discretionary spending. It pains him to think that his children could face a tougher time than he did. That’s not how the American dream is supposed to work.

“I’ve come to terms with the costs” of college, he says, patting his sleeping son’s leg, “but I worry they will have to suffer.”

PERSONAL VS. PUBLIC GOOD

Bob Miller understands a lit-tle something about sacrifice. He served in Vietnam. When he came back to the States, the military paid for his engineering degree.

White-haired with a trimmed beard, he’s now retired, which gave him time to bring his 14-year-old granddaughter, Lily, to the fair. “I’m certainly concerned about the expense,” Mr. Miller says of sending Lily, who is interested in astronomy and psychology, to college. “But I’m also certain that she’ll go.”

Higher education is too import-ant to be optional, he says. He knows the difference it made in his own life, how much more financial security he had than did his child-hood friends without degrees.

While colleges could hold the line on tuition, he suggests, em-ployers might also help out by de-fraying some educational expenses for their workers. The federal gov-ernment could offer students inter-est-free loans.

If folks like Mr. Miller see an ex-panded role for government in en-suring college access and afford-ability, others think public officials should stay out of the way.

Bob Haug is one of them. I ran into him as he watched his daughter JoAnna, who goes by J.J., groom her horse, Babe, in preparation for the evening’s rodeo competition. Babe’s coat shone a glossy black. Though the competition was still hours off, J.J., who is 12 and rides events called barrels and poles, had her hair in curlers, afraid to take them out lest her waves wilt in the humidity. “If she could be on a horse all day, she would,” Mr. Haug says of his daugh-ter, who wants to be a veterinarian.

Mr. Haug, who lives in Corydon, a small town near the Missouri bor-der, didn’t go to college. He joined Federal Express after high school and worked his way up into a man-agement position, a dozen years of working nights. He finally saved up enough to buy his grandfather’s pest-control business. Now he can travel with J.J. to rodeos. The fam-ily planned to spend the entire day at the fair, then get up before dawn for yet another competition.

Mr. Haug echoed an argument I’ve heard many times — that a col-lege education is largely a personal,

not a public, good. Its beneficiary is the graduate, and therefore the student, and her family, should pay. “I don’t know how the government getting involved,” Mr. Haug says, “is going to help things.”

College is expensive, Mr. Haug says, but if J.J. wants to go — and he’ll encourage her to — they’ll find the money. Maybe if she keeps at it, J.J. could get rodeo scholarships — earn them, he emphasizes, through hours of practice and hard work.

“I’ve never been one to have my hand out,” he says, “and I don’t want my kids to, either.”

SKEPTICAL OF PROMISES

Joanna Debont put her hand out. Well, her arm, to be exact, for a temporary tattoo of Drake Univer-sity’s mascot, Spike the Bulldog.

It’s a State Fair tradition for col-leges and businesses to give out the free tattoos. Children compete to see how many they can collect, accumulating sleevefuls of ink that would look at home in many a restaurant kitchen.

Ms. Debont admitted that she was a little old for a State Fair tat, but she was making an exception for Drake, the Des Moines college where her 17-year-old daughter, Kaleigh, would begin classes at the end of the month. “Our resident overachiever,” she calls Kaleigh, who finished high school in three years and graduated near the top of her class.

The private college has a hefty price tag, $33,550 a year for tuition alone, but Kaleigh loves its academ-ic programs, particularly in music. Drake has awarded her $17,000 in scholarships, and she will live at home. Still, Ms. Debont and her husband, Kim, worry about the fi-nancial burden. They have taken out loans; Mr. Debont, who is 60, will put off retirement for a few more years.

The Debonts worry that debt could hamstring Kaleigh, tether her to a paycheck rather than allow her to follow her dreams.

Of the many people I met in Iowa, the Debonts were the only ones to offer firm opinions about the college-affordability plans of presidential aspirants.

Joanna Debont, who calls herself a liberal, says she likes Ms. Clin-ton’s ideas but is backing Sen. Ber-nard Sanders, the Vermont inde-pendent who has advocated mak-ing public four-year college free for all students. Of Scott Walker, gov-ernor of Wisconsin, who recent-ly signed a budget cutting state spending on higher education by $250 million over two years, she said, “He would eliminate all edu-cation spending if he could.”

If the Debonts are unusual in their engagement in politics and policy, when talking about the cost of college they sound in other ways like their fellow Iowans: anxious, apprehensive, a little bewildered. “It’s hard for me to fathom that kind of debt,” Kim Debont says of the $40,000 to $50,000 his daugh-ter is likely to owe.

COLLEGE AFFORDABILITY

Letter From Iowa: at the State Fair, Enthusiasm for College and Resignation About Its Cost

MATTHEW HOLST FOR THE CHRONICLE

Raelynn Schroeder, of Pella, Iowa, and her daughter, Macy, lead a prize heifer, Belle, back to a stall. Ms. Schroeder was among many fairgoers who spoke of hard choices about saving for college.

Julio Frenk, former dean of Harvard’s T.H. Chan School of

Public Health and minister of health in Mexico, is renowned

for building healthy communities and positioning

universities as engines of innovation as well

as platforms for cross-cultural dialogue. Now

as the leader of the University of Miami, a

top-tier research university situated at the

crossroads of the hemisphere, President

Frenk brings his global vision to launch a

new era of progress.

“ We have reached a point where no country, no company, no university by itself can meet all the challenges that it is expected to without taking into account what happens in the rest of the world. We need to educate young people who truly are global citizens.”

– Julio Frenk

miami.edu

University of Miami Welcomes

President Julio Frenk

t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a31

A32 se p t e m be r 4, 2015 | t h e c h ron ic l e of h igh e r e duc At ion

By KARIN FISCHER

Do students need a passport to get a global experience?

Breaking with orthodoxy in study abroad, some educators have come to believe that the an-swer is no. Given the diversity of

the United States, they argue, it’s no longer necessary to cross na-tional borders to give students the intercultural skills that colleges and employers both prize.

Step off many campuses and you can quickly find people from other countries and cultures, with beliefs, practices, and languages different from yours. Today some 40 percent of Americans are members of racial or ethnic minority groups, and one in 10 is foreign-born; just a few de-cades from now, the United States will become a majority-minority country.

Indeed, shifting demographics are among the reasons that a grow-ing number of colleges have made graduating globally minded stu-dents a high priority. Yet the num-ber of Americans who study abroad remains small — fewer than 10 per-cent of undergraduates and just 2 percent of the total college popula-tion. In recent years, those percent-ages have barely budged.

Advocates of domestic off-cam-pus programs, often called “study

away,” suggest that studying in diverse communities in the Unit-ed States — among immigrant groups, refugee populations, or

marginalized residents — could be another way to gain cross-cul-tural know-how. And they hope that such programs might appeal

to students who normally haven’t studied overseas, including work-ing parents and those who are the first in their families to go to col-lege.

“How do you make global learn-ing more accessible to all?” asks Neal W. Sobania, editor of a new book, Putting the Local in Global Education: Models for Transfor-

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Why a Global Education Doesn’t Have to Mean Going Abroad

3 Study-Away ProgramsLIVING WITH IMMIGRANTS IN MAINE

An alumnus of Williams College started this January program, in which students volunteer in local schools or with community groups and live with immigrant families. Portland, Me., is a federally des-ignated refugee-resettlement city, with 55 languages spoken in its public schools. For seven years, the program’s director, Jeffrey Thaler, a visiting professor and assistant counsel at the University of Maine, has placed students with families from Africa, the Middle East, and Latin America. One student who had studied overseas told him she’d been challenged more in Portland, “because abroad she felt like a visi-tor. Here she was still in the U.S. yet immersed in a culture not her own. It made the experience richer.”

FROM L.A. TO THE AMISHGlobal-studies majors at Azu-

sa Pacific University learn to see their own community through the eyes of members of minority and immigrant groups. In Los Ange-les, students live with host fami-lies, intern with nonprofit groups, and are required to use public transportation. Waiting at a bus stop in the car-centric city helps the students, who attend college just a few miles away, better un-derstand the experience of low-in-

come and minority residents, says Richard Slimbach, a professor who designed the program. Only after their time in Los Angeles can students embark on their Global Learning Term. While some head to far-flung locales like Manila or Medellín, Colombia, others go to German-speaking Amish com-munities in rural Pennsylvania. “The connections they make,” Mr. Slimbach says of the students, who write 50-page papers, “lead to real global learning.”

BORDER EDUCATION

Earlham College’s Border Studies program began nearly two decades ago as a truly inter-national effort — students stud-ied immigration, human rights, and globalization from both sides of the U.S.-Mexico border. But with northern Mexico turn-ing volatile, the college moved the program to Tucson. Students do field studies each week with organizations engaged in issues important to migrant communi-ties, including elementary schools with large Hispanic populations and legal-aid groups that repre-sent people detained by the Bor-der Patrol. “People in the local community become their teach-ers,” says Patty Lamson, Earl-ham’s director of international programs.

Zoe Gruskin (left), a student at Williams College who took part in a “study away” program in Portland, Me., poses with her Ethiopian host family.

t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a33

mative Learning Through Domes-tic Off-Campus Programs. “Study away may be that way.”

But other academics, while not dismissing the value of such pro-grams, see them as study-abroad lite. An experience in a foreign country is not interchangeable with one in a student’s home cul-ture, they say. “It’s about degrees of difference,” says Brian J. Wha-len, president of the Forum on Ed-ucation Abroad, an association of American and overseas colleges and independent study-abroad providers. “In study away, there are more similarities than differ-ences. In study abroad, there are more differences than similarities. They’re just not the same.”

Supporters of domestic study away, however, say that such ar-guments equate geography with learning. “What matters isn’t place but what happens in that place,” says Larry A. Braskamp, inter-im president of Elmhurst College, outside Chicago. An expert on stu-dent development and learning, he wrote a paper with Mr. Sobania on domestic off-campus study. “Yes, study abroad is a natural place for difference,” he says, “but there’s an awful lot of difference in Ameri-ca.”

OUTSIDE THE COMFORT ZONE

The crucial component, Mr. Braskamp and others say, is struc-turing programs in a way that stu-dents encounter and are challenged by varying perspectives.

Mark Engberg is an associate professor at Loyola University Chi-cago, where he studies the edu-cational benefits of diversity. “To what extent do their experiences push students outside their comfort zone?” he asks. “That’s where we see real change.”

Not all programs, domestic or international, are created equal, Mr. Engberg says. If a student spends a few hours in a low-income neighborhood, only to retreat back to the comforts of campus, will real learning take place? Likewise, a student who travels abroad on a short-term study tour (short pro-grams, often led by faculty mem-bers, are the way most Americans now study overseas) and spends most of her time with fellow Amer-icans may not have a transforma-tive experience.

The directors of some study-away programs say they have tried to in-corporate such realizations into the design of their programs. Both a Williams College program focused on immigrants in Portland, Me., and a semester on the U.S.-Mex-ico border organized by Earlham College, in Indiana, place stu-dents in home stays, with families whose first language is not English and who may have fled their home countries.

At Susquehanna University, stu-dents enroll in a pair of seven-week courses before and after they do off-campus study, to help them pre-pare for and then reflect on their experience.

When faculty members were crafting the college’s study-away requirement, six years ago, they quickly decided that both inter-national and domestic programs would count, says Scott Manning,

dean of global programs. “They wanted to be sure it didn’t sound like the point was travel,” he says, “when the point was to have an in-tercultural experience.”

Each year about 15 percent of students opt for one of Susque-hanna’s domestic programs, in places including Puerto Rico, New Orleans, and a Navajo res-ervation.

Mr. Manning acknowledges that domestic programs can be more work because program leaders of-ten have to push students to appre-ciate the cross-cultural experience. Still, he says, domestic off-campus study has been particularly popu-lar with male students and athletes, two groups that don’t historically go abroad.

These programs can also be less expensive than traditional study abroad. At Pacific Lutheran Uni-

versity, where Mr. Sobania was di-rector of global education, the aver-age cost of a January-term course overseas is $5,000, while many domestic programs run just a few hundred dollars for travel and housing. That could make study

away more accessible for low-in-come students.

But Elizabeth K. Niehaus, an assistant professor of education administration at the University of Nebraska at Lincoln, says she is uncomfortable with the notion of a two-tier system, where “study abroad is only for rich, white wom-en, and domestic study away is for everyone else.”

In her research, Ms. Niehaus has compared short internation-al and domestic service-learning programs, of four to 10 days, and found differences in participants’ experiences. Students who went abroad were more likely to re-port that they interacted with and learned from people in the local community, engaged in reflection,

and had greater personal change. While there are clearly benefits

to domestic service learning, Ms. Niehaus says, “there is evidence that there is something different about international experience, and that experience is better. To say we’re going to solve our partici-pation gap in study abroad through study away is to ignore those differ-ences.”

Supporters of domestic programs argue that it’s wrong to view the choice as binary. With such a small share of students going abroad, what’s important is expanding op-portunities for global experiences, they say.

“I don’t see these in competition with each other,” says Mr. Sobania. “They’re complementary.”

“ What matters isn’t place but what happens in that place. … There’s an awful lot of difference in America.”

A34 september 4, 2015 | the chronicle of higher education

Next Challenge: ObesityThis past spring, after his contract was not re-

newed, Daniel W. Jones declined an offer to ex-tend his term as chancellor of the University of Mississippi for two years. Instead he is reinvolv-ing himself in research there.

As director of clinical and population scienc-es, Dr. Jones will oversee program development

at the Mississippi Center for Obesity Research, part of the university’s Medical Center, starting September 15. He became a faculty member at the center 23 years ago, and he taught and did re-search there before becoming its chief executive in 2003, and then chancellor of the university six years ago. He credits his medical research, which focused on hypertension and heart disease, with putting him on an upward path.

“It was success in research in this area that created opportunities for me to be in the two leadership opportunities I’ve had,” Dr. Jones says, “so this is very happy for me, to be going back to my roots.”

Nationally, research dollars are flowing for the study of obesity, considered one of the country’s leading health problems. One question Dr. Jones hopes to answer is how better education could prevent the condition.

He expects to use political and other connec-tions he has developed to help build the center’s programs and its profile. The center’s location, in a state where obesity is a severe problem, could help it find a niche, he says.

“If we can have some projects that move the needle in Mississippi, people around the country will say, ‘If you can do it in Mississippi, you can do it anywhere,’ ” he says.

John E. Hall, the center’s director, says Dr. Jones has “a proven record of being able to raise funding.” His many connections, including with groups like the American Heart Association (he’s a past president), will help the center as well, Mr. Hall says. — MARY ELLEN MCINTIRE

A Historical MissionColette Pierce

Burnette had just finished writing a dissertation on a historically black university in Ohio when she took over the leadership of Huston-Tillotson University, another HBCU, in July. So her thinking about her new institu-tion, in Texas, is influenced in part

by the history of that other institution, Wilber-force University, which was founded in 1856.

The need to offer opportunity to people who suffer from discrimination “still stands strong, for African-Americans in particular,” she says. “By no means are we postracial here in America.”

Huston-Tillotson has increased its share of Hispanic students over the past decade, even as its share of black students has remained at about 75 percent.

Ms. Pierce Burnette intends to keep the in-stitution focused on “the African-American student experience,” she says, but that “doesn’t mean that, therefore, we can only do that.”

Before she became president of Huston-Til-lotson, Ms. Pierce Burnette was interim di-rector of a satellite campus of Central State University, a historically black institution in Ohio, and interim president at Pierce College at Puyallup, a community college in Washington State. She previously held other administrative positions at Central State and Pierce.

Community colleges and HBCUs “are trying to do the same thing, which is to help young people — or nontraditional students — to get an education to improve the quality of their lives,” she says. “What HBCUs do, which is a gift to higher education, is to wrap our arms around students that have traditionally been underserved.”

She says her research on Wilberforce also gave her a greater understanding of the fiscal challenges that HBCUs have faced since their inception, as they attempted to provide rigor-ous educational programs and comprehensive support services on tight budgets. She points to Wilberforce’s difficulty in retaining W.E.B. Du Bois on its faculty; he quit in 1896, over pay that he found inadequate.

Ms. Pierce Burnette says she hopes to engage students at Huston-Tillotson by making them aware of HBCUs’ historical successes in spite of the obstacles they have faced.

“It will color their educational experience to understand that the grounds that they walk on are hallowed grounds,” she says, “and they will respect it very differently.” — ISAAC STEIN

Dean With ‘Know-How’While James

Mayrose was build-ing his academic profile at the State University of New York College at Buffalo as a facul-ty member in engi-neering technology, he was also hard at work on frog dissec-tion. Not real frogs. He was designing a virtual-reality prod-uct to make class-room dissection more humane.

Mr. Mayrose, new dean of the college’s School of the Professions, has taught at Buffalo State since 1999, when he began as a part-time lec-turer. He became a full professor this year. He is also chief executive and a founding partner of Tactus Technologies, which creates simulation software for educational and industrial train-ing, including the virtual frog dissector.

The original idea was to do a virtual hu-man-dissection project, he says, but the com-pany couldn’t get the money for that. So Tactus turned to frogs, he says, to “prove the concept that virtual environments could be used to do many different things.” The company is apply-ing its work with virtual frogs to developing a similar product involving virtual human cadav-ers.

In his new role at Buffalo State, Mr. Mayrose oversees 3,700 students, a small-business-de-velopment center, and 10 departments, as wide-ranging as computer information systems, fashion and textile technology, speech-language pathology, and hospitality and tourism.

Ilya Grinberg, a longtime engineering-tech-nology professor at the college, says the dean proved his leadership mettle as chair of one of

those 10 departments, engineering technology, beginning in 2012. Mr. Mayrose guided the de-partment through the transition to a new name and a new, $36.5-million building. He is a dy-namic and innovative academic who “brings his know-how to the classroom,” Mr. Grinberg says.

Mr. Mayrose has experience in not only aca-deme but also business, aerospace engineering, and medical-technology research.

Last year, at a White House ceremony, he was honored by the U.S. Small Business Adminis-tration for his work leading Tactus.

What’s first on Mr. Mayrose’s agenda as dean? “We’re going to try to brand ourselves a little differently” starting this fall, he says, mov-ing beyond “a logo or catchphrase” and instead emphasizing the school’s strengths as a training ground and an economic-development engine.

He wants faculty members from the school to meet regularly with industry leaders in the Buf-falo area to see which programs and certificates are most in demand. That continuing engage-ment, he says, will improve student recruitment and retention, as well as create new partner-ships in research and innovation between the school and local businesses. — SARAH BROWN

Law Deans Share JobJessica W. Berg and Michael P. Scharf,

who were interim co-deans of Case Western Reserve University’s School of Law, have been appointed to the post permanently.

In the nearly two years that they held the in-terim title, they made significant gains in fund raising, admissions applications, and reputa-tion building, Barbara R. Snyder, the univer-sity’s president, said in a written statement.

Both of the new deans have been on the law faculty for more than a decade. Ms. Berg is an expert in health law. Mr. Scharf is an expert in international law and was associate dean for global legal studies before becoming interim dean.

OBITUARIES

Harvard Expert in Slavic Literature Dies

Svetlana Boym, a professor of Slavic lan-guages and literatures and comparative liter-ature at Harvard University, died of cancer on August 5. She was 56.

A visual artist and novelist as well as a schol-ar, she was especially noted for her 2001 book, The Future of Nostalgia, which examines how cities like Moscow and Berlin are remembered in the post-Communist era and how exiled writers look back at their past. She moved to the United States from Russia as a young adult and earned a Ph.D. in comparative literature from Harvard before joining its faculty.

Other deaths:Dan Reimold, an assistant professor of jour-

nalism at Saint Joseph’s University, in Phila-delphia, and founder of the blog College Media Matters, was found dead in his apartment on August 20. He was 34. In his blog, books, and talks, Mr. Reimold brought attention to the struggles of student journalism.

Alan Cheuse, a professor of creative writ-ing at George Mason University and author of several novels and short-story collections, died on July 31 from injuries in a car accident in California. He was 75. He was a book critic on National Public Radio’s All Things Considered whose reviews were broadcast nearly every week from the early 1980s until July.

Read more about people in Gazette, on Page A53, or on Twitter, at @ruthehammond. Sub-mit news releases and contributions for What I’m Reading to people@chronicle.com. News items can also be entered at chronicle.com/list-ingRequest/People

People

Most of the students at LaGuardia Community College are immigrants, or first genera-tion in America, from more than 160 countries. As president of the college, which is part of the City Univer-sity of New York, I try to understand their life ex-periences. The sheer scope is re-markable, from the Ka-zakh student who was “bride-napped” to the Colom-bian student whose family was murdered by a guerrilla group.

I recently finished In the Light of What We Know, by Zia Haider Rahman. The novel has deep-ened my understanding of what it means to bridge two cultures. The protagonist, Zafar, is a young Bangladeshi-British man who, despite an elite education and financial success, strug-gles with the complex life of an immigrant.

Mr. Rahman writes of how Za-far wrests himself from the giv-en order of things, “engaged in something unnatural and sub-versive,” not merely against his parents “but also against the expectations of the world.”

While Zafar appreciates how the American “persistence of the myth of the clean slate is itself the guarantor of an opti-mistic faith in human freedom” to “forge something new,” he struggles against the “gather-ing mass and momentum” of rage building within him over unjust treatment because of his immigrant status. Yet he also understands that “to re-linquish my passionate, undi-rected grievances would be to abandon myself.”

The book illuminates the grace and toil of our students as they knit together a new world.

LaGUARDIA CC

What I’m Reading

Gail O. Mellow, president of City University of New York LaGuardia Community College, is an expert on the American community college.

Gail O. Mellow

‘In the Light of What We Know’

U. OF MISSISSIPPI COMMUNICATIONS

Daniel W. Jones

EVERGREEN STUDIOS

Colette Pierce Burnette

BUFFALO STATE

James Mayrose

Rohit Chopra, who was an outspoken student-loan om-budsman for the Consumer

Financial Protection Bureau, be-came a senior fellow at the Cen-ter for American Progress, a pub-lic-policy institute in Washington, this past spring. He spoke with The Chronicle’s Kelly Field about issues affecting student loans and for-profit colleges. Here is an ed-ited transcript of the video in-terview, which can be viewed at chronicle.com.

Q. What are the biggest problems in servicing and private student lending now, and what would you do to fix them?

A. We’re seeing loan servicers, unfortunately, steer people into forbearance plans or other quick fixes rather than working with them to find a payment plan that works.

In some cases, the investor or the bank would be better off if the servicer was able to work with the borrower to create such a plan.

That means changing some of the core economics of how servic-ing works, but also thinking about whether we should have a robust bill of rights for student-loan bor-rowers that entitles them to get in-formation on ways to avoid default when they’re in trouble. We have done that in the mortgage space, and we have to see whether it will work in the student-loan space as well.

We also need to rethink how pri-vate capital is going to make the market more competitive and cre-ate better prices, even at the tuition level. There has been some inter-esting discussion across the po-litical spectrum about skin in the game. Should colleges have skin in the game when they enroll bor-rowers and sign them up for loans? And should lenders also?

Q. When you were at the bureau, it filed suit against ITT Educational Services and Corinthian Colleges, two for-profit college chains, accusing them of predatory lending. What is wrong with the for-profit sector, and how should we fix it?

A. The sector doesn’t necessarily have to be one that is causing poor outcomes or problems. Certain institutions have become myopic and are driven by short-term gains in their share price, and that can often come at the long-term expense of their company.

If college chains do not create a good product at a good price, over time people are going to find out that the chains might be selling them a lemon. Many struggling companies talk about the weight of regulation when the weight that they are really experiencing is a poor track record of success.

The question becomes, How can we make sure that borrowers and students have basic protections against predatory practices, while also shifting the marketplace to one that is really thinking about long-term success? Not just for the students, but also for investors. If you look into the data, you will see that some of the smaller private-

ly held for-profit schools do better in some cases because they might be thinking more about long-term success.

Q. One of the first things you did after you left the bureau was send a letter to investors in ITT warning that it needed to fix some of its management problems. Do you see ITT as the next domino to fall?

A. A number of companies haven’t figured out a sustainable business model. They have figured out ways that they can quickly recruit customers, but they don’t know

how to serve them well. That’s not good for anybody except the executives who are able to get short-term bonuses.

Q. In June, after Corinthian had sold or closed its institutions, the Education Department said it was going to consider Corinthian students’ claims for loan forgiveness on a case-by-case basis, with a special master reviewing all the claims. Do you think that was the right way to handle borrowers’ requests for relief?

A. I’m waiting for more details

on how that’s going to work. The bigger lesson of the collapse of Corinthian is whether we are going to have a situation where students are pitted against taxpayers. Should taxpayers foot a large part of that bill? Or should we create a system where the companies themselves are paying for it?

We could be asking schools to post collateral, or letters of cred-it, to cover potential fraud if they meet certain indicators. I want to see us go to a place where tax-payers aren’t giving a free ride to companies that might profit from breaking the law. And those com-

panies should not only be punished for that but should pay for the debt relief that those students are enti-tled to.

When you attract the best people,attracting attentionproves inevitable.You may have seen the University of Nebraska Medical Center mentioned in the news

recently due to our expertise in treating patients with the Ebola virus. But that expertise

merely reflects that some of the nation’s smartest minds – from such places as Boston,

Chicago and San Francisco – call UNMC home. Seizing, day after day, upon the promise

of cutting-edge facilities and the chance to lead in the classroom, the clinic and the

research laboratory. Seizing the opportunity to be their best. Which isn’t just intriguing –

it’s downright irresistible. UNMC. Breakthroughs for life.®

unmc.edu

the chronicle of higher education | september 4, 2015 A35

Policy Expert Wants to Redistribute Risks of Student Loans

CHRONICLE PHOTO BY JULIA SCHMALZ

Rohit Chopra

A36 september 4, 2015 | the chronicle of higher education

Philip C. Stone, the new president of Sweet Briar College, has the task of pre-

serving and strengthening a small women’s institution in rural Vir-ginia that had been slated to close. The Chronicle’s Steve Kolowich

spoke last month with Mr. Stone, a lawyer and former president of Bridgewater College, in Virgin-ia, about how he intends to bring Sweet Briar back from its near-death experience. Here is a con-densed, edited excerpt of a three-part video that can be seen at chronicle.com.

Q. Previous administrations have struggled to persuade students to come here. You have essentially doubled down on

the vision of Sweet Briar as a rural, beautiful, bucolic women’s college. What makes you think that you will succeed where others have failed at getting students excited about coming here?

A. The Garden of Eden was a rural, pastoral setting. So we’re not afraid of being in a rural, natural setting. It has to be an asset.

What we do is turn this into something that is particularly at-tractive: the horse-riding program, for example; the trails, the walks, the beauty, the fact that it is an en-vironmental lab for students and faculty. We’re going to attract in-terest partly because of the setting.

Security, for example, is a big deal to families both in this coun-try and other countries. It’s pretty nice to be able to say you have over

3,000 acres and a very secure en-vironment.

There are students in China, Nigeria, India, Saudi Arabia, the Emirates, various places in the world, with families able to pay for an American education, who want an American education, but who want their daughters in a protect-ed environment.

Sweet Briar is a safe place. Many families who are thinking about sending their daughters to the United States are going to be reas-sured by our campus. So we want to go with international students.

This college has some cachet. We want to make sure this story of our rescue sells. A lot of students are going to be interested in wom-en’s education because they have now heard of women graduates — the alumni — stepping up and sav-ing their college.

We ask ourselves rhetorically — and then we’re going to try to provide an answer for our prospec-tive students — what was different about Sweet Briar that produced this kind of passion, this kind of energy on the part of our alumni?

This is a testimony to women’s education. Women blossomed and flourished here, as leaders, as peo-ple who take responsibility, as peo-ple who take the initiative to get things done in a way that is almost unmatched.

Q. Do you think that the attention that has been paid to sexual assault and the threat to women on some campuses over the past several years makes a women’s college potentially a more attractive option?

A. I really do. So many of the assault incidents occur in the co-educational environment. And sadly, the culture in higher education — for a long time, not just in recent years — has been this rite of passage of intoxication, partying, and perhaps pairing off with someone you barely know.

So young women either were not aware they were being assaulted — because of anything from the date-rape pill to intoxication — or were too embarrassed to come forward. And now they’re saying that even if they’re partying, they’re entitled to be treated with dignity and re-spect, and make their own deci-sions about sexual activity.

In a women’s college, women are focused on other things than partying during the week, and that makes them more disciplined about the culture they’re stepping into when they move into a party environment on the weekends.

Q. How has Sweet Briar changed since you officially took over in July?

A. In 30 days, we’ve been able to completely replace the senior management team, hire about 70 faculty members, and recruit at least 300 students. We’ve said to the faculty, All our students who are seniors must graduate on time. All courses needed to graduate will be taught.

Several dozen alumnae from all of the United States are here working. They’re polishing brass and doorknobs, washing windows, painting, just to show that they are anxious to have the students see the campus at its most beautiful. The campus is going to glisten.

Q. How will you position the college to be sustainable in the future?

A. Sweet Briar can’t stay small. We have to get bigger. And anything that comes my way as a new proposal is worthy of consideration, because we’re not going to be a museum just treading water. We want new ideas and new activities. I keep saying, Don’t take your eye off the ball. Get students and get money.

Q. Why is it important for Sweet Briar specifically to remain open?

A. We are fighting for small private liberal-arts colleges, and in this

case, women’s education, when it appears that the demographics are totally against us. But people deserve options.

This college also has what I would call a soul. When you start looking at the history of this col-lege, the death of the teenage daughter that led the mother to want to start a school in her hon-or, and the tradition of the ghost, along with the stigma of having been slave property — all that his-tory coming together forms the soul of Sweet Briar.

It’s worth the fight to hold onto that soul, that integrity of who we are. And if that doesn’t work, we’ll take the risk that we don’t survive at all.

Q. Do you feel like you are fighting a proxy war on behalf of liberal-arts colleges? And does that put a lot of pressure on you, personally, and on the college?

A. Because heroic efforts are being made, if they are not successful, a lot of private colleges might say, How much longer for us?

Private higher education is a frightened group.

In this country, we’re very util-itarian. We want to know what works. We want to know what makes a dollar. That’s all good and has made us a great country.

But sometimes we need to be thinking about what is the nature of a human being? And why do we love art or why don’t we? And why do we appreciate music?

Q. What kind of changes are within the realm of possibility, assuming Sweet Briar is still open in another five years?

A. I do assume that. I’m saying openly that we will be here for the next 114 years, and then someone else can promise the next 114.

We need to be at about 800 stu-dents. And that needs to be ac-complished in five years. We have a small freshman class, maybe as small as 40 or 45, because we didn’t recruit a class this year. So getting back to 500 and then past it is daunting.

When we get there, we can bal-ance our budget. I think we’ll still be a women’s college. We might have found other ways to use our property. It may be that there will be another institution for stu-dents here: for example, a private K-through-12 school. We might try the land-to-table agriculture ex-periment. Nothing is on the draw-ing board. I’m just saying we’re open to all those ideas.

I’m too old to be naïve or idealis-tic. But I really believe we’re going to succeed.

St. Louis may be called the Gateway to the West, but it’s also home to those who pursue paths toward the greater good. They’re the Jesuits. And their tradition of seeking truth continues to inspire SLU students and faculty to seek fresh perspectives and serve people. Here, students discover new ways to explore what is inside of them.

And imagine what could be ahead of them.

GATEWAY TO EXPLORERS,

NAVIGATORS AND SEEKERS OF

TRUTH.

How Sweet Briar’s New Leader Hopes to Sustain Its ‘Soul’

ON LEADERSHIP

BRIDGEWATER COLLEGE

Philip C. Stone

the chronicle of higher education | september 4, 2015 A37

STUDENTS

New Rise in Tuition-Discount Rates Signals Private Colleges’ Challenges

Tuition-discount rates at private, nonprof-it colleges have once again hit a high, and they appear to be holding down net tuition revenue, according to preliminary estimates from the National Association of College and University Business Officers’ annual survey.

The projected discount rates for 2014 are 48 percent for first-time full-time freshmen and 41.6 percent for all undergraduates, the associ-ation reported in its latest Tuition Discounting Study, released last week.

Rising discount rates are often seen as a warning sign for the sector. And other data in the report, based on responses from 411 col-leges, may present even grimmer evidence of financial challenges ahead.

Forty-eight percent of the responding col-leges indicated that freshman enrollment stayed steady or decreased from the fall of 2013 to the fall of 2014. Nearly a third report-ed steady or decreased enrollment for both freshmen and all undergraduates.

Meanwhile, projected average net tuition revenue for full-time freshmen barely budged, growing by a projected 0.4 percent in 2014. Once inflation is factored in, it dropped by 2.5 percent. The net-tuition revenue trend for all undergraduates was similar.

RESEARCH

Northeastern to Pay $2.7 Million in NSF’s Costliest Fraud Settlement

Northeastern University has agreed to pay $2.7 million to resolve a complaint alleging mishandling of federal research funds over a decade, the largest-ever civil settlement with the National Science Foundation.

The case involves grant money awarded to Northeastern for work at CERN, the Europe-an Organization for Nuclear Research, from

2001 to 2010. The work was led by a professor of physics, Stephen Reucroft.

Neither the NSF nor Northeastern would discuss the matter in detail. The university is-sued a statement that put the blame largely on Mr. Reucroft, who retired from Northeastern in 2010. Northeastern said it had self-reported the discrepancies to the NSF “as soon as they were discovered” and had fully cooperated with the agency’s review.

But the terms of the settlement suggest that Northeastern bore substantial responsibility. According to the agreement, the university failed to provide necessary oversight, failed to pay interest due, paid salaries without re-quired documentation, and paid expense money based on inadequate or fraudulent documentation submitted by Mr. Reucroft. The government contended that Northeastern had approved advances totaling approximate-ly $8.4 million without the required verifica-tion and sufficient oversight.

Mr. Reucroft, who now assists entrepre-neurs as president of a company called Think-Incubate Inc., said via email that he had not been contacted by anyone at the university or the NSF since his retirement. “I am at a loss to understand it,” he said of the complaint and settlement. “I am also a bit surprised that I have not been involved in the process.”

FACULTY

Northwestern Loses a Star Scholar in Dispute Over Academic Freedom

Alice Dreger, a clinical professor of med-ical humanities and bioethics at Northwest-ern University, says she resigned her nonten-ured post there last week as a result of a dean’s attempt to censor an essay in a journal she guest-edited. The article, by William Peace, who was a visiting professor in the humanities at Syracuse University, is a frank account of a nurse who helped Mr. Peace regain his sexual function after he was paralyzed.

According to Ms. Dreger, Eric G. Neilson, vice president for medical affairs and dean of Northwestern’s school of medicine, tried to censor portions of the essay deemed too ex-plicit. In her letter of resignation, Ms. Dre-ger said the university had allowed the essay to be published online in the medical school’s journal, Atrium, only after she and Mr. Peace threatened to talk publicly about what they saw as censorship.

Ms. Dreger said she decided to resign after the university refused to admit its error. “They never acknowledged that the censorship was real,” she said in an interview. “I wanted a con-crete acknowledgment and assurance that my work would not be subject to monitoring.”

Requests for comments from university offi-cials, including Dr. Neilson, went unreturned.

FUND RAISING

Portland State U. Is Duped by Promise of $100-Million Gift

Officials at Portland State University were ec-static in early August when a former student told them he planned to make an anonymous, unre-stricted $100-million donation to the institution.

But the deal unraveled a day before the planned August 18 announcement, when uni-versity officials learned that the would-be do-nor was a tech promoter with a history of un-successful ventures and a bankrupt past.

The Associated Press reported that the for-mer student, John Michael Fitzpatrick, had, over the years, proposed building a supercom-puter with the processing power of the human brain and taking over the technology behe-moth Intel.

Portland State officials expressed regret for not having scrutinized him more carefully. “In retrospect, we should have taken more time to review Fitzpatrick’s offer,” President Wim Wiewel wrote in a letter to trustees. “And we are taking a hard look at our internal proce-dures to ensure this is a one-time occurrence.”

In Brief

JOHN HAPPEL, THE MISSOURIAN

Hundreds of graduate students and professors rallied last week at the U. of Missouri at Columbia after the university abruptly cut, then temporarily reinstated, health-care subsidies to grad students. Officials had faulted changes in federal policy, but Chancellor R. Bowen Loftin apologized for the “lack of appropriate notice and prior consultation” and reversed course.

BIG PICTURESee more online and on the iPad

Keep up with the latest news at chronicle.com

Correctionsn Two articles about fra-ternities (The Chronicle, August 7) provided an in-correct title for Justin Kirk. He is executive director, not president, of Delta Up-silon.n An article about a stu-dent whose video on race went viral (The Chronicle, July 24) misstated who was the first black Amer-ican tennis player to win both Wimbledon and the U.S. Open. It was Althea Gibson, not Arthur Ashe. She won the tournaments in 1957, a decade before he did.n An article in Almanac 2015-16 (The Chronicle, August 21) incorrectly stated that only about three-quarters of new hires stay at the University of California at Los Angeles for at least a year. The fraction is far greater than that. Three-quarters refers to the share of people who accept a job at UCLA when an offer is made and then stay there for at least a year. n A table on the fast-est-growing institutions in Almanac 2015-16 (The Chronicle, August 21) should have listed River Parishes Community Col-lege, not Ivy Tech Commu-nity College-Central Indi-ana, as the fastest-growing public associate-degree institution. Ivy Tech ap-peared to have grown very rapidly because it report-ed the enrollment of all of its 14 regions collectively to the U.S. Department of Education in 2013 but separately in 2003. A re-calculation indicates that its overall enrollment grew from 55,489, not 8,833, in 2003 to 98,778 in 2013. That was an over-all growth of 78 percent, not 1,018 percent.

Cassie Smith-Christmas and Mar-garet Go have something terrible in common: Both have family mem-bers who killed themselves while attending prestigious universities.

In both cases, the students went to the campus counseling center before taking their own lives. But that’s where the similarity ends.

When her younger brother, Ian, told a coun-

selor at the College of William & Mary that he was feeling suicidal, says Ms. Smith-Christ-mas, the response was quick and decisive: An administrator called their parents that day and forced her brother to leave and seek profes-sional help. After five days in a mental hospital and a couple of weeks on academic leave, he returned to the campus and tried to catch up on his work. He felt rejected, fragile, and over-

whelmed, his sister says. Just a few days after he returned, in April 2010, his body was discov-ered in his parked car.

At the California Institute of Technology, where Ms. Go’s son Brian was a junior, the reac-tion to his suicidal thoughts was very different. After he wrote an email message to a counselor questioning whether he had the “will to go on,” the counselor told him she couldn't meet with

A38 september 4, 2015 | the chronicle of higher education

An Epidemic of AnguishOverwhelmed by demand for mental-health care, colleges face conflicts in choosing how to respond

By ROBIN WILSON

KAITLIN GRANT

SPECIAL REPORT

him for a few days. And although university ad-ministrators knew that a week after he wrote the email he had gone to the roof of a campus building and told a friend he planned to hurt himself, the university never informed his par-ents or sent him to a hospital, says Ms. Go. On his third attempt, she says, in May 2009, he killed himself.

Ian and Brian’s stories demonstrate two dif-ferent campus responses to troubled students. College officials won’t comment on specific cas-es, citing privacy laws. But R. Kelly Crace, as-sociate vice president for health and wellness at William & Mary, says the college typically asks students to withdraw if the campus envi-ronment is deemed “too toxic” for them. Before they can return, the students must prove that they've received the help they needed, he says.

The Go family sued Caltech and its counseling staff for malpractice and wrongful death — and while they settled with the counseling staff, a judge dismissed their suit against the universi-ty and its administrators. “We had stars in our eyes,” acknowledges Ms. Go, who had suggested that her son visit the campus counseling center after he became devastated over a breakup with his girlfriend. “I thought: elite school, elite every-thing.”

Judy Asbury, a Caltech spokeswoman, says, “Brian did report that he had contemplated sui-cide but denied that he continued to have suicid-al feelings.” The university made the same point in its legal response to the suit, saying its coun-selors had determined that Mr. Go was not “im-minently suicidal.” It also said that, from a legal perspective, “universities and their administra-tors have no general duty to protect students.”

Families often expect campuses to provide immediate, sophisticated, and sustained men-tal-health care. After all, most parents are still adjusting to the idea that their children no lon-ger come home every night, and many want col-leges to keep an eye on their kids, just as they did. Students, too, want colleges to give them the help they need, when they need it.

And they need a lot. Rates of anxiety and de-pression among American college students have soared in the last decade, and many more stu-dents than in the past come to campus already on medication for such illnesses. The number of students with suicidal thoughts has risen as well. Some are dealing with serious issues, such as psychosis, which typically presents itself in young adulthood, just when students are going off to college. Many others, though, are strug-gling with what campus counselors say are the usual stresses of college life: bad grades, break-ups, being on their own for the first time. And they are putting a strain on counseling centers.

Colleges are trying to meet the demand by hiring more counselors, creating group-thera-py sessions to treat more students at once, and arranging for mental-health coordinators who help students manage their own care. A couple of colleges have even installed mental-health kiosks, which look like ATMs and allow stu-dents to get a quick screening for depression, bipolar disorder, anxiety, and post-traumatic stress.

But there is no consistent, nationwide stan-dard of mental-health care on campuses, says Victor Schwartz, medical director of the Jed Foundation, which promotes emotional health among college students. “There are places func-tioning as top-of-the-line,” he says, “and some that are extremely rudimentary.”

Just how much should parents and stu-dents expect of colleges when it comes to men-tal-health care? Campuses are first and fore-most educational institutions, after all, not health-care providers. Mentally ill students can pose substantial challenges — not just to an in-stitution’s resources, but also to their own abil-ity to succeed academically, to their safety, and even to the safety of the campus.

“There is a real sense of responsibility, that part of our job and mission now is the whole student, not just the education of the mind,” says Beth A. Pontari, chair of the psychology department at Furman University. “Our job is to produce better-functioning people. But when

you have students who are more medicated and have been seeing a therapist since they were 12, that is very difficult.”

Dan Jones, who has directed the counseling center at Appalachian State University, is a past president of the Association for University and College Counseling Center Di-

rectors. What’s happened at Appalachian State is a window on the demand for mental-health services in higher education.

Initial screening interviews with students at the counseling center increased by 65 percent from the fall of 2009 to the fall of 2014, and individual therapy sessions rose by 50 percent over the same period. The number of students who said they had thoughts of ending their lives more than doubled, to 400 last fall, among a total enrollment of about 18,000. In the aca-

demic year just past, three App State students killed themselves. Nationally the number of college-student suicides has remained about the same, but it is the second-leading cause of death, after accidents.

The counseling center at Appalachian State limits students to about a dozen individual ther-apy sessions a year, although counselors have the discretion to extend that limit. Until this past academic year, the center usually had a waiting list with as many as 80 names. Students typical-ly waited more than a week before a counselor could see them. But in January, the center added a full-time staff member plus several part-time therapists, eliminating the waiting list.

Other institutions have been unable to keep up. Surveys indicate that nearly one third of college counseling centers have waiting lists.

Are students just more troubled than they used to be? In a 2013 paper called “Perfect Storm for Counseling Centers,” which Mr. Jones has shared with fellow di-

rectors, he lays out the forces behind the ris-ing demand for college mental-health services. Mass shootings in 2007 and 2008 by mentally ill students at Virginia Tech and Northern Il-linois University, respectively, prompted many colleges to cast a wider net to identify troubled students — and send them to the counseling center. Campuses now have threat-assessment teams to watch for disturbed students. Profes-sors are on alert for students who exhibit trou-bled behavior in the classroom.

In an interview, Mr. Jones says students do seem less resilient today than in the past. “They haven’t developed skills in how to soothe them-selves, because their parents have solved all their problems and removed the obstacles,” he says. “They don’t seem to have as much grit as previous generations.”

Students also are under greater pressure to perform, experts say. Some have been building their résumés since high school, earning top grades and spending hours practicing and com-peting with athletic teams and perfecting ex-tracurricular skills.

In addition, as mental illness becomes less of a stigma, more students are arriving on cam-

puses having already seen therapists — and taken medication — while in high school.

Jessica Schwartz will be a senior at Appala-chian State this fall. She has been seeing ther-apists since she was 13 and began attending group counseling sessions and individual ther-apy at the university during her junior year. She has also continued working with a therapist in her hometown via Skype. Ms. Schwartz suffers from depression and anxiety. Her father was mentally ill and took his own life a few months ago, she says. “Coming to counseling at App State has really helped me find the tools within myself to be my own magic wand.”

But students at many colleges have been frus-trated with the quality of mental-health care on campus. And they are letting administrators know.

At Tulane University, after Shefali Arora ran through the 12 sessions of on-campus therapy allotted each student, she was left on her own to find further care. “They said, ‘Here’s a list of therapists.’ But I didn’t have a car,” says Ms. Arora. She struggled to find a new therapist, balance her medication for bipolar disorder with drugs she was taking for birth control and allergies, and persuade professors to give her extra time to complete assignments.

“I told my professors, ‘I’m bipolar, I haven’t slept in days,’ ” she recalls. “A few really under-stood, but most didn’t. I had to drop out of one class, take a lot of C’s, and just muddle my way through.”

After deciding to take a semester of medical leave, Ms. Arora tried to commit suicide just be-fore graduating last December. When she re-covered, she created a Google document called “Dear President Fitts” and invited students to write about their experiences with Tulane’s coun-seling center. The document was a lightning rod for dissatisfaction, growing to 56 pages. She sent it to Tulane’s new president, Michael A. Fitts.

“The issues were very familiar — the ever-in-creasing needs of students wanting to access services and a somewhat challenged staff,” says J. Davidson Porter, vice president for student af-fairs. “And the need for intensive or long-term therapy versus what a college counseling center can provide.”

Starting this academic year, Tu-lane — which attracted media at-tention last year because of three student suicides — has made a va-riety of changes. Students can now get up to a dozen therapy sessions per year. The counseling center, which closes at 5 p.m. each week-day, has contracted with a local mental-health service to provide an evening hotline. Tulane also has named an administrator to help students find therapists in the com-munity who can provide long-term care. And it has bolstered the team of social workers who, among oth-er things, help students commu-nicate with professors about men-tal-health troubles that may have caused them to miss class or per-form poorly.

“We are a private institution with a high tuition, and that drives ex-pectations of families,” says Mr. Por-ter. “They expect us to have high-class services across the board. But how do colleges and universities respond in ways that recognize that we have thousands and thou-sands of students? How do you provide what you can but have appropriate limits?”

The pressure that colleges feel to offer comprehensive mental-health services is similar to expectations of them in cases of sexual assault. Stu-dents, parents, and the federal gov-

ernment demand that colleges respond prompt-ly to rape complaints and adjudicate them fairly — including punishing offenders, regardless of whether the police are involved. But colleges ar-en’t necessarily outfitted for the job of judging

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“ How do colleges and universities respond in ways that recognize that we have thousands and thousands of students?”

33%OF STUDENTS FELT SO DEPRESSED SOMETIME IN THE LAST 12 MONTHS THAT IT WAS DIFFICULT TO FUNCTION

rape, and many have stumbled. They are spend-ing months, if not years, revising their policies to meet federal guidelines and trying to figure out how to handle cases while staying out of court themselves.

Just as colleges have been accused of failing to respond adequately to sex-as-sault complaints and of working primarily to avoid bad PR, they have been accused of acting in their own self-interest when it comes to students’ mental-health concerns.

For example, the University of Oregon prompted protests in March when it demanded that its counseling center turn over to university lawyers the therapy re-cords of a female student who was planning to sue the institution for the way it handled her rape allegations. Jennifer Morlok, a se-nior staff therapist at the campus counseling center, had protested that demand to university admin-istrators and to the U.S. Justice Department, saying therapy re-cords should remain confidential no matter what. The university has acknowledged obtaining the student’s counseling records but says it did so legally. Now the U.S. Education Department has draft-

ed guidance, saying student medical records should stay private with only a few, specific ex-ceptions in cases where colleges that are sued need the information to defend themselves.

When it comes to students’ privacy, colleges

generally say they will contact parents if they feel a student is in imminent danger of self-harm.

But Charles B. Anderson says the next step that some colleges take, insisting that the stu-dents withdraw, is a step too far. Mr. Anderson, a licensed clinical psychologist who has served as associate director of the counseling centers at both Virginia Tech University and William & Mary, says colleges’ concern over their own liabil-ity in such instances often trumps concern over students’ mental health. That threatens the in-tegrity of campuses as places students can trust to treat their mental-health problems, he says.

In a Washington Post essay in May, Mr. An-derson wrote that too many colleges force po-tentially suicidal students off campus and into treatment by private hospitals or therapists simply to avoid lawsuits and potential harm to the campus’s stability and reputation. If stu-dents want to return after such a leave, they must prove that they have received care. In some cases, such as at some Ivy League institu-tions, they must apply for readmission.

“There is no therapeutic basis for such a pol-icy. It is the antithesis of treatment planning and continuity of care,” writes Mr. Anderson, criticizing “a strategy that treats students as a problem to get rid of rather than a person who is suffering and in need of care.”

In fact, he says, the move can backfire. “When students get the idea that they are going to be mishandled by administration for report-ing suicidality, it’s pretty clear that the next step will be to underreport symptoms or avoid the school’s mental health resources altogether.”

After a Yale undergraduate killed herself in January, students protested college poli-cies they said had contributed to her despair.

She had written in her suicide note that she “needed time to work things out and to wait for new medication to kick in,” but feared that if she took time off and withdrew from Yale, she would never be readmitted. Yale is in the pro-cess of changing its policy to ease readmission for those who take a leave for medical or per-sonal reasons.

William & Mary requires students who leave for mental-health problems, whether voluntari-ly or at the request of the college, to prove that they have received adequate care off campus be-fore they can return. Family members who pro-test such requirements often are acting out of fear, says Mr. Crace, the associate vice president, rather than out of concern for a student’s best interests. “This is a fear of losing one’s dream and path in life. When that starts to unravel, the fear is escalated,” he says. “But part of our job is helping them move away [from campus] and fo-cus on what is most right for them right now.”

Ms. Smith-Christmas, whose brother went through that process at William & Mary and then killed himself shortly after he returned, doesn’t blame the college for her brother’s death. “At the end of the day,” she says, “there was only one person who made that decision.”

But she wishes the college had treated him differently — more the way it treated her when she was a student on the same campus five years earlier. She, too, was feeling desper-ate and, she says, William & Mary could very quickly have sent her home, as it did with her brother. Instead, says Ms. Smith-Christmas — who attended college before the shootings at Virginia Tech and Northern Illinois put ev-eryone on high alert for mentally ill students — the campus simply set up counseling sessions for her. “It changed my life,” she says, “in a very

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83%OF CAMPUSES MAINTAIN THE RIGHT TO REFUSE TREATMENT TO STUDENTS WHOSE PROBLEMS ARE BEYOND THE CAPABILITIES OF THE STAFF

CHARLOTTE SPENCER

Erratic moods in class. Struggles to complete assignments. Essays that describe thoughts of self-harm or suicide.

Students in the grip of mental dis-tress often show signs of it in their academic work and classroom behavior. Faculty mem-bers, especially those who interact frequently with them, are well placed to pick up on warn-ing signs. But professors often need help figur-ing out how to respond.

“What they tell us is, ‘Students come to us and tell us things, but we’re not quite sure what to do next,’ ” says David R. Reetz, direc-tor of counseling services at Aurora University, near Chicago.

Almost all colleges now have some kind of rapid-response team that will intervene when there’s an immediate emergency — a campus shooter, a bridge jumper. Beyond that, many colleges offer training to equip faculty and staff members to identify and handle students’ mental illness.

Mr. Reetz coordinates the annual survey done by the Association for University and College Counseling Center Directors, which has more than 670 institutional members in the United States and abroad. In the 2014 survey, 58.5 percent of the colleges said they offered formal or informal faculty training. The proportion hasn’t changed much since 2007, when 59 percent of respondents said they did. That’s not enough, says Mr. Reetz. “The unfortunate piece is that many institu-tions of higher education do not see the value in this training.”

Training, when it does happen, takes many forms. Orientation for new faculty members often includes presentations on mental-health issues and services; most colleges make how-to-help brochures and other basic resources freely available through health or counseling centers. The University of California at Berke-ley’s University Health Services website, for example, lists “indicators of distress,” phone numbers to call for advice and assistance, and a protocol chart to consult “when faced with a disruptive or distressed student.”

Some institutions rely on general emails

distributed at the beginning of the semester. At Columbia University, faculty members re-ceive messages that list warning signs and what to do if they encounter a student in men-tal distress, says Rachel Adams, a professor of English and American studies and director of the university’s Center for the Study of Social Difference. . “But then you get thousands of emails, and by the time you might need that help, most people have lost sight of that,” she says. The information in the email is accurate, she adds, “but it’s far from adequate.”

The emails represent only one part of the university’s strategy, says Richard J. Eichler,

executive director of counseling and psycho-logical services at Columbia. All undergradu-ates must take a core-curriculum humanities course, and those instructors are offered basic training in how to spot students in distress. “It’s not mandatory, but attendance is pretty good,” he says.

Most important, Mr. Eichler says, is for the counseling staff to maintain strong relation-ships with residential-life and academic-ad-vising staff members and with administrators. Advisers and deans are often in a position to spot and refer distressed students, or to help faculty members do so. “So we’re there in an ongoing way,” Mr. Eichler says.

At Columbia and elsewhere, administra-tors and other interested parties stand ready to help — but first someone has to alert them to signs of distress. Ms. Adams has written about how difficult it can be to find effective ways to intervene on behalf of students who suffer from depression, which along with anxiety is one of the top two mental-health issues on campus. “The deans are alleged-ly keeping an eye on the students,” she says. But “if the student is already doing self-de-structive things, they’re not going to call the dean.”

Many colleges rely on a lay-ered approach — what Sharon Kirkland-Gordon, director of the counseling center at the University of Maryland at Col-

lege Park, calls “safety nets all across campus.” Maryland has about 12,000 resident students; each dormitory includes an affiliated psychol-ogist, and each college dean has a working partnership with a psychologist as well.

As is true almost everywhere, Maryland’s faculty and staff members aren’t required to undergo training in how to respond to students in distress, but individual depart-ments or programs can request it. Ms. Kirk-land-Gordon’s staff runs voluntary workshops on how to identify and deal with the most common problems that students may demon-strate in the classroom. Declining perfor-mance and mood changes can signal depres-sion.

Faculty members have also made good use of what she calls “the warm line” in worri-some situations. “What triggers the call is that they’ve noticed something very different in the behavior of the student,” she says. “Sometimes faculty will call us — and this is pretty com-mon — where there’s a journal entry or paper where there’s a mention of suicide. Mostly they want to know if what they think they’re seeing is what they’re seeing, and if they should be concerned.”

Often faculty members will call when “they’ve established some kind of relationship with the student that gives them leverage,” she says, “and we just give them the words.”

A lot of colleges use so-called gatekeep-er-training programs, a kind of suicide-pre-vention equivalent of CPR. These programs usually offer both classroom-based and online components, with advanced sessions for peo-ple who want to train others. In the survey by the counseling-directors group, 480 respon-dents noted that their institutions use such training, which is available through a number of companies; 32.5 percent reported using a program called QPR, for Question, Persuade, and Refer (terms that outline the basic ap-proach), while 22.5 percent used locally devel-oped models.

Suicidal intent doesn’t always manifest it-

self overtly, says Paul Quinnett, president and chief executive officer of the QPR Institute, which developed the program, and a clinical assistant professor of psychiatry and behav-ioral science at the University of Washington. Bystanders have to overcome a natural reluc-tance to pry and ask awkward questions. “Peo-ple use polite language when they talk about self-destruction,” he says. “So we have to train people to read between the lines.”

If the training contains one central mes-sage, it’s this: Do something. “If a professor’s reading an essay and it talks about things that alarm him or her, they should at least clarify what it means,” Mr. Quinnett says. “The mark-er is when the hair comes up on the back of your neck. When you experience a flash, just a flash, of ‘Something could be wrong here,’ you need to act.”

Some strategies invite faculty mem-bers to be active participants in bringing mental-health issues into the open. One approach, called curricular infusion, can be adapted to many ac-

ademic settings. At the University at Buffalo, counseling-staff members worked with visu-al-studies professors to arrange class presenta-tions, inviting students to enter an art contest on the theme of mental health. Marketing-and-commu-nications classes came up with a campaign for campus men-tal-health services.

A three-year suicide-prevention grant in 2006 “really forced us to forge relationships with academic departments,” says Sharon Mitch-ell, director of counseling services. “Now faculty are familiar with us, and they come to us.”

She and her staff tailor training sessions to different preferences: “Some people like group things. Some people don’t want to devote a lot of time. You have to be flex-ible and meet people where they are.”

The personal touch, and mak-ing it OK to talk about mental ill-ness, can go a long way. At Aurora, which has about 4,400 students, David Reetz encourages profes-sors to build into their syllabi the possibility that someone in the class will end up struggling during the semester. That way, he says, “the faculty member is openly ac-knowledging that they are ready, willing, and able to respond to any difficulty that might evolve.”

Mr. Reetz suggests that professors have stu-dents answer a few questions early on about their expectations for the course. If a student subsequently has problems, the professor can refer back to that exercise and use it as a start-ing point for a frank chat and, perhaps, a re-ferral to the counseling center.

Has that strategy paid off? He thinks so. In the 2011-2012 academic year, 26 percent of students who used the counseling center’s services had been referred by a faculty or staff member; in 2013-14, that share rose to 50 per-cent.

Patrick Dunn, an associate professor of En-glish at Aurora, has put that training to work in his classroom every semester. He asks his students to answer five or six short questions, including what expectations and other time commitments they have.

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Faculty on the Front LinesProfessors need support in responding to students in the grip of psychological crises

By JENNIFER HOWARD

25%OF STUDENTS SEEKING SERVICES ARE TAKING PSYCHOTROPIC MEDICINE

“ When you experience a flash, just a flash, of ‘Something could be wrong here,’ you need to act.”

These days, Arran Phipps often feels depressed and stressed. The wor-rying has led to migraines, he says, and he has visited the student health clinic at the University of California

at Berkeley, where he is a doctoral student in physics. But seeking professional help feels in-adequate, a Band-Aid, he says. “My reactions to what’s happening around me are totally valid and normal. It’s not like there’s a problem with the way I’m looking at things. That tells me there’s a culture problem in graduate school.”

Earning a doctorate, of course, is tough. It usually means at least five years of intense study, teaching, and research — all with the knowledge that secure academic jobs are be-coming scarcer. Toss in the isolating nature of doctoral education in some disciplines, and sti-pends that often fall below a living wage, and it’s easy to see why graduate school can take a toll on mental health.

A recent survey of graduate students at Berkeley provides a snapshot of just how heavy that toll can be. Student leaders created the

survey to help fill a void of data about gradu-ate students’ mental health, which they say isn’t discussed enough on campuses. It gauged stu-dents’ well-being by asking them to indicate their level of agreement with statements such as “I’ve been concerned about money lately,” “I’m upbeat about my postgraduation career prospects,” and “I’m satisfied with life.”

The findings surprised even administrators who suspected that the climate was unhealthy. About 37 percent of master’s students and 47 percent of Ph.D. students scored as depressed. Graduate students in the arts and humanities fared the worst, at 64 percent.

Graduate students at Berkeley and elsewhere want their institutions to address their emo-tional well-being head on. Although counsel-ing centers are important and can play a role in helping students, especially during personal crises, these students say that to make a signif-icant difference, colleges must change the cul-ture of doctoral education.

“Graduate student well-being is baked into the whole system,” says Galen Panger, a fifth-

year Ph.D. student in Berkeley’s School of Infor-mation and lead author of the report.

Psychiatrists, after all, can’t do much about poor adviser relationships, social isolation, pre-carious finances — or career prospects, which the report found was the top predictor of grad-uate students’ levels of both life satisfaction and depression.

Like many graduate students, Mr. Phipps worries about his career prospects as doctoral production continues to outpace the share of new tenure-track positions. He works far more than the standard 20 hours per week that a Ph.D. student is officially supposed to work for a stipend, but he feels that he must, in order to complete his doctorate in a reasonable time.

Meanwhile, making do on his stipend in the San Francisco Bay Area is a constant challenge. He and his wife, a physics Ph.D. student at Berkeley, carry six-figure stu-dent-loan debt. And finances will soon get tougher: Berkeley’s decision to stop cover-ing health insurance for the dependents of

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Grad Schools Try to Ease ‘Culture Problem’ of Anxiety and Isolation By VIMAL PATEL

“I try to find something I can connect with,” like a love of music, he says. Sometimes he can spot potential difficulties ahead of time. A student who reports working many hours a week, for example, might be vulnerable to stress by midsemester. Sometimes Mr. Dunn will sit down with Mr. Reetz and go through

the questionnaires with him. One of Mr. Dunn’s courses, “Being Human,”

gets students to think about the ethics of the decisions they make. The subject matter can provoke “very revealing papers,” he says. If stu-dents write that they’re depressed or having a hard time, “I always take it a little bit seriously.”

When the situation seems to call for a con-

sultation with the counseling center, he says, “I don’t couch it as, ‘You need therapy,’ but as,› ‘Here’s someone who’s available.’ ”

Mr. Dunn hasn’t encountered any students who might pose immediate danger to them-selves or others. “Not yet,” he says. “But I keep David’s card in my desk and security on speed dial, because I know it’s a real danger.”

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Colleges Are Hard Put to Help Students in Crisis

I once wrote a suicide note. I was in college, at the peak of what turned out to be a lifelong battle with depression. It was the 1980s, a time when men-

tal-health resources were available on many campuses, but also when colleges were only beginning to un-derstand the enormity and complexity of the need. I was fortunate: A counselor, the hall director, and the resident assistant were all there to get me the help I desperately needed.

Now, nearly 30 years later, I am an administrator, on the other end of the problem — and it seems to have in-creased tenfold.

According to the National Alliance on Mental Illness, one in four college-aged young adults lives with a diag-nosable mental illness. And suicide is the second-lead-ing cause of death for college students, after traffic accidents.

Mental illness does not necessarily lead to thoughts of suicide, but academic pressures and the need to fit in with peers certainly can push in that direction. As a college administrator who is involved in crisis response, I see it far too often.

Colleges are at a crucial point in their ability to attract, retain, and graduate students. Many programs and services have been affected by budget cuts, and mental-health services have not been immune. At my own institution, an additional therapist was approved after many years of requests; unfortunately, the posi-tion fell to budget cuts before hiring was completed, even though assessment data showed a strong need, and enrollment continues to increase.

College officials are faced with students in crisis every

single day. I’m not talking just about the counseling center on campus. I’m talking about emergency person-nel, residence-life staff, even faculty. Colleges maintain crisis teams that are trained and ready to respond to any sort of incident. That makes sense, as anything that can happen in life can happen on a campus. But what about the students diagnosed with mental illness who don’t yet have a full understanding of their condition? The National Institute of Mental Health reports that 75 percent of mental-health issues have begun by the age of 24. That means traditional-age college students are in their prime years for these diagnoses.

M any times parents have told me during orien-tation events that their child was just diag-nosed with a mental-health condition. Their

expectation is that the college will have the services on campus to fully support their child’s success while deal-ing with this new diagnosis.

Well, we don’t.We do not have nurses assigned to check students’

rooms to make sure meds have been taken. We do not have doctors and psychiatrists who can adjust med-ications and assist students when they have adverse reactions. Some campuses are fortunate to be located near hospitals and physicians, but those colleges are responsible for getting the student there in time — and safely.

What do most colleges provide? They have a limit-ed number of counselors and physicians (most likely nurse practitioners) on campus. They have people who respond to students in crisis — most often hall directors

or resident assistants who are not mental-health pro-fessionals but who have training in suicide prevention, mental illness, depression, and so on. Colleges place high expectations on those individuals to respond to things that people in the “real world” would be dealing with in a medical setting.

What can colleges do differently? Require disclosure of mental-health conditions at application or admis-sion? Weed out students who do not meet certain expectations of mental-health stability? Require those students to live with family? Pour more and more insti-tutional dollars into mental-health services on campus?

I don’t have the answers, but I know we have a prob-lem.

I have played devil’s advocate here — I don’t believe we should weed out students with mental-health prob-lems. After all, under such a policy, I might well have been one of those weeded out. There are so many suc-cessful students and professionals who live with mental illness and lead productive, happy lives. Unfortunately, society still has such a negative view of these things that we are forced to live in secrecy — which makes the problem worse.

If more students with mental-health issues were to speak up and state that we live with these challenges, colleges might better connect with and meet the needs of their students. As both an administrator and a stu-dent, I’m speaking up — and I am hopeful for change.

Kathleen Baker is a doctoral student in the education-al-leadership program and director of housing and residence life at Seattle University.

By KATHLEEN BAKER

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Statistics for this report were taken from the 2014 National Survey of College Counseling Centers, the Association of University and College Counseling Center Directors’ 2013-14 Annual Survey, and the 2014 National College Health Assessment by the American College Health Association.

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graduate students could cost Mr. Phipps, who has a diabetic step-son, $3,000 or more a year.

“I mentor undergraduates, and it’s hard to recommend grad school to anyone now,” he says. “You’re going to suffer a lot through grad school, and your quality of life will be poor for six or seven years.”

To some, that is how it should be. Graduate school, the thinking goes, is supposed to be rough, a painful but

necessary marathon on the way to an academic job. If a student can’t navigate the challenges of a doc-torate — both the rigors of the pro-gram and the life challenges along the way — he or she probably won’t fare well as an assistant profes-sor, better paid but under similar stress.

Sheryl Tucker, dean of Okla-homa State University’s graduate school, says academe should no longer tolerate that view. One way universities can help change their graduate-school culture, she says, is by preventing students from be-ing overworked.

When Ms. Tucker started her job, in 2011, she often heard of doctoral students whose assistant-ships demanded too much of their

time. It’s one of the most common complaints of graduate students everywhere: The 20 hours on pa-per is more like 30 or 40 hours in reality. It’s particularly a problem when the teaching or research is not related to the student’s disser-tation.

Ms. Tucker decided that ad-ministrators had to sharpen their message: Students and faculty members needed to know that any work beyond 20 hours should be the student’s choice, and students needed to know they had recourse

when they felt overworked. Oklahoma State officials, in-

cluding Ms. Tucker, had to speak individually with many faculty members or department heads who resisted the change.

“When push came to shove, if someone really was not getting

it, we did have to say, ‘This is how OSU defines our workweek with the federal government. There are federal regulations about how em-ployment works,’ ” Ms. Tucker says. “You have to have difficult conver-sations. It’s not fun.”

She reports rarely hearing stu-dents complain of overwork any-more. Where it continues, it tends to be greatest in the sciences, Ms. Tucker says.

Humanities and arts disciplines, however, present their own chal-lenge to students’ well-being: iso-

lation. When coursework and ex-ams are complete, often all that’s left between a student and his or her Ph.D. is two or more years of dissertation writing, which can be a lonely endeavor.

Some colleges are responding by creating more-structured pro-

“ Yes, graduate school is stressful, and a lot of time and energy must be devoted to it, but we don’t need to demoralize folks.”

A College Wish List for My Son

W hen my husband and I left our eldest to begin her freshman year of college, I was hit by a double barrel of emotions. I felt extreme

joy that our daughter was taking her first steps toward adulthood, and an unexpected grief that she wouldn’t be getting back in the car and riding home with us.

As we prepare our 17-year-old son for this same jour-ney, my emotions are more complicated. When Max* was 8, he began experiencing episodes of depression, irritability, inflexibility, and hyperactivity. At 12, we had a diagnosis: bipolar disorder. After several false starts, we found a talented child psychiatrist who pre-scribed the right mix of medications.

Because Max became ill so young, many aspects of his adult personality have been slow to develop. He has poor organizational skills, is easily overwhelmed, procrastinates, and is socially immature.

He attends a small private high school, which has been a largely positive experience. Still, at the begin-ning of every academic year, my husband and I trudge in to meet with the same teachers and administrators to remind them that Max is not lazy or willful. We hand out literature about juvenile bipolar disorder and tell them Max has a disability that requires accommo-dations, just like epilepsy or cerebral palsy.

What classmates and teachers have come to appreci-ate about our son is his intelligence, warmth, mordant sense of humor, writing ability, and an empathy beyond his years.

Last fall we began touring colleges. In some ways, the process has been easier than the overwhelming choices that confronted our daughter. This time we are restricting our search to small schools, no more than 5,000 students, within a three-hour drive of our home. Max’s illness affected his junior-year grades, so even though he scored well on the ACT, the more competi-tive schools are off the list.

To aid in our search, we can tap into a relatively new resource: college rankings for mental-health services. In 2013 the nonprofit Jed Foundation, which pro-

motes emotional health and suicide prevention among college students, invited institutions to take its new online self-assessment survey. More than 40 colleges have earned JedCampus Seals for their comprehen-sive mental-health and suicide-prevention programs. Among them is Alfred University, in Alfred, N.Y. Just a 90-minute drive from our home, and with a stu-dent body of 2,000, Alfred merited a visit. Through a website, BestCollegesOnline, I also found that the Rochester Institute of Technology, right in our own backyard, has a highly regarded disability-rights office that provides in-depth learning-support services.

But providing high-quality mental-health care is simply not enough. Faculty members should be trained to recognize early symptoms of emotional distress and should know where to refer students for help. To explain to Max’s professors how his illness can affect his learning, my husband and I need to meet with them at the start of each semester. For instance, Max can look uninterested when he is depressed. If he is feeling anxious, he may leave in the middle of a class. Should he fall behind academically, his academic adviser would need to notify us early on — before he is feeling too overwhelmed to catch up.

Kids with mental illness often have low self-esteem and delayed social skills, and Max is no exception. That’s why we prefer a college that has a student-led mental-health-advocacy group, like Active Minds, or a NAMI on Campus club, created by the National Alliance on Mental Illness, so Max will have a ready-made peer group. Colleges that put a high priority on freshman-orientation programs get an extra point in our score book, too.

Under the Americans With Disabilities Act, colleges must make academic adjustments based on students’ individual needs. With a

little research, we will identify schools with a reputa-tion for closely following the ADA. For example, Max takes medication that makes him groggy early in the

morning. Allowing him to register early to guarantee placement in midmorning and afternoon classes would address that issue. To ease the transition to college, he should carry a reduced course load in his freshman year. Having a single room would give him space to de-stress.

As parents, we also have our job to do to prepare Max for the academic and social challenges that await him. He has grown accustomed to being waited on, so I am rolling back my waitress services. His list of chores has grown, and he’s now expected to take his medica-tion without a reminder. We have also been encourag-ing Max to keep regular sleep hours, eat healthfully, and exercise.

Once Max decides on a school, we will meet with whoever handles disability rights to request academic and living accommodations to ensure his greatest pos-sible success in college. That will include reviewing the school’s mental-health-leave policy. Before he leaves for college, we will obtain our 18-year-old’s signed permis-sion to access his health and academic records. We will encourage Max to start off with the lowest course load possible.

What we want for Max is what all parents want for their collegebound children: to find his passion and his calling over the next four years; to be happy, to make friends, to be challenged intellectually and personally; to become an independent, functioning adult who can make his way in the world.

For that to happen, Max will need a college that will be supportive and understanding of the fact that he has a significant mental illness.

*Max is a pseudonym. While I fully support the grow-ing movement to disclose mental-health diagnoses, I chose not to use my son’s real name here. He is young and not fully able to weigh the consequences of my telling his story here. The stigma of mental illness still exists, and I did not want to jeopardize his entry into and success at the college of his choice.

By MAX’S MOM

Continued From Page A42

‘A Checkup, From the Neck Up’Drexel University has become the first American college to deploy a “mental-health kiosk” on campus. The hope is that touch-screen technology might make that first call for help less intimidating. See a video about Drexel’s effort at chronicle.com.

Mental-health counselors at com-munity colleges rarely handle only mental-health is-

sues. They also offer academic advising, career counseling, and transfer services. On some cam-puses, they even run food pantries.

Meanwhile, they’re trying to help a growing number of students with mental-health problems that are increasingly severe. More than half of the community-college counselors in a survey released in 2014 said more students were seek-ing help for depression and anxiety disorders, among other issues.

While four-year institutions, too, cope with a rising tide of trou-bled students, community col-leges face special challenges. Their students are typically older, with families of their own. Many have experienced personal or finan-cial setbacks that prevented them from attending college at an age

when students traditionally do.“People don’t really get the com-

plexity of mental-health issues that community-college students face,” says Marge Reyzer, coordinator of health services at MiraCosta Col-lege. Last fall the 14,500-student in-stitution, in Oceanside, Calif., coun-

Community Colleges Seek Low-Cost Ways to Support Students’ Mental HealthBy VIMAL PATEL

grams or dissertation workshops in which students bounce ideas off colleagues. Others are aiming to create a sense of community among graduate students, who are typically not as connected to their institutions as undergradu-ates are.

One such effort is at Virginia Tech. A decade ago, the university turned an old hotel and confer-ence center into the Graduate Life Center, a sort of one-stop shop for graduate-student services. The building offers housing for grad-uate students and areas to meet, including a coffee shop. It’s also used to provide career advice, fi-nancial-aid workshops, and coun-seling services, in a place where graduate students can go without the prospect of being seen in a waiting room by the undergradu-ates they teach.

Berkeley, too, has addressed that common graduate-assistant fear. In recent years, it has created several “satellite” sites across the campus where graduate students can discreetly seek mental-health counseling.

Mr. Panger, the Ph.D. candi-date, says Berkeley administrators have been receptive to his well-be-ing survey. He and other students have briefed many campus leaders on the report, including the Uni-versity of California’s president, Janet Napolitano, who oversees a system that produces 7 percent of the nation’s doctorates. Berkeley’s graduate dean, Fiona Doyle, wants to institutionalize the survey and conduct it every two years, as the report recommends.

After the report’s release, the graduate school announced that it would hire a “graduate community coordinator” to create and over-see social programs for graduate students, and would make them aware of activities and services available.

Karen DePauw, dean of the Vir-ginia Tech graduate school, says she is hearing interest from many fellow graduate deans who want to try something like the Gradu-ate Life Center on their campus-es. She agrees with Ms. Tucker, of Oklahoma State, that academe must change its attitude that doc-toral education needs to be a time of anxiety and low morale.

“Yes, graduate school is stress-ful, and a lot of time and energy must be devoted to it, but we don’t need to demoralize folks,” she says. “This isn’t the 19th century.”

As for the poor job prospects, Mr. Panger says Berkeley and other universities should try to change the culture around what counts as career success. Gradu-ate students often worry that their advisers will be disappointed in them if they don’t seek academic jobs. To deal with that and other issues, Berkeley plans to create a center and devote a full-time staff member this fall to work on grad-uate students’ professional devel-opment.

Progress at Berkeley and else-where has been slow, but there’s a “coming awareness” about just how important well-being is to perfor-mance and productivity, Mr. Panger says. He sees efforts like Berkeley’s catching on. “Change doesn’t hap-pen overnight,” he says.

There is a differencebetween a university that seeks academicexcellence to simply be the best, and one that seeks to use that excellence to serve others.That is what sets Baylor apart.This is a university using its scholarship to make a positive difference in the lives of others. To lift people up through science, music, art and literature. To improve lives through engineering, research, education and the ministry. And to inspire and equip the next generation of young men and women to serve, as well as to lead.

That’s what drew me to this university. And that’s why I can’t wait to see what the future brings.

B AY L O R U N I V E R S I T YWelcomes Dr. Ed Trevathan,

Executive Vice President and Provost

Edwin Trevathan, MD, MPH

Executive Vice President and Provost

Chief Academic Officer

ScientistProfessorPediatric Neurologist

Public Health Leader

To learn more about Dr. Trevathan and

Baylor University, visit baylor.edu/provost

the chronicle of higher education | september 4, 2015 A45

Continued on Page A47

What Presidents Think About the Promises and Pitfalls

of Competency-Based Education

Sponsored by:

A NEW MEASURE

FOR COLLEGIATE LEARNING

LEARN WHAT PRESIDENTS THINK ABOUT THE PROMISES AND PITFALLS OF COMPETENCY-BASED EDUCATION

More than two-thirds of college presidents say they plan to offer competency-based education in the next few years. But will it live up to its promise?

In A New Measure for Collegiate Learning, The Chronicle takes a deeper look at competency-based education programs and their promise to innovate student learning and cut costs for institutions.

Download the free report to:

• Find out which colleges already offer some form of competency-based education

• Identify the types of students who will benefit from this alternative model

• Compare how other colleges are awarding credit to participating students

IS COMPETENCY-BASED EDUCATION A GAME-CHANGER FOR HIGHER ED?

Chronicle.com/CBEducation2015DOWNLOAD THE 2015 REPORT

Sponsored by:A New Measure for Collegiate Learning: What Presidents Think About the Promises and Pitfalls of Competency-Based Education is based on a survey conducted by Maguire Associate, was written by Jeffrey J. Selingo, contributing editor at The Chronicle of Higher Education, Inc., and is sponsored by Pearson. The Chronicle of Higher Education, Inc. is fully responsible for the report’s editorial content. Copyright © 2015.

But

A46 september 4, 2015 | the chronicle of higher education

seled 11 suicidal students and saw an increase in students with post-trau-matic stress disorder, she says. “We see one crisis after another.”

Yet community colleges have the fewest resources. Only 8 percent of the counselors in the recent sur-vey said their institutions provid-ed on-site psychiatry; 19 percent said no personal or mental-health counseling at all was offered. Other surveys have found that most four-year colleges have such services.

Tight budgets can blur boundar-ies in a way that’s not helpful, says Amy M. Lenhart, a counselor at Collin County Community College, in Texas, who is president of the American College Counseling As-sociation. “If you are academically advising a student you have also counseled during a crisis, it’s just not a good mix,” she says. “Most counselors continue to wear those different hats.”

To meet the growing need for mental-health services, she says, community colleges are getting creative. Here’s how:

BUILDING PARTNERSHIPS

With resources scarce, commu-nity partnerships are key for two-year colleges, says Susan Quinn, director of student health services at Santa Rosa Junior College, in

California. They are especial-ly useful in cases the college isn’t equipped to handle — when, for example, a student is delusion-al or suffers a breakdown. If that happens, she says, a county-based team of licensed clinicians is sum-moned.

The county team is represent-ed at meetings of the college’s crisis-intervention group, which meets regularly to discuss how to handle potential problems. Many colleges, two- and four-year alike, created such teams following the 2007 shootings at Virginia Tech. Having a county employee present makes it less likely that a student will fall through the cracks if he or she is dismissed from the college because of safety concerns.

“We all learned from the Arizo-na case,” says Ms. Quinn, referring to the 2011 shooting of U.S. Rep. Gabrielle Giffords by a recent-ly suspended student from Pima Community College. “Our respon-sibility shouldn’t just stop with dismissing the student. That per-son would still be on our county’s radar screen because of the unique relationship we have.”

USING INTERNS

Community partnerships ar-en’t always enough. There is also more demand for campus coun-seling services, says Ms. Reyz-er, at MiraCosta. The number of visits per year for mental-health counseling there has more than doubled over the past decade. To meet that need, MiraCosta has turned to unpaid volunteers from the area. The strategy has its crit-ics, who, like Ms. Lenhart, worry that these interns aren’t always equipped to deal with severe men-tal-health issues. But Ms. Reyzer says they offer a solution to limit-ed staffing.

Ms. Reyzer’s office hires one part-time licensed mar-riage-and-family therapist and eight interns, who need a cer-tain number of clinical hours before becoming licensed by the state. The interns have master’s degrees in marriage-and-fami-ly therapy, so the college is ful-filling its role as an educational institution, she says. “We make no bones about it to students in need of counseling that they’ll be seeing an intern.”

TURNING TO PEER EDUCATION

Many students who need help never seek it. One cost-effective method to reach more of them is through other students, a strate-gy that some community colleges are embracing. MiraCosta hires about a dozen peer educators per semester, Ms. Reyzer says. These students go into classrooms to give presentations about stress, anxiety, and depression, and often describe their own struggles.

Javiera Quinteros Bizama, a sec-ond-year student majoring in ma-rine biology, has delivered about 30 such presentations, in which she has talked about the suicide of a friend who was depressed.

At the end of the visit, she hands out an information packet that in-cludes a San Diego suicide-hotline number, a fact sheet about depres-sion, and descriptions of counsel-ing resources at MiraCosta. Stu-dents are more receptive to the in-formation, she says, when it comes from classmates.

Christopher Manfredi, PhD

Anja Geitmann, PhD

R. Bruce Lennox, PhD

Josephine Nalbantoglu, PhD

Stuart H. (Kip) Cobbett, Chair of the Board of Governors of McGill University, is pleased to announce the appointment of Professor Christopher Manfredi as the University’s Provost and Vice-Principal Academic, for a fi ve-year, renewable mandate effective July 1, 2015. The Board is also pleased to announce the following fi ve-year term appointments: Professor Isabelle Bajeux-Besnainou as Dean of the Desautels Faculty of Management, effective September 1, 2015; Professor Anja Geitmann as Dean of the Faculty of Agricultural and Environmental Sciences and Associate Vice-Principal (Macdonald Campus), effective September 1, 2015; Professor R. Bruce Lennox as Dean of the Faculty of Science, effective July 1, 2015; and Professor Josephine Nalbantoglu as Dean of Graduate and Postdoctoral Studies, effective July 1, 2015.

Professor Manfredi joined McGill’s Department of Political Science in 1988, and served as Chair of the Department for fi ve years. From 2006 to 2015, he served as Dean of the Faculty of Arts, a large, diverse humanities and social sciences faculty with more than 8,000 undergraduate and graduate students. Under his visionary leadership, the Faculty focused on enriching the student experience through increased undergraduate internships and research opportunities, and on the expansion of interdisciplinary collaborations across its 21 departments, schools and institutes, and across McGill.

Born in Toronto and raised in Saskatchewan and Alberta, Professor Manfredi earned a BA and an MA from the University of Calgary and an MA and a PhD from Claremont Graduate University (California). He has written four books, has published extensively in academic and professional journals, and is a highly regarded political and legal commentator.

Professor Bajeux-Besnainou comes to McGill from George Washington University in Washington, D.C., where she was a Professor in Finance. Since April 2012, she has served as Associate Dean of Undergraduate Programs at the George Washington University School of Business, where she launched several new programs and initiatives. These include a new Bachelor of Science degree program with a major in Finance and required second major outside of the business school, and a revised curriculum for the Bachelor in Business Administration with a required minor outside of the business school. She also chaired the Finance Department during the 2011-12 academic year.

An alumna of the École normale supérieure of Paris, Professor Bajeux-Besnainou earned her doctoral degree in 1989 from the Université Paris-Dauphine in Mathematics Applied to Finance. She taught Finance at the École Supérieure des Sciences Économiques et Commerciales (ESSEC) in Paris, from 1989 to 1993, and at Université de Montréal in the fall of 1993, and has published numerous articles in academic journals.

Professor Geitmann is a renowned scholar with an international and interdisciplinary research career that took her from Germany to the United States, Sweden, Italy and the Netherlands before she settled in Quebec. A cell biologist by training, she has been a Professor in the Department of Biological Sciences at Université de Montréal and a scientist at the Institut de recherche en biologie végétale since 2001. She is President of the Canadian Society of Plant Biologists, Vice-President of the International Association of Plant Reproduction Research, a Member of the Board of Directors of Plant Canada, and Past President of the Microscopical Society of Canada.

Professor Geitmann has published numerous articles in leading scientifi c journals, and serves on the editorial boards of multiple journals, including Plant Physiology.

A McGill faculty member since 1987, Professor Lennox is currently Tomlinson Professor of Chemistry, was formerly Chair of the Department of Chemistry, and recently completed year-long terms as President of the McGill Association of University Teachers and as Chair of the Chemical Institute of Canada. A Fellow of the Royal Society of Canada, the Royal Society of Chemistry, and the Chemical Institute of Canada, he led the renewal of laboratory teaching in the Department of Chemistry and has long been a proponent of increased interdisciplinarity. Passionate about teaching and learning innovations, particularly at the undergraduate level, he is a past winner of the Faculty of Science’s Leo Yaffe Award for Excellence in Teaching.

Professor Lennox holds a BSc (1979), an MSc (1981) and a PhD (1985) from the University of Toronto, and was a NSERC Postdoctoral Fellow (Imperial College, 1985-87). His research program focuses on the design and synthesis of nanomaterials, and he has produced more than 130 peer-reviewed publications.

Since 2009, Professor Nalbantoglu has served as Director of the Integrated Program in Neuroscience at McGill, which is not only the University’s largest graduate program, but also Canada’s largest graduate neuroscience program, with more than 350 students and 190 supervisors. She is a member of the Department of Neurology and Neurosurgery, and is affi liated with the Montreal Neurological Institute.

Professor Nalbantoglu earned her PhD in Biochemistry from McGill in 1984, and returned as a faculty member in 1990 after pursuing research in Montreal, London and Saitama, Japan. A prolifi c, widely respected researcher, and the recipient of numerous awards, she has published extensively in leading academic journals and has spoken at conferences around the world. She is also the founder of BrainReach/Mission: Cerveau, a science outreach program for young students from economically challenged neighbourhoods in Montreal.

Founded in 1821, McGill ranks among the best universities worldwide. It has earned an outstanding reputation for the quality of its education, for its research contributions and for its service to the community.

Isabelle Bajeux-Besnainou, PhD

the chronicle of higher education | september 4, 2015 A47

“ People don’t really get the complexity of mental-health issues.”

69%OF COUNSELING CENTER DIRECTORS HAVE SEEN INCREASES IN CRISES REQUIRING IMMEDIATE RESPONSE

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Late Again? A120

Last year the younger of my two sons went off to college. As we went through the search process, we looked at univer-sity and department websites, checked faculty

research interests, looked for evi-dence of faculty involving students in their research, f linched at the prices, marveled at the climbing walls, and considered quality of the food on campus. Basically we did all the things a typical middle-class family would do in a college search, along with a few insider concerns like looking at faculty publications and grants and checking that the university libraries had at least one of my books. In retrospect one question that never crossed my mind was, “I wonder what this place’s assessment program is like?” I suspect I am not alone in this.

My lack of curiosity about assessment when making an important choice about my children’s education probably surprises no one, but it should. It’s unsurprising in

that no one, higher-ed insider or not, ever seems to worry about this when choos-ing a college. No admissions officer ever touted his institution’s assessment results. No parent ever exclaimed, “Suzy just got

into Prestigious College X. I hear they are just nailing their student learning outcomes!” But it’s still a little surprising in that I am a pro-fessor and an administrator who has been involved in assessment

in various forms for a long time. I have been dutifully doing assessment in my classes almost since I started teaching a decade and half ago.

Every year on my annual productivity report I write a mandatory and usually somewhat contrived narrative describing the ways in which I have changed my courses and teaching in response to the assessment data from the previous year. As an administrator, I sit on the Learning Outcomes Assessment Committee that oversees the institution’s assessment program and on the Graduate Council

where we routinely critique new course and program proposals for the failings of their assessment plans.

So, what does it say that I looked at climbing walls, not assessments, when making a significant and expensive deci-sion about my sons’ educations? It says that I, like virtually everyone else, don’t think that good assessment makes good univer-sities and well-educated students or that bad assessment makes bad universities and poorly educated students. In fact, I am starting to wonder if assessment may actu-ally do more harm than good.

What got me thinking about this was a New Yorker article by Atul Gawande on unnecessary medical testing and the low-value and sometimes harmful medical interventions that result from it. Drawing upon a number of recent studies, Gawande argues that much medical testing is unnec-essary and that in addition to not providing useful information it can also lead to over diagnosis and over treatment. In one of his examples, he reports that ultrasound test-

Does Assessment Make Colleges Better?

MICHAEL MORGENSTERN FOR THE CHRONICLE

ERIK GILBERT

If So, We Haven’t Seen the Evidence

The Proof Is In the Outcome: Our Efforts Are Focused on Learning

Erik Gilbert raises important points about the value of as-sessment. As someone who has worked in education for 15 years and has dutifully assessed learn-ing in his classes, Gilbert now

wonders if all that measurement has been a worthwhile use of time. He’s not certain that the tweaks he’s made (and they’ve been mostly tweaks) have been meaningful enough to merit the time all that assessing has required.

Gilbert, in his skepticism, may have missed the value of assessment because it occurred where he wasn’t expecting to find it.

In the first decade of my work in higher education (roughly the 1990s), I encountered very few faculty members who even thought about learning outcomes. Many cared deeply about students, but college was about what professors professed rather than about what students learned. After 2000, when we began hearing the words “learning outcomes” on campuses, teachers often countered that what students learned in their classes and through their degree programs was ineffable, unnamable; to try to name it was to diminish it. Moreover, the responsibility for learning it was on the student.

In fact, there was no reason for teachers to name what students learned in those pre-assessment days. What mattered was what professors taught, typically defined as what was covered in their course syllabi. The number of books in the library epitomized the kind of data that accreditors were expected to find meaningful. Higher education was about inputs, and being a “good” institution meant having the right number of classrooms, the right square footage of space for the (bolt-

ed down) desks and the students who sat in them, the right faculty-student ratio, and, and the right student population, understood to mean those who had the best SAT/ACT scores and greatest likelihood of achieving postcol-lege success.

Higher education has moved away from that undesirable situation, and I credit assessment for that. The effort to develop assessment plans re-quired us to struggle with naming what we wanted students to gain from the programs of study they

completed, and the process of doing so proved surprisingly useful. We had to get beyond that first inclination to say, “We can’t name it.” It turned out to be important to get that naming right.

If we named in reductive terms, we wres-tled with that language every time we tried to assess and then analyze the results. If we named better, we might have findings to look at that were interesting and worth examining. We had to think about the difference between wanting students to “know” and wanting students to “do” — and we came to recognize that, in an era of Wikipedia and smartphones, “knowing” doesn’t seem all that crucial com-pared with doing.

Another surprise: There are lots of kinds of doing. Our graduates might be expected to apply what they know in designing a simple bridge, to analyze what makes a bridge fail, to evaluate a bridge design and determine its flaws and limits. Which outcome, really, names what new graduates should be ready to do? Even faculty members in tradition-al arts-and-sciences programs like history learned that the application of knowledge, and not just knowledge itself, matters.

They began to talk about the balance

between dates and battles students need to “know” for historical context, and the kinds of analysis a student with a history degree may be expected to do. What intellectual tasks should a senior history major be able to com-plete by the time she graduates? Should she be able to define the historical context for a given event, to analyze the event from competing perspectives within that context, to evaluate how that event compares with another in an entirely different context, or to imagine how that event would play out if many of the same forces occurred in a contempo-rary context?

We had to ask ourselves, “If students achieve the right kind of learning in my class or our degree program, what would it look like and where would we see it?” Strategies for getting students to create demonstrations of learning had to be imagined and developed. We had to wonder where we might build opportunities to practice that kind of learning. We had to ask if the essay tests, papers, problem sets, and exams that were traditional in many fields were appropriate measures to demonstrate “doing.” We had to talk to students about why multiple-choice tests were OK in some settings and for some purposes but were often insufficient for either practicing or demonstrating specific kinds of learning that mattered.

We had to become more purposeful about what happens in our programs of study and our classes. Talking about assessment pro-voked discussions about the value of back-ward design: Rather than plan a class by

t h e c h ron ic l e of h igh e r e duc at ion | se p t e m be r 4, 2015 a51

ing for thyroid cancer has made it possible to detect microcarcinomas that would have gone unnoticed before. These rarely pose a threat, but patients and surgeons find it difficult not to treat anything that sounds that scary. Gawande uses the example of Korea where thyroid cancer surgeries have increased drastically, and thyroid cancer has become the most commonly treated form of the disease. However, mortality rates from thyroid cancer have not changed, while serious side effects from the all the surgeries have increased.

I saw unmistakable parallels to assess-ment in universities. Are we using assess-ment to find minor shortcomings in our teaching and curriculum, changing what we do in the hopes of remedying those shortcomings, and in the long run having no real positive effect on the quality of our graduates and institutions? Are we, in effect, finding and treating harmless academic microcarcinomas rather than real problems? And, if so, what might be the consequences of all this?

Has anyone looked into whether assess-ing student-learning outcomes over many years has made American colleges, or students, better in some way? Has anyone tried to compare institutions with different approaches to assessment? I am a histori-an so I am not familiar with the education research, but as best I can tell from a liter-

ature search and from asking people in the field, the answer is “no.”

To be fair, there is nothing directly comparable to mortality rates in higher education. Figuring out what makes one university better than another one or better than it was 10 years ago is tricky. But given the amount of time, effort, and money that goes into assessment, it would be helpful to have a track record of its efficacy.

Does assessment cause actual harm? Probably not in the way unnecessary medical treatment does, but there are opportunity costs associated with it. And most troubling of

all is that the fundamental premise of assess-ment is that the problems we need to test for and try to fix are found in the classroom and the curriculum. So while we are agonizing about whether we need to change how we present the unit on cyclohexane because 45 percent of the students did not meet the learn-ing outcome, budgets are being cut, students are working full-time jobs, and debt loads are growing.

People who work in assessment complain that faculty treat it as merely a compliance issue; that we just tick the boxes and don’t use the data to improve student learning. No doubt this it true. Advocates may be able to point to modest improvements in

student learning in specific programs or courses with evidence generated by assess-ment instruments, but this is worryingly similar to surgeons patting themselves on the back for taking out tumors without checking to see if their interventions are affecting mortality rates.

If advocates could point to evidence that good assessment has led to improvements that are external to the process itself — like changes in a col-lege’s reputation, ranking, or employment prospects for its students — I suspect faculty would give it more support.

Assessment is one of those things that we keep telling ourselves will pay off if we could just get it right, but we never seem to get there. It’s time for us to demand that the accredi-tors who are driving assessment provide evidence that it offers benefits commensu-rate with the expense that goes into it. We should no longer accept on faith or intu-ition that learning-outcomes assessment has positive and consequential effects on our institutions — or students.

Erik Gilbert is associate dean of the Grad-uate School and a professor of history at Arkansas State University.

Continued on Following Page

JOAN HAWTHORNE

Has anyone looked into whether assessing learning outcomes has made American colleges, or students, better?

Professors really do find something about their program or their course that they can fix once it’s been identified.

choosing a text and then divid-ing the semester into segments corresponding with chapters, we recognized that learning might be better achieved if we named what students should get from a class, figured out how we’d like to see them demonstrate that learning, and structured the semester to prepare students for doing that demonstration. We had to think about what students would do rather than what we’d say.

These are huge improvements in teaching and learning prac-tices in higher education. While I can’t say that they are ubiq-uitous, many faculty members now take this kind of thinking about their teaching for grant-ed. Of course we name intended learning outcomes. Of course we think about what those outcomes should be before we write the syllabus.

There is one additional improvement that needs to be acknowledged. Thinking about the work we do in these ways requires talking to one another about it. In some departments, the result is that we construct a program curriculum so that learning in sophomore classes feeds into the junior-year classes those students take. We discov-er that the reason seniors can’t write a report or make an argu-ment in a presentation is because

none of our lower-level courses provided practice in that.

Who knew? But now that we know, we can talk about how to fix those problems. We can en-gage in discussion about curric-ulum, sequencing, and learning outcomes. Our shared interest takes on an urgency beyond the “What’s wrong with students today?” discussions that are a default topic of mutual interest.

So is assessment “effective”? Yes. I’ve heard of many cases in which professors really do find something about their program or their course that they can fix once it’s been identified. Those fixes can be substantial; facul-ty members at my institution changed general education, and a major piece of the motivation for that work was evidence from assessments. (Is the new pro-gram better? That’s a question we’re still answering. We do know it’s better in some ways — and we know that because of assessment.)

Regardless of the scale of a fix, assessment is effective for promoting greater thoughtful-ness and purpose in teaching — and for focusing our attention on learning. That matters. On that basis alone, assessment works.

Joan Hawthorne is director of assessment and regional accredi-tation at the University of North Dakota.

A52 se p t e m be r 4, 2015 | t h e c h ron ic l e of h igh e r e duc At ion

Continued From Preceding Page Scholars Talk Writing: Sam WineburgHow a Stanford professor, known for his work on “historical thinking,” learned to trust his own voice

Sam Wineburg, a pro-fessor of education and, by courtesy, of history at Stanford University, emailed himself into my life when he sent me a

brief request: “No beating around the bush: Do you do any freelance consulting — i.e., looking over a book proposal and spanking me as necessary?”

No freelancing, I told him; no spank-ing of strangers. I was, however, inter-ested to know about his project and why he thought he needed help.

Like many successful academ-ics, Sam wanted to try writing for a broader readership. His previ-ous book, a collection of essays, Historical Thinking and Other Unnatural Acts, has sold more than 40,000 copies for Temple University Press. He realized that a lot of the stuff he’d written was getting attention, but, he said, “I’ve never written a non-univer-sity-press proposal before. My guide is your Chronicle essays, all marked up in fluorescent yellow and orange peering out at me from my bulletin board.”

Flattery will get you every-where. At least with me. So for the last year we’ve been having conversations about agents, edi-tors, and trade publishing. We’ve discussed what a book proposal should look like. And — mostly, because we’re both obsessively interested in the topic — we’ve talked a lot about writing.

Eventually I read his proposal, said not much more than Bravo!, and told him to send it out. He ul-timately accepted a contract from the University of Chicago Press. In the process, we’ve become buddies, and so I was eager to chat with him for this series.

Can you talk about your devel-opment as a writer?

Wineburg: My freshman tutor at Brown University was Steven Millhauser, then a doctoral student, who went on to win a Pulitzer Prize for fiction. I arrived in Providence thinking I knew how to write. Millhauser put a quick end to that. To this day, one of his summary comments sits framed on my desk. A-minus was the grade, and his comment began, “A strong paper, carefully considered and forcefully argued.” But then came the line I’ll never forget: “The better you are, the more imperative it becomes to rid yourself of all the evidences of amateurishness, carelessness, and flawed education that your paper, good as it is, still reveals.”

Mr. Millhauser — Mister is how we addressed him — taught me that the two most important tools a writer has are his ears.

Over the years, I’ve had to learn to embrace my own voice, rather than try to mimic others. It’s hard, because as humans we compare ourselves endlessly to others. We read terrific writing and say to ourselves, “Boy, I want to write like that.” And how I’ve tried, endlessly imitating voices that ar-en’t my own. Then, one day when

reading a book by my favorite Israeli novel-ist, Aharon Appel-feld, I came across these lines, “If there is meaning to the

words of an author it is because he is true to himself, his voice, and his pace. His subject, his thesis are byproducts of his writing, not its essence.” These words sit framed on my desk as well.

What do you do when you get stuck on a project?

Wineburg: Eat junk food and start to detest myself. And then I place my two hands around my derrière and force what I grab into the seat of a chair.

How do you get your writing done?

Wineburg: As Twain said, first thing in the morning (when I am healthy and in a rhythm) I eat the frog. (Mark Twain: “Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day.”) All the other self-deception (that answering email is “working”) can wait until I’m spent (i.e., after three hours, if I am lucky, of concentration).

What do you tell your stu-dents about writing?

Wineburg: To write is to hear the cadence and rhythm of prose. When my writing matters most, I sit at my desk and read it aloud. Not in a subvocal mumble. I enun-ciate the words so that someone outside my door can actually hear them. I taught freshmen this past quarter — incredibly talented young people, but many of them come to us tone-deaf. They write 40-word sentences that even they can’t understand. I make them stand up and read these sentences aloud so that they can train their ears to listen.

I am also a stickler on topic sentences. They should direct. They should guide. The problem is that I toil in a field, educational research, where sophistication is often equated with jargon and polysyllabic nominalizations (ouch!). I watch smart Ph.D. stu-dents — who come to us as clear, lean writers — progressively adopt all the affectations of their profes-sors before they’ve even finished their third quarter.

Writing is like eating. A diet of junk food weakens the body. A diet of prose choked with jargon, and it’s only a matter of time before our own prose becomes

larded with “posits,” “delineates,” and “imbricates.”

I teach a course on scholarly writing for students at the end of their Ph.D. program. I define Stage 4 prose decay as the mo-ment when “mediate” is the only verb left in their vocabulary. I start the class with an exercise. I take a random page from a prestigious scholarly journal and make them compute the average number of words in each topic sentence. Then I take a page from whatever Jill Lepore New Yorker article happens to be my favorite and have them do the same. The last time I did this, the average for the “prestigious” journal was 46 words (versus 15 for The New York-er), a number so outrageous that, whatever goals the author had in mind, communication wasn’t one of them.

Do you have a favorite writing exercise to give students?

Wineburg: In a course last semester, I asked third-year Ph.D. students to put aside their ab-stracts, take out a sheet of paper, and rewrite the same abstract in language their next-door neigh-bors or great-aunts could under-stand. Not surprisingly, students preferred reading the handwrit-ten versions. They were more straightforward, less jargony, and more to the point. What I didn’t anticipate: To a one, students tes-tified that rewriting the abstracts in plain language helped them understand at a deeper level what their study was about. In other words, polysyllabic strings of “me-diations,” “peripheral participa-tions,” “hegemonies,” and “cultural tools” muddled their thinking.

What books on writing do you recommend to students?

Wineburg: How to Write a Lot: A Practical Guide to Productive Academic Writing, by Paul Silvia; Bird by Bird: Some Instructions on Writing and Life, (especially the “Shitty First Drafts” chapter) by Anne Lamott; and the first part of Christopher Lasch’s Plain Style: A Guide to Written English.

I often teach by slogans. Do you have slogans that students remember that help them learn how to write better?

Wineburg: “Good writing is good editing.”

“God posts guard dogs at the gates of creativity. The secret is they never bite.”

What else should people who care about writing well know?

Wineburg: In that same comment from my freshman paper, Mr. Millhauser said it best, “Never stop reading, and never be satisfied.”

Rachel Toor is an associate profes-sor of creative writing at Eastern Washington University.

RACHEL TOORPAGE PROOF

the chronicle of higher education | september 4, 2015 A53

Jacqueline Agesa, interim associ-ate dean, to associate dean of the College of Business at Marshall University.

Rachel Anolik, assistant profes-sor of dermatology, to director of medical dermatology and inpatient service for the Temple University Health system.

Arthur Appel, professor and chair of the department of entomology and plant pathology, to interim dean of the College of Agriculture and interim director of the Ala-bama Agricultural Experiment Station at Auburn University.

Karen Archambault, executive di-rector of Drexel Central at Drexel University, to executive director of enrollment management at Rowan College.

Keith Archer, ex-ecutive director of finance and con-troller at DePauw University, to vice president for finance and administrative services and chief financial officer at Knox College.

Donna Arnett, associate dean of the School of Public Health at the University of Alabama at Birming-ham, to dean of the College of Public Health at the University of Kentucky.

Monsignor Andrew Baker, priest at the Diocese of Allentown, to rector of Mount St. Mary’s Seminary at Mount St. Mary’s University (Md.).

William Banks, professor of law, to interim dean of the College of Law at Syracuse University.

Jessica Berg, professor of law and bioethics, to dean of the School of Law at Case Western Reserve Uni-versity.

Mark Blanks, program manager for unmanned aircraft systems in the Applied Aviation Research Center at Kansas State University, to asso-ciate director of the Mid-Atlantic Aviation Partnership at Virginia Tech.

Randy Bolerjack, public informa-tion and public records officer for the Mercer Island School District, to director of communications and public relations at Washington State University.

Mary Way Bolt, interim president, to president of Cecil College.

Mary Borgognoni, associate vice president for operations and out-reach, to senior vice president for operations and finance at Niagara University.

Raouf Boules, chair of the math-ematics department at Towson University, to dean of the School of Health and Natural Sciences at the University of Saint Joseph.

Catherine Bowers, reference librar-ian at West Texas A&M University, to assistant professor of library science and reference librarian at Valdosta State University.

Marcus Braziel, operations research analyst, to director of institutional research and effectiveness at Palm Beach Atlantic University.

Cathy Briggs, associate dean of student activities and campus pro-grams, to executive director of stu-dent success at Rowan College.

Malik Brown, director of Dixon House at Diversified Community Services, to assistant vice president for employer relations at Peirce College.

Judith Brown, professor of history at Wesleyan University, to dean of the College of Arts and Humanities at Minerva Schools at the Keck Graduate Institute of Applied Life Sciences.

Carolanne Brown, assistant vice president for institutional research and effectiveness, to assistant provost at Palm Beach Atlantic University.

Michael Brown, associate athletics director, to senior associate athlet-ics director for external operations at Palm Beach Atlantic University.

Robert Burrus Jr., interim dean, to dean of the School of Business at the University of North Carolina at Wilmington.

W. Rochelle Calhoun, vice presi-dent for student affairs and dean of students, to vice president for cam-pus life at Princeton University.

David Cash, former commissioner of the Massachusetts Department of Environmental Protection, to dean of the Graduate School of Pol-icy and Global Studies at the Uni-versity of Massachusetts at Boston.

Mario Castillo, partner at Monty & Ramirez, to general counsel at Lone Star College.

Leslie Cervantes, chief of staff for Las Cruces Public Schools, to asso-ciate vice president for alumni en-gagement and participation at New Mexico State University.

Cindi Chance, former dean of the College of Education, to director of the Confucius Institute at Georgia Regents University.

Dorothy Chansky, associate profes-sor of theater and dance, to director of the Humanities Center at Texas Tech University.

Leila Christenbury, professor and chair of the department of teaching and learning, to interim dean of the School of Education at Virginia Commonwealth University.

Celeste Church, associate professor of music, to dean of institutional research and effectiveness at How-ard Payne University.

Willie Closs Jr., corporate and in-stitutional financial consultant, to vice president for business and finance and chief financial officer at Saint Augustine’s University.

David Clubb, assis-tant vice president for international education at Nor-wich University, to director of Cranwell International Center at Virginia Tech. William Cohen, professor and chair of

the English department, to associ-ate provost and dean of undergrad-uate studies at the University of Maryland at College Park.

Uva Coles, vice president for stu-dent services, to vice president for

institutional advancement and strategic partnerships at Peirce College.

Debra Colley, dean of the College of Education, to executive vice presi-dent at Niagara University.

R. Lebron Cooper, associate pro-fessor of anesthesiology at the University of Miami, to chair of the anesthesiology department at the University of Tennessee Health Sci-ence Center.

Jewell Cooper, associate professor of teacher education and higher education, to associate dean of ac-ademic affairs and student services for the School of Education at the University of North Carolina at Greensboro.

Alan Cramb, provost and senior vice president for academic affairs, to president of the Illinois Institute of Technology.

Gordon Crews, professor of crimi-nal justice and criminology, to dean of the School of Criminal Justice and Social Sciences at Tiffin Uni-versity.

Francine Cronin, senior assistant vice president for capital projects and advancement communications and associate director of university campaigns at the University of Rochester, to associate vice chan-cellor for university development at North Carolina State University.

Jon Derek Croteau, senior partner at Witt/Kieffer, to executive direc-tor of the New York regional office for alumni relations and develop-ment at Northwestern University.

Gail Cummings-Danson, associate dean of student affairs and director of athletics, to interim vice presi-dent for student affairs and dean of students at Princeton University.

Jennifer Sinclair Curtis, associate dean of research and facilities in the College of Engineering at the University of Florida, to dean of the College of Engineering at the Uni-versity of California at Davis.

Jeffrey D’Ambrosio, assistant con-troller, to director of finance for the School of Medicine at Quinnipiac University.

Jean D’Meza Leuner, founding dean of the College of Nursing at the University of Central Florida, to dean of the College of Nursing and Health Sciences at Auburn University at Mont-gomery.

Mary Ann Danowitz, head of the department of leadership, policy, and adult and higher education, to interim dean of the College of Education at North Carolina State University.

Katrina Daytner, interim associate dean, to associate dean of adminis-tration for the College of Education and Human Services at Western Illinois University.

Emily Dickens, assistant vice pres-ident for federal relations at the University of North Carolina sys-tem, to executive director and vice

president for public policy at the Association of Governing Boards of Universities and Colleges.

Susan Dinan, director of the Hon-ors College at William Paterson University, to founding dean of the Honors College at Pace University.

Scott Dolan, director of assessment and program evaluation, to executive director of accreditation, assessment, and strategy at Excelsior College.

Diane Esposito, professor, to as-sociate dean of graduate nursing programs at Palm Beach Atlantic University.

B. Keith Faulkner, dean of the School of Business at Campbell University, to dean of the School of Law at Liberty University.

L. Paige Fields, professor of busi-ness administration, to dean of the School of Business at Trinity University.

Brian-Fred Fitzsimmons, vice chair of clinical services in the neurology department and associate profes-sor of vascular and interventional neurology, to chair of the neurology department at the Medical College of Wisconsin.

Robert Fleischman, dean of the College of Business Management at East Stroudsburg University of Pennsylvania, to associate provost at Minnesota State University at Mankato.

Charlene Ford, adult education coordinator, to dean of adult educa-tion at Savannah Technical College.

Pamela Franco, interim director of the Institute for Black Catholic Studies, to chief of staff in the office of the president at Xavier Univer-sity of Louisiana.

Allen Frazier, associate dean, to dean of the College of Business Ad-ministration at Harding University.

Joan Gabel, dean of the College of Busi-ness at the University of Missouri, to pro-vost and executive vice president for ac-ademic affairs at the University of South Carolina. Cary Gaunt, senior

fellow at Second Nature, to director of campus sustainability at Keene State College.

David Getsy, professor of art his-tory, to interim dean of graduate studies at the School of the Art In-stitute of Chicago.

Adrienne Gigantino, associate director of international stu-dents at Towson University, to director of international stu-dents and scholars at Hawaii Pacific University.

Jaime Alonso Gómez, professor of strategy and international business, to dean of the School of Business Administration at the University of San Diego.

Mike Gosz, vice provost for admis-sions and financial aid, to vice pres-

GazetteAPPOINTMENTS, RESIGNATIONS, RETIREMENTS A53 | DEATHS A55

PRIVATE GIVING A56 | DEADLINES A57

■ American University of Bei-rut, Fadlo Khuri■ Cecil College, Mary Way Bolt■ Illinois Institute of Technol-ogy, Alan Cramb■ Patrick Henry College, Jack Haye

■ Tarrant County College- Trinity River Campus, S. Sean Madison■ University of Massachusetts at Lowell, Jacqueline Moloney

N EW CHIEF E X ECU TI V ES

The Program in Law and Public Affairs (LAPA) at Princeton University invites outstanding faculty members of any discipline, independent scholars, lawyers, and judges to apply for visiting, residential appointments for the

academic year 2016–2017. LAPA Fellows devote the major portion of their time to their own research and writing on law-related subjects of empirical, interpretive, doctrinal and/or normative significance. All applicants must have received a doctorate, juris doctor, or an equiva-lent professional degree at the time of submission of the fellowship application. Successful LAPA applicants should demonstrate substan-tial expertise in law-related ma�ers. The program does not support, as a primary activity, off-site fieldwork or work in remote archives, development of course materials, work in legal practice, direct advocacy of causes or residence elsewhere.

Princeton University is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

APPLICATION DEADLINE IS ­��� PM (EST) NOVEMBER �������­.

Fellowship Applications must be submi�ed using the on-line application at h�p://lapa.princeton.edu.

LAPA is co-sponsored by the Woodrow Wilson School of Public and International Affairs, the University Center for Human Values and Princeton University

To submit information for a listing in the Gazette, please go to chronicle.com/listings. To submit announcements of gifts of $1 million or more, send news releases to gifts@philanthropy.com.

DAVID CLUBB

KEITH ARCHER

JEAN D’MEZA

JOAN GABEL

Continued on Following Page

A PPOIN T MEN TS

A54 september 4, 2015 | the chronicle of higher education

ident for enrollment at the Illinois Institute of Technology.

Chris Gray, dean of arts and com-munications at Illinois Central College, to assistant vice president and dean of Jasper campus at Vin-cennes University.

Allen Green, dean of studies and student life, to dean of equity and inclusion at Sarah Lawrence Col-lege.

Victoria Groves-Scott, assistant dean of the School of Education, Health, and Human Behavior at Southern Illinois University at Ed-wardsville, to dean of the College of Education at the University of Central Arkansas.

Paula Hammond, professor of en-gineering, to an additional post, head of the department of chemical engineering at the Massachusetts Institute of Technology.

William Hartley, director of mar-keting and communications, to as-

sistant vice president for marketing and communications at the Univer-sity of Dallas.

Diane Hawkins, digital producer at The Courier-Journal, to director of communications at Kentucky State University.

Jack Haye, executive pastor at First Baptist Church of McKinney, to president of Patrick Henry College.

Clay Henderson, senior counsel at Holland & Knight, to executive director of the Institute for Water and Environ-mental Resilience at Stetson University. Brad Hodge, vice president for finance,

to vice president for student ser-vices and retention management at Peirce College.

Pamela Holsinger-Fuchs, executive director of enrollment services at the University of Wisconsin-Stout,

to dean of enrollment at Saint Mar-tin’s University.

Jim Hood, director of strategic data management, to assistant commis-sioner for strategic research at the Mississippi Board of Trustees of State Institutions of Higher Learn-ing.

Daniel Horne, professor of market-ing, to associate dean of the School of Business at Providence College.

Matt Hudson, coordinator for secondary operations and district attendance coordinator for Spring-field Public Schools (MO.), to dean of technical education at Ozarks Technical Community College.

Scott Irelan, associate professor and chair of the department of theater and dance at Youngstown State University, to associate dean of the College of Fine Arts at Western Michigan University.

Wade Jeffrey, professor of biology, to director of the Center for Envi-ronmental Diagnostics and Biore-

mediation at the University of West Florida.

Kyle Jensen, director of entrepre-neurship, to an additional post, associate dean of the School of Management at Yale University.

Michael Kelley, senior producer at Walt Disney Imagineering, to dean of design and production in the School of the Arts at the University of North Carolina.

Melik Peter Khoury, executive vice president and chief financial offi-cer, to interim president of Unity College.

Fadlo Khuri, deputy director of the Winship Cancer Institute at Em-ory University, to president of the American University of Beirut.

Scott Killinger, founding partner at Kuang Xing International Plan-ning & Design, to interim dean of the College of Architecture at the University of Nebraska at Lincoln.

Dennis King, director of Virtual College and learning technolo-gies, to assistant vice president for student affairs at Fort Hays State University.

David Kirkland, deputy director, to director of the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University.

Darby Knox, executive director of development communications and campaign at the State University of New York, the College at Brockport, to chief advancement officer at Pa-cific Northwest College of Art.

Karestan Koenan, professor of epi-demiology at Columbia University, to professor of psychiatric epidemi-ology at Harvard University.

Kyle Kopko, professor of political science, to director of the honors program at Elizabethtown College.

Elizabeth Krapp, assistant trea-surer at Franklin & Marshall Col-lege, to vice president for finance and administration at Peirce Col-lege.

Roger Kugler, director of music programs and associate professor and chair of the music department at Ottawa University, to director of the International Center for Music at Park University.

Wanda Lawrence, professor of nurs-ing, to an additional post, chair of the nursing department at North Carolina Central University.

Susan Lee, director of academic affairs, to interim associate com-

missioner for academic and student affairs at the Mississippi Board of Trustees of State Institutions of Higher Learning.

Gary Leiserowitz, professor and chief of gynecologic oncology, to chair of the department of obstet-rics and gynecology at the Univer-sity of California at Davis.

Mike Lesczinski, public relations manager, to chief communications officer at Excelsior College.

Daniel Levitin, dean of the College of Arts and Humanities, to dean of the College of Social Sciences at the Minerva Schools at the Keck Graduate Institute of Applied Life Sciences.

Valerae Lewis, professor of ortho-paedic oncology, to an additional post, chair of orthopaedic oncology in the MD Anderson Cancer Center at the University of Texas Health Science Center at Houston.

Terri Lonier, independent consul-tant, to dean of the Career + Co-Op Center at the School of the Art In-stitute of Chicago.

Ashley Love, director of finance and marketing for the Reynolds Perfor-mance Hall, to director of special events at the University of Central Arkansas.

S. Sean Madison, president of Bro-ward College-Judson A. Samuel South Campus, to president of Tar-rant County College-Trinity River Campus.

John Manhire Jr., chief of legal analysis at the IRS Office of Pro-fessional Responsibility, to director of program development for the School of Law at Texas A&M Uni-versity.

Jon Margerum-Leys, dean of the School of Education at California Polytechnic State University at San Luis Obispo, to dean of the School of Education and Human Services at Oakland University.

Karl Markgraf, director of the Cen-ter for International Education at the University of Wisconsin at Eau Claire, to associate vice president for international affairs at Virginia Tech.

Michael Martin, vice president and principal engineer at Marine Design Dy-namics, to assistant professor of electrical engineering at Webb Institute. Alfred Mathewson, professor of law, to

co-dean of the School of Law at the University of New Mexico.

Claire Max, professor of astronomy and astrophysics at the University of California at Santa Cruz, to an additional post, director of the Observatories in the University of California system.

Kate McConnell, director of assess-ment at Virginia Tech, to senior director of research and assessment at the Association of American Col-leges and Universities.

Samuel McCrimmon, executive director of clinical development at the University of Pittsburgh Med-ical Center, to vice president for advancement at the University of Toledo.

Spring Miller, social justice place-ment specialist, to assistant dean of public interest for the School of Law at Vanderbilt University.

Leo Moersen, associate professor of accountancy and business law, to interim associate dean of under-graduate programs in the School of Business at George Washington University.

Jacqueline Moloney, executive vice chancellor, to chancellor of the Uni-versity of Massachusetts at Lowell.

Mitzi Montoya, vice president and dean of entrepreneurship and inno-vation at Arizona State University, to dean of the College of Business at Oregon State University.

Rustin Moore, associate executive dean, to dean of the College of Veterinary Medicine at Ohio State University.

New ACLS Fellowship Opportunities for Liberal Arts College Faculty in the Humanities

The American Council of Learned Societies (ACLS) is pleased to announce the expansion of the Frederick Burkhardt Residential Fellowship program to include new opportunities designated specifi-cally for recently tenured liberal arts college faculty. The fellowships support long-term, unusually ambitious projects in the humanities and related social sciences.

Awards include a stipend of $75,000, plus up to $5,000 for research costs and related scholarly activities, and up to $2,000 for relocation costs.

Applications must be submitted online by 9pm EDT on September 23, 2015. For more information on how to apply and program eligibility criteria, visit www.acls.org.

The Burkhardt Fellowship program is made possible by a generous grant from The Andrew W. Mellon Foundation.

The American Council of Learned Societies, a private, nonprofit federation of 73 national scholarly organizations, is the preeminent representative of American scholarship in the humanities and related social sciences.

University of Delaware Library Delaware Art Museum

2016 Fellowship in Pre-Raphaelite StudiesThe University of Delaware Library in Newark, Delaware and the Delaware Art Museum invite applications for the 2016 joint Fellowship in Pre-Raphaelite Studies. This one-month Fellowship is intended for scholars working on the Pre-Raphaelites and their associates. Up to $3,000 is available.The Delaware Art Museum is home to the most important collection of Pre-Raphaelite art in the US. Assembled largely by Samuel Bancroft, Jr., the collection includes paintings, works on paper, decorative arts, manuscripts, and letters, and is augmented by the museum’s Helen Farr Sloan art library. With comprehensive holdings in books, periodicals, electronic resources, and microforms, the University of Delaware Library is a major resource for the study of literature and art. The Special Collections Department contains material related to the Pre-Raphaelites who are also well-represented in the Mark Samuels Lasner Collection of Victorian books, manuscripts, and artworks.Application deadline: November 1, 2015.More information: www.delart.org/about/opportunities or write to: Pre-Raphaelite Studies Fellowship Committee Delaware Art Museum, 2301 Kentmere Parkway, Wilmington, DE 19806

CLAY HENDERSON

MICHAEL MARTIN

Continued From Preceding Page

the chronicle of higher education | september 4, 2015 A55

Robert Muller, director of strategy and business development at SRI Education, to dean of the College of Education at National Louis University.

Kimberly Mutcherson, professor of law, to vice dean of the School of Law at Rutgers University at Camden.

Carolyn Nelson, dean of the College of Education and Allied Studies, to interim provost and vice president for academic affairs at California State University-East Bay.

Mark Newcomb, director of the master of liberal arts and un-dergraduate degree completion programs at the University of St. Thomas (Tex.), to executive vice president at Mount Saint Mary College.

Shawn Newhouse, associate pro-fessor of business, to vice president for traditional undergraduate pro-grams at Cornerstone University.

Melissa Nobles, professor of polit-ical science, to an additional post, dean of the School of Humanities, Arts, and Social Sciences at the Massachusetts Institute of Tech-nology.

Nick Obourn, communications and web manager in the Heyman Cen-ter for the Humanities and the So-ciety of Fellows in the Humanities at Columbia University, to director of communications for the College Art Association.

Keith Olsen, chair of the depart-ment of pharmacy practice at the University of Nebraska Medical Center, to dean of College of Phar-macy at the University of Arkansas for Medical Sciences.

Lauren Onkey, vice president for education and public programs for the Rock and Roll Hall of Fame and Museum, to dean of humanities at Cuyahoga Community College.

Peter Osborn, associate vice pres-ident, to vice president for adult learning at Cornerstone University.

T. Allen Pannell Jr., professor of business at the University of Ten-nessee at Knoxville, to director of the master’s program in business analytics in the School of Business at Lincoln Memorial University.

Sergio Pareja, professor of law, to co-dean of the School of Law at the University of New Mexico.

David Perlmutter, professor and chair of the pediatrics department at the University of Pittsburgh, to executive vice chancellor for medi-cal affairs and dean of the School of Medicine at Washington University in St. Louis.

Brandi Porter, distance education adviser, to director of parent and family services at Vincennes Uni-versity.

Mike Pritchard, chief financial offi-cer at Goodwill Industries of Den-ver, to vice president for finance and chief financial officer at the University of Colorado Foundation.

Patrick Quinn, consultant at Scott Healy & Associates, to vice presi-dent for enrollment management at Hilbert College.

Cliff Ragsdale, professor of busi-ness information technology, to academic director of the Center for Business Intelligence and Analytics at Virginia Tech.

Daniel Ratner, director of mem-bership development and industry outreach at the American Na-tional Standards Institute, to vice president for membership at the Association of Governing Boards of Universities and Colleges.

Eric Reisenauer, professor of his-tory, to executive associate dean of academic and student affairs at the University of South Carolina at Sumter.

Scot Reisinger, director of athletics, to dean of adult programs at Mount Mercy University.

Colm Renehan, interim vice pres-ident for advancement at the Uni-versity of Alberta, to senior vice president for advancement at Suf-folk University.

Ralph Richardson, dean of the

College of Veterinary Medicine, to interim dean and chief executive officer of the Olathe campus at Kansas State University.

Luis Fernando Santana, professor of physiology and biophysics at the University of Washington, to pro-fessor and chair of the department of physiology and membrane biol-ogy at the University of California at Davis.

Michael Scharf, director of the Frederick K. Cox International Law Center and professor of law, to dean of the School of Law at Case West-ern Reserve University.

Robert Shea, assistant vice presi-dent for teaching and learning and director of faculty development at Bryant University, to associate pro-vost for the advancement of teach-ing and learning at Roger Williams University.

Rabbi Michael Shire, dean of the Graduate School of Jewish Edu-cation, to an additional post, chief academic officer at Hebrew College.

Mohsen Shiri-Garakani, faculty adviser, to director of the Honors College at Pace University.

Judith Slagle, interim dean, to dean of the Honors College at East Ten-nessee State University.

Eliska Smith, associate vice chan-cellor for strategic communica-tions, to provost at Texas State Technical College.

Helen Sneed, director of human resources at WFSB, to executive director of the foundation at Tunxis Community College.

Gia Soublet, assistant vice pres-ident, to interim vice president for institutional advancement at Xavier University of Louisiana.

Arthur Sprecher, founder of East Bay Global Consulting, to vice pres-ident for technology and chief in-formation officer at the University of the Pacific.

Robert Emmett Staton, former ex-ecutive vice president for external relations, to acting president of Presbyterian College.

Jeffrey Stepakoff, co-executive pro-ducer of Chasing Life at ABC Fam-ily and professor of film and tele-vision writing at Kennesaw State University, to executive director of the Georgia Film Academy.

Glen Stimmel, professor of clinical pharmacy, psychiatry, and behav-ioral sciences, to interim dean of the School of Pharmacy at the Uni-versity of Southern California.

Courtney Surls, senior vice president for development at the Newseum, to vice president for develop-ment and university relations at American University. Grant Taylor, assis-tant to the provost at

Southeastern Baptist Theological Seminary, to associate dean of the Divinity School at Samford Uni-versity.

Christian Teeter, chief of staff for undergraduate education at the University of California at Berkeley, to director of the master’s program in business administration at Mount Saint Mary’s University.

George Terry, senior associate dean of admissions at Long Island University at Brooklyn, to assis-tant vice president for admissions operations and technology at High Point University.

Matthew Theriot, associate pro-fessor of social work, to associate provost for teaching and learning innovation at the University of Ten-nessee at Knoxville.

Wayne Thomas, interim dean, to dean of the School of Arts and Sci-ences at Tusculum College.

Kevan Turman, director of develop-ment at Grambling University, to associate vice president for develop-ment at Lincoln University (Pa.).

Ana Maria Ulloa, senior associate dean of students in the School of General Studies at Columbia University, to assistant dean and

director of the Academic Advisory Center in the College of Human-ities and Social Sciences at Carne-gie Mellon University.

Teri VonHandorf, associate pro-vost for academic affairs, to vice president for academic affairs at Gateway Community and Technical College.

Tracy Vosburgh, associate vice president for university commu-nications at Cornell University, to senior associate vice president for university relations at Virginia Tech.

Carrie Walker, assistant director of the physician assistant program at Bryant University, to founding chair and program director for the physician assistant program at the University of Saint Joseph.

Nyeema Watson, interim assistant chancellor, to assistant chancellor for civic engagement at Rutgers University at Camden.

David Wilkes, executive associate dean of research affairs for the School of Medicine at Indiana University, to dean of the School of Medicine at the University of Virginia.

Barbara Wilson, dean of the College of Liberal Arts and Sciences, to act-ing chancellor of the University of Illinois at Urbana-Champaign.

Lois Wims, dean of the College of Arts, Humanities, and Social Sci-ences at the Community College of Rhode Island, to provost and vice president for academic affairs at Worcester State University.

Brian Casey, president of Colgate University.

Gregory Gray, president of the Connecticut Board of Regents for Higher Education, effective in De-cember.

Margaret Grey, dean of the School of Nursing at Yale University.

Pat Henner, head coach for the men’s and women’s track programs at Georgetown University.

William Holda, president of Kilgore College, effective January 31.

Ruben Arminana, president of Sonoma State University.

Anthony Catanese, president of the Florida Institute of Technology, ef-fective June 30.

Costantino Colombo, dean of student life at the Massachusetts Institute of Technology, effective June 30.

Ed Davis, president of the Texas A&M Foundation, effective in Jan-uary.

Bob Denman, vice chancellor for advancement at the University of Arkansas at Little Rock, effective March 31.

Linda Downs, chief executive officer of the College Art Association, ef-fective in February.

Ricardo Jacquez, dean of the Col-lege of Engineering at New Mexico State University at Las Cruces.

Harvey Palmer, dean of the College of Engineering at the Rochester Institute of Technology, effective June 30.

Gary Lamar Reeves, president of South Georgia Technical College, effective September 30.

Richard Rush, president of Cali-fornia State University-Channel Islands.

Jill Wakefield, chancellor of Seattle Colleges, effective in June.

Paul Zingg, president of California State University at Chico.

Delores Andy, 79, professor emer-ita in the School of Tourism and Hospitality Management at Tem-

ple University died on June 12 in Abington, Pa.

Masahiko Aoki, 77, professor emeri-tus of health economics and former professor of Japanese at Stanford University died on July 15 in Palo Alto, Calif.

Carolyn Boyd, 71, professor emer-itus of history at the University of

California at Irvine died on July 19 in Irvine, Calif.

Anna Dvorak, assistant professor of geography at Eastern Washington University died on July 7 in Idaho.

Clayton Garrison, 93, founding dean of the School of Fine Arts at the University of California at Ir-vine died on July 27.

INFORMING PUBLIC POLICY

THE WOODROW WILSON INTERNATIONAL CENTER FOR SCHOLARS ANNOUNCES ITS 2016-2017 FELLOWSHIP COMPETITION. The Center awards academic year residential fellowships to women and men from any country with outstanding project proposals on global issues. The Center welcomes policy-relevant proposals in the social sciences, humanities and other fields, especially proposals that align with the Center’s programming priorities. Fellows are provided stipends, private offices with computers, access to the Library of Congress, and research assistants.

The application deadline is October 1, 2015. For eligibility requirements and application guidelines, please contact the Center. www.wilsoncenter.org

SCHOLARS AND ACADEMIC RELATIONSOne Woodrow Wilson Plaza1300 Pennsylvania Ave., NWWashington, DC 20004-3027fellowships@wilsoncenter.org

Tel: 202-691-4170Fax: 202-691-4001

FELLOWSHIPS

fellowships available

The Radcliffe Institute for Advanced Study at

Harvard University awards 50 funded residential

fellowships each year designed to support schol-

ars, scientists, artists, and writers of exceptional

promise and demonstrated accomplishment.

For more information, please contact:

Radcliffe Application Office

8 Garden Street

Cambridge, MA 02138

617-496-1324

fellowships@radcliffe.harvard.edu

www.radcliffe.harvard.edu

COURTNEY SURLS

R ESIGNATIONS

R ETIR EMEN TS

DE ATHS

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the chronicle of higher education | september 4, 2015 A57

Fort Worth, Tex. He graduated from the university in 1942 with a degree in petroleum engineer-ing. His father died in 1986.

University of Wisconsin at Mil-waukee. $10 million from Shel-don B. and Marianne Lubar to establish the Lubar Center for Entrepreneurship and expand the university’s classes and activities for undergraduate and graduate students. The couple donated $10

million in 2006 to endow profes-sorships and student scholarships at what is now the Lubar School of Business. Mr. Lubar is founder and chairman of Lubar & Com-pany, a private investment firm in Milwaukee. He previously served as assistant secretary of the U.S. Department of Housing and Urban Development and as com-missioner of the Federal Housing Administration.

Wartburg College. $1.9-million be-quest from the Edward W. Jesse Jr. Trust to create an endowed scholarship for rising sophomores and juniors majoring in elemen-tary education and to support the college’s capital campaign. Mr. Jesse was a farmer. He died in 2013.

—$4-million bequest from the Ralph E. Otto Trust to support a scholarship for top science

students and the college’s capital campaign. Mr. Otto was a cardio-thoracic surgeon and an alumnus of the college. He died in 2008.

Washington University in St. Louis. $7.5-million pledge from Maxine Clark and Bob Fox for programs and facilities at the George Warren Brown School of Social Work. The couple will also donate an additional $540,000 to support the university’s Gephardt

Institute for Civic and Commu-nity Engagement. The couple are entrepreneurs: Ms. Clark founded the retail company Build-A-Bear Workshop and Mr. Fox founded NewSpace Inc., a closet- and home-organization furniture business. Ms. Clark is a trustee of the university.

2016-2017 NAEd/Spencer

Postdoctoral and Dissertation Fellowships

The NAEd/Spencer Postdoctoral Fellowship Program supports early career scholars working in critical areas of education.

Fellows will receive $70,000 for working up to

two years on their research project.

The application deadline is November 5, 2015.

The NAEd/Spencer Dissertation Fellowship Program seeks to encourage a new generation

of scholars from a wide range of disciplines and professional fields to undertake research relevant

to the improvement of education.

Fellows will receive $27,500 to support the writing of their dissertation.

The application deadline is October 1, 2015.

All awardees will be notified in May of 2016. For eligibility requirements, application guidelines, and the online application form, please visit www.naeducation.org.

These awards are administered by the National Academy of Education with generous funding from the Spencer Foundation. For more information on the Spencer Foundation, please visit: www.spencer.org.

DEADLINES

AWARDS AND PRIZESSeptember 15: Business/manage-

ment (Faculty/Research). The National Academy of Social In-surance is accepting nominations for the John Heinz Dissertation Award. Any dissertation addressing topics relevant to the planning and implementation of social insurance policy is eligible for nomination. Nominations are welcome from many disciplines and professions in-cluding, but not limited to, actuarial science, disability policy, economics, public policy, social policy, health policy, history, philosophy, political science, social work, and sociology. All dissertations completed between January 1, 2013 and September 14, 2014 will be considered. The winner will be presented with the award at NASI’s annual conference and will receive a $2,500 honorarium and the opportunity to participate in the conference. Visit the organization’s website for more details. Contact: National Academy of Social Insur-ance; http://www.nasi.org/studen-topps/heinzdissertationaward

September 15: Business/manage-ment (Faculty/Research). The National Academy of Social Insur-ance is accepting nominations for

its Law Student Writing Award, which recognizes and promotes outstanding research and analysis by law students that address the im-pact of the law on social insurance policy questions, especially those that address aging. The winner will receive a $2,500 award. Papers may be by any person(s) studying for a J.D. degree at an ABA-accredited law school. All papers or articles completed between January 1, 2013 and September 14, 2014 will be considered. Nominations for the award can be made by a supervisor of the law student’s research paper, by an active member of the National Academy of Social Insurance, or any full-time faculty member at an ABA-accredited law school. Visit the organization’s website for more de-tails. Contact: National Academy of Social Insurance; http://www.nasi.org/studentopps/lawstudentwritin-gaward

December 1: Science, technology, and math. Nominations for North-western University’s 2016 Nemmers Prizes in economics and mathemat-ics will be accepted through Decem-ber 1. Each prize carries an award of $200,000. The prizes are open to those with careers of outstanding achievement in their disciplines as

demonstrated by major contribu-tions to new knowledge or the de-velopment of significant new modes of analysis. Prizes are awarded to individuals of all nationalities and institutional affiliations. Visit the university’s website for more details. Contact: Nemmers Prize; http://www.nemmers.northwestern.edu

December 15: Science, technology, and math. The Gruber Foundation is accepting nominations for the Cosmology Prize. Nominations are welcome from the fields of astron-omy, cosmology, mathematics, and the philosophy of science. Individu-als, organizations, and institutions that are active in or have an appre-ciation for contemporary cosmolog-ical research and study may submit nominations. Visit the foundation’s website for more details. Contact: Gruber Foundation; (203) 432-6231; nominations@gruber.yale.edu; http://gruber.yale.edu/cosmolo-gy-prize-nomination-criteria

January 29: Science, technology, and math. ABB has established the ABB Research Award in Honor of Hubertus von Grünberg, which honors the best Ph.D. dissertation within the fields of power and au-tomation, as applied in utilities,

industries, and transport and infra-structure. It consists of a $300,000 personal research grant for postdoc-toral research within the scope of power and automation in the areas in question. Visit the program’s web-site for more details. Contact: http://new.abb.com/hvg-award

February 1: Arts. Nominations for Northwestern University’s Nemmers Prize in Music Composition will be accepted from October 1 through February 1, 2016. The prize carries an award of $100,000 and 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 website for more details. Contact: Nemmers Prize; http://www.nemmers.north-western.edu

Academic affairs. Nominations for the Chang-Lin Tien Education Leadership Awards from the Asian Pacific Fund, supporting the recog-

nition, professional development, and advancement of Asian-Amer-icans as leaders of colleges and universities. Contact: Rod Kyle Paras; (415) 395-9985 ext. 700; rodkyle@asianpacificfund.org; http://www.asianpacificfund.org/chang-lin-tien-education-leader-ship-awards

Health/medicine. Southside Health Education Foundation offers a va-riety of scholarships for students pursuing an education in the health professions or continuing their ed-ucation in existing health careers. The deadlines for applications are: March 1 for summer sessions; June 1 for the fall semester; and Octo-ber 1 for the spring semester. Visit the foundation’s website for more details. Contact: Southside Health Education Foundation; info@shefva.org; http://www.shefva.org/scholarships

Humanities. The Story Prize is awarded annually to the author of an outstanding collection of short fiction (at least two stories and/or novellas). The winner receives a $20,000 cash award and each of two runners-up receive $5,000. Eligible books must be written in

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English and first published in the U.S. during the calendar year, in either hardcover or paperback, and available for purchase by the general public. Collections must also include work previously unpublished in book form. Eligible books may be entered by the publisher, agent, or author. Books published from January through June must be submitted by July 15. Books published from July through December must be submitted by November 15. Visit the website for more details. Contact: Larry Dark, The Story Prize; info@thestoryprize.org; http://www.thestoryprize.org/index.html

Humanities. Texas State Universi-ty’s College of Education offers the Tomas Rivera Mexican-American Children’s Book Award annually to an author/illustrator of the most distinguished book for children and young adults that authentically reflects the lives and experiences of Mexican Americans in the U.S. The book may be fiction or nonfiction. Nominations are accepted from authors, illustrators, publishers, and the public at large. The deadline for

nominations is November 1 of the year of publication. Visit the award’s website for more details. Contact: Jesse Gainer, Texas State Univer-sity; riverabookaward@txstate.edu; http://riverabookaward.org

November 1: Humanities. Gettys-burg College offers the $50,000 Gilder Lehrman Lincoln Prize, which is awarded annually. The prize is given for the finest schol-arly work in English on Abraham Lincoln, the American Civil War soldier, or a subject relating to their era. Publishers, critics, and authors may submit books published in the current year by November 1. There is no entry fee or form. Visit the college’s website for more details. Contact: (717) 337-8255; lincoln-prize@gettysburg.edu; https://www.gettysburg.edu/lincolnprize/about-lincoln-prize.dot

Humanities. Columbia University awards the Bancroft Prizes annually to authors of distinguished works in either or both of the following cate-gories: American history (including biography) and diplomacy. The com-petition is open to all regardless of

connection to Columbia University. Applicants do not need to be a U.S. citizen to apply. Submitted works must be written in English or have a published translation in English. Volumes of papers, letters, and speeches of famous Americans, un-less edited by the author, are not el-igible. Autobiography comes within the terms of the prize but books reporting on recent personal experi-ences of Americans, within a limited area both in time and geography, are not considered eligible. Visit the university’s website for more details. Contact: http://library.columbia.edu/about/awards/bancroft.html

Humanities. Translations of Jap-anese literature into English for consideration for the Japan-U.S. Friendship Commission Prize for the Translation of Japanese Liter-ature. The Donald Keene Center of Japanese Culture annually awards $6,000 prizes for the best transla-tion of a modern work or a classical work, or the prize is divided between equally distinguished translations. Visit the website for more details. Contact: Donald Keene Center of

Japanese Culture; http://www.keenecenter.org/content/view/58/76

Science, technology, and math. Articles published in the American Scientist, the bimonthly magazine of Sigma Xi, the Scientific Research Society, are eligible for the George Bugliarello Prize to be awarded for a superior interdisciplinary essay, review of research, or analytical article. Contact: American Scientist; awards@sigmaxi.org; http://www.sigmaxi.org/programs/prizes/bugli-arello.shtml

Science, technology, and math. The American Chemical Society Award for Encouraging Women into Careers in the Chemical Sciences, established by the Camille and Henry Dreyfus Foundation, recog-nizes significant accomplishments by individuals who have stimulated or fostered the interest of women in chemistry, promoting their profes-sional development as chemists or chemical engineers. The award con-sists of $5,000; a certificate; a grant of $10,000 that will be made to an academic institution designated by the recipient to strengthen its activ-ities in meeting the objectives of the award; and up to $1,500 for travel expenses reimbursement. Nomina-tions for the award, due November 1 annually, may come from any pro-fessional setting: academia, indus-try, government, or other indepen-dent facility. Visit the organization’s website for more details. Contact: American Chemical Society; (202) 872-4575; awards@acs.org; http://www.acs.org/content/acs/en/fund-ing-and-awards/awards/national/bytopic/acs-award-for-encouraging-women-into-careers-in-the-chemi-cal-sciences.html

Science, technology, and math. The American Chemical Society Award for Encouraging Disadvantaged Stu-dents into Careers in the Chemical Sciences, established by the Camille and Henry Dreyfus Foundation, recognizes significant accomplish-ments by individuals in stimulating students, underrepresented in the profession, to select careers in the chemical sciences and engineering. The award consists of $5,000; a certificate; a grant of $10,000 that will be made to an academic institu-tion, designated by the recipient, to strengthen its activities in meeting the objectives of the award; and up to $1,500 for travel expenses reim-bursement. Nominations for the award, due November 1 annually, may come from any professional setting: academia, industry, govern-ment, or other independent facility. Visit the organization’s website for more details. Contact: American Chemical Society; (202) 872-4575; awards@acs.org; http://www.acs.org/content/acs/en/funding-and-awards/awards/national/bytopic/acs-award-for-encouraging-dis-advantaged-students-into-ca-reers-in-the-chemical-sciences.html

Science, technology, and math. Sigma Xi, the Scientific Research Society, awards the William Procter Prize for Scientific Achievement annually to a scientist who has made an outstanding contribution to scientific research and has demon-strated an ability to communicate the significance of this research to scientists in other disciplines. The prize consists of a bronze statue, a commemorative certificate, and an award of $10,000. Nominations are accepted October 1 annually. Visit the website for more details. Contact: Sigma Xi, the Scientific Research Society; awards@sigmaxi.org; http://www.sigmaxi.org/pro-grams/prizes/procter.shtml

Science, technology, and math. Nominations for the Draper, Russ, and Gordon prizes and Founders and Bueche awards from the Na-tional Academy of Engineering. Contact: National Academy of En-gineering, 500 Fifth Street N.W.,

Washington, D.C. 20001; http://www.nae.edu

April 15: Social and behavioral sci-ences. Brandeis University accepts nominations for the Joseph B. and Toby Gittler Prize, which recog-nizes individuals who have made outstanding contributions to racial, ethnic, and/or religious relations. The award includes a $25,000 cash prize and a medal. Both the prize and medal are presented at a cere-mony 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 for-mally nominated. Self nominations are not accepted. Nominations must be received by April 15 for candi-dates to be considered for an award to be conferred in the following academic year. Visit the university’s website for more details. Contact: John Hose; (781) 736-3005; hose@brandeis.edu; http://www.brandeis.edu/gittlerprize/index.html

Other. The Breast Cancer Society is accepting applications for its Em-power One Scholarship and Hope Scholarship programs. The pro-grams assist those who have been affected by breast cancer with ob-taining a college degree or trade cer-tificate. Visit the organization’s web-site for more details. Contact: Breast Cancer Society; (888) 470-7909; info@breastcancersociety.org; http://www.breastcancersociety.org/programs/empower-one-scholar-ship-fund

FELLOWSHIPSSeptember 14: Arts. Princeton Uni-

versity is accepting applications for its Arts Fellowships, which are funded in part by the Andrew W. Mellon Foundation. The fellow-ships are intended for artists whose achievements have been recognized as demonstrating extraordinary promise in any area of artistic prac-tice and teaching. Fellows spend two consecutive academic years (September 1-July 1) at Princeton University and formal teaching is expected. A $79,000 stipend is provided. The fellowship does not fund work leading to an advanced degree. Applicants need not be U.S. citizens to apply. Holders of Ph.D. degrees from Princeton are not eli-gible to apply. Visit the university’s website for more details. Contact: Ysabel Gonzalez; (609) 258-6926; ysabelg@princeton.edu; http://arts.princeton.edu/fellowships

September 14: Humanities. Prince-ton University’s Hodder Fellowship enables writers and nonliterary art-ists to pursue independent projects during the academic year. Potential fellows are writers, composers, choreographers, visual artists, performance artists, or other kinds of artists or humanists who have “much more than ordinary intel-lectual and literary gifts.” Fellows spend an academic year (September 1-July 1) at Princeton, but no formal teaching is involved. A $79,000 sti-pend is provided. The fellowship is not intended for work leading to an advanced degree. Applicants need not be U.S. citizens to apply. Visit the university’s website for more details. Contact: Ysabel Gonzalez; (609) 258-6926; ysabelg@prince-ton.edu; http://arts.princeton.edu/fellowships

October 5: Humanities. Applications are being accepted for Columbia University’s Society of Fellows in the Humanities 2016-17 program. Those appointed must have received their Ph.D. between January 1, 2014 and July 1, 2016. A stipend of $62,000 will be provided as well as medical benefits, subsidized housing, and a $6,500 research allowance per annum. Applicants do not need to be U.S. citizens to apply. Visit the program’s website for more details. Contact: (212) 854-8443; sof-fel-

The American Council of Trustees and Alumniannounces the recipient of the 2015

THE HONORABLE HANK BROWNU.S. Senator (1991-1997), U.S. Representative (1981-1991),

and President Emeritus of the University of Colorado

The award will be presented at

ACTA's 20th Anniversary Gala

October 16, 2015National Geographic Society • Washington, DC

For further information, call ACTA at (202) 467-6787 or visit GoACTA.org.

The Merrill Award honors individuals who have made an extraordinary contribution to the advancement of liberal arts education. It is named in honor of Philip Merrill, who tirelessly supported and affirmed the importance of academic excellence and a common core of learning in a free society.

PHILIP MERRILL AWARDfor Outstanding Contributions to Liberal Arts Education

AAC&U Working Conferences for 2015–2016

NETWORK FOR ACADEMIC RENEWAL

Network for Academic Renewal: Exploring together the latest advances in teaching and learning; faculty roles and leadership in general education and outcomes assessment; diversity, equity, and student success; transforming STEM education; and global learning in college.

OCTOBER 8–10, 2015

Global Learning In College: Defining, Developing, and Assessing Institutional Roadmaps Fort Lauderdale, Florida

FEBRUARY 18–20, 2016

General Education and Assessment: From My Work to Our Work New Orleans, Louisiana

NOVEMBER 12–14, 2015 Crossing Boundaries: Transforming STEM Education Seattle, Washington

MARCH 17–19, 2016 Diversity, Learning, and Student Success: Shifting Paradigms and Challenging Mindsets Philadelphia, Pennsylvania

For more information or to register: www.aacu.org/events/network-for-academic-renewal • 202.387.3760 • network@aacu.org

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lows@columbia.edu; http://society-offellows.columbia.edu/fellowship

October 13: Social and behavioral sciences. Call for applications for the Fulbright Fondazione Fal-cone-NIAF Scholarship in Criminol-ogy. The scholarship will be awarded to a U.S. graduate student to study and conduct research in crimi-nology and the rule of law at the “Fondazione e Francesca Falcone” in Palermo, Italy. Students at the bach-elor’s, master’s, Doctor of Philosophy and Juris Doctor levels, with special interest in criminology and related disciplines, including economics, so-ciology, education and anthropology, are invited to submit applications. Preference will be given to students who are enrolled in a graduate pro-gram in criminology at a university in the U.S. at time of application. Applicants can choose from a period of study from six to nine months during the academic year 2016-17. The maximum scholarship award is $12,000 and will depend on length of study. Visit the program’s website for more details. Contact: Cecilia Niccoli Vallesi; cniccoli@fulbright.it; http://www.fulbright.it

October 30: Science, technology, and math. The Hertz Foundation will begin accepting applications for the 2016-17 fellowships on Au-gust 15. The fellowships are open to college seniors wishing to pursue a Ph.D. or graduate students already in the process of doing so. Appli-cants must be students studying the applied physical, biological, or engineering sciences, and must be U.S. citizens or permanent resi-dents. Visit the foundation’s website for details on the award amounts as well as how to apply. Contact: Hertz Foundation; http://www.hertzfoun-dation.org/dx/fellowships/fellowshi-paward.aspx

November 1: Humanities. The Paul and Daisy Soros Fellowships for New Americans is open to applica-tions. The program supports thirty new Americans, immigrants, or the children of immigrants, who are pursuing graduate school in the U.S. Each fellowship supports up to two years of graduate study in any field and in any advanced degree-grant-ing program. Fellows receive up to $25,000 in stipend support (not to exceed $35,000), as well as 50 per-cent of required tuition and fees, up to $20,000 per year, for two years. Visit the program’s website for eli-gibility details. Contact: Paul and Daisy Soros Fellowships for New Americans; http://www.pdsoros.org/competition

November 1: Humanities. The American-Scandinavian Foundation offers fellowships (up to $23,000) and grants (up to $5,000) to indi-viduals to pursue research, study, or creative arts projects in one or more Scandinavian country for up to one year. The number of awards varies each year according to total funds available. Awards are made in all fields. Applicants must have a well-defined research, study, or creative arts project that makes a stay in Scandinavia essential. Also, applicants must be U.S. citizens or permanent residents, and must have completed their undergraduate education by the start of their proj-ect in Scandinavia. Team projects are eligible. Visit the foundation’s website for more details. Contact: American-Scandinavian Foun-dation; http://www.amscan.org/study_scandinavia_details.html

November 1: Humanities. The Insti-tute for Advanced Study is accepting applications for the 2016-17 aca-demic year. Scholars worldwide who are interested in historical studies are welcome to pursue independent research at its facility. Applicants must have a Ph.D. (or equivalent) at the time of application and a substantial record of publication. Scholars are expected to remain at Princeton during the term and will

receive a maximum of $75,000 for the full academic year, or $37,500 for one term. Visit the institute’s website for more details. Contact: Marian Zelazny; mzelazny@ias.edu; https://www.hs.ias.edu/mem_an-nouncement

November 1: Social and behavioral sciences. The John W. Kluge Center at the Library of Congress is accept-ing nominations and applications for the Henry A. Kissinger chair in foreign policy and international relations. The Kissinger Chair is a senior research position in residence at the John W. Kluge Center that en-gages in research on foreign policy and international affairs that will lead to publication. The chair holder will receive a stipend of $13,500 per month, an office inside the Thomas Jefferson Building, and full access to the Library of Congress’s vast array of historical, linguistic, and legal resources. Scholars worldwide may apply. Visit the library’s web-site for more details. Contact: John W. Kluge Center; (202) 707-3302; scholarly@loc.gov; http://www.loc.gov/loc/kluge/fellowships/kissinger.html

November 15: Humanities. The George A. and Eliza Gardner Howard Foundation is accepting applications from early mid-career artists and scholars for fellowships for the 2016-2017 academic year in the fields of creative non-fiction, literary translation into English, film studies, and literary studies. Approximately ten fellowships of $33,000 will be awarded. Details on eligibility and the online application process are available on the website. Contact: Howard Foundation; (401) 863-2640; Howard_Foundation@brown.edu; http://www.brown.edu/Howard_Foundation

December 1: Arts. The Terra Foun-dation Fellowships in American Art at the Smithsonian American Art Museum support work by scholars from abroad who are researching American art or by U.S. scholars who are investigating international contexts for American art. Fellow-ships are residential and support full-time independent and disserta-tion research. Who may apply: grad-uate and predoctoral students and postdoctoral and senior researchers. Visit the institution’s website for more details. Contact: Smithsonian Institution; (202) 633-7070; siofi@si.edu; http://www.americanart.si.edu/research/opportunity/fel-lows/terra

December 1: Science, technology, and math. The John W. Kluge Cen-ter at the Library of Congress seeks applications for the Baruch S. Blum-berg NASA/Library of Congress Chair in Astrobiology. This is a res-idential fellowship and the chair is expected to be in full-time residence (for up to 12 months) at the Kluge Center while conducting research at the Library of Congress. During this time, the chair will receive a sti-pend of $13,500 per month. Schol-ars worldwide may apply. Visit the library’s website for more details. Contact: John W. Kluge Center; (202) 707-3302; scholarly@loc.gov; http://www.loc.gov/loc/kluge/fel-lowships/NASA-astrobiology.html

January 15: Arts. Applications for the Terra Foundation’s Summer Resi-dency program are due on January 15. The program brings together doctoral scholars of American art and emerging artists worldwide for a nine-week residential program in the historic village of Giverny, France. It encourages independent work while providing seminars and mentoring by senior scholars and artists to foster reflection and debate. Candidates worldwide can apply. Applicants must either be a visual artist with a master’s degree or its equivalent at the time of ap-plication, or a doctoral candidate researching American art and visual

Call for appliCations

RESEARCH FELLOWSHIPS IN THE HUMANITIES

The Ransom Center annually awards more

than 50 fellowships to support projects

that require substantial on-site use of its

collections in literature, photography, film, art,

performing arts, music, and cultural history.

For complete information, visit www.hrc.utexas.edu/fellowships.

appliCation DEaDlinE: JanUarY 15, 2016, 5 p.M. Cst

harry ransom center

Continued on Following Page

A60 september 4, 2015 | the chronicle of higher education

culture or its role in a context of international artistic exchange prior to 1980. Candidates at all stages of doctoral research and writing are welcome to apply. Applicants must be nominated by their dissertation adviser or professor or previous art-school supervisor. Visit the foun-dation’s website for more details. Contact: tsr@terraamericanart.eu; http://www.terraamericanart.org/what-we-offer/grant-fellowship-op-portunities/terra-summer-residency

February 1: Humanities. Applica-tions for the John Dana Archbold Fellowship which supports educa-tional exchange between the U.S. and Norway. Fellowships are offered to Americans and Norwegians for a year of graduate, postdoctoral, or professional study or research. Visit the website for more details. Contact: Anne-Brith Berge; (281) 537-6879; anne-brith@nacchous-ton.org; http://noram.no/en/schol-arship-americans

March 1: Humanities. The Ameri-can Philosophical Society Library offers short-term residential fel-lowships for conducting research in its collections. We are a leading international center for research in the history of American science and technology and its European roots, as well as early American history and culture. A stipend of $3,000 per month is awarded for a minimum of one month and a maximum of three months. Candidates who live 75 or more miles from Philadelphia may receive some preference. Visit our website for more details. Contact: American Philosophical Society Li-brary; (215) 440-3443; libfellows@amphilsoc.org; http://www.amphil-soc.org/grants/library

November 1: Humanities. The American Philosophical Association administers the David Baumgardt Memorial Fellowship to support and disseminate research in the field of ethics. Competition for this fellow-ship is open to candidates of any nationality, working in any country, whose research has some bearing on the philosophical interests of the late David Baumgardt. The fellow-ship provides a $5,000 award. Visit the organization’s website for more details. Contact: American Philo-sophical Association; prizes@apa-online.org; http://www.apaonline.org/?baumgardt

Business/management (Faculty/Research). Applications for resi-dent fellowships in the Institute for Global Enterprise in Indiana at the School of Business Administration at the University of Evansville. Con-tact: http://www.evansville.edu/globalenterprise

Education. The English Language Fellow Program at Georgetown Uni-versity, which is funded by the U.S. Department of State, places U.S. educators with a master’s degree and an interest in TEFL/TESL or applied linguistics in regions around the world. Fellows provide foreign educators, professionals, and stu-dents with the communication and teaching skills needed to participate in the global economy. Fellows must be a U.S. citizen and must have ob-tained a master’s degree. For other eligibility requirements, visit the program’s website. Contact: English Language Fellow Program, 3300 Whitehaven Street N.W., Suite 1000, Washington, D.C., 20007; (202) 687-2608; elf@georgetown.edu; http://www.elfellowprogram.org/elf

Health/medicine. Applications wel-come for the Robert Wood Johnson Clinical Scholars program at the University of Pennsylvania. The program is for two to three years and it provides masters-level inter-disciplinary training to scholars to provide them with the necessary skills to improve health and health-care in community settings. Visit the program’s website for more details. Contact: http://www.med.upenn.edu/rwjcsp/program.shtml

Humanities. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Dis-sertation Fellowships. These fellow-ships are designed for graduate stu-dents who have completed all course work for the doctoral degree and are conducting research on their disser-tation. This is a four-month residen-tial fellowship. A stipend of $6,500 is provided as well as free housing on Hagley’s grounds, use of a com-puter, mail and Internet access, and an office. The annual deadline is No-vember 15. Visit the library’s website for more details. Contact: Hagley Museum and Library; http://www.hagley.org/library-fellowships

Humanities. The East-West Center is accepting applications for its affil-iate scholar program. The program provides graduate students from universities and institutions world-wide with the oppportunity to work on a thesis or dissertation research related to the Asia Pacific region. Af-filiate scholars pursue their research in the library and connect with faculty and other scholars and spe-cialists at the East-West Center and the University of Hawaii at Manoa who share their interests. Applicants must be able to provide their own funding. Applications are accepted year round. Visit the center’s website for more details. Contact: East-West Center; affiliatescholar@eastwest-center.org; http://www.eastwestcen-ter.org/education/student-programs

Humanities. The Hill Museum and Manuscript Library invites appli-cations for the Swenson Family Fellowships in Eastern Christian Manuscript Studies. The fellowship is open to graduate students or postdoctoral scholars (those who are within three years of being awarded a doctoral degree at the time of ap-plication) with demonstrated exper-tise in the languages and cultures of Eastern Christianity. Awards range from $2,500 to $5,000 and resi-dences last from two to six weeks. The deadlines are: April 15 (for resi-dencies between July and December of the same year) and November 15 (for residencies between January and June of the following year). Visit the library’s website for more details. Contact: hmmlfellowships@csbsju.edu; http://www.hmml.org/research2010/Swenson.htm

Humanities. Applications for the National Endowment for the Arts’s Literature Fellowships, which offers $25,000 grants in prose (fiction and creative nonfiction) and poetry to published creative writers. The grant enables writers to set aside time for writing, research, travel, and general career advancement. The program operates on a two-year cycle with fellowships in prose and poetry available in alternating years. Applicants may apply only once each year. Who may apply: U.S. citizens or permanent residents. Visit the organization’s website for more de-tails. Contact: National Endowment for the Arts; (202) 682-5034; LitFel-lowships@arts.gov

Humanities. Applications are ac-cepted for fellowships and residen-cies at the Vermont Studio Center. To be considered for a fellowship, applicants must submit their appli-cations by one of the three annual fellowship deadlines: February 15, June 15, or October 1. It’s advised that applicants should apply at least six months in advance of their pre-ferred start date. Visit the center’s website for more details. Contact: http://www.vermontstudiocenter.org/apply

Humanities. Creative writing fel-lowships are available at Malone University for students who plan to pursue creative writing as a major or minor. Fellows will be selected based on the quality of their writing and strength of desire to develop their gifts through study and prac-tice. Award amounts are $2,500 or $1,000. The fall deadline is De-

cember 1 and the spring deadline is March 1. Visit the website for more details. Contact: John Estes, director of creative writing; cre-ativewriting@malone.edu; http://www.malone.edu/creative-writing/creative-writing-fellowship.php

Humanities. The National Endow-ment for the Arts’s Translation Proj-ects grants support the translation of specific works of prose, poetry, or drama from other languages into English. Grant amounts are for $12,500 or $25,000. Translations of writers and of work that are not well represented in English translation are encouraged. Also, priority will be given to projects that involve work that has not been previously translated into English. Who may apply: U.S. citizens and permanent residents. Visit the organization’s website for more details. Contact: National Endowment for the Arts; (202) 682-5034; LitFellowships@arts.gov

Humanities. The Herzog August Bibliothek is accepting applications for its doctoral fellowships. The program is open to applicants in Germany and abroad and from all disciplines. Applicants may apply for fellowships of either three or six months. The program provides a stipend and accommodations. Appli-cations are due April 1 and October 1 each year. Visit the library’s website for more details. Contact: Herzog August Bibliothek; forschung@hab.de; http://www.hab.de/en/home/research/fellowships/doctoral-fel-lowships.html

International. Applications for the Simons postdoctoral fellowship in disarmament and nonproliferation of weapons of mass destruction and their delivery systems. Contact: Simons Centre for Disarmament and Nonproliferation Research, Research Postdoctoral Fellowship Selection, Simons Centre for Disar-mament and Nonproliferation Re-search, Liu Institute for Global Is-sues, University of British Columbia, 6476 N.W. Marine Drive, Vancouver, BC V6T 1Z2 Canada; simons.cen-tre@ubc.ca; http://www.ligi.ubc.ca

International. Applications are ac-cepted for the Institute of Interna-tional Education’s Scholar Rescue Fund from established professors, researchers, and public intellectuals whose lives or careers are threat-ened in their home countries. The fund will provide fellowships, which can last up to one academic year, that place scholars in temporary academic positions at universities, colleges, and research centers in safe locations anywhere in the world where SRF fellows can continue their work unharmed, pending improved conditions in their home countries. It’s possible for fellow-ships to be extended for a second year. Visit the institute’s website for more details. Contact: Scholar Res-cue Fund, Institute of International Education, 809 United Nations Plaza, New York, N.Y., 10017; (212) 205-6486; srf@iie.org; http://schol-arrescuefund.org

September 15: Professional fields. The Social Science Research Coun-cil and the Japan Center for Global Partnership present the Abe Fellow-ship for Journalists. The fellowship is designed to encourage in-depth coverage of topics of pressing con-cern to the U.S. and Japan through individual short-term, policy-related projects. Applicants are invited to submit proposals on one of the fol-lowing themes: traditional and non-traditional approaches to security and diplomacy; global and regional economic issues; social and cultural issues. The fellowship is open to cit-izens of the U.S. and Japan with at least five years of professional jour-nalistic experience with newspapers, news magazines, wire services, and online news organizations. Free-lancers are also eligible. Nationals of other countries must be permanent

residents of the U.S. or Japan, or have a long-term affiliation with the American or Japanese journalistic communities. Proposals must be nonpartisan. The program provides support for six weeks in Japan or the U.S. A stipend of $23,500, which includes one round-trip air ticket, funds to prepare for overseas fieldwork, and support for inter-pretation, is provided. Fellows may receive salary from their employers, but cannot carry out assignments while on the award. Visit the orga-nization’s website for more details. Contact: Social Science Research Council; (212) 377-2700; abe@ssrc.org; http://www.ssrc.org/fellow-ships/abe-fellowship-for-journalists

Science, technology, and math. Fer-milab annually accepts applications for the Peoples Fellowship program, which targets entry-level accelerator physicists, specialists in accelerator technologies, and high-energy phys-ics postdoctoral researchers who are interested in a career in accelerator physics or technology. To be eligible, candidates must either have received a Ph.D. in accelerator physics or ac-celerator-related technology within the prior three years (postdoctoral experience is not required); or, have received a Ph.D. in high-energy physics or a related field within the prior five years. Candidates are normally expected to have at least three years of postdoctoral expe-rience in high-energy physics or a related field. The annual application deadline is November 1. Visit the program’s website for more details. Contact: Fermilab; http://www.fnal.gov/pub/forphysicists/fellowships/john_peoples/index.html

Science, technology, and math. The Smithsonian Tropical Research Institute invites applications for the Earl S. Tupper three-year postdoc-toral fellowship in the areas rep-resented by the scientific staff. Re-search should be based at one of the STRI facilities, however, proposals that include comparative research in other tropical countries will be considered. Applications are due on January 15 of each year. Visit the in-stitute’s website for a list of staff and research interests. Contact: Adriana Bilgray; fellows@si.edu; http://www.stri.si.edu/english/education_fellowships/fellowships/index.php

Science, technology, and math. The Smithsonian Tropical Research In-stitute offers short-term fellowships for students to carry out short-term research projects in the tropics in areas of STRI research, under the supervision of STRI staff scien-tists. The fellows are allotted three months to complete their projects; extensions are awarded only in exceptional circumstances. Most fellowships are awarded to graduate students, but occasionally awards are made to outstanding undergrad-uates. Applications are due the 15th of January, April, July, and October. Visit the institute’s website for ad-ditional information. Contact: (507) 212-8031; fellows@si.edu; http://www.stri.si.edu/english/education_fellowships/fellowships/index.php

Science, technology, and math. The National Research Council 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. Annual submission deadlines are on the first of February, May, August, and No-vember. Visit the organization’s web-site for more details. Contact: (202) 334-2760; rap@nas.edu; http://sites.nationalacademies.org/pga/rap

Other. The Louisville Institute’s theological education doctoral fel-lowship invites applications from Ph.D./Th.D. students. This fellow-ship is a two-year nonresidential

program. Up to 10 fellowships of $2,000 a year for two years will be offered. In addition, a colloquium of the 10 doctoral fellows will meet twice during each fellowship year. Applicants must be in their first or second year of doctoral study in an accredited graduate program in the U.S. or Canada. Applicants may rep-resent a variety of disciplines. The annual application deadline is De-cember 7. Visit the website for more information. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/programs/tedetail.aspx

Other. Applications from scholars and scientists of all nationalities and fields for summer fellowships, or two-year postdoctoral fellowships, at German institutions. Contact: Al-exander von Humboldt Foundation; http://www.humboldt-foundation.de

Other. The American Academy in Berlin welcomes applications for its fellowships from emerging as well as established scholars, writers, and professionals. The duration of the fellowships are usually for an academic semester or an entire academic year. Fellows will receive round-trip airfare, housing at the Academy, partial board, and a stipend each month. Only candi-dates who are based permanently in the U.S. may apply; however, U.S. citizenship is not required and American expatriates are not eligi-ble. Those in academics must have completed a doctorate at the time of application. Those working in pro-fessional fields must have equivalent professional degrees. Writers must have published at least one book at the time of application. Visit the academy’s website for more details. Contact: http://www.americanac-ademy.de

Other. The Louisville Institute in-vites applications for its theological education dissertation fellowship. This fellowship offers up to seven $22,000 grants to support the final year of Ph.D. or Th.D. dissertation writing for students engaged in research pertaining to North Amer-ican Christianity, especially projects related to the current program priorities of the Louisville Institute. Applicants must be candidates for the Ph.D. or Th.D. degree who have fulfilled all pre-dissertation require-ments, including approval of the dissertation proposal, by February 1 of the award year. The annual appli-cation deadline is February 1. Visit the website for more information. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/pro-grams/tedetail.aspx

Other. The Louisville Institute in-vites applications for its theological education postdoctoral fellowship. This fellowship provides up to five awards of $25,000 each year to support a two-year teaching in-ternship in a theological school. Applicants must plan to complete their Ph.D. or Th.D. degree in the current academic year. Applicants may represent a variety of academic disciplines. The annual application deadline is December 7. Visit the website for more information. Con-tact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/pro-grams/tedetail.aspx

GRANTSSeptember 10: Science, technology,

and math. The Camille and Henry Dreyfus Foundation supports emer-itus faculty who maintain active research programs with undergrad-uates in the chemical sciences. The Senior Scientist Mentor Program provides an award of $20,000 over two years for undergraduate sti-pends and modest research support. The program is open to all academic institutions in the states, districts, and territories of the U.S. that grant a bachelor’s degree or higher in the

the chronicle of higher education | september 4, 2015 A61

chemical sciences, including bio-chemistry, materials chemistry, and chemical engineering. Faculty with emeritus status on or before Octo-ber 2014, and who maintain active research programs in the chemical sciences, may apply to the program. More than one application per de-partment or institution is permitted. Successful applicants are expected to be closely engaged in a mentoring relationship with undergraduate students. Visit the foundation’s website for more details. Contact: Camille and Henry Dreyfus Foun-dation; (212) 753-1760; programs@dreyfus.org; http://dreyfus.org/awards/senior_scientist_mentor.shtml

October 9: Arts. The Center for Craft Creativity & Design is accepting applications for its 2015 Craft Re-search Fund grants. The program supports innovative research on critical issues in craft theory and history, explores the inter-relation-ship among craft, art, design and contemporary culture, fosters new cross-disciplinary approaches to scholarship in the craft field, and advances investigation of neglected questions on craft history and crit-icism. This grant program is not about the creation of artwork. Pro-posals are welcome from curators, academic researchers, independent scholars and graduate students. Up to $15,000 will be provided for exhibition research and project grants, and up to $10,000 will be given for graduate research grants. Visit the center’s website for more details. Contact: Anna Helgeson, grants and office coordinator; (828) 785-1357 ext. 102; ahelgeson@craft-creativitydesign.org; http://www.craftcreativitydesign.org/grants/craft-research-fund

December 1: Humanities. The American Philosophical Society is accepting applications for the

Franklin Research Grants, which support the cost of research lead-ing to publication in all areas of knowledge. The Franklin program is particularly designed to help meet the cost of travel to libraries and archives for research purposes; the purchase of microfilm, photocopies or equivalent research materials; the costs associated with fieldwork; or laboratory research expenses. Applicants are expected to have a doctorate or to have published work of doctoral character and quality. Ph.D. candidates are not eligible to apply. Awards range from $1,000 to $6,000. Deadlines are October 1 and December 1. Visit the organiza-tion’s webiste for more details. Con-tact: Linda Musumeci; http://www.amphilsoc.org/grants/franklin

February 1: Science, technology, and math. The Lewis and Clark Fund for Exploration and Field Research in Astrobiology is open to graduate students and postdoctoral and junior scientists (five years or fewer beyond the Ph.D.) to support the cost of travel and equipment in field research in, among others, the fields of astronomy, chemistry, evolutionary biology, microbiology, molecular biology, oceanography, paleontology, and planetary science, and geology. Grants will not be restricted to these fields. The maxi-mum award is $5,000. The deadline for these grants is February 1, how-ever letters of support are due Jan-uary 29. Contact: Linda Musumeci; (215) 440-3429; LMusumeci@am-philsoc.org; http://www.amphilsoc.org/grants/astrobiology

March 1: Humanities. Applications to the Phillips Fund of the American Philosophical Society for grants to fund research in Native American linguistics, ethnohistory, and the history of studies of Native Amer-icans in the continental United States and Canada. The funds are

intended for such extra costs as travel, tapes, films, and consul-tants’ fees. The maximum award is $3,500; average award is $3,000. Materials are archived in the Amer-ican Philosophical Society Library. Visit the website for more details. Contact: Linda Musumeci; (215) 440-3429; LMusumeci@amphilsoc.org; http://www.amphilsoc.org/grants/phillips

May 25: Health/medicine. The National Institutes of Health is accepting applications for the Men-toring Networks for Mental Health Research Education program. This funding opportunity encourages the development of creative educational activities with a primary focus on mentoring activities, and in partic-ular, mentoring networks. Networks may be national, regional or local. All proposed networks should pro-vide significant new opportunities and should comprise efforts beyond any ongoing mentoring, network-ing, or research education within academic programs, institutions, or pre-existing networks or educational collaborations among institutions. Participants in proposed mentoring networks are limited to graduate/medical students, medical residents, postdoctoral scholars, and/or ear-ly-career faculty. Proposed networks are expected to enhance the par-ticipants’ professional development and to foster their career trajectory towards independent mental-health research. Proposed programs are thus expected to contribute to the development of a skilled cadre of investigators in requisite scientific research areas to advance the objec-tives of the NIMH Strategic Plan. Who may apply: higher education institutions, nonprofits, for-profit organizations, governments, and other institutions (visit the website for a list). Contact: National Insti-tutes of Health; http://www.grants.

gov/view-opportunity.html?op-pId=260868

Academic affairs. Scholars for Peace in the Middle East is pleased to announce small grant awards for papers to be delivered at academic conferences, with a purpose to help encourage young scholars to make scholarly contributions at the beginning of their academic careers. Applicants should submit: a curriculum vitae; a paper pro-posal; the name and discipline of the conference where the paper will be delivered; and, if possible, the theme of the panel or session which will incorporate the presentation. Papers must be submitted using the online application form. Visit the website for more details. Contact: Asaf Romirowsky; Aromirowsky@spme.org; http://spme.net/fellowship.html

Arts. The Center for Craft Creativity & Design accepts applications for its Travel Grants year-round. Scholars invited to present craft-focused papers at any scholarly conference will be awarded up to $500. The deadlines for applications are April 30 and October 30. Visit the center’s website for application instructions. Contact: Anna Helgeson, grants and office coordinator; (828) 785-1357 ext. 102; ahelgeson@craftcreativi-tydesign.org; http://www.craftcre-ativitydesign.org/grants/craft-re-search-fund

Business/management (Faculty/Research). The Investment Man-agement Consultants Association invites proposals for its doctoral student-research grants. Proposals are accepted that examine recent research on topics relevant to invest-ment consulting and private-wealth management. A list of topics is avail-able on the journal’s website. Doc-toral students will receive a $5,000 award. Contact: Debbie Nochlin, managing editor; dnochlin@imca.

org; http://www.imca.org/pages/doctoral-student-research-grants

Health/medicine. Applications from researchers for the California Breast Cancer Research Program, adminis-tered by the University of California, to advance an understanding of the factors that contribute to breast cancer. Contact: (888) 313-2277; http://cbcrp.org

Humanities. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Grants, which enable scholars to pursue advanced research and study in the library, archival, pic-torial, and artifact collections of the Hagley Museum and Library. The grants are awarded for the length of time needed to make use of Hagley collections for a specific project. Stipends are for a maximum of eight weeks and are pro-rated at $400/week for recipients who reside more than 50 miles from Hagley, and $200/week for those within 50 miles. Low-cost accommodations on Hagley’s grounds are available on a first come, first serve basis. Application deadlines are: March 31, June 30, and October 31. Visit the library’s website for submission details. Contact: Hagley Museum and Library; http://www.hagley.org/library-researchgrants

Humanities. Hagley Museum and Library invites applications for its Exploratory Research Grants, which support one-week visits by scholars who believe that their project will benefit from the Hagley research collections but need the opportunity to explore them on site to determine if a Henry Belin du Pont research grant application is warranted. Applicants should reside more than 50 miles from Hagley. The stipend is $400. Low-cost accommodations on Hagley’s grounds are available

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on a first come, first serve basis. Application deadlines are: March 31, June 30, and October 31. Visit the library’s website for submission details. Contact: Hagley Museum and Library; http://www.hagley.org/library-exploratorygrant

Humanities. Applications for “French Authors on Tour,” for financial aid to American institutions wishing to in-vite and play host to French authors for readings, signings, and sympo-sia, from the book department of the cultural services of the French Em-bassy. Contact: French Embassy in the U.S.; http://frenchculture.org/books/grants-and-programs/french-authors-tour

Humanities. The Hill Museum and Manuscript Library invites applica-tions for research stipends of up to $2,000. The stipends may be used to defray travel costs, room and board, microfilm reproduction, photo-du-plication and other expenses associ-ated with research at HMML. Resi-dencies may last from two weeks to six months. Undergraduate, gradu-ate, and postdoctoral scholars (those who are within three years of com-pleting a terminal master’s or doc-

toral degree) may apply. The dead-lines are: April 15 (for study between July and December of the same year) and November 15 (for study between January and June of the following year). Visit the library’s website for more details. Contact: hmml@csbsju.edu; http://www.hmml.org/research2010/heckman10.htm

International. Applications from the International Education Re-search Foundation for grants for research on international educa-tional systems. Both individuals and institutions may apply. Visit the foundation’s website for more details. Contact: International Ed-ucation Research Foundation; (310) 258-9451; kdickey@ierf.org; http://www.ierf.org

Professional fields. The National Academy of Arbitrators’ Research and Education Foundation (REF) supports research and education rel-evant to labor and employment ar-bitration. The REF welcomes grant applications up to $25,000 for any of the purposes listed under the REF tab of the homepage of the NAA website. Applications are processed as received and considered for fund-ing in June and October. Contact:

Allen Ponak; (403) 217-9856; http://www.naarb.org

Science, technology, and math. Applications for the Whitaker Inter-national Summer Program, which provides funding for U.S. bioengi-neers and biomedical engineers to continue their existing master’s and Ph.D. work abroad. Summer grant-ees go abroad for eight weeks be-tween June 1 and August 31. Grant-ees must hold a bachelor’s degree by the beginning date of the grant, be enrolled in a BME or BME-related master’s or Ph.D. program, or be a recent recipient of a master’s degree in BME or a BME-related field. Applicants must be U.S. citizens or permanent residents. Visit the program’s website for additional information. Contact: http://www.whitaker.org

December 15: Social and behavioral sciences. The Institute for Humane Studies at George Mason Univer-sity is accepting applications for the Friedman Faculty Fund, which awards grants of up to $5,000 to full-time faculty and teaching fel-lows in the U.S., U.K., or Canada for education-enhancement activities designed to engage undergraduate

and master’s students with the ideas of liberty, beyond the classroom. Applications are accepted on a year-round, rolling basis, however applicants are encouraged to apply by December 15 for spring activities, April 15 for summer activities, and August 15 for fall activities. Visit the institute’s website for more de-tails. Contact: Institute for Humane Studies; FriedmanFund@theihs.org; http://www.theihs.org/fried-man-faculty-fund

Social and behavioral sciences. The Phil Zwickler Memorial Research Grants provide financial assistance to scholars conducting research on sexuality in Cornell University Library’s Division of Rare and Manuscript Collections (RMC). Any researcher with a project that can be augmented by research with the Hu-man Sexuality Collection, a program in RMC that seeks to encourage the study of sexuality and sexual politics by preserving and making accessi-ble relevant primary sources that document historical shifts in the social construction of sexuality, and related sources is eligible to apply. Preference is given to projects that have a high probability of publica-tion or other public dissemination. One or more awards of up to $1,350 will be made. Applications are due annually by March 31 and awards are made by May 1. Research must be completed within a year. Visit the library’s website for more de-tails. Contact: Brenda J. Marston; (607) 255-3530; bjm4@cornell.edu; http://rmc.library.cornell.edu/HSC/zwickler.html

Social and behavioral sciences. Ap-plications for the Russell Sage Foun-dation’s small grants program in be-havioral economics are accepted on a rolling basis. Grants are awarded for high-quality research. There are no limitations on the disciplinary background of the principal inves-tigator, and the proposed research may address any topic in behavioral economics. However, projects must contribute to the foundation’s mis-sion to improve the social and living conditions in the U.S. Appropriate projects will demonstrate explicit use of psychological concepts in the motivation of the research design and the preparation of the results. Experimental projects which do not have substantial behavioral content (such as market experiments testing neoclassical ideas) or substantial economic content (such as psychol-ogy experiments with no economic choices or strategic or market implications) will not be funded. There is a $7,500 lifetime limit for these small grants. Applicants must be advanced doctoral students or postdoctoral/junior (non-tenured) faculty members who have been out of graduate school for two or fewer years. All nationalities are eligible to apply. Visit the foundation’s website for more details. Contact: http://www.russellsage.org/how-to-apply

Student affairs. The Institute of International Education offers the Emergency Student Fund for students and scholars facing emer-gencies around the world. The fund helps international students in critical need of financial support to combat difficulties such as paying tuition, replacing essential items damaged in natural disasters, or providing urgently-needed medical equipment and care to students facing serious illness or disability. The institute will issue a call for applications to the fund in response to specific emergencies. However, students are generally nominated by their host universities, which are encouraged to provide as much support as possible to students. Visit the institute’s website for more details. Contact: Margot Steinberg; (212) 984-5310; esf@iie.org; http://www.iie.org/What-We-Do/Emer-gency-Assistance/Emergency-Stu-dent-Fund

Vocational/technical. The Wabash Center provides funds for activities that enhance teaching and learning in the fields of religion and theology. It seeks to fund projects that pro-mote a sustained conversation about pedagogy through the improvement of practical applications of teaching and learning methods, the encour-agement of research and study of pedagogical issues, and the creation of a supportive environment for teaching. All proposals should main-tain a reference to specific classroom practices and challenges. Small Project Grants (up to $2,500) can be submitted at any time during the year. Project Grants (up to $20,000) are due March 1 and October 1. Grants are awarded to accredited universities, colleges, or seminaries in the U.S. and Canada and occa-sionally to non-profit organizations providing services to improve teach-ing and learning at institutions of higher education. Visit the center’s website for more details. Contact: Paul O. Myhre; (800) 655-7117; myhrep@wabash.edu; http://www.wabashcenter.wabash.edu/grants/default.aspx

PAPERSSeptember 8: Social and behavioral

sciences. Call for papers: InterAsian Connections V: Seoul (April 27-30) Seoul National University Asia Cen-ter. We are pleased to announce an open call for individual research pa-pers from researchers in any world region who wish to participate in one of the ten thematic workshops at InterAsian Connections V: Seoul, the fifth in this international confer-ence series. For more information, including detailed abstracts for the individual workshops, please visit our website. Contact: InterAsia Pro-gram; interasia@ssrc.org; http://www.ssrc.org/pages/interasian-con-nections-v-seoul-2016

September 10: Social and behav-ioral sciences. The USC Shoah Foundation Center for Advanced Genocide Research invites pro-posals for its 2016 international conference: “A ‘Conflict’? Genocide and Resistance in Guatemala.” The conference will be held Sep-tember 12-14, 2016, in Los Ange-les at the University of Southern California. For more details, visit the foundation’s website. Contact: cagr@usc.edu; https://sfi.usc.edu/news/2015/06/9556-call-pa-pers-genocide-and-resistance-gua-temala

September 30: Humanities. On Your Screens! Anglophone Performances in 2 D. Coup de théâtre (RADAC.fr) invites theater and film scholars and practitioners to share their ex-periences on the recording of Anglo-phone live shows. This issue explores how English-language performances are disseminated beyond their linguistic borders, and the concep-tual and functional impact of their broadcastings on performance stud-ies. Abstracts are due September 30. The full call for contribution can be sent upon request. Contact: San-drine Simeon; simeon@susqu.edu

October 1: Academic affairs. Call for Proposals for the Society for Col-lege and University Planning’s 51st Annual Conference, which will be held in July 2016 in Vancouver, B.C. Share your experiences, expertise, and innovative ideas in higher-ed-ucation planning that have fostered change on your campus, in your community, within your region, or even the world! Higher-education leaders are looking for planning models, processes, and tools to help them act, think, and reinforce the importance that planning on cam-pus makes a difference and is critical if leaders expect to be successful. Contact: annual.conference@scup.org; (734) 669-3270; http://www.scup.org/S51-104Call

October 1: Arts. The Textile Soci-ety of America has issued a call for

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the chronicle of higher education | september 4, 2015 A63

papers to be presented at its 15th Biennial Symposium, which will be held on October 19-23 in Savan-nah, Ga. The theme for the event is “Crosscurrents: Land, Labor, and the Port.” Participants are invited to explore the ways in which textiles shape, and are shaped by historical, geographical, technological and economic aspects of colonializa-tion and/or globalization. How and why have textile practices moved around? As they travel, how have they been translated, modified, or used within acts of compliance or resistance? What impact have differ-ent regimes of labor, consumption, aesthetic valuation, or political/social economy had on textile pro-duction, use, and circulation? These questions may apply to contempo-rary or historical fine art, utilitar-ian, or ethnographic textiles, which may be addressed through schol-arship or creative practice. Visit the website for more information. Contact: Textile Society of America; http://textilesocietyofamerica.org/tsa_symposium/symposium2016/call-for-papers

October 1: Social and behavioral sciences. The Young Center for Anabaptist and Pietist Studies at Elizabethtown College has issued a call for proposals to be presented at “Continuity and Change: 50 Years of Amish Society,” an international conference that will be held at the college on June 9-11, 2016. Pro-posals are welcome from scholars and practitioners on significant developments in Amish life or on aspects of Amish-related scholar-ship. Proposals that deal with other traditional Anabaptist groups are also welcome. Proposals may be for papers, panel discussions, or poster sessions. Include a clear statement of topic, methods and significance (350 words or less), and a one- to two-page C.V. Use the link below to submit your proposal. Contact: Young Center for Anabaptist and Pietist Studies; amish2016@etown.edu; http://www.etown.edu/centers/youngctr

October 5: Academic affairs. We live in the age of “disruptive inno-vation.” Acceleration of investment in EdTech and increasing demand for experience-centered learning challenges the central purpose of the higher education campus. Share how you have been planning for changes on your physical campus, buildings, grounds, and infrastructure and how it relates to the research, teach-ing, student learning, and more. Conference Location: Arizona State University Dates: March 6-8, 2016. Contact: (734) 669-3270; registra-tion@scup.org; http://www.scup.org/PA16-104Call

October 6: Other. Call for Proposals for the 29th Annual Textbook and Academic Authoring Conference, which will be held in San Antonio, Tex., June 24-25, 2016. Those in-terested may submit presentations relevant to authoring and publish-ing textbooks and academic works (journal articles, academic books, and monographs). Topics of interest include: writing and publishing strategies, eBooks and digital pub-lishing trends, marketing and social media for academics, contracts and royalties, copyright law, open access, textbook supplements and ancillaries, and trends in self-pub-lishing. Contact: Maureen Foerster; Maureen.Foerster@TAAonline.net; http://www.taaonline.net/2016-taa-conference-call-for-proposals

October 15: Social and behavioral sciences. The New Zealand Journal of Research on Europe invites sub-missions to a special issue on “uni-versities in the knowledge economy” dealing with the effects of declining public expenditure on research and teaching, the pressure on universi-ties to commercialize their intellec-tual property and other assets, the notion that universities should be-

come the engines of the new knowl-edge economy and other key features of the landscape of higher-education reform. For more information please visit the journal’s website. Contact: Peter Zamborsky; p.zamborsky@auckland.ac.nz; https://cdn.auck-land.ac.nz/assets/europe/EI%20Journals/NZJRE%20Flyer%20for%20UNIKE%20Extended.pdf

October 21: Academic affairs. Call for proposals for the SCUP 2016 North Atlantic Regional Confer-ence, “Behind the Headlines: How Institutions Are Innovating to Meet the New Reality,” which will be held March 20-22 at The New School in New York. The new economic reality is causing institutions to create new business models for facility delivery, share resources across seemingly incongruent departments, and

redefine the very idea of a “college student.” What has your institution done to meet the new reality? Share your expertise!. Contact: Society for College and University Planning; (734) 669-3270; http://www.scup.org/NA15-104Call

October 28: Academic affairs. Call for proposals for the SCUP confer-ence (March 30 to April 1) at the University of Delaware, “Preparing for the Unexpected: Integrated Planning to the Rescue.” The future of higher education is undefined. How has strategic, integrated plan-ning helped you and your institution prepare for the future of less and less uncertainty? What tools are you currently using or developing that can shape the future of higher edu-cation? Share your expertise with us!. Contact: Society for College

and University Planning; (734) 669-3270; registration@scup.org; http://www.scup.org/MA16-104Call

September 7: Business/admin-istrative affairs. Submit a Pro-posal! Have you discovered a way to provide support for students at your center, branch, or satellite campus? Did you leverage the busi-ness relationships you’ve developed into a “Win-Win” for your campus and community? If so, then you have something to share that the National Association of Branch Campus Administrators (NABCA) wants members to hear. Submit a proposal for a poster session, best practice, panel discussion, work-shop, or research presentation to-day. Contact: National Association of Branch Campus Administrators; (850) 543-5316; NABCA@nabca.

net; http://www.nabca.net/confer-ence.html

Academic affairs. Papers for possible publication in Planning for Higher Education, the quarterly journal of the Society for College and Univer-sity Planning. Contact: managing.editor@scup.org; http://www.scup.org

Arts. Article submissions invited for possible publication in American Music, a quarterly journal devoted to all aspects of American music and music in America. The journal also accepts books, recordings, and mul-timedia items for review. Visit the journal’s website for more details. Contact: Neil Lerner; nelerner@davidson.edu; http://www.press.uillinois.edu/journals/am.html

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A64 september 4, 2015 | the chronicle of higher education

How to Place a Job Announcement AXX | Index AXX

On the Web XXXX Positions Available

Careers

Join Vitae, the first online career hub just for higher education

JOBS

FACULTY POSITIONS Humanities A81-A82

Social & behavioral sciences A82-A85

Science, technology, & mathematics A85-A87

Professional fields A87-A94

ADMINISTRATIVE POSITIONS Academic affairs A93-A96

Student affairs A97-A98

Business affairs A98-A101

Deans A102-A113

EXECUTIVE POSITIONSPresidents Chancellors Provosts A112-A119

As we near summer’s end, many colleges are looking for ways to support new faculty mem-bers. Administrators and senior professors often realize that the old system of de facto mentoring, with veterans casually showing the ropes to their new colleagues, has its limitations.

Institutions usually upgrade their faculty mentoring in two ways. First they formally assign a mentor to each new faculty member. Then they set up a series of workshops on how to be successful on the job.

Assigning a mentor to each new hire is an important base-line. But, just as in the de facto system, not all senior professors are good mentors, and many times they do not relate well to the challenges faced by new faculty members. And it’s unreal-istic to expect a professor to meet the varied needs of a junior colleague.

Likewise, such workshops as “How to Write Your First Book” or “Getting Your First Grant” can eventually be indispensable, but many new faculty members need support beyond a few one-hour, one-shot seminars.

There are other, more creative ways of men-toring new (and older) faculty members. Here are 10, none of which cost more than a few thousand dollars, and some of which are practically free.

Organize family meet-and-greets in the campus gym. New faculty members with small children often find it difficult to attend an evening event, and they are interested in meeting other professors with kids. Organizing a family-friendly get-to-gether in an informal place like a gym can be a good solution. Make sure there are organized activities for the kids, and may-be a few giant yoga balls to toss around.

Offer small grants to junior faculty members to travel for off-campus mentoring. Newcomers to the profession often need to build their networks by finding mentors and advocates outside of their home institutions. Departments can help by setting aside money to help them defray such costs.

Give small grants to new faculty members to invite se-nior scholars to campus. The idea is to ask visiting scholars to critique the work of new junior faculty members. This often takes the form of a “book workshop,” at which a new faculty member invites three other academics to campus to discuss and critique the junior scholar’s book manuscript. I know fac-ulty members who have done that and found it a very valuable experience.

Sponsor campus discussions of books on writing and good work habits. There are plenty of productivity books out there that new faculty members should read, such as How to Write a Lot: A Practical Guide to Productive Academic Writing. Even better than just reading a book is to get together with col-leagues to discuss it. This not only ensures that the book doesn’t just sit on the shelf but also gives participants the opportunity to share advice, work through challenges, and hear about other helpful books.

Reward stellar on-campus mentors. By establishing a mentoring award, a college can both honor people who are good at mentoring and create role models for other faculty members who would like to be better mentors.

Create training workshops for faculty mentors. Many fac-ulty members have no idea how to be effective mentors, but they can learn. In training workshops, award-winning mentors can provide tips on their most effective mentoring practices.

Hold monthly problem-solving lunches. A free lunch is an inexpensive, easy, much-appreciated way to get academics together. A monthly lunch for new faculty members gives them an opportunity to make friends and talk through common challenges.

Organize writing-feedback groups. All academics need feedback on their writing. It can be challenging, however, to

find people to critique their work. One solution is to orga-nize writing groups with, say, four members, who meet four times during the semester or quarter. At each meeting, one person gets feedback from the rest of the group, so that by the end of the term the work of each participant has been critiqued.

Organize writing-accountability groups. Feedback groups can be fine for critiques, but sometimes we need no more than encouragement and support. Colleges can help faculty members by organizing four-member writing-accountability groups, which meet once a week for an hour. Group members are motivated to keep writing, and they get a place to talk about productivity chal-lenges and successes.

Provide a faculty-only writing space on campus. Many academics have trouble writing in their offices because of constant interruptions. One solu-tion is to create a quiet space on campus where faculty members can go to write. If the space has coffee, even better.

At many institutions, a cultural shift in mentoring practices is needed. A place that has

long had a pro forma mentoring program, or none at all, can be transformed into one with a positive mentoring culture. The programs will not be successful if they are “one size fits all.” However, by offering a variety of options, colleges can support their faculty members and build a sense of community while they are at it.

Tanya Golash-Boza is an associate professor of sociology at the University of California at Merced.

Comment from Henry Do: The current academic culture is toxic; having younger faculty rely on older faculty for mentor-ships, networking, and tenure approval disincentivizes any real change.

Comment from M.C. Smith: I have engaged in almost tall of these practices over the past two years as associate dean for re-search and graduate education at an R1 institution. I’ve worked with about two dozen tenure-track assistant professors. A few have earned tenure and promotion, most have been able to get several manuscripts into the publication pipeline, and some have won grants. A couple of individuals have (wisely) chosen to pursue opportunities at other institutions.

Generally, I don’t rely upon senior faculty to mentor new faculty members, but do encourage new faculty to seek out their senior colleagues as appropriate. Those who have participat-ed in the mentoring groups and writing workshops, and who have taken advantage of the quiet space for writing, have been enthusiastic about the value of those activities.

Perhaps the biggest challenge is to navigate the terrain between the faculty member and his/her department chair, who can serve as a mentor but often does not. I suggest ways that faculty members can capitalize on what their department chairs can do for them; I also communicate with the chairs about the purpose of my activities in support of their faculty members. This communication is key to ensuring that there is mutual understanding:

Comment from John Herbert: Thank you, Tanya. Our community college is unrolling an informal program whereby volunteers within a subject/division act as a “connector” to new faculty. We are moving away from the term “mentor,” since many of our “new” faculty have teaching experience and/or are professionals in a particular field. It is our goal to improve retention and enhance the work experience by human contact. I particularly like the idea of recognizing volunteers and will incorporate it into our program.

How to Place a Job Announcement A65 | Index A119

On the Web 6,422 Positions Available

Careers Join Vitae, the first online career hub just for higher education

10 Ways to Support New Hires

TANYA GOLASH-BOZA

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION A65

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ACADEMIC YEAR KICKOFF

A66 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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The proliferation of data is transforming discovery in our economy, our culture and our society. Through its new Data X initiative, Lehigh University is creating opportunities for scholars supporting innovative use of data in engineering, business, natural and social sciences and the humanities.

Lehigh welcomes applications for tenure-track faculty positions that bridge the worlds of computer science, marketing, digital media and bioengineering.

Also one position in Computer Science Systems and others coming soon.

DISCOVER

CURRENT Data X FACULTY SEARCHES

lehigh.edu/datax

2 POSITIONS

BIOENGINEERING + COMPUTER SCIENCE

Lehigh is an affirmative action/equal opportunity employer.

FOR MORE AND TO APPLY, VISITSolving complex biomedical and biological problems using

bioinformatics, diagnostic devices, functional genomics, biomolecular

and biosystems modeling.

CONNECTED HEALTH

2 POSITIONS

DIGITAL MEDIA

Focus in data visualization, data-driven investigative reporting, data mining, storytelling with data, social network analysis, and data

analysis and mining on a large scale.

JOURNALISM + COMPUTER SCIENCE

2 POSITIONS

MARKETING + COMPUTER SCIENCE

Contributing to research and practice in data-rich environments, analytics,

computational advertising and scalable methods.

CONSUMER ANALYTICS

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Multiple Positions A67

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For complete job announcements and to apply visit: www.evergreen.edu/facultyhiring

The Evergreen State College, a public, progressive, liberal arts college emphasizing interdisciplinary study and collaborative team teaching, is recruiting for the following positions.

The Evergreen State College • Faculty Hiring Office L2002 • 2700 Evergreen Pkwy NW • Olympia, WA 98505

360-867-6861 • www.evergreen.edu

— Faculty Positions —

All qualified applicants will receive consideration for employ-ment without regard to race, color, religion, sex, sexual orienta-tion, gender identity, national origin, age, genetic information, disability or veteran status.

• Physiology

• Ecology

• Food Systems

• Public Administration

• Interdisciplinary Mathematics

Faculty PositionsWilliams College has openings in several fields. Unless otherwise noted,the positions are at the assistant professor level for three-year terms,beginning academic year 2016-2017, with the possibility ofreappointment and consideration for tenure, although advancedcandidates with exceptionally strong records of teaching and research arealso invited to apply. Candidates should have the Ph.D. in hand ordissertation completed by time of appointment (exceptions and/or otherterminal degrees so noted). All offers of employment are contingent uponcompletion of a background check. Further information is available at:http://dean-faculty.williams.edu/prospective-faculty/background-check-policy/

A full description for each position, includinginstructions about where to send materials, can be found at

http://employment.williams.edu/faculty/

ART – One tenure-track position in the history of European Art, 1600-1815(Nov. 30).

BIOLOGY – One tenure-track position as a cell and molecular biologist/biochemist (Oct. 23).

COMPUTER SCIENCE – One tenure-track position in computer science(Dec. 1).

ENGLISH – One tenure-track position in English, specializing in AfricanAmerican literature and culture (Oct. 1).

ENVIRONMENTAL STUDIES – One post-doctoral fellowship inEnvironmental Studies (TBD).

FELLOWSHIPS – See http://dean-faculty.williams.edu/graduate-fellowships-2/ • Gaius Charles Bolin Dissertation and Post-MFA Fellowships (Nov. 15). • C3 Post-Doctoral Fellowship – Three post-doctoral fellowships ineligible fields (Jan. 4, 2016). • Mellon Post-Doctoral Fellowship – One post-doctoral fellowship inEnvironmental Studies (TBD).

HISTORY – One tenure-track position in early modern European history (Nov. 2).

GERMAN & RUSSIAN – One one-semester, visiting position in German,Fall 2016, specialization in the 20th and 21st centuries (Dec. 1).

MATHEMATICS/STATISTICS – Two tenure-track positions in statistics (Nov. 15).Two one-year, full-time, visiting positions in mathematics (Nov. 15).

PHYSICS – One tenure-track position in physics (Nov. 2). One two-year, full-time, visiting position in physics (Jan. 8, 2016).

POLITICAL SCIENCE – One tenure-track position in American politics,specializing in race and politics (Oct. 1).

PSYCHOLOGY – One one-year, visiting position in BehavioralNeuroscience (Dec. 1). One one-year, visiting position in DevelopmentalPsychology (Dec. 1).

Williams College is a coeducational liberal arts institution located in theBerkshire Hills of western Massachusetts. The college has built itsreputation on outstanding teaching and scholarship and on the academicexcellence of its approximately 2,000 students. Please visit the WilliamsCollege website (http://www.williams.edu).

Williams

Beyond meeting fully its legal obligations for non-discrimination, Williams College is committed to building a diverse and inclusive community

where members from all backgrounds can live, learn and thrive.

� e College of Arts and Sciences at the University of Tennessee at Chattanooga (UTC), is seeking candidates, for thirteen faculty positions, who have the ability to contribute in meaningful ways to the university. UTC is a metropolitan university that serves 10,000 regional, national, and international undergraduate students and approximately 1,300 graduate students regarded as a top public regional university. Chattanooga is an inviting city with more than 150,000 residents, o� ering a wide variety of outdoor, cultural, and community events that make it an excellent place to live and work. Chattanooga was recently named the #1 city for outdoor living by Outdoor magazine and it is well known for its natural beauty, high quality of life, and low cost of living. Starting salaries for tenure-track assistant professors in the college range from $50-$60,000 dependent upon discipline.

� e Department of Sociology, Anthropology, and Geography invites applications for a Lecturer in Physical Geography (one-year renewable appointment) beginning August 1, 2016. Candidates must hold a Masters in Geography, with a PhD in Geography preferred. Candidates will be expected to teach undergraduate courses including introduction to physical geography, introduction to maps and mapping, world regional geography and the possibility of teaching upper division courses in physical geography and a regional course in one of Latin America, Europe, or Africa. Knowledge of and experience using GIS is preferred. Candidates will teach four courses a semester. Starting salary is $40,000.

� e Department of Sociology, Anthropology, and Geography invites applications for a tenure-track assistant professor position, which will begin on August 1, 2016. Candidates must hold a Ph.D. in Sociology (by start date), with a research emphasis in the Sociology of Education, Environmental Sociology, or Social Inequality. Candidates should provide evidence of teaching experience, an established record of scholarship as well as any evidence of external funding for research and community/university service. Review of applications will begin on October 16, 2015 and will continue until position is � lled. Please send a letter of application, a statement of research and teaching interests, vita, uno� cial transcripts, three letters of recommendation, and contact information electronically to facultyvitae42@utc.edu.

� e Department of Biology, Geology, and Environmental Science is looking for an Integrative Ecologist and invites applications for a tenure-track Assistant Professor position beginning August 2016. We seek candidates who study the interface between ecology and evolution and/or use applied approaches to address environmental challenges (e.g., conservation ecologist, restoration ecologist). Responsibilities include 1) teaching introductory biology or environmental science courses, Ecology or Evolution, and advanced courses in � eld of expertise, 2) developing an independent research program that attracts extramural funding involving students, and 3) providing university, community, and professional service. Candidates who can build connections with community and regional groups preferred. We encourage women and members of underrepresented groups to apply. � e application deadline is October 26, 2015. Include a cover letter, statement of teaching and research interest, curriculum vitae, and three letters of reference. All materials must be electronically submitted to facultyvitae38@utc.edu. Direct questions to John Tucker, Department Head, at John-Tucker@utc.edu or (423) 425-4341.

� e Department of Political Science and Public Service is seeking two tenure-track professors: 1)Tenure-track Assistant Professor position in Public Law. PhD in Political Science; ability to teach introductory and upper-level undergraduate courses in public law and judicial process (an interest in administrative law is a plus); and, a strong commitment to teach undergraduate students. � e successful candidate will serve as pre-law advisor. Candidates should send all materials electronically to facultyvitae¬26@utc.edu. Inquiries may be made to Dr. Christopher Horne at 423.425.4281. 2) Tenure-track Assistant Professor position in Public Administration and Nonpro� t Management. PhD in Political Science, Public Administration, or a related � eld; ability to teach introductory and upper-level undergraduate courses in nonpro� t management; capacity to administer our robust public administration/nonpro� t internship program; willingness to connect with our community advisory board; and, a strong commitment to teach undergraduate students and in the MPA program. � ose with practitioner experience are encouraged to apply. Candidates should send all materials electronically to facultyvitae-25@utc.edu. Inquiries may be made to Dr. David Edwards at 423.425.4281.

Review of applications will begin October 5th; while preference will be given to applications received by that date, the review will continue until the position is � lled. Dossiers should be submitted as a PDF � le and include a letter of interest, current curriculum vitae, evidence of teaching e� ectiveness, sample syllabi for relevant courses, statement of post-doctoral research agenda, and three letters of recommendation. When sending materials, please reference the title of the position and the candidate’s name. Further information about the department is available at http://www.utc.edu/political-science-public-administration-nonpro� t-management/.

� e Department of Mathematics invites applications for two tenure-track positions in mathematics at the Assistant Professor level or higher beginning in Fall 2016. Salary is competitive and dependent upon educational preparation and experience. Candidates must have earned a Ph.D. in mathematics by August 15, 2016. Successful candidates must have a record of excellence in teaching at the college level and a strong record of, or outstanding potential for, signi� cant research, and a strong commitment to service at both the departmental and university levels. � e expected teaching load is 3 courses per semester. A number of internal sources of research funds can lead to a reduced teaching load. All areas of research will be considered. Preference will be given to the candidates whose research interests are in: Mathematics Education, Numerical Analysis, Operations Research, and Statistics.

Screening of all applicants will begin November 16, 2015. While preference will be given to applications received by that date, review will continue until the positions are � lled. In addition to submitting an AMS Standard Cover Sheet, a letter of interest, curriculum vitae, teaching statement, research statement, and other supporting documents, applicants should arrange for at least three letters of recommendation, at least one addressing the candidate's teaching. All application materials must be submitted electronically to: facultyvitae35@utc.edu.

� e Department of History invites applications for a tenure-track position at the rank of Assistant Professor in Asian History beginning August 2016. Applications in all thematic areas are welcome. � e successful candidate will teach introductory courses in world history, survey courses in Chinese and Japanese History, and upper-level courses in his/her area of specialization. Ph.D. in history required at time of appointment; applications from advanced ABD candidates also will be considered. Review of applications will begin on October 1 and will continue until the position is � lled. Candidates should send all materials electronically, including a letter of interest, current curriculum vitae, graduate transcripts, three con� dential letters of recommendation, sample syllabi (if available), and one writing sample (preferably an article or book/dissertation chapter) to facultyvitae8@utc.edu. In the subject line of all email submissions please indicate “Asian History Search.”

� e Department of Communication seeks a tenure-track assistant professor to teach a variety of undergraduate courses, conduct research, engage in professional service, and advise students. All teaching areas will be considered and those with interests in media history, media ethics or visual communication are strongly encouraged to apply. Twelve hours of teaching or the equivalent a semester. Candidates should possess a doctoral degree in mass communication or a related � eld and have signi� cant professional experience. Start date August 2016. � e communication department has 350 enrolled majors and seven full-time faculty members engaged in a variety of research. � e department is one of just 111 programs in journalism and mass communication accredited by ACEJMC. Interested applicants should submit: 1) a letter of interest, 2) a current CV, and 3) the names, addresses, telephone numbers, and e‐mail addresses of three references including the professional relationship to each reference to facultyvitae30@utc.edu � e deadline to apply is October 15, 2015. Questions should be directed to Betsy Alderman, department head.

� e Department of English seeks to hire a tenure-track Assistant Professor in Rhetoric/Composition to oversee the department’s required � rst-year composition courses starting in Fall 2016. Required quali� cations include: A Ph.D. in English, Rhetoric, Composition, Writing Studies, or related � eld and at least two years administrative experience with writing programs as well as demonstrated excellence in teaching composition-related courses. Preferred quali� cations include a) Two or more years administrative experience directing writing programs, b) Sustained record of scholarship relevant to the position, c) Experience with writing faculty development, d) Expertise with using digital technology in the classroom and e) Experience with and interest in program assessment. � is is a 12-month faculty position with work required in the summer months. To apply, send a letter of application and a CV as a PDF to: facultyvitae37@utc.edu Review of completed applications will begin on October 1, 2015, and will continue until the position is � lled.

� e Department of Modern and Classical Languages and Literatures invites applications for two tenure-track positions: an Assistant Professor of Spanish whose primary area of research is focused on post-colonial Latin American Literature (19th, 20th or 21st century); and an Assistant Professor of French whose primary area of research is in any period of French literature and culture a� er 1800. Candidates should be able and willing to teach all levels of undergraduate language, culture, and literature. � ey should enjoy working closely with students and also demonstrate strong potential for research. An interest in study abroad is highly desirable. � e Ph.D. is expected by the date of appointment, Aug. 1, 2016. Preference will be given to applications and supporting materials received by October 21, 2015.

Candidates should send all materials electronically, including a letter of application, uno� cial transcripts, curriculum vitae, and a short writing sample (dissertation chapter or article) with three letters of reference to: Facultyvitae39@utc.edu for the Spanish position and Facultyvitae40@utc.edu for the French position.

� e Department of Psychology (www.utc.edu/psychology) invites applications for a tenure-track assistant professor position in Industrial and Organizational (I-O) Psychology. Ideal candidates will have completed or be able to complete their Ph.D. in I-O psychology or a related � eld by 8/1/16. � e speci� c area of expertise is open, but preference will be given to applicants who can teach a wide range of I-O and psychology courses and have strengths in quantitative methods and research design. � e course load is four courses per semester (one graduate, one single section undergraduate, and one double section undergraduate course). Please review the complete announcement for this position at: http://www.utc.edu/psychology/pdfs/jobannouncementio2016.pdf. Details regarding submission of applications are included in the full announcement. Review of candidates begins immediately and will continue until the position is � lled.

� e University of Tennessee Chattanooga is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA. All quali� ed applicants will receive equal consideration for employment and will not be discriminated against on the basis of race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or protected veteran status.

Multiple Faculty Positions

A68 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

ChronicleVitae.com/jobs

Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Paci�c, LMU is one of the nation's 28 Jesuit colleges and universities and �ve Marymount institutions. It serves over 6,000 undergraduates and over 3,300 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and Law.

Loyola Marymount seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity institution actively working to promote an intercultural learning community. Women and minorities are encouraged to apply. (Visit www.lmu.edu for more information.)to apply. (Visit www.lmu.edu for more information.)

Loyola Marymount University is currently seeking applications for the following faculty positions to begin Fall 2016. All positions are at the Tenure Track Assistant Professor level unless otherwise speci�ed. Salaries are competitive and commensurate with background and experience.

www.lmu.edu

East Stroudsburg University is a comprehensive public institution serving more than 6,800 students and offering 56 undergraduate and 24 graduate degree programs. ESU is a member of the State System of Higher Education with its main campus in East Stroudsburg, Pennsylvania, and additional locations in Bethlehem, Pa., and Center City Philadelphia. ESU is a diverse, co-educational campus that hosts students from 33 states and 25 countries. Conveniently located 90 minutes from New York City and two hours from Philadelphia, ESU offers its students opportunities to explore major metropolitan cities as well as numerous recreational experiences including biking, skiing, water sports and hiking with the Appalachian Trail and the Delaware Water Gap National Recreation Area only minutes away. ESU is an equal opportunity employer, seeking diversity in its students, faculty and staff. With the implementation of the university’s strategic plan, Students First: Innovate ESU, underway, the campus is an exciting place to have an academic career and to explore a plethora of life experiences.

Full-Time Tenure Track Positions Anticipated for Fall 2016College of Arts & Sciences

• Physics – Engineering Coordinator – teach courses in the major as well as coordinate 3-2 cooperative engineering program

• English, Secondary Education Certi� cation – teach courses in the major as well as work with secondary education majors and supervising student teaching

• Theatre – Lighting Design and Technology – Lighting, design, play production, stagecraft, and introduction to theatre

• Math, Secondary Education Certi� cation – teach courses in the major as well as work with secondary education majors and supervising student teaching

College of Business & Management• Business Management – teach Principles of Marketing, Strategic Marketing

& Advertising• Sport Management – expertise may include facilities/event management,

marketing, personnel, research and sport law• Hotel, Restaurant, Tourism & Recreation Management – teach courses in

Food Preparation, Menu Planning, Purchasing and Restaurant Operations• Economics & Finance – teach undergraduate economics and � nance courses

including global economics and economics of crime

College of Education• Early Childhood Education – teach graduate and undergraduate courses,

supervise teaching interns; Professional Development School (PDS) experience and Arts-integrated education preferred

• Professional and Secondary Education – teach Research Methods, Leadership, Administration, Curriculum, and general areas

College of Health Sciences• Athletic Training – Initial and Advanced Professional Practice faculty • Nursing – Emphasis on Pediatrics and Med/Surgical• Health Studies – Public Health and School Health

Library• Electronic Resources and Discovery Librarian – oversee all aspects of

library’s electronic resources & print periodicals

For complete information on these positionsand to submit an application, visit: www.esucareers.com

Notice of Nondiscrimination: East Stroudsburg University of Pennsylvania is committed to equal opportunity for its students, employees and applicants. The university is committed to providing equal educational and employment rights to all persons without regard to race, color, sex, religion, national origin, age, disability, sexual orientation, gender identity or veteran’s status. Each member of the university community has a right to study and work in an environment free from any form of racial, ethnic, and sexual discrimination including sexual harassment, sexual violence and sexual assault. (Further information, including contact information, can be found on the university’s website at: http://www.esu.edu/titleix.)

In accordance with federal and state laws, the university will not tolerate discrimination. This policy is placed in this document in accordance with state and federal laws including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the Civil Rights Act of 1991 as well as all applicable federal and state executive orders.

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Multiple Positions A69

ChronicleVitae.com/jobs

BELLARMINE COLLEGE OF LIBERAL ARTSDepartment of Economics invites applications for Tenure Track Assistant Professor starting in August 2016. We seek Tenure Track Assistant Professor starting in August 2016. We seek Tenure Track Assistant Professorcandidates in Applied Macroeconomics with a complementary �eld in International Economics. Loyola Marymount requires a commitment to teaching in a liberal arts environment, where faculty members are expected to achieve excellence in scholarship and teaching and to contribute meaningfully to service. Departmental representatives will attend the ASSA meetings in San Francisco in January 2016, where interviews will be conducted. Loyola Marymount University is a premier Catholic university in the Jesuit and Marymount traditions that provides a transformative academic experience. We bene�t from our location in Los Angeles, a dynamic city that provides an ideal context for study, research, creative work, and community engagement. We invite women and men who are diverse in talents, perspectives, and cultural backgrounds to enrich our educational community and advance our mission. Interested candidates should submit a cover letter, curriculum vitae, teaching evaluations (if available), one or more research papers, and three letters of recommendation. All candidates must apply online at http://www.econjobmarket.org. We will begin reviewing �les October 16, 2015, and all materials should be submitted by December 1, 2015 to guarantee full consideration.

Department of Psychology invites applications for Department of Psychology invites applications for Department of Psychology Tenure Track Assistant Professor (Cognitive Psychology)to begin August 15, 2016. Applicants must have a Ph.D. in psychology with a background in cognitive psychology. Preference will be given to those with related expertise in neuroscience or neuropsychology. �e department aims to hire an individual with the potential to develop an ongoing program of research into which undergraduate students/researchers can be integrated. �e successful candidate will regularly teach courses in general psychology and cognition, and should be prepared to teach other courses such as introductory statistics, research methods, and other courses with a neuroscience theme. �e LMU community, including the Department of Psychology, is composed of faculty, sta�, and students from a wide range of culturally diverse backgrounds and a commitment to Catholic intellectual traditions. Applicants should be committed to work in and with this diverse population, be committed to the LMU mission, and have a demonstrated commitment to undergraduate liberal arts teaching. Other responsibilities include the advisement of students on their academic and professional aspirations, and participation in department, college, and university service responsibilities. To apply, please send a letter of application, curriculum vitae, representative reprints or preprints, research and teaching statements, evidence of teaching ability (e.g., student evaluations), and at least three letters of recommendation by October 31, 2015. Please contact the chair of the search committee, Dr. David Hardy, at dhardy@lmu.edu if you have any questions about the position. Application materials (in pdf format) should be emailed to dhardy@lmu.edu (preferred) or sent to mailing address: David J. Hardy, Ph.D., Chair, Department of Psychology, Loyola Marymount University, 1 LMU Drive, Suite 4700, Los Angeles, CA 90045.

Department of Psychology invites applications for a Tenure Track Assistant Professor (Clinical Psychology) to begin August 15, 2016. Applicants must have a Ph.D. in psychology with a background in clinical psychology. Preference will be given to those with expertise in cultural/cross-cultural studies. �e department aims to hire an individual with the potential to develop an ongoing program of research into which undergraduate students/researchers can be integrated. �e successful candidate will regularly teach courses in general psychology and clinical psychology, and should be prepared to teach other courses such as abnormal psychology, personality, and other courses with a cultural/cross-cultural theme. �e LMU community, including the Department of Psychology, is composed of faculty, sta�, and students from a wide range of culturally diverse backgrounds and a commitment to Catholic intellectual traditions. Applicants should be committed to work in and with this diverse population, be committed to the LMU mission, and have a demonstrated commitment to undergraduate liberal arts teaching. Other responsibilities include the advisement of students on their academic and professional aspirations, and participation in department, college, and university service responsibilities. To apply, please send a letter of application, curriculum vitae, representative reprints or preprints, research and teaching statements, evidence of teaching ability (e.g., student evaluations), and at least three letters of recommendation by October 31, 2015. Please contact the chair of the search committee, Dr. David Hardy, at dhardy@lmu.edu if you have any questions about the position. Application materials (in pdf format) should be emailed to dhardy@lmu.edu (preferred) or sent to mailing address: David J. Hardy, Ph.D., Chair Department of Psychology, Loyola Marymount University, 1 LMU Drive, Suite 4700, Los Angeles, CA 90045.

Department of Sociology seeks applicants for Department of Sociology seeks applicants for Department of Sociology Tenure Track Assistant Professor beginning Fall 2016. �e Department Tenure Track Assistant Professor beginning Fall 2016. �e Department Tenure Track Assistant Professorseeks a candidate holding a Ph.D. in Sociology who specializes in Black American or Latino/a experiences in the U.S. We are particularly interested in candidates who can teach Sociological �eory and/or Quantitative Research Methods at the introductory undergraduate level. �e Department places a high priority on diversity, social justice and inclusive pedagogy in fostering academic excellence. Candidates must have an active research agenda and show promise in teaching. If desired, the new faculty member will have the opportunity to contribute to interdisciplinary departments and programs, such as African American Studies, Chicano/a Studies, and Asian and Paci�c American Studies. Interested applicants are invited to send electronic copies of the following: a cover letter addressing statement of teaching and research interests, curriculum vitae, a writing sample, and three letters of reference by October 1, 2015. Please send electronic copies of all materials to: Shannon Toston, Senior Administrative Coordinator, at: Shannon.Toston@lmu.eduShannon.Toston@lmu.edu. �e letters of reference should be addressed to: Professor Anna Muraco, Associate Professor and Chair, Department of Sociology Suite 4314, University Hall, Loyola Marymount University, One LMU Drive, Los Angeles, CA 90045-2659.

Department of �eological Studies seeks applicants for Tenure Track Assistant Professor in Systematic �eology beginning Fall 2016. �e Department seeks candidates with substantive training in Catholic systematic theology and who possess broad familiarity with the �eld of contemporary systematic theology. Sub�elds may include: ecumenical and interreligious dialogue; race and theology; and spirituality. �e position involves teaching in the University Core, the �eological Studies Major and Minor programs, and the Master of Arts programs in �eology and Pastoral �eology. Applicants must show promise of excellence in both teaching and research. Experience with engaged scholarship and learning among diverse communities is desired. �e Ph.D. or equivalent is required. Interested applicants are invited to send: 1) a cover letter (outlining areas of teaching and research interests and resonance with LMU’s mission); 2) a curriculum vitae; 3) a statement of teaching philosophy and research interests; 4) a sample of scholarly writing; 5) a copy of Ph.D. transcripts; and 6) three letters of recommendation. Materials 1-5 should be emailed together as a complete package by October 15th to: Dr. Susan Abraham and Dr. Nicholas Denysenko, Co-Chairs of the Systematic �eology Search Committee, at THSTFacultySearch@lmu.edu. Incomplete application packets will not be accepted. �e three letters of recommendation should be emailed directly from recommenders by October 15th to THSTFacultySearch@lmu.edu. Preliminary interviews will be conducted at the American Academy of Religion annual meeting in Atlanta. Applicants who will not be at the meeting may be requested to have online video interviews. Visit bellarmine.lmu.edu/theologicalstudies/ for additional information.

Department of Women’s and Gender Studies seeks applicants for Tenure Track Assistant Professor beginning Fall 2016. �e Department seeks a candidate holding a Ph.D. in Women’s Studies, Ethnic Studies, or a social science discipline who specializes in women’s health and sexuality in a transnational context. Imperative is the ability to teach feminist research methods, women’s health and sexuality, and women in global communities. Strong candidates for this position should value and be able to conduct community based learning with underrepresented and/or marginalized minority populations. We welcome social science scholars whose research and teaching focus are on one or more of the following through the lens of gender, race, and sexuality: political economy, reproductive justice, critical race studies, development and policy, and/or immigration. In addition, the Department places a high priority on diversity, social justice and inclusive pedagogy in fostering academic excellence. Candidates must show promise in both research and teaching. Experience with or interest in digital pedagogies or integrating technology in teaching in ways that enhance student learning would be considered an asset. Interested applicants are invited to send a cover letter addressing statement of teaching and research interests, curriculum vitae, a writing sample, and three letters of reference by October 15, 2015 to: Professor Stella Oh, Associate Professor and Chair, Department of Women’s and Gender Studies Suite 4400, University Hall, Loyola Marymount University, One LMU Drive Los Angeles, CA 90045-2659. Please also send electronic copies of all materials to WNSTFacultySearch@lmu.eduPlease also send electronic copies of all materials to WNSTFacultySearch@lmu.edu.

COLLEGE OF BUSINESS ADMINISTRATIONDepartment of Finance invites applications for Tenure Track Assistant or Associate Professor beginning Fall 2016. Finance specialties desired include some, but not necessarily all, of the following: Applied �nancial modeling, derivatives, �nancial economics, and/or investments. Prior teaching and industry experience are valued, as well as an interest in teaching the other commonly-o�ered Finance specialties. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international travel. �e college subscribes to standard databases (CRSP, Compustat, Execucomp, etc.) as well as WRDS. �e LMU Finance faculty ranks #68 in research contribution to the top 3 �nance journals (2012-2015). At the Assistant level, a Ph.D. or DBA in Finance is required along with evidence of teaching e�ectiveness and research potential. At the Associate level, candidates should also have a record of successful research and publications. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. Salary: Competitive. Contact: Applicants should e-mail their curriculum vitae, evidence of teaching e�ectiveness, letters of reference and a sample of research work to Finance2015@lmu.eduFinance2015@lmu.edu. Finance search committee members: Susan Elkinawy, David O�enberg, Micah O�cer, and Joshua Spizman.

Department of Management seeks applicants for Tenure Track Assistant/Associate Professor of Management with a focus on Strategic Management and a secondary interest in International Business. Prior teaching and, especially, industry experience are valued. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international

travel. At the Assistant level, a Ph.D. or DBA in Management or a related area is required along with evidence of teaching e�ectiveness and research potential. At the Associate level, candidates should also have a record of successful research and publication. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. Contact: Applicants should send their curriculum vitae, evidence of teaching e�ectiveness, letters of reference and a sample of research work by October 15, 2015 to: Dr. Dong Chen, Chair, Management Department Search Committee, College of Business Administration, Loyola Marymount University, One LMU Drive, Los Angeles, CA, 90045. Email submissions are encouraged to Dong.Chen@lmu.eduEmail submissions are encouraged to Dong.Chen@lmu.edu.

COLLEGE OF COMMUNICATION AND FINE ARTSArt History Program invites applications for Tenure Track Assistant Professor in Ancient Art History to begin Fall 2016. �e candidate is expected to teach courses dealing with the arts of the Ancient and Classical world with the ability to address visual, verbal and material culture from an interdisciplinary perspective. �e course load will consist of survey classes of Art of the Western World, part I (Paleolithic Period through Late Antique Art) and upper division classes focused on Ancient Art. �ere will be opportunities to teach within the university core curriculum and to cross-list courses in the Department of Classics and Archaeology. Teaching expectations may also include a First Year Seminar and a methodological capstone course. �e selected candidate will teach in the area of specialization, advise students, have an active scholarly engagement with the academic world, and participate in departmental and university service. A Ph.D. in Art History and 1-3 years teaching experience are required at the time of hire. Preference is given to candidates who demonstrate expertise in interdisciplinary approaches and current methodologies. Evidence of publication and active scholarly engagement will be required. �e Art History Program, housed in the Department of Art and Art History, currently consists of three full-time tenure-track/tenured faculty members who are dedicated to supporting a liberal arts curriculum as well as excellent undergraduate training in Art History. A strong candidate for this position will be culturally sensitive, will value the university’s mission, and will demonstrate a special concern for the dialogue between faith and culture. To apply, please send a cover letter, curriculum vitae, statement of teaching philosophy, statement of research interests and goals, three letters of reference, and teaching evaluations (preferably two years of evaluations scanned as PDFs on a disk/�ash drive) to Dr. Damon Willick, Associate Professor of Art History. Loyola Marymount University, 1 LMU Drive MS-8346, Los Angeles, CA 90045-2659. Application deadline: November 30, 2015.

Department of Communication Studies seeks applicants for Tenure Track Assistant Professor in the area of Tenure Track Assistant Professor in the area of Tenure Track Assistant ProfessorOrganizational Communication beginning Fall 2016. Communication Studies is one of the largest undergraduate programs at LMU, with approximately 500 majors. In keeping with LMU’s mission, our department emphasizes the ethical and e�ective deployment of communication in pursuit of a more just and humane world. We also strive to help students foster the knowledge and skills necessary to develop more satisfying personal and professional relationships. Our faculty is committed to scholarship and service projects that support our mission and re�ect a critical orientation toward the discipline. We are committed to developing a culturally diverse environment for our faculty and students. �is position requires a critical/cultural orientation to the �eld of Organizational Communication with an emphasis on social justice. We are particularly interested in candidates whose areas of expertise include, but are not limited to, one or more of the following areas of study: corporate communication, strategic communication, crisis communication, organizational ethics, nonpro�t organizations, and public advocacy. Quali�cations: Applicants must have a doctorate in Communication Studies in hand at the time a contract is o�ered. Final appointment is dependent on a con�rmed terminal degree status. Applicants who have not yet completed their doctorate must demonstrate progress veri�able by evidence and substantive enough to ensure completion of their degree at the time of appointment. Candidates must be able to teach classes in Organizational Communication at lower and upper division levels; they must also be able to teach one or more of the following: Communication �eory, Research Methods, and Advanced Public Speaking/Rhetoric. �is position also involves teaching and developing required and elective courses related to the Department’s curricular clusters of “Organizing and Relating,” and “Advocacy, Public Relations and Nonpro�t Culture.” Candidates should have at least two years of university teaching experience, which may include graduate teaching experience. Application materials should clearly demonstrate the ability to teach the anticipated course. Preferred candidates should demonstrate an ability to enrich our curriculum through innovative pedagogical approaches, such as community-based, experiential, applied, or other inventive and critical pedagogies. �e successful candidate will be expected to adopt a teacher-scholar model of professional engagement with a commitment to service and an established, or promise of, a productive agenda of research and scholarship. We value a diverse array of professional and practical experience in addition to the required academic quali�cations. Application Details: Completed applications will be reviewed beginning on October 1, 2015and will continue until the position is �lled. A complete application portfolio requires: 1) a letter of application; 2) a current curriculum vitae; 3) o�cial transcripts; 4) up to two examples of representative scholarship (such as published article/s, key dissertation chapters, competitively selected conference papers, manuscript submissions); 5) complete copies of original teaching evaluations (including qualitative comments) re�ecting at least two of her/his most recent years of university level teaching; 6) a statement of teaching philosophy; 7) sample syllabi related to this position; 8) at least three letters of reference; and 9) if the candidate does not have a doctorate, evidence of timeline and anticipated completion. Application materials should be sent to: Dr. Craig Rich, Search Committee Chair, Department of Communication Studies/Foley Building, 1 LMU Drive – MS 8231, Los Angeles, CA 90045. All materials must be submitted in hard copy format; electronic delivery of materials will not be accepted (with the exception of PDF copies of signed letters of reference). Inquiries or comments (including those regarding required materials) should be directed to Dr. Craig Rich by e-mail at: Craig.Rich@lmu.edu. Application Deadline: Materials must be received by October 1, 2015 to ensure full consideration. LMU places value on those who can share and teach di�ering points of view. Strong candidates will be committed to and e�ective in supporting and enhancing a culturally rich and diverse learning environment. We also value those who will bring sensitivity to the independent cultural role of religions.

Graduate Department of Marital and Family �erapy seeks applicants for Graduate Department of Marital and Family �erapy seeks applicants for Graduate Department of Marital and Family �erapy Tenure Track Assistant Professor to contribute Tenure Track Assistant Professor to contribute Tenure Track Assistant Professorto its history of excellence in art therapy training. Applicants with expertise and commitment to art therapy’s role in the promotion of social, cultural, and economic justice are invited to consider contributing to an exciting, multi-layered educational mission. �e department is comprised of a master’s degree program (MFT with specialized training in clinical art therapy), an intercultural summer exchange program in Mexico, a community outreach art therapy clinic, a journal dedicated to the exploration of clinical art therapy, an institute focused on art therapy inquiry, and a variety of community arts projects. Applicants are expected to have earned a doctorate in Art �erapy demonstrating evidence of the capacity to engage in scholarship and meet institutional requirements for tenure and promotion. At least two years of clinical practice, registration with the American Art �erapy Association, and license, or licensure eligibility in the State of California is required. Applicants should have a strong commitment to family systems theory and experience in clinical work, teaching, community service, and scholarship. We especially value research and clinical interests that cross traditional boundaries of topics and methodology, and we encourage applicants to consider how innovative backgrounds might complement the current strengths and mission of the department. We are looking for a candidate with a background in marital and family therapy and art therapy, a strong record of clinical excellence, an understanding and record of research, and experience in community service projects; in short a candidate who envisions future leadership possibilities in the department and its multiple projects.To apply, send a letter of application, curriculum vitae, writing sample, teaching philosophy, evidence of degree/certi�cates, and the names and addresses of three references to: Debra Linesch, PhD., LMFT, ATR-BC, Professor & Chair, Graduate Department of Marital & Family �erapy, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA 90045. Application Deadline: December 7, 2015.

SEAVER COLLEGE OF SCIENCE AND ENGINEERINGDepartment of Chemistry and Biochemistry invites applications for two Department of Chemistry and Biochemistry invites applications for two Department of Chemistry and Biochemistry Tenure Track Assistant Professor positions to begin Fall 2016. One position seeks to hire a candidate with an Organic Chemistry background. �e second position seeks to hire a candidate with strong evidence of biochemistry training. Both positions seek candidates who are capable of conducting multi-disciplinary research with undergraduate research students. A Ph.D. in chemistry, biochemistry, or closely related �eld is required. In addition to excellent teaching, the successful candidates are expected to establish active research programs that will include undergraduate students, exposing them to current chemistry and biochemistry research techniques. Organic Chemistry Position: �e successful candidate is expected to teach Organic Chemistry lecture and laboratory courses, upper divisional electives within the candidate’s area of expertise, and any other courses to �ll departmental needs. Complete applications must include a letter of interest, curriculum vitae, a statement of teaching philosophy within an institution such as LMU, a description of proposed research projects, and three letters of recommendation. If you have prior relevant teaching experience you are encouraged to include student and/or peer evaluation information. Apply online at https://jobs.lmu.edu. Letters of recommendation should be emailed to Dr. Jeremy McCallum, Chair of the Organic Chemistry search committee, care of Laura Eklund at Laura.Eklund@lmu.edu. Please address questions to Dr. Jeremy McCallum at jeremy.mccallum@lmu.edu or (310) 338-1785. Review of completed applications will begin October 1, 2015 and continue until the position is �lled.Biochemistry Position: �e successful candidate is expected to teach Biochemistry lecture and laboratory courses, Biochemistry Position: �e successful candidate is expected to teach Biochemistry lecture and laboratory courses, upper divisional electives within the candidate’s area of expertise, and any other courses to �ll departmental needs. Complete applications must include a letter of interest, curriculum vitae, a statement of teaching philosophy within an institution such as LMU, a description of proposed research projects, and three letters of recommendation. If you have prior relevant teaching experience you are encouraged to include student and/or peer evaluation information. Apply online at https://jobs.lmu.edu. Letters of recommendation should be emailed to Dr. David Mo�et, chair of the Biochemistry search committee, care of Laura Eklund at Laura.Eklund@lmu.edu. Please address questions to Dr. David Mo�et at david.mo�et@lmu.edu or (310) 338-4400. Review of completed applications will begin October 1, 2015 and continue until the position is �lled. To learn more about LMU and the Department visit www.lmu.edu and http://cse.lmu.edu/department/chemistry.

Openings for 2016-2017

A70 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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ANTICIPATED TENURE-TRACK AND CLINICAL FACULTY POSITIONSTexas State University is a member of �e Texas State University System.

Texas State University is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in �e Texas State University System, and among the largest in the state. Texas State’s 36,739 students choose from 97 undergraduate and 88 master’s and 12 doctoral programs o�ered by ten colleges (Applied Arts, �e Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, �e Graduate College, and the University College). With a diverse campus community including 45% of the student body from ethnic minorities, Texas State is one of the top 15 producers of Hispanic baccalaureate graduates in the nation. In the fall of 2014, there were over 1,240 full-time faculty and nearly 2,000 full-time sta�. Research and creative activities have led to growing success in attracting external support. For FY 2015, Texas State had an annual operating budget of $600 million. Texas State’s Research and Development expenditures for FY 2014 were more than $39 million. �e Alkek Library has more than 2.4 million titles in its collection. Additional information about Texas State and its nationally recognized academic programs is available at http://www.txstate.edu.its nationally recognized academic programs is available at http://www.txstate.edu.

Personnel Policies:Faculty members are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility. Participation in a retirement plan is mandatory. �e State contributes toward the health insurance programs and all retirement plans. http://www.hr.txstate.edu/http://www.hr.txstate.edu/bene�ts.html.

�e Community:San Marcos, a city of about 54,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities makes the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 109,000 residents is located 15 miles north of Austin in the Central Texas Hill Country.

Some positions may require teaching on the main campus and at the Texas State University Round Rock Campus.

Texas State University, to the extent not in con�ict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the diversity of its faculty and senior administrative positions. Texas State University is a member of �e Texas State University System. Texas State University is an EOE.

Texas State University is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in University owned or leased vehicles.

Application Material:Application Material: Interested candidates should submit a letter of application indicating the position and the posting number for which they are applying, a curriculum vita, a list of three references with addresses,e-mail addresses, and phone numbers, and additional application materials if required. All successful candidates must complete and submit a Faculty Employment Application. Please visit our Faculty Employment Opportunities website for a complete listing of deadlines and application information: http://facultyrecords.provost.txstate.edu/faculty-employment/faculty-employment.http://facultyrecords.provost.txstate.edu/faculty-employment/faculty-employment.html.

Address Replies To:Address Replies To: Appropriate Search Committee Chair, Name of Department/School/Program, Texas State University, 601 University Drive, San Marcos, Texas 78666.

Duties Common to All Tenure-Track Faculty Positions:Duties Common to All Tenure-Track Faculty Positions:Teach undergraduate and graduate level courses in the �eld of specialization; conduct academic research in the �eld of specialization; for creative and performing arts disciplines, engage in juried creative activities; undertake assignments normally associated with teaching, scholarship, and service to the University; hold regular o�ce hours; advise students; publish scholarly articles as appropriate to the discipline; present at conferences; participate in departmental meetings; and engage in faculty governance by serving on department, school, and University committees.

Additional Duties Common to All Clinical Faculty Positions:Additional Duties Common to All Clinical Faculty Positions:Engage in clinical training, supervision, program development and/or other areas of practical application; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in their particular profession.

Selected candidates will be subject to a criminal background check.Selected candidates will be subject to a criminal background check.

COLLEGE OF APPLIED ARTS

AGRICULTURE, CHAIR (2016-8). Required Quali�cations: Earned doctorate in one of the disciplines served by the Agriculture Department, i.e., animal science, agriculture education, agricultural systems management, agribusiness, horticulture, plant and soil science or a closely related �eld; quali�cations for appointment as a tenured Associate Professor or Professor; a record of published research in peer- reviewed journals; a record of external funding and academic program development; and evidence of working with constituencies outside the university. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations: A minimum of ten years college teaching experience with evidence of excellence; administrative experience in budgeting and personnel; a demonstrated record of administrative success; experience working with graduate and undergraduate programs. Apply To: E-mail: AgChairSearch@txstate.eduAgChairSearch@txstate.edu. Additional Application

Material: Applicants should electronically submit a letter of application, Faculty Employment Application, curriculum vita, uno�cial transcripts, and a list of three references with addresses and telephone numbers. Search �nalists will be required to provide o�cial transcripts from all degree granting universities. Review of applications begins October 30, 2015.

CRIMINAL JUSTICECRIMINAL JUSTICE, ASSISTANT OR ASSOCIATE PROFESSOR (2016-26). Required Quali�cations: Ph.D. in criminal justice, criminology, or related �eld. ABDs will be considered for appointment at the rank of Assistant Professor; however, a granted Ph.D. must be in hand at the start of the appointment. �ose who hold a J.D. only will not be considered. Applicants must show a strong record of, or potential for, sustained publication in peer-reviewed journals, commensurate with rank. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the School of Criminal Justice and Texas State University. Preferred Quali�cations: Strong methodological skills, an active research agenda, a strong record of, or potential for, e�ective teaching, and the potential for external funding and the ability to mentor graduate students will be considered, as they will be an integral part of the successful candidate’s departmental responsibilities. Area of specialization is open and candidates with capabilities in all areas of criminology and criminal justice will be considered, but persons with capabilities in the substantive areas of policing, corrections, law/courts, or crime mapping/crime analysis are particularly encouraged to apply. Apply To: Dr. Scott Bowman, Search Committee Chair. Review of applications begins September 30, 2015.

CRIMINAL JUSTICECRIMINAL JUSTICE, ASSISTANT OR ASSOCIATE PROFESSOR (2016-27). Required Quali�cations: Ph.D. in criminal justice, criminology, or related �eld. ABDs will be considered for appointment at the rank of Assistant Professor; however, a granted Ph.D. must be in hand at the start of the appointment. �ose who hold a J.D. only will not be considered. Applicants must show a strong record of, or potential for, sustained publication in peer-reviewed journals, commensurate with rank. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the School of Criminal Justice and Texas State University. Preferred Quali�cations: Strong methodological skills, an active research agenda, a strong record of, or potential for, e�ective teaching, and the potential for external funding and the ability to mentor graduate students will be considered, as they will be an integral part of the successful candidate’s departmental responsibilities. Area of specialization is open and candidates with capabilities in all areas of criminology and criminal justice will be considered, but persons with capabilities in the substantive areas of policing, corrections, law/courts, or crime mapping/crime analysis are particularly encouraged to apply. Apply To: Dr. Scott Bowman, Search Committee Chair. Review of applications begins September 30, 2015.

OCCUPATIONAL, WORKFORCEOCCUPATIONAL, WORKFORCE, , AND LEADERSHIP STUDIES,AND LEADERSHIP STUDIES, ASSISTANT PROFESSOR (2016-23). Required Quali�cations: Earned doctorate in education, human resource development, leadership, or related �eld by appointment date; teach introductory quantitative and qualitative research methods; evidence of working with diverse populations; a clear and focused research agenda; research agenda and/or academic preparation related to leadership or occupations and workforce; ability to revise courses and develop new courses. Preferred Quali�cations: Higher education teaching experience; experience developing online courses and/or experience teaching courses online; submission of journal articles; experience with presenting at professional conferences; experience with development for proposals for funding and/or working with funded projects. Apply To: OWLS Search Committee Chair, e-mail: owls@txstate.eduowls@txstate.edu. Additional Application Material: A letter of intent describing experience and �t with the position and statement of research agenda. Review of applications begins January 19, 2016 and will continue until position is �lled.

OCCUPATIONAL, WORKFORCE, AND LEADERSHIP STUDIESOCCUPATIONAL, WORKFORCE, AND LEADERSHIP STUDIES, CHAIR (2016-33). Required Quali�cations: Earned doctorate in education, human resource development, leadership, or related �eld. A minimum of ten years postsecondary teaching experience with evidence of excellence, record of published research in refereed journals, experience in administering undergraduate and graduate programs, and service appropriate for appointment at the Associate Professor or Professor rank; administrative experience in budgeting, securing external funds, electronic course development and delivery, and faculty development. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Apply To: Dr. Mary Jo Biggs, Search Committee Chair; e-mail: owls@txstate.edu.owls@txstate.edu. Additional Application Material:A letter of intent outlining professional experience no later than October 30, 2015. Review of applications begins October 30, 2015.

SOCIAL WORK, DIRECTOR (2016-7). Required Quali�cations: 1) Master of social work from an accredited program with two years post-graduate practice experience; earned doctorate (preferably in social work or social welfare) from an accredited program(s); and at least ten years of experience in undergraduate and graduate social work education. 2) Evidence of successful administrative leadership experience to include: a) strong track record of supervision and an ethical, participatory, and transparent management style that encourages, empowers, and develops faculty and sta� yet provides critical evaluative feedback; b) demonstrated ability to e�ectively communicate with and promote diversity among faculty, sta�, and students; and c) demonstrated successful experience with strategic planning, budget management, and scheduling of classes. 3) Established track record of scholarship and demonstrated administrative experience developing new revenue streams including resource development, solicitation of grants and contracts to ensure adequate program resources, and demonstrated ability to e�ectively interact and communicate with stakeholders in the university and local community, alumni, donors, and external funding sources. 4) Demonstrated knowledge of and experience with Council on Social Work Education rea�rmation of accreditation. 5) An established record of quality teaching, scholarship, and service activities, and evidence of ongoing, current high-quality activity in these areas at the level of Associate Professor or Professor. 6) �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations: 1) Experience with distance education technologies/instructional modalities. 2)

Demonstrated commitment to engaging the community and fostering productive relationships with alumni and donors. 3) Evidence of skill working collaboratively with university, and community-based stakeholders, to articulate and accomplish the School’s mission of leadership for change in the public sector. 4) Evidence of administrative experience with an emerging, comprehensive, graduate degree-conferring university. 5) Experience with academic program development. 6) Evidence of knowledge about and experience with issues and trends of national importance. 7) Licensure at the LMSW or LCSW level, and/or potential to obtain licensure in Texas. Apply To: E-mail: SowkDirSearch@txstate.edu. SowkDirSearch@txstate.edu. Additional Application Material: Applicants should electronically submit a letter of application responding to each of the required and preferred quali�cations stated above, Faculty Employment Application, curriculum vita, contact information for a minimum of �ve references, and uno�cial transcripts. Review of applications begins October 30, 2015.

SOCIAL WORK, ASSISTANT PROFESSOR (2016-24). Required Quali�cations: M.S.W. and doctorate in social work or a closely related �eld by June 1, 2016. Show evidence of at least two years of full-time professional social work practice experience or the equivalent in part-time professional social work experience. Hold social work licensure in good standing or agree to attain licensure on hire; and document abilities to work as an e�ective team member. Preferred Quali�cations: Show evidence of high-quality university teaching experience with diverse populations. Provide evidence of skills in quantitative and qualitative methods. Demonstrate an active research agenda through scholarly publications. Document evidence of experience or interest in external research funding. Apply To: Dr. Catherine Hawkins, Chair of Search Committee, e-mail: swapplicants@swapplicants@txstate.edu. Additional Application Material: Applicants must electronically submit a single pdf attachment that includes the following only, in this order: 1) A letter of application addressing both required and preferred quali�cations; 2) Curriculum vita; 3) Statement of teaching philosophy including a brief summary of teaching evaluations (maximum 500 words); and 4) Names and complete contact information for three references. To ensure full consideration, title the pdf: YOUR LAST NAME_INITIALS_ASSTPROF and specify in the �rst sentence of the application letter that you are applying for the assistant professor position. �e single pdf must arrive by 5 pm on November 14, 2015. Review of applications begins November 14, 2015.

EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION

FINANCE AND ECONOMICS, ASSISTANT OR ASSOCIATE PROFESSOR (2016-28). Required Quali�cations: Ph.D. in �nance (or in a related area in which the primary focus of the education, experience, and practice is in �nance) from an AACSB-accredited university. Advanced ABDs will be considered if degree completion is expected by the time of appointment. Candidates should exhibit a history of teaching e�ectiveness and potential for quality research. To be eligible for hire at the Associate Professor rank, candidates must meet the requirements for that rank as established by the department and Texas State University. Preferred Quali�cations: Candidates in all �nance-related areas are welcome to apply. Preference will be given to candidates with an expertise in corporate �nance or investments, especially candidates with a capability to teach these courses at the MBA level. Apply To: Only e-mail applications sent to fefacultysearch@txstate.fefacultysearch@txstate.edu will be accepted and considered. Additional Application Material: Applicants must electronically submit the following: a letter of application, curriculum vita, recent student evaluations of instruction, graduate transcripts (uno�cial will be accepted), evidence of research potential, three letters of recommendation, and Faculty Employment Application. To ensure full consideration, submit the above materials by September 22, 2015. Review of applications begins September 23, 2015 and will continue until the position is �lled.

MANAGEMENT, ASSISTANT PROFESSOR (2016-13) (2016-13) ( . Required Quali�cations: Ph.D. in strategic management (or closely related business area) from an AACSB accredited school; ABDs will be considered depending on their program completion date. Preferred Quali�cations: Preference will be given to candidates who provide evidence of excellence in teaching and scholarly research appropriate for rank. Apply To: Dr. Eric G. Kirby, Strategy Search Chair; e-mail: eDr. Eric G. Kirby, Strategy Search Chair; e-mail: egkirby@txstate.gkirby@txstate.edu. Additional Application Material: Documentation describing teaching philosophy, interests, performance, research interest, and accomplishments. To ensure full consideration, all materials must arrive by September 11, 2015. Review of applications begins September 11, 2015.

MANAGEMENT, ASSISTANT PROFESSOR (2016-14). Required Quali�cations: Ph.D. in international management (or closely related business area) from an AACSB accredited school; ABDs will be considered depending on their program completion date. Preferred Quali�cations: Preference will be given to candidates who provide evidence of excellence in teaching and scholarly management research appropriate for rank, and who can contribute in the area(s) of human resource management, organizational behavior, or social issues. Apply To: Dr. Rob Konopaske, International Management Search Chair, e-mail: rkonopaske@txstate.rkonopaske@txstate.edu. Additional Application Material: Documentation describing teaching philosophy, interest, performance, research interests, and accomplishments. To ensure full consideration, all materials must arrive by September 11, 2015. Review of applications begins September 11, 2015.

MANAGEMENT, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2016-15). Required Quali�cations: Ph.D. in management or entrepreneurship (or closely related business area) from an AACSB accredited school. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations: Preference will be given to candidates who provide evidence of a distinguished teaching record at both the undergraduate and graduate levels, outstanding research record with an ongoing research agenda in entrepreneurship, demonstrated leadership in the profession and business community, and an exceptional service record. Apply To: Dr. James Bell, Entrepreneurship Search Chair; e-mail: jb15@txstate.edu. jb15@txstate.edu. Additional Application Material: Documentation describing teaching philosophy, interests, performance, research interest, and accomplishments. To ensure full consideration, all materials must arrive by September 11, 2015. Review of applications begins September 11, 2015.

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Multiple Positions A71

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ANTICIPATED TENURE-TRACK AND CLINICAL FACULTY POSITIONSTexas State University is a member of �e Texas State University System.

COLLEGE OF EDUCATION

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGYCOUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, CLINICAL ASSISTANT OR ASSOCIATE PROFESSOR (2016-11). Required Quali�cations: Doctorate (conferred on or before August 1, 2016) from a recognized school psychology program approved by NASP or accredited by the American Psychological Association (APA). Applicant must be eligible for Texas licensure as a psychologist and as a Licensed Specialist in School Psychology (LSSP); with a minimum of three years school-based psychology practice experience including clinical supervision experience. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations: University teaching experience, demonstrated competence in teaching in a variety of areas, experience conducting ASD assessments, working in university-based clinics, pro�ciency in Spanish, experience working with English Language Learners including Spanish-speaking students, supervision of practicum and internship students, student advising and mentoring, and certi�cation from the National School Psychology Certi�cation Board. Apply To: Dr. Jon Lasser, Chair, Faculty Search Committee, Department of CLAS-ED 4030. Additional Application Material: Applicants must submit the following in one envelope via hard copy mail: a letter of application that speci�cally addresses the quali�cations and responsibilities noted in this posting, curriculum vita, three reprints of recent publications and/or examples of professional/practice activities, names and contact information for three references, and Faculty Employment Application. Review of applications begins November 1, 2015 and will continue until position is �lled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGYCOUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY,ASSISTANT PROFESSOR (2016-16). Required Quali�cations: Earned doctorate in counselor education or a related �eld by employment date of Fall 2016; a record of, or the potential for, research and publication at the national or international levels; and be licensed, or eligible for license, as a Texas LPC and/or LMFT. Preferred Quali�cations: Doctorate from a CACREP accredited program, experience teaching core courses in a CACREP accredited program (such as Research, Diagnosis, Career and Assessment), experience providing clinical supervision, and evidence of scholarship at the national or international level. Apply To: E. A. Schmidt, Ph.D., Search Committee Chair; Department of CLAS-ED 4032. Additional Application Material: Send via postal mail a letter of interest that speci�cally addresses the quali�cations and responsibilities noted in this posting (include job posting number in the letter), names and contact information of �ve references, and reprints of no more than three recent publications. Review of applications begins November 15, 2015 and will continue until position is �lled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGYCOUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT PROFESSOR (2016-17). Required Quali�cations: Earned doctorate in counselor education or a related �eld by employment date of Fall 2016; a record of, or the potential for, research and publication at the national or international levels; and be licensed, or eligible for license, as a Texas LPC and/or LMFT. Preferred Quali�cations: Doctorate in counselor education from a CACREP accredited program, experience teaching MCFC core courses in a CACREP accredited program (such as MCFC �eory and MCFC Assessment), experience providing clinical supervision, and evidence of scholarship at the national or international levels. Apply To: E. A. Schmidt, Ph.D., MCFC Search Committee Chair; Department of CLAS-ED 4032. Additional Application Material: Send via postal mail a letter of interest that speci�cally addresses the quali�cations and responsibilities noted in this posting (include job posting number in the letter), names and contact information of �ve references, and no more than three reprints of recent publications. Review of applications will begin on November 15, 2015 and will continue until position is �lled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGYCOUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (2016-18). Required Quali�cations: Earned doctorate in counselor education by employment date of Fall 2016; demonstrable evidence of scholarship or potential for scholarship at the national or international levels (as evidenced by refereed publications, refereed presentations, grants, current research, etc.); and university teaching experience in a graduate counseling program. For appointment at the Associate Professor rank, the applicant must document a sustained record of research and publication at the national and/or international levels commensurate with department policy. Preferred Quali�cations: Experience working as a school counselor; demonstrated leadership in program, university and professional service activities (as evidenced by service re�ected on vita); experience supervising practicum/internship; experience teaching courses in school counseling and development and career counseling; certi�ed as a school counselor in the state of Texas; clinical experience with diverse populations; and an earned doctorate from a CACREP accredited program. Apply To: Dr. Eric Schmidt, Chair, School Counseling Faculty Search Committee; Department of CLAS-ED 4032. Additional Application Material: Send via postal mail a letter of application addressing the quali�cations and job responsibilities noted in this posting (include posting number in the letter) and a sample of no more than three recent publications. Review of applications will begin on November 15, 2015 and will continue until position is �lled.

HEALTH AND HUMAN PERFORMANCE, ASSISTANT OR ASSOCIATE PROFESSOR (2016-5). Required Quali�cations: Earned doctorate in athletic training or related �eld prior to appointment date; demonstrated potential for scholarship (as evidenced by publications, presentations, grants, etc.); demonstrated potential for e�ective instruction in athletic training; current BOC certi�cation and eligibility for athletic training licensure in Texas; and evidence of programmatic organization and leadership ability. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations: Experience or participation in grant writing and obtaining external funding for athletic training/sports medicine-related research projects; research area that is congruent with existing lines of research within the division of Athletic Training; experience with graduate education and the ability to contribute to master's programs; ability to integrate a diverse and multicultural perspective into teaching; work history that includes at least three years of athletic training clinical practice; and prior experience as a preceptor in a CAATE-accredited athletic training program. Apply To: Dr. Rod Harter, Search Committee Chair, c/o Marcus Hendry, A129 Jowers Center, e-mail: rh56@txstate.edu. Additional Application Materialrh56@txstate.edu. Additional Application Material: Cover letter, evidence of research and scholarship, e.g., reprints of recent publications, names and contact information of three references, and a copy of o�cial terminal transcripts. Review of applications will begin on November 6, 2015 and will continue until position is �lled.

COLLEGE OF FINE ARTS AND COMMUNICATION

ART AND DESIGN, ASSISTANT PROFESSOR (2016-25). Required Quali�cations: Ph.D. or Ed.D. in art education or a related �eld completed before September 2016; a promising research agenda in the �eld of art education; strong critical thinking skills; good creative skills; and excellent oral and written communication skills. Preferred Quali�cations: A record of research and publications in art education as well as creative work; successful university-level teaching experience beyond graduate assistantships; experience teaching introductory-level survey courses and/or advanced courses in the area of art education; research and/or teaching experience from a global perspective; successful funding procurement and grant activity; service-related activities in art education or related program(s) and /or professional organization(s); and demonstrated commitment to diversity. Apply To: E-mail complete application �le to art-design@txstate.eduart-design@txstate.edu with job number 2016-25 and your last name in the subject line. Additional Application Material: Applicant must include: 1) Letter of application stating experience and credentials that ful�ll the requirements for this position (not to exceed two pages); 2) Curriculum vita; 3) Statement of teaching philosophy (1 page maximum); and 4) �ree letters of recommendation sent directly from individuals able to comment on applicant’s quali�cations. Electronic application procedure: 1) All application materials, except for the letters of recommendation, must be submitted in a single pdf �le in the order they are listed above (1-4). Limit pdf �le size to 10MB or less and title the �le as follows: last name_�rst name_job#2016-25.pdf; 2) E-mail complete application �le to art-design@txstate.art-design@txstate.edu with job number 2016-25 and applicant’s last name in the subject line; 3) �ree letters of recommendation should be e-mailed directly by the recommender to art-design@txstate.eduart-design@txstate.eduwith job number 2016-25 and applicant’s last name in the subject line; 4) All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to art-design@art-design@txstate.edu and include job number 2016-25 in all correspondence; and 5) Only complete applications will be eligible for consideration. Review of applications begins December 1, 2015 and will continue until position is �lled.

ART AND DESIGN, ASSISTANT OR ASSOCIATE PROFESSOR (2016-32). Required Quali�cations: M.F.A. or M.Des. in communication design, visual communications, graphic design, interactive design, or related discipline completed before September 2016. A record of professional accomplishments in research/creative activity within the area of communication design. Strong design mechanics and conceptual skills. Demonstrated expertise in typography. Excellent oral and written communication skills. Knowledge of and experience with computer-mediated technologies and core so�ware applications relevant to the communication design

discipline (e.g., Macintosh OS, Adobe Creative Suite). To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations: One or more years of successful university-level teaching in communication design. Curriculum development in communication design courses. Experience teaching typography/typographic design; demonstrated engagement in curriculum development in foundations. Demonstrated knowledge in interactive, UX and UI design, or in motion graphics. Service within academic, professional, and community environments. Successful funding procurement and grant activity. Graduate-level research/theses supervision and advising experience. Online and hybrid teaching experience. Apply To: E-mail complete application �le to art-design@txstate.art-design@txstate.edu with job number 2016-32 and your last name in the subject line. Additional Application Material: Applicant must include: 1) Letter of application stating how experience and credentials ful�ll the requirements for this position (not to exceed two pages); 2) Curriculum vita; 3) Up to 20 digital �les (multi-page, single pdf) representing ten (10) personal creative works (may include time-based excerpts no longer than �ve minutes each); 4) Digital �les (multi-page, single pdf) of ten (10) student works created under your direction; 5) An annotated list for both personal and student �les. For personal work, state title, media, and date. For student work, provide course title, media, date, and assignment; 6) Statement of teaching philosophy (one page maximum); 7) Statement addressing current creative work (one page maximum); and 8) Contact information (e-mail address, phone numbers) for three current references. Electronic application procedure: 1) All application materials must be submitted in a multi-page, single pdf �le in the order they are listed above (1-8). Limit pdf �le size to 10MB or less and title the �le as follows: last name_�rst name_CDsearch.pdf; 2) Examples of web/video/animation/motion graphics must be listed as hyperlinks within the pdf �le and link to portfolio web sites or video sharing sites such as Vimeo. Do not e-mail motion graphic �les; 3) E-mail complete application �le to art-design@txstate.edu art-design@txstate.edu with job number 2016-32 and your last name in the subject line; 4) All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to art-design@txstate.edu art-design@txstate.edu and include job number 2016-32 in all correspondence; and 5) Only complete applications will be eligible for consideration. Review of applications begins December 1, 2015 and will continue until position is �lled.

COLLEGE OF HEALTH PROFESSIONS

COMMUNICATION DISORDERS,COMMUNICATION DISORDERS,ASSISTANT PROFESSOR (2016-9). Required Quali�cations:Ph.D. in communication sciences and disorders or related area, however, ABD candidates near completion will be considered. Candidates must have a commitment to excellence in teaching and research in the areas of adult neurogenics, swallowing, or closely related area. Desired candidates must be eligible for licensure in Texas, and the ASHA Certi�cate of Clinical Competence. Preferred Quali�cations: Individuals with teaching and research expertise in aphasia, motor speech disorders, voice, augmentative or alternative communication, or other closely related areas are strongly encouraged to apply. Apply To: Renee Wendel, M.S., CCC-SLP, Search Committee Chair; e-mail: rw18@txstate.edu.rw18@txstate.edu. Additional Application Material: Letter of application describing teaching and research interests. Review of applications in progress and will continue until position is �lled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2016-10). Required Quali�cations: Earned doctorate in nursing or related �eld, B.S.N. or master’s degree in nursing; eligible for Registered Nurse (RN) licensure in Texas; and at least �ve years of clinical experience as a registered nurse. Experience in program development, curriculum design, informatics and communications systems, and teaching in undergraduate general nursing as well as graduate level courses. Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. Record of accomplishments in scholarship, teaching, and service appropriate for appointment at the rank of Assistant Professor (less than �ve years teaching), Associate Professor (minimum �ve years teaching), or Professor (minimum ten years teaching) in a School of Nursing. �e successful applicant will receive the appropriate rank and title based on university and department standards. Preferred Quali�cations: Demonstrated success in faculty cooperative support and team development. Demonstrated leadership supporting diversity in nursing education and professional development. Strong collegial leadership qualities. Experience in higher education including accreditation, program review, and assessment. Proven record of, or potential for, grantsmanship and extramural funding. Certi�ed in one or more nursing specialties. Experience with formats of distance education, to include on-line instruction. Recent experience with clinical teaching and simulation instruction. Apply To: Dr. Pamela Willson, 1555 University Boulevard, Round Rock, TX 78665, e-mail: paw66@txstate.edupaw66@txstate.edu. Additional Application Material: A letter of application to reference the position quali�cations. Review of applications in progress and will continue until position is �lled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2016-34). Required Quali�cations: Earned doctorate in nursing or related �eld, B.S.N. or M.S.N.; certi�cation as a Family Nurse Practitioner; eligible for Advanced Practice Registered Nurse (APRN) licensure in Texas; and at least three years of clinical experience as a family nurse practitioner. Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. Record of accomplishments in scholarship, teaching, and service appropriate for appointment at the rank of Assistant Professor (less than �ve years teaching), Associate Professor (minimum �ve years teaching), or Professor (minimum ten years teaching) in a School of Nursing. �e successful applicant will receive the appropriate rank and title based on university and department standards. Preferred Quali�cations: Demonstrated success in faculty cooperative support and team development. Demonstrated leadership supporting diversity in nursing education and professional development. Experience in program development, curriculum design, informatics and communications systems with simulation experience, and teaching in a Family Nurse Practitioner Program. Record of accomplishments in scholarly/creative (grantsmanship and extramural funding) and service. Experience in higher education including accreditation, program review, and assessment. Experience with formats of distance education, to include on-line instruction. Experience in building and promoting community relationships. Apply To: Dr. Shirley Levenson, 1555 University Boulevard, Round Rock, TX 78665, e-mail: SAL111@txstate.eduSAL111@txstate.edu. Additional Application Material: A letter of application to reference the position quali�cations. Review of applications begins February 1, 2016 and will continue until position is �lled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2016-35). Required Quali�cations: Earned doctorate in nursing or related �eld, B.S.N. or M.S.N.; eligible for Registered Nurse (RN) licensure in Texas; and at least �ve years of clinical experience as a registered nurse. Experience in program development, curriculum design, informatics and communications systems, and teaching in undergraduate general nursing as well as graduate level specialty areas. Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. Record of accomplishments in scholarship, teaching, and service appropriate for appointment at the rank of Assistant Professor (less than �ve years teaching), Associate Professor (minimum �ve years teaching), or Professor(minimum ten years teaching) in a School of Nursing. �e successful applicant will receive the appropriate rank and title based on university and department standards. Preferred Quali�cations: Demonstrated success in faculty cooperative support and team development. Demonstrated leadership supporting diversity in nursing education and professional development. Strong collegial leadership qualities. Experience in higher education including accreditation, program review, and assessment. Proven record of, or potential for, grantsmanship and extramural funding. Certi�ed in one or more nursing specialties. Experience with formats of distance education, to include on-line instruction. Recent experience with clinical teaching and simulation instruction. Apply To: Dr. Barbara Covington, 1555 University Boulevard, Round Rock, TX 78665, e-mail: bc32@txstate.edubc32@txstate.edu. Additional Application Material: A letter of application to reference the position quali�cations. Review of applications begins November 1, 2015 and will continue until position is �lled.

COLLEGE OF LIBERAL ARTS

GEOGRAPHY, ASSISTANT PROFESSOR (2016-30). Required Quali�cations: Ph.D. in geography, or a related �eld, by time of appointment; and a demonstrated record of excellence in teaching and research. �e ability to teach courses in support of our undergraduate and graduate programs, including introductory and advanced courses in urban geography. Preferred Quali�cations: Preference may be given to applicants with additional expertise in health/medical geography or economic geography and to candidates demonstrating evidence of seeking/securing external research grants. Apply To: Dr. Alberto Giordano, e-mail: a.giordano@txstate.edua.giordano@txstate.edu. Additional Application Material: Applicants must electronically submit the following no later than October 1, 2015: 1) A letter of application outlining teaching experience, career goals, and �t within department; 2) Curriculum vita; 3) At least two samples of published scholarship; 4) Course teaching evaluations (if available); and 5) �ree Letters

of reference. Only complete applications (including all three letters of reference) received by October 1 will be considered. Please indicate “Urban Geography Assistant Professor Position” in the subject line of all e-mails related to this search. Review of applications begins October 1, 2015.

GEOGRAPHY, ASSISTANT PROFESSOR (2016-31). Required Quali�cations: Ph.D. in geography, or a related �eld, by time of appointment; and a demonstrated record of excellence in teaching and research. �e ability to teach courses in support of our undergraduate and graduate programs, including introductory and advanced courses in cartographic design, cartographic theory, and geovisualization. Preferred Quali�cations: Preference may be given to candidates demonstrating evidence of seeking/securing external research grants. Apply To: Dr. Alberto Giordano, e-mail: a.giordano@txstate.edu. Additional Application a.giordano@txstate.edu. Additional Application Material: Applicants must electronically submit the following no later than October 1, 2015: 1) A letter of application outlining teaching experience, career goals, and �t within department; 2) Curriculum vita; 3) At least two samples of published scholarship; 4) Course teaching evaluations (if available); and 5) �ree letters of reference. Only complete applications (including all three letters of reference) received by October 1 will be considered. Please indicate “Cartography Assistant Professor Position” in the subject line of all e-mails related to this search. Review of applications begins October 1, 2015.

POLITICAL SCIENCE, ASSISTANT PROFESSOR (2016-4). Required Quali�cations: Earned Ph.D. in political science, or ABD in political science (degree must be earned by the beginning of Fall 2016 semester); research agenda focusing on American political development or political theory; and ability to teach a variety of courses in American national government and political theory. Preferred Quali�cations: Ability to teach courses in constitutional law; demonstrated potential for exceptional scholarly research and publication in area of specialization; demonstrated potential for exceptional teaching in relevant areas; and e�ective interpersonal skills. Apply To: Dr. Kenneth Ward, Search Committee Chair, c/o Jo Ellen Korthals, e-mail: jk37@txstate.edu.jk37@txstate.edu. Additional Application Material: Applicants may submit the following materials electronically, using Microso� Word doc or rtf, or pdf �les: Letter of application addressing required and preferred quali�cations, all college transcripts, samples of scholarly work (presentations and/or publications), syllabi (if available), and three letters of recommendation. Applicants are strongly encouraged to submit materials before the review of applicants begins. Review of applications begins October 1, 2015 and will continue until the position is �lled.

PSYCHOLOGY, ASSISTANT PROFESSOR (2016-12). Required Quali�cations: Ph.D. in developmental psychology or a closely related �eld by the time of appointment. Preferred Quali�cations: Active research program in developmental psychology involving students; experience or interest in seeking external research funding; and university teaching experience. Apply To: Developmental Psychology Search Committee, e-mail: psychology-jobs@txstate.psychology-jobs@txstate.edu. Additional Application Material: Applicants must electronically submit a cover letter, curriculum vita, statement of research interests, copies of representative published work, and statement of teaching philosophy. Please arrange for three letters of reference to be sent via e-mail. To ensure full consideration all materials must arrive by October 1, 2015. Review of applications begins October 1, 2015 and will continue until the position is �lled.

SOCIOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (2016-29). Required Quali�cations:Ph.D. in sociology, applied sociology, social gerontology, gerontology, applied gerontology or aging studies by August 2016. Demonstrate ability to teach online sociology courses in gerontology and/or aging, and provide evidence of scholarly potential commensurate with the tenure expectations of our department. Required areas of specialization are gerontology and/or aging. A background in sociological knowledge and perspectives. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations:An active research agenda in dementia studies, a specialization in quantitative methods, and the ability to obtain external funding. Apply To: Dr. Toni Watt, Search Committee Chair; e-mail: tw15@txstate.edutw15@txstate.edu. Additional Application Material: Applicants must electronically submit a cover letter, a statement on research, a statement on teaching and example of recent or suggested syllabus, curriculum vita, and the names of three references. Review of applications begins October 1, 2015 and will continue until the position is �lled.

COLLEGE OF SCIENCE AND ENGINEERING

COLLEGE OF SCIENCE AND ENGINEERING, DEAN (2016-19). Required Quali�cations:Earned doctorate; a record of intellectual and academic accomplishments su�cient for a tenured appointment at the rank of Professor in an academic unit within the College; and university administrative experience at the level of department chair, school director, dean or higher (including experience with budgets, the tenure and promotion process, faculty and sta� hiring, and program development or assessment). Preferred Quali�cations: Leadership and interpersonal skills necessary to promote and balance the interests of the varied units within the college, a strong record of funded research, a strong record of scholarly achievement, a commitment to promoting and embracing diversity, and experience working with industry and/or other external partners. Apply To: Dr. Michael Hennessy, Dean, College of Liberal Arts, e-mail: COSEDeanSearch@txstate.eduCOSEDeanSearch@txstate.edu. Additional Application Material: To ensure full consideration, candidates should electronically submit the following materials no later than November 1, 2015 with the subject line “COSE Dean Search Application.”: faculty application, curriculum vita, letter of intent addressing how the candidate meets the required and preferred quali�cations, and a list of �ve references (with contact information). Review of applications begins November 1, 2015 and will continue until position is �lled.

INGRAM SCHOOL OF ENGINEERING, ASSISTANT PROFESSOR (2016-2). Required Quali�cations: Earned doctorate in industrial engineering or a closely related discipline; strong track record in research demonstrated by publications in internationally recognized journals and conferences; proven ability as an e�ective teacher in an academic environment; and excellent oral and written English language skills. Preferred Quali�cations: Expertise in operations research, sustainable manufacturing, reliability/quality, healthcare, energy, transportation, and/or data analytics; industrial, commercialization, or post-doctoral experience; ability to work across multiple specialties within industrial engineering; and prior experience writing and securing grants and/or contracts. Apply To: IE Search Coordinator via the Ingram School of Engineering website at http://www.engineering.txstate.edu/Contact/http://www.engineering.txstate.edu/Contact/positions.html.positions.html. Additional Application Material: Statements of teaching and research interests. Review of applicants will begin December 1, 2015 and will continue until the position is �lled.

INGRAM SCHOOL OF ENGINEERING, ASSISTANT PROFESSOR (2016-3). Required Quali�cations: Earned doctorate in electrical engineering, computer engineering, or a closely related discipline; strong track record in research demonstrated by publications in internationally recognized journals and conferences; proven ability as an e�ective teacher in an academic environment; and excellent oral and written English language skills. Preferred Quali�cations: Research specialization in computer engineering, computer networks and distributed systems, digital electronics, or analog and mixed signal electronics; industrial, commercialization, or post-doctoral experience; ability to work across multiple specialties within electrical engineering; and prior experience writing and securing grants and/or contracts. Apply To: EE Search Coordinator via the Ingram School of Engineering website at http://www.engineering.txstate.edu/Contact/positions.htmlhttp://www.engineering.txstate.edu/Contact/positions.html. Additional Application Material: Statements of teaching and research interests. Review of applications begins December 1, 2015 and will continue until the position is �lled.

ENGINEERING TECHNOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (2016-21). Required Quali�cations: Doctorate in any of the following disciplines: civil engineering, construction management, geology, materials science or chemistry (with a materials emphasis), business or a closely related �eld that focuses on concrete, aggregates, and cemetitious materials, and/or business practices in the concrete and construction materials industry. An undergraduate degree in civil engineering, construction management, or a �eld closely related to the concrete and construction materials industry. Excellent English speaking and writing skills. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. �e successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Quali�cations: Professional licensure or certi�cation, the quali�cations to secure professional licensure, �eld experience in the concrete industry, and prior teaching experience. Research interests in one or more of the following areas: concrete durability, concrete pavements, modeling of concrete performance and advanced concrete and cemetitious materials, engineering economics, supply chain management and inventory control, project management, and other business practices in the concrete and construction materials industry. Apply To: Dr. John Schemmel, Search Committee Chair, RFM 2240F, e-mail: engtech@txstate.edu.engtech@txstate.edu. Additional Application Material: Statement of teaching philosophy and research interests. Review of applicants will begin November 9, 2015 and will continue until the position is �lled.

A72 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

ChronicleVitae.com/jobs

Accounting: DePaul University in-vites applications for the Director of the School of Accountancy and Man-agement Information Systems. The School offers numerous degree pro-grams, including undergraduate pro-

grams in accountancy and MIS and on-campus and online graduate pro-grams in Accountancy, Taxation and three MBA concentrations. The School is one of the largest academic accounting programs in Illinois, with

42 full-time faculty and over 2000 stu-dents. The School’s Director is re-sponsible for overseeing and guiding these internal constituencies, as well as managing the School’s relation-ships with external constituents such as alumni and members of the busi-ness community. DePaul University is the largest Catholic university in the United States and is known for its suc-cess in enrolling and graduating low-income, first-generation and under-represented students. The School of Accountancy and MIS is located with-in the Driehaus College of Business at DePaul. Established in 1912, the Col-lege of Business is one of the nation’s ten oldest business schools and ranked number two among undergraduate Il-linois business programs in the most recent BusinessWeek rankings. The College is named after alumnus Rich-ard E. Driehaus, who provided a re-cent $30 million gift in support of fac-ulty advancement. The successful can-didate will be a full professor, or an associate professor with credentials to merit promotion to full professor, with a Ph.D. in accounting, a proven research record, significant adminis-

trative experience, and the ability to maintain strong relations with alum-ni and other external partners. Apply online only: http://facultyopportuni-ties.depaul.edu/postings/162. DePaul University is an Equal Opportunity / Affirmative Action employer. All qualified applicants will receive con-sideration for employment without re-gard to race, color, ethnicity, religion, sex, sexual orientation, gender identi-ty, national origin, age, marital status, physical or mental disability, protect-ed veteran status, genetic information or any other legally protected status, in accordance with applicable federal, state and local EEO laws.

Accounting: The Culverhouse School of Accountancy invites applications for a full-time, non-tenure track fac-ulty position at the rank of instructor beginning August 16, 2016 or earlier. Minimum qualifications: Candidates should have CPA Certification and a Masters degree in accounting or a closely related field. Responsibilities include teaching undergraduate ac-counting classes and/or other courses as assigned each semester. Respon-sibilities also include service to the

Cornell CareersWhere every voice counts!

careers.hr.cornell.edu

Hospitality Management – 2 Positions: Iowa State University, Ames, Iowa, Assistant Professors in Hospitality Management. Position 1: Teach undergraduate and graduate student courses in accounting and finance. Position 2: Teach undergraduate and graduate student courses in human resources. Both positions must also conduct research, acquire grants, and participate in outreach and service and have a PhD by the start date. Please go to http://www.iastatejobs.com and look for posting numbers 500128 (Acct./Finance) & 500129 (Human Resources) for more detailed information.

Event Management – 1 Position: Iowa State University, Ames, Iowa, Lecturer in Event Management, non-tenure track. Teach undergraduate student courses and serve as Event Management Club Advisor. Must have a Master’s degree by start date. Please go to http://www.iastatejobs.com and look for posting number 500130 for more detailed information.

Multiple Managment Positions

Centre College, a highlyselective liberal arts college of about

1,400 students, invites applications for these tenure-track faculty appointments:

Behavioral NeuroscienceComputer Science

MathematicsPsychology

For details, visitwww.centre.jobs

�ink of the Possibilities

�e College of Arts & Sciences (http://artsandsciences.sc.edu/) at the University of South Carolina is seeking candidates for faculty positions in the:

Department of Biological Scienceshttp://www.biol.sc.edu/

Department of English Language and Literaturehttp://artsandsciences.sc.edu/engl/

Department of Historyhttp://artsandsciences.sc.edu/hist/

Linguistics Programhttp://artsandsciences.sc.edu/ling/home

Department of Political Sciencehttp://artsandsciences.sc.edu/poli/

Department of Psychologyhttp://www.psych.sc.edu/index.html

Department of Statisticshttp://www.stat.sc.edu/

School of Visual Art and Designhttp://artsandsciences.sc.edu/art/about/

Quali�cations: Terminal degree in relevant �eld, scholarly publication record, teaching experience. See departmental websites for speci�c position descriptions, quali�cations

: Terminal degree in relevant �eld, scholarly publication record, teaching experience. See departmental websites for speci�c position descriptions, quali�cations

: Terminal degree in relevant �eld, scholarly publication record, teaching

and contact information. experience. See departmental websites for speci�c position descriptions, quali�cations and contact information. experience. See departmental websites for speci�c position descriptions, quali�cations

�e College of Arts & Sciences is the largest college in South Carolina, and the largest unit of the University of South Carolina. With 22 core academic disciplines and 50 �e College of Arts & Sciences is the largest college in South Carolina, and the largest unit of the University of South Carolina. With 22 core academic disciplines and 50 �e College of Arts & Sciences is the largest college in South Carolina, and the largest

interdisciplinary programs, centers, institutes, and schools, it is the academic heart of unit of the University of South Carolina. With 22 core academic disciplines and 50 interdisciplinary programs, centers, institutes, and schools, it is the academic heart of unit of the University of South Carolina. With 22 core academic disciplines and 50

the University. interdisciplinary programs, centers, institutes, and schools, it is the academic heart of the University. interdisciplinary programs, centers, institutes, and schools, it is the academic heart of

�e University of South Carolina’s main campus is located in the state capital, close to mountains and coast. �e Carnegie Foundation for the Advancement of Teaching �e University of South Carolina’s main campus is located in the state capital, close to mountains and coast. �e Carnegie Foundation for the Advancement of Teaching �e University of South Carolina’s main campus is located in the state capital, close

has designated the University as one of only 40 public institutions with “very high to mountains and coast. �e Carnegie Foundation for the Advancement of Teaching has designated the University as one of only 40 public institutions with “very high to mountains and coast. �e Carnegie Foundation for the Advancement of Teaching

research activity”. �e Carnegie Foundation also lists USC as having strong community has designated the University as one of only 40 public institutions with “very high research activity”. �e Carnegie Foundation also lists USC as having strong community has designated the University as one of only 40 public institutions with “very high

engagement. �e University has over 31,000 students on the main campus, more than research activity”. �e Carnegie Foundation also lists USC as having strong community engagement. �e University has over 31,000 students on the main campus, more than research activity”. �e Carnegie Foundation also lists USC as having strong community

300 degree programs, and a nationally-ranked library system that includes one of the engagement. �e University has over 31,000 students on the main campus, more than 300 degree programs, and a nationally-ranked library system that includes one of the engagement. �e University has over 31,000 students on the main campus, more than

nation’s largest public �lm archives. Columbia, the capital of South Carolina, is the 300 degree programs, and a nationally-ranked library system that includes one of the nation’s largest public �lm archives. Columbia, the capital of South Carolina, is the 300 degree programs, and a nationally-ranked library system that includes one of the

center of an increasingly sophisticated greater metropolitan area with a population of nation’s largest public �lm archives. Columbia, the capital of South Carolina, is the center of an increasingly sophisticated greater metropolitan area with a population of nation’s largest public �lm archives. Columbia, the capital of South Carolina, is the

over 800,000.

�e University of South Carolina is an a�rmative action, equal opportunity employer. Minorities and women are encouraged to apply. �e University of South Carolina does �e University of South Carolina is an a�rmative action, equal opportunity employer. Minorities and women are encouraged to apply. �e University of South Carolina does �e University of South Carolina is an a�rmative action, equal opportunity employer.

not discriminate in educational or employment opportunities or decisions for quali�ed Minorities and women are encouraged to apply. �e University of South Carolina does not discriminate in educational or employment opportunities or decisions for quali�ed Minorities and women are encouraged to apply. �e University of South Carolina does

persons on the basis of race, color, religion, sex, national origin, age, disability, sexual not discriminate in educational or employment opportunities or decisions for quali�ed persons on the basis of race, color, religion, sex, national origin, age, disability, sexual not discriminate in educational or employment opportunities or decisions for quali�ed

orientation, or veteran status.

Baylor University is a private Christian university and a nationally ranked research institution, consistently listed with highest honors among �e Chronicle of Higher Education’s “Great Colleges to Work For.” Chartered in 1845 by the Republic of Texas through the e�orts of Baptist pioneers, Baylor is the oldest continuously operating university in Texas. �e university provides a vibrant campus community for over 15,000 students from all 50 states and more than 80 countries by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Baylor is actively recruiting new faculty with a strong commitment to the classroom and an equally strong commitment to discovering new knowledge as we pursue our bold vision, Pro Futuris (www.baylor.edu/profuturis/).

Baylor seeks to �ll the following faculty positions within the College of Arts and Sciences:

Candidates should possess the appropriate degree in the �eld of study for the speci�c position. You will be asked to provide a letter of interest; curriculum vitae; o�cial transcripts and a list of three references in the application process. Salary is commensurate with experience and quali�cations.

To learn more about the above positions, (http://www.baylor.edu/hr/index.php?id=79678), the College of Arts and Sciences, (http://www.baylor.edu/artsandsciences/), and Baylor University, (http://www.baylor.edu/), please visit the appropriate URL.

Baylor University is a private not-for-pro�t university a�liated with the Baptist General Convention of Texas. As an A�rmative Action/Equal Opportunity employer, Baylor is committed to compliance with all applicable anti-discrimination laws, including those regarding age, race, color, sex, national origin, marital status, pregnancy status, military service, genetic information, and disability. As a religious educational institution, Baylor is lawfully permitted to consider an applicant’s religion as a selection criterion. Baylor encourages women, minorities, veterans and individuals with disabilities to apply.

ANTHROPOLOGYAssistant to Associate Professor

ARTAssistant to Associate Professor, Painting and Drawing

Assistant Professor, Graphic Design

BIOLOGYProfessor and Chair

Assistant to Associate Professor, LimnologyLecturer, Histology

COMMUNICATIONAssistant Professor

ENGLISHAssistant to Associate Professor

Assistant ProfessorPostdoctoral Fellow, 2 positions

ENVIRONMENTAL SCIENCEAssistant Professor

FILM and DIGITAL MEDIALecturer

GEOLOGYAssistant Professor

HISTORYAssistant Professor, Intellectual History

MATHEMATICSProfessor

Assistant ProfessorPostdoctoral Fellow

MODERN LANGUAGES and CULTURESAssistant Professor, Spanish

Lecturer, Swahili

MUSEUM STUDIESLecturer

PHILOSOPHYAssociate to Full Professor

PHYSICSLecturer

POLITICAL SCIENCEAssistant Professor

PSYCHOLOGY and NEUROSCIENCEAssistant to Associate Professor, Clinical PsychologyAssistant to Associate Professor, Psychophysiology

Assistant Professor, Behavioral Medicine

RELIGIONLecturer

SOCIOLOGYAssistant Professor, 2 positions

STATISTICAL SCIENCEAssociate Professor

Lecturer

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Multiple Positions A73

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School of Accountancy, Culverhouse College of Commerce, and Universi-ty as needed to further advance the program and its curriculum. Candi-dates with either an academic or pro-fessional business and/or accounting

background are welcome to apply. Practitioner applicants should be ac-tive in their field, have professional ex-perience, and regularly attend profes-sional conferences. Preference will be given to candidates who can begin on

January 1, 2016. This is a non-tenure earning position renewable for three-year periods at the discretion of the University with no expectation of con-tinued employment beyond any three-year contract period. Salary is com-

petitive. Screening of candidates will begin immediately, and the position will remain open at least through Oc-tober 9, 2015. Successful candidates will be required to submit a disclosure and consent form authorizing a back-ground check. Candidates must apply on-line at https://facultyjobs.ua.edu. Required documents include: Re-sume/Curriculum Vitae, cover letter, and a listing of four references includ-ing contact information. All inqui-ries should be directed to Dr. Richard Houston, Department Director, at rhouston@culverhouse.ua.edu; (205) 348-8392. The University of Alabama is an Equal Employment/Equal Edu-cational Opportunity Institution. All qualified applicants will receive con-sideration for employment without re-

Cornell CareersWhere learning never stops!

careers.hr.cornell.edu

MULTIPLE TENURE�TRACK FACULTY POSITIONS

The University of Wisconsin-Parkside invites applications for tenure-track faculty positions in the College of Natural and Health Sciences:⊲ Assistant Professor of Applied Physics⊲ Assistant Professor of Computational Physics⊲ Assistant Professor of Health Psychology⊲ Assistant Professor of Sport Management

More detailed information and application online: www.uwp.edu/explore/employment

AA/EEO Employer and a Real. Amazing. place to work.

Multiple Tenure-Track Positions

Providence College invites applications for the following tenure-track positions which will commence in August 2016. Searches will be conducted during the 2015-2016 academic year. The 105-acre campus of Providence College is situated in Rhode Island’s capital city and is located only an hour’s drive from Boston and just a few hours’ drive from New York City.

Chemistry and Biochemistry (inorganic and general chemistry)Economics (industrial organization and math)

English (poetry/creative writing)Engineering-Physics-Systems (physics)

Philosophy (philosophy of science)Political Science (constitutisonal law/judicial politics)

Theology (biblical/Hebrew)

Applicants must possess a doctorate from an accredited institution at the time of appointment and demonstrate excellence in undergraduate teaching, the ability to establish a scholarly research program, and a willingness to be active in service to the college and the community. Appointments will be at the Assistant Professor rank.

Providence College is a primarily undergraduate, liberal arts, Catholic institution of higher education conducted under the auspices of the Dominican Friars and seeks candidates who can affirm and contribute to its Mission and encourages the deepest respect for the essential dignity, freedom, and equality of every person. Committed to fostering academic excellence, the College provides a variety of opportunities for intellectual, social, moral, and spiritual growth in a supportive environment. Providence College believes that cultural and intellectual pluralism is essential to the excellence of its academic programs, and strives to foster an academic culture and campus community that attracts and supports the development of a diverse faculty reflecting the global environ-ment in which we live and work. As our student body grows increasingly diverse, experience and commitment to teaching and mentoring students from a range of economic, social, and cultural backgrounds is preferred. An AA/EOE, the College especially encourages the applications from women and persons of color.

Position descriptions and application timelines will be available on the College’s web site at:https://careers.providence.edu

Named as one of the nation’s “Best Colleges to Work For” by The Chronicle ofHigher Education, CSUSB is committed to providing learning opportunities that aredriven by teaching and research excellence, intellectual interaction, creativity anddiversity. We invite candidates who share this commitment and dedication to thedevelopment of the next generation of students to apply. California State University, San Bernardino is recruiting for tenure-track positions.Salaries are competitive and dependent upon qualifications and experience. Toapply for any of the positions listed below, please visit our website athttp://agency.governmentjobs.com/csusb/default.cfm?transfer=1

COLLEGE OF ARTS AND LETTERSCommunication Studies: Organizational Communication (Assistant Professor)English: Creative Writing-Fiction (Assistant Professor)Music: Director of Bands (Assistant Professor)Theatre Arts: Technical Theatre (Assistant Professor)COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATIONManagement: Human Resources (Professor)Management: Entrepreneurship (Professor)Management: Business Communications (Professor)Management: Strategic Management (Professor)Public Administration: Public Administration (Assistant Professor)COLLEGE OF EDUCATIONSpecial Education, Rehabilitation: Special Education (Assistant Professor)Special Education, Rehabilitation: Rehabilitation Counseling

(Associate Professor)Special Education, Rehabilitation: Counseling and Guidance

(Assistant Professor)Teacher Education and Foundations: Open (Professor/Chair)COLLEGE OF NATURAL SCIENCESChemistry & Biochemistry: Bioanalytical, Biomaterials or Environmental

Chemistry (Assistant Professor)Computer Science and Engineering: Computer Engineering (Assistant Professor)Geological Sciences: Environmental/Engineering Geology (Assistant Professor)Kinesiology: Generalist/Motor Behavior (Assistant Professor)Mathematics: Mathematics (Assistant Professor) (2 Positions)COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCESCriminal Justice: Geographic Information Science (Assistant Professor)Economics: General Economics (Assistant Professor)Economics: Feminist Economics (Assistant Professor)History: U.S. History (Assistant Professor)History: South Asian History (Assistant Professor)Political Science: International Relations/National Security (Assistant Professor)Psychology: Biopsychology (Assistant Professor)Psychology: Early Childhood Studies (Assistant Professor)Psychology: Learning Psychology (Assistant Professor)Sociology: Open (Professor)

California State University,San Bernardino, acomprehensive regionaluniversity, is one of 23California State Universitycampuses. It servesapproximately 18,000students, employs 475 full-time faculty and offers 47undergraduate, 30graduate, one doctoraldegree programs and has13 academic programswith nationalaccreditation. Theuniversity consists of fiveacademic colleges – Artsand Letters, Business andPublic Administration,Education, NaturalSciences, and Social andBehavioral Sciences. Theuniversity also operates abranch campus in PalmDesert. CSUSB is situated70 miles east of LosAngeles, offering easyaccess to beaches,mountain and desertresorts. The rapidlyexpanding metropolitanarea offers a wide varietyof cultural andrecreational opportunities.Housing costs averagesubstantially below thoseof nearby Los Angeles andOrange counties.

TENURE-TRACK POSITIONS FOR2016-2017 ACADEMIC YEAR

California State University, San Bernardino is an Affirmative Action/Equal Opportunity Employer. We consider qualifiedapplicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender identity, genderexpression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status.

58 New Faculty PositionsDepartments in the College of Agriculture DisciplineAgribusiness & Food Industry Management Agricultural ScienceAnimal & Veterinary Science (2 positions) General Animal ScienceApparel Merchandising & Management Apparel Merchandising & ManagementHuman Nutrition & Food Science (2 positions) Community Nutrition/Nutrition Education; Nutrition SciencePlant Science Agronomy/Sustainable AgricultureDepartments in the College of Business AdministrationAccounting (4 positions) Financial Accounting; Cost/Managerial; TaxationComputer Information Systems Computer Information SystemsFinance, Real Estate & Law Investment and Portfolio ManagementInternational Business & Marketing International Business Management & Human Resources (2 positions) Management/Organizational Behavior; Strategic ManagementDepartments in the College of Education and Integrative StudiesEducation (4 positions) Doctoral Studies; Early Childhood; Single Subject Credential Coordinator; Social SciencesEthnic & Women’s Studies Native American StudiesInterdisciplinary General Education U.S. History in American Global Context with Environmental EmphasisDepartments in the College of EngineeringAerospace Engineering Unmanned Aerial Systems (UAS)Chemical & Materials Engineering Energy and EnvironmentCivil Engineering (2 positions) Geotechnical Engineering; Geospatial EngineeringElectrical Engineering (2 positions) Physical Cyber/Info Security; Embedded/Reconfigurable ComputingEngineering Technology (2 positions) Machine Elements/Applied Mechanisms/Production ControlIndustrial & Manufacturing Engineering Systems EngineeringMechanical Engineering (2 positions) Energy Systems; Machine DesignDepartments in the College of Environmental DesignArt Art HistoryUrban and Regional Planning Urban DesignDepartments in the College of Letters, Arts and Social SciencesCommunication (2 positions) Journalism; Organizational CommunicationEnglish & Foreign Languages Rhetoric and CompositionGeography & Anthropology Biological AnthropologyMusic Music Industry Studies and Music TechnologyPhilosophy Latin American Philosophy or Philosophy of RacePolitical Science Comparative PoliticsPsychology & Sociology (2 positions) Experimental Cognitive Psychology; Sociology/Juvenile DelinquencyDepartments in the College of ScienceBiology (2 positions) Physiologist; Environmental ToxicologyChemistry (2 postions) Biochemistry; Organic ChemistryComputer Science (3 positions) Cloud Computing; Data Mining; Software DevelopmentKinesiology & Health Promotion (3 positions) Exercise Physiology; Adapted Physical Education; BiomechanicsMathematics (2 positions) Applied Mathematics/Operations Research; Pure MathematicsPhysics High EnergyUniversity Library Subject Librarian

Specifics of these openings and background check information are available at: http://www.cpp.edu/~faculty-affairs/open-positions/index.shtml

Cal Poly Pomona, one of two polytechnic universities in California, is a member of the 23-campus California State University system. Our student population of approximately 24,000 enrolls in 51 baccalaureate, 30 master’s degree programs, 11 credential and certificate programs, and a doctorate in Educational Leadership, presented by 1,200 faculty. We are proud of our status as a Hispanic Serving Institution. Our scenic and historic 1,400-acre campus, once the winter ranch of cereal magnate W.K. Kellogg, is located about 30 miles east of downtown Los Angeles. Southern California is one of the most dynamic economic and cultural environments in the country, and the campus is within an hour’s drive of beaches, mountains, and desert. For more information about our university please visit: http://www.cpp.edu/~aboutcpp/index.shtml

EOE/Minorities/Females/Vets/Disability

A74 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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gard to race, color, religion, national origin, sex, sexual orientation, age, ge-netic information, disability, or pro-tected veteran status, and will not be discriminated against because of their protected status.

Aeronautical Science: Provide flight, simulator, & ground instruction in ac-cordance with ERAU & FAA regula-tions & procedures; prepare sched-ules, maintain records & ensure that course standards, training require-ments, & objectives are met in the flight course. Requires: Master’s in Aeronautical Science or related de-gree; FAA Certified Flight Instruc-tor/Instrument CFI, CFII, MEI, Air-plane Single and Multiengine; Instru-ment Airplane. Three years experi-

ence as a Certified Flight Instructor and 1200 hours Dual Given. Send re-sumes to Embry-Riddle Aeronautical University - Human Resources/Attn: Chuck Kelley, 600 S. Clyde Morris Blvd., Daytona Beach, FL 32114.

American Jewish Studies: San Fran-cisco State University, Department of Jewish Studies, invites applica-tions for the John & Marcia Goldman Chair in American Jewish Studies to be filled at the level of tenure-track assistant professor beginning August 2016. Ph.D. or equivalent degree in the candidate’s discipline is required. A longer job advertisement and de-tailed position description are avail-able at: http://www.sfsu.edu/~jewish/. SF State serves a diverse student body

with a mission to promote scholarship, diversity, instructional excellence, and intellectual accomplishment. Faculty are expected to be effective teachers, demonstrate professional achievement and growth through research, publi-cations and/or creative activities, and engage in service to the campus and community. Application review begins September 30, 2015 and continues un-

til filled. Send cover letter, curriculum vitae, copies of relevant publications, evidence of teaching experience, and at least three letters of reference to: jssearch@sfsu.edu. Supplementa-ry printed materials may be sent to:

American Jewish Studies Search, De-partment of Jewish Studies, San Fran-cisco State University, 1600 Holloway Avenue, San Francisco, CA 94132. SF State is Equal Opportunity/Ameri-cans with Disabilities Act employer

and has a strong commitment to the principles of diversity.

American Politics: The Department of Government seeks to make a tenure-track appointment in American Poli-

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Careers.Chronicle.comLearn more at

Cornell Careers

s.hr.cornell.eduProvide Great Quality of Life!careers.hr.cornell.edu

Lawrence University is a selective, residential, undergraduate liberal arts college and conservatory of music located in the heart of the Fox River valley in Wisconsin (metro population: 225,000). Founded in 1847, Lawrence is a community of 1,500 intellectually curious students from around the world who seek engaged learning. Lawrence welcomes applications from diverse faculty who are passionate about teaching in a liberal arts setting.

Lawrence faculty should demonstrate excellence in teaching and maintain an active program of scholarship or creative activity. Teaching load is two classes per term for three terms. Faculty are encouraged to contribute to interdisciplinary programs and to teach in Lawrence’s flagship Freshman Studies program every two or three years. Other duties include advising students and participating in department and university service.

Lawrence is currently searching for the tenure-track positions listed below. Candidates are encouraged to address in their letters of application the ways in which they could contribute to Lawrence’s mission and its commitment to diversity. Application requirements can be found on the Lawrence Careers website at https://lawrencecareers.silkroad.com.

Faculty Openings in the Liberal Arts College

Lawrence’s liberal arts college offers undergraduate study in 23 departments and 14 interdisciplinary programs.

Assistant Professor of Art History (Tenure-Track)Specialist in East or Southeast Asia, open to all historical periods, with an interest in contemporary art. Teaching introductory lectures to senior research seminars in a combined art history and studio art department and East Asian Studies program. Opportunity to work with the Wriston Art Gallery’s permanent holdings, including a collection of Japanese prints, for teaching and scholarship.

Assistant Professor of Biology (Tenure-Track)Evolutionary biologist, ecologist, or systems biologist with experience using large data sets, computational biology, or bioinformatics approaches. Expertise in organismal or ecosystems biology preferred. Responsibilities include teaching introductory biology and an upper-level laboratory or field course not currently in our curriculum and establishing a research program appropriate for undergraduate participation. Competitive start-up package offered.

Assistant Professor of Chemistry (Tenure-Track)Teach courses in inorganic chemistry and general chemistry and develop a research program that will challenge and inspire undergraduates. We have an ACS-certified chemistry major and a wide array of research instrumentation (400 MHz NMR, Raman, FTIR, XRD, HPLC/MS, GC/MS, ICP, flow cytometer, cyclic voltammetry/electrochemistry, and more). Competitive start-up package offered.

Assistant Professor of Religious Studies (Tenure-Track)Teach courses in Asian religious traditions, including upper- and lower-level courses in Hinduism or Buddhism. Specialization in a secondary tradition such as Sikhism, Jainism, or Daoism is acceptable. Demonstrate knowledge of historical texts of the tradition and ability to articulate a theoretical perspective that enables students to do comparative work.

Faculty Openings in the Conservatory of Music

Founded in 1874, the Conservatory of Music serves over 350 music majors and offers distinguished preparation for professional careers in music within the intellectual environment of a liberal arts college, including a robust double-degree program.

Assistant Professor of Music Theory (Tenure-Track)Teach first- and second-year music theory and aural skills and upper-level theory electives. Contribute to the coordination and advancement of the core theory curriculum and the music theory major. Occasional teaching of Freshman Studies, an introduction to liberal learning that is the cornerstone of a Lawrence education.

Director of Orchestral Studies (Tenure-Track, Rank Open)Conduct and administer all activities of the Lawrence Symphony Orchestra and opera orchestra. Teach conducting and other classes of interest. Bring students to high levels of musical mastery in a nurturing environment that embraces the undergraduate orchestra as classroom/laboratory as well as first-class performance ensemble. Work with students to redefine the 21st century symphony orchestra while giving strong support to the ideals and goals of liberal education.

Trombone (Tenure-Track, Rank Open)Studio teaching of trombone and related activities including chamber music coaching, recital preparation, recruiting, performing with the Lawrence Brass Quintet, and other teaching based on the candidate’s interests and qualifications. Demonstrated excellence in trombone teaching and performance in a wide range of styles, including classical, jazz, and new music. Background in community engagement and outreach desirable.

Faculty Openings in the Liberal Arts College

Lawrence’s liberal arts college offers undergraduate study in 23 departments and 14 interdisciplinary programs.

Assistant Professor of Art History (Tenure-Track)Specialist in East or Southeast Asia, open to all historical periods, with an interest in contemporary art. Teaching introductory lectures to senior research seminars in a combined art history and studio art department and East Asian Studies program. Opportunity to work with the Wriston Art Gallery’s permanent holdings, including a collection of Japanese prints, for teaching and scholarship.

Assistant Professor of Biology (Tenure-Track)Evolutionary biologist, ecologist, or systems biologist with experience using large data sets, computational biology, or bioinformatics approaches. Expertise in organismal or ecosystems biology preferred. Responsibilities include teaching introductory biology and an upper-level laboratory or field course not currently in our curriculum and establishing a research program appropriate for undergraduate participation. Competitive start-up package offered.

Assistant Professor of Chemistry (Tenure-Track)Teach courses in inorganic chemistry and general chemistry and develop a research program that will challenge and inspire undergraduates. We have an ACS-certified chemistry major and a wide array of research instrumentation (400 MHz NMR, Raman, FTIR, XRD, HPLC/MS, GC/MS, ICP, flow cytometer, cyclic voltammetry/electrochemistry, and more). Competitive start-up package offered.

Assistant Professor of Religious Studies (Tenure-Track)Teach courses in Asian religious traditions, including upper- and lower-level courses in Hinduism or Buddhism. Specialization in a secondary tradition such as Sikhism, Jainism, or Daoism is acceptable. Demonstrate knowledge of historical texts of the tradition and ability to articulate a theoretical perspective that enables students to do comparative work.

Faculty Openings in the Conservatory of Music

Founded in 1874, the Conservatory of Music serves over 350 music majors and offers distinguished preparation for professional careers in music within the intellectual environment of a liberal arts college, including a robust double-degree program.

Assistant Professor of Music Theory (Tenure-Track)Teach first- and second-year music theory and aural skills and upper-level theory electives. Contribute to the coordination and advancement of the core theory curriculum and the music theory major. Occasional teaching of Freshman Studies, an introduction to liberal learning that is the cornerstone of a Lawrence education.

Director of Orchestral Studies (Tenure-Track, Rank Open)Conduct and administer all activities of the Lawrence Symphony Orchestra and opera orchestra. Teach conducting and other classes of interest. Bring students to high levels of musical mastery in a nurturing environment that embraces the undergraduate orchestra as classroom/laboratory as well as first-class performance ensemble. Work with students to redefine the 21st century symphony orchestra while giving strong support to the ideals and goals of liberal education.

Trombone (Tenure-Track, Rank Open)Studio teaching of trombone and related activities including chamber music coaching, recital preparation, recruiting, performing with the Lawrence Brass Quintet, and other teaching based on the candidate’s interests and qualifications. Demonstrated excellence in trombone teaching and performance in a wide range of styles, including classical, jazz, and new music. Background in community engagement and outreach desirable.

www.lawrence.edu

Open Positions

The following are staff and faculty openings for academic year 2016-2017; completed terminal degree desired. Expanded information about each opening is available at: http://www.wheaton.edu/HR

Communication: Tenure-track Assistant Professor with research/teaching expertise in one or more of the following areas: social media, computer-mediated communication, long-distance interpersonal relationships, or health com-munication. Application review begins October 1, 2015.

Foreign Languages: Tenure track; college level teaching experience. Application review begins immediately. •AssistantProfessorofMandarinChineseproficientinNorthAmericanmodelsoflanguageandcontent area pedagogy. •AssistantProfessorofSpanishwithoutstandingskillsinandenthusiasmforteachingalllevelsofSpanishlanguage,literaturesandculture.

History:Tenure-trackAssistantProfessorinAfrican,Latin,orMiddleEasternHistory;additionalteachingfieldssuchasglobalChristianityaplus.Application review begins October 15, 2015.

Library:SpecialCollectionsLibrarianwithfacultyrank;experiencedinarchivalorspecialcollectionssetting.Ap-plication review begins September 1, 2015.

Math/Computer Science:TenuretrackAssistantorAssociateProfessorofComputerScience.Teaching,research,curriculumandprogramdevelopment,andmentoringexpected.ApplicationreviewbeginsNovember1,2015.

Physics/Engineering: Tenure-track Assistant Professor of Engineering. Industry experience practicing Engineering, hands-on design and project experience, research and collaborative program desired. Application review begins November1,2015.

Psychology: Two tenure-track, open rank faculty positions in our APA-approved PsyD program. Areas of spe-cialization are open; preference to clinical and research interests related to historically underserved populations. Application review begins immediately.

Wade Center:DirectoroftheMarionE.WadeCenterandMarionE.WadeChairofChristian.Non-tenuretrackwithacademicstatusandrank;administrativeandscholarlyresponsibilitiesencompassingtheleadershipofWadeCenterholdings,programs,andstaff;fundraising;andteaching,writing,andresearchontheWadeauthors.Ap-plication review begins immediately.

Wheaton College is an evangelical Protestant Christian liberal arts college whose faculty and staff affirm a Statement of Faith and adhere to lifestyle expectations of the Wheaton College Community Covenant. The College complies with federal and state guidelines for nondiscrimination in employment. Women and minority candidates are encouraged to apply. Read more about Wheaton College and its programs at www.wheaton.edu.

FACULTY POSITIONS OPEN

The Daniels College of Business at the University of Denver (DU) invites applications for the following two tenure-track faculty positions with an expected start date of fall 2016. DU is the oldest independent university in the Rocky Mountain region, with approximately 11,800 students in undergraduate and graduate programs. DU is classified as a Doctoral/Research University with high research activity. The Daniels College of Business is the one of the largest colleges within the University, with 1,700 undergraduate and 800 graduate students. We offer a variety of majors and minors, including two bachelor’s degrees, five MBA degree programs and seven specialized master’s degrees. Founded in 1908 and continuously accredited by AACSB – International since 1923, we transform lives, organizations and communities through educational experiences, outreach and knowledge creation. We are committed to the principles of multiculturalism, diversity, and inclusive excellence through involvement and participation in university and college wide projects and initiatives. Daniels is proud to be among the top business schools nationally and internationally to receive recognition for its graduate and undergraduate programs from U.S. News & World Report, Bloomberg Businessweek, Financial Times and Forbes. With over 300 days of sunshine a year, the nation’s largest city park system and a thriving business community, a Pew Research Study lists Denver as the #1 city in which people want to live. FINANCE, Assistant Professor The Reiman School of Finance invites applications for a tenure-track Assistant Professor position to teach six courses throughout the academic year in the area of corporate finance. Candidates should possess a Doctorate in Finance. ABD will be considered, but must be completed no later than March 31 of the first year with Daniels. Candidates should have demonstrated potential for conducting high-quality research in the areas of corporate finance, international corporate finance and/or entrepreneurial finance and maintenance of appropriate faculty qualifications (Scholarly Academic) under AACSB standards. REAL ESTATE AND CONSTRUCTION MANAGEMENT, Assistant/Associate Professor The Franklin L. Burns School of Real Estate and Construction Management invites applications for a tenure-track Assistant or Associate Professor position to teach six courses throughout the academic year in the area of Construction Management. Candidates should possess a Doctorate in a construction related field including Construction Management, Construction related Engineering, Building Science, Urban Planning, Architecture or other AEC affiliated discipline. ABD will be considered, but must be completed no later than March 31 of the first year with Daniels. Candidates should have demonstrated potential for conducting high-quality research in the areas of construction management, design management, building information modeling, virtual design and construction, or other current and advancing construction-related areas demonstrated potential for teaching excellence in construction management and related fields, five (5) years of commercial and/or residential construction experience in the United States and maintenance of appropriate faculty qualifications (Scholarly Academic) under AACSB standards.

An application must be submitted online at www.dujobs.org.

The University of Denver is committed to enhancing the diversity of its faculty and staff and encourages applications from women, minorities, members of the LBGT community, people with disabilities and veterans.

DU is an EEO/AA employer.

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tics at the level of assistant or unten-ured associate professor. The appoint-ment is expected to begin on July 1, 2016. The appointee will teach and advise at the undergraduate and grad-uate levels. Doctorate or terminal de-gree in American Politics or related discipline required by the time the ap-pointment begins. Demonstrated ex-cellence in teaching and research is desired. Candidates for a tenure-track

appointment should also evince intel-lectual leadership and impact on the field and potential for significant con-tributions to the department, Univer-sity, and wider scholarly community. Please submit the following materi-als through the ARIeS portal (http://academicpositions.harvard.edu). The committee will begin reviewing appli-cations on September 15, 2015: 1. Cov-er letter 2. Curriculum Vitae 3. Teach-

ing statement 4. Research statement 5. Candidates for a tenure-track position are also required to submit names and contact information of 3-5 references (three letters of recommendation are required, and the application is com-plete only when all three letters have been submitted). We are an equal op-portunity employer and all qualified applicants will receive consideration for employment without regard to

Central Pennsylvania ConsortiumDICKINSON COLLEGE

FRANKLIN & MARSHALL COLLEGEGETTYSBURG COLLEGE

Affirmative Action, Equal Opportunity Employers

Three highly selective Pennsylvania liberal arts colleges, Dickinson, Franklin & Marshall andGettysburg, invite applications for the following Fall 2016 tenure-track positions. Because of the relativeproximity of the three colleges, these positions may be of particular interest to academic couples. Allpositions require Ph.D. or appropriate terminal degree in hand or near completion. For furtherinformation and search schedules, interested candidates may consult institutional web pages. Please notethat additional positions may be added to the web sites.

DICKINSON COLLEGE, Carlisle, PA 17013www.dickinson.edu https://jobs.dickinson.edu/

Classics: Greek History; English: Global Anglophone; International Business and Management:Finance; Psychology: Developmental

FRANKLIN & MARSHALL COLLEGE, Lancaster, PA 17604www.fandm.edu/jobs - Faculty opportunities

Earth & Environment: Environmental Studies; Economics: Value and Distribution; Government:Public Law and American Politics; Mathematics & Computer Science: Computer Science;Mathematics & Computer Science: Software; Public Health: Public Health

GETTYSBURG COLLEGE, Gettysburg, PA 17325www.gettysburg.edu/about/offices/provost/academic_positions/

Chemistry: (Inorganic or Analytical Chemistry); French: (Twentieth and twenty-first century film andmedia studies); Management: (Organizational studies with a specialization in ethics – David LeVan Chairin Ethics); Philosophy: (2 positions) 1. Open, except for areas of continuing department strength (logic,philosophy of science, philosophy of mind, philosophy of language, political philosophy, Americanphilosophy). 2. Global Philosophy, Critical Philosophy of Race, Human Rights, or Post-Colonial Studies,with an emphasis in Peace and Justice Studies; Sunderman Conservatory of Music at Gettysburg College:Orchestra Director

The faculty positions described above may not yet be posted online. Be sure to visit the website frequently for updates.The University of Dayton, founded in 1850 by the Society of Mary, is a top tier Catholic research university. The University seeks outstanding, diverse faculty and staff who value its mission and share its commitment to academic excellence in teaching, research and artistic creativity, the development of the whole person, and leadership and service in the local and global community. To attain its Catholic and Marianist mission, the University is committed to the principles of diversity, inclusion and affirmative action and to equal opportunity policies and practices. As an Affirmative Action and Equal Opportunity Employer we will not discriminate against minorities, females, protected veterans, individuals with disabilities, or on the basis of sexual orientation or gender identity.

The University of Dayton embraces the vision of faculty members as teachers and scholars committed to sustaining a vibrant learning environment. We educate the whole person by linking learning and scholarship with leadership and service through a collaborative curriculum and many innovative experiential and global learning opportunities. Two of the University’s newest initiatives — the Human Rights Center and the Hanley Sustainability Institute — bear witness to our commitment to connect theory to practice for the purpose of innovation, deeper understanding, and social change.

UNIVERSITY OF DAYTONTENURE-TRACK POSITIONS FOR FALL 2016

Learn more at jobs.udayton.edu.

Join our vibrant and engaged intellectual community.

Art and Design, assistant or associate professor in graphic designBiology, assistant professor in ecologyBiology, assistant professor in microbiologyChemistry, assistant professor specializing in bio-analytical or bio-inorganic chemistryCommunication, assistant professor in journalism, with expertise in new media Communication, assistant professor in public relationsComputer Science, assistant professor in cybersecurity and interactive mediaEnglish, assistant professor in early modern British literatureEnglish, assistant professor in indigenous literatures and cultures of North AmericaEnglish, assistant professor in literature, culture, and religionMathematics, assistant professor in geometryMusic, assistant professor in studio performance, specializing in brass Physics, assistant professor in theoretical physicsPolitical Science, assistant professor in American politicsReligious Studies, assistant professor in Jewish studies

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Bates, Bowdoin, and Colby College are conducting searches for faculty appointments beginning fall 2016. Because our institutions recognize that employment decisions often involve two careers, we highlight the following opportunities for dual-career academic couples. All three schools are located within one hour of each other, and within a two to three hour commute from Boston. For more information, call the appropriate institution or consult the corresponding website. Please note: All positions are tenure track unless otherwise indicated.

BATES COLLEGELewiston, ME 04240, 207-786-6480; http://www.bates.edu/For complete job advertisement listings, see: http://www.bates.edu/hr/employment/opportunities/faculty-positions/ For all Bates College positions, applicants should submit electronically to Interfolio.com Anthropology (R2546) Lecturer in Anthropology (initial three-year position); Asian Studies: (R2143) Hirasawa Professor and Chair; Art and Visual Culture: (R2091) Assistant Professor of Art and Visual Culture; Biology: (R2708) Assistant Professor of Biology; Chemistry: (R2712) Assistant Professor of Chemistry; English: (R2092) Assistant Professor of English; Geology/Physics: (R2709) Lecturer in Geology and Physics (initial three-year position); Physics: (R2710, R2711) Assistant Professor of Physics (two positions); Politics: (R2545) Lecturer in Politics (initial three-year position)

BOWDOIN COLLEGEBrunswick, ME 04011, 207-725-3578; http://www.bowdoin.eduFor complete job advertisement listings, see:http://www.bowdoin.edu/academic-affairs/curriculum-teaching/recruit/ For all Bowdoin College positions, please submit letter of application, curriculum vitae, and any additional material as indicated.Arctic Studies (senior position); Computer Science; English; Environmental Studies and Government (joint appointment); Government; Gender, Sexuality, and Women’s Studies; Russian (senior position); Theater and Dance

COLBY COLLEGEWaterville, ME 04901, 207-859-4000; http://www.colby.eduFor complete job advertisement listings, see:http://www.colby.edu/administration_cs/humanresources/employment/academic.cfmFor all Colby College positions, please submit a letter of application, curriculum vitae, and other material as indicated on the website to the appropriate search committee chair. Please note: All positions are assistant professor level unless noted otherwise.Biology: Neurophysiology; East Asian Studies: Chinese language; full-time (non-tenure track), renewable; Economics: Macroeconomics, open economy macroeconomics; English: American Literature, department chair, advanced associate or full professor; Mathematics & Statistics (2 positions): Statistics, Algebra; Sociology: Open field

Philadelphia, PA

Multiple positions—rank openThe School of Tourism and Hospitality Management is soliciting applicants for multiple tenure track positions in Tourism and Hospitality Management. This is an opportunity to help shape the future of a large and dynamic program. Our preference is for applicants who will conduct quality research and teach graduate and advanced undergraduate courses in the areas including Hospitality Financial Management; Hospitality Strategic Management; Service Management, as well as other foundational Tourism and Hospitality courses. Candidates who will help us develop excellence in new and innovative areas are also encouraged to apply.

Positions are open with regard to rank (assistant/associate/full professor). Rank and salary will be based on qualifications and experience. Ph.D. in tourism and hospitality management or a related field is required. The appointments begin the fall semester 2016.

The School is seeking scholars who have an established record of, or the potential for, excellence in scholarship, teaching and service. Faculty members will be expected to develop an active research program that is consistent with the broad areas of focus within the School. Preference will be given to applicants who have a strong publication record, an established record in sponsored research projects, and have teaching experience in both graduate and undergraduate academic programs.

Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia, the heart of the local tourism industry. Philadelphia’s extensive tourism, hospitality, sport, and recreation venues make the city ideal for teaching and learning experiences. The Tourism and Hospitality Program offers three degree programs: Bachelor’s and Master’s degrees in Tourism and Hospitality Management, as well as the nation’s first MBA program concentration in Hospitality Asset Management. The School of Tourism and Hospitality Management is a self-standing school, affiliated with Temple University’s Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism/Sport concentration is offered.

Review of applications will begin immediately and will continue until the positions are filled. Questions regarding these positions should be directed to Dr. Aubrey Kent (aubkent@temple.edu). Applicants should send a letter of application, curriculum vitae, list of references, sample publications, available teaching evaluations, and other supporting materials to: Dr. Aubrey Kent, School of Tourism and Hospitality Management, Temple University, 371 Speakman Hall, 1810 North 13th Street, Philadelphia, PA 19122 (215-204-3810, 215-204-8705 [fax], aubkent@temple.edu). Electronic applications are preferred.

Temple University is an Affirmative Action/Equal Opportunity employer.Women and minorities are encouraged to apply.

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Cleveland State University is seeking viable candidates who have the ability to contribute through research/scholarship,teaching, and/or service to the diversity, cultural sensitivity, and excellence of our academic community.We offer opportunities for thirty-six Assistant Professors, tenure-track (teaching, research and service duties) and tenCollege Lecturers, non-tenure-track (teaching and service duties) in the following colleges and disciplines:

Washkewicz College of Engineering• Mechanical Engineering• Electrical & Computer Engineering• Engineering Technology• Chemical & Biomedical Engineering

College of Sciences and Health Professions• Psychology, School Psychology• Biological, Geological, and Environmental Sciences,

Environmental–Soil Ecology• Department of Physics, Computational/Theoretical• Occupational Therapy• Mathematics, Numerical Partial Differential

Equational• Psychology, open specialty

School of Nursing

College of Liberal Arts and Social Sciences• Music, Music Therapy• Theatre and Dance, Dance

• UX/UI, Web & Mobile Platforms DesignEconomics, specialization open

• Political Science, International Relations• Social Work, Clinical, Health, and Behavioral Health• Sociology/Criminology, Criminology• Philosophy & Comparative Religion, Ancient and

Medieval Philosophy• History, U.S. 20th Century History• Communication, Film, TV, and Interactive Media• Social Work, Advanced Generalist/Behavioral Health• Modern Languages, Second Language/ Foreign

Language Acquisition• Political Science, American Politics and Institutions• Theatre and Dance, Theatre Studies• Social Work, Social Work Practice• Communication, Communication Management

Maxine Goodman Levin College of Urban Affairs• Urban Studies, City Management/Finance or

Operations• Urban Studies, Non-Profit Management• Urban Studies, Economic Development• Urban Studies, Planning• Urban Studies, Organizational Leadership

Monte Ahuja College of Business• Accounting• Finance• IST• Management• Marketing

College of Education and Human Services• Teacher Education, Special Education• CASAL, Counseling• Teacher Education, TESOL• Teacher Education, Special Education• Teacher Education, Early Childhood• Teacher Education, Gifted and Talented Education

For full job descriptions and details on how to apply please visit

http://hrjobs.csuohio.eduApplications will be exclusively accepted online. Mailed or emailed application materials will not be accepted.Hiring is contingent on the availability of funding for each of the positions. Offer of employment is contingentupon satisfactory completion of the University’s verification of credentials and otherinformation required by lawand/or University policies or practices, including but not limited to a criminal background check.It is the policy of Cleveland State University to provide equal opportunity to all qualified applicants and employees without regard to race, color, religion, sex,sexual orientation, gender identity and/or expression, national origin, age, protected veteran or disabled status, or genetic information.

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Multiple Positions A77

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race, color, religion, sex, national ori-gin, disability status, protected veter-an status, or any other characteristic protected by law. Applications from women and minorities are strongly encouraged.

Anatomy/Physiology: Methodist Uni-versity, a growing private liberal arts institution with both a well-estab-lished Biology major and several al-lied health programs, is seeking can-didates for a full-time, tenure-track Assistant Professor position in Anat-omy and Physiology to start in January 2016. The successful applicant will be responsible for teaching Human Anat-omy and Physiology I and II. We offer these courses in two tracks: one pri-marily for our pre-nursing students, the other designed for Biology majors planning to apply for graduate pro-grams in one of the health sciences. A PhD in an area of Biology provid-ing support for the material covered in these classes is preferred. ABD can-didates and candidates with master’s degrees will be considered. The suc-cessful candidate will teach Anato-my and Physiology I and II courses in both tracks, along with the possibility of introductory Biology or additional upper-level courses in the area of ex-pertise. A commitment to excellence in undergraduate teaching is expect-ed. Please submit a letter of applica-tion, curriculum vitae, statements of teaching philosophy and research in-terests, unofficial transcripts, and names and contact information for five references online at http://www.methodist.edu/positions-available. Review of applications will begin im-mediately and continue until the posi-tion is filled. For questions concern-

ing this position, please contact Dr. Rob McCandless, Chair of the Search Committee, at 910-630-7247 or jmc-candless@methodist.edu. Method-ist University encourages members of traditionally under-represented groups to apply. Methodist University reserves the right to authenticate cre-dentials and to consult public records prior to extending employment offers. AA/EOE.

Animal Science: Animal Science De-partment, Michigan State University, seeks candidates for a 9-month, ten-ure-system, Assistant Professor posi-tion in reproductive biology of farm animals. Candidates must possess a PhD in animal or dairy science, physi-ology, cell or molecular biology, genet-ics, biochemistry, or related area with significant expertise in reproductive biology of farm animals. Postdoctoral experience is preferred as is expertise in dairy cow reproduction. Ability to communicate application of research effectively to the livestock industry is required. Full job description and application at http://www.jobs.msu.edu/ (posting #1354). For questions about the position, contact Dr. James Ireland, 517-432-1384, ireland@msu.edu. Application materials must be received by November 1, 2015. Michi-gan State University is an affirmative-action, equal-opportunity employer. MSU is committed to achieving ex-cellence through a diverse workforce and inclusive culture that encourages all people to reach their full potential. The University actively encourages applications and/or nominations of women, persons of color, veterans and persons with disabilities.

Anthropology: The Department of Anthropology at the University of Or-egon seeks a tenure-track assistant professor of cultural anthropology to begin on September 16, 2016. We seek a cultural anthropologist who is eth-nographically grounded, engaged with cultural theory, and informed in criti-cal race studies. We have a preference for a medical anthropologist whose re-search may include a topical focus on the implications for culture and health in relation to one or more of the fol-lowing: environment, migration, re-productive health, mental health/trau-ma and resilience, chronic disease, and global epidemics. We also value research in the medical anthropol-ogy area on how health and inequal-ity are shaped by race, class, gender, sexuality and citizenship. Geographic specialization is open. We are a three-field department on a quarter system; teaching load is five-courses per year. In addition to medical anthropolo-gy, the selected candidate will be ex-pected to teach advanced cultural theory to graduate and undergradu-ate students; to train students in eth-nographic research methods; to main-tain a strong research profile and pub-lication record; and to excel in teach-ing a student body diverse in race, gender, sexuality, socio-economic sta-tus, and nationality. PhD must be in hand by September 15, 2016. Candi-dates should submit their applications electronically at http: interfolio.com. Required materials include, a letter of application, C.V., two course syllabi (one at the graduate level, and the oth-er at the undergraduate level), a writ-ing sample (no more than 35 pages), and three letters of recommendation. Screening of applications will begin

on September 30 and close on Octo-ber 31, 2015. The UO is an equal op-portunity, affirmative action institu-tion committed to cultural diversity and compliance with the ADA. The University encourages all qualified individuals to apply, and does not dis-criminate on the basis of any protect-ed status, including veteran and dis-ability status.

Biology: Clarkson University seeks an excellent teacher and productive researcher to fill a tenure-track posi-tion at the rank of Assistant Profes-sor beginning with the 2016-17 aca-demic year. The successful applicant will hold a Ph.D. and have postdoctor-al experience in evolutionary biology, bioinformatics, or a related field with a focus in one or more of the follow-ing: evolutionary ecology, evolution-ary genetics, phylogenetics, epidemi-ology, zoology, or other relevant area. Teaching duties will include evolution, bioinformatics, and other undergrad-uate and graduate courses in the ar-eas of the successful applicant’s ex-pertise. The successful candidate will develop a strong, externally funded research program that complements our strengths in environmental biolo-gy, biotechnology, and health sciences. The Clarkson University Biology Pro-gram values excellent undergraduate teaching and innovative research in-volving undergraduates and graduate students in our Interdisciplinary Bio-science and Biotechnology doctoral program. We value research collabo-ration among researchers; the success-ful candidate will be expected to de-velop research and teaching collabo-rations with Clarkson colleagues, in-cluding researchers affiliated with the

Trudeau Institute and Institute for a Sustainable Environment. Applica-tions should be received by 1 October 2015 for full consideration. For addi-tional information about this position and to apply on-line, see http://www.clarkson.edu/hr. An equal opportuni-ty /affirmative action employer, Clark-son actively seeks and encourages ap-plications from minorities, women and people with disabilities.

Biology: The Department of Biology at Vassar College invites applications for a tenure-track position in the bi-ology of public health at the rank of Assistant Professor. The position be-gins Fall of 2016. Vassar College is an affirmative action, equal opportu-nity employer and applications from members of historically underrepre-sented groups are especially encour-aged. Vassar is strongly committed to

Claremont Graduate University • Claremont McKenna College • Harvey Mudd College Keck Graduate Institute • Pitzer College • Pomona College • Scripps College

The Claremont Colleges is a unique consortium of seven distinguished academic institutions, five undergraduate and two graduate institutions. Collectively, The Claremont Collegesconstitute an academic community of 6,000 students. Each institution is autonomous, with its own students, faculty, administration, academic specialties, and educational philosophy. TheColleges have a common library and share several other major facilities; the campuses are adjoining. The common resources provide students and faculty of the small individual institutionswith the resources and advantages of a mid-size university. Claremont is located 35 miles from Los Angeles. The following positions are currently available. Unless otherwise specified, allpositions require a Ph.D. in hand or near completion. Inquiries about other requirements should be addressed to the contact person for the position in the listed websites.

The Claremont Colleges are Equal Opportunity Employers. Women and individuals from racial, ethnic minority, and other underrepresented groups are encouraged to apply.

� CLAREMONT GRADUATE UNIVERSITYSchool of Arts and Humanities

Religion: Tenure-track advanced Assistant or Associate Professor ofAmerican religions, with a preferred specialization in African Americanand/or Latino/a religion in North America. Deadline to apply is October 5,2015. For information: www.cgu.edu/pages/6986.asp

School of Community and Global Health

Public Health and allied areas: Open rank, tenure-track position. Strongpublication record, current extramural research funding, and teaching inpublic health required. Incentive system for research. For information:http://cgu.edu/pages/9320.asp

Public Health and allied areas: Associate or Full Professor, research facultyposition (non-tenured, multi-year contract). Current extramural researchfunding required. Incentive system for research. For information:http://cgu.edu/pages/9320.asp

� CLAREMONT MCKENNA COLLEGEEconomics: Tenure-track appointment for an Assistant Professor inMicroeconomics.

Government: Tenure-track appointment for an Assistant Professor in USForeign Policy.

History: Tenure-track appointment for an Assistant Professor in Chinese History.

For additional information:https://webapps.cmc.edu/jobs/faculty/home.php

� HARVEY MUDD COLLEGEBiology (Genomics): Assistant Professor, tenure-track; Ph.D. required;postdoctoral experience highly desirable. Teaching areas include introductorybiology, molecular biology, and genetics/genomics. Research area: experimentalgenomics with a strong quantitative component. Contact: aahn@g.hmc.edu

Computer Science: Assistant Professor, tenure-track position. For moreinformation see: www.cs.hmc.edu/faculty-positions

Electrical Engineering (communications): Assistant Professor, tenure-track;Emphasis on undergraduate education. Industrial or other practical experience inthe field valued but not required. https://academicjobsonline.org/ajo/jobs/5815

Physics: Assistant Professor, tenure-track position. Strong research and a passionfor teaching. See https://physics.hmc.edu/ttp/

For more information see: https://www.hmc.edu/dean-of-faculty/available-faculty-positions

� KECK SCIENCE DEPARTMENT OF CLAREMONTMCKENNA, PITZER, AND SCRIPPS COLLEGES

Animal Physiology: Assistant Professor, tenure-track position. For moreinformation contact DMcFarlane@kecksci.claremont.edu or visithttp://www.jsd.claremont.edu/employment/

Genomics: Assistant Professor, tenure-track position. For more informationcontact ewiley@kecksci.claremont.edu or visithttp://www.jsd.claremont.edu/employment/

� PITZER COLLEGEThere are no tenure-track faculty positions open at this time. Future openings

will be posted at: https://pitzer.peopleadmin.com/postings/search

� POMONA COLLEGEComputer Science: Tenure-track Assistant ProfessorDirector of College Writing: Rank open Economics (Industrial Organization): Tenure-track Assistant ProfessorEnvironmental Analysis (Urban Geography): Tenure-track Assistant ProfessorHistory and Africana Studies: Tenure-track Assistant ProfessorLinguistics and Cognitive Science (Experimental Linguistics): Tenure-track Assistant Professor Psychology and Chicano Studies: Tenure-track Assistant Professor Theater and Dance (Acting/Directing): Tenure-track Assistant Professor

For more information visithttp://www.pomona.edu/administration/academic-dean/faculty-

jobs.aspx or apply through academicjobsonline.org

� SCRIPPS COLLEGEEight tenure-track Assistant Professors:

Africana Studies: Strong preference for Africana political theory. FMI, contact search chair Sheila Walker atAfricanaStudiesSearch@scrippscollege.edu.

American Studies: Emphasis on comparative ethnic studies including issuesof race and historical processes of racialization and the study of popularculture. FMI, contact search chair Warren Liu at AmericanStudiesSearch@scrippscollege.edu.

Economics: Development or international economics and appliedeconometrics. FMI, contact search chair Roberto Pedace at Roberto.Pedace@scrippscollege.edu.

English: Early modern British literature, 1500-1700. FMI, contact searchchair Aaron Matz at EnglishSearch@scrippscollege.edu.

German Studies (pending approval): Applicants should be prepared toteach German language and culture courses at all levels. FMI, contact MarcKatz at GermanStudiesSearch@scrippscollege.edu.

Italian/Italian Studies: Native command of Italian and English to teach alllevels of Italian language, upper division Italian literature and Italian Studies.FMI, contact search chair Sabrina Ovan at Sovan@scrippscollege.edu.

Media Studies: Digital media theory/history and production. FMI, contactsearch chair T. Kim-Trang Tran at tkttran@scrippscollege.edu.

Psychology: Ability to teach statistics with psychology content areasincluding but not limited to, Health, Education, and Industrial/Organizational. FMI, contact search chair Jennifer Groscup atPsychologySearch@scrippscollege.edu.

Updates available at: http://www.scrippscollege.edu/hr/faculty

Ventura County Community College DistrictIdeally situated on California’s gold coast between Los Angeles and Santa Barbara Counties, Ventura County affords its residents easy access to coastal and inland waters, mountains, plains and islands. Ventura County Community College District offers fully-accredited educational programs for students transferring to four-year colleges and universities, vocational programs for acquiring job skills, and programs for updating career skills through continuing education.

We are currently taking applications for the following:

Please visit our website at http://apptrkr.com/662971 to view the job announcements, minimum qualifications, closing dates and apply for positions.

VCCCD is an Equal Opportunity Employer.

Counselor (Articulation)Closes: 9/7/15

Budget DirectorCloses: 9/13/15

Administration of Justice Instructor

Closes: 9/13/15

A78 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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fostering a community that reflects the values of a liberal arts education and to promoting an environment of

equality, inclusion and respect for dif-ference.We seek a broadly trained bi-ologist offering a biological perspec-

tive on public health problems. Can-didates with expertise in areas such as epidemiology, genetics, health and the environment, and/or toxicology are encouraged to apply. The success-ful candidate will teach at all levels of

the curriculum, including introduc-tory biology, intermediate-level lab-oratory courses, and advanced-lev-el courses in the candidate’s area of expertise. In addition to their work in the Biology Department, the can-

� ese fellowships foster the academic careers of scholars who have recently received their Ph.D. degrees, by permitting them to pursue their research while gaining mentored experience as teachers and members of the departments and/or programs in which they are housed. � e program also bene� ts Dartmouth by complementing existing curricula with underrepresented and/or emerging � elds. Applications will be accepted in the various � elds of humanities, social sciences, interdisciplinary programs, sciences, engineering, business and medicine.

Applications are accepted through Interfolio [apply.interfolio.com/30641] and must be received on or before October 15.

For more information about the society, the fellowshipsand the application process please visit

www.dartmouth.edu/sof/

POSTDOCTORAL FELLOWSHIPSAT THE SOCIETY OF FELLOWS

� e School of Advanced Air and Space Studies (SAASS) educates strategists for the Air Force and the nation. � e faculty develops and presents a year-long graduate curriculum designed to educate strategists in the art of strategy and strategic studies, enhancing the Air Force’s capacity to defend the United States through the control and exploitation of air, space, and cyberspace. Graduates receive a Master of Philosophy in Military Strategy degree and some students go on to earn a PhD in Military Strategy. � e Southern Association of Colleges and Schools, Commission on Colleges accredits both programs through � e Air University.

Successful applicants will support the Air University and SAASS missions and have substantial experience in the development, evaluation, and implementation of airpower theory, history, and practice. Applicants must have an earned doctorate degree or other terminal degree such as a Juris Doctorate, in an area relevant to strategic studies and the control and exploitation of air, space, and cyberspace and extensive professional experience in relevant areas. Candidates with experience in international policy and strategy related to space and cyberspace are highly desired. � e selection committee will consider applicants at the assistant, associate, or full professor level.

Primary duties include teaching graduate-level courses across the breadth of the school’s curriculum, advising thesis and dissertation students, curriculum creation, course direction, scholarly research and publication, and service to the school and university commensurate with individual experience.

For further information: see USA Jobs, Air University, School of Advanced Air and Space Studies beginning 24 August 2015 and closing 16 October 2015.

� ree Faculty Positions at theSchool of Advanced Air and Space Studies

VASSAR COLLEGEAnnouncement of Tenure-Track Faculty Searches

http://deano� hefaculty.vassar.edu/positions/

Vassar is a highly selective, coeducational liberal arts college of about 2450 undergraduates located in the beautiful and historic Hudson Valley seventy-� ve miles north of New York City. � e city of Poughkeepsie bene� ts from rich cultural diversity and convenient commuter rail access to New York City.

Applications are invited for tenure-track faculty positions in the following departments:

Anthropology (sub� eld tba)

Biology (Public Health)

Cognitive Science (Computational Modeling/Neuroscience)

French & Francophone Studies (open � eld)

History (East Asian History)

Mathematics (Applied Mathematics)

Political Science (American Politics)

Religion (Islam with preferred emphasis on gender/sexuality)

Russian Studies (open � eld)

Please refer to the Vassar website listed above for more information on each position.Inquiries may also be sent to the academic departments directly.

Vassar College is an a� rmative action, equal opportunity employer, and applications from members of historically

underrepresented groups are especially encouraged. Vassar is strongly committed to fostering a community that re� ects the values

of a liberal arts education and to promoting an environment of equality, inclusion and respect for di� erence.

The Georgia Southern University College of Liberal Arts and SocialSciences (CLASS) invites applications for faculty in the followingdisciplines (departments):

• Graphic Communications Management (Art)• Graphic Design (Art)• Criminal Justice & Criminology

(Criminal Justice & Criminology)• Spanish (Foreign Languages)• Literature, Philosophy, or Religious Studies

(Literature & Philosophy)• Clinical Psychology (Psychology)• Anthropology & Archaeology

(Sociology & Anthropology) (2 positions)• First-Year Writing (Writing & Linguistics)• Technical & Professional Writing

(Writing & Linguistics)• Writing Assessment (Writing & Linguistics)• Public Administration/Public Policy

(Institute for Public & Nonprofit Studies) For specific position announcements and application requirements,

please visit:http://class.georgiasouthern.edu/facstaff/employment/.

More information about the institution is available throughhttp://www.georgiasouthern.edu/. Finalists are required to submit toa background check. Georgia Southern University seeks to recruitindividuals who are committed to working in diverse academic andprofessional communities and who are committed to excellence inteaching, scholarship, and professional service within the Universityand beyond. The names of applicants and nominees, vitae, and othernon-evaluative information may be subject to public inspection underthe Georgia Open Records Act. Individuals who need reasonableaccommodations under the ADAto participate in the searchprocess should contact theAssociate Provost.

Georgia is an Open Records state. Georgia Southern University is an Affirmative Action,

Equal Opportunity Institution.

Towson University (towson.edu) was founded in 1866, is recognizedby U. S. News & World Report as one of the top public universitiesin the Northeast and Mid-Atlantic regions, is Baltimore’s largestuniversity, and is the largest public, comprehensive institution in theUniversity of Maryland System. TU enrolls almost 18,000undergraduates and 4,000 graduate students across six academiccolleges (business, education, fine arts, health professions, liberalarts, science & mathematics), has over 865 full-time faculty, andoffers more than 65 Bachelor’s, 45 Master’s, and 5 Doctoralprograms. Our centrally located campus sits on 330 rolling greenacres and is 10 miles north of Baltimore, 45 miles north ofWashington, D.C., and 95 miles south of Philadelphia.ALBERT S. COOK LIBRARYHead of Special Collections and University Archives12-month Librarian II or Librarian III position on the permanentstatus track beginning October 2015. MLS from an accreditedinstitution with courses in archives and archival management.Minimum of five years of successful and increasingly responsibleprofessional experience in special collections and/or archives.Demonstrate ability to successfully supervise, mentor, train and evaluate special collections and archives personnel. Leadstrategic planning for special collections and archives, includingdigital initiatives; hire, train, supervise and evaluate department’spersonnel; participate in development and operations of institutionalrepository; promote use of the collections through exhibits,programs, publications, social media and other outreach strategies;provide research assistance and instruction to students, faculty, staffand external users of the archives and special collections; write grantproposals; develop, expand and maintain collaborative relationshipswith university offices, faculty, students, donors and externalcommunity. Priority consideration given to application received bySeptember 15, 2015. LIB-N-2892THE JESS AND MILDRED FISHER COLLEGE OF SCIENCEAND MATHEMATICSDepartment of Mathematics – 1 positionAssociate Professor or Full Professor of Actuarial Science andRisk ManagementTenure-track, 10-month Associate Professor or Full Professor rankfor the director of the Actuarial Science and Risk ManagementProgram in the Department of Mathematics beginning August 2016.Ph.D. (or equivalent) in actuarial science and risk management orrelated areas such as statistics, finance, insurance or other subjectsappropriate for actuarial science and risk management. Preferencewill be given to applicants who are Associates or Fellows of one ofthe professional actuarial societies. We are interested in candidateswhose research and other qualities will help us maintain and enhanceour status as a Center of Actuarial Excellence (CAE). The standardinstructional workload is seven to eight (7-8) course units withresponsibilities for the Actuarial Science and Risk Managementprogram accounting for one to two (1-2) course units of reassignedtime. Teach effectively at both the undergraduate and graduate levelsincluding courses in mathematical finance, risk management andfinancial engineering, and actuarial models. Deadline forapplications is October 1, 2015. FCSM-N-2912Towson University is an equal opportunity/affirmative action employerand has a strong commitment to diversity. Women, minorities, personswith disabilities, and veterans are encouraged to apply. These positionsare contingent on availability of the funds at the time of hire.

For detailed information on these positions, please visit:http://www.towson.edu/odeo/employmentatTU/academic_positions.asp

Willamette University (WU), founded in 1842, is a nationally recognized liberal arts school with graduate programs in law, business and education. WU has earned a national reputation for its academic standards and exemplary citizenship, values that have defined the culture of this campus for more than 160 years. The Willamette University motto, “Not unto ourselves alone are we born,” captures the essence of this distinguished university. It speaks to our commitment to community service, to the extraordinary collaboration between faculty and students, and to the tradition of service and civic engagement that is typical of our alumni. WU is in Salem, the capital city of Oregon, one hour from Portland, the Pacific Ocean, and the Cascade Mountains. To learn more about our university, mission, faculty, staff and students visit us at www.willamette.edu.

Willamette University seeks candidates for the following positions:

College of Liberal ArtsWe are seeks candidates for the following faculty positions to begin August 2016:

Assistant Professor of Civic Communication and MediaThe position is open until filled, with initial screening beginning on September 20, 2015

Assistant Professor of English, African-American LiteratureApplication deadline is November 7, 2015.

Assistant Professor of PhysicsOpen until finalists are selected. Consideration of completed applications will begin December 1, 2015.

Assistant Professor of Religious StudiesOpen until finalists are selected.

Atkinson Graduate School of Management Faculty PositionsDue to the success of its MBA programs Willamette University’s Atkinson Graduate School of Management invites applications for several tenure-track faculty positions to begin August 2016 in the following areas:

AccountingFinanceOperations/Supply Chain Management

Applications will be considered until the positions are filled. Please apply immediately.

Administrative/Professional

Director of Communications, College of LawOpen until finalists are selected, initial screening will begin September 14, 2015

Director of Digital CommunicationsOpen until finalists are selected; initial screening of applications will immediately.

For complete job announcements and application guidelines visit our website at http://apptrkr.com/662111

Believing that diversity contributes to academic excellence and to rich and rewarding communities, Willamette University is committed to recruiting and retaining a diverse faculty, staff and student body. We seek candidates, particularly those from historically under-represented groups, whose work furthers diversity and who bring to campus varied experiences, perspectives and backgrounds.

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didate will have the opportunity to teach in Vassar’s multidisciplinary programs including Science, Technol-

ogy, and Society, and Environmental Studies. Teaching load in the first year is four courses followed by five cours-

es annually in subsequent years.The successful candidate will have a dedi-cated research laboratory and office, a student research assistant, start-up funds, and access to shared depart-mental facilities and equipment. De-velopment of a productive research

program with student participation is expected. A Ph.D. in biology or a re-lated field is required, and postdoctor-al experience is preferred. Applicants should submit a curriculum vitae, un-official transcripts, representative re-prints, a statement of research inter-

ests and goals, a statement of teaching interests and philosophy, and three letters of reference. To apply, please visit https://employment.vassar.edu/applicants/Central?quickFind=51891 Review of applications will begin Oc-tober 5 and will continue until the po-sition is filled. Please direct any ques-tions about the position to Bill Straus, Chair of Biology (straus@vassar.edu).

Biomedical Engineering: Work to be performed at Brown Mackie College of Miami, Florida. Instruct and facil-itate meaningful biomedical equip-ment D-level learning of the course competencies in the medical device electronics and solid state technol-ogy curriculum and proactively sup-port all facets of the learning envi-ronment. Provide education through learning-centered instruction that will enable graduates to fulfill the evolving needs of the medical field. Encourage a culture of learning that values mutu-al responsibility and respect, life-long learning and ethics as well as personal and professional development. Estab-lishes a learning centered classroom conducive to collaborative learning

Cornell CareersWhere teams are built!

careers.hr.cornell.educareers.hr.cornell.edu

We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply.At CUNY, Italian Americans are also included among our protected groups. Allqualified applicants will receive consideration for employment and will not bediscriminated against on the basis of any legally protected category.

Many People ~One University

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:

www.cuny.jobs

FACULTYBronx C.C.Criminal JusticeModern Languages

Central OfficeEnvironmental

CrossroadsNanoscience

LaGuardia C.C.Early Childhood

EducationEducation

At Clarke University, we focus on making an impact on students so they can positively impact the world. For students, it means a place where more than facts are studied – it means new ways of thinking are explored. For faculty and staff, it means more than just coming to work every day – it means truly collaborating across the university to put student success first. It also means living and working in a thriving city named one of the “most livable” small cities in the country and one of “Best Green Places” in the country. For more information please visit please visit www.clarke.edu.

To learn about available tenure-track faculty positions and application instructions, please visit http://clarke.applicantpool.com/jobs.

• Chemistry (Analytical/Instrumental)• Computer Science/Computer Information Systems• English• Elementary Education• Nursing (teaching predominantly undergraduate)• Nursing (teaching predominantly graduate)• Physical Therapy• Social Work

mulTIPlE fACulTy PoSITIoNS

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:

www.cuny.jobs

EXECUTIVE AND SR. ADMINISTRATIVEBaruch CollegeDean - Weissman School

of Arts & SciencesCentral OfficeChief Compliance

OfficerCUNY Law SchoolExec Dir for Budget &

Business Mgmt

MANAGERIAL AND PROFESSIONALBronx C.C.Acad College Discovery

Student Support SpeclBrooklyn CollegeAcad Assessment Dir

Enrollment Bursar CoordCentral OfficePeopleSoft Student

Admissions Impl Architect

PeopleSoft Student Admissions Impl Mgr

Univ Construction Contracts & Planning Manager

College of Staten IslandFoundation Finance

Budget SpeclHR ManagerStudent LEADS Support

SpeclJohn Jay CollegeAdmissions CounselorDevelopment Coord

Deputy Dir Strategic Initiatives

LaGuardia C.C.Job Developer – CUNY

Fatherhood AcademyCommunications

Marketing MgrContinuing Education

Dir – NYDesignsCUNY Fatherhood

Academy MgrEarly College & Career

LiaisonGrants & Contract SpeclResearch Programs

Specl – Audit & Compliance

We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply.At CUNY, Italian Americans are also included among our protected groups. Allqualified applicants will receive consideration for employment and will not bediscriminated against on the basis of any legally protected category.

Many People ~One University

Searches are underway for the following openings and for additional ongoing full-time faculty positions. Before applying, consult https://northcentralcollege.edu/employment/faculty-opportunities for expanded descriptions and application information:

Full-Time Tenure-Track Faculty Positions (Fall 2016) Business MCL (Spanish) Computer Science Philosophy Economics/Finance Theatre English Professional term rotation • internal summer grant and Jr./Sr. Faculty Enhancement programs • founding member, AAC&U, NAC&U • tradition of integrative programs beyond 55 majors • opportunities for international teaching and undergraduate research • national recognition for undergraduate teaching • nationally-recognized additions to facilities supporting academic programs and increased student residential population • one of the Chronicle’s “Great Colleges to Work For.”

North Central College, founded in 1861, is a private selective, comprehensive liberal arts institution of 3000 students located in Naperville, Illinois, 28 miles west of downtown Chicago, with convenient train access and proximity to the resources of the metropolitan area. The College’s suburban locale, home to 145,000 people and featuring a vibrant local downtown adjoining the campus, has been rated one of Money magazine’s “Best Places to Live.” Applicants who would enrich the diversity of the campus community are strongly encouraged to apply. EOE.

Where you are central.

800 West College Avenue St. Peter, MN 56082

gustavus.edu/jobs/chronicle

excellence.It’s through the richest possible variety of experiences, ideas, and people that we reach for excellence as a learning community. We are committed to recruiting a diverse faculty who share our passion for undergraduate education and our dedication to serving all of our students well.

Visit gustavus.edu/jobs/chronicle to learn about available tenure-track faculty positions in:

• Biology (Cell Biology)• Economics and Management

(Finance and Business Economics)

• Economics and Management (Macroeconomics and Statistics)

• Health and Exercise Science (Sport and Health Psychology)

• Psychological Science (Clinical)

FACULTY OPPORTUNITIESSyracuse University is a global community offaculty, students, and staff dedicated to academicexcellence and student success.

We seek exceptional teachers and scholars whothrive in a culture of collaboration, innovation, andentrepreneurship.

We offer outstanding benefits, a diverse andinclusive workplace, and broad opportunity.

Women, military veterans, individuals withdisabilities, and members of other traditionallyunderrepresented groups are encouraged to apply.

To learn more, visit sujobopps.com.

Assistant/Associate/Full Professor positions inthe following fields are available:

Faculty positions require a Ph.D., and dutiesinclude teaching, research, and advising studentsunless otherwise indicated at sujobopps.com.

SYRACUSE UN IVERS I T Ysyr.edu

Syracuse University is an AA/EOE

ChemistryMathematicsPsychologyPublic RelationsAdvertisingCommunicationsArchitectureInformation Studies

PhysicsPhilosophyEducationManagementEnglish/WritingMusicLanguage, Literature and Linguistics

Penn State University is one of America’s premier public research universities. Penn State’s multi-campus structure serves its mission as the Commonwealth’s land-grant university. Our 20 Commonwealth Campuses provide the resources of a major university in a small college atmosphere. We seek faculty members with a strong interest in undergraduate student learning and a commitment to research, scholarship, and/or creative accomplishments and service.

To learn more about our campuses, visit www.psu.edu/academics/campuses.

Faculty Openings for Fall 2016 By Discipline and Campus

Accounting – Beaver2, York1

Administration of Justice – DuBois2, Wilkes-Barre1

Bio-Behavioral Health – New Kensington1

Bio-Medical Engineering Technology – New Kensington2

Biology – Brandywine1, Greater Allegheny1

Business Management – Schuylkill1, Worthington Scranton1, York2

Chemistry – Fayette1

Corporate Corporations – Hazleton1, Worthington Scranton1

Electro-Mechanical Engineering Technology (Electrical) – New Kensington2

Electro-Mechanical Engineering Technology (Mechanical) – New Kensington1or 2

IST – Beaver2, Mont Alto2, Worthington Scranton1, York1

Mathematics – Brandywine2

Project and Supply Chain Management – Beaver1

Psychology – Hazleton2, Lehigh Valley1, Worthington Scranton1, York1

1Tenure-Track Appointment; 2Multi-Year Appointment

To learn more about each position and to apply, visit apptrkr.com/657311

CAMPUS SECURITY CRIME STATISTICS: For more about safety at Penn State, and to review the Annual Security Report which contains information about crime statistics and other safety and security matters, please go to http://www.police.psu.edu/clery/, which will also provide you with detail on how to request a hard copy of the Annual Security Report.

Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to minorities, women, veterans, disabled individuals, and other protected groups.

Multiple Faculty PositionsSince 1912, �e College of St. Scholastica (CSS) has been preparing students for a life of purpose and meaningful work by empha-sizing the Catholic Benedictine values it was founded on. �e College serves an enrollment of approximately 4,200 enrolled in undergraduate and graduate degree programs throughout six schools—health sciences, arts & letters, business and technology, education, nursing, and sciences. U.S. News & World Report con-sistently ranks CSS among the best colleges and universities in the region for academic excellence. �e College of St. Scholastica is a vibrant, growing independent private college with its main campus overlooking Lake Superior in Duluth—recently named the #1 Best Town by Outdoor Magazine - and extended campuses throughout Minnesota.

�e College is now accepting applications for the following

School of Business & TechnologySchool of Business & TechnologyFaculty position in Computer Information Systems, Tenure Track

School of EducationAssistant/Associate Professor in Special Education, Tenure TrackAssistant/Associate Professor in Graduate Education, Tenure Track

School of Health SciencesAssistant/Associate Professor, Social Work Graduate Program, Tenure dependent upon quali�cations

School of NursingSchool of NursingFaculty Lead, Veteran Grant ProjectFaculty position in Medical/Surgical Nursing Faculty position, Post-Baccalaureate, Tenure dependent upon quali�cations

School of SciencesAssistant Professor of Biochemistry, Tenure Track

For more information and to apply, visit www.csshrjobs.com. �e College of St. Scholastica is an equal opportunity employer com-mitted to enriching education and promoting opportunity through a culturally diverse faculty, sta� and student body.

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COLLEGE OF LIBERAL ARTS AND SCIENCES The College of Liberal Arts & Sciences (www.clas.ku.edu) is the foundation of the University of Kansas. Our faculty members’ expertise spans the disciplines of the arts, humanities, international and interdisciplinary studies, natural sciences and mathematics, and social and behavioral sciences. The College is home to more than 55 departments and programs: the School of the Arts; the School of Languages, Literatures & Cultures; and the School of Public Affairs and Administration. Through innovative teaching and research, our faculty emphasize interdisciplinary education, global awareness, and experiential learning to ensure our graduates are engaged, socially responsible citizens who are empowered to build their futures globally. We aspire for excellence in research and teaching that give insights into the past, create answers for the present, and build bridges to other cultures, communities and our futures.

English – Early Modern Renaissance and Digital Humanities,

Assistant or Associate Professor

Mathematics (3 positions) – Henry J. Bischoff-Ellis B. Stouffer Distinguished Professor;

Computational Mathematics; PDEs-Analysis-Dynamical Systems

Molecular Biosciences – Cancer Biology, Assistant or Associate Professor

Philosophy/Environmental Studies – Environmental Ethics, Assistant or Associate

Professor

Psychology – Quantitative Methods, Open Rank

School of Public Affairs & Administration – Law and Society

Spanish & Portuguese – Latin American Literary & Cultural Studies

Speech-Language-Hearing – Communication Sciences & Disorders, Open Rank

Women, Gender & Sexuality Studies – Chairperson and Associate or Full Professor,

Open Specialization

All searches are at the rank of Assistant Professor unless noted. Exceptional candidates at higher ranks may in some cases be considered. Ph.D., ABD, or terminal degree is expected by the start date of the appointment. Preferred candidates would contribute to the climate of diversity in the College, including the diversity of scholarly approaches. Questions may be directed to Erin Spiridigliozzi, eas@ku.edu.

SCHOOL OF ENGINEERINGThe School of Engineering is comprised of six academic departments and additional interdisciplinary programs, offering 12 ABET accredited undergraduate degree programs and advanced degrees in 16 fields of study. The school currently employs 122 tenured and tenure-track faculty, including National Academy members. The School of Engineering is in the midst of one of the most exciting and vibrant growth periods in its history. The school’s Building on Excellence Initiative is in the process of adding 30 new faculty members. Enrollment has grown by more than 30% since 2008 and last year included about 2,400 undergraduates, 465 masters,

and 215 doctoral students. New research and teaching facilities, completed since fall 2012, added more than 180,000 square feet to the engineering complex.

Chemical and Petroleum Engineering (2 Positions) – Petroleum Engineering; and

Director of Tertiary Oil Recovery Program (TORP), all ranks

Electrical Engineering & Computer Science (3 Positions) – Bioinformatics, Health

Informatics, and Biomedical Informatics; Data Science; and Power Systems Engineering

Mechanical Engineering (2 Positions) – Additive Manufacturing (all ranks); Water-Based

Processes or Manufacturing

Project Management (1 Position) – Edwards Campus (Professor of the Practice)

All searches are at the rank of Assistant Professor unless noted. Exceptional candidates at higher ranks may, in some cases, be considered. Ph.D. or ABD is expected by start date of the appointment. Candidates for Associate and Full Professor positions must also have an outstanding record of teaching/research for the respective level. For more information contact Beth Wehner, bwehner@ku.edu.

SCHOOL OF BUSINESSThe KU School of Business is in a period of considerable growth, and in recent years it has added more majors, and an honors program, and has . Under the leadership of Dean Neeli Bendapudi, it will move into a new, $70.5 million facility, Capitol Federal Hall, in 2016. The KU School of Business offers undergraduate, masters (full- and part-time) and doctoral programs. It currently enrolls 1,500 undergraduate students at its Lawrence campus.

In the most recent U.S. News & World Report college rankings, KU’s undergraduate business program ranked second in the Big 12 and No. 31 among public universities. In 2014, the School of Business ranked No. 47 for its full-time MBA program and No. 49 for its part-time program. KU’s Master of Accounting program consistently touts nearly 100 percent job outcomes at graduation.

AIS/Accounting – Full Professor & Area Director

FEDS/Decision Sciences – Assistant Professor

Human Resources Management – Assistant or Associate Professor

For more information about the School of Business and to see “where business is going,” please visit the Dean’s annual report at issuu.com/kubusiness/docs/dean_s_report.kubusiness/docs/dean_s_report.kubusiness/docs/dean_s_report

UNIVERSITY OF KANSAS FACULTY POSITION OPENINGS

MAKE DISCOVERIES THAT CHANGE THE WORLD

For more information regarding these position and others:

employment.ku.eduSearch facuty openings by keyword.

Association of American Universities

hundreds of millions of dollars annually from external sources

higher than the national average on their ACT

friendly community, thriving downtown

endowment assets of more than $1.4 billion

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university’s programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordina-tors for their respective campuses: Executive Director of the Office of Institutional Opportunity & Access, IOA@ku.edu, 1246 West Campus Road, Room 153A, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas, medical center campuses).

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and student involvement. Knowledge of operating room, laboratory equip-ment, and imaging (X-ay, MRI, CT). Teach medical device procedures to Operating Room Surgical Staff, Ra-diology Staff, and Hospital BMETs. Aid in externship activities and cre-ate relationships with biomedical or-ganizations. Communicate construc-tive feedback at each class period and

provide weekly constructive feedback to students. Assist students in solving problems promptly that may impede successful course completion through advising and/or referrals enforces in-stitute academic and attendance poli-cies. Maintain required academic cre-dentials, continue to develop profes-sional and technical skills and remain current on related software or indus-

try trends as appropriate. Must have Master’s in Biomedical Engineering or related field with one year experi-ence in the job offered, Engineer, or related. Must have legal authority to work indefinitely in the U.S. EEO. Mail resume to: Colleen Bly, Senior HR Generalist, Education Manage-ment Corporation, 1250 Penn Ave., Pittsburgh, PA 15222.

Business Administration: Wayne State University is a Carnegie “Very High Research” Doctoral Extensive Uni-versity offering more than 370 aca-demic programs through 13 schools and colleges to nearly 28,000 student. It is one of the three major research universities in Michigan that make up the Michigan University Research Corridor. The AACSB-Internation-

al accredited School of Business Ad-ministration is one of the 13 schools and colleges comprising the Univer-sity academic community with 2500 undergraduate business majors and 600 graduate business students. Posi-tion: The School of Business Admin-istration at Wayne State University is pleased to invite applications for the following Lecturer position. Respon-sibilities: Teach courses in internal

auditing, financial auditing, and man-agerial accounting. Direct the inter-nal auditing program. Participate in department/school governance ac-tivities. Perform related duties as as-signed. Qualifications: Masters in Accounting, Business Administra-tion, or related fields for Lecturer is required. CPA and CIA designations preferred. Prior college-level teach-ing experience highly desirable. Rel-

A California State University

Tenure-Track Faculty PositionEnglish: Rhetoric & Composition

Job # 7643Inviting applications for a tenure-track faculty position in Rhetoric and Composition and Writing Program Coordinator starting August 2016. Instructional responsibilities include teaching undergraduate and graduate courses in composition, rhetoric, and composition theory. For more info, please visit: http://apptrkr.com/201528823 .

HSU is an EO/Title IX/ADA Employer

ASSISTANT PROFESSOR OF ISLAMIC LAW AND SOCIETY

Department of Middle Eastern and Islamic Studies

ARTS AND SCIENCE

The Department of Middle Eastern and Islamic Studies at New York University is seeking applications for a tenure-track assistant professor position in the field of Islamic law and society to begin September 1, 2016, pending budgetary and administrative approval. The department has strong interdisciplinary interests and welcomes applications from scholars in a broad range of fields and disciplines. The position is not limited as to historical period or to the Middle East as conventionally defined. Candidates must have the Ph.D. in hand by the time of appointment and be prepared to teach a wide range of undergraduate and graduate courses and to supervise doctoral dissertation research.

To apply, visit the MEIS website at http://meis.as.nyu.edu/ and use the “Employment” link to submit a detailed cover letter describing research and teaching experience, c.v., writing sample (a published article or a dissertation/book chapter, syllabi, and three references. Review of applications will begin on October 1, 2015.

EOE/Minorities/Females/Vet/Disabled

A Jesuit Catholic UniversityBOSTON COLLEGE

2016-2017 Corcoran Visiting Chair in Christian-Jewish Relations

Boston College and its Center for Christian-Jewish Learning invite applications for a one year visiting appointment (renewable for a second year) as the 2016-2017 Corcoran Visiting Chair in Christian-Jewish Relations, specializing in some aspect of the relationship between Christianity and Judaism. Candidates must hold a Ph.D. or its earned equivalent, have published in the field, and hold (or have retired from) a tenured position (or its equivalent) in a university or seminary. The Corcoran Chair will agree to take on specific responsibilities related to the mission of the Center. Stipend: $70,000/academic year plus travel and research expenses. The full description is available at www.bc.edu/cjl.

Electronic submission of the following are requested: letter of application, CV, and a proposal for the research and writing to be done while holding the Chair, including an indication of how they fit into the guidelines above. Two letters of recommendation should be submitted directly. Applications are due by November 13, 2015. Decisions will be made by February 12, 2016. Communications should be addressed to Dr. James Bernauer, SJ (cjlearning@bc.edu), Director, Center for Christian-Jewish Learning, Stokes Hall N405, Boston College, Chestnut Hill, MA 02467 USA.

Boston College conducts background checks as part of the hiring process and is an Affirmative Action/Equal Opportunity Employer.

�e nation’s �rst and only college of ethnic studies invites innovative, socially engaged

scholars, scientists, and artists of any discipline committed to student-involved and community-engaged scholarship or creative

works to apply for theRobert A. Corrigan Endowed Visiting

Professorship in Social Justice with a focus on African American communities.

College of Ethnic Studies�e inaugural Robert A.Corrigan

Endowed Visiting Professor

We make CHANGE happenCHANGE happenCHANGE .

http://ethnicstudies.sfsu.edu

Appointment comes with a $100,000 stipend

�e review of applications will beginOctober 15, 2015 and continue until �lled.

�e nation’s �rst and only college of ethnic studies invites innovative, socially engaged

scholars, scientists, and artists of any discipline committed to student-involved and community-engaged scholarship or creative

works to apply for theRobert A. Corrigan Endowed Visiting

Professorship in Social Justice with a focus on African American communities.

�e inaugural Robert A.Corrigan

Endowed Visiting Professor

�e expected fellowship period is August 22, 2016 to June 1, 2017.

One semester appointments can be considered.

Social Justice in

150Positions begin August 2016 saic.edu/about/jobsatsaic

POSITIONS IN:ArchitectureArt HistoryArt TherapyDesigned ObjectsLiberal Arts (Science)

New Arts JournalismVisual Communication DesignVisual & Critical Studies

HUMANITIES

A82 Humanities Social & Behavioral Sciences THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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evant professional experience suffi-cient for “professionally qualified” status required. Ability to establish

effective teaching relationships with students. Ability to establish effective relationships with faculty colleagues.

Full-time Faculty Position

The Undergraduate Department in the Oral Roberts University College of Education invites applications for a full-time faculty position beginning in Spring 2016

Faculty Position: Assistant or Associate Professor of Early Childhood Education

Essential Academic Preparation: Candidates must have master degree in Early Childhood Education ,three years of teaching experience in P-12 schools and currently enrolled in Ed.D or Ph.D program. For more information please visit https://oru.edu/employment/

R o b e R t P e n n W a R R e n C e n t e R f o R t h e h u m a n i t i e s

2016/2017 William S. Vaughn Visiting Fellowshipone year residential fellowship for a scholar interested in participating in a broadly interdisciplinary seminar entitled, “Working for equality and Justice: theorizing from and with Lived Resistance to economic inequality and injustice.” the fellowship pays a stipend of $50,000 and offers additional benefits. the seminar is co-directed by Vanderbilt university faculty members brooke ackerly (political science) and melissa snarr (Divinity school).

applications must be submitted by January 18, 2016

for more information, see our website:http://www.vanderbilt.edu/rpw_center

Iowa State University’s Department of History invites applications and nominations for the position of Department Chair. Full professors only.

Apply online at:https://www.iastatejobs.com/postings/13887

Iowa State University is an EO/AA employer. All qualified applications will receive consideration for employment without regard to race, color,

sex, national origin, disability, or protected Vets status.

History Department Chair

EOE/Minorities/Females/Vet/Disabled

ASSISTANT PROFESSOR OF ATLANTIC HISTORYDepartment of HistoryARTS AND SCIENCE

New York University’s Department of History invites applications for a tenure-track position for an assistant professor with a specialization in Atlantic History, 1492-1825. Duties will include teaching undergraduate and graduate courses and participating in the Atlantic History workshop. The position is to begin September 1, 2016, pending budgetary and administrative approval. A PhD in history is required by the time of the appointment.

Appl icants are to submit their mater ia ls onl ine at http://history.fas.nyu.edu/page/employment: a letter of interest addressed to Professor Nicole Eustace, Chair of the Search Committee; a c.v.; three references; a short writing sample; and a dissertation or book manuscript chapter outline. The deadline for application is November 2, 2015.

Assistant or Associate Professor in Race, Gender, and Sexuality Studies

The Department of Gender Studies at Indiana University Bloomington seeks to fill a tenure-track position in Critical Race, Gender, and Sexuality Studies. The ideal candidate must have a PhD in these or related interdisciplinary fields. Candidates from other interdisciplinary fields whose work centrally addresses feminism, sexuality and/or gender will be considered. For more info visit http://www.indiana.edu/~gender/ Salary, fringe benefits, research and teaching expectations and opportunities are consistent with peer RU/VH institutions. To apply, submit materials electronically via http://indiana.peopleadmin.com/postings/1759 Review of applications begins November 1, 2015 and continues until the position is filled. Contact Stephanie Sanders, Search Committee Chair, sanders@indiana.edu with questions. Memorial Hall East, Room 130, 1021 E. Third Street, Bloomington, IN 47405.

Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.

The Robert A. and Sandra S. Borns Jewish Studies Program and the Department of Near Eastern Languages and Cultures are seeking candidates for an assistant professor position in Medieval or Early Modern Jewish Civilizations. Duties include teaching undergraduate and graduate courses in the areas of Medieval and/or Early Modern Jewish Civilizations, as well as research and scholarly activities and service to the department and University. Position requires a Ph.D. in Medieval or Early Modern Jewish Civilizations or a related field.

Applicants should send a letter of interest summarizing career goals for teaching and scholarship, a current C.V., and names and contact information for three references to Stephanie Odaffer, School of Global and International Studies, College of Arts & Sciences, Indiana University, Memorial Hall Rm 120, 1021 E. Third Street, Bloomington, IN 47405. Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.

AssistAnt ProfessorMedieval and/or early Modern Jewish Civilizations

Comparative Politicsand

Public Administration

The Department of Political Science and Sociology invites applications for the following tenure-track, positions to begin August 15, 2016.

Public Administration (Assistant Professor) - Ph.D., D.P.A., or related doctorate (no Ed.D. degrees) in political science, public administration, or public policy. Expertise in organization theory and behavior, public budgeting and finance, public policy analysis, and research methods preferred. Candidates must be willing and able to teach master’s level courses using online and ITV formats. To apply: http://www.murraystatejobs.com/postings/4712.

Public Administration (Assistant/Associate Professor) - Ph.D., D.P.A., or related doctorate (no Ed.D. degrees) in political science, public administration, or public policy. Demonstrated competence to teach public sector human resource management, public administration, and political science. Candidates must be willing and able to teach master’s level courses using online and ITV formats. To apply: http://www.murraystatejobs.com/postings/4715.

Comparative Politics (Assistant Professor) - Ph.D. in political science. Ability to teach Europe and/or Latin America politics and prefer candidates who can teach diverse themes including, but not limited to, comparative political economy, political change, or development. To apply: http://www.murraystatejobs.com/postings/4717.

ABDs will be considered for all positions, however, degree completion by August 15, 2016 is required.

Additional information available at the online application addresses listed with each position above.

Women and minorities are encouraged to apply. MSU is an equal education and employment opportunity, M/F/D, AA employer.

The University of Michigan Department of Communication Studies

Faculty Opening Beginning Fall 2016 Full Professor of Communication

StudiesMedia Psychology

The University of Michigan, Department of Communication Studies seeks applicants for a position as a tenured Full Professor of Communication Studies. The department emphasizes interdisciplinary study of the mass media and digital media, and we seek top scholars to complement current faculty interests and strengths. In particular we seek a senior, distinguished, internationally recognized, quantitative social-scientist whose work falls in the area of media psychology, and whose methods include experiments, surveys, longitudinal studies, content analysis, meta-analysis, or other social science techniques. While all areas of media psychology will be considered, areas of particular interest are effects of traditional and/or emerging media on behavior and cognitions; the psychological antecedents and consequences of media use; the psychological consequences of representations of gender; the effects of portrayals of race and ethnicity in the media including effects on racial identity and attitudes; the effects of violent media on aggressive behavior; media effects on children and young people; media effects on health behavior; the interplay of media, sexuality, and sexual identities; and media effects on cognitive processing and learning. Job duties entail research activity in communication studies, teaching of graduate and undergraduate courses, and service to the department, University, and profession. A PhD in Communication or a related fi eld is required. The anticipated starting date for this university-year appointment is September 1, 2016.

All applicants should send a cover letter, a vita, evidence of teaching excellence, a statement of teaching philosophy and experience and a statement of current and future research plans. (Letters of recommendation are not required at this time.) All application materials must be submitted electronically to: http://www.lsa.umich.edu/comm/facultystaff/openings. For full consideration, complete applications should be submitted by September 25, 2015.

The University of Michigan is an equal opportunity/affi rmative action employer. Women and minorities are encouraged to apply. The University is supportive of the needs of dual career

couples.

Faculty Position in early literacy, with emphasis on elementary English

language arts (Open Rank)

The Stanford Graduate School of Education is seeking nominations and applications for a faculty member specializing in early literacy.

Successful candidates must demonstrate substantial evidence of a creative and productive program of research, impact on his or her fi eld of study (or if junior, the potential for such impact), and a commitment to excellence in teaching and advising students at both graduate and undergraduate levels. The applicant should have prior experience teaching and/or working with teachers at the elementary level in classrooms with ethnically, linguistically, or socioeconomically diverse student populations.

As a faculty member, responsibilities will include teaching graduate level and possibly undergraduate level courses for both prospective researchers and elementary teacher candidates. The faculty member will support doctoral students and doctoral research in related fi elds.

Senior candidates should have an excellent record of research and teaching. Junior candidates should have completed a doctorate before the date of appointment and show evidence of excellent research and teaching potential.

Applicants should provide a cover letter which describes research and teaching experience, a curriculum vitae, two examples of published, in press, or not yet published research, and a list of three references (complete with addresses and phone numbers). We will request letters of recommendation to be sent directly to Stanford for a small number of fi nalists. Applications will be reviewed beginning on September 15, 2015 and the position will remain open until it is fi lled.

All application materials must be submitted online. Please submit your application on Academic Jobs Online:

https://academicjobsonline.org/ajo/jobs/5632

Questions pertaining to this position may be directed to Tanya Chamberlain, Faculty Affairs Offi cer, tanyas@stanford.edu.

Stanford University is an equal opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of, and applications from, women, members of minority groups, protected veterans and individuals with disabilities, as well as others who would bring additional dimensions to the university’s research and teaching missions.

Faculty Position in early literacy, with emphasis on elementary English

language arts (Open Rank)

VIRGINIA COMMONWEALTH UNIVERSITY

The Global Education Office at VCU is seeking applicantsfor a faculty position, contingent upon funding:

English Language ProgramAssessment Coordinator

(F36610)For detailed job description and application process, visit this

website: www.vcujobs.com

Virginia Commonwealth University is an equalopportunity/affirmative action employer.

Women minorities, veterans, and person with disabilities areencouraged to apply.

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To Apply: All applicants must use the WSU Online Hiring System at http://jobs.wayne.edu referring to posting #

041267. Electronic applications must include a cover letter; resume; and names, addresses, and contact infor-

mation for at least three references. Wayne State University is an Affir-mative Action/Equal Employment Opportunity Employer. The School of Business Administration is strong-ly committed to achieving excellence through cultural diversity. The college actively encourages applications of women, persons of color, persons with disabilities, veterans, and members of other underrepresented groups.

Business Analytics: Assistant Profes-sor in Business Analytics. Tenure-track faculty position available August 19, 2016. Responsibilities: teach nine semester hours each fall and spring semester in business analytics, infor-mation systems, and decision sciences; may include undergraduate and grad-uate courses, which may be delivered on-campus or online, synchronously or asynchronously. Minimum quali-fications: earned doctorate or expect-ed to complete the doctoral degree by August 19, 2016 in business analytics, information systems, decision scienc-es, or closely related area; evidence of scholarly research potential; evidence of effective and innovative teaching of on-campus and online courses at the university level. Preferred quali-fications: record of scholarly publica-tions in peer-reviewed journals; evi-dence of active involvement in exter-nal grant writing; business experience

in the field of business analytics, infor-mation systems, and decision scienc-es. For more information please go to http://www.bsu.edu/hrs/jobpostings.

Ball State University is an equal op-portunity, affirmative action employer and is strongly and actively committed to diversity within its community.

IU Southeast has the following Tenure Track Faculty position open for the FALL of 2016:

Assistant Professor/Criminology & Criminal Justice/School of Social Sciences – go to www.ius.edu/human-resources/ for more details.Requirements: Ph.D. in Criminology or related fi eld on hand at time of employment – Ability to teach wide variety of related courses and develop a research program – Some evening teaching required.

Review of candidates will begin 9/15/15 until fi lled.

INDIANA UNIVERSITY SOUTHEAST

The University at Albany is anEO/AA/IRCA/ADA Employer

PlanningAssistant Professor

The Department of Geographyand Planning at the University atAlbany, State University of NewYork, invites applications for atenure-track Assistant Professorposition to teach communitydevelopment, neighborhood plan-ning, housing policy, community-oriented design and land use,environmental planning, contem-porary U.S. planning practice(including legal and institutionalaspects), disaster preparedness,and emergency management.To apply, visit:https://albany.interviewexchange.

com/jobofferdetails.jsp?JOBID=62392

Genesee Community College has opened the following searchfor Spring 2016:

Instructor of Human Services - Master’s degree in Social Work,Human Services or related area. Credentials in Gerontologyand/or Early Childhood, current CASAC certification desirable.Teaching experience at the undergraduate level required.Preference will be given to candidates with teaching experienceat the community college level and work experience in theHuman Services field who have a clear understanding of theboundaries between the two from an instructional perspective.Must be able to demonstrate sensitivity to people with diversecultural and racial backgrounds.

For more details and to apply online, visit www.genesee.edu/employment/. Applications accepted through September 18,2015. Please include a cover letter, resume and contact informa-tion for four references, along with copies of your transcripts. GCC is an Equal Opportunity Employer, committed to fostering diversity inits faculty, staff, and student body, and strongly encourages applicationsfrom the entire spectrum of a diverse community.

Instructor of Human ServicesFull-Time Opening

University of LoUisviLLea nationally recognized metropolitan research university

is seeking four faculty positions in theCollege of Education and Human Development (CEHD)

Department of Educational Leadership, Evaluation, and Organizational Development

• AssociateorFullProfessorandProgramDirector–OrganizationalLeadershipandLearning,UL402The successful candidate for this tenured position has an earned doctorate in a field related to leadership, organizational development, human resource development, organizational behavior, and industrial organizational psychology, or adult education; experience in program development and management; and demonstrated successful online teaching. Responsibilities include: teaching undergraduate and graduate courses; providing leadership and management of the OLL program; supervising, advising and mentoring; and active engagement in research and seeking grant funding etc. For additional information, please contact Dr. Meera Alagaraja, meera.alagarja@louisville.edu.

• Associate Professor and Program Director – P-12 Educational Policy, Leadership and Administration,UL401ThesuccessfulcandidateforthistenuredpositionhasanearneddoctorateinP-12educationalpolicy,leadershipand administration or a closely related field and has experience in program development and management. Responsibilities include: teaching graduate courses; supervising, advising and mentoring; active engagement in research and seeking grant funding; providing leadership for the Ed.S., Ed.D,. and certification programs and developing a prominent Ph.D. program. For additional information, please contact Dr. Gaëtane Jean-Marie,gaetane.jeanmarie@louisville.edu.

• AssociateProfessorandProgramDirector–HigherEducationAdministration,UL31476The successful candidate for this tenured position has an earned doctorate in higher education or a closely related field, experience in program development and management, and teaching and research in the areas of globalization and higher education, community engagement, college teaching, diversity, community colleges, institutional research, or public policy and also a research approach using qualitative or mixed methods is preferred. Responsibilities include teaching graduate courses (both on campus and online), advising, conducting research, seeking grant funding, leading program development, participating in governance, mentoring doctoral students etc. This program focuses on the study of colleges and universities as organizations and is notastudentaffairs/studentdevelopmentprogram. Foradditional information,pleasecontactDr. JeffreySun, jeffrey.sun@louisville.edu.

• AssistantProfessor–P-12EducationalPolicy,LeadershipandAdministration,UL419Thesuccessfulcandidateforthistenure-trackpositionwillhaveanearneddoctorateinP-12educationalpolicy,leadership and administration or a closely related field. Candidate should have teaching and research interests in theareasofeducational leadership,educationpolicy,urbaneducation/social justice,oreducationalprogramevaluation, and also experience in qualitative, quantitative or mixed-methods background. For additionalinformation, please contact Dr. Bradley Carpenter, bradley.carpenter@louisville.edu.

TheUniversity is located in an urban area and theCEHD is a hub for research and community partnershipsconcerningP-12educationandsocioeconomicimpacts,diversityandsocial justice,andeducationalpolicyandpractice.

Salariesarecompetitive.Eachpositionisa10-monthappointment.

Learn more about the college and department at http://louisville.edu/education.

Review of application will begin October 19, 2015 and the positions will remain open until filled. Apply athttp://louisville.edu/hr/employment/jobsandindicatethepositionforwhichyouareapplyingbyenteringthecorresponding number noted above.

LEHIGH UNIVERSITY invites applications for an advanced assistant or associate professor tenured/tenure-track position in community-based participatory research (CBPR), effective Fall 2016. The position is a joint appointment between the Department of Education and Human Services in the College of Education and the interdisciplinary program in Health, Medicine, and Society (HMS) in the College of Arts and Sciences; hiring and evaluation will be coordinated between the two colleges.

We seek individuals with an established research agenda in CBPR (or related approaches, such as participatory action research), along with significant experience conducting research with existing communities and proven success in developing relationships with communities. Lehigh is strongly committed to enhancing and maintaining strong reciprocal relations with the multicultural, largely Spanish-speaking community in which we are located. Lehigh has recently established the Center for Community Engagement to support these relationships. Highly desirable is experience working in collaborative community settings, especially those engaging low income and/or culturally and linguistically diverse populations. The successful candidate will have the opportunity to shape Lehigh University’s community health research profile.

We are willing to consider applications from candidates with an array of academic backgrounds, but candidates must have a doctoral degree in an area of education or human services (e.g., psychology, epidemiology, global health) with research interests that fit into one of the College of Education’s six programs (Comparative and International Education, Counseling Psychology, Educational Leadership, School Psychology, Special Education, and Teacher Education and Technology). The selected candidate will teach CBPR Methodology and other courses appropriate to his or her research such as School-Based Health Strategies, Community Engagement and Public Policy, Public Health, Implementation Sciences, and Behavioral Health. The faculty member will be expected to teach courses at the undergraduate level in the HMS program as well as courses at the graduate level in the department of Education and Human Services. The typical teaching load is 2 courses per semester. The faculty member will be expected to collaborate with other faculty and community organizations on community-based participatory research projects.

This is one of three newly created positions intended to build on existing strengths in the area of Community Health. This “cluster” of positions is focused on Community-Based Participatory Research. One position, a health-focused quantitative psychologist, has been hired with a joint appointment in Psychology and HMS. The second position, a social epidemiologist has been hired with a joint appointment in the Department of Sociology and Anthropology and HMS. The new hires will form a sophisticated, methodologically focused core in Community Health that cuts across four areas of current expertise at Lehigh—global health, environmental health, mental health, and school-based intervention—and will enhance current collaborations to improve the health of communities in the Lehigh Valley, PA region and in similar-sized communities across the U.S. and globally.

Lehigh University (http://www1.lehigh.edu) is a highly competitive, research-oriented private university located one hour north of Philadelphia and 90 minutes west of New York City. The Department of Education and Human Services (EHS) includes 36 faculty members and offers both masters and doctoral degrees in the previously listed six programs. EHS faculty are actively involved in a variety of community-based programs involving area school districts, early childhood programs, and health and social welfare agencies. The Health, Medicine, and Society program draws faculty from across the university with interests in the multidisciplinary study of health and offers an undergraduate minor in humanities and social science approaches to health.

The successful candidate will be expected to maintain a vigorous research program that will contribute to the department’s programs (coe.lehigh.edu), to the HMS program (http://hms.cas2.lehigh.edu), as well as to other areas of the university’s Community Health Cluster (www.lehigh.edu/commhealth).

Lehigh University is committed to increasing the diversity of its community and curriculum. Candidates who can contribute to that goal are encouraged to apply and to identify their strengths or experiences in this area. Lehigh University is an Equal Opportunity Affirmative Action Employer and provides comprehensive benefits including partner benefits. Information about Work/Life Balance for Faculty can be found at: http://www.lehigh.edu/~inprv/work_life_balance.html.

Candidates should submit the following at: https://academicjobsonline.org/ajo/jobs/5652 1] a cover letter, 2] statements of research interests and teaching philosophy (one statement for each), 3] a curriculum vitae; and 4] two representative papers at least one of which is first-authored. Only electronic submissions will be considered. To insure full consideration, applications should be submitted by October 2, 2015. Questions concerning the position should be directed to George J. DuPaul, Search Committee Chair, at gjd3@lehigh.edu.

COMMUNITY-BASED PARTICIPATORYRESEARCH METHODOLOGIST-

EDUCATION AND HUMAN SERVICES

SOCIAL & BEHAVIORAL SCIENCES

A84 Social & Behavioral Sciences THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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Chemistry: Fall 2015, Rhode Island College, Providence, RI: The Physi-cal Sciences Department seeks can-didates for a full-time undergradu-ate teaching position. Requires Ph.D. in Chemistry or a related field. Apply

online at https://employment.ric.edu/. Deadline: 9/30/15.

Chemistry: Inorganic Chemistry at Reed College. The Chemistry De-partment invites applications for a

tenure-track position, preferably at the assistant professor level, in Inor-ganic Chemistry beginning August 2016. A PhD is required and postdoc-toral experience is preferred. The suc-cessful candidate must have a strong

commitment to undergraduate teach-ing and research. Teaching duties will include introductory and upper-level course(s) in chemistry. The success-ful candidate will also advise senior thesis students in yearlong research projects. The Chemistry Department occupies a dedicated building with individual faculty research labs, and has excellent resources for innovative teaching and research, including a 400 MHz NMR, an X-ray powder diffrac-tometer, an LC-MS, a new Gamry in-struments potentiostat, and a molec-ular modeling laboratory. The Reed community values cultural and intel-lectual pluralism as essential to the excellence of our academic program.

In the letter of application, we encour-age you to address how your teach-ing, scholarship, mentorship, and/or community service might support the commitment to diversity and inclu-sion articulated in the College’s diver-sity statement http://www.reed.edu/diversity). Application materials (a cover letter, curriculum vitae, an out-line of research interests, and a state-ment of teaching interests and philos-ophy) and three letters of recommen-dation should be submitted through Interfolio at http://apply.interfolio.com/29899. Applications will be ac-cepted until the position is filled, but they should be received by October 16, 2015 to guarantee full consideration.

For further information about this po-sition please contact Arthur Glasfeld (glasfeld@reed.edu). An Equal Op-portunity Employer, Reed values di-versity and encourages applications from underrepresented groups.

Chemistry: Lawrence Technologi-cal University, Department of Natu-ral Sciences invites applications for a full-time tenure track Assistant Pro-fessor in Inorganic Chemistry begin-ning in Fall 2016. Applicants should have a Ph.D. in Inorganic Chemistry with experience or emphasis in mate-rials chemistry. A year of postdoctor-al research experience is highly desir-able. Those individuals with laborato-

Open Rank New Faculty PositionWilliam James College in Boston Massachusetts is seeking a Geropsychologist for a full-time core faculty position to join our dynamic staff and Geropsychology Concentration within the Department of Clinical Psychology.

Formerly the Massachusetts School of Professional Psychology, our institution strives to be a preeminent college of psychology integrating rigorous academic instruction with extensive field education and close at-tention to professional development.

The successful candidate is expected to devote half time to a reduced load of departmental service, including teaching, advising, and supervision of doctoral research projects. The remaining half time would be devoted to the creation of an active program of research in geropsychology and the pursuit of external funding. Qualifications:Ph.D. or Psy.D, in Clinical Psychology, be licensed or license- eligible in Massachusetts, and have teaching and research experience. Application Procedure: Review immediately upon receipt. Interested candidates should submit: (1) A detailed letter of application responding to the stated qualifications;(2) a curriculum vitae; and (3) a list of three professional references with complete contact information. (References will not be contacted without the candidate’s prior permission.) Materials should be submitted electronically to: Ms. Mary-Alice Howard, Director, Human Resources, at Mary-Alice_Howard@mspp.edu.

Important Notice: William James College is an equal opportunity employer and is a community that embraces multiculturalism. As such, persons from historically under-represented minority groups are encouraged to apply.

Georgia State University (www.gsu.edu) invites applications for one anticipated tenuretrack (rank of Assistant or Associate) faculty position to contribute to its funded initiative: Research on the Challenges of Acquiring Language and Literacy. This anticipated position is part of a major initiative to enhance existing strengths in language and literacy at Georgia State. The focus of this initiative is research with children and adults, with or without disabilities, who face challenges in acquiring language and literacy. In this university-funded initiative, more than 40 faculty members from 10 departments in the Colleges of Arts & Sciences and Education and Human Development come together to engage in interdisciplinary research. The initiative’s faculty has a broad range of external support including two national research and development centers from the Institute of Education Sciences in the areas of deafness and adult literacy and grants from the National Institutes of Health including a learning disabilities research innovation hub on reading and reading disabilities of African American children and a program project on neurocognitive factors for children with developmental dyslexia.

We encourage applicants whose program of research addresses basic or applied, conceptual or methodological issues concerning challenges in the acquisition of language and literacy with a particular interest in intervention research.

Applicants must have a Ph.D. degree in special education, psychology, educational psychology, communication sciences and disorders or related areas. The appointment is open to all programs within the initiative. The successful applicant will be the individual who is prepared to take advantage of the interdisciplinary collaborative research opportunities available within the Language & Literacy Program, have a strong record of programmatic research, obtain external grant support, and have a commitment to and experience in the instruction of undergraduate and graduate students. We are particularly interested in applicants whose research programs complement other faculty within this initiative (www.researchlanglit.gsu.edu).

Inquiries may be made to Dr. Rose Sevcik (rsevcik@gsu.edu) or Dr. Amy Lederberg (alederberg@gsu.edu). Submit curriculum vitae, a brief statement of professional goals and research interests, evidence related to teaching interests and effectiveness, and the names and three letters of reference either electronically to Keneé Stephens at kstephens@gsu.edu, with the subject line “Language & Literacy Faculty Search”, or by mail to Attn. Ms. Keneé Stephens, Georgia State University, Language & Literacy Initiative, P.O. Box 5010, Atlanta, GA 30302-5010, USA. The review of applications will begin October 15, 2015 and will continue until the position is filled contingent on available funding. An offer of employment will be conditional on background verification.

Georgia State University is an Equal Opportunity/Affirmative Action Institution. Women and minorities are especially encouraged to apply.

Language and Literacy Positions at Georgia State University

COLUMBUS, OHIO

Assistant Professor of Rural SociologySchool of Environment & Natural Resources

This position is a full-time, 9-month, tenure-track position (70% teaching, 30% research) intended to build capacity in our school’s social science expertise and interdisciplinary work in the areas of development sociology, community sociology, and environmental and natural resource sociology.

Preference will be given to candidates with demonstrated expertise and research interest in one or more of the following areas: processes of social change (domestic or international), inequality, food and agriculture, political economy/ecology, rural communities, including resilience and/or adaptation to climate change, and other environmental and natural resource challenges. Expectations and responsibilities include, but are not limited to: teach undergraduate course(s) consistent with the undergraduate programs of the School, including responsibility for introduction to rural sociology and other courses focused on community, environment, and development (domestic or international); teach graduate course(s) consistent with the mission and curriculum needs of the School of Environment and Natural Resources graduate program and the Rural Sociology specialization; contribute to the research goals of the School of Environment and Natural Resources and the College of Food, Agricultural and Environmental Sciences; advise undergraduate students, primarily in the Environment, Economy, Development and Sustainability major, as well as graduate students in the Rural Sociology or Environmental Social Science specializations; secure extramural funding and publish in refereed journals and other appropriate venues; work with other university faculty/personnel, including on interdisciplinary teams, and with researchers in government agencies, non-government organizations, and citizen groups to advance the land grant mission of the university; serve the university and professional communities through appropriate activities.

Commitment to Diversity and Inclusion

The Ohio State University is an equal opportunity employer. All quali�ed applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation or gender identity, national origin, disability status, or protected veteran status. The university, the College of Food, Agricultural and Environmental Sciences and the School of Environment and Natural Resources are committed to establishing a culturally and intellectually diverse environment and we encourage all members of our learning community to reach their full potential. We are responsive to dual-career families and strongly promote work-life balance to support our community members through institutionalized policies. We are an NSF Advance Institution and a member of the Ohio/Western Pennsylvania/West Virginia Higher Education Recruitment Consortium.

Quali�cations: The ideal candidate should have an earned doctoral degree in rural sociology or sociology or equivalent. Preferred quali�cations include program, teaching, and research experience; experience developing or working with interdisciplinary research teams; and experience in mentoring students from diverse backgrounds and members of historically underrepresented groups. Candidates should include in application materials a statement addressing their experience in these areas, and how they can help us achieve our goals.

Applications: Send a curriculum vita and a letter of interest summarizing your quali�cations, areas of expertise, research interests, teaching philosophy, and career goals. Please include a statement addressing how you match our preferred quali�cations and how you can help us achieve our goals. Also include in the application packet digital copies of or links to three relevant publications or professional reports. Provide contact information for three quali�ed references but do not have letters of recommendation sent until we request that you do so. Application materials (with the exception of letters of recommendation, which will be requested later) should be sent in a single �le as an email attachment to: Dr. Cathy A. Rakowski, Search Committee Chair at ENRFacultySearchRuralSoc@osu.edu

Initial consideration will be given to applications received by September 30, 2015. Review of applications will continue until the position has been �lled.

Environmental SociologyAssistant or Associate Professor – Department of Developmental Sociology

Cornell University – Ithaca, New YorkCornell is a community of scholars, known for intellectual rigor and engaged in deep and broadresearch, teaching tomorrow’s thought leaders to think otherwise, care for others, and create anddisseminate knowledge with a public purpose.The Department of Development Sociology in the College of Agriculture and Life Sciences at CornellUniversity is seeking applicants for a tenure track position in environmental sociology and spatialanalysis. Responsibilities: This position has 50% teaching and 50% research responsibilities. Qualifiedapplicants must have a demonstrated record of scholarship focusing on the societal and spatialdimensions of contemporary environmental change. Expertise in areas such as the interrelationshipsbetween development and the environment; sociological examinations of climate change; societalimpact on ecosystems, and changing patterns of land use, is particularly welcome. All methodologicalapproaches designed to advance quantitative spatial analysis are welcome, including but not limited tospatial statistics, GIS and multiple methods. Ability to participate in and contribute to inter-–-disciplinary projects is expected. The successful applicant will be expected to develop aninternationally recognized and externally funded research program. Teaching will consist of 2.5 coursesper academic year (2 courses one year; 3 the next) in the areas of sociology of the environment, spatialanalysis, and quantitative methods. More information on the research, teaching and outreach interestsin the Department of Development Sociology can be found at: http://devsoc.cals.cornell.edu/Start date: August, 2016Rank: Assistant Professor or Associate Professor (tenure track)Salary: Competitive and commensurate with background and experience Qualifications: PhD in Sociology or related social science disciplines. The candidate must havesignificant training in methods designed for and appropriate to spatial analysis. Prior researchexperience examining socio-–environment relations and processes is required. Applications: Candidates are requested to submit: (1) a cover letter that describes research andteaching experience and plans; (2) a curriculum vitae and (3) an example of written work (maximumof three; published preferred). Candidates currently in a tenure track position should include the namesof three references who may eventually be contacted by the search committee; all others should havethree reference letters sent on their behalf at the time of application. Review of applications will beginon October 1, 2015 and will continue until the position is filled. In order to receive full consideration,all materials should be submitted by October 1st. Any questions specifically regarding the job position should be directed to Professor Wendy Wolford,Search Chair at mailto:www43@cornell.edu. Please submit all application materials to AcademicJobs Online at https://academicjobsonline.org/ajo/jobs/5813 .Cornell University is an innovative Ivy League university and a great place to work. Our inclusivecommunity of scholars, students and staff impart an uncommon sense of larger purpose and contributecreative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca,NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side ofManhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Islandin the heart of New York City.

Diversity and Inclusion are a part of Cornell University's heritage. We're an employer and educatorrecognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

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ry experience in synthesis and charac-terization of nanomaterials using x-ray diffractometry are of particular inter-est. Cross-collaboration with physics and engineering faculty to develop novel nanomaterials is expected and prior teaching experience is a plus. The successful candidate will teach all levels of undergraduate chemistry with laboratory and excel in teaching and scholarship. Applications should be submitted by email, as a single PDF file, (1) curriculum vitae, (2) statement of interest and experience in teaching, copies (unofficial) of their graduate and undergraduate transcripts, and (3) description of research. In addi-tion, arrange for three letters of rec-ommendation, all PDF format, to A. Sky. Review of applications will begin October 15, 2015 and continue un-til the position is filled. Salary will be competitive. E-mail: chemsearch@ltu.edu, Lawrence Technological Univer-sity is an EOE.

Chemistry: The Chemistry Depart-ment in the Division of Mathemati-cal and Physical Sciences at Xavier University of Louisiana invites appli-cations for a tenure-track position in Chemistry beginning August 2016. A Ph.D. in Biochemistry or a closely re-lated field is required; teaching expe-rience, postdoctoral experience and/or experience with curriculum devel-

opment are preferred. Rank and sal-ary will be commensurate with qual-ifications. To apply, log into our on-line system at: https://jobs.xula.edu. Attach a letter of application, CV, 1-2 page statement of teaching philoso-phy, statement of research interests (no more than 4 pages), transcripts, and contact information for 3 refer-ences addressed to Dr. Kelly Johan-son. Review of applications will begin October 15, 2015. All applications re-ceived before October 31 are assured consideration. Minorities and women are encouraged to apply. EOE/AA.

Chemistry: The Department of Chemistry at Washburn University,

Topeka, KS invites applications for a faculty position (tenure-track) to di-rect its Forensic Chemical Science Program beginning August 1, 2016. Required qualifications: 1) a Master’s Degree in forensic science or a Ph.D. in chemistry or closely related field; and 2) experience in a forensic lab or research in a field of forensic science. Preferred qualifications include un-dergraduate teaching experience, a program of forensic research, and ap-plied forensic science experience. Po-sition requires commitment to teach-ing, supervision of undergraduate re-search, collaborating with scientists at the Kansas Bureau of Investigation and/or other forensic laboratories, and coordinating the Forensic Chem-

ical Science program. Appointment as Assistant, Associate or Full Profes-sor dependent on qualifications (see URL for list of qualifications). Sal-ary very competitive and commensu-

rate with education/experience. Wash-burn boasts of the first forensic chemi-cal science program in Kansas, insti-tuted twelve years ago. There will be significant growth and enhancement

Troy University is an EEO and AA employer.

Troy University – is a comprehensive publicinstitution serving more than 20,000 studentsworldwide at four campuses in Alabama,multiple sites throughout the United States,multiple international locations, and through anextensive online learning program.

Troy University is currently accepting applicationsfor the following position:Lecturer/Assistant/Associate/Full Professor

Psychology/Behavior Analysis:Earned Doctorate or ABD required

Troy, ALPlease go to www.troyuniversityjobs.comfor further details and information on how to apply.

Cossatot Community College of the University of Arkansas (UA Cossatot) in De Queen, AR, has an opening for a Life Sciences Instructor at its campus in Nashville, AR. Teach life sciences courses which include biology, microbiology, anatomy and physiology, and other life sciences, as assigned. Advise students. Participate in Department and College Committees. Requirements: Masters degree in biology or microbiology. Masters program must include at least 18 graduate level hours in life science courses.

Application requests should be direct to UA Cossatot, Human Resources, 183 College Drive, De Queen, AR 71832, 870-584-1104, kplunk@cccua.edu. Applications can be downloaded at http://cccua.edu. Click on Employment Opportunities. EEO/ADA/AA employer.

Life Sciences Instructor

Assistant Professor-School Psychology Doctorate in school psychology and clinical experience in assessment and intervention in school setting required. Will teach graduate level school psychology and undergraduate/graduate courses in special educa-tion program, also at extended campuses or online. Will serve as a resource for the 18 county service area as a school psychology and special education resource. To apply: www.murraystatejobs.com/postings/4716.

Assistant Professor-Human Development and Leadership (HDL)Requires a Ph.D. or Ed.D. in higher education leadership, counseling, counseling psychology or related field. Experience preferred in 1) teaching graduate-level professional leadership and human development; 2) graduate curriculum devel-opment; 3) providing leadership training; 4) date management and analysis; and 5) the academic needs of graduate students. Primary assignment in M.S. in HDL program-teaching, recruiting, and advising. Regional travel to extended cam-puses and online instruction required. Will also teach graduate/undergraduate courses in education psychology and the Ed.D. in P-20 and Community Leader-ship Program and assist in the dissertation supervision. To apply: http://www.murraystatejobs.com/postings/4630.

Women and minorities are encouraged to apply. Murray State University is an equal education and employment opportunity, M/F/D, AA employer.

Department of Educational Studies, Leadership & Counseling

The Department of Political Science at Texas A&M University is recruiting for three positions: one assistant professor in formal theory and two positions (open fi eld/open rank). We anticipate at least one tenured appointment of a candidate who can contribute to a University-wide initiative in Strengthening Democracy. Further details can be found at http://politicalscience.tamu.edu/html/employment.html Our review of applications will begin on September 18 and will continue until the positions are fi lled. Applicants should send a letter of interest (referencing methodological skills/training as well as research agenda and teaching interests), a curriculum vitae, a writing sample, for un-tenured applicants three letters of reference, graduate school transcripts, and any available teaching evaluations. All materials should be submitted electronically to Professor William Roberts Clark, Head, Department of Political Science at poliscijobs@tamu.edu. Salary is competitive and will be commensurate with qualifi cations and experience. We are especially interested in candidates who would increase the Department’s gender, racial, and ethnic diversity.

Texas A&M is an AA/EEO university and is deeply committed to diversity.

The University of Nevada, LasVegas invites applications forAssistant Golf Coach/Instructor[16043].This position will be responsi-ble for instruction duties to stu-dents in the Dept. of PhysicalEducation and will also assistwith a program designed tocompete at Conference,Regional, and National levelsin Division I Men's Golf. For a position description andapplication details, pleasevisit http://jobs.unlv.eduor call (702) 895-3504.

EEO/AA/Vet/DisabilityEmployer

Assistant GolfCoach/Instructor

ASSISTANT PROFESSOR FACULTY POSITIONSMichigan Technological University, Department of Mechanical Engineering-Engineering Mechanics “ME-EM” invites applications for three tenure-track faculty positions at the Assistant Professor level. Research thrust areas of interest include: advanced manufacturing/additive manufacturing, robotics, powertrain, solar energy, photovoltaic

transfer, microscale heat transfer, phase change heat transfer, wind energy, quality engineering, polymer processes, resilient space systems, small satellite technology, wave energy conversion, and micro/nano manufacturing and assembly.

APPLY: jobs.mtu.edu/postings/3371

For full consideration, application should be received by November 15, 2015; however, applications will be considered until the positions

consideration. The ME-EM Department and Michigan Tech encourages minority and female applicants.

Michigan Tech is an AA/EEO educator and employer and aggressively recruits minorities, females, protected veterans and individuals with disabilities in an effort to bring greater diversity to its workers.

MECHANICAL ENGINEERING-ENGINEERING MECHANICS (ME-EM)

LEARN ABOUT THE ME-EM DEPARTMENT: mtu.edu/mechanical

EOE/Minorities/Females/Vet/Disabled

ASSISTANT PROFESSOR IN ANTHROPOLOGICAL ARCHAEOLOGY

Department of Anthropology

ARTS AND SCIENCE

The Department of Anthropology invites applications from outstanding scholars for a tenure-track position, at the Assistant Professor level, to start September 1, 2016, pending administrative and budgetary approval. The department is looking for scholars with exceptional records in teaching and research in anthropological archaeology, specializing in landscape and environmental archaeology, archaeobotany, and/or geoarchaeology. Regional and chronological expertise is open, but applicants specializing in the Old World are preferred. All candidates are expected to teach undergraduate and graduate courses. The successful candidate will be affiliated with the Center for the Study of Human Origins.

Application deadline is November 16, 2015. To apply, see the NYU Department of Anthropology web site at http://anthropology.as.nyu.edu/page/home. Instructions can be found under the homepage link “Employment”.

The Center for the Study of Complex Systems (CSCS) at the University of Michigan invites applications for a tenure-track position of Assistant Professor of Complex Systems. Candidates at a more senior-level will also be considered. The appointment will begin September 1, 2016. This is a University-year appointment. Information about the Center can be found here: http://www.lsa.umich.edu/cscs.

Required Qualifications

Candidates must have a demonstrated research agenda focusing on complex systems. This may involve theoretical or applied research on complexity, including (but not limited to) mathematical and computational models in areas such as networks, computation, emergence, large events and robustness or applications where complexity lies at the core such as quantitative modeling of social systems, soft condensed matter physics, evolutionary or ecological dynamics, epidemiology and disease transmission, artificial life, neuroscience, and cognition. Preference will be given to candidates with a track record of working across disciplines.

How to Apply

All application materials must be uploaded onto this website:https://complexsystems-lsa.applicantstack.com/x/apply/a2guio5y9cxr

The position is based in CSCS but will be a joint appointment with another department. In the cover letter, candidates should identify one or more partner departments at the University of Michigan suitable for such a joint appointment. Applicants must submit: a current CV, statement of current and future research plans, a statement of teaching philosophy and experience, evidence of teaching excellence (if any) and one writing sample. At least three letters of recommendation are required and must be uploaded onto the same website. Applications will be reviewed starting October 1, 2015. Applications will be accepted until the position is filled.

Women and minority candidates are encouraged to apply. The University of Michigan is an equal opportunity/affirmative action employer and is supportive of the needs of dual career couples.

ASSISTANT PROFESSOR in Complex SystemsMELLON POST-DOCTORAL FELLOWSHIP IN BIO-HUMANITIES, 2016–2018

The Illinois Program for Research in the Humanities (IPRH) at the University of Illinois at Urbana-Champaign, supported by a grant from the Andrew W. Mellon Foundation, seeks to hire two Post-Doctoral Fellows for two-year appointments to begin Fall 2016.

Bio-Humanities is an emerging field distinguished by its critical and creative appropriation of findings in the biological sciences for the purpose of reimagining and reconfiguring our sense of human being and of the meaning and significance of human undertakings.

The Mellon Post-Doctoral Fellows in Bio-Humanities will spend their two-year terms in residence at the University of Illinois at Urbana-Champaign and will take part in all activities of the IPRH-Mellon Bio-Humanities Research Group. Fellows will participate in a seminar aimed at developing methodologies for bio-humanities research, will have the opportunity to audit courses in the life sciences at Illinois, and will work with the research group to develop bio-humanities undergraduate courses. Each fellow will be required to teach one of the courses developed in the second year of the fellowship term.

The search is open to scholars in all humanities disciplines, including the humanities-inflected social sciences, whose research and teaching interests lie in the area of Bio-Humanities.

The fellowship carries a $55,000 annual stipend, a $5,000 research account, a moving allowance, and a comprehensive benefits package. To be eligible, applicants should have received their Ph.D. in a humanities discipline between January 1, 2013, and no later than July 31, 2016.

Application Deadline: November 6, 2015

Detailed eligibility requirements and application guidelines can be found at http://www.iprh.illinois.edu.

Applications must be submitted through the online application system. No paper or e-mailed applications (or letters of support) will be accepted. The submission period opens September 1, 2015.

Please address questions about these fellowships to: Dr. Nancy Castro, Associate Director of IPRH, at ncastro@illinois.edu or (217) 244-7913.

A86 Science, Technology, & Mathematics THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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of the forensic chemical science pro-gram due to completion of a state-of-the-art, Kansas Bureau of Investi-gation Forensic Laboratory building on Washburn’s campus scheduled to open November 2015. In addition to

classroom space, Washburn students and faculty will have dedicated labo-ratory facilities in the new building for forensic chemistry along with forensic biology, anthropology, computer sci-ence, and criminal justice. Exciting

opportunities for collaboration with KBI forensic scientists and Washburn science faculty exist. For more infor-mation, visit http://washburn.edu/aca-demics/college-schools/arts sciences/departments/chemistry/degree-bs-fo-rensic-chemical-science.html Send a letter of application (specify rank), vi-tae, undergraduate and graduate tran-scripts, statement of personal teaching philosophy, outline of research plans - especially involving undergradu-ates, and names and contact informa-tion of three professional references to joyce.hutchins@washburn.edu or Joyce Hutchins, Washburn Univer-sity, 1700 College Ave., Topeka, KS 66621. Application review begins Oc-tober 15 and continues until position is filled. Background check required of new employees. Washburn Univer-sity is an EOE. (Recruitment Number 1560815).

Chinese/Japanese/Korean: Harvard’s Department of East Asian Languag-es and Civilizations seeks a full-time Preceptor in Literary Chinese, be-ginning academic year 2016-17. The preceptor is responsible for teaching first- and second-year Literary Chi-nese, including literary works, histor-ical documents, and texts of religion and thought, to students in Chinese humanities as well as in pre-modern Japanese and Korean humanities. Candidates must have full mastery of literary (classical) Chinese, both in its ancient form and in its Middle Peri-od form, and basic knowledge of Jap-anese and/or Korean reading practic-es for Sinitic texts. Experience teach-ing literary Chinese and intermediate knowledge of Japanese and/or Ko-rean are plusses. Preference will be given to candidates with PhDs by the start of the appointment. The posi-

tion is for three years, renewable for a term of up to five years, contingent on performance, enrollments, cur-ricular need, and divisional dean ap-proval. Candidates should submit a cover letter, curriculum vitae, state-ment of teaching philosophy and ex-perience, recent teaching evaluations, any other relevant materials available for review, plus the names and emails of 3 references must be submitted on-line through the ARIeS portal (http://academicpositions.harvard.edu/post-ings/6264) no later than October 1, 2015. The application will be consid-ered complete only when all materi-als, including three letters of recom-mendation, have been received by the department. If you encounter tech-nical difficulties or have questions about the application process, please contact us at chaireal@fas.harvard.edu. Harvard University is an equal opportunity employer and all quali-fied applicants will receive consider-ation for employment without regard to race, color, religion, sex, sexual ori-entation, gender identity, national ori-gin, disability status, protected veter-an status, or any other characteristic protected by law.

Cognitive Science: Applications for the Falmagne Endowed Chair posi-tions (http://www.cogsci.uci.edu/fal-magnechairs.php) are being accepted in the Department of Cognitive Sci-ences at UCI. These tenured posi-tions are aimed at exemplary scholars who integrate mathematics with inno-vative research in areas of psychology or cognitive sciences. The online ap-plication includes: A cover letter, CV, research and teaching statements, 3

major publications, and contact in-formation for 3-5 referees. Interest-ed candidates can apply for the posi-tion at: https://recruit.ap.uci.edu/ap-ply/JPF03041. Application review will

commence on 12/1/2015. The Univer-sity of California, Irvine is an Equal Opportunity/Affirmative Action Em-ployer advancing inclusive excellence. All qualified applicants will receive

Milwaukee School of EngineeringMECHANICAL ENGINEERING FACULTY

Milwaukee School of Engineering invites applications for a faculty position at the Assistant or AssociateProfessor level for Fall 2016 teaching in the Mechanical Engineering program.The full-time faculty position is open to applicants in the area of Fluids/Thermal Science; however, prefer-ence will be given to applicants with expertise in the area of Fluid Dynamics.This position requires an earned Doctorate in Mechanical Engineering (or a related field), relevant experi-ence, and a strong interest in effective undergraduate teaching, integrating theory, applications and laboratorypractice. A Bachelor of Science Degree in Mechanical Engineering or related degree from an ABET-accred-ited program is preferred. In addition to teaching duties; the successful candidate will be expected to becomeinvolved with academic advising, course/curriculum development, supervision of student projects, and con-tinued professional growth through a combination of consulting, scholarship, and research. Excellent com-munication skills are required. The review of applications will begin as they are received and continue untilthe position is filled.Please visit our website at http://www.msoe.edu/hr/ for additional information including requirements andthe application process.

MSOE is an equal opportunity employer. All qualified applicants will receive considerationfor employment without regard to race, religion, color, national origin, sex, age, status as a

protected veteran, among other things, or status as a qualified individual with disability.

BIOMECHANICS ASSISTANT PROFESSOR POSITIONMichigan Technological University, Department of Mechanical Engineering-Engineering Mechanics “ME-EM” invites applications for a tenure-track assistant professor faculty position in Biomechanics. Applicants for the position are required to have an earned doctorate in

at the assistant professor level, however other levels may be considered for exceptional candidates. Candidates will be expected to develop externally funded research programs, engage in both undergraduate and graduate teaching, and contribute to professional service.

APPLY: jobs.mtu.edu/postings/3392

For full consideration, application should be received by November 15, 2015; however, applications will be considered until the positions

consideration. The ME-EM Department and Michigan Tech encourages minority and female applicants. Michigan Tech is an AA/EEO educator and employer and aggressively recruits minorities, females, protected veterans and individuals with disabilities in an effort to bring greater diversity to its workers.

MECHANICAL ENGINEERING-ENGINEERING MECHANICS (ME-EM)

LEARN ABOUT THE ME-EM DEPARTMENT: mtu.edu/mechanical

Seeking applicants for a full time, tenure-track faculty position at the assistant professor rank for Hydrogeology/Hydrology. Teaching responsibilities include undergraduate and graduate level courses in hydyrogeology, environmental geosystems, and Earth science. Successful candidate will be expected to direct the department’s graduate program in Environmental Geosystems, undertake collaborative and multi-disciplinary research within the department and the university and be actively involved in university and professional service.

A PhD in Geosciences or related fi eld is required at time of appointment. Candidates with teaching and research background in integrative use of hydrogeology/hydrology and GIS/remote sensing technologies will receive special consideration.

To apply, interested applicants may apply through Vitae or by going to MTSU’s online application site at https://mtsujobs.mtsu.edu and following instructions on how to complete an application, attach documents, and submit the application online. Review of applications begins October 5, 2015, and will continue until the position is fi lled. Start date may begin as early asJanuary 1, 2016.

MTSU is an AA/EOE

COLLEGE OF BASIC AND APPLIED SCIENCESDEPARTMENT OF GEOSCIENCES(POS. NO. 125080)

Milwaukee School of EngineeringELECTRICAL ENGINEERING FACULTY

The Milwaukee School of Engineering (MSOE) invites applicants at all professorial ranks for a full-time fac-ulty position in Electrical Engineering. Rank will depend on qualifications and experience of the candidate.Applicants must have an earned Doctorate in Electrical Engineering by the beginning date of appointment.Excellent written and oral communication skills are required. Willingness to teach day and evening coursesis required. A Bachelor of Science degree in Electrical Engineering from an ABET-accredited institution ispreferred. Industrial experience is preferred.Applicants must be qualified to instruct integrated lecture/lab courses in topic areas such as power, electricmachinery, control systems, electromagnetics, and/or related fields. Applicants must be versatile and haveinterest in teaching a broad range of undergraduate electrical engineering courses, including introductorycourses in circuits, embedded systems, and digital systems. The successful candidate must have a strong pri-mary commitment to excellence in teaching at the undergraduate level. Leadership in the growth of under-graduate engineering education is expected. The applicant will be expected to remain current in new devel-opments in relevant technical and pedagogic fields and integrate those into the curriculum. Qualified candi-dates must actively continue their professional development.The MSOE Electrical Engineering program is an ABET-accredited undergraduate program with over 300undergraduate students. MSOE enjoys close working relationships with regional Midwestern companies andfaculty interaction with these companies is especially encouraged.Please visit our website at: http://www.msoe.edu/hr to start the application process. When applying, pleaseupload a single PDF file which includes: 1. a letter of interest; 2. a detailed resume; 3. three professional refer-ences; 4. statement of technical areas of teaching interest; and 5. if available, evidence of successful teaching.

MSOE is an equal opportunity employer. All qualified applicants will receive considerationfor employment without regard to race, religion, color, national origin, sex, age, status as a

protected veteran, among other things, or status as a qualified individual with disability.

Tenure-Track Faculty Position Transportation Engineering

UMass Amherst, located in Amherst, Massachusetts, sits on nearly 1,450-acres in the scenic Pioneer Valley of western Massachusetts, 90 miles from Boston and 175 miles from New York City. The campus provides a rich cultural environment in a rural setting close to major urban centers.

This is a re-advertisement of a previous search (R46797). Prior applicants are encouraged to reapply if still interested in the position.

The University of Massachusetts Amherst Department of Civil and Environmental Engineering (CEE) invites applications for a tenure-track faculty position at all levels (assistant/associate/full) in the area of Transportation. The appointment is expected to begin September 1, 2016. This individual will provide strength in the theory and application of advanced technologies and strategies to assist in the planning, deployment, management, and operations of transportation services and facilities designed to meet freight and passenger transportation needs in the U.S. in the 21st century. We seek individuals with interests and expertise in one or more of the following areas related to surface and air transportation: traffic systems control and simulation modeling; systems interoperability; wired and wireless communications, spectrum management, standards development; operations and safety; and human factors/machine interface. We anticipate that the candidate will build research collaborations within the Department and the College as well as throughout the campus. The candidate should have research and teaching interests that draw from one or more of the following disciplines: transportation systems engineering and design; transportation safety; mathematical modeling and simulation; operations research; logistics; autonomous systems; and human factors.

The CEE Department currently has 27 full-time faculty members with over $6M in research expenditures in FY 2015 and has approximately 120 graduate students, and 303 undergraduates in Structural, Environmental, Geotechnical and Transportation Engineering. Additional information about the Department can be obtained at cee.umass.edu.

Candidates must have a Ph.D. in Civil Engineering discipline or a closely related field (degree by September 1, 2016). Faculty in the CEE department are responsible for establishing and maintaining a program of externally funded research and for teaching graduate and undergraduate courses in Transportation.

Applicants should apply via the link below and submit the following materials:

• A letter of interest summarizing specific qualifications addressed to the Search Committee Chair, Dr. Michael Knodler.

• Curriculum vitae with separate statements of research and teaching interests.• A list of four references with contact information including email addresses.• A brief abstract for a potential research seminar.

We are seeking talented applicants qualified for an assistant professor position. Under exceptional circumstances, highly qualified candidates at other ranks may receive consideration.

Submit your application materials to: https://umass.interviewexchange.com/jobofferdetails.jsp?JOBID=61999

Evaluation of applications will begin November 2, 2015, and we will continue to consider applications until a suitable candidate pool has been identified.

The University is committed to active recruitment of a diverse faculty and student body. The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer of women, minorities, protected veterans, and individuals with disabilities and encourages applications from these and other protected group members. Because broad diversity is essential to an inclusive climate and critical to the University’s goals of achieving excellence in all areas, we will holistically assess the many qualifications of each applicant and favorably consider an individual’s record working with students and colleagues with broadly diverse perspectives, experiences, and backgrounds in educational, research or other work activities. We will also favorably consider experience overcoming or helping others overcome barriers to an academic degree and career.

SCIENCE, TECHNOLOGY, & MATHEMATICS

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Science, Technology, & Mathematics    Professional A87

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consideration for employment with-out regard to race, color, religion, sex, sexual orientation, gender identity, na-tional origin, disability, age, protect-ed veteran status, or other protected categories covered by the UC nondis-crimination policy.

Cognitive Science: Vassar College, Department of Cognitive Science an-nounces the availability of a full-time tenure-track position, beginning Au-gust 2016, at the level of assistant pro-fessor (Ph.D. required) for a cognitive scientist with broad understanding of

the field and with interests in the em-pirical study and/or computational modeling of neurophysiological bas-es of human cognition and behavior. Vassar College is an affirmative ac-tion, equal opportunity employer and applications from members of histori-cally underrepresented groups are es-pecially encouraged. Vassar is strong-ly committed to fostering a commu-nity that reflects the values of a lib-eral arts education and to promoting an environment of equality, inclusion and respect for difference. This po-sition involves teaching introductory

cognitive science, research methods in cognitive science, advanced courses in the candidate’s area of interest, and intermediate level courses in at least one of the following areas: percep-tion and action, knowledge and cog-nition, language. The successful can-didate will also be expected to con-tribute to Vassar’s Neuroscience and Behavior Program, with contributions determined by the interests and train-ing of the applicant. Preference will be given to candidates who evidence a breadth of interest appropriate to a liberal arts undergraduate institution

and who show promise both as teach-ers and as active researchers. Teach-ing load in the first year is four cours-es followed by five courses annually in subsequent years. To apply, please visit: https://employment.vassar.edu/applicants/Central?quickFind=51886 to link to the posting for this position. Candidates should submit a letter of application, vita, teaching and re-search statements, reprints/preprints, three letters of recommendation, and graduate transcript. For inquiries, email Ken Livingston, Chair, Depart-ment of Cognitive Science, Vassar College, livingst@vassar.edu. For full consideration applications should be received by October 12th, 2015.

Computer Science: Washington State University Vancouver Tenure-track position in computer science with ex-pertise in computer networks, wire-less networks or sensor networks. See complete notice at: http://ecs.vancou-ver.wsu.edu

Computer Science: Xavier Univer-sity of Louisiana’s Computer Science Department of the Division of Math-ematical and Physical Sciences invites applications for a full-time, tenure-track faculty position to begin in the fall of 2016. Candidates must possess a doctorate in computer science, com-puter information systems, or a relat-ed field. Candidates with computer

University of the Paci� c, Chemistry Department invites applications for a tenure-track, ASSISTANT PROFESSOR position in experimental biochemistry. Expectations include teaching chemistry/biochemistry and establishing an externally funded research program. � e starting date is Fall 2016. Detailed application information can be found at website: https://paci� c.peopleadmin.com/postings/5902. Application review begins October 1, 2015.

Open Until Filled

The Department of Architectural Engineering at Cal Poly, San Luis Obispo, California is seeking applications for a full-time, academic year tenure track position for the teaching of structural analysis, design, and construction of buildings. Starting date is September 15, 2016. For details, qualifications, and to complete a required online faculty application, please visit WWW.CALPOLYJOBS.ORG and search for Requisition #103762. Review of application will begin October 15, 2015. Applications received after this date may be considered. EEO.

Assistant Professor of Apparel, Merchandising, and

Design

The Department of Apparel, Events, and Hospitality Management at Iowa State University invites applications for the position of Assistant Professor of Apparel, Merchandising, and Design. Responsibilities in-clude providing leadership and promoting undergraduate and gradu-ate student learning in Social, Psychological, and Cultural Aspects of Dress and Appearance. Responsibilities also include conducting research, acquiring grants, and participating in outreach and service. Must have a PhD by the start date. For more information please go to http://www.iastatejobs.com and look for posting number 500147 (Human Resources) for more detailed information.

� e Pardee School of Global Studies at Boston University invites applications for a position at the rank of tenured Professor in the � eld of contemporary (post-1945) national security policy, beginning July 1, 2016, subject to budget approval. We seek a distinguished senior scholar with an exemplary record of research and teaching and whose work addresses in a substantial way the role of the United States in the global system. A commitment to undergraduate and graduate teaching in addition to scholarship is essential. We welcome applications from scholars in any relevant discipline, including history, political science, security studies, and international relations. Candidates who have demonstrated policy experience are encouraged to apply.

Please submit 1) a letter of application describing your teaching and research interests and professional experience, and 2) curriculum vitae electronically at https://academicjobsonline.org/ajo/jobs/5768. Questions about the position or school may be directed to Dean Adil Najam at anajam@bu.edu. Review of applications will begin on October 1, 2015 and will continue until the position is � lled. � e Pardee School of Global Studies is committed to multidisciplinary, policy-relevant research and teaching.

We are an equal opportunity employer and all quali� ed applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law. We are a VEVRAA Federal Contractor.

PROFESSORInternational Relations

ADJUNCT READING SPECIALIST OPPORTUNITY

About OlivetOlivet is an accredited Liberal Arts University located one hour south of Chicago. It is comprised of nearly 5000 traditional and non-traditional students. On-line and on-ground courses are taught in Bourbonnais, the Chicago region, and throughout the U.S.

Our MissionTo provide high quality academic instruction for the purpose of personal development, career and professional readiness, and the preparation of individuals for lives of service to God and humanity. We seek the strongest scholarship and the deepest piety, knowing that they are thoroughly compatible [and]…a Christian environment…where not only knowledge but character is sought.” (Quotation from the Olivet Nazarene University Catalog – 1915)

If you are passionate about your career as an educator, and agree with Olivet’s mission – we want to hear from you!! We invite you to:

• Email a copy of your current resume to sgcsacademicservices@olivet.edu

• Complete an application at graduate.olivet.edu/adjunct-faculty

We Believe…You Belong Here!

Position Requirements

*Doctorate

*Current Reading Specialist Endorsement

*Current Illinois Teaching Certificate

*In agreement with Olivet’s Mission

New Posting 8/12/2015

Type: Adjunct Instructor (On-ground)

Salary: Competitive

Employment: Part time evening (8 week course)

Program: Master of Arts Specialty

The BioFrontiers Institute at the University of Colorado at Boulder invites applications for a tenure-track faculty position. The ideal applicant will establish an innovative interdisciplinary research program that synergizes with the Institute’s core strengths in large datasets, networks and genomics, bioimaging from molecules to organisms, new therapeutic paradigms, and regenerative biology. Applicants in the area of chemical biology are particularly encouraged to apply.

BioFrontiers integrates faculty from ten departments to address significant problems in biology and medicine at the interface of the biological sciences with computer science, mathematics, physics, chemistry, and/or engineering (see http://BioFrontiers.colorado.edu/about). Faculty are expected to develop an internationally recognized research program combining these disciplines.

The tenure-track position is at the Assistant Professor level, although more senior candidates will also be considered. Candidates must have a Ph.D. and a demonstrated commitment to teaching at undergraduate and graduate levels. The successful candidate will hold the Marvin H. Caruthers Endowed Chair for Early Career Faculty for a period of four years.

Application materials are accepted electronically at http://www.jobsatcu.com/postings/106683. Review of applications will begin on November 1, 2015 and will continue until the position is filled. The University of Colorado Boulder conducts background checks for all final applicants. As an Equal Opportunity/Affirmative Action employer, the University of Colorado is committed to diversity and equality in education and employment and sensitive to the needs of dual-career couples.

BioFrontiers Institute Tenure-Track Faculty Position

Faculty Positions in ManagerialEconomics and Decision Sciences

Applications are invited for faculty positions in theManagerial Economics and Decision Sciences Department.The search is open to all ranks. The MEDS Departmentincludes faculty in pure and applied microeconomic theory,game theory and political science. We invite applicants ineconomics and political science. Salary is competitive.Primary criteria will be excellent recommendations, superiorteaching capabilities, and outstanding research potential.Candidate must have a Ph.D. in hand or expected byemployment start date. Successful applicants will be expectedto do innovative research, participate in the school’s Ph.D.program, and teach required and elective MBA courses.Applicants should have strong theoretical and quantitativeinterests and abilities.

Applications should be submitted athttps://www4.kellogg.northwestern.edu/recruiting/

default.aspx?dept=MECNFor full consideration, please submit a curriculum vitae,graduate transcripts, three letters of reference, and copiesof publications or work in progress no later thanJanuary 15, 2016. Departmental representatives will attendthe January 3-5, 2016 meetings of the Allied Social ScienceAssociations in San Francisco, CA. Candidates attending theconference are strongly encouraged to submit a curriculumvitae, a research abstract, and any supporting materials nolater than November 20, 2015.Applications will be accepted and considered untilJanuary 15, 2016.Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes including veterans and individuals with disabilities. Women and minority candidates are encouraged to apply. Hiring is contingent upon eligibility to work in the United States.

The Arnold School of Public Health is seeking candidates for multiple tenure-track or tenured faculty positions, including a potential expansion of a campus in Greenville, South Carolina. Current searches are posted at http://www.sph.sc.edu/news/asph_positions.htm and include:

Communication Sciences and Disorders (http://sph.sc.edu/comd/)

Environmental Health Sciences (http://sph.sc.edu/enhs/; one position must affiliate with the Center for Environmental NanoScience and Risk)

Epidemiology and Biostatistics (http://www.sph.sc.edu/epid_bios/; one position must reflect physical activity epidemiology)

Exercise Science (http://sph.sc.edu/exsc/; preference for expertise in physical activity and health)

Health Promotion, Education, and Behavior (http://sph.sc.edu/hpeb/)

Health Services Policy and Management (http://sph.sc.edu/hspm/)

Faculty recruited for the satellite campus will join existing faculty already located there and will represent a range of public health disciplines and experience.

Qualifications: Terminal degree in a relevant field, scholarly publication record, teaching experience. See the Job Opportunities page (http://www.sph.sc.edu/news/asph_positions.htm) and the department websites for specific position descriptions, qualifications and contact information.

The University of South Carolina is an affirmative action, equal opportunity employer. Minorities and women are encouraged to apply. The University of South Carolina does not discriminate in educational or employment opportunities or decisions for qualified persons on the basis of race, color, religion, sex, national origin, age, disability, sexual orientation, or veteran status.

Tenure-Track Faculty

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architecture, operating systems, and networking expertise are preferred. To apply, log into our online system at: https://jobs.xula.edu. Attach a let-ter of application, a curriculum vitae, a teaching statement, a research state-ment, and the contact information for 3 references addressed to Dr. R. Ray-mond Lang. Review of applications will begin October 15, 2015. All appli-cations received before October 31 are assured consideration. Minorities and women are encouraged to apply. Rank and salary are commensurate with ed-ucation and experience. EOE/AA.

Construction Management: The De-partment of Civil Engineering Tech-nology, Environmental Manage-ment and Safety in Rochester Insti-tute of Technology’s (RIT) College of Applied Science and Technology (CAST) is currently seeking applica-tions from exceptional candidates for a full-time tenure-track faculty posi-tion to launch the new Master of Sci-ence Construction Management pro-gram. Assistant or Associate Profes-sor Rank will be commensurate with qualifications. The position begins in the fall semester of 2016. The suc-cessful candidate will have the unique and exciting responsibility of working with the department chair and facul-ty to initiate an on-line Master’s de-gree program in construction man-agement at RIT. Responsibilities in-clude course development and deliv-ery, program coordination, academic advising for graduate students, schol-arship/research in a well-defined area of focus that is in line with the depart-ment’s research agenda (including se-curing external funding), service to the department/college/university, and maintaining a clear profession-al development agenda to support the department’s growth. An alloca-tion of time will be made to engage in scholarship supporting department-

defined areas of focus consistent with a scholarship-intensive profile for the university as a whole (https://www.rit.edu/cast/scholarship-foci-depart-ment). Required Qualifications (As-sistant Professor): Ph.D. in construc-tion management or a related field or ABD with completion date prior to August 1, 2016. No less than two years relevant U.S. or Canadian industrial experience in construction, construc-tion operations, or construction man-agement. Evidence of research and scholarship activities (including ref-ereed publications) in alignment with the CETEMS’s scholarship foci. Dem-onstrated teaching experience. Abili-ty to fully develop and teach primarily online graduate and some undergrad-uate courses, Ability to contribute in meaningful ways to the college’s con-tinuing commitment to cultural and gender diversity, pluralism, and in-dividual differences. How to Apply: Apply online at http://careers.rit.edu/faculty. Search: BR1911. Submit your cover letter addressing the listed qual-ifications; a vita; a contribution to di-versity’ statement; and the names, ad-dresses and phone numbers for three references. Applicants are encour-aged to apply by October 12, 2015. Review of applications will begin on October 15, 2015 and continue until a suitable candidate is found. RIT is an equal opportunity employer that pro-motes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov.

Counseling: Associate Director for Clinical Services and Clinical Assis-tant /Associate/Full Professor. The University of Florida Counseling and Wellness Center (CWC) invites ap-plications for Associate Director for Clinical Services of the CWC. The

associate director for clinical servic-es reports to the director of the CWC and is responsible for coordinating, and providing oversight for clinical services and operations. He or she will assist with developing and main-taining policies and procedures to en-sure adherence to the highest clinical standards, applicable state and fed-eral statutes, local health and safety laws and regulations, student affairs risk management policies, and profes-sional codes of ethics. This person al-so serves as the point person for all in-coming clinical concerns, requests for records, and consultation with Center psychiatric staff as needed for coordi-nation of care. The associate director for clinical services is responsible for coordination of multidisciplinary clin-ical/administrative teams and main-tains liaison relationships with uni-versity organizations and local mental health care resources. This position supervises all coordinators of clinical service components including therapy groups, case management, psycholog-ical testing, and specialty services in substance abuse. This position chairs the clinical services committee, re-views policies and procedures, and is responsive to clinical services issues as they arise and provides leadership in our outcome assessment efforts and quality assurance. In addition to the administrative duties described above this position may carry a modest clin-ical case load which will include the following: crisis assessment and re-sponse, walk-in counseling duties, in-dividual, couples, and group psycho-therapy, clinical consultation, out-reach programming, and clinical su-pervision. The associate director for clinical services serves on the admin-istrative team along with the director, associate director, assistant director of outreach and consultation and as-sistant director of training. In absence of the director, the associate director

FACULTY POSITIONS INApplied Economics & Finance

MIT Sloan School of Management

MIT Sloan School’s Applied Economics Group is seeking faculty at the junior level, effective July 1, 2016, or as soon thereafter as possible. Outstanding senior level applicants will also be considered. We stress high research potential or achievement; faculty responsibilities include teaching basic economic theory and applied economics, as well as more specialized courses at graduate and undergraduate level. For assistant professor positions applicants must have a PhD in Economics or a related field by the start of employment. Applications must include a cover letter, curriculum vitae, and three letters of recommendation. Please submit your application by November 15, 2015.

MIT is an equal opportunity employer committed to building a culturally diverse intellectual community and strongly encourages applications from women and minorities.

Applications should be addressed to: Professor Chris Knittel Chair, Applied Economics Search Committee To submit an application, please visit: http://sloanfacultysearches.mit.edu/applied_econ The MIT Sloan School's Finance Group is seeking faculty at the junior level, effective July 1, 2016, or as soon thereafter as possible. Outstanding senior level applicants will also be considered. We stress high research potential or achievement; faculty responsibilities include teaching basic capital market theory and corporate finance, as well as more specialized courses at graduate and undergraduate level. Applicants must have a PhD in Finance or a related field by the start of employment. MIT is an equal opportunity employer committed to building a culturally diverse intellectual community and strongly encourages applications from women and minorities. Applications must include a cover letter, curriculum vitae, writing sample, and three letters of recommendation. Please submit your application electronically by November 15, 2015.

MIT is an equal opportunity employer committed to building a culturally diverse intellectual community and strongly encourages applications from women and minorities. Applications should be addressed to: Professor Jonathan Parker Co-Chair, Finance Group Search Committee

To submit an application, please visit: http://sloanfacultysearches.mit.edu/finance

Faculty Position – Services MarketingCornell University • School of Hotel Administration

Ithaca, NY 14853Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broadresearch, teaching tomorrow’s thought leaders to think otherwise, care for others, and create anddisseminate knowledge with a public purpose.Position description: The School of Hotel Administration at Cornell University is seeking applicationsfor one tenure-track position at the Assistant or Associate Professor level in the area of servicesmarketing. Scholars whose research and teaching interests focus on web-based distribution channelsand/or pricing are particularly encouraged to apply. We seek candidates who have published in, or aspireto publish in, top-tier business journals and whose research and teaching interests can be easily appliedto the hospitality industry, which is broadly defined to include foodservice, lodging, and travel-relatedbusinesses. Candidates should be interested in developing their research ideas for the hospitalitypractitioner audience as well as for top-tier academic journals. Prior research, teaching, and/or businessexperience in the hospitality industry is desirable, but not required. The School of Hotel Administrationprovides unique data sets and industry connections that can facilitate the candidate’s future research andteaching about the industry. Teaching excellence, as well as research excellence, is highly valued at the School of HotelAdministration. The teaching load is three courses per academic year for faculty demonstrating strongresearch productivity. The successful candidate would teach at least one section of the requiredintroductory marketing course (at either the undergraduate or graduate level) and would have theopportunity to develop electives based on research interests. Rank and salary: The tenure-track professorial position is a three-year, renewable appointment, whichcan begin as early as Fall 2016. Rank and salary will be determined based upon academic achievementand experience. Appointments are nine-month terms with attractive fringe benefits. This position comeswith excellent research support and a salary highly competitive with top U.S. business schools. Institution: Cornell University’s School of Hotel Administration (SHA) is recognized worldwide as thepremier institution of hospitality management, and its alumni dominate the top managerial echelons ofa broadly-defined, multi-national hospitality industry, which includes hotel corporations, airlines,restaurants, tourism, hospitality suppliers, internet companies, etc. The School is AACSB accredited anddelivers on its mission of developing Leadership through Learning by providing a high quality businesseducation, focused on the largest and most dynamic industry in the world. The Cornell Universitycampus is located in the Finger Lakes region of New York State, one of the most scenic areas of thecountry, and the region offers a wide variety of both winter and summer activities. For furtherinformation about the University and SHA, visit the website at www.cornell.edu orwww.hotelschool.cornell.eduApplication: Applications will be accepted until the position is filled. Please submit a vita, threereferences, up to three academic research papers, and syllabi and teaching evaluations for recent coursestaught using Interfolio at the following link:

http://apply.interfolio.com/29693

Cornell University is an innovative Ivy League university and a great place to work. Our inclusivecommunity of scholars, students and staff impart an uncommon sense of larger purpose and contributecreative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca,NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side ofManhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Islandin the heart of New York City.

Diversity and Inclusion are a part of Cornell University's heritage. We're an employer and educatorrecognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

Lecturer Position in Management CommunicationSchool of Hotel Administration

Cornell University, Ithaca, NY 14853Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broadresearch, teaching tomorrow’s thought leaders to think otherwise, care for others, and create anddisseminate knowledge with a public purpose.Responsibilities: The primary responsibility is teaching “Management Communication I,” a first-year,core course that emphasizes written communication in professional contexts and includes anintroduction to presentational speaking in business. Opportunities may be available in the future toteach “Management Communication II,” which focuses on persuasion, or other courses. Lecturers teachsix classes each academic year and hold regular, individual conferences to discuss students' papers andpresentations. Being accessible to students is critical. Lecturers teach multi-section courses andcollaborate extensively on curriculum development, student assignments, School projects, and, attimes, research projects. In addition to teaching responsibilities, lecturers have school service responsibilities and are expectedto pursue professional development activities, such as presenting at business-communication disciplineconferences and interacting with hospitality-industry managers. The School of Hotel Administrationsupports such activities with professional development funds.Major Qualifications: • Discipline-related Master’s degree or Ph.D., preferably from a professional communication or

rhetoric program. • Experience teaching in a four-year, accredited college or university, preferably teaching multi-section

courses. • Experience and skill in teaching writing in professional contexts and willingness to teach both written

and oral communication. • Demonstrated experience and interest in collaborating with colleagues.• Direct engagement with the business communication discipline—through, for example, presenting at

business, technical, or professional communication conferences—is an advantage, as is businessknowledge and experience.

Conditions of Appointment: The position’s teaching responsibilities begin in the Spring 2016 orpossibly the Fall 2016 semester, and appointment is for three years, renewable. A new hire will beconsidered for promotion from lecturer to senior lecturer after appropriate quality and length of service.Salary is commensurate with qualifications. Support is provided, including administrative assistance,office space, computers, and other resources. Institution: The School of Hotel Administration (http://www.hotelschool.cornell.edu/), one ofCornell’s ten colleges, has approximately 900 undergraduates and 60 graduate students. The School hasover 55 resident faculty members (including five in communication). The School is located at the centerof campus in Statler Hall and has an adjacent 150-room hotel and conference center that serves as alearning laboratory for students. Application: Review of applications will begin immediately and continue until the position is filled.Please include a detailed cover letter, your curriculum vitae, an original course assignment, one writingsample, and the names and contact information for two references and submit using Interfolio at thefollowing link: http://apply.interfolio.com/29364Cornell University is an innovative Ivy League university and a great place to work. Our inclusivecommunity of scholars, students and staff impart an uncommon sense of larger purpose and contributecreative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca,NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side ofManhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Islandin the heart of New York City.

Diversity and Inclusion are a part of Cornell University's heritage. We're an employer and educatorrecognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

PROFESSIONAL

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Professional A89

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for clinical services will supervise all operations in accordance with CWC policies and procedures. Minimum qualifications: The successful candi-date should (1) have a doctoral degree in clinical psychology, counseling psy-chology or counseling from an APA accredited or CACREP accredited

doctoral program and (2) have five years of postdoctoral clinical/coun-seling experience in a college counsel-ing center or a university - based clin-ic (3) should be licensed in their cur-rent jurisdiction of practice and must be license eligible in Florida. Employ-ment with the University of Florida is

contingent upon the results of a crimi-nal background check. Desired Qual-ifications: Preferred qualities of the candidate include: (1) Previous ad-ministrative experience (2) Ability to handle complex crises and/or clin-ical situations and to provide related supervision, training, and consulta-

The George Washington University School of Business invites applications for a tenured/tenure track professor at the rank of Assistant Professor or Associate Professor in the field of Organizational Behavior, Human Resource Management, or Management. The position is to begin Fall 2016.

Duties and Responsibilities: The position requires the ability to conduct top quality scholarly research and perform well in the classroom at the undergraduate and graduate levels. Service expectations are commensurate with rank.

Minimum Qualifications: All applicants must have completed requirements for a Ph.D. by the date of appointment and must possess an excellent record of teaching. Applicants for Assistant Professor should demonstrate strong potential for conducting significant scholarly research, publication in top ranked journals and providing academic and managerial leadership. Applicants for Associate Professor should have an internationally recognized record of research and scholarship, including a successful track record of publication in top ranked journals, and a strong record of providing academic and managerial leadership.

Tenure and rank are commensurate with the qualifications. Salary and benefits are competitive. Application Procedure: To be considered, please complete an online faculty application at one of the links below, and upload as separate documents the following: a cover letter that identifies the field(s) and rank of interest, curriculum vitae, a statement of teaching philosophy, a statement of research interests, sample publications that provide examples of research, and course evaluations or a summary thereof. Only complete applications will be considered. Additionally, please have three letters of reference emailed to: Management_Dept@gwu.edu.

Assistant Professor: http://www.gwu.jobs/postings/28146Associate Professor: http://www.gwu.jobs/postings/28213

Review of applications will begin October 4, 2015 and will continue until the position is filled. Employment offers are contingent on the satisfactory outcome of a standard background screening.

The George Washington University is an Equal Employment Opportunity/Affirmative Action Employer that does not unlawfully discriminate in any of its programs or activities on the basis of race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity or expression, or on any other basis prohibited by applicable law. The University and the GW Business School seek to attract an active, culturally and academically diverse faculty of the highest caliber.

Tenured or Tenure Track Faculty Position Announcement

For more information about Pacific Lutheran University and the available positions, please visit our website, www.plu.edu/employment.

PLU invites applications for tenure-track teaching positions to start

September 2016.

ABD will be considered, but doctorate must be in hand by September 1, 2016.

*Positions require an MFA or doctorate degree by September 1, 2016.

Pacific Lutheran University offers approximately 3,500 students a unique blend of academically rigorous liberal arts and professional programs that prepare them for a lifetime of success—both in their careers and in service to others.

Founded in 1890, the university is young in spirit, entrepreneurial in character and bold in aspirations, eagerly welcoming new people and possibilities. PLU is an energetic and exciting place, committed to lifelong learning and supporting professional development.

PLU is globally focused and committed to becoming an increasingly diverse educational community where pedagogy supports students from all backgrounds to excel in their academic pursuits and to engage the world. Nearly 50 percent of PLU students spend time studying abroad.

Pacific Lutheran University cherishes its distinguished and distinctive academic program

that emphasizes curricular integration and active learning, and embraces its primary mission of educating students for lives of thoughtful inquiry, service, leadership and care.

The university is located six miles south of Tacoma, in suburban Parkland, Washington, on a 126-acre picturesque woodland campus that is truly representative of the natural beauty of the Pacific Northwest. The campus is 40 miles south of Seattle and 20 miles north of Olympia. Mount Rainier and Olympic national parks and the Washington coast are two hours away.

PLU enjoys a healthy and progressive relationship with the Evangelical Lutheran Church in America and is an Affirmative Action/Equal Opportunity Employer.

CURRENT OPENINGS(primary duty is teaching university classes in the respective discipline):

• Assistant/Associate/Full Professor of Business - Finance

• Assistant/Associate/Full Professor of Business - Management

• Assistant/Associate/Full Professor of Business - Marketing

• Assistant Professor of Communication/Director of Forensics

• Assistant Professor of Computer Science and Computer Engineering

• Assistant Professor of Dance*• Assistant Professor of

Education - Literacy• Assistant Professor of

Geosciences - Environmental Geology

• Assistant Professor of Kinesiology• Assistant Professor of Music -

Flute and Theory• Assistant/Associate Professor

of Nursing - Generalist Adult Health (Two positions)

• Assistant/Associate Professor of Nursing - FNP

• Assistant/Associate Professor of Nursing - Advanced Clinical Practice

• Assistant/Associate Professor of Social Work

• Assistant/Associate Professor of Theatre - Acting/Directing and Artistic Director*

PLU does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Title IX Coordinator, Human Resources, (253) 535-7187.

WASHINGTON STATE UNIVERSITY COLLEGE OF NURSING

SEEKING DOCTORALLY PREPARED PSYCHIATRIC-MENTALHEALTH NURSE PRACTITIONER

Washington State University College of Nursing, Spokane, Washington is seeking exceptional doctorally prepared psychiatric nurse practitioner faculty applicants. Responsibilities will include teaching in our Doctor of Nursing Practice Psychiatric Mental Health Nurse Practitioner (across the lifespan) program, and contributing to our research strengths in 1) Health Disparities 2) Behavioral Health 3) Chronic Conditions 4) Community and Environmental Health 5) Patient Care, Quality and Safety, and engaging in meaningful service activities.

Tenure-track/tenured position open at the rank of Assistant Professor, Associate Professor or Full Professor. Salary, rank, and tenure status are dependent upon experience and qualifi cations.

Spokane offers abundant natural beauty, four distinct seasons. Located in Eastern Washington, 18 miles from Idaho, 280 miles from Seattle and 110 miles from the Canadian border, Spokane is the largest city between Minneapolis and Seattle and a major center for health care. For more information about the College of Nursing and the open positions go to www.nursing.wsu.edu.

To apply visit www.wsujobs.com.

Position is open until fi lled. Review of applications will begin September 4, 2015 and continue until suitable candidates are identifi ed or until March 31, 2016. Position start dates are January 1, 2016 or August 16, 2016. This posting may be used to fi ll multiple positions.

WASHINGTON STATE UNIVERISTY IS AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EDUCATOR AND EMPLOYER. Members of ethnic minorities, women, special needs/ disabled veterans, and veterans of the Vietnam-era, recently separated veterans, and other protected veterans, persons of disability and/or persons age 40 and over are encouraged to apply.

nursing.wsu.edu

SEEKING DOCTORALLY PREPARED PSYCHIATRIC-MENTAL HEALTH NURSE PRACTITIONER

(across the lifespan) program, and contributing to our research strengths in 1) 2) Behavioral Health 3) Chronic Conditions 4) Community and Environmental Health5) Patient Care, Quality and Safety, and engaging in meaningful service activities.

Professor. Salary, rank, and tenure status are dependent upon experience and qualifications.

To apply visit www.wsujobs.com.

August 16, 2016. This posting may be used to fill multiple positions.

and/or persons age 40 and over are encouraged to apply.

nursing.wsu.eduSEEKING DOCTORALLY PREPARED PSYCHIATRIC-MENTAL HEALTH NURSE PRACTITIONER

(across the lifespan) program, and contributing to our research strengths in 1) 2) Behavioral Health 3) Chronic Conditions 4) Community and Environmental Health5) Patient Care, Quality and Safety, and engaging in meaningful service activities.

Professor. Salary, rank, and tenure status are dependent upon experience and qualifications.

To apply visit www.wsujobs.com.

August 16, 2016. This posting may be used to fill multiple positions.

and/or persons age 40 and over are encouraged to apply.

nursing.wsu.eduSEEKING DOCTORALLY PREPARED PSYCHIATRIC-MENTAL HEALTH NURSE PRACTITIONER

(across the lifespan) program, and contributing to our research strengths in 1) 2) Behavioral Health 3) Chronic Conditions 4) Community and Environmental Health5) Patient Care, Quality and Safety, and engaging in meaningful service activities.

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Need to Fill an Open Position?

Reach the best candidates in academe through new packages and

The Diversity Network.

Get started today at

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BUSINESS FACULTY� e Department of Business Administration at Booth University College invites applications for a full-time, tenure-track faculty position in our growing, collaborative department. We are particularly interested in candidates with expertise in the areas of Marketing, Strategy or Human Resources Management. Quali� ed candidates in other areas of specialization within Business Administration will also be considered.

� e ideal candidate will possess a related master’s degree or greater, a professional designation if applicable and a minimum of � ve years of professional experience. An alternate combination of relevant education and experience may be considered. Preference will be given to candidates who have post-secondary teaching experience. � e successful applicant must have an active Christian faith and commitment to the integration of faith and learning in a Christian university-level setting.

For application instructions and the full text of the job posting go to www.chroniclevitae.com/jobs/ For information on other faculty and sta� openings at Booth University College visit www.boothuc.

ca/employment

South Dakota State University (SDSU) is the state’s largest, most comprehensive university. As a Carnegie Research University – High Intensity and land grant university, it enrolls 12,500 students representing all 50 states and 79 countries. The University provides a rich academic experience in an environment of inclusion and access through inspired, student-centered education, creative activities and research, innovation and engagement. http://www.sdstate.edu

South Dakota State is located in Brookings, SD. Known as the “heart of America,” the region offers natural beauty, low crime, low cost of living, economic stability, and amenities. Brookings has a high quality of life, a booming job market, and outstanding schools. Brookings is less than one hour from Sioux Falls, a metro area with a population of 168,000.

The Division of Management and Economics is an inter-departmental, interdisciplinary entity comprised of faculty from academic programs that share a common commitment to education and scholarship in management, economics, and data analytics. The division fosters collaboration between the business and academic communities and coordinates and advances efforts in curriculum optimization, interdisciplinary research, student engagement, faculty development, and external outreach. SDSU is in the early stages of seeking AACSB accreditation as one initiative of the division.

All positions listed below have a target start date of Fall 2016; some may be eligible to start sooner.

Division Director, Division of Management and EconomicsThe Director will work to synergize the participating university units’ strengths in management and economics into high impact multidisciplinary research and education. He/she will work closely with the constituent deans, department heads and faculty members to integrate their collective assets toward research and education that is responsive, effective and innovative. The Director will draw on the intelligence from actively cultivated relationships in the business community and public sector to understand the current needs and forecasted trends that will inform the division’s visioning, planning, and implementation of research and curriculum. The position is a 12-month appointment that carries academic rank in a discipline appropriate to the division. Tenure will be dependent on academic credentials. The position splits time between teaching and scholarship (50%) and administrative work (50%). For more information and to apply: http://summitsearchsolutions.com/wp-content/uploads/2015/08/SDSU_DivDirME_Spec.pdf

Associate or Full Professor in Entrepreneurship and Inaugural Milton Nies Endowed ChairThe position is a full-time, tenure track, 9-month academic appointment with program support and summer stipend provided by the Milton Nies Endowment. The Chair will produce high-quality research; work with faculty, students and staff to develop an outreach program; engage entrepreneurs, economic-development professionals, and other local, regional, and statewide stakeholders; and teach undergraduate or graduate courses in subject areas that span entrepreneurship and business creation and financing. The Department of Economics is particularly interested in applicants who are experienced in teaching effectual entrepreneurship and who bring practical experience to their teaching and scholarship. For more information and to apply: http://summitsearchsolutions.com/wp-content/uploads/2015/08/SDSU_AssocFullProf_Entrepreneurship_EndowedChair.pdf

Assistant/Associate Professor of AccountingFull-time, tenure track, 9-month appointment (Department of Economics). The successful candidate will benefit from a corporate sponsorship by Daktronics, a global industry leader in integrated audio visual solutions. An initial 3-year financial package includes funding in support of summer salary, graduate assistantships and undergraduate wages for research addressing issues in accounting. This professor will be expected to establish an applied research program leading to peer-reviewed publications in high quality, high impact journals; mentor and advise students; and participate in service activities and engage with the faculty of the Division of Management and Economics. The position is newly created due to program growth and in accordance with seeking AACSB accreditation. For more information or to apply: http://summitsearchsolutions.com/wp-content/uploads/2015/07/SDSU_Spec_AsstAssocProf-Accounting.pdf

Assistant Professor of Management and OrganizationsFull-time, tenure track, 9-month appointment (Department of Economics). The major responsibilities of this position include teaching undergraduate courses in the 42-credit management core of the Business Economics, Agricultural Business, and Entrepreneurial Studies programs. It is expected that there will be opportunities to teach in the graduate program. The successful applicant will be expected to acquire external grant funding and to establish and maintain an applied research program leading to publication in peer-reviewed journals, mentor and advise students, and participate in service activities. For more information or to apply: https://yourfuture.sdbor.edu

Assistant/Associate Professor of MarketingFull-time, tenure track, 9-month appointment (Department of Economics). The position will focus on teaching within the undergraduate program with the potential for teaching in the graduate program. The successful candidate will be well-supported in developing and maintaining an active scholarly agenda in consumer behavior and demand, market characteristics, and/or marketing research and quantitative techniques leading to peer-reviewed publications in quality journals. For more information or to apply: http://summitsearchsolutions.com/wp-content/uploads/2015/08/SDSU-AssistProfessorMarketing-Spec.pdf

Assistant/Associate Professor in Corporate FinanceFull-time, tenure track, 9-month appointment (Department of Economics). Primary responsibilities include undergraduate and graduate teaching in corporate finance and personal finance. The successful candidate will develop and maintain an active scholarly agenda in corporate finance and quantitative techniques leading to peer-reviewed publications in quality journals. Service activities will also be expected. The position offers an exciting opportunity to work in a multi-disciplinary environment. For more information or to apply: http://summitsearchsolutions.com/wp-content/uploads/2015/08/AssistAssocProfCorpFin.pdf

Assistant Professor of Hospitality ManagementThis position resides in the Department of Consumer Sciences, which is under the umbrella of the Division of Management and Economics. The position is a 9-month, tenure track academic appointment with a standard teaching load and leadership in curriculum development, assessment and accreditation efforts, and student recruitment and retention. The incumbent is expected to develop a track record of peer-reviewed and externally funded scholarly and/or creative activities. Service activities in support of the department, university, profession, and region will be expected. For more information or to apply: http://summitsearchsolutions.com/wp-content/uploads/2015/08/SDSU_AsstProf_Hospitality_Spec.pdf

To learn more about Summit Search Solutions, Inc. please visit: www.summitsearchsolutions.com

SDSU actively seeks to increase social and intellectual diversity among its faculty. Women and persons underrepresented in higher education are especially encouraged to apply. SDSU is an AA/EEO employer.

DIVISION OF MANAGEMENT AND ECONOMICS FACULTY POSITIONS

Assistant Professor/ Associate Professor of Information Systems and Technology Management

� e Department of Information Systems and Technology Management of the School of Business of � e George Washington University has two tenure-track openings for positions beginning in September 2016. � ese positions will be hired at either the Assistant or Associate Professor Rank, depending upon the credentials of the candidate.

Responsibilities include a balanced emphasis on research and teaching. Research is expected to be published in top journals in the � eld. Teaching would be in our AACSB-accredited undergraduate, MBA and Master of Science in Information Systems Technology programs. Area of research emphasis is open. Teaching interest and experience in the following topics is a plus: enterprise application development, data warehousing, information security, and business intelligence, in addition to core IS subjects. Salary is competitive.

Minimum Quali� cations: Applicants must have a doctoral degree in MIS or a closely related area from a research university accredited by a US or internationally recognized accrediting organization. ABD applicants may be considered but must complete all degree requirements for the Ph.D. by the date of appointment. Applicants must demonstrate research productivity (or strong potential) by refereed publications in top journals or works in progress on a level consistent with their experience. Applicants must demonstrate teaching excellence by letters of reference and course evaluations or summaries.

� e George Washington University is situated in the heart of Washington, DC, just blocks from the White House. � e School of Business enrolls about 1,500 undergraduate and 1,600 graduate students and has a regular full-time faculty numbering approximately 125. � e ISTM Department o� ers courses at both the undergraduate and graduate levels.

How to Apply: Please complete an online faculty application at http://www.gwu.jobs/postings/27971 and upload a current C.V., cover letter (identifying the � eld(s) and rank of interest), statements of teaching and research interests, sample publications, course evaluations or summaries, and complete contact information for three recommendations. Recommendation letters and teaching reference letters should be sent to msist@gwu.edu. Only complete applications will be considered.

If you have any questions regarding the position, please contact Dr. Subhasish Dasgubta at dasgubta@gwu.edu or Dr. Richard Donnelly at rgd@gwu.edu. Review of applications will begin on September 15, 2015 and continue until the position is � lled. Employment o� ers are contingent on the satisfactory outcome of a standard background screening. We will be interviewing at AMCIS.

� e George Washington University is an Equal Employment Opportunity/A� rmative Action employer that does not unlawfully discriminate in any of its programs or activities on the basis of race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity or expression, or on any other basis as prohibited by applicable law.

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Professional A91

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tion to a large multidisciplinary staff and faculty on an as needed basis. (3) Strong communication and interper-sonal skills, critical thinking and or-ganizational skills required to devel-op and maintain policies, procedures, and clinical delivery systems for the agency. (4) Ability to work collabora-

tively and in a timely manner as part of a multidisciplinary team. (5) Strong program development and evaluation skills required for clinical utilization tracking, clinical services training, outcome assessment, quality assur-ance and utilization review. (6) Dem-onstrated commitment to the high-

est ethical standards of professional practice, as well as an understanding of and commitment to diversity issues in the delivery and management of

clinical services. Required Applica-tion Materials: Persons interested in applying for[E1] this position should apply online at http://explore.jobs.ufl.

edu. Reference Job #492989. To en-sure full consideration, vitas, appli-cation letters, and letters of recom-mendation from three professional

references should be submitted no later than September 11, 2015. Start-ing date is negotiable. University of Florida is an AA/EO employer and

PROFESSOR, ASSOCIATE PROFESSOR ORASSISTANT PROFESSOR OF ACCOUNTING

INFORMATION AND MANAGEMENTThe Kellogg School of Management is seeking applicants for a full-time,tenure-track faculty position in accounting at the assistant, associate, or fullprofessor levels. Candidates must have a Ph.D. in hand or expected byemployment start date. Selection criteria include demonstrated ability orpotential for exceptionally high quality research and teaching, and strongrecommendations.

Applications should be submitted on-line at our web site:http://www.kellogg.northwestern.edu/Departments/

accounting/faculty/recruitingApplications should include a complete curriculum vitae and copies ofresearch papers. Applicants at the assistant professor level should alsoprovide three letters of reference. On November 20, 2015, we will beginformally reviewing applications, and we strongly encourage all applicationsto be completed by that date. We will continue to accept applications untilMarch 18, 2016 or until the position is filled.Kellogg faculty will attend the AAA 2015 Accounting PhD RookieRecruiting & Research Camp. Kellogg will host a Junior Faculty RecruitingConference during February 4-6, 2016 for on-campus interviews of potentialassistant professor hires. Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes including veterans and individuals with disabilities. Women and minorities are encouraged to apply. Hiring is contingent upon eligibility to work in the United States.

The Department of Pediatrics of the University Of Illinois College Of Medicine at Peoria (UICOMP) seeks Pediatric Cardiology candidates for multiple positions with specialization in Electrophysiology who have completed 3 years of pediatric residency 3 years of fellowship in pediatric cardiology, and an additional year of pediatric electrophysiology. The candidate must be board-certified or board-eligible in pediatric cardiology and hold or are eligible for an Illinois physician license. The candidate will join a well-established team of 10 pediatric cardiologists with 30 plus years of success in the region. Professional efforts will be bolstered by the support of two pediatric cardiovascular surgeons and a fully staffed cardiac intensive care unit with cardiac intensivists. Preferred candidates should have advanced training in interventional electrophysiology procedures. Skills with routine catheterization procedures would be an asset, but not mandatory.

Experience in teaching medical students and residents along with scholarly and research interests are highly desirable. UICOMP supports a thriving education program with approximately 21 pediatric residents and 32 combined medicine-pediatrics residents. The Department of Pediatrics has 72 faculty members covering most pediatric subspecialties and primary care.

Clinical activities will include in-patient rotations and general cardiology clinic coverage and travel to outreach clinics located in surrounding community cities. In addition the candidate will have responsibilities covering all aspects of the electrophysiology program at Children’s Hospital of Illinois (CHOI) at OSF Saint Francis Medical Center. Clinical activities of the faculty are primarily concentrated at CHOI, which is the primary pediatric teaching facility for UICOMP and is a 132-bed facility that offers over 50 pediatric programs and services. These programs represent over 100 pediatric sub-specialists in 24 different disciplines, including the largest pediatric surgery program in Illinois. CHOI is the only full service tertiary hospital for children in downstate Illinois. It is a designated Level I Trauma Center, and a Pediatric Critical Care Center, as well as having a Regional Perinatal Center and a Level III neonatal intensive care unit.

Malpractice insurance is provided by the University of Illinois system and an excellent benefits package is available including vacations, sick time, CME, health and life insurance and retirement plan. UIC is an EOE/AA/M/F/Disabled/Veteran.

For consideration, apply by October 9, 2015 at: https://jobs.uic.edu/job-board/job-details?jobID=55768

Pediatric Cardiology PositionPhysical Education and Sport - Motor learning, Movement science, & Measurement/evaluationPhysical Education and Sport - Motor learning, Movement science, & Measurement/evaluationPhysical Education and Sport - Motor learning, Movement science, The Department of Physical Education and Sport is recruiting for an Assistant Professor, with anemphasis in motor learning, movement science, and/or measurement and evaluation. This is a nine-The Department of Physical Education and Sport is recruiting for an Assistant Professor, with anemphasis in motor learning, movement science, and/or measurement and evaluation. This is a nine-The Department of Physical Education and Sport is recruiting for an Assistant Professor, with anmonth, full-time, tenure-track position. Earned Doctoral degree in Kinesiology, Physical Educationemphasis in motor learning, movement science, and/or measurement and evaluation. This is a nine-month, full-time, tenure-track position. Earned Doctoral degree in Kinesiology, Physical Educationemphasis in motor learning, movement science, and/or measurement and evaluation. This is a nine-and Sport, or equivalent program with an emphasis in motor learning, movement science, and meas-month, full-time, tenure-track position. Earned Doctoral degree in Kinesiology, Physical Educationand Sport, or equivalent program with an emphasis in motor learning, movement science, and meas-month, full-time, tenure-track position. Earned Doctoral degree in Kinesiology, Physical Educationurement and evaluation; evidence of teaching excellence; excellent oral and/or written communica-and Sport, or equivalent program with an emphasis in motor learning, movement science, and meas-urement and evaluation; evidence of teaching excellence; excellent oral and/or written communica-and Sport, or equivalent program with an emphasis in motor learning, movement science, and meas-tion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision andurement and evaluation; evidence of teaching excellence; excellent oral and/or written communica-tion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision andurement and evaluation; evidence of teaching excellence; excellent oral and/or written communica-collaborative skills in order to assist in the organization and administration of a quality accreditedtion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision andcollaborative skills in order to assist in the organization and administration of a quality accreditedtion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision andteacher education and coaching education programs.collaborative skills in order to assist in the organization and administration of a quality accreditedteacher education and coaching education programs.collaborative skills in order to assist in the organization and administration of a quality accreditedPhysical Education and Sport - Physical education and Coaching PedagogyThe Department of Physical Education and Sport is recruiting for an Assistant Professor with anPhysical Education and Sport - Physical education and Coaching PedagogyThe Department of Physical Education and Sport is recruiting for an Assistant Professor with anPhysical Education and Sport - Physical education and Coaching Pedagogyemphasis in physical education and coaching education. This is a nine-month, full-time, tenure-trackThe Department of Physical Education and Sport is recruiting for an Assistant Professor with anemphasis in physical education and coaching education. This is a nine-month, full-time, tenure-trackThe Department of Physical Education and Sport is recruiting for an Assistant Professor with anposition. Earned Doctoral degree in Kinesiology, Physical Education and Sport, or equivalent pro-emphasis in physical education and coaching education. This is a nine-month, full-time, tenure-trackposition. Earned Doctoral degree in Kinesiology, Physical Education and Sport, or equivalent pro-emphasis in physical education and coaching education. This is a nine-month, full-time, tenure-trackgram with an emphasis in physical education and coaching pedagogy; demonstrated expertise inposition. Earned Doctoral degree in Kinesiology, Physical Education and Sport, or equivalent pro-gram with an emphasis in physical education and coaching pedagogy; demonstrated expertise inposition. Earned Doctoral degree in Kinesiology, Physical Education and Sport, or equivalent pro-the use of technology in teaching; K-12 teaching experience; excellent oral and written communica-gram with an emphasis in physical education and coaching pedagogy; demonstrated expertise inthe use of technology in teaching; K-12 teaching experience; excellent oral and written communica-gram with an emphasis in physical education and coaching pedagogy; demonstrated expertise intion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision and col-the use of technology in teaching; K-12 teaching experience; excellent oral and written communica-tion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision and col-the use of technology in teaching; K-12 teaching experience; excellent oral and written communica-laborative skills in order to assist in the organization and administration of a quality accreditedtion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision and col-laborative skills in order to assist in the organization and administration of a quality accreditedtion skills; evidence of a research and scholarship agenda; demonstrated leadership, vision and col-teacher education and coaching education programs.laborative skills in order to assist in the organization and administration of a quality accreditedteacher education and coaching education programs.laborative skills in order to assist in the organization and administration of a quality accreditedSport Management Program - Sport finance, Sport fundraising & Sport administrationThe Department of Physical Education and Sport - Sport Management Program is recruiting for anSport Management Program - Sport finance, Sport fundraising & Sport administrationThe Department of Physical Education and Sport - Sport Management Program is recruiting for anSport Management Program - Sport finance, Sport fundraising & Sport administrationAssistant Professor with an emphasis in sport finance, sport fundraising and/or sport administration.The Department of Physical Education and Sport - Sport Management Program is recruiting for anAssistant Professor with an emphasis in sport finance, sport fundraising and/or sport administration.The Department of Physical Education and Sport - Sport Management Program is recruiting for anThis is a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportAssistant Professor with an emphasis in sport finance, sport fundraising and/or sport administration.This is a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportAssistant Professor with an emphasis in sport finance, sport fundraising and/or sport administration.management/administration with an emphasis in sport finance, sport fundraising, and/or sportThis is a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportmanagement/administration with an emphasis in sport finance, sport fundraising, and/or sportThis is a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportadministration including sport facility design; a Doctorate in a related field may be considered if themanagement/administration with an emphasis in sport finance, sport fundraising, and/or sportadministration including sport facility design; a Doctorate in a related field may be considered if themanagement/administration with an emphasis in sport finance, sport fundraising, and/or sportMaster’s degree is in sport management/administration; two years professional experience in man-administration including sport facility design; a Doctorate in a related field may be considered if theMaster’s degree is in sport management/administration; two years professional experience in man-administration including sport facility design; a Doctorate in a related field may be considered if theagement within the sport industry; evidence of progressive teaching experience in sport manage-Master’s degree is in sport management/administration; two years professional experience in man-agement within the sport industry; evidence of progressive teaching experience in sport manage-Master’s degree is in sport management/administration; two years professional experience in man-ment; excellent oral and written communication skills; demonstrated research and scholarship. agement within the sport industry; evidence of progressive teaching experience in sport manage-ment; excellent oral and written communication skills; demonstrated research and scholarship. agement within the sport industry; evidence of progressive teaching experience in sport manage-Sport Management Program - Sport analytics, Sport economics, & Sport financeThe Department of Physical Education and Sport - Sport Management Program is recruiting for anSport Management Program - Sport analytics, Sport economics, & Sport financeThe Department of Physical Education and Sport - Sport Management Program is recruiting for anSport Management Program - Sport analytics, Sport economics, & Sport financeAssistant Professor with an emphasis in sport analytics, sport economics, and/or sport finance. ThisThe Department of Physical Education and Sport - Sport Management Program is recruiting for anAssistant Professor with an emphasis in sport analytics, sport economics, and/or sport finance. ThisThe Department of Physical Education and Sport - Sport Management Program is recruiting for anis a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportAssistant Professor with an emphasis in sport analytics, sport economics, and/or sport finance. Thisis a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportAssistant Professor with an emphasis in sport analytics, sport economics, and/or sport finance. Thismanagement/administration with an emphasis in sport economics, sport analytics, and/or sportis a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportmanagement/administration with an emphasis in sport economics, sport analytics, and/or sportis a nine-month, full-time, tenure-track position. Earned Doctoral degree in sportfinance; a Doctorate in a related field may be considered if the Master’s degree is in sport manage-management/administration with an emphasis in sport economics, sport analytics, and/or sportfinance; a Doctorate in a related field may be considered if the Master’s degree is in sport manage-management/administration with an emphasis in sport economics, sport analytics, and/or sportment/administration; two years professional experience in management within the sport industry;finance; a Doctorate in a related field may be considered if the Master’s degree is in sport manage-ment/administration; two years professional experience in management within the sport industry;finance; a Doctorate in a related field may be considered if the Master’s degree is in sport manage-evidence of progressive teaching experience in sport management; excellent oral and written com-ment/administration; two years professional experience in management within the sport industry;evidence of progressive teaching experience in sport management; excellent oral and written com-ment/administration; two years professional experience in management within the sport industry;munication skills; demonstrated research and scholarship.evidence of progressive teaching experience in sport management; excellent oral and written com-munication skills; demonstrated research and scholarship.evidence of progressive teaching experience in sport management; excellent oral and written com-Communication Disorders – Speech-Language PathologyThe Speech-Language Pathology Division in the Department of Communication Disorders is recruit-Communication Disorders – Speech-Language PathologyThe Speech-Language Pathology Division in the Department of Communication Disorders is recruit-Communication Disorders – Speech-Language Pathologying for three (3) full-time, nine-month, tenure-track positions at the Assistant Professor rank. EarnedThe Speech-Language Pathology Division in the Department of Communication Disorders is recruit-ing for three (3) full-time, nine-month, tenure-track positions at the Assistant Professor rank. EarnedThe Speech-Language Pathology Division in the Department of Communication Disorders is recruit-Doctorate degree; doctoral candidates (ABD) will be considered if degree is confirmed by start ofing for three (3) full-time, nine-month, tenure-track positions at the Assistant Professor rank. EarnedDoctorate degree; doctoral candidates (ABD) will be considered if degree is confirmed by start ofing for three (3) full-time, nine-month, tenure-track positions at the Assistant Professor rank. Earnedappointment; CCC-SLP; licensed as SLP in Michigan or eligible for MI licensure. Effective oral andDoctorate degree; doctoral candidates (ABD) will be considered if degree is confirmed by start ofappointment; CCC-SLP; licensed as SLP in Michigan or eligible for MI licensure. Effective oral andDoctorate degree; doctoral candidates (ABD) will be considered if degree is confirmed by start ofwritten communication skills.appointment; CCC-SLP; licensed as SLP in Michigan or eligible for MI licensure. Effective oral andwritten communication skills.appointment; CCC-SLP; licensed as SLP in Michigan or eligible for MI licensure. Effective oral andHealth AdministrationThe School of Health Sciences-Health Administration Division is recruiting for an Assistant Professor.This is a twelve-month, full-time, tenure-track position. Earned Doctoral degree; doctoral candidatesThe School of Health Sciences-Health Administration Division is recruiting for an Assistant Professor.This is a twelve-month, full-time, tenure-track position. Earned Doctoral degree; doctoral candidatesThe School of Health Sciences-Health Administration Division is recruiting for an Assistant Professor.(ABD) will be considered if degree is confirmed by start of appointment. Excellent oral and writtenThis is a twelve-month, full-time, tenure-track position. Earned Doctoral degree; doctoral candidates(ABD) will be considered if degree is confirmed by start of appointment. Excellent oral and writtenThis is a twelve-month, full-time, tenure-track position. Earned Doctoral degree; doctoral candidatescommunication skills; experience with online educational learning and teaching including use of(ABD) will be considered if degree is confirmed by start of appointment. Excellent oral and writtencommunication skills; experience with online educational learning and teaching including use of(ABD) will be considered if degree is confirmed by start of appointment. Excellent oral and writtenlearning technologies; academic training and expertise in health services research (quantitative andcommunication skills; experience with online educational learning and teaching including use oflearning technologies; academic training and expertise in health services research (quantitative andcommunication skills; experience with online educational learning and teaching including use ofqualitative research skills), preferably in health informatics/analytics or closely related health field.learning technologies; academic training and expertise in health services research (quantitative andqualitative research skills), preferably in health informatics/analytics or closely related health field.learning technologies; academic training and expertise in health services research (quantitative andMaster of Public Health, DirectorThe Community Health Division in the School of Health Sciences is recruiting for a full-time, twelve-month, tenure-track position at the Associate or Professor rank to serve as the inaugural ProgramThe Community Health Division in the School of Health Sciences is recruiting for a full-time, twelve-month, tenure-track position at the Associate or Professor rank to serve as the inaugural ProgramThe Community Health Division in the School of Health Sciences is recruiting for a full-time, twelve-Director and Administrator for the emerging Master of Public Health program. Earned Doctorate inmonth, tenure-track position at the Associate or Professor rank to serve as the inaugural ProgramDirector and Administrator for the emerging Master of Public Health program. Earned Doctorate inmonth, tenure-track position at the Associate or Professor rank to serve as the inaugural ProgramPublic Health or an equivalent Doctoral degree in the health field with an accompanying Master ofDirector and Administrator for the emerging Master of Public Health program. Earned Doctorate inPublic Health or an equivalent Doctoral degree in the health field with an accompanying Master ofDirector and Administrator for the emerging Master of Public Health program. Earned Doctorate inPublic Health degree (MPH); demonstrated leadership skills; successful college teaching; experi-Public Health or an equivalent Doctoral degree in the health field with an accompanying Master ofPublic Health degree (MPH); demonstrated leadership skills; successful college teaching; experi-Public Health or an equivalent Doctoral degree in the health field with an accompanying Master ofence or demonstrated interest in securing extramural grants and contracts; demonstrated researchPublic Health degree (MPH); demonstrated leadership skills; successful college teaching; experi-ence or demonstrated interest in securing extramural grants and contracts; demonstrated researchPublic Health degree (MPH); demonstrated leadership skills; successful college teaching; experi-agenda based on published works and/or external funding; previous rank of Assistant Professor orence or demonstrated interest in securing extramural grants and contracts; demonstrated researchagenda based on published works and/or external funding; previous rank of Assistant Professor orence or demonstrated interest in securing extramural grants and contracts; demonstrated researchhigher; eligibility for rank based on the School of Health Sciences tenure and promotion guidelines.agenda based on published works and/or external funding; previous rank of Assistant Professor orhigher; eligibility for rank based on the School of Health Sciences tenure and promotion guidelines.agenda based on published works and/or external funding; previous rank of Assistant Professor orPhysical Therapy, DPTThe Doctoral Program in Physical Therapy invites applicants for two (2) full-time, twelve-month,Physical Therapy, DPTThe Doctoral Program in Physical Therapy invites applicants for two (2) full-time, twelve-month,Physical Therapy, DPTtenure-track faculty positions at the Assistant or Associate Professor rank. Expertise in adult and/orThe Doctoral Program in Physical Therapy invites applicants for two (2) full-time, twelve-month,tenure-track faculty positions at the Assistant or Associate Professor rank. Expertise in adult and/orThe Doctoral Program in Physical Therapy invites applicants for two (2) full-time, twelve-month,pediatric neurological rehabilitation is preferred for one position; and in the areas of orthopedic ortenure-track faculty positions at the Assistant or Associate Professor rank. Expertise in adult and/orpediatric neurological rehabilitation is preferred for one position; and in the areas of orthopedic ortenure-track faculty positions at the Assistant or Associate Professor rank. Expertise in adult and/orgeneral physical therapy practice for the other position. Terminal academic Doctoral degree, (PhD,pediatric neurological rehabilitation is preferred for one position; and in the areas of orthopedic orgeneral physical therapy practice for the other position. Terminal academic Doctoral degree, (PhD,pediatric neurological rehabilitation is preferred for one position; and in the areas of orthopedic orEdD, DSc in Physical Therapy or related fields); doctoral candidates (ABD) will also be consideredgeneral physical therapy practice for the other position. Terminal academic Doctoral degree, (PhD,EdD, DSc in Physical Therapy or related fields); doctoral candidates (ABD) will also be consideredgeneral physical therapy practice for the other position. Terminal academic Doctoral degree, (PhD,if completed by start date. Must be eligible for Michigan Physical Therapist licensure. Applicants forEdD, DSc in Physical Therapy or related fields); doctoral candidates (ABD) will also be consideredif completed by start date. Must be eligible for Michigan Physical Therapist licensure. Applicants forEdD, DSc in Physical Therapy or related fields); doctoral candidates (ABD) will also be consideredthe Assistant Professor position must show the potential for future successful teaching and/orif completed by start date. Must be eligible for Michigan Physical Therapist licensure. Applicants forthe Assistant Professor position must show the potential for future successful teaching and/orif completed by start date. Must be eligible for Michigan Physical Therapist licensure. Applicants forresearch; Applicants for the Associate Professor must have prior experience of successful teachingthe Assistant Professor position must show the potential for future successful teaching and/orresearch; Applicants for the Associate Professor must have prior experience of successful teachingthe Assistant Professor position must show the potential for future successful teaching and/orand/or research at the Assistant Professor rank.research; Applicants for the Associate Professor must have prior experience of successful teachingand/or research at the Assistant Professor rank.research; Applicants for the Associate Professor must have prior experience of successful teachingPhysician Assistant, Master of Science ProgramThe Physician Assistant (PA) Program invites applicants for a full-time, twelve-month, tenure-trackPhysician Assistant, Master of Science ProgramThe Physician Assistant (PA) Program invites applicants for a full-time, twelve-month, tenure-trackPhysician Assistant, Master of Science Programfaculty position at the rank of Assistant Professor. Minimum of three (3) years of clinical experience;The Physician Assistant (PA) Program invites applicants for a full-time, twelve-month, tenure-trackfaculty position at the rank of Assistant Professor. Minimum of three (3) years of clinical experience;The Physician Assistant (PA) Program invites applicants for a full-time, twelve-month, tenure-trackknowledge of the PA profession; demonstrated commitment to diversity. If a Physician Assistantfaculty position at the rank of Assistant Professor. Minimum of three (3) years of clinical experience;knowledge of the PA profession; demonstrated commitment to diversity. If a Physician Assistantfaculty position at the rank of Assistant Professor. Minimum of three (3) years of clinical experience;(PA), must have: An earned Doctoral degree, or a doctoral candidate (ABD); licensure as a physicianknowledge of the PA profession; demonstrated commitment to diversity. If a Physician Assistant(PA), must have: An earned Doctoral degree, or a doctoral candidate (ABD); licensure as a physicianknowledge of the PA profession; demonstrated commitment to diversity. If a Physician Assistantassistant in Michigan or eligible for Michigan licensure; NCCPA Board Certification. If a physician,(PA), must have: An earned Doctoral degree, or a doctoral candidate (ABD); licensure as a physicianassistant in Michigan or eligible for Michigan licensure; NCCPA Board Certification. If a physician,(PA), must have: An earned Doctoral degree, or a doctoral candidate (ABD); licensure as a physicianmust be an allopathic (MD) or osteopathic physician (DO).assistant in Michigan or eligible for Michigan licensure; NCCPA Board Certification. If a physician,must be an allopathic (MD) or osteopathic physician (DO).assistant in Michigan or eligible for Michigan licensure; NCCPA Board Certification. If a physician,Physician Assistant, Program DirectorThe Physician Assistant Program is seeking a dynamic leader as the Director of the PhysicianPhysician Assistant, Program DirectorThe Physician Assistant Program is seeking a dynamic leader as the Director of the PhysicianPhysician Assistant, Program DirectorAssistant program. This is a full-time, 12-month, tenure-track faculty position at the Associate orThe Physician Assistant Program is seeking a dynamic leader as the Director of the PhysicianAssistant program. This is a full-time, 12-month, tenure-track faculty position at the Associate orThe Physician Assistant Program is seeking a dynamic leader as the Director of the PhysicianProfessor rank. Qualifications: A minimum of three (3) years of clinical experience and two (2) yearsAssistant program. This is a full-time, 12-month, tenure-track faculty position at the Associate orProfessor rank. Qualifications: A minimum of three (3) years of clinical experience and two (2) yearsAssistant program. This is a full-time, 12-month, tenure-track faculty position at the Associate orof teaching or clinical preceptor experience; effective oral/written communication skills; demonstratedProfessor rank. Qualifications: A minimum of three (3) years of clinical experience and two (2) yearsof teaching or clinical preceptor experience; effective oral/written communication skills; demonstratedProfessor rank. Qualifications: A minimum of three (3) years of clinical experience and two (2) yearsleadership skills; evidence of involvement with professional associations and organizations; proficien-of teaching or clinical preceptor experience; effective oral/written communication skills; demonstratedleadership skills; evidence of involvement with professional associations and organizations; proficien-of teaching or clinical preceptor experience; effective oral/written communication skills; demonstratedcy in use of technology; and demonstrated commitment to diversity. If you are a Physician Assistant:leadership skills; evidence of involvement with professional associations and organizations; proficien-cy in use of technology; and demonstrated commitment to diversity. If you are a Physician Assistant:leadership skills; evidence of involvement with professional associations and organizations; proficien-An earned Doctoral degree; licensure as a physician assistant in Michigan or eligibility for licensure ifcy in use of technology; and demonstrated commitment to diversity. If you are a Physician Assistant:An earned Doctoral degree; licensure as a physician assistant in Michigan or eligibility for licensure ifcy in use of technology; and demonstrated commitment to diversity. If you are a Physician Assistant:licensed elsewhere; NCCPA Board Certification. If you are a physician: licensure as an allopathic orAn earned Doctoral degree; licensure as a physician assistant in Michigan or eligibility for licensure iflicensed elsewhere; NCCPA Board Certification. If you are a physician: licensure as an allopathic orAn earned Doctoral degree; licensure as a physician assistant in Michigan or eligibility for licensure ifosteopathic physician in Michigan and certified by an ABMS or AOA approved specialty board.licensed elsewhere; NCCPA Board Certification. If you are a physician: licensure as an allopathic orosteopathic physician in Michigan and certified by an ABMS or AOA approved specialty board.licensed elsewhere; NCCPA Board Certification. If you are a physician: licensure as an allopathic orStarting salaries are commensurate with qualifications and experience. Attractive benefits pack-age and research support is available. For a complete list of position descriptions with qualifi-Starting salaries are commensurate with qualifications and experience. Attractive benefits pack-age and research support is available. For a complete list of position descriptions with qualifi-Starting salaries are commensurate with qualifications and experience. Attractive benefits pack-cations refer toage and research support is available. For a complete list of position descriptions with qualifi-cations refer toage and research support is available. For a complete list of position descriptions with qualifi-www.jobs.cmich.eduage and research support is available. For a complete list of position descriptions with qualifi-www.jobs.cmich.eduage and research support is available. For a complete list of position descriptions with qualifi-.Application Procedure: Review of applications will begin immediately and will continue untilthe positions are filled. Applications must be submitted through an on-line process beginning at:Application Procedure:the positions are filled. Applications must be submitted through an on-line process beginning at:Application Procedure: Review of applications will begin immediately and will continue untilthe positions are filled. Applications must be submitted through an on-line process beginning at:Review of applications will begin immediately and will continue untilwww.jobs.cmich.eduthe positions are filled. Applications must be submitted through an on-line process beginning at:www.jobs.cmich.eduthe positions are filled. Applications must be submitted through an on-line process beginning at:.

CMU, an AA/EO institution, strongly and actively strives to increase diversity and provide equal opportunity within its community. CMU does notdiscriminate in employment against persons based on age, color, disability, gender, gender identity/gender expression, familial status, height,marital status, national origin, political persuasion, race, religion, sexual orientation, veteran status, or weight (see http://www.cmich.edu/ocrie/).

Central Michigan Universitywas established in 1892 andis among the nation’s 100largest public universities.As a tier-one university,CMU serves nearly 20,000students on its MountPleasant campus. It alsoenrolls more than 7,000 stu-dents and working adultsonline and at 50 out-of-statelocations.CMU delivers a superioreducational experience forstudents that is built onclose relationships with fac-ulty and staff, hands-onlearning including under-graduate research, anemphasis on leadership andvolunteerism, and a globalperspective.With a $440 million budget,CMU offers more than 200academic programs fromthe undergraduate to doc-toral levels. Premier pro-grams include the sciences,business, accounting,health professions, commu-nications, teacher prepara-tion, educational leadership,engineering, neuroscience,psychology, apparel mer-chandising design, music,and political science. CMUin 2013 launched thenation’s 137th College ofMedicine. The Herbert H. and Grace A.Dow College of HealthProfessions consists of fouracademic units (PhysicalEducation and Sport,Communication Disorders,the School of HealthSciences and the School ofRehabilitation and MedicalScience).  It offers under-graduate and/or graduatedegree programs in audiolo-gy, communication disor-ders, community healtheducation, health servicesadministration, schoolhealth education, physicaltherapy, physician assis-tant, exercise science, sub-stance abuse prevention,health promotion, speech-language pathology, physi-cal education, athletictraining, athletic coachingand sport management,delivered by 100+faculty/staff.  CMU’s websiteis http://www.cmich.edu.The Herbert H. and Grace A.Dow College of HealthProfessions website ishttp://www.chp.cmich.edu.

The Herbert H. and Grace A. Dow College of Health ProfessionsTenure-Track Faculty Positions

A92 Professional THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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acts in compliance with all aspects of the ADA. Any questions or anyone requiring special accommodations to

complete an application should con-tact the Search Committee Chair, Dr. Jennifer Stuart (jlstuart@ufl.edu).

Members of under-represented groups are encouraged to apply. We seek can-didates that can demonstrate their ex-

periences with working with diverse students, faculty and staff and work-ing in a multicultural environment. The Final candidate will be required to provide official transcripts to the hiring department upon hire. A tran-script will not be considered “official” if a designation of “Issued to Student”

is visible. Degrees earned from an ed-ucation institution outside of the Unit-ed States are required to be evaluated by a professional credentialing service provider approved by National Asso-ciation of Credential Evaluation Ser-vices (NACES), which can be found at http://www.naces.org/.

Criminology: The Department of Criminology invites applications for a full-time tenure-track appointment, beginning August 2016. Only online applications will be accepted. To view the full description and apply for this position, please visit http://www.iup.edu/employment. IUP is an equal op-portunity employer M/F/H/V and is a member of the Pennsylvania State Sys-tem of Higher Education.

Dean/Associate: Associate Dean for Graduate Studies & Research and Associate Professor/Professor Man-ship School of Mass Communication Louisiana State University. The Man-ship School of Mass Communication at Louisiana State University is seek-ing applications and nominations for the position of Associate Dean for Graduate Studies and Research. The successful candidate will be hired at the rank of Associate or Full Profes-sor, depending upon qualifications. Salary will be commensurate with cre-dentials and experience. The Manship School, which collaborates closely with LSU’s Political Science Depart-ment, has the only Ph.D. program de-voted exclusively to mass communica-tion and public affairs. The program is enhanced by support from the school’s

Tenure Track Faculty Openings Fall 2016 Start Date

Go to www.msudenverjobs.com

*Mechanical Engineering #F 608*Social Work #F 813

*Social Work Undergraduate #F 393

Screening Begins 11/1/15Visit us at www.msudenver.edu

AA/EO Employer

Established in 1885, the University of St. Thomas is located in the major metropolitan area of Minneapolis-St. Paul, and is Minnesota’s largest private university. More than 10,000 St. Thomas students pursue degrees in a wide range of liberal arts, professional and graduate programs.

St. Thomas invites faculty applications for positions to start in fall 2016 in several programs. A full listing of open positions is available online – www.stthomas.edu/jobsatust – and is updated throughout the year.

The university has a strong commitment to the principles of diversity and inclusion, to equal opportunity policies and practices and to the principles and goals of affirmative action. The university welcomes nominations and applica-tions from a broad and diverse applicant pool.

Inspired by Catholic intellectual tradition, the University of St. Thomas edu-cates students to be morally responsible leaders who think critically, act wisely, and work skillfully to advance the common good, and seeks to develop individu-als who combine career competency with cultural awareness and intellectual curiosity. Successful candidates will possess commitments to the ideals of this mission.

Challenge YourselfChange Our World

www.stthomas.eduINS5787_16 EOE

JOIN OUR TEAM!

Two Faculty Positions AvailableTwo Faculty Positions AvailableThe Ohio State University College of Social Work invites applications The Ohio State University College of Social Work invites applications for two tenure-track faculty positions (assistant and/or senior for two tenure-track faculty positions (assistant and/or senior faculty), beginning autumn 2016. Ohio State, through its Discovery faculty), beginning autumn 2016. Ohio State, through its Discovery Theme Initiative, is currently investing in transdisciplinary, innovative, Theme Initiative, is currently investing in transdisciplinary, innovative, collaborative and impactful faculty. Consistent with this institutional collaborative and impactful faculty. Consistent with this institutional

spirit of discovery, the college recently invested significantly in research spirit of discovery, the college recently invested significantly in research infrastructure and is committed to advancing science aimed at solving infrastructure and is committed to advancing science aimed at solving major global challenges. We are recruiting exceptional candidates from major global challenges. We are recruiting exceptional candidates from social work and related disciplines. The college prefers candidates social work and related disciplines. The college prefers candidates who demonstrate a strong research agenda that focuses on diverse who demonstrate a strong research agenda that focuses on diverse populations. Candidates with agendas focused on health and health populations. Candidates with agendas focused on health and health disparities, food security and serious mental illness are particularly disparities, food security and serious mental illness are particularly encouraged to apply. In addition to research and scholarship, we seek encouraged to apply. In addition to research and scholarship, we seek candidates who are committed to excellence in teaching and the candidates who are committed to excellence in teaching and the mentorship of students, particularly diverse student populations. The mentorship of students, particularly diverse student populations. The college offers a host of innovative teaching options at the BSSW, MSW and college offers a host of innovative teaching options at the BSSW, MSW and PhD level and supports including two on-staff instructional technologists.PhD level and supports including two on-staff instructional technologists.

HISTORYThe Ohio State University College of Social Work is the oldest The Ohio State University College of Social Work is the oldest continuously accredited public social work program in the United continuously accredited public social work program in the United States. Ohio State, an extensive doctoral/research institution, is located States. Ohio State, an extensive doctoral/research institution, is located in Columbus—Ohio’s vibrant and inclusive state capital. A diverse in Columbus—Ohio’s vibrant and inclusive state capital. A diverse metropolitan region, Columbus is the largest city in Ohio and the metropolitan region, Columbus is the largest city in Ohio and the 15th largest city in the nation. Successful candidates will join our 15th largest city in the nation. Successful candidates will join our 30 faculty and engage with our student body of about 425 BSSW, 30 faculty and engage with our student body of about 425 BSSW, 525 MSW, and 40 PhD level students. For more information, visit our 525 MSW, and 40 PhD level students. For more information, visit our website at csw.osu.edu.

HOW TO APPLYA review of applications will begin immediately and continue until A review of applications will begin immediately and continue until positions are filled. Initial screening interviews are expected to take positions are filled. Initial screening interviews are expected to take place immediately, with campus visit invitations beginning in early place immediately, with campus visit invitations beginning in early autumn 2015. Please submit an electronic application package via autumn 2015. Please submit an electronic application package via email (subject line: Faculty Position) that includes: (1) a letter of email (subject line: Faculty Position) that includes: (1) a letter of

application that addresses your research interests/trajectory, application that addresses your research interests/trajectory, courses you have taught (include level) and your approach courses you have taught (include level) and your approach

to teaching and mentorship; (2) a curriculum vitae; to teaching and mentorship; (2) a curriculum vitae; (3) a sample of one of your publications; and (4) three (3) a sample of one of your publications; and (4) three

letters of recommendation. All materials and questions letters of recommendation. All materials and questions should be directed to:

Dr. Joe Guada, Chair, Faculty Search CommitteeDr. Joe Guada, Chair, Faculty Search CommitteeE-mail: CSWFacultyApplicants@osu.eduE-mail: CSWFacultyApplicants@osu.edu

The Ohio State University College of Social WorkThe Ohio State University College of Social Work1947 College Road, Columbus, OH 432101947 College Road, Columbus, OH 43210

Telephone: 614-247-8967

The College of Social Work at The Ohio State The College of Social Work at The Ohio State University is proud to be a part of a university University is proud to be a part of a university

that embraces diversity and we encourage that embraces diversity and we encourage applications from all individuals regardless of applications from all individuals regardless of

age, gender, race, ethnicity, disability, sexual age, gender, race, ethnicity, disability, sexual orientation, religion, national origin or orientation, religion, national origin or

veteran status. EEO/AA Employer.veteran status. EEO/AA Employer.

The Department of Learning Health Sciences at the University of Michigan Medical School is seeking adistinguished scholar to lead its Division of Learning and Knowledge Systems. The successful applicant willacademically be a tenured Associate or Full Professor, and will be appointed to an (untenured)administrative role as Chief of the Division of Learning and Knowledge Systems. The successful candidatemay also be considered for an endowed professorship. We are seeking an innovative scholar whosebackground may come from disciplines including, but not restricted to: information, computing, andstatistical sciences; informatics; public health; complexity & systems science; behavioral & social sciences;organizational & policy sciences; engineering; and economics. The successful applicant will have a recordof significant accomplishments in the sciences that enable the transformation of health-related systems,locally and globally, into entities that learn and improve. The successful applicant will have demonstratedability to mentor junior faculty members and mold a cohesive academic unit.The Department of Learning Health Sciences (DLHS): The DLHS is a first-in-the-nation academicdepartment focused on learning applied to health at all levels of scale: individuals, teams, organizations, andultra-large scale systems. DLHS operates in three sub-units: (1) The Division of Learning and KnowledgeSystems primarily focuses on learning at higher levels of scale. (2) The Division of Professional Educationprimarily addresses learning by individuals. (3) The Clinical Simulation Center deploys advancedsimulation technology and conducts a related program of research.The Division of Learning and Knowledge Systems: Within DLHS, this Division is an interdisciplinarycommunity of scientists focused on improving healthcare at the levels of interprofessional teams, complexorganizations, regional networks, national and multinational systems. The Division addresses how thesesystems can routinely “learn” and improve through continuous self-study and self-surveillance, applyinganalytical methods that convert data to knowledge, and subsequent application of that knowledge to drivebeneficial change. The Division has recruited several new faculty members who will be joining thedepartment later this year. In collaboration with colleagues across the campus, the Division’s researchprograms examine fundamental questions and develop novel methods related to the creation, operation, andsustainability of “learning systems” that support healthcare, public health, and biomedical research. Itseducational programs will include a new graduate program and opportunities to participate in the curriculaof other schools and colleges within the University. The Division’s service activities will engage healthsystems in pursuit of becoming “learning systems.” For further information about DLHS, and the Division,see http://LHS.medicine.umich.eduResponsibilities include: • Lead a cohesive, collaborative academic division consisting of approximately 13 faculty members with primary appointments in DLHS, associated doctoral students and research staff, and affiliated faculty members from across campus. • Mentor junior faculty in developing successful, productive careers in learning and knowledge systems. • Develop and secure external funding for collaborative, cutting-edge research programs for the design, development, operation, and/or evaluation of learning health systems at the organizational, regional, national, and/or global levels. • Advance the field of learning systems through scholarly development/dissemination of theory, research, & innovation. • Play a senior role in developing graduate curricula & courses, offering courses relevant to the individual’s background. • Help position the University of Michigan as a leader in improvement of health through learning systems.A generous start-up package will be available. Joint appointments with other University departments willbe encouraged.

To qualify for a position, an applicant must have: • A terminal research degree (PhD or equivalent, MD not required) in a relevant discipline – see examples in the first paragraph. (We welcome applications from active clinicians with relevant postgraduate research training). • Demonstrated leadership, organizational and communication skills to lead a dynamic and growing academic division. • Successfully mentored junior faculty in developing productive careers in learning and knowledge systems. • A sustained research focus related to the Division’s mission to advance large-scale learning health systems. • A record of scholarly leadership and achievement that would merit a tenured faculty appointment. • Successfully developed and offered graduate curricula and courses relevant to the individual’s background.Application: To apply, please submit a letter of application, addressing the six qualifications listed above,along with a current Curriculum Vitae.Send application materials by email to: Tana O’Lone (tdeclerc@umich.edu), Associate Administrator,Department of Learning Health Sciences University of Michigan Medical School. Application review willcontinue until position is filled.

The University of Michigan is an equal opportunity/affirmative action employer.

Associate/Full Professor and Division Chief

Division of Learning and Knowledge SystemsDepartment of Learning Health Sciences

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Professional    Academic Affairs A93

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Reilly Center for Media & Public Af-fairs and LSU’s Public Policy Re-search Lab. The LSU administration has designated the Manship School one of its priority programs, making

the Manship School the only college-level unit on campus to receive that designation. For more information on the School and its faculty, please go to the Manship School’s website

at http://www.manship.lsu.edu. The Manship School serves a diverse stu-dent body with wide-ranging academ-ic and professional interests, and as such, is committed to increasing fac-ulty diversity and to fostering a cultur-ally diverse educational environment.

Responsibilities: The Associate Dean for Graduate Studies and Research is responsible for directing an innova-tive Masters program and a unique Ph.D. program in Mass Communica-tion and Public Affairs; coordinates the school’s graduate program with

the Graduate School; oversees the graduate program budget; adminis-ters travel funding for the entire facul-ty; recruits and counsels graduate stu-dents; serves as the chair of the Grad-uate Faculty for the school and serves

on university committees; stimulates faculty and student research; identi-fies and executes grant and research proposals. Required Qualifications: Ph.D. in Mass Communication or a related area; strong record of teaching

Director for School of NursingEast Central University School of Nursing is seeking a Director for School of Nursing.

To apply view full-ad at:https://www.ecok.edu/administration-and-finance/

employment-services/openings/nursing-director

Application review will begin September 25, 2015 and continue until the position is filled.

ACADEMIC LEADERSHIP POSITIONS

Graduate and Professional Programs

ASSOCIATE DEAN/PROGRAM DIRECTOR OF BUSINESS AND ECONOMICSWill provide strategic leadership for both traditional undergraduate business programs as well as graduate and certificate programs, which will now be united in a single academic unit.

ASSOCIATE DEAN/PROFESSOR OF NURSING PRACTICEWill provide operational leadership, strategic planning, and bridge the gap between theory and nursing practice.

Both positions require a terminal degree and significant experience as a teacher-scholar and academic administrator.

For further information and to apply online, visit our website at WWW.EMMANUEL.EDU/EMPLOYMENT

The University at Albany is an EO/AA/IRCA/ADA Employer

Tenure-track Openings in CommunicationThe Department of Communication at the University at Albany isseeking to fill two tenure-track faculty positions to begin Fall 2016.Associate or Assistant Professor (P15-39665): Candidates will beexpected to conduct original research and teach courses in politicalcommunication, civic engagement, and/or e-government. Seniorscholars should possess an established record of productive researchand a record of excellence in teaching; junior scholars shoulddemonstrate the potential for productive research and some evi-dence of teaching effectiveness. Review of applications will beginSeptember 30, 2015. Assistant Professor (P15-39666): Candidateswill be expected to conduct original research and teach courses instrategic communication (broadly defined) that intersect with one ormore of the Department’s current areas of emphasis. Possible areasof concentration include public relations, risk communication,and/or crisis communication. Review of applications will beginOctober 7, 2015.

To apply, and for further details, go to: http://www.albany.edu/hr/vacancy.php

� e Fuqua School of Business at Duke University has multiple tenure-track openings for the 2016/17 academic year in the areas of: Accounting, Health Sector Management, Marketing, Operations, and Strategy. Although our focus is on hiring candidates at the rank of assistant professor, in cases of extraordinary � t, we will consider more senior ranks including associate and full professor.

Quali� cations required include a demonstrated interest in and capacity to do publishable research, and a high level of teaching competence in MBA and Ph.D. classes. Candidates are expected to hold a doctorate degree or be near completion of the degree. Hiring decisions will be based on the candidate's ability to contribute to the research and teaching missions of the Fuqua School of Business.

� e Fuqua School of Business is a top-rated, highly innovative, global business school. Duke University is regarded as one of the nation’s � nest universities and the Raleigh-Durham-Chapel Hill area has been highly rated as a living environment by many publications. � e presence of several major universities and the Research Triangle Park technology hub helps to provide an outstanding combination of exceptional lifestyle, vibrant high-tech business community, and an extensive set of cultural, academic, and leisure opportunities.

� e Fuqua School of Business is committed to fostering a diverse educational environment and encourages applications from members of groups under-represented in academia. For area speci� c job announcements and to submit your application online visit:

http://academicjobsonline.org/ajo/Duke/Fuqua

Duke University is an A� rmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual’s age, color, disability, genetic information, gender, gender identity, national origin, race, religion, sexual orientation, or veteran status.

Faculty Positions THE FUQUA SCHOOL OF BUSINESSIndiana University seeks exceptional scholar-researcher, entrepreneur,

proven leader in the fi eld of disability to lead dynamic interdisciplinary team of researchers in the Indiana Institute on Disability and Community (IIDC) http://www.iidc.indiana.edu/. This is a 12-month full-time position. Successful applicant will join faculty of appropriate department/school at Indiana University Bloomington. Applicants should have well-established record of excellence in research that qualifi es for tenured position at IU Bloomington.

Minimum Qualifi cations

Earned doctorate in education, special education, disability, human services or fi eld related to intellectual and developmental disabilities.

Ten or more years experience in the fi eld of disabilities and diversity.

Five or more years leading and conducting interdisciplinary research and training activities.

Five or more years administrative, management and fi scal experience in a university research and training center.

Knowledge of and related experience with the Developmental Disabilities Assistance and Bill of Rights Act of 2000.

Demonstrated leadership, teamwork, and interpersonal communication.

Record of scholarship and publication commensurate with rank of Associate Professor or Professor. Or in the ranks of research scholar, research associate or equivalent. Any equivalent combination of university and professional work experience.

Associate Professor Minimum Qualifi cations: evidence of profi ciency in research, teaching and service at the rank of assistant professor or equivalent with evidence of increasing professional maturity.

Professor Minimum Qualifi cations: evidence of profi ciency in research, teaching and service at the rank of associate professor or equivalent with evidence of increasing professional maturity.

Review of applications will start on October 15, 2015. The fi rst round of interviews will be scheduled for October 22-29, 2015. This position has a target start date of June 1, 2016 but negotiable. Interested candidates can fi nd further detailed application requirements and submit their application at https://indiana.peopleadmin.com/postings/1748.

Indiana University is an equal employment and affi rmative action employer and a provider of ADA services. All qualifi ed applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.

Executive Director/ ProfessorFACULTY POSITIONSContemporary Global Media –

East Asia Emphasis

NYU SHANGHAI

NYU Shanghai is seeking to fill two tenure-track positions in the field of Contemporary Global Media with a special emphasis on East Asia at the rank of Assistant Professor, beginning in the Fall Semester of 2016. We are seeking scholars who can contribute broadly to the curriculum in media studies and interactive media arts. Scholars with focuses in one or more of the following are of particular interest: East Asian media institutions, alternative media practices such as critical making, and contemporary forms of public culture within the region. NYU Shanghai is also looking for a commitment to research and teaching in a cross-cultural context and curriculum, and the building of new research collections. An interest in, and experience with, interdisciplinary and collaborative research is desirable, while knowledge of urban China is especially welcome. NYU Shanghai is developing an active interdisciplinary group working with other NYU faculty in New York, Abu Dhabi, and other NYU Global Studies sites. The faculty member occupying this position will play a key role in the growth of that work group. Preferred candidates will have an active research agenda and a demonstrated interest in interdisciplinary scholarship, as well as expertise in project-based pedagogy. Qualified candidates should have a Ph.D.

The terms of employment in NYU Shanghai are comparable to U.S. institutions in terms of research start-up funds and compensation, and include housing subsidies and educational subsidies for children. Faculty may also spend time at NYU New York and other sites of the NYU global network, engaging in both research and teaching.

Applications are due no later than October 20, 2015 and will be reviewed until the position is filled. To be considered, applicants should submit a curriculum vitae, separate statements of research and teaching interests (no more than three pages each), and electronic copies of representative publications. To complete the online process, applicants will be prompted to enter the names and email addresses of at least three referees. Each referee will be contacted to upload their reference letter. Please visit our website at http://shanghai.nyu.edu/about/work/faculty-positions for instructions and other information on how to apply. If you have any questions, please e-mail shanghai.socialscience.recruitment@nyu.edu.

About NYU Shanghai:NYU Shanghai is the newest degree-granting campus within the NYU Global Network University. It is the first Sino-US higher education joint venture to grant a degree that is accredited in the U.S. as well as in China. All teaching is conducted in English. A research university with liberal arts and science at its core, it resides in one of the world’s great cities with a vibrant intellectual community. NYU Shanghai recruits scholars who are committed to NYU’s global vision of transformative teaching and innovative research.

New York University has established itself as a Global Network University, a multi-site, organically connected network encompassing key global cities and idea capitals. There are three degree-granting campuses in New York, Shanghai, and Abu Dhabi, and complemented by eleven additional academic centers across five continents. Faculty and students circulate within the network in pursuit of common research interests and cross-cultural, interdisciplinary endeavors, both local and global.

EOE/Minorities/Females/Vet/Disabled

VIRGINIA COMMONWEALTH UNIVERSITY

The Global Education Office at VCU is seeking applicantsfor a faculty position, contingent upon funding:

Assistant Director of AcademicProgramming, VCU Globe

(FAA290)For detailed job description and application process, visit this

website: www.vcujobs.comVirginia Commonwealth University is an equal opportunity,

affirmative action university providing access to education andemployment without regard to age, race, color, national origin,gender, religion, sexual orientation, veteran’s status, political

affiliation or disability.

A94 Professional    Academic Affairs THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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and scholarship; evidence of adminis-trative ability. An offer of employment is contingent on a satisfactory pre-em-ployment background check. Review of applications will begin in early Fall 2015. Application deadline is Septem-ber 10, 2015 or until a candidate is se-lected. Apply online and view a more detailed ad at: http://www.lsusystem-careers.lsu.edu. Position #035670.

Dentistry: The Department of Oral Medicine at the University of Wash-ington is recruiting a full-time facul-ty member at the level of Assistant or Associate Professor (Clinical-Dental Pathway or Without Tenure due to Funding) to join the Oral Maxillo-facial Radiology Program (OMFR) at the School of Dentistry. This is a 12-month, multi-year appointment.

Rank and salary will be commensu-rate with qualifications and creden-tials. The School of Dentistry has launched a phased implementation of an evidenced-based curriculum start-ing with the “clerkship” system of clin-ical education for third year students. The successful candidate will serve as the Director of the Oral Diagnostic Treatment Clerkship and in this role will be responsible for defining cur-ricular competencies, establishing ap-propriate metrics to measure student growth and progress, and integrating the didactic curriculum with the clin-ical curriculum. The Clerkship Di-rector will be responsible for provid-ing leadership and managing the new curriculum in compliance with the re-vised standards of the ADA’s Com-mission on Dental Accreditation. “All

University of Washington faculty en-gage in teaching, research and ser-vice.” Requirements include a DDS/DMD degree or foreign equivalent, PhD is desirable, completion of an ad-vanced training program in OMFR or foreign equivalent, minimum of 2 years of experience teaching OMFR, and record of scholarly activity and experience in academic dentistry. Ad-ditional requirements include strong leadership and communication skills, curriculum planning and management proficiency, and prior experience with the accreditation process. Applica-tions will be accepted electronically by Jada Stewart at: jms77@uw.edu. Please address your letter of inter-est and curriculum vitae. Dr. Xavier Lepe Chair, Oral Maxillofacial Ra-diology Search Committee School of

Dentistry, Box 356363 University of Washington Seattle, WA 98195-6365 (206) 543-5948 First review of appli-cations will be 30 days from posting. Applications and inquiries will be ac-cepted until the position is filled. The University of Washington is an affir-mative action and equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identi-ty, national origin, age, protected vet-eran or disabled status, or genetic in-formation.

Developer: Senior Software Develop-er - Centenary College, Hackettstown, NJ - Design, develop and maintain

software solutions. Responsible for the full software development life-cycle for new software and enhance-ments to existing software including: requirements gathering, analysis, de-sign, coding, testing, implementation, documentation, version control, qual-ity assurance and support. Design, develop and maintain an intranet web-application including user input screens and reporting. Maintain im-port and export packages to integrate data from external vendors and syn-chronize with internal databases. Cre-ate ad hoc queries and reports. Main-tain and support student and faculty portals: upgrade portals with new re-leases, patch existing customizations, test upgrades and patches. Prepare

student and faculty portals for on-line registration, and student laptop selection. Debug registration issues. Maintain automated account creation process and integration processes be-tween CAMS and PowerFaids. Par-ticipate in college-wide technology projects including: developing pro-grams for data migration, building files for data extraction, software up-grades, customizations, integrations and implementations.. Guide assist, train and assign tasks to Junior De-velopers. Assist Software Develop-ment Director in assessing software development requests. Requirements: Master’s in Computer Science or Soft-ware Engineering and 2 years of expe-rience in software development or BS

CTAHR is a premier college for tropical agricultural systems, family & natural resources management in the Asia-Pacific region.• Hawai‘i County Administrator (#89213)• Kauai County Administrator (#89216)The positions assume responsibility for and coordinate all CTAHR research, extension and instruction for their respective island.

Complete position announcements can be viewed at:

http://workatuh.hawaii.edu/For best consideration, all application materials should be received by October 1, 2015.

The University of Hawai‘i is an equal opportunity/affirmative action institution and encourages applications from and nominations of women and minority candidates.

Administrator Positions

University of Hawai‘i at MānoaCollege of Tropical Agriculture

& Human Resources (CTAHR)

Library Director

The University of Montevallo, Alabama’sPublic Liberal Arts College, invites applica-tions and nominations for the 12-monthposition of Director of Carmichael Library.Founded in 1896, UM is a member of the Council of Public LiberalArts Colleges (COPLAC), a national alliance of leading liberal arts col-leges in the public sector. With an enrollment of approximately 3,300students, Montevallo offers baccalaureate and master’s degree pro-grams with an emphasis on high quality education and innovativeteaching. Adjacent to Birmingham in one of the nation’s fastest grow-ing counties, Montevallo provides attractive living in a moderateclimate with ready access to metropolitan and recreational resources.

Director’s Responsibilities and the Carmichael LibraryReporting directly to the Provost/Vice President for Academic Affairs,the Director leads a full-time staff of 11, including 5 professionallibrarians. The Director is responsible for providing strategic leader-ship and direction for the Library to ensure that the informationneeds of the University community are met through a combinationof collections and services which support the academic programs ofthe University and promote the information literacy of its students,faculty, and staff.

Qualifications • Knowledge of University operations, services and policies; • Extensive knowledge of library operations; • Extensive knowledge of contemporary library practices, trends and emerging technologies; • Experience managing library budgets; • Excellent communication and interpersonal skills; • Record of professional achievement as evidenced by publications, presentations, or other contributions that is commensurate with appointment at the Associate Professor or Professor rank and eligibility for tenure; • Ability to work collaboratively with staff, faculty, students, administrators, and the University community; • Commitment to fostering professionalism, diversity and a positive work/learning environment in the Library; • Master’s degree from ALA-accredited library school. Second Master’s degree is preferred; • At least 8 years of related experience and a record of increasing responsibility in an academic library.

Applications and NominationsStarting date to be determined by successful candidate’s availability,with January 4, 2016 as the preferred date. Review of candidatesbegins immediately and continues until position is filled.Applications should include: a letter of interest/application summa-rizing qualifications and experiences, a current vitae, and names andaddresses of five professional references. Applications should be sub-mitted at https://jobs.montevallo.edu

UM is an Equal Opportunity employer.

Leaders sought to help shape future ofexpanding health sciences programs

Ranked second, nationally, among the best places to study the health professions by College Factual, UD’s Collegeof Health Sciences (www.udel.edu/chs) is a thriving academic unit of over 3,000 students and 100 faculty. With ournew, state-of-the-art Health Sciences Complex on the University’s Science TeTeT chnology and Advanced Research(STATAT R) campus, we are bringing together students, academic researchers, clinicians, and the community to advancescientific knowledge and evidence-based practice. With annual research expenditures in excess of $13 million, theCollege currently houses several large, interdisciplinary grants with significant funding from the NIH and DoD. Weare seeking creative and visionary leaders who can collaborate within an interdisciplinary health sciences environ-ment in one of the nation’s leading life sciences regions.

Founded in 1743, the University of Delaware combines tradition and innovation, offering students a rich heritagealong with the latest in instructional and research technology. Located in scenic Newark, Delaware, within 2 hoursof New YoYoY rk, Philadelphia, Baltimore, and Washington, D.C., the University is a Land Grant, Sea Grant, SpaceGrant, and Carnegie Research University (with very high research activity, a designation accorded to fewer than3% of degree-granting institutions in the U.S.), and with external funding exceeding $200 million.

Compensation packages are competitive and commensurate with experience and qualifications. Faculty at theUniversity have regularly received annual cost-of-living and merit salary increases and the benefits package isone of the best in the nation. Relocation and start-up funds are available.

For more information, complete job descriptions and to apply, visit: www.udel.edu/j/j/ obs

The University of Delaware is an equal opportunity/affirmative action employer and Title IXinstitution. For the University’s complete non-discrimination statement,www.udel.edu/aboutus/legalnotices.html

Current Faculty and Administrative Openings

Open Positions include the following

College of Health Sciences• Associate Dean for Research

Department of Medical Laboratory Sciences• Department Chair• Asst. Professor/r/r Instructor (2), Clinical Chemistry

Department of Kinesiology & AppliedPhysiology• Asst. Professor/r/r Instructor (2), Clinical ExercisePhysiology

Communication Sciences & Disorders(new program)

• 5 Open-Rank Faculty Positions

School of Nursing• Associate Dean for Nursing Educationand Practice

• Associate /Full Professor (Buxbaum Chair),Gerontology

• Asst./A/A/ ssoc. Professor (2), Adult &Community Health

• Simulation Lab Director• Instructor, Psych. NP• Limited TeTeT rm Researcher

Department of Behavioral Health & Nutrition• Asst. Professor (2), Adapted Physical Activity,Nutrition

• Assoc./Full Professor, Health Behavior

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in Computer Science or Software En-gineering and 5 years of progressive-ly responsible experience in software development. Must have 2 years of ex-

perience in SQL Server, SSRS, SSIS, ASP.net, C#, .NET framework, JavaS-cript, HTML,Object oriented design. $86,632/year.

Development: Professional position available immediately. Responsibili-ties: Identify, engage, and successful-ly solicit individuals for the purpose

of securing major and annual gifts for Ball State University Foundation; plan, coordinate and implement on-going major gift activities on behalf

of the Teachers College in order to in-crease the number and size of private gifts. For more information, please go to http://www.bsu.edu/hrs/jobpost-

ings . EEO/AA EMPLOYER/Veter-ans/Disabled.

Ecology: The Biology Department at Reed College invites applications for a tenure-track faculty position (pref-erably at the rank of assistant profes-sor) in ecology. We seek candidates with demonstrated excellence in field based and animal-focused ecology, with a preference for research at the population level. Qualifications in-clude a PhD and postdoctoral or pro-fessional experience. Reed is a distin-guished liberal arts college located in Portland, OR, that enrolls approxi-mately 1400 students and offers a de-manding academic program to bright and dedicated undergraduates (http://www.reed.edu/about_reed). Candi-dates should articulate their plan to establish and maintain a rigorous and competitive research program that in-corporates research opportunities for Reed undergraduates. A competitive start-up package and research space will be provided based on the suc-cessful applicant’s needs, with salary determined according to the appli-cant’s experience. In addition to ad-vising senior theses, teaching duties will include the development of a new upper-level, lecture/laboratory/field course in the candidate’s area of eco-logical expertise. Additional teaching opportunities include an advanced seminar course and involvement in the team taught introductory biology course. Formal teaching experience at the college level will be viewed fa-vorably but is not required. The Reed community believes that cultural di-versity is essential to the excellence

� e University of Colorado at Boulder seeks a seasoned academic professional interested in contributing to the university in a role that is unusual if not unique in higher education. � e successful candidate will serve as the university’s second Director of Faculty Relations, contributing experience, expertise, and perspective to the university’s e� ort to sustain a welcoming and supportive environment for faculty members. � e Director will assist the Vice Provost and Associate Vice Chancellor for Faculty A� airs in the development and application of policies, procedures, and development programs and provide consulting services on personnel matters to faculty members and academic administrators.

Quali� ed candidates will possess a terminal degree, a minimum of ten years of academic administrative experience working in a university setting, experience in con� ict resolution and excellent oral and written communication skills. Preference will be given to applicants who have attained the rank of associate professor or above and have served as an academic administrator at the level of chair or above.

For more information, and to apply, please visit http://www.jobsatcu.com/postings/97571. Potential candidates who are interested in this di� erent kind of career capstone should address questions to John Frazee, Director of Faculty Relations and chair of the search committee, at John.Frazee@colorado.edu or 303-492-0447.

� e University of Colorado at Boulder seeks a seasoned academic

Director of Faculty Relations

Associate Dean for Academic and Student AffairsThe College of Social Work at the University of South Carolina invites applications and nominations for the position of Associate Dean for Academic and Student Affairs. Position rank will be commensurate with candidate’s qualifications as either a tenure-line or clinical-line candidate. Responsibilities include curricular and student affairs leadership for the BSW, MSW, and Doctoral Programs in addition to supervision of student services staff. Visit our CoSW website: http://cosw.sc.edu/

The College of Social Work is a premier setting to advance the health and social well-being of vulnerable populations through trans-disciplinary, community-engaged teaching, research, and service. The University of South Carolina is a fully-accredited system, and is designated by the Carnegie Foundation for the Advancement of Teaching as a “very high research activity” institution with “community engagement” distinction. Visit the UofSC website: http://www.sc.edu/about/employment_working_at_uofsc/index.php

Qualifications:

The successful candidate will have an MSW with 2 years post-MSW practice experience and a doctoral degree in social work or a related field, experience in academic administration, and a strong record of teaching. Tenure-line candidates should have a strong record of research in social work commensurate with rank. Clinical-line candidates should have demonstrated scholarship through program evaluation, dissemination, or curricular development.

Salary: Highly competitive.

How to Apply: Applicants should submit electronically a letter of application expressing interest in a tenure-line or clinical-line position, curriculum vitae, and a list of three references to coswempl@mailbox.sc.edu. Inquiries about this position may be made to Dr. Anna Scheyett, Dean, College of Social Work, at amscheye@mailbox.sc.edu, or by phone at (803) 777-4886. The search committee will begin reviewing applications immediately and continue until the position is filled

The University of South Carolina is an affirmative action/equal opportunity institution. Women and minorities are encouraged to apply.

CSU Dominguez Hills, an urban university in the 23-campus California State University system is located in Carson, in the South Bay region of Los Angeles County. With an enrollment exceeding 14,000 students, CSUDH is a federally recognized Minority-Serving Institution as well as a Hispanic Serving Institution and is among the most ethnically diverse universities in the nation.

CSUDH is fully accredited by WSCUC and offers 45 baccalaureate degrees and 24 master’s degrees, and a number of certificate and credential programs. While continuing to emphasize the liberal arts and sciences, the University offers professional programs at both the undergraduate and graduate levels.

California State University, Dominquez Hills invites applications and nominations for the following positions:

Associate Dean, College of Arts and Humanities (Position 2738)Reporting to the Dean of the College, the Associate Dean works closely with the faculty and staff to accomplish its mission of providing the highest quality education to a diverse student body. The Associate Dean will have oversight of all student success initiatives, including advising, the Student Services Center, orientations, and graduation initiatives. The Associate Dean will also have primary responsibility for overseeing enrollment, course scheduling, curriculum, and program review. Additional duties include managing College resources such as space and equipment, serving on various campus committees, and assuming leadership of the College in the Dean’s absence.

Associate Dean, University Library (Position 2739)Reporting to the Dean, the Associate Dean supports the vision for the Library’s mission, strategic planning, and goals. The Associate Dean directs and evaluates the work of several library staff and provides leadership and oversight to the Library faculty. In collaboration with the Dean, the Associate Dean plays a significant role in all aspects of Library-wide planning, budgeting, personnel planning and management, planning for new services, policy and procedures development, assessment, marketing, and oversight of daily Library operations. The Associate Dean will assume project responsibility for CSUDH’s implementation of the California State University Unified Library Management System (ULMS), represent the Library and Dean at meetings and events both on-and off-campus, prepare reports as needed, and assume leadership for the Library in the Dean’s absence and other responsibilities and initiatives as required.

Information on these positions and application procedures, may be viewed at: http://apptrkr.com/661886

The position will remain open until filled, but for fullest consideration materials should be sent by September 26, 2015.

CSUDH is an equal employment opportunity employer, and is strongly committed to achieving excellence through a diverse workforce. The University actively encourages applications from all qualified individuals.

ASSOCIATE PROVOST FOR ACADEMIC AFFAIRSIndianapolis, Indiana

Marian University, a vibrant community that has experienced extraordinary growth and success inrecent years, seeks an experienced, energetic and visionary academic leader to serve as theinaugural Associate Provost for Academic Affairs. Reporting to the Executive Vice President andProvost, (EVP/Provost) the Associate Provost serves as the EVP/Provost’s chief deputy in allUniversity academic affairs and provides leadership and budgetary oversight for five deans; drivesefforts around assessment of learning outcomes, faculty recruitment and development; overseesstudent progress and performance; guides academic planning, program development, and programreview; demonstrates leadership in campus-wide efforts in student enrollment and retention, andensures that the institution meets its academic and related goals. The Associate Provost will helplead the University as it continues to distinguish itself as a premier academic institution firmlyrooted in Franciscan values and educating leaders who will fashion a more just and humane world.The successful candidate will be an experienced and respected academic leader with an academicbackground that will garner the respect of the faculty, and possess a creative, open andcollaborative management style. The candidate will have senior-level experience in academicleadership that includes a record of developing academic programs, recruiting and cultivating adiverse faculty, promoting a dynamic learning environment and fostering scholarly activities.Working with senior members of the executive team, the Associate Provost will participate infundraising activities.Located just 10 minutes from the heart of Indianapolis, Marian University is a co-educational,comprehensive, institution of higher learning rooted in the liberal arts and the Catholic, andspecifically Franciscan intellectual tradition. Since its inception, the University has grown from asmall campus of 24 students to a regional institution serving over 2,700 full- and part-time students.The University, ranked #25 of the top colleges in the Midwest by U.S. News & World Report, offersmore than 38 degree programs through the doctoral level. The institution’s 1,780 undergraduate, 989graduate and adult program students benefit from a 15:1 student-to-faculty ratio and a financial aidcommitment of more than $31 million, which allows more than 90 percent of all full-timeundergraduates to receive financial aid. Marian has over 270 full- and part-time faculty.Review of applications, nominations, and expressions of interest will begin immediately andcontinue on a confidential basis until an appointment is made. All inquiries, nominations/referrals,and applications (including curriculum vitae and letters of interest responding to the positionchallenges and objectives outlined above) should be submitted via Isaacson, Miller’s website:

Dan Rodas, Vice PresidentMorgan Sharoff, Associate

Isaacson, Millerwww.imsearch.com/5501

Marian University is an equal opportunity employer.Additional information on Marian University may be found at: http://www.marian.edu/

ACADEMIC AFFAIRS

A96 Academic Affairs THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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of our academic program. All appli-cants, therefore, should address how their teaching, scholarship, mentor-ing, community service, or other ac-tivities will support Reed’s commit-ment to diversity and inclusion (see http://www.reed.edu/diversity/). Ap-plication materials include a cover letter, curriculum vitae, two page re-search plan, Application materials in-clude a cover letter, curriculum vitae, two page research plan, and represen-

tative publications. In addition, appli-cants should arrange for the submis-sion of three letters of recommenda-tion. The cover letter should address how the applicant’s research program and teaching plans are suited to Reed College. All materials should be sub-mitted electronically through Interfo-lio at http://apply.interfolio.com/29763 by 16 October 2015 for full consider-ation. An equal opportunity employer, Reed College encourages applications

from members of underrepresented groups. Specific inquiries should be directed to Dr. Keith Karoly (kkaro-ly@reed.edu), the chair of the search committee.

Economic Science: Two tenure-track, permanent, full-time, 9-month, As-sistant, Associate or Professor posi-tions, School of Economic Sciences and Paul G. Allen School for Glob-al Animal Health, Washington State

University. Required: Earned Ph.D. in Economics or a related discipline at date of hire, to focus on economics at the intersection of human and animal health and economic development. Screening of application materials be-gins October 15, 2015; continues un-til filled. Contact Dr. Jonathan Yoder, Search Committee Chair, at yoder@wsu.edu, 509-335-8596 with questions. For a complete position description listing all required and desired quali-

fications and application process, vis-it: http://www.wsujobs.com. (Position #s 38891 & 120507). EEO/AA/ADA.

Economics: Northwestern Univer-sity’s School of Education and So-cial Policy (SESP) and Institute for Policy Research (IPR) invite appli-cants for a faculty appointment, ide-ally at the tenured Associate or Full Professor level. We seek an economist whose work addresses topics in human development and/or social policy, and whose work is relevant to policy. The

ideal scholar would specialize in ar-eas such as the economics of educa-tion, human capital, human develop-ment, labor markets, inequality, pov-erty, social capital, health or social policy. To promote policy-relevant re-search activities, the IPR portion of the appointment will carry a reduction in teaching responsibilities. The ide-al candidate would have an outstand-ing record of both scholarly publica-tions and externally funded research, and a record of excellence in teaching. Teaching and advising responsibilities will include doctoral students in the

Associate Vice President ofStrategic Planning and

Institutional Effectiveness(Position #FA272)

(J. Sargeant Reynolds Community College, Richmond, VA)Master’s degree in higher education administration, publicadministration, public policy, institutional research or a relatedfield. Completion of the Commonwealth’s Statement of EconomicInterest and pre-employment security screening required. Afingerprint-based criminal history check will be required of thefinalist candidate.TYPE OF APPOINTMENT: Full-time twelve-monthadministrative faculty-ranked appointment. Salary commensuratewith the education and experience of the applicant. Salary range:$65,953-$132,265. Approximate maximum hiring salary:$115,944. Additional information is available at the College'swebsite: www.reynolds.edu. APPLICATION PROCESS: Application reviews will beginOCTOBER 29, 2015 and will beaccepted until the position is filled. AA/EOE/ADA/Veterans are encouraged

to apply.

Director of Academic AffairsPenn State Worthington Scranton invites applications and nominations for the position of Director of Academic Affairs (DAA) to begin July 2016 or as negotiated. The DAA is the academic officer of the campus and responsible to the Chancellor for providing leadership for all academic and faculty matters. The DAA reports to the Chancellor and acts on behalf of the Chancellor in his or her absence or as delegated.

As a key member of the campus administrative team, the DAA works with faculty and other staff in an environment of shared governance and cross-functional relationships. The DAA also works with colleagues from the other 19 campuses who report to the Vice President for Commonwealth Campuses (VPCC), the staff of the VPCC, and other colleges and departments at the University Park campus.

Specific responsibilities of the DAA include faculty recruitment, evaluation, and development; academic planning, program development, administration, and evaluation; promotion of faculty and student scholarship and research; and support of innovation and excellence in teaching. In addition, the DAA is responsible for administering all budgets for academic programs, faculty development, and academic support services, and supervises academic units (including academic records, advising services, instructional design, and learning support).

QUALIFICATIONS: A successful candidate will have an earned doctorate, academic administrative experience, and a minimum of five years of experience working in higher education. Candidates should possess the academic qualifications for a tenured, senior rank faculty appointment at Penn State. Essential qualifications include experience with academic planning, assessment of learning, faculty recruitment and development, faculty governance, academic budgeting, and knowledge of various approaches to active and collaborative learning.

For information about the campus, please visit http://www.ws.psu.edu.

Inquiries about the position should be addressed to Dr. Marwan Wafa, Chancellor, Penn State Worthington Scranton. Email: maw70@psu.edu; Telephone 570-963-2539.

APPLICATION: Applicants should submit a letter of application, curriculum vitae, and the names, addresses, telephone numbers, and email addresses of four references. All applications should be submitted electronically as a PDF file. Review of applications will begin on November 15, 2015 and will continue until an appointment is made.

Apply to job 59206 at http://apptrkr.com/657328

CAMPUS SECURITY CRIME STATISTICS: For more about safety at Penn State, and to review the Annual Security Report which contains information about crime statistics and other safety and security matters, please go to http://www.police.psu.edu/clery/ , which will also provide you with detail on how to request a hard copy of the Annual Security Report.

Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status.

ASSOCIATE VICE PRESIDENT FOR RESEARCH AND SPONSORED PROGRAMS

Nominations and applications are invited for the position of Associate Vice President for Research and Sponsored Programs at San FranciscoState University.

ABOUT THE OFFICE. The Office of Research & Sponsored Programs (ORSP) serves the San Francisco State University (SF State)Community to help create a campus environment that is conducive to the research enterprise in the broadest sense. The office providesinformation, mentorship, and technical assistance to faculty engaged in externally funded research, instruction, community service and otherscholarly activity. In accomplishing this mission, ORSP ensures accountability, compliance and stewardship for sponsored programs asdirected by the values of the office and by all applicable federal, state, and University policies, procedures and regulations.

ABOUT THE UNIVERSITY. SF State is a large comprehensive urban university located in a vibrant and beautiful city with a richintellectual and cultural life. The University has distinguished itself as an active center of academic scholarship, creative innovation, andcivic involvement. Through its six academic Colleges, SF State offers undergraduate and graduate instruction for professional and technicalcareers as well as a broad liberal arts education. SF State is a culturally diverse campus that is part of the 23-campus California StateUniversity system. SF State offers: bachelor’s degrees in 78 academic areas with an additional 45 areas of concentration, master's degreesin 62 academic areas with an additional 40 areas of concentration, along with 17 credential programs and 35 undergraduate and graduatecertificate programs. In addition, SF State offers a Doctorate of Education (Ed.D) in Educational Leadership, Ph.D. in education, with aconcentration in special education jointly with UC Berkeley; and a joint Master of Science in Physical Therapy leading to a clinical doctoraldegree (D.P.T.) and a research doctorate for licensed physical therapists (DPTS) jointly with UC San Francisco. SF State’s research portfoliois continuously expanding in size and scope and includes diverse public and private extramural support dedicated to institutional,investigator-initiated, and training awards.

REQUIRED. Applicants for this position must possess the following: 1) an earned doctorate from an accredited institution; 2) an establishedrecord of professional scholarship; 3) effective leadership, management, organizational and communication skills; 4) knowledge of thecomplexities of grant and contract management; 5) demonstrated ability to work effectively with a diverse population of students; staff andfaculty; 6) and a record of administrative achievement.

PREFERRED. The most competitive applicants for this position will also possess: 1) qualifications for a full professorial faculty appointmentwith tenure in an academic department; 2) experience serving on national grant review panels; 3) established relationships with programofficers and administrators of major funding agencies with service as a program officer and agency or foundation desirable; 4) demonstratedexperience obtaining funding for research infrastructure development; and 5) knowledge of grant development specific to a broad range ofSF State colleges and disciplines.

POSITION. The Associate Vice President provides leadership and vision for SF State’s research direction and for increasing grant and contractsupport. The AVP stimulates grant proposal activity by mentoring faculty, providing grant development workshops and support, and workingdirectly with faculty to develop grant proposals. The University’s primary mission is to provide its students with an outstanding educationalexperience through its faculty’s integrative focus on teaching, research and professional development, and community service. The primaryresponsibility of the Associate Vice President for Research and Sponsored Programs is to facilitate, broaden, and expand the research activitiesof the faculty in support of that mission. The AVP reports to the Provost, serves on several University committees, and works closely with alldepartments within the University that are associated with the management of grants and contracts. The AVP for Research and SponsoredPrograms works with faculty and administrators throughout the University on strategic planning for research, and is responsible for advancingresearch and scholarship initiatives on campus and in the community as well as attracting support at the state and national levels. S/he isexpected to assume a position of leadership in representing the University to research and educational agencies, business and industry, andthe research community. Responsibilities also include oversight of the University’s Institutional Review Board and University Animal Careand Use Committee, and investigating and reporting scientific misconduct.

COMPENSATION. The salary for this position is competitive, commensurate with experience and qualifications. A liberal benefits packageis provided. The position is included in the CSU Management Plan.

PROCEDURE FOR CANDIDACY. Send application letter, curriculum vitae, and contact information for a minimum of three references to:

Office of the Provost and VP for Academic AffairsChair, Search Committee, Research and Sponsored Programs

San Francisco State University1600 Holloway Avenue, ADM 455

San Francisco, CA 94132-4111or send electronic applications to: orspavp@sfsu.edu

Starting date is before July 1, 2016. Review of applications and nominations will begin on September 14, 2015. Late applications will beaccepted and evaluated until the position is filled.

The University is an Equal Opportunity employer with a strong commitment to diversity and encourages applications from women, members of all ethnic groups,

veterans, and people with disabilities.

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Human Development and Social Poli-cy (HDSP) program, as well as under-graduate courses in the School of Ed-ucation and Social Policy. The search committee will begin considering ap-

plications immediately and will con-tinue until the position is filled. Ap-plicants should submit electronically a letter outlining their research pro-gram and teaching experience, a cur-

rent CV, representative reprints, and three letters of reference, to Profes-sor Jonathan Guryan, Search Com-mittee Chair, c/o Laura Salus at l-sa-lus@northwestern.edu by November

15, 2015. Minorities and women are strongly urged to apply. Northwest-ern University is an Equal Opportu-nity, Affirmative Action Employer of all protected classes including veter-

ans and individuals with disabilities. Hiring is contingent upon eligibility to work in the United States. North-western University is located in an at-tractive lakefront community adjacent

to Chicago. For more information about the School of Education and Social Policy, the department of Hu-man Development and Social Policy and the Institute for Policy Research,

Assistant Provostand Director of AdmissionStockton, California

The University of the Pacific seeks a bold and dynamic leader to serve as its Assistant Provost and Director of Admission. An independent,comprehensive university, Pacific offers undergraduate, professional andgraduate degrees in nine schools and colleges to nearly 6,500 students onthree campuses in northern California. The first chartered institution of highereducation in the state of California, Pacific offers the advantages of the diverseprograms of a major university and the broad, highly personalized learning ofthe country’s best liberal arts colleges. As a university that has long prided itself on pioneering thinking andeducational firsts, Pacific seeks an admission professional who will grasp theessential nature of this complex and distinctive organization and employ bothstrategic and tactical thinking to attract, select, and enroll a highly diverse andtalented group of students. Reflecting the significance Pacific is placing onadmission and this role, the University has elevated the position to create thefirst Assistant Provost and Director of Admission, reporting to the Vice Provostfor Enrollment Management. With responsibility for undergraduate andgraduate admission, the Assistant Provost will support admission across theUniversity’s three campuses and serve as a leader, thought partner, andcollaborator within the Enrollment Management division and with other unitsacross the University. The Assistant Provost will be an effective leader who can provide guidance,motivation, and mentorship to the admission staff and act as the driving forcebehind a high-performing admission operation. She or he will be excited aboutand possess the skills to work within an innovative and nimble enrollmentenvironment. The Assistant Provost will have significant progressive leadershipexperience within an admission office, exemplify a demonstrated commitmentto promote and enhance diversity in all its forms, and display provenexperience and expertise in change management. The University’s undergraduate programs are currently located entirely inStockton, a culturally and ethnically diverse city of nearly 300,000 people andpart of the beautiful central valley of California. The Sacramento campus ofUniversity of the Pacific houses the McGeorge School of Law. In addition,Sacramento is the location of the university wide Graduate Admission Officeand is the home of a working adult focused MBA, and an expanded EdD. TheSan Francisco campus is anchored by the Dugoni School of Dentistry, in a newbuilding in the dynamic SOMA area of San Francisco. Beginning in fall of 2015it is also the home of a Doctor of Audiology, Master of Science in Analytics, aMA in Food Studies and a certificate of equivalency Music Therapy program.Inquiries, nominations, and applications are invited. Review of applications willcontinue until the position is filled. Candidates should provide a resume and aletter of application that addresses the responsibilities and requirementsdescribed in the leadership profile, available at www.wittkieffer.com. Thesematerials should be sent electronically via e-mail to The University of thePacific Consultants Patricia Coleman, Amy Crutchfield, and Robin Mamlet, atemail address UPacificAPDA@wittkieffer.com.

The University of the Pacific values diversity and is committed to equal opportunity for all persons regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status or any other status protected by law.

Vice Presidentfor Enrollment ManagementNew Orleans, LA

Tulane University seeks a dynamic vice president for enrollment management tojoin the institution’s senior leadership team. A member of the Association of American Universities, Tulane is one of the mosthighly regarded and selective independent research universities in the UnitedStates. Founded in 1834 in New Orleans, Tulane offers undergraduate, graduateand professional degrees in the liberal arts, science and engineering, architecture,business, law, social work, medicine and public health and tropical medicine. Aleader among private research universities, Tulane’s faculty is equally committed tocutting edge research; the provision of an outstanding education for its students;and service to the city, state, nation and the world. With a new president, Tulane is charting an exciting course for a transformativejourney in the coming decade as it moves forward with the articulation andimplementation of an ambitious plan for its future. In addition, Tulane remains deeplyrooted in a rich cultural history, in and of New Orleans, and the campus community isreplete with change agents and vested scholars among its dynamic and academicallymotivated undergraduate students who are intrinsically engaged in social innovation,civic and public service daily. Tulane’s main campus is located in the Uptown District,just a four mile streetcar ride away from the central business district, so students have access to all of the city’s vast cultural offerings. U.S. News and World Reportconsistently ranks Tulane among the top universities in the United States.Tulane has experienced a significant upward trajectory in student quality anddiversity in recent years that has paralleled the university’s overall growth instrength and stature. The vice president for enrollment management will build onthis momentum, and the considerable institutional support for and interest inenrollment, to plan for, communicate about, attract, select, enroll and retain a highlydiverse and talented group of students. The vice president will provide leadershipfor undergraduate admissions, university financial aid and the office of the universityregistrar, and will assume strategic oversight and coordination of student retention.While realizing the goal of greater coordination between all enrollment functions,the vice president will formulate, execute and continuously evolve a transparent,collaborative and cutting-edge enrollment strategy that stems from and is tied to themission, goals and evolving strategic plan of the university.The successful candidate will put in place systems and structures to supportenrollment planning and decision making at all levels and will lead a continuousinstitution-wide conversation about vision, goals, and tactics. S/he will possessgreat analytic and technological depth; an eye for the possible; an eagerness toengage in meaningful interchange about enrollment trade-offs and challenges withuniversity leadership, faculty and others; a demonstrated commitment to diversityand inclusive excellence; and a proven capacity for embedding enrollment withininstitutional values and aspirations. S/he will also possess superior interpersonalcommunication skills, a collaborative leadership style and a commitment to andrecord of exemplary personal and professional integrity. A bachelor’s degree isrequired; an advanced degree is preferred. Inquiries, nominations and applications are invited. Review of applications will begin immediately and will continue until the position is filled. Candidates shouldprovide a resume and a letter of application that addresses the responsibilities andrequirements described in the leadership profile, available at www.wittkieffer.com.These materials should be sent electronically via e-mail to Tulane’s consultantsRobin Mamlet, Charlene Aguilar, Amy Crutchfield and Jennifer Desjarlais atTulaneVPEM@wittkieffer.com. The consultants can be reached by telephone careof Leslie Donahue at 630-575-6178.

Tulane University is an equal opportunity/affirmative action employer dedicated tothe goal of building a culturally diverse and pluralistic university communitycommitted to teaching and working in a multicultural environment.Potential applicants who share this goal are encouraged to apply.

STUDENT AFFAIRS

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Applications Being Accepted for IACLEA Director of Government and External Relations

The International Association of Campus Law Enforcement Administrators (IACLEA) seeks a part-time government relations consultant to represent the Association in Washington, D.C. The individual or firm will work with the U. S. Congress, executive branch agencies, and state and local governments to address issues that impact campus public safety agencies and their institutions. The D.C. representative will also interact extensively with national law enforcement and higher education associations on issues of mutual concern. Requirements include: experience working with Congressional Committees and staff, preferably with higher education and/or law enforcement issues; ability to persuade and influence decisions; experience in working with federal agencies and familiarity with their processes and; strong writing and presentation skills. At least two years’ experience as a Capitol Hill staffer is preferred, but not necessary. For a position description contact: cblake@iaclea.org.

Vice President forInstitutional Advancement

� e University of Pittsburgh Johnstown is seeking an energetic, dynamic leader with an advanced degree and a signi� cant record of leadership and fundraising experience. Serving as an essential member of the campus leadership, the Vice President for Institutional Advancement oversees strategy development and implementation of the university's e� orts in fundraising, development and alumni relations, and external relations. � is position requires exceptional people and project management skills, demonstrated fundraising acumen, and outcomes.

Please refer to our website for further information at https://www.pittsource.com/postings/98899

Vice President forInstitutional Advancement

The Juilliard School seeks a dedicated professional to join the Finance department as Controller. Serving as the School’s chief accounting officer, the Controller oversees the School’s financial accounting and reporting functions and operations; collaborates with the CFO, vice presidents and department leaders, trustees, and external constituents on reporting and management of the School’s financial resources; and ensures outstanding delivery of service to stakeholders while maintaining internal controls and compliance with regulations. Supervises a staff of eight, including three direct reports.

The Juilliard School, founded in 1905, is a world leader in performing arts education. Juilliard’s mission is to provide the highest caliber of artistic education for gifted musicians, dancers, and actors from around the world, so that they may achieve their fullest potential as artists, leaders, and global citizens. Located at Lincoln Center in New York City, Juilliard offers undergraduate and graduate degrees in dance, drama, and music. Currently more than 800 artists from 44 states and 42 foreign countries are enrolled at The Juilliard School, which employs approximately 250 administrative staff and over 300 faculty members.

For this position, The Juilliard School seeks a CPA with seven to ten years of progressive, supervisory experience in public accounting and accounting/financial management in a not-for-profit organization with a significant endowment and diverse operations. To view a full job description and qualifications, please see our online application at http://juilliard.edu/jobs. All applications are processed through the website and should include a cover letter, résumé and salary history.

Controller

The University of Texas at El Paso

Assistant Vice President for Student Financial ServicesDivision of Student A�airs

�e University of Texas at El Paso (UTEP) seeks an experienced and innovative leader to �ll the newly created role of Assistant Vice President for Student Financial Services. UTEP is looking for a dynamic individual who can provide fresh insight, strong leadership and vision in supporting the unique �nancial needs of the University’s students as they pursue theiracademic goals.

UTEP is well on its way to becoming the �rst national research university in the U.S. serving a 21st century student demographic. Integral to this goal is a student-centered, pioneeringapproach to student �nancial services, including oversight of the key areas of �nancial aid, scholarships, and �nancial literacy.

�e Search Committee invites candidates to submit a letter of interest, resume and contact information for three references at the page below, where a full position description is also available.

http://sa.utep.edu/avp�n

Passage of a pre-employment criminal background check will be required of the �nal candidate.

�e University of Texas at El Paso is an Equal Opportunity/A�rmative Action employer. �e University does notdiscriminate on the basis of race, color, national origin, sex, religion, age, disability, genetic information, veteranstatus, sexual orientation or gender identity in employment or the provision of services.

The University of Michigan is seeking an experi-enced marketing professional with a strong track record of growing iconic brands. This person should have proven ability to manage and inspire a staff of creative performers.

The University of Michigan was recently ranked the #1 public university in the world by QS Worldwide University Rankings. Its global presence, broad academic excellence, history, diversity, campus culture and public nature make it a very special institution as well as an enormously powerful brand.

This position reports to the vice president for global communications and strategic initiatives. As a key, senior leader this person also works with other university marketing professionals to clarify an overarching university brand strategy, and to identify, develop and execute strategies to advance the brand and reputation locally, regionally, nationally and globally. The executive director contributes to an integrated communications and marketing strategy and to developing a highly creative, motivated and high-functioning organization. The work of this position will be expected to positively impact the quality of admitted students and faculty drawn to the university, peer understanding of the quality of the university and community participation and loyalty.

Specifically, the executive director for marketing:• identifies, manages and leverages the unifying brand identity of the university.• develops and implements overarching reputation strategy and annual

university-wide brand identity and marketing plan(s) that align with the university’s established brand platform and strategic plan. These plans must enhance the global reputation of the university, and promote major long- and short-term institutional priorities aligned with the university’s mission.

• guides a cross-university approach to branding consistency through graphic images and messaging across all platforms, including web and social media.

• promotes the U-M through traditional and new marketing strategies across the full spectrum of communications vehicles, including prin, advertising, websites, multimedia and social media tools.

• manages relationships with agencies used for large university-level communications projects.

• implements tracking methods and performs regular data analysis to monitor reputation, brand health and constituent opinion.

• stays on top of marketing trends across all media, including those outside higher education, and understands how new media can be applied to enhance the University of Michigan’s reputation.

• provides strategic consultation to schools, colleges, units and central administrative offices on trends, and coordinates effective marketing solutions that are as brand-aligned and unified as possible, but as distinct as necessary to achieve the needs of each individual unit.

EXECUTIVE DIRECTOR FOR MARKETING

Applicants should apply online to umjobs.org and include a letter of interest and resumé

The University of Michigan is a non-discriminatory, Affirmative Action Employer

For additional information about this position: umich.eduposting # 100521

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION A99

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go to http://www.sesp.northwestern.edu/, http://www.sesp.northwestern.edu/hdsp/, and http://www.ipr.north-western.edu/.

Economics: University of Pennsylva-nia, The Wharton School, Philadel-phia PA. The Business Economics and Public Policy Department of the Wharton School, University of Penn-sylvania, is seeking applicants for a full-time, tenure-track faculty posi-tion at any level: Assistant, Associ-ate, or Full Professor. The Depart-ment has undergraduate and MBA programs in business economics, risk management/insurance and public policy, and it also offers a PhD in Ap-plied Economics. Applicants should have an outstanding research record, with a deep knowledge of and inter-est in applied microeconomics focus-ing on problems of interest to the busi-ness school research community. Ex-cellence in research and teaching are the primary criteria for this position. Applicants must have a Ph.D. (expect-ed completion by June 30, 2017 is ac-ceptable) from an accredited institu-tion. The appointment is expected to begin July 1, 2016. Application should include a cover letter, curriculum vi-tae, job market paper, and/or selected publications. Please submit these on-line at: https://bepp.wharton.upenn.edu/faculty/faculty-positions. Junior-level candidates should also include contact information for three refer-ences who will be asked to submit let-ters of recommendation. The dead-line for applications is December 4, 2015. Department representatives will be interviewing prospective can-didates at the ASSA meetings in San Francisco, CA on January 3-5, 2016. Information about the Business Eco-

nomics and Public Policy Department at Wharton may be found at: https://bepp.wharton.upenn.edu. The Uni-versity of Pennsylvania values diversi-ty and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania is an equal opportunity, affirmative action employer. Women, minority candi-dates, veterans and individuals with disabilities are strongly encouraged to apply. Contact: Beth Moskat. Program Coordinator Business Economics and Public Policy Department The Whar-ton School University of Pennsylvania Suite 1400, Steinberg Hall-Dietrich Hall 3620 Locust Walk Philadelphia, PA 19104.

Education: Assistant Professor, Edu-cational Research. Teach and develop graduate level statistics and quantita-tive research methods courses, main-tain an active research program, ad-vise students and perform faculty ser-vice. Requirements: Ph.D Education-al Research or related area; excellent teaching and research abilities or po-tential. Vitae and three letters of ref-erence to Ms. Jean Robinson, Univer-sity of Mississippi, 331 Martindale, Oxford, Mississippi 38677. Must re-spond within 30 days of publication and refer to Job #15342 to be consid-ered. University of Mississippi is an EEO/AAE employer.

Education: Athens State Universi-ty, Athens, Alabama, invites applica-tions for Assistant Professor of Edu-cation, English Language Learner (ELL.) Qualified applicants should have graduate-level educational back-ground and teaching experience in P-12 education with experience in ELL/ESL education. To apply or view

full details, visit https://jobs.athens.edu. Review of applications will begin October 15, 2015 and will continue until position is filled.

Electrical Engineering: Rochester In-stitute of Technology’s College of Ap-plied Science and Technology (CAST) Electrical, Computer and Telecom-munications Engineering Technolo-gy (ECTET) department is currently seeking applications from exception-al candidates for a full-time, tenure-track position in our Electrical Engi-neering Technology program. Assis-tant or Associate Professor Rank will be commensurate with qualifications. The position begins in the fall semes-ter of 2016. Responsibilities include lecture and laboratory development and delivery; development of a rig-orous personal research program in-cluding external funding that relates to the department’s focused scholar-ship agenda; advising MS graduate-student projects and theses; continu-ous improvement of professional and technical capabilities, and service on department, college, and institute committees. We are seeking an indi-vidual with high research potential and industrial experience in the ar-ea of electrical engineering includ-ing extensive experience with theory and application of analog electronics. Successful candidates will demon-strate the ability to contribute to one or more department areas of distinc-tion including audio, embedded sys-tems, power & energy, and telecom-munications. Scholarship productivity supporting department-defined areas of focus consistent with a scholarship-intensive profile for the university as a whole (https://www.rit.edu/cast/schol-arship-foci-department ) is expected.

Required Qualifications: - A Ph.D. in engineering, science, or a related field or, Ph.D. in technical education (e.g. STEM, learning, or related) with ap-propriate engineering/technical MS degree. -Any ABD completion must be prior to August 1, 2016. -Approxi-mately 3 years of relevant professional experience is required by the expected date of hire. -Current technical exper-tise in one, or more, of the following areas: amplifier design, signal process-ing, analog/mixed signal design, pow-er & energy, clean energy technolo-gies, or auditory perception. -Dem-onstrated potential for high quality teaching. -Demonstrated research and scholarship activities as evidenced by peer-reviewed publications in an ar-ea that relates to the focused scholar-ship agenda of the department and/or discipline-based education research (DBER). How to Apply: Apply on-line at http://careers.rit.edu/faculty. Search: BR1926. Please submit the following: Cover letter; Curriculum Vitae; A separate one page statement for each of the following describing 1. Your teaching philosophy and expe-rience, 2. The research agenda and funding sources you intend to pur-sue, and 3. How you will contribute to RIT’s continuing commitment to cul-tural diversity, pluralism, and individ-ual differences. For format of diversi-ty statement click here. 4. Names, ad-dresses and phone numbers for three references. Review of applications will begin October 15 and continue until a suitable candidate is found. RIT is an equal opportunity employer that pro-motes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov.

Engineering: The College of Engi-neering at the University of Georgia (UGA) aims to be the Nation’s lead-er in interdisciplinary research and education in health and wellness en-gineering as well as cognitive systems and learning. Fundamental discovery and engineering innovation from the levels of fundamental biology to cog-nitive science are rapidly transform-

ing our lives in a broad range of areas extending from advanced prosthet-ics such as artificial retinas to a new understanding of human factors and learning. The next generation of en-gineering faculty will need extraordi-nary talent to educate and to engage in scholarship in order to meet the challenges of the 21st century. The UGA College of Engineering seeks such talent to fill up to three new full-time (academic year) tenure-track po-sitions at the assistant professor rank. The positions will be available Janu-ary 8, 2016. Candidates should have a Ph.D. degree in an Engineering dis-cipline, including but not limited to biomedical engineering, electrical en-gineering, chemical engineering, or mechanical engineering, or related fields such as engineering education, cognitive science, physics, chemistry or biology. Faculty with research in-terests in a broad range of topics in-cluding biomedical devices and inter-faces (e.g. wireless wearable health devices, AI centered device technol-ogy, therapeutic/assistive devices, bio-

physical and brain-machine interfac-es), fundamental discovery (e.g. opto-genetics, biological machines, emer-gent behavior in biological systems), and cognition (e.g. human factors, en-gineering education, social research in engineering practice settings, and engineering epistemologies) will be considered. A demonstrated record exhibiting leadership traits, effec-tive communication, and the ability to develop innovative collaborative programs is required. Georgia is well known for its quality of life in both outdoor and urban activities (http://www.georgia.gov). UGA (http://www.uga.edu) is a land grant/sea grant in-stitution located 90 miles northeast of Atlanta. . Complete applications re-ceived by November 20, 2015 are as-sured of consideration. Please submit applications at http://facultyjobs.uga.edu/postings/302. Questions related to the positions may be directed to Peter Kner, Email: kner@engr.uga.edu; Telephone: 706-542-8966. The University of Georgia is an EEO/AA/Vet/Disability Institution.

Centre College, a national, four-year private liberal arts college that U.S. News & World Report continuously ranks among the top 50 in the nation, is accepting applications for the position of Vice President for Investments and Chief Financial Officer. This position is the chief financial officer for the College and shall be responsible for the development of investment and endowment policy and execution, sound fiscal policy, budget planning, control, and reporting. In addition, this position provides leadership in and is responsible for student accounts, financial services, risk management, property acquisition, facilities management, and purchasing. The Vice President for Investments and Chief Financial Officer reports to the President and is a member of the Senior Administrative Staff. This position is the primary liaison to the Investments and Finance Committees of the Board of Trustees.

Candidates should have significant experience in investments and endowment operations, in college/university finance and business, in positions of increasing responsibility, should possess strong interpersonal skills and be effective in both oral and written communications. This position requires a Bachelor's degree, with a Master's degree in Business Administration (M.B.A) or related field preferred. A minimum of ten years related experience or equivalent combination of education, training (CPA) and experience is desired.

Founded in 1819, Centre College is a smaller, selective educational community located in Danville, Kentucky, and serves approximately 1,400 students by focusing on high quality undergraduate education in the arts and sciences as its primary mission. The College is widely known for its study abroad programs, its commitment to extraordinary teaching, and the disproportionate impact of its graduate in the Commonwealth and the Nation. The historic, picturesque 100-acre plus campus is 30 miles from Lexington in the famed Bluegrass Region of Central Kentucky. Centre accomplishes its goals in an atmosphere of caring and respectful relationships among faculty, students, and staff. The College has an endowment in excess of $275 million and an operating budget of more than $75 million.

An applicant should submit a current resume, a letter of interest that includes a statement of philosophy of investment management and planning in higher education, and three references with personal knowledge of current and past performance as an investment professional capable of working in a college/university environment. Review of applications will begin immediately and run through September, 2015, or until a candidate is selected. Materials should be submitted directly to the online application system at, www.centre.jobs.

The College respects the right of all members of the community to express their individuality in a manner that is consistent with the dignity and welfare of others. Centre strives to create an environment where differences are celebrated rather than discouraged, where the individuals have the opportunity to exchange ideas and share in the richness of mutual experiences. Please view the Statement of Community for more details. For information concerning the College, visit our web site at www.centre.edu.

Centre is an equal opportunity employer and encourages women and underrepresented minority groups to apply.

Vice President for Investments and Chief Financial Officer

CHIEF HUMAN RESOURCES OFFICERMilton, MA

Curry College, a forward-thinking, private, four-year, liberal arts-based institution seeks a proven andentrepreneurial human resources professional to serve as Chief Human Resources Officer (CHRO).Reporting directly to the President and serving as a member of the College’s senior leadership team,the CHRO will have primary responsibility for contributing to organizational success by developingand implementing an innovative and comprehensive HR program and systems, and enhancing thework lives of Curry’s approximately 900 faculty and staff.Founded in 1879, Curry College is located on a wooded 135 acre campus in Milton, MA just sevenmiles from downtown Boston. Accredited by the New England Association of Schools and Colleges(NEASC), Curry College offers 22 undergraduate degrees, and four master’s degrees; with acombined enrollment of 3,700 students, the College draws students from 32 states and 13 countries.The Chief Human Resources Officer will join Curry at a time of tremendous opportunity. The Collegehas tripled in size over the past two decades, is financially stable, and is positioned for continuedprogrammatic growth. Working collaboratively with leaders across the College, the CHRO will workto develop and implement process efficiencies and technology changes to support faculty and staffaccess to HR information, services and resources; serve as the chief advocate and strategist for issuesrelated to people; and provide inspirational leadership to a team of five human resourcesprofessionals.The ideal candidate will bring a track record of seven to ten years of progressive HR experience, witha minimum of three to five years in a leadership capacity. A bachelor’s degree is required; a master’sdegree and professional HR certification is preferred, as is experience with collective bargaining. TheCHRO will have a commitment to Curry’s higher education mission.Curry College has retained the services of Isaacson, Miller to assist with this search. Review ofapplications will begin immediately and continue on a confidential basis until an appointment is made.

Nominations, applications, and inquiries should be submitted via:http://www.imsearch.com/5559Alan Wichlei, Vice President

Liz Vago, Managing AssociateIsaacson, Miller

263 Summer Street, 7th FloorBoston, MA 02210

Curry College is an equal opportunity employer that encourages diversity in the workplace.

BUSINESS AFFAIRS

The University System of Georgia (USG) is seeking a Vice Chancellor for Development to work directly with the University System of Georgia Foundation (USGF), the philanthropic arm of the Board of Regents. This position will work closely with the Regents, Chancellor, and other USG senior leadership in executing all aspects of development and fundraising leadership activities. This position will also serve as a liaison to the USGF Board of Trustees. This position will require extensive state-wide travel as well as occasional national travel. The ideal candidate will possess a record of leadership and accomplishment in the field of development and will have a proven track record of fundraising success, especially with campaign planning/execution and major gift solicitations.

For the complete position description and application instructions, please visit the USG Career site at http://usg.hiretouch.com.

Vice Chancellor for DevelopmentThe University System of Georgia

A100 Business Affairs THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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English: The University of Notre Dame Department of English invites applicants for a tenured or tenure-track position in Middle English lit-erature, at the rank of advanced as-sistant or associate professor. Excep-tional scholar-teachers working in any area of Middle English literary stud-ies are invited to apply. The study of medieval literature is fundamental to Notre Dame’s vision of an English de-partment strongly committed to en-gaging multiethnic, international, and interdisciplinary approaches to texts and criticism. The University houses a thriving community of medievalists centered on the globally significant Medieval Institute, with which the successful candidate will be affiliated. Please apply at http://apply.interfolio.com/30804. Full consideration will be given to applications received by Oc-tober 15, 2015. Please direct any pre-liminary inquiries about this position to Chris Abram, cabram@nd.edu. In-formation about Notre Dame, includ-ing our mission statement, is available at http://www.nd.edu. The University of Notre Dame supports the needs of dual career couples and has a Dual Career Assistance Program in place to assist relocating spouses and sig-nificant others with their job search. The University is also a member of the Greater Chicago Midwest High-er Education Recruitment Consor-tium. The University of Notre Dame seeks to attract, develop, and retain the highest quality faculty, staff and administration. The University is an

Equal Opportunity Employer, and is committed to building a culturally di-verse workplace. We strongly encour-age applications from female and mi-nority candidates and others that will enhance our community. Moreover, Notre Dame prohibits discrimination against veterans or disabled qualified individuals, and requires affirmative action by covered contractors to em-ploy and advance veterans and qual-ified individuals with disabilities in compliance with 41 CFR 60-741.5(a) and 41 CFR 60-300.5(a).

Entrepreneurship/Management: Ten-ure-track faculty position available August 19, 2016. Responsibilities: teach undergraduate and graduate courses in strategy, entrepreneurship, or other courses; conduct research and engage in service to the universi-ty and profession. Minimum qualifica-tions: Ph.D. in management or other business-related field (ABD near com-pletion considered but degree must be completed by August 1, 2016); evi-dence of scholarly research and teach-ing experience in management or re-lated field; experience in management or business-related field. Preferred qualifications: full-time teaching ex-perience in strategy, entrepreneurship or other business related field at the university level, including teaching ex-perience with new technologies; Ph.D. in strategy, entrepreneurship or other business-related field; significant re-cord of publications in refereed jour-nals in the strategy, entrepreneurship

or management area. For more infor-mation, please go to http://www.bsu.edu/hrs/jobpostings. Ball State Uni-versity is an equal opportunity, affir-mative action employer and is strong-ly and actively committed to diversity within its community.

Exercise Science: Exercise/Sports Science. Assistant or Associate Pro-fessor. University of South Carolina Aiken. Full-time, tenure track, be-ginning January 4 or August 16, 2016. Required: Ph.D. in exercise physiol-ogy or related area; teaching experi-ence. ACSM certification preferred. Responsibilities include: teaching un-dergraduate courses; advising majors; conducting original research and men-toring student research; serving with-in the university and in the local com-munity. Salary commensurate with qualifications and experience. Review of applications begins September 14, 2015; continues until position is filled. Apply online at https://uscjobs.sc.edu/applicants/Central?quickFind=77140; and send transcripts of academic work and three letters of recommendation to Dr. Brian Parr; USC Aiken; 471 University Parkway; Aiken, SC 29801. Email: brianp@usca.edu. Phone: 803.641.3667. Women and minorities are encouraged to apply. USCA is an AA/EOE.

Fellowships: Duke University. Thompson Writing Program, Lec-turing Fellows. We anticipate offer-ing several postdoctoral fellowships

on a multidisciplinary faculty charged with teaching an innovative first-year course in Academic Writing. We seek candidates with a Ph.D. in any field and a demonstrated commitment to undergraduate teaching. Fellows are asked to draw on their disciplin-ary training and interests to design a seminar-style course introducing students to academic writing. Teach-ing load is five sections of Academic Writing per year, with each section limited to 12 students. Appointment is at a level of Lecturing Fellow (non-tenure-track), starting July 1, 2016. Contract is for an initial three years, renewable after successful review for two more years. Salary is competi-tive with a strong benefits package,

and with opportunities for profession-al development. Applications from ABDs are welcome; however, candi-dates who are not scheduled to com-plete their dissertations by May 2016 will not be considered. To apply use our online application form at: http://twp.duke.edu/fellowships/apply-for-a-fellowship. You will be asked to up-load as a single pdf document a CV, a letter in which you discuss your aims in teaching Academic Writing, and a brief proposal for a writing seminar modeled on course synopses posted on our website: http://twp.duke.edu/writing-101 We may subsequently ask you to provide other supporting materials, including a more detailed course outline, other course materi-

als, and recommendations. Persons with disabilities requiring accommo-dations in the application and/or in-terview process please contact Dr. Marcia Rego, Chair, Lecturing Fel-lows Search, Thompson Writing Pro-gram, Duke University, Box 90025, Durham, NC 27708-0025. Applica-tion period begins September 1, 2015 and ends October 1, 2015. Applica-tions must be received by 11:59 pm EDT (Eastern Daylight Time) Octo-ber 1, 2015. Deadline is Firm. Impor-tant: You Will Not be able to change your application information after you have applied for a position. We will inform you of the status of your application by December 15, 2015. No phone calls please Those with PhDs in

Rutgers is an equal opportunity, affirmative action employer.

Rutgers, The State University of NewJersey, a leading national researchuniversity and the state of New Jersey’spreeminent, comprehensive publicinstitution of higher education, is seekingan outstanding leader with exceptionalstrategic and operational capabilities tojoin the senior leadership team as SeniorVice President, Chief Enterprise Risk,Ethics and Compliance Officer (SVP).Reporting directly to the President and withdirection from the Chair of the Committeeon Audit of the Board of Governors, theSVP will provide leadership, advice, andcounsel to the Board of Governors, thePresident, and Rutgers seniormanagement on matters of compliance,risk, and ethical business practices. This is an outstanding opportunity to join aprestigious institution that has reached adefining moment in its history, balancingtremendous growth against the need toadapt and innovate. Legislation enacted in2012 created new organizationalleadership structures at the University. Theintegration of Rutgers and most of theacademic, research, and patient care unitsof the former University of Medicine andDentistry of New Jersey (UMDNJ) createdRutgers Biomedical and Health Sciences(RBHS), an entirely new academic entity atthe University. The interface of ERM,ethics, and compliance in one officeplaces Rutgers at the forefront of bestpractice among the most elite universitiesnationwide.The Senior Vice President/Chief EnterpriseRisk, Ethics and Compliance Officer willpromote, supervise, and sustain anenvironment and culture of compliance,ethical practices, and risk managementacross the University. S/he will promoteeffective communication and coordinationamong existing compliance offices,

functions, and individuals. S/he willoversee the Enterprise Risk ManagementProgram and have the independence andauthority necessary to objectively reviewand evaluate compliance issues at all levelswithin Rutgers and within all of itssubdivisions, subsidiaries, and affiliates.S/he will pragmatically manage risks andbring astute business acumen to theposition and will oversee, mentor andmanage a team of professionals workingtoward specific, measurable goals. TheSVP will bring experience with, or aworking knowledge of, the programs andregulations that impact healthcarebusiness operations. These include, butare not limited to, federal and stateregulations and programs related to healthplans, hospital operations, healthcarebilling and compliance, and privacy andsecurity regulations. The SVP will have an advanced degree(JD, MBA, MA, MD, or PhD); a minimum of10 years of experience working inacademic or healthcare administration; in-depth knowledge of the legal andregulatory environments for an academicmedical center or comparable experience;and demonstrated leadership skills in alarge complex higher education,healthcare, or corporate environment, withthe proven ability to lead through influenceand persuasion.See the full position description athttp://www.brillneumann.com/5587/rutgers-the-state-university-of-new-jersey-senior-vice-presidentchief-enterprise-risk-ethics-and-compliance-officer/

Please complete and submit the onlineapplication and submit a resume andcover letter at: https://jobs.rutgers.edu/postings/11531

Senior Vice President, Chief Enterprise Risk, Ethics and Compliance Officer (SVP)

San Jacinto College, a multi-campus institution located in Houston and Pasadena, Texas, seeks applications for the position of Vice Chancellor, Fiscal A� airs.

San Jacinto College educates approximately 30,000 credit students each semester at its three campuses and nine extension centers, all strategically located to serve a population of more than 645,000 residents in communities located in East Harris County. San Jacinto College serves the advanced technology needs of the aerospace and petrochemical industries; of the Texas Medical Center, the world’s largest provider of health care services; and the Port of Houston, the second busiest port in North America. � e College o� ers 186 degrees and certi� cates, with 46 technical programs and a university transfer division. Students bene� t from a support system that maps out a pathway for success, and job training programs that are renowned for meeting the needs of growing industries in the region.

POSITION PROFILE � e Vice Chancellor, Fiscal A� airs is responsible for developing and recommending short and long-term goals for � nancial planning, budgeting, accounting and reporting for the San Jacinto College District. � e position oversees � nance, accounting, treasury, budgeting, internal audit, purchasing, facilities services, new construction, safety, risk management, auxiliary operations, grants management, emergency management and police services. � e Vice Chancellor, Fiscal A� airs will serve as the college’s Chief Financial O� cer and will make decisions which are data-informed, ethically and strategically sound for both short and long-term initiatives. Con� rming the District's � duciary responsibility to taxpayers, the Vice Chancellor will fund enrollment growth, educational programs, and facilities which meet Board expectations, support student success, and encourage � scal accountability throughout the organization.

Summary of duties:

• Develops and recommends short and long range fi scal planning for the college. Serves as the Chief Financial O� cer and Investment O� cer for San Jacinto College. • Develops and establishes operational policies and procedures and ensures implementation of appropriate fi nancial systems.• Works closely with, informs and consults with the Chancellor and other executive members of the Strategic Leadership Team.• Provides leadership for overall District strategic planning for fi nance and administration. Leads, through direct reports, the activities of accounting, budget development, property management, investments, auditing, facilities planning, purchasing, grants management, safety, risk management, auxiliary operations, emergency management, and police services.• Serves on the Board of Trustees Finance and Building committees.• Serves as a key resource to the Chancellor and the Strategic Leadership Team in developing annual priorities and recommending resource allocations for the Board of Trustees’ Strategic Plan.• Oversees and plans the Capital Financing program through the College fi nancial advisors, bond counsel, rating agencies and investment bankers.• Consults with the College investment advisor and makes investment decisions for the various College investment • Consults with the College investment advisor and makes investment decisions for the various College investment portfolios.

QUALIFICATIONS Bachelor's degree from a regionally accredited institution in business, management, or a related � eld and 3-5 years of experience in a state funded organization (preferably higher education).Minimum ten (10) years of experience at a senior or executive level in a � nancial administrative position.Either Master’s degree in accounting, business, � nance or active license as a Certi� ed Public Accountant (CPA) required.

SALARY RANGE Salary is commensurate with quali� cations and related experience.

APPLICATION PROCESSPlease review the job posting and apply directly through our website at https://jobs.sjcd.edu and select the full-time option.

Application materials will only be accepted through the San Jacinto College online application process. To apply, please submit three separate documents: A letter of application, � ve pages or fewer, that succinctly address your experience leading a � nancial operation speci� cally addressing the six areas below and how your experience and professional quali� cations prepare you to serve the needs of the College and lead it to greater success. For more detail, please see the job posting on the website noted above.

• FISCAL STRATEGY• LEADING CHANGE INITIATIVES• BOND ELECTIONS• MAXIMIZING REVENUE• COSTING• TECHNICAL IMPLEMENTATIONS

A current resume, including email address and cell phone number.

A reference list of fi ve (5) names, home and business telephone numbers, and email address. References should include a supervisor or board member, direct report, and two (2) business or community leaders.

To ensure consideration, your application should be submitted by September 23, 2015

Confi dential inquires about the position or search process may be addressed to Mr. Wayne Wauters, Director of Employment, via email to: wayne.wauters@sjcd.edu. All applications and inquiries will be kept con� dential.

San Jacinto College District is an equal opportunity institution.

Make a differenceJoin the team that is leading higher education

VICE CHANCELLOR, FISCAL AFFAIRS

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Business Affairs A101

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STEM disciplines or the quantitative social sciences are especially encour-aged to apply. Duke is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an in-dividual’s age, color, disability, genetic information, gender, gender identity, national origin, race, religion, sexual orientation, or veteran status.

Finance: The AACSB accredited Madden School of Business at Le Moyne College invites applications for a full time, tenure-track or ten-ured Finance faculty position to be-gin in the fall of 2016. Qualifications: A completed Ph.D. in Finance from an AACSB-accredited institution or similarly recognized international program by the time of employment and evidence of ability to do quality teaching and research. Excellent com-munication and interpersonal skills are also required. Business experi-ence is a plus. Responsibilities: Teach undergraduate and MBA courses in investments and corporate finance, possibly financial markets and insti-tutions. Candidates should be will-ing to teach online and develop col-laborative relationships with the busi-ness community. Reasonable service is expected. Finance Trading Center: Madden School of Business recently opened a state-of-art Finance Trad-ing Center with Bloomberg terminals. The successful candidate will have the opportunity to work with our in-coming student managed investment

fund. Application Procedure: To ap-ply visit our website at http://www.lem-oyne.edu/employment and click the ‘Apply Now’ button and submit a let-ter of application and CV. Three ref-erence letters should be sent directly to lemoynehr@lemoyne.edu with the subject of Finance. Documentation may also be submitted by mail to: Di-ann Ferris, Le Moyne College, 1419 Salt Springs Road, Grewen Hall, 2nd Floor (Human Resources), Attn: Fi-nance Search, Syracuse, New York 13214. Review of applications will be-gin in the fall of 2015 and continue un-til the position is filled. A college rep-resentative will be attending the 2015 FMA meeting in Orlando in October. Le Moyne College is an equal oppor-tunity employer and encourages wom-en, persons of color and Jesuits to ap-ply for employment.

French: The Department of French and Francophone Studies at Vassar College invites applications for a ten-ure-track position at the rank of As-sistant Professor, beginning Fall 2016. Vassar College is an affirmative ac-tion, equal opportunity employer, and applications from members of histor-ically underrepresented groups are especially encouraged to apply. Vas-sar is strongly committed to foster-ing a community that reflects the val-ues of a liberal arts education and to promoting an environment of equal-ity, inclusion and respect for differ-ence. We are seeking candidates in

an Open FFS field with expertise in Digital Humanities (DH) and/or Vi-sual Cultures (Vis-C); specialization in Medieval/Renaissance Studies with a focus on Islamic/Arabic Studies pre-ferred. The successful candidate will help advance a DH initiative at Vas-sar and demonstrate interest and com-petency in one or more of the follow-ing multidisciplinary fields: Medieval/Renaissance Studies, Africana Stud-ies, Women’s Studies. Excellence in teaching and evidence or clear prom-ise of scholarship are essential. Can-didates must have a PhD in hand by June 2016; native or near-native flu-ency in French and a strong commit-ment to teaching French language and literature/culture courses at all levels in a liberal arts environment are ex-pected. In addition to contributing to the departmental curriculum, this po-sition will include teaching in one or more multidisciplinary programs on campus, as well as the possibility of di-recting our program in Paris. Teach-ing load in the first year is four cours-es followed by five courses annually in subsequent years. To apply, please visit https://employment.vassar.edu/applicants/Central?quickFind=51887 to link to the posting for this position. Candidates should submit a letter of application, C.V., graduate school transcript (unofficial copies accept-ed for initial application), and at least three letters of recommendation. For inquiries, email ffsjob@vassar.edu. Applications received by Nov. 1 will receive full consideration.

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Merrimack College invites nominations and applications for the position of Vice President of Finance. Merrimack College, a private Catholic comprehensive college in the Eastern Massachusetts suburbsof Andover and North Andover, Mass., is an institution with great upward momentum. Merrimack hasbeen ranked one of the top 10 best colleges in the Northeast for the last 4 years by U.S. News & WorldReport — and the only Northeastern college voted “Up and Coming” by its peers; it is consistentlyrated a “Best in the Northeast” college by Princeton Review. Merrimack was cited in 2014 and 2015by Money Magazine as among the top 50 in the United States for “colleges that add the most value”to students’ degrees. Founded in 1947 by the Archbishop of Boston and the Order of St. Augustine, Merrimack strives tocultivate global citizens who are prepared to lead in today’s diverse and changing environment.Merrimack offers more than 90 undergraduate academic programs in liberal arts, science andengineering, business, and education. Additionally, The College offers graduate programs in accounting,management, public affairs, education, criminology, engineering, computer science, and health sciences. The College’s 3,500 undergraduate and graduate students come from more than 25 states and 30countries to form an engaged community of thinkers, learners, and achievers integrated in anacademic culture of excellence, diversity, and stature. Reporting directly to President Christopher E. Hopey, the Vice President of Finance serves as theChief Financial Officer for Merrimack College and provides strategic and operational leadership formanaging the institution’s financial resources including capital and investments. The Vice Presidentleads the institutional process for the development and implementation of the budget, includingbudget systems and policies, provides coordination and oversight of the management of the College’sendowment and ensures the College’s compliance with all appropriate auditing, rating agencies andgovernment regulations, among other duties. The Vice President is responsible for an institutionalbudget of approximately $150 million and an endowment of nearly $52 million that supports aworkforce of more than 750 employees. As a member of the President’s Leadership Group, the VicePresident will be responsible for assisting colleagues with the creation and use of financial data thatwill drive executive decision-making.The Vice President of Finance must possess a bachelor’s degree; a master’s or professional degree inaccounting, business, law, or a related field is preferred. Successful candidates will have anestablished record of significant fiscal management experience: a minimum of five years as afinancial management executive in a nonprofit or government organization; and a minimum of tenyears as a financial management practitioner, preferably with experience in a broad range of financialmanagement activities. A familiarity with college or university activities and environments ispreferred. Additionally, the successful candidate must possess demonstrated administrative,supervisory, and leadership skills, as well as excellent written, oral, and interpersonal skills. Salaryand benefits are highly competitive with institutions of similar caliber.

The search process will continue until the position is filled.Nominations, inquiries and expressions of interest should beforwarded, in confidence, to:Steve Leo, Vice PresidentMatthew Bunting, Senior AssociateStorbeck/Pimentel & Associates, LPMerrimackCFO@storbeckpimentel.comFor more information about Merrimack College and its programs,please consult its website: www.merrimack.edu

Merrimack College is an AA/EEO/ADA employer.

VICE PRESIDENT OF FINANCE

Vice President for University Communications

The University of Richmond invites nominations and applications for its fi rst Vice President for University Communications, a key senior position that will lead the University’s efforts to strengthen its distinction among the fi nest academic institutions in the nation. This position reports to the President of the University and serves as a member of

the President’s Cabinet. The Vice President will lead a staff of approximately 25 talented communication professionals and will partner with schools, programs, and stakeholders across the University to craft compelling institutional messages for print, web, social media, and public relations that will enhance the internal and external knowledge of-- and appreciation for--the hallmarks of the University’s excellence and the educational experience it provides.

The University of Richmond is unique in its confi guration as a highly selective liberal arts college that is also home to the nation’s fi rst school of leadership studies, a distinguished undergraduate business school, an MBA program, a law school, and a school of professional and continuing studies. The University competes in Division I Athletics and sponsors 17 varsity sports, including football.

The university is committed to ensuring that its opportunities are accessible to talented students of all backgrounds and offers an excellent and innovative education grounded in the liberal arts. The university is ranked among the leading national liberal arts colleges, and the undergraduate business program among the top-20 nationally. The university is consistently recognized by Kiplinger’s and others as a “best value.” Richmond students have been recipients of the Rhodes, Marshall, Goldwater, Clarendon, Truman, and Fulbright scholarships, among many others. Richmond’s expert and highly motivated faculty exemplify dedication to the teacher-scholar model. The university enrolls approximately 4,100 students across its fi ve schools and has approximately 400 full-time faculty, 1,100 full-time staff, and a dedicated cadre of more than 50,000 alumni.

To view the complete leadership profi le for this position please visit:http://hr.richmond.edu/jobs/vp-communications.pdf

The Ballentine Group is assisting the University of Richmond with this search for a Vice President for University Communications. If you wish to nominate someone, please contact Nancy J. Cable at cable.ballentine@gmail.com. To apply, please submit a letter of interest, resume, and the names of two references to HR_recruiting@richmond.edu. Please apply by September 25 for priority consideration. The search will remain open until the position is fi lled and resumes will be reviewed beginning late September. Expected starting date will be on or before January 1, 2016.

The University of Richmond is committed to developing a diverse faculty, staff, and student body, and to modeling an inclusive campus community which values the expression of differences in ways that promote excellence in teaching, learning, personal development, and institutional success. In keeping with this commitment, our academic community strongly encourages applications from candidates from diverse backgrounds and candidates who support diversity. EOE

A102 THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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Global Studies: The Department of Global Studies at the University of California, Santa Barbara seeks to appoint a tenure-track assistant pro-fessor whose work focuses on issues of global political economy, beginning July 1, 2016. We seek a critical inter-disciplinary scholar who can analyze complex global issues within political economic contexts that characterize the 21st century. Suitable candidates will need a broad historical and theo-retical background in political econo-my. We are particularly interested in applicants with expertise in several of the following areas: (i) labor, class, in-equality, immigration, ethnicity, reli-gion, sexuality, gender, education; (ii) finance, international trade, property rights, supply chains, technology, lo-gistics, energy, climate; (iii) develop-ment, emerging economies, region-alism, hegemony, urbanization, in-dustrialization, demographic change, health; (iv) institutions, fiscal and monetary policy, governance, regula-tion. This position requires a PhD at the time of appointment. The Univer-sity of California is an Equal Oppor-tunity/Affirmative Action Employer. Please send a cover letter detailing your research interests, teaching phi-losophy and experience, and any rel-evant work in grants and administra-

tion. Application materials should al-so include your cv, one writing sample (25-30 pages max), and sample syllabi. Applicants should arrange to have 3 letters of recommendation submitted via UCSB’s Recruit website at: https://recruit.ap.ucsb.edu/apply/JPF00528. Submit applications electronical-ly at: https://recruit.ap.ucsb.edu/ap-ply/JPF00528. Apply by November 1, 2015 for primary consideration; posi-tion will remain open until filled. All qualified applicants will receive con-sideration for employment without re-gard to race, color, religion, sex, sexu-al orientation, gender identity, nation-al origin, disability status, protected veteran status or any other character-istic protected by law. Please direct any questions to Eve Darian-Smith, darian@global.ucsb.edu; http://www.global.ucsb.edu/.

Health: The Department of Educa-tional Services (DES) at St. George’s University is seeking a candidate for a permanent faculty position at the level of Assistant Professor for Medi-cal Students, Veterinary Students and Undergraduate Students in the Health Professions, to commence January 2016St. George’s University (SGU) is a US-curriculum-based institution lo-cated on the beautiful island of Gre-

nada in the West Indies. The Univer-sity comprises the Schools of Medi-cine, Veterinary Medicine, Arts and Sciences and a Graduate Studies pro-gram. The Learning Strategist Re-sponsibilities include the following:- Help students become more effec-tive learners and improve their exam performance. - Consult with students individually and in groups to identify and address problems.- Assist faculty in enhancing student performance in courses. - Proactively and responsive-ly identify and develop resources and initiatives. - Develop presentations, workshops, handouts and online re-sources to support student learning and enhance the academic perfor-mance of all students at SGU. - Be in-formed of and skilled in research and techniques relating to improving time management; approaches to learning; memorizing; building long-term mem-ory; integration of content; test prepa-ration; multiple-choice test-taking for university and national standardized exams, such as the USMLE; learning styles assessments and applications. - Identify ways to more efficiently and effectively assist a larger number of students than in individual consulta-tions- Spend a significant amount of time meeting with individual students to assist them in identifying problems

with their study approach and to help them develop more efficient and ef-fective strategies. - Work on special projects and tasks, including possibly teaching, as requested by the Director of Student Support and Development and/or by the Chair of DES.- Work Evenings and weekends periodically Minimum Qualifications:- A relevant doctoral degree and 3 years of experi-ence directly related to the enhance-ment of student learning skills. To learn more about this position and to submit an application: Please visit the university’s website www.sgu.edu; se-lect the employment’ link at the bot-tom of the homepage and faculty’. Closing date: September 30th 2015.

History: Athens State University, Ath-ens, Alabama, invites applications for Assistant Professor of Secondary His-tory/Social Studies Education. Qual-ified applicants should have gradu-ate-level educational background and teaching experience in secondary ed-ucation and/or higher education with experience in the area of History and/or Social Science. To apply or view full details, visit https://jobs.athens.edu. Review of applications will begin Oc-tober 15, 2015 and will continue until position is filled.

History: The Department of Histo-ry at Vassar College invites applica-tions for a full time tenure-track ap-pointment in East Asian History at the rank of assistant professor begin-ning August 2016. Vassar College is an affirmative action, equal opportu-nity employer, and applications from members of historically underrepre-sented groups are especially encour-aged to apply. Vassar is strongly com-mitted to fostering a community that reflects the values of a liberal arts ed-ucation and to promoting an environ-ment of equality, inclusion and re-spect for difference. Specialization in

either modern China or modern Ja-pan is required; ability to teach in the other area, whether China or Japan, is also expected. Appointment in-cludes teaching in Vassar’s Program in Asian Studies; broader interest in multidisciplinary teaching is welcome. Teaching load in the first year is four courses; after that it is five courses per year.PhD and teaching experience re-quired.Interviews of selected candi-dates will be conducted at the AHA annual meeting.Candidates are asked to submit a letter of application, a cur-rent C.V., graduate school transcript (unofficial copies accepted for initial application), and three letters of rec-ommendation.To apply, please visit http://employment.vassar.edu/appli-cants/Central?quickFind=51873. Re-view of applications will begin No-vember 1, 2015. Please send queries to Prof. Robert Brigham, Search Com-mittee Chair (robrigham@vassar.edu).

History: The Department of History at West Virginia University invites applications for a tenure-track assis-tant professor in the history of Chi-na, beginning August 16, 2016. WVU is a research institution and the nor-mal teaching load is two courses per semester for research productive fac-ulty. We are interested in candidates whose research specialization can contribute to one or more of the de-partment’s four thematic clusters: gen-der and kinship, imperial and post-colonial societies, labor and political economy, and war and society. The successful candidate will be expected to teach general surveys of Asian and World history, as well as more special-ized senior undergraduate courses and graduate seminars in Asian and Chinese history. Required qualifica-tions include a Ph.D. or equivalent doctoral degree in History or a closely related field at time of appointment,

ability for excellent teaching at the undergraduate and graduate levels, a record of scholarly publications, and potential to secure external research funding. Applicants should submit a letter of application describing their research and teaching interests, three letters of reference, c.v. and a sam-ple of their scholarship to Dr. Robert Blobaum, China Search Committee Chair, Department of History, West Virginia University, P.O. Box 6303, Morgantown, WV 26506-6303. For questions or additional information, contact Robert.Blobaum@mail.wvu.edu or 304-293-9305. The screening process will begin on November 1, 2015 and will continue until the posi-tion is filled. The department expects to conduct preliminary interviews at the annual meeting of the Ameri-can Historical Association in Atlanta, January 7-10, 2016, with alternative arrangements for selected candidates not attending the conference. WVU is an EEO/Affirmative Action Employ-er and welcomes applications from all qualified individuals, including minor-ities, females, individuals with disabil-ities, and veterans.

Hospitality/Tourism: The Department of Hospitality and Tourism Manage-ment in Rochester Institute of Tech-nology’s (RIT) College of Applied Science and Technology (CAST) in-vites applications for the position of Department Chair to begin August 2016. The successful candidate will have academic preparation and busi-ness/industry expertise in one or more of the department content areas and will be a leader with excellent organi-zational and communication skills ca-pable of garnering support for a com-mon vision. The individual will be re-sponsible for establishing and main-taining a collaborative, welcoming, engaging, and productive work en-vironment based on continuous im-

East Stroudsburg University seeks a student-centered, experienced, visionary leader for the position ofDean of the College of Business and Management who will advance the goals of the College andUniversity through innovation and an entrepreneurial spirit.The Dean reports directly to the Provost/Vice President of Academic Affairs and is responsible forproviding leadership and vision in strategic planning and implementation of programs within theCollege of Business and Management. The Dean facilitates collaboration and transparentcommunication between the College and all University constituents in support of programdevelopment, and effective problem solving and decision making. The Dean also supports faculty ininnovation, risk-taking, professional development, and scholarship. As the principal spokesperson andadvocate for the College, the Dean formulates and implements policies and strategic plans; developsand reviews curricula and programs; and manages the human, financial and physical resources of theCollege, overseeing a budget of approximately $4.5 millionCandidates possessing a doctoral degree in a field relevant to one or more of the departments within thecollege as well as a strong record of teaching, research, and service are preferred. Additionally, evidenceof effective and creative leadership, management and administrative experience as a department chairor program director, along with a demonstrated commitment to diversity is required. Familiarity withand commitment to accreditation and assessment of student learning outcomes, as well as a provennetwork with external local, regional, and international business and industry leaders is highlypreferred. Comparable and significant experience in industry also will be considered.East Stroudsburg University, a member of the Pennsylvania State System of Higher Education, islocated in northeastern Pennsylvania, about 90 minutes from New York City and two hours fromPhiladelphia. ESU is a master’s comprehensive university with a student body of about 7000 students.The College of Business and Management was established in 2007 and houses some of the fastestgrowing undergraduate and graduate programs in the university. Departments within the college includeBusiness Management; Hotel Restaurant, Tourism & Recreation Management; Sport Management;Military Leadership Studies (ROTC); Economics & Finance; and Digital Media TechnologiesManagement. The College currently holds two accreditations through theCouncil on Accreditation for Parks, Recreation & Tourism Management (COPRT) and theAccreditation Commission for Programs in Hospitality Administration (ACPHA). The College has alsorecently submitted an application to the Accreditation Council for Business Schools and Programs(ACPSB). There are approximately 1200 students and 62 faculty in the college.

The position is available as of January 2016. The search process isunderway and will continue until the position is filled. For bestconsideration, please submit materials before October 1, 2015.Nominations, inquiries and expressions of interest should beforwarded, in confidence, to:Susan VanGilder, PrincipalVeronica Fitzgerald, Consulting AssociateStorbeck/Pimentel and Associates, LPEastStroudsburgDean@storbeckpimentel.com

The University encourages applications from members of historically under-represented groups, includingwomen, veterans, and persons with disabilities, and is an AA/EEO employer. East Stroudsburg University isinterested in hiring employees who have extensive experience with diverse populations. To learn more aboutdiversity at East Stroudsburg University and in our community, visit our website at www.esu.edu/diversity

DEANCOLLEGE OF BUSINESSAND MANAGEMENT

Mountain Empire Community College, one of the Commonwealth of Virginia’s 23 comprehensivecommunity colleges, serves the counties of Dickenson, Lee, Scott, Wise, and the City of Norton. It is

located approximately 40 miles from Kingsport, TN, and enrolls over 4,300 students in creditcourses (approximately 1,900 full-time equivalent) and over 2,300 students in non-credit courses.

Dean of Arts and SciencesPosition #FA013

Minimum Salary: $65,953Provides direct supervision for full- and part-time employees assigned to the Division (includes full-time and adjunct faculty and staff). Recommends personnel actions to Vice President for Academicand Student Services. Provides personnel evaluations for employment, promotions, dismissal,disciplinary actions, and recognition. Hires and manages adjunct faculty. Manages and ensures facultycredentials for full- and part- time faculty, including off campus and dual enrollment. Conducts division meetings for faculty input into operational issues and to inform faculty and staff ofcollege policies and procedures. Provides coordination and support of program review requirements.Assures division program offerings and courses meet MECC, VCCS, SACSCOC, and otheraccrediting bodies regulations. Encourages faculty and staff professional development planning andparticipation. Establishes and publishes course schedules based on student need and facilityavailability. Advises students and ensures academic advisement processes are provided to all studentsby faculty advisors. Works with exterior constituencies to gather data for curricular resource needs andensure program viability through external accreditation agencies, if applicable. Provides long-termand short-term budgetary planning and oversight. Manages division resources to meet college goalsand departmental needs for operational, facilities, and major equipment purchases. Seeks additionalfunding or resources through grants, gifts, and donations. Prepares division and departmental budgetsthrough collaboration with faculty members’ projected needs and budget history data. Adjusts budgetsat the end of the year to zero balance accounts. Provides input into college planning process. Providesa liaison between senior administration and division faculty to communicate resource needs and toreceive administrative guidance. Cooperates with and coordinates activities among other collegedivisions and departments. Performs other duties as assigned by Vice President for Academic andStudent Services.Required Qualifications:

• Master’s degree in a discipline related to the Division of Arts, Humanities or Sciences or aMaster’s degree and 18 graduate hours in a discipline relevant to the division

• Evidence of quality teaching in higher education required• Proficient in oral and written communication in the English language• Capacity to provide strong leadership and management• Demonstrated knowledge of community college curricula, instructional practices, and learning

outcomes in disciplines related to the division• Knowledge of and ability to utilize administrative and instructional applications of information

technology• Demonstrated skill in managing budget, equipment, and other institutional resources• Prior experience with performance management• Demonstrated understanding of and belief in the comprehensive mission of community colleges• Ability to establish and maintain effective relationships with students, faculty & staff and other

stakeholders important to the collegePreferred Qualifications:

• Full-time teaching in a community college setting preferred

To apply, please complete a Virginia Application for Employment form available athttps://virginiajobs.peopleadmin.com/ and attach a resume, cover letter, and transcripts.Please indicate position number on application. Applications must be received by Tuesday,September 15, 2015.

MECC is an Affirmative Action/Equal Employment Opportunity Employer. Minorities,females, veterans, and persons with disabilities are encouraged to apply.

E-Verify Notice: After accepting employment, new hires are required tocomplete an I-9 form and present documentation of their identity andeligibility to work in the United States. Effective June 1, 2011, agencies inthe Commonwealth of Virginia's Executive Branch will use the E-Verifysystem to confirm identity and work authorization.

MOUNTAIN EMPIRECOMMUNITY

COLLEGE

DEANS

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Deans A103

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provement and the goals and values of the college. The work will also include teaching, scholarship (https://www.rit.edu/cast/scholarship-foci-depart-ment), service on department, college and university committees and main-tenance of professional and technical capabilities and affiliations. Develop-ing relationships with professional or-ganizations and hospitality businesses for the benefit of students and depart-ment is expected. The successful can-didate must qualify for tenure and the academic rank of Professor. Responsi-bilities: Provide leadership in embrac-ing the use and movement of financial resources, information, and use of technology within the hospitality and tourism industry. Provide academ-ic leadership, guidance, and mentor-ship for appropriate constituents and assigned personnel through strong, open, transparent and regular com-munication. Practice fiscal responsi-bility. Advance departmental devel-opment and external funding. Create the conditions, products, and servic-es that stimulate enrollment growth. Manage and monitor the curriculum, continuously improve the quality of teaching and student learning out-comes, and seek experiences that sup-port student success in learning and career development. Lead efforts to advance scholarship productivity for faculty members assigned to the de-

partment. Oversee and/or manage fa-cilities, collaborations, and industry partnerships. Implement CAST and RIT policies. Required Qualifica-tions: Earned doctorate in Hotel/Re-sort Management, Hospitality or Ser-vice Industry Management, Business Administration, Information Tech-nology or related field. Demonstrat-ed leadership ability in an academic setting. Five or more years of experi-ence in a higher educational setting, with direct management experience interpreting and implementing aca-demic policies and practices, and stu-dent problem-solving. Subject matter expertise, teaching, and management experience related to the hotel/resort, food/beverage, tourism, and/or event management fields. Demonstrated ability to conduct scholarship and to support faculty in pursuit of a focused and cohesive scholarship agenda relat-ed to the hospitality and tourism disci-plines. Ability and interest in contrib-uting to the growth of the programs and to student success. Ability to con-tribute in meaningful ways to the col-lege’s continuing commitment to cul-tural diversity, pluralism, and individ-ual differences. How to Apply: Apply online at http://careers.rit.edu/faculty. Search: BR1907. Please submit your cover letter addressing the listed qual-ifications; a vitae; contribution to di-versity statement; and the names, ad-

dresses and phone numbers for three references. Review of applications will begin October 19, 2015 and continue until a suitable candidate is found. RIT is an equal opportunity employ-er that promotes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education.

Humanities: Theme: “Money.” Mon-ey--what it is, how it works, who has it and who doesn’t--has concerned thinkers and researchers both inside and outside academia, and across a wide range of disciplines. It sur-rounds us and is a fundamental aspect of modern human life, shaping trans-actions and interactions and power-ing networks of ideas, material ob-jects, and myriad cultures and sub-cultures. Money is also a hot topic in many humanities fields, where analy-sis has transformed a social scientific approach grounded in economics to research engaged in tracing the histo-ries, values, and influences of money (and economic resources more broad-ly) on past and present social groups and individuals. The Institute for Hu-manities Research at Arizona State University (Tempe, AZ), which sup-ports socially engaged transdisci-plinary research in the humanities, in-vites humanities scholars (tenured or

tenure-track) from various disciplines to apply for this fellowship to conduct research projects from multiple disci-plinary and transdisciplinary perspec-tives. Up to two visiting scholars will join ASU faculty and graduate Fel-lows working on the theme. IHR Fel-lows pursue research and writing in an environment designed to be stimulat-ing and supportive. During their resi-dency, Fellows contribute to the gen-eral enrichment of humanities schol-arship through seminars and public lectures as well as weekly meetings with other Fellows. The one-semes-ter Visiting Fellows stipend (January through May) is $25,000, and awards include an office and support servic-es. We invite you to apply. For the full call for proposals and additional information, visit http://ihr.asu.edu/funding/fellows or contact the IHR at ihr@asu.edu or 480-965-3000. Appli-cation deadline is February 15, 2016.

Information/Library Science: Depart-ment: Information and Library Sci-ence, Expected start date: 08/01/2016. Position summary: The School of In-formatics and Computing at Indiana University, Bloomington, invites ap-

plications for a position beginning in Fall 2016 in the Department of Infor-mation and Library Science (all subar-eas solicited with preference for data curation, CSCW, digital libraries, in-formation policy, digital youth, docu-mentation, metadata, and the social web). This position is open at all lev-els (assistant, associate, or full pro-fessor). Duties include teaching, re-search, and service. The Department of Information and Library Science (ILS), formerly the School of Library and Information Science, has a long, successful history, having graduated over 8,000 students since it opened its doors in 1946. U.S. News & World Re-port ranked the Bloomington Infor-mation and Library Science program eighth nationally in its most recent rankings. The School of Informatics and Computing is the first of its kind and among the largest in the country, with unsurpassed breadth. Its mission is to excel and lead in education, re-search, and outreach spanning and in-tegrating computing and information technologies. In addition to ILS, the School includes the Department of Computer Science and Informatics and has a total of more than 100 fac-

ulty, 900 graduate students, and 1,500 undergraduate majors on the Bloom-ington campus. Faculty research ar-eas in ILS include bibliometrics; big data; computer-mediated communi-cation; data science; data curation; digital libraries; information organi-zation, retrieval, and visualization; human computer interaction; science studies; semantic web; social infor-matics; CSCW; text mining; web sci-ence; and more. Graduate degrees of-fered in the School include Master’s degrees in Information Science, Li-brary Science, Bioinformatics, Com-puter Science, Data Science, Human Computer Interaction Design, and Security Informatics, and Ph.D. de-grees in Computer Science, Infor-matics, and Information Science. The School is also known for its strong un-dergraduate programs. Indiana Uni-versity Bloomington is a major pub-lic research university with over 2,000 faculty and over 45,000 students. The beautiful campus hosts 110 re-search centers and institutes, as well as a wide array of distinguished aca-demic departments and schools. IU is renowned for its high-performance computing and networking facilities,

DEANJOHN G. RANGOS, SR. SCHOOL OF HEALTH SCIENCES

Duquesne University invites nominations and applications for the position of Dean of the RangosSchool of Health Sciences, to begin July 1, 2016. Duquesne University is a private Catholic,coeducational urban university founded in 1878 by the Congregation of the Holy Spirit. It is committedto academic excellence, developing moral and spiritual values, and maintaining an ecumenicalatmosphere open to diversity for its nearly 10,000 students. Its attractive campus setting is located ona bluff overlooking the City of Pittsburgh, one of the nation’s most livable cities.The School of Health Sciences was founded on January 29, 1990 as the first new School at DuquesneUniversity since 1937. On March 18, 1991, Mr. John G. Rangos, Sr. became the primary benefactor ofthe School and in recognition of his generosity, the School was named the John G. Rangos, Sr. Schoolof Health Sciences. This gift enabled the University to begin a major and award-winning renovationproject that changed the University’s former gymnasium into the 35,000 square foot Rangos School ofHealth Sciences building, home to the teaching laboratories, offices, classrooms, computer areas, andstudy areas for the health sciences faculty, staff and students. Today, the John G. Rangos, Sr. School of Health Sciences includes the departments of Athletic Training,Health Management Systems, Occupational Therapy, Physician Assistant Studies, Physical Therapy,and Speech-Language Pathology and the Ph.D. Program in Rehabilitation Sciences. Enrollment in theseprograms is consistently robust and RSHS graduates pass national certification examinations at ratesthat exceed national averages. There are 44 full-time faculty and 18 adjunct faculty. The current studentbody numbers 970 students, with 787 undergraduates and 183 graduate students. Further informationabout the School can be found at: http://www.duq.edu/academics/schools/health-sciencesThe Dean is the chief academic officer of the John G. Rangos, Sr. School of Health Sciences and reportsto the Provost and Academic Vice President. The Dean oversees accreditation and assures the qualityof academic programs, directs organizational planning and development, and participates in policyformation for the University. The Dean is responsible for fundraising, budgeting, and faculty and staffrecruitment, evaluation, and development.Required Attributes: • The successful candidate for the position should have a demonstrated record of effective leadership in academia and health care and should be able to increase the visibility of the Rangos School of Health Sciences both locally, nationally, and internationally. • The candidate should, in the spirit of the City of Pittsburgh, be a builder of bridges – between departments within the school, between the school and the entire university, and between the school and the vibrant health care community of the region. • A proven track record in fundraising is essential. The candidate should possess excellent communication skills and should have the ability to serve as an advocate for the Rangos School of Health Sciences in all of its teaching, scholarly, and service-oriented endeavors. Desired Attributes: • The ideal candidate will embrace the collegial and collaborative spirit of the faculty, staff, and students of the school, opening avenues for the development of individuals’ strengths while at the same time providing strategic leadership for the school as a whole. • The candidate will embrace evidence-based and interprofessional education and its role in the future of health care. • The candidate should be adept at navigating the academic environment but should also be familiar with and should be able to position the Rangos School of Health Sciences to meet challenges and opportunities offered by the changing health care landscape. • A strong commitment to the University mission is expected, and candidates should also value diversity of people, ideas, talents, and faiths. A terminal Doctoral degree in health-related profession is required.Duquesne University is committed to attracting, retaining and developing a diverse faculty that reflectscontemporary society, serves our academic mission and enriches our campus community. As a chartermember of the Ohio, Western PA and West Virginia Higher Education Recruitment Consortium (HERC),we encourage applications from members of underrepresented groups and support dual-career couples.Motivated by its Catholic and Spiritan identity, Duquesne values equality of opportunity both as aneducational institution and as an employer. Founded in 1878 by its sponsoring religious community, theCongregation of the Holy Spirit, Duquesne University is Catholic in mission and ecumenical in spirit. ItsMission Statement commits the University to "serving God by serving students.” Applicants for thisposition should describe how they might support and contribute to this mission. Duquesne University uses Interfolio to collect all Division of Academic Affairs faculty andadministrative job applications electronically. The application should consist of a detailed letter ofapplication, a complete current CV, and names, relationships to the candidate, address, a telephonenumber of three references. References will not be contacted until the final stages of the selectionprocess. Review of applicants will begin in September 1, 2015 and continue until the position is filled.Please submit your application to: http://apply.interfolio.com/30565. Please direct any questionsabout this opportunity to J. Douglas Bricker at bricker@duq.edu.

Duquesne University was founded in 1878 by its sponsoring religious community, the Congregation of the Holy Spirit.Duquesne University is Catholic in mission and ecumenical in spirit. Motivated by its Catholic identity, Duquesne values

equality of opportunity both as an educational institution and as an employer.

Dean of the School of Education Ann Arbor, MI

The University of Michigan in Ann Arbor, the public flagship university of thestate and one of the world’s preeminent research institutions, is seeking adean for its highly recognized School of Education. The core commitments ofthe School of Education are to advance educational knowledge; to improveeducational practice and policy; and to enhance diversity, equity and inclusion inall aspects of education. Faculty members and students remain in the forefrontof educational change through their research contributions, instructionalactivities, collaborative involvement with the education profession, and a broadarray of service activities. School of Education faculty members strongly believethat the educational development of all people is critically important for thegrowth of a free, just and productive society.The dean is the chief executive and academic officer of the school,collaborating with faculty in overseeing its academic programs and policies;stewarding the school’s financial, capital and human resources; and playing aprominent role in fund raising and external relations. The dean reports to theprovost and executive vice president for academic affairs. The highlydecentralized structure of the university gives the dean significant autonomyand responsibility for establishing a strategic vision for the school andmarshaling the resources to support that vision. Candidates should be nationally recognized scholars whose active anddistinguished professional records include administrative as well as leadershipexperience in education. The successful candidate will demonstrate a record ofcommitment to academic excellence and a keen fiscal management ability, aswell as a commitment to positive action that supports the educational goalsassociated with a diverse student body, faculty, staff and curriculum. Candidatesmust be qualified for appointment as a tenured full professor at the University of Michigan.Inquiries, nominations and applications are invited. The University is dedicatedto the goal of building a culturally diverse and pluralistic university communitycommitted to excellence in teaching and learning in a multicultural environment.Potential applicants who share this goal are encouraged to apply. Review ofapplications will continue until the position is filled. For fullest consideration, applicant materials should be received by October 1,2015. Candidates should provide a curriculum vitae, a letter of application thataddresses the responsibilities and requirements described in the leadershipprofile available at www.wittkieffer.com, and the names and contact informationof five references. References will not be contacted without prior knowledgeand approval of candidates. These materials should be sent electronically viae-mail to the retained consultants, Robin Mamlet and Elizabeth Bohan ofWitt/Kieffer, at email address UMSOE@wittkieffer.com. The consultants can bereached by telephone through the desk of Leslie Donahue at 630-575-6178.The University of Michigan is an equal opportunity/affirmative action employer.

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top-ranked music school, and per-forming and fine arts. Located in the wooded rolling hills of southern Indi-ana, Bloomington is a culturally thriv-ing college town with a moderate cost of living and the amenities for an ac-tive lifestyle. Basic qualifications: Ap-plicants should have an established re-cord (for senior level) or demonstra-ble potential for excellence (for junior level) in research and teaching, and a Ph.D. in Information Science or a re-lated field or (for junior level) expect-ed before 8/2016. Interested candi-dates should submit their application at : http://indiana.peopleadmin.com/postings/1658. Application should in-clude curriculum vitae, statements of research and teaching, and names of three references (junior level), or six references (senior level). Questions regarding the position or application process can be directed to: Prof. Nor-iko Hara, nhara@indiana.edu or to Faculty Search, Department of Infor-mation and Library Science, School of Informatics and Computing, Herman B. Wells Library LI011, Bloomington, IN 47408. For full consideration, com-pleted applications must be received by December 1st, 2015. Informal and

confidential inquiries may be sent to the ILS Chair, Pnina Fichman, (fich-man@indiana.edu) or to members of the search committee: Noriko Hara (nhara@indiana.edu), Stasa Milo-jevic (smilojev@indiana.edu, How-ard Rosenbaum (hrosenba@indiana.edu), John Walsh (jawalsh@indiana.edu). Indiana University is an equal employment and affirmative action employer and a provider of ADA ser-vices. All qualified applicants will re-ceive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disabili-ty status or protected veteran status. IU Bloomington is vitally interested in the needs of Dual Career couples.

International Affairs: The Depart-ment of International Affairs at the University of Georgia invites applica-tions for an Assistant Professor, ten-ure track position in the field of inter-national relations, to begin in the fall semester of 2016. Candidates are ex-pected to have demonstrated an abil-ity to produce high quality research and show promise of external fund-

ing. We are open to all topics with-in international relations, but have a preference for scholars with a special-ization in foreign policy, broadly de-fined. Prospective candidates should send in electronic form a cover letter indicating interest and qualifications, a current curriculum vita, teaching evaluations demonstrating excellence in instruction, original transcripts, and three letters of recommendation to Foreign Policy Position c/o Bill Zachmann, Department of Interna-tional Affairs, University of Georgia, Candler Hall 309, Athens, GA 30602 (zachmann@uga.edu). The Ph.D. de-gree or near completion of disser-tation is required. Applications re-ceived by September 30, 2015 will be assured full consideration. Georgia is well known for its quality of life both outdoor and urban activities (www.georgia.gov). UGA (www.uga.edu) is a land/sea grant institution located 75 miles northeast of Atlanta. The Uni-versity of Georgia is an Equal Oppor-tunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, na-tional origin, disability, gender identi-

ty, sexual orientation or protected vet-eran status.

International Affairs: The Depart-ment of International Affairs at the University of Georgia invites applica-tions for the Stan Way Shelton UGAF (University of Georgia Foundation) Professorship at the senior Associ-ate or Full Professor rank in the field of international relations, to begin in the fall semester of 2016. A distin-

guished record of scholarly produc-tivity including external funding is expected. We are interested in candi-dates from all areas of International Relations; however, we have a partic-ular interest in applicants with exper-tise in the areas of conflict and coop-eration, broadly defined. Prospective candidates should send in electronic form a cover letter indicating inter-est and qualifications, a current cur-riculum vita, and teaching evaluations

demonstrating excellence in instruc-tion to Conflict & Cooperation Posi-tion c/o Bill Zachmann, Department of International Affairs, University of Georgia, Candler Hall 309, Athens, GA 30602 (zachmann@uga.edu). Applications received by November 2, 2015 will be assured full consider-ation. Georgia is well known for its quality of life both outdoor and urban activities (http://www.georgia.gov). UGA (http://www.uga.edu) is a land/

DEANSCHOOL OF EDUCATION

Duquesne University invites nominations and applications for the position of Dean of the School ofEducation, to begin July 1, 2016. Duquesne University is a private Catholic, coeducational urbanuniversity founded in 1878 by what was at the time the Congregation of the Holy Ghost – now, theSpiritans. The university has earned a Carnegie Classification of Research University/High Activity,one of only nine Catholic universities at that level. It is committed to academic excellence,developing moral and spiritual values, and maintaining an ecumenical atmosphere open to diversityfor its nearly 10,000 students. Its attractive campus is located on a bluff overlooking the City ofPittsburgh, one of the nation’s most livable cities.The School of Education, established in 1929, currently serves approximately 400 undergraduateand 575 graduate students, with a full-time faculty of 54. The School offers numerous degreeprograms, at the bachelors, masters, and doctoral levels, and is accredited by CAEP, as well asappropriate program-level accreditations. Further information about the School can be found at:http://www.duq.edu/academics/schools/educationThe Dean is the chief academic officer of the School of Education and reports to the Provost andAcademic Vice President. The Dean assures the quality of academic programs, directs organizationaland curricular planning and development, and participates in policy formation for the University. TheDean also oversees fundraising, budgeting, and faculty and staff recruitment, evaluation, anddevelopment for the School.An earned doctoral degree within the larger field of education is required. Additionally, the successfulcandidate will have: • a comprehensive awareness of, and sensitivity to, all of the fields integral to the School of Education: teacher education, instructional technology, counselor education, school psychology, special education, educational leadership, and educational foundations; • a record as an accomplished scholar, to have included a demonstrated research agenda in one or more of the above-mentioned fields; • a demonstrated record of teaching excellence and a passion for pedagogy; • an interest in (and commitment to) the linking of teaching and scholarship in innovative ways; • a demonstrated commitment to grantsmanship and fundraising activities; • a style of leadership that promotes the direct involvement of faculty and staff in decision- making, inspires and facilitates trust and collaboration, cultivates teamwork and leadership among faculty and staff, and motivates multiple constituencies within the school; • a capacity for advocacy and outreach, on behalf of Education, at the university, community, regional, and national levels, including strengthening existing community partnerships and collaborations; • a commitment to achieving academic excellence in a learner-centered, multidisciplinary School of Education; • an understanding of national policies and trends in education, including accreditation, as well as the ability to translate these national issues into the local environment; • an appreciation (and demonstrated record) of recruiting, retaining, and supporting an excellent faculty and staff; and • a demonstrated competence in fiscal and resource management, including attentiveness and responsiveness to the marketplace.Duquesne University is committed to attracting, retaining and developing a diverse faculty thatreflects contemporary society, serves our academic mission, and enriches our campus community.The successful candidate should, in the spirit of the city of Pittsburgh, be a builder of bridges:between departments within the school, between the school and the whole of the university, andbetween the school and the vibrant public and Catholic educational communities of Pittsburgh andWestern Pennsylvania. A strong commitment is expected to the University mission, which stresses thevalue of diversity – of people, ideas, talents, and faiths. Applicants should describe how they mightsupport and contribute to this mission. As a charter member of the Ohio, Western PA and West Virginia Higher Education RecruitmentConsortium (HERC), we encourage applications from members of underrepresented groups andsupport dual-career couples.Duquesne University uses Interfolio to collect all faculty job applications electronically. Applicationmaterials must include a letter of application, current curriculum vitae, and the names and contactinformation of at least five professional references (including names, street and email addresses, andtelephone numbers) to: apply.interfolio.com/30223. The application review process will beginOctober 23, 2015 and will continue until the position is filled. Please direct any questions about thisopportunity to Seth Beckman at beckmans@duq.edu

Motivated by its Catholic identity, Duquesne values equality of opportunity both as an educational institution and as an employer.

Dean of the College of BusinessBryant University seeks a visionary and collaborative leader to join itsadministration as the Dean of the College of Business. Throughout its 152year history, Bryant University has been recognized for innovative academicprograms that are marketplace driven and highly attuned to the emergingneeds of the economy and society. The historical strength of Bryant Universityis in its business programs: the Dean will lead the faculty in strengtheningexisting programs; anticipating emerging needs; and collaborating in Bryant’ssignature model of business/liberal arts collaboration. The Dean will report to Glenn Sulmasy, JD, LLM, who joined Bryant as the inaugural Provost in March, 2015. Serving as a senior member of theacademic leadership team of the University, the Dean will advance the visionof the College of Business and enjoy a strong collaboration with the Dean of the College of Arts and Sciences. The Dean will be responsible for theoversight of all academic and administrative functions of the College; will be involved in faculty recruitment and career support; will support diversityinitiatives and innovative curriculum development; and will provide leadershipin areas of innovative teaching and technology-supported instruction. In 2014, a committee of faculty leaders engaged in a participatory process and developed a strategic plan for the College of Business which is in its finalstages of refinement. The College of Business plan aligns with the University-wide strategic plan Vision 2020: Expanding the World of Opportunity. Since its founding in 1863, Bryant University has been building the knowledgebase and character of students to help them achieve success. Bryant is proud of its reputation as a student-centered University, focused on providingrigorous academic programs that integrate business and liberal arts to developthe skills and critical thinking that are essential in every profession.The College of Business integrates business specialties with the depth andbreadth of a large business school and the individualized attention and senseof community of a small college. Bachelor degrees are offered in BusinessAdministration; Information Technology; and International Business. TheGraduate School of Business offers advanced degrees in businessadministration, taxation, and accounting and provides students with practical experience, a deep knowledge base in their field, and access toBryant’s deep contacts in the business community of the region. Candidates should have a terminal degree in business or a related field withan academic record that makes them appointable at the level of full professor;should have a record of accomplishment in a leadership role in highereducation; should demonstrate commitment to teaching and research; andshould be ready to fully engage on a leadership team that values collaboration,innovation, and commitment to excellence. Inquiries, nominations and applications are invited. Review of applications willbegin in late September, and will continue until the position is filled. For fullestconsideration, applicant materials should be received by September 25, 2015.Candidates should provide a curriculum vitae and a letter of application thataddresses the responsibilities and requirements described in the LeadershipProfile available at www.wittkieffer.com. These materials should be sentelectronically via e-mail to the Bryant University consultants Sheila Murphy andAnn Yates at BryantBusinessDean@wittkieffer.com. The consultants can bereached by telephone through the desk of Felicia Kowalczyk at 630-575-6936.

Bryant University values diversity and is committed to equal opportunity for all persons regardless regard to race, color, religion, sex, sexual preference or orientation, gender identity or expression, national origin, age, ethnicity, disability, protected veteran or marital status or any other status protected by law.

Smithfield, RI

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Deans A105

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sea grant institution located 75 miles northeast of Atlanta. The University of Georgia is an Equal Opportuni-ty/Affirmative Action employer. All qualified applicants will receive con-sideration for employment without re-gard to race, color, religion, sex, na-tional origin, disability, gender iden-tity, sexual orientation or protected veteran status.

International Relations/Public Poli-cy: The School of Global Policy and Strategy (GPS), (formally the Gradu-ate School of International Relations and Pacific Studies (IR/PS)) is seek-ing a tenure-track Assistant Professor in the field of comparative politics, in-ternational relations, political econ-omy or public policy; position to be-gin July 1, 2016. The candidate should have significant regional or country expertise in Latin America or East or Southeast Asia outside China. Appli-cants must have a PhD conferred or to be completed by July 1, 2016. The teaching and research environment at the School combines a strong com-mitment to high quality disciplinary work with an interest in current po-litical and policy issues. GPS is com-mitted to academic excellence and diversity within the faculty, staff and student body. Preferred candidates should demonstrate the highest stan-dards of professional research, teach-

ing, and service and contribute to our commitment to diversity, equity and inclusion in higher education. Salary is commensurate with qualifications and based on University of California pay scales. Review of applications will begin September 15, 2015 and contin-ue until the position is filled. To Ap-ply: Candidates should submit: a cur-riculum vitae; two writing samples; a personal statement that includes a description of research, training, and teaching; a summary of past or po-tential contributions to diversity (see http://facultyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp); and three (3) letters of reference. All applicant materials including referee infor-mation should be submitted via UC-SD Academic Personnel On-Line at https://apol-recruit.ucsd.edu/apply/JPF00870. The University of Cali-fornia is an Equal Opportunity/Af-firmative Action Employer. All qual-ified applicants will receive consider-ation for employment without regard to race, color, religion, sex, national origin, disability, age or protected vet-eran status.

International Studies: Visiting Re-search Fellowship. Kroc Institute for International Peace Studies. Univer-sity of Notre Dame. Location: Notre Dame, Indiana. Employment level:

Fellowship. Application deadline: De-cember 7, 2015. Website: http://kroc.nd.edu/research/grants-and-fellow-ships/apply-visiting-research-fellow-ships .The University of Notre Dame’s Kroc Institute for International Peace Studies is a leading center for research on strategies of sustainable peace and the causes of violent conflict. The Kroc Institute invites scholars to apply for Visiting Research Fellowships for the 2016-17 academic year (one or two semesters). The Institute seeks schol-ars who will actively integrate their research with the following ongo-ing Kroc research initiatives: Gender and Conflict/Peacebuilding; Diaspora Communities, Conflict & Peacebuild-ing: Peace Studies (open). Fellows re-ceive a stipend of $25,000 or $30,000 per semester, depending on seniority. Furnished housing is provided. Visit-ing Research Fellows participate fully in the life of the Kroc Institute. Apply online at: http://kroc.nd.edu/research/

grants-and-fellowships/apply-visiting-research-fellowships .

Japanese: The Massachusetts Insti-tute of Technology’s Global Studies and Languages Section invites appli-cations for a tenure-track position in Japanese Studies at the level of Assis-tant Professor, to begin in Fall 2016 (employment begins July 1, 2016). Candidates must hold a completed Ph.D. by the start of employment. Preference will be given to candidates with two years of academic teaching experience at the college or university level, and clear evidence of scholarly development. Teaching duties include mid-tier and upper-level undergradu-ate courses in Japanese Studies. Na-tive, or near-native, fluency in Japa-nese and English is required. Appli-cants should have a specialization in Japanese Studies with direct relevance to research areas such as media and the arts; urban, youth and/or popular

cultures; gender or ethnic studies; or Japanese history, literature, anthro-pology, or cultural studies. Applicants must have significant scholarly work that is published or currently in press. Digital humanities projects will also

be considered. MIT expects a highly productive and innovative research program as part of the requirements for tenure. MIT is an Equal Opportu-nity/Affirmative Action employer and strongly encourages applications from

Vice President for Academic A� airs and Dean Based in Berkeley, California, Paci� c School of Religion (PSR) is a progressive, multidenominational seminary and center for social justice that prepares theologically and spiritually rooted leaders to work for the well-being of all.

PSR seeks a Vice President for Academic A� airs and Dean. Review of applications will begin immediately. � e new Dean is expected to take o� ce on or about June 1, 2016.

To view the job description, please visit psr.edu/deansearch

Academic A� airs and Dean

Academic Dean and Vice President of Academic Affairs

Western Theological Seminary is an evangelical and ecumenical community of faith and learning in the Reformed tradition that serves the church of Jesus Christ by preparing Christians called by God to lead the church in mission.

With 22 full time faculty, WTS offers M.Div. (residential and distance-learning), M.A., Th.M., and D.Min. degree programs, and graduate certi�cate programs.

The dean is responsible for faculty support/supervision, design, implementation, and evaluation of academic programs and policies, and oversight of the Formation for Ministry department and the library.

The successful candidate will be a person of strong Christian faith, sympathetic to the Reformed tradition and Doctrinal Stan-dards of the Reformed Church in America (RCA), trustworthy, courageous and humble before God, and able to lead faculty in a way that builds up our community of faith and scholarship.

The dean will have an earned Ph.D. or equivalent in a �eld appropriate to theological curriculum, teaching experience at an academic institution, and a distinguished record of scholarship.

Direct inquiries, applications and nominations to Rayetta Perez, Executive Assistant to the President, WTS, 101 E. 13th St., Holland, MI 49423 or rayetta@westernsem.edu. For full details go to www.westernsem.edu/about/jobs/.

To ensure full consideration, please supply materials by December 7, 2015. Women and members of racial-ethnic minority groups are encouraged to apply.

St. Ambrose University invites applications, nominations and inquiries for the position of Dean of the College of Arts and Sciences. Reporting directly to the Provost & Vice President for Academic and Student Affairs, the Dean serves as the academic officer of the College providing leadership and oversight for the strategic, academic, and administrative affairs of the College. The University seeks a visionary leader who is able to build upon the College's achievements and to further its mission.

The College of Arts and Sciences offers diverse academic programs that feature highly qualified faculty who are committed to teaching excellence and a wide range of research interests and creative endeavors. Through its commitment to the Catholic Intellectual Tradition, the arts, sciences, humanities, and social sciences flourish at St. Ambrose. The College encourages innovative, interdisciplinary endeavors, evidenced by our yearly academic theme, which coordinates speakers, conferences, and artistic expressions in order to foster college-wide engagement.

The College of Arts and Sciences houses 33 undergraduate degree programs and 3 graduate programs and is comprised of 111 faculty and 21 administrative staff; 95% of the full-time faculty members hold doctoral or terminal degrees.

The successful candidate will have a record of demonstrated leadership and successful interdisciplinary collaboration, including with people and programs outside of the arts and sciences; managerial and organizational skills and political acumen to navigate an academic setting; exemplary interpersonal and communication skills; a vision for leading the College's diverse disciplines in a rapidly changing educational environment; a keen sense of extramural funding; and a commitment to the mission of the college and the university. She or he must embrace the highest academic and intellectual standards and foster an environment of scholarship and creativity that maintains the College's commitment to undergraduate and graduate level education. A terminal degree and a record of scholarship in a field represented in the college is preferred.

An independent comprehensive diocesan university of 3,500 undergraduate and graduate students, St. Ambrose University is located in Davenport, Iowa, part of a metropolitan bi-state region along the scenic Mississippi River. The University's curricula are firmly grounded in the liberal arts and in its other core values of Catholicity, integrity, lifelong learning, and diversity. See www.sau.edu for further information.

Review of applications will begin September 15 and continue until the position is filled. Apply on-line at http://www.sau.edu/Human_Resources/Jobs.html and attach a cover letter and curriculum vitae, which includes at least five references. Nominations and inquiries about this position may be directed to Dr. Regina Matheson at 563-333-5838 and MathesonReginaM@sau.edu or Dr. Brenda Peters at 563-333-6417 and PetersBrendaJ@sau.edu. EOE

Dean of the College of Arts & Sciences

The University of Michigan-Flint invites nominations and applicationsfor the position of Dean of the School of Health Professions and Studies.

The University of Michigan-Flint is a regional campus of the Universityof Michigan in an urban setting, with a growing enrollment of over 8,500students. Undergraduate and graduate degree programs are offered throughfour schools/colleges: the College Arts and Sciences, the School ofEducation and Human Services, the School of Health Professions andStudies, and the School of Management. The University provides a richmix of 117 Bachelors, 21 Masters, and five Doctoral programs across thefour units. This combination of high quality liberal arts and professionaland graduate programs in an urban institution is unique and shapes theinstitution’s culture and opportunities. With over 550 faculty (350+ tenuredor tenure track) and 500 staff, the University is advancing its mission inimplementing a strategic plan that emphasizes modest enrollment growth,improving student success and retention, the building of resources tosupport our growth, and increased engagement of students and faculty inexperiential learning, research, and interdisciplinary programs.

The School of Health Professions and Studies is comprised of threeacademic departments: Public Health and Health Sciences, Nursing, andPhysical Therapy which offer academic, research, clinical, and communityservices. The mission of the School of Health Professions and Studies isto educate students to the highest standard in health professions.

The University of Michigan-Flint seeks a visionary and strategic leaderwith proven commitment to shared decision making and governance andexcellence in teaching, research, and service. Reporting to the Provost andVice Chancellor for Academic Affairs, the Dean is responsible for theoverall management and leadership of the School of Health Professionsand Studies. The Dean will lead the effort to develop and implement astrategic plan for the academic programs within the School, workingclosely with the faculty and the administrative staff. The School’s missionof excellence will be central to that vision. The Dean will also connect withalumni and community members to build productive external relations.

All applications and nominations will be held in the strictest of confidence.The Search Committee will begin reviewing candidates immediately andwill continue until the position is filled. Priority will be given tonominations and applications submitted before October 1, 2015.Applications should include a detailed resume, a statement summarizingthe applicant's personal vision and relevant leadership experience, as wellas preferred contact information and should be sent electronically (Wordor PDF files preferred) and in confidence, to:

Paul Chou, Senior Client Partner and Co-Managing Director, Global Education Practice

Michelle Ting, Senior AssociateKorn Ferry

umflint-shpsdean@kornferry.com The University of Michigan-Flint is a non-discriminatory, Equal

Employment Opportunity/Affirmative Action employer.

DEAN, SCHOOL OF HEALTHPROFESSIONS AND STUDIES

The University of New Hampshire invites nominations and letters ofapplication for the position of Dean of the College of Liberal Arts (COLA).The University of New Hampshire is a major research institution, providingcomprehensive, high-quality undergraduate and graduate programs at threebeautiful campuses located in Durham, Manchester, and Concord, NH. The College of Liberal Arts is the largest of the five colleges at the Universityof New Hampshire, serving 4,000 undergraduate students in 39 majors, and600 graduate students in 6 Ph.D. and 25 master’s programs. The College has215 tenured and tenure track faculty and 125 full-time non-tenure trackfaculty across 15 departments and 20 interdisciplinary programs, in fourdivisions: humanities, social and behavioral sciences, education, and the fineand performing arts. The College also includes six research centers, whichprovide support for both individual scholars and multidisciplinary teams. TheCollege provides the largest share of the core curriculum at the university, andcontributes significantly to international, Honors, and undergraduate researchopportunities across campus. The College places a high premium on bothundergraduate and graduate instruction. The scholarship of its faculty isdistinguished and both nationally and internationally recognized. The Collegegenerates approximately $6 to 10 million in sponsored research annually. Inkeeping with the land-grant mission of the University, the College alsoincludes many key community outreach activities in the fine and performingarts, public policy, education, and the humanities. The College subscribes tothe full integration of research and instruction that serves the full potential ofa research institution. More information about the College can be found athttp://cola.unh.edu/The successful candidate will have a distinguished record of scholarship orcreative achievement commensurate with appointment to the rank of fullprofessor with tenure within a COLA department. He or she will becommitted to the goals of a liberal education, be passionate about thesignificance of the liberal arts in that context, and be able to articulate avision of, and advocate successfully for the College. He or she mustdemonstrate skill and achievement in academic administration: thisincludes an understanding of the varied disciplines within a college ofliberal arts; a proven ability to foster support for interdisciplinary programsand institutes in the humanities and social sciences; a commitment to anddemonstrated record of support for research; and a recognition of how thefine and performing arts contribute not only to a liberal arts curriculum,but also to the outreach mission of a land-grant university. He or she shoulddemonstrate an understanding of the challenges and opportunities forinternationalizing the undergraduate experience, and integrating the needsof professional programs into the College mission. He or she will worktogether with chairs, faculty and departments to balance demands forexisting resources among the diverse departments within COLA. TheUniversity expects the dean to be an effective fundraiser. The dean mustwork collaboratively with diverse communities, and be committed torecruiting and retaining faculty and students who are members of groupstraditionally underrepresented in the College’s fields of study. Thesuccessful candidate will have an ability to form partnerships within andbetween colleges to build a dynamic learning enterprise while operatingwithin a decentralized budgetary environment.For further information, please visit: http://cola.unh.edu/dean-searchApplication: Review of applications will begin immediately and continueuntil the position is filled. Confidential nominations and applications thatinclude a letter of interest, curriculum vitae, and the names, telephonenumbers, and email addresses of five references should be sent by emailonly (in Word.doc format) to:

Paul Chou, Senior Client Partner and Co-Managing Director, Global Education Practice

Michelle Ting, Senior Associate, Global Education PracticeKorn Ferry

unh-cladean@kornferry.comThe University seeks excellence through diversity among its administrators, faculty, staff, andstudents. The University prohibits discrimination on the basis of race, color, religion, sex, age,national origin, sexual orientation, gender identity or expression, disability, veteran status,

or marital status. Application by members of all underrepresented groups is encouraged.

DEAN, COLLEGE OF LIBERAL ARTS

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women, minorities, veterans and indi-viduals with disabilities. Please sub-mit a letter of application, CV, three letters of recommendation (including one that specifically addresses your teaching profile), one writing sam-ple of published or publication-ready scholarship (no longer than 30 pages) in English, and two syllabi of under-graduate courses that you would be interested in teaching. Submission of one additional writing sample in Jap-anese is optional (and should be no longer than 30 pages). Priority will be given to applications received no lat-er than Wednesday, October 7, 2015. Please submit all application materi-als to:https://academicjobsonline.org/ajo/jobs/5737.

Law: Boston College Law School ex-pects to make two faculty appoint-ments in fields that might include con-stitutional law and/or taxation. Hiring rank would be dependent on the back-ground and experience of the appli-cant. Applicants must possess a J.D. or equivalent degree and outstanding academic credentials. Relevant ex-perience in private practice, govern-ment service, or a judicial clerkship is strongly preferred. Boston College is an Affirmative Action/Equal Op-portunity Employer and does not dis-criminate on the basis of on the basis of race, color, sex, age, religion, an-cestry, national origin, sexual orienta-tion, disability, veteran status, or any other classification protected under federal, state or local law. We strong-

ly encourage women, minorities and others who would enrich the diversi-ty of our academic community to ap-ply. To learn more about how BC sup-ports diversity and inclusion through-out the university please visit the Of-fice of Institutional Diversity at http://www.bc.edu/offices/diversity. Boston College, a Jesuit, Catholic university, is located in Newton, Massachusetts, just outside of Boston. Interested ap-plicants should contact: Diane Ring, Chair, Appointments Committee, at lawappts@bc.edu, or at Boston Col-lege Law School, 885 Centre Street, Newton, MA 02459. Founded in 1863, Boston College is a Jesuit, Catho-lic university located six miles from downtown Boston with an enrollment of 9,100 full-time undergraduates and 4,700 graduate and professional stu-dents. Ranked 31 among national uni-versities and a member of the Associa-tion of Research Universities, Boston College has 752 full-time and 1,080 FTE faculty, 2,750 non-faculty em-ployees, an operating budget of $886 million, and an endowment of approx-imately $2 billion.

Library: Assistant Professor, Librar-ies. Will teach/instruct in area of cat-aloging, research methodologies, li-brary services and resources; per-form cataloging; conduct scholarly re-search; and perform faculty service. Reqs: MS, Library and Information Sciences or closely related area. In-terested persons should mail their resume to Linda Ginn, University

of Southern Mississippi, 118 College Drive #5053, Hattiesburg, MS 39406. Must apply within 30 days of publi-cation and refer to Job #15254 to be considered. USM is an EEO/AAE employer.

Library: The Library Resource Cen-ter at Xavier University of Louisiana invites applications for Associate Di-rector, a twelve month non-tenure-track faculty position. The Associate Director coordinates and supervises the day-to-day operations of the li-brary and will work closely with and under the guidance of the Library Di-rector. The Associate Director must be knowledgeable in current and best practices of library resources, services and technology and possess, or have the ability to develop, strong admin-istrative and marketing skills. A Mas-ter’s degree from an ALA accredited institution in Library and Information Science is required with an additional advanced degree preferred. To apply, log into our online system at: https://jobs.xula.edu. Attach a letter of ap-plication, curriculum vitae, and con-tact information for 3 references ad-dressed to Dr. Lynette Ralph. Review of applications will begin October 15, 2015. All applications received before October 31 are assured consideration. EOE/AA.

Library: The University of California, Riverside (UCR) Library seeks ap-plications and nominations for an in-novative, dynamic, and deeply knowl-

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DEAN COLLEGE OF EDUCATION

Columbia, South Carolina

The University of South Carolina (USC) seeks a visionary and entrepreneurial leader to serve as Dean ofthe College of Education. The university is the state’s flagship institution and one of only 40 publicuniversities to earn the Carnegie Foundation’s top-tier designations in both research and communityengagement. With 25,000 undergraduates and over 8,000 students in graduate and professionalprograms, USC has 14 colleges and schools granting over 320 degrees at the bachelor’s, master’s,doctoral and professional program levels. In the past three years, the university has hired more than 200new tenure-track faculty members.The College of Education (COE) is a state and national leader in providing comprehensive preparationfor teachers, counselors, education administrators, athletic trainers, researchers and policymakers. Morethan 70 faculty members offer undergraduate, graduate and certificate program education to 1,200undergraduate and nearly 800 graduate students. With an annual operating budget of $20 million in FY2015 and more than $6.7 million in external grant funding, the COE includes 16 specialty centers andinstitutes and is divided into four academic departments: Educational Leadership and Policies,Educational Studies, Instruction and Teacher Education, and Physical Education and Athletic Training.The COE is committed to bridging theory, research and practice to promote excellence in teaching andlearning within and across educational contexts; conducting principled, free inquiry from diverseperspectives that promotes quantitative and qualitative scholarship to advance knowledge and practice;partnering with government agencies, P-12 educators, schools and districts, and professionalorganizations; and preparing educators to have a sincere understanding and appreciation of diversity. Appointed by the president and reporting to the provost, the new dean will be an experienced andcollaborative leader, committed and able to lead the COE to the next level of excellence. The positioncalls for a person with proven leadership and imagination who can help to build the research enterpriseof the College, strengthen the traditional collaborative engagement with the South Carolina community,and expand cross-college partnerships to best prepare teachers for the current and future educationallandscape.Isaacson, Miller, an executive search firm, has been retained by the University of South Carolina to assistwith the search. Inquiries, nominations and applications, including a resume and letter of interest, maybe directed in confidence to:

Monroe “Bud” Moseley, Vice President & DirectorAlan Wichlei, Vice President & Director

Phillip Petree, Senior AssociateC. J. Flournoy, Associate

Isaacson, Millerwww.imsearch.com/5528

The University of South Carolina does not discriminate in educational or employment opportunities ordecisions for qualified persons on the basis of race, color, religion, sex, national origin, age, disability,

sexual orientation, or veteran status.

OVERVIEWCalifornia State University, Los Angeles (Cal State L.A.) seeks an inspiring and innovative leader toserve as Dean of the College of Health and Human Services. Reporting to the Provost and VicePresident for Academic Affairs and working in collaboration with faculty, students and staff, the Deanwill provide dynamic, visionary leadership to build upon the strengths of the college and develop newopportunities to fulfill the College’s role as a model of intellectual and community engagement.

The Dean provides academic and administrative leadership to the 7 departments and schools in theCollege. It is home to 10 Baccalaureate degree programs and 9 Graduate degree programs. TheCollege has 75 tenure-track faculty, 185 lecturers and close to 6,000 students. With a budget ofapproximately $14,000,000, it generates more than 3,100 FTES.

Under new presidential and academic leadership, the university is engaged in an exciting period oftransformation as it revitalizes its curricula, fulfills its mission as an engine of social mobility byproducing well-prepared 21st century graduates, and bolsters its presence as a regional leader. Thisis an exceptional opportunity for a dynamic and talented individual to advance the College during anexciting time of change and renewal. The successful candidate will bring a commitment to studentsuccess and scholarship, a strategic vision to energize and support research and entrepreneurialactivities, and the ability to ensure administrative excellence as Cal State L.A. becomes a destinationcampus and a dynamic force in the L.A. region.

THE POSITIONThe Dean serves as the chief operating and academic officer of the College of Health and HumanServices and is responsible for creating and sustaining an environment in which academic excellenceis pursued by faculty, students, administrators and staff. With the Provost and other officers of theUniversity, the Dean participates in developing University policy and strategic planning andrepresents the College internally and in the larger community and region. To support the growth andsuccess of the college, the Dean also seeks broad-based support from external agencies and plays aleadership role in fundraising and development for the College.

The Dean is responsible for providing dynamic leadership to the College’s three departments andfour schools: Child and Family Studies, Communicative Disorders, Public Health, the School ofCriminal Justice & Criminalistics, the School of Kinesiology and Nutritional Science, the School ofNursing and the School of Social Work.

The successful Dean candidate will be an experienced academic administrator with the energy andinterpersonal and leadership skills necessary to achieve ambitious goals.

The full position description, including minimum and preferred qualifications is available throughthe following link: https://storbeckpimentel.com/pd/CSULA/HHS.pdf

APPLICATIONS AND NOMINATIONSThe “application” consists of a cover letter addressing the qualifications and interest in the position,current curriculum vitae, and a list of five (5) references. Additional information may be requested.For best review, applications should be submitted by October 16, 2015; however, the search willremain open until filled.

Direct inquiries, nominations, and applications to the following:

Sharon Tanabe, Partner or Emy Peña, PrincipalStorbeck/Pimentel & Associates6512 Painter AvenueWhittier, CA 90601Electronic submissions are preferred. Please email us atstsearch@storbeckpimentel.comCODE: CSULA HHSFor a confidential inquiry or nomination contact either Ms. Tanabe or Ms. Peña at 562-360-1612

California State University, Los Angeles is an Equal Opportunity/Title IX Employer.

DEAN, COLLEGE OF HEALTH AND HUMAN SERVICES

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Deans A107

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edgeable professional to serve as Wa-ter Resources Librarian. The clos-ing date to apply is October 9, 2015. For more information and to ap-ply: https://aprecruit.ucr.edu/apply/JPF00374. EEO/AA/ADA/Vets Em-ployer.

Management and Entrepreneurship: Carlson School of Management Uni-versity of Minnesota Tenure-Track Position in Strategic Management and Entrepreneurship The Strategic Management and Entrepreneurship Department at the Carlson School of Management, University of Minne-sota, invites applications from quali-fied candidates for a full-time, tenure-track position to begin in Fall, 2016. We are looking for an assistant who must be either ABD or have com-pleted a doctorate, and demonstrate a strong commitment to high quality research and teaching. We are partic-ularly interested in scholars doing re-search in, and ready to teach, strate-gy, or entrepreneurship. Faculty in the Strategic Management and Entrepre-neurship Department include Mary Benner, Sunasir Dutta, Dan Forbes, Russell Funk, Aseem Kaul, Jiao Luo, Ian Maitland, Alfred Marcus, Harry Sapienza, Gurneeta Vasudeva Singh, Myles Shaver, Paul Vaaler, Andy Van de Ven, Joel Waldfogel, Aks Zaheer, Sri Zaheer, and Shaker Zahra.The de-partment features a vibrant doctoral program and inter-disciplinary fac-ulty engaged in research using many different approaches with a keen fo-cus on quality scholarship. Several de-partment members are active as edi-tors or on the editorial boards of ma-jor journals. In addition, the Carlson School is recognized around the world as a leader in business education and research. To learn more about us, please visit our website at www.csom.umn.edu. The Carlson School is locat-ed in a vigorous business community. The area features the headquarters

of 19 Fortune 500 firms, a number of the world’s largest private companies, and a strong track record of entrepre-neurship and innovation. There are clusters of firms in high tech, medical devices, food and agriculture, and fi-nancial services, among others. Many faculty members pursue research proj-ects with local companies. The Twin Cities of Minneapolis and St. Paul are rated among the best metropoli-tan areas in which to live, highly re-garded for their thriving arts, music and theater. The University of Min-nesota is highly ranked nationally for research, and several department faculty maintain close ties with oth-er University departments, including Sociology, Economics, Psychology, as well as with the Medical School, the Engineering School, the Law School and the School of Public Policy. Ap-plications must be submitted online at www.umn.edu/ohr/emplyment (Job ID #303487). A cover letter, curric-ulum vitae, two letters of reference, a dissertation abstract and job mar-ket paper must be submitted online. Other research papers, if applicable, and copies of teaching ratings should be sent separately to smopost@umn.edu. We will start reviewing applica-tions October 31, 2015 so it is strongly recommended that a complete appli-cation be received by that date. How-ever, we will continue to accept ap-plications until the position is filled. Questions about the search should be directed to Ashley Furstonberg, Re-cruitment Committee Coordinator at smopost@umn.edu. The University of Minnesota is an equal opportunity ed-ucator and employer.

Marketing: Assistant/Associate Pro-fessor. Tenure-track. August 2016. Francis Marion University. Ph.D. desired. ABD considered. Position description and support services at http://www.fmarion.edu/about/posi-tions. EOE/AA.

Marketing: The MIT Sloan School of Management invites applications for a faculty position (all ranks) in the Marketing Group, beginning July 1, 2016 or as soon thereafter as pos-sible. Duties include teaching under-graduate and graduate level courses and research in Marketing or related disciplines. Applicants should possess or be close to completion of a PhD in Marketing or a relevant field by start of employment. Candidates can have a disciplinary concentration in any rele-vant area, including the Social and Be-havioral Sciences, Management Sci-ences, Economics, or other field. The Marketing Group is actively solicit-ing women and minority candidates, though all qualified applicants will be considered for this position. Applica-tions must include a cover letter, up-to-date curriculum vitae; three let-ters of recommendation; a brief state-ment of objectives and aspirations in research and education; and informa-tion about teaching experience, if ap-plicable. Please submit your applica-tion at http://sloanfacultysearches.mit.edu/marketing by November 20, 2015. MIT is an equal opportunity employ-er committed to building a culturally diverse intellectual community and strongly encourages applications from women and minorities.

Mathematics: Benjamin Peirce Fello-ship in Mathematics. The Department of Mathematics at Harvard University welcomes Fellowship applications for a Benjamin Peirce Fellowship. The appointment, which has the status equivalent to an Assistant Professor, is for three years. The position comes with a competitive starting salary for the nine-month academic year, which usually can be augmented by teaching at the Summer School or by working on a research contract, if funds are available. The teaching commitment is three half courses per year, includ-ing a one-term course on a subject of the fellow’s choice, if desired. The

Benjamin Peirce Fellows are expect-ed to take part in the usual task of ad-vising students. A Doctorate in Math-ematics is required by the time the appointment begins. Demonstrated excellence in teaching is desired. Ap-plications from all well qualified indi-viduals, especially women and minor-ity candidates, are highly encouraged. Harvard is an equal opportunity em-ployer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any oth-er characteristic protected by law. Ap-plications should be sent to: Benjamin Peirce Fellowship Hiring Committee, c/o Pamela Brentana, Department of Mathematics, 1 Oxford Street, Cam-bridge, MA 02138 and should include a letter of application, a CV, and teaching and research statements. In addition, three letters of recommen-dation should be sent to the Hiring Committee. However, we strongly en-courage applicants to apply through MathJobs.org. Completed applica-tions are due by December 1, 2015.

Mathematics: Preceptor in Math-ematics Harvard University Facul-ty of Arts and Sciences Department of Mathematics Position Descrip-tion: The Department of Mathemat-ics seeks applications for a preceptor in Mathematics. The appointment is expected to begin on July 1, 2016. The preceptor will be responsible for teaching two courses each semester as

well as doing a substantial amount of administrative and mentoring work. Preceptors work side by side with se-nior faculty on teaching, developing, and supporting sections of entry-lev-el courses through multivariable cal-culus and linear algebra. The position is for an initial appointment of three years, and may exceptionally be re-newed for another three years, con-tingent on performance, curricular need, position availability, and divi-sional dean approval. Basic Qualifica-tions: The successful applicant should have an advanced degree in mathe-matics and experience teaching math-ematics at the undergraduate level. Additional Qualifications: Appli-cants must have a strong background in advanced mathematics, preferably including a doctorate, and a sophisti-cated understanding of undergradu-ate teaching, learning, and curricu-lar issues generally. We are especial-ly interested in candidates with doc-umented expertise in the applications of mathematics to other disciplines and in the development of curricu-lum in these areas. Please document any relevant experience in this area as well as your success in the classroom and your organizational skills. Other essential qualities include initiative, good judgment, and the ability to work well on a team. Special Instructions: Please submit the following materials through MathJobs: https://www.math-jobs.org/jobs. 1. Cover Letter 2. Cur-riculum Vitae 3. Names and contact information of three to five references

(three letters of recommendation are required, and the application is com-plete only when all three letters have been submitted) 4. Teaching State-ment 5. Teaching Portfolio Priority will be given to applications received before December 11, 2015, but appli-cations will be processed on a rolling basis with a deadline of January 9, 2016. If you are planning to come to the 2015 Math Joint Meetings (http://jointmathematicsmeetings.org/jmm) we encourage you to get your appli-cation in well in advance of the meet-ings. Harvard University is an equal opportunity employer and all quali-fied applicants will receive consider-ation for employment without regard to race, color, religion, sex, national origin, disability status, protected vet-eran status, or any other characteris-tic protected by law. Contact Informa-tion: Pamela Brentana, Harvard Uni-versity, Mathematics Department, 1 Oxford. St., Cambridge, MA 02138 Contact email: pbrentan@math.har-vard.edu.

Mathematics: The Reed College Mathematics Department invites ap-plications for a tenure-track assistant professorship in mathematics, to be-gin in Fall 2016. Applicants should have a Ph.D. in mathematics with specialization in analysis or applied mathematics, broadly construed, and be committed to excellence in teach-ing and scholarship. Reed is a distin-guished liberal arts college with 1400 students that offers a demanding ac-

The University of Louisiana at Lafayette seeks a seasoned, innovative, and collaborative leader to assume theposition of Dean of the College of Education. Reporting to the Provost and Vice President for Academic Affairs,the dean will be expected to begin service in 2016.

Founded in 1900, the University of Louisiana at Lafayette is the largest member of the University of LouisianaSystem with a current enrollment of over 19,000 students. Designated a Carnegie high research activity institution,the University of Louisiana at Lafayette offers degree programs at the baccalaureate through doctoral levels in thecolleges of arts, education, engineering, liberal arts, nursing and allied health professions, along with the B.I. MoodyIII College of Business Administration, the Ray P. Authement College of the Sciences, University College, andthe Graduate School.

The College of Education includes the following departments: Counselor Education, Curriculum and Instruction,Educational Foundations and Leadership, and the School of Kinesiology. The Dean of the College of Educationwill promote faculty development, lead enrollment management and program marketing, build and maintainpositive and productive relationships among faculty and staff, encourage collaborative alliances within the area andstate, and work collaboratively with other stakeholders to develop the potential of the Cecil J. Picard Center forChild Development and Lifelong Learning. Candidates with demonstrated accomplishments in innovativepartnerships and policy development are preferred. The successful candidate will: have earned a terminal degreein a discipline appropriate to the College of Education; show evidence of accomplishments requisite for a seniorfaculty appointment in the college; possess a strong record of leadership as a faculty member, scholar, andadministrator; have a deep knowledge of trends related to education, counselor education and kinesiology; andpossess excellent interpersonal and communication skills. A complete position prospectus may be found atwww.agbsearch.com. Further information about the College of Education and the University of Louisiana atLafayette can be found at www.louisiana.edu.

Assisting the search will be: Garry W. Owens, Ph.D., Senior Consultant, AGB Search, gwo@agbsearch.com,806.239.3049 (mobile).

Prospective candidates are encouraged to initiate a conversation about this opportunity with Dr. Owens priorto submitting materials. Nominations and application materials should be submitted by the target date ofOctober 2, 2015, although expressions of interest may be considered until the position is filled. Applicationmaterials must include: 1) a letter of interest stating how the candidate's experiences and qualifications connectwith the required/preferred characteristics and strategic priorities expressed in the position prospectus; 2) acurriculum vitae; and 3) the names, addresses, telephone numbers, and email addresses of five references forfuture contact — please also include your professional relationship with each reference listed. All candidatenames will remain confidential, except for those individuals invited to campus interviews. Application andnomination materials should be submitted electronically to: ULDeanEd@agbsearch.com.

The University of Louisiana at Lafayette does not discriminate on the basis of race, color,national origin, age, religion, sex, sexual orientation, or disability in admission to, accessto, treatment in, or employment in its programs and activities as required by Title VI andTitle VII of the Civil Rights Act of 1964, Age Discrimination in Employment Act of1967, Age Discrimination Act of 1975, the Equal Pay Act of 1963, Title IX of theEducation Amendments of 1972, Executive Order 11246, Section 503 and 504 of theRehabilitation Act of 1973, Section 402 of the Vietnam Era Veterans ReadjustmentAssistance Act of 1974 and the 1990 Americans With Disabilities Act.

a g b s e a r c h . c o m

DEAN, COLLEGE OF EDUCATION

The University of South Florida St. Petersburg (USFSP) invites nominations of and applications fromdynamic and visionary individuals interested in assuming an exciting leadership opportunity as Dean ofthe Kate Tiedemann College of Business. The new dean will join an energetic and collegial universityleadership team, led by the Regional Vice Chancellor and the Chief Academic Officer. The dean will bethe senior officer responsible for providing the leadership and vision necessary for setting strategic,operational and financial directions for the College and will have overall responsibility for developingan effective, collegial environment that supports excellence in teaching, research and service.The Kate Tiedemann College of Business (KTCOB) offers 12 undergraduate degrees and two graduatedegrees to 1,122 students. Fully accredited by AACSB in both business and accounting, the College has astrong record of providing students with the skills to succeed in today’s global economy. Its award-winningfaculty and students are engaged both in and out of the classroom in activities that enhance learning andhelp area businesses, non-profits, and individuals. The College is assisted by a board of advisors andalumni dedicated to student achievement. A recent $10 Million endowment provides the College withmomentum to meet the challenges of the future consistent with USFSP’s Strategic Plan. The KTCOB’snew 68,000 sq ft building is scheduled to open in the fall of 2016.USFSP is located on the waterfront adjacent to downtown St. Petersburg, home to a vibrant and growingarts, entertainment, and culinary community. This setting offers a unique opportunity for a new dean tolead the KTCOB to an even higher level of academic excellence and community impact, building on theenergy of the University’s 50th Anniversary celebration in 2015.Required qualifications for the position are: an earned doctorate in a business related academic discipline;a notable record in teaching, scholarship and service sufficient to merit the rank of full professor in oneof the disciplines of the College; evidence of leadership and management skills consistent with the valuesand expectations of the University and of academic life; and an understanding of the principles ofphilanthropy and demonstrated ability to build relationships with community partners.The preferred qualifications are: • strong record of significant administrative experience in an academic environment;• creativity and capacity to lead the College in identifying and furthering its strengths and its

competitive advantages; • demonstrated successful fundraising;• successful experience with AACSB accreditation processes;• ability to work collaboratively with students, faculty, staff, university administrators, alumni, and

community leaders;• demonstrated commitment to student success and student-centered instruction; • demonstrated commitment to thoughtful shared governance;• evidence of successful recruitment, mentoring, and retention of a diverse faculty body;• strong communication skills and demonstrated success in building relationships with important

internal and external stakeholders; • administrative experience in graduate and online programs; • evidence of expertise in budget management and alignment of resource allocations with strategic

planning;• notable experience in business and industry; and• relevant international experience.Storbeck/Pimentel is assisting the University of South Florida St. Petersburg in the search. Initialscreening of applications will begin immediately and continue until a sufficient candidate pool isachieved. Nominations should include the name, position, address, and telephone number. Applicationmaterials should include a letter addressing how the candidate’s experiences match the positionrequirements, a resume and contact information for at least five references. Submission of materials asMicrosoft Word attachments is strongly encouraged. For best consideration, applications and

nominations should be provided by November 1, 2015. Requests for information and all written nominations and applicationsshould be directed to:Steve Leo, Vice PresidentVicki Henderson, Senior AssociateStorbeck/Pimentel & Associates, LPUSFBusiness@StorbeckPimentel.com610-572-4296

USFSP is an EO/Equal Access Institution. Welcoming…Diverse…Inclusive

DEAN OF KATE TIEDEMANN COLLEGE OF BUSINESS

A108 Deans THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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ademic program to bright and dedi-cated undergraduates. The success-ful candidate is expected to teach the equivalent of five semester courses per year and to supervise senior the-ses (required of all students). Further information about the position can be found at http://www.reed.edu/math-search. Applications must be submit-ted through the MathJobs.org web-site at http://www.mathjobs.org/jobs/Reed, and should include a cover let-ter, curriculum vitae, teaching state-ment, research statement, and three letters of recommendation. The cov-er letter should address how the ap-plicant’s teaching and scholarship are suited to the liberal arts college envi-ronment. Applications will be accept-ed until the position is filled, but they should be received by 25 November 2015 to guarantee full consideration. Reed community believes that cul-tural diversity is essential to the excel-lence of our academic program. All applicants are invited to address how their teaching, scholarship, mentor-ing, community service, or other ac-tivities could support Reed’s commit-ment to diversity and inclusion (http://www.reed.edu/diversity/). An equal

opportunity employer, Reed College encourages applications from mem-bers of underrepresented groups. Any questions may be directed to the chair of the search committee, Irena Swan-son, iswanson@reed.edu.

Mechanical Engineering Technology: The Manufacturing and Mechanical Engineering Technology (MMET) department in the Rochester Institute of Technology’s College of Applied Science and Technology (CAST) is currently seeking applications from exceptional candidates for a full-time, tenure-track position, to support the Manufacturing and Electrical Me-chanical Engineering Technology Programs. Candidates for this posi-tion will be expected to teach and al-so conduct externally funded research in areas related to systems engineer-ing, manufacturing automation, ad-ditive manufacturing, mechatronics, robotics, systems integration, and/or discipline based education. Assis-tant or Associate Professor Rank will be commensurate with qualifications. The position begins in the fall semes-ter of 2016. Responsibilities will in-clude teaching, research and service.

Teaching will include course and lab-oratory development, and delivery via classroom and online formats. Re-search will be expected in a well-de-fined area of focus that enhances and compliments the department’s stra-tegic research foci (https://www.rit.edu/cast/mmet/mmet-scholarship-fo-ci) including securing external fund-ing and peer-reviewed publications. Service will include contributions to the department, college and univer-sity; and maintaining a clear profes-sional development agenda to sup-port the department’s growth. Re-quired Minimum Qualifications: A Ph.D. in Manufacturing, Mechani-cal, Systems Engineering, or a relat-ed field or, a Ph.D in technical edu-cation with appropriate engineering/technical MS degree or ABD comple-tion prior to August 1, 2016 in fields described above. Approximately 2 years of relevant professional experi-ence is required by the expected date of hire. Demonstrated knowledge and ability to teach in one or more of the following areas: systems engineer-ing, manufacturing automation, addi-tive manufacturing, instrumentation & controls, robotics, computer aided

manufacturing (CAM), system model-ing and control, system design, devel-opment and simulation. Demonstrat-ed research in the areas listed above and/or discipline based education re-search as evidenced by peer-reviewed publications. How to Apply: Apply online at http://careers.rit.edu/facul-ty. Search: BR1910. Please submit the following: Cover letter; Curriculum Vitae; A separate one page statement for each of the following describing Your teaching philosophy and experi-ence, The research agenda and fund-ing sources you intend to pursue, and How you will contribute to RIT’s con-tinuing commitment to cultural diver-sity, pluralism, and individual differ-ences. For format of diversity state-ment click here. Names, addresses and phone numbers for three references. Applicants are encouraged to apply by October 12. Review of applications will begin October 15 and continue until a suitable candidate is found. RIT is an equal opportunity employ-er that promotes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov.

Mechanical Engineering: The De-partment of Mechanical Engineer-ing at the University of Alaska Fair-banks (UAF) invites applications

for a tenure track faculty position at the Assistant Professor or Associ-ate Professor level in the area of flu-id mechanics starting January 2016. Candidates should have a B.S. de-gree in Engineering and a Ph.D. de-gree in Mechanical Engineering or closely related field with a strong evi-dence of research in fluid mechanics. For further information and to ap-ply by September 15, 2015, applicants must follow the directions online at http://www.uakjobs.com/applicants/Central?quickFind=87615.

Mechanical Engineering: The Manu-facturing and Mechanical Engineer-ing Technology (MMET) department in Rochester Institute of Technology’s College of Applied Science and Tech-nology (CAST) is currently seeking applications from exceptional candi-dates for a full-time, tenure-track po-sition, to support the Mechanical, and Electrical Mechanical Engineering Technology Programs. Candidates for this position will be expected to teach and also conduct externally funded research in areas related to mechan-ical, automotive, aerospace, bio-me-chanics, energy, additive manufactur-ing and/or discipline based education. Assistant or Associate Professor Rank will be commensurate with qualifica-tions. The position begins in the fall semester of 2016. Responsibilities will

include teaching, research and ser-vice. Teaching will include course and laboratory development, and delivery via classroom and online formats. Re-search will be expected in a well-de-fined area of focus that enhances and compliments the department’s stra-tegic research foci (https://www.rit.edu/cast/mmet/mmet-scholarship-fo-ci) including securing external fund-ing and peer-reviewed publications. Service will include contributions to the department, college and univer-sity; and maintaining a clear profes-sional development agenda to support the department’s growth. Required Minimum Qualifications: A Ph.D. in Mechanical Engineering or an earned doctorate in a related field or, a Ph.d in technical education with appropri-ate engineering/technical MS degree or ABD with a completion prior to August 1, 2016 in the fields described above. Minimum 2 years of relevant professional experience. Demonstrat-ed knowledge and ability to teach in one or more of the following areas: mechanical, automotive, aerospace, bio-mechanical, controls, machine design, applied mechanics, comput-er aided engineering. Demonstrat-ed research in the areas listed above and/or discipline based education re-search as evidenced by peer-reviewed publications. How to Apply: Apply online at http://careers.rit.edu/facul-

Dean of the School of Health SciencesSince 1912, The College of St. Scholastica (CSS) has been preparing students for a life of purpose andmeaningful work by emphasizing the Catholic Benedictine values it was founded on. The College servesan enrollment of approximately 4,200 students in undergraduate and graduate degree programsthroughout six schools—health sciences, arts & letters, business and technology, education, nursing, andsciences. U.S. News & World Report consistently ranks CSS among the best colleges and universities in theregion for academic excellence and Money Magazine has cited the College in the top third of all four-yearcolleges in the country based on graduation rates, educational quality, affordability, and alumni earnings.The College of St. Scholastica is a vibrant, growing independent private college with its main campusoverlooking Lake Superior in Duluth—recently named the #1 Best Town by Outside magazine, extendedcampuses throughout Minnesota, and a growing graduate health sciences campus in Surprise, Arizona.

The PositionThe Dean of the School of Health Sciences (SHS) is a vital member of the senior academic leadershipteam providing vision and strategic direction for growing degree programs in athletic training, exercisephysiology, health informatics and information management, occupational therapy, physical therapy,physician assistant, and social work. Reporting to the Vice President of Academic Affairs, the Deanworks collaboratively with academic colleagues to ensure the quality of all academic offerings of theCollege—at both the undergraduate and graduate levels and in traditional, extended, and online formats.The Dean serves the faculty and administration while also championing the needs of students, supportscurricular innovation, and fosters excellence in teaching, scholarship, and service. As a leader, the Deanis responsible for: the strategic governance of the School—advancing School priorities to administrativeofficers including the planned expansion of SHS extended and graduate studies programs and facilities;promoting the College and SHS mission and goals; balancing and addressing the needs of all disciplineswithin the School; and serving as an active member of the Academic Council, as well as on other keycommittees and task groups. The recruitment, mentoring, and ongoing development of academic chairs,faculty, and staff (currently 45 faculty, six staff), and the management of a $7.5 million budget, teaching,and clinical resources are essential components of the Dean’s portfolio. Additional responsibilities:supporting student recruitment, retention, and success, inclusive of inter-professional experiences andthe development of practice ready skills; developing strong external and government relations that buildcommunity stakeholder support, alumni affinity, strengthen diversity initiatives, and support Collegeadvancement/fundraising efforts; and demonstrating a commitment to professional development andexcellence through active engagement in an academic discipline, substantive involvement in relevantprofessional associations, and through teaching and scholarship as schedule permits. An ability tosupport the College’s Catholic, Benedictine heritage and values, and to provide an excellent education tostudents in a rigorous yet supportive environment are essential to the success of the Dean of the Schoolof Health Sciences. This is an 11-month faculty position; rank and salary commensurate withqualifications. A 2016 appointment with flexible start date is anticipated.

QualificationsA doctoral degree is required with professional qualification in one of the health science disciplines -athletic training, exercise physiology, health informatics and information management, occupationaltherapy, physical therapy, physician assistant, or social work, preferred. Additional required qualificationsinclude: documented administrative and supervisory experience in higher education at the departmentchair or program director level or above; understanding of the trends and issues in health care deliveryand education; commitment to diversity, inclusiveness, and collegiality; and an established record ofexcellence in teaching, scholarship, and service to qualify for appointment at the rank of associate or fullprofessor. Experience with professional program accreditation, curriculum design, program assessment,faculty development, and grant development will also be important considerations in the selection ofthe next Dean of the School of Health Sciences.

Application and NominationReview of applications will continue until the position is filled. Applications received by October 23,2015 will be assured full consideration. Please submit a resume and cover letter that addresses how yourqualifications match those specified in the position statement via the SJG website atwww.spelmanandjohnson.com under the link Current Searches. Inquiries or nominations may bedirected to Valerie Szymkowicz at vbs@spelmanandjohnson.com.

SJG – The Spelman & Johnson GroupThe College of St. Scholastica – Dean of the School of Health Sciences

Valerie B. Szymkowicz, Senior Associate

Visit The College of St. Scholastica’s website at www.css.edu

The College of St. Scholastica is an equal opportunity employer committed to enriching education and promoting opportunity through a culturally diverse faculty, staff, and student body. Women and people of diverse racial, ethnic, and cultural

backgrounds and persons with disabilities are strongly urged to apply.

Drew University invites applications and nominations for the position of Dean of Libraries.

Reflecting Drew’s conviction that the Library should be the intellectual heart of the campus, the Dean of Librariesplays a central role at the University. Reporting directly to the President, the Dean is a member of the UniversityCabinet and an equal of the other three academic deans. The next Dean will be an integral member of theadministrative team of Drew’s new President, Dr. MaryAnn Baenninger, and will be part of the new direction andenergy she brings to the University. The organizational position of the Dean reflects Drew’s expectation that theleader of the Library will be truly an academic dean.

Founded in 1867 as a theological seminary in the United Methodist tradition, Drew is a small university with aunique cluster of schools: an undergraduate college of liberal arts and sciences, a graduate school offering a selectnumber of humanities-rich master’s and doctoral degrees, and a theological seminary that offers graduate degreesthat prepare students for church vocations as well as teaching and scholarship. In all three schools, the hallmarksof a Drew education are a student-centered faculty and staff, close student/faculty interaction, academically rigorousprograms, deep grounding in the humanities, an emphasis on experiential learning, strong interdisciplinaryperspectives, and extensive engagement with the community, both locally and internationally.

The University enrolls some 2200 students and has 270 faculty members. The largest of its schools, theundergraduate college of liberal arts and sciences, enrolls some 1500 students, 88 percent of whom live on campus.The University has a long tradition of civic engagement. Less than an hour from New York City, Drew hasdeveloped a variety of connections with the City as well as the local community in all three of its schools. Goingback to its founding as a theological seminary, it also has a long tradition of enrolling international students andhaving significant relations with other countries and cultures. Its recently-created INTO New York programaffords promising international students the opportunity to make a successful transition to American collegiateexpectations and provides access to Drew as well as several other colleges and universities in the greater New YorkCity area. In recognition of its pervasive commitment to civic engagement, Drew was recently awarded theCommunity Engagement Designation by the Carnegie Foundation for the Advancement of Teaching.

The Dean of Libraries has oversight of the University Library, which houses the collection for all three schools,and the United Methodist Archives and History Center. Together, the Libraries hold 643,000 print volumes,120,000 ebooks, 72,000 online journals, 315 databases—all searchable online from a single search box. TheUniversity Library is also a depository of federal and state government documents.

The United Methodist General Commission on Archives and History is the official archival repository for theUnited Methodist Church and contains the richest collection of United Methodist materials in the world. Drewalso has significant holdings in Willa Cather, Walt Whitman, Byron, 19th and 20th century cartoon and graphicarts, the New Jersey governorship of Thomas H. Kean, and theological and religious source materials.

The new Dean will be expected to lead the faculty and staff and students in recasting the vision for the Library asthe intellectual heart of the campus in ways that address Drew’s special needs and opportunities in the 21st century.This will require the new Dean to foster a culture of innovation and assessment and to develop new ways for theLibraries to support the University’s expanding programs of civic engagement and connections with the greaterNew York City area and the global community.

The successful candidate will be deeply grounded in the liberal arts and eager to look at old issues in new ways.This will require someone who is a natural collaborator, who works well with all members of the Universitycommunity, and who easily engages external constituencies and quickly becomes a valued partner in a variety ofprojects and conversations outside the University.

For further information about the position and instructions to apply, please visitwww.agbsearch.com/searches/dean-libraries-drew-university

For fullest consideration, the search committee would like to receive applications by September 28, 2015.

Please direct all inquiries and nominations to:

Robert Holyer, Ph.D.Senior Consultant

AGB Searchrkh@agbsearch.com

804-359-9370804-402-6735 (c)

Drew University is proud to embrace diversity, and encourages applications from all qualifiedindividuals. We are committed to fostering an inclusive and socially just campus environment,enhanced by the presence and participation of people of varying races, cultures, nationalities,ethnicities, geographic origins, socioeconomic classes, sexual orientations, genders, physical andlearning abilities, religions, and beliefs. This list is nonexclusive, and we recognize and valuethe variation within groups as well as the diversity among them. a g b s e a r c h . c o m

DEAN OF LIBRARIES

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Deans A109

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ty. Search: BR1908. Please submit the following: Cover letter; Curriculum Vitae; A separate one page statement for each of the following describing Your teaching philosophy and experi-ence, The research agenda and fund-ing sources you intend to pursue, and How you will contribute to RIT’s con-tinuing commitment to cultural diver-sity, pluralism, and individual differ-ences. For format of diversity state-ment click here. Names, addresses and phone numbers for three references. Applicants are encouraged to apply by October 12. Review of applications will begin October 15 and continue until a suitable candidate is found. “RIT does not discriminate. RIT is an equal opportunity employer that pro-motes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov”

Media/Instructional: Contract facul-ty position available August 19, 2016. Responsibilities: teach up to 4 class-es per academic semester in the ar-eas of media sales, management, pro-motion, copywriting, and other areas based on background and experience; collaborate with faculty in areas of re-sponsibility relating to curriculum, external relations, and building rela-

tionships with other departments; po-tential academic, student media, ad-vising for students and organizations, based on background and experience; perform duties relating to university governance, assignments to commit-tees, and other duties as required. For more information, please go to http://www.bsu.edu/hrs/jobpostings. Ball State University is an equal opportu-nity, affirmative action employer and is strongly and actively committed to diversity within its community.

Medicine: The Department of Pre-ventive Medicine at the University of Southern California, Keck School of Medicine is recruiting an Assistant Professor, tenure track, in the area of global health. Candidates should have a doctoral degree in a relevant discipline and a record of scholar-ship. The faculty member will be part of the Institute for Global Health and the Human Rights Program. The fac-ulty member will also have responsi-bilities for developing and/or teach-ing courses at graduate and under-graduate levels, and advising students within the department. To apply, send CV and cover letter to Susan Largent at slargent@med.usc.edu. USC is an equal opportunity/affirmative action employer. Women and minorities are strongly encouraged to apply.

Mexican Studies: Director, Center for US-Mexican Studies and Ten-ured Faculty Position. The School of Global Policy and Strategy, (formerly the Graduate School of International Relations and Pacific Studies) at the University of California San Diego is searching at the Associate or Full Professor level in the field of Mexican studies. The position is open with re-spect to discipline, including econom-ics, history, political science, public policy and sociology. The successful candidate would hold a position in the School and also serve as Director for the Center for U.S.-Mexican Studies (CUSMS). http://usmex.ucsd.edu/ at UCSD. The CUSMS is a leading in-stitute for social science research on Mexico. The Center supports poli-cy-relevant research on all aspects of

Mexico and US-Mexican relations, working in close collaboration with social scientists at Mexican institu-tions. The responsibilities of the po-sition include providing overall intel-lectual leadership of the Center, de-veloping relationships with research and policy institutions in Mexico, providing outreach to the bi-nation-al community, and generating extra-mural resources to support Center projects. The teaching and research environment at the School combines a strong commitment to high qual-ity disciplinary work with an interest in current political and policy issues. GPS is committed to academic excel-lence and diversity within the facul-ty, staff and student body. Preferred candidates should demonstrate the highest standards of professional re-

search, teaching, and service and to contribute to our commitment to di-versity, equity and inclusion in high-er education. Salary is commensurate with qualifications and based on Uni-versity of California pay scales. Re-view of applications will begin Sep-tember 1, 2015 and continue until the position is filled. To Apply: Can-didates should submit: a curriculum vitae; two writing samples; a personal statement that includes a description of research, training, and teaching; a summary of past or potential contri-butions to diversity (see http://facul-tyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp). All applicant mate-rials including referee information should be submitted via UCSD Aca-demic Personnel On-Line at https://apol-recruit.ucsd.edu/apply. The Uni-

versity of California is an Equal Op-portunity/Affirmative Action Employ-er. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, na-tional origin, disability, age or protect-ed veteran status.

Music/Music Composition: North-western University, Henry and Leigh Bienen School of Music. Assistant/Associate Professor. Begin Septem-ber 1, 2016. Qualifications: Required: Established national and/or interna-tional reputation as a composer; prov-en record of successful teaching; abil-ity to attract and recruit outstanding undergraduate/graduate students; M.M. or equivalent professional ex-perience. Preferred: Proven record of successful teaching in a school or

The University of New Hampshire invites applications for the position of Deanof the UNH Manchester campus. UNH Manchester was established in 1985as the sixth college of the University of New Hampshire and is considered theuniversity’s urban campus. With an exemplary professional staff and a facultydedicated to excellence in teaching and scholarship, UNH Manchester has adistinctive urban mission that emphasizes experiential learning and communityengagement.The largest city in northern New England, Manchester, is located less than onehour from Boston, the Durham campus, and the UNH Law campus inConcord. The Manchester campus is located near the city center in the historicPandora mill building, providing students, faculty, and staff with countlessopportunities for collaboration with business partners, government agencies,and nonprofits. With a focus on providing real-world experience, UNHManchester students collectively contribute more than 20,000 hours ofinternship, research, and volunteer service in Greater Manchester each year.The Dean at UNH Manchester is the chief academic and administrativeofficer, responsible for oversight of all college activities. The Dean providesdirect strategic leadership for all aspects of UNH Manchester’s undergraduatecurriculum and for oversight of the operations of the graduate programs. TheDean is also responsible for communicating the vision and goals of theCollege to community and professional constituencies in the greaterManchester area, and for seeking public and private funds to support thegoals of the college. The Dean will promote academic and support programsof the highest quality, and will seek out and foster innovative collaborativerelationships across UNH colleges, centers, and institutes. In addition, theDean will actively pursue mutually beneficial partnerships with externalpartners (i.e., other universities, community colleges, andcommunity/professional organizations) to expand and facilitate enrollmentof new and transfer students, and to create experiential learning andinternships opportunities for students.The University of New Hampshire seeks a dynamic, inspiring and creativeintellectual leader for the Manchester College. The successful candidate willhave a proven record of excellence in administration, strategic planning andpartnership building. A terminal degree in his/her discipline is preferred;however a Master’s degree with exceptional skills and/or experience will beconsidered. This position requires a demonstrated success in leadership rolesand a strong commitment to the values and mission of an urban publicinstitution in a community with diverse populations. The successful candidatewill have evidence of developing and strengthening internal and externalpartnerships and will bring to the job an understanding of the important issuesand trends in higher education. These trends include promoting internships,transfer student transitions, and creating new experiential learning opportunitiesfor students. He/she will have experience working with diverse communities,and special consideration will be given to candidates with experience inrecruitment, mentoring, and retention of diverse students, faculty, and staff. TheDean will have experience in developing and maintaining university-communityand university-business partnerships. Demonstrated excellence in written andoral communication and interpersonal skills is required.For further information, please visit: http://manchester.unh.edu/deansearchApplication: Review of applications will begin immediately and continueuntil the position is filled. Confidential nominations and applications thatinclude a letter of interest, curriculum vitae, and the names, telephonenumbers, and email addresses of five references should be sent by email only(in Word.doc format) to:

Paul Chou, Senior Client Partner and Co-Managing Director, Global Education Practice

Michelle Ting, Senior Associate, Global Education PracticeKorn Ferry

unh-manchester@kornferry.comThe University seeks excellence through diversity among its administrators, faculty, staff,and students. The university prohibits discrimination on the basis of race, color, religion,

sex, age, national origin, sexual orientation, gender identity or expression, disability,veteran status, or marital status. Application by members of all underrepresented groupsis encouraged. We welcome the opportunity to work with candidates to identify suitable

employment opportunities for spouses or partners.

DEAN OF THE UNH MANCHESTER CAMPUS

DEAN OF THE COLLEGE OF LIBERAL & CREATIVE ARTS

Nominations and applications are invited for the position of Dean of the College of Liberal & Creative Arts at San Francisco State University.

ABOUT THE COLLEGE. One of six colleges at SF State, the College provides unique liberal education opportunities for specialized focus,collaboration, interdisciplinary learning, and multidisciplinary pursuits in the liberal arts, humanities, creative arts, performing arts, andsocial sciences. It includes the Schools of Art, Cinema, Humanities & Liberal Studies, Music, Theatre & Dance and the Departments ofAnthropology, Broadcast and Electronic Communications Arts, Classics, Communication Studies, Comparative & World Literature, CreativeWriting, Design & Industry, English, Foreign Languages & Literatures, History, International Relations, Jewish Studies, Journalism,Philosophy, Political Science, Women and Gender Studies and individual programs in Global Peace Studies, Museum Studies and ReligiousStudies. The College has 282 tenured/tenure track faculty members, approximately 170 full and part-time lecturers, 115 support staff, anda student body of 8,292. The College is the largest of six Colleges and offers 32 undergraduate and 20 graduate degree programs and sixcertificates from world-renowned departments and programs. The College also includes several Research and Service Organizations (RSOs),including the Poetry Center and American Poetry Archives and the Paul K. Longmore Institute on Disability.

ABOUT THE UNIVERSITY. SF State is a large comprehensive urban university located in an unusually vibrant and beautiful city with arich intellectual and cultural life. The University has distinguished itself as an active center of academic scholarship, creative innovation, andcivic involvement. Through its six academic Colleges, SF State offers undergraduate and graduate instruction for professional and technicalcareers as well as a broad liberal arts education. SF State is a culturally diverse campus that is part of the 23-campus California State Universitysystem. SF State offers: bachelor’s degrees in 78 academic areas with an additional 45 areas of concentration, master's degrees in 62 academicareas with an additional 40 areas of concentration, along with 17 credential programs and 35 undergraduate and graduate certificateprograms. In addition, SF State offers a Doctorate of Education (Ed.D) in Educational Leadership, Ph.D. in education, with a concentrationin special education jointly with UC Berkeley; and a joint Master of Science in Physical Therapy leading to a clinical doctoral degree (D.P.T.)and a research doctorate for licensed physical therapists (DPTS) jointly with UC San Francisco.

QUALIFICATIONS. 1) an earned doctoral/terminal degree in an appropriate discipline in the College and an outstanding record of teaching,scholarship, and service; 2) a record of successful administrative leadership and/or professional experience; 3) a broad knowledge of theCollege’s diverse disciplines; 4) excellence in communication and interpersonal relationships. Ability to work collaboratively and effectivelyin a leadership capacity with administrators, faculty, staff, and students in an environment of shared decision-making and governance: 5) anappreciation for the mission of the College and the University and commitment to academic excellence, diversity and social justice; 6)experience with and commitment to fundraising; 7) demonstrated experience and skills in fiscal management and strategic planning suitablefor a complex and diverse College; 8) demonstrated management experience with and leadership of staff; and 9) the ability to workcollaboratively with faculty, staff, and students.

POSITION. The Dean is the chief academic, fiscal, and administrative officer of the College and reports to the Provost/Vice President forAcademic Affairs. The Dean has authority and responsibility for all aspects of curriculum planning and development; faculty and staffevaluation and development; and budget and facilities. S/he is responsible for setting priorities, policies, and budgets for the College; workingclosely with faculty, staff, administrators, and students; sustaining an environment of academic excellence; promoting collaboration andcooperation among academic units; providing encouragement and support for academic research; and building and maintaining closerelationships with alumni and the community. The Dean plays a leadership role in fundraising and representing the College to the externalcommunity.

COMPENSATION. The salary for this position is competitive, commensurate with experience and qualifications. A liberal benefits packageis provided and the position is included in the California State University Management Plan.

PROCEDURE FOR CANDIDACY. Send application letter, curriculum vitae, and contact information for a minimum of three references to:

Office of the Provost and VP for Academic AffairsChair, Dean Search Committee, College of Liberal & Creative ArtsSan Francisco State University1600 Holloway Avenue, ADM 455San Francisco, CA 94132-4111or send electronic applications to: dean_lca@sfsu.edu

Starting date is before July 1, 2016. Review of applications and nominations will begin on September 14, 2015. Late applications will beaccepted and evaluated until the position is filled.

The University is an Equal Opportunity employer with a strong commitment to diversity and encourages applications from women, members of all ethnic groups,

veterans, and people with disabilities.

A110 Deans THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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Conservatory of Music within a uni-versity; doctoral degree. Responsibili-ties: Teach undergraduate and gradu-ate composition and related courses; maintain professional career as com-poser; recruit and advise undergradu-ate and graduate composition majors; serve on doctoral committees. Rank: Assistant or Associate Professor. Ap-plication: Screening begins Monday, October 19, 2015 and continues until filled. Send letter of interest, curricu-lum vitae or resume, one compact disc of compositions which will not be re-turned; names, addresses and phone numbers of three references to: Mu-sic Composition Search Committee, c/o Ms. Tonya Glover, Northwestern University, Henry and Leigh Bienen School of Music, 70 Arts Circle Drive, Evanston, IL 60208-2405. Northwest-

ern is an Affirmative Action, Equal Opportunity employer. http://www.music.northwestern.edu.

Music: Music, Viola, Northwestern University, Henry and Leigh Bienen School of Music. Associate Profes-sor/Professor or Artist-in-Residence. Begin September 1, 2016. Qualifica-tions: Required: Established national and international reputation as artist/teacher; proven record of successful teaching; ability to attract and recruit outstanding undergraduate/graduate students. Preferred: Proven record of successful teaching in school or Con-servatory of Music within a universi-ty; master’s degree. Responsibilities: Teach and recruit undergraduate and graduate students; maintain profes-

sional career as artist/teacher; serve on doctoral committees. Addition-al teaching responsibilities include coaching chamber music, teaching courses in candidate’s areas of interest and abilities. Rank: Associate Profes-sor/Professor or Artist-in Residence. Application: Screening begins Mon-day, October 19, 2015 and continues until filled. Send letter of interest, cur-riculum vitae or resume, one record-ing of a recent performance; names, addresses and phone numbers of three references to: Viola Search Commit-tee, c/o Ms. Tonya Glover, Northwest-ern University, Henry and Leigh Bi-enen School of Music, 70 Arts Cir-cle Drive, Evanston, IL 60208-2405. Northwestern is an Affirmative Ac-tion, Equal Opportunity employer. http://www.music.northwestern.edu.

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Texas State University invites applications for the position of Dean of the College of Science and Engineering. Located in the burgeoning Austin-San Antonio corridor, the University is the largest campus in �e Texas State University System, and among the largest in the state (for more information, visit www.txstate.edu). �e College of Science and Engineering is comprised of the Departments of Biology, Chemistry and Biochemistry, Computer Science, Engineering Technology, Mathematics, and Physics; the Ingram School of Engineering; and the Program in Materials Science, Engineering and Commercialization. �e College o�ers a wide range of degrees, including doctorates in Aquatic Resources, in Mathematics Education, and in Materials Science, Engineering, and Commercialization. A PhD program in Computer Science is in development, and construction of a new engineering building is underway, with plans to expand enrollments and degree o�erings in engineering. �e College is engaged with the College of Education to advance STEM education and research at all levels. Visit http://www.cose.txstate.edu for more information about the College.http://www.cose.txstate.edu for more information about the College.http://www.cose.txstate.edu

�e Dean is chief academic and administrative o�cer of the College and reports to the Provost. �e Dean is responsible for leadership of the College in its e�orts to recruit, retain, and evaluate a diverse and distinguished faculty and to promote their professional development; to provide quality instructional programs and to support the activities of the varied units within the College; to increase scholarly production and externally funded research activity; to provide e�ective advising and other academic services; to promote collaborative relationships with industry and other external partners; and to work with University Advancement in fundraising and development e�orts.

Required Quali�cations: An earned doctoral degree; a record of intellectual and academic accomplishments su�cient for a tenured appointment at the rank of professor in an academic unit of the College; and university administrative experience at the level of department chair, school director, dean or higher (including experience with budgets, the tenure and promotion process, faculty and sta� hiring, and program development or assessment).

Preferred Quali�cations: Leadership and interpersonal skills necessary to promote and balance the interests of the varied units within the college; a strong record of funded research; a strong record of scholarly achievement; a commitment to promoting and embracing diversity; and experience working with industry and/or other external partners.

Application Procedures: Review of credentials begins immediately and will continue until the position is �lled. To assure full consideration, candidates should submit the following materials no later than November 1, 2015: a faculty application (http://facultyrecords.provost.txstate.edu/faculty-employment/application.html), a curriculum vitae, a letter of intent addressing how the candidate meets the required and preferred quali�cations, and a list of �ve references (with contact information). Materials should be submitted by email to Dr. Michael Hennessy, Dean, College of Liberal Arts, COSEDeanSearch@txstate.edu, with the subject line “COSE Dean Search Application.” All applications will be held in con�dence.

Texas State, in accordance with applicable federal and state law and institutional values, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, or veterans’ status. Pursuant to university policy, this policy also prohibits discrimination or harassment on the basis of sexual orientation, gender identity, and gender expression.

DEAN, COLLEGE OF SCIENCE AND ENGINEERING

Texas State University invites applications for the position of Dean of the College of Science and Engineering. Located in the burgeoning Austin-San Antonio corridor, the University is the largest campus in �e Texas State University System, and among the largest in the state (for more information, visit www.txstate.edu). �e College of Science and Engineering is comprised of the Departments of Biology, Chemistry and Biochemistry, Computer Science, Engineering Technology, Mathematics, and Physics; the Ingram School of Engineering; and the Program in Materials Science, Engineering and Commercialization. �e College o�ers a wide range of degrees, including doctorates in Aquatic Resources, in Mathematics Education, and in Materials Science, Engineering, and Commercialization. A PhD program in Computer Science is in development, and construction of a new engineering building is underway, with plans to expand enrollments and degree o�erings in engineering. �e College is engaged with the College of Education to advance STEM education and research at all levels. Visit http://www.cose.txstate.edu for more information about the College.http://www.cose.txstate.edu for more information about the College.http://www.cose.txstate.edu

�e Dean is chief academic and administrative o�cer of the College and reports to the Provost. �e Dean is responsible for leadership of the College in its e�orts to recruit, retain, and evaluate a diverse and distinguished faculty and to promote their professional development; to provide quality instructional programs and to support the activities of the varied units within the College; to increase scholarly production and externally funded research activity; to provide e�ective advising and other academic services; to promote collaborative relationships with industry and other external partners; and to work with University Advancement in fundraising and development e�orts.

Required Quali�cations: An earned doctoral degree; a record of intellectual and academic accomplishments su�cient for a tenured appointment at the rank of professor in an academic unit of the College; and university administrative experience at the level of department chair, school director, dean or higher (including experience with budgets, the tenure and promotion process, faculty and sta� hiring, and program development or assessment).

Preferred Quali�cations: Leadership and interpersonal skills necessary to promote and balance the interests of the varied units within the college; a strong record of funded research; a strong record of scholarly achievement; a commitment to promoting and embracing diversity; and experience working with industry and/or other external partners.

Application Procedures: Review of credentials begins immediately and will continue until the position is �lled. To assure full consideration, candidates should submit the following materials no later than November 1, 2015: a faculty application (http://facultyrecords.provost.txstate.edu/faculty-employment/application.html), a curriculum vitae, a letter of intent addressing how the candidate meets the required and preferred quali�cations, and a list of �ve references (with contact information). Materials should be submitted by email to Dr. Michael Hennessy, Dean, College of Liberal Arts, COSEDeanSearch@txstate.edu, with the subject line “COSE Dean Search Application.” All applications will be held in con�dence.

Texas State, in accordance with applicable federal and state law and institutional values, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, or veterans’ status. Pursuant to university policy, this policy also prohibits discrimination or harassment on the basis of sexual orientation, gender identity, and gender expression.

Texas State University invites applications for the position of Dean of the College of Science and Engineering. � e University of St. � omas in Houston, Texas is a private Catholic University committed to liberal arts and to the religious and intellectual tradition of Catholic higher education and the dialogue between faith and reason. Founded by the Basilian Fathers in 1947, the campus is located in the fourth largest city in the United States, near the world renowned Texas Medical Center, the Houston Museum District, and major performing arts venues, all of which are in close proximity to the downtown central business district. � e University’s rich history fosters engagement in a diverse, collaborate community. As a comprehensive university grounded in the liberal arts, we educate students to think critically, communicate e� ectively, succeed professionally and lead ethically.

� e University is accepting applications for two critically important leadership positions.

• Th e Dean of the School of Arts and Sciences and,• Th e Dean of the School of Education and Human Services.

General Description of the Positions:

Dean of the School of Arts and Sciences

Arts and Sciences is the university's school devoted to the humanities, drama and � ne arts, mathematics, international studies, social sciences, and natural sciences. � e school is home to a diverse group of departments, special programs, and centers. � e School o� ers 11 pre-professional programs, 28 undergraduate and 6 graduate degree programs, including the Ph.D. in � omistic philosophy, the only such program in North America. � e hallmark of its o� erings is a core curriculum that UST students of all majors complete. Rooted in the Catholic tradition of liberal arts, the School of Arts and Sciences is committed not only to respecting the distinctive contributions of each academic discipline but also seeking a higher synthesis of knowledge grounded especially in the mutually enriching dialog between faith and culture. � is core curriculum provides the foundation for a comprehensive and intensive liberal education. As part of a Catholic university, the School of Arts and Sciences encourages its students to inquire into ultimate truth and consider the relationship between reason and faith.

� e Dean of Arts and Sciences will service as the intellectual and administrative leader and representative of the faculty of the school. He or she will coordinate the goals and interests of diverse departments, ranging from theology and the humanities to science and the arts. � e Dean will oversee the core curriculum and encourage ongoing discussion of its content and meaning. � e Dean will encourage and support scholarly research and artistic creation, helping to identify appropriate sources of funding for these activities. � e Dean works collaboratively with the other academic deans, providing leadership for the academic mission of the institution. � is position reports to the Provost and Vice President for Academic A� airs.

Quali� cations:

� e candidate must hold a terminal academic degree in a � eld represented in Arts and Sciences. Being an established presence in his or her � eld, the candidate should be eligible for tenure and possess a signi� cant record of scholarly achievement. � e candidate must be deeply familiar with liberal education and the Catholic intellectual tradition and able to forcefully articulate their value. Candidates should demonstrate a commitment to a strong core curriculum or an experience of it in a college or university. A minimum of 5 years previous senior-level administrative experience is required. � is includes experience in enhancing student performance and retention, faculty development, budgeting and planning, � nancial management, organizational e� ectiveness, and an understanding of learning assessment and other initiatives that support institutional accreditation.

Dean of the School of Education and Human Services

Th e School of Education and Human Services is comprised of three distinct departments: Education, Criminology, Law, and Society, and Clinical Mental Health Counseling. It is the responsibility of the Dean to oversee the proper functioning of the departments and shall have primary responsibility for representing the views of the school faculty to all groups and persons external to the school, particularly to the central administration of the university. � e dean shall be responsible for the administration and conduct of the educational program of the school and for integrating the plans of the school with those of the university. � e dean shall enforce the policies and regulations adopted by the Board of Directors, the O� ce of the President, and the Faculty Senate. As the senior academic o� cer of the School, the Dean is responsible for the academic, personnel, � nancial, and administrative a� airs of the school. � e Dean is also responsible for communicating the vision and goals of the School to community and professional constituencies and seeking public and private funds to support the goals of the school. � e Dean works collaboratively with the other academic deans, providing leadership for the academic mission of the institution. � is position reports to the Provost and Vice President for Academic A� airs.

Quali� cations:

Th e candidate must hold a terminal degree in a discipline appropriate within a School of Education and Human Services. Five or more years of experience in higher education and/or public/Catholic schools/clinical mental health settings/criminology related work. � ree or more years of experience in a leadership role in settings appropriate for the departments of the school. Record of excellence in teaching and scholarship commensurate with the rank of Full Professor and eligibility for graduate faculty status and tenure at the time of appointment. Record of signi� cant administrative experience in higher education, including management of complex budgets and supervision of personnel. Knowledge of and experience in education, criminology or clinical mental health counseling. Signifi cant experience in transformative change and collaborative advancement. Experience in setting and articulating an academic vision, setting and executing a strategy, directing recruitment, and overseeing � nances and budgeting. Critical is an understanding of academic delivery to o� -campus locations as well as on campus and online.

Application Process

Interested and quali� ed applicants for either position are to submit a cover letter of application, curriculum vitae, a statement expressing their commitment to the mission of the University of St. Th omas and to Ex corde ecclesiae, and the names and contact information for at least three professional references electronically to recruiting@stthom.edu. Please reference Dean of Arts and Science or Dean of School of Education and Human Services. Review of applications will begin immediately and continue until the positions are � lled.

MULTIPLE POSITIONS DEAN

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Deans A111

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Nursing: The University of Virginia’s College at Wise, a division of the Uni-versity of Virginia, invites applications for the Thurston H. Strunk Endowed Chair in Nursing. The University of Virginia’s College at Wise is a nation-ally ranked four year undergraduate public liberal arts college located in the mountains of southwestern Vir-ginia. The successful candidate must have a Ph.D. in nursing and an estab-lished record of scholarship and ex-perience in nursing education. The College seeks an experienced educa-tor with a record of scholarship ap-propriate for a tenured appointment. Appointment to this tenure track po-sition will be at a level commensurate with experience. The Chair offers a reduced teaching load, discretionary research funds, and competitive sal-ary and benefits. To apply, please visit https://jobs.virginia.edu and search for posting #0617054. Complete a candi-date profile, attaching a current cv/resume, cover letter, unofficial tran-scripts and contact information for three references. For more informa-tion, visit our web page at http://www.uvawise.edu or contact Stephanie Per-ry at sdh9y@uvawise.edu or call 276-328-0240. UVa-Wise is committed to helping the campus community pro-vide for their own safety and securi-ty. Information on campus security and personal safety, including alerts, crime prevention tips and crime statis-tics may be found at http://www.wise.virginia.edu/campuspolice. UVa-Wise is an equal opportunity/affirmative action employer committed to excel-lence through diversity. Women, mi-norities, veterans and persons with disabilities are encouraged to apply.

Perfusionist: University of Michigan. Job duties include: Operate heart-lung machine to achieve total bypass, coro-nary perfusion, circulatory assist, par-tial bypass, hypothermic perfusion, re-spiratory assist or regional perfusion. Perform physiological measurements of hemodynamic functions. Perform procedures utilizing the intra-aortic balloon pump, Heamonetics cell sav-er and other related equipment. Uti-lize monitoring systems and related equipment. Modify current equip-ment, or use new equipment circuitry and techniques to meet patient needs. Confer with surgeons to become ac-quainted with nature of surgery and gather information to be used during set-up procedures of heart-lung ma-chine. Coordinate blood requirements for cardiac surgery schedule with the Blood Bank. Assist in maintaining schedule of adult, pediatric and in-fant cardiac surgery. Assist in main-taining parts inventory for heart-lung machine operation and maintenance. Process patient care orders using the electronic ordering system may be re-quired in certain areas. Serve as clini-cal preceptor for perfusion students, residents, fellows and staff. Teach stu-dents all aspects of clinical perfusion. Supervise and train students. Review student workups and perfusion plans. Evaluate student performance. Per-form other related duties as assigned. Requirements: Bachelor’s or higher degree, or foreign equivalent degree, in cardiovascular perfusion. Work Schedule: Full time, Day/Evening ro-tation, with on-call. The University of Michigan Health System improves the health of patients, populations and communities through excellence in education, patient care, commu-

nity service, research and technolo-gy development, and through leader-ship activities in Michigan, national-ly and internationally. Our mission is guided by our Strategic Principles and has three critical components; patient care, education and research that to-gether enhance our contribution to so-ciety. Application Deadline: This job may be removed from after 30 days of publication. Please mail resume in c/o Kris Peterson, University of Michigan, CVC-4157, spc. 5863, 1500 E Medical Center Dr., Ann Arbor MI, 48109. Review of applications will begin im-mediately. The University of Michigan is an equal opportunity/affirmative ac-tion employer.

Physician Assistant Studies: Assistant Professor. Tenure-track. July 2016.

Francis Marion University. Position description and support services at http://www.fmarion.edu/about/posi-tions. EOE/AA.

Political Science: The Department of Political Science at Swarthmore Col-lege invites applications for a three-year, non-tenure track position in comparative politics at the rank of Assistant Professor to begin in the fall semester of 2016. We are looking for candidates with 1) a broad teaching experience and research interests in [Greater] Europe‚?? the historical pat-terns of development and contempo-rary politics within and among Euro-pean states and the world; or in Mid-dle Eastern politics; 2) demonstrated excellence in undergraduate teaching; and 3) field work experience and sub-

stantive historical knowledge in some area of Greater Europe or the Middle East. A secondary interest in the com-parative politics of a related region of the developing world would be desir-able. Applicants should submit three syllabi, one for an introductory course and two for intermediate or upper-level courses. These syllabi represent an important part of the application. Candidates should also submit a cov-er letter, a short writing sample of not more than 40 pages, their c.v., grad-uate transcript, and three letters of recommendation through https://ac-ademicjobsonline.org/ ajo/jobs/5884. In your cover letter, please briefly de-scribe your current research agenda; what would be attractive to you about teaching in a liberal arts college en-vironment; and what background,

experience, or interests are likely to make you a strong teacher of Swarth-more College students. The deadline for applications is 19 October 2015. Swarthmore College is a highly selec-tive liberal arts college, located in the suburbs of Philadelphia, whose mis-sion combines academic rigor with so-cial responsibility. Swarthmore has a strong institutional commitment to in-clusive excellence through diversity in its educational program and employ-ment practices. The College actively seeks and welcomes applications from candidates with exceptional qualifica-tions, particularly those with demon-strable commitments to a more inclu-sive society and world.

Political Science: The School of Glob-al Policy and Strategy at UC San Di-

The University of Michigan-Flint invites nominations and applicationsfor the position of Dean of the College of Arts and Sciences.

The University of Michigan-Flint is a regional campus of the Universityof Michigan in an urban setting, with a growing enrollment of over8,500 students. Undergraduate and graduate degree programs areoffered through four schools/colleges: the College Arts and Sciences,the School of Education and Human Services, the School of HealthProfessions and Studies, and the School of Management. TheUniversity provides a rich mix of 117 Bachelors, 21 Masters, and fiveDoctoral programs across the four units. This combination of highquality liberal arts and professional and graduate programs in an urbaninstitution is unique and shapes the institution’s culture andopportunities. With over 550 faculty (350+ tenured or tenure track) and500 staff, the University is advancing its mission in implementing astrategic plan that emphasizes modest enrollment growth, improvingstudent success and retention, the building of resources to support ourgrowth, and increased engagement of students and faculty in experientiallearning, research, and interdisciplinary programs.

The University of Michigan-Flint seeks a visionary leader with provenstrategic and tactical leadership skills and commitment to sharedgovernance who desires to build collaborations emphasizing excellencein teaching, research, and service. Reporting to the Provost and ViceChancellor for Academic Affairs, the Dean of the College of Arts andSciences is the chief academic and administrative officer of the College.The Dean is charged with the responsibility for fulfilling the mission ofthe College and University, including promoting academic excellencein academic programs and in the teaching, research, and service offaculty; providing leadership for academic management that ensuresefficient course offerings, effective program advising, increased studentretention and timely completion of degrees; and, actively participatingin the community and enhancing effective partnerships betweenacademic programs, faculty, students, alumni, and communityorganizations.

All applications and nominations will be held in the strictest ofconfidence. The Search Committee will begin reviewing candidatesimmediately and will continue until the position is filled. Priority willbe given to nominations and applications submitted before October 1,2015. Applications should include a detailed resume, a statementsummarizing the applicant's personal vision and relevant leadershipexperience, as well as preferred contact information and should be sentelectronically (Word or PDF files preferred) and in confidence, to:

Paul Chou, Senior Client Partner and Co-Managing Director, Global Education Practice

Michelle Ting, Senior AssociateKorn Ferry

umflint-casdean@kornferry.comThe University of Michigan-Flint is a non-discriminatory, Equal

Employment Opportunity/Affirmative Action employer.

DEANCOLLEGE OF ARTS AND SCIENCES

DEAN OF THE COLLEGE OF HEALTH AND SOCIAL SCIENCES

Nominations and applications are invited for the position of Dean of the College of Health and Social Sciences at San Francisco StateUniversity.

ABOUT THE COLLEGE. One of six colleges at San Francisco State University (SF State), the College of Health and Social Sciences (CHSS)offers professional education in the health and human service disciplines. The College consists of the following academic units and associatedoffers professional education in the health and human service disciplines. The College consists of the following academic units and associatedoffers professional education in the health and human service disciplines. The College consists of the following academic unitsinstitutes: Child & Adolescent Development, Clinical Laboratory Science, Consumer & Family Studies/Dietetics, Counseling, Criminal Justice,Environmental Studies, Gerontology, Health Education, The Institute for Civic and Community Engagement, Kinesiology, The MarianWright Edelman Institute, Nursing, The Pacific Leadership Institute, Physical Therapy, Public Administration, Recreation, Parks & Tourism,Sexuality Studies, Social Work, Sociology, and Urban Studies and Planning. The common goal of each of the College's various programs isto assist students in developing competence in professional practice. This commitment to students produces graduates who continue to workeffectively with professional programs to preserve and promote the well-being of individuals, groups, and communities. CHSS consists ofapproximately 105 tenured/tenure-track faculty, 210 lecturers and 70 staff members. Average student enrollment is 6,500 each academicyear. For more information, see http://chss.sfsu.edu/about.

ABOUT THE UNIVERSITY. SF State is a large comprehensive urban university located in a vibrant and beautiful city with a rich intellectualand cultural life. The University has distinguished itself as an active center of academic scholarship, creative innovation, and civic involvement.Through its six academic Colleges, SF State offers undergraduate and graduate instruction for professional and technical careers as well as abroad liberal arts education. SF State is a culturally diverse campus that is part of the 23-campus California State University system. SF Statebroad liberal arts education. SF State is a culturally diverse campus that is part of the 23-campus California State University system. SF Statebroad liberal arts education. SF State is a culturally diverse campus that is part of the 23-campus California State Universityoffers: bachelor’s degrees in 78 academic areas with an additional 45 areas of concentration, master's degrees in 62 academic areas with anadditional 40 areas of concentration, along with 17 credential programs and 35 undergraduate and graduate certificate programs. In addition,SF State offers a Doctorate of Education (Ed.D.) in Educational Leadership, Ph.D. in Education, with a concentration in special educationjointly with UC Berkeley; and a joint Master of Science in Physical Therapy leading to a clinical doctoral degree (D.P.T.) and a researchdoctorate for licensed physical therapists (DPTS) jointly with UC San Francisco.

QUALIFICATIONS. Applicants for this position should have an earned doctorate from an accredited institution and possess an outstandingrecord of leadership and service to the community. Candidates must have successful management and administrative experience (at least 5record of leadership and service to the community. Candidates must have successful management and administrative experience (at least 5record of leadership and service to the community. Candidates must have successful management and administrative experience (atyears) including managing budgets and personnel. Candidates must possess a breadth of knowledge and experience in the varied disciplinesof the College. The candidate should have an understanding of academic excellence including teaching, research, and service. In addition, asuccessful candidate should demonstrate a commitment to multicultural students and service to the urban community as well as possessexcellent communication and interpersonal skills. Preferred qualifications include collective bargaining experience, demonstrated fund-raisingexcellent communication and interpersonal skills. Preferred qualifications include collective bargaining experience, demonstrated fund-raisingexcellent communication and interpersonal skills. Preferred qualifications include collective bargaining experience, demonstratability, and university teaching experience.

POSITION. The Dean is the chief academic, fiscal, and administrative officer of the College, and reports to the Provost/Vice President forAcademic Affairs. We seek a person of vision with proven leadership skills. This person should be able to communicate effectively; set Collegepriorities and policies; develop and manage College budgets; promote collaboration and cooperation among academic units; and work closelywith students, faculty, staff and administrators to foster and sustain an environment of academic excellence through a strong commitmentto teaching, research, scholarship, community service, and interdisciplinary endeavors. In addition, the Dean is expected to lead, support andensure ongoing development of academic and administrative college initiatives tied to the College Strategic Plan; to facilitate and supportefforts for external funding; and to promote relationships with alumni. The Dean should have a commitment to the College and Universitymission with a focus on diversity, equity and social justice, excellence in recruiting and retaining faculty and staff, and experience in buildingrelationships with the community.

COMPENSATION. The salary for this position is competitive, commensurate with experience and qualifications. A generous benefitspackage is provided and the position is included in the California State University Management Personnel Plan.

HOW TO APPLY. Send application letter, curriculum vitae, and contact information for a minimum of five references to:

Office of the Provost and VP for Academic AffairsChair, Dean Search Committee, College Health and Social Sciences

San Francisco State University1600 Holloway Avenue, ADM 455

San Francisco, CA 94132-4111or send electronic applications to: hssdean@sfsu.edu

Starting date is before July 1, 2016. Review of applications and nominations will begin on September 14, 2015. Late applications will beaccepted and evaluated until the position is filled.

The University is an Equal Opportunity employer with a strong commitment to diversity and encourages applications from women, members of all ethnic groups,

veterans, and people with disabilities.

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ego http://gps.ucsd.edu (formerly known as School of International Re-lations and Pacific Studies) invites ap-plications for a tenure-track Assistant Professor position in the field of poli-tics and public policy to begin July 1, 2016. Applicants should be new or re-cent PhD graduates with an outstand-ing record in a PhD program in po-litical science, public policy or eco-nomics. The successful candidate will have a background broadly in the field of public policy. Examples include political scientists within the fields of American, comparative or inter-national politics with focuses on: the politics of policy design; policy im-plementation or effectiveness; or, mi-cro-economists with a focus on regu-

lation, firms, and social welfare. GPS has a special interest in candidates who can teach in a new and develop-ing master’s in public policy (MPP) program while also contributing to the School’s larger mission of teach-ing public policy with an international focus. For the appropriate candidate there may be opportunities to work jointly between GPS and the Scripps Institution of Oceanography (SIO), the Jacobs School of Engineering, the School of Medicine or other units-but such an arrangement or interdisciplin-ary background is not a requirement for the position. Applicants must have a PhD conferred or to be completed by July 1, 2016. The School of Glob-al Policy and Strategy at UC San Di-

ego (UCSD) is committed to academ-ic excellence and diversity within the faculty, staff and student body. Pre-ferred candidates should demonstrate the highest standards of professional research, teaching, and service and contribute to our commitment to di-versity, equity and inclusion in high-er education. Salary is commensurate with qualifications and based on Uni-versity of California pay scales. Re-view of applications will begin Sep-tember 15, 2015 and continue until the position is filled. To Apply: Can-didates should submit: a curriculum vitae; two writing samples; a personal statement that includes a description of research, training, and teaching; a summary of past or potential contri-

butions to diversity (see http://facul-tyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp); and three (3) letters of reference. All applicant materials including referee information should be submitted via UCSD Academic Personnel On-Line at https://apol-re-cruit.ucsd.edu/apply/. The University of California is an Equal Opportuni-ty/Affirmative Action Employer. All qualified applicants will receive con-sideration for employment without re-gard to race, color, religion, sex, na-tional origin, disability, age or protect-ed veteran status.

Political Theory: The Department of Government and the Standing Com-

mittee on Degrees in Social Studies seeks to make a tenure-track appoint-ment in Political Theory at the level of assistant or untenured associate pro-fessor. The appointment is expected to begin on July 1, 2016. The appoin-

tee will teach and advise at the under-graduate and graduate levels. Doc-torate or terminal degree in Political Theory or related discipline required by the time the appointment begins. Demonstrated excellence in teach-

PROVOST AND VICE CHANCELLOR OF ACADEMIC AFFAIRS

The University of Wisconsin-Parkside invites applications for a Provost and Vice Chancellor of Academic Affairs. The Provost will provide academic and administrative leadership to achieve the highest standards of excellence in teaching and learning, scholarship, creative activity, and public and professional service.

More detailed information and application online: www.uwp.edu/explore/employment

AA/EEO Employer and a Real. Amazing. place to work.

Old Dominion University invites nominations and applications for theposition of Provost and Vice President for Academic Affairs. ODU,located in the City of Norfolk in coastal Virginia, is a dynamic publicresearch institution that serves its students and enriches theCommonwealth of Virginia, the nation, and the world through rigorousacademic programs, strategic partnerships, and active civic engagement.ODU delivers top-quality education to populations in need and providesinternationally-recognized research on issues of regional and nationalsignificance, such as sea-level rise and dropout prevention. ODU is alsoa leading institution in online education, with 70 programs online, andwith one of the most developed platforms and success rates (one in fiveODU students is enrolled purely online, with comparable graduationrates to residential students).The Provost will lead an exceptionally ambitious portfolio and will bethe steward of the institution’s academic priorities. The Provost servesas the chief academic officer, reporting to the President of the University.The Provost is a central figure in the leadership of the University andits primary champion of academic excellence, responsible for all of theinstitution’s academic programs and their associated faculty, staff, andresources.The Provost will work to implement the academic priorities of theUniversity’s Strategic Plan, a roadmap that will reshape the Universityand firmly establish ODU as a nationally and internationally recognizedpublic, doctoral, research university. More broadly, the Provost will playa leadership role in seizing the opportunity for ODU in SoutheasternVirginia. With a number of key strengths for the region—includingsignificant Department of Defense investment, ports of national,strategic importance (the largest deep water harbor on the East Coast)and tourism—ODU is capitalizing on its unique role as a centralconnection point for these industries by training the workforce,providing advanced research and engaging in meaningful communityservice to further the regional economy. The successful candidate will have the highest commitment to academicand scholarly standards. She or he must exhibit the vigor andimagination necessary to promote those standards effectively, and mustbe able to recognize and promote academic excellence in all its formsand at all levels of the University. The Provost must identify, improve,and increase opportunities for interdisciplinary collaboration in research,scholarship, creative activities and teaching among faculty at theundergraduate and graduate levels. Compelling candidates will bringrelevant budgetary experience necessary for the responsibility of the role.The University seeks a person with an earned doctorate or equivalentterminal degree with a record of scholarship, research, and teaching,suitable for appointment as a tenured full professor.All applications and nominations will be held in the strictest ofconfidence. Review of potential candidates will begin immediately.Applications should include a formal letter of interest and curriculumvitae/resume. Please email applications and nominations to:

Email: odu-provost@kornferry.comJackie Zavitz, Principal

Korn FerryIt is the policy of Old Dominion University to provide equal employment,educational and social opportunities for all persons, without regard to race,

color, religion, sex (including pregnancy), national origin, age, veteranstatus, disability, political affiliation, sexual orientation, gender identify or

genetic information.

PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS

DEAN OF THE COLLEGE OF EXTENDED LEARNING

Nominations and applications are invited for the position of Dean of the College of Extended Learning at San Francisco State University.

ABOUT THE COLLEGE. The College of Extended Learning (CEL) meets the educational needs of individuals and organizations, bothlocally and globally, by extending the resources of San Francisco State University. It currently employs 62 full-time staff as well as hundredsof extension education faculty. It oversees a variety of self-support programs, including professional and personal development classes, OpenUniversity, special academic sessions, and international professional trainings. The American Language Institute is a self-support programwithin CEL that provides intensive English language courses for international students to prepare for college-level study. The AmericanLanguage Institute is one of the oldest and most respected intensive English programs in the United States. The ALI has prepared internationalstudents to study in American universities for over 50 years.

ABOUT THE UNIVERSITY. SF State is a large comprehensive urban university located in an unusually vibrant and beautiful city with arich intellectual and cultural life. The University has distinguished itself as an active center of academic scholarship, creative innovation, andcivic involvement. Through its six academic Colleges, SF State offers undergraduate and graduate instruction for professional and technicalcareers as well as a broad liberal arts education. SF State is a culturally diverse campus that is part of the 23-campus California State Universitysystem. SF State offers: bachelor’s degrees in 78 academic areas with an additional 45 areas of concentration, master's degrees in 62 academicareas with an additional 40 areas of concentration, along with 17 credential programs and 35 undergraduate and graduate certificateprograms. In addition, SF State offers a Doctorate of Education (Ed. D.) in Educational Leadership, Ph.D. in education, with a concentrationin special education jointly with UC Berkeley; and a joint Master of Science in Physical Therapy leading to a clinical doctoral degree (D.P.T.)and a research doctorate for licensed physical therapists (DPTSc) jointly with UC San Francisco.

QUALIFICATIONS. The applicant will hold a doctoral degree and be able to function successfully in an environment that is bothentrepreneurial and bottom-line oriented. Applicants will demonstrate success in maintaining and supporting academic excellence, includingtheir own teaching and scholarly achievements, supporting faculty roles, conducting curricular assessments, and participating in accreditationtheir own teaching and scholarly achievements, supporting faculty roles, conducting curricular assessments, and participating in accreditationtheir own teaching and scholarly achievements, supporting faculty roles, conducting curricular assessments, and participating iprocesses. While the applicant may have served with distinction in a non-academic environment, in a university, or another learningorganization, s/he should have experience with self-support or for-profit organizational models and be comfortable using that experience toadminister within a university. In addition to a record of outstanding leadership and management using sound data-driven decisions, theapplicant should demonstrate expertise in working with an extraordinarily diverse community and be at ease in a variety of local and globalsettings, from grassroots organizations to corporate boardrooms.

POSITION. The Dean of the College of Extended Learning is the chief executive officer of the college. The Dean is the primary advocatefor the College of Extended Learning, both within and outside the University. The Dean is responsible for providing visionary leadership andsound fiscal management, for enhancing external strategic alliances, for maintaining excellent curricula and services, and for understandingrisk and investment issues. The Dean reports to the Provost/Vice President for Academic Affairs, and works in concert with other CollegeDeans, the Office of University Advancement, the Office of International Programs and other University units to advance the broader agendaof the University in its external environment. The Dean works closely with College of Extended Learning staff and administrators in settingpriorities, policies, and budgets; motivating and supporting the unit towards continuous improvement; and fostering and sustaining anenvironment of humane and effective human resource practices. The Dean should be conversant with technology mediated/distributedlearning practices. Finally, the person who serves as Dean should have as a high priority the goal of increasing access to its fee-based programsfor a diverse array of potential adult learners by increasing funding for scholarships and other forms of financial assistance directed towardeconomically disadvantaged yet qualified individuals.

COMPENSATION. The salary for this position is competitive, commensurate with experience and qualifications. A liberal benefits packageis provided and the position is included in the California State University Management Plan.

PROCEDURE FOR CANDIDACY. Send application letter, curriculum vitae, and contact information for a minimum of three references to:

Office of the Provost and VP for Academic AffairsChair, Search Committee Dean College of Extended Learning

San Francisco State University1600 Holloway Avenue, ADM 455

San Francisco, CA 94132-4111or send electronic applications to: dean_cel@sfsu.edu

Starting date is before July 1, 2016. Review of applications and nominations will begin on September 14, 2015. Late applications will beaccepted and evaluated until the position is filled.

The University is an Equal Opportunity employer with a strong commitment to diversity and encourages applications from women, members of all ethnic groups,

veterans, and people with disabilities.

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Deans    Executive A113

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POWERFUL RESULTSReal-Time Performance Metrics

Merrimack College, a private Catholic comprehensive college in the Boston suburb of North Andover,Mass., is an institution with great upward momentum. According to the 2014 U.S. News & WorldReport, Merrimack is one of the top 10 colleges in the northeastern United States and the only regionalcollege judged “up and coming” by higher education peers. For the past two years, Merrimack has beencited by Money Magazine as among the top 50 in the United States for “colleges that add the mostvalue” to students’ degrees. Founded in 1947 by the Archbishop of Boston and the Order of St. Augustine, Merrimack strives tocultivate global citizens who are prepared to lead in today’s diverse and changing environment.Merrimack offers more than 90 undergraduate academic programs; the college also offers graduate pro-grams in education, accounting, computer science, criminology, engineering, health sciences, manage-ment and public affairs. The College’s 3,400 undergraduate and graduate students come from more than 30 states and 25 coun-tries to form an engaged community of thinkers, learners and achievers integrated in an academic cul-ture of excellence, diversity and stature. The implementation of the College’s ten-year strategic plan,the Agenda for Distinction, has led to renewed energy and a sense of community. In the last five years,undergraduate enrollment has increased approximately 58% and Merrimack has hired more than 90new faculty members. Salary and benefits are highly competitive with institutions of similar caliber. The Dean of the School of Education and Social Policy reports to the Provost and is responsible foradvancing, developing, and managing the academic programs of the School. The School has a budgetof approximately $4 million, utilizing a RCM model. Approximately 700 undergraduate and graduatestudents are enrolled in the School. The School currently offers undergraduate majors in Education,STEM Education, Human Development, and Criminology as well as four M.Ed. programs and a M.S.in Criminology and Criminal Justice. There are currently 23 faculty and 10 staff in the School.Priorities for the next Dean include: faculty development, furthering the academic mission and growingthe intellectual capital of the School, fostering collaboration, attracting financial resources, developingnew degree and research programs that create new areas of focus for the School beyond education andsocial policy, and enhancing the reputation of the School. The Dean will hold a terminal degree, prefer-ably in a discipline offered by the School, and will be eligible for the rank of full professor and have arecord of teaching, scholarship, and service that merits appointment as a tenured professor. Information for ApplicantsReview of applications will begin in September 2015 and will continue until an appointment is made. For

best review, applications should be submitted by October 15, 2015.Application materials should include a cover letter, curriculum vitae, andthe names and contact information for five references. Nominations,questions, requests for information, and applications should be sent byemail to: MerrimackDOE@storbeckpimentel.com.

For more information about Merrimack College and its programs,please consult its website: www.merrimack.eduMerrimack College is an AA/EEO/ADA employer.

DEANSCHOOL OF

EDUCATION ANDSOCIAL POLICY

Provost-or-Dean, College of EngineeringLocated in the United Arab Emirates, positions for:

The American University of Sharjah (AUS), one of the premier institutions ofhigher education in the Middle East, seeks two accomplished academicadministrators for the following key leadership roles: Provost, and Dean,College of Engineering. AUS has achieved remarkable enrollment growth and academic distinctionsince its opening in 1997. The university now has approximately 5,500 studentsrepresenting 90 nationalities, 360 full-time faculty and 500 full-time staff. AUS is a non-profit, coeducational institution of higher education formed on theAmerican model and accredited by the Middle States Commission. Thespectacular campus, located thirty minutes from the Dubai International Airport, has proven to be an ideal setting for the promotion of cross-culturalunderstanding. Sharjah is known as a city of learning and culture, and theUnited Arab Emirates is a thriving and rapidly changing country of over 9 million inhabitants from throughout the world. For more information about the American University of Sharjah, please visit www.aus.edu. AUS welcomed its fourth Chancellor in the summer of 2014, Dr. Björn Kjerfve,who will continue the university’s trajectory toward excellence in education,research, and scholarship and expand its reputation as the university of choicein the region for students and faculty from across the globe. The successfulcandidates will demonstrate stellar academic credentials including an earneddoctorate, a significant research record, evidence of ability to secure funding,leadership and administrative ability, and understanding of and familiarity withthe American higher education model. An extraordinarily diverse institution,AUS seeks leaders who can negotiate cross-cultural complexity, contribute tocreating an environment characterized by collegiality and a sense of commonpurpose, and have a good understanding of the region.

Inquiries, nominations and applications are invited. Review of applications willbegin on September 1, 2015 and will continue until the position is filled. Forfullest consideration, applicant materials should be received by October 1,2015. Candidates should provide a curriculum vitae, a letter of application thataddresses the responsibilities and requirements described in the LeadershipProfile, and the names and contact information of five references. Referenceswill not be contacted without prior knowledge and approval of candidates.These materials should be sent, in confidence, electronically via e-mail to the university’s consultants, Lucy A. Leske and Jane E. Courson, atAUSProvost@wittkieffer.com for the Provost search; and Lucy A. Leske and Brian C. Bloomfield, at AUSDeanCEN@wittkieffer.com for the Dean,College of Engineering search. The American University of Sharjah is an equal opportunity employer.

PROVOSTThe Provost will play a key role in these efforts as the Chief AcademicOfficer of the University reporting directly to the Chancellor. The Provostprovides vision, leadership, and operational direction for the Deans andDirectors of the academic support services. In so doing, the Provostensures that the University’s curriculum and programs of research andservice continuously strive to improve in quality and content, consistent with the overall mission and strategic goals of the institution. The ProvostLeadership Profile is available at www.wittkieffer.com.DEAN, COLLEGE OF ENGINEERINGThe Dean, College of Engineering will continue to build on the strongreputation of the College and work with an accomplished faculty to advance the University’s mission. The Dean will be expected to work in acollaborative manner to develop a strategic agenda that includes creatingadditional doctoral programs, expanding research, and overseeing theplanned construction of a new state-of-the-art, 18,000 square-meter(193,750 square-feet) engineering and science building in 2016, which will position the college to capitalize on growing interest in engineeringeducation in the region. The Dean, College of Engineering LeadershipProfile is available at www.wittkieffer.com.

A114 THE CHRONICLE OF HIGHER EDUCATION    SEPTEMBER 4, 2015

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ing and research is desired. Candi-dates for a tenure-track appointment should also evince intellectual leader-ship and impact on the field and po-tential for significant contributions to the department, University, and wid-er scholarly community. Please sub-mit the following materials through the ARIeS portal (http://academic-positions.harvard.edu). The commit-tee will begin reviewing applications on September 15, 2015: 1. Cover letter 2. Curriculum Vitae 3. Teaching state-ment 4. Research statement 5. Candi-

dates for a tenure-track position are also required to submit names and contact information of 3-5 references (three letters of recommendation are required, and the application is com-plete only when all three letters have been submitted). We are an equal op-portunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national ori-gin, disability status, protected veter-an status, or any other characteristic protected by law. Applications from

women and minorities are strongly encouraged.

Politics: The Department of Inter-national Affairs at the University of Georgia invites applications for a se-nior Assistant or Associate Profes-sor position in the field of compara-tive politics/international relations, to begin in the fall semester of 2016. A distinguished record of scholarly pro-ductivity including external funding is expected. We seek a scholar with a specialization in global environmental

politics, broadly defined. Prospective candidates should send in electronic form a cover letter indicating interest and qualifications, a current curricu-lum vita, teaching evaluations dem-onstrating excellence in instruction, original transcripts, and three letters of recommendation to Global Envi-ronmental Politics Position c/o Bill Zachmann, Department of Interna-tional Affairs, University of Georgia, Candler Hall 309, Athens, GA 30602 (zachmann@uga.edu). Ph.D. in Polit-ical Science is required. Applications received by October 15, 2015 will be assured full consideration. Georgia is well known for its quality of life both outdoor and urban activities (http://www.georgia.gov). UGA (http://www.uga.edu) is a land/sea grant institution located 75 miles northeast of Atlanta. The University of Georgia is an Equal Opportunity/Affirmative Action em-ployer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, gender identity, sexual orientation or protect-ed veteran status.

Psychology: California State Univer-sity San Marcos expects to hire a ten-ure-track assistant professor for Fall

2016, in the field of Clinical Psychol-ogy. For complete description of po-sition and application procedures, please visit: http://www.csusm.edu/facultyopportunities/faculty_ jobs/CLINICAL%20PSYC_TT_1516.ht-ml. Deadline to assure full consider-ation is October 1, 2015.

Public Relations: Candidates must present evidence of the potential for developing a national reputation through a program of scholarship, a record of successful teaching, interest both in undergraduate and graduate (MA and PhD) education, a readiness to mentor graduate students, and ex-perience with diverse populations. We are especially interested in candidates who have professional experience in public relations or strategic communi-cation. The successful candidate will teach at the undergraduate and gradu-ate levels; mentor undergraduate and graduate students; pursue a program of research with publication in peer-reviewed journals and presentations; contribute to the intellectual life of the department; and provide appro-priate professional service. Minori-ties and women are strongly encour-aged to apply. Information on bene-fits can be obtained at http://hr.wayne.

edu/tcw/health-welfare/benefits-hand-book.pdf. Applicants must use the WSU Online Hiring System at http://jobs.wayne.edu, referring to posting number 041281. Electronic applica-tions must include a letter of applica-tion, curriculum vita, names and con-tact information for three references, representative sample of research, and a teaching portfolio that includes a statement of teaching philosophy and evidence of teaching success. Fax or email applications will not be accept-ed. Please do not submit transcripts or other supporting material at this time. Additional position information is available from Dr. Jane Fitzgibbon-Dermidoff or Dr. Fred Vultee, Public Relations Search Committee, Depart-ment of Communication, 585 Manoo-gian Hall, Wayne State University, Detroit, MI 48201 (janefitzgibbon@wayne.edu or vulteef@wayne.edu ). The review process will begin at the end of September 2015, and applica-tions will be accepted until the posi-tion is filled. Wayne State University is an Affirmative Action/Equal Oppor-tunity Employer. Minorities and wom-en are encouraged to apply.

Quantitative Methods: The Depart-ment of Government seeks to make a

The Board of Directors of Phi Theta Kappa Honor Society is seeking an Executive Director & CEO.

Phi Theta Kappa is the world’s largest and most prestigious honor society

for two-year college students. The Society is headquartered in Jackson,

Mississippi, and represents 1,285 chapters on college campuses

worldwide. Phi Theta Kappa inducts over 130,000 students annually.

We are a network of students, faculty, staff, administrators and alumni

with one goal: student success.

For almost a century, Phi Theta Kappa has positioned itself to play a

signi�cant role in the lives of community college students, recognizing

student achievement and providing opportunities for growth and

leadership development. Phi Theta Kappa provides its student members

with opportunities to engage in leadership and service and with forums

for intellectual exchange of ideas and ideals, lively scholarly fellowship

and motivation to continue pursuit of academic excellence.

For a full list of quali�cations, responsibilities

and instructions on how to apply, please visit

ptk.org/ceo

POSITION ANNOUNCEMENT

EXECUTIVE DIRECTOR& CHIEF EXECUTIVE OFFICERPresidentAlfred, NY

Alfred University in Alfred, New York seeks a new president to lead this small yethighly successful private, comprehensive, Phi Beta Kappa, doctoral-grantinguniversity into the future. Alfred University includes the New York State College ofCeramics in a public-private partnership with the State University of New York.Alfred University was founded in 1836 by liberal, independent thinkers who placedhigh value on education for all citizens. It is the second oldest coeducational college in the United States and one of the first institutions of higher education in the UnitedStates to admit women on an equal basis with men, and among the first to admitstudents regardless of their religion or ethnic heritage. Today, the University hasretained and built upon the strong, highly inclusive values of its founders, developingas a nationally and internationally renowned institution that is responsive to the needsof contemporary society while remaining consistent with the spirit of its origins. TheUniversity was recently assessed by the Brookings Institution as one the best “valueadded” institutions nationwide. Alfred is poised to move into the future, to innovate,and to continue to provide students with a transformational educational experience.Alfred University is a complex residential institution offering a full range ofundergraduate and graduate programs in the liberal arts and sciences, art and design, engineering, business, education, counseling and school psychology on bothits 232-acre main campus in western New York and its Downstate satellite programthat offers master degree programs in Brooklyn, New York. Along with its nationallyrenowned liberal arts programs, Alfred University’s art and engineering programs arehighly ranked; its Master of Fine Arts program in ceramic art is ranked number one in the country by U.S. News and World Report. Through its evolution, Alfred has never wavered in its dedication to teaching and academic excellence, to students, to undergraduate research, to diversity and community, and to internationalism. Current enrollment stands at 2,000 undergraduate and 300 graduate students. Alfred University is an NCAA Division III institution. More information can be found at www.alfred.edu. Alfred’s new president will build upon a consistent record of success and innovation in collaboration with an outstanding faculty, a history of strong leadership, and adedicated board to lead Alfred into the future of higher education. Alfred’s nextpresident will provide visionary leadership for the University as it faces a rapidlychanging national and international landscape of higher education. The next presidentmust demonstrate a strong understanding of current trends and innovations in highereducation, as well as evidence of accomplishment and success in a significantleadership role. An innovative leader in the delivery of academic excellence andenduring educational value, Alfred University prepares all students for success in their studies and throughout life.For more information on this position, including a full Leadership Profile, please visitwww.wittkieffer.com.Inquiries, nominations and applications are invited. Review of applications will beginon November 1, 2015 and will continue until the position is filled. Candidates shouldprovide a curriculum vitae, a letter of application that addresses the responsibilitiesand requirements described in the Leadership Profile, and the names and contactinformation of five references. References will not be contacted without priorknowledge and approval of candidates. These materials should be sent electronicallyvia e-mail to Alfred University’s consultants, Lucy Leske, Katherine Haley, Ph.D. andRobert Luke at AlfredPres@wittkieffer.com.

Alfred University, Alfred, NY, actively subscribes to a policy of equal employmentopportunity, and will not discriminate against any employee, student or applicantbecause of race, age, sex, color, sexual orientation, gender identification orexpression, physical or mental disability, religion, ancestry or national origin, maritalstatus, genetic information, military or veteran status, domestic violence victim status,criminal conviction status, political affiliation or any other characteristic protected byapplicable law. Protected veterans, minorities and women are encouraged to apply.

EXECUTIVE

SEPTEMBER 4, 2015    THE CHRONICLE OF HIGHER EDUCATION Executive A115

ChronicleVitae.com/jobs

tenure-track appointment in Quanti-tative Methods at the level of assistant or untenured associate professor. The appointment is expected to begin on July 1, 2016. The appointee will teach and advise at the undergraduate and graduate levels. Doctorate or terminal degree in Quantitative Methods or re-lated discipline required by the time the appointment begins. Demonstrat-ed excellence in teaching and research is desired. Candidates for a tenure-track appointment should also evince intellectual leadership and impact on the field and potential for significant contributions to the department, Uni-versity, and wider scholarly communi-ty. Please submit the following materi-als through the ARIeS portal (http://academicpositions.harvard.edu). The committee will begin reviewing appli-cations on September 15, 2015: 1. Cov-er letter 2. Curriculum Vitae 3. Teach-ing statement 4. Research statement 5. Candidates for a tenure-track position are also required to submit names and contact information of 3-5 references (three letters of recommendation are required, and the application is com-plete only when all three letters have been submitted). We are an equal op-portunity employer and all qualified

applicants will receive consideration for employment without regard to race, color, religion, sex, national ori-gin, disability status, protected veter-an status, or any other characteristic protected by law. Applications from women and minorities are strongly encouraged.

Recreation, Park and Tourism Stud-ies: Indiana University. Department of Recreation, Park, and Tourism Studies. Assistant/Associate Pro-fessor (Tenure Track). Position: As-sistant/Associate Professor (Tenure Track, 10 month appointment begin-ning Fall 2016). Primary Responsi-bilities: Engage in a focused line of scholarly inquiry related to the link-ages of recreation, parks, tourism, or leisure behavior to human health and well-being. Seek and secure extramu-ral funding for research focused on recreation, parks, tourism, and public health. Provide high quality instruc-tion in undergraduate and graduate programs, departmental core classes, and major courses as assigned. Serve as coordinator for the new Masters in Public Health Parks and Recreation and participant in development of Bachelor of Science in Public Health

(BSPH) major in the department. Re-cruitment and mentoring of graduate students. Provide service to the de-partment, institution and profession. Engage in interdisciplinary research across the IU campuses, and in a glob-al context. This focus on recreation, parks, or tourism and health may in-clude, but is not limited to: The rela-tionship of leisure behavior to health, healthy lifestyles, the role of parks and recreation in quality of life, leisure be-havior and chronic disease preven-tion, policy analysis, health disparity and disability, leisure behavior and positive life experiences. Qualifica-tions: Doctoral degree required with at least one degree in recreation, park, or tourism studies, leisure behavior or related discipline. Candidates with a degree in public health will be given preference. Evidence of an emerg-ing (Assistant) or established (Asso-ciate) line of extramurally supported research, and a desire for cross-dis-ciplinary collaboration. Evidence of quality teaching, especially in cours-es related to the core classes related to accreditation, and mentoring mas-ter and doctoral level students to suc-cessful completion. Ability to contrib-ute positively to a multicultural cam-pus. Demonstrated competence in scholarship and grant proposal writ-ing. Evidence of professional engage-ment and field based experience in communities. Salary: Commensurate with experience. Application Dead-line: Open until a suitable candidate is identified, with the first round of re-views anticipated to begin by Novem-ber 15, 2015. Applications should in-clude: Letter of application, curricu-lum vitae, and a list of three (3) ref-erences with names, addresses, email addresses, and telephone numbers (six references required for Associ-ate level positions). Please include a statement of research and teaching background. Application: Interest-ed candidates should review the ap-plication requirements and submit their application at: https://indiana.peopleadmin.com. Questions regard-ing the position or application process can be directed to: Deanna Suter (dl-suter@indiana.edu)or via postal mail at Department of Recreation, Park, and Tourism Studies, ATTN: Deanna Suter c/o Search Committee, School of Public Health-Bloomington, In-diana University, 1025 East Seventh

Street, SPH 133, Bloomington, IN 47405-4801. After the Search Com-mittee completes its initial screening, applicants will be notified of the sta-tus of their application. If appropri-ate, the committee will request per-mission to proceed to the next stage. With applicant’s permission, referenc-es will be contacted after the screen-ing. The IU School of Public Health-Bloomington is Council on Education for Public Health (CEPH) accredited, and offers a collegial environment for collaborative research both within the School and across campus. The IU School of Public Health-Bloomington continues to expand its research port-folio that emphasizes its strengths in social and behavioral health, environ-mental health, recreation and parks, epidemiology and community-based research and practice. Located on the Flagship Campus of the Indiana Uni-versity System, IU School of Public Health-Bloomington has over 140 fac-ulty across its six departments (http://www.publichealth.indiana.edu/). In-diana University is a member of the prestigious Association of Ameri-can Universities (AAU), and boasts numerous resources available to IU School of Public Health-Bloomington faculty. The city of Bloomington of-fers the feel of a college town with the amenities of a large city. As Indiana University prepares for its Bicenten-nial in 2020 there has not been a more exciting time to join the faculty. In-diana University is an equal employ-ment and affirmative action employer and a provider of ADA services. All qualified applicants will receive con-sideration for employment without re-gard to age, ethnicity, color, race, reli-gion, sex, sexual orientation or identi-ty, national origin, disability status or protected veteran status.

Religious Studies: The Depart-ment of Religion at Rutgers, The

State University of New Jersey (New Brunswick, N.J.) invites applications for a tenure-track position in West-ern Christian Thought from Augus-tine to the Reformation to begin Fall 2016, subject to the availability of funds. Candidates should specialize in some aspect of late antique, medi-eval, or early modern western Chris-tian thought (up to the early Reforma-tion) and must be able to teach general courses on western Christian thought and/or ethics. Teaching duties will in-clude undergraduate and graduate courses in the history and themes of western Christian thought currently offered by the Religion Department (http://religion.rutgers.edu), as well as new courses in the candidate’s area of specialization. Applicants must have a Ph.D. by the time of appointment, ex-perience and demonstrated excellence in teaching, and evidence of scholarly accomplishments and potential. They should be cognizant of theories and methodologies in the study of religion and should expect to participate vig-orously in the general development of the department’s programs. Sal-ary commensurate with experience. The teaching load is 2/2 with a gener-ous leave and sabbatical policy to sup-port research. All applications must be submitted online (https://apply.in-terfolio.com/30589). No other method of application will be accepted. Appli-cants are requested to submit a letter of application, a CV, three letters of recommendation, and one sample of scholarly writing. Completed appli-cations submitted by September 30, 2015 will receive full consideration. Rutgers, the State University of New Jersey, is an Equal Opportunity / Af-firmative Action Employer.

Religious Studies: Vassar College, Department of Religion seeks appli-cations for a tenure-track Assistant Professor (to begin Fall 2016) special-

izing in Islam. Vassar College is an af-firmative action, equal opportunity employer, and applications from mem-bers of historically underrepresented groups are especially encouraged to apply. Vassar is strongly committed to fostering a community that reflects the values of a liberal arts education and to promoting an environment of equality, inclusion and respect for dif-ference. The area of specialization within Islam is open, and we would es-pecially welcome a candidate whose research or teaching addresses issues of gender and/or sexuality. We also seek a candidate whose theoretical and methodological approaches com-plement those of other faculty in the department. The candidate will be ex-pected to offer courses in Islamic tra-ditions as well as develop other cours-es in his or her areas of specialization. The candidate should be prepared to teach at regular intervals an introduc-tory course on Jews, Christians, and Muslims and contribute to a required course on method and theory in the study of religion. In addition, the de-partment encourages partnerships with the variety of multi/interdisci-plinary programs on campus. Appro-priate scholarly language skills, teach-ing experience, and a Ph.D. in hand at the time of employment are required. Teaching load in the first year is four courses; after that it is five courses per year. Preliminary interviews of select-ed applicants will be conducted at the annual American Academy of Reli-gion conference from November 22- 24, 2015 in Atlanta, Georgia, USA. For full consideration applications should be received by October 9, 2015. Candidates are asked to submit a let-ter of application, a current C.V., an article-length writing sample, a sam-ple syllabi, graduate school transcript (unofficial copies accepted for initial application), and three letters of rec-ommendation. To apply, please vis-

A L A B A M A

Application forms may be obtained at www.accs.cc using the link“Employment Opportunities” or by calling (334) 293-4628.

A complete application packet must be submitted to:ACCS Human Resources

Attn: Ms. Peige JoseyP. O. Box 302130

135 South Union StreetMontgomery, AL 36130-2130

For best consideration, application materials should bereceived by September 23, 2015.

Bevill State Community College is an EOE.

PRESIDENT

Wheaton College invites nominations and applications for the position of Provost. Established in 1860, Wheaton College is a private, residential, and interdenominational Christian liberal arts college with nearly 3,000 students from all 50 states, 100 other countries and more than 55 church denominations. All the purposes, goals, and activities of the College are guided by this mission: Wheaton College serves Jesus Christ and advances His Kingdom through excellence in liberal arts and graduate programs that educate the whole person to build the church and benefit society worldwide. This combination of academic excellence and Christian commitment distinguishes Wheaton on the landscape of liberal arts institutions in the United States.

Guided by its mission, Wheaton has been blessed with substantial resources with which to accomplish its goals: outstanding students, distinguished faculty and dedicated staff, strong financial assets, support from engaged alumni and other constituencies, and excellent physical facilities. With a student-faculty ratio of 11.3/1 and an endowment in excess of $400 million, the College places 56th in U.S. News and World Report rankings of national liberal arts colleges, 26th in Kiplinger’s Best Values in Liberal Arts Colleges, and 75th of 650 in the Princeton Review or Forbes.

Wheaton College seeks an exceptional academic leader who will champion and advance its academic mission of providing excellent liberal arts and graduate education in the evangelical Protestant tradition. The Provost reports to the President and oversees all aspects of the academic division of the college, which in addition to the faculty currently includes admissions, the Billy Graham Center for Evangelism, global and experiential learning, institutional research and academic support, and library and archives.

Wheaton College is a community that fearlessly pursues God's truth, invests in developing well-rounded students, and prepares graduates to make a difference in the world. “For Christ and His Kingdom” is more than a motto at Wheaton...it is the heartbeat of the Wheaton culture. The Provost must fully embrace Wheaton’s evangelical identity and possess a true affection for the College’s values and legacy. A Ph.D. is required.

For the complete position profile, visit: http://www.carterbaldwin.com/opportunities/whea_provFor more information about the College, visit the Wheaton web site at http://www.wheaton.edu

Applicants should submit a curriculum vitae and a letter of interest to:WheatonCollegeProvost@carterbaldwin.com

You may also contact:Price Harding, Partner - 678-448-0015/ pharding@carterbaldwin.com

Debby White, Ph.D., Consultant - 678-448-0015/ dwhite@carterbaldwin.com

PROVOST

Texas A&M University invites nominations and applications for the position of Dean and CEO of Texas A&M University at Qatar. The desired appointment date is July 1, 2015.

Texas A&M is a nationally-ranked, Tier 1 research university. It is the flagship institution of The Texas A&M University System, the fourth-largest

university in the United States and the largest university in Texas. Texas A&M at Qatar is a branch campus of Texas A&M located in Doha, Qatar that

offers ABET accredited bachelor of science degrees in petroleum, chemical, mechanical, and electrical engineering, following the same curricula as

those same programs in College Station, Texas as well as master’s degrees in chemical engineering (www.qatar.tamu.edu/). Texas A&M at

Qatar is an active research campus with 153 current projects and average annual research expenditures of approximately $15 million. Texas

A&M at Qatar currently enrolls 508 degree seeking students and has 81 full time faculty. In addition to the faculty associated with the four

engineering disciplines, Texas A&M at Qatar has faculty members in liberal arts and sciences. Approximately 180 staff members and nearly

150 research professionals are also present at Texas A&M at Qatar. The Texas A&M Qatar campus is part of Qatar Foundation’s Education City

(www.qf.org.qa/home), a dedicated campus devoted to research and education.

The Dean and CEO will provide academic, intellectual and administrative leadership and coordinate priorities and goals with Texas A&M at Qatar

faculty members and staff, the Provost of Texas A&M, the Vice Chancellor and Dean of the Dwight Look College of Engineering at Texas A&M and

the Qatar Foundation. Major responsibilities of the position include academic program management, financial management and external relations to

promote Texas A&M at Qatar, both in Qatar and abroad. The person chosen will report to the Provost of Texas A&M and the Vice Chancellor and Dean

of the Dwight Look College of Engineering. The Dean and CEO should be adept at promoting the interests of Texas A&M at Qatar by working with

national, regional, and international entities such as the U.S. Embassy in Qatar, Qatar Foundation, Qatar governmental agencies, the greater Qatar

community, other institutions of higher education, and relevant industries.

Candidates must have a doctoral degree in engineering or physical sciences and should qualify for a tenured full professor position in the Dwight

Look College of Engineering. The Dean and CEO must have a proven record of academic leadership and experience within the U.S. higher education

system. The successful candidate must be able to relocate to and reside in Doha, Qatar. Applications are welcome from individuals whose experience

has prepared them to make strong contributions to diversity, inclusion and innovation in higher education and to further the Texas A&M and Texas

A&M at Qatar mission of educational preeminence. The search committee welcomes applications and nominations from interested individuals and

also encourages applications and nominations of minorities, women, and other candidates who are traditionally underrepresented at the dean

level. For nominations or applications, the committee asks that complete contact information be provided for the individual.

Applications should include a curriculum vitae, a cover letter including a brief statement of interest not to exceed three pages (single

spaced), and a list of references not to exceed six. Although the committee will continue to accept applications until the position is

filled, to be given fullest consideration applications should be received by March 19, 2015.

Applications and nominations should be sent to:

N.K. AnandChair, Texas A&M at Qatar Dean and CEO Search CommitteeExecutive Associate Dean of Engineering Texas A&M University3126 TAMU312 J.K. Williams Administration Bldg.College Station, TX 77843-3126

Electronic submissions are encouraged and should be sent to:

https://edocs.tamu.edu/Forms/TAMUQ-Dean-Search

Texas A&M University is an Equal Opportunity/Affirmative Action Employer. This position is a sensitive position and is subject to a criminal background check. All nominations and applications will be kept confidential. For more details about Texas A&M University at Qatar, visit our website description at www.qatar.tamu.edu/.

Dean and CEO,Texas A&M University at Qatar

Texas A&M University invites nominations and applications for the position of Dean and CEO of Texas A&M University at Qatar. The desired appointment date is July 1, 2015.

Texas A&M is a nationally-ranked, Tier 1 research university. It is the flagship institution of The Texas A&M University System, the fourth-largest

university in the United States and the largest university in Texas. Texas A&M at Qatar is a branch campus of Texas A&M located in Doha, Qatar that

offers ABET accredited bachelor of science degrees in petroleum, chemical, mechanical, and electrical engineering, following the same curricula as

those same programs in College Station, Texas as well as master’s degrees in chemical engineering (www.qatar.tamu.edu/). Texas A&M at

Qatar is an active research campus with 153 current projects and average annual research expenditures of approximately $15 million. Texas

A&M at Qatar currently enrolls 508 degree seeking students and has 81 full time faculty. In addition to the faculty associated with the four

engineering disciplines, Texas A&M at Qatar has faculty members in liberal arts and sciences. Approximately 180 staff members and nearly

150 research professionals are also present at Texas A&M at Qatar. The Texas A&M Qatar campus is part of Qatar Foundation’s Education City

(www.qf.org.qa/home), a dedicated campus devoted to research and education.

The Dean and CEO will provide academic, intellectual and administrative leadership and coordinate priorities and goals with Texas A&M at Qatar

faculty members and staff, the Provost of Texas A&M, the Vice Chancellor and Dean of the Dwight Look College of Engineering at Texas A&M and

the Qatar Foundation. Major responsibilities of the position include academic program management, financial management and external relations to

promote Texas A&M at Qatar, both in Qatar and abroad. The person chosen will report to the Provost of Texas A&M and the Vice Chancellor and Dean

of the Dwight Look College of Engineering. The Dean and CEO should be adept at promoting the interests of Texas A&M at Qatar by working with

national, regional, and international entities such as the U.S. Embassy in Qatar, Qatar Foundation, Qatar governmental agencies, the greater Qatar

community, other institutions of higher education, and relevant industries.

Candidates must have a doctoral degree in engineering or physical sciences and should qualify for a tenured full professor position in the Dwight

Look College of Engineering. The Dean and CEO must have a proven record of academic leadership and experience within the U.S. higher education

system. The successful candidate must be able to relocate to and reside in Doha, Qatar. Applications are welcome from individuals whose experience

has prepared them to make strong contributions to diversity, inclusion and innovation in higher education and to further the Texas A&M and Texas

A&M at Qatar mission of educational preeminence. The search committee welcomes applications and nominations from interested individuals and

also encourages applications and nominations of minorities, women, and other candidates who are traditionally underrepresented at the dean

level. For nominations or applications, the committee asks that complete contact information be provided for the individual.

Applications should include a curriculum vitae, a cover letter including a brief statement of interest not to exceed three pages (single

spaced), and a list of references not to exceed six. Although the committee will continue to accept applications until the position is

filled, to be given fullest consideration applications should be received by March 19, 2015.

Applications and nominations should be sent to:

N.K. AnandChair, Texas A&M at Qatar Dean and CEO Search CommitteeExecutive Associate Dean of Engineering Texas A&M University3126 TAMU312 J.K. Williams Administration Bldg.College Station, TX 77843-3126

Electronic submissions are encouraged and should be sent to:

https://edocs.tamu.edu/Forms/TAMUQ-Dean-Search

Texas A&M University is an Equal Opportunity/Affirmative Action Employer. This position is a sensitive position and is subject to a criminal background check. All nominations and applications will be kept confidential. For more details about Texas A&M University at Qatar, visit our website description at www.qatar.tamu.edu/.

Dean and CEO,Texas A&M University at Qatar

Texas A&M University invites nominations and applications for the position of Dean and CEO of Texas A&M University at Qatar. The desired appointment date is January 1, 2016.

Texas A&M is a nationally-ranked, Tier 1 research university. It is the flagship institution of The Texas A&M University System, the fourth-largest university in the United States and the largest university in Texas. Texas A&M at Qatar is a branch campus of Texas A&M located in Doha, Qatar that offers ABET accredited bachelor of science degrees in petroleum, chemical, mechanical, and electrical engineering, following the same curricula as those same programs in College Station, Texas as well as master’s degrees in chemical engineering (www.qatar.tamu.edu/). Texas A&M at Qatar is an active research campus with 153 current projects and average annual research expenditures of approximately $15 million. Texas A&M at Qatar currently enrolls 508 degree seeking students and has 81 full time faculty. In addition to the faculty associated with the four engineering disciplines, Texas A&M at Qatar has faculty members in liberal arts and sciences. Approximately 180 staff members and nearly 150 research professionals are also present at Texas A&M at Qatar. The Texas A&M Qatar campus is part of Qatar Foundation’s Education City (http://www.qf.org.qa/), a dedicated campus devoted to research and education.

The Dean and CEO will provide academic, intellectual and administrative leadership and coordinate priorities and goals with Texas A&M at Qatar faculty members and staff, the Provost of Texas A&M, the Vice Chancellor and Dean of the Dwight Look College of Engineering at Texas A&M and the Qatar Foundation. Major responsibilities of the position include academic program management, financial management and external relations to promote Texas A&M at Qatar, both in Qatar and abroad. The person chosen will report to the Provost of Texas A&M and the Vice Chancellor and Dean of the Dwight Look College of Engineering. The Dean and CEO should be adept at promoting the interests of Texas A&M at Qatar by working with national, regional, and international entities such as the U.S. Embassy in Qatar, Qatar Foundation, Qatar governmental agencies, the greater Qatar community, other institutions of higher education, and relevant industries.

Candidates must have a doctoral degree in engineering or physical sciences and should qualify for a tenured full professor position in the Dwight Look College of Engineering. The Dean and CEO must have a proven record of academic leadership and experience within the U.S. higher education system. The successful candidate must be able to relocate to and reside in Doha, Qatar. Applications are welcome from individuals whose experience has prepared them to make strong contributions to diversity, inclusion and innovation in higher education and to further the Texas A&M and Texas A&M at Qatar mission of educational preeminence. The search committee welcomes applications and nominations from interested individuals and also encourages applications and nominations of minorities, women, and other candidates who are traditionally underrepresented at the dean level. For nominations or applications, the committee asks that complete contact information be provided for the individual.

Applications should include a curriculum vitae, a cover letter including a brief statement of interest not to exceed three pages (single spaced), and a list of references not to exceed six. Although the committee will continue to accept applications until the position is filled, to be given fullest consideration applications should be received by September 30, 2015.

Applications and nominations should be sent to:N.K. AnandChair, Texas A&M at Qatar Dean and CEO Search CommitteeExecutive Associate Dean of EngineeringTexas A&M University3126 TAMU312 J.K. Williams Administration Bldg.College Station, TX 77843-3126

Electronic submissions are encouraged and should be sent to:https://edocs.tamu.edu/Forms/TAMUQ-Dean-Search

Texas A&M University is an Equal Opportunity/Affirmative Action Employer. This position is a sensitive position and is subject to a criminal background check. All nominations and applications will be kept confidential. For more details about Texas A&M University at Qatar, visit our website description at www.qatar.tamu.edu

Texas A&M University invites nominations and applications for the position of Dean and CEO of Texas A&M University at Qatar. The desired appointment date is July 1, 2015.

Texas A&M is a nationally-ranked, Tier 1 research university. It is the flagship institution of The Texas A&M University System, the fourth-largest

university in the United States and the largest university in Texas. Texas A&M at Qatar is a branch campus of Texas A&M located in Doha, Qatar that

offers ABET accredited bachelor of science degrees in petroleum, chemical, mechanical, and electrical engineering, following the same curricula as

those same programs in College Station, Texas as well as master’s degrees in chemical engineering (www.qatar.tamu.edu/). Texas A&M at

Qatar is an active research campus with 153 current projects and average annual research expenditures of approximately $15 million. Texas

A&M at Qatar currently enrolls 508 degree seeking students and has 81 full time faculty. In addition to the faculty associated with the four

engineering disciplines, Texas A&M at Qatar has faculty members in liberal arts and sciences. Approximately 180 staff members and nearly

150 research professionals are also present at Texas A&M at Qatar. The Texas A&M Qatar campus is part of Qatar Foundation’s Education City

(www.qf.org.qa/home), a dedicated campus devoted to research and education.

The Dean and CEO will provide academic, intellectual and administrative leadership and coordinate priorities and goals with Texas A&M at Qatar

faculty members and staff, the Provost of Texas A&M, the Vice Chancellor and Dean of the Dwight Look College of Engineering at Texas A&M and

the Qatar Foundation. Major responsibilities of the position include academic program management, financial management and external relations to

promote Texas A&M at Qatar, both in Qatar and abroad. The person chosen will report to the Provost of Texas A&M and the Vice Chancellor and Dean

of the Dwight Look College of Engineering. The Dean and CEO should be adept at promoting the interests of Texas A&M at Qatar by working with

national, regional, and international entities such as the U.S. Embassy in Qatar, Qatar Foundation, Qatar governmental agencies, the greater Qatar

community, other institutions of higher education, and relevant industries.

Candidates must have a doctoral degree in engineering or physical sciences and should qualify for a tenured full professor position in the Dwight

Look College of Engineering. The Dean and CEO must have a proven record of academic leadership and experience within the U.S. higher education

system. The successful candidate must be able to relocate to and reside in Doha, Qatar. Applications are welcome from individuals whose experience

has prepared them to make strong contributions to diversity, inclusion and innovation in higher education and to further the Texas A&M and Texas

A&M at Qatar mission of educational preeminence. The search committee welcomes applications and nominations from interested individuals and

also encourages applications and nominations of minorities, women, and other candidates who are traditionally underrepresented at the dean

level. For nominations or applications, the committee asks that complete contact information be provided for the individual.

Applications should include a curriculum vitae, a cover letter including a brief statement of interest not to exceed three pages (single

spaced), and a list of references not to exceed six. Although the committee will continue to accept applications until the position is

filled, to be given fullest consideration applications should be received by March 19, 2015.

Applications and nominations should be sent to:

N.K. AnandChair, Texas A&M at Qatar Dean and CEO Search CommitteeExecutive Associate Dean of Engineering Texas A&M University3126 TAMU312 J.K. Williams Administration Bldg.College Station, TX 77843-3126

Electronic submissions are encouraged and should be sent to:

https://edocs.tamu.edu/Forms/TAMUQ-Dean-Search

Texas A&M University is an Equal Opportunity/Affirmative Action Employer. This position is a sensitive position and is subject to a criminal background check. All nominations and applications will be kept confidential. For more details about Texas A&M University at Qatar, visit our website description at www.qatar.tamu.edu/.

Dean and CEO,Texas A&M University at Qatar

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it https://employment.vassar.edu/ap-plicants/Central?quickFind=51888. Please direct any questions about the position to Jonathon Kahn, Chair, De-partment of Religion, jokahn@vassar.edu.

Research: The Academic Affairs Of-fice at Missouri State University-West Plains is accepting applications for a Coordinator & Assistant Coordina-tor of Institutional Research-Effec-tiveness. For qualifications & appli-cation procedures: https://jobs.mis-souristate.edu. Salary commensurate with degrees and experience. Success-ful candidates must be committed to working with diverse student & com-munity populations. Employment will require a criminal background check at University expense. EO/AA/M/F/Veterans/Disability employer and in-stitution.

Rhetoric: Indiana University, De-partment of English, seeks a Tenure-Track Assistant Professor in rhetoric with an interest in law, public policy, and/or the communication of science in the public sphere, all with an ori-entation toward civic engagement. Areas of expertise could include, but are not limited to: gender and LG-BTQ issues, critical race theory, le-gal history, education policy, inter-national law, and intellectual proper-ty. The person hired for this position will join existing faculty in a new pro-gram in the English department that brings together scholars in Rhetoric

from Communication and Composi-tion. This position requires a strong research agenda, a commitment to excellence in teaching, and a PhD in Rhetoric, Communication, or Eng-lish completed prior to August 2016. Review of applications will begin on October 7th, 2015 and continue until the position is filled. Letter of appli-cation, CV, and three letters of rec-ommendation should be submitted to PeopleAdmin at http://indiana.peo-pleadmin.com/postings/1704. Ques-tions regarding the position should be directed to Professor Robert Terrill, Search Committee Chair, at rterrill@indiana.edu or to 1020 E Kirkwood Ave, Ballantine Hall 442, Blooming-ton, IN 47405. Information about ben-efits for all employees can be found at http://hr.iu.edu/benefits/. Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All quali-fied applicants will receive consider-ation for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, na-tional origin, disability status or pro-tected veteran status.

Sociology: Department of Sociol-ogy at Portland State University is seeking applications for two tenure-track Assistant Professors to begin 9/16/2016. Research and teaching strengths should be in the field of ur-ban sociology, or criminology, broad-ly defined to include those with exper-tise in quantitative, qualitative, and/or

cross-national methods. Ideal candi-dates will have publications and a re-cord of grant-seeking appropriate for the rank and be able to contribute in both teaching and research to PSU’s substantial investment in social sus-tainability. Ph.D. in sociology or relat-ed field is required. ABDs must have Ph.D. by 9/15/2016. Review of applica-tions will begin 10/1/2015 and contin-ue until position filled. Applications are submitted online. For instructions and further description: Criminology Position URL: https://jobs.hrc.pdx.edu/postings/16644. Urban Sociology Position URL: https://jobs.hrc.pdx.edu/postings/16643. Portland State University is an Affirmative Action, Equal Opportunity Institution and welcomes applications from diverse candidates and candidates who sup-port diversity.

Sports Media: Contract Faculty Po-sition/Asst Director of Digital Sports Production available August 19, 2016. Responsibilities: teach digital pro-duction courses with an emphasis in sports; collaborate with the supervi-sion of Sports Link, Ball State Uni-versity’s groundbreaking immersive learning sports media content pro-duction unit. For more information, please go to http://www.bsu.edu/hrs/jobpostings. Ball State University is an equal opportunity, affirmative ac-tion employer and is strongly and ac-tively committed to diversity within its community.

PRESIDENT

Washington and Lee University invites nominations and applications for president.

Founded in 1749 and located in historic Lexington, Virginia, Washington and Lee is a vibrant liberalarts university known for academic excellence, uncommonly strong student-faculty relationships, acampus culture of civility, a rich and innovative curriculum, a revered Honor System, and adistinguished history of producing graduates of intellect, promise and integrity.

W&L has the unique combination of a college of arts and sciences, an undergraduate business program,a department of journalism, and a graduate school of law, presenting rare opportunities forinterdisciplinary learning. Our 1,860 undergraduate and 320 law students, drawn from 49 states, theDistrict of Columbia and 40 foreign countries, engage with a curriculum based in liberal arts values thatdevelops every student's capacity to think freely, critically and humanely. An 8:1 undergraduatestudent-faculty ratio enables one-on-one interactions between excellent teacher/scholars andoutstanding students, a hallmark of the Washington and Lee experience.

A highly selective, residential institution, Washington and Lee is grounded in its long-standing motto— not unmindful of the future — moving forward with confidence while preserving its core values. The27th president will join this special community at the close of a historic $542 million fundraisingcampaign which has brought the endowment to more than $1.45 billion. This is an exciting opportunityfor an exceptional individual with distinguished educational and intellectual achievements, provenleadership abilities, and commitment to excellence in liberal arts and legal education.

Please send all nominations and applications by Thursday,October 15, 2015 to:

WLUPresident@storbeckpimentel.com

For more information, please visit Washington and LeeUniversity’s home page at http://www.wlu.edu/

In compliance with Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and all other applicable non-discrimination laws, Washington and Lee

University does not discriminate on the basis of race, color, religion, national or ethnic origin, sex, sexual orientation, age, disability, veteran's status, or genetic information in its educational programs and activities, admissions, and with regard to employment.

The University of Texas at Austin seeks applications and nominations for the position of Executive VicePresident and Provost. The University of Texas at Austin is one of the premier research universities inthe world, and the flagship institution of the University of Texas system. It is situated in Austin, the capitalof Texas, a beautiful and growing city with a vibrant economy and a diversely engaged citizenry.

The University of Texas at Austin, a member of the AAU, is home to numerous renowned departments,centers and programs, and an award-winning faculty. It has a 431 acre main campus with 18 colleges andschools, 1945 tenure/tenure-track faculty and 1126 non-tenure track faculty, and about 12,000 staff. Theapproximately 51,000 students comprise 39,500 undergraduates and the remainder graduate andprofessional students.

The Executive Vice President and Provost reports to the President, and provides strategic vision andleadership for the entire academic mission of the university. In partnership with the President, the Provostis responsible for defining and pursuing institutional, educational, research, and funding priorities, withoperating authority over the academic budget of the university. Additionally, the Executive Vice Presidentand Provost has authority over faculty personnel policies, maintains advisory oversight for curriculum andinstruction, and is responsible for oversight and development of colleges and schools, and the quality andoperation of these academic units.

The ideal candidate will be a strategic and visionary leader, with a demonstrated commitment to academicexcellence, innovative undergraduate education and interdisciplinary studies, graduate education, world-class research, faculty development, and diversity in the faculty, staff and student body. He or she shouldhave a distinguished record of scholarship, with academic credentials commensurate with an appointmentas a full professor in a major research university. Strong interpersonal skills and the ability to work witha variety of constituent groups, across the full range of academic disciplines will be essential.

Interested parties are encouraged to visit the dedicated search website for a detailed position description,including information about the University of Texas at Austin (http://president.utexas.edu/the-office/executive-searches/provost/). All candidate information will be held in strict confidence until thefinal stage of the search, at which time the express permission of finalists will be obtained before makingtheir candidacy public.

Inquiries, nominations, and applications are invited. All nominations and applications will be treated withthe strictest confidence. Interested candidates should submit in electronic form a curriculum vitae or resumeand a bullet point summary of accomplishments in leadership roles, plus any supporting materials thatthey deem relevant to:

Ilene H. Nagel, Ph.D.Consultant to the Search CommitteeLeader, Higher Education PracticeRussell Reynolds Associates, Inc.UT.Provost@russellreynolds.com

The University of Texas at Austin is an Equal Opportunity Employer with a commitment to diversity atall levels. All qualified applicants will receive consideration for employment without regard to race,

color, religion, gender, national origin, age, disability, or veteran status.

EXECUTIVE VICE PRESIDENT AND PROVOST

PresidentThe Radford University Board of Visitors invites applications and nominations for the position of the President. The President reports to the Board of Visitors, its gubernatorial appointed governing board. The successful candidate will have the vision, experience, credentials, skills, and integrity to build upon the legacy of retiring President Penelope W. Kyle.

Radford University, nestled along the New River in the foothills of the Blue Ridge Mountains in Southwest Virginia, is a comprehensive, midsize public university that is student-focused, providing its more than 9,700 students a diversity of outstanding academic programs. Well known for its strong faculty/student bonds, innovative use of technology in the learning environment and vibrant student life on a beautiful campus, Radford University offers many opportunities to get involved and succeed in and out of the classroom. Radford’s more than 105 undergraduate and graduate programs offer every student the opportunity to discover new talents, develop leadership skills and experience personal growth. Nationally respected and recognized as a great place to learn and work, Radford University is continuously recognized for the strength of its academic programs, success of its sustainability efforts, and dedication to excellence.

The academic divisions consist of the following colleges: College of Business and Economics; College of Education and Human Development; Waldron College of Health and Human Services; College of Humanities and Behavioral Sciences; College of Science and Technology; College of Visual and Performing Arts; and College of Graduate Studies and Research.

The President is the chief executive officer of Radford University and is responsible for all operations of the University, including overall leadership and management of the institution, its academic enterprise, fundraising, the development of fiscal and budgetary plans and requests, and the allocation of resources. The new president will work collaboratively with multiple internal and external constituencies in the leadership management and strategic planning of the University. Radford University’s next president should possess a distinguished record of executive leadership while also demonstrating a commitment to scholarship, learning and discovery. The successful candidate must embrace excellence, integrity, and exhibit the leadership abilities required to achieve the University’s vision. The desired leader should have extensive experience building an accomplished, talented, and diverse senior leadership team. The successful candidate should also have a proven track record of working with business, government, and community leaders. There is tremendous potential for garnering additional philanthropic support from a growing and increasingly successful alumni body and for developing corporate partnerships. Experience in securing funding from both public and private sources is preferred.

Candidates with scholarly accomplishments and a record of success in academic administration are preferred. However, candidates with proven experience in the management of and visioning for complex enterprises will also be carefully considered.

Greenwood/Asher & Associates, Inc. is assisting Radford University in the confidential search. Initial screening of applications will begin immediately and will continue until an appointment is made. For best consideration, applications should be provided by October 10, 2015. Nominations should include the name, position, email address and telephone number of the nominee. Application materials should include a letter addressing how the candidate’s experiences match the position requirements, a resume and contact information for at least five references. Submission of materials as PDF attachments is strongly encouraged. Confidential inquiries, nominations, and application materials should be directed to:

Jan Greenwood or Betty Turner Asher, PartnersJulie Holley, Principal

Greenwood/Asher & Associates, Inc. 42 Business Center Drive, Suite 206

Miramar Beach, FL 32550Phone: 850.650.2277•Fax: 850.650.2272

E-mail: jangreenwood@greenwoodsearch.com bettyasher@greenwoodsearch.com

julieholley@greeenwoodsearch.com

For more information about Radford University, please visit: http://www.radford.edu/

Radford University does not discriminate with regard to race, color, sex, sexual orientation, disability, age, veteran status, national origin, religion, or political affiliation in the administration of its educational programs,

activites, admission or employment practices.

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Strategic Communication: Web De-veloper, Division of Strategic Com-munications. Professional position

available immediately. Responsibili-ties: Serve as a member of the Divi-sion of Strategic Communications

digital marketing team; develop, test, maintain, and optimize university web properties; collaborate with members of the Division of Strategic Commu-nications team such as graphic design-ers, communications managers, and division leadership. For more infor-mation, please go to http://www.bsu.edu/hrs/jobpostings .Ball State Uni-versity is an equal opportunity, affir-mative action employer and is strong-ly and actively committed to diversity within its community.

Telecommunications: Assistant/Asso-ciate Professor, Department of Tele-communications. Tenure-track facul-ty position available August 19, 2016. Responsibilities: teach undergradu-ate and graduate courses in telecom-munications with emphasis in emerg-ing media sales, promotion and man-agement; ability to teach foundations, critical analysis, and social responsi-bility a plus; knowledge of analytics and big data encouraged; teach grad-uate courses in telecommunications as needed; Minimum qualifications: master’s degree in telecommunica-tions, communications, media arts, media sales, management, marketing, or related field that focuses on writing and/or composition; demonstrated ex-pertise in one or more of the poten-tial teaching areas as noted above ap-plicants will be expected to publish in their area of specialization along with teaching and service on various com-mittees; evidence of active involve-ment in state, regional, national, and international organizations related to scholarship and pedagogy potential. Preferred qualifications: terminal degree and industry experience. For more information, please go to http://www.bsu.edu/hrs/jobpostings. Ball State University is an equal opportu-nity, affirmative action employer and is strongly and actively committed to diversity within its community.

Telecommunications: Contract Facul-ty Position, Department of Telecom-munications. Contract faculty posi-

tion available August 19, 2016. Re-sponsibilities: teach digital produc-tion courses; teach beginning through advanced video and/or audio produc-tion, motion graphics, and web design. For more information, please go to http://www.bsu.edu/hrs/jobpostings. Ball State University is an equal op-portunity, affirmative action employer and is strongly and actively committed to diversity within its community.

Thai Studies: Full or Associate Pro-fessor. The Department of Anthro-pology at Harvard University seeks to appoint a tenured professor or an untenured associate professor in Thai studies. The successful candidate will specialize in the social anthropology of Thai society and will be asked to advance the scholarship and teaching of topics related to Thailand at Har-vard. The appointment is expected to begin on July 1, 2016. The profes-sor will teach courses (normally four courses/year) and advise students at the undergraduate and graduate lev-els. Candidates are required to have a doctorate as well as a substantial record of research, publications and teaching at the time of application. Demonstrated excellence in teaching and research is highly desired. Can-didates should evince evidence of in-tellectual leadership and the ability to have an impact on the field of Thai studies at Harvard and in the wid-er scholarly community. Applicants should submit the following materi-als through the ARIeS portal (https://academicpositions.harvard.edu/post-ings/6358). Applications must be sub-

mitted by November 1, 2015. 1. Cover letter 2. Curriculum Vitae 3. Teach-ing statement (describing teach-ing approach and philosophy) 4. Re-search statement. Contact Informa-tion: Chair, Thai Studies Chair Search Committee (anthrochair@fas.har-vard.edu), Department of Anthro-pology, Faculty of Arts and Sciences, Harvard University, Cambridge, MA 02138. Harvard is an equal opportu-nity employer and all qualified appli-cants will receive consideration for employment without regard to race, color, religion, sex, sexual orienta-tion, gender identity, national origin, disability status, protected veteran status, or any other characteristic pro-tected by law.

Urban Studies:The Center for Urban Studies of the Toulan School of Ur-ban Studies and Planning invites ap-plicants for a non tenure-track facul-ty position ranked Senior Research Associate to serve as Director of Community Environmental Services (CES). Applicants must have a Ph.D. in environmental science, sustain-ability, urban and regional planning or other appropriate disciplines, or a Master’s degree with four or more years of experience in research; com-pleted degree prior to the time of ap-pointment. The Director will direct the overall research program of CES in sustainable systems management. The Director will also teach under-graduate and graduate level cours-es through the Toulan School, as ap-propriate. The full position descrip-tion and online application system are

accessed at https://jobs.hrc.pdx.edu/postings/16494. Review will begin im-mediately and applications are accept-ed until finalists are identified.

Writing: The University of Notre Dame Department of English seeks a fiction writer with expertise in cre-ative non-fiction to teach in our di-verse, dynamic undergraduate- and graduate-level Creative Writing Pro-gram. Course load is 2-2. Writers who have published at least one book with a nationally recognized press are en-couraged to apply; MFA or equiva-lent degree and teaching experience expected. Please apply at http://apply.interfolio.com/30806 by October 15, 2015. Information about Notre Dame, including our mission statement, is available at http://www.nd.edu. Infor-mation about Notre Dame’s Creative Writing Program is also available at http://creativewriting.nd.edu. The University of Notre Dame seeks to at-tract, develop, and retain the highest quality faculty, staff and administra-tion. The University is an Equal Op-portunity Employer, and is committed to building a culturally diverse work-place. We strongly encourage applica-tions from female and minority candi-dates and others that will enhance our community. Moreover, Notre Dame prohibits discrimination against vet-erans or disabled qualified individu-als, and requires affirmative action by covered contractors to employ and advance veterans and qualified indi-viduals with disabilities in compliance with 41 CFR 60-741.5(a) and 41 CFR 60-300.5(a).

St. Vincent’s College (www.stvincentscollege.edu) is seeking applications for the position of President/Chief Executive Officer. St. Vincent’s is a community-based college, faithful to the teachings of the Catholic Church, providing education in nursing, allied health, and the liberal arts and sciences. A subsidiary of St. Vincent’s Medical Center, the College is the only one in the State of Connecticut committed solely to the preparation of nurses and allied health professionals.

The President/CEO reports to the Board of Trustees and the CEO of the St. Vincent’s Health System. The President administers, directs and coordinates all activities of the College, within the framework of the established philosophy and mission adopted by the Governing Board. The President will provide the leadership and vision to develop and implement a strategic plan that will assure a quality education to the population it serves, and provide a sound financial base for its long-term viability. Visit Hyatt-Fennell.com for more information.

A Doctoral degree in the area of higher education and/or administration; broad professional experience in administration; and demonstrated executive ability, leadership and skill in interpersonal relations is required.

St. Vincent’s College is being assisted by the partners of Hyatt-Fennell. Submit applications to: Cheryl Hyatt at StVincentsCollege@Hyatt-Fennell.com. Applications include a letter of interest, a current résumé, and contact information for five professional references. The College will review applications as they are received. All applications and nominations will be considered highly confidential. St. Vincent’s College is an equal opportunity employer.

Cheryl Hyatt - 724-242-0476StVincentsCollege@Hyatt-Fennell.comwww.Hyatt-Fennell.com

President/Chief Executive Officer

St. Vincent’s CollegeBridgeport, CT

Milwaukee School of Engineering (MSOE) invites applications and nominations for the position ofPresident. MSOE seeks a dynamic leader, who has a demonstrated record of innovation,entrepreneurship and successful leadership performance.Founded by practicing engineer Oscar Werwath in 1903, MSOE was the first American educationalinstitution based on an applications-oriented curriculum. Today MSOE is an independent, non-profituniversity with approximately 2,800 students offering bachelor's and master's degrees in engineering,business, and nursing. The university has a national academic reputation; longstanding ties to businessand industry; dedicated professors with real-world experience; and a 96% job placement rate instudents' chosen majors. MSOE continues to be at the forefront of applied professional education withemphasis on both theory and technology, coupled with intensive laboratories and career practice.The MSOE Board of Regents' close ties to industry reflect the university’s commitment to a strong,application-driven culture where faculty are deeply engaged in rigorous and pragmatic instruction.Graduates leave the university with a high work ethic and able to immediately add value for theiremployers. More than 19,000 alumni live and work throughout the United States and abroad, and nearly2,400 of them own their own businesses or are company officers. MSOE is a small university makinga significant and important impact.The President is the chief executive officer and chief advocate for the university. Reporting to the Boardof Regents, the President has responsibility for the strategic, financial, fundraising and managementoperations. The next President will lead a shared strategic vision for the university, an efficient andsustainable operational strategy, an increased level of financial support for the university from industrypartners and donors, and a climate of transparency with internal and external stakeholders to continuethe institution's relevance and role in society.Informed by wisdom and experience to anticipate and identify areas of opportunity, this individualshould provide intellectual leadership and strategic direction. S/he must possess the skills to effectivelyengage the faculty, staff and students by demonstrating the ability to work collaboratively and engenderwidespread private and public support for, and excitement about, the future of MSOE. The successfulcandidate will have core values promoting constancy of purpose, be willing to pursue goals regardlessof obstacles, and yet show a demonstrated capacity to be a change agent within an organization whenappropriate.

While applications and nominations will be accepted until theposition is filled, interested parties are encouraged to submitapplications as soon as possible, and review of applications willbegin immediately. Applicants should submit a letter of interest andcurriculum vitae. All nominations, applications, and inquiriesshould be sent via e-mail to:Steve Leo, Vice PresidentVicki Henderson, Senior AssociateStorbeck/Pimentel & Associates, LPMSOEPresident@storbeckpimentel.com610-572-4296

MSOE is an equal opportunity employer. All qualified applicants will receive consideration foremployment without regard to race, religion, color, national origin, sex, age, status as a protected

veteran, among other things, or status as a qualified individual with disability.For additional information, please visit www.msoe.edu/President-search.

PRESIDENT

Louisiana State University invites nominations and applications for the position of Executive VicePresident and Provost. The EVP/Provost serves as the chief academic affairs officer for the LSUBoard of Supervisors and all of its campuses and institutions (the “University”), and serves as theProvost for the LSU campus, the state’s flagship institution of higher education. The EVPresponsibilities include the development, growth, and quality of all academic programs and relatedsupport functions. The responsibilities of the Provost include the articulation of an academic vision,leadership in academic strategic planning, the development and administration of academicbudgets, and the advancement of excellence in teaching, scholarship, and service for the LSUflagship institution. 

The Executive Vice President and Provost reports directly to the LSU President.  As such, she/hewill act as the chief administrative officer in the absence of the President and represents thePresident in both internal and external affairs. The Executive Vice President and Provost serves asthe chief academic advisor to the President and the LSU Board of Supervisors.  She/he works intandem with the Vice President for Finance and Administration and CFO to prepare and monitorthe operating budget for the University. 

The University comprises of nine institutions that stretch the length of the state of Louisiana: LSU,LSU-Shreveport, LSU-Alexandria, LSU-Eunice, LSU Health Sciences Center- New Orleans, LSUHealth Sciences Center- Shreveport, the Health Care Services Division, Pennington BiomedicalResearch Center, and the LSU AgCenter. Each institution plays a vital role in preparing studentsto incorporate new knowledge and new technologies into their daily lives or providing researchand educational services to benefit Louisiana and its residents. 

LSU is Louisiana’s flagship public research university and one of America’s premier institutions.The main campus occupies 2,000 acres in a culturally rich and distinctive region, bordering theMississippi River in the state capital, Baton Rouge, 80 miles from New Orleans. LSU’s academicprograms include undergraduate, graduate, and professional degrees. Its colleges and schools are:Agriculture, Art & Design, E. J. Ourso College of Business, Coast and the Environment, HumanSciences & Education, Engineering, Graduate School, Honors College, Humanities & SocialSciences, Library and Information Sciences, Manship School of Mass Communication, Music &Dramatic Arts, Paul M. Hebert Law Center, Science, Social Work, and Veterinary Medicine.

Over the past 20 years, LSU has consistently produced finalists and winners of the Rhodes,Truman, Goldwater and Udall Scholarships. Several of LSU’s programs are ranked top in thenation, including the Robert Reich School of Landscape Architecture in the College of Art andDesign, and the Internal Auditing program in the E. J. Ourso College of Business, which isinternationally known as one of the top such programs in the world.

LSU’s website, www.lsu.edu, includes LSU’s flagship strategic plan, as well as links to the fullarray of programs and opportunities at LSU. Information regarding LSU’s Flagship 2020 Agendacan be found online at www.lsu.edu/flagshipagenda/

The ideal candidate for the position will have an earned doctorate from an accredited institution;a record of academic achievement in teaching and research commensurate with appointment tothe rank of Full Professor with tenure in a discipline offered at the flagship institution; a provenrecord of academic achievement and administrative experience, including proven dynamicvisionary leadership and innovation regarding major issues, challenges, and future directions inhigher education.

HOW TO APPLYFurther information about the position and LSU may be found on the search website,www.lsu.edu/evppsearch. Review of applications will begin immediately and continue until theposition is filled. No telephone inquiries please. Salary will be competitive and commensuratewith qualifications. An offer of employment is contingent on a satisfactory pre-employmentbackground check.

LSU IS COMMITTED TO DIVERSITY AND IS AN EQUAL OPPORTUNITY/EQUAL ACCESS EMPLOYER

EXECUTIVE VICE PRESIDENT AND PROVOST

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Founded in 1968, and serving more than 9,000 students,Kishwaukee College – located in Malta, Illinois, approximately60 miles west of downtown Chicago – offers a wide varietyof academic and continuing education programs.The College serves as a key partner for major employers,higher education institutions and community and socialservice agencies to create a strong workforce andentrepreneurial environment for citizens. Kishwaukee College’s next president will have theopportunity to provide leadership to a College that has asolid foundation of historical success and financial strength.

Nominations and applications will be accepted until theposition is filled. The target date for applications is Wednesday,October 21, 2015. Apply at http://www.acctsearches.org.For the presidential profile and updates on this process,visit http://www.kishwaukeecollege.edu/presidential_search. For additional information, nominations or confidentialinquiries, contact: Patricia Keir, Ed.D., ACCT SearchConsultant, pkeir563@msn.com and 630-888-8841.

Kishwaukee College is an Equal Opportunity/AffirmativeAction institution and employer.

www.kishwaukeecol lege .edu

The KishwaukeeCollege Board of

Trustees seeksnominations andapplications for

the position ofPresident.

ApplicationProcess

­ APPLICATION PROCESS ­

SOLANO COMMUNITY COLLEGE

Solano Community College is an EOE

SEARCHING FOR A PRESIDENT

CENTER DIRECTORONCAMPUS CAL STATE MONTEREY BAY

SEASIDE, CALIFORNIAThe Cambridge Education Group (CEG), a leading provider of pre- and concurrent-university academic andEnglish language courses, seeks a Center Director to develop and lead its new operation at California StateUniversity, Monterey Bay (CSUMB). OnCampus Cal State Monterey Bay will prepare internationalstudents to enroll in CSUMB.The Director is the chief executive for the center, which will offer English language and academic coursesto prepare international students who wish to enroll at the University. She or he will create and develop thestrategic direction of the center as it embarks on its first academic term in January 2016.This program – CEG’s fourth in North America – will be based on the Monterey Bay campus on the centralcoast of California, two hours south of San Francisco and 30 minutes from Santa Cruz. The Monterey Baycampus will provide academic infrastructure, student services, and the physical campus for the OnCampusCal State Monterey Bay academic program. The Director will report to the Managing Director, GlobalUniversity Partnerships.The Director will partner with CSUMB to create and sustain the program, welcome its first class of students,and guide their progress to successful completion. CSUMB will leverage CEG’s extensive network ofrecruiters all over the world to seek and enroll qualified students.The successful candidate will be a skilled educator and administrator who can successfully and creativelylead an educational venture. The Director should have a commitment to academic quality and to the special,individualized attention and guidance that international students may require. She or he will be able to leadand inspire, at the same time exhibiting the “can-do” attitude required to sustain a new venture. The Directorwill have had teaching experience, some of it with international students, and experience in higher educationmanagement.The Director will report to the Managing Director of Global University Partnerships and will be part of agrowing team of center directors as CEG continues to develop partnerships throughout the U.S.The Cambridge Education Group has retained Isaacson, Miller, a national executive search firm, to assist inthis search. Confidential inquiries, nominations, and referrals should be sent in confidence to:

Greg Esposito, Managing AssociateMorgan Sharoff, Associate

263 Summer Street 7th FloorBoston, MA 02210

www.imsearch.com/5524Electronic submission of application materials is strongly encouraged.

The Cambridge Education Group is an EEO/Affirmative Action Employer

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President, University of Maine at Fort Kent� e University of Maine at Fort Kent combines the attractions of a rural location with the advantages of a strong international � avor in a growing University committed to exceptional student service and educational quality. Located in Maine’s beautiful Saint John River Valley on the U.S.-Canadian border, the University of Maine at Fort Kent enrolls approximately 1500 students studying at the attractive campus and on line. Located in a bilingual community, the University is within driving distance of major Canadian cities including Quebec City and attracts numerous international students.

To Learn More about UMFK and this Presidency

• A complete Leadership Statement may be found at http://www.um� .edu/about/presidential_search/ leadership_statement/• Th ose interested in learning more about the opportunity to lead this important public university may contact our search consultant, Dr. Terry MacTaggart, in complete con� dence at tjm@maine.edu.

To Apply for the UMFK President Position

Consideration of nominees and candidates is underway and will continue until the position is � lled. To assure consideration in the � rst review round, applications should be received by October 2, 2015. Please submit application materials—a cover letter, curriculum vitae, and contact information for � ve or more professional references—at maine.hiretouch.com.

� e University of Maine System does not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status and gender expression, national origin, citizenship status, age, disability, genetic information or veterans’ status in employment, education, and all other programs and activities.

Le Moyne College invites applications and nominations for the position of Provost and Academic Vice-President. One of 28 Catholic, Jesuit colleges and universities in the United States, Le Moyne was the first to open as a co-educational institution. Since its founding in 1946, the College has modeled and strengthened the 476-year-old Jesuit tradition. Today, Le Moyne enrolls approximately 2,785 undergraduate and 534 graduate students from 33 states and 35 countries, operates with a $77 million FY15 budget (net of financial aid) and reports an endowment of $163.2 million. The Provost and Academic Vice-President will report directly to the President and will be responsible for continuing to build upon Le Moyne’s strong history of academic excellence. The successful candidate will work collaboratively with all members of the College community especially with the faculty and students to build upon an already strong and vibrant learning community. The Provost and Academic Vice-President will be responsible for the overall administration of the College’s academic programs including the quality and delivery of instruction and the financial efficiency of these programs.

The Provost and Academic Vice-President will serve in a critical leadership role as the institution continues to develop an ambitious academic strategic plan guided by a set of initiatives that build on Le Moyne College’s strengths and aspirations. The successful candidate will bring a leadership, energy and vision that develops new academic programs; that builds upon and expands collaborative partnerships with other academic institutions; that provides ongoing support for faculty as teacher-scholars; that fosters and maintains a high quality learning environment for students; and, that fosters a culture dedicated to advancing the College's mission and values which are grounded in the Jesuit educational tradition.

Procedure for Candidacy

Inquiries, nominations and applications are invited. Review of applications will begin immediately and will continue until the position is filled. For fullest consideration, applicant materials should be received by no later than October 9, 2015.

Candidates should provide a professional resume, a letter of application that addresses the responsibilities and requirements described in this leadership statement and the names and contact information of five references. References will not be contacted without prior knowledge and approval of candidates. Visit our website at http://www.lemoyne.edu/employment for a complete job description and instructions on how to submit your application materials. Questions can be sent to Diann Darmody Ferris email darmoddl@lemoyne.edu or by calling (315)445-4158.

Le Moyne College is an equal opportunity employer and encourages women, persons of color, and Jesuits to apply for employment.

Provost - AcAdemic vice President

Indiana University East is seeking a dynamic, innovative leader of academic and student affairs.Reporting directly to the Chancellor, the Executive Vice Chancellor for Academic Affairs serves as amember of a collaborative senior leadership team that works together to advance the mission of thecampus and success of IU East’s students. IU East is one of eight campuses of Indiana University. Based in Richmond, Indiana, IU East leads theregion as the premier four-year and master’s public institution in eastern Indiana and western Ohio.With record enrollment of over 4,500 students, IU East is both a traditional campus that excels ininnovative learning options and a virtual campus with select online degree completion programs.Online delivery of programs is an increasingly important aspect of IU East’s enrollment strategy. Theuniversity’s customized bachelor’s and master’s programs – a portfolio of over 50 degree programoptions – anticipate the growing needs of citizens in the region, state, and nation. Collaboration withthe community, especially through service-learning and internships, is an essential part of theuniversity’s mission. For more information, please visit www.iue.edu.The Executive Vice Chancellor for Academic Affairs oversees IU East’s academic programs, includingthe development, coordination, and promotion of all programs and courses; the recruitment,development, evaluation, and compensation of faculty members and other academic personnel; and theallocation of resources among the schools and other academic units of IU East. In addition to theacademic areas, the EVCAA also oversees all enrollment services, student support and student affairsfunctions for the campus. Direct reports include academic school deans, associate vice chancellors, theDean of Students, the Director of Admissions and the Director of Financial Aid. QUALIFICATIONS: A passionate, energetic, caring, resourceful, and accomplished individual; ateam builder with a demonstrated commitment to serving diverse students; a commitment toaffirmative action, equal opportunity, and diversity; previous successful leadership of a school, college,or other equivalent academic unit within an accredited university; earned doctorate or terminal degreefrom a well-respected, accredited university; record of effective college or university level teaching andscholarly achievement, and service that meet IU East’s criteria for tenure as a full Professor; experiencewith online programs; experience in collaborating with or leading enrollment management or studentaffairs units; evidence of effectiveness within a highly consultative shared governance environment;evidence of success in implementation of strategic planning; experience and success in fiscalmanagement; demonstrated ability to communicate effectively both orally and in writing; provenability to work collaboratively with other senior university leaders across units and partner institutions.

Review of applications and nominations will begin immediately andcontinue until the position is filled. Applications should include aletter of interest, curriculum vitae, and five references. Please send nominations and applications toIUEEVCAA@storbeckpimentel.com. The search committee isbeing assisted by Steve Leo and Matthew Bunting withStorbeck/Pimentel & Associates.

Indiana University is an Equal Opportunity, Affirmative Action Employer. The University activelyencourages applications and nominations of women, minorities, veterans, and persons with

disabilities, and applications from candidates with diverse cultural backgrounds.

EXECUTIVE VICECHANCELLOR FORACADEMIC AFFAIRS

A91, A93Academic administration A78,

A104, A106, A116Academic affairs/other A94,

A95, A96, A102, A103, A104, A105, A106, A107,

A109, A111, A112, A113Accounting/finance A74, A76,

A78, A79, A80, A88 A91Admissions/enrollment/retention/

registration A97American studies A77Anthropology/archaeology A78,

A85Art A67, A78, A81Art history A74Arts/other A74, A76, A79, A81Athletics A85Biology/life sciences A67, A74,

A76, A77, A78, A79, A80, A85

Biotechnology/bioengineering A79, A86

Business administration A88, A90, A93

Business/administrative affairs/other A93, A98, A99, A100, A101, A108

Business/management/other A68, A69, A72, A73, A76, A78, A79, A87, A88, A89, A90, A91, A92, A93

Chancellors/presidents A114, A115, A116, A117, A118, A119

Chemistry/biochemistry A73, A74, A75, A79, A87

Chief academic officers/vice presidents A93, A95, A96, A98, A105, A112, A113, A115, A119

Chief business officers/vice presidents A99, A100, A117

Communication/other A73, A76, A78, A79, A82, A84, A92, A93

Computer sciences/technology A66, A67, A72, A76A77, A79, A80, A87

Counseling A77Counselor education A76, A93Criminal justice/criminology

A73, A77, A78, A79A83Curriculum and instruction A93Dean A95, A102, A103, A104,

A105, A106, A107, A108, A109, A110, A111, A112, A113, A115

Design/graphic arts A78, A87Development/advancement A99

Economics A73, A76, A77, A79, A87, A88, A91

Education/other A76, A79, A82, A83, A84, A87, A93Educational administration/leadership A83, A93

Engineering A70, A73, A74, A76, A77, A78, A79, A80, A85, A86, A87, A110

English as a second language A76

English/literature A67, A73, A77, A78, A79, A80;A81

Ethnic/multicultural studies A77, A81

Executive directors A93, A98, A114, A118, A119

Executive positions/other A98, A114, A116, A117A118

Faculty affairs A95Financial affairs A77, A98,

A100, A101Foreign languages/literatures

A67, A76, A77, A78, A80, A81

Gay/lesbian studies A82Geography A77, A83Geology/earth sciences A73, A86Health services A103Health/medicine/other A73,

A76, A77, A79, A87, A91, A92, A93, A94

History A67, A73, A74, A76, A77, A78, A82, A87

Human development/family sciences A83, A85, A89A93

Humanities/other A67, A73, A75, A76, A77, A78, A79, A81, A82, A85

Human-resources administration A99

Institutional research/planning A96

Journalism A66, A78Kinesiology/exercise physiology/

physical education A73, A76, A79, A91Law/legal studies A78Librarians/library

administration A78, A94, A108

Management A72, A73, A74, A75, A79, A80, A87, A88, A90

Marketing/sales A76Mathematics A67, A72, A73,

A76, A78, A79, A80, A85Media studies A77, A78, A82,

A93

Medicine A91, A92, A94Music A73, A74, A76, A79Nonprofit orgs/other A99Nursing A70, A76, A93Nutrition A91Performing arts A73, A76, A77,

A79Philosophy A73, A76, A78, A80Physics/space sciences A67, A73,

A76, A77, A78,A79Political science/international

relations A67, A73, A76, A77, A78, A82, A85, A87

Professional fields/other A75, A76, A77, A79, A88, A89, A91, A92, A93

Provosts A93, A95, A112, A113, A115, A116, A117A119

Psychology A67, A72, A73, A74, A76, A77, A78, A79, A80, A84, A85

Public administration/policy A73, A78, A80

Public relations/advertising A79Public relations/marketing

(campus) A98, A101Religion A73, A74, A77, A78,

A81Science/technology/other A67,

A68, A73, A75, A76, A77, A78, A79, A80, A85, A86

Social work/human services A76, A79, A83, A92, A93

Social/behavioral sciences/other A69, A72, A73,A75, A76, A79, A81, A82, A83, A84, A85, A89

Sociology A73, A78, A84Special education A73, A76,

A93Speech/hearing sciences A80,

A91Speech/rhetoric A78Statistics A67, A78Student affairs/other A79, A95,

A97Teacher education A73, A76,

A82, A93Technology administration/other

A79Urban/regional planning A76,

A83Womens/gender studies A80,

A82

INDEX OF POSITIONS AVAILABLE IN BOXED ADS

It’s 9:30 a.m., and the upper-level course I teach on mass communication is about to begin. Ten of my 27 students are missing. Twenty minutes later, that number dwindles to just two, as eight students arrive, one by one, during my lecture. Frustration kicks in as I try not to let the late-

comers derail my train of thought. Does any of that sound familiar?Tardiness had been a common pattern for my

mass-communication course. I had tried talking with students directly — in groups and one-on-one — about responsibility, professionalism, and respect. Even giving quizzes at the start of class did not help reduce the stream of late arrivals. That day last fall in class as I watched all of those students stroll in late, I knew some-thing had to change. So instead of seeking more advice from an instructor’s point of view, I decided to go to the students for answers.

At the next class meeting, after waiting for the usual tardy suspects to arrive, I introduced a topic change. Urging everyone to respond truthfully and without fear of consequences, I asked students: “How many of you are bothered when one or more classmates arrive less than 10 minutes late?”

I was shocked when only two students raised their hands. Students indicated that as long as their classmate entered quietly, they did not care if he or she arrived within 10 minutes of the start of class. I was soon heart-ened to learn, however, that how late someone arrives did make a difference.

“How many of you are bothered when one or more classmates arrive more than 10 minutes late,” I asked?

This time the majority of the class had a hand in the air, even those who often arrived tardy. Closer question-ing revealed students were more involved in the class

after the 10-minute mark, meaning that any late arrivals were more distracting. There was also an underlying feeling that students who repeatedly arrived extremely late didn’t

place the same value on the course as those who ran only a few minutes late.

Over all, students were much more understanding about tardy arrivals than I, and that got me thinking: Was I worrying too much about something that most students find irrelevant? I set out once more to find a solution to the tardiness, but this time, one from their point of view. I turned to my students and asked: “What can instructors do to motivate you to come to class on time?”

Their first answer took me by surprise and was the clear winner in all of their suggestions: shaming.

“Dr. ‘Smith’ stops class if we’re late,” a female student said. “Then he says something like, ‘Jane, how nice that you decided to join us today.’”

“That really works?” I asked.“Yeah, I don’t like when the professor talks to me in

front of everyone,” she replied. Several other students nodded in agreement.

Next on their list was extra credit given within a brief window at the beginning of the course for doing something simple — like writing their names on a sheet of paper, or answering a simple question from a previous class.

“So what do you think about quizzes at the start of class?” I asked, expecting that that, too, would get

students in their seats on time, though it hadn’t worked for this class.

Loud, negative remarks flew around the room. I heard comments about harassment, teacher bullying, and blackmail. In short, they resent the quizzes — a lot. And they didn’t just dislike the quizzes, they resented instruc-tors who gave them. Most important, they said they did not come to class on time to take them.

It also seems that a student’s year in college makes a difference. “The freshmen are scared to miss class,” one upperclassman said. “They think it’s still high school and you’ll get in trouble. We’ve learned it’s not that bad to be late. Nothing’s really going to happen to you.”

Apparently losing quiz points or missing part of a lec-ture didn’t qualify in my students’ minds as “bad things.”

Their final suggestion to instructors to get students in their seats on time: Be entertaining. If you are deemed boring as an instructor, it is much more acceptable to miss your class — however important or relevant the material. The students’ definition of “entertaining,” was hard to pin down. PowerPoint lectures — and, in fact, most lectures of any kind — clearly fell in the “boring” range.

Pondering their responses was a little overwhelming. Should I morph into a shaming, extra-point-giving, sideshow act?

After considering my various options, I tried two tactics in a course I taught this past spring that included some of the same students. First, I took a suggestion of-fered in a workshop at my university: I didn’t record any tardies on my attendance roster. If students were late, they were marked absent, and four or more absences

resulted in a deduction from their final grade.That strategy worked well. Several students who were

habitually tardy in the fall-semester course attend-ed more regularly in the spring. Students seemed to respond more to the idea of being marked absent than to the prospect of losing a few points as a penalty.

I also surprised students twice during the semes-ter with simple extra-credit assignments to begin the course. I followed up at the end of the session by an-nouncing the activity to those who had arrived late and missed the opportunity.

While both ideas worked to a degree, neither one totally eliminated tardy arrivals. As much as I dislike it, I may try a mild form of shaming with the most blatant offenders this fall after a private consultation about their behavior. While that seems harsh, I am influenced by Bonnie Snyder’s assertions that chronically late students “display a passive-aggressive personality style” that plays out in disruptive ways throughout the semester.

I also like the idea of starting class with a five-minute “freewrite” as explained by Michelle LaFrance in a July 2014 article in The Chronicle. The exercise counts for a small number of points toward the final grade.

Finally, Steven J. Corbett, in the same Chronicle article, offers advice on making a class, if not entertain-ing, at least more low-key and enjoyable. I am inspired to incorporate some of his ideas into my own teaching style on days when the lesson plan is less scripted.

Stephanie Reese Masson is an instructor of language, English, and communication at Northwestern State University in Louisiana.

MORE VIEWS INSIDEDoes Assessment Make Colleges Better?It depends on whom you ask. Two views on its value for institutions and students: A50Scholars Talk Writing: Sam WineburgHow a Stanford professor, known for his work on “historical thinking,” learned to trust his own voice: A52

A120 september 4, 2015 | the chronicle of higher education

Late Again?A faculty member wondered why her students were always late. So she asked them.

MICHAEL MORGENSTERN FOR THE CHRONICLE

POINT OF VIEW

STEPHANIE REESE MASSON