chronicle.com

THE CHRONICLEof Higher Education ®

How One Small College Analyzed Its Way

to Financial Health A24

For Needy Students at Princeton:

Culture Shock A8

Adjuncts Find Voice in WashingtonCongress, taking bipartisan interest

in faculty working conditions, raises advocates’ hopes A3

February 7, 2014 • $6.99Volume LX, Number 21

ATHLETICSA Call for a Players’ UnionFootball players at Northwestern University have petitioned the National Labor Relations Board to be recognized as employees. A4

STUDENT AFFAIRSOld Problem, New TechnologySome students appeal to the “crowd” to help pay for college. Will it catch on? A6

GOVERNMENTState of the UnionIn his speech, President Obama focused on how colleges could contribute to job growth. A10

LEADERSHIPProvosts Go PublicThe Ivy Leaguer Mark Schlissel’s move to Michigan’s top job is only one example. A11

RESEARCHSweet and SourUCLA’s corporate-funded research on the health benefits of pomegranates raises questions about conflicts of interest. A12

Banking on the Promise of Fecal TransplantsHoping to help doctors and patients, three graduate students have founded the first stool repository. A16

LEGAL AFFAIRSAttorneys General Focus on For-Profit CollegesOfficials from more than a dozen states have begun new investigations of the colleges’ operations. A18

VALUEFor Profit?A degree from a proprietary college may mean less income for some students later on, a study shows. A18

VIEWS

The Sound of SilencingThe vehement opposition to the MLA’s discussion of Israel blocked a needed conversation, says Marianne Hirsch. A64

19.2%

Average Annual Return

-0.3%

11.7%11.9%

2011 2012 20132010

LISA DEJONG FOR THE CHRONICLE

Maria Maisto (left), president of the adjunct-advocacy group New Faculty Majority, with a colleague, Paula Maggio, of Kent State U.

INSIDE

Endowments Are Back

in the Black A10

THE CHRONICLE REVIEW

The Long Reach of David Brion DavisThe historian and his students. Section B

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A2 februa ry 7, 2014 | the chronicle of higher education

the chronicle of higher education | februa ry 7, 2014 A3

By AUDREY WILLIAMS JUNE

Maria C. Maisto went to Capitol Hill last fall to correct what she saw as a

misperception about colleges' re-sponse to the nation's new health-care law.

By the time she left, she had ac-complished something bigger. She had gotten lawmakers talking about higher education's reliance on adjuncts and how their work-ing conditions make it difficult for them to do their best work.

“There's a huge lack of under-standing of what it means to be in the adjunct world,” Rep. George Miller, a Democrat from California, said during the hearing at which Ms. Maisto testified.

Not long ago, Ms. Maisto, who has led the adjunct-advocacy group New Faculty Majority since 2009, would have considered it a victory to land a meeting with senior officials at the university where she taught.

Now she had the attention of the

top Democrat on the U.S. House of Representatives’ Committee on Education and the Workforce. Af-ter the hearing, Mr. Miller told Ms. Maisto that he wanted to work with her to draw more attention to the plight of adjuncts, who account for about 70 percent of instructors.

His interest in the issue, which resulted in a report in January that highlighted adjuncts’ stories, demonstrates how far Ms. Maisto, her group, and the adjunct-advoca-cy movement have come.

“I'm very grateful they called me to testify,” she says. “It gave me an opportunity to tell the real story of what's happening at colleges and universities—and that's the adjunct crisis.”

The new awareness on Capi-tol Hill is a turning point for the movement as it tries to improve conditions for faculty members who work off the tenure track, says Adrianna Kezar, a professor at the School of Education at the Uni-versity of Southern California who

studies changes in the academic work force.

Both Republicans and Demo-crats left the recent hearing want-ing to know more. That bipartisan interest helps the cause, too, says Ms. Kezar. “Things move fast when both sides see a problem.”

Mr. Miller’s attention comes at a time when colleges are using ad-juncts more than ever, and contin-gent faculty members are increas-ingly willing to unionize. “The sheer numbers of adjunct faculty have gotten so large,” Ms. Kezar says, “it can no longer be an invis-ible problem.”

ROAD TO CAPITOL HILL

Ms. Maisto has sought to keep the challenges facing the profes-soriate’s largest swath in the lime-light.

Over the years, her advocacy group has cultivated allies of all kinds, including faculty unions in-terested in organizing adjuncts and

scholarly associations whose mem-bers face a job market flooded with positions off the tenure track.

The New Faculty Majority has also made inroads among high-er-education groups, whose confer-ence programs increasingly reflect adjunct-related issues. The annual meeting this year of the Association of American Colleges and Univer-sities included a session about how adjunct instructors’ working condi-tions affect student success.

And the Council for Higher Edu-cation Accreditation, during its an-nual meeting in January, released a report that said the treatment of adjuncts should be a criterion in ac-creditation standards.

In a move to emphasize what is at stake if adjuncts aren’t treated better, the group and its allies in recent years have argued for a link between the working conditions of adjuncts and the learning condi-tions of students.

Now colleges’ response to the

Adjuncts Gain Traction With Congressional Attention

The WeekUCLA’s Pomegranate Problem A12 | Big Data: Where the Jobs Are A14

People A21 | In Brief A22 | In Focus A24

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How a Public Stool Repository Can Save

Lives A16

INSIDEVIEWS . . . . . . . . . A31

GAZETTE . . . . . . . A35

CAREERS . . . . . . . .A42

THE CHRONICLE REVIEW . . . . Section B

Continued on Following Page

M. SCOTT BRAUER FOR THE CHRONICLE

LISA DEJONG FOR THE CHRONICLE

It’s no longer “so easy to dismiss” the need for improvements in adjuncts’ working conditions, says Maria Maisto, who leads the group New Faculty Majority.

A4 februa ry 7, 2014 | the chronicle of higher education

federal Affordable Care Act has surfaced as a new battleground for the group—one that played a role in getting Mr. Miller’s attention.

Last April, Ms. Maisto went af-ter institutions that had reduced the number of hours that adjuncts could work, keeping them below the 30-hour-a-week threshold that would make them eligible for em-ployer-provided benefits under the new federal law. She wrote an opin-ion piece about the issue for a web-site, TakePart.org, that is focused on social justice. Mr. Miller's staff members were among the people who read it.

“They were looking for witness-es for the hearing,” says Ms. Mais-to, who this semester teaches one course in composition at Cuyahoga Community College, in Ohio. “And they liked what I had to say.”

Mr. Miller says in an interview that he used to think of adjuncts as professionals, like lawyers or real-estate brokers, who taught a class on the side in their area of ex-pertise. But after talking with Ms. Maisto, he realized that he “didn’t know any of the details of who ad-juncts really are.”

When his staff members inter-viewed Ms. Maisto to learn more about the points her testimony would make, he says, “she obviously knew her stuff, and she was living the issue.”

Drafting her remarks for the Congressional hearing took Ms. Maisto about a week. The biggest challenge “was making sure I got it down to the five minutes that I had,” she says. “I wanted to make sure that I didn’t get cut off.”

As it turned out, Ms. Maisto had plenty of time to get her point across. Many committee members, both Democrats and Republicans, asked her a follow-up question or two.

“Maria hijacked the hearing,” Mr. Miller says, laughing.

In his closing remarks at the hearing, Rep. John Kline, a Repub-lican from Minnesota who chairs the committee, noted that mem-bers had been “having a little side conversation here as we started to think about the adjunct issue.”

They had all received an “educa-tion,” he said, about adjunct faculty members, even though the hearing had been billed as a forum to learn how the new health-care law was affecting colleges and schools.

To Ms. Maisto, that was encour-aging.

“On both sides of the aisle, there was acknowledgment of the issue,” she says. “It was obvious the hear-ing wasn’t going to solve their dif-ferences over the ACA, but they were smart enough to see that this is another issue that does come un-der their purview that they’re going to have to pay attention to.”

‘JUST IN TIME’

After the hearing, Mr. Miller and Ms. Maisto talked about an online forum he planned to set up to col-lect the stories of adjuncts nation-wide. Six days later, the forum was live.

However, Mr. Miller didn’t know that he was seeking comments during one of the busiest times of the academic year, the weeks lead-ing up to the end of a semester. Ms.

Maisto took to Twitter, Face-book, and email lists, among oth-er venues, to drive people to the Congressio-nal site. Others joined her.

“I know that this is a busy time of the se-mester for every-one, but please take ten min-utes and write to him,” urged Bet-sy Smith, an ad-junct professor of English as a sec-ond language at Cape Cod Com-munity College, in a comment on a Chronicle Vi-tae article about Mr. Miller’s efforts. “When we have a willing ear in Washington, we should take advantage of it.”

When the forum closed, after about six weeks, almost 850 ad-junct faculty members, from 41 states, had submitted statements with details about how long they had been employed as adjuncts, what kind of pay and benefits they received, and how their ability to do their jobs was hindered by their working conditions.

The House committee’s 36-page report, titled “Just-In-Time Pro-fessor” and put together by Demo-cratic staff members, features an-ecdotes from a range of adjuncts. Some have been adjuncts their en-tire academic career, while others

are new to the field. They are in var-ious disciplines and teach at public and private, two-year and four-year colleges.

Nonetheless, the similarities re-flected in the report were striking, Mr. Miller says.

“You look at their credentials, their background and experience—there has to a conscious decision to treat them this way,” he says. “Then you start to look at it through a stu-dent’s eyes, and then you think, I’m getting a person who’s stressed out, maybe just drove three hours to get to my class, doesn’t have time to see me afterward, and you think, Wait a minute, there’s some false adver-tising going on here.”

Mr. Miller, who has served in

Congress since 1975, announced in January that his current term would be his last. He hopes that over the next few months, commit-tee members, colleges, and adjunct faculty members can work togeth-er to come up with solutions for the problems that adjuncts face. He and others also hope that the increased attention to the issue will prompt colleges to make some changes on their own.

Ms. Maisto says she’s pleased that it’s no longer “so easy to dis-miss” the message.

“We have all this momentum, and it's just continuing to build,” she says. “When we first started out, we were just trying to get peo-ple to listen.”

Continued From Preceding Page

College Football and Basketball Players Seek to Form a Labor UnionBy BRAD WOLVERTON

College athletes last week took a bold step toward gain-ing more bargaining pow-

er in the National Collegiate Ath-letic Association, by attempting to form a labor union for football and basketball players in big-time pro-grams.

Calling the NCAA a “dictator-ship” that stamps on athletes’ rights and fails to provide adequate long-term health care or educational as-sistance, football players at North-western University petitioned the Chicago office of the National La-bor Relations Board to be recog-nized as employees.

The move, organized by Ramo-gi Huma, a former linebacker at the University of California at Los Angeles and founder of the Nation-al College Players Association, was prompted by concerns raised by Kain Colter, a Northwestern quar-terback who was active in player protests this past season.

Speaking at a news conference, Mr. Colter said he and his team-mates were happy with their treat-ment at Northwestern but frus-trated by the NCAA’s inability to provide such protections as guar-anteed scholarships and more money for players to finish their degrees.

In a letter posted online, the Northwestern players said they

“recognize the need to eliminate unjust NCAA rules that create physical, academic, and financial hardships for college athletes.”

They said that “to remain silent while players are denied justice is to be complicit in inflicting injus-tice on future generations of college athletes.”

Mr. Huma, who started his or-ganization more than a decade ago to improve conditions for players, said the NCAA’s resistance to ne-gotiating with his group’s 17,000 members on issues like concus-sion management and transfer re-strictions had spurred him to take action.

The players’ intention in forming a union—the College Athletes Play-ers Association—was not to force universities to pay them, he said. But he did not rule out bargaining for that right.

“This is about giving college ath-letes a seat at the table,” said Mr. Huma, whose group led protests at last month’s national-champi-onship football game and at the recent NCAA convention. “Ath-letes deserve an equal voice when it comes to their physical and aca-demic well-being.”

NCAA RESPONSE

The NCAA, whose member insti-tutions have recently discussed giv-ing athletes more rights and better

health-and-safety benefits, defend-ed its amateurism principles. In a written statement, the association said athletes are “not employees within any definition of the Nation-al Labor Relations Act” and had no right to organize.

“This union-backed attempt to turn student-athletes into employ-ees undermines the purpose of col-lege: an education,” the statement

said. “Student-athletes are not em-ployees, and their participation in college sports is voluntary. We stand for all student-athletes, not just those the unions want to pro-fessionalize.”

Jim Phillips, Northwestern’s vice president for athletics and recre-ation, said in a written statement that the university teaches its stu-dents to be leaders and indepen-dent thinkers, and that last week’s action “demonstrates that they are doing so.”

He added that Northwestern be-

lieves that its athletes are not em-ployees, but that the “health and academic issues being raised by our student-athletes and others are important ones that deserve further consideration.”

Representatives of the United Steelworkers union said at the news conference that their lawyers stand behind the union proposal. They believe that college players will be deemed employees, and that the athletes’ scholarships represent payment in return for services.

EXPERTS’ VIEWS

But some labor-relations experts said players would have difficulty making that case.

“I would be very, very surprised if they won,” said Ronald G. Ehren-berg, a professor of industrial and labor relations and economics at Cornell University. “If they do win, it would potentially lead to an ex-plosion of changes in higher educa-tion.”

It’s unclear if college athletes have ever sought to unionize be-fore, said William A. Herbert, exec-utive director of the National Cen-ter for the Study of Collective Bar-gaining in Higher Education and the Professions, at the City Univer-sity of New York’s Hunter College.

It is also not known whether the National Labor Relations Board would view college athletes the

same way it has viewed graduate students, who have long tried to unionize.

Some private colleges have al-lowed graduate students to form unions, most recently at New York University. But a 2004 ruling by the board said graduate students at pri-vate colleges do not have the right to form labor unions.

In that case, which involved students at Brown University, the labor board ruled that graduate teaching assistants are primarily students and have a mostly edu-cational, not economic, relation-ship with their university. (The board’s decisions apply only to private colleges; state labor laws govern public institutions, some of which have been unionized for decades.)

Regardless of what the board de-cides, the action taken by North-western’s players should give col-leges a chance to talk about the merits of athletes’ economic situ-ations, said Charles T. Clotfelter, a professor of public policy and eco-nomics at Duke University and au-thor of Big-Time Sports in Ameri-can Universities.

“I’m always advocating doing studies and having conversations on things that some people think are completely impractical,” he said. “It’s what we ought to be doing in higher education, because some-times surprises happen.”

“ Athletes deserve an equal voice when it comes to their physical and academic well-being,” says an organizer.

LISA DEJONG FOR THE CHRONICLE

Advocates for adjunct faculty members have long waged campaigns for better working conditions. Now support for the cause has grown nationally, helped by recent bipartisan interest in Congress.

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the chronicle of higher education | februa ry 7, 2014 A5

A6 februa ry 7, 2014 | the chronicle of higher education

By LIBBY SANDER

Nearing her final se-mester at Ursinus Col-lege, Jennifer Davis didn’t

know if she would reach the fin-ish line. Despite working four part-time jobs and having se-cured a patchwork of loans, mer-it scholarships, and need-based aid, as of December she was still about $1,500 short.

Taking on another job wasn’t an option for Ms. Davis, a first-gener-ation student from Pottsville, Pa. She’d already planned to give up the best-paying one because it con-flicted with her class schedule. Her outlook was bleak: Unless she could come up with the money with-in a matter of weeks, she wouldn’t graduate in May. But where to find $1,500?

A friend had told her months earlier about GoFundMe, a crowd-funding website that lets individu-als raise money from friends, rela-tives, and social-media networks. “I would never do that,” Ms. Davis, 21, thought at the time. Proud and in-dependent, she found the prospect of asking for help so publicly dis-tasteful.

Then one night she got home from work waiting tables at a local cafe. Stiffed by a customer during a slow shift, she’d earned only $10. Despairing, she sat up late and had a reckoning. “It’s got to happen now,” she told herself. Time to ask for help.

She went to GoFundMe, opened an account, and began typing.

“I’m halfway through my senior year of college as an English major with a sociology minor, and (this is hard for me to admit, but) I need help affording my final semester,” she wrote. “I do not like admit-ting that my circumstances have reached such a point. But my ed-ucation is too important for me to continue to allow my pride to stand between me and a better life.”

Knowing that GoFundMe would take a 5-percent cut of whatever she raised, Ms. Davis set her goal: $1,735.

As students confront rising col-lege costs and a labyrinthine finan-cial-aid process, some are turning to crowdfunding websites like Go-FundMe to cover their expenses. While the approach is still nov-el and hardly widespread, finan-cial-aid officials say, enthusiasm for online campaigns is very much a reflection of the times. Students are frustrated with the aid process, eager to avoid student-loan debt, and worried over a weak job mar-ket. They are also comfortable with social-media networks and willing to share personal information on-line.

It’s hardly surprising, then, that some students seek help on such platforms. The technology may be new, but the idea—think tip jars for college—is not.

Beth Kobliner, a personal-finance expert and the author of Get a Fi-nancial Life: Personal Finance in Your Twenties and Thirties, under-stands the impulse to be innovative. But she has reservations about the unknowns. Could collecting money

one year, for instance, complicate a student’s financial aid the next?

Beyond practical considerations are questions of self-respect. “How much of it is asking people you don’t know versus people you do know?” asks Ms. Kobliner. “When do you cross the line between being re-sourceful and begging?”

Ms. Davis wrestled with that even after she created her GoFund-Me profile. She left it alone for sev-eral days before sharing the link on Facebook. Still conflicted, she didn’t log in to GoFundMe for two more weeks.

The thought of friends and fami-ly seeing her plea and disregarding it was unbearable, she said later. Equally discomfiting was the idea that they would see it and contrib-ute—and she would have to accept their assistance.

“I’m not used to people helping me,” she says. “I’ve always had to do everything on my own.”

CALLS FOR HELP

GoFundMe is just one player in the crowdfunding game. Sev-eral websites have popped up in recent years to let people raise money for causes, ventures, and emergencies of all stripes. Class-room supplies. New businesses. Sick pets.

On most sites, people craft pro-files—some more sophisticated than others—explaining who they are, why they need money, and, in some cases, what the donor will receive in return. From there, the details vary: Kickstarter attracts people looking to finance creative projects. Pave, popular among start-ups, allows “backers” to in-vest directly in individuals, who then pay back the loan in month-ly installments based on what they earn.

A few sites are geared specifi-cally toward students. Zero Bound lets users pay off their student loans through “sponsored volunteerism.” Created by a Northeastern Univer-sity graduate who had $200,000 in debt, the site tells overwhelmed prospective users: “You Are Not A Loan.” ScholarMatch, founded by the writer Dave Eggers, connects low-income students in California with private donors and colleges. The donors contribute to the col-leges, which then award scholar-ships.

GoFundMe, the site Ms. Davis turned to, seems to be a particu-larly popular choice among col-lege students. They post hoping to cover tuition, unforeseen gaps arising from glitches in financial aid, study abroad. Many appear to be financing college on their own, or with minimal help from parents.

Education campaigns have pro-liferated on GoFundMe since the site’s creation in 2010: Of its more than 350,000 campaigns, only medical pleas make up a larger grouping.

At times earnest, irreverent, and self-promotional, students’ profiles reflect their varying circumstances. “ONE MORE STUPID COLLEGE CREDIT,” reads a plea for $1,500

from an art student in Massachu-setts. “Help Me Pay for This Semes-ter,” says a first-generation student at a private college in Florida look-ing to raise $5,000. “Erica Goes to Film School” is the headline of a successful $22,000 campaign to help an aspiring filmmaker in Chi-cago enroll in a two-year, for-profit film school there.

Alyssa Brackett, a sophomore at Aurora University, in Illinois, re-wrote her profile three times, she says, trying to strike the right tone. She added photos—of her room-mate, for example, and resident adviser—to demonstrate to pro-spective donors how much college means to her.

“You just want to fix it as much as you can and make it perfect,” Ms. Brackett says of her GoFund-Me profile, “so people see how de-termined you are and how much you need this.” She is trying to raise $3,000.

An aspiring elementary-school teacher, Ms. Brackett turned to GoFundMe after learning late last semester that a tax mix-up be-tween her divorced parents had affected her financial aid. Since early January, her campaign page has been shared on Facebook more than 650 times, and she’s received donations from 76 people. By late January, she had exceeded her goal by $20 and was able to register for classes.

Bijan Halsey, a student at Vir-ginia Commonwealth Universi-ty, set a goal of $6,000, which he needed to continue his studies this semester toward a second bache-lor’s degree, in biology (his first is in psychology). But with donations from a dozen people, the 22-year-old Brooklyn native raised only $1,330.

Every little bit helps, he says. But he still owed VCU about $5,000 for

last semester. Two days before he had to come up with it, his moth-er surprised him: Relatives had chipped in to pay the balance. They just didn’t want to use the crowd-funding site, because of the 5-per-cent fee.

FAMILIAR CONCEPTS

Crowdfunding seems like a new way for students to pay for college. Is it?

Tales of financial adversity have long been told on scholarship ap-plications. And in fund raising, colleges often rely on students—in print or in person—to share their stories to appeal to prospective do-nors.

Justin Draeger, president and chief executive of the National As-sociation of Student Financial Aid Administrators, thinks crowdfund-ing sites may be more familiar than different. They essentially set up “a communication tool and a buck-et,” he says, for students to receive money.

“It’s a good-will gesture: ‘Here’s some money to go to school,’” says Mr. Draeger. “It’s no different than if your grandma or aunts or cousins gave you money.”

Financial-aid officials don’t talk much about crowdfunding, he adds. It’s still a niche. But it aligns with one of the principles of feder-al financial aid, he says: that the primary responsibility of paying for college rests with students and their families. “If going out and crowdsource-funding your educa-tion is part of you fulfilling your ability to pay,” he says, “that’s a great thing.”

Crowdfunding’s novelty may be what makes it effective, says Mark Kantrowitz, a financial-aid expert and senior vice president and pub-lisher at Edvisors. “It attracts at-

tention because most people don’t do it.”

The inclination to be creative when something big is at stake, though, is deeply familiar—as is making a personal plea. So says Joyce Serido, an assistant research professor at the Norton School of Family and Consumer Sciences at the University of Arizona who stud-ies how people cope with financial stress.

Getting personal often works be-cause it can make potential donors feel “that they’re all that stands be-tween you and survival,” she says. “People like to feel like they make a difference.”

As for Ms. Davis, after two weeks of ignoring her new campaign page, she finally logged back in to see where things stood. Shocked, she looked at the list of donors: Most were current or former Ursinus students; some were relatives; a few were strangers. Their contribu-tions ranged from $5 to $300. By early January, 26 people had giv-en $1,150—several hundred dollars short of her goal, but far beyond what she’d expected.

“I did the happy cry for a little bit, that people were reaching out and saying, ‘We care about you,’” she says. “But I also hated the fact that this was all making me feel like a charity case.” Meanwhile, she quit the cafe job and doubled her hours at one that paid better.

While Ms. Davis’s GoFundMe campaign is helping her finish her bachelor’s degree, she hopes a few years of steady employment will spare her from similar financial uncertainty if she goes to graduate school. GoFundMe is an option, she says. But she’d prefer not to use it.

Justin Doubleday contributed to this article.

Using the Web, Students Ask ‘Crowd’ to Help Pay for College

MARK ABRAMSON FOR THE CHRONICLE

Jennifer Davis, a senior at Ursinus College, talks with her boss at one of several jobs she holds to help make ends meet. A campaign on GoFundMe, a crowd-sourcing website, has allowed her to pay for this semester. Still, she says she “hated the fact that this was all making me feel like a charity case.”

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Fighting Malaria on Multiple FrontsMalaria affects anywhere from 250 to 500 million people annually. Despite recent advances, the ailment persists as one of the world’s deadliest infectious diseases. Elizabeth Winzeler’s innovative research at the interface of chemistry and genetics employs advanced screening programs to create novel candidates for possible treatment. Her work investigates new classes of drugs that appear to target the disease parasite at all stages of its development and transition.

Building a Model of AutismAutism spectrum disorders are complex neurodevelopmental diseases characterized by deficits in verbal communication, impaired social interaction, and limited and repetitive interests and behavior. Alysson Muotri and colleagues have used stem cells from patients with Rett syndrome, one of the most aggressive forms of autism, to create the first human cellular model of the disorder that could be used for drug screening, diagnosis and personalized treatment.

Alysson Muotri, Ph.D.

UC San Diego’s Scripps Institution of Oceanography is the best doctoral program of its kind, as ranked by the National Research Council.

UC San Diego is ranked by Surfline as the best surfing school in the nation.

the chronicle of higher education | februa ry 7, 2014 A7

A8 februa ry 7, 2014 | the chronicle of higher education

By ANDY THOMASON

Kevin Lopez grew up in New-ark, N.J., but he had nev-er thought of applying to

Princeton University. In fact, he did not know it was in the same state, just an hour’s drive from his high school.

It was only after a summer pro-gram took the high-school junior and dozens of other low-income students to the campus that he real-ized that admission might be with-in his reach.

The story of Mr. Lopez—now a sophomore at Princeton—par-allels that of Michelle Obama, whose narrative the White House has put front and center as it pushes colleges nationwide to commit new resources toward easing the path between low-in-come students and college grad-uation.

“If Princeton hadn’t found my brother as a basketball recruit, and if I hadn’t seen that he could suc-ceed on a campus like that, it never would have occurred to me to apply to that school—never,” Mrs. Obama told a group of college presidents at a White House summit on college access last month.

Mr. Lopez is not alone in telling a similar story today. Princetonians from low-income backgrounds find themselves at one of the nation’s elite institutions as a result of spe-cial encouragement from a guid-ance counselor, organization, or family member who made them challenge their preconceptions about their qualifications or what they could afford.

But the issues underprivileged students at Princeton face—and how strongly they resemble Mrs. Obama’s experience from more than 30 years ago—point to the limita-tions of a national policy push for access to elite institutions, or even the ability of a university to mark-edly improve the experience of its needy students by boosting admis-sions.

Despite Princeton’s substantive ef-forts to expand its low-income pop-ulation over the past two decades, the university’s neediest students still talk of problems adjusting to a culture of privilege they call off-put-

ting at best, and deeply frustrating at worst.

IVY LEAGUE STEREOTYPE

Robin Moscato joined the Princ-eton’s financial-aid staff in 1983, two years before Mrs. Obama graduated. A first-generation col-lege student and graduate of Rut-gers University, New Jersey’s pub-lic flagship, Ms. Moscato said she found the atmosphere predictable. “It looked and felt like what the ste-reotype of an Ivy League campus meant in my own mind,” she said, adding that it was both racially and economically homogeneous.

Now the director of undergradu-ate financial aid, Ms. Moscato said the campus is “radically different” today. “You walk around campus and there is so much greater diver-sity in every way,” she said.

Only 6.8 percent of the enter-ing Class of 1992 received the Pell Grant, she said. In the Class of 2017, 14.5 percent receive Pell Grants. And while only 40 percent of the Class of 1992 received some sort of financial aid, 60 percent of the Class of 2017 receives aid, she said. (By comparison, the main Rutgers campus in New Brunswick saw 31 percent of its students in 2011-12 receive Pell Grants, accord-ing to the most recent federal data.)

Yet old issues persist. Mrs. Obama has spoken of her own shock at seeing Princeton students driv-ing BMWs while she was a student. Thirty years later, despite gains in Princeton’s share of low-income stu-dents, some of those students still use the same word: “shock.”

Like Mrs. Obama, Shawon Jack-son, a junior, found Princeton a stark departure from his native University Park, Ill., roughly 40 miles south of Chicago. “Hearing my friends casually talking about how their parents have incomes up-ward of $250,000 was pretty shock-ing,” Mr. Jackson said, though he added that he never felt out of place.

Such interactions should come as no surprise at an elite Ivy League institution. But Princeton has been combating the perception of over-whelming wealth among its stu-dent body for decades. In 2001, the university began a “no loan” finan-

cial-aid policy, guaranteeing that students would incur no debt for a Princeton education. And it has applied extra energy to seeking out and admitting low-income stu-dents, Ms. Moscato said.

Princeton leans heavily on the nonprofit Leadership Enterprise for a Diverse America, the organi-zation that took Mr. Lopez to Princ-eton’s campus during high school. The group contacts high-achieving low-income students, helps them apply to college, and offers counsel-ing and support throughout their undergraduate experience. Princ-eton enrolls the largest proportion of LEDA students nationwide, and promised to increase the number of students it will enroll through the nonprofit as part of the White House summit last month.

Students at Princeton who went through the leadership program unanimously sing its praises. Much in the way Mrs. Obama credits the example of her brother, students say LEDA helped them see their poten-tial, and overcome the intimidating application process.

Mr. Lopez said just visiting Princ-eton’s campus was a rev-elation, and added that he soon came to believe Princeton was “the place for me.”

Other students need-ed help more than expo-sure. Brittney Watkins, a sophomore, has been determined to attend an Ivy League school since she was “in kindergar-ten.” What she needed was help with the appli-cation process, help she appreciated so much that she helped start a group for other LEDA scholars that establish-es mentorships to help students on campus.

Princeton’s embrace of Leadership Enterprise for a Diverse America emulates the findings of

the much-cited, much-discussed re-search by the economists Caroline M. Hoxby, of Stanford University, and Sarah E. Turner, of the University of Virginia. Their work suggests that more information provided via inter-vention increases applications from low-income prospective students.

“I think that they’re exactly right,” Ms. Moscato said, underlin-ing the influence of “a trusted third party” in helping with college appli-cations. “If everybody had an aunt or an uncle ... who they could call and say, ‘Hey, could you explain this to me?’ it would make a big differ-ence,” Ms. Moscato said.

UNDERLYING TENSIONS

But focusing the conversation about low-income students’ ac-cess on admission alone may ig-nore an underlying tension. Patri-cia A. McGuire, president of Trin-ity Washington University, argues that the White House’s emphasis on getting lower-income students on campuses is misplaced. For ex-ample, the benefits of expanding programs like LEDA or the Posse Foundation, another group that finds bright, underprivileged stu-dents and helps place them at elite colleges, will be necessarily limit-ed because of the larger culture of privilege at top colleges, Ms. Mc-Guire said. “You can’t just put a fig leaf over it and say, ‘We’re gonna help all the poor folk by taking an-other 10 Posse students at George-town,’” she said.

Colleges should instead set their sights on campus culture, and the discomfort felt by a student at an elite institution who “has two polo shirts instead of 10” and has to wor-ry about helping his family back home, Ms. McGuire said.

Several low-income students at Princeton were familiar with this struggle. John Parvin, a sopho-more, recalled having to take a year off from school to support his fam-ily in South Carolina as it faced le-gal and financial difficulties, and

being asked where he had traveled by classmates who assumed it was a recreational gap year. Mr. Lopez also recalled being asked about his travel experiences; the farthest away from home he had ever been was the Jersey shore.

Some students said that all the culture shock required was a mental adjustment, or treating it like one of many challenges. But others said the university could and should do more to make students like them feel less like the exception to the rule.

Mr. Parvin said that something as simple as the administration’s acknowledging and publicizing the problems specific to low-income students would help.

“It would make it so that my bur-den, and the burden of other low-in-come students, is a little bit lessened because we no longer have to pick and choose what hat we put on,” he said—that of the “totally fine Princetonian” or the student who faces tough finan-cial challenges that require “very seri-ous, adult kind of thinking.”

Ms. Moscato said Princeton is fully aware that access through admission is different from access to “the full experience” of Prince-ton, and that granting the latter is a consideration in every new pro-gram it undertakes. “One of the key factors of leveling the playing field is to swing the critical mass,” she said, adding that if the num-ber of low-income students grows, “then it’s a less isolated group.”

The best way to improve the un-dergraduate experience for low-in-come students at elite colleges is un-clear, and no one understands that better than the students already at Princeton, who recall never think-ing they could attend such a pres-tigious university. “Growing up, we always assumed Princeton is a place for rich kids,” Mr. Parvin said.

But the truth was quite differ-ent, he added, and should be wide-ly distributed to more people like him. “They have enough money to take care of just anybody who walks through the gates,” he said.

30 Years After Michelle Obama, Cultures at Princeton Still Clash

BRYAN THOMAS FOR THE CHRONICLE

John Parvin, a Princeton sophomore, writes a letter to his father in prison. Low-income students still experience culture shock on the elite campus.

PRINCETON UNIVERSITY ARCHIVES

Michelle Robinson’s entry in “The Nassau Herald,” Princeton’s senior yearbook.

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the chronicle of higher education | februa ry 7, 2014 A 9

A10 februa ry 7, 2014 | the chronicle of higher education

By DON TROOP

College endowments re-bounded in the 2013 fiscal year, returning an average of

11.7 percent, according to a bench-mark survey released last week. The figure was in stark contrast with 2012, when investment re-turns were minus 0.3 percent.

The NACUBO-Commonfund Study of Endowments looks at data from more than 800 North Amer-ican higher-education institutions with endowment assets totaling $448.6-billion. The annual survey is compiled jointly by the National Association of College and Univer-sity Business Officers, or NACUBO, and the Commonfund Institute, the education and research arm of the Commonfund, an institutional- investment firm.

Leaders of the two organizations credited the bulk of the gain to the strength of the American stock markets, which generated an aver-age return of 20.6 percent for the fiscal year that ended on June 30, 2013.

“It’s notable that we’re now at a point that, in at least seven of the last 10 years, we’ve been in posi-tive territory in terms of returns,” John D. Walda, NACUBO’s presi-dent, said in an interview last week. “High on my wish list is that we would continue to have this level of returns and not see these very vol-atile markets that we’ve seen over the past 12 years.”

But the stock market owes much of its success to the U.S. Feder-al Reserve’s bond purchases of $85-billion a month, a program known as quantitative easing. The Fed has begun tapering off its bond

purchases, dropping to $75-billion in January, and to $65-billion this month. Mr. Walda said he could not predict how the domestic markets would respond to further changes in monetary policy or to faltering international markets.

CONSIDERING ALTERNATIVES

At the top of the heap once again was Harvard Universi-ty, with an endowment valued at $32.33-billion. It was followed by Yale University at $20.78-billion, the University of Texas system at $20.45-billion, Stanford Universi-ty at $18.69-billion, and Princeton at $18.20-billion.

One highlight of the new study was an uncharacteristic consisten-cy in the one-year measure of total endowment returns among insti-tutions in the six different endow-ment-size cohorts. The average re-turn for colleges with endowments of more than $1-billion was 11.7 percent, mirroring the average for colleges with endowments below $25-million, as well as the average for all institutions.

The similarity was notable be-cause the two classes of insti-tutions generally followed very different investment strategies in 2013. Members of the un-der-$25-million group invested an average of 43 percent of their endowments in stocks, 26 percent in fixed-income investments, and 11 percent in so-called alternative strategies, which include such as-set subclasses as commodities, distressed debt, private equity, and venture capital.

The over-$1-billion group invest-ed 13 percent of its funds in stocks,

8 percent in fixed-income invest-ments, and 59 percent in alterna-tive strategies. Fixed-income in-vestments returned just 1.7 percent last year, and alternative strategies generated 8.3 percent.

Although institutions with smaller endowments performed similarly to wealthier colleges in 2013, the larger endowments fared better over a 10-year period.

Verne O. Sedlacek, chief execu-tive of the Commonfund, said that institutions with endowments un-der about $350-million tend to skew their investments toward a more traditional mix of stocks and bonds because they don’t have ac-cess to the best fund managers un-less they are willing to hire outside firms. Larger institutions go di-rectly through their own manag-ers, giving them access to the full range of alternative investments, he said.

INCREASES IN SPENDING

In a Commonfund report issued last month, “Alternatives Reality: What to Expect From Future Allo-cations,” Mr. Sedlacek wrote that institutional allocations to alterna-tive investments across all cohorts had risen from 23 percent in 2001 to 54 percent in 2012. He is bullish on the advantages of alternative strategies, arguing that institu-tions have increased their returns and reduced their risk by relying on them.

To be sure, he said in an inter-view, institutions must ask them-selves many questions before div-ing into alternatives. “First is, ‘How much liquidity do I need in the portfolio?’” Mr. Sedlacek said. He

pointed out that institutions with some of the largest endowments in academe had to borrow money in 2008-9 because they had created cash-flow problems for themselves by investing too much in alterna-tives.

But he added, “our belief is that a lot of the natural benefits that ac-crue to illiquid investments, partic-ularly in the private-equity space, continue to exist today.”

Also noteworthy was an increase in colleges’ effective spending rates of their endowments, from 4.2 per-cent in 2012 to 4.4 percent in 2013, the NACUBO-Commonfund study found. Endowments contributed

8.8 percent of colleges’ operating revenue, on average. Over all, 67 percent of endowments increased their spending in 2013. Among that group, the average increase in spending was 17.4 percent.

Institutions in the smallest class of endowments showed the biggest increases in spending, up from 3.7 percent to 4.1 percent. Mr. Walda said that pattern suggested that in-stitutions were responding to two things: the need to provide more financial aid to students and the recognition that, with their en-dowments back in positive terri-tory, they can once again afford to spend.

Obama Focuses on Job Growth and Campus-Based Training ProgramsBy KELLY FIELD

Washington

In a State of the Union address that centered on job growth and economic opportunity, Presi-

dent Obama called on Congress last week to increase spending on sci-entific research, create more man-ufacturing “hubs” on college cam-puses, and expand job-training pro-grams at community colleges.

Mr. Obama also cited his ad-ministration’s efforts to provide students with more information about college costs and outcomes, and to graduate more low-income students, mentioning the White House’s recent College Opportuni-ty Summit with college leaders.

He described the administra-tion’s work to remake career-train-ing high schools and to limit loan payments for borrowers in in-come-based repayment.

But the president steered clear of the criticisms of college costs prom-inent in his State of the Union ad-dresses last year and the year be-fore. And he offered no new pro-posals for making college more accessible and affordable.

He made no mention of his con-troversial College Scorecard or col-lege-rating plan, though he did

credit his administration with “shaking up our system of higher education to give parents more in-formation and colleges more incen-tives to offer better value.”

Instead, Mr. Obama focused on his administration’s recent successes, cit-ing the 150 commitments to expand access that colleges, businesses, and nonprofit organizations made at the summit, and the recent creation of two university-based “manufacturing innovation institutes”—in Raleigh, N.C., and Youngstown, Ohio.

The president proposed the pub-lic-private innovation centers in 2012, asking Congress to spend $1-billion to create 15 such insti-tutes across the country. Lawmak-ers didn’t act on the plan, so last year he took executive action, cre-ating a $200-million competition for the first three centers.

In his speech, he announced plans to create six more, and he urged Congress to pass legislation that would double that number.

‘TOMORROW’S WORK FORCE’

Mr. Obama also announced that he had asked Vice President Joseph R. Biden Jr. to lead an “across-the-board reform of America’s training programs.”

“That means more on-the-job training, and more apprenticeships that set a young worker on an upward trajectory for life,” he said. “It means connecting companies to community colleges that can help design training to fill their specific needs.”

And he urged lawmakers to “undo the damage to basic re-search” caused by the across-the-board spending cuts known as se-

questration, “so we can unleash the next great American discovery.” Congress made a down payment on that plan in the recently en-acted 2014 budget legislation, but spending levels haven’t rebounded to pre-sequester levels.

The president spoke of education as key to training “tomorrow’s work force” and made passing reference to his $100-million effort to en-

courage educators and executives to come together to let students earn college and industry credentials while still in high school.

As in his past State of the Union speeches, the president pressed lawmakers to pass comprehensive immigration reform, saying that “people come here to fulfill their dreams—to study, invent, contrib-ute to our culture. They make our country a more attractive place for businesses to locate and create jobs for everybody.”

But he did not specifically men-tion legislation known as the Dream Act, which would provide a path to citizenship for some college students who are in the country il-legally. Nor did he mention efforts to expand visas for foreign gradu-ates of American colleges.

On college costs, the president’s rhetoric was less fiery than in pre-vious State of the Union address-es, in which he took colleges to task over rising tuition and prom-ised penalties for those that failed to constrain their fees. In 2012 he warned that the administration couldn’t “keep subsidizing skyrock-eting tuition.” Last year Mr. Obama said that “taxpayers can’t keep sub-sidizing higher and higher costs for higher education.”

ALEX WONG, GETTY IMAGES

In his State of the Union address, President Obama asked Congress to “undo the damage to basic research” done by recent spending cuts.

Strong U.S. Stock Market Put College Endowments in the Black in 2013

’13’12’11’10’09’08’07’06’05’04’03’02’01

19.2%

-3.5%

-6.2%

3.2%

15.3%

9.3%10.8%

17.2%

-3.0%

-18.7%

Average Annual Endowment Returns, 2001-13

11.9%

-0.3%

source: commonfund institute, national association of college and university business officers

11.7%

the chronicle of higher education | februa ry 7, 2014 A11

With U. of Michigan Hire, Another Ivy League Provost Goes PublicBy JACK STRIPLING

Among the six Ivy League provosts to most recent-ly pursue college presiden-

cies, half have landed at major pub-lic research institutions. The latest addition to that group is Mark S. Schlissel, Brown University’s chief academic officer, who will ascend to the University of Michigan’s top job this summer, Michigan announced last month.

Dr. Schlissel, an internist and biochemist, said in an inter-view that the Michigan presiden-cy was among only about 10 posi-tions across higher education that would have compelled him to leave Brown, where he has been provost since 2011.

“Michigan is truly a full-ser-vice research university, with scholars across such a wide spec-trum at such a high level,” said Dr. Schlissel, 56. “The opportu-nity to do scholarship that cuts across disciplines is almost un-matched. I love the public ethos of the university.”

Dr. Schlissel cited the Universi-ty of California at Berkeley, where he was previously dean of biolog-ical sciences, as another position that would have interested him had the timing been right. (Berke-ley named a new chancellor in 2012.)

Dr. Schlissel’s appointment fol-lows that of Carol L. Folt, who served as Dartmouth College’s pro-vost and then interim president before taking the reins at the Uni-versity of North Carolina at Chap-el Hill last July. Years earlier, in 2008, Carolyn A. (Biddy) Martin followed a similar trajectory, ad-vancing from provost at Cornell University to chancellor at the University of Wisconsin at Madi-son. (Ms. Martin is now president of Amherst College.)

“We are seeing more blurring of the lines between public and pri-vate at the very-high-level research universities, and publics are want-ing to bring people from private in-stitutions,” said Lucy A. Leske, who helps colleges find presidents.

Ms. Leske, who is managing partner and director of the execu-tive-search firm Witt/Kieffer’s high-er-education practice, said trustees at major public research institutions may believe that administrators at private colleges have more expertise in securing research dollars and pri-vate money.

“Their funding is dropping, so they need people who are creative and entrepreneurial,” Ms. Leske said.

In recent years, two Ivy League provosts have landed the top jobs at their home institutions. In 2012, Peter Salovey, Yale University’s pro-vost and a professor of psychology, was named its president. Christo-pher L. Eisgruber, a constitutional scholar and provost at Princeton University, was named president there last April.

A QUESTION OF TIMING

For an Ivy League provost to

advance from within, timing may be critical. Mr. Salovey and Mr. Eisgruber both succeeded pres-idents who had served for more than a decade, allowing for a natu-ral transition. In contrast, the four Ivy League provosts who most re-cently found presidencies else-where all served under presidents who had been in place for fewer than five years. In other words, the top jobs at their home institutions were less likely to be open anytime soon.

“Timing has a great deal to do with it,” Ms. Leske said.

Ronald J. Daniels, who moved from the University of Pennsylva-nia’s provost position to the presi-dency of the Johns Hopkins Uni-versity in 2009, served under Amy Gutmann, who took the helm at Penn in 2004.

Dr. Schlissel had been provost at Brown for only two months when, in 2011, Ruth J. Simmons, the uni-versity’s president, announced her intent to resign.

Dr. Schlissel said Ms. Simmons’s decision to step down had sur-prised him, but the leadership tran-sition at Brown had not been a fac-

tor in his decision to consider the Michigan presidency.

“I was in the middle of a five-year appointment, and I intended to serve it out,” Dr. Schlissel said. “It wasn’t as though I was looking to leave Brown. There are so few jobs of this caliber that it was hard for me to let it go by without thinking about it.”

Dr. Schlissel will succeed Mary Sue Coleman, who has been Michi-gan’s president for 11 years.

Ms. Coleman is among the na-tion’s highest-paid public-col-lege presidents. In 2012, when

she earned $918,783 in total compensation, she trailed just five other public-college leaders in pay, according to a Chronicle analysis.

Dr. Schlissel, who has agreed to a five-year term beginning in July, will earn a $750,000 base salary, a $100,000 annual retention incen-tive, and $20,000 in yearly supple-mental retirement contributions on top of the university’s standard benefits.

“I didn’t negotiate,” Dr. Schlis-sel said. “I said thank you very much.”

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A12 februa ry 7, 2014 | the chronicle of higher education

By RUTH HAMMOND

“Drink to Prostate Health.” “The Antioxidant Super-pill.” “Take Out a Life In-

surance Supplement.” Pomegran-ates are a superfood, or at least that’s what ads told us for years in newspapers and magazines.

Those ads have now vanished. They were banned as part of a lengthy battle between the couple behind Pom Wonderful, the com-pany responsible for the ads and the federal government. Tangled up in that dispute, in more ways than one, is the University of Cal-ifornia at Los Angeles.

In an opinion issued last year, the Federal Trade Commission found that 36 ads and other pro-motional materials for Pom Won-derful products, many of which cited UCLA studies and quoted UCLA experts, were false or decep-tive. An order now prohibits Lynda and Stewart Resnick, Pom’s own-ers, from making any disease-relat-ed claims about Pom or any prod-uct of their holding company, Roll Global, during the next 20 years unless they have substantiated those claims through at least two well-controlled, randomized clin-ical trials. The Resnicks appealed the case to the U.S. Court of Ap-peals for the District of Columbia Circuit last August.

The continuing legal battle has highlighted the complications that can arise when people have multi-ple relationships with a university, as the Resnicks do with UCLA.

The couple has given generous-ly to various parts of the university. They’ve provided money to UCLA scientists to do research. They have engaged some of those same re-

searchers to act as advisers. They paid the chief of the UCLA Health System more than $120,000 from 2010 to 2012. Two of the Resnicks’ expert witnesses at the FTC trial were from UCLA.

Last summer the university cre-ated the Resnick Program for Food Law and Policy in the university’s School of Law, through a $4-mil-lion gift from the couple. The pro-gram’s founding executive direc-

tor, Michael T. Roberts, worked as special counsel at Roll Law Group, part of Roll Global, for five years (see related article below).

It is not uncommon for industry donors and university researchers to have more than one connection. But, says Josephine Johnston, a re-search scholar at the Hastings Cen-ter, an independent institution that studies bioethics, she cannot recall hearing of a relationship as multi-

layered as the one between the Res-nicks and UCLA. Such relation-ships “could actually create some kind of bias or impaired judgment” in researchers, she says, but even if they don’t, “they raise this question about how independent and trust-worthy the institution is.”

Dale T. Tate, a spokeswoman for UCLA Health Sciences, said in an e-mail that the university has com-prehensive policies regarding con-

flicts of interest, fund raising, and relationships with industry, and re-views those policies regularly. Se-nior managers have a "duty of loyal-ty" and "primary fiduciary respon-sibility" to the university, she said, and must obtain preapproval for all outside professional activities. "We understand our obligation to main-tain the public's trust."

A GIVING COUPLE

Forbes magazine estimated the Resnicks’ net worth at $3.5-billion last year. Besides owning compa-nies like Teleflora and Fiji Water, they hold vast amounts of farm-land in California, on which they grow tree crops like pistachios, cit-rus fruits, and pomegranates.

The Resnicks are known for their philanthropy, and UCLA has been a principal beneficiary. The couple has donated more than $5.2-million to the law school and $15-million for the construction of the Ronald Reagan UCLA Medical Center. The university’s Stewart and Lynda Resnick Neuropsychi-atric Hospital is named for them.

The Resnicks were not available to be interviewed for this article, said Rob Six, a spokesman for Roll Global who answered questions by e-mail.

In the mid-1990s, the Resnicks began financing experiments to discover the health benefits of pomegranates, a scientific research program whose scope, Mr. Six says, is “unmatched in the food and bev-erage industry.”

By 2012, the Resnicks said in a legal brief, they had invested more than $35-million in pomegran-ate-related research and had 70 studies published in peer-reviewed journals. They relied mainly on the results of a handful of those stud-ies to support their assertions about Pom’s benefits for people with heart disease, prostate cancer, and erec-tile dysfunction.

The FTC faulted studies on Pom products conducted at UCLA and other institutions for, among oth-er things, lacking a placebo control group, not having statistically sig-nificant results, or not measuring a meaningful outcome for a disease.

A 2004 ad for Pom said the com-pany was working with top scien-tists, “including a Nobel laureate,” on research with “heartening re-sults.” The laureate, Louis J. Ignar-ro, was a professor of pharmacolo-gy at UCLA from 1985 until his re-tirement last June.

Like a number of the scien-tists who did research for the Res-nicks at the university, Mr. Ignarro played another role with Pom or a sister company.

In research papers on antiox-idants in pomegranate products published in 2005 and 2006, he disclosed that he was a consultant for Pom Wonderful. That work, he said via e-mail, was unpaid.

Another UCLA scientist who has played more than one role with the Resnicks’ companies is David He-ber, an emeritus professor of medi-cine and public health, and found-ing director of the UCLA Center for Human Nutrition. He is on the Pistachio Health Scientific Advi-

For UCLA, Pomegranate Research Is Sweet and Sour

BOB CHAMBERLIN, LOS ANGELES TIMES

Stewart and Lynda Resnick, owners of Roll Global, provided money for UCLA scientists to do research on the health benefits of pomegranate juice, one of their products. They have also donated millions to the university.

By RUTH HAMMOND

When a lawyer named Michael T. Roberts de-cided to take up food

law more than decade ago, his colleagues tried to dissuade him, saying he was “chasing something that wouldn’t be around very long,” he recalls. A few years later, at the University of Arkansas in 2004, he taught what he believes to be the first food-law-and-policy course at a law school in the nation. Now food policy “has really careened into a large movement within higher education,” says Mr. Rob-erts.

As founding executive director of the Resnick Program for Food Law and Policy at UCLA’s law school, a job he began on August 1, Mr. Roberts could play a leading role in that movement: gathering together experts at conferences to discuss the latest topics, teaching law students, and seeking out re-searchers who can contribute in the areas of nutrition, obesity, food fraud, sustainability, and litiga-tion, among many others.

He brings to the job, along with a solid background in higher edu-cation and law, ties to the company owned by the philanthropists who donated the money to create the new program, Stewart and Lynda Resnick.

After practicing food and agri-cultural law in the Washington, D.C., office of Venable LLP and being a visiting scholar in Rome, Mr. Roberts was planning to go back into academe when, he says, he was recruited to work for Roll Law Group PC, a law firm that exclusively represents Roll Glob-al, which is owned by the Res-nicks. “What attracted me is they had good healthy food products,” Mr. Roberts says.

As special counsel at Roll Law Group beginning in 2008, he fo-cused on international food issues, he says, and traveled to China and Europe. One achievement he cites is helping to stop the unnecessary bleaching of food products in Chi-na, including pistachios, a prod-uct of Roll’s company Paramount Farms.

In an online version of a paper

that appeared in 2010 in the Jour-nal of Food Law and Policy, which he founded while at the Universi-ty of Arkansas, Mr. Roberts crit-icizes “economic adulteration” of products like pomegranate juice through dilution or other means. The paper discusses a lawsuit that Pom Wonderful, a Roll company, won against a competitor over that issue. “Over 81 percent of consum-ers now consume pomegranate juice because of its health bene-fits,” he wrote. “Medical and sci-entific research shows that pome-granate juice can help combat car-diovascular disease, cancer, and erectile dysfunction.”

To support those assertions, he cited some of the same studies that were cited in Pom Wonderful ads that the Federal Trade Commis-sion found to be false or deceptive in 2013 (see related article).

Mr. Roberts says he did not play a role in the FTC case against Pom because he is not a trial litigator.

In 2011, a nonprofit organiza-tion with a name similar to the new program at UCLA, the Cen-ter for Food Law and Policy, was

registered in California at the ad-dress of Roll Global’s Los Angeles headquarters. Mr. Roberts was its director. He started devoting about a third of his time at Roll to that center, he says, teaching and lecturing, and visiting scholars around the world to discuss food law and policy. The center, which no longer exists, is unrelated to the program at UCLA, he says.

After applying for his position at UCLA, where he already taught as an adjunct, he competed against “a number of other contestants,” he says. He takes direction, he says, from the program’s advisory board and the law school’s dean.

He says he is not concerned that the Resnicks could steer the pro-gram’s research toward their com-mercial interests, as its consumer focus makes that unlikely. “There’s a clear understanding that this is a university; it values independent thought,” he says, “and we’re so fo-cused on building the curriculum and building our program here that we haven’t really given much thought to what notions they may or may not have.”

Head of UCLA’s New Food-Law Program Brings Ties to Business

the chronicle of higher education | februa ry 7, 2014 A13

sory Board for Paramount Farms, a Roll Global company. He said in an email message that he is paid an annual honorarium of $2,500 for that role.

Dr. Heber also participated in studies on Pom products and pis-tachios, was quoted in promotional materials for Pom, and served as one of the Resnicks’ expert witnesses.

No one at UCLA Health Scienc-es agreed to be interviewed for this article, although a few researchers and Ms. Tate responded to ques-tions by email.

COMPLEX RELATIONSHIPS

A student group, United Stu-dents Against Sweatshops, has criticized scientists like Dr. He-ber on its website for their ties with Pom. It has also focused on the link between the Resnicks and David T. Feinberg, president of the UCLA Health System and chief executive of the UCLA Hospital System.

Last May in Maryland, sever-al students from the organiza-tion confronted Dr. Feinberg as he stood on stage to give a speech at the national conference of the So-ciety of Hospital Medicine. One of them read a letter objecting to his and UCLA’s financial relationship with Pom.

In state disclosure forms, Dr. Feinberg, a psychiatrist, indicated that he received between $10,001 and $100,000 from the Stewart & Lynda Resnick Revocable Trust in 2010 and again in 2012, and more than $100,000 in 2011, for his role as a “consultant/adviser.”

Dr. Feinberg did not initially an-swer a question from The Chronicle about the nature of his work for the trust, but Mr. Six said via e-mail that, while Dr. Feinberg attended a few meetings on Pom's research program, his primary consulting role “is to provide strategic advice” on Aspect Imaging, a division of Roll Global that designs and man-ufactures compact MRI systems.

Ms. Tate confirmed that Dr. Fein-berg had been involved in at least one discussion about possible medi-cal uses for the product, and perhaps other discussions.

Dr. Feinberg said in an email that he takes “great care” to comply with all university rules that permit faculty members to be involved in outside professional activities and “would never engage in any activ-ities that would affect or influence my responsibility to our physicians, nurses, staff, and, most of all, our patients.”

A scholar who studies medical conflicts of interest, Eric G. Camp-bell, says that when a universi-ty leader has such a relationship, ethicists would consider it an in-stitutional conflict of interest. Mr. Campbell says that matters in this example because doctors recruit patients for studies from the health and hospital systems Dr. Feinberg oversees.

“When an institution like UCLA has all these relationships, I would be very skeptical about research coming out of UCLA on that com-pany’s products,” says Mr. Camp-bell, a professor of medicine at Massachusetts General Hospi-tal and Harvard University. “And that’s why I would suggest those

research projects be overseen by an independent third party.”

Though patients in the UCLA systems Dr. Feinberg oversees are eligible to be recruited for studies, Ms. Tate says, the recruitment is overseen by UCLA institutional re-view boards.

POWER IN A NAME

Pom's ads said its products were backed by more than $30-million in medical research at leading univer-sities. Ms. Tate said the university’s financial records indicate that the Resnicks and their related founda-tions provided about $2.5-million for research by the university’s medical school during the past decade.

Whether Pom ever had permis-

sion to cite the university’s studies in its marketing campaign over several years is unclear. Mr. Six says it did. Ms. Tate wrote in an email that the university was unable to find any re-cord that it had granted Pom permis-sion to use UCLA’s name and studies in its advertising. She said later that while the institution's policies pro-hibit the use of UCLA's name in mar-keting in a manner “that implies en-dorsement of a product,” identifying the location or the researcher’s affilia-tion is not prohibited. The university does “not use a formulaic approach” to such issues and would review each case, she said.

In briefs filed in the FTC case, the Resnicks knocked the FTC law-yers’ “humorless interpretation” of their ads, which feature hyperbol-

ic titles like “Cheat Death,” and said they had promoted Pom products as food, not medicine. The Resnicks also stood up for the rigors of the science, saying that “notwithstand-ing the enthusiasm” of the research-ers, the couple had third parties “independently verify the results” to ensure accuracy.

Mr. Six said the FTC was using Pom as a test case to hold food com-panies to pharmaceutical-research standards. If the government pre-vails, he wrote, “it will stifle health re-search across the entire industry” and deny consumers access to “emerging science on the potential health bene-fits of fruits and vegetables.”

A lawyer who represents many food-industry clients says he ex-pects the opposite to happen:

Clinical trials on food and food supplements will multiply, pre-dicts James R. Prochnow, a part-ner in the Denver office of Green-berg Traurig LLP, as companies seek the evidence they need “to support existing health-related claims and to develop a sound sci-entific basis for new health-related claims.”

The Resnicks argue in their ap-peal that the types of clinical trials the FTC is demanding are too ex-pensive, but it continues to finance research on human subjects, at UCLA and elsewhere.

One of the lessons from the FTC case, says Mr. Prochnow, is that when scientists do their clinical tri-als for food and food supplements, “they’d better be really good.”

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A14 februa ry 7, 2014 | the chronicle of higher education

By MEGAN O’NEIL

One hundred and fifty appli-cants for 30 spots. That was the target as business-school

administrators at the University of Texas at Austin laid the ground-work for a new master’s-degree pro-gram in business analytics.

This past fall, they welcomed the inaugural class: 52 students select-ed from more than 400 applicants. The average GMAT score was 710, highest of any graduate program at the business school. One-year reve-nue from the self-funded program is projected to total about $1.7-million.

That strong start is a direct re-flection of the “mad dash for tal-ent” among employers trying to ex-tract value from rapidly accumulat-ing troves of data, says Prabhudev Konana, chair of the business school’s department of information, risk, and operations management, which offers the new degree. Stu-dents are drawn by the job opportu-nities and good salaries that big-da-ta degrees can deliver, he says.

It’s not just Texas that is rushing to accommodate the queue of ap-plicants. As data generated by so-cial-media sites and mobile devices proliferate, so, too, do degree and certificate programs designed to train data professionals. The pro-grams represent a blending of dis-ciplines including applied mathe-matics, statistics, and computer sci-ence. Programs are being planted in informatics schools, engineering schools, and cross-disciplinary re-search centers. Some of them see the possibility of substantial revenues.

Requirements, curricula, and technical expertise among the pro-grams vary widely. And while many are newer than the latest iPhone, there are older programs that have been given fresh coats of paint—new titles and new branding meant to harness intense interest across private industry and government.

“It is totally out of control,” says Jeffrey Camm, head of the depart-ment of operations, business an-

alytics, and information systems at the University of Cincinnati, which updated and renamed its de-cades-old program three years ago.

“They are popping up every day,” he says. “There is so much demand that universities are responding. I think there are a lot of variances in the programs, though.”

In June 2012, the Graduate Man-agement Admission Council add-ed a data-analytics section to the GMAT exam, used by most busi-ness schools in the admissions pro-cess. In 2013, 16 business schools registered new master’s programs in data analytics to receive GMAT scores, bringing the total num-ber of data-analytics and infor-mation-management programs at business schools to about 166, says Tracey Briggs, a spokeswoman for the council.

The need for skilled data pro-fessionals is real and growing, say the programs’ administrators and faculty members. They cite a 2011 study published by the McKinsey Global Institute that said the Unit-ed States could face a shortage of as many as 190,000 workers with “deep analytical skills” by 2018.

The study also predicted a work-force gap of 1.5 million managers and analysts with the skills to deci-pher and translate data patterns for decision-making.

Program administrators point to the swell in data-related job post-ings on technology-focused web-sites such as Dice.com, and to con-versations with recruiters hunting for suitable candidates.

“I think a lot of companies were experimenting with this to begin with,” says Michael Goul, chair of

the information-systems depart-ment in the business school at Ar-izona State University, which un-veiled a master’s program in busi-ness analytics this past fall. “Then it started to get to where if you weren’t in the game, especially during the recession, you were get-ting your cake eaten by your com-petitors.”

Last month the School of Infor-mation at the University of Califor-nia at Berkeley started what officials there say is the first all-online mas-ter’s degree in information and data science. Its mission, in part, is to produce graduates with an aware-ness of the social and policy impli-cations of data, says AnnaLee Saxe-nian, dean of the school. Instruction is being conducted via an online platform designed by the educa-tion-technology company 2U Inc.

“We wanted to create our cur-riculum from the ground up, and we wanted to make it cross-disci-plinary in the way that schools of in-formation can,” says Ms. Saxenian.

‘HERE TO STAY’

One important aspect of working with data is the potential to apply findings to high-impact problems in fields like health care, says Rob Fergus, an assistant professor of computer science at New York Uni-versity who is helping to oversee a new graduate-level data-science program there.

“Any buzzword-type thing, you always feel like the bubble will pop and then people will be like, ‘Oh, big data, that was the ridiculously overhyped concept back 10 years ago,’” Mr. Fergus says. “I think the fluffy stuff will pop, but the under-lying rigorous stuff is here to stay. It really works, and it is used by real companies to make money.”

Established programs are see-ing their share of the action. When Kennesaw State University started its master’s program in applied sta-

tistics, in 2006, it attracted fewer than 20 students and was an “island of misfit toys,” says Jennifer Lewis Priestley, an associate professor of applied statistics. Today she and her colleagues receive as many as five applications for every slot. The pro-gram has a 100-percent job-place-ment rate, with salaries starting around $75,000, she says.

Michael Rappa, who founded the Institute for Advanced Analyt-ics at North Carolina State Univer-sity in 2007, says the institute has had visitors from more than 50 col-leges and government agencies who came to take notes on the master’s degree in analytics.

“You are in a frenzy period—in the last 12 to 24 months you are just seeing dozens and dozens of programs,” Mr. Rappa says. “What we did, and what I wish universities did more, is start with a clean white board. Use the opportunity to be inventive. Don’t try and reconfigure what it is that you have and make it fit a new set of labels.”

In 2012 the university approved the doubling of the program, to about 80 students.

“We have admitted seven class-es now,” Mr. Rappa says. “Each year when I thought, ‘This is real-ly intense,’ the next year it was even more so. Through the recession, when graduates were coming out of college looking at unemployment, our students were being courted left and right with multiple job offers.”

Some big-data programs are prov-ing lucrative for their institutions as well. Of the $1.7-million in revenue that the analytics degree at Texas is expected to generate this year, some $600,000 will be profit, to be used by the university and the program for a variety of purposes, says Mr. Konana, the department chair. He expects the program to grow.

Mr. Camm, at Cincinnati, says an uptick in enrollment in his pro-gram from 2012 to 2013 generated about $1-million in additional rev-enue, enough to hire four new fac-ulty members.

“I think these programs are very profitable for universities,” Mr. Camm says. “That is the other rea-son they are doing it.”

It isn’t just new graduates with good job prospects. The prolifera-tion of data programs creates more competition for top faculty mem-bers, too, according to some in hir-ing positions.

“That is a whole other market. It is extremely competitive right now. To hire a senior faculty member is an expensive ordeal,” Mr. Camm says. “Everybody is scrambling.”

Starting salaries for his new hires reached $135,000, up from $110,000 to $120,000 a few years ago, he estimates.

What’s difficult is securing se-nior scholars capable of working across disciplines and departments to knit together a coherent curricu-lum, says Mr. Rappa, of North Car-olina State.

“Faculty who possess this kind of talent,” he says, “now find them-selves in the envious and humbling position of being the frequent tar-get of university recruiting commit-tees.”

As Data Proliferate, So Do Data-Related Graduate Programs

ROGER W. WINSTEAD, NORTH CAROLINA STATE U.

Despite the recession, students at North Carolina State U.’s Institute for Advanced Analytics have been courted repeatedly by employers.

ROGER W. WINSTEAD, NORTH CAROLINA STATE U.

North Carolina State U.’s data-analytics program, which began in 2007, was doubled in size, to 80 students, in 2012. But finding faculty members capable of maintaining the curriculum has been difficult.

From playing on walls to breaking them down.

Professor Frank Lee, founder of Drexel University’s Entrepreneurial Game Studio, set the Guinness World Record in 2013 for Largest Architectural Video Game Display, recreating the classic arcade game Pong on a 437-foot wall of Philadelphia’s Cira Centre.

Drexel’s Game Studio does more than just break records – it develops interactive games to help children with autism learn crucial skills that will allow them to become functional, contributing adults. It’s these types of fun and games that make Drexel a haven for civically minded researchers.

29-story game of Pong?

Thinking forward.drexel.edu/thinkingforward

the chronicle of higher education | februa ry 7, 2014 A15

A16 februa ry 7, 2014 | the chronicle of higher education

By DAVID GLENN

When Carolyn Edelstein’s friends and family gath-ered for Thanksgiving in

2012, the conversation kept turning to feces.

Ms. Edelstein, a graduate stu-dent at Princeton University’s Woodrow Wilson School of Pub-lic and International Affairs, had recently seen a close friend suffer through an infection with Clostrid-ium difficile, a bacterium that can cause severe and sometimes fatal diarrhea. After several rounds of antibiotics failed, her friend final-ly turned to an experimental treat-ment: a stool transplant.

The procedure is just what it sounds like. Fecal material from a healthy donor is placed into the pa-tient’s intestines via colonoscope, enema, or a tube routed through the patient’s nose.

That line of talk would bring most Thanksgiving meals to an end. Not in this case. One of the guests was Mark B. Smith, a grad-uate student in microbiology at the Massachusetts Institute of Technol-ogy whom Ms. Edelstein had met in 2007, when they were both under-graduates at Princeton. Mr. Smith performs computational analyses of the genetic material in gut bacte-ria, and he had long been fascinat-ed by the basic science behind stool transplants.

He was alarmed to learn that day about the severe logisti-cal barriers that Ms. Edelstein’s friend and his doctors had faced in getting a transplant done. The Food and Drug Administration requires masses of paperwork. Few laboratories are equipped to screen would-be donors’ stool for the vast array of viruses, par-asites, and other conditions that might make their feces too dan-gerous to transplant. And most hospitals simply don’t have pro-tocols in place for stool trans-plants. The gears in Mr. Smith’s mind started turning.

By the end of the weekend, the two graduate students and James Burgess—another friend from their Princeton days—had hatched a plan. They would open the world’s first public stool bank, offering pre-screened, frozen fecal specimens to hospitals around the country. What the Red Cross has done for blood, their project—known as OpenBi-ome—would do for feces.

“I have a picture in my mind from that dinner,” Ms. Edelstein says. “Mark was talking to my grandfather, who’s a lawyer, about how to make this happen. My grandfather was very skeptical at first, but then he started to get ex-cited. He was hammering Mark on the regulatory and liability issues, trying to see if we were serious.”

They were. Mr. Smith spent the first half of 2013 negotiating per-missions with the FDA and secur-ing lab space at MIT.

Ms. Edelstein, meanwhile, drew on her past experience as a pro-gram assistant at the U.S. Agency for International Development to help write proposals for funding. Once those elements were in place,

Mr. Burgess took a leave from his studies at MIT’s Sloan School of Management to serve as OpenBi-ome’s full-time director. They also brought in a fourth principal, Emir Sandhu, an elementary-school friend of Mr. Smith’s who is now a medical student at Harvard Uni-versity, where he has worked with C. diff. patients.

The bank started to collect stool in September and shipped its first specimens a month later. As of late January, OpenBiome had sent a to-tal of 109 fecal specimens to 12 hos-pitals and clinics. “When we sent our first shipment, I was nervous-ly emailing the clinician every day, asking how the patient was doing,” Mr. Smith says. “We haven’t heard of any failures or adverse outcomes so far.”

“If you’d told me a year earlier that I’d be leaving school to run a nonprofit stool bank, I wouldn’t have believed you,” Mr. Burgess says. “But I think this is an oppor-tunity to make a real dent in the C. diff. epidemic, and also to move for-ward with the science of the human microbiome.”

LOGISTICAL HICCUPS

To understand why a strang-er’s feces might cure C. diff. illness when antibiotics have failed, you must first understand how the dis-ease arises. Roughly 3 percent of the population (and perhaps as much as 15 percent of the elderly popula-tion) carries the C. diff. bacterium. The organism usually lives benign-ly in the gut; it makes trouble only after the carrier undergoes chemo-therapy, antibiotic therapy, or some other disruption to the gut’s nor-mal ecology. When that happens, C.

diff. can run wild, causing long days of watery, green-tinged diarrhea. (Roughly 14,000 Americans, most of them elderly, are estimated to die from the illness each year.)

Fecal transplantation resolves C. diff. illness by restoring a healthier ecosystem to the patient’s gut, un-doing whatever insults were done by chemotherapy or antibiotics. The idea is not new—as early as 1958, a team of doctors in Denver reported a successful treatment—but it has gained much more attention during the last decade, as C. diff. infections have become less susceptible to van-comycin and other typically used an-tibiotics.

“Ten years ago, eight years ago, we didn’t have this enormous num-ber of people with recurrent infec-tions,” says Colleen Kelly, a clinical assistant professor of medicine at Brown University, who is one of the country’s best-known practitioners of stool transplant. “Now you’re see-ing patients who go through vanco after vanco after vanco, and they still aren’t cured.”

When Dr. Kelly performed her first transplant, in 2008, the idea seemed slightly outlandish to her. (She was talked into it by a patient who’d read about the procedure in medical journals.) But when she saw how powerfully it worked, she

got hooked. She is now oversee-ing an NIH-financed randomized double-blind trial in which some patients receive actual stool trans-plants and some receive “sham” transplants in which their own stool is reinstilled.

So far, Dr. Kelly has not used any of OpenBiome’s specimens. But she says that such a service has been badly needed because many physi-cians who want to perform trans-plants have found the hurdles over-whelming. In addition to the paper-work and shortage of qualified labs, there are plain old logistical hiccups.

“A patient dropped out of my cur-rent study because the day of her procedure, the donor wasn’t able to poop,” Dr. Kelly says. “If you have a study patient who’s there, prepped, on the colonoscopy table, and you don’t have the study treatment to administer to them because the do-nor can’t poop—I mean, it’s not as predictable as urinating in a cup.” For that reason, she says, a service that can reliably provide frozen specimens is deeply appealing.

UNANSWERED QUESTIONS

That is the heart of OpenBiome’s pitch. “All of those petty logistical issues are what we deal with at the end of the day,” Mr. Burgess says. “We want to allow doctors to do what they do best, which is focus on treatment.”

So far, OpenBiome’s infrastruc-ture is modest. Mr. Burgess is the project’s only full-time employee. It operates on a not-for-profit basis—the $3,000-per-donor stool-screen-ing costs are covered by a gift, and OpenBiome charges only a process-ing-and-shipping fee for its spec-imens. The 109 specimens it has

shipped have been produced by just three donors. (Another handful of potential donors applied, but failed the initial stool screen for one rea-son or another.)

Specimens are kept at minus-80 Celsius in a freezer in the labora-tory of Eric J. Alm, an associate professor of biological engineering at MIT. “I’m deeply grateful that the Alm lab has been so support-ive,” Mr. Smith says. “It sounds like a crazy project, so it took a certain amount of courage on his part.”

Daniel Murphy, a gastroenterol-ogist in Winston-Salem, N.C., has treated nine patients since Sep-tember with specimens provided by OpenBiome. Unlike some oth-ers in the field, Dr. Murphy believes that the FDA has been wise to treat stool transplants cautiously. “There are a huge number of unanswered long-term questions about this therapy,” he says.

For one thing, variations in the gut microbiome have recently been associated with obesity and other chronic conditions. The cause-and-effect relationships behind those variations are still unclear, but Dr. Murphy and others believe there is a risk that stool transplants might permanently alter the recipient’s metabolism. “We have to be very candid with our patients about the fact that this is an investigational technique.”

But whatever cautions are in or-der, Ms. Edelstein is surprised and gratified that her 2012 Thanksgiv-ing dinner has had such a long af-terlife. “I think we’ve managed to answer a real need from clinical practitioners,” she says. “I’m glad that we had the resolve to actually make this happen.”

Student-Led Project Banks on Promise of Fecal Transplants

M. SCOTT BRAUER FOR THE CHRONICLE

Stored in a freezer at MIT, fecal material that has been screened and prepared by OpenBiome, a new not-for-profit, is ready to be shipped to a hospital.

“ When we sent our first shipment, I was nervously emailing the clinician every day, asking how the patient was doing.”

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the chronicle of higher education | februa ry 7, 2014 A17

A18 februa ry 7, 2014 | the chronicle of higher education

By ERIC KELDERMAN

Several companies that own for-profit colleges have recently announced that they are under

investigation by more than a dozen state attorneys general. But it’s un-clear whether those investigations will put off potential students or in-vestors, and one analyst says a bigger concern for the companies is increas-ing scrutiny at the federal level.

In filings with the U.S. Securi-ties and Exchange Commission, the Career Education Corporation, Corinthian Colleges Inc., the Edu-cation Management Corporation, and ITT Educational Services said they had received letters from a co-alition of state prosecutors focus-ing on student-recruitment prac-tices, employment statistics for the colleges’ graduates, graduate certi-

fication and licensing results, and student-lending activities.

The companies all stated they had received subpoenas or civil investigative demands from the attorneys general of Arizona, Arkansas, Connecticut, Idaho, Iowa, Kentucky, Missouri, Ne-braska, North Carolina, Oregon, Pennsylvania, Tennessee, and Washington. Kentucky’s attor-ney general is serving as the lead contact for ITT, and other states are coordinating with different companies.

A prepared statement from the office of the Connecticut attorney general, for example, said the state was “part of a multistate group that is seeking information and docu-ments from certain for-profit col-leges, including Career Education Corp., and is serving as the point

of contact for that company’s com-munications about the multistate group’s inquiry.”

Mark Spencer, director of corpo-rate communications at Career Ed-ucation, said the company intend-ed to cooperate fully with investi-gators.

“Postsecondary institutions are heavily regulated by states, the fed-eral government, and accreditors, with private-sector institutions re-ceiving even more intense regula-tory scrutiny. We accept that this is the environment in which we con-duct our affairs and act according-ly,” Mr. Spencer wrote in an email to The Chronicle.

OTHER CHALLENGES

The announcements may be a bit disturbing to investors in the short

term, said Trace A. Urdan, a senior analyst who evaluates education companies for Wells Fargo. States have begun numerous investiga-tions of for-profit colleges in recent years.

Kentucky’s attorney gener-al has been particularly aggres-sive in taking on proprietary col-leges, having begun investigations against at least four institutions and leading a multistate investi-gation that reached a $2.5-million settlement against QuinStreet Inc., an online marketing compa-ny that recruits veterans and oth-er students on behalf of mostly for-profit colleges.

With some exceptions, howev-er, the investigations have failed to result in legal action, Mr. Ur-dan said.

Individual lawsuits have occa-sionally resulted in victories for students who felt wronged by the practices of for-profit colleges.

In June a jury awarded a Mis-souri woman more than $13-mil-lion in a lawsuit against the for-profit Vatterott College. The former student had accused the in-

stitution of misleading her about what health-care degree program she was enrolled in.

The decision is likely to be appealed because the punitive damages awarded far exceed the maximum allowed under state law.

Earlier in June, an arbitrator in California awarded a student more than $200,000, finding that the Le Cordon Bleu College of Culi-nary Arts and its parent company, Career Education, had committed fraud when it told her she would be able to earn $75,000 as a pas-try chef after completing an eight-month program, according to a news release from the law firm that represented the student and her family.

Despite those rulings, Mr. Urdan said, the real challenges for propri-etary colleges will continue to be the pressure from federal regula-tors and the competitive market for students, who are now more sensi-tive to the cost of their degrees and better able to get an online degree from traditional nonprofit institu-tions.

The Board of Trustees of Ball State University invites expressions of interest in, and nominations for, the position of president.

Ball State is a bold, strong university that seeks a leader to build upon its achievements over a transformative decade. The university has proven success strengthening its national visibility, enrollment profile, diversity of the student body and faculty, the vibrancy of the campus, and philanthropic support.

Ball State, a state-assisted university, is comprehensive and categorized by the Carnegie Foundation for the Advancement of Teaching as a research university, high research activity (RU/H). The university enrolls more than 20,000 students and has distinguished itself with a distinctive approach to teaching and learning called immersive learning. With 3,800 employees, including 950 full-time faculty members, the university attracts approximately $20 million in external research funding.

The strategic plan for 2012–2017— Education Redefined 2.0: Advancing Indiana(bsu.edu/strategicplan)—has four key goals:

Immersive—Provide distinctive, high-quality educational experiences.

Innovative—Become a recognized leader for educational and disciplinary innovation.

Vibrant—Invest in an increasingly vibrant and integrated university community.

Engaged—Advance Indiana through student engagement and faculty expertise.

Ball State University is at an exciting point in its history. This vibrant university is well positioned to continue to excel and is poised to enjoy its growing reputation as an excellent academic institution. The new president will be expected to continue to build on the many fine qualities of the university, become personally vested in its future, continue to raise the university profile, and carry this important message throughout the state of Indiana and beyond.

Ball State’s leader must be one who can eloquently convey the importance of the quest for knowledge in a community of learners, of higher education to the broader community, and of the enrichment of a diverse environment. Personal qualities of integrity and unquestioned ethical behavior, humor, and vision are essential, as are sound judgment, considerable stamina, a commitment to collaboration, and openness and trustworthiness.

All correspondence should be directed in confidence to the university’s executive recruitment consultant:

Jerry H. BakerBaker and Associates LLC4799 Olde Towne Parkway, Suite 202Marietta, GA 30068770-395-2761

jbaker@baasearch.comBall State University is an equal opportunity, affirmative action employer and is strongly and actively committed to diversity within its community.

BALL STATE UNIVERSITYPresident

bsu.edu/presidentsearch

State Attorneys General Open Investigations Into For-Profit Colleges

Students Who Transfer to a For-Profit College May Pay LaterBy KATHERINE MANGAN

Community-college stu-dents who transfer to for-profit institutions be-

cause of their flexible, online offer-ings can usually earn more money while they’re enrolled, but the extra income is a “false economy” because they’re likely to earn less later on. That’s the primary conclusion of a new study by the Center for Analy-sis of Postsecondary Education and Employment.

For-profit colleges tend to be “the preferred destination for stu-dents who have not had success at the community-college level,” says a report describing the study, which was released last week. Even though for-profit colleges are more expensive than their counterparts in other sectors, their flexibility ap-peals to students who want to con-tinue working.

But 10 years after starting col-lege, graduates of for-profit colleges have seen their earnings increase by only $5,400, compared with in-creases of $12,300 and $26,700 for graduates of public and nonprofit private colleges, according to the study.

“You can earn more money in your job while attending a for-profit college, but on the flip side, it seems that you’re not getting the human capital and skills that you would have if you had enrolled elsewhere,” said Clive Belfield, a research fellow at the center and a co-author of the report.

The center, a collaborative re-search effort led by the Commu-nity College Research Center at

Columbia University’s Teach-ers College, collects data from millions of students across five states—Florida, Michigan, North Carolina, Ohio, and Virginia. It is supported by a five-year grant from the U.S. Department of Ed-ucation.

The study also found that black and Hispanic students are more likely than their white peers to transfer to for-profit colleges. Mr. Belfield said low-income students, many of whom are members of mi-nority groups, are more likely to gravitate to the vocational jobs that many for-profit colleges specialize in.

Noah Black, a spokesman for the Association of Private Sec-tor Colleges and Universities, the for-profit sector’s main trade group, said the study highlights the differences between students who attend for-profit and other colleges.

“Our students are more likely to work during school and can have more difficulty in the classroom,” he wrote in an email. “But the path to success for these new traditional students is still through higher edu-cation, and our goal is to give them that opportunity they would not have otherwise.”

A 2012 study by the Columbia center found that while for-prof-it colleges had fairly strong stu-dent-retention rates, their grad-uates were generally worse off six years after they entered college, with lower employment rates and lower earnings than graduates of community colleges and public and private nonprofit institutions.

the chronicle of higher education | februa ry 7, 2014 A19

Conference Gives Hints of How Accreditation May ChangeBy ERIC KELDERMAN

Washington

When U.S. Sen. Tom Har-kin spoke to accreditors and accreditation advo-

cates last week, many worried that the Iowa Democrat would repeat the harsh criticisms he has leveled at the accreditation system in re-cent years.

The senator has accused accredi-tors of being poor guardians of fed-eral student aid, setting low stan-dards for institutions, and allowing conflicts of interest in the process.

Instead, Senator Harkin, who will leave the Senate at the end of the year, praised accreditors while describing changes he would like to see for accreditation in the next Higher Education Act.

“You are the experts in deter-mining academic quality,” Senator Harkin said at the annual meeting of the Council for Higher Education Accreditation, an association that represents some 3,000 accredited institutions and recognizes about 60 accrediting agencies.

Senator Harkin applauded some accreditors for tightening their standards, but urged them to help rebuild public confidence in higher education by communicating more about their processes and actions.

“You do a valuable job; people need to know more about it,” he said.

Accreditors could also have an impact on college costs by setting standards to improve students’ pro-gram-completion rates and shorten the time it takes them to earn their degrees, he said.

It’s unlikely that the federal high-er-education law will be reautho-rized this year. But Senator Har-kin’s talk represented a sea change in the discussion of accreditation and may even provide an outline of changes that will appease Con-gress’s appetite for overhauling the system.

COMMUNICATION PROBLEM

A chief criticism of accreditation is the charge that it is shrouded in secrecy or obfuscated by confusing terminology.

Just two of the nation’s six region-al accreditors, the Western Associa-tion of Schools and Colleges and the Higher Learning Commission of the North Central Association of Col-leges and Schools, make public the letters they send to institutions af-ter an accreditation action.

Even those documents are not written in a way that makes them easy to understand, said Andrew P. Kelly, director of the Center for Higher Education Reform at the American Enterprise Institute. That deprives students and parents of information that would help them choose a college, he said.

For example, very different insti-tutions, like Chicago State Univer-sity and the University of Illinois, have the same blanket approv-al from their accreditor, Mr. Kelly said during a conference panel.

There is even a wide variety in words accreditors use to describe their processes and actions, said

Peter Ewell, vice president of the National Center for Higher Educa-tion Management Systems.

“It makes no sense not to have greater alignment on terminology,” Mr. Ewell said. “The public can be forgiven for saying that accreditors don’t know what they’re doing.”

COST CONSCIOUS

Underlying Senator Harkin’s con-cerns about accreditation are the rising cost of college tuition and the question of accreditation’s responsi-bility for ensuring student success.

“When I went to college, there

was no expectation that the college had any responsibility for student success,” Eduardo M. Ochoa, pres-ident of California State Universi-ty-Monterey Bay and a former U.S. assistant secretary for postsecond-ary education, said during a confer-ence session.

Sylvia Manning, president of the Higher Learning Commission, said accreditors were increasing their standards on student-learning out-comes. But they have not yet set any “bright lines” on what completion rates should be.

Streamlining accreditation is also on the minds of many accrediting

agencies, said Elizabeth H. Sibolski, president of the Middle States Com-mission on Higher Education, anoth-er regional accreditor.

Accreditors could improve the system by reducing scrutiny of “less risky” institutions and spending more time helping colleges “on the edge,” she said.

Conference attendees also dis-cussed possibilities of removing geographic boundaries of regional accreditors or having accreditors set different standards by the kind of institution.

“We should not have different sets of accreditation standards by

region,” Mr. Ochoa said. “That is an accident of history.”

The most far-reaching possible change discussed at the conference was to remove accreditation as a requirement for colleges to receive federal loans and grants. Without that requirement, some accreditors fear they will lose member institu-tions and leverage over those that remain.

Mr. Ochoa asked conference at-tendees whether that gatekeeper role was worth the amount of fed-eral regulation to which accreditors are subject.

“Is that a Faustian bargain?”

Faculty members from some of the best private and

public universities in the country now call Texas Tech

University home. This growth is enhancing our teaching

and research efforts as we set our sights on achieving

new levels of national prominence.

A20 februa ry 7, 2014 | the chronicle of higher education

Blackboard, the learning-man-agement behemoth, is get-ting into the virtu al-campus-

bookstore business.This semester the company is

testing a system in which a facul-ty member can visit the new online bookstore to search for and select materials for her course—including new, used, or rental books, e-books, open-source content, and material the faculty member wrote herself. When a student visits the bookstore, he’ll find the course materials for all his classes waiting in an online shopping cart for checkout.

Katie Blot, Blackboard’s senior vice president for education services, said in an interview that the compa-ny was working with a fulfillment house, MBS Direct, to make sure the course materials are priced compet-itively. The system, she said, could provide almost any course materials “in whatever format they’re available in the marketplace.”

The advantage for students, she said, is that buying course materi-als will involve no confusion over which edition or version of a par-ticular work the faculty member wants students to use.

The service also gives faculty members the opportunity to see which students purchased what materials, she said.

Blackboard will test the book-store service on about a dozen cam-puses this spring, Ms. Blot said,

and plans to make it available more widely this summer.

—Lawrence Biemiller

Free Online Textbooks Win Praise in Report

As the price of college textbooks continues to increase, more stu-dents are opting to skip the books even if their grades suffer, a survey conducted by the U.S. Public Inter-est Research Group has found. In a report, the organization said that open textbooks—written by faculty members, peer-reviewed, and avail-able free online—could help make textbooks affordable again.

For the report, “Fixing the Bro-ken Textbook Market,” more than 2,000 students on 156 campuses in 33 states were surveyed during the fall of 2013. Sixty-five percent said they were not buying all of their re-quired textbooks because of cost, and 94 percent of those who didn’t buy the books reported being con-cerned about how that would af-fect their grades. About 48 percent said the cost of textbooks had influ-enced their decisions about which and how many classes to take.

The research group estimated that each student could save about $100 per class by using open text-books, which have open copyright licenses. Students who want print-ed versions would pay modest fees.

The College Board has said that

the average student attending a four-year public college will spend $1,200 on books and supplies this year. According to a 2013 study by the federal Government Account-ability Office, textbook prices have increased by 82 percent in a 10-year period, far more than consumer prices.

Although many publishers are moving toward e-textbooks, and many colleges offer options such as textbook rentals or used books, stu-dents are restricted by paywalls or expiration dates. The prices of those options are also dictated by the cost of new editions of print versions, said Ethan Senack, a higher-educa-tion associate at the research group and author of the report.

The survey found that 82 percent of students said they would have done better in class had they had

free access to the required materi-als, Mr. Senack said during a con-ference call with reporters.

—Danya Perez-Hernandez

The Role of MOOCs at Elite Colleges

If highly selective colleges begin awarding academic credits to stu-dents who pass massive open on-line courses created by their faculty members, the institutions could un-dermine their own ability to invest in promising students, according to an analysis by a Stanford University economist.

Caroline M. Hoxby rose to prom-inence with her research on helping talented, low-income high-school students make better decisions about where to apply to college. In a working paper published online by the National Bureau of Econom-ic Research, she takes on the sub-ject of MOOCs and what they could mean for colleges.

Her conclusions—that MOOCs provide a more suitable substitute for certain nonselective-college programs than for selective ones—are not necessarily as intriguing as her analysis, which frames the issue in economic terms.

Highly selective institutions like Stanford do not so much sell edu-cation programs and services for an upfront fee as invest in promis-ing students who are likely to attain

wealth and influence after college, Ms. Hoxby writes.

Only some of those students will end up making significant gifts to the institution later in life, but those gifts subsidize the programs and services that Stanford supplies to its other students.

The sustainability of that “vir-tuous circle” depends on those tal-ented students’ feeling a deep emo-tional connection to their alma ma-ter, writes the professor. If selective colleges began granting credit to students who succeeded in their MOOCs, it could compromise the more traditional “human-capital investments” in their portfolios, she argues.

“Some enthusiasts of online ed-ucation foresee and look forward to the day in which [highly selec-tive] institutions’ giving credit for MOOCs authored by their facul-ty destroys the institutions’ inter-generational virtuous circle,” Ms. Hoxby writes. “Such enthusiasts apparently want to repurpose the resources of [highly selective] in-stitutions from advanced educa-tion (and research) to educating the masses. [Highly selective] institu-tions have no advantage in educat-ing the masses, and their resources, though considerable for the narrow purpose they pursue, are negligi-ble relative to the problem of mass postsecondary education.”

—Steve Kolowich

At New Mexico State University, Charles Creusere leads the renowned

Telemetering Center of Excellence, the first such facility in the nation.

Creusere and his team are pioneers in communications systems and

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Dr. Charles CreusereFrank Carden Chair in Telemetering and Telecommunications

Professor, Klipsch School of Electrical and Computer EngineeringNMSU College of Engineering

New Mexico State University

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OUR STUDENTS will lead the wireless communication field.

Blackboard Will Offer a Course-by-Course Bookstore Online

WIRED CAMPUSThe latest news

on tech and education at chronicle.com/wiredcampus

By JENNY ROGERS

W ade Davis, an anthro-pologist and former ex-plorer in residence with

the National Geographic Society, has made his career traveling the world while collecting botani-cal samples and studying endan-gered cultures. In July, he will set off on a different path as a first-time professor at the University of British Columbia, in his native Vancouver.

A lecturer and author of such best-selling books as The Serpent and the Rainbow, Mr. Davis, who is 60, will become an anthropology professor in the university’s Liu In-stitute for Global Issues, a research and policy center, specializing in cultures and ecosystems at risk. He will also hold a research post within the university’s Museum of Anthropology.

Mr. Davis, who spent 20 years based in Washington, D.C., says the post has given him the chance to return home at a time when the province is facing challenges relat-ed both to native peoples’ self-gov-

ernment and to the environment. British Columbia has numerous treaty negotiations with native peoples under way, and it has been at the center of public debates about a proposed oil pipeline set to run under indigenous-held land.

“For an anthropologist, or even

a historian, this is such a place that is struggling with all these is-sues in real time,” he says. “So it just feels wonderful to be back in a land where the voices of native people are so very strong and very much a part of the provincial and national dialogue.”

The post will also allow him to

guide students, as his professors once guided him. “I know how powerful that can be in the life of a young student,” he says. “It’s defi-nitely my time, in whatever modest way I can, to be available to mentor young people.” He’s received hun-dreds of letters over the years from students seeking advice or wanting to be a part of his research, he says. “I answer every one.”

Mr. Davis will teach two courses each year: a graduate seminar and an undergraduate introduction to cultural anthropology. To make anthropology more accessible to students and the public, he will emphasize public speaking and lit-erary writing in his classroom in-stead of more-traditional academ-ic papers, he says.

“The lessons of anthropology are so important that you must be able to communicate them in ways that are accessible, without ever dumb-ing them down,” he says.

Mr. Davis will spend one semes-ter each year teaching and the rest of the year continuing his research, writing, and speaking projects. He has no plans to slow down.

Gage Averill, dean of the facul-ty of arts, recruited Mr. Davis for his research reputation—he has a Ph.D. in ethnobotany from Har-vard University—and for his “gen-eralist credibility,” Mr. Averill says. Mr. Davis has written more than a dozen books; Into the Silence, a book on a Mount Everest explor-er, won the 2012 Samuel Johnson Prize for Non-Fiction. His work on Haitian "zombies" inspired a 1980s horror film.

The university is pushing for more policy-relevant research and more engagement with local com-munities, Mr. Averill says, and he expects Mr. Davis’s wide fieldwork and public persona to fit those goals. The director of the Museum of Anthropology, Anthony A. Shel-ton, says Mr. Davis will help meet the museum’s commitment to pub-lic outreach as well.

Mr. Averill expects the new professor will keep students en-gaged with his stories of fieldwork around the globe.

And if the urge to explore full time returns? “We’ll steal his pass-port.”

By DANYA PEREZ-HERNANDEZ

W hen he was in his late 20s, an urge to create social change led Geof-

frey A. Nagle to quit his job as an agent in Hollywood and travel through South and Central Amer-ica, where he ended up doing volunteer work with sick and or-phaned children.

“I saw a lot of needs of young children out there and not a lot of

knowledge of how best to support young children,” Mr. Nagle says. That prompted him to go back to graduate school to study ear-ly-childhood development—and eventually led, in January, to his becoming president of the Erikson Institute, a small graduate school in Chicago that confers almost 30 percent of the master’s degrees in childhood development in the United States.

Mr. Nagle, 48, is a licensed clinical social worker who has until now been an associate pro-fessor of psychiatry and behav-ioral sciences at Tulane’s School of Medicine. He is a true believer in the idea that “the best use of public dollars is dollars spent in the earliest part of the life cycle” because that spending will pay off over the course of the chil-dren’s lives. “The more I studied, the more I learned about how the greatest benefits are achieved supporting people as early as pos-sible in life,” he says.

At Tulane he was also director of the Institute of Infant & Early Childhood Mental Health, where he worked to modify Louisiana’s tax structure to improve the qual-ity of day care and encourage par-ents to use the best centers. The School Readiness Tax Credits, passed by Louisiana’s Legislature in 2007, are offered to families on the basis of the state’s quality ratings of the child-care facilities they use, and to staff members who work at centers that show a com-mitment to quality.

The tax credits have “been a huge asset to the child-care com-munity” in Louisiana, Mr. Na-gle says, adding that the credits amounted to about $4.1-million during their first year and grew to $14.3-million in 2013.

His skill at involving the com-munity in child-care issues stood out to members of Erikson’s search committee, who chose him from among 250 candidates. For Mr. Nagle, the opportunity to be part of one of the country’s leading graduate schools in child develop-

ment was one he couldn’t resist.Although he majored in politi-

cal science as an undergraduate at Duke University, he now studies the early-childhood experience, including education, development, family life, and economic issues. Erikson’s graduate programs have a similar emphasis.

The school, founded in 1966, is named for Erik H. Erikson, the 20th-century psychoanalyst who was among the first to propose that children are products of society’s expectations and prohibitions.

With an enrollment of about 275 in 2013, Erikson is a lot smaller than most graduate schools. Its ap-

peal to those seeking a specializa-tion in young children is its intense focus on those up to age 8. Almost 60 percent of Erikson’s applicants apply only there.

“It really speaks to the quali-ty of education here over those 50 years,” Mr. Nagle says.

Erickson also offers support to the community through pro-grams such as the Fussy Baby Network, a telephone support line for parents dealing with babies who cry excessively, and fami-ly-health services.

Among his early goals as presi-dent are to continue to strengthen the institute’s financial standing

and to support a new master’s pro-gram in social work, which will be-gin in September.

Michelle L. Collins, vice chair of the institute’s Board of Trustees and chair of the search commit-tee, said the past 10 years at Erick-son have been all about internal growth for the institute. Now, she says, it is ready to be led by a per-son like Mr. Nagle, who can estab-lish partnerships and spur exter-nal growth.

“When you meet him,” she says, “you immediately see this incredi-ble energy, a kind of quiet intensity about him, and amazing passion for making kids’ lives better.”

At 60, Anthropologist Who Has Traveled the World Returns Home to Teach

Advocate for Children Leads a Graduate School for Childhood Development

People

the chronicle of higher education | februa ry 7, 2014 A21

JOB MOVES

n Jane Close Conoley has been se-lected as president of California State University at Long Beach. She is cur-rently dean of the graduate school of education at the University of California at Santa Barbara where she is also a professor of counseling, clinical, and school psychology. She expects to start her new position in July. n Douglas A. Shackelford, a profes-sor of taxation and an associate dean at the University of North Carolina at Chapel Hill’s Ke-nan-Flagler Business School, has been ap-pointed the school’s next dean. He replac-

es John P. Evans, the interim dean. n James Perkins has been named vice president for research and sponsored programs and a professor of chemistry at Clark Atlanta University. For the past seven years he has been director of the Research Centers in Minority Insti-tutions Translational Research Network Data and Technology Coordinating Cen-ter at Jackson State University.n Rakesh Khurana, a leadership ex-pert at Harvard Business School, will become dean of Harvard College. Mr. Khurana, who is also a professor of sociology in the Faculty of Arts and Sci-ences, will begin his new role as under-graduate dean in July. n Maeve Richard, who has held exec-utive positions at companies including Arteris Inc. and J.P. Morgan, has been named assistant dean and director of the Career Management Center at Stanford Graduate School of Business.

DEPARTURE

n Mordechai Rozanski, president of

Rider University, plans to retire at the end of July 2015. He said he original-ly planned to step down at the end of his second five-year term, in 2013, but was asked by the board to extend his term by two years to coincide with the university’s 150th anniversary.

IN MEMORIAM

n Stephen H. Clapp, a violinist and dean emeritus of the Julliard School, died on January 26 after a long ill-ness. He was 74. He served as dean from 1994 to 2007 and then returned to teaching and coaching chamber mu-sic as a faculty member in the college and pre-college divisions at Julliard. He was still working with students in his studio at the school the week be-fore he died.n William K. Weaver, the founding president and chancellor of the Univer-sity of Mobile, died on January 13. He was 95. In 1961 he was named pres-ident of what was then called Mobile College.

TRANSITIONSPEOPLE IN ACADEME

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

ERIKSON INSTITUTE

Geoffrey A. Nagle

RYAN HILL

Wade Davis

ROBERT CAMPELL

A22 februa ry 7, 2014 | the chronicle of higher education

LEGAL

Federal Judge Bashes Accreditor and Awards Damages to School

A federal judge in Virginia has reversed an accreditor’s decision to revoke the ac-creditation of a massage school in Missouri, and has taken the unusual step of awarding more than $429,000 in damages to the in-stitution.

In 2012, the Accrediting Commission of Career Colleges and Schools notified the Pro-fessional Massage Training Center, in Spring-field, Mo., that its accreditation had been re-voked. The commission said the center “lacked administrative continuity and management capacity,” according to court filings.

In a ruling last month, however, Judge Liam O’Grady of the U.S. District Court in Alexandria, Va., ordered the commission to reinstate the center’s accreditation. The ac-creditor’s decision was “arbitrary and unrea-sonable,” Judge O’Grady wrote, and was based on vague standards and inattention to its own processes.

The accreditor’s standards are “full of re-quirements of ‘adequate management’ with ‘appropriate’ education and experience, em-ployed in ‘sufficient number,’ whose continui-ty is ensured through ‘reasonable retention,’” Judge O’Grady wrote. But the standards lack any definition of “adequate,” “appropriate,” “sufficient,” or “reasonable,” he said.

The accrediting commission said it “stands by its revocation decision and is carefully re-viewing its legal and procedural options.”

LAW SCHOOLS

Bar Panel Calls for Big Changes in Pricing and Requirements

The American Bar Association should strive to drastically rethink the pricing methods used by law schools, and law schools should do their part to hold down costs and take on

the responsibility of preparing graduates for successful careers, says a report released last month by the ABA’s Task Force on the Future of Legal Education.

The document echoes many of the recom-mendations in a draft report released last year by the same task force. The draft report recommended that many law-school accred-itation standards be relaxed or repealed, in-cluding the requirement that accredited law schools offer tenure.

LEADERSHIP

President’s Gift at Hampton U. Helps Raise Its Minimum Wage

When Hampton University’s lowest-paid employees received their first paychecks of the year, their wages had increased to a min-imum of $9 an hour, thanks in part to a do-nation by the Virginia college’s long-serving president.

William R. Harvey and his wife, Norma, who also own the Pepsi Cola Bottling Com-pany of Houghton, Mich., donated $108,403 to support a wage increase for the 121 per-manent, full-time staff members working for less than $9 an hour. Those getting rais-es are primarily housekeepers, maintenance staff members, and cafeteria workers, he said. Virginia’s minimum wage is $7.25 per hour.

This is not the first time the Harveys have donated money for wage increases at the pri-vate, historically black university. The latest donation will cover higher wages through the end of the current fiscal year, after which they will be included in the university’s budget.

ATHLETICS

U. of Missouri President Seeks Inquiry Into Alleged Rape Case

The president of the University of Missouri

system last week said he was seeking an in-dependent investigation into the Columbia campus’s response to a football player’s alleged sexual assault of a swimmer, after an ESPN report raised questions about the flagship’s handling of the case.

The swimmer, Sasha Menu Courey, commit-ted suicide in 2011, about 16 months after the alleged assault.

The ESPN program Outside the Lines re-ported that Missouri had learned about the assault allegation more than a year ago but had failed to investigate it or report it to law-enforcement authorities. The university released a response that contested the ESPN report’s assertions and called it “skewed and unfair.”

But Timothy M. Wolfe, the system’s pres-ident, called for an independent review, “so that we can determine if there were any short-comings with respect to MU’s handling of this matter and, if so, ways in which to improve the handling of such matters in the future.”

ACCREDITORS

Treatment of Adjuncts Should Be Part of Accreditation Standards

The growing number of part-time faculty members is lowering the quality of education at many colleges and needs to be addressed by accreditors, says a report by the Council for Higher Education Accreditation, whose annual meeting last week saw proposals on a range of ways to improve the accrediting process.

The report says the evidence “affirms that there is a lack of institutional support for non-tenure-track faculty” that is “compromising the quality of teaching and learning.”

The problem is not just the growing number of part-time, adjunct faculty members but the poor working conditions many of them expe-rience, which can have a negative effect on in-struction and learning, says the report.

Keep up with the latest news at chronicle.com

In Brief

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1047426g UoM 342.9x260.4the chronicle of higher education | februa ry 7, 2014 A23

A24 februa ry 7, 2014 | the chronicle of higher education

Accounting for Success

In Focus

By SCOTT CARLSON

JOHN AMIS FOR THE CHRONICLE

President Ed Schrader (right) and David Barnett, chief financial officer, took a business-based approach to the books.

Brenau U., a women's college in Georgia, is running million-dollar surpluses. Here's how.

GAINESVILLE, GA.

Step into the president’s office at Brenau University, and you find yourself surrounded by vivid maps displaying the geology of the United States in bright yellows and reds, greens and purples. Ask Ed Schrader about the maps, and he’ll explain how heat, pressure,

sediments, and erosion molded this diverse landscape through the epochs. He’ll speak with all the enthusiasm that a former geology professor can bring to the subject.

But before he entered the academic world, in the late 1980s, Mr. Schrader was part of a more “cutthroat” environment: the mining industry, where he worked for corporations like Chevron and Süd-Chemie. There he learned a different kind of discipline, which he brings to the academic world now.

“We counted nuts and bolts, we dug things up for pennies and sold them for dimes,” he says.

Administrators at Brenau, in a similar fashion, tally all the rev-enue and expenses of its colleges, determining the net revenue of each. They count, down to the penny, what it costs to graduate a business student, or a humanities student, or a nursing student. They know precisely which academic units are cash cows and which aren’t, and by how much, and they use that information to figure out how to grow strategically.

Brenau’s gross income has doubled in the past decade, from $23-million to $48-million (with $51-million projected next year). It has run million-dollar surpluses in recent years, has expanded its campus to several locations across Georgia, and is considering moving into Florida.

the chronicle of higher education | februa ry 7, 2014 A25

Continued on Following Page

Tracking Financial Performance at Brenau U., 2003-13

WOMEN’S COLLEGE EVENING AND WEEKEND CLASSES ONLINE CLASSES

The Georgia university has tracked how much money it is losing with its women's college, as well as growth in its evening-and-weekend college, and online college.

Source: Brenau U.

03

$6M

$5M

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“I have to know how many people I need to educate in nursing to pay

for those graduates in English.”

JOHN AMIS FOR THE CHRONICLE

Students dissect a pig’s heart in an anatomy class at Brenau U.

For Mr. Schrader, this is more than just business discipline, but a way to preserve the more fragile aspects of Brenau’s mis-sion. At its core, Brenau is a women’s college with a liberal-arts emphasis, an endangered species these days. The university’s weekend, online, and professional programs in business, oc-

cupational therapy, and other fields help sustain the women’s college. “I have to know how many people I need to educate in nursing to pay for those graduates in English,” Mr. Schrader says. “If I don’t know that, we’re subject to the whims of fate.”

That might seem like plain common sense. But observers of higher ed-ucation say Brenau’s close attention to revenue and costs is fairly unusu-al, especially among smaller colleges. “It is very much the exception that an institution understands its costs at a granular level,” says Rick Stais-loff, a consultant who spent more than two decades in higher-education finance. Drawing on a metaphor he often uses, Mr. Staisloff says colleges tend to look at their offices, programs, and departments as a big basket of stuff, not knowing what the individual pieces in the basket cost.

“No one asked you if you made or lost money on history, or made or lost money on business,” he says. “If it all added up, that's all people cared about.”

That’s changing, Mr. Staisloff notes, for reasons that everyone in the industry knows: more pressure and scrutiny on institutions, along with more attention to the complex financial model of higher education, where richer students and richer programs usually cover losses from poorer students and poorer programs. “If you're going to live in a world of subsi-dies,” he says, “you should know which things are making money.”

Edie Behr, an analyst in the public-finance group at Moody’s Inves-tors Service, says colleges have had a longstanding culture of providing education without scrutinizing the costs—“an ingrained culture that is going to have to break down,” she says, “because there is a need for cost containment.”

“As the programs that cost more than they bring in are identified,” she says, “then the question becomes, What do you do with them?”

When Mr. Schrader came to Brenau in 2005, from Shorter University, where he was president, he in-herited the institution from a leader who had gotten it back on firm financial ground. Still, he says, there were lapses. The administration set budgets for de-

partments but did not strictly enforce them. Administrators believed they were spending 5 percent of their endowment value, but were ac-tually spending 5 percent of the year-to-year growth, he says. And the college’s financial office was a bit behind the times. The CFO did not use any sort of computerized system to track the college’s spending. If you asked him for a figure, Mr. Schrader says, “he would run to his of-fice, dig about three feet down in a stack of papers, and come back say-ing, ‘Here it is.’”

Mr. Schrader hired a consultant, James F. Galbally, to act as a kind of forensic accountant, working closely with a new chief financial officer, Wayne Dempsey, who also came from Shorter. Mr. Galbally had spent 20 years at the University of Pennsylvania, where he was an associate dean overseeing finances for the dental school, and had taught in the management school and the higher-education program alongside Rob-ert Zemsky, an expert in college management. He also spent several years as a consultant specializing in training new college presidents.

“Ed asked the question that most boards ask of their presidents, but most presidents can't answer,” Mr. Galbally says. With three academic platforms—a women’s college, an evening-and-weekend college, and an online college—“what do these cost, and which are winners and losers?”At the time, Brenau, like most colleges, budgeted not by platform

but by department. So Mr. Galbally and other administrators took a deep dive into the curriculum, allocating faculty and staff costs to spe-cific departments and platforms. They looked at the revenues of vari-ous programs and the costs of financial aid. They found ways to split up the overhead—specialized labs, licensure costs, or equipment would be charged back to the program using them, while health coverage, re-tirement benefits, the library, administration, and other expenses were evenly distributed. (Mr. Galbally describes it as a “step down” from re-sponsibility-center management, a budgeting practice that has been em-ployed at big research universities like Penn, the University of Southern California, and Harvard University.)

Over the years, Brenau has refined the process, but from the begin-ning, it illuminated the university’s strengths. If you look at the perfor-mance of the women’s college, the evening-and-weekend college, and the online college over the past 10 years—accounting for instructional and indirect costs—the women’s college has always lost money, but its losses are especially pronounced in the past couple of years. It lost $3.6-mil-lion in the 2012 fiscal year and $4-million in the 2013 fiscal year. The evening-and-weekend college, by comparison, is a marginal moneymak-er—it made $500,000 last year, fairly typical for most years of the past decade. (In an unusual show of openness, Brenau agreed to share its fi-nancial data with The Chronicle.)

The online college is a boon, with fabulous growth. It made $3.1-mil-lion in 2011, $4-million in 2012, and $5-million in 2013. (See chart, Page A25.)

When administrators analyze the spending per student (rendered in full-time equivalents), one begins to see, in part, how the online plat-form makes money: The cash-cow programs—business and health sci-ences—spend far less on their online students than on those in the wom-en’s college.

A26 februa ry 7, 2014 | the chronicle of higher education

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“ The fact that Brenau can show you in precise dollars and cents that business is a moneymaker and humanities isn’t, hasn’t to my knowledge made Brenau any worse.”

JOHN AMIS FOR THE CHRONICLE

Students take part in a ceramics class. From a business-style approach, the arts and humanities are sometimes considered to be “loss leaders.”

DO COLLEGE PRESIDENTS AND FACULTY AGREE ABOUT THE

FUTURE OF HIGHER EDUCATION?

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

4%

64%

32%

16%

34% 50%

FACULTY PRESIDENTS

Right Direction Wrong Direction Don’t Know

4%

64%

32%

16%

34% 50%

FACULTY PRESIDENTS

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

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

Underwritten byResults.Chronicle.com/InnovationSurvey2013_Adobe

WHO should be the driving force behind innovation?

WHICH types of institutions are most at risk over the next 10 years?

WHERE should colleges focus their innovation efforts?

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

the chronicle of higher education | februa ry 7, 2014 A27

When the numbers were first laid out, Mr. Galbally says, a prominent businessman on the Board of Trustees suggested that Brenau should just close the women’s college and teach online.

“We have that conversation at every board meeting,” says David L. Barnett, who became senior vice president and CFO at Brenau in 2012, after Mr. Dempsey retired. But when they talk about the business of the women’s college, Mr. Barnett adds, board members are “business-savvy enough to know that there are products within a product line that are valu-able to the brand, that may not be on their own profitable.”

And the notion that the women’s college is a “loss leader,” in the words of Mr. Barnett, is borne out by the numbers. Sitting in his of-fice with Mr. Galbally and a thick three-ring binder of charts and spreadsheets, Mr. Bar-nett produces two sheets labeled “Table 4,” which show the direct income and expenses of instruction in the 2013 fiscal year, without auxiliaries, financial aid, and other expenses to muddy the picture.

In the first version of the table, which keeps the income within the platform where a course was taken, the online platform is once again a big winner. Its gross income is $12.8-million, compared with $10.5-million in the women’s college, but its instructional expenses are far lower: $2.6-million com-pared with $4.5-million.

However, in a second version of Table 4—called the “parallel universe” by the admin-istrators—the income from students is cred-ited back to the college where those students are registered. This version shows the volume of women’s-college students who are cross-ing over to the online college for a more “hy-brid” experience. With the income from wom-en’s-college students taking online courses attributed to their home platform, the wom-en’s college suddenly seems immensely more profitable: It brings in $14.2-million in gross income, compared with the online college’s

$5.4-million, and its net income is $9.6-mil-lion compared with $2.7-million. (See chart, above.)

Table 4 shows the outcomes at the end of a fiscal year, but analyses like this also inform a lot of financial planning on the front end at Brenau. Shortly before the annual budgeting process begins, Mr. Barnett and his colleagues go to department heads and deans to ask how many students they expect to retain from the past year.

“That gives them ownership in what they think their enrollments in programs will be,” Mr. Barnett says. “That helps when we have the conversation about whether or not we need new faculty lines, or when we have the uncom-fortable conversation about whether we need to take a faculty line away.” (Brenau has always used long-term contracts rather than tenure, which gives administrators yet more control over personnel and expenses.)

Mr. Barnett and his colleagues also tightly control cash flow throughout the year. Small colleges typically take out bridge loans in the summer and in December to cover their expenses until they get their big cash infu-sions from tuition in September and January. Brenau has not borrowed money for the past three budget cycles.

Mr. Barnett got his practical experience in finances running his father’s trucking busi-ness, handling the books for a construction company, and working for other industries before he went back to academe for a degree in higher-education administration. Man-aging cash flow was a big part of running a small business, but it isn’t always handled well in academe, in his experience. At one of the small, church-affiliated colleges where Mr. Barnett worked as a dean, he says, high-er-paid employees like him often got a call in July, asking if they could forgo a paycheck un-til September.

“That was an attempt to avoid using cred-it—maybe because the credit line was already maxed out,” he says. “God would say, ‘The first shall be last.’ Welcome to being the last.”

Other institutions are begin-ning to take a similar dive into their finances to analyze costs of programs and units, but those driving the change aren’t always

comfortable infusing business methods into an academic environment.

James Danko spent nearly 20 years as an entrepreneur, running companies specializ-ing in medical and fitness equipment. When he transitioned into academe—as associate dean of business at Dartmouth University, then dean of business at Villanova Univer-sity, and now president of Butler Universi-ty—he had a hard time understanding the financial reports he was getting. There was nothing that resembled the standard profit-and-loss statements that he was used to in the corporate world.

“The more precise information you can have about how each unit is contributing to the bot-tom line, the better,” he says. “I just want to know how much is the dance program losing, and how much is, say, this online M.B.A. pro-gram making. That has been the problem with every academic budget that I have seen. I don't have the level of precision.”

After he arrived at Butler, in 2011, he hired a consultant—Michael Leardi, a former vice president for finance at Drexel University—to help compile a complete financial picture of the institution. Over the past six months. Mr. Leardi has gathered hundreds of thousands of lines of data on the financial performance of various units and departments. Admin-istrators are just beginning to examine the data.

Besides providing a more complete picture of the university’s departments, which could guide strategic investments, the information could also serve broader purposes. Mr. Dan-ko describes one: As Butler’s president, he de-clared his plan to enlarge the undergraduate program—a common goal among new presi-dents, based on the belief that more students will lead to more revenue and market promi-nence. But at a meeting with faculty members, Mr. Danko says, a longtime biology professor stood up and said he was sick of hearing pres-idents say they would grow their way out of an institution’s problems—that growth had never yielded the benefits promised at Butler in the past.

“I thought, That’s a damn good point,” Mr. Danko says. With more precision in the finan-cial picture, he says, administrators might find how much growth, if any at all, is optimal.

Assessing costs internally could have ben-efits externally as well. “Everyone is telling us in higher ed that tuition is running rampant,” Mr. Danko says. To know the costs of provid-ing a college education, and to be able to clear-ly show that to policy makers, parents, and students, can help put higher education in “a defensible position to the noise out there, and

A28 februa ry 7, 2014 | the chronicle of higher education

Continued From Page A26

2 Paths to Follow the Money

FOLLOW THE PLATFORM FOLLOW THE STUDENT

When instructional income is measured within the three colleges at Brenau University, the online college appears to be the most profitable. But when administrators tracked enrollment across the platforms for the 2013 fiscal year, they found that students in the women's college account for a big share of the online college's income.

Source: Brenau U.

$12,000

$10,000

$8,000

$6,000

$4,000

$2,000

0

Women’s college Evening and weekend classes Online classes

Note: Net instructional income is per full-time-equivalent student.

“ It all seems to be based on the numbers. It’s business sense, but sometimes you wonder if that’s the most important way of looking at it.”

to address the overarching belief that we are financially out of control.”

Still, Mr. Danko expresses some worry about talking so publicly about revenue, re-turns, and losses at Butler. “I am going to sound like Mr. BusinessSpeak, always worried about the bottom line,” he says—a perspective that has not always been welcome in academe. He tries to emphasize that by analyzing costs, he can better protect programs like music and dance, which typically operate at a loss at many colleges, along with the academic mis-sion as a whole.

“The people in our English or philosophy departments just find the business world dis-tasteful,” he says. “I am almost apologetic about it, but I am also aware of my fiscal re-sponsibility.”

Academics have been wary of a more busi-ness-oriented approach in higher education, fearing that administrators and trustees would favor shallow, moneymaking programs at the expense of those more academically im-portant—and perhaps less popular.

But Mr. Staisloff, the consultant, argues that colleges’ fundamental “discomfort with accountability” has kept them from grappling with financial matters at a more detailed lev-el until now, when financial strain and public scrutiny have forced the issue. He recalls an incident during his years as a CFO, when he did an analysis and gave department heads targets in head count or revenue to shoot for. He thought it would free things up, allowing departments to run highly specialized, sparse-ly populated courses and seminars, provided that they could offset those with more-robust offerings that brought in money.

Eventually, however, people figured out that he could run the numbers and know which faculty members were filling up their class-es—and contributing to the bottom line—and which ones weren’t.

“That is absolutely what killed it—the vis-ceral resistance to the idea that there would be individual accountability in terms of contribu-tion,” he says.

At brenau, that’s not the attitude. Faculty members and depart-ment heads express an appreci-ation, or at least a grudging re-spect, for the financial calcula-

tions at the university—in part because they can see all the numbers laid out in big meet-ings at the beginning of semesters, and in weekly reports.

Ann Demling, chair of the theater depart-ment, says she sometimes believes that her de-partment is on the “low end on the totem pole.”

“You realize that they who have, get," she says. “We always hear about other depart-ments hiring and we wonder why we can't hire.” But she says that her department seems to get the essentials it needs, that she and oth-er faculty members get regular updates on the finances, and that she has some control in how to use her allocations.

“It all seems to be based on the numbers,” she says. “It's business sense, but sometimes you wonder if that's the most important way of looking at it.”

Ken Frank, chair of the humanities depart-ment, says the financial scrutiny has encour-aged him and others to be “good stewards of the institution's resources.” The focus on en-rollment targets and income might not always favor the humanities, but the steadiness in fi-nancial management is reassuring. “I would much rather deal with that situation than the situations I have seen at some of the state schools, where they give you a pot of money, and if you don't have the enrollment, they yank it back,” he says.

During his long career, James Sennett has taught philosophy at five institutions, from Ta-

coma, Wash., to West Palm Beach, Fla. “My impression is that the level of faculty discon-tent about financial issues is much lower at Brenau than at other institutions,” he says. He actually left his position as a philosophy pro-fessor at Brenau in part because he realized that the numbers weren’t in his favor. When he saw that fewer students were taking philoso-phy courses, and that the business department seemed like a more secure place, he took an administrative position in business on one of the satellite campuses, which also happened to be closer to his house.

Sure, some cash-cow programs at Brenau get more resources than others, he says, but that also happens at institutions where ad-ministrators have only an intuitive sense of which programs make money. “The fact that Brenau can show you in precise dollars and cents that business is a moneymaker and hu-manities isn't, hasn't to my knowledge made Brenau any worse,” he says. The humanities department, he notes, is hiring much-needed new faculty members—in part to replace him. “If anything, Brenau honors humanities and fine arts.”

It has at least kept those programs alive and thriving, and at a relatively little-known women’s college, to boot. Women’s education is vitally important, says Mr. Schrader, espe-cially in the South, where the culture teaches women to defer to men. And the liberal arts and American higher education, he says, are among the last great global advantages the United States has.

But he worries that liberal-arts institu-tions that stick to old ways of doing business will “cash-flow themselves out of existence.” Keeping institutions like his alive will take tough decisions, and leaders will need to know precisely where their strengths and weaknesses are. “You can’t be afraid of the truth,” he says.

the chronicle of higher education | februa ry 7, 2014 A29

Hamilton College Congratulates Associate Professor of English and Creative Writing

Tina May HallRecipient of a National Endowment for the Arts Creative Writing Fellowship

“�I�am�delighted�to�congratulate�Professor�Hall�on�a�second�major�award�for�her�

�writing�in�recent�years.�Tina�is�a�writer�of�natural�ability�who�engages�readers�

at�many�levels.�As�a�fan�of�her�writing,�I�look�forward�to�her�next�work,�the�

completion�of�which�will�be�supported�by�this�prestigious�award.”

— Patrick Reynolds, Vice President of Academic

Affairs and Dean of Faculty, Hamilton College

Hamilton College Congratulates Associate Professor of English and Creative Writing

Tina May HallRecipient of a National Endowment for the Arts Creative Writing Fellowship

“�I�am�delighted�to�congratulate�Professor�Hall�on�a�second�major�award�for�her�

�writing�in�recent�years.�Tina�is�a�writer�of�natural�ability�who�engages�readers�

at�many�levels.�As�a�fan�of�her�writing,�I�look�forward�to�her�next�work,�the�

completion�of�which�will�be�supported�by�this�prestigious�award.”

— Patrick Reynolds, Vice President of Academic

Affairs and Dean of Faculty, Hamilton College

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A30 februa ry 7, 2014 | the chronicle of higher education

the chronicle of higher education | februa ry 7, 2014 A31

ViewsCan You Transcend a Bad Class? A33

Why We All Have a Stake in the Common Core Standards

ACT maintains, students must raise their complex-text proficiency, and one factor in proficiency calls for more informational-text assignments from early grades onward. If a student has been exposed to the situations to which first-year readings refer, compre-hension becomes much easier. This com-mon-sense premise is, in fact, one of the most important findings in the cognitive science of reading.

In one well-known study from 1988, junior-high students of differing reading abilities read a passage about baseball writ-ten at a fifth-grade level. When researchers compared subjects on their knowledge of baseball, those who knew a lot scored higher than those who knew little, even in cases in which low performers otherwise had better reading skills.

In a more recent study, researchers ad-ministered a test containing two passages, one on familiar diseases, one on unfamiliar diseases, then tracked people’s eye movements as they read. On the first, eyes moved swift-ly and linearly; on the second, they slowed down, paused, and backtracked. These and many other studies demonstrate that reading comprehension isn’t an abstract skill transfer-able to any text. It depends upon the content. Every reading exam is also a knowledge test, a measure of familiarity with the subject matter of the passages.

The relevance to college readiness is obvious. To comprehend the texts they will face in college, students need general knowl-edge about science, math, history, civics, geography, arts and literature, religion, and

MARK BAUERLEIN

Continued on Following Page

The Sound of Silencing in

American Academe A64

How many of my students can identify the Code of Hammurabi? Probably none of them, but first-graders in the state of New York should be able to do so. It is part of

“Domain 4: Early World Civilizations,” along with the Hanging Gardens of Babylon, cunei-form, the Great Sphinx, and dozens of other terms and facts in the English language-arts curriculum aligned to the Common Core State Standards, a set of national bench-marks establishing what students in elemen-tary and secondary school should know at each grade level.

That challenge is one reason why the standards have led prominent educators like Diane Ravitch and Joanne Yatvin to de-nounce them as developmentally inappropri-ate, requiring too much knowledge in early grades.

To understand the rationale for the Com-mon Core requirements, however, we must shift to what happens after high-school graduation. When ACT, one of the best-known judges of college readiness, exam-ined why so many first-year students end up in remedial courses and perform poorly, it identified one factor above all others: “Per-formance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not.” Students three months out of high school enroll in freshman com-position, a survey of U.S. history, and Econ 101 eager and hopeful, only to find that they can’t comprehend a Supreme Court opinion, 100-year-old oration, contemporary poem, and other texts.

Those pages prove too much for half of them (according to ACT), and colleges have insufficient resources to help. It’s a costly mis-match, with 18-year-olds admitted to colleges but not ready for the material and colleges ill-equipped to instill missing knowledge and skills. The National Center for Public Policy and Higher Education sets the lack of readiness in English and mathematics at 10 percent for selective schools, 30 percent at less selective colleges, and 60 percent at two-year institutions—a perennial drain that colleges can’t remedy by themselves.

Hence, the Common Core standards, which call for higher “text complexity” in readings and “rich content knowledge within and across grades.” Yet, as is noted in one of the Common Core appendices, high-school texts have, if anything, actually decreased in complexity in recent decades, a divergence prompting another reform that has evoked outcries: more informational text. The stan-dards require that 70 percent of high-school reading assignments be informational, not fiction, poetry, or drama.

Objections have been vigorous, but at-tempts to construe the mandate as anti-lit-erary overlook its college-readiness purpose. To boost achievement in the freshman year,

JUSTIN RENTORIA FOR THE CHRONICLE

A32 februa ry 7, 2014 | the chronicle of higher education

technology. E.D. Hirsch termed it “cultural literacy” in his 1987 best seller of the same name, and he derived his famous list of facts, personages, events, and ideas from the knowl-edge assumed in periodicals of influence like The New York Times. Critics cast Hirsch as a reactionary and a Eurocentrist, but his curriculum had a progressive aim—to provide disadvantaged students with the background knowledge that advantaged students received at home and in better schools.

As the cognitive scientist Dan Willing-ham says, knowledge “actually makes learn-ing easier. Knowledge is not only cumula-tive, it grows exponentially. Those with a

rich base of factual knowledge find it easier to learn more—the rich get richer.” With background knowledge a key to academic performance, cultural literacy isn’t elitist. It’s an equalizer.

Hirsch’s ideas persuaded Common Core to aim at “building knowledge systematically,” and the varieties of knowledge necessary to

college readiness prompted the emphasis on informational texts. Most complex texts that college students encounter are not literary, and the secondary-school curriculum should reflect that proportion. Literature is secure because literary tradition is a crucial part of cultural literacy, a status the Common Core standards recognize with the command, “Demonstrate knowledge of 18th-, 19th- and early-20th-century foundational works of American literature.” (Regrettably, the Com-mon Core doesn’t have a similar standard for British literature.)

Willy Loman, satire, and the poetry of King James stand proudly beside Gettysburg, sep-aration of powers, and photosynthesis in the

procession of cardinal things. The only adjustment English teachers need make is to add more liter-ary nonfiction, which may include letters by Emily Dickinson, essays by Richard Rodriguez, chapters from Up From Slavery, and other unsur-prising titles. Common Core readily admits them if they impart verbal facility and background knowledge that serve students well at the next level.

Critics of Common Core rightly worry, however, that curricula cur-rently in development interpret “in-formational text” too nonliterarily and disregard cultural literacy. A

troubling example comes from the National Council of Teachers of English, in a self-pro-claimed guide to the standards. It declares, “the CCSS focus is on skills, strategies, and habits that will enable students to adapt to the rhetorical demands of their future learning and contributions.”

The authors mention “prior knowledge

that gives context to the complexities of further reading,” but the “context texts” they recommend include film excerpts, blogs, radio shows, podcasts, and graphic novels, options often nonliterary and minimally fruitful for cultural literacy. Indeed, the choice of materials is secondary: “How the texts are used to scaffold the reading experi-ence takes precedence over which texts are chosen.”

The burden, then, lies with college teachers to ensure that “which texts” does take prece-dence, specifically, that new informational texts in high school pay off in freshman year. They must be compellingly literary and rich in historical, social, psychological, or moral content. “Do not spend precious hours on media and topics that will not build familiar-ity that will be rewarded at the next level,” we must insist. Select informational texts that augment the knowledge base and enhance literary understanding.

College unreadiness doesn’t strike until students reach college and those of us who teach first-year courses scale down the read-ings because students don’t have the cultural literacy to understand them without delicate and plodding guidance. To arrest the slide, we should become watchdogs of how the Com-mon Core standards are put in place, and we should protest and criticize when we discover high-school instruction that fails to anticipate the instruction we shall deliver months and years later.

Mark Bauerlein is an English professor at Emory University and the author of The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardiz-es Our Future (Jeremy P. Tarcher/Penguin, 2008).

I N M O D E R N A M E R I C A

The McDevitt Center for Creativity and Innovation at Le Moyne College announces the continuation of its major initiative devoted to “Science and Religion in Modern America.” The initiative brings

eminent scholars from the sciences and the humanities to Le Moyne to offer their reflections on central aspects of the dynamic relationship between science and religion. Embodying Le Moyne’s Catholic and Jesuit commitment to seek the unity of all knowledge, “Science and Religion in Modern America” represents a compelling model for informed and respectful conversation about these critically important issues.

Schedule of Talks for Spring 2014:

Thursday, Feb. 6 Christ and the Pelican ChickPresenter: Elizabeth Johnson, Ph.D., C.S.J., Distinguished Professor of Theology, Fordham University

Tuesday, March 11 Multiverse Cosmologies at the Limits of Modern SciencePresenter: Mary-Jane Rubenstein, Ph.D., Associate Professor of Religion, Wesleyan University

Tuesday, April 22 Buddhism and Science: Past, Present and FuturePresenter: Donald Lopez, Ph.D., A.E. Link Distinguished University Professor of Buddhist Studies, University of Michigan

www.lemoyne.edu • Syracuse, N.Y.

Previous talks in the series – by Francisco Ayala, Roger Haight, Thomas Tracy, J. Matthew Ashley, Robert John Russell, Nancey Murphy, Michael Ruse, and Anne M. Clifford – are available for viewing at the McDevitt Center website at

www.lemoyne.edu/mcdevitt.

These events are free and open to the public. They will begin at 7 p.m. and will be held in the Panasci Family Chapel on the Le Moyne College campus.

For more information, contact the McDevitt Center for Creativity and Innovation at (315) 445-6200 or mcdevittcenter@lemoyne.edu, or visit the center online at www.lemoyne.edu/mcdevitt.

To comprehend the texts they will face in college, students need general knowledge about such things as science, history, civics, arts and literature, and religion.

Continued From Preceding Page

the chronicle of higher education | februa ry 7, 2014 A33

Can You Transcend a Bad Class?What to try when confronted with a room full of sulky students

Question: A few weeks into the semester, I am teaching a class of students whom I have come to loathe. It’s a first-year com-position course that everyone’s required to take, except for the

few super students who test out. It’s an ordeal. Most students slog through it, but this class has dedicated itself to resisting and fighting The Power (me).

For someone like me, who’s always believed in the empowerment of students and their wisdom in shaping their own educations, this hurts.

Some of the behavior: When I walk into class, most of the students are texting, which isn’t uncommon at colleges, but they don’t look up when I come in and they don’t stop texting. I feel like Mom among the Sulky Teenagers. If I say something like, “Time to start class,” I get annoyed looks and eye-rollings. I wind up having to say, “Time to put your phones away” (our department has a policy against gadgets in class).

If I write notes on the board, few students copy down what I’ve written. If I ask ques-tions, I may get one or two responses, but mostly I get an indifferent silence. If I call on anyone, that student may say, “I dunno,” or may not answer at all, or sneer.

I haven’t even mentioned the whining. They do bestir themselves to moan, “Do we have to … ?”

I find myself dreading that class. Can I change them, or do I just have to endure?

Answer: Ms. Mentor sympathizes with you about Sulky Teen Behavior, which is not confined to teens. Some people never outgrow

it: the sighing, the snarking. “Adolescence” is sometimes said to be a First World problem, and youths in poor countries, we’re told, aren’t so mouthy, hormonally driven, or ostenta-tiously bored.

That may be true, but it’s thoroughly useless information. Ms. Mentor suggests you not be derailed by nonacademics who offer “advice” in the form of blaming the victim (you) for your alleged privilege. There is quite enough blame and punishment to go around in educa-tion already. Thank them for not sharing.

What to do? One principle that should be engraved on every instructor’s heart or sleeve: The only behavior we control is our own.

Many’s the academic who’s tried to cajole, flatter, or beg students to be attentive, kind, or loving. Some call this the “come to Jesus” speech. “Belinda,” for instance, once inter-rupted a sulky class to ask, “Why are you so mean?”

No one answered, and her question hung in the air while the students shuffled in their seats and tried to hide their phones. Not a soul was converted by the experience.

What is more useful? You can tell yourself frequently: It’s Not

About Me. I Must Not Take It Personally.Truly, unless you are some sort of fiend,

the students aren’t rebelling against you. You might, in fact, ask them one day to write down your name. You’re apt to find that most of them don’t even know it.

They only know you as the person in front of the room who is assigning them tasks they don’t want to do (writing is hard), judging them on those tasks (any grade under an A is an insult), and forc-ing them to sit in a classroom when they’d rather be living out the image of college as a four-year holiday.

Ms. Mentor also suggests that you find ways to amuse yourself in the face of sulking.

You may not want the old advice given to nervous public speakers: “Imagine the audi-ence naked.” Instead try to imagine them in their “real” lives, outside the classroom. Are they lively when they talk about, say, sports? Are they in troubled family situations or mar-velous first romances? Are they wearing those odd clothes because they’re really artistic types who are sculptors, harpists, or warlocks?

Thinking of students as round characters may protect you from thinking they exist only to torment you. They’ve got lives, and you need to have one, too. If you’re spending all your time grading and fuming, stop that.

You can also amuse yourself by destabi-lizing the classroom. Ask students to move their desks in a circle, or out of a circle. Assign them to sit in different parts of the room (most are creatures of habit, but unless they have disabilities, they don’t have to cluster in front or in back). Seat them in reverse alpha-betical order or by zodiac sign. Tell them it’s part of a study.

Composition instructors often get a sylla-bus from a faceless higher authority, so you may not get to choose the course assignments. But you can project enthusiasm. Fake, if you must, excitement about what you are asking them to do. Students will pay much more attention if you are active, if you move your arms and eyebrows, if you walk around the room. If their eyes are following you, their minds may follow. You are, after all, the only decoration in the room.

Wear red. Be loud.And do not, Ms. Mentor advises, neglect

the power of storytelling. Share anecdotes about how other students have handled the assignments. If you have no anecdotes, find some online, or from other battle-scarred instructors.

Don’t be afraid of jokes. Study the moves and the timing of stand-up comedians. Even a badly told joke can be a bonding experience.

Many recalcitrant students will respond to case studies. Tell them a story in which “Cinderella” or “Lothario” needs advice. What advice would they give? Or describe a polarizing scenario: “Gretchen” has to choose between majoring in art history or business; she has to choose an unpaid internship or a paid summer job at McDonald’s. If she sees her boss stealing, should she report him? How does she decide? You can use stories to teach adult skills: decision making, cost-benefit analysis, attention paying, time management.

Ms. Mentor admits that these strategies

may not work. You may still have a room filled with surly sloths. In that case, teach the students who care, and let the others fend for themselves. You can’t convert everyone, and don’t be a martyr.

Often you’re up against their last stand. It’s their last rebellion against bourgeois, capital-ist, heteronormative patriarchal authority. In time, as the stand-up comedian Lenny Bruce used to say, everyone will “grow up and sell out.” Years later, you may get thank-you notes from students who finally appreciate what you offered. Ms. Mentor has gotten those.

But even now, time is your friend. In aca-deme, no matter the provocation, it all washes away in 15 weeks. By December or May, you shall be released.

n

Question: I’m a graduate student, and there’s a professor who, whenever he sees me, rattles his keys and looks ferocious. What should I do: (a) Rattle mine back? (b) Assume that he’s peculiar but harmless? (c) Laugh? (d) All or some of the above?

Answer: (d).n

Sage Readers: Ms. Mentor notes that we are having a cold winter, which makes people even more whiny, sickly, and malcontented. She urges her flock to drink hot liquids, keep bright lights on, and eat comfort foods. This

is not a winter for self-punishment or for spending time with people who irritate or depress you. Cherish your cats and trashy novels.

As always, Ms. Mentor welcomes queries, rants, and tales from the lives of others (“I have this friend who has this problem”). Few of our problems are unique in this vale of tears, and anecdotes (“I had it worse”) can be consoling.

She also invites recommendations of aca-demic novels for a future consumer guide.

Ms. Mentor regrets that she can rarely answer letters personally, and never speedily, and she recommends regular perusal of The Chronicle’s forums. She cannot give legal or psychiatric advice. All communications are confidential, anonymity is guaranteed, and identifying details are changed. No one will know whether your students despise or love you on RateMyProfessors.com, and you will be better off if you do not read RMP, ever.

Ms. Mentor, who never leaves her ivory tower, channels her mail via Emily Toth in the En-glish department of Louisiana State Univer-sity at Baton Rouge. Her most recent book is Ms. Mentor’s New and Ever More Impeccable Advice for Women and Men in Academia (University of Pennsylvania Press). Her e-mail address is ms.mentor@chronicle.com.

Truly, unless you are some sort of fiend, the students aren’t rebelling against you. If I call on anyone,

that student may say, “I dunno,” or may not answer at all, or sneer.

MS. MENTOR

Will tragedy

in Japan

teach us hoW

to build a more

secure future?

Learn More:

lehigh.edu/naito

clay naito sees promise amid the rubble. Japan’s Tohoku Earthquake triggered a tsunami that ravaged

a nation and caused significant loss of life. With support from the National Science Foundation, Associate Professor Naito

leads a multi-university team of researchers to assess the effects of tsunami-driven debris impact on the built environment,

and collaborates with colleagues in Japan to design better evacuation centers. By understanding and predicting how

structures perform, engineers like Naito can develop new rules and recommendations for design, so lives can be saved.

At New Mexico State University, Marlene Salas-Provance facilitates

enhanced treatments for children with cleft lip and palate in addition

to improving speech and language disorders. Salas-Provance directs

a family-oriented, team approach that helps patients receive necessary

care throughout their growth and development. Salas-Provance’s impact

is international. The renowned speech-language pathologist also oversees

projects that provide clinical services and continuing education in Latin

America.

Dr. Marlene Salas-ProvanceDepartment Head, Special Education and Communication Disorders

Director, NMSU Cleft Palate CenterNMSU College of Education

ALL CHILDREN deserve a great smile and bright future.

Why jam a boxy battery under your hood or into your computer when you can

paint it on? Imagine turning any surface into a lithium-ion battery and combining it with solar cells for easy recharging. A new patent-pending battery design created by Rice University materials scientist Pulickel Ajayan can do just that. Consisting

of spray-painted layers that operate like a regular battery, it makes traditional designs obsolete and opens the door to incredible new ways to store energy.

Sprays on like paint,powers like a battery.

That’s what we do at Rice University — apply unconventional wisdom to solve today’s problems and deliver tomorrow’s solutions. Find out more at www.rice.edu/unconventional.

Unconventional? Not at Rice.

Defining the Future of the Public Research University

UC San Diego

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

Teddy Cruz

David Victor, Ph.D.

Lianfang Zhang, Ph.D.

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

Breakthroughs to Better Our World

#5for total R&D expenditures among U.S. universities

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

Learn more at ucsd.edu.

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

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

Karen Christman, Ph.D.

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

Add your expertise to ours. Redefine the field of global security.Northeastern is seeking new faculty in the fields of surveillance, detection, and

protection to advance our existing research strengths in security domains, including cybersecurity, threat sensing, and resilience. Join us.

northeastern.edu/faculty-positions

We’re reimagining the future of global security.

Put yourself in this picture.

Engin KirdaSy and Laurie Sternberg Interdisciplinary Associate Professor of Computer Science

Web security, malware and vulnerability analysis, intrusion detection, and wireless security, aimed at developing computer programs to identify and prevent security breaches

Carey RappaportProfessor of Electrical and Computer Engineering

Devices and circuits, EM scattering, antennas, computational electromagnetics, subsurface sensing and imaging, with a focus on security-system conceptualization and design

Edmund Yeh Associate Professor of Electrical and Computer Engineering

Cross-layer control and optimization of wireless networks, smart power grids, network information theory and coding, and network economics, focused on improving wireless network performance

Steve FlynnProfessor of Political Science

Policies for creating resilient systems, networks, and physical infrastructure, to minimize damage and ensure fast recovery from manmade and natural disasters

Octavia CampsProfessor of Electrical and Computer Engineering

Communications and signal processing, robust computer vision, image processing, tracking algorithms, and machine learning, centered on the field of surveillance and search robotics

COLLEGE PRESIDENTS RELY ON

... AND TO

SHOWCASE THEIRS.

FOR OUR GROUND-BREAKING STORIES

FOR MORE INFORMATION ON HOW TO ADVERTISE IN THE CHRONICLE, EMAIL IMAGEADS@CHRONICLE.COM OR CALL (202) 466-1080.

A34 februa ry 7, 2014 | the chronicle of higher education

the chronicle of higher education | februa ry 7, 2014 A35

CHRISTOPHER J. ADAMS, executive assis-tant to the president, to an additional post, interim associate vice president for student affairs at Suffolk County Community College.

ANDREI V. ALEXANDROV, director of the division of cerebrovascular diseases and professor in the department of neurology at University of Alabama at Birmingham, to professor and chair of the department of neurology at University of Tennessee Health Sci-ence Center.

DON APPIARIUS, associate vice president for student affairs and dean of stu-dents at Radford University, to dean of students at University of Saint Francis (Ind.).

JAGDEEP SINGH BACHHER, executive vice president for venture and innovation at Alberta Investment Management, to chief investment officer and vice president for investments at Univer-sity of California system.

CARRIE BESNETTE HAUSER, former presi-dent of Kauffman Scholars and senior fellow at Ewing Marion Kauffman Foundation, to president of Colorado Mountain College.

AARON BROWER, interim provost at University of Wisconsin-Extension, to interim chancellor at University of Wisconsin system.

MIKHAIL CHERNYAVSKY, Web producer at CBS Local, to director of commu-nications for the Faculty Association of California Community Colleges.

SCOTT DALRYMPLE, dean of the School of Liberal Arts at Excelsior College, to president of Columbia College (Mo.).

BILL DUGAS, associate vice chancellor and associate dean of agriculture and life sciences, to acting vice chancellor for agriculture and life sciences and acting dean of the College of Agricul-ture and Life Sciences at Texas A&M University system.

JACQUELINE EL-SAYED, associate provost and associate vice president for aca-demic affairs at Kettering University, to vice president for academic affairs at Marygrove College.

CATHERINE EPSTEIN, professor of his-tory, to an additional post, dean of the faculty at Amherst College.

BOB GODLEWSKI, director of public safety at Castleton State College, to director of public safety at College of St. Joseph.

MARK GRAVER, associate vice chancellor

for academic affairs, to interim chan-cellor at Ivy Tech Community College of Indiana-Southeast.

JOHN HENDRICKSON, president and superintendent of Cabrillo College, to interim deputy chancellor and chief operating officer at Peralta Commu-nity College District.

MAREN HESS, director of assessment, institutional effectiveness, and com-pliance at Mansfield University of Pennsylvania, to assistant provost for institutional research, assessment, and accreditation at Campbell Uni-versity.

RAYMOND J. HOHL, associate chair of the department of internal medicine and associate director of clinical and translational research at the Holden Comprehensive Cancer Center at University of Iowa, to director of the Cancer Institute at Pennsylvania State University-Hershey.

DAVID HOWELL, faculty member in the general studies department, to dean of students at Milwaukee School of Engineering.

JOYCE INGRAM, assistant vice pres-ident and chief human resources and diversity officer at Florida State University, to assistant vice president for human resources at Florida A&M University.

CAROLE KENNER, dean of the School of Nursing and associate dean of the College of Health Sciences at Northeastern University, to dean of the School of Nursing, Health and Exercise Science at the College of New Jersey.

RAKESH KHURANA, professor of sociol-ogy, to an additional post, dean of Harvard College at Harvard Univer-sity.

JESSICA KILHAM, information and education services librarian for the Lyman Maynard Stowe Library at University of Connecticut Health Center, to public services and health sciences librarian at the Edward and Barbara Netter Library at Quinnipiac University.

LISA LARSON, acting president, to in-terim president of North Hennepin Community College.

ROBERT LEE, interim dean, to dean of

the School of Business and Entrepre-neurial Leadership at University of Saint Francis (Ind.).

DEVINDER MALHOTRA, provost and vice president for academic affairs at St. Cloud State University, to interim president of Metropolitan State Uni-versity.

MIGUEL MARTINEZ-SAENZ, associate provost for student success and dean of the university college at St. Cloud State University, to provost and vice president for academic affairs at Ot-terbein University.

LORRIE MCGOVERN, director of grad-uate programs, to assistant dean of graduate programs for the School of Business at Saint Leo University.

STEVEN H. MCKNIGHT, director of the civil, mechanical, and manufacturing innovation division in the directorate for engineering at the National Sci-ence Foundation, to vice president for the national capital region at Virginia Tech.

KEVIN MORIN, director of human resources, to vice president for oper-ations at Milwaukee School of Engi-neering.

THOMAS NUNEZ, vice president for mar-keting and communications at Day-mar Colleges Group, to chief market-ing officer at Parker University.

JOHN O’BRIEN, interim vice chancellor, to senior vice chancellor for academic and student affairs at Minnesota State Colleges and Universities sys-tem.

RAMON PADILLA, associate vice chan-cellor and deputy chief information officer at University of North Carolina at Chapel Hill, to vice chancellor for information technology and chief in-formation officer at Minnesota State Colleges and Universities system.

JANE PAIGE, associate professor, to an additional post, program director of the accelerated second degree bache-lor’s in nursing at Milwaukee School of Engineering.

JAMES PERKINS, associate dean of the College of Science, Engineering, and Technology, and director of the RCMI Translational Research Network Data and Technology Coordinating Center at Jackson State University, to vice

president for research and sponsored programs and professor of chemistry at Clark Atlanta University.

REBECCA PLOECKELMAN, assistant di-rector, to director of human resources at Milwaukee School of Engineering.

ASABE W. POLOMA, interim executive director, to executive director of the Institute for Recruitment of Teachers at Phillips Academy.

LEON RODRIGUES, chief diversity officer, special assistant to the president, and associate professor at Bethel Univer-sity (Minn.), to chief diversity officer at Minnesota State Colleges and Uni-versities system.

MATTHEW SAPIENZA, associate vice chancellor, to vice chancellor for bud-get and finance at the City University of New York.

MARK SCHLISSEL, provost at Brown University, to president of University of Michigan system.

DOUGLAS SHACKELFORD, associate dean of the master’s program in business administration and professor of taxa-tion, to dean of the School of Business at University of North Carolina at Chapel Hill.

DON SNYDER, executive dean of strate-gic development, to acting president of University of Nevada at Las Vegas.

LEN STARKEY, director of estate and gift planning, to associate vice pres-ident for principal gifts, estate and gift planning at University of Hawaii Foundation.

CINDY STOWE, associate dean of admin-istrative and academic affairs in the College of Pharmacy at University of Arkansas for Medical Sciences, to dean of the College of Pharmacy at Sullivan University.

CHELVI SUBRAMANIAM, professor and coordinator and facilitator of student learning outcomes, to dean of student success at El Camino College Comp-ton Center.

NAN SUSSMAN, interim dean, to dean of humanities and social sciences at the City University of New York College of Staten Island.

STEPHEN TOOPE, president of Univer-sity of British Columbia, to director of the School of Global Affairs at Uni-versity of Toronto.

ADAM WASILKO, resident director, to di-rector of freshman development and special student services at Duquesne University.

DAVID WESSE, vice chancellor for fi-nance and administrative services at Louisiana State University at Alexan-dria, to vice chancellor for financial and administrative affairs at Indiana University-Purdue University at Fort Wayne.

GAIL ZIMMERMANN, associate general manager, to interim director and gen-eral manager at University of North Carolina Television.

ORLANDO J. GEORGE JR., president of Delaware Technical and Community College, effective June 30.

STEPHEN B. KELLOUGH, chaplain for Wheaton College (Ill.), effective July 1.

EUGENE SUNSHINE, senior vice pres-ident for business and finance at Northwestern University.

ROBERT ALBERTY, 92, former dean of the School of Science and professor emeritus of chemistry at Massachu-setts Institute of Technology, January 18.

STEPHEN H. CLAPP, 74, dean emeritus and faculty member of the violin and chamber music department at the Juilliard School, January 26, in Cos Cob, Conn.

DONALD MORTON, 79, chief of the mela-noma program and co-director of the surgical oncology fellowship program at the John Wayne Cancer Institute, January 10.

JOAN MULLAN, 86, professor of litera-ture at Montgomery College Rock-ville Campus, December 23, 2013, in Washington, D.C.

HENRY STEVENS, 95, former professor of chemistry at University of Akron, January 18, in Akron, Ohio.

EUGENE WERTS, 76, former assistant professor of physical education and head coach at University of the Virgin Islands, January 16.

■ New chief executives: COLORADO MOUNTAIN COLLEGE, Carrie Besnette Hauser; COLUMBIA COL-

LEGE (MO.), Scott Dalrymple; UNIVERSITY OF MICHIGAN SYSTEM, Mark Schlissel

GazetteAPPOINTMENTS, RESIGNATIONS, RETIREMENTS A35 | DEATHS A35

PRIVATE GIVING A35 | DEADLINES A36

A PPOIN T MEN TS

R ETIR EMEN TS

DE ATHS

BRITTINGHAM FAMILY FOUNDATION1482 East Valley Road, Suite 703Santa Barbara, Calif. 93108http://www.brittinghamfamilyfoundation.org

SOCIAL ENTREPRENEURSHIP. To train students to become social entrepre-neurs: $5-million to U. of Southern California, Marshall School of Busi-ness.

COLEMAN FOUNDATION651 West Washington Boulevard, Suite 306Chicago, Ill. 60661http://www.colemanfoundation.org

ENTREPRENEURSHIP. To enable stu-dents to apply classroom learning to an actual business venture: $30,000 to U. of North Carolina at Greens-boro.

FELLOWSHIPS. For the Hospice and Palliative Medicine Fellowship Pro-gram : $229,500 to U. of Chicago Medical Center.

ROBERT WOOD JOHNSON FOUNDATIONCollege Road East, P.O. Box 2316Princeton, N.J. 08543

http://www.rwjf.orgHEALTH. To investigate the ethical

and policy issues of transplantation with living donors: $330,238 to U. of Chicago.

W.K. KELLOGG FOUNDATION1 Michigan Avenue EastBattle Creek, Mich. 49017http://www.wkkf.org

EMPLOYMENT AND TRAINING. To increase job training, employment, and college opportunities for low-wage restaurant workers by engaging employers: $1-million to Restaurant Opportunities Centers United.

DAVID AND LUCILE PACKARD FOUNDATION300 Second Street, Suite 200Los Altos, Calif. 94022http://www.packard.org

CONSERVATION AND THE ENVIRON-MENT. For operations, research projects, and capital expenses: $38,209,855 to Monterey Bay Aquar-ium Research Institute.

GIFTS & BEQUESTSCORNELL UNIVERSITY, SAMUEL CUR-

TIS JOHNSON GRADUATE SCHOOL OF MANAGEMENT. $10-million from John and Dyan Smith to establish the Smith Family Business Initaitive to prepare students to start and run family businesses. Mr. Smith is pres-ident of CRST International, a car-go-transportation company in Cedar Rapids, Iowa. He earned a master’s degree in business administration from Cornell in 1974 and the cou-ple’s son is currently enrolled in the business school.

GRAND VALLEY STATE UNIVERSITY. $1-million from Ralph W. Hauen-stein to expand academic and event-based learning opportunities at the Hauenstein Center for Presidential Studies. Mr. Hauenstein helped establish the center in 2001 with a $1-million donation. He was pres-ident of Tri-Continental Trading

Company in New York and later, chairman of Werner Lehara, a com-pany in Grand Rapids, Mich., that manufactures food equipment.

MARQUETTE UNIVERSITY. $10-mil-lion from an anonymous donor. Most of the gift, $7.5-million, will build an on-campus residence for Jesuit priests. The remainder will support need-based scholarships.

ORANGE COAST COLLEGE FOUNDA-TION. $1-million from an anonymous donor to endow fixed telescopes for research, lab, and public viewing; to construct a conference center for astronomy students and scholars; and to create a mirror grinding and optics lab. The donor is a resident of Orange County.

SOUTHERN METHODIST UNIVERSITY. $2.5-million from David B. and Car-olyn Lacy Miller for a new campus center at the university’s campus in Taos, N.M. Mr. Miller is co-founder and partner of EnCap Investments, a private-equity firm in Dallas. He earned a bachelor’s degree in finance from the university in 1972 as well as a master’s degree in business ad-ministration in 1973.

UNIVERSITY OF ARKANSAS FOR MED-ICAL SCIENCES. $1-million from Vir-ginia Stuart Chapman Cobb to com-plete the Winthrop P. Rockefeller Cancer Institute. The donation will go toward construction and facility services. Ms. Cobb was the wife of the late Jim Cobb, chairman of First Commercial Bank. She serves on the institute’s foundation fund Board.

UNIVERSITY OF CONNECTICUT FOUN-DATION. $3-million from Denis and Britta Nayden for the Basketball Champions Center, scholarships for student athletes and trainers, and a challenge match of up to $1-mil-lion from alumni basketball players. Mr. Nayden is a managing partner at Oak Hill Capital, a private-eq-uity firm in New York. He earned a bachelor’s degree in English and a master’s degree in finance from the university in 1976 and 1977, re-spectively. He serves on the Board of Trustees. Ms. Nayden graduated from the university in 1976 with a bachelor’s degree in physical therapy.

UNIVERSITY OF EVANSVILLE. $3-mil-lion bequest from Irma Jean Rod-gers, retired teacher in Evansville,

To submit information for a listing in the Gazette, please go to http://chronicle.com/listings

PR I VATE GI V ING

A36 februa ry 7, 2014 | the chronicle of higher education

to provide scholarships to students from Indiana, Illinois, and Kentucky. Ms. Rodgers died on February 2013.

UNIVERSITY OF PENNSYLVANIA, RAY-MOND AND RUTH PERELMAN SCHOOL OF MEDICINE. $3-million from the Law brothers to establish an audi-

torium. The brothers are alumni of the Perelman School of Medicine. The eldest, Dennis, is a retired vas-cular and thoracic surgeon. Ronald is a cardiologist, Christopher is a plastic surgeon, and Jeremy is an orthopedic surgeon. They invest in real estate and own Four Brothers

Entertainment, which produces live Chinese performing-arts shows in Colorado.

UNIVERSITY OF TEXAS AT AUSTIN. $60-million pledge from the Mul-va Family Foundation (James and Miriam Mulva). Most of the gift, $40-million, will renovate the

Graduate School of Business and College of Business Administration buildings. The remainder will con-struct the Engineering Education and Research Center. Mr. Mulva is former chairman and chief executive officer of ConocoPhillips, the energy company headquartered in Houston.

He earned bachelor’s and master’s degrees in business administration from the university in 1968 and 1969, respectively.

URSULINE COLLEGE. $1-million from an anonymous donor to rebuild the athletics center.

Continued From Preceding Page

AWARDS AND PRIZES

FEBRUARY 15: HUMANITIES. Submissions are being accepted for the Raiziss/de Palchi Translation Awards, offered by the Academy of American Poets, for outstanding translations into English of modern Italian poetry. Winners will receive a $10,000 book prize. Publishers may submit books published anytime in the past (not necessarily in 2013), but only books by living translators of standard (non-dialect) Italian are eligible. Self-published collections do not qualify. Visit the academy’s Web site for more details. Contact: Patricia Guzman; awards@poets.org; http://www.poets.org/page.php/prmID/111

FEBRUARY 15: HUMANITIES. Submissions are being accepted for the Harold Morton Landon Translation Award, offered by the Academy of American Poets, for a published translation of poetry from any language into English. The winner will receive a $1,000 prize. Self-published books are not accepted and translators must be living citizens of the U.S. Only books published in the U.S. during 2013 are eligible for the 2014 prize. Visit the academy’s Web site for more details. Contact: Patricia Guzman; awards@poets.org; http://www.po-ets.org/page.php/prmID/112

FEBRUARY 20: HUMANITIES. The German Studies Association invites submis-sions for its DAAD Book Prize, which carries an award of $1,000. Eligibility for this prize is restricted to authors who are citizens or permanent res-idents of the U.S. and Canada. The prize will be awarded for the best book published during 2012 and 2013 in the fields of German-language literature, Germanistik, and culture studies (including such fields as art, architecture, film, media studies, music, musicology, etc.). Translations, editions, anthologies, memoirs, and books that have been previously published are not eligible. Visit the organization’s website for more de-tails. Contact: Stephen K. Schindler; skschindler@usf.edu; https://www.thegsa.org/prizes/daad_book.html

FEBRUARY 24: HUMANITIES. The First Article Prize, offered by the Council for European Studies, is awarded to a scholar working in the humanities and to a scholar working in the social sciences. The prizes honor writers of the best first articles on European studies published within a two year period. Each winner will receive $500 and public recognition on the

council’s website and publications. Eligibility criteria: be the first article published by the nominee in the field of European studies in a peer-re-viewed journal; be published between January 1, 2012 and December 31, 2013; be the work of one author only or be an article on which the nominee is the first author; be authored by a member of the council or a faculty/student of an institution that is a member. Nominations may be sub-mitted by the publisher, editor, au-thor, or colleagues. Visit the council’s Web site for more details. Contact: http://councilforeuropeanstudies.org/grants-and-awards/first-article-prize

MARCH 3: ACADEMIC AFFAIRS. Letters of intent to apply for the Generous U competition, administered by the Sillerman Center for the Advance-ment of Philanthropy at Brandeis University. A prize of $10,000 will be awarded to a campus group or club to expand its philanthropic work. Applicants must submit an essay and a video explaining their activities. Contact: Sillerman Center, 415 South Street, Waltham, Mass. 02454; gen-erousu@brandeis.edu; http://siller-mancenter.brandeis.edu/prize

MARCH 15: HEALTH/MEDICINE. The Judson Daland Prize is awarded by the American Philosophical So-ciety for outstanding achievement in patient-oriented research. The prize will be awarded at the society’s meeting in November 2014. Nomi-nees must have done their work in an institution in the U.S. Nominees need not be U.S. citizens and should be no more than 15 years beyond receipt of the M.D. degree. Candidates must be nominated by the chair of a clinical department of a medical school or hospital located in the U.S. Visit the society’s Web site for more details. Contact: Linda Musumeci, director of grants and fellowships; LMusu-meci@amphilsoc.org; http://www.amphilsoc.org/prizes/daland

MARCH 30: HUMANITIES. The German Studies Association welcomes sub-missions for the Prize for the Best Essay in German Studies by a gradu-ate student. This prize is awarded to the best unpublished, article-length manuscript written during the previ-ous year and submitted by a graduate student (or by her academic adviser) to the Prize Committee. Manuscripts may be submitted in English or Ger-man, and must not have been pub-lished (or have been accepted for pub-lication) in any form. The winner will

be recognized at the annual GSA ban-quet and a revised version of the essay will be published in German Studies Review. Papers should be 6,000-9,000 words in length. Visit the or-ganization’s website for more details. Contact: Katherine Aaslestad; kaas-lest@wvu.edu; https://www.thegsa.org/prizes/graduate.html

APRIL 1: HUMANITIES. The Sixteenth Century Society and Conference of-fers the Nancy Lyman Roelker Prize for the best article published in En-glish on 16th-century French history during the preceding calendar year. Nominations for the prize may be made by anyone. The winner will re-ceive a $500 award at SCSC’s annual meeting and an announcement of the prize will appear in the Sixteenth Century Journal. Visit the organiza-tion’s website for more details. Con-tact: Sixteenth Century Society and Conference; http://www.sixteenth-century.org/prizes/roelker

APRIL 1: HUMANITIES. The Sixteenth Century Society and Conference’s Gerald Strauss Prize recognizes the best book published in English during the preceding year in the field of German Reformation history. Nomi-nations may be made by anyone. The recipient will be honored at SCSC’s annual meeting and will receive a $1,000 award and a certificate. Visit the organization’s website for more details. Contact: Sixteenth Century Society and Conference; http://www.sixteenthcentury.org/prizes/strauss

MAY 31: HUMANITIES. The American Philosophical Association awards the Gregory Kavka/UCI Prize in Political Philosophy to the author of a paper in a refereed journal, or an original book chapter, or an original essay published in a collection with a multiplicity of contributors. Papers from any area of political philosophy and political theory are welcome. However, papers must be published for the first time (not reprinted) be-tween January 1, 2012 and December 13, 2013 to be eligible for the spring 2015 award. The prize includes $500 and a symposium in honor of the recipient. Nominations for the prize are encouraged from journal editors, authors, and colleagues. Visit the or-ganization’s Web site for more details. Contact: American Philosophical Association; prizes@apaonline.org; http://www.apaonline.org/APAOn-line/Profession/Prizes_and_Awards/Gregory_Kavka_UC_Irvine_Prize_in_Political_Philosophy.aspx

ACADEMIC AFFAIRS. Nominations for the Chang-Lin Tien Education Leader-ship Awards from the Asian Pacific Fund, supporting the recognition, professional development, and ad-vancement of Asian-Americans as leaders of colleges and universities. Contact: Rod Kyle Paras; (415) 395-9985 ext. 700; rodkyle@asian-pacificfund.org; http://www.asian-pacificfund.org/chang-lin-tien-edu-cation-leadership-awards

HEALTH/MEDICINE. Southside Health Education Foundation offers a variety of scholarships for students pursuing an education in the health professions or continuing their education in exist-ing health careers. The deadlines for applications are: March 1 for summer sessions; June 1 for the fall semester; and October 1 for the spring semes-ter. Visit the foundation’s Web site for more details. Contact: Southside Health Education Foundation; info@shefva.org; http://www.shefva.org/scholarships

NOVEMBER 1: HUMANITIES. Texas State University’s College of Education offers the Tomas Rivera Mexi-can-American Children’s Book Award annually to an author/illustrator of the most distinguished book for chil-dren and young adults that authenti-cally reflects the lives and experiences of Mexican Americans in the U.S. The book may be fiction or nonfiction. Nominations are accepted from au-thors, illustrators, publishers, and the

public at large. The deadline for nom-inations is November 1 of the year of publication. Visit the award’s Web site for more details. Contact: Jesse Gainer, Texas State University; riv-erabookaward@txstate.edu; http://riverabookaward.org

HUMANITIES. Columbia University awards its 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. Vol-umes of papers, letters, and speeches of famous Americans, unless edited by the author, are not eligible. Auto-biography comes within the terms of the prize, but books reporting on recent personal experiences of Amer-icans, within a limited area both in time and geographically, are not con-sidered eligible. Visit the university’s Web site for more details. Contact: http://library.columbia.edu/eguides/amerihist/bancroft.html

MAY 1: HUMANITIES. The Faulkner So-ciety is accepting entries for its 2014 William Faulkner-William Wisdom Creative Writing Competition. The competition is for previously unpub-lished work. Self-published and print-on-demand books are considered published. Books, stories, essays, and poetry previously published in their entirety on the Internet are consid-ered published. Collections are not accepted in any category. The compe-tition has eight categories with vary-ing award amounts: novel, novella, narrative non-fiction, short story, novel-in-progress, essay, poetry, and short story by a high-school student. The overall general guideline for all categories is “ready for publication” with minor editing. The competi-tion is open to all writers anywhere working in the English language regardless of race, creed, color, sex, ethnic origin, political persuasion or location of residence. Visit the soci-ety’s Web site for more details. Con-tact: Pirate’s Alley Faulkner Society, The Faulkner - Wisdom Competition, 624 Pirate’s Alley, New Orleans, LA 70ll6.; Info@wordsandmusic.org; http://www.wordsandmusic.org/com-petition.html

HUMANITIES. The Story Prize is awarded annually to the author of an outstanding collection of short fiction (at least two stories and/or novellas). The winner receives a $20,000 cash award and each of two runners-up re-ceive $5,000. Eligible books must be written in English and first published in the U.S. during the calendar year, in either hardcover or paperback, and available for purchase by the general public. Collections must also include work previously unpublished in book form. Eligible books may be entered by the publisher, agent, or author. Books published from Janu-ary through June must be submitted by July 15. Books published from July through December must be submitted by November 15. Visit the Web site for more details. Contact: Larry Dark, The Story Prize; info@thestoryprize.org; http://www.thesto-ryprize.org/index.html

HUMANITIES. Translations of Japanese literature into English for consider-ation for the Japan-U.S. Friendship Commission Prize for the Translation of Japanese Literature. The Donald Keene Center of Japanese Culture annually awards $6,000 prizes for the best translation of a modern work or a classical work, or the prize is divided between equally distin-guished translations. Visit the Web site for more details. Contact: Donald Keene Center of Japanese Culture; http://www.keenecenter.org/content/view/58/76

SCIENCE, TECHNOLOGY, AND MATH.

Nominations for the Draper, Russ, and Gordon prizes and Founders and Bueche awards from the National Academy of Engineering. Contact: National Academy of Engineering, 500 Fifth Street N.W., Washington, D.C. 20001; http://www.nae.edu

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 ar-ticle. Contact: American Scientist; awards@sigmaxi.org; http://www.sigmaxi.org/programs/prizes/bugli-arello.shtml

SCIENCE, TECHNOLOGY, AND MATH. Sigma Xi, the Scientific Research Society, awards the William Procter Prize for Scientific Achievement an-nually to a scientist who has made an outstanding contribution to scientific research and has demonstrated an ability to communicate the signifi-cance 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 Web site for more details. Contact: Sigma Xi, the Scien-tific Research Society; awards@sig-maxi.org; http://www.sigmaxi.org/programs/prizes/procter.shtml

APRIL 15: SOCIAL AND BEHAVIORAL SCI-ENCES. Brandeis University accepts nominations for the Joseph B. and Toby Gittler Prize, which recognizes individuals who have made outstand-ing contributions to racial, ethnic, and/or religious relations. The award includes a $25,000 cash prize and a medal. Both the prize and medal are presented at a ceremony that includes a reception and a public lecture by the recipient. Recipients need not be American citizens or reside in the U.S. To be considered, candidates must be formally nominated. Self nominations are not accepted. Nom-inations must be received by April 15 for candidates to be considered for an award to be conferred in the following academic year. Visit the university’s Web site for more details. Contact: John Hose; (781) 736-3005; hose@brandeis.edu; http://www.brandeis.edu/gittlerprize/index.html

OTHER. The Breast Cancer Society is accepting applications for its Em-power One Scholarship and Hope Scholarship programs. The programs assist those who have been affected by breast cancer with obtaining a college degree or trade certificate. Visit the organization’s Web site for more details. Contact: Breast Can-cer Society; (888) 470-7909; info@breastcancersociety.org; http://www.breastcancersociety.org/programs/empower-one-scholarship-fund

FELLOWSHIPS

FEBRUARY 10: HUMANITIES. The Yiddish Book Center welcomes applications for its Steiner Summer Yiddish Pro-gram, which will be held from June 8 to July 25 in Amherst, Mass. The program offers college students a tuition-free, seven-week intensive educational experience in Yiddish language, literature, history, and culture. All accepted students receive free tuition for undergraduate credits through the University of Massa-chusetts at Amherst. Intermediate Yiddish students receive free housing and living stipends in exchange for working with ongoing projects at the center. No prior knowledge of Yiddish language is required. Students must be enrolled in a degree-granting pro-gram. Visit the center’s Web site for more details. Contact: Amy Leos-Ur-bel, director of educational programs; aleos-urbel@bikher.org; http://www.yiddishbookcenter.org/steiner-sum-mer-program

FEBRUARY 11: ARTS. The New York Foundation for the Arts is accepting

DEADLINES

MOOOCs: The FFuture Of STTEM Educaation?

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applicatiions for its 2014 Artists’ Fellowships. For the 2014 cycle, the following categories will be reviewed: digital and electronic arts; crafts and sculpture; nonfiction literature; poetry; and printmaking, drawing, and book arts. Applications for crafts/sculpture and digital/electronic arts are due February 10. And applica-tions for nonfiction literature, poetry, and printmaking/drawing/book arts are due February 11. The fellowships provide $7,000 unrestricted cash awards made to individual artists liv-ing and working in the state of New York. Visit the fund’s website for more details. Contact: New York Founda-tion for the Arts; fellowships@nyfa.org; http://www.nyfa.org/level3.asp?id=44&fid=1&sid=1

FEBRUARY 11: PROFESSIONAL FIELDS. The Fund for American Studies is accepting applications for its 2014 Robert Novak Journalism Fellowship program. Print and online journalists with less than 10 years of professional experience are eligible to apply. Ap-plicants propose a one-year writing project on a topic of their choosing, focusing on journalism supportive of American culture and a free society. In addition, the foundation awards separate fellowships on the envi-ronment, free enterprise, and law enforcement. The program provides a $50,000 award for full-time fel-lowships and $25,000 for part-time fellowships. Visit the foundation’s website for more details. Contact: Fund for American Studies, 1706 New Hampshire Avenue, NW, Wash-ington, DC 20009; (202) 509-8953; jfarley@NovakFellowships.org; https://www.tfas.org/NovakFellow-ships

FEBRUARY 14: HEALTH/MEDICINE. The Centers for Disease Control and Prevention (CDC) will begin accept-ing applications for its 2014 Hubert Global Health Fellowship on January 13. This fellowship provides third- and fourth-year medical and veter-inary students with public health experience in a developing country. The main focus of the fellowship is a six- to twelve-week field assignment where fellows are mentored by expe-rienced CDC staff and learn through hands-on experience while working on a public health project. Applicants must be: a medical or veterinary student in second or third year when applying; enrolled in a school accred-ited by one of the following organiza-tions listed on CDC’s website; covered by medical insurance during the fellowship; a U.S. citizen or perma-nent resident; and available to attend the fellowship orientation held in the third weekend in January of the fellowship year. Visit CDC’s website for more details. Contact: Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, Ga., 30333; (404) 498-6148; HubertFellowship@CDCFoundation.org; http://www.cdc.gov/hubertfellowship

FEBRUARY 14: HUMANITIES. Applications are being accepted for the Swann Foundation fellowship at the Library of Congress. The foundation awards one fellowship annually to assist a fellow with his/her ongoing scholarly research and writing projects in the field of caricature and cartoon. The fellowship carries a stipend of up to $15,000. Applicants must be can-didates for an M.A. or Ph.D. degree in an accredited graduate program at a university in the U.S., Canada, or Mexico and working toward the completion of a dissertation or thesis for that degree, or be engaged in post-graduate research within three years of receiving an M.A. or Ph.D. Indi-viduals who are not U.S. residents but who otherwise meet the above academic qualifications may also apply and be considered for a fellow-ship, contingent upon the applicant’s visa eligibility. There is no limitation regarding the place or time period covered and no restriction upon the university department in which this work is being done, provided the subject pertains to caricature or car-toon art. Visit the library’s website for more details. Contact: Martha Kennedy; (202) 707-9115; swann@loc.gov; http://www.loc.gov/rr/print/swann/swannhome.html

FEBRUARY 15: ARTS. The Brown Founda-tion fellows program of the Museum of Fine Arts, Houston, is open to applications. The fellowship is based at Dora Maar House in Ménerbes, France and provides study or studio space, travel expenses, and stipend to mid-career artists, writers, and other professionals in the humanities. There are two deadlines: October

15, for fellowships between March 1 and June 30, 2014; and February 15, 2014, for fellowships between July 1 and November 30, 2014. Visit the museum’s Web site for more details. Contact: Museum of Fine Arts, Hous-ton; doramaarhouse@mfah.org; http://www.mfah.org/fellowships/doramaarhouse/fellowship

MARCH 1: EDUCATION. The Al Qasimi Foundation is pleased to invite poten-tial visiting scholars to submit pro-posals for conducting field research in Ras Al Khaimah, UAE. Proposals should address issues related to one of the foundation’s research priority areas: education, public health (social dimensions), urban and community development. The next deadline for doctoral, faculty, and seed grant sub-missions is March 1. For more infor-mation please visit the website. Con-tact: Al Qasimi Foundation for Policy Research; +9-717-233-8060; info@alqasimifoundation.rak.ae; http://www.alqasimifoundation.com

MARCH 1: HUMANITIES. The Jeanne and Dan Valente Center for the Arts and Sciences at Bentley University seeks participants for its first annual Hu-manities Research Seminar in 2014-15. Accepted fellows will receive a $3,500 stipend. The seminar is supported by a Challenge Grant from the NEH. The 2014-15 theme is “In-tended Consequences? The Histori-cal and Contemporary Problematic of Planning.” Visit the center’s website for more details. Contact: Janice Mc-Mahon; (781) 891-2049; jmcmahon@bentley.edu; http://www.bentley.edu/centers/valente-center

MARCH 1: HUMANITIES. The Ameri-can Historical Association/Folger Shakespeare Library Fellowship is sponsored jointly by the AHA and the Folger Shakespeare Library. It is awarded for research on 17th- and 18th-century western European history. The fellow will be awarded a one-month fellowship to be taken at the Folger Shakespeare Library. Applicants must hold the Ph.D. at the time of application and must be a member in good standing of the AHA. Visit the Folger Shakespeare Library’s website to apply. Contact: Carol Brobeck; cbrobeck@folger.edu; http://www.folger.edu/Content/Folg-er-Institute/Fellowships

MARCH 1: HUMANITIES. Wilkes Univer-sity is accepting entries for its 23rd Annual James Jones First Novel Fel-lowship, which will be awarded to an American author of a first fiction nov-el-in-progress, in 2014, by the James Jones Literary Society. The winner will receive an award of $10,000 and two runners-up will receive awards of $750 each. The competition is open to United States citizens who have not previously published a novel. Man-uscripts may be submitted for pub-lication simultaneously, but the So-ciety must be notified of acceptance elsewhere. Visit the university’s Web site for more details. Contact: Wilkes University; jamesjonesfirstnovel@wilkes.edu; http://www.wilkes.edu/pages/1159.asp

MARCH 1: HUMANITIES. The Folger Shakespeare Library is accepting applications for its short-term fellow-ships. The fellowships are for one to three months and carry a stipend of $2,500 per month. Applicants must have a Ph.D. or equivalent at the time of application. Visit the library’s website for more details. Contact: Carol Brobeck; cbrobeck@folger.edu; http://www.folger.edu/Content/Folg-er-Institute/Fellowships

MARCH 1: HUMANITIES. The Phillips Exeter Academy is accepting applica-tions for its Dissertation Year Fellow-ships. These fellowships will support Ph.D. candidates in the completion stage of their dissertation. It is a one-year assignment that provides a $14,000 stipend, research and travel funds of up to $1,000, room and board, benefits, access to the acade-my’s facilities and resources, and pro-fessional development opportunities. Fellows do not have prescribed duties during the residency, and shall not have any other full- or part-time job. The fellowship is open to all disci-plines. Candidates who are interested in potentially teaching in an indepen-dent school setting, and who are un-derrepresented in higher education, are particularly encouraged to apply. Visit the academy’s website for more details. Contact: Rosanna Salcedo; rsalcedo@exeter.edu; http://www.ex-eter.edu/about_us/171_15053.aspx

MARCH 2: PROFESSIONAL FIELDS. The American Statistical Association, in cooperation with the Bureau of Economic Analysis (BEA), is accept-

ing applications for its fellowship program. Fellows will conduct research at BEA and interact with the staff. Applicants should have academically recognized research records and expertise in their area of proposed research. They must submit detailed research proposals, which may be in any area related to the measurement of economic activity and may be conceptual or methodological in nature. Stipends are commensurate with qualifica-tions and expertise. Fringe benefits and travel allowances are negotia-ble. The fellowship appointment terms are flexible. The usual term is six months, but can range from four to twelve months. Appointment ex-tensions, split-term appointments, and part-time appointments are also possible. Visit ASA’s website for more details. Contact: American Statistical Association, 732 North Washington Street, Alexandria, Va., 22314; (703) 684-1221; http://www.amstat.org/careers/fellowships-grants.cfm

MARCH 2: PROFESSIONAL FIELDS. The American Statistical Association, in cooperation with the Bureau of Labor Statistics (BLS), is accepting applications for its fellowship pro-gram. Fellows will conduct research at BLS and interact with the staff. Applicants should have academically recognized research records and expertise in their area of proposed research. They must submit detailed research proposals, which may be in any area related to survey methods, from concept development to infor-mation dissemination. Areas of appli-cation include small area estimation, non-sampling error, item imputation, or behavioral science. Stipends are commensurate with qualifications and expertise. Fringe benefits and travel allowances are negotiable. The fellowship appointment terms are flexible. The usual term is six months, but can range from four to twelve months. Appointment extensions, split-term appointments, and part-time appointments are also possible. Visit ASA’s website for more details. Contact: American Statistical Associ-ation, 732 North Washington Street, Alexandria, Va., 22314; (703) 684-

1221; http://www.amstat.org/careers/fellowshipsgrants.cfm

MARCH 3: HUMANITIES. The American Philosophical Society offers short-term residential fellowships for conducting research on the history of American science and technology and early American history and culture in its collections. Fellowships are open to U.S. citizens and foreign nationals. Applicants may be holders of the Ph.D. or its equivalent, Ph.D. can-didates who have passed their pre-liminary examinations, and degreed independent scholars. Applicants in any relevant field of scholarship may apply. Visit the organization’s Web site for more details. Contact: Library Resident Research Fellowships, American Philosophical Society, 105 South Fifth Street, Philadelphia, Pa. 19106; (215) 440-3443; libfellows@amphilsoc.org; http://www.amphil-soc.org/grants/resident

MARCH 4: HUMANITIES. The College of Human Ecology at Cornell University is accepting applications for the 2014 Dean’s Fellowship in the history of home economics. Applications are in-vited from faculty members, research scholars, and advanced graduate stu-dents with demonstrated background and experience in historical studies. A $6,000 stipend is provided for a summer or sabbatical residency of six continuous weeks. Relevant historical subject areas include: history of food, nutrition, housing, the family, child development, design, and clothing and textiles, among other key topics in American social history. Visit the college’s website for more details. Contact: Cindy Thompson; (607) 255-2138; clm37@cornell.edu; http://www.human.cornell.edu/fellowship/index.cfm

MARCH 31: HUMANITIES. The John W. Kluge Center at the Library of Congress invites scholars to submit applications for the Alan Lomax Fel-lowship in Folklife Studies. The fel-lowship supports scholarly research that contributes significantly to a greater understanding of the work of Lomax and the cultural traditions he documented. Applicants may be of any nationality and must possess a Ph.D. degree, or equivalent terminal degree, awarded by the application

deadline date. The fellowship is for eight months and fellows receive a $4,200 stipend per month. Visit the library’s website for more details. Contact: Library of Congress; schol-arly@loc.gov; http://www.loc.gov/loc/kluge/fellowships/lomax.html

APRIL 1: HUMANITIES. The American Historical Association’s Fellowship in Aerospace History, supported by the National Aeronautics and Space Administration (NASA), annually funds one or more research projects from six to nine months. Proposals of advanced research in history related to all aspects of aerospace, from the earliest human interest in flight to the present, are eligible, including cultural and intellectual history, economic history, history of law and public policy, and history of science, engineering, and management. The fellowship is open to applicants who hold a doctoral degree in history or a closely related field, or who is enrolled in and has completed all coursework for a doctoral degree-granting pro-gram. A stipend of $20,000 is pro-vided. Visit the organization’s website for more details. Contact: American Historical Association; http://www.historians.org/awards-and-grants/grants-and-fellowships/fellow-ship-in-aerospace-history

MAY 30: HEALTH/MEDICINE. Applications will be accepted for the Centers for Disease Control and Prevention’s (CDC) epidemiology elective program for senior medical and veterinary students on January 15. This program is a 6- to 8-week rotation for senior medical and veterinary students. Participants have an opportunity to learn while working with CDC epide-miologists to solve real-world public health problems. Applicants must be: enrolled in a school accredited by one of the organizations listed on CDC’s website; a third-year medical or vet-erinary student; available for at least 6 weeks during their fourth year; and a U.S, citizen or permanent resident. Students applying for a June to De-cember elective must submit all appli-cation materials by March 30 of their junior year. Students applying for a January to May elective must submit all application materials by May 30 of

Nominations must be submitted by April 1, 2014.

A prize of $25,000 will be presented to the winner during an awards ceremony on the Brandeis University campus.

A program description, guidelines and application form are available online at www.brandeis.edu/gittlerprize along with information on prior recipients.

���

JOSEPH B. & TOBY GITTLER PRIZE

CALL FOR NOMINATIONS

Brandeis University

About Brandeis University

Waltham, Mass. Its 3,500 undergraduates and 2,300 graduate students are drawn from 50 states

Brandeis University is a private, liberal arts and research institution located in

faculty include nationally and internationally recognized

researchers.teachers, scholars and

and 100 countries. Its 500

Brandeis University is accepting nominations for the 2014 Joseph B. and Toby Gittler Prize, which recognizes individuals who have made outstanding contributions to racial, ethnic and/or religious relations.

Joseph B. and Toby Gittler PrizeAttn: Marci McPheeBrandeis University415 South Street, MS 086Waltham, MA 02453

Continued on Following Page

A38 februa ry 7, 2014 | the chronicle of higher education

their junior year. Visit CDC’s website for more details. Contact: Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, Ga., 30333; (404) 498-6152; EpiElective@cdc.gov; http://www.cdc.gov/epielective

APRIL 1: HUMANITIES. The J. Franklin Jameson Fellowship in American History is sponsored jointly by the American Historical Association and the Library of Congress. It supports significant scholarly research in the collections of the Library of Con-gress by scholars at an early stage in their careers in history. Applicants must hold the Ph.D. or equivalent at the time of application, must have received this degree within the past seven years, and must not have pub-lished or had accepted for publication a book-length historical work. The fellowship will not be awarded to complete a doctoral dissertation. The fellowship is for two to three months and carries a stipend of $5,000. Visit the organization’s website for more details. Contact: American Historical Association; http://www.historians.org/awards-and-grants/grants-and-fellowships/j-frank-lin-jameson-fellowship

BUSINESS/MANAGEMENT (FACULTY/RESEARCH). Applications for resident fellowships in the Institute for Global Enterprise in Indiana at the School of

Business Administration at the Uni-versity of Evansville. Contact: 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 educa-tors, professionals, and students with the communication and teaching skills needed to participate in the global economy. Fellows must be a U.S. citizen and must have obtained a master’s degree. For other eligi-bility requirements, please visit the program’s Web site. 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 Uni-versity of Pennsylvania. The program is for two to three years and it pro-vides masters-level interdisciplinary training to scholars to provide them with the necessary skills to improve health and healthcare in community settings. Visit the program’s Web site for more details. Contact: http://

www.med.upenn.edu/rwjcsp/pro-gram.shtml

HUMANITIES. The Hill Museum and Manuscript Library invites applica-tions for the Swenson Family Fellow-ships in Eastern Christian Manu-script Studies. The fellowship is open to graduate students or postdoctoral scholars (those who are within three years of being awarded a doctoral degree at the time of application) with demonstrated expertise in the languages and cultures of Eastern Christianity. Awards range from $2,500 to $5,000 and residences last from two to six weeks. The deadlines are: April 15 (for residencies between July and December of the same year) and November 15 (for residencies between January and June of the following year). Visit the library’s Web site for more details. Contact: hmmlfellowships@csbsju.edu; http://www.hmml.org/research2010/Swen-son.htm

HUMANITIES. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Dissertation Fellowships. These fel-lowships are designed for graduate students who have completed all course work for the doctoral degree and are conducting research on their dissertation. This is a four-month residential fellowship. A stipend of $6,500 is provided as well as free

housing on Hagley’s grounds, use of a computer, mail and Internet access, and an office. The annual deadline is November 15. Visit the library’s Web site for more details. Contact: Hagley Museum and Library; http://www.hagley.org/library-fellowships

HUMANITIES. The National Endowment for the Arts’ Translation Projects grants support the translation of spe-cific 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 encour-aged. Also, priority will be given to projects that involve work that has not previously been translated into English. Who may apply: U.S. citizens and permanent residents. Visit the Web site for more details. Contact: National Endowment for the Arts; (202) 682-5034; LitFellowships@arts.gov

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 Web site for more details. Contact: John Estes, director of creative writing; creativewriting@malone.edu; http://www.malone.edu/creative-writing/creative-writing-fel-lowship.php

HUMANITIES. Applications for the National Endowment for the Arts’ Literature Fellowships, which offers $25,000 grants in prose (fiction and creative nonfiction) and poetry to published creative writers. The grant enables writers to set aside time for writing, research, travel, and general career advancement. The program operates on a two-year cycle with fellowships in prose and poetry avail-able in alternating years. Applicants may apply only once each year. Who may apply: U.S. citizens or perma-nent residents. Visit the Web site for more details. Contact: National Endowment for the Arts; (202) 682-5034; LitFellowships@arts.gov

HUMANITIES. Applications are accepted for fellowships and residencies at the Vermont Studio Center. To be con-sidered for a fellowship, applicants must submit their applications by one of the three annual fellowship deadlines: February 15, June 15, or October 1. It’s advised that applicants should apply at least six months in advance of their preferred start date. Visit the Web site for more details. Contact: http://www.vermontstudio-center.org/apply

INTERNATIONAL. Applications are accepted for the Institute of Inter-national Education’s Scholar Rescue Fund from established professors, researchers, and public intellectuals whose lives or careers are threatened in their home countries. The fund will provide fellowships, which can last up to one academic year, that place scholars in temporary academic positions at universities, colleges, and research centers in safe locations any-where in the world where SRF fellows can continue their work unharmed, pending improved conditions in their home countries. It’s possible for fel-lowships to be extended for a second year. Visit the institute’s Web site 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://scholarres-cuefund.org

INTERNATIONAL. Applications for the Simons postdoctoral fellowship in disarmament and nonproliferation of weapons of mass destruction and their delivery systems. Contact: Si-mons Centre for Disarmament and Nonproliferation Research, Research Postdoctoral Fellowship Selection, Simons Centre for Disarmament and Nonproliferation Research, Liu Insti-tute for Global Issues, University of British Columbia, 6476 N.W. Marine Drive, Vancouver, BC V6T 1Z2 Can-ada; simons.centre@ubc.ca; http://www.ligi.ubc.ca

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 scientists.

The fellows are allotted three months to complete their projects; extensions are awarded only in exceptional circumstances. Most fellowships are awarded to graduate students, but occasionally awards are made to outstanding undergraduates. Appli-cations are due: March 15, May 15, August 15, and November 15. Visit the Web site for additional information. Contact: (507) 212-8031; fellows@si.edu; http://www.stri.si.edu/en-glish/education_fellowships/fellow-ships/index.php

SCIENCE, TECHNOLOGY, AND MATH. The John W. Kluge Center at the Library of Congress seeks applications for the Baruch S. Blumberg NASA/Library of Congress Chair in Astrobiology. The application deadline is December 1 of each year. This is a residential fellowship and the chair is expected to be in full-time residence (for up to 12 months) at the Kluge Center while conducting research at the Library of Congress. During this time, the chair will receive a stipend of $13,500 per month. Visit the Web site for more details. Contact: Carolyn Brown; scholarly@loc.gov; http://www.loc.gov/loc/kluge/fellowships/NASA-as-trobiology.html

SCIENCE, TECHNOLOGY, AND MATH. The Smithsonian Tropical Research Insti-tute invites applications for the Earl S. Tupper three-year postdoctoral fellowship in the areas represented by the scientific staff. Research should be based at one of the STRI facilities, however, proposals that include comparative research in other tropical countries will be considered. Applications are due on January 15 of each year. Please visit the Web site for a list of staff and research interests. Contact: Adriana Bilgray; fellows@si.edu; http://www.stri.si.edu/en-glish/education_fellowships/fellow-ships/index.php

SOCIAL AND BEHAVIORAL SCIENCES. Applications for the Abe Fellowship are due September 1 annually. The fellowship is designed to encourage international multidisciplinary re-search on topics of pressing global concern. Applications are welcome from scholars and non-academic research professionals. Eligibility: citizens of the U.S. and Japan as well as nationals of other countries who can demonstrate strong and serious long-term affiliations with research communities in Japan or the U.S.; applicants must hold a Ph.D. or the terminal degree in their field, or have attained an equivalent level of professional experience at the time of application. Visit the Web site for more details. Contact: Social Science Research Council; abe@ssrc.org; http://www.ssrc.org/fellowships/abe-fellowship

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 fel-lowships are usually for an academic semester or an entire academic year. Fellows will receive round-trip air-fare, housing at the Academy, partial board, and a stipend each month. Only candidates who are based permanently in the U.S. may apply; however, U.S. citizenship is not re-quired and American expatriates are not eligible. Those in academics must have completed a doctorate at the time of application. Those working in professional fields must have equiv-alent professional degrees. Writers must have published at least one book at the time of application. Visit the academy’s Web site for more details. Contact: http://www.americanacad-emy.de

OTHER. Applications from scholars and scientists of all nationalities and fields for summer fellowships, or two-year postdoctoral fellowships, at Ger-man institutions. Contact: Alexander von Humboldt Foundation; http://www.humboldt-foundation.de

OTHER. The Louisville Institute’s theo-logical education doctoral fellowship invites applications from Ph.D./Th.D. students. This fellowship is a two-year nonresidential program. Up to 10 fellowships of $2,000 a year for two years will be offered. In addi-tion, a colloquium of the 10 doctoral fellows will meet twice during each fellowship year. Applicants must be in their first or second year of doc-toral study in an accredited graduate program in the U.S. or Canada. Ap-plicants may represent a variety of disciplines. The annual application deadline is December 7. Visit the Web

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site for more information. Contact: Louisville Institute; info@louis-ville-institute.org; http://www.louis-ville-institute.org/Grants/programs/tedetail.aspx

OTHER. The Louisville Institute invites applications for its theological edu-cation dissertation fellowship. This fellowship offers up to seven $22,000 grants to support the final year of Ph.D. or Th.D. dissertation writing for students engaged in research pertaining to North American Chris-tianity, 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-dis-sertation requirements, including approval of the dissertation proposal, by February 1 of the award year. The annual application deadline is Feb-ruary 1. Visit the Web site for more information. Contact: Louisville In-stitute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/programs/tedetail.aspx

OTHER. The Louisville Institute invites applications for its theological edu-cation postdoctoral fellowship. This fellowship provides up to five awards of $25,000 each year to support a two-year teaching internship in a theological school. Applicants must plan to complete their Ph.D. or Th.D. degree in the current academic year. Applicants may represent a variety of academic disciplines. The annual application deadline is December 7. Visit the Web site for more informa-tion. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/programs/tedetail.aspx

GRANTS

FEBRUARY 14: BUSINESS/MANAGEMENT (FACULTY/RESEARCH). The Arditti Cen-ter for Risk Management at DePaul University is accepting proposals for its 2014 Summer Research Grant Program. The center will provide funding for two research proposals that have a blend of theoretical and empirical applications. Successful research applicants will produce a complete working paper, receive a $15,000 award, and present their findings in a conference hosted by the Arditti Center. Visit the center’s website for more details. Contact: Arditti Center for Risk Management, DePaul Center, 1 East Jackson Blvd., Suite 5500, Chicago, Ill., 60604; ar-ditti@depaul.edu; http://go.depaul.edu/arditti

FEBRUARY 15: BUSINESS/MANAGEMENT (FACULTY/RESEARCH). The Arditti Cen-ter for Risk Management at DePaul University is accepting proposals for its 2014 Summer Research Grant Program. The program’s goal is to encourage practical and innovative research in the field of risk manage-ment. In order to promote the Cen-ter’s research agenda and continue the Fred Arditti legacy, the Center will provide summer funding for two research proposals that have a blend of theoretical and empirical appli-cations. Visit the website for more details. Contact: Arditti Center for Risk Management, DePaul Center, 1 East Jackson Blvd., Suite 5500, Chicago, Ill., 60604; (312) 362-8513; arditti@depaul.edu; http://go.depaul.edu/arditti

FEBRUARY 28: HEALTH/MEDICINE. Proj-ect HOPE is accepting applications for the 2014 Dr. Charles A. Sanders/Project HOPE International Res-idency Scholarship funded by the North Carolina GlaxoSmithKline Foundation. The scholarship program enables current medical residents from North Carolina to participate in a one- to two-month supervised global health elective at one of Proj-ect HOPE’s program sites in the developing world. The program sites selected for the 2014 program are the NRI General Hospital in Vijayawada, India, and the Monte Plata women’s and children’s health clinic in Santo Domingo, Dominican Republic. The scholarship is open to applicants who have completed at least one year of postgraduate training in any specialty at one of North Carolina’s four medical schools. Applicants are expected to demonstrate an interest and commitment to the practice of medicine in a low-resource inter-national setting. The scholarship will fund all expenses related to the elective such as costs of preparation and orientation, insurance, airfare, and an in-country daily stipend. Visit the website for more details. Contact: Project HOPE; http://www.

projecthope.org/news-blogs/press-re-leases/project-hope-now-accepting.html

MARCH 1: SOCIAL AND BEHAVIORAL SCI-ENCES. The Dirksen Congressional Center invites applications for grants to support research on congressional leadership and the U.S. Congress. Applications are accepted at any time, but the deadline is March 1 for the annual selections, which are announced in April. The competition is open to individuals with a serious interest in studying Congress. Politi-cal scientists, historians, biographers, scholars of public administration or American studies, and journalists are among those eligible. The center en-courages graduate students who have successfully defended their disserta-tion prospectus to apply and awards a significant portion of the funds for dissertation research. Research teams of two or more individuals are also eligible. Applicants must be U.S. citizens who reside in the United States. Visit the center’s website for more details. Contact: Frank H. Mackaman; (309) 347-7113; fmacka-man@dirksencenter.org; http://dirk-sencenter.org/print_grants_CRGs.htm#Resawards

MARCH 1: STUDENT AFFAIRS. The GLBT Alumni Society at Ohio State Uni-versity, Scarlet and Gay, is accepting applications for its scholarships. The organization offers nine scholarships to undergraduate students, including one that is dedicated to a student who will begin their education at OSU for the 2014-2015 school year. Additional scholarships exist for GLBT stu-dents who plan to study music, who have financial need, who identify as transgender, who have worked in the HIV and AIDS community, or who are living with HIV.The scholarships range from $1,500 - $2,500 each and will be awarded to students who have demonstrated involvement and ded-ication to the GLBT community.Visit the organization’s website for more details. Contact: Scarlet and Gay; http://osuglbt.clubexpress.com

MARCH 3: HUMANITIES. The Phillips Fund of the American Philosophical Society provides grants for research in Native American linguistics, eth-nohistory, and the history of studies of Native Americans in the continen-tal United States and Canada. The funds are intended for such extra costs as travel, tapes, films, and con-sultants’ fees. Visit the organization’s Web site for more details. Contact: Linda Musumeci, director of grants and fellowships, Phillips Fund for Native American Research, Ameri-can Philosophical Society, 104 South Fifth Street, Philadelphia, Pa. 19106; (215) 440-3429; LMusumeci@am-philsoc.org; http://www.amphilsoc.org/grants/phillips

MARCH 20: OTHER. The University of Florida is accepting applications for its Library Travel Research Grants for spring and summer 2014. The pur-pose is to enable faculty researchers from other U.S. colleges and univer-sities to use the resources of the Latin American Collection in the Univer-sity of Florida Libraries, thereby enhancing its value as a national resource. Four or more travel grants of up to $1000 each will be made to cover travel and lodging expenses. Grantees are expected to remain in Gainesville for at least one week and, following their stay, submit a brief report on their work at UF Libraries. Applicants must be U.S. citizens or permanent residents. Visit the universitys website for more details. Contact: Nathalia Ochoa, Center for Latin American Studies; (352) 273-4715; nochoa@latam.ufl.edu; http://www.latam.ufl.edu/academics/finan-cial-support/library-travel-grants

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 begin-ning of their academic careers. Ap-plicants should submit: a curriculum vitae; a paper proposal; the name and discipline of the conference where the paper will be delivered; and, if possi-ble, the theme of the panel or session which will incorporate the presenta-tion. Papers must be submitted using the online application form. Visit the Web site for more details. Contact: Asaf Romirowsky; Aromirowsky@spme.org; http://spme.net/fellowship.html

BUSINESS/ADMINISTRATIVE AFFAIRS. Applications from libraries, muse-ums, colleges, universities, and other

cultural and historical institutions in Gulf Coast areas affected by Hur-ricane Katrina for emergency grants from the National Endowment for the Humanities. Contact: Division of Preservation and Access Programs, National Endowment for the Hu-manities, 1100 Pennsylvania Avenue, N.W., Room 501, Washington, D.C. 20506; (202) 606-8570; preserva-tion@neh.gov; http://www.neh.gov

BUSINESS/MANAGEMENT (FACULTY/RESEARCH). The Investment Manage-ment Consultants Association invites proposals for its doctoral student re-search grants. Proposals are accepted that examine recent research on top-ics relevant to investment consulting and private wealth management. A list of topics is available on the jour-nal’s Web site. Doctoral students will receive a $5,000 award. Contact: Debbie Nochlin, managing editor; dnochlin@imca.org; http://www.imca.org/pages/doctoral-student-re-search-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 can-cer. Contact: (888) 313-2277; http://cbcrp.org

HUMANITIES. Hagley Museum and Library invites applications for its Exploratory Research Grants, which support one-week visits by scholars who believe that their project will benefit from Hagley research collec-tions, but need the opportunity to explore them on-site to determine if a Henry Belin du Pont research grant application is warranted. Ap-plicants should reside more than 50 miles from Hagley, and the stipend is $400. Low-cost accommodations on Hagley’s grounds are available on first-come, first serve basis. Applica-tion deadlines are: March 31, June 30, and October 31. Visit the library’s Web site for submission details. Con-tact: Hagley Museum and Library; http://www.hagley.org/library-ex-ploratorygrant

HUMANITIES. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Grants, which enable scholars to pursue advanced research and study in the library, archival, pictorial, and artifact collections of the Hagley Museum and Library. The grants are awarded for the length of time needed to make use of Hagley collections for a specific project. Stipends are for a maximum of eight weeks and are pro-rated at $400/week for recipients who reside more than 50 miles from Hagley, and $200/week for those within 50 miles. Low-cost accom-modations on Hagley’s grounds are available on first-come, first serve ba-sis. Application deadlines are: March 31, June 30, and October 31. Visit the library’s Web site for submission details. Contact: Hagley Museum and Library; http://www.hagley.org/library-researchgrants

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-dupli-cation and other expenses associated with research at HMML. Residen-cies may last from two weeks to six months. Undergraduate, graduate, and postdoctoral scholars (those who are within three years of completing a terminal master’s or doctoral de-gree) may apply. The deadlines are: April 15 (for study between July and December of the same year) and No-vember 15 (for study between January and June of the following year). Visit the library’s Web site for more details. Contact: hmml@csbsju.edu; http://www.hmml.org/research2010/heck-man10.htm

HUMANITIES. Applications for “French Authors on Tour,” for financial aid to American institutions wishing to invite and play host to French authors for readings, signings, and symposia, from the book department of the cultural services of the French Embassy. Contact: French Embassy in the U.S.; http://frenchculture.org/books/grants-and-programs/french-authors-tour

INTERNATIONAL. Applications from the International Education Research Foundation for grants for research on international educational systems. Both individuals and institutions may apply. Visit the foundation’s Web site for more details. Contact: Interna-tional Education Research Founda-tion, P.O. Box 3665, Culver City, Calif.

90231; (310) 258-9451; fax (310) 342-7086; kdickey@ierf.org; http://www.ierf.org

PROFESSIONAL FIELDS. The National Academy of Arbitrators’ Research and Education Foundation (REF) supports research and education relevant to labor and employment arbitration. The REF welcomes grant applications up to $25,000 for any of the purposes listed under the REF tab of the homepage of the NAA web-site. Applications are processed as received and considered for funding in June and October. Contact: Allen Ponak, National Academy of Arbitra-tors, 1 N. Main Street, Suite 412, Cor-tland, N.Y., 13045; (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 grantees go abroad for eight weeks between June 1 and August 31. Grantees must: hold a bachelor’s degree by the begin-ning date of the grant; be enrolled in a BME or BME-related master’s or Ph.D. program; or be a recent recip-ient of a master’s degree in BME or a BME-related field. Applicants must be U.S. citizens or permanent resi-dents. Visit the foundation’s Web site for additional information. Contact: http://www.whitaker.org

SCIENCE, TECHNOLOGY, AND MATH. Applications are accepted for the Whitaker International Fellows and Scholars Program. The program sends biomedical engineers anywhere outside the U.S. or Canada to con-duct academic or scientific research, pursue coursework, or intern. Other options are possible. Applicants must be U.S. citizens or permanent residents; be in the field of biomed-ical engineering/bioengineering or a closely related field; be enrolled or have received their most recent degree within the last three years; and have the language ability to carry out the proposed project in the host country at the time of departure. Fel-lows go abroad for one academic year and must hold a bachelor’s degree by the beginning date of the grant, or be in or recently completed a master’s degree, or be in a Ph.D. program, or currently employed with the most recent degree no higher than a mas-ter’s. Scholars go abroard for one semester or up to two academic years and should have a Ph.D., or will be awarded a Ph.D. before the beginning of the grant. Visit the program’s Web site for more details. Contact: http://www.whitaker.org

DECEMBER 15: SOCIAL AND BEHAVIORAL SCIENCES. The Institute for Humane Studies at George Mason Univer-sity is accepting applications for the Friedman Faculty Fund, which awards grants of up to $5,000 to full-time faculty and teaching fellows in the U.S., U.K., or Canada for educa-tion-enhancement activities designed to engage undergraduate and mas-ter’s students with the ideas of liberty, beyond the classroom. Applications are accepted on a year-round, rolling basis, however applicants are encour-aged to apply by December 15 for spring activities, April 15 for summer activities, and August 15 for fall activ-ities. Visit the institute’s website for more details. Contact: Institute for Humane Studies; FriedmanFund@theihs.org; http://www.theihs.org/friedman-faculty-fund

SOCIAL AND BEHAVIORAL SCIENCES. The Dirksen Congressional Center invites applications for its Robert H. Michel Special Project Grants, which support work that enhance the public under-standing of the federal legislature through research and teaching. Both individuals and organizations may apply. Proposals are accepted at any time. Visit the Web site for more de-tails. Contact: Dirksen Congressional Center; http://www.dirksencenter.org/print_grants_specialprojects.htm

STUDENT AFFAIRS. The Institute of International Education offers the Emergency Student Fund for stu-dents and scholars facing emergen-cies 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 emergen-

cies. However, students are generally nominated by their host universities, which are encouraged to provide as much support as possible to students. Visit the institute’s Web site for more details. Contact: Margot Steinberg; (212) 984-5310; esf@iie.org; http://www.iie.org/What-We-Do/Emer-gency-Assistance/Emergency-Stu-dent-Fund

OTHER. The Louisville Institute’s proj-ect grants for researchers support research, reflection, and writing by academics and pastors that can contribute to the life of the church in North America. The grant supports projects that contribute to an en-hanced understanding of important issues concerning Christian faith and life, pastoral leadership, and/or religious institutions. A grant amount of up to $25,000 will be awarded. Ap-plicants must have earned the termi-nal degree in their chosen vocation. The annual application deadline is October 1. Visit the Web site for more information. Contact: Louisville In-stitute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/programs/pgfrdetail.aspx

OTHER. The Louisville Institute offers the first book grant for minority scholars to assist junior, non-tenured religion scholars of color to complete a major research project on an issue in North American Christianity re-lated to the priorities of the Louisville Institute. Grant periods are typically one academic year in length. The maximum award is $40,000. Appli-cants must be members of a racial/ethnic minority group; have earned a doctoral degree; be a pre-tenured faculty member in a full-time, ten-ure-track position at an accredited institution of higher education in North America; be able to negotiate a full academic year free from teaching and committee responsibilities; and be engaged in a scholarly research project leading to the publication of their first (or second) book, focusing on some aspect of Christianity in North America. The annual appli-cation deadline is January 15. Visit the Web site for more information. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/pro-grams/fbmdetail.aspx

OTHER. The Louisville Institute invites applications for its sabbatical grant for researchers. This program sup-ports yearlong sabbatical research projects that can contribute to an enhanced understanding of import-ant issues concerning Christian faith and life, pastoral leadership, and/or religious institutions. This grant program is open to both academics and pastoral leaders. Applicants must have a terminal degree in their cho-sen vocation. The annual application deadline is November 1. Visit the Web site for more information. Contact: Louisville Institute; info@louis-ville-institute.org; http://www.louis-ville-institute.org/Grants/programs/sgfrdetail.aspx

OTHER. Applications for grants avail-able from the Schlesinger Library at Harvard University. Research Support Grants are open to post-doctoral and independent scholars. Dissertation Grants are available to students enrolled in a relevant doc-toral program and enables them to use the library’s collections. The Oral History Grants are available to schol-ars who are conducting oral history interviews relevant to the history of women or gender in the U.S. Visit the Web site for more details. Contact: Schlesinger Library; http://www.radcliffe.harvard.edu/schlesinger-li-brary/grants

INSTITUTES, WORKSHOPS

FEBRUARY 27: ARTS. The National Asso-ciation of Latino Arts and Cultures (NALAC) is accepting applications for its 2014 Leadership Institute, which will be held in San Antonio, Tex., on July 14-19. The institute is a week-long program in arts manage-ment and leadership development that delivers innovative and practical strategies that lead to successful busi-ness practices in the arts. Who may apply: Latino artists, arts managers, and cultural promoters in various stages of career development. At the time of application, applicants must: be an arts professional, artist, and/or administrator; not be enrolled in an undergraduate degree program; be an individual or organizational member of NALAC. Visit the orga-nization’s website for more details.

Continued on Following Page

A40 februa ry 7, 2014 | the chronicle of higher education

Contact: National Association of Latino Arts and Cultures; (210) 432-3982; info@nalac.org; http://www.nalac.org/programs/nalac-institutes/nalac-leadership-institute-nli

MARCH 4: HUMANITIES. Applications are being accepted for a summer institute sponsored by the National Endowment for the Humanities. The institute, “Black Aesthetics and African Centered Cultural Expres-sions: Sacred Systems in the Nexus between Cultural Studies, Religion, and Philosophy,” will be based at Emory University’s campus from July 13 to August 1. A fixed stipend of $2,700 will be provided to help cover travel costs, books and other re-search expenses, and living expenses. Who may apply: university teachers; qualified independent scholars; those employed by museums, libraries, historical societies, and other organi-zations provided they can effectively

advance the teaching and research goals of the institute; and current full-time graduate students in the humanities. Applicants must be U.S. citizens or permanent residents. Foreign nationals may apply if they have been residing in the U.S. or its territories for at least three years im-mediately preceding the application deadline. Visit the institute’s website for more details. Contact: Candy Tate; (404) 727-7796; candy@emory.edu; https://scholarblogs.emory.edu/institute-blackaesthetics

EDUCATION. The Summer Institute for Intercultural Communication offers professional development for people working in education, training, business, and consulting, in both international and domestic intercultural contexts. The institute begins in July. Visit the Web site for more details. Contact: Intercultural Communication Institute, 8835 S.W. Canyon Lane, Suite 238, Portland,

Ore. 97225; (503) 297-4622; ici@intercultural.org; http://www.inter-cultural.org

HUMANITIES. Applications are accepted for the Columbia Center for Oral His-tory’s summer institute, which is held annually in New York in June. The institute brings together oral histori-ans, scholars, activists, and others for two weeks of advanced training in the theory and practice of oral history. Each year, a different theme is chosen as the focus of the institute. Visit the Web site for more details. Contact: Columbia Center for Oral History; (212) 854-4012; http://library.colum-bia.edu/indiv/ccoh.html

PAPERS

FEBRUARY 7: SOCIAL AND BEHAVIORAL SCI-ENCES. The African, African-Amer-ican, Development, Education, Research and Training Institute (AADERT) will hold its 21st Annual

All-Day Conference on Thursday, February 27 at Springfield College in Springfield, Mass. The theme of the conference is, “Regional Conflicts and Global Income Inequality.” The conference is dedicated in memory of the late South African President Nel-son Mandella and the late UMASS chancellor and Springfield College president, Randolph W. Bromer. Contact: Dr. Mulugeta Agonafer, P.O.Box 3234, Amherst, MA. 01004, 263 Alden Street, SHS, Springfielkd, Massachusetts, 01109-3797; 413-213-6797; magonafe@springfieldcollege.edu; http://www.aadert.org

FEBRUARY 15: HEALTH/MEDICINE. Call for book chapters and crucial conversations on meeting health information needs outside of health-care. Proposals are due Feb. 15 and all contributors will be notified by March 15. Drafts are due June 1 and full chapters are due by September 1. The focus is: Challenges and eth-

ical dilemmas of providing health information in non-clinical settings including public and academic librar-ies; schools; colleges; social service agencies; print and online media; and the Web. Submit 350-word proposal and current CV. Contact: Catherine Arnott Smith, 600 N. Park Street, #4230, University of Wisconsin-Mad-ison, Madison, Wis., 53706; (608) 890-1334; casmith24@wisc.edu; http://www.slis.wisc.edu

FEBRUARY 15: SCIENCE, TECHNOLOGY, AND MATH. The Leslie Humanities Center and the Neukom Institute for Computational Science at Dartmouth College invite proposals for a confer-ence, “How the Big Data Viewpoint is Reshaping the Humanities,” which will be held on October 6-7. Propos-als for 15-minute poster sessions on innovative work at the intersection of computation and the humanities are welcome. Selected participants will receive lodging from the organizers and transportation to Hanover, N.H. Visit the conference’s website for more details. Contact: Dartmouth College; Humanities.Big.Data.Con-ference@Dartmouth.edu; http://www.math.dartmouth.edu/activities/conferences/hbd

FEBRUARY 20: HUMANITIES. Making Connections: Interdisciplinary Approaches to Cultural Diversity invites submissions for the spring 2014 general issue. The deadline for this open-topic issue is February 20. We publish academic essays from any discipline, poetry, fiction, creative non-fiction, and book reviews that ex-plore cultural diversity. Contact: Greg Goodman, 203 Briar Hill, Clarion, Pa., 16214; (814) 227-4853; ggood-man@clarion.edu

MARCH 1: ACADEMIC AFFAIRS. The His-panic Association of Colleges and Universities has issued a Call for Presentations for its 28th annual conference “Championing Hispanic Higher Education Success: Investing in America’s Future,” which will be held in Denver, Colo., on Oct. 4-6. Speaker proposals under the confer-ence theme, “Championing Hispanic Higher Education Success: Securing the American Dream,” can be made in any of the following six conference tracks: grants and funding opportu-nities; partnerships that work; aca-demic success for Hispanic students; research and practice; advocacy and legislation; international partner-ships; and executive leadership for presidents and CEOs. Presentations can be submitted individually or in groups. Submissions for roundtable presentations are encouraged. Noti-fication of proposal acceptances will be sent on April 4. Contact: Hispanic Association of Colleges and Univer-sities; http://www.hacu.net/hacu/Call_for_Papers_AC.asp

MARCH 15: EDUCATION. Special Spring 2014 issue of The Journal of Edu-cators Online. JEO is double-blind peer-reviewed. Innovations in online pedagogy are the focus of this special issue. Innovations may focus on in-struction in any discipline, at either the graduate or undergraduate level, subtopics include, but are not limited to: Leadership in eLearning; Teach-ing Digital Natives; Social Networks as Learning Spaces; Use of Mobile Technologies. Typical submission is twenty-five pages, APA format. Con-tact: Ruth Gannon Cook; (312) 362-5120; rgannonc@depaul.edu; http://www.thejeo.com

MARCH 28: SCIENCE, TECHNOLOGY, AND MATH. Double Helix: A Journal of Critical Thinking and Writing seeks papers for a special issue on critical thinking and writing in the STEM disciplines. We are looking for work that address the role of language in the construction of science and math knowledge, the impact of oral dis-course on science and math knowl-edge, the engagement of students with and their enculturation into practices of STEM disciplines, and the boundaries of STEM discourse. Visit the journal’s website for more details. Contact: Paul Pasquaretta, Managing Editor, Quinnipiac Uni-versity, 275 Mount Carmel Avenue, Hamden, Conn., 06518; (203) 582-8509; paul.pasquaretta@quinnipiac.edu; http://qudoublehelixjournal.org/index.php/dh

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the chronicle of higher education | februa ry 7, 2014 A41

A42 februa ry 7, 2014 | the chronicle of higher education

How to Place a Job Announcement A43 | Index A63

On the Web 6,098 Positions Available

Careers Join Vitae, the first online career hub just for higher education

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FACULTY POSITIONS Humanities A47-48

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Science, technology, & mathematics A50-A51

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Student affairs A56-A57

Business affairs A57-A59

Deans A58-A61

EXECUTIVE POSITIONSPresidents Chancellors Provosts A62-A63

What’s the Point of Academic Publishing?

In December 2013, the Nobel Prize-winning physicist Peter Higgs made a startling announcement. “Today I wouldn't get an academic job,” he told The Guardian. “It's as simple as that. I don't think I would be regarded as productive enough.”

Higgs noted that quantity, not quality, is the metric by which success in the sciences in measured. Unlike in 1964, when he was hired, scientists are now pressured to churn out as many papers as possible in order to retain their jobs. Had he not been nominated for the Nobel, Higgs says, he would have been fired. His scientific discovery was made possible by his era’s relatively lax publishing norms, which left him time to think, dream, and discover.

In January 2014, a creative-writing professor, Cathy Day, published a rundown of her publications since 2011: 300 pages of a novel, 100 pages of nonfic-tion, seven essays, two short stories, and 200 blog posts. The posts, dedicated to the craft of writing, attracted the most attention, with more than 160,000 page views. Day’s last post was particu-larly popular: It announced the end of her blog.

“Here’s the thing: this work hasn’t counted much for me as an academic,” she wrote. “Every time I post to this blog, I’m taking time away from my fiction and nonfiction, from work that ‘counts’ for me—both institution-ally and personally. Even now, as I write this, I’m not working on my novel and other projects.”

Today, a creative-writing professor is expected to produce more publications than a science professor of 50 years ago. But in other ways, little has changed. Though digital platforms enable scholars to share their ideas with the public, their desire to do so is often held against them. Academics are pressured to produce an ever greater amount of work for an inherently limited audience.

In order to maintain her professional viability, Day stopped work that she and the public found meaningful—work that directly relates to her role as a teacher—in order to have time to produce work that “counts” to a small number of academics.

To “count” is not to spread knowledge, as Day did, or develop new ideas, as Higgs did. To “count” is to preserve your profes-sional viability by shoring up disciplinary norms. In most fields, it means to publish behind a paywall, removed from the public eye—and from broader influence and relevance. To “count” is to conform.

Publishing and labor are two of academe’s most contentious issues, and they are usually debated separately. But when the rates of contingency hires and publications rise together—with the assumption that the latter is a means to avoid the former—they need to be taken as a broader problem: the self-defeating mechanization of scholarship. Scholars are encouraged to sac-rifice integrity and ingenuity to careerism that does not reward them with a career.

Graduate students are told that publishing frequently and in traditional journals is key to landing a job. “In many if not most fields it is now necessary to have at least one refereed journal article while still A.B.D.,” writes Karen Kelsky, a Vitae columnist and academic adviser for hire, on her blog. But the harsh truth is that many scholars with multiple journal articles—and even multiple books—still do not find full-time employment. Aca-demic publishing is no guarantee of anything, except possibly the paywalled obsolescence of your work.

For tenure-track academics, publishing is a strategic enter-prise. It’s less about the production of knowledge than where that knowledge will be held (or withheld) and what effect that has on the author's career. But for graduate students and con-tingent faculty members, academic publishing is less a strategy than a rigged bet.

With the odds of finding a tenure-track job against them, graduate students are told to plan for backup careers, while simultaneously being told to publish jargon-filled research in paywalled journals. Scholars who bet on that insular system find themselves stranded when it fails them, as it most often does. Appeasing academics means alienating alternatives.

This is not to say that academic publishing has no value. In-depth, clearly written schol-arly research has its own value: It can reshape understanding, inform policy, and even help save lives, assuming the work is accessible. What it cannot do is get you a job.

“I want to make a career of scholarship in a time when the whole field of higher ed is practically in hiring free fall,” laments

Bonnie Stewart in a blog post describing the difficulties of writing for an uncertain audience. She advocates taking a hybrid approach that combines academic rigor with public accessibil-ity—a wise move in an era when many end up contingent by default.

Most scholars hesitate to take that approach even when their writing has proven appeal, for it appeals to those who do not “count.” But what

“counts” should be producing work of lasting intellectual value instead of market ephemerality. What “counts” should be the quality of the research and writing, not the professional advan-tages you gain from producing it. This is particularly true for new Ph.D.’s because in all likelihood, those advantages may not exist—at least not within academe.

Making your work “count” on its own intellectual merit helps rescue you from a sense of personal failure that accompanies loss on the job market. When you orient your scholarship toward a future that never comes, it can start to feel as if you have no future. When you orient your scholarship toward its obvious yet overlooked purpose—furthering human knowledge—its value does not need to be determined by others, because the value lies in the work itself. This is what counts.

Response: I appreciate your frustration with the academic job market, but taking it out on academic publishing is mis-guided, as are most of your comments about academic publish-ing.

1. All published materials are behind a paywall. All of them. You have to purchase them at a bookstore, or purchase Internet access, or visit a taxpayer-supported library. At public libraries, you’re not able to check out materials unless you’re a county or city resident. And for the record, many large public libraries grant access to academic search engines and purchase aca-demic books, while academic libraries usually allow the gener-al public to come in and view materials, if not check them out.

2. Do you seriously think the creative-writing professor’s nov-els and short stories are somehow more “academic” and arcane than her blog? “Literary” isn’t “academic” and has a degree of mass cultural appeal.

3. I don’t take issue with your arguments against overproduc-tion, but there’s nothing at all wrong with specialists writing for other specialists—which you agree with in principle but attack in tone.

If only 20 people in the world can really understand a certain article, that doesn’t mean it shouldn’t be published. If you support the advancement of knowledge, sometimes that’s what it takes. There’s no way to know in advance what will prove generally useful. Not every human activity has to be populist to be worthwhile.

Sarah Kendzior is a St. Louis-based writer who covers politics, media, and education.

A service of The Chronicle of Higher Education

From

SARAH KENDZIOR

FEBRUARY 7, 2014    THE CHRONICLE OF HIGHER EDUCATION A43

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Accounting: Assistant Professor of Account-ing - Teach graduate and undergraduate classes in accounting information systems; conduct scholarly research and publish re-sults in leading journals in field; engage in university service; serve on university com-mittees; and assist with the advising and counseling of students. Must hold a Ph.D. in

Accounting or related field from an AACSB accredited school and must have an in depth knowledge of accounting and information systems. ABD’s considered. Willingness to interact with local accounting professionals is a plus. We will consider candidates with research and teaching interests in all areas, but our specific instructional needs are in

accounting information systems. Excellent teaching and research abilities. Submit ap-plication, resume and transcripts to: Mona Foroughi, University of Alabama in Hunts-ville, 301 Sparkman Drive, Huntsville, AL 35899. Must respond within 30 days and re-fer to Job #12075. UAH is an Affirmative Action/ Equal Opportunity Institution. We

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Accounting: Instructor or Clinical Profes-sor in Accounting (Full-time) The Smeal College of Business has a full-time open-ing for an Instructor or Clinical Professor in Accounting beginning in Fall 2014. The

individual will be responsible for teaching a range of courses in accounting and relat-ed disciplines. Instructional responsibilities may vary from year to year and may include teaching of undergraduate sections with large enrollments. In addition to instruc-tion, the individual will support the teach-

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The University of Southern Indiana invites applications for thefollowing full-time, tenure-track assistant and associate professorpositions which begin in August, 2014. Each assistant andassociate professor position requires an earned doctorate in thespecified field or closely related field. Candidates with doctoratesnear completion may also be considered for assistant professorpositions. The preferred assistant professor candidate will alsohave teaching experience; associate professor candidates musthave significant teaching and research experience. Allassistant/associate professor positions require a commitment toexcellence in teaching and scholarship. The University of Southern Indiana is an engaged, comprehensivepublic institution located in Evansville, Indiana with nearly 10,000students, four colleges and eighty academic programs. Ourcollaborative culture, regional connectedness, and robust fiscalcondition set us apart. To learn more about the University and toapply for a position go to www.usi.edu/hr/employment.

Assistant Professor of Engineering(Ph.D. in Electrical or Computer Engineering)

Assistant Professor of PsychologyAssistant/Associate Professor

of Health ServicesAssistant/Associate Professor

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To apply for the above positions or other available instructor andadministrative positions, visit www.usi.edu/hr/employment, selectthe position of interest, and follow the directions to set up an accountand apply. Within our web-based applicant system, you will have theopportunity to attach your curriculum vitae, letter of application, andother documents.

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Tenure-Track Faculty

FALL 2014 OPENINGSDue to incentivized early retirements and a funding shift to academics, SUNY Cobleskill is seeking a wide variety of talented and innovative faculty to join the college community as we build a new vision for our second century as a college of agriculture and technology. Offering associate's and bachelor's degree programs, SUNY Cobleskill values innovative teaching and faculty committed to engaging pedagogies, collaborative and interdisciplinary endeavors, global perspectives, applied learning including internships and undergraduate research, and high levels of interaction with students. Tenure-track faculty positions for Fall 2014 are available in the following areas:

Agricultural Business ManagementAgricultural Engineering (2 Positions)

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Composition and LiteratureDairy Management

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Meat ScienceMusic

Networking/Information Systems (2 Positions)Senior Assistant Librarian

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Athletic TrainerMeat Processing Laboratory Manager

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New York Institute of Technology (NYIT) is a private, non-profit, independent institution of higher learning where over 13,000 students are enrolled in more than 90 programs of study leading to undergraduate, graduate, and professional degrees. Students attend classes at NYIT’s Manhattan and Long Island campuses as well as three global campuses. For more information, visit nyit.edu. NYIT, an AA/EEO employer, seeks applicants for the following positions:

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SCHOOL OF MANAGEMENTJobs.SOM@nyit.edu

Assistant Professor Life Sciences (Full-time, tenure track; Manhattan campus) The Department of Life Sciences at New York Institute of Technology is inviting applications for a tenure-track faculty position at the Assistant Professor level beginning fall 2104. Candidates must hold a Ph.D. degree in Organic Chemistry or a closely related field. Evidence of excellence in undergraduate teaching and a demonstrated commitment to research are required. The position will include teaching introductory and advanced courses in organic chemistry as well as other courses appropriate to the faculty’s background and interests at our Manhattan and Old Westbury campuses. NYIT emphasizes interdisciplinary scholarship, research, and teaching. The faculty member will also have an opportunity to develop and participate in interdisciplinary initiatives. Send CV and references to our digital mailbox: Jobs.CAS@nyit.edu and put RA#1388 in the subject line of your submission.

Assistant Professor English (Full-time, tenure track; Manhattan campus) The Department of English at New York Institute of Technology seeks applicants for a full-time tenure- track position in English at the Assistant Professor level beginning fall 2014. A Ph.D. in English is required (field open) and a promising publishing record is essential. Experience teaching ESL at the college level is also required; administrative experience and/or training in ESL preferred. The ideal candidate will have taught in an urban, multilingual setting. Familiarity with technology in teaching, new media, and digital humanities is a plus. Opportunities exist for teaching at our offsite campuses in China and the Middle East. Candidates will take part in curricular development; advise students; participate in department/school/institute-wide activities; engage in scholarly activities; liaise with our English Language Institute; collaborate in developing and updating ELI curriculum; and potentially teach ELI courses. Send CV and references to our digital mailbox: Jobs.CAS@nyit.edu and put RA#1392 in the subject line of your submission.

Associate/Full Professor Environmental Technology (Full-time, tenure track; Manhattan campus) to teach and lead the school’s graduate program in Environmental Technology and introduce new initiatives and courses in Water Engineering, Energy, and/or the Sustainability areas. Must be able to initiate and/or participate in research grants and industry contracts. Candidates must have a Ph.D. degree in Mechanical, Chemical, or Environmental Engineering or a related field. Research interests in Water Engineering and Resources, Environmental Technology, and Energy, with excellent communication skills are essential. Record of publications and scholarship in a senior faculty position and demonstrated ability to teach and apply for research grants. Send CV and references to our digital mailbox: Jobs.SOECS@nyit.edu and put RA#1376 in the subject line of your submission.

Assistant Professor Electrical and Computer Engineering (Full-time, tenure track; Manhattan campus) to teach undergraduate and graduate courses in Electrical and Computer Engineering. Must be able to initiate and/or participate in research grants and industry contracts. Candidates must have a Ph.D. degree in Electrical Engineering or a related field, preferably Bioengineering/Medical Devices, with excellent communication skills. Record of publications and demonstrated ability to teach and apply for research grants. Send CV and references to our digital mailbox: Jobs.SOECS@nyit.edu and put RA#1373 in the subject line of your submission.

Associate/Full Professor Mechanical Engineering (Full-time, tenure track; Old Westbury campus) Chair the Mechanical Engineering Department; provide leadership for moving the department from good to great through new initiatives and cross-disciplinary program activities. Teach undergraduate and graduate courses in Mechanical Engineering. Must be able to initiate and/or participate in research grants and industry contracts. Candidates must have a Ph.D. degree in Mechanical Engineering with research interests in Mechatronics/Biomechanics or Energy; excellent communication skills; administrative experience; a record of scholarship for a senior faculty position; and demonstrated ability to teach and apply for research grants. Send CV and references to our digital mailbox: Jobs.SOECS@nyit.edu and put RA#1374 in the subject line of your submission.

Assistant/Associate Professor Mechanical Engineering (Full-time, tenure track; Old Westbury campus) to teach undergraduate and graduate courses in Mechanical Engineering. Must be able to initiate major research initiatives and/or participate in research grants and industry contracts. Candidates must have a Ph.D. degree in Mechanical, Mechatronics, Electrical Engineering or a related field, with research interests in Bioengineering, Water Engineering, Energy, Power/Smart Grid, with excellent communication skills. Record of publications and demonstrated ability to teach and apply for research grants. Send CV and references to our digital mailbox: Jobs.SOECS@nyit.edu and put RA#1375 in the subject line of your submission.

Assistant Professor Computer Science (Full-time, tenure track; Old Westbury campus) to teach undergraduate and graduate courses in Computer Science in the area of Computer Graphics/Digital Media. Must be able to initiate and/or participate in research grants and industry contracts. Candidates must have a Ph.D. degree in Computer Science or a related field, preferably Computer Graphics, with excellent communication skills. Record of publications and demonstrated ability to teach and apply for research grants. Send CV and references to our digital mailbox: Jobs.SOECS@nyit.edu and put RA#1377 in the subject line of your submission.

Assistant Professor Computer Science (Full-time, tenure track; Manhattan campus) to teach undergraduate and graduate courses in Computer Science in the area of Computer Graphics/Digital Media. Must be able to initiate and/or participate in research grants and industry contracts. Candidates must have a Ph.D. degree in Computer Science or a related field, preferably Computer Graphics, with excellent communication skills. Record of publications and demonstrated ability to teach and apply for research grants. Send CV and references to our digital mailbox: Jobs.SOECS@nyit.edu and put RA#1379 in the subject line of your submission.

Assistant Professor Computer Science (Full-time, tenure track; Old Westbury campus) to teach undergraduate and graduate courses in Computer Science in the area of Cybersecurity. Must be able to initiate and/or participate in research grants and industry contracts. Candidates must have a Ph.D. degree in Computer Science or a related field, preferably Cybersecurity, with excellent communication skills. Record of publications and demonstrated ability to teach and apply for research grants. Send CV and references to our digital mailbox: Jobs.SOECS@nyit.edu and put RA#1380 in the subject line of your submission.

Assistant Professor Law (Full-time, tenure track; Old Westbury) to teach undergraduate and graduate courses in law or a related field at New York campuses; provide departmental and community service work for the School of Management and NYIT; and conduct research appropriate to full-time faculty. A terminal degree in law (e.g. J.D.), from an ABA-approved law school is required (ABD will also be considered). Candidates must have demonstrated potential in scholarship within the area of expertise, and familiarity with discipline-specific software and technology. Send CV and references to our digital mailbox: Jobs.SOM@nyit.edu and put RA#1372 in the subject line of your submission.

Assistant Professor of Human Resources Management (Full-time, tenure track) to teach undergraduate and graduate courses in human resources management and related fields. Candidates must hold a doctorate in human resources management (or be ABD), have demonstrated potential in scholarship within the area of expertise, and familiarity with discipline-specific software and technology. Send CV and references to our digital mailbox: Jobs.SOM@nyit.edu and put RA#1245 in the subject line of your submission.

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relevant work experience in accounting. The salary and benefits will be competitive, and commensurate with qualification and ex-perience. The Instructor position will be structured as a renewable annual contract whereas the Clinical Professor position will be structured as a renewable multi-year con-tract. Applicants should submit a letter of application, including a resume and refer-

ences to: Department of Accounting, Smeal College of Business, 354 Business Building, University Park, PA 16802. Applications will be accepted until the position is filled. Em-ployment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce.

Troy University – is a comprehensive public institutionserving more than 30,000 students worldwide - 4campuses in Alabama, locations in 8 states, 12foreign countries, and 1 U.S. territory.

Lecturer/Assistant Professor – Biology:Master’s degree and related experience requiredAssistant/Associate Professor – Criminal Justice:JD or PhD required

Please go to www.troyuniversityjobs.comfor further details and information on how to apply.

Troy University is currently accepting applicationsfor the following positions:

Troy University is an EEO and AA employer.

DIVISION OF SOCIAL AND BEHAVIORAL SCIENCES

ASSISTANT PROFESSOR OF CRIMINOLOGY/SOCIOLOGY

FACULTY POSITIONS FOR 20142015

DIVISION OF NURSING

ASSISTANT PROFESSOR OF NURSING MENTAL/BEHAVIORAL HEALTH

DIVISION OF SOCIAL AND BEHAVIORAL SCIENCES

ASSISTANT PROFESSOR OF CREATIVE ARTS AND TECHNOLOGY

For complete details, please visit www.bloomfield.edu/about-us/careers-bloomfield/faculty

The Division of Social and Behavioral Sciences at Bloom�eld College invites applications for a tenure-track position at the rank of Assistant Professor of Criminology/Sociology for the 2014-2015 academic year. Applicants with an interest in Global Crime/Studies are particularly encouraged to apply. Applicants should have an earned Ph.D., but we will consider those who are ABD. Search will remain open until �lled.

The Division of Nursing at Bloom�eld College invites applications for a tenure-track position at the rank of Assistant Professor of Nursing – Mental/Behavioral Health for the 2014-2015 academic year. Quali�ed applicants must hold a Master’s degree in nursing as the minimal requirement. Position also requires current registration in courses toward a terminal degree. Deadline for applications is April 1, 2014.

The Division of Creative Arts and Technology invites applications for a tenure-track position in the rank of Assistant Professor of Creative Arts and Technology. The successful candidate will have the appropriate terminal degree for their �eld (M.F.A. or Ph.D.), a strong professional record of exhibitions, publications or productions, and excellence in teaching with at least three years of prior teaching experience. Review of applications will begin immediately and continue until the position is �lled; applications received by March 1 are guaranteed consideration.

EOE

ST Century.

A46 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    FEBRUARY 7, 2014

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African Studies: Assistant Professor of the African Diaspora and the World Program (Spelman College - Atlanta, GA): Required: Ph.D., or completion of all coursework and dissertation reqs toward a Ph.D., in English Language and Literature with extensive fo-cus on African Diaspora studies and literary criticism and theory. Must have teaching ex-perience in the following: African Diaspo-ra; The Harlem Renaissance period in Af-rican American Studies, Composition, Lit-erature, and Reading Fiction; and American Ethnic Studies. (Experience may be gained prior to completion of Ph.D.) Teach cours-es in the African Diaspora and the World Program. Submit resume to provostoffice@spelman.edu.

Agriculture: Assistant Professor in Human Dimensions of Agro Ecosystem and Natu-ral Resources (Position# 0083142), Natural Resources & Environmental Management, College of Tropical Agriculture and Human Resources, University of Hawaii at Manoa. To view this vacancy announcement in its entirety, including other conditions, duties, minimum and desirable qualifications, and application information, please visit the Work at UH website at http://workatuh.ha-waii.edu/Jobs/NAdvert/18844/2491404/1/postdate/desc. The University of Hawaii is an equal opportunity/affirmative action in-stitution.

Agriculture/Communications: Descrip-tion: 12-month, non tenure-track position. Primary responsibility will be teaching or supervising the teaching of Agricultural Communications courses like feature writ-ing, reporting, photography, layout and de-sign, web design, video production, leader-ship development, advocacy and public re-lations. Additional responsibilities: advising undergraduate students and organizations, and participating in public outreach activi-ties. Prepare regular media news releases to traditional print media, television, radio, in-ternet, etc. Provide leadership to the School of Agriculture’s Web page, Facebook pag-es, blogs and other social media. Require-ments: Master of Science Degree in Agri-cultural Communications or related field and demonstrated ability in written and oral communications skills with successful experience working with external groups. Programs: Missouri State University’s Darr School of Agriculture provides excellent ed-ucation degrees in the following units via

an engaged teaching and research faculty and staff team: Plant Science, Natural Re-sources, and Wildlife Conservation; Animal Science; Agricultural Business, Education, and Communications; Facilities: The Darr School of Agriculture has excellent facilities that include: Karls Hall located on campus with modern lecture halls, laboratories and offices: The Darr Agricultural Center with the excellent Pinegar Arena and the Bond Learning Center facility; The Woodlands that is a 157 acre native hardwood teach-ing/research facility within 30 minutes of campus; the Shealy Farm, a 250 acre for-ages and timber acreage with a Conference Center; The Journagan Ranch, a 3200 acre, 1000 beef animal (500 Purebred Hereford Herd) learning center; and the State Fruit Experiment Station, 190 acre 100 year old station with special emphasis on Grape Ge-netics and Breeding, as well as viticulture and enology. Applications will be accepted until a suitable candidate is selected. Eval-uation of applicants will begin March 17, 2014. Missouri State University is an Equal Opportunity/Affirmative Action Institu-tion. Employment will require a criminal background check at University expense. Apply at http://jobs.missouristate.edu/post-ings/11836 Questions: arbindrarimal@mis-souristate.edu

Animal/Equine Science: Assistant/Associate Professor of Animal/Equine Science. Mur-ray State University. Full- time, nine-month, tenure-track position to begin August 15, 2014, in the Hutson School of Agriculture, the seventh largest non-land grant school of agriculture in the United States. Ph.D. in Animal/Equine Science or documented plan to receive doctoral degree by August 2014. Previous college-level teaching expe-rience in food animal science is preferred for assistant professor and required for as-sociate professor. Will teach undergraduate courses in animal/equine science including (but not limited to) nutrition, reproduction, and animal breeding core classes. Responsi-bilities also include academic advising; stu-dent recruitment; course development; ad-vise student clubs and organizations; work closely with equine and livestock managers; interact with an industry advisory commit-tee; and develop a working relationship with relevant industries. Additionally, the suc-cessful candidate will be expected to en-gage in a focused program of scholarly ac-tivity resulting in peer-reviewed publications

and presentations. Participation in profes-sional development activities and service/leadership to the school, university, indus-try and state, regional, and national profes-sional organizations will be expected. Actu-al teaching assignments will be based on the specific strengths of the successful candi-date and the curricular needs of the school. The ability to teach and work in a multidis-ciplinary School of Agriculture is expected. Application Deadline: March 3, 2014. To ap-ply please visit: http://www.murraystatejobs.com/postings/2748. Women and minorities are encouraged to apply. Murray State Uni-versity is an equal education and employ-ment opportunity, M/F/D, AA employer.

Art/Animation: Assistant Professor of Art/Animation School of Art Ball State Univer-sity Muncie, Indiana Tenure-track faculty position available August 15, 2014, for an animation artist. Responsibilities: teaching a range of art and animation courses within a menu of beginning to advanced classes in the Department of Art as well as research and service expectations for the department and university. Minimum qualifications: MFA in animation or a clearly related dis-cipline by the time of appointment; exper-tise in 3D modeling, animation, and other time based and 2D applications; record of scholarly/creative productivity and the abil-ity to work collaboratively within the uni-versity and department. Preferred qualifi-cations: collegiate and graduate level teach-ing experience; significant exhibition record; professional work experience; knowledge of the history and criticism of the electronic arts; experience in installation and interac-tive approaches; ability to convey the rela-tionship between technology and aesthetics. For more information, please go to http://www.bsu.edu/hrs/jobpostings . Ball State University is an equal opportunity, affirma-tive action employer and is strongly and ac-tively committed to diversity within its com-munity.

Asian Languages: The Department of Asian Languages and Civilizations at Seoul Na-tional University invites applications for a professorship (tenure-track, open rank) in South Asian studies (religion - excepting Buddhism - literature, history). The suc-cessful candidate will be expected to have extensive research experience in South Asian countries and to teach intermediate or advanced courses in Sanskrit in addi-

tion to those of his/her own specialization. A Ph.D. degree is required for the appoint-ment. Please submit a letter of application, a CV, sample publications (in PDFs) and three letters of recommendation to: Profes-sor Juhyung Rhi, jhrhi@snu.ac.kr; Chair of South Asian search committee. Depart-ment of Asian Languages and Civilizations, Seoul National University, Seoul, 151-745, South Korea.

Biology: The Department of Biology at Methodist University invites applications for a full-time, tenure-track Assistant Pro-fessor position in Micro/Cell Biology be-ginning August 2014. Applicants with mo-lecular biology experience are strongly pre-ferred. Applicants are expected to hold an earned doctorate (ABD considered) in Bi-ology or a closely related field. The suc-cessful candidate will also demonstrate a commitment to excellence in undergradu-ate teaching. Members of our department teach General Biology as well as additional advanced course(s) reflecting their particu-lar expertise that complement our existing curriculum. Our standard teaching load is three courses, with laboratories, per semes-ter. Please send a letter of application, cur-riculum vitae, statement of teaching philos-ophy, transcripts, a list of 3 references, and a completed Methodist University employ-ment application which can be found on the University’s website to Human Resources, Methodist University, 5400 Ramsey Street, Fayetteville, NC, 28311 or hr@methodist.edu. Questions about the position may be addressed to Dr. Matthew Kesic, Chair of the Search Committee at mkesic@meth-odist.edu or 910-630-7295. Review of ap-plications will begin on February 15, 2014 and will continue until the position is filled. AA/EOE

Biostatistics: The Division of Biostatistics, Department of Pharmacology & Experi-mental Therapeutics at Thomas Jefferson University is seeking an Instructor or As-sistant Professor (both tenure-eligible) to conduct innovative methodological and col-laborative research in cancer and related studies and to teach biostatistics in Jeffer-son Graduate School of Biomedical Scienc-es and Jefferson Medical College academic programs. Applicant is expected to perform administrative duties, such as mentoring and curriculum development, as assigned. There are currently four full-time faculty

members at the Division of Biostatistics, along with five staff statistical analysts who are engaged actively in extramurally-fund-ed statistical and biomedical research. Must have Ph.D. in Biostatistics, Statistics, or an equivalent field; and Bibliography of peer-reviewed publications in statistical method-ology. Current interests of faculty include: clinical trials, molecular epidemiology, sur-vival analysis, multivariate models, semi-parametric methods, longitudinal methods, diagnostic testing, optimal epidemiologic design, and prevention and therapeutic tri-als. Submissions should include a letter of intent, curriculum vitae, and names and contact information for three references. Review of applications will commence im-mediately and will continue until positions are filled. Applicant materials should be e-mailed or mailed to: Gloria Elnitsky, Gloria.Elnitsky@jefferson.edu, Division of Biosta-tistics, Department of Pharmacology & Ex-perimental Therapeutics, Thomas Jeffer-son University, 1015 Chestnut Street, Suite M100, Philadelphia, PA 19107.

Business Management: (Assistant Profes-sor, tenure-stream), beginning Fall 2014. Ph.D. and commitment to teaching under-graduates required. Applicants must be able to teach the following: Principles of Man-agement, Capstone/Strategic Management, Business Ethics, Global Issues in Manage-ment, Supply Chain, and Logistics. Re-search, advising and community service are also position requirements. Submit letter of application, C.V., statement of teaching philosophy, and research interests (a state-ment of experience working with students of diverse backgrounds as well as evidence of teaching proficiency is encouraged), and names and contact information for three references to: Don Lewicki (busmgmt@

pitt.edu), Search Committee Chair, Uni-versity of Pittsburgh at Bradford, 300 Cam-pus Drive, Bradford, PA 16701. http://www.upb.pit.edu/acadsearch. Review of com-pleted applications will begin February 14, 2014, and continue until position is filled. Pitt-Bradford is a beautiful, friendly cam-pus with an emphasis on teaching. While faculty have the advantage of the expansive resources and research opportunities avail-able through the University of Pittsburgh system, they also enjoy one-on-one contact with their students in a secure, personalized environment. Individuals representing all aspects of diversity are encouraged to apply. The University of Pittsburgh is an Affirma-tive Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity.

Business: Wesleyan College invites applica-tions for an Assistant Professor of Business. We seek an energetic, student-centered fac-ulty member who will be primarily respon-sible for teaching Principles of Marketing and Advertising to undergraduate students and Strategic Marketing at the graduate lev-el. The successful candidate must be willing to teach day, evening, and weekend courses, advise students, pursue research, and serve on committees. For more information go to http://www.wesleyancollege.edu/about/em-ployment.cfm

Chemistry/Biochemistry: The Georgia In-stitute of Technology, School of Chemis-try and Biochemistry in Atlanta, GA, in-vites applications for a non-tenure track, 12 month Academic Professional position to fill the role of Director of Graduate Stud-ies. A Ph.D. with relevant interest and/or ex-perience is required. The position is avail-

EVERETTCOMMUNITY COLLEGE

Everett Community College in Everett, WA is hiring for the following postions:

Tenure Track Deadline Date

Management:

http://apptrkr.com/429184

EOE

LEAD WITH YOUR LIFE. Gordon College is recruiting accomplished individuals with college faculty experience and proven leadership acumen to fill three new positions. These leaders must demonstrate an ability to work collaboratively to develop and manage programs and personnel, have a strong track record in scholarship, a passion for teaching and mentoring, and a commitment to preparing Christian men and women for lives of service and leadership worldwide.

WE ARE WELCOMING CANDIDATES FOR THESE FACULTY LEADERSHIP POSITIONS:

Dean for the Social and Natural SciencesDean for the Humanities and Fine ArtsChair of the Department of Music

As one of the country’s top liberal arts colleges with a vibrant Christian community, Gordon is uniquely positioned to lead the conversation at the intersection of faith and cultural engagement. We need leaders and scholars with a depth of understanding, a breadth of knowledge, and the desire to be part of the dialogue.

The review of applicants will begin on February 15. Applicants need to submit a curriculum vitae which includes the names of 3 references, and a letter of application that addresses their fit with the Christian mission of Gordon College and with the specific position.

For more information and how to apply, visit www.gordon.edu/inspire

Gordon College strives to graduate men and women distinguished by intellectual maturity and Christian character, committed to lives of service and prepared for leadership worldwide.

Gordon College is an Equal Opportunity Employer and believes that diversity is necessary to our ability to achieve our goals and educational mission. Women and men, and members of all racial and ethnic groups, are encouraged to apply.

GORDON COLLEGE | 255 Grapevine Road, Wenham MA 01984-1899 | 978 927 2300 | www.gordon.edu

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able immediately. Please submit a cover let-ter, CV, statement of graduate education interests and the names of three referenc-es via: https://academicjobsonline.org/ajo/jobs/3829. A complete description of the re-sponsibilities associated with the position is available at the above link. References will be contacted only if the candidate is a final-ist for the position. Review of applications will begin February 24, 2014 and will contin-ue until the position is filled. Georgia Tech is an equal education/employment opportu-nity institution.

Computer Science: Research Faculty - Big Data Old Dominion University’s (ODU) Virginia Modeling, Analysis and Simula-tion Center (VMASC) is seeking full-time (non-tenure-track) research faculty with demonstrated ability to develop and con-duct a funded research program focusing on modeling, analysis, and visual represen-tation of “big data.” Specific areas of exper-tise include, but are not limited to: gather-ing, mining, and analyzing large data sets, use of multiple visualization methods and software to represent data relationships,

and developing models that represent the underlying data relationships. The posi-tion is aimed at providing big data mining and analysis expertise towards studying hu-man behavior, insight, and prediction. Da-ta sources include, but not limited to, cell phones, smart apps, and social media. The position requires a Ph.D. in modeling and simulation, computer science, statistics, or disciplines where mining and analysis of large data sets are conducted. Candidates must have excellent oral and written com-munication skills and show a record of writ-

ing and publishing journal and conference proceedings as well as seeking and obtain-ing external funding. Prospective candidates need to have strong inter-personal skills and be team-oriented. Programming skills (e.g., C++, Java R) Apache Hadoop, and Apache Mahout are highly desirable. Title and sal-ary based on qualifications and experience. A letter of application and current resume or curriculum vitae and contact information for three professional references should be sent to: Ms. Sheila Flanagan, Director of Administration & Support, E-mail: vmasc-search@odu.edu Position application review will begin March 21, 2014 and continue until the position is filled. VMASC is one of the world’s leading research centers for comput-er modeling, simulation, and visualization (MS&V). The mission of the Center is to conduct collaborative MS&V research and development, provide expertise to govern-ment agencies and industry, and to promote ODU, Hampton Road and Virginia as a cen-ter of MS&V activities. The Center has over 40 research and administrative staff and works closely with faculty researchers from across the University. In 2012, the Center conducted approximately $6M in funded re-search. ODU offers bachelors through doc-toral degrees as well as certificate programs in Modeling and Simulation (M&S) sup-ported by faculty in the Modeling, Simula-tion and Visualization Engineering Depart-ment in the Batten College of Engineering and Technology and research faculty from VMASC. There are approximately 50 mas-ters’ and 50 doctoral students enrolled in M&S programs and another 20 students are enrolled in graduate certificate programs re-lated to M&S. Old Dominion University is an equal opportunity, affirmative action in-stitution and requires compliance with the Immigration Reform Act of 1986.

Computer Science: Tenure track Assistant/Associate Professor in Computer Science position, starting in August 2014. Duties in-

clude teaching a wide variety of undergrad-uate and graduate courses, conducting re-search and participating in faculty gover-nance. Must have an earned doctorate in Computer Science or related field by August 2014. Must show potential for research, and be familiar with distance learning technol-ogy. The department has a particular inter-est in specialists in Database Management Systems, Data Mining, Systems Analysis and Design, and Information Systems Proj-ect Management.

Criminal Justice: The Criminal Justice De-partment at the University of Central Mis-souri invites applications from general-ist candidates for one tenure track assis-tant professor position and one non-tenure track assistant professor position to begin fall 2014. To apply: Complete on-line facul-ty profile at https://jobs.ucmo.edu. Contact: Professor Benecia Carmack, Search Com-mittee Chair, Criminal Justice Dept., UCM, Warrensburg, MO 64093, bcarmack@ucmo.edu, (660) 543-8891. Screening begins Feb-ruary 23rd and continues until filled. AA/ADA/EEO.

Design: Assistant Professor of Design, Memphis College of Art. Teach and partici-pate in the expansion of the college’s exist-ing Design curriculum. Render general col-lege service and student advising, maintain-ing creative output consistent with the mis-sion of a professional art school. Must have MDes or MFA. Ability to bridge analog (drawing) and digital media methods and 2-D and 3-D approaches, and 2 years design experience 1 of which much include mobile application design. Background in emerging practice areas (e.g. User Experience Design, Information Architecture, and Interaction Design) required. Must demonstrate profi-ciency in Adobe Creative Suite, and industry standard technologies. Submit applications electronically to hr@mca.edu.

OHLONE COLLEGE a California Community College

located in Fremont, has the following full-time tenure track faculty openings:

Accounting

Biology (Anatomy & Physiology)

Speech and Communication Studies

Sociology

Theatre (Acting and Directing)

For more information and to apply, visit: http://apptrkr.com/432036

EOE

Fremont/Newark, CA

Founded in 1911, The University of Hong Kong is committed to the highest international standards of excellence in teaching and research, and has been at the international forefront of academic scholarship for many years. The University has a comprehensive range of study programmes and research disciplines spread across 10 faculties and over 140 academic departments and institutes/centres. There are over 27,800 undergraduate and postgraduate students coming from 50 countries, and more than 2,000 members of academic and academic-related staff, many of whom are internationally renowned.

Tenure Track Assistant Professor in the Centre for Applied English Studies

(Ref.: 201400046)Applications are invited for appointment as Assistant Professor in the Centre for Applied English Studies, tenable from September 1, 2014, on a three-year fi xed-term basis, with the possibility of renewal. An appointee with demonstrated excellence and contributions will be considered for tenure towards the end of the second three-year contract.

Applicants should have a Ph.D. degree in Applied Linguistics or a closely related fi eld, and a very good record of teaching courses in Applied Linguistics and in English for Academic Purposes to students in a range of disciplines, preferably with experience of teaching at postgraduate level. They should also have a good publication record with potential to attract research grants. The appointee will be required to teach a range of English for Academic Purposes courses at undergraduate level, to teach on the Centre’s M.A. programme, to supervise doctoral students and to carry out research in aspects of language teaching and learning which are relevant to the programmes of the Centre. He/She will be expected to make a major contribution to academic and administrative leadership. Information about the Centre can be obtained at http://caes.hku.hk/.

A globally competitive remuneration package commensurate with qualifi cations and experience will be offered. At current rates, salaries tax does not exceed 15% of gross income. The appointment will attract a contract-end gratuity and University contribution to a retirement benefi ts scheme, totalling up to 15% of basic salary as well as annual leave and medical benefi ts. Housing benefi ts will be provided as applicable.

Applicants should send a completed application form and an up-to-date C.V. to caesappt@hku.hk. Application forms (341/1111) can be obtained at http://www.hku.hk/apptunit/form-ext.doc. Further particulars can be obtained at http://jobs.hku.hk. Closes March 14, 2014.

The University thanks applicants for their interest, but advises that only shortlisted applicants will be notifi ed of the application result.

The University is an equal opportunity employer and is committed to a No-Smoking Policy

Thinking Matters Fellows STANFORD UNIVERSITY

Teaching Positions for the Freshman Liberal Education Requirement2014-15

The Office of the Vice Provost for Undergraduate Education (VPUE) at Stanford University is now accepting applications for 8-10 positions to teach Thinking Matters, a new required program that honors the freshman educational tradition first established at Stanford in 1919. Thinking Matters courses foster intellectual curiosity and the development of critical inquiry skills and support first-year students in achieving a successful transition to college-level learning. We invite applications from candidates with a background in Gender Studies; Sociology; American Studies (history, literature, and social science); Philosophy (philosophy of science, political philosophy, and ethics); Literature (Medieval, European, and Global); Religious Studies (stories and narrative); Anthropology (Medical and Cultural); Physics; and other quantitative fields (e.g. engineering, mathematics, statistics). Eligible candidates will have earned a doctorate in a relevant field, conferred no earlier than 2008 and no later than June 2014.

Fellows will be placed on teaching teams in three different courses, one each in autumn, winter and spring quarters. Fellows lead seminar discussions for two sections (averaging 15 students each) that meet twice weekly; they individualize student learning through regular tutorial sessions; and they coordinate instruction with plenum lectures given by Stanford faculty. The appointment begins August 1, 2014 for a one-year term that is renewable for two additional years depending on programmatic need and job performance. Annual starting salary will be at least $56,900 with a supplemental stipend of $2,000 for research and scholarship.

Applicants must provide evidence of teaching excellence and proof of intellectual flexibility as well as a strong record of scholarship. Other desired qualifications are: experience teaching first-year university students; familiarity with team teaching, and demonstrated experience with developing students’ skills in critical thinking, writing, discussion, and analysis.

In the application process all candidates will be asked to identify which courses best fit their teaching experience and training. For information on Thinking Matters courses offered in 2014-15 and instructions on completing an application through Interfolio, go to:https://undergrad.stanford.edu/programs/thinking-matters/teach/open-fellowship-positions/thinking-matters-fellowship

Applications opened on December 24, 2013 and close February 28, 2014 and must be submitted through Interfolio. Offers of employment are made contingent upon the candidate being able to demonstrate eligibility to work in the US and successful completion of a background check.

Stanford University is an Equal Opportunity employer committed to diversity of staff.

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Economics: The Department of Econom-ics anticipates a tenure track opening at the Assistant or Associate level beginning Au-gust 2014, subject to budgetary approval. We seek a candidate in Macroeconomics. Par-ticular interest will be given to those with an empirical focus. A completed Ph.D. is pre-ferred; otherwise, completion is expected by August 2014. Candidates must demonstrate a record of or potential for strong teach-ing and research which results in refereed publications. The typical teaching load is 3 course sections per semester. There are op-portunities, based on research performance, for reduced teaching load and summer re-search support. Submit cover letter, CV, 3 letters of recommendation, a copy of gradu-ate transcripts, evidence of effective teach-ing if available, a statement of teaching phi-losophy, and a published or unpublished research paper. Complete applications re-ceived by March 15, 2014 are ensured con-sideration. Position is open until filled. An equal opportunity-affirmative action em-ployer. Criminal background check required for employment. UWW is located in south-eastern Wisconsin, roughly one hour from both Milwaukee and Madison, and the Eco-nomics Department is in the AACSB-ac-credited College of Business and Econom-ics. Please submit application materials to Dr. Yamin Ahmad, c/o Macro Recruitment, Dept. of Economics, University of Wiscon-sin-Whitewater, 800 W. Main, Whitewater, WI 53190, ahmady@uww.edu.

Economics: The Department of Economics at Emory University invite applications for a tenure track assistant professor position in macroeconomics/ monetary economics. Ph.D. in economics, a strong research re-cord, and evidence of teaching excellence are required. The faculty member will teach graduate and undergraduate courses and serve on dissertation committees. Applica-

tion should include a cover page, cover let-ter, curriculum vitae, copies of recent re-search papers, official transcript, and three letters of reference. We will begin the review process March 7, 2014. Women and minori-ties are particularly encouraged to apply. Emory University is an AA/EOE employer. To apply: Macroeconomics Search Commit-tee, Department of Economics, 1602 Fish-burne Drive, Emory University, Atlanta, GA 30322-2240. Only files received by March 7, 2014 will receive full consideration.

Education/History: The Department of Ed-ucational Leadership & Policy Studies in the Jeannine Rainbolt College of Educa-tion at the University of Oklahoma invites applications for a tenure-track faculty po-sition, with appointment beginning Au-gust 2014. The Educational Studies (EDS) program offers both M.Ed. and Ph.D. de-grees in philosophy, history, and sociology of education while also serving undergrad-uate teacher education and graduate-lev-el Women’s & Gender Studies. Informa-tion about the EDS program is available at http://www.ou.edu/content/education/elps.html. Assistant Professor, Expertise in His-tory of Education. For a more detailed de-scription, see http://www.ou.edu/jrcoe/eds.pdf. Required Qualifications: The success-ful candidates will possess an earned doc-toral degree in Education or History, with evidence of scholarship in history of educa-tion; commitment to preK-20 public educa-tion and activities appropriate to a research-intensive institution; willingness and abili-ty to work collegially with diverse graduate students, staff, and faculty; and scholarly en-gagement in interpretive, critical, normative inquiry in/about education for social justice, nonviolence, and democratic life. Applica-tions: Review will begin March 10, 2014, and continue until the position is filled. Submit a letter of application, current CV, an essay

(500-1000 words) that theorizes historical learning’s value for professional leadership and public understanding of educational policy and practice, 1-3 samples of histori-cal scholarship in education, unofficial tran-scripts, and names and contact information of three references. Submissions should be in MS Word or PDF format and be emailed to educationalstudies@ou.edu. The Univer-sity of Oklahoma is committed to a policy of affirmative action and aggressively pursues the employment of members of underrepre-sented groups.

Education: Location: Belleville, IL. Start Date: Summer or Fall Semester of 2014. Purpose of Position: Teach, advise and mentor in the Education Program. Du-ties & Responsibilities: Teach four cours-es per semester, two during the summer, and a January term class; advise students; participate in committee work when com-mensurate with departmental needs; and perform other duties as assigned. Position Requirements: Strong interpersonal skills are essential, as are a passion for teaching and a commitment to growing and enhanc-ing the department and University. Educa-tion Requirements: Doctorate in education. Experience Requirements: Teaching expe-rience with a background in special educa-tion is preferred. Hours/Days: 40-50 hours per week. Exempt/nonexmpt status: Exempt. Closing Date: Open until filled. How to Ap-ply: Submit cover letter and curriculum vita to LUHR@Lindenwood.edu.

Education/Online: DePaul University School for New Learning (SNL) seeks to add to its diverse faculty a Director of On-line Learning, which is a tenure track asso-ciate professor to lead its online learning ef-fort, SNLonline, and contribute to expand-ing DePaul’s overall online strategy. One of ten colleges within DePaul, the School for

New Learning has for 40 years been dedi-cated to adult students. One of its signa-ture qualities has been a personalized ap-proach. Each student has a Faculty Mentor, Professional Advisor and Academic Advi-sor available for ongoing advice and indi-vidual program design. SNL’s programs are flexible and emphasize learning from expe-rience. This combination makes them ide-al for online study. From the earliest days of “distance learning,” the college has of-fered its signature undergraduate program online and introduced hybrid and blended study options. In 2013, approximately 50% of SNL’s 2,300 undergraduates elected to study either fully or partially online, draw-ing on a mix of coursework, independent study, and prior learning assessment offer-ings. Now the college is eager to develop ad-ditional alternatives, including bringing its graduate programs online. The Director of SNLonline will join 38 resident and 100 part-time faculty and lead a staff of 10, in-cluding an associate director; four full-time and one part-time instructional designers; two technical staff; and two support staff, plus student workers. The Advising Center also provides support. Primary responsibili-ties for the Director, who reports to the As-sociate Dean for Curriculum, Instruction and Assessment, include: designing and im-plementing a long range strategy for online programs and courses, developing new pro-

The College of Engineering & College of Fine Arts,University of Nevada LasVegas (UNLV) invites applica-tions for a full-time, non-tenure, tenure-track, or tenuredposition at the Assistant/Associate level in the area ofautomation, embedded controlsystem design, motion controlsystems design, and mecha-tronics related to EntertainmentEngineering and Design com-mencing Fall 2014.

For a complete positiondescription and applicationdetails, please visithttp://jobs.unlv.edu or call(702) 895-2894.

EEO/AA Employer

EntertainmentEngineering Faculty

Assistant Professor of Lighting DesignInstructor of Senior Level Acting

Positions Begin August 16, 2014

CHAIR, DEPARTMENT OF DANCEPosition: The Conservatory of Performing Arts at Point Park University invitesapplications for the Chair of the Department of Dance, a tenure-track position atthe Assistant or Associate Professor rank, starting August 1, 2014. The Chairserves as the academic and administrative leader for a department of 250 stu-dents and twelve full-time faculty members, and provides the strategic vision forthe continuous improvement of programs, services and operations. In addition toteaching, the Chair leads the faculty in assessment, recruiting, student retention,and curriculum development. Duties include advising faculty, scheduling courses,presiding over department meetings, coordinating tenure and promotion com-mittees, strategic planning, managing department budgets, maintaining accredi-tation, serving as the department ombudsman, and developing and maintainingstrategic partnerships.

Qualifications: An MFA in Dance, Choreography or related terminal degree, a min-imum of five years of university teaching experience, three years experience inmanagement or academic administration, and five years of professional danceexperience. Must be able to teach all levels of technique within area of expertise(Ballet, Jazz, or Modern), choreograph and/or stage works from repertoire.

About the University: Point Park University is a vibrant, urban campus located atthe periphery of historic Market Square, in downtown Pittsburgh with an enroll-ment of approximately 4000 full and part-time students in more than 50 areas ofacademic study.

With over 250 full-time undergraduate students, the Dance Department is one ofthree departments in the University's prestigious and nationally recognizedConservatory of Performing Arts. The department offers a B.F.A. and B.A. degreesin Dance, with concentrations in Ballet, Jazz and Modern, and a B.A. degree inDance Pedagogy. Admission is highly competitive and the programs are profes-sionally oriented with rigorous training in dance technique and a strong academ-ic curriculum, which provides the skills needed for success in today’s world andalso addresses social, cultural and political issues.

Application:Please submit a letter of application, CV, statement of teaching phi-losophy, list of three professional references with contact information, and sam-ples of creative work via DVD or URL to: Office of the Dean, Conservatory ofPerforming Arts, Point Park University, 201 Wood Street, Suite 625 LH,Pittsburgh, PA 15222 or by e-mail to: Conservatory@pointpark.edu. If submit-ting your application by e-mail, please note that the subject line MUST STATE theposition for which you are applying. Review of applications will begin on February17, 2014 and continue until the position is filled. Positions are subject to approvaland funding. For additional information, visit www.pointpark.edu. Salary is com-mensurate with credentials and experience.

Point Park University is an Equal Opportunity Employer.

www.pointpark.edu

HUMANITIES

FEBRUARY 7, 2014 � THE CHRONICLE OF HIGHER EDUCATION A49

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grams for online delivery,maximizing effec-tive use of emerging technologies for teach-ing and advising, recruiting and providing professional development for full-time and part-time faculty, consulting with the Office of the Provost and other leaders in online learning on university online strategies, As an associate professor, he or she will carry teaching, advising, and assessment respon-sibilities about 40% of the position. The ideal candidate will have an active scholar-ly record related to online education, pref-erably with a focus on nontraditional stu-dent success. The candidate will also have an entrepreneurial mindset and strong in-terpersonal and networking skills. He/ she will have experience teaching; designing curricula and courses for adults; supervis-ing staff; and managing complex projects. Finally, he/she should have experience en-gaging with socially, culturally, and ethni-cally diverse students and faculty. The po-sition requires a terminal degree and an ac-tive scholarly and /or creative agenda suffi-

cient to advance toward tenure at DePaul University. Application deadline: January 31, 2014 before midnight. To apply: http://www.facultyopportunities.depaul.edu/ap-plicants/Central?quickFind=51074 As an Equal Employment Opportunity (EEO) employer, DePaul University provides job opportunities to qualified individuals with-out regard to race, color, ethnicity, religion, sex, sexual orientation, national origin, age, marital status, physical or mental disability, parental status, housing status, source of in-come or military status, in accordance with applicable federal, state and local EEO laws.

Engineering: Energy Science and Technol-ogy (Assistant Professor, tenure stream), beginning Fall 2014. Ph.D. in Engineer-ing or energy-related area. Commitment to undergraduate teaching on a rural campus required. Undergraduate teaching experi-ence in energy-related courses, and/or pro-gram development experience, a plus. Sub-

mit letter of application, CV, teaching state-ment, 3 letters of recommendation to Dr. David Soriano, Search Committee Chair, University of Pittsburgh at Bradford, 300 Campus Drive, Bradford, PA 16701. http://www.upb.edu/acadsearch. Review of com-pleted applications will begin February 15, 2014, and continue until position is filled. Pitt Bradford is a beautiful, friendly cam-pus with an emphasis on teaching. While faculty have the advantage of the expansive resources and research opportunities avail-able through the University of Pittsburgh system, they also enjoy one-on-one contact with their students in a secure, personalized environment. Individuals representing all aspects of diversity are encouraged to apply. The University of Pittsburgh is an Affirma-tive Action/Equal Opportunity Employer

and values equality of opportunity, human dignity and diversity.

Exercise Science: (Assistant Professor, ten-ure stream), beginning Fall 2014. Ph.D in Exercise Science and/or related field and a commitment to undergraduate teaching re-quired. Applicants must be able to teach a variety of exercise science courses, includ-ing Clinical Exercise Physiology, Exercise Prescription and Assessment, and Exercise Prescription for Special Populations. ACSM or NSCA certification preferred. Applicants should demonstrate an ability to advise un-dergraduate students, establish and main-tain an active research program, and pro-vide service to the department and univer-sity. Submit letter of application, C.V., state-ment of teaching philosophy, and research

Kilachand Teaching FellowThe Kilachand Honors College at Boston University (http://www.bu.edu/khc/) invites applications for three-year teaching post-doc or post-mfa fellowships beginning fall 2014. Kilachand Fellows will teach a writing-intensive freshman course, "Modernity and its Discontents," which examines fundamental ethical, social, and aesthetic issues by focusing on major modernist texts in literature, philosophy, social thought, and the arts. We seek exceptional scholars and writers who have broad knowledge of modern culture and thought as well as experience in subject-area teaching and the teaching of writing. Fellows will receive a competitive salary and benefits. Applications, consisting of a cover letter relating your teaching and research/creative interests to the interdisciplinary mission of Kilachand Honors College, a CV, a 1500-word description of your scholarly/creative work, and three letters of recommendation, should be submitted electronically to AcademicJobsOnline.org. Applications must be received by February 28, 2014. Candidates will have received an MFA or a Ph.D. in history, history of art and architecture, literature, philosophy, political or social theory, or a closely-aligned field by July 1, 2014.

Boston University is an Equal Opportunity/Affirmative Action Employer and strongly encourages applications from women and

members of underrepresented minority groups.

DEPARTMENT OF PSYCHOLOGYASSISTANT PROFESSOR – PSYCHOLOGY

The Department of Psychology at the State University of New YorkCollege at Oneonta invites applications for a tenure track position asan Assistant Professor beginning August 2014. The initialappointment will be for two years. Expectations include teaching,research, student advisement, college service, and continuingprofessional development. SUNY Oneonta is a comprehensive,public, liberal arts and sciences college with 6,000 students. TheCollege is ranked among the top 100 colleges in the Northeast byU.S. News & World Report. Psychology is a thriving department ofeight full-time faculty members pursuing a variety of researchinterests that create an engaging learning environment, distinguishedby highly accessible faculty, teamwork, research opportunities forstudents, and information technology-supported classrooms. Tolearn more about the College or the Department, please visitwww.oneonta.edu or www.oneonta.edu/academics/psyweb/.Preference will be given to candidates who have experience withdiverse populations, and/or teaching pedagogies and/or multiculturalteaching experience.

For a complete description of this position, go to:www.oneonta.edu/employment.

To apply online, go to:http://oneonta.interviewexchange.com/

candapply.jsp?JOBID=46096.

For other employment and regional opportunities, please visit ourwebsite at: www.oneonta.edu/employment.

SUNY Oneonta values a diverse college community. Please visit ourwebsite on diversity at: www.oneonta.edu/home/diversity.asp.Moreover, the College is an EEO/AA/ADA employer. Women, personsof color, and persons with disabilities are encouraged to apply.

Chair, Department of Social WorkThe College of Health and Human Services

The Department of Social Work at UNC Charlotte seeks an energeticindividual to lead all aspects of the Department, including itstransformation into an accredited School of Social Work.Qualifications: Candidates must possess a doctorate in social work or arelated field. An MSW from a CSWE-accredited program is stronglypreferred. If a candidate possesses a doctorate in a related field, anMSW from a CSWE-accredited program is required. The successfulcandidate is expected to have a strong track record of excellence inleadership, teaching, scholarship and externally funded research, skillsin engaging community stakeholders, and commitment to promotingdiversity. The successful candidate will be able to articulate a clear andthoughtful vision for social work’s role within the evolving nationalhealthcare agenda. Applications from candidates with administrativeexperience in higher education (e.g., serving as a department chair ordirecting an accredited program in social work) are particularly sought.Given the high level of collaboration among units in the College ofHealth and Human Services, the ideal candidate will exhibit excellentcommunication skills and demonstrate the ability to further enhance theinterdisciplinary environment within the College.This is a full-time, 12-month appointment as Department Chair, with ananticipated start date of August 1, 2014. To learn more about theDepartment, go to: http://socialwork.uncc.edu/.To learn more about the position and apply, go to:https://jobs.uncc.edu. Search for Position # 7591.Review of applications will begin on February 24, 2014 and continueuntil the position is filled. Inquiries and nominations should be directedto the Search Committee Chair: Dr. Scott Gordon (704-687-0855 orScott.Gordon@uncc.edu).As an EOE/AA employer and an ADVANCE Institution that strives tocreate an academic climate in which the dignity of all individuals isrespected and maintained, the University of North Carolina at Charlotteencourages applications from all underrepresented groups. All finalistsare subject to criminal background checks.

Teacher Education PositionLITERACY

Elmira College is seeking an outstanding tenure-track professor in Literacy Education at a well-established small liberal arts college, beginning date July, 2014. RANK OPEN. Salary is commensurate with experience.

Th is position requires an appropriate doctorate, literacy certifi cation K-12, and literacy teaching experience in schools. Teaching assignments at the master’s level may include some of the following courses: Literacy Acquisition, Literacy Assessment and Intervention, Literacy in the Content Areas, and Developing and Administering Literacy Programs. Undergraduate teaching responsibilities may consist of such courses as Literacy Acquisition and Development for Preschool and Elementary School Learners, Teaching Literacy in the Elementary Schools, Content Literacy in the Middle Schools, and Content Literacy in the Secondary Schools. A combination of undergraduate and graduate level teaching will be required. Supervision of student teachers may be needed, with the potential of supervising at an international site.

Elmira College, the fi rst college to off er a comprehensive curriculum for women, and home of the Center for Mark Twain Studies, is a small, well-established, residential, liberal arts college in a pleasant community in the Finger Lakes region of New York State (county population 80,000).

All tenure-track faculty positions require academic and career advising, and scholarly or artistic achievement. EOE. Elmira College may request a criminal background and drug screening prior to employment.

Send (1) a letter with salary expectations or history, (2) curriculum vitae, (3) copies of recent course evaluations, (4) examples of scholarly writing, (5) a statement of teaching philosophy, (6) graduate transcripts, (7) a list of fi ve professional references with names, titles, addresses, and phone numbers, and (8) three current letters of recommendation to Dr. Linda Pratt, Executive Director of Teacher Education, Literacy Education Search, Elmira College, One Park Place, Elmira, N.Y. 14901 or email lpratt@elmira. Email inquiries to lpratt@elmira.edu or call (607) 735-1911.

Application deadline: Open until position is fi lled.

Assistant/Associate ProfessorHigher & Postsecondary Education

For position details and application instructions, visit our website at education.asu.edu/job-opportunities

At Arizona State University’s Mary Lou Fulton Teachers College we are dedicated to preparing the next generation of education leaders, focusing on scholarship that positively impacts local, national and global communi-ties and influences PreK-20 education. The Teachers College benefits from a legacy of excellence in scholarship and research — our education graduate programs have been ranked among the best by U.S. News & World Report for 12 consecutive years. We welcome individuals who wish to build the future of education within one of the most innovative and largest research and teacher preparation programs in the nation. We serve more than 5,000 students across four ASU campuses in the Phoe-nix metropolitan area, at partner school districts statewide and online. The College is a recognized leader in cultivating mutually beneficial partner-ships and using technology to prepare excellent teachers and school leaders who apply evidence-based knowledge that positively impacts students, families and the community.

Teachers College offers rigorous undergraduate and graduate degree programs. The College is dedicated to supporting faculty members so they can provide excellent instruction to students while pursuing bold scholar-ship that is changing the face of education. Teachers College’s award-winning faculty members are recognized for their master teaching by the university, community organizations, national and international organiza-tions.

Arizona State University, a respected research institution in the Pac-12 Conference, is developing a new model of an American research universi-ty: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, also consider the public good; and one whose faculty expands the concept of community service by accepting major responsibility for the health, economic and social development of its community.

Arizona State University is an equal opportunity/affirmative action employer. Women and minorities are encouraged to apply. For a complete statement of

ASU’s non-discrimination statement, refer to asu.edu/titleIX/.

SOCIAL & BEHAVIORAL SCIENCES

University of Cincinnati

The University of Cincinnati is an affirmative action/equal opportunity employer. UC is a smoke-free work environment.

INSTRUCTOR - EDUCATOR (214UC7334)

The University of Cincinnati is currently accepting applications for an Instructor - Edu-cator. Faculty teaching responsibilities include teaching 12 credit hours per autumn and spring semesters, which may include evening and/or Saturday classes, along with lecture and/or labs, ongoing scholarship/research, service to the department, college, university, and community, and willingness to participate in all departmental duties. Courses to be taught may be in CAD, Solid modeling, Tool design, Machine design, Principles of Machining, Computer Integrated Manufacturing, Rapid Prototyping, Manufacturing Materials, Manufacturing Processes, GD & T, CAM, Metrology & inspec-tion, and CNC Technology. All candidates must have the appropriate degree awarded by time of appointment.

Job Description: On a full-time basis Educator Faculty Member’s primary responsibilities involve regular classroom instruction and responsibilities in the pedagogical mission of their college of unit. Educator series faculty may also contribute to the develop-ment, administration, and operation of instructional programs, to the scholarship of teaching and learning or of their academic discipline, and to the service missions of the university. Expectations may be described in their letters of appointment and their unit reappointment and promotion criteria.

Minimum Qualifications: The position requires a bachelor’s degree in mechanical en-gineering, or closely related field (other engineering, computer science, or engineering management); 3 to 5 years college or 5 years vocational school teaching experience in CAD and related Computer Aided Manufacturing courses; and a minimum of 12 years professional experience in manufacturing and design, plus demonstrated experience in at least two of the following software programs: AutoCAD, Siemens NX5 thru NX7, Pro Engineer/Creo, Solid Edge, Inventor, or Solid Works and is familiar with CAM software such as SurfCAM, GibsCAM or MasterCAM.

To apply for position (214UC7334), please see www.jobsatuc.com

A50 THE CHRONICLE OF HIGHER EDUCATION    FEBRUARY 7, 2014

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interests (a statement of experience work-ing with students of diverse backgrounds is encouraged), and three letters of recom-mendations to: Dr. Mark Kelley (mfk7@pitt.edu), Search Committee Chair, Uni-versity of Pittsburgh at Bradford, 300 Cam-pus Drive, Bradford, Pa 16701. http://www.upb.pitt.edu/acadsearch. Review of com-pleted applications will begin February 17, 2014, and continue until position is filled. Pitt-Bradford is a beautiful, friendly cam-pus with an emphasis on teaching. While faculty have the advantage of expansive re-sources and research opportunities avail-able through the University of Pittsburgh system, they also enjoy one-on-one contact

with their students in a secure, personalized environment. Individuals representing all aspects of diversity are encouraged to apply. The University of Pittsburgh is an Affirma-tive Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity.

Fellowship: The Harvard South Asia Insti-tute is pleased to offer the Aman Fellowship to support recent Ph.D.s, those in the final stages of their Ph.D.s, and advanced pro-fessional degree holders in areas related to Pakistan, particularly areas of science and development. Priority will be given to can-

didates who demonstrate prior educational history that has taken place largely in Pak-istan, and plan to return to Pakistan upon completion of the fellowship. Fellows are ex-pected to reside in the Cambridge vicinity during the time of their award and to active-ly participate in the events and intellectual life of the Institute. Fellows are expected to contribute to the greater Harvard commu-nity by teaching, mentoring, or advising stu-dents. Total stipend for one term: $25,000 Inclusive of health insurance benefits. Round trip travel expenses to Boston will also be provided. More info: http://southa-siainstitute.harvard.edu/aman_fellowship/

Finance: As part of Iowa State University (ISU) Presidential High Impact Hires Ini-tiative to support targeted faculty hiring in areas of strategic importance, the College of Design, the Department of Finance within the College of Business, and Extension and Outreach invite applications for a tenure-el-igible position at the rank of Assistant Pro-fessor starting July 1, 2014. We are seeking an outstanding individual who will contrib-ute to teaching, research and outreach in Land and Real Estate Finance. The success-ful candidates will be teaching at the gradu-ate and undergraduate levels, and contrib-ute to the double degree in Masters in Com-munity and Regional Planning (MCRP) and Masters in Business Administration (MBA). The position’s responsibilities will be 50% extension and outreach, 25% teaching in the College of Design, and 25% teaching in the College of Business. The successful candidate will also be expected to devel-op a robust extension and outreach educa-tion program to support land development and public policy associated with property assessments. A complete position descrip-tion and how to apply can be found at http://www.iastatejobs.com and search for vacan-cy #131221. To ensure consideration, submit information by 03-16-2014; however applica-tions may be submitted until the position is filled. ISU is an EO/AA employer.

Finance: Assistant Professor of Finance. George Fox University has an opening for an Assistant Professor of Finance. The Fi-nance faculty will teach courses in Business Finance, Statistics, Advanced Corporate Finance and Seminar in Finance, liaise and coordinate with our Chinese university part-ners on our joint programs, as well as carry-ing out other faculty responsibilities, includ-ing advising students, participating in facul-ty meetings, pursuing research, and main-taining a high level of knowledge in the field. In addition to teaching at our main campus in Newberg, OR, the Finance faculty will al-so teach courses at our Portland, OR cam-pus. Minimum Requirements: Ph.D. in Fi-nance, Business Administration or a closely related field. As a Christian college rooted in the Friends tradition, candidates must support our mission of preparing students spiritually, academically and professional-ly. Please submit C.V. and faculty applica-tion http://www.georgefox.edu/offices/aca-demic_affairs/FacultyPositionOpenings/FacultyAppWritable121611.pdf by March 31, 2014, to Colleen Huffman, George Fox University College of Business, 414 N. Me-ridian Street, Newberg, OR 97132, or chuff-man@georgefox.edu.

Geography/Geosciences: Assistant Profes-sor of Geosciences - Murray State Univer-sity, full-time tenure-track position to be-gin August 2014. The Department of Geo-sciences offers undergraduate degrees with tracks in environmental geology, geograph-ic information science, geoarchaeology, and earth science. The M.S. program focuses on Geographical Information Systems (GIS), remote sensing of terrestrial and watershed environments, and archaeological informa-tion systems. Ph.D. required. ABDs with a documented plan of completion by appoint-ment date will be considered. Evidence of excellent teaching skills including use of modern classroom technologies; demon-strated research potential in physical geog-raphy as evidenced by publication or other scholarly activity; and experience with re-

mote sensing and/or GIS methodologies re-quired. Will teach introductory courses in the geosciences and upper-level courses in the candidate’s area of expertise and con-duct research, pursue external funding, and supervise student research at the undergrad-uate and graduate levels. Application Dead-line: February 21, 2014. To apply please vis-it: http://www.murraystatejobs.com/post-ings/2746. Women and minorities are en-couraged to apply. Murray State University is an equal education and employment op-portunity, M/F/D, AA employer.

Graphic Design: The School of Cinema & Interactive Media at DePaul University in-vites Graphic Designers to apply for a full-time, tenured or tenure-track position (all ranks) in our innovative new Graphic De-sign program, located in the heart of Chi-cago’s vibrant Loop and Lincoln Park com-munities. The Graphic Design program is part of the School of Cinema & Interac-tive Media, which includes cross-disciplin-ary programs in Interactive Media, Cine-ma, Animation, and Game Design, includ-ing five graduate and seven undergraduate programs, with close to 1400 students. Vis-iting Designers recently have included Jere-miah Chiu from Plural, Bud Rodecker from 3st, and Katherine Walker from VSA Part-ners. Ideal candidates for the position will have substantial teaching and creative expe-rience in one or more of the following ar-eas: motion graphics, art direction, web de-sign, interactive design, and experience de-sign. Job responsibilities include teaching, advising, service, supervising student proj-ects and continued creative activities and/or scholarship in the field. Position begins Fall of 2014. Rank and salary will be com-mensurate with qualifications and experi-ence. MFA or equivalent required; quali-fied candidates without an MFA may be eligible for full-time non-tenure track posi-tions, and are encouraged to apply. For pri-ority consideration, apply by February 10th. Applications will be accepted until the po-sition is filled. We will conduct interviews at CAA conference in Chicago, February 12-15. Please indicate in your cover letter if you will be available during the CAA con-ference. Include a cover letter, curriculum

vitae, statement of teaching philosophy, link to website, three letters of recommen-dation, a detailed syllabus for a proposed course in the area that you would propose to teach, and a URL showcasing samples of relevant creative work and/or scholarship. (Electronic submission of documents is re-quired). Apply online only via http://www.facultyopportunities.depaul.edu/appli-cants/Central?quickFind=51077 Please see the online application for information on supported document formats. As an Equal Employment Opportunity (EEO) employer, DePaul University provides job opportuni-ties to qualified individuals without regard to race, color, ethnicity, religion, sex, sexu-al orientation, national origin, age, marital status, physical or mental disability, parental status, housing status, source of income or military status, in accordance with applica-ble federal, state and local EEO laws.

History: The Department of History at Old Dominion University in Norfolk, Virginia invites applications for a tenure-track assis-tant professorship in African History, with a regional specialization on West Central Africa and the ability to teach courses on the slave trade. Position begins in July 2014. Ph.D. in history, teaching experience, and a record of publications required. Send a let-ter of application, CV, and contact informa-tion for three references to Dr. Austin Jer-sild, Department of History, BAL 8000, Old Dominion University, Norfolk, VA 23529-0091. Review of applications will begin February 21, 2014. Old Dominion Univer-sity is an equal opportunity and affirmative action institution and requires compliance with the Immigration Reform and Control Act of 1986.

Housing: Morehead State University, recog-nized as one of the top public universities in the South by U.S. News & World Report, is accepting applications for a full-time stand-ing position as Assistant Director of Hous-ing Operations in the Office of Student Housing. For a full description and to apply, visit http://www.moreheadstate.edu/employ-ment. Please submit a letter of application, resume and contact information for three references by March 31, 2014. Contact the

UNITED STATES AIR FORCE ACADEMYInstructor of Aeronautics (#14-09DFAN)

The Department of Aeronautics anticipates filling an Instructor of Aeronautics position beginning May 5th, 2014. The initial appointment will be for 20 months. Successive reappointments of up to four years in length are possible. The person hired can expect to teach aeronautics laboratory courses, mentor cadets in funded research, and teach the core (required) course Fundamentals of Aeronautics. An ABET-accredited master’s degree in aeronautical or mechanical engineering with emphasis in aeronautical topics is required, as are extensive aeronautics laboratory experience and teaching or significant mentoring experience. To Apply: Go to www.usajobs.gov. Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” Then scroll down until you locate this position. Applications must be received by March 14th, 2014. U. S. citizenship required. For additional information, go to http://www.usafa.edu/df/dfan/?catname=Dean of Faculty

Instructor of Engineering TransferTeaching faculty at Guilford Technical Community College are responsible for supporting student success by creating an optimum learning environment, responding to student needs, managing effective instructional activities, developing curriculum courses, and modeling employability skills. This individual will develop, prepare and teach introductory engineering courses designed for transfer. Faculty will also be responsible for recruiting and advising students and collaborating with 4 year educational partners to ensure transferability of courses.

Minimum requirements: Master’s degree in Engineering from an accredited university (Mechanical preferred). Post-secondary teaching experience in introductory Engineering courses (e.g., statics, mechanics, computer applications) and/or experience in providing industry-based training/education on introductory engineering content. Experience with engineering computing applications (e.g., C or C++, Matlab, Solid Works).

GTCC is strongly committed to diversity and welcomes applications from all qualified candidates, particularly minorities & faculty under-represented in higher education. EOE. Visit our website www.gtcc.edu to apply and view the complete job description including preferred requirements.

� addeus Stevens College of Technology750 East King StreetLancaster, PA 17602

� e College is announcing an opening for a full-time, tenure track, 9-month faculty position in mathematics. Faculty workload includes teaching 15 credits per semester, advising students, and participating in college professional activities. � is faculty member will teach algebra, trigonometry, calculus, and other advanced math courses. Ability to teach post-secondary remedial mathematics is also encouraged.

Minimum requirement includes a master’s degree in Mathematics or in a closely related � eld. Candidates must have signi� cant teaching experience or related work in industry. Candidates should also have the ability to use technology to teach mathematics, work as a member of a faculty team, serve on college committees, and be available to teach both day and evening sections.

Salary and rank is determined on the basis of academic preparation and experience as projected on the Faculty Association contract. Application materials must include a cover letter, a current resume, and academic transcripts. Send required information to Sue Emswiler, Human Resources Specialist, � addeus Stevens College of Technology, 750 East King Street, Lancaster, PA 17602. For best consideration, materials should be submitted by February 21, 2014.

� addeus Stevens College of Technology is a residential, two-year technical college that serves economically disadvantaged as well as tuition-paying students. � e college prepares students for skilled employment in a diverse, ever-changing workforce and for full, e� ective participation as citizens of the community, the Commonwealth, and the nation. Committed for over a century to lifelong learning, inclusiveness, and community outreach, � addeus Stevens College of Technology dedicates itself to the development of Pennsylvania's technical workforce.

� e College is an AA/EEO Employer.

Tenure-Track PositionsThe Harvard School of Engineering and Applied Sciences (SEAS) seeks applicants for tenure-track positions in Electrical Engineering, in the broad area of Emerging Topics in Electrical Engineering Systems. The expected start date is July 1, 2014.

We invite applications in broadly defined areas of EE Systems such as Optimization, Control, Information Theory, Communications, Signal Processing, Decision Theory, Stochastic Systems, interactions between these fields (e.g. control with limited information), and applications. We are particularly interested in the areas of optimization, non-classical control (e.g. quantum mechanical, new approaches to distributed, non-linear and stochastic control), or modern applications (e.g. biological, stochastic adaptation against cyber-attacks, dynamic control of materials properties) for these foundational areas. However, applications from strong applicants in the general area of Emerging EE Systems will be considered.

Candidates are required to have a doctorate or terminal degree by the expected start date. In addition, we seek candidates who have an outstanding research record and a strong commitment to undergraduate teaching and graduate training. We are in particular looking for broadly educated and multidisciplinary applicants who can interact with a wide range of both Electrical Engineering and other SEAS faculty. Priority will be given to the overall potential of the candidate.

The Electrical Engineering program benefits from outstanding undergraduate and graduate students, an excellent location, significant industrial collaboration, and substantial support from the School of Engineering and Applied Sciences. Information about SEAS's current faculty, research, and educational programs is available at http://www.seas.harvard.edu

Required application documents include a cover letter, curriculum vitae, statement of research interests, a teaching statement, up to three representative papers, and names and contact information for at least three to five references. We encourage candidates to apply by Feb 15, 2014, but will continue to review applications until the positions are filled. Applicants will apply on-line at http://academicpositions.harvard.edu/postings/5293

Harvard is an Equal Opportunity/ Affirmative Action Employer. Applications from women and minority candidates are strongly encouraged.

Teaching Track PositionCarnegie Mellon University’s Institute for Software Research in the School of Computer Science and its School of Information Systems & Management at the Heinz College invite applications for a teaching-track position beginning in the fall 2014 semester, or earlier. This is a career-oriented, fixed and renewable non-tenure appointment for teaching courses and managing student projects at the professional master’s level.

Applicants for the position should have an M.S. or Ph.D., preferably in computer science, software engineering, or a related field. We are seeking demonstrated excellence in teaching technical courses, and several years of professional experience in software engineering. Teaching-track appointments are typically at the rank of Assistant Teaching Professor, with the possibility of promotion to the ranks of Associate Teaching Professor and Full Teaching Professor. Teaching-track ranks are not tenured.

Preferred qualifications include broad industry experience, teaching experience at a university or in industry, and familiarity with current software engineering practices and methods. We are particularly interested in candidates with teaching experience in one or more of the following areas: distributed systems; machine learning; distributed data systems architectures; data science (big data, data mining, visualization, warehousing, analytics, and empirical methods); very large information systems (VLIS); and systems engineering. Ideally the candidate should also have familiarity with a number of project management practices and methodologies such as PMBOK and CMMi.

How to ApplyA complete application packet will include the following:     •   A  cover  letter  addressing  the  required  qualifications  for  this 

position.     •  Curriculum Vitae     •   A one page summary of the applicant’s teaching experience.    •   A two page statement describing the applicant's teaching philosophy, 

and ideas for future directions for software engineering education.

Additionally, the applicant should arrange to have three letters of reference sent directly to the ISR-Heinz Search Committee, c/o Margaret Gasdick, Institute for Software Research, Wean Hall 5121, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh PA 15213. Complete candidate packets can be emailed to: gasdick@cs.cmu.edu

Review of applications will begin May 1, 2014 and will continue until an acceptable candidate is found.

Required Application Documents    •  Cover Letter    •  Curriculum Vitae or Resume    •  Summary of Teaching Experience    •  Statement of Teaching Philosophy    •  Letters of Recommendation

SCIENCE, TECHNOLOGY, & MATHEMATICS

FEBRUARY 7, 2014    THE CHRONICLE OF HIGHER EDUCATION Science, Technology, & Mathematics    Professional A51

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Office of Human Resources at (606) 783-2097 should you have questions about our online application. MSU is an EO/AA edu-cator and employer with a strong commit-ment to community engagement.

Humanities: Albright College seeks a vis-iting NEH Endowed Chair in the Humani-ties for the 2014-2015 academic year, with option to extend through the 2015-2016 aca-demic year. Applicants must come from one of the humanities disciplines (history, reli-gious studies, philosophy, literature in any language) with a focus on New World mi-grations, and generally on migration/immi-gration/transnational studies. The College is developing curriculum in migration stud-ies that reflect and respond to the complex histories of immigration in its region, focus-ing on the current Hispanic and Caribbean density and migration. Rank is open, and junior scholars are welcome to apply. Ap-plicants should hold a Ph.D. and have a re-cord of scholarship with a critical focus on migration, immigration and/or transnational studies. Evidence of successful teaching also will be considered. Responsibilities for the position include facilitating conversations regarding curricular and grant develop-ment in the field of migration/immigration/transnational studies, emphasizing connec-tions to the local Latino community, teach-ing at least one course per year in related areas, providing at least one public lecture per semester, and being available to guest lecture in other courses. Funding for pro-fessional development and research is avail-able. Applications received by February 15, 2014 will receive full consideration, and con-tinue until the position is filled. Send letter of application, CV, representative scholar-ship evidence and three letters of recom-mendation to hr@alb.edu. Albright College is a liberal arts institution of approximately 1700 students located in Reading, PA, with-in an hour of Philadelphia and three hours of New York, Baltimore, and Washington, DC. Additional information is available at http://www.albright.edu. Albright College is an Affirmative Action, Equal Opportunity Employer and is actively committed to di-versity within its community.

Human Resources: Director, Human Re-sources, University of Nebraska at Kearney. The Director oversees the human resource functions of the campus including personnel policies and procedures, employment, ben-efits, payroll, classification/compensation, AA/EO Compliance, wellness program and reporting. For more information and to ap-ply visit: http://unkemployment.unk.edu. Di-rect questions about the position to: (308) 865-8427; Direct questions about the on-line application process to: (308) 865-8655 or employment@unk.edu AA/EO/ADA http://www.unk.edu.

Institutional Research: Institutional Re-search Information Management Special-ist Office of Institutional Effectiveness Ball State University Muncie, Indiana Profes-sional position available immediately. Re-sponsibilities: develop reports and datasets to support decision making and planning across the university primarily using Evi-sions Argos and Blackboard Analytics re-porting and business intelligence applica-tions; respond to routine and ad hoc internal and external information requests; produce

information for major office projects, such as Fact Book, Common Data Set, National Study of Instructional Costs and Productiv-ity, and department profiles; respond to ex-ternal surveys. For more information, please go to http://www.bsu.edu/hrs/jobpostings . Ball State University is an equal opportuni-ty, affirmative action employer and is strong-ly and actively committed to diversity within its community.

Instructional Design: The Center for Learn-ing and Teaching, CLT, a unit of the Office of Distance Learning at Old Dominion Uni-versity in Norfolk, Virginia, invites qualified candidates to submit applications for the position of Instructional Designer. Old Do-minion University is a national leader in dis-tance learning and alternative delivery mod-els. Anticipated start date is April 2014. This Instructional Designer position plays a key role in Old Dominion University’s efforts to provide consultation in pedagogy, instruc-tional design, and course development to University faculty and teaching assistants. These areas of consultation are typically re-lated to courses, modules, and whole curric-ulum activities for traditional (face-to-face), online, and hybrid course projects. This po-sition will also be involved in designing aca-demic courses or course modules, communi-cating with other service units in the Center for Learning and Teaching and in other de-partments, composing and facilitating vari-ous workshops, and providing guidance to instructional technologists and student as-sistants. Candidates must have a master’s degree in instructional design or a related field and several years of experience in in-structional design in a higher education en-vironment. The successful candidate must possess the following qualifications: knowl-edge and application of instructional design theory, principles, and practices covering a wide array of learning technologies; con-siderable skills and abilities in a wide array of technology software programs, demon-strable project management skills; excellent communication skills, both oral and written; and sufficient generalist knowledge to be able to serve numerous content areas. Pref-erence will be given to candidates with Ph.D. or Ed.D; strong interpersonal skills; and ex-perience in a higher education setting. In-terested applicants should submit (1) a cover letter; (2) a complete resume or a curricu-lum vitae which fully describes their quali-fications and experiences with specific ref-erence to the required and preferred qual-ifications; and (3) contact information for

three professional references. The applica-tion package may be submitted electronical-ly to Dr. Joyce Armstrong, jcarmstr@odu.edu with the subject heading of GP288 In-structional Designer or mailed to Dr. Joyce Armstrong, 135 Gornto Center, Old Domin-ion University, Norfolk, VA 23529. Review of applications will begin February 22, 2014 and will continue until the position is filled. Old Dominion University is an equal oppor-tunity and affirmative action institution and requires compliance with the Immigration Reform and Control Act of 1986.

Journalism: Cross-Cultural Journalism Pro-fessor. The Missouri School of Journalism invites applications for a tenure-track or ten-ured position at the Assistant or Associate Professor level beginning in August 2014. Qualifications: Ph.D. in journalism, strate-gic communication, or related discipline at time of appointment. Competitive recruit-ment: Candidates will be evaluated on the basis of scholarship (research and publica-tion) and ability to teach undergraduate and graduate journalism courses specifically re-lated to cross-cultural, multicultural and di-

The Department Mass Communication at Sam Houston State University, seeks applicants for three full-time, tenure-track assistant / associate professor positions. Applicants must hold MFA and/ or PH.D. in Mass Communication or related fi eld. Review of the candidates will begin February 28, 2014 and continue until the position is fi lled. Position one is in Multi-Media Journalism, Position two is in Digital Video/Film Production and Position three is in Advertising. For further information and application process, please visit http://www.shsu.peopleadmin.com.

Dr. Jean BodonMass Communication Department Sam Houston State UniversityP.O. Box 2207Huntsville, TX 77341-2207

Sam Houston State University is an Equal Employment Opportunity/Affi rmative Action Plan Employer and Smoke/Drug-Free Workplace.

Assistant/Associate Professor in Mass Communication

WWW.OHIO.EDU

by helping our students discover theirs

Ohio University is committed to creating a respectful and inclusive educational and workplaceenvironment. Ohio University is an equal access/equal opportunity and affirmative action institution.

Assistant Professor - Social WorkOHIO UNIVERSITY LANCASTER CAMPUS is seeking a tenure trackposition in Social Work at the Assistant Professor rank to begin onAugust 15, 2014.The chosen applicant will teach human behavior in the socialenvironment and research and practice classes. Doctoral degree in Social Work or a closely related field, an MSW froma CSWE accredited program and at least two years of post-MSW practiceexperience are required.The salary is commensurate with experience and credentials plusincludes an excellent benefits package. This is typically a nine-monthacademic year contract with summer teaching possibilities.Position will remain open until filled. For full consideration, please applyby March 9, 2014. For details and to apply, go tohttp://www.ohiouniversityjobs.com/postings/8279.

I n s p i r i n g E x c e l l e n c e

www . u i n d y . e d u

The University of Indianapolis is a private, residential university of some 5,400students. Ranked in the top tier in our class by U.S. News and World Report, wehave the following opening in our Athletic Training Program:

Assistant or Associate ProfessorAthletic Training ProgramFull-time, nine-month, tenure-track faculty, beginning August 2014. Teach undergradu-ate/graduate didactic and clinical courses in the CAATE Athletic Training Program orother post-professional programs; serve as a preceptor instructing and evaluating ath-letic training students; maintain a clinical practice through an athletic team clinical as-signment (no travel) through the Department of Athletics/Athletic Training; and adviseand mentor students. Scholarship leading to the dissemination of work and service tothe Athletic Training program, the College of Health Sciences, and the University are ex-pected, in addition to excellent teaching. Requires a doctorate in Athletic Training or re-lated field; ABD considered. A minimum of five years’ BOC certification is required. Mustbe eligible for Indiana Licensure.

Apply electronically at https://jobs.uindy.edu. For further inquiry, pleasecontact Dr. Christine Lauber at clauber@uindy.edu.The University of Indianapolis is an affirmative action/equal opportunity employer and encouragesapplications from women and minorities.

The College of Engineering at the Georgia Instituteof Technology is seeking nominations andapplications from qualified individuals for theposition of Chair of the H. Milton Stewart School ofIndustrial and Systems Engineering. Thesuccessful candidate will also hold the H. Miltonand Carolyn Stewart Endowed Chair. The Schoolhas a student population of nearly 1,700undergraduates and approximately 350 graduatestudents, 125 of whom are pursuing a Ph.D.

Currently, there are 50 full-time academic faculty members. The primary disciplinarystrengths represented by the School’s faculty are: modern industrial engineering,operations research, and statistics. Major methodological research concentrationsinclude mathematical optimization, stochastic processes, and engineering statisticswith prominent application domains arising in supply chain logistics, health,manufacturing, system informatics, finance, energy, natural systems, and others.

Candidates for this position must have an earned doctorate or equivalentexperience, and national and international recognition in their specific discipline. Aproven record of excellence in academic and professional scholarly achievements isessential. The successful candidate should have the strategic skills and vision tolead the School toward higher levels of excellence within a multi-disciplinary andhigh–technology environment and be able to establish a successful workingrelationship with federal, state and private funding agencies. The Chair has aleadership role in increasing private and public support for the School; developingand maintaining close relationships with alumni of the School is essential.

The Chair reports to the Dean of the College of Engineering and is responsible forall administrative, budgetary and personnel decisions within the School. Thesuccessful candidate will be expected to provide evidence of fiscal responsibility andexhibit excellent leadership and management abilities, particularly interpersonal,team-building, and effective communication skills. It is essential that the Chairprovide leadership to an experienced, talented School staff.

Review of application materials will begin February 28, 2014 and continue until theposition is filled.

Applications should include a letter of interest, curriculum vitae and names andaddress of five references. Electronic submission of materials is preferred andshould be submitted to: Ronald W. Rousseau, School of Chemical &Biomolecular Engineering, Georgia Institute of Technology, Atlanta, GA 30332-0100, Tel: (404) 894-2866, Fax: (404) 894-2868, Email: rwr@gatech.edu

Georgia Institute is an Equal Education/Employment Opportunity Institution.

CHAIRH. Milton Stewart School

of Industrial and Systems Engineering

Founded in 1911, The University of Hong Kong is committed to the highest international standards of excellence in teaching and research, and has been at the international forefront of academic scholarship for many years. The University has a comprehensive range of study programmes and research disciplines spread across 10 faculties and over 140 academic departments and institutes/centres. There are over 27,800 undergraduate and postgraduate students coming from 50 countries, and more than 2,000 members of academic and academic-related staff, many of whom are internationally renowned.

Tenure-Track Non-Clinical Associate Professor/Assistant Professor in the School of Public Health (Ref.: 201400059)

Applications are invited for appointment as tenure-track Non-Clinical Associate Professor/Assistant Professor in the School of Public Health, from as soon as possible, on a three-year fi xed-term basis, with the possibility of renewal and with consideration for tenure before the end of the second fi xed-term contract. The School has launched a major search exercise to recruit top-tier academic staff to complement the existing teams of about 25 faculty organised into a matrix structure of fi ve academic divisions:-

Behavioural healthCommunity medicine and public health practiceEpidemiology and biostatisticsHealth economics, policy and managementPublic health laboratory sciences

The School of Public Health, and its fore-runner, the Department of Community Medicine at HKU, have a track record of innovative and ground-breaking research in public health. In 2013, research was consolidated into two research clusters, namely “Infl uenza and other infections of public health signifi cance” and “Non-communicable diseases in global health”, with more details of these clusters available at http://sph.hku.hk/en/research.php.The School is actively involved in research projects in the area of air quality impacts on cardiopulmonary diseases, effects of air pollution on morbidity and mortality in population health, climate change and its interactions with other lifestyle health risks and community costs. Over the past three decades, the School has made substantial contributions to environmental advocacy and the promotion of evidence-based policy decisions in environmental management and accountability.Applicants should possess a Ph.D degree or equivalent, with proven capacity and potential, evidence of local/national recognition, and a track record of high-quality impactful research as indicated by publication record and external grants in the fi eld of environmental health research and statistical epidemiology. They should have demonstrated excellence in teaching, be capable of conducting courses at the Master’s level, supervising M.Phil./Ph.D. students, and contributing to the thematic research priorities of the School. The appointee, from either a medical or environmental health science background, will lead the environmental health research team in the School. He/She will also play a key role in leading the development of academic scholarship and teaching programmes of the School and contributing to the enhancement and development of medical and health sciences courses in the Faculty. Candidates will be considered for appointment as Assistant Professor or Associate Professor based on their experience and track record.A globally competitive remuneration package commensurate with the appointee’s qualifi cations and experience will be offered, in addition to annual leave and medical benefi ts. At current rates, salaries tax does not exceed 15% of gross income. The appointment will attract a contract-end gratuity and University contribution to a retirement benefi ts scheme, totalling up to 15% of basic salary. Housing benefi ts will be provided as applicable.

Applicants should submit a completed application form, together with an up-to-date C.V. to sphhr@hku.hk. Application form (341/1111) can be obtained at http://www.hku.hk/apptunit/form-ext.doc. Further particulars can be obtained at http://jobs.hku.hk/. Closes February 28, 2014.The University thanks applicants for their interest, but advises that only shortlisted applicants will be notifi ed of the application result.The University is an equal opportunity employer and is committed to a No-Smoking Policy

A52 THE CHRONICLE OF HIGHER EDUCATION    FEBRUARY 7, 2014

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versity issues. Teaching Assignment: Suc-cessful candidate will teach cross-cultural journalism in the undergraduate core and

qualitative research methods at the doctor-al and master’s levels. Application Process: Application screening will begin immediate-

DEPARTMENT OF WELLSTAR SCHOOL OF NURSINGKennesaw State University is now accepting applications for atwelve-month, tenure-track Assistant or Associate Professor ofNursing faculty position in the Department of WellStar School ofNursing, which begins July 1, 2014. Candidates should possessexpertise in family nurse practitioner practice as well as generalnursing practice. Responsibilities will include teaching, scholarship,and service. An earned doctorate in nursing or related field, or theforeign equivalent, or its equivalent in training, ability, and/orexperience is required. Credentials as a Master’s prepared familynurse practitioner are required also.Kennesaw State University is a growing and progressive universityin Georgia’s public system of higher education. Located on anattractive campus in suburban Atlanta, KSU currently enrolls morethan 24,000 traditional and nontraditional Bachelor’s, Master’s, andDoctoral students. The thriving Atlanta metropolitan area has a richarray of museums, theaters, libraries, colleges and universities, andother resources.Review of applications will start immediately and will continue untilthe position is filled. For full consideration, completedapplications should be submitted by May 1, 2014.For a full description of this position and applicationprocedures, go to https://facultyjobs.kennesaw.edu.

ASSISTANT OR ASSOCIATEPROFESSOR OF NURSINGFull-Time Tenure-TrackFaculty Position

Kennesaw State University is an affirmative action/equal opportunityemployer and educator. Georgia is an Open Records State.

The School of Business at MacEwan University is seeking two full time Instructors for its Supply Chain and Decision Sciences Dept within the Bachelor of Commerce program.

Located in Edmonton, Alberta, MacEwan University is a comprehensive undergraduate university with over 11,000 full time students spread over four campuses. The School of Business has experienced a tremendous amount of growth and program expansion in the past decade, now boasting a full time student population of over 2,600.

MacEwan University’s Bachelor of Commerce program offers majors in Management, Supply Chain Management, International Business, and Accounting, Marketing and Human Resources. The School is home to the Institute for Innovation in Management Education, the Royal Bank Management Development Centre, and the Institute of Asia Pacific Studies. The School is committed to an internationalization strategy and has developed institutional partners in China, Europe, South America, and India. The School of Business is uniquely positioned to sponsor study tours, student exchanges and conduct collaborative research with institutions from around the world.

Candidates should hold a Master’s degree in a closely related field. Applicants should forward curriculum vitae, copies of transcripts, statements of teaching philosophy and scholarship or professional engagement, recent teaching evaluations, as well as names of three references. Please quote the competition number on all documents. The anticipated starting date July 2014.

All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.

Please apply at http://www.macewan.ca/wcm/Administrative/HumanResources/Careers/index.htm#1

Supply Chain and Decision Sciences

The School of Business at MacEwan University is seeking full time Assistant Professors for its Accounting major in the Bachelor of Commerce program.

Located in Edmonton, Alberta, MacEwan University is a comprehensive undergraduate university with over 11,000 full time students spread over four campuses. The School of Business has experienced a tremendous amount of growth and program expansion in the past decade, now boasting a full time student population of over 2,600.

MacEwan University's Bachelor of Commerce program offers majors in Management, Supply Chain Management, International Business, and Accounting, Marketing and Human Resources. The School is home to the Institute for Innovation in Management Education, the Royal Bank Management Development Centre, and the Institute of Asia Pacific Studies. The School is committed to an internationalization strategy and has developed institutional partners in China, Europe, South America, and India. The School of Business is uniquely positioned to sponsor study tours, student exchanges and conduct collaborative research with institutions from around the world.

Candidates should hold a doctoral degree in accounting or closely related field and a professional accounting designation (CGA, CMA, CA). Those who are ABD with significant directly related professional experience may also be considered. MacEwan University is committed to excellence in teaching and scholarship and service and the successful candidates will have demonstrated a commitment to all three. Applicants should forward curriculum vitae, copies of transcripts, statements of teaching philosophy and scholarship or professional engagement, recent teaching evaluations, as well as names of three references. Please quote the competition number on all documents. The anticipated starting date is July 1, 2014.

To apply please visit: http://www.macewan.ca/wcm/Administrative/HumanResources/Careers/index.htm#1

All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.

Assistant Professors of Accounting

Director of MarketingNew York City

TCI College is seeking a Director of Marketing to begin immediately. For more than 100 years, TCI has inspired students in college career paths to lead brighter and more fulfilling futures. TCI’s reputation for excellence in education is underscored by its dual accreditation from the New York Board of Regents and by the Middle States Commission on Higher Education. It’s broad-based curricula offers diverse state-of-the-industry education at the Associate's Degree level. TCI is the second largest two-year proprietary college in the New York Metropolitan area. The College is accredited to offer 21 academic degree programs that focus on technology, business, engineering, and healthcare. TCI is located in the heart of Manhattan, directly across from Madison Square Garden and Penn Station.

The Position: The Director of Marketing reports directly to the Executive Vice President for Enrollment Management. This executive will be responsible for all marketing and advertising activities which include working with vendors, strategy development and implementation of new and creative initiatives. The position is full-time with a very competitive salary and benefits.

Qualifications: A minimum of five years’ experience in marketing / advertising is required, preferably in the proprietary higher education sector. Candidate should have a successful history of effectively supervising internal resources, including experience with social media and website development, creative agencies, production personnel, and vendors. An exceptional knowledge and competency in Web & Internet based Marketing & Advertising is a mandatory requirement for all candidates. Excellent oral and written communication skills and the ability to operate in a highly data driven environment utilizing the Microsoft Office suite, especially Excel and Access, is required. Prior experience working with Campus Vue or a similar sales force automation software is preferred. Candidates should also be able to work collaborative with the college community. A Master’s degree or higher is required in marketing/advertising, or a related field.

Application/Nominations: Applicants should submit a Statement of Interest and Resume along with three (3) professional references in a .pdf format, as soon as possible, to:

Shirley Erves, Director of Human ResourcesTCI College

320 West 31st Street, Room 112New York, NY 10001

serves@tcicollege.edu

Tenure Track – Academic Year 2014-2015

WCSU’s Ancell School of Business is pleased to announce that applicationsare being accepted for two tenure track position in the ManagementInformation Systems (MIS) department. The Ancell School of Business iscomposed of the departments of Accounting, Finance, Management,Management Information Systems, and Marketing, as well as the Divisionof Justice and Law Administration. The MIS curriculum is designed toeducate students in the use and importance of information as an essentialand valuable resource in business decision making processes for allorganizations. More information is available at www.wcsu.edu/asb

Position #1: The successful candidate will be able to teach courses inInformation Security, Digital Forensics, Technology Hardware, andTelecommunications; conduct research and scholarship in the area ofexpertise within information systems; advise and mentor students; andparticipate in departmental and university service.

Position #2: The successful candidate will be able to teach courses inInformation Security, Digital Forensics, Database Management,Telecommunications, and Information Assurance; conduct research andscholarship in the area of expertise within information security/informationassurance; advise and mentor students; and participate in departmentaland university service. Security certification (e.g., CISSP, CISM) is desired.

Qualifications: Candidates must present evidence of an earned doctoratein Management Information Systems or a related field from an AACSB-accredited university. The successful candidate will have a record ofprofessional activities and scholarly publications appropriate to rank, andresearch and/or industrial experience in information security/informationassurance. Evidence of excellence in teaching and scholarly activity isrequired. As WCSU is a dynamic, diverse workplace, the proven ability towork effectively with people from a variety of backgrounds and cultures ishighly valued. Excellent written and oral communication skills are required.

Salary and Benefits: Salary is dependent upon qualifications. WCSUoffers competitive salary commensurate with the candidate’s experienceand a comprehensive benefit package. Additional information can befound on our website at www.wcsu.edu/hr/benefits/

Application Process: Interested candidates should submit a coverletter, curriculum vitae, and contact information for 3 professionalreferences to facultyvitae@wcsu.edu by Friday, February 21,2014. All documents should be combined in a single PDFdocument. Late applications will not be accepted.Applicants for Position #1: Reference search #600-206in the subject line. Applicants for Position #2:Reference search #600-172 in the subject line.

Western Connecticut State UniversityManagement Information Systems

Assistant/Associate Professor – Two Positions

WCSU is an AA/EO Educator/Employer.

For full consideration, applicants must apply forposition number F7173z at http://jobs.gmu.edu/;complete and submit the online application; andupload a (1) letter of application, (2) currentcurriculum vitae, (3) three references and, (4) copyof professional credentials if appropriate. Review ofapplications will continue until the position is filled.Letters of inquiry may be sent electronically to thefaculty search committee chair, Dr. Alison Cuellar:acuellar@gmu.edu

George Mason University is an affirmativeaction/equal opportunity employer.

We are especially interested in receivingapplications from candidates with diverse

racial and ethnic backgrounds.

DEPARTMENT OF HEALTH ADMINISTRATIONAND POLICY — TENURE-TRACK FACULTY IN HEALTH ECONOMICSThe George Mason University, College of Health and HumanServices, Department of Health Administration and Policyinvites applications for a full-time, nine-month, Tenure-TrackFaculty position with a focus and experience in HealthEconomics. Rank and salary will be commensurate withqualifications and experience.

Qualifications and Experience: Applicant must possess: 1) an earned doctorate in healtheconomics, healthcare finance, a health professional degree,and experience related to health economics and/or healthpolicy; 2) an established record of scholarly activity; 3)teaching excellence; 4) demonstrated ability to secureexternal funding; and 5) effective interpersonalcommunication and project management skills.

Responsibilities: Tenure-track faculty teach across the graduate andundergraduate curriculum in health administration andpolicy programs (B.S. through Ph.D.) with variedresponsibilities including, but not limited to: teaching,research and securing external funding; graduate curriculumand dissertation guidance; student advisement; anduniversity and community service. Because our faculty iscomposed of scholars from many academic and professionaldisciplines, and because, we collaborate with facultythroughout George Mason University, we are especiallyinterested in bringing in a colleague whose work cantranscend disciplinary boundaries.

PROFESSIONAL

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ly and continue until the position is filled. Please provide a letter describing teaching, professional background, research, and a CV with the names and contact informa-tion of three references. Please visit http://hrs.missouri.edu/find-a-job/academic/ to ac-cess the online application system. The job opening ID is 12224. Email Elizabeth Hardt (hardte@missouri.edu) with any questions. The University of Missouri is committed

to cultural diversity, and it is expected that successful candidate will share this commit-ment. MU is an Equal Employment Oppor-tunity/ADA institution and encourages ap-plications from women and minority candi-dates.

Journalism: Journalism Studies Assistant Professor. The Missouri School of Journal-ism invites applications for a tenure-track

Assistant Professor position in Journalism Studies beginning in August 2014. Quali-fications: Ph.D. in journalism, communi-cation, or related discipline at time of ap-pointment. ABD Ph.D. with completion by December 2014 may be considered. Com-petitive recruitment: Candidates will be evaluated on scholarship (research and pub-lication) and teaching in undergraduate and graduate journalism or related fields. Teach-ing Assignment: Candidate will teach me-dia ethics, law and/or qualitative research methods at the doctoral and master’s levels and one or more courses in the undergrad-uate core curriculum, such as Principles of American Journalism, Cross Cultural Jour-nalism or Communications Law. Applica-tion Process: Application screening will begin January 21, 2014, and continue until the position is filled. Please provide a let-ter describing teaching, professional back-ground, research, and a CV with the names and contact information of three referenc-es. Please visit http://hrs.missouri.edu/find-

a-job/academic/ to access the online appli-cation system. The job ID number is 12221. Email Elizabeth Hardt (hardte@missouri.edu) with any questions. The University of Missouri is committed to cultural diversity, and it is expected that successful candidate will share this commitment. MU is an Equal Employment Opportunity/ADA institution and encourages applications from women and minority candidates.

Journalism: Magazine Writing Assistant or Associate Professional Practice Profes-sor. The Missouri School of Journalism in-vites applications for a position in magazine writing to begin August 2014. The full-time non-tenure track appointment will be at the rank of assistant professional practice pro-fessor or associate professional practice pro-fessor, depending on qualifications. Either a nine-month or twelve-month appointment is available. Teaching assignment: Candidates will teach magazine writing classes and one or more specialty writing classes such as ser-

vice journalism, lifestyle journalism, critical reviewing or a reporting class for both un-dergraduate and graduate students. Instruc-tion will range from short front-of-book ar-ticles to longer narratives and include how stories are presented in digital formats. As-signments will be targeted for publication in Vox Magazine (an award-winning city magazine published at the School) or one of its digital platforms. Qualifications: Candi-dates must have a master’s degree and will be evaluated on professional and or teach-ing experience in the magazine field. Appli-cation screening will begin in January 2014 and continue until the position is filled. Please provide a letter of interest, a C.V. or resume and a list of at least three pro-

fessional references. Please visit http://hrs.missouri.edu/find-a-job/academic/ to ac-cess the online application system. The job ID number is 12197. Email Elizabeth Hardt (hardte@missouri.edu) with any questions. The University of Missouri is committed to cultural diversity, and it is expected that successful candidate will share this commit-ment. MU is an Equal Employment Oppor-tunity/ADA institution and encourages ap-plications from women and minority candi-dates.

Kinesiology: Candidates should be pre-pared to teach a full range of undergraduate courses. Teaching load is 24 semester cred-its per academic year, including advising.

ASSOCIATE DEANThe Georgia Southern University College of Liberal Arts and SocialSciences (CLASS) invites applications for Associate Dean withaccompanying faculty rank in a discipline represented in the College.Reporting to the Dean, the Associate Dean requires administrative,teaching, service, and research responsibilities, as well as a terminaldegree. The successful candidate will serve as a member of the collegeadministration as one of two associate deans. The Dean and AssociateDeans share responsibility for the management of the College. Thespecific portfolio of responsibilities will depend on the individual’sstrengths, interests, and experience. The position is a 12-month, tenure-track appointment, and the salary is competitive and commensuratewith qualifications and experience. The award of tenure and rank isdependent upon the candidate’s academic record.

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. Georgia Southern University seeksto recruit individuals who are committed to working in diverse academicand professional communities and who are committed to excellence inteaching, scholarship, and professional service within the Universityand beyond. Individuals who needreasonable accommodations under theADA to participate in the search processshould contact the Associate Provost.

Georgia is an Open Records state. Georgia Southern University is an AA/EO institution.

Director, Institutional ResearchExciting leadership opportunities exist at a diverse and highly regarded community college located in the heart of the Piedmont Triad! GTCC is the third largest community college in North Carolina and offers over 100 programs of study within our academic curriculum. GTCC is accessible to all the great things that High Point, Greensboro and Winston-Salem have to offer. With three conveniently located campuses, one under construction, an Aviation Center and a small business center, it’s easy to see that GTCC has a plan for an exciting tomorrow.

The Director of Institutional Research develops, conducts and coordinates the College's institutional research activities, supporting institutional effectiveness, enrollment management, grant support, planning and accreditation activities.

Required Qualifications:    •   Master’s degree  from an accredited  college or university with  coursework 

that includes knowledge of research methods, statistics, and databases.    •   Three (3) years’ experience providing leadership to an institutional research 

unit in an academic institution.    •   Supervisory experience and effective supervisory skills to include coaching 

and mentoring to support employees in achieving the college mission and their individual professional goals.

    •   Experience with  technological  tools  utilized  in  institutional  research,  i.e., integrated databases, data mining software, statistical packages, presentation software, etc.

    •   Experience conducting research and communicating results for educational initiatives, planning, enrollment management, grants support, or institutional effectiveness.

    •   Experience managing projects and teams in a complex environment.    •   Experience with regional accreditation processes and reporting.

GTCC is strongly committed to diversity and welcomes applications from all qualified candidates, particularly minorities & faculty under-represented in higher education. EOE. Visit our website www.gtcc.edu to apply and view the complete job description including preferred requirements.

Associate Provost

Emporia State University, the � rst public institution of higher learning in Kansas, invites nominations and applications for the position of Associate Provost. � e Associate Provost reports to the Provost and Vice President for Academic A� airs and serves as a key member of the Provost’s leadership team. Areas of responsibility will vary according to current priorities and the successful candidate’s expertise, but may include resource management, instructional sta� ng, academic space utilization,

summer session coordination, outreach and partnerships, strategic initiatives, and accreditation. � e Associate Provost will work closely with the deans, directors, department chairs, and faculty to advance the university’s academic programs and foster student success, and will collaborate with other university leaders to implement ESU’s strategic plan. � is is a full-time, 12-month administrative appointment with collateral faculty appointment. Anticipated start date is July 1, 2014.

For job quali� cations and additional information go to: http://www.emporia.edu/humres/jobs/unclassi� ed/14/34/associate-provost/.

Review of applications will begin March 1, 2014 and will continue until the position is � lled. Applications should include a letter of interest, curriculum vitae, and contact information for � ve references. Submit applications and nominations electronically to the Associate Provost Search Committee c/o Gwen Alexander, Dean, School of Library and Information Management at galexan1@emporia.edu, 620-341-5203. Background check required. An EOE/AA institution, Emporia State University encourages women and minorities to apply.

www.emporia.edu

badr.aboulela@mohesr.gov.ae

Assistant Vice Provost #37032 University of Central Florida

Regional Campuses

The University of Central Florida Regional Campuses comprises

a partnership-driven organization strategically located to extend

UCF’s reach to the communities of Central Florida. The Regional

Assistant Vice Provost serves as chief administrative officer

for regional campuses and instructional sites in Orange and

Osceola Counties, and is responsible for the quality of programs

and services offered in the designated region in partnership

with Valencia College. The position is based in Orlando Florida

at the shared campus with Valencia College. In collaboration

with partnering institutions, UCF academic colleges, and the

Regional Campuses team, the Regional Assistant Vice Provost is

responsible for integrating appropriate university assets into a

successful learning environment based on the distinctive needs

of the community.

The successful candidate will have a demonstrated passion

for helping students succeed, and an understanding of the

unique needs of transfer students and adult learners. Specific

requirements include an earned doctorate from an accredited

higher education institution at the time of employment; direct

experience in academic administration including scheduling,

budgeting, student services; proven success in a highly

collaborative, partnership-driven environment; and the ability to

work successfully across all academic disciplines.

Preferences include direct experience with one or more of

the following: regional and branch campuses of a public

university, the Florida State College System, or an academic

or administrative unit within the University of Central Florida;

demonstrated experience coordinating and collaborating

with multiple partnering institutions of higher education;

extensive experience interacting and coordinating with faculty

and academic units within an institution of higher education;

demonstrated knowledge and professional experience in

facilitating academic program and student support services

delivery in higher education; significant senior supervisory

experience in the administration of regional campus, branch

campus, or state college operations.

Salary: $85,000.00 to Negotiable

Please Note: Applicants MUST apply through

www.jobswithucf.com. No paper applications, resumes, cover

letters or emails will be accepted or considered for this position.

For full consideration for this position, please complete the UCF

faculty application and provide a cover letter summarizing your

experience as it relates to the requirements and preferences, a

resume, and the names and contact information for at least four

references. These references should include at least one each

from a faculty member, a recent supervisor, an individual whose

work you have supervised, and a community partner.

Review of applications will begin on March 1, 2014.

The position will be open until filled. The expected start date is

on or before July 1, 2014.

For additional information regarding UCF Regional Campuses,

visit our website at www.regionalcampuses.ucf.edu.

The University of Central Florida is an Equal Opportunity, Equal

Access and Affirmative Action Employer. As an agency of the

state of Florida, UCF makes all application materials, including

transcripts used in final screening, available to the public upon

request.

UNIVERSITY OF CENTRAL FLORIDAREGIONAL CAMPUSES

ACADEMIC AFFAIRS

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The University of San Francisco, a Jesuit Catholic university, is searching for an innovative and dedicated individual to assume the newly created

position of Vice Provost for Strategic Enrollment Management. The candidate provides vision and leadership to the University in all areas of Strategic Enrollment Management including overseeing the offices of Admission, Financial Aid and Enrollment Services, and Registrar while guided by the University’s Mission, Vision and Values. The successful candidate will have a broad understanding of the competitive challenges, technological opportunities, and cutting-edge enrollment management practices in this rapidly changing higher education landscape. The University is looking for an individual who will lead with creativity, dynamism, integrity, inclusiveness, sound judgment, wisdom and energy, engendering a team approach. The Vice Provost will partner with the deans of the schools and colleges and other University leaders in developing successful and integrative enrollment management approaches that aligns University goals, priorities and aspirations. The Vice Provost for Strategic Enrollment Management will be a leader who can motivate and manage staff committed to academic excellence, and who can develop and implement innovative and state-of-the-art enrollment and retention strategies to involve the entire university community. She/he will support the development of a comprehensive, high-quality, data driven, and evidence-based strategic enrollment program for a global university that serves domestic and international students through undergraduate and graduate programs offered at the main Hilltop campus (in the heart of San Francisco), three additional sites in San Francisco, five locations throughout California, and online. The Vice Provost reports directly to the Provost and serves as a member of the Provost’s Council and the University’s Leadership Team.

The University of San Francisco is recognized nationally and internationally as a leading Jesuit Catholic, urban university with a global perspective. Established as San Francisco’s first institution of higher education in 1855, the University is deeply embedded in the city of San Francisco. The University serves approximately 10,000 undergraduate, graduate and professional students in Arts and Sciences, Education, Law, Management, and Nursing and Health Professions.

The Position

The Vice Provost for Strategic Enrollment Management will be expected to

Develop, articulate and implement a dynamic, anticipatory, forward-looking, thoughtful and comprehensive strategic enrollment management plan that aligns with the University’s strategic initiatives ensuring a strong link between student demand, university-wide priorities and financial planning.

Ensure the delivery of quality, student-oriented financial aid and enrollment services by developing and

implementing efficient, effective, and integrated policies, procedures and systems.

Build and maintain strong, collaborative and facilitative relationships with leadership across the University, working collegially with the Provost and members of the Provost’s Council, the Leadership Team, faculty, and others to develop and implement short- and long-term enrollment plans including outreach to potential students, program marketing, student satisfaction, etc.

Contribute to the development and implementation of the University’s comprehensive strategic enrollment processes including market research and segmentation, performance marketing, promotional strategies, recruitment tactics, admission practices, and enrollment advising to meet the University’s enrollment goals.

Continue to increase academic quality in the incoming classes; growing enrollments in specific undergraduate and graduate programs, branches, and online; growing geographic diversity; growing socio-economic and racial/ethnic diversity; and, managing the discount rate.

Establish strategic direction, priorities and goals for the overall strategic enrollment management unit making data-informed proposals and decisions and linking budgets and expenditures to measurable outcomes while seeking both standard and creative ways to achieve enrollment goals.

Work with other members of the University leadership to envision and strengthen a future centralized admissions office that recruits new undergraduate, graduate, transfer, online, branch, and international students while fostering a culture of openness and inclusion.

Utilize technology and innovation to enhance enrollment and admissions/recruitment processes and deliver enrollment and registration services in a manner that reinforces efforts to recruit and retain students.

Work collaboratively with the Center for Institutional Planning and Effectiveness (CIPE) to research, analyze, and produce regular business intelligence reports on the University’s enrollment and retention data and student characteristics and develop action plans to increase/correct those trends.

Ensure compliance with federal and state laws, regulations and guidelines and external reporting requirements.

Recommend and implement techniques and strategies to improve department policies, practices, budget forecasting, and communications to increase efficiency and access to services.

Perform other duties as assigned.

Qualifications

An understanding and commitment to promote the Mission of the University as a Jesuit Catholic, urban, private institution that strives to provide a global

perspective that educates leaders who will fashion a more humane and just world.

Master’s degree in relevant field is required. Doctorate is preferred.

Seven or more years of progressively responsible leadership and experience working in Strategic Enrollment Management.

A breadth of experience in multiple data-based student and enrollment service areas and a strong understanding of the use of current and emerging technologies, techniques and strategies including the optimization of CRM, performance marketing, search optimization, lead acquisition, social media, etc.

Ability to provide strong leadership while engendering trust and exhibiting excellence and transparency.

Ability to engage staff in building on past successes while fostering change.

Knowledge of national and international trends and developments in recruitment, admissions, retention, financial aid, and a commitment to outcomes, assessment, modeling and strategic planning.

Outstanding oral, written and interpersonal communication skills with the ability to listen and collaborate with diverse audiences and acting as a team player in support of the University.

Experience and success at leading change across a complex organization.

Skills in establishing and maintaining effective working relationships with students, staff, faculty, and the public.

Commitment to an organizational culture marked by trust, integrity, ethics, inclusiveness, professionalism, and respect for diversity in all its forms.

Application Process

The University has partnered with Scott Healy & Associates in managing and overseeing the search process. All applications and nominations must be sent to:

Scott Healy & AssociatesAttn: Dr. Scott F. Healy, President

Email: scott@scotthealy.com

Candidates must apply electronically. Submit a cover letter outlining your experiences and success in the areas listed above; a current, complete, and updated resume; and a list of five professional references with title, phone number(s), and e-mail address. Applications received by March 7, 2014, will receive priority consideration. The search will remain open until the position is filled.

The University of San Francisco (www.usfca.edu) is an equal opportunity employer dedicated to affirmative action and to excellence through diversity.

VICE PROVOST FOR STRATEGIC ENROLLMENT MANAGEMENT

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Specialization is open, but candidates with a background in Motor Learning, Measure-ment and Evaluation, and Pharmacology are strongly encouraged to apply. Ph.D. is required. Application review will begin im-mediately, and applications will be accepted until the position is filled. Starting date of August 22, 2014.

Kinesiology: The Indiana University School of Public Health-Bloomington has an open-ing for a Clinical Assistant/Associate Pro-fessor in the sport management program within the Department of Kinesiology. The successful candidate will have a PhD in sport management or a related field by the commencement of the appointment; demon-strated or promise of teaching excellence in sport management; evidence of or promise in programmatic and professional involve-ment; and a strong commitment to pursuing service-related funding opportunities. The salary is commensurate with qualifications. The appointment is available beginning the Fall semester, 2014. Interested candidates should review the application requirements and submit their application at: https://indi-ana.peopleadmin.com. Questions regarding the position can be directed to: Dr. Paul M. Pedersen at ppederse@indiana.edu. Ques-

tions regarding the application process can be directed to: Kristi Wasson at ktanksle@indiana.edu or submitted via postal mail at Sport Management Clinical Assistant/As-sociate Professor Search and Screen Com-mittee, c/o Dr. Paul M. Pedersen, School of Public Health-Bloomington, Indiana Uni-versity, 1025 East 7th St., SPH 179, Bloom-ington, IN 47405-4801. Applications should include: a letter of application summarizing qualifications (including a listing of courses the candidate would be interested in teach-ing and examples of the types of potential service grant opportunities the candidate might pursue if hired), a curriculum vitae, and contact information of three references. Review of applications will begin January 31, 2014 and continue until position is filled. Indiana University is an Equal Employment Affirmative Action Employer committed to excellence through diversity.

Law/Ethics: The University of Alaska Fair-banks invites applications for a tenure-track position at the assistant professor rank in Business Law and Ethics to begin Fall 2014. The School of Management is accredited by the AACSB. Applicants seeking a balance of teaching and research responsibilities will find a collegial work environment with

a competitive salary and benefits package. Alaska offers unsurpassed natural beauty and world-class recreational opportunities year-round. Candidates are required to pos-sess an earned Juris Doctorate (JD) from an ABA accredited Law School. Prima-ry duties are to teach five courses per year at the undergraduate/graduate level. Out-standing teaching and excellent communica-tion skills are required. In addition to hav-ing an active research program, candidates will participate in departmental and univer-sity service and engage in continuing profes-sional development. Learn more about our program by visiting the University of Alas-ka Fairbanks website at http://www.uaf.edu/som. Applicants must complete an applica-tion online at http://www.uakjobs.com and attach a cover letter describing their teach-ing and research interests, a curriculum vi-tae, and the names and contact information for three professional references. The posi-tion is open until filled, with a first review date of February 7, 2014.

Law: The University of Washington Arctic Law and Policy Fellowship Program. The University of Washington Arctic Law and Policy Institute is committed to developing future leaders and subject matter experts in

the fields of Arctic law and policy and the intersection of both with natural and social sciences and international and intergovern-mental affairs. To achieve that goal, the In-stitute has established a research fellowship program for recent law school graduates who aspire to provide the critical leader-ship and analytical skills needed to address emerging Arctic opportunities and challeng-es. Duties will include conducting assigned research in current Arctic law and policy is-sues, distributing Institute research via the Institute web site and by other methods, or-ganizing conferences, workshops and webi-nars, and preparing and administering grant proposals. This is a non-teaching position; however, the Fellow will assist faculty in pre-paring and delivering courses and seminars (live and online) and may be asked to pro-vide advice to the university’s law, graduate and undergraduate students in their Arc-tic related studies and research. Applying for a Fellowship. Applications for research fellowships are accepted from January 1 to March 30 of each year. New fellows be-gin on or about July 15th. Fellows serve full time for a one year term. Compensation is competitive. The ideal candidate will have an outstanding academic record, at least one and not more than three years of post-

J.D. experience, a demonstrated interest in Arctic issues, and excellent legal research, analysis and communications skills. Formal training in public policy analysis, familiar-ity with methods and technologies for cre-atively delivering information, and past ex-perience with research grant processes will also be considered. Interested candidates should submit a cover letter addressing the selection criteria listed above and discussing the candidate’s objectives while in the fel-lowship program; a resume; and three let-ters of recommendation. For the 2014-15 fellowship applications must be received by March 31, 2014. The successful candidate must be available for full time duties on July 15, 2014. Candidates should submit the ma-terials listed above to ALPI Research Fel-low, Attn: Paula Johnson, Human Resourc-es Administrator, University of Washington School of Law, Campus Box 353020, Seat-tle, WA 98195-3020. Email or fax applica-tions will not be accepted. The University of Washington is an affirmative action, equal opportunity employer. The University is building a culturally diverse faculty and staff and strongly encourages applications from women, minorities, individuals with disabil-ities and protected veterans. For more in-formation contact the School’s Human Re-

sources Administrator, Ms. Paula Johnson, at pj4@uw.edu

Law: The University of Washington Law School is accepting applications for facul-ty with experience in the following areas: Taxation, Clinical Education, Race and Criminal Justice, Health Law, Family law, Administrative Law. We seek to hire a full-time professor with minimum qualifications of a JD degree, 5 years of teaching experi-ence and outstanding, mature scholarship as evidenced by accomplishments in teach-ing, and in research as evaluated in terms of national recognition work in their field. We also seek a full-time senior lecturer with minimum qualifications of a JD degree and 5 years of teaching experience. We are also accepting candidates for our visiting assis-tant professor program. UW Law is inter-ested in applicants who possess superior ac-ademic credentials, demonstrate excellence in scholarship and teaching, are committed to institutional and community service, and share a passion for the school’s mission as a leader for the global common good. Univer-sity of Washington faculty engage in teach-ing, research, and service. Located in vi-brant Seattle, the UW School of Law is one of the nation’s top public law schools and

Vice President for Academic A� airsSaint Anselm College is seeking an outstanding individual to join the senior leadership team as Vice President for Academic A� airs. � e Vice President serves as the chief academic o� cer for the college, responsible for all academic-related a� airs and leadership. � e Vice President reports directly to the President and will work with the Board of Trustees and the entire senior leadership team.

Founded in 1889, Saint Anselm College is a Catholic, liberal arts college in the Benedictine tradition. � e community includes approximately 2,000 students, 145 full-time faculty members and 370 full-time sta� in addition to the monks of Saint Anselm Abbey. Our professors are dedicated to both teaching and mentoring undergraduates and conducting research in their respective � elds.

� e Vice President is responsible for developing and implementing the College's academic plan and promoting academic excellence through collaboration, cooperation and teamwork throughout the institution. Speci� c responsibilities include but are not limited to:

• Provide dynamic, visionary, strategic leadership with eff ective operational implementation; oversee academic strategic planning

• Establish priorities and plans for academic program development, delivery, and assessment

• Explore opportunities for development of blended/on-line learning experiences

• Demonstrate commitment to an environment that encourages faculty to create positive and innovative learning environments

• Initiate faculty dialogue around master's level classes

• Promote and facilitate innovations in teaching and learning and supporting technologies and infrastructures

• Facilitate interdisciplinary collaboration among academic leadership and faculty

• Identify opportunities for College owned and operated study abroad programs; foster and enhance the College's commitment to the study abroad experience for students

• As key counsel to the President, serve as a liaison in communicating and resolving academic concerns and issues

• Work collaboratively with senior leadership, faculty, administrators and staff to promote greater student success, ensure a safe and positive learning environment and ful� ll the College's mission and strategic plan

• Provide academic input to institutional enrollment management eff orts

� e Vice President for Academic A� airs will be an individual with exceptional administrative skills who can serve as a key contributor to the senior leadership team at Saint Anselm; demonstrate academic leadership and experience in the development and administration of curriculum, budget, personnel, strategic planning and the use of technology; exhibit the ability to work eff ectively in a consultative decision-making culture, including a willingness to educate and explain as well as to be educated. Enthusiasm for the mission of a Catholic undergraduate Liberal Arts College and appreciation for the value of civic education within the context of that mission is essential. Senior-level experience in a comparable setting and a doctorate from an accredited institution, as well as a distinguished record of teaching, scholarship and service is expected.

Kindly include resume/CV, cover letter, and three references along with complete contact information.

Please apply directly on-line at: http://www.anselm.edu/hr.

Successful candidates will be able to assist the college to further its strategic goals for institution-wide diversity and inclusiveness.

CALL FOR APPLICATIONS AND NOMINATIONS FOR DIRECTOR,

SCHOOL OF PUBLIC AFFAIRSPenn State Harrisburg invites nominations and applications for Director, School of Public Affairs (SPA) effective July 1, 2014 (negotiable). Reporting to the Senior Associate Dean for Academic Affairs, the Director will provide leadership and promote excellence in administering academic programs and providing budgetary oversight in the School. The Director will set the standards for intellectual engagement and promote high quality teaching, research, and service; guide the strategic vision and provide operational leadership; identify and capitalize on opportunities for sponsored research and donor funding and advocate for University and external resources to advance the School and College; effectively represent and advocate for the faculty and for the future growth of a complex and diverse School to achieve excellence.

The successful candidate is expected to have demonstrated experience in the tenure and promotion process in a research university environment; have demonstrated leadership qualities in the diversity, recruitment, development and retention of the faculty and staff of the School; have proven experience in developing collaborative relationships in business, government, non-profits and industry; be an accomplished scholar with a Ph.D. in one of the disciplines of the School, and must be eligible for appointment at senior rank with tenure.

SPA is one of Capital College’s five academic schools with over 30 full-time faculty members and highly-regarded complement of part-time faculty. The School has a combined resident and online enrollment of about 1200 students. SPA offers the following undergraduate and graduate programs: Bachelor of Arts in Political Science, Bachelor of Science in Public Policy, Bachelor of Science in Criminal Justice (certified by the Academy of Criminal Justice Science), Master of Arts in Criminal Justice, Master in Public Administration (NASPAA-accredited), Master of Health Administration, Master of Professional Studies in Homeland Studies, and the Doctor of Philosophy in Public Administration.

The University’s online inter-college Master of Professional Studies in Homeland Security is housed in the School. The School offers a joint Juris Doctor and Master of Public Administration degree in partnership with the Dickinson School of Law and other online programs, including, Master of Public Administration, Bachelor’s degree in Criminal Justice, an undergraduate minor in Homeland Security and, in collaboration with the College of Health and Human Development, a Master’s degree in Health Policy and Administration.

Penn State Harrisburg is a comprehensive college of The Pennsylvania State University, one of the largest and most widely recognized institutions in the nation. Located eight miles east of Harrisburg in Middletown, PA, the college has an enrollment of more than 4500 resident instruction students, including a broad, diverse and non-traditional population. The College offers more than 65 associate, bachelor's, master's, and doctoral degree programs. The College also offers the first two years of study leading to more than 160 baccalaureate majors offered throughout the University.

Penn State Harrisburg brings nationally accredited academic programs, award-winning faculty, and the resources of a world-class research university to Pennsylvania's Capital Region.

Please visit our website at www.hbg.psu.edu to learn more about the College and the School of Public Affairs.

To submit a nomination or to apply, please send a letter of application/nomination, curriculum vita, and the names, addresses, and phone numbers of five references to: Chair, Director, School of Public Affairs Search Committee, c/o Mrs. Dorothy J. Guy, Director of Human Resources, Box CHE-41473, 777 West Harrisburg Pike, Middletown, PA 17057-4898 or via e-mail at HBG-HR@LISTS.PSU.EDU. Review of applications/nominations will begin immediately and continue until the position is filled. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce.

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enjoys strong private support for its out-standing JD program and leading programs in: Asian Law; Health/Global Health; Law, Technology, and Arts; Taxation; and Envi-ronmental Law. Our school is home to the Native American Law Center and the Bar-er Institute for Law and Global Human Ser-vices. The University of Washington is one of the world’s leading research institutions with over 250 degrees within 150 depart-ments and programs across 18 colleges and schools, including the new interdisciplinary College of the Environment, and the Seattle campus is located at the confluence of Puget Sound and Lake Washington. Applications, including a letter of intent, resume, and the names and addresses of references, should be emailed to lawjobs@uw.edu or mailed to: University of Washington School of Law Attn: Human Resources William H. Gates Hall, Box 353020 Seattle, WA 98195-3020. The University of Washington is an affir-mative action, equal opportunity employer. The University of Washington, a recipient of the 2006 Alfred P. Sloan Award for Faculty Career Flexibility, is committed to support-ing the work-life balance of its faculty.

Library Administration: The University of Iowa Libraries seeks an Associate Universi-ty Librarian to provide leadership and over-sight for the development and management of the University Libraries’ collections. One of three Associate University Librarians re-porting to the University Librarian, this se-nior position works with other members of the Libraries’ Administrative team to de-

velop and execute the Libraries’ strategic plan, ensure organizational effectiveness and efficiency, develop policies for library operations, and manage human and finan-cial resources. Departments and functions in this position’s portfolio currently include Collection Management, Acquisitions and Licensing, Access Services, and Scholarly Communication. In collaboration with the Administrative team, this position plays a critical role in continuing the evolution of a 21st-century research library at the Univer-sity. The Associate University Librarian for Collections is responsible for the leadership of collections services; stewardship of a $14 million collections budget managed by sub-ject specialist librarians distributed across the organization; meaningful engagement with diverse constituencies including fac-ulty, clinicians, students, and community members; mentoring, supervision, and per-formance assessment; and the development of cooperative arrangements and services. Through deep theoretical and strategic en-gagement with the research enterprise, the Associate University Librarian for Collec-tions will foster the organization’s vision for the development and delivery of new servic-es around the University Libraries’ collec-tions. Please see a complete position vacan-cy announcement at this URL http://www.lib.uiowa.edu/employment/home/associate-university-librarian-for-collections/ .

Management: Assistant Professor of Man-agement. Teach undergraduate and gradu-

Bradley University invites applications and nominations for the position of Vice-President for Student Affairs. A Master’s degree is required, and candidates with academic experience in teaching and scholarship may also be considered for faculty appointment.

For full position announcement visit: http://www.bradley.edu/offices/business/humanresources/opportunities/administrative/position. Applicants should apply online to vpsasearch@bradley.edu with cover letter and current curriculum vitae in PDF format. Names and contact information for at least 3 references will be requested of candidates who are finalists. Review of applications will begin on February 14, 2014. Employment contingent upon successful background investigation.

Bradley University is an Equal Opportunity/Affirmative Action Employer. The administration, faculty and staff are committed to attracting qualified candidates from underrepresented groups.

Vice-President for Student AffairsSenior Associate Dean for ResearchOregon Health & Science University (OHSU) School of Nursing is seeking an experienced nurse scientist for the position of Senior Associate Dean for Research. Key responsibilities include collaborating with and advising the Dean on research portfolio development, sustaining the research enterprise through grants and other forms of extramural funding, and overseeing the array of services to support new and experienced research faculty in the conduct, dissemination and translation of new knowledge. The Senior Associate Dean will maintain an active program of research and national recognition as a leader in her/his research focus. An earned research doctorate in nursing is strongly preferred; candidates with other health-related research doctorates may be considered. Five or more years of progressive experience in higher education with a clear emphasis in research and grant management are required and candidates must be eligible for rank at the Associate or Professor level. Interested applicants should apply online at www.ohsujobs.edu job: IRC41507. For more information, please contact Dr. Christopher Lee (leechri@ohsu.edu).

Senior Director of International Programs andDirector, University Center for International StudiesThe University of Pittsburgh, one of the top research universities in the United States and amember of the Association of American Universities, invites applications and nominationsfor the position of Senior Director of International Programs and Director of the UniversityCenter for International Studies (UCIS). The Senior Director of International Programs reports directly to the Provost/Senior ViceChancellor and is a peer to the academic Deans, serving as a full member of the Council of Deans. The Senior Director works closely with the Provost and other members of theUniversity’s leadership team to provide the vision for the University’s global ambitions. In thiscapacity, the Senior Director serves as a dynamic and imaginative leader who advances theUniversity’s standing in the international arena.The Senior Director of International Programs facilitates and reinforces internationalscholarship, teaching, and public service at the University. The Senior Director cultivates andfosters collaborations across campus, including the Arts and Sciences, the professionalschools, and the Center for Global Health, to advance the University’s international activities.The Senior Director builds the intellectual and administrative infrastructure for the University’sglobal activities by nurturing and strengthening the University’s core academic internationalprograms; promoting intra-University and external relationships on international topics, suchas global health, cultural and migratory flows, democratization, sustainability, and energy; andgarnering new private and public resources to support these and other programmaticactivities. Over 900 faculty members from 14 University schools are engaged in internationalteaching, research, and public service.The Senior Director of International Programs also serves as the Director of UCIS, aUniversity-wide organization that encompasses centers with a topical or regional focus. Thefederal government has designated three of the six UCIS centers – Latin American, Russianand East European, and Global Studies Centers, as well as the International Business Center(jointly sponsored with the Katz Graduate School of Business), as Title VI programs. UCISalso includes the European Union Center of Excellence/European Studies Center, funded bythe European Union; the Asian Studies Center and its Confucius Institute; and the AfricanStudies Program. Affiliated centers are located in the School of Law, the School of Education,and the Graduate School of Public and International Affairs and cooperate closely with UCISand participate in many UCIS programs. The University of Pittsburgh was one of the first research-intensive universities to develop acomprehensive, internationally focused academic center. It has played a leading role in manyareas of international education. The Senior Director of International Programs and Director ofUCIS is expected to build on this legacy.The University seeks a nationally recognized scholar qualified for appointment as a fullprofessor with tenure or a candidate with an academic background who has relevantexperience in important international or government institutions. Intellectual and programmaticleadership will be required as well as a deep commitment to enhancing global education.Strong communications and interpersonal skills, vision, and the skills required to forgeeffective alliances and partnerships both in a matrix-style academic organization and withexternal stakeholders will be needed.Applications, nominations, or confidential inquiries concerning this search may be sent byemail to PittInternational@wittkieffer.com or directed to John K. Thornburgh at (412) 209-2666or Jane Courson at (508) 257-0109. In order to receive full consideration, applications must bereceived by March 1, 2014. The expected date of appointment is July 1, 2014.

The University of Pittsburgh is an affirmative action, equal opportunity employer.

Nebraska Methodist College (NMC) invites an experienced, dynamic individual to serve in the newly created position of Vice President for Enrollment Management. This is a cabinet-level position reporting directly to the President of the College. The vice president is responsible for the formulation of strategy as well as the development and implementation of an integrated marketing and recruitment plan to attain student enrollment goals for all programs. The vice president will provide the vision, energy, managerial and entrepreneurial acumen, command of recruitment technology and leadership abilities necessary for the development of a high-quality, evidence-based enrollment program. This will be a transformational position in which the candidate will lead the College to a new phase of success in envisioning, planning for, recruiting, admitting and graduating an increasingly talented and diverse student body. The anticipated start date is July 1, 2014.

Founded in 1891 and located in Omaha, NE and has an on campus and online student body of 1,000 undergraduate and graduate students. NMC is dedicated to the holistic development of all students and is committed to the provision of educational experiences that produce high quality health care professionals who are educated citizens. NMC is one of the top 25 healthcare professional colleges in the nation. In 2013 it was named one of the best small college workplaces by the Chronicle of Higher Education.

POSITION RESPONSIBILITIES:

1. Provides management and supervisory oversight to the personnel assigned to the Offices of Admissions and Marketing. Coordinates the creation, organization, implementation, and evaluation of recruitment, enrollment and marketing plans, strategies, polices, and processes.

2. Develops and utilizes a comprehensive and effective strategic plan for enrollment of future students (on campus and online) capable of success at the College. Provides personnel with the resources necessary to successfully accomplish the strategic plan. As a member of the President's Cabinet, assumes an active role in the college-wide strategic planning efforts and continuous quality improvement initiatives associated with institutional accreditation.

3. Maintains a strong working relationship with key partners within the College, including the President, Vice President's, Deans, Academic Program Directors and other college personnel.

4. Engages the College community in important conversations about enrollment goals and aspirations. Integrate faculty, staff, and alumni in efforts to effectively highlight the college to perspective students and the community at large.

5. Expands and explores opportunities for expanding partnerships between the College and local community colleges and high schools and the potential for recruiting international students.

6. Collaborates with Academic Affairs and Student Affairs to ensure recruiting success and in planning retention initiatives.

7. At the discretion of the President, serves as an official representative of the College with various internal and external constituents.

8. Models and implements effective management strategies with employees in such areas as on-going professional development, mentoring, and customer service awareness.

9. Makes additional contributions as needed to ensure College success.

POSITION REQUIREMENTS:

1. Minimum of five years of experience at a managerial level within an area(s) of enrollment management in a post secondary institution.

2. Possess an earned Master degree from an accredited institution. A doctorate or enrollment in a doctoral program is preferred.

3. An understanding of student expectations and behavior and the choices that affect them, including brand identity and market position, price elasticity, promotional efforts, competitive pressures, and technology.

4. Advanced knowledge of recruitment funnel development and management. Experience with recruitment and admission best practices along with an entrepreneurial spirit for supporting creative recruitment and marketing approaches.

5. Broad knowledge of financial aid strategy development that optimizes student recruitment and supports diversity.

6. Knowledge of strategic institutional branding and targeted marketing.7. Demonstrated ability to engage staff to build on past successes while fostering change.8. Ability to be an articulate spokesperson for NMC on a local, state, and national level.9. Strong interpersonal and written/oral communication skills, good listening skills, and the ability to work with

individuals and groups effectively. A positive history of developing people, projects and leading change. 10. Ability to establish a long-term vision while also prioritizing and planning work activities and meeting

deadlines.11. Demonstrated fiscal responsibility and business sense and the ability to manage budgets.

Please apply at: https://jobs.bestcare.org or contact Rebecca Hatfield at 402-354-7818 for more information.

FEBRUARY 7, 2014    THE CHRONICLE OF HIGHER EDUCATION Student Affairs    Business Affairs A57

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ate courses, primarily in Operations Man-agement. Conduct an ongoing program of research resulting in professional publica-tions. Participate in curriculum develop-ment and other University and community service. Ph.D. or ABD with specialization in management. Primary expertise in Op-erations Management. Evidence of teach-ing ability and ability to conduct scholarly research. Candidates should send a letter of application, a current resume, transcripts and three letters of recommendation to: Dr. Olof H. Lundberg, Jr., Chair, Department of Management, University of New Orleans, 2000 Lakeshore Drive, New Orleans, LA 70148. The University of New Orleans is an Affirmative Action/Equal Opportunity Em-ployer. Women, ethnic minorities, veterans and persons with disabilities are encouraged to apply. Must respond within 30 days and refer to Job#12590.

Medicine: Facial Plastic & Reconstructive Surgeon for the Vanderbilt Bill Wilkerson Center for Otolaryngology and Commu-nication Sciences in Nashville, Tennessee. The Department of Otolaryngology is un-

dergoing rapid expansion of their clinical, educational, and research efforts in facial plastic and reconstructive surgery. There is an opening for a one year position as clin-ical instructor in facial plastic and recon-structive surgery. Particular interest in fa-cial trauma and complex reconstruction is desired, as well as a commitment to educa-tional efforts for Vanderbilt otolaryngology faculty, residents, and medical students. The successful candidate must be fellowship-trained, board-certified, and eligible for an unrestricted Tennessee license.

Music: Position #55459 Assistant or Associ-ate Professor of Music (Music Composition/Theory) Department of Music and Perform-ing Arts http://www.unk.edu/music/ Teach undergraduate music theory, sight sing-ing/ear training, analysis and composition; teach online graduate analysis. Coordinate composition and music theory programs including administration of music theory placement exams (undergraduate/graduate)

and advise composition majors. Serve as Co-ordinator of the New Music Festival. Other duties as assigned based on candidate’s ar-eas of expertise and department needs. Evi-dence of prior successful college-level teach-ing is required; continued professional activ-ity in a variety of media, and active recruit-ment and university service is expected.

Natural Resources: Description: 9-month, tenure track position. Primary responsibil-ity will be teaching courses in Natural Re-sources, including Forestry, Wildlife Habi-tat Enhancement, Soil and Water Conser-vation Practices. Additional responsibili-ties include grant-writing, publication of research results, advising undergraduate/graduate students, organizations, and pub-lic service. Requirements: PhD in Natural Resources with major emphasis in hard-wood forest ecosystem management; excel-lent written and oral communications skills with demonstrated ability of working col-laboratively with the public and government

agencies. Programs: Missouri State Univer-sity’s Darr School of Agriculture provides excellent education degrees in the follow-ing units via an engaged teaching and re-search faculty and staff team: Plant Science, Natural Resources, and Wildlife Conser-vation; Animal Science; Agricultural Busi-ness, Education, and Communications; Fa-cilities: The Darr School of Agriculture has excellent facilities that include: Karls Hall located on campus with modern lecture halls, laboratories and offices; The Darr Agricultural Center with the excellent Pin-egar Arena and the Bond Learning Center facilities; The Woodlands that is a 157 acre native hardwood teaching/research facil-ity within 30 minutes of campus; the Shealy Farm, a 250 acre forages and timber acreage with a Conference Center; The Journagan Ranch, a 3200 acre, 1000 beef animal (500 Purebred Hereford Herd) learning center; and the State Fruit Experiment Station, 190 acre 100 year old station with special empha-sis on Grape Genetics and Breeding , as well as viticulture and enology. Applications will be accepted until a suitable candidate is se-lected. Evaluation of applicants will begin

March 17, 2014. Missouri State University is an Equal Opportunity/Affirmative Ac-tion Institution. Employment will require a criminal background check at University expense. Apply at http://jobs.missouristate.edu/postings/11846. Questions: garywebb@missouristate.edu

Optometry: Comprehensive Ophthalmol-ogist. Assistant/Associate Professor. Full Time Academic Position in Ophthalmol-ogy. The department of Ophthalmology at The George Washington University Medical Faculty associates, an independent not for profit clinical practice group affiliated with The George Washington University is seek-ing a Comprehensive Ophthalmologist. This position is also open to those applicants who have subspecialty fellowship training in Ophthalmology. This full time non-tenure position will be in an academic setting fo-cused on superb clinical abilities, research and excellence in teaching residents and medical students. The candidate must be willing to travel to multiple office locations in the DC Metropolitan area. Basic Quali-fications: Applicants must be board eligible

RESIDENT DIRECTORSeeking motivated entry-level professionals with experience and inter-est in developing and implementing educational curriculum initiativesfor residential students. Responsibilities include the administration andoperation of a community of residential learning (200-400 students);supervision of paraprofessionals; student conduct; campus program-ming; and other student development functions.

Required: Master's degree in College Student Personnel, HigherEducation, Counseling or related field OR master's degree in progresswith at least 12 matriculated credits in one of these fields in addition tosignificant residential life experience. Demonstrated skill working withdiverse college populations and commitment to creating an inclusiveenvironment. Experience with student learning, development and cur-rent technology initiatives.

Live-in, furnished apartment with amenities, competitive salary. Forbest consideration, please apply by March 14, 2014.

To apply for this exciting opportunity, submit cover letter, résumé, andcontact information for three references online at

https://www.brockportrecruit.org.

Official transcripts required upon hire.

The College at Brockport, State University of New Yorkis an EO/AA Employer.

Director of Housing& ResidentialLife/Assistant Dean of Students

Kenyon Collegeinvites applications for the following position:

For more information and application instructions,

please visit the Kenyon College website, or:

https://employment2.kenyon.edu/

Kenyon College is an equal opportunity employer.

Kenyon College

Coordinator, Advising and Student Services

The Florida Virtual Campus (FLVC) is a statewide academic support organization established by Section 1006.73, Florida Statutes. As a joint service of the Florida College System and the State University System, FLVC supports the distance learning, degree completion, and research needs of the students, faculty, and staff of Florida’s public colleges and universities. FLVC has office locations in Tallahassee, Gainesville, and Tampa. FLVC contracts with the University of Florida to provide its employees eligibility to participate in the benefit programs offered by both the University of Florida and the State of Florida. For more information on FLVC, visit www.flvc.org.

FLVC invites applicants to apply for Coordinator, Advising and Student Services. This position is responsible for providing support and coordination for the student services applications and operations of FLVC. The Coordinator will serve as the liaison with Florida’s college and university student services personnel and coordinate the FLVC web services with those of member institutions.

For a detailed position description and more information on how to apply, go to https://jobs.ufl.edu/. Refer to Requisition #0904797 (Position #00028339). Advertisement closing date is 2/28/2014.

Vice President, Administrative Services

The full position description, qualificationsandapplication canbe accessed atwww.llcc.edu/hr. Interested applicantsshould apply online no later than Friday, February 28, 2014 by completing anapplication andattaching a letter of application, resumeand transcripts.

Chaplaincy Fellow and Muslim AdvisorMiddlebury invites nominations and applications for a two-year Chaplaincy Fellow and Muslim Advisor position to begin July 2014.

The Chaplaincy Fellow and Muslim Advisor assists the Chaplain with general duties and serves as the advisor for the Muslim community on campus. In addition the Chaplaincy Fellow will support and develop programs for Muslim students; serve as a resource on matters of Islam, religious diversity, and interfaith dialogue; work together with colleagues at the Scott Center to create thoughtful religious life programming and provide spiritual support and guidance to members of the college community.

Qualifications: The successful candidate will have a bachelor’s degree. A master’s degree or other graduate study is preferred. Academic preparation may be in any relevant discipline. Students enrolled in masters or doctoral level programs that are finishing their education are also welcome to apply. A broad-based knowledge of Islam and evidence of academic engagement of the religion and its history is required. Successful candidates will also demonstrate an appreciation of and the ability to work with a diverse student population; be accustomed to or prepared for a high degree of student contact; have excellent interpersonal skills; be able to communicate effectively in verbal and written form; and be comfortable working and interacting with student life colleagues, other administrators, and faculty.

This is a two year term position with full-time benefits. Review of applications will begin March 15, 2014 and will continue until the position is filled.

To view the full job description and to apply online please visit: http://apptrkr.com/429958.

About The Charles P. Scott Center for Spiritual and Religious Life:Middlebury College has a longstanding commitment to the education of the whole person. The Scott Center works to create a campus atmosphere that is open to religious faith and practice, and encourages moral reflection and spiritual development. We create opportunities for fruitful interfaith dialogue and foster respect for a diverse range of belief and practice. Middlebury College expects our graduates to be thoughtful and ethical leaders able to meet the challenges of informed citizenship both in their communities and as world citizens. The Scott Center plays an important role by promoting understanding of the full spectrum of the world’s religious traditions.

About Middlebury College:Located in the beautiful Champlain Valley in Vermont, Middlebury College offers a vibrant community with a demonstrated commitment to sustainability and a strong international outlook. It has a highly talented, engaged and diverse undergraduate student body of 2450. The College also offers graduate study in ten languages through Middlebury Language Schools; in English through the Bread Loaf School of English; and in international studies and languages at the Monterey Institute of International Studies.

Middlebury is a top-tier liberal arts college with a demonstrated commitment to excellence. An Equal Opportunity Employer, the College is committed to hiring a diverse staff and faculty as we work to foster innovation in our curriculum and to provide a rich and varied educational experience to our increasingly diverse student body. For more information, visit www.middlebury.edu.

AA/EOE

Come build your future at Middlebury College!

Middlebury, VT

A58 Business Affairs    Deans THE CHRONICLE OF HIGHER EDUCATION    FEBRUARY 7, 2014

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or board certified in Ophthalmology, and be eligible for licensure in the District of Co-lumbia. Academic rank at the George Wash-ington University will be at the level of As-sistant/Associate Professor. Review of ap-plications will begin on March 1, 2014 and continue until the position is filled. Appli-cation Procedure: To apply, please complete an online faculty application at http://www.gwu.jobs/postings/19867 and upload your CV and cover letter. Only complete applica-tions will be considered. The George Wash-ington University Medical Faculty Associ-ates is an Equal Opportunity/Affirmative Action Employer.

Pharmaceutics: The Assistant Professor of Pharmaceutics is responsible to teach Phar-maceutical courses in Application and Cal-culations. The position will instruct the following courses in the academic year: Pharmaceutics-II PHRX 314 course; Phar-maceutical Calculations in the Pharmaceu-tics-I PHRX 313; Capstone Research Proj-ect PHRX 550 and PHRX600; and Inte-grated Pharmacy applications- PHRX 320 and PHRX 321. The Assistant Professor of Pharmaceutics will prepare teaching mate-rials, confer with students on course materi-als, instruct and facilitate basic pharmaceu-tical calculations; drug delivery and dosage forms; review written examinations and pa-pers; mentoring and acting as preceptor for students research projects. Maintain active duty in discipline and a record of scholar-ly activity. Samford University is an Equal

Opportunity Institution that complies with applicable law prohibiting discrimination in its educational and employment policies and does not unlawfully discriminate on the ba-sis of race, color, sex, age, disability, or na-tional or ethnic origin. Nominations and re-sumes may be sent to Dr. Bruce Waldrop, McWhorter School of Pharmacy, Samford University, 800 Lakeshore Drive, Birming-ham, Alabama 35229-2252.

Photography: The University of Arkansas at Little Rock (UALR) Department of Art is accepting applications for a full-time, nine-month, tenure-track position as Assistant Professor in Photography (R97242) to teach undergraduate and graduate level photog-raphy courses. Other related duties include curriculum development, budgeting, assist in developing and maintaining digital equip-ment/resources (must be Mac proficient), as-sist in maintaining traditional photograph-ic labs/equipment, keeping regular office hours, and actively serving the department, college, university and community. The can-didate must be active in personal research and professional practice, and must be avail-able to teach night courses. The University of Arkansas at Little Rock is located in the capital and largest city in Arkansas adja-cent to spectacular natural recreation sites. UALR is a growing metropolitan universi-ty of approximately 12,000 students. UALR offers a minor, BFA, and MA degree in Pho-tography. The Department of Art has 20 full time faculty and support positions, 19 part-

time positions, 200+ majors that include undergraduate and graduate level students and a large number of non-majors. BA and BFA degrees are offered in studio art with concentrations in: painting, drawing, print-making, photography, graphic design, illus-tration, and sculpture; applied design with

concentrations in furniture design, metals, and ceramics; secondary art education li-censure, and art history. An MA degree is offered with emphases in studio art, art his-tory, and art education. The Department of Art is accredited by NASAD and enjoys co-operative relationships with the Arkansas

Art Education Association, the Arkansas Arts Center and the Friends of Contem-porary Craft. Required Qualifications: An MFA in Photography/Studio Art is required. Candidates should be practicing artists, with a record of accomplishment, and potential for development in creative research. Pre-

ferred Qualifications: College level teach-ing experience beyond graduate school is preferred. The ability to teach and have ex-pertise in work that integrates photography with new or time-based media genres such as video, interactive media, or other emer-gent forms is desirable, but all photographic

DEAN OF RELIGIOUS LIFEThe Dean of Religious Life at

Stanford, reporting to the Provost, is the leader of religious affairs of the University. The Dean serves as one of the faces and voices of religious and spiritual life in

university ceremonies, convocations, memorials, and celebrations

that call for prayer and spiritual leadership. The position is open to candidates of all religious faiths.

For more information and to apply, visit

http://apptrkr com/432146Deadline: March 1, 2014

EOE

Madonna University (Livonia, Michigan) seeks a dynamic individual for the role of Dean of the School of Business. Serving on the Academic Council with the Provost and seven other deans, this important administrative position is responsible for overseeing all matters related to the School of Business academic programs; curriculum development; research; staffing (recruitment, hiring, workload, evaluation, and professional development); academic accreditation; international outreach; online programming; student complaints/grievances; budgeting and planning; program assessment; and resource development/grant writing. This is a full-time (twelve-month) position.

The Dean provides leadership in advocating for the traditional hallmarks of excellence in higher education by encouraging and facilitating high standards of academic quality through appointment of appropriately credentialed faculty members, admission of qualified students, high expectations for student achievement, rigorous program assessment, and building relationships with potential employers.

QUALIFICATIONS

Ph.D. degree in business administration or related field required.•Minimum of 5 years of full-time university teaching experience.•Excellent interpersonal skills, including ability to work cooperatively with faculty and departmental staff and students.•Excellent communication skills.•Demonstrated ability to think entrepreneurially, exercise initiative and independent judgment, and interact with others •with tact and diplomacy.Positive service-oriented attitude and follow-through to plan, organize, and manage a diverse workload with attention to detail.•Experience in academic accreditation.•Demonstrated success in fund raising/grant writing.•

Candidates should submit a letter of interest, up-to-date curriculum vitae, and the names of three references to Angela Sherry, Academic Contracts and Services Specialist, Madonna University, 36600 Schoolcraft Road, Livonia, MI 48150 or asherry@madonna.edu.

The applications will be reviewed beginning February 15, 2014.A detailed job description for this position is available at

http://www.madonna.edu/faculty/staff/human-resources/faculty-positions

Madonna University is an affirmative action/equal opportunity employer committed to excellence through diversity.

Dean of the School of Business

VICE PRESIDENT FOR DEVELOPMENT Black River Technical College is known for its strong technical and general education programs and its outreach to the community as an active partner and leader in workforce and economic development. BRTC takes immense pride in our faculty and staff, each of who are responsive and committed to understanding and meeting the needs of our students and the region…as we educate today’s diverse students for tomorrow’s changing world.

Black River Technical College is seeking qualifi ed applicants for the position of Vice President for Development which will be responsible for the development and advancement of the College. The Vice President will also support the goals and mission of the College.

DUTIES AND RESPONSIBILITIES:The areas of responsibilities will include but are not limited to planning, leading and implementing college fund-raising initiatives, development, research, and strategic planning, as well as coordinating and developing College grant applications. The Vice President will also serve as the chief development offi cer, the liaison for the Black River Technical College Foundation, alternate liaison for Black River Technical College to the Higher Learning Commission, REACH Coordinator, and as the institutions’ Higher Education liaison. The Vice President will lead a team of development and marketing/public information professionals and administrative staff.

QUALIFICATIONS:The formal education equivalent of a master’s degree from an accredited institution with course work and experience in development and research areas. A minimum of fi ve years’ experience at the college level, including experience in conducting market research and a working knowledge of statistical sampling techniques via the use of interviews and questionnaires. Three years of supervisory experience at the middle management level and experience in grant writing and planning.

Preference will be given to individuals with experience in community college or higher education.

Applications will be accepted until position is fi lled. To help ensure adequate consideration applicants are encouraged to submit materials by March 14, 2014. Applicants should send a cover letter, resume, State application, copies of unoffi cial transcripts (offi cial transcripts will be required if selected for interview), and a minimum of three references to:

BLACK RIVER TECHNICAL COLLEGEJulie Edington, Director of Human Resources

P.O. Box 468Pocahontas, AR 72455

*Equal Employment Opportunity is more than our advertised institutional policy; it is a statement of our core philosophy.

BRTC is a Tobacco Free Campus

Chief Audit and Compliance O� cerO� ce of Audit, Compliance and Ethics (OACE)

� e University of Connecticut (UConn) invites applications for the Chief Audit and Compliance O� cer. Reporting administratively to the University president and functionally to the chair of the Joint Audit and Compliance Committee of the University’s Board of Trustees, this position serves as the Chief Audit and Compliance O� cer, who heads UConn’s O� ce of Audit, Compliance and Ethics (OACE).

� e University of Connecticut is one of the nation’s leading public research universities. Founded in 1881, UConn is a Land Grant and Sea Grant college and member of the Space Grant Consortium. It is the state’s � agship institution of higher education with its main campus in Storrs in addition to a Law School, Medical and Dental Schools, a Health Center and � ve regional campuses in Greater Hartford, Stamford, Waterbury, Avery Point, and Torrington. � e Law School campus is located in Hartford; the Health Center campus is located in Farmington. Both are closely linked to the main campus through academic projects.

UConn is ranked among the Top 20 public universities in the nation according to the 2014 U.S. News & Report. � e University has approximately 10,000 faculty and sta� and 30,000 students which includes more than 22,000 undergraduates and nearly 8,000 graduate/professional students.

In consultation with the Joint Audit and Compliance Committee, the Chief Audit and Compliance O� cer is responsible for planning, leading, reporting on, and supervising all internal auditing activities, compliance activities and personnel within the framework of the OACE Charter. � is position will direct a comprehensive, risk-based audit and compliance program that is designed to add value and improve operations through evaluations of internal controls, risk management, and governance processes. � e Chief Audit and Compliance O� cer is responsible for directing the day-to-day operation of OACE, including providing direct supervision of professional and administrative sta� . He/She is responsible for these functions at the University’s main campus as well as its regional campuses, law school and Health Center.

� e Chief Audit and Compliance O� cer should have signi� cant leadership experience in internal audit/compliance and/or � nancial management, preferably in a university or academic medical environment. � e successful candidate should have a demonstrated understanding of audit management, including culture, operations, � nancial processes, and information technology. He/She should display a demonstrated ability to oversee and lead an organization-wide, risk-based, service-driven internal audit and compliance function that is proactive, progressive and collaboratively aligned with the many disparate organizational entities that compose a university. A bachelor’s degree from an accredited university is required. An advanced degree in a relevant � eld and a Certi� ed Public Accountant or Certi� ed Internal Auditor are preferred.

Initial screening of applicants will begin immediately, and continue until the position is � lled. � e University of Connecticut will be assisted by Ellen Brown Landers, Elizabeth Ewing and Tracie Smith of Heidrick & Struggles, Inc. For further information, please see: http://www.audit.uconn.edu/index.html. Nominations and applications should be directed to:

University of Connecticut Chief Audit and Compliance O� cer Search CommitteeHeidrick & Struggles, Inc.

303 Peachtree Street, NE, Suite 4300Atlanta, GA 30308

Telephone: 404-682-7316Email: uconn@heidrick.com

� e University of Connecticut does not discriminate on the basis of race, color, ethnicity, religious creed, age, sex, marital status, national origin, ancestry, sexual orientation, genetic information, physical or

mental disabilities (including learning disabilities, intellectual disabilities, past/present history of a mental disorder), prior conviction of a crime (or similar characteristic), workplace hazards to reproductive systems, gender identity or expression, or other legally protected classi� cations in its programs and

activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and University policies. � e University of Connecticut prohibits sexual

harassment, including sexual violence.

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practices will be considered. UALR is po-sitioning itself for the future by emphasiz-ing interdisciplinary collaboration, high im-pact learning experiences, community con-nections, and a campus-wide commitment to student success. The campus is currently undergoing an extensive administrative and academic reorganization in order to more effectively align its assets with these priori-ties. This is an exciting time to be at UALR. For more information visit the reorganiza-tion web site at http://ualr.edu/academics/restructure. Applications must be submitted through the on-line system. As part of the application process, applicants must upload the following additional documents: Artist Statement (uploaded as Writing Sample); Two examples of course syllabi (uploaded as Other Documents - As Indicated in Special Instructions to Applicant, 9MB file max.). The following requirements may be upload-ed as a URL or emailed to cwroberson@ualr.edu. Emailed materials should be in PDF format and labeled as Lastname-First-name-ITEM-R97242.pdf (example: Doe-John-PersonalWork-R97242.pdf): Twenty

examples of personal work (title, date, me-dia, and dimensions.); Twenty images of stu-dent work (dates, course, and very brief de-scriptions of the assignments they reflect); Ordered Image list of portfolio materials with appropriate information. (Image-List). For media that isn’t easily accommodated by this format, such as video, please embed links within the PDF. Additional informa-tion about this position and application re-quirements are available under the Jobs link on the Human Resources’ website at http://ualr.edu/humanresources/. All applications and required materials must be received no later than March 28, 2014. Incomplete appli-cations will not be considered. This position is subject to a pre-employment criminal and financial history background check. A crim-inal conviction or arrest pending adjudica-tion and/or adverse financial history infor-mation alone shall not disqualify an appli-cant in the absence of a relationship to the requirements of the position. Background check information will be used in a confi-dential, non-discriminatory manner consis-tent with state and federal law. The Univer-

sity of Arkansas at Little Rock is an equal opportunity, affirmative action employer and actively seeks the candidacy of minori-ties, women, veterans, and persons with dis-abilities. Under Arkansas law, all applica-tions are subject to disclosure. Persons hired must have proof of legal authority to work in the United States.

Physics/Radiation: Serve as Radiation Phys-icist in The Ohio State University Medical Center, Department of Radiation Oncol-ogy, Columbus, Ohio. Teach quality assur-ance course for radiation therapy students; clinical teaching of radiation oncology resi-dents, graduate students, and radiation ther-apy students in principles and regulations related to radiation therapy physics, dosim-etry and radiation protection; specification and acquisition of all radiation generating equipment; calibration of the treatment ma-chines and acquisition and maintenance of dosimetry and health-physics equipment; re-view OSU radiation treatment charts; work with physicians to ensure appropriate ad-ministration of radiation related prescrip-tions. Requirements: M.S. in Physics or re-lated field (foreign equivalent acceptable). Two years of residency training in Medical Physics. Six months of post-M.S. experience in clinical radiation therapy; experience must have included quality assurance (expe-

rience may have been gained concurrently). Requires successful completion of a back-ground check. Recruiting for multiple posi-tions. Send resume and cover letter to Attn: J. Klipfer, HR Business Partner, Radiation Oncology, The Ohio State University Med-ical Center, 300 W. 10th Ave., Suite 094E, Columbus, Ohio 43210. EEO-AA Employer.

Political Science: The Department of Histo-ry, Political Science and Humanities at Lee University invites applications for the full-time, tenure-track position of Assistant Pro-fessor of Political Science beginning in the fall of 2014. Position requires Ph.D. in Politi-cal Science with a Specialty of concentration in International Relations (or related field). The successful candidate will be expected to teach all core IR courses, the department’s university core course in American Govern-ment and electives in the candidate’s spe-cialization field. Candidates must be com-mitted to the Christian liberal arts. Minor-ities and women are encouraged to apply. Review of applications will begin immedi-ately and will continue until the position is filled. The application is available at http://leeuniversity.edu/uploadedFiles/Content/human-resources/faculty-application(1).pdf. Send letter of application, vita, three letters of recommendation, transcripts, a personal statement of Christian faith, and a statement

describing the integration of Christian faith and the discipline of expertise to: Dr. Randy Wood, Chair of the Department of History, Political Science and Humanities, Lee Uni-versity, Cleveland, TN 37320-3450, 423-614-8137. Deadline: March 8, 2014.

Psychology: Assistant Professor of Psychol-ogy. Penn State Fayette invites applications for Assistant Professor of Psychology (ten-ure system, 36 week position); begin August 2014. Responsibilities: Teach courses in the

undergraduate psychology program includ-ing research methods, introduction to psy-chology and others within cognition, devel-opmental and behavioral domains. Use tra-ditional, hybrid, and online delivery meth-ods. Publish in refereed journals. Various service activities expected. Qualifications: Ph.D. in Psychology. Evidence of poten-tial in research and publication is expect-ed. Prior college-level and online teaching experience preferred. To learn more about the campus, position and application, visit

DEANSLooking for an exciting career in academia? Look no further. Come Join-Us were we inspire students and they in turn return the service. Valencia College is seeking leaders to serve as Deans in the following areas: Dean, Hospitality & Business / Dean, Nursing / Dean, Arts & Humanities. To complete the ‘required’ Valencia College online application visit http://valenciacollege.edu/join-us. Need assistance? Contact 407.582.8033. EA/EO

ASSOCIATE VICE PRESIDENTFOR FINANCE ANDADMINISTRATION

The Associate Vice President for Finance and Administration reports tothe Vice President for Finance and Administration and acts in her/hisabsence. This position oversees financial analysis studies, and audits;capital financing; fixed asset inventory; financial information andreporting systems; investment management; compliance issues; andinterpretation and application of generally accepted accountingprinciples, as well as various state and federal regulations. Theincumbent creates and/or modifies financial and administrative policiesand procedures and assures the integrity of financial information.Anticipated start date: July 1, 2014. Required: Master’s degree inappropriate business or related field. Five or more years progressivelyresponsible work experience in college or university financialmanagement, budgeting, bursar, purchasing and accounting. Five yearssupervisory work experience in a college or university setting. Strongorganizational and communication skills. Successful interview. Fullconsideration given to applications received by February 24, 2014. Formore information about the position, the required and preferredqualifications, and to apply, go to https://jobs.millersville.edu andcreate a staff application. A cover letter detailing how candidate fulfillsposition qualifications, a resume and the names, addresses, andtelephone numbers of three current professional references are required.

An EO/AA institution. www.millersville.edu

CHIEF BUSINESS OFFICER

$179,025 - 210,218/annually

Serves as the executive responsible for the oversight and management of select District business operations including budget planning and analysis, accounting, contracts and purchasing, risk management, and general support services; and provides technical direction over related business functions at the District's nine colleges.

Requires: an advanced degree from a recognized college or university preferably with a major in finance, economics, accounting, business administration, or related field; extensive strategic leadership and operational management experience in a position or combination of positions with responsibility for the financial and business operations of a medium to large scale public agency; and a reputation for integrity, transparency, and accountability with sound technical skills, analytical ability, good judgment, and strong operational focus. Experience with a public educational institution is desirable.

Los Angeles Community College District(213) 891-2129

https://www.laccd.edu

The College of Education invites applications and nominations forthe position of Assistant Dean for Finance and Operations. Thecollege has a very strong national and international reputation,and is committed to excellence in its academic and administrativefunctions, including in implementing the university’s Bolder byDesign strategic initiatives. This position is responsible for thefinancial, human resources, facilities, and technology operationsof a college with over 300 employees, 4,000 students, and $60million in annual revenues. This is a full-time, annual (12-month)appointment reporting to the Dean of the College of Education.The position is open rank, including academic specialist. Thedesired start date is May 1, 2014. See the website:education.msu.edu/resources/jobs for detailed informationregarding duties and qualifications.Qualifications: Applicants must be eligible for appointment as afaculty member, or as an academic specialist with a terminaldegree that would permit appointment as an assistant dean.Three-five years of experience in finance and operations,preferably in a large, complex academic organization.Applications: Interested candidates should submit a letter ofapplication, curriculum vitae, and the names and contact informationfor three references electronically at the website: jobs.msu.eduposting number 8987. Review of applications will begin February21, 2014 and will continue until the position is filled.

ASSISTANT DEAN FOR FINANCE AND OPERATIONSCOLLEGE OF EDUCATION

MSU is an Affirmative Action, Equal Opportunity Employer.

MSU is committed to achieving excellence through cultural diversity.The University actively encourages applications and/or nominationsof women, persons of color, veterans and persons with disabilities.

DEAN OF NURSINGSaint Peter’s University invites applications and nominations for the position of Dean of Nursing. The Dean reports to the Provost/Vice President for Academic Affairs. Responsibilities include providing administrative leadership and overall management of the University’s School of Nursing: the planning, implementation, supervision and evaluation of the baccalaureate, master’s and doctoral nursing programs. This is a 12-month administrative position to start on July 1, 2014.

Qualifications: Earned Doctorate in nursing or related discipline with Master’s Degree in Nursing; undergraduate and graduate nursing teaching experience; record of scholarly activity, administrative experience and program development/implementation required; must be able to articulate a vision for nursing education and capacity to support the Jesuit/Catholic mission of the College; excellent written, verbal, organizational, interpersonal, and supervisory skills, and be an effective manager.

Review of internal applications will begin immediately. The last date for submission of an application is February 25, 2014. Nominations and/or letters of application along with the resume, and the names and telephone numbers of three references should be sent to:

Director of Human Resources Saint Peter’s University 2641 Kennedy Boulevard Jersey City, NJ 07306

For additional information about the University visit: www.saintpeters.edu

Saint Peter’s University is an Equal Opportunity/Affirmative Action Employers. It does not discriminate on the basis of sex, race, marital status, color, religion, age, national

or ethnic origin, disability, sexual orientation, or veteran’s status.

Vice President for Administration

and Fiscal A� airsEmporia State University invites nominations and applications for the position of Vice President for Administration and Fiscal A� airs. � e Vice President reports directly to the President and is a key member of the President’s Executive Cabinet and the Administrative Council. � e Vice President serves as the chief � scal o� cer of the University and has operational responsibilities for budget,

� scal operations, facilities, human resources, and payroll. � e Vice President assists the President with institutional and � nancial planning, and provides leadership for the mission, strategic goals, and priorities of the University. Within a collaborative environment, the Vice President will provide dynamic leadership by engaging faculty, sta� , and other senior leaders in fostering communication and dialogue surrounding the University’s � nances and institutional priorities, as well as in the administrative and � scal areas and will be responsible for developing and implementing university � scal and administrative policies and procedures. � e Vice President is expected to mentor, inspire, and motivate colleagues across the University. Bachelor’s degree required; with CPA and/or Master’s degree highly preferred; doctorate desired. � is is a full-time, 12-month administrative appointment. Anticipated start date is July 1, 2014.

For additional information and job quali� cations go to: http://www.emporia.edu/humres/jobs/unclassi� ed/14/37/vice-president-for-administration-and-� scal-a� airs/.

Review of applications for the position will begin February 24, 2014, and continue until the position is � lled. Submit letter of interest, resume, and the names and contact information for � ve references to Dr. James Williams, VPAFA Search Chair, Campus Box 4007, Emporia State University, 1200 Commercial, Emporia, KS 66801-5087, jbrinkm1@emporia.edu, telephone 620-341-5269. Background check required. An AA/EOE institution, Emporia State University encourages minorities and women to apply. www.emporia.edu

Assistant Director/ Grievance Officer and

Associate Director/ Sr. Grievance Officer for EO&D

The Equal Opportunity and Diversity Office at the University of Massachusetts Amherst campus is seeking two experienced grievance resolution Grievance Officers to investigate and propose resolutions for complaints related to civil rights violations (including sexual harassment) filed within the University.

Minimum Qualifications for Grievance Officer: BA/BS (Master’s preferred) in higher ed administration, personnel, human resources or related field; 3 years of experience in the investigation of complaints/grievances related to civil rights issues, including Title IX investigations. Successful candidate must be well versed in federal and state affirmative action and equal opportunity legislation, specifically sexual harassment, Title IX, racial and other civil rights issues. Experience in developing and presenting workshops to a diverse population required. Administrative experience and knowledge of higher education personnel policies and procedures preferably at a public institution, or the ability to quickly master the same. Mediation skills preferred.

Hiring Salary Range: $45,400 – $56,800 Normal Starting Salary: $45,400 – $51,100

Minimum Qualifications for Senior Grievance Officer: BA/BS in higher ed administration, personnel, human resources or related field; 5 years of experience in the investigation of unlawful discrimination, harassment and retaliation, including Title IX investigations; or a Master’s degree in the same and 3 years of experience. Successful candidate must be well versed in federal and state affirmative action and equal opportunity legislation and regulations, specifically those concerning sexual harassment, Title IX, racial discrimination, disability, veterans and other civil rights issues. Experience in creating, developing and presenting workshops to a diverse population required. Administrative experience and knowledge of higher education personnel policies and procedures preferably at a public institution, or the ability to quickly master the same. Mediation skills required.

Hiring Salary Range: $49,900 – $62,700 Normal Starting Salary: $49,900 – $56,300

For the Grievance Officer position, please apply online at: http://umass.interviewexchange.com/candapply.jsp?JOBID=45985.

For the Senior Grievance Officer position, please apply online at: http://umass.interviewexchange.com/candapply.jsp?JOBID=45984.

Please include a letter of application, resume and the names, telephone numbers and addresses of three references. The review of applications will begin on February 14, 2014, and will continue until the positions are filled.

The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer. Women and members of minority groups are encouraged to apply.

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http://apptrkr.com/429472; follow “Faculty” link. Employment will require successful completion of background check(s) in accor-dance with University policies. Penn State is committed to affirmative action, equal op-portunity and the diversity of its workforce.

Psychology/Clinical: Director of Clinical Training / Associate or Full Professor of

Child Clinical Psychology, Pediatric/Child Health Psychology, Pediatric/Child Clinical Neuropsychology and/or related Child/Clin-ical areas: The Department of Psychology at The University of Toledo seeks outstanding candidates for a Director of Clinical Train-ing in its APA-accredited doctoral program in clinical psychology with specific exper-tise in Child Clinical Psychology, Pediatric/

Child Health Psychology, Pediatric/ Child Clinical Neuropsychology and/or related Child/Clinical areas. Applicants must have a Ph.D. in clinical psychology from an APA-approved program and must be license-el-igible in Ohio for this tenured position at the associate or full professor level. Ap-plicants are also expected to have a strong record of demonstrated leadership skills,

scholarly achievement, and the potential to develop an externally funded research pro-gram. Responsibilities also include mentor-ing doctoral students, teaching graduate and undergraduate courses, and clinical supervi-sion in the department’s training clinic. To apply, please go to https://jobs.utoledo.edu to submit curriculum vitae, statement of re-search and teaching interests, representative publications. Send three letters of reference to Dr. John McSweeny at john.mcsweeny@utoledo.edu. Review of applications will be-gin immediately and will continue until the position is filled. The anticipated start date is August 2014. The University of Toledo is an equal opportunity affirmative action em-ployer. For information about the depart-ment and clinical program, visit our web site at http://www.utoledo.edu/psychology or contact Dr. John McSweeny, 419.530.2717, john.mcsweeny@utoledo.edu.

Psychology: Gordon College is seeking As-sistant Professors in Psychology to teach un-dergraduate courses in social and personali-ty psychology, including introductory, statis-tics, and research methodology courses. The successful candidate will also be preparing

students for graduate and professional posi-tions and participating in student advising, scholarly research, professional activities, and committee assignments. The success-ful candidate must have a Ph.D. in Psychol-ogy and must be willing to sign our college’s statement of faith and abide by the College’s Life and Conduct Statement. Please submit an application and resumes to the Provost’s Office, c/o Cathy Thiele, Gordon College, 255 Grapevine Rd, Wenham, MA 01984.

Public Administration: Department of Po-litical Science - Public Administration. As-sistant Professor, Tenure-Track. Applicants must have a doctorate in public administra-tion or political science with an emphasis in public administration. Some teaching expe-rience is preferred. The successful candi-date will have demonstrated a focused re-search agenda leading to publications in ei-ther peer reviewed academic journals or rec-ognized professional journals in the applied fields of public administration, policy analy-sis or non-governmental administration. Ap-plicants should have awareness of and sensi-tivity to the educational goals of a multicul-tural population as might have been gained

in cross-cultural study, training, teaching and other comparable experience. The suc-cessful applicant will teach graduate public administration and undergraduate political science courses. It is desirable that candi-dates have teaching and research capabili-ties including public management, manage-ment information systems and public bud-geting. A capacity to teach graduate classes in public personnel and research methods, and undergraduate classes in American gov-ernment, state government and local gov-ernment is essential. The strongest candi-dates will also display a willingness and abil-ity to work collaboratively with faculty mem-bers in related fields such as Urban Planning or Environmental Studies on interdisciplin-ary projects and curricula. Candidate must address the needs of a student population of great diversity - in age, cultural background, ethnicity, primary language and academ-ic preparation - through course materials, teaching strategies and advisement. Salary range will be commensurate with qualifica-tions and experience. Starting date is Au-gust 21, 2014. For full consideration, send a letter of application, curriculum vitae, statement of teaching interests/philosophy

Dean of theEastman School of MusicRochester,NY

The University of Rochester seeks a dynamic and visionary leader with adistinguished artistic or scholarly record and significant achievement in a majorartistic or educational setting to be the next Dean of the Eastman School of Music. The Eastman School of Music is one of the preeminent music schools in the world.Established in 1921 as the first professional school of the University of Rochester,the Eastman School has been distinguished since its inception for the dedication ofits faculty to fostering exceptional levels of artistry, scholarship, and leadershipamong its students. The School is recognized nationally and internationally for thequality and intensity of its disciplinary training and for the unique emphasis it placeson providing opportunities for musical leadership and community enrichment. It isone of the University’s most distinguished schools, and a central component of oneof the nation’s most prominent research universities. The successful candidate will possess a deep understanding of thecomprehensive professional music school in the context of a major researchuniversity, a well-developed perspective about major issues facing the educationand training of professional musicians, composers and theorists, scholars andteachers of music in the 21st century, a successful history of leadership andmanagerial experience, an appreciation for collaborative decision-making with the faculty and demonstrated success in or aptitude for major fund raising. The third-largest urban area in the state of New York, Rochester has earned areputation as one of the most welcoming and livable communities in the nation.Located on the southern shore of Lake Ontario, just northwest of the scenicFinger Lakes region, it offers its 1.1 million residents the culture and amenities of a metropolitan area without the associated congestion and high cost of living. It is also a center for a vibrant cultural community and a highly entrepreneurialbusiness environment.The full leadership profile may be found at: www.wittkieffer.comInquiries, nominations and applications should be directed to the University ofRochester’s Witt/Kieffer consultants, Mary Elizabeth Taylor and Elizabeth Bohan,at: URochesterEastman@wittkieffer.com. Applications should include a letter ofinterest, current CV or resume, and a list of five references (who will not becontacted without permission). All correspondence will be treated as confidential.Review of candidates will begin immediately and will continue until the position isfilled, with the goal that the new Dean will take office July, 2014.

The University of Rochester values diversity and is committed to equal opportunity for all persons regardless of sex, age, race, color, creed, disability, sexual orientation, and national or ethnic origin. Further, the University complies with all applicable nondiscrimination laws.

Vice President of Agriculture and

Dean of the College of Agriculture

Montana State University invites nominations and applications for the position of Vice President of Agriculture (VPA) and Dean of the College of Agriculture.

The VPA is responsible for developing and implementing a statewide strategic vision for all of the university’s teaching, research, and service activities relating to agriculture and for developing and coordinating all resources in support of that vision. The VPA also serves as the Dean of the College of Agriculture, and in that role reports to the Provost, and as the Director of the Montana Agricultural Experiment Station (MAES), and in that role reports to the President. As the senior academic and administrative officer of the College of Agriculture, this administrator is responsible for setting strategic, operational, and financial directions of the College and has overall responsibilities for growing and managing resources and maintaining an effective collegial environment to support excellence in teaching, research, and outreach. The Vice President is expected to be a leader within the University, and represents the College at the state and national levels to external constituents including the Montana State Legislature. In addition, as the Director of the Montana Agricultural Experiment Station, this individual is responsible for growing, evaluating, assessing, and approving its programs and projects, and administering to the State of Montana Seed Lab.

Montana State University is located in the mountain city of Bozeman, Montana, and enrolls approximately 15,000 students in more than 125 programs in the humanities, arts, natural sciences, and social sciences. In addition to the College of Agriculture, the University has colleges of Arts & Architecture, Business, Engineering, Letters & Science, Nursing, and Education, Health & Human Development.

The College of Agriculture comprises six academic departments: Agricultural Economics and Economics, Animal and Range Sciences, Microbiology and Infectious Diseases, Land Resources and Environmental Sciences, Plant Sciences and Plant Pathology, and the Department of Research Centers; as well as the Division of Agricultural Education, and will include the new cooperative program in Veterinary Medicine. With the College’s blend of on and off-campus learning, and discovery and outreach programs through federal/state partnerships with the Montana Agricultural Experiment Station (MAES), it supports seven research centers including: the Bozeman Agricultural Research and Teaching Farm, just west of the main campus; three off-campus research ranches that focus on livestock, rangeland, wildlife and grazing investigations; and one of only three wool research labs in the United States.

MAES’s activities are comprehensively integrated with the College and its teaching, research, and service functions as it addresses agricultural, molecular biology and immunology, natural resources, environmental, policy, and societal issues as defined by the departments organized across research areas. In addition, the College supports an active Extension Service with 13 Specialists and 3 Associate Specialists in departments within the College of Agriculture; and is also proud of its student-run vegetable garden, Towne’s Harvest Garden, which offers shares to community members, partners with the Gallatin Valley Food Bank, and raises awareness about the value of locally grown food.

The College in 2013 enrolled 1028 students, with 880 studying in one of 11 undergraduate degree programs and 148 in 9 masters and 4 doctoral degree programs from 5 departments and 1 division. Doctoral degree programs are offered in Animal and Range Sciences, Immunology and Infectious Diseases, Plant Science, and a co-college Ph.D. in Ecology and Environmental Sciences. The College has an annual operating budget of $45 million dollars, 108 tenure-track faculty, 34 non-tenure-track faculty, and 240 staff.

Minimum qualifications include an appropriate Ph.D. or equivalent terminal degree, significant experience in academic leadership, a thorough understanding of the needs of today and tomorrow’s agricultural community, and a record of substantive professional accomplishments in the field. The successful candidate possesses a teaching and research record commensurate with the rank of full professor as well as strong credentials in managing academic programs. In addition, the applicant will demonstrate strong innovative and entrepreneurial leadership, experience with interdisciplinary research and outreach programs, as well as collaborative, interpersonal, and proven resource development skills.

Greenwood/Asher & Associates, Inc. is assisting Montana State University in the search. Initial screening of applications will begin immediately and continue until an appointment is made. For full consideration, materials should be provided by Wednesday, February 12, 2014. Application materials should include a letter addressing how the candidate’s experiences match the position’s duties, responsibilities and qualifications, an academic curriculum vitae and contact information for at least five references. Submission of materials as PDF attachments is strongly encouraged. Individuals wishing to place names in nomination should submit electronically a letter of nomination to include the name, position, address, and telephone number of the nominee. Confidential inquiries, nominations, and application materials should be directed to:

Jan Greenwood or Betty Turner AsherGreenwood/Asher & Associates, Inc. 42 Business Center Drive, Suite 206

Miramar Beach, FL 32550Phone: 850.650.2277 * Fax: 850.650.2272

E-mail: jangreenwood@greenwoodsearch.combettyasher@greenwoodsearch.com

For information about Montana State University, please visit http://www.montana.edu.

Montana State University is committed to continually supporting, promoting and building an inclusive and culturally diverse campus environment and strongly encourages applications from female and minority

candidates.

DEANS

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and research plans, and at least three origi-nal letters of reference with contact infor-mation by February 28, 2014 to: Chair Po-litical Science, Search Committee, Depart-ment of Political Science, San Jose State University, One Washington Square, San Jose, CA 95192-0119. Employment is con-tingent upon proof of eligibility to work in the United States. San Jose State University is an Equal Opportunity/Affirmative Action Employer committed to nondiscrimination on the bases of race, color, religion, national origin, sex, sexual orientation, gender status, marital status, pregnancy, age, disability, or covered veteran status consistent with ap-plicable federal and state laws. This policy applies to all San Jose State University stu-dents, faculty, and staff as well as University programs and activities. Reasonable accom-modations are made for applicants with dis-abilities who self-disclose. SJSU employees are considered mandated reporters under the California Child Abuse and Neglect Re-porting Act and are required to comply with

the requirements set forth in CSU Executive Order 1083 as a condition of employment.

Quantitative Methods: Lecturer in Disci-pline (renewable term) Quantitative Anal-ysis School of International and Public Af-fairs Columbia University. Columbia Uni-versity’s School of International and Pub-lic Affairs (SIPA) invites applications for a full-time, non-tenure-track, renewable posi-tion of Lecturer in Discipline, to begin July 1, 2014, in the field of Quantitative Analy-sis. Candidates must have demonstrated re-cord of accomplishment in teaching and in an appropriate field of research. Research interests should be policy-relevant. Ph.D. is required. Applicants should be quali-fied to teach a required course in quanti-tative analysis to students in demanding two-year Master’s degree programs in in-ternational and public affairs. The teach-ing assignment is five sections per year (each section meets once per week). Please visit our online application site at: https://

academicjobs.columbia.edu/applicants/Central?quickFind=58746. for further in-formation about this position and to submit your application. Screening of the candi-dates will begin immediately and the search will remain open no less than 30 days from the date of posting and continue until filled. For further information, please contact Joe Chartier, Academic Department Ad-ministrator, Office of Academic Affairs, at jc3317@columbia.edu. Columbia Universi-ty’s School of International and Public Af-fairs (SIPA) brings together an interdisci-plinary faculty to conduct research in pol-icy-related fields and train students at the master’s and doctoral level for careers in global public policy. Columbia University is an Equal Opportunity/Affirmative Action employer; applications from women and un-derrepresented minorities are strongly en-couraged.

Religion: Carleton College, Department of Religion, seeks qualified candidates for a two-year postdoctoral fellow in African American religions (and/or religions of the African diaspora), to begin Sept. 1, 2014.

Candidates’ fields and specializations may be focused on a particular tradition (e.g. Is-lam or Christianity) or a disciplinary area of study (cultural studies, theology, ethics, his-tory, anthropology, etc.). We also seek can-didates interested in contributing to an in-ter-disciplinary program such as American Studies, African/African American Stud-ies, and/or Women’s and Gender Studies. We seek applicants who are committed to teaching a diverse student body in a reli-giously-unaffiliated, highly selective, liber-al arts environment. Candidates should be able to situate their work within the broad-er theoretical and methodological concerns of the field of religious studies. The candi-date must have a Ph.D. (received less than five years ago). Appointment involves half-time teaching and half-time for research and writing (2-3 courses per year each year). Women and members of minority groups are especially encouraged to apply. Car-leton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, national origin, marital status, veteran status, actual or perceived sexual orienta-tion, gender identity and expression, status

with regard to public assistance, disability, or age in providing employment or access to its educational facilities and activities. Full benefits apply. To apply, please complete the online application found at https://jobs.car-leton.edu/ , including electronic submission of a cover letter, C.V., 2-3 sample syllabi, and contact information for three letters of ref-erence. Please send questions to lpearson@carleton.edu, Lori Pearson, Chair, Depart-ment of Religion, Carleton College, North-field, MN. Review of applications will begin February 17, 2014.

Restaurant/Hotel Management: NMSU, School of Hotel, Restaurant & Tourism Management. Ph.D. or earned doctorate in hand by hire date. At least one degree in Hospitality and/or Tourism Management or related field. Tenure track, 12 month. Ap-pointment is 75% teaching, 25% research. Application must be submitted online by: 2/28/2014. For complete job description, qualifications and application process visit: https://jobs.nmsu.edu/postings/17248.

Science: Beaver Country Day School, an in-dependent day school in Chestnut Hill, MA (grades 6-12), seeks a dynamic and forward-thinking Science Department Head to start July 1, 2014. Responsibilities will include teaching time, supervising and evaluating science teachers, and representing the Sci-ence Department in administrative meet-ings. Beaver puts an increasing emphasis on project-based instruction and collaborative inquiry. In Science, this means the success-ful candidate will lead the Department to in-corporate engineering and design challeng-es side-by-side with science content across the curriculum. Beaver has a recently reno-vated science wing and an impressive suite of Vernier equipment in order to facilitate open-ended experimentation and explora-

tion. A willingness to participate fully in the community beyond the classroom is also essential. Candidates should e-mail a cov-er letter, resume, statement of educational philosophy and list of four references to Lin-da Feeley, Divisions Coordinator, at bcdsre-sumes@bcdschool.org Please label all appli-cation materials in the following format: Sci-enceHead-first name-last name- document (e.g. cover letter, resume, etc.).

Sociology: Indiana University-Blooming-ton. The Department of Sociology invites applications for a tenure-track advanced Assistant or Associate Professor with spe-cialization in networks. Candidates with ad-ditional expertise in health and genetics are strongly preferred. The appointee will be expected to take an active role in the newly established institute for network science re-search. Minimum requirements are a PhD in Sociology, demonstrated success in re-search and obtaining external funding and experience teaching and mentoring gradu-ate students. The ideal candidate will be a catalyst for initiating funded collaborative research projects. Teaching duties include both graduate and undergraduate courses and the candidate will have a major role in the development of a network science cur-riculum. Applications received before Feb-ruary 7, 2014 are guaranteed full consider-ation. The position will remain open until filled. Applicants should send a letter of ap-plication describing research and teaching interests, a C.V., and representative publi-cations. Three letters of reference should be sent separately. Interested candidates should review the application requirements and submit their application at: https://indi-ana.peopleadmin.com. Questions regard-ing the position or application process can be directed to: Eliza Pavalko, Search Com-mittee Chair, Department of Sociology,

Dean, Continuing EducationMaster's degree in adult education or related field from a regionally accredited four-year college or university, doctorate preferred.

Minimum of ten years of instructing, management and program development experience in Continuing Education; or equivalent combination of training & experience that provides the required skills and abilities Superior written/verbal communication skills; strong organizational, coordination, supervision, and human relations skills. Thorough knowledge of the methods, policies and procedures associated with Continuing Education and Workforce Development. Other duties as assigned.

http://www.pittcc.edu/experience-pcc/job-openings/index.html

Full-Time position available April 2014 *PCC application, resume, Copy of transcripts required Salary commensurate with experience and education background within college’s pay range Open until filled with preference given to applications received by March 1, 2014

DeanCollege of Liberal Arts and Sciences

Emporia State University, the � rst public institution of higher learning in Kansas, invites nominations and applications for the position of Dean of the College of Liberal Arts and Sciences. Reporting to the provost, the Dean of the College of Liberal Arts and Sciences is the college’s chief academic and administrative o� cer. � e dean will be a transformational leader who will guide e� orts to shape the future

of the college. He/she will foster advances in program development, student success, faculty recruitment and professional development, and outcomes assessment. � e dean will manage resources e� ectively, raise funds to support the college’s goals, and collaborate with other senior leaders to implement the university's strategic plan. � is is a full-time, 12-month administrative appointment with an anticipated start date of July 1, 2014.

For job quali� cations and additional information go to: http://www.emporia.edu/humres/jobs/unclassified/14/35/dean-college-of-liberal-arts-and-sciences/.

Review of applications will begin March 1, 2014 and will continue until the position is � lled. Applications should include a letter of interest, curriculum vitae, and contact information for � ve references. Send applications and nominations electronically to the LA&S Dean Search Committee c/o Kathy Ermler, Dean, Graduate School and Distance Education at kermler@emporia.edu, 620-341-5508. Background check required. An AA/EOE institution, Emporia State University encourages minorities and women to apply. www.emporia.edu

Central Arizona College, a diverse and innovative institution, is located in Pinal County, Arizona, a rapidly expanding business and residential

community with a student population in excess of 16,000 on five major campuses and several emerging sites. Less than one-half hour from the Phoenix metro complex, faculty, staff and students enjoy access to the arts, sports, recreation and cultural history in the inviting Southwest climate. The College invites applications for the following positions.

Dean of StudentsThe Dean serves as the senior student services administrator responsible for providing college-wide leadership, supervision, guidance and direction for programming, services, and staff in assigned cluster of departments and activities.

Dean of Enrollment ServicesThe Dean serves as a senior academic administrator responsible for providing college-wide leadership, supervision, guidance, and direction for enrollment services programming.

Both positions serve as members of the President’s Cabinet and are frequently requested to present to the District Governing Board.

QUALIFICATIONS: EDUCATION: Master’s Degree. EXPERIENCE: Five years of related experience at progressively responsible levels. SPECIAL JOB CONDITION: The successful candidate must reside within Pinal County.

For more information, go to www.centralaz.edu/jobs or call 520-494-5235.

Central Arizona College prohibits discrimination in employment and educational programs based on race, color, religion, sex, age, disability, national origin, military status, genetic test information, sexual orientation,

or gender identity or expression.

DEAN OF THE COLLEGE OF INFORMATION SCIENCES AND TECHNOLOGY

The Pennsylvania State University seeks candidates for the position of Dean of the College of Information Sciences and Technology (IST). Penn State is the land-grant University of the Commonwealth of Pennsylvania and is composed of the University Park campus and 23 other campuses throughout the state. Reporting directly to the Executive Vice President and Provost of the University, the Dean serves as the principal academic and administrative officer of the College.

The College was founded in 1998 to develop information science and technology leaders for the digital information age. The digital age has made the world smaller, faster, more interactive and increasingly mobile. But no matter how fast and smart machines become, they still rely on the power of human creativity. It’s people who create new ways to look at and evaluate the infinite opportunities of the digital age. IST draws on a variety of knowledge disciplines to help individuals unlock the power of their creativity and fuel the world’s most powerful problem solving machine—the human mind. The College is internationally recognized for its research strengths in areas such as cyber-security, web search, human computer interaction, and socio-technical systems.

IST serves approximately 2,100 resident undergraduate students University-wide, 500 non-resident degree-seeking students via Penn State’s World Campus and 120 resident graduate students in master’s and Ph.D. programs at the University Park campus. An additional 400 non-resident students are pursuing on-line masters of professional studies. The College has a full-time equivalent faculty of 64, a staff of 60 and a budget of approximately $20.4 million. The undergraduate curriculum is offered at 19 Penn State campuses by another 100 faculty affiliated with the College.

The position requires an individual who can lead effectively and manage one of the most cutting-edge, rapidly growing academic units in a multi-disciplinary research university. Prior leadership experience with responsibility for strategic management of personnel, programs, and resources is required, along with an ability to inspire students and faculty to expand their knowledge and understanding of the integration of information, technology and people and its impact in a multicultural, global society. In addition, the successful candidate should have a demonstrated record of accomplishment in fundraising. Candidates should have significant interdisciplinary understanding of the fields of study included in the College’s intellectual portfolio with credentials appropriate for a tenured appointment at the rank of professor. Salary will be commensurate with experience and qualifications.

Please send letters of application (cover letter and curriculum vitae), nominations and inquiries to the address below or to PSUSearch@psu.edu. The Search Committee will review applications and nominations beginning March 7 and will continue to receive them until the position is filled. For more information about the College of Information Sciences and Technology, visit our web site at http://ist.psu.edu/.

Final candidate(s) for the position will be required to complete a full background check process including criminal, child abuse, credit, education, employment, and motor vehicle verifications, as appropriate.

Paula Milone-Nuzzo, ChairSearch Committee for the

Dean of the College of Information Sciences and TechnologyThe Pennsylvania State University

201 Old MainUniversity Park, PA 16802

Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce.

Trinity University is seeking a dynamic and motivated academic leaderto serve as the Founding Dean of the newly created School of Business.The university's commitment to business education is longstanding: invarious incarnations its Business Administration Department has beenin existence for over 100 years. With 21 full-time faculty, The Schoolof Business has been formed to forge partnerships with community andbusiness leaders while remaining true to Trinity University’s mission.

Trinity University is a nationally recognized liberal arts and sciencesinstitution noted for its exceptional faculty and commitment to thecomprehensive preparation of its talented student body. It is a learningcommunity that has charted its course with a steadfast commitmentto excellence since it was founded in 1869. The university’s location inthe vibrant and culturally rich city of San Antonio, Texas, has played asignificant role in Trinity’s rise to national prominence as a premierundergraduate university.

The new School of Business encompasses three departments and offerstwo Bachelor’s degree programs and a Master’s of science degreeprogram as part of a five-year accounting program. All of the degreeprograms are AACSB-accredited and encourage interdisciplinarylearning within and outside of the School of Business.

As the inaugural Dean, the incumbent will be charged with leading aSchool that was created on a strong foundation and a long history ofproviding an innovative and transformative business education rootedin the liberal arts and sciences. The Founding Dean will serve as achampion for the School of Business and will spearhead efforts tosecure resources, develop relationships with alumni and other externalconstituents, and increase recognition of the School on a global basis.Additionally, the Dean will help the School of Business realize a newglobal vision by working with faculty and administrators to createinnovative programs and improve upon current academic and researchofferings. The Dean will be tasked with maintaining the School’saccreditation, facilitating collaboration with other departments atTrinity, and establishing partnerships and opportunities withorganizations and companies locally and nationally.

The Dean of the School of Business will report to the Vice Presidentfor Faculty and Student Affairs and will be the chief academic officerfor the School of Business. Ideal candidates should have significantacademic administrative experience; doctoral degree or equivalentterminal degree required.

Interested candidates should direct their questions about the positionand/or submit their letter of interest and CV/resume in electronic form(Microsoft Word preferred) to:

Korn FerryTrinity-businessdean@kornferry.com

Trinity University is an equal opportunity employer and does notdiscriminate against persons on the basis of race, religion, national origin,sexual orientation, gender, gender identity and expression, marital status,

age, disability, pregnancy, medical condition, or covered veteran status.

FOUNDING DEANSCHOOL OF BUSINESS

A62 Executive THE CHRONICLE OF HIGHER EDUCATION    FEBRUARY 7, 2014

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Presidential Searches

The Board of Regents of the Connecticut State Colleges & Universities is seeking individuals who are excited about the national agenda for educational access, completion, affordability, and student development and who can partner effectively with community and state to achieve these initiatives. To learn more about the system, please explore www.ct.edu.

An announcement of each presidential search, which includes information about the position, the institution, and instructions for application, can be found at the following links.

Asnuntuck Community College – www.rpainc.org/posts/ACCPresidentAd.pdf Quinebaug Valley Community College – www.rpainc.org/posts/QVCC-President-Ad.pdf Three Rivers Community College – www.rpainc.org/posts/TRCCPresidentAd.pdf

The first review of candidates for each position will begin on in early March. Applications will be accepted until the positions are filled. Connecticut State College & Universities is an AA/EEO employer.

For a confidential discussion call 800-992-9277www.rpainc.org

bsu.edu/strategicplan

Immersive

Innovative

Vibrant

Engaged

President

bsu.edu/presidentsearch

PresidentThe Tennessee Board of Regents invites applications and nominations for the position of President of Austin Peay State University.

Austin Peay State University (APSU) is located in Clarksville, Tennessee, a city of more than 140,000, with a county (Montgomery) population of more than 180,000. Clarksville is located 50 miles northwest of Nashville. The University is a public, regional institution with a comprehensive mission. APSU enrolls more than 10,000 students, has 371 full-time faculty members, and operates with an annual budget of $125 million. The University offers academic programs at the baccalaureate, master and education specialist degree levels, and is organized into colleges of arts and letters, behavioral and health sciences, business, education, science and mathematics, technology and public management and graduate studies. The Fort Campbell Center, located 10 miles from the main campus, offers associate and baccalaureate degree programs. The University has established four chairs of excellence: the Roy Acuff Chair of Excellence in the Creative Arts, the Foundation Chair of Excellence in Free Enterprise, the Harper-Bourne Chair of Excellence in Business, and the Lenora C. Reuther Chair of Excellence in Nursing. In addition, the University has Centers of Excellence in Field Biology and the Creative Arts. Additional information can be found at the University’s website: http://www.apsu.edu.

The President is the chief executive officer of the University and reports to the Tennessee Board of Regents through the Chancellor. The successful candidate will be a dynamic, innovative, and energetic leader with the vision, skills and integrity required to guide this quality University to higher levels of achievement. The Commission of the Southern Association of Colleges and Schools accredits Austin Peay State University.

The selection criteria include:    •  a terminal degree from an accredited institution (Preferred);    •   a distinguished record of teaching, scholarly or research accomplishments, and experience in 

higher education, including graduate education (Preferred);    •   a  minimum  of  five  years  successful  administrative  experience  at  a  level  with  significant 

decision-making responsibilities;     •   an  understanding  of  and  commitment  to management  of  a  public  university  in  a  fiscally 

responsible way;    •   an understanding of  and  commitment  to  the principles  of  academic  freedom,  tenure,  and 

shared governance;    •   a demonstrated commitment to serving students, faculty and staff;    •   a  demonstrated  commitment  to  diversity  and  inclusion  as  core  values  that  enhance  the 

educational process;     •   a demonstrated commitment to affirmative action and equal opportunity;     •   a  demonstrated  strength  in  human  relations,  communications,  planning,  financial 

management, budgeting, and organizational skills to lead and inspire internal and external constituencies of the University;

    •   an understanding of and commitment to private fundraising;    •   an understanding of and commitment to successful implementation of the Complete College 

Tennessee  Act  of  2010,  with  a  focus  on  retention  and  timely  graduation;  and  Governor Haslam’s Drive to 55 initiative, a goal to have 55% of Tennessee’s adult population with a post-secondary credential by 2025;

    •   a commitment to attracting transfer students and “non-traditional” students and promoting approaches to enhance their opportunities for success; 

    •   an understanding of and commitment  to  the university’s  service of active duty and retired military personnel and their family members, both on the downtown campus and at the university’s Ft. Campbell campus; 

    •   an understanding of the needs and concerns of the public and private constituencies of the University, as well as of the University community, including students, faculty and staff, alumni, and other University supporters;

    •   an understanding of and commitment to the role of Austin Peay State University as a part of a higher education system; and 

    •   a commitment to policies and directives of the Tennessee Board of Regents.

The Tennessee Board of Regents is committed to building and sustaining an inclusive and diverse educational environment and encourages applications from interested candidates who can contribute to, promote, and enhance this effort. The State University and Community College System of Tennessee is an Equal Opportunity/Affirmative Action Employer. Under state law, applicants may request that their application and related materials be confidential and not open for public inspection unless the candidate is selected as a finalist for the position.  The Tennessee Open Meetings Act requires meetings of the Board of Regents to be open to the public.

For best consideration, materials should be submitted by March 14, and it is anticipated that a President will be selected by the end of May 2014. Applications and nominations should be sent to the following address:

Greenwood/Asher & Associates, Inc./Jan Greenwood or Betty Turner Asher42 Business Center Drive, Suite 206, Miramar Beach, FL 32550

Phone: 850 650-2277 * Fax: 850 650-2272Email: jangreenwood@greenwoodsearch.com * bettyasher@greenwoodsearch.com

FEBRUARY 7, 2014    THE CHRONICLE OF HIGHER EDUCATION A63

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Ballantine Hall 744, 1020 Kirkwood Ave-nue, Bloomington, IN 47405-7103 or email socjob@indiana.edu. Materials sent by mail should be sent to Eliza Pavalko, Search Committee Chair, Department of Sociolo-gy, Indiana University, Ballantine Hall 744, 1020 Kirkwood Avenue, Bloomington, IN 47405-7103. Indiana University is an Equal Opportunity /Affirmative Action Employer strongly committed to excellence through diversity. Applications from women and mi-norities are especially encouraged. The Uni-versity is responsive to the needs of dual-ca-reer families.

Teacher Education: Texas Tech Universi-ty seeks an assistant/associate professor of Curriculum Studies and Teacher Education (CSTE) for an academic year tenure-track position starting in August 2014. The CSTE program is seeking an exemplary individu-al to join a productive faculty that includes scholar activists who are engaged in EC-12 schools. For complete job description and application details, visit http://cms.educ.ttu.edu/faculty-and-staff/prospective-faculty-and-staff. For more details about TTU or the College of Education, visit http://www.ttu.edu and http://www.educ.ttu.edu

Television: Location: Belleville, IL. Start Date: Spring of 2014. Purpose of Position:

This full-time staff position will oversee LBTV, the cable channel for LU-Belleville. Duties & Responsibilities: -Responsible for overseeing the administrative functions of the educational cable channel for Linden-wood University-Belleville in Belleville, Il-linois -Manage day-to-day operations: ad-ministrative, programming, and technical aspects of the university channel-Work in conjunction with the school’s Communi-cations Department-Program the channel-Teach courses directly related to station op-erations-Promote the channel and universi-ty in the community-Work with promotion and development for special programming-Develop interpersonal relationships with a diverse audience-Supervise and manage as-signed student staff for the channel-Repre-sent the university channel at professional meetings. Position Requirements: -3-plus years of professional experience in television and/or video production-Enthusiastic and self-motivated. Education Requirements: A master’s degree, with major course work in communications, marketing, broadcast, or journalism. Experience Requirements: Ex-perience working in cablecasting or broad-casting field, preferably in a university set-ting-Experience with developing communi-ty partnerships and collaborations. Hours/Days: 40-50 hrs/wk. Exempt/nonexmpt sta-tus: Exempt. Closing Date: Open until filled. How to Apply: Review of applications will begin immediately and continue until the

position is filled. Please send cover letter, resume/c.v., salary requirement, and con-tact information for three professional ref-erences to LUHR@Lindenwood.edu. No phone calls, please. Lindenwood University is an equal opportunity employer.

Theatre: Full-time tenure-track faculty posi-tion in lyric theatre beginning August 2014. Responsibilities: Coordinate the lyric the-atre program; build new musical theatre ma-jor; direct and produce lyric theatre produc-tions; teach lyric theatre courses based on expertise and experience. Must have skills

in theatre, music, and dance with profes-sional experience in theatre/lyric theatre. MFA in Directing, Acting and/or Musical Theatre preferred; DMA and MM with sub-stantial experience in theatre considered. Must work collaboratively with theatre, mu-sic and dance. Rank and salary contingent upon skills and experience. Review of ap-plications begins Feb. 24 and continues un-til position is filled. Submit cover letter, CV, headshot, website, teaching philosophy, and 3 letters of reference electronically to Dean Jeffrey Wright, Anderson University School of Music, Theatre, and Dance at jewright@anderson.edu.

Position—The Provost and Dean of the College serves as the chief academic officer and reports directly to the President.

The College—Focused on “excellence in learning, service, and leadership,” Eureka currently has nearly 700 students enrolled in 23 undergraduate degree programs. The College was named to the President’s Higher Education Community Service Honor Roll for three consecutive years, rated No. 1 in the Midwest on the US News “Great Schools, Great Prices” best value list twice, and is cited as one of fifty national “All-American Colleges” by the Intercollegiate Studies Institute. Chartered in 1855 by abolitionists who were members of the Christian Church (Disciples of Christ), Eureka provides a non-sectarian liberal arts education and was the first college in Illinois and the third in the nation to admit men and women on an equal basis—equality of educational opportunity continues to be a focus of the College. Alumni include forty-two college presidents, seven governors and members of Congress, and the 40th President of the United States.

The town of Eureka offers the ambiance of a small town combined with easy access to the amenities of metropolitan areas. Eureka’s mid-state region is Illinois’ largest business and commercial center outside Chicago. Nearby Peoria, Bloomington, and Normal, Illinois offer a wide range of cultural opportunities, with Chicago and St. Louis less than three hours away. Two private universities and a state university are within a 30 mile radius.

Position Requirements— The successful applicant will have a terminal degree in an academic field; a record of excellence in college teaching, scholarship/creative activity; and a record of advancement in administration that includes personnel evaluation (rank/tenure), budget/strategic planning, and outstanding communication skills. Applicants must demonstrate their commitment to collegial and collaborative leadership, the liberal arts, and the teacher-scholar model of faculty professional development. Preference will be given to candidates who have one or more of the following: administrative experience beyond a single discipline/department; development of new academic programs, experience in programs designed for returning adult students, teaching in a liberal arts setting; experience with student affairs, residential life, or first year programs; and grant writing.

Nominations/applications—Eureka College is being assisted by the partners of Hyatt - Fennell. Nominations and application materials should be submitted via email to Eureka@hyatt-fennell.com. Applications include a letter of interest, a current résumé/cv, and contact information for five professional references. Review of applications will begin immediately and continue until the position is filled. All applications and nominations will be considered highly confidential.

Provost and Dean of the College

For more information contact:Cheryl Hyatt - 724-242-0476Eureka@hyatt-fennell.com www.HYATT-FENNELL.com

LANE COLLEGEJACKSON, TENNESSEE

PRESIDENTIAL SEARCHThe Board of Trustees of Lane College invites applications and nominations for the position of president. The position became vacant upon the death of its beloved president, Dr. Wesley Cornelious McClure. The Board intends to fill the position on or before July 1, 2014. Lane College is an equal opportunity employer.

The President is chief executive officer of the College and reports to the Board of Trustees. Executive leadership is primary to the success of the person selected to this position. The President provides overall management of the activities of the College within the scope of the policies established by the Board of Trustees.

Lane College, located in Jackson, Tennessee, on approximately 55 acres, is a small, private, co-educational, church-related institution that provides a liberal arts curriculum leading to baccalaureate degrees in the Arts and Sciences. The College admits persons regardless of color, sex, religion or national origin.

The College is affiliated with the Christian Methodist Episcopal Church. Lane College has played a significant role in reducing the rate of illiteracy among Blacks in the South. The pool of Lane College graduates has expanded to include alumni who have entered a multitude of professional disciplines. The College is confident in its future because of its exceptional progress, due in large measure to the advocacy and commitment of its faculty and staff, alumni and friends – all of whom have supported an ambitious agenda of high academic standards, robust support services, new capital improvements, strong financial management, and strict administrative accountability. The College’s accreditation was reaffirmed in 2013 by the Southern Association of Colleges and Schools.

The successful candidate should have at least an advanced degree (Doctorate preferred), with extensive experience in higher education administration or other demonstrated leadership experience at an appropriate organization. The candidate should have been engaged in experiences with fiscal management, fundraising, church-related activities, governmental relationships, enrollment management and should have an awareness of state and federal legislative activities. The candidate should be an accomplished communicator, oral and written. The successful candidate should have extensive experience in strategic planning and budgeting.

Further details can be made available by the Presidential Search Committee upon request. All communications, applications and inquiries should be sent to the following address no later than 5:00 p.m. on Monday, March 31, 2014.

Lane College Presidential Search CommitteePost Office Box 240716

Memphis, Tennessee 38124-0716

The University of Wisconsin-Stout, Wisconsin’s Polytechnic University,invites applications and nominations for candidates to serve as the seventhchancellor in the institution’s 123 year history. UW-Stout is one of elevencomprehensive universities in a public higher education system that alsoincludes two doctoral institutions, a system of two-year transfer colleges anda statewide Extension. UW-Stout is a comprehensive, career-focuseduniversity where students, faculty and staff use applied learning, scientifictheory, humanistic understanding, creativity and research to solve real-worldproblems, grow the state’s economy and serve society. UW-Stout has a long and rich history of providing a distinctive array ofinnovative programs that produce graduates who are prized in the marketplace.The six-month post-graduation employment rate for UW-Stout graduateshas been at 97 percent for more than a decade, with more than three-quartersof them in their field of study. By the time they graduate, 89 percent of studentsparticipate in experiential learning such as a co-op experience or an internship.The University’s nearly 9,300 students, supported by 472 faculty andinstructional academic staff and 949 additional staff, can select from 44undergraduate programs, 20 master’s degree programs and three advanceddegree programs: Ed.S. in Career and Technical Education, Ed.S. in SchoolPsychology and Ed.D. in Career and Technical Education.The University is located on a beautiful campus in Menomonie, situated inwestern Wisconsin, 60 minutes east of Minneapolis-St. Paul on Interstate 94;located in the scenic Chippewa Valley Region with a population base of morethan 200,000. Menomonie is a city of 16,000 surrounded by lakes, streamsand woodlands. For more information about the UW-Stout community andregion visit: https://www.uwstout.edu/about/community.cfm.UW-Stout seeks a forward-thinking chancellor with the capacity to lead avibrant institution within a large and dynamic public higher education system.The chancellor is the chief executive of the institution and is responsible foradministering UW System Board of Regents policies under the coordinatingdirection of the president of the UW System. The chancellor is accountableand reports to the president and the Board of Regents on the operation andadministration of the institution. An ability to articulate the institution’s valueswill serve the chancellor well as an advocate for the University at the state leveland as a fundraiser with the University’s many and broadly based constituents.A strong commitment to uphold Wisconsin’s traditional practice of sharedgovernance with faculty, staff and students is critical. The successful candidatefor this position will have a strong focus on outcomes and an understandingof continuous quality improvement.The Chancellor position is available August 16, 2014. A complete positionprofile is available at agbsearch.com. Application materials should includethe following: 1) a letter of application addressing the attributes noted above;2) a curriculum vitae; and, 3) the names, addresses, emails, and telephonenumbers of at least five references that include faculty, student, and communityleaders. Please also include your professional relationship with each of thelisted references. The University will not reveal the identities of applicants who requestconfidentiality in writing, except that the identities of “final candidates” mustbe revealed upon request. “Final candidates” under Wisconsin law means “the5 candidates who are considered most qualified for the office or position.” SeeWis. Stat. sec. 19.36(7). Employment will require a criminal backgroundcheck. For full consideration, materials should be submitted electronically bythe target application priority date of Friday, March 21, 2014 to:UWStoutChan@agbsearch.comDr. Garry W. Owens and Dr. Jamie P. Ferrare of AGB Search will be assistingthe committee. Prospective candidates are encouraged to contact either Dr.Owens or Dr. Ferrare to discuss this opportunity; their contact information isas follows: Dr. Garry W. Owens, Senior Consultant, AGB Search,gwo@agbsearch.com, phone 806-239-3049, Dr. Jamie P. Ferrare, SeniorVice President of the Association of Governing Boards and Principalof AGB Search, jpf@agbsearch.com, phone 202-285-6105.

The University of Wisconsin is an Affirmative Action/Equal Opportunity employerand actively seeks and encourages applications fromwomen, minorities, and persons with disabilities. Itis our policy to provide reasonable accommodationsto qualified individuals with disabilities who are

employees or applicants for employment.a g b s e a r c h . c o m /

CHANCELLOR

EXECUTIVE

Academic administration A53, A55

Academic advising/academic support services A57

Academic affairs/other A53, A56, A61

Accounting/finance A45, A47, A52

Accreditation A53Admissions/enrollment/

retention/registration A45, A54

Adult/continuing education programs A45, A61

Agriculture/animal sciences A44, A60

Art A48Art history A44Arts/other A46, A48Biology/life sciences A44-A47Biotechnology/bioengineering

A46Business/administrative

affairs/other A59Business/administrative

support A57Business/management/other

A45, A52Career services A45Chancellors/presidents A48,

A62, A63Chemistry/biochemistry A46

Chief academic officers/vice presidents A53, A55, A56, A58, A61

Chief business officers/vice presidents A57-A59

Chief student-affairs officers/vice presidents A56

Classics A44Communication/other A45,

A46, A51Computer sciences/technology

A44, A46, A50Counselor education A45Criminal justice/criminology

A45Curriculum and instruction

A47, A49Dean A46, A53, A58-A61Design/graphic arts A44, A48Development/advancement

A58Digital media A46, A51Distance education programs

A45Economics A52Education/other A45-A47, A49Engineering A44, A46, A50,

A51English as a second language

A45English/literature A44, A47-

A49Executive directors A59

Executive positions/other A58, A63

Extension services A61Film/video A44, A46Financial affairs A59Health services A49Health/medicine/other A49,

A51, A52History A46, A49Home economics/consumer

sciences A46Humanities/other A44, A45,

A47Human-resources

administration A59Institutional research/

planning A53, A56Instructional technology/

design A46International programs A56Kinesiology/exercise

physiology/physical education A51

Library/information sciences A44

Management A52Marketing/sales A52Mathematics A45, A46, A50Media studies A46Medicine A46, A51Music A44, A46, A60Nursing A45, A46, A52, A56,

A59

Performing arts A47, A48Philosophy A49Physics/space sciences A46,

A50Provosts A53, A63Psychology A45, A46, A49Public administration/policy

A46, A55Public relations/marketing

(campus) A45Religious affairs/ministry

A57Residence life A57Science/technology/other

A44, A46, A50-A52Security studies A45Social work/human services

A46, A49, A51Social/behavioral sciences/

other A44, A47, A48,A49Sociology A45, A47Special education A45Speech/rhetoric A47Student activities/services

A45Student affairs/other A54,

A56, A57Teacher education A45, A49Vocational/technical fields

A46

INDEX OF POSITIONS AVAILABLE IN BOXED ADS

MORE VIEWS INSIDEWhy We All Have a Stake in the Common Core StandardsProfessors must become watchdogs of how the new educational criteria are carried out: A31

Can You Transcend a Bad Class?Ms. Mentor responds to a disheartened instructor: A33

A64 februa ry 7, 2014 | the chronicle of higher education

The Sound of Silencing in American Academe

I’ve attended more than three dozen conven-tions of the Modern Language Association, but this year’s was different. And that’s not because I was MLA president, organized a forum, and delivered my presidential address. It was because I became the target of an intimidation

campaign that took the form of hate-email blasts, public attacks, personal letters and phone calls, and insistent appeals to stop one of the convention’s 800 sessions before it was held. The session was called “Academic Boycotts: A Conversation About Israel and Palestine.”

Unlike the American Studies Association, which voted in December to “endorse … the call of Pales-

tinian civil society for a boycott of Israeli academic institutions,” the MLA was not considering a boycott resolution. Nonetheless, the emails I received were written as if a boycott resolution were not only under consideration but had already passed.

The specific resolution on the agenda of the MLA’s Delegate Assembly concerned restrictions on the freedom of travel for American students and faculty members of Palestinian descent to universities in the West Bank. Those restrictions are documented on the U.S. State Department website, and the resolu-tion asked the MLA to urge the State Department to “contest” them.

The messages that poured in from individuals and groups like Hillel and the Israel on Campus Coali-tion persisted in mischaracterizing, exaggerating, and distorting both the session and the resolution. “Shame on MLA for the hate and anti-Semitism,”

one email read. Many demanded “balance.” But academic conference sessions are not talk-show debates; speakers explore a topic, raise questions, and advance nuanced conclusions. Disagreement can be voiced during the discussion period. Critics have claimed that academic boycotts violate aca-demic freedom and the open exchange of ideas. Yet the vehemence of the opposition, the hyperbolic fliers that were distributed condemning boycotts, and the portrayal of the session as a foregone conclusion, in fact blocked the open conversation that we in the U.S. academy need to nurture and protect.

At the same time, the MLA resolution to “urge” the State Department to “contest” Israeli travel re-

strictions was mischaracter-ized as “condemning” Israel. Eric Fingerhut, president of Hillel, and Jacob Baime, executive director of the Israel on Campus Coalition, wrote a letter to university presidents asking them to take pre-emptive action against the MLA. “Rather than speaking after the fact, as we were forced to do with the ASA resolution,” their letter reads, “we urge you to make clear, in advance

of the MLA resolution, your opposition to it and to any other effort to hold Israel to a different standard than any other nation.”

Some of the emails my col-leagues and I received were accompanied by well-known photographs of Nazis with signs calling for boycotts of Jewish stores. One, in partic-ular, was sent by many dozens of people from around the country and abroad:

“I am writing in protest of the Modern Language

Association’s resolution to ‘condemn Israel’s denial of entries to academics invited to Palestinian universi-ties.’ … Boycotts of the Jewish people were common-place in Europe leading up to the Holocaust, and led to the extermination of 6 million of our people in the Shoah. Less than 80 years ago Jews suffered our biggest losses, but we also made our biggest gain: a homeland for the Jewish people. Finally, after 4,000 years of unwavering persecution, a land to call our own. We will never leave that land, and the MLA can do nothing about it.

“The Jewish people have faced many enemies over the years. We have defeated all of them, including Nazi Germany. Your resolution is simply another attempt to remove us from our historic claim to the land of Israel. In doing so, you only serve to discredit yourselves.”

Note what the email conflates: “contest” with “con-demn” and the resolution with a full-fledged boycott

and an attempt to remove Jews from Israel. Note, above all, how it distorts history.

As a daughter of Holocaust survivors and as someone who has been doing scholarly work on the cultural memory of the Holocaust for over two decades, I was viscerally upset to read these accusations and to see Nazi propagan-

da images on my computer screen. But I was more dis-heartened by how American Jewish organizations and their members insisted on violating the painful history of Jews, including that of my parents, to foreclose discussion of the policies of the state of Israel and their impact on Israeli and Palestinian education.

Hyperbole is not limited to one side where discus-sions of Israel/Palestine are concerned. For example, a recent article on the Electronic Intifada website pre-empts all opposition to academic boycotts, for whatever reason, stating that “Academic boycott — along with its partners, divestment and sanctions — serves the greater goal of Palestinian decolonization. No matter the specific nature of the argument, all negative responses to boycott illustrate a profound discomfort with that possibility.”

When it comes to the topic of Israel and Pales-tine, discussion is curtailed before it begins. In a debate that is structured to allow only two clear-cut sides, words lose their meaning. And logic is twist-

ed to stifle expression. Russell Berman, a professor at Stanford, said at an alternative panel, held off-site during the convention: “Criticism of Israeli policies or Zionism is not necessarily anti-Semitic. But the mere fact that one has anti-Zionist views does

not prove that one is not anti-Semitic.” Some words have become so inflammatory that

their mere mention unleashes the extreme reactions we’ve been witnessing. “Boycott” is such a word, and, if we could discuss the constellation of issues to which that term applies, we could also put into historical perspective the call to boycott by Palestin-ians and Israelis, Jews and non-Jews. We could sort out how limited the practical effects of a boycott of institutions rather than individuals by scholarly as-sociations like the ASA would be. We could sort out the ethics and politics of boycott as symbolic action. And we could explore alternative means of express-ing solidarity with Palestinian colleagues, means that might be less divisive.

Many people have questioned the MLA’s right to intervene in politics. But isn’t it precisely our linguis-tic expertise that could help sort out the irreconcil-able meanings of words, their irresponsible deploy-ment, and the practices of silencing that ensue?

To create the space for the difficult conversations we need to have now and in the future, we must get beyond the silences imposed in the name of academic freedom. We need our academic leaders, our univer-sity presidents, not to condemn our scholarly asso-ciations, but rather to protect our right to have and to sponsor those important conversations free from harassment campaigns and pre-emptive threats.

Marianne Hirsch is a professor of English and comparative literature at Columbia University and at the Institute for Research on Women, Gender, and Sexuality there, as well as director of the university’s Center for the Study of Social Difference.

POINT OF VIEW

MARIANNE HIRSCH

LAUREN ROLWING FOR THE CHRONICLE