TEACHING

An Alternative Measure of Learning — With No Standardized Tests

ADMISSIONS

Selective Colleges Invent a New Way to ApplyA group of institutions says it wants to expand the pool of students who will ultimately enroll. Some observers wonder if the project is really about branding. A6

chronicle.com

THE CHRONICLEof Higher Education ®

Putting Scientists Under the Microscope

Meet the editors of Retraction Watch, the blog that points out the human stains on the scientific record. A18

October 9, 2015 • $6.99Volume LXII, Number 6

PEOPLE

Mary Sue Coleman’s Next PresidencyThe past chief of two colleges will lead the Association of American Universities next year. A16

VIEWS

The Painful Lessons of Sweet Briar and Cooper UnionFor boards, hard decisions become harder thanks to interference from donors, alumni, and now politicians. A21

ATHLETICS

Ruling Fuels Debate Over Pay for PlayersIn a split decision that could affect other legal challenges, a federal appeals court struck down arbitrary payments but found the NCAA had violated antitrust laws. A4

College Admissions Aren’t Fair ... Whatever That Means A10

You’re on the Faculty! Now You Need Housing. Your College Won’t Help. A12

BRYAN THOMAS FOR THE CHRONICLE

Retraction Watch’s founders, Ivan Oransky and Adam Marcus, have gotten under the skin of plenty of researchers and journal editors by turning retraction-spotting into a spectator sport.

STUDENT LOANS

Default Rates Don’t Tell the Whole StoryThe annual default rate fell, but the measure leaves out thousands of struggling borrowers. A4

DIVERSITY

Free Speech for SomeAn op-ed in the student newspaper at Wesleyan University sparked protests from minority students who feel they don’t have a voice. A8

THE CHRONICLE REVIEW

How to Teach in an Age of DistractionHuman interaction and sustained introspection: There’s no app for that. B6 How to teach in an age of distraction

By SHERRY TURKLE

The Chronicle of Higher Education . Section B

October 9, 2015

THE CHRONICLE REVIEW

AMANDA L. SMITH FOR THE CHRONICLE

VALUE

Is College Worth Its Cost?Only half of 30,000 alumni polled for the 2015 Gallup-Purdue Index strongly agreed that it was. A7

Professors see a new strategy as promising because it offers them a common language and ratings system, and its raw material is real student work. A9

CREATED TO SERVE.

BUILT TO PERFORM.

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A2 october 9, 2015 | the chronicle of higher education

the chronicle of higher education | october 9, 2015 A3

Perhaps, like many Americans, you spend much less time thinking about the Sherman Antitrust Act than about whether Facebook is about to impose a $5.99 privacy fee. The fed-eral law, after all, dates to 1890 — to the era of the Standard Oil Trust and other would-be monopolies presided over by men whose sur-names ornament a variety of modern philan-thropies. Unlike the $5.99 privacy fee, however, the Sherman Act’s ban on monopolistic behav-ior is a very real force in American life, as the NCAA was reminded last week by a federal appeals-court panel in California.

Ruling in a case brought by Ed O’Bannon, a former basketball player at UCLA, the panel said that the NCAA “is not above the anti-trust laws.” The decision could set the stage for further challenges to NCAA policies that prevent college athletes from being paid more than the cost of full scholarships to the insti-tutions they attend. While the mainstream news media focused on the panel’s overturning a lower-court decision that allowed colleges to create deferred-compensation plans worth up to $5,000 a year for athletes — the appeals panel said the figure was arbitrary — the three judges also said that NCAA rules prohibiting players from making money from their own images and likenesses violated the Sherman Act.

When NCAA rules “truly serve procompeti-tive purposes, courts should not hesitate to up-hold them,” the three-judge appeals panel said. But in this case, the panel said, “the NCAA’s rules have been more restrictive than necessary to maintain its tradition of amateurism in sup-port of the college sports market.” The court dismissed as “sleight of hand” the NCAA’s ar-gument that rules against paying athletes are legitimate “eligibility” rules rather than market restrictions covered by the antitrust law.

The idea that big-time college players are amateurs — despite the elaborate programs, lavish facilities, and lucrative television deals assembled around them — remains central to this case and a variety of related court chal-lenges, even though it probably wouldn’t pass the average American’s smell test any day of the week other than Saturday. How long it can survive legal challenges like Mr. O’Bannon’s re-mains to be seen. (Read more on Page A4.)

Wild World of SportsSpeaking of the NCAA, it said last week that

an assistant men’s basketball coach at Southern Methodist had told a prospective player to sign up for an online high-school course and then had done the coursework for him so he could be counted as eligible to play for SMU. NCAA officials also said that Larry Brown, SMU’s head basketball coach, had lied about rules vi-olations and had “failed to promote an atmo-sphere of compliance within his program.”

Mr. Brown is to be suspended for 30 per-cent of this coming season, and the team will lose some scholarships and one year’s eligibili-ty for postseason play. He countered by saying, “I truly believe that our program has dedicated

itself unwaveringly to the ideals of academic in-tegrity and NCAA compliance.”

The NCAA’s investigation of SMU wasn’t limited to basketball, by the way. The organiza-tion said SMU’s former men’s golf coach broke recruiting rules by contacting prospects 64 times in a 10-month period. So the golf team, too, loses a year of postseason eligibility.

RIP, Perkins LoansThe other thing that happened while you

were trying to figure out whether that $5.99 Facebook fee was real? The chairman of the Senate’s education committee — Sen. Lamar Alexander, Republican of Tennessee — de-clined to schedule a vote on renewing the Perkins Loan Program. So the program, which has annually let about a half million stu-dents with “exceptional financial need” borrow money through about 1,500 colleges, expired on September 30.

The House of Representatives had passed leg-islation extending the program for another year, but Senator Alexander stuck by his determina-tion that the Perkins program was “outdated and unnecessary” and that Congress should de-vote the money it would have spent on renewing the program to expanding Pell Grants instead. Thus far, however, that hasn’t happened. So while students who currently get Perkins Loans can continue to receive them, no new loans will be of-fered — which has the effect, intentional or not, of cutting aid to needy students.

Default DataAre fewer borrowers defaulting on college

loans? Yes, according to figures released last week by the Department of Education. The share of all borrowers in default with-in three years of starting repayment dropped to 11.8 percent for those due to be-gin making payments in 2012, the department said. A year ago the equivalent figure was 13.7 percent, and two years ago it was 14.7 percent.

Among people who were to start paying off loans in 2012, the default rate for those who attended pub-lic colleges was 11.7 percent, while the private- college rate was 6.8 percent. The rate for bor-rowers at for-profit colleges, meanwhile, was 15.8 percent. But the numbers are somewhat misleading, in that only borrowers fully in de-fault are counted. Those who aren’t making payments as scheduled but aren’t formally in default — as many as a fifth of all borrowers, by some estimates — aren’t included. (Read more on Page A4.)

A Less-Common AppA group of more than 80 selective colleges —

including all eight members of the Ivy League and a number of flagship public universities —

has unveiled plans for a new joint admissions application backed by free online tools that the group hopes will get students engaged in the ad-missions process as early as ninth grade. Aimed particularly at students who don’t have access to good college counselors, the tools are to include a digital portfolio to which students can add materials they think will bolster their applica-tions, as well as ways of involving their mentors.

The group is calling itself the Coalition for Access, Affordability, and Success, and one member described the effort as an attempt “to create a college-planning culture, especial-ly for students who haven’t had these kinds of tools.” Private colleges that join must “meet the full, demonstrated financial need of every do-mestic student they admit,” while public insti-tutions must “have affordable tuition along with need-based financial aid for in-state residents.” All members must “graduate at least 70 percent of their students within six years.”

Some admissions experts responded skepti-cally — one dismissed the plan as “a brilliant PR stroke” by institutions that don’t actually do much to encourage access — but others saw a possibility that “it could be a valuable addition to the admission process.” (Read more on Page A6.)

Oh, Yeah, and All ThisLast week Rutgers University’s computer

network was shut down for the fourth time in the past year by a major cyberattack. A hack-er who claimed responsibility for the attack said it was being conducted for someone with a grudge against the university. … The next president of the Association of American Uni-versities will be Mary Sue Coleman, former president of the University of Michigan at Ann

Arbor, who will take office in June 2016. … A $556 ol-ive jar purchased as part of the $950,000 reno-vation of the pres-ident’s house at the University of Akron apparent-ly helped inspire “Angry Olives” (left), a new online game criticizing the university’s president, Scott

L. Scarborough, for a variety of decisions. As a player fires an olive- loaded slingshot at vari-ous targets — such as the baseball team — the screen fills with complaints against Mr. Scar-borough, such as that he “didn’t give warn-ing that he was going to cut the baseball team because he didn’t want anyone to try to raise private money to save it because he wants to use the land the baseball field is on for a ‘grand entrance.’” The university has not commented on the game, but ya gotta admit it’s an enter-taining way to make a point — or, in this case, a lot of points. … And, yes, my gullible friends, that $5.99 Facebook fee was a hoax — a hoax that recycled earlier hoaxes. But you fell for it? Sheesh. —LAWRENCE BIEMILLER

THE CHRONICLE OF HIGHER EDUCATION (ISSN 0009-5982) IS PUBLISHED WEEKLY EXCEPT EVERY OTHER WEEK JUNE THROUGH AUGUST, THE LAST TWO WEEKS IN DECEMBER AND THE FIRST WEEK IN JANUARY, 43 ISSUES PER YEAR AT 1255 TWENTY-THIRD STREET, N.W., WASHINGTON, D.C. 20037. SUBSCRIPTION RATE: $91.00 PER YEAR. PERIODICAL POSTAGE PAID AT WASHINGTON, D.C., AND AT ADDITIONAL MAILING OFFICES. COPYRIGHT © 2015 BY THE CHRONICLE OF HIGHER EDUCATION, INC. THE CHRONICLE OF HIGHER EDUCATION®

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The Week

INSIDEPEOPLE . . . . . . . . A16

IN BRIEF . . . . . . . . A17

IN FOCUS . . . . . . A18

VIEWS . . . . . . . . . A21

GAZETTE . . . . . . . A24

CAREERS . . . . . . . . A31

THE CHRONICLE REVIEW . . . . Section B

What you need to know about the past seven days

A Mixed Antitrust Ruling

A4 october 9, 2015 | the chronicle of higher education

O’Bannon Ruling Fuels Debate Over Pay for College PlayersBy JACK STRIPLING

A federal appeals court’s rul-ing last week will fuel and potentially complicate a na-

tional debate about whether college athletes are entitled to a bigger slice of the enormous revenues that they help to generate for top-tier athlet-ics programs.

A three-judge panel of the U.S.

Court of Appeals for the Ninth Cir-cuit rejected a district court’s rul-ing that said colleges in the Na-tional Collegiate Athletic Associ-ation should be permitted to pay players $5,000 a year for the use of their names and likenesses. The panel said that the figure was arbi-trary and that even small payments to athletes threatened the NCAA’s amateurism model.

But the court affirmed that the NCAA had violated antitrust rules by restricting players’ ability to trade on their images and likeness-es, including jersey sales and video games.

The case was brought by Edward C. O’Bannon Jr., a former basket-ball standout at the University of California at Los Angeles.

The decision gave both plaintiffs and defendants some cause for op-timism. Mr. O’Bannon and his law-yers celebrated the court’s assertion that “the NCAA is not above the antitrust laws” and that the asso-ciation had been overly restrictive of payments to players in the name of preserving its tradition of ama-teurism.

Mark A. Emmert, the NCAA’s

president, said the association agreed with the court’s finding that it was “erroneous” to suggest, as the district court had, that athletes be paid $5,000 on top of the full cost of attendance. That full cost goes beyond tuition, room, board, and textbooks to cover additional ex-penses, such as gasoline, groceries, and travel home.

The appeals court’s ruling, which agreed that the NCAA must allow its members to cover the full cost of attendance for athletes, has lit-tle practical effect at this point be-cause recent rule changes already allow for that.

The court’s decision, however, could affect other legal challeng-es to the NCAA, whose wealthi-est members have been criticized for paying coaches millions of dol-lars while some athletes struggle to get by. Among the most closely watched cases is one brought by

Martin Jenkins, a former football player at Clemson University who seeks a “free market” in which col-lege athletes could be paid. A hear-ing to decide whether the lawsuit may proceed as a class action was scheduled for late last week.

Mr. Emmert gave no indication of whether the NCAA would appeal the decision, but he bristled at chal-lenges to the group’s autonomy.

“Since August 1,” he said, “the NCAA has allowed member schools

to provide up to full cost of attendance; however, we disagree that it should be man-dated by the courts.”

‘REAL MONEY’

The NCAA has ar-gued that its amateur model is part of its mar-ket appeal, suggesting that college-sports fans are drawn to compe-tition among students who are not paid pro-fessionals. The court af-firmed that amateurism does have value, but it rejected arguments that small pay-ments beyond educational expenses, specifically $5,000 a year, would not threaten the amateur status of ath-letes.

“Having found that amateurism is integral to the NCAA’s market,” the judges ruled, “the district court cannot plausibly conclude that be-ing a poorly paid professional col-legiate athlete is ‘virtually as effec-tive’ for that market as being” an amateur.

Michael A. Carrier, a professor of law at Rutgers University at Cam-den, said that aspect of the ruling has far-reaching implications for future legal battles.

“If this court is rejecting an amount of even as small as $5,000, then it’s tough to see how players will do better going forward,” he said.

Others saw it differently. Exavier B. Pope, a sports-law analyst, said the ruling was a “Pandora’s box” because it affirmed that the NCAA had violated antitrust laws with its

restrictions on player compensa-tion.

“This opens the door ultimately for athletes to get paid,” Mr. Pope said.

Indeed, the court did poke holes in some core NCAA arguments. The panel found wanting, for exam-ple, the association’s claim that its regulations limiting compensation for athletes amounted to “eligibili-ty” rules rather than restrictions on commercial activity that should be subject to scrutiny under antitrust laws. That argument, the court found, is “but sleight of hand.”

“There is real money at issue here,” the decision says.

The ruling intensifies an in-creasingly heated discussion about the welfare of college athletes, who are often perceived as an ex-ploited class in what has become a big-money enterprise.

Gene A. Marsh, who served for nine years on the NCAA’s Divi-sion I Committee on Infractions,

said he had seen a marked shift in public opinion about compen-sation for players. There may be disagreements about how much they deserve, he said, but there is an erosion of tolerance for the disparities that exist between wealthy coaches and the econom-ically disadvantaged students who often play for them.

“Now very well-educated, thoughtful people, who are not nec-essarily crazy fans, think that a lot — not all, but a lot — of the NCAA model is nuts and indefensible,” said Mr. Marsh, an emeritus pro-fessor of sports law at the Universi-ty of Alabama at Tuscaloosa.

In an interview last week, Mr. O’Bannon described the ruling as just one step in a long march to-ward fairer treatment of players.

“It’s a good day for the college athlete,” he said. “I think it’s a vic-tory in that we can move forward and take a step forward. But by no means are we done.”

AP PHOTO/ERIC DRAPER, FILE

Ed O’Bannon, who played on UCLA’s 1995 national-champion basketball team, is the lead plaintiff in a lawsuit against the NCAA over revenue sharing.

In Falling Default Rates, an Incomplete Picture of Borrower Distress By KELLY FIELD

Washington

Default rates on federal student loans fell at all types of colleges this year, with

the biggest drop occurring among for-profit institutions, according to data released by the U.S. Depart-ment of Education last week.

Nationwide, the federal default rate declined by almost 2 percent-age points, to 11.8 percent for stu-

dents who entered repayment in the 2012 fiscal year. Only 15 colleges exceeded the cutoffs established by Congress and could lose access to federal student aid as a result.

That good news masks a crucial fact, however: Thousands of bor-rowers are still struggling to re-pay their debt. Data on repayment come from the Education Depart-ment’s new College Scorecard.

Among all colleges, 63 percent of borrowers who entered repayment in 2010 and 2011 had begun paying down their balance three years lat-er, according to the department’s data. More than a third were either

in default or making no progress toward repaying their principal.

Those numbers reinforce con-cerns that the annual default rate is providing an incomplete picture of borrowers who are having trouble repaying their federal loans.

After all, the default rates iden-tify only a fraction of delinquent borrowers — those who have actu-ally defaulted on their debt. They overlook the much larger shares of borrowers who are neither repay-ing their loans nor in default. The Institute for College Access & Suc-cess has dubbed those individuals the “missing middle,” a group that includes borrowers who are delin-quent or whose loans are in forbear-ance or in repayment plans in which the balance is growing rather than shrinking.

About a fifth of borrowers na-tionwide who entered repayment in 2010 and 2011 were members of this missing middle, an analysis by the institute shows. The share was higher at for-profit colleges, where the gap between defaulters and borrowers who weren’t repay-ing their loans was 30 percentage points, and smaller at four-year in-stitutions, where it was 12.5 per-

centage points, according to the Education Department.

At 475 colleges, more than 40 percent of borrowers had not paid a single dollar toward their principal as of three years into repayment, according to a Chronicle analy-sis. Most of those institutions were for-profit colleges. At 171 of the 475 colleges, more than half of borrow-ers were not repaying their debt.

NO PENALTIES

Despite the high rates of nonre-payment at those 171 colleges, only two lost their eligibility to receive federal student aid in 2014.

That’s because colleges are judged not on their repayment rates but only on their default rates. And the threshold for penal-ty is quite high — colleges become ineligible for federal aid when their default rate exceeds 30 per-cent for three years in a row or 40 percent in a single year. The medi-an cohort default rate at those 171 colleges was 18 percent last year, far below the threshold to trigger penalties.

To be sure, the populations cap-tured by default and repayment

rates aren’t identical. Default rates include graduate students, for ex-ample, while repayment rates don’t. But the groups are similar enough that comparing them gives a fuller picture of borrower distress.

The gap between the metrics may also suggest cases in which institutions are “gaming” their de-fault rates — pushing borrowers into deferment or forbearance to escape penalties.

Indeed, many colleges that were close to the 30-percent cutoff last year still had many students who were struggling to repay their loans, a Chronicle analysis found. At 245 institutions where 25 per-cent to 29.9 percent of borrowers had defaulted, the median repay-ment rate was just 44 percent. That shows that large proportions of borrowers attending those colleges were making no progress toward repaying their debt.

Colleges have been judged on their default rates since the 1980s, when Congress created the metric as a way to eliminate fraudulent trade schools. But the default rate’s days as an arbiter of institutional quality could be numbered. Lamar Alexan-der, Republican of Tennessee, who

is chairman of the Senate education committee, is considering using re-payment rates in his plan to give col-leges more “skin in the game” when it comes to student lending.

And this past summer, a bipartisan group of lawmakers introduced a bill that would replace the default-rate metric with a repayment rate. Col-leges with repayment rates more than 10 percent below the national average over a three-year period would lose eligibility to participate in the federal student-aid system.

The bill would also establish a risk-sharing program under which colleges with low repayment rates would have to contribute to a fund to support colleges that do well at serving high percentages of low- and moderate-income students.

In a statement, the lawmakers sponsoring the bill said cohort de-fault rates were “a poor standard for evaluating the quality of colleges.”

The measure, said Sen. Jeanne Shaheen, of New Hampshire, the Democratic co-sponsor, would “take long-overdue steps to weed out poor-ly performing institutions.”

Sandhya Kambhampati contributed to this report.

ATHLETICS

STUDENT LOANS

Both sides in the case found reasons to cheer the court’s decision.

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HIGHER ED MARKETINGCOMES OF AGE

The first survey of college marketing leaders from The Chronicle of Higher Education

Higher Ed Marketing Comes of Age: Data and Insights from College Marketing Leaders is based on a survey conducted by SimpsonScarborough and The Chronicle of Higher Education, was written by Ben Wildavsky and edited by Ken Sands, general manager of The Chronicle of Higher Education, and is sponsored by Sparkroom. The Chronicle is fully responsible for the report’s editorial content. Copyright © 2015.

the chronicle of higher education | october 9, 2015 A5

A6 october 9, 2015 | the chronicle of higher education

By ERIC HOOVER

A coalition of more than 80 selective public and private colleges announced plans last

week to build a platform that would “streamline the experience of plan-ning for and applying to college,” ac-cording to the group’s website.

As The Chronicle reported last fall, participating institutions, in-cluding the Ivy League colleges and several public flagships, hope to “recast” the admissions process by

forming a membership organization bound by specific requirements, building a shared application sys-tem, and engaging high-school students earlier with new online college- planning tools. The goal is to inspire “a stronger college-going mind-set” among more high-school students, especially those in under-represented minority groups and in low-income families.

As admissions officials and col-lege counselors have heard more about the group’s plans over the past few months, some have won-dered whether the new venture marks a revolutionary shift in how students prepare for college or is just a noble-sounding branding campaign. Or both.

It’s a fair question to keep in mind. After all, let’s think about what has happened here: A bunch of big-name colleges with tremen-dous resources banded together, formed a club that only some col-leges can join, and boldly dubbed it-self the Coalition for Access, Afford-ability, and Success. That surely will invite scrutiny of the group’s plans, and of what it eventually delivers.

Jeremiah Quinlan, who has helped lead the coalition’s efforts, thinks the admissions process is overdue for innovation. “Technol-ogy has totally changed the back end of our process but not the front end,” said Mr. Quinlan, dean of undergraduate admissions at Yale University. “This is really an ambi-tious effort to rethink the timeline and the inputs for students.”

The group intends to do that in three ways. First, the new appli-cation platform would enable stu-dents to complete a basic applica-tion form, just as they do on the Common Application. Colleges would be free to “personalize” any

additional admissions criteria. So member institutions grouped under the same banner would maintain a good deal of autonomy. (Participat-ing colleges that are members of the Common Application will continue using it as well.)

Plans for the platform also in-clude a “digital portfolio” where as early as ninth grade students could

put their favorite essays, notes on extracurricular pursuits, thoughts on college — anything that might help them later on. The idea, Mr. Quinlan said, is to demystify the admissions process, encouraging students to think of college plan-ning over a long period of time, well before they must meet application deadlines.

Through a “collaboration plat-form,” students could choose whether to grant access to that in-formation to others — counselors, teachers, advisers from community- based organizations — who could offer advice and monitor their prog-ress.

Not every high school has a strong college-counseling program or college-planning tools. “We’re trying to create a college-planning culture, especially for students who haven’t had these kinds of tools,” said Zina L. Evans vice president for enrollment at the University of Florida, which is a member of the coalition.

WHAT’S ‘AFFORDABLE’?

It’s hard to find anyone who doesn’t support expanding oppor-tunities for low-income students. But attracting more of them isn’t the same thing as admitting more of them — or offering them aid packages that make attendance possible.

Some admissions officials ques-tioned the group’s membership pol-icies. Participating private colleges must meet domestic students’ “full, demonstrated financial need,” ac-cording to the coalition’s website.

Some coalition members have need-aware admissions policies. How, exactly, participating institu-tions go about meeting full need is apparently up to them, so students and their parents could end up with loans that might call definitions of “affordability” into question.

“The criteria for joining the coali-tion do not seem very selective,” an admissions official at a private col-lege in New England wrote in a mes-sage to The Chronicle. “I can think of institutions (including my own) that … could switch to a need-aware review strategy and easily meet 100 percent of demonstrated need.” The official, who said he could not speak for his college, added: “I’m not sure how it really helps expand access.”

Jon Boeckenstedt, associate vice president for enrollment manage-ment and marketing at DePaul University, was blunt: “Many of these institutions don’t really stand for access, based on the low number of Pell Grant students they enroll. It sounds really good, it’s a brilliant PR stroke, but some of these insti-tutions have done the most to keep poor kids out, by this ridiculous reliance on things like test scores that only measure achievement and don’t measure merit in any way, shape, or form.”

The coalition’s membership re-quirements for public institutions say they must provide “affordable tuition,” but that’s far from an ob-jective measure. A requirement for all institutions is clearer: They must graduate 70 percent of their

students within six years, a rate that excludes many public insti-tutions, including those that serve large numbers of low-income and first-generation students.

“The problem with the gradua-tion cutoff is it’s as much about in-puts as anything else,” Nancy Leo-pold, said in an interview. “The schools that may be working the hardest with the kids least likely to be successful are the ones that ar-en’t going be in this thing.”

Ms. Leopold, executive director of CollegeTracks, a Maryland group that helps students in low-income families apply to college, had mixed feelings about the coalition’s plans. She liked the sound of the portfolio, the possibility of opening up more discussions of college with students who need the most help. But she thought the platform would need tools to help families determine what they will have to pay.

“I applaud any effort that engag-es a disadvantaged kid in thinking about college as something that’s possible,” she said. “But in a world where getting through the process is hard enough, there’s a higher

duty here to make sure that how-ever you’re engaging ninth graders serves them educationally. Other-wise it’s all marketing.”

TAKING ON THE COMMON APP

What the emergence of a rival means for the Common Application could become an intriguing issue. The standardized admissions form used by more than 600 colleges has long dominated the college- admissions realm. But it, too, has raised the college-access flag.

Recently the Common Appli-cation organization bolstered its college- planning resources, in-cluding information specifically for middle-school students and ninth graders. It plans to roll out “virtual counselor” materials, including ar-ticles and videos that answer spe-cific questions about the application process, said Aba G. Blankson, di-rector of communications.

Like many admissions officials, W. Kent Barnds said he wanted to learn more about the new coa-lition. “At first blush, I think their objective to ‘transform’ the process,

although noble, is unlikely,” Mr. Barnds, vice president for enroll-ment, communication, and plan-ning at Augustana College, in Illi-nois, wrote in an email. “I think the Common Application remains too strong and too member- centered to enable a real competition to chal-lenge them.”

One dean of admissions, at an East Coast college, had a different take. “How does creating yet an-other application, yet another hur-dle, and yet another process for stu-dents and counselors to learn and manage, create access?” he wrote in an email to The Chronicle.

The dean, who shared his thoughts on the condition that his name not be published, said his college had opted not to sign up for the coalition. The participat-ing colleges, he wrote, are using their “money and power” to create an exclusive system. “The schools participating in this effort should not mask their intentions under the guise of ‘access,’ ” he said. “It’s a deceiving marketing ploy, but in the end, they will win. The elite col-leges always do.”

83 Colleges Share New Application and Inspire Skepticism

Amherst CollegeBates CollegeBowdoin CollegeBrown UBryn Mawr CollegeCalifornia Institute of TechnologyCarleton CollegeClemson U

Colby College

Colgate UCollege of the Holy CrossCollege of William & MaryColorado CollegeColumbia UConnecticut CollegeCornell UDartmouth CollegeDavidson CollegeDuke UEmory UFranklin and Marshall CollegeFranklin W. Olin College of EngineeringGeorgia Institute of TechnologyGrinnell CollegeHamilton CollegeHarvard UHaverford CollegeIllinois State UIndiana U at BloomingtonJames Madison UJohns Hopkins UMiami U of OhioMichigan State UMiddlebury CollegeMount Holyoke CollegeNorth Carolina State U.Northeastern UNorthwestern UOberlin CollegeOhio State UPennsylvania State UPomona College

Princeton UPurdue UReed CollegeRice URutgers U at New BrunswickSt. Olaf CollegeSkidmore CollegeSmith CollegeStanford UState U of New York at BuffaloState U of New York College at GeneseoSwarthmore CollegeTexas A&M UTufts UUnion College (N.Y.)U of ChicagoU of ConnecticutU of FloridaU of Illinois at Urbana-ChampaignU of Maryland at College ParkU of MichiganU of Minnesota-Twin CitiesU of MissouriU of New HampshireU of North Carolina at Chapel HillU of Notre DameU of PennsylvaniaU of PittsburghU of RochesterU of South CarolinaU of VermontU of VirginiaU of WashingtonVanderbilt UVassar CollegeVirginia TechWashington U in St. LouisWellesley CollegeWesleyan UWilliams CollegeYale U

Coalition With a MissionThe Coalition for Access, Affordability, and Success, comprising 83 selective public and private institu-tions, requires that members graduate at least 70 percent of their students within six years. Public insti-tutions must have what the coalition’s website calls “affordable tuition.” Here is the current membership.

ADMISSIONS

“ It’s a brilliant PR stroke, but some of these institutions have done the most to keep poor kids out.”

the chronicle of higher education | october 9, 2015 A7

Just Half of Graduates Strongly Agree That College Is Worth the CostBy GOLDIE BLUMENSTYK

Only half of the 30,000 college alumni polled for the Gallup-Purdue Index

strongly agreed that their higher education was worth the cost, ac-cording to the results of the second annual national survey, published last week.

Among recent graduates, the

proportion who were unequivocally positive about college was even low-er: only 38 percent of those gradu-ating from 2006 through 2015.

The results did not differ widely depending on the kind of institu-tion attended, except when it came to alumni of for-profit colleges. Only 26 percent of them strongly agreed that their postsecondary ed-ucation was worth the cost. And 13 percent strongly disagreed, a pro-portion notably higher than the na-tional average of 4 percent.

Perhaps not surprisingly, young-er alumni carrying student-loan debt were more negative than those without debt. Among those with debt, only one in three strongly agreed that their college education was worth the cost.

The 2015 findings highlight a continuing challenge for colleges, said Brandon Busteed, Gallup’s executive director for education and work-force development. “If we don’t figure out how to improve that value proposition,” he said in an interview, “the great tidal wave of demand for higher education in the U.S. could easily come crashing down on us.”

Gallup interviewed a nationally representative sample of more than 30,000 college alumni.

Debt concerns affect more than attitudes about their undergradu-ate experience. Nearly half of recent graduates with student-loan debt said they had delayed postgrad-uate education because of it. The level of debt mattered, too: 40 per-cent of those with student debt be-low $25,000 said they had delayed going back to school, but for those with more debt, the proportion was 56 percent.

Student debt also had other ef-fects. Of recent alumni with more than $25,000 in student debt, 43 percent said it had caused them to delay buying a home, 40 percent said it had delayed their purchase of a car, 27 percent said it had de-layed their moving out of their par-ents’ home, 25 percent said it had delayed their starting their own business, 19 percent said it had de-layed their getting married, and 26 percent said it had delayed their having children.

The 2015 poll builds on the find-ings of last year’s survey, which sought to identify educational prac-tices that correlate with graduates’ later satisfaction with their careers and overall level of well-being. The new poll found that alumni were more likely to believe their educa-tion was worth the cost if they had taken part in experiences like a long-term project or an internship relevant to their studies.

Another kind of experience — a research project with a professor — was irrelevant to their opinion about the worth of their college ed-ucation.

That means, in some cases, the research opportunities may be per-functory and “not the highest qual-ity of experience that they should be,” said Mr. Busteed.

Gallup is also selling individ-ual polling services to colleges. At a price of about $30,000 for a basic survey to around $200,000 for a fuller range of services, the individualized surveys allow col-leges to compare results from

their own alumni and students to the national sample.

Compared with the cost of alumni surveys, which can range from $20,000 to $30,000, ac-cording to one consultant, or with less-expensive individualized re-ports from groups like the Nation-al Survey of Student Engagement, the price tag for the Gallup prod-uct can be hard for some colleges to swallow.

NO CHERRY-PICKING

Some 40 colleges have contracted for the individual surveys, Mr. Bust-

eed said. Results have been pub-lished online for several of those in-stitutions, including Arizona State University, Purdue University, the Universities of New Hampshire and Virginia, Virginia Tech, and West-ern Governors University.

Under Gallup rules, colleges may keep those reports private, but if they choose to make any of the in-formation public, they must publish the report in its entirety. That en-sures they don’t cherry-pick which results to publicize.

For the institutions, that may be an attraction or a concern. At New Hampshire, one of the most recent

to publish a report, it was “a little bit of both,” said Mark W. Hud-dleston, the president. “You can’t game it.”

New Hampshire paid for the high-end level of services, he said, and believes it was worth it. Col-leges have been “somewhat at loose ends” when it comes to describing their value, he argued, and the sur-vey helps to quantify that “what we do makes a difference.”

He said he also planned to use the findings to help guide projects that would more intentionally in-volve alumni in mentorship pro-grams for students.

On Behalf of the Bryant University Board of Trustees

President Ronald K. Machtley

is pleased to announce

The Historic Openingof Bryant Zhuhai

Bryant University has welcomed its inaugural class at Bryant Zhuhai. Bryant created

this unique program with the Beijing Institute of Technology Zhuhai (BITZH) to educate

both Chinese and U.S. students. The new program will prepare students with the global

perspective essential to success in today’s international business world.

The four-year undergraduate academic program in Zhuhai, which will be taught in English,

mirrors Bryant’s nationally recognized curriculum vigor and quality of faculty. Upon

successful completion of study, an accredited Bryant University degree will be awarded.

With Bryant Zhuhai, the first private joint program where both institutions are privately

run, Bryant becomes the first and only American university with a four-year educational

experience in Zhuhai.

www.bryant.edu

• •

ACCOUNTABILITY

A8 october 9, 2015 | the chronicle of higher education

By MARY ELLEN MCINTIRE

Middletown, Conn.

A debate that flared at Wesleyan Universi-ty over where to draw

the line between freedom of speech and the need to ensure that the campus is a safe space for students from minority backgrounds came to a peak in a students-only meeting here early last week.

The campus’s nearly-150-year-old paper, The Wesleyan Argus, has been at the center

of the debate, and one of the paper’s editors said a potential resolution was discussed that might strip the paper of the funding it uses to print twice weekly. The money, provided by the Wesleyan Student As-sembly, would instead go to-ward creating Work-Study po-sitions at any of the campus’s publications.

The meeting, on a Sun-day evening, lasted over two hours, and students had to show a Wesleyan ID card to enter the room.

Kate Cullen, president of the Wesleyan Student Assembly, said in an email that no such reso-lution had been brought to the floor of the assembly, but one student senator discussed a resolution that he began drafting in recent days.

If the Student Assembly does pass such a resolution, students could have a chance to vote on whether to reallocate the funds The Argus receives from the assembly.

Rebecca Brill, a co-editor in chief of the Argus, said another potential step that was discussed was to cre-ate an editor of equity and inclusion to oversee the balance of the news-paper’s content.

The meeting was called to address controversy over an op-ed essay pub-lished in the Argus that criticized the Black Lives Matter movement.

The op-ed, which was written by a student and ran on September 14,

questioned whether the Black Lives Matter movement was prompting positive change, and whether it could be contributing to increased danger for police officers.

“If vilification and denigration of the police force continues to be a significant portion of Black Lives Matter’s message, then I will not support the movement, I can-not support the movement,” wrote the author, Bryan Stascavage. And many Americans feel the same.”

ANGER TOWARD THE ‘ARGUS’

Although Mr. Stascavage is a staff writer at the Argus, the essay

reflected his personal views, not those of the paper’s editorial board. Still, the piece sparked anger to-ward the paper among some stu-dents, who protested on the campus and on social media.

A petition calling for the Wes-leyan Student Assembly to defund the Argus if it did not comply with a list of demands gathered more than 150 signatures.

The demands included commit-ting Work-Study or course-cred-it positions at the volunteer-based publication, reporting each month on the use of the newspaper’s fund-ing, offering social-justice and di-versity training for all publications on the campus, actively recruiting minority students to write for the Argus, and providing space on the paper’s front page dedicated to the

voices of students who feel margin-alized.

An open letter to the campus, signed by “A Group of Concerned and Unapologetic Students of Col-or,” described why some students had felt compelled to protest. “The Argus is an institution whose his-tory of devaluing people of color in our community proves that it plays a role in the perpetuation of institutionalized racism,” the letter reads.

It also states, “We do not have the time, nor luxury, to be caught up in this smoke screen of free speech. Let us be clear: This is not an issue of your free speech. This

is an issue of our voices being si-lenced, our communities under at-tack.”

The letter also calls out admin-istrators for not supporting con-cerned students of color on the is-sue.

The university’s president, Mi-chael S. Roth, released a statement in a blog post that said debates that make people uncomfortable shouldn’t be avoided.

“Debates can raise intense emo-tions, but that doesn’t mean that we should demand ideological conformity because people are made uncomfortable,” says the statement, which is also signed by the provost and the vice president for equity and inclusion. “As mem-bers of a university community, we always have the right to respond with our own opinions, but there is no right not to be offended.”

Ms. Brill, of the Argus, said the calls for defunding the paper shocked her, since the issue that contained the controversial op-ed was so focused on free speech. “The fact that this is actually not just re-actionary and that it may actually be the policy that’s invoked is really surprising,” she said.

The petitioners are invoking their own right to free speech, she pointed out, as students have boy-cotted the newspaper since the op-ed appeared.

The petition, which was written in a Google Document, was closed to signatures after some of the con-tent was changed and sarcastic comments were added. Ms. Brill said some of the students who had started the petition had removed their names as the issue picked up national attention.

After last week’s meeting, a se-nior who identified himself as G

Foley and said he was conflicted by the issue and ultimately did not sign the petition, said the meeting had focused on the Argus’s history of not including minority students, rather than the controversial op-ed itself.

Jess Zalph, a senior and member of the Argus’s staff, said the meet-ing was more of a big-picture look at the issues of racism on campus and elsewhere than a specific dis-cussion of the op-ed essay. The meeting was less heated than ex-pected, she said.

COLLABORATIVE STEPS

The week before the meeting, Ms. Brill said, she had been focused on hearing from different people on campus as she weighed how the newspaper should respond to the student body. She had spoken with professors in the African-studies department and the university’s vice president for equity and inclu-sion.

After the op-ed was published, she attended a large meeting of students of color and allies, as well as a staff meeting of The Ankh, a campus publication produced by students of color, to discuss the op-ed and hear about the response it evoked.

“What we’re doing,” Ms. Brill said, “is making decisions that will allow us to come to the agreement for people who are critiquing the Argus, and for valid reasons, but doing so on our own terms.”

Frank LoMonte, president of the Student Press Law Center, a non-profit organization that supports freedom of the press at the colle-giate level, said one reason that many college newspapers, and jour-nalism in general, lack diversity is

that they draw on students who are able to work for no pay as they seek training.

Several students who signed the petition did not return requests for inter-views or said they were un-available to do so.

Ms. Cullen, the stu-dent-body president, said in an email that she thought the meeting went well. “We discussed how our commu-nity has been feeling and processing, and how we can create collaborative steps forward. We spoke in small groups and at large. It was a much-needed break from the pressure of having the media analyzing every step we take.”

Several students said the student body leans to the left. Last year hundreds of students marched in a Black Lives Matter march. But some students said that they found people on the campus resistant to hearing views that don’t align with their own. Many said that stu-dents can be quick to shut down conservative view-points, and that debates on the campus are largely one-sided.

While most students on campus are open-minded about many so-cial issues, there is a “sense where we agree with you only if you agree with what we believe,” said Devon Tucker, a junior.

Daphne Gampel, a freshman, said that while she thought the criticism of Black Lives Matter and other social movements can draw focus away from the move-ment itself, all students should have a space to share their opin-ions in publications on campus.

She said there was a “general openness and acceptance of all different types of belief systems and points of view” on the campus.

An African-American student, who spoke on condition of ano-nymity because the issue had be-come so controversial, said there was a frustration that The Ankh was published only once a semes-ter. With more funding, she said, it could publish more regularly and be a space for minority students to share their opinions more often.

Mr. Stascavage, the student who wrote the op-ed in the Argus, said that he expected people to disagree passionately with his views, but that he was surprised that Wesley-an students would try to limit his freedom of speech. He compared the demands of the petitioners to a “hostage situation.”

Still, he said he planned to keep writing and sharing his views on controversial topics — he has been thinking about the university’s Title IX policies. Much of what he writes are theories that he has developed and wants to encourage people to debate, he said.

Mr. Stascavage said the discus-sion at the meeting was “kicking the can further down the road, be-cause nothing has really changed one way or the other.”

STUDENTS

Op-Ed Sparks Debate Over Free Speech vs. Bias at Wesleyan U.

PHOTO BY NICHOLAS PFOSI FOR THE CHRONICLE OF HIGHER EDUCATION

At Wesleyan, in Connecticut, anger over an opinion piece boiled over into an open letter from minority students. “This is not an issue of your free speech,” it said. “This is an issue of our voices being silenced, our communities under attack.”

The student newspaper’s “history of devaluing people of color in our community proves that it plays a role in the perpetuation of institutionalized racism.”

By DAN BERRETT

A study that examined thou-sands of examples of class-room work in nine states

may give professors, administra-tors, policy makers, and the public better tools to systematically un-derstand what students are actual-ly learning in college.

At least that’s what supporters hope for the research effort, the Multi-State Collaborative to Ad-vance Learning Outcomes Assess-ment, results of which were re-leased last week.

“Proof of concept is what it is,” said Julie M. Carnahan, a vice pres-

ident at the State Higher Education Executive Officers Association, which led the project together with the Association of American Col-leges and Universities. “We have proved that this is an alternative to standardized tests.”

That alternative is a set of rubrics that stake out common standards for faculty members to use in eval-uating student assignments. The project seeks to unify two ideals: preserving professors’ authority over the assigning and grading of student work, and tying such work to norms that can be judged exter-nally and consistently across cours-es, institutions, and states.

The project began in response to two concerns that have preoccupied leaders of state systems of higher education in recent years, Ms. Car-nahan said. Employers and policy makers have complained that many newly hired graduates lack the prob-lem-solving skills needed in the workplace. And many states have been basing funds for public col-leges in part on a set of performance measures using metrics of academ-ic quality, like graduation rates, that faculty members and college admin-istrators have seen as too blunt and too subject to external forces.

Some states use scores on stan-dardized tests, like the Collegiate Learning Assessment and the ETS Proficiency Profile, in their funding formulas. These tests can provide ex-ternal standards that allow students and institutions to be compared ac-cording to common criteria, but such assessments are unconnected to the curriculum, and their results are seen as flawed because students have little incentive to score well on the tests. Course grades are often au-thentic indicators of what students do, but they are subject to inflation, the whims of instructors, and the differing norms of institutions.

The new project is seen as a po-tential breakthrough because its raw material is the actual work that students produce, and it gives facul-ty members a common language and rating system to evaluate that work.

Some 126 instructors at 59 in-stitutions attended day-and-a-half-long workshops to use facul-ty-developed rubrics to evaluate 7,215 examples of student work. Slightly more than a third of the assignments were judged twice, to establish consistency between rat-ers. The scorers didn’t judge work

from their own institutions.The colleges included two-year

and four-year public institutions in Connecticut, Indiana, Kentucky, Massachusetts, Minnesota, Mis-souri, Oregon, Rhode Island, and Utah. The results, however, were not statistically representative of the states, the nation, or even each institution. Only those students who had completed three-quar-ters of their credits toward a degree participated.

USEFUL FEEDBACK

Still, the results painted a picture of student achievement in both broad strokes and minute detail. Students at four-year institutions tended to score better — three or four on a scale of zero to four — compared with their peers at two-year colleges. A three or four signals a “high” or “very high” lev-el of achievement.

Scorers used rubrics in three skill areas: critical thinking, quantita-tive literacy, and written communi-cation, each of which is divided into four or five parts. Critical-thinking skills, which professors and admin-istrators often invoke but seldom de-fine, were scored according to how well students explained an issue or problem; how well they selected and used evidence; how skillfully they ex-amined the larger context influenc-ing the issue; and the quality of their theses and conclusions.

Overall scores for critical thinking were lower than those for quantita-tive reasoning and writing: Nearly a third of students at four-year institu-tions scored a three or four overall in critical thinking, compared with 19 percent at two-year colleges.

The subcategories within each

broad skill area were often more revealing, several faculty members said. In quantitative reasoning, for example, many students could per-form calculations but had difficulty describing the assumptions under-lying the numbers. One example of an assumption comes from an eco-nomics assignment: Students might be asked to imagine that they are developing a city budget on the ba-sis of tax revenues. If the economy plunges, what happens to taxes? Some faculty members realized, af-ter looking at the rubrics, that their assignments often required stu-dents to do calculations but not to consider how those calculations re-lated to a broader context.

Such detailed feedback is par-ticularly useful because it relates directly to actual coursework, said Jeanne P. Mullaney, assessment co-ordinator at the Community Col-

lege of Rhode Island. The results help faculty members change their assignments, guided by a shared conception of a particular skill area. “The great thing with rubrics,” she said, “is the strengths and weak-nesses are readily apparent.”

And when those strengths and weaknesses are shared across insti-tutions, states, and beyond, faculty members have been able to exchange

ideas about how to bolster areas in which many students struggle, an opportunity that has proved to be another benefit of the project.

But the rubrics have proven chal-lenging for faculty members, too, Terrel Rhodes, vice president of the Office of Quality, Curriculum, and Assessment of the college as-sociation, wrote in an email to The Chronicle: “The biggest hurdle we find is for faculty to get out of the grading mode based on getting the right answer to assessing the un-derlying skill and ability.”

STICKS AND CARROTS

Assessment is used in two ways. Sometimes it’s a tool for making judgments and holding people and institutions accountable. At other times, results help those people and institutions improve.

The collaborative project is achieving the latter purpose, ac-cording to several people involved with it, but Ms. Carnahan, of the higher-education officers’ group, is concerned that the former may happen, too. The project came about, in part, in response to in-adequate measures of educational quality in state-funding decisions.

Does she worry about the proj-ect’s results being tied to money and performance funding? “That does give me some pause,” Ms. Car-nahan said. “It’s not where we want to go with this at all.”

The subcategories for each area — students’ ability to calculate or to provide context for their numbers, for instance — are more revealing than an overall score, she said. “The whole point of this is to improve student learning.”

Other risks might surface as well, said John D. Hathcoat, an as-sistant professor at the Center for Assessment and Research Studies at James Madison University, who has been watching the project with interest. He applauded the effort, noting that the data it produces will be extremely useful to researchers.

But Mr. Hathcoat also worried about the validity of the study’s conclusions, and he warned that using different assignments can skew efforts to measure a common standard. Standardization has en-gendered a backlash in education, he said, but it shouldn’t be equated with multiple-choice tests.

Some standardization, he said, is good. It would be absurd, he wrote in an email to The Chronicle, to compare two students when one has been asked to write a mathemati-cal proof and the other to complete problems in addition. “Why would we consider doing this with institu-tions of higher education?” he asked.

Using different assignments as the basis of such a widespread anal-ysis has also improved the exercis-es, along with the larger design of courses, said Christopher K. Crats-ley. Results from analyses of stu-dent work at Fitchburg State Uni-versity, where he is director of as-sessment, suggested that students who don’t major in the sciences are seldom asked to engage in quanti-tative reasoning, while everyone is assigned work that develops their critical-thinking and writing skills.

“We’ve seen that some assign-ments are sometimes not as good at soliciting these skills as other as-signments,” he said. “That helps us think about how we create a bal-ance in the instruction we give.”

TEACHING

the chronicle of higher education | october 9, 2015 A 9

Faculty Members See Promise in a Unified Gauge of Learning

AMANDA L. SMITH FOR THE CHRONICLE

Seeking an alternative to standardized tests to assess learning, faculty members in a multistate study developed a set of rubrics that they say will enable comparisons of academic quality across courses, institutions, and states. Above, students attend a lecture at the U. of Oregon. That state was one of nine whose public colleges participated in the study.

The raw material is the actual work that students produce, and it provides a common language and rating system.

A10 october 9, 2015 | the chronicle of higher education

By ERIC HOOVER AND BECKIE SUPIANO

Let’s talk about fairness, the word no one can quite pin down. It echoes in high-school

hallways and campus quads, in edi-torial pages and judicial opinions — wherever people have something to say about college admissions.

But what is fairness, really? Ask the applicant, for whom an

admissions decision from a selec-tive college arrives like the last judgment. An acceptance rewards

years of studying deep into the night, excelling in extracurriculars, and shelling out for those SAT prep courses. And a rejection is condem-nation.

Meanwhile, for the admissions dean, there’s not one verdict but many. The job requires meeting the college’s wants and needs by se-lecting the best assortment of ap-

plicants, as defined by many attri-butes. Rejection is part of the pro-cedure.

The ritual’s participants just don’t share the same expectations. So when they talk about fairness, they may not even be talking about the same thing.

Years ago, Christoph Guttentag would tell families that admissions officers weighed “all things equally.” Later he realized that wasn’t quite right. After selective colleges iden-tify those applicants with outstand-ing credentials, he says, evaluations take a different shape: “Academic differences become less meaning-ful, and personal differences be-come more meaningful.”

These days Mr. Guttentag, dean of undergraduate admissions at Duke University, describes three facets of his work. One is under-standing an applicant’s personal achievements. Another is under-

standing those achievements in context: “Fairness isn’t a matter of considering everybody by the same yardstick,” he says, “because people are coming from such different lev-els of advantage and disadvantage.” Then there’s fairness he owes to the university: making decisions that best serve its goals.

Riffing on fairness goes way, way back. Confucius did it. So did Pla-to. Arthur Dobrin, who teaches ethics at Hofstra University, offers three definitions: “Sameness,” the idea that everyone should be treat-ed equally. “Deservedness,” the be-lief that some people, because of smarts or hard work, deserve more than others. “Need,” the notion that we should help those who are less fortunate.

Go on, apply each one to the ad-missions process. A selective college that prioritizes athletes and donors’ children isn’t treating each appli-cant the same way, is it? Because a selective institution can accept only some of the well-rounded stu-

dents who’ve studied their tails off, its choices complicate the expecta-tion that we get what we deserve. Admissions officers who weigh a low-income applicant’s academic record against his hardships work in a realm of contradictory criti-cisms: They’re doing too little to help the have-nots; they’re doing so much that it’s hurting everyone else’s chances.

When applicants complain that admissions are unfair, though, they’re usually talking about an outcome: They didn’t get in. Col-leges have an implied obligation to be fair in admissions, but it con-cerns the process, not the results, says Peter Corning, author of The Fair Society: The Science of Hu-man Nature and the Pursuit of So-cial Justice.

Colleges could reduce misunder-standings by explaining more ex-plicitly how they make their deci-

sions, Mr. Corning said in an email interview. And by adhering “as closely as possible” to the process they’ve laid out, ensuring “proce-dural fairness.”

James W. Jump agrees that col-leges could try harder. To the un-initiated, it seems that every appli-cant competes against all the rest, says Mr. Jump, academic dean and director of guidance at St. Chris-topher’s School, in Richmond, Va. In reality, the competition is frac-tured: Admissions offices compare students with those who bring sim-ilar things to the table. Not every-one, in other words, has an even, 5.9-percent chance of getting into Harvard.

What admissions offices prize most highly, Mr. Jump says, is what is rare. “The more you look like lots of other applicants,” he says, “the less admissible you probably are.”

Without seeing the whole pool, one can only guess at what stands out. But in such company, the qual-ity that applicants to selective col-leges might be best known for in their high schools — academic dom-inance — probably just blends in.

That leaves counselors like Mr. Jump with a two-part message to convey: “Having the grades and scores and courses is necessary to be competitive,” he says. “But it’s not sufficient.”

Fairness in admissions is not a new question for Mr. Jump. Back in 1988, he wrote an essay for The Chronicle titled “The Only Fair Way for Elite Colleges to Choose Their Freshman Classes Is by Random Selection.” It did not win him many friends. Admissions officials hat-ed the article, he recalls, and even students wrote to The Chronicle to complain. Applicants don’t want to be admitted randomly, Mr. Jump learned. They want to believe they have bested their competitors.

By that logic, though, those who don't get in think they are lesser students. So some college counsel-ors try to strike a balance, urging students not to attach great mean-ing to admissions outcomes and yet not to think of them as mean-ingless. “You want to tell them ad-missions is not random,” says Mark C. Moody, co-director of college counseling at Colorado Academy, in Denver.

Early on, he tries to manage their expectations by reminding them that nothing’s written in stone about who deserves a spot. “There’s no universal concept of merit,” he says.

QUESTIONS OF ‘MERIT’

Here’s where one thorny word is entangled with another. Concep-tions of fairness have a lot to do with merit, which Americans have been thinking about for centuries.

The nation’s founders believed that merit alone should determine who advances. Joseph F. Kett, an emeritus professor of history at the University of Virginia, traces the evolution of that belief in Mer-it: The History of a Founding Ideal From the American Revolution to the Twenty-First Century. Forget birthrights and nepotism: In this

brand-new nation, one’s achieve-ments mattered most.

Yet notions of merit — “a qual-ity deserving of reward” — have long conflicted with other Ameri-can ideals, especially equal rights, Mr. Kett writes. “Merit implies dif-ference, while equality suggests sameness.” Our attempts to rec-oncile merit with other principles have long shaped the way we think about just about everything, espe-cially education. Over the past few

decades, Americans have come to define merit more and more in terms of “intellectual ability and academic achievement.”

Along the way, the nation em-braced standardized testing as a means of drawing small distinc-tions among many people, of re-vealing merit hidden by the luck of birth. “In a nation whose values were antithetical to assuming that a citizen’s social trajectory was fixed by birthright,” Mr. Kett writes, “the promise of mental tests to forecast destinies was irresistible.”

Today, of course, students’ per-formances on the ACT and SAT reflect longstanding socioeconom-ic disparities. Circumstances be-yond one’s control — such as pa-rental income — remain significant obstacles on the road to higher education. Such conditions, Mr. Kett writes, have inspired a prev-alent criticism: “Because we can-not choose our parents or our IQs, even the fairest application of mer-it-based selection cannot overcome the legacies of birth.”

Nancy Leopold worries about that. To her, fairness means having as much of a shot as another appli-cant with similar high-school cre-dentials, test scores, and extracur-ricular activities. For students with many disadvantages, she says, “that definition of fairness doesn’t work.”

Ms. Leopold, executive director of CollegeTracks, a Maryland non-profit group that helps low-income and first-generation students get to college, sees a stacked deck. High-school students who struggle with English. Who lack access to rigor-ous courses and college counsel-ing. Who can’t participate in af-ter-school activities because they’re watching younger siblings or earn-ing money for their families.

Those circumstances, she be-lieves, guarantee that many students won’t excel according to convention-al measures of merit. “Scoring better on those measures is largely beyond their control,” she says. “Until the measures change, there is no hope of fairness for them.”

TELLING BETTER STORIES

For decades, colleges’ pursuit of greater racial and ethnic diver-sity has inspired legal challenges, prompting courts to weigh one idea

of fairness (merit) against anoth-er (equity). Around the time of the Fifth Circuit Court of Appeal’s rul-ing in Hopwood v. Texas, in 1996, the debate over race-conscious admissions policies leapt into the court of public opinion, says Ar-thur L. Coleman, a former deputy assistant secretary in the U.S. De-partment of Education’s Office for Civil Rights.

Since that era, Mr. Coleman be-lieves, the public has grown more skeptical of the admissions process. “Those of us who defend the system are saying ‘trust the system,’ ” he says, “in a culture increasingly sus-picious of systems they don’t under-stand.”

Mr. Coleman, a managing part-ner and co-founder of Educa-tionCounsel LLC, thinks colleges could do more to challenge the idea that merit and equity are con-tradictions. How? By telling better stories.

He carries around a copy of the University of Michigan Law School’s admissions policy, upheld in Grutter v. Bollinger in 2003. The comprehensive document, which explains the school’s inter-est in enrolling a diverse class, de-scribes several applicants who were admitted despite low test scores. For example, the Argentinian im-migrant who came to the United States at 21, and raised a child by herself while attending the Uni-versity of Cincinnati, where she earned all A’s, participated in stu-dent groups, won glowing praise for her intellect, and graduated summa cum laude. Would it have been fair to deny her application because her LSAT score was in the 52nd percentile?

What makes talk of fairness in college admissions so hard is that most applicants to a place like, say, Bucknell University could succeed there under the right circumstanc-es. That, says Rob Springall, dean of admissions there, makes it hard to explain why any particular one didn’t get in.

“It really does come down to very fine details that to an individual ap-plicant would be really hard to dis-cern, or not very fulfilling as an an-swer,” he says.

But the quest for answers contin-ues.

This year an anonymous group of students at Stanford Universi-ty encouraged students to request their admissions files under fed-eral privacy law. With those docu-ments, they thought, they could re-verse-engineer how they’d gotten in. The group’s premise? Elite ad-missions are “biased towards those that are in the know.”

Later, a reporter who had cov-ered the story for BuzzFeed gained access to her admissions file from another elite college. Her article about the experience describes the clues she uncovered about why she got in, as well as her mixed feelings about them.

Even armed with an admissions file, the curious can make only an educated guess about why an appli-cant was admitted.

Figuring out if the process was fair? That’s even more elusive.

ADMISSIONS

College Admissions Aren’t Fair … Whatever That Means

PHOTO ILLUSTRATION BY JONATHAN BARKAT FOR THE CHRONICLE

There’s no formula to guarantee admission. Having the grades and scores is necessary to be competitive, one counselor says. “But it’s not sufficient.”

“ Until the measures change, there is no hope of fairness” for disadvantaged students.

In 2015, private and public colleges fell short on a number of fall enrollment goals. As admissions officials face pressing issues such as shifting student demographics and financial resources, what strategies will help them recruit their next class?

• How to navigate the shifts in student demographics

• How recruiting approaches differ between public and private institutions

• How the enrollment management profession will change to best handle these challenges

In a new report from The Chronicle, find out what other admissions leaders are doing to turn around student recruiting such as:

Sponsored by:Navigating the New Admissions Landscape: How College Enrollment Leaders View the State of Admissions and their Profession is based on a survey conducted by Maguire Associates, Inc., was written by Jeffrey J. Selingo, contributing editor at The Chronicle of Higher Education, Inc. and is sponsored by Workday. The Chronicle of Higher Education, Inc. is fully responsible for the report’s editorial content. Copyright © 2015.

Chronicle.com/Admissions2015DOWNLOAD THE REPORT

HIGH STAKES, HIGH COSTSCollege admissions leaders face more

pressure as student enrollment declines

the chronicle of higher education | october 9, 2015 A11

A12 october 9, 2015 | the chronicle of higher education

By LEE GARDNER

Congratulations, you’ve just landed a tenure-track faculty position halfway

across the country. You’ve been to the campus once, for your inter-view, and now you have to find a place to live before classes start.

Moving expenses aside, your new institution probably won’t help you. Many freshly minted assistant pro-fessors end up relying on their own resources and tips from new col-leagues when trying to get a feel for neighborhoods, school districts, and the local rental or real-estate market.

Rough landings aren’t a new problem, and these days, the privi-lege of a full-time academic job may diminish any sympathy. But the

trouble isn’t going away, and with escalating rental and home prices, things may get worse. Yet most col-leges offer no financial assistance or guidance, even in booming markets.

“This is a problem that’s kind of slipping through the cracks,” says John Barnshaw, senior higher-ed-ucation researcher at the Ameri-can Association of University Pro-fessors. Benefits as a percentage of total compensation for full-time faculty members have grown mar-ginally, on average, over the past five years, according to the AAUP. But institutions generally put those increases toward keeping up with

health-care or retirement costs, Mr. Barnshaw says. Formal programs to help new hires relocate remain rare.

Only a small share of employ-ers, about 5 percent of those sur-veyed this year by the Society for Human Resource Management, offer “housing counseling” to new employees. But expectations of col-leges, where faculty members often remain for their entire careers, can be higher.

An assistant professor’s sala-ry may appear generous to a new Ph.D., but that doesn’t prevent “a little bit of sticker shock” at the cost of living in some areas, Mr. Barn-shaw says. Is it worth paying a pre-mium to live near a campus or bet-ter to go miles away, where hous-ing may be more affordable? What about schools, transportation, and

the commute? That soft knowledge can be even more valuable than fi-nancial help in the short term.

Four years ago, Terence Hannum accepted a position as an assistant professor of art at Stevenson Uni-versity, outside Baltimore. Steven-son offers full-time employees who qualify for a Maryland mortgage program as much as $5,000 toward a down payment and closing costs. But Mr. Hannum, who was mov-ing with his family from Chicago, wasn’t ready for that. “I’d been an adjunct faculty member for seven years,” he says. “How am I going to buy a house?”

He knew little about Baltimore’s neighborhoods or schools. The uni-versity paid his relocation expenses, and his new colleagues offered ad-vice, but from Chicago, he was left to sift through scams and shady properties on Craigslist. “Time was

just being whittled away,” he says. “It became very stressful.”

He settled on a suburban rental house but soon came into conflict with his landlord. After a some-what tense year, he and his family moved to another rental house.

Mr. Hannum looks forward to taking up Stevenson’s offer of help buying a home. “It’s a great thing,” he says, “for the future.”

PUSH FOR HELP

Finding a place to live can be diffi-cult anywhere, but in some cities, it’s become downright forbidding. The median list price for rental proper-ties in Boston has increased by 30 percent in the past five years, accord-ing to the real-estate-database com-pany Zillow. The median sale price for a home there has risen by 41 per-cent, to $551,000, over the same pe-riod. In San Francisco, the list price for rentals has gone up by 53 per-cent, and the median sale price by 59 percent, to about $1.1 million.

The picture is similar in Wash-ington. One local institution there, American University, has joined with the District of Columbia’s Of-fice of Planning in its Live Near Your Work program to offer grants of up to $12,000 to full-time facul-ty and staff members who want to buy homes in the city. But that pro-gram is an outlier.

George Washington University, for example, offers no home-buy-ing or rental assistance to its fac-ulty members, though it main-tains a limited amount of free res-idence-hall space for “faculty in residence” who work to promote student engagement. The universi-ty has lost good candidates over the years because of cost concerns, says Charles A. Garris Jr., a professor of engineering and executive chair of the Faculty Senate.

Megan C. Leftwich, an assistant professor of engineering at George Washington, tapped into an infor-mal network. When she and her family moved from Los Alamos,

N.M., in 2012, they rented the home of a fellow academic who had gone on sabbatical. After six months, they found a house to buy in Silver Spring, Md., just outside the city. Searching for housing “is a little overwhelming at first,” Ms. Left-wich says, “but it isn’t impossible.”

Faculty members at the Univer-sity of California at Santa Cruz, just south of Silicon Valley, have strug-gled for decades to find affordable housing. A faculty advisory commit-tee argued in 2001 that the univer-sity was in the midst of a “housing crisis” and needed more on-campus faculty housing and better finan-cial-assistance programs. In the years since, the university has add-ed more employee housing, going from 130 units in 2000 to 239 units for sale or rent today. More on-cam-pus housing has helped, says Nancy Chen, a professor of anthropology who contributed to the 2001 report. But it remains “very difficult to find housing that’s close to the universi-ty,” she says, “unless it’s actually uni-versity housing.”

‘GREAT PEACE OF MIND’

A few colleges, however, make a virtue of offering help. The Univer-sity of Southern California, for one, runs a suite of programs designed to ease employees’ entry to Los An-geles, where the list price for rent-als has increased by 8 percent in the past year, and the median sale price for homes has risen by 45 per-cent in the past five. Some faculty members are eligible for loans or renewable subsidies to help buy a house or pay rent. Full-time facul-ty and staff members can also apply for a grant from the university of up to $50,000 to buy a house in cer-tain areas surrounding the campus.

Such programs give USC an edge in attracting star professors, people there say. “If we’re recruiting some-body who might be at Harvard, for example, and they come out here and see that they have a challenge purchasing in the Los Angeles mar-ket,” the perks can matter, says Lisa G. Rediger, an employee-housing ad-ministrator at the university. Across town, the University of California at Los Angeles doesn’t offer such en-ticements, although the University of California system does offer mort-gage loans to tenure-track faculty.

Ms. Rediger’s office also con-nects new hires with relocation spe-

cialists and offers them advice on school districts and traffic. “Some-times they don’t even know what all their needs are,” she says.

When Morgan S. Polikoff took a job as an assistant professor of education, in 2010, USC connect-ed him with a real-estate broker to help him and his partner figure out where they might want to live on their budget. The university then subsidized their housing for three years; they rented an apartment be-fore buying a house. “Plenty of peo-ple make it work on way less, but it was very, very helpful,” Mr. Polikoff says of the subsidy.

Guidance alone can make a dif-ference, even in smaller markets. When Christian Anton Gerard ap-plied last year for an assistant-pro-fessor job in the English depart-ment at the University of Arkansas at Fort Smith, he was surprised that his on-campus interview included a two-hour tour of the town with a local broker. He was offered and ac-cepted the job, and he worked with the same broker over the summer to find a home.

The initial tour “provided a great peace of mind for me, even not knowing if I had the job,” he says. The message was clear: “This was a place that was going to look out for me.”

The Fort Smith campus is a for-mer community college that joined the university system in 2002. Ask-ing local brokers to meet with fi-nalists for tenure-track jobs doesn’t cost the university anything. It’s part of a longstanding effort to hire and retain good professors, says Paul B. Beran, the chancellor.

At any job interview, “two inter-views are happening,” he says. The university is interviewing the can-didate for the job, and the candi-date is interviewing the institution, to figure out “whether or not this is a place they want to be.”

In tiny Sewanee, Tenn., the Uni-versity of the South rolls out a dif-ferent kind of welcome mat. The university owns 134 houses and townhouses — about a quarter of Sewanee’s private homes — and rents them, at a profit, to faculty and staff members. Some profes-sors have lived in university-owned homes for decades. The universi-ty recently had to change the rules governing the rentals, in fact, so that retirees wouldn’t stay so long, and new hires could move in.

FACULTY

When New Professors Need Housing, Colleges Are No Help

Should a Syllabus Ever Tell Students What Not to Say?By SARAH BROWN

While writing an essay for a women’s-studies course, a student uses the

word “mankind” to describe human beings. The student uses the word without thinking.

But the professor makes a note

on the paper, pointing out that the choice of “mankind” is flawed be-cause it assumes the male gender. The professor doesn’t penalize the

usage but indicates that the student should make a habit of using “hu-mankind” instead, to emphasize that the meaning is gender-neutral.

This hypothetical situation illus-trates a topic that has recently fall-en under intense scrutiny on college campuses. A number of conserva-tive-leaning news media have tak-en aim at professors who incorpo-rate guidelines for students’ use of language into their teaching, in the form of statements on course sylla-bi or in-class requests.

Some professors say encouraging students to employ gender-neutral

and inclusive terms in their speak-ing and writing can be important when language is a fundamental part of the curriculum. Those prac-tices can be useful, they say, when historically marginalized perspec-tives are up for discussion, such as in gender- or ethnic-studies courses.

But critics say these methods fuel what they view as a troubling trend of political correctness on campus-es. And after critical articles and commentaries surfaced in the past month, at least two colleges re-quested that instructors who used such guidelines revise their syllabi.

The instructors in question had said they would penalize students who used words like “mankind” or “illegal alien” in class and on as-signments. Such policies are not common, and several scholars who teach courses in gender studies and ethnic studies told The Chronicle that they wouldn’t automatically lower the grades of students who used those words.

Still, those scholars said such terms were problematic, and they emphasized the importance of teaching students about biases in-herent in language.

How can faculty members edu-cate students about such concepts without making demands that, in the eyes of some critics, improperly restrict speech?

There are instructional tech-niques for addressing word use that don’t make unreasonable requests of students, professors say, though their practices vary widely.

“There’s a fundamental agree-ment that we’re not comfortable” with gendered and insensitive lan-guage “and don’t accept it,” said Amy Levin, a professor of English at Northern Illinois University who

ANDRÉ CHUNG FOR THE CHRONICLE

Terence Hannum, an assistant professor of art at Stevenson U., is renting now but hopes to eventually buy a home near campus, outside Baltimore.

STUDENTS

the chronicle of higher education | october 9, 2015 A13

teaches courses on gender and sex-uality. “But how we handle it be-comes a real conversation.”

Selena Lester Breikss, a grad-uate student at Washington State University, wrote in her syllabus for “Introduction to Women’s Stud-ies” that using gendered or biased words could result in “removal from the class, failure of the assignment, and — in extreme cases — failure for the semester.”

Statements about language use also appeared in the syllabi of an-other graduate student, Rebecca Fowler, and of John Streamas, an associate professor of critical cul-ture, gender, and race studies at Washington State.

After criticism flared, the univer-sity’s administration responded in August by condemning any “blan-ket” policy that docked points for “using terms that may be deemed of-fensive to some” and demanding that the instructors revise their syllabi.

Robert L. Strenge, a Washing-ton State spokesman, said in an email that the university support-ed “learning about diverse perspec-tives” but also had “a responsibility to protect the freedom of expres-sion of all members of our commu-nity, including students.”

Ms. Breikss did not respond to requests for comment.

Ms. Fowler said she would con-tinue to assign articles and share media with students that show why terms like “illegal alien” are prob-lematic. “If we’re not permitted to set the boundaries for inclusive language in our classes by barring

offensive and inappropriate termi-nology,” she said in an email, “then we must redouble and intensify our efforts to teach students” that using such language “is not OK.”

Mr. Streamas said that he had in-cluded a similar statement in his syl-labi for years and that no student had complained. Washington State’s re-sponse set a bad precedent, he said. “I would’ve thought the administra-tion would have done more to defend me and the graduate students.”

IMPACT OF LANGUAGE

A women’s-studies lecturer at North Carolina State University faced similar criticism in August. Nancy L. Bishop wrote in the syl-labus for an online course, “Women in Poverty,” that “thanks to evolu-tion, generalized pronouns and oth-er biased references are no longer acceptable in any class.” She said that “grades will be docked for sex-ist language in assignments.”

Ms. Bishop did not respond to re-quests for comment. A spokesman for N.C. State, Fred Hartman, said in an email that the issue “result-ed from a poorly constructed and misunderstood paragraph in an 11-page syllabus that the professor has since revised.”

Ms. Bishop’s intentions were “ac-ceptable and reasonable,” said Jef-fery P. Braden, dean of the College of Humanities and Social Sciences at N.C. State. “Many people have conflated this request with an ex-pectation that students must also do this when they are exercising

their free-speech rights” outside the classroom. “The requirement was for discussion within the course.”

But making such requests at the start of a semester is inconsistent with free academic inquiry, said Stanley E. Fish, a law professor at Florida International University who has written in The Chronicle and elsewhere about academic issues.

“I don’t think you can, in advance, give a list of words or phrases not to be used,” he said. “There, you’re not engaging in pedagogical exercise. You’re engaging in a form of thought control and language control.”

Several faculty members in wom-en’s studies and ethnic studies said in interviews that they believed that grade-deduction policies were well intentioned, though none of them said they would be likely to use them in their classrooms.

“Unfortunately, we live in a society where these terms are going to con-

tinue to exist for a while,” said Ms. Levin, the Northern Illinois profes-sor. Before taking one of her cours-es, she said, “a lot of those students really haven’t been exposed to these questions about how they talk.”

Still, the professors agreed on the importance of teaching stu-dents to see the harm that words can cause. “There are absolutely times when language can have an impact on climate and someone’s view of safety,” said Lisa Maatz, chief policy adviser at the Amer-ican Association of University Women. She has taught women’s studies at Ohio State University.

At the University of Pittsburgh, faculty members in the program on gender, sexuality, and women’s studies have tried to find a middle ground. They published language guidelines in the spring and in-cluded a statement about them in syllabi.

The guidelines suggest avoid-ing “mankind,” “chairman,” “fresh-man,” and “congressman,” and in-dicate preferable alternatives. “No one is ordering you to use this lan-guage,” they state. “However, some people are asking you to be consid-erate of their wishes and sensibili-ties. In short, it’s merely politeness.”

The intent is not to police stu-dents’ speech, said Todd W. Reeser, director of the program. “We want to say, Let’s think about this issue and talk about it.”

Students’ feedback has been pos-itive, he said.

In the University of Maine sys-tem at least two campuses have

adopted policies stating that “each member of the university commu-nity is urged to be sensitive to the impact of language and to make a personal commitment to eliminate sexist language.”

The policy statement on the flag-ship campus’s website includes ex-amples of sentences considered sex-ist (“A college athlete needs to bud-get his time carefully”) and revised versions (“Budgeting time is essen-tial for college athletes”).

Few institutions or degree pro-grams have embraced standardized guidelines. But many instructors in women’s studies and ethnic studies have strategies for encouraging stu-dents to avoid gendered and biased language — methods that they say do not encroach on free speech.

“It is problematic to just say, These are bad words,” said Anne S. Runyan, chair of the American As-sociation of University Professors’ Committee on Women in the Aca-demic Profession. Professors must address why, she said.

Simone Kolysh, a graduate stu-dent at the Graduate Center of the City University of New York, has taught women’s studies and sociolo-gy as an adjunct at several colleges. She crafts behavioral guidelines for her courses, including a recommen-dation to not use stereotypes about gender and race in class.

The guidelines, she said, “help students in positions of power to listen” to those from marginalized backgrounds, “whose actual lived experience is part and parcel of my lecture.”

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Todd Reeser of the U. of Pittsburgh says guidelines are not intended to police students’ speech.

A14 october 9, 2015 | the chronicle of higher education

By KATE STOLTZFUS

When an activist evangeli-cal group confronted stu-dents at DePauw Univer-

sity late last month, screaming that they were “whores” and “sinners,” it didn’t take long for tensions to esca-late. What happened that afternoon illustrates the challenges campuses face in balancing free speech and

campus safety at a time of height-ened cultural and racial tensions.

Janeya D. Cunningham, a first-year student interested in political science, was studying in her dorm when her roommate told her to come outside. Snapchat videos from Ms. Cunningham’s friends at the scene showed a crowd of students gathering as members of the activ-ist group, known as Campus Min-istry USA, screamed taunts. Those videos soon appeared on BuzzFeed.

The group was small — just five “preachers,” as they call them-selves — but within two hours their shouts had sparked a counterpro-test of more than 100 students and staff members. Ms. Cunningham, who was among the counterpro-testers, said many students missed class to join the response. They drew messages on sidewalks, held rainbow flags and signs that read “We Are All Human” and “Love Wins,” blasted music, and chanted “The only thing we have to lose are our chains.”

Though the students were a diverse crowd, it was “the Afri-can-American community of De-Pauw that really took up the fight,” said Nicole J. DeCriscio, editor in chief of The DePauw, a student-run newspaper.

University officials also joined the scene, including Brian W. Ca-sey, the president. Campus police officers were joined by those from Greencastle, Ind., and by the state police as a physical barrier between the opposing groups. The activists stood at a corner just off campus property, a location the police could not tell them to leave.

Some students and staff mem-bers were crying, Ms. DeCriscio said. A white female student threw a cup of coffee at the group, and the police restrained her. Campus po-lice officers shut down the intersec-tion.

The situation grew even more tense — and, for some, took on ra-cial overtones — when a sopho-more, Avery Nash, attempted to approach the front lines of the pro-test, and Andrew Smith, assistant director for alumni engagement, stepped in to protect him, accord-ing to Mr. Smith’s Facebook page. Officers with the Greencastle police detained the two men, both Afri-can-American, pushing them to the ground, said Angela Nally, director of public safety at DePauw.

No arrests were made. The city

police department did not respond to requests for comment.

Witnesses offered conflicting ver-sions of that incident and what led up to it. The DePauw reported that Mr. Nash approached an officer be-cause of frustration with the police response to the events. Witnesses told the student newspaper that an officer grabbed Mr. Nash but that Mr. Nash had not touched him.

Ms. Cunningham, in an inter-view with The Chronicle, said she heard members of the Campus Ministry group say, “Black lives don’t matter.”

Jed Smock, founder of Campus Ministry USA, said statements of people in his group were taken out of context and misheard. They were emphasizing that “not only black lives matter, all lives matter,” he said.

The scene was recorded and shared on social media. “I have never seen such hate so close, ever in my life,” Ms. Cunningham said. “It’s one thing to let someone have freedom of speech. It’s another thing to let students be harassed on our own campus. I feel like a lot of things could have been done better to keep the protests from escalating the way they did.”

Mr. Casey, the president, said that DePauw’s leaders didn’t know the group was coming and that stu-dents on the small-town campus, compared with those at public, ur-

ban campuses, aren’t as familiar with such protesters.

The conversation shifted, he said, when police officers held down Mr. Nash and Mr. Smith. “In students’ eyes, the real issue became interac-tions between law enforcement and community members,” Mr. Casey said.

“We’re going to continue doing work on campus about what these events are like and how to react and respond as a community,” he said. “Many of our students were spe-cifically taunted and targeted, and that was extremely painful.”

LONGTIME PLATFORM

Campus Ministry USA has vis-ited college campuses across the country for more than 40 years with a practice that Mr. Smock called “confrontational evange-lism.” Every school day, from noon to 5 p.m., Mr. Smock and a group of three to 10 others carry signs with phrases such as “You Deserve Hell” and preach against homosexuali-ty, drug use, drinking, and sex. The

group confronts students with its provocative messages at campuses nationwide; its use of sexist, racist, and homophobic slurs is a tactic to grab attention and get students lis-tening.

At DePauw, the group struck a particularly tense nerve, one that Mr. Smock calls “the wildest re-sponse” he has had in 43 years of preaching. He hadn’t spoken at DePauw in 35 years, he said, but planned to return last week.

Campus Ministry USA, based in Terre Haute, Ind., also plans to ap-pear this fall at other campuses in Indiana and nearby states, includ-ing Northern Illinois University, Missouri University of Science and Technology, and Michigan State University. The group has sched-uled multiple visits to campuses of Indiana University, Indiana State University, and Purdue University. It also plans to visit campuses in Arkansas and Florida in Novem-ber and December, according to its website.

Mr. Smock, who goes by “Broth-er Jed,” believes that his confron-tational style is most effective. He entered into college preaching in 1974 and is well-known on campus-es, said his wife, Cindy L. Smock. While he knows that his group causes a stir, it gets people talking, he argued: “Jesus was confronta-tional. People need to see their sin before they see the need for a savior. It’s similar to how a doctor needs to diagnose a disease before he starts talking about a cure.”

Officials at colleges around Indi-ana and in neighboring states say that they see groups like Campus Ministry show up multiple times a year, and that they have ways of preparing students with announce-ments and administrative supervi-sion. Indiana University-Purdue University at Indianapolis makes sure administrators are available to monitor crowds “just in case we need to step in if it’s gotten heated,” said Zebulun R. Davenport, vice chancellor for student affairs.

At Grand Valley State University, in Michigan, “extremist” groups are directed to open-forum areas with high traffic and sidewalk space, so

that if a crowd gathers, other people can avoid it, said H. Bart Merkle, vice provost for student affairs.

‘LIMITS OF THE LAW’

At Indiana State University, in Terre Haute, the campus police de-partment has a long history of en-gagement with Campus Ministry USA. The university’s chief of po-lice, Joseph M. Newport, remem-bers from his own student days his first encounter with Mr. Smock, in the 1970s, and now sees the activist preacher on Indiana State’s campus three or four times each semester.

Mr. Newport said he met with Mr. Smock in 2015 to discuss how to make the group’s visits to the campus safe for both parties. “He stays within limits of the law, no matter how disagreeable his mes-sages are to other people,” said the chief, who puts the preacher’s group on a platform behind a barricade to prevent physical interaction with students.

New students are always shocked by the group, the police chief said. Their first reactions are “what all of ours would be: of-fended by the language and accu-sations.” But after several visits, many students ignore the activists, and conflict decreases.

Mr. Newport said he sends stu-dents information about the visits via email, with the knowledge that “once people understand the laws and get used to the group, they en-gage less often.” For a 2014 visit, the police put up signs citing the group’s right to protected speech and students’ rights to listen civilly or walk away. After that, Mr. New-port noticed a decrease in calls to his office.

When asked whether Campus Ministry USA addresses issues of race, Mr. Smock said that is not part of its intended message. “It was the students who brought race into it — chanting about Ferguson, getting involved with the police,” he said. “We don’t believe race is the is-sue. God’s grace is the issue.”

DePauw, like many other col-leges, has been criticized by some of its students for a lack of diver-

sity, said Christopher J. Wells, vice president for student life. A campus movement called “DePauw Doesn’t Care,” which began last year, called attention to what its leaders said was a lack of opportunity for mi-nority students.

This past spring semester, De-Pauw canceled classes for a day, at students’ request, for a campus discussion about diversity. The university’s Diversity and Equi-ty Committee is developing a five-year plan connected to these con-versations.

“The tragedy of the impact of a group like this who modeled a particular kind of divisive ha-tred is that it can be really derail-ing for constructive momentum,” Mr. Wells said. “My hope is that as a campus, we’d be unlikely to give them much of what they’re looking for in the future. But this particular time they got a reaction.”

Hours after the Campus Minis-try group left the street corner near DePauw, Mr. Casey called a pub-lic forum on Ubben Quad, a cen-tral spot on the campus, to debrief and share opinions. Hundreds at-tended, the student newspaper re-ported. The conversation, which lasted for two hours, touched on the strength of DePauw’s commu-nity but quickly moved to racial is-sues. Other subjects raised — faith, feminism, and LGBTQ inclusion — were shut down by students of col-or, Ms. DeCriscio said.

Ms. Cunningham, who is black, said that while the conversation was tense, there was also support and an acknowledgment of the need for people to continue to work together.

“Every single student I’ve seen has had a good heart and a good-in-tentioned, bright spirit,” said Ms. Cunningham. “I’m going to let peo-ple know that it doesn’t make sense to separate. We have to engage in conversation with one another.”

This was an opportunity, Mr. Wells said, for DePauw to come to-gether as a community to “strate-gize how we grapple with issues, to respond to speech we don’t like that is very close to the heart of our campus.”

STUDENTS

Evangelical Group’s Taunts Reopen Racial Dialogue on One Campus

NICOLE DECRISCIO

A noisy demonstration at DePauw U. by a group called Campus Ministry USA prompted a counterprotest, during which the police detained a black student and a black administrator.

It was “the African-American community of DePauw that really took up the fight” against a group calling students sinners.

the chronicle of higher education | october 9, 2015 A15

By KELLY FIELD

Washington

The Federal Perkins Loan Program died last week, the victim of a senator who has

made it his mission to simplify stu-dent aid.

Perkins was the oldest feder-al student-loan program on the books: Created in 1958, it spanned 11 administrations and provided

$36 billion in aid to 30 million low- income students during its lifetime. Supporters said the program made college possible for millions of stu-dents who would otherwise have been unable to attend or forced to take on costly private loans.

They include students like Lind-sey Graber, a 21-year-old senior at Southwestern College, in Winfield, Kan., who maxed out on her Staf-ford loans and took two jobs but still couldn’t cover the full cost of college. The Perkins Loan Program, she said, “has been a gap-filler for me and my family.”

Yet Perkins Loans, which were overshadowed for much of their life by the much larger Stafford loan program, were not without critics. Some felt the program was overly complicated and duplicative; others took issue with its funding formu-la, which favored more-expensive colleges and institutions that had joined Perkins at its inception.

Under federal law, the Perkins Loan Program was set to expire at midnight on September 30. With the deadline looming, supporters mounted a last-ditch effort to save the program, introducing legis-lation to extend it for a year. They argued that Congress needed time to remake the Perkins program as part of the coming reauthorization of the Higher Education Act.

The bill passed the House of Rep-resentatives on Monday, Septem-ber 28. But it ran into trouble in the Senate, where the Republican chair-

man of the education committee, Sen. Lamar Alexander of Tennes-see, blocked it from advancing. Sen. Tammy Baldwin, a Democrat from Wisconsin who had tried to bring the legislation up for a vote, called Mr. Alexander’s move “a perfect ex-ample of why the American people are so upset with Washington.”

Mr. Alexander, who is in charge of renewing the Higher Education Act in the Senate, has made it a pri-ority to streamline the student-aid system. Last month an aide to the senator called the Perkins program “outdated and unnecessary.”

In theory, Perkins Loans should have appealed to Republicans like Mr. Alexander, who have called for more institutional “skin in the game” in student aid. Under the Perkins program, colleges invest-ed their own money and thus bore some of the risk of default. For ev-ery dollar that Congress provided to the program, colleges were re-quired to put in 33 cents.

But rather than expanding the program, as President Obama has repeatedly proposed, lawmakers in both parties allowed it to wither. They stopped providing new mon-ey to the program a decade ago, and haven’t reimbursed colleges since 2009 for loans that had been can-celed through a program that for-gives the Perkins Loans of students who enter public service.

Over time, the lack of federal re-imbursements had caused the pool of available aid to shrink. In 2012-13, the program provided aid to just over half a million students, rough-ly half the number who received its loans each year in the late 1970s.

HELPING THE NEEDIEST?

Most of the roughly 1,500 col-leges participating in the Perkins Loan Program when it lapsed were four-year colleges. Federal law re-quired them to award the aid to students with “exceptional finan-cial need.”

But some critics of the program

questioned whether it was really serving the neediest students.

While a third of dependent stu-dents who received the loans in 2012-13 came from families earn-ing less than $30,000 a year, a sim-ilar share came from families earn-ing more than $60,000.

Data from the U.S. Education Department’s most recent survey of undergraduates show that al-most 7 percent of Perkins Loan re-cipients come from families mak-ing more than $100,000, accord-ing to Mark Kantrowitz, senior vice president at Edvisors, a group of websites with information about student aid.

Then there was the program’s cost. Technically, Perkins Loans were costing taxpayers noth-ing, since lawmakers hadn’t add-ed money to the program in a de-cade. New loans were being made

into institutions’ “revolving funds”: When borrowers repaid their loans, colleges lent the money to new stu-dents.

But the federal government was expecting to get its earlier invest-ment back, and congressional bud-geters scored the cost of forgoing that money at $5 billion over 10 years.

Some lawmakers, including Sen-ator Alexander, felt the billions that it would take to extend Perkins would be better spent on expand-ing Pell Grants.

“Our goal is to simplify the sys-tem,” he said in a floor statement last week, noting that the interest rate on Perkins Loans, which is fixed at 5 percent, is currently high-er than the rate on other federal loans to undergraduates, and that Perkins Loans are excluded from income-based repayment plans.

For now, though, there is just the loss of the Perkins program, with no new money in sight. Stu-dents who are currently receiving Perkins Loans will continue to re-ceive them, but no new loans will be made.

At Kansas’ Southwestern Col-lege, Brenda Hicks, director of fi-nancial aid, said she was trying to find institutional dollars to make up the $250,000 in Perkins Loans that the college awarded to its freshmen this year.

“What happened today is a cut to federal student aid for poor stu-dents,” said Cynthia A. Littlefield, vice president for federal relations at the Association of Jesuit Colleges and Universities. “No matter what you call it — simplification or ‘one grant, one loan’ — it still is an elim-ination of a well-functioning pro-gram and a cut.”

STUDENT LOANS

Meghann Peace, Ph.D., Assistant Professor of Languages, as the 2015-2016 Edward and Linda Speed Peace and Justice Fellow

Her project is titled, Two Cultures Divided by a Common Language: Mexican and Peninsular Spanish Dialects in Contact

The Catholic and Marianist Univeristy

www.stmarytx.edu

St. Mary’s University announces

Perkins Loan Program, Federal Stalwart Since 1958, Meets Its Demise

Borrowers Still Face Problems With Loan Servicers

Borrowers continue to re-port widespread problems with student-loan servicing,

according to a report released last week by the Consumer Financial Protection Bureau.

The report, which is based on more than 30,000 comments that the federal agency received as part of its recent inquiry into the loan-servicing industry, describes a range of practices that the bureau says harm borrowers, including poor customer service, mishandled paperwork, and “surprise fees.”

It comes two months after the bureau ordered a private stu-dent-loan servicer, Discover Bank, to refund nearly $16 million to bor-rowers for alleged errors in billing statements and illegal collection practices.

In a statement issued with the re-port, the bureau said it had “made

it a priority to take action against companies that are engaging in il-legal servicing practices,” and that it would “explore potential indus-trywide rules to increase borrower protections.”

“Today’s report underscores the need for marketwide stu-dent-loan-servicing reforms to halt harmful practices,” said Richard Cordray, the bureau’s director.

The bureau, along with the De-partment of Education and the Treasury Department, also issued a “Joint Statement of Principles on Student Loan Servicing” as a framework for improved practices.

The statement, required under President Obama’s Student Aid Bill of Rights, commits the agencies to ensure that servicing is “consis-tent,” “accurate and actionable,” “accountable,” and “transparent.” — KELLY FIELD

A16 october 9, 2015 | the chronicle of higher education

David E. Kirkland, an associate professor of English and urban education at New York Uni-versity, used to teach at high schools in Michi-gan, where he was bothered by what he saw.

“I noticed that black men experienced educa-tion in different ways from other students,” he says. “From the very beginning, school wasn’t a hospitable place.”

That observation drove him to enroll in graduate school to study the literacy of urban youth and eventually to join NYU’s Metropol-itan Center for Research on Equity and the Transformation of Schools. He became direc-

tor this July, after serving as deputy director for a year.

The center, which opened in 1976, works with school districts throughout the country, sharing research on equity in classrooms. Mr. Kirkland plans to expand upon this work by developing a continuing-education program for teachers. He expects to start a pilot version next academic year to bring elements of the center’s research directly to instructors.

Teachers talk about students as “disengaged,” he says, but that’s only part of the story. “If we follow them out of the classroom, we see them reading and writing — texting, reading mag-azines, looking up statistics on their favor-ite NBA players. They’re always engaged. The thing is, we’ve created classrooms that are dis-engaging.”

Reducing dropout, suspension, and expulsion rates among students from minority communi-ties, Mr. Kirkland says, will require changing more than what goes on in classrooms. Current policies “are responding to symptoms and ig-noring deeper systemic problems,” such as child poverty, he says.

He’s waiting to hear what education reforms the presidential candidates will propose, as well as whether efforts to reauthorize the No Child Left Behind law will take into account research on its effects on equity in the class-room.

Mr. Kirkland, who as a child attended De-troit schools, wants to hear more success stories all around.

“We can do education well,” he says, “but we certainly don’t do education well for all stu-dents.” — JENNY ROGERS

New Leader for AAUMary Sue Coleman, a former president of

the University of Michigan at Ann Arbor and the University of Iowa, will become president of the Association of American Universities in June.

She will succeed Hunter R. Rawlings III, who has led the association since 2011. This is the second time that Ms. Coleman will assume a top post held by Mr. Rawlings, who also pre-ceded her as Iowa’s chief.

Amy Gutmann, president of the Universi-ty of Pennsylvania and the association’s board chair, said in a news release that Ms. Cole-man, a biochemist, “was universally regarded as one of the very best presidents in the coun-

try” during her tenures at Iowa, from 1995 to 2002, and at Michigan, from 2002 to 2014.

The association represents the interests of 62 top public and private research universities in the United States and Canada.

— Andy Thomason

Guide for New FacultyFor new hires at the University of Texas,

reading just some of The Little Orange Book: Short Lessons in Excellent Teaching may yield far more instruction in how to teach than they have yet encountered. The book is being given to all incoming faculty members on the sys-tem’s academic campuses, which enroll about 200,000 students.

“Depending on which discipline you come from, you may or may not have had a lot of teaching experience,” says Beth L. Brunk-Chavez, who helped to compile the 147-page digest of advice from “expert teachers” in the Texas system.

The authors of the guide are 16 of the now-21 members of the system’s Academy of Distin-guished Teachers. Ms. Brunk-Chavez, interim dean of Extended University on the El Paso campus, is publications chair of the academy.

“Teach Doubt” and “Containing the Class-room Hijacker” are among the chapter titles. The Little Orange Book describes techniques for learning students’ names, like having them write distinctive notes about themselves on index cards. A chapter on patience cautions against the vanity of thinking that what is easy for a professor should be easy for a student.

In 2009 the Texas system began giving out its Regents’ Outstanding Teaching Awards. In each of the past three academ-ic years, awardees have been able to apply to join the Academy of Distin-guished Teachers to serve as advocates of improving learning, says Ms. Brunk-Chavez.

The Little Orange Book came about when mem-bers decided that they wanted to have something they could “give back to

the system, and specifically for new faculty,” she says.

Their model was The Little Red Book. Not Mao’s, but rather the classic Harvey Penick’s Little Red Book: Lessons and Teachings From a Lifetime in Golf.

The choice of orange for the cover of Texas’ little book was obvious: Each of the system’s universities has a shade of orange in its em-blem, and similarly each of the entries in The Little Orange Book, says Ms. Brunk-Chavez, is “of a certain tone.” — PETER MONAGHAN

Shift to a For-ProfitTwo people instrumental in turning Southern

New Hampshire University into a powerhouse in online education are taking their talents to a company in Indiana.

Steve Hodownes, who was chief executive of the university’s College of Online and Continu-ing Education, and Johnson Au-Yeung, who was chief information officer, are joining Orbis Education. The company helps colleges build online degree programs in health care. Mr. Hodownes will become Orbis’s chief executive this month, and Mr. Au-Yeung will be chief in-formation officer.

Mr. Hodownes joined Southern New Hamp-shire six years ago, after serving as president of Embanet, a provider of online learning services that Pearson bought in 2012. He has helped the university grow from what he describes as a “tiny little school” into one of the largest non-

profit providers of online degrees, with more than 70,000 full- and part-time students en-rolled annually.

Paul J. LeBlanc, Southern New Hampshire’s president, says the move was a “long-planned-for transition.” Mr. Hodownes approached him about seeking a new post two years ago but was persuaded to stay on for a while because the university needed more time to build its online team. Amelia Manning, who became executive vice president of the university’s online college this summer, will succeed him.

Mr. Hodownes says the team at Southern New Hampshire “absolutely wasn’t an organi-zation of one, so I don’t believe that our leaving will impact anything.”

“I’m more of a builder, and though SNHU is still growing, I feel like I’d grown it as much as I possibly could and contributed all I had to offer.” — Angela Chen

Apace With ChangeShortly after he began as architecture dean at

Cooper Union for the Advancement of Science and Art, Nader Tehrani says, he realized that to lead well he had to become a student again.

“Part of the education process is not merely to give solu-tions,” he says, “but to pose intel-ligent ques-tions.”

Openness to change

has, in fact, shaped much of his career, as well as his teaching philosophy.

Architectural-design practices emerging to-day “will be obsolete within five years,” he says. “It isn’t sufficient to prepare students for prac-tice. The question is, How do you prepare them to strategize and innovate under the dynamic and uncertain conditions of practice?”

Mr. Tehrani joined Cooper’s Irwin S. Chanin School of Architecture from the Massachusetts Institute of Technology, where he was head of the architecture department from 2010 to 2014. He was drawn to Cooper Union, despite the financial strain it is under, he says, in part be-cause of its small size and its openness to inter-disciplinary education.

He plans to develop courses and collabora-tions with Cooper Union’s School of Art, Facul-ty of Humanities and Social Sciences, and Al-bert Nerken School of Engineering.

“There is a close connection between archi-tecture and the arts physically,” he says, “but not enough of a connection between architecture and engineering. And architecture has a great deal to gain from its cohesion with engineering.”

Mr. Tehrani, who is also principal of the ar-chitecture-and-urban-design firm Nadaaa, will teach as well as lead. His vision, he says, is to turn out graduates who are innovative, creative, versatile, and multidisciplinary.

Among his designs are three buildings for architectural schools, at the Georgia Institute of Technology; the University of Melbourne, in Australia; and the University of Toronto. The latter project is nearing completion.

The buildings were created to be sustainable, but also serve another purpose, Mr. Tehrani says. “We were very conscious that a School of Architecture has to teach a lesson, because it will function as a pedagogical tool just by vir-tue of its audience.” — Mary Bowerman

Read more about people in Gazette, on Page A24, or on Twitter, at @ruthehammond. Sub-mit news releases to people@chronicle.com. News items can also be entered at chronicle.com/listingRequest/People

People

David E. Kirkland

J.R. HERNANDEZ, U. OF TEXAS AT EL PASO

Beth L. Brunk-Chavez

NADAAA

Nader Tehrani

Teaching and Equity

Sometimes you open a book when you should. I read The Bhagavad-Gita one sweaty summer in Tamil Nadu, and Fear and Trembling after Sep-tember 11 in New York City. In August, I read A Mathema-tician’s Lament in a park in Colorado Springs while seat-ed at a picnic table that was half-submerged in a creek. What correspondences I found!

The author, Paul Lock-hart, begins with an analogy. Imagine if music education were mandatory, he writes, but taught without ever hav-ing students play or listen to music. Great emphasis was placed instead on, say, filling in quarter notes. How sad. Math is an art form, he ar-gues — a happily useless and imaginary one. Schools de-stroy children’s “natural curi-osity and love of pattern-mak-ing” and forget that play is learning.

I read this as my neph-ew and two daughters (5, 3, and 5) got muddy and less

dressed, made a ca-noe, dug for clay, built a house, marveled at a cater-pillar, and posted the youngest as guard. Four hours passed,

happily. They were dissolved in their work and did not want to leave.

I’ve been thinking about what happens between this age, in a creek, and the 18-year-olds whom I teach, in a classroom. What injured their sense of wonder? Might Mr. Lockhart know? Dispense with arguments for use, to start, and hunt delight in-stead.

Mary Margaret Alvarado is a senior instructor of English at the University of Colorado at Colorado Springs and author of Hey Folly (Dos Madres Press), a book of poems.

Mary Margaret Alvarado

What I’m Reading‘A Mathematician’s Lament’

the chronicle of higher education | october 9, 2015 A17

RESEARCH

Prosecutors Say Belfast Records They Once Sought Are ‘Hearsay’

Four years ago, British and American au-thorities began a legal battle with Boston College to gain access to a confidential oral- history project in hopes that it would solve a decades-old murder in Northern Ireland. The court case took nearly three years, damaged reputations and endangered lives, and led oth-er historians to fear that their research could get caught up in similar fights. Eventually, Boston College was forced to hand over re-cordings of interviews with several key players in Northern Ireland’s 30-year civil conflict.

But last week the Public Prosecution Service of Northern Ireland said that evidence on the recordings is “hearsay” and declined to pros-ecute seven of the eight suspects identified in the 1972 abduction and death of Jean McCon-ville, a widowed mother of 10 whom the Pro-visional Irish Republican Army believed to be an informer for the British.

One of the seven suspects, Gerry Adams, leader of Sinn Fein, the IRA’s political coun-terpart, was implicated by at least two for-mer IRA members who participated in the Belfast Project, as the Boston College effort was known. Mr. Adams has denied any in-volvement in Ms. McConville’s death. The sole person now being pursued by prosecutors is Ivor Bell, a former IRA leader who has been charged with soliciting her murder. He al-legedly was interviewed as part of the project.

The recordings were not the sole source of evidence for investigators, but the material as-sumed the highest profile. Pamela Atchison, deputy director of public prosecutions, said in a written statement that after “careful consider-ation” of the evidence against the seven people, her office “concluded that it is insufficient to pro-vide a reasonable prospect of obtaining a convic-tion against any of them for a criminal offence.”

FINANCE

Small Colleges’ Closure Rate Could Triple by 2017

By 2017, the closure rate of small colleges is likely to triple from that of the past decade, according to a report from Moody’s Investors Service. This will amount to a “small but nota-ble rise” in the number of institutions that will shut their doors or merge, according to the credit-rating agency’s report.

The report cites patterns of limited revenue growth and declining enrollment, particularly among the smallest of private colleges.

The closure rate of small colleges was rela-tively low during the past decade, the report notes, with about five institutions closing per year. The number of mergers averaged two to three in that period, and that rate will more than double by 2017, the report said.

ATHLETICS

NCAA Finds Academic Fraud in SMU’s Basketball Program

Southern Methodist University’s basketball program committed academic fraud, according to the results of a National Collegiate Athletic Association investigation released last week.

The inquiry found that a former assistant men’s basketball coach told a prospective play-er to enroll in an online high-school course, at which point a former administrative assistant in the program logged in with the prospect’s credentials to complete all of the coursework. The student received fraudulent credit for the course and, as a result, competed at SMU while ineligible, the association says.

The inquiry found that the head basketball coach, Larry Brown, “failed to promote an at-mosphere of compliance within his program” and lied about the violations.

Among the penalties announced by the

NCAA were one-year postseason bans for the men’s basketball; suspension of Mr. Brown for 30 percent of the coming season; and removal of nine scholarships for the next three years.

Programs led by Mr. Brown, who is a mem-ber of the Basketball Hall of Fame, have been penalized by the NCAA for rules violations twice in the past. The university’s president, R. Gerald Turner, is a co-chair of the Knight Commission on Intercollegiate Athletics, which proposes reforms in college sports.

GLOBAL

5 Students at Seattle College Die in Crash on Bridge

The five people who died in a collision on a Seattle bridge last month were international students at North Seattle College who were on their way to an orientation program.

In a statement on its website, the two-year college said several other students and an em-ployee had suffered serious or critical injuries. Some 50 people were injured in all.

ADMINISTRATION

Newman U.’s Choking Provost Is Saved by Dean of Students

The dean of students at Newman University is the toast of the Kansas campus after per-forming the Heimlich maneuver on the chok-ing provost, The Wichita Eagle reports.

The dean, Levi Esses, last month saw the provost, Michael Austin, coughing and wheez-ing loudly and signaling that he needed help. The dean performed the Heimlich maneuver, and Mr. Austin coughed up a Starburst candy.

“It was kind of scary,” Mr. Austin told the newspaper. “I probably won’t ever eat Star-burst again.” He added, “Provosts should not try to walk and chew at the same time.”

Data Point

Source: National Student Clearinghouse Research Center

22.8Behind the Numbers in the News

Percent increase since 2010 in students receiving an additional undergraduate credential

BACK STORY

The number of students receiving their second or third undergraduate credential has continued to rise while the number earning their first postsecondary credential fell for a second straight year, according to a report issued last week by the National Student Clearinghouse Research Center.

CONTEXT

More Students Are Graduating From College With Prior Credentials

0

.5 million

1 million

1.5 million

2 million

2.5 million

New college graduatesGraduates with prior credentials

2013-142012-132011-122010-11

In Brief

Keep up with the latest news at chronicle.com

Correctionn An article about admissions offices’ use of data-mining techniques (The Chronicle, October 2) referred incorrectly to a North Carolina institution. It is Elon University, not Elon College.

A18 october 9, 2015 | the chronicle of higher education

Putting Scientists Under the Microscope

Most people would not have been interest-ed in the sins of Ariel Fernández.

In 2013 someone suggested that Mr. Fernández, an Argentine scientist, had

contributed bad data to a genomics paper. Two of the institutions affiliated with Mr. Fernández had investi-gated; one had found his data credible, the other had not. “Interpret the data with due caution,” wrote the editors of BMC Genomics, the journal that had pub-lished the paper two years earlier, in a note to readers.

The implications of the note were hard to parse.

What exactly had gone wrong? Could the paper be trusted, or not? What did “due caution” mean?

Retraction Watch was set up to answer questions like those. By that time, the thorny little blog had al-ready planted itself in the side of journal editors and researchers who preferred that errors in the scientif-ic record be dealt with discreetly. Its founders, a pair of veteran science writers, were not just interested in big-ticket fraud cases; they were determined to apply scrutiny to scientific screwups of all kinds, including the obscure ones that tended to slip through the cracks.

By STEVE KOLOWICH

So when BMC Genomics posted its note, Retraction Watch wanted answers. “One of Fernández’s three institutions, we don’t know which, found cause for concern with his re-sults,” wrote Adam Marcus, one of the blog’s founders, in a post about the journal’s note. “Another did not (why only two are referenced here is a mystery). What, we wonder, did Fernández have to say about all this?”

He soon got a message: Take down the post, or face a lawsuit.

Retraction Watch later quot-ed several emails that its editors said Mr. Fernández had sent to Mr. Marcus and to editors at BMC Genomics. The mes-sages threatened legal action against the blog and asked the journal to help stop Retrac-tion Watch from damaging Mr. Fernández’s reputation. (In an email to The Chronicle, Mr. Fernández denied writing the messages. “Someone is using my email address,” he said, adding, “I don’t read blogs.”)

The messages asserted that Mr. Fernández’s paper should not have been written about on a blog called Retraction Watch because techni-cally the journal had issued an “expression of

concern,” not a retraction. When Mr. Marcus explained that he had made the distinction clearly in his post, he received a reply, in all caps, insisting that his post amounted to libel.

It was not the first time a scientist had threatened to sue Retraction Watch, and it

wouldn’t be the last. Over the last five years, Mr. Marcus and his partner, Ivan Oransky, have gotten under the skin of plenty of researchers and journal edi-tors by turning retraction-spot-ting into a spectator sport. In the process they have earned a few

enemies — along with many fans, including a few powerful grantmakers.

Armed now with a bona fide rep-utation and $700,000 in founda-tion funding, Retraction Watch finds itself in a position of unex-pected influence at a time when

scientific researchers are struggling to main-tain their credibility in the public eye.

The past decade has seen an boom in re-search-fraud cases, some of which have made national headlines. A recent metastudy of 100 psychology papers found that less than half of the published findings could be replicated. People looking for ex-cuses to distrust scien-tists no longer need to look very hard.

Dr. Oransky and Mr. Marcus are not antiscience. But they say the scientific lit-erature does nobody any favors by hiding its dirty laundry. In order to reaffirm sci-ence’s ability to fix its own mistakes, say the Retraction Watch founders, researchers and journals need to be more forthcoming when mistakes hap-pen.

Science is made by human beings. And yet when it comes to the scientific literature, all traces of humanity tend to disappear. The passive voice reigns: Bunsen burners are lit. Variables are manipulated. Measurements are taken. The researchers themselves — men and women with hopes, fears, ambitions, and personalities — are obscured in method and process, the supposed bulwarks against hu-man error.

Journals have sometimes reinforced that sense of separation between science and the flawed people who make it. They haven’t al-ways felt compelled to tell readers when scien-tists mess up. And even when they did so, they didn’t provide much of a backstory.

Recently, when a trio of researchers scoured PubMed, a federal archive maintained by the National Institutes of Health, the earliest re-traction they found was a 1973 paper that was retracted in 1977. “Retraction is a relatively re-cent development in the biomedical-scientific literature,” they wrote, “although retractable offenses are not necessarily new.”

The most common reason for a retraction is misconduct. Sometimes that means a re-searcher has gotten two different journals to publish the same article, but more often the sin is graver, with implications for the integ-rity of the science itself. A 2012 analysis of all

retracted biomedical and life-sciences articles in PubMed — 2,047 of them — found that 43 percent had been withdrawn because scien-tists falsified data.

Sometime around the turn of the millennium, retractions began to spike. Fraud, in particular, increased sevenfold from 2004 to 2009, accord-ing to R. Grant Steen, a researcher in

North Carolina who later participated in the PubMed study.

Were scientists becoming more dishonest as they faced mounting competition for grants and tenure appointments? It’s possible. But another theory, at once more hopeful and dis-turbing, was that the scientific record had al-ways been more fraught than its keepers had cared to acknowledge.

Retraction Watch emerged in this era of doubt with little fanfare.

The blog was the brainchild of Dr. Oransky, who at the time was executive editor of Reu-ters Health, a medical news service. A med-ical-school graduate with a newsman’s pen-chant for cutting through sanitized narratives, Dr. Oransky was not intimidated by the com-plexities of reporting on scientific and medical

research, and occa-sionally going toe to toe with the scientists behind it.

He enlisted Mr. Marcus, a fellow sci-ence writer who had played a key role in covering the downfall of Scott S. Reuben, a Boston anesthesiolo-gist who faked data in a number of influen-tial pain-management studies and later went to prison. Together they launched Retrac-

tion Watch in August 2010.It was conceived as a lark. Neither founder

quit his day job. There was no budget, no rev-enue, and no sign that anyone else would be interested.

“We literally didn’t have any plans,” says Dr. Oransky. “We started this thing really just to tell stories, uncover some things, and shine a light where not a lot of people wanted light shone.”

Some journal editors were less than thrilled to hear from Retraction Watch.

“It’s none of your damn business,” said L. Henry Edmunds Jr., editor of

The Annals of Thoracic Surgery, when Retrac-tion Watch asked him to spill the details be-hind a discredited study of hypertension. “If you get divorced from your wife,” the editor added, “the public doesn’t need to know the details.” (Dr. Edmunds did not respond to an email from The Chronicle.)

John Maunsell, then the editor of The Jour-nal of Neuroscience, also declined to cooperate with Retraction Watch. He did not think that capitulating to a blog’s thirst for human-inter-est stories was part of his job.

By issuing a retraction, “the journals are fulfilling their only real responsibility, which is to maintain the hygiene of the scientific lit-erature,” Mr. Maunsell said in an interview

the chronicle of higher education | october 9, 2015 A19

Continued on Following Page

PUBLISHING

In Focus

“ The way to get people to talk is to bring that human-interest story.”

Ivan Oransky, with his Retraction Watch co-founder Adam Marcus (far left): “We started this thing really just to tell stories, uncover some things, and shine a light where not a lot of people wanted light shone.”

BRYAN THOMAS FOR THE CHRONICLE

A20 october 9, 2015 | the chronicle of higher education

with The Chronicle. “Ultimately a retraction expunges the arti-cle from the literature. It’s gone, it’s no long citable. There’s actu-ally no point in worrying what’s in it.”

But the blog proved difficult to ignore. The same irreverent tone that annoyed some readers drew in others. Mr. Marcus and Dr. Oransky mocked journals for their opaque retraction notices, but they also cheered authors and editors who were forthcoming about their mistakes. And the re-porting was solid.

Above all, it was fun to read. Retraction Watch’s writers named names. They showed faces. They made puns. They translated journal jargon for lay readers: In their very first post, they referred to an “expression of concern” as “a Britishism that might be better expressed as ‘Holy shit!’”

Mr. Steen and other research-ers had done the yeoman’s work of quantifying how

big retractions had become as an issue, but Retraction Watch’s founders figured out how to make people pay attention.

“Retraction Watch has made retractions sexy,” says Elizabeth Wager, an editor at Research In-tegrity and Peer Review, an eth-ics journal. “I think if you kept it dry and dusty, the journals would still have gotten away with doing it badly, and nobody would be talking about it. The way to get people to talk is to bring that human-interest story.”

People talked. Thomas Reller, head of global corporate rela-tions for Elsevier, a multination-al company that publishes many journals, remembers getting constant emails from editors who wanted to know how to han-

dle inquiries from the blog.He recommended that the jour-

nals work with Retraction Watch. He had dealt with Dr. Oransky before and thought he was a fair reporter. Beyond that, Mr. Rel-ler also suspected that scientific publishing had reached a critical point in its relationship with the modern news media. Blogs had started to matter, whether jour-nal editors liked it or not.

“With the Internet, the politi-calization of science, and the rise of ethics journalism, the conduct of science has more visibility than ever,” Mr. Reller wrote in a 2011 note to journal editors.

“The inquiries and coverage from science skeptics is not al-ways comfortable,” he wrote, “but in this new era of science media, it can be a positive de-velopment for retaining public trust.”

Mr. Steen worries a lot about the public trust these days. It’s one reason he doesn’t study re-tractions anymore.

“I decided that, to the extent I was getting in the way of science getting funded and plunging ahead, I didn’t want to partici-pate,” he says.

Mr. Steen worries about the “anti-intellectual” bias of modern American life, citing the anti-vaccination movement and per-sistent skepticism about climate change and evolution. He won-ders if Retraction Watch might be inadvertently supplying am-munition to the enemies of sci-ence.

It’s true enough that research-ers are only human, says Mr. Steen, but as human endeavors go, science has more integrity than most. When he and his col-leagues looked in the PubMed database of biomedical research, they found 25 million papers and only 2,047 retractions.

“That’s roughly equivalent to a weatherman who is right 30 years in a row and then gets it wrong once,” he says. “The inter-est in retractions far outstrips the seriousness of the problem.”

Ferric C. Fang, a pro-fessor of laboratory medicine and microbi-ology at the University of Washington, worked

with Mr. Steen on his retraction research. He too worries about harming the public perception of science, and he does not care for the “voyeuristic aspect” of some of Retraction Watch’s work.

But Dr. Fang ultimately reached a different conclusion about the blog. Retractions are embarrassing, he says, but jour-nals should not be afraid to ex-plain how they happened. When Dr. Oransky asked him to join

Retraction Watch’s Board of Di-rectors, Dr. Fang accepted.

“It probably makes people a little more nervous to think that there are these extra eyes on what they’re doing,” he says, “and I don’t think that’s necessarily a bad thing.”

Many people are now watch-ing Retraction Watch. The blog runs two or three articles each weekday and regularly gets more than 150,000 unique visitors ev-ery month.

The blog was widely cited for its role in spreading the news that Michael LaCour, a polit-ical-science researcher at the University of California at Los Angeles, had probably fabricat-ed data in one of the most-talk-ed-about studies of the year. Dr. Oransky and Mr. Marcus have been asked to contribute to The New York Times, The Wall Street Journal, and other mainstream publications. Their army of tip-sters has grown.

But it is not nearly enough.When they started the blog,

the goal had been to cover ev-ery single retraction notice. “We wanted to be comprehensive,” says Dr. Oransky. “That’s actual-ly part of why this will be useful to people.”

They found out early that there are simply too many retractions. They can’t keep up.

Still, Retraction Watch is growing. The blog recently won a pair of hefty grants, from the John D. and Catherine T. MacArthur Foundation and from the Laura and John Arnold Foundation, which have allowed it to expand its staff. The blog now has an editor, a staff writer, and a researcher in addition to its two founders.

The ultimate goal is more am-bitious: to build a comprehensive database of retractions that re-searchers can check before they cite an article.

Jeff Ubois, a program officer with the MacArthur foundation, says such a tool will take a long time to build. “This is a long-term project,” he says. “This grant was intended to get it off the ground.”

In the meantime, the blog continues apace. Last month it flagged yet another “expression of concern” on a paper by Mr. Fernández, the Argentine scien-tist. When a staff writer for Re-traction Watch emailed him for comment, he answered her ques-tions patiently.

Mr. Fernández never sued Re-traction Watch. But he has not re-tracted his disdain for the blog.

“I thought about suing RW,” he told The Chronicle in an email last month, “then I quickly real-ized that nobody with scientific credentials takes RW seriously.”

Continued From Preceding Page “ We wanted to be comprehensive. That’s actually part of why this will be useful to people.”

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the chronicle of higher education | october 9, 2015 A21

Views Why Conference Book Exhibits Persist

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Sometimes, large lessons can be learned from the travails of small institutions. The near-demise of Sweet Briar College (now at-tempting to renew itself, but with uncertain prospects) and the

struggles of Cooper Union for the Advance-ment of Science and Art (with issues of policy and governance) have much to teach us about the challenges facing both small colleges and some larger institutions.

Sweet Briar’s proposed closing illustrates not just the problems that confront many small liberal-arts colleges seeking to survive in an increasingly competitive and often un-favorable environment but also the political

challenges involved in achieving “death with dignity” when a venerable institution may no longer have a viable place in the highly com-petitive market for students. The high-deci-bel debate over free tuition at Cooper Union, which is far from over, raises equally pro-found questions about the most effective way to serve lower-income students. (Is “tuition free” the right mantra? We think not, its obvious populist appeal notwithstanding.) Proper governance at the board level — and the risks of governmental interference — are other topics informed greatly by the Cooper Union saga. So there is much to learn from these two stories.

The announcement in March by Sweet

Briar’s Board of Directors that the college was to be closed at the end of the 2014-15 academic year sent shock waves through the liberal-arts-college community. The reasons given by the president and the board includ-ed a low and declining enrollment — with only about 500 students in residence in the fall of 2014 — despite vigor-ous recruitment efforts and a discount rate for incoming students of 62 percent. (The discount rate is the share of gross tuition rev-enue given back to students and their fami-

The Painful Lessons of Sweet Briar and Cooper Union

ADAM NIKLEWICZ FOR THE CHRONICLE

Continued on Following Page

By LAWRENCE. S. BACOW AND WILLIAM G. BOWEN

A22 october 9, 2015 | the chronicle of higher education

lies to encourage them to enroll.) Although these efforts increased the number of applicants, they did not maintain enrollment and, of course, hurt net tuition revenue. The lack of success in attracting a critical mass of students has been attributed in large part to the fact that Sweet Briar, in rural Virginia, is a small, single-sex, liberal-arts college in a remote location that no longer appeals strongly to daughters of affluent families.

Nor is the col-lege’s unrestrict-ed endowment nearly robust enough to buffer the effects of

declining net tuition revenue. The unrestricted endowment, roughly $16 million, is less than

the college’s debt of about $25 million, and there is substantial deferred main-tenance as well. Vigorous efforts notwithstanding, the board was unable to identify any viable options that would justify efforts to stay open (coeduca-tion, mergers, new marketing approaches, pro-

gram changes, land sales, etc.). Finally, in the course of

exploring options of all kinds, the board commissioned a study of fund-raising possibilities by knowledgeable professionals, which concluded that donors could not be expected to come close to meeting the college’s needs for operating income and a much larger unrestricted en-dowment. A report by Moody’s Investors Service comparing Sweet Briar’s enrollment and key financial metrics with those of all Moody’s-rated women’s colleges produced comparisons that are devastating.

The sum total of this evidence left the Sweet Briar board with no choice but to accept the inevi-table. But, not surprisingly, the decision to close the college was deeply disappointing to current students, staff members, and alumnae. A group called Saving Sweet Briar was formed, and in June a settlement, brokered by Virginia’s attorney general, was reached. It provides that the college will stay open at least through this academic year (and probably longer), that the group must contribute $12 million by specified times to keep the col-lege open, and that the president and a majority of the board will resign, to be replaced by nom-

inees of Saving Sweet Briar (in fact, the entire board resigned). The settlement was approved by a circuit-court judge.

We suspect, along with others, that the determined effort by the attorney general to reach this settlement was fueled in no small part by political consider-ations and by his reluctance to be seen as failing to support a venerable women’s college with many influential graduates. The circuit judge also made clear his desire to keep the college open. Faced with the strong views of these political heavy hitters, it is not hard to understand why the then-president and board agreed to the settlement.

In any case, about 40 first-year students were expected to matriculate this fall; there are 241 enrolled students on campus and 79 in study-abroad programs. The question now is whether the new president and board can, in the long run, produce a sustainable educa-tional/financial plan, which must involve enrolling many more students than in recent years and raising the money that surely will be needed. There are numerous examples of success-ful efforts by colleges to keep going, or to restart themselves, sometimes by changing direc-tion and sometimes by merging.

An impressive case is Trinity Washington University, which changed from a women’s college serving a relatively privileged student body to a multifaceted urban institution with (among other things) a weekend pro-gram for working students. But it is hardly irrelevant that Trinity is located in Washington, rather than in a sparsely popu-lated part of Virginia. It is im-portant to recognize that just as what worked for Trinity would not work for Sweet Briar, so the Sweet Briar case is not a glimpse into the future of all liberal-arts colleges or of women’s colleges in general. Each case has to be evaluated on its own terms.

Still, there are important lessons for any college from the Sweet Briar saga. One is that markets really matter — and they can change profoundly in a relatively short time. Adverse trends can be so pronounced and other options so limited that the needs of higher educa-tion writ large are not served by “saving” (even temporarily) every institution in trouble. There are situations in which an institution needs to cele-brate its past achievements and avoid the prospect of a lingering decline that is likely to dissipate resources that could have been used more wisely. An important, if obvious, lesson is that macro needs at the national level —

such as the need to increase the overall number of students with degrees — cannot be translated mechanically into micro deci-sions concerning the future of particular institutions.

And it is by no means only small liberal-arts col-leges in remote locations that face painful

decisions. Cooper Union, in New York City, long known for its no-tuition policy, continues to face challenges to its financial viability as well as vexing gover-nance issues.

With zero tuition revenue, Cooper Union has been hard pressed for decades to make ends meet — for years the college closed annual operating deficits with money from its unrestricted endowment. It also borrowed heavily. When Pres-ident Jamshed Bharucha (with whom one of us — Lawrence Ba-cow — worked at Tufts Univer-sity) arrived, in 2011, he quickly concluded that the situation was unsustainable: The annual operating budget had a deficit of more than $20 million, and unrestricted assets were being drawn down at an alarming rate to cover shortfalls. Substantial alterations in the business model seemed essential.

One obvious change, if painful to the many believers in the idea that higher education should be free, was to begin to charge modest tuition — and to decide as well to: (a) rebate half of the tuition charge to all students and (b) adopt an aggressive need-based financial-aid pro-gram that would cover not only the rest of the tuition but also living costs for students with the least resources of their own. It seemed (and seems) reason-able to expect students who can afford to do so to contribute something to the institutional costs of their own education, recognizing that attending college confers private as well as public benefits. What’s more, this combination of policies actually increased, rather than reduced, the socioeconom-ic diversity of the college. In addition to budget cuts, some new graduate programs were in-troduced with attendant tuition, all in a determined effort to keep Cooper Union viable — an effort that seemed to be succeeding.

Not surprisingly, the govern-ing board’s decision to charge tuition was greeted with outrage from some students, alumni, and faculty members, who believed it represented an abandonment of Cooper Union’s most fundamen-tal values. Any progress toward creating a sustainable business

model has been threatened by conflicts on the board, pending litigation, an intervention by the state attorney general, and the board’s decision to refuse to re-new the contract of the president (who left in June).

The personal nature of some of the board debates is troubling, as are allegations of political deals and conflicts of interest. Leading an institution such as Cooper Union is difficult under any circumstances, but interne-cine warfare is an added burden — perhaps an insurmountable one. It is unclear, to say the least, how the institution will be able to attract competent leaders, given the current board/political situation.

Different though they may be, the issues faced by Sweet Briar and Cooper Union

represent a fair sampling of the challenges of running a pri-vate college in today’s difficult economic environment. Business models that made sense in years past may no longer be viable. Most small colleges face escalat-ing operating costs and down-ward pressure on virtually all of their revenue sources. Colleges like Sweet Briar find themselves no longer able to routinely increase tuition, or if they do, they face the need to discount it substantially to maintain enrollment.

Following the recession of 2008, most institutions scaled back their assumptions about investment returns. Indeed, endowments no longer produced the revenue necessary to sus-tain the enterprise — this was Cooper Union’s problem. And while it is nice to hope to make up gaps in operating income through increased philanthropy, rare is the institution that can do so on demand, especially when facing widely publicized financial problems.

These tough times call for hard choices, and boards need to act before they face existential threats. Unfortunately, those choices often require insti-tutions to depart, sometimes radically, from traditions that lie at the core of institutional identity. When tradition meets unsustainability, tradition must yield, but it rarely does without a fight.

The boards of both Sweet Briar and Cooper Union were accused by multiple constituen-cies of not acting transparently. But it is difficult to be open and transparent about really hard choices without alienating key constituencies. A college that finds itself on an unsustainable

Continued From Preceding Page

Will Saving Sweet Briar be able to keep raising money if the future of the college continues to look problematic?

the chronicle of higher education | october 9, 2015 A23

path and tries to communicate openly about unpopular choices risks a run on the bank. Most donors are unlikely to contribute to what they perceive to be a sinking ship. (It will be inter-esting to see if the Saving Sweet Briar group succeeds in raising significant amounts of money on a continuing basis, especially if the future of the college contin-ues to look problematic.)

Also, prospective students may be scared off by an honest message from an institution that without fundamental change its days may be numbered. College represents the largest investment many families will ever make, after housing, and who wants to invest in a degree from a college that may not exist beyond the next few years? And at least some faculty and staff members who have options may exercise them if they believe that future employment at their college is uncertain. Thus truly honest and open communication about financial exigency may put a fragile institution into a death spiral.

Social media and modern communications also amplify campus disputes into national stories. In years past, a debate at a small, rural college would have been confined to the campus, its most ardent alumnae, and the local media. But modern communications lower the cost of organizing alumni and others who may be all over the world. And the web makes local stories instantaneously national ones, further fanning the flames of protest and making it harder for governing boards to ignore the noise and do what is right for the institution in the long term.

At a time when more institutions are likely to face these problems, we fear that the risk of contro-

versy, coupled with substantial second-guessing, may cause governing boards to shrink from their fiduciary responsibilities. At both Sweet Briar and Cooper Union, litigation threatened to displace governance as a means of addressing the future of each institution. To be sure, there should be mechanisms for evaluating board decisions, but reasonable standards should be applied, and expeditious ways identified to address the societal need for checks and balances. Donors’ wishes should certainly be treated with respect — but no donor should be able to mandate eternal life, or a particular way of operating, for an institution that faces changing conditions.

Boards themselves can be a source of problems. The Cooper

Union board was deeply divided and certainly did not cover itself with glory in yielding to outside pressure to dismiss its president. But when boards do behave well, as we think Sweet Briar’s did, members should be supported, not pilloried. One conclusion to be drawn from this two-insti-tution comparison is that while having a dedicated and support-ive board may be necessary for presidential and institutional success, it is hardly sufficient.

And, as we have written before, we were struck by the outsize role played by the attor-ney general in each case. Two private institutions were driven hard to make (accept?) decisions regarding their future by two politically chosen, politically motivated officials. State govern-ments surely have a role in over-seeing the functioning of private institutions in their domain, but it is fair to ask how directive (and how heavy-handed) such a role should be.

There is, we regret to say, yet another takeaway: The pressures that produced the last-minute deal to keep Sweet Briar open for at least one more year (and maybe more) are ominous. In today’s world, with politicians intervening, county judges feeling political heat, and irate alumni using social media and public-relations machinery to generate opposition to any po-tential closing, colleges may find prolonged death agonies — or prolonged battles for survival — inevitable.

How many able, courageous people will be willing to serve on the boards of troubled colleges? Intemperate debates — in the press and in the courts — over what should happen to a strug-gling institution help explain why capable people may be re-luctant to step up to leadership roles. Institutions cannot thrive without some stability in board membership.

It is significant that the entire board at Sweet Briar felt com-pelled to resign (some members were required to do so under the terms of the agreement) in re-sponse to a mandated “changing of the guard.” It is, in any case, certainly easy to understand the board members’ feelings and their reluctance to go along with what they had concluded was a doomed course of action. At Cooper Union, five experienced and dedicated trustees resigned. It would hardly be surprising if able academic leaders chose to decline the presidency of an institution if their reward for thoughtful and decisive leader-ship in the face of great chal-lenge would be dismissal or even humiliation.

In the future, rather than

confront difficult decisions and risk personal insult and dam-age, it may often seem easier for presidents and trustees just to hope that the sun will shine tomorrow, whatever the official weather forecast — and to as-sume that if it rains eventually, as it almost surely will, it will rain on someone else’s parade.

Lawrence S. Bacow is president emeritus of Tufts University and leader in residence at Harvard University’s Kennedy School. William G. Bowen is president emeritus of Princeton University and founding chairman of Ithaka.

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The Cooper Union board was deeply divided and certainly did not cover itself with glory in yielding to outside pressure to dismiss its president.

Sara Amato, systems librarian at the Maine Shared Collections Coopera-tive, to data librarian at the Eastern Academic Scholars Trust.

Vikas Anand, associate professor, to professor of management at the University of Arkansas at Fayette-ville.

Jonathan Backer, professor of molecular pharmacology and bio-chemistry, to an additional post, chair the department of molecular pharmacology at Yeshiva Univer-sity.

Ken Baerenklau, associate professor of environmental economics and policy, to associate provost at the University of California at River-side.

Jennifer Baszile, instructor at the University of Connecticut, to di-rector at the Consortium on High Achievement and Success.

Kellie Bean, provost and dean of academic affairs at Lyndon State College, to dean of academic affairs at Hartwick College. Deborah Berke, adjunct professor

of architectural design, to dean of the School of Architecture at Yale University.

M. Christopher Brown II, former president of Alcorn State Univer-sity, to provost and executive vice president for academic affairs for the Southern University system.

Stephen Cantine, director of the Career Center and student-affairs special projects at Illinois State University, to associate dean of the Career Center at Roger Williams University.

Maye Chrisman, associate chair for finance and administration in the department of medicine, to vice dean of administration and finance for the School of Medicine at the University of California at San Francisco.

Mary Sue Coleman, president emer-ita of the University of Michigan at Ann Arbor, to president of the As-sociation of American Universities.

Sondra Collins, assistant professor at the University of Southern Mis-sissippi, to senior economist at the Mississippi University Research Center.

Jeff Dean, senior publisher at Focal Press, to executive editor for physi-cal sciences and technology at Har-vard University Press.

Christine Devocelle, vice president for development services, to senior vice president and chief financial officer at the University of Illinois Foundation.

Jill Dolan, director of the gender and sexuality studies program and professor of English and theater, to dean of the college at Princeton University.

Andrew Dowdle, associate profes-sor, to professor of political science at the University of Arkansas at Fayetteville.

Bruce Dutra, special assistant to the vice president for academic affairs and professor of philosophy at Mott Community College, to dean of liberal arts at the County College of Morris.

Matthew Feldner, associate pro-

fessor, to professor of psychology at the University of Arkansas at Fayetteville.

Susan Ganter, chair of the department of mathematics, science and instructional technology educa-tion and professor of mathematics and mathematics edu-cation at East Car-olina University, to

director of the School of Education and professor of mathematics at Virginia Tech.

Megan Hardgrave, public programs manager at the Cheekwood Botan-ical Gardens and Museum of Art, to director of community education at Watkins College of Art, Design, & Film.

Ying He, research assistant in the children’s oncology group at the University of Florida, to assistant professor of mathematics at Clark-son University.

Stephen Healey, associate provost, to provost at the University of Bridgeport.

Steve Hodownes, chief executive officer of the College of Online and Continuing Education at Southern New Hampshire University, to chief executive officer of Orbis Ed-ucation.

Dorothy Horrell, former president of the Bonfils-Stanton Foundation, to chancellor of the University of Colorado at Denver.

David Hunstad, associate professor of pediatrics, to an additional post, director of the pediatric infectious diseases division at Washington University in St. Louis.

Mark Johnson, associate professor, to professor of mathematical sci-ences at the University of Arkansas at Fayetteville.

Tanisha Johnson-Maxwell, chair of the counselling division, to dean of student services at Estrella Moun-tain Community College.

Kim Kirby, interim vice chancellor, to vice chancellor at Phillips Com-munity College of the University of Arkansas.

Cynthia Larive, dean of the division of chemistry, mathematics and physics, and astronomy, to interim dean of the College of Natural and Agricultural Sciences at the Uni-versity of California at Riverside.

Mary Lucal, interim assistant vice chancellor, to assistant vice chan-cellor for human resources for the University of Tennessee system.

Xenia Markowitt, dean of students at Marlboro College, to dean of stu-dents at Bennington College.

Kelsey Martin, professor of biolog-ical chemistry and psychiatry and biobehavioral sciences, to interim dean of the School of Medicine at the University of California at Los Angeles.

George Mashour, interim associate dean and interim director, to asso-ciate dean of clinical and transla-tional research and director of the Michigan Institute for Clinical and

Health Research at the University of Michigan at Ann Arbor.

Nicholas Misenti, adjunct professor of accounting at the University of Connecticut, to assistant teaching professor of business law at Quin-nipiac University.

Robert Mock, vice president for student affairs at the University of Kentucky, to president of Johnson & Wales University at Charlotte.

Nina Morel, interim dean, to dean of the College of Professional Stud-ies at Lipscomb University.

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Vicky Ohlson, director of academic affairs for the Alabama Community College system, to interim presi-dent of Enterprise State Commu-nity College.

Dean Olwell, professor and chair of the department of systems engi-neering at the Naval Postgraduate School, to dean of the School of Engineering at Saint Martin’s Uni-versity.

David O’Shea, acting chief infor-mation officer, to vice president for strategic initiatives and informa-tion services at Rio Salado College.

Donald Pace, interim dean, to dean of the School of Humanities and Social Sciences at Claflin Univer-sity.

Eunsu Paek, postdoctoral fellow in chemical engineering at the University of Texas at Austin, to assistant professor of chemical and biomolecular engineering at Clark-son University.

Milagros Pena, associate dean of the College of Liberal Arts and Sci-ences at the University of Florida, to dean of the College of Human-ities, Arts, and Social Sciences at the University of California at Riverside.

Anna Perricci, librarian for the Web archiving project at Columbia Uni-versity, to project manager at the Eastern Academic Scholars Trust.

Benjamin Pierce, associate pro-fessor, to professor of music at the University of Arkansas at Fayette-ville.

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Benjamin Porter, assistant profes-sor of Near Eastern archaeology, to an additional post, acting director of the Hearst Museum of Anthro-pology at the University of Califor-nia at Berkeley.

David Radanovich, adjunct pro-fessor, to assistant professor of the practice of communication at High Point University.

Martin Rice, director of the occu-pational therapy program and pro-fessor at the University of Toledo, to dean of the School of Health Sciences at Indiana Wesleyan Uni-versity.

Charles Richardson, former as-sistant professor of marketing at Clark Atlanta University, to dean of the School of Business at Claflin University.

Jill Robbins, chair of the depart-ment of Spanish and Portuguese at the University of Texas at Austin, to dean of social sciences, humanities, and arts at the University of Cali-fornia at Merced.

Thomas Rock, associate provost, to vice provost for enrollment services at the Teachers College at Columbia University.

Chris Rosen, associate professor, to professor of management at the University of Arkansas at Fayette-ville.

Monika Safford, assistant dean of continuing medical education and professor of medicine at the Uni-versity of Alabama at Birmingham, to chief of the general internal medicine division at Weill Cornell Medical College.

Akua Sarr, associate dean of the College of Arts and Sciences, to vice provost for undergraduate aca-demic affairs at Boston College.

Neal Schiller, senior associate dean of student affairs, to interim dean of the School of Medicine at the University of California at River-side.

Chris Steuer, senior sustainability manager at ICF International, to sustainability manager at Millers-ville University of Pennsylvania.

Susanne Striegler, associate pro-fessor, to professor of biochemistry and chemistry at the University of Arkansas at Fayetteville.

Suresh Thallapuranam, associate professor, to professor of biochem-istry and chemistry at the Univer-sity of Arkansas at Fayetteville.

Michael Thomsen, associate pro-fessor, to professor of agricultural economics and agribusiness at the University of Arkansas at Fayette-ville.

John Torget, direc-tor of development and annual giving at Dartmouth College, to assistant vice pres-ident for leadership gifts and annual giv-ing at Virginia Tech. Sally Wallace, pro-fessor and chair of

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Patrick George Williams, associate professor, to professor of history at the University of Arkansas at Fay-etteville.

Tim Winders, associate dean of in-formation services at South Plains College, to vice chancellor for infor-mation services at Purdue Universi-ty-Calumet and North Central.

James Doti, president of Chapman University, effective August 31.

Nancy Barcelo, president of North-ern New Mexico College, effective June 30.

Paul Evans, founding dean of the College of Osteopathic Medicine at Marian University (Ind.).

Eugene McKay, chancellor of Ar-kansas State University at Beebe, effective January 15.

Julia McNamara, president of Al-bertus Magnus College, effective June 30.

Ira Rubenzahl, president of Spring-field Technical Community College.

Anita Siccardi, dean of the School of Nursing at Marian University (Ind.).

Paul Andrade, 49, professor of art and design at Suffolk University died on September 23.

Gerald Bubis, 91, founding director of the School of Jewish Communal Service and professor emeritus at Hebrew Union College-Jewish In-stitute of Religion died on August 21 in Los Angeles.

Edwin Cadman, 70, former dean of the School of Medicine at the Uni-versity of Hawaii at Manoa died on September 23.

Herbert Ashley Durfee Jr., 90, former professor of obstetrics and gynecology at the University of Vermont died on September 21 in Burlington, Vt.

Frank Elliott, 89, former president of Rider University died on Sep-tember 24.

Ron Gardner, 68, former vice chancellor for administrative, community, and security affairs at Louisiana State University Health Sciences Center at New Orleans died on September 22.

Gilbert Ghez, former professor of management at Roosevelt Univer-sity died on September 15.

Lynn Harvey, associate professor of sociology at Winston-Salem State University died on September 1.

George Jakab, 76, professor emer-itus of environmental health sciences at Johns Hopkins Uni-versity died on August 27 in Bal-timore.

Allix Bledsoe James, president emeritus of Virginia Union Univer-sity died on September 26.

Marion James, 97, former professor and chair of the chemistry de-partment at the University of New

A24 october 9, 2015 | the chronicle of higher education

GazetteAPPOINTMENTS, RESIGNATIONS, RETIREMENTS A24 | DEATHS A24

PRIVATE GIVING A25 | DEADLINES A25

KELLIE BEAN

■ Robert Mock, Johnson & Wales University at Charlotte

■ Dorothy Horrell, University of Colorado at Denver

N EW CHIEF E X ECU TI V ES A PPOIN T MEN TS

SUSAN GANTER

MICHAEL MOYER

JOHN TORGET

R ESIGNATIONS

R ETIR EMEN TS

DE ATHS

To submit information for a listing in the Gazette, please go to chronicle.com/listings. To submit announcements of gifts of $1 million or more, send news releases to gifts@philanthropy.com.

the chronicle of higher education | october 9, 2015 A25

Hampshire died on September 21 in Portsmouth, N.H.

Alan Knight, 84, professor emeritusof French at Pennsylvania State University at University Park diedon September 17 in Berkeley, Calif.

John Mahoney Sr., 87, professor

emeritus of English at Boston Col-lege died on September 1.

Ivan Miestchovich, 67, former as-sociate professor of finance at the University of New Orleans died on September 25.

Sybil Mobley, 89, dean emerita of

the School of Business and Industry at Florida A&M University died onSeptember 29.

Bob Ross, former dean of collegeservices at Tompkins CortlandCommunity College died on Sep-tember 19 in Auburn, N.Y.

Cecilia Vaisman, 54, associate pro-fessor of journalism at Northwest-ern University died on September27.

Rev. E. Corbett Walsh, formerdean of the College of Arts and Sciences at Marquette University

died on September 24 in Weston, Ma.

Michael Zimmer, 72, former as-sociate dean of the School of Law and professor of law at Seton HallUniversity died on September 23 inEvanston, Ill.

PR I VATE GI V INGCampbell University Law School.

$8 million in cash and property from G. Eugene Boyce, a lawyer, and his wife, Patricia, to estab-lish the G. Eugene Boyce Centerof Advocacy. The center willhouse the law school’s advocacy program and training programson the use of new courtroom technologies during trials. Mr.Boyce served as assistant chief counsel to the Watergate Com-mittee and was an investigator inthe discovery of President Nixon’s White House taping system.

Claremont Colleges. $25 million from Rick and Susan Sontag to establish and endow the Rick and Susan Sontag Center forCollaborative Creativity for un-dergraduate students at the in-stitution’s Pomona, Scripps, Cla-remont McKenna, Harvey Mudd,

and Pitzer colleges. The couple founded Unison Industries, whichdesigned and manufactured air-plane electrical systems. They sold the company to General Electric in 2002. Mr. and Ms.Sontag graduated in 1964 fromHarvey Mudd College and Pomo-na College, respectively.

Harvard University.yy $15 millionfrom Eric Mindich, founder of Eton Park Capital Management,and his wife, Stacey, a the-ater producer, to establish theMindich Program in EngagedScholarship, an effort to link pub-lic-service activities for students to the curriculum, and to endow fellowships for students whowant to pursue summer work inpublic-service jobs. Mr. Mindich graduated from Harvard in 1988.

University of California at Davis.

$1.5 million from Bita Daryabari,a former Silicon Valley software engineer, to expand the Per-sian-studies program. The money will be used to establish a profes-sorship in Persian language and literature and will support a col-loquium on Iranian culture. Ms.Daryabari is founder and execu-tive director of the Pars Equality Center, a social-services charity in San Francisco that helps Irani-an immigrants and refugees starta new life in America.

University of Missouri at Colum-bia. $1.5-million pledge from William and Jo Ann Trogdon tosupport a rare-books and spe-cial-collections endowment forthe university’s libraries. Themoney will help the university purchase and conserve rare ma-terials in the fields of American

exploration, travel and topog-raphy, and Native-American studies. Mr. Trogdon is a travel author who writes under the pen name William Least Heat-Moon. He earned two bachelor’sdegrees plus a master’s degree and a Ph.D. from the university,and has taught English there.Ms. Trogdon is a lawyer and his-torian.

University of Notre Dame. $20 million from Sean Cullinan, a hedge-fund manager, and his wife, Sue, for a program that willsupport tuition and fees, room and board, books, transporta-tion, and personal expenses forstudents from low-income house-holds who have been acceptedinto Notre Dame. The donation will also support a program tohelp those students acclimate

to university life. Mr. Cullinan graduated from the university in 1988. Two of the Cullinans’s three children are students there.

University of Pennsylvania Law School. $8.6-million bequest from Elizabeth Hamilton to establish a scholarship fund in honor of her late father, U.S. Supreme Court Justice Owen Roberts, who wasan alumnus of the law programand dean of the Law School.

—$2.5 million from Robert and Jane Toll to support public-inter-est programs. Mr. Toll is execu-tive chairman of Toll Brothers, a company in Horsham, Pa., thatbuilds luxury homes. The couple are alumni of the university.

DEADLINES

AWARDS AND PRIZESOctober 11: Professional fields. The

United National Development Pro-gramme is accepting submissionsto its global storytelling contest onclimate change. The contest is open to journalists under 35 years of age who are from developing countries. Stories are due by October 11 andcan be submitted in English, or in Arabic, Chinese, French, or Span-ish with an English translation.Visit the website for more details.Contact: media4climate@undp.org; http://www.europe.undp.org/content/geneva/en/home/partner-ships_initiatives/climate-stories

November 1: Humanities. Gettys-burg College offers the $50,000Gilder Lehrman Lincoln Prize, which is awarded annually. The prize is given for the finest schol-arly work in English on AbrahamLincoln, the American Civil War soldier, or a subject relating to their era. Publishers, critics, and authorsmay submit books published in thecurrent year by November 1. There is no entry fee or form. Visit the college’s website for more details.Contact: (717) 337-8255; lincoln-prize@gettysburg.edu; https://www.gettysburg.edu/lincolnprize/about-lincoln-prize.dot

November 15: Humanities. Applica-tions for the Rome Prize are being accepted. Although the deadline is November 1, applications will be accepted November 2-15 for an ad-ditional fee. Thirty emerging artists and scholars in the early and middlestages of their careers who representstandards of excellence in the artsand humanities will be awarded the prize. Prize recipients are invited to Rome for six or eleven months toimmerse themselves in the Ameri-can Academy in Rome’s community and expand their own professional,artistic, or scholarly pursuits. Win-ners will receive a stipend, roomand board, and a study or studio.Applicants must be U.S. citizens at the time of the application. Visit theacademy’s website for additional information. Contact: American Academy in Rome; (212) 751-7200;info@aarome.org; http://www.aar-ome.org/apply

December 1: Science, technology,and math. Nominations for North-western University’s 2016 NemmersPrizes in economics and mathemat-

ics will be accepted through Decem-ber 1. Each prize carries an awardof $200,000. The prizes are open to those with careers of outstandingachievement in their disciplines as demonstrated by major contribu-tions to new knowledge or the de-velopment of significant new modes of analysis. Prizes are awarded toindividuals of all nationalities andinstitutional affiliations. Visit theuniversity’s website for more details.Contact: Nemmers Prize; http://www.nemmers.northwestern.edu

December 15: Business/administra-tive affairs. The American Associa-tion of University Administrators issoliciting nominations for an array of awards recognizing outstand-ing individual administrative and leadership service or exemplary higher-education organizationaland program models. Visit the orga-nization’s website for more details. Contact: Dan King; (814) 460-6498;dking@aaua.org; http://www.aaua.org

December 15: Science, technology, and math. The Gruber Foundation is accepting nominations for the Cosmology Prize. Nominations arewelcome from the fields of astron-omy, cosmology, mathematics, and the philosophy of science. Individu-als, organizations, and institutionsthat are active in or have an appre-ciation for contemporary cosmolog-ical research and study may submitnominations. Visit the foundation’s website for more details. Contact: Gruber Foundation; (203) 432-6231; nominations@gruber.yale.edu; http://gruber.yale.edu/cosmolo-gy-prize-nomination-criteria

January 29: Science, technology, and math. ABB has establishedthe ABB Research Award in Honor of Hubertus von Grünberg, whichhonors the best Ph.D. dissertation within the fields of power and au-tomation, as applied in utilities,industries, and transport and infra-structure. It consists of a $300,000 personal research grant for postdoc-toral research within the scope of power and automation in the areas in question. Visit the program’s web-site for more details. Contact: http://new.abb.com/hvg-award

February 1: Arts. Nominations for Northwestern University’s Nemmers Prize in Music Composition will beaccepted from October 1 through

February 1, 2016. The prize carriesan award of $100,000 and is opento those with outstanding career achievements. It is international in focus and therefore awarded to any classical composer without regardto citizenship or institutional affili-ation. Only living composers may be nominated. The recipient must beavailable for a four-week residency at Northwestern U. (the weeks may be non-consecutive) and able to interact with faculty and students. Visit the university’s website formore details. Contact: NemmersPrize; http://www.nemmers.north-western.edu

April 15: Social and behavioral sci-ences. Brandeis University accepts nominations for the Joseph B. andToby Gittler Prize, which recog-nizes individuals who have madeoutstanding contributions to racial, ethnic, and/or religious relations.The award includes a $25,000 cash prize and a medal. Both the prizeand medal are presented at a cere-mony that includes a reception and a public lecture by the recipient. Recipients need not be American citizens or reside in the U.S. To be considered, candidates must be for-mally nominated. Self nominations are not accepted. Nominations mustbe received by April 15 for candi-dates to be considered for an award to be conferred in the followingacademic year. Visit the university’s website for more details. Contact:John Hose; (781) 736-3005; hose@brandeis.edu; http://www.brandeis.edu/gittlerprize/index.html

Humanities. Translations of Jap-anese literature into English for consideration for the Japan-U.S.Friendship Commission Prize for the Translation of Japanese Liter-ature. The Donald Keene Center of Japanese Culture annually awards $6,000 prizes for the best transla-tion of a modern work or a classicalwork, or the prize is divided betweenequally distinguished translations.Visit the website for more details.Contact: Donald Keene Center of Japanese Culture; http://www.keenecenter.org/content/view/58/76

Humanities. Texas State Universi-ty’s College of Education offers the Tomas Rivera Mexican-AmericanChildren’s Book Award annually toan author/illustrator of the most distinguished book for children

and young adults that authentically reflects the lives and experiences of Mexican Americans in the U.S. The book may be fiction or nonfiction. Nominations are accepted from authors, illustrators, publishers, and the public at large. The deadline fornominations is November 1 of theyear of publication. Visit the award’s

website for more details. Contact:Jesse Gainer, Texas State Univer-sity; riverabookaward@txstate.edu; http://riverabookaward.org

Humanities. The Story Prize is awarded annually to the author of an outstanding collection of shortfiction (at least two stories and/

Rice Seminar: “Chronotopic Imaginaries: The City in Signs, Signals, and Scripts”

The multi-disciplinary cohort of fellows will examine how the ongoing production, collection, and curation of

unimaginable amounts of chronotopically located data constitute a treasure trove for scholarship to be

undertaken at a never before seen scale.

The implied ‘connectedness’ of how we live together depends, however, on distributed networks, rules, codes,

protocols, and infrastructures, all bound by a paradoxical, if not panopticistic, social contract now

located in Cyberia.

Autrey Visiting Scholars

Mellon Postdoctoral Fellows

g gContinued on Following Page

A26 october 9, 2015 | the chronicle of higher education

or novellas). The winner receives a $20,000 cash award and each of two runners-up receive $5,000. Eligible books must be written in English and first published in the U.S. during the calendar year, in either hardcover or paperback, and available for purchase by the general public. Collections must also include work previously unpublished in book form. Eligible books may be entered by the publisher, agent, or author. Books published from January through June must be submitted by July 15. Books published from July through December must be submitted by November 15. Visit the website for more details. Contact: Larry Dark, The Story Prize; info@thestoryprize.org; http://www.thestoryprize.org/index.html

Humanities. Columbia University awards the Bancroft Prizes annu-ally to authors of distinguished works in either or both of the following categories: American history (including biography) and diplomacy. The competition is open to all regardless of connection to Columbia University. Applicants do not need to be a U.S. citizen to ap-

ply. Submitted works must be writ-ten in English or have a published translation in English. Volumes of papers, letters, and speeches of famous Americans, unless edited by the author, are not eligible. Autobi-ography comes within the terms of the prize but books reporting on re-cent personal experiences of Amer-icans, within a limited area both in time and geography, are not consid-ered eligible. Visit the university’s website for more details. Contact: http://library.columbia.edu/about/awards/bancroft.html

Science, technology, and math. Sigma Xi, the Scientific Research Society, awards the William Procter Prize for Scientific Achievement annually to a scientist who has made an outstanding contribution to scientific research and has demon-strated an ability to communicate the significance of this research to scientists in other disciplines. The prize consists of a bronze statue, a commemorative certificate, and an award of $10,000. Nominations are accepted October 1 annually. Visit the website for more details. Contact: Sigma Xi, the Scientific Research Society; awards@sigmaxi.

org; http://www.sigmaxi.org/pro-grams/prizes/procter.shtml

Science, technology, and math. The American Chemical Society Award for Encouraging Disadvantaged Stu-dents into Careers in the Chemical Sciences, established by the Camille and Henry Dreyfus Foundation, recognizes significant accomplish-ments by individuals in stimulating students, underrepresented in the profession, to select careers in the chemical sciences and engineering. The award consists of $5,000; a certificate; a grant of $10,000 that will be made to an academic institu-tion, designated by the recipient, to strengthen its activities in meeting the objectives of the award; and up to $1,500 for travel expenses reim-bursement. Nominations for the award, due November 1 annually, may come from any professional setting: academia, industry, govern-ment, or other independent facility. Visit the organization’s website for more details. Contact: American Chemical Society; (202) 872-4575; awards@acs.org; http://www.acs.org/content/acs/en/funding-and-awards/awards/national/bytopic/acs-award-for-encouraging-dis-

advantaged-students-into-ca-reers-in-the-chemical-sciences.html

Science, technology, and math. The American Chemical Society Award for Encouraging Women into Careers in the Chemical Sciences, established by the Camille and Henry Dreyfus Foundation, recog-nizes significant accomplishments by individuals who have stimulated or fostered the interest of women in chemistry, promoting their profes-sional development as chemists or chemical engineers. The award con-sists of $5,000; a certificate; a grant of $10,000 that will be made to an academic institution designated by the recipient to strengthen its activ-ities in meeting the objectives of the award; and up to $1,500 for travel expenses reimbursement. Nomina-tions for the award, due November 1 annually, may come from any pro-fessional setting: academia, indus-try, government, or other indepen-dent facility. Visit the organization’s website for more details. Contact: American Chemical Society; (202) 872-4575; awards@acs.org; http://www.acs.org/content/acs/en/fund-ing-and-awards/awards/national/bytopic/acs-award-for-encouraging-women-into-careers-in-the-chemi-cal-sciences.html

FELLOWSHIPSOctober 13: Social and behavioral

sciences. Call for applications for the Fulbright Fondazione Fal-cone-NIAF Scholarship in Criminol-ogy. The scholarship will be awarded to a U.S. graduate student to study and conduct research in crimi-nology and the rule of law at the “Fondazione e Francesca Falcone” in Palermo, Italy. Students at the bach-elor’s, master’s, Doctor of Philosophy and Juris Doctor levels, with special interest in criminology and related disciplines, including economics, so-ciology, education and anthropology, are invited to submit applications. Preference will be given to students who are enrolled in a graduate pro-gram in criminology at a university in the U.S. at time of application. Applicants can choose from a period of study from six to nine months during the academic year 2016-17. The maximum scholarship award is $12,000 and will depend on length of study. Visit the program’s website for more details. Contact: Cecilia Niccoli Vallesi; cniccoli@fulbright.it; http://www.fulbright.it

October 15: Humanities. The Dis-sertation Fellowship in Women’s Studies offered by the Woodrow Wil-son National Fellowship Foundation encourages research about women that crosses disciplinary, regional, or cultural boundaries. The fellowships support the final year of disserta-tion writing for Ph.D. candidates in the humanities and social sciences. Applicants must be enrolled at in-stitutions in the United States. Visit the foundation’s website for more details. Contact: Woodrow Wilson National Fellowship Foundation; ws@woodrow.org; http://woodrow.org/fellowships/womens-studies

October 30: Science, technology, and math. The Hertz Foundation will begin accepting applications for the 2016-17 fellowships on Au-gust 15. The fellowships are open to college seniors wishing to pursue a Ph.D. or graduate students already in the process of doing so. Appli-cants must be students studying the applied physical, biological, or engineering sciences, and must be U.S. citizens or permanent resi-dents. Visit the foundation’s website for details on the award amounts as well as how to apply. Contact: Hertz Foundation; http://www.hertzfoun-dation.org/dx/fellowships/fellowshi-paward.aspx

November 1: Humanities. The American-Scandinavian Foundation offers fellowships (up to $23,000) and grants (up to $5,000) to indi-viduals to pursue research, study,

or creative arts projects in one or more Scandinavian country for up to one year. The number of awards varies each year according to total funds available. Awards are made in all fields. Applicants must have a well-defined research, study, or creative arts project that makes a stay in Scandinavia essential. Also, applicants must be U.S. citizens or permanent residents, and must have completed their undergraduate education by the start of their proj-ect in Scandinavia. Team projects are eligible. Visit the foundation’s website for more details. Contact: American-Scandinavian Foun-dation; http://www.amscan.org/study_scandinavia_details.html

November 1: Humanities. The Insti-tute for Advanced Study is accepting applications for the 2016-17 aca-demic year. Scholars worldwide who are interested in historical studies are welcome to pursue independent research at its facility. Applicants must have a Ph.D. (or equivalent) at the time of application and a substantial record of publication. Scholars are expected to remain at Princeton during the term and will receive a maximum of $75,000 for the full academic year, or $37,500 for one term. Visit the institute’s website for more details. Contact: Marian Zelazny; mzelazny@ias.edu; https://www.hs.ias.edu/mem_an-nouncement

November 1: Humanities. The Paul and Daisy Soros Fellowships for New Americans is open to applica-tions. The program supports thirty new Americans, immigrants, or the children of immigrants, who are pursuing graduate school in the U.S. Each fellowship supports up to two years of graduate study in any field and in any advanced degree-grant-ing program. Fellows receive up to $25,000 in stipend support (not to exceed $35,000), as well as 50 per-cent of required tuition and fees, up to $20,000 per year, for two years. Visit the program’s website for eli-gibility details. Contact: Paul and Daisy Soros Fellowships for New Americans; http://www.pdsoros.org/competition

November 1: Social and behavioral sciences. The John W. Kluge Center at the Library of Congress is accept-ing nominations and applications for the Henry A. Kissinger chair in foreign policy and international relations. The Kissinger Chair is a senior research position in residence at the John W. Kluge Center that en-gages in research on foreign policy and international affairs that will lead to publication. The chair holder will receive a stipend of $13,500 per month, an office inside the Thomas Jefferson Building, and full access to the Library of Congress’s vast array of historical, linguistic, and legal resources. Scholars worldwide may apply. Visit the library’s web-site for more details. Contact: John W. Kluge Center; (202) 707-3302; scholarly@loc.gov; http://www.loc.gov/loc/kluge/fellowships/kissinger.html

November 15: Humanities. The George A. and Eliza Gardner Howard Foundation is accepting applications from early mid-career artists and scholars for fellowships for the 2016-2017 academic year in the fields of creative non-fiction, literary translation into English, film studies, and literary studies. Approximately ten fellowships of $33,000 will be awarded. Details on eligibility and the online application process are available on the website. Contact: Howard Foundation; (401) 863-2640; Howard_Foundation@brown.edu; http://www.brown.edu/Howard_Foundation

November 15: Humanities. The Woodrow Wilson National Fellow-ship Foundation is accepting appli-cations for the Charlotte W. New-combe Dissertation Fellowships, which are designed to encourage

OPENING NIGHT FORUM on January 20

Educating Higher: Toward an Equitable, Innovative Future for Higher Education

• Cathy N. Davidson, Distinguished Professor and Director of the Futures Initiative at the City University of New York Graduate Center

PRE-MEETING SYMPOSIUM on January 20

The LEAP Challenge and the Equity Imperative• Tia Brown McNair and Carol Geary Schneider, AAC&U

• James P. Collins, Arizona State University• Randall Bass, Georgetown University

• Bret Eynon, LaGuardia Community College–City University of New York

Association of American Colleges and Universities

2016 ANNUAL MEETING

How Higher Education Can Lead—On Equity, Inclusive Excellence,

and Democratic Renewal

January 20–23, 2016 Washington DC, Grand Hyatt Hotel

PLENARY SPEAKERS • Carol Geary Schneider, AAC&U

• Freeman A. Hrabowski, University of Maryland Baltimore County • Ronald A. Crutcher, University of Richmond

• Mildred García, California State University–Fullerton• William E. (Brit) Kirwan, University System of Maryland

• Gail O. Mellow, LaGuardia Community College–City University of New York• Brandon Busteed, Gallup Education

• Edward L. Ayers, University of Richmond

Early registration rates available through November 20. Visit www.aacu.org.

7th ANNUAL E-PORTFOLIO FORUM on January 23

Achieving Equity through Student Success and E-Portfolios

Continued From Preceding Page

the chronicle of higher education | october 9, 2015 A27

original and significant study of eth-ical or religious values in all fields of the humanities and social sci-ences, and particularly to help Ph.D. candidates in these fields complete their dissertation work in a timely manner. Dissertations might also explore the ethical implications of foreign policy, the values influencing political decisions, the moral codes of other cultures, and religious or ethical issues reflected in history or literature. Applicants must be Ph.D. or Th.D. candidates at an institution in the U.S. and have all pre-dis-sertation requirements fulfilled by the application deadline. Visit the foundation’s website for more details. Contact: Woodrow Wilson National Fellowship Foundation; newcombe@woodrow.org; http://woodrow.org/fellowships/newcombe

December 1: Arts. The Terra Foun-dation Fellowships in American Art at the Smithsonian American Art Museum support work by scholars from abroad who are researching American art or by U.S. scholars who are investigating international contexts for American art. Fellow-ships are residential and support full-time independent and disserta-tion research. Who may apply: grad-uate and predoctoral students and postdoctoral and senior researchers. Visit the institution’s website for more details. Contact: Smithsonian Institution; (202) 633-7070; siofi@si.edu; http://www.americanart.si.edu/research/opportunity/fel-lows/terra

December 1: Humanities. The Nancy Weiss Malkiel Junior Faculty Fellowship, offered by the Wood-row Wilson National Fellowship Foundation, is designed to support junior faculty in the humanities and social sciences as they work towards achieving tenure. Five 12-month awards of $10,000 will be made in the 2015-16 academic year. This one-time fellowship program will support a small cadre of emerg-ing faculty leaders whose careers promise to play a significant role in shaping American higher education. Visit the foundation’s website for more details. Contact: Woodrow Wilson National Fellowship Founda-tion; NWMFellows@woodrow.org; http://woodrow.org/fellowships/nwmfellowship

December 1: Science, technology, and math. The John W. Kluge Cen-ter at the Library of Congress seeks applications for the Baruch S. Blum-berg NASA/Library of Congress Chair in Astrobiology. This is a res-idential fellowship and the chair is expected to be in full-time residence (for up to 12 months) at the Kluge Center while conducting research at the Library of Congress. During this time, the chair will receive a sti-pend of $13,500 per month. Schol-ars worldwide may apply. Visit the library’s website for more details. Contact: John W. Kluge Center; (202) 707-3302; scholarly@loc.gov; http://www.loc.gov/loc/kluge/fel-lowships/NASA-astrobiology.html

December 31: Social and behavioral sciences. Applications for the Bey-ster, Kelso, and George S. Pillsbury Fellowships and related fellowships for the 2016-2017 academic year for the study employee stock ownership, profit sharing, and broad-based stock options in the U.S. corpora-tion and in society, and the idea and practice of broadened ownership of capital in a democratic society in the United States. The fellowships are open to Ph.D. candidates and postdoctoral scholars and those with professional degrees. Most stipends are for $25,000 or $12,500 and are awarded at the scholars’ home uni-versity or for residency at Rutgers University School of Management and Labor Relations. Submit a 1500-word project description and three references sent separately by the referees in order to apply. For information, please email: beyster-

fellowships@smlr.rutgers.edu or kelso_fellowships@smlr.rutgers.edu. Contact: Rutgers School of Management and Labor Relations; beysterfellowships@smlr.rutgers.edu; http://smlr.rutgers.edu/re-search-and-centers/fellowship-pro-grams

January 15: Arts. Applications for the Terra Foundation’s Summer Resi-dency program are due on January 15. The program brings together doctoral scholars of American art and emerging artists worldwide for a nine-week residential program in the historic village of Giverny, France. It encourages independent work while providing seminars and mentoring by senior scholars and artists to foster reflection and debate. Candidates worldwide can apply. Applicants must either be a visual artist with a master’s degree or its equivalent at the time of ap-plication, or a doctoral candidate researching American art and visual culture or its role in a context of international artistic exchange prior to 1980. Candidates at all stages of doctoral research and writing are welcome to apply. Applicants must be nominated by their dissertation adviser or professor or previous art-school supervisor. Visit the foun-dation’s website for more details. Contact: tsr@terraamericanart.eu; http://www.terraamericanart.org/what-we-offer/grant-fellowship-op-portunities/terra-summer-residency

February 1: Humanities. Applica-tions for the John Dana Archbold Fellowship which supports educa-tional exchange between the U.S. and Norway. Fellowships are offered to Americans and Norwegians for a year of graduate, postdoctoral, or professional study or research. Visit the website for more details. Contact: Anne-Brith Berge; (281) 537-6879; anne-brith@nacchous-ton.org; http://noram.no/en/schol-arship-americans

March 1: Humanities. The Ameri-can Philosophical Society Library offers short-term residential fel-lowships for conducting research in its collections. We are a leading international center for research in the history of American science and technology and its European roots, as well as early American history and culture. A stipend of $3,000 per month is awarded for a minimum of one month and a maximum of three months. Candidates who live 75 or more miles from Philadelphia may receive some preference. Visit our website for more details. Contact: American Philosophical Society Li-brary; (215) 440-3443; libfellows@amphilsoc.org; http://www.amphil-soc.org/grants/library

November 1: Humanities. The American Philosophical Association administers the David Baumgardt Memorial Fellowship to support and disseminate research in the field of ethics. Competition for this fellow-ship is open to candidates of any nationality, working in any country, whose research has some bearing on the philosophical interests of the late David Baumgardt. The fellow-ship provides a $5,000 award. Visit the organization’s website for more details. Contact: American Philo-sophical Association; prizes@apa-online.org; http://www.apaonline.org/?baumgardt

Business/management (Faculty/Research). Applications for resi-dent fellowships in the Institute for Global Enterprise in Indiana at the School of Business Administration at the University of Evansville. Con-tact: http://www.evansville.edu/globalenterprise

Education. The English Language Fellow Program at Georgetown Uni-versity, which is funded by the U.S. Department of State, places U.S. educators with a master’s degree and an interest in TEFL/TESL or applied linguistics in regions around the world. Fellows provide foreign

educators, professionals, and stu-dents with the communication and teaching skills needed to participate in the global economy. Fellows must be a U.S. citizen and must have ob-tained a master’s degree. For other eligibility requirements, visit the program’s website. Contact: English Language Fellow Program, 3300 Whitehaven Street N.W., Suite 1000, Washington, D.C., 20007; (202) 687-2608; elf@georgetown.edu; http://www.elfellowprogram.org/elf

Health/medicine. Applications wel-come for the Robert Wood Johnson Clinical Scholars program at the University of Pennsylvania. The program is for two to three years and it provides masters-level inter-disciplinary training to scholars to provide them with the necessary skills to improve health and health-care in community settings. Visit the program’s website for more details. Contact: http://www.med.upenn.edu/rwjcsp/program.shtml

Humanities. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Dis-sertation Fellowships. These fellow-ships are designed for graduate stu-dents who have completed all course work for the doctoral degree and are conducting research on their disser-tation. This is a four-month residen-tial fellowship. A stipend of $6,500 is provided as well as free housing on Hagley’s grounds, use of a com-puter, mail and Internet access, and an office. The annual deadline is No-vember 15. Visit the library’s website for more details. Contact: Hagley Museum and Library; http://www.hagley.org/library-fellowships

Humanities. The Hill Museum and Manuscript Library invites appli-cations for the Swenson Family Fellowships in Eastern Christian Manuscript Studies. The fellowship is open to graduate students or postdoctoral scholars (those who are within three years of being awarded a doctoral degree at the time of ap-plication) with demonstrated exper-tise in the languages and cultures of Eastern Christianity. Awards range from $2,500 to $5,000 and resi-dences last from two to six weeks. The deadlines are: April 15 (for resi-dencies between July and December of the same year) and November 15 (for residencies between January and June of the following year). Visit the library’s website for more details. Contact: hmmlfellowships@csbsju.edu; http://www.hmml.org/research2010/Swenson.htm

Humanities. The East-West Center is accepting applications for its affiliate scholar program. The pro-gram provides graduate students from universities and institutions worldwide with the oppportunity to work on a thesis or dissertation research related to the Asia Pacific region. Affiliate scholars pursue their research in the library and connect with faculty and other scholars and specialists at the East-West Center and the University of Hawaii at Manoa who share their interests. Applicants must be able to provide their own funding. Ap-plications are accepted year round. Visit the center’s website for more details. Contact: East-West Center; affiliatescholar@eastwestcenter.org; http://www.eastwestcenter.org/education/student-programs

Humanities. The National Endow-ment for the Arts’s Translation Proj-ects grants support the translation of specific works of prose, poetry, or drama from other languages into English. Grant amounts are for $12,500 or $25,000. Translations of writers and of work that are not well represented in English translation are encouraged. Also, priority will be given to projects that involve work that has not been previously translated into English. Who may apply: U.S. citizens and permanent residents. Visit the organization’s

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website for more details. Contact: National Endowment for the Arts; (202) 682-5034; LitFellowships@arts.gov

Humanities. Applications for the National Endowment for the Arts’s Literature Fellowships, which offers $25,000 grants in prose (fiction and creative nonfiction) and poetry to published creative writers. The grant enables writers to set aside time for writing, research, travel, and general career advancement. The program operates on a two-year cycle with fellowships in prose and poetry available in alternating years. Applicants may apply only once each year. Who may apply: U.S. citizens or permanent residents. Visit the organization’s website for more de-tails. Contact: National Endowment for the Arts; (202) 682-5034; LitFel-lowships@arts.gov

Humanities. The Herzog August Bibliothek is accepting applications for its doctoral fellowships. The program is open to applicants in Germany and abroad and from all disciplines. Applicants may apply for fellowships of either three or six months. The program provides a stipend and accommodations. Appli-cations are due April 1 and October 1 each year. Visit the library’s website for more details. Contact: Herzog August Bibliothek; forschung@hab.de; http://www.hab.de/en/home/research/fellowships/doctoral-fel-lowships.html

International. Applications for the Simons postdoctoral fellowship in disarmament and nonproliferation of weapons of mass destruction and their delivery systems. Contact: Simons Centre for Disarmament and Nonproliferation Research, Research Postdoctoral Fellowship Selection, Simons Centre for Disar-mament and Nonproliferation Re-search, Liu Institute for Global Is-sues, University of British Columbia, 6476 N.W. Marine Drive, Vancouver, BC V6T 1Z2 Canada; simons.cen-tre@ubc.ca; http://www.ligi.ubc.ca

September 15: Professional fields. The Social Science Research Coun-cil and the Japan Center for Global Partnership present the Abe Fellow-ship for Journalists. The fellowship is designed to encourage in-depth coverage of topics of pressing con-cern to the U.S. and Japan through individual short-term, policy-related projects. Applicants are invited to submit proposals on one of the fol-lowing themes: traditional and non-traditional approaches to security and diplomacy; global and regional economic issues; social and cultural issues. The fellowship is open to cit-izens of the U.S. and Japan with at least five years of professional jour-nalistic experience with newspapers, news magazines, wire services, and online news organizations. Free-lancers are also eligible. Nationals of other countries must be permanent residents of the U.S. or Japan, or have a long-term affiliation with the American or Japanese journalistic communities. Proposals must be nonpartisan. The program provides support for six weeks in Japan or the U.S. A stipend of $23,500, which includes one round-trip air ticket, funds to prepare for overseas fieldwork, and support for inter-pretation, is provided. Fellows may receive salary from their employers, but cannot carry out assignments while on the award. Visit the orga-nization’s website for more details. Contact: Social Science Research Council; (212) 377-2700; abe@ssrc.org; http://www.ssrc.org/fellow-ships/abe-fellowship-for-journalists

Science, technology, and math. Fer-milab annually accepts applications for the Peoples Fellowship program, which targets entry-level accelerator physicists, specialists in accelerator technologies, and high-energy phys-ics postdoctoral researchers who are interested in a career in accelerator

physics or technology. To be eligible, candidates must either have received a Ph.D. in accelerator physics or ac-celerator-related technology within the prior three years (postdoctoral experience is not required); or, have received a Ph.D. in high-energy physics or a related field within the prior five years. Candidates are normally expected to have at least three years of postdoctoral expe-rience in high-energy physics or a related field. The annual application deadline is November 1. Visit the program’s website for more details. Contact: Fermilab; http://www.fnal.gov/pub/forphysicists/fellowships/john_peoples/index.html

Science, technology, and math. The Smithsonian Tropical Research Institute invites applications for the Earl S. Tupper three-year postdoc-toral fellowship in the areas rep-resented by the scientific staff. Re-search should be based at one of the STRI facilities, however, proposals that include comparative research in other tropical countries will be considered. Applications are due on January 15 of each year. Visit the in-stitute’s website for a list of staff and research interests. Contact: Adriana Bilgray; fellows@si.edu; http://www.stri.si.edu/english/education_fellowships/fellowships/index.php

Science, technology, and math. The Smithsonian Tropical Research In-stitute offers short-term fellowships for students to carry out short-term research projects in the tropics in areas of STRI research, under the supervision of STRI staff scien-tists. The fellows are allotted three months to complete their projects; extensions are awarded only in exceptional circumstances. Most fellowships are awarded to graduate students, but occasionally awards are made to outstanding undergrad-uates. Applications are due the 15th of January, April, July, and October. Visit the institute’s website for ad-ditional information. Contact: (507) 212-8031; fellows@si.edu; http://www.stri.si.edu/english/education_fellowships/fellowships/index.php

Science, technology, and math. The National Research Council of the National Academies offers awards for graduate, postdoctoral, and senior research in residence at U.S. federal laboratories and affiliated institutions. Awards are offered in all fields of science and engineering. Awards include generous stipends, relocation, support for professional travel, and health insurance. Annual submission deadlines are on the first of February, May, August, and No-vember. Visit the organization’s web-site for more details. Contact: (202) 334-2760; rap@nas.edu; http://sites.nationalacademies.org/pga/rap

Other. The Louisville Institute in-vites applications for its theological education postdoctoral fellowship. This fellowship provides up to five awards of $25,000 each year to support a two-year teaching in-ternship in a theological school. Applicants must plan to complete their Ph.D. or Th.D. degree in the current academic year. Applicants may represent a variety of academic disciplines. The annual application deadline is December 7. Visit the website for more information. Con-tact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/pro-grams/tedetail.aspx

Other. The Louisville Institute’s theological education doctoral fel-lowship invites applications from Ph.D./Th.D. students. This fellow-ship is a two-year nonresidential program. Up to 10 fellowships of $2,000 a year for two years will be offered. In addition, a colloquium of the 10 doctoral fellows will meet twice during each fellowship year. Applicants must be in their first or second year of doctoral study in an accredited graduate program in the U.S. or Canada. Applicants may rep-

resent a variety of disciplines. The annual application deadline is De-cember 7. Visit the website for more information. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/programs/tedetail.aspx

Other. The Louisville Institute in-vites applications for its theological education dissertation fellowship. This fellowship offers up to seven $22,000 grants to support the final year of Ph.D. or Th.D. dissertation writing for students engaged in research pertaining to North Amer-ican Christianity, especially projects related to the current program priorities of the Louisville Institute. Applicants must be candidates for the Ph.D. or Th.D. degree who have fulfilled all pre-dissertation require-ments, including approval of the dissertation proposal, by February 1 of the award year. The annual appli-cation deadline is February 1. Visit the website for more information. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/pro-grams/tedetail.aspx

Other. The American Academy in Berlin welcomes applications for its fellowships from emerging as well as established scholars, writers, and professionals. The duration of the fellowships are usually for an academic semester or an entire academic year. Fellows will receive round-trip airfare, housing at the Academy, partial board, and a stipend each month. Only candi-dates who are based permanently in the U.S. may apply; however, U.S. citizenship is not required and American expatriates are not eligi-ble. Those in academics must have completed a doctorate at the time of application. Those working in pro-fessional fields must have equivalent professional degrees. Writers must have published at least one book at the time of application. Visit the academy’s website for more details. Contact: http://www.americanac-ademy.de

GRANTS

October 27: Health/medicine. The American Association for Cancer Research (AACR) and the Pan-creatic Cancer Action Network are accepting applications for the 2016 Research Grants Program. The Pathway to Leadership Grant supports outstanding early-career investigators beginning in their postdoctoral research positions and continuing through their suc-cessful transition to independence. Applicants must hold a full-time, mentored research position, have completed their most recent doc-toral degree or medical residency within the past five years, and not already have a full-time faculty position. The grant is for $600,000 over five years. There are no cit-izenship requirements. Visit the website for more details. Contact: Ashley S. Jones; (215) 446-7280; grants@aacr.org; http://www.aacr.org/Funding/Pages/2016-pancreat-ic-cancer-action-network-AACR-re-search-grants-program.aspx#.VgF5l-c5VvKA

December 1: Humanities. The American Philosophical Society is accepting applications for the Franklin Research Grants, which support the cost of research lead-ing to publication in all areas of knowledge. The Franklin program is particularly designed to help meet the cost of travel to libraries and archives for research purposes; the purchase of microfilm, photocopies or equivalent research materials; the costs associated with fieldwork; or laboratory research expenses. Applicants are expected to have a doctorate or to have published work of doctoral character and quality. Ph.D. candidates are not eligible to apply. Awards range from $1,000 to $6,000. Deadlines are October 1

and December 1. Visit the organiza-tion’s webiste for more details. Con-tact: Linda Musumeci; http://www.amphilsoc.org/grants/franklin

December 15: Social and behavioral sciences. The Institute for Humane Studies at George Mason Univer-sity is accepting applications for the Friedman Faculty Fund, which awards grants of up to $5,000 to full-time faculty and teaching fel-lows in the U.S., U.K., or Canada for education-enhancement activities designed to engage undergraduate and master’s students with the ideas of liberty, beyond the classroom. Applications are accepted on a year-round, rolling basis, however applicants are encouraged to apply by December 15 for spring activities, April 15 for summer activities, and August 15 for fall activities. Visit the institute’s website for more de-tails. Contact: Institute for Humane Studies; FriedmanFund@theihs.org; http://www.theihs.org/fried-man-faculty-fund

February 1: Science, technology, and math. The Lewis and Clark Fund for Exploration and Field Research in Astrobiology is open to graduate students and postdoctoral and junior scientists (five years or fewer beyond the Ph.D.) to support the cost of travel and equipment in field research in, among others, the fields of astronomy, chemistry, evolutionary biology, microbiology, molecular biology, oceanography, paleontology, and planetary science, and geology. Grants will not be restricted to these fields. The maxi-mum award is $5,000. The deadline for these grants is February 1, how-ever letters of support are due Jan-uary 29. Contact: Linda Musumeci; (215) 440-3429; LMusumeci@am-philsoc.org; http://www.amphilsoc.org/grants/astrobiology

March 1: Humanities. Applications to the Phillips Fund of the American Philosophical Society for grants to fund research in Native American linguistics, ethnohistory, and the history of studies of Native Amer-icans in the continental United States and Canada. The funds are intended for such extra costs as travel, tapes, films, and consul-tants’ fees. The maximum award is $3,500; average award is $3,000. Materials are archived in the Amer-ican Philosophical Society Library. Visit the website for more details. Contact: Linda Musumeci; (215) 440-3429; LMusumeci@amphilsoc.org; http://www.amphilsoc.org/grants/phillips

May 25: Health/medicine. The National Institutes of Health is accepting applications for the Men-toring Networks for Mental Health Research Education program. This funding opportunity encourages the development of creative educational activities with a primary focus on mentoring activities, and in partic-ular, mentoring networks. Networks may be national, regional or local. All proposed networks should pro-vide significant new opportunities and should comprise efforts beyond any ongoing mentoring, network-ing, or research education within academic programs, institutions, or pre-existing networks or educational collaborations among institutions. Participants in proposed mentoring networks are limited to graduate/medical students, medical residents, postdoctoral scholars, and/or ear-ly-career faculty. Proposed networks are expected to enhance the par-ticipants’ professional development and to foster their career trajectory towards independent mental-health research. Proposed programs are thus expected to contribute to the development of a skilled cadre of investigators in requisite scientific research areas to advance the objec-tives of the NIMH Strategic Plan. Who may apply: higher education institutions, nonprofits, for-profit organizations, governments, and

other institutions (visit the website for a list). Contact: National Insti-tutes of Health; http://www.grants.gov/view-opportunity.html?op-pId=260868

Academic affairs. Scholars for Peace in the Middle East is pleased to announce small grant awards for papers to be delivered at academic conferences, with a purpose to help encourage young scholars to make scholarly contributions at the beginning of their academic careers. Applicants should submit: a curriculum vitae; a paper pro-posal; the name and discipline of the conference where the paper will be delivered; and, if possible, the theme of the panel or session which will incorporate the presentation. Papers must be submitted using the online application form. Visit the website for more details. Contact: Asaf Romirowsky; Aromirowsky@spme.org; http://spme.net/fellowship.html

Arts. The Center for Craft Creativity & Design accepts applications for its Travel Grants year-round. Scholars invited to present craft-fo-cused papers at any scholarly con-ference will be awarded up to $500. The deadlines for applications are April 30 and October 30. Visit the center’s website for application in-structions. Contact: Anna Helgeson, grants and office coordinator; (828) 785-1357 ext. 102; ahelgeson@craft-creativitydesign.org; http://www.craftcreativitydesign.org/grants/craft-research-fund

Business/management (Faculty/Research). The Investment Man-agement Consultants Association invites proposals for its doctoral student-research grants. Proposals are accepted that examine recent research on topics relevant to invest-ment consulting and private-wealth management. A list of topics is avail-able on the journal’s website. Doc-toral students will receive a $5,000 award. Contact: Debbie Nochlin, managing editor; dnochlin@imca.org; http://www.imca.org/pages/doctoral-student-research-grants

Humanities. Hagley Museum and Library invites applications for its Exploratory Research Grants, which support one-week visits by scholars who believe that their project will benefit from the Hagley research collections but need the opportunity to explore them on site to determine if a Henry Belin du Pont research grant application is warranted. Applicants should reside more than 50 miles from Hagley. The stipend is $400. Low-cost accommodations on Hagley’s grounds are available on a first come, first serve basis. Application deadlines are: March 31, June 30, and October 31. Visit the library’s website for submission details. Contact: Hagley Museum and Library; http://www.hagley.org/library-exploratorygrant

Humanities. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Grants, which enable scholars to pursue advanced research and study in the library, archival, pic-torial, and artifact collections of the Hagley Museum and Library. The grants are awarded for the length of time needed to make use of Hagley collections for a specific project. Stipends are for a maximum of eight weeks and are pro-rated at $400/week for recipients who reside more than 50 miles from Hagley, and $200/week for those within 50 miles. Low-cost accommodations on Hagley’s grounds are available on a first come, first serve basis. Application deadlines are: March 31, June 30, and October 31. Visit the library’s website for submission details. Contact: Hagley Museum and Library; http://www.hagley.org/library-researchgrants

Humanities. The Hill Museum and Manuscript Library invites applica-tions for research stipends of up to $2,000. The stipends may be used to

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the chronicle of higher education | october 9, 2015 A29

defray travel costs, room and board, microfilm reproduction, photo-du-plication and other expenses associ-ated with research at HMML. Resi-dencies may last from two weeks to six months. Undergraduate, gradu-ate, and postdoctoral scholars (those who are within three years of com-pleting a terminal master’s or doc-toral degree) may apply. The dead-lines are: April 15 (for study between July and December of the same year) and November 15 (for study between January and June of the following year). Visit the library’s website for more details. Contact: hmml@csbsju.edu; http://www.hmml.org/research2010/heckman10.htm

Humanities. Applications for “French Authors on Tour,” for financial aid to American institutions wishing to in-vite and play host to French authors for readings, signings, and sympo-sia, from the book department of the cultural services of the French Em-bassy. Contact: French Embassy in the U.S.; http://frenchculture.org/books/grants-and-programs/french-authors-tour

International. Applications from the International Education Re-search Foundation for grants for research on international educa-tional systems. Both individuals and institutions may apply. Visit the foundation’s website for more details. Contact: International Ed-ucation Research Foundation; (310) 258-9451; kdickey@ierf.org; http://www.ierf.org

Professional fields. The National Academy of Arbitrators’ Research and Education Foundation (REF) supports research and education rel-evant to labor and employment ar-bitration. The REF welcomes grant applications up to $25,000 for any of the purposes listed under the REF tab of the homepage of the NAA website. Applications are processed as received and considered for fund-ing in June and October. Contact: Allen Ponak; (403) 217-9856; http://www.naarb.org

Science, technology, and math. Applications for the Whitaker Inter-national Summer Program, which provides funding for U.S. bioengi-neers and biomedical engineers to continue their existing master’s and Ph.D. work abroad. Summer grant-ees go abroad for eight weeks be-tween June 1 and August 31. Grant-ees must hold a bachelor’s degree by the beginning date of the grant, be enrolled in a BME or BME-related master’s or Ph.D. program, or be a recent recipient of a master’s degree in BME or a BME-related field. Applicants must be U.S. citizens or permanent residents. Visit the program’s website for additional information. Contact: http://www.whitaker.org

Science, technology, and math. Applications are accepted for the Whitaker International Fellows and Scholars Program. The program sends biomedical engineers any-where outside the U.S. or Canada to conduct academic or scientific research, pursue coursework, or intern. Other options are possible. Applicants must be U.S. citizens or permanent residents; be in the field of biomedical engineering/bioengi-neering or a closely related field; be enrolled or have received their most recent degree within the last three years; and have the language ability to carry out the proposed project in the host country at the time of departure. Fellows go abroad for one academic year and must hold a bachelor’s degree by the beginning date of the grant, or be in or recently completed a master’s degree, or be in a Ph.D. program, or currently em-ployed with the most recent degree no higher than a master’s. Scholars go abroard for one semester or up to two academic years and should have a Ph.D., or will be awarded a Ph.D. before the beginning of the grant. Visit the program’s website for more

details. Contact: http://www.whita-ker.org

Science, technology, and math. The John Nolen Research Fund provides assistance to scholars to conduct research in the John Nolen Papers and allied collections in the Division of Rare and Manuscript Collections of the Cornell University Library. Any qualified researcher interested in the history of city and regional planning before 1950 with a project that can be augmented by using the Nolen Papers is eligible to apply. The amount of the award varies accord-ing to the needs of the projects and the number of projects supported. Awards are intended to provide only partial support for any project. Affiliation with Cornell University is not necessary, and the award car-ries no formal affiliation with the university. Researchers may apply more than once. Applications are due annually by April 30; awards will be made by May 31 for support to begin on July 1. Research must be completed within one year. Visit the library’s website for more details. Contact: Liz Muller; (607) 255-3530; edm29@cornell.edu; http://rmc.library.cornell.edu/collections/john_nolen_research_fund.php

Social and behavioral sciences. Ap-plications for the Russell Sage Foun-dation’s small grants program in be-havioral economics are accepted on a rolling basis. Grants are awarded for high-quality research. There are no limitations on the disciplinary background of the principal inves-tigator, and the proposed research may address any topic in behavioral economics. However, projects must contribute to the foundation’s mis-sion to improve the social and living conditions in the U.S. Appropriate projects will demonstrate explicit use of psychological concepts in the motivation of the research design and the preparation of the results. Experimental projects which do not have substantial behavioral content (such as market experiments testing neoclassical ideas) or substantial economic content (such as psychol-ogy experiments with no economic choices or strategic or market implications) will not be funded. There is a $7,500 lifetime limit for these small grants. Applicants must be advanced doctoral students or postdoctoral/junior (non-tenured) faculty members who have been out of graduate school for two or fewer years. All nationalities are eligible to apply. Visit the foundation’s website for more details. Contact: http://www.russellsage.org/how-to-apply

Social and behavioral sciences. The Phil Zwickler Memorial Research Grants provide financial assistance to scholars conducting research on sexuality in Cornell University Library’s Division of Rare and Manuscript Collections (RMC). Any researcher with a project that can be augmented by research with the Hu-man Sexuality Collection, a program in RMC that seeks to encourage the study of sexuality and sexual politics by preserving and making accessi-ble relevant primary sources that document historical shifts in the social construction of sexuality, and related sources is eligible to apply. Preference is given to projects that have a high probability of publica-tion or other public dissemination. One or more awards of up to $1,350 will be made. Applications are due annually by March 31 and awards are made by May 1. Research must be completed within a year. Visit the library’s website for more de-tails. Contact: Brenda J. Marston; (607) 255-3530; bjm4@cornell.edu; http://rmc.library.cornell.edu/HSC/zwickler.html

Student affairs. The Institute of International Education offers the Emergency Student Fund for students and scholars facing emer-gencies around the world. The fund helps international students in

critical need of financial support to combat difficulties such as paying tuition, replacing essential items damaged in natural disasters, or providing urgently-needed medical equipment and care to students facing serious illness or disability. The institute will issue a call for applications to the fund in response to specific emergencies. However, students are generally nominated by their host universities, which are encouraged to provide as much support as possible to students. Visit the institute’s website for more details. Contact: Margot Steinberg; (212) 984-5310; esf@iie.org; http://www.iie.org/What-We-Do/Emer-gency-Assistance/Emergency-Stu-dent-Fund

Vocational/technical. The Wabash Center provides funds for activities that enhance teaching and learning in the fields of religion and theology. It seeks to fund projects that pro-mote a sustained conversation about pedagogy through the improvement of practical applications of teaching and learning methods, the encour-agement of research and study of pedagogical issues, and the creation of a supportive environment for teaching. All proposals should main-tain a reference to specific classroom practices and challenges. Small Project Grants (up to $2,500) can be submitted at any time during the year. Project Grants (up to $20,000) are due March 1 and October 1. Grants are awarded to accredited universities, colleges, or seminaries in the U.S. and Canada and occa-sionally to non-profit organizations providing services to improve teach-ing and learning at institutions of higher education. Visit the center’s website for more details. Contact: Paul O. Myhre; (800) 655-7117; myhrep@wabash.edu; http://www.wabashcenter.wabash.edu/grants/default.aspx

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 doctoral program and enables them to use the library’s collections. The Oral History Grants are available to scholars who are conducting oral history interviews relevant to the history of women or gender in the U.S. Visit the library’s website for more details. Contact: Schlesinger Library; http://www.radcliffe.har-vard.edu/schlesinger-library/grants

Other. The Louisville Institute in-vites applications for its sabbatical grant for researchers. This program supports yearlong sabbatical re-search projects that can contribute to an enhanced understanding of important issues concerning Chris-tian faith and life, pastoral leader-ship, and/or religious institutions. This grant program is open to both academics and pastoral leaders. Ap-plicants must have a terminal degree in their chosen vocation. The annual application deadline is November 1. Visit the institute’s website for more information. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/programs/sgfrdetail.aspx

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. Applicants must have earned the terminal degree in their chosen vocation. The annual appli-cation deadline is October 1. Visit the institute’s website for more in-

formation. Contact: Louisville Insti-tute; 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-ten-ured religion scholars of color to complete a major research project on an issue in North American Christianity related to the priorities of the Louisville Institute. Grant periods are typically one academic year in length. The maximum award is $40,000. Applicants must be members of a racial/ethnic minority group; have earned a doctoral degree; be a pre-tenured faculty member in a full-time, tenure-track position at an accredited institu-tion 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 applica-tion deadline is January 15. Visit the institute’s website for more informa-tion. Contact: Louisville Institute; info@louisville-institute.org; http://www.louisville-institute.org/Grants/programs/fbmdetail.aspx

INSTITUTES, WORKSHOPSOctober 9: Other. Nominations are

being accepted for Furman Univer-sity’s Women’s Leadership Institute, which is comprised of five sessions that take place January 27 to April 27. Self-nominations are also ac-cepted. Nominations are due by Oc-tober 9 and online applications are due by November 6. Visit the univer-sity’s website for more details. Con-tact: Victoria Kirby; (864) 294-2156; victoria.kirby@furman.edu; http://newspress.furman.edu/2015/09/womens-leadership-institute-ac-cepting-nominations

PAPERSOctober 15: Social and behavioral

sciences. The New Zealand Journal of Research on Europe invites sub-missions to a special issue on “uni-versities in the knowledge economy” dealing with the effects of declining public expenditure on research and teaching, the pressure on universi-ties to commercialize their intellec-tual property and other assets, the notion that universities should be-come the engines of the new knowl-edge economy and other key features of the landscape of higher-education reform. For more information please visit the journal’s website. Contact: Peter Zamborsky; p.zamborsky@auckland.ac.nz; https://cdn.auck-land.ac.nz/assets/europe/EI%20Journals/NZJRE%20Flyer%20for%20UNIKE%20Extended.pdf

October 21: Academic affairs. Call for proposals for the SCUP 2016 North Atlantic Regional Confer-ence, “Behind the Headlines: How Institutions Are Innovating to Meet the New Reality,” which will be held March 20-22 at The New School in New York. The new economic reality is causing institutions to create new business models for facility delivery, share resources across seemingly incongruent departments, and redefine the very idea of a “college student.” What has your institution done to meet the new reality? Share your expertise!. Contact: Society for College and University Planning; (734) 669-3270; http://www.scup.org/NA15-104Call

October 28: Academic affairs. Call for proposals for the SCUP confer-ence (March 30 to April 1) at the University of Delaware, “Preparing for the Unexpected: Integrated Planning to the Rescue.” The future of higher education is undefined. How has strategic, integrated plan-ning helped you and your institution prepare for the future of less and

less uncertainty? What tools are you currently using or developing that can shape the future of higher edu-cation? Share your expertise with us!. Contact: Society for College and University Planning; (734) 669-3270; registration@scup.org; http://www.scup.org/MA16-104Call

December 15: Business/administra-tive affairs. The American Associ-ation of University Administrators is accepting proposals for papers to be presented at its 2016 Leadership Seminar, which will be held June 9-11 in San Antonio. The theme of the seminar is “Risky Business: Cop-ing With Today’s Realities & Tomorrow’s Possibilities.” Visit the organization’s website for more de-tails. Contact: Dan King; (814) 460-6498; dking@aaua.org; http://www.aaua.org

Academic affairs. Papers for possible publication in Planning for Higher Education, the quarterly journal of the Society for College and Univer-sity Planning. Contact: managing.editor@scup.org; http://www.scup.org

Arts. Call for articles and reviews to be published in FATE in Review, the journal for the Foundations in Art Theory and Education. The journal seeks articles that relate to all areas of foundations education such as: expanding the practicum, flexing the core, and revising visual culture. Conference papers/presentations, as well as papers written solely for publication, may be submitted. The journal also accepts suggestions for book reviews. Visit the website for more details. Contact: Kevin Bell; kevin.bell@umontana.edu; http://www.foundations-art.org/publica-tions

Arts. Article submissions invited for possible publication in American Music, a quarterly journal devoted to all aspects of American music and music in America. The journal also accepts books, recordings, and mul-timedia items for review. Visit the journal’s website for more details. Contact: Neil Lerner; nelerner@davidson.edu; http://www.press.uillinois.edu/journals/am.html

Business/management (Faculty/Research). Articles invited for pos-sible publication in the International Leadership Journal, a peer-reviewed online publication devoted to lead-ership, including theory and re-search, education, and development, practice and application, and to all organizational phenomena that may affect, or be affected by, leadership. The journal accepts submissions in the following categories: research, practice, education/development, re-views, notes, and dialogue. Visit the journal’s website for more details. Contact: Kathleen Melilli; ilj@tesc.edu; http://www.tesc.edu/5947.php

Business/management (Faculty/Research). Manuscripts for possible publication in The Journal of In-vestment Consulting, a publication of the Investment Management Consultants Association. Contact: Debbie Nochlin, managing editor; dnochlin@imca.org; http://www.imca.org/pages/journal-invest-ment-consulting

Business/management (Faculty/Research). Call for papers for Bene-dictine College’s Journal of Inter-national Business. Three types of submissions will be accepted: aca-demic research, which includes the-oretical, analytical, and empirical research papers offering insights for literature and managerial practice; practical application such as case studies, simulation, and manage-ment reports illustrating issues and solutions for the contemporary busi-ness world; and short submissions such as research notes, commen-taries, opinions, critiques, experts’ recommendations, and book reviews providing perspectives on current business topics. Visit the college’s

Continued on Following Page

A30 october 9, 2015 | the chronicle of higher education

website for more details. Contact: Salvatore Snaiderbaur; (913) 360-7602; jib@benedictine.edu; http://www.benedictine.edu/call-papers

Education. The Journal of College Reading and Learning welcomes submissions for possible publication. The journal publishes investigations on the reading, writing, thinking, and studying of college learners. Visit the journal’s Web site for more details. Contact: Eric Paulson, edi-tor; jcrl@crla.net; http://www.crla.net/journal.htm

Education. Papers from graduate students concerning the university, the four-year college, and the com-munity college, for possible publica-tion in Higher Education in Review, a journal published by graduate students in the higher-education

program at Pennsylvania State Uni-versity. Contact: highereducationin-review@psu.edu; http://www.clubs.psu.edu/up/hesa/her

Education. Submissions accepted for possible publication in The Commu-nity College Enterprise: A Journal of Research and Practice. The journal accepts work primarily from com-munity college educators and ad-ministrators and is published in the Fall and Spring. It accepts papers on topics such as: alternative learning strategies, learning, student success, retention, developmental education, leadership, teaching and learning strategies, and interactive learning. Visit the journal’s website for more details. Contact: cce@schoolcraft.edu; http://www.schoolcraft.edu/cce

Education. Articles are welcome for possible publication in Radical Ped-

agogy, an academic journal that is devoted to the critical examination of the evolving state of teaching and learning in contemporary academia. Book reviews are also invited. Visit the journal’s website for details. Contact: Brooke Johnson, associate editor; radicalpedagogy@gmail.com; http://www.radicalpedagogy.org/Radical_Pedagogy/For_Con-tributors.html

Education. Call for submissions for Currents in Teaching and Learning, a peer-reviewed electronic journal geared towards faculty and gradu-ate students across the disciplines. The journal seeks submissions such as teaching and program reports, essays, and book and website re-views. Both individual and group submissions are welcome. All work must be original and previously un-

published. Visit the website for more information. Contact: Josna Rege, editor; currents@worcester.edu; http://www.worcester.edu/Currents/default.aspx

Health/medicine. Papers for pos-sible publication in the Journal of the Association for Vascular Access on clinical practice, education, and research related to vascular access. Letters to the editor are also wel-come. Contact: Lois Davis; ldavis@avainfo.org; http://www.avajournal.org/home

Humanities. Western American Lit-erature publishes literary criticism and interdisciplinary work with a literary focus. Manuscripts on any aspect of the literature of the American West are invited. We’re particularly interested in essays on multiculturalism and on the “New

West.”. Contact: Western Literature Association; waljournal@gmail.com; http://www.westernlit.org/submissions

Humanities. Call for essays on all aspects of detective fiction and chaos theory to be included in a volume called Tracking Chaos through Detective Fiction. Abstracts of one-hundred to two-hundred words. Send submissions and inqui-ries to email below. Contact: Kim Idol; writtenword6@gmail.com

Humanities. Call for papers to be published in the Journal of Asian Diasporic Visual Cultures and the Americas, an international peer-reviewed journal that fea-tures multidisciplinary scholarship on intersections between visual culture studies and the study of Asian diasporas across the Ameri-cas. The editors invite manuscript submissions in the form of articles (approximately 5,000-6,000 words), reviews (800-1,000 words) as well as proposed artist pages (up to 6 pages), which enrich, advance and expand the study of visual cul-tures in diverse Asian diasporic communities across the Americas, conceived of in the broadest way. The journal has a rolling deadline, however, June 1 is the deadline for the first issue. Contact: Alexandra Chang and Alice Ming Wai Jim, founding editors; ADVAedit@gmail.com; https://www.facebook.com/pages/Asian-Diasporic-Vi-sual-Cultures-and-the-Ameri-cas/646111668789406

Humanities. Articles accepted for possible publication in the Great Plains Quarterly, which published peer-reviewed articles on history, literature, culture, and social issues relevant to the Great Plains. Visit the journal’s Web site for more de-tails. Contact: Charles Braithwaite, editor; cbraithwaite2@unl.edu; http://www.unl.edu/plains/publica-tions/GPQ/gpq.shtml

Humanities. Submissions for pos-sible publication in Studies in the Humanities, a multi-disciplinary journal of theoretical investigations in literature, film, drama, and cul-tural affairs that is housed at the department of English at Indiana University of Pennsylvania. The journal accepts both articles and book reviews. Visit the journal’s Web site for more details. Contact: Thomas Slater, editor; tslater@iup.edu; http://www.english.iup.edu/publications/default.htm

Humanities. Expositions, an online journal at Villanova University’s Center for Liberal Education, seeks submissions for possible publication. The journal accepts articles, inter-disciplinary exchanges, and notes and insights that benefit teaching, research, and the academic life. For more details, visit the journal’s Web site. Contact: John Paul Spiro, man-aging editor; (610) 519-8100; john-paul.spiro@villanova.edu; http://expositions.journals.villanova.edu

Humanities. Articles that explore issues or theories related to writing center dynamics or administration are accepted for possible publication in Writing Center Journal. The jour-nal also accepts book reviews, an-nouncements or interest, and letters to the editor. Contact: writingcen-terjournal@ou.edu; http://www.cas.udel.edu/writing-center/journal/Pages/default.aspx

Professional fields. The Journal of Scholarly Publishing, which ad-dresses the challenges facing the scholarly publishing industry, invites submissions for possible publication. The journal accepts essays and arti-cles that address issues surrounding the publishing world, such as changes in technology, funding, and innova-tions in publishing. Both academics and practitioners may submit. Visit the journal’s Web site for more details. Contact: Tom Radko, editor; tradko@ala-choice.org; http://www.utpjour-nals.com/jsp

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the chronicle of higher education | october 9, 2015 A31

After six years of graduate school, I got pret-ty good, I think, at explaining my research in evolutionary genetics to friends, family, strangers sitting beside me on an airplane, and anyone else who made the mistake of expressing an interest. What I didn’t anticipate was that when I finally

finished my Ph.D., I would have to start explaining my actual job description.

“I’m what’s called a ‘postdoc,’” I find myself saying regular-ly these days. And then I flounder. I usually make a point of mentioning that I’ve finished my doctorate. (Don’t want to be mistaken for a graduate student, now!) Then I’ll explain that I don’t have a faculty appointment: “No, I’m not a professor, but I do work for one.” I might say that I’m a “senior member of the lab.” I’ll explain that all I do is research — and then admit that I’ve taken a couple leaves of absence to teach.

“A ‘postdoc’ is a temporary position awarded in academe, industry, a nonprofit organization, or government primarily for gaining addi-tional education and training

in research,” says a helpful bit of explanatory text provided on a page of the National Science Foundation’s “Survey of Doctoral Recipients.” There, in the survey text, was a unifying theme for my experience as a postdoc: training.

I took my first postdoctoral position specifically because it required me to learn how to work with genome-scale genetic data, collected for a plant that grows easily and quickly in a greenhouse — a major shift from my dissertation research, which was based on a handful of genetic markers and a long-lived, finicky species.

In the process of learning what can (and can’t) be done with gigabytes of genetic data and greenhouse experiments, I’ve supervised undergraduate research assistants, written grant proposals of a kind you could use to fund a lab, and taken on teaching responsibilities that gave me a better sense of how to construct and manage a course of my own. I’ve leveraged the blogging I did in graduate school for baby steps into the world of popular science writing. I’ve even built a nights-and- weekends side project into something worthy of entries on my CV and publications list.

In the four years since I finished my doctorate, I’ve done at least another Ph.D.’s-worth of work on questions that, back in graduate school, I would never have thought I could tackle. I’ve been lucky — I landed a good postdoc on an interesting project with a mentor who gave me freedom to pursue just about anything I thought would be valuable. That is all exactly what I would want to do while running my own lab as a principal investigator, with a faculty appointment. And isn’t that what I’m “training” to do, after all?

I certainly hope so. In the background of all my other post-doctoral activities, I have also been practicing the art of apply-ing for faculty positions. At the start of the fall semester, when the first submission deadlines ripen, it feels as if I spend more of my time thinking about finding the next job than actually doing my current one. (I’m writing this column in the midst of that first flurry of applications.) Over the years I’ve thought and rethought the standard package of cover letter, CV, research statement, and teaching philosophy to describe hypothetical programs of scholarship I would pursue on dozens of campuses. All of that effort, to date, has earned me exactly two on-campus interviews.

I’m not panicking — yet. I’m still only approaching the level of productivity and experience for an average newly hired pro-fessor in evolutionary biology, as described in a paper published this year by François Brischoux and Frédéric Angelier: about 20 peer-reviewed papers, almost eight years since publication of the first one.

I was warned about the academic job market almost from the moment I applied to graduate school, and I know how popu-lation dynamics work. If an average research professor trains, say, six to 12 graduate students over his or her career, and there hasn’t been a sixfold-to-twelvefold increase in the number of research professorships in the same period — well, let’s just say that Thomas Malthus might as well be sitting on every faculty hiring committee.

I am hardly qualified to offer a metaphor from professional sports, but this one seems apt: A postdoc is training to be a professor in the same sense that a minor-league baseball player is training for a spot on a major-league roster. Many will play the game, few will make the leap. In the meantime, life in the minors is pretty good, if you’re the kind of person who’s played enough baseball to make it even that far.

I’m doing work I enjoy — almost exactly what I’d have told you that scientists did, had you asked me when I was about 12. Yet it has its costs, too. As I enter my mid-30s, it’s becoming harder to ignore the fact that I could probably have worked my way to more-certain prospects of advancement and financial security in the pri-

vate sector. Also, in fullest disclosure, I have the (ahem) advan-tage of lacking family or romantic ties as I move from one con-tingent-on-grant-funding position to another. I cannot imagine how I’d manage with a partner and children to consider.

How many more times can I step up to the plate, CV in hand, to take my chances at a run around the bases of application, interviews, and offer?

At least once more. I’ve just moved to a second postdoc — in a new lab at a new university in a new city — to apply what I’ve learned in six years of graduate school and four years of postdoctoral research in some exciting new ways. There are other things I could be doing, and I’m taking them more seri-ously with each passing year. But I like what I do in academic research, and I think it’s worth doing. If nothing else, a postdoc should be an expression of love for the pursuit of knowledge. Times being what they are, it must also be an expression of hope.

Jeremy Yoder is a postdoctoral fellow in the department of forest and conservation sciences at the University of British Colum-bia.

Comment from Azzy Azreel: A very typical experience. I went from a decent lab to one led by the head of a research institute who trained in a Nobel winner’s lab. A national award and a gene panel that uses artificial intelligence, later it was off to Big U. The egomaniac in charge had eight postdocs, med stu-dents, and residents at his beck and call. Nobody escaped with a “real job” when I was there. By now the clock was ticking to the 10-year mark when the NIH deems you a failure and refuses to consider you for an R01. Family and baby came, and it was time to bail out.

I did not mind living grant to grant as a single person, but with a family I was fortunate to end up teaching high school and coaching in a small county. I had many interviews but was “smart” enough to avoid the adjunct nightmare. Why take such a huge pay cut, with no real benefits, when I can work with kids who can benefit from my science knowledge while I accrue a real retirement pension, not just the 401(k) gamble?

Comment from Rose Trellis: I’ve been lucky — I landed a good postdoc on an interesting project with a mentor who gave me freedom to pursue just about anything I thought would be valuable. Ah, there it is again, that word bubbling up in so many Vitae and Chronicle articles: “lucky.” Pity it can’t be predicted, expected, or invoked by dint of want or will.

‘So, What Is a Postdoc?’

JEREMY YODER

JOBS

FACULTY POSITIONS Humanities A36-A37

Social & behavioral sciences A37-A38

Science, technology, & mathematics A38-A41

Professional fields A40-A43

ADMINISTRATIVE POSITIONS Academic affairs A43-A44

Student affairs A44-A46

Business affairs A46-A47

Deans A47-A50

EXECUTIVE POSITIONSPresidents Chancellors Provosts A49-A55

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Academic Affairs: UC Santa Barbara seeks a fulltime Academic Coordi-nator to work with an interdisciplin-ary cluster of endowed professors in “21st Century Global Dynamics.” We are looking for an enterprising schol-ar with leadership skills and manage-rial expertise who is well versed in the field of global studies. Reporting di-rectly to the cluster’s lead professor, the coordinator will conduct research and provide administrative support for a team of faculty and graduate students, facilitating cluster activities and collaborating with campus part-ners. A Ph.D. is required and candi-dates should be published in her/his field of expertise and currently en-gaged in a relevant program of schol-arly research. Applicants should also have excellent oral, written, and web-based communication skills. We are especially interested in web-savvy ap-plicants who can convey scholarly re-search in formats that are accessible to constituencies outside the acad-emy. Internet, mobile, and/or social media skills are desirable. The Uni-versity of California is an Equal Op-portunity/Affirmative Action Em-ployer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, or any other char-acteristic protected by law including protected Veterans and individuals with disabilities. The Mellichamp Cluster is especially interested in candidates who can contribute to the diversity and excellence of the UC-SB academic community through re-search, teaching, and service. A Ph.D. in global studies or a related field is required. For complete job descrip-tion and to apply online visit: https://recruit.ap.ucsb.edu/. Submit applica-

tion letter, CV and contact informa-tion for at least 3 references. Applica-tion deadline: 11/15/2015. Open until filled.

Accounting: Faculty Employment Op-portunities. West Virginia University Institute of Technology (WVU Tech) and West Virginia University Beck-ley Campus (WVU Beckley), divi-sional campuses of the West Virginia University system, invite applications and nominations for the following employment opportunity: Full-time Teaching position in Accounting Po-sition is 9-month, full-time, tenure-track, and benefits- eligible. Quali-fications: Masters in Accounting/MBA with CPA or CMA certification required; Doctorate in Accounting/related field or ABD with completion by August 2016 preferred. Effective teaching experience in accounting courses at a college level is highly de-sirable. Evidence of scholarly prom-ise is important. Excellent oral and written communication skills and a commitment to undergraduate teach-ing and mentoring are required. The abilities to integrate new technologies in the classroom and teach web class-es are preferred. Responsibilities: The successful candidate will teach 12 credit hours per semester of un-dergraduate courses. Applicants who can teach a wide variety of account-ing courses in the accounting areas (principles, intermediate accounting, advanced accounting, governmental accounting, information systems, in-dividual/corporate tax accounting) as well as in fraud related courses (in-formation securities & controls, le-gal and ethical issues) are of partic-ular interest to the department. The position requires course delivery via

in-seat and online modalities utiliz-ing blackboard. Additional responsi-bilities include student advising, com-mittee assignments, participation in professional development activities, involvement with student organiza-tions, recruiting, attending regular scheduled faculty and department meetings, and performing other du-ties associated with a faculty position. Salary and Rank: Commensurate with qualifications. Position is effec-tive January 11, 2016. Review of ap-plications will begin immediately. To Apply: Interested individuals are re-quested to send a letter of application, curriculum vitae, writing sample (3-5 pages), one-page teaching philosophy statement, transcripts, and a mini-mum of three references that include phone numbers, emails, addresses, and postal addresses by email to hr@mail.wvu.edu (indicate in email sub-ject line the position for which you are applying). Further information is available at http://hr.wvutech.edu/em-ployment_opportunities. WVU Tech is an EEO/AA employer. Minorities, persons with disabilities, females, vet-erans and other protected class mem-bers are encouraged to apply. If you need assistance of reasonable accom-modations in the application or hir-ing process, please contact Human Resources Office at (304) 442-3179 or email hr@mail.wvu.edu.

Advancement: The University of Ar-kansas seeks applications for the posi-tion of Vice Chancellor for Universi-ty Advancement (R97237). The Vice Chancellor for University Advance-ment serves as the university’s chief development officer. The VC works closely with campus partners to craft a development vision that is consis-

tent with the University’s strategic plan and to create a fundraising strat-egy to satisfy objectives that flow from that collaboration. The Vice Chancel-lor is responsible for the personnel, budgets, and programs of these areas. The Vice Chancellor reports directly to the Chancellor and as a member of the Chancellor’s executive staff serves on the Chancellor’s cabinet, and rep-resents the Chancellor when appro-priate. Qualifications: Bachelor’s de-gree from an accredited institution is required and a minimum of ten year experience in non-profit or higher ed-ucation fundraising is required; expe-rience in Arkansas fundraising is pre-ferred. Knowledge of and experience with Arkansas philanthropic commu-nity that will facilitate the cultivation of donors. Application materials must be submitted through the online ap-plication system. Additional informa-tion about this position and applica-tion requirements are available under the Jobs link on the Human Resourc-es’ website at http://ualr.edu/human-resources/ Incomplee applications will not be considered. This position is subject to a pre-employment crimi-

nal and financial history background check. A criminal conviction or arrest pending adjudication and/or adverse financial history alone shall not dis-qualify an applicant in the absence of a relationship to the requirements of the position. Background check in-formation will be used in a confiden-tial, non-discriminatory manner con-sistent with state and federal law. The University of Arkansas at Little Rock is an equal opportunity, affirmative action employer and actively seeks the candidacy of minorities, women, vet-erans, and persons with disabilities. Under Arkansas law, all applications are subject to disclosure. Persons hired must have proof of legal author-ity to work in the United States.

American Studies: The Department of American Studies & Ethnicity, Dornsife College of Letters, Arts and Sciences, University of Southern Cal-ifornia, in Los Angeles, California, is seeking a tenure-track assistant pro-fessor in the field of Native North American studies with an anticipat-ed start date of August 16, 2016. The successful candidate will be an intel-

lectually expansive scholar trained in the humanities and/or social sciences. The candidate must have a doctoral degree in appropriate field of study prior to appointment. We will begin reviewing applications on October 1, 2015. Applications should include: 1) A letter of application that specifical-ly addresses the candidate’s qualifi-cations for the position, with areas of specialization, research and teaching interests clearly identified, 2) a cur-rent CV, 3) the contact information of three individuals who can provide letters of reference, and 4) a writing sample (limited to 40 pages). When desired, referees will be contacted up-on submission of the application and provided with information on how to upload their letters of reference. In order to be considered, applicants must submit an electronic USC ap-plication; follow this job link or paste in a browser: http://jobs.usc.edu/postings/53644 .To learn more about the Department, visit our website at http://dornsife.usc.edu/ase/ .USC is an equal-opportunity educator and em-ployer, proudly pluralistic and firm-ly committed to providing equal op-

The College of William and Mary, the nation’s second oldest academic institution, is a highly selective, medium-sized state university committed to excellence in the liberal arts and in graduate and professional education. The highly ranked School of Education includes 47 full-time faculty members, 38 of whom are tenured or tenure eligible, and enrolls approximately 586 undergraduate and graduate students in bachelor’s, master’s and doctoral programs. The School of Education faculty maintains close connections with public schools and professional organizations as well as pursues active involvement with externally funded grants and contracts. The School of Education is housed in a new state-of-the-art teaching facility. Further information about The College of William and Mary and the School of Education can be accessed through the internet at: http://education.wm.edu.

We currently invite applications for the following positions that will begin in August 2016:

ASSOCIATE DEAN FOR RESEARCH (tenured)ASSISTANT PROFESSOR OF COUNSELOR EDUCATION (2 positions, tenure eligible)ASSISTANT PROFESSOR IN SCHOOL PSYCHOLOGY (tenure eligible)ASSISTANT PROFESSOR OF SPECIAL EDUCATION (tenure eligible)CLINICAL ASSISTANT PROFESSOR OF TESOL (continuing, non-tenure-eligible)

For complete job listings and to apply for any of the positions listed above, please our On-Line Application System at http://jobs.wm.edu

The College of William & Mary values diversity and invites applications from underrepresented groups who will enrich the research, teaching and service missions of the university. The College is an Equal Opportunity/Affirmative Action employer. The College of William & Mary is committed to providing a safe campus community. W&M conducts background investigations for applicants being considered for employment. Background investigations include reference checks, a criminal history record check, and when appropriate, a financial (credit) report or driving history check.

School of Education

Full-Time Faculty Positions

Office of Human ResourcesPalm Beach State College4200 Congress Ave. | Lake Worth, FL 33461 An EOE/VP/ADA Employer

Palm Beach State College is committed to academic excellenceand invites qualified applicants who are devoted to innovative teachingand a dynamic learning environment to apply for full-time teachingpositions in the following disciplines:

Requirements: Applicants must beable to demonstrate the use oftechnology in the classroom andmust be able to use technologyrequired for the assigned course.Coursework within the degree mustreflect competencies in the coursesto be taught.

In addition to the full-time faculty positions, we have immediatevacancies for twelve-month Post-Secondary Adult Vocational Instructorpositions in the following disciplines:

• PSAV Instructor, Commercial and Residential Electrician• PSAV Instructor, Patient Care Assistant• PSAV Instructor, Nursing• Assistant Director/Librarian

A complete application package mustbe submitted, which must include anelectronic application, resume, letter ofintent, documentation of any requiredlicense or certification, and official orcollege-stamped student copy oftranscripts. Transcripts produced throughweb-based student systems will not beaccepted. Applications without attachedofficial or college-stamped studentcopies of transcripts will not beconsidered. Palm Beach State Collegeoffers a highly attractive benefitspackage and encourages qualifiedcandidates to apply.

For more information and to applyonline please visit:

All applications must be submitted byNovember 22, 2015.

Fall 2016

www.palmbeachstate.edu/Employment

• Art• Biology (2 positions)• Computer Science • Criminal Justice• Emergency Management• Engineering Technology• English (4 positions)

• Graphic Design• Information Technology,

Bachelor’s Degree Programs• Introduction to the College Experience• Mathematics (5 positions)• Nursing• Speech

Alvernia University is a distinctive Franciscan institution, grounded in the Catholic and liberal arts traditions, that Alvernia University is a distinctive Franciscan institution, grounded in the Catholic and liberal arts traditions, that combines diverse academic opportunities with personal attention and an unmatched commitment to community combines diverse academic opportunities with personal attention and an unmatched commitment to community service. Alvernia empowers students to become “ethical leaders with moral courage.”service. Alvernia empowers students to become “ethical leaders with moral courage.”

Situated on a scenic 121-acre suburban campus in historic Berks County, Pa., the university of more than 3,000 Situated on a scenic 121-acre suburban campus in historic Berks County, Pa., the university of more than 3,000 students is conveniently located near Philadelphia (60 miles) and within an easy drive of New York, Baltimore and students is conveniently located near Philadelphia (60 miles) and within an easy drive of New York, Baltimore and Washington, D.C. With Colleges of Arts and Sciences and Professional Studies, Alvernia today offers more than 50 Washington, D.C. With Colleges of Arts and Sciences and Professional Studies, Alvernia today offers more than 50 undergraduate majors and minors and a range of graduate programs at the master’s and doctoral levels through its undergraduate majors and minors and a range of graduate programs at the master’s and doctoral levels through its School of Graduate and Adult Education. As one of only 22 Franciscan institutions in the country, Alvernia’s focus on School of Graduate and Adult Education. As one of only 22 Franciscan institutions in the country, Alvernia’s focus on caring for each other, the environment and the community are joined with a challenging educational experience to caring for each other, the environment and the community are joined with a challenging educational experience to provide an unparalleled environment to grow, develop and mature as a person and professional.provide an unparalleled environment to grow, develop and mature as a person and professional.

Faculty Positions Business Faculty Position

Alvernia University invites applicants for a tenure-track position in Business. Candidates should have experience Candidates should have experience teaching undergraduate and MBA level courses in the area of teaching undergraduate and MBA level courses in the area of Economics.Economics. Qualifi ed candidates must meet ACBSP Qualifi ed candidates must meet ACBSP Qualifi ed candidates must meet ACBSP faculty qualifi cations. Preferred qualifi cations include doctoral degree appropriate to business professionals and faculty qualifi cations. Preferred qualifi cations include doctoral degree appropriate to business professionals and a demonstrated record of scholarship. Teaching assignments may include traditional day, graduate and adult a demonstrated record of scholarship. Teaching assignments may include traditional day, graduate and adult accelerated courses, off-site, and online/blended delivery formats

Doctor of Nursing Practice (DNP) Program DirectorThe newly developed DNP program is designed as a post-baccalaureate Adult-Gerontology and Family Primary Care Nurse Practitioner program of study leading to a Doctor of Nursing Practice (DNP) and post-master’s DNP Completion Program for current Advanced Practice Registered Nurses (APRN).

The tenure-track, calendar-year appointed DNP Program Director is academically qualifi ed (doctoral preparation) with relevant national and state level certifi cations and licensures commiserate with Primary Care Family Nurse Practitioner (FNP) and/or Adult-Gerontology Nurse Practitioner (A-GNP). The individual in this leadership role has responsibility for program structure, functions, practices, clinical oversight, and teaching in post-baccalaureate and post-master’s tracks. In addition to adhering to program requirements established by the Nursing Department and Graduate Academic Council, the Program Director ensures that curricular and program requirements meet PA State Board of Nursing and accreditation (CCNE) outcomes.

Successful candidates will demonstrate the ability to teach using multiple pedagogical approaches including online technologies, have a defi ned area of scholarly development, and demonstrated history of developing cohesive teams with positive outcomes with internal and external stakeholders. The candidate should have active practice engagement to ensure that emerging and current knowledge and clinical practices are addressed in curriculum.

Nursing Faculty PositionThe Nursing Department is seeking candidates for a full-time tenure-track faculty position, with clinical expertise and teaching experience in psychiatric/behavioral health nursing or acute care nursing. For tenure track consideration, candidates must hold or be near completion of doctoral studies with either a research or practice focus. A MSN and RN License (or eligibility) for the Commonwealth of Pennsylvania are required. Teaching assignments may include traditional day, graduate and adult accelerated course, off-site and online/blended delivery formats. This position involves a primary responsibility of teaching pre-licensure BSN students; clinical teaching is expected.

Staff Position Major Gift Offi cer

The Division of Institutional Advancement invites applications for an immediate opening for a Major Gift Offi cer. The selected candidate will be responsible for building and enhancing relationships with all constituents for the purpose of increasing fi nancial support to Alvernia University. The Major Gift Offi cer is responsible for identifying, cultivating, soliciting and stewarding major gifts. The selected candidate will work with prospective donors to determine philanthropic interest related to the university’s fund raising goals through the Annual Fund, Endowment, Capital and Planned Giving programs. A bachelor’s degree is required and master’s degree preferred along with a minimum of 5 years’ experience in successfully cultivating and securing major gifts. Other requirements include strong written and verbal communication skills, ability to work independently and as a member of a team, and ability to manage multiple tasks effectively and effi ciently. This position requires signifi cant travel.

How to ApplyCandidates should send a letter of application, current curriculum vitae or resume, highest degree transcripts, and names and contact information of three (3) current professional references to the Alvernia University Human Resources Offi ce: human.resources@alvernia.edu. Applications will be accepted until the positions are fi lled. We are seeking candidates who are committed to excellence of inclusion through teaching our diverse student population and working with all constituents of the entire Alvernia University community. Alvernia University is an equal opportunity employer committed to Franciscan values and achieving excellence through diversity and inclusion.

M U L T I P L E P O S I T I O N S

A34 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    OCTOBER 9, 2015

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COLLEGE OF BASIC AND APPLIED SCIENCES

Basic and Applied Sciences has over 215 full-time faculty and approximately 5,100 students majoring in eleven departments. All accreditable programs in the college are accredited. College information available at http://www.mtsu.edu/cbas.

Aerospace – Two Positions. (1) 101030. Doctorate in Aerospace, Aviation or related � eld. Professional certi� cation in one of the department’s focus areas required. Successful candidate will be expected to teach classes in one of the Aerospace Department undergraduate concentrations. (2) 107230. Master’s degree in Aerospace, Aviation or in related � eld. FAA Private Pilot Certi� cate with instrument rating, and AUVSI membership required. � e successful candidate will be expected to teach classes in the Unmanned Aircra� Systems (UAS) Operations concentration.

Agribusiness and Agriscience – One Position. 102080. Doctorate degree in Agricultural Education or a closely related � eld. � e successful candidate will be responsible for teaching undergraduate and graduate courses in Agricultural Education and other agricultural courses in their discipline.

Biology – Two Positions. (1) 103020. Forensic Science. Expected to contribute to the core curriculum of this interdisciplinary Forensic Science program and develop upper level course(s) in successful candidate’s area of expertise. Also expected to develop a vigorous, externally-funded, nationally-recognized research program, involving both undergraduate and graduate students. (2) 103180. Biology Education. Responsibilities include establishing an independent research program in biology education, teaching undergraduate courses in Biology and/or graduate courses in Mathematics and Science Education program.

Chemistry – Two Positions. (1) 103250. Forensic Chemistry. Expected to develop a vigorous program involving both undergraduate and graduate students for this interdisciplinary program. (2) 103080. Biochemistry. PhD in Chemistry, Biochemistry, or closely related discipline. Also expected to develop a vigorous program involving both undergraduate and graduate students.

Geosciences – One Position. 125080. Hydrogeology/Hydrology. Assistant professor rank requiring teaching responsibilities including undergraduate and graduate courses in Hydrogeology, Environmental Geosystems, and Earth Science. PhD in Geosciences or related � eld. Review date begins October 3, 2015.

Mathematical Sciences – Two Positions. (1) 115110. Mathematics Education. Must hold a terminal degree in Mathematics Education or Mathematics with a focus in teaching and learning. Expected to have a high-quality plan from which to develop a funded research program. (2) 107010. Statistics. Terminal degree in Statistics, Mathematics or related � eld. Expected to teach courses in support of the undergraduate program in Mathematics, Biostatistics concentration of the master’s program and Computational Science in the doctoral program.

COLLEGE OF BEHAVIORAL AND HEALTH SCIENCES

� e College of Behavioral and Health Sciences has 148 faculty and over 4,900 students majoring in its six departments and prepares students in a variety of majors in the behavioral and health sciences. For more information about the college, see http://www.mtsu.edu/cbhs.

Criminal Justice Administration – One Position. 121030. Areas of specialization are open, however, successful candidate should be able to teach a wide variety of criminal justice courses.

Health and Human Performance – � ree Positions. (1) 118210. Leisure, Sport, and Tourism Studies. Doctorate with at least one graduate degree in Recreation and Leisure Studies or related � eld. Instruction, mentorship and advising. (2) 118030. Public Health. Teach undergraduate and graduate level courses. Master’s in Public Health and a doctorate in health related area OR doctorate in Public Health. (3) 120030. Speech Language Pathology and Audiology. PhD or equivalent in Speech Language Pathology. Teach undergraduate courses in child phonological/articulation development and disorders, and other courses related to this � eld.

Nursing – Four Positions. 109030, 109170, 109190, and 109280. Doctoral degree in Nursing or related � eld with a master’s degree in Nursing. Candidates should expect classroom and clinical teaching of baccalaureate and graduate levels, student advisement, scholarly activity, and university/community service.

Psychology – One Position. 120220. PhD in Industrial/Organizational Psychology. Undergraduate and graduate teaching, thesis supervision and the development of a research program. Opportunity to support the MTSU Center for Organizational and Human Resource E� ectiveness.

JENNINGS A. JONES COLLEGE OF BUSINESS

� e Jones College is AACSB accredited and has 121 full-time faculty and approximately 3,200 students majoring in nine undergraduate and seven graduate degree programs. For information about the Jones College of Business see http://www.mtsu.edu/business. Accounting - � ree Positions. (1) 129020. Jacobs Chair of Excellence. Doctorate in Accounting at time of appointment from an AACSB accredited institution. Tenured senior associate and full professors considered. Chairholder expected to be an accomplished leader in the accounting academic community. (2 & 3) 116320, 110010. Faculty. Doctorate in Accounting at time of appointment from an AACSB accredited institution required. All areas of accounting will be considered.

Management – One Position. 112090. Teaching areas are entrepreneurship and general management for this assistant professor faculty position. Doctorate in Entrepreneurship, Business Administration, or Management.

Economics and Finance – Two Positions. (1) 113005. Department Chair. Associate or full professor. Doctorate in Finance or Business Administration with an emphasis in Finance and required credentials at an AACSB accredited university. Tenure upon appointment is possible. Review date begins October 13, 2015. (2) 113040. Martin Chair of Insurance, Finance. Associate or full professor. Doctorate in Insurance or closely related � eld from an AACSB accredited institution at time of appointment. Chairholder expected to be an accomplished leader in the academic and/or professional community. Review date begins October 7, 2015.

COLLEGE OF EDUCATION

� e College of Education has 51 faculty and almost 1,200 students majoring in two departments. For information about the college see http://www.mtsu.edu/education.

EdD Program in Assessment, Learning, and School Improvement (ALSI) – One Position. 115270. Responsibilities include teaching courses in the College of Education with the intention of developing into a faculty member who may meet instructional or program needs in the EdD ALSI Program. Earned doctoral degree in a � eld of study related to PreK-12 public education assessment, learning, and/or school improvement.

Womack Educational Leadership – Two Positions. (1) 116040. Library Science. Experience using technology e� ectively in online instruction. Curriculum responsibilities include teaching and developing graduate, distance-education courses in Librarianship and Information Literacy. Requires ALA accredited master’s degree in Library Science. (2) 119220. Mathematics/Science Education. Expected to teach courses related to curriculum/learning theory in mathematics and science education. Doctorate in Mathematics Education, Science Education, or curriculum and instruction with an emphasis in Mathematics or Science Education by appointment date.

COLLEGE OF LIBERAL ARTS � e College of Liberal Arts has 314 full-time faculty and more than 2,600 students majoring in ten departments and one program. For more information about the college, see http://www.mtsu.edu/liberalarts. Art – Two Positions. (1) 122005. Department Chair. Associate or full professor. Tenure upon appointment is possible. Strong academic leadership to represent the department within the university and broader communities. MFA in Studio Art or Graphic Design or PhD in Art Education or Art History. (2) 122140. Graphic Design. Focus on interactive design and emerging technologies. MFA in Graphic Design or a comparable MFA that demonstrates serious study in Graphic Design discipline.

Communication Studies and Organizational Communication - � ree Positions. (1) 631005. Department Chair. Associate or full professor. Tenure upon appointment is possible. PhD in Communication. (2 & 3) 130370, 130380. Organizational Communication. Teach undergraduate and/or graduate courses with willingness to teach online. Terminal degree in closely related � eld.

English – One Position. 123020. Rhetoric and Composition. Opportunities to develop � rst-year composition, upper-division, and graduate courses. Various opportunities for writing program administration. PhD in Rhetoric and Composition or related area.

Foreign Languages and Literature – One Position. 124260. Spanish. Ability to teach all levels of the undergraduate and graduate (MAT) curriculum. PhD in Spanish or related � eld. Rank is assistant professor.

History – One Position. 126210. Digital History. Teach specialized courses in Digital History and other courses for undergraduates and graduate students. Contribute to Public History Program (MA and PhD) and work with campus partners. PhD in History or related � eld.

Political Science and International Relations – Two Positions. 128120, 128050. Public Law/American Government. Expected to teach introductory and upper level American government and public law classes, including U.S. Constitutional law, contribute to MTSU’s public law-related programs such as mock trial, moot court, and mediation, and pursue an active research agenda.

Sociology and Anthropology – Two Positions. (1) 129005. Department Chair. Associate or full professor. Tenure upon appointment is possible. Academic, administrative, and leadership responsibilities. Earned doctorate in Sociology or Anthropology, appreciation and understanding of both disciplines. (2) 129290. Archaeologist. Active research in Southeastern US Prehistory. Experience teaching at the undergraduate level. Willingness to develop/direct locally-based summer archaeology � eld program. PhD in Anthropology.

� eatre and Dance – One Position. 136140. Technical Director and Design. Instruction of studio and academic courses in Technical � eatre with secondary teaching emphasis in design. Teaching other courses at introductory and advanced levels, serve as technical director for theatre shows. MFA in � eater or related � elds.

COLLEGE OF MEDIA AND ENTERTAINMENT

Media and Entertainment is one of the largest colleges of its kind in the United States with 68 full-time faculty and more than 2,500 students majoring in three departments. For more information about the college, see http://www.mtsu.edu/media.

Journalism – Two Positions. (1) 143160. Digital Media Skills. Assist students in learning to use video, audio and photos with text to tell powerful and compelling stories across multiple platforms. A terminal degree OR a master’s degree in Journalism/Communication or related � eld with a distinguished record of at least � ve years of related experience in the areas of discipline. (2) 143060. Advertising, Public Relations and Social Media. � e ideal candidate will understand the intersection of advertising, public relations, and social media. Possess interactive media expertise and teach in any of the disciplines according to background and interest. A terminal degree OR a master’s degree in Communication or related � eld with a distinguished record of at least � ve years of related experience in the areas of discipline.

Recording Industry – One Position. 145080. Primary responsibilities will include teaching fundamental and advanced electronic music courses as well as other courses in areas of strength. Master’s degree in Electronic Music, Music Technology, Audio Production or related area.

JAMES E. WALKER LIBRARY

Walker Library is the main library for Middle Tennessee State University. � e Walker Library is a vibrant hub for student learning and research which opened in 1999.

Associate Dean. 401030. � e Associate Dean will work closely with the Dean and the leadership team to sustain an e� ective, user focused library. Contribute to the overall management of library operations and advise the Dean on policy, personnel, and budgeting. Master’s degree in Library or Information Science accredited by the American Library Association or its equivalent. Rank considered is associate professor. Tenure upon appointment is possible.

Discovery Services Librarian Faculty. 641030. Member of a team responsible for maintenance and administration of web-scale discovery services. Responsible for coordination of Ebsco Discovery Services. Must have an ALA accredited master’s degree in Library or Information Science or its international equivalent.

UNDERREPRESENTED MINORITY DISSERTATION FELLOWSHIPS

Four Positions. 112160, 104280, 121140, 101120. � e purpose of the Underrepresented Minority Dissertation Fellowship Program is to enhance diversity in research, teaching, and service at MTSU through the recruitment of underrepresented minority graduate students from across the country who are completing dissertation research. Fellows will teach one course each semester in an area related to their academic preparation as needed by the department hosting the fellow. Fellows will be expected to devote signi� cant time to the completion of the dissertation. Successful candidates will receive � scal year, temporary faculty appointments (August 1 - July 31) and will be eligible for bene� ts including health insurance. � ese appointments are not eligible for tenure-track. Salary is $30,000 plus support for research, professional travel, and other related expenses. Fellows must be eligible for employment and must be at the dissertation stage of their doctoral degree in a � eld taught at MTSU.

Middle Tennessee State University seeks applications for faculty positions for the 2016-2017 academic year. MTSU, with over 22,000 students, is located 30 miles southeast of Nashville. � e University o� ers, through eight colleges, the College of Graduate Studies, and thirty-eight academic departments, baccalaureate instruction in the liberal and � ne arts, the sciences, education, business, media and entertainment and a variety of other � elds. Graduate programs are o� ered at the master’s, specialist, and doctoral levels. Excellence in teaching, research/creative activity and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching. Women, minorities, individuals with disabilities and protected veterans are encouraged to apply. For more information, visit our web site at http://www.mtsu.edu.

Application Procedures: To apply for any open position, go to https://mtsujobs.mtsu.edu and follow the instructions to complete an application, attach required documents, and submit your application online. If you have questions, please contact Academic A� airs at 615-898-5128.

Review of applications begins November 9, 2015 (unless otherwise indicated) and will continue until the positions are � lled. Terminal degree in the appropriate � eld from an accredited college or university is expected by appointment date for all positions. All faculty positions advertised are tenure-track at the assistant/associate rank unless otherwise indicated. Salary commensurate with education and experience. Proof of U.S. citizenship OR eligibility for U.S. employment will be required prior to employment (Immigration Control Act of 1986). Clery Act crime statistics for MTSU are available at http://police.mtsu.edu/crime_statistics.htm or by contacting MTSU Public Safety at 615-898-2424.

A TENNESSEE BOARD OF REGENTS INSTITUTION

MTSU is an equal opportunity, a� rmative action employer that values diversity in all its forms. Women, minorities, individuals with disabilities, and protected veterans are encouraged to apply.

OCTOBER 9, 2015    THE CHRONICLE OF HIGHER EDUCATION Multiple Positions  Humanities A35

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News & AdviceCommunity

Pillar College (a private, accredited Bachelor Degree granting Christian College located in the New York/New Jersey Metro Area) is accepting applications for adjunct instructors in the academic disciplines of ESL, Accounting, Composition, Social Sciences and Elementary Education. Candidates must have Master's Degree in specified discipline and/or professional certification. Bilingual Spanish and English a plus.

Applications also accepted for the position of Executive Assistant for Academic Affairs. Superior administrative skills essential, excellent writing skills a must. Ability to trouble shoot and problem solve. Ability to interact well with both students and administrators.

For application packet, send letter of interest to HR@pillar.edu or call 1-800-234-9305 ext. 1024

Multiple Positions

Valparaiso University seeks quali� ed applicants for the following faculty positions beginning Fall 2016. Full details about each opening and application instructions can be found at http://www.valpo.edu/provost/faculty-postings/

Christ College Honors College - Assistant Professor

� eatrical Design and Technology - Assistant Professor

English - Assistant Professor

Finance - Assistant Professor

Physician Assistant Program - Assistant/Associate Professor and Director

School Psychology - Associate Professor and Director

Read more about Valpo and its programs at http://www.valpo.edu Candidates should be interested in working at a university engaged in issues in Christian higher education in the Lutheran tradition.

Valparaiso University does not unlawfully discriminate and aims to employ persons of various backgrounds and experiences to develop and support a diverse community. Its entire EOE policy can be found at http://www.valpo.edu/equalopportunity/index.php Successful applicants will demonstrate a commitment to cultural diversity and the ability to work with individuals or groups from diverse backgrounds. In addition to strong academic quali� cations and excellence in teaching, the University highly values experience in working across cultural and other signi� cant di� erences.

M U L T I P L E F A C U L T Y P O S I T I O N S

BALDWIN WALLACE UNIVERSITYOpen Positions

Baldwin Wallace University welcomes applications and nominations for tenure-track and term positions ina number of academic disciplines. The University values individuals with an excellent teaching record anda willingness to join a team that works together to provide a rigorous program for its students. In additionto teaching responsibilities, faculty members are involved in student advising, service on University com-mittees, curriculum development, and continuing scholarship and professional development. Positions avail-able for the 2016-17 academic year are:

Department Discipline RankBiology & Geology Anatomy & Physiology Asst. ProfessorConservatory of Music Director of Opera Studies Open RankEconomics Urban and Regional or Healthcare Asst. Professor History Latin American or European Asst. Professor Math and Computer Science Mathematics Asst. ProfessorNursing Pediatric Nursing Asst. Professor Nursing Medical Surgery or Critical Care Asst. ProfessorCommunication Arts & Sciences Public Relations Asst. ProfessorSpeech-Language Pathology Pediatrics Open RankPsychology Social Psychology Asst. ProfessorHealth, Physical Education and Exercise Science, Health Promotion, Asst. Professor

Sport Sciences Human Performance and Wellness

Founded in 1845, Baldwin Wallace University is an independent, co-educational university in the liberal-artstradition. Located 15 miles southwest of downtown Cleveland, OH, Baldwin Wallace University enrolls ap-proximately 3,000 full-time undergraduate day students, 400 part-time students in evening and weekend pro-grams, and 600 graduate students. Baldwin Wallace University is an equal opportunity employer and does notdiscriminate because of race, creed, age, disabilities, national origin, gender or sexual orientation in the ad-ministration of any policies or programs.

Interested candidates can learn more about the specific positions,qualifications, application deadlines and application procedures on

BW’s Employment and Careers’ web page at http://www.bw.edu/employment

Penn State University is one of America’s premier public research universities. Penn State’s multi-campus structure serves its mission as the Commonwealth’s land-grant university. Our 20 Commonwealth Campuses provide the resources of a major university in a small college atmosphere. We seek faculty members with a strong interest in undergraduate student learning and a commitment to research, scholarship, and/or creative accomplishments and service.

To learn more about our campuses, visit www.psu.edu/academics/campuses.

Faculty Openings for Fall 2016 By Discipline and Campus

Accounting – Beaver2, York1

Administration of Justice – DuBois2, Wilkes-Barre1

Bio-Behavioral Health – New Kensington1

Bio-Medical Engineering Technology – New Kensington2

Biology – Brandywine1, Greater Allegheny1

Business Management – Schuylkill1, Worthington Scranton1, York2

Chemistry – Fayette1

Corporate Corporations – Hazleton1, Worthington Scranton1

Electro-Mechanical Engineering Technology (Electrical) – New Kensington2

Electro-Mechanical Engineering Technology (Mechanical) – New Kensington2

IST – Beaver2, Mont Alto2, Worthington Scranton1, York1

Mathematics – Brandywine2

Project and Supply Chain Management – Beaver1

Psychology – Hazleton2, Lehigh Valley1, Worthington Scranton1, York1

1Tenure-Track Appointment; 2Multi-Year Appointment

To learn more about each position and to apply, visit apptrkr.com/675609

CAMPUS SECURITY CRIME STATISTICS: For more about safety at Penn State, and to review the Annual Security Report which contains information about crime statistics and other safety and security matters, please go to http://www.police.psu.edu/clery/, which will also provide you with detail on how to request a hard copy of the Annual Security Report.

Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to minorities, women, veterans, disabled individuals, and other protected groups.

ROCHESTER INSTITUTE OF TECHNOLOGYComputing and Information Sciences

Multiple Openings for Fall 2016� e B. � omas Golisano College of Computing and Information Sciences at the Rochester Institute of Technology invites applications and nominations for the following faculty positions:

• Four full-time tenure-track/tenured positions to be part of a cluster hire in cybersecurity (two positions in Computing Security, one in Computer Science, and one in So� ware Engineering). Candidates will be considered at the assistant, associate, and full professor ranks (#2031BR).

RIT views cybersecurity as an interdisciplinary fi eld that exists at the intersection of society and technology. RIT is making a major investment in cybersecurity, and the cluster hires will further strengthen the Institute’s research competency and profi les in related disciplines. While successful candidates will be appointed to diff erent departments, they will be expected to collaborate across departments and colleges, and bring discipline perspectives and contributions to cybersecurity from their home departments. Th ey will be expected to play critical roles in advancing research and education in cybersecurity, and lead eff orts in building a dedicated interdisciplinary research center on campus.

We are also seeking candidates for the following openings:

• Th ree tenure-track assistant professor positions in Computer Science (#2032BR and #2033BR [2])• One tenure-track assistant professor position in Computing Security (#2022BR)• One tenure-track assistant or associate professor position in Soft ware Engineering (#2019BR)• Two lecturer positions in Soft ware Engineering (#2027BR and #2028BR)• One visiting lecturer position in Computer Science (#1905BR)• One postdoctoral researcher position in Human Computer Interaction in the Information Sciences and Technologies department (#1735BR)• One postdoctoral researcher position in Soft ware Engineering (#1976BR)

Candidates should visit http://careers.rit.edu/faculty and refer to the BR numbers listed above for specifi c information about the positions and the application process. Refer to www.rit.edu for information about RIT and the B. � omas Golisano College of Computing and Information Sciences.

� e B. � omas Golisano College of Computing and Information Sciences is home to the departments of Computer Science, So� ware Engineering, Information Sciences and Technologies, and Computing Security, and the School of Interactive Games and Media, o� ering a variety of BS and MS degrees as well as the Ph.D. in Computing and Information Sciences. Th e college has 110 faculty and over 3000 undergraduate and 800 graduate students.

RIT does not discriminate. RIT is an equal opportunity employer that promotes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov

-Selected as one of the top colleges to work for by � e Chronicle of Higher Education

A36 Humanities THE CHRONICLE OF HIGHER EDUCATION    OCTOBER 9, 2015

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portunity for outstanding persons of every race, gender, creed and back-ground. The University particularly encourages women, members of un-derrepresented groups, veterans and individuals with disabilities to apply. USC will make reasonable accom-modations for qualified individuals with known disabilities unless doing so would result in an undue hardship. Further information is available by contacting uschr@usc.edu.

Arabic: Assistant Professor of Arabic or Arabic/French. Le Moyne College, located in Syracuse, N.Y., is an inde-pendent college established by the Je-suits in 1946 to provide students with a values-based, comprehensive aca-demic program designed to foster in-tellectual excellence and preparation for a life of leadership and service. Today, Le Moyne has evolved into a nationally acclaimed college of liberal arts and sciences that draws students

from across the U.S. and abroad. Le Moyne announces a tenure-track as-sistant professor position in Arabic

beginning in the 2016-17 academ-ic year. Applicants must have a PhD in Arabic or Arabic & French with

a specialization in second language pedagogy or related field; native or near-native command of Arabic; and

a commitment to teaching proficien-cy-based Arabic language classes, as well as English-language courses on

SYRACUSE UNIVERSITYThe Maxwell SchoolTenure-Track Assistant Professor in Early American HistoryThe History Department in The Maxwell School of Citizenship andPublic Affairs at Syracuse University invites applications for a tenure-track Assistant Professorship in Early American History through theAmerican Revolution. The successful candidate will demonstrate astrong commitment to research as well as to undergraduate andgraduate education. The Maxwell School especially seeks candidatesopen to collaboration and interdisciplinarity in their teaching andresearch.For a complete position description and application instructions, go towww.sujobopps.com, Job #072073. A letter of application,curriculum vitae, and list of professional references must be attachedonline.Priority consideration will be given to applications received byNovember 15, 2015, and the search will remain open untilthe position is filled.

Syracuse University is an AA/EOE.

� e Department of History anticipates hiring an Assistant Professor (#16-03DFH) in modern American history with an emphasis in minority (e.g. Native American, Chicano/a, African-American) or gender studies beginning June 27, 2016. � is initial appointment terminates June 30, 2019. Successive appointments of up to four years are possible. � e successful candidate will be prepared during the � rst year to teach colonial, modern, or military Latin American history. Additionally, the selectee will teach a variety of courses including American history survey and topical courses, introductory core courses in world history, regional history courses, and special topics courses for history majors.

To Apply: Go to www.usajobs.gov. Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” � en scroll down until you locate this position. Applications must be received by November 16, 2015. U.S. citizenship required.

United States Air Force Academy

Assistant Professor (#16-03DFH) in Modern American History

EOE/Minorities/Females/Vet/Disabled

FACULTY POSITIONDepartment of Hebrew and Judaic Studies

ARTS AND SCIENCE

The Skirball Department of Hebrew and Judaic Studies at New York University seeks to hire a scholar of Judaism. Rank open. The department will consider applications relating to any aspect of the study of Judaism, but it has particular interest in applications that demonstrate one or more of the following: engagement with the field of religious studies; an interest in issues related to gender; a chronological focus on a period before the eighteenth century. All candidates are expected to teach undergraduate and graduate courses. The appointment will begin in September 1, 2016 pending administrative and budgetary approval.

Deadline for application is October 15, 2015. To apply, submit a curriculum vitae and three references online. Applicants at the assistant professor level who have not yet published a book should submit a book manuscript that has been accepted for publication or an approved doctoral dissertation. For more information and to apply see the NYU Skirball Department of Hebrew and Judaic Studies web site at http://hebrewjudaic.as.nyu.edu. Instructions can be found under the home page link “Employment.”

•European History - Successful candidate will be able to approach Europe from an historical world/global perspective.

To apply - http://www.murraystatejobs.com/postings/4800

•Modern Middle East History - Successful candidate will be able to approach Modern Middle East history from a world/global perspective.

To apply - http://www.murraystatejobs.com/postings/4799

Women and minorities are encouraged to apply. Murray State University is an equal education and employment opportunity, M/F/D, AA employer.

HISTORY POSITIONS

•East Asian History - Successful candidate will be able to approach East Asia from an historical world/global perspective. Must be able to teach courses in Chinese and Japanese history.

To apply - http://www.murraystatejobs.com/postings/4798

Ph.D. in history by appointment date for all of these positions. ABDs with a documented plan of completion by appointment date will be considered.

APPLICATION DEADLINE: November 1, 2015

All successful candidates must be able to teach survey courses in World History or U.S. History and will contribute to our undergraduate and master’s degree programs. Preferred applicants will have a secondary field concentration in en-vironmental, migration/diaspora, economic, or gender history or history of mas-culinity or religion. Applicants must show demonstrated, or potential for success in teaching, research (resulting in peer-reviewed publications), and professional service. Responsibilities include a twelve-hour teaching load (four courses) per semester, research, and service.

The Department of History invites applicants for the following assistant profes-sor positions. The department welcomes those who approach the field from transnational, interdisciplinary or comparative perspectives.

EOE/Minorities/Females/Vet/Disabled

ASSISTANT PROFESSOR OF CHINESE STUDIES

Department of East Asian StudiesARTS AND SCIENCE

The Department of East Asian Studies at New York University invites applications for a tenure-track position at the beginning or advanced assistant professor level in Chinese Studies subject. The initial appointment begins September 1, 2016, and it is subject to budgetary and administrative approval. This open-field search is part of the revitalization of the Department, and we encourage all applicants engaged with critical and methodological issues connected to China and East Asian Studies.

Application must include a letter of application, curriculum vitae, a 20-30 page-writing sample or published article/book chapter, and 3 references. The search committee will begin reviewing applications on November 20, 2015, and will continue until the position is filled. To apply, go to the NYU Department of East Asian Studies web site at http://eas.as.nyu.edu. Instructions can be found under the homepage link “Employment”. Please note that we do not accept applications via email.

EOE/Minorities/Females/Vet/Disabled

ASSISTANT PROFESSOR OF JAPANESE STUDIES

Department of East Asian StudiesARTS AND SCIENCE

The Department of East Asian Studies at New York University invites applications for a tenure-track position at the beginning or advanced assistant professor level in Japanese Studies. The initial appointment begins September 1, 2016, and it is subject to budgetary and administrative approval. This open-field search is part of the revitalization of the Department, and we encourage all applicants engaged with critical and methodological issues connected to Japan and East Asian Studies.

Application must include a letter of application, curriculum vitae, a 20-30 page-writing sample or published article/book chapter, and 3 references. The search committee will begin reviewing applications on November 20, 2015, and will continue until the position is filled. To apply, go to the NYU Department of East Asian Studies web site at http://eas.as.nyu.edu. Instructions can be found under the homepage link “Employment”. Please note that we do not accept applications via email.

EOE/Minorities/Females/Vet/Disabled

ASSISTANT PROFESSOR OF GREEK LITERATUREDepartment of Classics

ARTS AND SCIENCE

The Department of Classics at New York University invites applications for a position in the field of Greek literature, at the rank of assistant professor (tenure-track), to begin September 1, 2016, pending final administrative and budgetary approval. Teaching load is 2 courses per semester.

Application materials should include the following: an application letter, curriculum vitae, a copy of graduate transcripts, three references, and a writing sample (c.8000 words). All materials are to be uploaded via the “Employment” link on the NYU Department of Classics web site: http://classics.as.nyu.edu/page/home. Application deadline is November 1, 2015; inquiries may be directed to the chair of the committee, Professor David Levene (D.S.Levene@nyu.edu or 212-998-8598). Please note that we will be interviewing candidates at the SCS Meeting in San Francisco

The Department of the History of Science at Harvard University seeks to appoint a tenure-track assistant professor in the history of pre-modern or early modern science or medicine.

A Ph.D. is required by the expected start date. The Department is especially interested in candidates who show exceptional promise as scholars, teachers, and mentors, and can offer broad courses at the undergraduate and graduate levels that will complement those of the current faculty. The appointment is expected to begin on July 1, 2016. Applications should include a curriculum vitae, an outline of present scholarly projects and future plans, a statement of teaching experience and approach, a writing sample, and the names and contact details of three persons who will write letters of recommendation. All materials should be submitted directly to the Harvard academic positions site at https://academicpositions.harvard.edu/postings/6420.

Harvard is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law. Application deadline is November 16, 2015.

Please contact Deborah Valdovinos at valdovin@fas.harvard.edu with any questions.

H a r v a r d u n i v e r s i t y

Enhancing the Quality of Life through Research, Outreach, & Practice

The College of Education, Health, and Human Sciences is seeking applicants for the following tenure line positions:

•Child and Family Studies (family dynamics/processes)/ Department of Child and Family Studies (Assistant/Associate Professor)

•Social Science Education/ Department of Theory and Practice in Teacher Education (Assistant Professor)

•Socio-Cultural Studies in Recreation and Sport Management/ Department of Kinesiology, Recreation, & Sport Studies (Assistant Professor)

•Therapeutic Recreation/Department of Kinesiology, Recreation, & Sport Studies (Assistant Professor)

•Quantitative Methodology/Department of Educational Psychology and Counseling (Assistant Professor)

Complete descriptions for these tenure line positions are available at: http://cehhs.utk.edu/employment-2/. The College of Education, Health, and Human Sciences is an interdisciplinary academic unit with approximately 115 tenure line faculty. The College offers baccalaureate through doctoral degree programs to nearly 2500 undergraduate and 1200 graduate students.

The University of Tennessee is the land-grant institution of the State of Tennessee with its main campus in Knoxville. The University is the State’s largest and most comprehensive university and is a Carnegie One Research Extensive Institution. The Knoxville campus of the University of Tennessee is seeking candidates who have the ability to contribute in meaningful ways to the diversity and intercultural goals of the University. The University welcomes and honors people of all races, genders, creeds, cultures, and sexual orientations, and values intellectual curiosity, pursuit of knowledge, and academic freedom and integrity.

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status.

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Arabic studies in the College’s Core Curriculum. The person hired for this position will teach advanced Ar-abic language classes in a newly cre-ated Upstate New York Foreign Lan-guage Consortium; therefore, expe-rience with distance learning and hybrid classes is strongly preferred. Strong preference will also be given to candidates with an ability to teach both Arabic and French. To apply vis-it our website at http://www.lemoyne.edu/employment. Candidates must submit a letter of interest detailing teaching practices, curriculum vitae, and three letters of reference. Please arrange to have letters of recommen-dation sent electronically to lemoyne-hr@lemoyne.edu with a subject line of Foreign Language Search. Docu-mentation may also be submitted by mail to: Diann Ferris, Le Moyne Col-lege, 1419 Salt Springs Road, Grew-en Hall, 2nd Floor (Human Resourc-

es), Attn: Foreign Language Search, Syracuse, New York 1321. Deadline for receipt of materials is December 1, 2015. Questions may be directed to Dr. Mary Zampini at zampinml@lemoyne.edu. Le Moyne College is an equal opportunity employer and en-courages women, persons of color and Jesuits to apply for employment.

Art: Art Therapy. Cottey College, an independent liberal arts college for women, is seeking to fill a tenure-track faculty position in Art Ther-apy, starting August 2016. The suc-cessful candidate will have a gradu-ate degree (Ph.D. preferred) and ex-perience in teaching courses in art therapy. Ability to teach counseling or other creative arts therapy courses desirable but not required. The can-didate should demonstrate a strong interest in undergraduate education, teaching and advising, and a desire to

participate in the growth and devel-opment of the Art Therapy program at Cottey. Salary is commensurate with qualifications and experience. Further information about Cottey is available at http://www.cottey.edu. Review of applications begins No-vember 1, 2015, and continues until the position is filled. Send cover let-ter, curriculum vitae, copies of tran-scripts, and contact information for three references by E-mail in Micro-soft Word or a compatible format to Dr. Chioma Ugochukwu, VPAA, Cottey College, Nevada, MO. E-mail: dkerbs@cottey.edu; Phone: 417-667-8181. EOE.

Art: The University of Arkansas seeks applications for the position of Assis-tant Professor of Digital Art (R97161)

in the Art Department. This is a full-time, 9-month, tenure-track position to commence August of 2016. The successful candidate will have the ability to teach undergraduate and graduate courses utilizing 3D model-ing. This position is governed by state and federal laws, and agency/institu-tion policy.

Required Qualifications: MFA in studio art, digital art or related field. Preferred Qualifications: Knowledge of 3D modeling, 3D printing and vir-tual reality systems and knowledge of the Adobe Creative Suite, specifically After Effects, Photoshop and Illustra-tor; previous teaching experience at the university level. Application ma-terials must be submitted through the online application system. Additional

information about this position and application requirements are avail-able under the Jobs link on the Hu-man Resources’ website at http://ualr.edu/humanresources/. Incomplete ap-plications will not be considered. This position is subject to a pre-employ-ment criminal and financial history background check. A criminal con-viction or arrest pending adjudication alone shall not disqualify an applicant in the absence of a relationship to the requirements of the position. Back-ground check information will be used in a confidential, non-discrim-inatory manner consistent with state and federal law. The University of Ar-kansas at Little Rock is an equal op-portunity, affirmative action employ-er and actively seeks the candidacy of minorities, women, veterans, and per-sons with disabilities. Under Arkan-sas law, all applications are subject to disclosure. Persons hired must have proof of legal authority to work in the

United States. Contact Tom Clifton (search committee chair) at tgclif-ton@ualr.edu for more information.

Art: The University of Arkansas seeks applications for the position of Assistant Professor of Art History (R98029) in the Department of Art. The Assistant Professor of Art His-tory is a full-time 9-month, tenure track position to commence August of 2016. The successful candidate will have a broad background in art his-tory and have the ability to teach up-per-level courses in non-western and contemporary art; must also have the capacity to teach art appreciation and an appropriate survey course. This position is governed by state and fed-eral laws, and agency/institution pol-icy. Required Qualifications: PhD in Art History; ABD will be considered if PhD requirements are completed by August 1, 2016. Preferred Qualifica-tions: Broad background in art histo-

The Experimental Animation Program in the CalArts School of Film/Video is seeking a full-time animation artist/faculty member to start September 2016.

The Experimental Animation Program, offering both BFA and MFA degrees, was founded on and maintains a commitment to developing conceptually-based, interdisciplinary approaches to animation.

For more information go to:https://calartsfaculty.slideroom.com/#/permalink/program/28205

Experimental Animation Faculty

Project Director/Research Scientist The Inter-university Consortium for Political and Social Research (ICPSR), a center in the Institute for Social Research at the University of Michigan, is recruiting a senior social scientist to direct the Resource Center for Minority Data (http://www.icpsr.umich.edu/icpsrweb/RCMD/). The Director engages researchers, data producers, and research sponsors to extend and promote RCMD data holdings and raise the quality and awareness of data on underrepresented populations.For a full description please visit http://umjobs.org/job_detail/114195/research_scientist

Screening of applications will begin immediately upon receipt and continue until the position is fi lled. To apply, please submit a letter of application, a CV, three letters of reference, and relevant writing samples to: George Alter, Director, Inter-university Consortium for Political and Social Research, Institute for Social Research, P.O. Box 1248, Ann Arbor, Michigan 48106-1248. A Non-Discriminatory, Affi rmative Action Employer.

SYRACUSE UNIVERSITYDepartment of Political ScienceAssistant Professor in Comparative PoliticsThe department of Political Science seeks a tenure-track AssistantProfessor in Comparative Politics. We will accept applications from allsubfields of Comparative Politics, but are especially interested incandidates who work on development, democratization, or theenvironment. The political science department is housed within theMaxwell School of Citizenship and Public Affairs, and is committed toexcellence in both teaching and research, to methodological pluralismin political inquiry, and to exploring relations between theory andpractice. Successful candidates may be invited to affiliate with theMoynihan Institute of Global Affairs or one of Maxwell’s otherinterdisciplinary centers (http://www.maxwell.syr.edu/centers/).APPLICATION INSTRUCTIONS:For consideration, candidates must complete an online facultydemographic summary (available at http://www.sujobopps.com/)job #072062 and attach online the following: a letter of interest anda CV, samples of professional writing, and evidence of qualityteaching. Please combine files, as only three files can be attached (ata maximum of 2MB each file).In addition, applicants will be required to provide the full emailaddress of three references.Applications will be reviewed as they arrive with full considerationgiven to those received by November 15th. However, the departmentwill continue to consider applications until this position is filled.

Syracuse University is an EO/AA employer and particularlyencourages applications from women and minority

candidates.EEO/AA/Vet/Disability Employer

Educational and Clinical StudiesDepartment, Chair/Professor

The University of Nevada, Las Vegas Department of Educationaland Clinical Studies (ECS) is seeking applications and nominationsfor the position of Department Chair (16066) at the rank of FullProfessor. The Department is comprised of undergraduate (specialeducation, early childhood education, and human services),Master’s (special education, early childhood, English languagelearning/bilingual education, early childhood special education, andcounseling), and a Doctoral program (special education). Theseprograms are leading the way in the College and University in termsof scholarship and external funding as UNLV moves to Top Tier sta-tus. The ECS Department is one of three in the UNLV College ofEducation, the largest institution for teacher education and a pre-mier institution for educational research in the state of Nevada. Weseek an innovative leader and distinguished scholar who is commit-ted to academic excellence and has a demonstrated commitment todiversity and inclusion.

For more information, please visit https://hrsearch.unlv.edu

EOE/Minorities/Females/Vet/Disabled

ASSISTANT PROFESSOR OF LATINO STUDIESDepartment of Social and

Cultural Analysis-Latino Studies Program

ARTS AND SCIENCE

The Department of Social and Cultural Analysis at New York University announces a tenure track position at the rank of Assistant Professor in the field of Latino Studies. The appointment will begin on September 1, 2016, pending administrative and budgetary approval. Candidates should have a PhD in the humanities, social science, or interdisciplinary studies. Social and Cultural Analysis is an interdisciplinary department committed to developing innovative, trans regional approaches in areas such as the study of urbanism, migration, criminalization, cultural politics, historical critique, gender and sexuality, ecology, aesthetics and expressive culture. We seek a scholar whose research and teaching will bring new strengths to Latino Studies at SCA while also complementing and enhancing the department overall. In addition to undergraduate teaching, the candidate hired will teach and advise graduate students in the American studies doctoral program.

Please send a letter of application, curriculum vitae, writing sample of approximately 9,000 words, and three references by October 15, 2015. To apply, see the NYU Department of Social and Cultural Analysis website http://sca.as.nyu.edu. Instructions can be found under the homepage link “Employment Opportunities”.

herbergerinstitute.asu.edu/employment

SCHOOL OF ART

Assistant or Associate Professor, Woods and Sustainability

Assistant Professor, Drawing & Animation

Assistant Professor, Fibers/Textiles

SCHOOL OF ARTS, MEDIA + ENGINEERING

Assistant Professor, Tangible Media and Active Materials Design

THE DESIGN SCHOOL

Assistant Professor, Interior Design

Assistant Professor, Industrial Design

Assistant Professor, Visual Communication Design

SCHOOL OF FILM, DANCE AND THEATRE

Assistant Professor, Dance

SCHOOL OF MUSIC

Assistant/Associate Professor/Professor of Practice, Director of Orchestras

Assistant or Associate Professor, Music Therapy

Assistant or Associate Professor, Trombone

Assistant Professor, Voice

Arizona State University Herberger Institute for Design and the Arts

Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity/Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law.

See ASU’s complete non-discrimination statement at https://asu.edu/aad/manuals/acd/acd401.html See ASU’s Title IX policy at https://www.asu.edu/titleIX/

herbergerinstitute.asu.edu/employment

Professor, Woods and Sustainability

Assistant Professor, Drawing & Animation

Assistant Professor, Fibers/Textiles

SCHOOL OF ARTS, MEDIA + ENGINEERING

Assistant Professor, Tangible Media and Active Materials Design

THE DESIGN SCHOOL

Assistant Professor, Interior Design

Assistant Professor, Industrial Design

Assistant Professor, Visual Communication Design

Dance

SCHOOL OF MUSIC

of Orchestras

Professor, Music Therapy

Voice

Design and the Arts

Federal Contractor and an Equal

at https://www.asu.edu/titleIX/

The University of Michigan’s Departments of American Culture and Women’s Studies seek qualifi ed applicants for a jointly appointed tenure-track assistant professor in health, inequality, and social justice. We seek candidates with scholarly expertise and teaching experience and interests in gender, sexuality, race, class, and/or disability, and in community-based health and health activism. The ideal candidate will have demonstrated an ability to implement a multidisciplinary approach that includes feminist, gender studies, and/or queer analysis and training in American studies; history; women’s studies; literature; anthropology; science, technology, and society studies; ethnic studies; African American studies; public health; and/or social work. Candidates should evidence scholarly commitment to studying inequalities in health and society. The search committee will consider candidates who focus on the United States, as well as those who incorporate comparative and transnational frameworks in relation to the United States.

This is a university-year appointment with an expected start date of September 1, 2016. Interested applicants are required to hold a Ph.D. degree prior to the appointment in any relevant fi eld in the humanities, social sciences, public health, or social work. Applicants must demonstrate evidence of excellence in both teaching and research.

Candidates should submit a digital application dossier via email attachment (in Microsoft Word or PDF format) to ac-position@umich.edu.

Applicants should provide:

Cover letter addressed to Chair of the Health, Inequality, and Social Justice Search CommitteeCurriculum Vitae Statement of current and future research plans Writing sample (no more than 25 pages)Statement of teaching philosophy and experience (or a teaching portfolio containing such a statement)Evidence of teaching excellence (i.e., student evaluations of teaching, course syllabi, teaching awards that can be part of a teaching portfolio)

In addition, candidates should provide three letters of recommendation, which should be sent directly to ac-position@umich.edu from the signer’s (or credentialing service’s) institutional email address.

Deadline to apply for full consideration for the position is November 30, 2015.

Women and minorities are encouraged to apply. The University of Michigan is supportive of the needs of dual career couples and is an Equal Opportunity / Affi rmative Action Employer.

ASSISTANT PROFESSORin Health, Inequality, and Social Justice

A38 Social & Behavioral Sciences    Science, Technology, & Mathematics THE CHRONICLE OF HIGHER EDUCATION    OCTOBER 9, 2015

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ry; ability to teach upper-level courses in non-western and contemporary art; ability to teach art appreciation and an appropriate survey course; abili-ty to teach online courses in art his-tory and art appreciation; previous teaching experience at the universi-ty level. Application materials must be submitted through the online ap-plication system. Additional informa-tion about this position and applica-tion requirements are available under the Jobs link on the Human Resourc-es’ website at http://ualr.edu/human-resources/. Incomplete applications will not be considered.This position is subject to a pre-employment crimi-nal and financial history background check. A criminal conviction or arrest pending adjudication alone shall not disqualify an applicant in the absence of a relationship to the requirements of the position. Background check in-formation will be used in a confiden-tial, non-discriminatory manner con-sistent with state and federal law. The University of Arkansas at Little Rock is an equal opportunity, affirmative action employer and actively seeks the candidacy of minorities, women, vet-erans, and persons with disabilities. Under Arkansas law, all applications are subject to disclosure. Persons hired must have proof of legal author-ity to work in the United States. Con-tact Dr. Floyd Martin (search com-mittee chair) at fwmartin@ualr.edu for more information.

Asian Studies: The University of North Carolina, Chapel Hill, Depart-ment of Asian Studies (http://asian-studies.unc.edu) invites applications for a tenure-track position in Persian studies with support from the Roshan Cultural Heritage Institute at the rank of Assistant Professor, to begin July 1, 2016. The Department seeks a promising scholar and teacher who will actively contribute to the intellec-tual mission of a research institution. Candidates must be able to teach Per-sian language courses at the advanced level and participate in the continued development of the Department’s program in Persian studies. Interest in developing public programs is de-sirable. PhD in hand or near comple-tion in Persian studies, Persian lan-guage and literature, or related field is required. Native or near-native fluen-cy in Persian and English and demon-strated potential for innovative schol-arship are also required. Candidates whose research and teaching interests include fields such as language, litera-ture, cultural studies, intellectual his-tory, gender studies, visual studies, performance studies, and other re-lated fields are encouraged to apply. A candidate hired without PhD in hand by the date of appointment will be appointed as Instructor. Qualified applicants should submit an online application at http://unc.peoplead-min.com/postings/84569. Applica-tion materials should include a de-tailed letter, CV, sample syllabi, and a writing sample. Paper or email ap-plications will not be accepted. Appli-cants will also be required to identify the names, titles, and email address-es of four professional references at the time of application. Recommend-ers identified by the applicant will be contacted via email with instructions for uploading their letters of recom-mendation. Inquiries may be sent to persiansearch@unc.edu. The Uni-versity of North Carolina at Chapel Hill is an equal opportunity and af-firmative action employer. All quali-fied applicants will receive consider-ation for employment without regard to age, color, disability, gender, gen-der expression, gender identity, genet-ic information, race, national origin, religion, sex, sexual orientation, or status as a protected veteran. Review of applications will begin November 15, 2015. The search will remain open until the position is filled.

Biology: The University of North Car-olina at Charlotte invites applications and nominations for the Chair of the Department of Biological Sciences. Screening of applications will begin October 26, 2015, and continue un-til the position is filled. The preferred starting date is July 1, 2016. Candi-dates must apply online at http://jobs.uncc.edu, position #006139.

Chemistry: Murray State University, tenure-track position to begin August 15, 2016. Ph.D. in analytical chemis-try or an ABD with a documented plan for completion prior to the start date required. Responsibilities will include teaching at the undergradu-ate and graduate levels; establish-ing a viable research program; seek-ing external funding; and supervis-ing undergraduate/graduate research students. Application deadline: De-cember 15, 2015. To apply please go to: http://www.murraystatejobs.com/postings/4820 Women and minori-ties are encouraged to apply. Murray State University is an equal education and employment opportunity, M/F/D, AA employer.

Chemistry: The Chemistry Depart-ment in the Division of Mathemati-cal and Physical Sciences at Xavier University of Louisiana invites appli-cations for a tenure-track position in Chemistry beginning August 2016. A Ph.D. in Physical Chemistry, Materi-als Science, or a closely related field is required. Review of applications will begin November 15, 2015. Applica-tions received before November 30, 2015 are assured consideration. Mi-norities and women are encouraged to apply. EOE/AA. To apply, log in-to our online system at: https://jobs.

xula.edu. Attach a letter of applica-tion, CV, 1-2 page statement of teach-ing philosophy, statement of research interests, transcripts, and contact in-formation for 3 references addressed to Dr. Teresa Birdwhistell.

Communications: Mass Communi-cation: Assistant Professor. Tenure track. August 2016. Francis Marion University. Master’s required. PhD preferred. Position description and support services at http://www.fmar-ion.edu/about/positions. EOE/AA.

Communications: The Department of Organizational Communication, Murray State University, invites ap-plications for this position to begin August 15, 2016. Doctorate in com-munication is required by the date of appointment. An emphasis consistent with our applied communication cur-riculum and evidence of teaching ex-cellence and strong classroom skills at

Clinical Sciences Position type: Assistant Professor/Tenure Earning Department: School of Clinical Sciences Description/Requirements: Visit employMe.nmu.edu Annual Salary: Competitive Application deadline: February 1, 2016

NMU is an EOE including protected veterans and individuals with disabilities

Marquette • Upper Peninsula

Compassion and Caring: Associate or Full Professor of Human Development and Family Studies

The Department of Human Development and Family Studies (HDFS: www.hhdev.psu.edu/hdfs) at The Pennsylvania State University, in coordination with the Bennett Pierce Prevention Research Center (www.prevention.psu.edu), invites applications for a tenured or tenure track position at the rank of Associate or Full Professor. The position is accompanied by an Endowed Professorship in Compassion and Caring and will provide leadership in the Program on Empathy, Awareness and Compassion in Education (PEACE; http://www.prevention.psu.edu/peace-program-empathy-awareness-and-compassion-education.

We are seeking applicants who have broad experience in the field of prevention science and may have further background in public health, education, psychology, neuroscience, or a related field. Successful applicants will be expected to conduct research, teach, and advise students in doctoral and bachelor’s degree programs. An earned doctorate in the behavioral or social sciences is required. For complete description and application procedures, visit https://psu.jobs/jobs/59690. Direct informal inquiries to Dr. Mark Greenberg at mxg47@psu.edu and indicate “Compassion and Caring Search” in subject line of email correspondence.

Apply to job 59690 at http://apptrkr.com/678949

CAMPUS SECURITY CRIME STATISTICS: For more about safety at Penn State, and to review the Annual Security Report which contains information about crime statistics and other safety and security matters, please go to http://www.police.psu.edu/clery/ , which will also provide you with detail on how to request a hard copy of the Annual Security Report.

Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status.

The Department of Biomedical Engineering at the University of Michigan in Ann Arbor, a joint department between the College of Engineering and the School of Medicine, is seeking to fi ll multiple tenured and tenure-track faculty positions at all ranks. Specifi c areas of interest include:

• Nanoscale and molecular engineering • Neural engineering• Big data analytics and informatics • Synthetic and systems biology

Preference will be given to applicants with a strong translational focus and potential for collaborations with clinical departments. For candidates in the area of big data, we are particularly interested in individuals that would interface with faculty in the neural and imaging areas. These individuals would also be affi liated with the Michigan Institute for Data Science (midas.umich.edu). We also seek candidates who will provide inspiration and leadership in research and teaching and who can leverage the strengths of the University of Michigan’s vibrant and highly-ranked engineering and medical research communities. Qualifi cations include an earned Ph.D. in engineering or a physical science-related discipline and demonstrated excellence in, or a commitment to, teaching, research, and scholarship. M.D./Ph.D. candidates are also encouraged to apply. We are especially interested in individuals who could contribute, through their research, teaching and/or service, to the diversity and excellence of the academic community. The University of Michigan is responsive to the needs of dual career families.

To apply, please submit application materials, including a CV and research and teaching statements to www.bme.umich.edu/applyhere. Applications will be accepted and reviewed on an ongoing basis; however preference will be given to applications received prior to October 15, 2015.

The University of Michigan is an Equal OpportunityAffi rmative Action Employer.

ASSISTANT, ASSOCIATE, AND FULL PROFESSOR POSITIONSDEPARTMENT OF BIOMEDICAL ENGINEERING

ChairDepartment of Computer Sciences

Old Dominion University invites applications for the position of Chair of the Department of ComputerScience in the College of Sciences. We seek an internationally recognized scholar with demonstratedexcellence in research and teaching, substantial and consistent peer-reviewed research grant funding,and a strong commitment to educational programs at the undergraduate and graduate level. Thesuccessful candidate will have a Ph.D. in Computer Science or a related discipline, will provideleadership to further enhance the Department’s excellent research and educational programs, and willhave a strong commitment to mentoring junior faculty and postdoctoral fellows, and to teachinggraduate and undergraduate students. The appointment will be at the rank of Professor with tenure, witha competitive salary. Current research areas span a wide range, with established strengths in areasincluding big data, bioinformatics, digital libraries and web science, high-performance computing,medical image computing, mobile and sensor networks and a rapidly expanding interdisciplinaryprogram in cybersecurity (see http://www.cs.odu.edu for more information).

The Department of Computer Science has 16 tenured or tenure-track faculty, 6 lecturers, and 6 adjunctfaculty. The faculty has research grant support from NSF, NIH, NASA, DoD, and other agencies andranks in the top 25% in terms of R&D expenditures among Computer Science departments. TheDepartment of Computer Sciences receives substantial support from state funds, from research grantsfrom federal and other agencies and from endowment income funds. A vibrant graduate programincludes 145 graduate students (45 Ph.D. and 100 M.S.) and the undergraduate program has more than600 majors. Excellent collaborative research opportunities are available at nearby NASA LangleyResearch Center, Thomas Jefferson National Accelerator Facility, National Institute of Aeronautics,Eastern Virginia Medical School, and the Virginia Modeling Analysis and Simulation Center.

Located in Norfolk, Virginia, Old Dominion University (www.odu.edu) is a state supported, CarnegieDoctoral/Research Extensive institution with approximately 25,000 students and over 830 full-timefaculty. Norfolk is a culturally rich, historic city and a major international maritime center in HamptonRoads, a seven-city metropolitan area of over 1.5 million people.

Interested candidates should submit a curriculum vitae, a letter of interest addressing the qualificationsnoted above, and contact information for four professional references to Dr. Lawrence Weinstein,Computer Science Search Committee Chair at https://jobs.odu.edu/ The review of applications willbegin October 31, 2015 and continue until the position is filled.

Old Dominion University is an equal opportunity, affirmative action institution. Minorities, women,veterans, and individuals with disabilities are encouraged to apply.

School of Education & Human DevelopmentANNOUNCES TWO OPEN FACULTY POSITIONS

The School of Education & Human Development (SEHD) hastwo tenure-track positions for individuals whose experience,scholarship and teaching will complement our current facultyand strengthen our well-regarded partnerships with diversecommunities. We value faculty with a commitment to, andrespect for, diversity as a core principle for conductingresearch and delivering effective services to children, youthand families in urban and diverse settings. As the premierurban research university in Colorado, we are buildingresearch and grant capacity in order to better addresschallenges in P-12 and mental health settings. Duties includeundergraduate and graduate-level teaching, research, andservice; requires an earned Doctorate in a field relevant to theposition. Applicants seeking tenure as part of the position willbe expected to provide significant leadership in research andparticipate in the School’s doctoral program. Positions beginAugust 15, 2016. Associate Professor - Administrative Leadership andPolicy Studies: The scholar filling this position will conductresearch in educational leadership or related areas andcontribute to the teaching and service missions of the School.Application review will begin immediately. Position #00682817.See posting F02888.Full Professor and Faculty Leader for Doctoral Education:The School is seeking a Full Professor whose skills,experiences, and commitments will contribute to excellencein his/her program area and ensure excellence in all SEHDdoctoral programs. fifty percent of this position’s role will beto lead the doctoral programs of the School. Applicationreview will begin November 1, 2015. Position #00606389.See posting F02884.Applications will continue to be accepted until the positionsare filled. To apply and view additional details, see job postingsat www.jobsatcu.com. Contact SEHDHR@ucdenver.eduwith questions.The University of Colorado Denver is dedicated to ensuring asafe and secure environment for our faculty, staff, students andvisitors. To assist in achieving that goal, we conductbackground investigations for all prospective employees priorto their employment.The University of Colorado is committed to diversity andequality in education and employment.

OCTOBER 9, 2015    THE CHRONICLE OF HIGHER EDUCATION Science, Technology, & Mathematics A39

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a college level are required. Experi-ence with alternative instructional de-livery methods/formats is preferred. The successful candidate will teach both undergraduate and graduate lev-el courses that blend communication theory and practice in contemporary organizational contexts. Teaching op-portunities are available in commu-nication, technology, research meth-

ods, sports communication, intercul-tural communication, leadership, in-terpersonal communication, health communication, or other applied ar-eas reflecting departmental needs and individual scholarly interests. Duties will include conducting research, ad-vising students, providing service, and delivering instruction in traditional as well as alternative and online formats.

Development of new courses is high-ly encouraged. Application Deadline: December 1, 2015. To apply please go to: http://www.murraystatejobs.com/postings/4764 Women and minori-ties are encouraged to apply. Murray State University is an equal education and employment opportunity, M/F/D, AA employer.

Criminal Justice: The Department of Social Sciences at Texas A&M Inter-national University is seeking appli-cants for two Assistant and one As-sociate Professor of Criminal Justice positions, starting Fall 2016. Duties include teaching of undergraduate and graduate courses, performing re-search in criminal justice or closely

related areas, and serving on depart-mental, University, and profession-al committees. Additional respon-sibilities include academic advising, scholarly activities such as publishing in peer-reviewed journals, and ser-vice. Required Qualifications: The successful candidate must hold an earned doctorate in Criminal Justice or related fields and have a success-ful record of teaching and research in criminal justice or closely related ar-eas as well as a demonstrated record of publications in peer-reviewed jour-nals in the field. ABDs will be also be considered but must have earned doctorate before appointment. All specializations (for example, but not limited to, policing, courts/legal, cor-

rections, research methods/statistics, and administration) will be consid-ered. The successful candidate will be able to teach graduate-level on-line courses.Texas A&M Interna-tional University is a growing univer-sity of over 7,500 students located in Laredo, Texas, a vibrant bi-lingual, bi-cultural city of about 250,000 on the U.S./Mexico border. For more information, visit www.tamiu.edu. Completed employment application must include a letter of interest that addresses qualifications, curriculum vitae, and the names and contact in-formation of three professional refer-ences. Applications must be submit-ted online at https://employment.ta-miu.edu. Review of applications will begin immediately and continue until the position is filled. TAMIU IS AN

EO / AA / VETERANS / DISABILI-TY EMPLOYER Applicants are sub-ject to a criminal history investigation and employment is contingent on the results of the criminal history inves-tigation.

Dean: Kettering University is seek-ing a highly accomplished, high en-ergy, visionary individual for the po-sition of Dean of Graduate Studies and Research. Reporting to the Se-nior Vice President for Academic Af-fairs and Provost, this tenure-eligible faculty position has a key role on the Provost’s leadership team. The Dean is charged with revitalizing current graduate programs, building attrac-tive new on-campus graduate pro-grams to support faculty research, and providing leadership and over-

Assistant Professor of Engineering Mechanics (#16-10DFEM). � e Department of Engineering Mechanics anticipates hiring an Assistant Professor beginning June 27, 2016. Desired experience includes mechanics of materials, aerospace structures, � nite element analysis, fatigue and fracture, composite materials, structural dynamics, and experimental mechanics. � e initial appointment will be for three years. Successive reappointments of up to four years are possible. Responsibilities include teaching undergraduate mechanical engineering courses and ful� lling departmental duties. An earned doctoral degree in Engineering Mechanics or Mechanical, Aeronautical, or Astronautical Engineering focused in structural mechanics with demonstrated expertise in the speci� ed � elds by the time of application is required. To Apply: Go to www.usajobs.gov. Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” � en scroll down until you locate this position. Applications must be received by November 30, 2015. U. S. citizenship required.

U N I T E D S TAT E S A I R F O R C E AC A D E M Y

ASSISTANT PROFESSORPHYSICAL CHEMISTRY

The Department of Chemistry at Millersville (PA) University invitesapplications for a full-time, tenure-track position in PhysicalChemistry at the Assistant Professor level beginning in August 2016.The teaching responsibilities will include lectures and laboratories inphysical chemistry and general chemistry. Candidates are expected toestablish an active undergraduate research program in the area ofexperimental physical chemistry. Highly regarded for its instructionalquality and strong commitment to diversity, MU is a learner-focusedinstitution located in historic Lancaster County, known for its excellentschools and vibrant arts community, and close to Baltimore,Philadelphia, Washington, D.C. and NYC. MU enrolls about 8,500undergraduate and graduate students. We seek individuals who embraceour public mission and value exploration, professionalism, integrity andcompassion. For complete position description and qualifications, and toapply, go to http://jobs.millersville.edu/postings/2334 and complete afaculty application. Full consideration given to applications receivedby November 23, 2015. An Equal Opportunity/Affirmative Action Institution • www.millersville.edu

Faculty Position inThe Grado Department of Industrial and Systems Engineering

VIrGInIa TEch

The Grado Department of Industrial and Systems Engineering at Virginia Tech is seeking outstanding faculty candidates to help lead our instructional and research efforts in mathematical optimization and operations research. We particularly seek individuals who are making strong contributions to the foundations of optimization. Applications in all areas of optimization are welcome. Appointments at all ranks will be considered. For particularly well-established Full Professor candidates with outstanding credentials, an Endowed Professorship may be available.

Applicants should have achieved, or show potential to develop, a strong program of externally funded research and scholarship. The position requires a Ph.D. degree, with at least one degree in industrial engineering or a closely related field. We are seeking candidates with exceptional potential for leadership in research and education, and strong commitment to high quality research. The successful applicant will also be expected to provide skilled teaching of foundational and advanced courses at both the undergraduate and graduate levels. Candidates for Associate or Full Professor should have a strong record of research leadership, publications, and external funding.

Applications must be submitted online at jobs.vt.edu (posting number TR0150124) and include a cover letter, current vita, research statement, teaching statement, up to three relevant research publications, and the names of three references. Online reference letters will be requested once application has been submitted. Details on how to prepare and submit all materials can be found under “Apply to this Job” for this position on the website. Review of applications will begin on December 7, 2015 and will continue until the position is filled.

Virginia Tech has a strong commitment to the principle of diversity and inclusive excellence, and, in that spirit, seeks a broad spectrum of candidates including women, minorities, and people with disabilities. Virginia Tech is the recipient of a National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers.

Virginia Tech does not discriminate against employees, students, or applicants for admission or employment on the basis of race, gender, disability, age, veteran status, national origin, religion, sexual orientation, or political affiliation. Anyone having questions concerning discrimination should contact the Office for Equity and Access.

Come work with us!

http://web.mit.edu

Tenure Track FacultyThe Department of Brain & Cognitive Sciences (BCS) (http://bcs.mit.edu) at MIT is looking to hire up to five (5) tenure-track faculty at the assistant professor level. Affiliations with the Picower Institute for Learning & Memory and the McGovern Institute for Brain Research are possible. We are most excited about candidates who work in one or more of the following four (4) areas:

i. Computational and theoretical approaches to neuroscience and cognition. Possible areas of focus include but are not limited to: statistics and data science, neural circuits, neural population representations and transformations, and cognitive processes. Candidates with the ability to build bridges across empirical domains are especially attractive. An affiliation with Electrical Engineering and Computer Science (EECS), the Computer Science and Artificial Intelligence Laboratory (CSAIL), Institute for Data, Systems, and Society (IDSS), or other allied departments is possible.

ii. Systems neuroscience in non-human animals. The ideal candidate would be driven by computational questions and ideas from human cognition, with the goal of reverse engineering the underlying neural representations and processes using tools that allow access to multiple brain regions.

iii. Cognitive neuroscience in humans, especially if the candidate’s work bridges levels of analysis using a variety of methods including MRI, MEG, fMRI, theoretical modeling, genetics and reverse engineering approaches.

iv. Human cognition using behavioral methods, especially in the areas of language and/or cognitive development.

Successful applicants are expected to develop and lead independent, internationally competitive research programs and to share in our commitment to excellence in undergraduate and graduate education by teaching courses and mentoring graduate and undergraduate students. PhD must be completed by start day of employment and some postdoctoral training is preferred.

Please submit application materials – cover letter, CV, statement of research and teaching interests and representative reprints – online at https://academicjobsonline.org/ajo/jobs/5972. Please state research area in cover letter. To help direct the application, applicants should indicate which of the four areas listed above is their main research area by answering the mandatory questions included in the application. In addition, please arrange to have three letters of recommendation submitted online. Review of applications will begin on October 31, 2015.

MIT is an affirmative action employer, and we encourage applications from women and underrepresented minorities.

Faculty - Agribusiness

Tenure-track assistant professor with teaching and research responsibilities in agribusiness. Applicants with interests in agricultural markets and marketing, �nance, supply and demand analysis, industrial organization, international trade or agricultural and food policy, that complement a primary interest in agribusiness are encouraged to apply.The appointee will have an academic year (9 month) appointment with competitive salary and bene�ts package, and is expected to develop and maintain a world-class research program in their �eld of inquiry, and teach the equivalent of three classes in our undergraduate, masters, and/or PhD programs.Quali�cations: Applicants must possess a PhD in agribusiness, business, agricultural economics, applied economics, economics, or related �eld, or expect to complete all degree requirements before August 1, 2016. Application Instructions: Applications will be accepted until the position is �lled, but those received before December 1, 2015 will receive priority consideration. Complete applications include a cover letter, curriculum vitae, statement of research and teaching interests, a writing sample and three letters of recommendation. Applications should be submitted through Econ Job Market: https://econjobmarket.org Inquiries or questions about the position can be directed to the Agribusiness Search Committee Chair at AEDE-AgBusSearch@osu.edu

The following positions are part of a cluster of four new hires in the department focused on sustainable resource management in the 21st century. These positions are partially funded by a Discovery Theme Initiative (discovery.osu.edu) at Ohio State University, a significant faculty hiring investment in key thematic areas in which the university can build on its culture of academic collaboration to make a global impact.

Faculty – Global Economic Modeling and Integrated Assessment

Assistant/associate professor in the area of global economic modeling and integrated assessment. Economic modeling approaches of particular interest include dynamic optimization and computable general equilibrium modeling, as well as familiarity with approaches for handling decision making under uncertainty. Individuals with experience integrating economic models with physical/biological models are encouraged to apply.The appointee will have an academic year (9 month) appointment in the Department of Agricultural, Environmental and Development Economics with competitive salary and bene�ts package and is expected to develop and maintain a world-class research program in their �eld of inquiry, and teach the equivalent of three classes in our undergraduate, masters, and/or PhD programs.The incumbent will be engaged in the Discovery Themes

program on Sustainable and Resilient Economy (https://discovery.osu.edu/focus-areas/sustainable-economy), focused on advancing cutting-edge research in sustainability science and solutions that accelerate the global transition to a low-carbon, more sustainable economy. Quali�cations: Applicants must possess a PhD in economics, applied economics or a related �eld, or expect to complete all degree requirements before August 1, 2016. Individuals who have interest or experience in developing or working in collaborative research teams, as well as experience with University teaching and mentoring members of underrepresented groups are encouraged to apply.Application Instructions: Applications will be accepted until the position is �lled, but those received before December 1, 2015 will receive priority consideration. Complete applications include a cover letter, curriculum vitae, statement of research and teaching interests, a writing sample and three letters of recommendation. Applications should be submitted through EconJobMarket: https://econjobmarket.org Inquiries or questions about the position can be directed to the Global Economic Modeling Search Committee Chair, Dr. Brent Sohngen at AEDE-GEMSearch@osu.edu

Faculty - Sustainable Food and Farm Policy

Tenure track assistant/associate professor. The incumbent is expected to conduct innovative research on policies related to food, farming and sustainability and to provide intellectual leadership to the Department and to the University’s Discovery Theme Initiatives in the area of sustainable food and farm policy. The appointee will have an academic year (9 month) appointment in the Department of Agricultural, Environmental and Development Economics with competitive salary and bene�ts package and is expected to develop and maintain a world-class research program in their �eld of inquiry, and teach the equivalent of three classes in our undergraduate, masters, and/or PhD programs.The successful candidate will be among the �rst wave of hires University-wide in a highly collaborative interdisciplinary Initiative for Food and Agricultural Transformation (https://discovery.osu.edu/focus-areas/infact/) that includes more than 50 existing faculty and many external partners seeking transformational solutions for resilient, sustainable and global food security.Quali�cations: Applicants must possess a PhD in economics or an applied economics �eld, or expect to complete all degree requirements before August 1, 2016. Individuals who have interest or experience in developing or working in collaborative research teams, as well as experience with University teaching and mentoring members of underrepresented groups are encouraged to apply.Application Instructions: Applications will be accepted until the position is �lled, but those received before

November 23, 2015 will receive priority consideration. Complete applications include a cover letter, curriculum vitae, statement of research and teaching interests, a writing sample and three letters of recommendation. Applications should be submitted through https://econjobmarket.org Inquiries or questions about the position can be directed to Dr. Brian Roe, Sustainable Food and Farm Policy Search Committee Chair at AEDE-FFPSearch@osu.edu

Faculty – Sustainable Development Economy

The Department of Agricultural, Environmental and Development Economics (aede.osu.edu) in the College of Food, Agricultural and Environmental Sciences at The Ohio State University is inviting applications for an assistant/associate professor, tenure-track position to develop an internationally recognized program of research and teaching focused on sustainable development and the trade-o�s among economic development, social equity and environmental protection in international or regional contexts. We are looking in particular for individuals who have a strong interest in using disciplinary strength to collaborate across disciplinary boundaries. Areas of interest include, but are not limited to: economic growth; equity; resource use; technological change; socio-ecological systems; sustainable and resilient communities. The appointee will have an academic year (9 month) appointment in the Department of Agricultural, Environmental and Development Economics with competitive salary and bene�ts package and is expected to develop and maintain a world-class research program in their �eld of inquiry, and teach the equivalent of three classes in our undergraduate, masters, and/or PhD programs.The incumbent will be engaged in the Discovery Themes program on Sustainable and Resilient Economy (https://discovery.osu.edu/focus-areas/sustainable-economy), focused on advancing cutting-edge research in sustainability science and solutions that accelerate the global transition to a more sustainable economy.Quali�cations: Applicants must possess a PhD in economics, applied economics or a related �eld, or expect to complete all degree requirements before August 1, 2016. A record of participating in collaborative, interdisciplinary research teams is preferred, as well as experience with University teaching and mentoring members of underrepresented groups.Application Instructions: Applications will be accepted until the position is �lled, but those received before December 1, 2015 will receive priority consideration. Complete applications include a cover letter, curriculum vitae, statement of research and teaching interests, a writing sample and three letters of recommendation. Applications should be submitted through EconJobMarket: https://econjobmarket.org Inquiries or questions about the position can be directed to the Dr. Allen Klaiber, Sustainable Development Search Committee Chair at AEDE-SDESearch@osu.edu

The Department of Agricultural, Environmental, and Development Economics in the College of Food, Agricultural and Environmental Sciences at The Ohio State University welcomes applications for the following positions:

The Ohio State University is committed to establishing a culturally and intellectually diverse environment, encouraging all members of our learning community to reach their full potential. We are responsive to dual-career families and strongly promote work-life balance to support our community members through a suite of institutionalized policies. We are an NSF Advance Institution and a member of the Ohio/Western Pennsylvania/West Virginia Higher Education Recruitment Consortium (HERC).

The Ohio State University is an equal opportunity employer. All quali�ed applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation or gender identity, national origin, disability status, or protected veteran status.

Columbus, Ohio

Faculty

A40 Science, Technology, & Mathematics    Professional THE CHRONICLE OF HIGHER EDUCATION    OCTOBER 9, 2015

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Assistant Professor of Biology (#16-04DFB). � e Department of Biology anticipates � lling an Assistant Professor position beginning June 27, 2016. We seek a versatile biologist with a strong record of teaching and expertise in ecology. � e initial appointment will be three years. Successive reappointments of up to four years are possible. Responsibilities include teaching ecology and other biology courses as needed. Applicants will be assessed based on teaching credentials, scholarship, service, research, and education. Required: an earned doctorate in a biology-related � eld. Preference given to candidates demonstrating excellence in teaching, mentoring undergraduate research, and whose research includes � eld studies in local ecosystems. To Apply: Go to www.usajobs.gov. Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” � en scroll down until you locate this position. Applications must be received by November 16, 2015. U. S. citizenship required

United States Air Force Academy

Assistant Professor (#16-04DFB) in Biology

The Criminology & Criminal Justice (CCJ) Division at Portland State University invites applications for one tenure track Assistant Professor. Preference will be given to those with a specialization in crime mapping/crime analysis. Candidates must possess a Ph.D. in Criminology and/or Criminal Justice or closely related field by date of hire (ABD with a strong assurance of completion by Summer 2016 will be considered). University teaching experience is required as well as evidence of peer-reviewed publication agenda. The position begins September 2016 and duties include university teaching, research, and service. Three letters of recommendation are required for application. Application review will begin immediately and remain open until finalist identified. Full position details and complete application instructions are available on PSU’s employment website: https://jobs.hrc.pdx.edu. Position number D93805. PSU is an equal opportunity employer.

Assistant Professor Criminal Justice

York Technical College is aggressively seeking a highly talented professional to serve as a critical member of its academic leadership team to help further the transformation and growth of the College. This dynamic leader will support the advancement of the College's mission and commitment to student success. Located in Rock Hill, South Carolina, one of the fastest growing areas in the Southeast and in close proximity to center city Charlotte, North Carolina, York Technical College provides critical educational and training pathways that positively impact more than 340,000 citizens of York, Chester, and Lancaster counties.

Please see full position description and application instructions at http://www.yorktech.edu/Human-Resources/

Employment-Opportunities/

York Technical College452 South Anderson Road, Rock Hill, SC 29730

An Affirmative Action/Equal Opportunity Employer

PURSUANT TO SECTION 41-1-110 OF THE CODE OF LAWS OF SC, AS AMENDED, THE LANGUAGE USED IN THIS DOCUMENT DOES NOT CREATE AN EMPLOYMENT CONTRACT BETWEEN THE EMPLOYEE AND THE EMPLOYER

ASSOCIATE VICE PRESIDENT FORIndustrial and Engineering Technology

The Rosenstiel School of Marine and Atmospheric Science at the University of Miami is one of the world’s premier marine and atmospheric research institutions. Offering a dynamic interdisciplinary environment, we seek to improve understanding and prediction of Earth’s systems and to provide a scientific basis for natural resource management and for adaptation to extreme events and global environmental change. Come join our team! (https://youtu.be/mUXis-CQGIA)

The newly created Department of Marine Ecosystems and Society (MES) at the Rosenstiel School seeks a dynamic and enthusiastic leader to chair the Department and lead the recruitment of 2-5 tenure-track faculty members in the next few years. The Chair will enhance the scholarly productivity of the Department and its undergraduate, masters and Ph.D. programs; and, play a key role in developing and implementing the School’s strategic plan (http://www.rsmas.miami.edu/about-rsmas/deans-message). We are committed to educating and nurturing students, creating knowledge, and providing service to our community and beyond. While all candidates with expertise relevant to marine and/or coastal resource management will be considered, we particularly seek a quantitative social scientist who can integrate natural science data with social science theories and methods. His/her work will inform both theoretical and policy-oriented ecosystem-based research.

The successful candidate will have an outstanding record of scholarship, a proven ability to secure extramural funds, and strong leadership, teaching, and communication skills. Please submit your CV, a research paper, the names and contact information for five references, and a statement of interest via email to: MESSearch@rsmas.miami.edu. This position will remain open until filled. We anticipate conducting interviews for the position in January-February 2016.

The University of Miami is an Equal Opportunity and Affirmative Action Employer. Females, Minorities, Protected Veterans and those with Disabilities are encouraged to apply.

ChairDepartment of Marine

Ecosystems and Society

Baylor University is a private Christian university and a nationally ranked research institution, consistently Baylor University is a private Christian university and a nationally ranked research institution, consistently listed with highest honors among � e Chronicle of Higher Education’s “Great Colleges to Work For.” Chartered listed with highest honors among � e Chronicle of Higher Education’s “Great Colleges to Work For.” Chartered in 1845 by the Republic of Texas through the e� orts of Baptist pioneers, Baylor is the oldest continually in 1845 by the Republic of Texas through the e� orts of Baptist pioneers, Baylor is the oldest continually operating university in Texas. � e university provides a vibrant campus community for over 15,000 students operating university in Texas. � e university provides a vibrant campus community for over 15,000 students from all 50 states and more than 80 countries by blending interdisciplinary research with an international from all 50 states and more than 80 countries by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Baylor is actively reputation for educational excellence and a faculty commitment to teaching and scholarship. Baylor is actively recruiting new faculty with a strong commitment to the classroom and an equally strong commitment to recruiting new faculty with a strong commitment to the classroom and an equally strong commitment to discovering new knowledge as we pursue our bold vision, Pro Futuris. (www.baylor.edu/profuturis/).discovering new knowledge as we pursue our bold vision, Pro Futuris. (www.baylor.edu/profuturis/).

Baylor seeks to � ll the following faculty positions within the School of Engineering and Computer Science:Baylor seeks to � ll the following faculty positions within the School of Engineering and Computer Science:

One Position: Chair of the Department of Mechanical EngineeringOne Position: Chair of the Department of Mechanical Engineering

� e new Chair will communicate a clear vision for the future of education and research to a constituency � e new Chair will communicate a clear vision for the future of education and research to a constituency that includes academia, government, industry and alumni. � e successful candidate will hold an earned that includes academia, government, industry and alumni. � e successful candidate will hold an earned doctorate in Mechanical Engineering or a closely related � eld, and will demonstrate proven leadership, doctorate in Mechanical Engineering or a closely related � eld, and will demonstrate proven leadership, research achievement, excellent teaching, a commitment to professional activities, and outstanding English research achievement, excellent teaching, a commitment to professional activities, and outstanding English communication skills. � e Department Chair reports to the Dean of the School and will be tenured as communication skills. � e Department Chair reports to the Dean of the School and will be tenured as Professor of Mechanical Engineering.Professor of Mechanical Engineering.

To receive full consideration, please submit a cover letter, a current curriculum vitae, a vision statement for the growth of our new PhD program while maintaining excellence in undergraduate education, an individualized statement of teaching and research interests related to Baylor's programs, a statement describing an active Christian faith and contact information for at least three professional references. Application review begins January 4, 2016 and will continue until the position is � lled. Please submit materials to http://apply.interfolio.com/31180.

One Position: Tenure-Track Assistant Professor of Mechanical Engineering

Candidates should possess an earned doctorate in the appropriate � eld of study with a preferred emphasis in computational or experimental thermo� uid sciences. You will be asked to provide a curriculum vitae, statement of teaching interest; a research plan; statement of active Christian faith, and a list of three professional references in the application process. Salary is commensurate with experience and quali� cations.

One Position: Tenure-Track Assistant, Associate or Professor of Electrical Engineering

Candidates should possess an earned doctorate in the appropriate � eld of study. Special consideration will be given to candidates in Computer Engineering. Please provide a letter of interest; curriculum vitae; statement of teaching and research interests; transcripts; and a list of four references. Salary is commensurate with experience and quali� cations.

One position: Clinical Faculty of Professional Practice in Engineering

Candidates should have an engineering degree and a graduate degree with a preference for an advanced degree in an engineering � eld, in addition to at least 20 years of experience in the practice of engineering and/or engineering management. Responsibilities include teaching, mentoring, leadership in design-intensive courses, and supporting general engineering concentrations. Application materials include a CV, statement of teaching and contribution interests, Christian faith statement, and three professional references.

To learn more about the above positions, the School of Engineering and Computer Science, and Baylor University, please visit us on the web at: www.ecs.baylor.edu/mechanicalengineering; www.ecs.baylor.edu/ece; www.ecs.baylor.edu/computer_science; www.ecs.baylor.edu; or www.baylor.edu.

Baylor University is a private not-for-pro� t university a� liated with the Baptist General Convention of Texas. As an A� rmative Action/Equal Opportunity employer, Baylor is committed to compliance with all applicable anti-discrimination laws, including those regarding age, race, color, sex, national origin, marital status, pregnancy status, military service, genetic information, and disability. As a religious educational institution, Baylor is lawfully permitted to consider an applicant’s religion as a selection criterion. Baylor encourages women, minorities, veterans and individuals with disabilities to apply.

MULTIPLE POSITIONSSchool of Engineering and Computer ScienceSchool of Engineering and Computer Science

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sight for the research mission of the university. Kettering University (for-merly GMI) is a private university with programs of study at the bache-lor’s and master’s level in engineering, science, and business integrated with co-operative and experiential educa-tion. Located in Flint, Michigan, Ket-tering University has a strong faculty actively engaged in applied research activities. In recent years, the facul-ty has received strong support from the NSF in building research capac-ity with seven Major Research In-strumentation awards. All junior fac-ulty members are engaged in a broad range of scientific inquiry, and are mentored by senior faculty. Ketter-ing has a strong undergraduate Me-

chanical Engineering program that has led to a successful on-campus graduate program with research ori-ented activities in automotive sys-tems and crash safety. Graduate pro-grams have also been established in Manufacturing Engineering, Com-puter Engineering, Electrical Engi-neering, and Business/Management, all with potential for growth. Under-graduate programs are growing in Computer Science, Chemical Engi-neering, Physics, Mathematics, Biol-ogy, and Chemistry/Bio-Chemistry, but are not currently supported by graduate programs. BENEFITS in-clude health, dental and vision cover-age; retirement benefits with up to a 9% Kettering matching contribution;

life and accident insurance; tuition assistance and waiver programs; va-cation and holiday pay; sick and dis-ability pay; recreation center mem-bership and many other benefits. For a detailed job description, required qualifications and application instruc-tions, go to http://jobs.kettering.edu/postings/1916 AA/EOE.

Economics: The Department of Eco-nomics at the University of Nebraska at Omaha invites applications for two tenure track faculty positions - one in the area of business analytics and data science, and one in the area of macroeconomics/International Eco-nomics and monetary theory; both to begin August 2016. Evidence of excel-

lence in graduate and undergraduate teaching and an established record of research accomplishments are al-so required. The College of Busi-ness at the University of Nebraska at Omaha (UNO), an AACSB accredit-ed institution, is located in the heart of Omaha, Nebraska, a metropolitan area with an MSA population of ap-proximately 877,000. Omaha is home to five Fortune 500 firms. Additional information about UNO can be found at http://www.unomaha.edu . The uni-versity and department have a strong commitment to achieving diversity among faculty and staff. We are par-ticularly interested in receiving appli-cations from members of underrepre-sented groups and strongly encourage

� e School of Natural Resources and Environment (SNRE) at the University of Michigan (UM) seeks applicants for a full-time, nine-month, tenure-track Assistant Professor teaching and research position in the Economics of Climate Change. Applicants should have a Ph.D. in economics, public policy, applied and agricultural economics, or a closely related discipline and experience conducting economics and public policy research on climate change impacts, mitigation, and/or adaptation to climate change. Applications should include resume and job market paper. Full consideration will be given to applications received by November 13, 2015. For more information visit: http://snre.umich.edu/employment/faculty_economics_of_climate_change

� e University of Michigan is an AA/EO employer.

Tenure-Track Assistant Professor of the Economics of Climate Change

Louisiana Tech University’s College of Business seeks applications for multiple positions for Fall 2016. Applications are being accepted for the following positions:

• EminentScholarEndowedChairinEntrepreneurship• EminentScholarEndowedChairinAccounting• EminentScholarEndowedChairinComputerInformation Systems(InformationAssuranceSpecialization)• EminentScholarEndowedChairinComputerInformation Systems(AnalyticsSpecializationPreferred)• ComputerInformationSystems:TenureTrackAssistant/ AssociateProfessor• Economics:TenureTrackAssistant/Associate/Professorof Economics(MultiplePositions)• Finance:TenureTrackAssistant/AssociateProfessorofFinance• Marketing:TenureTrackAssistant/AssociateProfessor (QuantitativeAnalytics/BusinessAnalytics

Seehttp://www.business.latech.edu/jobs for further details on each position. Review of applications will begin immediately and continue until positions are filled.

(EEO/AA/ADA):Womenandminoritiesencouragedtoapply.MemberoftheUniversityofLouisianaSystem.

Multiple positions

Oklahoma State University is located in Stillwater, Oklahoma, approximately 60 miles from both Oklahoma City and Tulsa. The School currently has 18 tenured and tenure-track faculty members, 250 undergraduate students, and 80 graduate students. The School has been an historical leader in engineering education at both the undergraduate and graduate levels, and offers a unique blend of teaching and research excellence. The School is ABET accredited with B.S., M.S. and Ph.D. degrees in Civil and Environmental Engineering. Over 90% of CIVE students pass the Fundamentals of Engineering (FE) Exam and obtain employment before graduation. Research expenditures in 2014 were greater than $2.8 million. The CIVE program is undergoing strategic expansion through the addition of the Bert Cooper Engineering Laboratory (BCEL). This is a $7.5 million, 33,000 SF (BCEL). This is a $7.5 million, 33,000 SF facility devoted to structures and materials engineering research. The University is in the planning stages for a $30 million undergraduate laboratory building for CEAT and has a goal of hiring 50 new faculty members in five years in the college.

For more information about the school and its successes can be found by visiting https://cive.okstate.edu/

The College of Engineering, Architecture and Technology (CEAT) at Oklahoma State University (OSU) seeks applications for the position of Head of the School of Civil and Environmental Engineering (CIVE). Candidates are sought who have an earned doctorate and national reputation in civil or environmental engineering. The candidate must have the following: a distinguished record of scholarship, teaching, and leadership; a strong record of externally funded research; a record of leadership in professional societies; proven administrative and financial management abilities; a vision to lead the school to excellence; and demonstrate outstanding communication and interpersonal skills. The successful candidate will possess the qualifications required for the rank of Professor.

Review of applications will begin November 1, 2015 and will continue until the position is filled. The target starting date is July 1, 2016. Applicants should apply here. Please submit a single pdf with the following: letter of application; curriculum vitae; statement of capabilities, qualification, and philosophy to serve as a department head; vision statement for the future of CIVE; and contact information for at least five professional references.

Any questions may be sent to the chair of the search committee at civeheadsearch@okstate.edu

Oklahoma State University is an Affirmative Action/Equal Opportunity/E-verify employer committed to diversity and all Oklahoma State University is an Affirmative Action/Equal Opportunity/E-verify employer committed to diversity and all qualified applicants will receive consideration for employment and will not be discriminated against based on race, qualified applicants will receive consideration for employment and will not be discriminated against based on race, color, religion, sex, sexual orientation, gender identify, national origin, disability or protected veteran status. OSU is a color, religion, sex, sexual orientation, gender identify, national origin, disability or protected veteran status. OSU is a VEVRAA Federal Contractor and desires priority referrals of protected veterans for its openings. OSU-Stillwater is a VEVRAA Federal Contractor and desires priority referrals of protected veterans for its openings. OSU-Stillwater is a tobacco-free campus. For more information go to www.afirmact.okstate.edu.

SCHOOL of CIVIL AND ENVIRONMENTAL ENGINEERINGSCHOOL HEAD AND PROFESSOR

Engineering, Architecture &Technology

Lobeck Chair in Maritime and Supply Chain ManagementStrome College of Business - Department of Information Technology and Decision Sciences

Old Dominion University’s Strome College of Business invites applications for an Endowed Professor position in the Department ofInformation Technology and Decision Sciences. This new position is designed to play a leading role in maritime and supply chain programswithin the college through innovative, high-quality research, effective teaching, and dedicated service. The successful candidate will beexpected to complement and extend the current strengths of the department. QualificationsRequired: The applicant must have a Ph.D. degree in supply chain management, operations management, logistics, maritime, transportation,or related field; have experience in conducting research within the context of maritime studies and supply chain management; have a proventrack record of publication in top tier journals and leadership within the profession; demonstrate excellence in teaching and developinginnovative course/curriculum. The candidates should have excellent oral and written communication skills. Preferred: Preference will be given to candidates who have a comprehensive understanding of maritime and supply chain management ofservices; have the interest and skills to work on real-world problems; can foster industry and professional organization relationships; have ademonstrated ability to work well with college and department colleagues. Program Information Old Dominion University is a residential and research-extensive public institute with a total student enrollment of 25,000, with approximately6,000 graduate students. A third of the students are from minority backgrounds and over 1,100 are international students from 94 countries.ODU has a full-time equivalent diverse faculty of over 750 of which 40% are female. The University’s primary campus is located in Norfolk,VA, one of the seven cities that make up the historic Hampton Roads region of Virginia which, with a diverse population of 1.7 million, is amajor recreation area, and home to the Port of Virginia and the largest naval base in the world. Programs are also offered at three HigherEducation Centers in the region and through Distance Learning. The Strome College of Business is committed to the concept that diversity inpeople and ideas enhances the educational experience in every management education program. The Department of IT and Decision Sciences is one of five departments and two schools within the Strome College of Business at OldDominion University. The department currently offers Bachelor’s in IT, Business Analytics, and Maritime and Supply Chain Management, andPh.D. degrees in Information Technology. The department also offers courses for the College’s MBA program, as well as Graduate Certificatesin Port Management, Simulation, and Business Analytics. Application Procedure Qualified individuals should submit a complete application package that includes a letter of interest, curriculum vitae, statement of researchinterests, names and contact information for three references, teaching evaluations, and either a graduate transcript or list of completed graduatecourses at https://jobs.odu.edu by clicking on Faculty and Administrative Opportunities.Review of applications will begin in December 1, 2015 and continue until the position is filled. Effective date of employment will be July 25, 2016, or when filled. Inquiries about the position should be directed to Dr. Wayne Talley, wktalley@odu.edu

Old Dominion University is an equal opportunity, affirmative action institution. Minorities, women, veterans, and individuals withdisabilities are encouraged to apply.

FINANCE FACULTY� e Kenan-Flagler Business School at the University of North Carolina at Chapel Hill is seeking to � ll one or more tenure-track, or tenured faculty positions in the Finance area starting July 1, 2016. Positions are open until � lled. � e successful candidate will be both a productive researcher, and a creative and e� ective teacher capable of contributing to the School's Undergraduate, MBA, Ph.D., and Executive Development Programs. Positions require a Doctorate (or foreign equivalent) granted, or nearly completed, in Finance, or in a related � eld. Successful applicants will have strong research skills and will be expected to publish in top-tier academic journals. Selected applicants are anticipated to teach and research in areas of Finance such as, Corporate Finance, Fixed Income, Investments, Microeconomics, Macroeconomics, International Finance, Financial Institutions, Real Estate Finance and Investments, Real Estate Economics, Real Estate Development, and/or other related areas.

Hired candidates with a Doctorate can anticipate an initial appointment of Assistant Professor, Associate Professor, or Professor. Hired candidates with a Doctorate nearly completed can anticipate an initial appointment of Instructor.

Applicants may view the job posting and follow the application process to be considered at: http://unc.peopleadmin.com/postings/83712. Applicants should submit a curriculum vitae, sample research paper, and the names, titles, email addresses, and phone numbers of a minimum of 2 reference letter writers. Reference letter writers will receive an email with instructions for submitting letters of recommendation to the recruitment system. At the time of hire, 4 letters of reference must have been received for selected applicants. Materials should be addressed to: Dr. Adam Reed, Kenan-Flagler Business School, University of North Carolina at Chapel Hill, CB 3490, McColl Building, Chapel Hill, NC 27599-3490.

� e University of North Carolina at Chapel Hill is an equal opportunity employer that welcomes all to apply, including protected veterans and individuals with disabilities.

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women and persons of color to apply for this position. To find out more in-formation or apply for either of these positions, go to https://unomaha.peo-pleadmin.com.

Economics: The Department of Eco-nomics within the Division of Social Sciences at the University of Cali-fornia, San Diego (http://economics.ucsd.edu) is committed to academ-ic excellence and diversity within the faculty, staff, and student body. The Department invites applications for a tenured Associate Professor or Full Professor position in Mac-roeconomics. The position includes the new Distinguished Endowed Chair in Macroeconomics and Pub-lic Finance. The Department seeks a motivated researcher with a strong track record in publishing, including articles in the best general interest journals. The position begins July 1,

2016 (subject to budget provisions). Review of applicants will begin Oc-tober 19, 2015 and will continue un-til the position has been filled. Can-didates must provide a CV, track re-cord of achieving significant results in original research, and contact in-formation for five references. Ap-plicants are asked to summarize in a personal statement any past expe-rience and leadership in equity and diversity or their potential to make contributions in this area (for further information about contributions to diversity statements, see http://fac-ultyexcellence.ucsd.edu/c2d/index.html). Applicants must also have a PhD in Economics or a related field. The preferred applicant should be viewed as a leader in the field of macroeconomics, possess strong teaching skills, and demonstrate a strong commitment to support di-versity, equity and inclusion in an ac-

ademic setting. Applicants interest-ed in spousal/partner employment may visit the UCSD Partner Oppor-tunities Program websitehttp://aca-demicaffairs.ucsd.edu/offices/part-neropp/. UCSD is an Affirmative Action/Equal Opportunity Employ-er with a strong institutional commit-ment to excellence through diversity. Salary is commensurate with quali-fications and based on University of California pay scales. Applications are accepted through UC Recruit only. Please follow the direct link to apply: https://apol-recruit.ucsd.edu/apply/JPF00883. More informa-tion about this recruitment can be found at the Department webpage: http://economics.ucsd.edu/facRes/facRecruitment.php. The Universi-ty of California is an Equal Oppor-tunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment with-

out regard to race, color, religion, sex, national origin, disability, age or protected veteran status.

Education: Full-time, one-year ap-pointment with the possibility of re-newal for a teacher educator with a specialty in pedagogy and education-al psychology to join a collaborative, growing department beginning Au-gust 16, 2016. The position involves teaching courses in educational psy-chology and general pedagogy; lead-ing student teaching seminars; and participating in service to the depart-ment, campus, community, and pro-fession. We seek a creative colleague with a deep commitment to diversity, equity, and innovative practice. Inter-ested applicants must apply online at http://www.ithaca.edu/jobs/. Ques-tions about online application should be directed to the Office of Human Resources at (607) 274-8000. Screen-ing of applications will begin imme-diately. To ensure full consideration, complete applications should be re-ceived by November 1, 2015. Itha-ca College is committed to building a diverse academic community and encourages members of underrepre-sented groups to apply. Experience that contributes to the diversity of the college is appreciated.

Education: The Department of Edu-cational Policy Studies at the Univer-sity of Wisconsin-Madison welcomes your application for a tenure-track Assistant or Associate Professor po-sition in History of Education with an emphasis on race, ethnicity, immi-gration and/or urban education. For a full position description and informa-tion on applying this position, please go to https://goo.gl/pLoS54 . Applica-tions received by November 20 will receive full consideration. UW-Mad-ison is an equal opportunity employ-er. We promote excellence through diversity and strongly encourage all qualified individuals to apply.

Engineering: University of Illinois at Urbana-Champaign (UIUC). The Department of Civil and En-vironmental Engineering (CEE) at the University of Illinois at Urbana-Champaign invites applications for two full-time tenured or tenure-track faculty positions; all ranks will be considered. The Department seeks to expand its expertise in emerging

interdisciplinary areas that are criti-cal in addressing global challenges through innovative education and re-search and aligned with CEE cross-cutting programs related to sustain-ability, resilience, risk mitigation, and water and energy systems research. Desired areas of expertise are: Geo-technical Engineering. Infrastructure development and renewal in congest-

ed urban environments, utilizing un-derground space, shallow geother-mal energy production, and advance-ment of infrastructure resilience to extreme events. Geotechnical engi-neering including rock mechanics for energy production including shale gas production and hydraulic frac-turing, and development of deep geo-thermal sources and long-term man-

Director of Field EducationSchool of Social Work

The Virginia Commonwealth University (VCU) School of Social Work iscurrently seeking a Director of Field Education. This full-time, twelve-month, term (non-tenure earning) faculty appointment reports directlyto the Associate Dean for Academic and Student Affairs. The Directorof Field Education supports the mission and strategic initiatives of theschool by preparing graduate students for professional social workpractice. In addition to being an outward facing individual who isproactive with community partners, this position provides leaddevelopment and implementation of vision planning for field educationin the School of Social Work at VCU. The Director of Field Education isresponsible for the supervision of field education faculty and staff andthe operational activities within that office. The incumbent hired willserve on school and university committees as requested and may haveteaching responsibilities as assigned. Successful candidates will haveknowledge of the Council on Social Work Education (CSWE)accreditation and curriculum standards and knowledge of bestpractices and expertise in field education. For additional information and to apply for this position please visit,

https://www.vcujobs.com/postings/46886.Virginia Commonwealth University is an equal opportunity,

affirmative action university providing access to education andemployment without regard to age, race, color, national origin,gender, religion, sexual orientation, veteran’s status, political

affiliation or disability.

ASSISTANT PROFESSOR Vacancy #: 940682

Salary Range: Commensurate with Qualifications Closing Date: Open Until Filled

Job duties cover teaching, research, and service obligations. Teaching responsibilities include at least two of the followingcourses: PR and Corporate Writing, PR Strategies, and PR Campaigns. The successful candidate will be responsiblefor executing a program of research and publication in Public Relations. Finally, service obligations include service tothe school, university, and profession.

Minimum Qualifications:Ph.D. required; however, ABD with significant qualifications in Communication or a closely related field may be con-sidered for initial employment as Instructor. Qualifying degrees must be received from appropriately accredited insti-tutions and conferred by the time of hire.

Special Instructions to Applicants:ECU has a two part application process. First, applicants must complete an online candidate profile athttps://jobs.ecu.edu, and second, interested candidates must submit a letter of application/cover letter, curriculumvitae, evidence of teaching effectiveness, a sample of scholarly work, and the names and contact information for threeprofessional references. Finalists will be required to provide two written letters of recommendation and official tran-scripts of their terminal degree.

All requested materials must be submitted online. Your application packet will be considered incomplete until allrequested materials are received. If you have any questions, please contact Teresa Bullock at bullockte@ecu.edu or 252-328-4227.

Additional Instructions to Applicants:Applicants must complete a candidate profile or staff application (see "Application Types Accepted" below) online viathe PeopleAdmin system. In addition, applicants must submit the documents requested in order to be considered forthe position.

Application Types Accepted:Candidate Profile (EPA only)

Applications will be considered until position is filled. ECU application for vacancy #940682 to ECU HumanResources at www.jobs.ecu.edu.

Equal Opportunity/Affirmative Action EmployerVisit this job posting at: ecu.peopleadmin.com/applicants/Central?quickFind=79731

� e College of Education and Human Development at Texas A&M University (TAMU) invites applications and nominations for the position of Head, Department of Teaching, Learning & Culture (TLAC).

TLAC Department� e Department of Teaching, Learning and Culture (TLAC) encompasses students, faculty and sta� whose e� orts and interests center on the many di� erent aspects of academics, teaching and classroom education. To view full announcement, please visit http://tlac.tamu.edu.

Quali� cations: Candidates must possess an earned doctorate in a � eld related to any of the department’s academic programs. Applicants should be a full professor as of January, 2016, with a distinctive and active record of scholarship, publications, and experience; a record of excellence in teaching, directing doctoral students, and developing innovative programs; an established record of obtaining extramural funding to support research and/or teaching; a record and/or demonstrated ability to provide creative leadership in the higher education setting; evidence of e� ective communication, organization, ability to manage and resolve con� ict, and supportive interpersonal skills; a strong commitment to an open and transparent faculty governance; ability to make ethical decisions; evidence of budgetary and management skills; and, a commitment to integrity, academic excellence, professional service, and cultural diversity.

Responsibilities: � e Head serves as the chief academic, � scal, and administrative o� cer for the Department. � e Head is responsible for fostering faculty excellence in research, teaching, and service consistent with Texas A&M University’s Vision 2020 Strategic Plan (www.tamu.edu/vision2020); providing e� ective advocacy for the department within the college, university, state, and nation; encouraging a positive, collegial climate; promoting local, state, national and international partnerships and outreach; and establishing a successful record of creating a positive climate for the recruitment, development, and retention of diverse faculty, students, and sta� .

Application Process: Review of applications will begin December 2, 2015, and continue until an appointment is made. Letters of inquiries, nominations, and applications should be addressed to: Dr. Fredrick M. Nafukho, Chair TLAC Head Search Committee and sent to: Marie Shelfer, Department of Educational Administration and Human Resource Development. Completed applications and curriculum vita should be submitted electronically as a single PDF � le to: shelfer@tamu.edu

Texas A&M University is an A� rmative Action/Equal Opportunity Employer committed to creating andmaintaining a climate that a� rms diversity of both persons and views, including di� erences in race,ethnicity, national origin, gender, age, socioeconomic, background, religion, sexual orientation, anddisability.

DEPARTMENT OF TEACHING, LEARNING & CULTURE Lecturer Position in Management CommunicationSchool of Hotel Administration

Cornell University, Ithaca, NY 14853Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broadresearch, teaching tomorrow’s thought leaders to think otherwise, care for others, and create anddisseminate knowledge with a public purpose.Responsibilities: The primary responsibility is teaching “Management Communication I,” a first-year,core course that emphasizes written communication in professional contexts and includes anintroduction to presentational speaking in business. Opportunities may be available in the future toteach “Management Communication II,” which focuses on persuasion, or other courses. Lecturers teachsix classes each academic year and hold regular, individual conferences to discuss students' papers andpresentations. Being accessible to students is critical. Lecturers teach multi-section courses andcollaborate extensively on curriculum development, student assignments, School projects, and, attimes, research projects. In addition to teaching responsibilities, lecturers have school service responsibilities and are expectedto pursue professional development activities, such as presenting at business-communication disciplineconferences and interacting with hospitality-industry managers. The School of Hotel Administrationsupports such activities with professional development funds.Major Qualifications: • Discipline-related Master’s degree or Ph.D., preferably from a professional communication or

rhetoric program. • Experience teaching in a four-year, accredited college or university, preferably teaching multi-section

courses. • Experience and skill in teaching writing in professional contexts and willingness to teach both written

and oral communication. • Demonstrated experience and interest in collaborating with colleagues.• Direct engagement with the business communication discipline—through, for example, presenting at

business, technical, or professional communication conferences—is an advantage, as is businessknowledge and experience.

Conditions of Appointment: The position’s teaching responsibilities begin in the Spring 2016 orpossibly the Fall 2016 semester, and appointment is for three years, renewable. A new hire will beconsidered for promotion from lecturer to senior lecturer after appropriate quality and length of service.Salary is commensurate with qualifications. Support is provided, including administrative assistance,office space, computers, and other resources. Institution: The School of Hotel Administration (http://www.hotelschool.cornell.edu/), one ofCornell’s ten colleges, has approximately 900 undergraduates and 60 graduate students. The School hasover 55 resident faculty members (including five in communication). The School is located at the centerof campus in Statler Hall and has an adjacent 150-room hotel and conference center that serves as alearning laboratory for students. Application: Review of applications will begin immediately and continue until the position is filled.Please include a detailed cover letter, your curriculum vitae, an original course assignment, one writingsample, and the names and contact information for two references and submit using Interfolio at thefollowing link: http://apply.interfolio.com/29364Cornell University is an innovative Ivy League university and a great place to work. Our inclusivecommunity of scholars, students and staff impart an uncommon sense of larger purpose and contributecreative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca,NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side ofManhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Islandin the heart of New York City.

Diversity and Inclusion are a part of Cornell University's heritage. We're an employer and educatorrecognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

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agement of energy byproducts such as carbon sequestration and nuclear waste disposal. Smart Infrastructure and Transportation Systems. Devel-opment of intelligent and automated systems for the design, construction, and management of intelligent in-frastructure such as smart buildings, smart energy grids, and smart roads for autonomous and connected ve-hicles. Integration of petascale com-

puting with networked sensing and next-generation multi-modal trans-portation systems. Development of innovative materials and technolo-gies for designing, constructing, op-erating, and maintaining sustainable built infrastructure and transporta-tion systems such as advanced mate-rials with adaptive, multi-functional, self-repairing or carbon sequestra-tion capacity; and technologies for

sustainable materials, construction management, and life cycle assess-ment. Qualified candidates in these areas and within all areas of CEE may be considered as Blue Waters Profes-sors, where substantial computing re-sources will be available on one of the most powerful computers in the world

(http://engineering.illinois.edu/blue-waters). Additional exciting oppor-tunities and positions also exist for tenured full professors in all areas of CEE suited to the Grainger En-gineering Breakthroughs Initiative, a $100-million endowment from the Grainger Foundation (http://grain-

gerinitiative.engineering.illinois.edu). The successful candidates are expected to develop and maintain an internationally recognized research program, to contribute fully to teach-ing of undergraduate and graduate courses, and to provide service to the profession and university. Successful candidates are also expected to de-velop interactions with faculty across

the department, college and campus. Opportunities exist to participate in related CEE and campus-wide com-munities, such as the Micro and Nan-otechnology Laboratory, Prairie Re-search Institute, Illinois Center for Transportation, MAE Center (Creat-ing a Multi-hazard Approach to En-gineering), the National Rail Trans-portation Center, the Information

� e Military & Strategic Studies Department anticipates hiring an Assistant Professor (#16-01DFMI) beginning June 27, 2016. � is initial appointment terminates June 30, 2019. Successive appointments of up to four years are possible. � e person hired may teach core courses. An earned doctoral degree is required. � e successful candidate must be quali� ed to teach in the Military & Strategic Studies Department. Preference will be given to applicants with experience in an interdisciplinary strategic studies program or � eld or closely related area and a record of research and publications relevant to contemporary applications of air, space, and/or cyberspace power or strategic studies. To Apply: Go to www.usajobs.gov. Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” � en scroll down until you locate this position. Applications must be received by Nov 30, 2015. U. S. citizenship required.

U . S . A I R F O R C E A C A D E M Y

� e School of Kinesiology at the University of Michigan invites applications for a full-time lecturer to teach undergraduate courses in the Sport Management program. Applicants should have expertise and teaching experience in one or more of the following sport management-related areas: research methods, economics, and/or � nance. � e School of Kinesiology at the University of Michigan is one of 19 degree-granting academic units on the Ann Arbor campus. Detailed information on the School of Kinesiology can be found at: http://www.kines.umich.edu/. For a detailed description and to submit your application please go to http://umjobs.org/job_detail/115582/leo_lecturer_iii_-_sport_management

� e University of Michigan is an A� rmativeAction/Equal Opportunity Employer.

Lecturer in Sport Management

The Sport Management Program at the University of Michigan invites applications and nominations for a tenure-track position in the areas of Management or Marketing at the Assistant Professor level. Candidates will be expected to maintain an active research agenda, teach undergraduate and graduate courses, possess a demonstrated commitment to undergraduate education and mentoring of undergraduate research and have research methods and statistical expertise appropriate for the effective mentoring of student research at the master’s and doctoral levels. Successful candidates will be expected to pursue extramural funding to support their research.

Sport Management is one of four programs within the School of Kinesiology. The School of Kinesiology (www.kines.umich.edu/) is one of 19 degree granting academic units on the University of Michigan campus with 26 tenure-line faculty and over 900 students.

For more information on the Sport Management Program, please see http://www.kines.umich.edu/programs/sport-management

For a complete position description with application instructions, please visit: http://umjobs.org/job_detail/113979/assistant_professor_of_sport_

management

The University of Michigan is an equal opportunity, affirmative action employer. Women and minorities are strongly urged to apply.

Assistant Professor of Sport Management

The College of Health Sciences at Eastern Kentucky University isaccepting applications for Assistant/Associate Professor for itsDepartment of Baccalaureate and Graduate Nursing. The position is a full-time, 9-month, tenure-track and is in the 100% on-lineFNP/Graduate program.Requirements: A Master’s degree in Nursing from a regionallyaccredited program and a minimum of 24 hours toward a doctorateis required for tenure-track appointment. A Doctorate in nursing orrelated discipline from a regionally accredited institution is pre-ferred for appointment and is required for tenure. Candidates musthave a free and unencumbered license as an RN and APRN in thestate of Kentucky or compact state.To be considered for the position, applicants must apply throughEKU’s employment site at jobs.eku.edu (search requisition#0617473).

Eastern Kentucky University is an Equal Opportunity/Affirmative Action employerand educational institution and does not discriminate on the basis of age, race, color,

religion, sex, sexual orientation, disability, genetic information, national origin orveteran status, in the admission to, or participation in, any educational program or

activity which it conducts, or in any employment policy or practice.

EASTERN KENTUCKY UNIVERSITY

Assistant/AssociateProfessor

Department ofBaccalaureate andGraduate Nursing

Associate Dean Business/ Trade & IndustryLake Worth campus

Requirements: Master’s degree inone of the disciplines listed and aminimum of four years relatedexperience. Must possess strongleadership, verbal and writtencommunication skills, budgetmanagement and curriculumdevelopment skills. Facultysupervision, teaching experience andtwo years Departmental Chair, orsimilar experience required.

Reporting to the Dean of Business, Trade andIndustry, the Associate Dean will beresponsible for the operation and oversight ofcredit and non-credit programs including thefollowing disciplines:

Responsibilities include classroom evaluation,responding to student academic concerns, andthe coordination of activities consistent withthe campus and college mission and strategicgoals. Will provide leadership to thedepartment, manage staff and budgets, and willfoster an innovative teaching and learningenvironment conducive to academicexcellence. Must be able to collaborate withemployees and the community.

Position Description:

An EOE/VP/ADA Employer

www.palmbeachstate.edu/EmploymentOffice of Human ResourcesPalm Beach State College4200 Congress Ave. | Lake Worth, FL 33461

This position will be open until filled, with an initial review date of October 26, 2015.

A complete application package mustbe submitted, which must include anelectronic application, resume, letterof intent and official or college-stamped student copy of transcripts.Palm Beach State College offers ahighly attractive benefits package andinvites qualified candidates to apply.

For more information and toapply online please visit:

Palm Beach State College is committed to academicexcellence and invites qualified applicants who aredevoted to innovative teaching and a dynamic learningenvironment to apply.

• Accounting• Business• Economics• Management

• Real Estate• Insurance• Computer Science• Entrepreneurship

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Econometrics and Statistics.

Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars.

Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at: http://www.chicagobooth.edu/faculty/openings. We will start formally reviewing applications on December 1, 2015 and strongly encourage you to complete your application by then. We will continue to accept applications until March 15, 2016.

All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran status or status as an individual with disability.

The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer. The University of Chicago’s Statement of Non-Discrimination can be found here: http://facultyhandbook.uchicago.edu/page/statement-non-discrimination.

Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth.edu with their request.

Tenure-Track PosiTions in economics and sTaTisTics

Full-Time Non-Tenure Track Faculty Position in Management

Rutgers, The State University of New Jersey, seeks applicants for a full-time non-tenure track position in the Department of Management & Global Business at Rutgers Business School-Newark and New Brunswick to teach courses in Management. The successful applicant will be expected to teach the undergraduate large lecture course Introduction to Management as well as other undergraduate and graduate courses offered by the Department of Management & Global Business.

Applicants for these positions must have demonstrated excellence in teaching in management and related areas. Experience in teaching large sections (200+ students) is highly desirable and experience in teaching online or hybrid courses is a plus.

Successful applicants must have qualifi cations to meet and maintain AACSB (the business school accrediting body) standards for faculty currency. A Ph.D. degree is desirable, ABD acceptable, minimum qualifi cation Masters Degree in area of teaching responsibility or Masters Degree combined with signifi cant managerial experience.

Rutgers Business School is located in the New York metropolitan area and spans campuses in Newark and New Brunswick. We opened new Business School Buildings in Newark in 2009 and in New Brunswick in 2013. Rutgers Business School–Newark and New Brunswick has the leading public MBA program in the New York metropolitan region. Faculty members are expected to teach on both Newark and New Brunswick campuses and are assigned an offi ce on either campus depending on needs.

We anticipate an opening for January 2016 or thereafter until the position is fi lled. Review of applications will begin on October 20th, 2015 and continue until the position is fi lled. Interested candidates should apply online at http://www.business.rutgers.edu/teaching-opportunities/mgb.Please email any inquiries to: ManagementNTTPosition2016@business.rutgers.edu

Rutgers is an Equal Opportunity/Affi rmative Action Employer.

Full-Time Non-Tenure Track Faculty Position in Management

Associate Dean and Professor with Tenure

University of Houston-Clear Lake invites applications and nominations for a SCHOOL OF EDUCATION ASSOCIATE DEAN AND PROFESSOR WITH TENURE.

Candidates must have earned a doctorate related to an academic area in the School of Education. They must have proficiency in university teaching and a record of research and scholarly activity commensurate with appointment at the level of full professor. Candidates must have three years of successful university administrative and leadership experience, at the department chair level or above, preferably at doctoral granting institutions in the United States or Canada. Experience in working with field-based educator preparation programs involving university and school partnerships is preferred. The individual selected for this position will be expected to provide leadership and support for faculty in areas of collegiality, scholarly research, and grant work. Moreover, this individual should be able to supervise academic program development, student recruitment, program marketing, and effectively communicate with stakeholders. For a more detailed list of duties and responsibilities, please visit http://prtl.uhcl.edu/portal/page/portal/SOE/associate_dean_duties.

The University of Houston-Clear Lake (UHCL) is one of four independent universities that constitute the University of Houston System. UHCL is a comprehensive master’s university, with two doctoral programs offered by the School of Education, with an enrollment of approximately 8,700 and includes Schools of Education, Business, Human Sciences and Humanities, and Science and Computer Engineering. UHCL is located in modern facilities adjacent to the NASA/Johnson Space Center midway between Houston and Galveston in the developing center of Bay Area Houston, Texas. Enrollment in SOE programs is approximately 1,500 with approximately 36% at the graduate level. UHCL is one of only fourteen CAEP accredited institutions in the State of Texas. For more information, please visit our Web site at http://soe.uhcl.edu.

Notice to Applicants:This is a security sensitive position. If you are selected for an interview, you will be required to complete a Security Sensitive Notification Form. You must pass a criminal history record check before an offer will be made. For all positions, salary is competitive and commensurate with previous experience. Apply on-line at https://jobs.uhcl.edu. Screening will begin November 16, 2015 and will continue until the position is filled. The University of Houston-Clear Lake is an affirmative action, equal opportunity employer, supporting workforce diversity.

AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER

School of education

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Trust Institute, the National Center for Supercomputing Applications, the Institute of Genomic Biology, the Safe Global Water Institute, the Illinois State Geological Survey, as well as nine other Engineering De-partments. Applicants must hold an earned doctorate in an appropriate field. Salary and rank will be com-mensurate with qualifications. To en-sure full consideration, create your candidate profile through https://jobs.illinois.edu and upload your applica-tion cover letter (addressed to Profes-sor Benito J. Mariñas, Department Head, Department of Civil and En-vironmental Engineering, 1114 New-mark Civil Engineering Laboratory, 205 North Mathews Avenue, Urbana, IL 61801. Telephone: 217-333-6961), curriculum vitae, a concise summa-ry of past research accomplishments and any teaching experience, a state-ment of future research and teach-ing plans, and complete contact in-formation of at least three references by November 1, 2015. Only complete applications will be considered. The starting date is negotiable, but is pre-ferred to be August 16, 2016. Infor-mation about the department may be

found at our website at http://cee.illi-nois.edu/. Urbana-Champaign offers the residential advantages of a medi-um-sized university city, excellent cul-tural opportunities, and a high qual-ity of life as reflected by its ranking as one of the Great Neighborhoods in America by the American Planning Association: http://www.planning.org/greatplaces/neighborhoods/2007/westurbana.htm. The University of Il-linois conducts criminal background checks on all job candidates upon ac-ceptance of a contingent offer. Illinois is an equal opportunity employer and all qualified applicants will receive consideration for employment with-out regard to race, religion, color, na-tional origin, sex, sexual orientation, gender identity, age, status as a pro-tected veteran, or status as a quali-fied individual with a disability. Il-linois welcomes individuals with di-verse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity. (www.inclusiveillinois.illinois.edu).

English: Assistant Professor. Profes-sional Communication. Tenure-track. August 2016. Francis Marion Univer-

sity. Ph.D. preferred. ABD consid-ered. Position description and sup-port services at http://www.fmarion.edu/about/positions. EOE/AA.

English: The Department of English at the University of Washington in-vites applications for a full-time, ten-ure-track position of Middle English literature and culture at the rank of Assistant Professor. The Department particularly welcomes scholars with expertise in Digital Humanities and Textual Studies to build on existing strengths in these areas across our campus. Candidates should demon-strate a sustained commitment to ex-cellence in undergraduate and grad-uate teaching, scholarly research, de-partmental and college service, and student advising. As a public institu-tion, the University of Washington seeks candidates committed to work-ing with diverse student and commu-nity populations; therefore, appli-cants are encouraged to describe in their letter of intent how their schol-arship, teaching, and service con-tribute to diverse communities. Ap-plicants should have a Ph.D. degree, or foreign equivalent, by the start of the appointment. University of Wash-ington faculty engage in teaching, re-search, and service. Please submit let-

ter of application, C.V., dissertation abstract, teaching portfolio, three letters of recommendation, and writ-ing sample via Interfolio http://apply.interfolio.com/31415 This position has an anticipated start date of Au-tumn 2016, and will have a 9-month service period. Priority will be given to applications received by November 1, 2015.The University of Washington is an affirmative action and equal op-portunity employer. All qualified ap-plicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran or disabled status, or genetic information. Please direct inquiries to Brian Reed, Department Chair, at bmreed@uw.edu.

English: The English Department at Gonzaga University invites applica-tions for one full-time tenure track Assistant Professor position (3/3 teaching load) in Film, starting fall, 2016. Priority given to candidates with expertise in one or more of the following areas: Film Studies, Visu-al Rhetoric, or Multimodal Compo-sition. The successful candidate will teach undergraduate film, literature, and/or writing and other University Core courses as needed and as ap-

propriate to qualifications. Required Qualifications: A Ph.D. in English or ABD with completion by August 1, 2016, evidence of scholarly poten-tial, at least one year experience instructing literature and/or writ-ing, and evidence of superior teach-ing. Desired Qualifications: Exper-tise and interest in interdisciplinary teaching (may include contributions to Native American/Environmental/Gender Studies programs) and de-veloping new courses for inclusion in University Core. To apply, please visit our website at: https://gonzaga.peopleadmin.com/. Applicants must complete an online application and electronically submit (1) a cover let-ter, (2) a detailed curriculum vitae, (3) a statement of teaching philoso-phy, and (4) three letters of recom-mendation. Email inquiries to Jeff Miller, Chair of English: millerj3@gonzaga.edu. Position closes on No-vember 1, 2015, midnight, PST. For assistance with your online appli-cation, call 509.313.5996. Gonzaga University is a Jesuit, Catholic, hu-manistic institution, and is therefore interested in candidates who will contribute to its distinctive mission. Gonzaga University is a commit-ted EEO/AA employer and diversity candidates are encouraged to apply.

All qualified applicants will receive consideration for employment with-out regard to their disability status and/or protected veteran status.

English: The English Department at Portland State University invites applications for a tenure-track po-sition in fiction writing to begin September 16, 2016. Candidates should have a distinguished record of publication, including at least one book of fiction, as well as dem-onstrated excellence in teaching, preferably at the graduate as well as undergraduate level. Desirable secondary specializations include literary nonfiction, hybrid forms, translation, playwriting, and graph-ic narrative. The successful candi-date will be a core contributor to our thriving M.F.A. program and to our new B.F.A. program, teaching both graduate and undergraduate writing classes, directing graduate theses, and continuing to build the M.F.A. into a program of nation-al prominence. M.F.A. or Ph.D. in creative writing required at time of appointment. 2/2/2-course load (quarter system); competitive sal-ary; excellent benefits. ABD can-didates must have their degree in hand by September 15th, 2016.

Director of Financial Aid Reed College

Reed College invites inquiries, nominations, and applications for the position of Director of Financial Aid.About the CollegeReed College, founded in 1908, is one of the country’s leading liberal arts and sciences colleges, providing an intellectually rigorous under-graduate experience. Reed is devoted to the intrinsic value of intellectual pursuit and is governed by the highest standards of scholarlypractice, critical thought, and creativity. The goal of the Reed education is that students learn and demonstrate rigor and independence intheir habits of thought, inquiry, and expression. Reed College values cultural diversity and intellectual pluralism as critical components ofacademic excellence. The College seeks a dynamic Director of Financial Aid to join the institution.About the PositionReporting to the Vice President and Dean of Admission & Financial Aid, the Financial Aid Director leads the Financial Aid Department inadministering federal, state, and institutional financial aid funds and services. The Director collaborates with the Vice President and Deanof Admission & Financial Aid in representing Reed College nationally in all issues as they relate to financial aid in recruitment, retention,and meeting institutional financial objectives. The Director supervises the Associate Director of Financial Aid, two Financial Aid Counselors,and the Financial Aid Administrative Assistant. The Financial Aid office disburses $26.5 million in aid to meet the financial needs of its stu-dents and the Director manages a budget of a quarter of a million dollars.Essential functions of the position include:• Collaborate with the Vice President and Dean of Admission & Financial Aid to develop and implement the institution’s financial aid

strategy to provide stewardship of institutional funds and to maximize recruiting and retention, including recruiting a diverse student body.• Serve and actively participate on the Admission & Financial Aid leadership team to provide strategic direction.• Provide leadership and professional development for the staff of the Financial Aid Office. Provide training and materials to financial

aid and admission staff regarding the financial aid process. Develop and conduct financial aid presentations and participate in outreachactivities and financial aid workshops with external audiences.

• Monitor and approve financial aid packaging for all qualified applicants in accordance with federal, state, and institutional policies andprocedures, while at the same time ensuring that Reed College’s financial aid processes contribute to a positive educational experiencefor students.

• Partner with the Controller and Business Office to ensure accurate and timely exchange of information and awards among school infor-mation systems. In partnership with Computer and Information Systems, develop Banner and other tools to streamline processes.

• Develop and implement policies, programs, procedures, and audits to ensure compliance with federal and state laws, regulations, andcollege policies.

• Oversee coordination of federal and state grants and scholarship funds. Coordinate student loan processing between students, the federalgovernment and institution. Oversee Satisfactory Academic Progress and Title IV refunds and repayments.

• Complete state and federal reporting pertaining to financial aid. Develop and implement application intake and tracking processes forproper documentation of all awards for auditors, program reviewers, and accreditation teams.

• Participate in the development or revision of all publications (website, college catalog, and other media) relating to financial aid, suchas financial aid applications, forms used for tracking applications, correspondence forms, and brochures so that these publications areeasy to understand and to utilize.

• A successful candidate should expect to explain Reed's financial aid policies to Reed faculty members, the student body, the Board ofTrustees and interested alumni.

The Successful CandidateThe successful candidate will have at least five years of experience leading the financial aid function at a four year college or university.This includes directly managing the work of regular full-time employees and managing and disbursing at least $25 million in financial aid.A demonstrated ability to lead a team to accomplish challenging objectives is required as are strong technological and analytical skills, asdemonstrated by the development of financial aid models to set strategy. The candidate will have extensive experience in data assessmentand manipulation, and will have proficiency with database management tools. A strong track record of success in developing financial aidstrategy to support an institution’s admissions goals is necessary, including its goals to recruit a diverse student body. A track record ofsound fiscal management and financial acumen is needed. As the leader of the department and member of the Vice President’s senior lead-ership team, exceptional communication and organizational skills are mandatory as is the ability to manage large portfolio of work inprogress. The successful candidate will also have an impeccable track record of integrity. Knowledge of best practices and latest trends inthe profession are a plus including actively participating in the National and Regional Student Financial Aid Associations.How to ApplyInterested individuals should send a letter of application that relates the applicant’s skills and experiences to the stated qualifications for theposition along with a resume that reflects notable achievements. Applications and nominations should be submitted electronically toReed@wspelman.com. The subject line in the email should be REED. Confidential inquiries should be made to Michael Geffen, PhD,Vice President, William Spelman Executive Search at (951) 201-8800.Confidentiality will be maintained, and references will not be contacted without prior knowledge or approval of the candidate. Review ofapplications will begin on November 6, 2015 and continue until the position is filled.

Reed College values cultural diversity and intellectual pluralism as critical components of academic excellence. We welcome applications from members of historicallyunderrepresented minority groups, persons with disabilities, persons who have served in the military,and others who would bring additional dimensions of experience to our community.

ASSOCIATE DEAN FOR ACADEMIC AFFAIRS

The School of Communication at Northwestern University invites inquiries,applications, and nominations for the position of Associate Dean forAcademic Affairs. This is a full-time, tenure-track position. Review ofmaterials will begin November 1, 2015 and continue until the position isfilled. For full consideration, applications or nominations should be receivedprior to October 15, 2015. Starting date for the appointment is negotiable butnot later than September 1, 2016.

Northwestern UniversityNorthwestern is a top-tier, private research university with three campuses:Chicago, Evanston, and Doha. The Chicago campus is home to the schoolsof medicine and law. The Evanston campus, located just north of Chicagoand on Lake Michigan, houses the six schools that offer undergraduateinstruction (music, education and social policy, journalism, engineering andapplied science, arts and sciences, and communication), the GraduateSchool, and the Kellogg School of Management. The new Doha campus, inQatar, offers an undergraduate program in journalism and communication.

The School of CommunicationThe School of Communication has five departments and offers a suite ofinterdisciplinary undergraduate, professional, and graduate programs. Thedepartments span the communication arts and sciences and include theRoxelyn and Richard Pepper Department of Communication Sciences andDisorders, the Department of Communication Studies, the Department ofRadio-Television-Film, the Department of Performance Studies, and theDepartment of Theatre (which includes music theatre and dance). Thefaculty of 150 includes 105 tenure-track faculty. The School offersinstruction to roughly 1200 undergraduate majors and 500 graduate andprofessional students.

Founded over 135 years ago, the School has been a leader in developing thecommunication disciplines and professions, and continues to be a center ofexcellence in the communication arts and sciences. The current Dean of theSchool is Barbara J. O’Keefe.

Associate Dean for Academic AffairsThe Associate Dean for Academic Affairs assists the Dean with all facultyrecruiting and career development in the School of Communication.Responsibilities include management of searches and appointments(including negotiating with candidates and assisting in their transition toNorthwestern), orientation of new faculty, junior faculty developmentprogram, faculty leaves, conflict resolution, and related matters. Theassociate dean works with the department and school faculty representativesand the Dean in faculty evaluation and appeal processes (including annualmerit evaluations), third year reviews of junior faculty, and promotion andtenure reviews. The associate dean also works with the Dean on strategicplanning for the School (especially in the area of faculty development) andin program evaluation. The Associate Dean serves as the key point of contactfor the School’s directors of graduate and professional programs and is theliaison between the School of Communication and the Graduate School.Finally, the Associate Dean serves as the administrative liaison with theSchool of Communication program at Northwestern’s campus in Qatar.

The Associate Dean will be expected to maintain a program of teaching andresearch and participate in the intellectual life of his or her department.Salary is open and commensurate with experience and qualifications.

QualificationsCandidates must hold a doctorate in their discipline, have provenadministrative competence and experience in the area of academic affairs,and have demonstrated scholarly/artistic and teaching achievement of thehighest quality. Candidates must be appropriate for an appointment at therank of professor in one or more of the School’s five departments, and weprefer a candidate whose background spans more than one discipline orarea of study within the communication arts and sciences and cognatefields. Experience with doctoral and professional graduate programs,externally funded research, and academic planning and budgeting is alsohighly desirable.

Inquiries, applications, and nominations should be addressed (e-mailspreferred) in total confidence to:

Dean Barbara J. O’KeefeSchool of CommunicationNorthwestern University

70 Arts CircleEvanston, Illinois 60208

Telephone: 847-467-6993Fax: 847-467-1464

SoCAssociateDeanSearch2015@northwestern.eduNorthwestern University is an Affirmative Action, Equal Opportunity Employer. Women and minorities are encouraged to apply. Hiring is contingent on eligibility to work in the United States.

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Vice President for Student A�airsJackson State University invites applications for the Vice President for Student A�airs. Located in metropolitan Jackson, Jackson State University (JSU) is a state-supported institution in Mississippi with an enrollment of over 9,800 students. JSU is “Mississippi’s Urban University” and has been designated as a “doctoral research intensive institution” by the Carnegie Foundation. Jackson State University is a diverse, technologically-advanced four-year university steeped in history and committed to preparing its students to become global leaders. The university provides a caring, nurturing environment where students are challenged to improve themselves and serve others. Jackson State continues to enhance the state, nation and world through comprehensive initiatives in economic development, healthcare, technology, and education.

Job Description:The Vice President for Student A�airs provides executive-level leadership and vision in the administration of a comprehensive range of services, policies and procedures related to student a�airs programming, and planning.  This position reports to the Provost and Senior Vice President for Academic and Student A�airs and serves as a member of the President’s cabinet.  The Vice President for Student A�airs participates in all aspects of institution-wide planning in support of the mission and goals of the university, including meeting the needs of a diverse student population and creating a learning environment where all students have the opportunity to succeed. The Vice President is responsible for the planning and direction of all Jackson State University programs in the o�ces of student leadership and engagement, residence life and housing, health center, counseling services, career services, and campus recreation. Essential Job Functions:• Provide executive-level leadership, strategic planning, oversight, and coordination of all units in the Division of Student A�airs in the areas of programming, policy development, human resources, facilities, and �scal resource management • Provide leadership and guidance for the development and implementation of high-quality and student-centered approaches to support student success in non-academic dimensions of student university experiences. Examples include residential housing and residential life, multicultural activities, student activities and events, student clubs and organizations, Greek life, student government, freshman orientation, outreach to prospective students, student conduct, testing, personal counseling, health education and health care, accommodation of disabilities, access programs, career and skill counseling, and placement services• Manage a multi-million dollar budget • Promote positive student relations by maintaining effective lines of communication with student leaders and serving as a strong advocate for the non-academic, extra-curricular, and co-curricular needs of students• Develop and enhance the assessment of student learning outcomes for activities within the Division of Student A�airs, including the e�ective and e�cient provision of student services and programs • Ensure that institutional policies and practices provide fair and equitable treatment of all applicants and students • Ensure that all programs and services in the Division of Student Affairs comply with relevant state and federal laws, and University policies

Quali�cations:• Terminal degree required• At least six years of relevant and progressive management experience• Signi�cant experience managing large sta� and budgetary resources• Demonstrated commitment to student success, and experience in building strong student relationships• Record of success in creating and implementing a vision for a student a�airs division at a comprehensive university• Demonstrated experience integrating student a�airs with academic a�airs• Record of e�ective and innovative leadership in policy development, strategic planning, diversity programming, and �rst-generation student engagement programming • Demonstrated knowledge of student development theory and a broad range of trends and best practices nationally in student development programs and services• Experience in providing response and assistance to students in crisis situations• Proven ability to create a climate responsive to student concerns• Excellent communication skills, including the ability to e�ectively listen to all points of view, build consensus on initiatives and issues, and inform others of policies and plans

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classi�cation. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed.

Candidates may apply online at https://jsums.peopleadmin.com/ or send materials to: Dr. Nicole E. EvansChair, Vice President for Student A�airs Search CommitteeJackson State UniversityC/O: Human ResourcesP.O. Box 17028Jackson, MS 39217

Nominations for this position may be submitted to HRServices@jsums.edu with the subject line Vice President for Student A�airs.

Jackson State University is committed to the principles of equal education opportunity, equal employment, and a�rmative action. The University does not discriminate on the basis of race, color, sex, handicap, age, religion, national origin, veteran status or any other illegal basis.

Position Announcement

www.jsums.eduJackson State University is committed to the principles of equal education opportunity, equal employment, and affirmative action. The University does not discriminate on the basis of race, color, sex, handicap, age, religion, national origin, and veteran status or on any other illegal basis.

A46 Student Affairs    Business Affairs THE CHRONICLE OF HIGHER EDUCATION    OCTOBER 9, 2015

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Finance: Ithaca College is seeking an experienced professional to serve as Controller and provide leadership and strategic direction for the Col-lege’s finance operations including general accounting, budgeting/fore-casting, cash flow projections, and financial reporting ensuring compli-ance with appropriate accounting and auditing standards. The success-ful candidate will work with the Vice President of Finance & Administra-tion to develop and implement short and long-term strategies, financial policies, and internal financial con-trols in support of the College’s mis-sion and vision. For a complete de-scription and to apply, visit http://www.ithaca.edu/jobs/. Questions about online application should be directed to the Office of Human Re-sources at (607) 274-8000. Screen-ing of applications will begin imme-diately. Ithaca College is committed to building a diverse academic com-munity and encourages members of underrepresented groups to apply. Experience that contributes to the di-versity of the college is appreciated.

Finance: Open Rank Faculty, Depart-ment of Finance, University of Illinois at Urbana-Champaign. The Depart-ment of Finance at the University of Illinois invites applicants for regular, full-time tenured or tenure-track em-ployment (any rank) in any area of fi-nance, but with specific interest in

investments and asset management, corporate finance, financial engi-neering, insurance and banking. Can-didates must possess or be near com-pletion of a doctoral degree. Com-pensation is competitive and will be commensurate with applicant’s rank and record. Interviews and inquiries may take place prior to the close date. For application instructions and list of required documents please see full job description at http://go.illinois.edu/Finance . For full consideration, please complete your application by December 1, 2015. Applications will not be accepted via mail or email. The anticipated starting date is Au-gust 16, 2016 (negotiable). For further information please contact Professor Tim Johnson at (217) 333-5807 or fin-search@business.illinois.edu. The U of I conducts criminal background checks and other required pre-em-ployment assessments on all job can-didates upon acceptance of a contin-gent offer.The U of I is an EEO Em-ployer/Vet/Disabled www.inclusiveil-linois.illinois.edu.

Greek: Hellenic Studies Program, Yale University. Yale seeks a full-time Senior Lector I in Modern Greek based in the Hellenic Studies Program (HSP.) Duties include teach-ing five courses per year in Modern Greek. Applicants must have: 1) na-tive or near-native fluency in Modern Greek; 2) strong English communica-

tion skills; 3) experience in teaching Modern Greek culture or language in a college or university environ-ment; 4) an M.A. or other advanced degree in a relevant discipline. Salary is commensurate with experience and background. Applications from wom-en, members of underrepresented groups, protected veterans, and per-sons with disabilities are particularly encouraged. Please submit an appli-cation letter, curriculum vitae, evi-dence of teaching excellence (e.g. stu-dent evaluations, statement of teach-ing philosophy), and three letters of recommendation to whitney.doel@yale.edu. Submissions by regular mail are possible. For address or other in-formation contact whitney.doel@yale.edu.

History: History Teacher: Immedi-ate full-time opening to join the dis-tinguished faculty at The John Dew-ey Academy. (See http://www.jda.org). The Academy is a unique, year-round, college preparatory board-ing school that works with extremely bright, motivated students who have failed in traditional settings. Faculty enjoy small classes, high levels of in-dependence and professionalism, and creativity in designing their courses. Basic courses each semester include US History and History of Western Civ, plus two electives of the teach-er’s choosing. Summer classes con-sist of three electives, which may be taught as either a five-week intensive or through the entire summer. Abil-ity to teach computer science applica-tions a plus. Masters required, Ph.D. preferred. Forward resume and cov-er letter to Kenneth Steiner, Head of School (ksteiner@jda.org).

History: The Department of the His-tory of Science at Harvard University seeks to appoint a tenure-track assis-tant professor in the history of mod-ern or contemporary physics. A Ph.D. is required by the expected start date. The Department is especially inter-ested in candidates who show excep-tional promise as scholars, teachers, and mentors, and can offer broad courses at the undergraduate and graduate levels that will complement those of the current faculty. The ap-pointment is expected to begin on July 1, 2016. Applications should in-clude a cover letter,curriculum vitae, an outline of present scholarly proj-ects and future plans, a statement of teaching experience and approach, a writing sample, and the names and contact details of three persons who will write letters of recommendation. All materials should be submitted di-rectly to the Harvard academic posi-tions site at academicpositions.har-vard.edu/postings/6438. Harvard is an equal opportunity employer and all qualified applicants will receive consideration for employment with-out regard to race, color, religion, sex, sexual orientation, gender iden-tity, national origin, disability status, protected veteran status, or any other characteristic protected by law. Please contact Jillian Nyitray at nyitray@fas.harvard.edu with any questions.

Hospitality: Assistant Professor, Auburn University, Auburn, Ala-

bama. Responsibilities: Teach un-dergraduate and graduate cours-es in the Department of Nutrition, Dietetics, and Hospitality Manage-ment. Provide undergraduate and graduate instruction in the various areas of hospitality management,

including distance education deliv-ery; participation in undergraduate student advisement and graduate committee service; engage in col-laborative research and instruction with colleagues in the Department of Nutrition, Dietetics, and Hospi-tality Management; develop profes-sional and scholarly activities; in-volvement in university and com-munity service and development of industry partnerships. Must have a Ph.D. in Hotel and Restaurant Man-agement, Hospitality, Business Ad-ministration, or related field. Must have demonstrated knowledge in the areas of expertise as well as strong communication, writing, and re-

search skills; evidence of effective teaching; demonstrated potential/ability to secure external funding for research in the hotel and restau-rant field as well as to the program’s central emphasis on service excel-lence. Must be prepared to develop and teach curriculum in a variety of areas, including Hotel Operations, Hospitality Law, Facilities Manage-ment and Tourism. Must have legal authority to work indefinitely in the U.S. Send letter of application, cur-riculum vita, and list of three refer-ences to Department of Nutrition, Dietetics, and Hospitality Manage-ment, 328 Spidle Hall, Auburn Uni-versity, Auburn, AL 36849. Auburn

University is an Affirmative Action/Equal Opportunity Employer. Mi-norities and women are encouraged to apply.

Human Development: The Universi-ty of Montevallo invites nominations and applications for a full-time, ten-ure-track Assistant Professor posi-tion in Human Development & Fam-ily Studies (HDFS) beginning in Au-gust 2016. Primary teaching respon-sibilities will be in the areas of family development, parent education, hu-man sexuality, family life education and human development. With an en-rollment of approximately 3,000, UM is Alabama’s designated public liber-

Genesee Community College, State University of New York, hasopened the search for an Associate Vice President for StudentSuccess responsible for providing leadership, direction, and adminis-trative oversight of its new “Student Success Center” opening in thesummer of 2017. The AVP is responsible for coordinating services pro-vided by the Center in the areas of Admissions, Student Accounts,Advisement, Financial Aid, and Records to ensure a centralized, cus-tomer-focused, and efficient enrollment services system.A Master’s Degree is required, preferably in Administration/Management, Student Services, Enrollment Management, or otherrelated field. Minimum of seven years’ full-time experience in highereducation with increasing levels of responsibility, including five ormore years’ experience with student services orientation, preferablyincluding experience with enrollment management, student reten-tion, success initiatives and case management, intervention, coachingor other individualized retention service modalities in a higher edu-cation setting and five years’ experience at a supervisory level.Experience with comprehensive operations at other institutions ofhigher education is highly preferred.For more details and to apply online visit www.genesee.edu/employment/. Applications accepted until position is filled. Targetdate for appointment is January 2, 2016. Please include a cover letter,resume and contact information for four references.GCC is an Equal Opportunity Employer, committed to fostering diversity inits faculty, staff, and student body, and strongly encourages applicationsfrom the entire spectrum of a diverse community.

Associate Vice President for Student Success

NOTICE OF VACANT POSITION

Applications are being accepted for the following vacancy on the Non-Teaching Professional staff of Hudson Valley Community College, 80 Vandenburgh Avenue, Troy, New York.

CHIEF INFORMATION OFFICER

MINIMUM QUALIFICATIONS: Doctorate in Computer Science, Computer Information Systems, Information Technology, Business Administration or related fi eld and fi ve (5) years of senior Information Technology leadership; or a Master’s degree in Computer Science or related fi eld and ten (10) years of experience in information technology. Five (5) years of progressive professional experience in a managerial capacity in information technology with demonstrated experience in leading a complex functional unit in higher education. Demonstrable ability to effectively plan and manage information technology systems, personnel and fi scal resources; demonstrable knowledge of and experience with higher education systems, especially Ellucian Banner and Blackboard; demonstrable knowledge and experience in implementing best practice solutions in information technology; demonstrable ability to communicate and work effectively with administrators, faculty, and staff in a higher education environment; excellent oral and written communication skills. Demonstrable experience in providing a long range vision and strategic planning for information technology systems.

Experience at the community college level is preferred.

DUTIES AND/OR RESPONSIBILITIES:

The Chief Information Offi cer (CIO) reports to the Vice President for Technology, Institutional Assessment and Planning and as a member of the Senior Staff. The CIO provides strategic leadership to establish an information and communications technology strategy that is transformative, innovative and facilitates an outstanding student experience, enables online and hybrid learning and fosters innovation. The CIO will provide vision, management, leadership, and coordination to achieve excellence in project coordination, planning and administration. The CIO is responsible for computer, microcomputer, data communication, and voice telecommunication information technology systems.

Cover letter and current resume, clearly labeled with the code HV-NTP-717, must be received or postmarked on or before October 16, 2015. To access employment information please visit our web site at www.hvcc.edu/jobs

College Director of Financial Aid

Requirements: Interested applicantsmust possess a bachelor’s degree anda minimum of four years relatedexperience. Master’s degree preferred.Experience in higher educationadministration, knowledge of financialaid rules and regulations, goodleadership and communication skills aswell as analytical and problem-solvingskills are required.

Palm Beach State College seeks a CollegeDirector of Financial Aid with a proven trackrecord of leading financial aid programs.Reporting to the Vice President of StudentServices and Enrollment Management, the Director will provide leadership andoversight to the Student Financial AidDepartment for a multi-campus institution,with four campus financial aid offices serving48,000 students. The candidate must be ableto administer federal, state and institutionalaid programs in compliance with federal andstate laws, regulations and industry standards.Must be able to develop and implementdepartmental policies and collaborate withother departments to formulate appropriateinternal controls and procedures. Theposition is accountable for effectively advisingsenior management of legislative changes thatmay impact financial aid programs andstudent enrollment. Will be responsible forthe preparation and submission of requiredinstitutional applications and reports forfederal, state and local financial aid programs.Responsibilities also include the monitoringand preparation of the department’s annualoperating and scholarship budget inaccordance with college policies. Willparticipate in the development andmaintenance of the financial aid database andwebsite.

Position Description:

An EOE/VP/ADA Employer

www.palmbeachstate.edu/Employment

Office of Human ResourcesPalm Beach State College4200 Congress Ave. | Lake Worth, FL 33461

This position will be open until filled, with an initial review date of October 19, 2015.

A complete application package mustbe submitted, which must include anelectronic application, resume, letterof intent and official or college-stamped student copy of transcripts.Palm Beach State College offers ahighly attractive benefits package andinvites qualified candidates to apply.

For more information and toapply online please visit:

An exciting leadership opportunity at a progressive Technical College located in the dynamic Charlotte, NC metro region. The AVP for Economic and Workforce Development provides leadership for the economic and workforce development activities of the College through the effective management of the Continuing Education division. Develops and provides strategic direction through collaboration with internal and external business partners to provide quality, innovative and relevant training programs. Serves as primary resource for business and industry for economic development and workforce training; engages corporate community in providing consultative resources and training solutions.

We invite persons capable of assuming this key leadership opportunity to complete our on-line application packet to include a letter of application and comprehensive resume and/or curriculum vitae. Application instructions can be found on our website at http://www.yorktech.edu/Human-Resources/ Employment-Opportunities/. Questions may be directed to: Edwina Roseboro-Barnes, Human Resources Director.

Applications and nominations will be accepted until a suitable candidate is identified. Initial review and screening will begin on October 26, 2015.

York Technical College is an Equal Opportunity/Affirmative Action EmployerPURSUANT TO SECTION 41-1-110 OF THE CODE OF LAWS OF SC, AS AMENDED, THE LANGUAGE USED IN THIS DOCUMENT DOES NOT CREATE AN EMPLOYMENT CONTRACT BETWEEN THE EMPLOYEE AND THE EMPLOYER

ASSOCIATE VICE PRESIDENTFOR ECONOMIC DEVELOPMENT & WORKFORCE

Assistant or Associate Professor Position

The Department of Hospitality and Tourism Management (HTM) invites applications for a tenure-track position at the Assistant or Associate Professor level. The successful candidate should have a primary, active research program in lodging operations/management, hospitality strategic management, or tourism operations. Related background in event management, hospitality information technology, social media or analytics is desirable. Ability to advise students and guide graduate students in dissertation research should be demonstrated. University or college teaching experience including online teaching and industry or professional experiences is preferred.

Candidates must hold a Ph.D. in Hospitality or Tourism Management, Business or a related field with at least two years of faculty experience by the start date. Evidence of a strong commitment to scholarly research and publication in top-tier journals as well as excellence in teaching is required. Candidates at the Associate level must also have a well-established research record such that the candidate is worthy of tenure and appointment at that rank.

The Department of Hospitality and Tourism Management is an ACPHA accredited program within the AACSB accredited Isenberg School of Management. The Isenberg School offers highly-ranked undergraduate and master’s programs as well as a strong research culture that includes Ph.D. programs in each of our disciplines. The University of Massachusetts Amherst is the flagship campus of the University of Massachusetts system. The University is located in Amherst, Massachusetts, which has been recently ranked as a Top 10 College Town.

Start date is September 1, 2016. Salary is competitive.

To apply, submit a letter of interest, curriculum vitae, and contact information for three references to http://umass.interviewexchange.com/jobofferdetails.jsp?JOBID=64230. The priority deadline for applications is November 2, 2015, but applications will be accepted until the position is filled. Applicants for this position should note they are applying for Requisition #52371.

The University is committed to active recruitment of a diverse faculty and student body. The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer of women, minorities, protected veterans, and individuals with disabilities and encourages applications from these and other protected group members. Because broad diversity is essential to an inclusive climate and critical to the University’s goals of achieving excellence in all areas, we will holistically assess the many qualifications of each applicant and favorably consider an individual’s record working with students and colleagues with broadly diverse perspectives, experiences, and backgrounds in educational, research or other work activities. We will also favorably consider experience overcoming or helping others overcome barriers to an academic degree and career.

OCTOBER 9, 2015    THE CHRONICLE OF HIGHER EDUCATION Business Affairs   Deans A47

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al arts university, offering baccalaure-ate, master’s, and education specialist degree programs with an emphasis on high quality, innovative teaching. The University seeks to recruit, develop, and retain the most talented people from a diverse candidate pool. The successful applicant will be a dedi-cated teacher, active scholar, and ef-fective mentor for students with di-verse backgrounds, preparation, and career goals. Inquiries should be di-rected to the Chair of the Depart-ment of Counseling, Family & Con-sumer Sciences and Kinesiology, Dr. Charlotte Daughhetee daughc@mon-tevallo.edu .Applicants should apply online at https://jobs.montevallo.edu. Review of applications begins imme-diately and continues until the posi-tion is filled.

Humanities: The English Depart-ment at Gonzaga University invites applications for one full-time, tenure-track Assistant Professor position (3/3 teaching load) in Global and/or Mul-tiethnic Literature, starting fall, 2016. Priority given to candidates with ex-pertise in one or more of the follow-ing areas of literature: Global Indig-enous, Pacific Rim, Asian Ameri-can, African or African American, Postcolonial, Diasporic. The success-

ful candidate will teach undergradu-ate literature and other University Core courses as needed. Required Qualifications: A Ph.D. in English or ABD with completion by August 1, 2016, evidence of scholarly poten-tial, at least one year experience in-structing literature, and evidence of superior teaching. Desired Qualifi-cations: Expertise and interest in in-terdisciplinary teaching (may include contributions to Native American/Environmental/Gender Studies pro-grams) and developing new cours-es for inclusion in University Core. To apply, please visit our website at: https://gonzaga.peopleadmin.com/ . Applicants must complete an online application and electronically submit (1) a cover letter, (2) a detailed curric-ulum vitae, (3) a statement of teach-ing philosophy, and (4) three letters of recommendation. Email inqui-ries to Jeff Miller, Chair of English: millerj3@gonzaga.edu. Position clos-es on November 1, 2015, midnight, PST. For assistance with your online application, call 509.313.5996. Gon-zaga University is a Jesuit, Catholic, humanistic institution, and is there-fore interested in candidates who will contribute to its distinctive mission. Gonzaga University is a committed EEO/AA employer and diversity can-

didates are encouraged to apply. All qualified applicants will receive con-sideration for employment without re-gard to their disability status and/or protected veteran status.

Institutional Research: Institutional Effectiveness: Director. Spring 2016. Francis Marion University. Master’s required. PhD strongly preferred. Position description and support services at http://www.fmarion.edu/about/positions. EOE/AA.

Instructional Design/Technology: The College of Education and Hu-man Services at West Virginia Uni-versity (WVU) seeks applications for a nine-month tenure track Assistant Professor to start date of August 15, 2016. Prospective applicants are en-couraged to visit the College of Edu-cation and Human Services website at http://www .cehs.wvu.edu. Qualifi-cations: 1. An earned doctorate, PhD or EdD in a relevant field by the time of appointment. 2. Ability to teach face-to-face, online and hybrid grad-uate level courses in Instruction-al Design, Educational Technolo-gy, and multimedia development 3. Well-defined research agenda and publication dissemination commen-surate with experience as indicated

by Curriculum Vita. Responsibili-ties: 1. Teach graduate courses in IDT and other related disciplines. 2. Contribute to departmental priori-ties through collaboration with fac-ulty. 3. Engage in scholarly activi-ties leading to publication and exter-nal funding. 4. Advise graduate stu-dents, serve on student committees and direct doctoral research. 5. Es-tablish and maintain positive inter-disciplinary relationships with Col-lege faculty. 6. Provide service to the department, college, and profession. Compensation: Salary competitive and commensurate with qualifica-tions and experience. Application process: The review of candidates’ materials begin November 1, 2015 and continue until filled. Applicants should submit a letter of interest out-lining professional experiences and goals in relation to the position; cur-riculum vita; the names, addresses, phone numbers, and email addresses of three professional references. Ap-plication materials should be sent by email to Dana Musick dmusick2@mail.wvu.edu. Please direct ques-tions to Dr. Neal Shambaugh, neal.shambaugh@mail.wvu.edu. WVU is located in Morgantown, WV and is the State’s comprehensive Land Grant University. For more informa-

The OpportunityThe University of Pennsylvania has a long and proud tradition ofintellectual rigor and pursuit of innovative knowledge, begun by BenjaminFranklin in 1740. That tradition lives today through the creativity,entrepreneurship, and engagement of its faculty, students, and staff. TheUniversity of Pennsylvania, seeks an outstanding individual for theposition of Vice President, Finance and Treasurer. Reporting directly to Executive Vice President of University ofPennsylvania, the Vice President of Finance and Treasurer will work acrossthe enterprise to optimize the University’s decision-making capabilitiesand inspire the highest standards of financial performance. The positionis a highly complex one, and it will provide the right person with theopportunity to have significant impact on both operations policy andfinancial strategy. The Vice President of Finance and Treasurer providesleadership for, and has managerial oversight of, a division of more than250 employees. Professional Experience/Qualifications• Minimum 10 years progressive experience in finance, treasury

operations, investments, investment banking, real estate or otherfinancial field;

• Experience in higher education and health care finance desired; • Very strong verbal and written communication skills; solid organization

and planning skills; • In-depth knowledge and experience with financial systems and

processes; • Commitment to quality and customer service; demonstrated ability to

work in collaboration with others.The University of Pennsylvania has retained Korn Ferry, a nationalexecutive recruiting firm, to assist with this search. All nominations,inquiries, and application materials should be submitted in confidence toKorn Ferry.

Email: Penn-VPFinance@kornferry.comKen Kring, Senior Client Partner

Beau Lambert, PrincipalKorn Ferry

The University of Pennsylvania values diversity and seeks talented students,faculty and staff from diverse backgrounds. The University of Pennsylvaniadoes not discriminate on the basis of race, color, sex, sexual orientation, gender

identity, religion, creed, national or ethnic origin, citizenship status, age,disability, veteran status or any other legally protected class status in theadministration of its admissions, financial aid, educational or athletic

programs, or other University-administered programs or in its employmentpractices. Questions or complaints regarding this policy should be directed to theExecutive Director of the Office of Affirmative Action and Equal OpportunityPrograms, Sansom Place East, 3600 Chestnut Street, Suite 228, Philadelphia,

PA 19104-6106; or (215) 898-6993 (Voice) or (215) 746-7088 (Fax).For additional information about the position, visit:

https://www.ekornferry.com

VICE PRESIDENTFINANCE AND TREASURER

Dean of University Financial Aid Services Santa Clara University

Santa Clara University (SCU), a comprehensive, private Jesuit university located in California's Silicon Valley, seeks nominations and applicationsfor the position of Dean of University Financial Aid Services. The Dean reports to the Vice President for Enrollment Management.

About the UniversitySCU is California's oldest operating institution of higher education with 164 years of history. It has consistently earned high marks from college/uni-versity ratings services, e.g., U.S. News and World Report, Forbes, and Business Week. Inherent in these ratings are strong reviews for faculty,whose scholarship takes place in the College of Arts & Sciences, Leavey School of Business and the College of Engineering, as well as graduatework at the Law School, School of Education and Counseling Psychology and the Jesuit School of Theology. The faculty serves a community of9,000 undergraduate and graduate students enriched by women and men of diverse backgrounds respectful of difference and enlivened by opendialog. The faculty has the central responsibility for ensuring the effectiveness of SCU's key educational goal, namely, "to educate citizens andleaders of competence, conscience and compassion and cultivate knowledge and faith to build a more humane, just and sustainable world." SCU'sfirst-year class profile includes broad geographical representation (41 states and 21 countries) and broad ethnic diversity with 47% students of color.The University is a member of the West Coast Conference, sponsoring 20 Division I varsity sports.

Position Description and ResponsibilitiesThe Dean serves as the chief strategist, director and implementer of an integrated enrollment management approach to undergraduate financial aidand data research, management and reporting. He/she will also serve as the chief University Financial Aid Officer and oversee daily processes andoperations. In collaboration with the Vice President, the Dean will structure financial aid programs and processes to leverage University enrollmentresearch, marketing and communications, and the awarding of institutional scholarships and grants in such a way as to create a diverse student bodythat thrives within the University's heritage as a Jesuit, Catholic institution of higher learning. The Dean supervises a budget of $1,679,000(including salary and benefits) and awards $166.3 million in aid.

The Dean will sustain and heighten the capacity to use data systems, including the web, for coordinated research, planning, recruitment, and com-munication at multiple levels. He/she will help formulate and responsibly manage the financial aid budget (including spending projections) toenhance recruitment goals by implementing positive pricing and financial aid strategies. Outcome expectations include the University's ability togenerate net tuition revenue and attract and retain a desired academic and diverse student mix.

Key responsibilities of the Dean include the following:

• Lead operational and strategic planning for the Financial Aid Office• Recommend the formulation and implementation of SCU financial aid policies• Model and promote high-quality student service• Oversee staff development and training, including cross-training• Develop staff members through improving their understanding of financial aid programs and related rules and regulations• Monitor financial aid packaging• Ensure compliance, disbursement, funds management and stewardship; track and report expenditures • Research and report financial aid data and statistics to appropriate offices and organizations (PeopleSoft SIS)• Represent SCU's interests by serving as the primary liaison with federal and state agencies concerning issues or proposals that impact financial

aid programs or eligibility• Maximize positive relationships with other campus departments, especially the University Admission Office, Enrollment Services and external constituents• Maintain an aggressive communication system with students, parents, and campus advisors regarding financial aid eligibility, requirements and availability• Assume the lead role in reviewing federal, state and institutional needs analysis computations• Represent SCU's Financial Aid Office at campus, state, regional and national meetings

Position Qualifications• 15 years or more of demonstrated leadership success in innovative enrollment management in higher education• Master's degree• Multicultural competence• Understanding and support of the Jesuit tradition of education and a commitment to the fundamental values of service to others, community and diversity• Experience in a values-based, tuition-dependent environment • Knowledge of best practices in all of the areas supervised, i.e., operations, student loans, systems and data analysis and packaging• Success in managing an integrated, student-focused, research-based, and results-driven enrollment division • Facility with technology infrastructure, particularly PeopleSoft, and demonstrated ability to provide leadership in using technology to enhance

business practices• Technological competency and documented use of technology to facilitate appropriate financial aid and other communications with students and

their families

How to ApplyNominations and applications should be sent to SCU@wspelman.com. The subject line should read SCUFA. Nominators should send their nom-ination and nominee contact information. Interested individuals should send a letter of application that relates education and professional skills andexperiences to the stated position qualifications along with a resume that reflects notable and related achievements. Confidential inquiries about theposition should be made to Dr. Daniel LaVista, Senior Associate, William Spelman Executive Search at Dan@wspelman.com or (804) 426-5444.

For full consideration, all materials should be received by November 6, 2015.Santa Clara University is an Equal Opportunity/Affirmative Action employer, committed to excellence through diversity and inclusion, and, in this spirit,particularly welcomes applications from women, persons of color, and members of historically underrepresented groups. All qualified applicants willreceive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity or expression, age,status as a protected veteran, status as a qualified individual with a disability, or other protected category in accordance with applicable law. The

University will provide reasonable accommodations to individuals with a disability.Save Time and Money

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tion on WVU and Morgantown, see http://www.wvu.edu and http://www.morgantown.com. WVU is an EEO/Affirmative Action Employer. Under represented class members are en-couraged to apply. This includes: mi-norities, females, individuals with dis-abilities and veterans.

International Relations: Assistant Professor, International Relations / Global Political Economy Position. The Department of Political Sci-ence at the University of Connecti-cut is seeking to hire a tenure-track assistant professor in the area of in-ternational relations, with a research and teaching focus in global politi-cal economy. We are especially in-terested in candidates working in one or more of the following areas: glob-al financial institutions and regimes; development; regionalism; poverty and inequality; and/or labor migra-tion. For details and to apply, visit the Faculty page of UConn Careers at http://www.jobs.uconn.edu. (Search # 2016114). UConn is an AA/EEO employer.

Kinesiology: The University of Mon-tevallo invites nominations and ap-plications for a full-time, tenure-track Assistant Professor position in the Department of Counseling, Fam-ily and Consumer Sciences, and Ki-nesiology. Duties include (a) teaching undergraduate and graduate courses; (b) academic advising; (c) supervising field-based clinical and internship ex-periences; (d) serving on committees within the department and college; (e) engaging in professional service and scholar activities; and (f) partici-pating in departmental/college prep-

aration for state review and accredi-tation visits. Preferred areas of spe-cialization include: (1) Health Well-ness, including fitness and nutrition program management/design for all populations; and/or (2) Pharmacol-ogy/Medical Terminology. Earned doctorate in Kinesiology, Exercise Science or Health-Fitness preferred (ABD will be considered, as long as the doctorate is completed by August 15, 2016). Preference given for expe-rience teaching health-fitness, phar-macology content, as well as experi-ence teaching online, hybrid and dis-tance learning courses and evidence of an established line of scholarly re-search. To apply, visit the University’s employment website at https://jobs.montevallo.edu. Review of applica-tions begins immediately and contin-ues until the position is filled. UM is an AA/EO institution. http://www.montevallo.edu.

Liberal Arts: Hardin-Simmons Uni-versity invites applicants for the Dean of the Cynthia Ann Parker College of Liberal Arts. The Dean provides leadership in the form of planning, development, and imple-mentation of all academic programs and policies and administrative functions of the College of Liberal Arts. Applicants will hold an earned doctorate from an accredited uni-versity in one of the disciplines in the college. Other qualifications include a record of teaching excel-lence, administrative experience (including experience with budgets, promotion and tenure, faculty and staff hiring, academic programs, and instructional assessment), strong leadership and interpersonal

skills, and a commitment to innova-tion in teaching. The Dean will be expected to exhibit a high level of commitment to the Christian faith consistent with the mission and her-itage of the university. For more in-formation and application instruc-tions, please see http://www.hsutx.edu/employment/applicants/faculty/

Linguistics : The Department of Linguistics (http://ling.ucsd.edu) within the Division of Social Sci-ences at the University of Califor-nia, San Diego invites applications for an Assistant Professor position, beginning July 1, 2016, to teach and conduct research in one of two ar-eas: i) experimental and/or com-putational linguistics, or ii) syn-tax and/or semantics and fieldwork. Candidates must have a PhD in Lin-guistics or a related field by the start of the appointment. Salary is com-mensurate with qualifications and based on University of California pay scales. Applications should be submitted by November 15, 2015 to the UC San Diego on-line applica-tion collection system, AP-On-Line Recruit, at: https://apol-recruit.uc-sd.edu/apply/JPF00914 Applica-tions must include a letter of appli-cation, a curriculum vitae, research and teaching statements, two rep-resentative publications, and three letters of recommendation. A sep-arate statement describing past ex-perience or future contributions in activities that promote diversity, eq-uity, and inclusion is also required. UCSD is an Equal Opportunity/Af-firmative Action Employer with a strong institutional commitment to excellence through diversity.

Linguistics: The UC Santa Barbara Linguistics Department seeks to hire a linguist specializing in phonetics for a tenure-track position at the Assis-tant Professor level, effective July 1, 2016. The application deadline is No-vember 6, 2015; however, the position will remain open until filled. Appli-cants must complete the online form at https://recruit.ap.ucsb.edu/apply/JPF00566 and must submit the fol-lowing in PDF format: letter of ap-plication, statement of research in-terests, curriculum vitae, and 2 writ-ing samples. Applicants should re-quest at least 3 academic letters of reference to be sent to https://recruit.ap.ucsb.edu/apply/JPF00566 by No-vember 6. Inquiries may be addressed to the Search Committee at Phonet-icssearch@linguistics.ucsb.edu. Ap-plicants selected for an interview will have the option of either a Skype vid-eo interview or an in-person interview at the Linguistic Society of America annual meeting in Washington, D.C. Our department has a genuine com-mitment to diversity, and is especially interested in candidates who can con-tribute to the diversity and excellence of the academic community through research, teaching and service. The University of California is an Equal Opportunity/Affirmative Action em-ployer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender iden-tity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

Management: College of Business: Open Rank Faculty, Process Man-agement - Department of Business

Administration (F1500102). Univer-sity of Illinois at Urbana-Champaign College of Business. Department of Business Administration. Tenure Track Position in Operations Man-agement. The Department of Busi-ness Administration invites qualified applications for a full time tenure track faculty position at open rank [Assistant, Associate, and Full] in the area of Operations Management. The position would begin in August 2016 or negotiable after the closing date. Salary is competitive. The de-partment faculty in operations man-agement is intellectually vibrant, re-search active with specific interests that run the gamut including mar-keting-operations interface, supply chain management, business analytics and sustainable operations. We seek a candidate who would complement these research and teaching interests while bringing diversity in the form of scope or methodology. Candidates must be willing and able to teach ba-sic and advanced level courses in sup-ply chain management and business analytics. Particularly desirable are candidates with an interest in devel-oping content for project based and experiential learning as well as ability and desire to engage with students in the fields of engineering and technol-ogy. Candidates should hold a Ph.D. in Operations Management or a re-lated field by the appointment start date. Candidates must provide a de-monstrable track record or promise of strong commitment to outstanding research and teaching. The position will remain open till filled, but to en-sure full consideration, applications and supplemental materials must be submitted online at https://jobs.illi-

nois.edu/ by October 22, 2015. Appli-cation materials must include letter of intent, curriculum vitae, and list of three references. If attending the INFORM 2015 Annual Conference, please indicate presentation slot. Ap-plications and supplemental materials will not be accepted via mail or email. For further information regarding application procedures, contact Re-becca Heid at heid@illinois.edu or (217) 333-9396. The University of Il-linois conducts criminal background checks and other required pre-em-ployment assessments on all job can-didates upon acceptance of a contin-gent offer. Illinois is an Affirmative Action/Equal Opportunity Employer and welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity (http://www.inclusiveilli-nois.illinois.edu).

Management: Faculty Employ-ment Opportunities. West Virgin-ia University Institute of Technolo-gy (WVU Tech) and West Virginia University Beckley Campus (WVU Beckley), divisional campuses of the West Virginia University system, in-vite applications and nominations for the following employment opportu-nity. Full-time Teaching Position in Management. Position is 9-month, full-time, tenure-track, and benefits- eligible. Qualifications: Masters in Business Administration required; Doctorate in Business/related field or ABD with completion by August 2016 preferred. Effective teaching experience in management/market-ing courses at a college level, and evi-dence of scholarly promise are highly desirable. Excellent oral and written

Lehigh University recently announced the appointment of John D. Simon as its 14th President. PresidentSimon and Provost Patrick V. Farrell have appointed a Search Advisory Committee to identify and reviewcandidates for the position of Dean of the P.C. Rossin College of Engineering and Applied Science (RCEAS).With great excitement, they now invite inquiries, applications and nominations for this senior leadershipposition.

Lehigh is a premier research university that uniquely combines tier one research, award winninginterdisciplinary programs, strong industry collaborations, and an unwavering passion for student academicand post-graduation success. In recent years, Lehigh’s engineering program has experienced significantenrollment growth, launched highly innovative academic initiatives, recruited nationally recognized faculty,and is preparing to announce the most transformational capital campaign in the college’s history. Thisespecially attractive decanal position offers an opportunity to redefine the future of engineering at Lehigh,while positioning Lehigh as a national/global model for innovative excellence in engineering research andeducation. To guide this transformation, Lehigh seeks a creative and inspiring leader, a bold and strategicthinker, an effective and socially adept manager, and a recognized scholar to serve as its next Dean. Thenew Dean will take the helm of a college of engineering and applied science that consistently ranks amongthe top 50 engineering colleges in the country.

Founded in 1865, Lehigh University is a premier residential research university, ranked in the top tier ofnational research universities each year. Lehigh is a coeducational, nondenominational, private universitythat offers a distinct academic environment for approximately 4,900 undergraduate and 2,100 graduatestudents from across the globe. Lehigh enjoys a small student-to-faculty ratio. Located in Pennsylvania’sscenic Lehigh Valley, the campus is in close proximity to both New York City and Philadelphia. LehighValley International Airport, served by most major airlines, is 15 minutes from campus. The campus iscomposed of 2,358 acres, making it one of the largest private universities, by acreage, in the country.

The University’s endowment is currently $1.2 billion. For more information about the campus and Dean’sposition, please visit www.lehigh.edu/rceasdeansearch

The Search Advisory Committee will review all internal and external candidates for the position of Dean,and will recommend the strongest to President Simon and Provost Farrell for final consideration. Thesuccessful candidate must have an earned doctorate or other terminal degree, a superb record of intellectualleadership and of distinguished scholarship and teaching, suitable for an appointment as a full professorwith tenure.

Individuals nominated and those who wish to apply should provide an electronic version of their curriculumvitae and a bullet point summary of leadership roles held, and the scope of responsibilities and majoraccomplishments in each.

All nominations and applications should be sent electronically to:

Dr. Ilene H. Nagel, Nate Haines, and Charles E. Kaler Consultants to the Search Committee

Russell Reynolds AssociatesHigher Education Practice

Lehigh.Engineering@russellreynolds.com

The appointment date is open. However, to ensure full consideration, materials should be received as soonas possible. Review of nominations and applications for the position will commence immediately andcontinue until the position is filled. References will not be contacted without the prior knowledge andapproval of the candidate.

Lehigh University is an equal opportunity and affirmative action employer with a strong commitment tobuilding a diverse and equitable work environment and campus community. All interested candidates

who share this goal are encouraged to apply.

DEAN, P.C. ROSSIN COLLEGE OF ENGINEERING & APPLIED SCIENCE

The Odette School of Business, the AACSB accredited business school of the University of Windsor, is seeking a Dean to lead its vibrant and diverse faculty and students.

The School fulfils an important regional mandate and maintains its global connections by offering career-relevant educational programs and creating research with impact. It has recently expanded and updated its facilities and programs and is currently undergoing faculty renewal. The next Dean of the Odette School of Business will be expected to refine and implement a strategy to build on this momentum and advance the mission of the School.

Reporting to the Provost and Vice-President (Academic), the Dean is the senior executive officer of the School and is expected to provide visionary leadership in all its academic and administrative activities. The Dean is currently supported by an Associate Dean and over fifty full-time and thirty part-time faculty members organized into six area groups – Accounting, Finance, Marketing, Management Science, Management and Labour Studies, and Business Strategy and Entrepreneurship. There is also a Business Advisory Council drawn from the business and professional community. The School offers the following degrees: Honours Bachelor of Commerce, Master of Business Administration, and Master of Management. Other degree offerings centred on graduate-level research are currently under development.

The successful candidate for Dean of the Odette School will be an individual with demonstrated leadership skills and experience in strategy development and implementation, including systems for quality assurance. Candidates should

have a deep understanding of business and professional practice with a global perspective. A record of research or scholarship consistent with eligibility for appointment at a senior academic rank is expected.

The University of Windsor is a comprehensive research and teaching institution with more than 16,050 students. For more information about the University of Windsor, please visit www.uwindsor.ca.The Univers i ty of Windsor is a welcoming community that is committed to equity and supports diversity in its teaching, learning, and work environments. In pursuit of the University's Employment Equity Plan, members from the designated groups (Women, Aboriginal Peoples, Visible Minorities, Persons with Disabilities, and Members of Sexual Minorities) are encouraged to apply and to self-identify.

For accessibility-related accommodation, please notify the Faculty Recruitment Coordinator (recruit@uwindsor.ca). More general information on the University's accessibility policy can be found on the Office of Human Rights, Equity & Accessibility website (www.uwindsor.ca/ohrea).

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

The Odette Search Committee will begin its review of candidates in mid-October 2015. Applications, nominations, and expressions of interest may be submitted in confidence to the address shown below.

Janet Wright & Associates Inc.174 Bedford Road, Suite 100

Toronto, Ontario M5R 2K9 E-mail: odette@jwasearch.com

Janet Wright & Associates Inc.Senior-level recruitment for the public and not-for-profit sectors

www.jwasearch.com

Dean, Odette School of Business

OCTOBER 9, 2015    THE CHRONICLE OF HIGHER EDUCATION Deans  Executive A49

ChronicleVitae.com/jobs

communication skills and a commit-ment to undergraduate teaching and mentoring are required. The abilities

to integrate new technologies in the classroom and teach web classes are preferred. Responsibilities: The suc-

cessful candidate will teach 12 credit hours per semester of undergraduate courses. Applicants who can teach a

wide variety of both management and marketing courses, especially hu-man resource management, manag-ing individuals & teams, operations management, global marketing, sales management, marketing research are of particular interest to the depart-ment. The position requires course delivery via in-seat and online modal-ities utilizing Blackboard. Additional responsibilities include student advis-ing, committee assignments, partici-pation in professional development activities, involvement with student organizations, recruiting, attending regular scheduled faculty and depart-ment meetings, and performing other duties associated with a faculty posi-tion. Salary and Rank: Commensu-rate with qualifications. Position is effective from August 16, 2016. Re-view of applications will begin imme-diately. To Apply: Interested individ-uals are requested to send a letter of application, curriculum vitae, writing sample, one-page teaching philoso-phy statement, transcripts, and a min-imum of three references that include phone numbers, emails, addresses, and postal addresses by email to hr@mail.wvu.edu (indicate in email sub-ject line the position for which you are applying). Further information is available at http://hr.wvutech.edu/em-ployment_opportunities. WVU Tech is an EEO/AA employer. Minorities, persons with disabilities, females, vet-erans and other protected class mem-bers are encouraged to apply. If you need assistance of reasonable accom-modations in the application or hir-ing process, please contact Human Resources Office at (304) 442-3179 or email hr@mail.wvu.edu.

Mathematics: Iowa State University in Ames, Iowa is seeking a Tenure-Track Assistant Professor with re-search expertise in mathematical bi-ology. The deadline 11/21/15 but we will continue to review until the po-sition is filled. Position information and application instructions at http://www.math.iastate.edu/jobs.html. Io-wa State University is an EO/AA em-ployer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or pro-tected Vets status.

Mathematics: Tenure-eligible posi-tion beginning AY 2016-17 to sup-port departmental and college cur-ricular needs. The potential for teaching excellence is our most im-portant criterion, with preference for candidates with experience and interest in teaching courses in sta-tistics or applied mathematics (in-cluding operations research and fi-nancial mathematics), supporting

the development of a program in actuarial studies, or making con-nections with other STEM disci-plines. Interested applicants must apply online at http://www.ithaca.edu/jobs/. Questions about the on-line application should be directed to the Office of Human Resources

at (607) 274-8000. Review of com-plete applications will begin im-mediately. To ensure full consider-ation, complete applications should be received by November 20th, 2015. Ithaca College is commit-ted to building a diverse academic community and encourages mem-

Consistently ranked among top 3 public baccalaureate colleges in the South (U.S. News & World Reports); recipient of “Best Place to Work” designation (The Chronicle of Higher Education) and “Military-Friendly School” designation (Victory Media). One of only 29 COPLAC institutions nationwide. Visit: http://www.usca.edu for additional information about USC Aiken (471 University Parkway; Aiken, SC 29801). USC Aiken invites applications/nominations for the following positions (Anticipated start date: July 1, 2016). Review of files begins November 16, 2015 and continues until positions filled. Visit referenced websites for complete advertisements, qualifications, and application guidelines. Women and minorities encouraged to apply. AA/EOE.

Required qualifications for deans include: Terminal degree; distinguished academic achievement appropriate for appointment at full professor in a department of the College; successful administration in higher education; demonstrated record in the acquisition of external resources; thorough understanding of disciplines/curricula within the respective colleges.

Dean of the College of Arts, Humanities and Social SciencesDepartments: English; Sociology; Communications; Visual and Performing Arts; Languages, Literatures, and Cultures; History, Political Science, and Philosophy. Apply at: https://uscjobs.sc.edu/applicants/Central?quickFind=77368

Dean of the College of Sciences and EngineeringDepartments: Mathematical Sciences (including Engineering); Psychology; Biology and Geology; Exercise and Sports Science; Chemistry and Physics.Apply at: https://uscjobs.sc.edu/applicants/Central?quickFind=77369

DEAN POSiTiONS

Princeton University seeks an exceptional academic leader to serve as its next Dean of the School of Engineering and Applied Science (SEAS). Appointed by President Christopher Eisgruber and the Board of Trustees, and reporting to Provost David Lee, the Dean is responsible for the quality, conduct, administration, planning, and development of the school’s teaching programs and research activities.

The successful candidate will possess an outstanding record of accomplishment in research, teaching and administration, and will demonstrate uncompromising commitment to academic and educational excellence, to the highest ethical standards, and to the creation and support of a vibrant and broadly diverse community of faculty, students and staff across SEAS.

The next dean will take office at a pivotal moment in the School’s history. The School has completed a strategic planning process that identified key priorities, and the University’s president has emphasized the importance of engineering to Princeton’s future. One of the dean’s most important assignments will be to build on the foundation laid by the strategic planning process, as well as the opportunities that emerge going forward.

Princeton’s School of Engineering and Applied Science is home to an eminent faculty of more than 140 members in six academic departments and four major centers, and an exceptional student body numbering more than 1,000 undergraduate and 500 graduate students. The current faculty includes 19 members of the National Academy of Engineering and 8 members of the National Academy of Sciences. Annual research expenditures exceed $70 million. The school is a diverse, vibrant and highly collaborative community of teaching, learning, innovation and exploration, whose members aim to advance the frontiers of knowledge across the engineering disciplines and to apply this knowledge to the benefit and advancement of society.

Applications should include a letter of interest and a CV, and should be submitted online to http://jobs.princeton.edu.

Nominations may be sent to seassearch@princeton.edu.

To receive full consideration, nominations and applications should be received by November 13, 2015.

Princeton University is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

DEAN SChOOL Of ENgiNEEriNg AND APPLiED SCiENCE Kent State University invites applications and nominations for the position of Dean and Chief Administrative

Officer at the Stark campus. The Dean and Chief Administrative Officer assumes responsibility and provides overall leadership and direction for all aspects of campus administration and operation. The new dean should be a dynamic leader who can work with the community and represent the Stark Campus as a full partner in the growth and development of the region. We are searching for a new Vice President for Kent State Systems Integration and this position will report to the new Vice President.

Kent State University at Stark is the largest regional campus of Kent State University, offering bachelor's, master's and associate degrees, as well as the opportunity to begin coursework in the more than 250 bachelor's degrees at Kent State University. The University Center, which houses The Corporate University and the Small Business Development Center, is accredited under the stringent guidelines of the International Association of Conference Centers. Combining a top-quality major university with a community-oriented college, Kent State Stark serves its region as a key intellectual resource, providing access to academic, economic and cultural advancement through excellence in teaching and learning.

Minimum Job RequirementsThe ideal candidate will have a terminal degree in a relevant field; eight to nine years progressively responsible experience in program development, marketing, and budget, personnel; and experience as a faculty member; academic record sufficient to qualify for faculty appointment at senior ranks. The successful candidate will be someone who can develop new initiatives to enhance Kent State University Stark's goals of excellence in educating and developing undergraduate/graduate students for productive, creative, and reflective lives of achievement, leadership, and service in a diverse and interconnected world.

The Committee will continue to accept applications and nominations until the position is filled. Screening of candidates will begin immediately. For best consideration applications should be provided by October 28, 2015. An application should include a letter describing relevant experience and interest in the position; curriculum vitae/resume; and names, titles and contact information of five references. Electronic submission of candidate materials in PDF format is preferred. 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. Greenwood/Asher & Associates is assisting Kent State University at Stark in the search.

Applications and letters of nominations should be submitted to:

Jan Greenwood or Betty Asher Greenwood/Asher & Associates, Inc.

42 Business Center Drive, Suite 206, Miramar Beach, FL 32550Phone: 850.650.2277 or Fax: 850.650.2272

Email: jangreenwood@greenwoodsearch.comEmail: bettyasher@greenwoodsearch.com

For more information about the Kent State University at Stark, please visit the website: www.kent.edu/stark

Kent State University at Stark is an equal access, equal opportunity, affirmative action employer that is fully committed to achieving a diverse faculty and staff.

Dean and Chief Administrative Officer

PROVOSTWellesley, Massachusetts

Babson College seeks an enterprising, experienced leader to serve as its next Provost. S/he must becommitted to innovative pedagogy and outstanding student experience, and supportive of the practicaland theoretical research that impacts the creation of social and economic value across all kinds oforganizations. Babson, a global leader in entrepreneurship education, is a private institution offeringundergraduate and graduate degrees in management, as well as executive education programs rankedamong the best in the world. It is distinguished at both the undergraduate and graduate level for itsintegration of theory and practice. Babson enrolls over 2,100 full-time undergraduate and 940graduate students, with 190 full-time faculty serving all Babson programs. Its annual operating budgetis $183 million, and its endowment stands at $332 million.

The Provost will lead an experienced faculty and senior leadership team in shaping the quality anddirection of the college. S/he will participate in the ongoing development and implementation ofthe College’s three year Academic Strategic Plan and in the preparation for the College'scentennial in 2019. S/he will guide curricular innovation, advocate for the school internally andexternally, and strengthen the student experience.

Appointed by the President, the Provost will be a respected academic leader who can support thefaculty in their teaching and research, an innovative leader who can sustain Babson's reputationwhile continually refreshing its academic programs, and an imaginative educator who will guidethe school strategically, positioning it as a model not just for business education but for highereducation in general.

Babson College has retained the executive search firm Isaacson, Miller, to assist in this search.Alan Wichlei, Vice President & Director, and Phillip Petree, Senior Associate, are leading thesearch. Please direct all inquiries, nominations, and expressions of interest in confidence to:www.imsearch.com/5507.

Babson College is an Affirmative Action/Equal Opportunity Employer, committed to enhancingdiversity and inclusive excellence. Candidates who believe they can contribute to this goal are

strongly encouraged to apply.

A50 Deans   Executive THE CHRONICLE OF HIGHER EDUCATION    OCTOBER 9, 2015

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bers of underrepresented groups to apply. Experience that contributes to the diversity of the college is ap-preciated.

Mathematics: The Mathematics De-partment in the Division of Mathe-matical and Physical Sciences at Xavi-er University of Louisiana invites ap-plications for a non-tenure track po-sition beginning August 2016. A Masters in Mathematics or Statistics with minimum 3 years of teaching ex-perience at college level is required. Preference will be given to candidates with a Ph. D. in mathematics or sta-tistics (ABD considered). To apply, log in to our online system at: https://jobs.xula.edu. Attach a letter of inter-est, CV, and the contact information for 3 references. Review of applica-tions will begin November 15, 2015, and applications received by Novem-ber 30, 2015 will be ensured consider-ation. Minorities and women are en-couraged to apply. Xavier University of Louisiana is an EOE/AA.

Mathematics: University of Illinois at Urbana-Champaign. Department of Mathematics Assistant/Associate Professor Position. Applications are invited for one full-time faculty po-sition to commence approximately August 16, 2016 at the tenure-track (Assistant Professor) level. In excep-tional cases the department will con-sider a tenured appointment (Associ-ate Professor). The department is in-terested in applicants in all areas of mathematics. Successful candidates are expected to teach effectively at both the undergraduate and gradu-ate levels, establish and maintain an active and independent research pro-gram, and provide service to the de-partment, the university and the pro-fession. Salary and teaching load are competitive. Applicants must have a Ph.D. (or equivalent) in Mathemat-ics or related field at time of appoint-ment, and are expected to present ev-idence of excellence in research and teaching. To be considered for a ten-ured appointment, the applicant must present a documented record of lead-ership in research and excellence in teaching. Applications should be sub-mitted electronically through https://www.mathjobs.org/. A complete ap-plication must include the AMS Stan-dard Cover Sheet for Academic Em-ployment, curriculum vitae including email address, a publication list, a re-search statement, and the names and contact information for three profes-sional references. An additional ref-erence addressing teaching is strongly recommended. It is strongly suggest-ed that reference letter writers up-load their letters before the deadline. Reference letter writers should sub-mit their letters online through http://mathjobs.org/. If they are unable to do so, they may send their letters to the following address: University of Illi-nois at Urbana-Champaign Depart-ment of Mathematics Caitie Bruning RE: Faculty Search 1409 W. Green Street Urbana, Illinois 61801 United States of America Telephone: 217-333-3351 Email: search@math.uiuc.edu. Complete applications must be received by November 2, 2015. Late applications cannot be considered. Applications may be interviewed be-fore the closing date; however, no hir-ing decision will be made until after the closing date of November 2, 2015. Questions about the position or appli-cation procedures may be directed to Caitie Bruning, cbreeze@illinois.edu. The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer. The University of Il-linois has an active and successful du-al-career program for academic cou-ples. Illinois is an equal opportunity employer and all qualified applicants will receive consideration for employ-ment without regard to race, religion, color, national origin, sex, sexual ori-entation, gender identity, age, status as a protected veteran, or status as a qualified individual with a disability. Illinois welcomes individuals with di-verse backgrounds, experiences, and ideas who embrace and value diversi-ty and inclusivity. (http://www.inclu-siveillinois.illinois.edu).

Mathematics: University of Miami. Department of Mathematics Assis-tant Professor The Department of Mathematics at the University of Miami is seeking outstanding can-didates to fill one tenure-track posi-tion at the rank of Assistant Professor beginning Fall 2016. While we invite applications from all areas of math-ematics, special consideration will be given to candidates in the broad area of analysis. Candidates should dem-onstrate outstanding research poten-tial and have a strong commitment to teaching excellence. Candidates with postdoctoral experience are especial-ly encouraged to apply, although ap-plications from new PhDs are also welcome. A PhD is required by the time the appointment begins. Formal review of applications will begin No-vember 14, 2015 and will continue un-til the position is filled. Applications should be submitted electronical-ly through the AMS website https://www.mathjobs.org. Letters of rec-ommendation, at least three of which should address research and one of which should address teaching, may be submitted online at https://www.mathjobs.org or mailed to: Search Committee, Department of Math-ematics, University of Miami, P.O. Box 249085, Coral Gables, FL 33124-4250. The University of Miami is an Equal Opportunity Employer - Fe-males/Minorities/Protected Veter-

Embry-Riddle Aeronautical University invites applications and nominations for the position of Dean of the College of Arts and Sciences at its Daytona Beach, Florida campus. The University seeks a dynamic, nationally recognized academic leader who will partner with the faculty in maintaining and in enhancing the quality and national prominence of its educational and research programs.

Reporting to the Chancellor at the Daytona Beach campus, the Dean is the chief academic and administrative officer of the College and is responsible for its strategic, operational, and financial leadership. The successful candidate will be a distinguished scholar and an innovative academic leader with demonstrated administrative experience and the proven ability to work collaboratively with faculty and senior leadership to advance strategic projects and initiatives; the candidate must have a strong commitment to education in the liberal arts and sciences within the context of Embry-Riddle’s strong niche and world-recognized leadership in aerospace and aviation.

The expected start date is August 2016. Applications should include a detailed letter discussing qualifications and background that demonstrate a fit with the college mission and vision (http://daytonabeach.erau.edu/college-arts-sciences/); and a current curriculum vitae. Please submit your application materials through our website http://eraucareers.erau.edu/.

Questions can be directed to Rashmi Mazzarella in Human Resources by email at mazzarer@erau.edu or by phone at (386) 226-7657.

Dean of the College of arts anD sCienCes

Emerson College seeks a bold and creative leader for the position of Dean of the School ofCommunication.

Reporting to Chief Academic Officer, Michaele Whelan, the Dean will have the opportunity toprovide strategic leadership and vision for a historic and innovative School of Communicationwithin a College that is distinguished by its entrepreneurial culture and dedicated to developingfuture leaders in the fields of communication and the arts.

Emerson College – located in the heart of Boston and enrolling approximately 3,760 full-timeundergraduate students and 750 full- and part-time graduate students – is the nation’s premiereinstitution of higher education devoted to communication and the arts, grounded in the liberal arts.Emerson is internationally recognized in its fields of specialization, which include communicationstudies; marketing communication; journalism; communication sciences and disorders; visual andmedia arts; the performing arts; and writing, literature and publishing. Emerson’s educationalmission is informed by core liberal arts values that emphasize academic excellence, civicengagement, and the capacity for ethical thought and action; these values inspire students to createand communicate with clarity, integrity, and conviction. In addition to the primary campus inBoston, Emerson has two additional campuses, one in Los Angeles and another in Well, theNetherlands.

The School of Communication is home to approximately 1,080 undergraduate students and 360graduate students. The Dean serves as the academic leader and manages approximately 60 full-time faculty and 79 affiliated faculty members within the School’s four departments:Communication Sciences and Disorders; Communication Studies; Journalism; and MarketingCommunication. The Robbins Speech, Language, and Hearing Center is also housed within theSchool.

The School’s total operating budget is about $800,000 and includes budgets for the fourdepartments and the Robbins Clinic. The Dean works with the chairs and clinic director toadminister these budgets. The School has eight staff members and 11 clinical faculty. Two staffreport directly to the Dean, the technology director and an administrative associate that supportsthe Dean’s Office. The Dean also works with the Boards of Trustees and Overseers and attendsthose meetings, as well as attending the Deans’ Council meetings and serving as part of theAcademic Cabinet. The successful Dean will be an innovative, energetic, and collaborative leaderwho is eager to connect with Emerson’s diverse, passionate, talented, and driven faculty andstudents. The successful candidate will have a terminal degree, and an earned doctorate ispreferred. That candidate will also have a distinguished record of intellectual and professionalcontribution to the field and/or practice of communication, as well as teaching and service that willqualify for appointment as a tenured member of a department in the School of Communication,

and there is a strong preference for a candidate who is tenurable as afull professor.

Please send nominations, applications, and queries in confidence andelectronically to:

Susan VanGilder, PrincipalMatthew Bunting, Senior AssociateStorbeck/Pimentel & Associates, LPEmersonDean@storbeckpimentel.com

Diversity and inclusion are core values for Emerson College. The successful candidate musthave the ability to work effectively with faculty, students, and staff from diverse backgrounds.

Members of historically under-represented groups are encouraged to apply. Emerson College isan Equal Opportunity Employer that encourages diversity in its workplace.

DEANSCHOOL OF

COMMUNICATION

Old Dominion University (ODU) invites nominations and applications forthe position of Dean, Batten College of Engineering and Technology.ODU, located in the City of Norfolk in coastal Virginia, is a dynamic publicresearch institution that serves its students and enriches its community, theCommonwealth of Virginia, the nation, and the world through rigorousacademic programs, strategic partnerships, and active civic engagement.Strategically located between Washington, DC and Raleigh NC, the regionhouses large government and private organizations. The Frank BattenCollege of Engineering and Technology promotes the advancement ofengineering knowledge, both in creation and dissemination, by providingsuccessful graduates and a continuously improving learning environment toits constituents, while maintaining high ethical, multicultural and globalstandards. The College is one of eight colleges at the University, and includes92 tenured/tenure-track faculty, 2,500 full-time undergraduates, and 750graduate students in six departments and Naval ROTC: Civil &Environmental Engineering; Electrical & Computer Engineering;Engineering Management & Systems Engineering; EngineeringTechnology; Mechanical & Aerospace Engineering; and Modeling,Simulation & Visualization Engineering.ODU seeks an exceptional leader to serve as its next Dean of the BattenCollege of Engineering and Technology. As the chief academic officer forthe College, the Dean will provide strategic and operational leadership toall aspects of the academic and scholarly programs. The Dean will guideeffective undergraduate and graduate education opportunities, enhance astrong research agenda, and promote the development of collaborative andinnovative academic programs. He/She will also be responsible forfacilitating faculty and student success, generating extramural financialsupport, engaging its distinguished alumni and local community, guidingthe College to higher levels of achievement and reputation, and developingrelevant industry and professional partnerships.The successful candidate will have the highest commitment to academicand scholarly standards. He/She must exhibit the vigor and imaginationnecessary to promote those standards effectively, and must be able torecognize and promote academic excellence in all its forms. As anaccomplished leader, compelling candidates will be able to inspire facultyand students with a sense of pride and purpose, serve as an innovative leaderto grow and build high quality programs, and provide a dedicated andestablished commitment to both undergraduate and graduate education. Candidates must have an earned doctorate or equivalent terminal degreewith a record of distinguished research, professional accomplishments and/orteaching, preferably with a record that merits faculty appointment asprofessor with tenure. He/She must have a significant record of success as awell-respected administrator within a complex organization.Inquiries, nominations, and applications are invited and will be accepteduntil the position is filled. Applications should include a cover letter andcurriculum vitae. Materials and requests for further information should besubmitted electronically to consultants and the search committee. Pleaseemail applications, nominations, and questions to:

odu-engdean@kornferry.comRosa Morris, PrincipalJackie Zavitz, Principal

Korn FerryOld Dominion University is an equal opportunity, affirmative action

institution. Minorities, women, veterans and individuals with disabilities arestrongly encouraged to apply.

DEAN, BATTEN COLLEGE OFENGINEERING AND TECHNOLOGY

Executive Director of Undergraduate RecruitmentWest Virginia University invites applications for the position of Executive Director ofUndergraduate Recruitment. Under the administrative direction of the Associate Vice Presidentof Enrollment Management, the Executive Director of Undergraduate Recruitment directs alldomestic and international undergraduate recruitment functions for the Office of Admissions. TheExecutive Director provides leadership and vision in the development, implementation, and eval-uation of programs and strategies designed to attract and enroll prospective students.The Executive Director supervises the Associate Director of Regional Recruitment, AssistantDirector of Admissions for Transfer Recruitment, several Program Coordinators and oneInternational Recruitment Program Coordinator. In total, the Executive Director has oversight foran office that includes a staff of 16 full-time employees, three graduate assistants and forty studentemployees. This position assigns duties and responsibilities as well as monitors and evaluates dailywork functions to ensure optimal performance of the recruitment operation. The ExecutiveDirector develops and efficiently administers the Recruitment Office budget, including budgetforecasting, planning, and monitoring of expenditures.In conjunction with University Relations, the Executive Director oversees the development andassessment of a strategic marketing and communications plan for prospective and admitted stu-dents. The Executive Director has oversight responsibilities for all facets of marketing and com-munications for the undergraduate recruitment office. The Executive Director will provide frequent and consistent outreach to Colleges and key student service departments on the planning, execution and assessment of recruitment programs and activities. Preference will be given to candidates with five years of experience and a Master’s degree.Candidate will have directly related and progressively responsible experience in the development,implementation and evaluation of recruitment strategies including the utilization of research andinformation technologies and strategic planning; experience in developing and maintaining col-laborative relationships across the institution in support of multifaceted goals; and experiencemanaging professional staff. A valid driver’s license is required. Consideration will be given to candidates with a Bachelor’s degree and a minimum of seven yearsof directly related experience. To apply, please visit: www.jobs.wvu.edu. Application materials must include a letter of interest,resume, and three professional references. First consideration will be given to applications receivedby October 23, 2015.

West Virginia University is an EEO/Affirmative Action Employer – Minority/Female/Disability/Veteran

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ans/Individuals with Disabilities are encouraged to apply. Applicants and employees are protected from dis-crimination based on certain catego-ries protected by Federal law.

Modern/Contemporary Political Theory: Department of Political Sci-ence/ASPECT PhD Program/Vir-ginia Tech/Blacksburg, VA. The in-terdisciplinary ASPECT PhD Pro-gram and the Department of Politi-cal Science invite applications for a

tenure-track position at the rank of Assistant Professor in Modern/Con-temporary Political Theory with pri-mary strengths in Environmental Po-litical Theory, Security and Political Theory, or Political Theory and Gov-ernance. Candidates should demon-strate strong analytical and research skills with the potential to achieve a national research profile along with excellence in teaching and service. The standard teaching load for this position is four courses per academ-

ic year, including at least one course for the ASPECT PhD program and a large lower-division undergradu-ate section of Introduction to Politi-cal Theory. There will also be occa-sional travel to attend professional conferences and meetings. This po-sition will begin August 10, 2016. Earned doctorate in political science or related field at the time of applica-tion or degree in hand by August 10, 2016. Interested persons should ap-ply at http://www.jobs.vt.edu, posting

�e Tohono O'odham Community College Board of Trustees invites applications and nominations for the position of

President�e President is the chief executive o�cer of the College and reports to a seven-member Board of Trustees appointed by the Tohono O’odham Legislative Council.

Tohono O’odham Community College (TOCC) is accredited by the Higher Learning Commission (HLC) and serves the Tohono O’odham Nation. �e Nation chartered the College in January 1998 and the Higher Learning Commission of the North Central Association of Colleges and Schools accredited the College

in February 2005. TOCC is a Tribal College under the Tribally-Controlled Community Colleges and Universities Act and has been designated a Minority-Serving Institution by the Civil Rights O�ce of the U.S. Department of Education. �e Federal Government also designated TOCC as a 1994 Land Grant Institution in December 2004. TOCC o�ers Associate Degrees for transfer and direct employment, certi�cates and an Apprenticeship Program. TOCC has also developed new partnerships and programs in science and agriculture. �e �rst classes were o�ered in January 2000 and the current student enrollment is 403.

TOCC is located in Sells, Arizona, the capital of the Tohono O'odham Nation, located in southern Arizona, 60 miles west of Tucson. �e Tohono O’odham Nation is one of the largest Native American nations within the United States (geographic size) with a population of 33,169 enrolled members (13,246 reside on the reservation).

Nominations and applications will be accepted until the position is �lled. �e target date for applications is Friday, October 30, 2015.

For detailed information, the presidential pro�le and information on how to apply please visit http://www.tocc.edu/

Electronic copies of the application package must be submitted to sowsley@tocc.edu

In addition, a paper copy must be mailed to: TOCC – Presidential Search ATTN: Stacy Owsley (HR) P.O. Box 3129 Sells, AZ 85634

For additional information, nominations or con�dential inquiries, contact Stacy Owsley, HR Director, at sowsley@tocc.edu, (520) 383-0050 or Marla Ramon, HR Assistant, at mramon@tocc.edu, (520) 383-0049.

President

The Board of Regents of New Mexico Institute of Mining and Technology (NMT) requestsnominations and applications for its next President. After 29 years at the university, and 23 years ofservice as President, Dr. Daniel H. Lopez has announced his retirement effective June 30, 2016.Under his thoughtful leadership, the university has expanded the number of academic offerings,grown enrollment, built many new facilities, and increased its portfolio of grants and contracts from$15 million to nearly $100 million. The University is seeking a visionary leader to continue theuniversity’s history of excellence in education, research and public engagement.

Founded in 1889, NMT is a public university granting bachelors, masters, and doctoral degreesspecializing in science, technology, engineering, and mathematics. The campus is located in thecentral Rio Grande Valley city of Socorro, New Mexico, just under 80 miles south of Albuquerque.With an undergraduate and graduate student population of approximately 2,100, and with a facultyand staff of over 770, the University is a world leader in many areas of research including hydrology,astrophysics, atmospheric physics, geophysics, homeland security, information technology,geosciences, energetic materials engineering, and petroleum recovery. New Mexico Techimmediately follows Princeton, Harvard, Pomona College and Haverford College in a NationalScience Foundation list of institutions with the highest conversion of bachelors to advanced degrees.The main campus covers 101 acres with administrative and academic buildings, residence halls, andresearch facilities. Additional information about the university can be found at its website located athttp://www.nmt.edu

The new President must be a tireless leader who shares a passion for NMT’s mission to serve thepublic through education, applied research, service, professional development, and teacher education,benefitting the people of New Mexico and beyond. The successful candidate will be a collaborativeand energetic leader who will nurture and expand relationships with surrounding communities,corporations, governmental agencies, foundations, and institutions of higher education. The Presidentmust also demonstrate a passion for serving the needs of first-generation college students, rural NewMexico, and New Mexico’s diverse population.

The Search Committee will begin reviewing applications immediately. Applicants must submit acurrent curriculum vitae and a letter describing relevant experience and interest in the position.Submission of materials via e-mail is strongly encouraged. Nomination letters should include thename, position, address, and telephone number of the nominee. All nominations and applications willbe handled in confidence.

Applications and letters of nomination should be submitted to:

Alberto Pimentel, Managing PartnerStorbeck/Pimentel & Associates6512 Painter AvenueWhittier, CA 90601562-360-1353(FAX)Email: apsearch@storbeckpimentel.comRefer to code “NMT-President” in subject line

PRESIDENT PROVOST Wayne State University invites nominations and applications

Wayne State University is a nationally recognized urban center of excellence in research and one of only a select few public urban universities holding both the Carnegie Foundation’s “Very High Research” and “Community Engagement” designations.

With a total enrollment of nearly 28,000 and a graduate enrollment of more than 7,000, Wayne State University is among the nation’s most highly regarded public, four-year, doctorate-granting institutions.

The provost is the chief academic officer and second-ranking executive officer of the university. The provost reports directly to the president and acts on his behalf in overseeing the university in his absence. As chief academic officer, the provost is responsible for the development and administration of academic programs and policies relating to instruction and curriculum, faculty appointments and performance, and research and public service initiatives among faculty. Reporting to the provost are the deans of the 13 schools and colleges and a central administrative staff. The provost presides over the Council of Deans, chairs the Academic Senate and presides at meetings of its executive committee. The size of the Division of Academic Affairs and the large number of units that report to the provost require a leader with excellent communication skills and a demonstrated record of success as a senior academic administrator and manager.

To be considered for the position, applicants must have:

Credentials that would qualify for a tenured appointment at Wayne State University

An earned doctorate

A minimum of seven years in academic higher education administration

The university seeks a leader with:

A clear vision for achieving excellence in academic programs and policies in an urban research university, and the leadership skills to implement that vision

An understanding of and commitment to the research, teaching and service missions of the university, and very high standards in judging the effectiveness and worth of activities and programs intended to carry out those missions

An understanding of and commitment to the urban mission of Wayne State University

An appreciation for the unique research, teaching and service obligations of professional schools

A strong interest in general education, academic planning and program development, and academic program evaluation

Significant achievement in advancing cultural diversity and gender equity

The ability to work collaboratively with the president and other high-ranking administrators both through formal and informal channels

A commitment to cooperative and collegial consultation with faculty within a collective bargaining environment, and respect for the role of students, staff and administration in the university community

The ability to provide leadership to academic deans and directors, staff, and other administrators in the Division of Academic Affairs, and a capacity for thorough, orderly and prompt administration of diverse responsibilities and a large number of operating units

A solid record of administrative effectiveness and sound budgetary management.

Founded in 1868, Wayne State University holds the prestigious Carnegie Foundation classification of RU/VH (very high research activity), a designation held by only 3.5 percent of U.S. institutions. Wayne State students study in 13 schools and colleges that offer more than 380 degree programs, and 33 percent are enrolled in graduate and professional programs. Located in Detroit’s University Cultural Center, Wayne State serves students from the metropolitan area, 46 states and 60 countries.

Wayne State University is an affirmative action/equal opportunity employer that seeks to consider minority persons and women for its senior administrative positions. The committee will begin its review in November 2015.

Please direct correspondence to: Shelly Weiss Storbeck, Managing Partner Julia Patton, Senior Associate Storbeck/Pimentel & Associates, LP WayneProvost@storbeckpimentel.com

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#TR0150121 to submit a cover letter, current curriculum vitae, one recent writing sample, teaching evaluations, a short research prÈcis, and no more than four recent letters of recommen-dation. Screening of applications will begin on December 11, 2015, and con-tinue until the position is filled. Em-ployment conditions: Must have a criminal background check. Individ-uals desiring assistance/accommoda-tion in the application/interview pro-cess should contact us at (540) 231-0698. For further information on the department and ASPECT program, see http://www.psci.vt.edu and http://www.aspect.vt.edu. Virginia Tech is an equal opportunity/affirmative ac-tion institution.

Music: Ithaca College, home to a vi-brant School of Music of over 500 un-dergraduates and almost 70 brass ma-jors, announces a full-time, tenure-el-igible position, beginning August 16, 2016. We seek a dedicated individual who will join us in our mission and vi-sion through studio teaching, reper-toire classes, performance, and cre-ative professional activity. Interested applicants must apply online at http://www.ithaca.edu/jobs/. Questions about the online application should be directed to the Office of Human Resources at (607) 274-8000. Screen-ing of applications will begin imme-diately. To ensure full consideration, please submit all application materi-als by November 6, 2015. Ithaca Col-lege is committed to building a di-verse academic community and en-courages members of underrepre-sented groups to apply. Experience that contributes to the diversity of the college is appreciated.

Music: Tenure-eligible position be-ginning Fall 2016; responsibilities may include teaching instrumental music methods courses, mentoring/supervising student teachers, con-ducting an ensemble and teaching in-strumental conducting, teaching sec-ondary instrument classes, and other undergraduate or graduate courses based on candidate expertise or pro-gram needs. The successful candi-date will have a broad understand-ing of musicianship and be familiar with contemporary issues related to teaching and learning music. Inter-ested applicants must apply online at http://www.ithaca.edu/jobs/. Ques-tions about the online application should be directed to the Office of Human Resources at (607) 274-8000. Screening of applications will begin immediately. To ensure full consid-eration, please submit all application materials by November 6, 2015. Itha-ca College is committed to building a diverse academic community and encourages members of underrepre-sented groups to apply. Experience that contributes to the diversity of the college is appreciated.

Music: Tenure-eligible position be-ginning Fall 2016; responsibilities will include teaching elementary gen-eral music methods courses, men-toring/supervising student teachers, and other undergraduate or graduate courses based on candidate expertise or program needs. The position may also involve coordinating an off-cam-pus lab school for elementary gener-al student teaching. The successful candidate will have a broad vision for childhood musicianship, be able to demonstrate and understand appro-

priate vocal pedagogy for the child’s voice, and be familiar with contem-porary issues related to teaching and learning music. Interested applicants must apply online at http://www.itha-ca.edu/jobs/. Questions about the on-line application should be directed to the Office of Human Resources at (607) 274-8000. Screening of applica-tions will begin immediately. To en-sure full consideration, please submit all application materials by November 6, 2015. Ithaca College is committed to building a diverse academic com-munity and encourages members of underrepresented groups to apply. Experience that contributes to the di-versity of the college is appreciated.

Nephrology: Assistant Professor in Residence in the Division of Ne-phrology Faculty position avail-able in the Division of Nephrolo-gy at the University of Connecticut Health Center (UCHC) in Farming-ton, CT. Job duties include teach-ing courses in nephrology, includ-ing in the classroom and on site to residents, medical students, and al-lied health professionals. Serve as site director for inpatient rotations for the nephrology fellowship. Treat patients with various kidney condi-tions, including in-patient consult, acute dialysis, and ambulatory dial-ysis coverage. M.D. degree plus BE/BC (Board Eligible or Board Certi-fied) in Nephrology. Willingness to work weekend and nights as need-ed, required. Willingness to travel to other clinical locations in CT as needed, required. Interested appli-cants should apply at https://jobs.uchc.edu/Search Code NonGT-112.Applicants should upload their CV

As Dennis Jones steps down from his presidency this Fall and Peter Ewell from that post a year fromnow, the NCHEMS Board seeks nominations and applications for the next president, to assume officein Fall 2016.

For decades, NCHEMS has been a trusted resource for decision-makers in government, foundations,and institutions. It created the data and analytic frameworks that undergird today’s federal reporting,state systems, institutional planning, and national reform movements. As a stand-alone nonprofitorganization, it lives by the trust and usefulness of the work it produces. Its talented 14-person staffworks out of offices adjoining those of WICHE and SHEEO in Boulder, Colorado.

For the presidency, the NCHEMS Board seeks an experienced analyst-consultant who can contributesubstantively to the work of the organization, who has the ability to attract and motivate smart, capableco-investigators, and who has the stature to work with a range of funders in foundations and states.Habits of collegiality, respect, and good humor are essential, and the Board expects candidates to havethoughtful perspectives on the changes in higher education and paths forward for NCHEMS.

The Board has developed a Prospectus for the position, available athttp://agbsearch.com/searches/president-national-center-

higher-education-management-systems-nchems.

Applicants should review this Prospectus and follow the instructionson its final page. NCHEMS has engaged AGB Search to assist thissearch. For inquiries, nominations, or further information, you maycontact in confidence Dr. Ted Marchese at TJM@agbsearch.com.a g b s e a r c h . c o m

PRESIDENT

PRESIDENTWellesley College

Wellesley, MassachusettsThe Wellesley College Presidential Search committee, on behalf of the Board of Trustees, invitesapplications for the position of President. The next President will succeed H. Kim Bottomly after ninesuccessful years of leadership. The College seeks a strategic and persuasive leader with positive energy,character, intellect, and passion that will inspire all those associated with the College.

Wellesley was founded in 1870 by Pauline and Henry Durant and has been committed to educatingwomen since its beginning. Wellesley has long been recognized as one of the finest liberal arts collegesin the country. Its mission–to provide an excellent liberal arts education for women who will make adifference in the world–unites three aspirations: to educate women, to strive for academic excellence,and to produce graduates whose lives and careers will transform the world in exemplary ways. It wasthe first American college to have a president, faculty, and students who were all women. The Collegequickly became an incubator and platform for women's leadership in the world.

Wellesley is a vibrant, forward-thinking institution poised for greater national and internationalinfluence under an inspirational and charismatic President. Wellesley’s key opportunity springs from themoment: the College has a tremendous platform with the public launch of a comprehensive campaign,its exceptional reputation, and the collective and individual accomplishments of faculty, students, staff,and alumnae. The President will be a passionate advocate for liberal arts education, the unique role ofwomen’s colleges, and women as national and global leaders. The President will lead the College inthinking boldly, facilitating critical conversations, pushing for innovation, ensuring financialsustainability, deepening the campus commitment to diversity and inclusion, and taking intelligent andinformed risks.

Wellesley has engaged Isaacson, Miller, a national executive search firm, to assist with this search.Inquiries, nominations, and applications should be sent in confidence to:

Anita Tien, Ponneh Varho, or Natalie LeonhardIsaacson, Miller

263 Summer Street, 7th FloorBoston, MA 02110

www.imsearch.com/5551

William Jewell College, an independent liberal arts college in Liberty, Missouri, is beginning a search for a

programs for students on a beautiful residential campus.

colleges west of the Mississippi. Located in historic Liberty, Missouri, Jewell is the only national liberal arts college in the Kansas City region and is consistently ranked among top private schools for its rigorous

to live what they learn, think critically, engage in the world and prepare for lives of leadership and service.

approximately $30 million. Its endowment is $67 million and it has only $15.5 million of debt, an

the College and the Board: Institutional Identity—Clarifying the identity of the College Enrollment—Developing a sustainable enrollment model Development—Expanding the basis of support for the College and strengthening endowment

preference given to experience in higher education; successful leaders from sectors outside higher education will be considered. In addition, a terminal degree is preferred and it is anticipated that this person will have a

go to www.agbsearch.com/current-searches.

an appointment is made. To assure full consideration, application materials must be submitted by

with email and telephone numbers (references will not be contacted without prior authorization from the applicant). Applications and nominations should be sent electronically (MS Word preferred) to: Williamjewellpres@agbsearch.com.

Oscar C. Page, Ph.D., Senior Consultant

AGB Searchocp@agbsearch.com

903-870-8303

William Jewell College is an Equal Opportunity Employer

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and names of 3 references through this website. The University of Con-necticut Health Center is an Affir-mative Action Equal Opportunity Employer M/F/V/PwD.

Nutrition: Western Michigan Uni-versity has an available position of Assistant Professor in Kalamazoo, MI. Position requires Doctor of Philosophy (Ph.D.) degree in Nu-trition. Position also requires: 1) Ph.D. dissertation in human nutri-tion in teen mothers; & 2) Certi-fication as a Registered Dietitian or Registered Dietitian Nutrition-ist by the Commission on Dietetic Registration. Job duties: Teach un-dergraduate & graduate courses in Personal Nutrition, Nutrient Me-tabolism, Professional Issues in Di-etetics, Medical Nutrition Therapy, Research Methods, & Life Span Nu-trition. Advise students. Supervise Masters level students. Coordinate & oversee undergraduate experi-ential service learning program for undergraduate dietetics students to engage in learning outside the class-room. Link students with communi-ty partners for experiential assign-ments. Troubleshoot issues that might arise at the off-campus sites & work to establish new opportuni-ties with community partners. Par-ticipate in curriculum development & program evaluation. Conduct re-search & scholarly activity in hu-man nutrition & iron levels for teen mothers & their infants. Publish re-sults of research in peer-reviewed journals. Seek external funding to support research & scholarly activi-ties. Serve on department, college, & university committees. Qualified candidates should apply online at http://www.wmich.edu/hr/jobs. Only applications submitted through this site will be considered. Position is currently open & will remain open until filled. WMU is an Equal Op-portunity/Affirmative Action Em-ployer. Minorities, women, veter-ans, individuals with disabilities & all other qualified individuals are encouraged to apply. The Carnegie Foundation for the Advancement of Teaching has placed WMU among the 76 public institutions in the na-tion designated as research universi-ties with high research activity.

Political Science: The Department of Political Science at the Univer-sity of Connecticut is seeking to hire a tenure-track assistant pro-fessor in the area of comparative politics, beginning in the Fall of 2016. The successful candidate will provide undergraduate teach-ing and service at the Universi-ty’s Stamford campus, but will oc-casionally have the opportunity to teach a graduate seminar and contribute to the research oppor-tunities at the University’s main campus in Storrs. For details and to apply, visit the Faculty page of UConn Careers at www.jobs.uco-nn.edu. (Search # 2016115) UCo-nn is an AA/EEO employer.

Profesional: Sam Houston State University: Assistant/Associate Professor of Design and Devel-opment and Assistant/Associate Professor of Safety Management. Appointment: 75%- Teaching, 25%- Research with Service. Ex-pertise in Industrial Safety Man-agement, Occupational Health and Management, Design and De-velopment, Industrial Design and Management, Engineering De-sign, or Manufacturing Systems and Engineering is desired. Sal-ary: commensurate with qualifi-cations. Closing date: 11:59 pm, October 30, 2015. Application re-quests: 936-294-3774. Applicants must apply online at https://shsu.peopleadmin.com/. Sam Hous-ton State University is an Equal Opportunity/Affirmative Action Plan Employer and Smoke/Drug-Free Workplace. All qualified ap-plicants will receive consideration for employment without regard to race, creed, ancestry, marital sta-tus, citizenship, color, religion, sex, national origin, age, veteran status, disability status, sexual ori-entation, or gender identity. Sam Houston State University is an “at will” employer. Security sensitive positions at SHSU require back-ground checks in accordance with Education Code 51.215.

Professional: Assistant/Associate Professor of Public Administration The Department of Social Sciences at Texas A&M International Uni-versity is seeking applicants for an Assistant/Associate Professor of Public Administration. This full-time tenure-track position begins Fall 2016. Duties include teaching courses, performing research in public administration or closely re-lated field, and serving on depart-mental, university, and profession-al committees. The successful can-didate will be able to teach grad-uate-level online courses in public administration, especially in areas related to the nonprofit sector, as well as undergraduate courses in both public administration and po-litical science. Additional respon-sibilities include academic advis-ing. Required Qualifications: The successful candidate must hold an earned doctorate in Public Admin-istration, Public Affairs, Public Policy, or closely related field (all specializations will be considered) and have a commitment to excel-lence in teaching and research.

ABD’s will also be considered but must have earned doctorate before appointment. Preferred Qualifi-cations: All fields considered but special attention paid to applicants with a specialization in non-profit policy and administration. Effec-tive teaching record and especially success with on-line course devel-opment and delivery Texas A&M International University is a grow-ing university of over 7,500 stu-dents located in Laredo, Texas, a vibrant bi-lingual, bi-cultural city of about 250,000 on the U.S./Mex-ico border. For more information, visit www.tamiu.edu. Completed employment application must in-clude a letter of interest that ad-dresses qualifications, curriculum vitae, and the names and contact information of three profession-al references. Applications must be submitted online at https://em-ployment.tamiu.edu. Review of applications will begin immediate-ly and continue until the position is filled. TAMIU Is an EO / AA / Veterans / Disability Employer Ap-plicants are subject to a criminal history investigation and employ-ment is contingent on the results of the criminal history investigation.

Registrar: The University of North Alabama is accepting applications for the position of Registrar. This position is responsible for mainte-nance and data integrity of all ac-ademic records, development and implementation of new systems, the registration and grade report-ing process, supervision of all em-ployees in the Registrar’s Office, oversight for all the day-to-day of-fice functions, all other duties as assigned to the Registrar. Mini-mum Qualifications include: Bach-elor’s degree required; master’s degree preferred; Five years of re-lated experience required. To view a complete job description and/or

apply for this position, please visit UNA’s Online Employment System at http://jobs.una.edu. Applica-tions will only be accepted through this system. For questions, please email employment@una.edu or call 256.765.4291 and select option #2. UNA is an equal opportunity employer committed to achieving excellence and strength through diversity. UNA seeks a wide range of applicants for this position so that one of our core values, eth-nic and cultural diversity, will be affirmed.

Science/Technology: Software Engineering Lecturer Positions School of Computing, Informatics, and Decision Systems Engineering The School of Computing, Infor-matics, and Decision Systems En-gineering (CIDSE) in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU) seeks applicants for one or more full time lecturer positions be-ginning January 1, 2016. This is a non-tenure track appointment with a fixed term academic year contract. A minimum of a M.S. in Software Engineering, Computer Science, Computer Engineering or a related discipline is required. Desired qualifications include a Ph.D. by time of appointment, a demonstrated record of excellence in teaching that incorporates ac-tive learning, successful teach-ing experience with online educa-tion, and an extensive knowledge of software engineering method-ologies, practices and tools. Pro-fessional experience in software engineering and a commitment to work collaboratively with a diverse student population are also desir-able. Review of applications will begin on November 15, 2015; if not filled, reviews will occur on the 1st and 15th of each month thereafter until the search is closed. To ap-

ply, please submit as a single PDF file, a cover letter summarizing the applicant’s experience, cur-riculum vita, teaching statement, and contact information for three references to: SE.Lecturer@asu.edu. For more information contact Dr. Timothy Lindquist, at 480 727-2783 or timothy.lindquist@asu.edu. (Job #11309)https://engineer-ing.asu.edu/facultyhiring Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity/Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, nation-al origin, disability, protected vet-eran status, or any other basis pro-tected by law. See ASU’s full non-discrimination statement (ACD 401) at https://www.asu.edu/aad/manuals/acd/acd401.html and the Title IX statement at https://www.asu.edu/titleIX/.

Social & Behavioral Sciences: The University of Nevada, Reno, School of Community Health Sci-ences is seeking a candidate for a nine-month, tenure track position in Biostatistics at the rank of As-sistant Professor. The School of-fers MPH in Epidemiology, So-cial-Behavioral Health, and Health Policy and Administration and BS in Community Health Sciences , with a plan to develop MS and PhD. in Biostatistics. Research and teaching interests should be in the area of Biostatistics. Pref-erence will be given to applicants whose research includes Bayesian statistics, mixed models, and tem-poral and spatial analysis. The suc-cessful applicant is expected to en-gage in both independent and col-laborative research projects, teach successfully in the graduate and undergraduate programs, provide statistical consultative support to other health researchers in the university system and engage in the development of the new School

Xavier University of Louisiana invites nominations and applications for the position of Provost and Senior Vice President for Academic Affairs. Xavier is located in New Orleans and is the nation’s only Historically Black and Catholic institution of higher learning. Founded in 1925, the University is mission driven and committed to the promotion of a more just and humane society. Reaffirming its African American heritage and its Catholic tradition for more than eight decades, Xavier continues to offer its students a quality education and opportunities for leadership development.

The University consists of two colleges: the College of Arts and Sciences (CAS) and the College of Pharmacy (COP). The College of Arts and Sciences offers three bachelor’s degrees: the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science. In addition, the CAS offers the Master of Arts in Counseling, the Master of Arts in Curriculum and Instruction, the Master of Arts in Teaching, and the Doctor of Education in Educational Leadership. The College of Pharmacy offers the Doctor of Pharmacy degree. The fall 2015 University enrollment was nearly 3,000 students, of which 74% enrolled as undergraduates in the College of Arts and Sciences, 605 students enrolled in the College of Pharmacy. There were 222 faculty members with 95% holding the terminal degree.

Duties and ResponsibilitiesThe Provost and Senior Vice President for Academic Affairs (SVPAA) serves as the President’s chief advisor, providing leadership in establishing priorities and in collaborating with all organizational units to advance the mission and the continuing success of the institution. The Provost and SVPAA is the ranking Vice President who coordinates the work of the other University Vice Presidents. The Provost and SVPAA is the chief academic officer, and as such is responsible for implementing academic policy and coordinating academic programs and activities. The Provost and SVPAA reports to the President. He/She administers the curriculum and takes an active role in expanding economic, social, and cultural engagement and impact, increasing opportunities for outreach, and strengthening partnerships in the Greater New Orleans area, as well as at the state, national, and global arenas, to advance academic and University success.

Application & Supplemental InformationNominations, applications, and inquiries may be sent in confidence. Full consideration will be given to all applications received by January 11, 2016. Application materials (to include a letter of interest, curriculum vitae, and the names, addresses, telephone numbers, and email addresses of five references – who will not be contacted without permission) must be electronically submitted to: XavierProvost@academic-search.com.

Assisting the University in this search are Ann Die Hasselmo (Ann.Hasselmo@academic-search.com)

and Chris Butler (Chris.Butler@academic-search.com).

Further information about Xavier University is available at www.xula.edu/ and from the position and institutional profile at: http://academic-search.com/data/files/XavierProvostProfile.pdf.

Xavier University of Louisiana is an Equal Opportunity Employer. The objective of Xavier’s employment practices is to recruit, hire, train, and promote into all job levels the most qualified applicants without regard to race, color, creed, religion, gender, national origin, age, disability, veteran’s status or sexual orientation. All decisions regarding employment are based on an individual’s qualifications as they relate to a specific job vacancy.

PROVOST AND SENIOR VICE PRESIDENT FOR ACADEMIC AFFAIRS

Cottey College, an independent, liberal arts and sciences women’s college located 75 miles south of Kansas City in Nevada, Missouri, seeks an accomplished professional to serve as its Vice President for Institutional Advancement (VPIA) who can build on recent successes and further the College’s mission and its vision for greater potential. The VPIA, a member of the President’s Council, reports to the president of the College, Dr. Jann Weitzel, and assumes responsibility for Advancement, Annual Fund and Alumnae, and College Relations.

The ideal candidate will bring extensive experience and a record of progressive achievement to the position as well as the ability to develop and implement strategies that leverage the unique assets and opportunities of the College. Prime candidates will have at least three years of leadership responsibility for fundraising, including personal solicitation and management of all or most of the programs of annual fund, major gifts, capital campaigns, foundation and corporate giving, and alumnae relations. REQUIRED QUALIFICATIONS:

• Abachelor’sdegreefromaregionally-accrediteduniversityis required; a master’s degree is preferred• Threeyearsofincreasinglyresponsibleandsuccessful leadership in advancement and College relations. • Acommitmenttowomen’shighereducationandleadership

The search is being assisted by Academic Search, Inc. For a confidential discussion, interested parties may contact Dr. Wanda Bigham,SeniorConsultant,atwdb@academic-search.comorcall334-425-6865 todiscuss thepositionand the requirements.Thepositionprofilecanbefoundathttp://academic-search.com/data/files/CotteyCollegeVPIAProfile.pdf. and more information about Cottey College can be found at www.cottey.edu.

The position is currently open and is expected to be filled by late December2015.Toassurefullconsideration,applicationsshouldbesentelectronicallyinWordformattoCotteyVPIA@academic-search.com byNovember5,2015. Applications should includea cover letter that addresses the qualifications and attributes described above, a resume, and a list of five professional references with contact information, including telephone and email. References will not be contacted without the explicit permission of the candidate.

Cottey College is an affirmative action/equal opportunity employer.

VICE PRESIDENT FOR INSTITUTIONAL ADVANCEMENT

The American University of Phnom Penh (AUPP) seeks an outstanding leader to serve as the President. AUPP is the first University in Cambodia to use the American model of higher education, and to commit to seeking both Cambodian and US regional accreditation.

The new President will have an exceptional opportunity to influence the future direction of this relatively new institution as it evolves as a regional center for higher education in Southeast Asia. It is desired that the President will assume duties by January 2016.

Requirements:

• Doctorateortheequivalentfromanaccreditedinstitution• TenyearsofprogressiveleadershipexperienceinanAmericanor American-style university• U.S.accreditationexperience• Provenrecordofleadershipeffectiveness;strongteam-building skills;effectiveconflictresolutionskills• Excellentcommunicationsskills:abilitytocommunicateopenly andeffectivelywithallUniversityandexternalconstituencies• SensitivitytotheculturewithinwhichtheUniversityoperates• Demonstratedcommitmenttoquality,ethicsandservice• AnativespeakerofEnglish• Internationalexperience(livingandworkingabroad)highly desired Candidates should send a detailed cover letter, list of three references and current CV/ Résumé to search@aupp.edu.kh. AUPP will contact qualified applicants to provide more information and to schedule aninitial interview.

President

A54 Executive THE CHRONICLE OF HIGHER EDUCATION    OCTOBER 9, 2015

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of Public Health.To apply, please visit: https://www.unrsearch.com/postings/18847. Applications re-ceived by November 15, 2015 will receive full consideration. EEO/AA Women, under-represented groups, individuals with disabili-ties, and veterans are encouraged to apply.

Sociology: Tenure-eligible position for a faculty member to contribute to the interdisciplinary Counsel-ing Minor, supervise students in internships, as well as cultivate and maintain partnerships with placement organizations. Success-ful candidates will be expected to teach Introduction to Human Ser-vices, Mental Health in Historical and Social Contexts, and Counsel-ing Theory & Dynamics, as well as other courses that integrate socio-logical and psychological perspec-tives on mental health and coun-seling. Interested applicants must apply online at http://www.ithaca.edu/jobs/. Questions about the on-line application should be directed to the Office of Human Resourc-es at (607) 274-8000. Screening of applications will begin Octo-ber 30, 2015 and continue until the position is filled. Ithaca College is committed to building a diverse academic community and encour-ages members of underrepresented groups to apply. Experience that contributes to the diversity of the college is appreciated.

Speech Science: Tenure-Track Assistant Professor Position in Speech and Language Disorders. The California State University, Sacramento Department of Speech Pathology and Audiology is cur-rently recruiting for full-time ten-ure track faculty in Speech and Language Disorders. For vacancy description and application proce-dures visit: http://www.csus.edu/about/employment.

Sports Management: The Uni-versity of Arkansas seeks applica-tions for the position of Assistant Professor - Sport Management Graduate Program Coordinator (R97545). This is a 9 month ten-ure track appointment within the Health, Human Performance, and Sport Management (HHPS) pro-grams. The Assistant Professor in Sport Management Graduate Pro-gram Coordinator will be respon-sible for teaching, recruiting, re-tention, scheduling, advising, and conducting program assessments. Required Qualifications: a doc-torate degree in Sport Manage-ment or related professional field from an appropriate accredited in-stitution. Preferred Qualifications:

Preference will be given to candi-dates who have experience in co-ordinating higher education pro-grams and teaching undergraduate and graduate Sport Management courses. Application materials must be submitted through the on-line application system. Addition-al information about this position and application requirements are available under the Jobs link on the Human Resources’ website at http://ualr.edu/humanresources/ Incomplete applications will not be considered. Position closes on 10-30-2015. This position is subject to a pre-employment criminal and fi-nancial background check. A crim-inal conviction or arrest pending adjudication alone shall not dis-qualify an applicant in the absence of a relationship to the require-ments of the position. Background check information will be used in a confidential, non-discriminatory manner consistent with state and federal law. The University of Ar-kansas at Little Rock is an equal opportunity, affirmative action employer and actively seeks the candidacy of minorities, women, veterans, and persons with disabil-ities. Under Arkansas law, all ap-plications are subject to disclosure. Persons hired must have proof of legal authority to work in the Unit-ed States.

Statistics: Develop a high-impact research and teaching program that is recognized nationally and internationally to develop statisti-cal methods and algorithms to pre-dict plant phenotypes using a va-riety of complex and high dimen-sional data types. More specifi-cally, the goal is to use genomic, image, environmental, and related complex and high dimensional data to predict plant phenotypes for dy-namic traits measured in high tem-poral density. In this position the faculty member will work with sub-ject matter experts to study func-tional genomic pathways control-ling dynamic crop traits critical to abiotic/biotic stress tolerance. The incumbent will be expected to av-erage 0.40 FTE as determined by the CASNR Academic Appoint-ment Guidelines. The usual teach-ing load will be three courses per year, or equivalent, as assigned by the chair. Specific course assign-ments may be changed over time according to academic unit need.

Overall the appointee should seek and establish effective disciplin-ary and transdisciplinary collabo-rations including effective integra-tion with research groups and ed-ucational programming. Connect with stakeholders, agency and/or industry partners to strength-en research/educational program-ming. Effectively obtain and lever-age external and internal support (grants, fee revenue, etc.) for re-search/teaching programs. Mentor graduate students. Publish in high-quality, high-impact peer-reviewed journals, and participate in scien-tific meetings and other appropri-ate professional activities. Trans-late research-based information into learner-centered products. This includes creating scholarly, innovative, and high impact learn-ing programs and tools. Identify issues and opportunities focused on learner needs and emerging re-gional and national issues with in-ternational relevance. Measure the impact of your programs and com-municate results to administrators, stakeholders, users, and media. Mentor colleagues through their professional development. Con-tribute, as an effective scholar and citizen of a land-grant institution, to the integrated mission of home units (e.g., Department, Center), including supporting student re-cruitment and IANR science liter-acy initiative, and beyond.

Veterinary Medicine: The College of Veterinary Medicine at Iowa State University, located in Ames, Iowa, invites applications for a full-time, clinical-track or tenure-track faculty position in Ophthal-mology (Posting Number 500155) in the Department of Veterinary Clinical Sciences. Applications for a clinical track position will be ac-cepted at the levels of Clinician or Senior Clinician. Applications for a tenure-track position will be ac-cepted at the levels of Assistant, Associate, or Full Professor. The successful candidate will enhance the in-state and national promi-nence of the Ophthalmology activ-ities at Iowa State University. Clin-ical effort will be dedicated to pro-fessional practice and clinical in-struction in the Lloyd Veterinary Medical Center (LVMC). Clinical duties may include weekend or af-ter hours obligations. Non-clinical time will be dedicated to the de-

With the announced retirement of President Richard V. Hurley, who has successfully led the University since 2010, the Board of Visitors of the University of Mary Washington (UMW) invites nominations and applications for the appointment of President.

� e University of Mary Washington is at an exciting and vibrant point in its history. UMW is well positioned to continue to excel in all of its pursuits, particularly its growing reputation as an excellent liberal arts and sciences institution. � e new President will be expected to continue to build on the many � ne qualities of the University; become personally vested in its future; and develop, articulate, and execute a united vision for the University.

A distinguished institution with a strong liberal arts and sciences focus at its core, the University of Mary Washington has a student enrollment of approximately 4,000 undergraduate students and 400 graduate students. Students come from 40 states and many foreign countries, about 20 percent of whom self-identify as minority. In the fall of 2015, the University enrolled a record entering class of both � rst-year and transfer students. UMW is known for its small, highly interactive classes, with an average undergraduate class size of 22 students. As a member of COPLAC (Council of Public Liberal Arts Colleges), UMW truly believes in providing a premier, public liberal arts education to its students in a residential environment. Sixty percent of students live on campus. UMW’s annual budget is approximately $111 million, with about 26% coming from the state.

� e University of Mary Washington is seeking a dynamic President with unquestioned character and integrity who understands and values the liberal arts. � e President should have the experience and skill sets to build relationships, garner and provide resources, and form collaborative partnerships. Building on the success of the past, the University is seeking a dynamic thought-leader with a proven record of accomplishment. Candidates should demonstrate evidence of engagement in initiatives and projects that foster diversity for faculty, sta� , and students. � e President must have a thorough understanding of the changing nature of public higher education, including its vital role in local, state, national, and global economies. As the primary spokesperson for the institution, the new President must have e� ective communication and public relations skills. Candidates should have the skill sets and willingness to be an e� ective leader in fundraising. A passion for the liberal arts is essential, as well as a strong desire to work openly with the faculty and sta� to ensure continued academic excellence. A terminal degree is preferred, but the Board of Visitors is open to candidates with a broad range of experiences and quali� cations.

Additional information and the complete leadership pro� le may be viewed at: http://president.umw.edu/search/

Nominations, applications, and inquiries of interest may be sent in con� dence to:

Martin M. Baker, Senior Vice PresidentBaker and Associates LLC

4799 Olde Towne Parkway – Suite 202Marietta, GA 30068

mbaker@baasearch.com

PRESIDENT

Situated on a beautiful campus in vibrant and historical Frederick, Maryland, Hood College is poised on the edge of a new era. With President Andrea Chapdelaine having assumed o� ce in summer 2015 and a new strategic plan in development, the campus is seeking a visionary and accomplished academic leader with a commitment to quality education, student-centered learning, and collaborative engagement to serve as Provost and Vice President for Academic A� airs.

Hood College is an independent liberal arts college located on a striking and well-manicured campus. � e College's well-regarded faculty and caring support sta� present an innovative and quality education at both the undergraduate and graduate levels in a small-college environment that integrates the liberal arts with professional studies and experiential learning. Hood's core values and traditions, and its commitment to continuous improvement, comparative excellence, and exceeding student expectations, have made it a treasured institution to current students and to nearly 18,500 graduates living in the United States and around the world.

Frederick, the third largest city in Maryland, is a vibrant and growing community that o� ers all the bene� ts of urban life—including a thriving downtown, excellent public school system, and a regionally known dining scene—within a county famous for its agricultural richness, natural beauty, and historical sites. Frederick is conveniently near both Washington, DC, and Baltimore, Maryland.

� e provost reports to the president and is responsible for all academic programs. � e provost articulates and directs the academic vision of Hood College to all its constituencies and leads the College's commitment to its mission, academic excellence, the liberal arts, and student achievement. � e provost is responsible for academic planning and program development, educational policy and processes, program assessment, and faculty evaluation and development. In addition, the provost acts as the chief executive o� cer in the president's absence. Reporting directly to the provost are 17 academic department chairs, director of the library, director of the center for academic achievement and retention, director of the career center, director of institutional research and assessment, director of the center for teaching and learning, director of � rst year programs, director of study abroad, assistant to the provost, director[s] of the honors program, registrar, and the dean of the graduate school.

� e successful candidate must possess an earned terminal degree, a progressive record of teaching, research, and scholarship, and signi� cant higher education administrative experience. He or she must demonstrate a commitment to and the ability to articulate a dynamic vision for a residential liberal arts college that o� ers professional and pre-professional baccalaureate and masters programs; excellent � nancial, human resource management, and communication skills; demonstrated skill in team building and working with other senior o� cers; ability to maintain collegial relationships; and a commitment to diversity. Successful candidates must demonstrate absolute integrity, a commitment to students, a service orientation, and a sense of humor. Tenure and senior academic rank at a comparable institution are strongly preferred.

Nominations, applications, and inquiries may be sent in con� dence. Full consideration will be given to all applications received by January 15, 2016. Application materials (to include a letter of interest, curriculum vitae, and the names, addresses, telephone numbers, and email addresses of � ve references—who will not be contacted without permission) must be electronically submitted to: HoodProvost@academic-search.com.

Assisting the College in this search are Ann Die Hasselmo (Ann.Hasselmo@academic-search.com) and Chris Butler (Chris.Butler@academic-search.com).

Further information about Hood College is available at www.hood.edu/ and from the position and institutional pro� le at:academic-search.com/data/� les/HoodCollegeProvostPro� le.pdf.

Hood College is committed to diversity in its faculty and sta� and subscribes to a policy of hiring only individuals legally eligible to work in the United States. An Equal Opportunity Employer/M/F/Vet/Disability.

Hood College does not discriminate on the basis of sex, race, color, national origin, sexual orientation, marital status, pregnancy, disability, religion, or age in recruitment, admission and access to, or treatment, or employment in its programs, services, bene� ts, or activities as required by applicable laws including Title IX of the Educational Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973, and complies with the law regarding reasonable accommodation for disabled applicants and students. Inquiries about discrimination or reasonable accommodation should be referred to the Title IX and Section 504 Coordinator at Alumnae Hall, 401 Rosemont Avenue, Frederick, MD. 21701 (AD 312), (301) 696-3592. For complete information on Hood College's nondiscrimination policy, please visit http://www.hood.edu/non-discrimination/.

PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS

Winona State University invites nominations and applications for our next Vice President for University Advancement.

�e Vice President for University Advancement provides leadership to the advancement division and oversees all aspects of the university's fundraising e�orts. �e Vice President is a senior member of the President's Council of Administrators and serves on the President's Cabinet, reports to and advises the President, and is responsible for outreach and networking with business, charitable and community leaders. �e VPUA supervises three divisions at the University Advancement, Marketing & Communications, and Alumni Relations. Additionally, the VP serves as Executive Director for the Winona State University Foundation and is the principal liaison between the Foundation Board of Trustees and the University.

Candidates for this position should have an earned master's from an accredited institution (doctorate preferred) and 10 years of demonstrated successful and progressive experience in organizing and leading advancement and development e�orts in a complex environment. Note: In lieu of a master's degree, the successful candidate must demonstrate professional growth and service achievements appropriate with this senior level appointment.

HOW TO APPLY: Review of applications and nominations will begin immediately and continue until the position is �lled. Candidate screening will begin immediately. To ensure optimal consideration, applications and nominations should be submitted by October 28, 2015. For information about the University or this position, please visit http://www.winona.edu/a�rmaction/employment.asp

Applications materials should be submitted via http://agency.governmentjobs.com/winona

Letters of nominations should be submitted to Lori J. Mikl, Director of A�rmative Action/Equity & Legal A�airs via lmikl@winona.edu.

Winona State University is a member of the Minnesota State Colleges and Universities System and is an equal opportunity educator and employer.

Women, minorities and individuals with disabilities are encouraged to apply.

VP for University Advancement

OCTOBER 9, 2015    THE CHRONICLE OF HIGHER EDUCATION Executive A55

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velopment of a creative program of scholarship, didactic and labo-ratory teaching, academic service, and outreach activities. The ideal candidate may also have a unique clinical focus that will enhance the Ophthalmology service activities in the LVMC. A commitment to practicing a customer centered ser-vice philosophy and maintaining a collegial working environment is expected. Iowa State University is classified as a Carnegie Founda-tion Doctoral/Research Univer-sity-Extensive, a member of the Association of American Univer-sities (AAU), and ranked by U.S. News and World Report as one of the top public universities in the nation. Over 34,000 students are enrolled, and served by over 6,100 faculty and staff (see www.iastate.edu). Ames, Iowa is a progressive community of 60,000, located ap-proximately 30 minutes north of Des Moines, and recently voted second best most livable small city in the nation (see www.amescvb.com). Required Education and Experience: - DVM or equivalent degree.- Successful completion of an American College of Veteri-nary Ophthalmology (ACVO), in-

cluding American Board of Vet-erinary Ophthalmology (ABVO), or European College of Veteri-nary Ophthalmology (ECVO) ap-proved residency. Residents in the final year of their training program are encouraged to apply. Required Licensure/Certification: State of Iowa Veterinary License on or be-fore the first day of employment. For a full description of this posi-tion, qualification criteria, and ap-plication instructions, please visit: https://www.iastatejobs.com/post-ings/14249 For additional informa-tion or questions, contact Dr. Gil Ben-Shlomo at gil@iastate.edu. Iowa State University is an EO/AA employer. All qualified applicants will receive consideration for em-ployment without regard to race, color, religion, sex, national origin, disability, or protected Vets status.

Veterinary Medicine: The College of Veterinary Medicine at Iowa State Uni-versity, in Ames, Iowa, is seeking qual-ified applicants for a full-time, tenure track or clinical track faculty appoint-ment in Emergency and Critical Care Medicine in the Department of Veter-inary Clinical Sciences. Applications for a tenure-track position will be ac-

cepted at the level of Assistant Profes-sor or a more experienced applicant at the Associate or Full Professor level. Appointment rank will be determined by the qualifications, documented ex-perience, and interests of the selected candidate. The successful candidate will provide clinical service and teach-ing in the Lloyd Veterinary Medical Center (LVMC). Clinical duties may include weekend and after hours obli-gations. The remaining effort may in-clude participation in research, schol-arship, and traditional didactic and laboratory teaching. Required Educa-tion and Experience: - DVM or equiva-lent degree from an AVMA-listed vet-erinary college- Successful completion of a residency program approved by the American College of Veterinary Emer-gency and Critical Care (ACECC). Re-quired Licensure(s)/Certification(s): State of Iowa Veterinary License on or before first day of employment. For a full description of this position, qualifi-cation criteria, and application instruc-tions, please visit: http://www.iastate-jobs.com/postings/13299 .Iowa State University is an EO/AA employer. All qualified applicants will receive consid-eration for employment without regard to race, color, religion, sex, national ori-gin, disability, or protected Vets status.

The Board of Trustees of the University of Wyoming announces a search for a president with bold vision,high energy, an ability to work effectively with diverse constituents and the capability to lead theinstitution in fulfilling the university’s public land-grant mission.Founded in 1886, UW is the only public university in Wyoming, providing baccalaureate, graduate, andprofessional education, research, and outreach. It enrolls more than 13,500 undergraduate and graduatestudents, employs over 2,800 benefitted faculty and staff members, and has an annual operating budgetof $523 million.UW combines major-university benefits and small-school advantages, offering 200 programs of study,an outstanding faculty, and world-class research and teaching facilities, all set against the backdrop ofWyoming’s beautiful landscapes. The main campus is in Laramie, a community of approximately31,000 sandwiched between the Medicine Bow and Laramie mountain ranges two hours north of Denver.The university also maintains the University of Wyoming - Casper, ten outreach education centers acrossWyoming, and Agricultural Extension Offices scattered throughout the state’s 23 counties and on theWind River Indian Reservation. UW has strong working relationships with Wyoming’s sevencommunity colleges and economic development groups in key areas of the state, as well as the NCAR-Wyoming Supercomputing Center. It is a Carnegie doctoral/research university with high researchactivity, attracting over $80 million in contracts and grants last year. UW plays a key role in the state’seconomy, and its research attracts national and international attention.The State of Wyoming invests strongly in higher education, providing the highest amount of Statesupport per student in the nation. Consequently, UW has the lowest undergraduate tuition among thenation’s public doctoral universities. The university also benefits from a $500 million endowed studentscholarship program, a robust capital construction budget, an active and successful foundation, apublicly and privately supported endowed faculty program, and State funding for UW’s several areas ofacademic excellence.The president reports directly to the UW Board of Trustees, whose twelve voting members are appointedby the Governor. As the state’s flagship and land-grant institution, UW envisions its next President to bea visionary leader who understands and appreciates the unique relationship the university has with thestate, its residents and industries.The Board is seeking outstanding candidates who possess:• A compelling vision, impeccable integrity, and exemplary leadership ability to drive positive change

to ensure that UW offers quality higher education instruction and research relevant to the 21st century;• A strong commitment to educating students with diverse academic interests so that they have the

abilities to succeed in life;• An ability to promote excellence in faculty and staff, experience with and insight into the mission and

issues of higher education, and a commitment to academic freedom and an environment of toleranceand respect;

• Strong managerial skills, including a significant understanding of finances, budgets and accountingsystems; capable of leading planning processes in academics, student recruitment, management andathletics and developing the internal discipline to implement them;

• The capability to build trust and unite diverse groups, ranging from students, faculty and staff tobusiness and community leaders, community college presidents and elected officials; stronginterpersonal skills are extremely important in Wyoming;

• An appreciation of and commitment to expand UW’s participation in the state’s economicdevelopment;

• Experience as a successful fundraiser, particularly in overseeing and promoting the mission and goalsof a dynamic UW Foundation;

• Significant knowledge of Division I athletics and the relationship between athletics and academicachievement;

• A good listener, candor and a sense of humor.The Search Committee will begin reviewing applications immediately and will continue to acceptapplications and nominations until the position is filled. Applicants must submit a current curriculumvitae, a letter of interest describing relevant experience and interest in the position, and a list of threeprofessional references. Submission of materials via e-mail is strongly encouraged. Nomination lettersshould include the name, position, address and telephone number of the nominee. All nominations andapplications will be handled in confidence. Applications will remain confidential until the selection ofthe finalists, whose names and application materials will be made public.

Alberto PimentelManaging PartnerStorbeck/Pimentel & Associates6512 Painter AvenueWhittier, CA 90601562-360-1353 (FAX)Email: apsearch@storbeckpimentel.comRefer to code “UW-President” in subject lineFor more information about UW, please visit www.uwyo.edu

The University of Wyoming embraces the principles of affirmative action and welcomes applicationsfrom qualified individuals of any race, color, religion, sex, national origin, disability, age, veteran

status, or sexual orientation.

PRESIDENTIALSEARCH

The Board of Trustees of New Mexico Junior College invites nominations and applications for the position of President of New Mexico Junior College. New Mexico Junior College first opened its doors to students in the fall of 1966. Since that time it has grown to be one of the finest comprehensive community colleges in the "Land of Enchantment" with a current enrollment of 3,239. The campus, which provides student housing and has a championship athletic program, is contained on 219 acres with over 637,000 gross square feet of building space.

The college district within Lea County supports NMJC by a tax levy which provides area students with excellent college instruction and facilities at the most affordable tuition rate in New Mexico.

In the fall of 2017, a $61 million dollar Health, Wellness and Learning Center (HWLC) is expected to open as a unique partnership with the City of Hobbs, Lea County, New Mexico Junior College, Hobbs Municipal Schools, University of the Southwest and the J.F. Maddox Foundation. The HWLC will greatly enhance the region’s quality of life, fuel economic development and improve the health of area residents.

Hobbs is the largest municipality in Lea County, the southeastern-most county of New Mexico’s 33 counties.

Application Process

Nominations and applications will be accepted until the position is filled. The target date for applications is Tuesday, January 5, 2016.

For detailed information, the presidential profile and information on how to apply please visit www.nmjc.edu or www.acctsearches.org.

To apply go to http://acctsearches.org

For additional information, nominations or confidential inquiries, contact: • NarcisaPolonio,Ed.D.,ACCT,ExecutiveVicePresidentforEducation, Research and Board Leadership Services, narcisa_polonio@acct.org or 202-276-1983 (mobile). • JulieGolder,J.D.,BoardServicesCoordinator, jgolder@acct.org, 202-775-4466 (office) or 202- 384-5816 (mobile).

http://www.acctsearches.org

President

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A54, A55

Financial aid A44, A46, A47

Foreign languages/literatures A34, A36, A37

Geology/earth sciences A34

Health/medicine/other A35, A36, A38

History A34, A35, A36

Human development/family sciences A36, A38

Humanities/other A36, A37

Journalism A34

Kinesiology/exercise physiology/physical

education A35

Law/legal studies A40, A43

Librarians/library administration A34

Management A34, A35, A41, A42, A43

Marketing/sales A43

Mathematics A33, A34, A35

Medicine A36

Music A34, A35

Nursing A34, A43

Performing arts A34

Political science/international relations A34,

A37

Professional fields/other A33, A40, A43, A46

Provosts A51, A53, A54

Psychology A34, A35, A37

Public administration/policy A41

Public relations/advertising A34, A35, A42

Recreation/leisure studies A34, A36

Science/technology/other A38, A39, A40, A41

Security studies A35

Social work/human services A42

Social/behavioral sciences/other A35, A37, A38

Sociology A37

Special education A33, A37

Speech/hearing sciences A33

Statistics A43

Student affairs/other A45, A46

Teacher education A36, A37, A40

Technology administration/other A47

Womens/gender studies A

INDEX OF POSITIONS AVAILABLE IN BOXED ADS

Absent from the debates over the rel-ative merits of academic conferences — either as disciplinary revival meet-ings, intellectual proving grounds, or ancient tribal gatherings — has been any discussion of book exhibits.

We usually assume that those ubiquitous spaces are part of the cost of registration, and we notice them only when they’re not there. Apart from the plenary and concurrent sessions, the workshops and round tables, book exhibits are a middle ground between scholarship and commerce. They are where the rubber of ideas hits the road of the marketplace.

Indeed, as a way of selling books, trade fairs may predate academic conferences themselves. The annual book fair in Frankfurt, Germany, has convened mostly without interruption since the late 15th century. Nowadays, with immediate online access to the world’s largest bookstores and digital libraries, it seems odd that book exhibits persist. We can even imagine a time when they, like many independent bookstores, will disappear, perceived as too expensive and too unnec-essary.

For publishers, mounting a conference book exhibit is an expensive undertaking, and book sales rarely cover the costs involved. But book exhibits persist be-cause they are more than just places to buy a book. For publishers as well as for scholars they provide one more way to connect with a profession. Like the sessions, meetings, and receptions, book exhibits are another medium of scholarly communications. Here’s how.

Book exhibits are the single best way to see the current state of affairs in any academic discipline, all in one place at one time. Because publishers are eager to show their new wares and present them alongside their best-selling backlist books, an hour or two spent

“working” the exhibit — simply shelf-reading titles and author names — can pay off re-markably. Because many publishers announce forthcoming books and journals, or even time the release of new works at these meetings, a scholar can quickly get the sense of where the

edge of discourse is in a field.For the observant scholar, a book exhibit can also

be a place to gather intelligence about which books are having an impact, which are attracting attention, and which are going into paperback or a new edition. You have read the review, but here you can handle the book itself, scan the table of contents, and search the index. You can even pull up a chair and read a few pages, just like you used to be able to do in a bookstore.

The best scholars cultivate relationships with editors because they are collaborators in scholarly communica-tions. Exhibits are a terrific place to pitch a book idea, inquire about a press’s general interest in a subject, and ask specific advice about your work. In most conference exhibits, you can often meet the top editors in your field in an hour and find out which of them might be interested in your work.

Fourth, book exhibits are the true commons at an academic conference. While the hotel lobby may be the place senior scholars hold court and sotto voce conversations take place, the exhibit hall is a public marketplace where academics of all rank meet, mingle, and connect. It is the single easiest place to strike up a conversation with another attendee. Information is the lingua franca, and it flows freely in the exhibit aisles.

Just as you might meet a stranger in the book hall, exhibits are a meeting ground for friends and colleagues from across academe. As someone who spends a lot of time in an exhibit booth, I marvel at the serendipitous reunions I see among mentors and students, graduate-school friends, and old colleagues. The exhibit hall may be the original social network, and like all social networks the payoff comes only if you participate.

As the work of scholars has changed, conference exhibits have also become the place where vendors of technology demo their latest offerings. In that way, the medieval concept of the book fair has morphed into something that allows scholars, researchers, and instructors to see many of the digital tools they need.

From the publisher’s perspective, the exhibit is an optimal place to meet authors. Editors are hunter- gatherers and are always on the lookout for productive scholars. We are also scouting for peer reviewers,

whose opinions we seek to second-guess our own. We are gathering intelligence, too — academic gossip of sorts: Who is working on what? Who is publishing with whom? Who is reading which books?

And, of course, publishers are looking to sell you a book. As long as scholarly publishing is part of a commercial world, book sales will help drive what we select and how we publish it. It is not the only factor in that decision, of course, but it is a significant part. When sales dry up, so, too, will the book exhibits and the publishers who pay for them. So at your next aca-demic conference, come by the book exhibit. See what’s new. Maybe buy a book. And then tell me what you’re reading.

Greg Britton is editorial director of the Johns Hopkins University Press, where he also acquires books in higher-education studies. Follow him on Twitter: @gmbritton.

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A56 october 9, 2015 | the chronicle of higher education

Why Conference Book Exhibits PersistIn an online marketplace, don’t overlook the retro approach

MICHAEL MORGENSTERN FOR THE CHRONICLE

POINT OF VIEW

GREG BRITTON