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THE CHRONICLE of Higher Education ® March 23, 2014 • $6.99 Volume LX, Number 36 chronicle.com EXECUTIVE PAY AT PUBLIC COLLEGES Top 3 Presidents Got Richer on Way Out A21 Salaries of 256 leaders A24 Highest-paid chiefs at 2-year systems A22 $6.1M E. Gordon Gee Ohio State U.
$1.6M R. Bowen Loftin Texas A&M U. at College Station $1.3M Hamid A. Shirvani North Dakota U. system TY WRIGHT FOR THE CHRONICLE AARON M. SPRECHER, AP IMAGES DALE WETZEL, AP IMAGES South Korea Is Sending Fewer Students to U.S. Will China be next?

A4 South Korean students now have more college choices at home, like SUNY-Korea, outside Seoul.
JAEWON LEE FOR THE CHRONICLE Ads Call Out Colleges on ‘Rape Problem’ A8 Similar Colleges, Big Difference in Price A3 INSIDE RESEARCH Folding Money Researchers seek federal funds for serious engineering projects based on origami.

Some lawmakers still see it as child’s play.

A10 Extending Gender Balance More than two decades after requiring that human beings of both sexes be represented in clinical trials, the agency does the same for preclinical research.
A11 CAMPUS SECURITY Text ‘unlock mydoor’ In an effort to better control who is going in and out of their buildings, colleges are adopting sophisticated new technology.

A12 OUTREACH B.A.’s Behind Bars Despite political opposition, advocates of college programs in prison are encouraged by new interest in helping inmates earn degrees.

A15 STUDENT AID Borrowers’ Well-Being Two reports shed some light on the long-term financial effects of student loans, but big questions remain.
A17 VIEWS The Working Dad in Academe Fathers ought to use their privileged position and advocate loudly for a culture that accepts the notion of male caregiving as normal.

A30 A Rah Deal Fans fuel a cash-drenched, morally bankrupt enterprise that grinds up the same athletes they desperately wish to commune with, but never will.

A48 The False Promise of ‘Practical’ Education THE CHRONICLE REVIEW B4 A 2 m ay 23, 2014 | t he chron icl e of higher educ at ion It’s your retirement.
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687769.1.0 t he chron icl e of higher educ at ion | m ay 23, 2014 A 3 The Week For Research, Folding Money A10 | Just Text ‘unlock mydoor’ A12 People A18 | In Brief A20 | In Focus A21 New Interest in B.A.’s Behind Bars A15 BARD PRISON INITIATIVE Colleges Hard-Pressed to Explain Variations in Price By ERIC KELDERMAN To the casual observer, the University of Connecticut at Storrs and the University of North Carolina at Chapel Hill look a lot alike.
Both are public flagship institu- tions, research universities that en- roll about the same number of un- dergraduates (around 18,000), and both have popular and successful basketball teams for men and wom- en.
How 2 Flagship Public Universities Earn and Spend Their Money The University of Connecticut and the University of North Carolina at Chapel Hill are both ﬂagship campuses of their states’ public-university systems, have similar enrollments, and receive nearly the same amount in state funding, but there the likeness ends.

Many factors contribute to the overall ﬁnancial picture that leads to an average net tuition that’s $5,000 higher at UConn than at Chapel Hill, but state support isn’t one of them.
U. of Connecticut U. of North Carolina at Chapel Hill REVENUES $500M Notably, they get roughly the $400M COLLEGE COSTS same amount of money from their respective state legislatures, ac- cording to the most recent federal data—about $486-million each in the 2011-12 academic year.

There are, of course, plenty of differences between the two cam- puses, but one that stands out is the price.
The average in-state, full- time student at UConn paid about $5,000 more per year in the 2012 academic year than a similar stu- dent paid at Chapel Hill, according to federal figures.

That difference turns out to be difficult for college administrators to explain.
“There's not one answer, as far as I can tell you,” said Lysa D. Teal, associate vice president for budget and finance at Connecticut, about why the university's average price per student was different from oth- ers in its peer group, including the University of North Carolina.
James W. Dean Jr., executive vice chancellor and provost at the Chap- el Hill campus, said, “I'm not sure I have a great answer for that.” The difficulty is due, in part, to the complexity and number of vari- ables that go into determining how much students will pay at a given college.

But another reason it’s difficult to explain differences in price is that colleges are not good at measuring how much it actually costs to deliv- er a higher education.
William F. Massey, a professor emeritus of higher-education ad- ministration at Stanford Universi- ty, said most universities “don’t re- ally know” why their costs and pric- es are different from those of other institutions.
“They can’t make the compari- sons with other institutions,” be- cause they don't have enough de- information about what tailed $300M $200M $100M 0 Tuition and fees State appropriations Gifts Investment income EXPENDITURES $800M $600M $400M $200M 0 Instruction Research Public service Academic support Student services Institutional support Auxiliary enterprises ENDOWMENTS $306,301,007 Source: U.S. Department of Education, 2011-12 fiscal year $2,239,238,601 it costs to educate students, said Mr. Massey, who is a consultant on higher education for the Pilba- ra Group.
And if they don’t under- stand those costs, he said, it is hard to control prices without sacrificing quality.

Maria R. Anguiano, vice chan- cellor for planning and budget at the University of California at Riv- erside, said colleges understand the costs of running academic de- partments compared with their peers.

But they don't have a good handle on how much it costs to de- liver a single course, per student, she said.
(She is also the author of a report from the Bill & Melinda Gates Foundation that argues for a system of accounting to better de- termine the costs and effectiveness of instructional activities.)

Instead, the price per student is based largely on what colleges think they can charge in their mar- kets, as well as the amounts they want to put into financial aid, Ms. Anguiano said.
“There doesn't nec- essarily have to be a correlation with the cost of running the uni- versity.” TUITION REDUX That idea might come as a sur- prise to students, parents, and pol- icy makers, who worry about tui- tion increases and the fast-rising amounts of student loans being used to finance college educations.

The public’s concern is often in re- sponse to the increases in the pub- lished sticker price —the full cost of attendance, which only a small fraction of students typically pay.
Public higher-education officials usually argue that cuts in state ap- propriations are to blame for ris- ing tuition.

But that answer masks a much more complex story about how institutions set their prices and what tuition really pays for.
A more reliable number to con- sider when looking at the price of college is the average net price— the mean price that resident stu- dents pay after all discounts and financial aid have been applied to the full cost of attendance—as re- ported by the U.S. Department of Education.

In the 2011-12 academic year, the average net price at Chapel Hill was $11,092, and at the University of Connecticut $16,357.

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The next full is- sue, dated June 6, will be mailed to subscribers on May 30.

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A4 m ay 23, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page The decision about tuition pric- ing does not usually begin with a discussion about how much the university should charge individu- al students, said George Pernstein- er, president of the State Higher Education Executive Officers and a former chancellor of the Oregon University System.

The No.

1 ques- tion, he said, is how much overall revenue the institution needs to generate from tuition.
For a pub- lic college, it’s the amount of reve- nue needed after considering state appropriations, philanthropy, and other sources of income that it can use to pay for education and related expenses.

Second, a public college has to decide how much of that money will come from in-state students, Mr. Pernsteiner said, and how much from nonresidents, who typically pay something closer to full price and essentially subsidize the cost for in-state and low-income students.
At that point, colleges begin the intricate process of choosing an in- coming class that meets the institu- tion's financial needs as well as its academic requirements, and adds to the socioeconomic diversity on campus.

“It's part art and part science,” said Wayne Locust, vice president for enrollment planning and man- agement at the University of Con- necticut.
About 20 percent of students at both Connecticut and North Car- olina came from low-income fam- ilies and were eligible to receive Pell Grants in the 2011-12 academ- ic year.

At the upper end of the income scale, nearly 16 percent of incom- ing in-state students at UConn who used federal aid (and were tracked on that basis by the Ed- ucation Department) came from families that earned more than $110,000 in 2011-12.
Those stu- dents paid an average net price of nearly $23,000, 10 percent less than the full listed cost that year, according to federal data.

At North Carolina, fewer than 9 percent of the freshman class was in that highest income category.

Those students paid an average of about $20,000, 5 percent less than the sticker price.

The process is also heavily influ- enced, or even controlled, by state politics.
In North Carolina, for ex- ample, the state restricts the num- ber of nonresident students at its universities.

Just 18 percent of the students at Chapel Hill are from outside the state, said Mr. Dean, the provost.

Although that limits the amount of overall revenue the university can generate from tuition, it also creates fierce competition among nonresidents to get into the uni- versity, Mr. Dean said.
And the high academic level of those non- resident students, in turn, attracts high-achieving students from with- in the state.

WHAT PRICE?

Even in times of financial dis- tress, though, students aren't just paying for a college’s current oper- ations.

While colleges express their commitment to controlling costs and maintaining affordability, stu- dents are often helping to meet the institution's aspirations for the fu- ture.
For example, a four-year plan to raise tuition at Connecticut is meant to help pay for hiring more faculty members and thus signifi- cantly lowering the university's stu- dent-to-faculty ratio.

The university also needs new and refurbished classrooms and laborato- ries, said Sally M. Reis, vice provost for academic affairs.

“Nobody wants to come to a uni- versity where facilities are coming apart.

Without those things, we would be pedaling backwards,” she said.
Several other factors also have an effect on how much students pay at UConn and Chapel Hill.

One in particular is the endowment, which is more than $2-billion at Chapel Hill and a little more than $300-million at UConn.

Assum- ing that each university uses about 5 percent of its endowment annu- ally, the Chapel Hill campus could spend $111-million for financial aid, compared with about $15-million at UConn.
At the same time, Chapel Hill spent far more on instruction and research, according to federal data.

It is also more selective, accepting fewer than 30 percent of applicants compared with Connecticut’s rate of more than half.

Both of those factors would typically indicate that the University of North Caro- lina is more expensive.

But changes in Connecticut’s state pension rules will heap costs on the public university for the next 20 years, said Ms. Teal, the budget official.
Last year the uni- versity used more than $30-mil- lion from a reserve to cover its in- creased responsibility for employ- ee pensions.

And administration officials have been quoted as say- ing that tuition revenue will have to be considered to fill that hole in the future.

All of those conditions certainly have some effect on the price that students pay.
But without better accounting methods, colleges cannot really hope to understand and manage their costs, said Mr. Pernsteiner, of the association of state higher-edu- cation executives.

Current accounting models, he said, hide the costs of instruction by lumping together a lot of things not directly related to delivering ed- ucation, such as facilities and main- tenance, some research costs, fund raising, even athletics.
Ms. Anguiano, at the University of California, said that for colleges to maintain quality and remain cost-effective in the long run, they need a more detailed understand- ing of specific educational costs.

“There is almost a complete lack of visibility on how much it actually costs to deliver postsecondary ed- ucation, and how those costs com- pare with the outcomes achieved,” Ms. Anguiano wrote in her Decem- ber 2013 report for the Gates foun- dation.
As a result, colleges may not make the best choices when it’s necessary to cut the budget as a re- sult of a decline in state revenue or a drop in enrollment.

“Nonstrategic cuts,” she wrote, generally achieve only marginal savings and can often lead to high- er total costs and poorer delivery of services.” Education Trends in East Asia Could Disrupt Flow of Students to U.S. By KARIN FISCHER Each fall, thousands and thousands of students from one East Asian country arrive on American campuses.
They come from a culture that views education as key to success, where mothers and fathers save to send their only children overseas.

On top of tuition, parents shell out for test prep and cram schools, sup- plemental English lessons, and re- cruitment agents to shepherd them INTERNATIONAL through an unfamiliar admissions process.

Once only a small elite pursued advanced degrees inter- nationally; today many sons and daughters of the nation’s emergent middle class go abroad.

The country in question?


It is tempting to guess China.

In fact, it’s South Korea.

But after years of robust, even double-digit, enrollment increases, there are troubling signs.

Graduate applications from Korea to Amer- ican colleges have fallen off.

Last year the number of Korean un- dergraduates in the United States dropped, too.

Fewer South Koreans study in the United States now than five years ago.
Softening the third-largest supplier of interna- tional students to the United States is worrisome in its own right.

The reversal could also serve as a warn- ing to American institutions that have grown reliant on tuition rev- enue from the largest source, Chi- na—an admonition not to assume that its numbers, too, will continue to go in only one direction, up.

interest from marked differences in politics, pop- ulation, and economics.
But they share common educational tradi- tions and motivations for sending their students abroad, and their in- ternational-mobility patterns have followed corresponding trajectories.
“The Chinese market,” says Je- kook Woo, an education consultant based in Seoul, “is very much like Korea 10 years ago.” Add to the similarities: Recent hand-wringing in China about the return on a pricey foreign degree echoes qualms among Korean fam- ilies that overseas study is no longer the guarantee of economic security it once was.

In international education, could a cooling Korea be the canary in the coal mine?

Is it a harbinger, a win- dow into a future when the China wave, too, has crested?
CHANGING MOTIVATIONS For decades, sending top stu- dents overseas was pragmatic choice for both countries, a recog- nition of the lack of educational ca- pacity at home, particularly at the graduate level.

But as the countries’ economies and educational systems changed, so did the reasons for go- ing abroad.

Growing affluence—beginning in the 1990s in South Korea and with- in the past decade in China—meant that more families could afford an American education.
In both coun- tries, parents bet that a foreign de- gree could help their children stand out in an increasingly global and crowded job market.

Many Korean businesses, in fact, require prospec- tive hires to submit English-profi- ciency scores.
To be sure, China and Korea have The decision to go abroad may PHOTO BY JAEWON LEE Expanded educational opportunites at home, including this campus, the result of a partnership with the State U. of New York, have contributed to a decrease in the number of South Korean students in the United States.

also reflect a desire to opt out of rigid, highly competitive education- al systems.
Performance on the ga- okao, China’s national college-en- trance exam, and its Korean equiv- alent, the suneung, are the sole determinants of college admission.

Perhaps as a result, students from the two countries are heading over- seas at earlier ages.

Twice as many Korean students go to the United States now for undergraduate study as for graduate-level work, accord- ing to the Institute of Internation- al Education.
Over the past decade, the number of Chinese undergrads at American colleges has grown by nearly 900 percent.

SATURATING THE MARKET But the very popularity of study- ing overseas may be undercutting its appeal.

Nearly 240,000 Kore- an students went abroad last year, equal to roughly 7 percent of the college population.

About one-third of that number was in the United States.

With such a large share of students overseas, any edge that a foreign degree gives a Korean grad- uate could be blunted.
“Maybe,” says Vincent Flores, an education adviser with the Ful- bright Commission in Seoul, “the novelty of studying in America has worn off.” While the share of China’s col- lege-age population going abroad remains small, in the United States, one in every three foreign students is Chinese.

Jordan Dotson advises students in the southern Chinese city of Shenzhen and has written a book for Chinese families about the American college-application process.
Some U.S. colleges are so Continued on Page A6 t he chron icl e of higher educ at ion | m ay 23, 2014 A 5 $100 savings is only the beginning if you’re an Education professional.

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A6 m ay 23, 2014 | t he chron icl e of higher educ at ion Parallel Tracks?

At the start of this century, the number of South Korean students on American campuses began a healthy upswing.
Several years later, Chinese enrollments went on an even-more-vigorous growth spurt.

But now that the Korean numbers have plateaued, will China follow suit?

SOUTH KOREAN STUDENTS ENROLLED IN U.S.

COLLEGES CHINESE STUDENTS ENROLLED IN U.S.
COLLEGES 80,000 60,000 40,000 20,000 0 250,000 200,000 150,000 100,000 50,000 0 99-00 01-02 03-04 05-06 07-08 09-10 11-12 99-00 01-02 03-04 05-06 07-08 09-10 11-12 Continued From Page A4 well known for their large Chinese enrollments, he says, that they’ve spawned a local punchline: “If you want to improve your Chinese, go to America, because you’ll have many, many classmates from Beijing.” “It’s a joke,” he says, “and it’s a real problem.” If the surfeit of Chinese students at certain institutions risks turning some students off, others may be dis- couraged by the difficulty of getting into elite American colleges, despite excellent grades and test scores.
To put it in perspective, this year some 150 students from a single top Shen- zhen high school competed for ad- mission to a handful of select Amer- ican colleges.

That’s nearly equal to the number of international students, total, in Harvard’s freshman class.

If “stone-cold rejected” by lead- ing American colleges, Mr. Dotson’s students will attend highly ranked institutions outside the United States, including the Universities of Hong Kong and Toronto, and Yale-NUS College in Singapore.
Next year, he fears, their younger classmates might not even bother applying to America.

“The top kids understand that it’s tougher for them to get into U.S. universities,” he says.

“It’s insanely competitive.” SEA TURTLES AND SEAWEED But if getting into college is com- petitive, so, too, is the job market awaiting graduates in both coun- tries.

In South Korea, the employment rate for college graduates has fallen to just 60 percent in a shaky econ- omy.
Those who complete vocation- al programs actually have better job placement.

For China, it’s a numbers game: With seven million graduates, the Chinese Academy of Social Sci- ences put the unemployment rate for the class of 2013 at nearly 18 percent.

A foreign degree was supposed to benefit job seekers in a tight mar- ket, but it’s not clear that’s hap- pening in either country.

In fact, it might even be a disadvantage.


Returning students often find that they lack the connections important to land a job, says Jaeha Choi, who has worked in international recruit- ment in the United States and Can- ada.

Despite the growing numbers of international students, most ca- reer-services offices at American in- stitutions are focused on placing stu- dents closer to home.

“In Korea, kinship is import- ant.


It’s a very relational society,” says Mr. Choi, director of student recruitment and admissions at the State University of New York’s campus outside Seoul.

“You have to have a good network in your school to get a job.

Those students who study in the States don’t.” The first of the surge of Chinese undergraduates at American col- leges are only now beginning to re- turn home.
But a study of earlier Chinese returnees working in ven- ture capital found that they were actually less successful than their counterparts who had remained at home, a finding that the author, Wei Sun, a research fellow at the National University of Singapore, attributes to a possible mismatch in “ You have to have a good network in your school to get a job.

Those students who study in the States don’t.” skills and weaker social networks.
And a survey last year by Zhilian Zhaopin, a Chinese recruitment firm, found that 70 percent of em- ployers would give no hiring pref- erence to overseas-educated appli- cants; nearly 10 percent said they would prefer not to hire them.

The Chinese have a name for those who return home after studying or working abroad.

Hai- gui, or sea turtles, are those with one foot in the homeland, anoth- er overseas.
But now a new term is catching on for those who have gone abroad: haidai, or seaweed, floating between two countries and cultures, unable to anchor in either.

A MATTER OF WHEN Of course, not all the reasons be- hind the declining interest in study abroad are negative.

One important factor: Educational opportunities once obtainable only overseas are now more readily available at home.
The South Korean government has emphasized improving English-lan- guage instruction in the schools, and many Korean universities are offering classes taught in English.

Both Korea and China have a growing number of joint partner- ships with international univer- sities, like Mr. Choi’s employer, SUNY-Korea, that allow students to earn foreign degrees without the expense of going abroad.
Educa- tional exchanges have also picked up between the two countries, giv- ing students an international ex- perience while remaining in the region.

Each country has also invested heavily in research, spending big on top-notch laboratories and world- class faculty.
It’s probably no coin- cidence that the initial slides have happened in graduate study: The number of Korean graduate stu- dents in the United States has been dropping since 2010, and the Coun- cil of Graduate Schools recently re- ported that graduate applications from China are down for the second year in a row.
Korean universities have histori- cally preferred to hire faculty mem- bers with degrees from abroad, says Jae-Eun Jon, of the Higher Edu- cation Policy Research Institute at Korea University, but that’s chang- ing.

As a consequence, particularly Source: Institute of International Education in science and engineering, “top stu- dents really debate between Korea and the United States for graduate school,” she says.

Some of the factors inf luenc- ing study-abroad trends are be- yond anyone’s control.
Korea’s economy took a body blow in the recent economic downturn.

It also has the world’s lowest birth- rate; by next year, it could have more available slots at its uni- versities than students.

In Chi- na, thanks to the government’s one-child policy, by 2030 there will be 60 percent fewer 20-to- 24-year-olds than in 2010.

For American colleges, any changes in Korea and China may not be an immediate problem.
De- clines in enrollment from Korea are often compensated for with students from China or elsewhere.

And many observers don’t expect Chinese enrollments to crater any time soon, leaving that important revenue stream intact for the time being.

There are still too few plac- es at Chinese universities to meet demand.

The number of programs and schools designed to prepare Chinese students to go abroad seems to keep on expanding.
Indeed, research by Peter G. Ghazarian, a professor of education at Keimyung University, in Korea, suggests that there may actually be untapped demand for an American education in both China and Korea.

In surveys, he found, more students list the United States as their desti- nation of choice than actually study there.

Still, few people expect Korea to return to the strong growth it enjoyed in the middle of the past decade.
And many believe that it’s not a matter of whether Chinese enrollments hit a speed bump, but when.

“It happened in Korea, it will happen in China,” says Parke Muth, a former director of international admissions at the University of Vir- ginia, who now works as a consul- tant.

“It’s not that the end is near.


But there are changes ahead.” South Korean students who study abroad often discover they lack the local connections to get a job when they return home, says Jaeha Choi, director of student recruitment and admissions at SUNY’s campus outside Seoul.
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A8 m ay 23, 2014 | t he chron icl e of higher educ at ion Ads Urge Students to Reconsider Colleges With ‘Rape Problem’ By ROBIN WILSON A t a gathering last month for students admitted to Dartmouth College’s Class of 2018, a father asked Lorelei Yang, a junior there, whether the campus was a dangerous place for women.

He’d heard about sexual as- saults at Dartmouth, says Ms. Yang, and wondered if its problems were unique.
The college is the primary tar- get in a hard-hitting new adver- STUDENTS tising campaign by the national gender-equality group UltraViolet.

“Accepted to Dartmouth?” reads one of the ads, which appeared last month on Facebook and other web- sites, drawing more than 200,000 views.

“You should know about its rape problem.” The campaign comes as colleges are under increasing pressure from students and the federal govern- ment to improve their response to reports of sexual assault.
In per- sonal accounts and in complaints filed with the U.S. Department of Education, students and alumni have alleged that their institutions brushed off or mishandled their re- ports.

And dozens of investigations have ensued, along with much me- dia attention and strong assuranc- es from college presidents that they are committed to this important issue.
This month, UltraViolet dialed up the intensity, expanding its ad campaign to Occidental College; American, Brandeis, Harvard, and Florida State Universities; and the Universities of Califor- nia at Berkeley and of Michigan at Ann Arbor.
With the exception of American and Brandeis, the tar- geted colleges are among 55 insti- tutions now under federal inves- tigation for possible violations of the gender-equity law known as Title IX, which requires campus officials to investigate and resolve reports of sexual harassment and assault whether or not the police are involved.
UltraViolet’s ad campaign is an in-your-face attempt to get pro- spective students and campus of- ficials to recognize the severity of sexual assault, says Karin Ro- land, the group’s organizing direc- tor.

“The goal is to make sure that students considering these schools know what they’re getting into,” she says.

“And it’s to make sure administrators know they can’t hide from this problem.
Universi- ties can either take student safety seriously, or we’ll bring the grass- roots pressure to push them over the edge to do it.” Ms. Yang, a government major and member of a campus group at Dartmouth that educates stu- dents about sexual misconduct, believes the ad campaign is more about fear-mongering than about fixing the problem.
In response to the concerned father at the Class of 2018 gathering, she re- calls saying that while Dart- mouth does have a sexual-assault lege’s alleged misreporting of sex- ual-assault cases.

“Dartmouth has one of the most rampant sexual-assault problems in the country,” says Ms. Roland.

And UltraViolet wants to get that mes- sage out.


“If bad PR is what it takes to get these schools to act,” she says, “we’ll bring them bad PR.” Susan Struble, a 1993 Dartmouth graduate, applauds the UltraViolet campaign and any additional atten- tion and resources the college may commit to this issue.
Two years ago she started a group of faculty mem- bers, students, and alumni called DartmouthChange.org to persuade the college to pay more attention to “ Universities can either take student safety seriously, or we’ll bring the grass-roots pressure to push them over the edge to do it.” Florida State is part of the ad campaign, says Ms. Roland, be- cause in 2012 an undergraduate woman accused the university’s high- profile quarterback, Jam- eis Winston, of rape.
Critics have said university officials did noth- ing to deal with the allegation.

A local prosecutor, meanwhile, said he lacked evidence to charge Mr. Winston.

Florida State can’t comment on the case, a university spokeswom- an says.

But “the university agrees with UltraViolet,” she adds, “on the importance of shining a light on the issue of sexual assault."

‘WHAT’S THE END GOAL?’ It’s unclear what effect the Ul- traViolet campaign may have.
Spring is when admitted students decide where to enroll, but many factors influence their college choice.

During a program for prospec- tive students this year at Dart- mouth, students and parents asked about sexual assault, Mr. Ander- son says.

The college’s applica- tions dropped 14 percent this year over last year, to 19,235, a decline officials there are studying.

But at the same time, its yield, or the pro- portion of admitted students who enroll, hit an all-time high of 54.5 percent.
“For the first time in sev- en years,” says Mr. Anderson, “we won’t have to go to our wait list.” sexual violence.

“It was bad when I was on campus,” she says, “and it’s bad now.” Ms. Struble was sexually assaulted by a male undergraduate when she was a prospective student visiting Dartmouth, she says, and then again after she enrolled.

She never filed a report.


To put more pressure on cam- puses and further raise awareness, UltraViolet has also asked Prince- ton Review Inc. to survey students about sexual assault on their cam- puses and include that informa- tion in its college rankings.

But while the company added a page on its website last month about student safety, it does not plan to ask students to rank campuses specifically on sexual assault, says Robert Franek, senior vice presi- dent there.
Alison Kiss, executive director of the Clery Center for Security on Campus, says UltraViolet’s “scare tactics” may be counterproductive.

The Clery Center, a nonprofit group created to lobby for consumer in- formation on campus crime, con- tinues to monitor and advocate for student safety.

“What’s the end goal?” Ms.

Kiss asks about the ad campaign.

“It sounds like it is to shame the insti- tution,” she says.

“How is that im- proving the community or the cul- ture for students there now?
I don’t think it takes an evidence-based approach to eradicate sexual vio- lence on campus.” Dartmouth College is among the institutions targeted by the gender- equality group UltraViolet.

In its own campaign, the college has called attention to its responses to campus sexual assault.

This composite image shows an ad used by the advocacy group and one from Dartmouth.

problem, it isn’t alone.


“I said, ‘It’s a problem at every university campus.’” Dartmouth, meanwhile, created its own ad campaign last month.

Its ads refer people to a “sexual-as- sault awareness resource page” that says the college is poised to institute tough new sanctions for students found responsible for rape, open a resource center for victims, and host a national con- ference in July.
“We think we’re on the leading edge of where higher ed is right now in terms of ways to prevent sexual assault and punish stu- dents,” says Justin Anderson, a Dartmouth spokesman.

“UltraVi- olet is ignoring the actions Dart- mouth is taking.” ‘IF BAD PR IS WHAT IT TAKES’ UltraViolet prefers to be point- ed.
Like other staff members there, Ms. Roland used to work for Move On.org, a nonprofit group that backs Democratic politicians and is known for its early use of email and online communication to spread information and raise money.
UltraViolet, which also speaks out on abortion, pay equity, birth control, and gender discrimina- tion, took aim at Dartmouth and the seven other campuses, Ms. Ro- land says, either because they were the site of high-profile sexual-as- sault cases or because students there were pushing administrators to step up their response to sexual assault.
At Dartmouth this year, a first-year student came forward and said that her name had ap- peared in an online “rape guide,” in which a male classmate gave tips on how to persuade her to perform oral sex.

The student said she was later assaulted at a fraternity party.

In April of last year, the college canceled class- es for a day of dialogue after stu- dents protested at an event for prospective students, decrying in- cidents of sexual assault, racism, and homophobia on the campus.
Last May, Dartmouth students announced that they had filed a federal complaint over the col- Recent Title IX Settlements Signal Stricter Enforcement May 9 was a busy day for the U.S. Depart- strategies for complying with law.

ment of Education’s Office for Civil Rights.


With 55 colleges under investigation for possible violations of Title IX—the federal gender- equity law—involving alleged sexu- al harassment and assault, the office an- nounced that it had reached a settlement with the Virginia Military Institute and had re- solved a public standoff with Tufts University.
After a six-year investigation, federal offi- cials found that VMI had violated Title IX by not resolving reports of sexual misconduct promptly and equitably, and by discriminating against pregnant and parenting cadets, as well as female faculty members.

The ensuing “resolution agreement” is filled with specific In a statement, the institute said it was “profoundly disappointed” by the findings, giv- en action it had already taken to respond to concerns.
The government called for contin- ued or expanded efforts, including “consent and respect training,” a revised Title IX griev- ance procedure, and annual assessments of the climate for cadets, faculty members, and staff members.

The civil-rights office and Tufts, meanwhile, reinstated a settlement to bring it into compli- ance with Title IX.
After a four-year investiga- tion of the university’s response to reports of sexual assault, the office determined in April that Tufts had not resolved reports promptly and equitably and, among other violations, had not protected alleged victims during the process.

In an unusual development, Tufts initially accepted but then revoked an agreement to change its policies, rejecting the accompany- ing finding that it had violated—and, in fact, was still in violation of—Title IX.
The university later re-signed the agree- ment, submitted proposed policy changes, and publicly recommitted to “a campus cul- ture that is safe, respectful, and supportive of every individual.” —SARA LIPKA AND KATHERINE MANGAN t he chron icl e of higher educ at ion | m ay 23, 2014 A 9 TIAA-CREF has now won the Lipper Award for Best Overall Large Fund Company two years in a row.1 It’s a rare honor that few ﬁ rms can claim.
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A10 m ay 23, 2014 | t he chron icl e of higher educ at ion Origami Finds Legitimacy in Science, If Not in Congress By PAUL BASKEN Everyone remembers origa- mi.

It’s that thing you did in grade school where you fold- ed a piece of paper into the shape of a bird or a fish.
Increasingly, however, it’s also the stuff of serious science.

A Stanford University professor has gotten a fair bit of attention re- cently for devising the Foldscope—a simple, 50-cent microscope that RESEARCH can be printed on thick paper and shipped to places like Africa, where it can be quickly and reliably folded into a tool capable of 2,000-times magnification, enabling life-saving tests for malaria and other diseases.

That’s one instance of how scien- tists are using origami principles.
They’re creating stents that can accurately position themselves in- side blood vessels.

They’re design- ing antennas that can automatical- ly unfold when needed for a range of uses that include spacecraft and farm sensors.

And, as origa- mi brings together experts in fields as diverse as graphic arts, genetics, and physics, it’s helping to break down academic silos in ways that universities and funding agencies have only dreamed of.
In fact the biggest limitation may be the word “origami” and its association, at least in the United States, with child’s play.

“Even af- ter you explain,” said Glaucio H. Paulino, a professor of engineering at the University of Illinois at Ur- bana-Champaign, “people remain skeptical.” That’s an especially important consideration when it comes to winning federal support.
Congres- sional critics such as Senator Tom Coburn, Republican of Oklahoma, have often mocked projects with names that don’t suggest a clear economic rationale.

“The origami applications sci- entists have developed, such as the Foldscope microscope, are breath- taking,” said Mr. Coburn’s spokes- man, John G. Hart.

“But rather than asking for federal funds, we’d chal- lenge these scientists to apply these principles to smarter budgeting.” The believers, however, are push- ing ahead.
As director of the Me- chanics of Materials program at the National Science Foundation from 2009 to 2011, Mr. Paulino led the development of a program, known as Odissei, that financed research based on origami principles.

The Odissei framework now con- sists of at least 13 grants, for about $2-million apiece.
Many are ba- sic explorations, like a Pennsylva- nia State University study of ways that electric, thermal, and magnet- ic fields can be used to transform a flat sheet of a material into complex three-dimensional shapes.

Studies at North Carolina State Universi- ty and the University of Colorado at Boulder are making similar at- tempts to fold materials using light.

Then there are the applied uses.
Mr. Paulino held a conference last month at the University of Illinois campus, where participants in- cluded Sergio Pellegrino, a profes- sor of aeronautics and civil engi- neering at the California Institute of Technology, who has used origa- mi techniques to design high-pre- cision retinal implants, and Yihui Zhang, a postdoctoral researcher at Northwestern University, who has used origami concepts to develop a flexible lithium-ion battery that pa- tients can wear without being con- nected to a bulky power supply.
BIG WORK, SMALL PLACES Origami certainly isn’t the an- swer to every scientific or techni- cal challenge, said Robert J. Lang, a physicist and engineer who has be- come a pioneer in meshing origami and mathematics.

The concepts can be very useful, however, in a range of situations that involve a flat ma- terial, a need to move between a stowed position and a deployed configuration, and a lack of options for direct human intervention, Mr. Lang said.
“Those conditions are quite broad, and they show up in a lot of places,” he said.

In the case of the plastic stents, made at the University of Ox- ford, they’re small enough to pass through a blood vessel and then pop open when they reach a point where Researchers at a workshop on origami engineering at the U. of Illinois at Urbana-Champaign listen to a talk on the technology’s applications for emergency shelters.

L. BRIAN STAUFFER they are needed to hold open an artery or vein.
Mr. Pellegri- no’s artificial, elec- tronic retinas don’t unfold inside the eye, but origami princi- ples allow surgeons to efficiently place them in a precise- ly curved shape that matches a human retina.

Inspired by an origami pattern, collapsible “metamaterials” could be used to absorb impacts or to build portable shelters.
L. BRIAN STAUFFER The retina project is one of many instances in which Mr. Lang, who earned a doctorate in applied phys- ics from Caltech and later quit a cor- porate career to pursue his origami passion full time, has been a central resource.

Mr. Pellegrino recalled that when he was struggling over the design, he asked Mr. Lang, who dug into his catalog of origami patterns.

“He said, ‘I’ve got this thing that might work,’” Mr. Pellegrino said.
“And that’s the way we went.” Now, Mr. Lang said, it’s even eas- ier for researchers to find origami solutions because so much work on origami is getting published in books and scientific journals and discussed in conferences.

Much of the work turns out to be interdis- ciplinary, Mr. Paulino said, with artists pairing up with engineers.

“The origami idea seems to be very conducive to promoting a blend of people in technology and fine arts,” he said.
POLITICAL RESISTANCE Still, success is coming just as the politics of science funding are get- ting trickier.

Mr. Coburn, in par- ticular, has a penchant for making phrases such as “shrimp on a tread- mill” synonymous with wasteful federal spending on research.
That’s a reference to an NSF-financed study with a more sober-sounding objective—investigating the effects of low oxygen levels on marine life— that became political fodder in 2011 after some researchers posted a web video of their shrimp walking along a moving platform as a test of the animals’ activity levels.

The fear of such attacks was clear at the NSF, Mr. Paulino said, when he proposed the Odissei program.
Even though origami was the central con- cept, agency staff members worked on terms that avoided any reference to the word.

“They were very afraid of this,” Mr. Paulino said.

“Until the last minute, I thought that ‘origami’ would never be in the acronym.” Mr. Coburn’s criticism on the shrimp project “was just awful,” es- pecially for the university research- ers involved in it, said Tobin L. Smith, vice president for policy at the Association of American Uni- versities.
The development of sci- ence using origami should now give policy makers another lesson about keeping an open mind, he said.

“Sometimes what sounds fun- ny from their perspective may be legitimate and worthwhile sci- ence,” Mr. Smith said of lawmak- ers.

“And to call it something else would be misrepresenting it, be- cause it is origami—that’s what the principle is based upon.” From Mr. Coburn’s perspec- tive, the anxiety described by Mr. Paulino is a good thing.
“Fear of public backlash is the beginning of political—and scientific—wis- dom,” Mr. Hart said.

“It is a very appropriate, necessary, and use- ful fear, and one we hope to con- tinue to amplify.” Representative Lamar Smith, Republican of Texas and chairman of the House science committee, offered a similar warning.
He has “ We do what we believe is the best possible approach to tackle a problem, and in this case origami happens to be the right approach.” proposed legislation that would re- quire the NSF to explain the pub- lic benefit of each grant it issues, and he said any scientist wanting NSF money for origami should be ready to explain why that’s more important than doing work in ar- eas such as cancer, Alzheimer’s dis- ease, and earthquake and tornado resistance.
“If the NSF funded numer- ous grants to study paper-folding without any public justification for why these studies are important, it would be reasonable to ask if this was a good use of taxpayer funds,” he said.
“On the other hand, if ori- gami research has the potential to reveal new scientific principles with broader applications, why not publicly disclose this informa- tion?” The Foldscope’s inventor, Manu Prakash, an assistant professor of bioengineering at Stanford, said he widely shares the details of his cre- ation and is confident that Congress will support such work.
“We do what we believe is the best possible approach to tackle a problem, and in this case origami happens to be the right approach,” Mr. Prakash said.

While the Fold- scope was developed with private foundation money, origami sci- ence deserves public backing, he said.
“Congress and the public are smart,” he said, “and they can re- alize what we have achieved and make a decision themselves.” NIH to Require Gender Balance in Subjects of Animal and Cell Studies t he chron icl e of higher educ at ion | m ay 23, 2014 A11 By PAUL BASKEN The National Institutes of Health last week announced a policy requiring that both sexes be represented among the subjects of preclinical biomedical research it finances involving ani- mal and cell models.
More than two decades after re- quiring gender balance among hu- man beings in the trials themselves, NIH leaders said they now realize that the same step should be ap- plied to the laboratory experiments that inform those trials.

The policy reflects a widespread recognition of differences in how men and women respond to medi- cal treatments, the NIH’s director, Francis S. Collins, and the director of the NIH’s Office of Research on Women’s Health, Janine A. Clay- ton, wrote in an article in Nature.
The change also represents an attempt by the NIH to counter a growing problem of biomedical-re- search studies that don’t fare well in attempts at replication, Dr. Collins and Dr. Clayton wrote.

“This move is essential, potentially very pow- erful, and need not be difficult or costly,” they wrote.

In October the NIH will begin training its staff and members of its grant-review panels on how the re- quirement should be applied.
Full enforcement will come shortly af- terward, Dr. Clayton said in an in- terview.

“It will be implemented very quickly, just in a rolled-out fashion so that it makes sense,” she said.

The policy will allow researchers to explain in case-by-case situa- tions when it doesn’t make sense to include both male and female ani- mals or cells in lab work, Dr. Clay- ton said.

Aside from obvious situ- ations such as ovarian or prostate cancer, however, those instances should be rare.
“We will have rigor- ously defined exceptions,” she said.

“The exception will be truly an ex- ception, not the rule.” The NIH last year began offering financial supplements to existing grant awards to add gender diver- sity.

Once the new policy is in effect, the agency expects those payments to end.
Gender balance will become standard, she said, not “an add-on” with just a few females included at the end of a study CULTURAL INERTIA Supporters of the change, such as Irving Zucker, a professor of psy- chology at the University of Califor- nia at Berkeley, question only why it took so long.
“For me, it’s a dream come true,” said Mr. Zucker, who has done studies showing the ten- dency of scientists to use male an- imal models, their routine failure to note the gender disparity in their published work, and the problems of reliability that can ensue.

The NIH acknowledged the over- all issue in 1990 by establishing its Office of Research on Women’s Health.

In 1993, Congress passed the NIH Revitalization Act, which required the inclusion of women in NIH-financed clinical research.
The delay in applying that re- quirement to preclinical research has been attributed to cultural in- ertia, combined with scientific con- cerns about the complexity of han- dling female animal models, given that the effects of an experimental treatment can vary daily during hormonal cycles.
A 2010 article in Science de- scribed researchers as saying that female mice and rats are costlier to use because their four-day ovarian cycle requires daily vaginal swabs to check for hormonal effects, while giving scientists less-clear results.

Without such extra efforts, “the data are uninterpretable,” Andrew S. Greenberg, a senior scientist and director of the Obesity and Metabo- RESEARCH lism Laboratory at Tufts University, told the journal at the time.
Contacted about the new NIH policy, Dr. Greenberg said: “Both sex and gender have important ef- fects on physiology and pathophys- iology in many studies.
The influ- ence of sex and gender in specific research studies should be reviewed on a case-by-case basis.” Mr. Zucker and a colleague, Brian J. Prendergast, a profes- sor of psychology at the Univer- sity of Chicago, published a study this year discounting concerns ex- pressed in the Science article by showing that, over longer periods of time, male animal models have just as much variability as females in how they are affected by treat- ments.
Meanwhile, studies in topics that include blood pressure, depression, and smoking cessation have repeat- edly demonstrated the need to ac- count for gender differences in hu- man treatments, Dr. Clayton said.

As part of its new policy, the NIH also plans to step up efforts to en- courage medical journals to include data about the gender of test ani- mals and the gender of their cells, which have sex-specific variations, she said.
Dr. Clayton said she, too, could not explain why the NIH had tak- en 20 years to apply the concept to preclinical studies, though she said she had led the Office of Research on Women’s Health for less than two years and was determined to make it happen.

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A12 m ay 23, 2014 | t he chron icl e of higher educ at ion Door by Door, Colleges Install Systems for Online Control of Building Access By MEGAN O’NEIL Kathy Gallagher, director of university card systems at Villanova University, was out to dinner one rainy autumn night in 2012 when she received a tele- phone call from a priest on the staff of the Roman Catholic university.
He had gone out to his car to re- trieve something only to find him- self locked out of a corridor leading to his dormitory room.

Campus se- curity was not immediately avail- able.

Instead of prematurely abandon- ing her meal, Ms. Gallagher pulled out her iPad and opened the door TECHNOLOGY remotely, thanks to a newly tested online system for building access.
The next day, she visited the priest’s office to tutor him in a feature that gives employees and students ac- cess to given doors using their mo- bile devices.

Two years later, says Ms. Gal- lagher, “he loves it.
He says to me, ‘Kathy, one thing I always have with me is my cellphone.’ ” The changes under way at Vil- lanova—it is now installing the online system in all of its resi- dence halls in a multiyear ap- proach—are emblematic of a technology-fueled shift in how colleges are investing in building access and security.

Spurred by a desire to better control who is moving in and out of campus facilities, colleges are adopting sophisticated online access systems at a steady clip.
The systems, which support ar- rays of hard-wired and wireless locks, are being applied to inte- rior doors, such as those in resi- dence halls and labs, in addition to exterior doors.

In some places they are being installed in con- cert with other security features, like video surveillance technolo- gy.

The migration is such that tra- ditional keys on college campuses could soon become as quaint as typewriters.
Companies competing in the market include the Cbord Group, Heartland Campus Solutions, and Salto Systems.

Online building-access systems deliver a certain “wow” factor.

They allow administrators to monitor and control individual doors using a dedicated workstation or brows- er-based interface.

User-friendly features include doors that can be unlocked by contactless “tap” cards and mobile devices.
Read Winkelman, vice president of sales at Cbord, says about 75 col- Features include dorm-room doors that students can open by texting “unlock mydoor” to a designated number.

leges and universities use at least one company product controlling access via a mobile device.

“It is definitely accelerating,” he says.

The new access systems are also streamlining labor-intensive campus operations, including moving students between dorm rooms and accommodating tem- porary guests.
“You are not hand- ing out keys to summer-confer- ence people who are here for just a few days and they lose the keys,” says Matthew Frericks, senior di- rector for auxiliary planning and facilities at Miami University of Ohio, which put an online system into three dozen residence halls in 2011.

“It is just like a hotel.


At the end of their stay, that card is deactivated.” Northeastern University was using traditional metal keys for about half its dorm rooms, with an offline access system—using swipe cards that communicate only with locks—for the rest designated three years ago, when officials there began looking into alterna- tives.

This summer the universi- ty will install about 2,400 online locks in its residential facilities, in addition to 4,000 locks installed last year.
The new system allows students to unlock their doors with either cards or mobile devices.

Students who do not own smartphones can still unlock their doors by texting “unlock mydoor” to a designated number.

“We do have about 1,000 stu- dents who have downloaded the app, and we would like to see that double or triple,” says Marina Ma- comber, assistant vice president for student and administrative services.
“We think it is definitely meeting students where they are at in terms of using their smartphones for as much as they possibly can.” The iPhone of a student at Villanova U. displays an app that lets a user open a specific set of doors on the campus.

The university is installing the system in all of its residence halls.

MARK MAKELA FOR THE CHRONICLE Northeastern’s online system eliminates the hassle and the risk involved in issuing and collecting traditional room keys, Ms. Ma- comber says.
And it eliminates the liability of a master key, the loss of which can require the rekeying of scores of doors.

Resident advisers now can request temporary access in order to let a student into his or her room.

A student moving to a new room can be granted tempo- rary access to both the old and the new one.

Similarly, maintenance workers can be granted temporary access to complete work.

A student is noti- fied in real time by text message or email that someone will be entering the dorm room.
The cost of online systems var- ies widely, depending on scale and existing infrastructure.

Install- ing hard-wired locks can run as much as $5,000 per door, ac- cording security to consultants.

In some cases, existing doors can’t support wireless locks and have to be re- placed.

accountability at a time when campus safety is making national headlines.

Eliminating traditional locks means students no longer keep doors open by engaging deadbolts or other means, college officials say.
Alarms and alerts are trig- gered if a door is ajar.

Officials at Miami say dorm-room thefts have been “virtually nonexistent” since the locks were installed.

Online systems also create a re- cord of every entry and exit, data that can be used in the case of an emergency.
“If you know who is going into a dorm room and you have an emer- gency egress, you can print out a re- port and say these are all the peo- ple who were in our dorm, and we want to check them all in when they come out to their muster points,” says Mr. Kernohan.

Data generated by the new sys- tems are treated like any other sensitive student and employee information, officials say.

The in- formation is accessible to just a few designated people and only for very specific purposes.
The technology used to con- trol building access on campus- es could move well beyond stan- dard, credential-based systems.

Mr. Kernohan says he sees some institutions with big-budget ath- letics departments investing in biometric systems, which use fin- gerprints or handprints to grant access to athletics facilities.

Such systems are already widely used by professional sports franchis- es, he says.

Others say they expect such tech- nology to be used only sparingly.
What is clear, they agree, is that the days of the traditional lock and key are done.

“If you had asked me four years ago if my smartphone would have been able to open a door, I would have told you no,” says Villanova’s Ms. Gallagher.

“Technology is changing, and it’s changing fast.


If you ask me, Five years from now, what we are go- ing to be doing?, I wouldn’t be able to tell you.” OTHER CHALLENGES Some of the wireless locks can be unsightly, making them less ap- pealing to institutions with historic buildings or distinct architec- ture, says Jeffrey Ker- nohan, a regional man- ager at Guidepost Solu- tions, a company that consults on campus se- curity.
And the batteries for wireless locks have to be monitored and re- placed, with heavily trafficked doors requir- ing the most attention.

Still, controlling ac- cess to specific facili- ties is a high priority.

Online systems pro- vide an extra layer of A dormitory door at Villanova is unlocked with an app.

“If you had asked me four years ago if my smartphone would have been able to open a door, I would have told you no,” says a university official.
“Technology is changing, and it’s changing fast.” MARK MAKELA FOR THE CHRONICLE Data-Storage Service’s Crash Sets Researchers Back t he chron icl e of higher educ at ion | m ay 23, 2014 A13 By STEVE KOLOWICH Dedoose, a cloud-based ap- plication for managing re- search data, suffered a failure “devastating” technical this month that caused academ- ics across the country to lose large amounts of work, some of which may be gone for good.
SocioCultural Research Consul- tants, the company that sells De- TECHNOLOGY doose, is still scrambling to recov- er as much of its customers’ work as possible, and has said in a blog post that “the vast majority” of research data on its platform were not affect- ed.

The crash nonetheless has dealt frustrating setbacks to a number of researchers, highlighting the risks of entrusting data to third-party stewards.

Margaret Frye, a postdoctoral researcher at Harvard Universi- ty, is one of the unlucky ones.
Ms. Frye, a sociologist, was using De- doose to sort and annotate jour- nal entries about AIDS and sexual attraction in southern Africa.

But when she logged in on the evening of Tuesday, May 6, she was greet- ed by a message saying the system was down.

At first, Ms. Frye did not panic.

“ Looks like you managed to destroy my wife’s $10,000 research project,” wrote one commenter on the product’s Facebook page.

“It wasn’t at all clear that there were data lost,” she said.
But when De- doose finally did come back online, about 60 of the annotated texts were missing.

Ms. Frye and a fellow research- er still had the source material saved on their computers, but more than 100 hours’ worth of “cod- ing”—marking up the journals with metatags and marginalia—had been lost.

Ms. Frye is not holding her breath about whether the data will be salvaged.

Jayson Richardson, an associate professor of education leadership at the University of Kentucky, had a similar experience.
Mr. Richardson and two of his students have been using Dedoose to code job advertisements for elementary- and secondary-school principals, in an effort to see how well Kentucky is preparing its as- piring school administrators to meet the hiring criteria of potential employers.

“In the last two, three weeks,” he said, “we’ve been going at it pretty heavy.” When Dedoose went down, Mr. Richardson and his colleagues lost about 100 hours of work.
Other testimonials by angry re- searchers have cropped up on so- cial media.

Many have criticized the company for what they see as a violation of their trust.

“Looks like you managed to destroy my wife’s $10,000 research project,” wrote one commenter on the product’s Facebook page.

Eli Lieber, president of Socio- Cultural Research Consultants, de- clined to be interviewed last week, saying he and his colleagues were busy dealing with the problems.

In a blog post, Mr.
In a blog post, Mr.

Lie ber initial- ly blamed the data loss on a sys- tem crash that he said began with a failure in Microsoft’s cloud plat- form, which Dedoose uses to run its services.

However, he later said the failure originated with Dedoose.

“In short, work done on one as- pect of Dedoose led to the failure of another, cascading to pull down all of Dedoose,” he wrote.

“The timing was particularly bad because it oc- curred in the midst of a full data- base encryption and backup.
This backup process, in turn, corrupted our entire storage system.” For many researchers, the tran- sition to storing and managing data using cloud-based services seems inevitable.

For now, adop- tion in academe remains “margin- al” compared with the commercial world, said Vas Vasiliadis, of the University of Chicago’s Computa- tion Institute.
But universities themselves are increasingly entrusting their data storage to outside companies, and the rise of consumer services like Google Docs has made the cloud seem like a fact of life.

“I’ve been telling my students, Well, this is just the nature of the beast,” said Mr. Richardson, the Kentucky education profes- sor.

Every data-storage system can fail, he said, and the benefits of the services available through companies outweigh the risk of storing work on faraway servers.
Still, such incidents can serve as a harsh reminder of that risk.

“For me, at the time, saving it into the cloud seemed like a way of making my data more secure,” said Ms. Frye, the Harvard re- searcher.

“But now,” she said, “having this experience, I’m sort of questioning those assumptions.” @PearsonNorthAm To better results in online learning We understand that your mission is unique – and we are with you every step of the way to translate challenges into opportunities – from concept to implementation.
Whether your institution requires a full-service approach or you are simply looking for proven learning technologies, engaging content or quality course design – we are uniquely positioned to offer effective, personalized teaching and learning solutions at the institutional, program and student level.

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+ Market Research + Faculty Support & Training + Program / Institution Readiness + Regulatory Compliance + Program Funding + Marketing & Recruitment + Curriculum Model Design + Course Redesign + Digital Content Creation & Management + Management of the Online Learning Environment + Help Desk / Tech Support + Student Retention To learn more about our online learning services, visit: www.pearsononlinelearning.com © P e a r s o n 2 0 1 4 .

A l l R i g h t s R e s e r v e d .


A14 m ay 23, 2014 | t he chron icl e of higher educ at ion DOES THE AIR WE BREATHE FUEL THE WORLD’S NO.

1 KILLER?

Mortality rates for heart attack and stroke increase on days of high air pollution, but we don’t fully know why.

At UNT, we are studying chemical interactions between the particulates and gases we breathe to see how they may inﬂuence brain and heart function at both the tissue and molecular levels.
This research will help in the treatment or prevention of cardio vascular-related diseases and set new EPA standards to limit exposure, which could help millions breathe easy.

— Amie Lund Assistant professor of environmental science AA/EOE/ADA © 2014 UNT Mortality rates for heart attack and stroke increase on days of high air pollution, but we don’t fully know why.
At UNT, we are studying chemical interactions between the particulates and gases we breathe to see how they may inﬂuence brain and heart function at both the tissue and molecular levels.

This research will help in the treatment or prevention of cardio vascular-related diseases and set new EPA standards to limit exposure, which could help millions breathe easy.
— Amie Lund Assistant professor of environmental science t he chron icl e of higher educ at ion | m ay 23, 2014 A15 Colleges Face Political Opposition in Renewed Efforts to Educate Prisoners By MARK KEIERLEBER When Andrew M. Cuomo, governor of New York, in February proposed spending about $1-million of the state’s annual $140-billion budget to help give prisoners access to a college education, he may not have expected a bipartisan backlash.

But that’s what he got.


On April 1, during a news confer- ence to discuss the state’s budget, Mr. Cuomo said he would no longer pur- sue public money for degree-granting college programs in penitentiaries.

He cited opposition from both Re- publicans and Democrats.

Instead, Mr. Cuomo said he would solicit pri- vate money for the program.

Despite that setback, advocates of higher education in prison say they are encouraged by a rebirth in po- litical interest in the cause.
“For the first time in 20 or more years, the GOVERNMENT wind is at our backs,” said Max Ken- ner, executive director of the Bard Prison Initiative, a privately funded program that grants Bard College associate and bachelor’s degrees to inmates in six New York prisons.

Forty years ago, prisoners who were not sentenced to death or to life without the possibility of pa- role were allowed to participate in the then-new Pell Grant program.
Prisoners who sought degrees could also tap state money, such as New York’s Tuition Assistance Program.

But in 1994, with budgetary con- cerns and a harder line being tak- en on crime nationwide, a federal law barred prisoners from receiv- ing federal money to attend college.

States soon followed with their own legislation.

In 1995, 350 prisons na- tionwide offered degree-granting college programs.

A decade later, that number had dropped to 12, all of which were privately funded.
FINANCIAL LIMITS While all states still pay for GED and vocational-training programs, and some offer college coursework, there are no publicly financed de- gree-granting college programs in correctional facilities in the United States, according to a Cornell Uni- versity report.

New York spends $60,000 per year to incarcerate one person, Mr. Cuomo said when he announced his plan to put public money to- ward college courses for inmates in 10 state prisons at a price of about $5,000 a year per prisoner.
“We call it the Department of Corrections— that’s what we call our prison sys- tem,” he said.

“Are we really cor- recting anything?

And what are we accomplishing for all that money?” Many of the college programs available in prisons are offered on a volunteer basis by colleges them- selves.

Mr. Kenner launched the Bard program as a student-volun- teer organization in 1999; it became a degree-granting program in 2001.
Responding to the federal and state cutbacks, several Cornell pro- CORNELL U., PRISON EDUCATION PROGRAM Volunteers from Cornell U. teach 12 courses each semester at New York’s Auburn Correctional Facilty, where prisoners can earn college credits.

fessors volunteered to offer cours- es in the Auburn Correctional Fa- cility.

In 1999 the university began to offer the classes for credit, tui- tion-free.

Private grants allowed the program to expand in 2009.
Cornell faculty members and graduate stu- dents teach 12 courses each semes- ter at Auburn Correctional Facility and Cayuga Correctional Facility, in which prisoners can earn credits to- ward associate degrees from Cayuga Community College.

But financial constraints limit the program’s reach.
“If there were some sort of loan or grant available for people who are incarcerated to pay for tuition costs, that would make it much more possi- ble for us to offer broader programs,” said Robert Scott, director of Cornell University’s Prison Education Pro- gram.
“But right now that’s as far as our budget carries us.” The Vera Institute of Justice, a nonprofit group, started a three-state public-private partnership in 2012 to demonstrate to policy makers that educating prisoners would reduce recidivism and, thus, allow states to reduce correctional budgets.
California’s attorney general, state higher-education officials, and Ford Foundation representatives this month outlined plans to restore inmate higher education with pub- lic-private partnerships in Califor- nia during an event in Los Angeles.

During the event, Kamala D. Harris, the attorney general, an- nounced a pilot program in recid- ivism reduction that will pair the Los Angeles County Sheriff’s De- partment with the Los Angeles Community College District to of- fer college courses.
It will also cre- ate re-entry services like employ- ment and life-skill services.

‘CONS BEFORE KIDS’ “This does not have to be a po- litically charged issue,” said Doug- las E. Wood, a program officer at the Ford Foundation’s Higher Ed- ucation for Social Justice initia- tive.
“A lot of the people that are in these programs want to have a sec- ond chance in life and really want to contribute to their communities.” Despite evidence that educating prisoners reduces crime and can be cost-effective, college-for-prisoners proposals tend to draw predictable, colorful opposition.
James N. Tedisco, a Republican member of the New York State As- sembly, said Mr. Cuomo’s proposal would turn “a bunch of Jesse Pink- mans into Walter Whites”—an im- plication, referring to the television series Breaking Bad, that high- er education in prison would only make prisoners smarter criminals.
In a petition he circulated titled “Hell No to Attica University,” New York State Sen. Greg Ball, a Repub- lican, called Mr. Cuomo’s proposal a “slap in the face” to law-abiding families that struggle to send their children to college.

State Sen. Ted O’Brien, a Democrat, agreed.

“How- ever well-intentioned, I cannot sup- port a policy that would divert re- sources away from helping students in good standing and their families afford a quality education,” he said.
In Washington, Republican U.S. Reps. Thomas W. Reed, Chris Col- lins, and Christopher P. Gibson, all of New York, introduced the “Kids Before Cons Act” in February.

The legislation—which hasn’t gained any traction toward passage—would ban funds from the Department of Ed- ucation or Department of Justice from being used on college cours- es for incarcerated people.
Such an argument is a “gut reaction” and ig- nores the social benefits of educating inmates, said Lois M. Davis, a senior policy researcher at the RAND Cor- poration, a nonprofit policy group.

Of the 700,000 people who leave federal and state prisons each year, about half will be reincarcerated within three years, according to a RAND study released in August 2013, which analyzed the effects of education on prisoners.
Inmates who participated in education pro- grams, including GED and techni- cal training, were 43 percent less likely to return to prison than were those who did not participate.

Overall recidivism rates are high for many social and economic rea- sons, the report said, but chief among them is a lack of education and skills.

Continued on Following Page DOES THE AIR WE BREATHE FUEL THE WORLD’S NO.

1 KILLER?
1 KILLER?

AA/EOE/ADA © 2014 UNT A16 m ay 23, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page “I think a lot of people forget about the very significant disad- vantaged and underserved popula- tion which is incarcerated people,” said Sanford J. Ungar, president of Goucher College, which started the Goucher Prison Education Partner- ship with private funds in 2012 to offer degrees to inmates.
“The body of evidence is enor- mous showing that one thing is cheaper and more effective than anything else, and that’s a de- gree-granting college education,” said Mr. Kenner, of the Bard Prison Initiative.

Its graduates have a recid- ivism rate of 2.5 percent, he noted.

Private support has helped the Bard program grow to enroll 275 incarcerated men and women, with an array of more than 60 courses each semester.
Still, every semes- ter “is filled with existential doubt,” Mr. Kenner said, because the pro- gram’s funds are not guaranteed from year to year.

As a result, restoring state sup- port for higher-education programs in prisons is the focus of “a big push right now by philanthropy,” RAND’s Ms. Davis said.
The budding pub- lic-private programs are not only a way to augment those run by col- leges, she said, but also can demon- strate that prisoner-education ef- forts are effective and “ultimately will help make the case to state poli- cy makers why it’s important to con- tinue to support these programs.” A FORM OF ACTIVISM In the wake of Mr. Cuomo’s an- Inmates at six prisons in New York can earn degrees through a program operated by Bard College.
nouncement that New York would seek private support for its pro- posed programs, “the state has received a number of inquiries from foundations and other phil- anthropic sources” asking how they can help, said Elbert Garcia, a spokesman for the governor’s of- fice.
“State officials are discussing the initiative with these potential partners and will continue to work with local nonprofits, foundations, and other stakeholders.” Just across the Hudson River, New Jersey is one of three states, along with Michigan and North Carolina, participating in the Vera Institute of Justice’s Pathways From Prison to Postsecondary Ed- BOLD NEW VENTURES BARD PRISON INITIATIVE ucation Project.
Philanthropies, including the Ford Foundation, the Sunshine Lady Foundation, the Open Society Foundation, the W.K.

Kellogg Foundation, and the Bill & Melinda Gates Founda- tion, contributed a total of at least $1-million to each state to help establish degree-granting college programs in prisons and post-re- lease programs, on the premise that the states would allocate 25 percent of the project’s total funds.

On May 8, Gov.
On May 8, Gov.

Chris Christie of New Jersey announced an expan- sion of his state’s program, which offers associate and bachelor’s de- grees in social sciences from Rut- gers University in six of New Jer- sey’s 13 state correctional facilities.

With a current enrollment of near- ly 500 inmates, the program will expand over the next four years to serve 2,000 inmates in 10 facili- ties, he said.
Fred Patrick, director of the Vera Institute program, said the RAND Corporation would analyze the five-year project’s effectiveness in each of the states, with results available by 2018.

Because the proj- ect involves credit-bearing courses, RAND will be able to “dig into the details of what worked and what did not work,” Mr. Patrick said.
“This whole demonstration project is, How do you build the evidence and the public will and the public support to ultimately get public funding for this?” LISA TESSMAN ASSOCIATE PROFESSOR OF PHILOSOPHY JOHN TAGG DISTINGUISHED PROFESSOR OF ART HISTORY Impossible moral requirements fascinate philosopher Lisa Tessman, who connects conceptual and empirical explanations of them, revealing how our moral lives can include unavoidable failures.
Her next book, Moral Failure: On the Impossible Demands of Morality, will be published later this year by Oxford University Press.

While focusing his research in the history of photography on the broader photographic apparatus — the machineries of production and circulation, storage and retrieval, framing and interpretation through which photographs have social meaning — John Tagg remains fascinated by the enigmatic quality of the photograph and our capture by the image.
MARILYNN DESMOND DISTINGUISHED PROFESSOR OF ENGLISH AND COMPARATIVE LITERATURE Marilynn Desmond’s groundbreaking work on the reception of ancient texts in medieval France and England has helped shape the study of gender, sexuality and authorship in medieval culture.

She has been awarded a National Endowment for the Humanities Rome Prize in Medieval Studies from the American Academy in Rome for 2014-15.

I N S P I R A T I O N ■ I N N O V A T I O N ■ E X C E L L E N C E ■ W W W .

B I N G H A M T O N .


E D U Ungar support Unless public re- for prison college pro- turns grams, Mr. said, Goucher, for one, will continue its own initiative.

Along with being a form of community service, he said, the prison education program also serves as a form of activism.

“I sup- pose one could describe it as altru- istic.
I hope we haven’t reached a point where altruism is suspect in this culture.” Mr. Scott, of Cornell, said col- leges are interested in prison edu- cation “because they are sensing a little bit of change in our country in thinking about people who are in- carcerated.

They are still people.


Al- most all of them come back to our communities, and we have some responsibility to treat them like hu- mans.” During a conference at the White House in January, Mr. Ungar said, he spoke with other higher-educa- tion officials who expressed inter- est in establishing their own prison programs.

“There are quite a few other institutions trying to figure out how to do this,” he said.
“We don’t need or want to be the only ones on the block.” 2 Studies Try to Assess Student Loans’ Effect on Financial Well-Being t he chron icl e of higher educ at ion | m ay 23, 2014 A17 lumping together people with cer- tificates or associate degrees, for ex- ample, and those with no postsec- ondary education at all.

The analysis also combines heads of household with only bachelor’s degrees and those with, say, M.B.A.’s or Ph.D.’s.

But when it comes to net worth, the picture is quite different.
House- holds headed by a young college graduate in which no one has student loans have a median net worth of $64,700.

Among comparable gradu- ate-led households with student debt, the median net worth is $8,700.

It’s not surprising that stu- dent loans correlate with lower net worth—after all, they count against it—but still, the difference in wealth is striking.

And while student loans play a role, they are not the whole story.
Households with student loans are more likely to hold other kinds of debt, the analysis found.

“I don’t know if the student debt is causing the greater indebtedness,” said Mr. Fry, “or if it’s simply associated with it.” It’s possible, he said, that having to repay student loans leads families to take on additional debt.

Another explanation: The mix of who is going to college has broadened, and now includes more people who are likely to carry other debt in the first place.
The relationship between stu- dent loans and financial hardship is the central question in the other re- port, “How Much Is Too Much?

Ev- idence on Financial Well-Being and Student-Loan Debt,” by the Ameri- can Enterprise Institute’s Center on Higher Education Reform.

Using late payments on any obligations to measure financial distress, it finds no strong correlation between levels of student debt and financial hardship.
“More debt, all else equal, would lead to higher financial distress,” said Beth Akers, a fellow in the Brown Center on Education Policy at the Brookings Institution and the report’s author.

“But all else is not equal.” It’s clear, in other words, that not everyone with high debt experienc- es financial hardship, Ms. Akers said.

In fact, higher student debt is often offset by higher earnings.
There may well be borrowers strug- gling to repay large loans, she said, but having a high debt burden and overborrowing are different things.

Like many available data sets, the Survey of Consumer Financ- es provides just a snapshot of peo- ple’s situations.

Longitudinal data, Ms. Akers said, could answer more questions about how student loans affect borrowers’ lives.
“When we are no longer able to change a situation, we are challenged to change ourselves.” – Viktor E. Frankl Colloquy360.com/change Your partner for online success.

By BECKIE SUPIANO Paying off student loans is a fact of life for a growing number of American house- holds.

So it’s important to under- stand how student debt matters in borrowers’ financial lives.

But even with new analyses, like two released last week, that role is dif- ficult to define.
Each of the two reports, by the Pew Research Center and the Amer- STUDENT AID ican Enterprise Institute, exam- ines the relationship between stu- dent-loan debt and financial well-be- ing.

Both use data from the Federal Reserve Board’s Survey of Consum- er Finances, most recently issued in 2010.

Pew focuses on net worth and AEI on financial hardship.

But research on student debt runs into a limitation: People with and without student-loan debt dif- fer in other ways, too.
“We don’t randomly select people to take out student loans,” said Nick Hillman, an assistant professor of educational leadership and policy analysis at the University of Wis- consin at Madison.

Determining a causal relationship between stu- dent loans and other life circum- stances is, therefore, a challenge.

Clearly, someone repaying stu- dent loans has less money for oth- er purposes than does an identi- cal person without the loans.
But whenever student-loan borrowers are compared with people with- out debt, there’s a crucial question: “What is the counterfactual?,” said Susan M. Dynarski, a professor of public policy, education, and eco- nomics at the University of Michi- gan at Ann Arbor.

In other words, is the borrower’s alternative getting a degree debt- free, or not going to college at all?

The way the country is paying for college now, the second is probably more likely.
EARNINGS AND NET WORTH People without student-loan debt are a diverse crowd, comprising those without college degrees as well as those who earned degrees but ei- ther didn’t borrow or have paid off their loans, said Richard Fry, a se- nior economist at Pew and author of its report, “Young Adults, Student Debt, and Economic Well-Being.” Looking at households headed by someone younger than 40, Pew’s report splits them into two groups: those with heads of household who have at least a bachelor’s degree and those in which the heads lack one..
The median incomes of house- holds within each group barely dif- fered, whether or not they carried student loans.

The college-educat- ed households had a median in- come of $57,941, with or without student loans.

Non-college-edu- cated households had a median in- come of $32,528 with student debt and $31,512 without it.

The college graduates’ higher earnings, Mr. Fry said, are one more reminder that college tends to pay off.
Still, the breakdowns are rough, A18 m ay 23, 2014 | t he chron icl e of higher educ at ion People Once Spurned, Provost Prepares to Lead Another College By PETER MONAGHAN College presidents might typically hold their jobs for eight or 10 years.

Jane K. Fernandes’s first appointment as a college chief, at Gallaudet Uni- versity, didn’t approach that: It never even began.

In 2006, after her selection led to prolonged campus protests, Gallaudet’s trustees rescinded her appointment.
Ms. Fernandes, 57, recalls the events as she again prepares to become a president, this time at Guilford College, a liberal-arts in- stitution in North Carolina, begin- ning July 1.

“It was very difficult for me to recuperate,” she says by Internet video hookup from the University of North Carolina at Asheville, where she has been pro- vost since 2008.

There, she says, she learned much more than she had known in 2006 about institutional leader- ship.
Most striking is that she can now say: “I have no regrets.

I’m grateful for everything that hap- pened.

I’m in a good place.” At Gallaudet, a liberal-arts in- stitution that serves deaf and hard-of-hearing students, Ms. Fer- nandes seemed to have become ensnared in identity politics.

After I.

King Jordan Jr., Gallaudet’s first deaf president, decided to re- tire, the university named Ms. Fer- nandes as his successor.
She says she knew that “at Gal- laudet, the president is both the leader of a university who has the same job as any university presi- dent, but also is seen as like a may- or of the deaf community,” and she had reason to imagine she could occupy town hall.

She was in her sixth year as Gallaudet’s provost and was married to a professor there.

She has been deaf since birth, and was raised by a deaf mother and hearing father.
Even with all that, protests arose because, she says, “I was seen as not deaf enough.” Student pro- testers said their objections were, rather, to Ms. Fernandes’s man- agement style, but a battle has long raged among deaf Americans about the merits and even cultural pride inherent in “manualism”— signing—versus “oralism”—learn- ing to speak audibly.

During the video interview, Ms. Fernandes speaks both oral- Jane K. Fernandes BEN JENKINS, GUILFORD COLLEGE ly, with tinges of a Boston accent, and by signing.
To understand spoken language, she says, she lip- reads along with using an inter- preter.

Massachusetts-raised, she learned to speak long before she went from undergraduate studies at Trinity College, in Connecticut, to master’s and doctoral degrees in comparative literature from the University of Iowa.

At Iowa, she learned American Sign Language.
Edward C. Winslow III, a law- yer in Greensboro, N.C., and chair- elect of Guilford’s Board of Trust- ees, says that among various col- lege constituencies, “people felt a congruence or resonance between her and the mission of our college.” Particularly winning, he says, were Ms. Fernandes’s reflections on her Gallaudet experiences, including that she considered becoming a president again only after she vis- ited Guilford last year to deliver a guest lecture about deaf culture.
She says that at Asheville, she has “learned to delve more deep- ly into the multiple perspectives around any issue.” With upper- management training and mentor- ing, “I think I’m better prepared to be successful as a president.” David M. Dobson, a professor of geology who will become the clerk of faculty at Guilford in July, found Ms. Fernandes particular- ly strong in consensus building, which has long been emphasized at Guilford, in part because of its Quaker roots: “She seemed really to get the idea of Guilford and the things we like to do with social jus- tice and diversity.” He recognizes the irony in that, given that Gallaudet protesters took her to task for lacking some of those attributes.
Like the departing 12-year pres- ident, Kent John Chabotar, Ms. Fernandes is not a Quaker, but she says she looks forward to learning Quaker ways, and to sustaining Mr. Chabotar’s accomplishments.
He is credited with having exer- cised enough charisma, judgment, and resolution that he was able to deliver the college from serious fi- nancial challenge, all while cham- pioning its stated dedication to lib- eral arts as a way to promote “posi- tive change in the world.” Ms. Fernandes has already formed her own phrasing of the college’s expressed goals for its students, 1,200 of whom are tra- ditionally enrolled, with almost 1,000 older students admitted through its Center for Continu- ing Education.
She says that they should “learn how to be civil and useful.” “In contrast to the old ivory-tow- er perception of the liberal arts,” she says, extending her interpreta- tion, “Guilford College is involved in the community, and graduates all know how to think.” Helping Universities Create Value Through Innovation Last week, W. Mark Crow- ell, who is 59 and has worked in university innovation for that translate into reputation and rating value for the university?
a quarter-century, left his post as founding executive director of U.Va.

Innovation and associate vice president for research at the Uni- versity of Virginia, after four years there.

He spoke with The Chronicle’s Taylor Harvey about the value of such work.

An edited version of that interview follows.

WHAT I LEARNED find what we don’t have, and get them on the same page of the music.

We look to infuse innovation and entrepreneurship throughout the curriculum and our research enterprise.
In the outside world, we look to identify part- ners with deep pockets, or domain or business-de- velopment expertise, who can work with us to get early-stage research discoveries on the pathway toward a market-based use.

Q.

What exactly do you do as an innovation director?

Q.

Can you give me an example of such a partnership?

A. I think of myself as an orchestra conductor.


My job is to bring the different parts that work in an innovation enterprise together, and A. AstraZeneca, a top drug company, has a program in cardiovascular research.

Together we find researchers at UVa to work with AstraZeneca scientists to carry out a program that is more focused on mutual needs and capabilities.

It’s not just the university saying, “This is what we want to do.

Will you please pay for it?” Q.


Without an innovation director, do universities have any idea of the potential income they’re sitting on?

A. I’d like to broaden your question and talk about the potential value they are sitting on.

How do you put a value on the scientists who are coming in with UVa scientists to identify real problems or challenges?

For our faculty to have access to research material and research questions that otherwise we may not know about?
How does Not to mention that we are also seeing start-up companies we are creating going out into the public and creating jobs, attracting in- vestment, paying taxes, buying and renting space.

The economic and value-creation impact of innova- tion is pretty significant, beyond the issue of how much licensing revenue comes to the universities.

Q.

Why are you stepping down now?

A.

Nothing here prompted me to leave; other things catalyzed the introspection that led to the decision.
I want to do one more really big thing in my innovation career, and a number of W. Mark Crowell U.

OF VIRGINIA opportunities are percolating.

I think people assume when you leave that it signals something isn’t going right, but we’ve had such success at UVa.

My wife’s mother used to say, “Darlin’, leave the party when it’s at it’s best,” and, in a way, that feels like what I’m doing.
TRANSITIONS PEOPLE IN ACADEME Submit ideas to people@chronicle.com or at chronicle.com/people JOB MOVES n James P. Tressel, a former head football coach at Ohio State and Youngstown State Universities and ex- ecutive vice president for student suc- cess at the University of Akron, will be- come the next president of Youngstown State.

He will succeed Randy J. Dunn, who left in March to become presi- dent of Southern Illinois University.
Mr. Tressel had also been in the running to be president of Akron, but Scott L. Scarborough, provost of the Universi- ty of Toledo, got that job.

Mr. Scarbor- ough will succeed Luis M. Proenza, who will remain at Akron as a faculty member.

DUKE U. n Marion E. Broome, who has been dean of the Indiana Univer- sity School of Nurs- ing since 2004, will become dean of the Duke University School of Nursing on August 1.

She will succeed Catherine L. Gilliss, who is stepping down after 10 years in the post.
n Kurt L. Schmoke, general counsel and interim provost at Howard Univer- sity as well as a past law dean there and a past mayor of Baltimore, will be- come president of the University of Bal- timore in July.

Robert L. Bogomolny, the university’s president since 2002, is retiring.

n Debasish Dutta, associate provost and dean of the Graduate College at the University of Illinois at Urba- na-Champaign, will become provost of Purdue University on July 1.
Mr. Dutta will succeed Timothy D. Sands, who is leaving Purdue to become president of Virginia Tech.

n Carol J. Erting, as- sociate provost for research and dean of the Graduate School, continuing studies, and international pro- grams at Gallaudet University, will become the university’s provost in July.
She will GALLAUDET U. replace Stephen F. Weiner, who has been provost since 2007. n David Nygren, a physicist who has worked at the Lawrence Berkeley Na- tional Laboratory since 1973, will join the University of Texas at Arlington Col- lege of Science as a professor this fall.

Mr. Nygren is known for inventing the time projection chamber, which is used to analyze particle collisions.
DEATHS n Rhoda Dorsey, who was president of Goucher College when it decided to enroll male students, in 1986, died on May 10.

She was 86.

She served as president for 21 years, retiring in 1994. n George Clement Bond, a profes- sor of anthropology and education at Teachers College at Columbia Universi- ty, died on May 4 at the age of 77.

He was also director of the college’s Cen- ter for African Education.
His decades of work in Zambia and Uganda have been credited with helping overturn a Eurocentric view of Africa held by some scholars.

n Donald J. Bogue, a longtime demog- rapher in the sociology department at the University of Chicago and the Na- tional Opinion Research Center at the university, died on April 21.

He was 96.
He was 96.

He helped found the university’s Pop- ulation Research Center in 1958, and also founded Demography, the journal of the Population Association of Amer- ica, and served as its first editor, from 1964 to 1969.

Numbers Analyst Gets to Look at Data Differently at Dartmouth t he chron icl e of higher educ at ion | m ay 23, 2014 A19 By ANGELA CHEN A licia Betsinger learned a key lesson while working on institutional research for the University of Texas system.
At a public university, she says, “ev- erybody always wants the data yes- terday.” So when Ms. Betsinger, formerly the Texas system’s assistant direc- tor of strategic initiatives, received an offer from Dartmouth College, she welcomed the chance to join a smaller institution and work on something a little less “fast and fu- rious.” At Dartmouth, where she is now associate provost for institu- tional research, Ms. Betsinger di- rects data-driven projects similar to the Productivity Dashboard she helped create for the Texas system.
“You just always want to make sure that the data is accurate,” says Ms. Betsinger, who is 45.

“You only get one chance to make a first im- Maryland’s Chancellor to Depart William E. (Brit) Kirwan, chancellor of the Univer- sity System of Maryland and a longtime national figure in public higher education, said last week that he would step down from his leadership post when a successor was named.
Mr. Kirwan, who is 76, has led the Maryland system for 12 years and served as president of Ohio State University from 1998 to 2002.

During his tenure at Maryland, Mr. Kirwan surmised that politi- cal winds were shifting across the country and that colleges would be called upon to rein in spending.
He is credited with responding pre-emptively by freezing in-state tuition for four years, beginning in 2006-7, and voluntarily cutting the university’s budget by increas- ing teaching loads, among other measures.

The plan Mr. Kirwan led, the Effectiveness and Efficiency Initia- tive, has saved the Maryland sys- tem more than $460-million, uni- versity officials say.
Those results have made Mr. Kirwan a regular panelist at meetings of national as- sociations, where he is often called upon to share the university’s cost-saving strategies.

—JACK STRIPLING SELECTED NEW BOOKS ON HIGHER EDUCATION Academic Freedom in Conflict: The Struggle Over Free Speech Rights in the University, edited by James L. Turk (James Lorimer & Company; 368 pages; US$24.95).
Pays particular attention to Canadian high- er education in essays on such topics as how issues of academic freedom figure in relation to religious belief on faith-based campuses, university-industry collabora- tions, professional standards, and freedom from discrim- ination.

Christian Higher Education: A Global Reconnais- sance, edited by Joel Carpenter, Perry L. Glanzer, and Nicholas S. Lantinga (Wm.

B. Eerdmans Publishing; 336 pages; $36).


Essays on Christian higher education in Brazil, Canada, China, India, Kenya, Mexico, Nigeria, the United States, and Western and post-communist Eu- rope.

Getting a Ph.D. in Economics, by Stuart J. Hillmon (University of Pennsylvania Press; 146 pages; $24.95).

Covers everything from the Ph.D. pro- gram admissions process in the field to the postgraduate job market.
Men of Color in Higher Education: New Foundations for Developing Mod- els for Success, edited by Ronald A. Williams (Stylus Publishing; 159 pages; $85 hardcover, $32.50 paperback).

Essays on academic achievement in relation to students of African-American, Latino, American Indian, and Asian and Pacific Islander heritage.

Proposed Revisions to the Common Rule for the Protection of Human Subjects in the Behavioral and Social Sciences (National Academies Press; 167 pages; $49.95).
Reports on a National Research Council work- shop on proposed revisions in federal regulations and ways of carrying out those changes.

The Student Loan Mess: How Good Intentions Created a Trillion-Dol- lar Problem, by Joel Best and Eric Best (University of California Press; 233 pages; $26.95).
Analyzes the stu- dent-loan crisis as a series of four “messes,” each succes- sively worse, since the start of the federal student-loan program, in 1958. pression, and you have to be cautious and careful.” Ms. Betsinger says that university em- ployees can be wary of data visualization because there will al- ways be the chance that someone will misinterpret the find- ings.
In 2011, Texas’ release of a draft of faculty-productivi- ty data in response to open-records requests provoked fears from faculty mem- bers that the numbers, which were incomplete, could mislead law- makers about the value the state was getting for its spending.
Ultimately, Ms. Betsinger says, “UT adopted the model of ‘more is better’ because there was an Alicia Betsinger idea that there shouldn’t be any- thing behind the scenes,” and also because public uni- versities are more subject to trans- parency laws and have more data sets to draw from.

At a private col- lege, she may need to do a little more digging.
“The data is there, but part of my job may just be —BECKIE SUPIANO lot can go on behind the scenes with dashboarding, and it doesn’t all need to be public on the web- site,” she says.

“I want to help fac- ulty and staff understand that this doesn’t have to be scary or nefari- ous.

It can be a very positive piece to the institution.” Ms. Betsinger, who assumed her new post in mid-April, plans to start small and show how institu- tional research can drive sugges- tions for concrete changes.
One idea is to look into data on depart- ment productivity.

Ms. Betsinger plans to take her cues for short-term goals from the new provost, Carolyn Dever.

Long term, though, she says, “I would love for Dartmouth to be- come the national model for Ivies with respect to data visualiza- tion and consumption and use of data.” trying to figure out where it is on campus,” says Ms. Betsinger.
But once it’s collected, she’ll have dis- cretion over how it should be used, and can explore the possibilities of data collection solely for internal use.

“It’s important that at Dart- mouth people understand that a Great change begins with great ideas.

Throughout my education, I was fortunate to have very supportive teachers, principals and professors.

The people at Peabody have been wonderful.

Greg Aikens, M.Ed.
Greg Aikens, M.Ed.

special education (visual disabilities) Explore Our Difference peabody.vanderbilt.edu A 20 m ay 23, 2014 | t he chron icl e of higher educ at ion In Brief Keep up with the latest news at chronicle.com Corrections n An article about Stanford University’s decision to di- vest from coal companies (The Chronicle, May 16) re- ported incorrectly that Itha- ca College had divested from fossil-fuel companies.
n An article about two con- ferences on innovation in higher education (The Chronicle, May 16) misiden- tified the Education Design Lab.

It is a nonprofit orga- nization that helps create new education models.

It is not a program at George Mason University, but it is working with GMU.

n An article about Germa- ny’s universities and its push for clean energy (The Chronicle, May 9) incor- rectly stated the country’s goal.
It plans to draw a majority of its energy from clean sources by 2050, not run its entire economy on renewable energy.

The article also misstated the planned use of a new build- ing at Leuphana University.

It will house research facil- ities, seminar rooms, and an auditorium; it will not be used for administrative purposes.

BIG PICTURE See more online and on the iPad Graduates celebrated this month at Howard U.’s 146th commencement, in Washington, D.C.
Among those honored at the event were the performer, entrepreneur, and philanthropist Sean (Diddy) Combs, the CNN anchor Wolf Blitzer, the PepsiCo executive Indra K. Nooyi, the surgery professor Clive O. Callender, and the jazz legend Benny Golson.

ALLISON SHELLEY, GETTY IMAGES FOR DKC STUDENTS Enrollment Drops 0.8% Over All but Rises at Private Colleges Enrollment at American colleges dipped this spring for the third year in a row as older stu- dents returned to an improving job market.
But private four-year colleges bucked the trend with a slight uptick in numbers, the National Stu- dent Clearinghouse Research Center reported.

Over all, enrollment was down 0.8 percent this spring compared with last spring, far less than the 2.3-percent decline over the previous one-year period.

The steepest drop, at 4.9 percent, occurred at four-year for-profit colleges, while enroll- ment at two-year public colleges fell by 2.7 per- cent.
Enrollment inched up by 0.7 percent at four-year public institutions and by 2 percent at four-year private nonprofit colleges.

Most of the declines were for students over age 24, whose numbers fell by nearly 6 per- cent at community colleges this spring.

Across all sectors, enrollment among students age 24 and under crept up by 0.7 percent after declin- ing steadily over the past year and a half.
GLOBAL New University Ranking Aims for a More Nuanced Approach A new international effort went online last week to gauge the performance of universities, promising to be a nuanced tool in the highly contentious field of global rankings.

U-Multirank, a project announced in 2011 and backed by the European Union, aims to foster greater transparency about higher edu- cation around the world.

The website allows users to select criteria and generate customized results.
It offers compar- isons in five areas—teaching and learning, re- search, knowledge transfer, international orien- tation, and regional engagement—and grades universities from A (“very good”) to E (“weak”).

The approach was seen by the European Union, which is providing more than $2.7-mil- lion for the initial phase of the effort, as an improvement on traditional rankings, like the ones produced by QS and Times Higher Edu- cation.
The project’s designers say it is the first international ranking to reflect the diversity of higher education, including specialist colleges, regional institutions, and universities of ap- plied sciences.

Data for some 870 institutions in 70 coun- tries were analyzed for the project, including more than 100 in the United States.

However, at least for most of the British and American universities, much of the analysis was con- ducted on the basis of publicly available in- formation.
Fewer than 20 institutions in both Britain and the United States actively provid- ed data for the project.

STUDENT LOANS Sallie Mae to Pay Millions for Gouging Military Borrowers Sallie Mae has agreed to pay almost $100-million to settle claims that it had failed to provide members of the military with an in- terest-rate reduction and imposed unfair late fees on other borrowers.
In a pair of settlement agreements with the Department of Justice and the Federal Deposit Insurance Corporation, Sallie Mae, which was split into two companies on April 30, pledged last week to pay $90-million in restitution and refunds to borrowers, along with almost $7-million in civil monetary penalties and fines.
In a written statement, John F. Remondi, chief executive of Navient, the newly formed loan servicer and collection agency, offered “sincere apologies” to members of the armed services affected by the student- loan giant’s “processing errors.” He added that it had changed its procedures and training programs “to prevent these mis- takes from happening again.” LEADERSHIP Lawmakers Take Step to Impeach Controversial U. of Texas Regent A committee of the Texas House of Repre- sentatives voted, 7 to 1, last week that grounds exist to impeach Wallace L. Hall Jr., a regent who has inundated the University of Texas at Austin with records requests in an apparent bid to unearth information critical of the flag- ship campus and its president.
The vote is the first step in a lengthy process that will continue this week, when the com- mittee considers whether to move ahead with articles of impeachment.

If approved, the arti- cles would be sent to the full House, then on to the Senate for trial.

This is the first time that Texas lawmakers have voted that grounds for impeachment exist for a gubernatorial appointee.

Mr. Hall declined to appear before the com- mittee or to provide witnesses or explanations for his actions.
But the businessman, who has been accused of violating student-privacy laws in his quest for information, struck a defiant tone in a written statement after the vote.

“When a board encounters problems, cov- er-ups, and intransigence at a taxpayer-fund- ed institution, is the proper response to hold those who are responsible accountable, or to impeach the board member?” he wrote.
GOVERNMENT Senate Confirms Ted Mitchell as Top Higher-Education Official The U.S. Senate this month confirmed Ted Mitchell, chief executive of a nonprofit educational -venture fund and a former pres- ident of Occidental College, as the Education Department’s top higher-education official.

As under secretary of education, Mr. Mitch- ell will replace Martha J. Kanter, a former community-college chancellor, who stepped down to return to academe.
t he chron icl e of higher educ at ion | m ay 23, 2014 A 21 E. Gordon Gee Ohio State U.
$6.1M R. Bowen Loftin Texas A&M U. at College Station Hamid A. Shirvani North Dakota U. system $1.6M $1.3M TY WRIGHT FOR THE CHRONICLE REDUX AARON M. SPRECHER, AP IMAGE DALE WETZEL, AP IMAGES Ending a Well-Paid Presidency Often Comes at High Cost By JACK STRIPLING In Focus EXECUTIVE COMPENSATION The three highest-paid public-college leaders in the nation have something in common: They earned hun- dreds of thousands of dollars on their way out the door.
The size of the parting packages given to these men— two who resigned amid long-churning controversies and one who quit unexpectedly—demonstrates just how expensive it can be for a college to end the presidency of a well-paid chief.

E. Gordon Gee, the popu- lar and gaffe-prone former president of Ohio State University, earned more than $6-million in 2012-13, making him the nation’s top-paid col- lege leader for that period, a Chronicle analysis has found.
Mr. Gee has main- tained that he resigned of his own ac- cord last summer, but the decision came as trustees expressed impatience and disappointment with his often-ill-con- sidered jokes.

Mr. Gee’s 2012-13 pay dwarfs the $478,896 median compensation for public-college presidents.

The Chroni- cle’s analysis includes 256 college lead- ers from 227 institutions.

There is some history of presidents leaving under a cloud with millions to show for it.
The top-paid public-college president in The Chronicle’s previous analysis was Graham B. Spanier, who was fired in the wake of the Jerry San- dusky sex-abuse scandal.

Rounding out the top three earn- ers for 2012-13 are R. Bowen Loftin, a former president of Texas A&M Uni- versity at College Station; and Hamid A. Shirvani, a former chancellor of the North Dakota University system.
Mr. Loftin, who was president of Tex- as A&M for just under four years, sur- prised many on his campus last July, when he announced that he was joining the faculty so that he could spend more time with students.

Within five months he had taken another position, as chan- cellor of the University of Missouri at Columbia.

In the days leading up to his an- that emphasized his love of teaching.
When pressed about whether he had failed in the eyes of system leaders, Mr. Loftin said, “Nothing I heard from my immediate supervisor, the chancellor of the A&M system, or from the Board of Regents of the system, ever implied to nouncement, Mr. Loftin ne- gotiated behind the scenes for money and perks.
In a memo titled “deal points,” which was obtained by Texas news me- dia, the president called for a payment equal to twice his annual total compensation and the formation of an insti- tute for him to direct.

He got much, but not all, of what he asked for, earning $1.6-mil- lion in his final year.

Mr. Loftin said in a recent interview that he employed standard negotiation tactics, pressing for items he knew he would not get in hopes of reaching an equitable ar- rangement.
When an institution is paying millions to a president, a messy divorce brings the risk of a high-cost lawsuit.

“It was reasonably fair,” he said of the deal.

“But I didn’t think there was any- thing wrong with it at all.” The timing of his departure has roused suspicion that he was forced out, and Mr. Loftin declined to elaborate be- yond his previous public statements me that I was not performing appropri- ately.” Like Mr. Loftin, Mr. Shirvani appears to have been an able negotiator.
Last spring the chancellor was under tremen- dous pressure to resign amid a barrage of complaints about his treatment of Continued on Following Page A 22 m ay 23, 2014 | t he chron icl e of higher educ at ion Highest-Paid Chief Executives, 2012-13 Michael A. McRobbie Indiana U. at Bloomington Base pay Bonus pay Severance pay Deferred compensation, paid Deferred compensation, set aside Retirement pay $1.1M $6,057,615 PUBLIC COLLEGES E. Gordon Gee† Ohio State U. R. Bowen Loftin† 1 Texas A&M U. at College Station $1,636,274 Hamid A. Shirvani† North Dakota U. system $1,311,095 Renu Khator U. of Houston main campus $1,266,000 Sally K. Mason U. of Iowa $1,139,705 Michael A. McRobbie Indiana U. at Bloomington $1,111,924 Michael F. Adams† U. of Georgia $1,074,869 V. Gordon Moulton*† U. of South Alabama $1,072,121 Mary Sue Coleman U. of Michigan at Ann Arbor $1,037,357 Mark G. Yudof† U. of California system $857,085 * Partial-year compensation † No longer in office 1 Compensation reported is for calendar year 2013 COMMUNITY-COLLEGE SYSTEMS Michael B. McCall Kentucky Community and Technical College system $669,463 Glenn DuBois Virginia Community College system $501,023 Bruce Leslie Alamo Community College District (Tex.)
$445,313 Daniel LaVista† Los Angeles Community College District $400,525 Rufus Glasper* Maricopa County Community College District (Ariz.) $393,026 † No longer in office * Partial-year compensation Note: Includes only community-college systems with at least three campuses and enrollment of 50,000 students or more in 2011-12.

Excludes leaders of systems that include both community colleges and four-year institutions.
Explore the Data at Chronicle.com Our exclusive online interactive tool tracks presidential pay for more than 250 chief executives at public colleges.

Highlights: See the complete table of public- college presidents Use the search box to quickly locate a president Explore detailed pay information and compari- sons for every president Continued From Preceding Page staff and questions about his ad- herence to open-meetings laws.
Mr. Shirvani said he had agreed to step down on the condition that the board buy out the remaining two years of his contract, which it did.

Under the deal, Mr. Shirvani earned $1.3-million.

Along with Mr. Gee, who is now president of West Virginia Uni- versity, both Mr. Shirvani and Mr. Loftin signed agreements that for- bade them to bring any future le- gal claims against the universities they once led.

The boards likewise agreed not to sue their departing presidents.
At Ohio State, the board provid- ed Mr. Gee with a $1.5-million “re- lease payment” in exchange for his pledge not to sue the university.

When an institution is paying millions of dollars to a sitting presi- dent, a messy divorce brings with it the risk of a high-cost lawsuit.

So, in the view of many trustees, pay- ing now makes more sense than be- ing sued later, according to Marcus S. Owens, a former director of the IRS’s exempt-organizations divi- sion.
“If the institution loses or if they have to settle, which is more likely, the dollar amounts can be much bigger than if it’s a low-level, part- time lecturer who’s suing,” said Mr. Owens, a partner with Caplin & Drysdale, a Washington law firm.

Another big driver of pay for col- lege presidents comes in the form of deferred compensation, which is money set aside over a period of years to be paid out at a later date.
College boards often use deferred pay to retain presidents, who may forfeit it if they step down before a designated vesting date.

At Ohio State, nearly 40 per- cent of Mr. Gee’s total earnings for 2012-13 came in the form of a deferred-compensation payout.

As with other presidents who re- ceived payouts, his total pay in- cluded money that was counted in previous Chronicle compensation surveys.
(The Chronicle’s analysis is modeled on the IRS’s Form 990, AJ MAST, ICON SMI, NEWSCOM a tax document filed annually by nonprofit colleges.

It counts both money set aside for an executive and actual disbursements of pay in calculating total compensation.)

Mr. Gee is a perennial front-runner in presidential pay.

Asked in an email about his status at the top, he replied: “Someone has to be 1.
Why not me?” Mr. Gee’s contract at West Vir- ginia is still being completed, but he is expected to earn a base salary of $775,000.

A typical college presidency lasts for eight to 10 years, but a board’s commit- ment to an ex-leader hardly ends there.

To attract and retain top talent, college trustees say, they are pressured to approve retirement packages that provide departing presidents with the sort of financial security to which they have grown accustomed.
Generous retirement plans per- sist even though college presidents could theoretically squirrel away a fair amount of money while in office, a time when most of their basic needs are met.

Standard contracts include a residence with cleaning services, a car and driver, club dues, health care, and expense accounts to cover business-related meals.
Michael A. McRobbie, president of the Indiana University system and the flagship campus at Bloom- ington, earned $1.1-million in 2012-13, making him the nation’s sixth-highest-paid leader of a pub- lic college.

And Indiana’s board has taken care to ensure that the president remains comfortable well past his final day in office.
If Mr. McRobbie, 63, works at the university through 2022, when he is expected to retire, he will be contractually entitled to two-thirds of his final presidential salary every year for the rest of his life.

Today that would amount to $370,497 each year, or $7,100 per week.

Those totals would include money from Social Security and the uni- versity’s standard retirement plan.

t he chron icl e of higher educ at ion | m ay 23, 2014 A 23 2012-13, up from four in 2011-12, and three in 2010-11.
The growth in presidential pay is not confined to the top.

The me- dian $478,896 pay for 2012-13 constitutes an increase of 5 per- cent from the previous year.

(The Chronicle’s analysis included more institutions this year.

To allow for year-to-year comparisons, the me- dian was derived from colleges in both surveys with presidents who had served for a full year.)

College trustees say they have to pay well because so few people have the skill set to run a complex academic institution.
But money may not be the only factor a college president considers when looking for a job.

Ann Weaver Hart, president of the University of Arizona, earned $560,500 in 2012-13, 23 percent less than she had earned the year before as president of Temple Uni- versity.

Ms. Hart said the Arizona po- sition appealed to her because it allowed her to be closer to her mother, who lives in Utah.

Even though Ms. Hart took a pay cut, she is not complaining about making more than a half a mil- lion dollars a year.
“Nobody is starving at my house,” she said.

With membership in the As- sociation of American Univer- sities, Arizona is an institution of greater national prominence than Temple, which is in Phila- delphia.

But geography and tra- dition, too, sometimes play a role in compensation.
Public univer- sities in Pennsylvania tend to pay presidents more than colleges in some other states do, Ms. Hart said, perhaps because the high pay at Penn State and the Uni- versity of Pennsylvania influences compensation across the area.

In Arizona, Ms. Hart said, there is less cultural acceptance of paying presidents in the high six figures and beyond.

“In the populist world of the West,” she said, “that wouldn’t fly.” Jonah Newman contributed to this article.
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Steelcase works with the world’s leading educational institutions to create multipurpose, high-performance destinations for all of the places learning happens.
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Trademarks used herein are the property of Steelcase Inc. or of their respective owners.

No other employee at the uni- versity has a similarly structured retirement package, which offers a defined future benefit in perpe- tuity.

For a professor or adminis- trator hired today, the university invests 10 percent of the employ- ee’s base salary each year, with a future payout that is contingent on uncertain investment returns.
Mr. McRobbie has the option of extending his pension benefit to his wife, 59, who would receive payments for life if he died before her.

In that case, the payments would be reduced through an ac- tuarial analysis designed to mea- sure the life expectancies of both parties.

Indiana’s board approved Mr. McRobbie’s retirement package in 2010 at the request of Thomas E. Reilly Jr., who was then chair- man of the finance, audit, and strategic-planning committee.
Mr. Reilly, now chairman of the board, said he had feared that an- other institution might try to lure the president away.

He commissioned an analysis of presidential pay across the Big 10 athletic conference and the Asso- ciation of American Universities, a prestigious group of research insti- tutions of which Indiana is a mem- ber.

What he found troubled him.


“By my counting, over half of those institutions were going to be looking for a president over the next four or five years,” said Mr. Reilly, a retired chief executive of a chemical-manufacturing com- pany.

“I came to the conclusion that he would be a suitable candi- date for every one of those insti- tutions.” Mr. Reilly frequently describes Indiana’s president, who is an ex- pert in the booming field of infor- mation technology, as a “LeBron James” of higher education.
Hold- ing on to that kind of star pow- er, the chairman argued, costs money.

“The people who gripe are the people who see some guy getting something for nothing, and I don’t think you have that here,” Mr. Reilly said.

It is unclear how much Mr. McRobbie’s retirement package will eventually cost the universi- ty.

Since the president will receive only partial payments unless he stays on through 2022, Indiana of- ficials said they were not obligated to disclose how much had been set aside thus far.
In addition to his retirement package, Mr. McRobbie’s contract provides for a $1-million life-in- surance policy to be paid out to his beneficiaries after his death.

Ray- mond D. Cotton, a Washington lawyer who represented Indiana’s board during contract negotiations with Mr. McRobbie, described in- surance policies of this kind as “very, very routine.” “I see million-dollar life-insur- ance policies even for small liber- al-arts colleges,” Mr. Cotton said.
T he million-dollar college presidency, which was unheard of at public institutions less than a decade ago, is increasingly common at top-tier universities.

Nine college leaders earned more than $1-million in A 24 m ay 23, 2014 | t he chron icl e of higher educ at ion Compensation of Chief Executives of Public Colleges, 2012-13 This table shows the compensation received in the 2013 fiscal year by 256 chief executives at 227 public universities and systems in the Unit- ed States.
Fiscal years typically run from July 1 to June 30 but can vary by institution.

The Chronicle surveyed institutions to collect com- pensation data.

Our analysis included all public doc- toral universities and all state college and university systems with at least three campuses and 50,000 total students in the 2011-12 academic year.

At some universities, more than one president served during the 2013 fiscal year.

Also, some presidents served at more than one institution during the same fiscal year.
All individuals who served in the capacity of chief executive were used in the analysis, including in- terim leaders.

Partial-year dollar amounts are reported for presidents who did not serve the entire year.

Presi- dents who served for a partial year are marked with an asterisk.

These data are not directly comparable to those re- ported by The Chronicle for private nonprofit institu- tions.
Those figures, which include slightly different categories, such as the value of various nontaxable ben- efits, are reported by calendar rather than fiscal year, and are taken from the IRS Form 990.

Information on pay history, comparisons with the highest-paid employees at each institution, and other compensation details can be found online at chronicle.

com/compensation.

—Jonah Newman Includes the sum of base pay, bonus pay, severance pay, deferred compensation, and retirement pay.
SAMPLE ENTRY Deferred compensation actually paid out to the chief executive in the 2013 fiscal year.

Deferred compensation set aside in the 2013 fiscal year to be paid out in future years.

This includes contributions to supplemental executive-retirement plans.

This does not overlap with any com- pensation paid out in 2013.

Because of the way the IRS taxes de- ferred compensation, items in this category may be counted again in the year in which they are paid out.
Institution Chief executive Total compensation Base pay Bonus pay Severance pay Deferred compensation, paid out Deferred compensation, set aside Retirement pay Alabama Auburn U. Jay Gogue $733,850 $482,200 $0 $0 $0 $250,000 $1,650 The total base salary provided to the chief executive in the 2013 fiscal year, including compensation from private university-related foundations.

The value of all bonuses actually paid out to the chief executive in the 2013 fiscal year.
Payments made to the chief ex- ecutive upon his or her resig- nation or firing, as determined by his or her contract.

This can include severance pay, unused vacation pay, legal settlements, or other contractually obligated payouts.

Payments made by the university or state on behalf of the president to any retirement plan in the 2013 fis- cal year.

This includes 401(k) plans, state pension plans, and other re- tirement plans available to all em- ployees.
Institution Chief executive Alabama Alabama Community College system Auburn U. U. of Alabama at Birmingham U. of Alabama at Birmingham U. of Alabama at Huntsville U. of Alabama at Tuscaloosa U. of Alabama system U. of South Alabama U. of South Alabama Alaska U. of Alaska at Fairbanks U. of Alaska system Arizona Arizona Board of Regents Arizona Board of Regents Arizona State U. at Tempe Maricopa County Community College District Northern Arizona U. U. of Arizona Arkansas Arkansas State U. system U. of Arkansas at Fayetteville U. of Arkansas at Little Rock U. of Arkansas system California California Community College system California State U. system California State U. system Los Angeles Community College District † No longer president * Partial-year compensation Mark Heinrich Jay Gogue Ray L. Watts* Richard Marchase†* Robert A. Altenkirch Judy Bonner Robert E. Witt V. Gordon Moulton†* John W. Smith†* Brian Rogers Patrick K. Gamble Thomas K. Anderes†* Eileen I. Klein* Michael M. Crow Rufus Glasper* John Haeger Ann Weaver Hart Charles L. Welch G. David Gearhart Joel E. Anderson Donald R. Bobbitt Brice W. Harris* Charles B. Reed†* Timothy P. White* Daniel LaVista† Total compensation $155,000 $733,850 $853,464 $330,000 $545,000 $655,000 $725,000 $1,072,121 $310,572 $362,311 $369,098 $367,500 $159,625 $674,200 $393,026 $426,464 $560,500 $320,430 $579,930 $242,336 $379,940 $204,456 $246,766 $243,956 $400,525 Base pay Bonus pay Severance pay Deferred compensation, paid out Deferred compensation, set aside Retirement pay $155,000 $482,200 $0 $0 $748,464 $105,000 $225,000 $105,000 $440,000 $105,000 $550,000 $105,000 $620,000 $105,000 $406,075 $282,279 $313,964 $320,000 $175,000 $125,000 $566,200 $270,800 $348,000 $475,000 $290,700 $320,000 $219,406 $355,000 $204,456 $225,750 $205,000 $370,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $600 $700 $900 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $581,778 $0 $0 $0 $125,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $7,500 $15,885 $0 $0 $0 $0 $54,000 $0 $0 $225,000 $0 $0 $0
 $0 $0 $0 $0 $0 $250,000 $1,650 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $84,268 $28,293 $40,847 $33,213 $67,500 $34,625 $108,000 $51,000 $71,226 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $24,464 $85,500 $29,130 $34,230 $22,030 $24,940 $0 $21,016 $38,956 $30,525 t he chron icl e of higher educ at ion | m ay 23, 2014 A 25 Institution Chief executive Total compensation Base pay Bonus pay Severance pay Deferred compensation, paid out Deferred compensation, set aside Retirement pay San Diego State U. U. of California at Berkeley U. of California at Berkeley U. of California at Davis U. of California at Irvine U. of California at Los Angeles U. of California at Riverside U. of California at Riverside U. of California at San Diego U. of California at San Diego U. of California at Santa Barbara U. of California at Santa Cruz U. of California system Colorado Colorado Community College system Colorado State U. U. of Colorado at Boulder U. of Colorado at Denver U. of Colorado system U. of Northern Colorado Connecticut Connecticut State Colleges and Universities U. of Connecticut Delaware U. of Delaware Florida Florida A&M U. Florida Atlantic U. Florida International U. Florida State U.
State U.

System of Florida, Board of Governors U. of Central Florida U. of Florida U. of South Florida U. of West Florida Georgia Georgia Institute of Technology Georgia Southern U. Georgia State U.

Technical College System of Georgia U.

System of Georgia U. of Georgia Hawaii U. of Hawaii system U. of Hawaii-Manoa Idaho Idaho State U. Illinois Illinois Community College system Illinois State U. Illinois State U.

Northern Illinois U.

Southern Illinois U.
 at Carbondale U. of Illinois at Chicago U. of Illinois at Urbana-Champaign U. of Illinois system Indiana Ball State U. Indiana State U. Indiana U. at Bloomington Indiana U.-Purdue U. at Indianapolis Purdue U. at West Lafayette Purdue U. at West Lafayette Iowa Iowa State U. Elliot Hirshman Robert J. Birgeneau†* Nicholas B. Dirks* Linda Katehi Michael V. Drake Gene D. Block Timothy P. White†* Jane C. Conoley†* Pradeep K. Khosla* Marye Anne Fox†* Henry T. Yang George R. Blumenthal Mark G. Yudof† Nancy McCallin Anthony Frank Philip DiStefano Donald Elliman Bruce D. Benson Kay Norton Gregory Gray* Susan Herbst $442,031 $420,420 $40,567 $400,000 $410,176 $416,000 $188,294 $123,774 $376,827 $32,683 $329,438 $310,000 $857,085 $321,057 $658,890 $422,333 $390,392 $384,600 $362,606 $412,613 $588,000 $400,000 $400,400 $40,567 $400,000 $392,200 $416,000 $188,294 $123,774 $376,827 $32,683 $315,000 $310,000 $591,084 $291,132 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $421,000 $200,000 $389,000 $350,000 $359,100 $277,500 $380,000 $500,000 $0 $0 $0 $0 $0 $0 Patrick T. Harker $767,285 $669,120 $70,115 Larry Robinson† Mary Jane Saunders† Mark B. Rosenberg Eric J. Barron† Frank T. Brogan† John C. Hitt Bernard J. Machen Judy Genshaft Judith A. Bense G.P.
(Bud) Peterson Brooks A.

Keel Mark P. Becker Ronald W. Jackson Hank M. Huckaby Michael F. Adams† M.R.C.
Greenwood† Thomas M. Apple $401,800 $452,991 $590,773 $589,377 $357,000 $795,819 $720,594 $691,900 $383,752 $777,841 $376,850 $554,162 $217,177 $448,423 $1,074,869 $509,480 $503,997 $325,000 $340,900 $492,098 $1,800 $40,000 $0 $405,291 $123,000 $357,000 $0 $490,000 $188,740 $525,166 $175,000 $470,000 $290,592 $0 $40,000 $440,000 $342,200 $530,600 $189,200 $425,000 $258,670 $427,512 $439,008 Arthur C. Vailas $372,317 $340,027 Geoffrey S. Obrzut† C. Alvin Bowman†* Sheri Noren Everts†* John G. Peters† Glenn W. Poshard Rita Cheng Paula Allen-Meares Phyllis Wise Robert A. Easter Jo Ann M. Gora Daniel J. Bradley Michael A. McRobbie Charles R. Bantz Mitchell E. Daniels Jr.* Timothy D. Sands†* $229,362 $420,000 $33,400 $423,988 $381,886 $367,976 $540,644 $641,392 $478,892 $484,160 $341,509 $1,111,924 $356,089 $214,261 $211,987 $177,700 $400,000 $33,400 $337,491 $326,820 $347,976 $411,752 $512,500 $450,000 $431,244 $283,190 $544,848 $323,717 $194,783 $202,487 Steven Leath $563,247 $448,800 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $79,456 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $37,446 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $42,031 $20,020 $0 $0 $17,976 $0 $0 $0 $0 $0 $14,438 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $266,001 $29,925 $37,890 $33,333 $40,392 $25,500 $54,500 $30,606 $32,613 $0 $50,000 $0 $38,000 $0 $0 $0 $75,000 $0 $0 $0 $0 $63,150 $34,871 $0 $0 $0 $0 $0 $800,000 $0 $0 $0 $0 $0 $0 $0 $55,066 $0 $0 $0 $0 $0 $0 $0 $28,050 $75,000 $0 $60,854 $11,237 $0 $0 $0 $23,675 $61,086 $0 $98,000 $19,079 $0 $20,428 $142,500 $16,250 $0 $18,289 $316,666 $21,175 $0 $0 $0 $0 $0 $0 $0 $34,650 $23,562 $27,977 $23,423 $16,199 $81,968 $64,989 $0 $32,290 $0 $0 $0 $0 $0 $0 $14,216 $20,000 $0 $86,497 $0 $20,000 $100,000 $28,892 $100,000 $28,892 $0 $28,892 $0 $0 $52,916 $58,319 $316,339 $100,000 $71,281 $0 $0 $0 $0 $0 $0 $0 $32,372 $19,478 $9,500
 $87,500 $26,947 Continued on Following Page A 26 m ay 23, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page Institution Chief executive U. of Iowa Kansas Kansas Board of Regents Kansas State U. U. of Kansas Wichita State U. Kentucky Sally K. Mason John A. Tompkins Kirk H. Schulz Bernadette Gray-Little John W. Bardo Kentucky Community and Technical College system Michael B. McCall U. of Kentucky U. of Louisville Louisiana Louisiana State U. at Baton Rouge Louisiana State U. at Baton Rouge Louisiana State U. at Baton Rouge Louisiana Tech U. U. of Louisiana at Lafayette U. of Louisiana system U. of Louisiana system U. of New Orleans Maine Maine Community College system U. of Maine U. of Maine system Maryland Bowie State U. U.
System of Maryland U. of Maryland at College Park U. of Maryland-Baltimore County Massachusetts U. of Massachusetts at Amherst U. of Massachusetts at Boston U. of Massachusetts at Lowell U. of Massachusetts system Michigan Central Michigan U. Michigan State U. Michigan Technological U. Oakland U. U. of Michigan at Ann Arbor Wayne State U. Wayne State U.
Western Michigan U. Minnesota Eli Capilouto James R. Ramsey William L. Jenkins† Michael V. Martin†* F. King Alexander* Daniel D. Reneau† Joseph Savoie Sandra K. Woodley* Randy Moffett†* Peter J. Fos John Fitzsimmons Paul Ferguson James H. Page Mickey L. Burnim William E. Kirwan Wallace D. Loh Freeman Hrabowski Kumble R. Subbaswamy J. Keith Motley Martin T. Meehan Robert L. Caret George E. Ross Lou Anna K. Simon Glenn D. Mroz Gary D. Russi† Mary Sue Coleman Allan Gilmour†* M. Roy Wilson* John M. Dunn Minnesota State Colleges and Universities system Steven Jay Rosenstone U. of Minnesota-Twin Cities Mississippi Eric W. Kaler Board of Trustees of Mississippi State Institutions Hank M. Bounds $376,900 $341,250 of Higher Learning Jackson State U. Mississippi State U. U. of Mississippi U. of Southern Mississippi U. of Southern Mississippi Missouri Missouri U. of Science and Technology U. of Missouri at Columbia U. of Missouri at Columbia U. of Missouri at Kansas City U. of Missouri at St. Louis U. of Missouri system Montana Montana State U. at Bozeman Montana U.
System Office † No longer president * Partial-year compensation Carolyn W. Meyers Mark Keenum Daniel W. Jones Aubrey K. Lucas†* Rodney D. Bennett* Cheryl B. Schrader R. Bowen Loftin* Brady James Deaton* Leo E. Morton Thomas F. George Timothy Michael Wolfe Waded Cruzado-Salas Clayton T. Christian $286,450 $458,299 $454,298 $277,543 $109,656 $290,000 $282,994 $167,868 $296,514 $352,486 $459,000 $340,074 $351,306 $270,500 $429,000 $429,000 $259,800 $103,750 $290,000 $255,205 $149,342 $296,514 $310,486 $459,000 $287,925 $289,466 Total compensation $1,139,705 Base pay Bonus pay Severance pay Deferred compensation, paid out Deferred compensation, set aside Retirement pay $493,272 $0 $0 $470,933 $150,000 $25,500 $222,425 $421,200 $478,900 $343,200 $669,463 $625,000 $625,000 $600,000 $496,259 $14,684 $435,400 $454,993 $251,713 $121,796 $341,848 $226,323 $297,000 $327,750 $308,265 $499,800 $492,277 $491,277 $400,664 $332,402 $391,896 $592,921 $423,124 $672,000 $321,189 $446,225 $197,000 $400,050 $432,650 $317,308 $317,962 $500,000 $600,000 $600,000 $49,462 $11,667 $350,000 $350,000 $203,885 $98,654 $325,000 $168,570 $270,000 $277,500 $278,256 $499,800 $459,000 $423,074 $363,605 $262,005 $303,423 $450,000 $8,000 $0 $0 $0 $78,509 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $52,015 $0 $67,343 $354,666 $0 $520,000 $100,000 $299,117 $357,875 $0 $0 $1,037,357 $603,357 $200,000 $470,143 $83,195 $776,062 $441,680 $693,150 $391,643 $77,433 $369,195 $373,680 $610,000 $0 $0 $0 $50,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $17,425 $21,150 $25,000 $21,250 $0 $25,892 $117,353 $117,764 $37,875 $0 $0 $0 $435,228 $0 $0 $0 $0 $0 $0 $20,500 $0 $0 $0 $0 $0 $0 $0 $0 $50,000 $75,000 $0 $25,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $11,569 $3,017 $85,400 $104,993 $47,828 $23,142 $16,848 $37,253 $27,000 $50,250 $30,009 $0 $33,277 $68,203 $25,452 $11,607
 $0 $18,382 $60,685 $27,788 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $75,578 $17,250 $51,208 $0 $0 $52,000 $22,072 $45,000 $43,350 $175,000 $59,000 $0 $0 $78,500 $5,762 $296,023 $70,000 $40,844 $0 $0 $0 $0 $0 $0 $0 $0 $0 $27,789 $18,526 $0 $42,000 $0 $0 $0 $0 $18,000 $50,000 $33,150 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $35,650 $15,950 $29,299 $25,298 $17,743 $5,906 $0 $0 $0 $0 $0 $0 $35,000 $17,149 $44,588 $17,252 Institution Chief executive U. of Montana Nebraska U. of Nebraska at Lincoln U. of Nebraska at Omaha U. of Nebraska system Nevada Nevada System of Higher Education U. of Nevada at Las Vegas U. of Nevada at Reno New Hampshire U.
System of New Hampshire U. of New Hampshire New Jersey New Jersey Institute of Technology Rutgers U. at New Brunswick Rutgers U. at Newark New Mexico New Mexico State U. at Las Cruces New Mexico State U. at Las Cruces U. of New Mexico New York Binghamton U.
City U. of New York State U. of New York College of Environmental Science and Forestry State U. of New York at Albany State U. of New York at Albany State U. of New York at Stony Brook State U. of New York system U. at Buffalo North Carolina East Carolina U.

North Carolina Agricultural and Technical State U.


North Carolina Community College system North Carolina State U. U. of North Carolina at Chapel Hill U. of North Carolina at Charlotte U. of North Carolina at Greensboro U. of North Carolina system North Dakota North Dakota State U.

North Dakota U. system U. of North Dakota Ohio Bowling Green State U. Cleveland State U. Kent State U. Miami U.
(Ohio) Ohio Board of Regents Ohio Board of Regents Ohio State U. Ohio U. U. of Akron U. of Cincinnati U. of Cincinnati U. of Toledo Wright State U. Oklahoma Oklahoma State U. at Stillwater U. of Oklahoma at Norman Oregon Oregon State U. Oregon U. system Oregon U. system Portland State U. U. of Oregon Royce C. Engstrom Harvey S. Perlman John E. Christensen James B. Milliken Daniel Klaich Neal J. Smatresk Marc A. Johnson Edward R. MacKay†* Mark W. Huddleston Joel S. Bloom Robert Barchi* Philip Yeagle† Barbara Couture†* Manuel Pacheco†* Robert G. Frank Harvey Stenger* Matthew Goldstein Cornelius B. Murphy Jr.† Robert J. Jones* George M. Philip†* Samuel L. Stanley Jr. Nancy L. Zimpher Satish K. Tripathi Steven C. Ballard Harold L. Martin Robert Scott Ralls W. Randolph Woodson H. Holden Thorp† Philip L. Dubois Linda P. Brady Thomas W. Ross Dean L. Bresciani Hamid A. Shirvani Robert O. Kelley Mary Ellen Mazey Ronald M. Berkman Lester A. Lefton David C. Hodge John Carey* Jim Petro†* E. Gordon Gee† Roderick J. McDavis Luis M. Proenza Santa J. Ono* Gregory H. Williams†* Lloyd A. Jacobs David R. Hopkins V. Burns Hargis David L. Boren Edward J. Ray George P. Pernsteiner†* Melody Rose* Marinus (Wim) W. Wiewel Michael R. Gottfredson* t he chron icl e of higher educ at ion | m ay 23, 2014 A 27 Total compensation $347,074 $386,274 $401,078 $523,144 $336,640 $447,049 $448,198 $419,136 $369,811 $566,280 $551,669 $312,355 $672,716 $272,495 $485,664 $530,739 $526,314 $235,857 $247,500 $140,000 $664,855 $621,200 $681,139 $354,576 $350,914 $327,561 $619,555 $512,010 $360,784 $368,100 $578,363 $350,977 $1,311,095 $374,069 $600,149 $667,500 $635,843 $596,481 $198,149 $191,520 Base pay Bonus pay Severance pay $287,925 $341,053 $268,756 $442,757 $303,000 $366,424 $366,424 $188,462 $334,440 $475,000 $526,549 $312,355 $198,038 $247,376 $355,000 $510,000 $490,000 $208,000 $247,500 $140,000 $644,455 $490,000 $643,309 $322,650 $307,200 $285,954 $0 $0 $0 $0 $0 $0 $0 $0 $0 $80,000 $00 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $464,946
 $112,630 $482,515 $324,450 $318,780 $525,000 $321,360 $349,000 $340,063 $0 $0 $0 $0 $0 $0 $0 $382,622 $50,000 $430,000 $167,500 $417,800 $192,402 $399,228 $173,815 $168,000 $39,923 $0 $0 $0 $0 $0 $0 $0 $0 $0 $198,908 $0 $0 $0 $0 $453,092 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $925,377 $0 $0 $0 $0 $0 $0 $0 Deferred compensation, paid out Deferred compensation, set aside Retirement pay $0 $0 $42,000 $17,149 $39,221 $6,000 $79,914 $30,907 $21,501 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $100,000 $0 $0 $0 $0 $0 $0 $110,800 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $48,387 $32,000 $0 $33,640 $50,000 $30,625 $50,000 $31,774 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $31,766 $35,371 $11,280 $25,120 $0 $21,586 $25,119 $30,664 $20,739 $36,314 $27,857 $0 $0 $20,400 $20,400 $37,830 $31,926 $43,714 $41,607 $41,979 $29,495 $36,334 $31,878 $17,442 $0 $53,363 $0 $0 $0 $29,617 $36,718 $34,006 $113,661 $53,866 $70,000 $0 $0 $25,641 $100,000 $57,330 $0 $0 $24,334 $23,520 $6,057,615 $851,303 $333,812 $1,500,000 $2,350,676 $969,324 $52,500 $596,024 $547,150 $393,832 $331,889 $585,211 $646,311 $367,500 $610,903 $666,913 $286,174 $119,606 $576,770 $521,629 $415,000 $425,250 $362,765 $58,548 $25,000 $0 $103,354 $112,750 $392,700 $150,000 $400,000 $77,050 $350,000 $434,905 $485,088 $234,800 $97,866 $401,700 $403,337 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $100,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $41,215 $81,261 $0 $0 $0 $0 $96,900 $31,067 $15,785 $42,511 $50,000 $119,261 $0 $17,500 $90,000 $85,998 $138,300 $43,525 $0 $0 $51,374 $21,740 $138,300 $36,770 $91,666 $26,626 Continued on Following Page David M. Dooley $368,800 $320,000 A 28 m ay 23, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page U. of Oregon Pennsylvania Institution Chief executive Robert Berdahl†* Indiana U. of Pennsylvania Michael Driscoll Pennsylvania State System of Higher Education John C. Cavanaugh†* Pennsylvania State System
 of Higher Education Pennsylvania State U. at U.
Park Temple U. Temple U. U. of Pittsburgh main campus Rhode Island U. of Rhode Island South Carolina Clemson U. U. of South Carolina at Columbia South Dakota South Dakota Board of Regents South Dakota State U. U. of South Dakota Tennessee East Tennessee State U.
Middle Tennessee State U. Tennessee Board of Regents Tennessee State U. Tennessee State U. U. of Memphis U. of Tennessee at Knoxville U. of Tennessee system Texas Alamo Community College District Lamar U. Lamar U. Sam Houston State U. Texas A&M U. at College Station Texas A&M U. at Commerce Texas A&M U. at Corpus Christi Texas A&M U. at Kingsville Texas A&M U. system Texas Southern U. Texas State U. system Texas Tech U. Texas Tech U. Texas Tech U. system Texas Woman’s U. U. of Houston main campus U. of North Texas U. of Texas at Arlington U. of Texas at Arlington U. of Texas at Austin U. of Texas at Dallas U. of Texas at El Paso U. of Texas at San Antonio U. of Texas system Utah U. of Utah Utah State U. Utah System of Higher Education Vermont U. of Vermont U. of Vermont Virginia College of William and Mary George Mason U.
Old Dominion U. U. of Virginia Peter H. Garland* Rodney Erickson Neil D. Theobald* Richard M. Englert†* Mark A. Nordenberg James F. Barker Harris Pastides Jack R. Warner David Chicoine James W. Abbott Brian Noland Sidney A. McPhee John G. Morgan Glenda Baskin Glover* Portia Shields†* Shirley C. Raines† Jimmy G. Cheek Joseph A. DiPietro Bruce Leslie James M. Simmons†* Kenneth R. Evans* Dana L. Gibson R. Bowen Loftin† Dan R. Jones Flavius Killebrew Steven H. Tallant John Sharp John M. Rudley Brian McCall Lawrence Schovanec†* M. Duane Nellis* Kent R. Hance Ann Stuart Renu Khator V. Lane Rawlins† James D. Spaniolo†* Vistasp M. Karbhari* William C. Powers David E. Daniel Diana Natalicio Ricardo Romo Francisco G. Cigarroa David W. Pershing Stan L. Albrecht David L. Buhler E. Thomas Sullivan A. John Bramley† W. Taylor Reveley III Angel Cabrera John R. Broderick Teresa A. Sullivan Base pay Bonus pay Severance pay Deferred compensation, paid out Deferred compensation, set aside Total compensation $201,551 $288,101 $313,583 $103,842 $618,220 $352,021 $309,619 $649,600 $28,042 $263,612 $299,224 $83,052 $571,668 $225,000 $275,000 $580,000 $446,631 $631,790 $366,758 $374,098 $354,266 $333,569 $330,478 $370,999 $153,041 $117,863 $397,804 $422,469 $486,378 $445,313 $386,290 $70,046 $434,109 $1,636,274 $272,960 $342,121 $343,114 $673,300 $508,619 $616,000 $291,600 $105,068 $677,115 $446,879 $410,544 $556,790 $345,998 $344,240 $344,240 $305,415 $298,277 $322,003 $138,500 $117,863 $327,032 $394,956 $445,567 $369,229 $288,589 $65,833 $412,972 $425,000 $210,000 $253,333 $276,710 $507,300 $390,000 $500,000 $266,971 $88,958 $420,240 $431,200 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $700 $60,000 $0 $0 $0 $0 $0 $20,000 $0 $0 $23,461 $0 $0 $0 $0 $0 $1,266,000 $700,000 $150,000 $456,450 $363,466 $131,556 $731,638 $793,265 $430,743 $442,607 $815,833 $654,579 $501,652 $323,924 $465,343 $321,835 $420,100 $559,085 $499,118 $731,537 $410,000 $320,276 $121,250 $628,190 $514,919 $391,755 $384,891 $751,920 $358,850 $286,621
 $235,000 $417,000 $320,500 $332,100 $499,194 $368,493 $485,000 $0 $25,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $173,509 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $30,130 $0 $0 $0 $72,741 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $850,000 $250,875 Retirement pay $0 $24,489 $14,359 $20,790 $46,552 $0 $0 $0 $0 $0 $100,000 $27,021 $0 $0 $34,619 $69,600 $20,000 $28,800 $0 $0 $0 $0 $0 $36,087 $75,000 $20,760 $29,858 $10,026 $0 $28,154 $480 $31,721 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $48,996 $14,541 $0 $40,642 $27,513 $40,111 $16,084 $24,960 $4,213 $21,137 $110,399 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $24,845 $25,184 $25,184 $20,000 $18,115 $20,000 $23,604 $20,000 $21,220 $0 $150,000 $16,000 $58,500 $0 $36,658 $0 $0 $0 $100,000 $16,000 $0 $24,629 $10,417 $5,693 $225,000 $0 $0 $0 $31,875 $15,679 $200,000 $200,000 $16,000 $30,000 $0 $0 $0 $0 $0 $0 $16,450 $18,190 $10,306 $50,000 $53,448 $195,176 $50,000 $33,170 $0 $0 $0 $0 $35,000 $3,988 $25,000 $32,716 $0 $63,913 $200,000 $95,729 $14,331 $160,000 $40,700 $0 $0 $0 $0 $0 $88,924 $0 $0 $48,343 $1,335 $62,000 $26,000 $17,000 $0 $42,891 $0 $0 $112,200 $18,425 $180,000 $66,537 t he chron icl e of higher educ at ion | m ay 23, 2014 A 29 Base pay Bonus pay Severance pay Deferred compensation, paid out Deferred compensation, set aside Retirement pay $488,500 $373,503 $496,688 $550,000 $149,744 $28,363 $625,000 $175,000 $215,800 $775,000 $437,000 $330,203 $414,593 $160,500 $50,000 $50,000 $39,735 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $77,747 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $146,500 $51,284 $51,000 $26,520 $267,011 $33,452 $193,500 $26,500 $0 $10,797 $2,500 $3,504 $0 $25,000 $0 $0 $0 $0 $0 $0 $0 $9,890 $15,057 $15,300 $30,699 $17,978 $29,125 $13,585 $0 $31,331 Total compensation $736,284 $501,023 $836,886 $770,000 $160,541 $112,114 $650,000 $184,890 $230,857 $790,300 $467,699
 $348,181 $443,718 $174,085 Thomas Buchanan† $381,335 $350,004 Institution Chief executive Virginia Commonwealth U. Virginia Community College system Virginia Tech Washington U. of Washington Michael Rao Glenn DuBois Charles W. Steger Michael K. Young Washington State Board for Community and Technical Colleges Marty Brown* Washington State Board for Community and Technical Colleges Charles N. Earl†* Washington State U.
West Virginia Elson S. Floyd West Virginia Community and Technical College system James L. Skidmore West Virginia Higher Education Policy Commission Paul L. Hill West Virginia U. Wisconsin U. of Wisconsin at Madison U. of Wisconsin at Milwaukee U. of Wisconsin system Wisconsin Technical College system Wyoming U. of Wyoming † No longer president * Partial-year compensation James P. Clements† David Ward Michael R. Lovell Kevin P. Reilly Morna K. Foy* COLLEGEREALITYCHECK.COM A service of The Chronicle of Higher Education EXCLUSIVE Report: Effective Practices in Student and Family Financial Education COLLEGEREALITYCHECK.COM EFFECTIVE PRACTICES IN STUDENT AND FAMILY Financial Education Learn how to develop a successful financial literacy education program for students and parents.
EFFECTIVE PRACTICES IN STUUDENT AND FAM EFFECTIVE PRACTICES IN STUDENT AND FAMILY FINANCIAL EDUCATION CALLING COLLEGES TO ACTION: A NEW FEDERAL RA INNGSS SYST CALLING COLLEGES TO ACTION: A NEW FEDERAL RATINGS SYSTEM RARARARAAATTTITINTINTIN Sponsored by Students and families increasingly want to know — what are they getting in return for the money they’re spending on tuition?

Get actionable advice on how to engage students in ﬁnancial planning, including: • 5 ways to improve student ﬁnancial education.
• Tips to help students avoid over-borrowing for college.

• Tools to explain net price vs. net cost.

Spurring colleges to action on the ﬁnancial Spurring colleges to action on the ﬁnancial education front is the goal of a proposal from education front is the goal of a proposal from the Obama administration to establish a new the Obama administration to establish a new ratings system of colleges.

This system, still in ratings system of colleges.


This system, still in development, would measure institutions on access, development, would measure institutions on access, affordability, and student outcomes, and then affordability, and student outcomes, and then allocate aid based on those ratings.

Under the plan, allocate aid based on those ratings.
Under the plan, students attending higher-rated institutions could students attending higher-rated institutions could obtain larger Pell Grants and more affordable loans.

ffordable loansns.

obtain larger Pell Grant obtain large The administration says the ratings would empower The administration says the ratings would empower consumers with fresh information and would pressure colleges to keep costs down.
s and more affordable loa r Pell Grants and more a Until recently, colleges didn’t see advising families on how to pay for higher education as part of their role.

That started to change in 2011, when Congress mandated the introduction of the net-price calculator.

Colleges must now include a calculator on their websites so that students and families can estimate early on what a college would cost after aid is taken into account.
Still, even the net-price calculator doesn’t always help families get to the real cost of a degree.

There are important distinctions in how colleges talk about their prices that are not always apparent to students and parents.

One is net cost vs. net price (see Figure 1).

Net cost is the out-of-pocket price when all ﬁnancial aid, including loans, is taken into account.

Net price is the out-of-pocket price that doesn’t include any loans that students or their parents might need to take on.
While loans reduce the immediate cost of paying for college, they don’t reduce the overall costs as grants do.

Most families don’t think of the long-term FIGURE 1: Net Price vs. Net Cost NET PRICE = COST OF ATTENDANCE (COA) – ququencnces of ysys MaMark Ka sidsider thr the co consequences of taking on debt.

“It’s important to consequences of taking on d debt.
“It’s i consider the cost of collegeege after grad consider the cost of college after graduation as well,” says Mark Kantrowitz, ssenior vice pre says Mark Kantrowitz, senior vice president and publiblisher a publisher at Edvisorsrs Network.

A colle publisher at Edvisors Network.

A college’s net price correlates with debt at graduation.

In other words, cororrelates correlates with debdebt at graduation.
In the higher a net price, the more likely it is that the higher a netnet price, the more likely students will take on debt to pay for any costs not students wilwilll take on debt to pay for an covered by institutional aid.

covered bd by institutional aid.

“Colleges shouldn’t market debt as a way to make “Colleges shouldn’t market debt as a w tuition seem more affordable,” Kantrowitz says.

Loans increase the cost of college over a person’s lifetime by adding interest to the debt.
Measuring a college’s affordability should be determined by both the amount students spend while in college and by the ease or difficulty they have after they graduate in paying back their loans.

“I have yet to see any college publish statistics about what percentage of their students are graduating with unaffordable debt,” Kantrowitz says.
“You cannot argue that a loan makes college more affordable if you are not tracking the students after they graduate.” A college’s net price also comes with caveats in communicating value.

About half of the colleges nationwide “front-load” grants, according to Kantrowitz.

That means they have a lower net-price in a student’s ﬁrst year in college, and then after students are hooked on the campus, the net price increases for the subsequent three years.

“This is a form of bait and switch,” Kantrowitz.


He urges colleges to talk to families about the net-price of the entire four-year experience.

GIFT AID NET COST = COST OF ATTENDANCE (COA) – FINANCIAL AID 5 Download the FREE Report Today Chronicle.com/FinancialEducation Sponsored by Free report on educating students and families about paying for higher education.
This report is brought to you by College Reality Check, a free tool that presents comprehensive ﬁnancial facts about college value, developed by The Chronicle of Higher Education with the support of the Bill and Melinda Gates Foundation.

For more information please visit Collegerealitycheck.com.

A 30 m ay 23, 2014 | t he chron icl e of higher educ at ion Views The Minimal Value of the Personal Statement A32 Think College Costs Too Much?
Thank the Government A34 A Classicist Goes to Work in Silicon Valley A35 College Sports, Enriched by Loyal Tribes of Suckers A48 An Academic Working Dad Bringing fatherhood into the workplace continues to run against the grain in faculty culture A t a recent meeting of the Me- dieval Academy of America, I spoke on a panel about the challenges and possibilities of being an academic and a parent.
I took the panel, organized by the group’s graduate-student council, as a positive sign that next-generation scholars in my field believe that it’s possible to integrate their professional DAVID M. PERRY and personal lives.

Here’s the problem: Not one male graduate student attended.

I’m sure that some male doctoral students do want to be fathers (or already are), but apparently they don’t see the issues linked to being an academic parent as their problem.

They’re wrong.
They’re wrong.

Men are likely to escape the most overt kinds of sexism experienced by academ- ic mothers, but my experience shows that positioning oneself as a “working dad” can be satisfying personally and necessary for attacking the persistent forms of bias in the YEVGENIA NAYBERG FOR THE CHRONICLE academy.

It can also be helpful profession- ally.

In 2006, just as I finished my dissertation and entered the job market, my wife and I found out she was pregnant.
Our son, Nicho- las, was born a few days after my first-round interviews and was diagnosed with Down syndrome a few minutes later.

As I went for my on-campus interviews, I wondered wheth- er I should talk about this event that was radically transforming my life, or play it safe and stay silent.

I spoke up.

I’ve kept speaking up as I’ve gone from being a new father to a public working dad.

We don’t talk much about men as working dads.


A recent Google search found more than a million hits for “working mom,” but only 99,000 for “working dad.” Internet searches are a crude measure of cultural discourse, but the difference there seems sig- nificant.

The fact of being a dad apparently doesn’t have to enter into the workplace.

My experience, however, suggests that it should.


Fatherhood is a major part of my iden- tity as a teacher, a colleague, a member of my community, and even of how I present myself to readers in mainstream publications.

A conversation about working dads must begin with a few simple facts.

Parenting while being an academic is much harder on women than on men.

Do Babies Matter?, a 2013 book by Mary Ann Mason, Nicholas H. Wolfinger, and Marc Goulden, makes that clear.
The authors conducted a meta-study of multiple large surveys of academic parents and found that, for men in higher education, having kids often provides a slight career boost.

For academic women, it does the opposite.

In my experience, men take advantage of gender norms that enable them to work and be a father without being a “working dad.” They can choose to leave the “dad” behind at will.
“Working moms,” on the other hand, even in the theoretically enlightened world of academe, are constantly viewed through the lens of mother.

Their seriousness is ques- tioned, expectations of them are lowered, and their careers suffer as a result.

Patriarchs, holding all the power, have no incentive to undermine patriarchy.

None of that was on my mind when I arrived on campus as a faculty member for the first time.

Down syndrome was going to transform my life, and I wanted it on the table right away.
In fact, I coped with my son Nico’s diagnosis by applying the tools of the academic to my family’s new situation: I read, I analyzed data, and I articulated my find- ings.

I talked about Nico at my job interviews.

When I started my job, I kept talking about him.

I had a lot to learn about this whole new world of disability, and I decided to make it an exterior process.

I decided to risk being open.

t he chron icl e of higher educ at ion | m ay 23, 2014 A 31 It paid off.
When Sarah Palin was nomi- nated for vice president, I wrote an opinion essay on the national discourse about abortion and Down syndrome.

My dean saw it with his daily search for news about the institution; he forwarded it to the provost, and she emailed me.

Among other things, the provost wrote, “David, be certain to ask for what you and your family need from us.” And I have asked.
They haven’t always said yes—I’m still fighting to change our parental- leave policy, for example—but their support has helped me to be a whole person in my re- lationships with my colleagues, students, and administrators.

Their internal support also gave me the confidence to take other kinds of positions in public and to write for national publications on such charged issues as disabil- ity, police brutality, sexual assault, and gender discrimination.
Here is the good news: Bringing fatherhood into the workplace can make a real difference.

The bad news is that it runs against the grain of even academic culture.

Academic fathers may well be more engaged in parenting than some dads outside of academe, but I don’t think we’re especially more prepared to talk about caregiving.
The normal discourse of the academic dad lies in kvelling about accomplishments, grades, music, sports, college acceptances—not diapers or child-care policies, let alone advocating for safe spaces in which women can breastfeed or pump at conferences.

Men seem to have no reason to speak up.


I know case after case of women who have encountered discrimination (actionable or not) after becoming pregnant in graduate school, on the tenure track, or even after tenure (and I am looking for adjuncts to share their stories about this).

But the dis- crimination in those cases rarely involved the physical or medical issues of pregnancy and birth.
Rather, people raised questions of “fit” and “seriousness.” Those words are codes for the notion that a caregiver couldn’t possibly be a real scholar, and they are codes that associate caregiving solely with maternity.

I haven’t heard such stories from men who had children while trying to build careers (though if you have, let me know, please).

No one has ever questioned my work ethic to my face because I’m a father.
In fact, one day I was so tired from caring for my two children—at the time a 2-year-old boy and a 3-month-old baby girl with colic—that I simply lost my ability to speak coherently in front of my colleagues.

I stood up to talk at a very important meeting and nothing came out.

I invoked my exhausted state, apol- ogized, and went home.

There were no conse- quences.

If anything, my role as a working dad raised my profile within my institution, even before I started writing about those issues for CNN.
Academic dads operate with the privilege of separating their home life from their work life in ways unavailable to women.

We get to be silent if we want to.

We feel no need to attend sessions on the challenges of parent- ing—even though surely we encounter those same challenges—because they are perceived as “mommy issues.” That perception is untrue yet remains a root cause of persistent gender discrimination.
Female faculty members have been advocating for change for a long time; they still need more allies.

The discussion of caregiving must move be- yond the discussion of motherhood.

Fathers, too, need to advocate for paid parental leave, child-care assistance, flexible tenure clocks, and a culture that accepts the notion of male caregiving as normal.
And they need to advo- cate loudly, using their privileged position as a lever to move the structures of our profession and lead the way in the broader culture.

I suggest we start by embracing the term “working dad.” David M. Perry is an associate professor of history at Dominican University, in Illinois.

His blog is How Did We Get Into This Mess?

and he writes on occasion for The Chronicle and Vitae.

Follow him on Twitter @lollard- fish.


Staff Salaries Aren’t the MLA’s Real Problem Stung by the revelation that Rose- mary Feal, executive director of the Modern Language Association, pulls down a $300,000 salary (an amount that many administrators on many campuses would expect to feed the families of 15 or 20 contingent faculty members), a group of MLA members put together a petition to cap salaries for all of the association’s executives.
They suggested the median eight-course earnings of adjunct faculty (about $24,000) as a benchmark, proposing that MLA staff mem- bers earn no more than four times that figure, or $96,000 a year.

One reasonable intended effect was to goose the association toward greater activism and lobbying: As the salaries of the poorest-paid rose, so would the execu- tives’.

If contingent faculty earned a median of $50,000, for instance, MLA executives could earn $200,000.
In essence the adjuncts were saying: The problem isn’t your salary; it’s your insufficient attention to mine.

The petition’s 750-plus signers include adjunct faculty and tenured activists.

Many of the signers expressed anger and frustration at the level of the organization’s commitment to their issues.

“A generation of adjunct profes- sors are being exploited to death” while the MLA is “stuffing its own face,” wrote one.

Several others had quit the organization.


On balance, signers who commented agreed that the differential between ma- jority faculty earnings and MLA executive pay “was too lopsided to ignore,” that MLA salaries “should be reined in for both symbolic and material reasons,” and that keeping the salaries to the level of the average tenured professor “would be fair.” I think the most cogent point of differ- ence with part of the petition has come from Michael Bérubé, a past president of the MLA.
Noting that apart from Feal, 10 other staff members earned $125,000 to $200,000, he argued that those are perfectly appropri- ate salaries for New York City-based senior executives.

I agree, and I’ve previously written in The Chronicle that underpayment at the bottom is generally the issue, rather than overpayment at the top.

But that response isn’t enough, because it raises several questions, such as: Does the MLA need to be based in Manhattan?
Can the organization be consolidated or restruc- tured to save money?

Are all of those senior executives necessary?

Furthermore, the majority of MLA-field faculty members living in the New York area are forced to get by on a The petitioners want the organization to become far more active in defense of a collapsing profession.

lot less.
lot less.

And Bérubé ducks their main point, which isn’t about executive salaries at all, but is a call for action from members of the pro- fession disappointed about the way the MLA has represented their interests.

Feal’s core supporters are members of the MLA executive council’s compensation committee, which determines her salary.
Posted to the petition site by Feal herself, the committee’s response was astonishingly tone-deaf, including the extraneous observa- tion that many of “you who signed the petition aren’t members.” (Um, because they quit or lapsed?

And tracking down the membership status of several hundred signatories is a good use of staff time?)

Their defense of Feal amounted to the claim that plenty of other nonprofit heads pulled the same salaries or better.
They say her salary and the pay of contingent faculty are apples and oranges, arguing that “the as- sociation itself is not an academic institution, HOW THE UNIVERSITY WORKS MARC BOUSQUET nor does it employ adjuncts.” The committee directs members upset about pay to take it up with the “executive officers at institutions where you work.” While I agree that direct action and collective responses are essential to actual change, the petitioners deserve more and better attention from the MLA.
The petition organizer, Robert Craig Baum, is dean of academic affairs at Lebanon College, in New Hampshire.

When we talked re- cently, he called the MLA’s record on advocacy “laughable” and the committee response “defensive, unhelpful, and typical.” Baum, who describes his own career as from “migrant intel- lectual to administration,” is no knee-jerk radical.
He simply doesn’t share the MLA’s rosy view of its own accomplishments: “The MLA knows about the struggle but does nothing about it beyond endless paperwork, website updates, and speeches.” He added, “there’s a Grand Can- yon-sized gulf” between the needs of contin- gent faculty and the MLA staff’s willingness to act.

My own view is that Baum is right.

What Feal’s defenders don’t acknowledge is the petitioners’ underlying goal.
Quite reasonably, they want what my comrades wanted in 1994, and what grad students and other contingent faculty wanted a generation before that: They want the organization to become far more active in defense of a collapsing profession.

The compensation committee’s response, casting about for some evidence of MLA action, could come up with only the claim that the dues were pretty low, and the availability of very modest travel grants for the impoverished.
It also pointed to the MLA’s “Workforce Advocacy Kit,” which consists largely of links to reports and arti- cles written before 2010 of varying quality, plus links to materials prepared by the Continued on Following Page A 32 m ay 23, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page American Federation of Teach- ers.
There are no direct links to the A AUP or any union besides the AFT, no current bibliogra- phy on academic-labor issues, no organizing materials, no media kit for various audienc- es.

There’s no staff support for self-organization, and little lobbying and public-relations outreach by the association specific to workplace issues.
The “advocacy kit” is little more than “here’s some random stuff we pulled together—good luck and see ya later!” Both the late Phyllis Franklin, a former executive director of the MLA, and Rosemary Feal told me in interviews that defending tenure and the economic well-be- ing of the membership is not the MLA’s job.

Complainants are sent off to the American Asso- ciation of University Professors, unions, and the like.

“I’ve been to Washington,” Feal told me.


“They just don’t want to listen.” But if you flash back to the creation of the executive-director position as a permanent staff line, one explicit, leading motiva- tion for doing so was to address the “jobs crisis” and engage in lobbying activity.

Both Frank- lin and Feal largely ducked this responsibility in favor of making the organization itself (very) fiscally healthy.
Feal has traveled around MLA conventions with public-relations consultants in her wake, but it seems that their job is largely to protect the orga- nization’s image, not create an advocacy strategy.

Feal seems to spend more time defending the association from imaginary enemies within than directing resources toward influ- ential media outlets.

She spends way too much time tweeting the members—and tweet-heckling those who disagree with her— rather than getting sit-downs with journalists and politicians.
Right now, what the MLA staff members contribute to the situation of contingent faculty is hand-wringing, not advocacy.

If the MLA did more for the future of the profession, nobody would complain about the leaders’ salaries.

Marc Bousquet is an associate professor of English at Emory University.
The Minimal Value of the Personal Statement Students who get the most help writing an admissions essay are usually the ones who need it least It came as no surprise to me that the Rhodes Scholarship folks have become queasy about the authorship of their applica- tion essays.

They now ask students to cross their hearts and swear to the following statement: “I attest that this essay is my own work and is wholly truthful.
Nei- ther it nor any earlier draft has been edited by anyone other than me, nor has anyone else reviewed PAGE PROOF RACHEL TOOR it to provide me with suggestions to improve it.

I understand that any such editing or re- view would disqualify my application.” I started working in undergraduate admis- sions at Duke Univer- sity in the late 1990s in a blissful and naïve state of wonder.

What a world that had such brave new applicants in it!
I thrilled to see strong and heartfelt essays coming from overworked, sleep-deprived teens who had managed to lead every club in school, discover a protein, and attempt to broker peace in the Middle East.

They wrote with vivid and specific details about the deaths of their pets, their experiences as the worst players on the team, or what they learned about poverty and ethnocentrism in their travels abroad.

Of course, some wrote in dull and vague prose about exactly the same topics.
But when the essays were good, they were very, very good.

We had heard about—and had dissed and dismissed—the former Dartmouth College admissions counselor who wrote a book about how to get into the Ivies and who had set up a coun- seling business that charged the equivalent of a year’s fancy-pants college tuition for her services.
We knew that such people were out there making lots and lots of bucks by preying on the fears and anxieties of students and their well-heeled parents, but I never wanted to believe I was seeing the results of their work.

I liked to warn the hopefuls in my group information sessions that I was an astute reader and could tell the difference between a 17-year-old’s prose and that of a 51-year-old dad.

But sometimes, I now believe, I got snookered.


It’s possible that some of my favorite essays were written by parents, teachers, or professionals.

Since there wasn’t that much at stake—unless you consider integrity a quality that should matter—I would read the essays, occasion- ally raise questions, and let the chips land on the big pile of other chips.
The essay wasn’t important, and when kids came from wealthy families or went to good high schools, I expected applications to have been polished to a high, often unctuous, gloss.

The people who needed help the least tended to get the most.

It’s possible that some of my favorite essays were written by parents, teachers, or professionals.
If I had been smarter and more greedy, I would have done a “here’s what you need to know to get in” primer, and it would have flown off the shelves and lined my pock- ets with cash.

Instead I quit my job and wrote a book (Admissions Confidential, published in 2001) that tried to show that even if kids do everything “right,” they’re still probably not going to get admit- ted.

I wanted to lay bare the pro- cess, as I experienced it, so people would know what to expect.
I ended up unemployed, with- out health insurance, subsisting on boxed mac and cheese and the largess of my small social circle.

My best friend was the mother of a high-school junior.

Her ex-hus- band had established a healthy fund to snowplow his son’s way into college.

She asked if I would shepherd her kid, a great and talented young man, through the process.

She said that I needed the money (true) and that I would do it better than anyone else (questionable).

I said it was dirty work.


She persisted.

And so I became that which I most resist- ed: a teenager’s maid—I mean, college counselor.

Working with that great and talented kid turned out to be one of the most rewarding experienc- es of my life.

It helped me make the decision to go to graduate school so I could teach.

On the side, I took on a bit more college counseling.
I did no adver- tising and accepted a few clients a year—only those I couldn’t say no to: smart kids who wanted to learn to become better writers and whose parents wouldn’t drive me nuts.

I told the parents that I offered no added value in terms of the result.

I cared not at all where my clients got in, and couldn’t be of any help in narrowing down a list of colleges.

All I could do was teach them a few things about writing and provide a bit of emo- tional support.
In long email messages, I offered mini-lessons about how nonfiction works and lectures on what makes for a good sentence.

With their essays, I asked ques- tions on the page that attempted to get these kids to think harder, to go deeper.

I made up wacky examples to rewrite a sentence or two to show what could be done.

I encouraged my clients to an- swer questions in email messages to me.
Then I showed them how their responses contained the nuggets of good personal essays—bits of writing that sounded like them, real and au- thentic and so much better than the stilted, pompous bragging on the page that happened when they sat down to write their col- lege admissions applications.

When they’d gotten as far as I thought they could go, I would tell them they were finished.
The essay might not have been great, t he chron icl e of higher educ at ion | m ay 23, 2014 A 33 attempt to shine a light on this issue, am I being cynical in suspecting that asking students to pledge allegiance to ideas of integrity may not suffice to resources are always going to get the biggest boost?

Is there a bet- ter way to evaluate applications?


A while ago, I heard about a creative-writing professor Am I being cynical in suspecting that asking students to pledge allegiance to ideas of integrity may not suffice?

get them to submit work that is entirely their own?

Am I wrong in thinking that with increasing numbers of applications for, well, everything, those with the most who wanted to accept a student because she had a great name, a perfect name for a character in a novel.
The writing sample was OK, but her name!

In fact she turned out to be a darned good writer.

Sometimes I think that might be as good a method as any when it comes to selecting a class.

Rachel Toor is an associate professor of creative writing at Eastern Washington Universi- ty’s writing program.

Her first young-adult novel, On the Road to Find Out, about a girl who gets rejected from her first-choice college and decides to take up running, will be published next month by Farrar, Straus and Gi- roux.
Her website is http://www.

racheltoor.com.

She welcomes comments and questions directed to careers@chronicle.com.

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but it was what they could do at that point.

And it was theirs.

Sometimes parents worried that the essays weren’t good enough.

I let them worry.

As a function of correlation, not causation, most of my clients went on to the best colleges and universities in the country.

Nothing I did ever helped get anyone in.


I provided guidance for teens at a time when their parents could no longer stand to be in the same room with them.

Paid handsomely, I made time for these kids in ways their school counselors and teachers may not have been able to do.

I pushed them hard.

The truth is, they would have done well on their own; all I did was act as a sup- portive and tough reader.

I loved being a part of lives that were in such a fascinating and liminal state.
Sometimes I miss working with great and talented teens.

Now I read graduate-school applications.

At our M.F.A.

program, like most, we require a writing sample.

It is impossible to tell whose fingerprints are on these bits of prose.

Did a profes- sor with a Gordon Lish-ish hand transform verbose sentences into Carveresque minimalism?

Had a piece been workshopped nearly to death so that the 12 directions it was going in resulted from a committee reading?
Each year we heavily recruit students who turn out to be less than stellar.

And each year we grudgingly admit and offer no student aid to some who become our stars.

I trust the process not at all and stand beside the Rhodes folks in twitchy suspi- cion of the authorship of much of what I read.

Application essays are high- stakes writing assignments.

The expectations of the genre are often obscure, and assessment is always tricky.
For college and graduate-school admissions, we’re really looking for something more like teachability and prom- ise rather than achievement.

In that way, the candidate’s recom- mendation letters should be the most useful part of the package.

But anyone who has ever had to read or write one knows what a tricky rhetorical task it is, and how much time it takes to write a good, not just positive, one.
Also how hard it is to say things that are true and would be useful to evaluators without fear of, you know, getting sued.

Finding a way to gauge merit and promise, especially in a field where knowledge and talent ar- en’t quantifiable, is difficult.

I like the idea of asking for a graded, marked-up assignment to gain insight into what’s going on in the classroom.

I know some col- leges request that kind of thing.


As applications go increasingly online, I’d like to see a real-time response to an essay prompt, a sample of raw, unpolished, unaided work.

I’d be interested to know how others evaluate gradu- ate applications.

While I applaud the Rhodes A 34 m ay 23, 2014 | t he chron icl e of higher educ at ion Think College Costs Too Much?

Thank the Government I am not going to argue that a four-year college education isn’t expensive.

It is.
It is.

I won’t argue that its return on investment makes it worthwhile, although it surely does.

I also cannot argue that ARTHUR F. KIRK JR. increasing the number of admin- istrators doesn’t increase the cost visit educationinireland.com of a higher education.

It does.
It does.

In recent years at Saint Leo University, we have added positions in risk management, internal audit (two), legal com- pliance, financial-aid regulatory compliance, human resources, accounting, security and safety, athletic training, athletic compli- ance, and university-accredita- tion compliance.

In every one of these instances, we are generally responding directly or indirectly to federal regulatory mandates, legal trends, insurers’ expecta- tions, accreditors’ requirements, and so on.
Take internal audit.

The fed- eral Sarbanes-Oxley legislation was a reaction to the collapse of the energy-trading behemoth Enron Corporation in 2001 and to legitimate concerns about corporate accounting accuracy, STUDY ABROAD IN IRELAND Ireland has been a top ten destination for US students for several decades Ireland’s universities are ranked in the top 5% in the world!
Ireland’s graduates are ranked #1 in Europe by international employers Ireland offers a broad range of internationally recognised and exciting programs Ireland has an amazing culture and landscape for you to explore Ireland is a really fun and innovate place to study Ireland offers fantastic opportunities to travel to other European countries Visit Our Booth at NAFSA (# 1433) integrity, and boards of directors fulfilling their governance-over- sight responsibilities.
However, it has driven significant changes in our nonprofit board’s con- cerns, oversight, and actions.

The resulting increased financial oversight, internal audit, and risk management are all reasonable and responsible activities—and all require administrative staff and add substantial real costs.

Students and parents pay.


Societal, institutional, parental, student, and insur- ance-company concerns about concussions and other injuries demanded more athletic train- ers to evaluate, watch over, and treat collegiate athletes.

Baseline concussion tests for all athletes every year before the season are prudent, but also add expense.

Having athletic trainers attend to athletes before, during, and after every practice and game is a good thing, but it is costly.
The NCAA also expects us to employ a person who does not coach, to ensure compliance with the many NCAA rules.

That costs money, too.

Legitimate concerns about keeping every student safe and secure, including complying with the federal Clery Act crime-re- porting requirement, are another driver of tuition costs.

Recently, President Obama announced his intention to hold colleges more accountable for how they handle allegations of rape on their campuses.
This drives increases in security as well as legal and student-life staff.

Nothing is free.

Here is our latest one—not driven by law but by federal administrative fiat.

It calls for the establishment of a central complaint system for all mili- tary and veteran students and requires every institution to iden- tify a single point of contact for all complaints.
That person must also document every complaint, record the actions to respond to the complaint and resolve it, as well as the outcome, all subject to federal scrutiny by several agen- cies.

Who will do this work?

I could go on with more exam- ples, but I hope I have made my point.

Much, but certainly not all, of the much-maligned “adminis- trative bloat” is driven by exter- nal forces, societal demands, and regulations from the federal gov- ernment, the states, the NCAA, accreditors, and insurers.
In addition to state and local laws, higher-education institutions are required to comply with federal laws too numerous to count.

The website of the Higher Education Compliance Alliance lists many of them, but there are others.

A simple count does not reflect the complexities institutions face, as the Higher Education t he chron icl e of higher educ at ion | m ay 23, 2014 A 35 BRIAN TAYLOR FOR THE CHRONICLE Act alone is 900 pages long.
Higher education is regulated by every cabinet-level depart- ment and numerous subagencies.

One small private college documented that 106 employ- ees logged 7,200 hours completing federal compliance forms.

Some regulations were promulgated to call us to account for why our tuition costs so much.

Ironic, isn’t it?

Let me be clear, not all of the increases in college tuition and administrative bloat are caused by regulation, but some are—and far more than you think.
President Obama and members of Congress are promising more reg- ulations and sanctions for colleges that do not control tuition increases.

Saint Leo University’s tuition is less than three-quarters the average of private college tuition nationally.

Our administrative costs per student are 56 percent of that of our peers, according to the federal government’s own data reports.

We work hard to keep tuition as low as we can for our students and still meet their needs.
We run a lean and efficient administration, but we cannot refuse to com- ply with expensive regulatory requirements.

Many of those making the most noise about higher college costs are causing them.

We are accused of “choosing” to add more nonteach- ing staff.

It rarely is a choice.

Arthur F. Kirk Jr. is president of Saint Leo University.
A Classicist Goes to Work in Silicon Valley A fter 20 years of teaching courses in ancient Greek, Latin, and the humanities, I’ve become a tech worker in Silicon Valley.

I loved my job as a professor at a small private university in New Jersey.

I had planned on spending my entire career trumpeting the merits of studying “dead” languages, teaching all the classes required for majors and minors in classics, and helping students apply for graduate school.
Academe seemed to suit my personal life as well: My severely autistic son, Charlie, needs constant care, so the security of tenure—“guaranteed lifetime employment”— at least offered financial peace of mind.

When I sent in my resignation, in early April, I wasn’t just letting go of that lifetime job securi- ty.

I was leaving behind a classics program I had spent nine years building.

My students joked that “Dr.


Chew is the classics department,” as I taught everything from elementary language courses to history to archaeology to law to mythology.

I advised any student who showed a whiff of interest in classics, saw students go on to become Latin teachers, and led groups of undergraduates around Greece three times.
I knew I was lucky to have a tenured full- time position in the humanities, and all the more so given the realities of caring for my son Charlie, who has intellectual disabilities and a history of extreme behavior problems.

Balancing an academic career and child rearing always brings challenges.

Raising a child like Charlie makes life quite a bit more interesting.

Being able to arrange when I taught and worked in my office meant I could attend to Charlie’s needs.
A study has found that mothers of children with autism- spectrum disorders are 5 percent less likely to have jobs than the mothers of children with other chronic health problems, and 12 percent less likely to have jobs than mothers of healthy kids.

Having a full-time job underscored that I was hanging on to my academic career.

Still, a tenured faculty position is not auto- matically the prize it has been held up to be.
Tenure comes from the Latin tenere, “to hold.” A tenured position is one you can hold onto— but it can hold you in place even when other circumstances impel you to move on.

With Charlie approaching adulthood and my parents aging, I had been feeling a pull to return to the Bay Area, which I left 27 years earlier to go to college on the East Coast.

Af- ter Charlie, anxiety-ridden about my father’s having cancer, yet again damaged a neighbor’s car, we decided the time was right for a move.
I packed up my office, knowing that if Charlie adjusted well to California, it was unlikely we would return to the East Coast.

After an expectedly bumpy start, Charlie has been thriving in the Bay Area and in a new school utterly different from his old one.

In January my husband, Jim Fisher, a pro- fessor in New York City, started a sabbatical.

He’s writing a book and advising his graduate students by email, Skype, and cellphone.
And I, after taking a semester of unpaid family leave from my university, began a new job that arose directly from caring for my son.

Advo- cating for Charlie had led to me start blogging in June 2005.

My chronicles of our “journey on the long road of autismland” turned into my being asked to write about autism for one website and then another, and ultimately led to a job offer for a full-time position in Silicon Valley.
On my daily commute amid a crowd of tech workers, I’ve been reflecting on what a friend called “the most creative career change ever,” my metamorphosis from a Jesuit- university classicist to an online advocacy manager at Care2, a social-action web network.

It turns out a humanities Ph.D. can provide you with precisely the opposite of what people think—skills that are applicable and even useful outside the academy.
Graduate training provides one with well-honed research and analytical skills as well as the steadfastness to soldier on with a project in which prog- ress comes slowly and with little immedi- ate gratification.

A Ph.D. in literature and languages means you have been trained to read with your mind alert to the play of words and the semiotic power of images.
Training in classical philology means that you know you have to assess everything for trustworthiness, whether you’re reading a newly discovered Greek poem or the latest gossip on Gawker.

At my new office, I help Care2’s partners and members advocate for progressive caus- es—such as environmental issues and human rights—through online petitions, social media, and blogging.
As a member of Care2’s acquisitions and retentions team, I’ve found that what I’ve learned from years in the class- room—the importance of being a dynamic presence; of sharing the joy and delight I feel on reading a challenging passage of Greek and understanding how a language can say so much in so few words; of turning an empa- thetic ear to every student’s story—has proved invalu- able in my work introduc- ing new users to the Care2 website and keeping them engaged.
KRISTINA CHEW I’ve traded in my classroom on a hectic Jersey City street for an open-plan office beside a man-made lagoon.

I have a database of literature, languages, and learning stowed in my head after three decades of writing and seeking to cultivate students’ engagement and to teach them to be critical thinkers.

Classics still infuses everything I do.

Heated debates about “long form” versus those as concise as a 140-character tweet were going on even in the Hellenistic Age.
A compelling personal story is as powerful a tool in a marketing campaign as it was for Homer’s Odysseus, seeking to escape from the Cyclops.

To craft a subject line for an email that will be sent to many users, I keep in mind the compact artistry of Simonides’ epigrams (like the one to the Spartans who died at Thermopylae) and the openings of Homer’s epics, which quickly engage the audience and efficiently communicate what is to follow.
In Book 1.174-6 of Virgil’s Aeneid, Aeneas’ faithful friend, Achates, is able to start a fire with a few shards of flint that have been pains- takingly stowed away.

The Latin word for flint, silex, is the root of a word we’ve become quite familiar with, silicon.

It is only fitting, I suppose, that it’s now in Silicon Valley that I find myself waiting for the Caltrain, the laptop in my bag cushioned by a book of Greek lyric poetry.
Kristina Chew taught classics and human- ities for 20 years, most recently as an as- sociate professor of classics at Saint Peter’s University.

She is now online advocacy and marketing manager at Care2.

A 36 m ay 23, 2014 | t he chron icl e of higher educ at ion Gazette APPOINTMENTS, RESIGNATIONS, RETIREMENTS A36 | DEATHS A37 PRIVATE GIVING A37 | DEADLINES A37 A PPOI N T ME N T S Larry Abramson, national security correspondent at NPR, to dean of the School of Journalism at Univer- sity of Montana.
Laurie Achenbach, interim dean, to dean of the College of Science at Southern Illinois University at Carbondale.

Scott W. Allard, associate professor in the School of Social Service Ad- ministration at University of Chi- cago, to professor of public affairs at University of Washington.

Robert Anderson, executive vice chancellor for administration at the West Virginia Higher Education Policy Commission, to vice chancel- lor for education access and success at University System of Georgia.
Laura Barrett, dean of the College of Liberal Arts and professor of En- glish at Armstrong Atlantic State University, to dean of the College of Liberal Arts and Sciences at the State University of New York Col- lege at New Paltz.

Christopher Bavitz, clinical in- structor and lecturer on law, to clinical professor of law at Harvard University.

Robert Beatty, dean of the College of Business at Rowan University, to dean of the College of Business at Florida Gulf Coast University.
Monika Bissell, associate vice pres- ident for distance education and professional studies at Rivier Uni- versity, to vice president for aca- demic affairs at Landmark College.

Patricia Bixel, associate academic dean and professor of history at Maine Maritime Academy, to dean of the School of Science and Hu- manities at Husson University.

Kendra Boggess, interim president, to president of Concord University (W.Va.).
Marion Broome, dean of the School of Nursing at Indiana University, to dean of the School of Nursing at Duke University.

Ken Brown, director of information systems, to chief information offi- cer at Whitworth University.

Karen Burg, interim vice provost and dean of the Graduate School at Clemson University, to vice presi- dent for research at Kansas State University.
Frederick E. A. Bush, director of development and alumni relations for the School of the Arts at New York University, to executive direc- tor of development for the School of Theater, Film, and Television at University of California at Los Angeles.

Esme Caramello, clinical instructor and lecturer on law, to clinical pro- fessor of law at Harvard University.
Andrea Ciccarelli, professor of Ital- ian and chair of the department of French and Italian in the College of Arts and Sciences, to dean of the Honors College at Indiana Univer- sity at Bloomington.

Richard W. Clement, dean of librar- ies and adjunct professor of history at Utah State University, to dean of the College of University Libraries and Learning Sciences at Univer- sity of New Mexico.
Gene Couch Jr., executive vice president at Alamance Community College, to president of Virginia Highlands Community College.
■ New chief executives: COMMUNITY COLLEGE OF BEAVER COUNTY, Christopher Reber; CONCORD UNIVERSITY (W.VA.), Kendra Boggess; HOUSTON COMMUNITY COLLEGE, Cesar Maldonado; MULT- NOMAH UNIVERSITY, Craig Williford; NOTRE DAME COLLEGE (OHIO), Thomas Kruczek; ROCHESTER COMMUNITY AND TECHNICAL COLLEGE, Leslie McClellon; RUTGERS UNIVERSITY AT CAMDEN, Phoebe Haddon; SALEM ACADEMY AND COLLEGE, Lorraine Sterritt; SANTA BARBARA AND VENTURA COLLEGES OF LAW, Charles McClintock; TUSKEGEE UNIVERSITY, Brian Johnson; UNIVERSITY OF AKRON, Scott Scarborough; VIRGINIA HIGHLANDS COMMUNITY COLLEGE, Gene Couch Jr.; WESTMORELAND COUNTY COMMUNITY COLLEGE, Tuesday Stanley; YOUNGSTOWN STATE UNIVERSITY, James Tressel Father Kevin Creagh, vice president for campus ministry, to vice pres- ident for university mission and ministry at Niagara University.
Michael A. Crouch, executive associate dean of the College of Pharmacy at East Tennessee State University, to dean of the School of Pharmacy at Samford University.

Michael Cummings, assistant dean of admissions for the School of Continuing Studies at George- town University, to director of admissions at St. Mary’s College of Maryland.
Shawn P. Curtin, interim associate vice president for enrollment man- agement at University of the Sci- ences in Philadelphia, to vice presi- dent for finance and administration at Lebanon Valley College.

Marc DeBonis, director of Micro- soft: Secure Infrastructure Ser- vices, to director of collaborative computing solutions at Virginia Tech.

Joseph Deighton, vice president for student affairs and dean of students at Spring Hill College, to vice president for student affairs at Fontbonne University.
Marielena DeSanctis, executive director of curriculum, instruction, and interventions for Broward County Public Schools, to vice pres- ident for student affairs and enroll- ment at Broward College.

Debasish Dutta, associate provost and dean of the Graduate College at University of Illinois at Urba- na-Champaign, to provost at Pur- due University at West Lafayette.
Carol Erting, associate provost for research and dean of the Graduate School of Continuing Studies and International Programs, to provost at Gallaudet University.

R. Scott Evans, vice president for university advancement at Youngstown State University, to se- nior vice president for institutional advancement and chief of staff at Lake Erie College.
Christodoulos Floudas, professor of engineering and applied science at Princeton University, to director of the Energy Institute and professor of chemical engineering at Texas A&M University at College Station.

William Forsythe, an international choreographer, to professor in the School of Dance at University of Southern California.
Rachel Fyall, doctoral candidate in the School of Public and Environ- mental Affairs at Indiana Univer- sity, to assistant professor in the To submit information for a listing in the Gazette, please go to http://chronicle.com/ listings School of Public Affairs at Univer- sity of Washington.

Stella Garcia, vice president for institutional effectiveness and research, to interim president of Texas State Technical College sys- tem.
Anton Goff, former athletics direc- tor at Bowie State University, to athletics director at University of Hartford.

Darrell Griffith, executive director of the faculty practice organization at University of Kentucky, to vice president and chief financial officer at University of Louisville Physi- cians and associate vice president for health affairs and finance and administration at University of Louisville Health Sciences Center.
Phoebe Haddon, dean of the School of Law at University of Maryland at Baltimore, to chancellor at Rutgers University at Camden.

Christine Himes, chair and profes- sor of sociology at Syracuse Univer- sity, to dean of the College of Hu- man Sciences at Illinois Institute of Technology.

Jimmy H. Ishee, dean of the Col- lege of Health Sciences at Texas Woman’s University, to dean of the College of Health and Behavioral Sciences at University of Central Arkansas.
Brian Johnson, interim vice pres- ident for strategic planning and institutional effectiveness and assistant provost and assistant vice president for academic affairs at Austin Peay State University, to president of Tuskegee University.

Father Gregory Kalscheur, senior associate dean in the College of Arts and Sciences, to interim dean of the College and Graduate School of Arts and Sciences at Boston College.
Thomas Kruczek, dean of the Col- lege of Business and Management at Lynn University (Fla.), to presi- dent of Notre Dame College (Ohio).

Kimberly Kurtis, professor and as- sociate chair of graduate programs in the School of Civil and Environ- mental Engineering, to associate dean of faculty development and scholarship in the College of En- gineering at Georgia Institute of Technology.
Dafna Lemish, interim dean, to dean of the College of Mass Com- munication and Media Arts at Southern Illinois University at Car- bondale.

Yuan Li, scholarly communications librarian at Syracuse University, to scholarly communications librarian at Princeton University.

Todd London, artistic director of New Dramatists, to executive director of the School of Drama at University of Washington.
Daniel Lopresti, professor and chair of the department of computer science and engineering, to interim dean of the College of Engineering and Applied Science at Lehigh Uni- versity.

Marsha Mailick, director of the Waisman Center, to interim vice chancellor for research and dean of the Graduate School at University of Wisconsin at Madison.

Cesar Maldonado, president of Texas State Technical College system, to chancellor at Houston Community College.
Michael Marion, dean of student services and counseling at Cos- umnes River College, to executive director and associate vice pro- vost at Drexel University Sacra- mento.

Sean Markey, former editor and staff writer at the National Geo- graphic Society, to senior web edi- tor at Norwich University.

Leslie McClellon, vice president for student affairs at the Community College of Denver, to president of Rochester Community and Techni- cal College.
Charles McClintock, director of the Institute for Social Innovation and professor of human and organiza- tional development, to president of Santa Barbara and Ventura Col- leges of Law.

Alan Needleman, professor of materials science and engineering at University of North Texas, to professor of materials science and engineering and research professor in the Engineering Experiment Station at Texas A&M University at College Station.
Byron Newberry, chair of the Grad- uate School of Engineering and professor of mechanical engineer- ing, to dean of the College of Engi- neering and Computer Science at Oklahoma Christian University.

Father Maurice Nutt, assistant professor of preaching, to director of the Institute for Black Catholic Studies and professor of black Catholic studies at Xavier Univer- sity of Louisiana.
Jorge Oliver, associate professor of electronic and photographic media at Webster University, to chair of the film and video department at Pratt Institute.

Eric Olson, professor and chair of the department of molecular biology, to director of the Hamon Center for Regenerative Science and Medicine at University of Texas Southwestern Medical Center at Dallas.
Calvin Phillips, vice president for student affairs at Northern State University, to associate vice presi- dent for student affairs at Eastern Michigan University.

Santiago Piedrafita, associate pro- fessor of graphic and industrial design at North Carolina State University, to chair of the graduate communications design depart- ment at Pratt Institute.
E. N. Pistikopoulos, professor of chemical engineering at Imperial College London, to professor of chemical engineering at Texas A&M University at College Station.

Wesley Qualls, founder and chief executive officer of iAxxis, to vice president for finance and business affairs at Fresno Pacific University.

Christopher Reber, executive dean at Clarion University-Venango Col- lege, to president of the Community College of Beaver County.
Denise Reimer, interim dean, to dean of the School of Applied Sci- ence, Engineering, and Technology at Madison Area Technical College.

Peter Rentzepis, professor of elec- trical engineering and computer science at University of California at Irvine, to professor of electrical and computer engineering at Texas A&M University at College Station.

Elizabeth Richardson Vigdor, as- sociate professor of the practice of public policy at Duke University, to senior lecturer at University of Washington.
Petra Roter, vice chancellor for student affairs, to interim chancel- lor at University of Wisconsin at Oshkosh.

Scott Scarborough, provost and ex- ecutive vice president for academic affairs at University of Toledo, to president of University of Akron.

Denise Seachrist, director of the School of Music at Kent State Uni- versity, to interim dean and chief administrative officer at Kent State University-Stark.
Ali Sena, advancement specialist, to director of alumni development at Fresno Pacific University.

Judith Slagle, chair of the depart- ment of literature and language, to interim dean of the Honors College at East Tennessee State University.

Gerry Snyder, vice president for ac- ademic affairs and chief academic officer at Santa Fe University of Art and Design, to dean of the School of Art at Pratt Institute.
Cassia Spohn, director of graduate programs at the School of Crimi- nology and Criminal Justice, to di- rector of the School of Criminology and Criminal Justice at Arizona State University-Downtown Phoe- nix.

Tuesday Stanley, vice chancellor at Metropolitan Community College (Mo.

), to president of Westmore- land County Community College.

Lorraine Sterritt, dean of admin- istration for Harvard College at Harvard University, to president of Salem Academy and College.
Alfred Tatum, interim dean and professor of curriculum and in- struction, to dean of the College of Education at University of Illinois at Chicago.

R. Brent Thomas, professor and chair of the department of biologi- cal sciences, to dean of the College of Liberal Arts and Sciences at Em- poria State University.

James Tressel, executive vice pres- ident for student success at Uni- versity of Akron, to president of Youngstown State University.
Javier Viera, executive minister at Christ Church, to dean of the Theo- logical School at Drew University.

Jacob Vigdor, professor of public policy and economics at Duke Uni- t he chron icl e of higher educ at ion | m ay 23, 2014 A 37 versity, to professor of public affairs at University of Washington.

Kyle Walker, director of admissions, to an additional post, dean of students at Southwestern Baptist Theological Seminary.
Craig Williford, president of Trinity International University, to presi- dent of Multnomah University.

Barbara Wilson, executive vice pro- vost for faculty and academic af- fairs, to dean of the College of Lib- eral Arts and Sciences at University of Illinois at Urbana-Champaign.

Wenying Xu, vice president for ac- ademic affairs at Chatham Univer- sity, to provost and chief academic officer at Jacksonville University.
R E SIGNAT IONS W. Mark Crowell, associate vice president for research and execu- tive director of innovation at Uni- versity of Virginia.

Katharine Eneguess, president of White Mountains Community Col- lege, effective June 30.

Heather Georgakis, president of Santa Barbara and Ventura Col- leges of Law.

Rosemary Jeffries, president of Georgian Court University, effec- tive June 30, 2015.

William Kirwan, chancellor at Uni- versity System of Maryland.
R ET IR E ME N T S Linda Ammons, dean of the School of Law at Widener University.

Mary Evans Sias, president of Ken- tucky State University, effective June 30.

Brian Foley, provost for the Medical Education campus at Northern Vir- ginia Community College.

Linda Hanson, president of Ham- line University, effective June 30, 2015.

John Hodgson, dean of Forbes Col- lege at Princeton University.

John Knight, executive vice presi- dent at Alabama State University.
Ephraim Smith, executive vice chancellor and chief academic of- ficer at California State University system, effective December 31.

DE AT HS Gary S. Becker, 83, professor of eco- nomics and sociology at University of Chicago, May 3, in Chicago.

Donald Bogue, 96, professor emer- itus of sociology and research as- sociate in the Population Research Center at University of Chicago, April 21, in Dyer, Ind.
George Clement Bond, 77, director of the Center for African Studies and professor of anthropology and education at the Teachers College at Columbia University, May 4.
Werner Dannhauser, 84, professor emeritus of government at Cornell University, April 26, in Frederick, Pa. John Rowland Davis, 86, former president of the National Collegiate Athletic Association and former associate director of athletics at Oregon State University, April 25, in Albany, Ore. Wayne Dempsey, 65, former chief financial officer and executive vice president at Brenau University, May 2, in Rome, Ga. John Dolibois, 95, vice president emeritus for university relations at Miami University (Ohio), May 2, in Cincinnati.
Rhoda Dorsey, 86, president emer- ita of Goucher College, May 10, in Cockeysville, Md.

Ginny Doyle, associate head coach for women’s basketball at Univer- sity of Richmond, May 9, in Caro- line County, Va. Thomas Glavinich, 62, associate professor of civil, environmental, and architectural engineering at University of Kansas, April 27.

David Green, 82, professor emeritus of French at Concordia College at Moorhead, April 27.

Gerald Guralnik, 77, professor of physics at Brown University, April 26.
Natalie Lewis, director of basketball operations at University of Rich- mond, May 9, in Caroline County, Va. Alistair MacLeod, 77, former professor of English at Indiana University-Purdue University at Fort Wayne, April 20, in Ontario, Canada.

Benedict Paparella, 87, professor of philosophy at Villanova University, April 16, in Villanova, Pa. Robert T. M. Phillips, 62, adjunct professor of law at University of Maryland at Baltimore, April 18.
Stanley H. Rosen, 84, professor emeritus of philosophy at Boston University, May 4, in Philadelphia.

Paul E. Sigmund, 85, professor of politics at Princeton University, April 27, in Princeton, N.J. PR I VAT E GI V I NG Eli and Edythe Broad Foundation 10900 Wilshire Boulevard, Suite 1200 Los Angeles, Calif. 90024 http://www.broadfoundation.org Medical research.

For its Broad Stem Cell Research Center: $2-million to U. of California at Los Angeles.
—For research in digestive diseas- es: $2-million to U. of California at Los Angeles.

Ford Foundation 320 East 43rd Street New York, N.Y. 10017 http://www.fordfound.org Education.

To increase the amount and quality of learning oppor- tunities for students in impover- ished areas: $1,750,000 over two years to Brown U., Annenberg Institute for School Reform.

William and Flora Hewlett Foundation 2121 Sand Hill Road Menlo Park, Calif. 94025 http://www.hewlett.org Women and girls.
To assemble a research database that evaluates programs on fostering women’s empowerment: $500,000 over two years to New York U. Andrew W. Mellon Foundation 140 East 62nd Street New York, N.Y. 10021 http://www.mellon.org Humanities.

For its experimental humanities program: $800,000 to Bard College.

Charles Stewart Mott Foundation 503 South Saginaw Street, Suite 1200 Flint, Mich. 48502 http://www.mott.org Higher education.
To examine the relationship between college savings accounts for children and college enrollment: $200,000 over two years to U. of Kansas Center for Research.

Sumner M. Redstone Charitable Foundation 846 University Avenue Norwood, Mass.

02062 Humanities.

For a professorship in narrative studies: $2.5-million to Boston U. Stuart Foundation 500 Washington Street, 8th Floor San Francisco, Calif. 94111 http://www.stuartfoundation.org Higher education.
To support at least 36 former foster youths in California with earning an ad- vanced degree: $150,000 to U. of California at Davis.

Under Armour 1020 Hull Street, Third Floor Baltimore, Md.

21230 http://www.underarmour.com Cancer.

For a breast-health center: $10-million to the Johns Hopkins U., Sidney Kimmel Comprehen- sive Cancer Center.

GIFTS & BEQUESTS Baylor University.

$1.5-million from Billy and Elaine Williams to create a soccer and athletic training center.
Mr. Williams is an independent private investor and former president of Liquid Container, a Chicago-based pack- aging company, which was sold in 2011.

He earned a bachelor’s degree in finance from the uni- versity in 1963.

University of Kansas Endow- ment.

$1.25-million pledge over five years from Kent and Missy McCarthy for a new School of Business building.

Mr. McCarthy is founder of Jayhawk Capital Management, an investment firm in Mission, Kan.
He earned both a bachelor’s and a master’s degree in business from the university in 1980 and 1981, respectively.

Ms. McCarthy also earned bachelor’s and master’s degrees from the university in psychology and so- cial work, respectively.

The couple has made various donations to the university, and Mr. McCarthy serves on its Board of Trustees.

State University of New York College at Oswego.


$7.5-million bequest from Lorraine E. Ma- rano to endow scholarships for students with financial need, es- pecially those who are first-gen- erational college students.

Her husband, Nunzio Marano, owned Marano Vacuum Cooling and Sales in Scriba, N.Y.

He died in July 2002.

Ms. Marano died in October 2013.

DE A DLINES AWARDS AND PRIZES May 30: Other.


The Theatre Library Association welcomes applications for the Brooks McNamara Perform- ing Arts Librarian Scholarship, which acknowledges outstanding professional accomplishments of promising students currently en- rolled in library and information science masters programs and archi- val training programs specializing in performing arts librarianship.
Prospective applicants should sub- mit proof of their student status, a current resume, contact infor- mation for three references, and a 500-1,000 word essay.

This year’s theme is public service.

Suggested topics are listed on the association’s Continued on Following Page food for THe academic mind Subscribe now.

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A 38 m ay 23, 2014 | t he chron icl e of higher educ at ion The Chronicle of Higher Education CHAIRMAN (EDITOR 1966-97) Corbin Gwaltney CEO & EDITOR IN CHIEF Michael G. Riley EDITOR Liz McMillen EDITOR, SPECIAL PROJECTS Edward R. Weidlein MANAGING EDITOR Scott Smallwood MANAGING EDITOR, THE CHRONICLE REVIEW Evan R. Goldstein DEPUTY MANAGING EDITORS Ron Coddington (Visuals), Alexander C. Kafka (The Chronicle Review), Jennifer Ruark ASSISTANT MANAGING EDITOR Heidi Landecker (Copy) ARTICLES EDITOR Andrew C. Mytelka SENIOR EDITORS Lee Gardner (Finance & Politics), Ruth Hammond (Almanac, People), Sara Hebel (The Profession), Charles Huckabee (News), Sara Lipka (Students), Denise K. Magner (Careers), Carolyn Mooney (Special Sections), Don Troop (Finance & Politics), Ian Wilhelm (International), Jeffrey R. Young (Information Technology, on leave) SENIOR EDITOR, COMMENTARY Dianne Donovan SENIOR EDITORS, THE CHRONICLE REVIEW Jean Tamarin, Karen J. Winkler SENIOR EDITORS, COPY Mitchell Gerber, Sarah H. Henderson CONTRIBUTING EDITOR Jeffrey J. Selingo SENIOR WRITERS Tom Bartlett, Lawrence Biemiller, Goldie Blumenstyk, Scott Carlson, Karin Fischer, Eric Hoover, Beth McMurtrie, Peter Schmidt, Robin Wilson, Brad Wolverton SENIOR REPORTERS Dan Berrett, Paul Basken, Kelly Field, Jennifer Howard, Audrey Williams June, Katherine Mangan, Jack Stripling, Paul Voosen BOOKS EDITOR Nina C. Ayoub ASSISTANT EDITOR Eugene McCormack (Commentary) STAFF REPORTERS Eric Kelderman, Steve Kolowich, Megan O’Neil, Marc Parry, Vimal Patel, Beckie Supiano CONTRIBUTING WRITER Christopher Shea EDITORIAL ASSOCIATE David Wescott (The Chronicle Review) INTERNS Taylor Harvey, Danya Perez-Hernandez, Mark Keierleber CORRESPONDENTS U.S. Peter Monaghan (Washington) OVERSEAS Karen Birchard and Jennifer Lewington (Canada), Matthew Kalman (Israel), Paul Hockenos, Aisha Labi (Europe), Ursula Lindsey (Middle East), David McNeill (Japan, North Korea, South Korea), Anna Nemtsova (Former Soviet Union) SENIOR ART DIRECTOR Scott Seymour PHOTOGRAPHY & VIDEO EDITOR Rose
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Continued From Preceding Page website.

The winner will receive a $500 check and a one-year com- plimentary TLA membership.

The essay will be published in Broadside, the association’s online newsletter.

The scholarship winner will be pub- licly announced on October 17, at the Annual Business Meeting and Awards Ceremony.
Contact: Fran- cesca Marini; frncsmari@aol.com; http://www.tla-online.org/awards/ scholarship.html May 31: Humanities.

The American Philosophical Association awards the Gregory Kavka/UCI Prize in Political Philosophy to the author of a paper in a refereed journal, or an original book chapter, or an origi- nal essay published in a collection with a multiplicity of contributors.

Papers from any area of political philosophy and political theory are welcome.
However, papers must be published for the first time (not reprinted) between January 1, 2012 and December 13, 2013 to be eligible for the spring 2015 award.

The prize includes $500 and a symposium in honor of the recipient.

Nomina- tions for the prize are encouraged from journal editors, authors, and colleagues.

Visit the organization’s website for more details.


Contact: American Philosophical Associa- tion; prizes@apaonline.org; http:// www.apaonline.org/APAOnline/ Profession/Prizes_and_Awards/ Gregory_Kavka_UC_Irvine_Prize_ in_Political_Philosophy.aspx June 1: Humanities.

The Western Literature Association welcomes nominations of outstanding teachers and mentors in the field of western American literature for the Susan J. Rosowski Award.
Candidates may be nominated by students or colleagues with a letter of support addressed to the award decision committee.

Self-nominations are also accepted.

Once nominated, the candidate will be notified and invited to submit supporting materials, which are listed on the organization’s website.

Contact: William Handley; hand- ley@usc.edu; http://www.westernlit.
org/the-susan-j-rosowski-award should be compatible with Dr. Mc- Guigan’s overall goals and may fall within any area of contemporary be- havioral or brain science (including more recent forms of cognitive psy- chology).

Applicants must be gradu- ate students who have achieved doc- toral candidacy.

Visit the American Psychological Foundation’s website for more details.
Contact: American Psychological Foundation; http:// www.apa.org/apf/funding/mc- guigan-dissertation.aspx June 1: Social and behavioral June 10: Arts.

The Vilcek Founda- sciences.

Applications are being accepted for the F. J. McGuigan Dissertation Award, which supports dissertation research that addresses any aspect of mental function (e.g.

cognition, affect, motivation) and utilizes behavioral and/or neurosci- entific methods.
Proposed research tion invites applications for its 2015 Creative Promise Prize in Fash- ion.

Three prizes of $50,000 each will be awarded to young fashion professionals who demonstrate outstanding early achievement.

Professionals in the following fields are encouraged to apply: designer, stylist, makeup/hair artist, image maker, curator, writer.
To be eligi- ble, applicants must: have been born outside the U.S.; not be more than 38 years old as of December 31, 2013 (born on or after January 1, 1976); be a naturalized citizen or perma- nent resident (green card holder) of the U.S.; intend to pursue a profes- sional career in the U.S.

Previous winners or finalists are ineligible to apply.

Visit the foundation’s website for more details.

Contact: Phuong Pham; (212) 472-2500; creative- promise@vilcek.org; http://www.
vilcek.org/prizes/creative-promise/ arts.html June 10: Science, technology, and math.

The Vilcek Foundation in- vites applications for its 2015 Cre- ative Promise Prize in Biomedical Science.

Three prizes of $50,000 each will be awarded to young, foreign-born biomedical scientists who demonstrate outstanding early achievement.

Eligible work may be in basic, applied, and/or trans- lational biomedical science.
To be eligible, applicants must: have been born outside the U.S.; not be more than 38 years old as of December 31, 2014; be a naturalized citizen or per- manent resident (green card holder) of the U.S.; have earned a doctoral degree (M.D., Ph.D., or equivalent); intend to pursue a professional career in the U.S.; hold a full-time position at an academic institution or other organization.

Previous win- ners and finalists are ineligible to apply.

Visit the foundation’s website for more details.


Contact: Phuong Pham; (212) 472-2500; creative- promise@vilcek.org; http://www.

vilcek.org/prizes/creative-promise/ biomedical-science.html June 30: Business/management (Faculty/Research).

Applications are being accepted for the Chi- cago College Startup Competition (CCSC).

Ten collegiate businesses will be chosen to receive a free year’s membership at 1871, Chicago’s digi- tal hub for entrepreneurs.
The prize includes desk space, mentorship services, a support group of college startups currently at 1871, and all of the amenities that are made available to startups at the facility.

The competition is open to entrepre- neurs who started their businesses while in college and wants to con- tinue after graduation by moving to Chicago.

Winners of top college startup contests are also welcome to apply.

Visit 1871’s website for more details.


Contact: 1871; college@1871. com; http://www.1871.com/CCSC June 30: Humanities.

The Amer- ican Philosophical Association is accepting nominations for the APA/ PDC Prize for Excellence and Inno- vation in Philosophy Programs.

APA has partnered with the Philosophy Documentation Center to establish this prize to recognize philosophy institutions for creating programs that risk undertaking new initia- tives in philosophy and do so with excellence and success.
Programs may be nominated by any APA member familiar with a program, including those involved in its cre- ation or direction.

The programs must be based primarily in the U.S., though they may have an interna- tional dimension.
Departments of philosophy in colleges and universi- ties, as well as institutes, societies, publishers, or other organizations that develop philosophy programs or projects aimed at promoting or developing research, teaching, or the public understanding of philosophy are eligible to make a nomination.

Visit the organization’s website for more details.

Contact: prizes@apa- online.org; http://www.apaonline.
org/?apa_pdc t he chron icl e of higher educ at ion | m ay 23, 2014 A 39 Careers How to Place a Job Announcement A40 | Index A47 On the Web 6,325 Positions Available Professing Through the Years GREGORY SEMENZA mental energy I expend outside of class trying to analyze their apathetic behavior is begin- ning to border on embarrass- A service of The Chronicle of Higher Education The short walks from classroom to office have felt a lot more onerous this semester, and it’s not just the endless, merciless winter that bogged me down.
It may not be polite to say it, but it’s my damn students.

How much more apathetic could these kids possibly be?

How much more shrink- age could their attention spans reasonably endure?

And can someone tell me why students who need to be manipulated into reading a &*%*?&$ poem chose to be English majors in the first place?

I’m losing my patience.


I spend too many hours each week planning detailed lessons catered to the needs of each class, offering extensive feedback on students’ papers, and rearrang- ing my rather unforgiving schedule to meet with those who actually want to know how to improve those papers (without having to go so far as to read the course syllabus or—gasp!—proofread).

Worse, the amount of From ing.

Is it that I’m naïve enough to have reasonable expectations?
You know, expectations that a student might actually raise a serious question, or even react somehow to the fact that Gloucester just had his eyes plucked out?

What used to be my solace, teaching, has unex- pectedly become a significant stressor in my life.

I want to be clear, though, that I’m tormented by my impa- tience.

I’m the guy who used to cringe every time a colleague would curse out his students—or even mock them.
A decade ago I published a book in which I claimed that “the most basic thing I have learned in more than 10 years of teaching in the American higher-education system is that our students are many things, but they are not stupid and they certainly are not helpless.
If you adopt the attitude now that they are, you will be bitter and angry for the rest of your career.” Back then, I was trying to stress to beginning teachers that feelings of frustration with students might say more about our own shortcomings than theirs.

Recently, when I brought up my teaching “depression” with some friends at the local pub, a clear split emerged between those who believe students really have become more difficult and those who think the “difficulty” is within us.
One of them accused me of being “nostalgic about a moment that never existed.” In 2005, it’s true, I was about 30 years old, and coming off a very good teaching decade—if the evidence of “good teaching” is high evaluations, external awards, and students who appeared to genuinely like you.
What I didn’t realize, of course, was how relatively easy “good teaching” was at the time, even though I knew less, had less experience, and, in many ways, taught the specific content of the courses less effectively than I think I do now.

I can’t know how much of a factor my age was in deter- mining my “likeability” and, therefore, my teaching effective- ness, but I have no doubt it was a factor.

As close in age as I was to the students themselves, why shouldn’t they have found me more relevant?
Now, in my 40s, I’ve made the shift from a quasi-peer, one who just happened to be more educated than them, to a poten- tial father figure.

And let’s face it: Most healthy 19-year-olds ought to be rebelling against their fathers.

I may as well be an extraterrestrial.

Students these days often enter my classes on the defensive—“never trust anyone over 30,” and all that—and this changes the game.

Nobody told me there’d be days like these.


Back in graduate school, during TA orientation and the first-semester teaching practicum, a kind of universalist ped- agogical model reigned: This is how you write a lesson plan.

This is how you foster discussion.

Now go ahead and teach for the rest of your life!


Almost all skills-based pedagogical training in higher education tends to be limited to this first semester of our academic careers, but we aren’t the same people at 40 that we were at 25, and that’s not the only life change that’s relevant here.

One friend insists, for instance, that the student-teacher rela- tionship really changes at 60.
Some female friends tell me it all works differently for women than for men, but that life’s chang- ing phases nonetheless cause women similar problems.

A quick survey of my own graduate advisees suggests that age 30—my own pedagogical high point—marks for some teachers a sig- nificant turning point in their careers.

Whenever such changes occur, help is hard to find, and giving up on students can seem a lot easier than seeking advice from seasoned colleagues or changing one’s entire teaching philosophy.
So how much of the problem is me, and how much of it is my students?

A basic tendency of each generation is to baffle the generations that came before it.

So when I lament the basic state of affairs in the university classroom, am I sim- ply being nostalgic?

Too cranky?

Have I lost the ability to remember what it was like to be 19?

On the morning I began writing this column, my university locked down for two hours due to a bomb threat.
After my Shakespeare class ended, the students informed me we were required to stay put until the administration issued an all-clear announcement.

Stuck in the classroom together for al- most an hour, I was surprised to find myself having a great time talking to them.

We chatted about the basketball teams and the miserable job prospects for the soon-to-be graduates in the room.

They told me about the “bad” teachers in my department (which always makes me feel better).
The discussions reminded me of what office hours used to accomplish before email took over as our primary form of com- munication: individuation and personalization of both parties in the student/teacher relationship.

(I’m not lamenting the rise of email, mind you, just the fact that it’s made certain aspects of teaching harder.)

I used to be more aware when I thought about my “damn” students that I was thinking about a minority whose imma- turity actually rose to the level of my consciousness.
Given the chance to engage a few of those students more personally, I found it’s easier to believe in the promise of the majority.

I suppose you can sense it coming, the pious ending where I assert that, as the result of a bomb threat, I’ve rediscovered the joys of teaching young people.

The truth is, I’m not feeling it.

No matter how self-aware or empathetic I try to be, with age I continue to feel less patience for apathy, irresponsibility, and distractedness in our students.
They are adults, after all.

(Of course, the corporate university has done much to infan- tilize them and normalize such behaviors, but that’s a different column.)

Mine is increasingly a love/hate relationship with the stu- dents, but I don’t want it to be.

I would like nothing more than to re-establish that rapport I cultivated so easily with them when I was younger, precisely so that I can teach them more effectively now.
I want to do it, though, without becoming the creepy older professor who tries too hard or uses up valuable class time on “get to know you” exercises.

With every passing year, I find myself struggling more to fig- ure out the ideal place for meeting these forever-young people.

How much of the pilgrimage toward this place is my responsi- bility, and how much of it is theirs?

Won’t somebody just give me the right answer?


Gregory Semenza is an associate professor of English at the University of Connecticut.

Find him on Twitter at @GregSe- menza.
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It was also cited as hav-ing some of the best first-year experiences, learning communities, and service learn-ing “programs to look for.” Given these ac-complishments and a strong commitment to students’ practical liberal arts and civic-learning experiences, we are searching for a faculty member who is willing to be part of and further the College’s mission and pro-grams.
All candidates are encouraged to vis-it Wagner College’s main website at http://www.wagner.edu and the Department of Business Administration’s main website at http://wagner.edu/business-admin/ Please send a letter of intent, teaching philosophy statement, research agenda, curriculum vi-tae, graduate transcript, dissertation ab-stract and/or a copy of the most recent peer-reviewed publication, evidence of teaching ability and three letters of recommendation to: Dr. Peg Horan.
Accounting Search Com-mittee Chair Department of Business Ad-ministration.

Wagner College.

One Campus Road Staten Island, New York 10301 pho-ran@wagner.edu 718-390-3437.

Located in an increasingly diverse metropolitan area, Wagner College is committed to scholar-ship and community outreach relevant to the needs of New York City.
Wagner values campus diversity (domestic and internation-al) and in keeping with this initiative, it wel-comes applications from diverse candidates and candidates who support diversity and in-ternationalization efforts.Chemistry: Lecturer and Chemistry In-strument Technician for Muhlenberg Col-lege to work at Allentown, PA location.

Pro-vides tech services to chem dept.

Order, re-pair, maintain + upgrade lab equip.

Pos will teach 2 classes per semester + summer class as assigned in chem.
Plan + deliver ed pro-grams.

Prov syllabus, instruct, eval, inform, assist students + assign grades.

Some inci-dental travel may be involved.

Must have MS in chem or rel field and 1 yr rel exp.

Exp can be gained concurrent with academic studies.

May undergo pre-hire background checks.

Send CV, cover letter and graduate tran-scripts to Anne Speck, Muhlenberg College, 2400 Chew St., Allentown, PA 18104.

EOE.Computer Information Systems: Georgia State University.

J. Mack Robinson Col-lege of Business.


Faculty Position in Com-puter Information Systems.

The Depart-ment of Computer Information Systems of the J. Mack Robinson College of Business at Georgia State University in Atlanta, GA invites applications for a tenure-track Assis-tant Professor.

Job duties are teaching, re-search and service in the field of Computer Information Systems.

Qualified candidates will have completed a Ph.D. in Computer Information Systems or a cognate field.
Re-view of applications will begin immediate-ly and continue until the position is filled.

Please submit nominations or applica-tions electronically to: Professor Ephraim McLean, Department Chair, at emclean@gsu.edu.

Applications must be received by May 31, 2014.


Georgia State University is an equal opportunity educational institution/affirmative action employer.Counseling: The University of Arkansas at Little Rock (UALR) College of Education, Department of Counseling, Adult and Re-habilitation Education (CARE) invites ap-plications for two full-time, nine-month, tenure-track Assistant Professors in Reha-bilitation Counseling (R99496 and R98015).

The expected start date is August 2014.


The Rehabilitation Counseling program is a high enrollment, online CORE accredited Master’s Degree with six full time program faculty members.
Responsibilities include developing and teaching online graduate courses in Rehabilitation and/or counsel-ing; advising graduate students; supervising clinical experiences; working cooperatively with rehabilitation organizations and agen-cies; serving on department, college and university committees; and engaging in oth-er service and research activities.
The suc-cessful candidate will have strong interper-sonal skills; online teaching experience; ex-perience in academic program development helpful; knowledgeable of national trends in Rehabilitation Counseling services; and, grant writing experience.Required Qualifi-cations: An earned doctorate in Rehabilita-tion Counseling, Rehabilitation, Counsel-ing or a related field.

ABD may be consid-ered, though all degree requirements must be completed before employment commenc-es.
CRC or Certified Rehabilitation Coun-selor-eligible.

Preferred Qualifications: Ar-kansas LPC or eligibility, work experience as a rehabilitation counselor, demonstrated excellence (or potential) in teaching, schol-arship, and service Application materials must be submitted through the online appli-cation system.

Additional information about this position and application requirements are available under the Jobs link on the Hu-man Resources’ website at http://ualr.edu/humanresources/.
Incomplete applications will not be considered.

UALR is position-ing itself for the future by emphasizing in-terdisciplinary collaboration, high impact learning experiences, community connec-tions, and a campus-wide commitment to student success.

The campus is currently undergoing an extensive administrative and academic reorganization in order to more effectively align its assets with these priori-ties.

This is an exciting time to be at UALR.


For more information visit the reorganiza-tion web site at http://ualr.edu/academics/re-structure.

This position is subject to a pre-employment criminal and financial history background check.

A criminal conviction or arrest pending adjudication and/or adverse financial history information alone shall not disqualify an applicant in the absence of a relationship to the requirements of the po-sition.
Background check information will be used in a confidential, non-discrimina-tory manner consistent with state and fed-eral law.

The University of Arkansas at Lit-tle Rock is an equal opportunity, affirmative action employer and actively seeks the can-didacy of minorities, women, veterans, and persons with disabilities.
Under Arkansas Indiana University is anEqual Opportunity/Affirmative Action Employer.Post-Doctoral - Learning TechnologiesWorking with units and leadership in the University InformationTechnology Services Learning Technologies division, plan, con-duct, analyze and write up for publication research on and eval-uation of teaching and learning technologies, as well asinnovative formal and informal learning spaces.Qualifications:Doctoral degree in Educational Technology, In-structional Systems Technology, Learning Sciences, EducationalPsychology, or related field with research experience relevant tolearning technologies and learning spaces in higher education;Understanding and experience with both quantitative and quali-tative research methods.
We seek a candidate who can start as early as late spring or earlysummer of 2014.

The start date is negotiable.

The position is forone year (with possible renewal) with full benefits.To Apply:Visitindiana.peopleadmin.com/postings/850.

for ull consideration, applicants must apply orposition number f7556z at http://jobs.gmu.edu/;complete and submit the online application; andupload a cover letter, .V., and a list o ourproessional reerences withcontact inormation.
Pleasespeciy in your cover letterthe speciic aculty role(s) orwhich you would like to beconsidered.
AA/GEORGE MASON UNIVERSITYAA PRfR (R fA)AA A ARPThe George Mason University, College of Education andHuman Development invites applications from experiencedmath educators interested in serving in one of the followinginstructional roles for the college starting in fall 2014: full-time term faculty (nontenure-track, four courses persemester teaching load), part-time term faculty (negotiableteaching load), or adjunct faculty.
Responsibilities: Teaching assignments will focus on courses in MathematicsEducation with an emphasis on pedagogy, learning,assessment and technology for K-8 mathematicsspecialists, and preservice teachers in secondary orelementary mathematics.

Term faculty members are alsoexpected to work in collaboration with the MathematicsEducation Leadership faculty on program development,assessment, and accreditation activities.
Work in secondaryor elementary mathematics may also include internshipsupervision in schools.

Qualiications:Applicants must have an earned doctorate in mathematicseducation or a related field, experience teachingmathematics at the secondary level or elementary level,and demonstrated potential for teaching excellence at theuniversity level.
Preferred qualifications include experiencein diverse settings; expertise with technology, inquiry-based teaching, and professional development schools; andinterest/involvement with online learning initiatives.FACULTY POSITION IN METALLURGICAL & MATERIALS ENGINEERINGThe Department of Metallurgical & Materials Engineering (MTE) at The University of Alabama (UA) seeks outstanding applicants at the Assistant/Associate and Full Professor level.
We are looking for a strong candidate in the areas of transport phenomena in materials processing, chemical-metallurgy, and ferrous and nonferrous process metallurgy.

Applicants must hold a Ph.D. degree in Metallurgical Engineering or Materials Science and Engineering.

The successful candidate will be expected to develop a strong externally funded research program and to excel in teaching.
The University of Alabama has experienced unprecedented growth and prosperity over the last decade including significant increases in undergraduate and graduate enrollment within the College of Engineering and the completion of the new North Engineering Research Center which has more than 100,000 square feet dedicated to materials research.
The MTE department is currently comprised of nine full-time faculty members with active funded research grants and enrolls more than 130 undergraduate and graduate students.

The Department has a strong history of research and teaching in the areas of solidification science and molten metal processing, materials characterization, mechanical behavior, thin film deposition, magnetic materials and devices, and computational materials science.
More information about the Department of Metallurgical & Materials Engineering can be found at http://mte.eng.ua.edu/.Review of applications will begin on June 30, 2014 and will continue until the position is filled.

Applicants must submit a cover letter, complete curriculum vitae, a research statement, a teaching statement, and a list of at least three references with contact information.

Applicants are required to apply electronically at http://facultyjobs.ua.edu/postings/35001.
Inquiries can be addressed to the Search Committee Chair via email (mtefacsearch@eng.ua.edu) or via surface mail (Department of Metallurgical & Materials Engineering, Box 870202, The University of Alabama, Tuscaloosa, AL 35487-0202).The Department is committed to building a diverse educational environment and encourages applications from underrepresented groups including minorities, women, and people with disabilities.
The University of Alabama is an equal opportunity, affirmative action, Title IX, Section 504, ADA employer.

Salary is competitive and commensurate with experience level.Senior Director, Global Learning and Curricular ChangeThe Association of American Colleges and Universities (AAC&U), a national higher education organization committed to improving the quality of undergraduate education, seeks a talented, self-motivated, productive, and creative individual.
The Senior Director will report to the Vice President for Integrative Learning and the Global Commons (ILGC).
The ILGC office's areas of responsibility include: education for the global commons: global, civic, intercultural, ethical; twenty-first-century designs for general education; and fostering problem-centered and cross-disciplinary inquiry across general education in the liberal arts and sciences.The Senior Director will direct funded projects and is responsible for conducting and managing research and resource-development activities related to global and integrative learning, S/he will communicate and partner with key AAC&U staff regarding publications, project web applications and development, databases, conferences, and other project activities, including writing and editing materials for dissemination of project, grant, and other reports.
The Senior Director will also work with the Vice President to create and plan new projects, identify new funding sources, and produce grant proposals.

S/he will assist in conceptualizing and planning AAC&U meetings and institutes, especially AAC&U's Annual Meeting, and will represent the Association at outside meetings and through communication with colleges, universities, research centers and other education associations.

QUALIFICATIONS AND EXPERIENCE • Ph.D or E.D.
preferred • Excellent communication (written and oral), analytical, interpersonal, collaborative, and supervisory skills • Extensive knowledge of the intellectual debates, campus structures for, and curricular designs in global education, general education, and liberal learning • Experience in designing educational convenings for faculty and other academic leaders • Experience with undergraduate educational reform as a faculty member or administrator or in a non-profit organization • Proven record of managing complex projects, budgets, and programs effectively • Experience and success in grant-writing is a strong plus • Experience with digital innovation in the context of promoting liberal education is also a strong plus • Ability to represent AAC&U effectively to the broader public Salary commensurate with experience; exceptional benefits.
Please submit a letter of interest with salary requirements and CV by June 16, 2014 to: AAC&U, Box SDGL, 1818 R Street, NW, Washington, DC 20009 or to jobs@aacu.org.

AAC&U believes that a broadly diverse staff is critical to achieving excellence as a national higher education association.

We seek to recruit, develop, and retain the most talented people from a diverse candidate pool.
We are fully committed to equal employment opportunity and compliance with the full range of fair employment practices and non-discrimination laws.Endowed Chair, Special EducationSam Houston State University is seeking applications and/or nominations for a candidate to fill the Eleanor & Charles Garrett Endowed Chair Position in Special Education.

The position will begin the fall semester of 2014.


The successful candidate will possess a doctoral degree in Special Education; have prior experience in a school or clinic setting; possess a record of scholarly achievement that merits appointment as an associate or full professor; and have experience at a college or university.
Additionally, the candidate must have an established research agenda and evidence of grant funding; experience with undergraduate and graduate programs in education, both face–to-face and online; leadership and communication skills necessary to promote positive collaborations with faculty, staff, students and stakeholders at the national, regional, state, and local levels.
To effectively play a leading role in the Special Education program, the ideal candidate will possess a commitment to Special Education and the mission of the College of Education.

The Special Education program is dedicated to the goal of excellence in Special Education, research, and professional development.

The endowed chair reports directly to the Dean of the College of Education.
The chair will be able to teach courses in Special Education; initiate and collaborate in research activities leading to scholarly publications and professional conference presentations; pursue and secure external grant funding; and participate in departmental, college, and university meetings and committees.

Sam Houston State University, the third oldest public university in Texas, is located in historic Huntsville, a city of approximately 35,000 people.
Huntsville combines the ease of small town living with the advantages of Houston, the country’s fourth largest city, only one hour to the south.

Enrollment at SHSU has consistently increased over the last decade with a record enrollment of 19,200 in fall of 2013.

For more information about SHSU, please access our webpage at www.shsu.edu.

Applicants must submit the following: 1.

Cover Letter 2.

Curriculum Vitae (Faculty) 3.

Three Letters of Recommendation 4.

Transcripts 5.


Statement of Research & Goals (Faculty) 6.

Statement of Teaching Philosophy.

Salary and benefits are competitive.


Send nominations or letters of interest with curriculum vitae to the chair of the search committee: Nancy Stockall, Associate Professor Special Education Box 2119 SHSU Sam Houston State University Huntsville, TX 77341-2087Phone 936-294-3983; e-mail nxs016@shsu.edu All applicants must also apply online at: https://shsu.peopleadmin.com/ The Search committee will begin reviewing materials on January 17, 2014, and continue until the position is filled.
Sam Houston State University is an Equal Opportunity/Affirmative Action Plan Employer and Smoke/Drug-Free Workplace.

All qualified applicants will receive consideration for employment without regard to race, creed, ancestry, marital status, citizenship, color, religion, sex, national origin, age, veteran status, disability status, sexual orientation, or gender identity.

Sam Houston State University is an "at will" employer.
Security sensitive positions at SHSU require background checks in accordance with Education Code 51.215.Section B The ChroniCle of higher eduCaTion November 1, 2013Diversity in Academen Examining White Privilegen Opening Up Economicsn Welcoming Gay Students at HBCUsn Making Math Matter to First-Generation StudentsA Wider ViewCOMINGMAY30Are you searching for a more impactful way to engage with diverse candidates for your open positions?
Only The Chronicle enables you to promote your institution’s inclusive culture and current job openings to the largest audience of diverse candidates in higher education.
The upcoming Diversity in Academe special report will include exclusive institutional data and insights on diversity, equity, and inclusion.Feature your open positions in the May 30 Careers section that will accompany this highly-anticipated special report.COMING MAY 30: DIVERSITY IN ACADEME A SPECIAL REPORT A42 Multiple Positions  Humanities  Social & Behavioral Sciences  Science, Technology, & Mathematics THE CHRONICLE OF HIGHER EDUCATION  MAY 23, 2014 U N I V E R S I T Ä T B A S E L The Faculty of Humanities at the University of Basel invites applications for a Professorship in African History (tenured or tenure track) starting 1st February 2015.
We are looking for applicants who can teach the history of subsaharan Africa and undertake research in this area, with a focus on modern history.

We expect applicants to colla- borate in establishing research projects in African History and to cooperate with the interdisciplinary Center for African Studies and many other Africa-related institutions in Basel.

The position will be filled according to the qualifications of the applicant at the level of Assistant Professor, Associate Professor or Professor.
The University of Basel is an equal opportunity employer.

Women are strongly encouraged to apply for this position.

Applicants should electronically send their applications accor- ding to the information that can be found on the site: www.philhist.unibas.ch/bewerbungen.

The deadline for applications is 15th June 2014.

For additional information, please contact the Dean of the Faculty of Humanities, Prof. Dr. Barbara Schellewald, phone: 0041 (0)61 267 09 06.
The City University of New York is the nation's leading urban public university, with 6,700 full-time faculty at 24 institutions in New York City.

To learn about the positions listed below and the wide range of opportunity CUNY has to offer, go to: http://www.cuny.edu/employment.html and open Search Job Listings.

EXECUTIVE AND SR.

ADMINISTRATIVE Baruch College Exec Dir of Marketing & Communications Borough of Manhattan C.C.

VP for Information Technology Bronx C.C.


AVP for Admin Affairs Lehman College VP for Enrollment Mgmt York College Provost & Sr VP for Academic Affairs MANAGERIAL AND PROFESSIONAL Baruch College Asst Dir of Undergrad Admissions for Transfer Svcs & Evaluation Borough of Manhattan C.C.

Academic Testing Dir Assoc Dir, Counseling Ctr & Special Programs Development Specl Hobsons Communication Mgr Bronx C.C.
Assoc Dir of Student Support Svcs Central Office Admin Exec Coord - Ofc of State Govt Relations Assoc Dir for Diversity Programs Dir, PeopleSoft Production Support Fixed Assets Analyst Graduate Recruitment & Marketing Specl PeopleSoft Campus Solutions Student Records Support Mgr City College Enrollment Registrar Specl IT Computer Systems Mgr Marketing Dir Program Specl - Branding & Integrated Communications LaGuardia C.C.
Admin Exec Ofcr – Academic Affairs Development Ofcr Professional Development Inst Mgr Many People ~ One University The City University of New York is committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply.

EMPLOYMENT OPPORTUNITY Assistant Professor Restoration Ecology teach classes and conduct To scientific in biological sciences with focus on Restoration Ecology.
Preference will be given to applicants whose research program can be related to the unique environments of South Texas.

Ph.D. in biological sciences or closely related field required.

Apply at utb.edu/jobs.

research The University of Texas at Brownsville utb.edu Accounting: The School of Accountancy and Management Information Systems at De- Paul University seeks to fill a tenure-track position in Accounting Information Sys- tems.

Candidates of all ranks will be consid- ered.


Candidates should possess a doctorate or be close to completion of the doctorate in either accounting or accounting information systems.

The ideal candidate would be able to teach either accounting or accounting in- formation systems.

An interest in teaching online courses as well as face-to-face cours- es is highly desirable.
Apply online only: https://facultyopportunities.depaul.edu/ap- plicants/Central?quickFind=51107 As an Equal Employment Opportunity (EEO) employer, DePaul University provides job opportunities to qualified individuals with- out regard to race, color, ethnicity, religion, sex, sexual orientation, national origin, age, marital status, physical or mental disability, parental status, housing status, source of in- come or military status, in accordance with applicable federal, state and local EEO laws.
Adult Education: Director of BAAS Pro- gram/Open Rank: Adult Education/In- structional Technology, tenure-track (11 month contract) (fall 2014).

Responsible for the administration of the BAAS program including curriculum design, academic ad- vising, budget, marketing and personnel.
The Bachelor of Applied Arts and Scienc- es (BAAS) degree is designed to offer stu- dents with workforce education, vocational- technical training and/or professional expe- rience in occupational fields the opportunity to obtain a baccalaureate degree.
Required: Terminal academic degree required in an area commensurate with the mission of the college, preferably in Adult Education or In- structional Technology or related field; must be eligible for faculty status, experience in program development and assessment; and an established research agenda.

In addition to administrative duties, the director will teach course(s) each fall and spring semes- ter.
Preferred: Significant college teaching experience, experience in academic advising and curriculum development.
Application: Submit letter, CV, unofficial transcripts, and contact information on three references to Dr. Matthew Capps, Dean West College College of Marin, located just north of San Francisco in beautiful Marin County, invites applications for: Accountant
For job posting, requirements, application deadlines and to apply: Assistant Professor of Public Relations Middle Tennessee State University's School of Journalism seeks applications faculty position (Position No.
for a public relations tenure-track 143360) at the rank of assistant professor to start in August 2014.

Will teach undergraduate public relations courses with an interest in visual communication and multimedia applications as it relates to public relations or mass communication.
The successful candidate also is expected to develop ties with professional PR/communications organizations and businesses, initiate and maintain an active scholarship record, and provide service to the School of Journalism, College of Mass Communication and the university.

Minimum qualifications: Ph.D. in a mass communication or related area from an accredited institution is required.

One year college-level teaching experience is required.
Application process: Go to https://mtsu.jobs.mtsu.edu and complete an application, attach documents and submit your application online.

Review of applications will begin June 23, 2014.

MTSU is an EO/AA Employer The City University of New York is the nation's leading urban public university, with 6,700 Full-time faculty at 24 institutions in New York City.
To learn about the positions listed below and the wide range of opportunity CUNY has to offer, go to: http://www.cuny.edu/employment.html and open Search Job Listings.

FACULTY Borough of Manhattan C.C.

Nursing Reference & Outreach Librarian Bronx C.C.
Education & Reading Nuclear Medicine Physics & Technology City College Academic Pathologist Anatomy Buildings Materials & Systems Technology Chemical Engineering & CUNY Energy Inst Clinical Child Psych Infrastructure Resiliency Integrated Digital Tech & Design Int’l Relations Isotope Geochemistry Latin American & Latino Studies Mechanical Engineering Neurobiology Physician Asst Program Psychology Clinical Neuroscience- Sophie Davis School of Biomedical Ed LaGuardia C.C.
Biology Business & Technology Dir, Medical Asst Program Dir, Therapeutic Recreation Program Nutrition Radiologic Technology Many People ~ One University The City University of New York is committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply.
Occupational Therapy Program Director Dominican College located in Rockland County, 20 miles north of New York City, invites applications for a tenure-track Occupational Therapy Program Director beginning August 2014.

Rank and salary will be commensurate with qualifications.

Dominican’s OT Program is offered in a twelve-month trimester-based weekend format, with class sessions scheduled approximately every third weekend.
The program is fully accredited by the Accreditation Council for Occupational Therapy Education (ACOTE).

Qualifications: A minimum of 8 years of documented experience in the field of occupational therapy is required.
This experience must include: 1) Clinical practice as an occupational therapist; 2) Administrative limited to, program planning, experience implementation, assessment and accreditation; personnel management; evaluation; and budgeting; 3) Scholarship (e.g., scholarship of application, scholarship of teaching and learning); and 4) At least 3 years of experience in a full-time academic appointment with teaching responsibilities at the postsecondary level.
including, but not An earned doctorate (PhD, EdD, OTD, or equivalent in a related field) awarded by an institution that is accredited by a regional accrediting body recognized by the U.S. Department of Education is required.

Certifications/Licensure: Certification as an occupational therapist by the National Board for Certification in Occupational Therapy and eligibility for licensure in the state of New York are required.
Responsibilities: • Direct Dominican College’s entry-level Master of Science in OT Program; • Lead, direct, guide, mentor and evaluate the OT Department faculty and staff; • Assist the Academic Deans with budget planning and problem- solving activities related to the program; • Direct and conduct periodic self-study and annual OT Program evaluations as required by ACOTE for accreditation; • Work with appropriate administrators on recruitment, admissions, development, research, and public relations; • Work with the Academic Dean’s Office on program development and stay current on all ongoing trends and changes within the Occupational Therapy profession; • Teach and mentor students and faculty, and engage in scholarly endeavors and service as appropriate for the discipline and program.
Dominican College is a small private institution with a student population of approximately 2,000.

Committed to building its programs upon a strong liberal arts foundation, the College offers an array of degree opportunities in the liberal arts and sciences, business and the professions.

Qualified candidates may forward letter of application, vita and three letters of reference to humanresources@dc.edu.

Application deadline is June 20, 2014.


AA/EOE Multiple Positions Texas A&M University – Texarkana is currently hiring for: • Director of Financial Aid • Associate VP for Enrollment Management For more information and how to apply, please visit our website at www.tamut.edu.

Texas A&M University – Texarkana is an EEO/AA employer.

of Education, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308- 2099, matthew.capps@mwsu.edm Review begins immediately.
http://www.mwsu.edu This position is designated as security sen- sitive and requires the finalist to complete a criminal background check.

EEO/ADAAA Compliance Employer.

Anesthesiology: The Department of Anes- thesiology at the University of Florida Col- lege of Medicine-Jacksonville, seeks two faculty members, up to full time employ- ment, at the non-tenure accruing level of Assistant/Associate/Full Professor.

Major responsibilities include teaching, patient care and research.

Must be MD/DO, BC/ BE.


Salary is negotiable; benefits are excel- lent.

Our Search Committee will review all applications as they are received and posi- tions will stay open until filled.

Send CV and three letters of recommendation to: Search Committee Chair; position number 23146 and 24285; UF COM; Dept.

of Anesthesi- ology; 655 W. 8th St, Box C-72, Jacksonville, FL 32209; or e-mail sylvia.gabbard@jax.ufl.

edu or fax to 904-244-4908.


The University of Florida is an equal opportunity institu- tion dedicated to building a broadly diverse and inclusive faculty and staff.

Biology: Assistant Professor in Biogeo- chemical Ecology.

The Department of seeks to strengthen and broaden its capability in the ecology, biogeochemistry and trace gas fluxes in natural ecosystems.

The Depart- ment of Biology at San Diego State Univer- sity invites applications for a tenure-track position at the assistant professor level.
We seek an individual in ecology with research specialization in trace gas fluxes, biogeo- chemical cycling, and the ecology of natural ecosystems, with a strong record of research productivity, significant extramural funding, and demonstrated teaching effectiveness.

Demonstrated research experience in the Arctic is desirable.

The university commits 25% of salary with the expectation that the successful candidate will teach one course per semester and secure the remaining sal- ary via extramural funds.
The relative bal- ance of research and teaching will be pro- portional to candidates’ extramural support.

The successful candidate will join and con- tribute to the recently established interdis- ciplinary Area of Excellence: The SDSU Center for Climate and Sustainability Stud- ies (C2S2).
Applications should include (i) a cover letter, (ii) curriculum vitae including publications, presentations, research sum- mary, past, current, and pending funding and (iii) PDFs of up to five publications and (iv) applicants should ask to have 3-5 let- ters of recommendation sent directly to the search committee.

Incomplete applications are not guaranteed full consideration.

Elec- tronic applications and letters of reference from reviewers should be sent by e-mail to: EcologyBGCsearchcommittee@mail.sdsu.
edu.

Ecology BGC Search Committee Wal- ter Oechel, Chair, woechel@mail.sdsu.edu.

C/O Renee Konstantine,EcologyBGCsearc hcommittee@mail.sdsu.edu.

Department of Biology, San Diego State University, San Di- ego, CA 92182-7720.

For more information see: http://www.bio.sdsu.edu/jobs/.

Applica- tions received by June 15, 2014 will be given full consideration.

Salary will be competi- tive and commensurate with qualifications and experience.

SDSU is a Title IX, equal opportunity employer.


Biology: The Department of Biological Sci- ences at DePaul University seeks to fill two one-year, non tenure track appointments to teach courses during the 2014-2015 aca- demic year.

The positions will involve teach- ing lecture and laboratory sections of Gen- eral Biology for science majors, lecture and laboratory Biology courses for non-science majors, Biostatistics and a Biology capstone course.

Ph.D. and previous teaching experi- ence preferred.
Apply online only: https:// facultyopportunities.depaul.edu/applicants/ Central?quickFind=51106 As an Equal Em- ployment Opportunity (EEO) employer, DePaul University provides job opportuni- ties to qualified individuals without regard to race, color, ethnicity, religion, sex, sexu- al orientation, national origin, age, marital status, physical or mental disability, parental status, housing status, source of income or military status, in accordance with applica- ble federal, state and local EEO laws.
Business Administration: Assistant Pro- fessor of Accounting (Tenure-Track) Date posted: 4/2014, Closing date: 7/31/2014, Starting Date: Fall 2014, The Department of Business Administration--offering a B.S.

in five concentrations; a M.S.

in Account- ing; and three MBA programs--seeks to fill a tenure-track faculty position at the Assis- tant Professor level, teaching varied under- graduate and graduate accounting courses.
Candidate must possess an excellent record of teaching and the potential for excellence in research; corporate business/accounting experience and knowledge of international accounting standards are preferred.

On- ChronicleVitae.com/jobs MAY 23, 2014  THE CHRONICLE OF HIGHER EDUCATION Social & Behavioral Sciences  Science, Technology, & Mathematics  Professional A43 The Hong Kong Polytechnic University (PolyU) is a government-funded tertiary institution in Hong Kong.
It offers programmes at various levels including Doctorate, Master’s and Bachelor’s degrees.

It has a full-time academic staff strength of around 1,250.

The total consolidated expenditure budget of the University is about HK$5 billion (US$1 = HK$7.8 approximately) per year.

Committed to academic excellence in a professional context, PolyU aspires to become a world-class university with an emphasis on the application value of its programmes and research.
Its vision is to become a leading university that excels in professional education, applied research and partnership for the betterment of Hong Kong, the nation and the world.

The University is now inviting applications and nominations for the following post: Head of Department of Applied Social Sciences (Ref: 14050501) The successful candidate will be appointed as Chair Professor/Professor, commensurate with his/her qualifications and experience, and hold a concurrent headship appointment.
The headship appointment is normally for an aggregate period of six years in two three-year terms of office.

Post specification of the above position can be obtained from http://www.polyu.edu.hk/hro/job/en/external_adv/deans-heads.php.

Other suitable candidate(s), if deemed appropriate by the University, may be appointed as Chair Professor/Professor.

Remuneration and Conditions of Service Terms of appointment and remuneration package are negotiable and highly competitive.
Application Applicants are invited to send detailed curriculum vitae with the names and addresses of three referees and direct any enquiries to the Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong [Fax: (852) 2764 3374; E-mail: hrscapss@polyu.edu.hk], quoting the position applied for and the reference number.

Recruitment will continue until the position is filled.

Initial consideration of applications will commence in late July 2014.
Candidature may be obtained by nomination.

The University reserves the right not to fill the position or to make an appointment by invitation.

General information about the University and the Department of Applied Social Sciences is available on the University’s Homepage http://www.polyu.edu.hk and http://www.polyu.edu.hk/apss/ respectively or from the Human Resources Office [Tel: (852) 2766 5305].

The University Personal found at http://www.polyu.edu.hk/hro/jobpics.htm.
Information Collection Statement recruitment can be for To learn and to apply, for the benefit of mankind The Hong Kong Polytechnic University is a government-funded tertiary institution in Hong Kong.

It offers programmes at various levels including Doctorate, Master’s, and Bachelor’s degrees.

It has a full-time academic staff strength of around 1,250.

The total consolidated expenditure budget of the University is about HK$5 billion per year.
DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING The Department of Civil and Environmental Engineering is recognised by the local and international communities in conducting world class research in civil and environmental engineering ﬁelds, and has well established connections with industrial partners and government agencies in Hong Kong.

The new appointee will further add to the existing research strengths in the area of environmental noise and vibration of the Department.
The Department offers academic programmes at various levels, including MPhil degree and PhD degree, in the disciplines of Construction and Transportation Engineering, Environmental Engineering Science, Geotechnical Engineering, Hydraulic Engineering, and Structural Engineering.

The Department currently has about 40 faculty members and 36 technical and administrative personnel, and is committed to the international standards of excellence in teaching and research.
Please visit the website at http://www.cee.polyu.edu.hk for more information about the Department.

Assistant Professor in Environmental Noise and Vibration (Ref.

14050504) The appointee will be required to (a) teach relevant subjects in Noise Pollution Studies and Control, and Structural Dynamics at various level; (b) supervise student projects and theses; (c) initiate, lead and participate in research activities; and (d) undertake relevant administrative duties.
Applicants should (a) have a ﬁrst degree in Engineering or Applied Science and a PhD degree in Noise or Vibration; (b) have strong commitment to excellence in teaching and research; (c) have a good record of research and scholarship; and (d) be able to demonstrate effective classroom teaching skills and have good interpersonal skills.

Preference will be given to those with relevant professional qualiﬁcations and working experience.
Remuneration and Conditions of Service A highly competitive remuneration package will be offered.

Initial appointment will be on a ﬁxed-term gratuity-bearing contract.

Re-engagement thereafter is subject to mutual agreement.

Applicants should state their current and expected salary in the application.
Application Please submit application form via email to hrstaff@polyu.edu.hk; by fax at (852) 2364 2166; or by mail to Human Resources Ofﬁce, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.

If you would like to provide a separate curriculum vitae, please still complete the application form which will help speed up the recruitment process.

Application forms can be obtained via the above channels or downloaded from http://www.polyu.edu.hk/hro/job.htm.
Recruitment will continue until the position is ﬁlled.

Details of the University’s Personal Information Collection Statement for recruitment can be found at http://www.polyu.edu.hk/hro/jobpics.htm.

DEPARTMENT OF PHYSICS AND ASTRONOMY ASSISTANT PROFESSOR – ASTRONOMY The Department of Physics and Astronomy at the State University of New York College at Oneonta invites applications for a tenure track position as an Assistant Professor of Astronomy beginning August 2014.
The initial appointment will be for one year.

Expectations include teaching, maintenance of campus observatory and planetarium, coordinating community outreach programs involving these, and maintaining active research which can involve undergraduates.

SUNY Oneonta is a comprehensive, public, liberal arts and sciences college with 6,000 students.

The College is ranked among the top 100 colleges in the Northeast by U.S. News & World Report.
The Physics and Astronomy Department currently has six full- time faculty and supports approximately 70 students with a Physics major, an active 3-2 Engineering program, and an Astronomy minor.

The Department has an impressive astronomy infrastructure including New York State’s largest reflecting telescope (40” JMI) and a planetarium with an Evans and Sutherland projection and sound system.
To learn more about the College or the Department, please visit www.oneonta.edu or www.oneonta.edu/academics/physics.

Preference will be given to candidates who have experience with diverse populations, and/or teaching pedagogies and/or multicultural teaching experience.

For a complete description of this position, go to: www.oneonta.edu/employment.

To apply online, go to: http://oneonta.interviewexchange.com/ candapply.jsp?JOBID=49047.
For other employment and regional opportunities, please visit our website at: www.oneonta.edu/employment.

SUNY Oneonta values a diverse college community.

Please visit our website on diversity at: www.oneonta.edu/home/diversity.asp.

Moreover, the College is an EEO/AA/ADA employer.

Women, persons of color, and persons with disabilities are encouraged to apply.
Marquette • Upper Peninsula MARKETING Position type: Instructor/Asst Prof/Tenure Track and Two Year Term Department: Walker L. Cisler College of Business Description/Requirements: Visit employMe.nmu.edu Annual Salary Range: Competitive Application deadline: The positions will be posted until June 6, 2014.

NMU is an EOE including protected veterans and individuals with disabilities.
Assistant Professor of Kinesiology (One-Year Temporary) The Department of Kinesiology invites applications for a one-year temporary position beginning in Fall 2014.

Full-time faculty are required to teach 12 credit hours per semester (fall/winter) in academic concentrations of exercise science, athletic training, and/or physical education and engage in university service.

Spring/summer teaching may be available.


For complete list of requirements, further information, and to apply for this position, please visit www.jobs.svsu.edu.

Applicants must apply on-line.

Saginaw Valley State University is an EO/AA employer.

Women and minorities are encouraged to apply.


Marquette • Upper Peninsula FINANCE Position type: Assistant Professor/Tenure Track Department: Walker L. Cisler College of Business Description/Requirements: Visit employMe.nmu.edu Annual Salary Range: Competitive Application deadline: The position will be posted until June 9, 2014.

NMU is an EOE including protected veterans and individuals with disabilities.
Marquette • Upper Peninsula METADATA & CATALOGING LIBRARIAN Position type: Assistant Professor/Tenure Track/12 Month Department: AIS/Lydia M. Olson Library Description/Requirements: Visit employMe.nmu.edu Annual Salary Range: Competitive Application deadline: The position will be posted until June 6, 2014.

NMU is an EOE including protected veterans and individuals with disabilities.
ChronicleVitae.com/jobs Assistant Professor of Economics The Department of Business Administration at Flagler College invites applications for a one year visiting position in Economics at the rank of Assistant Professor to begin August 2014.

The preferred candidate will have a PhD; consideration will be given to candidates who are ABD.

Candidates must demonstrate an enthusiastic commitment to teaching and mentoring undergraduate students; teaching experience at the college level is required.
The teaching load is four sections per semester.

Preference will be given to candidates who can teach Principles of Microeconomics, Quantitative Methods for Business, Labor Economics, and Managerial Economics.

Salary is commensurate with credentials and experience.

Flagler College is an independent, co-educational college with an enrollment of 2,500 students.

The Business Administration Department is the largest academic department with over 600 declared majors and 14 full-time faculty.
The College is located in historic St. Augustine, Florida, approximately 35 miles south of Jacksonville and 55 miles north of Daytona Beach.
Applicants should submit electronically a letter of application, curriculum vitae, evidence of teaching effectiveness, unofficial graduate degree transcripts, three references (including addresses, telephone numbers, and email addresses), and any additional supplementary material to: Dr. Alan Woolfolk, Dean of the Faculty, Flagler College at http://www.flagler.edu/ departments/human-resources/jobs/job.html.

References will not be contacted without first securing the permission of the candidate.
Review of completed applications will begin immediately and continue until the position is filled.

Chairperson, Department of Occupational Therapy Rush University is seeking a Chairperson for the Occupational Therapy Department in the College of Health Sciences.

The Department includes 7 core faculty members, over 100 master’s degree students, and affiliation with 45 clinical OTs at Rush University Medical Center.

The individual’s primary responsibility will be to lead the department’s academic program.
Pending the candidate’s experience and interests, clinical administration or practice opportunities are available but are not required for the position.

Qualifications: • • Doctoral degree (open rank) Experience in leadership, administration, teaching, research/scholarship, clinical practice Leadership in professional organizations • Came Sweeney is assisting RU with this search.
Submit letter of interest and CV to paul_came@camesweeney.com A44 Academic Affairs  Student Affairs THE CHRONICLE OF HIGHER EDUCATION  MAY 23, 2014 Director of Institutional Effectiveness Danville Area Community College is an accredited public two-year college that serves more than 8,000 students annually.

Danville Area Community College strongly supports teaching, learning, and classroom innovation and is an Achieving the Dream Leader College.
The College is located in Danville, in east central Illinois, 125 miles south of Chicago and 90 miles west of Indianapolis and enjoys a campus of 75 beautiful acres.

The College is integrally linked with the local community of 34,000, a district of 88,000, and a strong network of area businesses, universities and other colleges.
For additional community information, please refer to: http://www.vermilionadvantage.com/ Director of Institutional Effectiveness – The Director manages the research and outcomes assessment activities of the College; directs institutional effectiveness processes; and oversees reporting requirements for all external funding sources and accreditation agencies.

The Director provides oversight responsibilities to the college’s assessment initiatives.
Required qualifications: Bachelor’s Degree in a related field; ability to collect, analyze, and interpret data for the college’s continuous improvement; demonstrated work experience in Microsoft applications; excellent oral and written communication skills; ability to work effectively with diverse constituencies both within and outside the college; ability to travel inside and outside the college district.
Desired qualifications: Master’s Degree in a related field; five years experience in institutional research, preferably in a community college, with increased levels of responsibilities; research and assessment experience in higher education; experience in program planning and fiscal management; experience in reporting to external accreditation and funding agencies; experience with Datatel Colleague.

Position is full-time: 52 weeks/year, 40 hours/week.
Please see the college website for a more complete description of the position and required qualifications.

APPLICATION PROCEDURES: For full consideration applicants should submit a college employment application, resume, a letter of application which highlights qualifications for the position, and transcripts.

Address applications to Human Resources, Danville Area Community College, 2000 E. Main St., Danville, IL 61832-5199.
An application can be downloaded from our web site at www.dacc.edu/hr or call (217) 443- 8757.

Applications submitted by June 23, 2014 will be given first consideration, open until filled.

AA/EOE Director, Office of Disability Services University of North Carolina at Charlotte UNC Charlotte seeks an innovative, energetic, visionary and collaborative professional with proven leadership to serve as Director of the Office of Disability Services.
This full-time, 12-month position reports to the Associate Provost for Academic Services and is part of an exciting team working on institutional priorities of ensuring access and long-term academic success of all students.

The Director provides leadership for ensuring access to programs, services, and the campus facilities for students and visitors with disabilities.
The Office of Disability Services serves as a resource to faculty, staff, students, and the campus community through consultation, education, advocacy, and engagement on disability related issues.

For a complete description, visit http://jobs.uncc.edu.

Please reference Position #7955.

Anticipated start date is September 1, 2014.

Salary is commensurate with experience.


Qualifications: Minimum of a master’s degree in clinical psychology, counseling, special education, social work or a related human services field required, along with 5-10 years of progressively responsible related experience preferably in a higher education setting.

Extensive knowledge of a wide variety of disabilities; a thorough understanding of federal and state laws and standards pertaining to individuals with disabilities is essential.
Candidate must demonstrate in-depth knowledge of and experience evaluating psychological and medical records documenting disabilities and determining appropriate accommodation.

Strong knowledge of assistive and adaptive technologies and their applications are required.

Candidate must possess exceptional verbal and written communication skills; interpersonal skills and political acumen to build effective bridges and collaborative relationships.
The candidate must also possess strong skills in fiscal and human resource management, strategic planning, and organization; and be able to make independent decisions which affect the short and long term goals for the office and the University.

To Apply: Only electronic submissions will be accepted through http://jobs.uncc.edu.

Attach the following along with your electronic application: letter of interest, resume and contact information for four references.
Application review begins June 4, 2014 and continues until the position is filled.

Position is subject to criminal background check.

Faculty Coordinator of Supplemental Instruction The Faculty Coordinator of Supplemental Instruction is responsible for the development, implementation, and supervision of a peer led supplemental instruction (SI) program in biological sciences.

This project is anticipated to run through 2019.


This position will be responsible for working with faculty to identify and select SI leaders, provide training and consultative services to faculty, train and provide assistance to SI leaders, monitor the quality of SI sessions, arrange for logistical support, and evaluate the SI program.

Minimum requirements: - Master’s degree in a lab science field from a regionally accredited university (e.g., biology, chemistry, physics, etc.).
- Experience in the administration, supervision, and/or budgetary management of academic support centers or supplemental instruction programs at an institution of higher education.

- Experience in successfully planning, executing and evaluating new programs and initiatives.
- Two (2) years post-secondary teaching experience in the lab sciences Preferred requirements: - Master’s degree in biology from a regionally accredited university preferred - Two (2) years’ experience coordinating supplemental instruction, tutoring or similar academic support programs or services at an institute of higher learning.
- Community college teaching experience in the lab sciences - Experience with assessment of student learning outcomes - Experience with proven programmatic methods in overcoming barriers to academic success.

GTCC is strongly committed to diversity and welcomes applications from all qualified candidates, particularly minorities & faculty under- represented in higher education.

Visit our website www.gtcc.edu to apply and view the complete job description.
DIRECTOR OF RESIDENTIAL PROGRAMS NEW SENIOR-LEVEL POSITION by The Director of Residential Programs is an exciting, new senior position created to bring Genesee Community College’s successful student housing program – College Village – to a new level of innova- tion and achievement.

This is a position for a highly-skilled leader and visionary entrepreneur.

The position requires a strong mix of academic and/or student service, business, and leadership skills and experience.
The Director will pos- sess a passion for superb, outcome- oriented service to our culturally diverse 451 student-residents; an aptitude for meeting business per- formance and growth standards established the Genesee Community College Foundation, a not-for-profit affiliate of the College which operates the housing pro- gram; and an opportunity to plan and develop new residential facilities and programs for emerging college constituencies.

The position offers an excellent compensation and benefit package.
On-site housing in a single-family residence is available.

For an overview of this exciting position and to apply online, visit www.genesee.edu/employment/.

Review of applications will begin May 15, 2014 and continue until the position is filled.

Please include a cover letter, resume and contact information for four references.
GCC is an Equal Opportunity Employer, committed to fostering diversity in its faculty, staff, and student body, and strongly encour- ages applications from the entire spectrum of a diverse community.

Martindale Hall, University, MS, 38677.

Must respond within 30 days of publication and refer to Job #14168 to be considered.

Computer Science: The Computer Science Department of the USC Viterbi School of Engineering seeks to hire a tenure-track faculty member.
While we are interested in exceptional candidates in all areas of com- puter science, our priorities are as follows: One junior faculty position in robotics and related fields, with priority given to candi- dates who act as a bridge between robotics and related fields such as graphics, anima- tion, perception, machine learning, games, optimization/planning, and natural lan- guage processing.

Applicants should sub- mit their applications online at: http://www.

cs.usc.edu/about/faculty-jobs/.


Applications must include a letter indicating the area of specialization, a detailed curriculum vitae, a statement on current and future research directions, and names of at least three pro- fessional references.

Evaluation of all dos- siers will start in early May 2014.

We expect all candidates to have a strong commitment both to research and to teaching.
All appli- cants must have earned a doctorate in com- puter science or a closely related field by the date of appointment.

The USC Viterbi School of Engineering is among the top tier engineering schools in the world.
It counts 177 full-time, tenure-track faculty members, and it is home to the Information Sciences Institute, two National Science Foundation Engineering Research Centers, a Depart- ment of Energy EFRC (Energy Frontiers Research Center), and the Department of Homeland Security’s first University Cen- ter of Excellence, CREATE.
The school is affiliated with the Alfred E. Mann Institute for Biomedical Engineering, the Institute for Creative Technologies, the USC Stevens Institute for Innovation and the USC Ener- gy Institute.

Research expenditures typically exceed $160 million annually.

The Univer- sity of Southern California (USC), founded in 1880, is located in the heart of downtown LA and is the largest private employer in the City of Los Angeles.
Criminal Justice: The Washington State Criminal Justice Training Commission seeks an experienced Course Developer for our Burien campus.

Will focus on updat- ing instructor-led entry level and in-service law enforcement training.

Secondary focus is collaboration with online learning devel- opers.

Will incorporate needs analyses and customer feedback, producing course syllabi and outlines, facilitator guides, lesson plans, curricular content, and student evaluation and assessment tools.
Qualifications: At least three years recent adult education cur- ricular design experience in criminal justice, higher education, corporate or large agency training department.

Law enforcement offi- cer experience strongly preferred.

This bar- gaining unit position pays between $4,200 and $5,000 monthly.

Benefits include state retirement plans, deferred compensation, 11 paid holidays annually, paid vacation and sick leave, and an array of health, den- tal, life, and long-term disability insurance.
For information on state employee bene- fits see http://www.pebb.hca.wa.gov.

Apply by e-mail submission of a chronological re- sume with salary history and a cover letter addressing how your experience fulfills the principal responsibilities and qualifications.

E-mail material to HR Manager Greg Bax- ter at gbaxter@cjtc.state.wa.us.

We must re- UNC Charlotte is an affirmative action, equal opportunity employer.
should send a CV, three letters of reference and a statement of teaching and research in- terests to Jay Lewis, University of Missis- sippi, Office of International Programs, 331 ChronicleVitae.com/jobs Director of Technology Friends Seminary seeks a dynamic and experienced leader to serve as Director of Technology.
Reporting to the Chief Financial and Operating Officer (CFOO), the successful candidate will creatively harness the various and ever-changing trends in technology to enhance and inform the learning experience.

S/he will inspire and motivate others through active and visionary leadership.

S/ he is responsible for the planning, development, coordination, management, and evaluation of all administrative and educational technology.

The Director will give particular care to balance change with stability.
A big-picture thinker and hands-on implementer, the Director will engage in active and ongoing dialogue and collaboration with administration, faculty, staff, parents, and students to foster responsible and creative use of technology, support the mission of the School, and serve as ambassador for the School’s endeavors in educational technology.

This is a full-time, 12 month position.


For the complete job description and instructions on how to apply please visit our website, www.friendsseminary.org/careers line course delivery, on-line Tax Prepara- tion software, and experience with the VI- TA program are a plus.

Minimum educa- tional qualification requirements include an MBA plus CPA certification.
Wagner Col- lege was cited in the 2013 edition of U.S. News’ “Best Colleges” magazine, as earn- ing two #1 rankings among northern mas- ter’s degree granting schools-”Top Up-and- Coming Schools” and “a strong commit- ment to teaching”.
It was also cited as hav- ing some of the best first-year experiences, learning communities, and service learn- ing “programs to look for.” Given these ac- complishments and a strong commitment to students’ practical liberal arts and civic- learning experiences, we are searching for a faculty member who is willing to be part of and further the College’s mission and pro- grams.
All candidates are encouraged to vis- it Wagner College’s main website at http:// www.wagner.edu and the Department of Business Administration’s main website at http://wagner.edu/business-admin/ Please send a letter of intent, teaching philosophy statement, research agenda, curriculum vi- tae, graduate transcript, dissertation ab- stract and/or a copy of the most recent peer- reviewed publication, evidence of teaching ability and three letters of recommendation to: Dr. Peg Horan.
Accounting Search Com- mittee Chair Department of Business Ad- ministration.

Wagner College.

One Campus Road Staten Island, New York 10301 pho- ran@wagner.edu 718-390-3437.

Located in an increasingly diverse metropolitan area, Wagner College is committed to scholar- ship and community outreach relevant to the needs of New York City.
Wagner values campus diversity (domestic and internation- al) and in keeping with this initiative, it wel- comes applications from diverse candidates and candidates who support diversity and in- ternationalization efforts.

Computer Science: Assistant Professor, Department of Computer and Information Science.

Will teach in the areas of computer networks, operating and cyber-physical sys- tems, maintain an active research program, advise students and engage in faculty ser- vice.
Must have aPh.D or ABD, Computer Science or closely related; excellent teaching and research abilities.

Interested persons MAY 23, 2014  THE CHRONICLE OF HIGHER EDUCATION Academic Affairs  Student Affairs A45 Associate Vice President for Enrollment Management Keene State College invites nominations and applications for the newly established position of Associate Vice President for Enrollment Management.
The College is seeking an experienced Enrollment Management professional with an extensive and successful record of meeting new student enrollment goals and improving retention and graduation rates while providing a visionary and collaborative work environment throughout the campus and community.

The College and the Greater Keene Community: Set in the beautiful New England city of Keene, at the foot of Mount Monadnock, Keene State College is the public liberal arts college of New Hampshire.
The institution focuses on rigorous academic programs and a tradition of small classes, faculty-student research and creative projects, and community service.

With a budget of $120 million, it offers 48 undergraduate majors and selected graduate degrees through three schools: Arts and Humanities, Sciences and Social Sciences, and Professional and Graduate Studies.

The College is accredited by the New England Association of Schools and Colleges and is a member of NCAA Division III athletics.
U.S. News & World Report consistently ranks Keene State College as one of the best colleges/regional universities in the North.

This is an exciting time for the College, with a new president and an incoming new provost and vice president for student affairs and enrollment management.
The Position Reporting to the Vice President for Student Affairs and Enrollment Management, the Associate Vice President will be the primary enrollment professional overseeing the Ofﬁ ce of Admissions, Ofﬁ ce of Financial Aid, and the Ofﬁ ce of Academic and Career Advising.

The Provost and the Vice President for Student Affairs and Enrollment Management will be evaluating the addition of the Registrars Ofﬁ ce and the Aspire Program (Trio Programs) to this unit during the coming year.
The AVP will have a collaborative and collegial interpersonal work style which will enable connections across the college.

The successful candidate must leverage knowledge and understanding of changing demographics to drive how Keene State College will recruit, and to ensure the success of students from diverse backgrounds.

Further, the AVP will be responsible for analysis of regional, national, and global market trends as well as current and anticipated demands for particular programs.
Qualiﬁ cations The Associate Vice President for Enrollment Management will have at least seven years of progressively responsible leadership experience in higher education enrollment management; a masters degree; demonstrated success in developing, evaluating, and improving recruitment, enrollment, ﬁ nancial aid, and retention from a data-driven perspective including the use of social media and information technology; proven success in creating, implementing, and evaluating comprehensive enrollment, recruitment, and communication plans; and experience leading a performance-driven enrollment and retention management team and supervising complex units in higher education; experience in ﬁ nancial aid to develop enrollment and retention strategies through leveraging initiatives and knowledge of best practices in the efﬁ cient use of resources is expected.
Information for Applicants Review of applications and nominations for the position of Associate Vice President for Enrollment Management will begin immediately and continue until the position is ﬁ lled or otherwise closed at the colleges discretion.

Priority consideration will be given to those applications received by June 6, 2014.
Application materials should be sent electronically via a word document and should include: a letter outlining experience and success in the areas emphasized above; a curriculum vitae; and the names, addresses (including emails), and telephone number for at least ﬁ ve professional references.
We are committed to diversity and multiculturalism, and strongly encourage individuals to apply who will contribute to the Colleges ongoing efforts to provide opportunities to help students become responsible global citizens.

The College has retained the search ﬁ rm of Scott Healy & Associates to oversee and manage the search process.
Questions, requests for information, nominations, and applications should be sent by email to: Scott Healy & Associates Dr. Scott F. Healy, President scott@scotthealy.com As an Afﬁ rmative Action/Equal Opportunity Employer, Keene State College is engage in an effort to build a community that reﬂ ects the diversity of society.

ceive resumes and cover letters no later than 4 PM on June 6.

Education: Search Extended.


Morehead State University, recognized as one of the top public universities in the South by U.S. News & World Report, is accepting appli- cations for a tenure-track position as As- sistant Professor of Education (Counsel- ing) beginning August 2014 in the Depart- ment of Foundational and Graduate Stud- ies in Education.
Responsibilities: Teach graduate education classes in school and mental health counseling on MSU cam- pus, online; and at regional campus sites; advise students; engage in scholarly activi- ties; and serve on departmental and uni- versity committees.

Qualifications: Doctor- ate in counselor education.

Experience in developing and delivering effective online courses.

Ability to contribute to a collegial environment required.

Knowledge of cur- rent national counselor training standards.
(CACREP and ASCA).

ABDs with immi- nent completion may be considered.

Desired Qualifications: Record of university teach- ing, scholarly productivity, grant writing ex- perience, and service.

Special Information: Excellence in teaching; scholarly productiv- ity and service are required for tenure con- sideration.

Review of new applications will begin June 23, 2014 and will continue until position is filled.

To apply, visit: http://www.


moreheadstate.edu/employment to complete the MSU Application for Employment and attach a letter of application, curriculum vi- tae, unofficial transcripts, names and con- tact numbers of three references (includ- ing e-mail addresses).

Contact the Office of Human Resources at (606) 783-2097 should you have questions about our online applica- tion.

MSU is an EO/AA educator and em- ployer with a strong commitment to commu- nity engagement.
Education: Teaching Assistant Professor - Child Development and Family Studies.

The College of Education and Human Services, Department of Learning Sciences and Hu- man Development at West Virginia Univer- sity (WVU) seeks applications for a nine- month non-tenure-track Teaching Assistant Professor of Child Development and Family Studies with a start day of August 16, 2014.
Prospective applicants are encouraged to visit the College of Education and Human Services of West Virginia University website at http://www.cehs.wvu.edu.

Qualifications: 1.

Earned doctorate in child/adolescent/hu- man development, family studies, develop- mental psychology, or related field; 2.

Abil- ity to teach face-to-face and online under- graduate courses in child/adolescent devel- opment and family studies and 3.

Ability to work with undergraduate programs and on- line teaching.
Responsibilities: 1.

Teach 4 CDFS courses each fall and spring semes- ter (or course equivalent); 2.

Advise CDFS students with online course registration; 3.

Monitor the online CDFS Pre-K certifica- tion option, which includes monitoring state and out-of-state field placements; 4.

Moni- tor LiveText assignments and submissions to ensure quality data; 5.

Liaison with Re- gents Bachelor of Arts program, Multi-dis- ciplinary studies, and nontraditional online students and 6.
Other assignments as need- ed to build and maintain program quality.

Compensation: Competitive and commen- surate with qualifications and experience.

Application process: Consideration of ap- plicants for this non-tenure-track, nine- month appointment will begin immediately and continue until a hiring decision is made.
Applicants should submit a letter of interest outlining professional experiences and goals in relation to the position; curriculum vita; and the names, addresses, phone numbers, and email addresses of three professional references.

Application materials should be sent by email to Judy.Martin@mail.wvu.edu or by mail to Judy Martin, College of Edu- cation and Human Services, West Virgin- ia University, P.O.

Box 6122, Morgantown, WV 26506-6122.


Please direct questions about the position to Dr. Bobbie Warash, Professor, Child Development and Family Studies Position, bwarash@mail.wvu.edu.

West Virginia University is located in Mor- gantown, WV and is the State’s comprehen- sive Land Grant University with an enroll- ment of nearly 32,000 students and a Carn- egie Classification - High Research.

Mor- gantown is ranked among the most livable small cities in the country.
The city is readily accessible and within driving distance from Pittsburgh, PA and Washington, DC.

For more information on WVU and Morgan- town, see http://www.wvu.edu and http:// www.morgantown.com.

For additional in- formation on the College, please visit http:// cehs.wvu.edu.

WVU is an EEO/Affirmative Action Employer.

Under represented class members are encouraged to apply.

This in- cludes: minorities, females, individuals with disabilities, and veterans.
Education: Visiting Assistant Professor - Instructional Design and Technology.

The College of Education and Human Services, Department of Learning Sciences and Hu- man Development at West Virginia Univer- sity (WVU) seeks applications for a nine- month non-tenure-track Visiting Assistant Professor of Instructional Design and Tech- nology with a start day of August 16, 2014.
This is a one-year position with plans to ad- vertise for a similar tenure track position to begin fall 2015 contingent on funding ap- proval.

The person hired for the visiting po- sition may apply for the tenure track posi- tion if it becomes available.

Prospective ap- plicants are encouraged to visit the College of Education and Human Services of West Virginia University website at http://www.

cehs.wvu.edu.

Qualifications: 1.


Earned doctorate in a relevant field by the time of appointment (Candidates who are ABD may be considered) and 2.

Ability to teach online and hybrid graduate level courses in instruc- tional design, educational technology, and multimedia development.

Responsibilities: 1.


Teach three graduate level courses each semester in instructional design, education- al technology, multimedia development, or educational psychology (with some summer teaching possible contingent on need and enrollment) and 2.

Provide service to the department, college, and profession.
The successful candidate will have the opportu- Norfolk, Virginia Assistant Dean for Institutional Effectiveness and Program Review, and Director of the Master of Medical and Health Professions Education Program Eastern Virginia Medical School (EVMS) is seeking a dynamic, experienced, and highly motivated professional to serve as Assistant Dean for Institutional Effectiveness, and to serve as Director of a new Master of Medical and Health Professions Education program.
EVMS is an academic health center that enrolls approximately 1200 students in 13 graduate and first professional programs, trains 350 medical residents and fellows annually in numerous specialties, and has nearly 1800 salaried and volunteer community faculty members.
Reporting to the Vice President and Dean of the School of Health Professions, this newly created position will: (1) direct and teach in the master’s program in medical and health professions education; (2) develop and implement an institutional effectiveness system in cooperation with offices across the institution; and (3) collaborate with Program Directors, faculty, and senior managers in the health professions to conduct periodic reviews of our diverse academic programs.
Institutional effectiveness encompasses functions pertaining to assessment and institutional research.
Effectiveness studies are used to document institutional performance and to assist in complying with reports and other deliverables for key external organizations including the State Council of Higher Education for Virginia, the Southern Association of Colleges and Schools, the Liaison Committee on Medical Education, various Federal agency reports such as the Integrated Postsecondary Education Data Systems, and self-studies required for program level accreditation.
The successful candidate will possess a doctoral degree from an accredited institution in education, curriculum and instruction, assessment, research, or other field reasonably associated with knowledge and skills described in this position.
Other key requirements include; minimum 5 years of progressively responsible experience in a higher education setting, preferably to include effective oversight of the development and use of large data sets; minimum 5 years of teaching experience at a college, university, or academic health center; strong analytical skills, including knowledge of quantitative and qualitative research; knowledge of institutional and program-level accreditation processes; knowledge of federal and state higher education policies, issues, regulations and trends; demonstrated experience in proactively utilizing data and research to identify and make recommendations on institutional issues; ability to manage complex projects and accomplish goals within a specified budget and time frame; excellent verbal and written communication skills, including the ability to shape complex information into presentations that are understandable to diverse audiences; ability to work effectively in teams, and relate effectively with internal and external constituencies at all levels.
Salary and faculty rank are commensurate with experience.

EVMS strives to attract talented students, trainees, faculty, staff and leaders who bring diverse attributes and experience to drive our collective commitment to excellence.

Applications from all qualified candidates are encouraged and will be reviewed as received.

The anticipated starting date is January 1, 2015.


QUALITY OF LIFE: Located in the city of Norfolk, EVMS serves the southeastern region of Virginia known as Hampton Roads, as well as northeastern North Carolina.

The area is rich in history, culture and education.

It also provides easy access to the Outer Banks, mountains, Washington D.C., and the state capital in Richmond.

Norfolk/ Virginia Beach was Places Rated Almanac’s #1 metropolitan area for recreation.
Live and work in an environment abundant in history, culture, and recreation.

Apply online at: http://www.evms.edu/about_evms/administrative_offices/human_resources/jobs/.

Include a letter of interest, curriculum vitae, and names, addresses, and telephone numbers of three references.

EVMS is an Equal Opportunity/Affirmative Action Employer of Minorities, Females, Individuals with Disabilities, Protected Veterans, and Drug and Tobacco Free workplace.
nity to engage in research complementary to programs in the Department of Learning Sciences and Human Development (http:// lshd.wvu.edu/).

Compensation: Competitive and commensurate with qualifications and experience.

Application process: Consider- ation of applicants for this non-tenure-track, nine-month appointment will begin immedi- ately and continue until a hiring decision is made.
Applicants should submit a letter of interest outlining professional experiences and goals in relation to the position; curric- ulum vita; and the names, addresses, phone numbers, and email addresses of three pro- fessional references.

Application materials should be sent by email to Eva Taylor (eva.

taylor@mail.wvu.edu).

Please direct ques- tions about the position to Associate Pro- fessor Dr. Ugur Kale (ugur.kale@mail.wvu.

edu).
edu).

West Virginia University is located in Morgantown, WV and is the State’s com- prehensive Land Grant University with an enrollment of nearly 32,000 students and a Carnegie Classification - High Research.

Morgantown is ranked among the most liv- able small cities in the country.

The city is readily accessible and within driving dis- tance from Pittsburgh, PA and Washing- ton, DC.

For more information on WVU and Morgantown, see http://www.wvu.edu and http://www.morgantown.com.
For ad- ditional information on the College, please visit http://cehs.wvu.edu.

WVU is an EEO/ Affirmative Action Employer.

Under repre- sented class members are encouraged to ap- ply.

This includes: minorities, females, indi- viduals with disabilities and veterans.

Engineering: Assistant Professor in Me- chanical Engineering: The Wichita State University College of Engineering seeks applications for a tenure-track position as an Assistant Professor in Mechanical En- gineering.
Responsibilities include teach- ing courses in thermal-fluid science at the undergraduate and graduate levels; advis- ing students; engaging in research and ser- vice.

The requirements for the position are a Ph.D. in ME or related with emphasis in thermal/fluid sciences, publication record, teaching potential, and expertise related to applications in nano/bio technology or en- ergy systems.
All offers of employment are contingent upon a successful background check as required by the Kansas Board of Regents.

Send letter, CV and the names and contact information for at least 3 references to: David Koert, Chair of the Department of Mechanical Engineering, 1845 Fairmount, Campus Box 133, Wichita, KS 67260-0133.

Applicant review begins June 20, 2014.

Wichita State University is an Affirmative Action/Equal Opportunity Employer.

English: English Teaching Positions Avail- able September 2014.
The School of For- eign Languages at Beijing Normal Univer- sity, Zhuhai Campus, Zhuhai, Guangdong, P. R. China is looking for native speakers of English to teach around 20 hours per week.

Duties will be to teach a mixture of academ- ic classes and English conversation classes.

The School is keen to recruit teachers qual- ified to PhD level in the fields of Linguis- tics, Education, or Literature who are able to teach classes in one or more of these sub- ject areas in addition to conversation class- es.
Applicants qualified should ideally hold a certificate in teaching English as a second language, and have at least 2 years experi- ence of ESL teaching or of teaching abroad.

Because of work permit restrictions, ap- plicants should be under 60 years of age.

Summary of Benefits: RMB220 (before in- come tax) each classroom teaching hour for teachers with Doctorates or Professorship.
Individual accommodation free of charge (an apartment with sitting room, bedroom, kitchen and bathroom; air conditioners, TV, washing machine and refrigerator).

The teacher is responsible for gas, electric- ity, water and telephone bills.

Air ticket re- imbursed upon completion of a one semes- ter contract up to a maximum of RMB3500, and upon completion of a whole academic year contract (two semesters) up to a maxi- mum of RMB7000.
To apply for a position, please e-mail a covering letter, resum√©, co- lour scans of your passport information page and degrees, and a recommendation letter from your most recent employer to Martin Stannard at bnufflrecruit@gmail.com.
Extension Services: Assistant Dean for Out- reach and Engagement, Oregon State Uni- versity: The College of Agricultural Sci- ences (CAS) at Oregon State University is seeking an exceptional candidate to pro- vide leadership in support of the Agricul- tural Sciences and Natural Resources Ex- tension Program as Assistant Dean for Out- reach and Engagement.
This position serves as the College’s outreach and engagement leader in support of the College’s diverse Extension and outreach programs and will work closely with CAS departments on cam- pus, as well as throughout all 36 counties within the State of Oregon.

This is a full- time, 12-month, fixed-term appointment that serves at the pleasure of the Dean.

The appointment includes indefinite tenure on a 9-month basis at 1.00 FTE for rank of Pro- fessor or Associate Professor within the ap- propriate CAS unit.
Salary is commensu- rate with education and experience.

Benefit package includes several options for health/ dental/life insurance, retirement, and tu- ition reduction program.

Required qualifi- cations include: A minimum of a master’s degree and a meritorious record of accom- plishment in higher education or other pro- fessional endeavor; academic and adminis- trative experience.

Must qualify for the rank of associate professor or professor with ten- ure in an appropriate academic unit of the college.
A demonstrated commitment to promoting and enhancing diversity, as well as a demonstrated ability to work collegial- ly and collaboratively with others.

For fur- ther details on this position, please review the job posting by visiting http://oregonstate.

edu/jobs.

Qualified applicants are invited to submit an application by creating a user pro- file and apply for posting number #0012484 by June 16, 2014.

OSU is an AA/EOE/Vets/ Disabled, and has a policy of being respon- sive to dual-career needs.
Law: Responsibilities include: Teach cours- es in Contract Law and Human Rights Law; supervise students; serve on various depart- mental committees; and participate in the development of law school programs.

40 hours per week, M-F 8:00 a.m. - 5:00 p.m.

Minimum Education and Experience Re- quirements: J.D., or equivalent plus one year of experience which may be gained pre- or post-degree.
Candidates must have an understanding of various types of ped- agogy, including skills and experiential training across the curriculum.

Applicants’ background to include: a) practice at an ad- vanced level, b) challenging government ser- vice, or c) a judicial clerkship.

Send resume to: Chair of Faculty Searches, Boston Col- lege Law School, 885 Centre St, Newton, MA 02459.
Library: San Diego State University Li- brary & Information Access is seeking ap- plications and nominations for the position of Health & Life Sciences Librarian.

This position will provide reference, library in- struction, outreach, and collection devel- opment for the health sciences, life scienc- es and related fields.

The Health & Life Sci- ences Librarian will also work at the general reference desk and provide undergraduate information literacy instruction.
The suc- cessful candidate will have an ALA accred- ited Master’s degree or equivalent interna- tional degree; an undergraduate or gradu- ate degree in the life sciences, a related health discipline, or at least two years’ ex- perience in an equivalent research library; an understanding of the current research, information sources, and scholarly trends in the fields of health and the life sciences; knowledge of emerging issues and technol- ogies in science librarianship; strong com- munication, interpersonal, and presentation skills; ability to work effectively in collegial environments; and a commitment to foster- ing diversity.
This position is open at the Se- nior Assistant Librarian rank with a yearly salary range of $58,084-$65,000, commen- surate with rank, experience, and qualifica- tions.

This position will remain open until ChronicleVitae.com/jobs A46 Business Affairs  Deans THE CHRONICLE OF HIGHER EDUCATION  MAY 23, 2014 Troy University – is a comprehensive public institution serving more than 30,000 students worldwide - 4 campuses in Alabama, locations in 8 states, 12 foreign countries, and 1 U.S. territory.
Senior Vice Chancellor for Advancement and External Relations Troy University, one of the country's leading global universities with its main campus in Troy, Alabama, is seeking applicants and nominations for the position of Senior Vice Chancellor for Advancement and External Relations.
The Senior Vice Chancellor for Advancement and External Relations, reporting directly to the Chancellor, provides executive leadership and direction for all aspects of fund-raising, sponsored programs, marketing and communications, govern- mental relations, and coordination of the Foundation Board activities.
The Senior Vice Chancellor ensures elements of the integrated strategic plan are achieved in coordination with other senior leadership; is responsible for generating external funding support for the University via grants, contracts, private fundrais- ing, and governmental appropriations; directs university-wide efforts in marketing, public relations and web design/usage; develops strong community relations; prices accountable budgeting in support of strategic plans and goals; and directs governmental relations in Alabama and Washington D.C.
The Senior Vice Chancellor for Advancement and External Relations will advance the image and funding resources for the University regionally, nationally, and internationally.
Minimum Qualifications: • An earned doctorate from a regionally accredited institution or equivalent experience in area of responsibility • Minimum of 5 years of executive and professional administra- tive job-related experience • Preference will be given to candidates with a breadth of expe- rience including development, fundraising, governmental relations, advertising, branding, executive management, orga- nization-wide strategic planning, and cross functional problem solving Please visit our website at www.troyuniversityjobs.com for further details and information on how to apply.
Troy University is an EEO and AA employer.

VP/Chief Information Officer the State University Fairmont is seeking full to fill time position of VP/Chief Information Officer.

Please apply online at www.fairmont.

pierpontjobs.com Academic Dean The University of Alabama is accepting applications for Dean of Continuing Studies.

ccsdeansearch.ua.edu for position profile.
extensive experience in developing relation- ships with corporate partners; an estab- lished record of exceptional teaching in the business-to-business area; an established re- cord of published scholarly research in pre- mier journals, with a focus in services mar- keting in the business-to-business domain; demonstrated ability to work with a highly professional team of faculty and staff to cre- ate and execute executive education pro- grams in services, build relationships with corporate partners, and pursue research in the services area that has both academic and practical relevance.
Compensation and support will be highly competitive.

ASU is a comprehensive urban university with an enrollment of over 76,000 students and Re- search 1 status.

The primary campus is lo- cated in Tempe, a suburban Phoenix com- munity.

The W. P. Carey School of Business is a leading program at ASU and offers un- dergraduate, masters, and doctoral degrees.
The Department of Marketing, which in- cludes the Center for Services Leadership, is committed to excellent performance in both teaching and research and to provid- ing exemplary leadership and service to the discipline and business community.

ASU is an equal opportunity/affirmative action em- ployer committed to excellence through di- versity.

Women and minorities are encour- aged to apply.

A background check is re- quired for employment.

AA/EOE.
AA/EOE.

https:// www.asu.edu/titleIX/ https://www.asu.edu/ aad/manuals/acd/acd401.html.

A vita must be submitted by June 9, 2014, to Beth Walk- er, Chair, Department of Marketing, W. P. Carey School of Business, Arizona State University, Box 874106, Tempe, AZ 85287- 4106, beth.walker@asu.edu.

Marketing: Southern Methodist Univer- sity, Cox School of Business.
Faculty Posi- tion in Marketing #050557.The Cox School of Business at Southern Methodist Univer- sity is seeking candidates for a tenure track Assistant Professor position in the Market- ing department for Fall 2015.

Candidates are expected to exhibit strong research ca- pabilities in their discipline and the ability to teach Business Analytics in the MBA, EMBA and undergraduate courses is re- quired, as is an earned doctorate in related discipline.
Research and teaching are em- phasized for tenure and promotion.

Salary is negotiable based on experience, research record and rank.

Hiring is contingent on the satisfactory completion of a background check.

The review of applications begins July 1st, 2014 and the position will remain open until filled.

The committee will notify applicants of its employment decision after the position is filled.
Applicants should pro- vide a curriculum vitae, a list of references, and evidence of written work and teaching effectiveness.

Initial interviews of applicants will occur at the 2014 AMA Summer Con- ference, July 31- August 3, 2014, San Fran- cisco, CA.

Please e-mail application mate- rials to: mktgrecruit@mail.cox.smu.edu, or send them through regular mail to: Richard Briesch, P.h.D.

Cox School of Business, PO Box 750333, Dallas, TX 75275-0333.

SMU is an Affirmative Action/Equal Opportuni- ty Employer.
Medicine: Assistant or Associate Profes- sor Tenure-Track Position - Department of Clinical Research and Leadership Pro- gram.

The George Washington University, School of Medicine and Health Sciences in- vites applications for an assistant or associ- ate professor faculty position in the Depart- ment of Clinical Research and Leadership.

The George Washington (GW) University is a research-intensive institution and this is a 12-month tenure-eligible faculty posi- tion.
The position will support several ma- jor graduate level online programs in the department, namely: Clinical Management and Leadership; Clinical Research Ad- ministration; Emergency Medical Services Leadership; Health Care Quality; and Reg- ulatory Affairs, with a specific focus on di- recting the core portfolio of Health Sciences courses that are shared across the curricula of the mentioned programs.
The successful candidate will be responsible for develop- ing and teaching high quality online cours- es at the graduate level, mentoring students attending master’s programs, working with other faculty members to develop and revise curriculum, monitoring and improving the quality of teaching across programs offered through the department, providing service to the university, and pursuing a productive research agenda in the domain of health sci- ences.
Basic Qualifications: - Terminal de- gree (such as PhD, EdD, Dsci) in a health sciences related field - Demonstrated effec- tiveness in online teaching in an academic organization - Documented excellence in online curriculum development, revision, and quality assurance - Proven track-record in scholarship through a history of peer-re- viewed publications and research in health sciences.
Application Procedure: To ap- ply complete the online faculty application at http://www.gwu.jobs/postings/21922 and upload a curriculum vitae, cover letter, and provide the names, addresses, phone num- bers and e-mail addresses of at least 3 pro- fessional references.

Only complete applica- tions will be considered.


Review of applica- VICE PRESIDENT FOR DEVELOPMENT AND COLLEGE RELATIONS Lafayette College invites nominations and applications for the position of Vice President for Development and College Relations.
A highly selective undergraduate college with a rare combination of programs in the liberal arts and in engineering, Lafayette seeks a strategic and forward-looking leader to work in partnership with its distinguished alumni, board, faculty, senior administrative colleagues, and the President.

Founded in 1826, Lafayette today is an independent, coeducational institution with 2,500 full-time students of high intellectual promise and diverse backgrounds.
Easton’s proximity to New York City and Philadelphia allows staff and students to connect easily with the many alumni and other business and cultural opportunities of those metropolitan areas.

A member of the Patriot League, Lafayette fields 23 NCAA Division I sports teams, which adds to the richness of the campus and alumni communities.
The Vice President for Development and College Relations provides vision and direction for the advancement programs of the College, reports to President Alison Byerly, and serves as a member of the President’s Cabinet.

The division of Development and College Relations comprises 42 staff members, and includes all development, alumni relations, parent relations and career services departments.
With record enrollments and an endowment that currently stands at more than $800M, the College is financially strong.

Cash gifts for fiscal year 2013 total $19.2M, including $8.8M in annual fund gifts.

Of Lafayette’s 28,000 alumni, 36% contribute financially and more than 2,300 volunteered in a variety of College and Alumni Association activities.

The College is in the quiet phase of what will likely be a $400 million capital campaign.
With a new President and an ambitious institutional agenda, Lafayette offers an exceptional opportunity for a talented, inspiring and collaborative leader.

Evaluation of candidate materials will begin immediately and continue until a new Vice President for Development and College Relations is selected.
Nominations, applications, confidential inquiries, and questions regarding the search should be sent to: Susan VanGilder, Principal Lisa Bogdanski, Associate Storbeck/Pimentel & Associates LafayetteDevelopment@storbeckpimentel.com Lafayette College is an Equal Opportunity Employer, and encourages applications from women and minorities.

Chief Human Resource Officer Georgia College, Georgia’s Public Liberal Arts University, is conducting a nationwide search for its next Chief Human Resource Officer.
The Search Committee invites letters of nomination, applications (letter of interest, full resume, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the College.

Review of materials will begin immediately and continue until the appointment is made.

It is preferred, however, that all nominations and applications be submitted prior to June 19, 2014.
Applications received after this date may be considered at the discretion of the Committee and/or hiring authority.

For a complete position description, please visit the Current Opportunities page at www.parkersearch.com.
Laurie C. Wilder, Executive Vice President and Managing Director Porsha L. Williams, Vice President Erin Raines, J.D., Associate 770-804-1996 ext: 109 pwilliams@parkersearch.com || eraines@parkersearch.com Georgia College, a unit of the University System of Georgia, is an equal opportunity educational institution and is an equal opportunity/affirmative action employer.

tions will begin on June 23, 2014 and con- tinue until the position is filled.
Rank and salary commensurate with experience and qualifications.

The university is an Equal Employment Opportunity/Affirmative Ac- tion employer that does not unlawfully dis- criminate in any of its programs or activi- ties on the basis of race, color, religion, sex, national origin, age, disability, veteran sta- tus, sexual orientation, gender identity or ex- pression, or on any other basis prohibited by applicable law.
Medicine: Associate or Full Professorial Tenure-Track Position - Occupational Ther- apy Doctorate (OTD) Program.

The George Washington University, School of Medicine and Health Sciences invites applications for an associate or full professorial faculty position in the Occupational Therapy Pro- gram, Department of Clinical Research and Leadership.

The George Washington (GW) University is a research intensive institution and this is a 12-month tenure-eligible fac- ulty position.
The post-professional doctor- ate in occupational therapy (OTD) is an on- line program designed to develop practicing occupational therapists to contribute to the evidence-base across the translational spec- trum regarding cost-effective, quality care for individuals in post-acute and chronic care settings.
The successful candidate will be responsible for developing and teaching high quality online courses in the OTD pro- gram, mentoring OTD students in their doc- toral capstone projects, providing service to the university, and pursuing a productive research agenda in health services research.
Basic Qualifications: - Registered (certified) occupational therapist, eligible for District of Columbia licensure - PhD degree in a health-related field - Demonstrated effec- tiveness in online teaching in an academic organization - Demonstrated excellence in scholarship through a history of peer-re- viewed publications and funded research in research methods, statistics, or a field relat- ed to health services research.
Application Procedure: To apply complete the online faculty application at http://www.gwu.jobs/ postings/21932 and upload a curriculum vi- tae, cover letter, and provide the names, ad- dresses, phone numbers and e-mail address- es of at least 3 professional references.

On- ly complete applications will be considered.

Review of applications will begin on June 23, 2014 and continue until the position is filled.

Rank and salary commensurate with experience and qualifications.
The universi- ty is an Equal Employment Opportunity/Af- firmative Action employer that does not un- lawfully discriminate in any of its programs or activities on the basis of race, color, reli- gion, sex, national origin, age, disability, vet- eran status, sexual orientation, gender iden- tity or expression, or on any other basis pro- hibited by applicable law.
Mental Health: The University of North Al- abama invites applications for a one-year, non-tenure-track, faculty appointment in the department of Counselor Education to teach Master’s level core counseling cours- es in the Clinical Mental Health Counsel- ing Program.

Rank will be based on prior experience, demonstrated scholarly perfor- mance, and professional activity.
ABD sta- tus is required, preferably in counselor ed- ucation from a CACREP-accredited pro- gram; relevant experience in clinical mental health counseling is required; identification with the counseling professions through memberships in professional organizations and with appropriate certifications/licenses is required.
Desired qualifications include an earned doctorate in Counselor Educa- tion from a CACREP-accredited institution; National Certified Counselor designation; university teaching experience; and expe- rience in curriculum development, accredi- tation and program planning; commitment to the teaching and mentoring of students; potential for excellence in instruction; re- cord of participation in professional orga- nizations; and a commitment to address- ing the counseling needs of diverse popula- tions.
To apply for this position, please vis- it our Online Employment System at http:// jobs.una.edu.

Applications will only be ac- cepted through this system.

For questions, please email employment@una.edu or call 256.765.4291.

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, ethnic and cul- tural diversity, will be affirmed.
Nursing: The School of Nursing at Old Do- minion University invites qualified candi- dates to apply for a full-time, non-tenure- track faculty position as Role Director for the DNP: Nurse Executive Program.

We are building a diverse faculty and searching for an experienced nurse with executive experi- ence who will share and contribute to our vi- sion to create a health care future where in- spired minds transform lives as exceptional nurse leaders, scientists, and advocates.
Old Dominion University is a public institution located in Norfolk, which is one of 16 cities that make up Hampton Roads, Virginia.

It is classified as a Carnegie Research Institution with “high” research activity and a strategic plan increasing commitment to research.

The 180-acre campus serves a diverse stu- dent population of approximately 22,000, and is nearby museums, sporting and en- tertainment venues, historical attractions, as well as the Virginia Beach ocean front.
Washington, DC and the beaches of the North Carolina Outer Banks are relatively short drives from Norfolk.

The University is strongly committed to developing a diverse faculty.

The School of Nursing is one of five professional schools in the College of Health Sciences, and has an average enrollment of 700 students including 14% African Ameri- can, 4% Asian, and 3% Latino.
The DNP: Nurse Executive program has a total annu- al enrollment of approximately 25 students who are currently employed in or aspire to executive roles within their organizations.

Our online graduate programs, including the DNP: Nurse Executive program, are consistently ranked in the top 25% of online graduate nursing programs by U.S. News & World Report.

Candidates must have a grad- uate degree in nursing at either the master’s or doctoral level.
A doctoral degree in nurs- ing or related field from a regionally accred- ited institution and possession/eligibility for Virginia RN license are also required.

Cer- tification in Nursing Administration/Execu- tive Practice, graduate level teaching expe- rience with online and web-enhanced for- mats, and publications in refereed journals are desirable.
Responsibilities include di- dactic instruction and supervision of clini- cal practicums and capstone projects for stu- dents enrolled in the DNP: Nurse Executive Program.

Persons interested should send a ChronicleVitae.com/jobs filled.

Reviews will begin immediately.

An- ticipated start date is Fall Semester 2014.

To view a complete job description and instruc- tions for the application procedures, visit: http://affiliated.sdsu.edu/libraryinfoaccess/ library.htm.
SDSU is an Equal Opportunity/ Title IX Employer.

Marketing: Department of Marketing.

The Department of Marketing in the W. P. Car- ey School of Business at Arizona State Uni- versity invites applications for a non-tenure- track, fixed-term, position at the rank of re- search professor, beginning August 2015.

This role will include active engagement and leadership in the Center for Services Leadership, as well as graduate-level teach- ing and conducting high-quality research.
Candidates for this position must have an earned doctorate.
Candidates for this po- sition must also meet the following qualifi- cations to be considered: strong established research program primarily centered in ser- vices marketing; deep experience and dem- onstrated excellence in executive education; MAY 23, 2014  THE CHRONICLE OF HIGHER EDUCATION A47 EXECUTIVE Oshkosh, WI Chancellor The University of Wisconsin Oshkosh invites applications and nominations for candidates to serve as the institution’s 11th Chancellor.
With more than 140 years of history, UW Oshkosh is a comprehensive university and, with more than 1,700-employees and 13,900 students, it is the third largest institution of higher education in the highly respected University of Wisconsin System.

UW Oshkosh seeks an inspirational leader to guide UW Oshkosh’s shared mission/vision and advance our institution as a national leader in the innovation of general education and sustainable learning, living, and operations.
We desire a leader who is committed to our goal of remaining an active collaborator and catalyst in local, regional, and state educational and economic initiatives.

The Chancellor serves as a highly respected and inclusive leader and partner in the Oshkosh community (67,000 residents) and the Northeast Wisconsin region known as the New North which includes Fond du Lac, Neenah, Menasha, and Appleton.
Consistently recognized by Money magazine as one of the top 100 places to live, the New North is home to more than 1.2 million residents in 18 counties.

It is a proud, hardworking, entrepreneurial, and economically vital area.

Consequently, the Chancellor helps UW Oshkosh to forge and strengthen academic and economic partnerships with diverse local, national and global industries, nonprofits and other organizations that help the Badger State prosper.
As executive head of UW Oshkosh, the Chancellor is vested with the responsibility of administering UW System Board of Regents policies under the coordinating direction of the President and is accountable and reports to the President and the Board on the operation and administration of the institution.
Subject to Board policy, the Chancellor in consultation with the faculty is responsible for: designing curricula and setting degree requirements; determining academic standards and establishing grading systems; defining and administering institutional standards for faculty peer evaluation and screening candidates for appointment, promotion and tenure; recommending individual merit increases; administering associated auxiliary services; leading initiatives focused on private and public fund procurement; and, administering all funds, from whatever source, allocated, generated, or intended for use by the institution.
Applications, nominations, or confidential inquiries concerning this search may be sent by email to UW Oshkosh’s consultants John K. Thornburgh and Robert Smith Ph.D. at UWOshkoshChan@wittkieffer.com.

The Search Committee will begin its review of candidates in late July, 2014 with the intent of the new Chancellor being appointed in mid-fall, 2014.
The University of Wisconsin Oshkosh is committed to recruiting, supporting and fostering a diverse community of outstanding faculty, staff and students, and is an AA/EEO Employer.
letter of application addressing their quali- fications for the position, a current curric- ulum vitae, and names, addresses and tele- phone numbers of three references from ac- ademic and professional sources (electronic submissions are preferred) to: Karen Karlo- wicz, EdD, RN, Chair of the School of Nurs- ing, Old Dominion University, Norfolk, VA 23529-0499; email: kkarlowi@odu.edu.

Re- view of applications will begin June 2, 2014 and will continue until the position is filled.
Anticipated start date is July 25, 2014.

Sala- ries are competitive and commensurate with experience.

Old Dominion University is an equal opportunity, affirmative action insti- tution that requires compliance with the Im- migration Reform and Control Act of 1986.
Optometry: New England College of Op- tometry seeks Clinical Assistant Professors to teach optometry students in academic & clinical settings; act as preceptor for stu- dents in clinical settings; ensure quality eye care for patients; participate in academic progs & committees; participate in research efforts of colleagues; dev own research in- terests.

Pediatric optometry position to work in Roxbury & JP.

Primary care optometry position to work at 2 Boston sites.
Individ- uals must have O.D., completed residency in optometry & MA license.

Send resume to New England College of Optometry, 424 Beacon St, Boston, MA 02115 (Attn: P. Da- hill, specify “Pediatric Optometry” or “Pri- mary Care Optometry”).

The College is an equal opportunity employer.

Residence Life: Search Extended.


More- head State University, recognized as one of the top public universities in the South by U.S. News & World Report, is accepting ap- plications for a full-time standing position as Assistant Director of Housing Operations in the Office of Student Housing.
Respon- sibilities: Assists the Director of Housing and Residence Education with the overall administration of the student housing pro- gram that includes business management, applications, deposits assignments, room selection, room changes, waivers, and sum- mer conferences.
The Assistant Director of Housing Operations is a member of the Of- fice of Housing leadership team and inter- acts with administrators, faculty, staff, stu- dents, alumni, and the general public includ- ing prospective students and their families.

Qualifications: Master’s degree in higher education, college student personnel or re- lated field and a minimum of three years progressive responsibility and successful experience in student housing or a related field.
Individual must demonstrate a clear understanding of student development the- ories and have the ability to apply the theo- ries in practical situations.

Must possess ex- cellent written and verbal communication skills, and demonstrate a strong customer service orientation, and demonstrate com- puter proficiency with standard office ap- plications.

Desired Qualifications: Expe- rience with Colleague application.
Review of new applications will begin May 23, 2014 and will continue until position is filled.

To apply, visit: http://www.moreheadstate.edu/ employment to complete the MSU Appli- cation for Employment and submit a cover letter, resume and contact information for three references.

Contact the Office of Hu- man Resources at (606) 783-2097 should you have questions about our online appli- cation.

Morehead State University is an EO/ AA educator and employer with a strong commitment to community engagement.
Provost and Vice President for Academic Affairs Fisk University seeks a dynamic and visionary leader who will build upon the institution's strengths to provide exceptional undergraduate, graduate, and professional educational experiences, recruit and develop outstanding faculty, enhance the academic and cultural experience at Fisk, and promote faculty-driven scholarly and creative endeavors.
Reporting directly to the President, and as a key member of the President's Senior Leadership Team, the Provost and Vice President for Academic Affairs is the chief academic officer of the University and will develop and lead Fisk’s academic activities to accomplish the goals developed in the College's rolling Strategic Plan.
For more information on the position and how to apply, please visit www.fisk.edu/provost INDEX OF POSITIONS AVAILABLE IN BOXED ADS Kinesiology/exercise physiology/physical education A42-A44 Library/information sciences A43 Marketing/sales A43 Mathematics A42 Medicine A43 Physics/space sciences A43 Provosts A47 Public relations/ advertising A42 Residence life A44 Science/technology/ other A42-A44 Social/behavioral sciences/other A42, A43 Academic affairs/ other A42 Counseling A42 Counselor education Accounting/finance A42 A43 Admissions/ enrollment/ retention/ registration A42, A45 Business/ administrative affairs/other A42, A46 Chancellors/ presidents A47 Chief academic officers/vice presidents A47 Chief business officers/vice presidents A46 Chief student- affairs officers/vice presidents A44 Chief technology/ information officers A46 Communication/ other A42 Computer sciences/ technology A44 Dean A42, A45, A46 Development/ advancement A46 Disabled student services A44 Economics A43 Engineering A43 Executive directors A45 Executive positions/ other A47 Facilities management/ physical plant A42 Financial affairs A42 Health services A42 Health/medicine/ other A42, A44 History A42 Humanities/other A42 Human-resources administration A46 Institutional research/planning A44, A45 ChronicleVitae.com/jobs A48 m ay 23, 2014 | t he chron icl e of higher educ at ion MORE VIEWS INSIDE An Academic Working Dad Bringing fatherhood into the workplace continues to run against the grain of faculty culture: A30 Think College Costs Too Much?
Thank the Government The number of administrators hired to meet federal requirements is part of the problem: A34 College Sports, Enriched by Loyal Tribes of Suckers The grotesque corruptions of big-time intercol- legiate athletics have become so glaringly obvious that there is simply no longer a question of whether the college sports-industrial complex is a cancer consuming the acad- emy’s soul.
With each new, familiar, and utterly predictable revelation of rampant greed, sexual violence, academic mal- feasance, and player exploita- tion, the only real question is whom to blame.

I believe the true villains are not the coaches or boosters or television net- works but rather the people who love college athletes best and most: the fans themselves.

To understand why, con- sider the nature of sports fandom.
We watch sports in part because it’s thrilling to see remarkable athletic feats, and because the games are con- structed around serial drama.

Every pitch, pass, and shot creates a moment of tension followed by resolution.

There’s a beginning, middle, and end, with clear opposing interests and a definitive conclusion.

People have enjoyed watching glad- iatorial conflict since forever, and probably always will.

But the strongest appeal of sports fandom lies beyond the games them- selves.
Partisanship is what elevates sports from amusement to nation- al obsession.

People form strong emotional relationships with specific teams.

This fulfills a basic tribal need that seems inherent to human nature.

In a mobile, atomized, and generally peaceful world, sports fan- dom offers the easiest opportunity to unite with other people in a common identity and cause.

That’s why New England baseball enthusiasts consider themselves members of Red Sox Nation.
It’s why exultant fans say “We won!,” not “They won!” POINT OF VIEW KEVIN CAREY But there is an inherent problem with sports partisanship.

Fans don’t just want to be members of a tribe.

Because sports are competitive by nature, fans want their teams to win.

And winning requires sports organizations to operate in markets.

Owners charge market prices to people who want to watch games, and to municipalities competing for teams.
Since the advent of free agency, players have been able to get the best available price for their labor.

Teams themselves are bought and sold.

All of this makes sense as a way of efficiently allo- cating capital to sports organizations and ensuring that athletes are paid salaries commensurate with the value of their work.

But it also, in every instance, tears at the sense of tribal solidarity that is so im- portant to the sports fan.
A team owner who exploits The defenders of big-time athletics actually acknowledge this.
As the New York magazine writer and inveterate col- lege-sports apologist Jonathan Chait has observed, “The top 500 college [football] players could drop out and form their own league, but, like the NBA Developmental League, nobody would watch it, even if the quality of play was higher than college football.” In other words, the appeal of the college-sports-fan experience is almost wholly defined by the nature of the affiliation between fan and team.
Of the 109,901 people who gather on Saturdays to watch the University of Mich- igan Wolverines play football, most would decline to watch the same players wearing slightly different uniforms play in the same stadium under the name of the Ann Arbor Wolverines of the Big Ten professional sports league.

This is not rational behavior.

It’s closer to a form of mass psychosis.


To justify their pastime, MICHAEL MORGENSTERN FOR THE CHRONICLE every available opportunity to extract money from die-hard fans is not behaving in the proper spirit.

A player who skips town for a bigger contract is de- claring that he cares more about money than about those who rooted for him.

Someone who says, “You’re the greatest fans in the world!” to whoever pays him the most money is obviously lying.
If franchises can simply pick up and move to a different city, that means the fans in the old city were never really part of a nation at all.

Obviously, lots of people root for professional sports teams anyway.

They enjoy the spectacle, or they like gambling and fantasy sports, or they can manage the cognitive dissonance.

But for a certain kind of impassioned sports fan, the contradictions of professional sports are intolerable.
The realities of the market make their necessary illusions impossible to maintain.

Colleges sports are a solution to this problem.

Because so-called student-athletes aren’t paid market salaries, and the franchises can never move, it is much easier for fans to pretend that every- one involved is motivated by a shared identity and love of the game.
There is no free agency in college sports, movement between teams is made difficult, and the National Collegiate Athletic Association helps colleges persecute athletes who try to transfer against their first team’s wishes.

Fellow students and alumni have, in theory, a common quality of membership with the players.
And while professional sports teams are organized largely around munic- ipalities, the fact that most big-time college teams are affiliated with public universities allows them to extend their tribal appeal to larger regions.

That’s why a whole state pretty much shuts down during the Auburn-versus-Alabama Iron Bowl.
college-sports fans like to invoke the vague and ill-defined notion of the “college sports ideal,” which, as best as one can tell, has something to do with the moral virtue of young men and women entertaining the masses without being paid.

Or fans will glom on to whatever weak-tea “reforms” are proposed by college officials busy stuffing their pockets with billions of dollars of revenue from cable TV.
These are best understood as delaying actions, designed to feed university coffers and the peculiar emotional needs of college-sports fans for as long as possible.

The self-deception inherent in college-sports fandom—the false belief that “they” are “we”—has become more difficult to maintain in recent years, as big-time sports have become more and more market-driven.
The fact that colleges have openly colluded with the National Football League and the National Basketball Association to prevent young athletes from selling their services on the free mar- ket (pro basketball players are required to give one year of heavily discounted labor to colleges, while football players must donate three) underscores that those athletes aren’t playing for the love of Old State U.
Every new multimillion-dollar coaching contract and gargantuan television deal stands in larger con- trast to the comparatively paltry value of a college scholarship.

Yet none of this has dimmed the enthusiasm of the fans, people so pure and needful in their affections that they cheerfully fuel a cash-drenched and mor- ally bankrupt college-sports machine that grinds up the very same athletes they desperately wish to commune with, but never will.
Kevin Carey is director of the education-policy program at the New America Foundation.