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THE CHRONICLE of Higher Education ® October 16, 2015 • $6.99 Volume LXII, Number 7 chronicle.com GOVERNMENT Ed.

Dept.’s Top Job Turns Over Will Arne Duncan’s successor continue his push to hold colleges more accountable?

A4 n Commentary: Education secretaries must respect academe’s complexity.

Duncan did not.

A60 THE CHRON ICLE R EV IEW T h e C h r o n i c l e o f H i g h e r E du c a t i o n .

S e c t i o n B O c t o b e r 16 , 2 015 THE CHRONICLE REVIEW F i r s t I w a s a n t i - S e m i t i c .
T h e n I w a s u n c i v i l .

T h e n I w a s a b a d t e a c h e r. Steven Salaita: ‘First I Was T h e n I w a s t o o c h a r i s m a t i c .

T h e n I w a s t o o a n g r y. Anti-Semitic.

Then I Was T h e n I w a s t o o p r o f a n e .

T h e n I w a s t o o r a d i c a l .

Uncivil.

Then … ’ T h e n I w a s t o o u n p a t r i o t i c .

T h e n I w a s n’ t r e a l l y h i r e d .

T h e n I w a s u n q u a l i f i e d .

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Why I Was FIRED By STEVEN SALAITA In a new memoir, the professor whose job offer was revoked by the U. of Illinois at Urbana- Champaign says incivility is the only civilized response to barbarity.

Section B LEGAL ISSUES U.S. Toughens Investigations of Sex-Assault Cases Do the Education Department’s latest settlements signal greater protection for students or automatic indictments of colleges?
A6 Will Collier left his job as an academic coordinator for UCLA men’s basketball in January.

DAVID ZENTZ FOR THE CHRONICLE A Disillusioned Athletics Adviser Speaks Out Two years ago, he landed his dream job, in academic services for one of the country’s premier programs.

His experience illustrates the challenge of protecting academic integrity in big-time athletics.
A20 How Subfield Affects the Job Search for English Scholars New hires in literature are more likely than those in composition and rhetoric to have been on the market for more than one year.

A Faculty’s Stand on Trigger Warnings Stirs Fears Among Students A10 Court Filings Accuse Colleges of Withholding Records on Race in Admissions A15 PUBLISHING Journals Rethink Peer Review Making the process open and giving reviewers more credit are two proposals to fix what some scientists call a broken system.
A8 60% GOVERNMENT N.Y.’s Attorney General Turns an Eye to Private Colleges Eric Schneiderman forced Cooper Union to submit to state oversight.

And he’s got plans for other institutions, too.

A12 52% 50 40 Literature Composition and rhetoric PEOPLE The Greening of LA Peter Kareiva, chief scientist at the Nature Conservancy, will lead a new environmental center at UCLA.

A17 HIRING On the Academic Job Market, Does Patience Pay Off?
Some advisers say young scholars should expect to spend several years looking for tenure-track positions; others emphasize the need to strike quickly.

Vitae’s new JobTracker tool runs the numbers, field by field.

A12 Years Note: Data reflect a sample of tenure-track assistant-professor jobs at four-year institutions in the U.S. and Canada.
Percentages may not add up to 100 because of rounding or, rarely, because of hires who earned their Ph.D.s more than 10 years before.

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t he chron icl e of higher educ at ion | oc t ober 16, 2015 A 3 The Week What you need to know about the past seven days Duncan Departs Minutes after Arne Duncan announced that he would pack up his office at the U.S. Depart- ment of Education, observers began to pick over what he will leave behind as secretary, and to wonder what will happen next.

Mr. Duncan (below) won benedictory praise for his effort to get a fairer shake for America’s college students.
Under his leadership, the department took federal student loans away from private lenders and opened up better repayment options.

He never failed to couch his regulatory crusade against for-profit colleges as a fight to protect vul- nerable students from sinking into debt to pay for an education of dubious quality and value.

He also drew criticism over the increased regulatory burden on colleges, and for the blame he sometimes aimed at them over high costs and in- adequate levels of student success.
While many laud the volume of data Mr. Duncan’s de- partment made available to inform students’ college decisions, the failed attempt to create a federal college-rating system goes in the loss column.

John B.

King Jr. is no new broom.

A pub- lic-schools specialist, Mr. King has served as Mr. Duncan’s deputy for less than a year and, as act- ing secretary, is expected to lean on the policies and approaches that have defined the depart- ment for the past seven.
Not that higher educa- tion should expect a lull — the reauthorization of the Higher Education Act still looms — but col- leges shouldn’t anticipate many surprises from Washington in the near term.

ANDREW HARNIK, AP IMAGES The longer-term outlook for Mr. Duncan’s leg- acy, the department, and federal oversight of higher education lies in the hands of the voters in next year’s presidential election.
Another Democrat in the White House might extend Mr. Duncan’s student-first emphasis and the policies he established on behalf of the Obama admin- istration.

A Republican might be expected to shelve limits on for-profit colleges and other re- cent attempts to create more accountability, with deregulation hawks like Sen. Lamar Alexander, the Tennessee Republican and chairman of the Senate education committee, cheering from the Hill.
Mr. Duncan served as education secretary for seven years, a term second only to the eight years served by Richard W. Riley, a Clinton appoin- tee.

Mr. Duncan held the office during one of the most tumultuous periods in higher education in living memory.

Yet his legacy remains unse- cured.

(Read more on Page A4.)

Incorporating the Leopards Franz Kafka once encapsulated how the shocking becomes routine.
His parable reads as follows: “Leopards break into the temple and drink to the dregs what is in the sacrificial pitch- ers; this is repeated over and over again; finally it can be calculated in advance, and it becomes a part of the ceremony.” The recent mass shooting at Umpqua Com- munity College in Roseburg, Ore., left behind 10 dead, many wounded, and a grieving community.
But it shouldn’t have surprised anyone who has been paying attention to the rise in mass shoot- ings in this country, and the number of times in recent years that a man with a gun has taken out his anger in an educational setting.

After the Vir- ginia Tech massacre in 2007, the federal govern- ment mandated through the Clery Act that all college campuses must have in place an emergen- cy-messaging system to warn students, faculty, and staff of imminent danger.

We, as a society, need no such warning.


It will happen again.

The New York Times reported last week on ev- idence that mass shooters study past incidents, taking away lessons and inspiration.

Colleges are also trying to adapt to prevent or minimize the peril presented by a stalking gunman.
But com- munity colleges like the one in Roseburg usually don’t have the resources of four-year colleges to devote to increasing security or mental-health counseling — not that most four-year colleges are flush with funds either these days.

And there’s little consensus on what colleges could do, specif- ically, to head off such terrible incidents.

(Read more about the safety issues at community col- leges on Page A16.)

Barring some form of effective gun control, they may be forced to try.
Ben Carson, the for- mer neurosurgeon and current Republican pres- idential candidate, suggested after the Oregon shooting that teachers be armed — a suggestion not likely to be well received in most of academe.

In fact, Gun Free UT, an advocacy group in Tex- as, is urging the University of Texas to ban guns from campuses after the Legislature passed a bill this year allowing concealed-carry at state uni- versities and community colleges.
Increased police presence on the quad, or maybe even gated campuses and widespread metal detec- tors, may not be well received either, but it’s possible to imagine that’s where colleges are headed.

Noting the Nobels The first 2015 Nobel Prize awards were an- nounced last week, and, as usual, academic re- searchers dominated the winners.
The Nobel Prize in Physics went to Takaaki Kajita, of the University of Tokyo, and Arthur B. McDonald, of Queen’s University, in Ontario, for their work in showing that subatomic neutri- nos have mass.

The prize for medicine and physiology was shared by several researchers.

Wil- liam C. Campbell, of Drew University, and Satoshi ¯Omura, of Kitasato Univer- sity in Japan, won for developing a new therapy to treat roundworm para- sites.
Tu Youyou, of the Academy of Traditional Chinese Medicine, also won for her work on treating malaria.

The prize for chemistry was shared by two university researchers — Paul L. Modrich of the Duke Uni- versity School of Medicine and Aziz Sancar of the University of North Carolina at Chapel Hill — as well as Tomas Lindahl of the Francis Crick In- stitute in England.

They studied how cells repair damaged DNA (below, a model of a DNA strand displayed during the chemistry announcement).
Finally, a Use for MOOCs The Massachusetts Institute of Technology got in early on massive open online courses, be- coming one of the forerunners in developing the platform.

Last week it continued at pace by an- nouncing that it had found a new, and seeming- ly practical, role for the technology.

Through a pilot program, those who apply to an MIT master’s program in supply-chain man- agement can go through a series of free online courses and take a related exam.
Those who do well on the exam have a better chance of being admitted to the program.

If they win admis- sion, their success on the test absolves them of half of the coursework, saving them time and money.

Perhaps the biggest impediment limiting the widespread adoption and success of MOOCs is that their pathway to a valued credential remains in question.

Using free online courses as an inter- nal credential, for admission and for coursework, may change the game.
Mac and Cheese History will not remember the name Luke Gatti, but the Internet will.

Last week a video emerged of Mr. Gatti demanding that food-ser- vice workers at the University of Connecticut at Storrs serve him bacon-and-jalapeno macaro- ni and cheese, even though he had been refused service for allegedly carrying an open beer.

In the video, he curses at a manager.

He pokes his chest and shoves him.


As the abuse goes on, you start to ache for the campus police to come and take him away, which they do around the nine-minute mark.

He was eventually charged with breach of peace and criminal trespass.

The Internet found Mr. Gatti’s tirade, and his comeuppance, hilarious, and the clip went vi- ral.
It has been shared across social media as a mere goof, as an exemplar of millennial entitle- ment, as an object lesson in how a young white man can display such public belligerence and survive while a young black man may die for far less.

The subsequent cavalcade of news stories and hot takes revealed that Mr. Gatti was twice arrested last year for similar behavior as a student at the University of Massachusetts at Amherst.
Some might see him as an obnoxious re- peat offender who doesn’t belong on a college campus.

But what it reveals to these eyes is a young man with serious problems, prob- lems that aren’t going to get any better with the prospect of a lifetime of Internet shame.

And that doesn’t seem like anything to laugh about.

—LEE GARDNER JONATHAN NACKSTRAND, AFP, GETTY IMAGES INSIDE PEOPLE .

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A4 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n 5 Things to Know About the New Secretary of Education By KELLY FIELD Washington John B.
King Jr., who will lead the Education Department through President Obama’s fi- nal year in office, isn’t well known in higher-education circles.

Like his predecessor, Arne Duncan, who an- nounced this month that he would step down in December, Mr. King GOVERNMENT is most famous (or infamous, de- pending on whom you’re talking to) for his efforts to remake elementa- ry and secondary education.

Here’s what readers need to know about him: 1.

He has four degrees from three Ivies.


Growing up, Mr. King hardly seemed destined for the upper ech- elons of academe.

A Brooklyn-born African-American with Puerto Ri- can heritage, Mr. King lost both his parents by the age of 12 and spent He has tremendous respect for teachers but has clashed with teachers’ unions and teacher colleges.

the next several years bouncing be- tween family members and schools.
As Mr. Duncan said in introduc- ing Mr. King as interim secretary, “John was one of those kids that probably shouldn’t be in a room like this, if you look at the stereotypes.” He was kicked out of the pres- tigious Phillips Academy but was accepted into Harvard Universi- ty, where he earned a bachelor of arts in government.

He went on to earn a master of arts in the teach- ing of social studies from Colum- bia University’s Teachers College, a J.D.
from Yale Law School, and a doctorate in educational admin- istrative practice from Columbia.

He eventually became New York State’s education commissioner, a post he held from 2011 through 2014, when he joined the Educa- tion Department as Mr. Duncan’s second-in-command.

2.

He has tremendous respect for teachers but has clashed with teachers’ unions and teacher col- leges.

The son of public-school edu- cators, Mr. King credits teachers with saving his life after his parents died.
As he said at the news confer- ence announcing his promotion, “Teachers, New York City public- school teachers, are the reason that I’m alive.

They are the reason I became a teacher.

They are the reason I am standing here today.” His parents, he added, “believed that school was at the heart of our promise of equality of opportunity for all Americans.” Yet Mr. King, like Mr. Duncan, has often disagreed with teachers’ unions and teacher colleges.
In- deed, his three-year tenure as New York’s education commissioner was marked by fights over teacher preparation and evaluation.

Unions protested his plan to judge teachers based on students’ standardized- test scores; teacher colleges com- retary Duncan is also impervious to critics of reform.” 4.

He’s a fan of charter schools.

After graduating from Harvard, Mr. King founded a charter school in Roxbury, a low-income neighbor- hood in Boston.
Under his leader- ship, the school became one of the highest-performing urban middle schools in Massachusetts, clos- ing the racial-achievement gap and outperforming not only other schools in the Boston district but also those in wealthy suburbs.
Before joining the New York State Education Department, in 2009, he served as managing di- rector of Uncommon Schools, a nonprofit charter-management or- ganization that operates some high- performing urban public schools in New York, New Jersey, and Massa- chusetts, according to his U.S. Edu- cation Department biography.

5.

He isn’t likely to change course.


With the clock ticking on Pres- ident Obama’s second term, Mr. King’s chief role will be seeing through the administration’s un- finished business, including contro- versial new rules on teacher prepa- ration that are due out by the end of the year.

Mr. King, who will take over in December, isn’t expected to be confirmed by Congress; instead, he’s likely to remain as “acting sec- retary,” a position that doesn’t re- quire congressional approval.
At the news conference, Mr. King praised the president and Mr. Dun- can for their “ambitious agenda” on education, saying he was “proud to be able to carry it forward.” The chief task of John B.

King Jr., who will replace Arne Duncan at the U.S. Education Department, is to complete unfinished business, some of it controversial, through the rest of President Obama’s term.
OLIVIER DOULIERY—POOL/GETTY IMAGES plained that they weren’t given enough time to prepare for a new series of harder licensing examina- tions.

Last year the state’s teachers’ union called on Mr. King to resign as commissioner.

He left for the de- partment shortly thereafter.

3.

He’s passionate about educa- tion reform and not easily ruffled by critics.
Last December, when Mr. Dun- can announced that Mr. King was joining the department, he praised Mr. King for his “passion, his fierce intelligence, and his clear under- standing of the difficult but vital work of education change.” But some critics of his agenda see Mr. King as stubborn and in- flexible — adjectives they’ve used to describe Mr. Duncan as well.
In an editorial last year, The Journal News, in New York’s lower Hudson Valley, called the departing com- missioner “tone deaf.” “He speaks softly, repeats the same messages over and over, and doesn’t let himself appear to be ruf- fled by outside forces,” the newspa- per’s editorial board said.

“He forg- es ahead with an air of certainty about his mission to force schools to get better against their will.
That attitude should serve him well in Washington, where Education Sec- Tough on Colleges, Duncan Bequeaths Record of Advocacy for Students By GOLDIE BLUMENSTYK AND ERIC KELDERMAN Washington For someone who came into office passionate about public- school issues, Arne Duncan will leave a big imprint on higher education.

After nearly seven years as U.S. secretary of education, Mr. Duncan announced this month that he would step down in De- cember.
During his tenure, the depart- ment eliminated banks from the student-loan system, simplified the process of applying for finan- cial aid, and expanded options for income- based repayment of student loans.

It toughened regulations to curb recruiting abuses by for- Arne Duncan announced this month that he would step down after seven years as secretary of education in President Obama’s cabinet.
PABLO MARTINEZ MONSIVAIS, AP IMAGES profit colleges and, with the White House, pushed for better consumer information in all sectors of higher education.

How students can obtain federal aid is now clearer, and the terms for repaying their student loans more flexible.

Information about colleges’ costs, their financial challenges, and their students’ outcomes is eas- ier to find.

Many observers credit Mr. Dun- can, 50, with changing the culture of the department.
“He presided over a really crucial shift,” said Lau- ren Asher, president of the Institute for College Access and Success, an advocacy group, “from a focus on schools and lenders to a focus on students and borrowers.” By all accounts, Mr. Duncan has deferred to colleagues on the details of policy making.
But he was more than ready to personally upbraid colleges over rising prices and low graduation rates, their handling of sexual-assault cases, their lax aca- demic standards for athletes in big- time programs, and their resistance to greater oversight — often to the discomfort of higher- education leaders accustomed to Democratic secretaries of education who prom- ised more money and fewer ques- tions.
In a letter to colleagues at the department, Mr. Duncan — who took office at the start of President Obama’s first term, after serving as chief executive of the Chicago Pub- lic Schools — said he was stepping down because being apart from his family had become “too much of a strain.” His wife and school-age children moved back to Chicago several months ago.
At a news conference this month, Mr. Duncan choked up as he re- called learning the power of educa- tion from his mother, who started an after-school program on Chica- go’s South Side.
President Obama said Mr. Dun- can had “helped millions more fam- ilies afford college.” He would leave a record, the president said, that “I truly believe no other education secretary can match.” ‘STUDENTS FIRST’ In higher-education circles, many echoed that praise, though some faulted his department for overreaching, notably in its in- sistent support for the ill-fated college- rating system.
Some also complained of inadequate oversight of companies that service student Continued on Page A6 t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 5 44,251 HIGHEST ENROLLMENT IN 200-YEAR HISTORY AMONG THE TOP 200 GLOBAL UNIVERSITIES (U.S. NEWS & WORLD REPORT) NO.
1 FOR RETURN ON EDUCATIONAL INVESTMENT (POLICYMIC) AMONG THE WORLD’S MOST BEAUTIFUL COLLEGE CAMPUSES (FORBES) TOP 20 MOST DIVERSE STUDENT POPULATION (PRINCETON REVIEW) UC STUDENTS REPRESENT 118 COUNTRIES PUBLIC UNIVERSITY OF THE YEAR (THE WASHINGTON CENTER) TOP-RANKED CO-OP & INTERNSHIPS (U.S. NEWS & WORLD REPORT) uc.edu/smart A6 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n Continued From Page A4 loans and too little help for borrow- ers saddled with debt.
“Arne put students first, no ques- tion,” said John S. Wilson Jr., who led the White House Initiative on Historically Black Colleges and Universities and is now president of Morehouse College.

But nearly everyone was critical of Mr. Duncan for supporting the rating system, even as it became clear over the course of nearly two years that the project would be im- possible to pull off.
In place of the proposed system, which the depart- ment announced it was scrapping in June, the White House and the department unveiled the College Scorecard, designed to let students and their parents judge colleges on the basis of data and other factors most important to them.
“The scorecard data are real- ly big and will hopefully push the conversation” about openness and accountability, said Amy Laitinen, a former department official who is now director for higher education at New America, a think tank.

In connection with the score- card, the department produced a website with rich stores of federal data on colleges and students.
Mr. Duncan deserves credit for “getting data, getting access to data, and getting people to know about data,” said Robert Shireman, a former deputy under secretary of education who is now a senior fel- low in higher-education policy at the Century Foundation.

That focus was crucial in ensur- ing that students would see gradu- ation rates for the colleges to which they sent federal financial-aid forms, he said.
Staff members at the department hesitated to make that change, for fear the colleges would object, Mr. Shireman noted.

But the secretary insisted, he recalled, saying, “If colleges don’t want peo- ple to know about grad rates, I’ll take the heat.” In 2012, when the department introduced its financial-aid “Shop- ping Sheet,” a document meant to ensure that colleges were being clear with students about the cost of attendance, Mr. Duncan wrote to all college presidents, urging them to adopt it.
CHECKS ON FOR-PROFITS Early in Mr. Duncan’s tenure, the department set out to remedy what it saw as abusive practices at for-profit colleges.

It put out regu- lations to curb bonus payments and other mainstays of recruitment at the fast-growing institutions.

And it pushed for a “gainful employ- ment” rule that would cut off fed- eral student aid to career-focused programs that left graduates with high debt burdens and low earning potential.

The years-long fight over that rule drew intense lobbying.
“The ‘buyer beware’ environment for career education was causing and continues to raise real prob- lems,” said Ms. Asher, of the Insti- tute for College Access and Success.

Mr. Duncan “took steps both to recognize the problem and to take real, hard-fought steps toward ad- dressing it.” The department’s first version of a gainful-employment rule was suc- cessfully challenged in court by the Association of Private Sector Col- leges and Universities, or Apscu.
The second version provided more justification for its standards for cutting off programs, but the group filed suit against that one, too.

A federal court recently upheld the rule, but Apscu is appealing that decision.

Mr. Duncan has never minced words about for-profit colleges.

“Some of these schools have brought the ethics of payday lend- ing into higher education,” he told reporters in June.
“They prey on the most vulnerable students and leave them with debt that they too often can’t repay.” The secretary has also criticized members of Congress for oppos- ing the department’s attempts to regulate career programs, and has found fault with accrediting agen- cies for what he called lax oversight.

For-profit colleges have seen him as a stubborn adversary driven by ideological opposition.
“He will be remembered by our sector for con- frontation rather than constructive collaboration,” said Steve Gunder- son, Apscu’s president.
Mr. Duncan and other top offi- cials in the department have con- tinued to rebuff invitations to speak at the association’s events or to talk policy with it, Mr. Gunderson said, even after its own acknowledg- ments that the sector “grew too fast” and “had bad outcomes.” The new rules on recruitment and gainful employment have had a far-reaching effect, said Eduardo Ochoa, who served as assistant sec- retary for postsecondary education from 2010 to 2012.
They put serious pressure on proprietary institutions, he said, and raised awareness of po- tential abuses among members of Congress and state attorneys general.

REGULATORY BURDEN The increased focus on ac- countability through regulation has brought the department a fair amount of criticism from public and private nonprofit colleges as well.

They often complain about unintended consequences.

Accred- itors, too, have said their recogni- tion process has become a burden- some checklist.
Even as the Obama adminis- tration has sought to bolster com- munity colleges — notably with the American Graduation Initia- tive, to raise federal support for those institutions, and more re- cent calls for free community col- lege — leaders in the sector say it is struggling under increased reg- ulatory pressure.

“I can’t help but be compli- mentary of both Secretary Dun- can and President Obama,” said Walter G. Bumphus, president of the American Association of Community Colleges.
“They have helped elevate America’s con- sciousness about community col- leges.” (Mr. Duncan’s first under secretary of education was a for- mer community- college chancel- lor, Martha J. Kanter, the first two- year-college leader to hold the Edu- cation Department’s No.

2 job.)

But the gainful-employment rule has put a burden on public two-year colleges, said David S. Baime, the association’s chief lobbyist.
“The regulations will have essentially no impact on our colleges,” he said, be- cause most programs are inexpen- sive and won’t violate the rule’s debt tests.

“But the reporting require- ments are a sore spot.” Administering the federal di- rect-lending program, too, has cre- ated extra costs for community col- leges at a time of state budget cuts.

CELEBRITY STATUS Even as observers applauded the department’s record under Mr. Duncan, they pointed out deficien- cies.
The fight over the gainful- employment rule distracted from “real problems outside the for- profit sector,” said Andrew P. Kelly, direc- tor of the Center on Education Re- form at the American Enterprise Institute, in an email to The Chron- icle.

And the push for free com- munity college seemed like a pivot away from the goals of accountabil- ity and innovation, he said.
Still, Mr. Kelly praised Mr. Duncan for helping “push federal higher- education policy toward a more transparent, more account- able status quo.” The Obama administration’s goal of raising higher-education attain- ment by 2020 was important, said David L. Warren, president of the National Association of Indepen- dent Colleges and Universities, but it “lost a little attention along the way.” Meanwhile, Mr. Duncan’s bas- ketball prowess brought him un- usual pop-culture visibility, espe- cially after some star turns at the NBA All-Star Celebrity Game.
He appeared on popular television programs like The Daily Show With Jon Stewart and The Colbert Report.

It will be up to John B.


King Jr., the interim education secre- tary (see related article, Page A4), and the under secretary for high- er education, Ted Mitchell, to see through the department’s unfin- ished business, which includes putting into effect the gainful-em- ployment rule, developing guide- lines for awarding federal student aid in competency- based pro- grams, and experimenting with al- ternative providers’ access to stu- dent-aid programs.
As Federal Investigations of Sex Assault Get Tougher, Some Ask if That’s Progress By ROBIN WILSON When it investigated a complaint of a sexual- ly hostile environment at Yale University, the U.S. Depart- ment of Education seemed to give the institution a break.

The agen- cy’s Office for Civil Rights said in 2012 that Yale had made some mis- takes but praised it for “voluntarily and proactively” changing its ways to create a “culture that is safe for all students.” That was three years ago.
Recent investigations of how institutions SEXUAL ASSAULT handle students’ reports of sexual assault haven’t been nearly as gen- erous or hopeful.

Last month the civil-rights office leveled its most grievous charge, finding that two universities had violated the gen- der-equity law known as Title IX.

Michigan State University and the University of Virginia each had a “hostile environment,” or the basis for one.
The latest settlements show that federal inquiries into how colleges handle sexual assault are growing longer, tougher, and more damning.

While Michigan State and Virginia aren’t the first institutions found to have violated Title IX, campus offi- cials and higher-education lawyers see those judgments as particular- ly harsh.

With so much national at- tention on ending sexual violence, federal enforcers are pointing fin- gers at colleges.
“The government has gone from issuing love letters to universities who agreed to straighten up and comply with Title IX, to these let- ters where the university really gets whacked,” says Wendy Murphy, a lawyer who has helped students file federal discrimination complaints against Virginia, as well as Har- vard and Princeton Universities.

She hails the change as holding institutions responsible for protect- ing students.
“These harsher find- ings with sanctions make it more likely that victims will come for- ward with reports of assault,” she says.

“Victims will feel that it was worth it, because justice has been served.” “The government has gone from issuing love letters to universities … to these letters where the university really gets whacked,” says Wendy Murphy, a lawyer who has helped students file federal complaints against colleges.
M. SCOTT BRAUER FOR THE CHRONICLE But some wonder if the govern- ment’s stricter stance is more about scoring points with activists and taking credit for progress on a high- ly sensitive issue.

The civil-rights office, say campus administrators and consultants, has shifted from helping colleges comply with Title IX to almost automatically indict- ing them.

The institutions under investigation for allegedly mishan- dling reports of sexual assault now number 144.
Colleges know that being on the list is a “no-win situation,” says Robb Jones, senior vice president at United Educators, an insurance and risk-management firm.

“No matter what they try to do, or what facts they present, OCR is going to come out with a findings letter that says they violated the law.” Catherine E. Lhamon, who has led the Office for Civil Rights, known as OCR, for two years, ac- knowledges that it has stepped up its inquiries.
It now examines not just how a college handled an indi- vidual report of sexual assault but also everything it did on the issue over a three-year period.

“It would be irresponsible for us to only look Continued on Page A8 t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a7 The liberal arts for international minds.
• An all-English, four-year liberal arts college experience in Korea, the hub of East Asia • Access to a full-time, international faculty recruited from the Ivy League • A tightly knit and highly diverse community of more than 1700 students from 50 countries • The benefits of small classes and the resources of a major research university Underwood International College Comparative Literature and Culture • Economics • International Studies • Political Science and International Relations • Life Science and Biotechnology • Asian Studies • Information and Interaction Design • Creative Technology Management • Culture and Design Management • Justice and Civil Leadership • Quantitative Risk Management • Sustainable Development and Cooperation • Science, Technology and Policy • Bio-Convergence • Energy and Environmental Science and Engineering • Nano Science and Engineering Learn more at uic.yonsei.ac.kr A8 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n Continued From Page A6 at certain facts,” she says, “and not to look systemically at whether those facts are an aberration or a practice.” But that doesn’t mean the agency is determined to identify problems, says Ms. Lhamon.
It has dismissed 78 complaints without opening in- vestigations and has closed some in- vestigations without finding viola- tions, she says.

“We are not trying to strike fear in anybody’s heart.

We are trying to make sure students have their federal civil rights satisfied.” GOING ABOUT THE GOAL It’s hard to argue with the goal of protecting students who report sexual assaults.
What divides opin- ions is whether the government, with its prescriptive rules for and harsh judgments of colleges, is go- ing about that goal the right way.

Earlier agreements to settle in- vestigations, like Yale’s, tended to strike a cooperative tone.

In resolu- tions involving Notre Dame College, Eastern Michigan University, and the University of Notre Dame, the civil-rights office called problems “concerns” and let campus officials explain in official documents why they had done things a certain way.
None of those three institutions was found to have violated Title IX.

It’s good, some victim advocates say, that colleges are now more wor- ried about the government’s comb- ing through their sexual-assault case files.

For years, the advocates say, institutions dismissed or ig- nored students’ reports.

Activists rallied outside the Ed- ucation Department in 2013, de- nouncing what they saw as its pat- tern of letting colleges off the hook.

Carrying signs like “Support Sur- vivors.


Enforce Your Law,” they demanded stricter enforcement of Title IX.

Some observers attri- bute the civil-rights office’s tough- er stance in part to that activism.

“Finally, the federal government is actually doing something on these cases,” says Alyssa J. Peterson, an organizer for the advocacy group Know Your IX.

In the past few years, colleges have acknowledged shortcomings, revised policies, and pledged bet- ter support for victims of sexual assault.
But from the perspective of some campus officials, detailed federal mandates, legal wrangling over findings, and a bureaucratic, adversarial enforcement process that spans several years don’t sig- nal progress.

Agreements to resolve investi- gations are like jury verdicts, says Ms. Murphy, the lawyer who has helped students file complaints against their institutions.
Like a jury, she says, “the federal govern- ment comes up with something in the middle of what was alleged and what it feels it is legally entitled to.” In Virginia’s case, rather than find that the university had a sex- ually hostile environment, the civ- il-rights office said only that UVa had a “basis” for one.

A spokesper- son for the Education Department said there was no difference, but some lawyers interpret the word- ing as stopping short of the severe judgment.
In Michigan State’s case, the civ- il-rights office examined two re- ports of sexual assault without finding a hostile environment.

But it said such an environment did ex- ist more generally, in part because the university had not responded to “ We are not trying to strike fear in anybody’s heart,” says the leader of the Office for Civil Rights.
other reports promptly and equita- bly, failed to maintain proper rec- ords in some cases, and did not no- tify students and employees of the presence of its Title IX coordinator.

For the office to find no viola- tion in individual cases but still determine that a hostile environ- ment existed is unusual, says Pe- ter F. Lake, director of the Center for Excellence in Higher Education Law and Policy, at Stetson Univer- sity.
“They come into your closet and say, ‘Everything is in order, but we just went into your dresser, and your socks aren’t matching.’ ” Administrators and consultants for campuses including Michigan State and Virginia either declined to comment for this article or would not speak on the record because of the sensitivity of this issue.
REACHING AGREEMENTS Some colleges have sought techni- cal assistance, and they report that the civil-rights office has declined to provide it to institutions under in- vestigation.

Meanwhile, campus of- ficials say, the agency has later found fault with the policies on which the colleges had asked for help.
What’s more, the officials say, while investigations may be wid- er in scope, federal authorities do not fully examine individual cases, instead taking snapshots of an in- stitution’s actions over time.

That can lead the office to decide, for ex- ample, that the college had failed to punish an alleged perpetrator when, in fact, it did.

To resolve an investigation, the civil-rights office and a college reach an agreement as to what must change on the campus.
While campus administrators review that agreement, they say, they are not first permitted to read the find- ings on which it is based.

That puts them in the position of accepting a sight-unseen judgment of how they may have violated the law.

Many colleges go ahead and sign, simply to avoid further trouble, says Mr. Lake.

“The alternative is to re- ject the deal and see that your fed- eral funding may be on the line,” he says.
“Most people won’t take that chance.” Last year Tufts University briefly revoked a resolution agree- ment with the government after it discovered that a letter of findings would declare it out of compliance with Title IX.

Campus officials quickly recommitted.

Institutions don’t get to see the findings against them before signing agreements to resolve investigations, a press officer for the Education De- partment confirmed, but campus of- ficials are briefed on the facts.
“We orally discuss findings in the beginning and throughout negoti- ations,” the press officer says, “so there should be no surprises.” Ms. Lhamon, the assistant sec- retary for civil rights, defends her office against the impression that it doesn’t fully examine individu- al cases.

“We do often hear from schools who say, ‘But wait, there is more.’ And we always run that in- formation to the ground.” When institutions accuse the agency of missing things, she says, they usu- ally turn out to be wrong.
Journal Publishers Rethink a Research Mainstay: Peer Review By PAUL VOOSEN The peer-review system, a bedrock of modern science, is under a tremendous strain.

The number of published scien- tific papers has been growing at a rate of 5 percent a year.

Facing cutthroat job markets, research- RESEARCH ers slice their work into a panoply of studies — salami science, some call it — to bolster their appear- ance in metrics employed by ten- ure-and-promotion committees.
With each new paper, requests for peer review ripple outward; the rip- ples are so aggregated that it now feels, especially to experienced sci- entists, like a daily tsunami.

It’s becoming harder to give studies the attention they deserve, scientists say.

Backlogs build.

At prestigious journals, it’s not uncom- mon for submissions to sit for two years, going through four rounds of revision.

Careers stall waiting for acceptance or, more crushing, re- jection.
Editors have ceded ever more independence to expert review- ers, who in turn can exhibit a host of problems.

They show prefer- ence to papers showing positive results, or they’re biased against authors from backgrounds unlike their own.

They may prefer their own paradigms and stifle innova- tion.

According to statistical mod- els, their opinions are little better than chance at correctly evaluating a study for its scientific soundness.

Many researchers have had enough.


Over the past few years, they have sought to repair, replace, or revolutionize the practice of peer review.

Their methods vary.

Some propose radical transparency.

Some seek to decouple review from jour- nals.

Some propose crediting sci- entists for their review work.

And some propose doing away with the system.


Much of this work was highlight- ed last month, when a small group of publishers held the first Peer Re- view Week, via online media, to promote the benefits of and debate changes in the existing system.

But as these reformers celebrate their advances, they must be wary.

To many researchers, peer review has more benefits than flaws, and the public certainly expects scientif- ic work to be vetted in some manner.

“Does it have problems?


Abso- lutely,” says John R. Inglis, exec- utive director of the Cold Spring Harbor Laboratory Press, about peer review.

“Does it have chal- lenges?

Absolutely.

But I’m not pre- pared to believe it’s a battlefield of moral bankruptcy.” JUDGING FOR NOVELTY Established after World War II, the modern peer-review sys- tem proved valuable to the growth of science.

Its anonymity allowed referees to criticize without fear of retaliation.
Limited interaction among reviewers prevented one voice from bullying the conver- sation.

It added prestige to stud- FRANZ PFLUEGL Ulrich Pöschl helped found an atmospheric-sciences journal that publishes papers, posts comments, and then settles on a final version of the work.

ies.

And it selected, especially at high-profile journals, studies de- serving of notice.
Though often not thought of this way, the mission of several open-ac- cess journals, like PLOS ONE, to Some propose radical transparency or other changes.

And some want to do away with the system.

publish any study deemed scientifi- cally sound has already resulted in one great reform.

It made clear that peer review does not, intrinsically, have to judge for novelty or signif- icance.

Yet such judgment remains an essential part of the process at many journals.
Retaining such criteria results in a glaring inefficiency, howev- er: Many studies are reviewed and found sound at prestigious jour- nals, only to be rejected for their fit or significance.

It’s a problem that’s not gone unnoticed at the major publish- ers, many of which have started “cascade” systems that give scien- tists the option of passing along a study first submitted to, say, Phil- osophical Transactions B, to a less prestigious journal, Royal Society Open Science, with peer review in- tact.
If scientists don’t want to end up in the PLOS ONE clones of publish- ers, however, several services, in- cluding Peerage of Science, Axios Review, and Rubriq, have begun to offer peer review independent of any journal.

Peerage relies on vol- untary help, while Axios and Ru- briq charge fees.
The mission of Axios, which be- gan in 2013 and works only in the disciplines of ecology and evolution, is to act as an agent for researchers, providing, for a $250 fee, tradition- al peer review and helping to place the paper at the journal most like- ly to take it.

That helps to avoid the cycle of review and rejection, says Tim Vines, the service’s founder.
The researcher chooses four jour- nals, and then Axios’s referees, se- lected from its editorial board, as- sess the study and recommend the journal most likely to take it.

Axios, in effect, lowers the rejec- tion rate of science.

If you do that, you lower the overall cost of science, says Mr. Vines.

“Yes, we do ask au- thors to pay.


But on the whole, we reduce the overall expense of pub- lishing.” RADICAL QUESTIONS Rather than simply clean up in- efficiencies, some researchers are asking radical questions about peer review: Why does so much of our scientific labor remain invisible to promotion committees?

Do studies need to be peer reviewed at all be- fore they’re published?
For generations, scientists have accepted the burden of peer review as a necessary part of the profes- sion, an obligation that provides in- tangible rewards, in terms of rep- utation, and sometimes tangible benefits: membership on a presti- gious review board.
But as science has become dominated by metrics like impact factor — which quanti- fies the influence of a journal by its Continued on Page A10 t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 9 Advertisement Public Universities and the Path to Self-Sufficiency remains crucial to the vitality of a nation and the overall quality of life—and economic prospects—of an individual.
students—typically older, mid-career and often with family obligations—comprise more than 70 percent of the total higher-ed student population in the U.S.

Since raising tuition is not the sole solution, the focus of many universities is shifting away from tuition increases and towards enrollment growth.
Indeed, the Gallup survey found that 82 percent of university business officers most likely will employ strategies to increase overall enrollment, and 70 percent are contemplating the launch of new revenue-generating academic programs.

Self-sufficiency is a ubiquitous aspiration for individuals as well as institutions, to achieve self- reliance and exist beholden to none.
For public universities, however, self-sufficiency is less of an aspiration and more of a mandate, given the current environment of declining and unreliable state funding for higher education.

to the pathway For universities, long-term financial security requires new and sustainable revenue streams that will grow over time.
While most universities already supplement state funding and tuition with grants and donor support, these latter sources are intermittent and difficult to predict, making it hard to plan and budget.

The creation of consistent and reliable sources of income, therefore, should revolve around what a university knows how to do best: enroll and teach students the information, thought processes and skills they need to have successful and fulfilling lives.
In short, growth in enrollments is imperative, and growth comes best from areas of strength.

Growth is a vital topic for discussion, because in the near future, only two types of universities will exist: those with growing enrollment, and those with declining enrollment.

Remaining static is not an option in today’s highly competitive environment.

Universities that are growing will be adding programs and faculty, while schools with declining enrollments will be cutting programs and staff.
University Business Officers Express Concern How tenuous is the current status quo for higher education?

A recent Gallup poll of university business officers showed that only 42 percent were confident about their institution’s sustainability over the next 10 years—meaning almost 60 percent have some doubt that their university will survive for another decade.

It’s a hard-knock matter of money.


Ultimately, all the diverse things that universities represent— an educated citizenry, fulfilled individuals, critical research and, yes, faculty and administrator salaries— will not be sustained unless an institution brings in more money than it spends.

Prospective students today have more choices in higher education than in any other consumer category.
Tuition is just one component of total revenue per student, but it is the source that institutions can most directly control and predict.

In recent times, as tertiary enrollments have dipped, universities have tipped the scale toward rate increases.

Public universities, in aggregate, raised tuition by 27 percent between 2007 and 2012.
The major problem here is that in essentially the same period, 2007 to 2013, U.S. median household income actually declined by 8 percent, according to the U.S. Census Bureau.

As a result, many families and prospective students are deciding that college is not worth the cost.

However, it’s a simple fact that higher education Growth strategies that emerge should be built around an institution’s historic strengths.
A report from Bain & Company, “The Financially Sustainable University,” points out the need for universities to remain true to their brand and distinguishing characteristics even as they apply new strategies for growth.

“The worst-case scenario for an institution is relatively expensive and completely undifferentiated,” said Bain authors Jeff Denneen and Tom Dretler.
“Unfortunately, many institutions seem to be headed down that path.” But by focusing on the characteristics that are truly distinctive and channeling resources to them, institutions can positively improve their performance and get on the path to long-term sustainability.
to be Academic Competition and Changing Student Populations increasing enrollments and tuition Devoting resources to the addition of online programs has proven to be an effective means for income while maintaining an institution’s core points of differentiation.

Yet, in a U.S. landscape of more than 4,000 degree-granting institutions, enrollment growth is easier said than done.

Prospective students today have more choices in higher education than in any other consumer category.
The most significant opportunity for enrollment growth today, by far, can be found among working adults who are seeking advanced credentials to support their careers.

These non-traditional This majority student population requires a measure of flexibility that can only be delivered through online offerings.

According to a Gallup survey, nearly two-thirds of university leaders believe that an online strategy is critical to their institution’s long- term success.
Yet surprisingly, fewer than 50 percent of top executives had included online programs in their campus strategic plan.

Universities that are just now venturing into online degree programs will find a crowded and intensely competitive field.

Less than 10 years ago, the online market was dominated by a dozen or so proprietary schools with high tuition costs.
Today, the strongest “The number of students who must visit a website to achieve 100 applications has almost doubled in the last 5 years.” —Randy Best, founder, Academic Partnerships competition comes from public universities that embraced online using virtually the same programs as before at low, state-subsidized rates.

Students now have a wealth of online choices, including more than 450 MBA programs, more than 400 RN-to-BSN nursing offers, and more than 500 masters in education degrees.
Another growth area for online providers is non-degree programs and specialty certificates, which have become the fastest growing credential in the US.

They now account for about 22 percent of all conferred credentials, most of which are being earned online.

The challenge today is recruiting significant numbers of nontraditional students who are deluged with choices.
“Consistent growth of an online student increasing body now depends upon constantly exposure,” said Randy Best, founder of Academic Partnerships, an online services provider for higher education.

“The number of students who must visit a website to achieve 100 applications has almost doubled in the last 5 years.” Creativity and increased investment in marketing is the name of the game, along with consistently building a larger portfolio of online offerings.
Public universities have some of the most recognized and trusted brands in academe.

Those brands need to be leveraged with sophisticated and focused marketing, supported by aggressive budgets that are significant and sustainable over time.

The enrollment and revenue growth that can be achieved from this robust approach can go a long way toward making a public university not only self-sufficient, but ultimately unassailable.
www.academicpartnerships.com info@academicpartnerships.com (214) 210-7300 A10 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n Continued From Page A8 citation count — a new generation of scientists finds the recognition of doing referee work vanishingly small.

“All in all, it seems pretty dread- ful,” says Andrew R.H. Preston, a physicist who helped start Publons, one of several services seeking to give researchers scientific credit for their reviews.
Started two years ago, Publons has prompted controversy.

It allows referees to upload reviews, without journal approval, that could prove embarrassing to authors.

It has raised ethical questions that re- searchers have only begun to pon- der, including basic things, like just who owns peer review, anyway?

Despite such qualms, the drive toward quantifying and crediting peer reviewers is real.

Publons just announced a trial partnership with the top biology journal of the Royal Society, in Britain.
While Mr. Preston may seem radical to some, he is still a staunch supporter of the notion that every piece of research ought to receive some sort of peer review.

Brandon Stell, on the other hand, prefers to see that system go.

Mr. Stell is one of the founders of PubPeer, a website that allows any- one to anonymously comment on a published research article.
The site has become known for its role in exposing several scientific frauds in the past few years; until this sum- mer, Mr. Stell, an American neuro- scientist based in France, operated the site anonymously.

“We would like to move away “ I suspect one day journals will become unimportant, so why invest our time in developing new ways of reviewing?"

from journals,” which are a medi- um doomed to fail, he says.
“I sus- pect one day journals will become unimportant, so why invest our time in developing new ways of re- viewing for journals?” Mr. Stell would like to see every study published immediately, with review coming afterward — post- publication review.

Granted, such a system may not ensure that ev- ery paper gets reviewed, as they do today: Right now, most papers flagged in PubPeer have one or two comments; many don’t have any comments at all.
‘WHAT SCIENTISTS SAY’ Still, there’s no law that every pa- per must face peer review.

It’s pos- sible to generate new traditions and standards.

“If postpublication peer review becomes the norm, it won’t matter where the paper is pub- lished,” Mr. Stell says.
“What will matter is what scientists say about the paper.” If any of the reformers’ ambitions grow too fast, though, they need only look to the experience of Ul- rich Pöschl, editor at Atmospheric Chemistry and Physics, which has pioneered an open, two-stage sys- tem of peer review.

With several colleagues, Mr. Pöschl began ACP in 2001 on a mis- sion for transparency.

He saw value in anonymity, but he also saw that veil being used to file “crap refer- ee reports,” he says.
Similarly, re- searchers would file questionable papers, confident that their stud- ies, if denied, would be quietly re- turned.

And it seemed crazy that reviewers’ reports, which often contained valuable insights, never joined the scientific literature.

The process used by ACP has two stages: Papers, after undergo- ing a cursory check, are published in the journal’s discussion section.

All credible scientific comments are welcomed, anonymous or not.
The invited reviewers’ comments are posted, along with the author’s re- sponses.

An editor then makes the call on a final, revised version of the paper.

Other journals have eschewed a two-stage system but began do- ing away with reviewer anonymi- ty.

While that step is still uncom- mon, several prominent journals now provide reviewers’ names and comments after publication.
Other journals, like Nature, have moved in the opposite direction, offering optional double-blind review, in which neither reviewer nor author knows the identity of the other.

Few open-review journals have adopted the model of Atmospher- ic Chemistry and Physics, even though it draws top researchers in the field.

For example, James E. Hansen, the famed climate scien- tist and activist, began publishing there several years ago.
His controversial draft paper predicting catastrophic sea-lev- el rise in this century cast a pub- lic eye on ACP for the first time this summer, quickly becoming the journal’s most commented-on submission.

While accompanied by jeers from climate-change contrarians that, at least according to one ref- eree, interfered with the review process, the paper has moved for- ward.
Mr. Pöschl is dismayed that more experts didn’t weigh in on Mr. Hansen’s study, and he expects to clarify that the journal does not welcome “unscientifically sound comments.” But over all, he’s happy with how the system has survived, if disap- pointed that it remains an excep- tion.
“The basic process of putting out a discussion paper for public scrutiny,” he says, “I haven’t seen a better concept yet.” A University Faculty’s Stand on Trigger Warnings Stirs Fears Among Students By PETER SCHMIDT Washington Faith N. Ferber, a junior at American University, finds herself intensely drawn to a subject that upsets her: sexual vio- lence.

She focuses her studies on it, helps run a campus group that ad- vocates against it, and hopes some- day to have a career fighting it.
At the same time, unexpected classroom discussions of the topic STUDENTS give her panic attacks — a reaction she attributes to post-traumatic stress disorder from being assault- ed off campus just over a year ago.

Such surprises can send her fleeing into a hallway or leave her rattled for days, she says.

To avoid classroom episodes, she has adopted a routine for the start of each semester.
She combs course syllabi and asks instructors to give her some notice — a “trigger warn- ing” — before exposing her to read- ings and discussions likely to pro- voke her anxiety.

Ms. Ferber says she requests trig- ger warnings mainly to steel herself against psychological discomfort, but she sometimes asks to skip a classroom session she cannot emo- tionally handle.

“Nine times out of 10,” she adds, “I am not going to have to opt out.” Her instructors have always granted her requests.
In her two majors — psychology and women’s, gender, and sexuali- ty studies — the warnings are com- mon, she says.)

She received no warning last month, however, when American University’s Faculty Senate took a step likely to complicate her efforts to avoid psychological distress.

With the backing of Scott A. Bass, the provost, the senate unanimous- ly adopted a free-speech resolution that discourages instructors from granting students’ requests to be shielded from certain readings or discussions.
The resolution says that facul- ty members can continue to issue “trigger warnings,” but only to pre- pare students to process materi- al, not to suggest they can opt out of exposure to it.

If students com- Sasha Gilthorpe, president of American’s student government, has called for trigger warnings to be included on syllabi.
COURTESY OF SASHA GILTHORPE Last month the Faculty Senate at American U. adopted a free-speech resolution that discourages instructors from granting students’ requests to be shielded from certain readings or discussions.

AMERICAN U. plain that instructional content will cause them personal difficulty, the solution is to direct them to sup- port-services offices, the resolution says.
Students diagnosed with men- tal-health conditions can continue to get instructional accommoda- tions, either by working through the university’s counseling and disabili- ty-services office or, in cases of only temporary need, through the office of the dean of students, university administrators say.

But they will need to show medical documenta- tion of psychological vulnerability to qualify.
GETTING OUT IN FRONT American University has tak- en its stand on trigger warnings at a time of intense national de- bate about their use at colleges.

The warnings, which emerged from the clinical treatment of post-traumat- ic stress disorder in soldiers, were popularized in the media a decade ago, on feminist blogs and message boards that alerted readers when content might evoke traumatic memories of sexual assault or do- mestic violence.
In recent years, college instruc- tors — generally at the behest of students — have issued the warn- ings in relation to subjects such as racism, abortion, and suicide.

Critics argue that trigger warn- ings restrict campus debate and stunt students’ preparation for life’s stresses.

Defenders say the public attacks on them are motivated by ideological opposition to anything related to political correctness.
Al- though conservatives account for much of that resistance, trigger warnings have also been assailed as threats to academic freedom by the American Association of University Professors and various free-speech-advocacy groups.

American University had not ex- perienced any significant contro- versy involving trigger warnings, but there had been signs of one brewing.

The university’s library had asked Mr. Bass how it should respond to student requests to flag books for controversial content.
And Sasha Gilthorpe, president of the student government, ran last spring on a platform that included a pledge to push for trigger warn- ings on syllabi.

Mr. Bass, who wrote the first draft of the Faculty Senate’s reso- lution, says he had initially set out just to update its stand on academ- ic freedom, inspired by declarations adopted this year by the University of Chicago and Purdue University.
The American University resolu- tion was amended with language dealing with trigger warnings at t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a11 lence, a campus group that counts Ms. Ferber as a leader, says the fac- ulty resolution “reflects an ableist viewpoint as well as a clear misun- derstanding of trauma and mental health.” Ms. Ferber, for her part, sees the process of getting a formal accom- modation for disability as too com- plicated, and argues that she is bet- ter off advocating for herself than relying on a campus office to look out for her.
“There are countless reasons why students would not be able to get that formal accommodation,” she says.

Students might lack re- cent documentation of a longtime psychological condition, feel un- comfortable seeking counseling, or have had a complaint of sexual as- sault fall on deaf ears, she says.
She cited the Faculty Senate’s failure to get student input before pass- ing its resolution as “proof that the American University said the warnings are not to suggest that students can opt out of exposure to some material.

system does not listen” to students’ concerns.

Mr. Bass, the provost, acknowl- edges that American, like many universities, is straining to handle a surge in the share of its students seeking help for mental-health is- sues.
The university has embarked on a major overhaul of its stu- dent-services offices, he says, so they can better handle the work- load.

Ms. Gilthorpe and other student activists say they have been unable to get any reassurances from offi- cials of American’s counseling cen- ter, who declined to be interviewed for this article.

National experts on college counseling say their offices are gen- erally not in the business of evalu- ating trigger-warning requests.
In- stead the offices focus on treating whatever psychological problems have spawned those requests, and on referring students to disabili- ty-services offices for broad accom- modation plans.

“It is not part of our job to wade into these conversations,” says Gregory Eells, Cornell University’s director of counseling and psycho- logical services.

Counseling offices generally resist students’ requests for excuses from educational as- signments to avoid being swamped by such work, he says.
The Faculty Senate planned to meet with students last week to hear their concerns, but Mr. Bass believes their fears of impending psychological injury are overblown.

Instructors will continue “to work with their students and listen to them,” he says.

“The faculty are not going to be cruel to their stu- dents.” URSINUS COLLEGE CONGRATULATES BROCK BLOMBERG Inaugurated today as our 17th president, Brock Blomberg champions a liberal arts legacy that has been 146 years in the making.
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ursinus.edu/inauguration the suggestion of Larry Engel, the senate chairman.

The resolution “protects the stu- dent as well as the faculty mem- ber,” says Mr. Engel, who argues that both need to feel safe to speak freely.

Some students agree.


After Mr. Engel sent students an email an- nouncing the resolution’s adoption, Laura Turner, a junior majoring in journalism, wrote back, “Thank you so much for providing a wuss free zone!” Among students on campus here last week, Nicholas Scida, a senior, called trigger warnings “an easy way to cop out of work.” Another senior, Megan Lapham, said, “Uni- versities should not be a super-shel- tered environment.” The resolution has been cheered off campus as well.
The Atlantic, which in last month’s issue pub- lished a cover story critical of trig- ger warnings, praised the reso- lution as “refreshingly direct and unambiguous” in defying threats to campus speech.

The conserva- tive National Review applauded it as a “welcome push-back against the craze for protecting supposedly fragile students.” But the Faculty Senate’s stance has caused an uproar among other students.
They argue that the res- olution, by assuming that trigger warnings threaten free speech and represent a means for students to avoid certain subjects, misses the whole point of the warnings: to let students prepare themselves to re- main educationally engaged.

“This issue is not about free speech.

It is about accessibility,” says Isabel Zayas, a sophomore who has been active in promoting cam- pus awareness of mental-health concerns.
“I don’t understand how need- ing something for a disability cor- relates with my ability to critically think,” says Emem N. Obot, a soph- omore who says her post-traumatic stress disorder can cause her to hy- perventilate or have panic attacks when she is exposed to depictions of sexual assault or violence against people of color.

SOURCES OF STRESS Mr. Engel, an associate profes- sor of film and media arts, says the resolution is not an outright ban on trigger warnings.
In fact, he plans to continue to use them before showing students films depicting rape or the Holocaust.

But, he says, he wants to be sure that any accom- modation is for “a medical reason,” and not in response to students’ views on matters such as race, re- ligion, or gender relations.
In deciding to treat the evalua- tion of student requests for trigger accommodations as a clinical mat- ter, however, American University has drawn attention to how ill-pre- pared its student-services offices are to handle such requests.

Stu- dents complain that the counsel- ing center is understaffed and un- derfunded, and that getting an ap- pointment can take a week or more.
“Shuttling every student who has the need for a trigger warning into therapy isn’t the answer,” says Ms. Gilthorpe, the student-government president.

Students Against Sexual Vio- A12 oc t ober 16, 2015 | t he chron icl e of higher educ at ion On the Academic Job Market, Does Patience Pay Off?

By MAREN WOOD How long am I marketable?

It’s one of the most diffi- cult questions an academ- ic job seeker can face.
And it’s one of the most important questions we hope our Academic JobTracker project can help answer.

If you don’t get a job in your first year on the market, should you stay the course and take another swing in the next hiring season?

Or is it already time to start exploring dif- ferent career options?

We’re looking at only one year of data at this point, so please don’t base any major life decisions on FACULTY these early returns.
But we have col- lected a large sample — 2,500 jobs across several disciplines — from last year’s hiring season.

And in the social sciences and humanities, to start with, what we've seen so far suggests that if you’re looking for a tenure-track assistant professor- ship, you may be most marketable in your last year of graduate school.

In most disciplines, at least half of those assistant professor- ships went to candidates who were A.B.D.
— having finished “all but dissertation” — or had graduated in the previous calendar year.

Of course, most of the candidates in the A.B.D.

crew went on to finish their degrees before taking up their new posts.

What’s more, at least in the social- science and humanities dis- ciplines we tracked, another pat- tern holds: At least three-quarters of tenure-track jobs for assistant professors are filled by scholars no more than four years removed from earning Ph.D.s.
In many fields, that proportion surpasses 80 percent.

We’ll show you how this plays out in specific disciplines.

You’ll see how quickly hiring falls from A.B.D.s, who make up a substantial portion of the new faculty pool, to candidates who graduated in 2011 or earlier.

Are search committees passing more-experienced scholars over, or are those candidates dropping out of the search sooner?

That’s not clear.

We can’t reach conclusions about the STEM market just yet.
(Math is the only STEM field — among sci- ence, technology, engineering, and mathematics — that we’ve tracked, but we’ll follow up with ecology and psychology this fall.)

It’s no secret, though, that the prevalence of postdocs makes a big difference in the STEM market.

How Subfield Affects the Job Search for English Scholars New hires in literature are more likely than those in composition and rhetoric to have been on the market for more than one year.
Literature Composition and rhetoric 52% 60% 50 40 30 28% 20 10 0 21% 18% 17% 13% 9% 8% 5% 5% 7% 4% 2% 0 Years 0% 0% 2% 2% 2% 0% 0% 0% 0% Note: Data reflect a sample of tenure-track assistant-professor jobs at four-year institutions in the U.S. and Canada.

Percentages may not add up to 100 because of rounding or, rarely, because of hires who earned their Ph.D.s more than 10 years before.
Our data for math bear that out: Candidates seem to remain viable much longer, provided they find postdocs or visiting assistant pro- fessorships.

Of course, many STEM job seek- ers have pointed to this as a prob- lem: It can take years after graduat- ing to land a tenure-track position.

Of course, these are early num- bers, and we need more data to de- finitively say, “This is what’s hap- pening in such-and-such field.” But it is, maybe, a reality check.
A few years ago, many search-com- mittee veterans said they weren’t looking to gamble on A.B.D.s.

Some advisers still warn Ph.D.s against entering the market too early.

In fact, A.B.D.s may face long odds simply because everyone faces long odds.

But if aspiring professors are sitting out the job market during the final year of grad school, they might be skipping a period when their CVs could get a real look.

Now on to the numbers.

(A cou- ple of notes: 1.


In these data, we ex- clude associate- and full-professor positions, so when we say “jobs,” we mean “assistant-professor po- sitions.” 2.

We’ve defined A.B.D.

as anyone who graduated in 2014 or later, though most of them grad- uated before taking up their new tenure- track positions.)

VARIATION BY FIELD Our sample of jobs in English in- cludes positions in literature, cre- ative writing, and composition and rhetoric.
In this analysis, we focus on the job market for Ph.D.s, so we omitted jobs that went to candi- dates with M.F.A.

degrees.

(You’ll find M.F.A.

recipients included in the JobTracker tool.)

Of the jobs that were filled by Ph.D.s, nearly 60 percent went to candidates who were either A.B.D.

or had graduated in the previous calendar year.

But there are really two job markets — one for litera- ture and one for composition and rhetoric.

So we’ve broken those down in the chart.


That’s where the results start to differ.

In composition and rhet- oric, nearly 75 percent of the as- sistant professorships we tracked went either to A.B.D.s or to Ph.D.s who had graduated in the previous year.

In English literature, A.B.D.s and first-year seekers accounted for just 46 percent of those filled positions.

All told, 92 percent of assistant professorships in composition and rhetoric went to candidates with degrees in hand for four years or less.
In English literature, that fig- ure was 84 percent.

What about all those scholars landing tenure-track jobs three or four years after getting their Ph.D.s?

Most of them had posi- tions as postdoctoral or visiting assistant professors.

We don’t see a lot of adjunct instructors in that group.

There are Year 3 or Year 4 bumps in many humanities fields — a sign that the right appoint- ment can help you remain market- able a little longer.
And what about the jobs that went to scholars who graduated even earlier, in 2009 or before?

Half of those were lateral moves — professors leaving one tenure-track post for another.

Here’s a look at how the situa- tion plays out in history and an- thropology.

In history, 52 percent of the jobs we found went to candidates who were either A.B.D.

or had graduat- ed in the previous year; nearly 90 percent went to scholars who had earned degrees within the past four years.
(Of the handful of assistant- professor jobs filled by scholars who earned degrees in 2009 or earlier, half went to people who already had tenure-track appointments.)

Anthropology showed a some- what longer hiring trajectory.

While A.B.D.s and recent hires landed 45 percent of the jobs, the drop-off be- tween Year 1 with degree in hand and Year 3 was less than in many other fields.

Still, 73 percent of the jobs we tracked went to candidates within four years of graduation.
(Of the small number of jobs filled by those who graduated in 2009 or earlier, most went to people who were working in non-tenure-track positions.)

In some other fields, like commu- nications and media studies, hir- ing often rewards industry experi- ence.

In the job market for Ph.D.s, 65 percent went to A.B.D.s or those who had just graduated, and 86 percent went to people who’d grad- uated in 2010 or earlier.
Mathematics is the one field we’ve tracked in which having a Ph.D. in hand clearly betters a candidate’s chances of landing a tenure- track position.

This, of course, reflects the expectation that people will complete postdoctoral training before they land such a job.

The largest group of hires had their degrees in hand for three years.

The A.B.D.

cohort was second.

That said, even in this STEM discipline, 74 percent of jobs went to people who had degrees for four years or less.
And there was a steep drop between those who landed po- sitions three years post-Ph.D. and those who did so after graduating in 2009 or earlier.

Maren Wood is an editor of Vi- tae’s JobTracker project.

She is the founder and lead researcher of Lilli Research Group, a com- pany that provides research-con- sulting services for organizations and career coaching for Ph.D. job seekers.

Vitae’s Academic JobTrack- er is an interactive tool that takes a data-driven look at the academic job market.
Try it at jobtracker.chroniclevitae.

com.

The Attorney General Who Wants to Keep Private Colleges on Course By STEVE KOLOWICH For the next decade, the ad- ministration of the Cooper Union for the Advancement of Science and Art may not be able to sneeze without hearing a “gesund- heit” from New York’s attorney gen- eral.
As part of a legal agreement aimed at staving off an existential crisis at Cooper Union, the engi- neering and design college in New York City is submitting to an ex- traordinary level of state oversight for a private institution.

Its board will let a state-appointed monitor attend all its meetings, including executive sessions.

That official will report any major expenditures to the attorney general, currently Eric T. Schneiderman, who will also dictate what information the board makes public.
decisions at Cooper Union over the last decade.

Now, with forecast- ers predicting that small, private colleges will face intense financial challenges in coming years, the GOVERNMENT New York attorney general wants to take a more active role in head- ing off similar debacles.
The terms are punishment for a series of questionable management Mr. Schneiderman’s office is de- vising a system to figure out which colleges might be in danger, ac- cording to the deputy in charge of overseeing nonprofit organizations.

Instead of waiting for a private in- stitution to become dysfunction- al before intervening, the attorney general wants to monitor enroll- ments, asset transfers, external au- dits, and other available data.
If red flags appear, he can step in to make sure that the college’s leaders are acting responsibly.

“We’re still in the building pro- cess of this,” said James G. Shee- han, who leads the New York attor- ney general’s charities bureau, in an interview.
“But the idea is you’re going to do interventions based on some kind of front-end data-an- alytics process, instead of just the cases that come up.” New York’s two public-universi- ty systems enroll most college stu- dents in the state, but hundreds of thousands attend private colleges.

Those institutions are major eco- t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a13 students, faculty, and staff may ac- tually make it harder, not easier, to confront hard choices,” they wrote.
Attorneys general have oc- casionally taken aim at corrupt leaders and fraudulent business practices at private colleges.

Mr. Schneiderman’s predecessor, An- drew M. Cuomo, now New York’s governor, used the attorney gener- al’s office to bust dozens of colleges for pushing students toward cer- tain lenders in exchange for what he described as “kickbacks.” More recently, attorneys general across the country have collaborated to lower the boom on for-profit col- leges in the name of consumer protection.
But the current anxiety about private colleges is not about new players that are making too much money; it is about well-established institutions that are making too lit- tle.

STRIKING A BALANCE IN VIRGINIA Sweet Briar College, in Virginia, outspent its revenue for decades be- fore finally announcing, in March, that it would have to close.

And yet nobody outside the college’s Board of Directors seemed to see it com- ing — including Mark R. Herring, the state’s attorney general.
Months later, after a group of alumnae organized to prevent the closure, Mr.

Herring brokered a deal to allow the women’s college to remain open under new leadership.

But his involvement in saving Sweet Briar was not preordained.

At first Mr.

Herring, a Democrat, said he would remain neutral.

That didn’t last long.

After the attorney general tried to discour- age a legal fight to keep the col- lege open, Sweet Briar’s supporters slammed him.
They said Mr. Her- ring’s indifference to the fate of the 114-year-old women’s college un- dermined the pro-woman platform on which he was supposedly plan- ning to run for governor.

(He has since announced that he will not seek the office anytime soon.)

Eventually Mr.

Herring stepped in on the college’s behalf.

He coor- dinated a smooth handoff from the old administration to a new one, allowing the college to salvage its current academic year and avoid the limbo of a drawn-out legal fight.
If Sweet Briar ends up closing anyway, the attorney general said he would have no regrets about having helped the college stay open.

Yet Mr.

Herring sees his role as lim- ited when it comes to intervening in the affairs of private colleges.

“We may have to wait and see whether there is any different role for us than there has been,” he told The Chronicle.

In general, though, Mr.

Herring said his office was more interested in enforcing law than in micromanaging institu- tions.
“There’s a balance that has to be struck,” he said.

“I think it’s im- portant not to have the government come in and trying to run private colleges.” NYIT is an idea incubator—a zone of exploration where we promote new knowledge and entrepreneurship, take risks, reward creativity, breed innovation, and foster collaborative learning in partnership with industry and thought leaders.

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School of Architecture and Design School of Education School of Engineering and Computing Sciences School of Health Professions School of Management College of Arts and Sciences College of Osteopathic Medicine nyit.edu/success nomic engines, especially in small- er communities upstate, said Mr. Sheehan.
So it’s in the public inter- est to keep them healthy.

The state’s Nonprofit Revital- ization Act, which took effect last year, requires nonprofit organiza- tions that handle a lot of money, such as colleges, to enlist a public accountant to audit their financ- es every year.

The law empowers Mr. Schneiderman, a Democrat, to challenge certain transactions that are “not reasonable or in the best interests” of the institution.
The attorney general’s office de- clined to offer details on how such data-driven interventions would work, and Mr. Sheehan played down the notion that the attorney general would become directly in- volved in managing New York’s pri- vate colleges.

The independent au- ditors will play a key role in mak- ing sure private-college boards are on point, said the charities-bureau chief, with his office keeping tabs.
“Part of our job,” said Mr. Shee- han, “is to make sure that auditors are doing theirs.” HARD CHOICES, NO HINDSIGHT Spotting vulnerable colleges is hardly a perfect science.

And even when a crisis is at hand, some crit- ics doubt that intervention by the state’s attorney general is the right solution.
“I don’t think the attorney gen- eral’s office is going to be able to know enough, quickly enough, to be able to intervene in ways that are not cumbersome,” said Rich- ard Ekman, president of the Coun- cil of Independent Colleges, a pri- vate-colleges association based in Washington.

Intervening in an emergency can be necessary, but using the bully pulpit to second-guess the mana- gerial moves of a private college’s board is another matter, said Mr. Ekman.
“The attorney general can’t possi- bly know as much about the trade- offs that an institution’s president and trustees have to make,” he said, “when they make a decision to make a particular investment.” Without the benefit of hindsight, critics say, state authorities don’t know how to run colleges any bet- ter than boards and presidents do.
In the case of Cooper Union, the deal brokered by the attorney gen- eral could actually make a bad sit- uation worse, said William G. Bow- en and Lawrence S. Bacow, a pair of former university presidents who have written extensively on leader- ship issues, in a recent essay for The Chronicle.
In order to resolve a lawsuit brought by a coalition of alumni, faculty members, and students, Mr. Schneiderman ordered Coo- per Union to change the member- ship of its board to include two stu- dent representatives, along with four faculty members, one adjunct instructor, and one staff member.

In addition, either the chair or vice chair of the board must be an alum.
Adding aggrieved stakeholders to the administration is a fine po- litical gesture, but it could create gridlock at a time when boards need to act swiftly and decisively, wrote Mr. Bowen and Mr. Bacow.
“Expanding the board to include A14 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n Same-Sex Hiring Policies Polarize Some Christian Colleges By KATE STOLTZFUS Less than a month after the U.S. Supreme Court legalized same-sex marriage nation- wide, Eastern Mennonite Univer- sity and Goshen College announced changes in their staffing policies: They would welcome married gay, lesbian, and transgender employees and provide them with benefits.
The move was significant because the institutions are the first mem- bers of the Council for Christian Colleges & Universities to add sex- ual orientation and gender identity to their nondiscrimination policies.

They previously hired gay and les- bian employees who were celibate.

The decision to adopt a more welcoming stance revealed a broad- er debate within Christian high- er education.

Colleges “recognize this is an issue that isn’t going to go away,” said James E. Brenneman, Goshen’s president.
The Supreme Court's decision and the shifting climate around same-sex marriage has given some colleges additional momentum to make what some view as long-need- ed changes.

For others, it is cause to stand up more strongly for their re- ligious principles.
Mr. Brenneman said a minority of religious colleges regard marriage between a man and a woman as a “litmus test for one’s stated Christian principles.” The policy shifts by Goshen and Eastern Mennonite exposed a dis- agreement within the council, of which both were members until last month.
Union University, in Tennessee, and Oklahoma Wesley- an University withdrew from the council, and a few other colleges indicated they would also leave if Goshen and Eastern Mennonite re- mained — enough resistance that ADMINISTRATION the latter two opted out instead.

The episode raised the question of whether Christian colleges would continue to separate themselves along lines of belief as disagree- ments in practices continue.
A CHANGING DEBATE Until recently, many socially con- servative institutions had a “don’t ask, don’t tell” approach when hir- ing, and “chose to interpret closeted homosexual faculty as heterosexu- al,” said H. Adam Ackley, a founder of Safety Net, an organization that works privately with lesbian, gay, bisexual, and transgender students and professors on Christian campus- es.

Some colleges will hire gay and lesbian instructors on the condition that they remain “nonpracticing,” or celibate.
Other Christian institutions with policies that support same-sex marriage insist that all faculty mem- bers, whether gay or straight, have sexual relations only within the con- fines of legal marriage.

Institutions already having con- versations around acceptance got “a bump to go in that direction be- cause they don’t want to deal with the legal hassle in straddling that fence anymore,” said Haven Her- rin, executive director of Soulforce, which works for inclusion on Chris- tian campuses.
Other Christian institutions, such as Belmont University, in Ten- nessee, fall outside of Christian higher-ed coalitions like the Coun- cil for Christian Colleges & Univer- sities.

The nondenominational in- stitution added sexual orientation to its nondiscrimination policy in 2010 and offers benefits to married couples.

“The Supreme Court didn’t change anything for us,” said Rob- ert C. Fisher, Belmont’s president.
“Before it was a matter of law, it was a matter of respect for all people.” In contrast, other colleges now make long-held positions on same- sex marriage plain, by creating new policies or updating language in existing policies.

For Union and Oklahoma Wesleyan, the scriptur- al view that marriage is between a man and a woman is a defining belief.
Colleges can have different interpretations of Scripture, said Samuel W. (Dub) Oliver, Union’s president, but there is “adherence to God’s word that we think is es- sential to what we are doing as an institution.” Cedarville University, in Ohio, says in its workplace standards that homosexuality and lesbianism are “acts of sexual immorality,” and that violations may lead to “immediate discharge.” Cedarville wants pro- spective employees to understand the university’s belief “in the author- ity of the Bible as God’s word,” said Thomas White, the president.
And while Baylor University re- moved an explicit ban on “homo- sexual acts” from its student policy on sexual misconduct in May, the university holds that “sexual inti- macy be kept within marital fideli- ty,” with marriage traditionally de- fined by the Baptist Faith and Mes- sage of 1963.

For some conservative institu- tions, sensitivity to donors is a con- cern, said David S. Olsen, chair of communication studies at Califor- nia State University at Los Ange- les.
Mr. Olsen, a Cedarville alum- nus who works with Safety Net, said even subtle moves toward in- clusion get “so much backlash from alumni, from donors, and from churches.” Regardless of official policy, opinions vary across campuses, said Loren E. Swartzendruber, president of Eastern Mennonite.

“It’s hard to say an institution has a particular position on these ques- tions,” he said.
“Donors, board, staff, and students could all feel differently.” Freedom, said Everett Piper, Oklahoma Wesleyan’s president, implies the option “to choose what is right and wrong and to behave Goshen College recently changed its policies to welcome employees in same-sex marriages following the Supreme Court’s landmark decision.

Others have been more restrained.

PETER RINGENBERG accordingly.


The history of the liberal-arts academy is one that stands for academic liberty, with truth — not power, not politics — judging the debate.” DREAM JOB DERAILED Gay, lesbian, and transgender professors, staff members, and ad- ministrators, as well as their al- lies, navigate spaces that are both increasingly tolerant and pushing back.
Cynthia A. Davis, an adjunct professor of English at Christopher Newport University, said she was dismissed last year from the in- terview process for a tenure-track position at a Bible college in North Carolina because of her support for gay and transgender rights.

She was writing a book about intersexuali- ty and was told that her views were not welcome, she said.

“I traded my dream job for my voice,” said Ms. Davis, who asked that the college remain nameless.
“Religious universities have refo- cused on protecting ideologies and are motivated to put a stance in writing.

It’s not just, Do you prac- tice a certain lifestyle, but, Do you support someone who does?” Mr. Ackley, of Safety Net, taught for 15 years in the theology depart- ment at Azusa Pacific University while living as a woman in a het- erosexual marriage.

But he agreed to leave the job in 2013 after com- ing out as a gay, transgender man.
The university had no official state- ment on sexual orientation when Mr. Ackley arrived, in 1998 — he signed a general policy to adhere to a Christian standard of ethics — but when a stricter policy was drafted, in 2012, he could no longer stay si- lent.

He now teaches at the Univer- sity of Redlands but has struggled to find full-time employment.
Once a gay or transgender per- son in Christian education loses a job, Mr. Ackley said, “you can’t get letters of recommendation based on past work; you can’t get HR to con- firm why you were fired; you can’t get course evaluations from previ- ous students.

You go back on the job market with no way to account for the last 15 years.” In his work with Safety Net, Mr. Ackley helps people who are in sim- ilar positions.
He is one of eight di- rectors in five regions, mostly alum- ni or former employees of conserva- tive Christian colleges, who provide support to dozens of gay and trans- gender students, employees, and their supporters, including faculty members who have been fired.
Discrimination claims will rise as a result of the Supreme Court’s approval of same-sex marriage, predicts Douglas NeJaime, a pro- fessor at the University of Califor- nia at Los Angeles School of Law, because marriage is a way of com- ing out to one’s employer.
Since many states don’t have antidiscrim- ination laws for sexual orientation in employment — only 22 states protect sexual orientation, accord- ing to the American Civil Liber- ties Union, and 19 of those protect gender identity — religious colleges there have few legal obligations.

As private employers, their tax-exempt status is safe, John Koskinen, com- missioner of the Internal Revenue Service, said in July.

The question, Mr. NeJaime said, is whether employees have recourse after being fired.
Repercussions are swifter and fiercer for faculty and administrators, said Haven Herrin of Soulforce, because they are closer “to the power structure of the orga- nization’s policies and theologies.” For Katherine R. Evans, an as- sistant professor of education who came out as queer during Eastern Mennonite’s discussions for change, the policy, as much as she appreci- ates it, is not about her: “I know that our previous unspoken policy prevented a lot of people from com- ing to work here and am thankful we can now advertise ourselves as a more inclusive community.” Soulforce’s staff members have been arrested more than 150 times for visiting Christian campuses, of- ten uninvited, to advocate for gay and transgender rights in religious education.
Out of 19 colleges they visited in 2006, only two had sup- port groups for gay and transgen- der students.

Colleges would can- cel classes or call the police when Soulforce representatives arrived.

Now there are about 30 support groups, and no arrests in several years.

“More and more, schools let us come,” Haven Herrin said.

“We don’t want to get arrested.

We bring a re- ally useful conversation to campus.” What that conversation will sound like in the years ahead re- mains to be seen.
Editor’s note: Kate Stoltzfus, a Chronicle intern, is the daughter of a Goshen College professor.
Colleges Withhold Data on Race in Admissions, Briefs Say t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a15 By PETER SCHMIDT Washington As the U.S. Supreme Court prepares to undertake its second close examination of race-conscious admissions at the University of Texas at Austin, sev- eral other public universities are be- ing accused of trying to shield such affirmative-action practices from outside scrutiny.
Two briefs recently submitted LEGAL to the court in the pending admis- sions-policy case, Fisher v. Univer- sity of Texas at Austin, accuse long lists of public institutions of defy- ing open-records laws by withhold- ing requested documents that deal with their consideration of appli- cants’ race.
“Our research indicates that uni- versities are becoming steadily less transparent in making admissions data publicly available,” says one of the briefs, filed by Richard H. Sander, a law professor at the Uni- versity of California at Los Angeles who has worked extensively with other scholars critical of race-con- scious admissions policies.
“What is impossible, without public-records request compliance, is to get a true sense of the land- scape of what is happening nation- ally,” Mr. Sander said in an inter- view last week.

In the other brief, signed by sev- eral organizations that oppose racial preferences in college ad- missions, the Center for Equal Opportunity says only two of 22 public universities complied with its open-records requests.
The group had asked for docu- ments showing whether the univer- sities considered research on any educational harm that race-con- scious policies cause students with relatively weak academic creden- tials.

State affiliates of a separate group, the National Association of Scholars, report that the Universi- ty of Connecticut and the Universi- ty of Virginia rebuffed requests for documents showing they had con- sidered alternatives to race-con- scious admissions.
Officials at several of the pub- lic universities named in the two briefs defended their responses to the requests.

They said they had produced the information that was covered by state open-records laws and not exempt for reasons such as student privacy.
“We take the confidentiality of our students, including prospective students, and their records very seriously,” said Brian Whitson, a spokesman for the College of Wil- liam & Mary, which had complied with a 2007 records request from Mr. Sander but rebuffed a similar request two years ago, telling him that Virginia’s open-records law ex- empts records that could be used to identify individual students.
But the second brief says the failure of the records requests “demonstrates that universities nationwide continue to f lout the court’s limits on the use of race Richard H. Sander, a law professor at the U. of California (shown in 2006), argues in a brief before the U.S. Supreme Court that public universities are increasingly reluctant to reveal data about their admissions practices.
MONICA ALMEIDA/THE NEW YORK TIMES in admissions decisions.” The accusations come as the Su- preme Court prepares, in a new re- view of the Fisher case (No.

14-981), to ensure such admissions policies hew to the law.

AN ESCALATING BATTLE The court previously took up the case just three years ago, holding in a 7-to-1 decision that lower federal courts had erred in approving the Texas flagship’s race-conscious un- dergraduate admissions practices without strict enough judicial scru- tiny.
Citing its last major rulings on race-conscious admissions, two 2003 decisions involving the Uni- versity of Michigan at Ann Arbor, the court reiterated its position that colleges must show that any such practices are narrowly tailored to promote a compelling government interest in diversity on campus.

To pass such a test, the practices must give no more weight than necessary to applicants’ race or ethnicity, and must have been adopted only after serious consideration of race-neu- tral alternatives.
Public universities have long been accused of defying state open-records laws to conceal dam- aging information about such prac- tices.

The Center for Equal Oppor- tunity, which has a history of using student data to accuse universities of illegal bias against white and Asian-American applicants, sued the University of Wisconsin system in 2000 over its claims that such records were covered by privacy laws.

In 2002, the center prevailed.


Three years ago, the law school at the University of Arkansas at Little Rock refused to provide one of its professors, Robert Steinbuch, with student data it claimed to be ex- empt from release under the Fam- ily Educational Rights and Privacy Act.

The university relented only after Arkansas’ attorney general rejected its argument.
Mr. Sander began a battle to ob- tain law-school records from the University of California in 2011, suing in state court after it refused to provide the data.

The university system ended up giving him much of the data he had sought as part of a legal settlement reached in March.

Dianne Klein, a spokeswoman for the university system, said in an email last week that the settle- ment contained details of how Mr. Sander will protect the identities of students.
The settlement, she said, “ Universities in the states that have banned the use of racial preferences are particularly uncooperative.” “represents the responsible and careful approach” to protecting stu- dent privacy while complying with California’s open-records law.

Over all, though, Mr. Sander’s Supreme Court brief argues that universities have become “steadily less transparent in making admis- sion data publicly available” in the wake of the court’s 2013 Fisher de- cision.
“We find in our surveys sub- stantially more stonewalling over the past two years than we found eight years ago,” he said in an inter- view last week.

PRIVACY CONCERNS Mr. Sander, an economist and professor of law, is perhaps best known for his research on the “mis- match” hypothesis, which holds that minority students are set up for long-term academic and profes- sional failure by the use of race-con- scious admissions.
His Supreme Court brief describes institutions’ reactions to two distinct waves of open-records requests, the first sent out in 2007 and 2008, the second in 2013 and 2014.

The open-records requests of 2007-8 asked 43 flagship univer- sities’ undergraduate colleges, 46 other such public colleges, and 63 public law schools for data on the academic credentials, ethnicity, socioeconomic status, and athlet- ic qualifications of applicants, and whether they were admitted or en- rolled.
Also requested were any in- dexes used by the institutions to summarize evaluations of appli- cants.

The 2013-14 requests to pub- lic higher-education institutions covered 33 flagships, 27 other un- dergraduate programs, and 27 law schools, and, in addition, 24 medi- cal schools.
Those requests sought comparable student data, along with more specific data related to students’ socioeconomic back- grounds and documents related to the institutions’ development of race-conscious admissions policies and their consideration of alterna- tives.

Mr. Sander’s brief, and other re- cords and letters that he provided The Chronicle, convey a marked decline in institutions’ respon- siveness to his requests.
The pro- portion of replies that were fully responsive dropped from 60 per- cent to 27 percent among flag- ships, from 54 percent to 26 per- cent among other undergraduate colleges, and from 56 percent to 15 percent among law schools.

Of the 24 medical schools covered in the second wave of letters, 14 end- ed up providing none of the infor- mation sought.
Although the two waves of re- cords requests did not go out to ex- actly the same institutions, the lists of colleges and law schools sub- stantially overlapped.

Among the institutions that Mr. Sander char- acterized as responsive in the first go-round but not the second were Michigan State University and the law schools of the University of Michigan, Arizona State University, and the University of Arizona.
Vot- ers in both Arizona and Michigan have banned the use of racial pref- erences by public colleges and other state and local agencies.

“Universities in the states that have banned the use of racial pref- erences are particularly uncoopera- tive,” Mr. Sander said.

But the University of North Car- olina at Chapel Hill, one of the in- stitutions that stopped providing Mr. Sander the records he sought, said what had changed was sim- ply the kind of data it had on hand.
Jim Gregory, director of media re- lations, said that at the time of the first request his institution had al- ready pulled together such data in a way that would keep students from being identified.

When Mr. Sander submitted his 2013 request, how- ever, the data on more recent co- horts of students existed only in a form that would make them iden- tifiable, in violation of privacy laws.
“Because we are not required to create records to satisfy public-re- cords requests, we did not provide any data to him,” Mr. Gregory said in an email.

Rather than denying informa- tion, some of the institutions that Mr. Sander classified as unrespon- sive had requested payments for it that he regarded as exorbitant.

The University of Maryland at College Park estimated that it would need to charge more than $32,000 to provide the records he had sought in 2013.
Crystal Brown, a spokeswoman for that institution, said in an email last week that the university “prides itself” on its responsiveness to pub- lic-records requests.

But Mr. Sander’s request, she said, was exceptionally expansive.

“The fee quoted to fulfill the re- quest reflects the man hours re- quired to manually review 21 data points across 50,000 applications,” she said.
Among the records requests cit- ed in the second brief, the Center for Equal Opportunity had asked colleges for records showing that they had considered the mismatch effect.

The requests from state af- filiates of the National Association of Scholars more generally asked for records related to race-con- scious admission policies or the consideration of race-neutral al- ternatives.
When it comes to such requests, “schools have a lot of discretion; they can be more, or less, coopera- tive,” said Roger Clegg, president of the Center for Equal Opportunity.

Just because a college asserts that it is not required to hand over such information “doesn’t mean that it is true,” he said.
But lawsuits to force the institutions’ hands “are expen- sive and time-consuming.” A16 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n For Community Colleges, Big Risks, Limited Resources have to accept that it can hap- pen here.

And if we accept that reality, what do we need to do?” If a college does not have a large security presence on campus, it’s important to have a strong partnership with the local police, Mr. Healy said.

Q.
Q.

What challenges do com- munity colleges have in making sure the campus is a safe environment?

A.

The student body at a com- munity college is often quite diverse in terms of age, so- cioeconomic status, and life experiences, said Gene De- isinger, a managing partner at Sigma Threat Management Associates, which does behav- ioral threat assessments and violence prevention.
By MARY ELLEN MCINTIRE AND ELLEN WEXLER The violence at Umpqua Community College this month was the worst mass shooting at a two-year college, a type of campus that typically has less security and mental-health resources than do four-year insti- tutions.

A former president of the college, Joseph Olson, said that the campus CAMPUS SAFETY had only one security guard, who is unarmed, and that the college relied otherwise on the local po- lice force.
That’s not uncommon at small, rural colleges like Umpqua, in Roseburg, Ore., say campus-se- curity experts.

Umpqua Community Col- lege could now find itself seeking broader mental-health services to support survivors and others with- in the community.

The Chronicle talked with cam- pus-security and mental-health ex- perts about the particular challeng- es that community colleges face.

Q.

How does campus security differ on a community college compared with other types of in- stitutions?

A.
A.

All colleges tend to plan their safety and security measures based on the types of challenges they typ- ically face in their community, as well as on their limited resources, said William F. Taylor, who is pres- ident of the International Associa- tion of Campus Law Enforcement Administrators and chief of police at San Jacinto College, in Texas.
Mr. Taylor spoke this year with a group of community-college secu- rity directors in Seattle, and many told him they were the only person involved in safety and security on their campuses.

It’s a model proba- bly shared by many small colleges, he said.

Even as more mass shootings have occurred in recent years, said Steven J. Healy, a co-founder of Margolis Healy & Associates, a campus-security consulting firm, there’s a sense of “things like this don’t happen here,” he said.
“We Ten people died and seven others were wounded this month by a gunman at Umpqua Community College, in Oregon.

MICHAEL SULLIVAN, THE NEWS-REVIEW, AP IMAGES Because many students and employees are on campus only part-time and many campuses ar- en’t residential, it can be challeng- ing to offer education and aware- ness programs to prepare for an emergency situation, he said.

That circumstance can also make it more difficult to quickly assess who should be on campus and who shouldn’t, said Mr. Taylor.
Many community colleges train faculty and staff members, who are more of a constant presence, in emergency response during man- datory orientation sessions.

Q.

How has campus security at community colleges changed since the Virginia Tech shoot- ings, in 2007?

A.

The massacre at Virginia Tech put a focus on campus security, but the response by four-year colleges outpaced that of two-year colleges, said Jesus M. Villahermosa Jr., founder of the consulting firm Cri- sis Reality Training.
“When it’s in your own umbrella, it hits home to you more personal- ly, and so therefore you take action more quickly,” he said.

Colleges nationwide set up mass notification systems and tried to determine the risk of a similar event on their campuses by con- ducting threat assessments, sever- al experts said.

But many colleges purchase tools they think will help them re- spond to an emergency without considering the practical applica- tions, Mr. Villahermosa said.
For example, a college should have a recorded public-address an- nouncement prepared in case of a campus lockdown, he said.

And sending mass notifications via text messages can be a problem if a rush of activity affects nearby cellphone towers, he added.

Q.

What do mental-health ser- vices look like at community col- leges?

A. Eighty-one percent of com- munity colleges provide men- tal-health services, according to a 2014 survey by the American Col- lege Counseling Association.
But most of those institutions have only counselors — psycholo- gists, social workers, even interns — who aren’t trained in psychia- try.

They can meet with students and help them with their men- tal-health needs, but cannot pre- scribe medication.

Only 8 percent of community colleges offer on-site psychiatric care, compared with 58 percent of four-year institutions.
When medication is part of a student’s treatment, said the asso- ciation’s president, Amy M. Len- hart, who is a counselor at Collin County Community College, in Texas, “it may take longer for that student to get help.” When community colleges don’t employ their own counselors, sometimes they offer outsourced services or can refer students to off-campus providers.

But stu- dents’ class schedules and other commitments may not allow them to take advantage of those ser- vices, Ms. Lenhart noted.
“It’s hard enough sometimes for a student to reach out and ask for help,” she said.

Q.

Do counselors at community colleges have the same responsi- bilities as those at four-year col- leges?

A.

Actually, they tend to have more.

Counselors at community colleges might also be academic advisers, career advisers, tutors, administrative staff members, or hold various other positions, unre- lated to counseling.
Almost all community-college counselors — 99 percent — have regular duties apart from men- tal-health counseling, according to the association’s survey.

Commu- nity colleges don’t always have the funds to properly staff their coun- seling centers, Ms. Lenhart said, and counselors are usually expected to perform multiple roles.

“You might see somebody for academic advising and then may be expected to see them in a mental-health emergency,” she said.

Q.
Q.

Do students at commu- nity colleges have different mental-health needs than those at four-year colleges?

A. Community-college stu- dents don’t usually live on the campus — and after an event like multiple shootings, where students live will help determine what kind of men- tal-health care they may need.
“On commuter campuses, getting people to campus to provide some kind of service is more of a challenge,” said Susan Quinn, director of stu- dent health services at Santa Rosa Junior College, in California.

Students who live on the campus, she said, have more peer support and better access to mental-health resources.

Q.

What resources do communi- ty colleges have to help students after traumatizing events?

A.
A.

Community colleges don’t have all the mental-health resourc- es that four-year colleges do, and sometimes they have to get cre- ative.

Resource-strapped colleges can train members of the campus community to recognize and help those in distress, said Ms. Quinn.

In responding to a crisis, she said, they can hold open forums.

After September 11, 2001, Santa Rosa called a collegewide forum for stu- dents who wanted to talk about those events.
Some community colleges deal with resource shortages by em- ploying unlicensed interns.

At MiraCosta College, in California, one licensed marriage-and-family therapist supervises eight interns, said Marge Reyzer, coordinator of health services.

But students are told upfront that they will be see- ing interns, and employing more people allows more students to seek counseling.
‘I Got Nobody’: Scholars of Gun Violence Describe Their Lonely Battles By ERIC KELDERMAN The painful and predict- able pattern has started all over again.

A mass shooting at a college campus — this time, Umpqua Community College, in Oregon — followed by various ac- counts of the victims’ violent end and speculation about the shoot- er’s motive.

Then the public and political debate, or what passes for debate, on a topic that divides the country deeply.
Most of the news-media focus is on the studied pronouncements of political candidates, but what about the voices of those who actually study the causes of — and possible solutions to — gun violence?

Philip J. Cook, of Duke Uni- versity, and David Hemenway, of Harvard University, are two schol- ars who research the topic.
While both take the long view that their work will eventually inform chang- es in gun-control policy, they also share frustration about the lack of scholarly attention to the topic and the sometimes vitriolic public re- sponse to their research.

The Chronicle spoke with both researchers.

Below are edited ex- cerpts of the conversations.

Mr. Cook, a professor of public- policy studies and economics and sociology, says he began his study of gun violence in the mid-1970s.
But his perspective has changed from that of a dispassionate researcher of raw data to someone who eval- uates the successes and failures of public policy.

If you go into this with a long time horizon, perhaps you can be content to be part of the discussion and laying the foundation with the hope that someday the window will open.

There is also a personal side to this, which is not just a question of whether the research is influential.

It’s also about, What does it mean to be exposed to the debate?
One thing that seems to be true in my experience is that the pro-gun peo- ple always are very quick to write letters to the editor or to members of Congress about people like me who, they say, are biased or stupid.

It’s an experience I haven’t had in other areas, and that has been par- ticularly painful, because advocates for moderate regulation do not nec- essarily see me as a friend or ally because some of my work undercuts their positions.

So, I got nobody.
So, I got nobody.

Mr. Hemenway is a professor of health policy and director of Har- vard’s Injury Control Research Cen- ter.

His 2006 book, Private Guns, Public Health, interprets gun vio- lence from a public-health perspec- tive.

I’d say, in my academic career, I’m always looking for areas where I thought I could contribute a lot because it was underresearched.

The problem is that there is a real reason these things are under- researched: Often there’s no money or data, or there is a big pushback.
Given that we have so many guns and such a big problem, we need lots of research.

It’s so much easi- er to raise money for HIV research or obesity research, but guns is not easy to raise money for.

I wrote this book on success sto- ries in injury and violence preven- tion … and basically, all the success- es, as far as I can tell, there have been people against them.

The san- itation revolution — it’s hard to be- lieve that there were people against that.
There are people against fluo- ridation and immunization, airbags and seat belts.

You name it.

I’m actually much more optimis- tic about guns because there have been so many successes.

Over time the world has been made safer in so many ways.

People Emerging From the Pool To stay fit for the challenges of being a college president, Brian W. Casey trains most morn- ings with the men’s and women’s swim teams at DePauw University.

“You have to do whatever it takes to recharge your mind,” he says.
Mr. Casey was the 1985 captain of the varsity swim team at the University of No- tre Dame, where his specialty was the demanding 200-yard butter- fly.

He has led De- Pauw since 2008, and was recently named the next president of Col- gate University, to begin in July.
While Jill Harsin, a pro- fessor of history, serves as Colgate’s interim president, Mr. Ca- sey is thinking about how his accomplishments in Greencastle, Ind., will translate to Colgate, in Hamilton, N.Y. At DePauw, he has creat- ed a strategic plan, directed a major rebuild- ing program, headed a successful fund-rais- ing campaign, and set up centralized advising for internships, career planning, and gradu- ate-school preparation.
Brian W. Casey LARRY LIGGETT Like DePauw, Colgate is “very aspiration- al,” he says.

Officials at Colgate “made it very clear that they are seeking to make it one of the pre-eminent liberal-arts institutions in the country” by attracting a more national and di- verse student body, and by better linking intel- lectual and residential life.

Mr. Casey was Colgate’s choice from a “deep and talented pool of candidates,” says Daniel B. Hurwitz, chair of Colgate’s Board of Trustees.
In January, Jeffrey Herbst announced that he would conclude his Colgate presidency at the end of June this year; by August, Mr. Casey had been selected to replace him.

Mr. Hurwitz says a constant refrain that search-committee and board members heard about Mr. Casey was that not only was he “a proven, charismatic leader” but that “he has an unparalleled amount of energy” of the kind col- lege presidencies demand.
Mr. Casey says his energy comes not just from his swimming but also from practicing a form of vitalizing intellectual laps.

He studied philos- ophy and economics at Notre Dame and law at Stanford University.

After beginning his career with a Wall Street law firm, he opted instead to earn a doctorate in history from Harvard.

As he began to progress in academic admin- istration, holding posts at Harvard and Brown Universities, he made a bargain with himself.
During his frequent airline trips on college business, he would devote outbound flights to reading university documents, but on return legs keep up with history, modern fiction, archi- tecture and urban planning, and whatever else — Peter Monaghan takes his fancy.
The Greening of LA Many conservationists would hesitate to leave the green of Seattle, but Peter Kareiva, the new director of the Institute of the Environment and Sustainability at the University of California at Los Angeles, believes the famously smoggy city provides opportunity to do the most good.
“Your typical conservation biologist wants to live in Montana or Wyoming or Colorado, and even your sustainability scientist wants to live in Portland or San Francisco or Seattle,” says Mr. Kareiva, who was based in his home office in Seattle as he worked as lead scientist and then chief scientist at the Nature Conservancy for 13 years.
“Those are very strong green cities, t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a17 t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a17 in August, succeeding Michael D. Amiridis, who recently became chancellor of the Universi- ty of Illinois at Chicago.

She joined the academic world about two decades ago, after earning a law degree and spending three years as a lawyer.
She went on to hold full-time faculty and administrative roles at Georgia and Florida State Universities, and she then served as dean of the University of Missouri’s Trulaske College of Business for five years.

While at Missouri, she says, she was “very involved in campus-level decision-making,” serving on the chancellor’s budget advisory committee and helping run cross-disciplinary faculty searches.
One of her primary responsibilities at South Carolina is overseeing Palmetto College, the in- stitution’s online bachelor’s-degree-completion effort.

The demand, she says, “has blown away expectations.” From 2013 through 2014, says an annual report, Palmetto served 1,015 students, and more than 20 percent earned their degrees.
Another priority is On Your Time, a two- year-old program that restructures the aca- demic calendar for students who want to attend classes year-round and finish degrees in less than four years.

As more students enroll, Ms. Gabel says, she and other administrators will continue to tweak course offerings and sched- ules to “make sure we don’t have an absence or redundancy.” There is evidence, she says, that many of the first students who took advantage of the pro- gram are on track for an early graduation.
— Sarah Brown Boyer Award Winner Cathy N. Davidson, a professor at the City University of New York Graduate Center and director of its Futures Initiative, is the winner of the sixth annual Ernest L. Boyer Award, which recognizes people who make signifi- cant contributions to higher education in the United States.
New American Colleges and Universities, a consortium of selective small to midsize independent colleges, will present her with the award at the 2016 annual meet- ing of the Association of American Colleges & Universities.

She will deliver a lecture on how colleges can lead on equity, inclusion, and democratic re- newal on the opening night of the meeting in Washington, D.C., on January 20.
The Futures Initiative that she leads fosters the use of re- search to improve the teaching of undergrad- uates of all backgrounds throughout the City University of New York.

OBITUARY Expert in Russian Dies Sophia Lubensky, a professor emerita of Russian at the University at Albany, died on September 15.

She was 80.

Ms. Lubensky began teaching at the univer- sity in 1977, a year after she had immigrated to the United States from the Soviet Union, and retired in 2007.
A co-author of two Rus- sian-language textbooks, she also compiled the Russian-English Dictionary of Idioms, which was first published by Random House in 1995 at a turn in U.S.-Russian relations.

The dictio- nary, which was financed in part by the federal government, contains 13,000 Russian idioms and their English translations.

“There is nothing more important than the language,” Ms. Lubensky said in a 1995 New York Times article.

“Czars come and go.

Pres- idents come and go.


There are wars, there are famines.

Language lives through it all.” — Anais Strickland What I’m Reading ‘How Learning Works’ Keysha Whitaker As a rookie college professor, I have often been jealous of my secondary- and primary-school counterparts.

From 2010 on, as I completed an M.F.A.


in creative writing and two teach- ing fellow- ships, and held a host of trial-by- fire adjunct positions across New York, New Jersey, and Connecti- cut, I put together a hodgepodge list of classroom what-to-dos.

But I had no expla- nation for why I was doing the things on my list or how (if?)

they would help students learn.


Enter How Learning Works: Seven Research-Based Princi- ples for Smart Teaching by Susan A. Ambrose et al., a text assigned at a course-design academy that I attended at Pennsylvania State University’s Schreyer Institute for Teach- ing Excellence.

Research from hundreds of educational sourc- es re-emerges in the authors’ conversational presentation of seven original principles that explain what supports and hin- ders learning.
Plug-and-play- style research-based strategies to use in the classroom accom- pany each principle.

Reading the book empowered and overwhelmed me.

As I be- gin my sixth academic year, I feel better equipped to stand in front of the classroom and even more humbled by the monu- mental task that awaits me now that I know a fraction of what the best elementary- and high-school teachers do: how learning works.
Keysha Whitaker is a lecturer in English at Pennsylvania State University-Berks, and host and executive producer of the pod- cast series Behind the Prose.

but they don’t reflect the way cities are growing up all over the world.
Solving the problems in Los Angeles is going to be much better in terms of figuring out problems in the big new cities that are emerging in China, Latin America, Asia, and Africa.” Mr. Kareiva is realistic about potential down- sides of the move, given that people warned him that a university would be “conservative, cumbersome, and full of bureaucracy.” He was familiar with academe, having been a profes- sor at Brown University and the University of Washington earlier in his career, and he braced himself for the culture shock of returning to that environment.
“I find the social part of teams makes work fun and it makes work great, but academia is about the individual,” he says.

“I want to get the faculty to see past their own little star and realize it’s nowhere near as much fun as being part of a really great team, but that’s not going to be easy.” Still, he was drawn to UCLA because of its resources and the opportunity to work with dif- ferent academics to create an interdisciplinary institute.
Most scientists at the Nature Con- servancy are biologists and ecologists, but “we need climate modelers, chemical engineers, Peter Kareiva U.

OF CALIFORNIA AT LOS ANGELES hydrologists, economists, and UCLA has all of these people,” he says.
His first priorities: to increase science com- munication by investing in long-form journal- ism — and maybe even movies — produced by the institute, to serve as an adviser on the one- year research practicum that undergraduate students take, and to help launch a graduate program.

He will also continue to play a role at the conservancy, serving as senior science ad- viser to its president and as chairman of its Sci- ence Cabinet.
Beyond that, he’ll be studying Los Angeles it- self: how it functions and struggles with the is- sue of sprawl.

“What I really want to do,” Mr. Kareiva says, “is make Los Angeles a city that people want to come to for its environment, not just for the jobs and economy.” — Angela Chen The Challenge of Growth Joan T.A.
Ga- bel, the University of South Carolina’s new academic-af- fairs chief, sees the institution’s con- tinuing expansion as “a good problem to have.” That growth — in undergraduate enrollment, spend- ing on popular degree programs, and public-private research partnerships — will also be one of the biggest challenges she will face in her new job, she says.

“If you’re not paying attention, you lose quality.” Joan T.A.
Gabel ART SMITH Ms. Gabel began her new post as executive vice president for academic affairs and provost Read more about people in Gazette on Page A29 or on Twitter at @ruthehammond.

Submit A18 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n A Call for a National Conversation About Talent Jamie P. Merisotis, president who are immigrants is very high.

Immigrants have contributed to our culture, to our society; they pay taxes; all those things.
and chief executive of the Lu- mina Foundation, spoke to The strategies like immigration, urban policy, and private-sector innovation are in service to a greater good here, which is the talent of our society.

Chronicle’s Goldie Blumenstyk about some of the changes in high- ON LEADERSHIP er-education policy that he advo- cates in his recent book, America Needs Talent: Attracting, Educat- ing and Deploying the 21st-Cen- tury Workforce.

A video of the in- terview is at chronicle.com.


A con- densed and edited excerpt of the transcript follows.

Q.

The title of your book says America needs talent.

You didn’t say America needs education.

Why did you frame it that way?

A.

Education is obviously critically important to our future as a country.

But education and related The problem that we have in American society today is that we don’t have enough talent to meet our economic and social goals.

Q.
Q.

This book includes some of your thoughts about opening the doors of immigration a bit.

How do you think that message is going to be received?

A.

We have to treat immigration like an asset, not merely as a problem to be solved.

It’s true that we need to deal with things like border security.

But the fact is, in the 20th century, immigration was a proactive part of our success as a country.
The proportion of people who are entrepreneurs We need to have a conversation about the talent that we get from immigration as a complement to our overall talent framework.

We obviously have to grow most of the talent that we need through our ed- ucation and other structures.

I advocate having a skills-based immigration model, as the Austra- lians and Canadians do.
If we don’t have that conversation, if our na- tional debate continues to be about simply putting up more fences and dealing with other border-security issues, we are going to miss out on the tremendous upside of enhancing our society through immigration.

Q.

In the book, you even talk about creating a Department of Talent.

A.
A.

The idea here is to get greater efficiency by merging the U.S. Department of Education in its entirety with the Employment & Training Administration functions of the Department of Labor and the part of Homeland Security that deals with visas and other talent- recruitment strategies.

Having a Department of Tal- ent could be a way of actually im- proving how the federal govern- ment meets society’s needs.

In other words, seeing the outcome as talent.


It would be an import- ant signal to our own work force.

And it would also, I think, be an important signal to our interna- tional competitors that, in fact, we see talent as part of what makes us great as a country.

Q.

The notion that low-income and first-generation students should have more access to success in higher education is getting a lot more lip service these days.

Do you think it’s also getting real action?

A. I don’t.
A. I don’t.

At a surface level, equity is a widely shared value, but we don’t have the leadership or the political will to actually create the kind of change that we need.

Improving educational attainment for Latinos, African- Americans, and low-income and first-generation populations needs to be a proactive, stated part of our educational goals.

Our work force and our democ- racy are enhanced as a result of those more diverse populations ac- tually being educated.
This is about our collective well-being, not about their success as individual popu- lations.

Q.

Is there something with the way this issue has been messaged up until now that you think doesn’t capture that well enough?

A.

The failing of the social-justice message is that it hasn’t been matched to the economic message.

Our fastest-growing populations are Latinos, African-Americans, first-generation populations.

We need to be thinking about them as us.

It’s our future, not their future.


Q. Let’s switch gears a little bit.

I know the Lumina Foundation has taken a great deal of interest in this whole notion of trying to understand postsecondary- education credentials better and figuring out what are good ones and bad ones.

Why do you think this is such an important topic?

A.

What you know and are able to do with whatever the credential may be is going to be increasingly important in our society because that demand for talent is really growing.
The labor market rewards people with higher credentials, yet we don’t actually know what they mean.

While higher education was bus- ily doing its work, other types of credentials were being developed and implemented in our labor force.

Those nondegree creden- tials are going to be a very import- ant part of the national dialogue, CHRONICLE PHOTOGRAPH BY JULIA SCHMALZ Jamie P. Merisotis particularly as technology chang- es how and where people learn.
I think you’re going to see a prolifer- ation of credentials.

One of the things I mentioned in the book is that it’s not incon- ceivable to think of cultural insti- tutions like libraries and museums as potential credentialing agents.

They have all of the raw material that we tend to think of when we think of learning environments.
What we should be talking about here is a broader ecosystem of postsecondary learning in the United States, one within which colleges and universities are a criti- cal element but not the monopoly.

Q.

One of the things I’ve noticed in the debate about the future of higher education is that there’s a big demand for education to be faster and cheaper and a little less discussion about the quality of education.

Who’s winning that fight?

Is it the faster, cheaper crowd, or the quality crowd?
A. I love the competition.

I hope they both win.

Higher education does take too long and is unaffordable for many of our learners.

And we don’t know enough about the quality of what people are learning.

The labor market is signaling in- creasing dissatisfaction with what it’s getting and is looking for dif- ferent ways to get the talent that it needs.

Q.

People who support competency-based education, which includes groups like the Lumina Foundation, seem to undervalue teaching.

Do they?
Do they?

A. I hope not.

Teaching is going to continue to be a critical part of how you learn for the foreseeable future.

Superstar faculty have developed these competency-based learning models and found ways to implement them.

But the nature of teaching, the way the teacher delivers knowl- edge, is changing.

In the K-12 envi- ronment, we saw teachers become the problem that had to be fixed.

And so in the K-12 debate, what we are overwhelmingly still talking about is how we fix the teachers.
To me, that’s the wrong question.

The right question is what should our students know and be able to do?

And how do we make sure that the teaching is as effective as it possibly can be to meet those out- comes?

American higher education and its faculty are well positioned to continue to contribute to that evo- lution of what’s always been the case in American higher education, which is our ability to adapt to so- cietal needs.
In Brief t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a19 Keep up with the latest news at chronicle.com BIG PICTURE See more online and on the iPad Sarah Clements, a Georgetown U. student from Newtown, Conn., leads other protesters on Capitol Hill in calling on Congress to “finish the job” of reforming gun laws.

The rally comes less than a week after 10 people died in a mass shooting at Umpqua Community College, in Oregon.
EVELYN HOCKSTEIN, THE WASHINGTON POST, GETTY IMAGES FINANCIAL AID State Student Aid Ticks Up in Latest Annual Survey Since the recent economic recession, states are continuing to put more money back into student aid, with need-based aid representing the larger share, according to an annual report released last week by the National Association of State Student Grant and Aid Programs.
The group’s survey of state-sponsored student- aid programs for the 2013-14 academ- ic year found that the amount states awarded to students increased by 1.6 percent, adjusted for inflation, to $11.7 billion, compared with $11.2 billion awarded the previous year.

Seventy-five percent of the undergraduate grant aid awarded by states was based fully or partly on need, roughly the same percentage as the previous year.
Meanwhile, 85 percent of state aid came in the form of grants, and funds for undergraduate need-based grant aid in- creased about 5.8 percent, to $7.4 billion.

TENURE LSU Faculty Censures Officials for Firing Profanity-Prone Prof Louisiana State University’s Faculty Senate voted overwhelmingly last week to censure three top administrators over their dismiss- al of a tenured professor accused of creating a hostile environment in the classroom with ob- scene language and sexually explicit jokes.
The Faculty Senate voted, 39 to 5, to cen- sure F. King Alexander, the president; Stu- art R. Bell, the provost; and Damon Andrew, dean of the College of Human Sciences and Education, for the June dismissal of Teresa K. Buchanan, a tenured associate professor of curriculum and instruction.
The censure reso- lution accuses the administrators of violating academic principles related to tenure, faculty governance, and due process by firing Ms. Bu- chanan for misconduct after a faculty panel concluded that her removal was unwarranted and her case had been mishandled.
The administration responded to the vote in a statement that said the Faculty Senate’s mem- bers “simply don’t have all the facts in this case.” ADMISSIONS Colleges to Stop Asking Applicants Where Else They Are Applying Colleges soon must stop asking prospec- tive students where else they are applying on admissions applications, according to ethical guidelines approved this month at the annual meeting of the National Association for Col- lege Admission Counseling.
The group revised its “mandatory practices” to forbid member colleges to include the ques- tion in formal, written communications with students.

The new policy says colleges must “not ask candidates, their schools, their coun- selors, or others to list or rank their college or university preferences on applications or other documents.” The change, effective next year, will apply to the recruitment of students ap- plying to enroll in the fall of 2017.
It also ap- plies to communications with admitted stu- dents and those placed on wait lists.

“It was refreshing to see colleges and uni- versities willing to sacrifice a key data point in the interest of doing what is best for students,” said Todd Rinehart, director of admissions at the University of Denver.
“Students … will no longer have to strategize when submitting ap- plications or responding to surveys.” CREDENTIALS MIT Unveils ‘MicroMaster’s,’ With Degree Earned Partly Online The Massachusetts Institute of Technology will begin allowing students to earn half of a master’s degree through online courses, then cap it off with a single semester on the cam- pus.

The university’s president, L. Rafael Reif, announced the pilot program last week.
In the program, any online student who completes the first-semester courses in MIT’s supply-chain-management master’s program, earning good grades and passing a “compre- hensive proctored examination,” will have a leg up in gaining admission to finish the pro- gram in a single semester on the campus.

MIT says the program sets the stage for “a new academic credential for the digital age” — the “MicroMaster’s,” which refers to the first half of the master’s program, completed online.
ATHLETICS Louisville Is Said to Have Plied Basketball Recruits With Women A top athletics official at the University of Louisville paid strippers and prostitutes to provide sexual services to prime recruits for the men’s basketball team in hopes of persuad- ing them to enroll, according to a new book.
The book, Breaking Cardinal Rules: Bas- ketball and the Escort Queen, is by Katina Powell, a stripper and escort in Louisville who describes her experiences, citing hundreds of journal entries and thousands of text mes- sages, with the help of a ghostwriter.

“I felt like I was part of the recruitment team.

A lot of them players went to Louisville because of me,” she says in the book.

The allegations have prompted an inter- nal investigation at the university.
During the years described in the book, 2010 to 2014, the men’s basketball team played in two Final Fours and won a national title.

“The university was shocked to hear of the allegations,” it said in a statement.

“The Uni- versity of Louisville will continue its review in full cooperation and coordination with the NCAA and, if warranted, take any appropriate action.

The allegations have been taken very seriously.


In no way would anyone at this insti- tution condone the alleged activities.” A 20 o C T obe r 16, 2015 | T h e C h ro n iC l e o f h ig h e r e duC A T io n Missed Classes, a Changed Grade, and One Disillusioned Adviser By BRAD WOLVERTON Los Angeles Will Collier was in a bind.
A few days be- fore Christmas last year, the academic coordinator for men’s basketball at the University of California at Los Angeles learned that a highly touted player might have to sit out the rest of the season because of an inadequate grade.

The Bruins had already lost three star players last year to the National Basketball Association.

The latest news would only complicate the challenges for head coach Steve Alford, who was entering his second season.
Mr. Collier, 33, who had just completed his first year on the job, contacted Duane Broussard, an assistant coach and the team’s academic liaison.

The player, Mr. Collier explained, had received a C-minus in a commu- In Focus ATHLETICS nications class but needed a B to partici- pate in team activities.

The assistant coach, according to Mr. Collier, proposed a plan: Approach the professor about changing the player’s grade.
That wasn’t the reaction Mr. Collier had expected, not at UCLA, whose storied tradition and reputation for high academic standards he had long revered.

When he took the job here, he was aware that the university, like many others, admitted players with academic deficien- cies.

But he believed that, with the right motivation and support, he could help them succeed.

A former scholarship athlete who had struggled in school himself, Mr. Collier could relate to students who had trouble reading and writing.
He cleared a spot in his office for players to study, and he hired a high-school teacher to help them improve their reading and compre- hension skills.

He understood that basketball was the main draw for many players, but he encouraged them to think about their career ambitions beyond the sport.

The coach’s request brought him up short.

“I didn’t want to be associated with it,” he says.


“It’s not what I got into this for.” Academic advisers like Mr. Collier are an essential part of the ath- letic enterprise, but they have largely thankless jobs.

The pay is low, the hours are long, and the stress of keeping players eligible has led to rapid turnover in the profession.
If teams don’t meet the academ- ic requirements of the National Collegiate Athletic Association, or if programs break rules to keep players eligible, academic advisers are often the first to go.

Many forces work against them.

The careers of most coaches hang on wins and losses, not graduation rates.

Faculty members are eval- uated on teaching and research, not helping the athletic depart- ment.
And many players view anything that doesn’t involve a bounc- ing ball as an obstacle on their path to NBA riches.

UCLA expects more of its students.

The university’s academic-sup- port staff emphasizes the need for all players to be self-sufficient learners, but during his time there, Mr. Collier says, the message did not always get through.

As a key go-between, he sought to confront academic problems directly.
He met with the dean of students’ office to answer questions about players’ academic troubles.

He produced regular reports for coaches about disciplinary issues, including no- tices that players had skipped classes and academic-support sessions and had made disparaging comments about the faculty.

But Mr. Col- lier says he had trouble getting the coaches’ attention.

That is not how the university sees it.


Christina A. Rivera, who oversees the 16-person academic-support unit and who was Mr. Collier’s direct supervisor, says that, while UCLA’s players have made mistakes, its coaches take academics seriously and have never breached academic protocol.
“We never feel pressure; this is a special t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 21 Will Collier left his job as an academic coordinator for UCLA men’s basketball after being asked to persuade a professor to change a player’s grade, he says: “It’s not what I got into this for.” DAVID ZENTZ FOR THE CHRONICLE sist letter to The Chronicle, cautioning against publishing information obtained from confi- dential educational records.
Growing up, Mr. Collier found that his passion for sports often got in the way of his studies.

But his par- ents, both educators, would not tolerate his falling behind.

One day in seventh grade, he says, his father asked him to read a newspaper story aloud.

His parents were surprised at how much trouble he had.

They insisted that he quit the basketball team.

As a student, he sometimes had to read sen- tences three or four times to understand them and once used a dictation program to help him write.
He went on to get an undergraduate degree at Southern University, in Louisiana, and a master’s in work-force development at the University of Arkansas at Fayetteville.

If he could overcome his deficiencies, he knew he could help others do the same.

For much of his life, he had watched fellow African-Amer- ican athletes struggle in school.

At UCLA he found that many players were clearly capable intellectually.

The problem was the people sur- Continued on Following Page place,” she says.
“I wouldn’t work here if I did.” Mr. Broussard denies encouraging a grade change.

“To insinuate that I would pressure anyone to do something unethical or not fol- low policy is, quite frankly, insulting and just flat wrong,” he said in a written statement to The Chronicle.

As for Mr. Collier, he decided to leave UCLA in January.

He spoke with The Chronicle about his experience, sharing emails and documents that detail a grade change and allegations of academic misconduct.
They provide a rare window into big-time athletics and the chal- lenge of keeping players eligible while main- taining academic integrity.

At a time when college athletes have en- rolled in fake classes, taken online courses in which someone else did their work, and partic- ipated in other fraudulent schemes, the prob- lems at UCLA might seem small.

But they il- lustrate how charged the relationship between athletics and academics has become, even at a place that has held itself above the fray.
UCLA officials deny having such problems; the university’s record in this case, they say, is unblemished.

It is Mr. Collier’s story, they say, that is flawed.

UCLA has sought to discred- it Mr. Collier, saying he was incompetent and that his inattention to detail led to a series of errors during his 16 months on the job.

Uni- versity officials say he was careless with re- cords, inflexible with students, and unable to build trust with coaches.

But he was never placed on disciplinary pro- bation.
Upon his resignation, he received a positive letter of recommendation from Mike Casillas, director of student-athlete counsel- ing, with whom he worked closely.

In his letter, Mr. Casillas described Mr. Col- lier as quick to learn, thorough, and a good communicator.
“The energy and enthusiasm that he brings to work each and every day is contagious and the entire staff and students welcome and appreciate it,” wrote Mr. Casil- las, a longtime UCLA staff member who was on the committee that hired Mr. Collier.

(The university says that Mr. Casillas wasn’t in- formed about his problems.)

In response to allegations that Mr. Collier planned to make in this article, the university sent him a cease-and-desist letter.
It demand- ed that he halt disclosure of student data and turn over the student records in his posses- sion.

The university also sent a cease-and-de- A 22 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n Duane Broussard, an assistant coach (center, behind the head coach, Steve Alford), denies having asked Will Collier to get a player’s grade changed.

The allegation is “insulting and just flat wrong,” he says.

Continued From Preceding Page rounding them.


Unlike his parents, he says, the people close to many elite players often fail to hold them accountable.

“ I remember telling Will how incredibly important it was that he should take a stand.” “I didn’t have a single dumb athlete” at UCLA, he says.

“Unprepared?

Yes.
“Unprepared?

Yes.

But the stigma on cam- pus that these guys were dumb and didn’t care was just not fair.” He knew that many play- ers hoped to use UCLA as a springboard to the NBA, but he challenged them to do more than train their bodies.

He brought up Jackie Robin- son, who played four sports here before breaking the color bar- rier in baseball, to illustrate how UCLA has prepared students to do great things.
He em- braced the philosophies of John Wooden, the revered UCLA basketball coach who won 10 national titles and who developed the “pyra- mid of success,” a set of principles designed to teach character.

Mr.

Wooden viewed himself as a teacher as much as a coach, and his philosophies, which stressed such values as hard work and self-con- trol, permeate the university.

His lessons on leadership are distilled on banners that sur- round the athletics facility named after him.
And his work, which included more than a dozen books, is referenced in classes here.

Mr. Wooden’s success — at one point he won seven straight NCAA titles — and the ideals he es- poused have bred what some observers call a culture of exceptionalism on campus.

Today, 40 years after Mr. Wooden’s retirement, a key goal of UCLA’s ac- ademic-support staff is to develop self-sufficient students.
The concept is highlighted in the depart- ment’s mission statement, and Ms. Rivera, associ- ate athletic director for academic and student services, says she spends time during player orien- tation explaining its im- portance.
According to its mis- sion statement, the job of UCLA’s academic-support unit is to promote a “healthy balance between academics and ath- letics … setting forth the ethical standards of integrity, excellence, accountability, respect, and service.” During Mr. Collier’s time at UCLA, one problem he encoun- tered was lack of attendance, at classes and at academic-ad- vising appointments, according to advising records he kept.
He shared them with The Chronicle on the condition that play- RICK BOWMER, AP IMAGES ers’ names not be used.

Without those build- ing blocks, Mr. Collier says, serious academic problems weren’t far behind.

In one six-week stretch last season, one player missed five mandatory academic-support appointments and was an hour or so late to two others, the records show.

When the player did show up for academic support, he was sometimes unprepared.
On at least two occasions, he didn’t bring any books or class material, and spent most of his time texting.

One day a mentor who worked for Mr. Col- lier asked the player how his courses were go- ing and encouraged him to check his grades online.

He refused.
He refused.

“When I asked him if he had gotten any feedback on his Af-Am midterm,” his mentor wrote in a record of the session, “he said, ‘Nah, my professor said I’m Gucci.’ ” Another day, a different player showed up in the academic-support unit wearing a team- mate’s backpack.

He had already been to two classes but hadn’t noticed that he had the wrong books.

The team had a number of students who earned B averages and above.

But several play- ers had problems meeting basic academic re- quirements.
One athlete made several mis- takes in a document he had prepared for a speech class, his mentor wrote, and had to be taught the “importance of capitalizing the first letter of names, places, and dates.” University officials question the reliability of Mr. Collier and his data.

For example, they say the capitalization errors occurred only in notes used for a presentation, not in anything that had to be turned in.
UCLA officials also point- t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 23 “ I didn’t have a single dumb athlete.

… Unprepared?

Yes.

But the stigma on campus that these guys were dumb and didn’t care was just not fair.” ed to a time when Mr. Collier gave Ms. Rivera an inaccurate account of a player’s mentor- ing session and another time when, they say, he failed to give coaches timely information about exams that had to be proctored on a trip.
Other times, they say, he failed to notify players of academic-support appointments, and they argued that some of the players’ ab- sences were actually Mr. Collier’s fault.

(He ac- knowledges an occasional miscommunication, but disputes that the attendance problems were anyone’s but the players’.)

University officials also say that the aca- demic advisers’ notes were stored in a Google document that Mr. Collier created, and that the information should not be trusted.
But two former UCLA mentors who worked with Mr. Collier confirmed that they had access to the file and entered the data themselves, putting their initials beside their write-ups.

At first Mr. Collier was confident that he could help get players on the right path, and that the coach- es would be his allies.

He informed the coaching staff about the prob- lems he saw, sharing details in weekly emails to Mr. Broussard.
In a memo Mr. Collier sent the basketball staff in February 2014, he not- ed that the team’s players had missed 17 class days during the winter quarter, more than one-third of the term.

(The university doesn’t dispute the absences but says they totaled 16 days.)

Professors were refusing to provide valid excuses for games, he wrote, and the travel schedule had “greatly reduced” course options.
“Is it possible to practice at the competition venue after arrival versus practicing prior to departure?” he suggested.

“This would at least allow the guys to attend their morning class- es.” Mr. Collier says the coaching staff never changed the practice policy.

Ms. Rivera ac- knowledges that there were times the team practiced before trips, but the university, she adds, is “very conscientious” about missed class time.
This year, she says, the team has reduced its planned time away from campus by more than 25 percent, reflecting a desire to put less of a burden on students.

But during the season, basketball takes up much of the afternoons.

That prevented aca- demic advisers from holding many study ses- sions until after dinner, Mr. Collier says, when students were often too tired to pay attention.

Mr. Collier says he asked the coaches to adjust the schedule but could not persuade them to change it.
Among basketball coaches, Mr. Alford is considered a good guy to work for.

He gives his assistants autonomy and has retained them as he’s moved up the ranks.

He delegates day- to-day academic responsibilities to Mr. Brous- sard, but he is involved in high-level conver- sations about academic matters.

In an email Mr. Alford sent to Mr. Collier in April 2014 that the university shared with The Chroni- cle, he wrote, “Just make sure all of our guys are doing what they are suppose to.
I’ve said it enough to you and the rest of academics all players should have a target Gpa of 2.6 any- thing below that is unacceptable, period!” (Through a university spokesman, Mr. Alford declined an interview request, saying he could not talk about student records.)

At one point, coaches kept a player out of practice for two weeks so he could spend more time with academic advisers.

Another time, they made the entire team run extra during practice because a few players had missed ac- ademic appointments.
The punishment, Mr. Collier told Ms. Rivera in an email last year, helped curb attendance problems.

But Mr. Alford’s distance from daily aca- demic issues, Mr. Collier says, meant that lit- tle problems sometimes snowballed, putting more pressure on academic advisers to “make miracles.” When they couldn’t, or when play- ers faced the possibility of losing their NCAA eligibility, Mr. Alford would sometimes blame the academic counselors, Mr. Collier says.
Kenny Donaldson, the team’s academic co- ordinator from 2003 to 2013, including the first six months of Mr. Alford’s tenure, says academic advisers sometimes feel that they are held responsible when players fail to meet their academic obligations.

“Coaches may not necessarily say that, but it’s the feeling you get,” says Mr. Donaldson, who left the job when his wife took a position in another state.

Mr. Collier, he says, wanted Mr. Alford to back him up whenever he raised concerns.
But that level of trust, Mr. Donaldson says, takes time to build with coaches.

“I don’t think it’s a fault of Will’s or a fault of Coach Alford’s,” he says.

“I just don’t think they ever got on the same page.” UCLA men’s basketball players were accused of academic violations at least three times during Mr. Col- lier’s 16-month tenure.

One time a professor spotted two sets of handwriting on a midterm a player had turned in, according to an email Mr. Collier showed The Chronicle.
Another time an instructor questioned the progress the same player had made on a paper, asking to see a draft.

The player said his previous versions were on his computer, but when he tried to show Mr. Col- lier his work he couldn’t find it.

The student later claimed that he must have written over the draft, but academic advisers could not ver- ify that.
The instructor reported the case to the dean of students’ office, which found that the player could not substantiate the improvements that were made in his work.

His penalty: a one- term suspension from the university.

Another time, a different player was asked to explain the contents of a paper.

The dean of students’ office found him responsible for pla- giarism.

He, too, was suspended from the uni- versity.


Both suspensions happened during the sum- mer, allowing the players to get back on the court the following season.

Neither incident led to NCAA sanctions, Ms. Rivera says, as the university did not find any institutional com- plicity in the cheating.

As part of their suspensions, Mr. Collier says, both players had to write a short paper reflecting on what they had learned.
Mr. Col- lier provided The Chronicle with a copy of one of the papers, in which the author claims he was discriminated against.

“African-American athlete paper is the only paper taken up in a class of 20 very weird to me but it was perceived as normal,” the stu- dent wrote.
In his paper, the player criticized Mr. Col- lier, saying that the incident “could have been settled when I asked my academic advisor to drop my class thinking that my advisor would act as an adult.” He also had harsh words for the instructor: “I’m not aware of the teacher’s name who re- ported me,” he wrote.

“I tend to often forget names of people with no importance.” One lesson he learned: “It really has helped me understand how much my coaches fight for me and really have my back,” the player wrote.
“Sad to say they are the only ones at UCLA who do.” Mr. Collier says he asked the coaches if he could read the paper before it was submitted, and urged them not to let the player turn it in.

The player eventually wrote a paper that was more contrite.

At the beginning of the fall quar- ter, just over a year since Mr. Col- lier had started his job, he and Ms. Rivera met with the coaching staff and the student who had pla- giarized.
To Mr. Collier, the gathering offered coaches a chance to keep the academic pres- sure on a player with a pattern of problems.

But he quickly realized that this was not their intention.

Before the meeting start- ed, the coaches told him that they had lost contact with the player during the summer and worried that he might transfer.

The last thing they wanted, they told Mr. Collier, was to anger him.
During the meeting, Mr. Alford flipped through advising records that described multi- ple missed classes and academic-support ses- sions.

Mr. Collier says the coach soft-pedaled the problems, telling the student he needed to “clean up” his academics.

But the coach- es did not make him sit him out any games, a punishment that Mr. Collier felt would have sent a more serious message about academics.

(UCLA declined to make any students avail- able for comment.)

Ms. Rivera had a different takeaway.


She felt that the meeting was “extremely produc- tive” and that the student left understanding the severity of his academic situation.

She says both she and Mr. Alford emphasized that the player must start making serious changes in his academic behavior or risk fur- ther penalties.

Mr. Collier, however, was so distraught with the outcome and the tensions he felt in the room that he called his pastor for advice.
The pastor, Caleb Kaltenbach, says he spoke with Mr. Collier several times last year about his concerns with the coaches.

The pastor says he asked Mr. Collier: If you’re in an environment where you’re not feeling supported, what pur- pose are you serving?

Mr. Kaltenbach says he knew Mr. Wood- en, who was a member of his previous church.

Based on what Mr. Collier said about the cur- rent coaches, he says, they had not demon- strated the same leadership as the legendary UCLA coach.
“I remember telling Will how in- credibly important it was that he should take a stand, and he was in good company with peo- ple I knew like Coach Wooden, who stood for the right things when no one else was willing to stand.” By that point, all Mr. Collier wanted was for players to show up for their appointments and Continued on Following Page A 24 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n “ Nobody asks the coach at UCLA, ‘How are your kids doing academically?’ They ask, ‘Do you think you’ll make it to the championship this year?’” Xxxxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxx Continued From Preceding Page be courteous to the staff.
He was beyond ex- pecting self-sufficient learners.

Michelle Strausman, who served as an academic mentor for the men’s basketball team last season, says she worked with play- ers who missed tutoring sessions or did not show up prepared to work.

She grew frus- trated that Mr. Broussard did not appear to step in.

“I don’t know if he appreciated my concerns I would share to Will,” says Ms. Strausman, now an admissions counselor at Stanford Uni- versity.
“Will’s incentives and priorities were under- standably very different and at odds with the coaches,” she says.

“I don’t know if it was be- cause they didn’t care, but it’s not how they’re evaluated by the community.

“Nobody asks the coach at UCLA, ‘How are your kids doing academically?’ ” she adds.

“They ask, ‘Do you think you’ll make it to the championship this year?’ ” Last December, Mr. Collier reached a breaking point.
A student who had missed a high number of classes that quarter had received a letter grade lower than he needed in a commu- nications course, leaving him ineligible for the team.

After hearing the news, Mr. Collier in- formed Mr. Broussard.

According to Mr. Col- lier, the assistant coach wanted him to get the grade changed before Mr. Alford found out.

Mr. Collier refused.

If the student wanted a different grade, Mr. Collier told the coach, he would have to request it himself.
In his statement, Mr. Broussard denied pressuring Mr. Collier to push for a grade change, saying that it was his “responsibility to maintain an open line of communication with our academic advisors, make sure our young men are being attentive to their studies and double, even triple, check with academics to find out if they need our coaching staff’s help holding guys accountable.
“When you consider that we’re largely dealing with teenagers, a group still learn- ing how to make the right decisions — de- cisions that can seriously impact their lives today, tomorrow and 10 years from now,” he added, “I would hope everyone involved with our program feels the pressure that comes with having these young men under our watch.” According to UCLA policy, coaches are pro- hibited from contacting instructors.
Members of the academic-support staff may not dis- cuss or imply details about a player’s academic standing or encourage athletes to seek a grade change or an incomplete in a class.

Grade de- cisions, the policy says, are “solely at the dis- cretion of the professor.” The day before Christmas, the professor emailed Mr. Casillas, director of student-ath- lete counseling, to say that he planned to give the player a chance to provide valid excuses for his absences.
If the player could do so, the professor wrote, he would consider changing the grade.

“I want to preserve the academic integrity of the class; be fair to the other students who took the course; and use this situation as a valuable, helpful experience” for the player, the professor wrote.

(To protect the identity of the student, The Chronicle is not identifying the professor.)

On December 28, the professor emailed to say that he and the player had come to an agreement.
“He will attend six classes, ac- tively participating in class discussions in Winter, 2015; and will make a five-minute oral presentation on a John Wooden speech,” the professor wrote.

By successfully complet- ing those requirements, the professor said, the player would earn a B in his fall 2014 class.

The academic- support program at UCLA is influenced by the legacy of John Wooden, a revered coach who promoted the values of hard work and integrity.
RICH CLARKSON, SPORTS ILLUSTRATED, GETTY IMAGES In an interview, the professor said that the player contacted him on his own and ex- plained that he had a medical problem that had prevented him from attending class.

The professor says he felt comfortable with the ex- cuse given by the player, who he says fulfilled his commitments the next quarter.

At the time, the professor believed that he handled the situation appropriately.
But in retrospect, he says, he wishes that he had given the player an incomplete.

“If I had done that,” he says, “we wouldn’t even be talking.” According to UCLA policy, there are only two reasons that a student’s grade may be changed: a miscalculation or an adminis- trative error.

Any time an athlete’s grade is changed, it must be reviewed by the faculty athletics representative to ensure that the ath- lete did not receive a benefit that is not avail- able to other students.
In this case, the univer- sity determined that the change happened in accordance with policy, Ms. Rivera says, and the player was reinstated.

Mr. Collier was stunned: A professor al- lowed a player to make up coursework during a subsequent term, letting him earn a grade for work he had not yet done.

After that, Mr. Collier told Ms. Rivera that he planned to look for other opportunities, and he began applying for jobs outside of ath- letics.
Just before the new year, Ms. Rivera emailed Mr. Collier, acknowledging that the fall sea- son had been particularly difficult for him and that he needed a “well-deserved break.” As he looked to get out, she turned over his men’s-basketball responsibilities to another staff member.
“I also want the rest of your time at UCLA to be positive, emotionally and profession- ally, and I think that continuing to work with men’s basketball will continue to take an emotional toll on you, especially since I do not see the coaching staff changing their ways,” she wrote.
“Focusing solely on wom- en’s basketball will provide you with an op- portunity to not participate in such an un- healthy environment and allow you to con- tinue to make a real difference with a team that is more receptive and willing to engage academically.” In mid-January, Mr. Collier landed a man- agement job in a different field, and he put in his notice.

“It is clear to me that I will not be able to re- solve my differences with Coach Alford’s ap- proach to education,” he wrote to Ms. Rivera.
“These conflicts have affected my ability to manage my responsibilities and have left me feeling uncertain about my future in college athletics.” In a questionnaire given to departing em- ployees, Mr. Collier elaborated on his con- cerns.

Although he had respect for the aca- demic-services staff, he wrote, he had expect- ed more of UCLA.

“I really thought I could do something spe- cial there,” he says now.
“I try not to think about it too much, but there’s a part of me that feels like I’m not really using my talents.

I want to be someone who uses his talents with the people who need it the most.” t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 25 THE CAMPUS PAY DEBATE From paltry stipends, to unionization, to the income gap on campus, there is plenty to scrutinize when it comes to what academics and administrators are paid.
Download The Chronicle’s exclusive compilation of articles on salary trends in higher ed to learn a variety of perspectives on topics such as: n What universities are doing to narrow the pay gap n Whether there is a link between salaries and increased tuition n How colleges are providing better working conditions for professors DOWNLOAD THE BOOKLET Chronicle.com/CampusPayEquality Sponsored by: A 26 oc t ober 16, 2015 | t he chron icl e of higher educ at ion Views Stop Resisting a 2-Tier System A28 Next Secretary of Education Must Respect Academe’s Complexity A60 The Gravest Threat to Colleges Comes From Within SCOTT A. BASS and MARY L. CLARK W e are experiencing one of the greatest threats to the university as we know it.
It is not about enrollments, revenues, regulation, rankings, or leadership.

It is about the ability to engage in unfettered debate at American colleges.

It is about the assurance of intellectual freedom, about what can and cannot be discussed.

Colleges face criticism from students and others uncomfortable with the points of view expressed in the classroom and by individual faculty members.
Provocative art, revealing films, graphic literary portrayals, and contro- versial speech are understandably uncomfort- able for those who find such work contrary to their beliefs.

Yet it is this type of work — controversial at times — that has enlightened the world.

ISABELLE CARDINAL FOR THE CHRONICLE Throughout history, colleges have been sites for the creation of knowledge and its dissemi- nation to new generations.
The creative spirit of the scholars in higher education, along with the protection afforded by academic freedom, has ensured innovation.

Basic research that appears to have little practical application has helped cure disease, led to breakthroughs in science, and fostered understanding of the world.

Presentation of counterculture per- spectives, art, and literature has contributed to the next generation of leaders’ understand- ing of social and political movements.
Disclo- sures of business and government practices have increased transparency and improved quality of products and services.

Many of the things we take for granted were once controversial, even heretical.

Political dissent in the 1950s, which created a climate of fear for professors, serves as a not- too-distant example.

Yet a key tenet of college has been the freedom to pursue novel ques- tions.
In the mid-12th century, the University of Bologna originated the concept of academic freedom such that scholars could pursue inquiry without risk of persecution.

With 900 years of tradition, academic freedom is some- thing to cherish and protect.

Our newest and greatest threat, however, comes not from external pressures, but from inside the university itself.

Around the country, students have been rebelling against certain assignments, topics, or speak- ers.
Some students object to material pre- sented and readings assigned, asserting that assignments are upsetting, triggering anxiet- ies or violating personal beliefs.

After all, some argue, they are paying for the experience and should have a say in what they are exposed to and taught.

Colleges have taken pride in building more-diverse communities as a way for students to learn from one another in a safe space.
Yet rather than being a place where divergent points of view are discussed and debated, the campus is increasingly becoming a site of tension and acrimony, resulting in a restricted exchange of perspectives.

With nuanced public discourse on the wane and in- creased volume and vitriolic exchanges in the public space writ large, students increasingly come to college with little appreciation for civilized, engaged, and thoughtfully probing discourse.
College administrators now face ques- tions: Should students vote on the selection of speakers?

Are permitted points of view determined by majorities or even the most vocal minorities?

Should the library develop a rating system not unlike that of the mo- t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 27 tion-picture industry, in which we would label our holdings as to level of controversy?

Should certain courses be labeled with disclaimers or warnings?
Higher education must be prepared to uphold academic freedom.

If we deny one speaker, restrict one book, or limit one faculty member, we have abandoned the very purpose of our institutions.

College was never intend- ed to be another entertainment industry or a customized consumer product.

The campus is among the few places remaining where ideas — even those that are abhorrent to all or most au- diences — may be freely expressed.
In the spirit of academic freedom, students have every right to protest uncomfortable points of view.

They do not, however, have a right to deny the communication of ideas, expression, inquiry, or creative works in an academic setting.

In this climate, the American University’s Faculty Senate has unanimously approved a Resolution on Freedom of Academic Expres- sion.
It states in part: American University is committed to protecting and championing the right to freely communicate ideas — without censorship — and to study material as it is written, produced, or stated, even ma- terial that some members of our commu- nity may find disturbing or that provokes uncomfortable feelings.

This freedom is an integral part of the learning experi- ence and an obligation from which we cannot shrink.
… Faculty may advise students before exposing them to controversial readings and other materials that are part of their curricula.

However, the Faculty Senate does not endorse offering “trigger warn- ings” or otherwise labeling controversial material in such a way that students construe it as an option to “opt out” of engaging with texts or concepts, or oth- erwise not participating in intellectual inquiries.
Faculty should direct students who experience personal difficulties from ex- posure to controversial issues to resourc- es available at American University’s support-services offices.

In issuing this statement, the Faculty Don’t Tell Me What’s Best for My Students Since I published an essay, “In Defense of Trigger Warnings,” in The Chronicle, about 18 months ago, such a defense has become even harder to mount.
Though the fear that faculty members would soon be required to issue trigger warnings has failed to materialize (the one college that proposed such a requirement, Oberlin, has withdrawn it), public attention has resulted in a frenzy of too-easy condemnation and ridicule.

Millennials are increasingly portrayed as too delicate to live in the world, too ideolog- ically rigid to survive exposure to opposing political opinions.
Even President Obama has weighed in, arguing that students shouldn’t “be coddled and protected from different points of view.” Trigger warnings are the new fish in a barrel.

The most persuasive argument against trigger warnings goes something like this: A liberal education requires freedom of thought and expression.

Any limits on thought and expression short-circuit the search for truth and keep us from developing the capacities necessary for critical thinking.
Just such an argument sits at the root of a recent resolution unanimously approved by the Faculty Senate at American University.

It begins: “For hundreds of years, the pursuit of knowledge has been at the center of universi- ty life.

Unfettered discourse, no matter how controversial, inconvenient, or uncomfortable, is a condition necessary to that pursuit.” It’s hard to imagine a counterargument that wouldn’t draw immediate ridicule.
What’s ironic, and deeply troubling, about the resolution is the extent to which it quickly loses sight of its own core principle, doing so even as it seems to guarantee freedom of expression.
Before inveighing against trigger warnings, the resolution declares, “Faculty may advise students before exposing them to controversial readings and other materials that are part of their curricula.” Were I on the faculty at AU, my first thought would be, “Gee, thanks!” My second would be, “But what makes you think I need your permission?” This assurance is not only unnecessary but proceeds from an implicit assumption that a faculty senate has some control over what faculty members say and teach in the classroom.
By giving its permis- sion, this senate assumes that such permis- sion is its to give.

It isn’t.

When the resolution turns to the specific issue of trigger warnings, it works hard to avoid language that would infringe upon faculty autonomy, skirting an outright ban.
Rather, “the Faculty Senate does not endorse offering ‘trigger warnings’ or otherwise label- ing controversial material in such a way that students construe it as an option to ‘opt out’ of engaging with texts or concepts, or otherwise not participating in intellectual inquiries.” The senate’s refusal to endorse (a refusal “to support” or “to approve,” according to Webster’s) seems to leave the decision com- pletely up to the faculty.
But I wonder how the American University faculty members feel when they read the passage that “affirms that shielding students from controversial material will deter them from becoming critical think- ers and responsible citizens.” Does this not lead to the conclusion that teachers who use trigger warnings are bad teachers?

That those who issue such warnings will have neither the senate’s approval nor its support when they’re subjected to various personnel processes?
That the Faculty Senate somehow knows better than any individual professor the best approach to difficult class- room materials and moments?

In my original essay, I told the story of a student who was hospitalized after reading a novel I assigned in a class on LGBT literature.

The book dealt with incest and sexual abuse, and my student — a survivor of both — was traumatized by her experience reading the book.

I mean that literally.


She wasn’t made “uncomfortable.” She didn’t find the process “inconvenient.” She wasn’t productively forced to reconsider her own ideas.

She was trauma- Senate affirms that shielding students from controversial material will deter them from becoming critical thinkers and responsible citizens.

Helping them learn to process and evaluate such mate- rial fulfills one of the most import- ant responsibilities of higher educa- tion.
Freedom of aca- demic expression is what makes college a remarkable place for personal growth and learning.

It also fa- cilitates college’s role as an incubator for the creation of knowledge.

We hope all college communities will stand in support of this core value.

If we deny one speaker, restrict one book, or limit one faculty member, we have abandoned the very purpose of our institutions Scott A. Bass is provost and Mary L. Clark is dean of academic affairs at American Univer- sity.
tized, and she was hospitalized for a week as a result.

In that essay, I tried to draw a distinction between difficulty and trauma.

Diffi- culty, I argued, is a crucial aspect of the learning process.

I would never encour- age my students to shy away from it, nor do I sympathize with those asking to be protected from it.

Trauma, on the other hand, does nothing to enable the learning process.

It works precisely against that pro- cess.


As a professor, I’ve decided that I will issue MASON STOKES I know my material — its power and its effects.

A faculty resolution substitutes ideological generalities for the granular specificity of the classroom.

trigger warnings for material dealing with rape, sexual assault, and incest.

I will, when the situation warrants, offer creative opt-out assignments.

Other professors will surely draw the line differ- ently.
But what seems crucial to assert is this: I know my students and their needs better than any faculty senate.

I know my material — its power and its effects — better than any representative body.

Any resolution that claims to know what’s best for my stu- dents is substituting ideological generalities for the granular specificity of the classroom, for the particularities of disciplinary knowl- edge.
I would resist a resolution condemning trigger warnings as vigorously as I would a resolution requiring them.

The only way to cut through the straw-man caricatures that domi- nate this debate is to rely on the expertise and sensibilities of individual faculty members, as they develop an improvisatory relationship to knowledge, to difficulty, and to their students.

Mason Stokes is an associate professor of English at Skidmore College.

He is the author, most recently, of Saving Julian: A Novel.
A 28 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n Stop Resisting a 2-Tier System The truth is: You don’t need a Ph.D. for most of the available teaching jobs W henever I contem- plate our system of graduate education in the humanities, I’m reminded of the defi- nition of insanity often misattributed to Einstein — doing the same thing over and over while expecting different results.
Every year, graduate programs crank out thousands of new Ph.D.s, and every year fewer than 40 percent manage to land full- time faculty positions.

ROB JENKINS MONASH MAGAZINE Get the latest on our discoveries wherever they happen.

Ensure you never miss out on the latest research and developments from Monash University and access exclusive video content.

Subscribe to Monash magazine online today monash.edu/monashmag Clearly, we need a new paradigm.
The old one survives through some combination of traditionalism and pro- tectionism.

The Ph.D. has always been the primary entry-level qualification for facul- ty members, the argument goes, and so it must always remain such, whether or not that still makes any sense.

And, of course, most of the people guarding the gates have Ph.D.s, so it’s natural for them to want to make sure everyone who enters is part of the same guild.
To offer membership to those with lesser cre- dentials would be to diminish their own.

The truth, however, is that most of the col- lege teaching jobs that exist today — at least in the humanities — do not really require a Ph.D.

Although the job announcement might “require” it, the job itself does not.

After all, a Ph.D. is not, or should not be, merely a credential.
It was designed as a kind of academic apprenticeship, training scholars for further in-depth study in their chosen (and probably rather narrow) fields.

With a Ph.D., a scholar can teach, certainly; but it is not the Ph.D., with its dissertation focused on one slender branch of knowledge, that necessarily qualifies you to teach.

A doctorate prepares you to undertake scholarship, which may or may not be directly tied to your teaching.
The market for those who do research on obscure topics in the humanities as their primary job function has been shrinking for years, if indeed it was ever very large.

Colleges and universities will hire only a fraction of the many whose CVs say they are qualified to explore the nuances of Romantic literature or 19th-century European trade unions.
There simply aren’t enough courses on Romanticism or labor history for all of them to teach, and outside their small circle of fellow scholarly enthusiasts, few people care about their research.

Perhaps everyone ought to care, but we don’t.

That doesn’t mean there aren’t classes that need to be taught.

Most students are required to take a full slate of entry-level core courses in English composition, American and/or world history, and other humanities disci- plines.
With all due respect to my Ph.D.-cre- dentialed colleagues, you don’t need a doctor- ate to teach entry-level courses.

Increasingly, colleges are recognizing as much and balking at hiring Ph.D.s at doctor- al-level salaries.

To cover those courses, insti- tutions are instead hiring graduate students or contingent faculty members, the majority of whom do not have a Ph.D.
Even when colleges do hire Ph.D.’s for teaching-intensive jobs that require little or no research, the pay is about the same as for non-Ph.D.s.

Thus we have created an entire class of professionals who are essentially overqualified for most of the available positions.

They have the Ph.D., their scholar’s guild-membership card, but they’re not being paid to use it.
I mean that in both ways: The work they are be- ing paid to perform often has little to do with their Ph.D., and the pay itself is not commen- surate with their qualifications.

It’s as if we’re hiring doctors to perform the work of nurse practitioners.

Nor, it should be noted, are those people actually admitted to the guild.
Teaching four or five sections of composition or world history each semester, with little or no time for research, they are not scholars, except in the broadest sense of the term, and they are not truly recognized as scholars with- in the academic community.

Given the set of circumstances I have just described, which I believe is a pretty accurate representation, why are so many students still pursuing doctorates in the humanities?
Partly, I think, it’s a result of youthful ide- alism, not to mention a little magical think- ing.

By now many graduate students are well aware of the odds of landing a tenure-track job but believe they’ll be one of the lucky ones.

Graduate departments are also to blame.


A recent article in The Chronicle reported that “first-time doctoral enrollment in history, English, and other arts-and-humanities disciplines fell 0.5 percent from 2013 to 2014,” according to a Council of Graduate Schools report that was based on a survey of 636 uni- versities.

But maybe those enrollment figures aren’t dropping fast enough, given the lack of tenure-track jobs.
Too many departments are still producing too many Ph.D.s for the marketplace to accommodate.

Why?

No doubt it’s partly because they sincerely believe that advanced study in their fields is important to society.

But a more cynical view might be that they need sufficient graduate enrollment to justify the three-course (or two-course) teaching loads of tenured professors.
That means having enough doctoral students to fill their seminars as well as enough cheap labor to teach entry-level courses so the tenured pro- fessors won’t have to.

Meanwhile, they persist in training graduate students for jobs that largely do not exist.

An aside: When graduate programs provide adequate financial support for the students they recruit, then at least those students are getting something in return for their time and effort.
But when students must pay exorbitant tuition for the privilege of pursuing a degree that will probably not lead to a faculty job, and borrowing thousands of dollars they might never be able to repay, then it seems to me those programs are little better than the for-profit institutions that academics love to excoriate.

Clearly this system is not sustainable.


We keep doing the same thing year after year, somehow expecting a different result and always slightly baffled when the numbers don’t change, except perhaps to get worse.

That, I submit, is not entirely rational.

It’s high time we did something different.

Accordingly, I would like to renew my call, which I first made back in 2013, for a new, teaching-focused graduate degree, designed to prepare people for the teaching-focused jobs they might actually get.
Taking a page from our colleagues in K-12 education, we could call it the “College Teaching Specialist Degree in (fill in your humanities discipline).” The TS degree would be more than a master’s degree but less than a doctorate, requiring, say, 30 semester hours of coursework beyond the master’s — at least half in discipline-spe- cific pedagogy — with a teaching-focused capstone project in lieu of a dissertation.

The advantages of this new degree would be many and widespread.
For most students, it would take much less time to complete than a Ph.D. — four years beyond the bachelor’s, at most, which is enough for dentists and phar- macists, and more than enough for lawyers, and ought to be enough schooling for just about anybody.

That means students could get their degrees and start their careers while still in their 20s.

Less time-to-degree means less borrowing for educational and living expenses.
Teach- ing specialists could start their careers much earlier than Ph.D.s, and could easily be years ahead, financially, of where they might have been if they’d stayed to earn a doctorate.

And remember — those teaching-focused jobs are the same ones most Ph.D.’s are getting any- way, if they get any job at all.

In order for this proposal to work, colleges and universities would have to buy in at both ends of the pipeline.
At one end, graduate departments would have to agree to offer teaching-specialist degrees as an alternative to the Ph.D.

Doing so wouldn’t harm tenured professors; students in the TS program would still have to take graduate courses.

But the departments might need to adjust their admissions standards, admitting fewer students to Ph.D. programs — only those who show exceptional promise as scholars — while steering the rest into TS programs.

Financial-aid models might also have to change.


By admitting fewer doctoral students, perhaps departments could afford to support those they do admit for five or six years, helping to alleviate some of their debt.

Departments could offer research assistant- ships for the Ph.D. students and teaching assistantships for the TS students — further preparing both groups for the slice of the faculty market they will pursue.
At the other end of the pipeline, colleges and universities would have to invest in this new paradigm by actually hiring TS gradu- ates in full-time, more or less permanent posi- tions.

Ideally, those positions would be on the tenure track, but even renewable lectureships would be better than what most new Ph.D.s can expect these days.
Institutions might actually be inclined to do this because: (a) With fewer graduate stu- dents teaching lower-division courses, they’ll need people to cover those sections; and (b) they won’t have to pay Ph.D.-level salaries (yes, I’m assuming a two-tier pay structure, to reflect the different education levels).
I’m guessing that small colleges without gradu- ate programs would be open to hiring highly capable teaching specialists who could take on heavy teaching loads for a somewhat lower salary than would be paid to a Ph.D. And of course, teaching specialists are a natural fit for community colleges and other accessible institutions.

The best thing about this proposal is that it would create a better educational environ- ment for all of our students.
The teaching-spe- cialist degree has the potential to lower the number of adjuncts at all levels of higher ed- ucation.

That means students would be more likely to be taught by full-time instructors who are accessible to them on the campus.

Is this proposal actually practical?

I think it’s worth a try.

We can’t just keep doing graduate education the way it’s always been done.

That would be insane.

Rob Jenkins is an associate professor of En- glish at Georgia Perimeter College.
t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 29 Gazette APPOINTMENTS, RESIGNATIONS, RETIREMENTS A29 | DEATHS A29 PRIVATE GIVING A30 | DEADLINES A30 A PPOI N T ME N T S Kurt Ashley, chief information offi- cer, to an additional post, vice pres- ident for technology and marketing at Thiel College.
Sean Banerjee, postdoctoral re- search associate in the Robotics Institute at Carnegie Mellon Uni- versity, to assistant professor of electrical and computer engineer- ing at Clarkson University.

Jeffrey Bethke, trea- surer, to executive vice president at De- Paul University.

Gregory Brown, professor of finance, to an additional post, director of the Frank Hawkins Kenan In- stitute of Private En- terprise at the University of North Carolina.
JEFFREY BETHKE Charles Clark, dean at the Univer- sity of Wisconsin at Manitowoc, to southwestern regional executive officer and dean of the University of Wisconsin-Rock County.

Mark Elliott, director of the John King Fairbank Center for Chinese Studies and professor of Chinese and inner Asian history, to vice provost for international affairs at Harvard University.

Adam English, associate professor of theology and philosophy, to chair of the religion department at Campbell University.
Mandi Fulton, athletics coordinator, to assistant director of athletics at the University of Southern Indiana.

Francene Gilmer, director of the Thorobred Center for Academic and Professional Excellence, to act- ing vice president for student affairs at Kentucky State University.

Karl Golnik, interim chair and assistant professor, to chair of the ophthalmology department at the University of Cincinnati.
Ty Handy, president of Northwest Florida State College, to president of Jefferson Community and Tech- nical College.

Eugenia Hayes, director of devel- opment for the College of Arts and Sciences at Pace University, to director of development for health affairs at Quinnipiac University.

Jim Hayes, associate dean, to an ad- ditional post, director of retention and student success at Simpson College (Iowa).
Daniel Jaffe, professor of astron- omy, to vice president for research at the University of Texas at Austin.

David Jauregui, professor of civil engineering, to an additional post, head of the department of civil engineering at New Mexico State University at Las Cruces.

Paul Jean, senior vice president at Denterlein, to vice president for marketing and communications at Bridgewater State University.

Roxanne Johnston, associate dean, to dean of the School of Nursing at Shorter University.
Catherine Kaukinen, director of the master’s and bachelor’s programs in criminal justice at the University of Colorado at Colorado Springs, to professor and chair of the criminal justice department at the Univer- sity of Central Florida.

Eric Kimchi, associate professor and chief of the surgical oncology division, to an additional post, medical director of the Ellis Fischel Cancer Center at the University of Missouri.

Mary Kincannon, associate regis- trar, to registrar at Texas Christian University.
Nancy Kropf, associate dean of re- search and strategic initiatives and professor of social work, to dean of the School of Nursing and Health Professions at Georgia State Uni- versity.

Molly Land, professor of law, to an additional post, associate director of the Human Rights Institute at the University of Connecticut.
Carl Lejuez, associate dean of re- search for the College of Behavioral and Social Sciences at the Univer- sity of Maryland at College Park, to dean of the College of Liberal Arts and Sciences at the University of Kansas.

Daryl Lim, associate professor of law, to an additional post, director of the Center for Intellectual Prop- erty, Information, and Privacy Law at John Marshall Law School (Ill.).
Douglas Lind, professor of philos- ophy at the University of Idaho, to professor and head of the philoso- phy department at Virginia Tech.

R. Kevin Mackin, assistant profes- sor and chair of the master’s pro- gram in education at Upper Iowa University, to chair of the education department at St. Catherine Uni- versity.
George MacKinnon III, vice provost for health sciences and founding dean of the College of Pharmacy at Roosevelt University, to founding dean of the School of Pharmacy at the Medical College of Wisconsin.

Catherine Anitha Manohar, assistant professor of finance at Mercer University, to assistant teaching professor of finance at Quinnipiac Uni- versity.

Richard Masters, in- structor in the School CATHERINE ANITHA MANOHAR of Performing Arts, to assistant professor of music at Virginia Tech.
John McKain, assistant dean of communications for the College of Human Ecology, to associate vice president for university communi- cations at Cornell University.

Monique McKay, co-founder and executive director at the Master Mediator Institute, to ombudsper- son for the Graduate School at Vir- ginia Tech.

M. Ray McKinnie, assistant admin- istrator of extension programs, to interim dean of the College of Agri- culture at Virginia State University.
Gretchen Mielke, manager for general education and academic learning community assessment at American University, to assistant dean of civic engagement at Wid- ener University.

Thomas Miles, professor of law and economics, to dean of the School of Law at the University of Chicago.

Thomas Mitzel, vice president for academic affairs and dean of fac- ulty at Trinity College (Conn.), to president of Dickinson State Uni- versity.
Emmanuel Omojokun, associate dean, to dean of the College of Business at Virginia State Univer- sity.

Stephanie Ottino, production plan- ner at LaFrance Corporation, to assistant dean of the College of Arts and Sciences at Widener University.

Kerry Patton, director of counsel- ing, to director of health and well- ness at Quinnipiac University.
Jose Riofrio, as- sistant professor of mechanical engineer- ing at Western New England University, to assistant teaching professor of mechan- ical engineering at Quinnipiac Univer- sity.

Angela Robinson, vice chancellor, to acting chancellor of Tarrant County College.

JOSE RIOFRIO Martin Rudd, dean of the Univer- sity of Wisconsin-Fox Valley, to an additional post, executive officer of the northeastern regional cam- puses in the University of Wiscon- sin system.
Andrew Rummel, assistant profes- sor of English at St.

Cloud State University, to director of the un- dergraduate and master’s in educa- tion initial licensure program and associte professor at St. Catherine University.

Gregory Rush, director of budget policy and planning, to acting vice president for business affairs at Kentucky State University.

Tara Sabo-Attwood, associate pro- fessor, to an additional post, chair of the department of environmental and global health at the University of Florida.
Macarena Saez, faculty director of the Impact Litigation Project, to an additional post, director of the Center for Human Rights and Humanitarian Law at American University.

Peter Schultz, director at the Cali- fornia Institute for Biomedical Re- search, to chief executive officer of the Scripps Research Institute.

James Simon, interim dean of the College of Arts and Sciences at Fairfield University, to dean of the College of Arts and Sciences at the New York Institute of Technology at Old Westbury.
Ray Staats, former president of Gadsden State Community College, to president of Craven Community College.

Barbara Stoll, professor and chair of the pediatrics department at Emory University, to dean of the Medical School at the University of Texas Health Science Center at Houston.

Paul Stumb, dean of the School of Science, Technology, and Business, to president of Cumberland Uni- versity.

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

N E W CHIE F E X ECU T I V E S ■ Craven Community College, Ray Staats ■ Jefferson Community and Technical College, Ty Handy ■ Cumberland University, Paul Stumb ■ Sierra Nevada College, Alan Walker ■ Dickinson State University, Thomas Mitzel ■ White Mountains Community College, Matt Wood Tania Tetlow, associate provost for international affairs, to chief of staff and vice president at Tulane University.
Dennis Thombs, professor and chair of the department of behav- ioral and community health, to interim dean of the School of Public Health at the University of North Texas Health Science Center at Fort Worth.

Samuel Turner Sr., consultant, to associate dean of diversity and inclusion at the University of Mis- souri at Kansas City.

Daniel Van Slyke, professor of public administration, to associate dean and chair of the department of public administration and in- ternational affairs at Syracuse University.
Alan Walker, interim provost and vice pres- ident for academic affairs at Shawnee State University, to president of Sierra Nevada College.

Latoya Watson, administrative ac- ademic advisor, to assistant dean of the associate in arts program at the University of Delaware.

ALAN WALKER Christian Wetzel, professor of phys- ics, to an additional post, associate dean of science for research and graduate programs in the School of Science at Rensselaer Polytechnic Institute.
Matt Wood, interim president, to president of White Mountains Community College.

R E SIGNAT IONS Arne Duncan, secretary of the U.S. Department of Education, effective in December.

Andrea Lee, president of St. Cather- ine University, effective July 1.

Bert Moore, dean of the School of Behavioral and Brain Sciences at the University of Texas at Dallas.

John Shattuck, president and rector of Central European University (Hungary), effective August 1.
R ET IR E ME N T S Richard Kurz, dean of the School of Public Health at the University of North Texas Health Science Center at Fort Worth.

Gina Lee-Glauser, vice president for research at Syracuse University, effective December 31.

DE AT HS Warren Brill, 94, former professor of medicine at George Washington University died on September 14.

Richard Bucciarelli, 69, former vice president for government relations and chair of the pediatrics depart- ment at the University of Florida died on September 20.
Donald Capps, 76, professor of pas- toral theology at Princeton Theo- logical Seminary died on August 26 in Trenton, N.J. Thomas Colbert, 61, professor of architecture at the University of Houston died on August 21.

Eugene Commins, 83, professor emeritus of physics at the Univer- sity of California at Berkeley died on September 26.

Dominick Consolo, 93, professor emeritus of English at Denison University died on August 28.
Emmett Costich, 94, former dean of the College of Dentistry at the University of Kentucky died on October 1.

Morris Fine, 97, professor emeritus of materials science and engineer- ing at Northwestern University died on September 30.

Erma Johnson Hadley, 73, chancel- lor of Tarrant County College died on October 1.

Daniel Larkin, 76, former professor of history at the State University of New York College at Oneonta died on October 1.
Armando Enrique Montilla Na- varro, assistant professor of archi- tecture, history and theory, and criticism at Clemson University died on October 2.

William Bernard Peach, 97, former professor of philosophy at Duke University died on September 24.

Burton Raffel, 87, professor emer- itus of English at the University of Louisiana at Lafayette died on September 29.

John Melvin Snook, 81, former president of Bartlesville Wesleyan College (now Oklahoma Wesleyan University) died on September 21.
Gene Ulmer, 78, professor emeritus of geology at Temple University died on September 18.

Robert Webb, 87, former president of Lake Land College died on Oc- tober 5.

C.K.

Williams, 78, former professor of creative writing at Princeton University died on September 20 in Hopewell, N.J. A 30 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n PR I VAT E GI V I NG Buffalo State College.
$2.15 mil- lion from Tedy B. and Michele Fairchild Marko of which $1.5 million will be used to establish an endowed chair in the Inter- national Center for Studies in Creativity and $650,000 will go towards the Siena Program, a study-abroad program, to es- tablish a scholarship fund.

Ms. Fairchild Marko is an alumna of the university.

She is the former regional vice president for the Midwest at the Compass Group, a foodservice management com- pany.

Harding University.
Harding University.

$1 million from Roy and Becky Reaves to renovate and expand the Rhodes Field House.

Mr. Reaves is former chairman and chief executive of Liberty Bank Central Region.

He is retired.

He earned a bachelor’s degree in business administration from the university in 1965 and currently serves as chairman of its Board of Trustees.

Paris Junior College Memorial Foundation.

$1-million bequest from Ezra and Verbeth Coe to bolster an endowment.

Mr. Coe was an engineer.


He died in 2013 and Ms. Coe died in 2003.

University of Colorado at Aurora.

$2 million from the Daniel and Janet Mordecai Foundation to es- tablish a chair in cancer stem-cell biology at the Gates Center for Regenerative Medicine.

Ms. Mor- decai is an alumna of the College of Nursing at the university.

Her late husband, Daniel, was owner of U.S.

Nursing, a nurse staffing agency.

He died in June 2002.

University of Washington.


$20 million from Steve Ballmer, former chief executive of Mic- rosoft, and his wife, Connie, for its School of Social Work.

Half of the donation will be used to provide scholarships for graduate students and the remainder will support various innovative pro- grams.

AWARDS AND PRIZES October 21: Other.


The Interna- tional Service Learning Alliance is accepting applications for its scholarship program, which enables university and graduate students to partake in a career-launching internship to work in Uganda.

The internship is for 10-12 weeks with departure dates in early January.

In- terns will work in one of seven sec- tors in the sustainable development field.

Full and partial program fees for the internships will be awarded to 10 students.
Ugandan support staff will organize home stays, travel insurance, airport pick up, etc., prior to arrival.

Interested applicants must have a 3.3 GPA.

Contact: Jenny Sowry; (415) 306-1701; jenny@in- ternationalcommunitydevelopment.

org; http://www.isla-serve.org/ scholarship November 1: Humanities.

Gettys- burg College offers the $50,000 Gilder Lehrman Lincoln Prize, which is awarded annually.
The prize is given for the finest schol- arly work in English on Abraham Lincoln, the American Civil War soldier, or a subject relating to their era.

Publishers, critics, and authors may submit books published in the current year by November 1.

There is no entry fee or form.

Visit the college’s website for more details.

Contact: (717) 337-8255; lincoln- prize@gettysburg.edu; https://www.

gettysburg.edu/lincolnprize/about- lincoln-prize.dot November 15: Humanities.
Applica- tions for the Rome Prize are being accepted.

Although the deadline is November 1, applications will be accepted November 2-15 for an ad- ditional fee.

Thirty emerging artists and scholars in the early and middle stages of their careers who represent standards of excellence in the arts and humanities will be awarded the prize.
Prize recipients are invited to Rome for six or eleven months to immerse themselves in the Ameri- can Academy in Rome’s community and expand their own professional, artistic, or scholarly pursuits.

Win- ners will receive a stipend, room and board, and a study or studio.

Applicants must be U.S. citizens at the time of the application.

Visit the academy’s website for additional information.
Contact: American Academy in Rome; (212) 751-7200; info@aarome.org; http://www.aar- ome.org/apply December 1: Science, technology, and math.

Nominations for North- western University’s 2016 Nemmers Prizes in economics and mathemat- ics will be accepted through Decem- ber 1.

Each prize carries an award of $200,000.


The prizes are open to those with careers of outstanding achievement in their disciplines as demonstrated by major contribu- tions to new knowledge or the de- velopment of significant new modes of analysis.

Prizes are awarded to individuals of all nationalities and institutional affiliations.

Visit the university’s website for more details.
Call For Papers & Proposals - Two International Conferences 18th Teaching Conference - "Creative - Effective Teaching " January 3 - 7, 2016 OME,OME, IT IT IT IT ITALALALALALYYYYY OME,OME, RRRRROME, Submit papers and proposals now, register before Nov. 8, 2015 33nd International Conference on Case Method Research & Application "Learning By Doing - The Art and Craft of Interactive Teaching" July 3 - 8, 2016 LLLLLIMA, PERU IMA, PERU IMA, PERU IMA, PERU IMA, PERU Submit papers and proposals now (before January 15, 2016) Accepted papers are considered for publication in IJCRA - The International Journal of Case Method Research & Application (refereed) 'Best Case/Best Paper Award' details at www.wacra.org WACRA® - Conference Office: denise.smith@wacra.org and wacra@rcn.com Interdisciplinary - International - Intercultural - Interactive 2016 Izaak Walton Killam Postdoctoral Fellowships Izaak Walton Killam Postdoctoral Fellowships (KPDF) in most fields of study are tenable for up to two years at Dalhousie University, located in Halifax, Nova Scotia, Canada.
KPDFs are valued up to $55,000CDN per year including travel allowance, a one-time $3,000 research grant, a $1,000 conference travel grant and benefits.

Applicants must have recently completed a PhD (Jan 2014 or later) at a recognized university and have no current affiliation with Dalhousie University.

Applications must be submitted no later than 15-Dec-15.
Full details available at: dal.ca/kpdf dalgrad.dal.ca/kpdf DE A DLINES Contact: Nemmers Prize; http:// www.nemmers.northwestern.edu December 7: Science, technology, and math.

The Urban Land Insti- tute is accepting applications for the 14th Annual ULI Hines Stu- dent Competition.

This is an ideas competition that calls for multidis- ciplinary graduate student teams of five students to devise an urban development vision and compete to win $50,000.

Students must form their teams and apply by Decem- ber 7.
Visit the institute’s website for more details.

Contact: Urban Land Institute; udcompetition@ uli.org; http://uli.org/programs/ awards-competitions/hines-stu- dent-design-competition December 15: Business/administra- tive affairs.

The American Associa- tion of University Administrators is soliciting nominations for an array of awards recognizing outstand- ing individual administrative and leadership service or exemplary higher-education organizational and program models.
Visit the orga- nization’s website for more details.

Contact: Dan King; (814) 460-6498; dking@aaua.org; http://www.aaua.

org December 15: Science, technology, and math.

The Gruber Foundation is accepting nominations for the Cosmology Prize.

Nominations are welcome from the fields of astron- omy, cosmology, mathematics, and the philosophy of science.
Individu- als, organizations, and institutions that are active in or have an appre- ciation for contemporary cosmolog- ical research and study may submit nominations.

Visit the foundation’s website for more details.

Contact: Gruber Foundation; (203) 432-6231; nominations@gruber.yale.edu; http://gruber.yale.edu/cosmolo- gy-prize-nomination-criteria January 15: Humanities.

Poets & Writers has selected the state of Ha- waii for the 2016 Writers Exchange Award.
Poets and fiction writers who are residents of Hawaii are welcome to submit an application if they: have never published a book; or have published no more than one full-length book in the genre in which they are applying; and have resided in Hawaii for at least two years prior to the date they submit their manuscript.

Visit the website for more details.

Contact: Poets & Writers; http://www.pw.org/ about-us/maureen_egen_writers_ exchange_award January 29: Science, technology, and math.
ABB has established the ABB Research Award in Honor of Hubertus von Grünberg, which honors the best Ph.D. dissertation within the fields of power and au- tomation, as applied in utilities, industries, and transport and infra- structure.

It consists of a $300,000 personal research grant for postdoc- toral research within the scope of power and automation in the areas in question.

Visit the program’s web- site for more details.

Contact: http:// new.abb.com/hvg-award February 1: Arts.
Nominations for Northwestern University’s Nemmers Prize in Music Composition will be accepted from October 1 through February 1, 2016.

The prize carries an award of $100,000 and is open to those with outstanding career achievements.

It is international in focus and therefore awarded to any classical composer without regard to citizenship or institutional affili- ation.

Only living composers may be nominated.

The recipient must be available for a four-week residency at Northwestern U.
(the weeks may be non-consecutive) and able to interact with faculty and students.

Visit the university’s website for more details.

Contact: Nemmers Prize; http://www.nemmers.north- western.edu April 15: Social and behavioral sci- ences.

Brandeis University accepts nominations for the Joseph B. and Toby Gittler Prize, which recog- nizes individuals who have made outstanding contributions to racial, ethnic, and/or religious relations.

The award includes a $25,000 cash prize and a medal.
Both the prize and medal are presented at a cere- mony that includes a reception and a public lecture by the recipient.

Recipients need not be American citizens or reside in the U.S. To be considered, candidates must be for- mally nominated.

Self nominations are not accepted.

Nominations must be received by April 15 for candi- dates to be considered for an award to be conferred in the following academic year.

Visit the university’s website for more details.


Contact: John Hose; (781) 736-3005; hose@ brandeis.edu; http://www.brandeis.

edu/gittlerprize/index.html Academic affairs.

Nominations for the Chang-Lin Tien Education Leadership Awards from the Asian Pacific Fund, supporting the recog- nition, professional development, and advancement of Asian-Amer- icans as leaders of colleges and universities.

Contact: Rod Kyle Paras; (415) 395-9985 ext.


700; rodkyle@asianpacificfund.org; http://www.asianpacificfund.org/ chang-lin-tien-education-leader- ship-awards Health/medicine.

Southside Health Education Foundation offers a va- riety of scholarships for students pursuing an education in the health professions or continuing their ed- ucation in existing health careers.

The deadlines for applications are: March 1 for summer sessions; June 1 for the fall semester; and Octo- ber 1 for the spring semester.
Visit the foundation’s website for more details.

Contact: Southside Health Education Foundation; info@ shefva.org; http://www.shefva.org/ scholarships Humanities.

Translations of Jap- anese literature into English for consideration for the Japan-U.S.

Friendship Commission Prize for the Translation of Japanese Liter- ature.
The Donald Keene Center of Japanese Culture annually awards $6,000 prizes for the best transla- tion of a modern work or a classical work, or the prize is divided between equally distinguished translations.

Visit the website for more details.

Contact: Donald Keene Center of Japanese Culture; http://www.

keenecenter.org/content/view/58/76 Humanities.

The Story Prize is awarded annually to the author of an outstanding collection of short fiction (at least two stories and/ or novellas).
The winner receives a $20,000 cash award and each of two runners-up receive $5,000.

Eligible books must be written in English and first published in the U.S. during the calendar year, in either hardcover or paperback, and available for purchase by the general public.

Collections must also include work previously unpublished in book form.

Eligible books may be entered by the publisher, agent, or author.

Books published from January through June must be submitted by July 15.
Books published from July through December must be submitted by November 15.

Visit the website for more details.

Contact: Larry Dark, The Story Prize; info@ thestoryprize.org; http://www.

thestoryprize.org/index.html Humanities.


Texas State Universi- ty’s College of Education offers the Tomas Rivera Mexican-American Children’s Book Award annually to an author/illustrator of the most distinguished book for children and young adults that authentically reflects the lives and experiences of Mexican Americans in the U.S.

The book may be fiction or nonfiction.

Nominations are accepted from authors, illustrators, publishers, and the public at large.
The deadline for nominations is November 1 of the year of publication.

Visit the award’s website for more details.

Contact: Jesse Gainer, Texas State Univer- sity; riverabookaward@txstate.edu; http://riverabookaward.org Humanities.

Columbia University awards the Bancroft Prizes annually to authors of distinguished works in either or both of the following cate- gories: American history (including biography) and diplomacy.

The com- petition is open to all regardless of connection to Columbia University.
Applicants do not need to be a U.S. citizen to apply.

Submitted works must be written in English or have a published translation in English.

Volumes of papers, letters, and speeches of famous Americans, un- less edited by the author, are not el- igible.

Autobiography comes within the terms of the prize but books reporting on recent personal experi- ences of Americans, within a limited area both in time and geography, are not considered eligible.

Visit the university’s website for more details.


Contact: http://library.columbia.

edu/about/awards/bancroft.html Science, technology, and math.

Sigma Xi, the Scientific Research Society, awards the William Procter Prize for Scientific Achievement annually to a scientist who has made an outstanding contribution to scientific research and has demon- strated an ability to communicate the significance of this research to scientists in other disciplines.
The prize consists of a bronze statue, a commemorative certificate, and an award of $10,000.

Nominations are accepted October 1 annually.

t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 31 the history of the visual arts of the U.S. and all requirements for the Ph.D. must be completed except the dissertation before the beginning of the fellowship.

Applicants must be U.S. citizens or permanent residents.

Visit the organization’s website for more details.


Contact: American Council of Learned Societies; http:// www.acls.org/programs/ameri- can-art October 21: Humanities.

The Amer- ican Council of Learned Societies invites applications for the Mellon/ ACLS Dissertation Completion Fellowships, which support a year of research and writing to help ad- vanced graduate students in the hu- manities and related social sciences in the last year of Ph.D. dissertation writing.
The fellowship tenure may be carried out in residence at the fellow’s home institution, abroad, or at another appropriate site for the research.

A stipend of $30,000 will be provided plus up to $3,000 for research costs and up to $5,000 for university fees.

Applicants must have completed all requirements for the Ph.D. except the dissertation by the application deadline.

Graduate students who currently hold or have previously held a dissertation-com- pletion fellowship are not eligible.
Visit the organization’s website for more details.

Contact: American Council of Learned Societies; http:// www.acls.org/programs/dcf October 30: Science, technology, and math.

The Hertz Foundation will begin accepting applications for the 2016-17 fellowships on Au- gust 15.

The fellowships are open to college seniors wishing to pursue a Ph.D. or graduate students already in the process of doing so.
Appli- cants must be students studying the applied physical, biological, or engineering sciences, and must be U.S. citizens or permanent resi- dents.

Visit the foundation’s website for details on the award amounts as well as how to apply.

Contact: Hertz Foundation; http://www.hertzfoun- dation.org/dx/fellowships/fellowshi- paward.aspx November 1: Humanities.

The Paul and Daisy Soros Fellowships for New Americans is open to applica- tions.
The program supports thirty new Americans, immigrants, or the children of immigrants, who are pursuing graduate school in the U.S. Each fellowship supports up to two years of graduate study in any field and in any advanced degree-grant- ing program.

Fellows receive up to $25,000 in stipend support (not to exceed $35,000), as well as 50 per- cent of required tuition and fees, up to $20,000 per year, for two years.

Visit the program’s website for eli- gibility details.
Contact: Paul and Daisy Soros Fellowships for New Americans; http://www.pdsoros.

org/competition November 1: Humanities.

The American-Scandinavian Foundation offers fellowships (up to $23,000) and grants (up to $5,000) to indi- viduals to pursue research, study, or creative arts projects in one or more Scandinavian country for up to one year.

The number of awards varies each year according to total funds available.

Awards are made in all fields.


Applicants must have a well-defined research, study, or creative arts project that makes a stay in Scandinavia essential.

Also, applicants must be U.S. citizens or permanent residents, and must have completed their undergraduate education by the start of their proj- ect in Scandinavia.
Team projects Continued on Following Page Announcing the 1 st Announcing the 1 st Army University Army University Education Education Symposium Symposium December 2 - 3, 2015 Fort Leavenworth, Kansas The ArmyU Provost extends an invitation to all mid- to upper-level academic administrators including Vice-Chancellors, Provosts, Vice-Provosts, Registrars, Directors of Program Development, School Directors, Program Chairs, and like ofﬁcials to attend the Army University Education Symposium.
This symposium will introduce the Army University to civilian academic institutions and start an exchange of ideas between military professional educators and civilian academic institutions on cutting edge learning sciences, professional education, and mutually beneﬁcial program opportunities.
Topics: · Creating an Innovative Learning Environment · Producing Relevant Curriculum · Adopting Nationally Recognized Standards · Developing World Class Faculty · Exploring Army and Civilian Academic Collaborative Opportunities Army University - http://armyu.army.mil/ Army University - ArmyU will announce information at the symposium about the upcoming ArmyU Academic Conference focused on higher learning and education research to be held in 2016.
Plan on sharing the call for papers with your faculty and researchers.

Visit the website for more details.

Contact: Sigma Xi, the Scientific Research Society; awards@sigmaxi.

org; http://www.sigmaxi.org/pro- grams/prizes/procter.shtml Science, technology, and math.
The American Chemical Society Award for Encouraging Women into Careers in the Chemical Sciences, established by the Camille and Henry Dreyfus Foundation, recog- nizes significant accomplishments by individuals who have stimulated or fostered the interest of women in chemistry, promoting their profes- sional development as chemists or chemical engineers.
The award con- sists of $5,000; a certificate; a grant of $10,000 that will be made to an academic institution designated by the recipient to strengthen its activ- ities in meeting the objectives of the award; and up to $1,500 for travel expenses reimbursement.

Nomina- tions for the award, due November 1 annually, may come from any pro- fessional setting: academia, indus- try, government, or other indepen- dent facility.

Visit the organization’s website for more details.


Contact: American Chemical Society; (202) 872-4575; awards@acs.org; http:// www.acs.org/content/acs/en/fund- ing-and-awards/awards/national/ bytopic/acs-award-for-encouraging- women-into-careers-in-the-chemi- cal-sciences.html Science, technology, and math.
The American Chemical Society Award for Encouraging Disadvantaged Stu- dents into Careers in the Chemical Sciences, established by the Camille and Henry Dreyfus Foundation, recognizes significant accomplish- ments by individuals in stimulating students, underrepresented in the profession, to select careers in the chemical sciences and engineering.
The award consists of $5,000; a certificate; a grant of $10,000 that will be made to an academic institu- tion, designated by the recipient, to strengthen its activities in meeting the objectives of the award; and up to $1,500 for travel expenses reim- bursement.

Nominations for the award, due November 1 annually, may come from any professional setting: academia, industry, govern- ment, or other independent facility.

Visit the organization’s website for more details.


Contact: American Chemical Society; (202) 872-4575; awards@acs.org; http://www.acs.

org/content/acs/en/funding-and- awards/awards/national/bytopic/ acs-award-for-encouraging-dis- advantaged-students-into-ca- reers-in-the-chemical-sciences.html Other.

The Breast Cancer Society is accepting applications for its Em- power One Scholarship and Hope Scholarship programs.
The pro- grams assist those who have been affected by breast cancer with ob- taining a college degree or trade cer- tificate.

Visit the organization’s web- site for more details.

Contact: Breast Cancer Society; (888) 470-7909; info@breastcancersociety.org; http://www.breastcancersociety.org/ programs/empower-one-scholar- ship-fund FELLOWSHIPS October 21: Arts.

The American Council of Learned Societies invites applications for the Henry Luce Foundation/ACLS Dissertation Fellowships in American Art.
The fellowships are designated for grad- uate students in any stage of Ph.D. dissertation research or writing.

The fellowships are for one year and carry a stipend of $25,000, plus $2,000 for travel allowance.

Appli- cants must be Ph.D. candidates in a department of art history in the United States.

A student with an ap- propriate project whose degree will be granted by another department is eligible only if the principal dis- sertation advisor is in a department of art history.
Applicants must have a dissertation focused on a topic in The ArmyU Provost extends an invitation to all mid- to upper-level academic administrators including Vice-Chancellors, Provosts, Vice-Provosts, Registrars, Directors of Program Development, School Directors, Program Chairs, and like ofﬁcials to attend the Army University Education Symposium.
This symposium will introduce the Army University to civilian academic institutions and start an exchange of ideas between military professional educators and civilian academic institutions on cutting edge learning sciences, professional education, and mutually beneﬁcial program opportunities.Topics:· Creating an Innovative Learning Environment· Producing Relevant Curriculum· Adopting Nationally Recognized Standards· Developing World Class Faculty· Exploring Army and Civilian Academic Collaborative Opportunities A 32 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n Continued From Preceding Page are eligible.
Visit the foundation’s website for more details.

Contact: American-Scandinavian Foun- dation; http://www.amscan.org/ study_scandinavia_details.html November 1: Humanities.

The Insti- tute for Advanced Study is accepting applications for the 2016-17 aca- demic year.

Scholars worldwide who are interested in historical studies are welcome to pursue independent research at its facility.

Applicants must have a Ph.D. (or equivalent) at the time of application and a substantial record of publication.
Scholars are expected to remain at Princeton during the term and will receive a maximum of $75,000 for the full academic year, or $37,500 for one term.

Visit the institute’s website for more details.

Contact: Marian Zelazny; mzelazny@ias.edu; https://www.hs.ias.edu/mem_an- nouncement November 1: Social and behavioral sciences.

The John W. Kluge Center at the Library of Congress is accept- ing nominations and applications for the Henry A. Kissinger chair in foreign policy and international relations.
The Kissinger Chair is a senior research position in residence at the John W. Kluge Center that en- gages in research on foreign policy and international affairs that will lead to publication.

The chair holder will receive a stipend of $13,500 per month, an office inside the Thomas Jefferson Building, and full access to the Library of Congress’s vast array of historical, linguistic, and legal resources.

Scholars worldwide may apply.

Visit the library’s web- site for more details.


Contact: John W. Kluge Center; (202) 707-3302; scholarly@loc.gov; http://www.loc.

gov/loc/kluge/fellowships/kissinger.

html November 4: Humanities.

The Henry Luce Foundation/ACLS Pro- gram in China Studies offers post- doctoral fellowships that supports work based on a scholar’s research in China that aims to produce a scholarly text in English.

A working knowledge of Chinese is required.


The fellowship is for two consec- utive semesters of time released from teaching and a stipend of up to $50,000 is provided.

Applicants must hold a Ph.D. from an insti- tution in the U.S. or Canada, or be a U.S. or Canadian citizen with a Ph.D. from any institution.

Appli- cants who are not U.S. or Canadian citizens must have an affiliation with a university or college in the U.S. or Canada.

Visit the organization’s website for more details.


Contact: American Council of Learned Soci- eties; chinastudies@acls.org; http:// www.acls.org/programs/china-stud- ies November 15: Humanities.
The Woodrow Wilson National Fellow- ship Foundation is accepting appli- cations for the Charlotte W. New- combe Dissertation Fellowships, which are designed to encourage original and significant study of eth- ical or religious values in all fields of the humanities and social sci- ences, and particularly to help Ph.D. candidates in these fields complete their dissertation work in a timely manner.
Dissertations might also explore the ethical implications of foreign policy, the values influencing political decisions, the moral codes of other cultures, and religious or ethical issues reflected in history or literature.

Applicants must be Ph.D. or Th.D.

candidates at an institution in the U.S. and have all pre-dis- sertation requirements fulfilled by the application deadline.

Visit the foundation’s website for more details.


Contact: Woodrow Wilson National Fellowship Foundation; newcombe@woodrow.org; http:// woodrow.org/fellowships/newcombe November 15: Humanities.

The George A. and Eliza Gardner Howard Foundation is accepting applications from early mid-career artists and scholars for fellowships for the 2016-2017 academic year in the fields of creative non-fiction, literary translation into English, film studies, and literary studies.
Approximately ten fellowships of $33,000 will be awarded.

Details on eligibility and the online application process are available on the website.

Contact: Howard Foundation; (401) 863-2640; Howard_Foundation@ brown.edu; http://www.brown.edu/ Howard_Foundation December 1: Arts.
The Terra Foun- dation Fellowships in American Art at the Smithsonian American Art Museum support work by scholars from abroad who are researching American art or by U.S. scholars who are investigating international contexts for American art.

Fellow- ships are residential and support full-time independent and disserta- tion research.

Who may apply: grad- uate and predoctoral students and postdoctoral and senior researchers.

Visit the institution’s website for more details.


Contact: Smithsonian Institution; (202) 633-7070; siofi@ si.edu; http://www.americanart.

si.edu/research/opportunity/fel- lows/terra December 1: Humanities.

The Nancy Weiss Malkiel Junior Faculty Fellowship, offered by the Wood- row Wilson National Fellowship Foundation, is designed to support junior faculty in the humanities and social sciences as they work towards achieving tenure.
Five 12-month awards of $10,000 will be made in the 2015-16 academic year.

This one-time fellowship program will support a small cadre of emerg- ing faculty leaders whose careers promise to play a significant role in shaping American higher education.

Visit the foundation’s website for more details.

Contact: Woodrow Wilson National Fellowship Founda- tion; NWMFellows@woodrow.org; http://woodrow.org/fellowships/ nwmfellowship December 1: Science, technology, and math.
The John W. Kluge Cen- ter at the Library of Congress seeks applications for the Baruch S. Blum- berg NASA/Library of Congress Chair in Astrobiology.

This is a res- idential fellowship and the chair is expected to be in full-time residence (for up to 12 months) at the Kluge Center while conducting research at the Library of Congress.

During this time, the chair will receive a sti- pend of $13,500 per month.

Schol- ars worldwide may apply.

Visit the library’s website for more details.


Contact: John W. Kluge Center; (202) 707-3302; scholarly@loc.gov; http://www.loc.gov/loc/kluge/fel- lowships/NASA-astrobiology.html December 31: Social and behavioral sciences.
Applications for the Bey- ster, Kelso, and George S. Pillsbury Fellowships and related fellowships for the 2016-2017 academic year for the study employee stock ownership, profit sharing, and broad-based stock options in the U.S. corpora- tion and in society, and the idea and practice of broadened ownership of capital in a democratic society in the United States.

The fellowships are open to Ph.D. candidates and postdoctoral scholars and those with professional degrees.
Most stipends are for $25,000 or $12,500 and are awarded at the scholars’ home uni- versity or for residency at Rutgers University School of Management and Labor Relations.

Submit a 1500-word project description and three references sent separately by the referees in order to apply.

For information, please email: beyster- fellowships@smlr.rutgers.edu or kelso_fellowships@smlr.rutgers.

edu.

Contact: Rutgers School of Management and Labor Relations; beysterfellowships@smlr.rutgers.
edu; http://smlr.rutgers.edu/re- search-and-centers/fellowship-pro- grams January 15: Arts.

Applications for the Terra Foundation’s Summer Resi- dency program are due on January 15.

The program brings together doctoral scholars of American art and emerging artists worldwide for a nine-week residential program in the historic village of Giverny, France.

It encourages independent work while providing seminars and mentoring by senior scholars and artists to foster reflection and debate.
Candidates worldwide can apply.

Applicants must either be a visual artist with a master’s degree or its equivalent at the time of ap- plication, or a doctoral candidate researching American art and visual culture or its role in a context of international artistic exchange prior to 1980.

Candidates at all stages of doctoral research and writing are welcome to apply.

Applicants must be nominated by their dissertation adviser or professor or previous art-school supervisor.
Visit the foun- dation’s website for more details.

Contact: tsr@terraamericanart.eu; http://www.terraamericanart.org/ what-we-offer/grant-fellowship-op- portunities/terra-summer-residency January 31: Health/medicine.

The American Parkinson Disease As- sociation is accepting applications for the Medical Students Summer Fellowship, which enables medical students to perform supervised laboratory or clinical research.

The fellowship is for three months and a stipend of $4,000 will be provided.
Applicants should be full-time medical students in good academic standing at a credited U.S. medical school.

Visit the organization’s web- site for more details.

Contact: Amer- ican Parkinson Disease Association; http://www.apdaparkinson.org/ research/medical-students-sum- mer-fellowships February 1: Humanities.

Applica- tions for the John Dana Archbold Fellowship which supports educa- tional exchange between the U.S. and Norway.
Fellowships are offered to Americans and Norwegians for a year of graduate, postdoctoral, or professional study or research.

Visit the website for more details.

Contact: Anne-Brith Berge; (281) 537-6879; anne-brith@nacchous- ton.org; http://noram.no/en/schol- arship-americans March 1: Humanities.

The Ameri- can Philosophical Society Library offers short-term residential fel- lowships for conducting research in its collections.
We are a leading international center for research in the history of American science and technology and its European roots, as well as early American history and culture.

A stipend of $3,000 per month is awarded for a minimum of one month and a maximum of three months.

Candidates who live 75 or more miles from Philadelphia may receive some preference.

Visit our website for more details.


Contact: American Philosophical Society Li- brary; (215) 440-3443; libfellows@ amphilsoc.org; http://www.amphil- soc.org/grants/library March 11: Health/medicine.

The American Parkinson Disease Asso- ciation is accepting applications for its Postdoctoral Research Fellow- ships for the 2016-17 academic year.

The fellowships carry grants of up to $35,000.


Applicants must have completed their M.D., O.D., Ph.D, M.D./Ph.D., O.D./Ph.D., or clinical residency program within two years of the onset of the proposed award.

Visit the organization’s website for more details.

Contact: American Parkinson Disease Association; http://www.apdaparkinson.org/ research/postdoctoral-research-fel- lowships March 11: Health/medicine.
The American Parkinson Disease Asso- ciation offers the Dr. George C. Cot- zias Memorial Fellowships to help young neurologists establish careers in fields relevant to the problems, causes, prevention, diagnosis, and treatment of Parkinson’s disease and related neurological movement dis- orders.

Fellows will receive $80,000 per year for three consecutive years to cover salary support and research expenses.
Applicants be physicians and must be U.S. citizens or perma- nent residents who are completing, or have completed, training in a clinical discipline concerned with disorders of the nervous system.

Ap- plicants should be instructors or as- sistant professors and should be no more than six years beyond comple- tion of their clinical training at the time of submission.

Also, applicants must be sponsored by a nonprofit institution in the U.S. or its territo- ries.
Visit the organization’s website for more details.

Contact: American Parkinson Disease Association; http://www.apdaparkinson.org/re- search/dr-george-c-cotzias-memori- al-fellowship-application November 1: Humanities.

The American Philosophical Association administers the David Baumgardt Memorial Fellowship to support and disseminate research in the field of ethics.
Competition for this fellow- ship is open to candidates of any nationality, working in any country, whose research has some bearing on the philosophical interests of the late David Baumgardt.

The fellow- ship provides a $5,000 award.

Visit the organization’s website for more details.

Contact: American Philo- sophical Association; prizes@apa- online.org; http://www.apaonline.

org/?baumgardt Business/management (Faculty/ Research).
Applications for resi- dent fellowships in the Institute for Global Enterprise in Indiana at the School of Business Administration at the University of Evansville.

Con- tact: http://www.evansville.edu/ globalenterprise Education.

The English Language Fellow Program at Georgetown Uni- versity, which is funded by the U.S. Department of State, places U.S. educators with a master’s degree and an interest in TEFL/TESL or applied linguistics in regions around the world.
Fellows provide foreign educators, professionals, and stu- dents with the communication and teaching skills needed to participate in the global economy.

Fellows must be a U.S. citizen and must have ob- tained a master’s degree.

For other eligibility requirements, visit the program’s website.

Contact: English Language Fellow Program, 3300 Whitehaven Street N.W., Suite 1000, Washington, D.C., 20007; (202) 687-2608; elf@georgetown.edu; http://www.elfellowprogram.org/elf Health/medicine.
Applications wel- come for the Robert Wood Johnson Clinical Scholars program at the University of Pennsylvania.

The program is for two to three years and it provides masters-level inter- disciplinary training to scholars to provide them with the necessary skills to improve health and health- care in community settings.

Visit the program’s website for more details.

Contact: http://www.med.upenn.

edu/rwjcsp/program.shtml Humanities.


Hagley Museum and Library invites applications for the Henry Belin du Pont Research Dis- sertation Fellowships.

These fellow- ships are designed for graduate stu- dents who have completed all course work for the doctoral degree and are conducting research on their disser- tation.

This is a four-month residen- tial fellowship.

A stipend of $6,500 is provided as well as free housing on Hagley’s grounds, use of a com- puter, mail and Internet access, and an office.
The annual deadline is No- vember 15.

Visit the library’s website for more details.

Contact: Hagley Museum and Library; http://www.

hagley.org/library-fellowships Humanities.

The East-West Center is accepting applications for its affil- iate scholar program.

The program provides graduate students from universities and institutions world- wide with the oppportunity to work on a thesis or dissertation research related to the Asia Pacific region.
Af- filiate scholars pursue their research in the library and connect with faculty and other scholars and spe- cialists at the East-West Center and the University of Hawaii at Manoa who share their interests.

Applicants must be able to provide their own funding.

Applications are accepted year round.

Visit the center’s website for more details.

Contact: East-West Center; affiliatescholar@eastwest- center.org; http://www.eastwestcen- ter.org/education/student-programs Humanities.
The Hill Museum and Manuscript Library invites appli- cations for the Swenson Family Fellowships in Eastern Christian Manuscript Studies.

The fellowship is open to graduate students or postdoctoral scholars (those who are within three years of being awarded a doctoral degree at the time of ap- plication) with demonstrated exper- tise in the languages and cultures of Eastern Christianity.

Awards range from $2,500 to $5,000 and resi- dences last from two to six weeks.
The deadlines are: April 15 (for resi- dencies between July and December of the same year) and November 15 (for residencies between January and June of the following year).

Visit the library’s website for more details.

Contact: hmmlfellowships@ csbsju.edu; http://www.hmml.org/ research2010/Swenson.htm Humanities.

Applications for the National Endowment for the Arts’s Literature Fellowships, which offers $25,000 grants in prose (fiction and creative nonfiction) and poetry to published creative writers.
The grant enables writers to set aside time for writing, research, travel, and general career advancement.

The program operates on a two-year cycle with fellowships in prose and poetry available in alternating years.

Applicants may apply only once each year.

Who may apply: U.S. citizens or permanent residents.

Visit the organization’s website for more de- tails.

Contact: National Endowment for the Arts; (202) 682-5034; LitFel- lowships@arts.gov Humanities.
The Herzog August Bibliothek is accepting applications for its doctoral fellowships.

The program is open to applicants in Germany and abroad and from all disciplines.

Applicants may apply for fellowships of either three or six months.

The program provides a stipend and accommodations.

Appli- cations are due April 1 and October 1 each year.

Visit the library’s website for more details.

Contact: Herzog August Bibliothek; forschung@hab.


de; http://www.hab.de/en/home/ research/fellowships/doctoral-fel- lowships.html Humanities.

The National Endow- ment for the Arts’s Translation Proj- ects grants support the translation of specific works of prose, poetry, or drama from other languages into English.

Grant amounts are for $12,500 or $25,000.

Translations of writers and of work that are not well represented in English translation are encouraged.
Also, priority will be given to projects that involve work that has not been previously translated into English.

Who may apply: U.S. citizens and permanent residents.

Visit the organization’s website for more details.

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

Applications for the Simons postdoctoral fellowship in disarmament and nonproliferation of weapons of mass destruction and their delivery systems.
Contact: Simons Centre for Disarmament and Nonproliferation Research, Research Postdoctoral Fellowship Selection, Simons Centre for Disar- mament and Nonproliferation Re- t h e c h ro n ic l e o f h ig h e r e duc a t io n | o c t obe r 16, 2015 a 33 search, Liu Institute for Global Is- sues, University of British Columbia, 6476 N.W.

Marine Drive, Vancouver, BC V6T 1Z2 Canada; simons.cen- tre@ubc.ca; http://www.ligi.ubc.ca Science, technology, and math.
The Smithsonian Tropical Research In- stitute offers short-term fellowships for students to carry out short-term research projects in the tropics in areas of STRI research, under the supervision of STRI staff scien- tists.

The fellows are allotted three months to complete their projects; extensions are awarded only in exceptional circumstances.

Most fellowships are awarded to graduate students, but occasionally awards are made to outstanding undergrad- uates.
Applications are due the 15th of January, April, July, and October.

Visit the institute’s website for ad- ditional information.

Contact: (507) 212-8031; fellows@si.edu; http:// www.stri.si.edu/english/education_ fellowships/fellowships/index.php Science, technology, and math.

The Smithsonian Tropical Research Institute invites applications for the Earl S. Tupper three-year postdoc- toral fellowship in the areas rep- resented by the scientific staff.
Re- search should be based at one of the STRI facilities, however, proposals that include comparative research in other tropical countries will be considered.

Applications are due on January 15 of each year.

Visit the in- stitute’s website for a list of staff and research interests.

Contact: Adriana Bilgray; fellows@si.edu; http:// www.stri.si.edu/english/education_ fellowships/fellowships/index.php Science, technology, and math.
Fer- milab annually accepts applications for the Peoples Fellowship program, which targets entry-level accelerator physicists, specialists in accelerator technologies, and high-energy phys- ics postdoctoral researchers who are interested in a career in accelerator physics or technology.
To be eligible, candidates must either have received a Ph.D. in accelerator physics or ac- celerator-related technology within the prior three years (postdoctoral experience is not required); or, have received a Ph.D. in high-energy physics or a related field within the prior five years.

Candidates are normally expected to have at least three years of postdoctoral expe- rience in high-energy physics or a related field.

The annual application deadline is November 1.


Visit the program’s website for more details.

Contact: Fermilab; http://www.fnal.

gov/pub/forphysicists/fellowships/ john_peoples/index.html Science, technology, and math.

The National Research Council of the National Academies offers awards for graduate, postdoctoral, and senior research in residence at U.S. federal laboratories and affiliated institutions.

Awards are offered in all fields of science and engineering.
Awards include generous stipends, relocation, support for professional travel, and health insurance.

Annual submission deadlines are on the first of February, May, August, and No- vember.

Visit the organization’s web- site for more details.

Contact: (202) 334-2760; rap@nas.edu; http:// sites.nationalacademies.org/pga/rap Other.

The American Academy in Berlin welcomes applications for its fellowships from emerging as well as established scholars, writers, and professionals.
The duration of the fellowships are usually for an academic semester or an entire academic year.

Fellows will receive round-trip airfare, housing at the Academy, partial board, and a stipend each month.

Only candi- dates who are based permanently in the U.S. may apply; however, U.S. citizenship is not required and American expatriates are not eligi- ble.

Those in academics must have completed a doctorate at the time of application.
Those working in pro- fessional fields must have equivalent professional degrees.

Writers must have published at least one book at the time of application.

Visit the academy’s website for more details.

Contact: http://www.americanac- ademy.de Other.

The Louisville Institute’s theological education doctoral fel- lowship invites applications from Ph.D./Th.D.

students.

This fellow- ship is a two-year nonresidential program.

Up to 10 fellowships of $2,000 a year for two years will be offered.
In addition, a colloquium of the 10 doctoral fellows will meet twice during each fellowship year.

Applicants must be in their first or second year of doctoral study in an accredited graduate program in the U.S. or Canada.

Applicants may rep- resent a variety of disciplines.

The annual application deadline is De- cember 7.

Visit the website for more information.

Contact: Louisville Institute; info@louisville-institute.

org; http://www.louisville-institute.

org/Grants/programs/tedetail.aspx Other.


The Louisville Institute in- vites applications for its theological education dissertation fellowship.

This fellowship offers up to seven $22,000 grants to support the final year of Ph.D. or Th.D.

dissertation writing for students engaged in research pertaining to North Amer- ican Christianity, especially projects related to the current program priorities of the Louisville Institute.

Applicants must be candidates for the Ph.D. or Th.D.
degree who have fulfilled all pre-dissertation require- ments, including approval of the dissertation proposal, by February 1 of the award year.

The annual appli- cation deadline is February 1.

Visit the website for more information.

Contact: Louisville Institute; info@ louisville-institute.org; http://www.

louisville-institute.org/Grants/pro- grams/tedetail.aspx Other.

The Louisville Institute in- vites applications for its theological education postdoctoral fellowship.
This fellowship provides up to five awards of $25,000 each year to support a two-year teaching in- ternship in a theological school.

Applicants must plan to complete their Ph.D. or Th.D.

degree in the current academic year.

Applicants may represent a variety of academic disciplines.

The annual application deadline is December 7.

Visit the website for more information.

Con- tact: Louisville Institute; info@ louisville-institute.org; http://www.
louisville-institute.org/Grants/pro- grams/tedetail.aspx MISCELLANY October 16: Professional fields.

Architects Foundation, the Ameri- can Institute of Architects, and the Association of Collegiate Schools of Architecture seek 4-6 eligible teams to join the second cohort of the AIA’s Design & Health Research Consortium.

The consortium cur- rently includes 11 multi-disciplinary, university-led teams who are in- dependently and collaboratively working at the intersection of design and public health.
Over three years, Architects Foundation and its part- ners will provide capacity building opportunities, communications sup- port, and networking opportunities among other benefits.

Visit the orga- nization’s website for more details.

Contact: Matthew Welker; (202) 626-7531; matthewwelker@aia.

org; http://www.aia.org/practicing/ AIAB104553 March 15: Arts.
Applications are welcome for the 2017 Scientific De- lirium Madness, a 29-day residency (June 28 to July 26) at the Djerassi retreat that seeks to explore and expand how the creativity of sci- entists and artists are connected.

Scientists selected must be involved in significant art-related research and/or be practicing a form of art and/or have original ideas on how to integrate aspects of art and science.
Likewise, artists selected must have work influenced by the sciences: biology, chemistry, physics, math, and environmental or agricultural science.

A strong sense of play and experimentation is essential.

Visit the program’s website for more details.

Contact: Margot Knight, Djerassi Resident Artists Program; (650) 747-1250; margot@djerassi.

org; http://djerassi.org/scientific-de- lirium-madness.html GRANTS October 27: Health/medicine.
The American Association for Cancer Research (AACR) and the Pan- creatic Cancer Action Network are accepting applications for the 2016 Research Grants Program.

The Pathway to Leadership Grant supports outstanding early-career investigators beginning in their postdoctoral research positions and continuing through their suc- cessful transition to independence.
Applicants must hold a full-time, mentored research position, have completed their most recent doc- toral degree or medical residency within the past five years, and not already have a full-time faculty position.

The grant is for $600,000 over five years.

There are no cit- izenship requirements.

Visit the website for more details.

Contact: Ashley S. Jones; (215) 446-7280; grants@aacr.org; http://www.aacr.
org/Funding/Pages/2016-pancreat- ic-cancer-action-network-AACR-re- search-grants-program.aspx#.VgF5l- c5VvKA November 4: Humanities.

The Henry Luce Foundation/ACLS Pro- gram in China Studies offers collab- orative reading-workshop grants to provide opportunities for scholars of different disciplines to share in- depth investigation of texts that are essential points of entry to Chinese periods, traditions, communities, or events in contemporary or histor- ical times.

The grants are of up to $15,000.


Workshops must be held between June 1, 2016 and September 2017.

Each member of the organiz- ing team must hold a Ph.D. from a university in the U.S. or Canada, or be a U.S. or Canadian citizen with a Ph.D. from any university.

Work- shops must be held at a location in the U.S. or Canada.

Graduate students are welcome to participate.

Visit the organization’s website for more details.


Contact: American Council of Learned Societies; china- studies@acls.org; http://www.acls.

org/programs/china-studies November 4: Humanities.

The American Council of Learned So- cieties is accepting proposals for the Comparative Perspectives on Chinese Culture and Society grants.

ACLS invites proposals in the hu- manities and related social sciences that adopt an explicitly cross-cul- tural or comparative perspective.
The program supports three types of collaborative work: planning meet- ings, workshops, and conferences.

The principal organizer must be af- filiated with a university or research institution and must hold a Ph.D.

There are no restrictions as to citi- zenship of participants or location of the project.

Visit the organization’s website for more details.

Contact: American Council of Learned So- cieties; cck@acls.org; http://www.

acls.org/programs/chinese-culture November 4: Humanities.
The Henry Luce Foundation/ACLS Pro- gram in China Studies offers pre- dissertation-summer travel grants to graduate students who wish to conduct preliminary preparations in China prior to beginning basic research for the dissertation.

The grant amount is $5,000 for three to four months of study.
Applicants must be enrolled in a Ph.D. program at a university in the U.S. or Canada, and must contain a letter from the dissertation supervisor stating the need for a summer visit to China prior to dissertation research.

Visit the organization’s website for more details.

Contact: American Council of Learned Societies; chinastudies@ acls.org; http://www.acls.org/pro- grams/china-studies December 1: Humanities.
The American Philosophical Society is accepting applications for the Franklin Research Grants, which support the cost of research lead- ing to publication in all areas of knowledge.

The Franklin program is particularly designed to help meet the cost of travel to libraries and archives for research purposes; the purchase of microfilm, photocopies or equivalent research materials; the costs associated with fieldwork; or laboratory research expenses.
Applicants are expected to have a doctorate or to have published work of doctoral character and quality.

Ph.D. candidates are not eligible to apply.

Awards range from $1,000 to $6,000.

Deadlines are October 1 and December 1.

Visit the organiza- tion’s webiste for more details.

Con- tact: Linda Musumeci; http://www.

amphilsoc.org/grants/franklin February 1: Science, technology, and math.
The Lewis and Clark Fund for Exploration and Field Research in Astrobiology is open to graduate students and postdoctoral and junior scientists (five years or fewer beyond the Ph.D.) to support the cost of travel and equipment in field research in, among others, the fields of astronomy, chemistry, evolutionary biology, microbiology, molecular biology, oceanography, paleontology, and planetary science, and geology.

Grants will not be restricted to these fields.

The maxi- mum award is $5,000.


The deadline for these grants is February 1, how- ever letters of support are due Jan- uary 29.

Contact: Linda Musumeci; (215) 440-3429; LMusumeci@am- philsoc.org; http://www.amphilsoc.

org/grants/astrobiology March 1: Humanities.

Applications to the Phillips Fund of the American Philosophical Society for grants to fund research in Native American linguistics, ethnohistory, and the history of studies of Native Amer- icans in the continental United States and Canada.
The funds are intended for such extra costs as travel, tapes, films, and consul- tants’ fees.

The maximum award is $3,500; average award is $3,000.

Materials are archived in the Amer- ican Philosophical Society Library.

Visit the website for more details.

Contact: Linda Musumeci; (215) 440-3429; LMusumeci@amphilsoc.

org; http://www.amphilsoc.org/ grants/phillips March 11: Health/medicine.

The American Parkinson Disease Asso- ciation is offering research grants for the 2016-17 academic year.
Sci- entists affiliated with U.S. research institutions are eligible to apply.

The grant amount is $50,000.

Visit the organization’s website for more details.

Contact: American Par- kinson Disease Association; http:// www.apdaparkinson.org/research/ research-grant May 25: Health/medicine.

The National Institutes of Health is accepting applications for the Men- toring Networks for Mental Health Research Education program.
This funding opportunity encourages the development of creative educational activities with a primary focus on mentoring activities, and in partic- ular, mentoring networks.

Networks may be national, regional or local.

All proposed networks should pro- vide significant new opportunities and should comprise efforts beyond any ongoing mentoring, network- ing, or research education within academic programs, institutions, or pre-existing networks or educational collaborations among institutions.
Participants in proposed mentoring networks are limited to graduate/ medical students, medical residents, postdoctoral scholars, and/or ear- ly-career faculty.

Proposed networks are expected to enhance the par- ticipants’ professional development and to foster their career trajectory towards independent mental-health research.
Proposed programs are thus expected to contribute to the development of a skilled cadre of investigators in requisite scientific research areas to advance the objec- tives of the NIMH Strategic Plan.

Who may apply: higher education institutions, nonprofits, for-profit organizations, governments, and other institutions (visit the website for a list).

Contact: National Insti- tutes of Health; http://www.grants.

gov/view-opportunity.html?op- pId=260868 Academic affairs.
Scholars for Peace in the Middle East is pleased to announce small grant awards for papers to be delivered at academic conferences, with a purpose to help encourage young scholars to make scholarly contributions at the beginning of their academic careers.

Applicants should submit: a curriculum vitae; a paper pro- posal; the name and discipline of the conference where the paper will be delivered; and, if possible, the theme of the panel or session which will incorporate the presentation.
Papers must be submitted using the online application form.

Visit the website for more details.

Contact: Asaf Romirowsky; Aromirowsky@spme.

org; http://spme.net/fellowship.html Arts.

The Center for Craft Creativity &amp; Design accepts applications for its Travel Grants year-round.

Scholars invited to present craft-fo- cused papers at any scholarly con- ference will be awarded up to $500.

The deadlines for applications are April 30 and October 30.
Visit the center’s website for application in- structions.

Contact: Anna Helgeson, grants and office coordinator; (828) 785-1357 ext.

102; ahelgeson@craft- creativitydesign.org; http://www.

craftcreativitydesign.org/grants/ craft-research-fund Business/management (Faculty/ Research).

The Investment Man- agement Consultants Association invites proposals for its doctoral student-research grants.
Propos- als are accepted that examine recent research on topics relevant to investment consulting and pri- vate-wealth management.

A list of topics is available on the journal’s website.

Doctoral students will receive a $5,000 award.

Contact: Debbie Nochlin, managing editor; dnochlin@imca.org; http://www.

imca.org/pages/doctoral-stu- dent-research-grants Health/medicine.
Applications from researchers for the California Breast Cancer Research Program, adminis- tered by the University of California, to advance an understanding of the factors that contribute to breast cancer.

Contact: (888) 313-2277; http://cbcrp.org Humanities.

The Hill Museum and Manuscript Library invites applica- tions for research stipends of up to $2,000.
The stipends may be used to defray travel costs, room and board, microfilm reproduction, photo-du- plication and other expenses associ- ated with research at HMML.

Resi- dencies may last from two weeks to six months.

Undergraduate, gradu- ate, and postdoctoral scholars (those who are within three years of com- pleting a terminal master’s or doc- toral degree) may apply.
The dead- lines are: April 15 (for study between July and December of the same year) and November 15 (for study between January and June of the following year).

Visit the library’s website for more details.

Contact: hmml@ csbsju.edu; http://www.hmml.org/ research2010/heckman10.htm Humanities.
Hagley Museum and Library invites applications for Continued on Following Page A 34 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n The Chronicle of Higher Education CHAIRMAN (EDITOR 1966-97) Corbin Gwaltney CEO & EDITOR IN CHIEF Michael G. Riley EDITOR Liz McMillen PUBLISHER Mireille Grangenois DIRECTOR OF DIGITAL PRODUCTS & MANAGING EDITOR Scott Smallwood CHIEF FINANCIAL OFFICER William J. Peyser EDITOR, THE CHRONICLE REVIEW Evan R. Goldstein CHIEF, HUMAN RESOURCES & ADMINISTRATION Lisa A. Birchard EDITOR, VISUALS Ron Coddington DEPUTY MANAGING EDITORS Alexander C. Kafka (The Chronicle Review), Heidi Landecker (Copy and Production), Jennifer Ruark (The Chronicle Review & Supplements) ASSISTANT MANAGING EDITOR Sara Hebel ARTICLES EDITORS Andrew C. Mytelka, Don Troop SENIOR EDITORS Ruth Hammond, Charles Huckabee, Sara Lipka, Denise K. Magner, Carolyn Mooney, Brock Read, Ian Wilhelm, Jeffrey R. Young SENIOR EDITOR, COMMENTARY Dianne Donovan SENIOR EDITOR, THE CHRONICLE REVIEW Jean Tamarin 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, Lee Gardner, Jennifer Howard, Audrey Williams June, Katherine Mangan, Marc Parry, Jack Stripling, Beckie Supiano, Paul Voosen BOOKS EDITOR Nina C. Ayoub ASSISTANT EDITOR Eugene McCormack (Commentary), Karin Meadows (Insights) STAFF REPORTERS Eric Kelderman, Steve Kolowich, Vimal Patel CONTRIBUTING WRITER Kevin Carey STAFF EDITOR David Wescott (The Chronicle Review) EDITORIAL ASSOCIATE Anais Strickland INTERNS Sarah Brown, Mary Ellen McIntire, Kate Stoltzfuz, Ellen Wexler CORRESPONDENTS U.S. Peter Monaghan (Washington) OVERSEAS Karen Birchard and Jennifer Lewington (Canada), 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 Engelland SENIOR EDITOR, DATA & INTERACTIVES Joshua Hatch ASSISTANT PHOTOGRAPHY & VIDEO EDITOR Erica E. Lusk PRODUCTION MANAGER Jasmine Stewart ART DIRECTOR Sue LaLumia MULTIMEDIA PRODUCER Julia Schmalz SENIOR INTERACTIVE NEWS PRODUCER Brian O’Leary DATA DEVELOPER Meredith Myers NEWS DESIGNER Janeen Jones WEB EDITOR Nicholas DeSantis WEB PRODUCER Carmen Mendoza WEB NEWS WRITER Andy Thomason DATABASE REPORTERS Ariana Giorgi, Sandhya Kambhampati, Peter Olsen-Phillips EDITORIAL AND BUSINESS OFFICES 1255 Twenty-Third Street, N.W., Washington, D.C. 20037; (202) 466-1000 CUSTOMER SERVICE P. O.
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Continued From Preceding Page the Henry Belin du Pont Research Grants, which enable scholars to pursue advanced research and study in the library, archival, pic- torial, and artifact collections of the Hagley Museum and Library.

The grants are awarded for the length of time needed to make use of Hagley collections for a specific project.
Stipends are for a maximum of eight weeks and are pro-rated at $400/week for recipients who reside more than 50 miles from Hagley, and $200/week for those within 50 miles.

Low-cost accommodations on Hagley’s grounds are available on a first come, first serve basis.

Application deadlines are: March 31, June 30, and October 31.

Visit the library’s website for submission details.

Contact: Hagley Museum and Library; http://www.hagley.org/ library-researchgrants Humanities.
Hagley Museum and Library invites applications for its Exploratory Research Grants, which support one-week visits by scholars who believe that their project will benefit from the Hagley research collections but need the opportunity to explore them on site to determine if a Henry Belin du Pont research grant application is warranted.

Applicants should reside more than 50 miles from Hagley.

The stipend is $400.

Low-cost accommodations on Hagley’s grounds are available on a first come, first serve basis.
Application deadlines are: March 31, June 30, and October 31.

Visit the library’s website for submission details.

Contact: Hagley Museum and Library; http://www.hagley.org/ library-exploratorygrant Humanities.

Applications for “French Authors on Tour,” for financial aid to American institutions wishing to invite and play host to French authors for readings, signings, and symposia, from the book department of the cul- tural services of the French Embassy.
Contact: French Embassy in the U.S.; http://frenchculture.org/books/grants- and-programs/french-authors-tour International.

Applications from the International Education Re- search Foundation for grants for research on international educa- tional systems.

Both individuals and institutions may apply.

Visit the foundation’s website for more details.

Contact: International Ed- ucation Research Foundation; (310) 258-9451; kdickey@ierf.org; http:// www.ierf.org Professional fields.
The National Academy of Arbitrators’ Research and Education Foundation (REF) supports research and education rel- evant to labor and employment ar- bitration.

The REF welcomes grant applications up to $25,000 for any of the purposes listed under the REF tab of the homepage of the NAA website.

Applications are processed as received and considered for fund- ing in June and October.

Contact: Allen Ponak; (403) 217-9856; http:// www.naarb.org Science, technology, and math.
Applications are accepted for the Whitaker International Fellows and Scholars Program.

The program sends biomedical engineers anywhere outside the U.S. or Canada to con- duct academic or scientific research, pursue coursework, or intern.

Other options are possible.


Applicants must be U.S. citizens or permanent residents; be in the field of biomed- ical engineering/bioengineering or a closely related field; be enrolled or have received their most recent degree within the last three years; and have the language ability to carry out the proposed project in the host country at the time of departure.
Fellows go abroad for one academic year and must hold a bachelor’s degree by the beginning date of the grant, or be in or recently completed a master’s degree, or be in a Ph.D. program, or currently employed with the most recent degree no higher than a mas- ter’s.

Scholars go abroard for one semester or up to two academic years and should have a Ph.D., or will be awarded a Ph.D. before the beginning of the grant.

Visit the program’s web- site for more details.


Contact: http:// www.whitaker.org Science, technology, and math.

The John Nolen Research Fund provides assistance to scholars to conduct research in the John Nolen Papers and allied collections in the Division of Rare and Manuscript Collections of the Cornell University Library.

Any qualified researcher interested in the history of city and regional planning before 1950 with a project that can be augmented by using the Nolen Papers is eligible to apply.
The amount of the award varies accord- ing to the needs of the projects and the number of projects supported.

Awards are intended to provide only partial support for any project.

Affiliation with Cornell University is not necessary, and the award car- ries no formal affiliation with the university.

Researchers may apply more than once.

Applications are due annually by April 30; awards will be made by May 31 for support to begin on July 1.

Research must be completed within one year.


Visit the library’s website for more details.

Contact: Liz Muller; (607) 255- 3530; edm29@cornell.edu; http:// rmc.library.cornell.edu/collections/ john_nolen_research_fund.php Science, technology, and math.

Applications for the Whitaker Inter- national Summer Program, which provides funding for U.S. bioengi- neers and biomedical engineers to continue their existing master’s and Ph.D. work abroad.
Summer grantees go abroad for eight weeks between June 1 and August 31.

Grantees must hold a bachelor’s degree by the be- ginning date of the grant, be enrolled in a BME or BME-related master’s or Ph.D. program, or be a recent re- cipient of a master’s degree in BME or a BME-related field.

Applicants must be U.S. citizens or permanent residents.

Visit the program’s website for additional information.

Contact: http://www.whitaker.org Social and behavioral sciences.
The Institute for Humane Studies at George Mason University is accept- ing applications for the Friedman Faculty Fund, which awards grants of up to $5,000 to full-time faculty and teaching fellows in the U.S., U.K., or Canada for education-en- hancement activities designed to engage undergraduate and master’s students with the ideas of liberty, beyond the classroom.
Applications are accepted on a year-round, roll- ing basis, however applicants are encouraged to apply by December 15 for spring activities, April 15 for summer activities, and August 15 for fall activities.

Visit the institute’s website for more details.


Contact: Institute for Humane Studies; FriedmanFund@theihs.org; http:// www.theihs.org/friedman-facul- ty-fund t he chron icl e of higher educ at ion | oc t ober 16, 2015 A 35 Careers How to Place a Job Announcement A36 | Index A59 On the Web 8,847 Positions Available How to Help Students in Distress your office and share their anguish, how are you supposed to respond?
W hen students break down in tears in Most faculty members aren’t trained to deal with students experiencing emotional distress, so befuddlement is understand- able, as a blogger calling herself DrMellivora noted in a post ti- tled “I’m Your Professor, Not Your Therapist!” on the blog Tenure, She Wrote.

She wondered what you should do: “Politely ignore?

Offer Kleenex?
Offer Kleenex?

Ask details?” When students shared more serious psychiatric crises with her, she felt unprepared: “Should I have reached out sooner, to find out why he wasn’t turning assignments in?
This doesn’t really seem like something you should learn through trial and error!” “It’s kind of sad,” DrMellivora wrote, “that I spent so many years preparing for the mechanics of a position like this, yet have no idea what to do in these emotional situations that have the potential to have real, long-term impacts on KATIE ROSE GUEST PRYAL students.” She’s a good educator, and she’s concerned.

Her confusion is not unusual.


After all, professors in fields out- side of psychiatric caregiving are not trained to give psychiatric care.

Why should she have known what to do?

As the title to her post suggests, this work is not her job.

But as educators, we are on the front lines of students’ men- tal-health issues, and we are often called upon to listen to what may be shocking revelations from our students — about their mental health, trauma, or both.
And if you are a graduate teach- ing assistant or an adjunct, teaching lower-level classes and small sections, you are more likely to receive such revelations, as you might be the only instructor who knows a student’s name.

These days students appear to be more at risk of a mental- health crisis.

A recent study by researchers at the University of California at Los Angeles found that nearly 10 percent of fresh- men in 2013 reported feeling depressed “frequently,” compared with 6.1 percent in 2009.
The consequence, according to the UCLA research, is “that students with lower levels of emotional health wind up being less satisfied with college and struggle to develop a sense of belonging on campus.” Given the likelihood that you will encounter a student in dis- tress, and are not an expert in counseling, what should you do?

I spoke with Ruth Ann McKinney, who is trained in both law and counseling, and is a clinical professor of law emeritus at the University of North Carolina School of Law.
Here is her advice.

Be gentle with yourself.

McKinney recognizes that faculty members are often unprepared to deal with the surprise of a student in distress.

“We are geared toward interacting with stu- dents on an intellectual basis,” she says.

“We are eager and ready for a cognitive discussion of the subject matter of our courses.
But when a student expresses strong emotions of any kind in our office, it often catches us off guard.” And that can make us even less willing to listen: “Few people like to be surprised in any social interaction, and being surprised by a student who becomes emotional (veering away from the cognitive, which we more often expect) is no exception.

It is, at best, disconcerting.

At worst, it can be alarming.” Although you should ensure that a student leaves your office safely, you can set boundaries.
“As an adult in the student’s environment, and as a concerned educator,” McKinney says, “you probably have a moral responsibility to assess how big a crisis the student is in and to make sure that the student is safe.” But ensuring a student’s safety does not require that you sacrifice your own mental health: “You don’t have to solve the student’s problems, and you don’t have to be the only one who gets in on the discussion.
Also, you don’t ever have to pursue a conversation that you are not comfortable pursuing.” Indeed, she says, it is OK if “you are a person who is not comfortable with other people’s feelings, or if you don’t have time to deal with an emotional situation right now.” You just need to communicate that to the student: “Tell the student that in as nonjudgmental and kind a way as you can.” McKinney suggests some language you might use in this case: “I can see that you are in a very tough situation, and I appreciate your sharing your feelings with me.
It is understandable that you are upset.

I am not very good at handling strong feelings, but I know a better listener than me.

I’m going to give X a call now and see if we can walk down to his office together.” If you are thrown by a student’s emotional outpour, that is OK. Everyone has different strengths.

Don’t beat yourself up.

Just know whom to ask for help.

Know whom to ask for help.


“Every wise educator should anticipate that, at some point, he or she will have a student who is emotionally dis- traught in the educator’s office,” McKinney says.

“The smart thing to do is to have a strategy in place for situations that go beyond what you know your tolerance for emotional discussions to be.” If your tolerance is low, you need some numbers on speed dial.

Before the semester starts, McKinney suggests, figure out who your contact should be.
Then “drop by that person’s office and introduce yourself and confirm how that person would like you to handle a situation involving a student who is upset.” That way you have a plan in place when an emergency arises.

You need to know when to dial that number.

“We teach people, not automatons,” McKinney says.

“People have emotions.

As educators, we are sometimes in a position to help students grow in healthy ways at a crossroads in their lives.” But “we are not therapists,” she added.
“We are not the police, we are not family, and we need to recognize our limitations.” When you hit your limit, use that phone number.

Mind the red flags.

Red-flag moments are the ones when you definitely need to ask for help.

McKinney lists some important ones to watch out for.

• Psychological distress: “Do not try to make a psychological assessment if a situation looks remotely odd to you,” she says.
“In- stead, tell the student you care about him or her enough to make sure he or she gets the help needed.” Then make the referral you rehearsed ahead of time.

• Confidentiality: “If a student says, ‘May I tell you something in confidence?,’ you can warmly respond, ‘It sounds like you have something important on your mind.

I would be honored to listen … but I can’t promise confidentiality.
If what you tell me puts you or someone else in danger, then out of concern for you, we will need to involve someone who can help.’ ” • Isolation: “Do not get involved in emotional discussions alone with a student at a time when your building is not well occupied,” McKinney advises.

“Instead, make the referral quickly and early, or ask the student to come back tomorrow.” • Suicide: “Do not be afraid to ask the suicide question.
If a student seems extraordinarily upset or depressed, you can and should ask, ‘Have you had thoughts about suicide?’ You will not put the idea in the student’s head.

Most suicidal individuals will answer honestly.

Follow your instincts.

If you remain concerned, make the referral in a genuine and compassionate way.” Most important, McKinney says, “do not make a student feel guilty or inadequate for having shown emotions in your office.
We are all human.” Katie Rose Guest Pryal is a Vitae columnist and former clinical associate professor of law at the University of North Carolina at Chapel Hill who specializes in higher education, mental health, and social-justice issues.
Join Vitae, the first online career hub just for higher education JOBS FACULTY POSITIONS Humanities A39-A40 Social & behavioral sciences A41-A42 Science, technology, & mathematics A42-A45 Professional fields A46-A51 ADMINISTRATIVE POSITIONS Academic affairs A49-A51 Student affairs A50-A51 Business affairs A52 Deans A53-A55 EXECUTIVE POSITIONS Presidents Chancellors Provosts A56-A59 A36 THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Careers Reach the Best Candidates through the Most Trusted Source in Academe The Chronicle reaches 240,000 total print and digital readers weekly.
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Cathy Cole Director of Marketing, University of North Florida OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Multiple Positions A37 The College of Arts and Sciences at Suffolk University offers a wide array of programs at the undergraduate and graduate levels, including accelerated and dual degree options.

Our curriculum allows students time to explore programs of study that reflect their personal interests and talents while helping them develop specialized knowledge and skills.
Students find many opportunities to combine their academic interests with hands-on experience through internships, service learning, and a broad range of extra-curricular activities.

Our faculty of teacher-scholars are committed to working closely with their students in small classes to provide individual attention while encouraging open, independent thinking and an appreciation of diverse cultures, perspectives, and peoples.
We seek applicants who embrace interdisciplinary and innovative approaches to teaching for the following faculty positions for the 2016-2017 academic year: • Biology: Tenure-track • Economics: Tenure-track assistant professor (medical microbiology; December 1) • Chemistry & assistant professor (statistics/ applied research focus; November 15) Biochemistry: Tenure-track assistant professor (physical chemistry; December 1) • Government: Tenure-track assistant professor (public policy; December 1) • Communication and Journalism: Non-tenure-track practitioner (PR/social media; December 1) • English: Tenure-track assistant professor (British literature; November 30) • Graphic Design: Tenure- track assistant professor (graphic design; December 1) • Theatre: Non-tenure-track assistant professor of practice (December 1) Positions require completion of a doctoral degree (or the appropriate terminal degree in the field) by July 1, 2016.
Suffolk University is committed to building a diverse and inclusive community of students, faculty, and staff.

To apply, please visit http://jobs.suffolk.edu All positions are contingent upon funding.

An equal opportunity employer MULTIPLE FACULTY POSITIONS Millikin University seeks colleagues to join our faculty who are passionate about fostering learning and who are devoted to excellence in teaching, scholarship, and national leadership in Performance Learning.
Performance Learning at Millikin grows from the vision of the university’s founder, James Millikin, to create an institution that offers students the best of the liberal arts tradition in partnership with the best of applied and technical studies.

This institutional culture guides students in developing habits, skills, and values characterized by continuous learning, effective collaboration, critical, disciplined inquiry, self-assessment, and engaged, reﬂ ective practice.
Millikin welcomes applications for the positions described below from individuals looking for an academic career that will contribute to the ongoing development of a distinctive and innovative approach to undergraduate learning.

Please view a complete description and qualiﬁ cations for each position at millikin.edu/employment.
• Assistant Professor or Instructor of Biology • Assistant Professor of Communication • Assistant Professor of Political Science • Assistant Professor of Sociology • Assistant Professor of Musicology/Ethnomusicology • Assistant Professor/Instructor of Athletic Training and Sport Management • Assistant Professor of Sport Management and Recreation • Two Assistant/Associate Professors in the School of Nursing Qualiﬁ ed applicants should send a letter of application, current curriculum vita, brief teaching philosophy, statements of research interests, evidence of teaching excellence, and three letters of recommendation to millikin.edu/employment.
Employment and ﬁ rst day of work is contingent upon successful completion of background check.

Millikin University is an equal opportunity employer.

Women and minorities are encouraged to apply.

Acting: Carnegie Mellon University School of Drama, a professional BFA acting con- servatory program, seeks a full time Acting teacher at the level of Assistant Professor (Tenure Track).
Ideally, applicants should have at least five years teaching experience, an MFA in an appropriate field plus substan- tial professional acting credits.

Candidates should be able to teach a range of acting styles and methodologies and support col- laborative interactions between faculty, staff and students.This position is Pittsburgh- College of Education UNC Charlotte is North Carolina’s urban research university serving nearly 28,000 students.
The College of Education at UNC Charlotte seeks multiple new faculty members to join the already large, highly productive, collaborative College with strong undergraduate and graduate programs, including four doctoral programs.

The College of Education strives for equity and to provide all students with a deep understanding of and respect for diversity.

The following positions are available, beginning August 15, 2016.

Assistant Professor of Elementary Science Education K-6.
The Department of Reading and Elementary Education invites applications for a full- time, tenure-eligible Assistant Professor position.

The successful candidate will have earned a doctorate in Science Education, Elementary Education, or Curriculum and Instruction with a focus on science or a closely related field from an accredited university; have at least two years of successful experience as a classroom teacher and have demonstrated ability to conduct research.
The successful candidate will teach undergraduate and graduate courses in elementary school science education, joining a high-achieving, dynamic, and collaborative College of Education and Department faculty.

Position #2324 Assistant Professor of Reading Education.

The Reading Education Program in the Department of Reading and Elementary Education invites applications for a tenure-eligible position at the rank of Assistant Professor.
The successful candidate will have earned a doctorate in Reading Education or related field from an accredited university; a required minimum of two years of successful elementary public school teaching experience (with experience teaching K-3 reading preferred); and experience with reading assessments and data-driven instruction for students who struggle with reading.
The successful candidate will teach undergraduate/initial licensure and graduate reading education courses with an emphasis in urban education.

Position #2322 Assistant Professor of Educational Leadership--Higher Education.

The Department of Educational Leadership invites applications for a full-time tenure-eligible position.
Required qualifications include: (1) an earned doctorate in Higher Education, Student Affairs, Educational Leadership, or closely related field from an accredited university, (2) a minimum of three years of professional leadership experience at the college/university level, and (3) evidence of the potential to conduct research The successful candidate will teach primarily doctoral courses and serve on dissertation committees for higher education-focused students, advance a research agenda on higher education, and provide relevant service.
Position #4915 Assistant or Associate Professor of Educational Leadership--PK-12.

The Department of Educational Leadership at UNC Charlotte invites applications for a full-time tenure-eligible position in educational leadership.
Required qualifications include: (1) an earned doctorate in Educational Leadership/Administration or closely related field from an accredited university, (2) successful leadership experience in PK-12 schools, (3) teaching in higher education, and (4) potential for research in an area associated with educational leadership.
Responsibilities include teaching courses in the Department of Educational Leadership primarily in the field of PK-12 school improvement and accountability; demonstrate scholarly productivity in research; seek external funds to support research activities; provide service to the field and profession; and participate in program, department, college, and university service.

Position #4853 Assistant Professor in Instructional Systems Technology.
The Program in Instructional Systems Technology in the Department of Educational Leadership invites applications for a full-time tenure-eligible position.
Required qualifications include (1) an earned doctorate in Instructional Technology or closely related field from an accredited university (2) a minimum of two years of successful experience as a classroom teacher, technology specialist, instructional designer or equivalent (3) successful online teaching experience at the college or university level (4) demonstrated ability to conduct research in instructional technology and (5) professional level design and technology skills required to mentor instructional technology graduate students.
Responsibilities include: scholarly productivity; teach undergraduate and graduate courses; advise students; supervise internships; serve on graduate committees; provide service to the field and profession at local, state, and national levels; and participate in program, department, college, and university governance.

Position #4879 Clinical Faculty Position.

The Middle, Secondary, and K-12 Education Department (MDSK) invites applications for a non-tenure-eligible, clinical faculty position.
The successful candidate will have a master’s or doctoral degree in middle or secondary education or other relevant field, a current advanced teaching license, and at least two years of successful teaching experience at the middle grades and/or secondary school level.

The successful candidate will serve as the primary advisor for MDSK students in Graduate Certificate and undergraduate programs, teach at least one class each semester, serve on committees, and assist with other departmental activities.
Position #3033 General qualifications for faculty positions in the College of Education: Earned doctorate (or ABD) in appropriate field; successful experience in schools or related agencies; eligibility for North Carolina licensure in teaching/leadership field; demonstrated research ability; successful college teaching experience preferred.
The College and Departments strive to develop a deep understanding of and respect for diversity among students and colleagues; therefore, we encourage applications from professionals who can help us achieve this goal.

Setting: UNC Charlotte is a rapidly growing institution located in one of the New South’s most beautiful cities.
With a population of over 1.8 million in its metropolitan region, there is a vast array of cultural and recreational activities and outstanding medical and community services to meet the interests and needs of a diverse population.

Charlotte is two hours from the Blue Ridge Mountains and three and a half from the lovely Carolina beaches.

The University is within the bounds of Charlotte-Mecklenburg Schools, one of the largest urban school districts in the country, serving over 135,000 pupils.
Charlotte-Mecklenburg Schools receives widespread recognition as one of America’s best school districts.

Application: For complete job descriptions and application procedures see, https://jobs.uncc.edu.

Review of applications will begin November 16, 2015.
As an EOE/AA employer and an ADVANCE Institution that strives to create an academic climate in which the dignity of all individuals is respected and maintained, the University of North Carolina at Charlotte encourages applications from all underrepresented groups.

All finalists are subject to criminal background checks.
METROPOLITAN STATE UNIVERSITY OF DENVER Tenure Track Faculty Openings Fall 2016 Start Date Go to www.msudenverjobs.com • Computer Information Systems • Earth & Atmospheric Sciences • Human Performance and Sport • Music Applied Studio Piano • Nutrition Visit us at www.msudenver.edu AA/EO Employer based.

Application deadline is December 1, 2015.

The start date for the hire is August 2016.


Please email cover letter, detailed CV, teaching philosophy, and three references by deadline with the subject line Acting Searcu to: Anthony McKay, Associate Professor of Drama Search Chair drama-facultysearch@ andrew.cmu.edu.

Inquiries by email to dra- ma-relations@andrew.cmu.edu.

Carnegie Mellon University is an AA/EOE employer.


Anthropology: The Department of An- thropology at Vassar College invites appli- cations for a tenure-track assistant profes- sor position in Paleoanthropology, appoint- ment effective July 1, 2016.

Vassar College is an affirmative action, equal opportunity employer, and applications from members of historically underrepresented groups are especially encouraged to apply.
Vassar is strongly committed to fostering a com- munity that reflects the values of a liberal arts education and to promoting an envi- ronment of equality, inclusion and respect for difference.The successful candidate will have a Ph.D. in Biological Anthropol- ogy at the time of appointment (or will re- ceive their degree shortly thereafter), with specialization in the paleoanthropology of Africa, Asia, or Europe and preparation to ChronicleVitae.com/jobs 800 University Way, Spartanburg, SC 29303 POSITIONS AVAILABLE FALL 8/16/2016 • Communication Studies – Assistant Professor Requisition #009524 • Commercial Music – Assistant Professor Requisition #009577 Contact: Dr. Ben Myers; bmyers@uscupstate.edu, 864-503-5870 • Political Science - Assistant Professor Requisition #009541 Contact: Dr. Carol Loar; cloar@uscupstate.edu; 864-503-5795 For complete job description, requirements and online application submission process go to www.uscupstate.edu/jobs and choose Full Time Academic The University of South Carolina is an Afﬁ rmative Action/ Equal Opportunity Institution.
Women and minorities are encouraged to apply A38 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Faculty Openings Fall 2016 From its inception in 1840 by Horace Mann, Bridgewater State University (BSU) has been dedicated to providing educational excellence to all of our students.
As a teaching university dedicated to equity and justice, BSU offers a rigorous liberal arts education at a campus dedicated to the success of all of our students, employees, as well as members of our region and citizens of the world.

Our commitment to student success and equity is evident in our institution’s strategic priorities, our increasing graduation and retention rates for all our students, and the dramatically decreasing achievement gaps for students from under-represented groups.
As a result of these combined efforts, BSU is emerging as a leader in higher education by providing an inclusive and vibrant community of students and scholars with excellent facilities, an outstanding range of academic programs and a broad array of learning experiences.

Join us.
• Accounting and Finance (3 positions) • Chemical Sciences (Biochemistry) • Communications Studies (Strategic • Management (Marketing) • Mathematics • Mathematics (Statistics and Probability) • Political Science (Public Administration, Communications) • Computer Science (2 positions) • Counselor Education (2 positions) • Criminal Justice (Community Corrections) • Elementary and Early Childhood Education (Literacy) • Elementary and Early Childhood Education (Generalist-Practicum) • History (U.S Colonial/Revolutionary History) 2 positions) • Political Science • Psychology • Special Education and Communications Disorders (Teaching English to Speakers of Other Languages, 2 positions) • Social Work (BSW Program) • Social Work (MSW Program) Bridgewater State University is an affirmative action/equal opportunity employer which actively seeks to increase the diversity of its workforce.
Scan QR Code for more information.

For a complete listing of all available positions, and to apply online, visit http://jobs.bridgew.edu Anticipated Faculty Positions in Wenzhou, China Kean, a comprehensive New Jersey state university, is seeking faculty from all disciplines for its additional campus site in Wenzhou, China.
Wenzhou is one of the most vibrant and economically advanced cities on China’s East Coast, located one hour by plane and just over three hours by high-speed train from Shanghai and Hong Kong.

Launched in 2012, Wenzhou-Kean University (WKU) sits on approximately 500 beautiful acres and is now in the midst of a growth phase that will bring enrollment to more than 5,000 students.
WKU offers a unique model of higher education provided by a comprehensive, public University, approved by the Chinese Ministry of Education and is accredited by the Middle States Commission on Higher Education.

All instruction is in English and all curriculum is provided by Kean USA.
Wenzhou-Kean University programs comprise seven baccalaureate majors: Teaching English in Global Settings, Computer Science, Finance, Accounting (with emphasis on international standards and practices), Global Business, Marketing and Graphic Design.

In addition, Wenzhou-Kean has a substantial commitment to the teaching of ESL/EFL.

All faculty positions are full-time, single or multi-year assignments, effective for the start of the fall or spring semester.
Positions will be offered at either the tenure-track or Lecturer level.

Tenure-track appointments are available at the rank of Assistant or Associate Professor.

Lecturers teach 30 credits per academic year and provide student and learning support services during the assigned periods.

All faculty may be required to teach General Education courses.
Qualifications: A Doctorate degree is required in the relevant or a related field for tenure-track positions; ABD considered with completion prior to the effective date of employment.

A terminal degree is required for tenure- track positions in Graphic Design.

Master’s degree in a related field is required for Lecturer positions.

A minimum of one year of teaching experience at the post-secondary level and English fluency is required for all positions.
English: Rhetoric & Composition; Business, Professional and Technical Writing; ESL/EFL; TESL/TEFL; World Literature Business: Accounting, Business Law/Business Ethics, Global Business, Management, Finance and Marketing Computer Science Graphic Design General Education and Support Courses for Wenzhou-Kean Majors Communication; Philosophy; Psychology; Economics; Research and Technology; Mathematics; Biological Sciences; Foreign Languages: Spanish Application, Salary and Benefits Information on All Positions For detailed job descriptions and application information, please visit: http://www.kean.edu/wenzhou-kean- university-anticipated-faculty-positions.
Review of applications will begin immediately and continue until positions are filled.

Salary is competitive and commensurate with qualifications and experience.

A comprehensive benefits package including travel, housing and relocation allowances is available.

Contingent on Budgetary Approval and Appropriated Funding.
Kean University is an Equal Opportunity/Affirmative Action/Veterans/Disability Employer Middlebury, VT WESTCHESTER COMMUNITY COLLEGE Tenure Track and Three-Year Term positions beginning in Fall 2016 Arabic The Program in Arabic announces an opening for a tenure-track position to offer courses in Modern Standard Arabic at all levels.

Area of specialization is open.

Review of applications will begin on November 1st and will continue until the position is ﬁlled.
Costume Design The Department of Theatre seeks candidates for a three-year term position in costume design.

MFA in costume design required.

Must provide evidence of professional design and commitment to excellent teaching.

Deadline: November 15th Economics The Economics Department has three openings with November 30th deadlines: 1. macroeconomics, open rank, 2.

Jones Fellow in Applied Economics, and 3. international economics.
Queer Studies/Critical Race and Sexuality Studies The Program in Gender, Sexuality, and Feminist Studies has a tenure-track opening for an applicant with a humanities-centered approach to critical race theories, queer and trans theory.

Deadline: November 2nd.


For more information about how to apply, please consult: http://apptrkr.com/680163 EOE/Minorities/Females/Vet/Disability As we enter a new era of service and success, Westchester Community College is committed to hiring innovative administrators, faculty members, and staff.

Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply.

Full-time positions include excellent beneﬁts.
ADMINISTRATOR AND FACULTY POSITIONS Administrators: • Vice President and Dean, Student Access, Initiative, Success (search reopened) • Dean, Arts, Humanities, Social Sciences • Dean, Business, Computer Studies, Professional Careers • Dean, Health Technologies, Applied Learning • Dean, Planning, Assessment, Institutional Effectiveness • Dean, Science, Math, Engineering • Associate Dean, Adjunct Services, Professional Development, Academic Operations • Associate Dean, Enrollment Management • Associate Dean, Student Life • Assistant Dean, Learning Initiatives and Success Full-time faculty positions: English (two positions), History.
Instructor-level positions start in the Spring 2016.

Requires Masters plus one-year related experience.

Non-Credit adjuncts (Bachelors required): Classes for lifelong learners, including children, adults, and seniors in various locations with day, evening, and weekend options.

Also interested in candidates with ESL teaching experience (MA or certiﬁcate in TESOL preferred) or with corporate training background, and ideas for new classes.

Visit website for information.


Submit proposals for new classes at www.sunywcc.edu/CE; do not submit a resume without a class proposal.

For details, visit sunywcc.edu/jobs.

Applications accepted until positions are ﬁlled.

Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu.

Please indicate position of interest on envelope or in email “subject” ﬁeld.

AA/EOE.
AA/EOE.

teach human evolution and human-cultur- al-and-environmental interactions.

Oth- er areas of research and teaching may in- clude race and diversity, evolution of cogni- tion and symbolic behavior, primate behav- ior and functional morphology, and human health, sexuality, nutrition, and disease.

The successful candidate will teach an in- troductory Anthropology course on human origins yearly and a course in the Environ- mental Studies multi-disciplinary program on a bi-annual basis.
Teaching load in the first year is four courses; after that it is five courses per year.

Vassar’s Anthropology de- partment is a four-fields department.

To ap- ply, please visit: https://employment.vassar.

edu/applicants/Central?quickFind=51918 to link to the posting for this position.

Candi- dates should submit a cover letter outlining qualifications, vita, research and teaching statements, a writing sample, an unofficial graduate transcript, and the names of three academic references.
To ensure full consid- eration, applications should be submitted by November 1, 2015. Review of applica- tions will continue until the position is filled.

Art: The Department of Visual and Envi- ronmental Studies at Harvard University seeks to appoint an assistant professor or associate professor (without tenure) in art practice, with an emphasis on sculpture broadly defined.
Ideally, acandidate’s prac- tice will complement and strengthen existing ChronicleVitae.com/jobs Multiple Faculty Positions Valparaiso University seeks qualifi ed applicants for the following faculty positions beginning Fall 2016.

Full details about each opening and application instructions can be found at http://www.valpo.edu/provost/ faculty-postings/.
Civil Engineering - Department Chair (Associate or Full Professor) College of Nursing and Health Professions Virtual Learning Center - Director Computing and Information Sciences - two assistant or associate professor positions Education - Assistant Professor Mechanical Engineering - Assistant or Associate Professor Meteorology - Assistant Professor Political Science & International Relations - Assistant Professor Read more about Valpo and its programs at http://www.valpo.edu.
Candidates should be interested in working at a university engaged in issues in Christian higher education in the Lutheran tradition.

Valparaiso University does not unlawfully discriminate and aims to employ persons of various backgrounds and experiences to develop and support a diverse community.

Its entire EOE policy can be found at http://www.valpo.

edu/equalopportunity/index.php.


Successful applicants will demonstrate a commitment to cultural diversity and the ability to work with individuals or groups from diverse backgrounds.

In addition to strong academic qualifi cations and excellence in teaching, the University highly values experience in working across cultural and other signifi cant diff erences.

offerings within our visual art department.


Teaching requirements include three studio courses a year in traditional and/or expand- ed sculptural processes, with additional de- partmental duties.

Candidates must have a substantial exhibition record.

An MFA or the equivalent completed by the beginning of the appointment with teaching experi- ence at the college or university level is re- quired.

Appointment is expected to begin July 1, 2016.


Candidates will be expected to participate fully in curricular developments and all other aspects of the academic life of the department.
Applicants for the position should submit the following materials by November 25, 2015 through the ARIeS por- tal (https://academicpositions.harvard.edu/ postings/6484): Cover letter; CV; Teaching Statement; Art Statement; names and con- tact information for three references; Evi- dence of relevant teaching experience; PDF with 20 images of artwork with titles and dates; Other appropriate support materials, including exhibition catalogues.
We are an equal opportunity employer and all quali- fied applicants will receive consideration OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Humanities A39 for employment without regard to race, col- or, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other char- acteristic protected by law.
Contact Infor- mation: Professor Sharon Harper, Search Committee Chair, Visual and Environ- mental Studies, Harvard University, Cam- bridge, MA 02138.

Email: veschair@fas.

harvard.edu.

Biology: Plant Biologist.

The Department of Biology at the University of West Geor- gia invites applications for a tenure-track assistant professor position in plant biolo- gy, beginning in August 2016.
The research specialty is open but we are particularly in- terested in candidates with expertise in ge- netics, physiology, or development.

Teach- ing responsibilities will include introduc- tory courses and upper-level courses in the candidate’s area of expertise.

The success- ful candidate will be expected to establish a productive research program involving undergraduate and graduate students.

The University of West Georgia (http://www.


westga.edu) is a comprehensive regional uni- versity of approximately 12,000 students lo- cated on a 644-acre wooded campus in Car- rollton, Georgia, with a satellite campus in Newnan, Georgia.

The Department of Biol- ogy is a growing program that has 17 tenured and tenure-track faculty and approximately 500 undergraduate majors, plus a M.S.

grad- uate program that currently has 21 students.


Applicants must have a Ph.D. in a relevant field; postdoctoral experience is preferred.

To apply, please send a single PDF file con- taining the following items to biosearch@ westga.edu: 1) cover letter, 2) curriculum vi- tae, 3) statement of teaching philosophy and interests, 4) statement of research interests, and 5) copies of undergraduate and gradu- ate transcripts.
In addition, each applicant should arrange for three letters of recom- mendation to be sent to the same email ad- dress directly from the applicant’s referenc- es.

Review of applications will begin No- vember 16 and continue until the position is filled.

The University of West Georgia is an Affirmative Action/Equal Opportunity in- stitution.
Chemistry: The Department of Chemis- try & Chemical Biology (CCB) at Indiana University-Purdue University Indianapo- lis (IUPUI) is seeking applications for the position of Department Chair.

The success- ful candidate is expected to have a record of excellence in conducting and directing an active and nationally recognized research program, as well as a strong commitment to academic leadership and high-quality teach- ing.
Qualifications include a Ph.D. degree in Chemistry or a related field and a track re- cord demonstrating significant research, funding, and teaching activities appropriate to this senior appointment.

CCB offers aca- demic programs leading to B.A., B.S.

(ACS cert.

), M.S.

and Ph.D. degrees in Chemistry; it also serves as home to the campus Foren- sic and Investigative Science program which offers B.S.

and M.S.

degrees.
and M.S.

degrees.

With recent hires of several young faculty and addition of new instrumentation to research labs, CCB is positioned well for a bright future.

CCB has close ties with colleagues from the Schools of Science, Medicine, Dentistry and Engineering, offering a unique environment for diverse research themes in chemistry and chemical biology.

Collaborations also exist between the department faculty and scien- tists in local industry including Eli Lilly & Co. and Dow AgroSciences.
A complete ap- plication must include: a letter of interest, curriculum vitae, applicant’s statements on research plans, teaching philosophy and a description of leadership experience and vi- sion for the department as well as the names of six individuals who may be contacted by the Search Committee as references.

Ap- plications should be e-mailed in a single, merged pdf file to ccbchair@iupui.edu.

See http://chem.iupui.edu/about/open-positions for additional information.
Review of appli- cations will begin December 1st, 2015, and continue until the position is filled.

Indiana University is an equal opportunity and affir- mative action employer.

All qualified appli- cants will receive consideration for employ- ment without regard to race, color, ethnic- ity, religion, age, sex, sexual orientation or identity, national origin, disability status, or protected veteran status.

This institution is also a provider of ADA services.
Chemistry: The University of California, Santa Barbara invites applications for a fac- ulty position in the area of economic anal- ysis of sustainable chemical technologies, to start March 1, 2016.

Chemicals and ma- terials provide the material basis for goods and services considered essential for human well-being in modern society.

The large vol- ume and enormous diversity of chemicals generated in today’s economy pose con- siderable challenges and opportunities for sustainability.
To address this emerging ar- ea of inquiry, the University of California, Santa Barbara has approved a cluster of four endowed Chair positions with a com- mon theme of “Sustainable Materials and Product Design”.

The Chairholders will en- compass interests in green chemistry, sus- tainable manufacturing, and sustainable catalytic processing.
This faculty position, “Economic Analysis of Sustainable Chem- ical Technologies”, will be hosted by the Bren School of Environmental Science and Management, although joint appointments will also be considered.

All four Chairs are expected to work together closely to foster broad and interdisciplinary research and education in chemical sustainability.

Please see our website: http://www.bren.ucsb.edu/ people/position_announcements.html.
We seek an individual whose research applies economic analysis and other quantitative tools to issues involving sustainable chemi- cal technologies.

We welcome research fo- cused on policy design and evaluation, cor- porate strategy, product choice and design, emerging markets, as well as other related areas.

The successful candidate will bring a strong research program around nov- el chemical processes and materials based on quantitative analyses.
Applicants should submit to https://recruit.ap.ucsb.edu/apply/ JFP00577 : 1) cover letter 2) curriculum vi- Meadows Distinguished Endowed Chair of Art History Associate or Full Professor (00053186) We seek applicants who are accomplished, nationally known scholars whose work has an emphasis on historical and new media, visual technologies, architecture and the city, perfor- Meadows Distinguished Endowed Chair of Art History Meadows Distinguished Endowed Chair of Art History mance and ritual, the cultural construction of race, gender, and ethnicity, and the study of Associate or Full Professor (00053186) spatial as well as visual culture.
The successful candidate will teach undergraduate and graduate Associate or Full Professor (00053186) courses.

The faculty member would also be expected to advise M.A.
and Ph.D. students working We seek applicants who are accomplished, nationally known scholars whose work has an emphasis on in areas relevant to his or her work and to pursue and to continue to publish substantive scholar- historical and new media, visual technologies, architecture and the city, performance and ritual, the cultural We seek applicants who are accomplished, nationally known scholars whose work has an ly research that shapes the discipline.
The course load, like that of other full-time faculty in the construction of race, gender, and ethnicity, and the study of spatial as well as visual culture.

e successful emphasis on historical and new media, visual technologies, architecture and the city, perfor- candidate will teach undergraduate and graduate courses.

e faculty member would also be expected to department, would be 2-2.

Salary commensurate with qualifications and experience.
mance and ritual, the cultural construction of race, gender, and ethnicity, and the study of advise M.A.

and Ph.D. students working in areas relevant to his or her work and to pursue and to continue spatial as well as visual culture.

The successful candidate will teach undergraduate and graduate to publish substantive scholarly research that shapes the discipline.

e course load, like that of other full-time Assistant Professor of Art History (006067) courses.
The faculty member would also be expected to advise M.A.

and Ph.D. students working faculty in the department, would be 2-2.

Salary commensurate with qualications and experience.

in areas relevant to his or her work and to pursue and to continue to publish substantive scholar- We seek applicants who are junior scholars to teach undergraduate and graduate courses on the ly research that shapes the discipline.
The course load, like that of other full-time faculty in the Assistant Professor of Art History (006067) visual culture emerging from colonial encounters in an area outside of Europe or the United department, would be 2-2.

Salary commensurate with qualifications and experience.

States, such as Latin America, South Asia, Africa, or the global Iberian empire.
She or he would We seek applicants who are junior scholars to teach undergraduate and graduate courses on the visual be expected to have a strong disciplinary grounding in art history, theoretical fluency, and an culture emerging from colonial encounters in an area outside of Europe or the United States, such as Latin Assistant Professor of Art History (006067) openness to the innovative scholarship to which our faculty and students aspire as part of the America, South Asia, Africa, or the global Iberian empire.
She or he would be expected to have a strong disciplinary grounding in art history, theoretical uency, and an openness to the innovative scholarship to RASC/a (Rhetorics of Art, Space, and Culture) program.

The faculty member would also be We seek applicants who are junior scholars to teach undergraduate and graduate courses on the which our faculty and students aspire as part of the RASC/a (Rhetorics of Art, Space, and Culture) program.

expected to advise M.A.


and Ph.D. students working in areas relevant to his or her work and visual culture emerging from colonial encounters in an area outside of Europe or the United e faculty member would also be expected to advise M.A.

and Ph.D. students working in areas relevant to his to pursue and publish substantive scholarly research that helps to shape this important field.

The States, such as Latin America, South Asia, Africa, or the global Iberian empire.
She or he would or her work and to pursue and publish substantive scholarly research that helps to shape this important field.

course load, like that of other full-time faculty in the department, would be 2-2.

Salary commen- be expected to have a strong disciplinary grounding in art history, theoretical fluency, and an The course load, like that of other full-time faculty in the department, would be 2-2.

Salary commensurate surate with qualifications and experience.
openness to the innovative scholarship to which our faculty and students aspire as part of the with qualications and experience.

RASC/a (Rhetorics of Art, Space, and Culture) program.

The faculty member would also be For detailed information on the positions and how to apply visit For detailed information on the positions and how to apply visit expected to advise M.A.
and Ph.D. students working in areas relevant to his or her work and smu.edu/Meadows/About/Employment smu.edu/Meadows/About/Employment to pursue and publish substantive scholarly research that helps to shape this important field.

The course load, like that of other full-time faculty in the department, would be 2-2.
Salary commen- Send letter of application highlighting qualications, complete curriculum vitae, and three letters of Send letter of application highlighting qualifications, complete curriculum vitae, and three surate with qualifications and experience.

recommendation to: Rosa Reifsnyder, SMU, PO Box 750356, Dallas TX, 75275 or as e-mail attachments letters of recommendation to: Rosa Reifsnyder, SMU, PO Box 750356, Dallas TX, 75275 or to rreifsnyde@smu.edu.
Review of applications will begin January 25, 2016 and will continue until the For detailed information on the positions and how to apply visit as e-mail attachments to rreifsnyde@smu.edu.

Review of applications will begin January 25, positions have been filled.

2016 and will continue until the positions have been filled.

smu.edu/Meadows/About/Employment Hiring is contingent upon the successful completion of a background check.
SMU will not discriminate in any program Hiring is contingent upon the successful completion of a background check.
SMU will not discriminate in any program or activity on the or activity on the basis of race, color, religion, national origin, sex, age, disability, genetic information, veteran status, Send letter of application highlighting qualifications, complete curriculum vitae, and three basis of race, color, religion, national origin, sex, age, disability, genetic information, veteran status, sexual orientation, or gender equity sexual orientation, or gender equity and expression.
The Executive Director for Access and Equity/Title IX Coordinator and expression.
The Executive Director for Access and Equity/Title IX Coordinator is designated to handle inquiries regarding nondiscrimina- letters of recommendation to: Rosa Reifsnyder, SMU, PO Box 750356, Dallas TX, 75275 or is designated to handle inquiries regarding nondiscrimination policies and may be reached at the Perkins Administration tion policies and may be reached at the Perkins Administration Building, Room 204, 6425 Boaz Lane, Dallas, TX 75205, 214-768-3601, as e-mail attachments to rreifsnyde@smu.edu.
Review of applications will begin January 25, Building, Room 204, 6425 Boaz Lane, Dallas, TX 75205, 214-768-3601, accessequity@smu.edu.

accessequity@smu.edu.

2016 and will continue until the positions have been filled.
At the Faculty of Philology at Leipzig University the following professorship has to be ﬁ lled as soon as possible: W3 - Professorship “American Literature” (Successor to Frau Prof. Dr. Anne Koenen) Applicants are expected to cover the ﬁ eld of US Literature from its beginnings to the contemporary period and show documented excellence in research and teaching.
Specialists in the ﬁ eld of popular literature / popular culture are sought, with an additional scholarly interest in one or more of the following areas: transnational studies, gender studies, visual cultures, and media and literature in the digital age.

Applicants are expected to pursue interdisciplinary scholarship (literary and cultural studies), have experience working in university administration, and be team-oriented.
Further expectations include outstanding publications in international, refereed journals of American studies, experience in acquiring external funding, excellent international contacts and networks, as well as a willingness to work with the university’s thematic research clusters, including cooperation with other departments such as the natural sciences or medicine.
The professorship will require a strong, ongoing commitment to fostering and developing the institute’s BA and MA degree programs, including teachers’ education, as well as ongoing participation in administrative duties.

Rights and obligations of the jobholder are within the Saxonian university law (Sächsisches Hochschulfreiheitsgesetz, SächsHSFG) and the Saxonian public service task regulation (Sächsische Dienstaufgabenverordnung, DAVOHS).

Applicants must meet the requirements of § 58 SächsHSFG.
Leipzig University emphasizes the equality of women and men.

Handicapped applicants are encouraged to apply and given preference if equally qualiﬁ ed.

Dallas, Texas USA Hiring is contingent upon the successful completion of a background check.
SMU will not discriminate in any program or activity on the Applications with the usual documents, enclosing detailed CV, a list of the scientiﬁ c work and academic teaching including available records of teaching evaluations and a certiﬁ ed copy of the certiﬁ cate of the highest acquired academic degree should be sent before 6 November 2015 to: Universität Leipzig Dekan der Philologischen Fakultät Herrn Prof. Dr. Frank Liedtke Beethovenstr.
15 04107 Leipzig Germany United States Air Force Academy Assistant Professor (#16-03DFH) in Modern American History Th e Department of History anticipates hiring an Assistant Professor (#16-03DFH) in modern American history with an emphasis in minority (e.g.

Native American, Chicano/a, African-American) or gender studies beginning June 27, 2016.

Th is initial appointment terminates June 30, 2019.

Successive appointments of up to four years are possible.
Th e successful candidate will be prepared during the fi rst year to teach colonial, modern, or military Latin American history.

Additionally, the selectee will teach a variety of courses including American history survey and topical courses, introductory core courses in world history, regional history courses, and special topics courses for history majors.

To Apply: Go to www.usajobs.gov.


Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” Th en scroll down until you locate this position.

Applications must be received by November 16, 2015.

U.S. citizenship required.

Tenure-Track Professor in Post-1945 British and Diasporic Anglophone Literatures - University Department of English Th e Harvard University Department of English seeks to appoint a tenure- track professor in post-1945 British and Diasporic Anglophone literatures.
Th e appointment is expected to begin on July 1, 2016.

Th e tenure- track professor will be responsible for teaching at the undergraduate and graduate levels.

Doctorate or terminal degree in English or related discipline required by the time the appointment begins.

Demonstrated excellence in teaching is desired.


Demonstrated exc - rials through the Harvard Academic Positions website: Please submit materials through the Harvard Academic Positions website: https://academicpositions.harvard.edu/postings/6412.

Applications must be submitted no later than October 19, 2015 .
Sean M. McCreery, Search Administrator, Harvard University, Department of English, Barker Center, 12 Quincy Street, Cambridge, MA 02138 -- mccreery@fas.harvard.edu , Cambridge, MA 02138 -- mccreery@fas.harvard.edu , Harvard University, Department of English Harvard is an equal opportunity employer and all qualifi ed applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
FACULTY POSITION Department of Italian Studies ARTS AND SCIENCE FACULTY POSITION Department of Philosophy ARTS AND SCIENCE The Department of Italian Studies of New York University invites applications for an open-rank tenured/tenure-track position in medieval Italian studies, to begin September 1, 2016, pending administrative and budgetary approval.

The successful candidate will demonstrate scholarly excellence and a commitment to both graduate and undergraduate teaching.
Applications are welcomed from candidates in all fields and disciplines.

Candidates should submit a letter of application, a curriculum vitae and three references, via the “Employment” link on the NYU Department of Italian Studies web site: http://italian.as.nyu.edu.

The deadline for applications is November 30, 2015.

The Department of Philosophy at New York University invites applications for a position in ethics and/or political philosophy.

Rank: open (tenured or tenure-track).


The preferred starting date is September 1, 2016, pending administrative and budgetary approval.

P l e a s e a p p l y o n l i n e t o E t h i c s / P o l i t i c a l S e a r c h a t http://philosophy.fas.nyu.edu.

Junior applicants should provide a CV, three references, and a writing sample; senior applicants should provide a CV with the names of at least three references who may be contacted.
Completed applications must be received by October 23, 2015 to ensure full consideration.

EOE/Minorities/Females/Vet/Disabled EOE/Minorities/Females/Vet/Disabled ChronicleVitae.com/jobs English Department 1.

Composition Studies and Digital Literacies 2.

Composition Studies and Literacy Theory 3.


Composition and Assessment Indiana University of Pennsyl- vania invites applications for 3 tenure-track positions for Fall 2016: 1) a Composition Studies teacher-scholar specializing in digital literacies, multimedia, and technology; 2) a Compo- sition Studies teacher-scholar specializing in literacy theory and research; 3) a teacher- scholar specializing in Basic Writing and writing assessment.
We seek candidates whose re- search, teaching, or service has prepared them to contribute to our commitment to building an equitable and diverse scholarly environment.

IUP is an equal opportunity employer M/F/H/V and a member of the Pennsyl- vania State System of Higher Education.

For information, visit www.iup.edu/employment.

tae 3) statement of research 4) statement of teaching 5) five selected publications and 6) four letters of reference.

All materials should be sent electronically.


If you have any questions please send your request to mel- lichair@bren.ucsb.edu .

For fullest consid- eration, all materials should be received by October 30, 2015.

The School is especially interested in candidates who can contribute to the diversity and excellence of the aca- demic community through research, teach- ing and service.
The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment with- out regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
Communications: The Department of Communication Studies at The University of North Carolina at Charlotte invites ap- plications for the position of department chair beginning July 1, 2016. Review of ap- plications will begin November 2, 2015 and will continue until the position is filled.

Ap- plications must be submitted electronically to https://jobs.uncc.edu, position #005223.
Communications: The University of Cen- tral Arkansas’ (UCA) Mass Communica- tion and Theatre Department invites appli- A40 Humanities THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Milwaukee School of Engineering ASSStAt PESS  PSPy The General Studies Department at the Milwaukee School of Engineering (MSOE) has a full-time position available in philosophy.

The area of specialization is open, with a requirement of competence in professional ethics.
The position will be available beginning in Fall of 2016.

A Ph.D. in Philosophy is required; college teaching experience is preferred.

Salary is commensurate with qualifications and experience.

The department offers a single degree program, the B.A.

or B.S.

in Technical Communication.

A course in professional ethics is required of all MSOE students, as is a distribution of courses from the department, including a writing-intensive three-course sequence for freshmen.
Our unique position in an applications-oriented institution allows faculty the opportunity to design and teach a variety of courses within and across disciplines.

The department’s members include two philosophers and representatives of a variety of other humanities and social science disciplines.

Background or interest in philosophical practice as it relates to the department’s ethics initiative on philosophy in professional life would be considered favorably.

Review of materials will begin immediately.


Applicants should submit a file which includes: 1) a letter of interest; 2) a current curriculum vitae; and 3) evidence of successful teaching, including (but not limited to) a statement of teaching philosophy within the resume section of the application.

Please submit these materials to: Milwaukee School of Engineering Attention: Human Resources 1025 N. Broadway Milwaukee, WI 53202 MSOE is an equal opportunity employer.
All qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, age, status as a protected veteran, among other things, or status as a qualified individual with disability.

FACULTY FELLOW Department of Spanish and Portuguese ARTS AND SCIENCE NYU’s Department of Spanish and Portuguese seeks an innovative scholar of Peninsular Spanish (post 18C) culture to begin September 1, 2016, subject to budgetary and administrative approval.
The initial appointment will be for one year, renewable twice, for a maximum of three years.

Time will be divided between undergraduate teaching (two courses per year), serving as Managing Editor of the Journal of Spanish Cultural Studies, and research.

Successful candidates must have native competence in English and be fully fluent in Spanish.

Editorial experience is advantageous but not required; organizational skills are essential.
Preference will be given to scholars whose teaching and research interests interrogate established notions of Spanish culture.

Candidates must have received a Ph.D. within five years of the date of appointment.

Application deadline is January 1, 2016.

To apply see the NYU Department of Spanish and Portuguese web site at http://spanish.as.nyu.edu to submit a letter of application, c.v., names of three referees, and a writing sample (25- page maximum).
EOE/Minorities/Females/Vet/Disabled Faculty Opportunities in the College of Design Located in one of the major design cities and in one of the largest research universities in the U.S., the College of Design encompasses the full range of design disciplines at the University of Minnesota and is home to seven undergraduate majors, 22 graduate degree programs, 9 centers including the Center for Sustainable Building Research and the Metropolitan Design Center, as well as the Goldstein Museum of Design.
We currently seek candidates for the following faculty opportunities: Assistant, Associate, or Full Professor in Product Design; Assistant Professor of Architecture – Building Technology; Assistant Professor in Landscape Architecture; Assistant Professor in Wearable Product Design, Apparel Design Program.

For more information and application instructions please visit: http://design.umn.edu/about/employment.

Employment is contingent upon a satisfactory background check.
The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.

FINE ARTS FACULTY POSITIONS University of South Dakota Fine Arts Vermillion, SD Positions are 9 month, tenure-track.
Choral Director/Studio Voice Conduct Concert Choir and Men’s Chorus and Women’s Chorus, teach conducting, voice studio, and choral literature and techniques courses.

Rawlins Endowed Chair of Music (violin) Teach studio violin and viola majors, perform at venues regionally, nationally, and internationally as a member of the nationally- renowned Rawlins Piano Trio, co-direct the chamber orchestra, and teach music appreciation and string methods.
Music Studio Piano and Class Piano Teach private studio piano lessons, class piano sections, piano literature courses and/or piano pedagogy courses.

Coordinate the class piano area.

Director of University Symphony Orchestra and Studio Teacher Direct the University Symphony Orchestra and teach conducting, applied study (Clarinet, String Bass, Viola, or Oboe preferred) and instrumental techniques.
Lighting and Sound Design Coordinate the lighting and sound design specialization within a program offering BFA and MFA degrees.

Teach lighting and sound technology, beginning and advanced levels of lighting design and sound design.

For more information about the positions, and to apply online, visit yourfuture.sdbor.edu.

For application assistance or accommodation, call 605-677-5671.

Open until filled.
Open until filled.

EEO/AA PROFESSOR OF PHILOSPHY UNIVERSITY OF MISSISSIPPI Department of Philosophy and Religion invites applications for the inaugural Mr. and Mrs. Alfred Hume Bryant Professorship of Ethics.

Candidates for this endowed chair should be full, associate, or advanced assistant professors of philosophy with a strong research record in ethical theory.

Th is position off ers a competitive salary, a dedicated teaching assistant, and annual research support.

It also carries a 2/3 teaching load.


Review of applications begins immediately and the position will remain open until an adequate applicant pool is reached.

Applicants must complete an on-line application at http://jobs.olemiss.edu, where they will also be asked to submit a letter of interest and a C.V. that includes the contact information of at least three references.

More information about the undergraduate and graduate programs in philosophy at UM can be found at http://philosophy.olemiss.
edu; questions about this position should be directed to Steven Skultety (Skultety@olemiss.edu).

Th e University of Mississippi is an EOE/AA/Minorities/Females/Vet/ Disability/Sexual Orientation/Gender Identity/Title VI/Title VII/Title IX/504/ADA/ADEA employer.

Women, minorities, veterans, and those with disabilities are strongly encouraged to apply.
Associate/Full Professor of Higher Education The Graduate School of Education (GSE) at Rutgers University- New Brunswick seeks an outstanding scholar to join the school and Rutgers Ph.D. in Higher Education program faculty.

We seek a tenure-track or tenured faculty colleague whose research focuses on higher education, higher-education finance, and advancing issues of diversity, access, and social justice in education and society.
Applicants are required to have earned a doctoral degree from a major research university in Higher Education, Economics, Public Administration, Sociology, or another closely related field.
We will be looking for evidence of demonstrated commitment to addressing diversity, equity, and social justice issues in education/higher education; scholarly accomplishment; commitment to a strong, productive, and externally funded research program; prior successful experience advising dissertation students, effective teaching at the master’s and doctoral levels, experience and commitment to high-quality online teaching and a publication record that includes articles in higher-education journals.
Applicants who are members of underrepresented groups in university faculty positions are encouraged to apply.

Salary and rank will be commensurate with qualifications and experience.

All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability, protected veteran status or any other classification protected by law.

Applications will be accepted until November 30, 2015.
For the full job description please visit http://jobs.rutgers.edu/postings/14149 Tenure-Track Professor in Anglophone Modernism University Department of English Th e Harvard University Department of English seeks to appoint a tenure- track professor in Anglophone Modernism.

Th e appointment is expected to begin on July 1, 2016.

Th e tenure-track professor will be responsible for teaching at the undergraduate and graduate levels.
Doctorate or terminal degree in English or related discipline required by the time the appointment begins.

Demonstrated excellence in teaching is desired Demonstrated excellence in teaching is desired - rials through the Harvard Academic Positions website: Please submit materials through the Harvard Academic Positions website: https://academicpositions.harvard.edu/postings/6411.

Applications must be submitted no later than October 19, 2015 .
McCreery, Search Administrator, Harvard University, Department of English, Sean M. McCreery, Search Administrator, Harvard University, 12 Quincy Street, Cambridge, MA 02138 -- mccreery@fas.harvard.edu Department of English, Barker Center, 12 Quincy Street, Cambridge, MA 02138 -- mccreery@fas.harvard.edu r any other characteristic protected by law.
Harvard is an equal opportunity employer and all qualifi ed applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
VISITING ASSISTANT PROFESSOR IN DRAMA AND THEATER STUDIES Department of English ARTS AND SCIENCE The Program in Dramatic Literature at New York University seeks applications for a Visiting Assistant Professor in Drama and Theater Studies, based in the Department of English, commencing September 1, 2016, pending final administrative and budgetary approval.

This is a full-time, non-tenure track position for one year, with the possibility of renewal for up to two additional years.
A teaching commitment of 2 courses per semester, including survey, introductory, and more specialized undergraduate courses in theater studies and dramatic literature.

The successful candidate will have an excellent teaching record, publications, and an adventurous research agenda in theater studies.

The position is open to candidates who will have received the Ph.D. by September 2016.
Those wishing to be considered should submit a letter of application, CV, names of three referees, teaching portfolio, and a writing sample of up to 9,000 words.

Materials are to be uploaded via the “Employment” link on the NYU Department of English web site; http://english.as.nyu.edu.

All applications will be acknowledged, and the official review will begin on November 1, 2016.
VISITING ASSISTANT PROFESSOR French Department ARTS AND SCIENCE The Department of French at New York University invites applications for a two-year visiting Assistant Professor position in Early Modern French literature (sixteenth- and/or seventeenth- century), beginning September 1, 2016, pending administrative and budgetary approval.

Preferred candidates will have a demonstrated commitment to the interdisciplinary, theoretical, and comparative nature of the field of Early Modern French literature.
PhD in hand, professional-level proficiency in French and English are required.

Teaching load is 2/2.

Duties include advising at graduate and undergraduate levels.

Applicants should submit a letter, a C V, a disser tation chapter or a publication, and the three referees, via the “Employment” link on the NYU Department of French website: http://french.as.nyu.edu/page/home.

Review of applications will begin November 12, 2015 and remain open until the position is filled.
EOE/Minorities/Females/Vet/Disabled ChronicleVitae.com/jobs EOE/Minorities/Females/Vet/Disabled OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Social & Behavioral Science A41 UNL does not discriminate based upon any protected status.

Please see go.unl.edu/nondiscrimination.

2015.

PL1509.

BUILDING NEBRASKA’S FUTURE .

.

.


AND YOURS The College of Education and Human Sciences at the University of Nebraska–Lincoln is excited to announce an initiative to hire more than 20 tenure-track faculty positions.

CEHS is seeking outstanding candidates to build on our strengths and help us meet the pressing challenges facing Nebraska and the world.
We’re targeting teaching, research and outreach efforts in early childhood; immigrant, migrant and multicultural populations; bullying prevention; P-20 math and science education; rural education/communities and more.

Explore your next career opportunity at go.unl.edu/yourfuture College of Education and Human Sciences as we enhance the lives of individuals, families, schools and communities.
go.unl.edu/yourfuture and join the CEHS.UNL.EDU 2 TENURE-TRACK FACULTY POSITIONS INCLUDING AN ENDOWED CHAIR FALL 2016 The University at Buffalo is a research-intensive university and a member of the prestigious American Association of Universities.

At the University at Buffalo are the internationally known Research Institute on Addictions and newly established centers: Bioinformatics, and Clinical and Translational Research.
As an urban public research university the University at Buffalo (UB) is the largest institution in the State University of New York system and one of two flagship campuses.

It is an exciting time to join UB as we are currently expanding through the addition of 250 new faculty as well as building a third, downtown medical campus.
In addition, through the efforts of our president, new provost and the faculty we are involved in designing and implementing a new phase of our strategic plan, UB 2020, “Realizing UB 2020.” The School of Social Work Master’s program has a unique and exciting curriculum that integrates trauma and human rights perspectives.
Nationally ranked within the top 12% of accredited social work programs we enroll over 400 students and offer the MSW degree, online MSW degree, PhD degree and BA/MSW, JD/MSW, MBA/MSW, MPH/MSW and MSW/PhD combined programs.

The Buffalo Center for Social Research (BCSR) is housed within the School of Social Work and provides faculty support in pursuing external funding.
The BCSR is also home to the Institute on Trauma and Trauma-Informed Care, Immigrant and Refugee Research Institute, Institute for Sustainable Global Engagement, Institute on Innovative Aging Policy and Practice, as well as the UB/Amrita Social and Behavioral Sciences Research Institute.
Our faculty have established strong records of community-based and interdisciplinary research and scholarship in gerontology, child welfare, housing, social policy, substance abuse, trauma, health and mental health services, and multicultural social work.

As part of the UB faculty growth initiative we are adding new faculty positions.

Endowed Chair (1-position) We are searching for an exceptional colleague to join our faculty as an endowed chair and welcome nominations for this senior faculty position.
A Doctorate degree and an outstanding record of teaching, scholarship and externally funded research are required.

Professional leadership at the national/international levels is desired.

Though an MSW is preferred, we welcome applicants with a shared identity and scholarly interest from related fields.
Open Rank–Veteran and/or Military Family Research Focus (1-position) We are searching for a colleague to join our faculty with an established record of research with Veterans and/or military families to join our newly funded Joining Forces partnership with UB’s School of Nursing.

The successful candidate for this tenure-track position will have a Doctorate in Social Work or a related discipline.
Applicants at the Assistant Professor level must show promise to excel in research and scholarship with some preliminary work already completed.

Applicants at the Associate Professor or Full Professor levels are expected to have funded research and a scholarly record appropriate to their rank.

Applicants are required to complete online applications at http://www.ubjobs.buffalo.edu.

Review of applications will begin immediately and continue until the positions are filled.
For further information please contact: Catherine N. Dulmus, PhD Recruitment Committee Chair 716-645-1253 cdulmus@buffalo.edu To learn more about us, please visit our website at: www.socialwork.buffalo.edu The State University of New York at Buffalo is an Equal Opportunity/Affirmative Action Employer/Recruiter.

cations for this position.

Please find more information and the online employment application process at https://jobs.uca.edu/ The position will begin July 1, 2016.

UCA is an AA/EOE.
UCA is an AA/EOE.

Computer Information Systems: Starting Date: Fall 2016.

Major Duties: 1) Teach computer information systems (CIS) cours- es that support the department’s majors and minors (wmich.edu/infosystems/academics).

2) Conduct and publish scholarly research in peer-reviewed journals.

3) Advise and men- tor students.

4) Serve on department, col- lege and university committees as needed.

5) Appropriately maintain AACSB quali- fication credentials.
Minimum Qualifica- tions: Doctorate in CIS, IS, MIS or related field from an AACSB accredited institution (Doctorate must be completed by Decem- ber 31, 2016).

Preferred Qualifications: 1) Teaching experience with favorable student ratings.

2) Established record or strong po- tential for scholarly research.
3) Teaching/ research field preferences (two or more of following): Able to teach programming courses, able to teach business/IT project management courses, able to teach/research evolving or emerging fields of business/data analytics and/or information systems (e.g., predictive analytics, big data, health ana- lytics, Internet of Things, etc.).

For inquiry, please contact Dr. Mike Tarn, Department Chair, at mike.tarn@wmich.edu.

For more details and to apply, visit: http://wmich.edu/ hr/jobs.
Computer Programmer: University of Con- necticut - Storrs.

The Payroll Business Sys- tems Analyst (Computer Programmer/Ana- lyst 2 UCP 8) will independently analyze, design, develop and maintain effective com- puter applications programs to facilitate and expedite the processing of payroll data and complex business functions.

Visit http:// www.jobs.uconn.edu, Search # 2016153.

UConn is an AA/EEO employer.
Computer Science: The Department of Computer Science (CS) at the University of Illinois at Urbana-Champaign invites ap- plications for faculty positions at all levels and in all areas of CS, but with particular emphasis in the areas of architecture, bioin- formatics and genomics, computer systems (including trustworthy computing, distrib- uted, cloud, mobile, and OS), data systems, machine learning, parallel and high-perfor- mance computing, privacy and security, pro- gramming languages, and theoretical com- puter science.
Applications are encouraged from candidates whose research programs are in traditional as well as in nontraditional and interdisciplinary areas of computer sci- ence.

The department is engaged in exciting new and expanding programs for research, education, and professional development, with strong ties to industry.
Applicants for positions at the assistant professor level must have an earned Ph.D. or equivalent degree, excellent academic credentials, and an outstanding ability to teach effectively at both the graduate and undergraduate levels.

Successful candidates will be expected to initiate and carry out independent research and to perform academic duties associated with our B.S., M.S., and Ph.D. programs.

Senior level appointments with tenure are available for persons of international stat- ure.
Faculty in the department carry out re- search in a broad spectrum of areas and are supported by world-class facilities, starting with our department’s home in the Siebel Center for Computer Science, and including collaborations with the National Center for Supercomputing Applications, the Coordi- nated Science Laboratory, the Information Trust Institute, the Parallel Computing In- stitute, the Beckman Institute for Advanced Science and Technology, the Institute for Genomic Biology, as well as several indus- trial centers and programs that foster inter- national collaborations.
The department has one of the leading programs in the United States, granting over 200 B.S.

degrees, 100 M.S.

degrees, and 60 Ph.D. degrees annual- ly.

If qualified, candidates may be hired as a Blue Waters Professor.

Blue Waters Profes- sors will be provided substantial allocations on and expedited access to the Blue Waters supercomputer.
Blue Waters is one of the most powerful supercomputers in the world, supported by the National Science Founda- tion and developed and run by the Univer- sity of Illinois’ National Center for Super- computing Applications (NCSA).

If you are interested in being considered for this unique opportunity, be sure to include Blue Waters as one of your preferred research ar- eas when prompted during your online ap- plication process and include a reference to Blue Waters in your cover letter.
Qualified senior candidates may also be considered for tenured full Professor positions as part of the Grainger Engineering Breakthroughs Initiative, which is backed by a $100-million gift from the Grainger Foundation.

Over the next few years, more than 35 new en- dowed professorships and chairs will be es- tablished, which will provide incredible op- portunities for world-renowned researchers.
More information regarding the Grainger Initiative can be found at http://graingerini- tiative.engineering.illinois.edu/.

In order to ensure full consideration, applications must be received by January 8, 2016.

Applicants may be interviewed before the closing date; however, no hiring decision will be made un- til after that date.

Salary will be commensu- rate with qualifications.

Preferred starting date is August 16, 2016, but is negotiable.
Applications can be submitted by going to http://jobs.illinois.edu and uploading a cover letter, CV, research statement, and teaching statement, along with names of three refer- ences.

For inquiry, please call 217-244-7949 or email HR@cs.illinois.edu.

The Universi- ty of Illinois conducts criminal background checks on all job candidates upon accep- tance of a contingent offer.
Illinois is an equal opportunity employer and all quali- fied applicants will receive consideration for employment without regard to race, re- ligion, color, national origin, sex, sexual ori- entation, gender identity, age, status as a protected veteran, or status as a qualified in- dividual with a disability.

Illinois welcomes individuals with diverse backgrounds, expe- riences, and ideas who embrace and value diversity and inclusivity.
(www.inclusiveilli- ChronicleVitae.com/jobs A42 Social & Behavioral Science • Science Technology & Math THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 CHAIR DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING Michigan State University invites nominations and applications for the position of Chair of the Department of Civil and Environ- mental Engineering.

The Department currently has 26 tenure-system faculty members, with approximately 500 under- graduate and 120 graduate students.
Degrees in both Civil Engineering and Environmental Engineering are offered at the B.S., M.S.

and Ph.D. levels.

Annual research expenditures are approximately $6 million.

The faculty research subdisciplines include structures, materi- als, self-powered sensors, transportation, pavements, environmental and water resources.
The faculty are very active and much engaged in a strong trend toward breaking out of subdisciplinary confines, with approaches that bring in new technologies and methodologies that address new problems, span multiple traditional subject areas, or are based on consid- erations and new criteria to CE and ENE professional practices.
This evolutionary change is based on new paradigms that more broadly focus on the built and natural environments, infrastruc- ture engineering, protection of human and ecological health, and sustainability.

As an academic unit committed to quality teaching and research, the faculty seek to embrace this change, respond to the new challenges, and increase their so- cietal impact, while building upon the very firm foundation provided by the core CE and ENE disciplines.
The Department is home to the National Center for Pavement Preservation, an outreach/technology transfer operation with national and inter- national connections at both industry and government levels.
The successful candidate will hold an earned doctorate in Civil or Environmental Engineering or a closely related discipline, a record of sustained excellence in research, teaching, and serv- ice commensurate with appointment as a tenured Full Professor, evidence of leadership, and strong administrative skills.

Development/fundraising experience is a plus.


Selection criteria include abilities to lead the department and implement a shared vision, to mentor and support faculty, to catalyze in- novations in teaching and curricula at all levels, to promote further growth of sponsored research activities, to effectively represent Department interests, and to promote diversity.

The preferred start date for the position is July 1, 2016.
MSU enjoys a park-like campus with outlying research facili- ties and natural areas.

The campus is adjacent to the city of East Lansing and the capital city of Lansing.

The Lansing metropolitan area has a diverse population of approximately 450,000.

Local communities have excellent school systems and place a high value on education.

Michigan State Univer- sity is proactive in exploring opportunities for employment for dual career couples, both inside and outside the University.
Information about MSU’s dual career support can be found at miwin.msu.edu.

MSU is committed to supporting the em- ployee’s work and personal life (worklife.msu.edu) and more information relevant to the College of Engineering can be found at www.egr.msu.edu/WE.

Candidates should submit an application for this position through: jobs.msu.edu and refer to position #2065.
Applicants should submit a cover letter summarizing their interest in the position, qualifications and leadership approach, a full curricu- lum vitae, and a vision statement of three pages or less on the future of teaching, research and service in Civil and Environ- mental Engineering from an academic perspective.

Names and contact information for five references should also be included.

Applications will be reviewed on a continuing basis until the po- sition is filled.
For full consideration, applications should be received before December 31, 2015.

Nominations or questions are welcome by contacting the search committee chair through email at cee-chair-search@egr.msu.edu.

MSU is committed to achieving excellence through cultural diversity.

The University actively encourages applications and/or nominations of women, persons of color, veterans and persons with disabilities.

MSU is an Affirmative Action, Equal Opportunity Employer.
Support Early-Career Math and Science Teachers in a Fellowship Program The Knowles Science Teaching Foundation (KSTF) is seeking two Program Officers for Teacher Development within the Teaching Fellows Program.

KSTF seeks candidates with experience teaching math or science, passion for supporting early-career teachers, and a commitment to improving math and science education through investment in teachers.
KSTF—a private, operating foundation— was established in 1999 to improve math and science education in the United States.

The foundation’s signature program, the KSTF Teaching Fellows Program, awards Fellowships designed to support early-career science and math teachers to become primary agents of educational improvement.

Please visit www.kstf.org/careers/ to learn more and apply.
COLUMBUS, OH Director & Professor Mershon Center for International Security Studies The Ohio State University seeks a director for the Mershon Center for International Security Studies.

The center’s mission is to advance understanding of national and international security in a global context.
It does this by fostering research and public outreach in numerous disciplines, working in particular to promote multi-disciplinary collaboration and high quality scholarship that addresses the questions central to security studies, broadly defined.

This position is sponsored jointly by Ohio State’s Office of International Affairs and the College of Arts and Sciences.
Consequently, the Mershon Center Director will report to the Vice Provost for Global Strategies and International Affairs and to the college dean through a department chair.

The director will be expected to pursue an active research agenda and to carry a half-time teaching load in his or her department.

The Mershon Director must hold a PhD or equivalent degree and have a record of successful publication and teaching that justifies appointment at the rank of full professor.
Experiences in governmental, inter-governmental, and/or non-governmental institutions and agencies dealing with security issues are desirable, as is significant experience of international engagement and collaboration generally.

Applicants should have a track record of academic leadership including grant seeking and institution building as well as other entrepreneurial endeavors.
Appointment is contingent on the university’s verification of credentials and other information required by law and/or university policies, including but not limited to a criminal background check.

Apply to Academic Jobs Online at: https://academicjobsonline.org/ajo/jobs/6352 All applicants should submit a curriculum vitae and a cover letter briefly (1-2 pages) explaining why they are interested in the position and describing their vision of international security studies going forward.
Applications will be accepted until the position is filled but those received by November 2, 2015, will receive priority consideration.

Inquiries may be directed to Richard Herrmann at Herrmann.1@osu.edu The Ohio State University is committed to establishing a culturally and intellectually diverse environment, encouraging all members of our learning community to reach their full potential.
We are responsive to dual-career families and strongly promote work-life balance to support our community members through a suite of institutionalized policies.

We are an NSF Advance Institution and a member of the Ohio/Western Pennsylvania/West Virginia Higher Education Recruitment Consortium (HERC).

The Ohio State University is an equal opportunity employer.
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation or gender identity, national origin, disability status, or protected veteran status.

OUR MISSION As a public community college dedicated to the success of each student... Santa Barbara City College provides students a diverse learning environment that inspires curiosity and discovery, promotes global responsibility, and fosters opportunity for all.

COMING SOON!
COMING SOON!

Full time faculty positions Available Fall 2016 We are currently seeking: Associate Dean-Educational Programs For more information about the position please visit our website at http://apptrkr.com/684348 Completed online applications must be submitted by Monday, November 2, 2015 at 11:59 p.m. PST.

Santa Barbara City College is an Equal Opportunity Employer.
Assistant or Associate Professor of Cultural Anthropology The Department of Sociology and Anthropology invites applications and nominations for a tenure-track position beginning fall of 2016.

Specialty and geographical areas open.

Teaching responsibilities include introductory courses in cultural anthropology, theory, research methods, and upper-level courses in fields of specialization.
Interests in interdisciplinary collaboration, Westmont’s Global Education program, and other locally or globally engaged campus initiatives required.

Westmont is a national liberal arts college in the evangelical Protestant tradition.

We seek faculty invested in undergraduate teaching, a program of scholarly activity, and the mission of liberal arts education, all growing out of a vital and informed commitment to the Christian faith.
As a department, we are particularly committed to diversity in personnel and perspective, so persons of color are encouraged to apply.

For details and instructions about applying, see http://www.westmont.edu/_offices/provost/OpenPositions.html Westmont is an EEO employer, seeking to be diverse in people and programs consistent with its mission.
ChronicleVitae.com/jobs ASSISTANT, ASSOCIATE, OR FULL PROFESSOR DEPARTMENT OF POLITICAL SCIENCE (Job ID: 13436) Full/Part Time: Full-Time Regular/Temporary: Regular FACULTY VACANCY ANNOUNCEMENT Hunter College (CUNY), Department of Political Science invites applications for a tenure-track position, at the rank of Assistant, Associate, and Full Professor, in the field of international relations.

The department particularly seeks specialists in the area of international political economy.
The position, to begin in Fall 2015, involves teaching courses and conducting research in international relations, contributing to departmental administration, and participating in college programs.

Performs teaching, research and guidance duties.

Shares responsibility for committee and department assignments including administrative, supervisory, and other functions.

QUALIFICATIONS: Ph.D. degree in area(s) of experience or equivalent.
Also required are the ability to teach successfully, demonstrated scholarship or achievement, and ability to cooperate with others for the good of the institution.

COMPENSATION: CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs.

We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development.
HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job (http://www.cuny.edu/employment.html) and website following the CUNYfirst Job System Instructions.

Current users of the site should access their established accounts; new users should follow the instructions to set up an account.

To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number.
The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format.

Incomplete applications will not be considered.

CLOSING DATE: The search will remain open until the position is filled.
CUNY is an AA/EO/IRCA/ADA Employer DEPARTMENT OF BIOLOGY ASSISTANT PROFESSOR, GENETICIST The Department of Biology at Millersville University of Pennsylvania invites applications for a tenure-track undergraduate teaching/research position at the Assistant Professor level in the area of genetics beginning in August 2016.
Highly regarded for its instructional quality and strong commitment to diversity, Millersville University is a learner-focused institution located in historic Lancaster County, known for its excellent schools and vibrant arts community, and close to Baltimore, Philadelphia, Washington, and NYC.

MU enrolls about 8,500 undergraduate and graduate students.

We seek individuals who embrace our public mission and value exploration, professionalism, integrity and compassion.
Additional at information http://www.millersville.edu/.

For a full description of the job and qualifications, and to apply, go to http://jobs.millersville.edu/ postings/2341 and create a faculty application.

Full consideration given to applications received by December 15, 2015. program found about can the be An Equal Opportunity/Affirmative Action Institution • www.millersville.edu United States Air Force Academy Assistant Professor (#16-04DFB) in Biology Assistant Professor of Biology (#16-04DFB).
Th e Department of Biology anticipates fi lling an Assistant Professor position beginning June 27, 2016.

We seek a versatile biologist with a strong record of teaching and expertise in ecology.

Th e initial appointment will be three years.

Successive reappointments of up to four years are possible.

Responsibilities include teaching ecology and other biology courses as needed.

Applicants will be assessed based on teaching credentials, scholarship, service, research, and education.
Required: an earned doctorate in a biology-related fi eld.

Preference given to candidates demonstrating excellence in teaching, mentoring undergraduate research, and whose research includes fi eld studies in local ecosystems.

To Apply: Go to www.usajobs.gov.

Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” Th en scroll down until you locate this position.

Applications must be received by November 16, 2015.
U. S. citizenship required OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Science Technology & Math A43 PROGRAM TEAM Tufts Institute for Innovation (TII), a major new university initiative, is seeking to hire a program team of up to four senior-level faculty as the initial members of its core faculty.

Institute Faculty will hold senior- level academic appointments in one or more schools/departments at any of the three campuses of Tufts University.
TII’s mission is “Improving the Human Condition” and its theme is Global Health.

Speciﬁ c topical areas of interest include microbes and diagnostics/advanced analytics, however other compelling programs in other areas of Global Health are encouraged.

Led by Founding Institute Director David Walt, TII is focused squarely on blending the best of both academia and industry, to identify and address unsolved problems and to deliver implementable solutions.
Impact and outcome will be the measures of our success.

TII will accomplish its mission by assembling multidisciplinary teams of researchers to address these problems comprehensively and actively to generate solutions.
TII Core Faculty will be housed in a state of the art facility on Tufts Boston campus, co-located with Tufts School of Medicine, the Friedman School of Nutrition Science and Policy, Tufts Human Nutrition Research Center on Aging, Tufts School of Dental Medicine, as well as Tufts Medical Center.
Cummings School of Veterinary Medicine on the Tufts Grafton Campus, together with the School of Engineering, the School of Arts & Sciences, the Fletcher School of Law and Diplomacy, and Tisch College of Citizenship and Public Service all on the Tufts Medford Campus also provide rich opportunities for collaboration.

TII’s lab and ofﬁ ce complex will be designed to maximize teamwork and interaction between faculty, students and staff.
TII will house several major core facilities to be designed and built by TII faculty and staffed by experienced professionals.

Substantial funding and other support (e.g.

clinical access, core facilities) will be provided to enable teams to build ﬁ rst in class research programs.

Applicants should be senior investigators who have identiﬁ ed a problem for which solutions can be designed and implemented to effect change in a target community or a target population.
Team members should include an individual who understands the speciﬁ c needs of the target community for effective implementation, either as part of the initial program team or at an appropriate time once the program begins.

Demonstrated success in translational activities/enacting change, including interactions with the commercial sector and/or NGOs, policy groups, etc.

is desirable.

Investigators with industrial experience are encouraged as members of a program team.
Teams should send curriculum vitae including records of funding, a vision statement describing a proposed program, and funding requirements for the ﬁ ve-year program.

Teams may propose staged projects in which part of the team is brought on board in Year 1 while subsequent team members are brought on, or networked in, at a later date.

Program teams are encouraged to leverage existing strengths and expertise at Tufts.

All application materials should be submitted via https://apply.interfolio.com/32239.
Members of a program team should apply individually via Interfolio, and indicate in their cover letters the names of the other members of their program team.

Review of applications will begin November 30, 2015, and continue until the positions are ﬁ lled.

This is an extraordinary opportunity for entrepreneurial teams of investigators to partner in building a transformative initiative with the potential to have tremendous global impact and serve as a model for academic research in the 21st century.
Change the world with us: https://tii.tufts.edu/ Tufts University is an Afﬁ rmative Action/Equal Opportunity employer.

We are committed to increasing the diversity of our faculty.

Members of underrepresented groups and women are strongly encouraged to apply.

nois.illinois.edu).

We have an active and suc- cessful dual-career partner placement pro- gram and a strong commitment to work-life balance and family-friendly programs for faculty and staff (http://provost.illinois.edu/ worklife/index.html).
Computer Science: The Department of Mathematics and Computer Science at Fay- etteville State University invites applica- tions for a tenure-track position of Assis- tant Professor in Computer Science to be- gin in August 2016.

Responsibilities of the position include teaching, research, student advising, and university and community ser- vice.
Applicants must have a Ph.D. in Com- puter Science or a closely related field, with expertise in cyber security and/or network- ing (ABD will be considered if award of Ph.D. degree can be expected before start of employment).

The successful applicant will have opportunities for research with FSU’s Center for Defense and Homeland Security.

Fayetteville State University is a constituent institution of the University of North Carolina and the second oldest public institution of higher education in the state.
Founded in 1867 as the Howard School for the education of African Americans, today FSU serves a growing student body of ap- proximately 6,000 and ranks among the na- tion’s most diverse campus communities.

The Department of Mathematics and Com- puter Science offers B.S.

degrees in Com- puter Science and Mathematics with approx- imately 200 majors.

The program in Com- puter Science is ABET accredited.

Review of applications will begin immediately and continue until the position is filled.
Please apply at http://www.uncfsu.edu/hr/employ- ment; and send official undergraduate and graduate transcripts and three letters of rec- ommendation with original signatures from people who are familiar with your work to: Dr. Chan, Search Committee Chair, De- partment of Mathematics and Computer Science, Fayetteville State University, 1200 Murchison Road, Fayetteville, NC 28301.
To learn more about the position, feel free to contact the Search Committee Chair by email (achan@uncfsu.edu) or by telephone (910-672-1517).

To learn more about FSU and the Department of Mathematics and Computer Science, visit http://www.uncf- su.edu/macsc.
Fayetteville State Universi- ty is committed to equality of educational opportunity and employment and does not discriminate against applicants, students, or employees based on race, color, national Assistant Professor Department of Chemical Engineering The MIT Department of Chemical Engineering (http://web.mit.edu/cheme/) invites candidates for faculty positions starting July 2016 or thereafter.
Appointment will be at the assistant or untenured associate professor level and will be located in Cambridge, MA.

In special cases, a senior faculty appointment may be possible.

Candidates must have a Ph.D. in chemical engineering or a related ﬁeld by the start of their employment.

Candidates with research and teaching interests in all areas relevant to the ﬁeld of chemical engineering will be considered.
The successful candidate is expected to advise students, and develop and teach chemical engineering courses at both undergraduate and graduate levels, as well as to develop a sponsored research program and be involved in service to MIT and the profession.

Interested candidates should submit application materials electronically at https://chemefacsrch.mit.edu.
Each application must include: a curriculum vitae; the names and addresses of three or more references; a strategic statement of research interests; and a statement of teaching interests.

It is the responsibility of the candidate to arrange for reference letters to be uploaded at https://chemefacsrch.mit.edu/letters/.

Please address questions to ChemE-Search-Master@chemefacsrch.mit.edu.

Responses received by December 1, 2015, will be given priority.
With MIT’s strong commitment to diversity in engineering education, research and practice, we especially encourage minorities and women to apply.

MIT is an Equal Opportunity/ Affirmative Action employer http://web.mit.edu origin, religion, sex, gender identity, sexual orientation, age, disability, genetic informa- tion or veteran status.

Moreover, Fayette- ville State University values diversity and actively seeks to recruit talented students, faculty, and staff from diverse backgrounds.
This position is subject to the successful completion of an employment background check.

An employment background check includes a criminal background check, em- SENIOR ASSOCIATE VICE PRESIDENT FOR RESEARCH Troy, NY Rensselaer Polytechnic Institute, the nation’s oldest technological institution and a top-ranked private technological research university, seeks a highly accomplished leader to serve as Senior Associate Vice President for Research.
The University offers degrees at the bachelor’s, master’s and doctoral levels from five schools: Engineering; Science; Architecture; Humanities, Arts, and Social Sciences; and, the Lally School of Management, as well as an interdisciplinary degree in Information Technology.

Students are encouraged to work in interdisciplinary programs that allow them to combine scholarly work from several departments or schools.
Its more than 450 faculty members include National Science Foundation Presidential Faculty Fellows, members of the National Academy of Engineering, the National Academy of Sciences, and Fellows of other eminent professional organizations.
Driven by talented, dedicated, and forward-thinking faculty, Rensselaer has dramatically expanded the research enterprise by leveraging its existing strengths and focusing on five signature research areas: Biotechnology and Life Sciences; Computational Sciences and Engineering; Experimental Media and the Arts; Energy and the Environment; and, Nanotechnology and Advanced Materials.
The Institute is especially well-known for its success in the transfer of technology from the laboratory to the marketplace so that new discoveries and inventions benefit human life, protect the environment, and strengthen economic development.
Today, just as Rensselaer is positioning itself for its third century of service, the world is at a watershed moment—shaped by three factors: humanitarian challenges of increasing complexity and interconnectedness across the globe; the consequent need to create graduates who are global citizens and lifelong learners; and, the ever increasing availability of technologies in connecting people and divergent sources of information in new ways.
What is required is a new paradigm for teaching, working, learning, and research, which Rensselaer has termed The New Polytechnic.

Using advanced technologies, The New Polytechnic enables collaborations between talented people across disciplines, sectors, and global regions, in order to address the complex problems the world faces.

This vision of The New Polytechnic is already making a difference in the global impact of Rennselaer’s research, in its innovative pedagogy, and in the lives of its students.
The New Polytechnic is built upon The Rensselaer Plan, a bold strategic plan conceived by the Institute President, the Honorable Shirley Ann Jackson, Ph.D., which has served as a blueprint for transforming the Institute into a “fully realized technological university.” The goal of offering a world-class educational experience to students includes building a robust research enterprise and creating an environment and community that nurtures, supports and enables Rensselaer students to excel in all aspects of their lives.
Aggressive recruiting of world-class faculty continues, including significant investments in creating new faculty positions and focusing on developing clusters of distinguished research faculty (Constellations) in strategic areas of research emphasis.

New research platforms include the Biotechnology and the Life Sciences; Computational Sciences and Engineering; Media, Arts, Science, and Technology; Energy, Environment, and Smart Systems; and Nanotechnology and Advanced Materials.
As Rensselaer advances The Rensselaer Plan to its next stage of development, The Rensselaer Plan 2024, the Institute is building its strength, its impact, and its reputation on the principles upon which the university was established in 1824, and that have been reinforced by the success of The Plan.
The goal of The Rensselaer Plan 2024 is to enable Rensselaer to have even greater success and to continue to gain prominence in the 21st century, as a top-tier world-class technological research university with global reach and global impact.

It is moving from transforming Rensselaer to Rensselaer’s being transformative – for its students, in its pedagogy and in the global impact of its research.
Solutions to scientific and societal challenges begin with insight and discovery, and Rensselaer researchers are leaders in this landscape.
Today, Rensselaer’s researchers in Energy and the Environment are exploring the development of renewable technologies to enable us to coexist with a bio-diverse planet; its Biotechnology and Life Sciences researchers are leading the way to the creation of life-saving treatments; Rensselaer researchers in Nanotechnology and Advanced Materials are enabling the development of new materials that support a safer, more cost-effective, and sustainable environment.
Through Computational Sciences and Engineering, Rensselaer researchers are deepening our comprehension of a multi-faceted world.

Using Rensselaer’s extraordinary Media and the Arts platforms that blur existing boundaries between observation, perception, and experience, its researchers are creating environments that expand the ability to learn, understand, and communicate.

For the last decade, The Rensselaer Plan has provided a blueprint for transformation and impact.
It has guided development of an exceptional campus environment for advancing research with the potential to address science and society’s most challenging problems.

Based on this strong foundation, Rensselaer research is creating a better future through the innovation and engineering of a better world.

The Senior Associate Vice President for Research, reporting to the Vice President for Research, will oversee the day-to-day administration and operations for the Office of Research.
The incumbent will lead research faculty in the development of major interdisciplinary research proposals.

The Senior Associate Vice President will provide oversight of faculty and staff assigned to Institute-wide Research Centers and ensures the sponsored research activities of the Institute are aligned with the signature research thrust of the Institute.
The incumbent will lead and/or pursue new interdisciplinary research efforts with state, federal and corporate partners and ensures all Institute related research activities is coordinated; meets and exceeds regulatory compliance; enhances the visibility of research programs; develops and grows research partnerships among and between government, industry, alumni/ae, public sector communities, and relevant constituencies.
Qualifications of the successful candidate would encompass: Ph.D. in Engineering or Science discipline with 8 or more years in a senior level research position; established record of interdisciplinary research and funding and a recognized national leader in one or more areas of research; a solid academic record as a tenured full professor, and/or served as an endowed professor; demonstrated appreciation of scientific and technical research breadth appropriate to partner and collaborate with other research faculty, sponsoring agencies and industry and of leading and managing researchers in an academic or governmental research institution; extensive experience in generating research proposals, pre and post research awards, Export Control, Intellectual Property, Commercialization, and New Ventures; and, achieved success in growing a research program and creating a culture of research.
Korn Ferry invites confidential e-mail inquiries and expressions of interest.
Nominations and applications, which should include a c.v. and cover letter explaining relevant experience, may be directed in complete confidence to: David Mead-Fox, Ph.D. Senior Client Partner Korn Ferry 265 Franklin Street, 17th floor Boston, MA 02110 Email: David.Mead-Fox@kornferry.com Rensselaer is an EO/AA Employer ployment verification, reference checks, li- cense verification (if applicable) and credit history check (if applicable).
Computer Science: The Indiana Univer- sity School of Informatics and Computing - Indianapolis invites applications for one or more open-rank tenure-track faculty po- sitions in the Department of Human-Cen- tered Computing.

The appointment will be- gin August 1, 2016 at the Indiana Universi- ty-Purdue University Indianapolis (IUPUI) campus.

Exceptional researchers are being sought to join our fast-growing department.
Candidates must demonstrate an outstand- ing scholarly record of research, exhibited by high-impact peer-reviewed publications and a forward-looking, vigorous research agenda that will secure competitive, exter- nal funding.

While we are seeking candi- dates in all areas of Human-Centered Com- puting, we are particularly interested in those with strong research experience and a commitment to graduate and undergraduate teaching in the areas of Human-Computer Interaction (HCI) and Informatics.
Topics of interest include (but are not limited to): accessibility, embodied interaction, interac- tion design, healthcare HCI, “big data” and visual analytics.
By strengthening or com- plementing the faculty research in the de- partment, the ideal candidates will use cre- ative, innovative approaches and technolo- gies to address fundamental HCI and in- formatics challenges with broader societal impact, and have the potential to leverage the strengths of the IUPUI campus, includ- ing its unique location in downtown India- napolis, opportunities for civically-engaged research, interdisciplinary and collaborative environment and nation-wide leadership in the health and life sciences.
Highly-quali- ChronicleVitae.com/jobs A44 Science Technology & Math THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 fied candidates at all ranks will be consid- ered.

Full description and application in- structions available at http://soic.iupui.edu/ openings/hcc-tenure-track/.

IUPUI is an EEO/AA Employer, M/F/D.


Counseling Psychology: The Department of Counseling, Rehabilitation Counseling, and Counseling Psychology within the College of Education and Human Services at West Virginia University, invites applications for a nine month, tenure line, and benefits-eli- gible faculty position at the rank of Assistant Professor to begin August 16, 2016.

The ap- pointee will serve as a core faculty member of the APA-accredited Counseling Psychol- ogy Ph.D. program.
Salary is commensurate with qualifications and experience.

Respon- sibilities include teaching, research, and ser- vice.

The department hosts three nationally accredited programs: the counseling pro- gram is accredited by CACREP, the reha- bilitation counseling program is accredited by CORE, and the counseling psychology program is accredited by APA, with a pro- posed military psychology area of emphasis.
WVU is the state’s major research univer- sity and is classified as a Carnegie Founda- tion Research University.

WVU is located in Morgantown, WV, a vibrant university town ranked more than once as one of the top three small cities in the East (http:// www.morgantownwv.gov).
Required Qual- ifications: The candidate will hold a doc- torate in Clinical or Counseling Psycholo- gy, be licensed, and show evidence of pro- fessional experience working with veterans and their families or as a military psychol- ogist.

The candidate must have experience in teaching, research, and service commen- surate with the qualifications of the tenure line Assistant Professor at WVU.
Responsi- bilities: The candidate will contribute to the core teaching, research, and service within the APA-approved Ph.D. program in Coun- seling Psychology.

Specifically, will contrib- ute to the development of a program of re- search, and teaching within the proposed Veterans and Military Psychology area of emphasis, and other relevant courses within the doctoral program.

Application Process: Screening of application materials will begin November 1, 2015 until the position is filled.
Send applications electronically to Vicki Railing Vicki.Railing@mail.wvu.edu, The application package should include: a cover letter describing how the candidate’s back- ground and experiences match those de- scribed in the announcement; a professional list of three references including e-mail ad- dresses and phone numbers; evidence of re- search productivity in the form of reprints or DOI links; and a complete curriculum vitae.
Inquires may be made with Dr. Jeff Daniels: (304) 293-2235, Jeffrey.Daniels@mail.wvu.

edu.

For a more information about the pro- gram and department, visit http://cehs.wvu.

edu/fac_staff/jobs.

WVU is an EEO/Affir- mative Action Employer.

Under represent- ed class members are encouraged to apply.

This includes: minorities, females, individu- als with disabilities and veterans.

Criminal Justice: Oakland University.


The Department of Sociology, Anthropology, Social Work, & Criminal Justice invites ap- plications for a full-time, tenure-track Assis- tant Professor of Criminal Justice position to begin Fall 2016.

Applicants must demon- strate or have the potential to produce schol- arly research as well as teaching effective- ness.

A Ph.D. in criminology/criminal jus- tice or a related field is required at the time of appointment, August 15, 2016.
Teaching load, salary and benefits are competitive.

Oakland University is an Affirmative Ac- tion/Equal Opportunity Employer and en- courages applications from women and/or minorities.

We seek candidates who have the potential to contribute to our program spe- cialization in homeland security.
This could include research and/or teaching potential in any of the following areas: terrorism, border security and patrol, federal law en- forcement/corrections, trafficking, critical incident analysis, or similar topics.

In addi- tion, preference may be given to candidates who could teach courses in additional core program areas.

Applicants with profession- al and/or military experience are especial- ly encouraged to apply.
Located near many cultural and recreational resources in sub- urban Detroit, Oakland University (http:// www.oakland.edu) is a state university en- rolling approximately 20,000 students.

Giv- en metro Detroit’s myriad transportation avenues (including highways, railways, and waterways) and its proximity to national and international borders, and the presence of many federal agency field offices in Detroit, Oakland University is an ideal location for addressing issues of homeland security.
Ap- plications will be accepted at http://jobs.oak- land.edu/postings/6212 and should include a letter of application, curriculum vitae, ex- amples of scholarly publications/presenta- tions, evidence of teaching effectiveness or potential, and three letters of recommenda- tion.

We encourage candidates to alert let- ter writers that email servers often treat such messages as spam.

An application is consid- ered complete when all required informa- tion is received.
Please direct questions to Dr. Wendi Johnson, Chair of the Search Committee at wljohnson@oakland.edu.

Candidates with questions about the depart- ment or the position are also welcome to in- troduce themselves to faculty members at the American Society of Criminology 2015 Annual Meeting.

Review of applications will begin November 25, 2015 and continue until the position is filled.
Criminal Justice: The Criminal Justice Pro- gram at Penn State Harrisburg (PSH), the Capital College, invites applications for one tenure-track Assistant or Associate Profes- sor position to begin August 2016.

Those ap- plicants seeking appointment at the Associ- ate Professor level must provide evidence of a scholarly and teaching record commen- surate with the expectations at Penn State Harrisburg.
Applicants at the Assistant Pro- fessor level must provide evidence of or the potential for an active research agenda.

A Ph.D. in criminal justice or related social science discipline is required.

Those who hold a J.D.

only will not be considered.

Suc- cessful candidates are expected to teach Are you a creative investigator who excels at working collaboratively and pushing disciplinary boundaries?

Then we want to hear from you.


The College of Biological Sciences at the University of Minnesota announces up to two tenure-track positions in Biology Education at the level of assistant profes- sor.

These positions were created to com- plement the already existing strengths of the new Department of Biology teach- ing and Learning.

Successful candidates will have experience in biology educa- tion research, innovative evidence-based teaching, and biology research.
Learn more about research cluster themes and speciﬁ c positions at z.umn.edu/BTLfaculty Come work with us!

Tenure-track Faculty Positions Department of Civil and Environmental Engineering The Department of Civil and Environmental Engineering invites applications for several tenure-track faculty positions to begin July 2016 or thereafter.

Appointments will be at the assistant or untenured associate professor level.

In special cases, a senior faculty appointment may be possible.
We will consider exceptional candidates in all areas related to Civil and Environmental Engineering.

Further information about the department can be found at http://cee.mit.edu/about-mit-cee.

The candidate should have demonstrated excellence in original research and demonstrate strong fundamental knowledge in a core area.
Faculty responsibilities will include teaching at the graduate and undergraduate levels, developing course materials, student advising, conducting original scholarly research, and supervision of student research.

Applicants should hold a Ph.D. by the beginning of employment.

Applications are being accepted electronically at https://school- of-engineering-faculty-search.mit.edu/cee-search/register.tcl.
Each application must include: a curriculum vitae, the names and addresses of three or more references, a two-page strategic statement of research interests, a one-page statement of teaching interests, and electronic copies of no more than three representative publications.

It is the responsibility of the candidate to arrange for reference letters to be uploaded at https://school-of-engineering-faculty-search.mit.

edu/cee-search/letters.

Applications received by December 1, 2015 will be given priority.
With MIT’s strong commitment to diversity in engineering education, research and practice we especially encourage minorities and women to apply.

Questions may be directed to Prof. Markus J. Buehler, Department Head, Civil and Environmental Engineering, Massachusetts Institute of Technology, Room 1-290, Cambridge, MA 02139, USA, or by email to: mbuehler@MIT.EDU.

MIT is an Equal Opportunity/ Afﬁrmative Action employer.
http://web.mit.edu U N I T E D S TAT E S A I R F O R C E A C A D E M Y Assistant Professor of Engineering Mechanics (#16-10DFEM).

Th e Department of Engineering Mechanics anticipates hiring an Assistant Professor beginning June 27, 2016.

Desired experience includes mechanics of materials, aerospace structures, fi nite element analysis, fatigue and fracture, composite materials, structural dynamics, and experimental mechanics.

Th e initial appointment will be for three years.


Successive reappointments of up to four years are possible.

Responsibilities include teaching undergraduate mechanical engineering courses and fulfi lling departmental duties.

An earned doctoral degree in Engineering Mechanics or Mechanical, Aeronautical, or Astronautical Engineering focused in structural mechanics with demonstrated expertise in the specifi ed fi elds by the time of application is required.

To Apply: Go to www.usajobs.gov.


Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” Th en scroll down until you locate this position.

Applications must be received by November 30, 2015.

U. S. citizenship required.

COLLEGE OF NATURAL AND HEALTH SCIENCES The University of Northern Colorado, College of Natural and Health Sciences, invites applications for the following full-time faculty positions.
Screening dates are speciﬁ ed in the full vacancy announcements which, along with application instructions, are available at http://www.unco.edu/nhs/employment.html School of Biological Sciences: • Assistant/Associate Professor, Biology Education, Tenure-Track/Tenure-Eligible (Position F99442) • Assistant Professor, Biomedical Sciences, Tenure Track (Position F99513) Department of Chemistry and Biochemistry: • Assistant/Associate Professor, Chemical Education, Tenure-Track/Tenure-Eligible (Position F99716) • Lecturer, General Chemistry and Chemical Education, Contract-Renewable (Position F99527) School of Human Sciences: • Assistant/Associate Professor, Recreation, Tourism & Hospitality, Tenure-Track/Tenure-Eligible (Position F99800) School of Nursing: • Assistant Professor, Nursing, Tenure-Track (Position F99815) School of Sport and Exercise Science: • Assistant/Associate Professor, Sport Pedagogy, Tenure-Track/Tenure-Eligible (Position F99490) Mathematics and Science Teaching (MAST) Institute Director: • Associate/Full Professor, Science or Math discipline, Tenure-Track/Tenure-Eligible The University of Northern Colorado is a Doctoral/Research University enrolling 12,000+ graduate and undergraduate students.
The University, founded in 1889, is located in Greeley, Colorado, which has a growing population of 94,000.

Greeley is an hour north of Denver and 30 miles east of the Rocky Mountains.

policing courses and an upper-level course in Ethics in Criminal Justice.

There are al- so opportunities for teaching in the candi- date’s specialty area via already-existing up- per-level undergraduate and graduate-level electives or by course development in those areas where courses do not already exist.
Further, all criminal justice faculty mem- bers are expected to teach in both the online and residential undergraduate programs in criminal justice (B.S.)

as well as the grad- uate program in criminal justice (MACJ).

The Criminal Justice Program is part of the School of Public Affairs with additional un- dergraduate programs in Health Adminis- tration, Public Policy and Political Science.
Additional graduate programs within the School include the Master of Public Admin- istration, the Master of Health Administra- tion, and a Ph.D. in Public Administration.

Penn State Harrisburg is located in the Cen- tral Pennsylvania area, in close proximity to downtown Harrisburg and the State Cap- ital complex.
It is within a two-three hour drive from such larger metropolitan areas as Baltimore, Washington, D.C., New York City, and Philadelphia, PA. For information about Penn State Harrisburg visit: http:// harrisburg.psu.edu.

For information about the School of Public Affairs and the Crimi- nal Justice Program, visit http://harrisburg.

psu.edu/public-affairs.


Applicants for the position should submit a letter of application indicating interest for the position, curric- ulum vitae, and three letters of profession- al reference to psu.jobs, job number 59650.

Application review will begin immediate- ly and continue until the position is filled.
Campus security crime statistics: For more about safety at Penn State, and to review the Annual Security Report which contains in- formation about crime statistics and other safety and security matters, please refer to http://www.police.psu.edu/clery/, which will also provide you with detail on how to re- quest a hard copy of the Annual Security Report.
Penn State is an equal opportunity, affirmative action employer, and is commit- ted to providing employment opportunities to minorities, women, veterans, disabled in- dividuals, and other protected groups.

Criminal Justice: The University of Arkan- sas at Little Rock (UALR) Department of Criminal Justice invites applications for two (2) tenure-track Assistant Professor posi- tions to begin August 2016.
We seek candi- dates with a Ph.D. (or completed all Ph.D. requirements before employment com- mences) in Criminology, Criminal Justice, or closely related field.

The area of special- ization is open for one position (R97294), while we seek candidates with strong exper- tise in statistics and quantitative research for the second position (R97396).

These posi- tions include teaching in face-to-face and online formats.
Candidates are expected to (1) work positively with faculty, staff, stu- dents, and the community, (2) teach across all academic programs, (3) conduct and dis- seminate scholarly research, (4) mentor un- dergraduate and graduate students, and (5) serve the department, the university, and the community.

Successful candidates will have earned a Ph.D. in Criminology, Crimi- nal Justice, or a closely related field.
Appli- cants with ABD who are close to comple- tion will also be considered, but the Ph.D. should be earned prior to employment.

For position R97396, expertise in statistics and quantitative research is required and expe- rience as a faculty member desirable.

Appli- cation materials must be submitted through the UALR online application system.
Please submit (1) a letter of interest clearly indicat- ing the position of interest, (2) curriculum vitae, (3) a teaching philosophy, (4) a state- ChronicleVitae.com/jobs OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Science Technology & Math A45 Towson University (www.towson.edu) was founded in 1866, is recognized by U. S. News & World Report as one of the top public universities in the Northeast and Mid-Atlantic regions, is Baltimore’s largest university, and is the largest public, comprehensive institution in the University of Maryland System.
TU enrolls almost 19,000 undergraduates and over 3,000 graduate students across six academic colleges (business, education, fine arts, health professions, liberal arts, science & mathematics), has over 890 full-time faculty, and offers more than 65 Bachelor’s, 45 Master’s, and 5 Doctoral programs.

Our centrally located campus sits on 330 rolling green acres and is 10 miles north of Baltimore, 45 miles north of Washington D.C., and 95 miles south of Philadelphia.
THE JESS AND MILDRED FISHER COLLEGE OF SCIENCE AND MATHEMATICS Department of Biological Sciences Assistant Professor in Conservation Biology Tenure-track, 10-month Assistant Professor position in conservation biology in the Department of Biological Sciences beginning August 2016.

Ph.D. in biology, molecular biology, ecology, or a related field.

Postdoctoral experience is preferred.


ABD applicants considered, but appointment will be at the Instructor rank and all degree requirements must be completed by February 1, 2017.

Strong foundation in ecology and evolutionary biology and interest in combining field research with modern molecular techniques to address issues in conservation biology.

Faculty assigned an instructional workload of six (6) course units per academic year for the first year.
Beginning the second year the workload reverts back to the standard instructional workload of seven to eight (7-8) course units.

Teaching responsibilities will include courses in introductory biology, an advanced undergraduate course that investigates molecular approaches to conservation, and a graduate- level course in the area of specialty.

Review of applications begins October 23, 2015 and continue until position is filled.
FCSM-N-2922 For detailed information on this position, please visit: http://www.towson.edu/odeo/employmentatTU/academic_positions.asp Towson University is an equal opportunity/affirmative action employer and has a strong commitment to diversity.

Women, minorities, persons with disabilities, and veterans are encouraged to apply.

These positions are contingent on availability of the funds at the time of hire.
Faculty Position in The Grado Department of Industrial and Systems Engineering Virginia Tech The Grado Department of Industrial and Systems Engineering at Virginia Tech is seeking outstanding faculty candidates to contribute to our instructional and research efforts in human factors engineering and ergonomics.
We particularly seek individuals with expertise in the following areas and whose research uses experimental, modeling and/or field-based approaches: lower body mechanics (especially slips, trips, and falls) and occupational ergonomics (including injury prevention).

Appointments will be considered at the Assistant, Associate and Full Professor ranks, for tenure-track or tenured positions starting in the 2016- 2017 academic year.
Applicants should have achieved, or show potential to develop, a strong program of externally funded research and scholarship.

The position requires a Ph.D. degree, with at least one degree in human factors engineering, ergonomics, industrial engineering, or a closely related field.

We are seeking candidates with exceptional potential for leadership in research and education, and a strong commitment to high quality research.
The successful applicant will also be expected to provide skilled teaching of foundational and advanced courses at both the undergraduate and graduate levels.

Candidates for Associate and Full Professor must have a strong record of research leadership, publications, and external funding.

For information regarding the position and application process, please visit www.ise.vt.edu/hf-faculty-search/.
Applications must be submitted online at jobs.vt.edu (posting number TR0150137) and include a cover letter, current vita, research statement, teaching statement, up to three relevant research publications (submitted in a single document under ‘Other Doc’), and the names of at least three references.

Reference letters should be provided online by request only for top candidates.

Review of applications will begin on December 7, 2015 and will continue until the position is filled.
For questions about the position, please contact the search committee at ise-search@vt.edu.

Virginia Tech has a strong commitment to the principle of diversity and inclusive excellence, and, in that spirit, seeks a broad spectrum of candidates including women, minorities, and people with disabilities.

Virginia Tech is the recipient of a National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers.
ment of research interest, and (5) three let- ters of reference.

Additional information about these positions are available under the Jobs link on the Human Resources’ website at http://ualr.edu/humanresources/.

Review of applications will begin on Novem- ber 1st 2015 and will continue until all po- sitions are filled.
If you have any questions about the position, please contact Dr. Da- vid Montague, Chair of the Search Com- mittee, by email at drmontague@ualr.edu, or Dr. Julien C. Mirivel, Interim Chair, at jcmirivel@ualr.edu or by phone at 501-569- 3083.

This position is subject to a pre-em- ployment criminal and financial history background check.
A criminal conviction or arrest pending adjudication and/or ad- verse financial history alone shall not dis- qualify an applicant in the absence of a rela- tionship to the requirements of the position.

Background check information will be used in a confidential, non-discriminatory man- ner consistent with state and federal law.
The University of Arkansas at Little Rock is an equal opportunity, affirmative action employer and actively seeks the candidacy of minorities, women, veterans, and persons with disabilities.

Under Arkansas law, all ap- Come work with us!

Tenure Track Faculty The Department of Brain & Cognitive Sciences (BCS) (http://bcs.mit.edu) at MIT is looking to hire up to ﬁve (5) tenure-track faculty at the assistant professor level.
Afﬁliations with the Picower Institute for Learning & Memory and the McGovern Institute for Brain Research are possible.

We are most excited about candidates who work in one or more of the following four (4) areas: i. Computational and theoretical approaches to neuroscience and cognition.

Possible areas of focus include but are not limited to: statistics and data science, neural circuits, neural population representations and transformations, and cognitive processes.
Candidates with the ability to build bridges across empirical domains are especially attractive.

An afﬁliation with Electrical Engineering and Computer Science (EECS), the Computer Science and Artiﬁcial Intelligence Laboratory (CSAIL), Institute for Data, Systems, and Society (IDSS), or other allied departments is possible.

ii.

Systems neuroscience in non-human animals.


The ideal candidate would be driven by computational questions and ideas from human cognition, with the goal of reverse engineering the underlying neural representations and processes using tools that allow access to multiple brain regions.

iii.

Cognitive neuroscience in humans, especially if the candidate’s work bridges levels of analysis using a variety of methods including MRI, MEG, fMRI, theoretical modeling, genetics and reverse engineering approaches.
iv.

Human cognition using behavioral methods, especially in the areas of language and/or cognitive development.

Successful applicants are expected to develop and lead independent, internationally competitive research programs and to share in our commitment to excellence in undergraduate and graduate education by teaching courses and mentoring graduate and undergraduate students.

PhD must be completed by start day of employment and some postdoctoral training is preferred.
Please submit application materials – cover letter, CV, statement of research and teaching interests and representative reprints – online at https://academicjobsonline.org/ajo/jobs/5972.

Please state research area in cover letter.

To help direct the application, applicants should indicate which of the four areas listed above is their main research area by answering the mandatory questions included in the application.

In addition, please arrange to have three letters of recommendation submitted online.
Review of applications will begin on October 31, 2015.

MIT is an afﬁrmative action employer, and we encourage applications from women and underrepresented minorities.

http://web.mit.edu Open Rank Faculty of Mechanical Science Th e Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign invites applications for multiple faculty positions in all ranks.
Emphasis is on the areas of manufacturing, materials, and computational science; however, excellent candidates will be considered in all areas related to mechanical science and engineering.

Successful candidates are expected to teach at the undergraduate and graduate levels, establish and maintain active research programs, and provide service to the department, the university, and the profession.
Th e department has top-ranked graduate and undergraduate programs in mechanical engineering, engineering mechanics, and theoretical and applied mechanics.

Our faculty and students have access to world-class interdisciplinary opportunities, including extensive state- of-the-art facilities housed on campus.
Th ese facilities include the Frederick Seitz Materials Research Laboratory, the Beckman Institute, the Coordinated Science Laboratory, the Micro and Nanotechnology Laboratory, the National Center for Supercomputing Applications, the Carver Biotechnology Laboratory and the Institute for Genomic Biology.
Senior qualifi ed candidates will also be considered for tenured full professor positions as part of the Grainger Engineering Breakthroughs Initiative, which is backed by a $100-million gift from the Grainger Foundation.

More information regarding this unique opportunity can be found at http://graingerinitiative.engineering.illinois.edu.
We have an active and successful dual-career partner placement program with strong commitment to work-life balance and family- friendly programs for faculty (http://provost.illinois.edu/worklife/ index.html).

Th e University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent off er.
Illinois is an equal opportunity employer and all qualifi ed applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity, age, status as a protected veteran, or status as a qualifi ed individual with a disability.

Illinois welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity.

(www.
(www.

inclusiveillinois.illinois.edu) Post-Doctoral in Computational Neuroscience Applications are invited for a post-doctoral in Computational Neuroscience.

The position will be available in Spring 2016, but the starting date is flexible.

The initial appointment will be for one year, with the possibility of renewal for a second year.
The successful candidate will be working with Professors Eduardo Izquierdo and Randall Beer to construct and analyze integrated neuromechanical models of behavior in the nematode worm C. elegans.

The ideal candidate will have completed their doctoral studies, and should have expertise in modeling and computational neuroscience.

Experience in parameter optimization algorithms, dynamical systems theory, and information theory would be preferred but not necessary.
Strongest consideration will be given to applications received before December 31, 2015; however, applications will be considered until the position is filled.

Interested candidates should review the application requirements and submit their applications at https:// indiana.peopleadmin.com/postings/1962.
Questions regarding the position can be directed to Professors Eduardo Izquierdo or Randall Beer at Cognitive Science Program, Indiana University, 1900 East 10th St., 819 Eigenmann, Bloomington, Indiana 47406-7512 or, by email, edizquie@indiana.edu or rdbeer@indiana.edu.

Indiana University is an equal employment and affirmative action employer and a provider of ADA services.
All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.

Applications from women and minority group members are especially encouraged.

plications are subject to disclosure.

Persons hired must have proof of legal authority to work in the United States.
Dean/Financial Aid: Oversight of all day to day functions of the admissions and finan- cial aid offices.

The Dean assists the Vice President for Institutional Advancement in all essential areas to maximize recruit- ing efforts for the College.

Bachelor’s de- gree from an accredited four-year college or university is required; Master’s degree preferred.
It is essential to have five years in admissions with two years as an assistant or associate director/dean and desirable to have ten years in admissions with at least two years as a director/dean or associate/as- sistant director/dean of Admissions.

Submit cover letter, resume, and list of 3 referenc- es electronically to ECEmployment@eure- ka.edu (please put “Dean of Admissions & Financial Aid” in the subject heading); pdf format or WORD format acceptable.
Print materials to Human Resources, Eureka College, 300 E. College Avenue, Eureka IL 61530.

Eureka College is an equal opportu- nity employer committed to achieving diver- sity within its administration, faculty, staff and students.
Dean: Job Posting: Associate Dean, Re- search and Learning Services Northeastern University Libraries, Boston, Massachusetts Founded in 1898, Northeastern University is a global, experiential, research university built on a tradition of engagement with the world, and offers a comprehensive range of undergraduate and graduate programs lead- ing to degrees through the doctorate in nine colleges and schools.
Northeastern’s ongo- ing commitment to excellence has led to a rise into the top 50 in the US News & World Report’s rankings, the hiring of over 400 new faculty in the past 8 years, and annual funded research grant awards now exceed- ing $125M.
With a focus on global coopera- ChronicleVitae.com/jobs Physics and Physical Science Assistant The Department of Physics and Physical Science at Marshall University invites applications for a full-time tenure track Assistant/ Associate Professor position beginning August 2016.

Candidates must have an earned Ph.D. in physics or a related science.
Applications should include evidence of (or potential for) excellence in teaching, and the ability to establish an externally-funded research program suitable for involving undergraduate physics majors.
The successful candidate will teach a range of levels, from Jr/Sr physics majors or Master’s students, to an introduction for non-majors, and occasionally participate in the University’s general education curriculum with its emphasis on First-Year Seminar which is intended to enhance students’ critical thinking.

A start-up fund will be provided to support research.
Applicants should submit a letter of application, curriculum vitae, and statements of teaching philosophy, and how their research interests might involve undergraduates, via the Human Resources website at www.marshall.edu.

Applicants should also arrange to have three letters of reference sent directly to the department.
Candidates selected for interviewing must have ofﬁ cial transcripts (undergraduate and graduate) forwarded directly to the chair of the search committee by their degree granting institutions, prior to an on-campus interview.

Review of applications will begin December 15 and continue until the position is ﬁ lled.

Marshall University is an EO/AA employer.

Women and minorities are encouraged to apply.


For additional information about the Department of Physics and Physical Science and Marshall University, please visit our website at www.marshall.edu.
tive education, a strong commitment to on- line and hybrid educational models, and se- lected graduate programs at campuses in Se- attle and Charlotte, Northeastern continues to create a distinctive approach to education and research.The Northeastern University Libraries support the strategic directions of the University as the intellectual center of the campus.
After a recent $20 million library renovation, Northeastern students, faculty, and staff take advantage of an ex- pansive digital media commons, a thriving digital scholarship center, state-of-art audio and video recording studios, rich electron- ic collections, and vital instructional and cultural programs.

Collaboration with fac- ulty and other academic units on campus is a key part of our 21st century strategy.
The Library is an active participant in the Bos- ton Library Consortium (BLC) and engages in national and international cooperative ef- forts like HathiTrust, Portico, DuraSpace, CLIR/DLF, and the Center for Research Li- braries.

We now offer an exciting opportuni- ty for an experienced and dynamic leader to develop a shared vision and inspire our team of innovative, dedicated staff in the provi- sion of user-focused services that support research, teaching and student success.
Re- porting to the Dean of Libraries, the Associ- ate Dean for Research and Learning Servic- es joins a strong, forward-looking, and ener- getic Library leadership team that is com- mitted to innovation, strategic alignment with the University’s academic plans, and the needs of the Library’s several constitu- ent user groups.The Associate Dean leads a public services team of 30+ staff and a large contingent of student workers in creating and sustaining engagement-centered service models based on an extensive range of cam- pus partnerships, user-oriented assessment, and a strong record of advancing informa- tion literacy and fluency.
Areas of respon- sibility include Research and Instruction, Access Services, the Digital Media Com- mons, User Engagement and Assessment, and Communications and Marketing.

In a highly collaborative and increasingly digi- tally-oriented environment, the incumbent in this position works with a wide variety of campus partners including faculty, academic support services, student affairs units, and learning technologists to enrich the student experience and increase faculty productiv- ity.
The successful candidate for this posi- tion will have the opportunity to shape the evolution of the Northeastern University A46 Professional THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Department of Curriculum and Instruction Department Head Position Announcement The College of Education at Purdue University is inviting applications for the position of Head of the Department of Curriculum and Instruction.
We seek an individual with demonstrated leadership skills, a nationally/ internationally recognized record of research and scholarship, and active participation in professional activities.

The Department is home to more than 40 tenure track and clinical faculty; including 12 with joint appointments in content area departments (e.g., Department of Biology, Department of English).
Faculty are productive and award-winning scholars (e.g., AAAS and AERA Fellows; NAE/Spencer awardees, NSF awardees) with many recognized as leaders in their respective fields.

The Department of Curriculum and Instruction is a hub for NCATE/CAEP-accredited teacher education programs at Purdue, which are distributed across 6 Colleges with total undergraduate enrollments of more than 600 (see: http://www.edci.purdue.edu/).
The Department houses 8 graduate program areas with more than 400 students (master’s and PhD), including successful online degree programs.

The College’s graduate programs were ranked 38th in 2015 by US News and World Report.

The Head is chair of graduate programs in the Department.

The Head also serves as chair of the Primary Promotion and Tenure Committee and serves on the College’s Leadership Team.
Qualified applicants must have an earned doctorate in one of the graduate program areas in the Department, or a related field in Education.

A successful candidate must meet the qualifications for appointment as a tenured full professor in the Department.

Experience in teacher education is essential.

Administrative experience is highly desirable.

The applicant must be committed to promoting the career development of others and to promoting a cohesive atmosphere of diversity and inclusion.
The position requires a strong commitment to scholarship, learning and instruction (including teaching), engagement and outreach activities, alumni and public relations, international initiatives, and relations with K-12 school-based partners.

It is anticipated that the initial appointment as Department Head will be for a 5-year term with potential renewal for consecutive terms.
This is a 12-month fiscal year appointment, which will become a regular 9-month academic year faculty position when the final term as Head expires.

The Head is expected to maintain an active program of research and will have the opportunity to teach graduate or undergraduate courses.
We seek a candidate with demonstrated interest in working collaboratively at the Departmental, College, and University levels; demonstrated interest in strengthening collaboration among program areas; and a capacity to facilitate faculty efforts around the College of Education’s key themes of (1) social justice and (2) K-12 STEM education.

Successful candidates are expected to demonstrate a commitment to diversity and equity in education through their scholarship, teaching, and/or engagement.
Review of applications will begin November 6, 2015 and continue until the position is filled.

A background check will be required for employment in this position.

Applications must include: (1) a letter of application that includes a statement of administrative experience, (2) a one-page vision statement that includes specific strategies for helping the Department address the College’s key themes, (3) a vita, and (4) the names and contact information of four references.
Application materials should be sent via email to Rita Neidlinger, administrative assistant to the Dean, at rneidlin@purdue.edu, or sent to the College of Education, Purdue University, 100 N University, West Lafayette, IN 47907-2098.

Purdue offers competitive salaries and an excellent benefits package.

The University is located in an affordable greater metropolitan area of approximately 200,000, conveniently located between Indianapolis and Chicago.
The greater Lafayette/West Lafayette community was ranked second in Forbes’ 2015 list of “Best Small Cities for Business and Careers.” Purdue University was cited by Forbes as a significant driver in the area’s economy, human capital and cultural makeup.

Purdue University is an EOE/AA employer.


All qualified applicants will receive consideration for employment without regard to race, religion, color, sex, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability or status as a veteran.
ASSISTANT OR ASSOCIATE CLINICAL PROFESSORS IN GENERAL DENTISTRY Kornberg School of Dentistry The Maurice H. Kornberg School of Dentistry is seeking applicants for faculty position at the Assistant or Associate professor level with DMD of DDS to triage patients in the admission clinics, teach in the comprehensive care clinics, and provide patient care for emergency patents, faculty practice, or affiliated extramural clinics, when needed.
The dentists to be hired will work at least 60% on providing patients care Applicants are expected to have excellent clinical and teaching experience in all phases of advanced general dentistry including oral surgery, prosthodontics, periodontics, endodontics, and implant supported prostheses; experience in coordination and management within a complex general dentistry clinical setting.

These positions will remain open until suitable candidates are hired.
Eligibility for unrestricted licensure in PA is required.

Preference will be given to candidates with advanced training in any of the dental specialties and board certification or eligibility for board certification in the U.S. Salary will be commensurate with experience and qualifications.
Interested applicants should send a cover letter indicating date of availability, curriculum vitae and their references to: Dr. Amid I. Ismail Temple University Kornberg School of Dentistry 3223 North Broad Street Philadelphia, PA 19140 email: ismailai@temple.edu Temple University is an equal opportunity/ affirmative action employer.

Women and minorities are encouraged to apply.


Libraries through innovation in library ser- vices, and through participation in the de- velopment and implementation of a strate- gic plan for the future.

Come join us!

About applying.

To apply, visit: http://www.north- eastern.edu/hrm/careers/index.html, where details of the position’s responsibilities, the University’s outstanding benefits, and the salary range associated with this position are also available.
For other enquiries, con- tact the search committee chair, Amira Aar- on (a.aaron@neu.edu, tel.

(617) 373-4961.)

Applications will be reviewed promptly; first consideration will go to those received by October 23rd 2015, though applications will continue to be accepted until the posi- tion is filled.

Candidates must provide a cov- er letter, resume, and the names and contact information for three professional referenc- es who have supervised their work.
Refer- ences will only be contacted for individuals under serious consideration.

Northeastern University is an Equal Opportunity, Affir- mative Action Educational Institution and Employer, Title IX University.Northeastern University particularly welcomes applica- tions from minorities, women and persons with disabilities.

Northeastern University is an E-Verify Employer.


Dean: The College of Liberal Arts & Sci- ences (CLAS) at the University of North Carolina at Charlotte seeks an exceptional scholar for the position of Associate Dean for Research & Graduate Education (http:// clas.uncc.edu/).
As a member of the Dean’s Executive Staff, the Associate Dean will provide leadership for the college in advanc- ing its research and graduate missions and for the integration of those missions within the larger goals of CLAS and the university.

This is a three-year renewable administra- tive position that carries a twelve-month ap- pointment.

For more information, confiden- tial inquiries, or nominations, please contact Search Chair Jean-Claude Thill, at Jean- Claude.Thill@uncc.edu or 704-687-5909.
Candidates must apply online at http://jobs.

uncc.edu, position #006900.

Economics: Columbia University School of International and Public Affairs Assistant Professor, Economics Search re-opened Columbia University’s School of Interna- tional and Public Affairs (SIPA) invites ap- plications for a tenure-track Assistant Pro- fessor of Economics to begin in July 2016 (or as soon thereafter as possible).
We are particularly interested in candidates work- ing in environmental economics, sustainable development or development economics.

Faculty Position in Library and Information Science, Rank Open THE DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE in the School of Communication and Information at Rutgers, the State University of New Jersey, welcomes applications at the Full, Associate or Assistant Professor level to join our faculty.
We seek faculty candidates who can lead research and teaching in our undergraduate, master’s and Ph.D. programs, from across a broad range of research interests related to understanding the evolving connections among people, information and technology.
Areas of particular interest for these positions include (but are not limited to): • Health, social, and community informatics • Data science • Informatics and design • Information management In addition to these areas, the Department holds long-standing strengths in human information behavior; information retrieval, language and communication; knowledge management; learning, youth, information and technology; and, information contexts including libraries, information agencies and archives.
We especially invite candidates who will take leadership roles in our redesigned Master of Information (MI), our rapidly expanding Information Technology and Informatics undergraduate program, and our highly regarded inter-disciplinary Ph.D. program.

Our MI program has created new concentrations in the following areas: Data Science, Informatics and Design, Technology and Information Management in addition to the Library and Information Science concentration.
Positioned within the canopy of Rutgers University's School of Communication and Information (SC&I), a charter member of the iSchool caucus, the Department is in an exciting period of transformation and growth, and we seek to expand our community of scholars, inviting applications from candidates who can thrive in this innovative setting, and contribute to our vision.
SC&I houses a dynamic interdisciplinary community studying real world problems related to knowledge, interaction, technology, media and their relations.

Future solutions are stimulated by four overarching challenges: health and wellness; global media and democracy; organizations, policy and leadership; social media and collaboration.
Located close to the world’s largest media and information centers and within Rutgers’ vibrant scholarly community, we embrace the University goals of promoting diversity and inclusion throughout our communities and programs.

For more about the Department of Library and Information Science and the Rutgers School of Communication and Information, including faculty research interests, see: http://comminfo.rutgers.edu.
Qualifications: All candidates should have completed a Ph.D. in a relevant field no later than May 2016.

The ideal applicant’s program of research should complement the research foci of current faculty.

Applicants should have a demonstrated record or strong likelihood of top-tier peer-reviewed publication as well as evidence of effective teaching.

Senior level applicants should provide evidence of integrative leadership in research, instruction, and external funding.
Letter of application should address these points, and clearly articulate the candidate’s fit to specific departmental and school-wide research interests.
Responsibilities of the successful applicant(s) include undergraduate and graduate teaching assignments, an active program of research in the candidate’s area of scholarly expertise, and service contributions to the advancement of the academic profession, to the effective operation of the university, and to society at large in accordance with university policy expectations for tenure-track appointments.

Submissions: Review of applications and invitation of candidates will begin on November 16, 2015.
Applications must be received no later than December 11, 2015.

Include letter of application, CV, up to three representative publications, and names and contact information of three references (no letters at this time please).

Submit to: http://comminfo.rutgers.edu/lis-search/faculty.

For queries regarding the position, please contact Nicholas Belkin, Chair, LIS Department Search Committee, belkin@rutgers.edu.
LIS faculty will be available to speak with interested candidates at the Annual Meeting of the ASIS&T in St. Louis; please let us know in advance if you’d like to meet with us.

Rutgers University was established in 1766 and is celebrating a milestone 250th anniversary in 2016.

The university is the eighth oldest higher education institution in the United States and is a member of the elite AAU research universities in North America and of the CIC (Big Ten).
We have 65,000 students and $400M in total Federal research funding.

An equal opportunity and affirmative action employer, Rutgers, The State University of New Jersey, is committed to building a diverse community and encourages the applications of women and minority candidates.

Qualifications include a Ph.D. in economics or related field as well as a strong commit- ment to research and teaching.
The success- ful candidate will contribute to teaching and intellectual leadership in the SIPA curricu- lum at the master’s level and advise Ph.D. students of the interdisciplinary Sustain- able Development Ph.D. program.

Please visit our online application site at: https:// academicjobs.columbia.edu/applicants/ Central?quickFind=61494 for further in- formation about this position and to submit your application.Please submit your appli- cation by November 15th when screening of the candidates will begin.
The search will re- main open until filled.

For further informa- tion, please contact Joe Chartier, Academic Department Administrator, School of Inter- national and Public Affairs, at jc3317@sipa.

columbia.edu Columbia University’s School of International and Public Affairs brings together an interdisciplinary faculty to con- duct research in policy-related fields and train students at the master’s and doctoral level for careers in global public policy.
Co- lumbia University is an Equal Opportunity/ Affirmative Action employer.

Applications from women and underrepresented minori- ties are strongly encouraged.

Economics: The School of Business Ad- ministration invites candidates for a full- time, tenure track appointment as an As- sistant Professor in Economics beginning in the fall of 2016.
Required Qualifications: A Doctoral degree in economics, or related field; an ability to teach Principles of Mac- roeconomics and Microeconomics and up- per division undergraduate courses in In- ternational Economics and Econometrics; and a demonstrated strong commitment to excellence in both scholarship and teaching.

Desired qualifications: Evidence of teaching excellence within the field.

To apply or view the full position description, please visit our website at: https://gonzaga.peopleadmin.
com/ Email inquiries to Dr. John Beck, Pro- fessor of Economics at beck@gonzaga.edu The position closes on December 1, 2015, midnight, PDT.

For assistance with your on- line application, call 509.313.5996.

Gonza- ga University is a Jesuit, Catholic, humanis- tic institution, and is therefore interested in candidates who will contribute to its distinc- tive mission.

Gonzaga University is a com- mitted EEO/AA employer and diversity can- didates are encouraged to apply.
All quali- fied applicants will receive consideration for employment without regard to their disabil- ity status and/or protected veteran status Editor: The Papers of Benjamin Franklin is a comprehensive, annotated edition co- sponsored by Yale University and the Amer- ican Philosophical Society and housed at Yale.

Of a projected 47 volumes, 41 volumes have been published and volume 42 (March through August, 1784) is in press.
The proj- ect seeks a full-time historical editor to work closely with a small team of colleagues in completing the edition.

Will assist with the final editorial work on volumes 43 and 44, covering the end of Franklin’s mission to France, and will help prepare volumes 45- 47, covering Franklin’s final years in Phila- delphia.
Duties will include research, writ- ing annotation, checking annotation for ac- curacy and completeness, proofreading texts against handwritten manuscripts, and may include analytical indexing.

Required: M.A.

or equivalent, strong background in early American history.

Ph.D. preferred, read- ing knowledge of French helpful.

AA/EOE.

Send letter of application, c.v., and names of three references to Ellen R. Cohn, Edi- tor, The Papers of Benjamin Franklin, ellen.

cohn@yale.edu.
cohn@yale.edu.

Engineering: The Department of Biomedi- cal Engineering at Wichita State University seeks collaborative, collegial and innovative applicants for a tenure-track faculty position at the Assistant Professor level, starting Fall 2016.

We are searching for candidates with expertise in broad areas of cellular and mo- lecular bioengineering, neural engineer- ing, tissue engineering, or biosensors.

Ex- ceptional candidates in other biomedical engineering areas will also be considered.
We seek candidates who strive to integrate scholarship and innovation with teaching of undergraduate and graduate students.

Ap- plicants must have a doctoral degree in bio- medical engineering or a related discipline, possess a record of scholarly works, demon- strated potential for excellence in research and teaching and effective communication skills.
The candidate will teach undergradu- ate and graduate courses, establish an inter- disciplinary and sustainable externally fund- ed research program, advise undergraduate ChronicleVitae.com/jobs OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Professional A47 Department Chair The Department of Hospitality and Tourism Management, one of seven academic departments within the Isenberg School of Management at the University of Massachusetts, seeks a visionary and collaborative leader to advance the program’s stature as a leading hospitality and tourism management program.
The Department Chair will be expected to develop strategic directions related to curriculum, international programs, online programs, diversiﬁcation of the faculty and student body, and the Marriott Center for Hospitality Management (a state-of-the-art teaching kitchen and dining facility located at the top of the University of Massachusetts Campus Center).
In addition to enhancing the research mission of the department, the Department Chair will also extend and leverage existing relationships with industry by working closely with the department’s Advisory Board to enhance departmental programming (e.g., curriculum currency, internship opportunities, job placement and recruiting).

The Chair will work closely with the Isenberg School development staff on fundraising efforts related to the department.
The department currently has approximately 500 undergraduates and seven Ph.D. students.

There are 10 full time faculty.

For more information go to: http://www.isenberg.umass.edu.

A Ph.D. in Hospitality or Tourism Management, Business or a related ﬁeld is required.

Candidates must also have a well-established research record such that the candidate is worthy of tenure and appointment at the rank of Professor.
Experience in a leadership capacity within Hospitality or Tourism education as well as experience with accreditation (ACPHA or ACSB) is desirable.

The Department of Hospitality and Tourism Management is an ACPHA accredited program within the AACSB accredited Isenberg School of Management.
The Isenberg School offers nationally recognized undergraduate and MBA programs ranked in the top 40 and top 20 respectively, and a strong research culture with Ph.D. specializations offered in each of our major disciplines.

The University of Massachusetts Amherst is a land-grant university, the ﬂagship campus of the University of Massachusetts system, and the largest public university in New England.
The University offers bachelor’s, master’s, and doctoral degrees in 88 undergraduate and 72 graduate areas of study, through eight schools and colleges.

In a 2009 article for MSN.com, Amherst was ranked ﬁrst in Best College Towns in the United States.

In 2012, U.S. News and World Report ranked Amherst among the Top 10 Great College Towns in America.

Salary is competitive, with a start date of September 1, 2016.
To apply, submit a letter of interest, curriculum vitae, and contact information for three references to: http://umass.interviewexchange.com/jobofferdetails.jsp?JOBID=64460.

The priority deadline for applications is November 16, 2015, but applications will be accepted until the position is ﬁlled.

Applicants for this position should note they are applying for Requisition #52370.

The University is committed to active recruitment of a diverse faculty and student body.
The University of Massachusetts Amherst is an Afﬁrmative Action/Equal Opportunity Employer of women, minorities, protected veterans, and individuals with disabilities and encourages applications from these and other protected group members.
Because broad diversity is essential to an inclusive climate and critical to the University’s goals of achieving excellence in all areas, we will holistically assess the many qualiﬁcations of each applicant and favorably consider an individual’s record working with students and colleagues with broadly diverse perspectives, experiences, and backgrounds in educational, research or other work activities.
We will also favorably consider experience overcoming or helping others overcome barriers to an academic degree and career.

College of Merchandising, Hospitality and Tourism Professor and Chair Department of Hospitality and Tourism Accepting applications for a 12-month, tenured appointment at the rank of Professor for the position of Department Chair with a start date of September 1,2016; a January 1,2016 start date may be possible.
Required: • Ph.D. with tenure in the discipline or a closely aligned field at the rank of full professor or an associate professor who qualifies for full professor upon hire at UNT.

• Leader-Scholar characterized by mentoring, collaboration and team building.

• Excellent record of accomplishment in teaching, research and service.

• Full announcement at www.cmht.unt.edu; apply at facultyjobs.unt .edu • Screening begins on September 15, 2015 and continues until search is closed.
The University of North Texas System is an Equal Opportunity/Access/ Affirmative Action/Pro Disabled & Veteran Institution committed to diversity in its employment and educational programs, thereby creating a welcoming environment for everyone.

and graduate students, participate in service activities, and must have an ability to active- ly contribute to our rapidly growing depart- ment.
We especially encourage applications from women and underrepresented minor- ity groups to apply to increase diversity in our department.

Wichita State University is located in the largest city in Kansas, and its strategic goals are aligned with the two largest sectors of Wichita, healthcare and manufacturing.

The College of Engineering will open a new 161,000 sq.

ft. experiential learning engineering building in 2017 with a new lab for the successful candidate.
To apply, go online at https://jobs.wichita.edu/ The application must include a cover letter, curriculum vitae, research plan and teach- ing philosophy, and names and contact in- formation of at least three professional ref- erences.

Contact Dr. Michael Jorgensen, michael.jorgensen@wichita.edu, for more information.

To receive full consideration applications should be received by Novem- ber 15, 2015.

Applications received beyond this date may be evaluated until the position is filled.
Wichita State University does not discriminate in its programs and activities on the basis of race, religion, color, national origin, gender, age, sexual orientation, gen- der identity, gender expression, marital sta- Assistant / Associate Professor – Pharmacology/Experimental Therapeutics UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Department of Comparative Biosciences The Department of Comparative Biosciences at the College of Veterinary Medicine, University of Illinois at Urbana-Champaign (UIUC) invites applications for a faculty position at the rank of Assistant or Associate Professor in Pharmacology/Experimental Therapeutics.
The appointment will begin on or about August 16, 2016.

Earlier start dates may be negotiated.

We are seeking an outstanding individual with the ability to develop a competitive and independently funded research program, and to contribute to graduate and veterinary professional education in pharmacology.

Requirements include a PhD, MD or DVM degree (or equivalent) with advanced training in pharmacology or a closely related research discipline and significant post-doctoral experience.
In particular, individuals with a specialization in comparative pharmacogenomics, experimental or translational therapeutics, and drug metabolism/toxicology are encouraged to apply.

We also invite submissions from highly qualified individuals with a broad range of research interests in pharmacology.

The successful candidate will have a well-defined plan to develop both independent and collaborative research.
In addition to pharmacology, the research strength of the Department of Comparative Biosciences is in reproductive biology, developmental and stem cell biology, and environmental toxicology.

The Department has strong links with the Divisions of Neurosciences and Nutritional Sciences, the ASPCA Animal Poison Control Center, the Institute for Genomic Biology, the Biotechnology Center and the Metabolomics Center funded through the Roy J.

Carver Charitable Trust.


Faculty within the department participate in several training programs such as the Interdisciplinary Toxicology Training Program, Environmental Toxicology Training Program and the Reproductive Biology Training Program.

Full information about the department is available at http://vetmed.illinois.

edu/cb/index.html.

The position is a regular, full-time, 9-month, tenured or tenure track appointment.

Salary and rank will be commensurate with qualifications.
Qualified applicants should apply online at https://jobs.illinois.edu.

Applications should include a cover letter including a research statement, CV, and contact information for three references.

In order to ensure full consideration, application must be received by November 15, 2015.

Questions may be directed to Dr. CheMyong Jay Ko, search committee chair, jayko@illinois.edu or 217-333-9362.
This is one of two pharmacology positions that are open, please see the UIUC website (https://jobs.illinois.edu) for additional information.

UIUC is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, age, status as a protected veteran, or status as a qualified individual with a disability.
UIUC welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity (www.inclusiveillinois.illinois.edu).

The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.

U .

S .

A I R F O R C E A C A D E M Y Th e Military & Strategic Studies Department anticipates hiring an Assistant Professor (#16-01DFMI) beginning June 27, 2016.

Th is initial appointment terminates June 30, 2019.
Successive appointments of up to four years are possible.

Th e person hired may teach core courses.

An earned doctoral degree is required.

Th e successful candidate must be qualifi ed to teach in the Military & Strategic Studies Department.
Preference will be given to applicants with experience in an interdisciplinary strategic studies program or fi eld or closely related area and a record of research and publications relevant to contemporary applications of air, space, and/or cyberspace power or strategic studies.

To Apply: Go to www.usajobs.gov.

Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” Th en scroll down until you locate this position.

Applications must be received by Nov 30, 2015.

U. S. citizenship required.


tus, political affiliation, status as a veteran, genetic information or disability.

Engineering: University of California, San Diego, Department of Electrical and Com- puter Engineering, http://www.ece.ucsd.

edu/ invites applications for multiple ten- ure-track faculty positions (Assistant Pro- fessor) in our dynamic and rapidly grow- ing department.
ECE is part of the Jacobs School of Engineering, committed to build- ing an excellent, diverse and inclusive fac- ulty, staff and student body http://www.ja- cobsschool.ucsd.edu/diversity/ Partnership with industry and our community is at the core of the School’s mission; the successful applicant will be expected to establish a vig- orous program of high quality research that complements existing collaborative research programs and reflects UC San Diego’s lead- ChronicleVitae.com/jobs Instructor or Assistant Professor, CC (Librarian) Position # 82958, Position #84412 - Closing date: 10/30/15 For complete ad information and application instructions, visit website http://workatuh.hawaii.edu/ or contact David Grooms, Interim Assistant Dean of Instruction, grooms@hawaii.edu, 808-984-3376 UH Maui College does not discriminate on the basis of age, race, sex, color, national origin, or disability in its programs and activities.
For more information or inquiries regarding these policies, contact Section 504 Coordinator–Employees, (808) 984-3380; Title IX Coordinator, (808) 984-3515. ership as a research university.

Faculty in the department benefit from the presence of numerous major research centers at UC San Diego and the Jacobs School’s leadership in fostering interdisciplinary basic research and collaborations with industry.
Exception- al candidates in all areas of Electrical and Computer Engineering will be given serious consideration.This position requires teach- ing of university students and applicants are required to have a PhD or advancement to candidacy.

The degree should be in electri- cal engineering, engineering physics, com- puter engineering, mechanical engineering, or a related area.
Specific directions of the ECE department include but are not lim- ited to: Circuits; Computer Engineering, Networks, Power, Communication; Robot- ics; and Data Science.

Candidates with ex- perience with or willingness to engage in activities that contribute to diversity and in- clusion are especially encouraged to apply.

We are particularly interested in someone interested in using human-centered design in partnership with UC San Diego’s Design Lab in their research or teaching (see dlab.

ucsd.edu).
ucsd.edu).

Salary is based on published UC San Diego pay scales and competitive mar- ket conditions.

We encourage candidates to send applications as soon as possible.

Applications received by October 31, 2015 will be given full consideration.

However, the search will remain open until the posi- tions are filled.

For applicants with inter- est in spousal/partner employment, please see http://academicaffairs.ucsd.edu/aps/ partneropp/ for the UC San Diego Partner Opportunities Program.
Applicants should A48 Professional THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Th e Darla Moore School of Business at the University of South Carolina is seeking candidates for one or more tenured and tenure-track faculty positions, beginning fall 2016 (possibly January 2016) in the following areas: • Accounting: Assistant, Associate, or Full Professor • Economics: Assistant or Associate Professor (all areas, with one position focused on candidates with strong applied econometric skills and interests in international economics) • Finance: Assistant, Associate, or Full Professor/Endowed Chair (all areas, including risk management and insurance and real estate) • International Business: Assistant, Associate, or Full Professor • Management: Assistant or Associate Professor (strategic management) • Management Science: Assistant or Associate Professor • Marketing: Assistant or Associate Professor (one position focused on consumer behavior and other position(s) focused on candidates with strong quantitative skills combined with interests in marketing strategy, marketing analytics or social media).
Candidates should have a doctoral degree in the appropriate business-related discipline.

Candidates for an advanced rank should have a sustained record of teaching excellence and publishing in top tier journals.

Candidates at more junior levels must be able to demonstrate skills critical to instructional eff ectiveness and the capacity to publish regularly in top tier outlets.
We are also seeking candidates for one or more non-tenure track faculty positions beginning fall 2016 (possibility January 2016) in the following areas: Accounting, Economics, Finance, International Business, Management, Management Science, and Marketing.

Consideration will be given to candidates with a doctorate in a relevant business-related discipline as well as candidates with a master's degree and a strong industry background.
All applications will require: • A cover letter discussing education and experience as related to the required and desired qualifi cations • Curriculum vitae • Names and contact information for three professional references See our website: http://www.moore.sc.edu/careers.aspx for detailed information regarding these positions.

Positions will remain open until suitable candidates are identifi ed.

Screening begins immediately.

Th is posting may be used to fi ll multiple positions.
All faculty searches are subject to the availability of funding.

Th e University of South Carolina provides equal opportunity and affi rmative action in education and employment for all qualifi ed persons regardless of race, color, religion, sex, national origin, age, disability, sexual orientation, or veteran status.

Th e University of South Carolina is an affi rmative action, equal opportunity employer.

Minorities and women are strongly encouraged to apply.
submit a current curriculum vitae with com- plete publication list, four letters of refer- ences requested through AP On-Line Re- cruit, separate statements summarizing teaching experience; research interests and leadership; and past experience in activities that promote diversity and inclusion and/ or plans to make future contributions.

For further information about contributions to diversity statements, see http://facultyexcel- lence.ucsd.edu/c2d/index.html.
For applica- tion to an Assistant level position: All appli- cations should be submitted via our AP On- Line Recruit submission web site at: https:// apol-recruit.ucsd.edu/apply/JPF00903.

The University of California is an Equal Oppor- tunity/Affirmative Action Employer with a strong institutional commitment to excel- lence through diversity.
All qualified appli- cants will receive consideration for employ- ment without regard to race, color, religion, sex, national origin, disability, age or pro- tected veteran status.

English: The English Department at Gon- zaga University invite applications for one full-time, tenure-track Assistant Professor position (3/3 teaching load) in multi-lin- gual composition, starting fall, 2016.
Pri- ority given to candidates with expertise in one or more of the following areas: com- position pedagogy, sociolinguistics, ESL/ ELL pedagogy, literacy studies, and WAC/ WID.

The successful candidate will teach first year-writing, and other University Core courses as needed.
The candidate will col- laborate with the Director of Composition to design, pilot, implement, and assess ESL/ ELL-specific writing instruction options in Composition; provide training and support in multilingual writing pedagogy for com- position instructors and Writing Center tu- tors; enhance multilingual writing instruc- tion across campus; and develop initiatives in support of international ESL students who are transitioning into academic cours- es.
While the position is in the Department of English, the occupant is expected to work collaboratively with the Center for Global Engagement.

Required Qualifications: A Ph.D. in English, Linguistics, or related ap- propriate field; evidence of scholarly poten- tial; at least one year experience in each of the following: instructing writing, contribut- ing to writing program administration, and teaching ESL/ELL students; and evidence of superior teaching.
To apply, please visit our website at: https://gonzaga.peoplead- min.com/.

Applicants must complete an on- line application and electronically submit (1) a cover letter, (2) a detailed curriculum vitae, (3) a statement of teaching philoso- phy, and (4) three letters of recommenda- tion.
Email inquiries to Jeff Miller, Chair Hammond, Indiana College of Technology Department of Construction Science and Organizational Leadership Tenure-Track Assistant Professor The Department of Construction Science and Organizational Leadership at Purdue University Calumet in Hammond, Indiana invites applications for a tenure-track Assistant Professor position to teach graduate-and undergraduate-level courses in the areas of Occupational Safety and Health.
Pending approval of the Higher Learning Commission, Purdue University Northwest (PNW) will be established through the unification of Purdue University Calumet and Purdue University North Central.

The target date is July 1, 2016.

This position will be located at the Calumet campus in Hammond, Indiana and will start on August 15, 2016.

Qualifications: PhD in Technology, Engineering Technology, Engineering, or related areas, is required.
Individuals who possess previous teaching experience and/or industrial experience are strongly encouraged to apply.
Interested candidates should submit a letter of application, a curriculum vita, unofficial transcripts (official transcripts will be required if an offer is extended), a summary of teaching and research interests, and the names and contact information for three references to: Chair, Faculty Search Committee Department of Construction Science and Organizational Leadership Purdue University Calumet 2200 169th Street Hammond, IN 46323 tech@purduecal.edu Review of applications will begin on October 15, 2015, and continue until the position is filled.
Employment is contingent on successful background check results.

Purdue University is an EEO/AA employer fully committed to achieving a diverse workforce.

All individuals, including minorities, women, individuals with disabilities, and protected veterans are encouraged to apply.
Lecturer Position in Management Communication School of Hotel Administration Cornell University, Ithaca, NY 14853 Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.
Responsibilities: The primary responsibility is teaching “Management Communication I,” a first-year, core course that emphasizes written communication in professional contexts and includes an introduction to presentational speaking in business.

Opportunities may be available in the future to teach “Management Communication II,” which focuses on persuasion, or other courses.
Lecturers teach six classes each academic year and hold regular, individual conferences to discuss students' papers and presentations.

Being accessible to students is critical.

Lecturers teach multi-section courses and collaborate extensively on curriculum development, student assignments, School projects, and, at times, research projects.
In addition to teaching responsibilities, lecturers have school service responsibilities and are expected to pursue professional development activities, such as presenting at business-communication discipline conferences and interacting with hospitality-industry managers.

The School of Hotel Administration supports such activities with professional development funds.

Major Qualifications: • Discipline-related Master’s degree or Ph.D., preferably from a professional communication or rhetoric program.
• Experience teaching in a four-year, accredited college or university, preferably teaching multi-section courses.

• Experience and skill in teaching writing in professional contexts and willingness to teach both written and oral communication.

• Demonstrated experience and interest in collaborating with colleagues.
• Direct engagement with the business communication discipline—through, for example, presenting at business, technical, or professional communication conferences—is an advantage, as is business knowledge and experience.

Conditions of Appointment: The position’s teaching responsibilities begin in the Spring 2016 or possibly the Fall 2016 semester, and appointment is for three years, renewable.
A new hire will be considered for promotion from lecturer to senior lecturer after appropriate quality and length of service.

Salary is commensurate with qualifications.

Support is provided, including administrative assistance, office space, computers, and other resources.

Institution: The School of Hotel Administration (http://www.hotelschool.cornell.edu/), one of Cornell’s ten colleges, has approximately 900 undergraduates and 60 graduate students.
The School has over 55 resident faculty members (including five in communication).

The School is located at the center of campus in Statler Hall and has an adjacent 150-room hotel and conference center that serves as a learning laboratory for students.

Application: Review of applications will begin immediately and continue until the position is filled.
Please include a detailed cover letter, your curriculum vitae, an original course assignment, one writing sample, and the names and contact information for two references and submit using Interfolio at the following link: http://apply.interfolio.com/29364 Cornell University is an innovative Ivy League university and a great place to work.
Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement.

Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.
Diversity and Inclusion are a part of Cornell University's heritage.

We're an employer and educator recognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

CHRISTINE E. LYNN COLLEGE OF NURSING We seek candidates to join our community of scholars who are passionate about nursing and thrive in a creative and caring work environment.

Our innovative, caring-based programs include study at the Bachelor’s, Master’s and Doctoral (both DNP and PhD) levels.
Positions available for the 2016-2017 academic year include the following: – Tenure-earning positions are available on the Boca Associate Professor or Full Professor rank .

Candidates for Raton campus.

Applications are initiated online by applying for position a tenure-earning position should have an earned Doctorate in nursing or a related field and a Master's degree in nursing in a focused area of practice.
Tenure-earning Associate or Full Professor candidates are expected to have a focused program of research and a significant track record of scholarship in an area related to Healthy Aging Across the Lifespan.

#991281 #980608 – A tenure-earning position is available.

Applications are initiated Assistant Professor rank online by applying for position .
Candidates for this tenure-earning position should have an earned Doctorate in nursing or a related field and a Master's degree in nursing in a focused area of practice--Family Nurse Practitioner or Adult Health/Acute Care background preferred.

Tenure- earning candidates are expected to have a focused program of research, a track record and/or high potential for grant funding, and some record of scholarship in one of the FAU Pillars or Platforms.
Pillars are: Healthy Aging Across the Lifespan, Neuroscience, Environmental Science, or Sensing and Smart Systems.

Platforms are: Big Data Analytics, Community Engagement and Economic Development, Diversity, Global Perspectives and Participation, Healthy and Environmentally Sustainable Campus, Leadership, Innovation and Entrepreneurship, Peace, Justice and Human Rights, South Florida Culture, or Undergraduate Research and Inquiry.
All applicants must apply electronically to the currently posted position on the Office of Human Resources’ job website by completing the Faculty, Administrative, Managerial & Professional Position Application and submitting the related documents (it is important to apply .

A background check will be required for the candidate choosing the correct position number) selected for these positions.
Interested candidates should contact Dr. Marlaine Smith, Dean of the Christine E. Lynn College of Nursing at (561) 297-3206 or .
marlaine.smith@fau.edu Applications will be accepted until the positions are filled; however, applicants are urged to apply before December 15, 2015. https://jobs.fau.edu Florida Atlantic University Christine E. Lynn College of Nursing 777 Glades Road, Boca Raton, FL 33431-0991 Florida Atlantic University is an equal opportunity/affirmative action institution and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veterans status or any other characteristic protected by law.
Individuals with disabilities, requiring accommodation, please call 561-297-3057.

711./TDD 1-800-955-8771.
ChronicleVitae.com/jobs OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Professional • Academic Affairs A49 Assistant / Associate Professor – Comparative Pharmacology UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Department of Comparative Biosciences The Department of Comparative Biosciences at the College of Veterinary Medicine, University of Illinois at Urbana-Champaign (UIUC) invites applications for a faculty position at the rank of Assistant or Associate Professor in Comparative Pharmacology.
The appointment will begin on or about August 16, 2016.

Earlier start dates might be negotiated.

We are seeking an outstanding individual with training and/or experience for teaching applied or clinical pharmacology within the veterinary professional curriculum and in graduate courses.

Requirements include a DVM, MD, or PhD degree (or equivalent) with advanced training in pharmacology.
The successful candidate will have a well-defined plan to develop both independent and collaborative research in comparative pharmacology.

In addition to pharmacology, the research strength of the Department of Comparative Biosciences is in reproductive biology, developmental and stem cell biology, and environmental toxicology.
The Department has strong links with the Divisions of Neurosciences and Nutritional Sciences, the ASPCA Animal Poison Control Center, the Institute for Genomic Biology, the Biotechnology Center and the Metabolomics Center funded through the Roy J.

Carver Charitable Trust.

Faculty within the department participate in several training programs such as the Interdisciplinary Toxicology Training Program, Environmental Toxicology Training Program and the Reproductive Biology Training Program.
Full information about the department is available at http:// vetmed.illinois.edu/cb/index.html.

The position is a regular, fulltime, 9-month, tenured or tenure track appointment.

Salary and rank will be commensurate with qualifications.

Qualified applicants should apply online at https://jobs.illinois.

edu.

Applications should include a cover letter including a research statement, CV, and contact information for three references.
In order to ensure full consideration, application must be received by November 15th, 2015.

Questions may be directed to Dr. CheMyong Jay Ko, search committee chair, jayko@illinois.edu or 217-333-9362.

This is one of two pharmacology positions that are open, please see the UIUC website (https://jobs.illinois.edu) for additional information.
UIUC is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, age, status as a protected veteran, or status as a qualified individual with a disability.

UIUC welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity (www.inclusiveillinois.illinois.edu).
The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.

POSITION ANNOUNCEMENTS The A.
B. Freeman School of Business and Dean Ira Solomon are seeking research-oriented faculty to fill the following positions beginning fall 2016: ACCOUNTING Tenure-Track Assistant Professor APPLY: http://apply.interfolio.com/30098 Jayne Ritchey Cohen Chair in Business Administration APPLY: http://apply.interfolio.com/30382 MARKETING Tenure-Track Assistant Professor APPLY: http://apply.interfolio.com/29883 FINANCE Tenure-Track Assistant Professor APPLY: http://apply.interfolio.com/30099 MANAGEMENT SCIENCE Albert R. Lepage Endowed Professorship in Business (Management Science or Marketing) APPLY: http://apply.interfolio.com/31505 MANAGEMENT Tenure-Track Assistant Professor APPLY: http://apply.interfolio.com/30100 Earl P. and Ethel B. Koerner Chair of Strategy and Entrepreneurship APPY: http://apply.interfolio.com/30385 Candidates must hold a PhD or have a definite plan for completion of dissertation prior to the date of employment.
Applicants must have credentials and experience commensurate with appointments at these rank levels.

Ultimate recruitment for this position is subject to final budgetary approval by the University.

Women and minorities are encouraged to apply.

TULANE UNIVERSITY IS AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER New Orleans, Louisiana California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 37,000 students.
CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320- acre campus near the ocean and in close proximity to the thriving downtown Long Beach area.

CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities.
The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities.

CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission.

Read more at www.csulb.edu.


Associate Vice President for Research and Sponsored Programs The Associate Vice President (AVP) for Research and Sponsored Programs provides university-wide leadership and vision for the support and expansion of disciplinary and multidisciplinary research, scholarship, creative activities, and grant and contract activities at CSULB.

The AVP is a member of the Provost’s leadership team.
The AVP works closely with the academic deans and associate deans and collaborates with offices across the University, including the University Foundation.

The AVP leads the Office of Research and Sponsored Programs (ORSP) and may represent the University to research and educational agencies, business and industry, and the research community.

Tracking federal and state research agendas and policy issues, the AVP provides leadership in responding appropriately.
The AVP oversees multiple research offices and facilities.

Responsibilities also include oversight of the University’s Institutional Review Board and Animal Care and Use Committee, and investigating and reporting scientific research misconduct.

The total annual grants and contracts administered by the ORSP including internal research incentives and awards exceeds 30 million dollars.
FOR A MORE DETAILED JOB DESCRIPTION VISIT www.csulb.edu/aa/personnel/jobs Appointment will be effective on or about January 1, 2016 or at a later negotiated date.

Review of applications will begin on or about October 15, 2015.

Position open until filled.

An official transcript from institution awarding highest degree, and a signed SC-I form will be requested of finalists.
To ensure full consideration, applicants should submit documents electronically to www.csulb.edu/avp-research: a letter of application addressing Minimum Qualifications and Desired/Preferred Qualifications, academic resume, and the names, addresses, telephone numbers, and email addresses of five professional references.
CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, medical condition, age, Vietnam era veteran status, or any other veteran's status.

CSULB is an Equal Opportunity Employer.


An EO Employer CSULB… AMONG THE NATION’S BEST Lecturer Position in Real Estate Department of Finance, Accounting and Real Estate (FARE) Cornell University School of Hotel Administration – Ithaca, New York Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.
Position Description: The School of Hotel Administration at Cornell University is seeking exceptional candidates for a lecturer position in real estate.

Candidates should have a demonstrated teaching excellence at the University level and must demonstrate a willingness to continue to engage with the real estate industry, especially the hospitality segment.
The ideal candidate will have a Ph.D. from a recognized real estate program; however candidates with a masters in real estate or an MBA and significant industry experience should apply.

Candidates should have experience teaching undergraduate and graduate courses.

Commercial real estate specialties desired include real estate investment and finance and real estate market analysis.
Responsibilities: Teach required and elective courses in real estate at the undergraduate and graduate level in the School of Hotel Administration, Cornell's Baker Program in Real Estate (graduate), and Real Estate Minors (undergraduate and graduate).

Knowledge of ARGUS and spreadsheet modeling including equity and debt waterfalls is a plus.

Rank and salary: The lecturer position is a three-year, renewable appointment beginning in the Fall of 2016.
Rank and salary will be determined based upon academic achievement and experience.

Appointments are nine-month terms with attractive fringe benefits.

Institution: The School of Hotel Administration, one of seven undergraduate colleges at Cornell University, has approximately 800 undergraduates and 120 graduate students.

Founded in 1922, the School is the oldest hospitality management program in the world, with a resident faculty of 65 and over 8,000 alumni worldwide.
The Baker Program in Real Estate is a professional masters degree program with 45 students.

The Minor in Real Estate has 350 undergraduate students and 25 graduate students.

Important resources to faculty include extraordinary access to industry leaders, the Center for Hospitality Research (CHR), the Center for Real Estate and Finance (CREF), and the cultural and intellectual resources of the Cornell community.

Starting Date: July 2016.


Application: Consideration of candidates will begin immediately, with a December 15th, 2015, closing date.

Please send letter of application, curriculum vitae, names of three references, syllabi for recent real estate courses taught, and corresponding teaching evaluations using Interfolio at the following link: http://apply.interfolio.com/31143 Cornell University is an innovative Ivy League university and a great place to work.
Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement.

Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.
Diversity and Inclusion are a part of Cornell University's heritage.

We're an employer and educator recognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

ChronicleVitae.com/jobs of English: millerj3@gonzaga.edu.

Position closes on November 1, 2015, midnight, PST.

For assistance with your online application, call 509.313.5996.
Gonzaga University is a Jesuit, Catholic, humanistic institution, and is therefore interested in candidates who will contribute to its distinctive mission.

Gonza- ga University is a committed EEO/AA em- ployer and diversity candidates are encour- aged to apply.

All qualified applicants will receive consideration for employment with- out regard to their disability status and/or protected veteran status.

Entrepreneurship: The Sage Colleges School of Management Albany/Troy, New York Faculty Position.
The School of Man- agement at the Sage Colleges invites appli- cants to apply for a full time, tenure-track faculty position within the area of Strategy and Entrepreneurship (SE) effective Fall 2016.

The full time position includes teach- ing at both the graduate and undergraduate levels; student recruitment and advisement, scholarly work, and college and school re- lated service.
The successful candidate will possess a Doctorate in Management from an IACBE or AACSB accredited program and a strong research interest in business poli- cy and strategy.

A concentration in finance, previous teaching experience and leadership experience is preferred.

A PhD at the time of employment is required.


Visit the School of Management website for a thorough ex- ploration of our programs, faculty and in- stitution at http://www.sage.edu/academ- ics/management/.The Sage colleges, located in the Capital Region/Tech Valley of New York State, include Russell Sage college for women, Sage College of Albany, and Sage Graduate School.
New York’s Capital Re- gion, located between the beautiful Adiron- dack and Catskill Mountains, has a rich cul- tural and education environment, as well as endless outdoor recreation year round.

Bos- ton, Montreal and New York City are within easy access of the Capital Region.Salary and rank dependent on qualifications and expe- rience; generous benefits package includes tuition waiver for employee and dependents.

Candidates from underrepresented groups are especially encouraged to apply.
Appli- cations received by December 1, 2015 will receive priority consideration.

Interested applicants should send a letter of intent, curriculum vitae, writing sample and three professional letters of reference to: Dr. Kim- berly A. Fredericks Dean, School of Man- agement fredek@sage.edu.

Entrepreneurship: The University of Ala- bama Culverhouse College of Commerce.

Department of Management .
The Culver- house College of Commerce at the Univer- sity of Alabama invites applications for a tenure-track or tenured position in Entre- preneurship at the rank of Assistant, Asso- ciate, or Full Professor level effective Au- gust 16, 2016.The successful candidate will teach undergraduate and graduate classes with primary teaching responsibilities to include such courses as the Foundations of Entrepreneurship, New Venture Creation, Corporate Entrepreneurship, Venture De- velopment, and Small Business Consulting.
A50 Professional • Academic Affairs • Student Affairs THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Rich past, rewarding future!

Rich past, rewarding future!

Mitchell Community College is one of the fastest growing colleges with Mitchell Community College is one of locations in Statesville and Mooresville.

Mitchell Community College is one of the fastest growing the fastest growing colleges with Come join our great community of colleges with locations in Statesville and Mooresville.


instructors and staff.

Come join our great community of Come join our great community of instructors and staff.

instructors and staff.


 Vice-President for Student • Vice-President for Student Services Services Services Visit mitchellcc.edu/employment- Visit mitchellcc.edu/employment- opportunities for more information on Visit mitchellcc.edu/employment-opportunities opportunities for more information on specific requirements, how to apply for more information on specific requirements, how to specific requirements, how to apply apply and preferred dates for applications.

and preferred dates for applications.


 Vice-President for Student AA/EOE Human Resources 500 West Broad Street Statesville, NC 28677 (704) 878-4341 phone mitchellcc.edu AA/EOE Human Resources 500 West Broad Street Statesville, NC 28677 (704) 878-4341 phone mitchellcc.edu Current course offerings in the Entrepre- neurship program include concentrations in undergraduate, MBA, and PhD programs.

Entrepreneurship is a strategic priority for the College and University.
Responsibili- ties will include conducting and publishing academic research in high quality journals and engaging in service commensurate with the level of faculty appointment.
Minimum qualifications: 1) A Ph.D. or equivalent de- gree in Entrepreneurship or a closely related field from an AACSB accredited Business School; (2) demonstrated potential for con- ducting high quality research and publish- ing in top Management and Entrepreneur- ship journals; (3) demonstrated potential for high quality teaching in Entrepreneur- ship.
Preferred qualifications: The success- ful candidate will have (1) a demonstrated record of publications in the leading Man- agement and/or Entrepreneurship Journals and (2) a history of teaching courses in En- trepreneurship, (3) the ability to work with faculty in one, or more, of our core research areas of Entrepreneurship, Strategic Man- agement, Human Resources or Organiza- tional Behavior.
Preference will be given to candidates with experience and/or inter- est in mentoring and teaching doctoral stu- dents.

Salary is competitive and commen- surate with experience and achievements.

Only online applications are accepted.

Po- EDUCATION LIBRARIAN The Library Department at Millersville University of Pennsylvania welcomes applications for a Education Librarian beginning August 2016.
This position requires a creative self-starter who will engage Education students and faculty with successful information literacy initiatives.

Highly regarded for its instructional quality and strong commitment to diversity, MU is a learner-focused institution located in historic Lancaster County, known for its excellent schools and vibrant arts community, and close to Baltimore, Philadelphia, Washington, and NYC.

MU enrolls about 8,500 undergraduate and graduate students.
We seek individuals who embrace our public mission and value exploration, professionalism, integrity and compassion.

Library faculty members enjoy full faculty rights and responsibilities (9 month contract) and engage with an innovative and collaborative team.

Additional information can be found at www.library.millersville.edu.

For complete position description and qualifications, and to apply, go to http://jobs.millersville.edu/postings/2337 and create a faculty application.
Send questions to Marilyn Parrish (Department Chairperson).

Full consideration given to applications received by January 10, 2016.

An Equal Opportunity/Affirmative Action Institution • www.millersville.edu sition finalist will be required to submit a disclosure and consent form authorizing a background check.

Candidates must ap- ply online at https://facultyjobs.ua.edu and attach a curriculum vitae and three refer- ences.
Please note that there are two post- ings for this one Entrepreneurship position at this online site.

We are recruiting for on- ly one Entrepreneurship position.

Those candidates wishing to be considered for the rank of Assistant Professor should use the link specified for that rank.

And, those candidates wishing to be considered for the rank of Associate or Full Professor should use the link specified for those two ranks.
Required documents not attached at time of application will disqualify application.

Re- view of applicants will begin immediately.


ChronicleVitae.com/jobs Professor and Chair Department of Merchandising and Digital Retailing Th e Department of Merchandising and Digital Retailing in the College of Merchandising, Hospitality and Tourism at the University of North Texas is accepting applications for a 12-month,tenured appointment at the rank of Professor for the position of Department Chair with a start date of September 1, 2016; a January 1, 2016 start date may be possible.
We seek a dynamic Department Chair who is a Leader-Scholar to move this award-winning department to the next level of excellence in academic programs and research in retailing, merchandising, digital retailing, and consumer behavior and who understands the disrupting power of the consumer experience.

Th e MDR-Chair reports to the Dean of the College and serves as the chief administrative and academic leader of the department.
To Apply: Go to facultyjobs.unt.edu and follow procedure outlined on the website.

Application deadline: Screening will begin on September 15, 2015 and continue until search is closed.

Th e University of North Texas System is an Equal Opportunity/Access/Affi rmative Action/Pro Disabled & Veteran Institution committed to diversity in its employment and educational programs, thereby creating a welcoming environment for everyone.
OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Professional • Academic Affairs • Student Affairs A51 Senior Management Positions Th e Arizona State University Library seeks applicants for 3 new senior management positions: An Associate University Librarian for Public Services, an Associate University Librarian for Academic Programs and a Senior Administrative Librarian.

Candidates distinguished by energy, optimism, ambition, and character are strongly encouraged to apply.
Th e senior management of the library will consist of the University Librarian, these 3 new positions, an Associate University Librarian for Research and Development, the Director of Finance, and the Director of Marketing and Communications.

Th e operational units of the library will report to one or another AUL, but each AUL will be expected to work library-wide as part of a team, integrating the work of the operational units.
Th e ASU Library is committed to supporting the revolutionary changes that are transforming ASU as a model of "the New American University" http://president.
asu.edu/sites/default/fi les/ASU_NewAmericanUniversity_Charter_030115.pdf Th e management team will work together through an initial period marked by ambitious work to renovate and reinvent the main library facility, Hayden Library, and to use that facility work as a forcing function to help us shape a new model library for the remarkable institution in which we serve.
Specifi c information, about each position, including required and preferred information as well as application procedures, is found at https://lib.asu.edu/employment/acadprof.

Th ese are continuing appointment Academic Professional positions, rank dependent on experience.

Information about Academic Professionals at ASU, including status, rank, titles, and appointment categories, can be found at http://www.asu.edu/aad/manuals/acd/acd505-03.html.
Th e application deadline is November 20, 2015; if not fi lled, applications will be reviewed weekly thereaft er until the search is closed.

Other Information: Hiring is contingent upon eligibility to work in the United States.

A background check is required for employment.

For more information regarding ASU and the visit our web site: www.asu.edu.

For the Tempe and/or Phoenix area please visit www.visitarizona.com.
Arizona State University is a VEVRAA Federal Contractor and Equal Opportunity/Affi rmative Action employer.

Women and minorities are welcomed and encouraged to apply.

Th e Arizona State University Libraries actively encourages diversity among its applicants and work force.

Th e complete non-discrimination policy is found at: http://www.asu.edu/titleIX/.

Application deadline is November 30, 2015.

The University of Alabama is an Equal Em- ployment/Equal Educational Opportunity Institution.
All qualified applicants will re- ceive consideration for employment without regard to race, color, religion, national ori- gin, sex, sexual orientation, gender identity, gender expression, age, genetic information, disability, or protected veteran status, and will not be discriminated against because of their protected status.

Applicants to and employees of this institution are protected under Federal law from discrimination on several bases.

Follow the link below to find out more.


EEO is the Law http://www1.eeoc.

gov/employers/upload/eeoc_self_ print_ poster.pdf.

Ethnic Studies: The Department of Amer- ican Ethnic Studies at the University of Washington invites applications for a ten- ure-track appointment in the area of Af- rican American Studies, with an emphasis in African American History and Culture.
Applicants must have the Ph.D. degree, or foreign equivalent, by the start of appoint- ment and will be expected to participate in undergraduate and graduate teaching and independent research.

University of Wash- ington faculty engage in teaching, research and service.
Send letter of application in- dicating research and teaching interests, CV, and three letters of recommendation to Prof. Juan Guerra, Chair, Department of American Ethnic Studies, Box 354380, University of Washington, Seattle, WA 98195-4380.

Priority will be given to appli- cations received before November 1, 2015.

Appointment to begin September 16, 2016.

The University of Washington is an affirma- tive action and equal opportunity employer.
All qualified applicants will receive consid- eration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, pro- tected veteran or disabled status, or genetic information.

Exercise Science: Hastings College seeks Assistant/Associate Professor of Exercise Science with the ability to teach courses with an applied focus that emphasizes experien- tial learning.

Ph.D. preferred (ABD consid- ered).


This is a full-time, tenure-track posi- tion in Exercise Science.

We are seeking a vibrant faculty member ready to teach, ad- vise, and mentor students majoring in Ex- ercise Science as well as students outside of PEHP.
Teaching responsibilities include Foundations in Exercise Science, Exercise Physiology, Biomechanics, Exercise Evalu- ation & Prescription, Exercise for the Aging Adult, Sport & Exercise Nutrition and oth- er courses within the Exercise Science cur- riculum as needed to support department programs.

Hastings College is committed to building a culturally diverse faculty and a multicultural learning environment.
While Hastings College gives highest priority to teaching effectiveness, the applicant will be expected to remain current in the field FACULTY POSITIONS - ASSISTANT OR ASSOCIATE PROFESSORS Kornberg School of Dentistry Temple University Kornberg School of Dentistry is seeking highly qualified applicants for full-time tenured, tenure-track or non-tenure-track faculty positions in Pediatric Dentistry to work in a growing urban patient-care center serving children of birth till 16 years of age and in a newly established Sedation Center.
Positions include Pediatric Clinic Director for candidates with pediatric program and/or clinical leadership experience, and a faculty position for at the assistant or associate professorship rank.

The director will supervise a growing community outreach program with Head Start centers.

Applicants must have completed an ADA-accredited Pediatric Dentistry advanced training program.
Applicants must have, or be eligible for, full Pennsylvania licensure or be eligible for a Pennsylvania restricted teaching license; and must be (or be eligible to be) Board certified by the American Academy of Pediatric Dentistry.

Responsibilities will include didactic and clinical teaching; and clinical practice in the Pediatric Clinic and a newly established Dental Sedation Center.

Salary and rank will be commensurate with experience and qualifications.
Candidates seeking tenured or tenure-track appointments should have advanced training in research at the PhD level or equivalent experience.

Extensive records of research funding or productivity are necessary to be appointed with tenure.
For confidential consideration, interested individuals should email a cover letter, curriculum vitae, and three references to: Cynthia Russell Director of Faculty Affairs and Strategic Initiatives cynthia.russell@temple.edu Temple University Kornberg School of Dentistry 3223 North Broad Street Philadelphia, PA 19140 Temple University is an equal opportunity/ affirmative action employer.

Women and minorities are encouraged to apply.


VICE PROVOST AND DEAN OF STUDENTS The University of Pittsburgh invites applications and nominations for the position of Vice Provost and Dean of Students.

The Pittsburgh campus enrolls more than 28,000 students of whom approximately 19,000 are undergraduates.
The campus is located in the Oakland section of Pittsburgh, which has in recent years been cited by The Economist, Forbes magazine, and Places Rated Almanac as the most livable city in the U.S. Pitt offers students easy access to all the amenities the city has to offer, including internship and volunteer work venues, an incredible variety of restaurants and shops, professional sports teams, and cultural events through Pitt Arts.
Pitt students come from all 50 states, two territories, the District of Columbia, and 103 countries and have a proven track record of earning such prestigious international and national honors as Rhodes, Marshall, Goldwater, and Churchill scholarships.

There are 485 student organizations ranging from arts and pre- professional organizations to groups with an international focus.
Pitt student-athletes participate in Division I college athletics with 19 varsity sports teams and some of the most recognizable student-led athletic fan bases in the nation.

The Vice Provost and Dean of Students is a member of the Provost’s Senior Staff as well as the Council of Deans and is expected to lead initiatives designed to further integrate student and academic affairs.
The Division of Student Affairs, led by the Vice Provost and Dean of Students, plays a pivotal and supportive role in the achievement of the University’s broader educational goals.

Its principal purpose is to support an enriching, safe, and diverse environment that maximizes student learning and development, and complements the research-focused academic programs of the University.
Student Affairs facilitates student involvement in a vibrant campus learning community that prepares students to function effectively in a scientific, technological, and diverse world.
It offers an array of coordinated programs, activities, and services through its various units: Office of Student Life, Residence Life, University Counseling Center, Student Health Service, University Judicial Affairs System, Career Development and Placement Assistance, Disability Resources and Services, Cross Cultural and Leadership Development, Intramurals and Recreation, Pitt Arts, PittServes, and Outside the Classroom Curriculum.
These units are served by approximately 200 professional and clerical staff.

Candidates must possess an advanced degree and should have extensive relevant professional experience (preferably at a large research university) including demonstrated managerial skills and understanding of student affairs, a strong commitment to student learning and development inside and outside the classroom, and clear evidence of success in creating and working well within a diverse and inclusive environment.
The University is especially interested in qualified candidates who can contribute, through their leadership and/ or service to the diversity and excellence of the academic community.

Interested applicants are encouraged to apply as early as possible.

Consideration will begin immediately and will continue until the position is filled.

To ensure full consideration, applications should be received by November 15, 2015.

Applications should include a resume and a cover letter.
The expected date of appointment is July 1, 2016.

Applications and nominations should be sent to: Dr. Juan Manfredi, Chair Vice Provost and Dean of Students Search Committee 801 Cathedral of Learning University of Pittsburgh Pittsburgh, PA 15260 manfredi@pitt.edu The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity.
EEO/AA/M/F/Vets/Disabled Office of the Registrar University Registrar (Director IV) Kean, a comprehensive New Jersey state university, is seeking a University Registrar for its additional campus site in Wenzhou, China.

Wenzhou is one of the most vibrant and economically advanced cities on China’s East Coast, located one hour by plane and just over three hours by high-speed train from Shanghai and Hong Kong.
Launched in 2012, Wenzhou-Kean University (WKU) sits on approximately 500 beautiful acres and is now in the midst of a growth phase that will bring enrollment to more than 5,000 students.

Under the direction of the Associate Vice President for Academic Affairs for Wenzhou-Kean University, the University Registrar directs the Office of the Registrar at Wenzhou-Kean University in accordance with FERPA guidelines.
The Director actively participates in the development and implementation of office goals, policies, procedures and the delivery of daily services; provides leadership to plan, organize and manage all of the activities related to records and registration; and does related work as required.

This position is located at the Wenzhou-Kean University campus in Wenzhou, China.

This will be an international assignment and candidates must be willing and able to relocate.
Travel is required to the Kean USA campus several times each year.

Qualifications: Bachelor's degree from an accredited college; two years of progressive professional experience in a college/university registrar’s office in the United States associated with student enrollment, registration and records; and knowledge of policies and procedures associated with those records required.

Master's degree in higher education administration or a related discipline preferred.
Candidate must have excellent oral and written communication skills and English fluency; working knowledge of Mandarin is a plus.

Hands-on knowledge of the Datatel student information system is preferred.

Application: Please send cover letter, resume and contact information for three professional references to: Mr. Kenneth Wolpin, Kean USA University Registrar and Search Committee Chairperson, by email to wkuadminjobs@kean.edu.

Candidacy review begins immediately and continues until appointment is made.
Official transcripts for all degrees and three current letters of recommendation are required prior to the starting date of employment.
Kean University is an Equal Opportunity/Affirmative Action/Veterans/Disability Employer ChronicleVitae.com/jobs A52 Business Administration • Deans THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 SYRACUSE UNIVERSITY School of Information Studies (iSchool) Assistant Professor, Information Studies Syracuse University’s School of Information Studies (The iSchool, see http://ischool.syr.edu) is soliciting applications from scholars in the area of information studies to join its renowned and interdisciplinary faculty.
This position is at the rank of Assistant Professor (tenure-track), and we encourage recent PhDs and ABDs with a strong expectation of completing the dissertation by August 2016 to apply.

The successful candidate will join our “Faculty of One” in a highly collegial environment that stresses collaboration amongst our school’s faculty and with other members of the university community.
We are seeking a highly promising scholar who can deepen and extend our strengths in the broad intellectual space of information studies.

Here at the iSchool, information studies occurs at the intersection of information, people, and technology and includes such areas as information management, social technologies, and Internet studies, as well as organizational, institutional, and policy perspectives on Information and Communications Technologies (ICTs).
We welcome applications from scholars in communications, computer-supported cooperative work, organizational studies, public administration, information systems, engineering management and other relevant intellectual communities whose research engages both the social/organizational and digital/technological aspects of ICTs.

Competitive applicants will demonstrate how their research interests both connect to and extend current faculty interests.
The ability to obtain research grants and other external funding will be considered a competitive advantage in our evaluations, as will evidence of teaching experience and a commitment to teaching excellence.

A record of publishing impactful scholarship is expected.
Applicants must apply online, submit a cover letter outlining their interests and qualifications; a current curriculum vitae; a short statement describing research and teaching interests and accomplishments; and names and contact information of at least three references to (www.sujobopps.com.

JOB #072046).

Strong candidates will be contacted for letters of reference and asked to provide research samples and a teaching portfolio or other evidence of teaching experience.
Please do not submit these items with the initial application.

We strongly encourage women and under-represented minorities to apply.

We are interested in candidates who have the communication skills and cross-cultural abilities to maximize their effectiveness with diverse groups of students, colleagues and community members.

We will begin screening applicants mid-October, 2015 and continue accepting applications until the position is filled.
Direct questions to Dr. Murali Venkatesh, Search Chair, at mvenkate@syr.edu.

The iSchool has seven degree programs and an enrollment of 30 doctoral students, 650 master’s students and 650 undergraduates, led by over 40 full-time faculty and 100 part-time faculty.
Our faculty have recognized strengths in natural language processing, computational social science, online communities and civic participation, new forms of organization and collaboration, information retrieval, information and communications policy, smart energy systems, digital literacy, information management, library programs and services, information and network security, globalization, data science, entrepreneurship, and social media.
The iSchool hosts five research centers and laboratories, including a newly created Center for Computational and Data Sciences.

This center advances scholarship on computational analytics, data collection, processing, and curation techniques to conduct innovative research that answers important questions in the social and natural sciences.

The SU-ADVANCE program (http://suadvance.syr.edu/) provides extensive mentoring services for women faculty in STEM disciplines.
Syracuse University is an Affirmative Action/Equal Opportunity Employer.

Director of Marketing and Communications The University of Nebraska-Lincoln invites applications and nominations for the position of Director of Marketing and Communications.

This Director will report directly to the Vice Chancellor for Student Affairs.
A member of the Council of Student Affairs Directors (CSAD), the person selected for this position will serve as the primary marketing person for the Division, provide leadership for developing a comprehensive strategic communications plan including campaign tactics such as the design and production of the Division’s publications, assist in the development of strategic opportunities within the Division through outreach work, oversee speciﬁ c programs such as the Parents Association and the Outstanding Student Leadership Award program, provide administrative support for the Vice Chancellor for Student Affairs, and assume other duties as assigned by the Vice Chancellor.
A bachelor’s degree is required.

A master’s degree in Student Affairs, Marketing, Communications or related area is preferred, and demonstrated experience in marketing and communications is required.

Demonstrated record of working with individuals of diverse backgrounds is required.

The successful candidate will demonstrate excellent interpersonal skills and be willing to collaborate with a wide variety of campus constituencies.

Salary will be competitive and based on experience.
Review of candidate qualiﬁ cations will begin on November 9, 2015 and will continue until a successful candidate is identiﬁ ed.

Applicants and nominees should go to http://employment.

unl.edu, requisition #F_150230 Complete the faculty/ administrative form and then attach a letter of interest, along with an up-to-date vita and names of four references (references will not be contacted without prior approval of the candidate).
The University of Nebraska-Lincoln is committed to a pluralistic campus community through afﬁ rmative action, equal opportunity, work-life balance, and dual careers.

See http://www.unl.edu/equity/notice-nondiscrimination through professional development opportu- nities such as attendance at related confer- ences, research or other scholarly activities.

Candidates will also be expected to serve on departmental, divisional and college com- mittees.
Academic rank and salary will be commensurate with academic credentials and experience.

A comprehensive employ- ee benefit package including a sabbati- cal program is provided.

Founded in 1882, Hastings College is an independent, coed- ucational, Presbyterian-related, liberal arts college with an enrollment of 1150 students.
Candidates who meet the qualifications are encouraged to send a letter of application establishing those qualifications, a current vita, and a description of teaching philoso- phy to Dr. Gary Johnson, Vice President for Academic Affairs, Hastings College, 710 N. Turner Ave., Hastings, NE 68901.

Phone: (402) 461.7346.

Fax: (402) 461.7778.

Email: hcsearch@hastings.edu.

Review of materi- als will begin on December 1, 2015.
To find out more about Hastings College please vis- it our website at http://www.hastings.edu EOE.

Exercise: Tenure-eligible position available August 16, 2016; primary responsibilities involve teaching undergraduate and grad- uate courses in research methods and sta- tistics with a component to include teach- ing a two semester research team sequence which involves the development and advis- ing of undergraduate student research proj- ects.
Interested applicants must apply on- line (http://www.ithaca.edu/jobs).

Ques- tions about the online application should be directed to Human Resources at 607- 274-8000. Review of applications will begin immediately with those received before No- vember 16, 2015ensured full consideration.

Ithaca College is committed to building a di- verse academic community and encourages members of underrepresented groups to ap- ply.

Experience that contributes to the diver- sity of the college is appreciated.
Finance: The Department of Finance at Indiana University of Pennsylvania (IUP) invites applications for a full time, tenure track position, beginning August 2016.To view the full description and apply for this position, please visit http://www.iup.edu/em- ployment.All offers of employment are sub- ject to and contingent upon confirmation of work eligibility and satisfactory completion of all pre-employment background checks.
IUP is an equal opportunity employer M/F/ H/V and is a proud member of the State Sys- tem of Higher Education.

Finance: The Finance Division of the Price College of Business, University of Oklaho- ma, is in an ambitious, multi-year period of growth and renewal.

As part of this expan- sion, applications are invited for a full-time position as Ranked Renewable Term (Clini- cal) Assistant or Associate Professor of Fi- nance beginning August 2016.
The success- ful candidate will have outstanding teach- ing credentials and demonstrate a strong commitment to teaching excellence.

To be considered for this position, all candidates must have the Ph.D. in Finance from a uni- versity business program accredited by the Association to Advance Collegiate Schools of Business (AACSB) and an extensive re- cord of outstanding teaching in the finance discipline.
We will give preference to candi- dates who have served a minimum of three years in a tenure-track or clinical position at an AACSB-accredited business school prior to the expected appointment date.

A finance research record and an active in- terest in maintaining a high-quality re- search program (including in pedagogical research), while not required for appoint- ment, will be a significant added advantage.

We invite applications from qualified candi- dates with interests in all areas of finance.
Candidates with extensive teaching experi- ence and teaching leadership demonstrated through developing and launching new ac- ademic programs, publications in academ- ic (especially business education) journals, developing and leading programs that en- DEAN TELITHA E. LINDQUIST COLLEGE OF ARTS AND HUMANITIES Weber State University seeks applications and nominations for the position of Dean of the Lindquist College of Arts and Humanities.
Committed to excellent teaching, Weber State University off ers undergraduate and master’s degree programs in the liberal arts and sciences and a variety of technical and professional fi elds.

Extensive personal contact and support among faculty, staff and students create a rich and engaging learning environment both in and out of the classroom.
Th e Dean of the College of Arts and Humanities will serve as academic leader for the college—which includes programs in the areas of Communication, English, Foreign Languages, Performing Arts, and Visual Arts—within a university environment that fosters collaboration and shared governance.
Weber State University seeks a Dean who: • has an earned terminal degree in a discipline represented in the College, and at least three years’ experience at the level of department chair, associate dean, or higher • has a record of academic achievements and the educational credentials to warrant appointment as a full professor within the college • has a successful record of experience and leadership in academic administration including evaluation of faculty in the tenure and promotion processes.
• has a record of public advocacy for the Arts & Humanities • has the breadth of experiences necessary to represent and serve as an advocate for all the programs within the college: Communication, English, Foreign Languages, Performing Arts and Visual Arts • has the ability to guide the varied creative productions and extracurricular activities of the college • has the experience and commitment to lead successful fund raising eﬀ orts • has the ability to foster a supportive environment where a diverse faculty, staff and student body are successful • has demonstrated commitment to high quality teaching and is current with contemporary pedagogical developments; supportive of online, hybrid, face to face, and other types of teaching and community engaged learning.
• demonstrates understanding and support of diverse scholarship and creative activities • has demonstrated vision, strategic leadership and organizational management skills • has a record of positive collaborative group decision making with multiple constituencies • has demonstrated experience with large, complex budgets Applications received by December 10, 2015 will be assured of receiving full consideration.

Applications will be accepted until the position is fi lled.
To view a complete description and application instructions go to http://jobs.weber.edu Criminal background check required as condition of employment.

EOE/Minorities/Females/Vet/Disability hance student experiences, for example, can be considered for appointment at the rank of Ranked Renewable Term Associate Profes- sor.

Salary will be competitive.


Applications will be accepted until the position is filled or withdrawn, but should be received as ear- ly as possible and before March 15, 2016 to maximize chances of selection.

Applica- tion materials should be sent by email to finance@ou.edu and should include a cov- er letter, curriculum vitae, and evidence of teaching effectiveness.

Additionally, candi- dates are welcome to send up to three work- ing papers and/or publications.
We also need three confidentially-transmitted letters of recommendation to be sent to us directly by email to finance@ou.edu.

Inquiries about this position should be addressed to Cathy Little, Departmental Secretary, Finance Di- vision, Michael F. Price College of Business, 205A Adams Hall, University of Oklahoma, Norman, OK 73019; Tel.

405-325-5591; Fax 405-325-5491.


The University of Oklahoma (OU) is a Carnegie-R1 comprehensive pub- lic research university known for excellence in teaching, research, and community en- gagement, serving the educational, cultur- al, economic and health-care needs of the state, region, and nation from three cam- puses: Norman, Health Sciences Center in Oklahoma City and the Schusterman Cen- ter in Tulsa.

OU enrolls over 30,000 stu- dents and has more than 2700 full-time fac- ulty members in 21 colleges.
In 2014, OU became the first public institution ever to rank #1 nationally in the recruitment of Na- tional Merit Scholars, with 311 scholars.

The 277-acre Research Campus in Norman was named the No.1 research campus in the na- tion by the Association of Research Parks in 2013.

Norman is a culturally rich and vi- brant town located just outside Oklahoma City.

With outstanding schools, amenities, and a low cost of living, Norman is a peren- nial contender on “best place to live” rank- ings.
Visit http://www.ou.edu/flipbook and http://www.ou.edu/publicaffairs/oufacts.ht- ml for more information.

The University of Oklahoma is an Equal Opportunity, Affir- mative Action employer, and encourages di- versity in the workplace.

Protected veterans and individuals with disabilities are encour- aged to apply.
Health Administration: Penn State Harris- burg, School of Public Affairs, invites appli- cations for a tenure-track Assistant or As- sociate Professor position to teach in the Master of Health Administration (HADM) and a newly developed Bachelor of Science in Health Policy and Administration (HPA) programs beginning August 2016.
Appli- cants seeking appointment at the Associ- ate Professor level must provide evidence of a scholarly and teaching record com- mensurate with the expectations of senior rank at Penn State Harrisburg.

Applicants at the Assistant Professor level must pro- vide evidence of or the potential for an ac- tive research agenda.Successful applicants should have an earned doctorate in health administration or a related field.

Graduate teaching experience in traditional class- room, however, online is desirable.
Area of specialization is open and candidates with capabilities in all areas of health ad- ministration will be considered.

Candi- dates who can teach in such areas as health policy, healthcare law, healthcare market- ing, healthcare and medical needs, health- care information management, administra- tion of hospital and health service systems, and human resources management are en- couraged to apply.The Health Administra- tion program at Penn State Harrisburg is part of the School of Public Affairs.
The School offers undergraduate programs in Criminal Justice, Public Policy, and Politi- cal Science.

Additional graduate programs within the School include Criminal Justice, Public Administration, Homeland Security (online), and a Ph.D. in Public Administra- tion.
For more information on the School, its programs, and its faculty, visit our web site at http://www.harrisburg.psu.edu/public- affairs.Penn State Harrisburg is located in Pennsylvania’s state capital region near the Penn State College of Medicine and Her- shey Medical Center.
It is within a two-three hour drive from such larger metropolitan ar- eas as Baltimore, Washington, D.C., New York City, and Philadelphia, PA. For infor- mation about Penn State Harrisburg visit: harrisburg.psu.edu.Applicants for the posi- tion should submit a letter of application in- dicating interest for the position, curriculum vitae, and three letters of professional ref- erence to http://psu.jobs, job number 59639.

Application review will begin immediate- ly and continue until the position is filled.
Campus security crime statistics :For more about safety at Penn State, and to review the Annual Security Report which contains in- formation about crime statistics and other safety and security matters, please refer to http://www.police.psu.edu/clery/, which will also provide you with detail on how to re- quest a hard copy of the Annual Security Report.
Penn State is an equal opportunity, affirmative action employer, and is commit- ted to providing employment opportunities to minorities, women, veterans, disabled in- dividuals, and other protected groups.

Health: The Indiana University School of Informatics and Computing (SoIC) invites applications for an open-rank tenure-track faculty position in the Department of Bio- Health Informatics (BHI) on the Indiana University-Purdue University Indianapo- lis (IUPUI) campus.
The appointment will begin in spring or fall 2016 We are seeking candidates in all areas of Health and Bio- medical Informatics.

Particularly interest- ed areas include but are not limited to: (1) Community, consumer health and social in- formatics; (2) Learning healthcare system, including clinical intelligence, translational biomedical and clinical informatics; and (3) Big data, data analytics and data science.
Outstanding scholarly record of research is exhibited by high-impact peer-reviewed publications, a forward-looking research agenda, and competitive external funding.

Record of teaching is manifested by cur- riculum development, student mentoring, and teaching publications.

The new faculty will have responsibility for developing their research programs and contributing to the educational and service roles of the depart- ment.
Full description and application in- structions available at http://soic.iupui.edu/ openings/bhi-tenure-track/.

IUPUI is an EEO/AA Employer, M/F/D.

Hindi: Emory University, Department of Middle Eastern and South Asian Studies, announces a full-time Lecturer or Senior Lecturer position for Hindi Language, ef- fective fall 2016.

Additional knowledge of Urdu preferred.

Salary is commensurate with education and experience.
Applicant is expected to teach Hindi courses at all levels of proficiency, employ up-to-date and inno- vative language pedagogy, and exhibit evi- dence of ongoing intellectual engagement with the literature, history and cultures of South Asia.

Program-building experience and familiarity with digital teaching mate- rials is highly desired.
The successful can- didate must be able to coordinate Hindi instruction and supervise other Hindi lan- guage faculty and closely cooperate with other departmental language faculty and the Emory College Language Center.

Re- quirements: Ph.D. in Hindi, Urdu, or relat- ed field; extensive language teaching experi- ence at the university level; ability to teach both Devanagari and Urdu scripts; experi- ence in curriculum development; and native or near-native competence in Hindi or Urdu and English.
Submit a letter of application, curriculum vitae, teaching portfolio, student evaluations, writing sample, and three confi- dential letters of reference to Professor Vin- cent Cornell, Chair, MESAS Department, Emory University, S-312 Callaway Center, 537 Kilgo Circle, Atlanta, Georgia 30322.

Additionally add your interest to our Facul- ty Career Site #56195 to be considered.

Re- view of applications will commence on No- vember 30, 2015, and continue until a can- didate is chosen.
Applications received up to 30 days after review begins will be given full consideration.

Equal Opportunity/Affir- mative Action/Disability/Veteran Employer.

Women, persons with disabilities, and veter- ans are encouraged to apply.

History: University of Arkansas at Little RockAssistant Profess-Modern Europe- an History/R93316 Department of Histo- ry.
The Department of History at the Uni- versity of Arkansas at Little Rock (UALR) invites applications for a tenure-track po- sition at the rank of Assistant Professor in Modern European History (R99316), with a start date of August 15, 2016.

UALR offers a competitive salary and attractive fringe benefits.

Teaching responsibilities include World Civilization history survey courses, upper level and graduate courses in the ap- plicant’s field of specialization, and MA the- sis supervision.
An active research agenda that will lead to publications is required.

Service is expected at department, college and university levels, along with community engagement.

Qualifications: Ph.D. in histo- ry or related field.

Experience with or will- ingness to participate in online teaching and learning.

The History Department is home to a number of programs including a Mas- ter’s degree in Public History.
For more in- formation on the History Department visit http://ualr.edu/history/ UALR is a research- intensive doctoral institution with a metro- politan university mission.

Founded in 1927 and part of the University of Arkansas sys- tem since 1969, UALR serves a diverse pop- ulation of roughly 13,000 students.

For more information on UALR visit http://ualr.edu.
Additional information about this position and applications requirements are available under the Jobs link on the Human Resourc- es’ website at https://ualr.humanresources.

com.

Incomplete applications will not be considered.This position is subject to a pre- employment criminal background and finan- cial history 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 law, all applications are subject to disclo- sure.

Persons hired must have proof of le- gal authority to work in the United States.
Hospitality: The College of Hospitality and Tourism Management at Niagara Univer- sity is currently accepting applications for a replacement, Assistant Professor (tenure track) or Faculty Fellow (non-tenure track) position to teach in various aspects of sport management beginning in January 2016.

The College of Hospitality and Tourism Management currently enrolls approximate- ly 150 undergraduate and graduate sport management students and sponsors the only graduate program in the College.
Applicants must have the ability and expertise to teach at both the undergraduate and graduate lev- el in two or more of these areas: sport rev- enue management, communications, sport operation, policy and governance, recre- ation management, sport for development, research methods.

Candidate must provide evidence of strong teaching skills, with the ability to teach both in person and through online instruction, and demonstrate a pro- gressive research agenda.
It is desirable for the candidate to possess some breadth in their teaching expertise, and to have under- standing of the sport industry from a global perspective.

Sport industry work experience or evidence of collaboration with sport orga- nizations is highly desirable as is the ability to create experiential opportunities and in- ternships for students with sport organiza- tions both at professional and at intercolle- giate level.
Successful applicant will have the ability to shape the curriculum in new ways, ChronicleVitae.com/jobs OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Deans A53 Dean College of Education and Social Services Burlington, VT The University of Vermont (UVM), one of the nation’s top 50 public research universities, seeks an accomplished, innovative academic leader to serve as Dean of the College of Education and Social Services (CESS).
This is an exceptional opportunity to lead an important academic unit at one of America’s oldest universities.

The next Dean will shape the strategic direction of the College and create a shared vision for its future.

CESS, a dynamic, highly regarded college serves as a vital resource to the state, and its dean plays an important and visible role with all of its constituents.
The only research university in the state and Vermont’s land-grant institution, UVM enrolls close to 13,000 students, including more than 10,000 undergraduate and 1,300 graduate students.

UVM combines faculty-student relationships typically found in a liberal arts college with the scholarship and resources of a major research institution.

It is home to seven undergraduate schools and colleges, an honors college, graduate college, medical school, and a division of continuing education.
The University has attracted an increasingly distinguished faculty, and has steadily built its research enterprise, with sponsored projects now averaging $120M per year.

The campus spans Burlington’s highest ridgeline overlooking Lake Champlain, between the Adirondack and Green mountains, and is surrounded by the small, historical city of Burlington, perennially voted one of America's best places to live.
CESS enrolls close to 730 undergraduate and nearly 400 graduate students in 31 programs in its three departments: Education, Leadership and Developmental Sciences, and Social Work.

The College offers Vermont’s only nationally accredited education and counseling programs, two of the state’s three accredited social work programs, and its only EdD and PhD programs focusing on Educational Leadership and Policy Studies.
CESS’ graduate school of education is ranked in the top 25% by US , and its counseling program is among the best in the country, with 100% of News & World Report graduate students scoring above 90% on the national exam.

More than 73 of the College’s 100 faculty are full time, and 80 staff support CESS’ wide ranging activities.

The College’s annual operating budget is approximately $11.2 million, with additional sponsored support totaling approximately $7.2 million.
CESS is home to a number of centers and institutes, including the Campus Children’s Center preschool, the Tarrant Institute for Innovative Education, the Vermont Reads Institute, and the Center on Disability and Community Inclusion.

The new Dean will join UVM at an exciting time.


The university is pursuing an ambitious agenda, including the largest comprehensive campaign in its history and the implementation of an incentive based budgeting model that encourages innovation, and entrepreneurial and interdisciplinary activity.

It is in this context that the new Dean, reporting to the Provost, will serve as CESS’ leader and advocate within the University, in the community, across the state, and with donors.
The Dean works closely with CESS department chairs and other members of its leadership team, and with the deans of UVM’s other colleges.

The successful candidate will be responsible for strengthening the College’s academic enterprise, encouraging and supporting faculty productivity, bolstering student recruitment and retention, and fundraising.
UVM seeks a new Dean with intellectual breadth, emotional intelligence, and a record of academic achievement, combined with success in administrative management, including strategic planning, curriculum development, fundraising and fiscal oversight.

The ideal candidate will bring leadership experience in education or a related field, as well as proven experience fostering interdisciplinary activity and working collaboratively to promote institutional goals.
S/he will also have the ability and appetite for engaging in efforts to secure funding from public and private sources to support College activities.

Candidates must share CESS’ commitment to academic excellence, social justice, diversity and inclusion, and the integration of teaching and community engagement through service-learning and other forms of experiential learning.
An earned doctorate in a relevant academic discipline and an outstanding record of teaching and scholarship to qualify for full professor at UVM are required.

The University of Vermont has retained Isaacson, Miller, a national executive search firm, to assist in this search.

Inquiries, nominations, referrals and resumes with cover letters should be directed in confidence to: Ponneh Varho, Sarah Herman, and Morgan Sharoff, ISAACSON, MILLER, 263 Summer Street, Boston, MA 02210, www.imsearch.com/5544.
Electronic submission of materials is strongly encouraged.

The University of Vermont is committed to providing equal opportunity to all qualified individuals in its employment and personnel practices.

The University practices affirmative action by taking assertive steps to recruit, hire and promote minorities, females, individuals with disabilities and veterans.

taking advantage of the College’s unique re- lationship with industry.
The successful can- didate will also be expected to support a col- legial work environment, engage in scholarly and practical research, advise undergradu- ate and graduate students, provide service to the University, College, Sport Industry, and community, and to serve as an example of the College’s Code of Professionalism.

Candidate must hold at least one under- graduate or graduate degree in sport man- agement or business.
Candidate with a doc- toral degree is preferred, but an applicant who holds a Master’s degree or equivalent with a strong record of industry experience and outreach is also qualified.

The College of Hospitality and Tourism Management is ACHPA accredited and one of only four col- leges at Niagara University.
It is a national- ly ranked program; a founding member of Hotel Schools of Distinction; offered the world’s first Bachelor’s degree in tourism; and has nearly tripled its enrollment since 2000 to approximately 400 undergraduate students.

Founded in 1856, Niagara Univer- sity is located in a beautiful tourist setting in Lewiston, New York overlooking Cana- da and the gorge of the Niagara River, just north of Niagara Falls, USA.
Niagara Uni- versity is committed to providing a student- centered focus via interactive, caring and supportive faculty.

To be considered for this position, applications must include: a) cover letter, b) comprehensive curriculum vitae, c) photocopies of all post-secondary academic transcripts, d) a list of at least three profes- sional and academic references.
Applicants are encouraged, but not required, to submit teaching evaluations, samples of research, publications or scholarship, letters of recom- mendation, and any other supporting docu- ments.

Materials can be uploaded to the on- line application, https://jobs.niagara.edu/ JobPosting.aspx?JPID=1917, or submitted as attachments via email, and direct all rec- ommendation letters and inquiries to: Dr. Youngsoo Choi, Search Committee Chair, College of Hospitality and Tourism Man- agement, ychoi@niagara.edu.
To learn more about the College of Hospitality, please vis- it: www.niagara.edu/hospitality AA/EOE.

Information Management: The IU School of Informatics and Computing in Indianap- olis invites applicants for a Lecturer or Se- nior Lecturer appointment in the Health Information Management Program.
The re- sponsibilities of the position include teach- ing in the Health Information Management program, developing courses for the tradi- tional classroom setting, computer labs and for on-line education; help setting program goals, developing and continually updating the curriculum and training activities; con- tributing to the recruitment and marketing of the program; interviewing, evaluating and advising students; engaging in scholarly ac- tivity; serving as a member of SOIC and de- partmental committees; maintaining cur- rent knowledge in the Health Information Management profession through active par- ticipation in professional organizations, col- laboration, practice and research; and serv- ing on professional committees.
Require- ments for this appointment include a mas- ter’s degree, preferably in a field related to Health Information Management.
The ideal candidate will possess a minimum of three years of experience in the Health Infor- mation Management field with at least one year of management experience; advanced level computer literacy, including extensive knowledge in Microsoft Office and software applications typically used in health infor- mation management departments; experi- ence with coding, HIPAA and Release of Information.

The Registered Health Infor- mation Administrator (RHIA) credential is preferred but not essential.
Full descrip- tion and application instructions available DEAN OF THE WASHINGTON COLLEGE OF LAW Washington, D.C. American University (AU) seeks a strategic, entrepreneurial, and energetic leader to serve as Dean of the Washington College of Law (WCL), commencing in the Summer of 2016.
This is an exceptional opportunity to lead a large, vibrant, creative, and forward-looking law school in the nation’s capital to a preeminent global position by building a distinctive brand anchored in the quality of its academic programs, the scholarly achievements of its faculty, the diversity of its student body, and its impact on the challenges facing the legal professions and society today.

AU is a private doctoral university chartered by Congress and established in 1893.
Today, AU employs some 850 full-time faculty members, enrolls approximately 12,100 students from every U.S. state and 146 countries, and offers a rich array of undergraduate and graduate programs, including several law degrees, through its seven colleges and schools.

The Washington College of Law enrolls over 1,000 full time and 269 part time students.
In January 2016 WCL will relocate to a new, state-of-the-art facility located on a 8.5 acre campus adjacent to public transportation and near centers of government, business, embassies, culture, and commerce in N.W.

Washington, D.C. WCL is an institution with a unique heritage.

It was founded over one hundred years ago by two pioneering women at a time when women were generally excluded from the legal profession.
The founders created a tradition of providing opportunities for those historically outside the mainstream of the legal profession.

That commitment to inclusion and outreach continues.

Of the 423 current first-year students, 46.6% are minorities, 62% are women, and 42% speak a foreign language.

WCL is the highest overall ranked law school in the U.S. with Hispanics as its largest minority group.

For WCL, diversity and excellence are intimately intertwined.
Accredited by ABA, Washington College of Law provides a superb education while achieving national and international recognition for its programs with a faculty that is recognized as among the most productive nationally and internationally.

Faculty occupy important leadership positions in legal academia and domestic and international organizations and was voted one of the top 50 law faculties for scholarly distinction.
WCL program (USNWR) rankings include: #2 in Clinical Training, #6 in International Law, #6 in Trial Advocacy, #15 in Intellectual Property, and #16 in Best Part-Time J.D.

Programs.

The National Law Journal “Best of the Legal Times” survey ranks WCL as #2 for J.D.

Programs in Washington, D.C.; #2 in Joint J.D.-MBA Programs; #2 in Clinical Programs and #3 in LL.M Programs for WCL’s Program in Law and Government.
As the chief executive of the Washington College of Law, the Dean reports to AU’s Provost and is responsible for all program and unit activities within the school.

S/he provides strategic, intellectual and creative leadership to faculty, students, and staff; leads planning, administrative, personnel, fundraising, and program development efforts to build and sustain excellence in operations; and is the principal representative for the school.
The Dean works cooperatively and closely with faculty, administrative staff, other deans, and AU leaders to advance the university and the law school.

The Dean is to bring a deep respect for both the practice and scholarly aspects of legal education.

Additionally, the Dean is a visible force on the world stage, working with students, faculty, staff, alumni, and local and global leaders to enhance and build external relations and revenue.
inquiries, AU has retained Isaacson, Miller nominations/referrals, and resumes with cover letters should be directed electronically via www.imsearch.com/5521 to the attention of: Vivian Brocard, Tim McFeeley, or Karla Saunders.

Review of applications will continue until the position is filled.

the search.

Confidential to assist in at https://indiana.peopleadmin.com/post- ings/1941.

IUPUI is an EEO/AA Employ- er, M/F/D.


Korean: The Department of East Asian Languages and Cultures at Columbia Uni- versity invites applications for the tenure- track Il Hwan and Soon Ja Cho Professor- ship in Korean Culture and Religion, to be- gin July 1, 2016.

The appointment is at the rank of assistant professor.
We particularly encourage applications from scholars who take an interdisciplinary, transnational ap- proach to the study of Korean culture (with possible specialization in disciplines such as art history, anthropology, history, or litera- ture) and religion (with an emphasis on Ko- rean Buddhism).
The appointee will teach at both the graduate and undergraduate levels and is expected to work with fellow faculty in the Department of East Asian Languages and Cultures, the Religion Department, and other university institutions in the develop- ment of Korean studies research, teaching, and programming at Columbia.

Participa- tion in the Columbia College Core Curricu- lum will be expected.

PhD.
PhD.

degree must be completed by July 1, 2016. Review of appli- cations will begin on October 30, 2015 and continue until the position is filled.

The search committee is especially interested in candidates who, through their research, teaching or service, will contribute to the di- versity and excellence of the academic com- munity.
For more information and to apply for the position, please use the following URL: academicjobs.columbia.edu/appli- cants/Central?quickFind=61575 Columbia University is an Equal Opportunity/Affir- mative Action Employer.

Laboratory: Laboratory Director of the Em- bryology and Andrology Laboratory, Leba- non, NH and Burlington, VT, Dartmouth- Hitchcock Clinic.

Ultimately responsible for the clinical and medical aspects of the Hu- man Embryology and Andrology Laborato- ry.
Participates in research and teaching in conjunction with the Geisel School of Med- icine at Dartmouth.

This position includes travel to Burlington, VT at least one day per week for physical presence in UVM IVF program as well as being available for emer- gency and unscheduled procedures.

Send resume to Kathryn Kull, Dartmouth-Hitch- cock Clinic, One Medical Center Drive, Lebanon, NH 03756.
Requirements: Ph.D. in Biological, Chemical, or Clinical Labora- tory Science, or related field, such as Immu- nology; 32 semester hours in any combina- tion of courses in Chemistry or Biological Sciences; coursework acceptable to ABB; ABB, HCLD, and ELD certification; 10 years of human embryology lab experience; evaluation based on quality of specific relat- ed experience and publication record.
Language Science: Seeking candidates for a tenure-track assistant professor position in the area of language science.

The position is particularly aimed at candidates who com- bine a strong background in theoretical lin- guistics with computational, psycholinguis- tic, neurolinguistic or logical approaches.
Apply online at https://recruit.ap.uci.edu/ apply/JPF03107 with a cover letter indicat- ing primary research and teaching interests, CV, three recent publications, three letters of recommendation, and a statement on pre- vious and/or past contributions to diversity, equity and inclusion.

Application review will commence on 11/20/15.

The University of California, Irvine is an Equal Opportunity/ Affirmative Action Employer advancing in- clusive excellence.
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran sta- tus, or other protected categories covered by the UC nondiscrimination policy.

Latin Studies: Assistant Professor in Mod- ern Peninsular Studies.
The Department of Latin American and Iberian Cultures at Co- lumbia University invites applications for a tenure-track Assistant Professor position in Modern Peninsular Studies, with a particu- lar emphasis in the 19th and 20th Centuries, to begin July 1, 2016.Ph.D.

must be in hand by the appointment start date.


The selectee will be expected to teach courses at the un- dergraduate and graduate levels and to con- tribute to Columbia College’s Core Curric- ulum.Candidates must have an outstanding scholarly and teaching record that reflects a strong commitment to cultural studies; an ability to cross disciplines, periods, and top- ics; and an eagerness to work closely with graduate and undergraduate students.
We encourage applications from scholars who work on one or more Iberian languages be- sides Spanish.

An interest in digital humani- ties and new literacies is also desirable.

All applications must be filed online at: https:// academicjobs.columbia.edu/applicants/ Central?quickFind=61477.The application deadline is December 1, 2015.Columbia University is an Equal Opportunity/Affir- mative Action employer.
Library/Information Science: The Indiana University School of Informatics and Com- puting - Indianapolis invites applications for one full-time lecturer-track faculty position in the Department of Library and Informa- tion Science.

The appointment will begin August 1, 2016 at the Indiana University- Purdue University Indianapolis (IUPUI) campus.

This appointment is annually re- newable, based upon satisfactory perfor- mance.

A committed educator is sought to join our department.
We are interested in candidates with one or more of the follow- ing areas of expertise: Children/youth Dig- ital resources and management, Technolo- gy (user experience, information organiza- tion, information systems design), School media Services for persons with disabili- ties, Reference / information sources and services.
Candidates must demonstrate ef- ChronicleVitae.com/jobs A54 Deans THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Lesley.edu Lesley University, located in Cambridge, Massachusetts, engages students in transformative education through active learning, scholarly research, diverse forms of artistic expression, and the integration of rigorous academics with practical, professional experience.
Enrolling over 6000 students in innovative programs in the ﬁelds of education, arts, and applied social sciences, Lesley offers undergraduate, masters, and doctoral degrees in a variety of formats (including on-campus, online, hybrid/low residency, and off-campus models) designed to serve a wide range of diverse learners.
Lesley seeks nominations for the following leadership positions: Dean of the College of Liberal Arts and Sciences The Dean of the College of Liberal Arts and Sciences (CLAS) oversees 53 core faculty in six divisions, including the Divisions of Education, Humanities, Business Management, Natural Sciences & Mathematics, Psychology & Applied Therapies, and Social Sciences.
CLAS students include 1100 traditional undergraduate and 400 adult and online students in programs that include a partnership with Bunker Hill Community College and the Urban Scholar’s Initiative.

CLAS undergraduate programs are known for strong inquiry-based design that includes extensive internship preparation.
Dean of the Graduate School of Arts and Social Sciences The Dean of the Graduate School of Arts and Social Sciences leads 41 core faculty and 17 administrative staff in offering a unique portfolio of programs including Masters’ programs in Counseling and Psychology, Expressive Therapies (Art, Dance, Drama, Expressive Arts, and Music Therapy), International Higher Education and Intercultural Relations, Global Interdisciplinary Studies, and an MFA in Creative Writing.
Doctoral programs include a PhD in Expressive Therapies and a planned PhD in Counseling and Psychology expecting to launch in Fall 2016.

Each division prepares effective practitioners and innovative leaders and is committed to furthering its international student enrollment and reach.
Dean of the Libraries In this inaugural position, the Dean of the Lesley University Libraries will provide effective administration and leadership of a 21st century academic library that supports the dynamic teaching, learning, and research goals of the University.

Leading the strategic planning for the library and information services, the Dean plays a major role in integrating existing and developing technologies into the overall fabric of the University.
The Dean supervises a staff of 23 professionals, evaluates collections, manages the budget, and leads the development of new programs and services.

Applications Candidates must submit a letter of application that describes their interest in the position, a Curricula Vita or resume, and the email addresses and phone numbers of at least three (3) professional references.
For full job descriptions, application instructions and more information about the positions, including desired qualiﬁcations, please visit: http://apptrkr.com/679046 .

Review of applications begins December 1, 2015.

Positions begin July 1, 2016 for the 2016-17 academic year.

Lesley University is an Afﬁrmative Action/Equal Opportunity employer committed to increasing the diversity of the university community.
DEAN OF THE UNDERGRADUATE COLLEGE Bryn Mawr College is one of the world s most distinguished and distinctive institutions of higher edu- cation.

Every year 1,300 undergraduate women and 400 coeducational graduate students from around ʹ the world gather on the College s historic campus to study with leading scholars, conduct advanced research, expand the boundaries of academic inquiry, and prepare for lives of purposeful action.
Against ʹ this stimulating and inspiring backdrop, Bryn Mawr seeks nominations and invites applications for its chief student affairs officer, the position of Dean of the Undergraduate College.

The role of the Dean includes leadership for creating a vibrant intellectual and joyous co curricluar campus life for students, spearheading efforts to improve the student experience, and managing a complex array of offices related to student affairs.
The Dean of the Undergraduate College provides oversight and leadership for academic, social and co curricular campus life for students to support the mission of Bryn Mawr College.

As one of the most diverse liberal arts colleges in the country, Bryn Mawr seeks a Dean who will enhance and advance the - s national reputation and capacity to affirm difference as central to the fabric of its institutional College culture and excellence.

ʹ - inspired shared governance of the College.


The Dean heads the Undergraduate Dean s Office, which promotes the academic and personal growth of undergraduates at the College, working with students from matriculation to graduation.

The Dean’s Office ʹ embraces the College’s commitment to a holistic, rigorous liberal arts education as preparation for life and work, providing both individual advising and broader academic and cocurricular programming.
Students are encouraged to take responsibility for their lives, a responsibility that includes consulting with their deans and other appropriate resources, and operating within a structure of strong student self governance, a social and academic honor code, and Quaker The Dean of the Undergraduate College serves as a member of the President’s senior staff and plays a critical, front facing role in support of undergraduate students.

The Dean reports to the President.

The related matters.


The Dean supervises Dean is often called upon to represent the President in key student the personnel and budgets of a wide array of interrelated offices and programmatic areas, and the posi- s office is comprised tion thus entails significant management responsibility and leadership.

The Dean of approximately 30 staff members, who play a central and visible role ʹ in the advancement of student affairs to support Bryn Mawr students.
Inquiries, applications, and nominations should be directed to BrynMawrDean@storbeckpimentel.com.

Applications and nomina- tions will be held in strictest confidence.

For best consideration, please forward CV and cover letter by Monday, December 7, 2015.

- - - - DEAN SCHOOL OF EDUCATION Indiana University seeks a dynamic and transformative leader to become the next Dean of the School of Education.
We are searching for a recognized scholar and innovative leader who is dedicated to cutting edge research and the highest standards of excellence in teaching and service; has a deep and powerful commitment to the core values of equity, social justice, and multiculturalism in education; and has a compelling vision to improve teaching, learning, research, and human development in a global, diverse, rapidly changing, and increasingly technological society.
The Dean leads a faculty that is internationally recognized, and stands at the forefront of research, teaching, and service to the educational community.

The School’s large population of undergraduate and graduate students participate in immersion programs that give them the opportunity to teach in urban communities, American Indian reservations, and abroad.
The Dean will also work with an alumni base that is 70,000 strong, and includes accomplished educators, administrators, researchers, and 20 Indiana Teachers of the Year.

With campuses in Bloomington and Indianapolis, the School is among the elite education programs in the United States, and is ranked among the top 25 in the U.S. News & World Report’s 2016 Best Grad Schools in Education.
The School’s academic programs offer degrees and professional licenses for teachers, counselors, school psychologists, educational leaders, curriculum designers, and university scholars and researchers.

In the academic year 2014-15 alone, the School conferred 673 bachelor's, 319 master’s, and 66 doctoral degrees.

The School also offers online courses for professional development, certificates, and master’s degrees, and the first fully online doctoral program at Indiana University.
The Dean serves as the chief academic and administrative officer for the School of Education, and reports to the Provost and Executive Vice President.

The Dean is based in Bloomington, a cosmopolitan college town with a beautiful campus, and the School’s Indianapolis campus is located in the state’s vibrant capital city, which is a center of the arts, commerce, and industry.
Candidates should hold a doctoral degree from an accredited institution, and have significant experience leading a complex organization, a demonstrated record of enhancing the success of women and individuals from traditionally underrepresented communities, and scholarly achievements appropriate for a tenured professorship at Indiana University.
Candidates should also possess the strong administrative, managerial, development, and communication skills necessary to lead a school of education in a highly interdisciplinary public research institution.

The Dean’s appointment is expected to begin July 1, 2016.

Additional information about the School can be found at: http://education.indiana.edu/.
Although applications and nominations will be accepted until the position is filled, interested parties are encouraged to submit their materials by Monday, January 25, 2016, to assure optimal consideration.

Candidate materials should include a letter of interest and a curriculum vitae.

Please send nominations, inquiries, and applications in confidence and electronically to our consultant at IUEdDean@storbeckpimentel.com.
Indiana University is an Equal Opportunity, Affirmative Action Employer and a provider of ADA services.

All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.

DEAN College of Education The University of Memphis invites expressions of interest in and nominations for the position of Dean of the College of Education.
The University of Memphis, a Tennessee Board of Regents Institution, is one of three doctoral granting public universities in Tennessee and the only TBR institution classified as Highly Research Productive.

It has twelve schools and colleges serving approximately 22,000 students.
The University is strongly committed to its urban mission and outreach programs, values diversity, and recognizes the integrated role played by faculty and administration in fulfilling a comprehensive mission of research and performance, education, and community outreach.

See: www.memphis.edu.

Responsibilities: The Dean provides strong leadership in planning, development, and implementation of all college programs and policies.
Specific responsibilities include approval of hiring, tenure, and promotion decisions; effective management of resources; coordination of outreach activities; support of research, including aggressive pursuit of external funding; and college development.

The Dean has primary budgetary responsibility and accountability for the college and its programs.

The Dean should also be recognized as a community leader in the improvement of urban education in our region.
Qualifications: The Dean of the College of Education must have demonstrated significant achievement in leadership, scholarly activities, and administration.

The successful candidate must have a doctoral degree from an accredited institution of higher education and be qualified to hold professorial rank in one of the departments within the college.
Interested candidates should submit a letter of application, a curriculum vita, names and contact information for five references to: Martin M. Baker, Senior Vice President Baker and Associates LLC 4799 Olde Towne Parkway – Suite 202 Marietta, GA 30068 mbaker@baasearch.com A review of applications and nominations will begin on November 1, 2015 and continue until the position is filled.

The University of Memphis, a TBR institution, is an Equal Opportunity/Affirmative Action employer.
We urge all qualified applicants to apply for this position.

Appointment will be based on qualifications as they relate to position requirements without regard to race, color, national origin, religion, age, gender, handicap or veteran status.

The successful candidate must meet guidelines of the Immigration and Reform Control Act of 1986.

Bryn Mawr College is an equal opportunity employer.
fective teaching in an online environment and several years of professional (industry) experience in the area of expertise, a deep understanding of career opportunities in the information professions, and a passion for graduate student mentoring and suc- cess.
Ideal candidates will also shape their teaching in ways that leverage the unique strengths of the School of Informatics and Computing and the IUPUI campus, includ- ing its interdisciplinary and collaborative environment and commitment to service and community engagement.

Full descrip- tion and application instructions available at http://soic.iupui.edu/openings/lis-lecturer/.

IUPUI is an EEO/AA Employer, M/F/D.


Library: The Indiana University School of Informatics and Computing - Indianapolis invites applications for one tenure-track fac- ulty position (open rank) in the Department of Library and Information Science.

The ap- pointment will begin August 1, 2016 at the Indiana University-Purdue University India- napolis (IUPUI) campus.

Exceptional teach- ers and researchers are being sought.
Candi- dates must demonstrate commitment to the library/information management professions with relevant research and engaged teaching.

The LIS department has an ALA accredited Master of Library Science degree program ChronicleVitae.com/jobs OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Deans A55 Florida Gulf Coast University invites nominations and applications for the positions of Dean, College of Education and Dean of Undergraduate Studies.
Situated in Southwest Florida, FGCU is a growing, comprehensive public institution offering a broad array of undergraduate and graduate programs in the Colleges of Arts and Sciences, Business, Health Professions & Social Work, Education, and Engineering.

The University, with its innovative programs, technology friendly campus, and outstanding faculty/staff, is one of the most exciting educational environments in America.
FGCU seeks two dynamic academic leaders who are experienced, and committed, with a strong innovative and entrepreneurial spirit to lead the College of Education and the Office of Undergraduate Studies.

Reporting to the provost and vice president for academic affairs, these positions will provide strong planning and management, vision and support to programs and personnel emphasizing collegiality, integration, and collaboration across all dimensions of the College and broader University.
Encouraging a culture of academic excellence emphasizing high academic standards; excellent teaching, faculty and student scholarship; continuous quality improvement; and data driven decision-making is a key priority.

The Candidate for the Dean of Undergraduate Studies is expected to be a collaborative leader and advocate for innovative and transformative undergraduate education within the university and nationally.
Provide leadership on university-wide and programmatic assessment of student learn- ing and program effectiveness.

Initiates and engages in strategic planning, budgeting, and imple- mentation of university policies, initiatives, and programs related to undergraduate education.

Promotes diversity and inclusion in the student body, supports academic integrity for both faculty and students.

Has knowledge of best practices in undergraduate education in collaboration with internal and external partners.
Oversees university-wide assessment initiatives and provides direc- tion on fiscal planning and strategic goal setting for the various units within the Office of Undergraduate Studies.

The Candidate for the Dean for the College of Education serves as the chief academic, fiscal and administrative officer of the College; and is expected to build on the impressive record of success the College has enjoyed in its first seventeen years.
He/she will foster an environment conducive to quality instruction, demonstrate a commitment to academic shared governance, scholarly achievement, significant community involvement, and continuous improvement that will lead the College through its next phase of growth and development.

The new dean will provide a leader- ship role in connecting the COE to the community, establishing and maintaining relationships with public and private community groups and leaders, and the greater southwest Florida region.
The successful candidate will be responsive to the needs of internal and external stakeholders and work to enhance the reputation of the College and the University through support of the mission and goals of both.

Candidates must have an earned doctoral degree from a regionally accredited institution or equivalent accreditation.

Academic credentials commensurate with an appointment at the Rank of Professor.

Progressive successful experience in academic administration.
Demonstrated com- mitment to shared academic governance.

Ability to make strategic budgetary and operational decisions that maximize resources.

Effective written and communication skills.

Strong skill in management of financial and human resources.

While applications and nominations will be accepted until the position is filled, interested par- ties are encouraged to submit their materials by October 30th to assure optimal consideration.

.
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Complete advertisement and application instructions may be viewed at https://jobs.fgcu.edu FGCU is an EOE/AA/M/F/Vet/Disability Employer Vice-PrinciPal (academic) & dean The University of Toronto Mississauga invites applications, nominations and expressions of interest for the position of Vice-Principal (Academic) & Dean.

The appointment will be effective January 1, 2016, or as soon thereafter as possible.
The standard term of a Vice-Principal (Academic) & Dean is five years, with the possibility of renewal for an additional term.

The successful candidate would also hold a tenured faculty position at the University of Toronto.

Established in 1827, the University of Toronto (U of T) is the largest and most prestigious research-intensive university in Canada, located in one of the world’s great urban centres.
The University has more than 19,800 faculty and staff, some 84,500 students enrolled across three campuses, an annual operating budget of $2.2 billion, $1.3 million in externally funded research, and one of the premier research university libraries in North America.

The University of Toronto Mississauga (UTM), one of three U of T campuses and the University’s second-largest division, was established in 1967.
The campus has 15 academic departments; an Institute for Management and Innovation with its distinct emphasis on sector-oriented interdisciplinary management education; and an Institute of Communication, Culture, Information and Technology.

Its 147 programs cover 90 areas of study.

The campus is also home to the Mississauga Academy of Medicine – a medical education and research facility involving collaboration among UTM, the Faculty of Medicine and three major hospitals.
The campus population numbers approximately 13,700 undergraduate students and 575 graduate students, along with 2,300 full- and part-time employees, including 915 permanent faculty and staff.

In accordance with the University’s strategic vision outlined in Towards 2030, UTM is expected to see substantial further growth in undergraduate and graduate programs and enrolment within a differentiated campus model.
The campus is situated in the city of Mississauga on 225 acres of protected greenbelt along the Credit River, 33 kilometers west of U of T’s downtown Toronto campus.

The modern campus boasts a number of award-winning facilities, including the Hazel McCallion Academic Learning Centre (library and information complex), and the Recreation, Athletics and Wellness Centre.
The Vice-Principal (Academic) & Dean is the senior academic officer of the University of Toronto Mississauga, and is responsible for all aspects of academic administration, vision and leadership on the campus.

She/he reports directly to the Vice-President & Principal (campus chief executive) and also works closely with the Vice-President (Academic) & Provost of the U of T. She/he is also the leading academic ambassador of UTM across the university and externally.
Her/his direct reports include two Vice-Deans, an Assistant Dean, 17 heads of departments and institutes, and the Director of the Mississauga Academy of Medicine.

She/he will be a distinguished leader and communicator, with outstanding academic and professional achievements and a record as an exemplary administrator.

Candidates must have a PhD and must be able to receive tenure at U of T upon commencement of this role.

The successful candidate will have a background in academic leadership.
The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from visible minority group members, women, Aboriginal persons, persons with disabilities, members of sexual minority groups and others who may contribute to the further diversification of ideas.

Please note that all qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.
The Search Committee will begin its consideration of individuals immediately and will continue until the position is successfully filled.

Please email Colleen McColeman (colleen.mccoleman@utoronto.ca) for copies of the position profile, Towards 2030, UTM academic plan, and other information.
Applications including a letter of introduction, curriculum vitae and five references (who will not be contacted without the consent of the applicant) should be forwarded to her, in confidence, at the following address: Ms. Colleen McColeman Office of the Vice-President & Principal University of Toronto Mississauga 3359 Mississauga Rd Mississauga, Ontario L5L 1C6 Email: colleen.mccoleman@utoronto.ca delivered through online methods.

Course- work emphasizes technology, leadership, and professionalism.
The Department col- laborates closely with the Human Centered Computing and the BioHealth Informatics Departments in the application of technolo- gy to address information needs.

Specializa- tions include public libraries, school media, and electronic resource management.
Areas of current and future interest for the depart- ment are: digital resources (community heri- tage, data management, data curation, digi- tal libraries); technology (information system design // user interaction) and children and youth.

The ability to collaborate across the School and with other Schools on campus is important.
By strengthening or complement- ing existing faculty in the Department and School, ideal candidates will use creative, in- novative approaches and technologies to ad- dress fundamental library and information challenges with broad societal impact, and have the potential to leverage the strengths of the IUPUI campus, including its unique location in downtown Indianapolis, interdis- ciplinary and collaborative environment and nation-wide leadership in the health and life sciences.
Full description and application instructions available at http://soic.iupui.

edu/openings/lis-tenure-track/.

IUPUI is an EEO/AA Employer, M/F/D.

Mathematics: Cottey College, an indepen- dent liberal arts college for women, is seek- ing to fill a tenure track position in mathe- matics starting August 2016.

The teaching load is 12 to 14 hours each semester; assigned courses could range from Intermediate Al- gebra through Calculus.

Ability to teach Sta- tistics desirable.

Ph.D. required.
Ph.D. required.

Further in- formation about Cottey is available at http:// www.cottey.edu.

Review of applications be- gins November 6, 2015, and continues un- til the position is filled.

Send cover letter, curriculum vitae, copies of transcripts, and contact information for three references by Email in Microsoft Word or PDFs to Dr. Chioma Ugochukwu, VPAA, Cottey Col- lege, Nevada, MO.

E-mail: dkerbs@cottey.

edu.

Phone: 417-667-8181.

EOE.


Mathematics: The Department of Mathe- matics at Gonzaga University invites appli- cations for one tenure-track Assistant Pro- fessor position in Mathematics, beginning fall semester 2016.

Required Qualifications: A Ph.D. in mathematics, applied mathemat- ics, or statistics and evidence of at least one year successful experience teaching under- graduates.

To apply or view the full position description, please visit our website at https:// gonzaga.peopleadmin.com/.
For information about the institution, visit Gonzaga on the in- ternet at http://www.gonzaga.edu.

Questions about the position can be directed to the Mathematics Search Committee at math@ gonzaga.edu.

Position closes on December 1, 2015, midnight,PST.

For assistance with your online application, call 509.313.5996.

Gonza- ga University is a Jesuit, Catholic, humanistic institution, and is therefore interested in can- didates who will contribute to its distinctive mission.
Gonzaga University is a committed EEO/AA employer and diversity candidates are encouraged to apply.

All qualified appli- cants will receive consideration for employ- ment without regard to their disability status and/or protected veteran status.

Mathematics: The Reed College Mathemat- ics Department invites applications for a ten- ure-track assistant professorship in comput- er science to begin in the fall of 2016.
Ap- plicants should have completed a Ph.D. in computer science, or should be near its com- pletion, and should be committed to excel- lence in teaching and in scholarship.

Appli- cants from all areas of computer science are encouraged to apply.

Reed is a distinguished liberal arts college with 1400 students.

Fac- ulty members normally teach five semester courses per year, typically two course prep- arations per semester.
The successful appli- cant will share responsibility in developing an undergraduate curriculum in computer science, extending the existing program with- in the Mathematics Department.

Reed fac- ulty also supervise year-long thesis projects, required of all senior students, that often in- corporate students in collaborative research projects.

Further information about the po- sition can be found at http://www.reed.edu/ cssearch/.
Reed College is a community that believes that cultural diversity is essential to the excellence of our academic program.

All applicants should address how their teach- ing, scholarship, mentoring, community ser- vice, or other activities could support Reed’s commitment to diversity and inclusion as ar- ticulated in the college’s diversity statement at http://www.reed.edu/diversity/.
Applicants should submit their applications electroni- cally through the Interfolio service at http:// apply.interfolio.com/32116 and should in- clude a cover letter, curriculum vitae, teach- ing statement, research statement, and three letters of recommendation.

Reed is an Equal Opportunity Employer and members of un- derrepresented groups are especially encour- aged to apply.
Applications will be accepted until the position is filled, but they should be received by December 1st, 2015 to guaran- tee full consideration.

Any questions about the position or the application process may be directed to the chair of the search com- mittee, Jim Fix, jimfix@reed.edu.
Medicine: The University of Illinois College of Medicine at Peoria (UICOMP) is seek- ing board-certified or board-eligible pedia- tricians to fill multiple full-time positions in the Department of Pediatrics’ hospitalist di- vision.

The position is as Assistant/Associate Professor or Professor/Physician Surgeon of Clinical Pediatrics and can be tenure or non- tenure.
The ideal candidate will have com- pleted 3 years of pediatric residency and be BC/BE in Pediatrics and will hold or have applied for an Illinois physician’s license.
The position includes teaching medical stu- dents and residents in the department; pro- vide in-patient services for patients; provide clinical services for patients hospitalized at the Children’s Hospital of Illinois at OSF Saint Francis Medical Center, UICOMP’s main clinical partner; organize and conduct research programs; and perform other du- ties of a University faculty member includ- ing committee assignments, curriculum de- velopment and administration.
The prima- ry teaching hospital of the UICOMP is the Children’s Hospital of Illinois at OSF Saint Francis Medical Center (CHOI), a tertiary care facility serving a 37 county region with a population base of over two million.

CHOI provides comprehensive services to children, including Level IV NICU and a state-desig- nated Pediatric Critical Care Center.

CHOI is a major medical facility with 124 beds and a 32 bed critical care unit and the only Level 1 trauma center in Illinois outside of Chica- go.
The Jump Trading Simulation Education Center, a state of the art simulation facility with over 40,000 square feet of space for fac- ulty and other resources, is a joint venture between UICOMP and CHOI and is locat- ed on the OSF campus.

Chosen four times (most recently in 2013) by the National Civic League as an “All-America City,” Peoria, Il- linois has both the eclectic energy and ame- nities of a major cosmopolitan city with the charm and friendly appeal of small-town middle America.
A beacon of American his- tory and culture, Peoria is home to award- winning schools, affordable, pristine neigh- borhoods and 9,000 acres of parks - the most in the state.

Malpractice insurance is provid- ed by the University of Illinois system and an excellent benefits package is available includ- ing vacations, sick time, CME, health and life insurance and retirement plan.

The Uni- versity of Illinois may conduct background checks on all job candidates upon acceptance of a contingent offer.
Background checks will be performed in compliance with the Fain Credit Reporting Act.

UIC is an EOE/AA/ M/F/Disabled/Veteran.

For fullest consider- ation, please apply by November 9, 2015 at the following link: https://jobs.uic.edu/job- board/job-details?jobID=57035.
Music: Assistant Professor of Music, Associ- ate Director of Bands (Marching Band Di- rector) position number 82401, University of Hawaii at Manoa, College of Arts and Hu- manities, Department of Music, full-time, 11-month, tenure track position, to begin August 1, 2016, pending position clearance and availability of funds.

Duties: Direct the Rainbow Warrior Marching Band.


With the Assistant Director of Bands, and under the supervision of the Director of Bands, admin- ister the entire Athletic Band program, in- cluding: show development & design; coor- dination & oversight of all associated band staff; coordination with UH Athletics; re- cruiting and outreach activities.

Conduct the Symphonic Band (spring semester).


Teach courses in the music education curriculum (e.g., instrumental methods, or marching band techniques) and/or performance en- sembles (e.g., jazz ensemble, or percussion ensemble) according to qualifications and expertise.

Other duties assigned by the De- partment Chair.


Minimum qualifications: master’s degree in music; documented his- tory of success in teaching, conducting, and leadership of marching and concert bands at the collegiate and/or high school level.
Desir- able qualifications: doctorate in music; doc- umented history of success in drill writing and arranging; success in recruitment and development of a collegiate or high school band program; ability to teach music edu- cation courses (e.g., woodwind/brass/per- cussion methods and marching band tech- niques); ability to teach applied lessons at an advanced level.

Pay Range: commensu- rate with qualifications and experience.
To Apply: Please submit letter of application, curriculum vitae with names and contact in- formation of five references, academic tran- scripts (unofficial transcripts are acceptable for initial application, official transcripts are required by date of hire) and three letters from professional references.
Also, please submit a recent (within last two years) vid- eo of both (a) marching band field show(s) and (b) the applicant conducting both in re- hearsal and performance settings, as either a DVD or electronic submission (via YouTube, Vimeo, or other video sharing platform, or by file sharing platform, e.g.

Google Drive).

(Electronic applications are preferred.)

Ma- terials submitted electronically must be sent via UH FileDrop Service at https://www.
hawaii.edu/filedrop/ to Kathleen Kamiya at kkamiya@hawaii.edu with the Expira- tion Timer for the file upload set to 7 days.

Application materials will not be returned.

Hard copy applications, letters from profes- sional references, transcripts, and DVD con- ducting videos should be mailed to: March- ing Band Director Search Committee Chair, Music Department, University of Hawaii, 2411 Dole Street, Honolulu, HI 96822.
Re- view of materials will begin on November 17, 2015, continuing until the position is filled.

Application Address: Marching Band Search Committee Chair, Department of Music, University of Hawaii at Manoa, 2411 Dole Street, Honolulu, HI 96822.

Inquiries: Dr. Jeffrey Boeckman, Marching Band Director Search Committee, Chair (808) 956-2169, jboeckma@hawaii.edu.
Music: Assistant Professor of Music (Orches- tra Conductor), position number 84406, Uni- versity of Hawai’i at Manoa, College of Arts and Humanities, Department of Music, full- time, 9 month, tenure track position, to be- gin August 1, 2016, pending position clear- ance and availability of funds.
Duties: pro- vide administrative oversight of the orches- tra program and string program; conduct the UHM Orchestra; teach additional classes which may include, but are not limited to, conducting, instrumental techniques, cham- ber ensembles, and applied study (upper strings preferred); recruit students for both the orchestra program and the music major; maintain a public profile as a conductor and teacher.

Other duties as assigned by Depart- ment Chair.


Minimum qualifications: mas- ter’s degree in music; three years of college teaching experience (including orchestra conducting), or commensurate experience.
Desirable qualifications: doctorate in music; evidence of success in conducting ensembles at the collegiate and/or high school level; suc- cess in recruitment and development of a col- legiate or high school instrumental program; demonstrated commitment to developing collegial relationships with public and pri- vate school orchestra programs; demonstrat- ed experience at a professional level in in- strumental performance and applied teach- ing (upper strings preferred).
Pay range: Commensurate with qualifications and ex- perience.

To apply: Please submit a letter of application, curriculum vitae with names and contact information for five references, academic transcripts (unofficial transcripts are acceptable for initial application, offi- cial transcripts are required by date of hire) and three letters from professional referenc- es.
Also, please submit a 15-20 minute video of the applicant conducting contrasting se- lections in both rehearsal and performance settings, as either a DVD or electronic sub- mission (via YouTube, Vimeo, or other video sharing platform, or by file sharing platform, e.g.

Google Drive).

Review of materials will begin on November 17, 2015, continuing un- til the position is filled.

Application address: Electronic applications are preferred.
Mate- rials submitted electronically must be sent to Thomas Osborne at thomasao@hawaii.edu via UH FileDrop Service at https://www.ha- waii.edu/filedrop/ with the Expiration Timer for the file upload set to 7 days.

Application materials will not be returned.
Hard copy applications, letters from professional ref- erences, transcripts, and DVD conducting ChronicleVitae.com/jobs A56 Executive THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 Whitewater, WI Provost and Executive Vice Chancellor for Academic Affairs The University of Wisconsin Whitewater (UW-Whitewater) is seeking a Provost and Executive Vice Chancellor for Academic Affairs to join the university’s senior leadership team and play a major role in fulfilling the institution’s mission to foster student success and personal growth.
This individual will be the number two officer of the university and a close partner of Chancellor Beverly Kopper.

UW-Whitewater is a premier comprehensive university and one of 13 universities in the University of Wisconsin System.

UW- Whitewater was founded in 1868 and officially joined the University of Wisconsin System in 1971.
It has approximately 1,400 faculty and staff members and an enrollment of more than 12,000 students in 50 undergraduate and 15 masters programs, an education specialist degree, and a doctorate of Business Administration.

The four colleges include Arts and Communication, Business and Economics, Education and Professional Studies, and Letters and Sciences.
Located in a community of 14,622 residents near the scenic Kettle Moraine State Forest in southeastern Wisconsin, UW-Whitewater is a regional cultural and resource center within convenient driving distance of Madison, Milwaukee and Chicago.

UW-Whitewater is seeking an experienced academic leader with the vision, leadership, experience, and management qualities necessary to build on the university’s reputation and take it to even higher levels of academic excellence and student success.
The new Provost and EVC will express a passion for the mission of public education and the ability to persuasively articulate—both internally and externally— UW-Whitewater’s unique mission and values.

This leader will play a key role in assisting the Chancellor in the administration of the university, and will have the depth of management experience required to construct and execute strategies to ensure its future successes.
The Provost and EVC will devote particular attention to the immediate goals of: acting as the champion of UW-Whitewater’s academic mission and faculty/staff; overseeing the university’s strategic enrollment initiatives; fleshing out and implementing a new strategic plan; and serving as a forceful and passionate advocate for the university – both on and off campus.
UW-Whitewater’s new Provost and EVC will have the opportunity to be a senior leader of a vibrant, innovative university; partner closely with a highly regarded new Chancellor and a dedicated faculty and staff; engage in the community; and reside in a beautiful region of Wisconsin.

Applications, nominations, or confidential inquiries concerning this search may be sent by email to UWWhitewaterProvost@wittkieffer.com or directed to John K. Thornburgh at (412) 209-2666 or Elizabeth K. Bohan at (630) 575-6161.
In order to receive full consideration, applications must be received by December 1, 2015.

The University of Wisconsin-Whitewater is an Equal Opportunity and Affirmative Action Employer, and actively seeks and encourages applications from women, people of color, persons with disabilities, and all veterans.

Names of applicants may be disclosed unless requested otherwise.

Names of finalists will be released.

UW-Whitewater conducts criminal background checks as a contingency to employment.
A criminal background check will be conducted prior to an offer of employment.

For UW-W Campus safety information and crime statistics/annual Security Report, see http://www.uww.edu/annual-safety-report or call the Dean of Students office at: 262-472-1533 for a paper copy.

videos should be mailed to: Orchestra Search Committee Chair, Music Department, Uni- versity of Hawaii, 2411 Dole Street, Honolulu, Hawai’i 96822.
For further inquiry: Dr. Thom- as Osborne, Orchestra Search Committee, Chair, 808-956-2129, thomasao@hawaii.edu.

Music: Full-time, tenure track position as As- sistant Professor of Music in Strings and Con- ductor of the Trinity Symphony Orchestra.

Responsibilities include supervising all as- pects of string instruction for a department with 11 full-time and 20 part-time faculty; conducting, musical leadership, and recruit- ment for Trinity’s all-student orchestra.
The successful candidate will be an integral part of the Music Education program.

Teaching duties may also include instruction of string methods for music education students; pri- vate lessons in an applied area according to the candidate’s credentials; or coaching stu- dent chamber music ensembles.

The success- ful candidate will work closely with the instru- mental music education students, including graduate students studying in Trinity’s na- tionally recognized Master of Arts in Teach- ing program.
Dependent upon course load and candidate expertise, additional classroom teaching responsibilities may be included.

We particularly seek candidates with an under- standing and strong support of the ideals and goals of a broad liberal arts education.

Doc- toral degree required, and experience in sec- ondary school orchestra ensembles is desired.
Please send curriculum vitae, letter of appli- cation, and three confidential letters of refer- ence by November 9, 2015 to Dr. David Hell- er, Search Committee Chair, Department of Music, Trinity University, 1 Trinity Place, San Antonio, TX 78212.
Please do not send audio or visual recordings at this time, or other sup- portive materials - those items will be request- ed at a later date.https://new.trinity.edu/aca- demics/departments/music Music: Tenure-eligible resident position be- ginning August 16, 2016.

The School of Mu- sic offers a rigorous and comprehensive cur- riculum for piano majors.

Primary duties will include weekly lessons and repertory class for piano majors at the undergraduate and grad- uate level.
Other duties may include teaching of courses in Keyboard Musicianship for Key- board Majors, Piano Ensemble, and Survey of Keyboard Literature, as well as coaching of chamber music.Interested applicants must apply online at http://www.ithaca.edu/jobs.

Questions about online application should be directed to the Office of Human Resources at (607) 274-8000.

To ensure full consideration, complete applications should be received by October 30, 2015.
Ithaca College is commit- ted to building a diverse academic community and encourages members of underrepresented groups to apply.

Experience that contributes to the diversity of the college is appreciated.

Philosophy: Department (http://philosophy.

ucsd.edu) at UC San Diego invites applica- tions for Assistant Professor (t-t).

AOS: Open, except for moral philosophy, history of phi- losophy and philosophy of science.
Requires excellence in research, teaching and profes- sional activity; PhD conferred by the appoint- ment’s start time.

Salary is commensurate with qualifications and based on UC pay scales.

Re- view of applications begins November 1, 2015, and continues until position is filled.
Applica- tions, including a cover letter, curriculum vi- tae, writing sample, teaching evaluations, and up to five letters of recommendation, a sepa- rate personal statement summarizing their ex- perience and leadership contributions in the arena of equity and diversity, will be accepted electronically at http://apptrkr.com/682414.

AA-EOE.

Philosophy: University of California, Santa Barbara, Santa Barbara, California.

Rank: Open.

AOS: Metaphysics and/or Epistemolo- gy.

AOC: Open.
AOC: Open.

Salary: Dependent on quali- fications.

Appointment: July 1, 2016.

Require- ments: Outstanding record or promise of ex- cellence in research and teaching (graduate and undergraduate); Ph.D. normally required by the time of appointment.

Deadline: To en- sure full and primary consideration all appli- cation materials, including letters of reference, should be received by November 17, 2015.

The position will remain open until filled.


Applica- tion Procedure: Submit a letter of application, curriculum vitae, names and contact informa- tion for at least three references, and a writing sample online at https://recruit.ap.ucsb.edu/ apply/JPF00575.

Junior candidates should also submit a dissertation abstract and evi- dence of teaching excellence.

References will be contacted and asked to submit their let- ters of recommendation online by the dead- line.
All application materials should be in a standard electronic form, preferably pdf.

Fax and mail applications cannot be accepted.

In- quiries may be addressed to the philsearch@ philosophy.ucsb.edu.

For additional informa- tion about the Department of Philosophy, see http://www.philosophy.ucsb.edu.

The Depart- ment is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.
The University of Cali- fornia is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sex- ual orientation, gender identity, national ori- gin, disability status, protected veteran status, or any other characteristic protected by law.

Philosphy: The Philosophy Department (http://philosophy.ucsd.edu) at UC San Diego invites applications for a tenured Associate or Full Professor.
AOS: Moral Psychology.

AOC: Open.

The appointment is expected to begin 7/1/2016.

Duties include active research, grad- uate supervision, normal committee service, and classroom teaching at all levels.

The stan- dard teaching load is four courses per year.

Requires Ph.D., excellence in research, teach- ing and professional activity.

Salary commen- surate with qualifications and based on UC pay scales.
Closing date: Review of applica- tions begins November 1, 2015, and continues until position is filled.

Applications, including a cover letter, curriculum vitae, writing sam- ple, teaching evaluations, separate personal statement summarizing their experience and leadership contributionsin the arena of equity and diversity, and up to five letters of recom- mendation, will be accepted electronically at http://apptrkr.com/682548.

AA-EOE.
AA-EOE.

Piano/Music: Associate Professor/Full Pro- fessor, appointment beginning fall semester, August 1, 2016.

Doctorate or equivalent pro- fessional profile required.

Demonstrated suc- cess in college-level teaching as well as a con- sistent well-rounded record of professional ex- perience and national visibility as a performer required.

Teach piano to undergraduate and graduate piano majors.
Added teaching re- sponsibilities may include coaching chamber music and/or other responsibilities based on the successful candidates expertise.

Respon- sible for recruitment of undergraduate and graduate piano students.

The Knoxville cam- pus of the University of Tennessee is seeking candidates who have the ability to contrib- ute in meaningful ways to the diversity and intercultural goals of the University.

Dead- line: December 15, or until position is filled.
Send letter of application (no email applica- tions), at least three current (within the last 12 months) letters of recommendation, curricu- lum vitae, and a recent CD and/or DVD re- cording or links to representative repertoire (indicating dates of performance) to: Secre- tary, Piano Search Committee, The Universi- ty of Tennessee, 117 Natalie L. Haslam Music Center, Knoxville, TN 37996-2600.
The Uni- versity of Tennessee is an EEO/AA/Title VI/ Title IX/Section 504/ADA/ADEA institution in the provision of its education and employ- ment programs and services.

All qualified ap- plicants will receive equal consideration for employment without regard to race, color, na- tional origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered vet- eran status.
Professional: Vice President Administra- tive Services Tacoma Community College is a comprehensive state-supported community college serving more than 720,000 area resi- dents.

Located in the beautiful Pacific North- west, TCC seeks an innovative executive lead- er.

The VP serves as the Chief Financial Of- ficer and as a member of the executive leader- ship team.

The VP is responsible for planning, directing, and supervising all business func- tions of the college.
The ideal candidate will be an accomplished business professional who possesses a Masters degree from an accredit- ed college or university, five years senior level administrative experience, an ability to foster consensus and commitment to shared gover- nance and collaborative leadership, as well as commitment to affirmative action plans.

Sal- ary $120-$130K Interested professionals are invited to apply.
http://www.tacomacc.edu/ careers Tacoma Community College is an Equal Opportunity Employer and Educator committed to excellence, innovation and stu- dent learning.
Provost: The Vice Provost for Student Af- fairs and Dean of Students (R99824) is the senior student affairs officer for the Univer- sity, reports to the Executive Vice Chancel- lor and Provost, and has primary responsibil- ity for the leadership, management, strategic direction, policy development, administrative oversight, and accountability of the Division of Student Affairs.
This position will be re- sponsible for the integration of a broad array of programs and services aimed at supporting student development and learning outcomes with the goal of having a student body that is healthy, engaged, and successful.

UALR is seeking a visionary, strategic, collaborative, and inclusive leader who possesses personal and professional integrity, excellent commu- nication skills, and a strong commitment to student success.
The Vice Provost for Student Affairs and Dean of Students is responsible for administrative and programmatic over- sight and coordination of the following units that are part of the Division of Student Af- fairs: Campus Life including Greek organi- zations, Counseling Services, Disability Re- source Center, Donaghey Student Center, Health Services, Housing, and Student Suc- cess Initiatives.

This is a twelve-month bene- fits eligible position.
The successful candidate will: provide leadership to ensure the effective coordination of a broad array of student af- fairs programs and services and their integra- tion with UALR’s academic programs; Identi- fy, establish, and implement student develop- ment learning outcomes that support overall student growth and success; Build strong col- laborative relationships with key stakeholders on and off campus to support student develop- ment; Assist in establishing, articulating, and assessing institutional goals and outcomes for student affairs programs and services at UALR; Advise campus leadership on policies and programs that may enhance student suc- cess; Support the recruitment and retention of a diverse student population and foster a cam- pus climate in which equity and diversity are integral part of the student experience; Lead and support best practices in effective conflict resolution with students, formal student con- duct and disciplinary approaches, and behav- ioral intervention initiatives; Work with rep- resentatives of multiple departments and con- stituents to address complex student needs while building on existing student strengths; Lead the development and implementation of a wide range of programs to support appropri- ate and constructive student experiences for a diverse group of students (i.e., on-campus resi- dential students, commuters, transfer, gradu- ate and professional, undergraduate, Greek); Promote and support a high level of partici- pation and engagement in student governance and in Greek and other organizations with students on campus and online.
Oversee the responsible planning, stewardship, manage- ment, and accountability of fiscal, capital, and human resources of the Division of Student ChronicleVitae.com/jobs OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Executive A57 Columbus, Ohio PRESIDENT The Centenary College Board of Trustees and Search Committee seek their next president and invite expressions of interest and applications.
The College has responded creatively and effectively to the challenges of offering higher education opportunities to the people of New Jersey and beyond.

It has done so by offering an appealing variety of programs on its main campus and strong, well-respected, professionally based programs at off-site centers.

Throughout its long and distinguished history, the institution has maintained its commitment to core values of equal access for all persons and strong moral values.
The 148 year old, state chartered, United Methodist related college is located in a suburban setting in Northwest New Jersey in the beautiful Kittatinny Mountains in the town of Hackettstown.

The College offers undergraduate and graduate education in a residential setting and in two centers in Parsippany and Edison, New Jersey.

Centenary’s Equine program consistently ranks as one of the best in the nation.

The Environmental Studies program offers extended internships and research opportunities.
A service learning initiative has produced more than 20,000 hours of community service each year and was the first such offering to be a graduation requirement in New Jersey.

The College is home to a new performing arts center that hosts musical and theatrical events and engages students actively while attracting community participation.

The Division III NCAA athletic program is another major draw for the College and brings thousands of persons to the campus.
Centenary has more than a $200 million dollar impact on the regional economy.

The College offers the following programs of study for more than 2,000 students annually: 27 bachelor degree programs, 3 associate degrees, 30 concentrations, 20 minors, graduate studies for the M.B.A., M.A., M.Ed., in business, education, counseling, leadership and public administration, a School of Professional Studies with B.A., B.S., and M.B.A. programs in accelerated and on-line formats.
Also a number of certificates are also offered in areas such as Reading, Student Assistance, Criminalistics and Social Media Marketing.

The new president will be guided by a strong strategic planning and assessment culture on the campus.

The Board of Trustees is actively involved in the advancement of the college and participates fully in a shared governance model with faculty and staff through a new Faculty Senate, Managers Forum, and Staff Council.
The College enjoys a $42 million balanced budget, an endowment of $10.3 million and recently invested more than $6.5 million in renovations to campus facilities.

The Board of Trustees seek a distinguished, enthusiastic, and transformational leader who can advance the growing reputation and broad service that the College provides the region.
Candidates should demonstrate the following: • Understanding the challenges of higher education • Excellent financial knowledge and management skills • Strong strategic planning leadership skills • Intellectual depth and commitment to teaching and scholarship • Commitment to historic relationships such as its affiliation with the United Methodist Church • Effective communication skills with varied constituencies • Student-centered and willing to be engaged on and off campus with students • Fundraising experience and enthusiasm for obtaining new resources • Support of diversity in all its forms PRESIDENT The Board of Trustees announces the search for the 16th president of Capital University.
The Search Committee invites nominations and applications for this distinctive leadership assignment.

Currently enrolling a diverse student body of nearly 3,500, Capital serves traditional undergraduates, graduate students, adult students completing a baccalaureate degree, and those in specific licensure or certification programs.
The next president will be presented with widespread institutional strength and motivation from which to develop Capital as one of the Midwest’s strongest comprehensive private universities.

This opportunity for energetic, visionary, entrepreneurial, and visible leadership is uncommonly attractive.
Notable for the centrality of the liberal arts, the prominence of its Conservatory of Music, the strength of its Business/Management and Nursing programs, the creativity of its Law School, its location in the vibrant and resource-rich City of Columbus, Ohio, the beauty of its 54-acre main campus, and its historic links to the Lutheran Church, Capital presents a compelling educational profile.

Capital offers 60 majors, 51 minors, and four undergraduate degrees.
Graduate degrees are available in law, nursing, business, and music education.

Capital’s faculty have a deep passion for engaging students in an environment with a 12:1 student- faculty ratio and an ethos in which teaching, learning, and scholarship are immediately noticeable.

At a time of unprecedented change in higher education, Capital draws great confidence from the combination of its past successes and the promise of new ventures.
The opportunity to bring ingenuity and strength to Capital’s presidency is matched by the need to build a fresh and sustainable vision for Capital’s future.

New leadership will be expected to embrace an agenda that will strengthen the university through excellence, establish a strategic ethos among and between its constituencies, and expand its reputation and public recognition.
The next president’s agenda includes opportunities to: • Focus Capital’s Strategic Vision and Plan • Strengthen the Base of University Resources • Increase Capital’s Visibility • Sustain Financial Equilibrium • Enhance a Thriving Student-Centered Community • Demonstrate a Committed Intercultural Competence Creativity, authenticity, and confidence tempered by self-awareness help to define the expectations for Capital’s next president, which also include impeccable integrity, high energy, and a genuine work ethic.
Prospective candidates are encouraged to learn more about the specific attributes desired in Capital’s next president prior to making formal application by reviewing Capital’s Presidential Search Profile at: www.capital.edu or www.agbsearch.com.

Candidates are requested to submit materials by 5 PM on Friday, December 11, for the most favorable consideration, although applications will be accepted until the time that a new president is selected.
All inquiries will be received in full confidentiality by: Thomas B. Courtice, Ph.D.

Managing Principal, AGB Search 1133 20th Street NW, Suite 300 Washington, DC 20036 tbc@agbsearch.com a g b s e a r c h .

c o m Capital University does not discriminate on the basis of race, religion national or ethnic origin, gender, sexual orientation,age, or disability.
The Search Committee will begin review of applications in November 2015, and will screen candidates in a first round review for those whose materials are complete and in hand by December 4, 2015.

The committee will continue to accept applications until the new president is appointed in mid-February, 2016.

Applicants must present a letter of interest that addresses Centenary’s mission, attributes desired in candidates and goals as outlined in the Profile.
Also, candidates should include a comprehensive curriculum vitae and five references with email and phone numbers.

References will be contacted after approval by the candidate.

Please submit applications to Wolfgang Gstattenbauer, Chairman of the Search Committee at CentenaryPres@agbsearch.com.

Drs.

Tom Courtice and Jim Davis, AGB Search Consultants are assisting the search.

You may direct inquiries and questions to jdavis@agbsearch.com or tbc@agbsearch.com or phone 540 539 9415.
For a copy of the Profile and other information, please consult www.centenarycollege.edu or www.agbsearch.com .

a g b s e a r c h .

c o m Centenary College is an equal opportunity institution.
Affairs; Represent UALR to external stake- holders and serve as a face of the Institution to the student body, including crisis manage- ment situations involving students and other student issues that attract media or external interest; Represent UALR at national, region- al, and local higher education conferences and student affairs association meetings, and stay abreast of emerging issues and trends in stu- dent affairs.
The successful candidate will al- so be able to demonstrate: success in and pas- sion for working with college students; suc- cess in leading a team in collaborative, stra- tegic, and operational planning; knowledge of student development theory and application; knowledge of and experience with best prac- tices in student affairs; ability to build part- nerships within and across units, particu- larly as it relates to the interface between student development and undergraduate, graduate, and professional education; com- mitment to a community engaged approach to student affairs; experience in crisis man- agement and knowledge and understanding of student mental health issues, student con- duct and discipline, judicial affairs, and rel- evant legal issues in higher education; pos- sess exceptional interpersonal, oral, and written communication skills and the abili- ty to communicate effectively with multiple and diverse constituents; and a commitment to diversity and to insuring an inclusive cam- pus environment.
Required Qualifications: Earned Master’s degree; At least five years of management and supervisory experience in higher education.

Preferred Qualifications: An earned doctorate from accredited insti- tution with experience in a faculty or similar academic role at the college or university lev- el.

Application materials must be submitted through the online application system.
Ad- ditional information about this position and application requirements are available under the Jobs link on the Human Resources’ web- site at http://ualr.edu/humanresources/.

In- complete applications will not be considered.

This position is subject to a pre-employment criminal, financial history and a sex offender registry background check.
A criminal con- viction or arrest pending adjudication and/or adverse financial history information alone shall not disqualify an applicant in the ab- sence of a relationship to the requirements of the position.

Background check information will be used in a confidential, non-discrimi- natory manner consistent with state and fed- eral law.
The University of Arkansas at Little Rock is an equal opportunity, affirmative ac- tion employer and actively seeks the candida- cy of minorities, women, veterans, and per- sons with disabilities.

Under Arkansas law, all applications are subject to disclosure.

Per- sons hired must have proof of legal authority to work in the United States.
Psychology: Indiana University East, Rich- mond, IN, invites applications for a Visiting Faculty position for the Spring 2016 semes- ter to teach a variety of courses in Psychol- ogy including General Psychology, Coop- erative Work Experience, Abnormal Psy- chology, and Psychology of Everyday Life.

Teaching and clinical experience are strong- ly preferred.

The environment offers the rich networking resources of Indiana University, as well as advantages of a small, but grow- ing, campus.
Duties and Responsibilities in- clude: Teach small and large group psychol- ogy courses online and possibly on campus.

Communicate subject matter clearly, cor- rectly and effectively.

Use methods, materi- als, and technology appropriate to the sub- ject matter.
Manage the learning environ- ment through keeping accurate records, sub- ChronicleVitae.com/jobs A58 Executive THE CHRONICLE OF HIGHER EDUCATION  OCTOBER 16, 2015 PRESIDENTIAL SEARCH CHANCELLOR Lincoln, Nebraska University of Nebraska President Hank Bounds invites nominations and applications for the position of chancellor of the University of Nebraska–Lincoln (UNL).
The UNL chancellor is the chief executive officer of the largest of the four University of Nebraska campuses, a Big Ten institution and member of the Association of Public and Land-grant Universities.
The incumbent, Harvey Perlman, is stepping down in 2016 after a decade and a half of leadership during which the campus experienced significant gains in enrollment and research activity, investments in infrastructure and facilities, expansion of international partnerships, and formation of a 250-acre public/private research and development park.

UNL is recognized as the primary research and doctoral degree granting institution in Nebraska for fields outside the health professions.
It is classified as RU/VH by the Carnegie Foundation for the Advancement of Teaching, with total research expenditures exceeding $275 million.

Its annual operating budget is approximately $1.2 billion.
UNL serves more than 25,000 undergraduate, graduate and professional students through nine colleges: agricultural sciences and natural resources, architecture, arts and sciences, business administration, education and human sciences, engineering, fine and performing arts, journalism and mass communications, and law.

The Institute of Agriculture and Natural Resources includes a two-year college of technical agriculture and statewide outreach and extension services in the land-grant tradition.
The campus is home to the Nebraska Cornhuskers, a competitive Division I athletics program which enjoys the nation’s leading consecutive sellout streak in football and volleyball regular-season matches.

The University of Nebraska has retained Isaacson, Miller to assist in this search.

Screening of complete applications will begin immediately and continue until the completion of the search process.
For more details, including the position profile when it is available and to submit inquiries, nominations, referrals, and applications, please see the Isaacson, Miller website for the search: www.imsearch.com/5520.

Electronic submission of materials is highly encouraged.

Additional information also is available on the University of Nebraska website at http://www.nebraska.edu/unlchancellorsearch.
David Bellshaw, Lindsay Gold, and/or Courtney Wilk Isaacson, Miller 649 Mission Street, Fifth Floor San Francisco, CA 94105 Phone: 415.655.4900 Fax: 415.655.4905 The University of Nebraska is an AA/EEO employer and will not discriminate based on an individual’s sex, age, disability, race, color, religion, marital or veteran’s status, national or ethnic origin.
Saint Mary’s College, a Catholic women’s college of national standing in the liberal arts tradition, is seeking its 12th president to succeed Dr. Carol Ann Mooney, who will retire after 12 years of outstanding leadership.

Saint Mary’s offers an especially compelling opportunity for a leader with passion, vision, and energy who manages in an inclusive style.

The new President is expected to take office on or about June 1, 2016.
Located in Notre Dame, Indiana, Saint Mary’s is a welcoming community of approximately 1,600 students, talented professors, and dedicated staff.

Small classes averaging 15 students encourage close, meaningful relationships among students as well as between students and faculty.

In addition to offering a number of strong professional programs, in 2015 the College introduced graduate programs, enrolling both men and women in programs in data science, speech language pathology, and nursing practice.
Ranked among the top 100 Best National Liberal Arts Colleges by U.S. News in 2015, the College offers a wealth of opportunities for real-world experiences through internships, study abroad, and hands-on learning.

Saint Mary’s has practiced the core values of learning, community, faith, spirituality, and justice for more than 170 years.

The College continues to grow and prosper, with approximately 20,000 living alumnae.
The Presidential Search Committee seeks a Catholic leader who embraces and fosters the identity of the institution, as well as the charism, values, and educational vision of the Sisters of the Holy Cross, and brings a demonstrated passion for women’s education.

The next President of Saint Mary’s College will be forward-thinking, with a demonstrated ability to advance innovation.
S/he will be a visionary who can position Saint Mary’s as a Catholic women’s college for the future and build consensus, communicating effectively and engaging broadly and authentically with diverse College constituencies.

For a complete profile of this leadership opportunity at Saint Mary’s College, please view the full search profile under Current Searches at www.academic-search.com.
Maya Ranchod Kirkhope and Andrea Warren Hamos of Academic Search, Inc., Washington, D.C., are assisting Saint Mary’s College with this search.

Nominations and expressions of interest may be submitted electronically to SaintMarysPresident@academic-search.com.

Nominators or prospective candidates may direct inquiries or questions to Maya Kirkhope at (703) 380-9195 or mrk@academic-search.com or Andrea Warren Hamos at (202) 263-7477 or awh@academic-search.com.
For more information about Saint Mary’s College, please visit the College’s website at www.saintmarys.edu.

Nominations and applications will be accepted until the position is filled, but only materials received by November 10, 2015, are ensured full consideration.

Application materials must be submitted electronically to SaintMarysPresident@academic-search.com.
The packet should consist of a substantive cover letter addressing the leadership characteristics outlined in the profile, a curriculum vitae, and full contact information for five professional references, none of whom will be contacted without the explicit permission of the candidate.

All College policies, practices, and procedures are administered in a manner consistent with our Catholic identity.
With the foregoing understanding, Saint Mary’s College will not engage in discrimination based on sex, race, color, national origin, religion (except where religion is a bona fide occupational qualification), age, disability, citizenship status, genetic information, veteran status, or any other characteristic protected by law.

Based on our Catholic values, the College also prohibits discrimination based on sexual or political orientation.
mitting grades and other reports on time, and enforcing school and campus academic policies.

Demonstrate the ability to develop a professional rapport with diverse popula- tions within the university and community.

Qualifications: Master’s degree in Psychol- ogy required.

Doctorate degree in Psychol- ogy preferred.

Zero to two (0 - 2) years’ ex- perience in instruction or formalized educa- tion process, preferably in a post-secondary or college institution.

Licensed psychologist preferred.


To Apply: Interested applicants should submit letter of interest and vita, in- cluding the names and contact information for three (3) references as email attachments, preferably as MS Word or pdf documents to IUEHR@iue.edu.

Review of applications will begin immediately and continue until the position is filled.

Indiana University is an Equal Employment Opportunity/Affirmative Action Employer.
Public Health: Department of Health Behav- ior and Health Education at the University of Michigan School of Public Health invites ap- plications for a tenure-track Assistant Profes- sor faculty position in public health interven- tion dissemination and implementation sci- ence to begin September 1, 2016.
Candidates must have a doctorate degree in public health or the social/behavioral sciences (e.g., psy- chology, sociology, anthropology, econom- ics) or a field with direct application to public health (e.g., global health, health informat- ics).

Candidates should demonstrate evidence of independent and collaborative research potential, interest and ability in teaching at the graduate level, and peer-reviewed pub- lications and presentations commensurate with experience.
Priority will be given to can- didates with demonstrated public health prac- tice background and securing research fund- ing.

Individuals who have not yet conducted large-scale implementation science studies, but have the interest and/or skills to do so in the future are encouraged to apply.

Re- search/Practice: We seek candidates with ex- pertise in domains related to public health in- tervention dissemination and implementation research.
Consistent with the definition pro- vided by the NIH Office of Behavioral and Social Science Research, we make a distinc- tion between Dissemination and Implementa- tion Research: “Dissemination is the targeted distribution of information and intervention materials to a specific public health or clinical practice audience in order to spread (“scale up”) and sustain evidence-based interven- tions.
Implementation is the use of strategies to adopt and integrate evidence-based health interventions and change practice patterns within specific settings”.
Applications are encouraged from candidates using dissemi- nation and/or implementation science to ad- dress public health challenges associated to our department’s key areas of specialization: Health Behavior over the Lifecourse; Health Disparities; Gender, Sexuality and Popula- tion Health; Health Communication; Com- munity, Networks and Ecological Practice; and/or Research Methods.
Candidates with particular interests related to novel research designs, mental health, child health, mater- nal health, family planning and reproductive health, social action and/or policy change, and aging are strongly encouraged to apply.

Candidates’ research may focus on popula- tions in domestic and/or global contexts.
Par- ticular consideration will be given to candi- dates doing cutting edge work in the design, implementation, and practice of public health interventions (e.g., integrating multiple levels of analysis across the biopsychosocial con- tinuum), as they relate to dissemination and implementation science and broader social change.
Teaching: The department is com- mitted to preparing students as public health leaders with broad expertise in public health practice and intervention design, implemen- tation and evaluation.

The ideal candidate will be able to teach undergraduate and grad- uate courses related to program planning, program management, and program imple- mentation and dissemination.
Priority will be given to candidates who can support other de- partmental instructional needs, such as pro- gram evaluation, research methods (especial- ly qualitative methods and mixed methods), health behavior theories, maternal and child health, global health, and community engage- ment.
Application Process: To apply, inter- ested individuals should submit by email (a) a cover letter outlining their qualifications (in- cluding a brief synopsis of research and teach- ing interests, as well as perceived fit with the position), (b) a detailed 2-3 page research statement, and (c) a current CV to sph.hbhe.

search@umich.edu.

The University of Michi- gan is an equal opportunity/affirmative action employer.
Women, ethnic / racial minorities, LGBTQ people and people with disabilities are encouraged to apply.

The University is sup- portive of the needs of dual career couples.

Religious Studies: Tenure-track faculty posi- tion available August 19, 2016.

Area of spe- cialization: Islamic Studies.

Responsibilities: teach nine hours per semester; service; re- search.
Minimum qualifications: PhD in Re- ligious Studies or related field prior to start date; evidence of research productivity; and evidence of teaching effectiveness.

Preferred qualifications: earned doctorate in Religious Studies at time of application; demonstrated potential to excel in mentoring non-major- ity students, inclusive pedagogy, or diversi- ty policy issues; and facility with high impact teaching practices (see https://www.aacu.org/ leap/hips).
For more information, please go to https://bsu.peopleadmin.com.

The university offers an excellent benefits package, including health care and retirement plans, tuition assis- tance for employees and dependents, and gen- erous time off with pay.

EEO/AA Employer/ Veterans/Disabled.

Religious Studies: The Department of Reli- gious Studies at the University of Tennessee in Knoxville invites applications for an associate or full professor of Religious Studies, begin- ning August 2016.
Research area of expertise is open, with preference given to candidates whose area of specialization is early modern/ modern Judaism and candidates who can teach courses in Religious Studies as well as Judaic Studies.

The successful candidate will hold an Endowed Chair in Judaic Studies and will direct The Fern and Manfred Steinfeld Pro- gram in Judaic Studies.

The position carries a competitive salary and generous research and travel funds.
Candidates should have demon- strated prominence as leaders in the interdis- ciplinary field of Judaic Studies.

Applicants should have knowledge of languages relevant to their research, including Hebrew, and will complement existing UTK faculty in Religious Studies, Judaic Studies, and/or The Marco In- stitute for Medieval and Renaissance Studies.
The Knoxville campus of the University of Tennessee is seeking candidates who have the ability to contribute in meaningful ways to the diversity and intercultural goals of the Univer- sity.

Please send a cover letter, a full curricu- lum vitae, and the names of three references to Dr. Christine (Tina) Shepardson, Search Committee Chair, Department of Religious Studies, The University of Tennessee, 501 McClung Tower, Knoxville, TN 37996-0450, cshepard@utk.edu.
Review of applications begins October 21, 2015 for applicants want- ing to be considered for a preliminary inter- view at the annual meeting of the American Academy of Religion in Atlanta and the Asso- ciation for Jewish Studies in Boston, and will continue until the position is filled.

The Uni- versity of Tennessee is an EEO/AA/Title VI/ Title IX/Section 504/ADA/ADEA institution in the provision of its education and employ- ment programs and services.
All qualified ap- plicants will receive equal consideration for employment and admissions without regard to race, color, national origin, religion, sex, preg- nancy, marital status, sexual orientation, gen- der identity, age, physical or mental disability, or covered veteran status.

Russian Studies: The Department of Rus- sian Studies at Vassar College invites appli- cations for a tenure track position at the rank of Assistant Professor beginning fall semester 2016.
Vassar College is an affirmative action, equal opportunity employer, and applications from members of historically underrepresent- ed groups are especially encouraged to ap- ply.

Vassar is strongly committed to fostering a community that reflects the values of a lib- eral arts education and to promoting an envi- ronment of equality, inclusion and respect for difference.

Candidates with completed PhDs will have priority; ABDs nearing dissertation defense will be considered.
Candidates must demonstrate strong scholarly potential, a re- cord of successful teaching, and near-native or native proficiency in both Russian and Eng- lish.

Field of specialization is open.


Expertise and teaching experience in 19th or 20th cen- tury Russian literature, together with a solid background in cultural history is crucial, as is an established record of excellence in teaching beginning and intermediate language and the ability to teach advanced language courses, in- cluding senior seminars conducted in Russian.

Potential for contributing to the College’s di- verse multidisciplinary programs is highly de- sirable.
Familiarity with on-location programs in Russia is a plus.

Support for and participa- tion in the Department’s rich co-curricular program is expected.

Teaching load in the first year is four courses; in subsequent years it is five courses per year.

To apply, please vis- it http://employment.vassar.edu/applicants/ Central?quickFind=51913 to link to the post- ing for this position.
Candidates should submit a letter of application, a CV, a graduate school transcript (unofficial copies accepted for ini- tial application), at least three letters of rec- ommendation, and a writing sample.

Review of applications will begin on November 15 and will continue until the position is filled.

Inter- views will take place at the AATSEEL confer- ence in Austin on January 9 and 10, 2016.
Science: The Gerontology Program invites ap- plications for a tenure track assistant professor position to begin on August 15, 2016.
Required Qualifications: (1) an earned doctoral degree in gerontology or related discipline at the time of appointment; (2) the ability to teach both un- dergraduate and graduate courses in the dis- cipline and in the candidate’s areas of special- ization; (3) the potential to develop an ongoing research agenda, including the pursuit of ex- tramural funding; and (4) experience in com- munity or clinical engagement.

Candidates are expected to have a commitment to promoting diversity.
Preferred Qualifications: (1) strong methodological skills; (2) an active research agenda, and the potential for securing exter- nal funding.

The area of specialization is open but preference will be given to candidates with teaching and research skills in family caregiving across the life cycle, cognitive aging, or healthy aging support services.

Apply electronically at https://jobs.uncc.edu, position #004970.
For ad- ditional information, please contact Dr. Julian Montoro-Rodriguez at jmontoro@uncc.edu or (704) 687-6166. Review of applications will be- gin November 15, 2015 and will continue until the position is filled.

Social Work: Assistant Professor of Social Work (HBSE sequence) Smith College (for- mally Trustees of the Smith College) is seek- ing an Assistant Professor of Social Work to teach graduate courses in Social Work, includ- ing Human Behavior in the Social Environment (HBSE).
Responsibilities include advising stu- dents and serving on committees.

Ph.D. in So- cial Work or related by the start of appoint- ment.

Knowledge of a wide range of contem- porary HBSE theories and practices within a social justice framework, required.

Send ap- plication to: Executive Assistant to the Dean, Smith College School for Social Work, 23 West St, Lilly Hall, Northampton, MA 01063.

Smith College is an Affirmative Action/Equal Oppor- tunity employer.
Women, minorities, veterans, individuals with disabilities, bilingual/bicultural applicants, and people with experiences work- ing in cultures other than their own are encour- aged to apply.

Sociology: Oakland University.

The Depart- ment of Sociology, Anthropology, Social Work, and Criminal Justice invites applications for a full-time, tenure-track Assistant Professor of Sociology position to begin Fall 2016.
We seek candidates with teaching experience or poten- tial in the area of research methods and statis- tics.

Priority will be given to candidates who al- so have the potential to teach courses in race/ ethnicity and/or sociological theory.

The search is open with regard to areas of research special- ization.

We seek candidates with strong poten- tial in the areas of scholarship, teaching, and service.
While candidates with ABD status will be considered, a Ph.D. in Sociology or a relat- ed field is required at the time of appointment.

All sociology faculty members teach introduc- tory sociology on an annual basis, in addition to courses in their area of specialization.

Teach- ing load, salary, and benefits are competitive.

Oakland University is an Equal Opportunity Employer and encourages diverse applicants.
OU Sociology/Anthropology/Social Work/ Criminal Justice is a dynamic and collegial department consisting of 23 faculty members ChronicleVitae.com/jobs OCTOBER 16, 2015  THE CHRONICLE OF HIGHER EDUCATION Executive A59 who embrace both quantitative and qualita- tive research methodologies and have solid yet diverse theoretical orientations.

A unit of the College of Arts & Sciences, the undergraduate Sociology program currently enrolls approxi- mately 275 majors and minors.
Located near many cultural and recreational resources in suburban Detroit, Oakland University (http:// www.oakland.edu) is a state university enroll- ing approximately 20,000 students.

OU is an educational partner of the Oakland Univer- sity William Beaumont School of Medicine.

To apply, visit http://jobs.oakland.edu/post- ings/5948.

Prepare a letter of application, cur- riculum vitae, evidence of teaching potential, and examples of scholarly writing.

Three let- ters of recommendation are required.


We en- courage candidates to alert letter writers so that email messages requesting letters are not lost as spam.

Direct questions to George Sand- ers, chair of the search committee (sanders4@ oakland.edu).

Review of applications will be- gin October 25, 2015 and will continue until the position is filled.

Spanish: Lecturer in Discipline (Spanish).


The Department of Latin American and Ibe- rian Cultures at Columbia University invites applications for multiple positions at the rank of Lecturer in Discipline (Spanish), to begin in July 1, 2016.

These are full-time appoint- ments with multi-year renewals contingent on successful reviews.M.A.

degree and ex- tensive training in applied linguistics or for- eign language pedagogy required; Ph.D. pre- ferred.
Native or near-native Spanish, proven excellence in Spanish language teaching at all levels, and an active interest in content- based instruction a must.

Administrative ex- perience with a Spanish language program a plus.

Appointee must be proficient in new technologies for the language classroom.

All applications must be filed online at https:// academicjobs.columbia.edu/applicants/ Central?quickFind=61480.

The application deadline is December 01, 2015.


Columbia University is an Equal Opportunity/Affirma- tive Action employer.

Spanish: The College of Wooster seeks to fill a tenure-track positio at the assistant professor level in Spanish.

Full description is available and application materials should be submit- ted through Interfolio: https://apply.interfolio.

com/31994.

Wooster is an EEO/AA employer.

Speech Pathology: Tenure-eligible position to begin August 16, 2016.
Candidates with teach- ing and research interests in fluency, voice, speech science, research methods, dyspha- gia, and cleft palate are of particular interest.

Other areas of expertise will be considered.

Unique interprofessional opportunities exist at Ithaca College with related fields such as physi- cal therapy, occupational therapy, and recre- ation and leisure.

Interested applicants must apply online at http://www.ithaca.edu/jobs.
Questions about online application should be directed to the Office of Human Resources at (607) 274-8000.To ensure full consideration, complete applications should be received by November 30, 2015.

Ithaca College is commit- ted to building a diverse academic community and encourages members of underrepresented groups to apply.

Experience that contributes to the diversity of the college is appreciated.

Speech: Tenure-eligible position to begin Au- gust 16, 2016.
Candidates with teaching and research interests in fluency, voice, speech sci- ence, research methods, dysphagia, and cleft palate are of particular interest.

Other areas of expertise will be considered.

Unique inter- professional opportunities exist at Ithaca Col- lege with related fields such as physical thera- py, occupational therapy, and recreation and leisure.

Interested applicants must apply on- line at http://www.ithaca.edu/jobs/.
Inquiries about the online application should be di- rected to the Office of Human Resources at (607) 274-8000.

Screening of applications will begin on November 30 and will continue until the position is filled.

Ithaca College is commit- ted to building a diverse academic community and encourages members of underrepresented groups to apply.

Experience that contributes to the diversity of the college is appreciated.
Strategy/Entrepreneurship: Applications are invited for a full-time non-tenure track facul- ty position in Strategy and Entrepreneurship starting January 1, 2016 in the Department of Business Administration at the Universi- ty of Illinois.

Salary is competitive.

A Ph.D. in business strategy or related field must be completed by the starting date.
We seek can- didates who have an active program of teach- ing in strategy; have the ability to teach indus- try analysis, business-level strategy, and cor- porate-level strategy; and who perform well in the classroom at the undergraduate and grad- uate level.

The search will continue until the position is filled.

To ensure full consideration, applications and supplemental materials must be submitted online at https://jobs.illinois.

edu/ by October 30, 2015.


Applicants may be interviewed before the closing date; however, no hiring decision will be made until after that date.

Application materials must include a let- ter of application curriculum vitae, evidence of past teaching success, and names of three ref- erences.

Applications and supplemental ma- terials will not be accepted via mail or email.

For further information regarding application procedures, contact Rebecca Heid at heid@il- linois.edu or (217) 333-9396.
The University of Illinois conducts criminal background checks and other required pre-employment assess- ments on all job candidates upon acceptance of a contingent offer.

Illinois is an Affirmative Action/Equal Opportunity Employer and wel- comes individuals with diverse backgrounds, experiences, and ideas who embrace and val- ue diversity and inclusivity http://www.inclu- siveillinois.illinois.edu.

Theatre: Full-time, three-year, non-tenure-eli- gible position to teach B.F.A.
acting and musi- cal theatre students in a nationally-renowned undergraduate professional theatre training program, beginning August 16, 2016.

Inter- ested applicants must apply online at http:// www.ithaca.edu/jobs/.

Questions about online application should be directed to the Office of Human Resources at (607) 274-8000.

Screen- ing of applications will begin immediately and continue until the position is filled.

Preference will be given to applications received prior to November 10.
PROVOST The College of Saint Benedict and Saint John’s University, nationally leading residential liberal arts colleges that together enroll 3600 students, are seeking an experienced and innovative academic leader for the position of Provost to begin July 1, 2016.

The institutions are located six miles apart in Central Minnesota, just outside St.

Cloud and 70 miles from Minneapolis.


Unique in all of higher education in the United States, the College of Saint Benedict and Saint John’s University are distinguished by their commitment to the separate development of women and men within the context of a unified, coeducational academic experience.

The Provost is the chief academic officer of both the College of Saint Benedict (CSB) and Saint John’s University (SJU), and reports directly to the two Presidents.
The Provost is responsible for the development and integrity of the joint academic program through the leadership of all Academic Affairs programs and divisions, in support of the residential, liberal arts, Catholic and Benedictine missions of CSB and SJU.

The successful candidate will have an earned doctorate degree with a strong record of teaching and scholarship with significant administrative experience including budgeting and planning.
Candidates must offer experience with and demonstrated success in collaborative academic leadership.

Application Process to apply online, visit For a complete position profile and http://employment.csbsju.edu.

Additional the information about institutions can be found at http://www.csbsju.edu.

Applications received by December 31, 2015 will be given full consideration.
Application should consist of a substantive cover letter addressing qualifications and desired attributes, a curriculum vitae, and the names of five professional references with addresses, phone numbers, email addresses and the nature of the candidate’s working relationship with each.

References will not be contacted without the explicit permission of the candidate.
Confidential inquiries, questions and nominations can be directed to Dr. Michael Livingston, Professor and Search Chair, mlivingston@csbsju.edu or (320) 363-5384.

Women, individuals of diverse racial and cultural backgrounds, and persons with disabilities are encouraged to apply.

The College of Saint Benedict and Saint John’s University are Affirmative Action/Equal Opportunity Employers.
PRESIDENT The California State University (CSU) Chancellor, Timothy P. White, and Board of Trustees are seeking an experienced individual with exceptional leadership skills to become President of Sonoma State University.

Located in the heart of Sonoma County, a renowned wine region less than an hour north of San Francisco, Sonoma State University (SSU) has approximately 9,400 students and offers a friendly, relaxed campus atmosphere.
SSU ranks among the most popular schools in California, and U.S. consistently names SSU among “America’s Best Colleges.” SSU has also News & World Report been recognized nationally as a “Best Value,” “Most Connected,” and “Most Green” college by .

The next President will have an outstanding opportunity to shape a vision the to lead this vital institution toward a new tier of excellence.
Working with faculty, staff, and students, the successful candidate will forge bridges across the campus community—and with external partners, including other CSU campuses—and lead SSU to grow its impact and advance its public mission.
Princeton Review Since its founding as a liberal arts college in 1961, SSU has evolved into a diversified university with six schools—Arts and Humanities, Business and Economics, Education, Extended & International Education, Science and Technology and Social Sciences—that provide students with the intellectual framework and hands-on skills to thrive in a variety of professional careers.
The university operates as part of the 23-campus CSU system, the largest four-year system of higher education in the United States.

The next President will build upon SSU’s many strengths and further advance its mission, providing relevant, compelling educational programs for students from across Northern California and beyond.

Visit http://sonoma.edu/presidentialsearch/ for additional information.

Resume screening begins on October 8, 2015.


Please submit letters of interest (not to exceed three pages) with current resumes, as well as nominations, at www.imsearch.com/5525.

Electronic submission of materials preferred.

The University is committed to cultural diversity and it is expected that the successful candidate will further this commitment.

The University is an affirmative action/equal opportunity employer.
Provost/ Vice President for Academic Affairs Responsibilities and Qualiﬁ cations: Dickinson State University seeks a Provost[EG1] /Vice President for Academic Affairs.

Reporting directly to the President and serving on his Cabinet, the VPAA is responsible for faculty and staff supervision; certiﬁ cation and evaluation; planning and leading initiatives; budgeting; and curriculum development.
The successful candidate will demonstrate a commitment to student success and possess: a terminal degree and credentials to qualify as a full professor; a record of teaching, scholarship, and service appropriate for the rank of professor; three to ﬁ ve years of relevant, progressively responsible university experience at the administrative level; successful undergraduate teaching experience; strong skills in collaborative leadership and a commitment to collegial decision making.
Applicants must have had experience with instructional technologies, and possess excellent written, oral and interpersonal communication skills as well as the ability to interact effectively with a wide variety of audiences.

Salary and beneﬁ ts are competitive.
INDEX OF POSITIONS AVAILABLE IN BOXED ADS A47, A49 Counselor education A38 Marketing/sales A38, A49 Academic administration A46, Criminal justice/criminology Mathematics A38, A42, A44 A55 A38 Music A37, A40 Academic affairs/other A38, A49, Curriculum and instruction A38, Nursing A37, A44, A48 A51, A55, A56 A46 Nutrition A37, A47 Accounting/finance A38, A40, Dean A42, A51, A52, A54, A55 Philosophy A39, A40 A49 Dentistry A46, A51 Physics/space sciences A45 Admissions/enrollment/retention/ Design/graphic arts A40 Political science/international registration A51 Economics A38, A49 relations A37, Education/other A37, A41, A44, A38, A42 Anthropology/archaeology A42 A50, A53, A54 Professional fields/other A47, Art history A39 Engineering A38, A42, A43, A44, A48, A49, A50 Arts/other A38, A39, A40, A54 A45, A48 Provosts A50, A51, A56, A59 Biology/life sciences A37, A38, English/literature A38, A39, A40 Psychology A38, A46 A42, A44, A45 Ethnic/multicultural studies A42 Public relations/marketing Application Information: View description and apply online Biotechnology/bioengineering Executive positions/other A54, (campus) A52 www.dickinsonstate.edu/employment Business administration A49, Foreign languages/literatures A49 A45 A58, A59 Research administration A41, TO APPLY OR FOR ASSISTANCE, CONTACT Human Resources Dickinson State University Dickinson, ND 58601 701-483-2476 or DSU.hr@dickinsonstate.edu www.dickinsonstate.edu Employment is contingent upon a satisfactory criminal history background check.
AA/EOE Veterinary Medicine: The College of Vet- erinary Medicine at Iowa State Universi- ty is seeking applications for an Analytical Chemist whose primary responsibilities will be to manage to ISU VDL’s Analytical Ser- vice Laboratories (e.g.

Toxicology, Nutri- tional, Clinical Pharmacology, and Foren- sic Testing Applications).
Specifically, this position will play a leadership role as part of a team of chemists that develop, imple- ment, and conduct quantitative analyses of compounds in a wide variety of biologi- cal specimens including plasma, serum, wa- ter, milk, tissue, oral fluids, feedstuffs, and urine using state-of-the-art Liquid Chro- matography-Mass Spectrometry, Gas Chro- matography-Mass Spectrometry, Inductive- ly Coupled Plasma Mass Spectrometry, In- ductively Coupled Plasma Atomic Emission Spectroscopy, Ion Chromatography, High Performance Liquid Chromatography and a variety of other wet-chemistry technolo- gies for clinical diagnostic, research, and fo- rensic applications.
Applications will be ac- cepted at the clinician or senior clinician, assistant, associate or full professor levels.

Please refer to www.iastatejobs.com, post- ing number 500166 to view the complete po- sition description and requirements and to apply online.

To ensure consideration, ap- plications must be submitted online by No- vember 15, 2015.
A52 A39, A40 Science/technology/other A37, Business/administrative affairs/ Geology/earth sciences A37 A38, A41, A42, other A47 Health/medicine/other A46, A47 A43, A44, A45 Business/management/other A38, History A38, A39 Social work/human services A38, A47, A48, A49, A50, A52 Humanities/other A39 A41 Institutional research/planning Social/behavioral sciences/other Chancellors/presidents A57, A41, A43, A50 A58, A59 K - 12 A38 A46, A53 Sociology A37, A46 Chemistry/biochemistry A38, Kinesiology/exercise physiology/ Special education A38 A43, A44, A45 physical Chief student-affairs officers/vice education A37 Student affairs/other A52, A54 Veterinary sciences A47, A49 presidents A50 Law/legal studies A43, A47, A53 Librarians/library Communication/other A37, A38, administration A50, A51, A54 A48 Library/information sciences Computer sciences/technology A46, A47 A38, A45, A46, A50 Management A37, A48, A49 ChronicleVitae.com/jobs A60 o c t obe r 16, 2015 | t h e c h ro n ic l e o f h ig h e r e duc A t io n MORE VIEWS INSIDE The Gravest Threat to Colleges Comes From Within Intellectual freedom is what enlightens the world.
Now students’ demands to stifle that freedom put higher education’s mission at risk: A26 Don’t Tell Me What’s Best for My Students The decision whether or not to warn them about powerful material belongs in the classroom, with the instructor: A27 Stop Resisting a 2-Tier System You don’t need a Ph.D. for most of the available teaching jobs: A28 Education Is Not a Game: Future Secretaries Must Respect Academe’s Complexity F arewell, Arne Duncan!
As Secretary Duncan hangs up his jersey after seven years of leading the U.S. Department of Education, speculation is already underway about the next secretary of education.

President Obama has selected Deputy Secretary John B.

King Jr., as acting secretary-designate, but the real focus is on the next administration, in 2017 and beyond.
The higher-education policy issues for the next presidential administration are likely to remain much the same as current priori- ties: student loans and debt burdens, Pell Grants, cost, campus safety and sexual assault, access, accredita- tion, diploma mills, teacher quality, accountability.
College students and presidents alike are grateful to Duncan for enlarging Pell Grants and improving the federal student-loan system, and we hope his succes- sor will continue to champion student financial-aid solutions.
POINT OF VIEW PATRICIA McGUIRE But on many other issues, particu- larly quality and accountability, the question is whether a new adminis- tration will continue Duncan’s style of broad criticism and onerous regula- tion of all higher education because of deficiencies in cases at individual institutions, or whether new leadership will establish a more nuanced approach to achieve mutually satisfying solutions to the challenges we share.
We can hope for the latter, but so much depends on the experience and leadership characteristics of the secretary.

Higher education today is about much more than traditional undergraduate education, and the new secretary must understand the big picture.

The de- partment’s own data warehouse reveals some of the depth and complexity of this industry, starting with the remarkable range of nontraditional characteris- tics of students and the array of academic programs across many degree and credential levels.
But the Duncan-era policies have tended to treat higher education almost like public schools, as- suming a monolithic curriculum taught to a largely immature student body across a defined period of time.

Lost in the blender are the distinctive differ- ences among students and programs and missions and institutional types that make American higher education the greatest learning and research system in the world.
The next secretary of education must have real experience on the front lines of education, including at least some time spent in advanced learning be- yond a baccalaureate degree.

Teaching experience is also important for the development of a national educational leader with a well-rounded educational this nation, the steward of the American treasury of knowledge and innovation.
We’ve heard more than enough rhetoric from the cur- rent Education Department about “shaming” colleges and “cracking down” on universities, threats that have simply managed to alienate many academics from the adminis- tration they once supported.
Too often, the message the American public has heard is that college is a scary, violent, and expensive place that fails to educate students — a strange and misguided rant from an adminis- tration that also claims it wants to increase college access and degree attainment.

The next secretary of education needs to listen more to the practi- tioners than to the philanthropists and corporate titans who have a skewed view of the purpose of higher education.
The outsized influence of a few major foundations, with their insatiable thirst for data, has inhibited the ability of real practitioners to get a seat at the table of policy formulation.

Algorithms are not solutions.


Practitioners can testify to the daily realities that explain why all the data in the world will not improve graduation rates if we don’t also solve for student motivation and personal responsibility, preparatory deficien- cies, poverty and child care, parental illiteracy, and homelessness — all realities for too many college students today.
The next secretary of education must be someone with empathy, understanding that those condi- tions are real impediments to academic success, and not dismissing them as “an excuse.” Perhaps the next secretary of education can lead a White House summit that brings together the faculty and academic advisers and health-center leaders on our campuses, since they are the people who know the real deal about what it takes to make students successful.
The best secretary of education I ever knew, Rich- ard Riley, often gathered college presidents for con- versations, knowing each of us by name and always showing genuine interest in our work.

Secretary Riley could hear critics without dismissing them as “silly,” could and did invite humble practitioners like teachers to the table to discuss their concerns and ideas about educational improvement.

Such good colleagueship has been missing for many years at the Department of Education.
I hope the next secretary of education can restore some of that human quality without which edu- cational policy becomes an obstacle rather than a facilitator of change and improvement on behalf of our students.

Ensuring great educational results for our students is the goal that college presidents and the secretary of education can share passionately.

Patricia McGuire is president of Trinity Washing- ton University.
MICHAEL MORGENSTERN FOR THE CHRONICLE philosophy and broad perspective on the fullness of the intellectual enterprise that is higher education in America.

A rne Duncan spent his postgraduate years after Harvard playing profes- sional basketball in Australia, and so it’s not surprising that his legacy includes sports metaphors — a com- petition (Race to the Top) for public schools and a scorecard for colleges.
We can debate whether these and other outcomes of his tenure can or will produce durable educational changes over time, but too often the “solutions” of the Duncan era have felt ill-suited for the complexity of higher education.

Initiatives with “one size fits all” man- The next secretary of education needs to listen more to the practitioners than to the philanthropists and corporate titans.

dates magnify isolated challenges while diminishing overall achievements.
For example, the torrent of data that is the College Scorecard now leads to the creation of lists that set up inappropriate comparisons of random factoids with no recognition of the real differences in circum- stances for first-generation low-income students, nontraditional students, women, and minority students, and the differences among schools that, as a matter of mission, choose to serve many different student populations.
We need the next secretary of education to express confidence and pride in American higher education as one of the most important assets of