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about the chronicle When The Chronicle first burst on the scene more than 45 years ago, it quickly became the most credible and respected news source of the academic world. Today, The Chronicle of Higher Education, Inc. is an award-winning global media company dedicated to the journalism of ideas, and its flagship publications are the most influential media outlets with the largest readerships in the higher education and the nonprofit worlds.

Year-after-year more than 315,000 readers in print and 1.9 million monthly online visitors rely on The Chronicle’s outstanding editorial content for the latest news and analysis of ideas that lead the academic discourse at colleges and universities around the world.

Covering the topics of vital importance to academics, The Chronicle keeps pace with the academic community to capture what is most important to its audience. Readers count on The Chronicle’s cutting-edge reporting to stay abreast of the trends essential to the success of their careers—offering you an ideal environment to advertise to the most influential members who shape the future of higher education.

Whether you use The Chronicle to promote your institutional advances, hire top academic talent, or ensure that your university receives the visibility it deserves, The Chronicle is the only resource of its kind: a publication that anticipates, evolves with, and helps inform and mold the latest academic trends. Shape the future of higher education and the future of your institution by leveraging the influential power of The Chronicle.

more than

45years as the most trusted authority in higher education

more than

33,000 jobs placed each year

Section B The ChroniCle of higher eduCaTion September 30, 2011

Diversity in Academe

Creating a Hispanic College Culture

Section B The ChroniCle of higher eduCaTion July 29, 2011

The Academic Workplace

AnnuAl Survey reSultS

Great Collegesto Work For

2011THE CHRONICLE

GREAT COLLEGES TO WORK FOR®

2011

Section B The ChroniCle of higher eduCaTion November 11, 2011

Online Learning

How Effective Is the Virtual Classroom?

More Oversight, Please • Social Networks as Teaching ToolsThe Myth of the Tech-Savvy Student

This week’s news briefing: Page A3 l The Chronicle Review: Section B l 365 job opportunities: Page A36

August 13, 2010 • $3.75Volume LVI, Number 42chronicle.com

The ChroniCleof Higher Education ®

By Alexandra Tilsley

Presidential search com-mittees at public colleges have two tasks: Find the best

candidate, and keep the public in-formed.

It’s a classic Catch-22.Professors, students, and taxpay-

ers want to weigh in on the search-es, but committees say they can’t al-ways attract the best candidates if

people are watching. That’s because when a search is public, whether by law or by choice, sitting presidents may hesitate to enter the competi-tion, fearing backlashes on their current campuses.

Some governing boards and com-mittees have tried to keep search-es closed, but the general public and the news media aren’t keen to give up their right to know. And the problem is getting worse.

Presidential openings at many public colleges, even at top research universities, are drawing fewer qualified applicants as budgets get tighter and expectations increase. A generation of presidents is head-ed toward retirement, while pro-vosts and other administrators are increasingly hesitant to step up to the lead role, further depleting the applicant pools. Additionally, tech-nological improvements have made

potential presidents wary of having their candidacies broadcast and ar-chived online for anyone to see.

A recent open search at Florida State University attracted 26 candi-dates—none of them sitting presi-dents. Jan Greenwood, a search consultant, says that during an open search she conducted this year, the board interviewed just one sitting president from a comparable uni-

Too Much Sunshine Can Complicate Presidential Searches

Continued on Page A14

By Elyse Ashburn

In the last year, advocacy groups have churned out re-ports on how all kinds of stu-

dents—those who work, are minor-ities, attend less-selective colleges, or come from low-income fami-lies—struggle in higher education. They have talked about the needs of the modern work force, and how the United States is falling behind.

All together, the groups’ findings have been picked up by USA To-day, The New York Times, The Wall Street Journal, NPR, and so on.

The drumbeat of reports came from eight different groups, writ-ten by a few dozen different peo-ple. But all coalesced around the same point: Not enough students are graduating from college. An-other thing the studies had in com-mon: All were paid for by the Bill & Melinda Gates Foundation. The reports are part of an aggressive push by the foundation to convince the public that the United States has a college-dropout problem.

“People don’t really understand that we have a problem with com-pletion,” says Hilary Pennington, director of education, postsecond-ary success, and special initiatives in the foundation’s United States program. “We’ve been so focused on access, and had this mentality of students’ right to fail, that there’s little understanding of how much churn hurts our institutions and the students they’re trying to serve.”

Changing that is one part of the three-pronged strategy that has emerged since the foundation of-ficially entered the postsecondary sphere, in late 2008. It’s a tack that casts the organization as both vocal critic and white knight. And not all those in higher education are sure they want the Gates foundation’s particular brand of rescue.

Few people openly criticize the

Gates’s Millions: Can Big Bucks Turn Students Into Graduates?


By Robin Wilson

W hen Robert Brinkerhoff first arrived at the Rhode Is-land School of Design, his

students thought he was so good-look-ing they nicknamed him Baberhoff.

Sure, a part of him was flattered. But that doesn’t mean he was pleased to be featured on Lemondrop.com’s national listing of the 50 hottest male professors. (He was No. 32, and the caption under his photo read: “We see something fine, and it ain’t just the art.”)

In fact, Mr. Brinkerhoff, who heads the school’s illustration department, pretended that he hadn’t even seen the online ranking when a fellow profes-sor brought it to his attention. “I was

too embarrassed to admit I knew,” he says. “Something like this does begin to compromise your credibility.”

Research shows that attractive peo-ple do better in life. They are treat-ed better by teachers, doctors, even strangers, and are more likely to be hired and promoted than those who are less attractive. But in academe, being hot has a downside: Professors who are considered too good-look-ing can be cast by their peers as light-weights, known less for their produc-tivity than for their pulchritude.

“You have to be acceptable-look-ing, but being gorgeous can be a prob-lem,” says Judith Waters, a professor of psychology at Fairleigh Dickin-son University who does research on

Being Hot Leaves Some Professors Cold

CHRISTINe PRICHARD FoR THe CHRoNICLe

Gary A. Hoover, an economist at the U. of Alabama at Tuscaloosa, has found notes under his door asking “what it would take to lasso me.” Continued on Page A9

Open-records laws affect O

provost searches, too: Page A15. One candidate’s experience: Page A16.

ZERO sitting presidents were among the 26

candidates in Florida State U.’s most recent presidential search.

By Tom Bartlett

Let’s say you spend a dozen years researching a book. It’s the first in a planned trilogy,

the historical opus you consider your life’s work. The book is pub-lished to gushing reviews (“stun-ning,” “brilliant,” a “tour de force”) and becomes a national best seller. You win a big prize. You are living every scholar’s dream.

Then it starts to crumble. Trou-bling flaws are found in your ac-claimed work. At first you dismiss your critics as cranks, but as the evidence piles up, you struggle to defend yourself. Your admirers de-sert you. Your publisher drops you. Your big prize is withdrawn, and you’re pressured to leave the facul-ty job you love. For a moment, you had everything, and then—just like that—it all goes away, plus some.

It’s a sad story, yet the man who lived it, Michael A. Bellesiles, doesn’t get a lot of sympathy. The book he wrote, Arming America: The Origins of a National Gun

Michael Bellesiles Takes Another Shot8 years after he fled academe, the historian is back with a new book

DoN HAMeRMAN FoR THe CHRoNICLe

Michael Bellesiles, author of a new book on the year 1877, finds it difficult to put his own history behind him.Continued on Page A8

The Chronicle Review A WEEKLY MAGAZINE OF IDEAS The Chronicle of Higher Education Section B October 15, 2010

Stanley Cavell’s Philosophical ImprovisationsBy THOMAS S. HIBBS

Larry Summers and the Subversion of Economics Grant Wood at the U. of Iowa Charlie Chan, American


November 12, 2010 • $3.75Volume LVII, Number 12chronicle.com


Allen Brisson-smith, the new York times

Shaun Stewart , a high-school senior whose scores aren’t as high as the freshman averages at many colleges that have sent him brochures: “They want you so they can reject you.”

By Eric Hoover

T he numbers keep rising, the superla-tives keep glowing. each year, selective colleges tout their application totals,

along with the virtues of their applicants. For this fall’s freshman class, the statistics

reached remarkable levels. stanford received a record 32,022 applications from students it called “simply amazing,” and accepted 7 per-cent of them. Brown saw an unprecedented 30,135 applicants, who left the admissions staff “deep-ly impressed and at times awed.” nine percent were admitted.

the biggest boast came from the University of California at los Angeles. in a news release, UClA said its accepted students had “demonstrated ex-cellence in all aspects of their lives.” Citing its re-cord 57,670 applications, the university proclaimed itself “the most popular campus in the nation.”

such announcements tell a story in which colleges get better—and students get more amazing—every year. in reality, the narra-tive is far more complex, and the implications far less sunny for students as well as colleges caught up in the cruel cycle of selectivity.

to some degree, the increases are inevita-ble: the college-bound population has grown, and so, too, has the number of applications students file, thanks in part to online technol-ogy. But wherever it is raining applications, colleges have helped open the clouds—by re-cruiting widely and aggressively to increase

Application Inflation

Bigger numbers mean better students, colleges say.

But when is enough enough?


By Paul Basken

In the years after world war ii, the French psychiatrist Jean talairach was so determined

to help epilepsy patients that he de-vised a detailed map of the brain to guide doctors during surgery.

A half-century later, Dr. talairach’s grid system, despite major shortcom-ings—it was based solely on the brain of a small, 60-year-old French wom-an—remains a standard atlas for sur-gery and for neurological research.

this fall, on 11 university cam-

puses in the United states and eu-rope, scientists have embarked on a $40-million, five-year, federal-ly sponsored project to redraw the map. they are using new incarna-tions of imaging technology to vast-ly improve the basic understanding of the connections that wire together the brain, in the hope that their work may help people with debilitating mental conditions like Alzheimer’s disease and severe autism.

it’s called the human Connec-tome Project, a name chosen to

To Fight Diseases, Colleges Push Effort to Create Better Brain Maps


U. of Chicago

19,347Undergrad applications

+43%U. of California, Berkeley

50,312Undergrad applications

+3%

By Kelly Field

I f history is any guide, colleg-es may have less to fear from last week’s republican surge in

Congress than they think. sure, party leaders have prom-

ised to slash spending on domestic programs—a category that includes student aid and research. But re-publicans made similar threats 16 years ago, and the cuts weren’t as severe as many had expected.

After republicans took control of Congress in 1994, the arts and humanities endowments took big hits. But science budgets continued to grow, and spending on the na-tional institutes of health doubled over five years. the education De-partment, which some republicans wanted to dismantle, saw its budget double over the 12 years the GoP controlled the house of representa-tives. in the end, “the budgetary and policy changes were nowhere near as severe as we feared at the time,” said terry w. hartle, senior vice president for government and public affairs at the American Council on education. “there were plenty of anxious mo-ments, but the cuts were not as deep as they could have been.”

that’s not to say colleges wouldn’t have fared better if Democrats had held on to the house, which they con-trolled by 77 seats going into that mid-term election. in particular, the arts and humanities, a target of GoP law-makers for the past two decades, suf-fered under republican rule. Between

Election Evokes Reminders of 1994 GOP’s promised education cuts didn’t all materialize


By Robin Wilson

Union, N.J.

People here can agree on one thing: Before Da-wood Farahi took over as president of kean Uni-versity, the campus looked like a dump. A rusty

chain-link fence enclosed the grounds, the walkways were trampled and muddy, and without a comfortable place to hang out, students spent time between classes just sitting in their cars.

now the four-year public university bordering the gritty city of newark is an oasis replete with pink and purple flowers. A quaint set of secondhand trol-ley buses purchased from an upscale Jersey shore town move students around. there’s a new starbucks in the library and a bold, state-of-the-art science-and-technol-

Big Changes Frustrate Faculty at Kean U.

YAnA PAskovA For the ChroniCle

Dawood Farahi, president of Kean U., has received a vote of no confidence from its faculty. Continued on Page A14

By David Glenn

You have 90 minutes to com-plete this test.

Here is your scenario: You are the assistant to a provost who wants to measure the quality of your university’s general-education program. Your boss is considering adopting the Collegiate Learning Assessment, or CLA, a national test that asks stu-dents to demon-strate their abil-ity to synthesize evidence and write persuasively.

The CLA is used at more than 400 colleges. Since its debut a de-cade ago, it has been widely praised as a sophisticated alternative to mul-tiple-choice tests. At some colleges, its use has helped spark sweeping changes in instruction and curricu-lum. And soon, many more of the scores will be made public.

But skeptics say the test is too de-tached from the substantive knowl-edge that students are actually ex-pected to acquire. Others say those who take the test have little moti-vation to do well, which makes it tough to draw conclusions from their performance.

You may review the following documents:

n Graphs of Collegiate Learning Assessment scores on the Univer-sity of Texas system’s campuses over a four-year period.

n An essay in which an assistant provost at a flagship campus de-scribes her “grave concerns” about using CLA scores to compare dif-ferent colleges.

n A report in which the CLA’s creators reply to their critics.

Your task: Write a two-page memorandum to your boss that de-scribes and analyzes the major ar-guments for and against adopting the CLA. When you have finished, please hand your materials to the proctor and leave the room quietly.

It is easy to see why the test for-mat that you just tasted has been so appealing to many people in higher education. The CLA is a direct measure of skills, in con-trast to surveys about how much

A Measure of Education Is Put to the TestResults of national exam will go public in 2012


Social Class and Economic Diversity on Campuses: Section BSection B The ChroniCle of higher eduCaTion September 24, 2010


Social Class on the American

Campus

September 24, 2010 • $3.75Volume LVII, Number 5chronicle.com


MEASURINGSTICK

LIz MArTIn fOr THe CHrOnICLe

Two years after floods destroyed arts and music buildings at the U. of Iowa, a university band rehearses in an Iowa City church hall.

By Lawrence Biemiller

Iowa City

A few weeks ago, news outlets across the nation marked the fifth anniversa-ry of Hurricane Katrina with countless

articles and broadcasts, and Sally K. Mason, the University of Iowa’s president, found her-self bemused by the one element of the cov-erage. Together the eight colleges and uni-versities in new Orleans suffered just over

$1-billion in damage during Katrina. Mean-while Ms. Mason’s institution alone suffered an estimated $743-million in damage in June 2008, when the flood-swollen Iowa river scoured low-lying parts of the campus and closed 22 buildings.

now forgotten elsewhere, the flood seems sure to be the defining event of her presiden-cy, which began less than a year before the disaster hit. The flood shut down key utili-ties for months and soaked lower levels of a

1,000-bed dormitory, the busy Iowa Memo-rial Union, and the Iowa Advanced Tech-nologies Laboratory, which housed millions of dollars’ worth of research equipment. Hit even worse were the Schools of Art and Mu-sic, the Museum of Art, and the 2,500-seat Hancher Auditorium, whose buildings remain locked up two years later.

There’s a silver lining, though: The flood has given the university the chance to rethink

U. of Iowa Finds Renewal in Rebuilding


By Jennifer Gonzalez

The apprenticeship system, long considered an educa-tional relic by some educa-

tors and policy makers, is gaining new attention as a promising model for improving job skills and meeting national college-completion goals.

A number of states and com-munity and technical colleges are working to strengthen and expand apprenticeship opportunities. They offer participants a paycheck while taking courses and being trained for an occupation. Traditional trades, such as construction and manufac-turing, continue to draw the most

students, but newer industries, such as travel, health care, and informa-tion technology, have also begun to take part in apprenticeship pro-grams, broadening their appeal.

Completion rates in the programs tend to be high. In a recent study by the Urban Institute, nearly two-thirds of sponsors of apprenticeship programs said that at least 70 percent of their apprentices had finished the programs. Only 36 percent of com-munity-college students who enroll with the goal of earning a degree or certificate go on to earn one, accord-ing to the American Association of Community Colleges.

Apprenticeship Programs Expand With Help of Community Colleges

BreTT fLASHnICK fOr THe CHrOnICLe

Melissa Cristofoletti pays a home visit in a certified-nursing-assistant apprenticeship program through the Technical College of the Lowcountry.Continued on Page A15


more than

70full-time writers, editors, and international correspondents

Are We NeedlesslyTorturing Animals?

Essays by LAWRENCE A. HANSEN, HOPE FERDOWSIAN, and EARLE HOLLAND

The Chronicle Review A WEEKLY MAGAZINE OF IDEAS The Chronicle of Higher Education Section B November 12, 2010

A Father’s Love Beyond Reason Scholars in Occupied Palestine Students Who Dress Too Little

Are We NeedlesslyTorturing Animals?

Essays by LAWRENCE A. HANSEN, HOPE FERDOWSIAN, and EARLE HOLLAND

August 26, 2011 • $15

Volume LVIII, Number 1


Almanac Issue 2011-12

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A14 The Chronicle of Higher Education • October 22, 2010

government & politics

“They leave because they say they want to go work at McDonald’s to make enough to come back, but the reason you’re in college in the first place is because you can never make enough at McDonald’s,” Mr. Shapiro said. “So the situation never changes, and those students never come back.”

Faculty members say many stu-dents come from single-parent or low-income households. Because Wayne State is mostly a commuter universi-ty, it serves a large number of work-

ing students and older adults, who of-ten enroll part time. Those students tend to be vulnerable to life changes that make it hard to continue stud-ies. When their family members lose jobs, those students are sometimes forced to drop courses or withdraw.

“We’re looking at these issues, but we really have no control over them,” said Seymour J. Wolfson, a computer-science professor and president of the university’s Academic Senate.

While more financial aid might help in some situations, faculty mem-

bers say there is a lack of emphasis on education in many Detroit neigh-borhoods, a remnant of a time when blue-collar jobs dominated the econ-omy and residents could get well-pay-ing jobs in manufacturing plants with only a high-school diploma.

To combat that attitude, adminis-trators are trying to foster a greater focus on academics, including by getting more students to live on cam-pus. In the past 10 years, the univer-sity has built three residence halls, to house about 1,600 students.

That priority, though, has been crit-icized by some faculty and staff mem-bers. who say money spent on facili-ties would be better used to develop academic-support systems. “Dorms are great for maybe 800 people, but that still leaves 22,000 at home,” said Frank F. Koscielski, an academic-ser-vices officer at Wayne State. “They’re sacrificing students and programs for buildings.”

Another change Wayne State is pursuing to foster academic connec-tions is the development of “learning

communities,” small groups of stu-dents who meet regularly and take several courses together. First-year students in learning communities in the fall of 2008 returned at a rate of about 82.6 percent, six percentage points above the university average.

Mr. Shapiro said the communi-ties were based a similar project at Georgia State University, in Atlan-ta. About 15 years ago Georgia State was in a situation similar to Wayne State in respect to graduation rates, but it has turned around its poor per-formance. Georgia State’s six-year graduation rate for minority students increased from 32.3 percent to 50.7 percent between 2002 and 2007, ac-cording to the Education Trust.

Georgia State had taken a number of steps to improve retention, creat-ing learning communities, peer-tu-toring programs, and an early-warn-ing system for students who were struggling a few weeks into the aca-demic year. Tim M. Renick, associ-ate provost for academic programs, said that none of the retention efforts were geared specifically for minor-ity students, many of whom are the first in their families to attend col-lege, but that those students tend to sign up in larger numbers than white students and benefit the most from working with peers.

“Traditional college kids might be more comfortable going to knock on a professor’s door when they need help,” Mr. Renick said. “First-gen-eration kids might have a little less confidence getting the help they need from a professor.”

Retention Returns

Other urban colleges, including California State University at Sacra-mento and the University of Cincin-nati, have also seen significant gains in minority graduation and retention rates. Most of their interventions and efforts to improve have been simi-lar to what Georgia State has adopt-ed and what Wayne State is trying. They include personalized advising, programs to teach study skills, and small-group help sessions, especial-ly for basic and remedial courses.

At Wayne State, administrators say they have begun to see some improve-ments as new programs take effect. Retention rates after students’ first and second semesters have risen over the past three years, and administrators expect that to be reflected in higher graduation rates down the road.

The more students return, the more money Wayne State retains in tuition. That, in turn, allows the uni-versity to spend more on retention.

Administrators hope that efforts to improve graduation rates ulti-mately will also help drive recovery in Detroit. The new dorms, they say, have already prompted the open-ing of coffee shops, restaurants, and stores nearby in midtown Detroit. Having a larger population of stu-dents staying on campus for longer periods of time could lure even more businesses, officials say.

“The university is kind of a bright spot here in Detroit,” Mr. Shapiro said. “It’s probably one of the only things here growing and driving change.”

Continued From Preceding Page

says George E. Walker, who direct-ed the Carnegie Initiative on the Doctorate, a 2001-5 project of the Carnegie Foundation for the Ad-vancement of Teaching. “They want to know how valuable those facul-ty are to the students, in terms of mentoring with them and providing legitimate opportunities to develop as scholars.”

In that respect, the new NRC re-port is a modest improvement over its predecessors, says Mr. Walker, who is now vice president for re-search at Cleveland State Univer-sity. The new report includes data about student-support activities. But he still believes it would be useful to have national data that fo-cus more purely on the student cli-mate.

Some scholars, of course, believe that the entire project of ranking ac-ademic programs is folly.

“Rankings have been perceived as synonymous with quality,” says Bruce E. Keith, an associate dean at the U.S. Military Academy. But proj-ects like the NRC’s, he says, tend to

measure quality overwhelmingly in terms of research prestige while pay-ing too little attention to how stu-dents are shaped by the programs. Where do their graduates work five years after they have completed their degrees? How many of their dissertations are later published as books? How many of them receive major grants from the National Sci-ence Foundation or the National In-stitutes of Health? (The new report does include a measure of whether graduates of the programs imme-diately get academic jobs or post-doctoral fellowships, but there are no long-term measures of students’ careers.)

Mr. Keith wishes that the new NRC project had focused more explicitly on how programs af-fect students—an idea that was endorsed in the research council’s 1995 report. One passage in that report said, “The primary ques-tions to be answered are, ‘Do dif-ferences in scholarly quality of program faculty or other ratings result in measurable differences in careers of research and schol-arship among program graduates? Are these differences attributable to program factors, or are other factors at work?’”

The quarter-million data points in the new NRC report will prob-ably shed light on many mysteries, Mr. Keith says. But those funda-mental questions about programs’ effects on students still wait to be answered by some study over the horizon.

The Chronicle of Higher Education • October 8, 2010 A11

By David Glenn

Q. So what’s in this report?A. The National Research Coun-

cil collected data from slight-ly more than 5,000 doctoral pro-grams in 62 academic fields at 212 universities. The report includes two “ranges of rankings” for each program, and it also includes a huge amount of data about faculty

research productivity and student experiences.

Q. But in some places I see pro-grams in 59 fields, not 62. What happened to the other three?

A. The NRC did not produce overall rankings for those three.

In two cases—computer science and “engineering science and ma-terials (not elsewhere classified)”—

there are fewer than 25 programs in the fields, and that put them below the NRC’s threshold for producing rankings with statistical reliability.

In the third case—”languages, societies, and cultures”—the NRC concluded that the category is such a hodgepodge that it made no sense to compare programs to one anoth-er. (The category includes programs in Chinese languages and literature,

Middle Eastern studies, Renaissance studies, and several other subfields.)

The NRC report does include ex-tensive data about programs in those three fields, but they are not ranked relative to other programs.

Q. How do the rankings work? The other 59 fields have over-all ranges of rankings called “R-

Frequently Asked Questions About the New Rankings

Continued on Following Page

Studies like the NRC’s, says one critic, focus too much on research prestige and not enough on how students are shaped by the programs.

integrated branding

Fund Center for Academic Free-dom.

Potential Cures

Embryonic stem cells have been touted as treatments for many dis-eases because they can grow to re-place damaged cells of any type. At the Harvard Stem Cell Institute, for instance, scientists are exploring cells’ potential use in treating diabe-tes. The cells are typically obtained from cell lines, a number of which were started by researchers from the excess embryos created by couples trying to start a pregnancy with the help of a doctor. Scientists have also been working with so-called adult stem cells, which are similar to the embryonic cells but are instead tak-en from types of body tissue, such as skin or bone.

Critics of embryonic-stem-cell research have argued that adult stem cells hold the greater scien-tific promise. But many stem-cell researchers disagree, saying that comparisons are unfair. Embryonic research has been limited to about 10 years of work because of the po-litical and legal controversies, while the science of adult stem cells is 50 years old. “Yes, adult-stem-cell re-search is ahead—40 years ahead,” said Richard O. Hynes, a professor of cancer research at the Massachu-setts Institute of Technology. “That doesn’t mean it has more promise.”

But that promise, and whether it will be tested, now rests in the courts, not in the lab.

One key point in Justice Depart-ment appeal plans is the fact that Congressional appropriations com-mittees, while writing the Dickey-Wicker language into each year’s fed-eral budget, began during the Bush administration to include language making clear that Dickey-Wicker didn’t interfere with the Bush policy.

Judge Lamberth had also ruled that the NIH could maintain its Hu-man Embryonic Stem Cell Registry, suggesting a potential inconsistency with his argument that any feder-al work with embryonic stem cells would violate the Dickey-Wicker amendment.

The two plaintiffs in the case, James L. Sherley and Theresa A. De-isher—both private researchers who study non-embryonic stem cells—are suffering no immediate harm, the department said. Dr. Sherley has re-ceived $425,500 in NIH grant money, and Ms. Deisher has never even ap-plied, casting doubt on their claim to have suffered financial damage from the Obama policy as a result of un-fair competition from researchers us-ing embryonic stem cells.

While the court case proceeds, Congress is weighing its options. A Senate appropriations subcommit-tee was planning a hearing on the matter for September 16. Some on Capitol Hill have proposed enacting a bill that would codify the Obama policy as federal law, making clear its consistency with Dickey-Wicker. That effort failed to gain traction over the past year as lawmakers saw little need to take a vote that might attract the attention of anti-abortion activists, Mr. Mazzaschi said.

But calculations on the need for such a vote might be changing af-ter Judge Lamberth’s decision. Mr. Mazzaschi said there should be sup-port for it because Congress twice passed bills during the Bush admin-istration—vetoed by the president—that would have lifted Mr. Bush’s restrictions on embryonic-stem-cell research. “There were strong majori-ties in both the House and Senate” on those bills, he said.

On the other side of the political equation, however, are the forthcom-

ing Congressional elections, which could make elected representatives reluctant to cast controversial votes.

Politics and Research

Those uncertainties loom partic-ularly large for young embryonic-stem-cell researchers such as Bryan T. Richardson, who earned an under-graduate degree in biology at East Carolina University in 2007 and is now pursuing a doctorate at the Uni-versity of North Carolina at Cha-pel Hill. Mr. Richardson, 25, began

work four months ago on a feder-ally financed project aimed at seek-ing cures for diseases affecting blood vessels and is now contemplating a move overseas to pursue his career.

Mr. Richardson said that he agreed that policy makers should take care when setting rules for the use of embryonic stem cells and that he hoped his work would pave the way for using adult stem cells to treat vascular disease. For now, he said, embryonic stem cells are an important component of developing

treatments using adult stem cells be-cause the behavior of the embryonic cells provides a critical baseline for measuring the behavior of the undif-ferentiated adult cells.

“If this ruling was upheld, it cer-tainly would cause me to consider making career changes,” Mr. Rich-ardson said. “It’s not going to dis-suade me from pursuing the research that I really love to do. It just may cause me to have to go overseas to do it, or do it in a different avenue than with the federal government.”

The Chronicle of Higher Education • September 17, 2010 A9

Th e American Poetry Archives, housed at San Francisco State University, represents one of the nation’s largest collections of poetry captured on tape. Rich and varied, with more than 2,000 audio and video recordings of poets performing their own works, the collection spans 56 years. It includes readings by Langston Hughes, Marianne Moore, John Ashbery, Gwendolyn Brooks, Adrienne Rich and many others—among them, the earliest recorded readings by luminaries from San Francisco’s fabled Beat scene.

Keeping an oral tradition alive for all to hear: that’s the San Francisco State of Mind.

Keeping The Beat

T H E S A N F R A N C I S C O S T A T E O F M I N D

www.sfsu.edu

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A66 Business Affairs The ChroniCle of higher eduCaTion MarCh 26, 2010

Chronicle.com/jobs

293-0828 or WVU College of Physical Ac-tivity and Sport Sciences, P.O. Box 6116, Morgantown, West Virginia 26506-6116.

Physics: Oxford College of Emory Universi-ty invites applications for a part-time, non-tenure-track lecturer in Physics, beginning in August 2010. A Master’s or Ph.D. in phys-ics or a related field at the time of appoint-ment is required. Previous undergraduate teaching experience and familiarity with current trends in undergraduate physics ed-ucation is desirable. Candidates must dem-onstrate potential for teaching excellence. The successful candidate will teach two sections of the laboratory for introductory-level physics and will be part of the innova-tion and growth in the curriculum and ped-agogy of courses in physics and astronomy.

In part, these innovations anticipate a new state-of-the-art science facility that Oxford is currently planning to encourage student-faculty collaboration, provide an environ-ment for innovative teaching, and be a mod-el of sustainability. Please send curriculum vitae, statement of teaching philosophy, un-dergraduate and graduate transcripts, let-ter of application, and three letters of refer-ence to: Dr. Michael Rogers, Chair, Phys-ics Search, Oxford College of Emory Uni-versity, 100 Hamill Street, Oxford, Georgia 30054. Applications received by April 19, 2010, will receive fullest consideration. Emory University is an Equal Opportu-nity, Affirmative Action employer. Oxford College is a specialized division of Emory University that provides a transformative, liberal arts intensive program for the first two years of the Emory baccalaureate de-gree. Located 38 miles east of the Atlanta

campus in the village of Oxford, Georgia, the fully residential Oxford campus enrolls 750 freshman and sophomore students. Ox-ford’s students are known for their curios-ity, their interest in learning for learning’s sake, and their engagement in campus and community life. Faculty attracted to Oxford are particularly interested in realizing the possibilities inherent in the formative first two years of the undergraduate experience and having the opportunity of concentrat-ing on educational goals characteristic of liberal arts education. (http://www.oxford.emory.edu).

Psychology/Counseling: (Counseling Psy-chology) (Tenure-track) (Search Extend-ed): The University of Science and Arts of Oklahoma seeks an assistant professor of psychology to teach undergraduate cours-es and advise psychology majors. Teaching

assignment will include various combina-tions of the following course titles: Abnor-mal Psychology, Introduction to Counsel-ing, and Developmental Psychology along with various other courses in the psychol-ogy curriculum. Doctorate in psychology or related field preferred; ABD will be con-sidered. Notice of vacancy and application procedures are available from the Person-nel Office, 1727 West Alabama, Chickasha, Oklahoma 73018-5322, 405-574-1225, and at https://www.usao.edu/employment. Ap-plication review will begin April 26, 2010, and continue until position is filled. AA/EOE.

Psychology: Soka University of America in-vites application for a one year visiting pro-fessor position in Psychology beginning Au-gust of 2010. Rank and specialty are open, with the successful candidate willing and able to teach in these subject areas: Intro-duction to Psychology and Psychological Disorders. In addition, the applicant can expect to teach a couple of interdisciplin-ary courses. Commitment to teaching and research, and the ability to work collabor-atively with colleagues are essential. Soka University of America offers a challenging program in liberal arts with a focus on the Pacific Basin. The university is commit-ted to inter-disciplinary academic program that supports a multidisciplinary approach to education.The university aims to foster stimulating and rewarding intellectual re-lationships among faculty and between fac-ulty and students through collaboration and mentoring. An appreciation of the central-ity of peace, freedom and human rights is the founding impetus for the university and its mission. Job Qualifications: Candidates must hold a Ph.D. in psychology and must be versatile enough to teach interdisciplin-ary courses within the general education curriculum. Benefits and Salary: Salary is determined based on rank and years of rele-vant experience. All full-time faculty mem-bers are eligible for medical, dental and retirement benefits. Contact Information: Applications will be accepted immediate-ly and the position will remain open until filled or closed. Start date for this position is August, 2010. To apply, please send a let-ter of application, curriculum vitae, three letters of recommendation, samples of teaching evaluations, and other supporting materials to: Psychology Visiting Position c/o: Edward M. Feasel, Ph.D. Dean of Fac-ulty, Soka University of America, 1 Univer-sity Drive, Aliso Viejo, California, 92656; e-mail: [email protected]. Soka University of America is an equal opportu-nity employer. http://www.soka.edu.

Public Health: The School of Public Health, University of Maryland, Position An-nouncement (Search ID #: 101M03), Direc-tor of the Madieu Williams Center for Glob-al Health Initiatives. The School of Public Health (SPH) at the University of Maryland

College Park seeks applications for the po-sition of the Director of the Madieu Wil-liams Center for Global Health Initiatives. This new Center focuses on global and lo-cal health initiatives, with particular atten-tion to Prince George’s County, Maryland and Freetown, Sierra Leone. The Director will provide ongoing leadership, assume a major strategic and policy role, and be re-sponsible for the Center’s management and growth. The Director will build on existing SPH programs of education/training, re-search, and service and bring the skills and experience to develop and deliver newly de-veloped programs and research. Candidates should possess a doctoral degree in a disci-pline relevant to the position, have public health experience or training, and have at least ten years of experience. The success-ful candidate will have an outstanding re-cord in public health sciences that can in-clude social and behavioral science, so-ciomedical sciences, the humanities, com-munications, or other related fields. The Director will have had success developing interdisciplinary education, research, and service projects, the ability to administer budgetary and personnel processes, and proven experience in obtaining and man-aging extramural funding in the form of grants and other fund raising activities. It is expected that the Director will have thor-ough experience in domestic and interna-tional community-based programming and research. The Candidate will be eligible for a Distinguished Professorship in one of the SPH academic units. Information about the School and the Position is available at http://sph.umd.edu/about/jobs.cfm; e-mail questions about the position to Dr. Elaine Anderson at [email protected]. For best consideration, applicants should submit via e-mail, by April 15, a curriculum vitae, let-ter of application with a statement of ones vision for the Center, a short description of the applicant’s current research program and future research plans, and the names, addresses and contact information of three references to: Erin McClure, [email protected]. The University of Maryland is an equal opportunity , affirmative action em-ployer. Women and minorities are encour-aged to apply.

Religious Studies: Associate Professor of Religion. Teach full load of courses related to religion and biblical languages at under-graduate and graduate level; prepare and deliver lectures to students; compile bibli-ographies of specialized materials for out-side reading assignments; stimulate class discussion; review and update syllabi for courses to be taught; and compile, admin-ister, and grade examinations or assign this work to others; direct research of under-graduate or graduate students working for advanced academic degrees; perform relat-ed duties such as advising students on aca-demic and vocational curricula, and act as adviser to student organizations; maintain

service to community; conduct research in theological studies and biblical languages and publish findings in professional jour-nals; serve on faculty committees. Require-ments include Master’s degree in Religion. Mail resume to Daniel Agnetta, Andrews University, 100 Old U.S. Highway 31, Ber-rien Springs, Michigan 49104.

Religious Studies: The Department of Re-ligious Studies at Lane College seeks to fill two full-time, tenure-track positions for the academic year 2010-2011. Responsibilities include teaching 4-5 classes each semester and participating in departmental activities. Appointment begins August 6, 2010. Mini-mum qualifications include a Ph.D., Ed.D., or the equivalent. Preference given to can-didates with an established record of qual-ity teaching and experience with minorities. Lane College is a private, liberal arts-ori-ented institution located in Jackson, Ten-nessee, some 80 miles from Memphis and 120 miles from Nashville. It has an enroll-ment of 2,200 students and is expected to have continued growth for the next several years. Lane College is a Charter Member of the United Negro College Fund. To ap-ply, please submit: letter of application; cur-riculum vitae; contact information for three (3) professional references with at least two addressing teaching abilities; and graduate transcripts (copies acceptable with appli-cation). Applications should be sent to Dr. Lester Newman, Vice President for Aca-demic Affairs, Lane College, 545 Lane Ave-nue, Jackson, Tennessee 38301, [email protected]. Review of applications will begin immediately, and continue until the positions are filled. Lane is an Equal Op-portunity, Affirmative Action employer, and applications from women and minori-ties are encouraged.

Research: HIV Vaccine Research. Re-search Assistant Professor, Department of Microbiology. University of Washington. The Department of Microbiology is con-ducting a search for two Research Assis-tant Professors in the field of HIV research focusing on computational design and lab-oratory analysis of vaccine immunogens. We are looking for innovative investigators with strong experience in virology, virus-host interactions, and computational anal-ysis of HIV gene and protein sequences. The appointments are 12-month, full time, non tenure-track positions in the School of Medicine. The successful applicants are ex-pected to develop a fully funded, indepen-dent research program within 2-3 years. All University of Washington Faculty engage in undergraduate or graduate level teaching, research, and service. Salary and benefits are competitive and will be commensurate with the qualifications and experience of the applicant. The University of Washing-ton is an affirmative action, equal oppor-tunity employer and is building a cultur-ally diverse faculty. Applications from fe-

Vice President for Information Technology and

Chief Information Offi cerCentral State University invites nominations and applications for the position of Vice President for Information Technology and Chief Information Offi cer (VPIT/CIO). Central State University is a nationally recognized historically black institution in the heart of Ohio. Our beautiful campus in Wilberforce is home to a proud 122-year tradition of excellence in higher education. Central State offers leading edge programs in urban education, manufacturing and environmental engineering and jazz studies and has

graduated generations of leaders in fi elds including education, business, communications, natural sciences, and the fi ne and performing arts. Central State University serves a diverse student population of approximately 2400 students within a supportive atmosphere where student success is a priority.

The VPIT/CIO will be responsible for providing the vision, leadership, and strategic direction for developing and maintaining a robust and reliable technology infrastructure that supports the administrative and academic functions of the University. He/she will provide strategic leadership in determining information technology needs on campus to enhance the student experience and advance CSU’s mission and goals by gathering broad input, planning effectively, and allocating resources appropriately. This position reports to the President and is a member of the President’s Cabinet.

The successful candidate will have:

area networks, and data warehousing.

administrative, fi nancial, and budgeting systems.

related to their team’s performance and their success managing team performance.

Interested candidate must have an earned master’s degree (earned doctorate preferred) in computer information systems, computer science, computer engineering or a related fi eld, and at least fi ve years of progressively increasing responsibility managing in a university or similar computer environment, which includes experience in a complex or multidiscipline environment, directing and supervising staff, reviewing and evaluating outcomes, and ensuring accountability for overall implementation.

https://careers.centralstate.edu

Visit our Web site: www.centralstate.edu

T H E S A N F R A N C I S C O S T A T E O F M I N D

www.sfsu.edu

In a region known for innovation, creativity and progressive thinking, San Francisco State University is the intellectual heart and soul of the surrounding city. Acknowledged as a leader in community service learning,

the liberal arts and international education, SF State is a major civic force, partnering with government, business and educational leaders to advance both the University and the region. �e campus community of more than 30,000 students, faculty and sta� and our alumni of more than 180,000 mirror the highly diverse cultural mosaic that is the Bay Area.

We seek an exceptional leader for the position of Vice President, University Advancement (VPUA). �e VPUA will provide strategic and creative leadership for a comprehensive advancement program that improves the image of the University and secures tangible support. �e VPUA is responsible for programs and stakeholder relationships that help secure: federal, state and city support; $20 million in annual gi�s; capital gi� campaigns; and contributions to the University’s $50 million endowment. Reporting directly to the President and serving on his Cabinet, the VPUA leads a sta� of 52 in Development, Alumni Relations, Communications, Government and Community Relations, Special Events, and the San Francisco State University Foundation.

Salary is competitive and commensurate with background and experience.

Nominations and con�dential le�ers of application, including a complete curriculum vitae and no fewer than �ve references, should be directed to:

VPUA SearchA�n: President Robert A. CorriganSan Francisco State University1600 Holloway AvenueSan Francisco, CA 94132-1740

E-mail submissions are welcome to [email protected]

�e University intends to �ll the position by September 1, 2010; applications will be accepted and evaluated until the position is �lled. Submission by April 1, 2010 is encouraged. SF State is an Equal Opportunity Employer.

San Francisco State is being assisted in this search by Maria M. Perez of Perez-Arton Consultants, Inc. Confidential inquiries may be sent via e-mail to [email protected]

Vice PresidentUniversity Advancement

Making a di�erence, embracing di�erences: that’s the San Francisco State of Mind.

:: 4 ::

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The Academic WorkplaceReports on the state of the academic workplace and what it takes to hire and retain top academic talent. Features the results of the Great Colleges to Work® survey.

The AlmanacCompiles the most definitive collection of education statistics—including overviews and trends in every area of the operation and management of colleges and universities.

The Digital CampusExamines how new and evolving technologies are influencing every aspect of campus life, including classroom teaching, scholarship and research, and administrative challenges like admission management.

August 26, 2011 • $15




Online LearningReviews the growth of online education and blended learning programs and the varied approaches to e-learning in countries around the world.

Diversity in AcademeExplores the subject of diversity within higher education, focusing on how colleges and universities are working to diversify their faculties, staff, and students.


Online Learning






PLUS: Tech Tools for Classrooms ‘Killer’ Campus Apps The Net Generation, Unplugged

Section B May 13, 2011

The Digital CampusThe ChroniCle of higher eduCaTion

The Mobile Revolution: Not So Fast





2011THE CHRONICLE


2011

Academic Year KickoffFocuses on the start of the school year and includes the largest number of job ads of the fall semester.

September 2, 2011 • $6.99Volume LVIII, Number 2chronicle.com


By Tom Bartlett

In May, a company started by three MIT graduate students won the university’s prestigious clean-energy prize, which

comes with a $200,000 check in addition to the $15,000 awarded for being a finalist. It’s a hefty chunk of change for any start-up, but the publicity may be even more valuable. Articles followed in The Boston Globe, The Wall Street Journal, and on CNN Money.

But the developer of the device used in the winning entry says it was used without permission in the contest and without at-tribution in a public presentation.

The promising technology, which is in-tended to cool electronics more quietly and efficiently, was created by a researcher at Sandia National Laboratories. Sandia of-ficials say they found out what the com-pany, CoolChip Technologies, was doing only after the contest was over.

Officials of the Massachusetts Insti-tute of Technology have countered that CoolChip didn’t need Sandia’s permis-sion, and that the contest’s rules suggest-ing otherwise have been misinterpreted. One MIT official also argued that the contest, which is open to students nation-wide, should be viewed solely as an “aca-demic exercise.”

The controversy raises questions about what liberties can be taken with someone else’s intellectual work, and about the line between promoting an idea and taking credit for it.

The mission of the MIT Clean Energy Prize, which is sponsored in part by the U.S. Department of Energy, is “to develop a new generation of energy entrepreneurs and great new companies.” Some former

$200K Question: Who Really Deserves MIT’s Big Energy Prize?


A New Digital Divide a

College presidents are bullish about online education, but a survey shows that prospective students don’t share the enthusiasm. A16

Unabomber Copycat a

Mexican nanotech-nologists are targets of mailed explosives. A20

Fieldwork, With Kids a

Keeping them occupied calls for skills apart from scholarship. A24

INSIDE

M. SCOTT BrAUEr fOr ThE ChrONICLE

Paul LeBlanc, president of Southern New Hampshire U.: “The traditional campus … now has the resources to be even more traditional.”

By Marc Parry

Manchester, N.H.

I f you sketched a portrait of a col-lege in a dicey economic spot, it might look like Southern New hampshire

University.The private nonprofit university is little

known nationally, not selective, and de-

pends on tuition. It sits in a state whose population of public high-school graduates is projected to decline for years.

But rather than limping along, this ob-scure institution is becoming a regional powerhouse—online.

With 7,000 online students, the univer-sity has grown into the second-largest on-line education provider in college-saturated

New England, aiming to blow the Univer-sity of Massachusetts out of the top spot. It recently began testing TV advertisements in national markets like Milwaukee and Oklahoma City, too, sensing that scandals tarring for-profit colleges have opened an opportunity for nonprofit competitors.

Academe is abuzz with talk of “disrup-

Online Venture Energizes Vulnerable CollegeBut some faculty at Southern N.H. fear for future of bricks-and-mortar campus


By Eric Kelderman

Las Vegas

Just how grim is the fate of high-er education in Nevada? francis-co hernandez can tell you. The

26-year-old senior at the University of Nevada at reno had saved near-ly $7,000 to get himself settled af-ter graduating this summer. But that money’s almost gone because of the nearly 60-percent increase in tuition and fees at reno in the past few years.

he has worked part time at a local ho-tel to pay his way through college, but Nevada’s sluggish economy will very likely force him to leave his home state for full-time work.

Lynn Comella, an assistant pro-fessor of women’s studies at the Uni-versity of Nevada at Las Vegas, has a story, too. Every faculty member she knows under age 50 is looking for a job outside the state. She came here in 2007, a time when UNLV seemed to be on the rise. Now she thinks the state’s antipathy toward academe has undermined the university’s future.

Then there’s the university presi-dent, Neal Smatresk, wedged between

the budget-slashers and the workers. he’s cut 400 positions, or about 20 percent of his employees, as lawmak-ers have slowly starved his institu-tion. “The overarching climate, where you’ve cut for three years, has created almost like a slow-moving post-trau-matic-stress disorder,” he says.

Stories like theirs are easy to find throughout Nevada, where it’s not just the research universities feeling the pain. State cutbacks—30 percent since 2009—have shut thousands of students out of cours-es in rural areas. At one point, leg-islators were calling for the closure

In Nevada, Harsh Reality Hits Higher Education

JOhN GUrzINSKI fOr ThE ChrONICLE

The five-year-old, 122-acre Harry Reid Research and Technology Park, 10 miles from the Las Vegas Strip, still awaits its first building. Continued on Page A4

Years of budget cuts sap campuses and morale

:: 6 ::

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Chronicle.comBanner AdvertisingStrategically placed within and adjacent to our award-winning editorial content, Web banners are the perfect way to promote your institution to Chronicle.com users.

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E-mail NewslettersBanner AdvertisingAll recipients of The Chronicle’s e-mail newsletters have opted-in, so you can be assured that your ad will be seen by active, interested readers.

Academe TodaySummaries of the top news stories of the day, with links to more extensive coverage on The Chronicle’s Web site.

Afternoon UpdateA midday update of breaking news stories in higher education.

Weekly Briefing A collection of the week’s most important news stories. Ideal for readers who prefer to receive news summaries on a less-frequent basis.

Community College A compilation of news articles, career advice, employment opportunities, and expert opinions that shape the thinking of everyone from community-college administrators to adjunct faculty members.

On Hiring Firsthand accounts of searches, advice about the challenges of serving on search committees, and the latest trends in the academic marketplace. An indispensable resource for anyone charged with hiring in academe.

The Wired Campus A daily roundup of news and opinion at the intersection between information technology and academe.

The Chronicle Review A guide to the contents of The Chronicle Review, The Chronicle’s weekly magazine of ideas. Features articles about scholarly debates and new books, opinion articles, and personal essays.

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Graduate Students News and advice on surviving graduate school—from planning a dissertation to navigating the job market.

Contracts and volume discounts for banner advertisements are available; contact your college and university relations manager for more information.

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ipad

iPad interactive ads may include a photo slideshow, video, audio, or other interactive Web elements. Your institution’s ad will be adjacent to The Chronicle’s award-winning editorial content.

The same high-quality journalism found in the pages of our print edition is available on your iPad. Interactive ads in the iPad issue are a new, dynamic way to increase awareness of your institution and stay in front of key decision makers and influencers in academe.

The iPad app is free to download.Subscribers get issues at no additional cost; nonsubscribers may purchase single issues or special reports. Users can download issues to read later, or access a free daily newsfeed from Chronicle.com.

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:: 9 ::

THE CHRONICLE

Interactive advertising

:: 10 ::

CAMPUS VIEWPOINTS

Campus Viewpoints is an exclusive service provided by The Chronicle to help colleges and universities tell their unique story to all of academe. With Campus Viewpoints you can share news, innovative programs, exciting events, and research discoveries through your own customized microsite hosted on Chronicle.com. Through the Campus Viewpoints program, your institution is featured alongside the award-winning editorial content of the most visited academic Web site in higher education.

spotlight groundbreaking research

describe the economic and global impact of your programs

highlight service to the community

profile award-winning professors or departments

share how innovation solved a critical problem on your campus or in your community

Strengthen your identity and improve your image with Campus Viewpoints:

emphasize sustainability and the environment on campus

showcase new education programs or campus facilities

attract new faculty and staff members

:: 11 ::

THE CHRONICLEChronicle.comChronicle.com/CampusViewpoints

A navigation box sidebar that highlights individual Campus Viewpoints. All institutions rotate through the navigation box. Up to eight institutions are displayed at one time, each with their logo and links to the institution’s Campus Viewpoints.

Campus Viewpoints front page features

An interactive carousel showcases three unique events or programs from different campuses.

Eight topic areas are featured. A topic heading, along with a link to a featured story, is included.

Drop-down menus make it even easier for readers and interested candidates to navigate Campus Viewpoints and find what they need, while enabling them to flip between institutions and topics.

:: 12 ::


Campus Viewpoints topics page features

Topic title introduces the page’s specific area of interest.

An area that showcases a feature story and image from an individual Campus Viewpoint.

Stories related to the topic page, pulled from Campus Viewpoints content.

:: 13 ::

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Institution logo featured at the top of each page.

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Introductory paragraphs of featured articles and associated images.

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An interactive quiz shares little-known facts about the institution.

Video highlighting stories from the institution.

A table of contents for the institution. Lists all articles and slideshows for easy navigation.

Slideshows display a collection of pictures and descriptive text.

Job postings for the institution. All of the institution’s posted jobs rotate through the Job Center widget.


:: 14 ::

HIRING SOLUTIONSThe Chronicle offers the largest, best-established job service in higher education, both in print and online. The Chronicle’s interactive resources, including job alerts and portfolio-management tools, make it easy for recruiters to reach top professionals. We are your direct link to the qualified professionals who can help you shape your institution’s future.

Whether you want to reach the perfect candidate or simply improve your image as an employer of choice, The Chronicle is the most influential publication in the world of higher education—and your total hiring resource.

printMaximize your visibility and dynamically establish your identity with boxed recruitment ads—feature your institution’s logo or add color. Line recruitment ads appear in alphabetical order by keyword at the bottom of the Careers pages.

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hiring packagesCombine the power of print and online to reach top candidates. your job ad will appear in print in the chronicle and on chronicle.com/jobs

:: 16 ::

GREAT COLLEGES TO WORK FOR PROGRAM

Is your institution a great place to work?Be a part of The Chronicle’s Great Colleges to Work For® survey and find out what your faculty and staff think of your institution.

With more than 300 institutions participating in 2011, the survey is the largest employee survey and workplace-recognition program in higher education.

The Great Colleges to Work For® program recognizes institutions that have been successful in creating great workplaces and furthers research and understanding on the factors, dynamics, and influences that have the most impact on organization culture at institutions of higher education.

Participation is free and includes a faculty/employee survey and an institutional audit to capture demographics, policies, practices, and infrastructure. Schools that are recognized are featured in a Chronicle special report in print in August entitled The Academic Workplace and in a special section on Chronicle.com. Recognized schools can use the Great Colleges to Work For® logo in their marketing campaigns and the logo will appear on job openings placed on Chronicle.com, giving the institution furtherrecognition as a great place to work.

more than

300institutionsparticipated in 2011

largest

highereducationemployee survey and workplace recognition program in the united states





2011THE CHRONICLE


2011

Recognized schools are featured in The Academic Workplace special report.

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:: 17 ::

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The full text of the latest issue of The Chronicle of Higher Education can reach your campus every week over your network. You also get daily news updates, statistics, essays, grant listings, and unlimited, searchable access to every article The Chronicle has published since September 1989, and to all of the databases on Chronicle.com.

Free trials are available, and access can be turned on rapidly after an inquiry. More than 1,100 institutions have signed up. Our renewal rate of close to 100 percent speaks for itself.

Request access for your campus at Chronicle.com/Campuswide or by contacting our institutional audience sales manager.

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This page has been approved by: section editor:_____ Copy editor:_____ Jasmine:_____ Jeff selingo:_____ scott smallwood:_____ display _____ photo credit _____

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We want our students to feel right at home. Preferably

on the other side of the world. At Northeastern University, we believe students need to feel as comfortable in Beijing or Buenos Aires

as they are in Boston. They work, research, serve, and study in 69 countries on seven continents, through our signature co-op program and other opportunities. They shape the world and are shaped by

it. We call it global experiential learning. Our students call it the best education for the 21st century.

northeastern.edu/experiential

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The Chronicle of Higher Education • September 3, 2010 A13

At St. George’s University, we baffled the medical world by founding a University devoted to the idea of global medicine. Today, after adding almost 11,000 physicians into the global health care system, we continue shaking up the health care world with innovative programs in Medicine, Veterinary Medicine, Public Health, and Business Administration. Come join us on the forefront of medicine.

33 years ago, we turned medical education on its head. We’re not going to stop now.

ME-10SGU6947_33Years_ChronHighEdu.indd 1 8/20/10 12:05:41 PM

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A2 September 2, 2011 | The Chronicle of Higher Education

CHAPMAN UNIVERSITY CELEBRATES 150 YEARS OF ACADEMIC ACHIEVEMENT.

racing its history to 1861, Chapman University is today one of California’s most respected private institutions of higher education.

In just the last two decades, Chapman has grown from a liberal-arts college of 2,000 students to a comprehensive university o� ering undergraduate and graduate programs to nearly 8,000 young men and women. � ese remarkable students come from all across the U.S., and from more than 60 other nations around the globe.

� ey come to learn from an extraordinary faculty, who are dedicated to blending research and teaching

in a synergistic approach that distinguishes learning at Chapman. Our faculty now include winners of the Nobel Prize, the National Medal of Science, the Academy Award, and many other national and international honors. Yet their passion is student-focused, welcoming undergraduates into research opportunities even as they mentor graduate students through programs as varied as creative writing and quantum physics.

Over the years, Chapman University has blossomed with new programs, expanded facilities and increased recognition. More than a dozen new buildings have

sprouted across campus since 1991, and major initiatives are planned for the Schmid College of Science and Technology, the College of Performing Arts, and the Dodge College of Film and Media Arts. � at history of expansion and recognition re� ects the support of dedicated alumni and special friends of the university, who’ve made our success possible.

� e momentum of the past 150 years continues to generate extraordinary enthusiasm and energy, promising an even brighter future for Chapman University. We invite you to learn more at Chapman.edu.

T

A2 September 2, 2011 | The Chronicle of Higher Education

September 2, 2011 • $6.99Volume LVIII, Number 2chronicle.com


By Tom Bartlett

In May, a company started by three MIT graduate students won the university’s prestigious clean-energy prize, which

comes with a $200,000 check in addition to the $15,000 awarded for being a finalist. It’s a hefty chunk of change for any start-up, but the publicity may be even more valuable. Articles followed in The Boston Globe, The Wall Street Journal, and on CNN Money.

But the developer of the device used in the winning entry says it was used without permission in the contest and without at-tribution in a public presentation.

The promising technology, which is in-tended to cool electronics more quietly and efficiently, was created by a researcher at Sandia National Laboratories. Sandia of-ficials say they found out what the com-pany, CoolChip Technologies, was doing only after the contest was over.

Officials of the Massachusetts Insti-tute of Technology have countered that CoolChip didn’t need Sandia’s permis-sion, and that the contest’s rules suggest-ing otherwise have been misinterpreted. One MIT official also argued that the contest, which is open to students nation-wide, should be viewed solely as an “aca-demic exercise.”

The controversy raises questions about what liberties can be taken with someone else’s intellectual work, and about the line between promoting an idea and taking credit for it.

The mission of the MIT Clean Energy Prize, which is sponsored in part by the U.S. Department of Energy, is “to develop a new generation of energy entrepreneurs and great new companies.” Some former

$200K Question: Who Really Deserves MIT’s Big Energy Prize?


A New Digital Divide a

College presidents are bullish about online education, but a survey shows that prospective students don’t share the enthusiasm. A16

Unabomber Copycat a

Mexican nanotech-nologists are targets of mailed explosives. A20

Fieldwork, With Kids a

Keeping them occupied calls for skills apart from scholarship. A24

INSIDE

M. SCOTT BrAUEr fOr ThE ChrONICLE

Paul LeBlanc, president of Southern New Hampshire U.: “The traditional campus … now has the resources to be even more traditional.”

By Marc Parry

Manchester, N.H.

I f you sketched a portrait of a col-lege in a dicey economic spot, it might look like Southern New hampshire

University.The private nonprofit university is little

known nationally, not selective, and de-

pends on tuition. It sits in a state whose population of public high-school graduates is projected to decline for years.

But rather than limping along, this ob-scure institution is becoming a regional powerhouse—online.

With 7,000 online students, the univer-sity has grown into the second-largest on-line education provider in college-saturated

New England, aiming to blow the Univer-sity of Massachusetts out of the top spot. It recently began testing TV advertisements in national markets like Milwaukee and Oklahoma City, too, sensing that scandals tarring for-profit colleges have opened an opportunity for nonprofit competitors.

Academe is abuzz with talk of “disrup-

Online Venture Energizes Vulnerable CollegeBut some faculty at Southern N.H. fear for future of bricks-and-mortar campus


By Eric Kelderman

Las Vegas

Just how grim is the fate of high-er education in Nevada? francis-co hernandez can tell you. The

26-year-old senior at the University of Nevada at reno had saved near-ly $7,000 to get himself settled af-ter graduating this summer. But that money’s almost gone because of the nearly 60-percent increase in tuition and fees at reno in the past few years.

he has worked part time at a local ho-tel to pay his way through college, but Nevada’s sluggish economy will very likely force him to leave his home state for full-time work.

Lynn Comella, an assistant pro-fessor of women’s studies at the Uni-versity of Nevada at Las Vegas, has a story, too. Every faculty member she knows under age 50 is looking for a job outside the state. She came here in 2007, a time when UNLV seemed to be on the rise. Now she thinks the state’s antipathy toward academe has undermined the university’s future.

Then there’s the university presi-dent, Neal Smatresk, wedged between

the budget-slashers and the workers. he’s cut 400 positions, or about 20 percent of his employees, as lawmak-ers have slowly starved his institu-tion. “The overarching climate, where you’ve cut for three years, has created almost like a slow-moving post-trau-matic-stress disorder,” he says.

Stories like theirs are easy to find throughout Nevada, where it’s not just the research universities feeling the pain. State cutbacks—30 percent since 2009—have shut thousands of students out of cours-es in rural areas. At one point, leg-islators were calling for the closure

In Nevada, Harsh Reality Hits Higher Education

JOhN GUrzINSKI fOr ThE ChrONICLE

The five-year-old, 122-acre Harry Reid Research and Technology Park, 10 miles from the Las Vegas Strip, still awaits its first building. Continued on Page A4

Years of budget cuts sap campuses and morale

CHAPMAN UNIVERSITY CELEBRATES 150 YEARS OF ACADEMIC ACHIEVEMENT.

racing its history to 1861, Chapman University is today one of California’s most respected private institutions of higher education.

In just the last two decades, Chapman has grown from a liberal-arts college of 2,000 students to a comprehensive university o� ering undergraduate and graduate programs to nearly 8,000 young men and women. � ese remarkable students come from all across the U.S., and from more than 60 other nations around the globe.

� ey come to learn from an extraordinary faculty, who are dedicated to blending research and teaching

in a synergistic approach that distinguishes learning at Chapman. Our faculty now include winners of the Nobel Prize, the National Medal of Science, the Academy Award, and many other national and international honors. Yet their passion is student-focused, welcoming undergraduates into research opportunities even as they mentor graduate students through programs as varied as creative writing and quantum physics.

Over the years, Chapman University has blossomed with new programs, expanded facilities and increased recognition. More than a dozen new buildings have

sprouted across campus since 1991, and major initiatives are planned for the Schmid College of Science and Technology, the College of Performing Arts, and the Dodge College of Film and Media Arts. � at history of expansion and recognition re� ects the support of dedicated alumni and special friends of the university, who’ve made our success possible.

� e momentum of the past 150 years continues to generate extraordinary enthusiasm and energy, promising an even brighter future for Chapman University. We invite you to learn more at Chapman.edu.

T

The Chronicle of Higher Education | September 2, 2011 A3The Chronicle of Higher Education | September 2, 2011 A3

than their face-to-face courses. When state support is added to tuition and fees, the price is frequently 10 to 20 times higher than the professor’s labor costs. In theory, such sweeping profit margins would quickly disappear as competitors move into a market. How-ever, an accreditation system tailored to a high-fixed-cost business model, postsecondary education’s dependence on taxpayer-supported financial aid, and the reluctance of colleges to honor courses taken elsewhere conspire to restrain course-level price competition, keeping prices to online students much higher than they should be.

IF THE EXISTING regulatory model is not appropriate for a product with low fixed and low marginal costs, what is? The answer for on-

line learning might be no regulation—or very little, anyway. Government in-tervention in private markets is usually done to protect consumers, fix market failures, protect local industries or, possibly, foster an informed citizenry. Of these, consumer protection, market making, and fostering an informed citi-zenry are relevant to education.

But think about it. College tuition has risen four times faster than infla-tion, grade inflation is rampant, studies indicate that students are learning very little, per-student debt is skyrocketing, profit margins for online courses are substantial, and the federal government felt it necessary to reregulate already accredited for-profit institutions. Given all that, it’s hard to argue that the exist-ing regulatory structure is protecting customers.

Further, with starkly lower tuition re-sulting from marginal-cost pricing, the financial risk to consumers could be—should be—sharply reduced. Given that there are hundreds of providers willing to provide online courses to students, the online learning market hardly needs stimulation or protection. Anyone with an Internet connection can access an online course, so the real limit to educa-tional accessibility is price.

To be sure, minimum consumer pro-tection and quality-assurance standards are necessary, but they would be far more protective, accurate, and efficient if they reflected a set of minimum ex-pected outcomes around core general-education courses, rather than an all-encompassing, input-focused evaluation system. Put plainly: If a program is ef-fective, who cares how many Ph.D.’s it touts among its administrators or how grand its home office looks?

States or the federal government could assess what is easily assessable—general-education and skills-based courses. For courses and programs whose outcomes aren’t as easily measurable, the market does a much better job of determining value. Let a hundred providers bloom, whether they be colleges; companies like mine, StraighterLine; single professors; teams of professors; or, most likely, some combination of all of these. Those that offer the best product for the best price will succeed, and the others will fail.

The remaining obstacle is ensuring

that government funds are being used appropriately. One solution is to shift the financial risk of supporting online cours-es entirely to private lenders. Or, if the public chooses to stimulate the private market, subsidize some portion of the loan to deserving populations. As with Gainful Employment rules, but far more efficient, private lenders would quickly determine what combination of student characteristics, online programs, and in-terest rates represent a good investment.

The question of whether online

learning is worthy of college credit has been implicitly settled. Thousands of accredited colleges offer online courses, and there is nothing to distinguish an online course from a face-to-face course on a student’s transcript.

The obvious next question is why isn’t it cheaper? The answer is that on-line learning has been shoehorned into a financial and quality-assurance model that does not fit its economics. When online learning is regulated differently, its price will plummet.

NOVEMBER 11, 2011 O N L I N E L E A R N I N G • T H E C H RO N I C L E O F H I G H E R E D U C AT I O N B27

UNIVERSITY OF

FLORIDAA trusted, quality education that knows no boundaries

ONLINEThe University of Florida is a trusted educational leader:

• We deliver programs in over 50 content areas via distance learning

• UF’s online MBA program is one of only two programs in the world to earn a top rating in a recent issue of The Economist

• UF’s Forensic Science Masters Degree program, the world’s largest, is an Award of Excellence winner in Distance Education

• UF’s online Doctor of Audiology program, among the top 10 in the nation, has provided degrees to over 1,200 practicing audiologists since 1988

Experience the University of Florida through distance learning, and become part of the Gator Nation!www.distancelearning.ufl.edu

Let a hundred providers bloom,whether they becolleges, companies,professors, or somecombination of the above.

Online Learning, special report: sample image ad


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MAY 13, 2011 T H E D I G I TA L C A M P U S • T H E C H RO N I C L E O F H I G H E R E D U C AT I O N B15

Innovation...In the palm of your hand

Georgia Health Sciences University provides instruction and innovation right in the palm of your hand. From mobile applications such as the Dental Pro Consult and MedLab Tutor to the Breast Cancer Navigator and Upper Respitory Virtual Lab, GHSU provides exciting new opportunities in medical education through groundbreaking technologies.www.georgiahealth.edu/mobile

PLUS: Tech Tools for Classrooms ‘Killer’ Campus Apps The Net Generation, Unplugged

Section B May 13, 2011

The Digital CampusThe ChroniCle of higher eduCaTion

The Mobile Revolution: Not So Fast

The Digital Campus, special report: sample image ad

August 26, 2011 THE CHRONICLE OF HIGHER EDUCATION � 9

August 26, 2011 • $15




The Almanac, special issue: sample image ad

Tom HorTon

SEPTEMBER 24, 2010 D I V E R S I T Y • T H E C H RO N I C L E O F H I G H E R E D U C AT I O N B15

promote diversity at all of Lebanon’s universi-ties.

“It’s important, because universities are the only institutions that bring people together for a shared experience, more so than workplaces,” says Talal Nizameddine, assistant dean of student affairs at the American University of Beirut. “It’s essential for nation-building.” The government, he says, has neglected the important role univer-sities can have in promoting mixed campuses.

He also worries that if the country’s internal diversity goals aren’t met—in integrating not just Muslims and Christians, but students of all sects, political parties, geographic regions, and socioeconomic backgrounds—that could affect Lebanon’s international-student enrollment.

“The government and universities need to do

more to nurture diversity,” he says. “It has enabled free speech, free thought, and has given students in Lebanon an environment to express themselves. It’s this richness that makes Lebanon unique.”

Diversity, Mr. Nizameddine predicts, “is going to be the biggest challenge in the foreseeable future if Lebanon is going to maintain its reputation and standards that it has throughout the Middle East. It is the key to universities. If it’s lost, Lebanon will lose out.”

Lebanese American U.’s two campuses, in Beirut (right) and in Byblos, encourage

the integration of Christians and Muslims.

REIMS, FRANCE

Camélia VialleT has just begun her undergraduate studies here at the newly opened Reims campus of the Institute of Political Studies of Paris, better known

by its French nickname, “Sciences Po.” Along with a handful of other prestigious in-

stitutions known as grandes écoles, Sciences Po has long taken part in training the upper echelons of France’s political and business elite. Unlike most French universities, which offer admission to ev-

eryone who has passed the baccalaureate exam re-quired to graduate from high school, the grandes écoles historically focus on single disciplines and are highly selective. Admission to Sciences Po is normally based on a competitive examination.

But Ms. Viallet, who grew up in the gritty northern port city of Dunkerque, secured her sought-after spot through an alternative route introduced several years ago by Sciences Po’s longtime president, Richard Descoings. Known in French as the Convention d’Education Pri-

oritaire, the program allows students in selected high schools to enter Sciences Po by relying in-stead on an oral exam, and it waives the 180-euro examination fee (about $232). Just a handful of the nearly 2,000 students at her high school end up at the grandes écoles, and Ms. Viallet seized what she knew was a unique opportunity. “We don’t always have the chance,” she says.

Mr. Descoings wanted to make Sciences Po more reflective of the growing diversity of

In France, Making Room at the Top of Higher EducationBy AISHA LABI


Diversity in Academe, special report: sample image ad




August 26, 2011 THE CHRONICLE OF HIGHER EDUCATION � 13

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World-class academics, new and updated facilities,

top-ranked

and now one of the

to Work For.‘Great Colleges’

athletics,

THE CHRONICLE

B16 T H E C H RO N I C L E O F H I G H E R E D U C AT I O N • T H E AC A D E M I C WO R K P L AC E JULY 29, 2011





2011THE CHRONICLE


2011

Change your mind.

As the newest institution in the University of North Texas System, UNT Dallas is poised for explosive growth. Founded in 2000 as a branch campus of the University of North Texas, UNT Dallas has already grown at an annual average of 14 percent while offering junior-, senior-, and master's-level classes. In the fall semester of 2010, the University will accept its �irst freshman class, and its second building is under construction on its 264-acre campus. To prepare for the arrival of the class of 2014, UNT Dallas will be hiring large numbers of faculty, division directors and associate provosts. Watch for our upcoming advertisement in he Chronicle of Higher Education.

WE’RE THE NEW U.WWW.UNT.EDU/DALLAS 877.UNT.DALS (868-3257)

T

opportunities elsewhere—a reality in the enclosed ecosystem that is higher education.

n Leadership transition: Proto-cols must be in place in anticipa-tion of vacancies (whether planned and orderly, or unplanned and urgent). Those protocols may or may not include a traditional open search.

n Once on board: An insti-tution must take steps to en-sure that its new leader gets off to a positive, productive start, especially if he or she is also new to the campus.

Over the weeks, months, and, undoubtedly, years to come, a common language will emerge that will allow all of an institution’s constituen-cies to play a meaningful role in the succession-planning process. The analogy here is strategic planning. Two de-cades ago, no meaningful strategic planning was done in higher education; now it is de rigueur, so common that it has be-come a part of the accreditation process. So shall it be with succes-sion planning. Or it will be if Rita (who is writing a book on the topic for AGB) and I are correct in our prognostication.

I actually feel more confident about that prediction as the result of an encounter after our presenta-

tion. The next day, I jumped on a hotel shuttle to go back to the air-port and found myself in conversa-tion with one of the other attend-ees. Dick Kinney is an investment adviser from Milwaukee; he is also a trustee of Gallaudet University, in Washington. I told him about our presentation, and his response was, “Succession planning?! Boy

do we need that!” He went on to tell me about how the Gallaudet board, at the outset of a previ-ous presidential search, commis-sioned a study of the marketplace. Board members were looking for three attributes in a new leader: experience in higher education, an earned doctorate, and significant hearing impairment. A consultant hired by the board found precisely

27 people worldwide who fit all three criteria. From that pool, the board had to find a president.

The irony, of course, is that Gal-laudet is arguably the finest insti-tution in the world educating hear-ing-impaired students. Who would be better to provide the energy, the vision, the drive for that universi-ty’s next generation than one of its

own? I sure wish I had run into Dick Kinney before our presentation; I could have re-lated that story. Then again, I did note several represen-tatives from Gallaudet in the audience for our session. Maybe they have figured this out already.

Rita and I do not pre-tend to have all the answers. What we hope is to start a conversation—to provide the impetus and a common set of assumptions for col-leges and universities as they start down the road

toward succession planning. It should be a long and lively dis-cussion, indeed.

Dennis M. Barden is a senior vice president and director of the higher-education practice at Witt/Kieffer, an executive-search firm that specializes in searches for ac-ademic and administrative leaders in nonprofit organizations.

WINTER/SPRING 2010 CAREERS IN ACADEME • The Chronicle of Higher Education D21

By JAMES L. DOTI

I’ve often been asked whether my academic back-ground in economics serves

me well in carrying out my presi-dential duties at Chapman Uni-versity. No doubt, course work in accounting while I was an under-graduate has helped me to criti-cally read and understand income statements and balance sheets.

But what about my many years of almost total immersion in the dismal science? Does it translate to executive leadership? Can eco-nomics help a chief executive be more effective, or is it only the stuff of dry mathematical models and esoteric theories, with little practical value?

In reflecting on those questions, I’ve concluded that my economic brainwashing has been instrumen-tal in how I think about things and make decisions as a univer-sity president. I may not always be conscious of it, but econom-ics rears its head in many telling ways. And the same holds true, I believe, for other university lead-ers, whether they know it or not.

Comparative advantage. In the early 1800s, the millionaire stock-holder David Ricardo showed how the law of comparative advantage can be used to explain the gains of trade. That law is why most econo-mists believe in the efficacy of free trade across international borders. I use the law of comparative ad-vantage in a different way.

In strategic planning for a uni-versity, we are often confronted with many proposals for new aca-demic programs. Making choices is difficult but choose we must, since resource constraints limit what we can do. About 10 years ago, we had to decide at Chapman whether to significantly expand our small department of film pro-duction or focus on alternative pro-grams with great promise.

In the end, we concluded that Chapman had a comparative ad-vantage in film over other univer-sities because of our location in Southern California and because of a team of leaders in our nascent program who shared a compel-ling academic vision. That small department has since grown to

An Economist’s Tools of the Trade as President


A national search frequently has the effect of disenfranchising worthy internal candidates.

Careers in Academe, special report: sample image ad


Careers in Academe

D3Moving abroad: Factors to consider if you want to pursue your academic career at a university overseas.

D8An academic author gains redemption from her ignorance about sales figures, marketing, and other aspects of book publishing.

D17Have no illusions: It’s hard work for two academics to find tenure-track positions at the same university. A bit of luck can help, too.

D26Making the most of your postdoc: Practical tips on how best to take advantage of a postgraduate fellowship.

D28Academe should encourage the growing cadre of Ph.D.’s who become campus administrators without ever having been on the faculty.

PLUSD10 An underclass of adjunctsD13 Trying out life at a public university D15 I didn’t slow down when I got tenureD18 Ms. Mentor on micromanagingD22 Giving birth to two babies in one yearD25 Can I teach at a community college?D32 Secrets of successful administratorsD33 Getting a start in student affairs

Careers in Academe, special report: sample image ad

WINTER/SPRING 2010 CAREERS IN ACADEME • The Chronicle of Higher Education D27


Careers in Academe

D3Moving abroad: Factors to consider if you want to pursue your academic career at a university overseas.

D8An academic author gains redemption from her ignorance about sales figures, marketing, and other aspects of book publishing.

D17Have no illusions: It’s hard work for two academics to find tenure-track positions at the same university. A bit of luck can help, too.

D26Making the most of your postdoc: Practical tips on how best to take advantage of a postgraduate fellowship.

D28Academe should encourage the growing cadre of Ph.D.’s who become campus administrators without ever having been on the faculty.

PLUSD10 An underclass of adjunctsD13 Trying out life at a public university D15 I didn’t slow down when I got tenureD18 Ms. Mentor on micromanagingD22 Giving birth to two babies in one yearD25 Can I teach at a community college?D32 Secrets of successful administratorsD33 Getting a start in student affairs

We’re searching the world for 200 great scholars.

You could be one of them.

Northeastern University is building faculty expertise around areas of strength aligned with research that addresses global imperatives.

We are seeking up to 75 new tenure-line faculty this year, and more than 200 in the coming three years. Join us in discovering solutions to grand challenges in health, security, sustainability, and other areas of emphasis.

To learn more about available tenured and tenure-track faculty positions in all fields at Northeastern, please visit northeastern.edu/faculty-positions

Chronicle Careers: sample recruitment ad

Chronicle Careers: sample recruitment boxed ads

April 23, 2010 The ChroniCle of higher eduCATion Deans A59

Chronicle.com/jobs

olic University, located in Fond du Lac, Wisconsin invites applications for a full-time, tenure-track faculty position. This position will develop and manage the new interdisciplin-ary Forensic Science major, coordi-nating duties between the Schools of Mathematics and Natural Science and of Criminal Justice. Duties will include recruiting, hiring, and man-aging faculty; maintaining, schedul-ing, and updating curricula; seek-ing external funding; recruiting stu-dents; tracking alumni; and planning and applying for FEPAC accredita-tion. Teaching and advising students in Forensic Science, Criminal Justice, and the Natural Science as appropri-ate for the specific discipline of the successful candidate. Ph.D. in Foren-sic or Natural Science required. Two or more years of professional experi-ence in a forensic science laboratory. Teaching and management experi-ence helpful. Willingly support the mission and core values of Marian University. Submit a letter of inter-est, curriculum vitae, copies of tran-scripts, three reference letters, and statement of teaching and research interests by April 30, 2010 to: Hu-man Resources, Marian University, 45 South National Avenue, Fond du Lac, Wisconsin 54935; e-mail: [email protected] or fax: 920-923-7658; Web site: http://www.marianuniversity.edu Marian Uni-versity is a community committed to learning, dedicated to service and social justice and joined together by spiritual traditions. AA/EEO strong-ly committed to diversity. Back-ground checks will be conducted.

Social Work: Assistant Professors (2); School of Social Work; Mary-wood University; Scranton, Penn-sylvania 18509. The Marywood Uni-versity School of Social Work seeks two Assistant Professors for its MSW Program. These are tenure-track ap-pointments beginning August, 2010. Qualified candidates will have a Ph.D. in Social Work or related field, an MSW from a CSWE-accredit-ed program, and a minimum of two years post-MSW practice experience. The successful candidates will dem-onstrate research, scholarship, and experience teaching in a CSWE ac-credited program. The School offers accredited BSW and MSW programs and Ph.D. in Human Development with specialization in Social Work, as well as several dual degree programs and certificates. Duties will include: teaching either Research or Practice and/or HBSE; advising; service; and related SSW responsibilities. Oppor-tunity to teach in the BSW and Doc-toral program is available. Marywood University is a comprehensive Catho-lic university sponsored by the Con-gregation of the Sisters, Servants of the Immaculate Heart of Mary and located in northeastern Pennsylva-nia, easily accessible to Philadelphia, New York City, Pocono Mountains. Additional information about the University is available at http://www.marywood.edu. Review of applica-tions will begin immediately. Let-

ter of application, curriculum vitae, names, phone numbers and email addresses of at least three (3) refer-ences and a sample of written/pub-lished material may be submitted to: Dr. Lloyd L. Lyter, School of Social Work, Marywood University, 2300 Adams Ave., Scranton, Pennsylva-nia 18509. An electronic submission is preferred as a MS Word document to: [email protected]. Mary-wood University is an affirmative ac-tion, equal opportunity employer.

Social Work: The Center for Child and Family Studies, College of So-cial Work, University of South Caro-lina, invites applications for the full-time position of research assistant professor. Duties include designing and conducting program evaluations and research studies. The desirable applicant would have a Ph.D. degree in social work, social sciences, or ed-ucation, and a minimum of one year of experience conducting applied re-search studies and/or program eval-uations. Publication record com-mensurate with experience. Position available immediately. Send curricu-lum vitae/reference list to Research Division Director, The Center for Child and Family Studies, Benson Building, College of Social Work, University of South Carolina, Co-lumbia, South Carolina 29208 or by email at [email protected]. AA/EOE.

Social Work: The University of Washington, School of Social Work invites applications for a position at the Research Assistant Professor lev-el effective July 2010. This is a non-tenure-track position at 100% FTE. The successful candidate will be ex-pected to continue to develop an on-going, independent program of re-search funding. Demonstrated abil-ity to teach although participation in the teaching program will be primar-ily through occasional classroom lec-tures, and supervision of undergrad-uate and graduate students. Univer-sity of Washington faculty engage in teaching, research and service. Qualified applicants will have dem-onstrated ability to design and con-duct group-randomized experimen-tal trials of preventive interventions; evaluate preventive and treatment in-

terventions; conduct advanced quan-titative analyses including use of lon-gitudinal growth curve models, mul-tilevel hierarchical analyses, and structural equation models; and de-

velop measures of child and adoles-cent behavioral problems. Qualified applicants will also have knowledge about current research on the preven-tion of adolescent problem behaviors

DEAN OF ACADEMIC AFFAIRSMissouri State University-West Plains is accepting applications for Dean of Academic Affairs. A full-time academic administrator, ranked faculty, tenure-track position. The Dean of Academic Affairs is the Chief Academic Officer of Missouri State University-West Plains, providing primary administrative leadership, direction, and evaluation for all academic activities and faculty affairs of the campus. The Dean of Academic Affairs oversees the academic divisions and departments, Garnett Library, other centers and offices including Student Advisement and Academic Support Center, Assessment and Instructional Support, Distance Learning, and the branch campus in Mountain Grove. The Dean reports to the Chancellor of the institution. An Ed.D., or Ph.D., or other earned doctorate is required. For additional required and preferred qualifications: http://www.wp.missouristate.edu/EmploymentOpportunities/. Excellent Benefits Package. Sal: $70,000-$75,000/ann. Qualified applicants should submit: letter of application, vitae, names and contact information for 3 - 5 professional references, and copy of academic transcripts to: Dr. Herb Lunday, Dean of Student Services, Missouri State University-West Plains, 128 Garfield, West Plains, MO 65775. For further information, call (417) 255-7225. Date of first consideration is April 23, 2010. Anticipated starting date is July 1, 2010. Employment will require a criminal background check at University expense.

EO/AA

Christopher Newport University invites applications for the position of

Dean of Admissions Over the past decade Christopher Newport University has gone

through a period of dramatic transformation. Our purpose is to create one of America’s preeminent public liberal arts universities where the emphasis is on superb teaching, small classes and an enriching liberal arts and sciences curriculum. • Our applications have exploded by 700 percent. This year we have received almost 9,000 applications for our freshman class of 1,200.• The quality of our students is soaring — as measured by SAT critical reading and math scores. Average SATs have increased by 240 points.• Over the last five years we have added more than 100 new tenure-track PhDs and are now hiring 100 more — not to get bigger, but to drive down the average size of our classes.• CNU has completed more than $500 million in capital construction and has built a beautiful campus with world- class facilities.• U.S. News & World Report, in its rankings of America’s best colleges, has named CNU among the nation’s “schools to watch.” CNU was ranked No. 7 among all the national liberal arts schools for making the “most promising and innovative changes in academics, faculty, students, campus and facilities.”

Complete job posting (Dean of Admissions, Search #7041) and application requirements can be found at hr.cnu.edu/vacancies. Application review begins May 3, 2010.

CNU, an EO Employer, is fully committed to Access and Opportunity.

LEADERSHIPLEADERSHIPLEADERSHIPVisionaryVisionaryChristopher Newport University

DeanSchool of EducationThe University of North Carolina at Greensboro (UNCG) is seeking nominations and applications for the position of Dean, School of Education. The School seeks an innovative, dynamic, and experienced leader who will enhance and fur-ther its national and international reputation and position as a leading institution for 21st century education.

An engaged, collaborative and diverse community of inter-disciplinary scholars, educators and learners, the School of Education is made up of 76 full-time faculty and 26 staff, and enrolls 1,038 undergraduate and 1,069 graduate students. As leaders and advocates of change, the faculty and staff are committed to addressing equity and access through teaching, research and service. The School offers bach-elor, master, and doctoral degrees that prepare successful teachers, counselors, administrators, library, information and media specialists, and educational researchers through six departments: Counseling and Educational Development, Educational Leadership and Cultural Foundations, Educa-tional Research Methodology, Library and Information Stud-ies, Specialized Education Services, and Teacher Education and Higher Education. The School is actively engaged in research, achieving $12.9 million in externally-funded schol-arship during the ’09 fiscal year.

The Dean promotes creativity, excellence, and equity in teaching, research and scholarship; supports faculty and staff development and student welfare; identifies opportuni-ties for collaboration and community engagement within and outside of the School; engages in fundraising; enhances student recruitment, outreach, grant getting and alumni relations; fosters a diverse and inclusive climate; and ad-vances the public mission of the University as it relates to the School.

The successful candidate must have an earned doctorate, successful administrative experience in undergraduate and graduate education, a successful record seeking external funding, and demonstrated evidence of distinguished re-search and teaching. S/he must qualify for tenured appoint-ment as a full professor in an area of specialization offered by the School.

To view the complete job description, please go to www.baasearch.com.

Candidates are asked to supply a letter of interest and CV/re-sume. Screening of applications will begin on May 10, 2010, with the appointment effective on January 1, 2011. (Note: depending on circumstances of appointee, the appointment could be effective prior to or following 1/1/2011.)

All correspondence should be directed to the University’s ex-ecutive recruitment consultant:

Martin M. Baker, Vice PresidentBaker and Associates LLC

10 Glenlake ParkwaySouth Tower-Suite 140

Atlanta, GA [email protected]

UNCG is an Equal Opportunity/Affirmative Action Employer.Chronicle Careers: sample recruitment boxed ads

A80 Deans The ChroniCle of higher eduCaTion MarCh 5, 2010

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the Assistant Professor level. The position begins August 16, 2010. Responsibilities include teaching both undergraduate and gradu-ate physics courses, initiating an active program of research, su-pervising students, conducting research at the B.Sc., M.Sc., and Ph.D. levels, and seeking external funding for research. Candidates must have a Ph.D. in physics with experience as a condensed mat-ter experimentalist. Applicants should submit a curriculum vi-tae, a statement regarding teach-ing, and a statement regarding research to Professor Ju Kim, Search Committee Chair via elec-tronic mail at [email protected] Applicants should also arrange for at least three letters of rec-ommendation to be sent directly to Professor Kim. Information about the Physics Department can be found at http://www.phys-ics.und.edu/ Applications must be received by March 22, 2010. The University of North Dakota is an Equal Opportunity, Affirmative Action Employer.

Political Science/American Law: Re-Advertisement: Assistant Pro-fessor, Public Law. Department of Government, Law and Inter-national Affairs, Murray State University. Tenure-track position to begin August 2010. Qualifica-tions: Ph.D. in Political Science and J.D. in American Law. Appli-cants with a documented plan for completion of both degrees by the appointment date will be consid-ered. Teaching duties will likely include a combination of the fol-lowing: American Government, Legal Environment of Business (Business Law), Business Eth-ics and Environment, and relat-ed courses in Public Law. Can-didates must also be willing and

able to teach using multiple deliv-ery methods and in non-tradition formats. Must demonstrate com-mitment to teaching excellence, scholarship and service. Appli-cation Deadline: Postmarked by March 29, 2010. To apply: Send letter of application, vita, tran-scripts, three recent letters of rec-ommendation and writing sample to: Search Committee Chair, De-partment of Government, Law and International Affairs, Mur-ray State University, Faculty Hall 5A, Murray, Kentucky 42071-3341. Women and minorities are encouraged to apply. Murray State University is an equal edu-cation and employment opportu-nity, M/F/D, AA employer.

Political Science: Syracuse Uni-versity, Political Communication. The department of Political Sci-ence seeks a tenure-track Assis-tant Professor whose teaching and research emphasizes political communication, media and poli-tics, and related topics. We en-courage applications from candi-dates across any of the tradition-al subfields of political science whose work falls under the broad rubric of political communica-tion. The political science depart-ment is housed within the Max-well School of Citizenship and Public Affairs, and is committed to excellence in both teaching and research, to methodological plu-ralism in political inquiry, and to exploring relations between theo-ry and practice. Syracuse Univer-sity is also home to the Newhouse School of Public Communication, and we encourage candidates to consider possibilities for collabor-ative work and cross-fertilization between Maxwell and Newhouse. For consideration, candidates must complete an online faculty

demographic summary (available at http://www.sujobopps.com/) and attach online the following: a letter of interest and a curricu-lum vitae, samples of profession-al writing, and evidence of quali-ty teaching. Please combine files, as only three files can be attached (at a maximum of 2MB each file). In addition, three letters of refer-ence should be forwarded under separate cover to: Professor Jeff Stonecash, Search Committee Chair, Department of Political Science, 100 Eggers Hall, Max-well School of Citizenship and Public Affairs, Syracuse Univer-sity Syracuse, New York 13244-1090 Or e-mail the reference let-ters to the attention of Professor Stonecash to the following e-mail address: [email protected]. Appli-cations will be reviewed as they arrive with full consideration giv-en to those received by March, 8th. However, the department will continue to consider applications until this position is filled. Syra-cuse University is an EO/AA em-ployer and particularly encourag-es applications from women and minority candidates.

Psychology: The Department of Behavioral Sciences at Utah Valley University announces a tenure-track assistant profes-sor position in psychology begin-ning Fall, 2010. Qualifications in-clude: earned doctorate (or ABD) in psychology and evidence of ex-cellence in university teaching, and potential excellence in schol-arship and service. Specialization area is open, but candidates who can teach research, statistics, and writing are particularly desired. Screening will begin on March 5th and will continue until the position is filled. To begin the ap-plication process, submit a letter

BRIDGEWATER STATE COLLEGEDEAN, SCHOOL OF BUSINESS

Bridgewater State College seeks nominations and applications for the Dean of the School of Business.Founded in 1840 by Horace Mann, Daniel Webster and John Quincy Adams, Bridgewater State Collegeis one of the oldest public colleges in the United States. Bridgewater today is a dynamic, vibrant com-munity of students and scholars and provides excellent facilities, an outstanding range of academic pro-grams and a wide array of undergraduate learning experiences. As the comprehensive public institu-tion in Southeastern Massachusetts, one of the fastest-growing regions in New England, it is home toalmost 11,000 students and over 300 faculty members.The College fosters an academic culture definedby intensive interactions between faculty and students; a commitment to diversity and global aware-ness; a heightened sense of civic responsibility and public service; and the deployment of new tech-nologies into all forms of teaching and learning. Bridgewater State College is situated on an idyllic,270-acre campus, and is approximately 45 minutes from Providence, Cape Cod and Boston, to whichit is linked by commuter rail.

One of five Schools within the College, the School of Business consists of approximately 30 faculty mem-bers who in turn comprise the departments of Accounting and Finance, Economics, Management andAviation Science.The Dean is the chief academic officer of the School and reports directly to the Provostand Vice President for Academic Affairs. A full description of the responsibilities of the position and therequired qualifications can be found at: http://jobs.bridgew.edu/applicants/Central?quickFind=53223

Applications: Review of applications will begin April 5, 2010 and continue until the position is filled.Applicants should attach to their on-line application a letter of interest and curriculum vitae, whichincludes five professional references. Applications should be submitted to:

http://jobs.bridgew.edu

Bridgewater State College is an affirmative action/equal opportunity employer which actively seeks to increase the diversity of its workforce.

www.bridgew.edu

Dean for the School of Marine Science and Technology

University of Massachusetts Dartmouth North Dartmouth, MA

The University of Massachusetts Dartmouth seeks a dynamic and visionary leader for the position of Dean for the School for Marine Science and Technology (SMAST). This is an exciting opportunity to build on SMAST’s mission of pursuing state-of-the-art interdisciplinary marine science research while providing excellence in graduate education and training for the next generation of marine scientists. SMAST faculty are engaged in innovative research and development of new technologies in the marine sciences and both interact and collaborate on compelling marine-related issues with governmental and non-governmental agencies and regional industry. SMAST contains the Department of Estuarine and Ocean Sciences and the Department of Fisheries Oceanography, and is home to the Marine Fisheries Institute, which links SMAST faculty with the Massachusetts Division of Marine Fisheries. SMAST faculty train both MS and PhD degree students through the University of Massachusetts system-wide School of Marine Science.The new Dean will provide academic, intellectual, and administrative leadership and strategic planning for SMAST, promote excellence of its research and education programs, heighten the School’s visibility and stature and create new opportunities for growth and community involvement through resource development. S/he will serve as an effective and responsible advocate for SMAST to internal and external constituencies within the framework of overall University goals and priorities, and promote the accomplishments of faculty, students, and programs locally, regionally, nationally, and internationally. In addition, s/he will work collaboratively and in consultation with University colleagues to enhance the School’s reputation with alumni and other external constituencies, and to increase its individual, corporate, philanthropic, and government support.The ideal candidate will have a national and international reputation as a marine sciences scholar with a broad interdisciplinary understanding of marine science; a strong commitment to scholarship and teaching; a record of demonstrated leadership and academic management experience at the Department Chair level or equivalent; the ability to articulate a clear and strategic vision for SMAST; a record of success in securing extramural support from diverse sources such as NOAA, the NSF, or other highly competitive agencies; a strong commitment to foster innovative university-wide academic programs; a commitment and ability to coordinate effective strategic relationships with external constituencies and partners; an earned doctorate and a record of scholarship warranting appointment as a tenured professor at SMAST. Located in the heart of the picturesque South Coast of Massachusetts, only a short drive from Cape Cod, Providence, and Boston, the University of Massachusetts Dartmouth is ranked among the top northern public universities by U.S. News and World Report. As one of the five campuses of the University of Massachusetts system, UMass Dartmouth offers a broad range of baccalaureate and graduate degrees vital to the economic, social, and cultural well-being of its region. It has an enrollment of over 9,000 students in 38 undergraduate and 33 graduate programs, including 7 at the PhD level.Nominations and applications, including a current vitae and a statement describing how the candidate’s experiences and values resonate with this position, should be sent to:

Marion Aymie Isaacson, Miller, Inc.

334 Boylston Street, Suite 500, Boston, MA 02116 Email: [email protected]

The University of Massachusetts is an affirmative action/equal opportunity employer. Women and members of minority groups are encouraged to apply.

www.imsearch.com

University Librarian

University of California, Davis The University of California, Davis, invites nominations and applications for the position of University Librarian. The campus seeks an innovative

and dynamic leader able to develop and implement a forward-thinking, shared vision for a major, next-generation research university library. The General Library of the University of California, Davis, is a member of the Association of Research Libraries and a major educational and scholarly resource, operating as an integral part of the University while recognizing obligations to a wider public. Reporting to the Provost and Executive Vice Chancellor and serving as a member of the Council of Deans and Vice Chancellors, the University Librarian provides overall leadership of the UC Davis General Library in support of research, instruction, patient care, and community outreach. The colleges of Agricultural and Environmental Sciences, Biological Sciences, Engineering, and Letters and Science; the schools of Education, Management, Medicine, Nursing, and Veterinary Medicine; and the UC Davis Health System are all served by the UC Davis General Library, both in Davis and in Sacramento. The Library houses comprehensive, world-class agricultural and veterinary medicine collections, especially in viticulture and enology, environmental sciences and ecology, and comparative medicine as well as broadly based humanities, social sciences, and sciences collections. The Special Collections feature a diverse range of topics from agricultural sciences to Western Americana to photographs of rural California and Oregon. The UC Davis General Library is an active collaborative contributor to the highly successful University of California collective of campus libraries and the California Digital Library. Together, they provide state-of-the-art services and access to print and electronic collections second only to the Library of Congress. Already highly ranked, UC Davis aspires to achievements that will place it among the top five public universities within the coming decade. The successful candidate will understand the role that the UC Davis General Library must play in attaining that goal. Specific responsibilities include strategic planning, development of collections, programs, and services, philanthropic cultivation and stewardship, information technology and digital resources, budgeting and financial management, and human resources. The University Librarian also represents the Davis campus in systemwide discussions regarding collaborative ventures and policy development. The University of California, Davis, has a strong institutional commitment to the achievement of diversity among its faculty, staff, and students and seeks an individual who shares that commitment. We seek outstanding candidates who have a deep understanding of the challenges and opportunities facing research university libraries; successful management experience in a complex educational setting; the skills necessary to work effectively with a wide range of constituencies; a record of success obtaining external funding; strong collaboration skills; and the ability to be an effective spokesperson for the General Library and a fully contributing member of the UC Davis senior leadership team. A Master of Science in Library and Information Science or other advanced degree is required. Review of candidates will begin in mid-March 2010; the position will remain open until filled. Applications and nominations should be sent electronically, in confidence, to the committee chair, Dean Harold Levine ([email protected]). Confidential inquiries may be directed to Dr. Levine or to Dr. Sally Springer ([email protected]), who is supporting the search. The University of California, Davis, is an equal opportunity, affirmative

action employer committed to excellence through diversity.

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ville. It has an enrollment of 2,200 students and is expected to have continued growth for the next several years. Lane College is a Charter Member of the United Negro Col-lege Fund. To apply, please submit: letter of application; curriculum vitae; contact in-formation for three (3) professional refer-ences with at least two addressing teaching abilities; and graduate transcripts (copies acceptable with application). Applications should be sent to Dr. Lester Newman, Vice President for Academic Affairs, Lane Col-lege, 545 Lane Avenue, Jackson, Tennessee 38301, [email protected]. Review of applications will begin immediately, and continue until the positions are filled. Lane is an Equal Opportunity, Affirmative Ac-tion employer, and applications from wom-en and minorities are encouraged.

Graduate Studies: Associate Dean for Graduate Studies. Columbia College in-vites applications for an Associate Dean for Graduate Studies to champion graduate studies throughout the institution by over-seeing the operations of the program to en-sure administrative efficiency and academic

quality, and coordinate and direct all busi-ness development activities. Responsibili-ties include: promote the development of graduate studies on campus and with the Nationwide and Online campuses; coordi-nate and direct business development activ-ities; oversee graduate faculty and schedul-ing in coordination with graduate program coordinators; prepare and administer the Main Campus Graduate Studies budget; serve on Academic Council; chair Gradu-ate Studies Coordination Committee; trav-el to AHE locations for review of graduate programs; participate in selected gradua-tions; investigate and recommend further graduate degree options. Requirements in-clude an earned doctorate from an accred-ited institution and a record of administra-tive and leadership experience appropriate for the position including budgetary man-agement and academic program planning and review. The ideal candidate will have a distinguished record of teaching, college and community service, research and pub-lication; excellent interpersonal, leader-ship and organizational skills; experience with continuing education or non-tradi-

tional students; record of student recruit-ment and retention; ability to establish and maintain collaborative relationships with diverse individuals and groups across disci-plines. Columbia College, founded in 1851, is a private, coeducational institution offer-ing associate, baccalaureate and master’s degrees. The college is accredited by the Higher Learning Commission of the North Central Association and holds specialized accreditation in its education programs. The college is located in Columbia, Mis-souri, one of America’s most livable small cities. Candidates must submit a letter of application, a current vita, official graduate transcripts, and three letters of reference to: Executive Vice President and Dean for Academic Affairs, Columbia College, 1001 Rogers Street, Columbia, Missouri 65216. Review of applications will begin immedi-ately and continue until a suitable candidate is selected. AA/EOE. http://www.ccis.edu.

Graphic Design: Missouri Southern State University: Graphic Designer, Assistant Professor, tenure-track position, teach-

ing upper level graphics courses. Require-ments: MFA with concentration in graphic design or related area. Preference will be given to applicants with previous universi-ty teaching experience broadly trained to teach a range of traditional and contem-porary media, techniques, and concepts in graphic design. Appointment begins Au-gust 2010. Submit letter of application, cur-riculum vitae; statement of teaching phi-losophy, artist statement, three references, and CD-Rom or DVD with a list of works, 20 images of current personal work and 10-20 samples of student works in .jpg or.pdf formats to: Graphics Search, Art Depart-ment, Missouri Southern State University, 3950 E. Newman Road; Joplin, Missouri 64801-1595. Materials will not be returned unless SASE is included. The appointment is contingent upon the availability of funds with screening scheduled to begin April 2 and continuing until position is filled. Ap-plicants must be lawfully authorized to work in the U.S. See http://www.mssu.edu/

hr/facjobs.htm for full details. MSSU is an EOE/AA employer.

Health Care Administration: Program Di-rector. Marian University, a premier Catho-lic University, located in Fond du Lac, Wis-consin invites applications for a full-time, tenure-track position at the rank of Assis-tant or Associate Professor beginning Au-gust 2010. We seek an individual to take a leadership role in the growth and devel-opment of this new business program. Re-sponsibilities include teaching courses in Health Care Administration and related areas, academic program direction, cur-riculum development, program review, out-come assessment, student advising, intern-ship supervision, committee work and other activities important to the School and the University. Candidates should possess edu-cation in a business area related to health care. Doctorate in a relevant business dis-cipline strongly preferred. Master’s degree required. Certification viewed positively.

Effective college teaching experience ex-pected. Professional work experience in business of health care expected. Scholar-ly work desirable. Service to the Universi-ty, profession and community is expected. Willingly support the Mission and Core Values of the University. Submit a letter of application, curriculum vita, copies of transcripts, and three letters of recommen-dation to: Mail: Human Resources, Mar-ian University, 45 South National Avenue, Fond du Lac, Wisconsin 54935; e-mail: [email protected]; fax: 920-923-7658. For more information see: http://www.marianuniversity.edu. Review of applications will begin April 1, 2010 and continue until the position is filled. Trans-forming lives through academic excellence, innovation and leadership. Marian Univer-sity is a community committed to learning, dedicated to service and social justice and joined together by spiritual traditions. AA/EEO strongly committed to diversity. Back-ground checks will be conducted.

UNIVERSITY OF TEXAS AT EL PASO

MOUNTAIN EMPIRECOMMUNITY

COLLEGE

Director of Nottingham University Business School, China

Director of Nottingham University Business School, Malaysia

Competitive salary

Nottingham University Business School is a global player with a distinguished reputation to match. It delivers innovative, market-led teaching and research to a local and international community through the University’s campuses in the UK, China and Malaysia.

As an established, credible academic, you’ll bring an understanding of business education on an international stage. With delegated powers for resource management, academic development and local policy development, you’ll demonstrate the profi le, passion and ambition to shape a long-term strategy of research-led provision that will enhance and expand our international reputation and network of relationships.

To learn more about these two unique leadership opportunities in China or Malaysia visit www.businessatnottingham.co.uk

Local connections, Global strengths

PROFESSIONAL

OctOber 15, 2010 the chrOnicle Of higher educatiOn Multiple Positions A55

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in Criminal Justice at the Assis-tant Professor level to begin Au-gust 2011. An earned Ph.D. in Criminal Justice, Criminology or related field is required. Pre-fer background in law enforce-ment and corrections. Responsi-bilities include teaching a variety of criminal justice courses and research methods, advising, and field supervision. Send a letter of application, curriculum vitae, of-ficial transcripts for undergradu-ate and graduate course work, a statement of teaching philosophy, a description of research program with sample publications, and three current letters of reference to Dr. Victoria Marie Gribschaw, South Carolina, Chair of the So-cial Sciences Division, Seton Hill University, Box 307K, Greens-burg Pennsylvania 15601-1599; e-mail: [email protected]. Review of applications will begin December 1, 2010 and continue until the position is filled. Seton Hill University is a Catholic, lib-eral arts university. The campus is located thirty-five miles east of Pittsburgh. Seton Hill Universi-ty is committed to a faculty, staff and student body that reflect the diversity of our global population. AA/EOE.

Dean/Minority/Multicultural Af-fairs: Haverford College, a high-ly selective coeducational liberal arts institution of 1200 students seeks candidates for the position of Dean of Multicultural Affairs/Director of the Office of Multi-cultural Affairs. This individual has primary responsibility for the functions of the Office of Multi-cultural Affairs, which provides multicultural/diversity program-ming to the community and aca-demic and social support to a va-riety of student constituencies, in-cluding a number of formally con-stituted affinity groups. The Dean of Multicultural Affairs/Direc-tor of the Office of Multicultur-al Affairs will conduct workshops and seminars on topics related to Multicultural Affairs, assist in orientation and retention of stu-dents of diverse backgrounds, and be proactive in exploring areas of interest to students from diverse backgrounds and of diverse life-styles and beliefs. Reporting to the Dean of the College, s/he al-so participates in the general ad-vising function of the Dean’s Of-fice, providing support to sopho-mores, juniors and seniors. He/she serves as a member of vari-ous campus committees and par-ticipates in the Dean-on-Call ro-tation. The five Deans, who also hold the title Associate Dean of the College, have distinctive port-folios but share general duties that include the interpretation of college academic and social regu-lations, crisis intervention, prob-lem-solving, policy development and implementation, and refer-ral of students to appropriate col-lege agencies and resources. Can-didates with Master’s degrees are encouraged to apply; a Ph.D. is desirable but not required. Can-didates from a variety of back-grounds will be considered, but five to seven years of experience in higher education, working di-rectly with students and faculty, are expected. We are looking for a dynamic leader with the ability to facilitate dialogue and forge al-liances across constituencies. Pre-vious applicants are welcome to apply. To Apply: (Deadline No-vember 15, 2010); e-mail or send hard copy of cover letter, resume and names of three references to Martha Denney, Dean of the Col-lege, Haverford College, 370 Lan-caster Avenue, Haverford, Penn-sylvania 19041; e-mail: [email protected].

Dean: Reeves School of Business. Methodist University, a small, private comprehensive univer-sity in Fayetteville, North Caro-lina, seeks applications for the position of Dean of the Reeves School of Business (RSB). The Dean directs an ACBSP accred-

ited School with approximately 29 full-time faculty members and offers undergraduate programs in Accounting, Business Admin-istration, Financial Economics, and Marketing and concentra-tions in Business Healthcare Ad-ministration, Business PGA Golf Management, Business Profes-sional Tennis Management, Busi-ness Resort and Club Manage-ment, and Business Sport Man-agement. The School also offers an MBA with a focus on either Organizational Management and Leadership or Healthcare Ad-ministration. The Dean reports to the Vice President for Aca-demic Affairs/Dean of the Uni-versity, is a member of Academ-ic Council, and is responsible for the academic programs, adminis-trative responsibilities, and com-munity relations in the School. The Dean is expected to cultivate and strengthen the School’s edu-cational programs; establish busi-ness, civic, and educational part-nerships; and maintain ACBSP accreditation. Reporting to the Dean are two Department Chairs and seven Directors of programs in the RSB, including the Direc-tor of the Center for Entrepre-neurship. In filling this 12-month position, the Dean will teach two courses in the fall semester and two courses in the spring semes-ter. Qualifications: Ph.D. in Busi-ness preferred; master’s degree in a business field acceptable; Dem-onstrated leadership in business or military; proven leadership in a diverse, multi-cultural envi-ronment; College teaching expe-rience advantageous; Commit-ment to excellence in teaching and research; Ability to unite the School around a compelling and shared strategic vision; Excellent oral, written, and interpersonal communication skills; Energetic leader with integrity. Applicants should send a letter of applica-tion, curriculum vitae or detailed professional resume, and names and contact information for five professional references (including one from your immediate super-visor) to [email protected] or to Human Resources, Meth-odist University, 5400 Ramsey Street, Fayetteville, North Caroli-na 28311. While applications will be accepted until a new Dean is selected, those interested are en-couraged to submit their materi-als by November 1, 2010, with a preferred starting date of January 3, 2011. Members of populations traditionally underrepresented in higher education are encour-aged to apply. Methodist Univer-sity reserves the right to authen-ticate academic and professional credentials and to consult public records prior to extending an of-fer of employment. AA/EOE.

Dentistry: The Department of Oral and Maxillofacial Surgery at the University of Texas Health Science Center in San Antonio, Texas is pleased to invite appli-cants for a full-time faculty po-sition in the Department (multi-ple positions available). The du-ties of the faculty member will include participation in patient care, teaching and research. Can-didates with interest in pediatric surgery or cosmetic surgery are preferred. Applicants with schol-arly and research interests are en-couraged. Applicants for the po-sition should have a Dental De-gree recognized by the Commis-sion on Dental Education of the American Dental Association or equivalent foreign BDS or DDS training and must have success-fully completed advanced train-ing in Oral and Maxillofacial Surgery at an accredited institu-tion. Applicants must be eligible for dental licensing in the state of Texas. All faculty participate in and receive salary augmentation through the Dental School’s fac-ulty practice plan. Applicants for the position are welcome to call 210-567-3470 or 3482 if they have further questions. Formal appli-cations should include a narra-

tive statement of interests, Cur-riculum Vitae, and three letters of reference and should be mailed to Ms. Sarah Rapach MHA, Admin-istrator, Department of Oral and Maxillofacial Surgery, 7703 Floyd Curl Drive, Mail Code 7908, San Antonio, Texas 78229-3900. The University of Texas Health Sci-ence Center at San Antonio is an Equal Employment Opportu-nity/Affirmative Action Employ-er. All faculty appointments are designated as security sensitive positions.

Development: The ESU Foun-dation is seeking a Development Officer. The Emporia State Uni-

versity Foundation is seeking an energetic, organized person to serve as a Development Officer with the primary responsibility of raising funds. Minimum Qualifi-cations: Bachelor’s degree. Two years’ experience in fund-rais-ing, sales, marketing or transfer-able skills. Desired qualifications: Fundraising experience in a high-er education setting and knowl-edge of SCT Banner. Submit a letter of application, resume, and contact information for three ref-erences to: Ms. Carol Cooper, Attention: Development Officer Search, 1500 Highland Street, Emporia Kansas 66801 or e-mail [email protected]. Review of

candidate applications will begin October 11, 2010. Applications will be accepted until the position is filled. An AA/EOE institution, Emporia State University encour-ages women and minorities to ap-ply. Background check required. Go to http://www.emporia.edu/foundation/to view the complete job description.

Digital Media: The Department of Humanities at Michigan Tech-nological University invites appli-cations for a tenure-track Assis-tant Professor of Digital Media to begin Fall 2011. Candidates should have a record of excellent teaching and scholarly work in

digital media with a critical and interdisciplinary emphasis in one or more of the following areas: vi-sual theory; visual design; inter-active or experience design; mo-bile and location specific technol-ogies and design. The preferred candidate will have academic or professional teaching experience in such courses as digital photog-raphy, graphic design, or interac-tive media. Teaching responsibil-ities will be in the department’s undergraduate programs in Com-munication and Culture Studies, Scientific and Technical Commu-nication, and Liberal Arts, and in the M.S. and Ph.D. program in Rhetoric and Technical Com-

SCHOOL OF LAWThe School of Law at Queen’s is acknowledged as one of the leading international centres of legal research and education in the UK. The School is shaping and transforming global and local debates in legal scholarship and its research has a recognised impact on the development of law, policy and practice.

Staff pursue a broad and diverse research agenda which is reflected in the production of world-leading and internationally excellent research in Common and Comparative Law, Criminology and Criminal Justice, Governance, and Human Rights. The School has a sustained record of success in securing research funding, including from UK Research Councils.

The School is seeking to appoint two Professors to further enhance its existing strengths, preferably in one or more of the following areas: Transitional Justice, Equality Law, Human Rights Law, Criminal Law, and Criminal Justice.

Professor of Law 0754 Professor of Law 0755Closing date for the above posts is 12.00 noon, Wednesday 10 November 2010.

QUEEN’S UNIVERSITY MANAGEMENT SCHOOLQueen’s University Management School is one of the leading research-led business schools in the UK. Through its international academic reputation and connections, the School plays a key role in the economic life of Northern Ireland.The School is building on its recognised strengths and embarking on a programme of expansion, including the establishment of a Leadership Institute. The School is relocating to an elegant new building adjacent to the University’s new Executive Education Centre on a distinctive and historic campus.

The current initiative seeks to appoint three posts in the School:

Professor of Economics 0756 Professor of Public Sector Management 0757 Professor of Strategy/International Business 0758SCHOOL OF PHARMACYThe School of Pharmacy was listed in the Times Good University Guide 2010 as the top ranked such school in the UK, based on indicators of both education and research quality. The School’s research strategy is focused on developing high profile areas of research need that have attendant high priorities within funding bodies and the research-based pharmaceutical and biomedical industries.

The School has a vibrant, inclusive and entrepreneurial culture, with strong links to the local, national and international pharmaceutical and healthcare industries. Research income is substantial, from sources including the UK Research Councils, major national and international charities such as the Wellcome Trust and the Gates Foundation, the European Union Framework programmes and the US National Institutes of Health, as well as a number of industrial programmes.

The School is seeking to appoint a:

Professor of Pharmaceutical Nanomaterials Science 0759SCHOOL OF NURSING AND MIDWIFERYThe School of Nursing and Midwifery is ranked as one of the leading schools in the UK in these disciplines. As a school within the Faculty of Medicine, Health and Life Sciences, it is uniquely positioned to offer an innovative approach to interprofessional education. Its training partners include internationally-recognised clinical institutions and community care services.

The School aims to establish excellent research leadership through senior appointments, particularly the professoriate. This will enable it to develop a distinctive niche as a deliverer of research-led, innovative nursing and midwifery taught programmes, and to build on work with leading research universities to create international partnerships which will produce world-leading research outputs.

The School is seeking to appoint four Professors:

Professor of Neonatal Studies 0750Professor of Midwifery 0751Professor of Cancer Nursing 0752Professor of Palliative Care 0753For further information and for details on how to apply, please visit our Academic Recruitment website at www.qub.ac.uk/jobs or contact Perrett Laver, our appointed executive search partner, at 020 7659 7900 or at [email protected] Except where otherwise stated, the closing date for all posts is 12.00 noon, Friday 10 December 2010.The University is committed to equality of opportunity and to selection on merit. It therefore welcomes applications from all sections of society and particularly welcomes applications from people with a disability.

Queen’s University Belfast is a member of the Russell Group of universities. One of the United Kingdom’s top 20 research-intensive universities.

Destination Global Top 100 Join us on our journeyOne of the leading universities in the UK and Ireland, Queen’s University Belfast has embarked on a major recruitment initiative to support and further strengthen its world-class research base and the international impact of its scholarship.

Queen’s University is recruiting over 100 academic staff. The following 10 Professorial posts is the third phase of this investment.

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Salary is commensurate with experi-ence. Applicants must complete the online application at https://jobs.uncp.edu. Application review will begin Oc-tober 15, 2010 and continue until the position is filled. UNCP Pembroke is an equal employment, affirmative ac-tion employer. Minorities and women are encouraged to apply. UNCP com-plies with the Immigration Reform and Control Act of 1986. Contact per-son and chair of search committee: Dr. Velinda Woriax, [email protected].

Social Work: Arizona State Universi-ty, College of Public Programs, School of Social Work, Faculty Positions. Ap-plications are invited for tenure-track faculty positions to start Fall, 2011. We are continuing to add to our focus on cultural competence and human diver-sity, particularly with regard to popula-tions of the Southwest. The open po-sitions include one from the Arizona State University Southwest Border-lands Initiative (at the Assistant or As-sociate rank). This position is open to an expert in understanding migration and the motivations behind immigra-tion. Three additional positions (two at the Assistant Professor rank and one open rank) emphasize cultural com-petence. Expertise in health/behavior-

al health; social welfare policy; chil-dren and families; foundation prac-tice; or gerontology preferred. Candi-dates must have an earned doctorate in social work or a related field. An MSW is preferred. Evidence of abili-ty or potential for teaching at both the undergraduate and graduate levels, and an exceptionally promising schol-arly research agenda that has the po-tential for external funding to support the program of research are essential. Salary is commensurate with qualifi-cations. Early application is advised. Candidates must submit a curriculum vitae, names and addresses of three professional references, a statement of research agenda, teaching evaluations (if available) and no more than two samples of written/published material to: Faculty Search Committee, c/o Ms. Nancy Schlicht, College of Public Pro-grams, School of Social Work, Arizona State University, MC 3920, 411 North Central Avenue, Suite 800, Phoenix, Arizona 85004-0689. For more in-formation: http://ssw.asu.edu/. Ap-plications may be sent electronically to [email protected]. Deadline for application is November 12, 2010; if not filled, bi-weekly thereafter until search is closed. Arizona State Uni-versity is an Equal Opportunity, Af-firmative Action Employer. Diversity

is encouraged amongst the applicants. Background check required prior to employment.

Social Work: The Florida State Uni-versity College of Social Work seeks a tenured associate or full professor to serve as the Associate Dean for Re-search. The Associate Dean for Re-search is responsible for providing leadership to the faculty in formulating and carrying out the research mission of the College of Social Work. Specifi-cally, the Associate Dean for Research is expected to direct the College’s In-stitute for Social Work Research; pro-vide mentorship and guidance to ju-nior faculty in the development and implementation of their research agendas; support faculty in applying for and obtaining externally funded research projects; make research op-portunities available to students; and link the College to the university’s re-search endeavors. The successful can-didate must have an earned doctorate in social work or a related field, a his-tory of successful grant-writing and ex-ternal funding, experience in manag-ing research and evaluation projects, and a record of scholarship commen-surate with rank. Florida State is des-ignated a “Doctoral/Research Univer-

sity-Extensive” designation by the Car-negie Foundation, and is committed to diversity and providing faculty with a supportive research infrastructure. The Florida State University (FSU) subscribes to equal opportunity and pluralism and complies with the Amer-icans with Disabilities Act. All eligible candidates are, therefore, invited to apply for position vacancies as appro-priate. FSU is a public records agency pursuant to Chapter 119, Florida Stat-utes. Applications will be accepted un-til the position is filled. Qualified ap-plicants should send a letter of applica-tion, curriculum vitae, and the names of three references via e-mail to Tomi Gomory, Ph.D.: [email protected].

Social Work: The Social Work Depart-ment at the University of North Caroli-na at Pembroke invites applications for a tenure-track nine-month faculty po-sition at the rank of Assistant/Associ-ate Professor, beginning January 2011. Qualifications for the position include a Master of Social Work degree from a CSWE accredited program, a doctor-ate in Social Work preferred. Candi-dates who are ABD will be considered. Two years of post social work educa-tion experience is required. The Social Work Program includes a Bachelor and a new Master of Social Work degree. The position includes one or more ar-eas of the BSW and MSW social work curricula, field practicum, student ad-visement, and curriculum development and may include on-line instruction and/or instruction at off-campus sites. In addition to instructional duties, fac-ulty members are expected to maintain an active program of scholarship, par-ticipate in service activities, and be willing to seek and participate in ex-tramural funding. Applications will be reviewed until the position is filled. Salary is commensurate with qualifi-cations. Additional information about the Social Work Program, the Univer-sity, and the surrounding area is locat-ed at http://www.uncp.edu. The Uni-versity of North Carolina at Pembroke is an Equal Opportunity Employer. Women and minorities are strongly

encouraged to apply. Online applica-tions should be entered at https://jobs.uncp.edu. Applicants should also send a letter of application indicating rele-vant experience, teaching philosophy, and research interests, current curric-ulum vitae, and the names and contact information for at least three referenc-es to: Young Sohn, Assistant Profes-sor and Chair of the Search Commit-tee, Department of Social Work, P.O. Box 1510, Pembroke, North Carolina 28372-1510.

Sociology: Assistant Professor, ten-ure-track to begin August 2011. Teach courses in sociology core and criminal justice concentration. Undergraduate courses include Principles of Sociolo-gy, Social Problems, Criminal Justice, Juvenile Crime and Justice, Research Methods, Criminology, Corrections, Comparative Criminal Justice Sys-tems, Women in Prison, Victimolo-

gy. Participate in curriculum develop-ment. Strong commitment to teaching, scholarship, student advising, and Uni-versity service expected. Ph.D. in So-ciology with concentration in criminal justice; ABDs close to degree comple-tion by time of appointment may be considered. Teaching load 12 semes-ter hours. Applicants forward letter of application, vita, three letters of refer-ence, transcripts and teaching evalua-tions to https://walshjobs.simplehire.com.

Sociology: Assistant Professor, ten-ure-track to begin August 2011. Teach courses in sociology core and criminal justice concentration. Undergraduate courses include Principles of Sociolo-gy, Social Problems, Criminal Justice, Juvenile Crime and Justice, Research Methods, Criminology, Corrections, Comparative Criminal Justice Sys-tems, Women in Prison, Victimolo-

Moraine Park Technical College (MPTC), Fond du Lac, WI invites applications for the position of President. Offering more than 100 associate degree, technical diploma and certificate programs, MPTC serves over 3,648 FTE students in east-central Wisconsin. The application requirements, job posting/Presidential Profile, and background on the college are available at www.morainepark.edu/presidentialsearch. Inquiries and completed application materials may be directed to: Kathleen Broske, Vice President - Human Resources, Moraine Park Technical College, 235 N National Avenue, P. O. Box 1940, Fond du Lac, WI 54936-1940. Phone: 920-929-2139, Fax: 920-924-3493, TTY: 920-920-929-2109; E-mail: [email protected].

NCA-Accredited

Moraine Park Technical College Is an Equal Opportunity,

Access Employer and Educator.

Moraine Park Technical College

Fond du Lac, Wisconsin

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Just 12 miles north of the Golden Gate Bridge on 80 pristine acres in Marin County, California,Dominican University of California is an independent university with a century-long reputation forexcellence in teaching, scholarship, research, and community outreach. With more than 2,000 graduateand undergraduate students enrolled in degree programs in the arts, natural and health sciences,business, and education, Dominican offers both the personal direction associated with smaller collegesand the academic diversity of a larger university.

Dominican University of California seeks a candidate with a proven record as a collaborative, visionary,and dynamic leader with a global perspective and the ability to build community and inspire students,faculty, staff, alumni, and trustees around a shared vision for the future. Informed by the University’s

recent strategic planning effort, the new president will develop,articulate, and promote Dominican’s core vision and values,while generating the resources to foster them.

Dominican University of California invites nominations andapplications for the position of president. For best consideration,please send all nominations and applications electronically byNovember 1, 2010 to: [email protected].

PRESIDENT

Chronicle of HESize: 3(5) x 4Date: 9-10-10 and 9-24-10Deadline 8-30-10

Provost / Executive Vice President

Job Number: 1006024

The Austin Community College District (ACC) invites applications for the position of Provost/Executive Vice President. The college seeks an experienced, collaborative, data and systems oriented leader to guide instruction and student success. Candidates should have a distinguished record in teaching, expertise in student success initiatives, a thorough understanding of the mission and philosophy of community colleges, effective management and leadership skills, and senior administrative experience in higher education.

The Provost will foster collaboration with faculty, staff, students, and external communities to advance the institution through focus on research, implementation of best practices, and continuous improvement of the teaching/learning environment to result in high levels of student performance across all student cohorts.

We seek candidates who value open, responsible exchange of ideas; individuals committed to integrity and exemplary standards; candidates who value personal and professional accountability.

EXECUTIVE SEARCH

Check the website for the full job description:

austincc.edu/jobs

AUSTIN COMMUNITY COLLEGE DISTRICT

Austin Community College is an Equal Opportunity Employer.

The Board of Trustees of Mount St. Mary’s College invites nominations andapplications for the position of President. Mount St. Mary’s College was founded in1925 and is sponsored by the Sisters of St. Joseph of Carondelet as a Catholic,liberal arts college, primarily for women.Mount St. Mary’s College is accredited by the Western Association of Universitiesand Colleges, and is classified by Carnegie as a Master’s / S.The College offers associate, bachelor, and graduate degree programs serving 2,500students at two campuses: Chalon in West Los Angeles (56 acres) and Doheny indowntown Los Angeles (16 acres). To view an institutional profile and to learn moreabout the position, visit www.msmc.la.edu.Nominations and applications should be submitted as Microsoft Word attachments.Application materials will include a letter that addresses the applicant’sbackground, a current resume, and contact information for at least four references.Send to:

[email protected] Education Services

Dr. Marylouise Fennell, RSM

412-521-1417www.marylouisefennell.com

Application deadline is October 22, 2010. The preferred start date is July 1, 2011.All information will be held in strictest confidence.

Mount St. Mary’s College is an equal opportunity institution.

PRESIDENT

MOUNT ST. MARY’S COLLEGELOS ANGELES

EXECUTIVE

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