DOCSLIB.ORG

Financing the Future: the Emerging Role of Income Share

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

FINANCING THE FUTURE: THE EMERGING ROLE OF INCOME SHARE AGREEMENTS IN HIGHER EDUCATION Lauren Marie Schachar A DISSERTATION in Higher Education Management Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Education 2019 Supervisor of Dissertation: ______________________________________ Joni Finney, Professor of Practice of Education Dean, Graduate School of Education: ______________________________________ Pamela L. Grossman, Dean and Professor Dissertation Committee: Joni Finney, Professor of Practice of Education Manuel S. González Canché, Associate Professor of Education Jason Presley, Senior Fellow FINANCING THE FUTURE: THE EMERGING ROLE OF INCOME SHARE AGREEMENTS IN HIGHER EDUCATION © 2019 LAUREN M. SCHACHAR DEDICATION To my incredible family, who have been a constant support during this journey, and to Ira who was always by my side with unwavering encouragement, patience, and love. iii ACKNOWLEDGMENTS In reflecting back on all of the individuals who helped make this work possible, I feel a tremendous amount of love and gratitude. Without you, this journey truly would not have been conceivable. You showed up in your own ways, and it was always what was needed in that moment. I am forever grateful. To my team and colleagues, particularly Steven and Sari, thank you for being supportive and flexible, especially when I was away for cohort weekends or research site visits. You showed true compassion and understanding. Also to Dena, thank you for inspiring me to apply for this program. To the participants of this study, especially those who helped coordinate my site visits, thank you for taking time away from your daily lives to help make this study a reality. Without your interviews, email exchanges, phone calls, etc., this would not have been achievable. I hope one day I am able to pay it forward. To Joni, I have said it all along—I feel fortunate and lucky that you were my chair and role model. You set high expectations from the beginning, and I always felt like you were rooting for me to succeed. Your investment in this process has been so evident, and for that I am truly grateful. Thank you for everything. To the other members of my dissertation committee—Drs. Manuel González Canché and Jason Presley. Thank you for adding to the richness of this research experience and dissertation writing process. Your feedback and guidance have been invaluable. iv To Dream Team C17, our cohort was the best part of the whole experience. You all have become some of my closest friends and I cherish the memories—from week one on the bus to Bob’s house when we bonded over karaoke to our international trip to late nights at New Deck and our hilarious messaging. I will miss our tight-knit group. Thank you for the good times, life advice, and humor. To Angela, Ashish, Matt, Michael, and Ruchi—the tribe within the tribe, and forever and always Table Peeps. Thank you for being goofy, fun, silly, and always down for anything. You all inspire me professionally and personally, and I am grateful for our friendship. To Ron, Kathy and the Schachar siblings, it sure has been quite the year for the Schachar family. Thank you for the nonstop love and encouragement, and for believing so deeply in the value of education. I sure did score in the in-law department. To my friends, George is done! For those of you who know this odd reference to someone named George, I love you. Thank you for all the late-night calls, encouraging cards, messages, and phone calls, and for the many coffee gift cards that you knew this gal needed. Most importantly, thank you for never giving up on me and for understanding when I had to miss things. To Mom, Dad, and Keith. Thank you for always being a telephone call away when I needed a distraction, and then for always, always reminding me to get back to my homework once we had talked for too long. Parents, you taught me to dream big and believe in my own strength. I am grateful that you nurtured and encouraged my independence and never stifled my creativity. v Finally, to Ira, this brief paragraph will not capture all the words I could say about how thankful I am for you. More than anyone else, you know what it took to get to this point. You were the one who encouraged me to apply for this program in the first place, and often believed in me more than I believed in myself. Thank you for your unwavering support. I am hopeful that these acknowledgements express my heartfelt appreciation. vi ABSTRACT FINANCING THE FUTURE: THE EMERGING ROLE OF INCOME SHARE AGREEMENTS IN HIGHER EDUCATION Lauren Schachar Joni Finney With student debt exceeding $1.5 trillion in 2018, institutions of higher education face increased pressure to improve college affordability. In response, a small but growing number of institutions have implemented income share agreements (ISAs) as an alternative way to help students pay for all, or a portion of, their college tuition. In an ISA arrangement, the student receives tuition funds in exchange for an agreed-upon percentage of their postgraduate income for a pre-specified length of time. Ideally, this model creates a link between postgraduate student performance and college or university tuition reimbursement. Although the concept of ISAs is relatively straightforward, implementation can vary widely based on how the ISA is constructed. Ideally, the college or university assumes some of the financial risk in the arrangement, but other funding sources have been pursued including external investor capital. Utilizing a qualitative methodology and comparative case study approach, the study examined three distinct ISA programs at three different universities, two public and one private, to uncover early lessons learned by institutions that have adopted ISAs, as well as their impetus for launching. The ISAs enabled institutions to provide an alternative finance tool as a method of minimizing the problems of default and underpayment on loans where the principal grows, especially for student populations that are debt-averse. ISAs are a vii method of demonstrating more institutional accountability for students’ postgraduate success, though it is still too early to know if they will alter institutional behavior and overall performance. Additional interviews were also conducted with higher education finance and policy experts to place ISAs in the broader finance landscape. Though ISAs are still in their infancy, findings from this study reveal that they are an innovative financing tool that show considerable promise and merit further exploration. viii TABLE OF CONTENTS DEDICATION .................................................................................................................. iii ACKNOWLEDGMENTS .................................................................................................. iv ABSTRACT ...................................................................................................................... vii LIST OF ILLUSTRATIONS .......................................................................................... xiii CHAPTER 1: INTRODUCTION ........................................................................................ 1 CHAPTER 2: LITERATURE REVIEW ............................................................................. 7 Who Pays? A Broad Look at College Affordability .................................................................... 7 Higher Education as a Private vs. Public Good ..................................................................... 10 State Appropriations and Rising Tuition ............................................................................... 13 Borrowing for College: The Student Loan Market .................................................................... 16 Federal Student Loans ........................................................................................................... 16 Private Loans ......................................................................................................................... 19 Impact of Student Loan Debt and Institutional Aid ................................................................... 20 Negative Impact of Student Loan Debt on the Institution ..................................................... 20 A Closer Look at Institutional Aid ........................................................................................ 25 Moving Forward: Recommendations for Policy and Practice ................................................... 28 Theoretical Framework .............................................................................................................. 30 Human Capital Theory ........................................................................................................... 30 Agency Theory ...................................................................................................................... 32 Disruptive Innovation for Social Change .............................................................................. 35 ISAs in Higher Education .......................................................................................................... 37 History of ISAs in Education ................................................................................................. 38 ISAs in Higher Education Today ........................................................................................... 39 Known Challenges of ISAs ...................................................................................................
Recommended publications
  • REPORT of the TASK FORCE on the FUTURE of UMASS AMHERST

    REPORT of the TASK FORCE on the FUTURE of UMASS AMHERST

    REPORT of the TASK FORCE ON THE FUTURE OF UMASS AMHERST October 3, 2001 OUTLINE OF THE UMASS AMHERST TASK FORCE REPORT I. THE CONTEXT OF THE TASK FORCE REPORT II. A BRIEF HISTORY OF UMASS AMHERST III. CLASSIFICATIONS OF INSTITUTIONS OF HIGHER EDUCATION • The Carnegie Foundation Classification (1994) • The Carnegie Foundation Classification (2000) • The Association of American Universities (AAU) IV. NATIONAL RATINGS OF UMASS AMHERST • US News and World Report • The National Research Council (NRC) • The Association of American Colleges (AAU) • The “Center” at the University of Florida V. FINANCIAL RESOURCES • A Comparison of Fiscal Resources with Peer Institutions • A Comparison of Fiscal Expenditures with Peer Institutions • Investment Decisions and Opportunities • Opportunities for Enhancing Revenue VI. FINDINGS AND RECOMMENDATIONS 1 Part One THE CONTEXT OF THE TASK FORCE REPORT The decade of the nineties was a period of significant change — and at times upheaval – for the University of Massachusetts at Amherst (UMA). On several fronts the campus advanced its position as an important center for teaching, research and service to the public: • The Board of Higher Education selected UMass Amherst in 1997 as the home of the statewide honors college — Commonwealth College. The first class was enrolled in 1999. • For the past two years, UMass Amherst has been named one of the institutions offering the best value for the money in the Kaplan/Newsweek college guide, and this year was also listed as a leading school supporting diversity. • The 1995 National Research Council (NRC) ranking of research doctoral programs placed UMass Amherst in the top 25% nationally in Linguistics, Materials Science, Psychology, Computer Sciences, Chemical Engineering, and Electrical Engineering.
  • Cultural Adjustment of Foreign Students in an Institution of Higher Education

    Cultural Adjustment of Foreign Students in an Institution of Higher Education

    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 2000 Cultural Adjustment of Foreign Students in an Institution of Higher Education. Bridget Oscar Udoh Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Udoh, Bridget Oscar, "Cultural Adjustment of Foreign Students in an Institution of Higher Education." (2000). LSU Historical Dissertations and Theses. 7394. https://digitalcommons.lsu.edu/gradschool_disstheses/7394 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
  • The Church Educational System: a Conversation with Roger G

    The Church Educational System: a Conversation with Roger G

    Religious Educator: Perspectives on the Restored Gospel Volume 13 Number 2 Article 4 7-1-2012 The Church Educational System: A Conversation with Roger G. Christensen Casey Paul Griffiths Follow this and additional works at: https://scholarsarchive.byu.edu/re BYU ScholarsArchive Citation Griffiths, Casey P. "The Church Educational System: A Conversation with Roger G. Christensen." Religious Educator: Perspectives on the Restored Gospel 13, no. 2 (2012). https://scholarsarchive.byu.edu/re/ vol13/iss2/4 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Religious Educator: Perspectives on the Restored Gospel by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Photo courtesy Griffiths of Casey Paul Roger G. Christensen The Church Educational System: A Conversation with Roger G. Christensen casey paul griffiths Roger G. Christensen ([email protected]) is assistant to the commissioner of the Church Educational System and is secretary to the Church Board of Education and Boards of Trustees for BYU, BYU–Idaho, BYU–Hawaii, and LDS Business College. Casey Paul Griffiths ([email protected]) is a teacher at Alta Seminary in Sandy, Utah. Charged by the commissioner to serve as the corporate memory for the Church Educational System, Roger G. Christensen shares experiences from his years of working with the commissioner and the boards. This conversation with Casey Paul Griffiths took place on September 1, 2010, as part of a project to compile the history of the Church Educational System. Griffiths: It’s a great opportunity to visit with you today.
  • [Thesis Title Goes Here]

    [Thesis Title Goes Here]

    THE EFFECTS OF NETWORKS ON U.S. INSTITUTION SELECTION BY FOREIGN DOCTORAL STUDENTS IN SCIENCE AND ENGINEERING A Dissertation Presented to The Academic Faculty by Zeynep Esra Tanyildiz In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Public Policy Georgia Institute of Technology and Georgia State University April 2008 Copyright 2008 by Zeynep Esra Tanyildiz THE EFFECTS OF NETWORKS ON U.S. INSTITUION SELECTION BY FOREIGN DOCTORAL STUDENTS IN SCIENCE AND ENGINEERING Approved by: Dr. Paula E. Stephan, Advisor Dr. Erdal Tekin Andrew Young School of Policy Studies Andrew Young School of Policy Georgia State University Studies Georgia State University Dr. Gregory B. Lewis Dr. Albert J. Sumell Andrew Young School of Policy Studies Department of Economics Georgia State University Youngstown State University Dr. Mary Frank Fox School of Policy Studies Georgia Institute of Technology Date Approved: March 22, 2008 To my husband Omer Tanyildiz ACKNOWLEDGEMENTS First and foremost, I would like to thank my dissertation chair Dr. Paula E. Stephan. She directed this dissertation through her unique academic intellect and scientific rigor. Studying under her supervision is an exceptional privilege which I will value all my life. I would like to thank Dr. Gregory B. Lewis for his tremendous amount of help in this dissertation. It is, however, only a small portion of what he has done for me since the beginning of this program. I call him my “academic father” symbolizing my great amount of respect, love and admiration for him. I was very lucky to have an excellent dissertation committee. Dr. Mary Frank Fox provided me with valuable comments, and she has been an inspiration for me in doing research.
  • Rising Tuition and Enrollment in Public Higher Education

    Rising Tuition and Enrollment in Public Higher Education

    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Hemelt, Steven W.; Marcotte, Dave E. Working Paper Rising tuition and enrollment in public higher education IZA Discussion Papers, No. 3827 Provided in Cooperation with: IZA – Institute of Labor Economics Suggested Citation: Hemelt, Steven W.; Marcotte, Dave E. (2008) : Rising tuition and enrollment in public higher education, IZA Discussion Papers, No. 3827, Institute for the Study of Labor (IZA), Bonn, http://nbn-resolving.de/urn:nbn:de:101:1-20081127560 This Version is available at: http://hdl.handle.net/10419/35596 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu IZA DP No. 3827 Rising Tuition and Enrollment in Public Higher Education Steven W.
  • A Rubric for Evaluating Organizational Behavior Phd Programs

    A Rubric for Evaluating Organizational Behavior Phd Programs

    UNLV Theses, Dissertations, Professional Papers, and Capstones Fall 2011 Seeking Further Education: A Rubric for Evaluating Organizational Behavior PhD Programs Douglas M. Quist University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Education Commons, Organizational Behavior and Theory Commons, and the Other Business Commons Repository Citation Quist, Douglas M., "Seeking Further Education: A Rubric for Evaluating Organizational Behavior PhD Programs" (2011). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1158. http://dx.doi.org/10.34917/2532304 This Professional Paper is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Professional Paper in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Professional Paper has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. SEEKING FURTHER EDUCATION: A RUBRIC FOR EVALUATING ORGANIZATIONAL BEHAVIOR PHD PROGRAMS By Douglas M. Quist Bachelor of Arts Brigham Young University 2007 A professional paper submitted in partial fulfillment of the requirements for the Masters of Hospitality Administration William F. Harrah College of Hotel Administration Graduate College University of Nevada, Las Vegas December, 2011 Chair: Dr.
  • BYU-Pathway Worldwide Inauguration

    BYU-Pathway Worldwide Inauguration

    BYU-Pathway Worldwide Inauguration November 16, 2017 “Inauguration of Clark G. Gilbert” President Russell M. Nelson President of the Quorum of the Twelve Apostles of The Church of Jesus Christ of Latter-day Saints November 16, 2017 Elder Dallin H. Oaks, members of the Board of Trustees, Commissioner Kim B. Clark, President Clark G. Gilbert, distinguished Guests, dear brothers and sisters: It is a pleasure to be here with you toniGht. I am honored to have been asked by the First Presidency to preside at this inauguration of President Clark G. Gilbert, the first president of BYU-Pathway Worldwide. I am grateful to those who have offered remarks and tributes durinG this service, includinG Elder Kim B. Clark, Church Commissioner of Education, and those PathwayConnect students who delivered video GreetinGs to President Gilbert. I would like to pay a personal tribute to President Gilbert and his wife, Sister Christine Calder Gilbert. Like Nephi, both of these exceptional individuals were born of Goodly parents who taught them correct Gospel principles, which they, in turn, have tauGht to their own children. They have consecrated their lives unto the Lord. President Gilbert has excelled in his professional career at Harvard University, the Deseret News, Deseret DiGital Media, and most recently, at BYU-Idaho. His love of education, his entrepreneurial spirit, and his keen intellect have helped him make worthwhile contributions wherever he has served. While at BYU-Idaho, President Gilbert constantly approached his work with boundless enerGy and enthusiasm while he focused on helpinG the “everyday student” find success. By institutinG Date NiGht with the Gilberts, he and Sister Gilbert modeled datinG activities, answered questions, and inspired all in attendance to embrace the doctrine of the family.
  • Redefining Scholarship: a Win-Win Proposition for Engineering & Technology

    Redefining Scholarship: a Win-Win Proposition for Engineering & Technology

    Session 2248 Redefining Scholarship: A Win-Win Proposition for Engineering & Technology Anthony L. Brizendine, Laora D. Brizendine Fairmont State College, WV Abstract What is scholarship? And what is the difference between research and scholarly activity? Scholarship is defined by Webster as "the methods, discipline, and achievements of a scholar" and as "knowledge resulting from study and research in a field." Given these definitions, it is not surprising that while traditional promotion and tenure criteria include evaluation in the areas of research, teaching and service, the favored path to gaining promotion and tenure at many institutions is the research component of the triumvirate. This paper reviews faculty and administration views on scholarship, tenure and promotion and scholarly work by Diamond, Boyer, Karabell, Miller, Schön, ASCE, ASEE, and others; indeed, most of this paper serves as a review of some of the significant writings in this area in the 1990s. While the authors apologize to those already familiar with the literature, readers unfamiliar with these works should find this background helpful. Scholarship as redefined by E. L. Boyer is discussed extensively. Boyer broadens the definition of scholarship to embrace the scholarship of teaching. Does Boyer’s model of scholarship, as presented in Scholarship Reconsidered: Priorities of the Professoriate, represent the correct model for engineering and/or engineering technology? It can be argued that it is this broader definition of scholarship that best serves students, faculty, academe, and society; indeed, scholarship at its highest level involves the process of creative endeavor, integration, application and dissemination. And while we typically think of this process as relating to research, the same process relates to teaching and service as well.
  • Incentives and Disincentives Emilia E

    Incentives and Disincentives Emilia E

    The Scholarship of Engagement in a Research University: Faculty Incentives and Disincentives Emilia E. Martinez-Brawley Abstract Arizana State University is developing an identity as a "metropolitan research university." Focusing on the ASU Downtown Center (DTC) as a core site for expressing the metropolitan mission, a recent study looked at incentives and disincentives for faculty to become involved in the scholarship of engagement through the DTC. The study findings led to recommended strategies to enhance the metropolitan mission at ASU. Urban and metropolitan universities have become central in ensuring that the citizens of the inner city have access to higher education and that the expertise of universities is used in solving today's complex community challenges (Mulhollan 1995:1). In addition to the traditional commitments to teaching, research, and service, a metropolitan university encourages the scholarship of engagement and provides leadership to regional quality of life. Researchers agree that articulating and fulfilling an urban and metropolitan mission is a major challenge. The varied, and often contradictory, expectations of faculty, administrators, political officials, and the community can inhibit the development of clear missions. The literature is filled with references to the need for urban and metropolitan universities to address the intra­ university debate of research vs. teaching (Englert 1997; Goodall 1970; Greiner 1994 ), but incentives for faculty to add to their traditional campus endeavors are not always in place. At the time of this study (2000-2002), Arizona State University (ASU) had recently achieved the status of Research I university in the existing Carnegie classification. ASU uses a multi-campus system to deliver services and instruction.
  • Our Public Health History in Florida: Interview with Laurence G. Branch 44

    Our Public Health History in Florida: Interview with Laurence G. Branch 44

    Our Public Health History in Florida: Interview with Laurence G. Branch Robert J. McDermott, PhD Laurence G. Branch, PhD became the third Dean of the University of South Florida College of Public Health, and served in that capacity from 2002 to 2003. Before coming to USF he was a Research Professor at Duke University’s Center for the Study of Aging and Human Development (1995-2002), and also the Director of Duke’s MD-MPH Program and Director of its Long-Term Care Research Program. He also has held faculty appointments at Harvard Medical School and Harvard School of Public Health (1978-1986), at Boston University School of Medicine (1986-1996), and an adjunct appointment at Tufts University School of Medicine (1984-1992). He contributes regularly to the health policy field as evidenced by his more than 150 articles in peer-reviewed journals and over 50 book chapters and monographs. He currently is the co-editor of the Journal of Aging and Health. Formerly, he was editor-in-chief of The Gerontologist. He is a member of the editorial boards of two other professional journals, and reviews for several additional scholarly publications. The Gerontological Health Section of the American Public Health Association honored him in 2003 by naming the annual award for best doctoral research, the Laurence G. Branch Student Research Award. Dr. Branch’s research responsibilities past and present include being Director of the Massachusetts Health Care Panel Study (1974-present), Director of the Disability Sub-study of the Framingham Heart Study (1976-1980), and a co-investigator of the East Boston EPESE study for the National Institute on Aging (1982-1989).
  • ACADEMIC OPENINGS & BIOLOGICAL ENGINEERING University of Wisconsin-Madison Seeks Outstanding Individuals with a Ph.D

    ACADEMIC OPENINGS & BIOLOGICAL ENGINEERING University of Wisconsin-Madison Seeks Outstanding Individuals with a Ph.D

    and emerging strengths in biosystems engineering, advanced materials including complex fluids, and energy systems. Level of appointment depends on qualifications. Please send resume, list of references, and a research plan to Chair, Faculty Search Committee, Chemical Engineering Department, MS-362, Rice University, P.O. Box 1892, Houston, TX 77251- 1892. Rice is an Equal Opportunity/Affirmative Action employer. UNIVERSITY OF WISCONSIN-MADISON, THE DEPARTMENT OF CHEMICAL ACADEMIC OPENINGS & BIOLOGICAL ENGINEERING University of Wisconsin-Madison seeks outstanding individuals with a Ph.D. FACULTY POSITION CHEMICAL AND BIOLOGICAL ENGINEERING and a strong background relevant to chemical or biological engineering. Tufts University invites applications for a tenure-track faculty position in the These tenure track positions will be at a rank commensurate with the Department of Chemical and Biological Engineering. The appointment is at qualifications and background of the successful candidates. Candidates the assistant or associate professor rank. The department is looking for should have a distinguished academic record, exceptional potential for candidates with a Ph.D. degree in Chemical Engineering or related field, and creative research, and a commitment to both undergraduate and graduate with excellent qualifications for teaching and scholarship in any of the broad instruction. For more senior applicants, an outstanding reputation in the field areas of biochemical engineering, biomaterials and bioinformatics. of specialty is a prime requirement.
  • ELEMENTS the Alumni Magazine of the Department of Chemistry at Virginia Tech

    ELEMENTS the Alumni Magazine of the Department of Chemistry at Virginia Tech

    ELEMENTS The Alumni Magazine of the Department of Chemistry at Virginia Tech From the Department Chair I have never known a building to occupy the top three floors, approximately 40,000 be completed ahead of schedule. I assignable square feet. All student organic have never known organic labs in syntheses will be conducted forthe first time in any building other than Davidson many of the 92 hoods in the building. Three Hall. I have never known Virginia spacious rooms for the Chemistry Learning Tech in the Atlantic Coast Center, one computer classroom, and a large ' Conference. After my 36 years in distance learning facility supplement the residence, things are indeed laboratory space. State funds totaling changing. Virginia Tech will join approximately$ l .6M are available for furniture • Wi.:J.aii.flJJ;tJ.lJ.,�,-;c... the ACC in all sports July 1, 2004. and laboratory equipment. Professor Gary Long The new Chemistry-Physics building will has won a NSF grant to assist in outfitting the What's Inside: accept its initial students Spring, 2004. All analytical chemistry labs. Numerous faculty instructional Chemistry laboratories will be have helped in planning the building. New What'sNew in housed in the same building for the first Chemistry 3 time in over 25 years. Chemistry will (Continued on Page 2) Student News 4 Commentary from tlie _Jldvisory Counci{ FacultyIn The News 5 The Department of Chemistry is now have world-class part of the new College of Science. teaching facilities Spotlight on Chemistry was critical to the mission of that our world­ Research Faculty 7 the old College of Arts and Sciences and class faculty and in the smaller, more focused College of students deserve.