DOCSLIB.ORG

Source Book 2008-2009 Source Book 2008-2009

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Source Book 2008-2009 Source Book 2008-2009 Source Book 2008-2009 Source Book 2008-2009 Edited by: Nicole Hammel Director, Institutional Research & Records Published October 2008 TABLE OF CONTENTS 2008-2009 TABLE OF CONTENTS THE COLLEGE 4 I. Description 4 1. A BRIEF DESCRIPTION OF THE COLLEGE ............................................................................................. 4 2. MISSION STATEMENT OF THE COLLEGE ...............................................................................................5 3. DIVERSITY STATEMENT OF THE COLLEGE…………………………………………………………...5 4. THE YEAR IN REVIEW, 2007-2008 ............................................................................................................. 6 5. CENTERS AND INSTITUTES .................................................................................................................... .7 6. PROGRAMS OF STUDY ............................................................................................................................. .8 7. SPECIAL ACADEMIC PROGRAMS ............................................................................................................ 9 8. DEPARTMENTAL MAJOR PROGRAMS ...................................................................................................11 9. THE WESCOE SCHOOL OF MUHLENBERG COLLEGE......………………………………………….. 14 II. Facilities 15 1. MAJOR FACILITIES ....................................................................................................................................15 2. MUHLENBERG COLLEGE PROPERTIES ...........................................................................................….19 3. RESIDENCE CAPACITIES ..........................................................................................................................22 III. Academic Resources and Technology 23 1. TREXLER LIBRARY ................................................................................................................................... 23 2. MARTIN ART GALLERY ........................................................................................................................... 24 3. ACADEMIC RESOURCE CENTER. ...........................................................................................................24 4. WRITING CENTER ..................................................................................................................................... 25 5. INFORMATION TECHNOLOGY ............................................................................................................... 26 6. THE CAREER CENTER……………………………………………………................................................27 IV. Finance 28 1. STATEMENT OF ACTIVITIES AND CHANGES IN NET ASSETS (ACTUAL)…………………...................28 2. ACTUAL REVENUE AND EXPENSES, PERCENTAGE…...................................................................... 29 3. ENDOWMENT STATISTICS, DOLLAR AMOUNTS BY FISCAL YEAR .................................................... 30 4. ANNUAL PRIVATE GIFTS, DOLLAR AMOUNTS BY FISCAL YEAR ....................................................... 30 5. ANALYSIS OF GENERAL SUPPORT GIFTS, PERCENTAGES BY FISCAL YEAR AND SOURCE ..............30 6. GRAPH: ANNUAL PRIVATE GIFTS BY FISCAL YEAR AND COMPONENT .................................................. 31 7. GRAPH: GENERAL SUPPORT GIFTS, 2007-2008 BY SOURCE .................................................................31 8. SELECTED MAJOR GRANTS ....................................................................................................................32 PERSONNEL 34 I. Organization 34 1. CHAIRMAN OF THE BOARD OF TRUSTEES ......................................................................................... 34 2. THE BOARD OF TRUSTEES ...................................................................................................................... 35 3. SENIOR STAFF ORGANIZATION AND RESPONSIBILITIES……………………………………….... 38 4. MANAGERS REPORTING DIRECTLY TO SENIOR STAFF………………………………………...….39 5. CHIEF EXECUTIVE OFFICERS OF THE COLLEGE ...............................................................................41 6. CHIEF ACADEMIC OFFICERS OF THE COLLEGE ................................................................................ 42 MUHLENBERG COLLEGE SOURCE BOOK 1 TABLE OF CONTENTS 2008-2009 II. Faculty 43 1. DAY COLLEGE FACULTY DEMOGRAPHICS BY SEX, EMPLOYMENT STATUS AND RANK ..................... 43 2. AVERAGE FULL-TIME FACULTY SALARIES BY DOLLAR AMOUNTS.................................................... 44 3. FULL TIME FACULTY SALARY INCREASES BY FISCAL YEAR………………………………………..44 4. FACULTY COMMITTEES AND OFFICES, 2008-2009 ............................................................................ 45 5. FACULTY AWARDS ...................................................................................................................................47 6. FACULTY & STAFF PUBLICATIONS, 2007-2008…………….…...........................................................51 III. Employees 55 1. COLLEGE PERSONNEL, FALL 2008 BY EMPLOYMENT STATUS, SEX AND CLASSIFICATION…………......... 55 2. EMPLOYEE CENSUS BY EMPLOYMENT STATUS AND CLASSIFICATION ...................................................... 55 3 POSITIONS IN THE PRESIDENTIAL ASSISTANT PROGRAM…..…………………………………....56 STUDENT 57 I. Admission 57 1. INCOMING CLASS ADMISSIONS PROFILE ........................................................................................... 57 2. GRAPH: PERCENT OF ACCEPTANCES ...................................................................................................58 3. GRAPH: ENROLLMENT YIELD ................................................................................................................ 58 4. SAT SCORES OF INCOMING CLASS ............................................................................................................... 59 5. ADMISSIONS APPLICATION OVERLAP .................................................................................................59 II. Enrollments 60 1. DAY COLLEGE ENROLLMENTS ............................................................................................................. 60 2. GRAPH: DAY COLLEGE ENROLLMENTS .............................................................................................. 60 3. ENROLLMENT SNAPHOT FALL 2008……………………………………………………………………..61 4. DAY STUDENT ENROLLMENT BY STATE OF PERMANENT RESIDENCE …................................................ 62 5. DAY STUDENT ENROLLMENT PERCENTAGES BY RELIGIOUS AFFILIATION…...…………………….63 6. DAY STUDENT ENROLLMENT BY ETHNIC GROUP .................................................................................. 63 7. RETENTION RATES BY CLASS ....................................................................................................................64 8. GRAPH: RETENTION RATES FROM FIRST TO SECOND YEAR .....................................................................64 9. GRADUATION RATES BY CLASS YEAR ..................................................................................................... 65 10. GRAPH: GRADUATION RATES BY CLASS YEAR ..................................................................................... .65 11. DAY STUDENTS IN SPECIAL ACADEMIC PROGRAMS, FALL 2008 BY CLASS YEAR ........................66 12. LOCATION OF STUDY ABROAD STUDENTS, FALL 2008 BY COUNTRY AND INSTITUTION ................ 67 13. GRAPH: LOCATIONS OF STUDY ABROAD STUDENTS, FALL 2008 BY COUNTRY ........................... 68 14. WESCOE SCHOOL ENROLLMENTS LIBERAL ARTS PROGRAM…….....................................................…. 69 15. SUMMER STUDY ENROLLMENTS ......................................................................................................... 69 16. WESCOE SCHOOL ENROLLMENTS DEGREE COMPLETION PROGAM……………………………………70 III. Majors, Minors, and Degrees 71 1. MAJOR FIELD OF STUDY BY SEX, DAY STUDENTS ....................................................................................71 2. MINOR FIELD OF STUDY BY SEX, DAY STUDENTS ....................................................................................72 3. EDUCATION CERTIFICATION PROGRAMS BY CLASS YEAR, DAY STUDENTS……………………….. ..72 4. MAJORS OF GRADUATES BY GRADUATION YEAR AND ADMINISTRATIVE COLLEGE ................................ 73 5. MINORS OF GRADUATES BY GRADUATION YEAR AND ADMINISTRATIVE COLLEGE .................................74 6. TEACHER EDUCATION PROGRAM COMPLETIONS BY GRADUATION YEAR, DAY STUDENTS…….….74 7. GRAPH: FIELD OF STUDY DISTRIBUTION MAY 2008 GRADUATES ....................................................... 75 8. DEGREES GRANTED BY GRADUATION YEAR AND ADMINISTRATIVE COLLEGE......................................... .75 9. MAJOR CERTIFICATES GRANTED BY YEAR……………………………………………………………76 10. GRAPH: MAJOR CERTIFICATES GRANTED BY FIELD OF STUDY 2004-2008.…………………….76 IV. Career Plans and Awards 77 1. SUMMARY OF CAREER PLANS, DAY STUDENTS .................................................................................... 77 2. RECIPIENTS OF NATIONAL AND INTERNATIONAL AWARDS…………………………………….78 MUHLENBERG COLLEGE SOURCE BOOK 2 TABLE OF CONTENTS 2008-2009 V. Student Life 84 1. STUDENT GOVERNMENT ........................................................................................................................ 84 2. STUDENT ORGANIZATIONS ....................................................................................................................85 3. COMMUNITY SERVICE AND OUTREACH ACTIVITY, 2008-2009.......................................................86
Load more

Recommended publications
  • UNIVERSITY of PENNSYLVANIA Two Hundred Thirty-Fifth Commencement for the Conferring of Degrees
    UNIVERSITY of PENNSYLVANIA Two Hundred Thirty-Fifth Commencement for the Conferring of Degrees FRANKLIN FIELD Tuesday, May 21, 1991 SEATING DIAGRAM Guests will find this diagram helpful in locating the approximate seating of the degree candidates. The seating roughly corresponds to the order by school in which the candidates for degrees are presented, beginning at top left with the College of Arts and Sciences. The actual sequence is shown in the Contents on the opposite page under Degrees in Course. Reference to the paragraph on page seven describing the colors of the candidates' hoods according to their fields of study may further assist guests in placing the locations of the various schools. STAGE Graduate Faculty Faculty Faculties Engineering Nursing Medicin College College Wharton Dentaline Arts Dental Medicine Veterinary Medicine Wharton Education Graduate Social Work Annenberg Contents Page Seating Diagram of the Graduating Students . 2 The Commencement Ceremony .. 4 Commencement Notes .. 6 Degrees in Course . 8 The College of Arts and Sciences .. 8 The College of General Studies . 17 The School of Engineering and Applied Science .. 18 The Wharton School .. 26 The Wharton Evening School .. 30 The Wharton Graduate Division .. 32 The School of Nursing .. 37 The School of Medicine .. 39 The Law School .. 40 The Graduate School of Fine Arts .. 42 The School of Dental Medicine .. 45 The School of Veterinary Medicine .. 46 The Graduate School of Education .. 47 The School of Social Work .. 49 The Annenberg School for Communication .. 50 The Graduate Faculties .. 51 Certificates .. 57 General Honors Program .. 57 Advanced Dental Education .. 57 Education .. 58 Fine Arts .. 58 Commissions .
    [Show full text]
  • SHAKERS a Rich Past Revisited EDITOR's NOTE
    THE SHAKERS A Rich Past Revisited EDITOR'S NOTE The Future of the Book t h e SHAKERS The usually staid Ralph Waldo Emerson had a mischievous moment A Rich Past Revisited when it came to books. "A man's library/' he said, "is a sort of harem." Well, without taking the analogy too far, the nature of the harem is changing. Some of the inhabitants are breaking away. In this issue of Humanities we look at the future of the book. Endow­ ment Chairman Sheldon Hackney talks with John Y. Cole, director of the Center for the Book at the Library of Congress, about the sixteen- year effort there to preserve a place for the book in a world of tapes and Blacksmith's Shop, Hancock Shaker Village, CD-ROMs. "I do think that many kinds of books will disappear," Cole Massachusetts. —Photo by Ken Bums tells us. "And as the pace of technology accelerates, books and print culture will probably play an even more diminished overall role in our society." Whether that is a matter for concern is explored in subsequent pages: Charles Henry of Vassar examines what happens when elec­ Humanities tronic tools are applied to the traditional academic disciplines, and A bimonthly review published by the raises questions about what it may mean to definitions of undergrad­ National Endowment for the Humanities. uate and graduate education when doctoral candidates can find in an afternoon's search on a database what it might have taken earlier Chairman: Sheldon Hackney scholars months or years to sift through. And finally, the role played by books in the shaping of our democracy is the subject of a multi­ Editor: Mary Lou Beatty volume work in progress called A History of the Book in America; it is a Assistant Editors: Constance Burr companion to works published or underway in France, Germany, Great Susan Q.
    [Show full text]
  • African American History and Radical Historiography
    Vol. 10, Nos. 1 and 2 1997 Nature, Society, and Thought (sent to press June 18, 1998) Special Issue African American History and Radical Historiography Essays in Honor of Herbert Aptheker Edited by Herbert Shapiro African American History and Radical Historiography Essays in Honor of Herbert Aptheker Edited by Herbert Shapiro MEP Publications Minneapolis MEP Publications University of Minnesota, Physics Building 116 Church Street S.E. Minneapolis, MN 55455-0112 Copyright © 1998 by Marxist Educational Press All rights reserved Printed in the United States of America Library of Congress Cataloging In Publication Data African American history and radical historiography : essays in honor of Herbert Aptheker / edited by Herbert Shapiro, 1929 p. cm. Includes bibliographical references (p. ) ISBN 0-930656-72-5 1. Afro-Americans Historiography. 2. Marxian historiography– –United States. 3. Afro-Americans Intellectual life. 4. Aptheker, Herbert, 1915 . I. Shapiro, Herbert, 1929 . E184.65.A38 1998 98-26944 973'.0496073'0072 dc21 CIP Vol. 10, Nos. 1 and 2 1997 Special Issue honoring the work of Herbert Aptheker AFRICAN AMERICAN HISTORY AND RADICAL HISTORIOGRAPHY Edited by Herbert Shapiro Part I Impact of Aptheker’s Historical Writings Essays by Mark Solomon; Julie Kailin; Sterling Stuckey; Eric Foner, Jesse Lemisch, Manning Marable; Benjamin P. Bowser; and Lloyd L. Brown Part II Aptheker’s Career and Personal Influence Essays by Staughton Lynd, Mindy Thompson Fullilove, Catherine Clinton, and Rosalyn Terborg-Penn Part III History in the Radical Tradition of Herbert Aptheker Gary Y. Okihiro on colonialism and Puerto Rican and Filipino migrant labor Barbara Bush on Anglo-Saxon representation of Afro- Cuban identity, 1850–1950 Otto H.
    [Show full text]
  • ED 326 509 TITLE INSTITUTION PUB DATE AVAILABLE from PUB TYPE EDRS PRICE DESCR:PTORS IDENTIFIERS LBSTRACT the Carnegie Foundatio
    150C1114EIT ED 326 509 SP 032 742 TITLE The Carnegie Foundationfor the Advancement of Teaching. Eighi TourthAnnual Report for the Year Ended June 30, 1989. INSTITUTION Carnegie Foundation forthe Advancement of Teaching, Princeton, NJ. PUB DATE 89 NOTE 50p. AVAILABLE FROM The Carnegie Foundation for the Advancement of Teaching, 5 Ivy Lane, Princeton, NJ 08540. PUB TYPE Reports - General (140) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCR:PTORS *Educational Improvement; Educationally Disadvantaged; Elementary Secondary Education; *Equal Education; *Excellence in Education; Financial Support; Philanthropic Foundations; *Professional Recognition; School Based Management; *School Restructuring; State Standards IDENTIFIERS *National Priorities LBSTRACT This annual report of the Carnegie Foundation sets forth the goals the foundation has established for the improvementof education: (1) an urgent call to national action in school reform; (2) a commitment to the disadvantaged; (3) a crusaue to strengthen teaching; (4) state standards, with leadership at the local school; (5) a quality curriculum; and (6) an effective way to monitor results. The report of the,foundation's treasurer provides comprehensive information on the income and xpenditures for the year. The Carnegie philanthropies are briefly described.(JD) Reproductions supplied by EDRS are the best that can De made from the original document. gggg************** ************ g. - - , , V$'4, ',.-4 , r; The Carnegie F,undation for the Advancement ofTeaching was founded by Andrew Carnegie in 1905 and chartered by Congress in 1906. Long concerned with pensions and pension systems for college and university teachers, the Foundation has also sponsored extensive research on education. As an independent policy center, it now conducts studies devoted to the strengthening of American education at all levels.
    [Show full text]
  • Tlu Lictutstilnatttatt ^ W T? Fmmrlrrl 1885
    tlu lictutstilnatttatt ^ W T? fmmrlrrl 1885 ■•■''' lily . , , Vol. \CIX.\o.6l I'llll AHHPHIA.July I. 1983 Minority admissions fall in larger Class of 1987 Officials laud geographic diversity B> I -At KfN ( (II I MAN the) are pleased with the results ol a \ target class ol 1987 contains dtive 10 make the student bod) more liginificantl) fewei minority geographicall) diverse, citing a students but the group is the Univer- decrease in the numbet ol students sity's most geographicall) diverse from Ihe Northeast in the c lass ol class ever. 198". A- ol late May, 239 minority ot the 4191 students who were at -indents had indicated the) will cepted to the new freshman class. matriculate at the i niversit) in the 2178 indicated b) late \lav that the) fall as members ol the new will matricualte, a 4" percent yield. freshman class, a drop ol almost 5 Provost l hi'ina- Ehrlich said that percent from last year's figure of increasing geographic diversit) i- 251. one ol the I Diversity's top goal-. Acceptances from t hicano and "I'm ver) pleased particularl) in Asian students increased this vear, terms of following out goal of DP Steven Siege bin the number of Hacks and geographic diversit) while maintain- I xuhcranl tans tearing down the franklin Held goalpost! after IRC Quakers" 23-2 victor) over Harvard latino- dropped sharply. Hie new ing academic quality," he said. "The freshman class will have 113 black indicator- look veiv good." -indents, compared wilh 133 last Stetson -.ml the size ol the i lass veat a decline ol almost 16 per ol 1987 will not be finalized until cent tin- month, when adjustments are Champions But Vlmissions Dean I ee Stetson made I'm students who decide 10 Bl LEE STETSON lend oilier schools Stetson said he said the Financial MA Office i- 'Reflection oj the econom\' working to provide assistance winch plan- "limited use" ol the waiting will permit more minority students list to fill vacancies caused by an Iwentv two percent ol the class Quakers capture Ivy football crown to matriculate.
    [Show full text]
  • Remarks of Sheldon Hackney Chairman, National Endowment For
    Remarks of Sheldon Hackney Chairman, National Endowment for the Humanities At the Annual Convention of the American Historical Association Chicago, Illinois January 7, 1995 I come to you today still somewhat dazed &y the events \ of November 8 and their aftermath, which are plkying themselves out in the hyperbaric chamber that is Washington. Many meanings, both emergent and contingent, are contained in the current political situation and the public mood it reflects, and my interpretation is no better than the next lay person's attempt to make sense of this history-in-the- making. One theme is clear, however, and it is pertinent to our current purpose. In the primary conversation of American history between liberty and equality, liberty now has the floor. I recall being intrigued by something that the poet, Donald Hall, said some time ago in his televised interview with Bill Moyers. He recited a little poem and then explained it, only to be told by Moyers that the poem had an entirely different meaning to him. Hall confessed I appreciatively that he had never thought of the poem in the way Moyers interpreted it, and then he said, "A poem ■ j \ frequently has at the same time the meaning the^poet intended and the opposite meaning as well." I was reminded immediately of Sigmund Freud's crack that neurotic symptoms are both punishment and reward, and I kept thinking about the implications of Hall's profound observation. It soon occurred to me that nature seems to be filled with examples of binary opposites that complete each other: Male-Female North and South poles of magnets, and of earth The genetic code arrayed along strands of the double 2 helix So it is with culture, especially American culture.
    [Show full text]
  • The Literal and Figurative Boundaries Between Penn Students and West Philadelphia Yasmin Radjy University of Pennsylvania
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarlyCommons@Penn University of Pennsylvania ScholarlyCommons Senior Seminar Papers Urban Studies Program 2007 The Literal and Figurative Boundaries Between Penn Students and West Philadelphia Yasmin Radjy University of Pennsylvania Follow this and additional works at: http://repository.upenn.edu/senior_seminar Part of the Urban Studies and Planning Commons Radjy, Yasmin, "The Literal and Figurative Boundaries Between Penn Students and West Philadelphia" (2007). Senior Seminar Papers. 6. http://repository.upenn.edu/senior_seminar/6 Suggested Citation: Radjy, Yasmin. "The Literal and Figurative Boundaries Between Penn Students and West Philadelphia." University of Pennsylvania, Urban Studies Program. 2007. This paper is posted at ScholarlyCommons. http://repository.upenn.edu/senior_seminar/6 For more information, please contact [email protected]. The Literal and Figurative Boundaries Between Penn Students and West Philadelphia Abstract In this paper, I discuss the literal and figurative boundaries that stand between Penn students and West Philadelphia. I begin by discussing the theory behind walls and boundaries, then applying this theory to the urban environment and then to town-gown relations, finally applying these theories to the case of Penn and West Philadelphia. In order to fully understand the walls that stand between campus and community, I look at the history of town-gown relations—both nationally and at Penn, dividing up the history into three phases: first, the nineteenth century, during which the “Ivory Tower” relationship of division first began; next, the post-World War II era, when race and class issues became relevant in campus-community relations, as relations became increasingly divided and turbulent; and finally, the post-cold war era that has lasted until the present day, during which the importance of knocking down barriers between institutions and communities has been emphasized.
    [Show full text]
  • No. 5 October 6, 1981
    Tuesday, October 6, 1981 Published by the University ofPennsylvania Volume 28, Number 5 Work Groups at Work: December 1 Target for Reports By December I, six working groups of student recruitment and retention. On it are Dean Dyson, and SPUP's Acting Dean Jack deans and academic administrators will be Deans Dell Hymes of GSE, Robert Marshak Nagel. ready to report on the six priorities for Penn in of Veterinary Medicine, and Louise Shoe- Educational Outreach: Dean Carroll is 1981-82 and beyond, that were outlined in the maker of Social Work. chairman, with Deans James Freedman of President and Provost's "Strategic Planning" Undergraduate Education: Provost Law and George Gerbner of Annenberg, and work paper (Almanac September 22). Thomas Ehrlich chairs, with Deans Joseph Deans Cohen, Fagin and Hymes. Each group is meeting once or twice a week Bordogna of Engineering, Donald Carroll of Research: Dean Stemmler chairs, with Vice President for to prepare "option papers" that will be dis- Wharton, Robert Dyson of Arts and Sciences, Health Affairs Thomas Drs. cussed with others during the fall term, ac- Claire Fagin of Nursing and Edward Stemmler Langfitt, Clelland and Heeger, and Deans Gerbner and cording to the provost's office. The composi- of Medicine, and Vice Provost for University Dyson, Marshak. Ties with the President tion of the work groups: Life Janis Somerville. City: Sheldon Graduate Education: Dr. Bordogna Hackney is chairman, with Vice President Minority Presence: Dr. Louis A. chairs, with Acting Associate Provost Richard Langfitt and Deans Carroll, Copeland, Nagel Girifalco, University Professor of Materials Clelland and Acting Vice Provost for Research and Shoemaker.
    [Show full text]
  • PRESS RELEASE the Historical Society of Pennsylvania 1300 Locust Street Philadelphia, PA 19107 (215) 732-6200
    PRESS RELEASE The Historical Society of Pennsylvania 1300 Locust Street Philadelphia, PA 19107 (215) 732-6200 www.hsp.org For Immediate Release Media Contact: Mary Ann Coyle 215-732-6200, ext. 220 [email protected] The Historical Society of Pennsylvania presents Founder’s Award to Local Teacher and Three Nationally Recognized Educators Philadelphia-- The Historical Society of Pennsylvania will present its prestigious Founder’s Award at its annual Founder’s Awards dinner on Saturday, April 17, at the Society. This year’s awards honor four individuals for their Contributions to Historical Education: Donald G. Brownlow, Mary Maples Dunn, Sheldon Hackney, and Gary B. Nash. Donald G. Brownlow, of The Haverford School, was nominated for the Founder’s Award as a particularly distinguished and effective Philadelphia area teacher. He is renowned for his ability to stimulate students’ interest and enthusiasm in history, his creativity in addressing historical issues, and his legacy of nurturing student historians. Mary Maples Dunn, co-executive of the American Philosophical Society, has shaped history’s education and future as a professor at Bryn Mawr College, as President of Smith College, as director of Radcliffe College’s Schlesinger Library, and as Acting Dean of the Radcliffe Institute. She is known as a superbly engaging teacher with lasting influence on students. Sheldon Hackney has served as chairman of the National Endowment for the Humanities under President Clinton, president of the University of Pennsylvania, provost of Princeton University, and president of Tulane University. Now teaching at the University of Pennsylvania, Professor Hackney is a distinguished historian of the American South, the Civil Rights Movement, and America of the 1960s.
    [Show full text]
  • From the Trustees
    FROM THE TRUSTEES Below, the Chairman of the Trustees of the University of Pennsylvania shares with the campus his message to the Trustees upon the resignation of President Sheldon Hackney. A Message to the University Community April 16, 1993 We were delighted to learn earlier this week of President Clinton’s intention to nominate Sheldon Hackney as the next Chairman of the National Endowment for the Humanities. While it is difficult indeed to imagine Penn without Sheldon, this is a magnificent opportunity for him and one that reflects well not only on him but also on Penn. Sheldon’s appointment, which is yet subject to Senate confirmation, has accelerated what has been his intention to step down at the successful conclusion of the Campaign for Penn. However, t aking many factors into account, including the uncertain timing of the Senate hearings, Sheldon informed me earlier this week that he intends to resign as president of Penn no later than June 30, 1993, to give the Trustees the opportunity to begin immediately the search for Penn’s next president and to identify an acting president to serve in the interim. The executive committee met yesterday on campus; we have begun to convene the consultative committee to advise us on Penn’s next president and will be prepared to announce the acting president next week. Penn’s accomplishments since Sheldon’s arrival in February 1981 are without parallel in higher education. He has clearly been one of Penn’s greatest chief executives, leading one of higher edu- cation’s most thorough and effective institutional planning processes.
    [Show full text]
  • Sheldon Hackney: David Boies Professor a New Interdisciplinary Field: Dr
    UNIVERSITY OF PENNSYLVANIA Tuesday October 5, 2004 Volume 51 Number 6 www.upenn.edu/almanac Sheldon Hackney: David Boies Professor A New Interdisciplinary Field: Dr. Sheldon Hackney, professor and chair of history, has been Human Pharmacogenomic Epidemiology named the David Boies Professor in SAS, Dean Samuel H. Preston Pennʼs School of Medicine has been awarded a announced. major grant from the National Institutes of Health President Emeritus Sheldon Hackney led Penn from 1981 to (NIH) to bring together researchers from different 1993, during which time Penn more than quadrupled its endowment disciplines to study gene-drug interactions. The three- and reaffirmed its commitment to undergraduate education. He then year, $595,000 award is one of 21 in the country that served for four years as chairman of the National Endowment for will support planning activities for groups of research- the Humanities, after accepting a nomination by then-President Bill ers to develop interdisciplinary strategies to solve sig- Clinton. nificant biomedical or behavioral research problems. Dr. Hackney returned to Penn in 1997 and teaches courses on The Penn project, to be headed by Dr. Stephen E. the South since the Civil War, the 1960s, and the American identity. Kimmel, associate professor of medicine and epide- His outstanding teaching and service have earned him a Christian miology, will also establish a new interdisciplinary R. and Mary F. Lindback Award for Distinguished Teaching, Rex field called Human Pharmacogenomic Epidemiolo- S. Morgan, Sr. Friar of the Year Award, and Graduate School of Sheldon Hackney gy (HPE). HPE will bring together the disciplines of Education National Award of Distinction.
    [Show full text]
  • FOIA 17-10 NEH Transition Handbook (November 2016) (PDF)
    National Endowment for the Humanities Transition Handbook November, 2016 NEH at a Glance 1. The Basics 2. NEH by the Numbers 3. Revised Strategic Plan 4. Organizational Chart Organizational Overview 5. NEH Chairman 6. Programmatic Divisions and Offices o Office of Challenge Grants o Office of Digital Humanities o Division of Education Programs o Office of Federal State Partnership o Division of Preservation and Access o Division of Public Programs o Division of Research Programs 7. Other Offices (selected) o Communications/Publications o EDSITEment o General Counsel o Inspector General o Planning and Budget 8. National Council on the Humanities o Roles and Responsibilities o Current Members 9. Common Good Initiative 10. Application Review Process 11. Jefferson Lecture and National Humanities Medals Staffing Overview 12. Workforce Summary o Profile of NEH Staff o Best Places to Work o Non-career SES and Schedule C Positions 13. Staff Directory 14. NEH Union 15. Order of Succession Budget Overview 16. Budget process 17. FY 2017 Congressional Budget Request 18. Summary Budget Charts Congressional Relations 19. Key House and Senate Committees 20. Key House and Senate Committee Staff 21. Supportive Caucuses External Stakeholders 22. National Trust for the Humanities 23. President’s Committee on the Arts and the Humanities 24. Partnerships 25. Federal Agencies with Complementary Missions 26. Advocacy groups Important Matters for New Leadership 27. Upcoming Dates 28. Priority Issues Addendum: Documents 29. List of Chairpersons 30. Report on NEH Strategic Planning, 2015-16 31. NEH History and Timeline 32. Summary of recent grants 33. Floorplan 34. Authorizing Legislation Back Pocket: Humanities magazine NEH: The Basics I.
    [Show full text]