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“What I really like about Wellesley: The truly allows me to focus on research and teaching. Other institutions lean one way or the other. Wellesley lets you have it both ways. Of course, having it both ways is demanding, but I enjoy the fact that my days are varied and varied over time. I can do different things at different times. At Wellesley, I feel appreciated for being a good researcher and a good teacher and for the hard work in striving to do both. Though my own education, undergraduate, graduate and postgraduate, was at large research institutions, I am now—after 12 years at Wellesley—a huge fan of the .” —A Faculty Member

Faculty Voices: Teaching Opportunities at Wellesley College From the President At Wellesley College, we are proud of the central role our faculty play in the creation of a vibrant intellectual community. Wellesley makes a commitment to its faculty that we will support them in the pursuit of their intellectual passions. We know that engaged scholars are inspiring teachers. Th is is important because we enroll bright and motivated women who represent a diversity of per- spectives but who share a dedication to acquiring an excellent education. It is a wonderful thing to be part of a community constituted for, and dedicated to, the love of learning. Th is dedication is evident in the high standards to which our faculty hold them- selves in all arenas—their teaching, their research, and their active involvement in our joint enterprise through their service to the College and participation in our shared governance structures. Our goal is to have Wellesley College continue as one of the top liberal arts in the world and to become even more widely recognized as such. Our goal is also to have Wellesley be the premier destination of choice for all bright and promising young women. As you think about the next phase of your career, I hope you will consider joining us as we work toward achieving these goals.

H. Kim Bottomly From the Provost’s Offi ce Wellesley College’s mission unites three aspirations: To educate women, to strive for academ- ic excellence, and to produce graduates whose lives and careers will exemplify engagement in the world. Together, these elements have produced a college with a strong sense of identity and a long record of intellectual achievement and distinction, a college that has played a decisive role in shaping leadership models for women. Such clarity of mission is gratifying; it is also inspiring. In recruiting new faculty members, Wellesley is looking for special kinds of people—people who are eff ective and inspiring classroom communicators and fi rst-rate researchers, and who take a broad view of what it means to be an educator. For more information about the Offi ce of the Provost and Dean of the College, please visit wellesley.edu/DeanCollege.

Provost Andrew Shennan Dean Richard French Dean Kathryn Lynch is a specialist in twentieth- is Dean of Academic Aff airs is Dean of Faculty Aff airs and century French history. His and Louise McDowell & Sarah Bates/Hart Professor of English. books include: Rethinking Frances Whiting Professor of In her role as dean, Lynch works France: Plans for Renewal, 1940– Astrophysics. In his role as dean, directly with departments and 1946 (1989), De Gaulle (1993) he works directly with depart- some inter departmental pro- and Th e Fall of France, 1940 ments in the natural and physi- grams in the humanities and (2000). A gifted teacher and cal sciences and the empirical humanistic social sciences. Before winner of the Pinanski Prize for social sciences. Before assuming assuming her position as dean, Excellence in Teaching, Shennan his position as dean, he served she served two terms as Chair has taught a range of courses in as Chair of the Astronomy of the English Department. European history, with a partic- Department and Director of the Lynch is the author of Th e High ular emphasis on the twentieth Whitin Observatory. Professor Medieval Dream Vision: Poetry, century, modern France and the French has published over 85 Philosophy, and Literary Form, World Wars. He was a founding peer-reviewed scholarly articles 1988, and Chaucer’s Philosophical director of Wellesley’s Interna- on his studies of planetary Visions, 2000. She has also edited tional Relations program and of atmospheres and rings. Since two books and written numer- the College’s Summer School. 1990, he has been a science ous articles and book reviews Shennan served as Associate team member of NASA’s highly focusing on late medieval litera- Dean of the College from 1999– successful Cassini Mission to ture and especially the work of 2004 and Dean of the College Saturn. In 2004, he was awarded Geoff rey Chaucer. In 1996, she from 2004–2010. the College’s Pinanski Prize for was the winner of the College’s Excellence in Teaching. Pinanski Prize for Excellence in Teaching.

1 Why are people happy to Teaching at Wellesley is teach at Wellesley? First, an incredibly good job for Wellesley students are not a number of reasons. only good, they are serious Wellesley College is spec- about being in school. They tacularly successful in go on to do remarkable combining a mandate to things, and as a professor, teach undergraduates with the feeling that one has support for faculty research. made a difference is highly I cannot imagine a liberal satisfying. Second, the arts college fi nding more College is a well-endowed ways of being supportive of institution and its leadership both teaching and scholar- is committed to supporting ship. Part of this support faculty research as well as has to do with the fi nancial teaching; at Wellesley, good resources that are available ideas fi nd research funding. to faculty at the various Third, Wellesley College’s stages of research projects. generous policies—with Part is related to generous respect to parental leave academic leave policies— and teaching loads—make it as generous as those any- a place where faculty mem- where. Part is due to the bers can build lives with two-two teaching schedule. room for teaching, research But part is that there is just and family. something remarkable about the College’s commitment to —David Lindauer its faculty. Stanford Calderwood Professor of —Roxanne Euben Emerson/Palmer Professor of Political Science

Quotation on front cover by Ann Trenk, Professor of Mathematics

2 Faculty Voices Ask a cross-section of Wellesley professors why they fi nd Wellesley College a stimulating place to teach and do research and you will hear remarkably similar answers—excellent stu- dents, excellent support for teaching and research, excellent benefi ts. Th ese reasons are stated emphatically—without qualifi cation—whether faculty members originally came to Wellesley from large universities or smaller institutions, whatever their special fi eld, whatever their pro- fessorial rank. Wellesley is a women’s college. For more than a century, Wellesley faculty have played a decisive role in the education of the nation’s women leaders. Today’s faculty remain com- mitted to this educational mission. In the words of one professor, “At Wellesley the stereo- types are gone. Th e smartest student in the class is always a woman. Wellesley is one of the only colleges in the country where the senior faculty is half men and half women, even in the sciences and mathematics.”

3 Excellent Students How do Wellesley professors describe their students? “Motivated,” “bright,” “focused,” “curi- ous,” “diverse,” “engaged,” “full of enthusiasm”—the list reads like a thesaurus entry of superlatives. Indeed, it is not unusual to hear professors say that Wellesley students stimu- late their own creative energy. Marjorie Agosín, Luella LaMer Slaner Professor of American Studies and Professor of Spanish, puts her appreciation of her students this way: “Wellesley students are remarkable—a joy to teach. When you teach them, you become very creative. Th is is so for me as a writer. I am able to share my ideas and creativity with my students. When I work with students—the sharing of creative experience, the connections— give me a freedom to write.”

Wellesley Students: What Wellesley Professors Say Wellesley students are extremely conferences and many of them are a level of discourse about litera- Many undergraduate institutions exciting. As a group, they present my co-authors on research publica- ture that’s exciting and real. I get have research programs for stu- a range of perspectives. Th ey are tions. Th e opportunity to watch energy back from the classroom. dents, but at Wellesley students get cosmopolitan, very sophisticated. these students develop into young involved early, some during their —Sarah Wall-Randell Th eir multiple voices make the scholars has been one of most fi rst year. With an early start, Assistant Professor of English classroom an exciting place to be. rewarding aspects of my fi rst years Wellesley undergraduates soon fi nd at the college. Wellesley has a brilliant bunch of that they are doing work compa- —Patricia Gray Berman students. I can’t imagine a better rable to graduate students. Nor Feldberg Professor of Art — Don Elmore group of students to teach; they are does research slow down in the Assistant Professor of Chemistry When I talk about the wonderful extraordinarily imaginative. summer. Th e College runs a sum- colleagues I have at Wellesley, I Wellesley students are exceptionally mer program for approximately 70 Many of the ideas that I have for refer not only to faculty but also serious about academics. For students each year. research fl ow out of the classroom. to the phenomenal students who them, the classroom is the place on Th ough I have taught at Wellesley — Nancy H. Kolodny have worked in my lab. Th ese stu- campus where important things for 25 years, I am still surprised Nellie Zuckerman Cohen and dents have a fresh perspective that happen. I fi nd that my enthusiasm at how many ideas I get from Anne Cohen Heller Professor frequently allows them to bring builds theirs: they want to follow students. I fi nd that my students of Health Sciences and Professor original ideas to my research proj- me into the questions that I fi nd think in open ways, free of prepro- of Chemistry ects. Consequently, they regularly interesting. In class discussion, we fessional considerations. present their work at national can quickly get past the basics into —Martin A. Brody Catherine Mills Davis Professor of Music In the classroom, I can raise political dilemmas and moral complexities. Wellesley students can handle complexity. Th ey want to understand contrasting posi- tions, not to be given prepackaged views. —Lidwien Kapteijns Elizabeth Kimball Kendall and Elisabeth Hodder Professor of History

4 Wellesley faculty members take pleasure in watching their students’ intellectual develop- ment—from seeing them take in new concepts as fi rst-years to their transformation into mature thinkers. From the arts to the sciences, professors speak of students who do work comparable to graduate students. Teaching and advising such dedicated students is rewarding. At Wellesley, teaching is exciting—energizing—for professors as well as students. Composer Martin Brody, Davis Professor of Music, makes this observation: “At Wellesley, discussions in the classroom provide feedback that is challenging, a spur to originality.” With such excellent students, Wellesley professors fi nd that their own energy—for both teaching and scholarly work—is continually renewed.

Wellesley Professors: What Wellesley Students Say At Wellesley, professors are inter- Professors always say that they are ested in students as people and available. Th ey make an eff ort to in their opinions of what they get to know us, learning names are learning and of the learning within the fi rst two weeks of class. process. Th ey want our reactions Th ey are open and care about to the texts and bring them out in who you are as a person as well class discussion. as a student. I see my professors as people you can talk to, open up to. I realize how lucky I am to have small classes and engaged profes- — Gina Kim ’05 sors. I remember my fi rst year the At Wellesley, the faculty members experience of coming out of a class are as invested in teaching as in and feeling elated by a discussion. their research. Th ey are dynamic It was a religion class. Everyone speakers and thinkers, and they was involved in the discussion, encourage their students not just to energized by the professor’s enthu- learn but to become fully engaged siasm. Th is feeling happens a lot at with the world. Students feel free Wellesley. to converse with professors outside I consider the faculty as role of class, and many students fi nd models for the kind of person and their professors to be wonderful thinker that I want to be. mentors. —Katherine Miller ’06 —Emma Townsend-Merino ’12 Recipient of the Katharine What would I say to encourage a Malone Sophomore Student prospective faculty candidate to Prize for Academic Excellence consider Wellesley? I have admired the respect that It is an institution with wonderful professors have for each other and resources and facilities—a place for each other’s work. Th e students where the faculty truly believe in can feel the camaraderie that the students and encourage their professors share. I don’t think that progress. In addition, to a prospec- you would fi nd such respect or tive minority faculty candidate, camaraderie at larger colleges. Wellesley is an institution where — Lauren Flamer ’05 you can make a diff erence. —Garen Wolff ’07

5 Resources for Teaching Professors from all departments describe the Pforzheimer Learning and Teaching Center (PLTC) as a valuable resource for faculty as well as students. For new faculty, the Center off ers a number of workshops, discussion groups and information sessions throughout the school year. In addition to serving as a great way to meet peers across departments, these events focus on the tools of teaching—how to manage a classroom, how to write letters of recommendation or grade student work, how to refl ect and act on one’s own evaluations, etc. Th e Center also off ers a variety of workshops aimed at the entire faculty—opportunities for colleagues to share innovative ideas that have worked for them in their own teaching. Faculty members stress the important support that the PLTC off ers their students. Th e Center’s peer-tutoring program is extensive and complements the work being done in the classroom. All initiatives are based on a model of collaborative learning, facilitating conversa- tions between students and between students and faculty. Th ere are a variety of peer-based resources available to students at the PLTC. Drop-in Tutors hold weekly offi ce hours at the PLTC and are linked to many departments. Assigned Tutors provide one-on-one supple- mentary instruction to their Wellesley peers. Academic Peer Tutors (APTs) provide one-on- one and group advising and study skill support in the residence halls. And Supplementary Instruction (SI) Leaders work closely with faculty members to construct weekly supplemen- tary classroom sessions tied directly to what is happening in lecture and/or lab. Also avail- able to students are peer writing tutors and peer public speaking tutors. Last year, the PLTC employed almost 250 students in these various roles and well over 50% of the student population used one or more of these peer-driven services. In addition, the PLTC now off ers Academic Coaching services. Th e purpose of this initiative is to help students articulate and prioritize their academic goals and identify the barriers that inhibit their success. Th rough weekly meetings and follow-up email and telephone calls, the coach, who is a member of the PLTC staff , works with students to keep them on track and moving towards successful goal completion. Finally, new faculty members may themselves choose to be paired with a mentor—a senior faculty member from another department. Over time, this mentor can provide advice on everything from eff ective teaching to how to address evaluations and assemble a tenure portfolio. Resources for Teaching: What Wellesley Professors Say Th e Pforzheimer Learning and At some large research institutions, At Wellesley, there are enormous Wellesley off ers us the fi nan- Teaching Center is a resource it is said of faculty, “Teaching resources for student learning, cial and intellectual resources that is a great benefi t for the pays them; research sustains them.” both off campus and on campus. to expand our teaching in new physics department. In addition Th is contrast in attitudes toward Wellesley students are provided directions and to bring cutting to availing themselves of faculty teaching and research is not the with opportunities (and fi nancial edge research to our classrooms. offi ce hours, students who need case at Wellesley. support) to travel—abroad or in Importantly, the college appreciates help can seek the guidance of peer the United States—and to pursue that the “classroom” is not always —Richard G. French tutors. In addition to the Center’s internships, in their professors’ a physical space on campus, but it Louise Sherwood McDowell programs for students, it off ers areas of expertise. Th e abundance can be the Museum of Modern Art and Sarah Frances Whiting faculty seminars on nuts-and-bolts of the opportunities open to stu- in New York City, an archeologi- Professor of Astrophysics and teaching topics that are very much dents raises the level on which one cal site in Dmanisi, Georgia, or a Professor of Astronomy, Dean of appreciated. can teach and makes teaching very language acquisition conference in Academic Aff airs exciting. Boston. — Glenn Stark Professor of Physics —Lidwien Kapteijns — Jennie Pyers Elizabeth Kimball Kendall Assistant Professor of Psychology and Elisabeth Hodder Professor of History 6 7 8 Resources for Research Wellesley professors speak appreciatively of the variety and depth of support that is avail- able for faculty research. It is a small college, but not in terms of resources. At Wellesley, the resources are available to permit faculty to develop a focus that combines research and teaching. New faculty members have only to ask, “What do I want to accomplish?” Awards are available through the Science Center and the Provost’s Offi ce. Wellesley faculty also stress that the internal technical support for research at Wellesley is excellent. For scientists at Wellesley, the Science Center off ers state-of-the-art instrumentation that is more typical of a research institution than an undergraduate college. New science faculty members receive generous laboratory start-up funds to facilitate their research. Instrumentation is shared between departments and is available for student use. Instrumentation highlights include two confocal microscopes, varied biologic and petro- graphic microscopes, two NMR spectrometers (one with a micro-MRI accessory), micro- calorimeters, a high-power pulsed tunable laser, an excimer laser, a MALDI-TOF mass spectrometer, a GC mass spectrometer, an ICP mass spectrometer, a DNA sequencer, a well-equipped rock-preparation laboratory, several environmental growth chambers, and an ultrahigh vacuum chamber (built by Chemistry Professor Chris Arumainayagam and fi ve students). An Engineering design classroom houses a laser cutter and 3D printer. Computer scientists work in both Mac and PC platforms and with multi-touch surface (Microsoft Surface) tabletop-computing interfaces. Astronomy faculty have 12- and 24-inch research telescopes available in the recently renovated campus Observatory. Th e Science Center also houses an animal-care facility. Resources for Research: What Wellesley Professors Say To anyone considering a teach- At Wellesley, one is expected to Wellesley’s generous leave policy Wellesley grants have supported my ing position at Wellesley, I would do teaching and research well. (as generous as that at any research research. College funding enabled emphasize the support. Th e sup- Interest in cross-disciplinary work institution), its faculty research me to fi nish my fi rst book, to take port—the network, the avail- is high as well. What happens in awards and travel policy demon- a research trip for the book I have ability of grants for teaching and the classroom matters. Research strate the sense in which research is just fi nished, to keep up with my research—is terrifi c. And unlike matters. Th e importance of both honored at Wellesley. Th e level of Arabic language skills, and to large universities, course and is refl ected in the availability of faculty support found at Wellesley develop a novel course on Modern research budgets aren’t absorbed by research funds, grants for teaching is not duplicated at many other Islam and Western Political charges for college services. innovations, and good computer colleges. Th ought. support. Wellesley is a supportive — Andrea S. Sequeira —Martin A. Brody — Roxanne Euben place to work. Associate Professor of Catherine Mills Davis Emerson/Palmer Professor Biological Sciences — Marion R. Just Professor of Music of Political Science Kenan Professor of I came out of a big univer- Th e internal support for research Political Science sity, where most of my peers at Wellesley is excellent. Consider were focused on continuing their In a time when many institutions the instrumentation in the Science research and not interested in are scaling back, Wellesley remains Center. Every piece of equipment teaching at a liberal arts college. committed to its generous sabbati- is acquired with a maintenance Th e stereotype of a cal policy. Th e College understands contract. In addition, the Science liberal arts college where there is how important it is for faculty Center staff includes two equip- no time for research does not apply to stay fresh, to keep moving, in ment technicians who oversee the to Wellesley. My former colleagues terms of our professional develop- equipment. As a result, researchers would be amazed at the active ment. It is incredibly important are able to be very productive. research and the level of scholar- for teachers to be engaged outside — Barbara Beltz ship here. of the classroom. Susan M. Hallowell and —Brian Tjaden —Patricia Gray Berman Ruby Frances Howe Farwell Teresa Mall Mullarkey Feldberg Professor of Art Professor of Biological Sciences Associate Professor of Computer Science

9 10 Although some other colleges off er time off in the fi rst semester to set up a lab or to publish, Wellesley off ers a full year of leave with the possibility of full salary in the fourth year. Dean of Faculty Aff airs Kathryn Lynch explains the policy as “an investment in the ‘whole’ faculty member: We know good teaching takes time, and we also want to insure that each faculty member also has the time and resources that make possible an active research career.” Says Margaret Keane, Professor of Psycholo gy, “For someone who comes from a strong research- oriented graduate program and who loves to teach, it doesn’t get any better than Wellesley.” Another aspect of research at Wellesley that is noted by many faculty members is the encouragement to do interdisciplinary work. At Wellesley, there is a high level of interaction between faculty members in diff erent departments. Mathematician Ann Trenk observes, “Th is closeness diff ers from universities where you know the individuals in your department and that’s it. Here faculty across departments are connected; one doesn’t feel isolated in one’s own world.” Faculty interaction is encouraged by physical design—the intermixing of offi ces and open spaces in the Science Center, the lounges of the Knapp Social Science Center, and the Newhouse Center for the Humanities. Interdisciplinary inspiration and creativity is also encouraged by the College’s relatively small size.

11 12 Benefits Wellesley professors speak with appreciation of the benefi ts off ered by the College. Younger faculty members often cite the availability of excellent and aff ordable rental housing of var- ied types and sizes; tenured professors note generous mortgage assistance. Faculty members appreciate that salary increases at Wellesley are very good when compared to those at the highly selective colleges. Th ey note that the College’s salary scales are published—open information—another point that distinguishes Wellesley from peer institutions. Deeply appreciated also are sabbaticals. Th e College is committed to off ering excellent benefi ts— housing, health insurance, parental leave, child care, college tuition assistance, and pen- sion—designed to support faculty members through their careers.

Benefi ts: What Wellesley Professors Say When the College extends an off er the years of his or her contract. for a tenure-track position, it does At some state schools, budget pres- so with the assumption that the sures have led to multi-year salary candidate will stay. Th e College’s freezes. benefi t policies are designed to sup- —Ann Trenk port faculty members throughout Professor of Mathematics their careers. New faculty are off ered great housing near campus, As a junior faculty member, I then generous mortgage benefi ts, have found faculty housing to parental leave, a fourth-year sab- be a wonderful resource. I am a batical, reduced teaching load biologist, and being able to walk options, and tuition benefi ts for across campus to my research lab college-age children. has been a blessing. Th e proximity to the campus provides me with A further benefi t of the College’s opportunities to interact with stu- housing is the fact that the town of dents and colleagues and to invite Wellesley has one of the top-ranked them over for dinners. Living in public school systems in the state. faculty housing has also allowed Faculty also appreciate the me to attend campus events and be College’s policy of regular annual more involved in activities at the raises. A prospective faculty mem- College. ber should consider the initial —Yui Suzuki salary off er in relation to the Assistant Professor of Biology increases that may be expected over

13 Community Ask Wellesley professors about the College as a community. You will hear great apprecia- tion for Wellesley College as a community of teachers and scholars bonded by friendship and respect. Young professors feel welcomed by colleagues in their department and by pro- fessors in other departments as well. Senior professors value younger colleagues. Looking back on three decades at Wellesley, Professor Adele Wolfson, Director of Th e Th ree-College Collaboration, notes that a feeling of community sets Wellesley apart from other academic institutions: “At Wellesley, people really listen to what others are saying. In the classroom, there is enormous respect from student to student and from student to faculty. Th is respect carries over to faculty interactions. Visitors who spend time in Wellesley classrooms often comment on the exceptional sense of respect that they fi nd at the College.” Th e pace at a top academic institution like Wellesley is a fast one; being part of a community of teachers and scholars where respect governs relationships provides support as valuable as any of the physi- cal or fi nancial resources off ered by the College.

Community: What Professors Say I have the best set of on-campus Recently, I served on the Merit Wellesley has allowed me to meet As a new professor, I found—even colleagues of anyone in my fi eld Com mittee, which advises the my needs and my family’s needs in my fi rst year—that Wellesley that I know; my Wellesley faculty College’s president on the merit in a way that no other institution is an inclusive place—a com- colleagues are unusually creative, increases that full professors are I know of does. I have had two munity that respects individuality passionately concerned about their eligible for every three years. I was children since I received tenure. and encourages faculty members to scholarship, and catholic in their stunned by how much care com- Th e College’s family-oriented follow their interests. interests. Because this is a liberal mittee members take in reading policies—parental leave, fl exible — Carlos A. Vega arts college, many of the colleagues and reviewing their colleagues’ course scheduling, options for part- Professor of Spanish I value the most are in fi elds far work. Th eir eff ort is an example time teaching—have allowed me from my own. Th ey stretch me. of the depth of community at to be a good mother and a good Wellesley had a holistic attraction Th ey make me a better scholar, Wellesley. professor. Wellesley provides an for me. Th e faculty here off ers role and they are responsible for much unbelievably positive environment models for how I want to live my —Martin A. Brody of what (if anything) I have con- in which to be a female faculty life. I can have conversations about Catherine Mills Davis tributed to my own fi eld. member trying to raise a family. family. My research can be more Professor of Music Th e College makes it possible to curiosity-driven. And in a small — Craig N. Murphy have both your life and job at department like mine, I enjoy M. Margaret Ball Professor of once. the challenge of being broader, International Relations and of teaching some courses outside Professor of Political Science — Ann Velenchik of the areas that I focus on in my Associate Professor of research. Economics and Director of the Writing Program — Daniel J. Brabander Associate Professor of Geosciences

14 15 University of Maine •

• • University of Vermont

• • •

•

Babson College University of New Hampshire • • MIT University of , Amherst • • Amherst College • Wellesley College • Mt. Holyoke College • • Simmons College College of the Holy Cross University of Connecticut University of Massachusetts, Boston Trinity College • • Providence College • Rhode Island School of Design Yale University •

16 Wellesley, Boston, New England Professors at Wellesley sometimes observe that they have “the best of both worlds.” Th is view applies especially to the College’s location. Th e over 450-acre campus—one of the most beautiful in the country—is an oasis that buoys spirits through busy academic days and semesters. At the same time, Wellesley faculty members appreciate that, just 30 minutes’ drive from the College, are Boston and Cambridge with their rich academic, historical, and cultural resources. One Wellesley professor notes this advantage when he goes to seminars in Boston with professors who share similar research interest: “Most professors get that once a year at their annual meetings of professional academic associations. I get it weekly.” In addi- tion, the collaboration among Wellesley, Olin, and Babson Colleges (“the three-college col- laboration”) allows cross registration and other inter-institutional programming. And then, too, there is New England to explore with its diverse academic institutions, geog- raphy, and cultures. A morning’s drive will take you to Dartmouth, Yale, Amherst, or doz- ens of other colleges or universities. Says mathematician Ann Trenk, “I have a research part- ner at Wesleyan—a two-hour drive from Wellesley, and we manage to get together several times a semester.” Similarly accessible are any number of recreational destinations—historic villages, beaches, coastal islands, and mountains with hiking, rock climbing, and skiing for every taste and ability.

Wellesley’s Location: What Professors Say My husband is an economics pro- Wellesley off ers scholars a great Th e proximity to the large research Being in the Boston/Cambridge fessor at another leading Boston working environment—generous universities in the Boston area is area provides incredible benefi ts area university. Wellesley’s prox- research awards and reimburse- a particular advantage. I came for the Wellesley scientifi c com- imity to Boston provides academic ment for travel expenses, excellent from a post-doctoral fellowship at munity. Many faculty members dual-career couples opportunities computer support, sophisticated Harvard, and so I had research collaborate with local institutions, that aren’t available many other teaching tools, and job benefi ts ties there and at MIT. Over the providing additional resources places. that are among the best. I would years, I have collaborated with for students, including access to tell young scholars in the social faculty at both places. I sometimes extensive equipment and laborato- — Ann Velenchik sciences that Wellesley is a great bring my students to talks in ries, such as at Harvard Medical Associate Professor of place to work, but one must take Cambridge, and invite MIT and School. Boston also attracts many Economics and Director the initiative in maintaining a Harvard faculty to Wellesley. And prestigious speakers and events, of the Writing Program network to support one’s special- Olin College—a new engineering scientifi c and otherwise. Th e three-college collaboration ized research interests. Wellesley’s school in nearby Needham—is — Nancy H. Kolodny (Wellesley-Olin-Babson) is aimed location near Boston off ers many an interesting, inherently inter- Nellie Zuckerman Cohen and at increasing opportunities for stu- options. disciplinary, place that off ers Anne Cohen Heller Professor dents to extend their undergradu- future opportunities. —Wilbur C. Rich of Health Sciences and Professor ate education by making connec- Professor of Political Science, — Glenn Stark of Chemistry tions across the liberal art and sci- emeritus Professor of Physics ences to the professions. We are just beginning to explore the ways in Th e resources at Wellesley—and which students, faculty, and staff in the Boston area—are extraor- from across the three institutions dinary. As an art historian, I can develop connections among the spend a lot of time in the Harvard diverse fi elds of engineering, entre- libraries. I appreciate the fact that preneurship, and the liberal arts the College provides a Harvard and sciences, and hope to break University library card for any new ground in interdisciplinary faculty member who wants one. studies and projects. Harvard library cards are not that easy to come by. Wellesley’s will- — Adele Wolfson ingness to underwrite the expense Director of the Th ree-College of outside library cards is a refl ec- Collaboration and Nan Walsh tion of its commitment to support- Schow ’54 and Howard B. ing faculty research. Schow Professor in the Natural and Physical Sciences —Patricia Gray Berman Feldberg Professor of Art

17 18 Th e Perfect Job Ask a Wellesley professor who has made a career at the College if he or she would choose diff erently were it possible to make postgraduate choices over again. You will hear remark- able satisfaction. It’s not unusual to hear “Wellesley is a great place to work” or “I have the perfect job.”

I have had the perfect job Looking back on nearly As a junior faculty member, for what I was trained to 30 years of teaching at I fi nd that the College could do. At Wellesley, I have had Wellesley, I can say that hardly be more supportive good students, I have been the job has been all- of my research ambitions— able to take teaching seri- consuming—in a good both materially, in the form ously, and I have been able way. It has been continu- of available research funds to do research in an envi- ously rewarding. I have and generous leave policies, ronment where research is been fully engaged as a and otherwise, in the atmo- taken seriously. Wellesley teacher and researcher sphere on campus. I have offers all the best advantag- over a long career. With been able to teach in the es of a liberal arts college, the prospect of retirement areas of my fi eld that I love with the additional advan- coming closer, I realize that the most, and I have been tage that it is next to a major I can’t imagine not being able to use teaching as an research center. For me, it part of a community of col- opportunity to explore new has been a very productive leagues and students who areas of research interest. environment. My research are interested in learning. The College offers me the has made me a better I guess I’m here forever. room and scope to become teacher. The best predictor exactly the kind of scholar I —Andrea Gayle Levitt of a good tenured teacher want to be. For me it is the Margaret Clapp ’30 is productivity—immersion perfect job. Distinguished Alumna in research—in the early Professor of French and —Sarah Wall-Randell years. I have been good for Linguistics Assistant Professor Wellesley; Wellesley has of English been good for me. I’m not exaggerating; it’s been a perfect job.

—Karl E. Case Katharine Coman and A. Barton Hepburn Professor of Economics, emeritus

19 20 Wellesley College: An Overview

Th e College part of the 32 units required for graduation. 2000. Th e collections of the Margaret Clapp Distribution course groups are defi ned in Library—the College’s main library—and Th e mission of Wellesley College is to provide terms of their substance or methodology— the art, astronomy, music and science librar- an excellent liberal arts education for women language and literature; visual arts, music, ies, all of which are accessible online—con- who will make a diff erence in the world. Th e video, fi lm and theatre; social and behavioral tain more than 1.5 million items, including College’s campus is located just 12 miles west analysis; epistemology and cognition; ethics, special collection treasures. Access to research of Boston on over 450 acres of woodlands, religion, and moral philosophy; historical resources beyond these is aff orded through hills, meadows, an arboretum, ponds, and studies; natural and physical science; math- a rich network of rapid interlibrary loan ser- miles of footpaths and trails bordering Lake ematical modeling and computer science. vices that the library maintains. Waban. Inside the College halls, state-of-the- Other requirements for the Wellesley degree Th e Knapp Media and Technology Center— art academic facilities, ranging from creative include a fi rst-year course in expository writ- a gift from Betsy Wood Knapp ’64—pro- arts media to advanced scientifi c research ing; demonstrated profi ciency in a foreign vides state-of-the-art course-support services. equipment support Wellesley’s language; a multicultural course; quantita- Dedicated Informa tion Services special- and are available for the use of students and tive reasoning course work; and at least four ists assist faculty and students in the use of faculty. advanced courses. the College’s technology and information Wellesley College has been a leader in the One of the distinctive characteristics of resources and collaborate in the development education of women since 1875. Today, Wellesley is that it is an undergraduate insti- of multimedia projects. Wellesley is one of the top liberal arts col- tution which also houses a number of centers Students and faculty in the arts enjoy excel- leges in the country, whether measured by for specialized research. Th e Child Study lent facilities in the Jewett Arts Center and the strength of its admitted and enrolling Center, directed through the psychology the Davis Museum and Cultural Center. students, awards and fellowships received by department, serves both as a preschool and Jewett houses the music and art departments. its graduates, graduate school admissions, as a laboratory for early childhood research. Th e art wing contains offi ces, classrooms, statistics measuring resources available to stu- Th e Wellesley Centers for Women sponsor studios, photography darkrooms, video and dents and faculty, or assessments from peer research on women’s psychological develop- computer facilities, the art library and a gal- institutions. ment and on the prevention of psychological lery for exhibiting student work. Th e music problems and conduct scholarly and policy- With 2,300 undergraduate students from 50 wing contains the music library, listening oriented research on issues related to women’s states and 83 countries, Wellesley is also one rooms, practice studios, classrooms, and experience. of the most diverse colleges in the country. offi ces. Th e Jewett Auditorium, a 320-seat In addition, approximately 60 nontraditional- Th e Wellesley faculty is a community of theater, is used for music performances, the- aged students are enrolled each year through scholars and researchers. Dedicated to teach- ater events, lectures, and symposia. the Elisabeth Kaiser Davis Degree Program. ing, they bring a vast range of academic and Th e Davis Museum and Cultural Center is Admission to Wellesley is need-blind for professional interests to the College. Th e the fi ne arts museum of the College. Th e students who are U.S. citizens or permanent excellence of the College springs from their Davis Museum, designed by Raphael Moneo, residents. More than half of all students energy and talent, without which the poten- is one of the most signifi cant examples of receive some form of fi nancial assistance from tial of Wellesley’s many resources could not museum architecture in the country. Its spa- the College. be fully realized. Professors at Wellesley are cious galleries house the College’s permanent committed to all aspects of life in the com- Th e Wellesley curriculum has been dynamic collection of more than 8,000 works—one munity and are available to students outside and responsive to social change and new that spans 3,000 years of history and includes of the classroom. fi elds of study. Wellesley off ers more than masterpieces by artists seminal to the history 1,000 courses, and 55 majors, both depart- Excellent academic facilities support teaching of art as well as works by emerging artists mental and interdepartmental. To ensure and research at Wellesley. At the intellectual and those deserving greater attention. that students gain insight and awareness heart of the College is the Wellesley College Th e Lulu Chow Wang Campus Center, in areas outside of their major fi elds, the Library, which received the fi rst national which opened in 2005, is a building designed College requires that they elect nine units “Excellence in Academic Libraries” award in drawn from eight designated categories as to facilitate strong bonds among students, faculty, colleagues, and alumnae. Th e mission 21 of the Campus Center is to enable faculty, through the Provost’s Offi ce. At the start colleagues for pretenure decisions as well students, and staff as well as their friends of the fall term, the Center invites new as student evaluations in assessing teaching and associates to play and work together in a faculty members to attend an orientation performance for all reappointments, tenure, common space; to give student organizations which highlights programs and services of promotion and merit decisions. Faculty mem- fl exible meeting space; to allow small and the PLTC. In addition, the PLTC conducts bers being evaluated present a statement of large groups of students to gather spontane- frequent discussions, presentations, and their professional achievements and plans for ously and for planned events. workshops that provide opportunities for the future. new faculty members to engage in serious, Th e Diana Chapman Walsh Alumnae Hall Evaluation of scholarly achievement depends sustained conversation about teaching in an renovation completed in 2010 brings an on direct evaluation of the candidate’s work atmosphere free of evaluation. important campus building into the 21st (publications, works of art, and other submis- century. Th e updated structure retains its tra- Within departments, senior faculty are sions) by members of the department, Reap- ditional charm, nestled on a hill between the expected to mentor their junior colleagues. pointments and Promotion Committees, and Sports Center and the Wang Campus Center. Given that the former are also required to the Committee on Faculty Appointments. Its remodeled facilities serve our active the- make judgments leading to reappointment Th ese committee evaluations are aided by ater program, host campus group activities, and tenure decisions, the College has in external professional evaluations, including and play a ceremonial role for the campus recent years off ered two non-departmental, fi ve letters solicited from scholars in the fi eld community, our vigorous alumnae body, and voluntary mentoring programs for tenure- for tenure decisions. Service to the College the surrounding community. track faculty. One of these mentoring pro- and to the profession also play an important grams, called “teaching partners,” has been role in faculty evaluation. administered by the PLTC and focuses on Faculty Evaluation of Teaching pedagogy. Th e other program pairs a tenure- As an institution, Wellesley is committed to One of Wellesley College’s greatest assets is track faculty member with a senior faculty excellence in instruction. In an informal way, its excellent faculty. Of the 326 faculty mem- member outside of his or her department. faculty think and talk about teaching contin- bers, 271 faculty members are full-time. Of Th is mentor advises the junior colleague on ually. Th is culture of teaching is bolstered by full-time faculty, approximately 99 percent all matters related to succeeding at Wellesley a range of formal policies which are intended of the tenured and tenure-track faculty hold College. doctoral degrees or the equivalent. Of the to monitor the quality of instruction and 175 tenured faculty, 51 percent are women; Faculty Course Load encourage improvement and innovation in in the tenure-track ranks, 55 percent of the Th e faculty course load at Wellesley has been teaching. four units per year, generally two each semes- faculty are women. Characteristic is the system of student course ter, since 1988. Th is course load is designed evaluation, introduced in 1971 and now Minority faculty constitute 18 percent of the to allow Wellesley faculty members to main- administered online. Faculty class visits are tenured, 33 percent of the tenure-track rank, tain a healthy and creative balance between another means of development and evalua- and 23 percent of the total tenured and ten- their roles as teachers and researchers. It also tion of teaching. Class visits consist of visits ure-track faculty. Th e College is committed allows faculty members time to play a strong by tenured faculty to untenured colleagues’ to recruiting and retaining the highest qual- role in advising students. ity and most diverse faculty and to fostering classes. Evaluation of Faculty Performance: their continued development as teachers, Advising of Students Before Tenure and Beyond scholars, and members of the community. Faculty members are expected to assume Evaluation of faculty performance, fully responsibility for advising fi rst-year students It is the College’s hope that junior faculty described in the College’s Articles of Govern- and sophomores, majors in their own depart- will take advantage—for the years prior to ment, Book I, Article IX, is the responsibil- ments and in related interdepartmental the fi rst reappointment decision—of the ity of the Reap pointments and Promotions programs. Th e fi rst-year advising program opportunities available for improvement of Committees of the individual departments is particularly important given the diversity teaching off ered by the Pforzheimer Learning and the college-wide Committee on Faculty of backgrounds and college preparation of and Teaching Center (PLTC) and grant Appointments until a faculty member is entering students. funding for teaching innovation available promoted to full professor. Th e evaluation process includes visits to classes by senior 22 Resources for Innovation in Teaching and benefi ts), though full salary and benefi ts member’s contributions for health and dental Funds to support the development of will be given even if the proposals are not insurance may be deducted from the faculty experimental courses are administered by funded. Tenure-track faculty are also eligible member’s monthly paycheck on a before-tax the College’s Committee on Educational for a year of early leave after the fi rst multi- basis. Research and Development (ER&D)—a year reappointment. Early leaves are funded Faculty Housing Benefi ts committee in the Provost’s Offi ce. in the same way as sabbatical leaves. Over the years, the College has shaped a Resources for Student-Faculty Parental Leaves generous housing program to address the fact Collaboration Th e parental leave benefi t enables tenure- that Wellesley is an affl uent town with hous- Faculty research involving student coinves- track faculty to exclude the year in which a ing prices to match. Th e College now owns tigators takes place through the academic parental leave is taken from the years in rank. 100 units—40 houses and 60 apartments— year and the summers. Each year, 500–750 Th e benefi t includes two units of course of diff erent types and sizes, all within walk- students elect courses numbered 250, 350 release to the parent who takes primary ing distance of the campus. (research or individual study) or 360/370 responsibility for the new child in the semes- Many new faculty choose to live in college (senior thesis research/senior thesis). Summer ter of the birth or adoption, or one unit each housing when they arrive, and move to big- research programs, involving in excess of 100 semester in the following year. ger units as their families grow. Some senior students each year, are located in the Science Early Childhood Centers professors recall the years when their children Center, and in other areas of the College, Th e College has two early childhood centers were young and they lived in faculty housing including the Knapp Social Science Center. on campus. Wellesley’s Child Study Center is on the quiet, child-friendly streets adjoining Th e College also provides internal funding a model nursery school for children ages two, the campus as an idyllic time. for student-faculty collaboration and travel three, and four years as well as a laboratory When a faculty member receives tenure, for students to academic conferences. Th is for Wellesley College students taking devel- he or she becomes eligible for a generous funding was made available after a Ford opmental psychology and/or education class- mortgage program. Under this program, the Foundation initiative at Wellesley demon- es. Th e school strives to maintain heteroge- College shares the purchase of a house— strated the benefi t of collaboration to both neous classes in terms of ethnicity and socio- two-thirds (college) to one-third (faculty students and faculty participants. economic status. Although the school receives member)—within a ten-mile radius of the applications from many more children than it Resources for Faculty Research campus. can accept, the children of Wellesley faculty Faculty research, both with and without members receive priority. Another child-care student involvement, has become increas- option on the College campus is provided by Th e Academic Centers ingly important at Wellesley. Also important the Wellesley Community Children’s Center has been a signifi cant increase in the funds Susan and Donald Newhouse Center which off ers infant and toddler care in addi- available for internal faculty research awards. for the Humanities tion to a preschool program. Since 1989, the College has created endow- Th e humanities departments at Wellesley ments for faculty research support in the Pension Benefi ts College are well known for their strength— humanities, social sciences, and the natural Similar to faculty salaries, the pension ben- whether measured in terms of teaching, sciences. efi ts off ered by the College have continued to scholarly publications of faculty, or accom- be most generous. plishments of graduates. In 2003, in recogni- Sabbatical Leaves tion of the important place of the humanities Support for faculty scholarship is also refl ect- Health Insurance and Dental Insurance at Wellesley, Susan Marley Newhouse ’55 and ed in the College’s generous sabbatical leave Faculty members working half-time or more her husband, Donald, gave the College a gift program. Faculty are eligible to apply for a are eligible to enroll in either individual or to create a new humanities center, including semester leave after six semesters of teach- family coverage. Th ese faculty members are a visiting assistant professorship in creative ing, or a year leave after six years of teaching. eligible for the normal College contribu- writing. Th e vision for the Center, which Th ey are required to undertake a rigorous tion to either individual or family coverage. inspired the Newhouses’ gift, was of a space, search for outside funding in order to receive Faculty members must enroll within the both physical and conceptual, that would a fully funded leave (100 percent of salary fi rst 30 days of employment to comply with allow for connections across disciplines and provider enrollment regulations. Th e faculty

23 bring the extended College community linguistic sciences, environmental studies, Th e Pforzheimer Learning together for intellectual exchange on the and neuroscience—in a contemporary setting and Teaching Center arts, classics, culture, history, languages, lit- that fosters interdisciplinary discussion and Th e Pforzheimer Learning and Teaching erature, and philosophy. Lectures, “salons,” study. Th e Science Center building—more Center supports the intellectual life of both workshops, and dedicated seminars have, as than 130,000 square feet in size, with spaces students and faculty at Wellesley. Established a result, become regular features of program- designed to facilitate interdisciplinary coop- in 1992, the Center was renamed in honor ming in the beautiful and welcoming space eration—includes up-to-date teaching and of Elizabeth Strauss Pforzheimer ’59 and her of the Newhouse Center. research laboratories equipped with state-of- husband, Carl, in 2001 in recognition of a the-art instrumentation, extensive computer permanent endowment for the Center. Th e Knapp Social Science Center facilities, and modern classrooms. Center helps students realize their full aca- Th e Knapp Social Science Center—home to demic potential, with programs such as peer anthropology, economics, international rela- Th e Science Center’s auxiliary facilities tutoring, peer advising, and eff ective public tions, political science, and sociology—was include an observatory, greenhouses, arbore- speaking. Th e Center also supports faculty created to integrate the social sciences and tum, and botanical gardens. in sharing innovative teaching techniques to provide instructional space that is varied Th e Whitin Observatory. Th e College’s among themselves. For both students and in design and layout. Dedicated in January historic observatory, located behind the faculty, the Center supports the powerful 2001, the Center—made possible by a gener- Science Center, has recently been renovated educational exchange that happens when ous gift from Trustee Betsy Wood Knapp and expanded to provide a superb facility peers teach one another. ’64 and her husband, Bud—is a place where for undergraduate training in astronomy faculty and students across the social sciences Other colleges and universities have learning and related fi elds. It contains laboratories, can learn and teach together, using state- centers, but the Pforzheimer Learning and classrooms, and the astronomy library. Its of-the-art technological tools. Th e Knapp Teaching Center is unusual in having a dual teaching and research equipment includes a Center fosters interdisciplinary exchange focus on learning and teaching. Eff ective fl eet of small telescopes for hands-on learn- among faculty and students as well as social student support translates directly into the ing, 6- and 12-inch refracting telescopes for interaction. Since the Center opened, the teaching and learning atmosphere in the nighttime viewing, and a state-of-the-art social science departments and programs classroom. Wellesley faculty appreciate the computer-controlled 24-inch telescope and have held several faculty seminars each quality and motivation of the students they camera for advanced studies and research semester. Th ese seminars have focused on teach. Good students who are fully engaged projects. seminal books and articles in the social sci- in the classroom make teaching at Wellesley a ences—works that have resonated outside the Th e Margaret C. Ferguson Greenhouses, the pleasure—one that adds to faculty members’ fi eld of the author. Out of these exchanges Alexandra Botanic Garden, and the Hunnewell own learning, to their creativity and research, have come proposals for team teaching and Arboretum. Th e College’s 15 greenhouses con- and to their development as teachers. discussions of research that cross departmen- tain a diverse collection of exotic plants (over Houghton Chapel and Multifaith Center tal boundaries. 1,000 varieties) representing various climatic Th e recently remodeled Multifaith Center regions from around the world. Th e 22 acres Science Center refl ects the College’s commitment to an of the arboretum and the botanic garden inclusive religious and spiritual life program. Wellesley’s Science Center provides a home showcase an extensive collection of hardy Th e Center off ers a place for quiet refl ection, for faculty from eight departments—astron- trees and shrubs for New England (500 meditation, study and conversation, and omy, biological sciences, chemistry, computer species in 500 families), many having been hosts regular lectures and events in collabo- science, geosciences, mathematics, physics, planted in the early twentieth century. Th ese ration with academic departments, as well and psychology—as well as six interdepart- collections support courses and research in as off ering space for display of religiously mental programs—astrophysics, biological the sciences as well as in the humanities and inspired art and sculpture. chemistry, cognitive science, cognitive and social sciences. Th e facilities are an outstand- ing teaching and community resource visited by thousands each year.

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