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Leadership Statement

The Opportunity 

Georgetown University invites inquiries, nominations and applications for the position of Dean of the Graduate School of Arts and Sciences. Georgetown is one of the world’s most highly regarded universities, offering a unique educational experience that prepares the next generation of global citizens to make a difference in the world. Founded in 1820 and among the oldest graduate schools in the United States, Georgetown’s Graduate School engages all parts of the University – Arts and Sciences, Medicine, Nursing, Law, Foreign Service, and Business. It offers Ph.D., professional doctorate and master’s programs, as well as dual and joint-degree programs, in over 50 disciplinary areas. The Dean will have the opportunity to articulate a vision for the Graduate School that encompasses this intellectual and academic breadth.

Georgetown is at a transformational moment with a variety of new institutional initiatives. Provost Robert Groves, appointed in summer 2012, is leading the reconfiguration of many academic units and programs, including restructuring the Graduate School. The new structure builds on past successes and seeks to make the Graduate School a leader in 21st-century graduate education. The process is taking shape through extensive consultation with faculty, staff and students -- reflected in the Provost’s blog. The Graduate School Dean will have several key roles, including serving as a catalyst for new interdisciplinary graduate programs, which will be a signature focus of the Graduate School. The Dean will lead the effort to find new common intellectual ground among faculty across Georgetown’s several schools and to identify opportunities for new master’s-level and Ph.D. programs. The role of the Dean also includes leading the University in strengthening the process for graduate program review, and providing recommendations on tenure and promotion of faculty. The Dean is responsible for overseeing the recruitment, admissions, financial support, and academic training of more than 7,000 graduate students. The Dean of the Graduate School reports directly to the Provost.

The ideal candidate for this position will have deep academic experience in graduate education, strong scholarly or scientific credentials, leadership skills appropriate to the challenges and opportunities of this role, and the personal qualities necessary to flourish within a collegial environment. 

Features of the graduate school

The Graduate School is responsible for all degrees awarded by the University beyond the baccalaureate, except for the professional degrees in law, medicine, and the degree of master of law. The Graduate School thus oversees Ph.D., professional doctorate and master’s programs, as well as dual and joint degree programs, in over 50 disciplinary areas. (See list of programs, Appendix I.) 

The staff of the Graduate School includes individuals responsible for admissions and financial aid, information technologies, communications, and finance and administration. The Graduate 3 

School office is located in the Car Barn, an historic, handsomely renovated building near the campus, built into a hillside overlooking the Potomac. 

The Graduate School is also responsible for setting and maintaining standards for its programs and, more generally, for promoting graduate education. The Executive Committee of the Graduate School (known as GSExCo) is its principal policy-making body, overseeing the academic quality of graduate programs. In particular, the Executive Committee establishes guidelines for the external and internal review of existing programs; reviews proposals for new programs or significant alterations of existing programs; and conducts all general graduate program reviews. Chaired by the Dean, the Committee’s other members include the Provost, Executive Vice Provost for Health Sciences, 16 tenured members of the faculty, and a representative of the Graduate Student Organization. Additional information about the Graduate School structure and governance is available at here

Assuring the quality of the educational experience for graduate students is a fundamental commitment of the Graduate School. The quality of that experience today is informed by Georgetown’s commitment to be a student-centered research university. The Graduate Dean’s office shares responsibility with every graduate program to monitor graduate student success and satisfaction, and to make improvements whenever and wherever that is feasible.

Georgetown has long had great strength in international matters, building on its location and the expertise of the School of Foreign Service. The SFS has a well established campus in Doha, Qatar, and the University has memoranda of understanding with many institutions around the world. The Graduate Dean will work with the newly appointed Vice President for Global Engagement, Thomas Banchoff, to develop overseas graduate programs, and will work with Dean Carol Lancaster of the Walsh School of Foreign Service in Washington, and Dean Gerd Nonneman of the School of Foreign Service in Qatar, to expand the current programs there. 

Additional resources to build graduate programs will come from reallocation within the Graduate School, as the Dean leads a process of program review focused on academic excellence. Pruning of some programs will likely yield some of the resources for the growth of others. We expect the new Dean to lead efforts at both growth and pruning. 

In addition, Georgetown expects to reallocate resources within the University in ways that will help the Graduate School. Currently, the revenue generated by courses taught by graduate students remains with the undergraduate departments offering the courses, which do not have to pay for the graduate student providing the instruction. The revenue generated by master’s programs has been divided among the Provost’s office, the Schools and Departments offering programs. Over the next five years, there will be a gradual shift in funding to bring more of these revenues to direct support of graduate programs, their faculty, and students. 

Budgets for the current and future years are still being shaped, as research administration shifts to the Vice Provost for Research, costs are reallocated, and staff are realigned. Although it is not a primary area of responsibility, the Dean will also be encouraged to participate in fund-raising activities. The University’s research aspirations are substantial, and will be the focus of attention of the newly created position of Vice-Provost for Research. But the Graduate School Dean will also play a significant role in building the University’s research portfolio. Strategic growth in graduate programs will be essential to growth in research. The current array of programs must be strategically improved and expanded, and new programs created. Graduate programs form part of the infrastructure for research, and so the Dean of the Graduate School and the Vice-Provost for Research will collaborate closely.

Graduate student enrollment is expected to grow as well. Growth on the Main Campus is constrained by the limits imposed on all District of Columbia universities by the DC Zoning Board. Further growth will take place at sites other than Georgetown’s Main Campus. Georgetown’s Ph.D. programs are small, selective and expensive. Master’s programs tend to be larger and to generate significant revenue. The Graduate Dean will need to consider enrollment projections and financial arrangements for this wide range of programs. 

Building graduate programs in the coming years follows on a tradition established over decades. As the 2012 Middle States Self-Study described it, in the 1980s: 

[T]he University undertook a comprehensive review of graduate programs offered by Georgetown’s Main campus units with the intent of identifying those that could achieve a level of distinction commensurate with Georgetown’s undergraduate educational programs. The completed review called for the enhancement of promising programs, the restructuring of those that, while underperforming in certain respects, were seen as essential to the University’s mission, and the closing or suspension of others. Substantial improvement in areas identified for emphasis was achieved through targeted investments in faculty (new hires, including a number at the senior level, more competitive compensation arrangements, more aggressive retention policies, and so on) and graduate financial aid. Some large master’s programs that generated significant revenue but also stretched faculty resources were also closed. Most importantly, the review established the principle that Georgetown would be selective in identifying areas for graduate focus and would build only in those areas where it had the potential to excel. The results of this period of intense investment were apparent in the dramatic improvement shown by some of Georgetown’s largest Ph.D. programs in the 1995 National Research Council’s report on the quality of research doctorate programs. The evaluation of Georgetown’s programs in the most recent (2010) NRC report showed modest improvement in most areas. Although Georgetown has reached a level of quality in its graduate programs that now positions the University among the best research institutions in the nation, there is still work to be done.Commitment to excellence in graduate education is continuous and iterative. New faculty have insisted on additional improvements to strengthen programs even further, moving goal posts in ways that both challenged and advanced Georgetown. And specific areas of strength have quite naturally evolved with the renewal of the faculty. For example, the Interdisciplinary Program in Neuroscience (IPN) was founded in 1994, followed by strategic recruitment in the neurosciences in 1995 and 2003. It is a collaboration of more than ten departments from across the Medical Center and Main Campus and awards a master’s and/or Ph.D. in Neuroscience through the Graduate School. Faculty members from both the Main Campus and the Medical Center have contributed to the success of the IPN Program, which has undergone steady improvement, marked by the award of a Training Grant from the National Institutes of Health as well as high NRC rankings. It is a prime example of what focused recruitment efforts and collaborations across campuses can accomplish. 

Looking to emerging areas of activity, on-line, and blended on-line and face-to-face learning is an area of increasing interest at Georgetown. The 2013-14 academic year will see the establishment of fully on-line degrees including hospitality management, finance, and nursing. The Graduate Dean will oversee additional exploration and program growth using new technologies.

The Role of the Dean of the Graduate School 

Georgetown is at a transformational moment, and the new Graduate Dean will have the opportunity to participate in making critical decisions that will shape its future. Provost Robert Groves, appointed in summer 2012, is leading the reexamination of many fundamental questions, and the exploration of new opportunities. Following extensive consultation, much of it reflected in the Provost’s blog, Georgetown has reconfigured responsibilities for many functions, and redefined the position of Dean of the Graduate School, reporting to the Provost. 

Professor G. William Rebeck was appointed Interim Dean of the Graduate School in 2013. He is Professor of Neuroscience in the Medical Center and has served as Director of the Interdisciplinary Program in Neuroscience (IPN). In his new role, Dean Rebeck will focus on implementing a variety of innovations. A faculty committee will finalize a set of performance metrics for master’s and Ph.D. programs. The first round of program reviews for graduate programs will be launched. And an assessment will begin of the allocation of graduate fellowships, with an eye toward finding ways to increase support for students. 

Looking ahead, the Dean and the Graduate School office will have the following primary responsibilities and leadership opportunities: 

  • Strategic envisioning of the future of graduate education at Georgetown University. 
  • Interdisciplinary Program development, with emphasis on catalyzing and nurturing new programs. In developing programs, the Dean will especially recognize the contribution of doctoral programs to enhancing the University’s research profile, and actively encourage mentoring of Ph.D. students, and faculty engagement in placing them in careers both in higher education and elsewhere. The Dean will also develop new master’s programs that cross disciplinary boundaries. In all these activities, the Dean is leading the redefinition of the Graduate School in ways that spark creativity, working closely with faculty, and building bridges among disciplines. 
  • Leadership for graduate program excellence, including working with faculty to formulate performance criteria, to develop additional metrics appropriate to the nature of the programs, to refine the program review process, and to carry out periodic reviews of all 6 offerings. 
  • Supporting collaborations between Main Campus and Medical Center programs. The Main Campus (composed of Georgetown College (Arts and Sciences), the McDonough School of Business, and the Walsh School of Foreign Service) is adjacent to the Medical Center. The two campuses have been organizationally divided, but there are many opportunities for synergies between them that the Dean will be asked to explore. These include fostering joint appointments of faculty involved in graduate education on both campuses, and exploring the best models to foster strong interdisciplinary biomedical science educational programs (Master’s, Ph.D., M.D./Ph.D. and postdoctoral) at the Medical Center. 
  • Attracting the best graduate students by enhancing the graduate student experience and by providing improved financial support for graduate students; while the major effort for recruitment of high-quality graduate students will remain in the departments and programs, the Graduate Dean oversees the recruitment of students and the preparation of training grant and fellowship proposals. 
  • Providing administrative support for admissions, international students, and other areas that have long been supported by the Graduate School. 
  • Enhancing support for faculty involved in graduate education, through sharing of best practices of graduate program design, helping faculty balance activities for undergraduate and graduate students, and fostering a rewarding environment for faculty involved in graduate education. 
  • Helping to align faculty rewards with Georgetown values. The Graduate Dean will be part of the effort to build campus-wide support for the value of both teaching and research. President DeGioia and Provost Groves are establishing Presidential Fellows awards that recognize and honor those with outstanding strengths in both areas. The Dean will also seek opportunities to recognize these broad accomplishments. 
  • Providing input to the promotion and tenure process for faculty by making recommendations about faculty appointments on the Main Campus, in Medical Center basic science departments and programs, and in the School of Nursing, before they are forwarded to the Provost or the Executive Vice President for Health Sciences; and by making recommendations on promotion requests, annual merit reviews, and salaries of Main Campus faculty. 
  • Participation in University leadership through membership on all University committees that are directly concerned with policies or problems involving the Graduate School. 

Professional Qualifications and Personal Characteristics 

The ideal candidate will have the following professional qualifications and personal characteristics: 

  • Academic accomplishments: An excellent record as a researcher and teacher, including extensive experience in graduate education. 
  • Commitment to quality: A record of recruiting and developing both people and programs of the highest quality. 
  • Commitment to diversity: Ability to reflect the University’s commitment to diversity within the Graduate School including, for example, attracting and serving a broader array of students in Ph.D. and Master’s programs, and increasing the enrollment of women in the sciences. 
  • Entrepreneurial spirit: Eagerness to seek new areas of activity and to engage others in creative approaches to potential projects, including for example continuing exploration of blended learning and MOOCs. Strategic vision: The ability to engage others in deliberation about the future of graduate studies; the capacity to bring people together across organizational units in pursuit of the continuing growth and improvement of the Graduate School. 
  • Program development experience: Experience in building and leading graduate programs, preferably including interdisciplinary programs. 
  • Shared governance: Familiarity with and comfort working in a shared-governance environment in which faculty are fully engaged in program development, approval and review, and other areas of academic decision-making. 
  • Management experience: Sufficient experience in the management of complex organizations to manage budgets; select, support and develop personnel; and form effective partnerships with faculty and administrators across the University. 
  • Breadth: Familiarity with the issues and opportunities associated with graduate programs in a range of academic areas (e.g., humanities, sciences, etc.). 

Georgetown University: An Overview 

Established in 1789, Georgetown is the nation’s oldest Catholic and Jesuit University, drawing upon this legacy to provide students with a world-class learning experience focused on educating the whole person. 

Mission, Strategic Vision and Institutional Values 

Georgetown’s mission is to be a “Catholic and Jesuit, student-centered research university” with global stature. In that context, the Board of Directors and senior university leaders developed a strategic vision that crystallized five core values: Continuing pursuit of academic excellence, honoring the University’s Catholic and Jesuit identity, fostering self-awareness through deep reflection and critical thinking, building community and diversity, and providing transformative leadership. 

The core values provide the basis for three strategic imperatives

  • Strengthen academic and research competitiveness; 
  • Leverage assets to address the issues of our age; 
  • Strengthen our financial foundation to advance the first two imperatives. 

These values and imperatives guide the framing of the University’s public communications about its identity, activities, and plans; they inform the planning and implementation of programs deemed “signature” for Georgetown; they guide planning activities within each unit; they inform discussions among University leaders and members of the Board; and they have shaped planning for the current capital campaign, which entered its public phase in late 2011. 

The University’s culture draws upon the Jesuit tradition of seeking balance between reflection and action, and puts a premium on consultation and building consensus. The structures of shared governance are described in greater detail below. 

Georgetown has extensive global engagement. As a part of the Walsh School of Foreign Service at Georgetown University, and with the support of the Qatar Foundation, Georgetown's Qatar campus provides a strong presence for the University in the Middle East (qatar.sfs.georgetown.edu). The University also has programs or initiatives in China (including an office in Shanghai), India, Mexico, Britain, Italy, Turkey, Ghana, South Africa, Tanzania and Uganda. For additional information on these programs, see: http://www1.georgetown.edu/admin/provost/initiatives/international/ 

Since its founding in 1789, Georgetown has welcomed a diverse community of students, faculty and staff. More than two centuries later – inspired by the Jesuit principles of equality and respect for all – the University continues to build bridges of understanding within our multicultural campus community. A network of resources is provided to support our students, faculty and staff. Faculty teach a range of courses analyzing dimensions of diversity in the United States and around the world. Students lead a variety of groups celebrating cultural traditions and advocating for respect and inclusion. Georgetown is an equal opportunity employer and makes a concerted effort to hire and retain a diverse community of faculty and staff. See: http://www.georgetown.edu/campus-life/diversity-on-campus/

Institutional Profile

Georgetown enrolls about 17,000 students, representing every state and over 130 countries. It has the 12th-most selective undergraduate program in the US, and is regularly ranked in the top 25 national universities in US News. Updated information about faculty and students is available at here.

Administrative Structure  

The President is the University’s Chief Executive and Academic Officer. Three senior academic officers report to the President: the Provost and Executive Vice President for the Main Campus; the Executive Vice President for Health Sciences and Executive Dean of the Medical School; and the Executive Vice President for Law Center Affairs and Dean of the Law Center. All of the University’s Senior Leaders were appointed by President John DeGioia, who became president in 2001. These officers serve as part of the University’s leadership group, together with the Senior Vice President and Chief Operating Officer, the Senior Vice President for Research and Chief Technology Officer, the Vice President for Mission and Ministry, the Vice President for Advancement, the Vice President for Public Affairs, the Vice President for Institutional Diversity, the Vice President and General Counsel, and the Secretary of the University. 

Georgetown’s Schools 

The academic programs are provided by the following units, each led by its Dean: 

  • Georgetown University Medical Center – Howard J. Federoff, Executive Vice President for Health Sciences and Executive Dean of the Medical School 
  • Georgetown University Law Center – William M. Treanor, Executive Vice President for Law Center Affairs and Dean of the Law Center 
  • Georgetown College – Chester L. Gillis, Dean 
  • Graduate School – William Reback, Interim Dean 
  • School of Nursing and Health Studies – Marin Y. Iguchi, Dean 
  • Walsh School of Foreign Service – Carol Lancaster, Dean 
  • School of Foreign Service – Qatar – Gerd Nonneman, Dean 
  • School for Continuing Studies – Walter Rankin, Interim Dean 
  • McDonough School of Business -- David Thomas, Dean 
  • McCourt School of Public Policy – Edward Montgomery, Dean

All of these are direct reports to the Provost, with the exception of the Executive Vice Presidents for the Medical Center and the Law Center who report to the President, and the Dean of the School of Nursing and Health Studies who reports to the Executive Vice President of the Medical Center.  

The Structure of Governance

The University Faculty Senate is a University-wide faculty governance body that advises the President on academic, administrative, and financial issues that affect all three campuses. Its membership consists of 75 full-time faculty members. More information is at http://facultysenate.georgetown.edu/about/, and the faculty handbook can be found at http://www1.georgetown.edu/facultyhandbook/toc/section2/

The Main Campus Executive Faculty (MCEF), in collaboration with the office of the Provost and the Deans, formulates Main Campus academic policies, i.e., those that concern such fundamental areas as curriculum, content and methods of instruction, and the conditions of faculty life in terms of teaching, research, and service. Main Campus policies are those that are not confined to one School or that affect the Main Campus as a whole. MCEF membership consists of over 55 tenured or tenure-track faculty from all Main Campus departments, divisions, and programs, including the Provost. More information is at http://executivefaculty.georgetown.edu/ 

The Main Campus Planning Committee (MCPC) develops the Main Campus operating budget and capital plans, formulates organizational strategies, and establishes policies with regard to major issues with financial implications. It is traditionally chaired by the Provost and includes the head of MCEF, the deans, and some faculty, students, and administrators. 

Resources and Resource Allocation 

Georgetown has a smaller endowment than the institutions with which it competes for faculty and students, and must excel at making the most of its resources through careful long-term planning and strategies that incorporate flexibility and adaptability to respond to emerging challenges and opportunities. 

The formal budget process includes an annual budget and finance planning cycle that connects the smallest units to larger units (e.g., Schools) and to campuses (i.e., Main Campus, Medical Center, Law Center), and through campus Executive Vice Presidents and Chief Financial Officers ultimately to the President and Board of Directors. Following Board approval of the annual budget for the University, senior finance administrators deliver bottom-line budgets to each School, and the Deans and other major unit leaders have responsibility for implementation. Discussion is under way about moving to responsibility-centered management, which is already in place in some areas (e.g., the School of Continuing Studies). 

The $1.5 billion, five-year capital campaign that entered its public phase in October 2011, has already raised over $1 billion. It will surpass the previous campaign, which ended in 2003 and was to that date, the largest and most ambitious undertaken by Georgetown. The current campaign was paced to reflect the economic slowdown beginning in 2007, but the University's performance, including endowment value and operating loss, was significantly better than anticipated, and better than that experienced by many peer institutions; as of June 30, 2013, the endowment was $1.23 billion. The University’s development efforts returned to year-over-year growth in fiscal year 2012. 

The Community 

Students, faculty and staff are all doubtlessly influenced in their decisions to come to Georgetown in part by its location in the nation’s capital. The vibrancy of Washington, the opportunities for political and social engagement, and the interaction between the University and national and world leaders, all add to the University’s distinctive appeal. The graduate programs in particular benefit from enviable proximity to leading centers of research and training, including the National Institutes of Health (NIH) in Bethesda, the Walter Reed Army Institute of Research (WRAIR), and the National Center for Advanced Translational Sciences (NCATS) with which a number of Georgetown researchers closely collaborate. In the social sciences and humanities, Washington’s many museums and libraries, including the world’s largest research facility, the Library of Congress, provide an unequalled set of resources for graduate students and faculty. 

Location in the District of Columbia places certain constraints on Georgetown. The University’s use of Main Campus property is governed by a “campus plan,” which sets out the University’s proposed uses of the land over a 10-year period. The plan addresses a variety of subjects, including proposed new building construction and significant renovations, transportation management, and student conduct. The campus plan was filed on December 31, 2010 and is a multi-year plan spanning 2010 to 2020 governing the University’s future planning and development. Additional information about the plan may be found at: http://www.georgetown.edu/content/1242244564166.html.  

Procedure for Candidacy 

Inquiries, nominations and applications are invited. Review of applications will begin on November 15, and will continue until the position is filled. For fullest consideration, applicant materials should be received by November 30. Candidates should provide a curriculum vitae, a letter of application that addresses the responsibilities and requirements described in the Leadership Statement, and the names and contact information of five references. Candidate confidentiality will be respected and references will not be contacted without prior knowledge and approval of candidates. Materials should be sent electronically via e-mail to the University’s consultants, Jean Dowdall, Ph.D. and Elizabeth Bohan, at GUGradDean@wittkieffer.com. Questions may be directed to the consultants through the office of Donna Janulis at 630-575-6131. 

Dean Search Committee Members

John R. McNeill, Ph.D. (Chair)
University Professor, School of Foreign Service

Reena Aggarwal, Ph.D.
Robert E. McDonough Professor of Business Administration
Director, Georgetown Center for Financial Markets and Policy
McDonough School of Business

Jeffrey J. Anderson, Ph.D.
Graf Goltz Professor, School of Foreign Service and Department of Government
Director, BMW Center for German and European Studies

Barbara M. Bayer, Ph.D.
Professor and Chair, Department of Neuroscience
Senior Associate Dean for Biomedical Graduate Education

Elena Silva Casey, Ph.D.
Associate Professor, Department of Biology

Peggy Compton, Ph.D., RN, FAAN
Professor and Associate Dean for Nursing Academic Affairs
School of Nursing and Health Studies

James P. Habyarimana, Ph.D.
Associate Professor, McCourt School of Public Affairs

Maurice Jackson, Ph.D.
Associate Professor, Departments of History and African-American Studies

Donna M. Jasinski, Ph.D., CRNA
Associate Professor and Director, Nurse Anesthesia Program
School of Nursing and Health Studies

J. Bradford Jensen, Ph.D.
Professor, McDonough School of Business

Sheila C. McMullan, J.D.
Associate Dean, Graduate School of Arts and Sciences

Christopher J. Metzler, Ph.D.
Senior Associate Dean, School of Continuing Studies

Edward B. Montgomery, Ph.D.
Dean, McCourt School of Public Policy

G. Ronald Murphy, S.J., Ph.D.
Professor, Department of German

Elissa L. Newport, Ph.D.
Professor and Director, Center for Brain Plasticity and Recovery
Department of Neurology

Samuel J. Osea
Masters Candidate

Paul D. Roepe, Ph.D.
Professor
Department of Chemistry and Department of Biochemistry and Molecular and Cellular Biology

Angela E. Stent, Ph.D.
Professor, Department of Government and School of Foreign Service

Matthew Tinkcom, Ph.D.
Associate Professor, Communication, Culture and Technology

April R. Yoder
Doctoral Candidate


 

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