BOARD OF TRUSTEES UNIVERSITY OF THE DISTRICT OF COLUMBIA

UDC RESOLUTION NO. 2018 - 39 SUBJECT: APPROVAL OF THE EXECUTIVE APPOINTMENT OF LAWRENCE T. POTTER, JR. AS THE CHIEF ACADEMIC OFFICER OF THE UNIVERSITY OF THE DISTRICT OF COLUMBIA WHEREAS, pursuant to the authority of the Board of Trustees (the “Board”) under D.C. Official Code §38-1202.06(10) and in accordance with 8B DCMR §200 et seq., the Board has the responsibility to approve the appointment and compensation of the academic and administrative heads of each of the components of the University of the District of Columbia (the “University”) . . . subject to the provisions of Chapter 6 of Title 1 of the D.C. Code; and WHEREAS, pursuant to 8B DCMR §210.1, the President is authorized to make executive appointments to designated positions in the Educational Service; and WHEREAS, pursuant to 8B DCMR §210.2, each person selected for an executive appointment shall be qualified based on the description of their position and their roles and responsibilities and shall be approved by the Executive Committee; and WHEREAS, pursuant to 8B DCMR §212.1 et. seq., the position of Chief Academic Officer shall be filled by executive appointment following a formal search and selection process; and WHEREAS, Dr. Lawrence T. Potter, Jr., has been appointed to serve as the Chief Academic Officer of the University, based upon his knowledge, past accomplishments and extensive experience in academic leadership; and WHEREAS, Dr. Potter shall be eligible to receive tenure as a full professor in English, following a recommendation for tenure approval by the faculty and Dean in the College of Arts and Sciences and subsequent approval by the Board; and WHEREAS, pursuant to 8B DCMR §208.1, the Board determines compensation for administrators and non-administrators at Grade 1A and above, upon recommendation of the President through the Executive Committee or appropriate committee as determined by the Board Chair; and WHEREAS, after review of his credentials, it has been determined that Dr. Potter is well-qualified for such position and that the recommended salary adequately reflects the job duties and experience; NOW, THEREFORE, BE IT RESOLVED that the Board of Trustees of the University of the District of Columbia approves the appointment of Dr. Lawrence T. Potter, Jr., as the Chief Academic Officer, effective February 1, 2019, consistent with the terms and conditions of his appointment letter attached hereto as Appendix A. Approved by the Executive Committee November 7, 2018 Ratified by the Board of Trustees: November 7, 2018 _______________________

Christopher Bell Chairperson of the Board

Appendix A

4200 Connecticut Avenue, NW – Washington, District of Columbia 20008

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Ronald F. Mason, Jr. President Lawrence T. Potter, Jr.

October 31, 2018 Re: Executive Appointment, Chief Academic Officer at the University of the District of

Columbia Dear: Dr. Potter: Pursuant to 8B DCMR §§210 through 212, I am pleased to offer you an executive appointment as Chief Academic Officer at the University of the District of Columbia, effective February 1, 2019 pending Board of Trustees approval. Pursuant to District of Columbia Municipal Regulations, 8B DCMR §210, an appointment to an educational service position is “at will” which means you will serve at the pleasure of the President. Persons serving under an executive appointment have no job tenure or protection in such positions and may be terminated at any time without appeal or right to compensation. As Chief Academic Officer, you will perform the duties and responsibilities of the position as directed by the President. Your eligibility for faculty rank and tenure as a full Professor in English is contingent upon the submission and review of the documentation of tenure at your previous institution, a recommendation of approval by the faculty and Dean in the College of Arts and Sciences and approval by the Board of Trustees. Your salary under this appointment will be $250,298.14 (Grade 1, Step 5) on the non-union Administrative Service Salary Schedule. You will be fully eligible for cost of living increases in accordance with applicable University policy. You are eligible for a relocation reimbursement of up to $10,000.00 subject to University guidelines. Please contact Denise Slaughter, Special Assistant, in the Office of the Chief Academic Officer regarding relocation guidelines and instructions for the receipt of the allowance. You will also be eligible for and may participate in the University of the District of Columbia health insurance, life insurance, retirement, and disability programs in the same manner and under the same conditions as regular administrative employees hired on or about the date of this appointment. The University will contribute seven percent (7%) of your salary to your Teachers Insurance Annuity Association (TIAA) retirement account. Your leave accrual rates are as follows: annual leave accrual, seven (7) hours per pay period, and sick leave accrual, four (4) hours per pay period.

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In accordance with the requirements of the Immigration Reform and Control Act (IRCA) of 1986, any person accepting employment in the United States is required to complete a Form I-9, Employment Eligibility Verification. This form will be completed when you report for processing. At that time, you must present original documents that establish your identity and employment eligibility. New hire orientation has been scheduled for February 1, 2019 and will commence at 9:30 AM. Please report to the UDC Office of Talent Management, 4200 Connecticut Avenue, NW, Washington, DC, building 39, Room 204 at 9:00 AM to complete any necessary paperwork. Please bring identification as required for the I-9 form. This offer is contingent upon completion of a full background check. To begin your background check, you must complete and submit the online application. If you do not receive the email from HireRight within three (3) days, please contact Tina Twyman at tina.twyman@udc.edu. If you accept this offer, please return an executed original of this letter to the Office of Talent Management. If you have any questions, comments or concerns, please contact Patricia Cornwell Johnson, Vice President of Talent Management at (202) 658-8677 or via email at patricia.johnson3@udc.edu Sincerely, Ronald F. Mason, Jr. President cc: Patricia Cornwell Johnson, Vice President of Talent Management

Official Personnel File I accept the terms and conditions of the foregoing executive appointment as Chief Academic Officer at the University of the District of Columbia. ___________________________________ ___________________________________ Signature Date

Fiscal Impact Statement

4200 Connecticut Avenue NW, Suite 200-A | Washington, DC 20008 | (202) 274-5380 | www.udc.edu

To: The Board of Trustees

From: Managing Director of Finance David A. Franklin

Date: November 7, 2018

Subject: Executive Appointment of Dr. Lawrence T. Potter, Jr.

Conclusion

It is projected that there are sufficient unrestricted funds in the budget allocation of the University

of the District of Columbia's FY2019 budget to cover the cost of the salary and benefits associated

with the appointment of Dr. Lawrence T. Potter, Jr., as Chief Academic Officer.

Background

The proposed resolution is to approve the appointment of Dr. Lawrence T. Potter, Jr., as Chief

Academic Officer, following a formal search. This position has been vacant since 2013, and Dr.

Rachel Petty and President Ronald Mason, Jr. have served in the role of Acting Chief Academic

Officer during this vacancy period. Dr. Potter’s appointment will be effective February 1, 2019

and it is in accordance with the District of Columbia Municipal Regulations, 8B DCMR §§210

through 212.

Financial Impact

The salary for this appointment will be Grade 1, Step 5 on the non-union administrative annual

compensation schedule, paying $250,298, related benefits of $65,077 and a relocation stipend of

up to $10,000. The employee will continue to be fully eligible for cost of living increases in

accordance with applicable University policy. He will also continue to be eligible for and may

participate in University of the District of Columbia health insurance, life insurance, retirement,

and disability programs in the same manner and under the same conditions as regular

administrative employees hired on or about the date of his initial appointment. The University will

contribute the equivalent of seven percent (7%) of the employee’s salary to his Teacher Insurance

Annuity Association (TIAA) retirement. The employee leave accrual rates are as follows: annual

leave accrual of seven (7) hours per pay period and sick leave of four (4) hours per pay period.

Risk Assessment

With this appointment, Dr. Potter is eligible for tenure. As such, the Office of Academic Affairs

will be responsible for identifying resources to fund a faculty position should Dr. Lawrence T.

Potter, Jr., leave the Chief Academic Officer position and move to the faculty.

This request has been approved based upon the information provided.

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Ronald F. Mason, Jr.

President

To: UDC Board of Trustees

From: Ronald F. Mason, Jr.

President

Date: November 7, 2018

Subject: Appointment Justification for Dr. Lawrence T. Potter, Jr.

This memorandum serves as the official recommendation for appointing Dr. Lawrence T. Potter,

Jr., as the Chief Academic Officer for the University of the District of Columbia.

One of the goals expressed in The Equity Imperative is to establish the University as a public

higher education model of urban student success in the District of Columbia. Indeed, the Equity

Imperative acknowledges the need to transform the University into a powerful source of hope,

education, creativity, research, and urban resilience. An element of meeting this goal is ensuring

the continuity of effective leadership in the Office of the Chief Academic Officer.

Dr. Lawrence T. Potter, Jr., has the requisite academic credentials, demonstrated expertise and

considerable experience to advance the University as the Chief Academic Officer. Specifically,

Dr. Potter has had an exceptional academic career and some of his more progressively responsible

positions include:

Dean, College of Arts and Sciences – University of La Verne (CA) (2015 – Present)

Dean and Professor, College of Liberal Arts – Jackson State University (MS) (2012-2015)

Chief Diversity Officer/EEO Officer, Allegheny College (PA) (2010 – 2012)

Chief Diversity Officer/Executive Director of Institutional Diversity, University of St.

Thomas (MN) (2005 – 2010)

Program Director and Principal Investigator, Ronald E. McNair Post Baccalaureate

Achievement Program (2006-2011)

Dean and Professor, College of Liberal Arts – Jackson State University (MS) (2012-2015)

Department Chair/Associate Professor (tenured 2003) – Western Michigan University

(2000-2005)

Founding Faculty Coordinator, College of Liberal Arts – Western Michigan University

(2000-2005)

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Dr. Potter brings more than twenty years of higher education leadership experience as a tenured

professor, department chair, associate dean, two-time chief diversity officer, and principal

investigator/director of the McNair Scholars Program. His professional experiences at diverse

types of U.S. higher education institutions (public/private, liberal arts/comprehensive/research-

intensive, urban/rural/regional, HBCU/HSI/PWI) have made him a highly sought speaker,

consultant, and commentator on a myriad of subjects related to academics. Dr. Potter’s research

has resulted in both federal agency and private foundation grants totaling more than $10 million.

His other accomplishments and awards include:

American Council on Education (ACE) Fellows Program, 2009-2010

Facing Race Ambassador Award, St. Paul Foundation, 2008

William B. Malevich Faculty Teaching and Leadership Award, 2007

Lewis Walker Outstanding Junior Faculty Teaching Award, 2003

Fulbright-Hayes Lecturer, 2003

National Literary Research Award, McMillan-Knight-Winfrey Foundation, 2003

Purdue University Postdoctoral Award, 2002-2003

IBM Executive Management Program, 2000

And finally, Dr. Potter’s earned degrees include:

Post-Doctoral Certificate from Purdue University

Ph.D. in English-Literature and Criticism, University of Missouri-Columbia

M.A. in English-Literature and Criticism, University of Missouri-Columbia

B.A. in English, Religion and Philosophy, Stillman College, Tuscaloosa, AL

Dr. Potter is indeed highly qualified to serve as Chief Academic Officer of the University of the

District of Columbia.

University of the District of Columbia

Job Classification Description

Job Title: Chief Academic Officer

FLSA: Exempt

Occup. Series/Salary Plan/Grade: AD301/0058/Grade 1

Union: Non-Union

Job Code: 700841

GENERAL DESCRIPTION OF THE JOB:

The Chief Academic Officer of the University of the District of Columbia reports directly to the

President and is charged with the responsibilities of academic coordination and quality, fostering

research and public service, and guiding all aspects of teaching and learning in support of student

success. The CAO establishes the University’s academic direction in concert with the

University's student-centered focus for academic program planning and transformational actions.

The CAO engages strategically with the UDC community and beyond to foster an environment

of collaboration and innovation in support of UDC's values of excellence, sustainability,

scholarship, and equity. The CAO will lead initiatives to ensure that UDC "… empowers its

graduates to be critical and creative thinkers, problem solvers, effective communicators, and

service-driven leaders in the workforce and beyond". The CAO contributes to and advances the

University’s strategic plan to address change and ensure excellence in teaching, research, and

community service. The CAO has final responsibility for the direction, coordination and staffing

of the various schools and colleges. The CAO works cooperatively with the President and other

University officers to create a learning environment that promotes excellence in scholarship and

research.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Works closely with the President and University officers to provide executive leadership to and

support for the faculty and staff in a shared governance environment;

Provides academic leadership to the University community with the deans, divisions and other

directors of units that report to the Office of Academic Affairs;

Receives, evaluates and provides approval for recommendations from deans and directors

concerning all matters pertaining to their units (i.e. promotion, tenure, leave, evaluation, etc.) and

makes recommendations to the President;

Evaluates the performance of deans and directors and staff under the direct supervision of the

President;

Understands, evaluates and implements global trends in higher education; guides academic

programs and curriculum development to ensure the University remains current and viable in the

educational community;

Supports programs for student recruitment, enrollment management, retention, and success;

Ensure the primacy of the academic mission in all decision making, including the technological

infrastructure, budget, fundraising, and communications;

Assures that University policies and procedures governing academic and student issues enhance

the learning environment and reflect current needs and appropriate practices;

Strengthens and expands relationships with area colleges/universities, school districts,

government agencies, businesses, and community organizations to promote academic

partnerships, scholarships, and resources;

Provides direction for colleges, schools, departments and support services in the pursuit

of the University’s educational goals in the strategic plan in the areas of curriculum

development, instructional activities, address and resolve controversial issues;

Understands and appreciates the diversity of student interests and abilities and leverages

this knowledge to establish an education climate that permits maximum student growth;

Articulates policies, regulations and procedures affecting academic affairs within the

University and represents academic affairs in all appropriate internal and external forums;

Prepares the academic budget, funding allocations, and reports for various agencies, the

President and the Board of Trustees;

Initiates or establishes appropriate procedures to enforce Board policies, District and

Federal statutes within the various units of Academic Affairs.

Performs other duties as assigned.

MINIMUM JOB REQUIREMENTS:

1. An earned doctorate or equivalent at an accredited academic institution;

2. Academic leadership experience as a provost, dean, academic vice president or other

senior academic administrator;

3. Experience with learning communities and interdisciplinary and collaborative teaching.

4. Demonstrated excellence in teaching;

5. Demonstrates experience in and appreciation for social justice and a diverse, inclusive

academic community;

6. Commitment to student-centered learning;

7. Commitment to innovation in higher education;

8. Distinguished record of scholarly, artistic, or other significant professional achievement;

and

9. Demonstrated ability to provide academic administrative leadership in a consistent,

creative, and accountable manner.

REQUIRED COMPETENCIES:

To effectively execute the responsibilities of the Office of the Chief Academic Officer for

Academic Affairs, this officer must have knowledge of:

The mission, goals and objectives of the University of the District of Columbia.

Federal and District laws, regulations, policies and procedures applicable to educational

institutions.

Policies, procedures and practices of the Board of Trustees and the University of the

District of Columbia.

Be accountable, fair, responsible, and a fact-based decision-maker;

STANDARDS & EXPECTATIONS:

The incumbent acts as the Chief Academic Officer of the University. The leadership provided by

the incumbent contributes to the effective administration of the University by the President.

With guidance and instructions from the President, the Chief Academic Officer for Academic

Affairs is in charge of directing, coordinating and staffing of the college and schools. The

incumbent is responsible for working cooperatively with the President and other University

officers, sharing the responsibility for creating a learning environment that promotes excellence

in scholarship and research and for supporting the University’s vision and goals.

Contacts are with high level executives in the University including but not limited to the

President, Vice Presidents, Deans, Directors and Program Managers. Additional internal

contacts include faculty, students, support staff members and other employees throughout the

University. External contacts include members of the government, both local and Federal, other

universities and colleges, other professionals including State and Federal Agency Directors,

members of private research organizations, professional associations and public interest groups.

The purpose of the contacts is to summarize, interpret, receive and disseminate information, to

present alternative approaches to problems and to establish working relationships with

appropriate individuals both inside and outside the University. The establishment of contacts is

frequently an important aspect of the work at this level and requires tact and negotiating skills.

Development and Counseling:

Employee is expected to participate in activities that will help in the development of his/her

career, and help in the performance of the duties and responsibilities of the job. Employee may

seek counseling from his/her immediate supervisor.

Training:

Executive training is available to help improve skills and knowledge, and to provide updates on

the latest techniques, methods and theories that are available in academic administration and

technology.

Knowledge of UDC Rules and Regulations:

Guidelines consist of the regulations, policies, and procedures of the University of the District of

Columbia, the University Board of Trustees, and the District of Columbia government.

Physical Demands

The work is sedentary. Typically, the incumbent may sit comfortably to do the work. However,

the work requires carrying of light items such as books and papers, local traveling to various

work sites.

Work Environment

The work includes the everyday risks and discomforts of an office setting.

Note: The University reserves the right to change or reassign job duties as provided in

policy and negotiated agreements.

Employee Signature Date

Supervisor Signature Date

The University of the District of Columbia is an Equal Opportunity Employer (EOE).

Revised Date: 11/2/18

Lawrence T. Potter, Jr. CURRICULUM VITAE

UPDATED: 07/2018

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EDUCATION

Post-Doc Purdue University West Lafayette, Indiana 2002 Certificate of Completion Ph.D. (with distinction) English – Literature and Criticism University of Missouri-Columbia Columbia, Missouri 1999 Dissertation: Harlem’s Forgotten Genius: The Life and Works of Wallace Henry Thurman Primary Areas: American and African-American Secondary Areas: Critical Race Theory and Rhetoric M.A. (with distinction) English – Literature and Criticism University of Missouri-Columbia Columbia, Missouri 1996 B.A. (magna cum laude) English, Religion, Philosophy (triple major) Stillman College Tuscaloosa, Alabama 1995

EXECUTIVE MANAGEMENT PREPARATION

American Council on Education (ACE) Fellows Program, 2009-2010 Offices of the President and Provost – DePaul University Chicago, Illinois IBM Executive Management Program, 2000 Westchester County, New York

ACADEMIC AND ADMINISTRATIVE WORK

2015-Present University of La Verne, La Verne, CA (private, doctoral-granting, comprehensive university; 8500 students) Dean and Professor, College of Arts and Sciences As Dean of the College of Arts and Sciences (CAS), I serve as chief academic and administrative officer for the largest academic college (of four colleges), reporting directly to the Provost and Vice President for Academic and Student Affairs. I have responsibility/oversight for 280 employees: 150 FTE faculty (125 tenured/tenure track, 25 visiting appointments and/or NTT Instructors), 200 part-time faculty, 30 classified and/or administrative professionals. My direct reports include: 2 Associate

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Deans, 35 Academic Department and/or Program Chairs, Director of the Honors Program, Director of Study Abroad and Exchange Programs, Director of Development (for CAS), Executive Assistant to the Dean, and an Administrative Support Manager. As Dean, I work to ensure the quality of academic leaders, faculty and students; to expand research, scholarship and creative works endeavors, to promote the academic excellence of the College by developing and support an innovative community of scholars, a high-quality graduate and undergraduate educational experience, a student-centered culture across the departments and programs, and student retention and completion. I am advised by a 12-member Dean’s Advisory Council (comprised of business executives, civic and community leaders, educators, alumni, and industry professionals) in addition to establishing/maintaining relationships with community, government, and business leaders. The Dean’s Advisory Council was established when I became Dean of the College in 2015. The College is comprised of 17 academic departments with embedded degree ranging from the Bachelors, Masters, and Doctorate in Clinical Psychology. As Dean, I am responsible for revisions, modifications, and changes to the University’s General Education (GE) core curriculum, undergraduate assessment of student learning outcomes (for WASC accreditation), as well as specialized disciplinary accreditations: ARC-PA (M.S., Physicians Assistants Practice), APA (PsyD, Clinical Psychology), ABA (B.S., Legal Studies), CAATE (B.S. and M.S., Athletic Training). Additional Decanal duties include: developing online/hybrid degree programs and academic innovations; space planning and utilization and renovations (for 6 facilities); upkeep/upgrades for science laboratories, art studios, photography studios, writing/language/communications labs; contracts for leased offsite instructional spaces; oversight for the development of new academic facilities (Health and Sciences Building), and fundraising/friends-raising (currently in a $125M comprehensive campaign). Annual operational budget (inclusive of instruction, salaries/fringes, and restricted private funds) is more than $30 million (with an additional $8M from research grants and innovation).

Major accomplishments:

• Participated in a collaborative campus-wide initiative involving faculty, staff and administrators to identify internal barriers to student retention, persistence, and matriculation to graduation. The Academic Justice Initiative resulted in the College of Arts and Sciences making recommendations in the following targeted review areas: Financial Aid (incremental financial packaging increase, tuition pricing for regional campuses/online, multi-year tuition plans, endowment draws for neediest students, student employment); Admissions (application funnel, RCM, marketing for recruiting, website, processing), and Shared Governance (TUG academic policies, transfer-friendly policies, CAEL/PLA, reduction in credit hours/bloated degree programs, graduate policies)

• Assisted in the creation of ULV’s tuition and financial aid modeling that directs the university toward a cashflow positive position by 2019 through enrollments and retention increases, budget reductions and strategic investments;

• Established policies and graduation audits for all students who have reached 90 semester hours; these early audits assist advisors and students to revisit General Education requirements, transfer credits, and proficiency exam requirements before the student is able to register for graduation clearance. The audits have resulted in catching “mis-advising” errors as well as making sure transfer credits are officially accounted for within the students degree program or GE offerings;

• Tasked each academic program to develop a 4-year roadmap outlining a student’s pathway to success within a degree program. The roadmaps are posted to the College’s website. Many

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prospective and current students have commented how useful the roadmaps have been in helping to plan subsequent semester scheduling. Parents, guidance counselors, and transfer advisors have commented on the usefulness of the roadmaps;

• Established cyclical program review schedule for all academic programs to undergo internal self-study reviews and external expert team evaluations. The implementation has resulted in the establishment of a better tracking of student learning and assessment, student engagement data, as well as tracking data on department specific retention and graduation rates, and career outcomes;

• Established College’s first fully online B.S. degree programs in Computer Science/ Information Technology and Criminal Justice launched in fall 2017 (additional online undergraduate degree programs in process);

• Established College’s first graduate degree programs since 1990s: M.S. in Physician Assistant Program (received ARC-PA provisional accreditation in April 2018) and M.S. in Athletic Training (currently under review for CAATE accreditation);

• Reallocated existing budgets to fund 18 tenure-track positions to support academic emphasis areas; largest faculty cohort hired in the history of the College and increased faculty diversity (70% of 18 hires identify as racial/ethnic minorities; 60% identify as female);

• Achieved ABA-reaffirmation (5-years) for B.S. in Legal Studies, and CAATE-reaffirmation (10-year) for B.S. in Athletic Training;

• In collaboration with University Advancement hired a Director of Development for the College; to date we have launched:

o Dean’s Listening Tour 2017-2018 o Created CAS Campaign funding priorities and gift opportunities organized into six

broad categories: ▪ College Support, Academic Program Support, Support for Enhancing the

Liberal Arts, Faculty Support, Undergraduate Student Support, Graduate Student Support

▪ Created Case Statement and Campaign Collateral Materials • In collaboration with University Advancement and CAS Director of Development secured

following major gifts: o Secured $2M funding (from Fletcher Jones Foundation) to establish Endowed Chair

in Computational Biology o $2M gift for establishing a Muslim student scholarship fund, o $250,000 from Cardenas Markets Foundation to fund graduate student scholarships

in the Physician Assistant Program o $350,000 in annual giving from CAS faculty (44% of faculty giving as of 6/30/17) o l giving gifts to College of Arts and Sciences exceeding $4M (as of 06/30/2017);

• In collaboration with Associate Dean established the following Faculty Professional Development opportunities:

o Lunch and Learn Series o Pedagogy Roundtable o New Faculty Monthly Workshop o Department Chair/Program Director Workshop Series

• Established Lyceum @ La Verne—a visual and performing arts and noted lectures series which has resulted in increased visibility, reputation and financial support to the College of Arts and Sciences and cultural arts;

• Rebranded the College, in partnership with Office of Strategic Communications, and produced new marketing and print collateral materials for advancing visual ethos in alignment with strategic priorities, program goals, and outcomes;

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• College currently undergoing academic reorganization/realignment; • Reorganized administrative structure for operational effectiveness and efficiencies through

increased technology integration; • Revised and established clear academic, budgetary, and operational policies designed to

enhance and integrate key administrative and personnel processes; • Implemented annual department and program chair performance evaluations; • Created online submission process for annual faculty performance reviews (1st, 2nd, 4th, and

5th years); streamlined pre-tenure/probation removal (3rd-year) and promotion and tenure review (6th-year) submissions;

• Established college-wide policy and framework for discipline-specific promotion and tenure guidelines for all academic degree-granting departments and programs;

• Redirected appropriate resources and expanded student access to high demand classes which improved overall scheduling of courses into a multi-year schedule offering;

• Implemented a faculty teaching load reporting protocol to evaluate overall faculty workload activity.

2012-2015 Jackson State University, Jackson, MS (public urban, high-research activity; 9500 students) Dean and Professor, College of Liberal Arts As Dean of the College of Liberal Arts (CLA), I served as chief academic and administrative officer of one of five academic colleges, reporting directly to the Provost and Senior Vice President for Academic and Student Affairs. I managed a broad portfolio of faculty-focused initiatives, ranging from recruitment and retention to resource allocation, faculty development and tenure and promotion, strategic planning, academic program review and specialized accreditation, Quality Enhancement Plan (QEP), student learning outcomes, online learning, accreditation, new degree programs, academic innovations and technology, space utilization, renovation and planning (for 8 facilities), and fundraising/friends-raising. I was responsible for a College with more than 17 academic units, 300 full-time faculty and professional staff, approximately 2500 undergraduate and graduate students, and an annual operational budget (instruction, salaries/fringes, research, innovation) of approximately $20 million. Direct reports included: Associate Dean, Executive Director for Faculty Development/Research/Creative Expression, 10 Department Chairs, 7 Program Directors, Executive Assistant to the Dean/Budget Analyst, Student Success Coordinator, Graduation Clearance Coordinator, and Administrative Assistant. Major accomplishments:

• Reviewed all accredited programs within the College (ACEJMC, NASM, NASAD, APA COA, NCTE); facilitated the successful site team visits for Department of Psychology (APA/COA) and Department of Art (NASAD) with external accreditation visits during fall 2013;

• Worked with Office of Institutional Advancements to secure $450,000 in private gifts and pledges for student scholarships, auditorium naming opportunity, and restricted funds to advance strategic priorities;

• Reorganized administrative structure for operational effectiveness and efficiencies through increased technology integration;

• Revised and established clear academic, budgetary, and operational policies designed to enhance and integrate key administrative and personnel processes;

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• Completed strategic visioning process; established new mission and strategic priorities for the College, “New Strategic Directions: Elevating Excellence, 2013-2018,” to align with the University’s goals;

• Designed and launched faculty-led workshops with emphasis on innovation in teaching and learning via technology and technology-supported delivery systems;

• Developed a two-year, two-prong phase-in plan to increase online course offerings and full online degree programs;

• Established academic program review for undergraduate degree programs and completed academic planning and review for each undergraduate program;

• In collaboration with the Dean of the Graduate School, established graduate program review process and began cyclical review process for academic programs with external review teams addressing two graduate programs per annum for the next four years;

• Worked with Provost’s Office to develop and refine protocols and processes for enhancing faculty recruitment in targeted academic departments. As a result, we launched 9 tenure-track and five administrative support positions in Year 1 (2012-13) and 14 tenure-track searches in Year 2 (2013-14);

• Reviewed and evaluated College-wide administrative structure to determine best organizational needs. As a result, reorganized the College of Liberal Arts into a more efficient, customer-friendly organization which has yielded maximum customer service and operational excellence;

• Revised the annual faculty performance evaluation instrument in consultation with representatives from Faculty Senate;

• Created policy and processes for 3rd-year pre-tenure review; • Completed college-wide review and set new standards for discipline-specific promotion and

tenure guidelines for three schools that comprise the College: School of Fine Arts, School of Humanities and Communications, and School of Behavioral and Social Sciences;

• Worked with Office of the Vice President for Research and Federal Relations to develop and refine extramural funding in the College through increased faculty development and grant productivity. As a result, grant proposals increased by 100% (from 20 to 40) and external funding increased by 40% which had an impact on the College’s indirect cost recovery volume;

• Worked with the Office of Institutional Advancement to develop and refine fundraising goals and priorities for new advancement opportunities;

• Redistributed resources to create the College of Liberal Arts Professional Development Workshop Series with a focus on providing internal support for faculty through the early career years, especially pre-tenure, and to focus on cultivating good teacher-scholars through the praxis of teaching, scholarship, and creative activities;

• Created first-ever College of Liberal Arts Visual and Performing Arts Series (“Artistic Intensity”) in efforts to heighten educational awareness in the fine and performing arts as well as to generate a new revenue for College scholarships and general fund;

• Established the Office of Success, Transition, Advising, and Retention Services (STARS) to centralize recruitment, retention, and advising activities within the College and to enhance outreach with community organization and agencies as well as maximize collaboration with Admissions, Undergraduate Studies, and Community College Relations;

• Created Graduate Student-Faculty Colloquia Presentation Series to provide and promote an intellectual forum that would showcase student and faculty research;

• Established international partnerships and MOUs with four Chinese universities to improve study abroad opportunities, faculty exchange programs, and increased international student

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enrollment in Liberal Arts majors; funded first faculty-led study abroad program to Brazil ($25,000);

• Redirected appropriate resources and expanded student access to high demand classes which improved overall quality of the undergraduate student experience in completing general education/core courses;

• Worked with appropriate CLA Chairs and other Academic Deans to develop new cross-college undergraduate interdisciplinary programs and graduate certificate programs, including: M.A. in Broadcast Meteorology (fall 2016), M.A. in Public History and Museum Studies (fall 2016), Certification in Digital Humanities (fall 2015), and Minor in Leadership Studies (fall 2015);

• Led undergraduate core curricular revision initiatives across the University and within the College;

• Revised release time policy and reassigned faculty based on work load and productivity; • Authorized aggressive review of current marketing and public relations practices in order to

enhance visibility and continuity of a “Liberal Arts” presence in print, social, and digital media forums across the University and external communities;

• Worked closely with student leadership to enhance the Student Advisory Council; • In collaboration with Dean of Undergraduate Studies, completed institutional self-study

report for Foundations of Excellence designation (through the John Gardner Institute) with a goal to promote greater student success and retention, and degree completion.

2010 – 2012 Allegheny College, Meadville, PA (selective, private liberal arts and sciences; featured in “40 Colleges that Change Lives;” 2100 students) Associate Dean of the College and Professor of English Chief Diversity Officer/EEO Officer, Office of Institutional Diversity, Equity and Access (IDEA) As Associate Dean of the College, I served as member of the Provost’s Council with other senior leadership. My work specifically addressed faculty hiring and retention, faculty development and mentoring diverse junior faculty; reappointment, pre-tenure, promotion and tenure review; managing the faculty diversity scholar-in-residence/pre-doc dissertation fellowship program; curricular and co-curricular initiatives specifically first-year first-generation students of color and international students; staffing and assessing student success programs; monitoring academic progress of diverse students and initiating corrective actions; developing competitive grant applications to advance academic diversity and inclusion initiatives; and interpreting College policies for faculty, students, and other constituents. As inaugural CDO and EEO Officer, I reported to President and served as member of the President’s Cabinet; created the Office of Diversity, Equity and Access (IDEA) as the College’s “hub” for diversity and inclusion leadership; responsible for oversight of all aspects of diversity and inclusion, equal opportunity, conflict resolution, non-discrimination and institutional compliance with all local, state and federal regulatory requirements. Major accomplishments:

• As a member of Executive Cabinet, worked with the President on Capital Campaign ($200M) funding priorities, meetings, travel and meeting with potential donors and cultivating new relationships;

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• Developed a successful white paper entitled “Repositioning Diversity and Equity: A Framework for Institutional Transformation Driven by Diversity” which outlined the vision, mission, core principles, and scope of diversity, inclusion and equity for the College;

• Reorganized essential diversity functions within the College to create efficiencies and use of limited resources across the College. This led to the development of a CDO portfolio which includes: The Center for Intercultural Advancement and Student Success, Office of Spiritual and Religious Life, Diversity Scholar-in-Residence, Council on Diversity and Equity, Pre-Doc Dissertation Fellows Program, Martin Luther King Jr. Celebration. Additional responsibilities;

• Direct supervision, development and evaluation of 9 professional staff and oversight for $3 million-dollar budget;

• Created and staffed the Center for Intercultural Advancement and Student Success (CIASS) which serves as a natural bridge between academic affairs and student services. CIASS offers interdisciplinary curricular transformation seminars to faculty that focus on infusing diversity and cultural competence outcomes into course designs and the classroom. This innovative Center has been essential to assisting faculty members and academic advisors on how to shape first-year experience courses to be inclusive of co-curricular programming and how to recognize the importance of diverse learning styles and academic preparedness of first-generation and low-income students;

• Created and chaired Council on Diversity and Equity (CODE)—a college-wide body which brought together all aspects and representations of diversity and equity;

• Organized listening sessions and organized feedback in a report format, Climate Steering Committee’s Recommendations, to capture faculty, staff, students, and alumni reactions to campus-wide climate assessment;

• Created and chaired Diversity and Internationalization Implementation Team (DIIT) as part of the strategic planning process;

• Created ACCESS ALLegheny, a one-week experiential bridge-transition program for first-time first-year students; ACCESS included workshops on: the importance of managing academic rigor and expectations, social acclimation, peer mentoring, academic support resources and student services, time management, and community-building;

• Created NAVI-GATORS Peer Mentor Program focused on historically underrepresented and international student retention services for first-year, first-time students to Allegheny;

• Collaborated with Provost and Dean of the College and revised Faculty Search Tool Kit to include more diverse resources for faculty search committees and established institutional wide search committee training workshop;

• Revised boiler-plate language for faculty job advertisements to be more inclusive; • Participated in various phases of the search process for administrative positions and assisted

with the development of job descriptions, placing ads in diverse publications/online venues; • Chaired Special Task Force (STF) to revise/separate discriminatory harassment and sexual

harassment policies and enhance reporting protocols.

2005-2010 University of St. Thomas, St. Paul-Minneapolis, MN (selective Catholic research university; 12,000 students) Chief Diversity Officer/Executive Director of Institutional Diversity and Associate Professor Office of Institutional Diversity (OID) As inaugural CDO, I established the Office of Institutional Diversity within the Office of the President and reported to the President (and the Executive Advisor in the President’s absence). The CDO served

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as senior diversity officer and provided internal leadership to the Senior Management Team and supervised several diversity-areas (academic and administrative) within the university. Major accomplishments:

• Initiated, cultivated and secured $350,000 private gift to establish/endow the LOFTUS Mini-Grant Diversity Program in the Office of Institutional Diversity to support faculty development, diversity education, and faculty-student research mentoring programs;

• Worked as President’s Liaison on the Opening Doors Capital Campaign ($500M) to assure diversity priorities were included in the campaign priorities; assisted Development Office with cultivating and securing $7.5M in gifts for student diversity scholarships;

• Created blueprint for organizational realignment with input from campus stakeholders; • Developed institutional vision and strategy for diversity working collaboratively with

President’s Senior Management Team; • Developed university-wide inclusive excellence framework and worked with Senior

Management Team on implementation efforts; • Coordinated university-wide diversity strategic planning and implementation of the

Striking Balance: Our Commitment to Inclusive Excellence, 2008-2011; • Led the 2006-2007 Survey on Campus Climate Assessment (both qualitative and quantitative

phases) and collaborated with University Diversity Advisory Council to develop reports and presentations for disseminating results;

• Collaborated with all academic deans on developing faculty recruitment goals and retention action plans for six colleges and/or professional schools;

• Oversaw university-wide monitoring and progress reporting process for Striking Balance: Our Commitment to Inclusive Excellence, 2008-2011;

• Served as President’s Office liaison for community organizations and government agencies in regards to diversity, equal opportunity, and access;

• Reviewed and revised, in consultation with Cabinet colleagues, all university documents to integrate diversity and inclusion principles;

• Worked with Chief Human Resources Officer to ensure employment policies and practices were in compliance with all relevant federal, state, and local law requirements for equal opportunity, non-discrimination, and affirmative action (including the ADA, Section 504, and Tile IX);

• Served as President’s Office liaison for informal and formal investigations related to discriminatory and sexual harassment/sexual assault, and reasonable accommodations;

• Established and chaired the University Diversity Advisory Council (UDAC); • Convener for the President’s Committee on African American Issues; • Established the Diversity Leadership Awards annual recognition awards ceremony; • Managed diversity budgets (operations, endowed funds, grant dollars) totaling $2.6 million • Increased St. Thomas’ national visibility as a model institution for diversity among Catholic

higher education and established the university as a charter institutional member of the National Association of Diversity Officers in Higher Education (NADOHE);

• Produced two diversity biennial reports (2007 and 2009); • Co-chaired Taskforce on Hate Crimes and Bias-Motivated Incidents; • Developed instrument to assess impact of the human diversity requirement (HDR) on

student learning in the core curriculum and authored Human Diversity Requirement Impact Study;

• Established the Diversity Education Series which has three components: o Diversity Dialogues

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o Social Justice Seminars o Diversity Training Institute

Program Director and Principal Investigator (PI) Ronald E. McNair Post Baccalaureate Achievement Program Major accomplishments:

• Authored $1.25 federally-funded five-year grant McNair Scholars proposal from U.S. Department of Education;

• Served as principal architect for the development of an academic retention services model and graduate-preparatory program to increase the representation, retention, and degree completion of low-income, first-generation, undergraduate students underrepresented in graduate education through the doctoral level

• To date, four cohorts of twenty-five annually (or 100 students) have matriculated through the McNair Scholars. As of May 2012, 93 (or 93%) have been admitted to top-ranked graduate and/or joint-professional programs. The remaining 7 students elected to attend professional degree programs;

• Led search and selection process to recruit, train and on-board three professional staff to support program goals, objectives, and outcomes;

• Supervised and evaluated three professional staff members; oversaw daily program operations; managed annual grant budget of $220,000 (2006-2010) and annual institutional contributions of $100,000 (2006-2010);

• Recruited and oriented twenty-five faculty mentors annually from four institutions (St. Thomas, Macalester College, University of Minnesota, and Hamline University) to lead student-faculty collaborative research projects during summer institutes and academic year;

• Oversight for all academic and student development initiatives provided through the grant years, connecting students served to academic support units including the Registrar, Learning Resource Center, Student Disability Services, Internship and Career Services, Office of Undergraduate Academic Affairs and Student Research Opportunities;

• Completed annual progress reports (APR) and submitted to U.S. DoE; • Edited McNair Scholars Research Journal.

2000-2005 Western Michigan University, Kalamazoo, MI (public, research-university; 28,000 students)

Department Chair, Africana Studies and Associate Professor of English (tenured, 2003) Assistant Professor (tenure-track, 2000-2003) Reported to Dean of the College of Arts and Sciences; chief administrative and academic manager for departmental personnel, budgets, curriculum, scheduling, fundraising, faculty recruitment and development, student complaints/resolution, space planning, renovations/growth. Major duties:

• Led regular department meetings with faculty and professional staff; • Oversaw department’s annual budget development and reconciliation processes; • Oversaw implementation of academic policies, curricular revisions, and course scheduling;

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• Communicated collective-bargaining decisions to faculty; • Oversaw departmental tenure and promotion review process; • Served as faculty liaison with study abroad programs in Ghana, Liberia, and Egypt; • Chaired program review and student learning outcomes assessment committee; • Oversaw revisions to undergraduate major, minor and graduate certificate; • Revised the undergraduate student academic advising process; • Mediated faculty conflicts and student grievances; • Served as Arts and Sciences liaison to university-wide Committee on General Education and

Committee on Academic Standards; • Chaired Arts and Sciences Graduate Fellowship Selection Committee; • Assisted with Arts and Sciences reappointment, promotion and tenure review of faculty; • Chaired departmental self-study committee; • Advised Dean on diversity recruitment and retention within the College of Arts and Sciences.

Major accomplishments:

• Grew faculty size from 3 to 10 tenure lines (adding 7 new lines with some being joint-appointments in other departments);

• Coordinated space needs and renovations to house new faculty members, conference space, resource room, and office space for graduate assistants;

• Developed international faculty and student exchange programs with the University of Ghana-Legon, Kwame Nkrumah University for Science and Technology, and the University of Liberia;

• Initiated and completed program self-study and established learning outcomes for all departmental courses;

• Led first comprehensive academic program review and curriculum overhaul; • Worked with new faculty to create major and revise minor degree requirements; • Led a name-change initiative from Black Americana Studies Program to the Africana Studies

Department; • Increased undergraduate FTE enrollments by 30%; • Awarded extramural funding from Kellogg Foundation ($355,000) to enhance undergraduate

student-faculty research collaborations, community outreach initiatives, and internships for majors and minors;

• Developed Africana Studies Culture Week and Research Symposium; • Established Africana Studies Scholar-in-Residence Program to bring national scholars to

WMU; • Developed graduate certificate program as a new revenue stream and increased community-

based curricular offerings at campus extension centers; • Awarded Fulbright to teach in China (Hong Kong); • Awarded $225,000 grant from Kalamazoo Education Foundation to develop and offer

cultural competency seminars to local K-12 school teachers and mentoring programs for middle and high school students.

Founding Faculty Coordinator (2003-2005) Multicultural Student Achievement Programs Responsibilities as Founding Faculty Coordinator, collaborating with both the Provost/Vice President for Academic Affairs and Vice President for Student Affairs, and responsible to President’s

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Task Force on Transforming the University, included creating a comprehensive pilot first-year, common-learning experience for domestic students of color scholarship recipients to increase retention and persistence to graduation. This role was responsible for coordinating four full-time assistant directors in Student Affairs and overseeing budget management and day-to-day operation as well as the administration of a comprehensive range of services under Academic Affairs. Major accomplishments:

• Developed, implemented, and managed the “Get Connected Program”—a voluntary first-year/common learning experience (FY/CLE) program for 450 African American, Latino American, Native American/Indigenous Indian, Asian America, and multiracial scholarship recipients. This FY/CLE served as the blueprint program for Western’s university-wide FY/CLE project that was established in fall 2005;

• Established and oversaw all “Get Connected Program” components: student orientation, advising, and registration; living-learning communities; clustered course (themed intensive-writing seminars and lecture); mandatory attendance to university lectures and co-curricular events; leadership development institutes; service learning, and experiential learning;

• Developed a comprehensive report on academic success and social acclimation of participants who successfully completed the “Get Connected Program” (using as a control group those first-year domestic students of color who were not a part of this program):

• Results showed 87% (or 392 of 450 surveyed) retention for students who participated and completed the “Get Connected Program” between freshman-to-sophomore enrollment years.

• Results for the control group showed 80% (or 360 of 450 surveyed) retention for students who did not participate or receive services from the “Get Connected Program”.

• Data revealed 91% of students who participated in the “Get Connected Program felt they were “better prepared for college” as a result of the first-year/common learning experience and 88% of the participants felt they “could be successful” in the current campus climate where they were a “minority”.

1999-2000 Alma College (private-selective, liberal arts and sciences; 1500 students) Alma, Michigan

➢ Assistant Professor of English (tenure-track, 99-00) o Taught: Introduction to Literary Criticism & Theory, Introduction to African

American Literature, Major Black Authors, Harlem Renaissance, Historical Literary Movements, American Literature Surveys I and II

1996-1999 Central Missouri State University (public, teaching-university; 11,000 students) Warrensburg, Missouri

➢ English Instructor and Coordinator of University Writing Program (97-99) o Taught: Introduction to Literary Criticism & Theory, Introduction to African

American Literature, Harlem Renaissance, Black Arts Movement, American Literature Surveys I and II

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University of Missouri-Columbia (public, research-university; 32,000 students) Columbia, Missouri

➢ Graduate English Instructor (96-99) o Taught: Rhetoric and Composition, Turbo Composition, Academic Professional

Writing, Introduction to Literary Criticism & Theory

➢ Director of Multicultural Affairs (96-98) o Provides leadership and supervision for the development and implementation of

retention programs for diverse student populations, multicultural programs, diversity education, and programs for the department to promote diversity and inclusion on campus and in the surrounding community; responsible for overseeing the budget and daily operations of the department and leading internal and external collaborations and partnerships, chairing the Student Affairs Diversity Committee, and providing leadership for diversity training for faculty, staff, students and the local community

PUBLICATIONS & WORK IN PROGRESS

Potter Jr., Lawrence T. “To Be Young, Gifted and Black: Higher Education’s Diversity Challenge and Racial Backlash in 21st Century.” New Century, New Leaders: Speaking Truth to Power. Sterling, VA: Stylus Publishing. (Manuscript under review.) Potter Jr., Lawrence T. African American Males and Yearning: Respect, Responsibility, and Reciprocity in the Novels of Three Contemporary Writers. Gainesville: University of Florida Press. (Manuscript under review). Potter Jr., Lawrence T. Harlem’s Forgotten Genius: The Life and Literary World of Wallace Henry Thurman. Salt Lake City: University of Utah Press. (contract pending). Potter Jr., Lawrence T. “Still Invisible, Still Voiceless: Or, Still Too Taboo?” Ain’t Nobody Worryin’: Maleness and Masculinity in Black America. Ed. Alphonso Simpson, Jr. San Diego: Cognella Academic Press, 2011. Potter Jr., Lawrence T. “Brother to Brother: Collected Writings by Black Gay Men.” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “Bum Rush the Page: A Def Poetry Jam.” Encyclopedia of African American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “E. Lynn Harris.” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “Go the Way Your Blood Beats: An Anthology of Lesbian and Gay Fiction by African American Writers.” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007.

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Potter Jr., Lawrence T. “Invisible Life.” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “James Earl Hardy.” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “Keith Boykin.” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “SHADE: An Anthology of Fiction by Gay Men of African Descent.” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “Wallace Henry Thurman” Encyclopedia of African-American Literature. Ed. Wilfred Samuels. New York: The Facts on File, 2007. Potter Jr., Lawrence T. “Literary Authenticity: Life, Reality, and Experience as Reflected in Black Literature” in Contemporary Africana Theory, Thought and Action: A Guide to Africana Studies. Ed. Clenora Hudson-Weems. Illinois: Third World Press, 2007. Potter Jr. Lawrence T. “Creating Space in a White (ness) Place: Blacks in Africana Studies at Predominantly White Colleges & Universities.” in Infusing the Dialogue: The State of the African-American Professoriate 2002. Ed. Henry Vance Davis. New Jersey: Ramapo College, 2002. Potter Jr., Lawrence T. “Utah Native: Wallace Henry Thurman (1902-1934).” African American Literature and Culture Society. 5.1 (2000): 3.

SELECT SCHOLARLY PAPERS AND INVITED PRESENTATIONS

06/18 New American Colleges and Universities Summer Institute, Invited Keynote Speaker

Title: “Language (and Meaning) Matters: Nurturing Civility and Inclusivity in ‘Uncivil’ Times” 01/18 AAC&U/American Conference of Academic Deans Annual Meeting, Pre-Conference Workshop Presenter Title: “Through the Looking Glass”: Leadership Lessons on Negotiating Race and Identity in the 21st-Century Academy” 01/17 AAC&U/American Conference of Academic Deans Annual Meeting, Presenter Title: “‘Drinking from the Firehose’”: Two African-American Deans Reflect on Their Leadership at Private Colleges/Universities in the Midwest and Southern California” 11/16 Council on Colleges of Arts and Sciences Annual Meeting, Presenter Title: “Boutique Programs or Crucial Units: Developing and Sustaining Ethnic Studies Programs”

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11/16 Council on Colleges of Arts and Sciences Annual Meeting, Presenter Title: “Leading from the Middle” O4/16 Center for the Advancement of Faculty Excellence, Invited Keynote

Title: “Teaching and Learning from Claudia Rankine’s Citizen: Equipping Faculty with Tools to Addressing Race and Difference in the Classroom in the Era of Black Lives Matter and

New Activism”

03/15 American Council on Education Annual Meeting, Panelist Title: “Higher Education and the Future of Diversity—Lessons Learned from Recruiting and Retaining Faculty of Color” 01/15 AAC&U/American Conference of Academic Deans Annual Meeting, Invited Keynote Title: “To Be Black and Blue: Challenges, Chokeholds, and Chance-Opportunities for Black Academics and Administrators” 10/14 Transitioning to Writing Conference, University of Mississippi, Invited Keynote Title: “The Write Stuff: How Inclusive Practices, Intentional Support and Purposeful Planning Yield Student Success” 04/14 College Language Association, Presenter Title: “African American Males and Yearning: Respect, Responsibility, and Reciprocity” 01/14 AAC&U/American Conference of Academic Deans Annual Meeting, Workshop Leader Title: “Transforming the Liberal Arts at a Historically Black University in the Age of STEM” 10/13 Mississippi Annual Advising Meeting, Jackson State University, Invited Keynote Speaker Title: “Academic Advising and the Tenets of Success for 21st Students” 03/13 American Council on Education Annual Meeting, Workshop Leader Title: “Leadership Transitions for Faculty and Administrators of Color: A Case Study” 01/13 AAC&U/American Conference of Academic Deans Annual Meeting, Workshop Leader Title: “The Student Success Imperative: From Compliance to Commitment” 06/12 UCLA, Diversity Research Conference—Beyond Counting, Invited Panelist Title: “Why Faculty Diversity Makes a Difference in Student Success Rates” 03/12 SUNY Cortland, Workshop for Senior Leaders, Invited Keynote Title: “Excellence, Diversity, and Planning” 03/12 American Council on Education/NADOHE Annual Meeting, Panel Presentation Title: “Stalled in the Pipeline: Minority Doctoral Students and Unpredictability of Racism” 01/12 AAC&U/American Conference of Academic Deans Annual Meeting, Workshop Leader Title: “Liberal Arts Lessons and 21st Century Learning” 01/12 Loyola Marymount University, CA, Workshop Leader Theme: Workshop on Leadership and Change

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10/11 University of Michigan, Ann Arbor, MI, Global Leadership Conference, Invited Address Title: “The Evolution of Higher Education Social Justice, Equity and Change” 08/11 Lebanon Valley College-Annville, PA, Invited Keynote Title: “Transforming a Liberal Arts Experience with Diversity from the Inside Out” 03/11 American Association of Blacks in Higher Education, Invited Keynote

Title: “Cultural Diversity: Improving the Recruitment and Retention of Traditionally Underrepresented Faculty and Administrative Staff”

02/11 Allegheny College Black History Month Series, Invited Keynote Title: “Witnesses of History: Why We Are Not a Post-Racial Society” 06/10 23rd National Conference on Race and Ethnicity, Presenter Title: “The University Diversity Advisory Council: Methods for Improving Campus-Wide Diversity Initiatives” 02/10 University of Chicago, Faculty and Graduate Student Diversity Conference, Invited Presenter Title: “Diversifying Faculty for the Next Generation: Debunking the Myths” 01/10 8th National Conference on Best Practices in Black Student Achievement, Clemson University Invited Pre-Conference Speaker Title: “How to Develop a Comprehensive Institutional Diversity Plan and Assess the Impact on the Institution’s Diversity Efforts” 06/09 Upper Midwest Higher Education Recruitment Consortium, Invited Keynote Speaker,

Title: “Past as prologue; or lessons yet to be learned: Addressing Diversity Challenges, Competency and Recruitment Strategies in the 21st Century”

03/09 Washington University-St. Louis, DuBois-Locke Humanities Lecture, Scholar-in-Residence Title: “Using American Literature as Topography: Tracing the Legacy of Racism in the United

States” 08/08 Howard University Graduate School—Preparing Future Faculty Seminar, Invited Presenter Title: “Academic Preparedness: Why Some Graduate Programs Fail at Preparing Future

Faculty of Color” 04/08 University of Connecticut-Storrs, Undergraduate Research Conference, Speaker Title: “The Matrix Effect: Student to Scholar or Backpack to Briefcase: The Need for

Underrepresented Students to Persist in Graduate Education” 03/08 YWCA Greater Pittsburgh, “International Day of Eliminating Racism”, Keynote Speaker Title: “Witnesses of History: The Past as Prologue for the Present” 02/08 Loras College, Diversity and the Catholic College Campus Symposia, Keynote Speaker Title: “Bound By “Common Good”: How to Become a Diversity-Competent Institution” 02/08 University of Nevada-Las Vegas, National TRiO Training Institute, Presenter Title: “Post-Baccalaureate Pandemonium: Sealing the Leaky Ph.D. Pipelines with Well- Prepared McNair Scholars”

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10/07 University of Minnesota, Keeping Our Faculties Conference, Speaker Title: “Emerging Black Tenured Professors in Ivory Tower Administrations” 07/07 International Conference on the First-Year Experience, Presenter Title: “Meeting the Needs of Underprepared First-Year Students in College-Level Courses” 02/07 American Council on Education Conference/National Association of Chief Diversity Officers in Higher Education Inaugural Conference, Washington, DC, Presenter Title: “Comparative Frameworks for Advancing Diversity Initiatives” 10/06 Association of American Colleges and Universities Conference, Philadelphia, PA, Roundtable Presenter Title: “Hiring and Retaining Faculty of Color” 07/06 International Conference on the First-Year Experience, Presenter Title: “Meeting the Needs of First-Year Students through a Transformed Curriculum” 06/06 National Conference on Race and Ethnicity, Chicago, IL, Presenter Title: “No Excuse for Invisible Rosters: Hiring Faculty of Color at PWIs” 02/06 Excelsior College, Albany, NY, Diversity Workshop, Presenter Title: “Vision for the Future: Diversity as Practice, Not Policy” 06/04 National Conference on Race and Ethnicity, Miami, Florida, Presenter Title: “Strategies for Recruiting and Retaining Faculty of Color” 05/04 African American Studies in the 21st –Century, Rice University, Houston, TX, Invited Keynote Speaker Title: “The Necessity of African-Centered Theory, Pedagogy, and Practice” 04/04 College Language Association (CLA) 62nd Annual Convention, Washington, DC, Panelist Title: “Madness, Badness, Sex(uality), and Violence: De-centering the Master in His Own Home” 03/04 Association of American Colleges and Universities, General Education and Assessment Meeting, Long Beach, CA, Presenter Title: “Disaggregating Data about Diverse Student Populations” 02/04 African Studies Association Conference, University of North Carolina-Chapel Hill Keynote Speaker Title: “Deconstructing the Academy: Curriculum, Administration, and Politics” 05/03 African American Studies in the 21st –Century, Rice University, Keynote Speaker Title: “The Necessity of African-Centered Theory, Pedagogy, and Practice” 04/03 College Language Association (CLA) 62nd Annual Convention, Washington, DC, Panelist Title: “Madness, Badness, Sex (uality), and Violence: De-centering the Master in His Own

Home”

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04/03 University of Texas-San Antonio, Gwendolyn Brooks Literary Conference, Panelist Title: “Telling it Like It Is: Brooks’ Maud Martha and Naylor’s Women of Brewster Place”

11/02 Norfolk State University, Black Issues in Higher Education Conference, Moderator Panel: “Crisis in the Country: Black Americans and the HIV/AIDS Epidemic” 08/02 Western Michigan University, Academic Convocation for First-Year Students, Speaker Title: “Viewing a Historically White University from a Different Gaze: Respect, Responsibility, Reciprocity” 10/02 Association of American Colleges and Universities, 4th Biennial Meeting, Presenter Title: “Creating an Atmosphere for Successful Multicultural Student-Centered Learning” 04/02 State of the African American Professoriate, Ramapo College, Presenter Title: “In the Presence of Whiteness: Black Professors and Black Studies Programs” 02/02 Schomburg Center for Research in Black Culture, Faculty Scholar-in-Residence Black Authors Symposium Lecture: “In the Shadows of a Black Utopia: Living Life Underground and Wallace Thurman’s Protest” Harlem Renaissance Lecture: “Wandering in the Wasteland: Harlem’s Niggerati Manor

and the Black Literati Elite” American Letters Lecture: “In My Father’s House: Language, Representation an

Whiteness from a Black Literate Culture’s Gaze” 02/02 National Endowment for the Humanities Black History Series, Washington, DC, Lecturer Title: “Understanding Hu (e) manity and Response-ability in Toni Morrison’s Fiction” 01/02 Morehouse College, Martin L. King Jr. Day Convocation, Keynote Speaker Title: “From Dream to Nightmare to Vision: Realizing the Potential of Dr. King’s Dream

Conversation in the New Millennium” 10/01 Centers for Disease Control, Atlanta, Georgia, Visiting Scholar Title: “The Art of Science in Literature: Using Black Novels and Film to Create Dialogue on HIV/AIDS in the Black Community” O7/01 Fulbright Summer Institute, Western Michigan University, Scholar-in-Residence Title: “Past as Prologue: Examining Race in American Literature” 04/01 College Language Association (CLA) 61st Annual Convention, Panelist Title: “Call for and Response to Black Aesthetics: Individual Talents, Collective Strengths, and Authentic Measurements” 09/99 Alma College, New Faculty, Staff and Student Convocation, Keynote Speaker Title: “ABC’s of a Liberal Arts Education: Building Excellence Everyday”

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GRANTSMANSHIP

2014 Project Director Lower Mississippi River Museum Knowledge Design Project Awarded $200,000 Contract by U.S. Army Corps of Engineers Vicksburg, Mississippi 2013 Project Director Lower Mississippi River Museum Knowledge Design Project Awarded $252,659 Contract by U.S. Army Corps of Engineers Vicksburg, Mississippi 2006-2011 Principal Investigator Ronald E. McNair Post Baccalaureate Achievement Program Awarded $1,250,000 by U.S. Department of Education University of St. Thomas, St. Paul-Minneapolis, Minnesota 2005-2010 Co-Principal Investigator Louis Stokes Alliance for Minority Participation Awarded $4,798,655 by National Science Foundation Western Michigan University, Kalamazoo, Michigan Part of MI Higher Education Compact Grant (Released from grant responsibilities to accept new job)

2006-2008 Principal Investigator Ford Partnership for Advanced Study (PAS) Project for Summer Outreach to Local High Schools Awarded $30,000 by Ford Motor Company 2004-2005 Principal Investigator Ford Partnership for Advanced Study (PAS) Project for Summer Outreach to Local High Schools Awarded $20,000 by Ford Motor Company 2004-2005 Project Director Africana Studies Community re:SEARCH Project Awarded $225,000 Kalamazoo Education Foundation Western Michigan University, Kalamazoo, Michigan 2003-04 Principal Investigator Community Block Grant Awarded $355,000 by W. K. Kellogg Foundation Western Michigan University, Kalamazoo, Michigan 1997-99 Project Director Wal-Mart Community Grant Awarded $900,000 by Sam Walton Foundation and Charities University of Missouri-Columbia, Columbia, Missouri

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EVALUATION, PLANNING, AND DIVERSITY CONSULTANTCIES

Harvey Mudd College, Wellesley College, Duke University, DePauw College, Eastern Michigan University, Grand Valley State University, Macalester College, George Mason University, Loras College, Davidson College, Virginia Tech University, Pomona College, Eastern Carolina University, Hobart and William Smith Colleges, Grinnell College, Marquette University, University of Wisconsin-Milwaukee, Lebanon Valley College, Carnegie Mellon University, University of Texas-El Paso, University of Colorado-Denver, DePaul University, University of Alabama

BOARD SERVICE

Board of Directors, American Conference of Academic Deans (ACAD), January 2018-Pesent Board of Directors, San Bernardino Catholic Elementary Schools, December 2017-Present Member, Standing Committee on Private Institutions, Council of Colleges of Arts and Sciences, 2016 Member, Standing Committee on Cultural Diversity, Council of Colleges of Arts and Sciences, 2016 Chair, Center for Health of Minority Men Advisory Board, 2014-Present Myrlie Evers-Williams Institute for the Elimination of Health Disparities Board of Directors, 2014 Vice President, Meadville Martin Luther King, Jr. Scholarship Corporation, 2011-2013 Co-Chair, Campaign Committee, Meadville Martin Luther King, Jr. Scholarship Corporation, 2011 Eastern Region Vice President, Stillman College National Alumni Board of Directors, 2009-2011 Minnesota Future Doctors Advisory Board, University of Minnesota and Mayo Clinics, 2008-2012 Minnesota Multicultural Living Arts Forum Board of Curators, May 2006-2010 Multicultural Forum on Work Place Diversity Advisory Board, April 2006-2010 Secretary, Stillman College National Alumni Association Board of Directors, 2006-2009 Co-Chair, Kalamazoo County Commission on Healing Race and Racism, 2002-2004 Douglass Community Center, Kalamazoo, MI, 2002-2004 Lewis Walker Institute for Race and Ethnic Relations, WMU, 2002-2005

EDITORIAL BOARDS

African American Review, Ad Hoc Reviewer, 2009-2015 Western Journal of Black Studies, Ad Hoc Reviewer, 2006-2010 COLLEGE AND UNIVERSITY SERVICE

Institutional Leadership Councils and Groups Provost’s Council, ULV, 2015-Present Deans’ Council, ULV, 2015-Present University Management Council, ULV, 2015-Present Provost’s Leadership Group, JSU, 2012-2015

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Council of Academic Deans, JSU, 2012-2015 Allegheny Executive Committee (President’s Cabinet), Allegheny College, 2010-2012 Deans’ Leadership Council, Allegheny College, 2010-2012 President’s Executive Council (President’s Cabinet), UST, 2005-2010 Administrative Council, UST, 2005-2010 College of Arts and Sciences Chairs’ Council, WMU, 2000-2005 Chair Search Committee Chair, Vice President for University Advancement, ULV, 2016 Search Committee, Associate Vice President for Strategic Communications, ULV, 2016 “Artistic Intensity” Visual and Performing Arts Series, JSU, 2012-2013 John Gardner Institute’s Foundations of Excellence Learning Dimension, JSU, 2013-2014 Fall Faculty and Staff Seminar, JSU, 2012-2013 Task Force Center for Diversity and Democracy, Allegheny, 2011-2012 Co-Council on Diversity and Equity (CODE), Allegheny, 2011-2012 Special Task Force, Discriminatory and Sexual Harassment, Allegheny, 2010-2012 North Central Association of Colleges and Schools Accreditation Self-Study Liaison, UST, 2008-2010 University Diversity Advisory Council, UST, 2005-2010 Final Draft Report Sub-Committee, Diversity and Multiculturalism, 2004-2005 First-Year Experience Planning Group, WMU, 2003-2005 General Education Review Committee, WMU, 2002-2003 Co-Chair Middle States Commission on Higher Education Accreditation Self-Study, Allegheny, 2010-2012 Staff Mentorship Program Planning Team, UST, 2006-2007 Task Force on Hate Crimes and Biased-Motivated Incidents, UST, 2006 College of Arts and Sciences Promotion & Tenure Review Committee, WMU, 2003-2005 Task Force for Creating a Multicultural Center, WMU, 2004 President’s Commission on Diversity and Multiculturalism, WMU, 2003-2005 Graduate College, Thurgood Marshall Fellowship Committee, WMU, 2002-2004 Arts and Sciences Academic Program Review and Assessment Committee, WMU, 2003-2005 Co-Founder and Co-Chair, Arts and Sciences Faculty of Color Caucus, WMU, 2002-2005 Task Force on Campus Communications, UST, 2009-2010 Committee Membership Dean’s Council Representative, Grants Advisory Board, ULV, 2015-Present Dean’s Council Representative, Budget Advisory Group, ULV, 2015-Present Honorary Degree Revision Committee, JSU, 2013 Provost’s Senior Leadership Team, JSU 2012-2014 Deans Council, JSU, 2012-2014 Graduate Council, JSU, 2012-Present Academics Standards Committee, JSU, 2013 Graduate Council Faculty Credential Review, JSU, 2013 Allegheny Administrative Council, Allegheny, 2010-2012 PFund Scholarship Review and Award Committee, UST, 2008-2010 Work-Group to Develop Plan for Online Learning, UST, 2008-2010 Task Force on Controversial Issues, UST, July 2008-2010 Search Committee, Human Resources Partner, UST, 2008 Task Force on Off-Campus Travel, 2005-006 Human Resources Advisory Committee, UST, 2005-2010

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Affirmative Action, UST, 2005-2010 Dease Scholarship Committee, UST, 2005-2010 Academic and Administrative Leadership Council, 2005-2010 Academic Priorities and Standards Committee, WMU, 2002-2004 Search Committee, Provost and Vice President of Academic Affairs, WMU, 2003-04 Search Committee, Dean of Arts and Sciences, WMU, 2003-2004 Search Committee, University President, WMU, 2002-2003 Faculty Executive Committee (Senate), WMU, 2002-2003 Arts and Sciences Budget and Finance Committee, 2002-2004 Student Theses/Dissertations Committee Member, 4 Master’s Theses, JSU Chair, 5 Ph.D. Dissertations, WMU Committee Member, 12 Master’s Theses, WMU and UST Lead Faculty, 20 honors and/or senior theses, WMU and UST Convener President’s Ad Hoc Group on African American Issues, UST, 2006-2010 African-American & African Alumni Partnership, UST, 2005-2010 Faculty Advisor Friendly Association of Multicultural Identifying GLBT Youth, Allegheny, 2011-2012 Black Empowerment Student Alliance, UST, 2006-2010 Legion of Black Collegians, University of Missouri-Columbia, 1997-1999 HONORS AND AWARDS

American Council on Education (ACE) Fellows Program, Washington, DC, DePaul University Chicago, IL, 2009-2010

Facing Race Ambassador Award, St. Paul Foundation, St. Paul, MN, 2008 William B. Malevich Faculty Teaching and Leadership Award, University of St. Thomas, St. Paul, MN, 2007 Lewis Walker Outstanding Junior Faculty Teaching Award, WMU, Kalamazoo, MI, 2003 Fulbright-Hayes Lecturer, WMU –Hong Kong Shue Yan University, 2003 National Literary Research Award, McMillan-Knight-Winfrey Foundation ($10,000), 2003 Purdue University Postdoctoral Award, West Lafayette, IN ($12,000), 2002-2003 Research Development Award, WMU ($15,000), 2001-2003 Research Award, Salt Lake City State Historical Society ($3,000), 2000 Younger Fellows Award, Yale and Oxford Universities ($10,000), 1997 Research Travel Award, University of Missouri-Columbia ($2,500), 1997 Travel Award, National Institute for the Humanities ($3,500), 1996 Research Grant Award, Yale-Bienecke Archive Council ($2,000), 1996, 1999

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PROFESSIONAL ORGANIZATIONS

Council of Colleges of Arts and Sciences (CCAS), 2012-Present American Conference of Academic Deans (ACAD), 2010-Present Liberal Arts Diversity Officers (LADO), 2011-2012 Professional Development Committee (ACE), 2010-Present Council on Independent Colleges (CIC), 2006-Present Council for Opportunity in Education (COE), 2006-Present National Association of Diversity Officers in Higher Education (NADOHE), 2006-Present American Council on Education (ACE), 2005-Present American Association for Affirmative Action (AAAA), 2005-Present College Language Association (CLA), 1999-Present Modern Language Association (MLA), 1999-Present Midwest Modern Language Association (MMLA), 1997-Present American Association of Blacks in Higher Education (AAABHE), 2000-Present Association for the Study of African American Life and History (ASAALH), 1998-Present TEACHING AND COURSE DEVELOPMENT

Spring 2017 ENG 385 Ethnic American Literature, 1619-Present

Spring 2015 ENG 505, ENG 419 Graduate Seminar in Literary Criticism and Theory; Undergraduate Seminar in African American Literature

Fall 2014 ENG 611 (GRAD/ENG 418 Graduate/Senior Seminar Writings of Major Black Authors

Spring 2014 ENG 505 (GRAD) Graduate Seminar Literary Theory and Criticism

Spring 2012 ENG 490 Critical Race Theory and Whiteness in Literature

Spring 2011 ENG 190 Special Topics: The Politics of Race, Sexuality and Struggle in African American Literature

Summers 2010, 2009 & 2008

IDSC 498/ENG 698 (GRAD) Advanced Interdisciplinary Research and Writing

Fall 2007 ENG 400 Black American Writers and the Protest Traditions

Spring 2007 ENG 111 Academic Writing with a Research Focus

Fall 2006 ENG 400 The Harlem Renaissance and Black Arts Movements

Spring 2005 ENG 700/Special Topics (GRAD) AFS 400/Senior Seminar

Public Sphere, Theory, and Black Feminisms Africana Studies in the 21st Century

Fall 2004 ENG 700/Special Topics (GRAD) HNRS 499

Theories of Blackness and Literary Whiteness Theorizing and Politicizing Hip Hop Culture and Rap Music (Graduate)

Spring 2004 UNIV/ENG 150 HNRS 499/ENG 709 (GRAD) ENG 610 (GRAD)

Writing about Diversity (FYE Course) Seminar on James Baldwin and Toni Morrison Writing for Publication

Fall 2003 AFS 380/Special Topics: AFS 400/Senior Seminar:

HIV/AIDS (Re)Presentations in Black Fiction, Nonfiction, and Film Theorizing and Politicizing: Hip Hop Culture and Rap Music

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Spring 2003 ENG 555/Seminar (GRAD)

Reading Race, Reading Culture in American Literature Richard Wright, James Baldwin, and Ralph Ellison

Fall 2002 AFS 223 AFS 360 AFS 370

Afro-American Literature, Criticism, and Culture Black Historical Movements/Moment Seminar on Harlem Renaissance

Spring 2002 AFS 389 AFS 350

The Black Woman: Historical Perspective/Contemporary Status Black Woman-Black Man Relationships

Fall 2001 AFS 385/Research AFS 385/Research

Contemporary Africana Theory and Thought Black Intellectual, Social, and Cultural Theories

Spring 2001 AFS 200 AFS 210

Introduction to Black Studies in the Academy Black Nationalism and Social Protest Writing

Spring 2000 English 181/381 English 133 Pre-Term English 101

The Harlem Renaissance Introduction to Literary Analysis In Living Color: The Question of Color in Writings by and about African American Authors Turbo Composition

Winter 2000 English 367 English 101

African American Literature College Rhetoric II

Spring 1999 English 2040 English 1020 English 1030

American Literature Survey Composition I Composition II

Fall 1998 English 20GH English 115

Honors Composition Introduction to African American Literature

PROFESSIONAL REFERENCES

Available upon request only