Dr. Tim Nichols
Chairperson, Search Committee for Dean of the
College of Humanities and Sciences
University of Montana
Missoula, MT 59812
Dear Dr. Nichols and Dean Search Committee Members:
I write to express my interest in being considered for the position of Dean of the College of
Humanities and Sciences at the University of Montana. Currently, I am Senior Vice
Chancellor for University Strategy and Performance at the University of Arkansas at Little
Rock, and I have also served as Executive Vice Chancellor and Provost of this institution.
Previously, I held administrative and faculty positions at the University of Mississippi and
the University of Minnesota-Twin Cities. I have also attached a vita for your review that
provides greater detail of my higher education career.
There are several reasons for my interest in the Dean position. First, I share with faculty of
the College of Humanities and Sciences a strong commitment to the teacher-scholar model.
Second, I have accumulated substantial faculty and administrative experiences at research
universities over my career (including service as an academic Dean at the University of
Mississippi) and believe that these diverse experiences could benefit the College. Third, I
hold the Ph.D. in sociology from the University of Cincinnati (as well as a second doctorate
from the University of Pennsylvania) and feel that my credentials, scholarship, and
leadership experiences align well with the College’s faculty, the university’s academic and
outreach missions, and the institution’s strategic direction. Fourth, I have served as an
academic administrator during my career administering many of the same quality programs
and initiatives offered by the College’s academic departments at both the undergraduate
and graduate levels. Finally, I believe that my innovative record of generating real revenue
streams to support academic programs, research centers, and faculty could help the College
of Humanities and Sciences to further build on its established successes and explore the
creation of new ones.
In the remainder of this letter I will detail areas of my professional experiences that have
prepared me well to serve as the next Dean. This discussion extends from my leadership
philosophy and approach to my administrative roles, accomplishments and the necessary
skills that I have accumulated over my career in higher education administration.
Leadership Philosophy: In terms of my administrative leadership philosophy, I believe it is
vital for the new Dean to work collaboratively with the College’s faculty, staff, students,
the city and local community, external stakeholders, as well as the Provost and fellow
Deans, Chairs and faculty. As a senior administrator, my involvement with groups across
V. Burton Letter, Page 2
all operational areas of the institution (including working with and developing
interdisciplinary initiatives with other UM colleges) lends itself to an open and
participatory approach to leadership.
As a strong faculty, student, and College advocate, the ability to interact, listen, and
collaborate are the keys to sustaining and building success for the College of Humanities
and Sciences, and publicly communicating the value of a liberal arts education to
stakeholder groups. In addition, I have worked closely (shared governance) with several
faculty senates, a campus assembly, student organizations, various boards and councils.
University Leadership Experiences: Over my 29 plus years of higher education, as both an
administrator and faculty member, I have accumulated a wide-range of experiences that are
important for serving as the next Dean. In the scope of my work in higher education
administration I have made evidence-based and institution-wide decisions to the benefit of
universities and continue to do so in the scope of my current senior leadership position of
Senior Vice Chancellor for University Strategy and Performance at the University of
Arkansas at Little Rock.
Prior to my current position of Senior Vice Chancellor, I served as Executive Vice
Chancellor and Provost here at the University of Arkansas at Little Rock. When I was
hired as Provost in 2017 by my Chancellor, I was asked to “build academic degree
programs,” “promote world-class research,” and “recruit and retain…high quality and
productive faculty.” Unfortunately, our institution’s enrollment has continued to
experienced massive declines (including the loss of nearly 2,500 students over the last five
years, before I arrived at UA Little Rock) and extreme budgetary deficits. These sharp
enrollment declines have resulted in fiscal year deficits with another estimated substantial
fiscal shortfall. Given these harsh institutional realities, over the past year our university
has eliminated open faculty and staff positions and eliminated adjunct positions. In
addition, the development of new (and needed academic degree programs) was halted.
It was in this context that the Chancellor and I thought it prudent to have me help lead
university efforts to address these extreme financial deficits with him for the UA Little
Rock campus (budgets have been balanced) and also seek to revive our UA Benton Center
which had lost over 62 percent its enrollment over the past several years (to date and of
note, the UA Benton Center posted a 20 percent increase in the number of students taking
classes over last fall). Moving to this much broader institution-wide position (vis-à-vis
being provost), and accepting a new three-year appointment in 2018 to my current senior
leadership positon, allowed me to better utilize my administrative skills and experiences to
help our university in this current and future time of fiscal crisis. Unfortunately, this climate
of continued institutional decline has subsequently led to our Chancellor’s recent departure
and the turnover and departures of other senior officers of the university over the past year
(see https://www.nwaonline.com/news/2019/aug/31/ualr-s-rogerson-abruptly-sets-exit-
2019/). This is also one of the reasons for my pursuit of the leadership opportunity at the
University of Montana.
V. Burton Letter, Page 3
In terms of administrative experiences directly related to serving as Dean, over my career I
have led institution-level strategic planning efforts (as co-chair of a university planning
committee) and conducted strategic planning for an entire graduate school as a Dean to
advance institutions. With budgeting, as Provost I was responsible for the academic budget
at UA Little Rock of approximately $90 million dollars and as a dean at the University of
Mississippi my School’s total budget (from all sources) was nearly $62 million dollars
annually. Earlier in my career as a former associate provost I assisted the campus provost
of Southeast Missouri State University to administer the entire academic affairs budget
(then $51 million dollars). Finally, as a campus Chancellor of UM-Crookston I effectively
administered the institutional budget (then $21 million dollars) to eliminate institutional
budget deficits. As an experienced academic and senior-level administrator I understand
university budgets and have overseen unit, division, and institutional budgets working
under versions of several models, including: performance-based, responsibility-centered,
incremental, activity-based, state funding formula, and mixed.
As for personnel administration, I have accumulated substantial knowledge and experience
at various universities (with very distinct missions) by serving on college-level
tenure/promotion committees, rendering tenure/promotion decisions (as an academic Dean
and faculty member), and making campus-level tenure/promotion decisions as a Provost
and Chancellor. In terms of faculty and staff recruitment, mentoring, and retention, I have
overseen hiring, development, and retention efforts at research universities over my career.
With regard to recent faculty recruitment, in my first year as the Provost at the UA-Little
Rock (prior to our budget and position reductions), I hired 27 tenure-track faculty to our
institution and nearly all of these new faculty came from top-rated doctoral programs.
Moreover, during the five years that I served as an academic Dean at the University of
Mississippi, I hired 29 new tenure track “teacher-scholar” faculty members with excellent
scholarly and teaching credentials into my School’s academic departments (many of these
positions were new tenure track lines created with my School’s excess revenues/profits).
The impact of these hires led to academic program expansion, increased undergraduate and
graduate student enrollments, substantial publishing levels and increased quality impact/
citations of research, and the highest sponsored research grants/contracts funding level in
the history of my School.
Given my senior administrative positions, I have gained the necessary functional knowledge
in a wide-range of areas to effectively serve as the Dean:
conducted academic program review and assessment and developed with faculty
academic program offerings at the undergraduate and graduate levels (including 23
new Ph.D. degree programs at 2 different research universities, many of which were
in traditional liberals arts and sciences disciplines along with a number being
interdisciplinary and in STEM fields)
overseen matters related to research center development and oversight, compliance,
negotiation, technology transfer, center development/administration, and both pre
and post activities. I have also gained considerable experiences with facilities,
equipment, labs, and technology in the sciences and engineering
involved extensively in the areas of fundraising, engaging alums, and working with
advisory groups
V. Burton Letter, Page 4
obtained extensive experience with general education curricula, online education,
overseeing academic programs and scheduling at multi-campus sites, and
distance/off-campus sites to offer educational and research opportunities
participated in (and received) accreditation at the department, school, division, and
institutional levels and worked faculty and staff to maintain (and obtain) licensure,
accreditation, and certification of academic, professional, and clinical programs
worked with both SACS and HLC accreditation over my career
obtained experience with collective bargaining while a Department Head at Ferris
State University where the university’s faculty were represented by the Ferris Faculty
Association (FFA) and also at the University of Minnesota-Crookston as Chancellor several
employee groups were unionized
served as an institution’s NCAA faculty athletics representative as a graduate Dean
earlier in my career and housed many of the University of Mississippi’s athletes in
my School’s departments while Dean
engaged in regional and community economic development activities and
partnering initiatives in both the profit and non-profit sectors
as a graduate Dean, I was also responsible for the university’s International
Programs Office and its initiatives
as an academic Dean I oversaw my School’s academic departments’ work with
liberal arts (and sciences) units, as our majors most frequently looked to arts and
sciences disciplines as second majors and declared minors
effectively worked in a university “system” of institutions at the University of
Minnesota-Twin Cities with its five campuses and outreach centers across the state
and currently work in the University of Arkansas System of universities at UA
Little Rock
Record of Accomplishment: I believe that my administrative record also reveals a consistent
pattern of accomplishment in areas necessary for successfully serving as Dean. Moreover,
I do believe that my record of accomplishments, knowledge, and direct experiences in the
areas of increasing student enrollment and retention would benefit the College of
Humanities and Sciences as it encounters both opportunities and challenges in the coming
years. For instance, where I have had enrollment responsibilities, I have increased
enrollments (often substantially) and increased student retention rates by creating programs
and funding initiatives. For example, I have created learning communities, undergraduate
signature experiences, new advising offices, academic/social support counselor positions,
and offices for undergraduates by obtaining funding, and graduate student recruitment
consortiums in my academic administrative career. These efforts not only worked to
increase enrollments and retention, but also enhanced the student experience at institutions
I have previously served, and are consistent with serving as Dean and “support(ing) UM’s
mission of providing a high quality and accessible education.”
Generating Revenue: In my time as an academic administrator, I have learned that the
effectiveness of a College is dependent upon the talent and vitality of its people and
programs. Thus, as a former campus Chancellor and academic Dean, I spent a great deal of
time generating real revenue to support the building and sustainability of a quality faculty
V. Burton Letter, Page 5
and academic degree programs. The three basic ways that I have successfully procured
resources as an academic administrator over my career (regardless of whether being at a
large research university or at smaller institutions) has been from fundraising and
development efforts, increasing faculty research grants and contracts, and creating relevant
(market driven) academic degree programs (that expand enrollments and create high quality
opportunities for students and faculty). Over my career I have created several new research
centers and dozens of new academic degree programs at the undergraduate and graduate
levels (including graduate programs) to provide opportunities for students, faculty, and
staff and to help generate tuition and grant/contract revenue streams.
Fundraising and Development: As both an academic Dean and former small campus
Chancellor, I focused a good portion of my time on development and fundraising activities.
I feel it is critical that the Dean possess demonstrated success at enhancing relationships
with the institution’s support base, as well as cultivating new relationships. Drawing upon
my recent experiences as a Dean at the University of Mississippi, for example, I was able to
work closely with my School’s development staff to double annual giving to our School of
Applied Sciences. Additional highlights included the acquisition of a donor’s planned
estate gift of $1.25 million dollars, a number of $100,000 dollar contributions for faculty
teaching support, student scholarships, clinic and lab equipment, and facilities/space.
Moreover, I worked within the institution (and outside) to obtain a new School of Applied
Sciences Academic Complex (with primary Mississippi IHL support of $17.3 million
dollars of funding for construction/renovation of three existing campus buildings and a new
major classroom facility). The new School of Applied Sciences facility (with 61,000
square feet of space) has been completed.
Sponsored Research (grants and contracts): For two years I was an institution’s chief
research officer at Southeast Missouri State University (founded as a Normal School) and
was able to develop policies and work with faculty and staff to double sponsored research
at that regional institution from $4 million to over $8 million dollars (at a small teaching
oriented institution). In fact, with my emphasis on generating increased external funding
when Provost at the UA-Little Rock, our totals increased from $29 million dollars to $32.6
million dollars in grants and contracts. Previously as Dean at the University of Mississippi,
I worked with faculty and staff to increase grants and contracts funding from $2.5 million
dollars the year prior to my arrival as dean, to a high of $14.1 million dollars. Of
importance, many of these new grant and contract funds were procured by my School for
building our research infrastructure, increasing significantly student support/funding,
improving teaching and learning, and expanding outreach/service activities. It was during
this same period that the University of Mississippi advanced from a Carnegie R2 to the R1
classification.
Valuing the Teacher-Scholar Model: In my roles as a professor and administrator, I believe
firmly that there is no substitute for excellence in teaching and scholarship. Thus, it is vital
that the Dean nurture and support the teacher-scholar model for faculty and academic
programs to remain strong, relevant and current to the benefit of students, disciplines, and
stakeholders. I also believe that it is important for the new Dean to be a recognized (e.g.,
scholarly impact) teacher-scholar to contribute to the College’s scholarly and strategic
initiatives.
V. Burton Letter, Page 6
Moreover, the teaching and mentoring of students is a calling that I take very seriously.
As a professor, I have taught graduate and undergraduate courses in the areas of
criminology, justice, sociology, research methods, and social work (community practice).
As indicated in my vita, I have been recognized for teaching excellence by students and
have mentored/advised numerous students (including undergraduate, master’s and
doctoral). In terms of my scholarly work as a trained sociologist and administrator, I
continue to publish my research in peer-reviewed journals on topics in criminology.
Diversity and Inclusion: In making application for this important deanship, I was drawn to
the commitment to diversity and inclusion that the University of Montana as an institution
firmly embraces. This commitment is key to an institutional environment that values and
celebrates various viewpoints, backgrounds, and experiences of campus participants and
stakeholders. Thus, I have chosen to include a statement of my commitment to diversity
and inclusion (please see attached document).
I appreciate this opportunity to have shared with you my interest in the position of Dean of
the College of Humanities and Sciences at the University of Montana. Should you require
additional information, please let me know. Also, please address all correspondence to my
personal email address or home address listed on my vita to help ensure confidentiality in
this search process.
Sincerely,
Velmer S. Burton, Jr., Ph.D., Ed.D.
Senior Vice Chancellor for University Strategy and Performance
Professor or Criminal Justice
University of Arkansas at Little Rock
Commitment to Diversity and Inclusion Statement
Velmer S. Burton, Jr., Ph.D., Ed.D.
As an academic administrator, I fully believe it is the responsibility of the campus
community to actively ensure a diverse and inclusive environment for our students, faculty,
staff, and stakeholders. I have always believed in this principle whole-heartedly and its
likely due to my own life experiences. Growing up in a working-class household, both of
my parents worked in Ohio factories and my father eventually became a union
representative. In this union environment the spirt was equality of all workers and I learned
these lessens growing up. In addition, I was involved in athletics and eventually played
football in a community college in Iowa and later received an athletic scholarship to play at
the University of Cincinnati in the early 1980s. Unfortunately, several injuries ended my
career. Thus, in athletics I played on very diverse teams and the appeal of playing
competitive sports was that athletic skills and differences separate players, not socially
ascribed statuses or inequities that determine outcomes. This personal understanding and
commitment to diversity and inclusiveness has always remained with me and even
influenced my academic career. For instance, I have been a tenured full Professor of social
work at the University of Minnesota-Twin Cities and the University of Mississippi and
within each of these academic units the commitment to social justice, diversity and
inclusion is centered. As a criminologist who studies crime causation, justice, and offender
reentry back into communities, I well understand diversity and inclusion and how inequities
result in deprivations experienced by not only individual offenders but also rob
communities affected by the loss of fathers, mothers, families and citizens caught up in the
justice system.
Over my career in higher education, I have worked tirelessly to ensure a wide variety of
opportunities, and can point to examples of actually demonstrating my commitment to
diversity and inclusion. More recently, for example, as an academic Dean at the University
of Mississippi 17 of the 29 tenure-track faculty hires I made were from underrepresented
groups. Moreover, each of these hires had pedigrees from top-ranked doctoral programs in
their respective disciplines. From serving as Dean there, I am proud to note that my
School’s student population (and faculty and staff) was among the most diverse at the
university and had the largest number of first generation and non-traditional students
attending college. Also, as Dean at the University of Mississippi, shortly after arriving my
School’s instructional faculty (prior to teaching a course) participated in a course on
diversity and inclusion offered by our University’s human resources staff. In addition, as
Executive Vice Chancellor and Provost here at UA Little Rock, I made hiring decisions
with the same sustained commitment to diversity and inclusion.
Moreover, while a senior administrator I have systematically increased the level of funding
for underrepresented student support as well as promoting initiatives for aiding diverse
faculty and students with available budgets. As an example of creating student
opportunities, while Dean at the University of Mississippi I worked directly with several
African-American student athletes from the institution in Minnesota where my son played
college football to bring them to graduate programs at that southern university. Today, two
of these individuals are now successfully enrolled (and funded) in Ph.D. programs seeking
academic careers.
V. Burton Statement-Page 2
Finally, there are other examples of my commitment to diversity and inclusion. As a Dean
at the University of Mississippi I also viewed disability as an important aspect of inclusion.
For instance, when we were constructing our new School of Applied Sciences Complex, I
was aware that one of our faculty members was disabled. Thus, when we planned our
building’s construction, with its entrances and access ramps, I refused to have only “one”
such entrance and instead included multiple handicapped access entrances because I saw
our School as one of “access for all” and it was important that she be (and feel) included
equally. Hence, the new facility had multiple entrances not only for her, but for all disabled
faculty, staff, students and guests. Other examples through my career include hiring an
institution’s first female to serve as our university’s Athletics Director (while a Chancellor)
and hiring the first female law Dean while I was Provost here at UA Little Rock.
In terms of my commitment to diversity and inclusion, I am proud of my record of ensuring
a culture of respect and opportunity. As Dean, I will work diligently with stakeholders to
enable a diverse and inclusive College of Humanities and Sciences at the University of
Montana.
Velmer S. Burton, Jr., Ph.D., Ed.D.
Senior Vice Chancellor for University Strategy and Performance &
Professor of Criminal Justice University of Arkansas at Little Rock
(updated February 17, 2020)
Education
Certificate Harvard University, Graduate School of Education, 2004
Harvard Seminar for New Presidents
Ed. D. University of Pennsylvania, Higher Education Management, 2003
Dissertation Title: Structured Pathways to the Presidency: Becoming a
Research University President.
Ph. D. University of Cincinnati, Sociology, 1991
Dissertation Title: Explaining Adult Criminality: Testing Strain,
Differential Association and Control Theories.
M. S. University of Cincinnati, Criminal Justice, 1986
Thesis Title: The Collateral Consequences of a Felony Conviction.
B. S. University of Cincinnati, Criminal Justice, 1985
Honors: Magna Cum Laude
Coursework North Iowa Area Community College, 1980-81
University Administrative Positions
University of Arkansas at Little Rock (2017 to present):
Senior Vice Chancellor for University Strategy and Performance (2018-present)
& Professor (tenured), Department of Criminal Justice
Executive Vice Chancellor and Provost (2017-2018)
& Professor (tenured), Department of Criminal Justice
University of Mississippi (2012 to 2017):
Dean, School of Applied Sciences & Professor (tenured), Department of
Social Work and Department of Legal Studies (Criminal Justice)
University of Minnesota (2003 to 2012):
UM-Twin Cities Campus, Special Assistant to the Senior Vice President for
System Academic Administration (2008 - 2012) & Professor (tenured), School
of Social Work, (2005 - 2012), Affiliated Faculty, Center for Advanced Studies
in Child Welfare (2008-2012)
UM-Crookston Campus, Chancellor & Professor (tenured), Department of Arts,
Humanities, and Social Sciences (2003-2004) and UMC Campus Assembly
Chairperson
North Dakota State University (2000-2003)
Dean of The Graduate School & Professor (tenured), Department of Sociology and
Anthropology, Interim Dean of University Studies
Southeast Missouri State University (1998-2000)
Associate Provost for Research and Graduate Studies and Dean of The Graduate
School & Professor (tenured), Department of Criminal Justice (1999-2000),
Associate Professor (tenured), Department of Criminal Justice (1998-1999)
Ferris State University (1996-1998)
Department Head & Associate Professor, Department of Criminal Justice
University Faculty Positions Washington State University-Pullman
Assistant Professor, Criminal Justice Program (1994-1996)
Sam Houston State University
Assistant Professor, College of Criminal Justice (1991-1994)
Illinois State University
Assistant Professor, Department of Criminal Justice Sciences (1990-1991)
University Administrative Experiences
University of Arkansas at Little Rock (2017 to present):
The University of Arkansas at Little Rock is a metropolitan doctoral research university
within the University of Arkansas System. The university has an enrollment of
approximately 10,500 students, 164 academic programs, nearly 500 full-time faculty
members, with undergraduate and graduate degrees offered through the doctorate. In terms
of NCAA Athletics, UA Little Rock competes as a D-1 institution and a member of the Sun
Belt Conference. Degree programs are offered at the UA Little Rock campus and at the
UA Benton Center.
As Senior Vice Chancellor for University Strategy and Performance (November 1, 2018 to
present), I began a new three-year term to aid the university in its current financial crisis
with the following institutional-level responsibilities:
Providing university-level senior leadership
Serving as a member of the university’s central administration
Working closely with the university’s chancellor and administration to help
successfully remedy (e.g., balance budgets) institutional deficits.
Analyze and provide strategy, formulate processes, and assess performance
outcomes on university financial matters directly with the chancellor.
Communicate and work with external constituents in the communities of Little
Rock and Benton, where our two campus sites are located
Align strategic initiatives to improve institutional performance (cost and value) for
the university
Assist the UA Benton Center to become financially sustainable. This site lost 62
percent of its student enrollment over the past five years. The UA Benton campus
experienced an enrollment increase of 20 percent in students taking classes in Fall
2019, its first fall enrollment increase in nearly five years, but will cease operations
in July 2020 (given the extreme university budget situation)
Assess as needed any financial matter impacting the university while identifying
opportunities for new external revenues
Work with the City of Little Rock and local community on the UA Crime Task Force
As Executive Vice Chancellor and Provost my duties (July 2017 through October 2018)
involved:
Serving as the university’s chief academic officer with oversight for 164 academic
programs
Responsibility for all academic issues at the university and divisional budgeting
(approximately $90 million dollars), personnel and planning across six colleges,
library, institutional research, sponsored research, graduate school, and all academic
initiatives, operations and programs
Decision-making in the university’s tenure and promotion process for faculty
Providing internal and external leadership for the division of academic affairs
Supervising college and school deans as well as three associate vice chancellors,
two associate provosts and office staff
Overseeing the division’s academic, plant, and operating budgets
Administering academic program development and program review
Overseeing Higher Learning Commission Accreditation efforts and activities
Reporting to the University of Arkansas Board of Trustees, the Arkansas
Department of Higher Education, and the Arkansas Department of Education
Conducting divisional strategic planning
Monitoring departmental and college governance document processes
Co-chairing the University Budget Review Committee
Working with the Executive Committee of the UA Little Rock faculty senate
Engaging with various institutional members within the UA System
Creating and supporting innovative strategic and academic and research
partnerships with industry partners
Making final decisions on all undergraduate and graduate student appeals
Overseeing and monitoring professional education accreditation, certification, and
licensure
Making divisional recommendations on all faculty requests for sabbaticals (OCDA
requests)
Assessing student learning and outcomes assessment
Overseeing the university’s High School Concurrent Enrollment Program for
approximately 2,000 high school students taking courses
Reviewing faculty senate legislation prior to Chancellor approval
Serving as Chancellor in his absence from campus
As Provost, my accomplishments included:
Implementing the “Teacher-Scholar Model” for the university to ensure quality
teaching and scholarship as a research university
Hiring during my first year 27 new tenure-track and tenured faculty to the UA
Little Rock and an additional 18 full-time instructors
Overseeing the increase of procured sponsored research grants and contracts from
$29 million dollars to $32.6 million dollars at the university, as well as increasing
submitted and funded proposals
Creating in January 2018 a new centralized advising center (Trojan Academic
Advising Center) for all new freshman (and first time transfer students) entering
UA Little Rock to enhance retention
Developing a new At-Risk Student Reporting system (4th week) for faculty and
students to improve retention
Implementing for Fall 2018 a Living and Learning Community with faculty and
two cohorts of 24 new freshmen to increase enrollments and retention. Planning is
underway to increase these learning communities to four cohorts for Fall 2019
Working with faculty senate to implement new tenure and post tenure policies
approved by the University of Arkansas Board of Trustees in March 2018
Advising and working closely with the chancellor to establish a new University
Budget Review Committee, which I suggested to the chancellor and also co-chaired
Consulting with several academic departments and faculty to develop several new
graduate programs, particularly in Applied Communication and Social Work
Working with the Chancellor and Development Office to establish a new
Undergraduate Mentor Award (faculty and undergraduate student research funding)
support for 80 undergraduate students (Fall 2018), 100 students (for Fall 2019) and
it is planned for 120 students (Fall 2020)
Creating and identifying new undergraduate signature experiences for UA Little
Rock
Consulted with faculty senate leadership to create an external reviewer policy for
use in faculty tenure and promotion decisions
Increased High School Concurrent student enrollment to the university’s highest
level of 1,940 students
Hiring the first female dean of the W.H. Bowen School of Law at UA Little Rock
Oversight of successful re-accreditations and accreditations including: College of
Engineering (ABET) accreditation of Architectural and Construction Engineering
(ARCE) and Mechanical Systems Engineering (MSEG) programs; College of
Business (AACSB International) re-accreditation, School of Education
CACREP re-accreditation, and Council on Academic Accreditation in Audiology
and Speech-Language Pathology for graduate education program in audiology
Making 20 successful tenure and/or promotion recommendations for Fall 2018
University of Mississippi-Oxford (2012 to 2017):
Dean of the School of Applied Sciences
The University of Mississippi-Oxford is the state’s flagship research university (Carnegie
R1) with nearly 24,000 students and approximately 900 tenure-track and full-time faculty.
It is a Southern University Group member and a member of the Southeastern Conference
(SEC) West Division in athletics. The School of Applied Sciences consists of five
academic departments (including Health, Exercise Science, and Recreation Management,
Communication Sciences Disorders, Social Work, Legal Studies with Criminal Justice,
and Nutrition and Hospitality Management), a major School-level Center and three
department-level research centers. The School of Applied Sciences has over 3,000 total
undergraduate (majors/minors) and graduate students in degree programs from the
baccalaureate through the Ph.D. degree and 60 tenure-track faculty, 21 full-time
lecturer/instructors, and numerous adjunct instructional and support staff. Degree
programs are offered primarily at the Oxford campus, but are also offered at the DeSoto,
Grenada, Tupelo, and Booneville campuses, as well as in a growing online/distance
format. As Dean, I directly supervised associate and assistant deans, department
chairpersons, directors, and support staff in the areas of research, development and
fundraising, information technology, communication, and student academic support.
As Dean, my primary responsibilities involved:
Serving as the School’s chief academic officer
Providing internal and external leadership for the School
Responsibility for a total annual operating budget of approximately $62 million
dollars (including state funding, tuition revenues, gifts, endowment income, clinic
fees, and grants and contracts)
Recruiting and mentoring tenured, tenure-track, and instructional faculty
Fundraising and Development activities for the School
Conducting long-range (and short-term) strategic planning and implement
recommendations from the planning process to make evidence-based administrative
decisions
Directing successful (and profitable) enrollment management efforts for the School
Overseeing the assessment, accreditation, and licensure of academic and
professional degree programs, as well as clinical education
Responsibility for academic departments’ offering degree programs at off-campus
locations across northern Mississippi including campuses at DeSoto, Tupelo,
Grenada, and Boonville, as well as online/distance offerings
Providing academic student support for majors in minors in the School
Coordinating the school-wide functions and activities and increased access of the
school’s faculty and staff with the dean’s office with events and activities
Responsibility for the School’s facilities, clinics, and laboratories
Working closely with the alumni and advisory Board of the school to increase School
financial support
As Dean, my accomplishments included:
Implementing the “Teacher-Scholar Model” for the School of Applied Sciences,
consistent with the 2010 UM 2020 Strategic Plan emphasizing the importance of
both quality teaching and scholarship
Hiring of 29 new full-time tenure-track faculty into the School.
Overseeing an increase in sponsored applied research grants and contracts to $14.14
million dollars, up from $2.5 million dollars the fiscal year prior to my arrival as
Dean. From 2012 to 2017 as Dean, my School obtained $51.3 million dollars in
research grant/contract funding. The increase in research grants and contracts was
aided by providing incentives for faculty and research investigators
Increasing diversity among our School’s faculty by hiring 17 of the 29 new
tenure- track faculty from underrepresented ethnic groups
Creating a new internal grant program for our faculty scholars to assess/enhance
teaching and pedagogy of our School’s academic programs to strengthen student
learning as part of our evidence-based Teacher-Scholar model
Adding and creating 17 new tenure-track faculty lines in School departments (6 of
these were created from “excess revenues” generated during my deanship
Increasing earned student credit hours significantly. The School became the
second highest School/College at the university in terms of SCH production
(trailing only the College of Liberal Arts). The May 2017 graduation for the
university witnessed the School of Applied Sciences producing the highest
number of graduates among all the Schools and the College at the institution
Expanding online instructional offerings and profits in the School (from only $25K to
over $400K in profits). Worked with faculty and departments to continuously
increase the School’s online offerings
A new Applied Gerontology BS degree program (and eventual academic department)
was in the approval process while I was dean
A tripling of our School’s endowment fund and a doubling in the level of
annual giving
Working with the graduate dean and faculty to develop new Ph.D. degree programs.
A new Ph.D. degree in nutrition and hospitality management was implemented in Fall
2016 and a new Ph.D. program in both social work was implemented in Fall 2017.
Also new degree programs in and communication science disorders and an online
master’s degree in Hospitality Management were being discussed and/or developed
The recruitment and hiring of two Associate Deans, one Assistant Dean, a School
Budget Analyst/Accountant, an Assistant to the Dean within the School of Applied
Sciences, and a Communications Specialist
Creation of a new research Center for Health Performance and Sports. Staff
members also worked with our Athletics Department in the area of nutrition for
Ole Miss athletes.
A planning process was underway to create a new applied/community research
center for offender re-entry supporting the scholarly/research activities of criminal
justice and social work faculty members to address Mississippi criminal offenders’
economic, legal and social needs
Procurement of a planned estate gift of $1.25 million dollars to provide undergraduate
and graduate student scholarships. Also obtained several $100,000 gifts and a
number of large contributions for faculty and student support
Acquisition of $17.3 million dollars for a new School of Applied Sciences Academic
Complex and a state of the art classroom facility (61,000 square feet total) to house
academic departments, classrooms, and school dean offices. Planning and
development/fundraising activities were underway for another new facility to house
an academic department, clinic, and faculty labs (18,000 square feet facility)
Developing an endowed Gillespie Scholar to be awarded to a tenured faculty
member, the School’s first named scholar with endowed and school funds
Tripling the number (and level) of financial support of our graduate student
stipends in the School
Increasing the number of Honors students (from 24 to 61) majoring in School of
Applied Sciences degree programs and increased the number of prestigious
Taylor Medalists to 7
Increasing student recruitment and fall enrollment with total enrollments in the school
trending up from 2,465 (prior to my arrival) to 3,059 total (undergraduate, graduate,
and degree minors) students
Working with faculty and staff to increase freshman retention which climbed to
93.4 percent for freshmen students (enhanced by developing new departmental
advising structures) by hiring 5 new academic support student advisors (full-
time) for our 5 departments to increase retention and 6th year graduation rates.
These new staff positions were funded from “excess” revenues I had created as
dean
Increasing each year endowed scholarship support to undergraduate and graduate
students
University of Minnesota-Twin Cities (2008-2012):
Special Assistant to the Senior Vice President for System Academic Administration
The University-Twin Cities campus is an AAU urban research and land-grant university
(Carnegie R1), has over 4,000 full-time faculty and enrolls over 51,000 students. The
University of Minnesota-Twin Cities is a CIC member institution and is a member of the
Big Ten Conference West Division in athletics. In addition to the Twin Cities campus,
the University of Minnesota system consists of four coordinate campuses at Crookston,
Duluth, Morris and Rochester. The Office of System Academic Administration was
responsible for statewide and system-wide academic programs and initiatives and
focuses on broad, high-level academic, outreach, and public engagement issues;
international programs; system academic administration and policy; strategic planning
and analysis, budgeting and legislative matters; and institutional research and academic
capital planning.
In this administrative role as Special Assistant to the Senior Vice President, I
Provided senior staff leadership
Coordinated system-level functions and activities
Analyzed and advised on the development of existing and new research and outreach
centers within the state of Minnesota
Conducted academic and financial assessments of University of Minnesota
coordinate campuses at Crookston, Duluth, Morris, and Rochester
Oversaw special initiatives and projects affecting system activities
Worked with business, industry, and educational leaders in west-central Minnesota to
help establish the new Mid-Central Biosciences Center in Willmar, Minnesota. The
Center was operated by the University of Minnesota and is housed on the MinnWest
Technology Campus. This operation was a $2.5 million dollar biotechnology
research and business development center
Communicated and worked with external constituents including corporate,
government, educational, and private groups
Worked internally with faculty, staff, and academic administrators at the University
of Minnesota
Worked with our major research faculty to establish research centers
University of Minnesota-Crookston (2003-2004):
Chancellor
The University of Minnesota-Crookston is a coordinate campus within the University of
Minnesota. UMC is a four-year regional campus serving the northwest region of the state
of Minnesota. With 2,100 students and over 100 instructional faculty, undergraduate
degree programs are offered through 25 baccalaureate and 9 associate degrees.
As Chancellor, I
Supervised five Vice Chancellors for: Academic Affairs, Student Affairs, Finance and
Administration, Enrollment Management, and University Relations as well as the
Associate Vice Chancellor for Facilities and Management and the Director of
Development. As Chancellor I recruited and filled six of these seven cabinet
positions in close consultation/coordination with the UM-Twin Cities central
administration, legal staff, and human resources
Restructured/created a University Relations division with a new vice chancellor
Successfully hired UMC’s first female athletic director (member of D-2 NSIC
conference)
Restructured within division of academic affairs an outdated two-year institutional
academic “centers” structure led by 3 directors and 22 program coordinators down to
a new four-year campus model of five departments administered by Heads (as found
on the Twin Cities campus). Directors and coordinators were returned to faculty
positions in consultation/coordination with the UM-Twin Cities central
administration, legal staff, and human resources
Gained financial stability for the UMC campus experiencing budgetary deficits,
constraints, and issues in coordination/consultation with the University of
Minnesota- Twin Cities Central administration
Advanced the University’s commitment to diversity and maintained a strong
affirmative action and equal opportunity program in the recruitment and retention of
students, faculty, and staff provided effective leadership in fiscal management, in
development, marketing, and public relations, and in strategic planning to fully utilize
the human and physical resources of the campus
Fostered and maintained positive working relationships with the Northwest Research
and Outreach Center and the University of Minnesota Extension Service to provide
University programs to the citizens of northwestern Minnesota and advance the
University’s outreach mission
Represented UMC to the University of Minnesota President, the Board of Regents,
the community, region, state, legislature, governmental agencies, and other
organizations including higher education institutions
Supported the UM-Twin Cities President in initiatives on regional development
strategies and the impact of the University in the state of Minnesota
Worked with faculty groups to develop new BS degree programs in Communication,
Health Sciences, and Computer Software Technology
Developed with faculty groups five additional BS degree program proposals/plans in
Criminal Justice, Psychology, Biology, Food Safety, and Environmental Science for
review by UMTC Provost before returning to the faculty at UM-Twin Cities
Provided leadership for the future of the Crookston campus that included a high
quality academic program and the effective integration of that program within the
University of Minnesota system
Maintained and enhanced a responsive organizational structure, a positive learning
environment, and effective working relationships with the faculty, staff, and students
to fulfill the mission of the University of Minnesota
Initiated a campus-wide five-year Strategic Planning Process
Expanded the enrollment of College in the High School program
Implemented an Enrollment Management Model for marketing and recruitment
approaches and created a Vice Chancellor for Enrollment Management position
Expanded outreach efforts to agricultural producers in northwest Minnesota with first
Chancellor’s farm and business tour
Worked to help negotiate contract and oversaw construction of the new campus
Student Center
Initiated (and involved with) planning and resource procurement for the new Student
Residential apartment facility on campus
North Dakota State University (2000-2003):
Dean of The Graduate School and Interim Dean of University Studies
North Dakota State University is the state’s land-grant research institution of 14,500
students. As Dean of The Graduate School, I administered graduate degree programs
through the doctoral level, that included 37 doctoral programs, 49 master’s programs, 3
certificates, and the educational specialist degree.
As Dean of The Graduate School, I Worked with faculty and administrators to develop and/or implement 19 new doctoral
degree programs and 6 master’s degree programs. I also developed 3 doctoral
proposals with faculty groups before leaving to become chancellor at the University of
Minnesota-Crookston. Prior to my graduate deanship at NDSU, only one doctoral
program had been implemented at the institution during the fifteen previous years
Increased graduate and professional student enrollments by nearly 50% during my
three year tenure as graduate dean at NDSU
Acquired experience with collegiate athletics as the National Collegiate Athletic
Association (NCAA.) Faculty Athletic Representative for NDSU at a time when
NDSU was working to “move-up to Division 1 athletics. Eventually the institution
successfully became a Division 1 member. I was also a member (and faculty advisor)
of the Student Athletic Advisory Committee
Increased graduate student applications by 84%
Fundraised for graduate fellowships and scholarships (as part of NDSU’s capital
campaign)
Worked with external constituents including service on the Statewide Outreach
Committee and served as a member of the North Dakota Council for Teacher
Education, a statewide committee reporting to the governor, legislature, and North
Dakota State Board of Higher Education
Oversaw graduate student research and maintained communication with student
groups to assure a student centered educational environment
Had responsibility for domestic and international student recruitment
Conducted academic program review and outcomes assessment for graduate
programs
Worked with continuing and distance education administrators
Built/monitored graduate fellowship/scholarship/enhancement award budgets and
oversaw enrollment management for graduate education and graduate student affairs
Supervised an Associate Dean, Director of the university’s Center for Writers,
Disquisition Editor, and the graduate office staff
Southeast Missouri State University (1998-2000):
Associate Provost for Graduate Studies and Research and Dean of The Graduate
School
Southeast Missouri State University is a comprehensive regional institution and offers
undergraduate and graduate degrees. In this position, my duties encompassed three areas:
1) general administrative responsibilities for the Division of Academic Affairs; 2) the
administration of the Office of Research and Sponsored Programs; and 3) the
administration of The Graduate School.
As an Associate Provost, administratively I
Worked with the Provost to oversee the Division of Academic Affairs’ annual
budget (FY2000/$51 million dollars)
Co-Chaired of the University Strategic Planning Committee
Served on the University Budget Review Committee as the division’s
administrative representative
Administered all fiscal allocations for degree program accreditation, instructional
technology/equipment, faculty recruitment, operations, faculty/staff professional
development, and minority support efforts
Served on a number of university-wide committees, including the University Planning
Committee (and Strategic Planning Subcommittee), Funding for Results Committee,
Administrative Council, Dean’s Council, and the Library Master Steering Committee
Served on key academic policy committees such as the University Academic
Assessment Committee (e.g., degree programs, curricula, general education) and
Academic Council
As the Chief Research Officer of the university’s sponsored research activities and
sponsored programs, I
Increased sponsored research (grants/contract) from $4.1M dollars to $8.1M dollars
Administered the university’s research budget
Managed the university’s indirect cost budget and grant matching
equipment/technology accounts
Funded graduate student research activities
Worked with state, federal and private funding agencies
Provided oversight for technology transfer activities
Served on numerous university-level committees involving research
Administered (with Advisory Quip committee) research policies and procedures
Worked with department chairpersons to distribute faculty research release funds
Supervised the Director of Sponsored Programs
As Dean of The Graduate School, I had supervisory responsibilities for 32 graduate
degree programs of study, the educational specialist degree, and a cooperative doctoral
program in Educational Leadership. Within this role I had responsibility for
Worked with faculty, departments, and colleges to increase graduate student
enrollments from 888 to 1,389 students
Advancement of graduate and professional education throughout the university's
colleges
Strategic planning of graduate degree program activities
Increased the number of Graduate School supported assistantships from 99 to 146
Developed/revised 13 graduate degree programs
Distance (and interactive) education opportunities for graduate students pursing
education opportunities at 13 off-campus locations
Fiscal responsibility for The Graduate School
Worked with College of Education NCATE Accreditation Steering Committee
Chaired the Graduate Council
Development and assessment of new and existing graduate and professional program
offerings and oversaw graduate and professional student recruitment/
retention/enrollment management
Oversight for all policies and procedures related to graduate education
Administration of the Fulbright Scholarship Program
Direct supervisory responsibility for International Programs, an Associate Dean of
The Graduate School, the Director of International Programs, and clerical and support
staff
Service as a permanent member of the University Faculty Promotion (and tenure
appeals) Committee
Expansion of the use of instructional technologies into the graduate curricula
Ferris State University (1996-1998):
Department Head
Ferris State University is a comprehensive regional university of 12,000 students and
offers degrees at the associate, baccalaureate, master’s and two doctoral degrees.
In addition to faculty responsibilities, as Head I had administrative responsibility for
All matters related to academic affairs
Administration of the department budget of $1.2 million dollars
Student recruitment/retention
Unit-level collective bargaining (for faculty)
Personnel administration of a department consisting of 12 interdisciplinary full- time
faculty, 11 adjunct faculty, 3 undergraduate coordinators, a graduate director, and
clerical support staff
Curricular oversight for 5 degree programs at the associate, bachelor, and master’s
levels for approximately 600 undergraduate and graduate students
In my role as Department Head, with the faculty and staff, I
Developed and implemented the following new degree programs:
- Master of Science degree in Criminal Justice Administration
- Bachelor of Science degree in Criminal Justice (Generalist/Systems)
- Forensics Sciences Option (with Chemistry and Biology faculty)
Expanded (and recruited) the number of full-time faculty from 8 to12 and part- time
faculty from 4 to 11
Recruited/hired department’s first female tenure-track faculty members (e.g., two)
Increased the department’s enrollment to 9% of the full-time university total
Implemented the Justice Learning Community retention program with the College of
Arts and Sciences for incoming freshmen
Helped faculty generate over $l million dollars in external funding for Criminal
Justice (including federal student scholarship funding) at Ferris
Successfully completed North Central accreditation review
Worked to elevate the department’s status to a School of Criminal Justice
Increased the number of alumni on the department’s academic advisory committee
Research and Scholarly Writings
Google Scholar Citations of Publications
Citations: 4,720
h-index: 30
Book Cullen, F. and V. Burton, Jr. (eds.). 1994. Contemporary Criminological Theory. New
York University Press, U.S Publisher. Dartmouth Publishing Company, U.K. Publisher.
Articles/Publications
Hannan, K., F. Cullen, L. Butler, A. Burton, A. Graham, V. Burton, Jr., 2020. “Racial
Sympathy and Support for Capital Punishment: Revisiting White Americans’ Views
Toward African Americans.” Journal of Quantitative Criminology. (In Review)
Butler, L., F. Cullen, A. Burton, Thielo, A. and V. Burton, Jr., 2020 “Redemption at a
Correctional Turning Point: Public Support for Rehabilitation Ceremonies.” Federal
Probation. (In Review)
Burton, A., F. Cullen, C. Jonson, J. Pickett, and V. Burton, Jr. 2020. “Public Support for
Banning Assault Weapons: Reducing the Opportunity for High-Casualty Mass Murder.”
Public Health (In Review)
Burton, A., J. Pickett, C. Jonson, F. Cullen and V. Burton, Jr., 2020. “Public Support for
Policies to Reduce School Shootings: A Test of Four Theoretical Models.” Journal of
Research in Crime and Delinquency. (Revise and Resubmit decision)
Lee, H., Pickett, J., Burton, A., F. Cullen, C. Jonson, and V. Burton, Jr., 2020. “How Does
the Public Explain School Shootings? The Extent and Sources of Attributions.” Justice
Quarterly. (Revise and Resubmit decision, In Review)
Burton, A., F. Cullen, V. Burton, Jr., Amanda Graham, L. Butler, and A. Thielo. 2020.
“Belief in Redeemability and Punitive Public Opinion: Once a Criminal, Always a
Criminal Revisited.” Criminal Justice and Behavior. (Accepted, with minor revisions)
Shutten, N., J. Pickett, A. Burton, F. Cullen, C. Jonson, and V. Burton, Jr., 2020.
“Punishing Rampage: Public Opinion on Sanctions for School Shooters.” Justice
Quarterly. (Accepted for Publication)
Cao, L and V. Burton 2019. “The Theory of Social Support.” In A Criminologist’s Life:
Essays in Honor of the Criminological Legacy of Francis T. Cullen. Routledge
Publishing Co. (Accepted for Publication)
McManus, H., A. Graham, F. Cullen, V. Burton, Jr., and C. Jonson. 2019. “Friend Not
Foe? Reconsidering Race, the Police and Community Relations.” Race and Justice.
(Accepted for Publication)
Graham, A., McManus, F. Cullen, V. Burton, Jr., and C. Jonson. 2019 “Videos Don’t Lie:
African Americans’ Support for Body-Worn Cameras” Criminal Justice Review.
(Accepted for Publication)
McManus, H., F. Cullen, C. Jonson, A. Burton and V. Burton, Jr. 2019. “Will Black Lives
Still Matter to the Police? African Americans’ Concerns in the Trump Presidency.”
Victims and Offenders. 14: 1040-62.
Thielo, A., F. Cullen, A. Burton, M. Moon, and V. Burton, Jr. 2019. “Prisons or Problem-
Solving: Does the Public Support Specialty Courts?” Victims and Offenders. 14: 267-82.
Burton, A., J. Lux, F.T. Cullen, W. Miller, and V. Burton, Jr. 2018. “Creating a Model of
Correctional Officer Training Academy: Implications from a National Survey.” Federal
Probation. 81: 26-36.
Cao, L., V. Burton, Jr., and L. Liu. 2018 “Correlates of Illicit Drug Use Among
Indigenous Peoples in Canada: A Test of Social Support Theory.” International Journal
of Offender Therapy and Comparative Criminology. 62: 4510-4527.
Walker, A., Klein, M., Hemmens, C, Stohr, M, and V.S. Burton, Jr. 2016. “The
Consequences of Official Labels: An Examination of Rights Lost by the Mentally Ill
and Mentally Incompetent Since 1989.” Community Mental Health Journal. 52: 272-
80.
Burton, Jr., V., C. Fisher, F.T. Cullen, and C. Jonson. 2014. "Confronting the Collateral
Consequences of a Criminal Conviction: A Special Challenge for Social Work with
Offenders" Journal of Forensic Social Work 4: 80-103.
Burton, Jr., V. 2014. “How to Become a Successful Administrator.” Journal of
Contemporary Criminal Justice 30: 409-426.
Burton, Jr., V. 2013. “Swarming.” Encyclopedia of Street Crime. Jeffrey Ian Ross
(editor). Thousand Oaks, CA: SAGE.
Benson, M., L. Alarid, V. Burton, Jr., and F. Cullen. 2011. “Reintegration or
Stigmatization? Offenders’ Expectations of Community Re-Entry.” Journal of Criminal
Justice 39: 385-393.
Burton, Jr., V. and L. Alarid. 2010. “Gender and Serious Offending.” Encyclopedia of
Criminological Theory. F. Cullen and P. Wilcox (eds.) Thousand Oaks, CA: SAGE
Publications.
Alarid, L., V. Burton, Jr., and A. Hochstetler. 2009. “Group and Solo Robberies: Do
Accomplices Shape Criminal Form?” Journal of Criminal Justice 37 (1): 1-9.
Burton, Jr., V. 2009. “Factors Predicting Female Presidents at Top Research
Universities.” Women in Higher Education 18: 24-25.
Alarid, L., J. Marquart, V. Burton, Jr., F. Cullen, and S. Cuvelier. 2006. “Do Women
Play a Primary or Secondary Role in Felony Offenses?: A Comparison by
Race/Ethnicity.” In L. Alarid and P. Cromwell (eds.), In Their Own Words: Women
Offenders’ Views on Crime and Victimization. Los Angeles, CA: Roxbury Press.
Cao, L. and V. Burton, Jr. 2006. “Spanning the Continents: Assessing the Turkish
Public’s Confidence in the Police.” Policing: An International Journal of Police
Strategies and Management 29: 451-463.
Hogan, N., E. Lambert, J. Hepburn, V. Burton, Jr., and F. Cullen. 2005. “Is There a
Difference?: Exploring Male and Female Correctional Officers’ Definition of and
Response to Conflict Situations.” Women in Criminal Justice 15: 143-165.
Steiner, B., C. Hemmens, J. Wada, and V. Burton, Jr. 2005. “The Correctional
Orientation of Community Corrections: Legislative Changes in the Legally Prescribed
Functions of Community Corrections 1992-2002.” American Journal of Criminal
Justice 29: 141-159.
Purkiss, M., M. Kifer, C. Hemmens, V. Burton, Jr. 2003. “Probation Officer Functions: A
Statutory Analysis.” Federal Probation 67: 12-23.
Caeti, T., C. Hemmens, F. Cullen, and V. Burton, Jr. 2003. “Management of Juvenile
Correctional Facilities.” The Prison Journal 83: 383-405.
Hemmens, C., M. Miller, V. Burton, Jr. and S. Milner. 2002. “The Consequences of
Official Labels: An Examination of Rights Lost by the Mentally Ill and Mentally
Incompetent Ten Years Later.” Community Mental Health Journal 38: 129-140.
Alarid, L., V. Burton, Jr., and F. Cullen. 2000. “Gender and Crime Among Felony
Offenders: Assessing the Generality of Social Bond and Differential Association
Theories.” Journal of Research in Crime and Delinquency 37: 171-199.
Mazzerolle, P., V. Burton, Jr., F. Cullen, D. Evans, and G. Payne. 2000. “Strain, Anger,
and Delinquent Adaptation: Specifying General Strain Theory.” Journal of Criminal
Justice 28: 89-101.
Dunaway, G., F. Cullen, V. Burton, Jr. and D. Evans. 2000.“The Myth of Social Class
and Crime Revisited: An Examination of Class and Adult Criminality.” Criminology 38:
589-632.
Burton, Jr., V., F. Cullen, D. Evans, K. Olivares, and G. Dunaway. 1999. “Age, Self-
Control, and Adults’ Offending Behaviors: A Research Note Assessing A General
Theory of Crime.” Journal of Criminal Justice 27: 45-54.
Burton, Jr., V., F. Cullen, D. Evans, L. Alarid, and G. Dunaway. 1998. “Gender, Self-
Control, and Crime.” Journal of Research in Crime and Delinquency 35: 123-147.
Evans, D., F. Cullen, V. Burton, Jr., G. Dunaway, and M. Benson. 1997. “The Social
Consequences of Self-Control: Testing the General Theory of Crime.” Criminology 35:
475-504.
Olivares, K., V. Burton, Jr., and G. Krause. 1997. “Statutory Remedies for ‘Reducing the
Legal Consequences’ of a Felony Conviction: A National Survey of State Statutes Ten
Years Later.” International Journal of Applied and Comparative Criminal Justice 21:
141-150.
Agnew, R., F. Cullen, V. Burton, Jr., D. Evans, and G. Dunaway. 1996. “A New Test of
Classic Strain Theory.” Justice Quarterly 13: 681-704.
Evans, D., F. Cullen, V. Burton, Jr., and G. Dunaway. 1996. “Religion, Social Bonds, and
Delinquency.” Deviant Behavior 17: 43-70.
Burton, Jr., V., T. Caeti, and C. Hemmens. 1996. “Wardens.” In F. Williams and M.
McShane (eds.), Encyclopedia of American Prisons. Garland Publishing.
Olivares, K., V. Burton, Jr., and F. Cullen. 1996. “The Collateral Consequences of a
Felony Conviction: A National Study of State Legal Codes 10 Years Later.” Federal
Probation 60: 10-17.
Alarid, L., J. Marquart, V. Burton, Jr., F. Cullen, and S. Cuvelier. 1996. “Women’s Crime
Roles in Serious Offenses: A Study of Adult Felons.” Justice Quarterly 13: 431-454.
*Article Reprinted in F. Scarpitti and A. Nielsen, Criminology: A Reader. 1997.
Los Angeles, CA: Roxbury Press.
Caeti, T., C. Hemmens, and V. Burton, Jr. 1996. “Juvenile Right to Counsel: A National
Comparison of State Legal Codes.” American Journal of Criminal Law 23: 611-632.
Burton, Jr., V., F. Cullen, G. Dunaway, D. Evans, G. Payne. 1995. “The Impact of
Parental Controls on Delinquency.” Journal of Criminal Justice 23: 111-126.
Evans, D., F. Cullen, G. Dunaway, and V. Burton, Jr. 1995. “Religion and Crime Re-
examined: The Impact of Religion, Secular Controls, and Social Ecology on Adult
Criminality.” Criminology 33: 195-224.
Sorenson, J., V. Burton, Jr., J. Marquart, and L. Alarid. 1995. “Expectations and
Institutional Support for Research Among Doctoral Programs in Criminal Justice.” The
Justice Professional 9: 31-43.
Burton, Jr., V. and G. Dunaway. 1994. “Strain, Relative Deprivation, and Middle-Class
Delinquency.” In Gregg Barak (ed.), Varieties of Criminology: Readings From a
Dynamic Discipline. Pp 79-96. Westport, CT: Praeger.
Adams, K., K. Bennett, T. Flanagan, J. Marquart, S. Cuvelier, D. Longmire, and V.
Burton, Jr. 1994. “A Large-Scale Multidimensional Test of the Effect of Education
Programs on Offenders’ Behavior.” The Prison Journal 74: 433-449.
Burton, Jr., V., J. Marquart, S. Cuvelier, L. Alarid, and J. Mullings. 1994. “The Harris
County CRIPP Program: Bootcamp Evaluation, Part 2.” Texas Probation Journal 9: 1-
9.
Burton, Jr., V., F. Cullen, D. Evans, and G. Dunaway. 1994. “Reconsidering Strain
Theory: Operationalization, Rival Theories, and Adult Criminality.” Journal of
Quantitative Criminology 10: 213-239.
*Article Reprinted in M. McShane and F. Williams (eds.), 1997. Essays on
Criminal Justice. 6th
ed., Hamden, CT: Garland Publishing Company.
Marquart, J., S. Cuvelier, and V. Burton, Jr., et al. 1993. “A Limited Capacity To Treat:
Examining the Effects of Prison Population Control Strategies on Prison Education
Programs.” Crime and Delinquency 40: 516-531.
Burton, Jr., V., J. Marquart, S. Cuvelier, and L. Alarid. 1993. “A Study of Attitudinal
Change Among Boot Camp Participants.” Federal Probation 57: 46-52.
Johnson, W., G. Dunaway, V. Burton, Jr., J. Marquart, and S. Cuvelier. 1993. “The Goals
of Community Based Corrections: An Analysis of State Legal Codes.” American
Journal of Criminal Justice 18: 79-93.
Burton, Jr., V., J. Frank, R. Langworthy, and T. Barker. 1993. “The Prescribed Roles of
Police in a Free Society: Analyzing State Legal Codes.” Justice Quarterly 10: 683-696.
Cullen, F., E. Latessa, V. Burton, Jr., and L. Lombardo. 1993. “The Correctional
Orientation of Prison Wardens: Is The Rehabilitative Ideal Supported?” Criminology 31:
69-92.
Burton, Jr., V., G. Dunaway, and R. Kopache. 1993. “To Punish or Rehabilitate? A
Research Note Assessing the Purposes of State Correctional Departments as Defined by
State Legal Codes.” Journal of Crime and Justice 16: 177-188.
Burton, Jr., V., J. Marquart, S. Cuvelier, J. Hunter, and L. Fiftal. 1993. “The Harris
County CRIPP Program: An Outline for Evaluation, Part 2.” Texas Probation Journal
8: 1-8.
Cullen, F., E. Latessa, R. Kopache, L. Lombardo, and V. Burton, Jr. 1993. “Prison
Wardens’ Job Satisfaction.” The Prison Journal 73: 141-61.
*Article Reprinted in E. Latessa, A. Holsinger, J. Marquart, and J. Sorenson (eds.)
Correctional Contexts: Contemporary Readings. 2001. 2nd
Edition. Los Angeles,
CA: Roxbury Press.
Burton, Jr., V., E. Latessa, and T. Barker. 1992. “The Role of Probation Officers: An
Examination of Statutory Requirements.” Journal of Contemporary Criminal Justice 8:
273-282.
Burton, Jr., V. and F. Cullen. 1992. “The Empirical Status of Strain Theory.” Journal of
Crime and Justice 15: 1-30.
Cuvelier, S., S. Huang, J. Marquart, and V. Burton, Jr. 1992. “Regulating Prison
Admissions by Quota: A Descriptive Account of the Texas Allocation Formula.” The
Prison Journal 72: 99-119.
Hunter, J., V. Burton, Jr., J. Marquart, and S. Cuvelier. 1992. “Measuring Attitudinal
Change of Boot Camp Participants.” Journal of Contemporary Criminal Justice 8: 283-
98.
Burton, Jr., V., X. Ju, G. Dunaway, and N. Wolfe. 1991. “The Correctional Orientation of
Bermuda Prison Guards: An Assessment of Attitudes Toward Punishment and
Rehabilitation.” International Journal of Comparative and Applied Criminal Justice
15: 71-80.
Burton, Jr., V. 1990. “The Consequences of Official Labels: A Research Note on Rights
Lost by the Mentally Ill, Mentally Incompetent, and Convicted Felons.” Community
Mental Health Journal 26: 267-276.
Cullen, F., S. Skovron, J. Scott, and V. Burton, Jr. 1990. “Public Support for
Correctional Treatment: The Tenacity of the Rehabilitative Ideal.” Criminal Justice and
Behavior 17: 6-18.
Burton, Jr., V., L. Travis, and F. Cullen. 1988. “Reducing the Legal Consequences of a
Felony Conviction: A National Survey of State Statutes.” International Journal of
Comparative and Applied Criminal Justice 12: 100-109.
Burton, Jr., V., L. Travis, and F. Cullen. 1987. “The Collateral Consequences of a Felony
Conviction: A National Study of State Statutes.” Federal Probation 51: 52-60.
Manuscripts in Preparation for Journal Submission
Gender, Racial Resentment and Opposition to ‘Never Again’: A National-Level Study of
Gun Control Public Opinion.”
“Who Wears the MAGA Hat? White Nationalism and Faith in Trump”
Paper Presentations at Conferences I have delivered approximately 70 papers (since 1986) at professional association
meetings, including the Academy of Criminal Justice Sciences, American Society of
Criminology, Midwestern Criminal Justice Association, Southern Criminal Justice
Association, and the Mid-South Sociological Association.
Research Grants and Contracts As a faculty member, I worked with colleagues to procure over $870,000 in research
grants and contracts (since 1992) to facilitate my research in criminal justice and
criminology. Additionally, as an administrator I have worked with faculty to help procure
an excess of $1M dollars in scholarships for students.
Teaching, Scholarly, Recognition Awards 2004 Distinguished Alumnus, College of Education, Criminal Justice, and Human
Services. University of Cincinnati
1995/1996 College of Liberal Arts, Mullen Teaching Award (nominee), Washington State
University
1994/1995 Alpha Phi Sigma, Excellent Teacher Award, Washington State University
1986 First Place, Graduate Student Paper Contest, Midwest Criminal Justice Association
Academic and Professional Service I have served as a manuscript reviewer for the following journals: Criminology, Journal
of Research in Crime and Delinquency, Journal of Quantitative Criminology, Justice
Quarterly, Law and Society, Deviant Behavior, Social Science Quarterly, Journal of
Forensic Social Work, International Criminal Justice Review, Journal of Criminal
Justice, Journal of Crime and Justice, The Justice Professional, Women in Criminal
Justice, Journal of Police Strategies and Management, Journal of Criminal Justice
Education, Journal of Contemporary Criminal Justice, and American Journal of
Criminal Justice.
• External Reviewer for Tenure/Promotion of faculty at numerous universities
• Grant Reviewer, Idaho Board of Education, Boise, ID.
• Student Recruitment Committee 1994/95, Academy of Criminal Justice
Sciences
• Program Committee Member (Community Corrections Section), Academy of
Criminal Justice Sciences, Term: 1994 Annual Meeting, Chicago, IL.
• Secretary, Midwestern Criminal Justice Association, Term: 1990-92.
Editorial Journal Experiences Managing Editor, Journal of Criminal Justice Education, An official journal of the
Academy of Criminal Justice Sciences. Term: August 1991 to September 1992.
Managing Editor, Justice Quarterly, The official journal of the Academy of Criminal
Justice Sciences. Term: September 1986 to December 1988.
Managing Editor, Journal of Crime and Justice, The official journal of the Midwestern
Criminal Justice Association. Term: September 1985 to August 1986.
Associations/Memberships Held American Society of Criminology, Academy of Criminal Justice Sciences, Midwest
Criminal Justice Association, Society for Applied Sociology, Midwest Council of
Graduate Schools, Council of Graduate Schools, Great Plains Alliance of Graduate
Schools
Departmental/College/University/State-level Committee Experiences University of Arkansas at Little Rock:
University Assembly Committee on Committees University Budget Review Committee
System Review Committee University Administration Chancellor’s Cabinet
Higher Learning Commission Accreditation Committee Executive Committee of Faculty Senate (ex-officio member) UA-Little Rock Crime Task Force
University Leadership Dean’s Council (chair) Health Education Consortium Committee
University of Mississippi: Dean’s Council (member) Executive Management Council (member)
University Council of Administrators (member)
University Tenure/Promotion External Reviewer – Provost’s Task Force (member)
SAS Curriculum and Policy Committee (chair)
SAS Student President Council (administrative liaison)
UM Graduate School 3MT Judge group (member)
University of Minnesota-Twin Cities: University of Minnesota System Academic Administrative Group-Member University of Minnesota MCBOC Steering Committee, Co-Chair
University of Minnesota Coordinate Campus Study Group-Member
College of Education and Human Development-Governing Council, Co-Chair
College of Education and Human Development-Promotion/Tenure Committee Member
College of Education and Human Development-Summer Research Awards Reviewer
School of Social Work Faculty Consultative Committee (elected by faculty colleagues)
School of Social Work Gamble-Skogmo Land-Grant Chair-Faculty Search Committee
School of Social Work Research Committee
School of Social Work Ph.D. Committee
School of Social Work Ph.D. Examination Reader
School of Social Work Continuing Education Committee
School of Social Work Youth Development Leadership Committee
School of Social Work Community Practice Committee
School of Social Work Council Member
School of Social Work Graduate Faculty Member
School of Social Work MSW Admissions Committee
University of Minnesota-Crookston: UMTC President’s Council UMC Campus Assembly-Chairperson
UMC Faculty Senate-Administrative Liaison
Minnesota Telecommunications Council
Presidents/Chancellor’s Group-NSIC Athletic Conference
UM-Twin Cities Council on Public Engagement
North Dakota State University: University Senate University Strategic Planning Committee
National Collegiate Athletic Association (Institutional Faculty Representative)
University Endowed Professorship Committee
University Athletics Committee
Dean’s Council
Graduate Council (Chairperson)
Student Athletic Advisory Committee (Faculty Advisor)
President’s Council
Presidential Doctoral Fellowship Committee (Chairperson)
President’s Statewide Outreach Committee
Academic Standards Committee
International Programs Advisory Committee
Academic Program Review Committee
North Dakota Teacher Education Council
Registrar Search Committee (member)
University Learning and Technology Committee (Appoint student member)
Division 1 (Athletics) Leadership Committee and the Strategic Planning Committee
Athletics Crisis Management Team
Southeast Missouri State University: University Planning Committee (Co-Chairperson, Strategic Planning Subcommittee) University Budget Review Committee (Academic Affairs Representative)
University Faculty Promotion/Tenure Appeals Committee (Permanent Member)
University Strategic Enrollment (Recruitment/Retention) Committee
University Funding for Results Committee
University Assessment Committee
University Academic Council
University Administrative Council
University GRFC Committee (Administrative Liaison)
University Scholarship Committee
Dean’s Council
Graduate Council (Chairperson)
NCATE Steering Committee (Graduate Administration Liaison)
Fulbright Scholarship-Administrative Liaison
Human Subjects Committee (Administrative Liaison)
Library Master Steering Committee
Grants Quip Committee (Chairperson)
Grand Development Committee (Chairperson)
Grants Matching Subcommittee (Chairperson)
Faculty Research Committee (Chairperson)
Ferris State University: Vice President for Academic Affairs Search Committee University Administrative Continuity Committee
University Management Development Committee
College of Education Continuity Committee (Coordinator)
University Graduate Studies Policy Committee
College of Education Graduate Studies Committee
University Student Recruitment/Retention Committee
Department of Criminal Justice Faculty Search Committee (Chairperson)
Summer Institute Committee
Faculty Development Committee
Minority Faculty/Staff Association
Washington State University: Faculty Research Committee, Social Sciences, College of Liberal Arts Doctoral Preliminary Examinations Committee
Department Chair Search Committee-College of Liberal Arts
Undergraduate Studies Committee
Graduate Studies Committee
Graduate School Research Committee
Graduate School Dissertation Committee Representative
Faculty Search Committee-Criminal Justice Program (Chairperson)
Sam Houston State University: College Research Productivity Committee Master of Arts Examination Committee-Methods/Statistics
Master of Arts Examination Committee-Criminology
Ph.D. Examination Committee-Criminology
• Additionally, as a Graduate Faculty member at Washington State University and
Sam Houston State University I advised/served on numerous doctoral dissertation
committees and master’s committees.
Academic Curriculum Review, Consultation, and Articulation Experiences Since 1995, I have conducted external academic program reviews for colleges and
universities in the liberal arts, social sciences, and criminal justice.