Provost and Vice President for Academic Affairs s · Interpreting, Border Studies,...

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Provost and Vice President for Academic Affairs

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March 20, 2020

Dear Search Committee,

I read with great interest your advertised announcement for President of the University of

Louisiana Monroe (ULM), and with this letter I am making formal application for this

important position. I believe that my education, experiences, and values are consistent with

the required qualifications and desired competencies indicated for this position. In the pages

that follow, please allow me to elaborate more specifically on how I believe that my interests

and qualifications are closely aligned with the responsibilities, leadership and personal

qualities indicated in your position announcement.

ACADEMIC QUALIFICATIONS

Firstly, I believe that I possess the academic and professional qualifications required for

Presidency of the University of Louisiana Monroe. My education includes bachelor’s degrees

in history and Spanish from the University of Wisconsin in Oshkosh from where I graduated

magna cum laude, and a master’s degree and Ph.D. in French history from Marquette

University. After completing my graduate studies in 1994, I went to the University of North

Alabama (UNA) in Florence where I served as a professor and then chair of the Department

of History and Political Science from 2002-2008. During my fourteen years at UNA (1994-

2008) I earned a reputation as an award-winning classroom instructor. In addition to

teaching, I have established and maintained an active scholarly career. I have been a regular

presenter at major national and international conferences of French and European history.

Apart from these activities, along with producing numerous refereed journal articles and

reviews, I recently (2014) published a well-received scholarly book.

ADMINISTRATIVE EXPERIENCE

Additionally, I possess a deep understanding and experience in higher education and a proven

record of high-level, progressive, energetic and collaborative leadership, including at

emerging universities like ULM. I currently serve as the Provost and Vice President for

Academic Affairs of The University of Texas Permian Basin. A member of the University of

Texas System, UT Permian Basin is a Hispanic-Serving baccalaureate and master’s degree

granting institution that serves 7,000 students in both traditional and innovative learning

formats. Prior to this engagement, I was the Provost and Vice President for Academic Affairs

at Mississippi University for Women (MUW), and from 2008-2012 I served as the Dean of

the College of Liberal Arts at the University of Texas at Brownsville, presently known as the

University of Texas Rio Grande Valley (UTRGV). Finally, from 2002-2008 I was the chair

of the Department of History and Political Science at the University of North Alabama.

ACADEMIC PROGRAM DEVELOPMENT

I would offer to a Presidency of the University of Louisiana Monroe substantial experience in

developing innovative, high-quality, community/industry-aligned, and accessible programs.

As a department chair, dean, and Provost/VPAA I have taken a leading role in conceiving,

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creating, advocating, and implementing innovative undergraduate and graduate academic

programs which address student and societal demands and needs. During my tenure as dean

at UTB we created undergraduate programs in Architecture, Spanish Translation and

Interpreting, Border Studies, Multidisciplinary Studies, as well as online master’s degree

programs in Psychology and Spanish Translation and Interpreting (at the time, only one of

three programs in the United States). Apart from these curricular developments, I initiated the

creation of the UTB Honors Program, as well as a center of excellence, the Texas Center for

Border and Transnational Studies, which focused on multi-disciplinary approaches to US-

Mexico issues. During my tenure as Provost at MUW we implemented a Doctor of Nursing

Practice (DNP) program, a master’s degree in Global Commerce, developed an innovative

experiential-based graduate program in Women’s Leadership, and launched an MFA in

Creative Writing. During my time as UT Permian Basin’s Provost we have created signature

programs in Aerospace Engineering, Chemical Engineering, Electrical Engineering, Nursing,

and a master’s degree in Mechanical Engineering is expected to start this fall. Additionally, at

UT Permian Basin under my leadership, we established new colleges of Engineering,

Nursing, and Business.

ACADEMIC INNOVATION

I also have a proven ability to identify opportunities and to convert challenges into innovative

solutions and programs that have advanced the future of my institutions. Indeed, in response

to the needs of today’s diverse college students and to encourage enrollment growth, I have

developed and encouraged emerging instructional technologies including the implementation

of online, hybrid, competency-based, and problem-based learning pedagogies and have made

courses and programs available to both traditional and non-traditional students at more

convenient off-campus sites and in accelerated formats. At UT Permian Basin I have

continued my record of leading and supporting faculty-driven innovation by creating

Falconline, the University’s online learning division. An adherent to the Quality Matters

standards, UT Permian Basin offers nearly twenty completely online undergraduate and

graduate programs and over two hundred online courses each semester, many of these in an

accelerated eight-week format. We also offer online courses to nearly 1,000 dual credit and

early college high school students throughout the state of Texas extending the impact of UT

Permian Basin well beyond our traditional service area. In addition, I also oversee the

University’s Dual Credit Academy, the Early College High School, and the UT Permian

Basin STEM Charter School which employs problem-based learning (PBL) and flipped

classroom strategies to instruct its K-12 grade students. Further, we developed and offered

through EdX our first massively open online course (MOOC) which enrolled over 13,000

students. In 2016 we launched an online RN to BSN Program in an eight-week format and

offer an accelerated online MBA and Master of Public Policy program. Finally, as I had done

at MUW, I authored UT Permian Basin’s first distance education policy manual to ensure the

quality and integrity of our online courses and programs.

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ACADEMIC EXCELLENCE/ACCREDITATION

Academic excellence is a hallmark of the University of Louisiana Monroe and pursuing

external accreditations not only testifies to academic excellence but promotes student

enrollment and enhanced job and wage prospects of graduates. I have significant experience

with regional, national, and international accrediting agencies, including the Southern

Association of Colleges and Schools Commission on Colleges (SACSCOC), our and CCU’s

regional accreditor. I have served the SACSCOC liaison and currently oversee the

University’s SACSCOC processes. During my tenure we successfully completed our Fifth-

Year Interim review (2015), and our decennial (2020) reaffirmation is very well on track for

successful completion. Along with this regional accrediting body, I also have extensive

experience with discipline and program-specific accrediting authorities, including

NCATE/CAEP (Education), NASM (Music), NASAD (Art), ABET (Engineering), NASPAA

(Public Administration), NAST (Theatre), ACEN, CCNE, NLNAC (Nursing), CSWE (Social

Work), CAA (Speech-Language Pathology), AACSB and ACBSP (Business), and ABA

(Legal Studies).

STRATEGIC PLANNING AND MANAGEMENT

I also would bring to ULM considerable experience in establishing a vision and leading

strategically and managing growth and change in complex organizations. In 2010 I initiated

and saw to completion the development of the faculty supported College of Liberal Arts

Strategic Plan, 2010-2015, which detailed strategic directions, actions, and performance

indicators of the college. At UTPB I was responsible for executing the UT Permian Basin

Strategic Plan, 2009-19. We recently completed our new strategic plan (2020-25) which

shares many of the values and institutional strategies articulated in CCU’s Strategic Plan,

2016-21--High Impact Engagement. In addition, I lead the campus in pursuing the Texas

Higher Education Coordinating Board’s (THECB) educational plan for Texas, 60x30TX.

Finally, apart from building new academic and extracurricular programs, I have been involved

in the planning and construction of new university facilities. At UTB I was involved in the

completion of the Arts Center, and at UT Permian Basin I was involved in the planning and

construction of our new Residence and Dining Hall, our recently completed Engineering

Building, and the progressing Kinesiology building project whose costs exceed $125 million.

Finally, we are in the midst of creating public and private partnerships to develop the

residential and commercial ventures on or adjacent to our campuses in Odessa and Midland to

promote economic development and to provide our students, faculty, and staff (as well as

local K-12 teachers and first responders) with affordable and high-quality housing and

recreational opportunities.

EXTERNAL RELATIONSHIPS (STATE LEGISLATURES AND SYSTEMS)

In my current and past leadership roles I have created positive, and productive relationships

with state boards, elected officials, alumni, and donors, and the community. I have extensive

experience working with and responding to state constituents including state legislatures and

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state educational boards and systems and private individuals and entities. My work at MUW

introduced me to state performance-based funding models. In my role as Provost at MUW we

had to be responsive to the state-established priorities by aligning our institutional goals with

the strategic agenda of the state. Most importantly this required us to clearly articulate these

goals and priorities to campus constituents so that we could effectively respond to them as a

campus community. I also have substantial experience with state educational governing

boards and systems, including the Alabama Commission on Higher Education (ACHE), the

Texas Higher Education Commission Coordinating Board (THECB), the University of Texas

System (UTS), and the Mississippi Institutions of Higher Learning (IHL) System and Board

of Trustees. As MUW Provost I served on the Council of Chief Academic Officers of the

Institutions of Higher Learning (IHL) Board of Trustees, and as UT Permian Basin Provost I

serve as the most senior chief academic officer among the provosts from UT Austin, UT

Dallas, UT San Antonio, UT Rio Grande Valley, UT El Paso, UT Tyler, and UT Arlington.

FISCAL STEWARDSHIP, PLANNING, AND MANAGEMENT

I also would offer to your institution a record of extensive financial oversight and

management experience not only in working with state formula funding models (in

Mississippi and Texas) but in administering progressively larger budgets. In my role as UTB

dean, I was responsible for supervising the budgets of nine academic departments, and the

payroll of 130 full-time tenured and tenure track faculty members, over 100 adjuncts, and

twenty staff people totaling $10 million annually. At MUW, I managed an academic affairs

budget that was over $20 million. Currently, at UTPB, I oversee much of the University’s

$100 million budget. As UT Permian Basin Provost, I prepare and administer academic

affairs budget which include the payroll and support needs of more than 350 faculty and staff.

In addition, I oversee a collaborative and transparent budget process in my role as chair of the

University Budget and Planning Committee which considers budget requests from university

constituents and, in concert with the President and the Vice President for Business Affairs, we

submit university budgets and budget requests to the University of Texas System and the

Texas State Legislature. Along with the difficult decisions regarding the allocation of

resources, like other universities, I had had to look for ways to contain costs and generate

resources. Indeed, effective resource development first requires efficient and transparent

stewardship of the resources already received along with a knowledge of best practices in

strategic planning and a data-based decision making. The campus must on its own look to

generate resources and, in times of austerity, be prepared to reduce budgets. At UT

Brownsville (2010) and UT Permian Basin (2016) I led and was engaged in cost containment

initiatives. In 2016, for example, through careful analyses, I was able to trim nearly $1

million from my budget without impacting current faculty or staff levels.

EXTERNAL FUNDING/FUNDRAISING

In an age of dwindling or flat state appropriations for higher education, intense competition

for student tuition revenue and rising public expectations of higher education, it is more

important than ever for universities not only to strategically work to prioritize programs,

contain costs but also to seek and obtain additional revenue from private sources. During my

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tenure as Provost we have secured state and private funding in excess of $150 million to build

a new residence and dining hall, and new engineering and kinesiology/athletic

training/athletics buildings. Further, in both Mississippi and Texas, we successfully procured

external funding to advance the institutional missions from agencies such as the National

Endowment for the Arts, the U.S. Department of Education, the National Institute of Health,

and the Department of Homeland Security, the Nuclear Regulatory Commission, the

American Council on Education, the Texas Education Association, and other national and

state agencies. Throughout my career, I have encouraged mission-focused faculty grant

writing through a clearly articulated system of rewards and incentives. Since my arrival to

UT Permian Basin (2014) under my leadership we have dramatically increased our external

grant funding dollars from $2.5 million to nearly $19 million annually (2019).

Today’s college leaders must be tireless fund and friend raisers. The President must be the

chief marketer of the college and must be prepared, at all times, to articulate effectively the

the college’s vision, mission, and values with internal and external stakeholders in a way to

make university resonate with each individual. The President must, by her/his words and,

above all, by her/his actions, inspire confidence, trust, and positivism and use all opportunities

to achieve this status for herself/himself and, above all for the university. As a fund and

friend-raiser, I believe that I have the talent, enthusiasm, and interpersonal skills to gain the

trust and friendship and trust of diverse groups and individuals and articulate a clear vision

that resonates with stakeholders and prospective donors. In addition to the aforementioned-

raised funds, in the past several years, working closely with private donors and our

development professionals, we have added several new privately endowed professorships

(approximately $2 million in gifts) to support the recruitment and retention of outstanding

faculty and their research.

ENROLLMENT MANAGEMENT AND REVENUE GROWTH

Additionally, I would bring to the Presidency of the University of Louisiana Monroe

substantial experience in strategically growing enrollment and net revenue. A major source of

resource generation for most colleges and universities is derived from strategic enrollment

growth. All regional colleges and universities are in a competition for students, especially

non-discounted tuition-paying students. At UT Permian Basin we have increased revenues by

building enrollment by developing high-quality (accredited) and industry and community-

aligned programs that are accessible not only to traditional students but to working adults,

first-generation students, and those students who come from historically underrepresented, but

growing, college populations, especially Latinos. In addition, as I have done at UT

Brownsville and MUW, as Provost of UT Permian Basin we have created articulation

agreements with community colleges to establish seamless pipelines through which college

students can transfer to our university. We have forged collaborative partnerships with other

four-year universities, including UT Health Sciences Center School of Public Health, and

Texas Tech University Health Science Center. We have seen that these partnerships and

interactions with other institutions not only have led to enrollment growth and opportunities

for students but have promoted program development and collaborative research and grant

opportunities for our faculty. Apart from building high-demand accessible programs to attract

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new students and articulating efficient pathways for community college transfers, I have

considerable experience with enrollment management strategies to promote enrollment and

revenue growth. At MUW and now at UT Permian Basin we worked/work with Ruffalo Noel

Levitz (RNL) to devise a strategic data-based enrollment revenue management system to

more efficiently and effectively leverage student financial awards to build enrollment and

maximize revenues. In addition, we have implemented student retention programs and

interventions (discussed below) to keep more students enrolled. These efforts have proven

successful: enrollment at UT Permian Basin during the first four years of my tenure has

increased 25 percent from 5,560 (2014) students to about 7,000 (2018) students.

STUDENT ENGAGEMENT AND SUCCESS

The ultimate success of any university, however, is measured not by how many students it

counts but by their success during and after college, and my teaching and now administrative

career have been and are dedicated to assuring that success. During my tenure at MUW we

created the Student Success Office to improve student retention and graduation rates. At UT

Permian Basin, under my leadership, among other initiatives, we have engaged the Education

Advisory Board’s Student Success Collaborative (SSC) Platform which has enabled our

Student Success Office and faculty to use data and predictive analytics to understand student

attrition and institute effective strategies and interventions to promote student success. I

recently called for a “quantum shift” of focus on campus to student success by centering on

the recognized three “pillars” that have the greatest impact on that success: academic

advising, cultivating a feeling of belonging, and student finances. It is my deep conviction

that quality academic (faculty) advising is the lynchpin to addressing, or at least diagnosing,

many academic, social, and financial issues that often impede student success. Indeed, much

of the literature on student retention and success suggests that engaged faculty interaction

with students is a powerful antidote to student attrition. To bring to bear the positive

influence that faculty can have on student success we made academic advising the topic of our

current SACSCOC Quality Enhancement Plan (QEP).

In support of faculty-led student-success initiatives, like advising, my office has afforded

faculty with resources, including (and especially) time to undertake them. Like ULM, UT

Permian Basin employs a teacher-scholar model and places primary emphasis on high-quality

and engaged teaching and learning. Although a regional comprehensive university most of

our tenured and tenure-track faculty instruct a 3/3 teaching load (18 semester credit

hours/academic year) which is a formal teaching load lower than all of our peers. This in-

class/hybrid/online teaching load, which I introduced this past year, not only allows our

faculty to pursue their pure and applied research interests but also to engage with students

outside of the classroom in high-impact practices (HIPs) such as quality academic advising,

undergraduate research, service learning, study abroad, and first year seminars. This year we

launched our new Center for Engaged Teaching and Learning that will provide additional

support for faculty in learning the latest educational technology, developing effective

pedagogies, high impact practices, and other faculty-student interactions that promote deeper

and more engaged learning leading to higher retention and graduation rates and

student/graduate satisfaction with their college experience.

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Of course, the ultimate determinant of student success is whether our students become

employed in rewarding professions after graduation. To promote the professional success of

our students after graduation we are instilling in students of all programs a sense of

entrepreneurism by articulating “marketable skills” in every program of study. All UT

Permian Basin students, whether they are majors in Engineering, Business, Nursing, the

Humanities, or Social Sciences, will be able to articulate the transferrable (employer-sought)

skills they acquired in their programs. In this way, our graduates will become effective

marketers of themselves and entrepreneurs of their own success.

Our student success efforts have worked. During my tenure as Provost, UT Permian ranks

first in the UT System and third among the forty universities and colleges in Texas for

graduates who receive a job in their field and/or go on to graduate or professional school

within six months after graduation. Additionally, the quality of our programs and the success

of our graduates is further testified by the fact that the average starting salaries of our

graduates rank among the highest in the state (higher even than UT Austin) and nation. This

year (2019), for example, our Petroleum Engineering program placed first in the nation for

starting salaries of its graduates.

COMMUNITY COLLABORATION AND IMPACT

I also have a proven record of collaboration with campus and local constituencies which is an

essential element to building and leading a strong organization and fostering a strong sense of

community. During my tenure as dean at UT Brownsville my connection with students was

maintained not only by my continued teaching but through the College of Liberal Arts

Student Leadership Advisory Council that I created and convened. At MUW I encouraged

broad participation and communication on campus through the creation of the Deans’ and

Chairs’ Council and by the inception of an Academic Affairs newsletter which I have

replicated at UT Permian Basin. Above all, I have worked with and continue to work closely

and collaboratively with the Student Government Association, the Faculty Senate, and the

Staff Senate. Much of my work has focused on establishing positive and impactful

relationships with the local communities. I have developed and work(ed) with college

advisory boards composed of local business, civic, educational, and governmental

professionals which not only provide stakeholders with a voice in the future of the college but

also assist with fundraising for scholarships, endowed chairs, and other college needs.

Perhaps no collaborative relationship has been more impactful than encouraging students to

engage with their local community through service-learning. As dean of the UT Brownsville

College of Liberal Arts the number of Service Learning courses increased from almost none

to 192 sections (Fall 2011) accounting for 71 percent of all such courses offered by the

university enabling us to acquire the Carnegie recognition as a community-engaged campus.

FACULTY AND STAFF DEVELOPMENT

The academic quality and reputation of any college or university is dependent upon its faculty

and staff. As a department chair, dean, and provost I have demonstrated a commitment to

recruit, develop, support, and retain a high-quality and diverse faculty and staff. Integral to

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advancing excellence is ensuring not only that it competes successfully on a national and

international level for talented faculty and staff, and that it provides equal employment

opportunities for all qualified persons. During my tenure as UT Permian Basin Provost we

achieved major victories in what the former UT System Chancellor McRaven had called the

“Talent War” with the assistance of the institution’s first UT System STARs faculty grants

which enabled our recruitment of 22 world-class faculty from major research universities.

Before my arrival to UT Permian Basin the University had been awarded no STARs grants; in

the past four years we have been awarded 22 such awards amounting to more than $7 million

in awards to promote their research and scholarship. Along with hiring, developing,

maintaining, and advancing an effective administrative team, I also endorse a success-

oriented, accountable environment within the institution.

DIVERSITY AND INCLUSION

I possess a deep commitment not only to faculty and staff development and success but to the

tenets of diversity and inclusion. All communities are strengthened by supporting the tenets

of diversity and inclusion. We also have striven to enhance diversity and fairness on my

campuses. As department chair, dean, and provost I have made it a priority to create and

nurture a diverse and inclusive workplace and community. At MUW, for example, in my role

as provost I also served as the institution’s Chief Diversity Officer and completed the MUW

Diversity Plan which included measures to enhance student, faculty, and staff diversity. At

UT Permian Basin, meanwhile, apart from conducting two Gender Equity Studies (2015 and

2019) which resulted in adjusting the salaries of women whose salaries were markedly lower

than those of their male peers, we have instituted the “Opportunity Rule” which ensures that

at least one qualified applicant from an underrepresented group will come to campus for an

interview for an advertised administrative position. It is more than just recruiting

underrepresented groups; these people, once successfully recruited, must be made welcome

and valued if they are to be retained. This is true for faculty, staff, and students. Care must

be taken to provide all employees with opportunities to be integrated and for all faculty and

staff to have avenues to highlight the unique contributions they can make to a diverse campus.

PERSONAL QUALITIES (LEADERSHIP AND MANAGEMENT STYLE)

Finally, I would bring to the Presidency of the University of Louisiana Monroe a dynamic

forward-looking, collaborative, and caring leadership style that fosters a culture of trust,

positivity, and respect among internal and external constituents, and deep understanding and

appreciation for shared governance. I believe that I possess highly developed interpersonal,

managerial, and motivational skills along with a common-sense, fair-minded, and good-humored

approach to work. In summary, I believe that my qualifications, experience, and interests are

well-aligned with the responsibilities, leadership, and personal qualities indicated in your

position advertisement. I believe, therefore, that I would be an exceptional colleague and fit

during this pivotal time in the history of the University of Louisiana Monroe.

Finally, I wish to thank you for your time in considering my application.

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Yours most warmly,

Dan Heimmermann Daniel Heimmermann, Ph.D.


The University Texas Permian Basin

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CURRICULUM VITA

Daniel Joseph Heimmermann


The University of Texas Permian Basin

CONTACT INFORMATION

4901 E. University Drive

Odessa, Texas 79762-0001 MB

4218 F

(432) 552-2111

[email protected]

CONTACT INFORMATION

2108 Deeanna Lane

Midland, Texas 79707

(662) 574-4141 [email protected]

EDUCATIONAL BACKGROUND

Ph.D. Marquette University, 1994

Major Field: Early-Modern European History (France)

M.A. Marquette University, 1989

Major Field: Early Modern European History

B.A. University of Wisconsin-

Oshkosh, Wisconsin, 1987

Majors: History and Spanish

magna cum laude

Other Training/Proficiencies

• French Language Training, Eurocentre Paris, France (Summer 1990)

• Academic Leadership Training, University of Texas System Leadership Institute (Fall

2008)

• Language Proficiencies: English, Spanish, French

ADMINISTRATIVE EXPERIENCE

2014-P Provost and Vice President for Academic Affairs

The University of Texas Permian Basin (UT Permian Basin)

The University of Texas Permian Basin (UT Permian Basin) is a regional comprehensive

master’s degree-granting and Hispanic serving institution, part of The University of Texas

System, and enrolls approximately 7,000 students.

Responsibilities:

Provide leadership, strategic vision, and direction for all academic areas, including five colleges

(Arts and Sciences, Business, Engineering, Education, and Nursing), a number of existing and

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emerging research and public institutes and centers (Center for Energy and Economic

Diversification, Small Business Development Center, Business Incubator, Roden Entrepreneurial

Development Center), Graduate Studies, Dunagan Library, Research and Sponsored Programs,

FalcOnline (Online Learning) Office, Student Success Office, Registrar, Professional Education

and Enrichment, and Centers for Engaged Teaching and Learning, Biomedical Studies,

Cybersecurity and Data Science, Natural Resource Development (coming Spring 2020), UTPB

STEM Charter Academy, UPTB Early College High School, and UTPB Dual Credit Academy.

Assure the quality and integrity of the University’s nearly 40 academic majors and

concentrations, nearly twenty graduate degree programs, including twenty fully online

undergraduate and graduate programs. Recruit, support, and evaluate the associate vice

presidents, deans, and directors, along with 350 faculty and staff. Provide leadership on UTPB

budgetary matters ($100 million), faculty and staff evaluation and professional development, and

in all academic program accreditation matters. Serve as University’s lead strategic planner and

as the liaison to the Southern Association of Colleges and Schools (SACSCOC). Prepare reports

for University of Texas System (UTS), the Texas Higher Education Coordinating Board

(THECB) and other agencies, and serve on the University of Texas System Provost’s Council as

the most senior UT System provost. Serve as the chief administrative officer in the absence of

the President.

Major Accomplishments during tenure as Provost and VPAA:

Academic Program Development/Excellence:

• College of Engineering established (2018)

• College of Business established (2018)

• College of Nursing established (2016)

• Chemical Engineering Program (2018)

• Electrical Engineering Program (2018)

• Aerospace Engineering Program (2016)

• RN to BSN Program (2016)

• Masters of Science Degree Program in Mechanical Engineering (Fall 2020)

• MBA with Healthcare Management Certification in Partnership with UT Health Science

Center (2019)

• Health Track in the BAAS (Bachelor of Applied Arts and Sciences) degree program.

• Fast Track Teacher Certification Program ($1,800 program)

• Water Institute (2019)

• Center for Engaged Teaching and Learning (Spring 2020)

• Center for Biomedical Research (Spring 2020)

• Center for Natural Resource Development (Spring 2020)

• Center for Cybersecurity and Data Science (Spring 2020)

• Business Incubator (Fall 2020)

• Early Child Education Center (2015)

• Ingenuity Center (2015) established

• FFLITE Program (Future Falcon Leaders in Teacher Education) to promote education

careers in high school students

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• West Texas Teacher Residency Program (mentorship program for new teachers)

• UT Permian Basin STEM Charter School (located on campus)

• Dual Credit: 85 school district partners, with 100% MOU signed and uploaded to the

Dual Credit/ECHS website 60 x 30 goal; 1,084 dual credit/ECHS students enrolled into

1,517 courses fall 2018; 841 dual credit/ECHS students enrolled into 1,111 courses

spring 2018

• Dual Credit/Early College High School Handbook

• Revision and Strengthening of Graduate Admission Standards

• US News and World Report Top Regional University (2020)

• US News and World Report Best Online Bachelor’s Programs (2016)

• US News and World Report Top Online Programs (Best in Communication)

Student Engagement and Success:

• Center for Engaged Teaching and Learning (2020)

• Increased number of degrees conferred from 540 in 2011 to 1100 in 2019

• First-year retention rate increase from 59 percent in 2018 to is 68 percent

• Increased Four (23) and Six Year (40) Graduation Rates

• Student Success Plan 2.0 Completed.

• Top-ranking Petroleum engineering program (in terms of starting salaries)

• Center for Engaged Teaching, Learning and Engaged Leadership (Fall 2020)

• FalcOnline (UT Permian Basin Online Learning) Fall 2019

• Enrollment increase of 20 percent from 6,363 (2014) to 7,643 (2017)

• 20 percent increase in semester credit hours (2014-2016) highest in history.

• Student retention and graduate rates highest in history.

• Ruffalo Noel Levitz Partnership (Strategic Enrollment and Revenue Management)

• Highest percentage of graduate job placement in UT System (3rd highest in Texas)

• Internship Program Reorganization

• Provost Fellowship for High Impact Practices (HIPs)

• Education Advisory Board’s Student Success Collaborative Platform Implementation

(2016)

• Area Coordinator/Student Retention Specialist Role created

• S.A.V.E. Textbook Initiative (faculty-authored, open source-based textbooks)

• Engaged Learning and High Impact Practices Initiative

• Affordable Tuition (lower third in state)

• Most affordable online programs in Texas (2020)

• Petroleum Engineering graduates highest starting salaries in nation

• UT Permian Basin STEM Charter School Students STAAR results higher than all state

levels (94 percent in science)

Accreditation:

• SACSCOC Decennial Compliance Report and Quality Enhancement Plan (QEP)

(Submitted 9/10/19)

SACSCOC Fifth Year Interim Report (2016)

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NASAD (Art) Reaccreditation (2019)

• CSWE (Social Work) Reaccreditation (2019)

• ABET (Petroleum Engineering) Accreditation (2015)

• AACSB (Business) Reaccreditation (2016)

• CCNE (Nursing) Accreditation (2015)

• Texas Board of Nursing Approval for Nursing Program (2016)

• CAATE (Athletic Training) Accreditation (2015)

• CACREP (Counseling) Submitted (2019)

Academic Innovation:

• Nearly 20 undergraduate and graduate online programs all of which adhere to Quality

Matter standards

• MOOC Course Development--Introduction to Sociology (13,000 students) in

collaboration with EdX (Spring and Fall 2016).

• Falconline (online education center) Launched Fall 2019

• Center for Engaged Teaching and Academic Leadership (Fall 2020)

• Social Media--Conceived Position and Hired University Social Media Coordinator

• Falcon Faces (High-Impacting Engaged Students Focus)

• UTPB Distance Education Policy (author)

• Implementation of Canvas Learning Management System (2016)

• US News and World Report Best Online Bachelor’s Programs (2016)

• Online Dual Credit: 85 school district partners, with 100% MOU signed and uploaded to

the Dual Credit/ECHS website 60 x 30 goal; 1,084 dual credit/ECHS students enrolled

into 1,517 courses fall 2018; 841 dual credit/ECHS students enrolled into 1,111 courses

spring 2018

• Professional Education and Enrichment (520 courses, 100 certifications)

External Funding/Fiscal Management

• During tenure as Provost (2014-19) externally funded research increased from $2.5 (FY

14) to $19 million annually (FY 18).

• In FY 18 we received 47 external awards totaling $19,137,912 compared to 18 and

$4,068,551 in FY 2017 respectively

• Established Position of Associate Vice President for Research

• UT System Rising STARs Grants (22) ($7 million) first ones ever received by UTPB

(2016-19) to recruit and retain world-class faculty

• $44 million Petrel and Techlog E&P Software Platform Donation

• THECB Nursing Reduction Grants 2014, 2015, 2016 ($600,000)

• Midland Development Corporation ($600,000) for Aerospace Engineering

• Academic Endowments (Professorships and Fellowships) from private funders

established in Petroleum Engineering, Neurobiology, and General

• State Funding Received for New Engineering Building ($52 million) 2016

• State Funding for Kinesiology Building ($26 million) 2016

5

• Cost Containment Savings FY 17 ($911,648)

Community Outreach/External Collaboration:

• Dual Credit: 85 school district partners, with 100% MOU signed and uploaded to the

Dual Credit/ECHS website 60 x 30 goal; 1,084 dual credit/ECHS students enrolled into

1,517 courses fall 2018; 841 dual credit/ECHS students enrolled into 1,111 courses

spring 2018.

• Articulation Pathways with Odessa College (2018)

• Articulation Agreement (Engineering) Midland College (2018)

• West Texas Community College Articulation Agreements

• Articulation Agreements with Universidad Autónoma de Chihuahua

• Articulation Agreement with JNTUK India

• UT Health Science—Houston (Public Health Program)

• Texas Tech Health Science Center (Healthcare Management) (2018)

• Community College Engineering MOU with Midland College

• Articulation Agreement with Texas Tech University Health Science Center through

which a students earn an MBA from UTPB and a Certificate in Heath System

Management and Policy.

• Articulation Agreement with Odessa College for Three-year Teacher Education Program

Diversity and Inclusion/Faculty/Staff Recruitment:

• Gender Equity Study and Salary Adjustments (2019)

• Gender and Equity Study and Salary Adjustment (2015-16)

• Instituted Opportunity Rule (2016)

• International Student Task Force (2016)

• Chaired Successful Vice President for Business Affairs Search (2015)

• Chaired Successful Chief Information Officer Search (2015)

• Hired Dean of Arts and Science (2015)

• Hired Dean of Business (2018)

• Hired Dean of Engineering (2018)

• Hired Dean of Education (2016 and 2019)

• Hired Director of Online Learning (2019)

• Hired Library Director (2018)

• Hired Financial Aid Director (2015 and 2019)

• UT Brownsville--Hispanic Serving Institution (95 percent)

• UT Permian Basin--Hispanic Serving Institutions (47 percent)

Other Administrative Accomplishments:

• New University Faculty Workload Policy and College Workload Policies Created

• College Merit, Tenure, Promotion, and Post-Tenure Review Standards Revised/Created

• New Organizational Chart (Effective 9/1/19)

• Applied Research Institute established

6

• Handbook of Operating Procedures Complete Revamp

• Revision of Faculty Annual Review, Tenure and Promotion Guidelines (2019)

• New Faculty Workload Policy (2018)

• Academic Affairs Handbook (author)

• Revised University Mission and Vision Statements (2015 and 2019)

• UTPB Academic Affairs Digest (created)

• Small Business Development Center

• Odessa and Midland Business Challenges (supporting start up Businesses)

2012-2014 Provost and Vice President for Academic Affairs

Mississippi University for Women (MUW)

Mississippi University for Women (MUW) is a co-educational liberal arts doctoral-granting

university that enrolls approximately 3,000 students.

Responsibilities:

Provided leadership, strategic vision, direction for the offices and programs of five colleges (Arts

and Sciences, Business and Professional Studies, Education and Human Sciences, Nursing and

Speech-Language Pathology, and Honors), the Culinary Institute, the Library, the Center for

Academic Excellence, the Registrar, the Center for Creative Learning, the Center for Outreach

and Innovation (Continuing Education), Study Abroad, Mississippi Governor’s School, and

Graduate Studies, and the Office of Sponsored Programs. Assure the quality and integrity of the

University’s more than forty academic majors and concentrations, nearly one dozen graduate

degrees including its doctorate in Nursing Practice. Recruit, support, supervise, and evaluate the

Associate Vice President for Academic Affairs, the deans and directors, along with 250 faculty

and staff. Prepare and manage the Academic Affairs budget and prepare reports for the

Mississippi Institutions of Higher Learning (IHL) Board of Trustees and other agencies and

serve on the Council of Chief Academic Officers of the IHL Board of Trustees. Assist the Office

of Student Affairs in recruitment and orientation planning and programs. Serve as the chief

administrative officer in the absence of the President.

Major Accomplishments:


• Doctorate in Nursing Practice (DNP) Implementation (2012)

• Master of Arts in Women’s Leadership

• Implementation of Master of Science in Global Commerce

• Women’s Studies Major Implementation

• US News and World Report Top Regional Master’s University in the South (2013)

• Washington Monthly Best Value in Higher Education (2013)

7


• Student Success Center (created)

• Center for Teaching and Learning Planning Document

• Retention Plan Development with Noel Levitz

• American Mock Trial Team

• Study Abroad Program (Alicante, Spain)

Accreditation:

• SACSCOC 10-Year Reaccreditation (2014)

• SACSCOC Quality Enhancement Plan

• NCATE (Education) Reaffirmation (2013)

• NASAD (Art) Reaffirmation (2013)


• Introduction of Year-Around Academic Calendar including Three Intersessions (August,

January, May)

• Distance Education Handbook

Diversity and Inclusion:

• MUW Diversity Enhancement Document (authored)

• Served as Chief Diversity Officer

External Funding:

• From 2012-13, 25 grants totaling more than $4,183,481 from agencies such as NIH, U.S.

Department of Education, NASA, State of Mississippi, Blue Cross/Blue Shield

Foundation, Appalachian Regional Commission, Hearin Foundation

• J.C. Fant Memorial Library Renovation

Faculty/Staff Development/Support:

• MUW Academic Affairs Newsletter

• Academic Affairs Handbook of Operating Procedures

• New Faculty Academy (Faculty Development)

• Provost Fellowship in Teaching and Learning Innovation

• Provost Fellowship in Global Engagement

• Provost Fellowship in Scholarly and Creative Engagement

• Tech Tuesdays (staff development)

External Partnerships/Community Outreach:

8

• Creation of the Office of Outreach and Innovation

• Culinary Partnership (2 plus 2 agreement) with Hinds Community College, East

Mississippi Community College, East Central Community College, Mississippi Gulf

Coast Community College

University Management:

• Annual Program Productivity Review

• Five Year Program Review Process

• AACRAO Evaluation of the Office of the Registrar

• Office of Sponsored Programs Handbook

2008-2012 Dean of the College of Liberal Arts

The University of Texas-Brownsville (UTB) presently known as The

University of Texas of the Rio Grande Valley (UTRGV)

Part of the University of Texas System, The University of Texas-Brownsville (UTB) was a

baccalaureate, masters, and doctoral degree conferring institution that enrolled over 17,000

students and served large numbers of minority and non-traditional learners.

Responsibilities:

Provided leadership, strategic vision, direction, and assured quality of all academic programs and

faculty in the College of Liberal Arts -- the largest and most diverse of the six colleges and

schools that comprise the University, generating 44 percent of the University’s semester credit

hours (over 50,000 each semester), accounting for 35 percent of declared majors (3,426

students), and conferring 36 percent the institution’s undergraduate degrees. The disciplines

represented in the College of Liberal Arts included the traditional humanities (English, History,

Modern Languages, Visual Arts, and Music), the social sciences (Anthropology,

Communication, Psychology, Sociology, Social Work, Criminal Justice, and Government), as

well as innovative programs in Criminal Forensic Investigation and Architecture. The College

offered more than 25 programs of study and nearly one dozen graduate degrees. Led academic

budget and staffing plans for the college which consists of $10 million annually. Recruited and

evaluated nine department chairs, two assistant deans, 130 full-time tenured and tenure-track

faculty and twenty staff persons.



• Developed a University Honors Program

• Developed new undergraduate programs in Architecture, Border Studies, Spanish

Translation and Interpreting, and Multidisciplinary Studies

9

• Developed online graduate programs Psychology and Spanish Translation and

Interpreting

• Senior Capstone/Experience Initiation

• Writing Across the Curriculum Program

• Created Autonomous Departments of Communication, English, Music, and Visual Arts.

• Initiated Center of Excellence -- Texas Center for Border and Transnational Studies

Accreditation:

• NASM (Music) reaccreditation

• NASAD (Art) reaccreditation


• Online Master’s Degree in Psychology

• Online Spanish Translation and Interpreting (only one of three programs in US)

• Redesigned College of Liberal Arts Webpage

Faculty/Staff Development/Support:

• Developed College of Liberal Arts Faculty Handbook

• Developed Written Guidelines for Tenure, Promotion, and Merit as well as Pathway

Toward Tenure Document

• Instituted Faculty Mentorship Program

Strategic Planning:

• Developed and implemented College of Liberal Arts Strategic Plan, 2010-2015

External Funding:

• Acquired more than $1.5 million in external funding (2008-2011)

• NIH P-20 Center of Excellence for Diabetes in Americans of Mexican Descent (with UT-

HSC) $799,320)

• Department of Homeland Security ($250,000)

• Department of Education Grant ($300,000) from the fund for the Improvement of -

Postsecondary Education (FIPSE) to implement a fully online master’s degree in

Translation and Interpreting

• Ford Foundation (Difficult Dialogues) $100,000

• Institute of Museum and Library Services Grant-- $100,000 “Planning for the

Development of a Border Studies Resource Center

• Humanities Texas Grant Los del Valle (13,896)

• Humanities Texas Grant Sabal Palms Writing Project $167,000

• Humanities Texas Grant (International Writers Symposium) $1,390 (2010)

10

• Texas Women for the Arts Grant for $45,000 (2011)

• National Park Service Grant ($26,000) Landscape Inventory of Fort Brown (2011)

• National Endowment for the Arts ($10,000) Challenge America Fast Track Grant (2010)

• J.P. Morgan Chase Foundation ($20,000) for Music Outreach Programs (2010)

• Public Welfare Foundation ($5,000) for UTB Music Academy (2010)

• Spaw Glass Endowment ($25,000) for Architecture (2010)

• Private donor ($20,000) for History scholarships (2010)


• Service Learning: Service Learning courses increased from almost none to 192

sections (Fall 2011) accounting for 71 percent of all such courses offered by the

University enabling UTB to acquire the Carnegie recognition as a community-engaged

campus.

• Created College of Liberal Arts Student Leadership Advisory Council

External Partnerships and Outreach:

• Collaborative Partnerships with Herzen State Pedagogical University in St. Petersburg,

Russia.

• Collaborative Partnership with The University of Texas Pan American (Joint

undergraduate and graduate degrees in Social Work)

• Collaborative Partnership with South Texas College (Articulation Agreements with all

CLA Programs of Studies)

• Collaborative Partnership with Texas Forensic Science Academy Consortium -- Texas

Engineering Extension Service

• Collaborative Partnership with Gulf Coast Cooperative Ecosystem Studies Unit

• Collaborative Partnership with Mission (TX) Independent School District Graduate

English Cohort.

• Collaborative Partnership with Texas Engineering Extension Services (Forensic

Investigation)

• Collaborative Partnership with Gulf Coast –Cooperative Ecosystem Studies Unit

• Collaborative Partnership with the National Park Service

• Collaborative Partnership with Off Campus University (Harlingen, TX)

• Collaborative Partnerships with Local Cities

2002-2008 Chair of the Department of History and Political Science

The University of North Alabama (UNA)

The University of North Alabama (UNA) is a comprehensive regional master’s degree-granting

institution that enrolls over 8,000 students.

Responsibilities:

11

Led all aspects of administering an academic department that offered undergraduate and graduate

degrees in history, political science, women’s studies, religion and philosophy including the

evaluation of faculty and staff. Provided strategic vision and direction for the department which

during my tenure as chair became renowned for its high-quality teaching and its scholarly

productivity. Directed efforts to infuse technology into the classroom and initiated the

development of online and hybrid teaching within UNA’s History Department.


• Developed Masters of Arts in History Degree Program

• Developed Multidisciplinary Certification Degrees in History and Social Sciences

• Developed and Initiated Peer Teaching Review of Probationary Faculty

• Developed and Published The Past Times departmental newsletter

• Tennessee Valley High School History Scholarship Competition

ACADEMIC RANK APPOINTMENTS/EXPERIENCE

2014-P Professor of History (tenured), Department of History

University of Texas Permian Basin

2012-14 Professor of History (tenured), Department of History

Mississippi University for Women

2008-2012 Professor of History (tenured), Department of History,

University of Texas at Brownsville

2006-2008 Professor of History (tenured), Department of History and Political Science,

University of North Alabama

2002-2006 Associate Professor of History (tenured), Department of History and Political

Science, University of North Alabama

1994-2001 Assistant Professor of History, Department of History and Political Science,

University of North Alabama

1993-1994 Instructor of History, Department of History, Cardinal Stritch University

1993-1994 Archival Assistant, Marquette University

1992-1993 Teaching Fellow, Department of History, Marquette University

1991-1992 Doctoral Research (Smith Fellowship), Paris and Bordeaux, France

1988-1991 Teaching Assistance, Department of History, Marquette University

12

1987-1988 Research Assistant, Department of History, Marquette University

ACADEMIC COURSES TAUGHT

• Renaissance and Reformation Europe

• Early-Modern Europe

• Early-Modern European Popular Culture

• French Revolution and the Napoleonic Era

• Graduate Seminars in European History

• Western Civilization to 1648

• Western Civilization since 1648

• World Civilization to 1500

• World Civilization since 1500

• Undergraduate Independent Study Courses

• Graduate Independent Study Courses

• UNA 101 Freshman Seminar

• UTPB Freshman Experience Seminar

AWARDS AND HONORS

2000 Teaching Excellence Award, Alpha Lambda Delta (Freshman Honor Society), 2000.

2008 University of Texas System Leadership Institute Completion Certification

2003 College of Arts and Sciences (UNA) Research Grant

2002 Phi Kappa Phi Honor Society Member


2000 1999 College of Arts and Sciences (UNA) Research Grant


1992 Teaching Fellowship (Marquette University)

1991 Smith Family Research Fellowship

1991 Teaching Assistantship (Marquette University)



13

1988 Research Assistantship, Marquette University, 1987-1988

1987 Phi Alpha Theta (past chapter president and current member)

UNIVERSITY SERVICE (UTPB)

• Executive Council

• Administrative Council

• Academic Council (chair)

• Deans’ Council (chair)

• SACSCOC Leadership Team (chair)

• University Budget and Planning Committee (chair)

• Handbook of Operating Procedures Committee (chair)

• Enrollment Management Committee

• International Student Task Force

• Athletics Committee

• Compliance Committee

• PeopleSoft Implementation Committee

• Change in Innovation Lab (American Council of Education), chair

• University of Texas System Provost Council (most senior member)

• Search Committee Chair, Vice President for Business Affairs

• Search Committee Chair, Chief Information Officer

• Search Committee, Director of Human Resources

• LEAP Texas Member

• Higher Education Regional Council (HERC—West Texas)

UNIVERSITY SERVICE (MUW)

• President’s Cabinet

• Administrative Council

• Academic Council (chair)

• SACSCOC Steering Committee

• Interim Chief Diversity Officer

• Retention Task Force

• Enrollment Management Task Force

• Emergency Management Team

• Graduate Council (ex officio)

• Undergraduate Curriculum Committee (ex officio)

• General Education Curriculum Committee (ex officio)

• Teacher Education Council.(ex officio)

UNIVERSITY SERVICE (UTB)

14

• Southern Association of Colleges and Schools (SACS) Standards Committee (2010-P)

• Foundations of Excellence (a comprehensive study of the first year) Steering Committee

• Brownsville Early College High School Steering Committee

• Graduate Council (Curriculum Committee)

• Undergraduate Curriculum Committee

• General Education Assessment Committee

• Deans’ Council

• Dual Enrollment Task Force

• University Council

• P-16 Council

• Academic Senate

• Chair, Resource Generation and Cost Containment Task Force: Educational Services

(Spring 2010-Present)

• Search Committee Chair, Dean of the University College

• Search Committee for the Dean of the School of Business

• Search Committee for Dean of the College of Science, Math, Technology and

Engineering

• Search Committee for the Associate Vice President of Development

UNIVERSITY SERVICE (UNA)

• SACS Reaccreditation Steering Committee (2001-2002)

• Presidential Budget Advisory Committee

• Teacher’s Education Committee

• Academic Affairs Committee

• Phi Kappa Phi Scholarship Committee

• Distance Learning Advisory Committee

• Graduate Faculty Committee

• Campus Catholic Student Organization (sponsor)

• Academic Resource Center (advisor)

• Alpha Tao Omega Fraternity (member and sponsor)

• Tennessee Valley Historical Society High School History Competition (organizer)

• SOAR (adviser)

• UNA Nights (participant)

• History Club Sponsor

PROFESSIONAL ASSOCIATIONS/HONOR SOCIETIES

• American Historical Association

• Western Society for French History

• Society for French Historical Studies

• Consortium on the Revolutionary Era

• Phi Alpha Theta (History Honor Society)

• Phi Kappa Phi (Academic Honor Society)

15

• Alpha Lambda Delta (Freshman Honor Society)

SCHOLARLY ACTIVITIES

Research Areas:

Early-Modern France: Economic, Social, and Cultural History (Preindustrial Labor)

Archival Research:

Archives Nationales (Paris, France)

Biblithèque Nationale (Paris, France)

Archives Départementales de la Gironde (Bordeaux, France)

Archives Municipales de Bordeaux (Bordeaux, France)

Selected Scholarly Publications

Book:

Work, Regulation, and Identity in Provincial France. Palgrave Macmillan, 2014.

Peer-Reviewed Articles and Reviews:

“The Leather Trades in Old and New Regime Bordeaux, 1770-1815,” Selected Paper of the 2006

Consortium on Revolutionary Era, 1750-1850 (2007): 43-54

“The Bordeaux Shoemaker’s Guild at the End of the Old Regime,” Selected Papers of the 2001

Consortium on Revolutionary Europe, 1750-1850 (2003): 211-219.

“The Development of the Manufactures Royales: The Case of the French Leather Industry,”

Selected Papers of the 2000 Consortium on Revolutionary Europe (2000): 1-10.

“The Old Regime Fiscal System and the Decline of the French Tanning Industry, 1759-1791,”

Proceedings of the Annual Meeting of the Western Society for French History 26(1999): 173-183.

“The Guilds of Bordeaux, les métiers libres and the sauvetats of Saint-André and Saint-Seurin,”

Selected Proceedings of the Annual Meeting of the Western Society for French History 25(1998):

24-35.

“Crisis and Protest in the Guilds of Eighteenth Century France: The Example of the Bordeaux

Leather Trades,” Selected Proceedings of the Western Society for French History, 23(1996): 431-

441.

Jacob, Margaret, Strangers Nowhere in the World: The Rise of Cosmopolitanism in Early-

Modern Europe. Philadelphia: University of Pennsylvania Press, 2006. Review in Choice,

2006.

16

Goldsmith, James Lowith. Lordship in France, 1500-1789. P. Lang, 2005. Review in Choice,

2006.

Choudhury, Mita, Convents and Nuns in Eighteenth-Century French Politics and Culture.

Ithaca: Cornell University Press, 2004. Review in Choice, 2004.

Unger, Harlow Giles. Lafayette. Wiley, 2002. Review in Choice, 2003.

Hurt, John, Louis XIV and the Parlements: The Assertion of Royal Authority. Manchester,

2002. Review in Choice, 2002.

Treasure, Geoffrey, Louis XIV. Longman, 2001. Review in Choice, 2002.

Doyle, William, ed., Old Regime France, 1648-1788. Oxford, 2001. Review in Choice, 2002.

Fontaine, Laurence, History of Peddlers in Europe, Duke, 1996 for H-France Book and

Multimedia Reviews, 2001.

Cannistraro, Philip, The Western Perspective: A History of Civilization in the West. Vol. B

1300-1815. Reveiw for Harcourt Brace, 1999.

Whatmore, Republicanism and the French Revolution: an intellectual history of Jean-Baptiste

Say's political economy , Oxford, 2001. Review in Choice, 2001.

David Andress, Massacre at the Champ de Mars: Popular Dissent and Political Culture in the

French Revolution, 2001. Review in Choice, 2001.

Peter McPhee, Revolution and Environment in Southern France: Peasants, Lords and Murder in

the Corbières 1780-1830. 1998. Review in Choice, 1998.

John Markoff, The Abolition of Feudalism, 1997. Review in Choice, 1998.

Emmanuel Le Roy Ladurie, The Ancien Regime: A History of France, 1661-1774, 1997. Review

in Choice, 1997.

Geoffrey Treasure, Mazarin: The Crisis of French Absolutism, 1997). Review in Choice, 1997.

Diana Hacker, A Pocket Style Manual, 1997. Review for St. Martin’s Press, 1997.

Philip J. Adler, World Civilizations, 1996 editor for Thomson and Wadsworth Publishers

Yves-Marie Bercé. The Birth of Absolutism: A History of France, 1598-1661, 1996. Review for

Choice, 1996.

Selected Scholarly Presentations

17

“Skill, Status, and Identity in the Eighteenth-Century French Trades,” Consortium on the

Revolutionary Era, Charleston, South Carolina, February 25-27, 2010.

“The Manufacturing Trades in Old and New Regime Bordeaux,” Consortium on the

Revolutionary Era, Atlanta, Georgia, March 2-4, 2006.

“The Guilds Reconsidered,” Western Society for French History Thirty-Third Annual

Conference, Colorado Springs Colorado, October 27-29, 2005.

"The Bordeaux Shoemaker's Guild and the End of the Old Regime," Consortium on

Revolutionary Europe Annual Conference, Auburn Alabama, February 2001.

"The Development of the manufactures royales: The Example of the French Leather Industry,"

Consortium on Revolutionary Europe Annual Conference, Huntsville, Alabama, March, 2000.

"The Old Regime Fiscal System and the Destruction of the French Tanning Industry, 1759-

1791." Western Society for French History 26th Annual Conference, Boston, Massachusetts,

November 4-7, 1998.

“The Bordeaux Guilds and Their Discontents on the Eve of the French Revolution." Presented

to Graduate Students and Faculty at the University of Alabama, Tuscaloosa, February 13, 1998.

"The Guilds of Bordeaux, les métiers libres, and the sauvetats of Saint-André and Saint-Seurin,"

Western Society for French History 25th Annual Conference, Saskatoon, Saskatchewan, Canada,

October 15-18, 1997.

"The 'Blackest of Treasons': Strife Among Masters Inside the Leather Guilds of Eighteenth-

Century Bordeaux," Society for French Historical Studies 43rd Annual Meeting, Lexington, KY,

March 20-22, 1997.

"Leather, Compagnonnages, and Worker's 'Rights' in the Work Place of Old Regime Bordeaux."

Western Society for French History 24th Annual Conference, Charlotte, North Carolina, October

30--November 2, 1996.

"Crisis and Protest in the Guilds of Eighteenth-Century France: The Example of the Bordeaux

Leather Trades." Western Society for French History 23rd Annual Conference, University of

Nevada-Las Vegas, November 8-11, 1995.

"Independent and Insolent Leather Workers: 'Labor-Management Disputes' in the Leather Trades

of Eighteenth-Century Bordeaux." Conference in History of the Post-Modern Era, University of

Wisconsin-Oshkosh, September 20-22, 1994.

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