Providing leadership and resources to support the intellectual and professional growth of students, faculty and staff. 

We facilitate curricular and co-curricular experiences that foster students’ intellectual development, moral awareness, and curiosity so they can effectively engage with a complex and ambiguous world.

To fulfill this mission, we develop and sustain a learning environment.  These shared values allow us to model our commitment to education in all that we do:

Curiosity is approaching our work with the idea of not knowing it all; that there is always more to learn; that my perspective and world view are not shared by everyone.  It is a sincere interest in dialogue and a desire to add to my knowledge and awareness.  It is a willingness to learn from and teach others, and to seek out diverse opinions.

Trust is a fundamental assumption that each individual is always doing his or her best, based on his or her view of the world.  There are two parts to trust: trusting the person’s ability to accomplish something, and trusting the person’s commitment as part of a team.  Trust is our willingness to suspend judgement in the current moment; to believe the person is honest, capable, and reliable.

Confidence is having the courage, agency, and assurance to provide space for all to think independently, speak honestly, and take risks freely. It enables us to accept challenges, confront difficulty, and overcome obstacles in order to reach our potential both individually and collectively.  As leaders we have the confidence to embrace new and innovative ideas in collaboration with others.


  • What We’re Reading this Summer:

    This summer, the Dean’s Office and the TLI are co-sponsoring two learning circles. These summer learning circles are designed to bring faculty and staff together, help us get to know each other, and explore issues in higher education that affect us all as faculty, staff, and administrators. 

    This summer’s readings are both hot-off-the-presses, highly regarded works in higher-ed: 

    Intersectionality and Higher Education

    “Though colleges and universities are arguably paying more attention to diversity and inclusion than ever before, to what extent do their efforts result in more socially just campuses? Intersectionality and Higher Education examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences… Taken together, this volume presents an evidence-backed vision of how the twenty-first century higher education landscape should evolve in order to meaningfully support all participants, reduce marginalization, and reach for equity and equality” (Byrd, W. Carson, et al., editors. Intersectionality and Higher Education: Identity and Inequality on College Campuses. Rutgers University Press, 2019).

    The Privileged Poor

    “The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors―and their coffers―to support a more diverse student body. But is it enough just to admit these students? In The Privileged Poor, Anthony Jack reveals that the struggles of less privileged students continue long after they’ve arrived on campus. Admission, they quickly learn, is not the same as acceptance. This bracing and necessary book documents how university policies and cultures can exacerbate preexisting inequalities and reveals why these policies hit some students harder than others” (Jack, Anthony Abraham. The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students. 1st ed., Harvard University Press, 2019).

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