SAMPLE MATERIAL FROM TEMPLE UNIVERSITY MCNAIR PROPOSAL SUBMITTED TO

							SAMPLE MATERIAL FROM TEMPLE UNIVERSITY MCNAIR PROPOSAL SUBMITTED TO THE UNITED STATES DEPARTMENT OF EDUCATION BY DEREIC DORMAN IN SEPTEMBER OF 1998. This Material Is Only Intended For Review Purposes. Please Do Not Copy Or Duplicate This Material For Professional Purposes. EXAMPLE OF PROGRAM OBJECTIVES: Temple Program Objectives: 1. Identification, Recruitment and Selection University Ronald McNair Post-Baccalaureate of Students 2. Assessment and Learning Plan Achievement/Faculty-In-Training program are 3. Research Seminars 4. Summer Research Project consistent with the federal regulations for the 5. Advising/mentoring Relationship With Faculty McNair Program as specified in the Federal 6. Introduction to Academia 7. Academic Advising/Monitoring Register, Volume 59, Number 164, August 25, 8. Graduate School Application Process 9. Graduation from Temple with 1994. The objectives are designed to provide Baccalaureate 10. Entry into Graduate School disadvantaged college students with effective 11. Follow-up of Graduated Students preparation for doctoral study. The The objectives of the

Temple\McNair program will increase the number of low-income, first generation college students (2/3 of program participants) and others from groups traditionally underrepresented in graduate education (1/3 of program participants) to be prepared for doctoral study. The objectives are delineated on the following pages. following: ♦ ♦ ♦ ♦ Demonstrate how the objective relates to the overall goal of the McNair Program Describe activities and services provided by the Program in meeting that objective. Describes the level of ambitiousness and attainability Describes budget and resources necessary to attain the objective Each objective will do the

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OBJECTIVE #1: IDENTIFICATION, RECRUITMENT AND SELECTION: TO IDENTIFY AND RECRUIT ELIGIBLE UNIVERSITY HONORS, RUSSELL CONWELL CENTER, TRANSFER, CURRENT FIRST, SECOND, AND THIRD YEAR STUDENTS TO ENSURE THAT THE PROGRAM WILL HAVE 50 ELIGIBLE STUDENT PARTICIPANTS EACH YEAR.
ACTIVITIES/SERVICES: Four part identification, recruitment and selection process: 1). Dissemination of Information through: campus newspaper, University Bulletin, Undergraduate Admissions Office, personal letters to first, second, third year students; letters to faculty, administrators, deans, department chairs and student organizations; articles in newsletters of Honors Program and Russell Conwell Center; fliers and posters placed inside all academic buildings, libraries, residence halls, and the Student Activities Center 2). Direct Education: facilitation of informational workshops; participation in campus-wide fairs; informational presentations made to student organizations, administrative programs, academic departments and individual classes 3). Personal Contact: personal interviews provided to each applicant to assess student’s skills and interest, and provide academic, career and graduate school counseling 4). Candidate Assessment: candidates will be chosen based on a point system that includes academic performance, personal characteristics, match between student’s aspirations and program objectives, and prospects for success at doctoral study To produce 1000 fliers, 200 posters, 2000 brochures and 3000 letters for mailing. AMBITIOUSNESS: Disadvantaged college students, already experiencing a lack of proper counseling about the graduate school process, are often isolated from university programs because of the immense size of a large, commuter university and their personal, academic and economic obligations. ATTAINABLE: Commitments to aid in the identification, recruitment, and selection of McNair students have been obtained from the primary university academic and administrative programs that provide services to students in both the Student Affairs and Academic areas of the university, including Student Support Services, Undergraduate Admissions and Honors. BUDGET & RESOURCES: Administrative staff, faculty mentors, and graduate students will participate on selection committee. Brochures, fliers, posters, applications, telephone and postage costs are supported by Budget. THE RELATIONSHIP OF OBJECTIVE #1 TO PURPOSE OF THE MCNAIR POSTBACCALAUREATE ACHIEVEMENT PROGRAM: An extensive identification, recruitment and selection plan which utilizes various segments of the university is vital to locating disadvantaged students who will be interested in matriculating to and completing a doctoral degree.

OBJECTIVE #3: RESEARCH SEMINARS: 100% OF MCNAIR FIT STUDENTS WHO WILL EITHER PARTICIPATE IN RESEARCH IN INTELLECTUAL HERITAGE OR IN THE SENIOR RESEARCH PROJECT WILL HAVE PARTICIPATED IN A RESEARCH I OR RESEARCH II SEMINAR HELD IN THE SPRING OR SUMMER IN PREPARATION FOR THEIR RESPECTIVE SUMMER RESEARCH PROGRAMS.

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ACTIVITIES/SERVICES: Students will meet in Research Seminars for the entire Spring semester once per week for three hours for each year of their participation in the program. There will be two Research Seminars, for Level I and II research projects: · Level I Research Seminar (“Rising” Juniors) titled “Introduction to University Teaching and Research”: students will research techniques for teaching great books with a “master” Intellectual Heritage teacher; master basic qualitative and quantitative research methods in preparation for designing their own research project on student learning and teaching; and students will examine various pedagogical methods through research and discussions with faculty from various disciplines. · Level II Research Seminar (“Rising” Seniors) titled “Advanced Qualitative and Quantitative Research”: students will select research projects; participate in an in-depth review of research methodologies, and examine various writing techniques which can be employed throughout the writing process. AMBITIOUSNESS: Completing advanced research projects, examining the research process and exploring the process of teaching are extraordinarily vital to facilitating the development of graduate level academic skills and developing student interest in become university faculty. ATTAINABLE: Structured and on-going examinations of research and teaching which is mentored by staff, faculty and graduate students provides a comprehensive program for encouraging student success. BUDGET & RESOURCES: Research Seminars will be facilitated by the Academic Coordinator, Faculty/Mentor Coordinator, graduate students from the McNair Program, Writing Center and Future Faculty Fellows Program. Faculty mentors will lead sections of the seminars and meet with students to assist in the design of the research project. THE RELATIONSHIP OF OBJECTIVE # 3 TO PURPOSE OF THE MCNAIR POSTBACCALAUREATE ACHIEVEMENT PROGRAM: This achieves the purpose by providing students with graduate level research training that will be directed by faculty, administrators, and doctoral students.

Complete Syllabus for Temple University McNair Teaching Fellows Research Seminar, Introduction to University Teaching and Research:
PART I: SPRING Session I: Teaching and Research: The Working Tools of a Professor Dereic Dorman, Director, Ronald McNair FIT Program Dave Canton, Program Assistant Director, McNair Program Reading Assignment: John W. Creswell Research Design: Qualitative and Quantitative Approaches Preface and Chapter 1. Answer questions on page 16. James Davis, Better Teaching, More Learning Pages 1-21. Session II: The Library: A Researchers Best Friend Al Vara, Paley Library, Room 130 Mezzanine

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Reading Assignment: W. Lawrence Neuman, Social Research Methods Chapter 5, “Reading Other Peoples Research.” Session III: Literature Review: The Foundation of Research Reading Assignment: Creswell Chapter 8 “A Quantitative Method” and Chapter 9 “A Qualitative Procedure.” Session IV: Climbing the Academic Ladder: The Tenure Review Process Dr. Herman Beavers, Associate Professor, Department of English, University of Pennsylvania Examining Quantitative and Qualitative Methodology Tentative Proposal Due Reading Assignment: Davis, Pages 60-95. Session V: Introduction to McNair Intellectual Heritage Teaching Assistant Program Dr. Stephen Zelnick, Director, Intellectual Heritage Program Reading Assignment: James L. Marra and Stephen C. Zelnick, The Students Guide to Intellectual Heritage Pages 8-50. Session VI: Performing Research on Teaching Reading Assignment: Davis, pages 342-370. Session VII: Evaluating Learning Styles Ted Clark, Director, Student Support Services Program, Temple University Session VIII: Working With a Mentor PART II: SUMMER – INTRODUCTION TO UNIVERSITY TEACHING Session I: Writing Center Workshop: Planning Research and Writing a Research Paper Session II: The Role of a Teaching Assistant How to study teaching What Can I Expect? Reading Assignment: Wilbert J. McKeachie, Teaching Tips, Chapter 23. Session III: Preparing a Lecture Creating a Lecture Defining Objectives of the Lecture Using Visual Aides Reading Assignment: Wilbert J. McKeachie, Teaching Tips, Chapters 5 and 32. Career Planning I: Dereic Dorman, Academic Career Planning. Planning your future. Session IV: The Grading Process The Art of Grading Establishing Criterion for Grading

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How to Grade Exam How to Grade Essays Reading Assignment: Wilbert J. McKeachie, Teaching Tips, Chapter 8. Writing Assignment: Looking at your IH syllabus design an outline for a discussion. What points of the professor’s lecture are you going to highlight? How are you going to get students involved? Session V: How to Facilitate Effective Discussion Sessions Techniques for starting discussions Controversial Starting With a Question Creating a Multi centered environment Wilbert J. McKeachie, Organizing an Effective Discussion Chapter 4. Career Planning II: Making a Curriculum Vita, Dereic Dorman, Program Director Session VI: Developing a Teaching Philosophy Defining a Teaching Philosophy Assessing the various Teaching Philosophies Communicating your philosophy to the students Reading Assignment: bell hooks, Teaching to Transgress, McKeachie, Chapter 1. PART II: SUMMER – INTRODUCTION TO RESEARCH
Session I: Designing Your Research Project Types of Research Units of Analysis Creating a Research Design Reading Assignment: Babbie, Chapter 4. Session II: Using Survey’s for Research A. The Utility of Interviews B. Construction a Survey C. Types of Survey Reading Assignment: W. Laurence Neuman, Social Research Methods Chapter 11, “Survey Research”. Assignment Due: Write a Sample Research Design Session III: Research Paradigms What is a paradigm? Social Science Paradigms Discussing Different paradigms Due: Create a sample interview and questionnaire. Reading Assignment: Babbie, Chapters 2 and 4, “Theory and Research”, “The Meanings of Methodology” Session IV: Analyzing Qualitative Data Concept Formation Methods of Analysis

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W. Laurence Newman, Chapter 17, “Analyzing Qualitative Data” Session V: Comment and Critique Session Self Criticism and Peer Criticism Session VI: Mock Presentations

Following is a sample of the Research Fellows Research Seminar topics that will be covered: Advanced Qualitative and Quantitative Research Seminar Titles for Spring and Summer Sessions
Session #1: Why Do Social Scientific Research?: Overview - This workshop will explore the practical uses of (social) scientific research. How do educational institutions and government agencies make use of social scientific research? How can the student benefit for partaking in such research? Session #2: The Pitfalls of Research: Overview - This workshop will examine ethical considerations concerning social scientific research by examining cases such as the "Tearoom Controversy" and Stanley Miligram's experiments on obedience. Session #3: Introduction to Human Inquiry: Overview - The focus of this workshop will be the way in which people learn about the world and the errors in human inquiry (i.e. overgeneralization). Session #4: Theory and Research in the Social Sciences: Overview - An exploration of the major social scientific paradigms will be the focus of this workshop. Additionally, the principles of theory construction will be explored. Session #5: The Nature of Causation: Overview - Cause and effect relationships are examined as they relate to social science. Session #6 - Introduction to the Research Design: Overview - This introduction will include, among other things, a discussion of the purposes of research and the units of analysis. Session #7 - Designing a Research Project: Overview - This informative workshop will entail a dialogue on getting started and a brief introduction to the concepts of conceptualization and operationalization. Session #8 - Conceptualization and Measurement: Overview - This workshop will address the importance of specifying exactly what is meant when employing particular terms in our research. Much of what we use in everyday language is vague and unclear thus in science this is something which should be avoided. Session #9 - Operationalization: Overview - Following conceptualization is operationalization. This workshop will explore how social scientists find concepts reflected in the real world. The goal of this workshop is to review skills necessary to ask the right questions. Session #10 - The Social Scientific Experiment: Overview - The experimental method will be the mode of observation addressed in this workshop. Some concepts/issues to be discussed will include experimental and control groups, selecting subjects and issues of validity. Session #11 & 12 - Survey Research: Part I: Overview - Survey research is arguably one of the most frequently employed methods in social scientific research. This introduction will include a look the different types of survey research, including interviews, telephone surveys, and questionnaires. Survey Research: Part II: Overview - Part II of this workshop will be a hands-on exercise in conducting an appropriate questionnaire/interview instrument as well as discuss the strengths and weaknesses of survey research. Session #13 - Field Research: Overview - Field research entails studying participants in their natural environment. This workshop will address issues such as learning how to prepare for field research, how to observe, and how to analyze those observations. Session #14 - Unobtrusive Research: Overview - While some researchers like to be a "part of the action,” other researchers prefer to conduct their research from afar. For those who prefer this method, content analysis, historical/comparative analysis, and analysis of existing data are options. This workshop will discuss each method and its strengths and weaknesses.

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Session #15 - Evaluation Research: Overview - Evaluation research is rapidly growing in the field of social sciences. This method evaluates whether social programs have succeeded or failed. Session #16 - Sampling: Overview - Sampling is very important in social scientific research and this workshop will address all the issues dealing with sampling, including selecting a non-representative sample. Session #17 - Elementary Analysis: Overview - This workshop will provide you with the skills to make simple analyses in order to draw conclusions from your data. Included will be a discussion on frequency distributions and tables. Session #18 - The World of Statistics: Overview - This workshop examines statistics used by social scientists. Regression analysis, path analysis, descriptive statistics, and inferential statistics are key concepts that will be discussed.

GRADUATE SCHOOL APPLICATION PROCESS WORKSHOP
Session I: This session deals with three specific areas: selecting a graduate degree, selecting a graduate program, and creating an "Application Timetable." Additionally, the pros and cons of attending graduate schools will be addressed and weighed. These issues are vital to begin the series with because it will force the participants to begin to think concretely and realistically about their graduate school plans. As such, students will be assigned to research their fields\anticipated graduate school majors and return with a list of their top 5-10 school choices with relevant information (such as location, tuition, etc...) and contact names and numbers. Session II: This section will outline the components necessary for a completed application; including, the interview, application essay, graduate admissions tests, and transcripts. Special emphasis will be given to letters of recommendation. Participants will be provided with information regarding the importance of positive references, how to choose referees, and what materials to provide for the referee. The issue of waiving one's right to read the evaluation will also be discussed. The assignment given will be to return with two applications and five possible recommenders. Session III: Writing the application essay is arguably the most difficult part of the graduate school application process. This session discusses ways in which 1) to make this aspect less tedious and 2) to write an exciting yet intelligent application essay. Included will be a series of preparatory questions aimed at providing the participants with an outline of their own personal strengths and weaknesses. Additionally, essays from a book of personal statements will be read and critiqued. Students will be asked to return with a list of relevant information about themselves that they'd like to include in their essay and provide a rough draft of their application essay. Session IV: This session deals specifically with financing graduate school. Information will be given detailing the differences between teaching, research, and administrative assistantships and the differences between grants and fellowships. Loan information, such as the various loan programs and maximum borrowing amounts, will be provided as well. Finally, information and addresses regarding national fellowships (i.e. Ford Foundation, National Science Foundation, etc...) will be provided. As an assignment, students will investigate financial aid opportunities (both institutional, local, and federal) and return with a list of scholarships/grants/fellowships for which they are eligible

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Session V: This session will be a working session where participants bring in their applications so that specific questions and/or concerns can be addressed. Numerous problems will the application process will be addressed including if and how to address weak grades in the application essay, how far in advance to submit applications, and whether to include one's entire work history in the application. Session VI: Entitled "How to Get a TA, RA, or AA," this session deals specifically with the procedures necessary to secure one of these funding sources. A working session on how to complete the "Free Application for Student Aid" will also be conducted. Session VII: This closing session will include application updates and factors which should be involved in deciding which school to attend from among those providing acceptances.

TEMPLE/MCNAIR FACULTY-IN-TRAINING PROGRAM
BUDGET SUMMARY - PROJECT YEAR 1999-2000
Temple/McNair Faculty-In-Training Program is requesting $501,154 in federal funds. The following Budget Detail and Narrative shows the needs to be met by these funds.

STATEMENT OF PURPOSE: Funds will be used to provide intensive academic, social, and
informational services to prepare students for graduate study and to ensure quality and consistency of service

BUDGET NARRATIVE Students to be served: 50 per year (Junior and Senior students receive stipends, room and board: 50) PERSONNEL $137,400

JUSTIFICATION: In order to adequately prepare our students for graduate education, a quality academic, administrative, advising, and academic support staff is needed. Hiring or maintaining qualified and quality personnel requires that the program offers competitive salaries. Even though the "high point" of the instructional year for Temple/McNair FIT is in the summer, this "high-point" cannot be reached if students are not recruited, the program developed and publicized, and staff trained immediately upon notification of funding. Furthermore, FIT students enroll in a Spring Research Seminar for which the Academic Coordinator, Faculty/Mentor Coordinator, graduate student assistant and faculty mentors are required. These activities require a full-time Program Director, full-time Academic Coordinator, part-time Faculty/Mentor Coordinator, full-time Secretary, part-time graduate student assistant and faculty mentors. FRINGE BENEFITS $29,722

JUSTIFICATION: Temple University has a rate of 28.2% fringe benefits for full time staff salaries and 8.3% for part time staff salaries. STAFF TRAVEL $5,270

JUSTIFICATION: This line item includes funds to enable staff participation in one regional
conference, and one training workshop. In addition, funds are included for 2 staff members to

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accompany students for graduate school visits in the Boston, Washington, D. C., Chicago, and Atlanta areas, and/or California, and one trip to accompany students to a national student conference where they will present their research. Two staff members will also accompany students on two career and cultural enrichment trips and funds will be needed to cover their meals and transportation.

SUPPLIES

$22,916

JUSTIFICATION: Along with basic office supplies and materials for publicizing the program, FIT will need GRE and other instructional computer software programs, testing materials, and books including supplementary reading for the Intellectual Heritage course and Research Seminars. Some of these are consumable supplies. The use of three standard and five laptop computers will enhance services provided to students by providing a means of producing letters, reports, newsletters and other documents which facilitate communication from the McNair office. Additionally, software will be used to maintain records on student activities, contact with mentors, and budget expenditures. Two printers will also be needed in order to produce materials for McNair staff use in the office and for use by students. Computer software will also be purchased that assists students in the advanced use of computer technology in completing research, writing papers, communicating with scholars around the world, and for GRE preparation. Students will be able to check out laptop computers in order to do field research or complete papers. Only lap top computers will be purchased following the first year of the program in order to increase the number of computers available to students who are completing research projects and papers.

ROOM AND BOARD

$134,236

JUSTIFICATION: During the summer component of the program fifty students and one graduate student will live on the Temple campus for eight weeks. The residential component is necessary for the intensive, supervised academic research internship. STIPENDS $120,000

JUSTIFICATION: Fifty students will be paid $600 in the fall semester, $600 in the spring semester
and $1200 during the summer. The academic year stipend will pay for research conducted on graduate schools, academic/career plans, research projects, as well as to support research completed during their research internships. Given the low income levels of our students, in order to participate students must be compensated for the loss of summer wages. Furthermore, students will be working as researchers in laboratories, libraries, and archives.

OTHER

$33,320

JUSTIFICATION: It is crucial for students to visit the campuses to which they will apply for
graduate study both for interviews and to assess the suitability between their interests and the strengths of their prospective departments. To provide students with experiences of doctoral students and faculty, students will present their research at professional and student conferences throughout the country. Increased exposure to cultural and scientific resources [museums, plays, lectures, academic conferences] is critical to inducting students into academic culture and to enabling them to make informed career decisions. There will be an annual celebration for students, staff and faculty who have participated in FIT activities. Other expenses include telephone usage expenses, postage, and duplicating. Additional costs may be incurred for sponsoring a national McNair conference at Temple.

INDIRECT COST

$18,290

JUSTIFICATION: Indirect cost rate is 8% of the total direct cost. Indirect costs were not charged to

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Room and Board and Stipend categories.

RESEARCH FELLOWS ♦ Electron Transfer Kinetics of Self-Assembled 12-(Ferrocenylcabonyloxy) Dodecantethiol Monolayers on Polycrystalline Gold Electrodes ♦ Speech Anxiety: Matching Clients and Treatments for Higher Success Rates? ♦ A Descriptive Survey of the Perceptions and Attitudes of Pre-Service Teachers on the Grouping of Students by Ability ♦ A Survey Analysis: Examining the Level of Competence of Social Work Practitioners and Agencies in the Application of Ethnic Sensitivity to Latino Clients ♦ The African-American Image on Television ♦ Academic Achievement, Self-Esteem and the Effects of Teachers’ Expectations on African American Students ♦ Urban Renewal ♦ The Staining of Specific Populations of Cells Found in the Chick Retina Using Diamidino Yellow Abstract ♦ Japanese Ukiyo-E and Western Prints ♦ Adolescent Fatherhood ♦ Chinese Women in History: From the Sung Through the Oing Dynasties

1994
RESEARCH FELLOWS ♦ The Plausibility of An AIDS Conspiracy Targeted Towards African People ♦ Adolescent Pregnancy in Philadelphia: A Case Study ♦ Beyond Race and Racism: How Black Women Writers Present Black Women in Their Novels ♦ Redlining: A Criminal Justice Perspective ♦ The Effects of Cooperative Learning on Academic Achievement and Self-Esteem ♦ Cultural Sensitivity in Assessments of African-Americans: A Selected Review and Analysis ♦ Schizophrenia: A Review and Analysis ♦ The Information Age: How New Products and Services are Changing the Way We Work and Live ♦ Ritalin and Its Implications for the African-American Community ♦ Traditional African Medicine: Implications for African-American Health

1995
RESEARCH FELLOWS
♦ The African and European Cultures: A Historical Comparative Analysis of Enslavement ♦ Balancing the Discourse on the African American Family: The Single Heads of 10

♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦

Households Speak High Quality Childcare Centers: Support for Adolescent Parents The Effects of Mainstreaming Language Deficient, Non-English Speaking Students in the Public School System Movie Violence and African Americans: The Long Term Detrimental Effects of the Negative Portrayals of African American Characters on African American Adolescents Dispelling the Myth of the One Drop Rule: People with African Descent Acknowledging Their Native American Ancestry The African American Woman’s Dilemma in Television The Re-Design of a Non-Standard Tool Used for the Manufacture of A Projectile Causes and Remedies for High School Dropout Rates of African American Males in Philadelphia Public Schools Realism and the Reader: A Critical Analysis of Hemingway, Twain, and Ellison’s Work

1996
RESEARCH FELLOWS ♦ Development of the Zebrafish Embryo ♦ Examining the Effects and Activity of Lethal Mutations 1(2)37 Cf14 & 18 on Chromosome #2 in Drosophila Melanogaster ♦ The Psychological Effects of Common Cultural Education on a MultiCultural ♦ Student Body ♦ The Implications and Effects of Incorporating Critical Thinking Strategies into the Curriculum of Elementary School Students ♦ Umfundalai for the Deaf: A Synopsis of Teaching Moderations in Progress ♦ Academic Achievement and Educational Attainment in African-American Adolescents ♦ Latino Racial Miscategorization in the United States ♦ Community Development and the Formula for Success TEACHING FELLOWS ♦ Sankofa: An Historical and Ideological Overview of Schooling vs. Education ♦ Cooperative Learning: Questioning the Responsibility of Learning Information ♦ Non Traditional Students in the Academy ♦ Educating for Understanding in Intellectual Heritage ♦ The Effects of Class Participation in Higher Education ♦ Characteristics of High Achievers ♦ Using the Multicultural Teaching Paradigm in Intellectual Heritage ♦ An African Centered Analytical Approach to Intellectual Heritage 11

♦ Assessing Three Aspects of Teaching: Structure, Group Collaboration and Positive Reinforcement ♦ Cultural Capital: Its Impact on College Students’ Success

MCNAIR FACULTY/ADMINISTRATOR LECTURE SERIES
1994

The Importance of Graduate Education
Dr. K. Leroy Irvis, Former Speaker of the Pennsylvania House of Representatives Future Prospects for Women and People of Color in Academia Dr. Nancy Hoffman, Vice Provost for Undergraduate Studies, Temple University Teaching Dr. Steve Zelnick, Director, Intellectual Heritage Program, Temple University Optimal Mental Functioning: Strategies for Alleviating Stress Shekhem-t Sa Khepera, Priesthood, Ausar Auset Society Maintaining Centeredness: The Trials and Tribulations of a Relevant Academic Dr. Herman Beavers, Associate Professor, English Department, University of Pennsylvania Career Paths: How to Become an Academic Dean Dr. James Pitts, Academic Vice President and Dean of the Faculty, Albright College 1995 Considerations in Doing Research: Focus, Assumptions, & Possible Outcomes Norma Arnold, Director, Russell Conwell Educational Services Center, Temple University The Pedagogical Challenges of Oppression within Academia: Teaching Against Sexism, Racism, and Classism Dr. Russ Kleinbach, Associate Professor, Department of Social Science and Humanities Philadelphia College of Textiles and Science The Advantages of University Teaching As a Career Choice for Talented Students Dr. Carolyn Adams, Dean, College of Arts and Sciences, Temple University The Academic Job Search: Prospects and Possibilities Dr. Mary Heiberger, Assistant Director, Career Planning and Placement Services, University of Pennsylvania Balancing Educational Leadership, Teaching and Research with Community Responsibility Dr. Joseph Amprey, Dean of Academic Services, Kutztown University The Role of Respect in the University Classroom: Enhancing Student Learning and Empowerment Dr. Ghazala Anwar, Assistant Professor, Intellectual Heritage Program, Temple University From the Streets of Chester to the Halls of Harvard: The Journey of African American Intellectuals through the Academy Dr. Keith Reeves, Assistant Professor, Kennedy School of Government, Harvard University 12