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demo advocates


ADVANCE Advocates

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Sandra Acosta

Assistant Professor

College of Education & Human Development

Phone : (979) 458-4211

Email : sacosta@tamu.edu

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Marvin Adams

HTRI Professor

Nuclear Engineering

Email : mladams@tamu.edu

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Jacqueline Aitkenhead

Associate Professor

Agriculture and Life Sciences

Texas A&M University

College Station, TX 77843

Phone : 979-845-3682

Email : jacqui_a-p@tamu.edu

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Jacqui Aitkenhead-Peterson

Associate Professor

College of Agriculture and Life Sciences

Texas A&M University

College Station, TX 77843

Phone : (979) 845-3682

Email : jacqui_a-p@tamu.edu

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Gerianne Alexander-Packard

Professor

Psychology

Texas A&M University

College Station, TX 77843

Phone : (979) 845-2567

Email : galexander@tamu.edu

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Mary Alfred

Associate Dean for Faculty Affairs

College of Education and Human Development

541 Harrington Office Building

Texas A&M University

College Station, TX 77843-2117

Phone : (979) 845-2718

Email : malfred@tamu.edu

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Toni Alvarado

Executive Assistant I to Department Head

College of Engineering

Texas A&M University

College Station, TX 77843

Phone : (979) 845-9806

Email : a-alvarado@tamu.edu

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Nancy Amato

Professor

Engineering

Texas A&M University

College Station, TX 77843

Phone : 979.862.2275

Email : amato@cse.tamu.edu

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N. K. Anand

Executive Associate Dean of Engineering

Dwight Look College of Engineering

Phone : 979.845.5633

Email : nkanand@tamu.edu

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Angela Arenas

Assistant Professor

Veterinary Medicine

College Station, TX 77843

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Towanna Arnold

Chemical Engineering

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Meigan Aronson

Professor & Dean of College of Science

Science

Texas A&M University

College Station, TX 77843

Phone : 979.845.2629

Email : maronson@physics.tamu.edu

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Winfred Arthur

Professor

Psychology

Phone : 979.845.2502

Email : w-arthur@tamu.edu

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Charles Aubeny

Professor

College of Engineering

Civil Engineering

College Station, TX 77843-3136

Phone : (979) 845-4478

Email : c-aubeny@tamu.edu

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John August

Director

Center for Teaching Excellence

Phone : 979.845.4274

Email : j-august@tamu.edu

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Robin Autenrieth

Department Head

Civil Engineering

3127 TAMU, 204 Zachry Engineering Center

College Station, TX 77843-3127

Phone : (979) 845-2438

Email : r-autenrieth@tamu.edu

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Muthu Bagavathiannan

Assistant Professor

College of Agriculture and Life Sciences

Texas A&M University

Soil & Crop Science

College Station, TX 77843-2474

Phone : (979) 845-5375

Email : muthu.bagavathiannan@tamu.edu

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David Baltensperger

Professor and Head of the Department

Soil and Crop Sciences

Phone : 979-845-3041

Email : dbaltensperger@tamu.edu

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Katherine Banks

Dean

Dwight Look College of Engineering

Texas A&M University

3126 TAMU, 312 ADMN

College Station, TX 77843-3126

Phone : (979) 845-1321

Email : k-banks@tamu.edu

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Kevin Barge

Department Head

Communication

Texas A&M University

4234 TAMU

College Station, TX 77843-4234

Phone : (979) 845-5514

Email : kbarge@tamu.edu

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Christi Barrera

Senior Admin Coordinator

Liberal Arts

Sociology

College Station, TX 77843-4351

Phone : (979) 458-4428

Email : christi@tamu.edu

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Maria Barrufet

Professor

Engineering

Texas A&M University

College Station, TX 77843

Phone : 979.845.0314

Email : barrufet@tamu.edu

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Chelsi Bass

Assistant to Department Head

Liberal Arts

Economics

College Station, TX 77843-4228

Phone : (979) 845-7358

Email : chelsi@tamu.edu

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Kayla Bayless

Associate Professor

College of Medicine

Texas A&M University

Molecular And Cellular Medicine

College Station, TX 77843-1114

Phone : (979) 436-0763

Email : kbayless@medicine.tamhsc.edu

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Deborah Bell-Pedersen

Professor

Science

Texas A&M University

3258 TAMU, 210A Biological Sciences Building West

College Station, TX 77843-3258

Phone : (979) 847-9237

Email : dpedersen@mail.bio.tamu.edu

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Michael Benedik

Vice Provost

Office of the Provost & Executive Vice President

1248 TAMU, 100 Jack D. Williams Building

College Station, Texas 77843-1284

Phone : (979) 845-4016

Email : benedik@tamu.edu

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Mindy Bergman

Professor

Department of Psychology

Texas A&M University

4235 TAMU, 240 Psychology

College Station, TX 77843

Phone : (979) 845-9707

Email : mindybergman@tamu.edu

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Jamilia Blake

Associate Professor

College of Education & Human Development

Phone : (979) 862-8341

Email : jjblake@tamu.edu

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Lisa Bowman-Perrott

Associate Professor

College of Education & Human Development

Phone : (979) 862-3879

Email : lbperrott@tamu.edu

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Alex Brown

Associate Professor

Liberal Arts

College Station, TX 77843-4709

Phone : (979) 862-7392

Email : alexbrown@tamu.edu

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Mary Bryk

Associate Professor

Agriculture and Life Science

Texas A&M University

2128 TAMU

College Station, TX 77843-2128

Phone : (979) 862-2294

Email : bryk@tamu.edu

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Karen Butler-Purry

Associate Provost

Office of Graduate Studies

Texas A&M University

1113 TAMU, 302 Administration Building

College Station, TX 77843-1113

Phone : (979) 845-3628

Email : klbutler@tamu.edu

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Anthony Cahil

Associate Professor

College of Engineering

College Station, TX 77843

Phone : (979) 862-3858

Email : tcahill@tamu.edu

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Lisa Campbell

Assoc. Department Head

Geosciences

Texas A&M University

3146 TAMU, 911D O&M building

College Station, TX 77843-3146

Phone : (979) 845-5706

Email : lisacampbell@tamu.edu

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Ginger Carney

Associate Professor

Science

Texas A&M University

3258 TAMU

College Station, TX 77843-3258

Phone : (979) 845-6587

Email : gcarney@bio.tamu.edu

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Zuleika Carrasco

Undergraduate Academic Advisor

Liberal Arts

Texas A&M University

College Station, TX 77843

Phone : 979.862.2523

Email : zuleika@tamu.edu

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Adrienne Carter-Sowell

Assistant Professor

Department of Psychology

4235 TAMU, 224 Psychology Building

College Station, TX 77843-4235

Phone : (979) 845-3295

Email : acsowell@tamu.edu

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Elena Castell-Perez

Professor

Biological & Agricultural Engineering

2117 TAMU, 303G Scoates Hall

College Station, TX 77843-2117

Phone : (979) 862-7645

Email : ecastell@tamu.edu

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Nicole Fadeke Castor

Assistant Professor

Liberal Arts

Texas A&M University

4352 TAMU, 225 Anthropology Building

College Station, TX 77843-4352

Email : ncastor@tamu.edu

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Jean-Francois Chamberland

Associate Professor

College of Engineering

Texas A&M University

College Station, TX 77843

Phone : (979) 845-6204

Email : chmbrlnd@tamu.edu

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Frederick M. Chester

Professor

College of Geoscience

College Station, Texas 77843

Phone : (979) 845-3296

Email : chesterf@geo.tamu.edu

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Diane Chico

Associate Professor

College of Medicine

8447 Riverside Pkwy

Bryan, TX 77807

Phone : (979) 436-0323

Email : dchico@tamu.edu

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Dominique Chlup

Associate Professor

Educational Administration & Human Resources Development

4226 TAMU

College Station, TX 77843-4226

Phone : (979) 845-4331

Email : dchlup@tamu.edu

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Craig Coates

Associate Professor

Department of Entomology

TAMU 2475

College Station, TX 77843-2475

Phone : (979) 458-1219

Email : c-coates@tamu.edu

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Elizabeth Cosgriff-Hernandez

Associate Professor

Engineering

3120 TAMU

College Station, TX 77843-3120

Phone : (979) 845-1771

Email : cosgriff.hernandez@tamu.edu

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Gerard L. Coté

Director

College of Egineering

Phone : (979) 845-4196

Email : gcote@tamu.edu

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Betty Cotton

Sr. Administrative Coordinator I

College of Agriculture and Life Sciences

300 Olsen Boulevard

College Station, TX 77843-2128

Phone : (979) 845-5032

Email : blcotton@tamu.edu

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D'Anne Crain

Administrative Coordinator II

College of Engineering

Texas A&M University

College Station, TX 77843

Phone : (979) 845-2402

Email : dcrain@civil.tamu.edu

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George Cunninigham

Professor

College of Education & Human Development

Phone : (979) 458-8006

Email : gbcunningham@tamu.edu

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Marcetta Darensbourg

Distinguished Professor

Science

Texas A&M University

3255 TAMU, 408 Chemistry Building

College Station, TX 77843-3255

Phone : (979) 845-5417

Email : marcetta@chem.tamu.edu

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Sumana Datta

Executive Dorector

Honors and Undergraduate Research

Texas A&M University

4233 TAMU, 114 Henderson Hall

College Station, TX 77843-4233

Email : sumad@tamu.edu

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Emily Davidson

Associate Professor

Liberal Arts

Texas A&M University

College Station, TX 77843

Phone : (979) 845-2501

Email : e-davidson@tamu.edu

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Trina Davis

Associate Professor

College of Education & Human Development

Phone : (979) 845-8384

Email : trinadavis@tamu.edu

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Suzanne Droleskey

Executive Director

Office of the Provost and Executive Vice President for Academic Affairs

Texas A&M University

3371 TAMu

College Station, TX 77843-3371

Phone : 979-845-3099

Email : sdroleskey@tamu.edu

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Mahmoud El Hawagi

Professor

College of Engineering

Texas A&M University

College Station, TX 77843

Phone : (979) 845-3484

Email : el-halwagi@tamu.edu

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Chanda Elbert

Associate Professor

Agricultural Leadership, Education, & Communications

2116 TAMU

College Station, TX 77843-2116

Phone : (979) 458-2699

Email : CElbert@tamu.edu

Brad Epps

Senior Microcomputer/Lan Administrator

Liberal Arts

Dean Of Liberal Arts

College Station, TX 77843-4348

Phone : (979) 845-2511

Email : b-epps@tamu.edu

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Maria Escobar-Lemmon

Associate Professor and Associate Department Head

Liberal Arts

Texas A&M University

4348 TAMU, 2049 Allen Building

College Station, TX 77843-4348

Phone : (979) 845-1442

Email : m_escobar@tamu.edu

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Lisa Eubanks - Garcia

Business Administrator I

College of Medicine

Phone : (979) 436-0855

Email : leubanks@medicine.tamhsc.edu

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Joe Feagin

Professor

Sociology

Texas A&M University

4351 TAMU, 311 Academic Building

College Station, TX 77843-4351

Phone : (979) 845-5133

Email : feagin@tamu.edu

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Sherecce Fields

Associate Professor

Liberal Arts

Texas A&M University

4235 TAMU

College Station, TX 77843-4235

Phone : (979) 845-3774

Email : safields@tamu.edu

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Jennifer Ford

Multicultural Services

Phone : (979) 845-3111

Email : jennifer-ford@tamu.edu

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Wilf Gardner

Professor

Oceanography

Texas A&M University

3146 TAMU, 306 D O&M Building

College Station, TX 77843-3146

Phone : (979) 845-3928

Email : wgardner@ocean.tamu.edu

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Sarah Gatson

Associate Professor

Liberal Arts

Texas A&M University

4351 TAMU, 427 Academic

College Station, TX 77843-4351

Phone : (979) 845-7267

Email : gatson@tamu.edu

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Clare Gill

Professor

Department of Animal Science

2471 TAMU, 432 Kleberg

College Station, TX 77843-2471

Phone : (979) 862-7129

Email : clare-gill@tamu.edu

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Cecilia Giusti

Associate Professor

College of Architecture

Phone : (979) 458-4304

Email : cgiusti@arch.tamu.edu

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John Gladysz

Distinguished Professor

Department of Chemistry

Texas A&M University

3255 TAMU, 321 Reed McDonald Building

College Station, TX 77843-3255

Phone : (979) 845-1399

Email : gladysz@chem.tamu.edu

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Carmen Gomes

Associate Professor

Biological and Agricultural Engineering

2117 TAMU, 306C Scoates hall

College Station, TX77843-2117

Phone : (979) 845-2455

Email : carmen@tamu.edu

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Patricia Goodson

Professor

Department of Health and Kinesiology

Texas A&M University

4243 TAMU

College Station, TX 77843-4243

Phone : (979) 845-1756

Email : pgoodson@tamu.edu

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Ana Goulart

Associate Professor

Engineering Technology and Industrial Distribution

3367 TAMU, 011 Fermier Hall

College Station, TX

Phone : (979) 845-4918

Email : goulart@entc.tamu.edu

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Eleanor Green

Dean

College of Veterinary Medicine & Biomedical Sciences

4461 TAMU

College Station, TX 77843-4461

Phone : (979) 845-5053

Email : egreen@cvm.tamu.edu

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Inci Guneralp

Associate Professor

Geosciences

Texas A&M University

3147 TAMU

College Station, TX 77843-3147

Phone : (979) 845-7155

Email : iguneralp@tamu.edu

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Kristin Harper

Executive Director

Associate Provost For Undergraduate

Texas A&M University

1125 TAMU

College Station, TX 77843-1125

Phone : (979) 845-3210

Email : kharper@tamu.edu

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Danielle Harris

Assistant Dean for Student Success

Office of the Dean of Agriculture & Life Sciences

Texas A&M University

2402 TAMU, 515 Ag. And Life Sciences Building

College Station, TX 77843-2402

Phone : (979) 845-3712

Email : danielleh@tamu.edu

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Idethia Harvey

Associate Professor

College of Education & Human Development

Blocker

Phone : (979) 862-2954

Email : isharvey@tamu.edu

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Andy Herring

Professor

College of Agriculture and Life Sciences

Phone : (979) 845-9284

Email : a-herring@tamu.edu

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Jennifer Holle

Assistant to the Dean

College of Science

Texas A&M University

3257 TAMU

College Station, TX 77843-3257

Phone : (979) 845-8817

Email : jholle@science.tamu.edu

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Marybeth Hueste

Professor

Engineering

Texas A&M University

College Station, TX 77843

Phone : 979.845.1940

Email : mhueste@tamu.edu

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Pat Hurley

Associate Dean of Faculty & Graduate Programs

Office of the Dean of Liberal Arts

Texas A&M University

4223 TAMU

College Station, TX 77843-4223

Phone : (979) 845-8541

Email : pat-hurley@tamu.edu

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Cynthia Hurt

Executive Assistant

College of Liberal Arts

Phone : (979) 845-2164

Email : cynthiahurt@tamu.edu

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Diane Hurtado

Assistant Vice President for Federal Agency Advancement

President's Office

Texas A&M University

1246 TAMU

College Station, TX 77843-1246

Phone : (979) 696-5458

Email : d-hurtado@tamu.edu

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Mark Hussey

Dean and Vice Chancellor

Agriculture and Life Sciences

Texas A&M University

2142 TAMU

College Station, TX 77843

Phone : (979) 862-4384

Email : mhussey@tamu.edu

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Nancy Ing

Associate Professor

Agriculture and Life Sciences

Texas A&M University

2471 TAMU

College Station, TX 77843-2471

Phone : (979) 862-2790

Email : ning@cvm.tamu.edu

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Geoffrey Kapler

Chair

College of Medicine

College Station TX, 77843

Phone : (979) 436 - 0859

Email : gkapler@medicine.tamhsc.edu

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Claire Katz

Associate Professor

Philosophy

College Station, TX 77843-4237

Phone : (979) 847-6129

Email : ckatz@tamu.edu

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Christine Kaunas

Public Health

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Roland Kaunas

Assistant Professor

Department of Biomedical Engineering

Texas A&M University

3120 TAMU, 5020 Emerging Technology Building (ETB)

College Station, TX 77843-3120

Phone : (979) 845-2412

Email : rkaunas@tamu.edu

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Verna Keith

Professor

Liberal Arts

Texas A&M University

4351 TAMU, 437 Academic

College Station, TX 77843-4351

Phone : (979) 845-0966

Email : keithvm@tamu.edu

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Ann Kenimer

Professor and Associate Provost for Undergraduate Studies

Office of Undergraduate Studies

1126 TAMU, 515 Agriculture and Life Sciences Building

College Station, TX 77843-2402

Phone : (979) 862-7620

Email : a-kenimer@tamu.edu

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Sheree Kessler

Academic Advisor II

Department of Physics

Texas A&M University

College Station, TX 77843

Phone : (979) 458-5948

Email : skessler@physics.tamu.edu

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Carrie Kilpatrick

Assistant to Department Head

College of Liberal Arts

Phone : (979) 845-8833

Email : carriek@tamu.edu

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Jorja Kimball

Executive Director

Vice President For Research

Texas A&M University

2403 TAMU

College Station, TX 77843-2403

Phone : (979) 845-8585

Email : j-kimball@tamu.edu

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Richard Krieder

Department Head

Department of Health and Kinesiology

Texas A&M University

4243 TAMU

College Station, TX 77843-4226

Phone : (979) 845-1333

Email : rkreider@hlkn.tamu.edu

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Kevin Krisciunas

Instructional Assistant Professor

College of Science

Phone : (979) 845-7018

Email : krisciunas@physics.tamu.edu

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Andreas Kronenberg

Professor

Geology & Geophysics

Texas A&M University

3115 TAMU, 155 Halbouty Geosciences Building

College Station, TX 77843-3113

Phone : (979) 845-0132

Email : a-kronenberg@tamu.edu

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Anna Kwiatkowski

Assistant Professor

College of Science

Phone : (979) 845-1411

Email : kwiatkowski@physics.tamu.edu

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Antonio La Pastina

Associate Professor

Department of Communications

4234 TAMU

College Station, TX 77843-4234

Phone : (979) 862-6608

Email : alapastina@tamu.edu

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Dimitris Lagoudas

Professor Senior Associate Dean for Research University Distinguished Professor John and Bea Slattery Chair Professor Associate Vice Chancellor for Engineering Research Deputy Director, Texas A&M Engineering Experiment Station

Dwight Look College of Engineering

3126 TAMUS

College Station, TX 77843-3141

Phone : (979) 845-1604

Email : lagoudas@aero.tamu.edu

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Joanna Lahey

Associate Professor

The Bush School of Government and Public Service

4220 TAMU

College Station, TX 77843-4220

Phone : (979) 458-3463

Email : jlahey@tamu.edu

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Chaitanya Lakkimsetti

Assistant Professor

College of Liberal Arts

Phone : (979) 845-0813

Email : clakkimsetti@tamu.edu

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Alain Lawo-Sukam

Associate Professor

College of Liberal Arts

Phone : 202D

Email : lawosukam@tamu.edu

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Hyunyoung Lee

TEES Research Associate Professor

Dwight Look College of Engineering

Phone : (979) 845-2490

Email : hlee@cse.tamu.edu

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Chanam Lee

Professor

College of Architecture

Phone : (979) 845-7056

Email : chanam@tamu.edu

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V. Jorge Leon

Professor

Engineering Technology & Industrial Distribution

Texas A&M University

3367 TAMU

College Station, TX 77843-3367

Phone : (979) 845-4993

Email : jleon@tamu.edu

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Carol Loopstra

Associate Professor

Ecosystem Science & Management

2138 TAMU

College Station, TX 77843

Phone : (979) 862-2200

Email : c-loopstra@tamu.edu

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Jim Lukeman

Business Administrator I

College of Agriculture and Life Sciences

Texas A&M University

College Station, TX 77843

Phone : (979) 845-3041

Email : jt-lukeman@tamu.edu

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Blanca Lupiani

Executive Associate Dean of Faculties

Office of the Dean of Faculties

108 YMCA Building

College Station, TX 77843-1126

Phone : (979) 845-4274

Email : blupiani@tamu.edu

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Joanne Lupton

Distinguished Professor

Nutrition & Food Science

Texas A&M University

2253 TAMU, 213 Kleberg Center

College Station, TX 77843-2253

Phone : (979) 845-0850

Email : jlupton@tamu.edu

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Jodie Lutkenhaus

Assistant Professor

Engineering

Texas A&M University

3122 TAMU, 218 Brown Building

College Station, TX 77843-3122

Phone : (979) 845-2682

Email : jodie.lutkenhaus@tamu.edu

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Rebekah Luza

Business Coordinator III

College of Liberal Arts

Phone : (979) 458-8011

Email : rluza@tamu.edu

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Christi Madsen

Professor

Engineering

3128 TAMU, 728 Brown Building

College Station, TX 77843-3128

Phone : (979) 845-4935

Email : cmadsen@tamu.edu

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Mary Ellen Maeker

Business Coordinator ll

College of Science

Texas A&M University

3257 TAMU

College Station, TX 77843-3257

Phone : (979) 458-4361

Email : mmaeker@science.tamu.edu

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Kristen Maitland

Associate Professor

Engineering

Texas A&M University

3120 TAMU

College Station, TX 77843-3120

Phone : (979) 845-1864

Email : kmaitland@tamu.edu

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Ceasar Malave

Dean and COO of Texas A&M University at Qatar & Professor

Industrial & Systems Engineering

3131 TAMU, Emerging Technologies Bldg

College Station, TX 77843-3131

Phone : (979) 845-5531

Email : malave@tamu.edu

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Sam Mannan

Professor & Director MKO Process Safety Center

Department of Chemical Engineering

Texas A&M University

3122 TAMU

College Station, TX 77843-3122

Phone : (979) 862-3985

Email : mannan@tamu.edu

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Mariana Mateos

Associate Professor

Agriculture and Life Science

Texas A&M University

2258 TAMU

College Station, TX 77843-2258

Phone : 979-845-5777

Email : mmateos@tamu.edu

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Vani Mathur

Assistant Professor

College of Liberal Arts

4235 TAMU

College Station, TX 77843

Phone : (979) 845-2383

Email : vmathur@tamu.edu

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Wayne Matous

Facilities Coordinator III

Dwight Look College of Engineering

Phone : (979)845-9465

Email : wmatous@tamu.edu

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Pamela Matthews

Dean

College of Liberal Arts

Texas A&M University

1246 TAMU

College Station, TX 77843-1248

Phone : (979) 845-5141

Email : p-matthews@tamu.edu

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Reuben May

Presidential Professor

College of Liberal Arts

Phone : (979) 862-4650

Email : rmay@tamu.edu

E. Lisako McKyer

Associate Dean for Climate and Diversity

College of Education & Human Development

212 Adriance Lab Rd.

1266 TAMU

College Station, TX 77843-1266

Phone : (979) 436-9361

Email : eljmckyer@tamu.edu

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Mary Meagher

Professor

Liberal Arts

Texas A&M University

4235 TAMU, 281 Psychology Building

College Station, TX 77843-4235

Phone : (979) 845-2564

Email : m-meagher@tamu.edu

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Tim Meekma

Business Administrator

Dwight Look College of Engineering

Phone : (979) 845-1284

Email : tim.meekma@tamu.edu

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Sherry Melton

Administrative Coordinator

College of Science

Texas A&M University

College Station, TX 77843

Phone : (979) 845-2341

Email : Smelton@chem.tamu.edu

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Tina Mendoza

Business Administrator I

College of Medicine

Email : trmendoza@medicine.tamhsc.edu

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Kathi Miner

Associate Professor

Department of Psychology

Texas A&M University

4355 TAMU, 302D Bolton Hall

College Station, TX 77843-4355

Phone : (979) 862-1326

Email : kminer@tamu.edu

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Kelly Minnis

Editorial Assistant

College of Science

Texas A&M University

College Station, TX 77843

Phone : (979) 845-7554

Email : kelly@math.tamu.edu

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Heidi Mjelde

Technician II

College of Agriculture and Life Sciences

Phone : (979) 845-5604

Email : heidi-j-mjelde@tamu.edu

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Rosana Moreira

Professor & Assistant Provost

Office of Graduate and Professional Studies

Texas A&M University

2117 TAMU 310 Scoates Hall

College Station, TX 77843-2117

Phone : (979) 847-8794

Email : rmoreira@tamu.edu

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Anastasia Muliana

Professor

Dwight Look College of Engineering

Phone : (979)458-3579

Email : amuliana@tamu.edu

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Joseph Newton

Dean Emeritus

College of Science

Statistics Department

College Station, TX 77843

Phone : (979) 845-7361

Email : jnewton@stat.tamu.edu

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Evdokia Nikolova

Assistant Professor

Engineering

Texas A&M University

3112 TAMU

College Station, TX 77843-3112

Phone : (979) 845-5498

Email : nikolova@tamu.edu

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Sharli Nucker

Administrator I

Dwight Look College of Engineering

Phone : (979) 845-9993

Email : snucker@tamu.edu

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Corliss Outley

Associate Professor

Agriculture and Life Science

2261 TAMU

College Station, TX 77843-2261

Phone : (979) 845-5330

Email : coutley@tamu.edu

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Stephanie Payne

Professor

Department of Psychology

4235 TAMU, 277 Psychology

College Station, TX 77843-4235

Phone : (979) 845-2090

Email : scp@tamu.edu

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Jean-Philipe Pellois

Professor

College of Agriculture and Life Sciences

Texas A&M University

College Station, TX 77843

Phone : (979) 845-0101

Email : pellois@tamu.edu

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Guergana Petrova

Professor

Science

Texas A&M University

College Station, TX 77843

Phone : (979) 845-5298

Email : gpetrova@tamu.edu

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Patricia Pietrantonio

Professor

Agriculture and Life Sciences

Texas A&M University

2475 TAMU, 517 Heep Center

College Station, TX 77843-2475

Phone : (979) 845-9728

Email : p-pietrantonio@tamu.edu

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Nancy Plankey Videla

Associate Professor

Liberal Arts

Texas A&M University

4351 TAMU, 429B Academic Building

College Station, TX 77843-4351

Phone : (979) 845-5483

Email : plankeyvidela@tamu.edu

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Daniel Pugh

Vice President for Student Affairs

Divistion of Student Affairs

Texas A&M University

1256 TAMU, 117 Koldus Bldg

College Station, TX 77845-1256

Phone : (979) 845-4728

Email : vpsa@tamu.edu

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Cemal Pulak

Associate Professor

College of Liberal Arts

Phone : (979) 845-6697

Email : pulak@tamu.edu

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Srivi Ramasubramanian

Assistant Professor

Department of Communication

Texas A&M University

4234 TAMU

College Station, TX 77843-4234

Phone : (979) 845-5178

Email : srivi@tamu.edu

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Juliana Rangel

Assistant Professor

Department of Entomology

Texas A&M University

TAMU 2475, 319 Heep Center

College Station, TX 77843-2475

Phone : (979) 862-3074

Email : jrangel@tamu.edu

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Tom Reber

Associate VP for Student Affairs

Division of Student Affairs

Texas A&M University

1256 TAMU, Suite 117, John J. Koldus Bldg

College Station, TX 77843-1256

Phone : (979) 862-4086

Email : treber@tamu.edu

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David Reed

Associate Dean for Graduate Programs & Faculty Development

Agriculture & Life Sciences, Dean

Texas A&M University

2142 TAMU

College Station, TX 77843-2133

Phone : (979) 847-6180

Email : dwreed@tamu.edu

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Mary Jo Richardson

Regents Professor

Oceanography, College of Geosciences

3146 TAMU, 306C O&M

College Station , TX 77843-3146

Phone : (979) 845-7966

Email : mrichardson@ocean.tamu.edu

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Eric Riggs

Associate Dean

College of Geoscience

Department of Geology & Geophysics

College Station, TX 77843-3115

Phone : (979) 845-6529

Email : emriggs@tamu.edu

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Raffaella Righetti

Associate Professor

Dwight Look College of Engineering

Phone : (979) 862-8586

Email : rrighetti@tamu.edu

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Craig Rotter

Coordinator

Department of Residence Life

Texas A&M University

1253 TAMU, B-189 Cain Hall

College Station, TX 77843-01253

Phone : (979) 862-3158

Email : craigr@tamu.edu

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B. Don Russell

Distinguished Professor

Electrical & Computer Engineering

TAMU 3128, 238 WERC

College Station, Texas 77843-3128

Phone : (979) 845-7912

Email : bdrussell@tamu.edu

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Phia Salter

Assistant Professor

Liberal Arts

Texas A&M University

4235 TAMU, 212 Psychology Building

College Station, TX 77843-4235

Phone : (979) 845-3794

Email : psalter@tamu.edu

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Alan Sams

Executive Associate Dean

College of Agriculture and Life Sciences

600 John Kimbrough Boulevard, Suite 515

College Station, TX 77843

Phone : (979) 845-9325

Email : asams@tamu.edu

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Luis San Andres

Professor

Dwight Look College of Engineering

Phone : (979) 862-4744

Email : l-sanandres@tamu.edu

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Jane Schielack

Professor

Science

Texas A&M University

College Station, TX 77843

Phone : +1 979 458 0549

Email : janie@math.tamu.edu

Jane Schneider

Associate Vice President for Facilities and Operations

Division of Finance and Operations

Phone : (979) 845-6917

Email : jane-schneider@tamu.edu

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Simon Sheather

Professor & Department Head

Statistics

Texas A&M University

3143 TAMU, 430 Blocker Building

College Station, TX 77843-3143

Phone : (979) 845-3191

Email : sheather@stat.tamu.edu

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Matthew Sheldon

Assistant Professor

College of Science

Phone : (979) 862-3101

Email : matt.sheldon@chem.tamu.edu

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Dorothy Shippen

Professor

Biochemistry & Biophysics

2128 TAMU, 413 A Biochemistsry & Biophysics

College Station, TX 77843-2128

Phone : (979) 862-2342

Email : dshippen@tamu.edu

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Mary Louise Sims

Business Administrator I

College of Science

Phone : (979) 847-9451

Email : mlsims@tamu.edu

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Rachel Smallman

Assistant Professor

Liberal Arts

Texas A&M University

4235 TAMU

College Station, TX 77843-4235

Phone : (979) 845-3983

Email : rsmallman@tamu.edu

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Farida Sohrabji

Associate Department Chair

College of Medicine

8447 Riverside Pkwy

4102 Medical Research and Education Building

Bryan, TX 77807-3260

Phone : (979) 436-0335

Email : SOHRABJI@medicine.tamhsc.edu

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Christine Stanley

Vice President and Associate Provost for Diversity

Office of the Provost

1360 TAMU

College Station, TX 77843-1360

Phone : (979) 458-2905

Email : cstanley@tamu.edu

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David Stelly

Professor

Department of Soil & Crop Sciences

Texas A&M University

2474 TAMU

College Station, TX 77843-2474

Phone : (979) 845-2745

Email : stelly@tamu.edu

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Linda Stelly

Program Coordinator

ADVANCE Center

3257 TAMU, 529C Blocker

College Station, TX 77843-3257

Phone : (979) 845-1235

Email : lstelly@science.tamu.edu

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Lansa Stevens

Business Administrator ll

College of Science

Texas A&M University

3257 TAMU

College Station, TX 77843-3257

Phone : (979) 845-7388

Email : lansa@scence.tamu.edu

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Emil Straube

Professor and Head

Department of Mathematics

Texas A&M University

3368 TAMU

College Station, TX 77843-3368

Phone : (979) 845-9424

Email : head@math.tamu.edu

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Kazuko Suzuki

Assistant Professor

Liberal Arts

Texas A&M University

4351 TAMU, 440 Academic Building

College Station, TX 77843-4351

Phone : (979) 458-2658

Email : ks2303@neo.tamu.edu

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Cecilia Tamborindeguy

Associate Professor

Department of Entomology

TAMU 2475, 516 Heep Center

College Station, TX 77843-2475

Phone : (979) 845-7072

Email : ctamborindeguy@ag.tamu.edu

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Lori Taylor

Associate Professor and Director of the Robert A. Mosbacher Institute

Bush School of Government and Public Service

4220 TAMU, 1052 Allen

College Station, TX 77843-4220

Phone : (979) 458-3015

Email : lltaylor@tamu.edu

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Valerie Taylor

Senior Associate Dean for Academic Affairs

College of Engineering

Texas A&M University

3112 TAMU

College Station, TX 77843-3112

Phone : (979) 845-2497

Email : taylor@cse.tamu.edu

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Michelle Taylor-Robinson

Professor

Liberal Arts

Texas A&M University

College Station, TX 77843

Phone : (979) 845-2525

Email : m-taylor11@tamu.edu

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Debbie Thomas

Professor

Geosciences

Texas A&M University

3146 TAMU

College Station, Texas 77843-3146

Phone : (979) 862-7742

Email : dthomas@ocean.tamu.edu

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Evelyn Tiffany-Castiglioni

Department Head, Professor & Associate Dean

Deans Office of Veterinary Medicine

Texas A&M University

4461 TAMU

College Station, TX 77843-4458

Phone : (979) 845-2828

Email : c-tiffany@tamu.edu

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Kim-Vy Tran

Associate Professor

Science

Texas A&M University

4242 TAMU, M324 MIST

College Station, TX 77843-4242

Phone : 979-458-5853

Email : vy@physics.tamu.edu

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Jyotsna Vaid

Professor

Psychology

Texas A&M University

4235 TAMU, 267 Psychology Building

College Station, TX 77843-4235

Phone : (979) 845-2576

Email : jvaid@tamu.edu

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Bruce Veals

Facilities Coordinator III

Dwight Look College of Engineering

Phone : (979) 847-8606

Email : bveals@cse.tamu.edu

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Karen Vierow

Associate Professor and Associate Department Head

Department of Nuclear Engineering

Texas A&M University

College Station, TX 77843

Phone : (979) 458-0600

Email : vierow@tamu.edu

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Lona Warren

Chief of Staff

Civil Engineering

Texas A&M University

3136 TAMU, 201 CE/TTI

College Station, TX 77843-3136

Phone : (979) 845-9410

Email : lona@tamu.edu

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Coran Watanabe

Associate Professor

Science

College Station, TX 77843

Phone : (979) 458-8094

Email : watanabe@tamu.edu

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Karan Watson

Regents Professor

Electrical & Computer Engineering

3128 TAMU, 301 Wisenbaker Engineering Building

College Station, TX 77843-3128

Phone : (979) 845-4016

Email : watson@tamu.edu

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Nancy Watson

Director of Organizational Development

College of Education & Human Development, Office of the Dean

Texas A&M University

4222 TAMU

College Station, TX 77843-4222

Phone : (979) 845-5311

Email : n.watson@tamu.edu

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Bob Webb

Professor

Physics & Astronomy

Texas A&M University

4242 TAMU, 224 Mitchell Institute for Physics & Astronomy

College Station, TX 77843-4242

Phone : (979) 845-4012

Email : webb@physics.tamu.edu

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Tom Wehrly

Professor

College of Science

Texas A&M University

Department of Statistics

College Station TX 77843

Phone : (979) 845-1359

Email : twehrly@stat.tamu.edu

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Jennifer Welch

Professor

Engineering

Texas A&M University

3112 TAMU, 425G Bright Building

College Station, TX 77843-3112

Phone : (979) 845-5076

Email : j-welch@tamu.edu

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George Welch

Professor

College of Science

Phone : (979) 845-7717

Email : grw@tamu.edu

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Jane Welsh

Assistant Dean for Graduate Studies

Veterinary Medicine

College Station, TX 77843

Phone : (979) 862-4974

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Cynthia Werner

Department Head

College of Liberal Arts

Texas A&M University

4352 TAMU, 224 Anthropology Building

College Station, TX 77843-4352

Phone : (979) 847-9254

Email : werner@tamu.edu

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Teresa Wilcox

Professor

College of Liberal Arts

Texas A&M University

4235 TAMU

College Station, TX 77843-4235

Phone : (979) 845-0618

Email : twilcox@tamu.edu

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Heather Wilkinson

Professor & Associate Department Head

Agriculture and Life Sciences

Texas A&M University

2132 Plant Pathology & Microbiology

College Station, TX 77843-2132

Phone : (979) 845-7311

Email : h-wilkinson@tamu.edu

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Tiffani Williams

Associate Professor

Dwight Look College of Engineering

Texas A&M University

TAMU 3112, 328C Harvey R. Bright Building

College Station, TX 77843-3112

Phone : (979) 845-7977

Email : tlw@cse.tamu.edu

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Julie Wilson

Program Manager

College of Agriculture & Life Sciences

Texas A&M University

600 John Kimbrough Boulevard, Suite 510

College Station, TX 77843-2142

Phone : (979) 845-4756

Email : jdwilson@tamu.edu

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Donna Witt

Senior Academic Advisor II

College of Agriculture and Life Sciences

Phone : (979) 845-7616

Email : d-witt@tamu.edu

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Sandra Wood

Business Administrator I

College of Science

Texas A&M University

Department of Statistics

College Station, TX 77843-3143

Phone : (979) 845-3179

Email : sandra@stat.tamu.edu

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CJ Woods

Assistant Vice President

Office of the Vice President for Student Affairs

1121 TAMU, 117 John J. Koldus Building

College Station, TX 77843-1121

Phone : (979) 845-4551

Email : cjwoods@tamu.edu

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Karen Wooley

Distinguished Professor

College of Science

Texas A&M University

3255 TAMU, 1422 Chemistry Building

College Station, TX 77842-3012

Phone : (979) 845-4077

Email : wooley@chem.tamu.edu

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Ben Wu

Professor

College of Agriculture and Life Sciences

2138 TAMU,

College Station, TX 77843-4246

Phone : (979) 845-7334

Email : xbw@tamu.edu

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Sherry Yennello

Director

Cyclotron Institute

3366 TAMU, 245 Cyclotron Institute

College Station, TX 77843-3366

Phone : (979) 845-1411

Email : yennello@comp.tamu.edu

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Mark Zoran

Associate Dean for Faculty Affairs Graduate Studies

College of Science

Texas A&M University

3257 TAMU, 517 Blocker Building

College Station, TX 77843-3257

Phone : (979) 862-6299

Email : zoran@bio.tamu.edu

Mentoring


What is mentoring?

Workplace mentoring has been traditionally defined as a developmental relationship between an older, more experienced mentor and a younger, less experienced protégé for the purpose of helping and developing the protégé’s career (Kram, 1985). Workplace mentoring occurs in an organizational setting. Faculty-to-faculty mentoring in a university is an example of workplace mentoring. There are, however, multiple models of mentoring which includes formal (Ragins & Cotton, 1999) and informal (Ragins & Cotton, 1999) relationships, peer-to-peer (Ensher, Thomas, & Murphy, 2001), group (Dansky, 1996), and e-mentoring (Hamilton & Scandura, 2003). No single model works for everyone and, in fact, multiple mentors are advisable in an academic setting (De Janasz & Sullivan, 2004) to address the various aspects of an academic career (e.g., research, teaching, grantsmanship, work-life balance, etc.).

What are the outcomes of mentoring?

Research on workplace mentoring has established that mentoring results in multiple benefits for both the protégé (Eby et al., 2013) and the mentor (e.g., Allen, Poteet, & Burroughs, 1997). As indicated in Eby et al.’s process-oriented model of mentoring, outputs include job performance, motivation, as well as numerous attitudinal, behavioral, career-related (e.g., salary, promotion, job satisfaction, career satisfaction), and health-related outcomes. In addition to these distal criteria, there are a number of more proximal mentorship-specific outcomes including the quality of the mentoring (Allen & Eby, 2003) and satisfaction with the mentoring (Ragins, Cotton, & Miller, 2000).

Mentoring may be especially important for women, as mentors can help women overcome gender-related barriers to advancement (Noe, 1988; Ragins, 1989). However, women may be at a disadvantage when it comes to developing mentoring relationships (Ragins & Scandura, 1997). Men are less willing to mentor women and there is a shortage of women mentors in male-dominated fields; thus women are less likely to develop mentoring relationships (Noe, 1988; Ragins, 1989).


Key Research Findings

Allen, T. D., & Eby, L. T. (Eds.). (2011). The Blackwell handbook of mentoring: A multiple perspectives approach. John Wiley & Sons.

This book provides a complete, multi-disciplinary look at the practice and theory of mentoring. Various topics are covered, such as:

  • Student-faculty mentorship outcomes
  • The benefits associated with workplace mentoring relationships
  • Diversity and youth mentoring relationships
  • Best practices for student-faculty mentoring programs

Bean, N. M., Lucas, L., & Hyers, L. L. (2014). Mentoring in higher education should be the norm to assure success: Lessons learned from the Faculty Mentoring Program, West Chester University, 2008–2011. Mentoring & Tutoring: Partnership in Learning, 22(1), 56-73.

This paper evaluated the first four years of the Faculty Mentoring Program at West Chester University. This study indicates that the centrality of the relationship as what is important to both mentees and mentors is remarkable, and both mentors and mentees consider the quality of the relationship as the most satisfying and important aspect of participating in the Faculty Mentoring Program.

Blau, F. D., Currie, J. M., Croson, R. T., & Ginther, D. K. (2010). Can mentoring help female assistant professors? Interim results from a randomized trial (No. w15707). National Bureau of Economic Research.

The authors collected data from a randomized controlled trial of a mentoring program for female economists, and supported that the formal mentoring program is effective in helping women in advancing in the Economics profession and in other male-dominated academic fields.

Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72 (2), 254-267.

The authors quantitatively reviewed three major areas of mentoring research (youth, academic, workplace) to determine the mentoring outcomes for protégés. The results demonstrate that mentoring is associated with a wide range of favorable behavioral, attitudinal, health-related, relational, motivational, and career outcomes. Generally, the effect sizes for academic and workplace mentoring were larger compared to those for youth mentoring.

Eby, L. T. D. T., Allen, T. D., Hoffman, B. J., Baranik, L. E., Sauer, J. B., Baldwin, S., … & Evans, S. C. (2013). An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. Psychological Bulletin, 139 (2), 441.

This meta-analysis summarized youth, academic, and workplace research on the potential antecedents (demographics, human capital, and relationship attributes), correlates (interaction frequency, relationship length, performance, motivation, and social capital), and consequences (attitudinal, behavioral, career- related, and health-related outcomes) of protégé perceptions of instrumental support, psychosocial support, and relationship quality to the mentor or to the relationship.

Johnson, W. B. (2007). On being a mentor: A guide for higher education faculty. Lawrence Erlbaum Associates Publishers.

This book is the guide for faculty in higher education who want to mentor both students and junior faculty. Specifically, this book features strategies, guidelines, best practices, and recommendations for professors who wish to excel in mentoring. Various interesting topics are covered, such as:

  • Guidance about mentoring specific populations, including undergraduate and graduate students, faculty, and protégés who differ from the mentor in terms of sex and race;
  • Recommendations for department chairs and deans on how to foster an academic culture of mentoring.

Xu, X., & Payne, S. C. (2014). Quantity, quality, and satisfaction with mentoring: What matters most? Journal of Career Development, 41, 507-525.

With a sample of 472 faculty, this study supported the importance of satisfaction with mentoring in that it mediated the effect of mentorship quality on faculty’s job satisfaction and turnover intentions, and it explained variance in three job attitudes above and beyond mentorship quantity and quality. The results also support that the quality of the mentoring matters more to the protégé’s job attitudes than the quantity of mentoring.


References

Allen, T. D., & Eby, L. T. (2003). Relationship effectiveness for mentors: Factors associated with learning and quality. Journal of Management, 29, 469-486.

Allen, T. D., & Eby, L. T. (Eds.). (2011). The Blackwell handbook of mentoring: A multiple perspectives approach. John Wiley & Sons.

Allen, T. D., Poteet, M. L., & Burroughs, S. M. (1997). The mentor’s perspective: A qualitatitve inquiry and future research agenda. Journal of Vocational Behavior, 51, 70-89.

Bean, N. M., Lucas, L., & Hyers, L. L. (2014). Mentoring in higher education should be the norm to assure success: Lessons learned from the Faculty Mentoring Program, West Chester University, 2008–2011. Mentoring & Tutoring: Partnership in Learning, 22, 56-73.

Blau, F. D., Currie, J. M., Croson, R. T., & Ginther, D. K. (2000). Can Mentoring Help Female Assistant Professors? Interim Results from a Randomized Trial. American Economic Review: Papers & Proceedings, 100, 348-352.

Dansky, K. H. (1996). The effect of group mentoring on career outcomes. Group & Organization Management, 21, 5-21.

De Janasz, S. C., & Sullivan, S. E. (2004). Multiple mentoring in academe: Developing the professorial network. Journal of Vocational Behavior, 64, 263-283.

Eby, L. T., Allen, T. D., Hoffman, B. J., Baranik, L. E., Sauer, J. B., Baldwin, S., Morrison, M. A., Kinkade, K. M., Maher, C. P., Curtis, S., & Evans, S. C. (2013). An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. Psychological Bulletin, 139, 441-476.

Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72, 254-267.

Ensher, E. A., Thomas, C., & Murphy, S. E. (2001). Comparison of traditional, step-ahead, and peer mentoring on protégés’ support, satisfaction, and perceptions of career success: A social exchange perspective. Journal of Business and Psychology, 15, 419-438.

Hamilton, B. A., & Scandura, T. A. (2003). E-mentoring:: Implications for organizational learning and development in a wired world. Organizational Dynamics, 31, 388-402.

Johnson, W. B. (2007). On being a mentor: A guide for higher education faculty. Lawrence Erlbaum Associates Publishers.

Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman.

Noe, R. A. (1988). Women and mentoring: A review and research agenda. Academy of management review, 13, 65-78.

Ragins, B. R. (1989). Barriers to mentoring: The female manager’s dilemma. Human Relations, 42, 1-22.

Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships. Journal of Applied Psychology, 84, 529-550.

Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43, 1177-1194.

Ragins, B. R., & Scandura, T. A. (1997). The way we were: gender and the termination of mentoring relationships. Journal of Applied Psychology, 82, 945-953.

Xu, X., & Payne, S. C. (2014). Quantity, quality, and satisfaction with mentoring: What matters most? Journal of Career Development, 41, 507-525.

Intersectionality


What is intersectionality?

Intersectionality means that individuals have multiple identities and characteristics and experiences based on those characteristics that are not easily disentangled into constituent components based on the individual characteristics. These identities serve as organizing features in social relations. These identities are mutually constituted, reinforced through active engagement, and naturalized, thus seen as self-evident through the lens of a different category (Shields, 2008). For example, from an intersectionality perspective, the experience of being an African-American woman is not just a blend of African-American men and Caucasian women’s experiences, but instead a unique experience of its own. Intersectionality is ubiquitous because everyone has intersectional identities—not just minority persons—and these combinations of identities are part of each person’s experiences that shape their interactions with others.

Intersectionality theory also emphasizes that systems of oppression (i.e., the institutionalized systems that disadvantage some people compared to others based on their demographic characteristics) are interconnected, creating different amounts and expressions of discrimination, or disadvantages, for particular individuals or groups of people. The overlapping systems of oppression shape a person’s experiences and opportunities.

There are three general forms of intersectionality: political, structural, and representational (Crenshaw, 1991). Political intersectionality focuses on the different needs and goals of an individual’s identified group (Shields, 2008).  Structural intersectionality refers to how a person’s legal status or social needs are marginalized (Shields, 2008). Representational intersectionality refers to the cultural construction of the identity, including the production and the contemporary critiques of the identity (Crenshaw, 1991).


What can an institution of higher education do to address intersectionality?

An institution can change how it addresses intersectionality and the systems of oppression that are embedded in society. Failing to address intersectionality is engaging in discrimination. Through initiatives and research, institutions of higher education can evaluate and alter its climate for faculty, staff, and students.


Resources to Investigate Evidence of Intersectionality in Academic Communities

Below are some resources to consider in order to obtain a better understanding of intersectionality in academic communities and how each academic community has different characteristics, thus creating unique experiences of intersectionality.

This resource allows each state to be compared to the nation on several categories such as race, faculty pay, and higher education enrollment.

This website is filled with resources dedicated to diversity in leadership positions in higher education.


Key Research Findings

Lloyd-Jones, B. (2009). Implications of race and gender in higher education administration: An African American woman’s perspective. Advances in Developing Human Resources, 11, 606-618. doi: 10.1177/1523422309351820.

A qualitative case analyzed the lived experiences of an African American woman senior-level administrator, Dr. Harris, who worked at a predominately White university in the Southwestern United States.  Dr. Harris’s perceptions of achievement were assessed as well as how race, gender, and social class affected those perceptions.

  • Harris’s experiences were similar to other African American women administrators in predominately White campuses who face race, gender, and social class discrimination.
  • Intersectionality of her identities (Black and female) played a role in how people had various views of her: administrators saw her as Black first and a female second; whereas, students and faculty on campus saw her as the combination of Black and female.
  • Harris described her need to be perfect and not make any errors. Other researchers have also found that Black women have to meet higher demands than any other group.
  • Harris also explained she had to “read the organizational culture” and a time when she accepted new positions so as to avoid unfavorable and biased situations.

Jean-Marie, G., Williams, V. A., & Sherman, S. L. (2009). Black women’s leadership experiences:  Examining the intersectionality of race and gender. Advances in Developing Human Resources, 11, 562-581. doi: 10.1177/1523422309351836.

Twelve Black women leaders/higher education administrators all from one state were interviewed for one to two hours using a semi-structured format. The first half of the interview was an open-ended question asking participants to tell their life story.  The second half of the interview was composed of questions asking the participants to elaborate on the discussed topics and biographical events.

  • The women’s backgrounds played a significant role as a majority of the women discussed growing up during the Civil Rights Movement.
  • The women spoke of prejudices while they were in college in regards to being black and being a woman. Participants related their confrontation with the double jeopardy of race and gender.
  • Each of the participants’ experiences in higher education were different, yet each shared institutional patterns of racism and sexism creating an intersectionality experience.

Turner, C. S. V., Gonzalez, J. C., & Wong (Lau), K. (2011). Faculty women of color: The critical nexus of race and gender. Journal of Diversity in Higher Education, 4, 199-211.  doi: 10.1037/a0024630.

Twelve 90 minute focus groups were conducted to understand the experiences, feelings, and reactions to the affirmative action Supreme Court cases (e.g. Gratz and Grutter). The focus groups were composed of 51 faculty women of color who came from an array of academic fields across the United States and occupied tenured/ tenure track ranks at predominately White universities. The study focused on the lived experiences of the participants and the implications of legal challenges from affirmative action for faculty women of color and their institutions.

  • A main finding from the study was that faculty women of color across several disciplinary fields (including STEM) experienced a knowledge gap in the institutional efforts to diversify the campus. The participants commented that diversity initiatives and resources on their campuses were uneven and idiosyncratic. Faculty members knew about diversity funding that other faculty members did not, further emphasizing the communication gap across faculty members on the same campuses.
  • Participants expressed experiences of marginalization, subtle discrimination, tokenism, racism, gender-bias, institutional sexism, and difficulties with students.
  • The researchers determined faculty women of color continue to face alienation, isolation, and discouragement in their environments even after the Gratz and Grutter

Fong-Batkin, L. G. (2011). Traditionally untraditional: The career trajectory navigation of California Community College women of color administrators. University of California, Davis, Unpublished Dissertation, 3474384.

In a qualitative study, thirteen women of color administrators in the California community college system were interviewed regarding the opportunities and challenges they encountered on their leadership career journeys. The study analyzed the data using a framework including gender, racism, and the intersectionality of race, gender, and class.

  • Some participants experienced racism, sexism, and cultural differences which affected their journeys to their positions. The positions they were seeking were inherently non-traditional in that they were not knowledgeable about the career nor did they have experience in the education system. This created a three-way factor of intersectionality of culture, gender, and race.
  • Mentoring and networking helped them the most on the path to their positions.
  • They reported feeling pressured to assimilate to a White male culture and leadership style due to overt and covert microaggressions.

Ko, L. T., Kachchaf, R. R., Ong, M., & Hodari, A. K. (2013). Narratives of the double bind: Intersectionality in life stories of women in color in physics, astrophysics and astronomy.  American Institute of Physics Conference Proceedings, 1513(1), 222-225.

The researchers examined 51 narratives (41 were written and 10 were oral interviews) of about 23 women of color who worked in physics, astrophysics, and astronomy.

    • The interviews suggested that women of color in science desire a strong connection to their jobs and they seek for their work to impact others.
    • The participants’ found that in order to be active and promote diversity in their fields, they found themselves making sacrifices in their own career progress without any rewards.
    • The researchers found an intersection of race and gender in that Black families tended to be female-headed and led by single mothers affecting the participants’ family/work-life balance. The participants stated they felt they had to leave their field for an extended time in order to be committed to their family and their STEM field.

References

    • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 1241-1299.
    • Shields, S. A. (2008). Gender: An intersectionality perspective. Sex Roles, 59, 301-311.
    • http://onlinelibrary.wiley.com/doi/10.1002/ir.396/abstract

For more information on intersectionality, visit:

Employee Involvement and Program Development


Employee Involvement in ADVANCE Program Development:
Improving Climate and Well-Being for Women Faculty at Texas A&M University

Lori Taylor, Chris Kaunas, Mindy Bergman, and Sherry Yennello for the ADVANCE Leadership Team

Abstract

Evidence from a 2014 Texas A&M University (TAMU) Program Evaluation demonstrates that participating in the development and implementation of TAMU ADVANCE programming improved faculty perceptions of climate, reduced turnover intentions, and increased retention rates among women faculty. Such participation is emblematic of employee involvement, which is one of the five key practices in the American Psychological Association’s Psychologically Healthy Workplace, the underlying conceptual framework for the TAMU ADVANCE Program. Participation in the development and implementation of ADVANCE activities means that a faculty member was part of a committee that met regularly to design, refine, and execute an ADVANCE initiative post-award. Some examples include: developing guidelines and setting criteria for program participation; designing workshops for department heads, faculty, and staff; creating student diversity interventions; and studying the implicit bias literature to facilitate programming. This report outlines: (a) how advocates/committee members were identified to fill an essential role for the success of the Texas A&M ADVANCE program; (b) the evidence that demonstrates the effect of substantial employee involvement on program development; (c) the context at Texas A&M and its impact on committee membership; and, (d) best practice recommendations based on Texas A&M’s experience with ADVANCE.

Full Text Here

 

Women in Leadership/Administration


What is academic leadership?

Academic leadership refers to titled positions in the university that are held by tenured/tenure-track faculty. Some academic leadership positions are nearly always held by tenured/tenure-track faculty (e.g., Department Heads, Deans, Provost) whereas others are sometimes held by staff and others by faculty (e.g., Associate [i.e., tenured/tenure-track faculty member] vs. Assistant [i.e., not tenured/tenure-track faculty] Deans can have the same responsibilities in different colleges).


Is there a gender gap in women in leadership positions/administration?

Yes. This is another example of the “leaky pipeline” for women in academia. Although women earn approximately 57% of bachelor’s degrees, 60% of masters degrees, and 51% of doctoral degrees in the United States, they hold only 41% of tenured/tenure-track positions (US Department of Education National Center for Education Statistics, no date). The gap widens across ranks, with women comprising 50% of assistant professors, 43% of associate professors, and 30% of full professors in the United States. It is no wonder, then, that women only make up 26% of all higher education presidencies (ACE, 2012). Thus, the gender gap in women in leadership positions prevails.

At Texas A&M in Fall 2015*, academic leadership looks quite different from the national averages. The Provost is female, as are many Associate Provosts. Of the 11 colleges in the main College Station campus, six have female deans. Among department heads, 11 of 67 in main campus and 3 of 23 in Health Sciences are female. Female department heads work in the colleges of engineering, geoscience, liberal arts, agriculture & life science, veterinary medicine & biomedical sciences, school of public health, Mays business school, pharmacy, and Baylor college of dentistry. This is a historic number of women serving at the Provost level, as deans, and as department heads at Texas A&M. However, it is important to recognize that the influx of women into academic leadership is a recent and not necessarily permanent change in the proportion of women serving in these roles. Continued attention to making sure that the university leadership looks like its constituencies is necessary.


What are some barriers preventing women from pursuing leadership/administration positions?

Despite significant gains, barriers restricting women’s access to leadership statuses in higher education administration after college persist. When analyzing senior leadership positions, it is evident a glass ceiling prevents women from progressing. A list of some obstacles, though not exhaustive, include:

  • Sexism/Gendered stereotypes of leaders (e.g., women are suppose to be passive and graceful)
  • Family obligations and the “second shift” (e.g., parenting, the physical tax of pregnant)
  • Lack of mentors
  • Lower rate of women in senior academic ranks
  • Excluded from networks (e.g., “good ole’ boy” network)
  • Double jeopardy (e.g., stereotypes of being a racial minority (i.e. African American) and a woman)
  • Different leadership styles and expectations (e.g., women utilize more of a transformational leadership style whereas men engage in more of a transactional leadership style)
  • Double standards (e.g., a woman who pursues a promotion is seen as aggressive whereas a man who pursues a promotion is seen as goal-oriented)
  • Being held to higher standards than men in business and government
  • Wage discrimination (i.e., women do not make the same salary as their male counterpart)

Strategies to Increase Women in Leadership Positions/Administration

Ensuring there is adequate mentoring for women is vital in encouraging women to pursue leadership positions. Mentors offer support and assist in helping the mentee understand and overcome upcoming obstacles. Positive and supportive mentors along with professional development programs help prepare women for potential leadership roles (Ballinger, 2010). One way Texas A&M University demonstrates its dedication towards providing mentors for women is through its Women’s Faculty Network (WFN).  WFN is an organization committed to providing formal programming and informal networking opportunities for female faculty. The organization reaches out to the entire A&M community and encourages them to participate in their programs.

Another strategy to increase women in leadership positions is the ADVANCE Administrative Fellows Program in which STEM faculty women faculty take on part-time administrative roles for a one year period, with the expectation that they will continue for an additional year (or longer) if both the host office and the Fellow agreed. During the fellowship, women have the opportunity to try out a leadership role with a well-defined portfolio of tasks and goals. Fellows also have an explicit mentoring plan with their host office as well as mentoring and networking opportunities with other Fellows and administrators from throughout the university.  Findings from a study of this program conducted by Dr. Mindy Bergman can be found here.


Gender Gap in Salaries

The College and University Professional Association for Human Resources’ (CUPA-HR’s) 2014-2015 Administrators in Higher Education Salary survey obtained data on salaries for 191 positions on 55,197 administrators at 1,227 institutions across the United States. According to the survey, fewer than 100 positions had more women than men, but this was more than in 2013. Additionally, only 16 positions had a median salary of females earning more than men; in spite of this number being twice as many as 2013’s report, when median salaries for single incumbent positions were compared, there was no reported change: there were 33 jobs that paid women more than men which was the same as last year’s report. Also, in the ten highest earning positions for women, only three of those positions earned more than men and all those positions were statistically more likely to be held by men. Furthermore, in the list of ten positions with more women than men, women were paid less than men in every single position. In positions in which women were more likely to a higher salary, those positions were typically male-dominated, with the exception of Associate Dean of Humanities. For more statistics on the salary gap for women in higher education administration check out http://wihe.com/wp-content/uploads/2015/05/WIHE-CUPA-HR-article.pdf.
To compare staff and faculty salaries check out http://data.chronicle.com/. Data is available on over 4,700 colleges and universities for specific institutions, states, and sectors.


Key Research Findings

  1. You, me, or her: Leaders’ perceptions of responsibility for increasing gender diversity in STEM departments. McClelland, S. I., & Holland, K. J. (2015). Psychology of Women Quarterly, 39(2), 210-225. doi:10.1177/0361684314537997.

[website: http://web.b.ebscohost.com.lib-ezproxy.tamu.edu:2048/ehost/detail/detail?sid=61fed33f-e2e8-4b38-bdcc-1cd97e8ee399%40sessionmgr114&vid=0&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=psyh&AN=2015-22599-006 ]

Thirty-one (28 males and 3 females) departmental chairs (N = 26) and deans (N = 5) from a large, public university who were either direct recipients of or part of a target group eligible for ADVANCE support answered questions regarding ADVANCE programming and implementation. Participants’ interviews were analyzed and categorized into high and low personal responsibility profiles in regards to each participant’s description of (a) their role in creating solutions for the under-representation of women in STEM and (b) the level the of responsibility assigned to others.  Major conclusions from the paper include:

  • High Personal Responsibility (HPR) participants described themselves as actively involved in hiring women onto their faculties as well as a desire to educate themselves and others about inequity.
  • Low Personal Responsibility (LPR) participants did not feel there was a problem with inequity or the need to educate themselves or others on the topic.
  • LPR participants held a passive position about inequity and assigned the responsibility of “fixing inequity” to someone else.
  • LPR participants were more likely to attribute the responsibility to change to females, while HPR participants were more likely to attribute the issue to male colleagues.

 

  1. Women’s Leadership in Science, Technology, Engineering and Mathematics: Barriers to Participation. McCullough, L. (2011). Forum On Public Policy Online, 2011(2).

[website: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ944199 ]

 Women in leadership positions in STEM were examined, and the primary barriers to women in STEM and leadership positions was discussed. Major conclusions drawn from the paper include:

  • Women in STEM are particularly susceptible to the barriers and biases preventing women from moving into leadership positions.
    • There are more hurdles for female leaders in STEM fields than in other fields.
  • Research about the underrepresentation of women leaders in STEM fields tends to focus on describing the problem rather than exploring underlying reasons to the issue.
  • The latest research reveals the gender gap is now due to covert discrimination, implicit bias, and career and lifestyle preferences.
    • Themes hindering women’s participation in leadership include: discrimination and bias, family obligations, lack of role models and mentors, different leadership styles and expectations of leaders, and the double bind.
  1. So Few Women Leaders. Dominici, F., Fried, L.P., & Zeger, S. L. (2009). Academe, 95(4), 25-27.

[website: http://www.aaup.org/article/so-few-women-leaders#.VavmePlViko  ]

Five focus groups composed of 27 senior women with primary appointments in major divisions of Johns Hopkins University were interviewed to explore the bases of underrepresentation of women in leadership positions. The groups were asked five questions using a semi-structured interview:

  1. What are the characteristics that identify a leader in academia?
  2. What do women need to know about leadership?
    1. Are women faculty attracted to leadership positions as currently designed?
    2. Do women have access to an environment (mentoring and access to information) that is conducive to their growing into leaders?
    3. What is it about leadership roles in our institution that could be problematic for women?

The major conclusions from the paper include:

  • Women continued to be underrepresented in academic leadership positions, in particular among academic deans and department chairs, despite positive intentions and interventions by the university and its leadership team.
  • The lack of women could stem from the characteristics of high-level administrative jobs, the lack of reward and recognition in those jobs, and the essentially sexist nature of informal networking in the positions.
  1. Gender disparity in STEM disciplines: A study of faculty attrition and turnover intentions.Xu, Y. J. (2008). Research in Higher Education, 49(7), 607-624.

[website: http://lib-ezproxy.tamu.edu:2048/login?url=http://search.proquest.com.lib-ezproxy.tamu.edu:2048/docview/61993302?accountid=7082 ]

 Intentions of attrition and turnover from academia were collected and studied by sampling Research and Doctoral Universities. The sample was stratified at the institutional level by Carnegie institutional types and at the individual faculty level by ethnicity and sex.

  • Intentions to leave academic did not differ across sex, but women were more likely to change positions within academia.
  • Compared to men, women were more dissatisfied with research support, advancement opportunities, and free expression of ideas.
  • Thus, the researchers concluded underrepresentation of women in STEM is not based on gender-based differences but rather an academic culture of fewer opportunities, limited support, and inequity in leadership opportunities for women.
  1. Women’s Access to Higher Education Leadership: Cultural and Structural Barriers. Ballenger, J. (2010). Forum on Public Policy Online. Vol 2010 (5).

[ website: http://eric.ed.gov/?id=EJ913023 ]

Barriers and opportunities encountered on women’s career paths towards presidency in higher education were studied. Utilizing a quantitative survey research design, participants were selected from the 2010 College Blue Book. All candidates were female leaders (e.g., president, dean, chancellors, directors, provosts) from 4-year public institutions of at least 8,000 enrollments. Of the group of 85 women leaders the survey was sent to, 35 women responded. The survey comprised of two sections in which the first section contained demographic inquiries and the second section included open-ended questions. Major conclusions from the study included:

  • Cultural and structural barriers for women in leadership positions include lack of mentoring, the good old boy network, and gender inequities.
    • Even when women were in elite leadership positions, women to still felt like “outsiders” and excluded from all-men networks.
  • Affirmative action and diversity initiatives created opportunities for women seeking leadership positions. In particular, the women in the study credited their ability to advance in upper-level administration to affirmative action initiatives in the 1970s.
  • The study drew the conclusion that career paths to leadership positions are slower and/or sometimes blocked for women.
  • Most of the women acknowledged the benefits to having a mentor and relayed positive experiences. The women also described they learned just as much from informal relationships and observing talented administrators as they did from formal mentoring settings.

References

 

 

 

* The information provided about Texas A&M was last updated on October 2, 2015. Changes since then could have been made thus altering the provided information.

Work Life Balance


Work-Family Conflict and Theories About the Work-Family Interface

There are numerous theories that are often used by researchers to explain work-family conflict. One such theory is role theory. Role theory proposes that people hold many roles in life and that conflicting demands, in this case from the work and family roles, lead to interrole conflict. Work-family conflict (WFC) is defined as the interrole conflict that occurs when demands from work and family roles are incompatible, making involvement in each individual role more difficult as a result of the other role (Greenhaus & Beutell, 1985).

Conservation of resources theory is another theory applied to work-family research, which states that individuals seek to obtain and manage resources, and that resource loss leads to the experience of stress (Hobfoll, 1989). In the work-family context, WFC leads to lost resources, which results in stress.


Key Research Findings

Some faculty members try to have their children at the beginning of the summer, when classes are not typically in session, to avoid the potential career consequences associated with taking time off for childbirth and early childcare. This phenomenon has been labeled “May babies” and is common practice in universities, as is hiding pregnancies from colleagues prior to achieving tenure (Armenti, 2004).

Goulden, Frasch, and Mason (2009) examined the grant funding of married tenure-track faculty with young children and found that female faculty were 21% less likely than their male counterparts to have their work funded (in full or in part) by federal grants. Although this research is correlational, it highlights potential career consequences faced by women faculty caring for small children that men with similar circumstances do not seem to experience.

Researchers have repeatedly found “motherhood penalties” for women and “fatherhood premiums” for men, in both academia and industry (Correll, Benard, & Paik, 2007; Mason, Wolfinger, & Goulden, 2013). Motherhood penalties refer to negative career consequences experienced by working mothers (e.g., salary reductions, job loss), while fatherhood premiums refer to the career bonuses (e.g., salary increases, promotions) fathers receive following the birth of a child.


Why Do Faculty Experience Work-Family Conflict?

One potential reason that faculty experience WFC, particularly female faculty, is the overlap of the biological clock with the tenure clock. According to data from 2007 and 2009, most babies in the United States are born to women who are 20-24 years old (Sutton, Hamilton, & Matthews, 2011). This timeframe for reproduction and caring for small children coincides with the tenure clock, which is critical for career advancement in academia.

Another potential source of WFC among faculty members is eldercare demands. Many adult children care for their or their spouse’s aging parents, and some even care for elderly parents while also raising children; this subset is sometimes referred to as the “sandwich generation” (Hammer & Neal, 2008). Eldercare presents unique challenges that differ significantly from childcare in their impact on the work role. For example, employed eldercare providers report having less supervisor support, less access to flexible work arrangements, and less job security compared to their counterparts who provide different types of care (e.g., childcare; Pitts-Catsouphes, Matz-Costa, & Besen, 2009).


Strategies to Improve Work-Life Balance for Faculty Members

There are many strategies that intend to reduce the WFC experienced by faculty members. For example, tenure clock extension policies allow faculty members to add a year (or two) onto their tenure clock timeframe due to the birth or adoption of a child, or other life-altering events (e.g., divorce, health issues). Tenure clock extension policies are designed to give faculty extra time to meet the bar for tenure while also handling family duties, and are usually available to both men and women faculty. Another benefit provided by universities for faculty and staff that attempts to alleviate WFC are onsite, high quality childcare centers. Having onsite childcare has been found to be critical for faculty with children and provides the peace of mind faculty need to complete their work tasks (Jean, Payne, & Thompson, 2015).


References

Armenti, C. (2004). May babies and posttenure babies: Maternal decisions of women professors. The Review of Higher Education, 27, 211-231.

Correll, S. J., Benard, S., & Paik, I. (2007). Getting a job: Is there a motherhood penalty? American Journal of Sociology, 112, 1297-1338.

Goulden, M., Frasch, K., & Mason, M. A. (2009). Staying competitive: Patching America’s leaky pipeline in the sciences. Berkeley, CA: Berkeley Center on Health, Economic, & Family Security and the Center for American Progress.

Greenhaus, J. H., & Beutell, N. J. (1985). Sources of conflict between work and family roles. Academy of Management Review, 10, 76-88.

Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524.

Jean, V. A., Payne, S. C., & Thompson, R. J. (2015). Women in STEM: Family-related challenges and initiatives. In M. Mills (Ed.), Gender and the work-family experience: An intersection of two domains (pp. 291-311). New York: Springer.

Mason, M. A., Wolflinger, N. H., & Goulden, M. (2013). Do babies matter? Gender and family in the ivory tower. New Brunswick, NJ: Rutgers University.

Pitt-Catsouphes, M., Matz-Costa, C., & Besen, E. (2009). Age and generations: Understanding experiences at the workplace (Research Highlight 6). Chestnut Hill, MA: The Sloan Center on Aging and Work at Boston College.

Sutton, P. D., Hamilton, B. E., & Mathews, T. J. (2011). Recent decline in births in the United States, 2007-2009 (NCHS data brief, no. 60). Hyattsville, MD: National Center for Health Statistics.

Psychologically Healthy Workplace


The phrase ‘Psychologically Healthy Workplace’ (PHW) has been utilized in several contexts to express the alignment of employees’ emotional, cognitive, and social needs with company policy and programs (Grawitz, Gottschalk, & Munz, 2006). According to the American Psychological Association, a PHW consists of five distinct, yet interconnected practices: Employee Involvement, Employee Growth and Development, Employee Recognition, Work-Life Balance, and Health & Safety.


  • Employee Growth and Development. Employee development programs tend to occur over two time spans: the short-term which is geared toward training for the current position and the long-term for career-related skills development. These can include specific training programs for legal compliance, technological and analytical skill-building and executive education programs. The end result is increased knowledge for the employee to reinvest in the company, as well as the perception that the company is invested in the employees’ future.

  • Health & Safety. Many families are reliant upon the medical benefits that are available through places of employment. Traditionally assessment and treatment of afflictions have been covered, but preventative measures like health screenings and wellness programs are growing in popularity along with substance abuse support and stress management programs.

  • Employee Involvement is comprised of two elements: autonomy and input. Autonomy is characterized as the degree of freedom that an employee has to perform tasks and accomplish goals in a manner that is most efficient. One way organizations can extend autonomy to their employees is through a flextime arrangement which can accommodate the scheduling needs of the employee. Input refers to the degree to which an employee can shape decision making processes. This can be done a variety of ways. For example, via a suggestion box or direct interaction with decision-makers. As a whole, Employee Involvement has been shown to be the most robust practice to contribute to overall job satisfaction (Grawitch, Ballard, Barber, & Ledford, 2009). This necessarily entails encouraging a two-way channel of communication between decision-makers and employees.

  • Employee Recognition. Recognition/rewards for employees can be divided into monetary and non-monetary rewards. In terms of common practice, monetary rewards are much more prevalent than non-monetary. However, monetary rewards have been shown to correlate more with short-term endurance of behaviors. Non-monetary rewards such as public recognition and empowerment on the other hand correlate with more long term preservation and increased organizational commitment.

  • Work-Life Balance. Recognizing constraints acting upon the employees can lead to greater flexibility and support from the organization. Work-Life Balance recognizes that work accounts for a significant portion of the individual’s life span and often is interconnected. Overlapping with Employee Involvement practices, flextime illustrates accommodation for stressors on employees’ schedules, allowing for maximized efficacy. Further support groups such as substance abuse groups may be offered which overlaps with Health & Safety concerns.

For more information, see the American Psychological Association’s Center for Organizational Excellence.


References

Grawitch, M. J., & Ballard, D. W. (2016). The psychologically healthy workplace: Building a win-win environment for organizations and employees. Washington, DC: American Psychological Association.

Grawitch, M. J., Ballard, D. W., Justice, L., & Barber, L. K. (2009). Workplace practices and resource allocation: Theoretical and empirical implications for organizations. Poster presented at Work, Stress, and Health 2009: Global Concerns and Approaches, San Juan, Puerto Rico.

Grawitch, M. J., Ballard, D. W., Ledford, Jr., G. E., & Barber, L. K. (2009). Leading the healthy workplace: The integral role of employee involvement. Consulting Psychology Journal, 61, 122-135.

Grawitch, M. J., Gottschalk, M., & Munz, D. C. (2006). The path to a healthy workplace: A critical review linking healthy workplace practices, employee well-being, and organizational improvements. Consulting Psychology Journal, 58, 129–147.

Grawitch, M. J., Trares, S. T., & Kohler, J. M. (2007). Healthy workplace practices and employee outcomes in a university context. International Journal of Stress Management, 14, 275–293.

Jaffe, D. (1995). The healthy company: Research paradigms for personal and organizational health. In S. Sauter & L. Murphy (Eds.) Organizational risk factors for job stress (pp. 13-39). Washington, DC: American Psychological Association.

Jex, S. M., Swanson, N., & Grubb, P. (2013). Healthy workplaces. In N. Schmitt, S. Highhouse, & I. Weiner (Eds.) Handbook of psychology: Industrial and organizational psychology (pp. 615-642). Hoboken, NJ: John Wiley & Sons Inc.

Incivility/Microaggressions


What are they?

Incivility/microaggressions represent subtle forms of interpersonal discrimination. In contrast to formal discrimination, which is characterized by overtly discriminatory behavior, interpersonal discrimination is conveyed through seemingly innocuous actions but may still represent more formal negative attitudes (Cortina, 2008; Sue, 2010).

Andersson and Pearson (1999) define incivility that occurs in the workplace as “low intensity deviant behavior with ambiguous intent to harm the target, in violation of workplace norms for mutual respect. Uncivil behaviors are characteristically rude and discourteous, displaying a lack of regard for others” (p. 457). Examples of workplace incivility include interrupting others, speaking to others in a condescending manner, talking behind others backs, and undermining someone’s credibility in front of others.  Cortina (2008) proposed that there is a more specific type of incivility, termed selective incivility, which is directed at women and people of color. Because uncivil interpersonal behavior appears harmless, perpetrators can mask their discriminatory attitudes toward women and people of color behind these acts with few repercussions.

Microaggressions are everyday verbal, behavioral, or environmental indignities that communicate negative attitudes toward members of oppressed groups (Sue, 2007, 2010).  Like incivility, microaggressive behavior is covert and perpetrators often do not intend to offend others and may be unaware that they may be causing harm. There are three types of microaggressions: microassaults (explicit attacks intended to harm the victim), microinvalidations (behavior that minimizes the feelings, experiences, or thoughts of a person), and microinsults (unconscious or unintentional insensitive behavior that is inconsiderate and demeaning of a person’s identity). Gender microaggressions can be harmful because they insinuate that women are inferior to men.


What are the consequences for targets?

Being the direct target of incivility can lead to a myriad of negative outcomes including increased anxiety, stress, and depression (Adam & Webster, 2013; Cortina et al., 2001; Lim & Cortina, 2005; Miner et al., 2010), lowered organizational commitment and job satisfaction (Cortina et al., 2001; Lim & Cortina, 2005; Lim et al., 2008; Miner-Rubino & Reed, 2010), and lowered perceptions of fairness (Lim & Lee, 2011). At the organizational level, incivility can lead to lowered task performance (Chen et al., 2013), increased counterproductive work behavior (Penney & Spector, 2005), and ultimately increases in withdrawal behavior and turnover intentions (Chen et al., 2013; Lim et al., 2008; Miner-Rubino & Reed, 2010).

Gender microaggressions also cause harm to targets. For example, research shows that when women experience microaggressions, the effects can be deeply damaging psychologically, leading to depression, low self-esteem, body image issues (Lundberg, 2011) and distressing emotions (Capodilupo, et al., 2010). Using an intersectionality framework, research has documented that experiences of gendered racial-microaggressions (i.e., subtle discriminatory behavior at the intersection of one’s race and gender) relate to heightened psychological distress (Lewis and Neville, 2015) and depressive symptoms (Donovan, Galban, Grace, Bennett, & Felicié, 2013) for Black women.

In short, subtle interpersonal workplace discrimination creates an unhealthy work environment for women leading to numerous negative outcomes.


References

Adams, G. A., & Webster, J. R. (2013). Emotional regulation as a mediator between interpersonal mistreatment and distress. European Journal of Work and Organizational Psychology, 22(6), 697-710.

Andersson, L. M., & Pearson, C. M. (1999). Tit for tat? The spiraling effect of incivility in the workplace. Academy of management review, 24(3), 452-471.

Basford, Tessa E., Offermann, Lynn R., Behrend, Tara S. “Do You See What I see?: Perceptions of Gender Microaggressions in the Workplace.” 2013. Psychology of Women Quarterly. Doi: 10.1177/0361684313511420.

Capodilupo, Christina M., Kevin L. Nadal, Lindsay Corman, Sahran Hamit, Oliver Lyons, and Alexa Weinberg. “The Manifestation of Gender Microaggressions.” Microaggressions and Marginality: Manifestation, Dynamics, and Impact. Ed. Derald W. Sue. Hoboken, NJ: Wiley, 2010. 193-213. Google Books.

Chen, Y., Ferris, D. L., Kwan, H. K., Yan, M., Zhou, M., & Hong, Y. (2013). Self-love’s lost labor: A self-enhancement model of workplace incivility. Academy of Management Journal, 56(4), 1199-1219.

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