Georgia Institute of Technology is one of the nation’s premier research universities. The Institute consistently ranks among U.S. News & World Report’s Top Ten public universities. Comprised of six colleges—Architecture, Engineering, Sciences, Computing, Business, and Liberal Arts, Georgia Tech enrolls over 25,000 academically talented undergraduate and graduate students, and is rated among the top universities in the nation for graduation of underrepresented minorities in engineering, computer science, and mathematics. The Georgia Tech campus occupies 400 acres in the heart of the vibrant city of Atlanta, which is well known for its excellent quality of life. Innovative in its outlook, Georgia Tech is committed to improving the human condition through advanced science and technology.

The Position

Responsibilities of the Position

Reporting to the Associate Dean of Student Life, the Assistant Dean and Director of Disability Services will provide strategic direction and lead the day to day operations and activities of the Office of Disability Services by providing support and information for Georgia Tech students with disabilities. The successful candidate will be responsible for setting employee and/or group goals, determining an organizational structure to meet the goals, assessing employee and/or group performance, providing feedback, and making pay recommendations. Other duties include overseeing consultations with students to determine appropriate support needed; coordinating/facilitating provision of required accommodations; developing and implementing programs that advocate for the needs of students with disabilities to the campus community; identifying conditions that negatively impact students’ welfare and proposing solutions; disseminating information about the needs and legal rights of students with disabilities to the campus community; and, meeting with students to provide support as required. In the Assistant Dean capacity, responsibilities include, but are not limited to, meeting with students for general questions and concerns, assisting in the management of crisis situations, and serving in an on call role as part of a division wide rotation. The Assistant Dean and Director of Disability Services will interact, advise, and counsel faculty, staff, students, parents, families, and community members on a consistent basis.

Characteristics of the Successful Candidate

The successful candidate will possess a bachelor’s degree; a master’s degree in rehabilitation counseling, special education, psychology, student affairs, higher education administration, or a related field is preferred. The ideal candidate must have a minimum of three years of related professional experience, specific skills in program development, and a working knowledge of and administration related to legislation and practice concerning disabilities including Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA) of 1990, and the Family Educational Rights and Privacy Act (FERPA). The successful candidate must have progressive responsibility for supervising and evaluating staff, resolving conflicts, building a team, and working with a diverse group of employees. The ideal candidate will possess demonstrated knowledge of higher education disabilities services and the ability to apply the broad vision of the institution, including its goals and objectives, to all aspects of decisions. The successful candidate must demonstrate exceptional verbal and written communication skills. High attention to detail is critical.

Other desired qualities and attributes of the successful candidate:

  • passion and commitment for working with and making a difference in the lives of students who require accommodative services;
  • strong personal investment in and passion for students’ well-being and success;
  • empowering management style, providing clear expectations and accountability with a commitment to foster collegiality, transparency, clarity, and honesty;
  • available and responsive to students, faculty, Georgia Tech administration, and other key stakeholders;
  • accessible, approachable, friendly, and engaging of others;
  • positive, optimistic, and open to input and feedback;
  • poised, calm, and confident in response to difficult situations;
  • exceptional credibility, competency, and currency in the field, engendering trust and confidence;
  • expertise and comfort with assessing policy, practice, protocols, and priorities;
  • team player within and outside the Office of Disability Services, and someone with whom others desire to work.

History of the Position

The previous Assistant Dean and Director of Disability Services left the institution in fall 2018.  Until the position is filled, an interim Director has been appointed and will provide leadership for the Office of Disability Services. It is anticipated the new Assistant Dean and Director of Disability Services will begin in late spring/early summer 2019.

Likely Opportunities, Priorities, and Challenges of the Position

The Office of Disability Services staff are excited to welcome a director who will provide strong leadership, managerial acumen, and expertise to the office. Numerous opportunities exist for redefinition to develop a more comprehensive role in meeting the needs of students with disabilities. Once a new vision is established, it will be important to communicate widely about the transformation of disability services at Georgia Tech. Accordingly, in transitioning to Georgia Tech, the Assistant Dean and Director of Disability Services will encounter the opportunities, priorities, and challenges listed below, as shared by key institutional stakeholders.

  • Supervise, coach, mentor, support, and inspire staff, demonstrating care, compassion, and recognition for individual and team contributions.
  • Invest in staff development and recognition to increase the commitment and morale of disability services staff.
  • Assess student satisfaction with special consideration to determine perceived barriers to students who are struggling with disabilities but do not utilize the Office of Disability Services.
  • Collaborate with campus stakeholders in students’ success to explore possibilities for expanding academic and learning support for students.
  • Promote the importance of disability services to the campus community.

Measures of Success for the Position

The following items will be among those used to evaluate the success of the incoming Assistant Dean and Director of Disability Services:

  • assess the current environment, establish a vision, and develop a five-year strategic plan for the future of the department;
  • develop and implement forward momentum on infusing further assistive technology into the delivery of services to students;
  • articulate a vision for the division that has been embraced by stakeholders across the University, and that students and the larger Georgia Tech community find energizing;
  • establish key relationships with academic and non-academic units and begin positive work in strengthening the credibility of the department with these partners;
  • be a visible leader on campus that is knowledgeable of current and emerging trends and issues and how to effectively articulate them to campus stakeholders;
  • establish and build a cohesive team that works together towards effective problem solving and student success;
  • ensure student satisfaction and facilitate student access for accommodations.

An Overview of the Division of Student Life


The Division of Student Life at Georgia Tech is committed to enhancing the educational experience for our community members, both inside and outside of the classroom.

Vision Statement

The Division of Student Life will lead our profession by providing innovative programs and services for the technological research university of the 21st century. Georgia Tech students will be strategically positioned to lead, influence, and contribute to their communities locally, nationally, and globally for the improvement of the human condition.

Core Values


  • We believe excellence is achieved through collaboration, innovation, and an entrepreneurial spirit. We are committed to the continuous improvement of our programs, services, and the professional development of our staff.


  • We model integrity by upholding the highest standards and principles that guide our profession – demonstrating professionalism, ethical conduct, and accountability in all programs and services.


  • We prepare Georgia Tech students for the leadership roles they will assume in our global society. This is accomplished through intentional learning, sound academic inquiry, and active reflection. We provide opportunities to develop the leadership competencies that will allow students to create meaningful change in their respective communities.


  • We enable students to take an active role in influencing institutional, local, national, and global matters. We empower them to advocate for themselves, their community, and the rights of others.

Integrated Learning

  • Learning is a transformative process that integrates knowledge and experiences both inside and outside of the classroom. In alignment with the Institute’s values we facilitate faculty-student engagement, encourage experiential learning, cultivate the arts, and embrace new technology – making every experience a learning opportunity.

Inclusive Community

  • Student learning occurs best in communities that value diversity and inclusion. We strive to create and support an inclusive community that encourages civility, compassion, discussion, debate, and expression where everyone is treated with respect and dignity.

Total Student Experience

  • The collegiate experience has a unique and significant influence on personal growth and development. We are committed to the development of the total student in all aspects of intellectual, personal, and professional growth in the environment in which they live, learn, work, and play.


In support of the Institute’s goals and initiatives, the Division of Student Life works toward achieving the following goals:

  • Enrich the student experience by creating a collaborative community that fosters a balanced and purposeful life.
  • Prepare and engage students and staff to lead, learn, and live in a global society.
  • Champion diversity, community and the celebration of tradition that promotes an inclusive environment.
  • Challenge and empower students and staff to be responsible citizens who contribute to their communities and profession through leadership and service.
  • Lead the profession of Student Affairs by advancing innovative programs, services and staff development in pursuit of institutional excellence.

Leadership of the Department

John Stein, Vice President of Student Life and Dean of Students

In 2002, John Stein arrived at Georgia Tech to serve as Director of Success Programs and in 2006 became Dean of Students and Assistant Vice President of Student Affairs. He was promoted to Associate Vice President in 2013 and took on the additional responsibility of Interim Vice President in February 2015. In August 2015, Stein was appointed to Vice President of Student Life and Dean of Students.

Stein provides overall leadership to the office of the dean of students, office of the arts, counseling center, office of leadership education and development, parents program, development for student affairs, an internal office of research and assessment, disability services, Greek affairs, leadership and civic engagement, new student and sophomore programs, student diversity programs, student integrity, student media, women’s resource center, veterans resource center, and LGBTQIA resource center.

Prior to coming to Tech, Stein served as dean of students at Sarah Lawrence College and Manhattanville College, and worked in student affairs at Skidmore College, all in the state of New York. Stein holds degrees from State University of New York at Oneonta, Long Island University, and State University of New York at Albany.  

Colleen Riggle, Associate Dean of Student Life

In July 2018, Colleen Riggle was appointed to the position of Associate Dean of Students at Georgia Tech.  In this role, she provides leadership to parent and family programs, new student and transition programs, and disability services. She previously held the role of Assistant Dean of Students and Director of the Women’s Resource Center at Georgia Tech from 2006 to July 2018.

Riggle holds a bachelor’s degree in exercise and health science from Alma College, a master’s degree in college student affairs leadership from Grand Valley State University, and a doctorate from the University of Georgia in student affairs leadership.

Institution & Location

Institutional Background

Founded on October 13, 1885, the Georgia School of Technology opened its doors to 84 students in October 1888. During its first 50 years, Tech grew from a narrowly focused trade school to a regionally recognized technological university. In 1948, the school’s name was changed to the Georgia Institute of Technology (Georgia Tech) to reflect a growing focus on advanced technological and scientific research.

Georgia Tech focuses its efforts on preparing students to use their innovative skills to solve real-world problems and improve the lives of people around the globe. The institute consistently ranks among U.S. News & World Report’s top ten public universities. Made up of six colleges—architecture, engineering, sciences, computing, management, and the Ivan Allen College of Liberal Arts—Georgia Tech enrolls over 25,000 academically talented undergraduate and graduate students. The school is one of the nation’s top producers of female, African American, and Hispanic engineers.

Innovative in its outlook, Georgia Tech is defining the technological university of the 21st century. It is both a Carnegie I research university and an NCAA Division I member institution. Georgia Tech has an endowment of nearly $2 billion and a campus that occupies more than 400 acres in the heart of Atlanta, a vibrant city well known for its excellent quality of life.

Georgia Tech’s faculty and students embrace intellectual challenges; they take a practical, “applied” approach to problem solving; they address issues analytically; they work hard, and they are resilient. These shared characteristics have produced graduates who have become leaders in many fields. Tech alumni have flown in space, founded and managed great companies, and developed tools and processes to aid humanity. They have found their successes in the fields of science, engineering, education, commerce, computing, health, medicine, and the military.

The Campus

The Georgia Tech campus is located on 400 acres in midtown Atlanta, an area known as the cultural center of the state’s capital city. Georgia Tech’s park-like atmosphere in the middle of this booming metropolis is a welcome refuge for students, faculty, staff, and visitors. Though skyscrapers, including those that are home to AT&T, The Coca-Cola Company, and Bank of America, are visible from the institute, the campus itself has few buildings over four stories. This gives the campus a distinctly suburban atmosphere, which sets it apart from many other Atlanta-based higher education institutions.

In 1996, the campus was the site of the athletes’ village and a venue for a number of athletic events for the 1996 Summer Olympics. Today, the campus is organized into four main parts: West Campus, East Campus, Central Campus, and Technology Square. West Campus and East Campus are both occupied primarily by student-living complexes, while Central Campus is reserved primarily for teaching and research buildings.

Atlanta, GA

Atlanta is the capital of and the largest city in the state of Georgia, with an estimated 2016 population of 472,522. The city has many unique districts and neighborhoods. In some areas, every other block seems to claim distinction as its own neighborhood with its own specific nickname. Since the 1990s, Atlanta has experienced a good deal of gentrification, urban renewal, and shifting demographics, yet despite these changes individual neighborhoods have managed to retain their charm and flavor. Another pleasant surprise is that unlike some cities, the attractions and amenities of Atlanta are fairly evenly distributed among the various neighborhoods.

Atlanta is known as the birthplace of the civil rights movement. It is where Dr. Martin Luther King, Jr. was born and began his journey to achieve legal equality for African Americans in the United States. Today, Atlanta and its surrounding metropolitan communities are very diverse and support a thriving high-tech business community, including the headquarters of 24 Fortune 1,000 and a dozen Fortune 500 companies. Higher education is also an important industry in the immediate region, with 57 colleges and universities enrolling more than 250,000 students annually, and seven technical colleges, which enroll more than 60,000 students each year.

With all this activity, it is good to know that Atlanta is also one of the “greenest” cities in the United States, with inviting parks and many large oak trees lining the streets. Outdoor activities can be enjoyed year round with Atlanta’s warm climate. And for times when a break from the city is desired, mountains, lakes, campsites, and hiking trails are all within an hour’s drive. Hartsfield-Jackson Atlanta International Airport also makes travel to other destinations easy. Cost of living is consistently lower than many major metro areas. It is this combination of low costs, wide-ranging business services, quality of life, and the exceptional talent base of citizens that makes Atlanta an extraordinarily attractive city to call home.

For more information about the city, visit the Atlanta Chamber of Commerce at


Institutional Vision

Georgia Tech will define the technological research university of the 21st century. As a result, we will be leaders in influencing major technological, social, and policy decisions that address critical global challenges. “What does Georgia Tech think?” will be a common question in research, business, the media, and government.

Strategic Goals to Achieve Our Vision

To achieve our vision and design the future we seek in 2035, we must attain five strategic goals:

  • Be among the most highly respected technol­ogy-focused learning institutions in the world.
  • Sustain and enhance excellence in scholarship and research.
  • Ensure that innovation, entrepreneurship, and public service are fundamental characteris­tics of our graduates.
  • Expand our global footprint and influence to ensure that we are graduating good global citizens.
  • Relentlessly pursue institutional effectiveness.


Technological change is fundamental to the advancement of the human condition. The Georgia Tech community—students, staff, faculty, and alumni—will realize our motto of “Progress and Service” through effectiveness and innovation in teaching and learning, our research advances, and entrepreneurship in all sectors of society. We will be leaders in improving the human condition in Georgia, the United States, and around the globe.


We believe in and want to be known for having the following enduring values:


  • Maintain the highest ethical standards
  • Nurture a culture of honesty, openness, and transparency


  • Maintain the highest academic, research, and administrative standards
  • Have a passion for continuous improvement
  • Embrace change that enables progress
  • Celebrate achievement


  • Seek and conduct research that identifies and solves critical global challenges
  • Focus on societal benefits and improving the human condition


  • Advance groundbreaking research
  • Leverage technology to create new fields of study
  • Encourage and reward originality of thought, approach, and action
  • Push boundaries
  • Nurture a culture of curiosity


  • Support an entrepreneurial environment
  • Promote an enterprising spirit


  • Provide pioneering thought leadership
  • Anticipate change and shape the future
  • Develop future leaders with superb problem-solving abilities
  • Commit to public service


  • Project a welcoming, inclusive culture
  • Demonstrate mutual respect among faculty, staff, and students
  • Celebrate uniqueness in thought, background, perspectives, and intellectual pursuits


P. “Bud” Peterson, PhD

P. “Bud” Peterson was appointed the 11th president of Georgia Tech on April 1, 2009. Prior to his appointment, he served as chancellor at the University of Colorado at Boulder (2006­­–2009), provost at Rensselaer Polytechnic Institute in Troy, New York (2000–2006), and program director at the National Science Foundation for the Thermal Transport and Thermal Processing Program (1993–1994). He has held various positions at Texas A&M University, beginning in 1981 as an assistant professor of engineering technology and Halliburton Professor of Mechanical Engineering (1990), the College of Engineering’s Tenneco Professor, head of the Department of Mechanical Engineering (1993–1996), executive Associate Dean of engineering (1996–2000), and associate vice chancellor for engineering for the Texas A&M University System (1996–2000). Prior to his service at Texas A&M, he was a visiting research scientist at NASA-Johnson Space Center in Houston, Texas (1981–1982), associate professor and head of the General Engineering Technology Department at Kansas Technical Institute in Salina, Kansas (1979–1981), and he taught mathematics, physics, and chemistry at Shawnee Mission South High School in Overland Park, Kansas (1978–1979) and Wabaunsee County High School in Alma, Kansas (1977–1978).

Throughout his career, Peterson has played an active role in helping to establish the national education and research agendas, serving on numerous industry, government, and academic task forces and committees. He has served as a member of a number of congressional task forces, research councils, and advisory boards, including the Office of Naval Research (ONR), the National Aeronautics and Space Administration (NASA), the Department of Energy (DOE), the National Research Council (NRC), and the National Academy of Engineering (NAE). In addition, he has served as a member of the board of directors and vice president for education for the American Institute of Aeronautics and Astronautics (AIAA) and is currently serving as a member of the National Science Board (NSB), co-chair of the Government Relations Committee of the Association of Public and Land-Grant Universities (APLU), as a member of the U.S. Council on Competitiveness, and he was recently appointed by Secretary Gary Locke as a member of the National Advisory Council on Innovation and Entrepreneurship (NACIE).

As chancellor of the University of Colorado, Peterson led the development of a new university-wide strategic plan, Flagship 2030, which defined a vision for the university for the next 20 years. In his nearly three years as chancellor, freshman applications increased by 35 percent, the number of under-represented minorities in the freshmen class increased by 38 percent, sponsored research increased by more than 18 percent, and private philanthropy for the university increased by nearly 80 percent.

As provost at Rensselaer, he played a key role in the institutional transformation and the dramatic improvement in the quality, size, and diversity of the faculty. He led the hiring of nearly 40 percent of the faculty, increasing the total number of tenured and tenure-track faculty by 20 percent. As well, he improved the diversity of the tenured/tenure-track faculty by more than doubling the number of underrepresented minorities and increasing the number of women by 40 percent. In addition, during his tenure as provost, the quality, size, and diversity of the student body increased, with the number of full-time PhD students increasing by 25 percent.

Peterson’s research interests have focused on the fundamental aspects of phase change heat transfer, including the heat transfer in reduced gravity environments, boiling from enhanced surfaces, and some of the earliest work in the area of flow and phase change heat transfer in microchannels. Early investigations focused on applications involving the thermal control of manned and unmanned spacecraft and progressed through applications of phase change heat transfer to the thermal control of electronic components and devices. More recently, investigations have included fundamental applications of phase change heat transfer to the field of biotechnology, including the in situ treatment of cancerous tissue using hypo and hyperthermia to arrest epileptic seizures through the rapid cooling of localized brain tissue, which required highly efficient heat dissipation devices capable of dissipating thermal energy to surrounding tissue.

A fellow of both the American Society of Mechanical Engineers and the American Institute of Aeronautics and Astronautics, Peterson is the author or co-author of 14 books or book chapters, 180 refereed journal articles, more than 150 conference publications, and he holds eight patents with two others pending. He is a member of several professional organizations and the recipient of numerous national and international honors and awards for teaching and research.

The Academic Program

Georgia Tech is comprised of the following colleges:

  • College of Architecture
  • College of Computing
  • College of Engineering
  • Scheller College of Business
  • Ivan Allen College
  • College of Sciences

Degrees are offered in the following:

  • College of Architecture
  • College of Computing
  • College of Engineering
  • Ivan Allen College
  • Scheller College of Business
  • College of Sciences

Georgia Tech National Rankings

  • Georgia Tech’s undergraduate program received a ranking of 7th among public universities and 35th overall, according to the 2018 edition of S. News & World Report
  • Georgia Tech is ranked 12th among the most innovative schools according to the 2018 edition of S. News & World Report
  • Georgia Tech ranked 4th among the best undergraduate engineering programs according to the 2018 edition of S. News & World Report
  • Computer scienceranked 8th on the 2018 Times Higher Education World University Rankings, and the Georgia Tech graduate computer science program is ranked 9th according to the 2018 edition of S. News & World Report
  • Architecture and the Built Environment ranks 18th in both the United States and the world on the 2017 Guardian’s QS World University Rankings, and Georgia Tech’s graduate urban planning program is ranked 7th in the U.S. according to the 2017 edition by Planetizen

The Student Body

Undergraduate enrollment              15,572

Total enrollment                                29,367

63 percent male/37 percent female

Classes with fewer than 20 students           38.3 percent

Student/faculty ratio                         20:1

Average freshman retention rate    97 percent


Benefits Overview

Georgia Tech offers a comprehensive benefits package, including:

  • Medical and Pharmacy
  • Vision
  • Dental
  • Life Insurance
  • Disability
  • AD&D
  • Flexible Spending & Health Savings Accounts
  • Tuition Assistance
  • Lifestyle Benefits
  • Employee Assistance Program (EAP)
  • Retirement
  • Time Off

To learn more about Georgia Tech benefits, please visit

Application & Nomination

Review of applications will begin March 4, 2019 and will continue until the position is filled. To apply for this position please click on the Apply button, complete the brief application process, and upload your resume and position-specific cover letter. Nominations for this position may be emailed to Quincy Martin III at Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the Georgia Institute of Technology website at

Georgia Tech is an equal opportunity employer and will not discriminate against any employee or applicant on the basis of age, color, disability, gender, national origin, race, religion, sexual orientation, veteran status, or any classification protected by federal, state, or local law.