The Opportunity

Celebrating 60 years, Anne Arundel Community College (AACC) has proudly served the diverse needs of Anne Arundel County by bringing educational excellence and innovation to its community and region. Established in 1961, AACC is a fully accredited, nationally recognized, public, two-year institution and the largest single-campus community college in Maryland. In 2021, AACC was ranked #1 among community colleges by Academic Influence, a team of academics and data scientists providing objective, influence-based rankings for higher education. Serving nearly 40,000 students annually, AACC offers credit programs leading to an associate degree or credit certificate that prepare students for transfer to a four-year institution or to move into an immediate career. In addition, the college offers noncredit continuing professional education courses, continuing education certificates, and workforce credentials to those seeking career training or retraining, working to boost basic skills, or pursuing new areas of interest. AACC is located just outside of historic Annapolis, with easy access to Baltimore and Washington, DC.

The Position

Role of the Chief Diversity, Equity, and Inclusion Officer for Anne Arundel Community College

Reporting to the president, the chief diversity, equity, and inclusion officer (CDEIO) leads the development and implementation of proactive anti-racism, diversity, equity, and inclusion initiatives in alignment with the college’s strategic plan to create and nurture a college climate that is welcoming, inclusive, respectful, and free from discrimination, intolerance, and harassment. The CDEIO demonstrates collaborative and visionary leadership by serving as a strategic thinker, building relationships, employing innovation, and promoting an environment of inclusive excellence for all students, staff, and faculty. This includes advising the college administration on matters affecting teaching and learning, recruitment and selection of employees, training and education of the college community for the purpose of creating an inclusive climate, response to bias incident reports, and improvement to policies and procedures. This position will work collaboratively with institutional research, and other departments as appropriate to assess the effectiveness of institutional equity and diversity goals and outreach efforts. The CDEIO will also partner with campus leaders, faculty, students, staff, and internal and external constituencies to ensure programing supports the college’s values and strategic goals. In addition, this position will form and cultivate strategic partnerships with individuals and organizations outside the college to help further its strategic agenda for anti-racism, diversity, equity, and inclusion. The CDEIO is expected to lead measurable improvements in the educational and anti-racist organizational climate and the recruitment and retention of a diverse workforce and student body. The CDEIO will serve as chair of the Diversity Committee; serve as the affirmative action officer and be responsible for instituting strategies to meet affirmative action goals; and provide supervision and coaching for the coordinator of institutional equity and diversity.

Additional responsibilities of the CDEIO include the following:

  • propose and develop institutional programming related to diversity, equity, inclusion, and anti-racism, including employee developmental programs in areas such as cultural competencies and cultivating and retaining future leaders from diverse backgrounds;
  • work with the vice presidents for learning, learner support services, learning resources management, and information technology to ensure broad adoption of college policies and commitments to equity, diversity and anti-racist goals, accountabilities, metrics, activities and accomplishments through program implementation, personal influence, and effective communication with all constituencies of the college community;
  • provide strategic direction for training and professional development initiatives on cultural and racial difference, competency, gender identities and differences, disability, building a climate of equity and inclusion, and other topics designed to increase awareness and support of equity, inclusion, and anti-racist values;
  • coordinate with Planning, Research, and Institutional Assessment and individual units in the development, implementation, and regular use of data tools such as campus climate surveys, demographic studies, benchmarking studies, etc. to measure success regarding campus equity and diversity efforts and success of faculty, staff, and students in underrepresented and historically marginalized and underserved populations;
  • complete required annual college report on diversity outcomes, as well as required federal, state, and local reports;
  • consult with the provost/vice president for learning, deans, and academic leadership regarding current scholarship in embedding best practices in the development of equitable and inclusive curriculum and pedagogical practice and closing the achievement gap for marginalized students;
  • provide education and mediation in response to bias incident reports that do not rise to the level of a policy violation and provide referrals to the appropriate office for investigation and decision making for allegations that could potentially violate College non-discrimination, Title IX, student code of conduct, employee misconduct, or other policies;
  • provide feedback on policies and procedures from a diversity, equity, inclusion, and anti-racism lens;
  • participate in comprehensive institutional planning for improving accessibility and accommodations for students, faculty, and staff who have disabilities.

History of the Position

Anne Arundel Community College was the first community college in Maryland to hire a chief diversity officer. James Felton III first held the position from 2014-2017. After Felton’s departure, a national search was conducted, and Dr. Deidra Dennie was hired to assume the role in September 2017. Dennie left AACC in July 2020 to assume the role of vice president of diversity and inclusion at Transylvania University (KY).

Opportunities and Challenges of the Role

In transitioning to Anne Arundel Community College, the CDEIO will encounter the opportunities and challenges listed below, as shared by key institutional stakeholders.

  • The new CDEIO will work to establish a positive climate for all students, faculty, and staff on the AACC campus.
  • The new CDEIO will develop mechanisms to assess and evaluate programs and services. As part of this effort, the new CDEIO will establish systems that survey and measure AACC’s diversity goals across all aspects of the campus and use that data to establish future goals, improvement opportunities, and strategic plans that will keep the institution moving forward on its commitment to diversity, equity, and inclusion.
  • The new CDEIO will face the challenge of prioritizing multiple competing priorities. Institutional leadership is progressive and is committed to supporting diversity, equity, inclusion, and the goals of the position, but the new CDEIO will need to be strategic in outlining early, mid-range, and long-term goals.
  • While there are numerous departments and offices on campus highly committed to diversity, equity, and inclusion, efforts are often splintered and therefore less effective than they might be. The new CDEIO will help bring units together to discuss diversity efforts and, more importantly, share ideas and resources to develop a more comprehensive and collaborative approach to supporting diversity, equity, and inclusion at AACC.
  • The new CDEIO will help shape a “best practices” environment in which dialog about diversity is normalized, and help create an atmosphere in which it is safe to explore concepts such as inclusion, privilege, bias, institutional and social racism, gender and gender identity, religious diversity and faith journeys, covert isms and micro-aggression, personal stories and experiences with diversity, economic diversity, etc. The new CDEIO will help diminish the fear of speaking openly about diversity and move the institution’s commitment to diversity to deeper and more meaningful levels.
  • The new CDEIO will balance internal-facing responsibilities with external-facing responsibilities of the position.
  • The new CDEIO will recognize that the work of the position is dynamic and will continue to evolve over the next few years. This will require patience, forward-thinking action, creativity, and flexibility, as well as high emotional intelligence, as the CDEIO may need to respectfully push through potential resistance to change.
  • As it is desired to have an experienced leader, the new CDEIO must be able to “hit the ground running.”
  • The new CDEIO is following a person who has been very successful in this role and is well-known on campus. The next CDEIO must honor what has been accomplished and continue to push for new initiatives and improvements while making a name for themselves.

Measures of Success

At an appropriate interval after joining Anne Arundel Community College, the items listed below will initially define success for the new CDEIO.

  • The CDEIO will have established a proactive and well-respected leadership presence on campus that is credible, collegial, and highly effective.
  • The CDEIO will have maintained an overall positive reputation and be regarded as a knowledgeable and resourceful leader who understands and values collaboration and operates with appropriate political acumen and dexterity.
  • The CDEIO will have demonstrated the ability to provide vision, progressive leadership, and strategic direction, and will have outlined short- and long-term institutional goals in regard to institutional diversity, equity, and inclusion.
  • The CDEIO will have developed cohesive working relationships with key members of the college community and learned departmental and institutional systems. Positive partnerships will have been built within the college and with important external stakeholder groups.
  • The CDEIO will have created equitable learning experiences across the board for faculty, staff, and students.

Qualifications and Characteristics

Candidates must possess a master’s degree from an accredited university with a minimum of five years of relevant experience. Qualified candidates possessing higher education experience and a background that includes reporting to a senior official, preferably to a college president, are strongly encouraged to apply. Candidates must demonstrate a proven record of successful leadership in planning, developing, and implementing the evaluation and alignment of diversity strategies designed to strengthen and improve an equitable and inclusive learning environment. Specific experience with data analytics and measurement of success is required. The successful candidate must demonstrate skills facilitating dialogue with and among students, faculty, and staff to nurture an environment of inclusiveness, collegiality, shared inquiry, shared responsibility, and collective accomplishment. Desired qualities also include experience reviewing policies and procedures and responding to bias incident reports; equity minded and culturally competent leadership and advocacy skills and experiences; and knowledge of national and regional trends in higher education around diversity, equity, and inclusion. Further, candidates must possess a working knowledge of federal, state, and local employment and other applicable laws affecting fair employment practices.

Various campus stakeholders identified the following characteristics, skills, actions, and/or abilities as important attributes of the CDEIO:

  • particularly adept at collaborating with others who have varying perceptions of diversity, equity, and inclusion with sensitivity to multicultural variances;
  • evidence of intentional and strategic relationship-oriented consensus building skills to work within and across institutional boundaries to achieve equity and inclusion goals. Demonstrated ability to communicate with empathy, directness, flexibility, and responsiveness; work effectively with people with personal experiences, values, and worldviews that arise from differences of culture and circumstances;
  • evidence of in-depth understanding of the nature of organizational behavior and change that is transformative and tactical with regard to delivering tangible results;
  • experience in collaborating and providing training that is dynamic, engaging, and enlightening.

Additionally, campus stakeholders desire a CDEIO who is:

  • an enthusiastic leader who can fuel a passion for diversity and inclusion on campus;
  • a consensus builder who demonstrates success at synthesizing multiple perspectives into cohesive and concise policies and processes;
  • a systems thinker, creative problem solver, strategic risk taker, and a confident and collaborative decision maker;
  • a decision maker who solicits feedback and new perspectives from across the campus community and provides context and rationale for decisions;
  • a facilitator of change with the capacity to build alliances and bring others onboard with a mindset for strategic, forward thinking, and innovative approaches;
  • a visionary who possesses the ability to clearly articulate, as well as implement strategic goals and objectives;
  • a leader who possesses strong interpersonal skills and is comfortable maintaining a highly visible and engaged role, actively working with a wide variety of constituents;
  • willing to appropriately challenge preconceived notions of bias in self and others;
  • savvy and possesses political acumen;
  • regarded as readily approachable, sociable, and visible—as someone to whom all community members can turn to with confidence to seek support;
  • a creative, solution-focused, detail oriented, flexible, and adaptable leader with a good sense of humor.

Overview of the Office of Inclusion, Diversity, Equity, Access and Leadership (IDEAL)!

AACC has long been committed to a strategy that embeds the goals and values of diversity and inclusion into every office, department, and function of the college. AACC feels preparing students to think and operate in a global arena is critical to encouraging student success and the growth of the region and nation. AACC firmly believes that promoting equity, diversity, and inclusion is everyone’s responsibility.

The IDEAL Office Mission

The AACC Office of Inclusion, Diversity, Equity, Access and Leadership (IDEAL) fosters a community of inclusive excellence, works to remove barriers for historically underrepresented groups, serves to build and strengthen partnerships with diverse organizations and agencies in the community, and promotes intercultural relations and cultural competency in order to sustain an inclusive learning and working environment.

Fostering a Diverse and Inclusive AACC

IDEAL develops and implements a number of programs and initiatives in support of institutional diversity, equity, and inclusion. The office foster an environment in which all members of AACC are treated equitably, contribute fully to the Engagement Matters: Pathways to Completion, and embrace and model the values of AACC.

The IDEAL office will collaborate with departments and individuals across campus to promote a respectful, accessible, and inclusive community for all.

Inclusive excellence is the active, intentional, and ongoing engagement with diversity – in the curriculum, in the ci-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect – in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Affirmative Action Plans

AACC’s Affirmative Action Plans for women, minorities, individuals with disabilities, and veterans establish the strategies through which AACC endeavors to sustain a culture that recognizes and values pluralism and difference.

Institution & Location

Institutional Overview

On Jan. 2, 1961, the county Board of Education established Anne Arundel Community College, a comprehensive community center of higher learning. The college opened in September that year for 270 students in late-afternoon and evening classes in temporary quarters at Severna Park High School.

Dr. Andrew G. Truxal became the first president. He focused on creating a liberal arts curriculum that would transfer to four-year institutions. He also developed career programs, including nursing, and the first allied health program. Truxal oversaw construction of the first buildings and the move to the then-165-acre Arnold campus in September 1967. The Middle States Association of Colleges and Secondary Schools, now known as the Middle States Commission on Higher Education, awarded AACC full accreditation in April 1968.

Dr. Robert P. Ludlum became the second college president on Aug. 1, 1968. He oversaw the campus expansion and increased offerings to include transfer, career, and continuing education programs. He developed programming and tuition waivers for senior citizens, established the Servicemember’s Opportunity College at Fort George G. Meade, and secured voting representation for students on the board of trustees. He oversaw the college’s reaccreditation in 1974 and retired in 1976.

Dr. Justus D. Sundermann served as the third president, from July 1, 1976, to June 30, 1979. He established the Weekend College, cable television courses, and contractual training for outside agencies. He opened the first college site in Glen Burnie and the Child Development Center on the Arnold campus.

Dr. Thomas E. Florestano became the fourth president, from July 1, 1979, until his retirement June 30, 1994. During his tenure, the campus expanded in size to 230 acres and grew in enrollment, programs, and services as a comprehensive community college. He created the first task force to study student retention and developed programs to keep students at the college, opened the Glen Burnie Town Center location and expanded the use of off-campus sites for credit and noncredit programs, introduced the eight-week “minimester,” and collaborated with the county on special projects, such as the Center for Environmental Studies and the Center for Study of Local Issues. He oversaw two reaccreditations, with the college earning reaccreditation without condition in 1994.

On Aug. 1, 1994, Dr. Martha A. Smith became the college’s fifth president, retiring July 31, 2012. Her first message to faculty and staff declared student success comes first. She continued building and renovation projects on the Arnold campus and opened new off-campus sites, including a Sales and Service Training Center at Arundel Mills; the AACC at Arundel Mills Regional Higher Education Center; the Hotel, Culinary Arts and Tourism Institute building in Glen Burnie; and a Center for Cyber and Professional Training on Teague Road near Arundel Mills. During her tenure, AACC was named the National Alliance of Business’ Community College of the Year and several programs won national awards and recognition. She oversaw the 2004 reaccreditation without condition and linked an ambitious Student Success 2020 program to the college’s strategic plan.

Dr. Dawn Lindsay became the college’s sixth president on Aug. 1, 2012. In her first message to faculty and staff, she talked about wanting to immerse herself in the community and maintain a culture of collaboration and transparency. She drew attention to the college’s national stature and history of success, as well as the many ways the college improves the lives of residents throughout the county. While she listed some of the challenges facing the college, she urged the college community to not be afraid to take risks, saying that only in taking risks will the college continue to develop and grow for the benefit of every individual served and the community at large.

Arnold, MD

Arnold Maryland is located in Anne Arundel County and is considered the suburbs of Annapolis. Its two main roads are College Parkway and Ritchie Highway and it is part of the Broadneck Peninsula. There are many benefits to living in Arnold, MD such as parks, jogging trails, and shopping. Living in Arnold, MD gives easy access to major cities such as Annapolis, Washington DC, and Baltimore.

Arnold was founded by John Arnold who was a veteran of the War of 1812 and owned 300 acres of land. There are currently 23,106 people living in Arnold, MD.

The median housing value in Arnold is $414,288 which is higher than Maryland’s overall housing median of $312,500. The median rent of those living in Arnold, MD is $1,753/mo.

One of the biggest benefits of living in Arnold is the many parks and trails in the area. The Baltimore-Annapolis Trail runs through Annapolis, Arnold, and Severna Park and is a very popular paved jogging and biking path among those living in Arnold, MD. Many home buyers specifically request a home near this trail. Arnold also has the College Parkway Jogging Trail, which is still in the process of being completed.

There are several parks in the area to choose from: Arnold Park, which has a playground and open ball fields; Twin Oaks Park, which has play equipment and walking trails; and Broadneck Park, which is just outside of Arnold, but has two enclosed areas for dogs, a playground, walking trails, and many fields.

Families living in Arnold, MD have several schools their children can go to including Arnold Elementary School, Magothy River Middle School, and Belvedere Elementary School.

Mission

With learning as its central mission, Anne Arundel Community College responds to the needs of its diverse community by offering high quality, affordable, accessible, and innovative lifelong learning opportunities.

Vision

Anne Arundel Community College is a premier learning community that transforms lives to create an engaged and inclusive society.

Values

  • Community and Relationships
  • Opportunity
  • Positivity
  • Innovation and Creativity
  • Equity and Inclusion

Philosophy

Anne Arundel Community College strives to embody the basic convictions of the country’s democratic ideal: that individuals be given full opportunity to discover and develop their talents and interests; to pursue their unique potentials; and to achieve an intellectually, culturally, and economically satisfying relationship with society.

Strategic Plan

Engagement Matters II – Excellence through Innovation

FY2021-FY2024 GOALS

Engagement and Entry

Increase engagement with students, employees, and community.

Progress and Growth

Increase progress, growth, and connection of students and employees.

Retention and Completion

Increase retention and completion of all students.

OBJECTIVES

Excellence

Ensure that every interaction contributes to a high-quality education.

  • Establish collegewide expectations for employee interactions with students and one another.
  • Use high-quality educational practices and learning to eradicate systemic inequalities.
  • Revise and implement a college-wide ADA/accessibility plan.

Engagement

Create an equitable culture of engagement where each member of the college community is committed to providing high-quality student and employee experiences.

  • Create and implement an employee engagement program.
  • Enhance decision-making, equity, and shared governance processes.
  • Ensure all students have a college advocate throughout their entire educational journey.
  • Create a student engagement experience focusing on high-enrollment courses and student development learning outcomes.
  • Enhance and implement a comprehensive training program on equity.
  • Collaborate with community stakeholders to prepare students to succeed and address the needs of the local economy.

Innovation

Innovate to ensure equity in college systems and practices to provide positive student and employee experiences.

  • Ensure new educational initiatives that anticipate the needs of an evolving student population.
  • Meet the expectations of students and stakeholders through data-driven strategies.

Resources

Allocate resources in support of the college mission in responsible, sustainable, and equitable ways.

  • Regularly review institutional structures and processes for relevancy and efficiency.
  • Implement a unit-level assessment model that informs planning for resource allocation.
  • Engage in strategic resource development to grow new private and public investment in innovative practices and student support.

Key Performance Indicators

Goal: Engagement and Entry

  • Market share of recent, college-bound public high school graduates
  • Market share of first-time, full-time freshmen
  • Market share of part-time freshmen
  • Dual enrollment
  • Enrollment in online courses

Goal: Progress and Growth

  • Completion Developmental Requirements (by student characteristics)
  • First-time students that earn 15+ credits in Year 1
  • Gateway Math courses in Year 1
  • Gateway English courses in Year 1

Goal: Retention and Completion

  • Fall-to-Fall Retention (by student characteristics)
  • Persistence Rate (by student characteristics)
  • Associate Degrees awarded
  • Credit Certificates awarded
  • Gainful Employment non-credit workforce credentials awarded
  • 150% Graduation Rate (by student characteristics)
  • 200% Graduation Rate (by student characteristics)

Objective: Excellence

  • Overall credit course success rate (by student characteristics)
  • Licensure/certification examination pass rate
  • Student Learning Outcomes Met Target: Program Assessment
  • Student Learning Outcomes Met Target: Highly Enrolled and/or General Education Courses
  • Online courses that model QCAR standards
  • Transfer after 1 year graduation
  • Credit FTE
  • Credit Headcount
  • Non-credit FTE

Objective: Engagement

  • CCSSE Comprehensive Score on Support for Learning
  • Student participation in high impact practices
  • Course sections with embedded support
  • Course Success Rate after interim grade date
  • Employees enrolled in professional development classes
  • Comprehensive score on employee engagement

Objective: Innovation

  • New non-credit programs (by delivery mode)
  • New credit programs (by delivery mode)
  • Enrollment in contract training courses
  • Enrollment in CEWD leading to government or industry-required certified or licensure

Objective: Resources

  • Net revenue generated by college operations
  • Dollars raised for support of college programs and scholarships
  • Bond ratings
  • Return on net assets ratio

Leadership

Dawn Lindsay, President

Dr. Dawn Lindsay is the sixth president of Anne Arundel Community College.

Dr. Lindsay has dedicated over 30 years to the community college system. She leads utilizing the philosophy of servitude leadership and believes the foundation for this leadership style requires a strong ethical platform, transparent decision-making, the ability to develop collaborative relationships that are mutually beneficial, a commitment to shared governance, and an institutional commitment to student success.

Dr. Lindsay is an active advocate, representing the needs, values, and importance of the community college system at the local, state, and national levels. Her unique and diverse background provides a multifaceted understanding of the needs of various stakeholders. She believes in open access, quality, and diverse educational offerings and the need to build bridges among, and between, internal and external constituents.

Dr. Lindsay serves on national, regional, and local boards.  She is a member and vice chair of the Board of Directors for the League for Innovation in the Community College and a Board member of the American Association of Community Colleges, which she serves as the chair of the Commission on Student Success on the Public Policy and member of the Directors and Membership Services committee. Dr. Lindsay is also a member of the Homeland Security Academic Advisory Council. Regionally, she serves on the Board of the Directors for the Fort Meade Alliance.

Dr. Lindsay earned a doctorate in Organizational Leadership from Pepperdine University, a master’s in Educational Counseling, a Bachelor of Arts in Psychology, and a Bachelor of Social Work from McDaniel College.

Organizational Chart

Rankings and Recognition

  • 1 Community College by Academic Influence
  • Earned Leader College status from Achieving the Dream (ATD)
  • 1 associate degree in Computer Information Systems program, nationally, Grad Reports
  • 1 Best Associate Degree in Information Technology nationally by GradReports.com
  • 1 Associate Degree in Nursing (ADN) programs in Maryland
  • 1 Best LPN programs in the nation by nursingprocress.org
  • 6 Best Online Associate Degree in Computer Science Programs by bestschools.com
  • 7 Computer Science program nationally, 30 best online associate degrees in Computer Science by The Best Schools
  • 18 Top Associate Business Degree nationally by GradReports.com
  • Top 50 in Best Culinary Schools in the U.S. by bestchoiceschools.com
  • Named a 2021-22 Military Friendly School for the services and resources the college provides military and veteran students and their families.
  • Engagement Coach Training Program earned International Coach Federation’s ACTP accreditation, the first community college to do so.

Schools

Anne Arundel Community College has five schools of study that cover a wide range of subjects and industries.

Four of the schools offer credit programs that lead to two-year associate degrees or certificates that can transfer to a four-year institution or prepare students for immediate entry into a career. Professional and personal development does not stop there. The School of Continuing Education and Workforce Development lives up to its name with courses and certificate programs that help students begin a career, advance a career or engage in personal development.

  • School of Business and Law
  • School of Continuing Education and Workforce Development
  • School of Health Sciences
  • School of Liberal Arts
  • School of Science, Technology and Education

Fields of Interest

  • Architecture and Interior Design
  • Business
  • Engineering and Math
  • Health and Human Services
  • Hospitality Management and Culinary Arts
  • Humanities and Social Science
  • Law and Criminal Justice
  • Science
  • Teacher Education
  • Technology
  • Visual Arts

Student Profile

  • Mean age: 25
  • Full time: 3,188
  • Part time: 8,760
  • New students: 3,154
  • Returning students: 8,794
  • Men: 39%
  • Women: 61%
  • New AACPS grads: 1,259

Diversity

  • Caucasian (55%): 6,513
  • Black/African American (17%): 2,045
  • Hispanic/Latino (9%): 1,110
  • Asian (5%): 561
  • Other/Multiracial (14%): 1,719

Benefits Overview

  • Medical Insurance Plans
  • Dental Insurance Plans
  • Prescription Drug Plan
  • Vision Program
  • Retirement Plans
  • Accidental death and Dismemberment
  • Life Insurance
  • Employee Assistance Program
  • Flexible Spending Account
  • Short and Long-Term disability
  • Tuition Reimbursement and Waivers

For more information:  https://www.aacc.edu/media/college/human-resources/documents/SummaryofBenefitsBrochure.pdf

Application & Nomination

Review of applications will begin immediately, and 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 qm3@spelmanjohnson.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the Anne Arundel Community College website at https://www.aacc.edu

Anne Arundel Community College is an equal opportunity, affirmative action, Title IX, ADA Title 504 compliant institution. Anne Arundel Community College prohibits discrimination or harassment based on race, color, age, religion, sex, national origin, marital status, sexual orientation, disability, genetic information, and veteran status.

We are sensitive to how the COVID-19 pandemic is impacting work and personal lives, and will offer the utmost flexibility throughout the interview process.