The Opportunity

Williams College is located in Williamstown, Massachusetts (population 7,750). Williamstown is nestled in the Berkshires of Northwest Massachusetts, a rural area with an unusually rich array of nearby cultural institutions. Williams is a coeducational residential liberal arts institution distinguished by a reputation for outstanding and inclusive teaching and scholarship, academic excellence, and exceptional alumni loyalty. The college is committed to building and sustaining a diverse, equitable, and inclusive learning community of approximately 2,100 students and over 1,200 faculty and staff.

The Position

Role of the Director of Campus Safety Services for Williams College

This is an exciting time for a new director of campus safety services (CSS) to join the Williams community. As is the case on college campuses across the country, there is much work to be done to maintain the safety of the campus while simultaneously building confidence and authentic relationships with students, faculty, and staff. The next director of CSS will be exceptionally attuned to the needs and experiences of Williams’ broadly diverse community and will be adept at supporting and enhancing the campus experience of all those with whom they work.

The new director of CSS is responsible for the leadership and administration of the Department and ensuring the safety of the college community and will prioritize the critical objectives of fairness, equity, and social justice, and actively instill and model these values throughout the department. CSS employs a community- and prevention-based approach to their work, which relies on building and maintaining productive relationships with campus and community constituents. The next director will have a robust and nuanced understanding of contemporary challenges inherent to a small residential college campus. Their knowledge should be informed by substantial experience supporting the experience of diverse communities and an eagerness to maintain productive working relationships with student affairs departments, the Office of Institutional Diversity, Equity & Inclusion, and other key administrative stakeholders throughout the campus.

Reporting to the vice president for finance and administration, the director serves as a key member of the senior team of the vice president and will be a valued and trusted colleague at Williams and in the surrounding community. The director will collaborate with a large number of key partners on campus, including the Dean of Students Office, Facilities, Athletics, Dining Services, The Office of Campus Life, and the Office of Accessible Education, among others. In addition, the next director will be expected to form meaningful working relationships with local law enforcement agencies and with community associations and partners. Further, this position will provide a range of operational services and protect college operations and property, as well as serve as a campus leader in emergency management and all safety and security initiatives including being responsible for emergency response planning, preparation, and maintenance of the College-wide emergency response plan. The next director will supervise a team of CSS members who are seasoned, engaged, and motivated to perform at their best and in a manner consistent with the mission, vision, and values of the department and the college. Team members, who are not sworn officers, hold a wide range of backgrounds including previous experience in law enforcement, corrections, emergency management and safety/access technology management.

Other duties include:

  • supervision of all personnel in the Campus Safety Services department, including selection, training, evaluation, and discipline;
  • lead departmental diversity initiatives and partner with others on campus to facilitate a broader understanding of CSS’s role in wider institutional initiatives around diversity, equity, and inclusion;
  • collaboration with internal and external partners on the care and support for students, including wellness checks and outreach programs to help educate students about personal safety; support the Dean’s Office with investigations of on-campus student conduct and/or criminal complaints;
  • collaboration with College partners, as well as external agencies, including local, state, and federal law enforcement agencies, the local Fire Department, and regional emergency responders;
  • responsible for emergency response planning, preparation, and maintenance of the College-wide emergency response plan; plan and execute an annual tabletop exercise to practice and fine-tune the emergency response plan;
  • compliance with federal government crime reporting requirements (Clery Act) and other relevant regulatory obligations;
  • close collaboration with the Office of Accessible Education and other College partners to foreground accessibility as a strategic and operational priority; commitment to soliciting input from students with disabilities on the update and improvement of accessible options for transportation and public safety initiatives;
  • design and implementation of campus community safety programs, including the construction and ongoing modification of campus policies, protocols, and practices relating to all aspects of safety and security; provide leadership for timely notifications to the campus community of public safety concerns and collaborative development of programs to reduce risk; coordination of emergency notification procedures and collaborative leadership of the College’s Emergency Response Plan;
  • oversight and management of all public safety communications, dispatch operations, electronic access control systems, and parking operations and enforcement; oversight of parking policies and procedures; oversight and implementation of departmental operating procedures.
  • function as a senior administrator within the Office of Finance and Administration; assists the Vice-President with various tasks, including, but not limited to, stewardship of departmental operating budget, as well as long- and short-term resource planning.
  • participation on college committees and assistance with college-wide initiatives;
  • function as a campus leader in emergency management and all safety and security initiatives.

History of the Position

Williams College’s long-standing director has announced his intention to retire the summer of 2021. He played a critical role in the development of the department and became a trusted campus partner.

Williams is using this opportunity to expand their ongoing efforts to re-imagine campus safety. The new director will lead a strategic transformation of the department, their services, and how they engage the entire campus community.

Opportunities and Challenges of the Role

Like many campuses across the United States, Williams College is wrestling with the effects of the national calls for police reform and the fair and equal treatment of all people by safety and law professionals. This call for reform provides the new director a wonderful opportunity to truly engage the entire campus community in a re-imagining process to further define the department’s role, mission, and values. Campus constituents want to know who and what Campus Safety Services is and how they will approach ensuring a safe campus environment for all to thrive within.

Additionally, the new director must engage the student community in meaningful, intentional ways to promote a true understanding of their experience and needs, as well as begin to re-build trust. This will require an individual with a great deal of empathy and strong communication skills, especially the ability to actively listen. From these honest conversations, the re-design of an improved CSS will begin to emerge. It is imperative that, by the end of this process, the CSS department is not perceived as a police force.

The new director, along with campus partners, has the ability to re-think how the campus responds to individuals experiencing mental health issues. A new approach is needed and the new director will find a great deal of support for positive change.

The CSS staff are dedicated, hard-working individuals who want to keep the campus community safe. The new director will find a strong staff willing to get involved in the positive change needed to further enhance the department. Further, the CSS staff needs to embrace technology in ways that will increase their efficacy and streamline some processes.

The CSS staff needs a strong leader to both inspire and advocate on their behalf. The events of this last year have worn on the staff. The director should work to build community and increase morale across the entire department.

It is truly an exciting time to come to Williams College. Hard work needs to be accomplished and change must occur, but the director will have the support of the administration and other departments and their staff. Everyone wants this new CSS department be a success.

Measures of Success

At an appropriate interval after joining Williams, the following will define initial success for the director.

  • The director has established strong relationships with key stakeholders across campus to elevate the collaborative work around campus safety.
  • Through consistent, confident leadership the director is readily regarded as an active partner in supporting the educational mission of the institution.
  • The campus community will demonstrate trust and confidence in the director and the CSS department.
  • The department has worked to diversify the staff and better represent the student population of which it serves.
  • The morale within the department has improved and the staff feel supported, valued, and appreciated by the campus community.
  • The director has gained the trust of the Williams community by being involved, visible, transparent, and engaged in all aspects of campus life.
  • The director is working to move the department forward with innovative programs and initiatives.
  • The director has identified relevant benchmarks based on best practices and implemented appropriate assessment strategies.
  • The director has clearly outlined and articulated a vision, goals, and expectations for the department.
  • The department is operating with a high level of professionalism, accountability, transparency, and competence with an ethos of compassion and empathy.
  • The director has formed meaningful working relationships with local and regional law enforcement agencies, first-responders, community associations, partners, and the Williamstown community.
  • CSS is fully integrated into the Williams community in the most positive way and the students, administration, and campus community have confidence in the abilities of the department.

Qualifications and Characteristics

The successful candidate will have a bachelor’s degree with a minimum of seven years of experience in safety and security or law enforcement in a management capacity and a strong record of work in a college/ university campus safety department. A master’s degree in criminal justice or another relevant field is preferred. In addition, the new director will have an extensive track record of effective supervisory, leadership, management, and team-building skills; strong decision-making ability, organizational, budgetary, and fiscal management skills; and excellent interpersonal skills, including oral and written communication and presentation skills. It is critical for the director to have experience in understanding and addressing the interests and needs of broadly diverse populations, including demonstrated ability to establish and maintain effective working relationships with staff, customers, and individuals from diverse backgrounds. Further, the director will have experience with building strong partnerships with local and state law enforcement agencies and other service providers who have direct engagement with the campus.

Williams’ expectation is that the successful candidate will excel at working in a community that is broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation, and religion. Applicants should highlight relevant experience with building, working with, and supporting a broadly diverse and inclusive community.

In addition to the stated qualifications and characteristics, Williams stakeholders identified the following characteristics as important for the director of campus safety services (in no particular order):

  • transformative, innovative, and collaborative leader with a readiness to try new ideas and innovative approaches;
  • maintain a leadership style that is empathetic, confident, open, approachable, and transparent;
  • culturally competent, with a true appreciation for diversity, equity, inclusion, and social justice with demonstrated experience effectively working with and positively engaging a diverse student population;
  • genuine willingness to work with and for students by actively engaging students and the successful integration of campus safety service with campus life;
  • understanding and appreciation for a student-centered environment and ability to fully comprehend the integral educational role the department plays within the College;
  • build a strong, empowered team with positive morale throughout the department;
  • authentic communicator who consistently works to understand the students and campus community stakeholders varied interests, needs, and concerns and how these relate to the work of campus safety;
  • ability to create a consistently engaged department that is recognized as committed to the safety and care of the students and the entire community;
  • true team player with a high level of professional ethics and personal integrity;
  • project a high degree of energy and enthusiasm for the work;
  • ability to effectively foster strong partnerships with local, regional, and national law enforcement and first-responder agencies;
  • demonstrate a commitment to being consistent, fair, accessible, and visible;
  • strong supervisor capable of both challenging and appreciating individuals while effectively holding staff accountable; ability to advocate for staff, ensuring their needs/concerns are adequately addressed;
  • demonstrated leadership in emergency and crisis response, working closely with the administration and local law/first responder agencies;
  • genuine willingness to work with and for students by actively engaging students; successful integration of campus safety service with campus life;
  • experience with creating a unified vision, mission, and strategic plan to move a department in a positive direction; experience with change management;
  • maintain an in-depth understanding of applicable laws, risk management, security procedures, policies, and protocols necessary to inform an immediate and correct response to emergency situations;
  • expertise in related compliance requirements and best practices, including Clery Act, responses to alcohol/drug issues, bias incidents, and hate crimes, etc;
  • highly committed to both professional and personal growth and development as a manager, leader, and campus safety expert; deeply committed to the professional development and training of staff.

Overview of the Campus Safety Services Department

No community can expect to eliminate crime, but Williams College is strongly committed to providing resources that promote personal safety, campus security, and a safe environment.  The College’s Campus Safety Services program includes a number of professional, educational, and preventative components.

Services provided by Campus Safety Services

  • Emergency phones
  • Fire Safety
  • Anonymous Tip Line
  • ID cards
  • Escort Service
  • Building Access
  • Technology
  • Transport
  • Lost & Found

Campus Safety Services Programs

  • Bike Patrol
  • Campus Safety and Active Shooter Preparedness
  • Crime Prevention
  • Rape Aggression Defense (R.A.D.)
  • Workshops & Education


The Mission of the Williams College Campus Safety Services Department is to enhance the quality of life at Williams by providing a safe and secure environment that is conducive to learning, and is consistent with the educational goals of this diverse institution, while building community partnerships that foster trust, mutual respect, and cooperation.


  • Professionalism – We will always be aware of our image and role within the institution. We will use our skills, training, and knowledge to serve our community.
  • Integrity – We will hold ourselves to the highest standard of truth. Our word is based on our bond and our behavior is above reproach.
  • Communication – We will always listen to the needs and the concerns of our community and follow through to make sure those needs and concerns are addressed.
  • Service – We will respond immediately to all calls for service, both routine and emergency in nature.
  • Respect – We will treat everyone we encounter with respect and dignity.
  • Loyalty – We will always remain loyal to those we serve: the entire Williams College Community.
  • Duty – We will do our duty to the best of our ability. The welfare and safety of our students and community members is our top priority.

Institution & Location

Established in 1793 with funds bequeathed by Colonel Ephraim Williams, the College is private, residential, and liberal arts, with graduate programs in the history of art and in development economics.

The undergraduate enrollment is approximately 2,000 students.

The student-faculty ratio is 7:1.

Williams admits U.S. students without regard to their ability to pay. The college meets 100 percent of every admitted student’s demonstrated financial need for four years. Just over half of all Williams students receive financial aid from the College.

There are three academic divisions (languages and the arts, social sciences, and science and mathematics) that encompass 25 departments, 36 majors, and several concentrations and special programs. The academic year consists of two four-course semesters plus a one-course January term.

Fraternities were phased out beginning in 1962. Coeducation was adopted in 1970.

Williamstown, MA

Williamstown is a town in Berkshire County, in the northwest corner of Massachusetts. It shares a border with Vermont to the north and New York to the west. It is part of the Pittsfield, Massachusetts Metropolitan Statistical Area. A college town, it is home to Williams College, the Clark Art Institute, and the Tony-awarded Williamstown Theatre Festival. Originally called West Hoosac, the area was first settled in 1749. The primary industry was agriculture, particularly dairy farming, sheep herding and wool production. Sawmills and gristmills were operated by waterpower at the streams. With the Industrial Revolution larger mills were added, including the Walley Mill and Williamstown Manufacturing Company (Station Mill), both of which produced textiles.

In the heart of the Berkshires, are plenty of surprises that will round out a visit to the area. It is family friendly and has plenty of fun for all ages and interests. Active adventures both outdoors and indoors, including many and varied concert series, art, culture, scenic beauty, hands-on exhibits, night life, fine and fun dining, charming lodgings, plenty of hometown celebrations, and a multitude of parks. Williamstown has more than something for everyone and is to get to!


In the gentle light of the Berkshire hills, Williams pursues a bold ambition: To provide the finest possible liberal arts education. If the goal is immodest, it is also bracing: Elevating the sights and standards of every member of the community, encouraging them to keep faith with the challenge inscribed on the College’s gates: “climb high, climb far.”

Williams is fortunate to have extraordinary resources, but its strength derives above all else from the quality of its people.

Williams students rank with the best in the country; the rigor and competitiveness of the College’s admission standards place Williams in the company of only a handful of other institutions. Over the past thirty years especially, Williams has both strengthened its academic profile and actively recruited a student body that is markedly more diverse in many dimensions, including race, national origin, and the educational and socio-economic background of its families.

The strength of the student body today is the product of the College’s resolve to search as widely as possible for students of high academic ability and great personal promise. Diversity is not an end in itself, but a principle flowing from the conviction that encountering differences is at the heart of the educational enterprise—differences, certainly, of ideas and beliefs, but also differences of perspectives rooted in the varied histories students bring with them.

As both an educational and social imperative, Williams is committed to welcoming talented students irrespective of their financial resources, and it is therefore a central institutional priority—unwaveringly supported by all parts of the College community—to maintain the policies of need-blind admission for domestic students and of fully meeting a student’s demonstrated need. And, recognizing that of those to whom much has been given much may properly be required, we ask all our students to understand that an education at Williams should not be regarded as a privilege destined to create further privilege, but rather as a privilege that creates the opportunity and responsibility to serve society at large.

Williams seek to capitalize on their character as a residential college by placing great emphasis on the learning that takes place not only inside the classroom, but outside as well, where students can strengthen mind, body, and spirit by participating in athletic teams, artistic performances, political debates, religious and volunteer groups, and nearly one-hundred-and-seventy extra-curricular organizations. They also urge students to see their college as a laboratory in citizenship. To an unusual degree, Williams gives students primary responsibility for creating and governing their own community, whether as Junior Advisors (chosen by fellow students to live with and mentor first-year students), or as guardians of academic integrity through the student-led Honor Code.

Recruiting top talent from a wide variety of institutions, Williams asks its faculty to accept a distinctive—and unusually demanding—combination of challenges: to be exemplary teachers, productive scholars or artists, and active partners in running the institution. Well supported by the College through research funding and a generous sabbatical program, Williams faculty are leaders in their fields—recognized nationally, and often internationally, for the high quality and significance of their scholarly and creative work. They also embrace the chance to shape their college, serving in a civic spirit on an array of committees, and as senior officers of an institution that has long prized shared governance and collaborative decision-making.

But it is the teaching gene that especially defines Williams professors. They devote sustained attention every year to assessing the quality and freshness of the curriculum, and to crafting pedagogical approaches that help nurture in their students a passionate pleasure in the life of the mind. Faculty members invite students to become partners in the process of intellectual discovery. That partnership becomes visible in every classroom, where students are expected to contribute rather than consume; in the challenging setting of Williams tutorials, where students take the lead in explaining what is interesting and consequential about that week’s assignment; and in the College’s ambitious programs to engage students directly in faculty research.

But the classroom and curriculum are only the entry points. Professors at Williams want to know not only what their students think, but how they think and who they are. They want to know students in all their dimensions—to learn their histories and hopes, to advise them on matters personal, as well as academic, to see them as complex individuals who deserve attention and respect.

Faculty and students together, learning with and from each other in a community whose intimacy of scale fosters close personal and intellectual relationships; where concern for the needs and ideas of other people is not only an educational, but an ethical, imperative; where the values of engagement and decency fundamentally shape the educational process: These are the ideals to which Williams faculty and students aspire.

They have strong partners. Williams is blessed with an enormously talented administrative and support staff; they keenly understand the College’s mission and devote their energies to advancing it. Williams alumni are fiercely and intelligently loyal, contributing generously of their time, experience, and resources. Far from insisting that the College remain as it was in their time, alumni encourage Williams to reinvent itself for each new generation. Williams’ trustees (all of whom are currently alumni) provide discerning strategic direction and careful stewardship of the College’s assets. While the board is fully engaged, it keeps its focus on large policy issues and long-term decisions.

Williams is fortunate, too, in their location. Surrounded by communities that enthusiastically support and participate in its educational project, Williams is at home in a town rich with cultural resources. The College strives to be a responsible citizen and employer, and contributes both expertise and resources to numerous local initiatives. The natural beauty of the Berkshires makes the College especially conscious of the urgent need to address—through teaching and research, and through the daily operations of the College—the environmental problems that threaten an increasingly fragile planet.

That is who they are, and this is what they aim to do: To develop in students both the wisdom and skills they will need to become responsible contributors to whatever communities they join, and the richly textured inner lives that will make them rigorously self-reflective, ethically alert, and imaginatively alive. Public and private purposes, as it were, harmoniously nurturing each other. Toward these ends, certain principles and values shape their sense of mission:

  • Their purpose is not to offer specialized or professional training, but to develop in their students strong writing, speaking, and quantitative abilities, as well as analytical and interpretive talents, tested in relation to a wide range of issues and disciplines. They embrace the liberal arts claim that a broadly educated person will be more capable of adapting to the particular needs of the professions and of public life than a person narrowly trained in singular subjects.
  • Their curricular requirements aim to negotiate the crucial balance between breadth and depth. They combine an appropriately liberal distribution of each student’s course choices across the curriculum with some measure of control over the methods and subject matter of at least one field. While fully recognizing the important value of disciplinary approaches and the departmental structures that support them, they have welcomed and participated in the academy’s growing emphasis on inter-disciplinary learning as a way of understanding the inter-connectedness of ideas, and as a bulwark against the fragmentation of knowledge.
  • Through the increasingly global reach of their curriculum, as well as the diversity of their campus community, they seek to develop in students the capacity to see beyond the limits of their own experience. So many of the world’s problems—from racism, to sectarian and nationalistic violence, to everyday forms of disrespect—stem from a failure to imagine our way into the lives of other people, a failure to understand the beliefs and contingencies that shape their lives, a failure to hear the stories that other people are trying to tell them. A liberal education alone cannot solve the world’s problems, but it can help to open minds and deepen human empathy.
  • Their curriculum is as varied, up-to-date, and forward-thinking as the contemporary world requires, but they also want to strengthen their students’ curiosity about, and respect for, the past: for the story of how people before us have responded to challenges different from—but analogous to—their own, for the story of where human beings have been, what we have achieved, and how we have failed. They want to resist the tendency to see our historical moment as so much more complex and dangerous than those experienced by earlier generations that we fail to think of the past as something that calls to us with an urgent, or admonitory, or even sympathetic voice.
  • They want, too, to lean against the growing culture of simplification, where intricate issues are boiled down into fiercely held “positions,” where counter-arguments are seen as irritating distractions from clarity, where “points” have more power and visibility than the thinking that produced them. They want instead to inspire in their students the confidence to be undaunted by complexity, and to embrace it in ways that will prove valuable to them and to society at large.
  • They aim to encourage students to develop a personal stance toward learning and knowledge, and to make judgments that put their beliefs and values on the line. They want them to have the courage of their convictions, but at the same time, to seek out criticism of their own ideas, and to appreciate the virtues of personal and intellectual humility.

These values and ambitions will serve as beacons into a future when the College will continue to encounter, and continue to welcome, changes in their demographics, curriculum, approaches to what and how they learn. To remain a vibrant institution that both reflects and leads the society of which it is a part, Williams must always adapt and grow, and be prepared—as we tell students they too must be prepared—to respond in an agile, nuanced way to needs and challenges we cannot yet anticipate.

In summarizing this college’s mission, they can turn to the eloquent words spoken by Williams President John Sawyer ’39 in his induction address in 1961:

The most versatile, the most durable, in an ultimate sense the most practical knowledge and intellectual resources which [students] can now be offered are those impractical arts and sciences around which a liberal education has long centered: the capacity to see and feel, to grasp, respond, and act over a widening arc of experience; the disposition and ability to think, to question, to use knowledge to order an ever-extending range of reality; the elasticity to grow, to perceive more widely and more deeply, and perhaps to create; the understanding to decide where to stand and the will and tenacity to do so; the wit and wisdom, the humanity and humor to try to see oneself, one’s society, and one’s world with open eyes, to live a life usefully, to help things in which one believes on their way. This is not the whole of a liberal arts education, but as I understand it, this range of goals is close to its core.

So it was more than a half-century ago, and so it remains today.

Strategic Plan

After a two-year process and a one-year pause for the pandemic, Williams has worked to complete their new strategic plan. A draft of the plan can be found here. The Board of Trustees will vote on the final version at their June 2021 meeting.



Maud Mandel, President

Maud S. Mandel, Williams’ 18th president, earned her B.A. from Oberlin College in 1989 and her master’s degree and PhD in history from the University of Michigan in 1993 and 1998, respectively. She moved to Brown University as a visiting assistant professor, eventually becoming professor of history and Judaic studies and dean of the college—roles in which she served until joining Williams as president in July 2018.

President Mandel has engaged the Williams community in articulating a vision for the college’s future through a strategic planning effort involving faculty, staff, students, alumni, families, and friends. At the heart of this collaborative effort are several key initiatives designed to prepare Williams for a changing world while maintaining the college’s mission of academic excellence. With Dean of the College Marlene Sandstrom she supported a major reorganization that unified many student support programs under the dean and established a class dean model. The reorganization is helping pave the way to a re-envisioning of residential life as a core aspect of students’ liberal arts education and personal development.

President Mandel has advanced educational work at Williams, from the Just Futures Initiative—a new Andrew W. Mellon Foundation-supported grant to look at maritime history as a basis for studying the relationship between European colonization, the dispossession of Native American land and racial slavery in New England—to the College’s decision to join the new Liberal Arts Colleges Racial Equity Leadership Alliance. She has led important conversations about the role of technology and the creative arts in a liberal arts education, areas that will have a vital impact on the College’s future. She has also led the College in developing a hybrid system of courses during the Covid-19 pandemic that combined in-person classes with remote learning, enabling every student to continue their education.

Under Mandel’s leadership, Williams has continued to invest in the sustainability of its built environment. Projects that President Mandel initiated, such as the Davis Center Building Project, continue the work begun before her arrival and now completed, such as Garfield House, Fellows Hall, Fort Bradshaw, and the Wachenheim (North) Building of the Science Center, characterized by high-performance, environmentally sustainable designs, complement reductions to carbon output achieved through initiatives like Williams’ participation in the Farmington (ME) Solar Project.

President Mandel has also encouraged a culture of shared, community-wide responsibility for diversity, equity, and inclusion work, guided by Vice President Leticia Smith-Evans Haynes ’99 and the Office of Institutional Diversity, Equity and Inclusion. In Fall 2020 the two charged the College’s Committee on Diversity and Community with developing guidelines for reckoning more fully with Williams’ history. Mandel also encouraged the College’s growing relationship with the Stockbridge-Munsee Mohican Tribal Historic Preservation Extension Office, which represents the historical and ongoing interests of the tribe that inhabited the Berkshires region until they were displaced by European and American settlers during the late 18th and early 19th centuries.

An accomplished historian, President Mandel has devoted her scholarship to examining how policies and practices of inclusion and exclusion in 20th-century France have affected ethnic and religious minorities: most notably Jews, Armenians, and Muslim North Africans. She has explored these themes in publications including In the Aftermath of Genocide: Armenians and Jews in Twentieth-Century France (Duke University Press, 2003) and Muslims and Jews in France: History of a Conflict (Princeton University Press, 2014). She was also a co-editor of Colonialism and the Jews (Indiana University Press, 2017). Her scholarship has been recognized with fellowships from the National Endowment for the Humanities, the American Council of Learned Societies, and the American Philosophical Society, among others.

In addition to her work as Williams’ president, Mandel holds the title of professor of history and teaches as frequently as her schedule allows, including tutorials. She lives in Williamstown with her husband, Steve Simon, and their children, Lev and Ava.


  • Total number of instructional faculty: 363
  • Tenured faculty as a percentage of total faculty: 57%
  • Percent of the faculty with doctorates or other terminal degrees: 94%


  • Total number of staff: 955

Student Enrollment (as of Fall 2020)

Undergrad          Graduate

Total              1,917                      25

Men               956                         10

Women        961                         15

  • Undergraduate Non-U.S. enrollment: 9%
  • Undergraduate U.S. minority enrollment: 41%

The greatest share of undergraduates come from New York, Massachusetts, and California, in that order.

Class of 2024 Admission Statistics

  • Applied: 8.745
  • Admitted: 1,322
  • Percent admitted: 15%
  • Entered: 482
  • Early decision as % of entering class: 52%
  • S. students of color: 40%

Benefits Overview

  • Health and Dental Plans
  • Vision Plan
  • Spending Accounts (health and dependent care)
  • Life Insurance and AD&D
  • Short Term Disability, Family, and Parental Leaves
  • Long-Term Disability Insurance
  • Long-Term Care Insurance
  • Retirement Income Plan
  • Employee Assistance Program
  • Wellness Programs

For more information:

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 Heather J. Larabee at Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the Williams College website at

Beyond meeting fully its legal obligations for non-discrimination, Williams College is committed to building a diverse and inclusive community where members from all backgrounds can live, learn and thrive.