Founded in 1881, the University of Connecticut (UConn) is the state’s flagship institution of higher education and serves a total enrollment of approximately 32,000 students on the main campus in Storrs in addition to its School of Law, Health Center (Schools of Medicine and Dental Medicine), School of Social Work, Business Learning Center, and four regional campuses. The University is internationally recognized for research in wide-ranging areas, such as additive manufacturing, psychology, gifted and talented education, genomics, human rights, health promotion and disease prevention, visual arts, and linguistics. Connecticut’s commitment to higher education helps UConn attract students who thrive in the most competitive environments, as well as globally renowned faculty members. Through its $1.6B Next Generation Connecticut investment, the State of Connecticut is supporting the transformation of the University of Connecticut into a top public research institution, fueling Connecticut’s economy with new technologies, training highly-skilled graduates, and creating new companies, patents, licenses, and high-wage jobs. As a vibrant, progressive leader, UConn fosters a diverse and dynamic culture that meets the challenges of a changing global society and provides a stimulating and rewarding environment in which to learn, work, and contribute.
Responsibilities of the Position
The Director of Community Standards provides leadership and management of the University’s student conduct system. The Director coordinates and implements a comprehensive educational process to help University community members fully understand and uphold their individual and group rights and responsibilities as outlined in the Responsibilities of Community Living: The Student Code on the University’s main campus, regional campuses, and professional schools (excluding UConn Health programs). The principles of accountability, individual development, community involvement, equity, and fairness are at the core of the work completed by the Director of Community Standards.
Reporting to the Associate Vice President for Student Affairs/Dean of Students, the Director of Community Standards provides vision, leadership, and supervision for nine professional and graduate student staff members. Working with a talented team, the Director is responsible for supporting professional development, building capacity, and assuring continuous process and policy improvement across the work of the department. As an educator, policy leader, and conduct expert, the Director of Community Standards works to protect the rights of students by providing a fair and equitable process for resolving behavioral complaints. In addition, the Director of Community Standards collaborates with numerous offices to develop institutional policies and a comprehensive approach to promote academic integrity and to address issues of academic misconduct. The Director’s oversight of the student conduct system includes organizing case management work flow, monitoring of investigations, ensuring compliance with student rights, employment of the resolution process, and sanction issuance and compliance. Other responsibilities include: training, evaluation, and development of student conduct officers and administrative hearing officers; providing expertise and advisement on threat assessment and compliance issues; collaborating with the Title IX Coordinator and the Office of Institutional Equity to ensure timely, equitable, and effective investigations and resolution processes for all allegations of sexual misconduct involving student respondents; assisting in the collection and coding of data and collaborating with University Police to ensure compliant reporting of Clery statistics; implementing assessment measures, analyzing data, and compiling reports to inform changes and enhancements to the student conduct system and related educational initiatives; collaborating with the Department of Student Activities to ensure compliance with regards to management of allegations of misconduct pertaining to registered student organizations; assisting the Division of Student Affairs in responding to campus emergencies; and working collaboratively with departments across the Division and University to enhance delivery of student-related services and programs, including serving on the Incident Response Team, Behavioral History Review Committee, and Critical Incident Response Team.
Characteristics of the Successful Candidate
A master’s degree in higher education administration, counseling, or related field coupled with a track record of six or more years of progressively responsible administrative experience including supervision of professional staff, demonstrated knowledge in the field of student conduct, and dedication to and involvement in higher education are required. Additional competencies and experience that will be important factors in the selection of the Director of Community Standards include: a commitment to multiculturalism in an academic community and evidence of program design/delivery that enhances a multicultural environment; demonstrated ability to exercise sound judgement in student life and personnel situations; experience working with a residential, traditional-age student body; flexibility managing complex roles and processes within a dynamic work environment; documented leadership ability; excellent organizational skills; well-developed written and oral communication skills; demonstrated experience utilizing a judicial/student conduct software system, such as Maxient; significant knowledge and expertise in Title IX, Clery, and other key compliance issues; and familiarity with threat assessment and ability to support students at risk. Preferred qualifications include: a doctoral degree in higher education administration and/or coursework and practical experience regarding legal issues and functioning of public university conduct programs and ongoing management experience in student conduct or a comparable area of responsibility.
Several UConn stakeholders also indicated the following capabilities and attributes would be attractive in a successful candidate:
- Possess a range of higher education experience—public and/or private institutional experience, preferably including some experience at a large university (enrollment of 10,000, or higher).
- Exhibit strong relationship-building skills and ability to forge rapport while treating all individuals with respect.
- Comfortably assume the role of campus expert on issues of student conduct, threat assessment, and Title IX, though do so with appropriate humility.
- Must be politically astute, yet apolitical in executing professional duties and responsibilities.
- Possess knowledge and experience with alternative dispute resolution.
- Able to thrive in a challenging work environment that regularly demands one navigate tough conversations.
- Demonstrate a true passion for the work and an ability to articulate why the work of upholding student rights and responsibilities is important.
- Work effectively with individuals of diverse and/or marginalized backgrounds and across varied constituencies—students, staff, law enforcement, attorneys, upper administration, faculty, and court system representatives.
- Maintain a record of collaboration.
- Be familiar with NCAA regulations—preferably those impacting a Division I institution.
- Possess a high capacity for administrative work.
Likely Opportunities, Priorities, and Challenges of the Position
There are several aspects of the role of director of Community Standards in which this new professional will need to be prepared to lead. These include:
- Establish key relationships and credibility across the complex landscapes of a national research university with multiple campuses—confidently assume the position of expert authority related to matters of student conduct and advise the University and Associate Vice President/Dean of Students to uphold the rights and responsibilities of students and the institution.
- Maintain the respect, professionalism, reputation for fair and equitable treatment, and overall excellence with which the Office of Community Standards at UConn is known—ensure constant, updated knowledge of proposed regulatory changes and legislation impacting higher education legal issues and specifically the administration of student rights and responsibilities.
- Build a strong, high functioning team that is poised to support one another as the Office addresses numerous difficult and sensitive student conduct cases—facilitate high productivity while also attending to the personal impact this work has on staff members through active support of positive coping mechanisms and ongoing professional development.
- Recruit talented professionals to fill vacancies and complement the existing staff team.
- Recognize that UConn, as the state’s flagship research public institution, is in a position of high visibility and thus the University and its actions are held to much scrutiny—the director of Community Standards must be prepared for occasional legislative involvement as it relates to establishing statewide precedence, policy development, interpretation, and practice.
- Collaboratively engage campus partners, including the members of the Title IX Committee to advance educational sanctions designed to address issues of consent, sexual health, and healthy relationships.
- Support Division of Student Affairs strategic initiatives, including health and wellness efforts to create a model for alcohol and other drug (AOD) awareness to address issues of concern related to binge drinking, mental health, anxiety, and depression, as well as efforts to create a network of care and to foster belonging for all students.
- Strengthen the working relationship between Student Affairs, faculty/Academic Affairs, Office of the General Counsel, and Athletics—open up lines of communication, provide educational support to faculty dealing with issues of violations of academic integrity, and support consistent application of all rules and regulations, including NCAA compliance requirements.
- Develop a working partnership with campus colleagues to ensure inclusive practice.
- Continue the educational mission and apolitical positioning of the Office of Community Standards as an expert campus resource, not solely as an enforcer of judicial proceedings when student code violations occur.
An Overview of the Office of Community Standards
Establish an intercultural, academic community that engages in civility, approaches learning with the spirit of inquiry, promotes personal growth and engagement, and embraces responsibility for the health and safety of all members.
To facilitate individual student success through an ethic of care while maintaining a safe and productive community.
As a result of going through the conduct process, students will be able to:
- Understand the philosophy and the purpose of The Student Code
- Articulate the impact of their decision-making on themselves and the community
- Articulate ways they can continue and/or develop positive contributions to the University community
- Identify ways to address their behavior so that it does not negatively impact the community in the future
*While UConn’s process is an educational one and the University hopes to engage students in the learning process, there are certain behaviors (http://community.uconn.edu/possible-sanctions/) that will lead to a separation from the University.
The director of Community Standards reports to the associate vice president for student affairs/dean of students, Dr. Eleanor Daugherty. There are eight staff positions and one graduate assistant reporting up to the director of Community Standards, which is filled on an interim basis by Mr. John Armstrong, a member of the Dean of Students leadership team. The current staffing model of the Office of Community Standards is as follows:
- Associate Director
- 5 Assistant Directors
- Program Assistant
- Administrative Assistant
- Graduate Assistant
At this time, the University is actively recruiting to fill existing vacancies at the assistant director and program assistant levels. To address these temporary vacancies, Mr. Armstrong anticipates augmenting the existing team with support from Residential Life staff who are knowledgeable of the Student Code and experienced in administering student conduct processes. This will afford the incoming director an opportunity to round out the staff organization with the hiring of a new associate director who will complement the team and serve as a key partner with the new leader.
Additional information about the Office of Community Standards
To review the Student Code, policies regarding student behavior, undergraduate academic integrity, sexual and gender misconduct, and information concerning the Student CARE Team, please visit the Office of Community Standards webpage: https://community.uconn.edu/ .
The Division of Student Affairs
Michael Gilbert, Vice President for Student Affairs
Dr. Michael Gilbert joined the University of Connecticut as the vice president for student affairs in the fall of 2013 from the University of Delaware, where he served as the chief student life officer since July 2007. His prior experience includes serving as assistant vice president for student affairs at the Pennsylvania State University. He has held administrative positions at the University of Massachusetts, Northeastern University, North Carolina State University, and the University of Wisconsin-Madison. He earned his BA degree at the University of Vermont, a MEd degree at Michigan State University, and a doctorate in education at the University of Massachusetts Amherst.
Eleanor JB Daugherty, Associate Vice President for Student Affairs & Dean of Students
Dr. Eleanor JB Daugherty joined the Division of Student Affairs at UConn in August of 2014 to assume the role of associate vice president for student affairs and dean of students. In her role, Dr. Daugherty has direct oversight over the Dean of Students Office, Student Health Services, Counseling and Mental Health Services, Wellness and Prevention Services, Community Standards, Off-Campus Student Services, and Residential Life. Prior to coming to UConn, Dr. Daugherty was the assistant vice president for student life and the associate dean of the college for student life and alumni affairs at the University of Chicago. Dr. Daugherty has also held administrative roles at Columbia University and the University of Michigan. She earned her BA degree at the University of Chicago and both a MEd and EdD at Columbia University. Dr. Daugherty’s academic interests include diversity and inclusion among underrepresented college students and is reflected in her doctoral thesis, Access Now: Exploring the Perceptions and Experiences of College Access Among Today’s Youth.
The Division of Student Affairs is organized as follows:
The University of Connecticut is a public land grant, National Sea Grant, and National Space Grant research university in Storrs, Connecticut. It was founded in 1881.
The primary 4,400-acre campus is in Storrs, Connecticut, approximately a half hour’s drive from Hartford and 90 minutes from Boston. It is a flagship university that is ranked as the best public national university in New England and is tied for No. 18 in Top Public Schools and No. 56 in National Universities in the 2018 U.S. News & World Report rankings. UConn has been ranked by Money Magazine and Princeton Review top 18th in value. The university is designated “R-1: Doctoral Universities – Highest Research Activity” with the Carnegie Classification of Institutions of Higher Education classifying the student body as “More Selective”, its most selective admissions category. The university has been recognized as a Public Ivy, defined as a select group of publicly-funded universities considered to provide a quality of education comparable to those of the Ivy League.
UConn is one of the founding institutions of the Hartford, Connecticut/Springfield, Mass regional economic and cultural partnership alliance known as New England‘s Knowledge Corridor. UConn was the second U.S. university invited into Universitas 21, an elite international network of 24 research-intensive universities, who work together to foster global citizenship. UConn is accredited by the New England Association of Schools and Colleges.
The University was founded in 1881 as the Storrs Agricultural School, named after two brothers who donated the land for the school. In 1893, the school became a land grant college. In 1939, the name was changed to the University of Connecticut. Over the next decade, social work, nursing, and graduate programs were established, while the schools of law and pharmacy were also absorbed into the university. During the 1960s, UConn Health was established for new medical and dental schools. John Dempsey Hospital opened in Farmington in 1975.
Competing in the American Athletic Conference as the Huskies, UConn has been particularly successful in their men’s and women’s basketball programs. The Huskies have won 21 NCAA championships. The UConn Huskies are the most successful women’s basketball program in the nation, having won a record 11 NCAA Division I National Championships (tied with the UCLA Bruins men’s basketball team) and a women’s record four in a row (2013–2016), plus over 40 conference regular season and tournament championships. UConn also owns the two longest winning streaks of any gender in college basketball history.
About Storrs, CT
Storrs is a village and census-designated place in the town of Mansfield within eastern Tolland County, Connecticut. Storrs was named after Charles and Augustus Storrs, the two brothers who donated land and money to start an agricultural school in Connecticut that became the University of Connecticut.
The population of Mansfield was 26,543 at the 2010 census. It is dominated economically and demographically by the presence of the main campus of the University of Connecticut and the associated Connecticut Repertory Theatre. In addition to the University, the town of Mansfield is known for its excellent public schools, community-wide events, inclusive and efficient government, parks and preserves, protected open spaces, and agriculture, including a year-round farmers market providing an array of locally grown products.
The University of Connecticut is dedicated to excellence demonstrated through national and international recognition. Through freedom of academic inquiry and expression, we create and disseminate knowledge by means of scholarly and creative achievements, graduate and professional education, and outreach.
With our focus on teaching and learning, the University helps every student grow intellectually and become a contributing member of the state, national, and world communities. Through research, teaching, service, and outreach, we embrace diversity and cultivate leadership, integrity, and engaged citizenship in our students, faculty, staff, and alumni. As our state’s flagship public University, and as a land and sea grant institution, we promote the health and well-being of citizens by enhancing the social, economic, cultural, and natural environments of the state and beyond.
In the spirit of our heritage as a land and sea grant institution, we remain committed to understanding and solving the most significant societal problems. With six campuses and several professional schools across the state, we approach our mission with a commitment to excellence, ethical action, and inclusiveness for which the four interdependent core values define our mission:
The University of Connecticut is dedicated to discovery and communication of breakthrough and foundational ideas; to translation and collaboration across disciplines and communities; and to positive transformation through research, scholarship, and creative works.
UConn’s students will become well-educated leaders and global citizens who excel in addressing the challenges of the 21st century; in them, we will cultivate critical thinking, creativity, and joy in lifelong learning. We will serve the state, the nation, and the world through our research, teaching, and outreach.
Through outreach, research, and partnerships, we promote sustainable development and a happy, healthy, and inclusive society. This engagement is local and global, based on intercultural understanding and recognition of the transnational nature of the challenges and opportunities we face.
In our culturally and intellectually diverse community, we appreciate differences in one another as well as similarities, and aspire to be an increasingly inclusive educational institution that attracts, retains, and values talented people from all backgrounds. We believe in diversity in intellectual approach and outlook. We embrace diversity not as a keyword for token inclusion of the underrepresented, but as a commitment to fostering a welcoming environment in which all individuals can achieve their fullest potential and in which open and respectful communication is facilitated.
With unprecedented support from the state, industry, and donors, UConn is expanding educational opportunities, research, and innovation in diverse fields of study, with an emphasis in science, technology, engineering, and mathematics (STEM) disciplines. UConn is dedicated to creating and disseminating knowledge and innovative ideas and has focused its attention on the importance of the arts, humanities, and social sciences that are an integral part of positioning the institution as a truly great University. Leveraging the strength and resources of the University, UConn is building America’s future workforce, creating jobs, starting and attracting companies, and helping drive economic development in the state and nation.
Since UConn was established in 1881, its faculty, students, and staff have worked to shape a path to excellence, and its graduates have made a vast array of fundamentally important contributions to their professions and communities. UConn has emerged as a nationally ranked university that educates talented students of diverse personal histories, perspectives, and interests. Its graduates contribute in vastly different ways to the State of Connecticut, the nation, and the world, serving as creative leaders in industries, educational institutions, healthcare, government, and nonprofit foundations.
The University is internationally recognized for research in wide-ranging areas, such as additive manufacturing, psychology, gifted and talented education, genomics, human rights, health promotion and disease prevention, visual arts, and linguistics. Through their research and scholarship, UConn faculty members are committed to developing the creativity and talent of students, and promoting their intellectual inquiry across disciplines. Faculty believe in engagement with the State of Connecticut and its citizens, and in the intrinsic value of dedicated service to others.
As the next decade of progress at UConn is forged, this comprehensive academic vision is guided by a singular vision to achieve excellence in all aspects of our mission as a University—research, education, service, and engagement. These goals and strategies form the basis for informed decision-making for faculty and staff hiring, infrastructure, operating budget, and space allocation; all in support of our extraordinary disciplinary and interdisciplinary research and educational programs.
In recent years, UConn’s ranking by U.S. News & World Report among public universities has risen from No. 38 in 1998 to No. 22 today. Many initiatives, including UConn’s plan to hire several hundred faculty over the next few years, the emerging programs in partnership with The Jackson Laboratory, as well as the nearly $1.7 billion investment in Next Generation Connecticut and the $900 million investment in Bioscience Connecticut—both major investments by the state—present exciting opportunities and unique challenges for University research endeavors. Partnerships with United Technologies, General Electric, Northeast Utilities, and other industries through UConn’s Technology Park also are helping to secure UConn’s place as an institution of the highest rank among public research universities.
Susan Herbst, President (2010 – 2019)
Dr. Susan Herbst was appointed as the 15th President of the University of Connecticut by its Board of Trustees in December of 2010, and arrived on campus in June of 2011. She is the first female president of the University.
Since her arrival, President Herbst has led multiple initiatives to strengthen teaching, research, and service at the University. Chief among them is her four-year plan, approved by the University’s Board of Trustees in December 2011, to hire 300 new tenured or tenure-track faculty members at UConn—above and beyond filling vacancies—to significantly enhance course offerings and the University’s research capability. The initiative has resulted in new faculty hires across multiple disciplines, including both the sciences and humanities, building on existing faculty strengths as well as investing in emerging fields.
President Herbst has also led the implementation of two recent major state investments in UConn: Next Generation Connecticut and Bioscience Connecticut, both of which were passed by the Connecticut state legislature and signed into law by Governor Dannel P. Malloy in 2013 and 2011, respectively.
President Herbst also is credited with relocating one of UConn’s regional campuses back to downtown Hartford, where it was initially located in 1939 before being moved out of the city in the 1970s. The $115 million project houses approximately 2,300 students and 250 employees. President Herbst has also been instrumental in increasing the level of philanthropic giving to UConn through the UConn Foundation.
Herbst will pass the mantle of leadership to her successor in summer 2019.
Thomas C. Katsouleas, President (beginning August 1, 2019)
Dr. Thomas C. Katsouleas, a leading plasma scientist and engineer with deep academic roots in teaching and research, has recently been appointed the 16th president of the University of Connecticut. He will assume the presidency of UConn effective August 1, 2019.
Dr. Katsouleas has been executive vice president and provost at Virginia since 2015, having been appointed to the position after serving for seven years at Duke University as the dean of the Pratt School of Engineering and professor of electrical and computer engineering. As the top academic officer at Virginia, Dr. Katsouleas currently leads six undergraduate and six professional schools with enrollments of more than 16,000 undergraduates and more than 6,700 graduate students. In addition to focusing on the research and academic enterprises, he has a special interest in ensuring the quality of the student experience through ensuring diversity, shared values of respect and responsibility, and recruiting highly talented faculty whose backgrounds reflect those of the students they teach.
Dr. Katsouleas earned his bachelor’s degree summa cum laude in 1979 from UCLA, after transferring there from Santa Monica Community College, and stayed at UCLA to pursue and receive his PhD in physics in 1984. He was a researcher and faculty member at UCLA for seven years after receiving his PhD, before joining the University of Southern California faculty as an associate professor of electrical engineering in 1991, becoming full professor in 1997. He also was an associate dean of USC’s engineering school and vice provost of information technology services.
Dr. Katsouleas is a leading scholar in the field of plasma science and has authored or co-authored more than 250 publications. He has deep roots in academe, having served a term as president of the Faculty and Academic Senate at USC during his time in its engineering school.
He is a fellow of the American Physical Society and the Institute of Electrical and Electronics Engineers (IEEE). While at Duke, he also created the Grand Challenge Scholars Program of the National Academy of Engineering (NAE), a program now emulated at more than 120 universities across the U.S. and in several countries around the world.
Among his many goals at UConn, Dr. Katsouleas expects to focus strongly on supporting innovation, enhancing the University’s connections with alumni and philanthropic supporters, and capitalizing on the state’s investments to aggressively expand UConn’s impact on the economy and innovation. He states that “one of [his] highest priorities is to grow research at UConn. That means making strategic investments in faculty and facilities with the goal of doubling research here over the next seven to 10 years.”
Dr. Katsouleas has demonstrated that he is also passionate about teaching and the value of designing courses in ways that help students learn in authentic, experiential ways that best prepare them for transitioning their knowledge later into successful careers. In his spare time, Dr. Katsouleas enjoys sailing, swimming, surfing, water skiing, and other water sports. In fact, the former ocean lifeguard has jokingly noted that he competed “briefly, proudly, and ingloriously” as a student-athlete playing water polo during his college days.
He has also been known at past universities to scoot across campus on his personalized skateboard, explore the surroundings by motorcycle, and is as comfortable discussing plasma physics as he is catching a wave. Dr. Katsouleas states that he “looks forward to bringing to the UConn presidency an ambitious agenda, a lot of energy, and [his] skateboard.”
The Academic Program
Academic Programs & Degrees
- 14 Schools & Colleges
- 7 undergraduate degrees: 113 majors
- 17 graduate degrees: 90 research and professional practice fields of study
- 6 professional degree programs (JD, LLM, MD, DMD, PharmD, SJD)
Schools and Colleges
- College of Agriculture, Health and Natural Resources
- School of Business
- School of Dental Medicine
- School of Engineering
- School of Fine Arts
- The Graduate School
- School of Law
- College of Liberal Arts and Sciences
- School of Medicine
- Neag School of Education
- School of Nursing
- School of Pharmacy
- Ratcliffe Hicks School of Agriculture
- School of Social Work
The Student Body (Fall 2018 data)
Total Student Enrollment – 32,257
- 19,133 Undergraduate at Main Campus
- 4,845 Undergraduate at Regional Campuses
- 23,978 Subtotal Undergraduate
- 7,004 Graduate (M.A./Ph.D., incl. 311 at UConn Health)
- 496 Law
- 168 PharmD
- 425 Medicine
- 186 Dental Medicine
- 8,279 Subtotal Graduate/Professional
Entering Freshmen at Main Campus, Fall 2018 – 3,748
- 2% were in top 10% of high school class
- 84% were in top 25% of high school class
- 70valedictorians and 78 salutatorians
- 345% more minority freshmen than in Fall 1995
- Since 1995: 2,557 valedictorians and salutatorians enrolled at all campuses
Undergraduate – 23,978 Grad/Professional – 8,279
Undergraduate: 51% Grad/Professional: 53%
Undergraduate: 35% Grad/Professional: 20%
Undergraduate: 8% Grad/Professional: 24%
Undergraduate: 76% Grad/Professional: 65%
The University of Connecticut provides a competitive benefits package to all eligible employees, including:
- Health Care Options for Employees
- CHET – Connecticut Higher Education Trust 529 College Savings Program
- Dependent Care Assistance Program (DCAP)
- Disability Insurance
- Graduate Assistant Benefit Program
- Medical Flexible Spending Account Program (MEDFLEX)
- Retirement Plans
- Tuition Program
For a more detailed look at UConn benefits, visit: https://health.uconn.edu/human-resources/services/benefits/
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 Valerie B. Szymkowicz at email@example.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Visit the University of Connecticut website at uconn.edu
The University of Connecticut is an AA/EEO Employer, and encourages applications from women, veterans, people with disabilities and members of traditionally underrepresented populations.