The Opportunity

Maryland Institute College of Art (MICA) is the oldest continuously degree-granting college of art and design in the nation. The College focuses on cultivating a new generation of artists capable of seamlessly integrating innovation, entrepreneurship, and creative citizenship with contemporary approaches to art, design, and media. Located in Baltimore, MICA is proud of its community connections and contributions to the local creative economy. As a leader in art education, MICA has produced nationally and internationally recognized professional artists and designers who work across the country and around the globe.

The Student Counseling Center (SCC) provides brief treatment aimed at facilitating student adjustment, improving functioning, resolving emotional distress, and relieving acute symptoms. Staff in the SCC offer a range of services designed to prevent and treat mental health concerns, including psychotherapy, crisis and emergency consultation, psychoeducational workshops, and campus programming. Co-located in the Health and Wellness Center with the Student Health Center, Health Education Programming, and the Fitness Center, the SCC is accessible to MICA students for scheduled appointments, drop-in crisis sessions, and after-hours consultation for mental health emergencies.

The Position

Role of the Director of the Student Counseling Center for Maryland Institute College of Art

Reporting to the associate vice president for student health and wellness, the director will serve as the chief administrator for the SCC and deliver high-quality clinical services and educational programs for students. The director oversees operations, including strategic planning, budget management, assessment, and team leadership of one full-time clinician, two part-time clinicians, a consulting nurse practitioner, psychology student trainees, and an administrative assistant. The director is expected to carry a minimal caseload of clients. The ideal candidate is a compassionate, authentic administrator and practitioner who is enthusiastic about working with college students. The director will be a member of a leadership team within the division of student affairs and will collaborate and consult with others to engender a wellness ethos among the college community.

Additional duties and responsibilities of the director of the student counseling center described in the institutional job description include the following.

  • serves as the chief administrator and provides direct counseling services, as well as full participation in the emergency response system, which will necessitate some after-hours and weekend work
  • maintains extensive cooperative and collaborative relationships with students, faculty, and staff within MICA
  • maintains active involvement in professional organizations and contributes to the field through presentations at national and regional conferences and/or research scholarship
  • conducts trainings and provides support when necessary for residential life and other staff and faculty across campus
  • plans and conducts research and prepares operational reports and analysis
  • identifies trends related to student needs and recommends appropriate programs and solutions
  • establishes long and short-range departmental goals and objectives and devises methods to improve the overall effectiveness of counseling programs
  • participates on the College’s behavioral intervention team (BIT)
  • provides consultation to faculty, staff, students, and parents on mental health issues (within limits defined by confidentiality)
  • works closely with the manager of student health and the health promotion educator to provide coordinated efforts in areas that relate to mental health, physical health, and other areas of wellness
  • works closely with the associate vice president for student health and wellness on divisional and college-wide priorities
  • supervises and manages time and payment of consulting psychiatric nurse practitioner
  • conducts programs in residence halls and elsewhere on campus as requested
  • maintains a high standard of professional ethics consistent with the guidelines of the state licensing board that regulates the practice of clinical social work or psychology depending on the director’s professional degree
  • serves on administrative committees, and attends directors’ meetings and planning retreats
  • performs other related duties within the scope of practice as assigned

History of the Position

Two individuals in the position’s history have held this role. The inaugural director served for over 20 years and retired in 2017; the succeeding director resigned in spring 2020. Since then, the associate director, Andrea Regenberg, has been serving as the interim director.

Opportunities and Challenges of the Role

The successful director will need to be prepared for a number of leadership challenges and opportunities, including, but not limited to the following.

Aligning services with the identified student needs

The new leader will begin their role as COVID-19 public health issues ebb and flow in the community, and they will be required to assess the impact on student mental health needs over time. Services have been adjusted since spring of 2020 to provide teletherapy and increased case management to assist students living outside of Maryland. In the coming months, the SCC will closely monitor the mental health needs of students and utilize a variety of modalities to address those needs, including psychotherapy, therapeutic groups, in-class presentations, and outreach.

Leading from a robust clinical framework

The successful candidate will be a strong clinician who can lead and support other clinicians and trainees. Understanding that student needs are the primary focus, the director will staff and supervise the SCC with collaboration and quality service delivery at the fore. A creative problem-solver, the new leader will develop systems that honor and strengthen current partnerships while navigating difficult situations that arise as the community cares for students with mental health challenges.

Providing mental health care for a diverse student population

A welcoming, student-centered professional, the director will enjoy working with college students and be comfortable caring for a diverse student population, including being skilled at providing gender-affirming mental health care. Further, the director will demonstrate a sensitivity to and interest in the unique concerns of students involved in artistic pursuits in the highly specialized and demanding educational environment at MICA. The new leader will engage positively with the MICA community, attending orientation activities, developing outreach programs with other departments, and initiating wellness programs for the campus. The new director will be a member of a leadership team within the division of student affairs and will collaborate and consult with others to engender a wellness ethos among the college community.

Measures of Success

At an appropriate interval after joining MICA, the new director will have:

  • become a valued and trusted member of the MICA community, known by faculty, staff, and students;
  • assessed student mental health and wellness needs and implemented innovative practices to deliver high quality, efficient, and culturally sensitive programs, services, and operations of the student counseling center;
  • developed strong working partnerships within the College, including with direct reports, students, faculty, and key institutional colleagues;
  • established relationships with the Baltimore health and wellness community and be working to solidify partnerships and collaborations within the community; and
  • become a highly visible leader on campus, authentically representing the student counseling center and the division of student affairs to the campus community.


Qualifications and Characteristics

The successful candidate will have the following qualifications: a doctoral degree in clinical psychology, counseling psychology, clinical social work, or a related discipline; licensure or licensure eligibility in the state of Maryland within six months of start date; a minimum of five (5) years of work experience as a licensed mental health provider; and a minimum of one (1) year in a supervisory role. Additionally, the ideal candidate will have experience with diverse populations, including familiarity and sensitivity in interactions with members of the LGBTQIA+ community. Additionally, the candidate will understand HIPAA, FERPA, the Clery Act, and Title IX and sexual assault federal regulations, developmental issues central to adolescents and young adults, and demonstrate sensitivity to and interest in the unique concerns of students involved in artistic pursuits in a highly specialized and demanding educational environment. The ideal candidate will be proficient in using a HIPAA-compliant electronic medical records system, specifically Titanium.

In addition to the qualifications stated above, key stakeholders identified the following list of additional capabilities and attributes of a successful candidate.

  • demonstrated interest in a student-centered approach to provide services that meet the needs of the community
  • evidence of a relational skill set that emphasizes the ability to connect positively with others
  • commitment to serve as a strategic partner with other departments
  • willingness to listen to students, give them feedback and involve them in problem-solving as they advocate for wellness solutions on campus
  • exhibit a team-oriented approach to student mental health and well-being
  • articulate a capacity to lead and participate in cross-functional dialogues to engender a wellness ethos among the college community

Institution & Location

Overview of the Student Counseling Center

The student counseling center is open to all students enrolled in a full-time undergraduate, graduate, or post-baccalaureate program and currently provides the following services.

  • individual counseling by SCC staff to assess the concerns presented, work with students to develop goals, and offer a thoughtful strategy to achieve the identified goals
  • case management services to assist students in finding mental health services
  • drop-in/crisis sessions – any student can access one-time drop-in/crisis counseling sessions

Leadership of the Division

Michael Z. Patterson, vice president for student affairs and dean of students 

Michael Patterson has served as the vice president for student affairs and dean of students since December 2014. In this role, Mr. Patterson provides leadership for all aspects of the Division of Student Affairs, including but not limited to the Center for Student Engagement, the Joseph Meyerhoff Center for Career Development, the Center for Identity and Inclusion, Residence Life and Off-Campus Housing, the Student Counseling Center, the Student Health Center, and the Fitness Center. Mr. Patterson is also the College’s lead retention officer and serves as a Deputy Title IX Coordinator.

Mr. Patterson started at MICA in 2001 and served in multiple roles at the College before being appointed vice president: director of student activities, director of residence life, and associate dean for student life and judicial affairs. Mr. Patterson worked at multiple institutions before coming to MICA, and his professional experience has focused on smaller, interdisciplinary campuses that allow for thoughtful, engaged communities. During his tenure as vice president, the Division of Student Affairs has consistently strengthened its role in the education of MICA’s students.

Mr. Patterson has an undergraduate degree in elementary education from Skidmore College in Saratoga Springs, NY, and a Master of Education from the University of Delaware. He has received certifications from a wide array of professional experiences.


Judith M. Kinney, PhD, associate vice president of student health and wellness 

As the associate vice president of student health and wellness, Dr. Kinney oversees all campus-related student wellness departments, including the Student Counseling Center, Student Health Services, MICA Fitness/Health Promotion, Accessibility and Disability Services,  and Student Development. In this role, she and her team seek to promote a holistic and integrative Wellness Model focused on eight (8) areas of student well-being. As a clinician and administrator with over 25 years of experience in behavioral health care and student affairs administration, Dr. Kinney is committed to supporting the healthy development and growth of emerging adults.

Dr. Kinney is a member of several national and local professional organizations, including the Maryland Psychological Association (MPA), ACHA, NASPA, ACPA, and the Maryland BIT Affinity Group.

Dr. Kinney received her PhD in clinical psychology from American University, her MA from the former Loyola College in Maryland in clinical psychology, and her BA in psychology from the University of Virginia.


Andrea Regenberg, LCSW-C, interim director

Ms. Regenberg received her master’s degree in social work from the University of Maryland at Baltimore in 1996 and has been working in MICA’s Student Counseling Center since 2014. Andrea has worked extensively with teenagers, young adults, and their families. Andrea’s work and training has focused on concerns ranging from poverty, substance abuse, and learning difficulties to anxiety, depression, and the autism spectrum. Working with undergraduate and graduate students is particularly interesting to her as they strive to better understand themselves and how they can best function. Andrea is invested in the city of Baltimore and is interested in politics and social justice.

Institutional Overview

Institutional background/history

Acknowledged nationally as a premier leader in art and design education, MICA is deliberately cultivating a new generation of artist – one that is capable of seamlessly integrating innovation, entrepreneurship, and creative citizenship with contemporary approaches to art, design, and media.

MICA is redefining the role of the artists and designers as creative, solutions-oriented makers and thinkers who will drive social, cultural, and economic advancement for our future.

As the oldest continuously degree-granting college of art and design in the nation, MICA is located in Baltimore and is deeply connected to the community. It is a leading contributor to the creative economy regionally, and a top producer of nationally and internationally recognized professional artists and designers.

Baltimore, MD

Baltimore was established in 1729 and was created as a port for shipping tobacco and grain. At the outbreak of the American Revolution, it was a bustling seaport and shipbuilding center. The Continental Congress met in Baltimore (December 1776–March 1777) when it was feared that the British would attack Philadelphia, then the national capital.

Baltimore is about 40 miles northeast of Washington, DC. It lies at the head of the Patapsco River estuary, 15 miles above Chesapeake Bay. Baltimore is Maryland’s largest city and economic center and constitutes the northeastern hub of the Baltimore-Washington metropolitan area. Separated from Baltimore County in 1851, the city is the only city in Maryland not located within a county. The population of Baltimore is 585,708 (2020 census).

Mission, Vision, and Tenets

MICA’s Mission, Vision, and Tenets were approved by the Board of Trustees on May 22, 2017.

The entire MICA community—alumni, faculty, parents, staff, students, and trustees—were engaged in rearticulating our Mission and Vision Statements and generating the philosophy underpinning them and the new Tenets. The inclusive process involved convenings, small group discussions, open surveys, and individual conversations. We also sought input from external stakeholders in various fields. The steering committee was co-led by the president and chair of the Faculty Executive Committee. This full engagement has ensured that the outcomes are thoughtful and, importantly, an authentic reflection of MICA as we are today and what we aspire to be going forward.

The Mission statement expresses MICA’s fundamental rationale for existence. Our Vision describes the long-range change that inspires our Mission. And our Tenets undergird MICA’s culture, personality, and actions.


EMPOWER students to forge creative, purposeful lives and careers in a diverse and changing world. THRIVE with Baltimore. MAKE the world we imagine.


A just, sustainable, and joyful world activated and enriched by artists, designers, and educators who are valued for their leadership and imagination.


  • We assert the centrality of artists, designers, and educators in society.
  • We shape culture.
  • We flourish through collaboration.
  • We embrace differences and champion equity.
  • We invent through thoughtful disruption.
  • We strive for excellence and rigor.
  • We act with intent and critical appraisal.
  • We model a community of care.
  • We take pride in our resilience.
  • We exemplify passion and conviction.
  • We have fun.

Core Values

In 2012, the Civility Task Force, composed of faculty and staff, led the initiative for the entire faculty and staff to identify its core values. They worked deliberately and inclusively to identify values they perceived as central to the health of the MICA community. Their results are the nine values that follow. The present Core Values Committee, comprising faculty, staff, and students, carries forth its mission to increase awareness and determine how to best encourage them.


We strive across our positions on campus for a high level of professionalism in our work.

We take pride in the work we do and strive to learn all aspects of our job and perform to the best of our ability. We work hard to resolve the questions and requests of others in a timely manner. We recognize that professionalism is a contagious quality, and we strive for professionalism to be systemic within our working environments. Each of us seeks to understand our individual job on campus and also recognize that each role is integral to MICA’s success. We identify excellence as an important quality in supporting MICA’s top tier ranking among art and design colleges. We take pride in our individual Department and Division, as well as MICA as an institution of higher education.


We engage and interact with one other in a participatory manner as we seek to serve and support the educational experience of MICA students.

As faculty and staff, we are all invested in providing a positive student experience that helps to increase student retention and persistence and strengthens MICA’s reputation. We look for opportunities to allow all staff to have opportunities for interactions with students and to learn about the educational process for fine artists, designers, and educators. We also seek engagement opportunities that allow faculty and staff across the College to meet one another and learn about the work of each Division and Department, particularly engagement that transcends technological communities and allows for human interaction. As an educational community, we also understand the importance of engagement with the larger community of Baltimore and support MICA’s multifaceted efforts and initiatives to collaborate with the communities within our city.


We seek a diverse faculty and staff population that is inclusive and respectful of everyone.

We are a community that seeks to provide equal employment, educational and social opportunities for all persons, without regard to race, color, religion, sex, national origin, age, size, veteran status, disability, political affiliation, sexual orientation, or gender identity/expression. We value and appreciate the differences that our community represents. We strive to create a welcoming and nurturing environment for all who work here; we also recognize the importance of all faculty and staff in creating and fostering a climate to help all students succeed academically. We understand that a culturally diverse population broadens our educational knowledge and creates an opportunity for a deeper appreciation and acceptance of others.


We aspire to a level of organizational and community excellence that is reflective of MICA’s world-class academic reputation.

We recognize that in order to achieve excellence in our work and within our community, a variety of structures are needed, including short and long-term planning, exploration of new ideas, enrichment & professional development programs, accountability, and attention to health and well-being of faculty/staff members.

Examples of MICA’s commitment to excellence include in-depth publications & web-based communications, innovative curriculum, high expectations for student work, highly profiled collaborations & exhibitions, community engagement initiatives, and the aesthetic appeal of the campus architecture.


We value a friendly and welcoming sense of community at MICA where personally meaningful, caring, and respectful relationships can grow and thrive.

We strive to work together, sharing resources and knowledge, united by a common purpose to advance the educational mission of MICA. We value a community where all contributions to the College are recognized, and every member is appreciated and acknowledged for their good work. We value a community where people have the opportunity to celebrate and make meaningful occasions together. We also recognize that our community is a permeable one, strengthened and nourished by the relationships that connect MICA to the rest of Baltimore and the world.


We believe effective communication is the foundation for connecting our community.

We support each other and the mission of the College by participating in timely, thoughtful, and frequent communication. We strive for transparent communication as the cornerstone of the college culture. We seek out ways to facilitate cross-departmental communication and sharing. We recognize the role of technology for efficient communication but strongly support mechanisms that facilitate personal interactions, particularly across MICA’s Divisions and Departments.


We strive to cultivate a culture of equality and fairness where all individuals benefit from human resource processes conducive to strengthening job performance and cultivating professional development.

We believe that each member of the MICA community benefits from a collective ethos of fairness, accountability, equality, and equal access. We encourage consistent reflection and analysis about how policies and procedures can be established and applied unilaterally to create an organizational environment conducive to individual development, professional aspirations, and equality. We will provide all community members with information related to shared governance structure and policies in order that they may know how to access resources and support related to their employment at the College. We aspire to an organizational culture where all individuals and groups can engage across campus within a community of fairness and respect for one another.


We are a campus filled with likely and unlikely artists proud to be committed to this creative institution.

Our communal creativity comes in different shapes and forms, and we value the diverse creative spirit on our campus. MICA attracts people who want to be a part of an art-making community and who understand the value of a creative education. We recognize that creativity is a central component to leading a fulfilling life and therefore we must work to facilitate opportunities for creative thinking and practice campus-wide. If we are to value creativity, and the spirit of that which is new and important, we must embrace and sustain opportunities to engage faculty, staff, students, and administration in creative practices together so that we may discover the creativity inherent in all of our collective work on campus.

Respect (Dignity)

We believe that all people at MICA deserve to be treated with respect, civility, and dignity.

We value respect and believe it should be the foundation of our campus culture. Establishing a respectful campus involves a commitment from every individual to respect our campus, our community, and ourselves. We seek to develop and maintain a campus culture where all people are valued, cultural and artistic diversity is celebrated, and individual differences are honored. Every member of the community must be a steward towards eliminating all forms of disrespect and ensuring the physical and emotional safety of the entire campus.

Strategic Plan 2021–2026

After collectively creating a new mission and vision that articulates the College’s foundational values, beliefs, and aspirations, the MICA community is now shaping its next strategic plan – a five-year action roadmap culminating in MICA’s bicentennial in 2026.

The strategic planning process calls out a transformative educational approach embraced by MICA – Integrative Education. We envision it as a proudly art and design-centered education that intersects with multiple fields and spheres, empowering MICA graduates to succeed and contribute in a diverse and changing world.

The goal of the Strategic Plan is to be a National and International Model of Integrative Education in Art and Design.

To read more about the strategic plan:


Samuel Hoi, President

Samuel Hoi is an experienced and innovative higher education leader and an advocate for art and design education, committed to the belief that creative professionals are the drivers in social, economic, and cultural advancement.

Hoi was recently named as a 2017-2018 Art of Change Fellow by the Ford Foundation, which supports visionary artists and cultural leaders.

Prior to arriving at MICA, Hoi was president of Otis College of Art and Design. Under Hoi’s leadership, enrollment at Otis increased as much as 34 percent, operating resources more than doubled, and the endowment more than tripled, attributable in part to a 200 percent increase in individual donors. Hoi shepherded new academic initiatives involving innovative partnerships and community engagement, such as the Creative Action: Integrated Learning curriculum that places art and design education in real life context. He also launched the annual Otis Report on the Creative Economy of the Los Angeles Region, which was recently expanded statewide in California. During Hoi’s tenure as president, Otis was the only art college in the inaugural group of 76 colleges and universities qualified by the Carnegie Foundation for the Advancement of Teaching for its new elective Community Engagement Classification.

Prior to joining Otis, Hoi was director of the Paris campus of Parsons School of Design and dean of the Corcoran College of Art and Design in Washington, DC. While at the Corcoran, he created the award-winning Visual Arts Community Outreach Program serving the inner-city youth of Washington, DC, and helped diversify offerings, growing continuing education registrations by 50 percent and related revenue by 100 percent. He also oversaw a 24 percent degree program enrollment growth and a physical expansion at the Corcoran.

Hoi is the immediate past chair of United States Artists (USA), serves on the board of directors of the James Irvine Foundation, and was recently a member of the Los Angeles Coalition for the Economy and Jobs. He is a member of the National Advisory Board of the Strategic National Arts Alumni Survey Project (SNAAP) and the board of the Association of Independent Colleges of Art and Design (AICAD), which he chaired from 2004-2009. He has also served on the boards of many other organizations, including the National Association of Schools of Art and Design (NASAD), the Alliance for Young Artists and Writers, the Arena Stage, Leadership Washington, and Arts and Humanities Education Collaborative, Inc. Hoi has juried numerous exhibitions and served on panels for, among others, the National Endowment for the Arts, Ford Foundation, Pew Center for Arts & Heritage, Surdna Foundation, Wallace Foundation, and California Community Foundation.

Hoi’s multifaceted background includes membership (retired status) in the New York Bar, a Juris Doctorate degree from Columbia Law School, a bachelor’s degree from Columbia College, where he graduated summa cum laude, and an AAS degree in illustration from Parsons. He is a member of Phi Beta Kappa and holds honorary doctorate degrees from the Corcoran College of Art and Design and Otis College of Art and Design. In addition, he was decorated in 2006 by the French government as an Officer of the Ordre des Palmes Académiques.

Majors and Minors (Undergraduate)

  • First Year Experience
  • Animation (Major)
  • Animation (Studio Minor)
  • Architectural Design (Studio Minor)
  • Architectural Design (Major)
  • Art Education 5-Year (B.F.A./M.A.T.)
  • Art History (Minor)
  • Art History, Theory, and Criticism (Major)
  • Book Arts (Studio Minor)
  • Ceramics (Studio Minor)
  • Ceramics (Major)
  • Curatorial Studies (Studio Minor)
  • Drawing (Major)
  • Ecosystems, Sustainability, and Justice (Major)
  • Experimental Fashion (Studio Minor)
  • Fiber (Major)
  • Film and Video (Studio Minor)
  • Film and Video (Major)
  • Filmmaking (Studio Minor)
  • Game Design (Studio Minor)
  • Game Design (Major)
  • General Fine Arts (Major)
  • Graphic Design (Major)
  • Graphic Design (Studio Minor)
  • Studio and Humanistic Studies (Major)
  • Studio and Humanistic Studies (Minor)
  • Illustration (Studio Minor)
  • Illustration (Major)
  • Interactive Arts (Studio Minor)
  • Interactive Arts (Major)
  • Interdisciplinary Sculpture (Major)
  • Liberal Arts Core Curriculum
  • Painting (Studio Minor)
  • Painting (Major)
  • Photography (Studio Minor)
  • Photography (Major)
  • Printmaking (Studio Minor)
  • Printmaking (Major)
  • Product Design (Major)
  • Sequential Art (Studio Minor)
  • Sound Art (Studio Minor)
  • Sustainability & Social Practice (Studio Minor)
  • Theatre (Studio Minor)


Exhibitions play a major role in both academic and student life at the College.

Students at MICA have many opportunities to show work, beginning in freshman year. In addition, three major gallery spaces on campus mount curated exhibitions by outside artists and exhibitions of faculty and student work. With nearly 100 exhibitions each year, students literally cannot go to class without passing an exhibition.

Major gallery spaces include the Decker and Meyerhoff Galleries in the Fox Building and the Pinkard Gallery in the Bunting Center. Additional galleries in Bunting, Fox, Main, Meyerhoff House, Gateway, and Brown Center and numerous informal exhibition spaces across campus are devoted to student work. Students regularly create installations in campus public spaces.

  • Fanny Fox Decker Gallery
  • Fox 2 Gallery
  • Fox 3 Gallery
  • Leidy Atrium
  • Leidy Gallery at Fred Lazarus IV Center
  • Main O Gallery
  • Meyerhoff Gallery
  • Middendorf Gallery
  • Pinkard Gallery
  • Rosenberg Gallery
  • Sheila & Richard Riggs Gallery
  • Student Space Galleries

The Student Body

The college enrolls nearly 3,500 undergraduate, graduate, and open studies students from 49 states and 52 countries.

MICA’s student-faculty ratio is 8:1.


Benefits Overview

Benefits Overview

  • Medical insurance
  • Dental insurance
  • Vision care
  • Retirement plan
  • Life insurance
  • Short term disability insurance
  • Long term disability insurance
  • Employee assistance program
  • Pet-friendly campus for employees

For more information:


Application & Nomination

Application and 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 Ashley Knight at Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the Maryland Institute College of Art website at

MICA is proud to be an equal opportunity employer. It is the policy of the College to apply recruiting, hiring, promotion, compensation, and professional development and disciplinary practices without regard to race, religion, color, age, gender identity or expression, national origin, citizenship, marital or parental status, sexual orientation, disability, or any other legally protected status. Further, our College provides reasonable accommodation to persons with mental or physical disabilities.

Spelman Johnson has prepared this document based on personal interviews and information copied, compiled, or quoted in part from source documents obtained from our client, and as such, the contents of this document are believed to be reliable. While every effort has been made to ensure the accuracy of this information, the original source documents and factual situations govern, and the limited material presented here should be relied upon for informational purposes only.