Nestled in the lush Willamette Valley, within an easy drive to both the Pacific Ocean and the Cascade Mountains, the University of Oregon (UO) is renowned for its research prowess and commitment to teaching. Founded in 1876, the UO currently enrolls over 22,980 students from all fifty states and more than 100 countries. Comprised of nine schools and colleges, the University of Oregon is one of just two institutions in the Pacific Northwest selected for membership in the prestigious Association of American Universities and leads the nation in finding creative solutions to environmental challenges.

Reporting to the Division of Student Life, the University Career Center helps students as they prepare for the world of work and success upon graduation. Through career education and preparation, as well as networking, community building, and connecting students to experiential and employment opportunities, the University Career Center serves as catalyst and incubator that helps transform aspirations into reality.

The Position

Responsibilities of the Position

The Executive Director provides strategic, data-informed leadership of the UO’s career ecosystem, collaboratively partnering with the campuses’ career and advising professionals to provide students with the guidance, resources, and opportunities needed to launch their professional lives. Providing comprehensive programs, services, and outreach to both students and employers/internship sponsors, while deliberately increasing First Destination outcomes, is an essential responsibility of the Executive Director.

As a key student-success unit, the University Career Center supports the mission of the University, serving students across all nine schools and colleges. The Executive Director actively partners with the College of Arts and Sciences and the Division of Undergraduate Studies to blend academic and career center advising, services, programs, and spaces to improve student success and increase appreciation of the real-world application of competencies derived from the study and infusion of arts and sciences across all disciplines. As the UO expert on career development, labor trends, and related career services, the Executive Director will communicate post-collegiate outcomes, share best practices, promote cross-departmental and divisional data sharing, facilitate cross-training of college and career advisors, advance the use of technology, and foster creative strategies and solutions that address evolving needs and expectations of both student and employers.

Devising intentional strategies that engage and support career readiness among diverse student populations—including underrepresented, under-resourced, international, non-traditional, and veteran students—is an important priority for the Executive Director and their team. Working within and beyond a newly designed and constructed $39 million facility, Tykeson Hall, the Executive Director will lead a team of 20 administrative, classified, and graduate employees, and is responsible for administering an annual budget of $1.5 million from state general funds, income, grants, and gifts. The Executive Director will report to the Vice President for Student Life and will continuously cultivate and manage a broad spectrum of internal and external working relationships, including with faculty; academic and student life administrators; admissions and enrollment management, advancement, alumni relations, and institutional research colleagues; UO alumni; governmental leaders; and employers.

Additional duties as outlined in the institutional job description include:

  • Design, establish, and maintain an organizational structure and staffing plan to effectively accomplish the Center’s goals and objectives; supervise the recruitment, training, supervision, and evaluation of staff through direct supervision as well as through the work of subordinate supervisors.
  • Oversee the development of an assessment and research agenda that is based on sound data.
  • Supervise the acquisition, maintenance, and dissemination of information regarding career fields, employment opportunities, and specific employers for full-time, part-time, internship, and work-study opportunities.
  • Direct programs and services designed to equip students and alumni with necessary professional skills and employment preparation strategies.
  • Oversee marketing strategies and resources to identify and bring recruiters and potential employers to campus.
  • Effectively represent the University Career Center to various on- and off-campus groups, including employers, media, student groups, parents, professional associations, faculty, and the general public, including speaking engagements and presentations.
  • Oversee the development and maintenance of Internet applications and databases that support and deliver career services to the university, students, alumni, and employers.
  • Direct the preparation, administration, assessment, and analysis of data related to the post-graduate career experience of UO students.
  • Serve as a member of the Student Life Leadership Team; contribute to the overall direction of the Division of Student Life and the implementation of divisional strategic planning efforts.
  • Engage students in operations of the University Career Center through cultivating and leading a student advisory council.

Characteristics of the Successful Candidate

An advanced degree in student affairs, higher education administration, counseling, business, or related discipline and at least ten years of progressive professional experience in career services, student affairs, corporate recruitment, business, or development are required. The successful candidate will also possess: demonstrated understanding of current issues, best practices, and emerging trends in higher education career services, outcomes assessment, employment trends, and job markets; at least five years of professional experience in personnel management, including supervision of full-time staff, organizational and employee development, and performance management; five or more years of professional budget management experience, including oversight of budget development, revenue generation, and resource allocation; and a strong belief in a liberal arts education coupled with the ability to communicate the value of a liberal arts-based skill set and its relationship to career readiness and success.

Additional professional competencies that will be considered in the selection of the Executive Director include: ability to work effectively with persons from culturally diverse backgrounds and to foster inclusive excellence in all facets of one’s work; strong organizational skills, including strategic planning and change management facility; ability to create a vision and gain buy-in from key stakeholders; demonstrated leadership and decision-making capability; excellent ability to build collaborative and cooperative partnerships across many varied constituents and stakeholders, including students, family members, faculty, staff, employers, alumni, and donors; a clear passion for enhancing the student experience and advancing student learning; superior written, verbal, and interpersonal communication skills; and demonstrated knowledge and facility in applying current and emerging technology to enhance career center operations and services.

Several UO stakeholders also indicated the following capabilities and attributes would be attractive in a successful candidate:

  • Possess a bold, forward-looking vision of career services and framework for supporting post-collegiate student career-related outcomes that is readily understood by others and can be operationalized.
  • Be data-driven and capable of communicating the value and impact of University Career Center’s work and student outcomes to varied constituents.
  • Demonstrate a highly collaborative and diplomatic approach to leadership, inviting input and investment from others—be equally adept at leading and contributing as a team player.
  • Exhibit a high facility for connecting people, ideas, trends, opportunities, and solutions.
  • Be authentic, projecting personal warmth, transparency, and an appropriate sense of humor.
  • Demonstrate well-developed management capabilities, influencing skills, and political savvy—including the facility to build capacity in others and to manage up, down, and across a complex organization.
  • Bring a continuous improvement mindset to all facets of one’s work.
  • Possess a broad spectrum of experience and professional networks not limited solely to higher education.
  • Demonstrate excellent organization skills and ability to prioritize.
  • Embrace ambiguity and be comfortable with change, equipped to move in new directions as circumstances and opportunities require.

History of the Position

The leadership position as director of the Career Center was last held by Daniel Pascoe Aguilar. Pascoe Aguilar joined the University of Oregon in 2011 as senior associate director and moved successively into the role of co-director and, by 2012, director. In the leadership role, he followed Deb Chereck, who had previously led the center for 15 years. After approximately five years at the helm of the Career Center, Pascoe Aguilar left UO to accept a new opportunity at another institution.

Even prior to 2017, numerous stakeholders were engaged in conversations about how best to meet evolving advising and career services needs of students, elevate outcomes, and address the interests of academic schools and colleges in regards to student retention and success. Fueled in part by a generous $10 million lead gift from Donald and Willie Tykeson in 2014 that has led to the construction of a new building that will bear the Tykeson name, the College of Arts and Sciences (CAS), University Career Center (as the Career Center will be called going forward), and the Division of Undergraduate Studies (UGS) will herald a new chapter of collaboration and partnership as the UO opens a centrally-located state-of-the-art student success facility.

Within Tykeson Hall, the University Career Center will have its primary hub of activity on the garden level, with access to seminar rooms, common spaces, and individual offices for one-on-one meetings, interview space, networking events, trainings, and workshops. The executive director of the Center and their team will focus largely on coordinating a campus-wide career ecosystem that: 1) promotes career readiness initiatives supporting students’ acquisition of critical career competencies (as articulated by NACE); 2) helps students build career communities and networks that engage and immerse them in relationships with representatives across many sectors—educational, co-curricular, and varied work environments; and, 3) generates, communicates, and connects students to specific opportunities that align with their interests, career aspirations, and ultimately lead to a sense of satisfaction and success as they move to and beyond degree completion.

On arrival, the executive director will work collaboratively with Gene Sandan, the newly-selected Tykeson College and Careers director, to facilitate cross-training of advisors who will work closely with undecided students to support their exploration of academic and career “flight paths” (approximately 1/3 of all students are undecided about their major during their first year of study), as well as all CAS students throughout their degree journey. The collaboration with the College of Arts and Sciences is essential as all students, regardless of academic program or major, pursue a curriculum that incorporates key courses drawn from the arts and science tradition that are designed to develop critical thinking, communication, and problem-solving skills. University Career Center staff and College and Career advisors will work together to support students across all nine colleges and schools to translate the value of these key competencies to prospective employers as the foundation of their career preparation.

While the search for a new executive director is advanced with the support of Spelman Johnson, Kate Werdebaugh will serve as the acting director of the University Career Center. During the executive director’s first year at UO, the new leader will work closely with a dedicated transition team comprised of the vice president for student life, R. Kevin Marbury, associate vice president and chief of staff for student life, Kathie Stanley, and Werdebaugh, University Career Center associate director of human resources and administration, to support onboarding, visioning, relationship-building, and success.

Likely Opportunities, Priorities, and Challenges of the Position

The University of Oregon seeks an energetic and transformational leader who will capitalize on the opportunity to rebrand and reinvent the University Career Center as it transitions into a new space and adopts a high profile position enhancing the University’s student success strategic objectives. The executive director will build and operationalize a strategic new vision focused on career readiness, opportunity management, and expansion of employer relations driving upwards the number of internships, on- and off-campus experiential and leadership opportunities, as well as post-graduate employment and further educational opportunities for UO students across all academic programs. Raising the value, visibility, and documented outcomes of the University Career Center are chief priorities.

The executive director will collaborate with the leadership and staff of the newly established advising unit in Tykeson Hall that will open in AY 2020. The College and Career advising unit will serve as a hub for exploring students on campus, as well as the main hub for all College of Arts and Sciences student advising.

The executive director of the University Career Center and their staff will provide training on career services trends and best practices and offer valuable perspectives on what employers seek in future candidates that will aid advisors’ service to students in the exploratory phase of deciding on their academic program and planning for future career success.

The University of Oregon will be implementing what are often referred to as meta-majors or guided pathways, which groups university majors under overarching areas of academic interest that have some common core education courses. At the UO these meta-majors, which will be called “Flight Paths,” will be put in place to help students connect their passions to certain career paths, build community amongst students, and narrow course choices for new students as they adjust to navigating the college environment and explore future career goals. College and Career advisors will coordinate advising around six themed areas, or Flight Paths. By helping student focus on a Flight Path, advisors will ensure students register for courses that will count toward graduation requirements, explore academic areas, and declare a major that is well-suited to them by the end of their second year, as well as graduate in a timely manner.

The proposed Flight Paths for the UO are:

  • Healthy Communities
  • Scientific Discovery & Sustainability
  • Media, Arts & Expression
  • Global Connections
  • Industry, Entrepreneurship & Innovation
  • Identity, Society & Public Policy

With Tykeson academic and career advisors focused on work with exploratory students, University Career Center staff will invest the majority of their talents and energies into strategic initiatives designed to help students who have chosen a specific Flight Path gain the experience, networks, and competencies needed to realize their career aspirations and acquire an understanding of the career planning process needed to sustain them through multiple jobs and iterative careers.

Essential to the success of the executive director will be the building of strong working partnerships with numerous campus stakeholders invested in supporting student success. The executive director will be a key catalyst in developing a career ecosystem and ethos on campus with partners that include the newly hired director of the Tykeson College and Career Advising unit, academic leadership within the College of Arts and Sciences, associate vice provost for student success/associate dean of Undergraduate Studies, other decentralized college and school career services professionals, as well as colleagues in athletics, alumni relations, enrollment, and advancement. The goal is to establish a wrap-around career readiness model that supports all students in their quest to maximize UO educational and experiential learning opportunities in preparation for a lifetime of career success.

Additional opportunities for the next executive director of the University Career Center to exercise leadership include:

  • Develop a strategy that will sustain high levels of student utilization of services delivered in-person as well as through leveraged use of available/emerging technology and partnerships with other internal and external stakeholders (employers, alumni, parents, government leaders, etc.).
  • Design intentional outreach to, and engagement of, often-underserved populations (international, underrepresented, LGBTQ, veteran students, etc.) in University Career Center initiatives.
  • Assess the staffing model and devise a methodology for building capacity, navigating change, and assuring optimal deployment of talent.
  • Balance services and staffing support to meet the needs of both undergraduate and graduate students.
  • Reinvent the employer relations model, significantly expanding the number of representatives and organizations engaged with the University and University Career Center and facilitating opportunities to showcase career opportunities and alumni success, sponsor internships and portfolio-building experiences, and directly recruit UO graduates.
  • Collaborate with University Advancement and the associate director of employer relations to devise and implement revenue generation strategies that will support key priorities and enhance University Career Center budgets.
  • Build and socialize an inclusive shared vision that inspires University Career Center team members, students, and others.
  • Create a culture that promotes out-of-the-box thinking and continual innovation.
  • Strengthen assessment efforts and use of career outcomes data, including First Destination Survey results, to tell a compelling story of how UO is investing in its students, helping them gain the courage, competencies, and connections that transform dreams into satisfying, successful careers.
  • Contribute to the goals and mutual objectives of the existing Career Professional Consortia comprised of many individuals throughout the University engaged in supporting academic advising and career building opportunities for students. Strive to find and harness synergy across this group.
  • Demonstrate political savvy and diplomacy navigating multiple relationships across a complex University landscape.
  • Actively invite and infuse the incorporation of career readiness concepts into the evolving mission and services of the Holden Center for Leadership and Community Engagement.
  • Working with the central student-focused strategic communication and marketing unit, devise University Career Center marketing and messaging that clearly connects institutional priorities around student success with the work of the Center.

Measures of Success for the Position

At appropriate intervals after joining the University of Oregon, the following items will define success for the executive director of the University Career Center. The executive director will have:

  • Established themself as a key member of the Student Life leadership team contributing to strategic student development and student success initiatives, as well as demonstrating support to colleagues.
  • Worked directly with the vice president for student life to set realistic goals and metrics by which individual and departmental performance may be evaluated.
  • Built partnerships with colleagues across the University, engaging them as pivotal members of a campus-wide career ecosystem.
  • Identified and implemented a process of data collection designed to measure University Career Center impacts; analyzed results and utilized insights in calibrating departmental decisions and direction, as well as telling the story of individual and collective student success.
  • Intentionally developed strong working relationships with advising, career, and student services peers across all nine colleges and schools.
  • Demonstrated a broader and more strategic relationship with employers, and built a strong case for recruiting UO students.

An Overview of the University Career Center

The University Career Center is a dynamic, evolving organization that is slated to move in August 2019 into new space within Tykeson Hall, a centrally located facility dedicated to supporting student success. Stakeholders in this search process anticipate the new executive director will assess the current mission and structure, as well as operations, services, and delivery model with the goal of developing a reinvented organization uniquely aligned with institutional strategic priorities and that will build a campus-wide career ecosystem that elevates and integrates career readiness competencies and experience throughout each students’ UO degree journey.

The University Career Center is a key unit within the Division of Student Life. The executive director will report directly to the vice president for student life, R. Kevin Marbury. While the incoming executive director may refine this further, the proposed organizational chart for the University Career Center is currently outlined as follows:

Note: three positions in green are proposed; awaiting final funding approval.

To learn more about the existing Career Center, please visit:

An Overview of the Division of Student Life


  • Put students first.
  • Actively work toward social justice.
  • Act with integrity and personal responsibility.
  • Be a good colleague.


As member of the Division of Student Life, we:

  • Welcome – provide a welcoming environment full of opportunities and resources for success.
  • Engage – encourage students to access services and engage in activities that keep them safe and connected.
  • Explore – illustrate and facilitate the connections between academic experience and out-of-classroom opportunities.
  • Know – help students translate their out-of-classroom learning to their life beyond the UO.
  • Fly – celebrate students’ accomplishments and cheer for their future success.

Goals and Objectives


  • UO Students engage in transformative experiences through their UO life.
    • Student Life helps students progress on their individual growth pathways.
    • Student Life helps students develop, apply, and consistently articulate their skills, abilities, and goals.


  • Student Life priorities are adequately resourced to meet the needs of all students.
    • Student Life provides students with seamless support.
    • Student Life programs, services, and facilities are sustainable and fiscally responsible.


  • Student Life actively works toward equity, inclusion, and social justice
    • Student Life cultivates a diverse and culturally aware community.
    • Student Life honors all aspects of diversity and challenges campus to do the same.


  • Student Life delivers an exceptional student and staff experience.
    • Student Life provides high-impact growth and development opportunities for students.
    • Student Life actively values our employees in a supportive and inclusive environment.

Student Outcomes

Our work is grounded in the belief that, by the end of their UO journey, every student will have had a positive experience that leaves them well-educated, socially responsible and career ready. We’ve identified the following definitions and constructs to guide our work:

Positive Experience

  • Students have a Positive Experience, when they are welcomed by a friendly culture, make friends, have fun, join organizations, participate in activities, have a voice in decisions that impact them, celebrate successes, make positive memories, and feel like they belong in the campus community.
    • Sense of Belonging
    • Well-being
    • Safety
    • Self-Awareness
    • Fun


  • Students are Well-Educated when they can interact with and make sense of the world in creative, resourceful, and well-informed ways through listening and speaking, reading and writing, problem‐solving and reasoning, perspective-taking and empathizing, and leading and empowering others.
    • Critical Thinking
    • Leadership
    • Emotional Intelligence
    • Oral/Written Communication

Socially Responsible

  • Students are Socially Responsible when they have an understanding and appreciation for the social, cultural, economic, and environmental issues that impact our world.
    • Intercultural Competency & Diversity
    • Civic Learning and Engagement
    • Sustainability
    • Pro-social behaviors

Career Ready

  • Students are Career Ready when they have identified career interests and can articulate the next steps needed to pursue their interests and when they have attained and can demonstrate the requisite competencies that broadly prepare college graduates for successful transition into the workplace. (NACE)
    • Critical Thinking
    • Teamwork/Collaboration
    • Professionalism/Work Ethic
    • Oral/Written Communication
    • Leadership
    • Intercultural Competency & Diversity
    • Digital Technology
    • Career Management
    • Emotional Intelligence

Leadership of the Division

Kevin Marbury was appointed as the vice president for student life in 2017, having served in an interim capacity for the previous year. He joined the University of Oregon in 2012 and served as the director of Physical Education and Recreation through 2016. Prior to UO, Marbury served as the vice president for student affairs at Edward Waters College in Jacksonville, Florida in 1997.


Dr. Marbury has a passion for mentoring students, campus recreation, and supporting students with wellness programs. During his professional career, Marbury has worked to support students in living active, balanced lives through opportunities such as PE classes, intramural sports, and the recently opened $50 million renovated and expanded UO Student Recreation Center—opened under Marbury’s leadership. He has a wealth of experience and leadership in recreational programming and was determined to make UO’s recreational programs and facilities a benchmark for universities across the country.


Marbury’s determination, hard work, and passion have played an important part in supporting Student Life (SL) goals and priorities. His leadership has positively influenced SL staff and encouraged UO students’ development both personally and professionally.

Organizational Structure

Approximately 300 individuals are employed by the Division of Student Life, across four departments and seven functional areas.

Direct reports to the Vice President for Student Life

  • Associate Vice President & Chief of Staff – Kathie Stanley
  • Associate Vice President & Dean of Students – Kris Winter
  • Executive Director, University Career Center – vacant
  • Director, Erb Memorial Union – Laurie Woodward
  • Director, Physical Education & Recreation – Lynn Nester
  • Director of Assessment & Research – Renee Delgado-Riley

Additional information regarding the Division of Student Life is found here:

Institution & Location

Institutional Background

Back in 1859, Congress required Oregon’s founders to establish a public university. It took a few years to get the idea moving forward, but in the early 1870s, Judge Joshua Walton convinced residents of Eugene City to make their community the new home of what would become the fledgling state’s flagship university.

Then, as now, UO’s roots were in the community. Farmers sold produce and mules and held church socials to scrape together $27,500, enough to buy an 18-acre piece of ground that became the UO campus.

Construction on the University’s first building began in 1873. Five faculty members taught the first group of students in 1876. Two years later, the University celebrated its first class of graduates—four men and one woman.

Since that beginning, UO has awarded diplomas to tens of thousands of young men and women—geologists and writers, painters and chemists, innovators and rule-breakers, lawmakers and dancers, dreamers, and doers. The University has produced eight governors, 18 Pulitzer Prizes, 20 Rhodes Scholars, 13 Olympic medalists, nine Academy Awards, nine Emmys, six NFL Hall of Famers, and a Heisman Trophy winner.

Today, almost 23,000 students, from all 50 states and more than 100 countries, study at Oregon.

But UO’s early years were not without their challenges. The University nearly closed in 1881 because of a debt of $8,182. Railroad magnate Henry Villard donated $7,000 to pay it down. Subsequently, the University’s second building was named after its benefactor, Villard.

On two occasions, in 1913 and again in 1932, efforts to combine the UO with what is now Oregon State University in Corvallis were thwarted—no doubt to the relief of Ducks and Beavers alike. Enrollment shot up in the post–World War II years, and again in the 1960s, when the number of students increased by more than 70 percent.

In 1969, UO was admitted into the exclusive membership of the Association of American Universities, an organization of leading research institutions devoted to maintaining a strong system of academic research and education. UO is one of just two Pacific Northwest universities to belong to the AAU.

Over the years, there have been many changes that have shaped the University. That first muddy 18-acre parcel has grown into a verdant 295-acre gem, home to more than 3,000 trees. Also part of the UO landscape today are brand new labs, residence halls, a newly remodeled recreation center, and student union. But there’s more to the University of Oregon than buildings and trees, books and labs. From that first muddy pasture has sprung an intellectual curiosity every bit as vibrant as UO’s trees.

For more information on the history of the University, visit:

Eugene, Oregon

Eugene, Oregon, is a classic college town with a metropolitan-area population of more than 200,000. The city is small enough to bike across, but large enough to offer galleries, music venues, and great restaurants. Eugene’s official motto is “World’s Greatest City of the Arts and Outdoors” and it has more working artists, writers, and musicians per capita than Portland.

Outdoor recreation, music, art, culture, shopping, and dining—UO community members have many activities to choose from while living in Eugene. In fact, Rolling Stone magazine called Eugene’s music scene one of the top ten in U.S. college towns. Students who choose to spend their summers in Eugene can enjoy the world-class Oregon Bach Festival, put on by the UO. The Festival’s concentration of major choral-orchestral works, educational offerings, and family atmosphere attracts an annual audience of more than 32,000.

In Eugene, there is a weekly open-air farmer’s market and recreational opportunities to satisfy most every outdoor enthusiast, including 250 miles of in-town bike and running trails. Hiking and rock climbing is found minutes away. One can surf the ocean swells or shred the snowy slopes within a ninety minute drive of campus—and do both on the same day if inclined.

Many people are surprised to learn that the annual average rainfall in Eugene is less than that of New York City—just 46 inches a year. The spring rains provide the lush green of spring and summer. The average annual temperatures range from 45-85 degrees Fahrenheit.

Eugene is:

  • The number one green city in the U.S. for air quality, recycling, transportation, and green space—National Geographic’s “Green Guide”
  • Rated as a “Top 10” trans-friendly college—Campus Pride
  • Ranked in the “Top 20” of most bicycle-friendly communities—Bicycling

Even though Eugene is pretty great in and of itself, the city is also connected to the rest of the world. The city has a transit system (the EMX) with extensive local lines (free for UO students). Eugene Airport (the EUG) offers nonstop service to Portland, Seattle, San Francisco, Los Angeles, Denver, Salt Lake City, Las Vegas, and Phoenix-Mesa.

For more information about Eugene, visit the Chamber of Commerce at

Mission Statement

Serving the state, nation, and world since 1876

The University of Oregon is a comprehensive public research university committed to exceptional teaching, discovery, and service. We work at a human scale to generate big ideas. As a community of scholars, we help individuals question critically, think logically, reason effectively, communicate clearly, act creatively, and live ethically.


We strive for excellence in teaching, research, artistic expression, and the generation, dissemination, preservation, and application of knowledge. We are devoted to educating the whole person, and to fostering the next generation of transformational leaders and informed participants in the global community. Through these pursuits, we enhance the social, cultural, physical, and economic wellbeing of our students, Oregon, the nation, and the world.


We aspire to be a preeminent and innovative public research university encompassing the humanities and arts, the natural and social sciences, and the professions. We seek to enrich the human condition through collaboration, teaching, mentoring, scholarship, experiential learning, creative inquiry, scientific discovery, outreach, and public service.


  • We value the passions, aspirations, individuality, and success of the students, faculty, and staff who work and learn here.
  • We value academic freedom, creative expression, and intellectual discourse.
  • We value our diversity and seek to foster equity and inclusion in a welcoming, safe, and respectful community.
  • We value the unique geography, history, and culture of Oregon that shapes our identity and spirit.
  • We value our shared charge to steward resources sustainably and responsibly.

For more about the UO mission, visit

Strategic Plan

President Michael Schill is focused on these priorities for achieving excellence at the University of Oregon:

  • Building tenure-related faculty and promoting academic research
  • Ensuring affordability, access, and success for students
  • Delivering a rich, excellent educational experience for students in an inclusive and diverse environment

To achieve these priorities, the president has launched a series of initiatives and is working with the provost, vice presidents, deans, other academic leadership, faculty, and staff to implement and sustain these efforts.

Priorities and Initiatives:

  • Diversity Framework — IDEAL Plan
  • Buildings renaming process
  • Freedom of Expression Series
  • Oregon Commitment
  • Presidential Fund for Excellence
  • Wings: UO Presidential Speaker Series
  • Honorary Degrees


Michael H. Schill, President

Michael H. Schill is the 18th president of the University of Oregon. He was appointed by the UO Board of Trustees and began his tenure on July 1, 2015. As president, Schill has launched a series of initiatives to advance the university’s three priorities: enhancing academic and research excellence, supporting student access and success, and improving the campus experience and diversity. In October 2016, Schill announced the launch of the historic Phil and Penny Knight Campus for Accelerating Scientific Impact, a groundbreaking billion-dollar initiative to transform science innovation at the UO. Schill also holds a tenured faculty appointment in the University of Oregon School of Law.

Schill previously served as the dean and Harry N. Wyatt Professor of Law at the University of Chicago Law School. Prior to joining the University of Chicago in 2010, Schill served as the dean of the University of California, Los Angeles School of Law from 2004 to 2009. His other faculty appointments include tenured positions as professor of law and urban planning at New York University and professor of law and real estate at the University of Pennsylvania.

A nationally recognized expert in property, real estate, and housing law and policy, Schill is the author or co-author of three books and numerous scholarly articles. His work includes studies of the determinants of value in condominium and cooperative housing, the impacts of housing programs on property values, the enforcement of Fair Housing laws, mortgage securitization, and the deregulation of housing markets. His casebook, Property, co-authored with James Krier, Greg Alexander, and Lior Strahilevitz, is one of the best-selling casebooks used in American law schools.

In 2004, Schill founded the Furman Center for Real Estate and Urban Policy at New York University. Under his and subsequent leadership, the Furman Center has become one of the nation’s leading research centers on housing and the built environment.

In addition to serving as the president of the University of Oregon, Schill is a member of the board of trustees of Ithaka, the nonprofit organization that owns JSTOR, and is a fellow of the American Academy of Arts and Sciences.

Schill graduated with an AB in public policy from Princeton University in 1980 and a JD from the Yale Law School in 1984. He and his sister are the first in their family to earn a college degree.

The Student Body

The University of Oregon has students from all 50 states and more than 100 countries. Students, as well as faculty and staff, represent all walks of life, differing points of view, and every part of Oregon.

  • Total number of students 22,980
  • Students of color 8 percent
  • International students 8 percent
  • Undergraduate Women 3 percent
  • Undergraduate Men 7 percent

The Academic Program

Accounting, biology, or architecture. Students can explore environmental studies and geography or mix material and product studies, philosophy, and economics. UO offers more than 300 academic programs, helping prepare student for life and a lifetime of careers. Highly ranked programs include anthropology, biology, comparative literature, geography, earth sciences, physics, psychology, sustainable design, and special education.

The University of Oregon is one of just two schools in the Pacific Northwest selected for membership in the prestigious Association of American Universities, a consortium of 62 leading public and private research institutions in the United States and Canada.

The University of Oregon’s nine schools and colleges are:

  • College of Arts & Sciences
  • Charles H. Lundquist College of Business
  • College of Design
  • College of Education
  • Robert D. Clark Honors College
  • School of Journalism & Communication
  • School of Music & Dance
  • School of Law
  • Graduate School

The student-to-teacher ratio is 17:1 and the median class size is 20. UO employs 2,041 teaching and research faculty.

Benefits Overview

The University of Oregon provides a competitive benefits package to all eligible employees that includes options best suited to their needs and the needs of their family. The insurance benefits, wellness programs, retirement plan choices, and other services offered are a sizable amount of an employee’s overall compensation and important factors in encouraging a healthy work-life balance at the UO.

Benefits include:

  • Medical, dental, vision, and life insurance coverage
  • Flexible spending accounts
  • Retirement plans
  • Employee assistance program
  • Work-life resources
  • Tuition benefits
  • Professional development opportunity fund

For a more detailed look at the UO benefits, visit

Application & Nomination

Review of applications will begin February 25, 2019 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 Szymkowicz at Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the University of Oregon website at

The University of Oregon affirms and actively promotes the right of all individuals to equal opportunity in education and employment without regard to any protected basis, including race, color, sex, national origin, age, religion, marital status, disability, veteran status, sexual orientation, gender identity and gender expression, or any other consideration not directly and substantively related to effective performance.