How Liberal Arts And Sciences Majors Fare In Employment
How Liberal Artsand Sciences MajorsFare in Employmenta report on earnings andlong-term career pathsBy Debra Humphreys and Patrick Kelly
How Liberal Artsand Sciences MajorsFare in Employmenta report on earnings andlong-term career pathsBy Debra Humphreys and Patrick KellyWith a foreword byCarol Geary Schneider and Peter EwellAssociationof AmericanColleges andUniversities
Associationof AmericanColleges andUniversities1818 R Street NW, Washington, DC 20009 2014 by the Association of American Colleges and Universities.All rights reserved.ISBN 978-0-9890972-2-2This report was made possible with funding from the National Endowment forthe Humanities, the Spencer Foundation, and the Teagle Foundation.The views, findings, conclusions, and recommendations expressed in this publication do notnecessarily represent those of the National Endowment for the Humanities, the Spencer Foundation,or the Teagle Foundation.To order copies of this publication or to learn about other AAC&U publications,visit www.aacu.org, e-mail pub desk@aacu.org, or call 202-387-3760.
ContentsForeword by Carol Geary Schneider and Peter EwellAcknowledgmentsIntroductionvviii11. Is a College Degree Still a Good Investment?42. How Important Is the Choice of Undergraduate Major?63. What Are the Median Earnings and Employment Ratesfor Graduates in Different Fields?84. What Difference Do Graduate and Professional Degrees Make?125. What Professions Do Graduates in Different Fields Pursue?146. W hat Role Do Different Fields Play in Education and Social Services Professions?17Conclusion20Appendix: List of Undergraduate Fields of Study from the American Community Survey21References23About the Authors24
ForewordIn recent years, a variety of forces have converged to generate an intense focus among policymakers and members of the general public alike on the employment outcomes of college graduates.One question probed repeatedly is whether college is “still worth it” in an economy that has beenjarred by a deep recession and hindered by a painfully slow recovery. It is both understandableand appropriate that this question is being raised, and it is important that policy makers andmembers of the general public have as full a picture as possible of the relevant evidence in order toanswer it. The Association of American Colleges and Universities (AAC&U) and the NationalCenter for Higher Education Management Systems are grateful to the National Endowment forthe Humanities, the Spencer Foundation, and the Teagle Foundation for the funding support thatmakes it possible to provide this analysis of data on the economic returns of earning a college degree.The Liberal Arts and Career OpportunityA second question being raised with new urgency is whether specific college majors are a goodinvestment for individuals seeking long-term career success and for policy makers seeking toshepherd scarce resources as wisely as possible. In this context, majors in the humanities andsocial sciences—the so-called “liberal arts”—have become targets for special scrutiny and potentialbudget cuts. Governors, policy leaders, and legislators at both the federal and state levels havesingled out specific humanities and social science fields, identifying them as poor choices forundergraduate majors and decrying as wasteful theinvestment of public money in associated academicMajors in the humanities and social sciences—departments. Perhaps reflecting that judgment, andthe so-called “liberal arts”—have become targetsin an effort to reduce spending, some institufor special scrutiny and potential budget cutstions of higher education have moved recently toeliminate departments in humanities and socialscience fields such as philosophy, history, sociology, and foreign languages.In How Liberal Arts and Sciences Majors Fare in Employment: A Report on Earnings and Long-TermCareer Paths, Debra Humphreys and Patrick Kelly address the concerns about whether college is stillworth it and whether “liberal arts” majors provide a solid foundation for long-term employment andcareer success. Responding directly to the recent assaults on the humanities and social sciences, thisreport compares earnings trajectories and career pathways for liberal arts majors with the earningstrajectories and career pathways for those majoring in science and mathematics, engineering, andprofessional or preprofessional fields such as business or education. Readers who value the liberalarts will, we believe, find the results reassuring.There is a much larger case—beyond the purely vocational or economic case—to be made forstudy in the humanities and social sciences, of course. These fields build the capacity to understandour collective histories, ideals, aspirations, and social systems. They are indispensable to the vitalityHow Liberal Arts and Sciences Majors Fare in Employmentv
of our democracy and to the future of global understanding, engagement, and community. TheAmerican Academy’s Commission on the Humanities and Social Sciences makes that larger casesuccinctly and persuasively in its recent report, The Heart of the Matter (2013). AAC&U, too, hasfocused on the learning students need both for democracy and for global community, publishingreports such as Ashley Finley’s Making Progress? What We Know about the Achievement of LiberalEducation Outcomes (2012), the National Task Force on Civic Learning and Democratic Engagement’s A Crucible Moment: College Learning and Democracy’s Future (2012), and the NationalLeadership Council for Liberal Education and America’s Promise’s College Learning for the NewGlobal Century (2007). These reports foreground the centrality of the humanities and social sciencesto societal vitality and also provide extensive evidence to show that far too many graduates leavecollege knowing much less about democracy and global cultures than they need to know.Here, however, Humphreys and Kelly focus more narrowly on the economic concerns anddebates of our time. They seek to enlarge the debate about earnings, which frequently focuses tooselectively on salaries achieved in the first few years out of college—information based on incompletedata and that is, therefore, frequently misleading.Using data from a statistically significant weighted sample of more than three million respondentsto the US Census Bureau’s American Community Survey, How Liberal Arts and Sciences Majors Farein Employment provides evidence that, in strictly economic terms, college is, indeed, still a reliablepathway to a solid income and to career progression. Even in today’s difficult economic environment,most college graduates are employed and are earning significantly higher salaries than those whocompleted high school only.The findings presented in this report speak directly to alarmist concerns that graduates whomajored in humanities or social science fields are unemployed and unemployable. Those concernsare unfounded and should be put to rest.The report also shows the extent to which degree holders in the humanities and social sciencesare flocking to a family of social services and education professions that may pay less well thansome other fields (e.g., engineering or business management), but that are necessary to the healthof our communities and to the quality of our educational systems. In a public statement issued inNovember 2013 in response to President Obama’s proposed college ratings system, AAC&U raisedconcerns about schemes designed to rate institutions by graduates’ median salary levels, pointingout that, if enacted, they would have the effect of “rewarding” institutions with many engineeringand technology graduates and “punishing” institutions whose graduates pursue jobs in publicservice, teaching, and social services—fields our society has chosen to compensate less well.This report helps us see which fields would be left depleted—at high cost to our communities—were the United States, in fact, to defund humanities and social science departments and turnaway from liberal arts studies at the college level.vi Association of American Colleges and Universities
It Takes More Than a MajorFinally, consistent with its focus on wages, employability, and career trajectories, the report alsoincludes recent findings about employers’ views on the kinds of learning that make a graduateemployable and promotable. Employers themselves are reminding higher education that “it takesmore than a major” to both contribute to and prosper in an economy that is constantly adaptingto new challenges, new technologies, and new forms of competition. Employers seek graduateswho are ready to help them innovate. In this context, they privilege broad learning over narrowlearning, and they seek the capacity to engage cultural diversity as one of their top three requirements for new hires. They also seek graduates with “cross-functional” proficiencies, meaning thatthese learners are not limited to one particulardisciplinary frame of reference, but rather can workWe do students a significant disservice if we conveyadaptively and integrate across disparate fields ofthe message that selecting the “right” major is theexpertise and enterprise.primary key to career opportunity and successIn other words, whatever a student’s undergraduate major, employers overwhelmingly agreethat all college graduates need broad knowledge, a portfolio of intellectual and practical skills, andhands-on experience in order to be well prepared for successful careers. We do students a significantdisservice if we convey the message that selecting the “right” major is the primary key to careeropportunity and success. In that sense, the current debate about majors and career opportunityhas been too narrowly framed from the outset.Still, in a season of mounting anxiety about how to maximize the benefits of college study forindividuals and for our society, it is important to address the economic questions and the anxietiesabout college and major fields of study directly. Policy makers and members of the general publicalike deserve the opportunity to examine the data on the economic returns from college study inas full a context as possible.In this spirit, we thank both Debra Humphreys and Patrick Kelly for the time and care theyhave given to this research and to the preparation of this report.Carol Geary SchneiderPresident, Association of American Colleges and UniversitiesPeter EwellVice President, National Center for Higher Education Management SystemsHow Liberal Arts and Sciences Majors Fare in Employmentvii
AcknowledgmentsThe authors are grateful to Dennis Jones, president of the National Center for Higher EducationManagement Systems, for the initial idea to pursue this research and to Dennis, Peter Ewell, andCarol Geary Schneider for their assistance in raising funds to support this research and for theirguidance throughout the design, research, and writing phases of the project.We are grateful to John Clark for his expert assistance with data analysis. We also thankDavid Tritelli for his expert editorial assistance and Michele Stinson, Liz Clark, and Diane Buricfor their design expertise and assistance.Finally, we acknowledge with deep gratitude the National Endowment for the Humanities, theSpencer Foundation, and the Teagle Foundation for providing the financial support that enabledus to produce this report. We also thank the leadership and staff members of these foundations fortheir continued advocacy for the value of the liberal arts and sciences to individuals and our society.viii Association of American Colleges and Universities
IntroductionThis report is designed to complement otheranalyses of the employment status of collegegraduates by presenting data on long-termemployment trajectories, with a particularfocus on comparisons between graduates withbaccalaureate degrees in humanities and socialscience fields, on the one hand, and graduateswith degrees in professional and preprofessional,science and mathematics, and engineeringfields, on the other. Using data from the USCensus Bureau’s American Community Survey,we seek to present a more accurate portrait ofthe employment outcomes of college graduates—not just their outcomes in the first yearafter attaining an undergraduate degree,but throughout their working lives.Some Notes on MethodologyFor this study, we analyzed the public use filesfrom the US Census Bureau’s AmericanCommunity Surveys for 2010 and 2011. Thesefiles include information related to the educationand occupation of about three million USresidents between the ages of twenty-one andsixty-five who hold bachelor’s degrees andwork in a wide array of professions.For purposes of comparison, we groupedtogether college graduates with a four-yeardegree in a humanities or social science field(e.g., philosophy, history, or sociology) andcompared the employment trajectories of thisgroup of graduates with the trajectories of threeother groups of graduates: those with a degreein a professional or preprofessional field (e.g.,nursing or business), those with a degree inscience or mathematics (e.g., chemistry orbiology), and those with a degree in engineering.(A complete list of the fields included in eachcategory for the purposes of this study is provided in the appendix.) The earnings and professions for baccalaureate graduates were trackedby age-group in increments of five years fromtwenty-one through sixty-five. In addition, wenoted whether these four-year degree holdersalso earned graduate or professional degrees.Unless otherwise noted below in the tables andfigures that present data from the AmericanCommunity Survey, we included in ouranalysis all degree holders, including those witha baccalaureate degree only and those with abaccalaureate degree who also subsequentlyearned a graduate or professional degree.The American Community Survey does notidentify specific fields of graduate study.Some Notes on TerminologyIn this report, we draw an important distinctionbetween the wage and employment trajectoriesof graduates who majored in specific liberal artsand sciences fields (e.g., history, philosophy,and biology) and the continuing importanceof providing the broad outcomes of a liberaleducation to all college graduates, regardless oftheir chosen field of study.When we use the term “liberal arts andsciences,” we are referring to the humanities, thearts, the social sciences, mathematics, and thephysical and natural sciences. When we use theterm “liberal arts,” we are referring to the humanities, the arts, and the social sciences only. Throughout this report, the term “the humanities” isunderstood to include the full range of academicdisciplines in both the arts (visual, fine, andperforming) and the humanities. (See theappendix for the complete list of fields classifiedas “humanities and social sciences” for thepurposes of the analysis presented below.)Finally, when we use the term “liberal education,” we are referring to the broad approach toeducation that should be available to all students,regardless of their chosen field of study.Setting the Data in ContextIn addition to making distinctions between thesekey terms, we also recognize that professionalsuccess is not the only important outcome ofHow Liberal Arts and Sciences Majors Fare in Employment1
a college education. Higher education in theUnited States has always been designed toprepare students not only for success in theworkplace, but also for flourishing, including intheir lives as citizens and community members.Moreover, many factors influence whether acollege graduate succeeds in his or her chosenprofession. Some of these factors (e.g., personalinterest, job “fit,” motivation, drive, life circumstances, geographic region, macroeconomictrends, and global economic forces) have littleor nothing to do with the student’s choice ofundergraduate major or the institution fromwhich he or she obtained a degree.Current economic conditions and the supplyand demand of workers with particular degreesand skill sets are especially important factorsthat influence employment trajectories. Articlesin mainstream media outlets are filled withanecdotal stories about recent humanities andsocial science graduates working in low-levelservice positions. Readers may draw theconclusion that there is a vast oversupply ofsuch graduates relative to the number of jobsthat require the skills and capacities studentsdevelop through study in those fields. Ouranalysis of data from the American CommunitySurvey reveals, however, that the majority ofhumanities and social science majors do findemployment in the initial years beyond collegeand settle into an array of professions over thelong term.In fact, other evidence indicates that, withvery few exceptions, jobs across a wide array ofprofessions are available to graduates with abaccalaureate degree in a humanities or socialscience field (Burning Glass and NCHEMS2013). Currently, demand in the labor market forgraduates in engineering and some professionalfields, including health-related fields, dramaticallyexceeds supply, while demand for most graduatesin liberal arts and sciences fields is roughly evenwith supply. In only a few fields (e.g., foreign2 Association of American Colleges and UniversitiesLiberal and Liberal Arts Education:A Guide to TerminologyLiberal Education: An approach to collegelearning that empowers individuals andprepares them to deal with complexity,diversity, and change. This approach emphasizesbroad knowledge of the wider world (e.g., science,culture, and society) as well as in-depth achievement in a specific field of interest. It helpsstudents develop a sense of social responsibility;strong intellectual and practical skills that spanall major fields of study, such as communication,analytical, and problem-solving skills; and thedemonstrated ability to apply knowledge andskills in real-world settings. This approach toeducation can apply to the full range of majors,including not only humanities and socialsciences, but also sciences, engineering, andprofessional fields.Liberal Arts and Sciences: Disciplines spanningthe humanities, arts, sciences, and socialsciences. For example, humanities disciplinesinclude such fields as philosophy and literature;social sciences include such fields as politicalscience and sociology; sciences include suchfields as biology and physics.Liberal Arts: While this term is sometimes usedto describe all the arts and sciences disciplines,in this report, the term refers only to disciplinesin the humanities, arts, and social sciences.General Education: The part of a liberal education curriculum that is shared by all students.General education provides broad exposure tomultiple disciplines and forms the basis fordeveloping essential intellectual, civic, andpractical capacities. It can take many forms, andincreasingly includes introductory, advanced,and integrative forms of learning.Adapted from Association of American Collegesand Universities (AAC&U), Greater Expectations:A New Vision for Learning as a Nation Goes toCollege (Washington, DC: AAC&U, 2002), 25.
languages and linguistics, visual and performingarts, theology, and biological sciences) is therea pronounced oversupply of college graduatesrelative to appropriate job openings.Seeking a Broader and More Long-TermPerspectiveLooking only at employment and earnings datafor recent graduates can be misleading. Highereducation provides a wide array of benefitsbeyond just immediate gainful employment.Moreover, for data about employment outcomes to be useful to students, parents, andpolicy makers, they should accurately reflectwhat happens to graduates over the long term,and they should be placed in a context thatproperly reflects the most important contributing factors of professional success—manyof which extend far beyond the choice ofundergraduate major.Policy makers interested in the “publicgood” produced by higher education oftenrequire information that is different from theinformation that interests students and parents.While students and parents may be mostlyconcerned about the overall salary prospectsfor graduates in various professions relative totheir investment of time and money, policymakers tend to focus on the broader needs ofcommunities and regions. These include theneed for a population that is well educated inan array of professions, including professionswhere the pay is relatively low but that arenonetheless essential for maintaining ahealthy community.The analysis of the employment status ofcollege graduates provided in this report isintended to inform both policy and practice.The data we present strongly suggest thatstudents who graduate with baccalaureatedegrees in liberal arts disciplines are poised forlong-term success in graduate or professionalschool and over the course of their working lives.Students who graduate with baccalaureate degreesin liberal arts disciplines are poised forlong-term success in graduate or professional schooland over the course of their working livesThe data also suggest that liberal arts graduatesplay disproportionately significant roles insocial services professions such as social workor counseling.This report is organized as a response toquestions commonly asked by students,parents, policy makers, and members of themedia. It also responds to less commonquestions, the answers to which are nonetheless important to the careful marshaling ofresources devoted to increasing educationalopportunity—an essential societal imperative.Drawing on recent data collected by the USCensus Bureau through its American Community Survey, this report provides a comparative portrait of median annualearnings for baccalaureate degree holdersand for those who also attained graduate orprofessional degrees, organized by area ofundergraduate major; a comparative portrait of the career pathwaysof baccalaureate degree holders, organizedby area of undergraduate major; a comparative portrait, also organized byarea of undergraduate major, of the “wagebump” provided by graduate or professionaldegree attainment; a comparative portrait of the range of professions held by baccalaureate degree holders,organized by area of undergraduate major; a comparative portrait of the educationalbackgrounds of those in education and inselect social services professions.How Liberal Arts and Sciences Majors Fare in Employment3
Prior to examining data about employmentoutcomes for those majoring in specific fields,it is essential to note that a college degree of anykind remains a good investment of time andmoney (see fig. 1). This has remained true evenin the wake of a crippling recession (see fig. 2)and in light of a highly competitive globalemployment market. As Anthony Carnevale andhis colleagues at the Georgetown UniversityCenter on Education and the Workforce makeclear in their 2012 report, The College Advantage:Weathering the Economic Storm, “the averageearnings of a bachelor’s degree-holder remainnearly twice as much as those of a worker withonly a high school diploma” (Carnevale, Jayasundera, and Cheah 2012, 12). Moreover, thereport continues, “the recession hit those with lessschooling disproportionately hard—nearly fourout of five jobs lost were held by those with noformal education beyond high school.” Thosewith a four-year degree, on the other hand, were“largely protected against job losses during therecession and some had job gains” (3). As theauthors of the report themselves put it, “collegedegrees have served as protection for Americansseeking shelter during a tough economicstorm” (Georgetown University Center onEducation and the Workforce 2012). According to an earlier report from the center, overthe course of their lifetimes, workers with abaccalaureate degree earn 84 percent morethan workers who complete high school only(Carnevale, Rose, and Cheah 2011, 1).These trends are confirmed by the findingsof a more recent study by the College Board.The study’s authors observe in their report,Education Pays 2013, that “the financial returnassociated with college credentials and the gapsin earnings by education level have increasedover time.” Moreover, they note that “the 2012unemployment rate for four-year collegegraduates ages 25–34 was 7.1 percentage pointsFigure 1. The earnings premium for college study and degree attainment2.00Ratio of college earnings to high school earnings1Is a College DegreeStill a Good 41.301.201.101.20n BA Premiumn Some College/AA Premiumn Recession1.221.131.201970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010Source: Reprinted by permission from Carnevale, Jayasundera, and Cheah (2012, fig. 7); authors’ estimate using Current Population Survey data(1970–2011).Note: The estimates are the three-month moving averages of mean earnings of full-time, full-year wage and salary workers ages 25 to 54. The fouryear college earnings premium is the mean earnings of workers with Bachelor’s degrees or better relative to the mean earnings of workers with onlya high school diploma. The AA premium is the earnings of workers with Associate’s degrees or some college relative to mean earnings of their highschool–only counterparts. The shaded bars indicate periods of recession as reported by the National Bureau of Economic Research.BA Premium: wage premium for workers with Bachelor’s degrees or better over workers with high school diplomas or lessSome College/AA Premium: wage premium for workers with Associate’s degrees or some college over workers with high school diplomas or less4 Association of American Colleges and Universities
below that for high school graduates” (Baum,Ma, and Payea 2013, 5; emphasis added). It isclear that investment in a college degree pays offfor individuals.There also is persuasive evidence that publicinvestments designed to increase the number ofcollege graduates in a particular region “pay off ”for entire communities, and that such investments are essential to future economic growth(Carnevale, Smith, and Strohl 2010). As Baum,Ma, and Payea point out, when regional percentages of residents with college degrees increase,“federal, state, and local governments enjoyincreased tax revenues from college graduatesand spend less on income support programsfor them, providing a direct financial returnon investment in postsecondary education.”Further, “adults with higher levels of educationare more active citizens than others,” and“college education leads to healthier lifestyles,reducing health care costs” (2013, 5–6).Public investments designed to increase thenumber of college graduates in a particular region“pay off ” for entire communitiesInvesting time and money to attain a collegedegree is clearly worth it. But, as Carnevale andCheah point out in Hard Times: College Majors,Unemployment and Earnings, while “it still paysto earn a college degree . . . not all college degreesare created equal” (2013, 3). Some graduates areprepared for and enter professions that paysignificantly more than others. This is the resultof several factors, including the relative supplyand demand of workers in certain fields whopossess specific skill sets and differences in howparticular professions are “valued” in our society.Figure 2. Impact of the 2008–10 recession on employment321People withBachelor’s degreesor better gained 2million jobs inrecovery.Those with a Bachelor’s degree or bettergained 187,000 jobs in the recession.Employment change (in millions)0-1Dec-07 May-08 Oct-08 Mar-09 Aug-09 Jan-10 Jun-10 Nov-10 Apr-11 Sep-11 Feb-12-2-3-4-5n Bachelor’s degreeor bettern Some college orAssociate’s degreen High Schooldiploma or lessThose with an Associate’s degree or some collegeeducation lost 1.75 million jobs in the recession.Those with a high school diploma or less lost5.6 million jobs altogether in the recession.-6RecessionPeople withAssociate’s degreesor some collegeeducation gained1.6 million jobs inrecovery.People with highschool diplomas orless lost 230,000jobs by February2012 in recovery.RecoverySource: Reprinted by permission from Carnevale, Jayasundera, and Cheah (2012, fig. 1); authors’ estimate of the Current Population Survey data(2007–2012). Employment includes all workers aged 18 and older.Note: The monthly employment numbers are seasonally adjusted using the US Census Bureau X–12 procedure and smoothed using four-monthmoving averages. The graph represents the total employment losses by education since the beginning of the recession in December 2007 to January2010 and employment gains in recovery from January 2010 to February 2012.How Liberal Arts and Sciences Majors Fare in Employment5BachSomHigh
2How Important Is theChoice of Undergraduate Major?The focus of several recent reports—includingthis one—on relationships between collegegraduates’ major field of study and theiremployment outcomes may give the impressionthat the choice of undergraduate major is themost important factor in workplace success.But this is not necessarily the case. In fact, about40 percent of baccalaureate degree holders inthe paid labor force are working in a professionthat is unrelated to their major field of study(Georgetown University Center on Educationand the Workforce 2013). Moreover, the viewthat the choice of undergraduate major is thedetermining factor for success in the labormarket is not one that is held by most employers.In 2013, the Association of American Collegesand Universities commissioned a survey ofemployers in order to probe their views oncollege learning and workforce preparation.When asked about what they look for in jobcandidates, the vast majority of the employerssurveyed (93 percent) agreed that “a candidate’sdemonstrated capacity to think critically,communicate clearly, and solve complexproblems is more important than their undergraduate major” (see table 1). In addition, morethan three in four employers urged collegesand universities to “place
makes it possible to provide this analysis of data on the economic returns of earning a college degree. The Liberal Arts and Career Opportunity . Leadership Council for Liberal Education and America's Promise's College Learning for the New Global Century (2007). These reports foreground the centrality of the humanities and social sciences
ST. JOHN'S COLLEGE OF LIBERAL ARTS AND SCIENCES Suffolk County Communltv Collen St. John's University 1 Liberal Arts and Sciences: General Studies A.A. Psychology B.A. 2 Liberal Arts and Sciences: General Studies A.A. Government and Politics B.A. 3 Liberal Arts and Sciences: Humanities Emphasis A.A. English B.A. English Option 4 Liberal Arts and Sciences: Humanities Emphasis A.A. French B.A.
01 College of Liberal Arts and Sciences Parviz Ansari Dean, College of Liberal Arts and Sciences I am pleased to present the 2010-11 Annual Report of the College of Liberal Arts and Sciences. This report is a collection of the achievements of the academic departments and special programs within the College from July 1, 2010 to June 30, 2011.
Liberal Arts: Biology Mission The Liberal Arts/Biology Program is designed to prepare students for further study towards the bachelor’s degree in biology by providing coursework and laboratory experiences in biology and other natural sciences, as well as a background in mathematics and the liberal arts (drafted 2007). This is primarily a
either type of associate’s degree, and completion of a liberal arts associate’s degree increases the chances that a transfer student will ultimately complete a four‐year degree. By itself, an associate’s degree in liberal arts is a helpful, but not strong, labor market entry credential. At 79 percent employment, liberal arts associate .
Zahra Vianela Aalabdulrasul Tippie College of Business Cedar Rapids IA Eleanor Abbott College of Liberal Arts and Sciences Davenport IA Fatuma Bulbula Abdalla College of Public Health Iowa City IA Tyler Zia Abdishi College of Liberal Arts and Sciences Wheeling IL Muhammad Ariff Abdul Malik College of Liberal Arts and Sciences Bayan Baru Malaysia Brandon Abel College of Nursing Marion IA Emily .
COLLEGE OF LIBERAL ARTS & SCIENCES ANNUAL REPORT 2009-2010 3 Executive Summary Parviz Ansari, Dean I am pleased to present the College of Liberal Arts and Sciences 2009-10 Annual Report. This report is a collection of the achievements of the academic departments and special programs within the College from July 1, 2009 to June 30, 2010.
The College of Liberal Arts and Sciences requires proficiency in a language equivalent of the elementary and intermediate levels of language study (the first two years) at the University of Illinois at Chicago. UIC’s College of Liberal Arts and Sciences does not accept prof
The College of Liberal Arts and Science was given 10 hires. Dr. Page expects the hiring plans to . return to normal levels in year 3. . College of Liberal Arts and Sciences Senate Faculty Senate Meeting Minutes March 12, 2012 · 3:15 pm · Fulton Center 2490 I. Call to Order
