Jeffrey C. Bauer, Page 2

Jeffrey C. Bauer, Page 2

AWARDS, HONORS, & GRANTS

Nominated for UC-Clermont College Faculty Recognition Award: Excellence in Teaching

(1995 – 2004, 2006 – 2014, 2016, 2018)

Nominated for UC-Clermont College Faculty Recognition Award: Promoting Good Student/Faculty Relations

(1995 – 2000, 2004 – 2006, 2009 - 2010)

Faculty-Student Activity Grant, Hamburger Production Line Project, University of Cincinnati (2008)

Nominee for the A.B. Dolly Cohen Award for Excellence in Teaching, University of Cincinnati (2006)

Professor of the Year, Order of Omega, University of Cincinnati (2004 – 2005)

Brodie Fellowship: Financial support of dissertation research (2001)

Nominated for inclusion in Who’s Who Among America’s Teachers by a former student (2000) ADDITIONAL ACADEMIC EXPERIENCE

University of Cincinnati, Cincinnati, Ohio

Adjunct Associate Professor, College of Allied Health Sciences (2005 – 2008)

Adjunct Assistant Professor, College of Arts & Sciences (2003 – 2004)

Xavier University, Cincinnati, Ohio

Adjunct Instructor, Department of Economics & Human Resources (2000 – 2001)

Clark State Community College, Springfield, Ohio

Adjunct Instructor, Business Technologies Division (1993 – 1995)

INDUSTRY EXPERIENCE

Bauer & Taylor Management Consulting, Inc., Cincinnati, Ohio

Principal and President (06/1996 – 03/1998)

Anderson Hills Pediatrics, Inc., Cincinnati, Ohio

Practice Administrator (02/1995 – 01/1997)

Dayton Power and Light Company, Dayton, Ohio

Supervisor of Distribution Engineering and Marketing Specialist, Team Leader, Rate Analyst II, and

Associate Market Analyst (03/1989 – 02/1995)

Carlson Marketing Group/E.F. MacDonald Motivation, Dayton, Ohio

Research Coordinator and Information Analyst Intern (10/1987 – 03/1989)


PUBLICATIONS, PRESENTATIONS, CONFERENCE PAPERS, & MANUSCRIPTS

Presenter, “Integrated Decision Making with Communications Linking Pins”, Regional and Branch Campus

Administrators Conference, Longboat Key, FL, June 2017.

Presenter, “'Recruiting a Diverse Pool of Faculty: A Unit Head's Multi-Year Journey”, University of Cincinnati -

7th Annual Diversity Conference, Cincinnati, Ohio, April 2015.

Author, “Regional College Organizational Structure and the Relationship with University Administration”,

unpublished manuscript, 2014.

Co-Author, “An Audit of Attitudes Toward Diversity in a Hospital” with J. Gaze, unpublished manuscript, 2014.

Presenter, “The Organizational Design and Structure of UC-Clermont and the University of Cincinnati, UC-

Clermont Faculty Leadership Series, April 2014.

Co-Presenter, “Organizational Structure: Ohio’s Regional Campus System”, with Debra Way, at the Association

of University Regional Campuses of Ohio Conference, Middletown, Ohio, April 2009.

Co-Presenter, “Faculty Diversity and Technology Development”, with Clifford Larrabee, Jr. and Dexter Hulse, at

the Association of University Regional Campuses of Ohio Conference, Cincinnati, Ohio, April 2008.

Author, “Classroom Response Systems: Do They Improve Student Performance, Perceptions of Performance, or

Just Student Satisfaction?”, paper delivered at the Association of Urban and Regional Campuses of Ohio

Conference, Orrville, Ohio, April 2006.

Co-Author, “Using Reorganizational Events for Career Enhancement”, paper delivered at the Emerging Issues in

Business and Technology Conference with J. Spencer, Myrtle Beach, SC, November 2005.

Invited Presenter, “Teaching Proper E&M Coding Through the Use of Statistical Analyses”, Cincinnati Chapter

of the American Academy of Procedural Coders, January 2004.

Invited Presenter, “Flash Reports: A Report Card for Your Office”, Mercy Hospital – Anderson, Cincinnati,

Ohio, June 2003.

Co-Author, “Role Ambiguity and Role Clarity: A Comparison of Attitudes in Germany and the United States”,

paper delivered at the Midwest Academy of Management Conference with J. Spencer, St. Louis, Missouri, April

2003.

Invited Presenter, “The Ultimate Challenge: Recruitment and Retention of Employees”, Mercy Hospital –

Anderson, Cincinnati, Ohio, February and March, 2003.

Author, “Teaching Undergraduates with Minds-On Exercises”, paper delivered at the 21st Annual Lilly

Conference on College Teaching, Oxford, Ohio, November 2001.

Author, Distance Learning: A student’s perspective, AURCO Journal, 7, 24 – 30, April 2001. Originally

presented at the Association of University Regional Campuses of Ohio Conference, Cincinnati, Ohio, April 2000.

Author, “Role Ambiguity and Self-Directed Work Teams”, paper delivered at the Midwest Academy of

Management Conference, Toledo, Ohio, April 2001.


PUBLICATIONS, PRESENTATIONS, CONFERENCE PAPERS, & MANUSCRIPTS (Con’t)

Invited Presenter, “Job Roles and Job Descriptions”, Ohio State Society of Medical Assistants, Cincinnati, Ohio,

April 2001.

Co-Author, Role Ambiguity: A review and integration of the literature, Journal of Modern Business, 3, 41 – 47,

with P.R. Simmons, December 2000.

Invited Presenter, “Employee Motivation and Retention”, Professional Association of Health Care Office

Managers, Cincinnati Chapter Conference, May 2000.

Co-Presenter, “Assessment Lessons Learned and Modifications Made - A Three-Year Longitudinal Study”, with

Tracey Hawkins and Debra Way, at the AAHE Assessment Conference, Denver, Colorado, June 1999.

PROFESSIONAL SERVICE

Editor, Association for University Regional Campuses of Ohio (AURCO) Journal (2006 - 2010)

Peer reviewer: Journal of Management and Organization (2010 – 2015)

The Academy of Management Learning & Education Journal (2003 – 2015)

Southern Management Association conference paper submissions (2007 – 2010)

The Association for University Regional Campuses of Ohio (AURCO) Journal (2001 – 2005)

The International Academy of Management conferences. Reviewing submissions for the

Organizational Development/Change and Organizational Behavior Divisions (2000 – 2004)

External Peer Reviewer for Miami U-Middletown, Tenure/Promotion Applications (2004 & 2007)

Textbook reviewer: Intermediate Microeconomics, by Bernheim & Whinston published by McGraw/Hill (2007)

Economics, by Leeds & von Allmen published by Addison Wesley (2005)

Understanding Business Ethics, by Stanwick published by Prentice Hall (2004)

The Quality Toolbox, by Tague published by ASQ Press (2004)

Leadership, by Hughes, Ginnett, & Curphy published by McGraw-Hill (2003)

Basic Marketing, by Perreault & McCarthy published by Irwin/McGraw Hill (2003)

Hospital Billing and Coding, by Ferenc published by Elsevier (2003)

COMMUNITY SERVICE

Member, Clermont County Chamber Board of Directors (2018 – Present), Vice Chair (2020), Chair (2021)

Member, Clermont Senior Services Board of Directors (2017 – 2020)

Member, Clermont Visitors Bureau Board of Directors (2015 – 2018)

Member, West Clermont School District Business Advisory Board (2016 – 2018)

UNIVERSITY & COLLEGE SERVICE University of Cincinnati - Clermont, Batavia, Ohio

Member, UC Strategic Enrollment Management Policy Council (2017 – Present)

Decanal Representative, University Grievance Committee (2016 – Present)

Appointed Member, UC Bicentennial Planning Committee (2012 – 2016)

Appointed Member, Higher Learning Commission/Accreditation Steering Committee (2014 – 2015)

Appointed Member, UC-Clermont, Faculty Development Committee (2014 – 2015)

Elected Faculty Senator, University Faculty Senate (2011 – 2013)

Elected Member, University Faculty Senate Planning Committee (2011 – 2013)


UNIVERSITY & COLLEGE SERVICE (Continued)

University of Cincinnati - Clermont, Batavia, Ohio

Appointed Unit Head Representative, University Grievance Committee (2010 – 2013)

Appointed Member, Ad Hoc Integrated Decision Making Model Committee (2011 – 2012)

Appointed Member, University Faculty Senate Cabinet (2011 – 2012)

Appointed Co-Chair, Proudly Cincinnati Campaign Steering Committee (2010 – 2012)

Co-Chair, UC Clermont College Campaign Leadership Committee (2008 – 2012) Appointed Co-Chair, Technical Baccalaureate (BTAS) Program Development Committee (2009 – 2011)

Elected Member, University Faculty Senate Budget & Priorities Subcommittee (2009 – 2011)

Appointed Chair, CRSC Subcommittee - College of Applied Sciences Programs (2009 – 2010)

Elected College Representative, Collegiate Restructuring Steering Committee – CRSC (2009 – 2010)

Elected College Representative, Uptown/Regional Campus Restructuring Subcommittee (2009 – 2010)

Chair, Business Division RPT Committee (2008 – 2009)

Elected Member, UC Clermont Curriculum Committee (2008 – 2009)

Appointed Member, Ad Hoc College Restructuring Committee (2008)

Director, Faculty Resource Center (2007 – 2009)

Chair, Assistant Professor of Accounting Search Committee (2007 – 2009) Area Coordinator, Marketing Management Technology (MMT) Program (2007 – 2009)

Academic Advisor, MMT Program (2007 – 2009)

College Representative, Batavia Business Association/Batavia Chamber of Commerce (2007 – 2009)

Appointed Member, IT Lead Team (2005 – 2006)

Elected Member, Business Division Reappointment, Promotion, & Tenure Committee (2005 – 2006)

Member, Bachelor of Technical and Applied Supervision Program Development Committee (2005 – 2006)

Editor, Higher Learning Commission/North Central Association 10-year Self Study Report (2005 – 2006)

Chair, Visiting Instructor of Business Search Committee (2005 - 2006)

Member, Strategic Planning Committee Phase II – Honors Team (2005)

Chair, Business Division Reappointment, Promotion, & Tenure Committee (2004 – 2005)

Faculty Fellow, Ohio Theta Chapter, Sigma Phi Epsilon Fraternity (2004 – Present)

Sam Walton Fellow/Faculty Advisor, Students in Free Enterprise (2004 – 2005) Chair, Marketing Management Technology Program Advisory Committee (2002 – 2007)

Member, UC-Clermont Assessment Committee (2004)

Chair, Adjunct Management Instructor Search Committee (2003 – 2004)

Member, AURCO Conference Committee – Evaluation of Student Projects (2003 – 2004)

Elected Senator, Vice Chair, and Secretary (winter term) UC-Clermont Faculty Senate (2002 – 2003)

Elected Member, Student Appeals/Faculty Evaluation Committee (2001 – 2003)

Volunteer Assessor, Cincinnatus Scholarship Competition (1999, 2000, 2003)

Faculty Advisor, Phi Theta Kappa Honor Society (2000 – 2003)

Appointed Member, Ad Hoc College Restructuring Committee (2002 – 2003)

Member, Director, UC-Clermont Library Search Committee (2002 – 2003)

Member, AURCO Conference Planning Committee (2002 – 2003)

Chair, Student Appeals/Faculty Evaluation Committee (2001 – 2002)

Volunteer Sponsor, International Student Program (2001 – 2002)

Co-Chair, College Planning Committee (2000 – 2001)

Member, Marketing Director Search Committee (2000 – 2001) Elected Member, Faculty Executive Committee (1999 – 2001)

Elected Member, College Planning Committee (1999 – 2001)

Elected Member, Business Division Reappointment, Promotion, & Tenure Committee (winter term 2000)

Member, Faculty Mini-Grant Committee (2000)

Member, Adjunct Language Instructor Search Committee (1999)

Chair, Adjunct Medical Business Management Faculty Search Committee (1998 – 1999)

Faculty Co-Advisor, Working Students Association (1998 – 1999)

Faculty Co-Advisor, Student Tribunal (1998 – 1999)


UNIVERSITY & COLLEGE SERVICE (Continued)

University of Cincinnati - Clermont, Batavia, Ohio

Member, Ad Hoc Faculty Evaluation Committee (1998 – 1999)

Member, Health & Safety Task Force (1998 – 1999)

Coordinator, Cooperative Education Program (1997 – 1998)

Volunteer Mentor, Minority Student Mentoring Program (1997 – 1998)

Acting Chair, Ad Hoc Recycling Committee (1997 – 1998) Team Member, Ohio Tech Prep Program, Healthcare Curriculum (1997 – 1998)

Clark State Community College, Springfield, Ohio

Adjunct Faculty Representative, Ad Hoc Marketing Associate Degree Development Committee (1994 – 1995)

PROFESSIONAL DEVELOPMENT & WORKSHOPS

Regional and Branch Campus Administrators Conference, Longboat Key, FL, 2017

Council for the Advancement and Support of Education (CASE) Conference for Deans and Development

Officers, San Francisco, CA, 2016

Regional and Branch Campus Administrators Conference, Longboat Key, FL, 2015

QM Rubric Update Training, 2014

QM Peer Reviewer Training, 2014

APPQMR – Training, 2013

UC-Clermont Academic Leadership Group (2012 – 2013)

The Chair Academy – International Leadership Conference, Phoenix, AZ, 2013

3T Conference, UC-Clermont College, 2013

University Academic Leadership Seminar (2010 – 2012)

Ohio Leadership Academy (2011 – 2012)

Situational Leadership Training, University of Cincinnati, 2010

Retention 360 Workshop, GCCCU, Cincinnati State, 2010

Emotional Intelligence Training, University of Cincinnati, 2010

Interpersonal Influence - MAP Training Session, University of Cincinnati, 2010

MAP – Managing to Excel Workshop – Disciplining and Counseling, UC, 2010

Financial Policies Training – The First Eight, University of Cincinnati, 2010

MAP – Managing to Excel Workshop – Getting Unbiased Information, UC, 2010

The Chair Academy – International Leadership Conference, Minneapolis, MN, 2010

MAP – Managing to Excel Workshop – Appraising People and Performance, UC, 2009

Managerial Assessment of Proficiency (MAP) Training, University of Cincinnati, 2009

Association for University Regional Campuses of Ohio (AURCO) Conference, Canton, OH, 2010

Association for University Regional Campuses of Ohio (AURCO) Conference, Middletown, OH, 2009

Course Digitization Workshop, UC-Clermont College, 2009

Quality Assurance in Online Learning Workshop, UC-Clermont College, 2008

Establishing Student Learning Outcomes – Assessment Workshop, UC-Clermont College, 2008

Using the Blackboard Grade Center Workshop, UC-Clermont College, 2008

Web 2.0 – What Educators Need to Know Workshop, UC-Clermont College, 2008

Association for University Regional Campuses of Ohio (AURCO) Conference, Cincinnati, OH, 2008

Southern Ohio Council for Higher Education/Greater Cincinnati Consortium of Colleges and Universities

(GCCCU) Higher Education Conference, Technology and Education: Baby Boomers to Net Generation Students,

Sinclair Community College, Dayton, OH, 2008

Podcasting Basics Workshop, UC-Clermont College, 2008

Association for University Regional Campuses of Ohio (AURCO) Conference, Huron, OH, 2007

Association for University Regional Campuses of Ohio (AURCO) Conference, Orrville, OH, 2006


PROFESSIONAL DEVELOPMENT & WORKSHOPS (Continued)

Emerging Issues in Business and Technology Conference, Myrtle Beach, SC, 2005Midwest Academy of

Management Conference, St. Louis, MO, 2003

Midwest Academy of Management Conference, Toledo, OH, 2001

Lilly Conference on Teaching Effectiveness, Miami University, Oxford, OH, 2001

Test Item Development Workshop, UC-Clermont, Cincinnati, OH, 2001

Association for University Regional Campuses of Ohio (AURCO) Conference, Cincinnati, OH, 2000

International Academy of Management Annual Conference – Junior Faculty Workshop, Chicago, IL, 1999

PROFESSIONAL AFFLIATIONS

Member, International Academy of Management, Organizational Development & Change and Organizational

Behavior Divisions (1998 – 2015)

Member, Midwest Academy of Management (2001 – 2015)

Honorary Member, Phi Theta Kappa International Honor Society (2000)

Member, Phi Delta Kappa, International Education Fraternity (1999)

Member, American Association of University Professors (1998 – 2015)

January 11, 2021 Members of the Dean of the Graduate School and Vice Provost for Graduate Studies Search Committee, I am writing to apply for the position of Dean of the Graduate School and Vice Provost for Graduate Studies at the University of Cincinnati. Given the unique nature of this search process and the resulting report from the Graduate School Envisioning Committee (GSEC), I have organized my letter of application in a unique way as well. I would like to address my vision and a proposed mission statement for the University of Cincinnati’s Graduate School and my plan to address the key recommendations detailed in your report before discussing my experiences and qualifications for the position. My vision for the UC Graduate School incorporates the tenants of the Next Lives Here (NLH) Strategic Direction, the Research 2030 Strategic Plan, and the following future focused trends that I believe will shape graduate education in the coming years:

• There will be an increased societal need for graduate education to prepare thought leaders to solve the world’s challenges.

• Career options for graduate students will continue to expand and we must prepare them for careers outside of academe.

• Increased access to graduate education and research via online and hybrid formats is needed to respond to demographic shifts and the need to further develop global competencies.

• Concerns about the cost and value of education will continue.

• The diversity of the graduate student body must and will increase and an inclusive environment is essential.

• Future research, scholarship, and creative works will require more collaborative and interdisciplinary approaches.

• A graduate school ecosystem that encourages intellectual risk taking and innovation while providing strong support for basic, bench, and clinical research is essential.

• There will be an increased need to track graduate student progress and persistence.

• Private and corporate funding must help fill funding gaps and these partnerships should also facilitate co-ops, internships, and curricular innovations.

• The health of graduate students, especially their mental health, will require much more significant investments.

Vision Statement Our discoveries mobilize the world for What’s Next. Proposed Mission Statement We create the innovators of tomorrow by empowering an inclusive array of graduate and professional students, faculty, alumni, staff, and colleges to maximize their intellectual and professional impact through student-centered curricula and internationally acclaimed research, scholarship, and creative works. Plan to Address the Key Recommendations from the GSEC Report Step one will be to establish trust with the graduate students, graduate program directors, college graduate staff, and the deans. The report clearly indicates that there is much work to do to reestablish communications and a positive working relationship between the colleges and the graduate school. The

Jeffrey C. Bauer – Page 2

new dean must be a champion for all forms of graduate education and research. Even in the midst of the pandemic, I think it is possible to visit (virtually at least) EVERY graduate program director and each dean to truly listen to determine the unique needs of their graduate students, program, and college. In preparation for my application for this position, I have already conducted listening sessions with the officers of the Graduate Student Government and the Black Graduate and Professional Student Association. The insights provided by these exceptional scholars are woven into my plan to move the graduate school forward. Step two will be to evaluate the current staffing and structure of the graduate school. The report calls for the graduate school to be much more student centric, for barriers to be broken down, and non-academic hurdles to be removed. One possible solution to structural challenges will be to re-envision the graduate school structure with a spoke-and-wheel approach where the “power” of the graduate school resides in the colleges with the graduate school serving support and facilitation roles. An immediate evaluation of the part-time nature of the Associate Dean’s appointment and the duties and approach of the Program Director would begin on day one and would be completed as expeditiously as possible. In addition, collaborations with Enrollment Management regarding the admission of graduate students would be completed concurrently. This may result in efficiencies that would allow for resources to be reallocated to the core mission of the graduate school. For example increasing the Graduate Student Health Insurance (GSHI) subsidy level to 85%. This may also result in the creation of a Diversity, Equity, & Inclusion Enrollment Specialist position to significantly improve the diversity profile of our graduate student population. We must act to improve diversity and inclusion – simply talking about it accomplishes nothing. The graduate students that I met with and the GSEC report also indicate that services available to graduate students are inadequate especially related to career counseling and development, professional development, and co-op or internship opportunities. The university has significant resources in each of these domains. The graduate school MUST extend and expand its current partnerships with other university units such as the Division of Student Affairs and the Division of Experienced-Based Learning & Career Education to provide these critical services to our graduate students in fulfillment of the Bearcat Promise. Step three would be alignment of the graduate school’s vision and mission with the university’s Next Lives Here (NLH) Strategic Direction and the university’s Research 2030 Strategic Plan. This may require streamlining of the Board of Trustee’s rules and university policies that inhibit innovation and cross-disciplinary program development. While the graduate school must serve as a gatekeeper to ensure that accreditation standards, board rules, and university policies are met – this should not be the primary focus of the graduate school. The graduate school should do everything possible to facilitate the needs of graduate students, program directors, and the colleges – up to and including changing policies that inhibit innovation. A key element of the NLH vision is to improve diversity, equity, and inclusion. We MUST increase the pool of scholarship and fellowship funding available to increase diversity, equity, and inclusion of under-represented groups. I also hope to leverage the already overburdened Black Faculty Association to determine the best ways to provide additional mentoring support to our URM graduate students. Data informed decisions with significant input from current graduate students, former graduate students, and soon-to-be graduates will be key inputs to better aligning the graduate school with the NLH Strategic Direction and the goals of the Research 2030 Strategic Plan. One element that the graduate students have already requested is a Graduate Student Center to provide opportunities for socialization and community building that would be a one-stop shop for workshops and other development activities. A partnership with the Faculty Enrichment Center or CET&L could potentially help serve this need and would be explored. Step four is to increase graduate student enrollment and the revenue production of the graduate school. If we want more resources to devote to GSHI and stipends, we will need to provide the revenues to make it happen under the Performance Based Budgeting (PBB) or Margin budget models. We also need to ensure the new Margin model allocates adequate resources to the graduate school functions and incentivizes cross-college and external collaborations. Based on my analysis of the budget “Red Books”, I am not convinced this happens sufficiently under the current PBB model. Increased revenues would be generated by offering


more professional degrees, especially offered in fully-online and hybrid formats. Private and corporate fundraising will be a key element in funding the aforementioned initiatives as well. Attracting a donor to name the graduate school should be a priority working in concert with the Foundation. Summary of Academic Administrative & Leadership Experience For the past five and a half years I have served as the Dean of the University of Cincinnati’s Clermont College (UC Clermont) and was reappointed to a second 5-year term as dean in May of 2019. UC Clermont was at a crossroads in 2015 due to five years of enrollment declines and the resulting significant budget deficits. I took swift action to reorganize the college, to hire key team members to improve recruitment and retention, and to adopt an entrepreneurial culture while achieving efficiencies that enabled us to turn the college around within two years. The college has enjoyed enrollment increases the past three years and has returned surpluses each of those years as well to replenish our reserves and fund academic initiatives. Over $1M has be allocated to the Academic Initiatives Fund (AIF) since 2018. The AIF supports new program development, faculty start-up funds, and capital expenses to support new academic programs and enhance existing academic programs. At the same time retention and graduation rates have increased every year (except fall 2020 retention rates due to the pandemic). In my role as dean I am responsible for one hundred and eighty full-time faculty and staff, and approximately one hundred and fifty adjunct faculty across the six academic departments and multiple administrative units of the college. Immediately prior to being named dean I served for six years as the Chair of the Business, Law, & Technology Department overseeing 20 full-time and 50 part-time faculty across more than a dozen academic programs. Combining my roles as dean and department chair comprises over eleven years of academic leadership and line responsibility for hiring faculty and staff, reappointment, promotion, and tenure decisions, budget management, and academic program development and quality. I have also held a tenured faculty position as Professor of Management and Marketing since 2010 and have been a faculty member at UC Clermont since 1995. The Administrative Council team that reports to me is comprised of the Associate Dean of Academic Affairs, Sr. Assistant Dean of Student Services, the Business Officer, the Directors of Information Technology and Facilities, and the Development Officer of the college. The college’s annual budget is approximately $28M. I am also responsible for a 91 acre campus that is home to more than 3,000 students. The physical plant of the campus is comprised of six academic and administrative buildings, the Student Activities Center (gymnasium), parking lots, and a system of nature trails. I have initiated aggressive energy efficiency and sustainability projects over the past three years that have reduced energy consumption and costs by 40% and significantly reduced the college’s carbon footprint and plastic waste. Leadership of the Deans and Advocacy for Graduate Students In 2018 I was elected by my decanal colleagues to serve on the Dean’s Executive Committee comprised of the Chair-Elect, Chair, and Chair-Emeritus of the Council of Deans. The Council of Deans represents the seventeen deans of the University of Cincinnati (13 college deans plus the Dean of the Libraries, Dean of the Graduate School, Dean of UC Online, and Dean of Experience-Based Learning and Career Education). During the 2019 – 2020 academic year I served as chair of the council. I am proud to say that I changed the tenor of the group and our monthly roundtable meetings to focus on interdisciplinary programs and to improve the student experience across the university by meeting with each dean before my term began, which helped to form a strong relationship with each of the deans and gave me an understanding of the unique needs of their colleges. The Chair of the Council of Deans is also crucial to forging relationships across the university, especially with the administrative units and directly with the Provost. As a result, working in conjunction with the Provost, we developed a cooperative framework and budget model recommendations to nurture interdisciplinary


activities at the graduate and undergraduate levels. I provided support to graduate students in my role as Chair through advocacy directly to the Provost and to the President (through the President’s Cabinet) for the increase in GSHI funding and the increase in the graduate stipends, including the provision tying automatic future increases in the stipends to the non-represented staff increases at the university. In addition, I have served on the Strategic Enrollment Management Policy Committee since 2017. In this role I advocated for holding tuition levels steady for graduate students and worked to resolve tuition issues for graduate students enrolled in multiple graduate programs. Since 2016 I have presented annually during the graduate school’s Preparing Future Faculty colloquium on “The Academic Job Search”. These session allow soon-to-be graduates the opportunity to learn about the academic search process and due to my experience in industry, I typically add some thoughts about the approaches used outside of academe. Research Support Establishing an Undergraduate Research Center (URC) was a priority of mine early in my tenure as dean, but the operating budget that was already in place did not provide funding. Working with our Development Officer we reached out to alumni and selected donors to establish a fund to support undergraduate research. I am proud to say this funding stream will now support equipment and a clean-lab space on campus for Chemistry and Microbiology research that is linked to cancer drug delivery. In addition, the URC has supported projects in Geology, Physics/Astronomy, Information Technology, Psychology, Mathematics, and Social Work. We have also partnered with the university’s Office of Research to receive faculty training and funding to further support research activities. In 2017 I engaged a private donor to fully support a grant writer position at the college. Our grant writer has worked with faculty across the college on a variety of government and private grants, increasing the grant activity on campus by 500% in the first year and increasing the number of grant applications and awards each and every year since. We have also worked extensively with the UC Foundation grants’ team to coordinate and expand on grants that involve more than one college to ensure that we are not in direct competition with other UC colleges for grants, but instead teaming up to strengthen our grant applications. As a result of these efforts and the funding devoted to grant writing, the level of research activity on campus has increased dramatically over the past four years. In the summer of 2019 I added a pool of scholarly release time for faculty to provide them the teaching workload relief they need to devote to their research, scholarly, or creative activities.

Commitment to Diversity, Equity, & Inclusion Increasing faculty and student diversity has been a goal of mine since assuming the role as Chair of the Business, Law, & Technology Department in 2009. As dean I have been able to actively recruit minority faculty members resulting in an increase in our minority faculty representation by over 300%. The Business, Law, & Technology Department and I were honored with the Marian Spencer Diversity Award in April 2015 during the university’s annual Equity & Inclusion Conference. The award recognized our efforts to substantially improve the diversity profile of the department full-time and part-time faculty over the prior two years. I firmly believe the key to increasing student diversity is to begin with recruiting a diverse faculty. I was recruited to serve as a unit head representative to the University’s Grievance Committee for three years (2010 – 2013). I was subsequently asked to extend this service as a decanal representative and have throughout my term to date (2015 – 2021). This appointment is made jointly by the faculty union and the university administration to hear faculty grievances based on the parameters outlined in the Collective Bargaining Agreement (CBA). I believe this indicates my capacity for balanced, thoughtful, and ethical decision making. I have served on several challenging panels, chairing two of the panels that had very difficult matters to decide. This experience greatly enhanced my knowledge of the CBA and has made me a better academic administrator.


Student Retention, Social Media, & Experienced-Based Learning I have made a strong commitment to student retention over the course of my career, personally making thousands of phone calls to students identified by faculty as having challenges in their classes. These contacts with students have been enlightening and enriching for both me and the students impacted by these efforts. UC Clermont’s First-Time Full-Time Freshman to Sophomore retention rate has increased from 56.4% to 61.2% between 2014 and 2019 (with a goal of reaching 70%, which would be in the Top 20% of colleges classified like UC Clermont) and the Fall-to-Spring retention rate has increased from 80.7% to 82.5% in the same timeframe. The addition of High-Impact Practices and the implementation of the Starfish software tool have further contributed to this retention success. Student recruitment was an early focus of my decanal duties and within my first six months I visited all of the Top 20 feeder high schools to meet with the college counselors and administrative teams to determine ways that the college could better support the high schools. As a result we embedded members of our advising team in several high schools to assist the students in making plans to attend college. In addition, in 2018 I made over 1,200 personalized videos to send to applicants who had applied, but not yet confirmed their admission to the college. These 40 second videos had a substantive impact on the enrollment of the college in the fall of 2018. I also maintain a social media presence on Twitter and Instagram, which aids in communicating with current students and in introducing UC Clermont to potential students. Note: I checked and @UCGradDean and UCGradDean are available on Twitter and Instagram respectively. In 2018 we opened the EXCITE (EXperiential learning, Career education, Internships, Training, and Engagement) Center at UC Clermont. This was a complete revisioning of the Career Services function that connects with our students during their Freshman Year Experience courses and works with them throughout their academic career guiding internships and co-ops and eventually job placement upon graduation. The EXCITE Center also includes the Career Closet, hosts employers to conduct interviews on campus, and hosts community organizations as well to introduce them or reintroduce them to the college, its students and faculty, and programs. Our EXCITE Center framework was subsequently adopted by UC Blue Ash in 2019.

Teaching, Program Development, & Accreditation Experience I have a total of twenty-seven years of teaching experience (I have continued to teach one class per year as dean), including eighteen years on a full-time basis. I have taught classes fully online via Blackboard or CANVAS and in hybrid formats using a variety of instructional technologies including lightboards and lecture capture software (Panopto and Echo 360). The lecture capture software has enabled me to offer “flipped” hybrid classes, e.g. classes where the online component is watching the “lecture” and preparing for the face-to-face portion of the class where the material and problems can be discussed and group activities can be conducted. I believe this flipped hybrid delivery method produces better student learning outcomes and encourages students to be better prepared for class. My course designs employ the foundation of the Quality Matters (QM) rubric, which I learned while completing the QM training, including becoming a QM Peer Reviewer. The University of Cincinnati established UC Online (UCO) in 2018 to coordinate the marketing and delivery of all of the university’s online offerings. UC Clermont has partnered with UCO on seven programs to date with plans to move several additional programs and certificates to fully online delivery within the next year. Our college Strategic Plan developed collaboratively with faculty and community partners in 2017 and adopted in 2018 calls for 30% of UC Clermont’s students to be fully online (and from outside our geographic region) by 2025. At my direction, we created and funded the Instructional Design and Technology Support Center in 2016 to provide faculty with training and support in the development and delivery of online and hybrid


courses. The Center features the latest in instructional technology in an interactive laboratory environment where faculty, staff, and students can learn hands-on from a supportive and knowledgeable team of instructional designers, support staff, and student assistants. I have direct experience in new degree program development, having developed Health Care Management courses and the Marketing Management Technology associate degree program. During the 2009–11 timeframe, I co-chaired the Bachelor of Technical & Applied Studies (BTAS) Steering Committee, which resulted in a curriculum that was approved at all levels at the University of Cincinnati, the Ohio Board of Regents, and the Higher Learning Commission/North Central Association (HLC). This included cross-college collaboration with our colleagues at UC Blue Ash. The BTAS program impacts every department at UC-Clermont and will dramatically impact the college over the next decade. During my time as dean we have added over 20 new academic programs. We also instituted a robust internal and external program review process in 2017 that has enabled us to divest from programs that are no longer a good fit for the college and to make strategic investments in select programs to allow them to achieve academic excellence. I have experience leading the accreditation and reaccreditation processes, serving as the Editor for the college’s 2006 report to the Higher Learning Commission/North Central Association, and participating extensively in the HLC site visit for Fully Online Program Delivery in 2012. At the unit level I also participated in the American Bar Association Reaccreditation site visit for the Paralegal program in 2010 and the American Health Information Management Association site visit for the Health Information Systems program in 2014. As dean I lead the college’s successful 10-year HLC reaccreditation effort in 2016, which cited no concerns and resulted in no required follow-up reports. Fundraising & Grants I had the pleasure of serving for two years (2010 – 2012) as a co-chair of the University of Cincinnati’s $1 Billion Proudly Cincinnati Campaign and for four years as co-chair of UC-Clermont’s College Campaign Committee during my time as a faculty member and department chair. We successfully completed the university level campaign in early 2012 reaching the one billion dollar milestone several months ahead of schedule. During the same time our college faculty and staff participation grew from 28% in 2008 to 100% in 2012. We created many new scholarships directly benefitting our students with the contributions from the faculty and staff. These campaigns were successful due to the development of relationships with academic and administrative department team leaders and with the local business community and community leaders who believe in the mission of the college and university. In my time as dean fundraising has been a significant priority and I have devoted approximately 20% of my time to corporate and private fundraising. In partnership with my Development Officer we have tripled annual fundraising from $300,000/year in 2014 to $1M/year in 2019. These additional funds have enabled us to provide additional scholarships, to provide grant funding for students to study abroad or study USA, to support faculty and undergraduate research, and to complete a total renovation of our library. Our private fundraising efforts have also enabled us to endow the college’s Food Pantry, Career Closet, Writing Competition and Poetry Series. These efforts have also supported the college’s Community Garden, which has provided more than a ton of food each year to the local homeless shelter and soup kitchens. Recently I was selected by the University of Cincinnati Foundation to serve as Co-Chair of the 2019 – 2020 Faculty/Staff Campaign during the university’s Bicentennial. Community Service Community service and an active presence in the local community is crucial to any college or university, so I have served on several community boards including the Clermont Chamber of Commerce Board of Directors, the Clermont Senior Services Board of Directors, and the Clermont Visitors Bureau Board. In


addition, I have actively encouraged each of my direct reports to seek out a community organization of their choice to serve in a leadership capacity. I am currently serving as Chair of the Clermont Chamber of Commerce for 2021 – 22. This presence enables the college to be responsive to community needs and demonstrates our commitment to the local community and its citizens. I believe this type of approach would benefit the graduate school by connecting the graduate school directly to employers, the local community, and the City of Cincinnati. This would facilitate the development of partnerships that will lead to fundraising opportunities, professional development activities for graduate students, and internship and co-op possibilities. Summary The GSEC Report calls for a visionary team builder with excellent listening skills who is a creative problem solver and is prepared to make the necessary changes to bring the graduate school into the 21st century. I feel that my vision for the graduate school combined with my academic leadership experience, change management experience, support for research, cross-college collaboration, experience increasing inclusiveness, fiscal management, and fundraising is an excellent fit to meet that call. The university, the graduate students, and the community deserve a servant leader who is fully invested in the university and is willing to devote themselves to the Next Lives Here vision outlined by President Pinto. I am prepared to commit the balance of my career to the graduate students of University of Cincinnati. Please feel free to contact me at 513-378-6267 (Cell) or [email protected] should you require any additional material or clarifications. Thank you for your time and consideration of my application.

Sincerely,

Jeffrey C. Bauer, D.B.A. Enclosures: Curriculum Vitae

Documents

Jeffrey C. Bauer, Page 2