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Arnold G. Hyndman, Ph.D. Dean Livingston College

Professor- Department of Cell Biology & Neurosciences

Academic Leadership & Teaching Academic Leadership

The need for leadership emerges from every type of human association. The skills and approaches in one setting are often transferable to other situations. The role of an academic leader is to work cooperatively with faculty, staff and students to create an effective intellectual environment. I view my primary function as to help people produce good results by modeling and encouraging behaviors and values that are both good for the individual and aligned with the vision and goals of the academic milieu. There are two aspects to my approach to leadership: 1) Vision - Do the right thing, 2) Implementation - Do things right. Leadership does not begin with a consideration of goals, organizational structure or resources, but rather begins with the individual leader evaluating himself. None-the-less, in providing administrative leadership, concise and coherent educational and institutional goals are an important driving force in directing the activities of others in order to achieve broader institutional purposes. Administrative leaders should design organizational structures that reinforce institutional goals, support and encourage contributions of others, and maximize the achievement and success of all. These principles are the framework for my efforts in education policy and leadership, and academic administration. If you have an interest in a presentation or workshop on leadership, board policy and operations, or strategic planning : My administrative experience includes: Dean, Livingston College, Rutgers University 1994-2007 Chief Academic Officer for one of Rutgers University's Undergraduate Colleges. Responsible of the academic and student affairs for approximately 3,700 students. Provides leadership for the College's 200 faculty fellows, 60 staff members and over 12,000 alumni. Accomplishments Reorganized the entire College Staff to improve efficiency and to provide additional services without additional expenditures.

Established a College Development Program which resulted in significant increases in both the number donors and amount of support given Improved the working relationship with the Alumni Association which has energized this association and increased its participation in the life of the College. Initiated major curricular review which resulted in a new core curriculum and a minor in organizational leadership. Program Director for the Criminal Justice Program 2001-2008 New Jersey State Board of Education, 2000- 2007 Policy making body for K-12 education for the State of New Jersey. Appointed by the Governor Accomplishments Chaired the Legislative Committee, worked to establish a close working relationship with key legislators. Elected to three terms as President of the Board, 2003-2007 Served on the National Association of State Boards of Education Study Team on the American High School National Association of State Boards of Education representative to the National Council for Accreditation of Teacher Education, Unit Accreditation Board Associate Provost, Rutgers University 1990-1994 Responsible for the coordination of a variety of undergraduate honor's and retention programs for 25,000 students. Coordinated for the Office of the Provost, efforts to recruit, retain and promote minority faculty. Accomplishments Established mechanisms to improve the coordination and funding for campus based retention programs Provided administrative guidance for the establishment of the University's now international recognized Latino Cultural Center. Director, Minority Teaching & Research Career Development, Graduate School, Rutgers University 1983-1990 Founding director of a comprehensive program to increase the number of minority individuals pursuing Ph.D.'s in over seventy graduate and professional programs. Accomplishments Established a program which made Rutgers University one of the top fifteen schools in recruitment and graduation of minority doctoral students. Teaching Teaching is an important part of a successful academic career. Since joining the Rutgers' faculty, I have taught at the undergraduate and graduate levels. Among the course I have taught are : Introductory Biology, Biology for non-majors, Developmental Neurology, Livingston's First-Year Student Mission Course, Issues in Bioethics, Introduction to Organizational Leadership, Advance Leadership Applications. I have also presented seminars on leadership, mentoring, program evaluation and board policy, operation and effectiveness.. Research Interest Bioethics As a research scientist and a Christian, I have a long standing interest in ethical issues. Ethical practices in biomedical science are of great concern to the general public and to research scientist who engage in biomedical research and its application. The ethical views of research scientists may play a role in determining the nature of the process of discovery and the implementation of

new knowledge. Equally critical are the views research scientist hold regarding the ethical concerns of the general public. The perception of scientists about the ethical concerns of society may also influence the process of research, discovery and application in biomedical science. The following represents some of my thoughts on the subject. Science is driven by accomplishments. However, the promises and threats that these accomplishments bring to social order have raised the question of whether all scientific inquire should be pursued. Scientists and the society which supports them have generally agreed that scientific advancement is and should be to the benefit of humanity. The notion of benefit introduces moral judgment to scientific inquiry. However, rarely do those engaged in research or its application fully consider the social or moral consequence of their work. Lacking a scientific framework, the driving force of ethical policies is often based on personal, political or social views coupled with political or economic considerations. The rapid pace of scientific advancement, particularly in the biomedical field, means that society is often confronted with new technology before the moral and social implications of that technology have been full considered. These demands not withstanding, broad discussions of biomedical ethics have taken place in scientific, ethical, religious communities, and, the popular press. There is a nearly universal call for a comprehensive approach to controlling of these new technologies that will provide clear boundaries for both biomedical research and its application. However, such rules of conduct are often technical and fail to account for the moral views, customs, affections and culture that are a part of human behavior. For many in the biomedical community, ethics is a tool for determining what is socially acceptable. In contrast, an ethical or religious perspective considers what is appropriate or inappropriate in more absolute terms. It is the interplay between these two that general influence a scientist view of the appropriateness of a particular line of research. Understanding the views of individual scientist and how they arrive at those views will be of great value not only to the scientific community, but also to policy makers, research funders and the general public. Understanding the views of individual scientist and how they arrive at those views will be of great value not only to the scientific community, but also to policy makers, research funders and the general public. If you have an interest in a presentation or workship on bioethics : Developmental Neurobiology Factors that regulate and control the development of the CNS are not fully understood, although it is likely they are a result of programmed gene expression, as well as, specific cell to cell interactions. It is known that a variety of biological agents can affect neuronal cell development. The focus of my laboratory is to examine various molecules that may have a role in neural development. One such molecule is the glycoprotein, transferrin. Transferrin appears to be uniquely distributed in developing CNS tissue. The time of its appearance and its location strongly suggests a role for transferrin in the regulation of normal CNS development. I have chosen to use the retina of the chick embryo as a model system for the study of this problem. Much is known about the structure and development of the retina in vivo, although, the mechanisms that control retinal development and differentiation require further investigation. Studies of the intact chick retina have disclosed that during development transferrin is uniquely and transiently localized in the newly forming synaptic regions, growing ganglion cell axons, glial cell found in the ganglion cell layer, and in newly forming outer segments of photoreceptors. However, there are limitations to the questions that can be answered with this approach alone, due in part to the relative complexities of cellular interaction that occur in intact

tissue. Using techniques developed and refined in my laboratory, pure cultures of neurons or glial are also used in addressing questions without the complication of interactions between neurons and glia.. Of particular interest is the in vitro examination of factors that may regulate the development and maturation of photoreceptors in vitro. Retina of a newly hatch chick stained for Transferrin Binding Protein. Note staining the heavy staining in the outer and inner segments of the photoreceptor layer. Lighter stain is observed in the inner plexiform layer. At the bottom of the picture, distinct glial cells are stained in the ganglion cell layer. Isolated neuronal culture . A photoreceptor cell is observed at the very bottom of the picture. A neuron is observed at the far right. Service I have served on scientific and educational review panels for NIH and NSF, and other scientific and educational advisory groups. Among them are : New Jersey State Board of Education, President, Chair of the Legislative Committee Unit Accreditation Board of the National Council for Accreditation of Teachers of Education Board of Trustees, Warren County Community College, Vice Chair of the Board, Chair of the Policy & Planning Committee Institutional Animal Care & Use Committee R.W. Johnson Pharmaceutical Research Institute National Institute of Mental Health National Institute of Health, General Medical Sciences National Science Foundation, Undergraduate Course and Curriculum Review Panel National Institute of Health, Predoctoral Fellowship Review Panel National Science Foundation, Instrumentation and Laboratory Improvement, Chair Biology Subpanel I have also serviced on many Rutgers University Committees including: High-Speed Network Computing Committee Academic Oversight Committee for Intercollegiate Athletics Instructional Services Committee, Chair Neuroscience Core Curriculum Planning Committee Staff Compensation Committee Livingston Project Computing Committee Education & Personal Interest Education Ph.D. University of California, Los Angeles, Ca. 1978 A.B. Princeton University, Princeton, NJ. 1974 I am available as a consult on matters concerning higher education, administrative planning and organization, leadership training, scientific or research planning and organization, and college admissions and preparation. Contact me by e-mail. Personal Interest Married for more than twenty five years, my favorite past times include being with my wife and four sons, playing tennis, running, soccer (state certified coach & referee) and chess. The most important aspect of my life is my Christian faith. If you are interested in issues of

science and faith Reason to Believe is an interesting site. For Christian faculty or students Leadership U is a great site to visit.

Last Update: July 2007


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