麻豆破解版 Chemistry - Tenure Stream Search

Search for Tenure-Track Assistant Professor in Synthetic Chemistry

Welcome to the homepage for our search for a new tenure-track assistant professor colleague who can teach organic chemistry and has research expertise in synthetic chemistry. We highly encourage and invite applications from individuals from a wide range of backgrounds to apply.

The job ad has all the critical information for applying, so please do not feel obligated to read everything here. However, we know people have different levels of mentorship support when applying for faculty positions. In addition, we know not everyone starts this process with the same understanding of what the job of a tenure stream chemist at a small liberal arts colleges entails. Our goal with this page is to be transparent and to help support you in applying, in keeping with our commitment to equity and inclusion. Please find below answers to frequently asked questions about:

the search process,
on the job: teaching, collaborative research, and service
support provided to faculty
general information about 麻豆破解版, the Department, and Saratoga Springs / Albany, NY metro area

Review begins October 6, 2024.

If you have additional questions, please contact the search chair, Associate Professor Lia Ball via e-mail (kball@skidmore.edu).

The Search

Why are you conducting a tenure stream faculty search?

Due to high demand for chemistry courses, including organic chemistry, and collaborative research in chemistry, the Chemistry Department at 麻豆破解版 College is searching for a tenure track assistant professor who can teach in our organic chemistry sequence and other courses in our curriculum, develop a vibrant experimental research program emphasizing synthetic chemistry with undergraduate collaborators, mentor and advise students, and participate in departmental and college service. The position is a new tenure stream line in the Department to meet the high demand.

What are you looking for in a successful candidate?

A Ph.D. in chemistry (e.g., specialization in organic chemistry, organometallic chemistry, green chemistry, or polymer chemistry) or a related field (e.g., medicinal chemistry, chemical biology, molecular pharmacology, or materials science) with the expertise to teach organic chemistry. We are searching for a colleague who can:

i) successfully teach in a supportive, equitable, inclusive, and accessible manner Organic Chemistry I and Organic Chemistry II as well as advanced electives, courses at the 100-level as needed, and on occasion a Scribner Seminar or a STEM oriented Bridge Experience course;
ii) develop a vibrant and productive experimental research program emphasizing synthetic chemistry that actively engages undergraduates in a welcoming and supportive manner;
iii) mentor and advise students from diverse backgrounds, experiences, abilities, and interests; and
iv) participate in departmental and College-wide service.

Enthusiasm for and knowledge of equitable and inclusive teaching, mentoring, and advising practices to support a diverse student population are essential.

We encourage applications from individuals with identities historically minoritized in the sciences and who have experience working with diverse student populations. Successful applicants should highlight any experiences and expertise related to supporting a diverse, equitable, and inclusive educational community throughout their application materials.

The ability to teach Inorganic Chemistry on occasion is not required but would provide the Department additional flexibility in course offerings.

What are the application materials?

The required materials are as follows:

What do you mean by tenure-track, assistant professor? What if I was tenured previously?

The successful applicant will be eligible to apply for tenure (typically after six years of employment) and hired at the rank of Assistant Professor.

If hired at the Assistant Professor level without prior experience, the typical tenure process lasts six years, with a third-year review, unless you extend your tenure clock (please see the 麻豆破解版 College Faculty Handbook, Part I, VIII.E.4.d). Specifically, your first year is a probationary year as part of a three-year contract. The chair will write annual review letters each year until you are tenured. At the end of the fall of your third year, you are evaluated by the Department and the Dean of Faculty鈥檚 Office for reappointment for another three-year contract (~97% reappointment rate college-wide over the last decade; 100% of the Chemistry tenure track faculty who have gone up for third-year review have been reappointed). At the start of your sixth year, you submit your tenure binder for tenure review by the Department, external reviewers, the Appointments and Tenure Committee, and the Dean鈥檚 Office. Most candidates (~95% college-wide over the last decade; since 2011, all five tenure track Chemistry faculty members who went up for tenure were tenured) are successful at tenure review. If not, you can appeal. If you are not reappointed or not tenured, you are given a terminal one-year contract.

If hired at the Assistant Professor level with previous employment as a full-time teacher-scholar at another academic institution, you may become a candidate for tenure and promotion to the rank of Associate Professor as early as the beginning of the fall term of your fourth year of full-time service as a faculty member at 麻豆破解版, depending on the number of years of previous full-time teaching at other colleges or universities. The credited number of years of prior service, which you use at your discretion, will be included in your written contract, in consultation with the Department Chair and the Dean of Faculty/Vice President for Academic Affairs. Please see Part I, VIII.E.3.b of the 麻豆破解版 College Faculty Handbook for additional details and information.

For those previously tenured, the 麻豆破解版 College Faculty Handbook(Part I, VIII.E.3.d, page 125) does provide the possibility to hire with tenure 鈥淸w]hen institutional needs or priorities require it鈥�. It is rare and a compeling case needs to be made. The Dean of Faculty/Vice-President for Academic Affairs and the Department Chair must present the case to the Appointments and Tenure Committee (ATC) for hiring with tenure prior to an offer being made. ATC deliberates the case to the qualifications stipulated in the Faculty Handbook.If you are not tenured at hire at 麻豆破解版 but were tenured at your previous institution, you may choose to become a candidate for tenure as early as the beginning of the fall term of your second year of service as a faculty member at 麻豆破解版 (see 麻豆破解版 College Faculty Handbook, Part I, VIII.E.3.d).

What is the timeline for the search?

Tentative timeline based on previous inclusive searches we have conducted is below. Please note, we may alter based on the number of applicants - we will update this page as warranted.

Last updated August 21

Review of applications begins by subcommittee	10/7
Inclusive short list developed by subcommittee & sent to Dean	10/11
Questions e-mailed to candidates on short list	10/15 (tentative based on Dean's response)
Responses to questions due from candidates	10/20
Whole committee reviews candidates on short list to develop list of finalists	10/20-10/24
List of finalists reviewed by Dean's office	10/25
Start scheduling campus interview with finalists	10/29
Campus Interviews	11/5 - 11/21 (tentative based on schedules of the candidates, the department, and the Dean)
Search committee meets	11/22 (tentative based on the final interview schedule)
Offer extended	11/26 (tentative based on the final interview schedule and the time for the search committee to make a decision and the Dean to approve an initial offer)

What are the additional questions for candidates on the short list?

There will be 3-4 follow-up questions to the materials submitted that provide the candidates on the short list an opportunity to provide more details related to their teaching and research as well as on diversity, equity, and inclusion.

What will the campus interview entail?

Based on previous searches, below is the tentative process for the campus interview. It may be refined. We will update the website if it does and inform the candidates interviewing on campus. The full search committee are all members of the Department plus one additional faculty member at 麻豆破解版 who isn鈥檛 in the Chemistry Department. The campus interview is spread over two days. Candidates typically arrive the afternoon before the interview and leave in the late afternoon/early evening on the 2^ndday of the campus visit but that is not set and we will work with your schedule.

Our wonderful administrative assistant, Tracy Stanley, will make the hotel reservations, assist you in making other arrangements for your visit, and get your expenses reimbursed as quickly as possible. We are committed to ensuring that our campus visits are accessible and humane, and we will be able to accommodate any needs you may have with Tracy. Tracy is not involved in hiring decisions.

By when do I need to complete my doctorate by?

You will need to complete your doctorate by the start of the position (September 1, 2025).

Why are the names and contact information for three professional references required but reference letters (aka letters of recommendation) are NOT required nor accepted?

We know how busy everyone is and the added stress that reference letters can add to the process. We also know that letters can add bias to the search process. Accordingly, we do not ask for reference letters (aka letters of recommendation). Please do NOT have reference letters sent to us. We will not read them. Instead, we ask that you provide the names and professional contact information for three professional references. We may contact them at a later stage in the search process.

Teaching at 麻豆破解版

What courses will I teach?

You will be primarily teaching in our organic chemistry sequence (CH 221 Organic Chemistry I and CH 222 Organic Chemistry II), lecture and lab, for your teaching load of 18 contact hours per academic year (please see below for more details). In addition, you may also on occasion teach in our one semester general chemistry course, CH 125 Principles of Chemistry (CH 126 in the Spring), lecture or lab, or our preparatory chemistry course, CH 115 Fundamentals of Chemistry, lecture or lab, depending on need. 麻豆破解版 every 2-4 years, you will teach an advanced elective (300-level) in your area of specialty. This could be Advanced Organic Chemistry, or a special topic/new course you develop. 麻豆破解版 every 5-10 years, you will also be asked to teach a Scribner Seminar for the First Year Experience (please see below for more details). There is the possibility of teaching a Bridge Experience: Power & Justice course (please see below) if you so desire and we have the teaching capacity. Once in a while, you may also teach our senior seminar (CH 377 in the Fall and CH 378 in the Spring). You may elect to supervise the Peer-Led Team Learning mentors for Organic Chemistry in a given semester, which earns you 1 contact hour per semester supervised. Please see

What is the teaching load and how are contact hours defined?

Each semester, chemistry faculty teach on average 2 to 3 courses (labs count fully), depending on the combination of courses taught during an academic year. 麻豆破解版 is on the semester system (i.e., there are two semesters per academic year). Faculty members teach 18 contact hours per academic year (average 9 contact hours per semester). As most courses are 3 or 4 contact hours, typically, this means each semester you will teach 2 or 3 courses. Contact hours are defined by how many scheduled hours per week you meet with students for a class. For example, CH 221 Organic Chemistry I lecture meets three times a week for an hour each class session for 3 hours total per week. Accordingly, each section of CH 221 lecture taught counts as 3 contact hours towards your teaching responsibility. The lab for CH 221 meets for 4 hours each week so each section of lab taught counts as 4 contact hours towards your teaching responsibility. Tenure stream faculty in their first year at 麻豆破解版 typically are provided a course release of 3-4 contact hours during their first-year. Please discuss with the chair, Dr. Lia Ball.

If you teach over 18 contact hours in a given year, you can have a reduced teaching responsibility in the following year. For example, if you teach 19 contact hours one year, the next you could teach 17 contact hours. Overload pay is also possible in lieu of averaging, though that is discouraged.

For the advertised position, you will be mostly teaching in the organic chemistry sequence (CH 221-222). The contact hours for those courses are as follows:

CH 221            Organic Chemistry I lecture section               3 contact hours
CH 221L           Organic Chemistry I lab section                     4 contact hours
CH 222            Organic Chemistry II lecture section              3 contact hours
CH 222L           Organic Chemistry II lab section                 4 contact hours

In addition, you may also teach in the 100-level sequence and every 5-10 years in the College鈥檚 First Year Experience: Scribner Seminar program (please see below for more details) along with advanced (300-level) electives every 2-4 years. There is a possibility of teaching a Bridge Experience: Power & Justice course (please see below)if you so desire and the department has the teaching capacity to offer one for a particular semester.

CH 115            Fundamentals of Chemistry lecture section 3 contact hours
CH 115L           Fundamentals of Chemistry lab section          3 contact hours
CH 125/6         Principles of Chemistry lecture section          4 contact hours
CH 125/6L       Principles of Chemistry lab section                3 contact hours
SSP 100           Scribner Seminar                                4 contact hours
CH 323            Advanced Organic Chemistry             3 contact hours
CH 351            Special Topics in Chemistry                1-4 contact hours
May decide to develop a new course(s)                           1-4 contact hours
Special topics/new courses vary depending on how the course is designed and scheduled.

Occasionally, you may also teach Senior Seminar in Chemistry and Biochemistry (CH 377 Fall or CH 378 Spring). In addition, you may choose to supervise peer-led team-learning (PLTL) for an organic chemistry course.

CH 377            Senior Seminar in Chemistry and Biochemistry         1 contact hour
CH 378            Senior Seminar in Chemistry and Biochemistry         1 contact hour
HF 200             PLTL for Organic Chemistry I                                      1 contact hour
HF 200             PLTL for Organic Chemistry II                                     1 contact hour

How often are the organic chemistry courses offered? And how many sections are offered?

Both CH 221 Organic Chemistry I and CH 222 Organic Chemistry II are offered in the Fall and in the Spring. PLTL for Organic Chemistry I & II are also offered both semesters. Two electives for the major are offered each academic year. Typically, one in the Fall and one in the Spring, or two in the Spring. The elective offerings rotate to provide students multiple electives over their time at 麻豆破解版.

In the Fall, 1-2 lecture sections of CH 221 Organic Chemistry I are offered with 2-3 lab sections. For CH 222 Organic Chemistry II, it is 1 lecture section and 2-3 lab sections.
In the Spring, 2 lecture sections of CH 221 Organic Chemistry I are offered with 3 lab sections. For CH 222 Organic Chemistry II, it is 1 lecture section and 2 lab sections.

What are the caps on how many students in a lecture section? In a lab section?

Lecture sections at the 100-level typically have caps of 28-32 students depending on how many lecture and lab sections are offered. For organic chemistry lectures (CH 221 and CH 222), the lecture caps are typically 26-32 students. The 300-level lecture only courses have caps of 18 students.

Lab sections have a cap of 16 students, unless limited by instrumentation, equipment, or room size. Both CH 221 Organic Chemistry I Lab and CH 222 Organic Chemistry II Lab have caps of 16 students. To help with enrollment management, caps may be initially set to 14 to even out enrollment between lab sections.

What textbook is used in the Organic Chemistry sequence?

Currently, Organic Chemistry, 12th Edition (McGraw Hill) by Francis Carey, Robert Giuliano, Neil Allison and Susan Bane is used along with Intro to Organic Spectroscopy by Hardwood.

Can students take Organic Chemistry lecture without lab? Lab without lecture?

No. For CH 221 and CH 222, students must enroll in both lecture and lab at the same time. For grading purposes, they are considered one course.

What is the First Year Experience (FYE): Scribner Seminar?

All first-year students at 麻豆破解版 College must take a Scribner Seminar their first semester which is the centerpiece of the FYE program at the College. The FYE is mainly designed to provide students a solid foundation for college, stimulate intellectual curiosity and challenge perceived notions - all aimed at cultivating each student as a whole person through a liberal arts education. The faculty member teaching a Scribner Seminar serves not only as the instructor for the course but also as the mentor and academic advisor for the students enrolled in their seminar (capped at 16-19 students, depending on the size of the incoming class and how many seminars are offered) until the students declare a major. Students must declare a major by the spring of their second year at the College. The FYE also includes orientation and a summer reading with follow-up discussions, speakers, and other activities throughout the academic year related to the reading. Co-curricular activities are also planned through the FYE program.

The Scribner Seminars also have a peer mentor who serves as a role model and informal advisor to the first-year students in the seminar. The faculty member selects the peer mentor. The peer mentor receives training to help them successfully support first-year students.

The Scribner Seminars themselves are interdisciplinary courses only for first-year students centered around distinguishing the types of questions asked by different disciplines, critically reading and interpreting evidence, distinguishing the evidence and methodologies of different disciplines, considering complexities and ambiguities, making connections, recognizing choices and examining assumptions, formulating conclusions based on evidence, developing communication skills, and relating the course to their educational goals.

In that framework, faculty members design their own seminars typically based on their own intellectual interests and passions. In addition to the 3-credit seminar, each Scribner course involves a 4th credit hour meeting time where students learn specific academic skills and college survival strategies to help them make a successful transition (both academically and socially) to college. Faculty may elect to run these sessions entirely themselves, hand off these discussions to the peer mentor, coordinate with other offices on campus to help deliver this programming, or some combination of these options.

As the Scribner Seminars are capped at 16-19 students, typically 45 Scribner Seminars are offered each Fall plus two for the London FYE Program. Historically, the Chemistry Department contributed one Scribner Seminar each Fall. Given high demand in Chemistry courses and administrative duties by members of the Deparment, the Chemistry Department did not offer a Scribner Seminar in 2023 nor are we offering one this academic year. We hope to again in the coming year. Amongst the tenure stream faculty members, we rotate who teaches in the Scribner Seminar program.

Below is a list of Scribner Seminars that have been offered by Chemistry faculty members since 2009.

Coming of Age: Food, Drugs and Sex after the Biotech Revolution taught by Kelly Sheppard (2012, 2022)
In The Lab and On The Screen: Selected Scientific Topics and Their Portrayal In Film taught by K. Aurelia Ball (2018, 2021)
Climate, Science and History: Walking Through the Climate Records taught by Juan Navea (2015, 2020)
Eating Through History: The Science of British Food taught by Kimberly Frederick (2019)
If The Elements Could Talk taught by Steve Frey (2017)
Molecules That Matter taught by Ray Giguere (2016)
Under the Influence: Alcohol in Science and Society taught by Reba Howard (2014)
Water: Society, Science and the Arts taught by Judy Halstead (2012)
Forensic Science and Criminal (In)Justice taught by Kimberley Fredrick (2011)
Human Dilemmas taught by Ray Giguere (2010 and 2013)
The Hudson: Society, Science and the Arts taught by Judy Halstead (2009)

What is the Bridge Experience: Power & Justice?

In Bridge Experience courses students learn how to interrogate the nature of power & justice through the lens of identity (e.g., race & ethnicity, sex, class, disability, gender expression, sexual orientation, and or religion) and how inequality in the distribution of power & justice have affected individuals, groups, and communities in the contemporary United States. In addition, in the Bridge Experience students are asked to reflect upon their own positions in their respective communities and on campus, and connect their study of power, justice, and identity to other areas of their education and to the world beyond the classroom. As such, Bridge Experience require students to engage in a project that not only require students to demonstrate a critical understanding of power, justice, and identity, but also learn how to communicate and share their insights with a broader audience. The course cap for Bridge Experience courses is 20 students.

Bridge Experience courses started being offered in the Spring of 2021. The Chemistry Department has developed and offered two Bridge Experience courses.

taught by K. Aurelia Ball (2022) and Madushi Raththagala (2024)
taught by Kelly Sheppard (2021)

Research at 麻豆破解版

What are the expectations for research?

For tenure and promotion, the Faculty Handbook lays out that teaching is the primary criterion of the three review criteria (teaching, research, and service) with research a close second (a split of 50% teaching, 40% research, and 10% service) with the understanding that we are an undergraduate institution, so we do not expect the same productivity as a research university. Based on a Research Corp study of primarily undergraduate institutions (PUIs), faculty in the physical sciences on average publish 0.5 papers per year at PUIs with variation depending on discipline, subfield, and available support, resources, and facilities.

For Chemistry at 麻豆破解版, all tenure-stream faculty members in the Department engage in hypothesis driven research with undergraduate collaborators and are provided research laboratories to carry out that work. Research is therefore part of our teaching and mentorship of students. New faculty members are provided with start-up funds to set up their labs and operate them for the first three years at 麻豆破解版. Renovation of a laboratory space is covered through a capital request the Department makes and does NOT come out of your start-up funds. Beyond start-up funds, faculty research programs are sustained by a combination of internal (e.g., department funds, capital requests, and small internal grants) and or external sources (e.g., funded research grant proposals).

The Chemistry Department tenure-stream faculty have collaboratively drafted a Scholarship Statement that describes how we define 鈥渟cholarship鈥�, the relative value of different types of scholarly activities, and the factors that impact research progress that need to be accounted for. These guidelines are used to contextualize language from the 麻豆破解版 Faculty Handbook in the consideration of candidates when hiring, third-year review, and evaluating faculty members for tenure and promotion. These guidelines are also used by the Department Chair in annual reviews of pre-tenure faculty members.

How does collaborative research with undergraduates work?

During the academic year, students may earn academic credit for conducting collaborative research. Students enrolling in CH 171 for 1 credit are expected to spend 3-5 hours per week on research, while students enrolling in CH 271 for 2 credits are expected to spend 6-8 hours per week on research, and students enrolling in CH 371 for 3 credits are expected to spend 9-11 hours per week on research. When writing a senior thesis, students may enroll in CH 385 for 4 credits and they are expected to spend 12-15 hours per week on research and writing their thesis. CH 171 and CH 271 are graded pass/fail while CH 371 and CH 385 are graded on the A-F scale.

You may also have a paid student assistant carryout research. A student who is paid cannot receive academic credit for those hours of research, though splitting is possible. For example, if the student does 12 hours of research a week, 5 hours paid then the other 7 hours can be for 2 credits (CH 271). Student assistants may be paid out of the Department budget, but that does mean less paid student assistance for preparing laboratory courses and grading. Paying student assistants can also be built into the budget of external grant proposals.

Students conducting research at the 300-level must present either at a conference or on campus. In the Fall, they may do poster presentations as part of our end-of-semester celebration. In the Spring, students seeking departmental honors write a thesis and orally present it to the Department during Academic Festival, while other research students have the option of presenting orally or with posters during Academic Festival. The presentations flow into our end-of-the-academic-year celebration.

How does summer collaborative research with students operate?

During the summer, students doing collaborative research are paid a stipend and are provided room and board. Funding comes from internal grants, start-up funds, or external grant funding. The Department also has limited funds to also pay for summer collaborative research and is working with Advancement to build a larger departmental pool. For the internal awards, the collaborative research can be 5 weeks, 8 weeks, or 10 weeks long. Students are expected to spend 35-40 hours per week on research. The application deadline for the internal awards is typically the first week in February. The Director of Faculty-Student Summer Research organizes multiple meetings during the summer to provide a cohesive experience for students. First, all collaborative research students across campus meet to learn about the other projects on campus. The second meeting has faculty and students discuss challenges in research. The final meeting is a research symposium where students present their research either as posters or as talks. As a follow-up, 麻豆破解版 participates in the (NY 6) Undergraduate Research Symposium held in September, which enables students to present their work to a wider audience and to hear about research by undergraduates at other NY6 colleges.

How are faculty members compensated for collaborative research?

To compensate faculty during the academic year for mentoring students in collaborative research, 麻豆破解版 has the HELIOS program. Faculty members earn HELIOS credit for each academic credit of collaborative research supervised each semester. For example, if you supervised 3 students in CH 171, you would earn 3 HELIOS credits (3 students X 1 credit/student). If you supervised 2 students in CH 371 level research you would earn 6 HELIOS credits (2 students X 3 credits/student). At the end of academic year, your HELIOS credits are tallied. At that point, you have a choice of either cashing the HELIOS credits for a stipend ($220/credit) or banking the HELIOS credits. When you have banked 60 HELIOS credits, you qualify for a reduction in your teaching load one time by 3 contact hours (15 contact hours instead of 18), a course release of 3 contact hours. You may only take a HELIOS course release once every three years (twice per sabbatical cycle). Additional credits beyond that are compensated at $220/credit. During the summer, faculty members who supervise collaborative research through the internal grants are compensated with a modest stipend. A faculty member can build into the budgets of external grant proposals (e.g., to the National Science Foundation) a summer salary (e.g., equivalent to two months of your 9-month base salary).

How is collaborative research funded?

Funding for collaborative research comes from several sources.

Faculty start-up packages (negotiate for what you need to be successful in starting your research program at 麻豆破解版 for up to three years 鈥� instruments/equipment needed, consumables, chemicals, services, and to pay undergraduate researchers a stipend & to cover their room & board over the summer- contact department chair and search chair Lia Ball about those costs)
Departmental operating budget (including common items like gloves), indirect funds, and funds from donors
Capital & minor project budget requests(equipment and instruments over $1,000)
Internal awards for summer faculty-student collaborative research (FSSR and Schupf)
Faculty Development awards
External grant awards (e.g., NSF, NIH, ACS-PRF, Research Corporation, the Dreyfus Foundation, etc.) 鈥� The Office of Sponsored Research helps in applying for and administering funded grant proposals.

How are students recruited and encouraged to participate in collaborative research?

Each fall the Department invites students in chemistry courses at all levels to attend our Research Open House. As an incentive, we provide food and refreshments. At the Research Open House, we briefly introduce our research and then open our research spaces so our current undergraduate researchers can talk with interested students. Students are also encouraged to meet with faculty to further discuss interests. Students then fill out an interest form. As not all interested students might be able to attend the Open House, we also send out via e-mail the interest form along with links to faculty research interests. Once students turn in the interest forms, we look them over as a Department. We have a goal of maximizing how many students take part in collaborative research, including when interests align matching students with faculty outside the Department (e.g., Biology, Geosciences, Neurosciences, Environmental Science, and Physics). We also encourage students we teach and advise to participate in collaborative research and point out it is a high-impact learning experience as well as that summer research funding includes room and board being covered with students earning a stipend on top of that. We highlight how anyone can be a scientist.

Our Peer-led Team Learning mentors and Peer Academic Coaches also encourage other students to participate in collaborative research. We also make collaborative research a central feature of our end-of-the-semester celebrations. In collaboration with the tour guides in admissions, we have worked on getting the message out that collaborative research is for everyone and students can start as early as their first year in college.

How many students do faculty members mentor in research each year?

During the academic year and summer, it varies by faculty member. There is no set size or expectation. Faculty members determine the size of their groups based on the nature of the projects, faculty member availability given other responsibilities, student interest, safety concerns, and or funding. Currently, the size of the groups during the academic year average around 6-7 students (range 2 to 18) with an average of 3 students at the 100-level (1 credit per semester, 3-5 hours per week), 1-2 students at the 200-level (2 credits per semester, 6-8 hours per week), and 2 students at the 300-level (3 or 4 credits per semester, 9-11 or 12-15 hours per week). Research groups tend to be larger in the Spring than the Fall as new students sign-up after the Fall Research Open House for the subsequent semester to start research.

During the summer, faculty members typically mentor 0-6 students per faculty member, depending on the nature of the projects, faculty and student availability, and funding.

What is the 麻豆破解版 federal F&A (facilities and administrative) cost rate? The return policy?

麻豆破解版鈥檚 federal F&A (indirect) cost rate is 64% of direct salaries and wages. The return policy is for 20% of the indirect costs to be returned to the department and 10% of the indirect costs to be returned to a research account for the P.I. to support their scholarship.

Service

What are the overall service expectations?

As a small liberal arts college, 麻豆破解版 College faculty members have a substantial role in supporting students as academic advisors and governing the college through departmental and all-college service. We rely on our tenure-stream faculty members to provide most of this service in accordance with their rank (i.e., Assistant Professors have lower service expectations than Associate Professors, especially during their first couple years at 麻豆破解版). With regards to the three criteria for tenure (teaching, research, and service), teaching is the primary criterion with research a close second, while service is expected at a modest level (a split of 50% teaching, 40% research, and 10% service). Faculty members who are promoted from Associate Professor to Professor are "expected to play a leading role in the service that sustains the college community".

Service typically is categorized as follows: departmental service, college service, advising, being references for students & alumni when they apply for opportunities and awards, and service to the field. Departmental service, college service, and advising are detailed more below.

Service to the field can include reviewing manuscripts and grant applications, being an editor or associate editor for a journal, being an officer in a professional society or on one their committees, helping plan or chair meetings, mentoring beyond 麻豆破解版, consulting, and outreach into the community. Like with other service, the expectations for service to the field are much lower for new Assistant Professors than more senior colleagues, and is often to the extent desired by the faculty member.

As a small liberal arts college, we get to know our students well. Accordingly, we serve as well-informed references for our students. For those applying to graduate programs, awards & scholarships, and internships, faculty members write letters of recommendation. For job applications, it can be talking with an employer, answering standard questions through an electronic form or via e-mail, or by writing a letter of recommendation.

What are the departmental service expectations?

To help run the Department, all full-time faculty members engage in departmental service with a higher expectation for the associate chair and especially the chair. We have monthly department meetings that all full-time faculty members not on leave (e.g., pre-tenure research leave, sabbatical, and parental leave) are expected to attend when they are able. We rotate each semester who takes minutes (first-year faculty members are exempt from taking minutes). All full-time faculty members have equal voice and vote in department meetings. We have six standing department committees (Curricular Assessment, Safety, Awards, Department Event Planning, Instrumentation & Capital Requests, and Equity, Inclusion, Justice, and Accessibility) that meet about 1-4 times per semester. Additional responsibilities as needed are taking part in ad hoc committees, job searches, supporting the chair and associate chair in ACS accreditation (every six years) and departmental mid-point reports/self-studies (alternate every 6 years with ACS accreditation), and personnel decisions (required of tenure-stream faculty members in at least their third year of service at the College). Additional roles can also include overseeing the Chemistry Placement Diagnostic or the department webpage as desired.

What are the college service expectations?

The shared governance model at 麻豆破解版 means the faculty play a central role in shaping the procedures and policies on campus especially as they relate to academic affairs. Pre-tenure assistant professors in their first two years at 麻豆破解版 are not expected to serve on the all-college governance committees. In their third year, they are expected to put their name into the ad hoc pool to serve as a fill-in on governance committee for a faculty member on leave or on ad hoc working groups. After their pre-tenure research leave, Assistant Professors are expected to put their name in to be possibly elected for a three-year term on an all-college governance committee. All other tenure-stream faculty members are expected to serve a three-year term for all-college governance once per sabbatical cycle (i.e., one three-year term per seven years). Additional opportunities to serve the college as desired include serving on the Health Professions Advisory Committee (HPAC) or a college safety committee (e.g., Radiation Safety Committee, Institutional Biosafety Committee, and the College Safety Committee), facilitating a Scholarly and Creative Endeavors work group, and helping craft institutional grants. As noted above, such college service is not expected early in a faculty member鈥檚 career.

What are the academic advising expectations?

Faculty in their first year at 麻豆破解版 typically do not advise students and aren鈥檛 expected to do so. A tenure stream faculty member in Chemistry most years advise 4-12 students per year. Students must declare a major by the spring of their second year. When they declare, they get an advisor in the major. Advising loads tend to be higher in the Spring because of that. When another faculty member goes on pre-tenure leave or sabbatical, their advisees get distributed to other members of the department.

As academic advisors, we meet with our advisees at least once a semester. We help students deal with challenges they are facing acdemically & let them know about resources they have available (e.g., Student Academic Services, Peer Academic Coaches, Counseling Center), plan out their course schedules, making sure they can graduate on time by fulfilling the requirements of the major and general education curriculum, explore their interests, discuss with them and encourage them to explore opportunities (e.g., collaborative research, internships, studying abroad, etc.), and think about their next steps after 麻豆破解版. For career planning, we often will review resumes and talk job options while encouraging use of the Career Development Center and Health Professions Advisory Committee (HPAC) for those interested in careers in the health professions. For those students going onto graduate school, academic advisors along with research mentors help students figure out which schools to apply to and how to assemble their application materials as well as provide feedback on those materials.

Prior to declaring a major, students have their Scribner Seminar instructor as their academic advisor.Thus, when you teach a Scribner Seminar your advising load increases that year and the subsequent year until those students declare a major by an additional 16-19 students.

The Office of Academic Advising provides support to faculty members in terms of advising and helping students. If you elect to be a member of the Health Professions Advisory Committee (HPAC), you then have an additional responsibility of advising 25-45 pre-health students through their pre-health tracks. HPAC service is not required nor expected. It is one of many service options you can pursue if you so desire. Kelly Sheppard is currently chair of HPAC.

Support for Faculty

What funding and facilities does 麻豆破解版 provide?

What other support does 麻豆破解版 provide?

What support does the Chemistry Department provide?

Collaborative and supportive departmental environment.
Departmental scheduling to reduce the number of different courses you teach each semester, especially for new faculty members, as well as to reduce the number of new course preps before going up for tenure.
Clear departmental personnel policies and procedures for tenure.
Departmental peer class observations focused on developing as a teacher.
Departmental repository of practices and resources regarding diversity, equity, inclusion, justice, and access.
Departmental repository of example grant proposals, materials for organizing and managing your research group, teaching students how to write and present, and writing letters of recommendation.
Paid student assistants to help prepare laboratory courses (e.g., make solutions, prepare small equipment, test protocols, etc.) and/or grade homework.
The Department maintains a Scholarship Statement to communicate to new faculty members, the Appointments & Tenure Committee, and the Dean of Faculty鈥檚 Office, scholarship expectations and norms for chemistry programs at small liberal arts colleges.

What about sabbaticals and leaves?

Pre-tenure faculty members may take a pre-tenure research leave during their 4^thyear for one semester at full pay or for the full-year at half pay (grant funding can cover the other half). Faculty members may take a sabbatical after six full years of service since their pre-tenure research leave or last sabbatical (i.e., if a faculty member takes a pre-tenure research leave in their 4^thyear then their first sabbatical will be in their 11^thyear).Full-year Sabbatical Enhancement Award enables 60% of salary with a full-year sabbatical or pre-tenure research leave.
麻豆破解版 provides parental leave(birth parent/primary caregiver 1 paid semester off and non-birth parent/non-primary caregiver one course release).
Extension of the tenure clock (Faculty Handbook VIII.E.4.d, page 126) for childbirth, adoption, or personal hardship.

How much does 麻豆破解版 pay new faculty?

The base salaries for faculty members are for the 9-month academic year (September-May) paid out biweekly over 9 months your first year (September-May) and over twelve months the subsequent years (June-May). Base salaries for new faculty members are determined by several factors including qualifications, education, training, specialization, years of prior experience and market forces, especially for in-demand fields. In that context,the expected salary range is $75,000 to $85,000 per year. Please discuss with the Department & Search Chair, Lia Ball.

Note 鈥� The College鈥檚 contributions towards retirement are on top of your base salary (see Retirement Benefits for more details) after a year of employment at 麻豆破解版. If you are already participating in a retirement plan at a qualifying institution, the year employment requirement may be waived. If you are under 50 years old, 麻豆破解版 contributes the equivalent to 11% of your base salary to your retirement plan. If you are 50 or older, 麻豆破解版 contributes the equivalent to 12% of your base salary towards your retirement. Employees are not required to contribute to the retirement plan but can if they so desire up to the maximum determined by the IRS each calendar year.

Base salaries can be supplemented. If you have external funding, you can build in summer salary. For example, a few members of the Chemistry Department have NSF grants that pay two-months of summer salary (to calculate the two-month salary multiple the base 9-month salary by 2/9). In addition, internal awards for summer collaborative research pay faculty a modest summer stipend if they aren鈥檛 already being paid for summer research.

Supervising students in collaborative research during the academic year can earn you an additional stipend each year (or a course release every three-years) based on the number of credits supervised (please see the HELIOS program for details).

Advising or teaching a course over the summer can also earn you an additional stipend.

Faculty members who take on administrative roles can also earn a stipend (e.g., associate chair) or an additional month of salary (e.g., chairing the Chemistry Department, which also comes with two course releases).

What employee benefits does 麻豆破解版 College offer faculty members?

The College provides a number of competitive benefits to faculty and staff. The summaries below are for general information. Please read the HR Benefits pages for key details. Please also see the Domestic Partnership Benefits Policy.

Health Care Benefits
Dental Benefits
Life and Dependent Life Insurance
Flexible Spending Accounts
Retirement Benefits 鈥� College contributes the equivalent to 10% (under 50) or 11% (50 or over) of the employee鈥檚 base salary towards the employee鈥檚 retirement plan and contributes an additional equivalent to 1% of salary towards the retirement plan in lieu of retirement health benefits (11% total if under 50, 12% total if 50 or older). The contributions are on-top of your base salary. Employees can contribute on top of the College鈥檚 contribution up to the limits set by the IRS. Employees are eligible for the contributions to the retirement plan after 1 year of employment; the year requirement may be waived if the employee worked previously at a post-secondary, degree-granting institution or a qualified research organization considered tax-exempt under code 501c(3) of the IRC, and the employee has participated in their previous employer鈥檚 401(a), 403(a) or 403(b) basic retirement plan.
Tuition Benefits(Internal鈥� up to 100% of tuition cost for dependents attending 麻豆破解版; 麻豆破解版 participates in the Tuition Exchange Program; and External Tuition Benefits)
Faculty Parental Leave
On-site childcare (spots do fill-up quickly)
Free and green transportation options includes
- free rides on Capital District buses with 麻豆破解版 ID,
- free bicycle rentals also available,
- Resources for arranging carpools, and
- multiple campus parking lots have electric-vehicle chargers.
Downtown Purchase Discounts
Professional Development

Overview of the College, Department, and the Area

麻豆破解版 College

麻豆破解版 College is a selective, private liberal arts college founded on the principle of making connections between theory and practice, between the mind and the hand. 麻豆破解版 College started off as an all-women鈥檚 institution in downtown Saratoga Springs, NY. 麻豆破解版 moved to its current location on the northern edge of Saratoga Springs next to the North Woods in 1961 and began admitting men in 1971. Currently enrolling over 2,650 matriculated students, 麻豆破解版 is committed to teaching students to be active participants in our world who approach problem solving from particularly creative and interdisciplinary perspectives. An example of this educational paradigm is our , which has earned a national reputation for pushing beyond the boundaries of a traditional college museum to develop cutting-edge, exhibition-based pedagogies across the curriculum, including originated and co-curated by Ray Giguere in chemistry. 麻豆破解版 College鈥檚 slogan is Creative Thought Matters to 鈥渃apture the central role that creativity plays on campus, not just in the arts but also in fields such as science, business, communications and the social sciences鈥�.

The College employs 330 full-time faculty members and an additional 128 part-time faculty members (43 FTEs) with an 8:1 on-campus student to faculty ratio. 麻豆破解版 two-thirds of the full-time faculty members are tenure stream. The College鈥檚 2005-2015 Strategic Plan laid out an ambitious goal of increasing the number of natural science majors by 50%. The College surpassed that goal with an increase of 90%. Currently, over one-third of all students major in the natural sciences at 麻豆破解版.

The College鈥檚 2005-2015 Strategic Plan also called on 麻豆破解版 to diversify its student body along with its faculty and staff. It has been successful in those endeavors as well. In 2007, just 10% of the graduating class were domestic students of color and 1% were international students. Currently, 25% of students identify as domestic students of color, while 9% are international students with another 7% holding dual citizenship. Of the students on-campus, 12% are first-generation college students and 12% are Pell recipients with 52% of the student body receiving need-based aid. Currently, at least 20% are students with disabilities based on those who have contacted Student Access Services. Based on a recent HEDS survey, 32% of students are LGBQ+ and 2% are transgendered. The College鈥檚 current Strategic Plan Creating Pathways to Excellence acknowledges we must do more than diversify our community; we also must be committed to 鈥渇ully embrace our individual differences (e.g., personality, learning style, life experiences), as well as group and social differences (relating, e.g., to race or ethnicity, class, gender, sexual orientation, country of origin, and ability, as well as cultural, political, religious, or other affiliations).鈥� It is a call for inclusive excellence.

To that end, in 2020 the College started its Racial Justice Initiative and recently opened the Wycoff Center, "a dedicated space to discuss, collaborate and think creatively about equity and inclusion." in the USC Race and Equity Center: Liberal Arts College Racial Equity Alliance (LACRELA). 麻豆破解版 was recently funded a three-year Andrew W. Mellon Foundation grant on Africana Studies and the Humanities: Transnational Explorations in Social Justice. In addition, 麻豆破解版 is a member of of the .

As part of the HHMI IE3 initiative, 麻豆破解版 with 14 other institutions are embarking on a six-year $8 million grant, Empowering Institutions to Develop DEIJA-Centered Systems for Teaching and Learning, to engage in cycles of inquiry to develop processes i) to evaluate teaching with a DEIJA-centered focus and ii) for data-informed improvement of DEIJA decision making and outcomes. Chemistry faculty are heavily involved in the HHMI IE3 grant with Kim Frederick serving as the College's program director and Kelly Sheppard leading the data-informed project at 麻豆破解版.

Staring with the entering class in 2020 (graduating class of 2024), students are under a new general education curriculum that puts a greater emphasis on integrative learning both within a major and across the liberal arts. The goal is for students to make meaningful and productive connections among the courses, ideas, and experiences of a liberal arts education by being more intentional in this process.

The general education curriculum has four major components totalling to ten requirements.

Integrations鈥� moments where students are asked to be more reflective about their education and to make connections across disciplinary boundaries. The required integrative courses are the First Year Experience: Scribner Seminar, the Bridge Experience: Power & Justice, and the Senior Experience: The Coda.
Foundations鈥� courses centered around developing the skills and competencies expected of a graduate with a liberal arts education. The required foundation courses are Applied Quantitative Reasoning, Global Cultural Perspectives, Language Study, and Writing.
Inquiries鈥� courses centered on engaging students in particular approaches to studying our world and how we express ourselves. The required inquiry courses are Artistic Inquiry, Humanistic Inquiry, and Scientific Inquiry.
In the Major鈥� a set of skills and literacies to be developed and refined through the major. The requirements in the major are communication (written and oral), technology literacy, visual literacy, and information literacy.

The Chemistry Department at 麻豆破解版

The 麻豆破解版 College Chemistry Department aspires to be a model of an equitable, inclusive, and accessible program that offers students a supportive and high-quality education in chemistry, integrated with the other liberal arts, for both majors and non-majors, and, in the context of being a primarily undergraduate institution, is productive in research that actively engages our students in our scholarship. We therefore fully embrace the teacher-scholar-mentor model as the hallmark of successful chemistry departments at small liberal arts colleges.

Supporting each and every student through equitable, inclusive, and accessible practices is an important departmental goal (please see our Equity, Inclusion, and Justice Statement and Action Items).

The Department is accredited by the American Chemical Society and we offer two majors, i) a Chemistry major and ii) a Chemistry major with a biochemistry concentration as well as a minor in Chemistry. Please see our student learning goals as well.

Over the last few years, we have averaged 21 total majors per graduating class. 麻豆破解版 94% of our majors take part in collaborative research during their time at 麻豆破解版.

After graduating, about 35% of our majors enter graduate programs in chemistry, biochemistry, or a related field. Another 31% enroll in graduate programs in health care, primarily medicine, while 8% choose other graduate programs including pursing an MBA or a JD. Of those who don鈥檛 pursue an advanced degree, they find employment in a wide range of positions in academia and industry as well as health care, sales, science education, and outreach.

Our majors mirror the diversity of the 麻豆破解版 student population if looking separately at race and gender with 25% of our majors being domestic students of color and 60% women. However, Black and Latina women are underrepresented as Chemistry majors compared to the College as a whole. In addition, our majors are more likely to be Pell-eligible than the overall 麻豆破解版 student body. With regards to S³M Scholars, a financial need-based scholarship for talented students interested in the natural sciences, about 8% of our majors are S³M Scholars compared to 3% of the students who major in the other natural sciences at 麻豆破解版. In terms of students involved in summer research, 21% of students mentored by Chemistry faculty members have been first-generation college students compared to 11% for the rest of campus. Please read our Equity, Inclusion, and Justice statement and action items to see how we are supporting our diverse student body and seeking to do better.

We are currently comprised of 13 faculty members (7 tenure stream faculty, 2 instructors, 2 teaching professors, and 2 visiting assistant professors), covering the five main sub-disciplines of chemistry, plus two administrative assistants (shared with Biology) and an instrumentation manager (shared with SAIL). Many of our laboratory courses incorporate projects and have students design their own experiments in a cooperative fashion with their classmates. In the classroom, we use multiple active learning pedagogies including group work with worksheets such as Process Oriented Guided Inquiry Learning (POGIL), pair-sharing, small group discussions, clickers, and Peer-Led Team Learning (PLTL). Many of us also use pre-course reflections to learn about our students and to get the students to connect their personal values with what we teach in our courses. We incorporate Universal Design for Learning and differentiated learning approaches. We have also designed more inclusive syllabi to be transparent, to better highlight strategies and approaches for success, and to communicate that we care and are here for our students. To cut back on the costs of taking chemistry courses, many of us use open educational resources (OERs) in place of traditional textbooks, including for our 100-level courses. In addition, we do NOT charge lab fees.

We actively publish peer-reviewed articles with undergraduate co-authors and present at conferences with our students as well as fund our work through both external and internal grants.

Chemistry Facilities and Instrumentation

Instrumentation and Equipment

The Department has multiple instruments for research and teaching including spectrometers (UV-vis, FTIR, Raman, and NMR), a GC, an HPLC, a gas sorption analyzer, a capillary electrophoresis system, a scanning spectrofluorimeter, an IC, microwave reactor, and a microwave sample digester as well as multiple rotary evaporators and typical other equipment (e.g., analytical balances, heat blocks, freezers, drying ovens, etc.) and glassware. The spaces are equipped with multiple fume hoods, including those that are ADA compliant. The is a 400 MHz instrument with autosampler. The NSF funded SAIL has a GC-MS, an LC-MS, an FTIR, an atomic absorption spectrometer, an HPLC, an IC, an XRD, and XRF that are often used by members of the Department. Dr. Lisa Dillenback serves as the instrument manager for both Chemistry and SAIL. SMIC houses a SEM, a TEM, two confocal laser scanning microscopes, and multiple light microscopes. Juan Navea and Kim Frederick were co-PIs of the College鈥檚 Sherman Fairchild funded proposal that is bringing in an additional $494,240 in new instrumentation to 麻豆破解版 College (2020-2025) including for a new Raman microscope and electron spin resonance spectrometer. The College uses the REMI Group to cover the costs associated with maintaining and repairing the instruments. The Department annually submits capital budget requests to purchase new equipment and instruments in addition to seeking external funding. The equipment and instruments are housed in the newly opened Billie Tisch Center for Integrated Sciences.

Billie Tisch Center for Integrated Sciences

麻豆破解版 has completed and is occupying the 118,000 square feet of new construction for the Billie Tisch Center for Integrated Sciences (BTCIS), including the teaching and research spaces for the Chemistry Department (see next paragraph). The new construction wraps around the original Dana facility, which just completed renovation (Summer 2024). All of the 10 Natural Science programs at 麻豆破解版 are now united in one modern, forward-thinking facility that has integrative learning and collaboration at the forefront with accessibility built-in and natural light to invite and welcome students into the sciences.

The Chemistry Department is located in the newly constructed wings of the BTCIS, so the Department is now entirely housed in modern spaces. Chemistry occupies the North (completed Summer 2020) and East Wings (completed Summer 2022) of the third floor of the BTCIS. The space in the North Wing includes the teaching laboratories for 100-level Chemistry courses (CH 115, CH 125, and CH 126) and synthetic chemistry (CH 221, CH 222, and CH 314) as well as the 400 MHz NMR spectrometer with autosampler funded through a . The Chemistry research spaces are in the East Wing along with faculty offices and the teaching laboratory for physical and analytical chemistry courses (CH 232, CH 332, and CH 333). The 麻豆破解版 Analytical Interdisciplinary Laboratory (SAIL), which houses several instruments used by Chemistry, is also very conveniently co-localized on the third floor of the East Wing with Chemistry.

The Chemistry spaces are designed with team and active, project-based teaching laboratories in mind (e.g., ) including dry spaces for students to plan and discuss their lab work together. The Chemistry research labs in the East Wing are designed with collaborative research with students in mind to build community and encourage conversations while facilitating high-quality specialized research. The new hire will have research space in the BTCIS that will be renovated to meet their needs.

The research and teaching laboratories and offices for the two biochemists in the Chemistry Department are a floor below, on the second floor of the BTCIS East Wing in the Kal Das Biomolecular Suite, co-localized with the faculty members on the molecular and cellular end of Biology and Neuroscience.

The third floor of the North Wing of the BTCIS also houses Mathematics & Statistics. Environmental Studies & Sciences is located on the second floor of the BT CIS (North and East Wings) along with the ecology and evolutionary biology spaces of Biology (North Wing), the 麻豆破解版 McGraw Microscopy Imaging Center (SMIC) (North Wing), and Computer Science (North Wing). On the first floor of the BTCIS is Geosciences (East Wing), the rest of Biology (North and East Wings), the animal facility (North Wing), the Machine Shop (East Wing), and the Schupf Family Idea Lab (East Wing).

The Physics department occupies the third floor of renovated Dana space. Health & Human Physiological Sciences is in the second floor of the renovated Dana facility along with Neuroscience. Psychology is located on the third floor of the renovated facility.

Saratoga Springs and the greater Capital District metro area

Saratoga Springs, New York
麻豆破解版 College is located in with a population of over 26,500, nestled in the foothills of the Adirondacks just 30 miles north of Albany, NY. Saratoga Springs ranks as one of the best college towns(Travel & Leisure) with one of 鈥淎merica鈥檚 Greatest Main Streets鈥� (Travel & Leisure). has ranked it as one of the nation鈥檚 top 100 places to live. The downtown is (top five in the US for restaurants per capita), shops, spas, and hotels. , where Ani DeFranco and Bob Dylan got their starts, is downtown with and a number of the the city became famous for during the 19^thcentury. The is downtown on Wednesdays and Saturdays (May-October) at . November-April, the Farmer鈥檚 Market moves indoors to the (Saturdays only). Just west of downtown lies the , which is home to additional restaurants, galleries, shops, and the historic .

A major draw during the summer are the horse races at the . The races go from mid-July through Labor Day including the . Beyond horse racing, a are hosted in the local area throughout the year including Saratoga First Night, Chowderfest, Victorian Street Walk, Summer Concert Series, road races, restaurant week, and wine festivals. On the southern edge of the city, is where the is located. SPAC is the summer home of the , . SPAC also hosts a number of (Rock, Country, Classical, Pop, and Hip Hop) and . SPAC is also the location for 麻豆破解版 commencement ceremonies. 麻豆破解版 College鈥檚 Zankel Music Center also hosts a . Nearby is the , site of the Battle of Saratoga, as well as . With the nearby, there are plenty of hiking opportunities. and are short drives away. For skiing, and mountains in New York are close-by as are and in Vermont.

Capital District Metro Area
Saratoga Springs is part of the Capital District metropolitan area of about 1.2 million residents. Albany (the capital of the state of New York), Schenectady, and Troy form the Tri-City core of the region. The region boasts a number of , (e.g., the Egg, the Palace Theatre, Proctor鈥檚 Theatre, and the Times Union Center), and other with a throughout the year. runs buses throughout the region, including a bus stop at 麻豆破解版 which is free to ride with a 麻豆破解版 ID. Professional sports teams that play in the area include the (minor league baseball), the (National Arena League Football), and the (ECHL hockey).

is served by a number of different carriers (United, Delta, Air Canada, Southwest, American Airlines, Allegiant, Frontier, and Jet Blue).The Capital District is also served by (stops in Rensselaer-Albany, Schenectady, and Saratoga Springs) with service to New York City and Montreal () as well as Syracuse, Rochester, Buffalo and Niagara Falls (), Boston and Chicago (), and Toronto (). Cities in the greater region are easily accessible within three hours by driving, including New York City to the south, Rochester to the west, Montreal to the north, and Boston to the east.

Other colleges and universities in the area include:

(RPI)
- Includes the , partneships include IBM, Global Foundries, Samsung, Applied Materials, Tokyo Electron, ASML, and Lam Research.

Beyond the and institutions of higher education, major employers in the region include:

Links for visiting, moving to, and living in the area

麻豆破解版鈥檚 Local and Regional Cultural Resources Guide
Lodging in and the
Schools in the area:
- ;
- ;
- ; and

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