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Fred Pestello, Ph.D.

PERSONAL INFORMATION

Office Address: Office of the President, Le Moyne College, 1419 Salt Springs Road, Syracuse, NY, 13214-1301
Phone: (315) 445-4120
FAX: (315) 445-4691

EDUCATION

Ph.D., 1985, The University of Akron-Kent State University Joint Ph.D. Program in Sociology
M.A., 1981, The University of Akron, Sociology
B.A., 1974, John Carroll University, Sociology

PROFESSIONAL HISTORY

2008-Present: Professor of Sociology, Le Moyne College
2000-2008: Professor of Sociology, University of Dayton
1991-2000: Associate Professor of Sociology, University of Dayton
1985-1991: Assistant Professor of Sociology, University of Dayton
1984-1985: Instructor, University of Dayton

ADMINISTRATIVE EXPERIENCE

2008- Present: President, Le Moyne College
2001-2008: Provost and Senior Vice President for Educational Affairs, University of Dayton
Jan-June 2001: Provost Designate, University of Dayton
1997-2000: Associate Dean, College of Arts and Sciences, University of Dayton
1993-1997: Chair, Department of Sociology, Anthropology, and Social Work, U. of Dayton

ACADEMIC AND ADMINISTRATIVE BACKGROUND

President (July 2008 to Present), Le Moyne College

Responsibilities: Chief executive and top administrative officer. Broad and comprehensive responsibilities include general control and direction of the business operations, educational activities and other affairs of the College. Work in close consultation with the Board of Trustees and with a wide range of internal and external constituencies to provide overall leadership and direction for the College.

Provost and Senior Vice President for Educational Affairs (2001 to 2008), University of Dayton

Responsibilities and Accomplishments: Worked closely with the President and Vice President for Finance and Administrative Services on all major decisions and had primary responsibility for the academic units (Arts and Sciences, Business Administration, Education and Allied Professions, Engineering, Law, and the Graduate School), Libraries, Enrollment Management, Information Technology, the Research Institute, and Student Development (all reported directly to the Provost).

Delivered a series of formal addresses that encouraged faculty to make academic excellence the centerpiece of the University of Dayton’s educational processes. This call reinvigorated the institutional culture and reshaped the organization’s national image. As this momentum took hold, emphasis moved toward “Three Grand Initiatives”: the undergraduate curriculum, policies and procedures central to faculty career development, and a graduate education strategy. The institution achieved significant success by adopting this tri-part focus and tackling these issues, which was noted in the University’s 2007 reaccreditation review.

Enacted a highly collaborative process to draft a new vision statement that spawned a new strategic plan. Identified key strategic challenges and opportunities and then acted on them by developing policies, creating and modifying programs, and allocating resources in ways that directed attention, initiated solutions, and empowered the campus community to address them. The University received many accolades, enjoyed many awards, achieved top rankings, and experienced a spectacular shift in the category in which it is ranked by U.S. News, from a regional masters level university to a national university in the top tier.

The institution set new records not only in terms of the number of students, but also in terms of the profile based on standardized test scores. Enjoyed the highest mean ACT (25.7) and SAT (1167) scores in the institution’s history and increased the proportion of students from outside the State of Ohio. In a period of seven years, applications rose from less than 6,000 to just over 11,500. This growth in numbers, geographic diversity, and preparedness did not impact the discount rate, which consistently remained below 34 percent (NACUBO rate) for the incoming class. Nor did it impact retention, which for first-to-second year undergraduate retention varied between 86 and 88 percent. Sponsored research nearly doubled from $42.8 million in 2001 to over $80 million in 2008.

The University of Dayton is the largest private university in the State of Ohio, and one with an array of graduate and professional programs. The total student population averages close to11,000 students, with a full-time undergraduate population of nearly 7,000 students, 96% of whom live on campus. For FY08 the operating budget was approximately $340 million.

Provost Designate (January through June 2001), University of Dayton

Responsibilities and Accomplishments: Drafted the University’s response to Ex corde Ecclesiae and its procedures for handling the mandatum. Worked with the President and consulted with University colleagues to create a policy which has been called a “best practice” by one of the University’s leading theologians. Began a series of meetings with the Advisory Council on Women’s Issues and the Diversity Task Force to create a unified Diversity in Community Strategy.

Associate Dean (1997- December 2000), University of Dayton

Responsibilities and Accomplishments: Responsible for approximately half of the day-to-day operation of the College of Arts and Sciences. Areas supervised included approximately 120 ranked faculty, two endowed chairs, eight department chairs, and five program directors. Duties included oversight of operational budgets, staffing, hiring, diversity, faculty development, curriculum initiatives, annual reviews, chairperson renewal and replacement, assessment, the Operations Manual, and space allocation.


Co-chaired the University’s Faculty and Staff Capital Campaign; revised the College’s promotions procedures; served as the Arts and Sciences representative on the Campus Master Planning Committee; chaired the Sesquicentennial Conversation Research Team, and co-chaired the data management committee for the University’s budgetary system. Chaired and served on several seniorlevel search committees.


Served as the information technology leader of the College, created the Computing Technology Center (CTC), shifted substantial resources to this area, and grew the core staff. The CTC generated an inventory, established a renewal and replacement strategy, created technologically-enhanced classrooms, initiated a strategic plan, and improved customer satisfaction. Initiated and oversaw the College’s Virtual Orientation, which received significant national recognition and was implemented university-wide. Co-authored a successful grant for $200,000 from the Pew Trust Grant Program in  Course Redesign to use technology to increase quality while reducing the cost of instruction. 

Social Science Division Leader (1995-1997), University of Dayton

Responsibilities and Accomplishments: Elected position to represent the social science chairs and program directors on the College of Arts and Sciences’ Executive Committee. Chaired the committee that revised the social science breadth requirements as well as the committee that restructured the social science research centers.

Chairperson, Department of Sociology, Anthropology, and Social Work (1993-1997), University of Dayton

Responsibilities and Accomplishments: Built colleagueship; revised the department’s mission, curriculum, and procedures; enriched the department’s scholarly atmosphere; strengthened the department’s position within the College of Arts and Sciences and the University; and instituted an annual retreat. During the three annual retreats the department focused on rewriting its mission statement, rethinking and refining its teaching and scholarly emphases, restructuring its curriculum, rewriting its bylaws, and increasing its diversity. During this time the number of majors grew by over 50%, the SCH per FTEF measure went from 15th in the University to first, and the department added two tenure-track faculty lines. Received strong, unanimous support for reappointment but accepted the Associate Dean position instead. 

Academic Senate (1993-1997), University of Dayton

Responsibilities and Accomplishments: Elected to the Academic Senate and its Executive Committee in January 1993. Elected in 1994 to the first of three consecutive terms as vice president of the Senate – the highest position a faculty member could then hold. Improved the structure and processes of the Senate’s work; created a system for tracking policies before the Senate; made reporting structures more formal and the discussion process more efficient. Facilitated communication on key issues between the faculty and administration by creating summaries which provided a quick glimpse of the critical issues. Utilized a host of publications to promote key Senate events in order to maximize faculty participation. Successfully worked to minimize cuts to academic programs, prevent involuntary faculty separations, insure a salary increase, and preserve benefits during a challenging budget period.
Collaborated with other senators to support a review of the Academic Senate’s constitution. An ad hoc subcommittee suggested a number of significant changes, including increasing representation from some areas, creating a seat for part-time faculty representation, and making the president of the Senate a faculty member rather than the Provost. The faculty voted to approve all changes. 

Faculty Member (1984-1993), University of Dayton

Responsibilities and Accomplishments: Spent nine years as a teacher-scholar; closely mentored students, helping many gain entry into the best graduate programs in the country. Served as chapter representative for the international sociological honors society, Alpha Kappa Delta, and faculty sponsor of the department’s student club. Scholarship culminated in a co-authored book which won a national award for its outstanding contribution to the tradition of social pragmatism and interactionism.

 

EXTERNAL GRANTS

The Pew Grant Program in Course Redesign, $200,000 grant awarded in June 2000. Prepared by Kenneth Graetz, Ph.D.; Donald Polzella, Ph.D.; Greg Elvers, Ph.D.; Thomas Eggemeier, Ph.D. (all from the Department of Psychology); Fred Pestello, Ph.D.; Thomas Skill, Ph.D. (Assistant Provost for Academic Technology and contact person); and John Geiger, Ph.D. (Provost).

 

PUBLICATIONS

A. Books
Deutscher, Irwin, Fred P. Pestello, and H. Frances G. Pestello. 1993. Sentiments and Acts. Hawthorne, NY: Aldine de Gruyter.
Received a Special Recognition Award from the Charles Horton Cooley Committee of the Society for the Study of Symbolic Interaction for its outstanding contribution to the tradition of social pragmatism and interactionism, August 1994.

B. Articles, Chapters, and Research Notes
Heft, James L., Ronald M. Katsuyama, and Fred P. Pestello. 2001. “Faculty Attitudes and Hiring Practices at Selected Catholic Colleges and Universities.” Current Issues in Catholic Higher Education, 21: 43-63.


Pestello, Fred P. and H. Frances G. Pestello. 2000. “Consistency Between Sentiments and Acts.” Sociological Inquiry, 70: 61-73.


Miller, Dan E., Fred P. Pestello and Patrick G. Donnelly. 2000. “Spots . . ., Good Soldiers, and Sociology Departments: Stan Saxton’s Pragmatist Approach to Sociology.” Pages 31-42 in Studies in Symbolic Interaction: A Research Annual, vol. 23, edited by Norman K. Denzin, Greenwich, CT: JAI Press.


Heft, James L. and Fred P. Pestello. 1999. “Hiring Practices in Catholic Colleges and Universities.” Current Issues in Catholic Higher Education, 20: 89-97.


Pestello, Fred P. 1995. "Committed Selves, Epiphany, and Behavioral Consistency: A Study of Commitment to 'Natural Dieting.'" Pages 185-205 in Studies in Symbolic Interaction: A Research Annual, vol. 17, edited by Norman K. Denzin, Greenwich, CT: JAI Press.


Pestello, Fred P. 1991. "Discounting." Journal of Contemporary Ethnography, 20: 26-46.


Pestello, H. Frances G. and Fred P. Pestello. 1991. "Ignored, Neglected, and Abused: The Behavior Variable in Attitude-Behavior Research." Symbolic Interaction, 14: 341-351.


Pestello, Fred P. and H. Frances G. Pestello. 1991. "Precision and Elusion: The Saga of the Attitude Variable in Attitude-Behavior Research." Pages 253-278 in Studies in Symbolic Interaction: A Research Annual, vol. 12, edited by Norman K. Denzin, Greenwich, CT: JAI Press.


Pestello, Fred P. 1987. "The Social Construction of Grades." Teaching Sociology, 15: 414-417.


Bass, David M., Fred P. Pestello, and T. Neal Garland. 1984. "Experiences with Hospice Care: Determinants of Place of Death." Death Education, 8: 199-222.


Pestello, Fred P. and David M. Bass. 1983. "Goal Impediments in Two Hospice Programs." Nursing and Health Care, 4: 397-399.


McClendon, McKee J. and Fred P. Pestello. 1983. "Self-interest and Public Policy Attitude Formation: Busing for School Desegregation." Sociological Focus, 16: 1-12.


McClendon, McKee J. and Fred P. Pestello. 1982. "White Opposition: To Busing or to Desegregation?" Social Science Quarterly, 63: 70-82.

EDITORIAL

Review Editor, Symbolic Interaction (1990-1995); referee of articles submitted to Social Psychology Quarterly, Journal of Contemporary Ethnography, Studies in Symbolic Interaction: A Research Annual, Teaching Sociology, The Social Science Journal, The Sociological Quarterly, Journal of Family Issues, Sociological Spectrum, and Journal of Environmental Psychology.

 

SELECT PROFESSIONAL DEVELOPMENT PROGRAMS

The Harvard Seminar for New Presidents, Harvard University, Cambridge, MA
July 18-23, 2008


Presidential Enrollment Management Institute, Noel-Levitz, Vail, CO
June 15-17, 2003


Institute for Educational Management, Harvard University, Cambridge, MA
July 14-26, 2002


Institute for Administrators in Catholic Higher Education, Boston College, Boston, MA
July 10-14, 2001


The Snowmass Institute on Strategic Management for College and University Executives,
Aspen, CO July 16-21, 2000

 

SELECT PROFESSIONAL PARTICIPATION

Publications Committee of the Society for the Study of Symbolic Interaction, 1999-2002

Undergraduate Education Committee of the Midwest Sociological Society, 1994 to 1999
      Chair-elect, 1997
      Chair, 1998

 

COMMUNITY AFFILIATIONS (RECENT)

Dayton Regional Network (foster cooperation and leadership to create improvements in the region’s quality of life)
     Member of the Board, 2005-2006

United Way of Greater Dayton
      Member of the Board of Trustees, 2003 to 2008
      Co-chair of Designations Task Force, 2003 to 2004
      Campaign Cabinet, Young Professionals Strategy Chair, 2005 to 2008

St. Joseph Children's Treatment Center
      Member of the Board of Trustees, 1995 to 2008
      Vice President, 2000 to 2002
      President, 2002 to 2004
      Immediate Past President, 2005
     

Leadership Dayton (Class of 1998)

 

STATE OF OHIO BOARD SERVICE


Ohio Partnership for Continued Learning, Governor Bob Taft, Chair, 2005-2006
Ohio Learning Network (OLN) Governing Board, 2004-2005
OhioLINK Governing Board, 2001-2004; 2006-2008

 

NATIONAL BOARD SERVICE

National Advisory Council Fostering Student Development through Faculty Development
funded by Lilly Endowment, Inc. and the John Templeton Foundation, 2003-2005
Project director: Larry A Braskamp, Ph.D.