Oakland, CA, United States
Oakland, CA, United States

Mills College is an independent liberal arts and science college in the San Francisco Bay Area. Mills began as a seminary school known as the Young Ladies' Seminary, founded in 1852 and located in Benicia, California. It moved to its current Oakland location in 1871, and Mills became the first women's college west of the Rockies. Currently, Mills is an Undergraduate Women's College, with graduate programs for women and men. The college offers more than 40 undergraduate majors and 33 minors, and over 25 graduate degrees, certificates, and credentials. The college is the also home to the Mills College School of Education and the Lorry I. Lokey Graduate School of Business.The college's mission statement is:Mills is an independent liberal arts college for women and men. The College educates students to think critically and communicate responsibly and effectively, to accept the challenges of their creative visions, and to acquire the knowledge and skills necessary to effect thoughtful changes in a global, multicultural society.Mills encourages openness to experimentation in the context of established academic disciplines. Programs are designed to reflect the importance of global issues, provide an understanding of the natural world, and enhance opportunities for women in their developing roles throughout society. The curriculum combines traditional liberal arts with new educational initiatives that recognize the value of cultural, racial, and ethnic diversity.Inspired by a teaching philosophy that grows out of its longstanding dedication to women’s education, Mills provides a dynamic learning environment that encourages intellectual exploration. The faculty of nationally and internationally respected scholars and artists is dedicated to developing the strengths of every student, preparing them for lifelong intellectual, personal, and professional growth.In 2013, U.S. News & World Report ranked Mills fifth overall among colleges and universities in the Western U.S. and one of the top colleges and universities in the Western U.S. in "Great Schools, Great Prices," which evaluated the quality of institutions' academics against the cost of attendance. The Princeton Review ranks Mills as one of the Best 378 Colleges and one of the top "green" colleges in the U.S. Washington Monthly ranks Mills as one of the top 10 master's universities in the U.S. Wikipedia.

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News Article | November 4, 2016
Site: www.prweb.com

National executive search firm Isaacson, Miller announced that Ericka Miller has rejoined its executive search team as a vice president and partner in its Washington, DC office. An expert in K-12 education and education policy, Dr. Miller previously served as a vice president at Isaacson, Miller from 2005 to 2007. She left the firm to become the vice president for operations and strategic leadership at The Education Trust, leading the day-to-day management of the $15 million national education research and advocacy organization. In 2013, Dr. Miller was nominated by President Barack Obama to be the assistant secretary for postsecondary education in the U.S. Department of Education, and her nomination was approved by the Senate Health, Education, Labor, and Pensions Committee. From January until June 2015, during the extended confirmation process, Dr. Miller served as senior advisor to Secretary of Education Arne Duncan in the Department of Education. Her nomination was one of several that languished in the Senate; she withdrew from the process and joined The College Board as chief of membership, governance, and higher education. “We are delighted to welcome Ericka back to our firm,” commented Isaacson, Miller President Vivian Brocard. “Ericka’s rich and distinguished career combined with her impressive academic credentials and passion for education help to strengthen our ability to serve clients across the civic sector and particularly in the K-12 and education reform arena.” Early in her career, Dr. Miller served as legislative assistant to former U.S. Sen. Bob Kerrey, advising the senator on elementary, secondary, and postsecondary education policy issues. Before her time on the Hill, Dr. Miller was assistant professor of English literature at Mills College, in Oakland, California. Prior to launching her career in education, she was an editor at Washingtonian Magazine. Dr. Miller holds a bachelor’s degree from Georgetown University and a doctorate from Stanford University. She is a member of Leadership Greater Washington’s Class of 2004, and she serves on a number of nonprofit boards.

News Article | November 4, 2016
Site: www.24-7pressrelease.com

IRVINE, CA, November 04, 2016-- Dr. Piper Lillehoff has been included in Marquis Who's Who. As in all Marquis Who's Who biographical volumes, individuals profiled are selected on the basis of current reference value. Factors such as position, noteworthy accomplishments, visibility, and prominence in a field are all taken into account during the selection process.Motivated by a strong interest in psychiatry, Dr. Lillehoff has spent the past two decades growing in the field. She began by earning a Bachelor of Arts in psychology from the University of California, Irvine, in 1989 and an MD from Drexel University in 1996. Also in '96, Dr. Lillehoff joined Oregon Health & Science University as a resident in adult psychiatry. She used the experience she garnered from that position to propel herself forward to a fellowship in child psychiatry at the University of California, Irvine, and when that was over, she transitioned to the County of Orange Health Care Agency, where she continues to serve as a child and adolescent psychiatrist. While she was there, she also spent three years running her own private practice.In light of her achievements, Dr. Lillehoff was honored with inclusion in eight editions of Who's Who in America published between 2007 and 2016, as well as numerous volumes of Who's Who of American Women, Who's Who in the World, and Who's Who in Medicine and Healthcare. She was also featured in the 11th edition of Who's Who in Science and Engineering. Additionally, Dr. Lillehoff was Salutatorian at Laguna Hills High School, earned the Youth Leadership Award from the Hugh O'Brien Foundation, was a finalist in a flute competition with the California Music Teachers Association, and was selected as a Rock Sleyster Scholar by the American Medical Association for her outstanding medical student performance in psychiatry. Dr. Lillehoff received Phi Beta Kappa and University Scholar honors from the University of California, Irvine, and was the recipient of Mills Scholar honors from Mills College, which she attended in 1984-85 prior to transferring to UC-Irvine.Looking forward, Dr. Lillehoff intends to continue improving in her industry. To network and stay up-to-date on the goings on in the psychiatry world, she maintains affiliation with the American Psychiatric Association, the American Academy of Child and Adolescent Psychiatry and the Physician's Committee for Responsible Medicine.About Marquis Who's Who :Since 1899, when A. N. Marquis printed the First Edition of Who's Who in America , Marquis Who's Who has chronicled the lives of the most accomplished individuals and innovators from every significant field of endeavor, including politics, business, medicine, law, education, art, religion and entertainment. Today, Who's Who in America remains an essential biographical source for thousands of researchers, journalists, librarians and executive search firms around the world. Marquis now publishes many Who's Who titles, including Who's Who in America , Who's Who in the World , Who's Who in American Law , Who's Who in Medicine and Healthcare , Who's Who in Science and Engineering , and Who's Who in Asia . Marquis publications may be visited at the official Marquis Who's Who website at www.marquiswhoswho.com

Smith J.E.,Mills College
Animal Behaviour | Year: 2014

In 1964, W. D. Hamilton proposed a novel solution to the long-standing evolutionary puzzle: why do individuals cooperate? Hamilton predicted that, if individuals possess the ability to discriminate on the basis of kinship, then they should gain inclusive fitness benefits by biasing helpful behaviour towards relatives and harmful behaviour away from them. The possibility that kin selection might favour social evolution has now inspired five decades of active research. Here, I synthesize this evidence for social mammals. First, I report on the methodological advances that allow for pedigree construction, and review the evidence for maternal and paternal kin discrimination. Second, I recognize that a substantial body of evidence for the evolution of cooperative breeding via kin selection exists, and then focus on the potential for kin selection to favour less well understood, yet equally salient, targets of selection: social partner choice, coalition formation and social tolerance (withholding aggression). I find that kin selection favours remarkably similar patterns of nepotism in primate and nonprimates with respect to these short-lived social acts. Although social alliances among maternal and paternal kin are common in mammalian societies, kinship largely fails to protect individuals from aggression. Thus, an individual's closest associates and allies, many of whom are kin, are most often an individual's closest competitors within mammalian social groups. Taken together, these findings highlight the value of Hamilton's holistic approach in simultaneously considering the direct benefits of competition and the indirect fitness benefits of cooperation. Despite major empirical advances since the inception of kin selection theory, future tests using newly available molecular and statistical methods in combination with longitudinal behavioural data are required to partition the relative contributions of direct and indirect fitness on the lifetime inclusive fitness. Such approaches will elucidate the relative influences of evolutionary and ecological forces favouring social evolution across the mammalian lineage of social mammals. © 2014 The Association for the Study of Animal Behaviour.

Agency: NSF | Branch: Standard Grant | Program: | Phase: TRIBAL COLLEGE & UNIVERS PROGR | Award Amount: 51.14K | Year: 2017

A goal of the Tribal Colleges and Universities Program (TCUP) is to increase the science, technology, engineering and mathematics (STEM) instructional and research capacities of specific institutions of higher education that serve the Nations indigenous students. Expanding the research capacity at these institutions expands the opportunities for students to pursue challenging, rewarding careers in STEM fields, provides for research studies in areas that may be locally relevant, and encourages a faculty community to look beyond the traditional classroom for intellectual and professional growth. This project aligns directly with that goal, allowing the institutions faculty and administrators to design and develop a comprehensive plan for improving and expanding STEM instruction.

Bay Mills Community College (BMCC) serves the Bay Mills Indian Community in Michigans Upper Peninsula. This project will determine the best use of their current infrastructure in advanced manufacturing technology to create sustainable STEM programs that can further support regional economic development and student learning. The Principal Investigators will deliver a comprehensive roadmap for subsequent implementation of both a certification and associate level degree program offering in STEM related fields through activities that include: 1) identifying community, regional and national workforce needs in strength areas at the college; 2) assessing existing related courses and programs at other institutions; 3) completing a state analysis at BMCC; 4) conducting secondary- and high-school level workshops about STEM careers in order to gauge interest and awareness; and 5) connecting needs to BMCCs courses and programs to identify areas and necessary resources for development.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 600.00K | Year: 2016

For this NSF Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM) Capacity Building project, Mills College, a womens college, will improve educational opportunities for low-income, talented women by creating a new transition program to support STEM undergraduate majors from first-year through entry into the workforce or graduate school. A special feature will be on developing leadership skills and tools for women in STEM, thus addressing a gap in the STEM workforce in this arena. The S-STEM Scholars at Mills will receive financial support as well as other support including the expansion of student support systems such as a summer bridge program, targeted faculty advising, a themed housing community, student participation at professional conferences, and specially designed workshops focused on academic and leadership development. To enhance recruiting efforts for minority women, a special Minority Women in STEM Lecture Series will also be deployed.

To study the impact of the STEM leadership for women component and other components of the project, a mixed-method research and evaluation approach will be employed. The project team will measure a number of variables including financial support, student workload, workshop effectiveness, perceived threat level, professional guidance and mentoring, and students beliefs concerning their intellectual abilities. In addition, formative and longitudinal feedback will be utilized to help determine comprehensive interventions for students who struggle and encounter difficulties in several realms including academics, personal, emotional, and social. The research approach will allow the investigators to measure the success of their strategies, especially when financial burden is lifted via the S-STEM scholarships. The program has been designed to: (1) promote broadening participation in STEM fields; (2) be sustainable at Mills; and (3) be replicable at similar institutions.

Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 92.75K | Year: 2012

The protein purification system that is requested with this proposal is an essential piece of equipment for research characterizing and bioengineering light sensitive proteins from cyanobacteria. It is necessary to separate proteins from the E.coli expression system that are used for bioengineering proteins. The focus of The Spiller Lab is to engineer a small, bright red fluorescent protein tag for in vivo microscopy. Undergraduate, post baccalaureate and glide-year students at Mills College are engaged in the laboratory work.

Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 87.07K | Year: 2012

The ultracentrifuge that is requested with this proposal is an essential piece of equipment for research characterizing and bioengineering light sensitive proteins from cyanobacteria. It is necessary to separate proteins from the E.coli expression system that are used for bioengineering proteins. The focus of The Spiller Lab is to engineer a small, bright red fluorescent protein tag for in vivo microscopy. Undergraduate, post baccalaureate and glide-year students at Mills College are engaged in the laboratory work. They gain research experience and expertise, while participating in leading edge research. Another goal of Spiller Lab is to encourage young women to pursue scientific careers. Spiller Lab was awarded a NSF-CBET-0967965 grant in April 2010 to fund this research. An ultracentrifuge is one of the critical pieces of equipment for this project. The Spiller Lab is currently working on a leading-edge research project in collaboration with Center for Biophotonics Science and Technology (CBST), University of California, Davis. They are using PCR, and E.coli expression system, to capture, characterize and purify GAF domains from the five (5) class II (blue/green) cyanobacteriochromes.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 230.12K | Year: 2012

Building on the success of the exemplary teacher education program at Mills College, the primary investigators experience with Teacher Residency Programs at a national level, the new and talented Oakland Unified School District (OUSD) mathematics and science district leaders, the exemplary urban-focused STEM teacher professional development offerings of the Lawrence Hall of Science, and the talents of the faculty in Division of Natural Sciences, Mills College plans to develop a program adapted to the unique context and needs of Oakland, California, which is experiencing a shortage of high quality mathematics and science teachers in middle and high schools. The grant period focuses on the design of a program and an implementation plan to admit (over a five year period) to the Oakland Teacher Residency Program (OTR) 150 teachers who will obtain their high school or middle school certification. It is also expected that a cadre of at least 15 current teachers of STEM subjects will become highly qualified Master Teachers. The partners (Mills College Division of Natural Science, Lawrence Hall of Science and OUSD) are strengthening their collaborative infrastructure and plan professional development for the Mentor Teachers and new Master?s degree program to sustain the program. The OTR curriculum and professional development programs are being designed to closely align with the particular needs of the participating schools, the District as a whole, the Common Core State Standards in Mathematics and the Next Generation Science Standards. An innovative dual focus on STEM content and classroom support ensures that OTR participants are being prepared for the specific needs of the students in a high-needs urban school district, thus providing a model program for similar university-school district partnerships. It is the intention to have in place a curriculum for a 12-month Masters program, specifically tailored to the issues involved in STEM teaching in an urban, high-needs school district and a rubric for selecting target schools, recruiting materials for Teaching Fellows and Master Teachers, a professional development curriculum for the Master Teachers, a plan for mentoring and support for Teaching Fellows, a data collection and evaluation plan, and a research and publication plan. These model materials are to be disseminated so that other university-school district partnerships may use them to implement a program similar to OTR, thereby providing a much broader impact.

Agency: NSF | Branch: Continuing grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 2.33M | Year: 2013

The Oakland Urban Teacher Residency program (OUTR) is a partnership among Mills Colleges Division of Natural Science and Mathematics and its School of Education, the Oakland Unified School District (OUSD), the Lawrence Hall of Science, and KQED Public Media for Northern California. The project is recruiting, preparing, mentoring and sustaining a cadre of 20 STEM teachers based on a medical residency model in which new Teaching Fellows are mentored by experienced master teachers---a model which complements the instructional rounds model that OUSD has implemented in each of their secondary schools. A key component of OUTR is engaging the Teaching Fellows, the Fellows mentors, and the programs partners in a research project to study this teacher residency model in order to determine how the skills and knowledge of STEM pre-service teachers develop over time within connected, coherent learning communities.

OUTR partners and participants produce research that adds to the knowledge base about effective STEM residency models of teacher preparation and retention in high-needs urban school districts. In addition, the project supports cadres of new teachers to enter and remain for at least four years in OUSD after their initial preparation year, providing strong content knowledge, effective pedagogies that are designed for teaching Oakland students, and knowledge of observing, monitoring and increasing student learning. Thus, the project increases the number, diversity, and mastery of secondary STEM teachers in OUSD, while improving student learning, and faculty learning about learning, for others similarly situated.

News Article | November 6, 2015
Site: phys.org

As the American media continues to buzz over who is more or less likely to secure the Republican and Democratic nominations for U.S. President, researchers in the journal Trends in Ecology & Evolution review some interesting perspectives on the nature of leadership. The experts from a wide range of disciplines examined patterns of leadership in a set of small-scale mammalian societies, including humans and other social mammals such as elephants and meerkats. "While previous work has typically started with the premise that leadership is somehow intrinsically different or more complex in humans than in other mammals, we started without a perceived notion about whether this should be the case," said Jennifer Smith of Mills College in Oakland, California. "By approaching this problem with an open mind and by developing comparable measures to compare vastly different societies, we revealed more similarities than previously appreciated between leadership in humans and non-humans." Chimpanzees travel together, capuchins cooperate in fights, and spotted hyenas cooperate in hunting, but the common ways that leaders promote those collective actions has remained mysterious, Smith and her colleagues say. It wasn't clear just how much human leaders living in small-scale societies have in common with those in other mammalian societies either. To consider this issue, a group of biologists, anthropologists, mathematicians, and psychologists gathered at the National Institute for Mathematical and Biological Synthesis. These experts reviewed the evidence for leadership in four domains—movement, food acquisition, within-group conflict mediation, and between-group interactions—to categorize patterns of leadership in five dimensions: distribution across individuals, emergence (achieved versus inherited), power, relative payoff to leadership, and generality across domains. Despite what those ongoing presidential primaries might lead one to think, the analysis by the scientific experts finds that leadership is generally achieved as individuals gain experience, in both humans and non-humans. There are notable exceptions to this rule: leadership is inherited rather than gained through experience among spotted hyenas and the Nootka, a Native Canadian tribe on the northwest coast of North America. In comparison to other mammal species, human leaders aren't so powerful after all. Leadership amongst other mammalian species tends to be more concentrated, with leaders that wield more power over the group. Smith says the similarities probably reflect shared cognitive mechanisms governing dominance and subordination, alliance formation, and decision-making—humans are mammals after all. The differences may be explained in part by humans' tendency to take on more specialized roles within society. "Even in the least complex human societies, the scale of collective action is greater and presumably more critical for survival and reproduction than in most other mammalian societies," Smith said. The researchers now plan to further quantify the various dimensions identified in the new work. There's still plenty more to learn. "As ambitious as our task was, we have only just scraped the surface in characterizing leadership across mammalian societies and some of the most exciting aspects of the project are still yet to come as biologists and anthropologists implement our novel scheme for additional taxa and societies," Smith said. Explore further: Spotted hyenas can increase survival rates by hunting alone More information: Trends in Ecology & Evolution, Smith et al.: "Leadership in Mammalian Societies: Emergence, Distribution, Power, and Payoff" dx.doi.org/10.1016/j.tree.2015.09.013

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