Department of Molecular, Cellular and Craniofacial Biology
The core of the University’s mission is the discovery, dissemination, and application of knowledge. Faculty in university departments, centers and institutes have been classically thought of as the principal incubators of new discoveries and ideas. To that end, our department has designated the discovery of new knowledge by the performance of scientific research as its primary mission.
Prestige and the respect of one’s professional peers is the coin of the realm. In academia, this is more often than not acquired by recognition of ones research achievements. As the Department of Molecular, Cellular and Craniofacial Biology continues its growth and evolution, the objective of new faculty recruitment to the department will be to strengthen the developing research focus on molecular/molecular genetic mechanisms of birth defects, specifically, craniofacial anomalies. This research strength will contribute to, and synergize with, the significant extant focus on children’s disorders at the university. Thus, the broad primary departmental objective will be to conduct fundamental and applied research on cellular and molecular aspects of embryonic development and acquired congenital malformations.
“There is something fascinating about science. One gets such wholesale returns of conjecture out of such a trifling investment of facts.”
—Mark Twain - Life on the Mississippi
Interactions between scholars and students enlivens the pursuit of knowledge. The obligation of each faculty scholar is to work in the context of communicating his/her research to students and trainees. The university’s research and teaching mission (the creation and dissemination of knowledge) are not separate functions that compete for attention but, rather, are integrated activities. Thus, an important departmental objective is faculty engagement in exciting teaching—specifically, dissemination of new knowledge acquired through biomedical research.
Faculty and administration are not antithetical entities, despite the erroneous perception of many faculty that administration attempts to save faculty the trouble of thinking for themselves. Indeed, faculty have multiple academic and scholarly talents and several means of contributing to the health and vitality of a university. All efficiently functioning academic organizations rely on faculty wisdom and experience to make informed decisions regarding governance. Thus, each faculty member is expected to contribute to university governance by membership on, and active contribution to, appropriate university committees.
Any simple problem can be made insoluble if enough committee meetings are held to discuss it.