Meet President Green
Jonathan D. Green is Susquehanna University's 15th president. He holds a Doctor of Musical Arts from the University of North Carolina at Greensboro. He joined the university in 2017 after serving as provost and dean of the faculty at Illinois Wesleyan University.
Jonathan D. Green, D.M.A.
Michael A. Coyne
Exeuctive Vice President & Chief Financial Officer
Vice President for Advancement
Dave Ramsaran, Ph.D.
Executive Administrative Assistant
Susan Lantz, Ed.D.
Vice President for Student Life
Vice President for Marketing and Communications
Valerie G. Martin, D.M.A.
Vice Provost & Dean of the School of Arts and Sciences, Associate Professor of Music
Interim Vice President for Enrollment & Student Financial Services
Matt Rousu, Ph.D.
Dean of the Sigmund Weis School of Business, Professor of Economics
Philip E. Winger, Ph.D.
Vice President and Chief of Staff
- Questioning the value of a liberal arts degree? Wall St. isn't — Penn Live, Harrisburg Patriot, September 2018
- 'And' is always the better answer — Penn Live, January 2018
- We are all authors of our own culture — Daily Item, February 2018
- The higher education legacy of our presidents — and how to carry that forward — Washington Post, February 2018
- Decline in international college enrollment hurts everyone — University Business, March 2018
- I deleted my Facebook account, and I'm glad — Penn Live, Harrisburg Patriot, February 2019
- Proposed cuts in federal student loans threatens American dream — Penn Live, Harrisburg Patriot, March 2019
- Can the liberal arts navigate poverty, diminished opportunity and robots — The Hechinger Report, April 2019
- Six things to offer your new college president — Trusteeship, May/June 2019
- Virtuous marketing in higher education — Volt, July 2019
- Inclusion is the heart of the American way — Penn Live, Harrisburg Patriot, July 2019
- "Choral-Orchestral Repertoire: A Conductor's Guide, Omnibus Edition," with David Oertel. Lanham, MD: Rowman & Littlefield, in press
"Review of A Practical Guide to Choral Conducting by Harold Rosenbaum." Journal of the Conductors Guild, Fall 2019
Great Conversations —Jonathan Green, video interview by Angie Cooksey for Indiana University, November 2018
We educate students for productive, creative and reflective lives of achievement, leadership and service in a diverse, dynamic and interdependent world.
Our learning goals articulate a vision of our students as competent, liberally-educated people who develop the skills they need to succeed in the job market post-graduation and to pursue advanced degrees.
Our students engage in an ongoing processes of cross- and multi-disciplinary education to develop depth of knowledge; examine ideas within the context of their academic major and from the perspectives of other disciplines as well; and synthesize all facets of their educational experience to frame a way of thinking about their major area(s) of study, their potential career path, and their lives as a means to achieve, lead and serve in their communities and around the world.
We want our graduates to possess:
- An awareness of creative, natural, societal and cultural forces that shape the world
- An integrated set of intellectual skills
- A mature understanding of self-mind, body and spirit
- An understanding of personal ethical responsibility
Joint Statement on the Value of Liberal Education by AAC&U and AAUP
In recent years, the disciplines of the liberal arts, once universally regarded as central to the intellectual life of the university, have been steadily moved to the periphery and increasingly threatened—by some administrators, elected officials, journalists, and parents of college-age children. The study of the history of human societies and forms of human expression is now too often construed as frivolous, and several colleges and universities have recently announced the wholesale elimination of liberal arts departments. Politicians have proposed linking tuition to the alleged market value of given majors. Students majoring in literature, art, philosophy, and history are routinely considered unemployable in the technology and information economy, despite the fact that employers in that economy strenuously argue that liberal arts majors make great tech-sector workers precisely because they are trained to think critically and creatively, and to adapt to unforeseen circumstances.
The American Association of University Professors and the Association of American Colleges and Universities are not disciplinary organizations, but we believe that institutions of higher education, if they are truly to serve as institutions of higher education, should provide more than narrow vocational training and should seek to enhance students' capacities for lifelong learning. This is as true of open-access institutions as it is of highly selective elite colleges and universities. The disciplines of the liberal arts—and the overall benefit of a liberal education—are exemplary in this regard, for they foster intellectual curiosity about questions that will never be definitively settled—questions about justice, about community, about politics and culture, about difference in every sense of the word. All college students and not solely a privileged few should have opportunities to address such questions as a critical part of their educational experience. And the disciplines of the liberal arts are central to the ideal of academic freedom, as well, because the liberal arts, by their nature, require free rein to pursue truth wherever it may lead. As a result, they provide an intellectual bulwark for academic freedom.
Almost eighty years ago, in their joint 1940 Statement of Principles on Academic Freedom and Tenure, the AAUP and AAC&U emphasized that "institutions of higher education are conducted for the common good" and that "the common good depends upon the free search for truth and its free exposition." The free search for truth and its free exposition in the liberal arts are essential components of a functioning democracy. Higher education's contributions to the common good and to the functioning of our democracy are severely compromised when universities eliminate and diminish the liberal arts.
The learning goals of Susquehanna University articulate a vision of our students as confident, liberally educated, and committed to multidisciplinary education as global citizens, working within and across their academic disciplines. They productively gather and apply all facets of their educational experience to personally and professionally frame their vocations, areas of study, and lives, demonstrating achievement, leadership, and service in the world.
SU students investigate the creative, natural, social, economic, and cultural forces that shape the world, and gain familiarity with:
SU students develop an integrated set of intellectual skills that empower them to:
SU students develop a mature, integrated sense of themselves through a holistic liberal arts experience, including:
SU graduates develop and internalize their own integrated vision of the common good, and how to pursue it in the context of their lives, including:
Each year, around 20 sophomores are selected as Presidential Fellows, participating in several major activities with Susquehanna President Jonathan D. Green and his wife, Ms. Lynn Buck, and selected faculty and staff.
They explore literature, science and the arts through lectures, cultural events and book discussions. Another traditional activity is a trip, usually to New York City, to attend a theater production and perhaps interact with an author or artist.
The program was started by former Susquehanna President Joel Cunningham and his wife, Trudy, in 1982.