08/26/2013 Reverse Transfer Student Mobility.

AUGUST 26, 2013

Online Course Outcomes

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Changing the Old Credit Hour Ways

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Yes, No, Maybe.

Is Zimmerman One Of Us?

i cal Beat

by Carlos D. Conde

The

trial of George Zimmerman in the killing of Trayvon Martin is over but not the street arguments about the controversial verdict which the black community and its supporters want to turn into a national referendum over a black man’s civil rights. They claim justice has failed the victim from this minority group that they argued – and demonstrated – was victimized by the white man’s law.

If President Obama’s Department of Justice has its way, Zimmerman might yet still face punishment and Attorney General Eric Holder is revisiting the issue again over civil rights violations.

The public demonstrations were led, of course, by the likes of the egocentric, the Rev. Al Sharpton, who has never met a civil rights issue he didn’t like or didn’t turn into an opportunity for demagoguery.

As has been happening more and more in civil rights and discrimination issues like this, he again upstaged the Rev. Jesse Jackson, once a pillar of such activities, to the point of making the Chicago preacher today seem irrelevant.

Predictably, Sharpton labeled America a racist society still

waddling in all the sins of its past particularly when it involved the shooting of a young 17-year-old armed with an ice tea bottle and a bag of Skittles.

Zimmerman was found not guilty by the six-person panel – all women including one black – in a Florida courtroom near the site of the gated community in Sanford, Fla., where the confrontation took place.

Martin was no angel as his academic years showed, but it went no further than truancy and school rebellion.

Zimmerman was a frustrated wannabe cop attending college whose ambition was to be a judge.

It created a call to civil rights arms in which the black community, and some whites, but few, if any Latinos, once again claim the white man’s laws still hold them in bondage and prosecute the black victim but defend the white man’s crimes just like in the old days.

Everyone who is anyone seemed to choose up sides before and after the verdict and the biggest perpetuator was President Obama who wasn’t any help in tempering the issue when he said after the shooting that young Martin could have been his son.

President Obama further spurred the racial jingoism by an unusual appearance in the White House press room where he told reporters he also characterized himself as a victim of the white man’s discrimination and racial malevolence.

In his much heralded remarks, denounced by some for fanning racial unrest, the president told reporters in

his 19-minute impromptu appearance in which the Zimmerman-Martin issue was the only topic that black people to this day are still disparaged by white society.

“There are very few African-Americans who haven’t had the experience of walking across the street and hearing the locks click on the doors of cars. That happened to me – at least before I was a senator.

“There are very few African-Americans who haven’t had the experience of getting on an elevator and a woman clutching her purse nervously . . . That has happened often.”

Interestingly, the Latino community had little response to the trial or the verdict treating it as just another telenovela incident and not even all the racial drama would rouse them from their apathy.

The Congressional Hispanic Caucus silence was deafening which indicated that like Latinos, it considered the events and the issues regrettable, but it preferred not to attach itself to the Sharpton protests which to many were self-aggrandizing events for one particular individual, Sharpton.

The national organization for U.S. Latinos, the National Council of La Raza, waited two days before its president, Janet Murguía, issued a statement calling the tragedy “a teachable moment; we must continue to educate our fellow Americans on what racial profiling really is and the toll it takes on all communities of color in this country.”

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Navarette, was more pointed.

“The fact that Zimmerman is Hispanic is irrelevant to his actions. Everything has to fit into a narrative or paradigm.

Initially, it was a white guy who shot a black kid. Now they split the difference.”

Antonio González, president of the William C. Velasquez Institute, a non partisan Latino advocacy group, said that although this was indeed a tragedy, it was not a sufficiently compelling case to attract support from Hispanic leaders.

“When there is a clear ethnically-based perception that someone is being wronged, Hispanics will rally. This is like a square peg in a round hole. It just doesn’t fit.”

Only one point they felt needed clarification and that was regarding the term of racial identity. Zimmerman is the offspring of a white Anglo father and a Peruvian mother whose maternal grandparent was Afro-Peruvian, or black.

Another clarification not germane to the homicide but still interesting. There is no such thing as “of mixed race” and Hispanic or Latino is not a race but an ethnicity. Most of us are white in descriptive social terms but not “white Hispanics” in racial identity.

Carlos D. Conde, awardwinning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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MAGAZINE® AUGUST 26, 2013

CONTENTS Understanding the Reverse Transfer Student

by Frank DiMaria

8

Page 11

Page 14

CCRC Reports Online Course Outcomes

by Angela Provitera McGlynn

11

Changing the Old Credit Hour Ways

by Michelle Adam

14

Hispanics: New Awareness, New Force for Progress by Yvette Donado

17

PhD Project Creates Title of Dr. Cuatro

by Jamaal Abdul-Alim

18

Study Explores Why Many High School Graduates Are Not Ready for College

by Gary M. Stern

20

You can download the HO app Page 18

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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Executive Editor – Marilyn Gilroy Managing Editor – Suzanne López-Isa News & Special Project Editor – Mary Ann Cooper Administrative Assistant & Subscription Coordinator – Barbara Churchill Washington DC Bureau Chief – Peggy Sands Orchowski Contributing Editors – Carlos D. Conde, Michelle Adam Online Contributing Writers – Gustavo A. Mellander

DEPARTMENTS

Art & Production Director – Avedis Derbalian Graphic Designer – Joanne Aluotto

Political Beat

3

by Carlos D. Conde

Sr. Advertising Sales Associate – Angel M. Rodríguez

Yes, No, Maybe. Is Zimmerman One Of Us?

Interesting Reads Book Review

by Mary Ann Cooper

Article Contributors

7

Editorial Policy

7

MORE: The Vanishing of Scale in an Over-the-Top Nation

Priming the Pump...

by Miquela Rivera

Knowing the Difference Between Wants and Needs

Jamaal Abdul-Alim, Frank DiMaria, Yvette Donado, Angela Provitera McGlynn, Miquela Rivera, Gary M. Stern

Back Cover

The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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Esquina E ditorial

H

ere we are on the verge of another school year. For those in the world of higher education, it is a chance to regroup, reinvent and reaffirm a commitment to excellence. And nowhere is this type of self-reflection more needed than it is at schools with large Hispanic populations. As the Hispanic population continues to grow, their numbers will also continue to swell in colleges and universities. The question is: will they succeed once they get there? This time of year presents all of us an opportunity to re-examine the most basic ideas that have formed our theories of higher education to give every student the best possible chance to succeed. For instance, why do we measure learning in terms of course “credits�? In this issue we review Cracking the Credit Hour, a 2012 report on the status of the credit hour and its impact on higher education.

And just as we are re-examining how we measure learning, we should also continue to examine the effectiveness of online learning, which has gone from the fringes of higher education to an integral element of our institutes of higher learning. In this issue we review the Community College Research Center’s report on online learning. With 6.7 million students now taking online courses, the CCRC has come up ways to measure success rates and provides suggestions for improving student outcomes. It’s a must-read for those who want to make sure their students and institutions are changing and improving in the times in which we now live. Resolutions are usually reviewed for the new year – and we say it can apply to a new academic year, not just a calendar year. Let’s resolve to do better. ¥Adelante!

Suzanne LĂłpez-Isa Managing Editor

NETWORK FOR ACADEMIC RENEWAL

AAC&U Working Conferences for 2013–2014 Global Learning in College:

Transforming STEM Education:

General Education and Assessment:

Diversity, Learning, and Student Success:

Asking Big Questions, Engaging Urgent Challenges

Inquiry, Innovation, Inclusion, and Evidence

Disruptions, Innovations, and Opportunities

Policy, Practice, Privilege

Providence, Rhode Island October 3–5, 2013

San Diego, California October 31–November 2, 2013

Portland, Oregon February 27–March 1, 2014

Chicago, Illinois March 27–29, 2014

Network for Academic Renewal: Exploring together the latest advances in teaching and learning; faculty roles and leadership; general education and outcomes assessment; diversity, equity, and inclusive excellence; and strategies for student success in undergraduate education.

&OR MORE INFORMATION OR TO REGISTER WWW AACU ORG MEETINGS NETWORK s s NETWORK AACU ORG

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Interesting Reads

Hispanic Caribbean Literature of Migration: Narratives of Displacement

By Vanessa Pérez Rosario Hispanic Caribbean Literature of Migration: Narratives of Displacement is a collection of 13 chapters that explores the literary tradition of Caribbean Latino literature written in the United States beginning with José Martí and concluding with 2008 Pulitzer Prize- winning novelist Junot Díaz. The chapters consider the way their literature serves as a metaphor for gender, sexual, racial, identity, linguistic, and national migrations.

2012. 256 pgs. ISBN: 978-1137008077. $30.00. Palgrave Macmillan; Reprint edition, New York. (646) 307-5151. http://us.macmillan.com.

Hispanics In The U.S. Criminal Justice System: The New American Demography

By Martin Guevara Urbina Most studies that have explored the experiences of criminal defendants in the American criminal justice system, whether it is in the area of policing, courts, or corrections, have focused almost exclusively on race. Hispanics have resided in the United States since 1598 and recently bypassed African-Americans in the general population. Hispanics in the U.S. Criminal Justice System is written for law professionals and students of criminal justice.

2012. 418 pgs. ISBN: 978-0398088163. $59.95. Charles C. Thomas Pub Ltd., Springfield, Ill., (800) 258-8980. www.ccthomas.com.

Gran Cocina Latina: The Food of Latin America

By Maricel E. Presilla Maricel E. Presilla has gathered more than 500 recipes for the full range of dishes, from the foundational adobos and sofritos to empanadas and tamales to ceviches and moles to sancocho and desserts such as flan and tres leches cake. Detailed equipment notes, drink and serving suggestions, and color photographs of finished dishes also are included. This is a one-of-akind cookbook to be read as much for the writing and information as for its introduction to heretofore unrevealed recipes.

2012. 912 pgs. ISBN: 978-0393050691. $45.00. Cloth. W. W. Norton & Company, New York, (212) 354-5500. www.wwnorton.com.

MORE: The Vanishing of Scale in an Over-the-Top Nation

by Ronald Bishop 2011. 288 pgs. ISBN: 978-1-60258-258-3. $24.95 cloth. Baylor University Press.

W

hen you read the headlines of corporate greed and excess you’re apt to ask, “How much money do these people need?” In MORE: The Vanishing of Scale in an Over-theTop Nation communications professor and former journalist Ronald Bishop makes the case that the insatiability of the upper crust is only the tip of the iceberg. Avarice is embedded in society at all levels – and the media encourages this behavior by being obsessed with the trivial and celebrating exaggerated behavior.

As Bishop explains, “To succeed and to be happy in today’s society we must abandon the idea of scale – the amount of effort, intensity, and significance with which we live. It’s all or nothing. Be the biggest, the best, the top, or you’ve failed! Gone are the days of enjoying life’s simple pleasures for pleasure’s sake. Twenty-first-century Americans are on a mission to cram every second of their earthly existence with significant accomplishments and momentous events. Even the most mundane undertaking must be approached with zeal, gusto, expertise and complete focus, or so the media want us to believe.”

Think about the evolution of fast food in our society.

Burgers have gone from snack-sized novelties to super-sized monstrosities. And ordering a “small” popcorn in a movie theatre will feed a family of four. And it doesn’t end there. In this society, where the ordinary is seen as inferior, Americans are conditioned to have the sexiest cars, the most lavish weddings and the latest and most expensive electronic toys. The motto of this society, as Gloria Vanderbilt once said, is “You can never be too rich or too thin.” Bishop includes examples from television shows, news stories, editorials, advertisements, books, and movies, to demonstrate how media promotes the idea that the notion of scale must be abandoned to achieve success and happiness in modern society. Bishop raises the question, are we capable of doing anything casually anymore?

Bishop makes the case that American audiences are assaulted with messages that the ordinary, and often private, aspects of our lives – family, childhood, parenting, education, food, sports, home improvement – must be showcased publicly and with extreme passion. MORE is a must-read for anyone obsessed with being obsessed and for others interested in media’s contribution to society’s out-of-scale behavior.

Reviewed by Mary Ann Cooper

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ADMISSIONS/ENROLLMENT/RECRUITMENT

Understanding the Reverse

F

inding comfort as a college student is not always easy. A school that seemed a perfect fit during a campus visit in the spring of junior year might feel quite different 18 months later. When interests and academic goals change, some students have no choice but to transfer to a different school, with a more appealing program and a different feel.

The National Student Clearinghouse has been studying student transfer and has issued three Signature Reports on the

Afet Dundar, associate director of the research center at the National Student Clearinghouse

topic, with some curious statistics. In its second report, called Transfer and Mobility: A National View of Pre-Degree Student Movement in Postsecondary Institutions, it indicated that one-third of all first-time students who began at fouryear institutions transferred to or enrolled at a different institution at least once within five years after their initial enrollment. That’s not surprising. What is surprising is that more than half of those students went to a two-year institution. They did what admissions calls a “reverse transfer.” To better understand the reverse transfer student the National Student Clearinghouse studied them in more detail and published its 8

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third Signature Report called Reverse Transfer: A National View of Student Mobility from Four-Year to Two-Year Institutions.

According to the report, within six years, 14.4 percent of the 1.2 million first-time students who started at a four-year institution in the fall of 2005 subsequently enrolled at a twoyear institution for one or more terms outside of summer months. An additional 5.4 percent enrolled at a two-year institution for summer courses only. Part-time students transferred at a rate of 16.4 percent, while full-time students had a 13.1 percent transfer rate. Students at public four-year institutions had a transfer rate of 15.8 percent. Those at private nonprofit four-year institutions transferred at a rate of 11.4 percent, and those at private for-profit four-year institutions had a rate of 10.8 percent.

“When we say transfer student as researchers or policy makers, it’s more common to think about the students who transfer from two-year to four-year institutions,” says Afet Dundar, associate director of the research center at the National Student Clearinghouse. But transferring from a fouryear to a two-year is more common than she thought, and that surprised her.

Researchers tracked the subsequent enrollments of reverse transfer students to determine if they returned to their original institutions. They found that over 80 percent of those who transferred for just the summer session returned to their original four-year institution. But only 16.6 percent of those who enrolled at a two-year school outside of summer months returned to their original four-year institution. Nearly twice as many (28.3 percent) returned to the four-year sector but to a different institution. And more than 55 percent of reverse transfer students did not return to any four-year institution by the end of the report’s study period.

These numbers show that some students are on their second transfer. “They enrolled in a four-year school then went to a two-year school and then went to another four-year school that was not their original,” says Dundar. “This was the emphasis we wanted to make by looking at the subsequent enrollment pattern of the reverse transfer student.”

To understand the role two-year institutions play in the academic trajectories of students - in particular completion rate, it is important to study the timing of a reverse transfer. To that end the report’s researchers compared completion rates at the institution of origin for students with enrollment pathways that did or did not include enrollment at a two-year institution.

They found that those four-year starters who enrolled at a twoyear institution just for the summer then returned to their institution of origin had a completion rate of 77.5 percent.

Those students who never enrolled at a two-year institution had a completion rate of 58.4 percent at the students’ institution of origin, almost 20 percentage points lower. In contrast,

Transfer Student the completion rate was lower among reverse transfer students who returned to their institution of origin after enrolling at a two-year institution outside of summer months, from 40 percent to as low as 33 percent, depending on the length of their stay in the two-year sector.

Dundar says those students who attended a two-year school during summer months and returned to their original institution are higher performing students who have characteristics that were not observed by the clearinghouse researchers. “In the summertime they are taking extra credits and that’s why they are showing this high completion rate,” says Dundar.

Transferring to a four-year institution from a two-year institution is an essential component of the community college mission and considered a successful outcome. The opposite is not. Although the report will not qualify reverse transfer as either a negative or a positive, its findings suggest, says Dundar, that a reverse transfer is an obstacle to degree attainment. Students who are the true reverse transfer students – those who severed ties with their four-year institutions to enroll at a two-year institution then went back to a four-year school – have an extended time to degree attainment and have lower rates of degree completion. On a positive note, reverse transfer students have more academic and labor market outcomes than similar students who drop out of postsecondary school altogether.

The report indicates that part-time students reverse transfer at higher rates than full-time students, and full-time students tend to use two-year institutions for summer course-taking.

This suggests that two-year institutions play a vital role in the postsecondary pathways of part-time students at four-year institutions, while full-time students attending four-year institutions might be using two-year institutions to supplement their progress toward a bachelor’s degree.

The goal of institutions, states and college students is degree completion. Sadly the report offers discouraging news on the reverse transfer student and college completion. By the end of the study period, among all four-year starters who enrolled at a two-year institution, even for just one term, only 17.8 percent returned and completed a degree at a four-year institution, and 16.1 percent were still enrolled at a four-year institution. Twothirds of all reverse transfer students neither had a credential from nor were still enrolled at a four-year institution.

However, one-third of reverse transfer students in the fall 2005 four-year beginning cohort either completed from or were still enrolled at a two-year institution at the end of the study period. While conventional retention studies would cate-

by Frank DiMaria

gorize them as non-persisters, these findings nevertheless show that they continued their postsecondary career and earned credentials in the two-year sector.

Completion rates were lower among reverse transfer students who returned to their original institution after enrolling in two-year institutions outside of summer months, for both single- and multiple-term reverse transfer students. Those who enrolled at a two-year institution in non-summer months for only one term and returned to the institution of origin had a completion rate of 40.1 percent at their institution of origin.

For those who stayed at a two-year institution for more than one term before returning to the institution of origin, the comparable completion rate was the lowest (33 percent).

These findings point to ways in which two-year enrollment might play differing roles in four-year students’ academic trajectories. In addition, they suggest different factors that might be associated with students’ attainment of educational goals. It is important to keep in mind, nevertheless, that these outcomes do not capture the full academic trajectory of students who might take longer than six years to complete a degree or whose educational goals might change as they seek a two-year credential instead.

According to the report 16.6 percent of those who enrolled at a two-year institution for one or multiple terms returned to their institution of origin. Of those, 60 percent either completed (36.8 percent) or remained enrolled (23.3 percent) at the institution of origin by the end of the study period. Moreover, an additional 10 percent subsequently left their institution of origin and completed or were still enrolled at a different four-year institution. The remaining 30 percent did not stay in the fouryear sector. In other words, out of all students who left their original four-year institution to enroll at a two-year institution, only one in 10 completed a degree or was still enrolled at the original four-year institution by the end of the study period.

The phrase reverse transfer has had a negative connotation.

“We tried to show to the four-year students that if your goal is bachelor degree completion this is going to have implications for time to degree. In the best case it’s going to probably add to time to degree. Or we showed that more than half never returned to earn their four-year degree. Students should be aware that this has implications for bachelor’s degree attainment, but on the other hand we wanted to emphasize how community colleges have multiple role,” says Dundar.

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COMMUNITY COLLEGES

CCRC Reports Online Course Outcomes

One

by Angela Provitera McGlynn thing we know for sure is that online college course enrollment is on the rise. There is much controversy about the benefits versus the costs of online education but whether one sees it as the great equity enhancer for college students or the demise of quality education, more and more colleges are offering whole courses online and/or blended courses that include both face-toface contact and web involvement.

The Community College Research Center (CCRC), the leading independent authority on two-year colleges in the United States, conducts research on the issues affecting community colleges and works with colleges and states to improve student success and institutional performance.

The CCRC recently published a practitioner packet summarizing its findings on student outcomes for fully online community college courses. The packet, consisting of three parts, offers insights and recommendations based on both qualitative and quantitative research for instructors and administrators who are committed to improving online student outcomes.

Part one of the packet, entitled, What We Know About Online Course Outcomes, is a synthesis of outcome data gleaned from a series of CCRC studies of online student performance in two statewide community college systems, one in a southern state and one in a western state. Retention and completion rates vary between the two state systems. In the southern state, the system is more rural and low-income and in the western state system, the population is more urban with a higher proportion of white students.

Part two, entitled, Creating an Effective Online Environment, offers recommendations for college administrators seeking to improve retention and completion rates for their institutions’ students enrolled in online courses.

The last part of the practitioner packet, entitled, Creating an Effective Online Instructor Presence, suggests insights for online instructors on how to create “a more robust presence” in their online courses to improve student engagement, retention, and completion rates.

The rapid expansion of online courses, which have increased 29 percent since 2010, makes an analysis of outcomes imperative. With 6.7 million students (approximately

one-third of all college students) enrolled in online courses, there must be strategies to measure success rates and suggestions for improving student outcomes.

Community colleges have been in the forefront of online course offerings as an attempt to serve large numbers of nontraditional students who often juggle multiple roles and responsibilities in addition to their education. To put this in perspective, in 2008, 97 percent of two-year colleges were offering online courses compared to two-thirds of all postsecondary institutions.

In the two state systems analyzed, CCRC found that online courses were more popular among community college students who had relatively strong academic backgrounds; these students were more likely to be academically prepared to do college-level work, were more likely to be fluent in the English language, and were more likely to come from higher income neighborhoods. Additionally, community college students taking online courses were more likely to be white and were more likely to be balancing various life demands. For example, they were more likely to be age 25 or older, more likely to have dependent children, and more likely to be employed full time.

Interestingly, nearly half of the students in these two state systems took at least one online course during their first four or five years of college enrollment but few students took all their courses online. In fact, correlating with national data on online college enrollment, fewer than 5 percent of students took all their courses online in their first semester – most online students enroll in a mix of online courses and face-toface courses throughout their college education in these two state systems and nationwide.

CCRC’s research shows that students are more likely to withdraw or fail online courses than face-to-face classes.

Students paid full tuition for the online course but did not earn college credits for it because they either withdrew or failed. In both states studied, failure and withdrawal rates were significantly greater for online courses compared to face-to-face courses.

When CCRC researchers analyzed the southern state system where students were more likely to be minorities, low-income and from rural areas, they looked at what are known as “gate-

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sons students perform more poorly in online courses? and 2) why do students take online courses?

First, students might perform more poorly because online courses require a technological proficiency for both students and instructors. Additionally, students might be required to have a host of well-developed non-academic skills to navigate the course. Students would need to be motivated and engaged and instructors would need to have a strong online presence.

Students would need to manage their time well, stay organized and on schedule, and know when and how to ask for help.

Secondly, almost all students who were asked why they took online courses cited flexibility of online learning in helping them to manage their busy lives. However, most students clearly indicated a preference for face-to-face courses because of relationships with instructors and with their peers.

Students chose which courses to take 2ELATIONSHIP "ETWEEN ,EVEL OF )NTERPERSONAL online based on the suitability of the )NTERACTION AND 3TUDENT 0ERFORMANCE subject area, the course difficulty level, and the level of their interest in the course and how important they thought the course would be to them. The inter views showed students’ decisions about

whether or not to take a course online

were largely driven by their perceptions of course difficulty since they believe difficult courses are harder to learn online.

Apart from their agreement that online courses were far more time-con,ITTLE )NTERPERSONAL -ODERATE )NTERPERSONAL 3TRONG )NTERPERSONAL suming than they had expected, students )NTERACTION )NTERACTION )NTERACTION and instructors had very different expectations for online courses. These widely discrepant perceptions could have The news gets worse for students who took developmental caused high frustration levels for both students and their courses online. They were significantly less likely to enroll in teachers and might contribute to higher attrition rates for first-level gatekeeper math and English courses, and those online courses. who took developmental courses online were far less likely to The area of greatest student-teacher perceptual discrepanpass the first-level gatekeeper courses than those students cy had to do with the notion of responsibility. Instructors who had taken developmental courses face-to-face. It is often expected that their online students would be self-motiworth noting that Hispanics, blacks, and low-income students vated independent learners with strong time-management are more likely to take developmental courses than their bet- skills. Students agreed with the importance of these traits but ter prepared white, higher income peers. they expected their instructors to motivate and inspire them The CCRC data clearly shows that community college stu- through active engagement in the teaching and learning dents who take online courses are less likely to complete process. them and do well in them. So for those who looked to online Administrators should work toward fostering greater aligneducation as the great equity equalizer, the results show just ment in student-teacher expectations and get faculty to be the opposite: Online courses might actually widen persistent crystal clear about their course expectations. Administrators achievement gaps between students coming from different should prepare online instructors through faculty developdemographic backgrounds. ment training to offer greater instructor presence and use Part two of CCRC’s practitioner packet is aimed at adminis- more engaging pedagogical strategies. CCRC research sugtrators motivated to improve student outcomes in online gests that these basic expectations-related factors might play a courses. CCRC did extensive research at one community col- crucial role in student outcomes. lege system relying on interview data. The researchers first CCRC’s recommendations for maximizing the effectiveness tried to answer two important questions: 1) what are the rea- on online course student outcomes cover three main areas: 3TUDENT '0!

keeper� courses, that is, the courses that often prevent students from advancing in their higher education pursuits. Once again, the findings show failure and retention rates for these gatekeeper courses were significantly higher than rates for face-to-face gatekeeper courses.

The research further showed that students who actually completed online courses were three to six percentage points less likely to receive a C or better than students who completed faceto-face course sections. Moreover, students who took their developmental courses online did particularly poorly in both states – the failure and withdrawal rates were dramatically higher in online developmental courses. In fact, in online developmental English courses, failure and withdrawal rates were more than twice as high as the rates in face-to-face courses.

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improving student preparation and support, improving the quality and design of online courses, and providing online instructors with enhanced faculty development training.

Recommendations flowing from the CCRC data include:

The data showed that higher levels of interpersonal interaction were correlated with better student performance in online courses.

Quantitative analysis showed that interpersonal interaction is the most important variable when measuring all the many • Readiness activities for students as a requirement to taking factors that could affect course quality, and was the one factor a course online that would spell out not only the technological that most consistently predicted students’ grades. Student skills needed to succeed but also delineate the behaviors and GPAs in these online courses were directly correlated with responsibilities required to be successful in completing the level of student-faculty online interaction. “Establishing a course. Colleges should also integrate into their orientations meaningful instructor presence through the effective use of to online course-taking the learning skills that facilitate acade- interactive technologies appears to be a particularly powerful mic success, that is, time management, organization compe- strategy for enhancing student outcomes,” states the report. tencies, and reading strategies.

CCRC suggests that as instructors design their online cours• There should be a screening process so that only students es, they should take into account the following observations likely to succeed should be admitted to online courses. One based on their research: possible approach would be to offer online courses only to students who meet a certain GPA threshold.

• Students perceive instructors as responsive when they • Just as in face-to-face courses, there should be built in early encourage student questions through multiple venues and warning signs for at-risk students and early interventions. reply to questions promptly.

• Colleges should make sure that students have support ser- • Students make distinctions between technology tools intevices available to them during non-traditional school hours grated into a course with a clear and valuable purpose and and these supports should be available online. those with no purpose. Instructors can establish this sense of Online course offerings should be driven by what courses purpose by integrating the technology into regular course are in the best interests of students to take online (develop- activities and by explicitly telling students when and how to mental courses should not be offered online unless there is use a technology-based resource. some way to change the very poor outcomes shown thus far). • Infusing audio and video throughout lectures provides mulAdditionally, there should be quality control where course tiple ways for students to engage with content and creates a designers work with faculty members to create a course that strong instructor presence. follows some successful online course template.

• Live weekly chat sessions allow for personalized instruction and give students the opportunity to get to know their instrucWeb designers and instructors should be given time to cre- tor. However, participation in live chats tends to be low. ate valuable course offerings and this involves professional Instructors can establish a flexible schedule of chat sessions development for instructors. Undoubtedly, the haphazard way and require students to attend at least a minimum number. some courses have been created and offered online con- • Giving students a clear rubric and incentives for discussion tributes to poor retention and success rates. Faculty members board postings helps to stimulate more meaningful interacneed sufficient training and support to do a quality job in tion. course design and online pedagogy with a focus on increasing • If instructors do not maintain an ongoing presence on disinstructor presence within the course, facilitating student cussion boards, students might feel that their participation is a engagement, and enhancing student-student interactions waste of time. online.

• Students expect and appreciate detailed instructions for Part three of CCRC’s practitioner packet, Creating an assignments and clear, actionable feedback in addition to Effective Online Instructor Presence, makes the case for an numeric grades. enhanced instructor presence to increase retention and com- • Instructors can improve their online courses and engender pletion rates in online courses. CCRC analyzed 23 online a sense of caring by soliciting student feedback about the high-demand, entry-level courses at two community colleges. course and using that feedback to enhance the course.

Researchers observed these online courses, reviewed the CCRC’s online learning practitioner’s packet is a must read course materials, and conducted interviews with the 23 for anyone engaged in online course offerings dedicated to instructors and 46 students who were enrolled in at least one improving student success rates. of the courses.

The findings suggest that instructor engagement with stuAngela Provitera McGlynn, professor emeritus of psydents in the teaching and learning process is just as important chology, is an international consultant/presenter on teachas it is in face-to-face courses, and in fact, might be even more ing, learning, and diversity issues and the author of several critical in online courses. Interestingly, not only did online related books. students say they placed a greater value on interaction with their instructors, quantitative data supported the interviews:

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CURRICULUM/ INNOVATIONS & PROGRAMS

Changing the Old Credit-Hour Ways

For

by Michelle Adam decades, credit hours have defined student success and achievement in higher education and have played an important role in determining how much financial aid is awarded to students and colleges. Yet, this system, which uses time as a measurement of learning rather than learning itself, has failed to provide an accurate reflection of student learning and institutional effectiveness, and if anything, has possibly hindered true student success, according to a report from the New American Foundation.

Amy Laitinen, deputy director for higher education at the New American Foundation

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“The credit hour was never meant to be a proxy for student learning. We built all these structures and systems around it and it became the building block for financial aid,” said Amy Laitinen, deputy director for higher education at the New American Foundation and author of Cracking the Credit Hour a 2012 report on the status of the credit hour and its impact on higher education.

The history of the credit hour dates back to the late 1800s, when the National Education Association endorsed the concept of a “standard unit” of time as a way of measuring how much time students were to spend on each subject. But it wasn’t until Andrew Carnegie, who sought to create a system by which college professors could receive pensions, that a timebased standard unit (the “Carnegie Unit”) became official for high school graduation and college admissions requirements.

It was determined that faculty members who taught 12 credit hours, with each unit equal to one hour for contact with students per week over a 15-week semester, would receive fulltime pension benefits.

According to Laitinen’s report, this credit hour system became the standard for determining student learning-and the basis for financial aid formulas-but was never designed to measure student success. If anything, it has often done the opposite, since two people can spend the same amount of time in the same course and come out with very different results.

“We have stagnating completion levels as higher education becomes even more necessary and expensive. We have emerging evidence of low-quality graduates who can’t do basic things such as comparing two opposing views in editorials,” said Laitinen. “Students with good grades don’t necessarily know that much and don’t know how to do that much.”

That concern is not new. In 1938, the Carnegie Foundation published the results of a comprehensive 12-hour exam administered to about 5,000 students at 10 Pennsylvania colleges to explore the relationship between time and learning in academia. The exam covered areas of general culture, general science, foreign literature, fine arts, history and social studies.

The results showed that four years in college didn’t necessarily produce graduates with baccalaureate- level knowledge.

In addition, a more recent 2011 study, Academically Adrift, found that 45 percent of students completing the first two years of college and 36 percent completing four years of college showed no statistically significant improvement over

time on a test of critical thinking, complex reasoning, and communication skills. Also, a 2006 study by the U.S Department of Education’s National Center for Education Statistics determined that the majority of college students lacked the basic skills needed to summarize opposing newspaper editorial arguments or compare credit card offers with varying interest rates.

As student outcomes seem to have suffered under the credit hour system, policymakers have re-evaluated this system under two growing trends: the for-profit higher education system and the online platforms for higher learning. According to Cracking the Credit Hour, “non-traditional online courses and programs are an awkward fit with the ‘seat time’ basis of the credit-hour clock. As more students enroll online, this misalignment between the way higher education is regulated and actually conducted has become increasingly problematic, particularly for the federal government.”

According to Laitinen’s report, the Department of Education (ED) has relied on a voluntary peer-reviewed accreditation process to assess how institutions award credit to determine eligibility for financial aid. But in 2009, its inspector general discovered that three major accreditors, who account for more than 70 percent of all federal aid awarded, were exercising inadequate oversight. As a result, the department attempted to recreate a consistent, standard definition of a credit hour. The department came up with the following definition: “A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that is not less than an hour of classroom or direct faculty instruction and a minimum of two hours of out of class work for each week for approximately 15 weeks for one semester... of the equivalent amount of work over a different amount of time.”

Despite the department’s efforts at including evidence of student achievement and its attempt to move beyond seat time as a means of measuring credit, most institutions have not moved forward. As Laitinen pointed out in her report, “No consensus definition exists of what those outcomes are or should be.” She argues that it is time for federal policy to think differently “about how to deliver and award credit for learning and also create a space for nontraditional institutions and organizations to prove their ability to help students achieve real, objectively verified learning outcomes.” She outlines three tools that can be used in this endeavor.

The first tool is involves innovations within an existing frame of the credit hour. To this end, Laitinen says the ED can help institutions and accreditors translate alternative measures of learning into the equivalent credit-hour framework that people already use and understand. Recently, the Western Governors Association, a nonpartisan group of governors from 19 western states, worked with the federal government to come up with a different way of awarding financial aid, one that would bypass the credit-hour. Due to this work, Congress codified “direct assessment” into law. But WGU chose not to

use this authority, and instead, with the federal government, translated its competencies into credit hours.

According to Laitinen, another tool at the department’s disposal is its ability to support experimentation. In other words, it can create what she describes as a “small, controlled, voluntary virtual laboratory of ‘experimental sites’ on which it tests particular learning-based financial aid policies to see if they work, how they work, for whom they work, and under what conditions they work.”

She suggests three types of experiments the federal government could support: 1) Pay to assess learning that occurs outside of a classroom toward a degree/credential, in the work place or in non-credit college courses. 2) Pay students some or all of their financial aid after learning outcomes are demonstrated 3) Pay for learning toward a degree acquired outside of traditional faculty and institutional boundaries Some innovative models don’t use faculty in traditional ways or don’t use faculty at all.

The final tool available through the department is an alternative to the credit hour, direct assessment. This method of accountability was created for WGU and made available for colleges-but not used by WGU or any others, until recently. As Laitinen states: “If crafted well, direct assessment could open space for high-performing, innovative institutions and accreditors to create a model for how we measure and pay for learning. Financial aid would be made available to students based on successful assessment of their actual learning.”

While the federal government has opened doors for these alternative accountability measures to be used, only one school, Southern New Hampshire University’s (SNHU) College for America, obtained official approval last April to use direct assessment for receiving financial aid. An innovator in education, SNHU added a three-year competency-based bachelor’s degree to its regular course offerings. In order to shorten the time required to obtain a degree, the faculty identified core competencies students needed to have upon graduation and then wove these into their course offerings.

Then, in 2011, it created the Innovation Lab, described as “an educational incubator that is working to reduce costs, increase access, and provide transformational experiences for students who have been marginalized by traditional higher education.” The outcome of this is SNHU’s College for America, an online competency-based associate of art degree that allows adult students to move at their own pace to earn a degree based on demonstrated mastery of skills and knowledge, rather than on what students were expected to learn and do. This program, which will move beyond its incubation stage and become an official class with low tuition and financial aid available, opens its doors this September.

“I’ve been in education for a long time but we are doing something nobody has done before,” said Cathrael Kazin, chief academic officer for College for America(CfA). “We were the first school to be approved by the U.S. Department of Education to provide federal financial aid even though we are competency-based.”

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According to Kazin, all learning will be on-line, at a nominal fee ($2,500 a year with financial aid available if needed), and will be competency-based. The college has partnerships with employers and community organizations who work with CfA to teach their employees/members specific skills and competencies they need. The traditional teacher is more like a coach that helps students decide on a path to pursue, while the technology lets students know where they are in their learning and how many more competencies are needed.

“Time is irrelevant. Learning is what is defined, which is the opposite of what normally happens,” said Kazin. “We have tasks students work through, not courses, and then they demonstrate their competency.

“Our students are mostly working adults and at the lower end of the wage scale and this will make a huge difference for them. Students perform tasks that demonstrate competency and this is rewarded by trained evaluators. Students get feedback within 48 hours and if they haven’t satisfied all the elements of the rubric they can work on this and resubmit this.

In this system you can always work toward mastery. You can’t fail as long as you keep trying.”

In order to create its agreement with the Department of Education, CfA needed to figure out equivalencies of credit hours to competencies. It also translated tasks students do into courses. In addition, when students complete their work, they will receive two transcripts: one, which shows competency mastered and evidence to show mastery; and another conventional transcript to be used for transfer purposes.

“I think higher education is out of the reach for so many people, especially if you don’t want to be in debt for the rest of

your life or you are an adult and have a life. The problem with the credit hour is that it is an administrative convenience and not about learning,” said Kazin. “When we focus on students and are learning-centered than a lot of things become possible. For folks who might not have as much money, or firstgeneration students, it offers a lot more options. And employers are looking for competency and skills, and are less interested in credits.”

When more schools like CfA begin to shift into competencybased learning and accountability, more students-especially adult students or first-generation, low-income, Hispanic students-will have the opportunity to receive the skills and learning needed to do well in the workplace, as well as the financial assistance to make that possible.

“We’ve had had a lot of schools contact us. There is a lot of excitement about this,” said Kazin. “By the Department of Education approving this, a lot of innovation can happen.

Many are saying they want to do this too.”

While CfA is paving the way for a new way of measuring learning and student achievement, it is only the first step in the journey. “Institutions, the Department of Education, states, and others need to be willing to risk together and know that it is a work-in- progress. Unless we grapple with these tough problems, we won’t see the type of improvements our students need,” said Laitinen. “I think the genie is out of the bottle at this point. Everyone is trying to figure out how to deal with costs but also how to deal with quality. Southern New Hampshire University is the first out of the gates, but there are many waiting. I feel we are going to see a whole lot more of this.”

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ORGANIZATIONS

Hispanics: New Awareness, New Force for Progress

More

by Yvette Donado than 10 million Hispanic voters are credited in great measure for President Obama’s re-election. That milestone event launched a buzz that continues today. What does the heightened attention mean for us and our nation?

Our top challenge: harnessing Latino political and economic power to address the most pressing issues, especially education and the related issues of immigration reform, jobs, health care and housing.

No matter how immigration reform pans out, as a society we must marshal the talents, resiliency and aspirations of newly enfranchised residents and new citizens. The sheer number of Hispanic Americans – those learning to speak English and second-generation young people now in college and entering the workforce – requires a national will to integrate them fully into our society. This means increased educational opportunities, job training and capitalizing on their work ethic and entrepreneurial spirit. If we can do it, our economy will grow and the numbers consigned to an enduring underclass will decline.

Education for Latinos shows promise: reduced dropout rates, increased higher education enrollments, greater awareness of students’ needs, and valuable new research on positive aspects of Hispanic children’s social and language skills. But challenges remain.

Replicating successes on a larger scale remains a hurdle. Many nonprofits lack resources to expand their programs beyond the populations they now serve. Parents Step Ahead (PSA), for example, a model organization that educates parents about their children’s edu-

cation, is extending its program from its base in Dallas to San Antonio.

Like PSA, countless Hispanic organizations are doing amazing work with few resources. The challenge is how to apply their best practices and take the best programs to scale. I don’t have the answers, but publicizing their successes is a critical first step.

The Association of Latino Administrators and Superintendents (ALAS) and its executive director, former Mexican American Legal Defense and Educational Fund attorney Verónica Rivera, represent Hispanics and others on the front lines of education. It is preparing the next generation of school system leaders with the skills and commitment necessary to narrow achievement gaps and address the needs of English-language learners and other marginalized groups. ALAS merits our attention and support.

The high cost of higher education is another challenge. Many work to forge a college-bound culture in Latino homes.

Yet some Latinos – as other Americans – question the value of postsecondary education as tuition costs rise and jobs aren’t there. Tuition debt, especially for working class families, remains a burden that cries out for remedies.

The American Association of Hispanics in Higher Education (AAHHE), Excelencia in Education, and the Hispanic Association of Colleges and Universities (HACU) are among the leaders in this area. AAHHE, for example, has conducted an annual outstanding doctoral dissertation competition for six years, helping to meet a critical need.

Increased awareness of Latino power means opportunity. The challenge, and the sad reality, is that stereotypes, dis-

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Yvette Donado

torted perceptions, negativism and even hostility survive. Hard work lies ahead if we are to make our Hispanic community truly transformative, enduring, more powerful and respected, a stronger force for good in our society. Despite our numbers and commitment, the tasks ahead seem daunting.

Ever the optimist, and with my focus on equity and opportunity in education, and with encouraging trends for Latinos, I hope our Hispanic leaders will coalesce, find the resolve and wield the influence our concerns demand. The National Hispanic Leadership Agenda, a coalition of 34 organizations, is wielding its influence more and more. This is a very promising sign. Together we can help build a better nation.

Yvette Donado is senior vice president of People, Process and Communications and chief administrative officer of Educational Testing Service, Princeton, N.J.

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GRADUATE SCHOOLS & PROGRAMS

PhD Project Creates Title of Dr. Cuatro

by Jamaal Abdul-Alim

When

the PhD Project helped double and triple the number of doctorate-holding minority business professors in the United States, the individual PhDs who represented those milestones were dubbed “Doctor Double” and “Doctor Triple,” respectively.

But when the number of the minority business began to reach fourfold, Bernard Milano, president of the PhD Project, said he didn’t want to use the nickname “Dr. Quadruple.”

“I thought, ‘Dr. Quadruple’ doesn’t quite roll off the tongue,” Milano said.

So the PhD Project held a contest among minority doctoral students to decide on a nickname for the person who would officially quadruple the number of doctorate-holding minority business professors in the U.S. Ultimately, they selected “Dr. Cuatro.”

“I thought, ‘I hope (the person) is a Hispanic-American,” Milano said, explaining that it would be fitting since “cuatro” is a Spanish word.

And as fate would have it, the person who would become known as Dr. Cuatro is in fact Hispanic.

His name is James “Jim” Álvarez Mourey, 30, and earlier this year he brought the number of doctorate-holding minority business professors in the United States to 1,176, four times the 294 that existed when the PhD Project began in 1994.

“I said ‘alright,’” Milano said, recalling his elation over the fact that “Dr. Cuatro” ended up being Hispanic.

Mourey, who graduated this May with a PhD in business administration from the Stephen M. Ross School of Business at the University of Michigan, is similarly excited about his new 18

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tenure-track position as an assistant professor at DePaul University in Chicago, where this fall he is set to teach two sections of a course in consumer behavior.

“I couldn’t have planned it any better,” said Mourey during a recent interview. “DePaul is a great place to be.”

Mourey credits the PhD Project with helping to catapult him from the world of business to the world of business academia.

“The support provided by the community and family within the PhD Project ranges from personal support to professional support,” he said. “It’s simply a genuine, caring group of people who provide advice on keeping your sanity and balance while completing a PhD while also engaging you in the intellectually stimulating conversations expected in academia.

“In short, I guess you could say they’re like family members who ‘get it.’They get what you’re going through, what you need to do to finish, and what support you need along the way to nudge you in the right direction.”

The seeds of Mourey’s career in academia were actually planted the day he earned his undergraduate degree in marketing in international business from Washington University in St. Louis, where he graduated summa cum laude in 2005.

“One of my professors, the day of graduation, after the ceremony he said: What are your plans? What are you thinking about doing?’” Mourey recalled. “That professor was the one who said: Maybe go get your PhD.” A week or so later over lunch, the professor encouraged him to earn a PhD as soon as possible.

“Being a first generation college student, I thought you had to have a master’s before a PhD,” Mourey recalled.

He figured he would work first, earn a master’s degree, go their performance suffers because they’re constantly aware that into management and then earn a PhD “later in life.” they’re different.It causes people not to study in certain areas Mourey ultimately went in the world of work, first as an because the environment is not comfortable and should they account executive for Twist Communications in St. Louis, Mo., study in those areas they don’t perform to their potential because where he specialized in regional campaigns for luxury brands they’re constantly processing what others think about them.” and internationalizing local brands. His accounts included Mourey, who says diversity among faculty during his experiTiffany & Co., The Ritz-Carlton, Build-a-Bear, and Bissinger’s. ence as a student was limited. expounds upon the benefits of Later, he went to work as executive director of the diversity at the faculty level.

Greenlight Research Institute at Ferrazzi Greenlight, a research“Having professors from diverse backgrounds, particularly based consulting and training company in Los Angeles. those that are unrepresented, provides even more learning While there Mourey handled the General Electric, Aon, and and understanding given the different perspectives and histoThomson Reuters accounts. He also co-wrote, “Who’s Got ries that are then brought into the classroom, whether directly Your Back?” a No. 1 New York Times Bestseller, with Ferrazzi or indirectly,” he said. “Even if you don’t share the exact same Greenlight founder and chairman, Keith Ferrazzi. background, I like to think that constant interaction with Ferrazzi gives Mourey, who was diverse colleagues and students keeps us known as “Data” at the company, a aware that we must consider different prominent shout-out in the acknowlperspectives, different learning styles, edgements section of the book. and different approaches.

“He led the research effort and pro“Thus, I think what’s actually imporvided tireless insight and support,” tant is not ‘ethnicity matching’ or ‘diverFerrazzi wrote of Mourey. sity for diversity’s sake,’ but rather the Mourey said he believes his corpoheterogeneity that having people with so rate experience will serve him well in many rich, different backgrounds prothe classroom. “A lot of professors don’t vides for the classroom.” have real-world experience,” Mourey Mourey’s dissertation at the University said. “I think my experience working of Michigan was titled “Like a Cold Glass with real companies will be very helpful. of Water on a Hot Summer Day: Essays I’ve seen it in the classes I’ve taught Exploring Differential Sensitivity to already,” he said, adding that his experiNonconscious Cues in Consumer ence tends to enrich the classroom disContexts.” The dissertation is comprised cussion. of three essays that “explore how sensiBased on Mourey’s professional tivity to subtle cues varies as a function experience, it’s a small wonder that he of an individuals’ internal state and his became connected to the PhD Project, “I thought, ‘Dr. Quadruple’ doesn’t context, revealing implications for conwhich seeks to attract minorities from sumer behavior.” the world of business to pursue careers quite roll off the tongue” Mourey will expound on the concept in academia. in a forthcoming edition of the Bernard Milano, president of the PhD Project “They reached out to me during the Psychological Science journal. Among application process,” Mourey recalled. other things, the article will explore how So he attended the PhD’s annual conference in November. people from “collective” cultures make choices as consumers “The difference, to me, was that this group didn’t just pro- versus people from more “individualistic” cultures. vide information, it also consisted of members from all backAs an example, he said, at clothing stores, people from colgrounds who were genuinely interested in seeing one another lective cultures tend to want an entire set of items they picked succeed,” Mourey said. “It was – and is – a support group for out more than people from individualistic cultures, who are very caring people, which made a huge difference in what is more apt to acquiesce when one item from the set of items otherwise an often isolated experience.” they selected is not available.

Milano says the PhD project has targeted the program to Mourey was born in southern Illinois. His mother’s side of individuals in other careers with a focus on recruiting African- the family is from Spain. His father’s lineage is French.

Americans, Hispanics and Native Americans.

While growing up, Mourey’s father drove a delivery truck “Our bottom line purpose is that there are few students of and delivered court papers while his mother provided child color studying business,” said Milano. “We believe and now care and cleaned homes and an office building on the side. have demonstrated after 19 years that if you have minority facNow, his father owns his own business as a private investiulty, you attract minorities to study business and the minorities gator. Interestingly, his father made the transition from perform better because they are now in an environment where employee to business owner when Mourey and his three sibthey’re convinced they belong. lings – now a lawyer, teacher and nurse – were all in college.

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REPORTS

Study Explores Why Many High School Graduates Are Not Ready for College

The

by Gary M. Stern

recently released ACT National Curriculum Survey: Policy Implications on Preparing for Higher Standards explores the gap between what high schools in the U.S. teach and what college professors expect. The discrepancy reveals why many high school graduates aren’t prepared to handle college courses, and why many students must take developmental or remedial courses to handle college-level curriculum. What’s at stake here is the ability of high school graduates to advance and handle postsecondary work, graduate from college, and then succeed in their career.

The report’s main conclusions include: 1) continuing lack of alignment between K-12 and postsecondary education restricts the ability of high schools to prepare college-ready students; 2) in order to prepare students better for college, high schools must intensify the use of computers for students as part of the curriculum and ensure access by students to use and incorporate digital research; and 3) states have improved standards, but not enough higher education instructors are familiar with them.

ACT’s report cites that 89 percent of high school teachers said their graduating students were well-prepared to handle college-level work in their respective content areas. In contrast, only 26 percent of college instructors reported that incoming students were adequately prepared to handle creditbearing courses in their area. Hence, most high school teachers think they are doing an excellent job while few college teachers think students are equipped to perform postsecondary academic assignments. That disparity lies at the crux of the gap between what high school teachers are achieving with students and the apparent lack of preparation and performance by a vast majority of undergraduates.

ACT (whose acronym once stood for American College Testing but no longer does), an Iowa City, Iowa-based nonprofit organization, specializes in research and assessment services, explains Paul Weeks, vice president for ACT’s Careers and College Readiness. The goal of the national survey is to make recommendations to further college and career readiness and is targeted to policymakers, decision-makers and curriculum specialists.

Despite the fact that 46 states have adopted core standards, only 67 percent of college-level instructors of first-year developmental courses were aware of them. On the other hand, 91 percent of high school teachers had some degree of familiarity with them. Hence, communication between the states setting 20

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these standards and first-year instructors is lacking. Since so many high school graduates take developmental or remedial courses as freshmen to catch up to what they don’t know and to improve their math and English skills, the standards aren’t stringent enough or having the desired effect.

The report underscores the importance of the “skills that are most essential and associated with career and college readiness,” Weeks says. Since many secondary school teachers aren’t familiar with the skills that have been identified as the most essential to succeed in college, high school educators cover a breadth of skills. “Postsecondary instructors would rather see more depth, not a broad range that are only an inch deep,” asserts Weeks.

ACT’s National Survey has heightened the issue of college readiness, raised awareness and is slowly taking effect. “We see more and more college readiness programs that are incorporated into K-12 curricula,” notes Weeks. Working in concert with ACT, 12 states including North Carolina, Kentucky and Illinois, administer ACT tests to all 11th- grade students as part of statewide assessments. Taking those tests raises awareness of college readiness and helps students become better prepared for college, he suggests.

Weeks says once students graduate from high school and are accepted into college, most high school teachers believe they have done an effective job. They have helped the student gain college acceptance and usually have little or no follow-up with students after they graduate. Gaining admission isn’t the same as earning an undergraduate degree and most secondary school teachers don’t get much feedback on college readiness of their former students.

“What’s missing is a better understanding and more consistency from classroom to classroom, and state-to-state, of what makes a rigorous course in the content area,” says Weeks.

For example, two students can pass algebra but have vastly different experiences and their knowledge can vary greatly.

Colleges review class titles but rarely evaluate the essential skills mastered in the class. “Now we know what skills lead to college and career readiness,” suggests Weeks. “And the more high school teachers are aware of those skills and can teach them, the better their graduates will perform in postsecondary education.”

Many Latino and other minority students who attend large, underfunded, urban high schools, and stem from lower socioeconomic families where parents haven’t graduated from college, face a series of obstacles that make college readiness

difficult. But Weeks stresses that college readiness programs are having incrementally positive effects on Latino and other underrepresented students, though much progress still remains to be achieved. In the past 117,000 Latino students were tested for college readiness, but in 2012, more than 234,000 were tested. The bad news was that the rate of college readiness remained at about 50 percent for all Latino students.

Clearly that number needs to rise if Latino students are going to thrive in college and require fewer developmental courses.

To improve minority and Latino achievement, Weeks suggests there must be renewed emphasis on “innovation, access and opportunity, curriculum improvement and course-level initiatives.” Engaging Latinos earlier in the college application process can also increase their access to college and admissions into higher education. The more support parents can muster while monitoring student performance in high school also can yield positive results.

But it’s not just teachers, parents and students who are responsible for college readiness. The missing link has been active involvement from colleges. Most public high school teachers manage five classes a day, instruct from 100 to 150 students daily, have responsibilities such as cafeteria duty and have little free time. Weeks says an increasing number of colleges are providing professional development for high school teachers to assist them in teaching the skills required for college readiness. “How to deliver professional development in a format that high school teachers have the time for is a major concern,” Weeks says.

Some states have been leaders in spearheading college readiness. For example, the Oklahoma Board of Regents has developed a series of after school workshops to ensure that teachers are aware of college readiness and incorporating the program into the curriculum.

“What works most effectively is when teachers understand which skills in their respective content areas are most associated with college readiness,” says Weeks. Those skills are then woven into the curriculum and don’t stand alone. Hence, understanding complex reading assignments is essential for students to do well in English in college. Once English teachers weave those skills into the curriculum, college preparedness rises.

Karen Cheser, chief academic officer and deputy superintendent at Boone County Schools in Florence, Ky., collaborated with ACT on college readiness. She says, “Our vision for our school district is that every student be college, career and life ready.” Students in that district strive to score 24 to 27 on ACT tests, which reveal mastery in basic skills of English grammar, math and critical thinking. ACT research says that if students score 24 or more, they are likely to earn a B in entry level collegiate courses.

One way that Boone Country has encouraged collaboration between secondary school and college instructors is by providing dual credit courses. University instructors are teaching high school classes, and high school teachers are gaining certification to lead college-level classes. Principals participate in university councils to help facilitate dialogue between secondary schools and colleges.

But school administrators in Boone County, which has seen an increase in advanced manufacturing jobs, are also talking

to employers who have noted a lack of critical skills in high school graduates. “Our job is to prepare our students for jobs in the workplace, not just to graduate them,” Cheser says.

To insure that students are college and work ready, Boone County has instituted a series of interventions. Students in the bottom 20 percentile of mastering skills receive notification of their lack of progress. At the beginning of the school day from 7:40 a.m. to 8:20 a.m., they receive one-on-one instruction, group instruction or online assistance. Students who score higher on basic skills receive more advanced and sophisticated assistance.

In addition, the district has launched a “bring your own technology initiative” to encourage more students to use computers for research and upgraded its tech infrastructure so students can access the net more easily.

Boone County has learned that high school grades are only one indicator, but not the final arbiter of college readiness.

Cheser says working with ACT enables schools to use national assessments to gauge student achievement, mastery of skills and critical thinking to determine college readiness.

Preparing students to do well in college requires “listening to employers, talking to colleges, and a district-wide commitment and endorsement to monitor implementation,” she says.

The goal is to get every student by 2023 to attain mastery of skills via ACT assessments.

Boone County schools also are collaborating with Northern Kentucky University to develop basic math programs. “We want to make sure that every student is at that level of mastery.

It drives everything we do,” Cheser says. To prepare students to be college ready, it requires “conversations, transparency, and a willingness to put out data. It takes community-will and providing resources,” she remarks.

After considering its survey results, ACT made these recommendations: • Prepare high school teachers for what professors expect from freshmen • Intensify communication between high schools and colleges to ensure that high school teachers have a stronger knowledge of what instructors require from freshmen.

Increasing professional development for high school teachers to explain exactly what is required from a professor’s viewpoint would go a long way to bridging the gap • Heighten collaboration between secondary and K-12 teachers and postsecondary educators. ACT recommends that K-12 teachers and postsecondary teachers communicate more to ensure that the high school curriculum teaches students to master the skills required to succeed in college. The report states that “If teachers don’t change their curricula and practices to reflect college and career-ready standards, then simply implementing these standards will not be enough to improve student readiness for postsecondary education.”

• Increase access of high school students to technology.

Graduating high school without the ability to use computers and conduct research on the web makes it difficult to succeed in college. Still, the technology gap makes it difficult for poor, working class and immigrants students to have access to computers on a regular basis. Occasional visits to overcrowded urban libraries are not a sustaining solution.

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sŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ ^ƚƵĚĞŶƚ īĂŝƌƐ

>ŽĐŬ ,ĂǀĞŶ hŶŝǀĞƌƐŝƚLJ ;>,hͿ͕ Ă ŵĞŵďĞƌ ŽĨ ƚŚĞ WĞŶŶƐLJůǀĂŶŝĂ ^ƚĂƚĞ ^LJƐƚĞŵ ŽĨ ,ŝŐŚĞƌ ĚƵĐĂƟŽŶ ;W ^^, Ϳ͕ ƐĞĞŬƐ ŶŽŵŝŶĂƟŽŶƐ ĂŶĚ ĂƉƉůŝĐĂƟŽŶƐ ĨŽƌ ƚŚĞ ƉŽƐŝƟŽŶ ŽĨ sŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ ^ƚƵĚĞŶƚ īĂŝƌƐ͘ dŚĞ ƉƌĞĨĞƌƌĞĚ ƐƚĂƌƟŶŐ ĚĂƚĞ ŝƐ :ĂŶƵĂƌLJ ϮϬϭϰ͘ dŚĞ sŝĐĞ WƌĞƐŝĚĞŶƚ ŝƐ ƚŚĞ ĐŚŝĞĨ ƐƚƵĚĞŶƚͲƉĞƌƐŽŶŶĞů ŽĸĐĞƌ ŽĨ ƚŚĞ hŶŝǀĞƌƐŝƚLJ͕ ĂĚǀŝƐŝŶŐ ƚŚĞ WƌĞƐŝĚĞŶƚ ŽŶ Ăůů ŵĂƩĞƌƐ ƉĞƌƚĂŝŶŝŶŐ ƚŽ ŶŽŶͲĂĐĂĚĞŵŝĐ ƐƚƵĚĞŶƚ ůŝĨĞ͘ >ŽĐĂƚĞĚ ĂůŽŶŐ ƚŚĞ ^ƵƐƋƵĞŚĂŶŶĂ ZŝǀĞƌ ŝŶ ƚŚĞ ƐĐĞŶŝĐ ƚŽǁŶ ŽĨ >ŽĐŬ ,ĂǀĞŶ͕ WĞŶŶƐLJůǀĂŶŝĂ͕ >ŽĐŬ ,ĂǀĞŶ hŶŝǀĞƌƐŝƚLJ ƉƌŽǀŝĚĞƐ ŝƚƐ ƐƚƵĚĞŶƚƐ ǁŝƚŚ Ă ŚŝŐŚͲƋƵĂůŝƚLJ ƵŶŝǀĞƌƐŝƚLJ ĞĚƵĐĂƟŽŶ ǁŝƚŚ Ăůů ƚŚĞ ĂĚǀĂŶƚĂŐĞƐ ŽĨ Ă ŵŝĚͲƐŝnjĞĚ ĐŽůůĞŐĞ ƐĞƫŶŐ͘ dŚĞ hŶŝǀĞƌƐŝƚLJ ŝƐ ŚŽŵĞ ƚŽ ŶĞĂƌůLJ ϱ͕ϱϬϬ ƵŶĚĞƌŐƌĂĚƵĂƚĞƐ ĂŶĚ ĂƉƉƌŽdžŝŵĂƚĞůLJ ϯϱϬ ŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƐ ĂŶĚ ŝƐ ĂĐĐƌĞĚŝƚĞĚ ďLJ ƚŚĞ DŝĚĚůĞ ^ƚĂƚĞƐ ŽŵŵŝƐƐŝŽŶ ŽŶ ,ŝŐŚĞƌ ĚƵĐĂƟŽŶ >ŽĐŬ ,ĂǀĞŶ ŝƐ ĚĞĚŝĐĂƚĞĚ ƚŽ ƉƌŽǀŝĚŝŶŐ ĞdžƉĞƌŝĞŶĐĞƐ ƚŚĂƚ ŚĞůƉ ƐƚƵĚĞŶƚƐ ŐƌŽǁ ďŽƚŚ ŝŶƐŝĚĞ ĂŶĚ ŽƵƚƐŝĚĞ ƚŚĞ ĐůĂƐƐƌŽŽŵ͘ ^ƚƵĚĞŶƚƐ ĐŽŶƚƌŝďƵƚĞ ŽǀĞƌ ϲϬ͕ϬϬϬ ŚŽƵƌƐ ŝŶ ƐĞƌǀŝĐĞ ĂŶŶƵĂůůLJ͕ ĂŶĚ >,h ŚĂƐ ƉůĂĐĞĚ ŽŶ ƚŚĞ WƌĞƐŝĚĞŶƚ͛Ɛ ,ŽŶŽƌ ZŽůů ĨŽƌ ^ĞƌǀŝĐĞ >ĞĂƌŶŝŶŐ ĮǀĞ LJĞĂƌƐ ŝŶ Ă ƌŽǁ͘ ƌĞŵĂƌŬĂďůĞ ϵϳ ƉĞƌĐĞŶƚ ŽĨ ĞĂĐŚ LJĞĂƌ͛Ɛ ŐƌĂĚƵĂƚĞƐ ĞŶƚĞƌ ĞŵƉůŽLJŵĞŶƚ Žƌ ƉƵƌƐƵĞ ŐƌĂĚƵĂƚĞͬƉƌŽĨĞƐƐŝŽŶĂů ƐƚƵĚŝĞƐ ŝŵŵĞĚŝĂƚĞůLJ ĨŽůůŽǁŝŶŐ ŐƌĂĚƵĂͲ ƟŽŶ͘ Z ^WKE^/ />/d/ ^͗ dŚĞ sŝĐĞ WƌĞƐŝĚĞŶƚ ƐĞƌǀĞƐ ĂƐ Ă ŵĞŵďĞƌ ŽĨ ƚŚĞ WƌĞƐŝĚĞŶƚ͛Ɛ ^ĞŶŝŽƌ ^ƚĂī ĂŶĚ ǁŝůů ƉƌŽǀŝĚĞ ůĞĂĚĞƌƐŚŝƉ͕ ŽǀĞƌͲ ƐŝŐŚƚ ĂŶĚ ƐƚƌĂƚĞŐŝĐ ĚŝƌĞĐƟŽŶ ĨŽƌ ƚŚĞ ŝǀŝƐŝŽŶ ŽĨ ^ƚƵĚĞŶƚ īĂŝƌƐ͘ dŚĞ sŝĐĞ WƌĞƐŝĚĞŶƚ ŽǀĞƌƐĞĞƐ Ă ƌĂŶŐĞ ŽĨ ĂƌĞĂƐ ĂīĞĐƟŶŐ ƚŚĞ ƐƚƵĚĞŶƚ ĞdžƉĞƌŝĞŶĐĞ ŝŶĐůƵĚŝŶŐ͗ ŝŶƚĞƌĐŽůůĞŐŝĂƚĞ ĂƚŚůĞƟĐƐ͖ ĚŝŶŝŶŐ ƐĞƌǀŝĐĞƐ͖ ŚŽƵƐŝŶŐ ĂŶĚ ƌĞƐŝĚĞŶĐĞ ůŝĨĞ͖ ƐƚƵĚĞŶƚ ŚĞĂůƚŚ ƐĞƌǀŝĐĞƐ͖ ƐƚƵĚĞŶƚ ĂĐƟǀŝƟĞƐ ;ŝŶĐůƵĚŝŶŐ ǁŽƌŬŝŶŐ ǁŝƚŚ ƚŚĞ ^ƚƵĚĞŶƚ ƵdžŝůŝĂƌLJ ^ĞƌǀŝĐĞƐ ĂŶĚ ƐƚƵĚĞŶƚ ŐŽǀĞƌŶŵĞŶƚͿ͖ ũƵĚŝĐŝĂů ĂīĂŝƌƐ͖ ŶĞǁ ƐƚƵĚĞŶƚ ƉƌŽŐƌĂŵƐ͖ ĂŶĚ ĐĂƌĞĞƌ ƐĞƌǀŝĐĞƐ͘ dŚĞ sŝĐĞ WƌĞƐŝĚĞŶƚ ŚĂƐ ƚŚĞ ƌĞƐƉŽŶƐŝďŝůŝƚLJ ĨŽƌ ĚĞǀĞůŽƉŝŶŐ ĂŶĚ ŵĂŶĂŐŝŶŐ Ă ǁŝĚĞ ƌĂŶŐĞ ŽĨ ĐŽͲĐƵƌƌŝĐƵůĂƌ ƉƌŽŐƌĂŵƐ ĂŶĚ ƐĞƌǀŝĐĞƐ ƚŚĂƚ ĞīĞĐƟǀĞůLJ ĞŶŐĂŐĞ ƐƚƵĚĞŶƚƐ͕ ĐŽŵƉůĞŵĞŶƚ ƚŚĞ ĂĐĂĚĞŵŝĐ ƉƌŽŐƌĂŵŵŝŶŐ͕ ƐƵƉƉŽƌƚ ƐƚƵͲ ĚĞŶƚ ůĞĂƌŶŝŶŐ͕ ĂŶĚ ĞŶŚĂŶĐĞ ƉĞƌƐŝƐƚĞŶĐĞ͘ ^ƉĞĐŝĮĐ ƌĞƐƉŽŶƐŝďŝůŝƟĞƐ ŝŶĐůƵĚĞ͕ ďƵƚ ĂƌĞ ŶŽƚ ůŝŵŝƚĞĚ ƚŽ͗ WƌŽǀŝĚĞ ƐƚƌĂƚĞŐŝĐ ĚŝƌĞĐƟŽŶ ĂŶĚ ŽǀĞƌƐŝŐŚƚ ƚŽ Ăůů ĨƵŶĐƟŽŶĂů ƵŶŝƚƐ ŝŶ ƚŚĞ ŝǀŝƐŝŽŶ ŽĨ ^ƚƵĚĞŶƚ īĂŝƌƐ͖ կ ĚǀŝƐĞ ƚŚĞ WƌĞƐŝĚĞŶƚ ŽŶ Ăůů ŵĂƩĞƌƐ ƉĞƌƚĂŝŶŝŶŐ ƚŽ ŶŽŶͲĂĐĂĚĞŵŝĐ ƐƚƵĚĞŶƚ ůŝĨĞ͖ կ ŽůůĂďŽƌĂƚĞ ǁŝƚŚ ƚŚĞ WƌŽǀŽƐƚ ĂŶĚ ^ƌ͘ sŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ ĐĂĚĞŵŝĐ īĂŝƌƐ ƚŽ ĞŶƐƵƌĞ ĐŽŽƌĚŝͲ ŶĂƚĞĚ ĞīŽƌƚƐ ƚŽ ƐƵƉƉŽƌƚ ƐƵĐĐĞƐƐ ŝŶ ƚŚĞ ƐƚƵĚĞŶƚ ůŝǀŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚ͖ կ tŽƌŬ ĐůŽƐĞůLJ ǁŝƚŚ ƚŚĞ ŝƌĞĐƚŽƌ ŽĨ ƚŚůĞƟĐƐ ŝŶ ƚŚĞ ĂĚŵŝŶŝƐƚƌĂƟŽŶ ŽĨ ĂŶ ϭϴ ƐƉŽƌƚ ŝŶƚĞƌĐŽůůĞŐŝĂƚĞ ĂƚŚůĞƟĐƐ ƉƌŽŐƌĂŵ Ăƚ ďŽƚŚ ƚŚĞ ŝǀŝƐŝŽŶ / ĂŶĚ // ůĞǀĞůƐ͕ ĂŶĚ ŝŶƚĞŐƌĂƚĞ ƐƚƵĚĞŶƚͲĂƚŚůĞƚĞƐ ŝŶƚŽ Ăůů ĂƐƉĞĐƚƐ ŽĨ ƐƚƵĚĞŶƚ ůŝĨĞ͖ կ ŽŵŵƵŶŝĐĂƚĞ ǁŝƚŚ ƐƚƵĚĞŶƚƐ͕ ƉĂƌĞŶƚƐ͕ ƚŚĞ ŐĞŶĞƌĂů ƉƵďůŝĐ͕ ĂŶĚ ŽƚŚĞƌƐ ǁŚŽ ĐŽŶƚĂĐƚ ^ƚƵĚĞŶƚ īĂŝƌƐ ƚŽ ĂĚĚƌĞƐƐ ĐŽŶĐĞƌŶƐ ĂŶĚ ĨĂĐŝůŝƚĂƚĞ ƌĞƐŽůƵƟŽŶƐ͖ կ &ŽƐƚĞƌ Ă ĐůŝŵĂƚĞ ŽĨ ƌĞƐƉŽŶƐŝǀĞ ƐĞƌǀŝĐĞ ĨŽƌ ƉƌŽƐƉĞĐƟǀĞ ĂŶĚ ĞŶƌŽůůĞĚ ƐƚƵĚĞŶƚƐ͖ կ WƌŽŵŽƚĞ ƉŽƐŝƟǀĞ ƐƚƵĚĞŶƚ ƌĞůĂƟŽŶƐ ďLJ ŵĂŝŶƚĂŝŶŝŶŐ ĞīĞĐƟǀĞ ůŝŶĞƐ ŽĨ ĐŽŵŵƵŶŝĐĂƟŽŶ ǁŝƚŚ ƐƚƵĚĞŶƚ ůĞĂĚĞƌƐ ĂŶĚ ƐĞƌǀŝŶŐ ĂƐ ĂŶ ĂĚǀŽĐĂƚĞ ĨŽƌ ƚŚĞ ŶŽŶͲĂĐĂĚĞŵŝĐ͕ ĞdžƚƌĂͲĐƵƌƌŝĐƵůĂƌ ĂŶĚ ĐŽͲĐƵƌƌŝĐƵůĂƌ ŶĞĞĚƐ ŽĨ ƐƚƵĚĞŶƚƐ͖ կ >ŝĂŝƐĞ ǁŝƚŚ ƚŚĞ ^ƚƵĚĞŶƚ ƵdžŝůŝĂƌLJ ^ĞƌǀŝĐĞƐ ĂŶĚ ƐƚƵĚĞŶƚ ŐŽǀĞƌŶŵĞŶƚ͖ կ WƌŽǀŝĚĞ ĐŽŶŇŝĐƚ ŵĂŶĂŐĞŵĞŶƚ ĂŶĚ ƉƌŽďůĞŵͲƌĞƐŽůƵƟŽŶ ůĞĂĚĞƌƐŚŝƉ ŝŶ ŵĂƩĞƌƐ ŝŶǀŽůǀŝŶŐ ƐƚƵĚĞŶƚƐ͖ կ ŽůůĂďŽƌĂƚĞ ǁŝƚŚ ƚŚĞ sŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ &ŝŶĂŶĐĞ ĂŶĚ ĚŵŝŶŝƐƚƌĂƟŽŶ ŝŶ ƚŚĞ ƉƌĞƉĂƌĂƟŽŶ ĂŶĚ ŵŽŶŝƚŽƌŝŶŐ ŽĨ ^ƚƵĚĞŶƚ īĂŝƌƐ ďƵĚŐĞƚƐ ĂŶĚ ĐŽŵƉůŝĂŶĐĞ ǁŝƚŚ ĐŽŶƚƌĂĐƚƵĂů ƉƌŽǀŝƐŝŽŶƐ ŽĨ ĚŝŶŝŶŐ ƐĞƌǀŝĐĞƐ͕ ƉƌŝǀĂƟnjĞĚ ƐƚƵĚĞŶƚ ŚŽƵƐŝŶŐ͕ ĂŶĚ ŽƚŚĞƌ ĂŐƌĞĞŵĞŶƚƐ͖ կ >ĞĂĚ ĂƐƐĞƐƐŵĞŶƚ ĞīŽƌƚƐ ĨŽƌ ƚŚĞ ŝǀŝƐŝŽŶ ŽĨ ^ƚƵĚĞŶƚ īĂŝƌƐ ĂŶĚ ĨŽƐƚĞƌ Ă ĐƵůƚƵƌĞ ĂŶĚ ƉƌĂĐƟĐĞ ŽĨ ĐŽŶƟŶƵĂů ŝŵƉƌŽǀĞŵĞŶƚ͖ կ ZĞƉƌĞƐĞŶƚ ƚŚĞ hŶŝǀĞƌƐŝƚLJ ŝŶ ĐŽŵŵƵŶŝƚLJ ĂĐƟǀŝƟĞƐ ĂŶĚ ŽƌŐĂŶŝnjĂƟŽŶƐ Ăƚ ƚŚĞ ůŽĐĂů͕ ƐƚĂƚĞ ĂŶĚ ŶĂƟŽŶĂů ůĞǀĞůƐ͘ կ

Yh >/&/ d/KE^͗ ĂŶĚŝĚĂƚĞƐ ŵƵƐƚ ŚĂǀĞ ;ϭͿ Ă ƚĞƌŵŝŶĂů ĚĞŐƌĞĞ͕ ;ϮͿ ƉƌŽǀĞŶ ƌĞĐŽƌĚ ŽĨ ƐŝŐŶŝĮĐĂŶƚ ĂŶĚ ĞīĞĐƟǀĞ ŚŝŐŚĞƌ ĞĚƵĐĂƟŽŶ ƐƚƵĚĞŶƚ ĂīĂŝƌƐ ĂĚŵŝŶŝƐƚƌĂƟǀĞ ĞdžƉĞƌŝĞŶĐĞ ĂŶĚ ůĞĂĚĞƌƐŚŝƉ͕ ;ϯͿ ĐŽŵŵŝƚŵĞŶƚ ƚŽ ǁŽƌŬŝŶŐ ĐŽůͲ ůĂďŽƌĂƟǀĞůLJ ǁŝƚŚ ƐƚƵĚĞŶƚƐ͕ ƐƚĂī͕ ƐĞŶŝŽƌ ĂĚŵŝŶŝƐƚƌĂƚŽƌƐ ĂŶĚ ĨĂĐƵůƚLJ ŝŶ Ă ƐŚĂƌĞĚ ŐŽǀĞƌŶĂŶĐĞ ƐLJƐƚĞŵ͖ ;ϰͿ ĞdžĐĞůůĞŶƚ ŝŶƚĞƌƉĞƌƐŽŶĂů͕ ĐŽŵŵƵŶŝĐĂƟŽŶ͕ ĂŶĂůLJƟĐĂů͕ ůĞĂĚĞƌƐŚŝƉ ƐŬŝůůƐ ĂŶĚ ƐƚƵĚĞŶƚͲĐĞŶƚĞƌĞĚ ĚĞůŝǀĞƌLJ ŽĨ ƐĞƌǀŝĐĞƐ͖ ;ϱͿ ƉƌŽǀĞŶ ĐŽŵŵŝƚŵĞŶƚ ƚŽ ĚŝǀĞƌƐŝƚLJ͕ ŝŶƚĞŐƌŝƚLJ͕ ŝŶĐůƵƐŝŽŶ͕ ĂĐĐŽƵŶƚĂďŝůŝƚLJ ĂŶĚ ƐĞƌǀŝĐĞ ŽƌŝĞŶƚĂƟŽŶ͘ KƚŚĞƌ ƉƌĞĨĞƌƌĞĚ ƋƵĂůŝĮĐĂƟŽŶƐ ŝŶĐůƵĚĞ͗ džƉĞƌŝĞŶĐĞ ŝŶ ƉůĂŶŶŝŶŐ͕ ŝŵƉůĞŵĞŶƟŶŐ͕ ŵŽŶŝƚŽƌŝŶŐ ĂŶĚ ĂƐƐĞƐƐŝŶŐ ƐƚƵĚĞŶƚ ƐĞƌǀŝĐĞƐ ƉƌŽŐƌĂŵƐ͖ džƉĞƌŝĞŶĐĞ ŝŶ ĂŶ ĞdžĞĐƵƟǀĞͲůĞǀĞů ƉŽƐŝƟŽŶ ǁŝƚŚ ĚŝƌĞĐƚ ƌĞƐƉŽŶƐŝďŝůŝƚLJ ĨŽƌ ĂŶ ŝŶƚĞƌĐŽůůĞŐŝĂƚĞ ĂƚŚůĞƟĐƐ ƉƌŽŐƌĂŵ͖ կ džƉĞƌŝĞŶĐĞ ǁŝƚŚ ƌĞƐŝĚĞŶĐĞ ůŝĨĞ ƉƌŽŐƌĂŵŵŝŶŐ ƚŚĂƚ ĞŶŐĂŐĞƐ ƐƚƵĚĞŶƚƐ ĂŶĚ ŝŵƉƌŽǀĞƐ ƐƚƵĚĞŶƚ ƉĞƌƐŝƐƚĞŶĐĞ͖ կ ĂƚĂͲĚƌŝǀĞŶ ĚĞĐŝƐŝŽŶ ŵĂŬŝŶŐ͖ կ >ĞĂĚŝŶŐ ŝŶ Ă ĐŽůůĞĐƟǀĞ ďĂƌŐĂŝŶŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚ ĐŽŵŵŝƩĞĚ ƚŽ ƐŚĂƌĞĚ ŐŽǀĞƌŶĂŶĐĞ͘ կ կ

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to the tenure-track position of Assistant or Associate Professor of Behavioral Science. We will consider candidates with interests in the areas of decisionmaking, negotiations, social psychology and organizations, all broadly defined. Candidates must have earned a PhD (or equivalent) or expect to receive a doctorate in the near future.

We are looking for candidates with strong disciplinary training in any of the social sciences who can use that discipline background to conduct research on aspects of behavior relevant to management in organizations and to introduce MBA students to behavioral science principles. This position is part of the Behavior Science area, whose members are responsible for teaching courses such as Managing in Organizations, Managerial Decision Making, Power and Influence, and Negotiations.

Candidates should be qualified to teach at least one of these courses plus another MBA elective. The group maintains two well-equipped laboratories for experimental research.

The deadline for applications is March 31, 2014.

However, we will begin formally reviewing applications on October 15, 2013 and strongly encourage applicants to submit a complete set of materials by this time. To apply, please submit a research and teaching statement, a vita, a written sample of your present work, and two letters of reference at: http://www.chicagobooth.edu/faculty/openings.

The University of Chicago is an Equal Opportunity/Affirmative Action employer.

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DEAN COLLEGE OF LITERATURE, SCIENCE, AND THE ARTS ANN ARBOR, MICHIGAN

The University of Michigan invites nominations and applications for the position of Dean of the College of Literature, Science, and the Arts (LS&A). The core liberal arts college in one of the nation’s premier public research universities, the College offers a vast array of opportunities for learning and research both within the traditional disciplines and in interdisciplinary programs, along with a range of resources that perennially attract the strongest students and faculty. The College combines the richness and diversity of its academic programs with personalized student advising and research opportunities that are unique in a school of its scope and size.

The Dean is the chief academic and administrative officer of the College of Literature, Science, and the Arts. He or she will provide leadership in defining and articulating the College’s strategic priorities; recruiting and maintaining an excellent faculty; creating and supporting educational programs of the highest quality; attracting excellent students; creating collaborative opportunities with other schools and departments within the University; and enhancing productive relationships with alumni, donors, and local, national, and international communities. The Dean of LS&A plays a major leadership role in the broader University, stimulating and facilitating synergistic collaboration with other schools and colleges as well as interdisciplinary institutes, centers and programs. As the chief academic, administrative, and financial officer of LS&A, the Dean reports directly to the Provost and Executive Vice President for Academic Affairs.

The successful candidate will be tenurable at the full professor level in the College of Literature, Science, and the Arts. He or she will provide intellectual leadership to the College community, and should be a nationally recognized scholar with the desire, ability, and vision to sustain a leadership role within a University that is in the forefront of research and scholarship, graduate education, undergraduate education, and institutional, professional, and public service. The Dean will need to employ a high level of administrative acumen in leading this premier liberal arts college, and must possess a fundamental commitment to diversity in all its forms.

Nominations and applications will be held in the strictest of confidence, and will be reviewed immediately. The University’s dedication to excellence is complemented by its commitment to building a culturally diverse academic community. Individuals from underrepresented groups are encouraged to apply.

The University has retained the services of Isaacson, Miller to assist the search advisory committee. Inquiries, nominations, and applications should be submitted, preferably in electronic form, to: John Isaacson, President, Heather Brome, Senior Associate, Isaacson, Miller, 263 Summer Street, Boston, MA 02210, 617262-6500, 4830@imsearch.com.

The University of Michigan is an equal opportunity/affirmative action employer.

The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates in the areas of theory of computing, and systems for faculty positions at the rank of Assistant Professor.

Systems is a broad, synergistic collection of research areas spanning systems and networking, programming languages and software engineering, software and hardware architecture, data-intensive computing and databases, graphics and visualization, and systems biology. Particular areas of focus include formal definition, design, and implementation of programming languages, data-intensive computing systems and algorithms, large scale distributed and collaborative systems, heterogeneous computer architectures, reliable computing systems, and self-tuning systems.

The University of Chicago has the highest standards for scholarship and faculty quality, and encourages collaboration across disciplines. We encourage strong connections with researchers across the campus in such areas as mathematics, natural language processing, bioinformatics, logic, molecular engineering, and machine learning, to mention just a few.

Applicants must have completed all requirements for the PhD except the dissertation at time of application, and must have completed all requirements for the PhD at time of appointment. The PhD should be in Computer Science or a related field such as Mathematics or Statistics.

The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building a strong Systems research group. This closely-knit community includes the Department of Statistics, Toyota Technological Institute, the Computation Institute, and Argonne’s Mathematics and Computer Science Division.

The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown.

All applicants must apply through the University’s Academic Jobs website.

Please apply at the following sites: 1. Theory of computing, academiccareers.uchicago.edu/applicants/Central?quick Find=52933.

2. Systems, academiccareers.uchicago.edu/applicants/Central?quickFind=52953.

A cover letter, curriculum vitae including a list of publications, a statement describing past and current research accomplishments and outlining future research plans, and a description of teaching philosophy are required. Three reference letters are required, one of which must address the candidate’s teaching ability to be considered as an applicant. The reference letters can be sent by mail to: Chair, Department of Computer Science The University of Chicago 1100 E. 58th Street, Ryerson Hall Chicago, IL. 60637-1581 Or by email to: Recommend@mailman.cs.uchicago.edu (letters can be in pdf, postscript or Microsoft Word).

Candidates may also post a representative set of publications, as well as teaching evaluations, to this website.

To ensure fullest consideration of your application all materials, including supporting letters, should be received by January 15, 2014. However, screening will continue until all available positions are filled.

The University of Chicago is an Affirmative Action / Equal Opportunity Employer.

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Associate or Full Professor (Tenured/Tenure-track)

The Interdisciplinary and International Studies Program at the University of North Carolina Asheville (http://ist.unca.edu/) invites applications for a full-time tenure-track position at the rank of Assistant Professor in the area of Chinese Studies and Language. We are seeking faculty who have a broadly trained interdisciplinary background with a strong commitment to excellent interdisciplinary undergraduate teaching in our rapidly growing Interdisciplinary, International and Asian Studies Programs. The successful candidate would be interested in building the International Studies, Asian Studies, and Chinese Studies curricular and programmatic offerings in the following areas: all levels of Chinese Language (Elementary, Intermediate, and Advanced), Chinese Literature and Film or Media Studies, Chinese Cultural Studies, introductory interdisciplinary courses in International and Asian Studies, as well as contribute to the university-wide Integrative Liberal Studies curriculum. She/he will be expected to direct and/or supervise independent student research capstone projects in International, Asian Studies, and Chinese Studies. Preference will be given to individuals with a strong commitment to building the Asian Studies program, including being a dedicated academic advisor to the growing number of majors and minors in the International and Asian Studies Programs, as well as being an active and engaged member of the university community. The successful candidate should also be prepared to teach outside the department in our Integrative Liberal Studies program - UNC Asheville’s interdisciplinary liberal arts curriculum, required of all our undergraduates - including in our Humanities program, writing and diversity intensive courses, and the first-year seminar series. An interest in leading study abroad programs to China and/or East Asia would be desirable. The teaching load for this position is 12 contact hours per semester.

Minimum qualifications: A Ph.D. in Chinese Studies and Culture, Comparative Literature, or other relevant interdisciplinary fields, with a specialization in Chinese Language and Culture. The ideal candidate will have experience teaching Chinese language and studies courses at a liberal arts institution or at the undergraduate level, an active research agenda, and an interest in engaging with the broader communities of Asheville and the surrounding areas in terms of community outreach and program building. Special consideration will be given to candidates with demonstrated experience or potential for leadership in serving UNC Asheville’s efforts in promoting diversity and inclusion in the areas of pedagogy, programming, and service activities.

Interested candidates should submit a cover letter, curriculum vitae, statement of teaching philosophy/teaching interests, statement describing research agenda and interests, three letter of recommendation, and teaching evaluations (if available) to: Elaine Warren, Office of Academic Affairs, CPO # 1410, UNC Asheville, 1 University Heights, Asheville, NC 28804. Inquiries about this position should be directed to Dr. Surain Subramaniam, Director of Interdisciplinary and International Studies, UNC Asheville, Email: surain@unca.edu; Telephone: (828) 232-2409. Official academic transcripts will be required of the successful candidate prior to hire. The search committee will begin reviewing applications on August 15, 2013. The position will be open until filled.

UNC Asheville, located in the Blue Ridge Mountains in Western North Carolina, is the designated public liberal arts institution of the University of North Carolina system, committed to student-centered teaching and to being an inclusive campus community. We encourage applications from women and traditionally underrepresented minorities.

UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its liberal arts mission. As an Equal Opportunity/Affirmative Action Employer, UNC Asheville does not discriminate in its hiring or employment practices on the basis of race and ethnicity, age, religion, disability, socio-economic status, gender expression, gender and sexual identity, national origin, culture and ideological beliefs.

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Department of Communication Jacobs Technion Cornell Innovation Institute College of Agriculture and Life Sciences NYC Tech Campus Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.

A faculty position in the Department of Communication is available at the Jacobs Technion-Cornell Innovation Institute (www.jtcii.org) at Cornell’s new Tech campus in New York City.

At the Cornell Tech campus, this individual will contribute to an interdisciplinary hub on 'connective media,' bringing together researchers and graduate students from communication, engineering, computer science, management, and other fields, as well as local industry and businesses.

Candidates may come from the field of Communication or a related discipline, with interests in social media, computermediated communication, human computer interaction, media policy, media psychology, media institutions, and/or similar topics. The appointee will be based in New York City at the Cornell NYC Tech campus. Until relocated to its eventual home on Roosevelt Island, the campus is temporarily located in the Chelsea section of Manhattan. Her/his tenure home will be in the Department of Communication, College of Agriculture and Life Sciences, at the Ithaca campus. The position is open to senior candidates qualified for tenured status at the Associate Professor or Professor level.

Qualifications Required: Candidates must hold a Ph.D. in Communication or closely aligned field, must have an ability to conduct outstanding research, and must also have a strong demonstrated interest in the technology commercialization and entrepreneurship mission of the Cornell Tech campus and the JTCII. Application: We will begin reviewing applications immediately and continue until the position is filled. Applicants should submit online at https://academicjobsonline.org/ajo/jobs/2844 a curriculum vitae, brief statements of research and teaching interests, and the names and contact information of at least three references. For questions or additional information about this position, please contact Professor Geri Gay, Search Committee Chair, at gkg1@cornell.edu.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.

Diversity and inclusion have been and continue to be a part of our heritage.

Cornell University is a recognized EEO/AA employer and educator.

The City University of New York

CHANCELLOR

The Board of Trustees of The City University of New York announces a global search to recruit a new chancellor with a record as an outstanding leader, manager and scholar within a major higher education system or other complex organization.

The university provides high-quality, accessible education for more than 270,000 degree-credit students and 226,000 adult, continuing and professional education students at 24 campuses across New York City. There are more than 7,300 full-time faculty and more than 11,500 adjunct faculty at CUNY. The chancellor serves as the chief executive officer of the university and reports to the Board of Trustees. College presidents and deans of the universityâ&#x20AC;&#x2122;s professional schools report directly to the chancellor.

CUNY is an integrated system of senior and community colleges, graduate and professional schools, research centers, institutes and consortia. It provides New York City with graduates trained for high-demand positions in the sciences, technology, mathematics, teaching, nursing and other fields.

The university has strengthened its mission as a major research institution, building an array of modern facilities and expanding the ranks of its worldclass faculty. Today CUNY enjoys a rising reputation, record enrollments, increased standards and enhanced resources.

CUNY is seeking a chancellor who will maintain the momentum of the university-wide renewal that has occurred over the past decade and a half.

She or he will be responsible for fulfilling the stipulations of New York State Education Law that â&#x20AC;&#x153;the university will continue to maintain and expand its commitment to academic excellence and to the provision of equal access and opportunity for students, faculty and staff from all ethnic and racial groups and from both sexes.â&#x20AC;?

Among the tasks for the new chancellor will be to continue to strengthen the quality and diversity of the institution through the hiring and retention of full-time faculty; to promote increased student success, including improved retention and graduation rates and post-graduate outcomes; to exercise excellent judgment in the hiring of college presidents and other senior university officials; to advance the needs of the university in a complex political environment; to meet the challenge of incorporating change in the delivery of academic content; to enhance the universityâ&#x20AC;&#x2122;s doctoral programs; and to be open to adopting best practices from other sectors of higher education, including partnerships, where appropriate. The next chancellor must have a proven record as an entrepreneur and fund-raiser.

Members of the university community and the public are welcome to submit nominations. The review of applications will begin immediately and will continue until the position is filled. Submission of applications is encouraged

by October 25, 2013.

Applications: Applicants should send a curriculum vitae and a letter expressing their interest in the position that addresses how they meet the search committeeâ&#x20AC;&#x2122;s preferred qualifications.

Nominations: Nominators should send a letter of nomination and, if possible, the nomineeâ&#x20AC;&#x2122;s curriculum vitae.

Applications and nominations should be sent electronically to: John Isaacson, President; Sheryl Ash, Vice President; or Ben Tobin, Senior Associate Isaacson, Miller Email: cuny@imsearch.com Address: 263 Summer Street, 7th Floor, Boston, MA 02210 OR Ms. Mahlet Tsegaye Office of Executive Search/CUNY Email: executivesearch@mail.cuny.edu Address: 205 East 42nd Street, 11th Floor, New York, NY 10017 All nominations, applications and inquiries will be held in strict confidence.

CUNY is an EO/AA/IRCA/ADA employer with a strong commitment to racial, cultural and ethnic diversity. The search committee actively seeks and encourages nominations and applications from men and women of all races.

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Assistant or Associate Professor Population and Environment Department of Development Sociology College of Agriculture and Life Sciences Cornell University – Ithaca, NY The Interdisciplinary and International Studies Program at the University of North Carolina Asheville (http://ist.unca.edu/) invites applications for a full-time tenure-track position at the rank of Assistant Professor in the area of International Studies, with a focus on India and/or South Asia. We are seeking faculty who have a broadly trained interdisciplinary background with a strong commitment to excellent interdisciplinary undergraduate teaching in our rapidly growing International Studies major and Asian Studies minor. The successful candidate would be interested in building the International Studies and Asian Studies curricular and programmatic offerings related to her/his research interests in the politics, culture, and society of India and the needs of the department, including introductory interdisciplinary courses in International and Asian Studies. Areas of interest that would be desirable include the nexus between ethnicity/religion and political development and/or the political economy of rapid economic growth in India, including the effects of globalization on India. She/he will be expected to supervise independent student research capstone projects in International and Asian Studies as well as contribute to the university-wide Integrative Liberal Studies Program, UNC Asheville’s core liberal arts curriculum.

Preference will be given to individuals with a strong commitment to building the Asian Studies program, including being a dedicated academic advisor to the growing number of majors and minors in the International and Asian Studies Programs, as well as being an active and engaged member of the university community. An interest in leading study abroad programs to India and/or South Asia would be desirable. The teaching load for this position is 12 contact hours per semester.

Minimum qualifications: A Ph.D. in International Studies or related field, with a primary focus on India and/or South Asia. The ideal candidate will have educational experience at a liberal arts institution or a strong interest in teaching at the undergraduate level, an active research agenda, and an interest in engaging with the broader communities of Asheville and the surrounding areas in terms of community outreach and program building. Special consideration will be given to candidates with demonstrated experience or potential for leadership in serving UNC Asheville’s efforts in promoting diversity and inclusion in the areas of pedagogy, programming, and service activities.

Interested candidates should submit a cover letter, curriculum vitae, statement of teaching philosophy/teaching interests, statement describing research agenda and interests, three letter of recommendation, and teaching evaluations (if available) to: Elaine Warren, Office of Academic Affairs, CPO # 1410, UNC Asheville, 1 University Heights, Asheville, NC 28804. Inquiries about this position should be directed to Dr. Surain Subramaniam, Director of Interdisciplinary and International Studies, UNC Asheville, Email: surain@unca.edu; Telephone: (828) 232-2409. Official academic transcripts will be required of the successful candidate prior to hire. The search committee will begin reviewing applications on September 15, 2013. The position will be open until filled.

UNC Asheville, located in the Blue Ridge Mountains in Western North Carolina, is the designated public liberal arts institution of the University of North Carolina system, committed to student-centered teaching and to being an inclusive campus community. We encourage applications from women and traditionally underrepresented minorities.

UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its liberal arts mission.

As an Equal Opportunity/Affirmative Action Employer, UNC Asheville does not discriminate in its hiring or employment practices on the basis of race and ethnicity, age, religion, disability, socio-economic status, gender expression, gender and sexual identity, national origin, culture and ideological beliefs.

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08/26/2013

Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.

The Department of Development Sociology in the College of Agriculture and Life Sciences at Cornell University is seeking applicants for a tenure track position focusing on population and environment, beginning August 2014; appointment will be on an academic year basis.

This position has 50% teaching and 50% research responsibilities.

Qualified applicants must have a demonstrated record of scholarship that focuses on the interrelationships of population dynamics and the changing bio-physical environment. Ability to participate in and contribute to interdisciplinary projects is expected. Appointees will be expected to develop an internationally recognized and externally funded research program on the connections and interactions between population dynamics and various aspects of environmental change such as understanding, mitigating and adjusting to climate change, ecosystem deterioration, and transformations of land use and ownership. Teaching will consist of 2.5 courses per academic year (2 courses one year; 3 the next). The appointee will be expected to teach a course on population and environment, and one on GIS and spatial statistics. Other courses might include population dynamics, graduate-level quantitative methods, or specialized courses focusing on spatial population processes.

More information on the demographic and environmental research, teaching and outreach interests in the Department of Development Sociology can be found at: http://devsoc.cals.cornell.edu.

Qualifications Required: Ph.D. in Sociology or related social science disciplines. The candidate must have significant training (or equivalent experience) in demography, quantitative methods, and GIS/spatial statistics. Prior research experience examining population-environment interrelationships is required. .

Application: Candidates are requested to submit: (1) a cover letter, (2) a statement that describes recent and ongoing research and nearterm research plans, (3) a curriculum vitae, (4) a statement of teaching interests and experience, and (5) an example of written work (maximum of three papers; published preferred). Senior candidates should include the names of three references who may eventually be contacted by the search committee. Junior candidates should have three reference letters sent on their behalf at the time of application.

Review of applications will begin on October 1, 2013 and will continue until the position is filled. In order to receive full consideration, all materials should be submitted by October 1st. Any questions specifically regarding the position should be directed to Professor Lindy Williams, Search Committee Chair. Please submit all application materials to Academic Jobs Online at https://academicjobsonline.org/ajo/jobs/2824.

The College of Agriculture and Life Sciences is developing leaders, improving lives, and shaping the future.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.

Diversity and inclusion have been and continue to be a part of our heritage.

Cornell University is a recognized EEO/AA employer and educator.

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ASSISTANT PROFESSOR

MCC, a dynamic institution with state-of-the-art facilities, outstanding educational programs, and a strong commitment to diversity, is seeking candidates to fill an anticipated opening for:

Enrollment Management Coordinator For a copy of the vacancy announcement, including minimum qualifications and application deadline, please visit our Web site at www.mcc.commnet.edu. Please send letter of intent, resume, transcripts, email address and the names of three references to: Holly Foetsch, Interim Director of Human Resources; Manchester Community College; Great Path, MS #2; P.O. Box 1046, Manchester, CT 06045-1046 Or e-mail the required application information noted above to the Department of Human Resources: c/o dnicotera@mcc.commnet.edu EOE/AA/M/F

ANIMAL BEHAVIOR

Princeton University’s Department of Ecology and Evolutionary Biology plans to hire a tenure track assistant professor focusing on animal behavior. The Department has broad interests in behavioral ecology, behavioral dynamics, behavioral mechanisms, behavioral genetics, behavioral endocrinology and physiology, and behavioral links to other features of organismal biology. We seek applicants who pursue research that aims for significant conceptual and/or empirical integration of animal behavior in broader contexts of complex systems, neuroscience, genomics, ecology and evolution, and who have a strong commitment to teaching. A joint appointment with the Princeton Environmental Institute is possible, especially if the applicant’s research focuses on problems of global or environmental change.

Applicants should write a vision statement, no longer than two pages, that outlines the conceptual dimensions of one or more major unsolved problems in their field and how their approach will contribute to solving them. The vision statement should be more than a summary of the applicant’s prior and current research. Applications, including the vision statement, curriculum vitae, three reprints and contact information for three letters of recommendation, can be submitted online via http://jobs.princeton.edu, requisition #1300555. Screening of applications begins September 23, 2013.

All advertising included on our website

Princeton University is an equal opportunity employer and complies with applicable EEO and affirmative action regulations.

08/26/2013

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Assistant or Associate Professor of Sustainable Fruit Production Department of Horticulture College of Agricultural and Life Sciences Cornell University – Ithaca, NY Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.

New York State is a major producer of fruit crops and Cornell University has a long history of research and teaching in the area of fruit production.

The wine and grape industry is expanding rapidly in NYS and is a major economic contributor. Most vineyards and orchards are situated near rivers, lakes and oceans, making nutrient and agrochemical leaching into surface and groundwater an important factor to manage and mitigate.

Sustainably managing soil, water, and nutrient resources in a changing climatic and economic environment is critical for the continued success of the winegrape and tree fruit industries.

Responsibilities: The appointee is expected to develop and direct an externally-funded, nationally-recognized research program on deciduous fruit production systems with emphasis on understanding interactions between the fruiting plant and ecosystems, and application of this knowledge to improve the sustainability of fruit crop production systems.

Proposed research should complement rather than replicate ongoing research in the Plant Sciences at Cornell.

The appointee is also expected to teach or co-teach courses associated with the Viticulture/Enology and Plant Sciences majors, including Ecological Orchard Management, and Viticulture and Vineyard Management. Contributions to other plant science courses are expected, commensurate with skills and abilities. Participation in curriculum development, student recruitment, undergraduate and graduate advising, and internship identification and management will be a component of the teaching responsibility.

The appointee is expected to participate fully in the academic life of the department and college by serving on committees, attending relevant meetings, and serving as a resource for inquiries about fruit production.

Salary and start-up package is generous and subject to negotiation.

Benefits are competitive and of high caliber.

Qualifications Required: Ph.D. in horticulture or closely-related field with experience in fruit production systems.

Preferred: Previous teaching experience desirable.

Application procedure: Submit letter of application, curriculum vitae, statement of research goals and plans, statement of teaching philosophy, graduate transcripts, and names of three references to: https://academicjobsonline.org/ajo/jobs/2372. For additional information, email Prof. Justine Vanden Heuvel at jev32@cornell.edu.

Review of applications will begin September 16, 2013, and continue until the position is filled.

The College of Agriculture and Life Sciences is developing leaders, improving lives, and shaping the future.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.

Diversity and inclusion have been and continue to be a part of our heritage.

Cornell University is a recognized EEO/AA employer and educator.

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08/26/2013

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PRESIDENT Virginia Polytechnic Institute and State University (Virginia Tech) seeks nominations and applications for the position of university president.

Virginia Tech is a leading land-grant research university that takes an active and engaging approach to education, preparing scholars to be leaders in their fields and communities. The university offers more than 200 degree programs in eight colleges, with historic strengths in science, technology, engineering, and agriculture. Virginia Tech’s 31,000 students are taught by an exceptionally strong faculty, which includes four members of the National Academy of Sciences and thirteen members of the National Academy of Engineering.

Virginia Tech has a uniquely supportive and entrepreneurial culture, dedicated to creating knowledge and innovative technologies. Committed to enlarging its research presence, Virginia Tech had $450 million in annual research expenditures in fiscal year 2011, an operating budget of $1.2 billion, and an endowment of over $650 million. The university has a number of global centers and manages more than $92 million in funded economic-development projects in 44 countries.

Virginia Tech seeks a president who will build on its strong foundation, embrace its entrepreneurial culture, and promote excellence and innovation while valuing its rich tradition of service to the community and broader commonwealth. A potential candidate must have extensive administrative and leadership experience in a complex organization and have a demonstrated record of successful fundraising. S/he must be a visionary leader of the utmost integrity who can be a powerful advocate for the university and for the importance of higher education, and who can forge strong relationships with faculty, staff, students, alumni, community leaders, corporations, legislators, government agencies, and other institutions. Candidates must have a distinguished record of creative or scholarly achievements and should hold an earned doctorate or equivalent degree or credential.

The successful candidate must demonstrate a commitment to the many dimensions of diversity both in faculty and student recruitment and retention as well as building a powerful leadership team for the university.

The review of nominations and applications for the position will commence immediately and continue until the position is filled. All candidate information will be held in strict confidence. Qualified applicants should forward an electronic version (Microsoft Word or Adobe PDF files preferred) of their curriculum vitae and an optional letter of interest to: Mirah Horowitz, Amy Hayes & Mary Tydings Consultants to the Search Committee Russell Reynolds Associates virginiatechpresident@russellreynolds.com

Virginia Tech does not discriminate against employees, students, or applicants on the basis of age, color, disability, gender, national origin, political affiliation, race, religion, sexual orientation, genetic information, veteran status, or any other basis protected by law. Anyone having questions concerning discrimination or accessibility should contact the Office of Equity and Access.

Virginia Tech has a strong commitment to the principle of diversity, and in that spirit seeks a broad spectrum of candidates including women, minorities, veterans, and people with disabilities. Individuals with disabilities desiring accommodations in the application process should notify the hiring department by the application deadline.

ADVERTISING INDEX POSITIONS CALIFORNIA

The University of Chicago Booth School of Business invites applications for tenure-track positions at the assistant or associate professor levels in operations management for the 2014-15 academic year.

Successful candidates will have outstanding research abilities and will be committed to achieving excellence in teaching operations management at the MBA level. The candidate must have obtained, or expect to obtain shortly, a PhD or equivalent degree in Operations Management, Operations Research, Management Science, Industrial Engineering, or a related field.

If you are presenting at the INFORMS National Meeting, then submitting at least a partial packet by September 30, 2013 with your session information would be helpful. We will begin formally reviewing applications on November 25, 2013 and strongly encourage you to complete your application by then. We will continue to accept applications until January 31, 2014.

Applications will be accepted online at http://www.chicagobooth. edu/faculty/openings. At that website, you will be asked to submit two letters of reference (sent separately by the writer), a current vita, and copies of at most two research papers.

The University of Chicago is an Affirmative Action/ Equal Opportunity Employer.

California State University, Long Beach Rio Hondo College

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CONNECTICUT

Manchester Community College

27

ILLINOIS

University of Chicago University of Chicago Booth School of Business

23 22; 29

KANSAS

Kansas State University

25

MICHIGAN

University of Michigan

23

NEW JERSEY

Princeton University

27

NEW YORK

City University of New York/CUNY Cornell University

25 24; 26; 28

NORTH CAROLINA

University of North Carolina-Asheville

24; 26

PENNSYLVANIA

Lock Haven University

22

VIRGINIA

Virginia Tech

28

CONFERENCES

Association of American Colleges and Universities

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P ri min g the Pump. ..

KNOWING THE DIFFERENCE BETWEEN WANTS AND NEEDS

Miquela Rivera, Ph.D., is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

Y

There is a sufficiency in the world for man’s need but that don’t increase in value, not for man’s greed. – Mahatma Gandhi like that fancy car with expensive add-on accessories. ears ago I worked with a Hispanic single mother – a Designer clothes, top-grade nurse – who was raising her adolescent son on a very entertainment or frequent eating out make the list of needs limited income. She was committed to living within her and soon there is no money for tuition. If that same Latino means. When he would request that she make a purchase distinguished between wants and needs, he would remind for him, she routinely asked him, “Is this a need or a want?” himself that he needs to go to school to fulfill a lifetime of Good question. wants. He would invest in that which grows in value.

Most of the time her son’s request was not essential, so If a want is perceived as a need, the sense of self-control the purchase did not happen. They stayed within budget and and choice are actually lessened and people begin to view had savings to spare. themselves as oppressed victims. Resentful and entitled, the If Latino students can distinguish between wants and student is also less apt to delay gratification, an element necneeds, they might relieve themselves of some of the stress essary in pursuing higher education, maintaining long-term often caused by time and money. Poverty might have forced relationships or building a career. Impulses take rein and some Hispanic teens to learn the difference between desires longer-term payoffs take a back seat. and essentials, but they still live in an age of self-focused Some social forces work against knowing the differences individualism, a sense of immediacy, and pervasive advertis- between needs and wants. Advertising creates needs they did ing with its ongoing push to acquire. Handling that pressure not know they had and media remind people of who and by remaining clear between wants and needs is a skill that how they should be. The media focus on demanding your will serve them well in higher education and beyond. due or having it your way promotes immediacy and transBeyond the few basics we need to survive – shelter, food forms wants into a frustrated, demanding sense of need. and water, health care (and the products to maintain it) and Competition within Latino families also fuels the fire of clothing – are all the wants such as iPhones, name-brand wants. When loved ones compare and value each other clothes, expensive cars and other non-essentials. Latino stu- according to what they own or do, family members can find dents, like others, deserve to enjoy wants along with having themselves in a spending frenzy created from a need for needs met. But doing it within reason and at the right time is acceptance, not a need for more stuff. Since one person will the key. inevitably have more than another, the cycle of envidia conThe first step is teaching the distinction between wants tinues as envy goes unchecked. The more competitive and and needs. Objective needs like food or clothing can be met entitled people become, the more conflict there is over limthrough tangibles. Subjective needs, such as self-esteem or ited resources. a sense of security, help assure mental well-being. A want, We can encourage young Hispanics be mindful of the difon the other hand, is a current or future desire. Needs ference between desires and essentials, fighting off the tenremain constant; wants change. dency to make wants into needs to which they feel entitled.

While “need” and “want” often are used interchangeably, Our challenge is to shift the focus of education from what understanding the distinction helps people make wise deci- can be obtained back to what can be attained. In relationsions about how they use their resources. If Latino students ships, we need to get away from what we have and return to confuse wants for needs, they can inadvertently hobble their who we are. And in work, we can refocus on a career of serfuture. Wanting to feel good, they spend on consumables vice, away from always expecting to be served.

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