09/23/2013 Tracking the Remediation Crisis.

SEPTEMBER 23, 2013

www.HispanicOutlook.com

EDU Apps-Ology

VOLUME 23 • NUMBER 23

College Pays Off?

by Carlos D. Conde

LATINO KALEIDOSCOPE

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Making Peace with Our Identities

hen George Zimmerman went on trial in Florida for the killing of Trayvon Martin, he unwittingly started a debate among Latinos after some of the mainstream media began to refer to him as “white Hispanic.”

He certainly didn’t look white or what we consider “white” unless they spend a lot of time working on their tans. His pigmentation looked a lot like mine. Brown. Zimmerman is an Anglo surname but he, of an Anglo father and a Hispanic mother, has what some Latinos would call “café con leche” complexion and texture.

Physically, at first glance, Zimmerman does look pretty much Latino but therein lies an argument. What does a Latino look like? If not physical, what else constitutes an authentic Latino or Hispanic if there is such a fitting identity? As a whole, Argentines don’t look like Mexicans or Chileans like Salvadorians.

I certainly don’t look like a “white Latino” – “Prieto” would be a more fitting term – but I consider myself “white.” My children do because their mother is Anglo, the same as with Zimmerman’s parents. To use public figures as examples, some Latinos look like actress Cameron Diaz of Chilean descent and U.S. Sen. Ted Cruz, of Cuban ancestry. Yet, others may look like New York Yankees great, Alex-- A-Rod-Rodríguez, who is of Dominican ancestry and has mulatto characteristics if not a black background, like many of the Caribbean islanders.

Maybe the gringo media – the term “gringo” is another matter of sociocultural debate – was trying to be socially correct. So why didn’t they just use “Latino” or just plain Hispanic which covers a lot of territory?

Or maybe the media wanted to provoke a racial confrontation between whites, blacks and Latinos.

In using the white Latino term, perhaps the mainstream media didn’t know better and it didn’t want some Latino advocacy agent like the National Council of La Raza to come raining down on them for their indiscretion.

However, the media wasn’t entirely wrong in its racial attributions, but perhaps insensitive in its descriptive terms.

The Census Bureau considers race and ethnicity as mutually independent and respondents are asked to answer both questions. It then categorizes them as white Hispanics and nonHispanic whites with the former consisting of white Americans who cite “Hispanic ancestry.” While on the topic of racial or ethnic identities, the term “La Raza” as perceived is a misnomer.

“La Raza” literally means the race which the MexicanAmerican movement that started in the late 50s took as its identity when it began its quest for civil rights and equal opportunity.

Latinos, or Mexicans, are not a race. Latinos are a coalition of many congruous cultures with a common language of many variations that traces its roots to Spain with each unit pursuing its own national and regional identity.

The word “Chicano”, among other conjectures, is a bastardization of the word, “Mejicano” that took root following the zoot suit era in California in the late 40s when the pachucos flourished with their pegged pants and “esele bato” lingo.

Speaking of racial appellatives, some stateside Mexicans call the Anglos, “Bolillos” which is a pale white bread roll.

They also call them “gabachos” or “hueros”, something akin to them calling us “spics.” The terms, “white Hispanic” or “white Latino” are not categorized as such by the Census Bureau.

“Hispanicity is independent of race and constitutes an ethnic category as opposed to a racial category, the only one which is officially collated by the U.S. Census Bureau according to a Census Bureau flyer. As of 2010, 50.5 million, or 16.3 percent of Americans listed themselves as ethnically Hispanic or Latino. Of those, 26.7 million or 53 percent identified themselves and were classified as white. The remaining who identified themselves as “some other race” were listed as “whites” for demographic purposes.

That means that 90 percent of all Latinos were counted as “whites” which hardly needs a distinction in Zimmerman’s case, for example, and which served only to cast racial overtones.

With the Rev. Al Sharpton leading the way and casting the tragedy in racial terms, the shooting by a “white” Zimmerman of a black teenager aroused people’s passions, particularly after the media ran with this appellative and a predominately white, all-female jury acquitted Zimmerman.

About who we are, the Hispanic American usually describes himself simply as “Latino” unless it’s “la Migra” (immigration officer) stopping you and asking “papers please.” Which nowadays means you have to produce your U.S. passport.

I take it in stride now when I get asked to certify my U.S. identity (remember I’m brown and indeed look like a very “brown” Mexican) when I cross a Mexican border checkpoint but my blonde Anglo wife is never challenged.

Brown, white, Hispanic, Latino, whatever, I know who I am socioculturally and am at peace with my identity.

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A T I N O

A L E I D O S C O P E

Carlos D. Conde, award-winning 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® SEPTEMBER 23, 2013

CONTENTS Latino Remediation Rates Remain High

by Marilyn Gilroy

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Page 8

Page 11

The Go-To-Guy for MBA Applicants

by Frank DiMaria

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Report Shows Community Colleges Separate and Unequal by Angela Provitera McGlynn

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EDU Apps-ology by Alexandra Salas

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College Pays Off Even When Students Start But Do Not Complete Degree by Gary M. Stern

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You can download the HO app Page 15

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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 Contributing Writers – Gustavo A. Mellander

DEPARTMENTS

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

Latino Kaleidoscope

by Carlos D. Conde

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Sr. Advertising Sales Associate – Angel M. Rodríguez

Making Peace with Our Identities

Article Contributors

Interesting Reads Book Review

by Mary Ann Cooper

Frank DiMaria, Marilyn Gilroy, Angela Provitera McGlynn, Alexandra Salas, Gary M. Stern

7 Editorial Policy

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Working Women, Entrepreneurs, and the Mexican Revolution

Priming the Pump...

by Miquela Rivera

Taking a Chance on Latino Millennials

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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Advertising Sales TEL (201) 587-8800 FAX (201) 587-9105 email: Outlook@sprintmail.com

Editorial Office 220 Kinderkamack Road, E-2,Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280 FAX (201) 587-9105

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“‘The Hispanic Outlook in Higher Education’ and ‘Hispanic Outlook’ are registered trademarks.”

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Esquina E ditorial

Be

prepared. This directive is not only a boy scout’s pledge; it is also great advice for young people who want to chart a successful future for themselves. Being prepared means having the training and knowledge to compete in our highly competitive global economy. In this, our Back to School issue, HO explores what choices are available to students to make that happen. Community colleges have become the logical option for students with limited resources and a desire to fast-track their way into a career. The Century Foundation, one of America’s oldest think tanks, issued a report entitled, Bridging the Higher Education Divide: Strengthening Community Colleges and Restoring the American Dream, which suggests community colleges face the danger of becoming indelibly racially and ethnically separate and unequal institutions among higher education sectors. We pose the question: If wealth and race become factors in student choice, is society creating a Brown v. Board of Education scenario in higher education? And how much education is enough for a successful life? Also in HO we present the results of the Brookings Institution’s research paper, “Is Starting College and Not Finishing Really That Bad?” The good news for college-bound students is the paper’s conclusion that taking college courses without earning a degree produces life-time earnings of $100,000 more than attaining only a high school diploma and never starting postsecondary education. It seems no matter how the field of higher education evolves and changes, there is no substitute for it in any form when it comes to charting a successful future. Speaking of successful change, we are gratified by the enthusiastic and positive response to our decision to take HO digital. Readers love the full color, larger font and convenience of being able to access HO everywhere. What started out as a limited time digital experiment has become a bold new direction for HO. Muchos gracias for all your encouragement and support. ¡Adelante!

Suzanne López-Isa Managing Editor

AGB Search is pleased to announce

The Minority-Serving Institutions (MSI) Initiative The AGB The AGB SSearch earch MSI MSI IInitiative nitiative p provides rovides MS MSIs Is exp expert, ert, affordable aff ffoordable ssupport upport fo ffor or ssearches earches fo ffor or senior–level senior–level leaders le aders — in including cluding bbut ut n not ot limit limi limited ted to to presidents, presidents, cchancellors hancellors and and other other ccabinet-level abinet-level officers, officers, bboth oth interim in terim aand nd permanent. permanent.

The MSI The MSI IInitiative nitiative ooffers: ffer ff ers: t Search Search co consultants nsultants w with ith unparalleled unparalleled rreach each and and ssenior-level enior-level higher higher eeducation ducation exp experience erience — including including a n number umber w with ith lo long ng exp experience erience at at MS MSIs. Is. t Pre-search Pre-search consultations consultations aand nd workshops. workshops. effective t Post-search Post-search programming programming for for new fo new appointees appointees ttoo help ap help ensure ensure effe eff ective transition. transition. t Institution-friendly Institution-f n-frriendly p pricing, ricing, rresponsive esponsive ttoo in institutional stitutional n needs. eeds. t And And — through through A AGB GB Search’s Search’s affiliation affiliation with with tthe he A Association ssociation ooff Governing Governing B Boards oards ooff Universities Universi sitties and and Colleges Colleges — a lo longstanding ngstanding commitment commi mmittment ttoo di diversity versi sitty and and in institutional stitutional success. success.

Please direct jsj@agbsearch.com P lease dir ect inquiries inquiries to to Joseph Joseph JJohnston, ohnston, Ph.D., Ph.D., at at js j@agbsearch.com or or 202-776-0827.

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Interesting Reads The Robin Hood of El Dorado: Historians of the Frontier and American West Series

By Walter Noble Burns This historical drama re-creates the life and adventures of Joaquin Murrieta, a Hispanic social rebel in California during the tumultuous Gold Rush. First published during the Great Depression, at a time of mass deportations of Hispanos to Mexico, this portrait of Murrieta and Mexican-Americans originally was a unique voice of social protest. The author romanticizes the pastoral society of Mexican California into which Murrieta was born.

2009. 320 pgs. ISBN: 9780826321558. $9.99. Kindle.

University of New Mexico Press, Albuquerque, N.M., (505) 277 2346. www.unmpress.com.

Latino Literature in America (Literature as Windows to World Cultures Series)

By Bridget Kevane Offering analysis of their most important, popular, and frequently assigned fictional works of Hispanic authors, this book surveys the contributions of Julia Alvarez, Rodolfo Anaya, Sandra Cisneros, Junot Díaz, Christina García, Oscar Hijuelos, Ortiz Cofer, and Ernesto Quiñonez. Each chapter gives biographical background on the author and clear literary analysis of the selected works, including a concise plot synopsis.

2003. 158 pgs. ISBN: 9780313317934. $57.95. Cloth.

ABC-CLIO Books, Santa Barbara, Calif. (800) 368-6868. www.abc-clio.com.

Cuba Avant-Garde: Contemporary Cuban Art from the Farber Collection

By Abelardo Mena, Magda González, Kerry Oliver-Smith This volume presents 59 examples of contemporary Cuban art drawn from the collection of Howard and Patricia Farber. Created primarily during the 1980s, 1990s, and early 2000s, these works represent the ruptures and new beginnings that have characterized Cuban art. Although the underlying issues are serious, many of the works have a sense of humor and irony, and all demonstrate a clear commitment to the Cuban homeland.

2007. 188 pgs. ISBN: 9780976255253. $29.95 Paper.

University Press of Florida. (800) 226-3822. www.upf.com.

Working Women, Entrepreneurs, and the Mexican Revolution: The Coffee Culture of Cordoba, Veracruz (The Mexican Experience)

by Heather Fowler-Salamini 2013. 440 pgs. ISBN: 978-0803243712. $45.00. Paper. University of Nebraska Press, (800) 755-1105 www.nebraskapress.unl.edu.

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hile Colombia has been noted for its coffee production, Spanish entrepreneurs engineered the emergence of Córdoba, Veracruz, as Mexico’s largest commercial center for coffee preparation and export to the Atlantic community beginning in the 1890s. Picking coffee then became the domain of women who found themselves to be well-suited for this seasonal work. These women quickly became the major part of the agroindustry’s labor force and dominated the industry. As they grew in numbers and influence in the first half of the 20th century, these women shaped the workplace culture and contested gender norms through labor union activism and strong leadership. They also formed a strong bond as they battled for workers’ rights, supported by the revolutionary state. They were highly successful in changing industrial-labor institutions to achieve advancement in worker rights, but they lost much of their power base when machines began to replace workers in the 1960s which reduced their bargaining leverage.

The first chapter focuses specifically on how a small group of immigrant entrepreneurs, in large part of Spanish origin, got control of the financing, preparation, and commercialization of export-grade coffee in the Córdoba region and dominated the nation’s coffee-export agroindustry. It emphasizes how external market forces, social revolution, and regional factors from the 1890s through the 1930s interacted.

Chapters 2 through 5 focus on the women and men workers in the semi-mechanized coffee beneficios of Córdoba during the first half of the 20th century. Chapter 2 describes the workforce in the coffee plants and the complex interrelationship between gender, work, and workplace in five central Veracruz towns. Chapter 3 analyzes the ways in which coffee sorters organized and unionized into gender-segregated unions to deal with the problems of inflation and job insecurity during the revolutionary and post-revolutionary periods under the guidance of Peasant League activists. Chapter 4 describes the construction of a collective women’s boss rule (cacicazgo) that served as an effective tool to fight for workers’ rights from the 1930s. Chapter 5 explores the everyday experiences through the collective memory of a working-class women’s community during the Mexican Miracle.

Reviewed by Mary Ann Cooper

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CURRICULUM

Latino Remediation Rates Remain High

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by Marilyn Gilroy cross the nation, vast numbers of students heading to campus this fall need to take remedial courses. Despite the efforts to improve college readiness, officials in many states are still grappling with the “remediation crisis,” so named because of its cost to students, institutions and governments. Studies show nearly half of undergraduates need remediation before beginning college-level work. Complete College America reports that last year, students and states spent at least $3 billion on remedial courses.

For Latinos, the rate of remediation remains high. A College Board study showed that 45.1 percent of undergraduate Hispanics took remedial English and mathematics courses.

While some say these courses are the means to advancement in college, others point to the poor retention rates for students who can be stuck in remedial courses for years. Many drop out before completing their remedial sequence, having already spent thousands of dollars on these courses which are not eligible for college credit.

In some states the situation has been exacerbated by budget cuts that have forced schools to reduce the number of remedial classes. California was especially hard hit by funding cuts which left thousands of students without access to courses they needed. As a result states are beginning to experiment with new approaches, such as offering remediation through massive open online courses (MOOCs). Colleges also are using technology to offer self-paced courses that engage students and allow them to move on when they have mastered concepts.

Other approaches include a program at the Community College of Baltimore County in Maryland which “mainstreams” students at the highest levels of developmental studies directly into college-level courses and provides them with supplemental instruction and academic support.

A report out of Colorado provides a picture of current remediation rates in one state as well as some of the strategies being implemented to improve those rates and lessen the time students spend in remediation. Earlier this year, Colorado Lt. Gov. Joe García and the Colorado Commission on Higher Education released a report on 2012 remedial education in the state’s higher education sector. It showed that while the state has made some progress in decreasing remedial rates, 40 percent of the state’s high school graduates were assessed

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Colorado Lt. Gov. Joe García

as needing remediation last year in at least one subject, a slight decrease from 41 percent in the previous year.

At the institutional level, 66 percent of students enrolled in a community college and 24 percent of students at a four-year institution needed remediation. Most students required remediation in mathematics (51 percent), followed by writing

(31percent) and then reading (18 percent).

Minority students in Colorado still lag behind their white counterparts and are overrepresented in these courses. Findings show that in 2012, almost 78 percent of Hispanic students enrolled in the state’s two-year colleges needed remedial education. Hispanic students did better at four-year colleges, where 40 percent required remedial courses. By comparison, 57 percent of white students needed remediation at two-year colleges and 19 percent at four-year colleges. However AfricanAmerican rates were the highest, with 90 percent needing remedial coursework at two-year schools and 56 percent at four-year schools.

“Remediation is rightly a serious concern for educators, policymakers, parents and students,” said García, who also serves as the executive director of the Colorado Department of Higher Education.

The costs associated with remediation in Colorado are troublesome. The report estimates $58 million was spent on remediation in 2011-12, with the largest portion of that paid by student tuition of approximately $39 million. The state share was $19 million.

But the report had some good news in that it showed Colorado is succeeding in retaining more students who entered college in need of remediation. For the first time since annual reporting began in 2001, there was no difference in the first year retention rates of remedial and non- remedial students at community colleges.

At the four- year level, the retention rate gap still exists but now stands at 79 percent for students not assigned to remediation compared to 60 percent for those needing remediation. García says these positive signs suggest institutions throughout the Colorado postsecondary system are realizing noteworthy gains in addressing students’ academic needs.

“The initial results of remedial education reform are promising and Colorado will continue its strong press forward to see that all students earn a postsecondary credential,” he said.

Working with public schools and colleges, the state has taken several steps to lessen the need for remediation. The Colorado Community College System recently approved policy changes designed to shorten the amount of time students spend in remedial courses.

Full implementation is set for fall 2014 but

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At the institutional level, 66 percent of students enrolled in a community college and 24 percent of students at a four-year institution needed remediation. campuses already are moving to eliminate some courses, combine others and create new support systems for students to accelerate their remedial work. For example, some students assessed as needing remediation will go straight into college-

State and then can enroll in college courses as high school sophomores.

García and other officials say these new policies and programs will begin to close college preparation and performance gaps among the state’s minority populations.

On a national level, the drive to reform remedial education is at the top of the agenda for several organizations which issued a joint report last December.

Citing research on the causes of failure and proven successful remedial practices, Complete College America, the Charles A. Dana Center at the University of Texas at Austin, Education Commission of the States, and Jobs for the Future established the Core Principles for Transforming Remedial Education to drive large-scale change across states and higher education institutions.

“Poor placement practices and multi-layered remedial course sequences very rarely Colorado Lt. Gov, Joe Garcia (back center) with 8th and 9th grade students who are currently taking remedial produce college graduates,” classes so they will be college-ready later on. said Stan Jones, president of Complete College America. level courses but also will participate in a companion lab class “Half of all America’s undergraduates and 70 percent of its to ensure they are progressing. The overall goal is to reduce community college students begin college in at least one time spent in remediation to one semester or less. remedial course, and only one in four remedial community In addition, Colorado high schools are making greater use college students ever make it to graduation day. To ensure our of concurrent enrollment to prepare students whose high country’s economic future, we must immediately replace these school exams show they are likely to need remediation. With broken programs with approaches proven to work.” this strategy, high school seniors enroll in college remedial Complete College America has called remediation a “bridge courses so they can complete those classes and go straight into to nowhere” because 30 percent of students don’t even show college-level work when they arrive on campus. In the past two up for the first remedial courses and 30 percent of those who years, concurrent enrollment in remedial courses grew by 39 complete remedial courses don’t attend gateway courses. percent, with the largest such enrollments at Community African-American, Hispanic or low- income students are more College of Denver and Community College of Aurora. likely to be headed for the remediation dead end because they An additional strategy involves GEAR UP, a federally-funded represent the majority of students assigned to remediation at grant program serving low-income students, which is piloting both two and four-year colleges. the use of “early remediation” in middle and high schools Other recommendations in the report call for a “default across Colorado. Starting in the eighth grade, students enroll placement” of many more remedial students into first-year, in self-paced online remedial classes created in partnership full-credit college courses with wraparound student supports with Adams State University and overseen by licensed teachers. such as mandatory tutoring, facilitated computer labs, or Upon completion, students receive transcripts from Adams more classroom time, among other measures.

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The Go-To-Guy For MBA Applicants GRADUATE SCHOOL/PROFILE

To

by Frank DiMaria

say that entry into MBA programs is competitive is an understatement. Business schools at Stanford, Harvard, Berkeley, MIT and NYU on average accept only about 11 percent of their applicants.

When it comes to getting into a competitive MBA program Jesse Mejía is the “go-to-guy.” A graduate of McDonough School of Business at Georgetown University, Mejía is the founder and managing partner of MBA Catalyst, a consulting firm that coaches undergraduates on getting accepted into America’s most competitive MBA programs. Mejía assists his clients in enhancing their applications by presenting their best qualities and emphasizing the intangibles.

Although most admissions officers say things like “We look at the whole person during the admissions process,” GPAs and GMAT scores play a crucial role in the process. All schools have minimum criteria applicants must meet for acceptance.

“I know that Wharton at the University of Pennsylvania looks at the whole person. But I also know that if that whole person does not have a minimum, they won’t read the application.

And if they do read it, they won’t read it thoroughly,” says Mejía.

Business schools review six elements of an applicant’s profile when considering admission: GMAT, GPA, work experience, the interview, the essay and recommendations. Strong GPAs and strong GMATs, although the foundation of an applicant’s profile, don’t always lead to acceptance. Regardless of an applicant’s GMAT and GPA, Mejía counsels his clients on positioning their skillsets and goals as a professional.

Most applicants have blemished aspects – red flags – on their applications. Mejía’s job is to draw the admissions officer’s attention away from those red flags by enhancing the positive aspects of an application. Most importantly Mejía encourages his clients to be genuine in the application process and shares two stories to illustrate this point.

Mejía had a recent client who indicated he wanted to work in a risk management department. “And that just didn’t sound right. You really don’t go to business school to pursue risk management. That may be where you land, but you don’t go in saying that,” says Mejía.

Eventually his client admitted that he was unsure about his goals and just said he was interested in risk management because he thought it sounded right. “It really sounded fake.

That’s the biggest thing that I tell people, be honest with yourself. None of this is groundbreaking. It’s all authentic, genuine stuff,” says Mejía.

“I know that Wharton, at the

University of Pennsylvania, looks at the whole person. But I also know that if that whole person does not have a minimum, they won’t read the application.

And if they do read it, they won’t read it thoroughly.”

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Mejía encouraged the client to stop selling an idea that he himself didn’t believe in. Delving deeper into his client’s work experience, Mejía found he was processing loan modifications for Bank of America and was witness to the lack of financial literacy in Hispanic neighborhoods. His real goal was to help Hispanics save their homes. He just wanted to work for a bank that is honest. Mejía suggested he look into working for a community bank. With Mejía’s guidance he decided to pitch himself as someone interested in establishing his own bank.

“Cornell offered him a full scholarship,” says Mejía. “It comes down to understanding that red flag.” In this case the red flag was disingenuousness.

The second client Mejía uses to illustrate the importance of being genuine had applied to two business schools with no luck. He applied a third time with Mejía’s guidance. “We repositioned his goals,” says Mejía. Although he worked for Deutsche Bank and Salomon Brothers, his long-term goal was to be a math teacher and to prepare Latinos to work on Wall Street. “That was a genuine story because he was able to connect with that. He got into Wharton, Stanford, Columbia and NYU. The only one he didn’t get into was Harvard,” says Mejía, who positioned this client to demonstrate leadership, both on Wall Street and in the community. As a result, four leading business schools viewed him as a strong applicant.

Mejía began dispensing advice on how to get into MBA programs purely as a hobby shortly before graduating from business school in 2003. “I would help friends and friends of friends to position their essays,” he says, for free. After earning his MBA he balanced his full-time job with his work as an MBA application coach, servicing about six clients per year. “I wanted to learn how to do this well,” says Mejía.

Over the years he built an impressive consulting portfolio as his clients gained admission to well-known competitive business programs such as Wharton, Columbia and NYU Stern, some with significant scholarships. In 2007 Mejía officially founded MBA Catalyst. Since then it has taken off, so much in fact that last year he hired two contractors to handle the high volume of clients. Now MBA Catalyst services twice the clients it has before.

Applicants who hire MBA Catalyst pay up to $3995 for the three-school, all-inclusive package. Those who choose this full package can expect to be counseled by Mejía from the moment they decide on which schools to apply to until they entertain offers tendered by the schools. Applicants can also buy MBA Catalyst services for an hourly rate of $150. “Clients may say ‘I’m on a budget, and I can’t really afford $4000, and I don’t think I need that much work... Can you proofread my essay and give me some direction?’” says Mejía.

Mejía calls his services affordable but not cheap and says that he helps his clients get scholarships. “So what my clients pay me becomes a fraction of what they would earn through fellowships and other financial aid,” says Mejía.

When Mejía first started charging for his services as an admissions counselor, he charged very little. “I was trying to

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learn how to be professional at this,” he says. But he was not getting as many clients as he expected. So he raised his prices and saw a steady stream of clients. “Then I began benchmarking with other admissions consultants, and I definitely see that I am below market. But I’m below market because the demographic that needs my help are in a different position. They are non-traditional students who do not have the financial means to pay admissions consultants $300 per hour,” says Mejía.

In addition to the all-inclusive package, Mejía offers the services within that package individually, such as interview preparation and essay writing. “Some are not quite sure how to approach the interview so we do several mock interviews to get them up to speed,” says Mejía. During the mock interview he will ask questions such as, “Why do you want to go to Stanford?” and will ask the applicant to discuss his resume in depth.

Mejía counsels clients on writing the perfect essay, helping them to focus on developing their own story while providing highlights from their background and their unique abilities. In some ways the essay is the first step to achieving the applicant’s dream of attending business school because a well-written essay might get an MBA Catalyst client invited to a diversity weekend hosted by a business school. “Many business schools, in an effort to attract minority talent, have a diversity weekend. And some schools require an essay to be invited,” says Mejía.

Those who attend learn the benefits of the school’s MBA program, the strength of its alumni network and how the program creates leaders. Participants interact with students, faculty, alumni and administrators. Attendees are exposed to the school’s learning and social environments, career resources and its MBA application process. Many MBA Catalyst clients who received invitations to diversity weekends also received letters of acceptance from those schools, says Mejía. A solid first impression at these events could increase an applicant’s odds for acceptance to the school’s MBA program.

Mejía is savvy, and when he discusses getting into MBA programs he makes it sound almost simple. After all, he says, if common sense were common, everyone would have it. “Above and beyond everything, schools want individuals who shine as alumni and that’s the position we take to help our clients who have low GPA and low GMAT scores. We show business schools that if they accept you, you will be a rock star,” says Mejía.

COMMUNITY COLLEGES

Report Shows Community Colleges Separate and Unequal

By

by Angela Provitera McGlynn Founded in 1919, The Century Foundation is one of America’s oldest think tanks. The foundation convened a task force in February 2012 to study our nation’s community colleges and to make recommendations for their sustainability and improvement. The final report, Bridging the Higher Education Divide: Strengthening Community Colleges and Restoring the American Dream, was released in May 2013.

Some of the brightest and most experienced thinkers and practitioners in higher education worked on the task force under the executive director of the group, Century Foundation senior fellow Richard D. Kahlenberg. Kahlenberg said, “While a lot of great work is already being done on community colleges, what distinguishes this group is its commitment to addressing growing economic and racial stratification in higher education that makes the work of two-year institutions so difficult.�

The task force report concluded that community colleges face the danger of becoming indelibly separate and unequal institutions among higher education sectors. Using the analogy of how Brown v. Board of Education galvanized the United States to address deep and enduring inequalities embedded in our educational system, the report says we must address racial/ethnic and economic inequalities that now exist in the fabric of the American higher education system.

The report notes that while community college reform has focused mostly on best practices, theories of pedagogy to enhance student success are too narrow a discussion given the vast inequities that exist for community college students as compared with their wealthier peers.

The executive summary lays out the challenges we face in higher education. The Obama administration, recognizing the critical role that must be played by the community college sector, set a goal of raising postsecondary graduation rates which would help the U.S. move up from the middle of the pack internationally to become number one in the world again by the year 2020. This means 60 percent of 25 to 34-year-olds would have to hold a postsecondary credential and for that to happen, there would need to be a great increase in two-year college completion rates.

The report notes that given growing economic globalization, community colleges are an essential component to meet the increasingly demanding education and skill requirements of the global workforce. Additionally, in this time of stagnant social mobility, getting a two-year credential is the only hope for access to the middle class and the American Dream. The coming majority of college-age students, non-white and non-

Anglo, will be left behind. College will become increasingly a luxury of the privileged and this will drag our nation down economically. The report notes, “Because higher education is a public good, not just a private good, we all have a stake in ensuring that everyone receives the best education possible.�

Those countries that have outpaced us in terms of higher education have done so largely by producing a highly educated, skilled, and talented pool of two-year college graduates.

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among community college students, greater than high school non-completion rates and four-year college non-completion rates. Eighty-one percent of students entering community college for the first time say they want eventually to transfer to a four-year college and earn at least a bachelorâ&#x20AC;&#x2122;s degree. Just 12 percent do so in a six-year period.

Among low-income students with â&#x20AC;&#x153;highâ&#x20AC;? qualifications as measured by their completion of trigonometry in high school, 69 percent earned a bachelorâ&#x20AC;&#x2122;s degree if they started their education at a four-year institution while only 19 percent did so of those who started at a community college.

Community colleges serve 11 million students, 44 percent of our nationâ&#x20AC;&#x2122;s college population. However, as highlighted in the task force report, even though this sector of higher education shoulders so much of the burden of student enrollment, educating and training a larger and more diverse population 0 9 / 2 3 / 2 0 1 3

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than any other higher education sector, community colleges are vastly underfunded.

More than 60 percent of community college students receive some developmental education because they often start college underprepared. They lack the preparation their wealthier peers take for granted. The cost of remediation within the community college sector is more than $2 billion dollars a year.

Wealthy students outnumber poor students at the most selective four-year institutions by 14:1. At the same time, community colleges educate twice as many low-income students as high-income students. Now here is the kicker – in the decade from 1999 to 2009, community college funding increased $1 per student. Funding at private research universities increased almost $14,000 per student.

These numbers reflect the increasing racial/ethnic and economic stratification of colleges and universities and the reality of a largely separate educational system of mostly rich and white students, which is well-funded, and a poorly-funded system for mostly low-income and minority students. This financial inequality promotes further racial/ethnic and economic stratification since it is connected to unequal curricula, expectations, school cultures, and a host of other inequities.

Task force co-chair Eduardo Padrón said, “We are proud of our mission and success as an open door to educational achievement and workforce success…But community colleges lack adequate resources. They [community colleges] will continue to play an enormous role in our country, and policy makers need to step up to help.”

The task force made two central recommendations from which several others follow. The first recommendation is to create new outcomes-based funding in higher education with a much greater emphasis on providing additional public support based on student needs. The second recommendation is to reduce racial and economic stratification between two-and four-year institutions.

The task force says in order to make funding more equitable and to provide community colleges with adequate resources to enhance college completion rates, there must be innovations in accountability and funding.

The report offers the following recommendations regarding funding: 1) adopt state and federal “adequacy” based funding in higher education akin to that used in primary and secondary education, combined with considerations of outcomes; and 2) establish greater transparency regarding public financial subsidies to higher education.

The task force made a second set of recommendations that go beyond the issue of inequality in funding to address the underlying issues of racial/ethnic/economic stratification.

They offer the following six recommendations of innovations in governance to reduce economic and racial/ethnic stratification in higher education and to strengthen the connections between two- and four-year institutions.

Encourage the growth of redesigned institutions that facilitate the connection between community colleges and four-year colleges.

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sition from the two-year to the four-year institution. Getting more community college students into the four-year pipeline can be facilitated in a number of ways. Transfer articulation agreements between community colleges and four-year institutions can facilitate a smooth transfer of credits. Greater financial aid advisement could also make the transfer process smoother. Blending two- and four-year colleges into one setting, as for example, creating B.A. degree programs that are developed jointly by both community colleges and four-year institutions and require a single point of entry in the first year of college, can widen the cross section of students who enter.

Take concrete steps to facilitate community college transfer.

These steps should include “guaranteed transfer” policies.

In addition, states and the federal government should offer financial incentives to four-year institutions that accept economically disadvantaged community college transfer students.

Four-year colleges should provide a clear and predictable pathway for students to transfer from community colleges Highly selective four-year colleges and universities should commit to accepting community college transfers for five percent of their junior class.

Encourage innovation in early college programs that enhance community college diversity.

The report further states: “”Early college” programs, some of which allow talented high school students to take advanced courses at community colleges, may provide a way of attracting high-achieving and middle-class populations to community colleges that are racially [ethnically] and economically isolated. It recommends federal funding of those early college programs that would have the effect of better integrating twoyear institutions that are racially and economically isolated.

Prioritize funding of new programs for economically and racially isolated community colleges Since stratification exists even within the community college sector, the task force recommends that federal funding for honors programs, early college, and other such initiatives be given first to community colleges with the fewest middle-class students.

Provide incentives for four-year institutions to engage in affirmative action for low-income students of all races [ethnicities].

The report says there is a wealth of evidence that four-year institutions could do a much better job of attracting low-income students who are what they call “strivers,” students who achieve at higher levels than expected given their disadvantages.

In summary, this report shows yet another intersection between the need for social justice and sustaining our nation’s economic viability.

Angela Provitera McGlynn, Professor Emeritus of Psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

TECHNOLOGY

EDU Apps-ology

M

by Alexandra Salas obile apps proliferation is on fire with no signs of slowing down as smartphone and tablet sales also increase. According to Vizibility, a mobile business card provider, “Of the 1.2 billion computing devices sold in 2012, smartphones and tablets out-shipped PCs by 2-1.”

Tablets include iPad, Google Nexus, Samsung Galaxy, Microsoft Surface and Kindle Fire.

Hispanic contributions to this growth are not unnoticed as mobile usage continues to rise. According to Nielsen’s recent State of the Hispanic Consumer: The Hispanic Market Imperative report, Hispanic use of mobile technology outpaces other ethnic groups, which represent a strong opportunity for mobile applications. While other Nielsen findings mention how "Hispanics are less likely to have Internet access at home compared to the U.S. average (62 percent and 76 percent respectively),” smartphone use seems to narrow this divide.

Learning revenue growth also is booming in Asia, where it is projected to reach $6.8 billion by 2017, according to The U.S. Market for Mobile Learning Products and Service: 2010-2015 Forecast and Analysis report, “The US is now the top buying country of mobile learning, followed by Japan, South Korea, the UK, China, and Taiwan... By 2015, these six countries will only account for 52.9 percent of all expenditures. The highest growth rates are in China, India, Indonesia, and Brazil. By the end of the forecast period, China will be the second largest buying country after the US.” Experts cite the reason for this ongoing surge as being “characterized by innovation and wide adoption enabled by expanding distribution channels.” Mobile learning revenues are expected reach $1.82 billion by 2015.

With thousands of apps available for download, educators realize the tablet’s potential as a portable personalized learning environment. Consequently, as part of instructional pilots or “curriculum renewal strategies” some academic institutions are moving toward providing tablets for all, or at the very least for checkout.

Similarly, free apps have enabled teachers to pioneer and pilot innovation in their classrooms without the need to request funds or RFPs. According to EdSurge, “Some of the most popular apps among teachers – ClassDojo, Educreations, and Socrative – enjoy success not just because they were built by teachers for teachers, or well designed to address specific pain points. But most importantly, they are

free. That means teachers themselves can pull the trigger and bring these tools into their classrooms for daily implementation.”

The 2013 Horizon Report noted that “Apps range from games to banking services that allow users to check their credit card balances to science and art apps that enable users to explore outer space, the Louvre, and many other places that they may not ever get to see in person in their lifetimes. It is this transformative nature of apps that has helped tablets become popular and powerful tools in higher education.”

To follow are some apps that reflect this robust ecosystem of intuitive tools and how they are used in education. Testdrive as you read on.

Apps can be categorized for a variety of uses: organization, document creation and editing, collaboration and sharing, communication, presentation and design. Other app categories include mindmapping, avatars, picture editing/enhancements and video production.

Some metrics recommended as a means of evaluating apps before download, installation or purchase are: cost: is it free? ease of use: are the features intuitive? ease of share: how easily will you be able to save and share content produced or edited? What are the options for sharing: URL, file format to download, embed link?

Choosing an app can be as academically personal as selecting content to share with students. Consequently, faculty should consider these questions to find suitable applications.

Instead of choosing apps for instructors, Michael Amick, dean of academic and technology services, Central Lakes College (CLC), Brainerd, Minn., directs them to sites to help them in their personal evaluations. “What I usually do is point them to resources to help them explore apps. I continue to like http://appsineducation.blogspot.com/ as it reviews apps and has posts on how people are using it for education.

Another excellent resource for apps is, http://mobilelearning.merlot.org/.” This site categorizes apps and allows users

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to comment and review them also, he says.

Amick shares some faculty app experiences at Central Lakes Colleges. “At Central Lakes College, we continue to pilot and explore how to implement apps, tablets, and mobile devices into the educational experience that is meaningful and effective for the student and instructor. Many of the K-12 school districts in our region have introduced tablets into their classrooms and CLC instructors are anxious to prepare for learners that are expecting to be in a 1-to-1 device learning environment. Kirby Scott, chemistry instructor, has piloted using tablets in his advanced chemistry section this year with success, and is excited to continue next year with a dynamic etextbook. Several other instructors have begun to explore teaching with the tablet and our campus tech services is working to allow mirroring or displaying the tablet onto projected screens. Another tablet initiative was to convert the Academic

plan, save, share, and more. Some the apps in this category incorporate voice notes for greater ease of use.

Dropbox - www.dropbox.com/ (cloud-based document repository) Pinterest - http://pinterest.com/ (idea collector and organizer) Roadshow http://fetchsoftworks.com/roadshow/ (collect and organize videos to playback on the iPad) Doodle - easy scheduling service http://doodle.com/?locale=en Dragon dictation - voice recognition app for iPad, iPhone or iPod touch www.nuancemobilelife.com/apps/dragon-dictation PaperPort Notes - enables speech to text (iOS) https://itunes.apple.com/us/app/paperportnotes/id476134017?mt=8

Affairs and Standards Committee to a paperless committee and get tablets into the hands of administrators and faculty so they could experience their value, be more comfortable with them, and in turn advocate for their use with faculty and students.”

Readers can see the details of that project here. http://youtube/44GP7sywbIs As academics determine how best to use apps in the classroom, keeping it optional seems the way to go as institutions figure out ways to fund similar initiatives and spearhead pilots.

“The main question that still remains a challenge is if the tablet for the students should be required, supplied by the school, or optional. The small chemistry class mentioned did supply each student with a tablet but we do not anticipate being able to do that large scale. Many instructors are interested on how to incorporate mobile devices into the learning experience but not have them be required for student purchase,” explains Amick.

This apps overview showcases various mobile and PC friendly education-related apps that can be used to enrich learning and teaching interactions.

Below is a list of categorized apps for review.

Productivity apps assist users to organize, sort, categorize,

Creation & Editing The apps below can transform your mobile device with features similar to desktop capabilities. Document creation, editing, annotation, citation, and lecture capture become possible in just a few taps. iBooks Author (free) - http://www.apple.com/ibooksauthor/ is used to create multi-touch textbooks for the iPad Noterize www.paperportnotes.com (is a digital notetaking application) iAnnotate (Android and iPad) is used to mark-up PDFs ($9.99 for iPad) www.branchfire.com/iannotate/ Names in a hat app allows users to randomly pick names.

Available on iTunes and Google Play https://itunes.apple.com/us/app/names-in-ahat/id310533991?mt=8 https://play.google.com/store/apps/details?id=com.MAF_Dr awNamesFromHat.DrawNames&hl=en Neu.annotate (iPhone & iPad) - easy to fill out forms on a mobile device www.neupen.com/static/guides/neuNotesPlus/neuNotesPlus _iPad.pdf www.youtube.com/watch?v=3ipUFrcW_ZA ClassDojo (free) - is an awards-based behavior management application for smartphone, desktop or tablet. Can provide instant notifications to students and generate behavior reports www.classdojo.com/ Socrative (free) is a real-time student response system that works on all devices types. Offers quizzes, games, and formative assessments. www.socrative.com/ Easybib - is a free bibliography and citation maker (APA, MLA or Chicago) Educreations- offers a free recordable whiteboard to create video lessons on the iPad or browser. There is an option for an embed code or URL link to share public lessons. www.educreations.com/ Showme - is a free open online learning community where you can create and share video lessons. www.showme.com/ Screenchomp - is a whiteboard iPad app that enables

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users to demonstrate and record audio. Completed recordings can be downloaded in an MPEG-4 file format.

Vine - is a video production iPhone and iPod touch app that enables short video recordings to be shared with social networks Knowmia - free short video lesson planning and recording tool www.knowmia.com/ It locates more than 13,000 curated video lessons.

Board Cam Pro - enables live presentation of objects and images stored on mobile device ($4.99) https://itunes.apple.com/us/app/board-cam-pro-live-exhibitions/id434217477?mt=8 Replay Note - works on the iPad to record writing, images and voice and converts contents to a screencast video. http://replaynote.com/ Explain Everything (for iPad) - screencast interactive whiteboard with advanced creation and export functionality. www.explaineverything.com/index.html Quizlet (PC, Mac, iPhone or Android) - quiz creation learning tool. It is a repository of quizlets as well as quiz development tool. http://quizlet.com/mobile Communication, Collaboration & Sharing The following apps are used for video conferencing. They also facilitate instant messaging and document sharing.

Google + Allows users to access and share contents from Google Drive, a cloud based inbox. This tool accommodates online synchronous presentations and desktop sharing.

Participants can see the presenter and the audience members video thumbnails stream across the bottom if the screen. www.google.com/intl/en-US/+/learnmore/ Skype and Oovoo also offer free video conferencing. With Skype users can make group calls of up to 25 people. www.skype.com/en/features/ ooVoo supports video chats of up to 12 people. www.oovoo.com/home.aspx iPrompt - is a teleprompting software that can be used for reading fluency practice Toontastic - is a cartoon creation application. Completed cartoons are shared on Toontube http://toontube.launchpadtoys.com/ Accessibility Read & Write for GoogleDocs (Chrome web store) provides text to speech support. https://chrome.google.com/webstore/detail/readwrite-forgoogle-docs/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US Dragon Dictation is a speech recognition software that enables editing and note-taking.

iPhone or iPad on your personal computer ($12.99) Sliderocket - (free) create on-the-go presentations that you can access from anywhere. www.sliderocket.com/mobile/ Prezi - create, revise or upload PowerPoint presentations and edit in the cloud. While it does not have voiceover capabilities, audio can be uploaded. http://prezi.com/ Haiku deck - presentation software for the iPad www.haikudeck.com/ Google Play apps For droid devices only there are also a multitude of applications that are instrumental for educators and students alike.

Below are several noteworthy mentions.

Listnote speech/text notepad - handsfree note-taking https://play.google.com/store/apps/details?id=com.khymaera.android.listnotefree&hl=en Easy grader - grading for teachers on the go. (Google Play) Language learning apps Rosetta Course https://play.google.com/store/apps/developer?id=Rosetta+ Stone+Ltd Eng/German/Spanish/italian/Portuguese/French/Swedish/Tu rkish/Dutch/Polish/Indonesian/Danish/Norwegian/Danish www.babbel.com/ Human Japanese Lite https://play.google.com/store/apps/details?id=com.braksoftware.HumanJapaneseLite&hl=en www.signingsavvy.com/about Audio Recording www.androidapps.com/searches/site?t=1&term=Audio+Re cording As we go to publication, many more apps are being launched or under development. With such a broad display, selections can seem redundant and choosing a tedious process. However, test driving free apps as well as reading reviews coupled with recommended usability and functionality metrics can be a good way to determine the most suitable app for specific needs.

Presentation development tools Doodlecast Pro ($2.99) - is a versatile iPad presentation tool. You can talk as your draw or use a pointer tool. http://doodlecastpro.com/ Reflector www.reflectorapp.com/ allows you to mirror your

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REPORTS

College Pays Off Even When Students Start But Do Not Complete Degree

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by Gary M. Stern ost educators emphasize that completing a college degree is paramount, but a new study suggests students who earn some college credits benefit and increase their overall earnings beyond what high school graduates make.

In the research paper, “Is Starting College and Not Finishing Really That Bad?” the writers ask if there is any benefit derived for students who start college but fail to earn a degree. It says that attending college boosts lifetime earnings.

The study was written by two members of the Brookings Institution’s Hamilton Project: Michael Greenstone, director of the project and Adam Looney, its policy director. It concluded that taking college courses without earning a degree produces lifetime earnings of $100,000 more than peers who attained only a high school diploma and never started postsecondary education.

Greenstone and Looney concluded that “measured by the rate of return, getting some college is an investment with a return that exceeds the historical return on practically any conventional investment, including stocks, bond and real estate.” Still the authors stress that earning a degree, either an associate’s or bachelor’s, generates even stronger returns and they encourage students to earn diplomas.

In fact, the report stated the rate of return on college earn-

college credit. To begin with, these students are often more motivated and skilled than those who achieve a high school diploma. In fact, the analysis states that “a large body of academic research suggests there is a causal relationship between education and later earnings, and the investment in education causes the later increased earnings.”

In a follow-up interview, Looney said the duo had first studied the return of investment of students who earned degrees.

“But one criticism was you’re only looking at college students that graduate. What about students who start college, stumble and don’t finish?” said Looney. “Many of these students fail to graduate because they’re burdened by payment and loans.”

Most students who don’t earn degrees spend an average of 1.8 years in college. Some earn certificates in college, though Looney says those numbers are modest.

Looney recommends 10 ways to increase a student’s return on investment, lengthen their collegiate experience, and heighten the chances of earning degrees: #1 Provide More Information One of the major reasons many students don’t graduate with a degree from community colleges, for example, is the lack of information provided by the school. Juggling family and part-time jobs, many students are overwhelmed when attending two-year schools. If the community college could provide specific, concrete information of how many credits it takes to earn a degree and lay out a plan to attain it, more students would earn degrees, not just college credit. #2 Ensure guidance counseling for students Many students start college, particularly two-year colleges, and never meet with a guidance counselor. Counselors can set students on a path toward choosing a major, allocating credits, setting up a plan and ensuring that they earn a degree, not just take some credits.

ings is about 9 percent annually, which is 3 percent higher than average stock market returns. Moreover, students with some college credit but no degree faced a 6.6 percent unemployment rate compared to the 7.6 percent national average.

The authors explain that several factors come into play regarding the additional income earned by students with some

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#3 Help students select the right major Often students opt for majors they are not prepared to handle. A student who has failed basic math and never taken advanced math is likely not to succeed as an accounting or finance major, Looney said. One of the essential questions students address when starting postsecondary education should be: Am I prepared for this course of study? Selecting a major that suits the strengths of the student is critical to estab-

lishing a successful college career and degree attainment.

#7 Aim to earn the degree-not just credits Despite the report’s accentuating how students with some college credit boost their income, students who obtain a degree earn even more. Emphasizing that earning a degree will generate greater lifetime earnings and career possibilities should be the college’s goal.

#4 “Test drive” the college Looney suggested that most students spend more time researching a car purchase than they do selecting which college to attend. He urges students to identify graduates of that school and ask them what they gained from it, how the school prepared them for careers, and what percentage of students #8 Learn from Netflix graduate. Students need to “test drive” the college just as they Netflix does an excellent job of predicting which film conwould drive a car before buying it. sumers might want to see after they have watched previous movies, Looney said. Why can’t colleges emulate Netflix? Given #5 Use data the strength of certain students who have excelled in specific Just as drugstores collect data on customers to sell more areas, colleges could suggest the course work and major that items, colleges have access to data on students. In fact, they will mostly likely lead to a satisfying, well-paying career. know which students are likely to succeed in math or English based on past performance. Why not use this data to help stu- #9 Concentrate on ROI dents select courses, majors and set them on a path toward Return on investment (ROI) makes sense for businesses attaining degrees? Looney said most students who fail first-year and students attending college. The more that colleges can college math earned Cs and Ds in high school. Seizing the ini- emphasize how attaining an associate’s degree and then a tiative, colleges could offer these students tutoring and steer bachelor’s degree generates hundreds of thousands of addithem to the right courses to heighten their chances of success. tional income throughout someone’s career, the more they can help students succeed. #6 Provide a coach or mentor Research says students who are helped by a coach or men- #10 Focus on retention tor in college outperform those who don’t have one, Looney Keeping students longer, assisting them with obtaining said. If more community and four-year colleges provided a financial aid and encouraging them to continue will pay off for coach or mentor for incoming students, success rates and them and the college, Looney said. graduation rates would likely rise.

The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America, has been serving the higher education community for 23 years. Focusing like a laser bean on Hispanics in higher ed online and digitally, our exposure is now global.

Visit us online or download our free app for your iPad, iPhone or Android devices.

you can follow us on

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TEXAS STATE UNIVERSITY ANTICIPATED TENURE-TRACK AND CLINICAL FACULTY POSITIONS

Texas State University is a member of the Texas State University System.

Texas State University is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Texas State's 34,000 students choose from 96 undergraduate and 88 master's and 12 doctoral programs offered by ten colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, The Graduate College, and the University College). With a diverse campus community including 39% of the student body from ethnic minorities, Texas State is one of the top 16 producers of Hispanic baccalaureate graduates in the nation. In the Fall of 2012, there were over 1,100 full-time faculty and nearly 2,000 full-time staff. Research and creative activities have led to growing success in attracting external support. For FY 2012, Texas State had an annual operating budget of $450 million and research expenditures of more than $36 million. The Alkek Library has more than 2.3 million titles in its collection. Additional information about Texas State and its nationally recognized academic programs is available at http://www.txstate.edu.

Personnel Policies: Faculty members are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility. Participation in a retirement plan is mandatory. The State contributes toward the health insurance programs and all retirement plans. http://www.humanresources.txstate.edu/benefits.htm.

The Community: San Marcos, a city of about 50,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities makes the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 107,000 residents is located 15 miles north of Austin in the Central Texas Hill Country.

Some positions may require teaching on the main campus and at the Texas State University Round Rock Campus.

Texas State University will not discriminate against any person in employment or exclude any person from participating in or receiving the benefits of any of its activities or programs on any basis prohibited by law, including race, color, age, national origin, religion, sex, disability, veterans' status, or on the basis of sexual orientation. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the diversity of its faculty and senior administrative positions. Texas State University is a member of The Texas State University System. Texas State University is an EOE. Texas State University is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in university owned or leased vehicles.

Application Material: Interested candidates should submit a letter of application indicating the position and the posting number for which they are applying, a curriculum vita, a list of three references with addresses, e-mail addresses, and phone numbers, and additional application materials if required. All successful candidates must complete and submit a Faculty Employment Application. Please visit our Faculty Employment Opportunities website for a complete listing of deadlines and application information: http://facultyrecords.provost.txstate.edu/faculty-employment/faculty-employment.html Address Replies To: Appropriate Search Committee Chair, Name of Department/School/Program, Texas State University, 601 University Drive, San Marcos, Texas 78666.

Duties Common to All Tenure-Track Faculty Positions: Teach undergraduate and graduate level courses in the field of specialization; conduct academic research in the field of specialization; for creative and performing arts disciplines, engage in juried creative activities; undertake assignments normally associated with teaching, scholarship, and service to the university; hold regular office hours; advise students; publish scholarly articles as appropriate to the discipline; present at conferences; participate in departmental meetings; and engage in faculty governance by serving on department, school, and university committees.

Additional Duties Common to All Clinical Faculty Positions: Engage in clinical training, supervision, program development and/or other areas of practical application; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in their particular profession.

Selected candidates will be subject to a criminal background check.

EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION ACCOUNTING, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #2014-8).

Required Qualifications: Candidates must have, or anticipate receiving by August 2014, a Ph.D./D.B.A. in accounting, business administration with a major in accounting, J.D., L.L.M., M.I.S., or related degree from an accredited university, be “academically qualified” under AACSB and Texas State standards (available at http://www.mccoy.txstate.edu/Faculty-Staff/Policies-Procedures.html), and be able to teach two subject areas (AIS, advanced financial, cost/advanced managerial, auditing, or tax) at both the upper division and graduate level. Appointment at the rank of Associate Professor requires demonstrated excellence in teaching and service accomplishments and an established research record. Preferred Qualifications: Certification and professional work experience in at least one teaching area. Apply To: Dr. Roselyn E. Morris, Search Committee Chair, e-mail: rm13@txstate.edu. Additional Application Material: Official transcripts from all colleges and universities attended, sample of research, and evidence of teaching quality/evaluations.

Review of applications begins August 31, 2013 and will continue until the position is filled.

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FINANCE AND ECONOMICS, ASSISTANT PROFESSOR (POSITION #2014-26).

Required Qualifications: Candidates must have a J.D. from an ABA accredited school of law and significant experience in the practice of law. Preferred Qualifications: 1) Membership in a state bar association. 2) Previous experience in teaching law at the university level. 3) A history of scholarly research and publications. 4) Law review membership. 5) Experience as a law clerk at the appellate level. 6) An undergraduate degree in business and/or an M.B.A. degree from an AACSB accredited college or university. Apply To: Dr. Alexis Stokes, e-mail: B-LawFacSearch@txstate.edu. Additional Application Material: Applicants must electronically submit a letter of application, curriculum vita, completed Texas State faculty employment application, graduate transcripts, three letters of recommendation, student evaluations of instruction, and evidence of research potential. To ensure full consideration, submit all materials by November 1, 2013. Review of applications begins November 1, 2013 and will continue until the position is filled.

MANAGEMENT, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #2014-25).

Required Qualifications: Candidates must have a Ph.D. in strategic management (or closely related business area) from an AACSB accredited school; A.B.D.s will be considered depending on their program completion date. Appointment at the Associate Professor rank

requires an established research record, demonstrated teaching and service accomplishments, and appropriate time in rank as an assistant professor. The successful applicant will receive the appropriate rank and title based on university and department established standards.

Preferred Qualifications: Evidence of excellence in teaching and scholarly research. Apply To: Dr. Eric G. Kirby, Search Chair, e-mail: egkirby@txstate.edu. Additional Application Material: Documentation describing: 1) Teaching philosophy, interests, and performance. 2) Research interests and accomplishments. 3) Any other pertinent information. To ensure full consideration, all materials must arrive by September 23, 2013. Review of applications begins September 23, 2013. (The position starting date is either Spring 2014 or Fall 2014.)

COLLEGE OF EDUCATION COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #2014-17).

Required Qualifications: 1) The successful candidate for this position will have a doctorate degree in counselor education from a CACREP program by the employment date of Fall 2014. 2) A record of, or the potential for, research and publication at the national or international levels. 3) Certification, or eligible for Texas School Counseling certification, and licensure (or license eligible) as a Texas LPC and/or LMFT. For appointment at the Associate Professor rank, the applicant must document a sustained record of research and publication at the national and/or international levels in addition to meeting the requirements for the rank as established by the department. Preferred Qualifications: 1) Experience teaching core courses in a CACREP accredited program such as school counseling (basic and advanced), lifespan development, and career counseling. 2) Experience providing clinical supervision and evidence of scholarship or potential for scholarship. Apply To: E.A. Schmidt, Ph.D., Search Committee Chair. Additional Application Material: A letter of interest that specifically addresses the qualifications and responsibilities noted in this posting, names and contact information of five references, and no more than three recent reprints of publications.

Review of applications begins November 15, 2013 and will continue until the position is filled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #2014-20).

Required Qualifications: The applicant must hold an earned doctorate in educational administration, educational leadership, or a closely related field. The applicant must demonstrate a record of, or the potential for, research and publication at the national or international levels. To be eligible for hire at the Associate Professor rank, the candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Experience as an educational leader at the campus and/or district level. 2) Experience working with diverse student populations and/or communities. 3) Demonstrated cultural competence. 4) Ability to articulate a platform in education and educational leadership. 5) Ability to teach a variety of courses in educational leadership. 6) The ability to work collaboratively with other faculty members. 7) A record of scholarship in the area of school and community leadership. Apply To: Trae Stewart, Ph.D., Search Committee Chair. Additional Application Material: A letter of interest that specifically addresses the qualifications and responsibilities noted in this posting, names and contact information of five references, and no more than three recent reprints of publications.

Review of applications begins November 15, 2013 and will continue until the position is filled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT PROFESSOR (POSITION #2014-27). Required Qualifications: The applicant must hold an earned doctorate in student affairs, higher education, or a closely related field. Further, the successful candidate will demonstrate a record of, or potential for, research and publication at the national or international levels.

Preferred Qualifications: 1) Experience as a student affairs practitioner. 2) Experience working with diverse student populations and/or communities. 3) Demonstrated cultural competence. 4) Ability to articulate a platform in student affairs. 5) Ability to teach a variety of courses in student affairs. 6) Ability to work collaboratively with other faculty members.

7) Record of scholarship in the student affairs and higher education areas. 8) Ability and willingness to teach some or all of the following courses is preferred: higher education history and philosophy, student development theory, law and/or governance, advising groups, American college student, and assessment and program evaluation. Apply To: Paige Haber-Curran, Ph.D., Search Committee Chair; e-mail: ph31@txstate.edu. Additional Application Material: Applicants should electronically submit a letter of interest that specifically addresses the qualifications and responsibilities noted in this posting, completed Texas State faculty employment application form, curriculum vita, names and contact information of five references, and copies of no more than three publications. Review of applications begins November 15, 2013 and will continue until the position is filled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, CLINICAL ASSISTANT PROFESSOR (POSITION #2014-32). Required Qualifications: The applicant must hold an earned doctorate in educational administration, educational leadership, or a closely related field. Moreover, the applicant must have experience as a K-12 principal or executive leader at the district level (for example, assistant superintendent or superintendent). Preferred Qualifications: 1) Experience working with diverse student populations and/or communities. 2) Demonstrated cultural competence. 3) An ability to articulate a platform in education and educational leadership. 4) An ability to teach a variety of courses in educational leadership. 5) An ability to work collaboratively with other faculty members. 6) A record of professional experience in school and/or district leadership. 6) Experience or demonstrated potential to contribute to program development, leadership, student advising, and recruitment. Apply To: Pat Guerra, Ph.D., EDCL Search

Committee Chair. Additional Application Material: A letter of interest that specifically addresses the qualifications and responsibilities noted in this posting, names and contact information of five references, and no more than three recent reprints of publications. Review of applications begins November 15, 2013 and will continue until the position is filled.

CURRICULUM AND INSTRUCTION, ASSISTANT PROFESSOR (POSITION #2014-1).

Required Qualifications: 1) The applicant must hold an earned doctorate degree in literacy or a closely related field of study from an accredited institution of higher education by date of hire. 2) Evidence of advanced training and/or professional experience in the field of literacy.

3) Expertise in principles and theories of culturally responsive language and literacy acquisition. 4) Record of, or demonstrated potential for, sustained scholarly activity in the field of literacy. 5) Minimum of three years K-12 teaching experience. Preferred Qualifications: 1) Teaching experience in K-12 schools with culturally and linguistically diverse students. 2) Teaching experience in higher education. 3) Teaching experience with language learners who have identified reading difficulties. 4) Demonstrated commitment to social justice, equity, and access. 5) Teacher certification or licensure. 6) Experience with interagency collaborations and/or partnerships. 7) Evidence of experience and research related to assessment and instruction, language learning, and reading difficulties. 8) Record of, or demonstrated potential for, grant procurement. Apply To: Mrs. Donya Villarreal, Reading Search Committee Assistant, e-mail: dv16@txstate.edu. Additional Application Material: Applicants must electronically submit: 1) Letter of application expressing your intent to apply for the position with a detailed and supported explanation of how you meet the required and preferred qualifications for this position. 2) Specific, discrete evidence that supports your contention of meeting required and preferred qualifications (e.g., publications, syllabi). 3) A curriculum vita.

4) Completed Texas State faculty employment application. 5) A list of the names, telephone numbers, addresses, and e-mails of three references. 6) Official transcripts from all degreegranting institutions. Review of applications begins December 2, 2013.

CURRICULUM AND INSTRUCTION, ASSISTANT PROFESSOR (POSITION #201411). Required Qualifications: 1) The applicant must hold an earned doctorate degree in education by hiring date. 2) Minimum of two years of K-12 teaching experience. 3) Potential for excellence in scholarship in one of the following: P-12 gifted education, creativity, or talent development across the life span. Preferred Qualifications: 1) Expertise in increasing depth and challenge in P-12 education. 2) Knowledge and skills to nurture creative potential.

3) Foundation in gifted education. 4) Knowledge and skills in developing teacher leaders. 5) Experience or coursework in bilingual education or two-way/dual language programs and/or evidence of quality teaching at the college level. Apply To: Mrs. Donya Villarreal, Talent Development Search Committee Assistant, e-mail: dv16@txstate.edu. Additional Application Material: Applicants must electronically submit: 1) Letter of interest that describes your research agenda, professional goals, and specifically how you meet the required and preferred qualifications. 2) Two relevant scholarly articles, book chapters, or manuscripts. 3) Three letters of reference. 4) Unofficial copies of transcripts. 4) Copy of an evaluation of your teaching (official student course evaluations preferred). 5) Completed Texas State faculty employment application. 6) A curriculum vita that includes all degrees, teaching certifications, all professional experience, list of courses taught (as the instructor of record), scholarship, and relevant service. Review of applications begins September 20, 2013.

COLLEGE OF FINE ARTS AND COMMUNICATION COMMUNICATION STUDIES, ASSISTANT PROFESSOR (POSITION #2014-18).

Required Qualifications: 1) Ph.D. in communication studies with an emphasis in organizational communication and quantitative research methods. 2) University-level teaching experience. 3) Evidence of organizational communication research ability as evidenced by published articles and the presentation of research papers at professional conferences. 4) Ability to demonstrate a program of empirical communication research. Preferred Qualifications: University teaching experience in organizational communication and quantitative research methods. Although primary responsibilities include teaching quantitative research methods classes, it is desirable that the applicant also has qualitative research experience. Texas State University is a Hispanic serving institution. The department prefers an individual who can teach courses related to communication and diversity as well as intercultural or international communication. Apply To: Dr. Melinda Villagran, Chair of Organizational Search Committee.

Review of applications begins October 7, 2013 and will continue until the position is filled.

MUSIC, ASSISTANT PROFESSOR (POSITION #2014-2). Required Qualifications: 1) Doctorate of music or equivalent in extensive professional experience and earned master of music. 2) College-level teaching experience. 3) Record of success as a professional composer. Preferred Qualifications: Experience in new music performance and academic leadership. Apply To: Dr. Mary Ellen Cavitt, Search Committee Chair. Review of applications begins November 4, 2013.

MUSIC, ASSISTANT PROFESSOR (POSITION #2014-37). Required Qualifications: 1) Master of music. 2) Demonstrated ability and success training voices, both male and female, undergraduate and graduate. 3) Record of significant professional experience in the field of vocal performance and/or vocal pedagogy. Preferred Qualifications: Doctorate of music or equivalent in extensive professional experience. Mezzo or Tenor preferred, but all voice types will be considered. Apply To: Send an e-mail with the subject “Voice Search” to md04@txstate.edu. Additional Application Material: Copy of terminal transcript. Review of applications begins October 15, 2013 and will continue until the position is filled.

THEATRE AND DANCE, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #201428). Required Qualifications: 1) Full-time university teaching experience. 2) M.F.A. in

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acting (or directing if the candidate has extensive professional acting experience). 3) Professional acting experience in theatre, film, and/or television. 4) The vision and leadership skill to take over as head of acting in the near future. 5) To be eligible for hire at the Associate Professor rank, the candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Current membership in AEA and SAG-AFTRA, experience recruiting regionally and nationally, experience preparing and coaching students for national events such as URTA, UPTA, senior showcases and/or KCACTF Irene Ryan Competition, and knowledge of current professional market and existing relationships with industry professionals. Apply To: Michael Costello, Search Committee Chair. Additional Application Material: Acting resume and statement of teaching philosophy. Review of applications begins November 15, 2013 and will continue until the position is filled.

THEATRE AND DANCE, ASSISTANT PROFESSOR (POSITION #2014-29). Required Qualifications: 1) M.F.A. in design with demonstrated excellence in scenic design. 2) A secondary design emphasis in light design, costume design, or projection design. 3) Minimum two years successful university teaching experience. 4) Professional design experience. 5) Proficiency in VectorWorks. 6) Demonstrated drawing and painting skills. Preferred Qualifications: Hands-on teaching/advising approach and record of collegiality. Apply To: Sarah Maines, Search Committee Chair. Additional Application Material: Digital portfolio (or web address). To ensure full consideration, all materials should arrive by October 15, 2013.

Review of applications begins October 15, 2013 and will continue until the position is filled.

COLLEGE OF HEALTH PROFESSIONS HEALTH ADMINISTRATION, DIRECTOR (POSITION #2014-3). Required Qualifications: 1) Earned doctorate in health services management or closely related field.

2) Health services administrative experience in higher education such as accreditation, strategic planning, program review, and assessment. 3) Proven record of, or potential for, grantsmanship and extramural funding. 4) Record of significant accomplishment in research, teaching, and service appropriate for appointment with tenure at the rank of Associate Professor or Professor in the School of Health Administration. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Demonstrated success in faculty support and development. 2) Commitment to diversity. 3) Commitment to excellence in teaching and learning. 4) National reputation in healthcare administration. 5) Program promotion. 6) Field experience in Health Administration. Apply To: Dr. Mary Brennan, Search Committee Chair, c/o Margie Rodriguez, e-mail: mr18@txstate.edu. Additional Application Material: Candidates should send a letter of application addressing the required and preferred criteria above, evidence of effective teaching, and a one-page statement of their philosophy of academic leadership. To ensure full consideration, all application materials must be received

by October 1, 2013; only complete files will be reviewed. Review of applications begins October 1, 2013 and will continue until the position is filled.

HEALTH INFORMATION MANAGEMENT, CHAIR (POSITION #2014-39). Required Qualifications: 1) Registered Health Information Administrator (RHIA) Certification. 2) Earned master’s in closely related field. 3) Health Information Management experience in higher education including accreditation and strategic planning. 4) Record of, or potential for, grantsmanship and extramural funding. 5) Must have rank of Associate Professor or Professor, or must have a record of significant accomplishment in research, teaching and service appropriate for appointment at the rank of Associate Professor or Professor with tenure. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Earned doctorate in closely related field. 2) Experience in faculty support and development. 3) Commitment to diversity. 4) Strong collegial leadership qualities with a vision for excellence. 5) Commitment to excellence in teaching and learning as evidenced by a presentation during the campus visit with students and faculty. 6) National reputation in healthcare information management. Apply To: Dr. William Kelemen, Search Committee Chair, c/o Ms. Margie Rodriguez, e-mail: mr18@txstate.edu. Additional Application Material: A letter of application addressing the required and preferred criteria above and a one-page statement of your philosophy of academic leadership. To ensure full consideration, all materials must be received by January 15, 2014. Review of applications begins January 15, 2014 and will continue until the position is filled.

PHYSICAL THERAPY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #201436). Required Qualifications: 1) The applicant must hold an earned doctorate in physical therapy or related field. 2) Eligible for licensure in Texas. 3) At least five years of recent clinical practice experience. 4) Experience in educational setting - teaching, research and service. 5) Commitment to excellence in teaching and learning consistent with the physical therapy program’s vision, mission and goals. 6) Record of accomplished scholarship, service, and teaching appropriate for rank of Associate Professor (minimum of five years of teaching). The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Demonstrated success in collaboration and team work. 2) Demonstrated leadership in education and/or practice. 3) Professional association active membership and participation.

4) Experience in higher education including accreditation and outcomes assessment. 5) Certification in one or more physical therapy specialties. Apply To: Rob Wainner, PT, Ph.D., OCS, ECS, FAOMPT, e-mail: rw24@txstate.edu. Additional Application Material: Letter of intent to document the position qualifications. Review of applications begins November 1, 2013 and will continue until the position is filled.

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RESPIRATORY CARE, CLINICAL ASSISTANT PROFESSOR (POSITION #2014-35).

Required Qualifications: 1) Master’s in a related field. 2) Minimum of three years of experience in respiratory care. 3) Eligible for RCP licensure in Texas. 4) Registered Respiratory Therapist (RRT) credential. 5) Documentation of recent clinical competency. 6) Demonstrated experience in clinical teaching in respiratory care. 6) Clinical specialization/expertise/credentials in one or more recognized areas including adult-critical care, neonatal/pediatric, asthma education, pulmonary rehab, PFT/diagnostics, or polysomnography standards. Preferred Qualifications: 1) Ph.D. in a related field. 2) Online web-based course preparation expertise. 3) Professional membership with service in healthcare organizations. 4) Teaching experience in higher education. Apply To: Mr. Christopher Russian, RC Search Committee Chair, e-mail: cr23@txstate.edu. Additional Application Material: 1) A letter of application expressing your intent to apply for the position and a detailed supported explanation of how you meet the qualifications of the position. 2) Specific, discrete evidence that supports required and preferred qualifications (e.g., summaries of teaching evaluations, publications, grant writing, syllabi, etc.) 3) Official transcripts from all degree-granting institutions. Only complete files will be reviewed. To ensure full consideration, please submit all application materials by October 14, 2013.

Review of applications begins October 14, 2013 and will continue until the position is filled.

COLLEGE OF LIBERAL ARTS ENGLISH, ASSISTANT PROFESSOR (POSITION #2014-14). Required Qualifications: 1) Ph.D. in English, comparative literature, or closely related field, with degree completed at time of appointment. 2) Specialization in British medieval literature. 3) Demonstrated teaching ability. Preferred Qualifications: 1) Demonstrated ability in scholarly research. 2) Expertise sufficient to teach graduate courses in Chaucer and other medieval topics. 3) Ability to teach history of the English language and core English courses (first-year composition, large introductory literature surveys). Apply To: Professor Victoria Smith, Medievalist Search Committee Chair, e-mail: englishapplicants@txstate.edu. Additional Application Material: Send a single pdf attachment that includes the following only, in this order: letter of application addressed to Professor Victoria Smith, Medievalist Search Committee Chair, curriculum vita, statement of teaching philosophy (maximum 500 words), and names of three references. To ensure full consideration, title the pdf YOUR LAST NAME-MEDIEVAL, specify in the first sentence of your application letter that you are applying for the position in medieval literature, and submit by November 1, 2013. Review of applications begins November 1, 2013.

ENGLISH, ASSISTANT PROFESSOR (POSITION #2014-15). Required Qualifications: 1) M.F.A. or Ph.D. in creative writing, with degree completed by time of appointment. 2) Specialty in poetry writing. 3) One book of poems published with a national press.

Preferred Qualifications: 1) High quality publication(s) in poetry. 2) Evidence of potential for continued success as publishing poet. 3) Evidence of effectiveness in teaching graduate and undergraduate creative writing. 4) Evidence of ability to work with graduate students individually in directing M.F.A. theses. 5) Evidence of ability to teach courses other than creative writing courses. Apply To: Professor Tom Grimes, Poetry Search Committee Chair, e-mail: englishapplicants@txstate.edu. Additional Application Material: Send a single pdf attachment that includes only the following, in this order: letter of application addressed to Professor Tom Grimes, Poetry Search Committee Chair, curriculum vita, statement of teaching philosophy (maximum 500 words), and names of three references. To ensure full consideration, title the pdf YOUR LAST NAME-POETRY, specify in the first sentence of your application letter that you are applying for the position in poetry writing, and submit

by November 1, 2013. Selected applicants will be contacted for interviews at MLA or elsewhere. Review of applications begins November 1, 2013.

GEOGRAPHY, ASSISTANT PROFESSOR (POSITION #2014-9). Required Qualifications: 1) Ph.D. in geography or closely related field is required by time of appointment. 2) Demonstrated record of excellence in teaching and research. 3) Successful candidates will conduct research and teach courses in support of our GIScience Program at the Ph.D., master’s and undergraduate levels. 4) Graduate and other teaching responsibilities will be within the successful candidate’s areas of expertise. Preferred Qualifications: Evidence of seeking/securing external research grant funds. Apply To: Dr. Sven Fuhrmann, GIS Search Committee Chair, e-mail: sf26@txstate.edu. Please indicate “Tenure Track GIScience Assistant Professor” in the subject line of all e-mails related to this search. Additional Application Material: Applicants must electronically submit letter of application, curriculum vita, samples of selected published work, examples of course teaching evaluations (if available), and three letters of reference. All materials should be received no later than October 1, 2013. Review of applications begins October 1, 2013.

MODERN LANGUAGES, ASSISTANT PROFESSOR (POSITION #2014-6). Required Qualifications: 1) Ph.D. or A.B.D. in Spanish or equivalent field. 2) Near-native fluency. 3) Specialization: Medieval Spanish literature. 4) Experience teaching lower division Spanish language classes. 5) Strong commitment to teaching and research. Apply To: Spanish Search Committee Chair. Additional Application Material: Copies of unofficial transcripts. To ensure full consideration, all materials must be received by November 8, 2013. Review of applications begins November 8, 2013.

MODERN LANGUAGES, ASSISTANT PROFESSOR (POSITION #2014-7). Required Qualifications: 1) Ph.D. or A.B.D. in Spanish or equivalent field. 2) Near-native fluency. 3) Specialization: Spanish American literature and culture. 4) Experience teaching lower division Spanish language classes. 5) Strong commitment to teaching and research. Apply To: Spanish Search Committee Chair. Additional Application Material: Copies of

unofficial transcripts. To ensure full consideration, all materials must be received by November 8, 2013. Review of applications begins November 8, 2013.

POLITICAL SCIENCE, ASSISTANT PROFESSOR (POSITION #2014-13). Required Qualifications: 1) Ph.D. or A.B.D. in political science (degree must be earned by the beginning of Fall 2014 semester). 2) Broad training in American national political institutions. 3) Research agenda focusing on an area of American government other than elections, voting, or political behavior. 4) Ability to teach courses in the presidency and introductory courses in American government. Preferred Qualifications: 1) Specialization in the presidency, bureaucracy, Congress, or American political development. 2) Demonstrated potential for scholarly research and publication in area of specialization. 3) Demonstrated potential for teaching in relevant areas. 4) Effective interpersonal skills. Apply To: Dr. Kenneth L. Grasso, Search Committee Chair, e-mail: kg03@txstate.edu. Additional Application Material: All application materials may be submitted electronically using Microsoft Word doc or rtf or pdf files. Additional documents include: a letter of application addressing the required and preferred qualifications, all college transcripts, samples of scholarly work (presentations and/or publications), and syllabi (if available). Applicants are strongly encouraged to submit materials before the review of applicants begins. Review of applications begins October 1, 2013 and will continue until the position is filled.

POLITICAL SCIENCE, ASSOCIATE PROFESSOR OR PROFESSOR (POSITION #201433). Required Qualifications: 1) Ph.D. in public administration, political science, or related field from an accredited university. 2) Established record of scholarly research. 3) The candidate must be eligible for tenure at the rank of Associate Professor or Professor in the Department of Political Science. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Ability to assist in the development and implementation of a Ph.D. in public administration program with curricular breadth that includes public administration, political science, and law. 2) Demonstrated teaching ability with five or more years of experience teaching full-time at undergraduate or graduate levels in public management, organization theory, ethics, human resources, environmental policy and management, or related area. 3) Demonstrated ability to bring in external funding. 4) Demonstrated experience chairing and/or serving on dissertation committees. 5) Demonstrated experience as a faculty member or academic administrator in a Ph.D. granting academic department. 6) Extensive record of research and publications commensurate with rank. 7) Effective interpersonal skills.

8) Willing to teach day and evening classes on and off campus. Apply To: Dr. Dianne Rahm, Ph.D., Search Committee Chair, e-mail: dianne.rahm@txstate.edu. Additional Application Material: All application materials may be submitted electronically using Microsoft Word doc or rtf or pdf files. Additional documents include: 1) Letter of application addressing each required and preferred qualification (including a statement of what rank is being applied for, detailed list of courses taught and at what level, dissertation committee experience, and grants received including funding agency and amount). 2) A curriculum vita (including full publication list). 3) Samples of written scholarly work. 4) Two letters of recommendation. Applicants are strongly encouraged to submit materials before the review of applicants begins; incomplete applications will not be considered. Review of applications begins October 8, 2013 and will continue until the position is filled.

PSYCHOLOGY, ASSISTANT PROFESSOR (POSITION #2014-23). Required Qualifications: Ph.D. in psychology or closely related discipline by the time of appointment, with graduate-level training in human factors or applied experimental psychology. Preferred Qualifications: University teaching experience, active research program involving students, potential to establish human-factors related partnerships in the region, and current or prior service activity. Apply To: Human Factors/Applied Experimental Psychology Search Committee, e-mail: psychology-jobs@txstate.edu. Additional Application Material: Applicants should electronically submit a cover letter, curriculum vita, statement of teaching philosophy and research interests, copies of representative published work, and evidence of teaching effectiveness. Please arrange for three letters of reference to be sent via e-mail. To ensure full consideration, all materials must arrive by October 15, 2013. Review of applications begins October 15, 2013 and will continue until the position is filled.

COLLEGE OF SCIENCE AND ENGINEERING BIOLOGY, ASSISTANT PROFESSOR (POSITION #2014-12). Required Qualifications: 1) Ph.D. in the life sciences or related field. Related fields may include the terminal degree in majors that include the words aquatic, ecology, biology, or biological. Note: there are dozens of majors in the life sciences. We have listed the most common words that would apply here. Required characteristic number two is the critical factor. 2) Published record of research accomplishments in stream ecology. 3) Postdoctoral experience. Preferred Qualifications: Demonstrated ability to develop an externally funded research program, a record of collaboration with other aquatic scientists, and experience in applied research.

Apply To: streamecology@txstate.edu; inquiries may be directed to Dr. Weston Nowlin, email: wn11@txstate.edu. Additional Application Material: Applicants should submit a single pdf which includes a letter of application, curriculum vita, and the names and contact information of five people willing to serve as references. Review of applications begins October 1, 2013 and will continue until the position is filled.

CHEMISTRY AND BIOCHEMISTRY, ASSISTANT PROFESSOR (POSITION #201430). Required Qualifications: 1) Ph.D. in chemistry or a closely related field. 2) Postdoctoral degree or equivalent experience. 3) A record of peer reviewed publications. 4) Capability to teach courses in support of the Materials Science, Engineering, and Commercialization (MSEC) Program as well as other undergraduate and graduate courses in the candidate’s area

of expertise. Preferred Qualifications: 1) Evidence of the candidate’s ability to attract external funding to support a vibrant research program. 2) Experience and area of expertise should complement that of the faculty and the MSEC program. 3) Industrial/technology transfer experience. Apply To: materialschem@txstate.edu. Additional Application Material: Applicants should submit a single pdf attachment that includes: a cover letter, curriculum vita, summary of research plans (typically three to five pages), a short description of teaching interests and experience, unofficial undergraduate and graduate transcripts, and contact information for three references. Review of complete applications begins October 15, 2013 and will continue until the position is filled.

CHEMISTRY AND BIOCHEMISTRY, ASSISTANT PROFESSOR (POSITION #2014-34).

Required Qualifications: 1) Ph.D. in biochemistry or a closely related field. 2) Postdoctoral research experience. 3) Record of peer reviewed publications. 4) The potential to establish an externally funded research program. 5) The capability to teach courses in chemistry and/or biochemistry. Preferred Qualifications: Area of teaching and research expertise that complements the department’s strengths and evidence of an ability to effectively mentor undergraduate and graduate students. Apply To: biochemsearch@txstate.edu. Additional Application Material: Applicants should submit a single pdf to include: a cover letter identifying position you are applying for and the area/s of teaching and research interests, curriculum vita, summary of teaching philosophy and interests (one page), an outline of research plans (three to five pages), copies of undergraduate and graduate transcripts, and a list of three references with contact information. To ensure full consideration, all materials should be received by October 15, 2013. Review of applications begins October 15, 2013 and will continue until the position is filled.

COMPUTER SCIENCE, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #201416). Applicants at the rank of Assistant Professor - Required Qualifications: Must have completed all requirements for a Ph.D. in computer science, computer engineering, or closely related field by the start of employment. Preferred Qualifications: 1) Demonstrated record of excellence in research. 2) Potential for excellence in securing external funding, teaching and service. 3) Effective oral and written communication. Applicants at the rank of Associate Professor - Required Qualifications: Ph.D. in computer science, computer engineering, or closely related field. To be eligible for hire at the Associate Professor rank, the candidate must meet the requirements for that rank as established by the department.

Preferred Qualifications: 1) Sustained record of excellence in research. 2) Record of successful external funding and supervision of student research. 3) Demonstrated excellence in teaching and service and effective oral and written communication. The successful applicant will receive the appropriate rank and title based on university and department established standards. Apply To: To apply, you must upload to the job posting URL, http://www.cs.txstate.edu/recruitment/faculty_recruit.php all required documents.

Additional Application Material: A cover letter indicating the university’s position posting number and desired rank, curriculum vita, statement of teaching preference and research interests, list of at least three references with telephone numbers and e-mail and postal addresses, and completed Texas State faculty application form. To ensure full consideration, applicants must submit all materials by January 6, 2014. Review of applications begins January 6, 2014 and will continue until the position is filled.

ENGINEERING TECHNOLOGY, ASSOCIATE PROFESSOR OR PROFESSOR (POSITION #2014-21). Required Qualifications: 1) Doctoral degree in any of the following disciplines: civil engineering, construction management, geology, chemistry (with a materials emphasis), business, or a closely related field that focuses on concrete and/or business practices in the concrete and construction materials industry. 2) Undergraduate degree in civil engineering, construction management, or a field closely related to the concrete and construction materials industry. 3) Excellent English speaking and writing skills. 4) To be considered for the rank of Associate Professor or Professor, the candidate must meet the requirements for those ranks at Texas State University. The successful applicant will receive the appropriate rank and title based on university and department established standards.

Preferred Qualifications: 1) Professional licensure or certification. 2) Field experience in the concrete industry. 3) Prior teaching experience. 4) Research interests in one or more of the following areas: concrete durability, concrete pavements, modeling of concrete performance and advanced concrete materials, engineering economics, supply chain management and inventory control, project management, and other business practices in the concrete and construction materials industry. Apply To: Dr. Vedaraman Sriraman, Search Committee Chair. Additional Application Material: Statement of teaching philosophy and research interests, in addition to the contact information for three references. Review of applications begins November 11, 2013 and will continue until the position is filled.

INGRAM SCHOOL OF ENGINEERING, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION #2014-31). Required Qualifications: 1) The applicant must hold an earned doctorate in mechanical or manufacturing engineering or a closely related engineering discipline. 2) B.S. and/or M.S. in mechanical or manufacturing engineering or a closely related engineering discipline. 3) Commitment to high-quality teaching and capability to teach a variety of courses in the existing manufacturing engineering curriculum. 4) Excellent communication skills. 5) To be eligible for hire at the Associate Professor rank, candidates must meet the requirements for that rank as established by the department. These requirements include an established research record and demonstrated teaching and service accomplishments. Preferred Qualifications: 1) Candidates with specialization in advanced manufacturing, sustainable manufacturing, and alternate energy systems are especially encouraged to apply. 2) Postdoctoral or industrial experience. 3) Professional certification, field experience, and prior teaching experience. Apply To: Search Coordinator; e-mail submittals as one pdf file may be sent to engineering@txstate.edu. Additional Application Material: Statement of teaching and research interests. Review of applications begins December 1, 2013 and will continue until the position is filled.

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The Hispanic Outlook MagazineÂŽ

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:

Delivered To Your Desk Top Every Issue

Advisor/Coordinator of the FIRST Program (FT) Veterans Services Associate (PT) 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 GenInfoHumanResources@mcc.commnet.edu EOE/AA/M/F

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m tlook.co panicou lian@his o.derba av il: a E-m

Faculty Position Openings

The School of Education at Indiana University invites applications for three faculty positions to begin August 2014. Candidates for all positions should: 1) have an earned doctorate degree in the field appropriate to each listing or related field before start date; 2) include in their application materials a letter of application and curriculum vitae. 3) include graduate transcripts and contact information for three professional references.

Also, please include additional materials specified for each position. All materials should be uploaded to https://indiana.peopleadmin.com/.

Instructional Systems Technology (IST) Assistant Professor - tenure track position

The IST Department seeks applicants with a broad knowledge of the field of instructional technology, including familiarity with emergent theories and areas of study. We seek outstanding candidates with research and teaching interests related to instructional systems design and/or advanced development processes. Preference will be given to candidates with primary research interests in computing and computer science education at the precollegiate level. In addition to the materials listed above candidates should send samples of scholarship. Inquiries about this position may be addressed to Dr. Anne Leftwich, aleftwic@indiana.edu Search Committee Chair, Instructional Systems Technology, 201 North Rose Avenue, Indiana University, Bloomington, Indiana, 47405.

KITP Graduate Fellowships The purpose of this program is to offer a unique opportunity for a select group of physics graduate students to spend a semester at the KITP, participate in KITP research programs and broaden their understanding of physics in areas of current research.

The KITP Graduate Fellows will be selected from nominations from participants in the programs and from other graduate advisors nationwide. Since we wish to make sure that the students admitted are fully able to benefit from the program, and that it will not harm the normal progress of their graduate education, we require that the student’s advisor nominate the candidate student. Students cannot apply to the program directly.

Students who wish to participate should convince their advisors to nominate them. The nominator should describe the student, and explain why she/he is suitable for such a program. Additional letters of support would be useful, but are not necessary.

The Graduate Fellows will be reimbursed for local expenses during their stay at the KITP, at a rate of approximately $2100/month plus travel support.

Further information about the fellowship and about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu. Nominations should be made by completing the form at http://www.kitp.ucsb.edu/forscientists/fellowships/graduate-fellows/nomination-form or by writing to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 or gradflw@kitp.ucsb.edu For participation in the spring of 2014, nominations must be received by November 1, 2013.

For participation in the fall of 2014, nominations must be received by May 16, 2014.

The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

Clinical Assistant Professor in Adult Education

The Adult Education Program in the Instructional Systems Technology Department seeks applicants with a broad knowledge of the field of adult education, including familiarity with emergent theories and areas of study. Preference will be given to candidates who provide evidence of successful online teaching and course development in Adult Education. In addition to the materials listed above, candidates should provide scholarship related to teaching. Inquiries about this position may be addressed to Dr. Frank R. DiSilvestro, disil@indiana.edu Search Committee Chair, School of Education, 201 N. Rose Ave, Room 2230, Indiana University, Bloomington, IN 47405.

Assistant Professor in Special Education tenure track position

The Special Education program in the Department of Curriculum and Instruction seeks candidates with scholarly and teaching interests in special education, with particular interest in high-incidence disabilities and teacher preparation. Inquiries about this position may be addressed to Dr. Gretchen Butera, gbutera@indiana.edu Search Committee Chair, 3212 W.W. Wright Bldg., 201 North Rose Ave., Bloomington, Indiana, 47405-1006 Review of applications will begin on October 21, 2013 and will continue until the positions are filled.

For more detailed job announcements, please visit the following website: http://education.indiana.edu/about/jobs/faculty/index.html Indiana University is an equal opportunity/ affirmative action employer.

SCHOOL OF JOURNALISM AND MASS COMMUNICATIONS UNIVERSITY OF KANSAS

The William Allen White School of Journalism and Mass Communications at the University of Kansas is a leader in media convergence, employs more than 20 full-time faculty members and offers two tracks of studies: news/information and strategic communications - at the undergraduate level. It has research oriented Master’s and Ph.D. programs on its Lawrence campus, and a Master’s program in marketing communication on its Kansas City (Edwards) Campus. It is one of several independent professional schools in a Research 1 university. We offer the opportunity to work with awardwinning students and nationally recognized faculty in a collegial, collaborative and energetic environment. Candidates should have the ability to work in an interdisciplinary, diverse and collaborative environment.

The University of Kansas is focused on four key campus-wide strategic initiatives: (1) Sustaining the Planet, Powering the World; (2) Promoting Well-Being, Finding Cures; (3) Building Communities, Expanding Opportunities; and (4) Harnessing Information, Multiplying Knowledge. For more information, see http://www.provost.ku.edu/planning/themes/.

Media Studies Professor - Open Rank

Successful candidates will have a doctorate or another terminal degree in journalism, mass communications, law or a closely related field. Advanced assistant professors eligible for tenure and promotion are encouraged to apply.

For complete position description and to apply go to https://employment.ku.edu, Select Search Faculty Jobs, search with keyword “media.”

Strategic Communication Professor - Assistant

Successful candidates who are ABD or have a doctorate or another terminal degree in journalism, mass communications, law or a closely related field are encouraged to apply.

For complete position description and to apply go to https://employment.ku.edu, Select Search Faculty Jobs, search with keyword “strategic.”

Contact Information for Applicants: journalismsearch@ku.edu Review of applications begins 11/15/2013. EOE M/F/D/V

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TENURE TRACK POSITIONS

FOR ACADEMIC YEAR 2014-2015 Salisbury University is a comprehensive regional university emphasizing undergraduate and graduate liberal arts, sciences, pre-professional and professional programs. For the past several years, the University has achieved national recognition for the quality of its facilities, students and academic programs. Salisbury University is a member of the University System of Maryland and enrolls approximately 8,600 students in four endowed schools.

Salisbury University is located on the Eastern Shore of Maryland near the metropolitan areas of Baltimore, Washington, D.C., and Philadelphia. Close proximity to the Chesapeake Bay and Atlantic Ocean beaches is a plus.

For more information including full job descriptions, please visit our website: www.salisbury.edu/hr/jobs/faculty If ABD is an acceptable requirement for the position, the candidate will be hired at the rank of Instructor with the expectation that the candidate complete his/her doctoral

degree within one year from date of hire or as otherwise specified within each posting. Conversion to Assistant Professor would occur upon completion of degree.

Assistant Professor primary duties include, but are not limited to: teaching undergraduate and/or graduate courses, academic advising, scholarship, and university service; utilizing an effective teaching style that supports a diverse student body; and, in some positions, supervising students in internships and undergraduate research.

Successful candidates must furnish proof of eligibility to work in the U.S. All positions begin mid-August 2014, unless otherwise noted. These positions are based in Salisbury, Maryland.

Applications will be accepted via Salisbury University’s Online Employment Application System. Please visit our website www.salisbury.edu/HR/Jobs/default.asp to apply online. See the FAQs of the Online Employment Application

Fulton School of Liberal Arts

experience in Linguistics/TESOL, EFL teacher preparation programs at either the graduate/undergraduate level and/or experience teaching international, ESOL and/or ESL adults.

• Assistant Professor Music and Communication Arts: Terminal degree in Music Technology and/or Audio Production.

• Assistant Professor Conflict Analysis and Dispute Resolution: Ph.D. (preferred) or ABD in Conflict Analysis and Dispute Resolution or a pertinent related field.

• Assistant Professor of African American History: Ph.D. in History or a related field with an area of specialization of African American History. ABD nearing completion of dissertation will be considered. If ABD; candidate must complete doctoral degree within six months of the date of hire.

• Assistant Professor East Asian History: Ph.D. in History or a related field with an area of specialization of East Asian History. ABD nearing completion of dissertation will be considered. If ABD; candidate must complete doctoral degree within six months of the date of hire.

• Assistant Professor South Asian History: Ph.D. in History or a related field with an area of specialization of South Asian History. ABD nearing completion of dissertation will be considered. If ABD; candidate must complete doctoral degree within six months of the date of hire.

• Assistant Professor Art New Media: M.F.A. in New Media, Interactive or Digital Media, or related field. A minimum of two years teaching experience at a community college or university level. Professional creative experience, including a production record in Motion Design, Animation, Digital or New Media, Interactive Design, or related discipline.

• Assistant Professor Journalism/Electronic Media: Ph.D. or ABD in Communication or related field, with strong preference for candidates with a Ph.D. • Assistant Professor of Music: Ph.D. or ABD in Music Education, with strong preference for Ph.D. • Assistant Professor of Philosophy: Ph.D. or ABD in Philosophy or related field, with strong preference for Ph.D. • Assistant Professor Psychology: Ph.D. in Psychology.

Applicants completing their required clinical internship by the start of the fall 2014 semester may be considered if the degree is to be conferred by date of hire.

• Assistant Professor TESOL: Ph.D. (preferred) or ABD in Applied Linguistics, TESOL or a closely related field from an accredited institution. Preference will be given to candidates with 2-3 years of successful teaching

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Henson School of Science and Technology • Assistant Professor Biology: Expected to have significant background in Evolutionary Developmental Biology including a Ph.D. in Developmental Biology (preferred) or other relevant area of Biology, evidence of teaching experience and potential for excellence in teaching and research.

• Assistant Professor of Chemistry: Ph.D. (preferred) or ABD in Chemistry with an emphasis in Organic Chemistry.

• Assistant Professor Geography: Ph.D. (preferred) or ABD in Geography or related field, with a concentration in Geographic Information Science.

• Assistant/Associate Professor Nursing: Doctoral degree in Nursing or related field to work in the adult acute care field. Master's degree (hired at rank of instructor) in Nursing will be considered with the expectation that candidate will enroll in and complete a doctoral degree within five years of hire date. Must hold a Registered Nurse License in Maryland or be eligible for licensure.

• Assistant/Associate Professor Nursing: Doctoral degree in Nursing or related field to work in the community-based interdisciplinary care. Master’s degree (hired at rank of instructor) in Nursing or related field will be considered.

Must hold a Registered Nurse License in Maryland or be eligible for licensure.

• Assistant Professor Health Sciences: Ph.D. or ABD in Exercise Physiology or related field. Candidates with NSCA certification as a Certified Strength and Conditioning Specialist preferred.

09/23/2013

System for more information and instructions.

To be considered an applicant you must apply online and submit all of the required documents for the position. All documents that you wish to provide must be attached to your application in the Online Employment Application System.

Please do not send any other documents via e-mail. Review of applications will be noted for each position and continue until the position is filled.

Salisbury University has a strong institutional commitment to diversity and is an Equal Opportunity/Affirmative Action employer, providing equal employment and educational opportunities to all those qualified, without regard to race, color, religion, national origin, gender, marital status, disability, genetic information, gender identity or sexual orientation.

Seidel School of Education and Professional Studies • Associate/Full Professor Faculty/Ed.D. Program Director: Earned doctorate in education (literacy-related field preferred), minimum of three years classroom teaching experience in a pre-K-12 educational setting, evidence of eligibility for appointment at associate or full professor rank, experience teaching and dissertation advising in a doctoral program, experience with higher education program administration.

• Associate/Full Professor Education Specialties Literacy: Earned doctorate in education (literacy-related field preferred), three years classroom teaching experience in a pre-K-12 educational setting. Experience teaching and advising in a doctoral program. Evidence of eligibility for appointment at associate or full professor rank.

• Assistant Professor of Education (Early Childhood/Curriculum Instruction): Ph.D., Ed.D. or ABD status in a doctoral program in Curriculum and Instruction with an emphasis on Early Childhood Education. Three years of teaching experience in early childhood settings required.

• Associate/Full Professor Social Work: A CSWE-accredited M.S.W. with a minimum of two years of post-M.S.W. professional practice experience and a doctoral degree in Social Work or a related field. Demonstrated records of university level social work teaching experience at the graduate and undergraduate levels, a strong record of scholarship appropriate to the rank considered, experience with social work curriculum development and accreditation, other academic and professional activities in the field of social work, and evidence of eligibility for appointment at associate or full professor rank.

• Assistant Professor Social Work: A CSWE-accredited M.S.W. with a minimum of two years post-M.S.W. professional practice experience and a doctoral degree in Social Work or a related field. Demonstrated record of university teaching experience at the graduate and undergraduate levels.

FACULTY POSITIONS

California State

The Evergreen State College, a public, progressive, liberal arts college emphasizing interdisciplinary study and collaborative team teaching, is recruiting for the following positions:

Marine Science Biology (2 positions)

Physiology Freshwater Ecology Social Justice (3 positions) Food Systems Public Health Climate Studies

University, San Bernardino, a

U.S. History Biochemistry

comprehensive regional

(2-year teaching fellowship) Business (Entrepreneurship)

California State

Science Teacher Educator

(Master in Teaching program)

Director of the Master in Teaching program

For complete job announcements and to apply visit:

www.evergreen.edu/facultyhiring

The Evergreen State College is committed to building a diverse and broadly trained faculty. We encourage candidates with demonstrated experience pursuing innovative and engaging teaching strategies, interest and experience working with faculty from other disciplines and experience working with diverse and underserved populations to apply.

Salary for all positions is based on earned academic degrees, teaching experience and professional work experience. AA/EOE/ADA

The Evergreen State College y (CEWNV[ *KTKPI 1HƂEG L2002 y 2700 Evergreen Pkwy NW y Olympia, WA 98505 360.867.6861 y www.evergreen.edu

university, is one of 23

University campuses. It serves approximately 18,000 students, employs 500 full-time faculty, and offers 44 undergraduate, 21

doctoral degree programs. The university consists of five academic colleges -Arts and Letters, Business and Public Administration, Education, Natural Sciences, and Social and

The university also operates a branch campus in Palm Desert.

CSUSB is situated 70 miles east of Los Angeles, offering easy access to beaches, and mountain and desert resorts. The rapidly The School seeks Tenure-Track and Non-Tenure Track candidates at the Assistant, Associate and/or Full Professor levels, starting in September 2014, in the following areas:

expanding metropolitan area offers a wide variety of cultural and

Accounting; Finance; Entrepreneurship; Human Resource Management; International Business; Legal Studies; Management Information Systems; Marketing and Supply Chain Management; Risk Management and Insurance; Healthcare Management; Strategic Management; and Statistics

recreational opportunities. Housing costs average

Candidates are required to hold an ABD, Ph.D. or foreign equivalent in their respective field, have the potential of publishing in high quality, top tier journals, and have a record of excellence in teaching.

substantially below

Interested applicants should apply electronically by submitting a letter of intent, curriculum vitae, prior teaching evaluations, and the names of three references to:

counties.

Rajan Chandran, Ph.D., Vice Dean Fox School of Business 1801 Liacouras Walk (006-01), 365 Alter Hall Philadelphia, PA 19122 foxfacultyrecruiting@temple.edu Temple University is an Equal Opportunity/Affirmative Action Employer and specifically invites applications from women and minorities.

Additional information is available from the university, college and department websites at:

www.fox.temple.edu

Named as one of the nation’s “Best Colleges to Work For” by The Chronicle of Higher Education, CSUSB is committed to providing learning opportunities that are driven by teaching and research excellence, intellectual interaction, creativity and diversity. We invite candidates, who share this commitment and dedication to the development of the next generation of students, to apply. Hiring for these positions is dependent on budgetary approval.

California State University, San Bernardino is recruiting tenure-track faculty for the following positions. Salaries are competitive and dependent on qualifications and experience. For more information, including closing dates please visit our web site at http://academicpersonnel.csusb.edu/ recruiting/index.html

graduate and one

Behavioral Sciences.

The Fox School of Business at Temple University, accredited by AACSB International, is one of the largest most comprehensive business schools in the region and nation, offering Bachelor, Masters, and Ph.D. Programs in traditional and specialized areas at urban and suburban campuses in the Philadelphia region and worldwide.

TENURE-TRACK POSITIONS FOR 2014-2015 ACADEMIC YEAR

those of nearby Los Angeles and Orange

COLLEGE OF ARTS AND LETTERS Art: Art–Graphic Design (Assistant Professor) Communication Studies: Media Production (Assistant Professor) English: African American Literature (Assistant Professor) Music: Orchestral Music Education (Assistant Professor) COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION Accounting and Finance: Accounting (Open rank) COLLEGE OF EDUCATION Leadership: Pre K-12 Educational Administration/ Leadership Education (Assistant Professor) Leadership: Community College/Higher Education w/Quantitative Specialization (Open rank) Special Education & Counseling: Counseling & Guidance (Lecturer) Special Education & Counseling: Special Education (Open rank) Teacher Education: Reading/Literacy Education (Open rank) Teacher Education: Bilingual Education & Biliteracy (Open rank) COLLEGE OF NATURAL SCIENCES Biology: Microbiology (Assistant Professor) School of Computer Science & Engineering: Computer Engineering (Assistant Professor) School of Computer Science & Engineering: Computer Systems, Software Engineering, & Computer Security (Assistant Professor) Health Science & Human Ecology: Public Health Education (Assistant Professor) Health Science & Human Ecology: Public Health, Health Services Management, Healthcare Management (Assistant Professor) Kinesiology: Pedagogy-Physical Education Teacher Education (PETE) (Assistant Professor) Kinesiology: Motor Learning/Control (Assistant Professor) Mathematics: Mathematics (Assistant Professor) Nursing: Administration, Medical/Surgical, PSYCH/Mental Health, OB/Women’s Health (Open Rank) Nursing: PSYCH/Mental Health (Assistant Professor) Nursing: OB/Women’s Health (Assistant Professor)

COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES Anthropology: Museum Studies/Cultural Anthropology (Assistant Professor) Criminal Justice: Criminal Justice-Corrections (Assistant Professor) Criminal Justice: Criminal Justice-General (Assistant Professor) Psychology: Developmental Psychology/Human Development (Assistant Professor) Psychology: Social Psychology (Assistant Professor) Psychology: Social Neuroscience (Assistant Professor) School of Social Work: Macro Practical Specialization (Assistant Professor) Sociology: General Sociology (Assistant Professor – 2 Positions) California State University, San Bernardino is an Equal Opportunity Employer committed to a diversified workforce.

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LOS ANGELES SOUTHWEST COLLEGE Employment Opportunity Announcement Vice President of Academic Affairs

Issue Date: August 20, 2013

Deadline Date to File: November 1, 2013

The Los Angeles Community College District announces an opening for a Vice President for Academic Affairs at Los Angeles Southwest College beginning November 1, 2013. Interested individuals who possess the required training and experience are invited to submit an application for the position.

Los Angeles Southwest College is located in south Los Angeles approximately 20 minutes from downtown Los Angeles, and 15 minutes east of the Pacific Ocean. Southwest is a hub for diverse cultural and educational activity, providing an environment rich with learning opportunities for students, staff and the community. Southwest serves more than 8,000 students with a strong focus on student success. To increase more campus services and resources, the campus is undergoing a massive expansion and technological upgrade through voter-approved bond funds.

POSITION DESCRIPTION: The Vice President of Academic Affairs serves as an assistant to the College President and has administrative responsibility for planning, organizing, administering and supervising the instructional programs of the college.

The completed application package must be submitted no later than 4:00 p.m. on Friday, November 1, 2013 to be considered. All materials submitted become the property of the Los Angeles Community College District. Employment is contingent upon verification of qualifications. Immediate filing is recommended.

For more information about the position, please visit our employment website at https://laccd.peopleadmin.com/postings/1123 or contact Ivee Baquir-Streator, Sr. Secretary, Office of the President baquiria@lasc.edu To learn more about Southwest, visit our website: www.lasc.edu.

Connect with us on Facebook.com/lasouthwestcollege and Flickr: http://www.flickr.com/photos/lasouthwestcollege/sets An Equal Opportunity Employer

KITP Scholars The Kavli Institute for Theoretical Physics conducts a program of visiting researchers in theoretical physics. The purpose of this program is to support the research efforts of faculty at U.S. colleges and universities that are not major research institutions. Applicants from non-Ph.D.-granting institutions and from institutions with greater emphasis on teaching (as measured, for example, by teaching load) are particularly encouraged. Ongoing research activity is also a criterion.

Each award funds a total of three round trips and up to six weeks of local expenses, to be used over a period of up to three years. Eight scholars were chosen in 2013, and it’s expected that eight will be chosen for 2014.

Further information about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu.

Scientists interested in this program should write or email the Director at the address below and include a vita together with a statement describing their research interests, and arrange for at least one letter of recommendation, before November 1, 2013. Awards will be announced by December 15, 2013.

Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 or scholars@kitp.ucsb.edu The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

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09/23/2013

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Finance and in all areas of Economics, such as macroeconomics (including international economics) and microeconomics (including strategy).

Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars.

Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at http://www.chicagobooth.edu/faculty/openings.

We will start formally reviewing applications on November 25, 2013 and strongly encourage you to complete your application by then. We will continue to accept applications until March 23, 2014.

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

Faculty Positions The University of Mary Washington is currently accepting applications for the 2014-2015 academic year. To apply for these positions and/or obtain additional information about the University, please visit our website at https://careers.umw.edu. Only applications submitted through this site will be considered.

The University of Mary Washington is a coeducational public institution with its residential campus in Fredericksburg, VA., 50 miles south of Washington, D.C., and a second campus in nearby Stafford, VA. The university, with a total enrollment of nearly 5,000 students, is known for its commitment to academic excellence, strong undergraduate liberal arts program and dedication to life-long learning and professional development.

In a continuing effort to enrich its academic environment and provide equal educational and employment opportunities, the University of Mary Washington actively encourages women, minorities, disabled individuals and veterans to apply.

FGCU invites highly qualified applicants to apply to the following positions: Lutgert College of Business

Dean and Professor, College of Business, Req. #1875 Accounting, Assistant/Associate Professor, Req. #1784 Management, Assistant Professor, Req. #1872 Marketing, Assistant Professor, Req. #1783 PGA Golf Management, Instructor I, Req. #1869 Resort & Hospitality Management - Director/Chair, Associate/Full Professor, Req. #1870 Resort & Hospitality Management, Assistant/Associate Professor, Req. #1871

College of Education

Curriculum & Instruction, Assistant Professor, Req. #1822 Reading, Associate Professor, Req. #1823 Reading, Assistant Professor, Req. #1824 Research and Measurement, Assistant Professor, Req. #1831

U.A. Whitaker College of Engineering

Renewable Energy Engineering, Assistant Professor, Req. #1879

College of Health Professions & Social Work

Physical Therapy - Department Chair, Associate/Full Professor, Req. #1859 Physical Therapy, Assistant/Associate Professor, Req. #1852 Physical Therapy, Assistant Professor, Req. #1878 Nurse Practitioner - Associate/Full Professor & Southwest Florida Endowed Chair of Nursing, Req. #1856 Nurse Anesthesia, Assistant/Associate/Full Professor & Connor Professor of Nursing, Director - Nurse Anesthesia Program, Req. #1858 Nursing, Instructor I/Assistant/Associate Professor (3 positions), Req. #1843 Nurse Practitioner, Assistant/Associate Professor (2 positions), Req. #1854 Occupational Therapy, Assistant/Associate Professor (2 positions), Req. #1849 Occupational Therapy, Assistant Professor, Req. #1847 Exercise Science, Assistant/Associate Professor, Req. #1845 Health Services Administration, Assistant Professor, Req. #1876

Undergraduate Studies

University Colloquium, Instructor I, (2 positions), Req. #1829 University Colloquium, Assistant Professor, Req. #1885

Library Services

Head of Technical Services, Assistant/Associate Librarian, Req. #1827

College of Arts & Sciences

Dean and Professor, College of Arts and Sciences, Req. #1877 Orchestra Director, Assistant/Associate Professor, Req. #1855 Music Theory, Assistant/Associate Professor, Req. #1846 Public Administration, Assistant Professor, Req. #1838 Communication, Assistant/Associate Professor, Req. #1828 Communication, Instructor I, Req. #1857 Journalism, Assistant/Associate Professor, Req. #1830 Public Relations/Communication, Instructor I, Req. #1891 Composition, Instructor I (5 positions), Req. #1834 Rhetoric & Composition, Assistant Professor, Req. #1865 Early American Literature, Assistant/Associate Professor, Req. #1842 Medieval Literature, Assistant/Associate Professor, Req. #1844 Spanish, Assistant Professor, Req. #1836 Criminal Justice, Assistant/Associate Professor (2 positions), Req. #1832 Forensic Studies, Instructor I, Req. #1868 Forensic Studies, Assistant/Associate Professor, Req. #1866 Chemistry, Instructor I, Req. #1863 Chemistry, Assistant/Associate Professor, Req. #1867 Mathematics, Instructor I (2 positions), Req. #1883 Mathematics, Assistant/Associate Professor, Req. #1890 Microbiology, Assistant/Associate Professor, Req. #1848 Cell Biology, Assistant/Associate Professor, Req. #1850 Plant Systematics, Assistant/Associate Professor, Req. #1887 Marine Science/Geology, Instructor I, Req. #1882 Physics, Instructor I, Req. #1881 Anthropology/Archaeology, Assistant Professor, Req. #1862 Environmental Science, Assistant/Associate Professor, Req. #1840 Colonial American-Antebellum American History, Assistant Professor, Req. #1851 Experimental Psychology, Assistant/Associate Professor, Req. #1853 Developmental Psychology, Assistant/Associate Professor, Req. #1861 Applied Psychology, Assistant Professor, Req. #1886

To apply, please visit our website at http://jobs.fgcu.edu and access the Req. # for detailed information and deadline dates. Application materials will only be accepted online. All application materials must be received by the deadline date of the position. Application packages, including additional materials submitted such as videos, tapes, slides, books, etc., are subject to public review under Floridaâ&#x20AC;&#x2122;s Public Records law, shall become the property of FGCU, and cannot be returned. Finalists will be required to provide official transcripts.

Equal Opportunity/Equal Access Employer. FGCU has a commitment to cultural, racial, & ethnic communities & encourages women & minorities to apply.

The Hispanic Outlook Is Available As A

Digital Magazine!

Download Your Free App 09/23/2013

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HISPANIC

OUTLOOK

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DEAN, BELLARMINE COLLEGE OF LIBERAL ARTS

Loyola Marymount University seeks a dynamic leader for the position of Dean of the Bellarmine College of Liberal Arts. This college stands at the center of a comprehensive Catholic university whose mission is inspired by its Jesuit and Marymount founders. Loyola Marymount University includes the Colleges of Liberal Arts, Business Administration, Communication and Fine Arts, Science and Engineering, and the Schools of Education, Film and Television, and Law.

Established in 1911, inspired by the values of the Catholic intellectual tradition, and shaped by the commitments of the University’s founding religious orders, the Society of Jesus and the Religious of the Sacred Heart of Mary, LMU offers a diverse student body an education that expresses the core of the University’s mission: The encouragement of learning, the education of the whole person, the service of faith and the promotion of justice. Located on the west side of Los Angeles overlooking the Pacific Ocean, LMU is the most ethnically diverse of the nation’s 28 Jesuit colleges and universities and the four Marymount institutions. It serves about 6000 undergraduate and 2200 graduate students on its Westchester campus. The University engages, and is shaped by, the most ethnically and religiously diverse city in the nation, Los Angeles.

As the largest college in the University, the Bellarmine College of Liberal Arts (BCLA) houses 13 departments, 22 majors and six graduate programs in Bioethics, English, Pastoral Theology, Yoga Studies, Philosophy and Theology. In addition, the college also houses 190 Tenured and Tenure-track Faculty members.

The next dean will provide leadership for the implementation of BCLA’s recently approved strategic plan and continue initiatives to strengthen retention, increase internationalization and engaged learning, enrich interfaith dialogue, further teaching with technology, enhance interdisciplinarity, strengthen graduate programs and build college-community partnerships. The college will particularly be looking to the dean for leadership in implementing LMU’s new core curriculum and the proposed introduction of four unit classes.

The Dean of BCLA reports to the Provost and is a member of the Provost’s Cabinet.

The Dean works closely with Chairs and Program Directors in hiring and assessing the teaching, research, scholarship, and service of faculty members. The Dean also works closely with the Associate Deans in curriculum development, student advisement, and support for faculty research and creative work. The Dean oversees the annual budget of the College and reviews the annual budgets of the departments and programs. The Dean is responsible for donor development and fundraising for BCLA’s endowed chairs, student scholarships, programs and new initiatives.

Providing overall leadership for the College, the Dean will exhibit openness to shared governance and should be skilled in building and sustaining effective teams. The Dean will also be welcoming to students, faculty, staff, fellow deans and administrators, alumni, donors, and community leaders.

Qualifications: Applicants should have a doctorate in a liberal arts discipline, a distinguished record of teaching and scholarship, and be eligible for hire at the rank of full professor. The ideal candidate will be a visionary, goal-oriented and collaborative leader and have extensive administrative experience, specifically, at least three years as a chair, a dean, or a comparable administrative position with managerial and fiscal responsibility, a record of leading change and the ability to engage in fundraising. The ideal candidate will also embrace and further the core commitments of the University’s mission and identity as a Catholic university, will actively promote academic excellence, will have excellent interpersonal skills, and enhance diversity in a learning community.

Loyola Marymount University welcomes and encourages applications from members of traditionally underrepresented groups. An advocate for a liberal arts education, the dean should be an innovator in promoting the humanities and social sciences.

The review of applications will begin immediately and continue until an appointment is made. Applicants should submit a cover letter, a statement of interest that addresses the identified qualifications, a curriculum vitae and five references with contact information. Electronic submissions are strongly encouraged. For additional information about Loyola Marymount University and the Bellarmine College, visit: http://bellarmine.lmu.edu.

Applications and nominations should be sent to: Ms. Carol Gilbert Executive Recruiter Loyola Marymount University 1 LMU Drive University Hall, Suite 4800 Los Angeles, CA 90045-2659 (310) 338-1796

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09/23/2013

PRESIDENT Tulane University invites applications and nominations for the position of President. A member of the Association of American Universities, Tulane University is one of the most highly regarded and selective independent research universities in the United States. Founded in 1834 in New Orleans, Tulane is comprised of 10 schools and colleges, and offers undergraduate, graduate and professional degrees in the liberal arts, science and engineering, architecture, business, law, social work, medicine, and public health and tropical medicine. Over the past 15 years, under the extraordinary leadership of President Scott Cowen, the university overcame the devastation of Hurricane Katrina, and undertook a bold renewal plan to re-position Tulane as a dynamic engine of growth and change for New Orleans and its citizens. The next president will have the opportunity to build on the remarkable legacy of the past, while charting a course for an exciting and transformative journey in the coming decade.

The ideal candidate should have a track record of providing strategic and visionary leadership at a comparable research university, a record of successful fund-raising, and a demonstrated commitment to academic excellence, cutting-edge research, global engagement, and public service.

He or she should have a proven record of inspiring and leading faculty, staff, students, alumni, and the broader community in their quest for exceptional accomplishments. He or she must have a record of academic distinction, and an intimate knowledge of teaching, research, service, and scholarship in a preeminent, comprehensive research university. An earned doctorate or comparable academic degree is required, with academic credentials commensurate with an appointment as a full professor. Additional information on Tulane University and the leadership opportunity for its new president may be found at http://tulane.edu/presidentialsearch/index.cfm, and the Tulane University website, www.tulane.edu.

In deference to the sensitivity of the positions presently held by many of those who will be nominated and considered, the search will be conducted in strict confidence until an appointment is made and announced.

Nominations of exceptional prospective candidates should be sent to: Dr. Ilene H. Nagel Leader, Higher Education Practice Russell Reynolds Associates tulanepresident@russellreynolds.com (805) 699-3050 To ensure full consideration, materials should be submitted electronically as soon as possible. The review of nominations and applications for the presidency will commence immediately and continue until an appointment is made.

Tulane University is an affirmative action/equal opportunity employer.

The university is dedicated to the goal of building a culturally diverse and pluralistic university community committed to teaching and working in a multicultural environment

Assistant/Associate Professor, Tenure Track Academic Year Cornell University, Ithaca, NY Weill Institute for Cell and Molecular Biology / Microbiology 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.

Cornell University has established and endowed the Weill Institute for Cell and Molecular Biology (http://www.icmb.cornell.edu). The Institute currently has ten faculty who are located in a new research building-Weill Hall-designed by renowned architect Richard Meier, and dedicated in October 2008. The goal of the Institute is to build a vibrant center of scientific excellence in basic biology integrated with existing outstanding programs in cell and molecular biology, chemistry, physics, computational biology, and engineering. Institute faculty have full academic appointments in basic science departments to which they contribute teaching and service. The Institute, directed by Professor Scott Emr, sits in the middle of a set of life sciences research buildings on Cornell's Ithaca campus.

The Department of Microbiology (MICRO) (http://www.micro.cornell.edu) in conjunction with the Weill Institute invites applications at the Assistant or Associate Professor level. Microbiology currently has over 40 affiliated faculty members. Candidates with expertise in bacterial cell biology and macromolecular structure-function analyses are encouraged to apply. The ideal candidate will integrate, as appropriate, some of the following: molecular genetics, biochemistry, proteomics, spatially and time-resolved imaging of single cells or molecules, and modeling to understand fundamental processes in living cells. Specific areas of interest include: cell motility, secretion, cell division, stress response pathways, macromolecular assembly and turnover, or molecular systems in bacteria enabling commensal or pathogenic interactions with its host.

Questions about this position can be directed to Joe Peters, the search committee chair, at jep48@cornell.edu.

How to Apply: Applicants should submit a curriculum vitae (highlighting 3-5 publications with title and abstract), a research plan (2-3 pages), and a statement of teaching interests. Three letters of recommendation are also required. All materials, including a cover letter and the letters of recommendation, should be submitted electronically to https://academicjobsonline.org/ajo/jobs/3015. Applicants must hold a doctorate in an appropriate field. The committee will evaluate completed applications beginning November 15, 2013; applications will be accepted and reviewed thereafter until a suitable applicant is identified.

Administrative questions can be addressed to Bill Loftus, Weill Institute’s Director of Administration, at icmb_recruiting@cornell.edu.

About Cornell: Cornell comprises a varied array of academic units from music and literature to astrophysics and veterinary medicine and is a member of the Ivy League. The main campus of Cornell University, which overlooks 40-mile-long Cayuga Lake, is located in the Finger Lakes region of Upstate New York, a scenic environment of spectacular lakes, waterfalls, gorges, rolling hills, farmland, vineyards, and state parks. It is an area with outstanding recreational and summer and winter sports opportunities for individuals and families. For more information and links to individual attractions, visit http://www.visitithaca.com/.

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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PRESIDENT The University of Michigan’s Board of Regents and the board’s appointed Presidential Search Advisory Committee invite inquiries, applications and nominations for a visionary, inspiring and entrepreneurial leader to become the next president of the University of Michigan (U-M).

U-M is one of the most distinguished universities in the world and a national leader in higher education. It is consistently ranked among the top 20 institutions of higher education globally with more than 95 academic programs ranked in the top 10 nationally. Members of the U-M faculty are recognized for their outstanding teaching, contributions to knowledge and path-breaking research. As U-M approaches its bicentennial in 2017, the next president will lead the campus in reflecting on the institution’s impact in the past, as well as exploring how it will continue to fulfill its missions of education, research, public service and patient care during its third century.

The new president will have the opportunity to help determine the future of the University of Michigan and continue its proud tradition of excellence, ensuring U-M’s legacy for the communities it serves regionally, nationally and globally. As the educational and administrative head of the university, the president reports to the Board of Regents. The ideal candidate will possess the experience, professional qualifications and personal attributes to be effective and successful in addressing the opportunities and challenges facing U-M. S/he must have a thorough understanding of U.S. higher education, as well as a deep appreciation for the significance of U-M’s role as a global institution and its academic, research, and service missions as a pre-eminent public research university. The ideal candidate should have a demonstrated commitment to diversity among faculty, staff and students.

The successful candidate should have a record of significant intellectual achievement and academic and professional credentials sufficient for appointment as a professor with tenure in an academic department of the University, including a Ph.D. or other relevant terminal degree.

Individuals nominated and those who wish to apply, should provide an electronic version of their curriculum vitae. To ensure full consideration, materials should be submitted electronically as soon as possible. The review of nominations and applications for the Presidency will commence immediately and continue in strict confidence until an appointment is announced. All nominations and applications should be sent electronically via e-mail to: Dr. Ilene H. Nagel and Alison P. Ranney Consultants to the Presidential Search Advisory Committee Russell Reynolds Associates Higher Education Practice UMich.President@russellreynolds.com The University of Michigan is an equal opportunity/affirmative action employer, dedicated to the goal of building a culturally diverse and pluralistic university community committed to teaching and working in a multicultural environment. Potential applicants who share this goal are encouraged to apply.

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09/23/2013

EDUCATION The University of North Carolina Asheville Department of Education, accredited by the Council for the Accreditation of Educator Preparation (CAEP), invites applications for a tenure-track Assistant Professor position in Education to begin Fall 2014. Rank and salary commensurate with degree and level of teaching experience. Doctorate degree in Social Studies education, multicultural education, or related field. Experience in the field, preferably at both the K-12 and University level. A North Carolina teaching license, or eligibility for a NC license.

Ability to facilitate opportunities for UNC Asheville students and faculty to learn about tribal nations, provide information and opportunities to tribal nations to encourage enrollment of more American Indian students, and connect with tribal schools. Excellence in the use of instructional technology. Experience in multicultural and social justice initiatives, including those related to embracing the principles of social justice and democracy as an imperative in U.S. public schooling. Secondary scholarship would be desirable in two or more areas regarding issues of race, class, gender, and sexuality facing marginalized youth and/or first generation college students. Preference given to candidates with previous experience in a teacher licensure program, strong liberal arts background, demonstrated 3 years or more success in a public school setting, teaching students from traditionally under-represented populations, and supervision of field experiences.

Twelve semester hour workload to include Social Studies content course and Social Studies methods course for K-6 licensure students, supervising student teachers, Introduction to Education, and other courses as needed. Consideration given to those with demonstrated experience or potential for leadership in serving the University’s efforts in promoting diversity and inclusion, and cultural and social analysis of education including critical race theory and issues of diversity in teacher preparation programs. Successful candidates should also be prepared to teach outside the department in UNC-Asheville’s interdisciplinary liberal arts curriculum, required of all our undergraduates-including our Humanities program, writing and diversity intensive courses, and the first-year seminar series.

Candidate should send a current vita, statement of teaching philosophy, three reference letters, and evidence of teaching ability to Elaine Dye at edye@unca.edu. Only electronic submissions will be accepted.

Application review will begin immediately, and will continue until October 15, 2013.

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.

Assistant Professor in Plant Sciences Crop Ecology/Agroecology Department of Plant Sciences University of California, Davis TITLE: Assistant Professor in Crop Ecology/Agroecology LOCATION: University of California, Davis, CA RESPONSIBILITIES: The successful candidateâ&#x20AC;&#x2122;s research will focus on crop production in agricultural systems.

Possible research topics include improving resource use efficiency in diverse cropping systems, alternative approaches to attain sustainable production of annual and perennial crops, and utilizing ecologically-based approaches to reduce external inputs while maintaining crop yields. Interest in California agriculture is necessary and in international agriculture is desirable. Teaching responsibilities will involve a major role in the Sustainable Agriculture and Food Systems undergraduate major and include courses in sustainable agriculture systems, agroecosystem management, and crop ecology. Graduate courses will be part of the Horticulture and Agronomy and/or Ecology Graduate Groups. Advising and mentoring of undergraduate and graduate students is expected. The position is an academic year (9 month) tenuretrack position. This Assistant Professor position will include an appointment in the Agricultural Experiment Station.

Faculty members who hold an Agricultural Experiment Station appointment have a responsibility to conduct research and outreach relevant to the mission of the California Agricultural Experiment Station. It is anticipated that the candidate will collaborate with other scientists at UC Davis including staff and faculty affiliates of the Agricultural Sustainability Institute, Cooperative Extension specialists, farm advisors, and researchers from other universities and agencies to address the mission of the Department, College, and Agricultural Experiment Station. The successful candidate will be expected to participate in departmental, college, and campus committees, and with state, regional and national organizations, as appropriate.

QUALIFICATIONS: Candidates must have a strong and well-documented background in agroecology, crop ecology, agroecosystem management, agronomy, or related fields and a Ph.D. or equivalent degree in an appropriate discipline. Candidates must have the ability to conduct independent and cooperative research, and a willingness to address research areas relevant to the mission of the Agricultural Experiment Station.

SALARY: Commensurate with qualifications and experience.

TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plant sciences.ucdavis.edu Please include statements of research and teaching interests, curriculum vitae, publication list, copies of 3 of your most important research publications, copies of undergraduate and graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references.

For technical or administrative questions regarding the application process, please email mjgreenleaf@ucdavis.edu.

Review of the applications will begin November 1, 2013.

The position will remain open until filled.

Dr. Arnold Bloom, Chair, Search Committee Department of Plant Sciences University of California One Shields Avenue Davis, CA 95616-8515 Telephone: (530) 752-1743 / FAX: (530) 752-9659 E-mail: ajbloom@ucdavis.edu The University of California, Davis, and the Department of Plant Sciences are interested in candidates who are committed to the highest standards of scholarship and professional activities, and to the development of a campus climate that supports equality and diversity. The University of California is an affirmative action/equal opportunity employer.

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Department of Mechanical Engineering Faculty Opening

Stanford University’s Department of Mechanical Engineering invites applications for tenure-track faculty positions in product design, at all levels. We are primarily interested in applicants who will perform design research and teach design classes at the intersections of technology, business, and behavioral science.

We seek candidates, preferably with an earned doctorate, who will conduct creative and independent research programs with a deep understanding of design. An ideal candidate would be an accomplished designer with a background in the conception and creation of products, and would demonstrate the potential to build an exemplary program of research. Successful candidates should also be strategic thinkers and contribute to the advancement and development of design as a discipline at Stanford.

The Department of Mechanical Engineering offers an appealing and collegial setting for faculty and students studying design. The undergraduate Product Design major is among the most popular in the School of Engineering. There is also a unique two-year Master’s program. Teaching is interactive and project-based, and is supported by an extensive Product Realization Laboratory and Studio. We encourage collaboration with faculty members in Mechanical Engineering, as well as other departments and disciplines across the university. Formal connections with other departments will also be considered. The Design Group is actively affiliated with the Hasso Plattner Institute of Design at Stanford (known as the d.school), and participates in research in other programs within Stanford at the intersection of technology, business and behavioral sciences, including the Center for Design Research, the Stanford Learning Lab, the Center for Work, Technology and Organization, the Human/Computer Interaction Group in the Computer Science Department, and the Learning Design and Technology Program in the School of Education.

Applicants should submit a cover letter, a curriculum vitae with a list of publications, a one-page statement each of research vision and teaching interests, a brief (~4 page) portfolio of original design work, and the names and email addresses of five references. Please submit your application online at: http://me.stanford.edu/research/open_positions.html

The review of applications will begin on October 1, 2013. However, applications will be accepted until the position is filled.

Stanford University is an equal opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications from women and members of minority groups, as well as others who would bring additional dimensions to the university’s research and teaching missions.

LOOKING FOR A DIVERSE GROUP OF APPLICANTS?

Associate Specialists The Kavli Institute for Theoretical Physics expects to appoint researchers as Associate Specialists in theoretical physics at the postdoctoral level, beginning in September 2014. Appointments will normally be for periods of two years or longer depending on the promise, breadth of interests, and experience of the candidate, and on the anticipated scientific programs of the Institute. A detailed list of the KITP programs for 2014/2015 will be available after August 1st.

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Applications for postdoctoral positions should be made electronically via our web page at: http://www.kitp.ucsb.edu/for-scientists/fellowships/postdocs In the event that you are unable to upload your documents, hard copies should be sent to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 The deadline for applications and all related materials is November 15, 2013.

Later applications will be considered only as long as openings exist.

The Institute is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.

The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

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09/23/2013

Community College of Philadelphia anticipates full-time tenure track positions for the 2014-2015 academic year in the following disciplines: Accounting, Allied Health-Occupational Therapy Assistant, American Sign Language/English Interpreting, Art, Behavioral Health and Human Services, Biology, Computer Science, Culinary Arts (tentative), Developmental Mathematics, Economics, English, Justice, Learning Lab (tentative), Library, Nursing, Photographic Imaging, Sociology and Spanish. The College seeks applicants who meet specific discipline qualifications listed on our website as well as a demonstrated commitment to the following institutional priorities: 1.

Using high impact practices to work effectively with students from diverse backgrounds; 2. Using alternative course delivery strategies, particularly technology, to enhance student learning outcomes; 3. Being actively involved in the life of the department and the College; 4.

Engaging in academic and co-curricular activities beyond the classroom to optimize the College experience for students; 5. Using assessment for continuous improvement. Please visit our website at https://jobs.ccp.edu for specific requirements and to complete an online application.

Applicants must be legally eligible to work in the U.S. Deadline for responses for 2014-2015 positions is November 3, 2013. Community College of Philadelphia is an affirmative action, equal opportunity and equal access employer. The College encourages applications from individuals from traditionally under-represented groups. AA/EOE

The School of Education at UC Davis is committed to eliminating inequities in schooling and learning opportunities for diverse learners by advancing the power of knowledge and the promise of education.

The School has many strengths that are aligned with the needs of the State.

Efforts in faculty hiring, program development and partnership building focus on those needs: English learners; math, science and technology; neurodevelopment and education; literacy; and policy. The School has a strong commitment to the culturally and linguistically diverse population of California. We are also expanding our work with practicing educators through professional development programs and graduate degree programs designed especially for veteran educators.

The UC Davis School of Education is recruiting tenure-track faculty for the following positions:

Educational Assessment and Measurement (Assistant Professor) Seeking an innovative scholar in the area of educational assessment and measurement. We are especially interested in scholars whose focus on assessment issues includes assessment for at-risk student subgroups such as English language learners and students with disabilities. We invite scholars who address assessment of cognitive and/or non-cognitive domains.

Elementary Science Education (Assistant Professor) Seeking an engaged scholar in the area of elementary science education. We Alvin Community College is conducting a nationwide search for its next President.

Application packages should be submitted to: presidentapplications@alvincollege.edu.

This is a confidential search process.

To apply, please submit these three (3) separate documents in Microsoft Word format: 1. A letter of introduction detailing how your educational background and experiences address the listed search profile and qualifications (not to exceed 5 pages). (The presidential search profile is located at www.alvincollege.edu.)

2. A current resume and/or curriculum vitae including copies of transcripts, e-mail address, and cellular telephone number.

3. A list of references with the names, home and business telephone numbers, and e-mail addresses of five references: two supervisors, two direct reports and one faculty member.

These three (3) documents will be the only application information presented to the Search Committee.

Review of materials will begin immediately and continue until the appointment is made.

It is preferred, however, that all applications be submitted prior to October 18, 2013.

Applications received after this date may be considered at the discretion of the Search Committee and/or hiring authority. For a complete position description, please visit the Alvin Community College website at www.alvincollege.edu.

For additional information, nominations or inquiries please contact: Dr. Preston Pulliams Gold Hill Associates preston@goldhillassociates.com 503-704-3425

Alvin Community College is an equal opportunity employer.

are interested in a scholar who is investigating student science learning processes and outcomes in formal, public school settings and who can contribute to our teacher education program. Scholars who have expertise with schooling contexts that mirror those of a complex and diverse state like California are especially encouraged to apply.

Higher Education & Leadership (Open Rank) Seeking an innovative scholar in the area of educational leadership and higher education for a tenure-track, open rank faculty position. We are especially interested in scholars who focus on broad-access postsecondary institutions (e.g., community colleges) and who examine issues and challenges related to the success of these organizations and their students.

We invite higher education scholars from different disciplinary traditions.

For more information, including closing dates please visit our web site at http://education.ucdavis.edu/faculty-employment.

The University of California, Davis, is an equal opportunity/affirmative action employer. We especially encourage women and scholars of color to apply.

09/23/2013

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ADVERTISING INDEX POSITIONS CALIFORNIA

MASS COMMUNICATION The University of North Carolina Asheville Department of Mass Communication invites applications for a visiting assistant professor position to begin Fall 2014. Salary will be determined according to degree and level of teaching experience.

The successful candidate should possess a Ph.D. in mass communication or related field, although ABDs will be considered. Preference will be given to those individuals with an academic background in journalism, but other mass communication disciplines may be considered. The successful candidate will teach basic journalism and other related mass communication courses. Research and teaching interests in media convergence and those that focus on media and underrepresented populations are preferred.

California State University, Long Beach California State University, San Bernardino Los Angeles Southwest College Loyola Marymount University Stanford University University of California, Davis University of California, Santa Barbara

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CONNECTICUT

Manchester Community College

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FLORIDA

Florida Gulf Coast University

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ILLINOIS

Oakton Community College University of Chicago Booth

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INDIANA

Indiana University

25

KANSAS

University of Kansas

25

LOUISIANA

Tulane University

30

MARYLAND

Salisbury University

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MICHIGAN

University of Michigan Candidates must demonstrate excellent teaching skills and an ability to perform research commensurate with maintaining currency in the discipline in a liberal arts undergraduate environment. The University is especially interested in candidates who have a commitment to serving our well-qualified student body and the wider community, each of which are culturally, ethnically, and linguistically diverse. Consideration will also be given to those with demonstrated experience or potential for leadership in serving the University’s efforts in promoting diversity and inclusion.

Successful candidates 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 our Humanities program, writing and diversity intensive courses, and the first-year seminar series.

Cornell University

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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NORTH CAROLINA

University of North Carolina-Asheville

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PENNSYLVANIA

Community College of Philadelphia Temple University

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TEXAS

Alvin Community College Texas State University

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VIRGINIA

University of Mary Washington

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WASHINGTON

Evergreen State College

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INSTITUTIONAL

Kennesaw State University

GA

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CA

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FELLOWSHIPS/SCHOLARSHIPS

University of California, Santa Barbara Candidate should send a current vita, statement of teaching philosophy, three reference letters, and evidence of teaching ability to Dr. Alan Hantz, MCOM Search Contact, hantz@unca.edu, or One University Heights, CPO 1850, Asheville, NC 28804. Online submission strongly preferred.

Application review will begin immediately.

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TAKING A CHANCE ON LATINO MILLENNIALS

Woe

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

to young adults who exit college seeking work with a Millennial mindset but finding only opportunities with different values. Are these Generation Y members just being picky, wanting things “their way,” not tolerating day-in-day-out drudgery, or expecting a comfortable lifestyle to materialize because they jumped through the hoops of higher education? Latino Millennials might be little different, mainly because they probably have faced a tough economy for a longer time.

Coming from a traditional background, they might have spent years adopting some of the values common in a university, only to go back to the future and face a chasm between their new values and those prospective employers.

How can we expect a young Latino to pursue higher education but not benefit from the rewards promised? Are we doomed to situations where many think “young people don’t want to work” while young people contend that “this work is too much of a drag”?

Understanding what young adults – including Latinos – are seeking is important if we are going to make the connection and cultivate a new crop of bright individuals to do the work. Offer what they want, and they shall come.

Years ago people worked for a stable wage in a predictable industry. Employees focused on acquiring stuff, but Millennials focus more on the experience. While the generations before worked hard to own a sizeable house with prestigious features, many Millennials are willing to own less in order to have what they value more – freedom, satisfaction, challenge, meaning and adventure. While it wasn’t unusual years ago for a man to spend an entire career at the same company, being loyal until retirement, Millennials – many of today’s job seekers – view opportunities as transitory. If this job doesn’t work, another will. Each place of hire offers something to gain, but not necessarily enough to make a commitment to stay. The commitment of many GenY people is to make a difference – save the environment, help abused children or improve a system for the common good.

They might take a job that is presented now because it is available, but if it isn’t aligned with the meaning or mission

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they have, money will not be enough to sustain them over time. An employer wanting to keep this new employee happy is wise to make the work intrinsically satisfying so that the new worker will commit to a longer stay.

Staying with a company used to result in great rewards.

No more. Many Millennials will enter a job situation with hopes of learning all they can, then move on to the next better opportunity. If you stay too long, you run the risk of stagnating on the job and missing the next great opportunity that lies somewhere else. What used to be stability can now be a rut; what had been a rolling stone on the job is now someone who is upwardly mobile.

An office, especially one with a window, used to be a status symbol. Now the ability to work remotely is valued far more highly. Work environments like those at Google are enticing to those who long to be creative, independent – and paid. If an employer cannot provide such options, flexibility with creativity or workspace will go far in forming allegiance – at least for the time the newbie decides to stay. Besides, smart employers can sometimes save on overhead if employees work away from an official “office.”

There are still many in the workplace, especially in bureaucracies, who love rules; they write them, train others in them, enforce them and they expect others to follow them. Millennials are more often interested in getting a task done than in following rules. “Let me figure it out” doesn’t seem risky to a young adult who confidently approaches a job and appreciates being given a project to complete.

Being allowed to do what needs to be done in the most prudent way seems a lot easier.

Latino Millennials who effectively walk the tightrope between more traditional value systems and their contemporary beliefs are in the perfect position to bridge the gap between generations and attitudes at work, maximizing the best of each. Employers who are willing to take the risk on Latino Millennials often find things are done more creatively, efficiently and with greater foresight than previously imagined.