10/07/2013 Helping Hispanics Get a Leg Up in Research.

OCTOBER 7, 2013

www.HispanicOutlook.com

Pilot Program Motivates Students

VOLUME 24 • NUMBER 01

Experts Assess Impact of Fisher Decision

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by Carlos D. Conde

LATINO KALEIDOSCOPE

I’m

Moses, the First Journalist a journalist from the old “get me rewrite” era.

For those too young to appreciate those times, these were the days when we all pecked at typewriters in stuffy newsrooms writing about current events and seeing them in print later that day or the next morning.

Reporters out in the street with a deadline closing in would call in a story – usually about a crime or an accident – to the rewrite desk which would clack it out in record time.

I liked the rewrite desk which handled the late breaking news items. I won a journalism prize for a “Boy in a Coma” story tip that came in through that desk when I was on assignment.

It was the age of newsprint publications in various forms and of divergent bias and legitimacy but also a period when the news had time to ferment. I still remember one wizened colleague – he never took off his black fedora – clacking away on his Remington typewriter when we were “on deadline.”

The news was daily and I’d say more sober and reliable unlike some of the more stressed journalism of today which operates on a 24hour news cycle.

Relatively speaking, and no doubt reflecting my bias, I consider that era the pinnacle of modern, enterprising journalism which evolved into today’s seemingly more radical, free-flowing style brought on by leakers and the advent of the digital age.

It seems nowadays anyone or any group with a website can become a journalism entity and employ whatever ethics and bias they desire and they usually have the financial support or a fee-based setup to make it viable.

Journalism has been around since the days of Moses when he carved out and distributed God’s Ten Commandments on stone tablets and the only fee was moral adherence.

Time magazine is the only major mass market general interest print news weekly left but it’s also losing ground to the Internet.

Many journalism enterprises today, experienced or newly established, have found a new and less disquieting and more profitable niche in digital-age publishing. They are adapting to economic realities and changing reader habits that have lead them to a digital route.

It makes sense and is compatible with today’s preferences, considering that few people seem to have the time or want to invest the effort in poring over newspapers and magazines.

They prefer to peck or slide their fingers on a handheld keyboard that informs “in real time” whatever they want to know.

I’m with my son on a golf course looking at ominous skies wondering if it’s going to rain. He flips out his iPhone and bang, gives me the current weather tracking. President

Obama is obsessing about the Syrian crisis and bang, he has the latest update.

The latest news, legitimate or otherwise, is at your fingertips so why bother with a print version which may not be instantaneous but which you must admit has its merits if you enjoy more cerebral, in-depth dissemination of news or information that suits your interests.

A Pew Research Institute report on the “State of the News Media” estimated in 2011 that 1,000 to 1,500 more newsroom jobs would be lost. News organizations are increasingly relying on software developers to deliver their content and some Internet companies are going into the news business, via cable of course.

This may not suit the publisher’s outlook and preferences if they had their druthers but financial realities show that Internet journalism and advertising have gained ground rapidly.

Another study shows just how important the digital vehicle has become in delivering the content and how some Web companies exact conformity to their rules.

Some Internet companies not only are carrying the content of various journalism entities but they also, along with other upstarts, have created their own cable news site working with free-lance contributors.

AOL, which merged with Huffington Post, has 900 journalists. Bloomberg has 150 business news contributors and Yahoo has about three dozen. Almost every major newspaper like The New York Times, The Washington Post and the Los Angeles Times have for-fee Internet services.

I am a New York Times regular subscriber so I get its Internet content free which is a compilation of the newspaper’s daily print content.

A quarter of U.S. adults now get their news on at least three devices, a laptop/desktop, a smart phone, a tablet, or all three.

The Pew report also revealed that nearly one-half, (47 percent) of Americans now get some form of local news on a mobile device that serves their immediate needs. There are still many other news outlets but, according to surveys more and more people are turning to the Web for their hard news, whether the content is palatable or skewed, because it comes with the overall cable fees and seems convenient.

L K

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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® OCTOBER 7, 2013

CONTENTS Undergraduate Research Lab Sets Miami Dade Apart by Michelle Adam

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Page 8

Pilot Program in Oregon Motivates Transfer Students by Frank DiMaria

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College Completion Rates Move Up But Many Are Left Behind by Angela Provitera McGlynn

12

Experts Assess Impact of the Fisher Decision

by Jeff Simmons

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Gates Foundation Impacts Education Reform

by Mary Ann Cooper

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You can download the HO app

Page 14

Cover photo courtesy of Miami Dade College

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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

3

by Carlos D. Conde

Sr. Advertising Sales Associate – Angel M. Rodríguez

Moses, the First Journalist

Interesting Reads

Article Contributors Cynthia Maribel Alcantar, Frank DiMaria, Angela Provitera McGlynn, Jeff Simmons

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Editorial Policy

Book Review

by Myrka A. González

7

Bolívar, American Liberator

Uncensored

by Peggy Sands Orchowski

Targeting Higher Education Hispanic Success

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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

by Gustavo A. Mellander

Scholars’ Corner

by Cynthia Maribel Alcantar

Priming the Pump...

by Miquela Rivera

Intangible Benefits of a College Education

23 Back Cover

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

Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: HONewseditor01@aol.com

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

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Esquina E ditorial

S

taying ahead of the curve is one of the biggest challenges facing higher education today. Innovation has become a highly competitive battleground pitting emerging developed nations against the United States as world leader in science and technology. In this issue we shine a light on Miami Dade College’s (MDC) School of Engineering and Technology where undergraduate students are conducting research in everything from a mobile phone app that helps detect cancer to one that can be used as a hearing aid to an application that will make it easier for a colorblind person to decode a resistor. We celebrate MDC’s program, but beyond science and technology, innovation also means coming up with new ways to better educate teachers and students as a way to stay competitive with their counterparts around the world. Also in this issue we explore a pilot program between Oregon’s public community colleges and the state’s universities offering students the option of obtaining a degree through what the state is calling reverse transfer, as well as the Gates Foundation’s promotion called "skills-based hiring" as an alternative to hiring based on college degrees. Gates is also at the forefront of reforming teacher and student evaluations to fine tune America’s approach to public and higher education. In June, a New York Times article entitled, “Data Reveal a Rise in Degrees Among Americans” indicated that bachelor’s degree completion in the United States has grown from 21 percent in 1975 to 24.7 percent in 1995 to 33.5 percent in 2012 among Americans 25 to 29 years old according to the National Center for Education Statistics. Let’s hope this indicates that the influx of money and new ideas is bearing fruit.

¡Adelante!

Suzanne López-Isa Managing Editor

The Department of Computer Science at the University of Chicago invites applications for the position of Lecturer. Subject to the availability of funding, this would be a three year position with the possibility of renewal.

This position involves teaching in the fall, winter and spring quarters. The successful candidate will have exceptional competence in teaching and superior academic credentials, will carry responsibility for teaching computer science courses and laboratories. Applicants must have a Ph.D. in Computer Science or a related field at time of appointment and have experience teaching Computer Science at the College level.

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

Applicants must apply on line at the University of Chicago Academic Careers website at http://tinyurl.com/m3z99rw.

Applicants must upload a curriculum vitae with a list of publications and a one page teaching statement. In addition, three reference letters will be required. Review of complete applications, including reference letters, will begin January 15, 2014, and continue until the position is filled.

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

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Interesting Reads

Memories of a Hyphenated Man

By Ramón Eduardo Ruiz Urueta

Memories of a Hyphenated Man is the story of Ramón Eduardo Ruiz Urueta, a unique individual who, while shaped by his upbringing and drawing on deep cultural roots, steadfastly followed his own compass in life. It tells of a singular man who beat the odds as it addresses the ambiguities associated with race, class, citizenship, and nationality for Mexicans and Mexican-Americans.

2011. 250 pp. ISBN: 978-0816530021. $29.95. paper.

The University of Arizona Press, (520) 621-3920. www.uapress.arizona.edu.

Mexico’s Crucial Century, 1810-1910: An Introduction (The Mexican Experience)

by Prof. Colin M. MacLachlan PhD and William H. Beezley After Mexico gained its independence from Spain in 1821, it began the work of forging its identity as an independent nation, a process that would endure throughout the crucial 19th century.

This account is a guide through the pivotal time in Mexican history, including such critical episodes as the reign of Santa Ana, the U.S.-Mexican War, and the Porfiriato. The authors recount how the century between Mexico’s independence and the outbreak of the Mexican Revolution had a lasting impact on the nation’s history.

2010. 296 pp. ISBN: 978-0803228443. 14.95. paper.

University of Nebraska Press, Lincoln, Neb., (402) 4723581. www.facebook.com/NebraskaPress.

House Divided (America Libre Trilogy)

by Raúl Ramos y Sánchez For one family-a U.S. war hero, his deeply religious wife, and their impressionable 14-year-old son-a new struggle has just begun. Mano Suárez made a choice to fight against injustice, and his wife can only pray for his deliverance. Now their son, Pedro, takes up his father’s cause, disappearing into the ranks of a cult-like organization and leaving his family far behind. To rescue him, Mano must face the consequences of his past deeds.

2011. 320 pp. ISBN: 0446507768. $12.95. paper. Grand Central Publishing. New York, N.Y., (212) 364-1200. www.hachettebookgroup.com/

Bolívar, American Liberator

by Marie Arana 454 pp. 2013, ISBN 978-1-4391-1019-5. $35.00. Cloth. Simon & Schuster. New York, N.Y., www.simonandschuster.com. (866) 5061949.

This

book, although long, is perfect for readers from the United States where the teaching of Simon Bolívar is almost nonexistent. If you know nothing about Latin American history this book will go a long way to educating you while placing events in perspective. Simón Bolívar freed six countries from Spanish colonialism. He was a non-military man who won more battles than Napoleon Bonaparte yet is rarely studied in the United States.

This book is also perfect for the reader from the rest of the Americas because it clears up many of the misconceptions, exaggerations and outright fabrications which have all too often been taught in Latin American countries. For much of Latin America Bolívar is George Washington (the great general), Thomas Jefferson (the great spokesman, diplomat & writer), Abraham Lincoln (the abolitionist/liberator of races), and Napoleon Bonaparte (a despot) all rolled into one person.

Somewhere between the Latin American view and the United States’ omission lies the real man. Marie Arana, through excellent research and superior writing, tries to find him and bring him to life with all his faults, talents, virtues, and vanities.

Considering that Bolívar died tragically and young, the book seems long. Bolívar however had a highly active and interesting life and this book is written to help explain, not only what when on in Bolívar’s life but what else was taking place in the larger world around him which affected his choices. Additionally the author does an excellent job of filling in some of the history of Latin America in terms that can be understood by readers from all the Americas. When a figure in Venezuelan history is referred to, the author has the very good sense to explain who the figure is so that the reader has a full understanding. When she speaks to what is happening in Spain she also explains what is taking place in the United States, France, and England which affects events in Venezuela, Colombia, Bolivia or other ‘New Spain’ countries.

Bolívar, American Liberator takes us from before the birth of Simón Bolívar to his death. No Hollywood or fiction writer has dared conjure up such a main character. He’s the young orphaned heir to a fortune neglected, playing on the streets, sent to a poor boarding “school” from which he runs away, court interventions and swindling uncles, first love shattered by death, an oath on bended knee to return to liberate a country or die trying. Battles, hardships, love affairs, assassination attempts, triumph, disappointment and betrayal complete the story. Simón Bolívar said it best, “No one achieves greatness with impunity: No one escapes the fangs of envy along the way.”

Reviewed by Dr. Myrka A. González

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INNOVATIONS/PROGRAMS

Undergraduate Research Lab

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by Michelle Adam

icture a research lab, and the first image that comes to mind is a university setting with graduate students dedicating years of their lives to research. This is the more likely setting for such a lab, but not at Miami Dade College (MDC), where undergraduate students are pursuing projects that might one day benefit the average citizen.

Dr. Miguel Alonso (center) with students

From a mobile phone app that helps detect cancer to one that can be used as a hearing aid to an application that will make it easier for a colorblind person to decode a resistor, students within MDC’s School of Engineering and Technology are conducting research that is making its way into academic conferences and publications.

These students have played an integral part of the school’s computing research lab, which was started in 2010 with a grant from the National Science Foundation to recruit, retain, and advance underrepresented students at Hispanic-Serving Institutions in engineering and computing careers.

“What we are trying to do is level the playing field to make sure the engineering and information technology fields have equal representation of all people,” said Dr. Miguel Alonso, chair of MDC’s School of Engineering and Technology. Alonso wrote the original grant for the lab in conjunction with the Computing Alliance for Hispanic-Serving Institutions (CAHSI), an organiza-

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tion of 10 schools that aims to increase the number of Hispanics in the computing professoriate or workforce, improve the retention and graduation of Hispanics in this field, and promote and sustain academic and research programs at Hispanic- Serving Institutions. MDC is the only college in the alliance, and was the only one without a research lab.

“I wanted to bring undergraduate research to the college since there wasn’t any undergraduate research here at the time,” said Dr. Alonso. “Undergraduate students are capable of doing very high quality research, but a lot of people don’t give them enough credit.”

The School of Engineering and Technology, which houses the lab, is based at the Wolfson Campus, one of eight campuses of Miami Dade College, the largest and most diverse college in the nation, serving more than 170,000 students. With 70 percent of its students coming from Hispanic backgrounds, it should come as no surprise that almost all of the students working in the lab are Hispanic. The environment provides these students – who are underrepresented in STEM fields (Science, Technology, Engineering, and Mathematics) – a chance to get a leg up in their education.

“It is not uncommon for universities with graduate schools to have some undergraduate research labs. But for teaching colleges like us, this is not at all common,” said Dr. Alonso. “Since we don’t have a graduate school, it was hard to convince folks that we could do research. But because of the lab, I demonstrated, even to this college, that research is possible. And now we’ve seen the school build research experiences for undergraduates in all the STEM disciplines.”

About five or six students each semester work in the lab, a number that might seem small, but has its impact on others throughout the college. “These students in the lab take classes with other students and therefore raise the bar on what is possible for them,” said Alonso.

The research grant supports students in finding a particular problem they wish to focus on, and then conducting research in this area. They publish their work, submit and present conference papers, and send out posters and abstracts that often get accepted. Students are mentored, paired up to help each other, and host peer-led team learning, a process by which

Sets Miami Dade Apart they create activities in relationship to the curriculum and then go into classes and work with students to help solve problems together.

“When we start a new semester, we target a class where students may have a hard time,” said Charles Norona, research supervisor. “The students tend to then do better in these classes with this help.”

William Gómez, one of the undergraduate researchers, has assisted his peers in this manner. “The idea is that we are able to talk the same language as the students and they can learn and comprehend the material faster this way,” he said. “They can see that the material can’t be that hard if a student like themselves can do it.”

Gómez, whose parents are Cuban, recently graduated from MDC with an associate’s degree in computer science. He is completing a bachelor’s degree at Florida International University. His research has focused on creating a mobile app called AudioAid, which is intended to convert a cell phone into a hearing aid.

“We are at a stage in society where everyone has a cell phone, so why not download a hearing aid from this?” said Gómez.

Another student from Argentina, Matias Akman, is working on a phone application that can decode resistors. His project is intended to help colorblind people decode color-coded resistors, which control the current and voltage of electrical circuits.

“I imagine being able to do this work is very unusual. I really hope I can help someone out in the end. If I can make a small difference that will be incredible,” said Akman, who has been pursuing an associate degree in electronics engineering tech-

William Gómez, a MDC undergraduate researcher

MDC students perform lab tests

nology. “I am 22-years-old and am very glad I chose this program. The people here and the teachers are great people who really help me out to advance academically and as a person.”

Deborah Bobbio is another lab member studying electronics engineering technology (although pursuing a BS) who has been working on a project called SCIDS (Skin Cancer Identification System). This is a mobile application that might one day help someone take a picture of a lesion or some unusual marking on their skin and help them determine if it is cancerous. This application is based on a manual process of analyzing the possibility of cancer called ABCD. Measurements of asymmetry, border, color, and diameter form the basis of this diagnostic protocol.

“This work has made a huge difference. I’ve been at Miami Dade for an AA and AS, and throughout the years I’d go to class, take notes, do homework, and that was it. I didn’t feel like the person who could design anything out of nothing,” said Bobbio, who was born in Perú. “This has given me a lot of confidence in what I can do and what I’ve learned. I feel fortunate to be able to do this work.”

Bobbio will soon apply to graduate school in electrical and computer engineering, but if it weren’t for the research she has done, she might not have the confidence or hunger to learn more. She’s also one step ahead of other students who apply, and as one of a few number of Latinas in her field, she is likely to be sought after.

“I think they have done wonderfully,” said Alonso of all the students in the lab. “I am very pleased with the outcomes.” “ Many of the students will also take with them valuable experiences into their next endeavors,” he said. “What they have done is a door opener.”

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PROGRAMS/COMMUNITY COLLEGES

Pilot Program in Oregon Motivates Transfer Students

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by Frank DiMaria student’s path to degree completion is as unique as the student’s finger print. Some have the resources, motivation and support to complete a bachelor’s degree in the traditional four years. Others, for any number of reasons, might have to stop out, taking five, six even 10 years to get a degree.

Sometimes students’ circumstances might require that they move between two- and four-year schools to get training or complete a degree. Some students transfer to four-year universities before they complete an associate’s degree at a two-year school, with a percentage of this group eventually gaining a bachelor’s degree through a combination of credits from both institutions.

A pilot program between Oregon’s public community colleges and the state’s universities offers students the option of obtaining a degree through what the state is calling reverse transfer. This recognizes students’ achievements with an associate’s degree after they have transferred to a four-year school and have accumulated the credits needed to satisfy the twoyear degree program requirements. It also recognizes the degree completion for the community college, which previously has received no “credit” for the degree through existing data measures.

“We are doing the reverse transfer in a way that fits targeting students who have left the community college prior to obtaining their associate’s degree and have gone on to the four-year institution. Once they have completed the proper credits at the four-year institution, those are then transferred back, or reverse transferred, to the community college. The student is awarded the (two-year) degree,” says Elizabeth Cox Brand, communications and research director at the Oregon Department of Community Colleges and Workforce Development. “It’s an exciting program. We’re giving students the degree they earned. It’s a fantastic win for everybody.

Students and the University of Oregon System (OUS) benefit from this program because they are more likely to stay in school and finish a four-year degree program if given the opportunity to transfer their community college credits to a university.

Many students who transfer from a two-year school to a four-year school get disheartened, seeing more years of schooling ahead of them before they get close to earning a degree. The Oregon University System hopes students who are awarded their associate’s degree while completing their bachelor’s degree will keep their eyes on the prize. “We look at it

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“An example of this would be a student who gets a more technical associate’s degree with a general bachelor's

degree. That qualifies them for a higher

level position, like a supervisory position with their existing employer.”

Joe Holliday, assistant vice chancellor for student success initiatives at the Oregon University System

as a motivating factor for the student. There has been some preliminary research from the University of Texas, El Paso, which has been involved in this type of program for a while, that shows students who have received their associate’s degree through this process are more likely to complete their bachelor's degree,” says Cox Brand. In fact, retention rates improve by 10 percent for those students who receive an associate’s degree through reverse transfer once they are at a four-year institution. Cox Brand calls the program a catalyst for a bachelor’s degree.

Those who participate in the program and graduate with a four-year degree will have both an associate’s and a bachelor’s degree on their resume, reflecting a broader and more accurate view of the skills and training they received. Those who fail to complete a bachelor’s degree after transferring but do earn the associate’s with accrued credits, have at least he one degree and to help them in their career goals. Motivated individuals who return to school to complete their bachelor’s degree after stopping out for a while will have a much easier time re-entering academia and a head start on the completion of the four-year degree.

Associate’s degrees, quite often, are awarded in more technical, applied areas than a typical bachelor’s degree. Students who earn an associate’s and a bachelor’s have a leg up in the workforce. Employers value workers who understand the hands-on and the theoretical aspects of a given field. “An example of this would be a student who gets a more technical associate’s degree with a general bachelor's degree. That qualifies them for a higher level position, like a supervisory position with their existing employer,” says Joe Holliday, assistant vice chancellor for student success initiatives at the Oregon University System.

The opposite of this, but just as attractive to employers, would be a student who earns an associate of arts Oregon transfer degree – a liberal arts associate degree – then earns a bachelor’s degree in a specialized area.

The Oregon university system and community colleges will enjoy a number of benefits from the reverse transfer program, which is part of a grant project with the Lumina Foundation. For example, community college completions will more accurately reflect the time, resources and support the state’s two-year institutions have invested in students who transfer prior to degree completion. These institutions will now gain credit for the degrees in their completion outcomes while creating closer transfer collaborations with four-year institutions and gaining alumni who feel a greater connection to the community college.

Before the program was implemented, when a community college lost students before degree completion, it would have to count them as “failure,” even if their academic experiences at that college lead them to a bachelor’s degree at a four-year institution. Reverse transfer will now record the associate’s degree that the student earns after transfer as a success and will credit the community college when calculating its completions.

“We are moving in Oregon, as are other states, in the direction of outcomes rather than enrollment,” says Holliday. “It is increasingly important for our community colleges and our universities to demonstrate that they are graduating students or that students are completing the program that they started out in and are getting their money’s worth and a return on their investment.”

Counting completed associate’s degrees within the new reverse transfer program will accurately reflect the graduation rates and achievements of community colleges and will be represented in the state’s important 40-40-20 goal to increase educational attainment in Oregon. “We have in statute now a goal by the year 2025 that 100 percent of Oregonians will have at least a high school diploma, 40 percent will have at least a bachelor’s degree and 40 percent will have at least an associate’s degree or a certificate and 20 percent will have a high school diploma,” says Holliday, adding that it is the most ambitious completion goal in the country.

The pilot partners are currently determining which administrative systems and technology they will require to track and extract student credit data from transcripts between the partnering institutions. This will not be an easy task and will require significant resources since the partnering institutions are in two different postsecondary sectors.

All parties are exploring the possibility of foundation or other grant funding to help with implementation and technical system requirements.

Currently 10 community colleges in Oregon are participating in the reverse transfer program. Eventually, additional public institutions, as well as private, nonprofit institutions, will award associate’s degrees through reverse transfer. “The goal is to make this program systemic and statewide. We have one more year on the grant and some legislators have expressed interest in it. I’m sure once we can show the progress and can work out the kinks and logistics in the process, then it will be easier for the remaining seven community colleges to come on board. Hopefully in the next few years they will be ready to go,” says Cox Brand.

It’s too early to determine if the program has raised completion and retention rates at the participating schools, but the community colleges have published promising completion numbers. “They’re finding a lot of students who were interested in this program might still be enrolled, and they are finding many who they can go ahead and award the degree to. It’s looking very promising,” says Cox Brand.

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REPORTS

College Completion Rates Move Up But Many Are Left Behind

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by Angela Provitera McGlynn recent New York Times headline “Data Reveal a Rise in Degrees Among Americans” appeared to be good news.

And there is some good news – bachelor’s degree completion in our country has grown from 21 percent in 1975 to 24.7 percent in 1995 to 33.5 percent in 2012 among Americans 25 to 29 years old, according to the National Center for Education Statistics. Is this progress? Yes. However, it is far short of what our nation needs to meet global workforce requirements.

Higher education experts and economists acknowledge the recent improvement but warn that college completion rates are still distressingly low – only 50 percent of students enrolled in the first year of college in 2006 had completed a degree by the year 2012.

enrolling. According to Tom Mortenson, a higher education policy analyst with the Postsecondary Education Opportunity newsletter, about 10 percent of Americans whose parents were in the lowest income quartile earned bachelor’s degrees by age 24 in 2011. Compare that figure with children whose parents are in the highest quartile where 70 percent completed their four-year degrees over the same time span.

The Lumina Foundation report concludes the pace of degree attainment is far too slow to meet future workforce needs and also found that there are massive achievement gaps correlated with race/ethnicity and income. Educational attainment has been unbalanced and unfair historically with enrollment and achievement rates lowest for low-income, first-generation, and racial/ethnic minorities.

Evidence of this imbalance is remarkably striking in the Degree-attainment rates among United States adults data on degree attainment. For 59.13% (ages 25-64), by population group all adults ages 25 to 64, 59.1 percent of Asians, 43.3 per43.30% cent of whites, 27.1 percent of blacks, 23 percent of Native Americans, and 19.3 percent White 43.30% of Hispanics hold postsecBlack 27.14% ondary degrees.

27.14% 23.07% Add to the racial/ethnic Hispanic 19.31% 19.31% imbalance and that of income, Asian 59.13% the fact that young people are Native American 23.07% lagging behind in earning degrees, and the rates for young people serve as a leading predictor for where U.S. higher education rates are headed overall.

The Lumina Foundation report, A Stronger Nation For young adults ages 25 to 29, the highest attainment rates Through Higher Education 2013, shows the pace of college continue to be among Asians at 65.6 percent, followed by noncompletion is not nearly fast enough to meet future workforce Hispanic whites at 44.9 percent. But then there is a chasm: degree needs. Additionally, huge achievement gaps persist among attainment for blacks is 24.7 percent, for Hispanics, it is 17.9 perdemographic groups and state-by-state. Young women have cent and for Native Americans, degree attainment is 16.9 percent. outpaced men in degree attainment in the past decade. There In order to increase degree holders overall in the United has been little change among Asian students over the last 10 States, it is crucial that we close these achievement gaps. The years but they already have the highest degree attainment of very groups that are growing the fastest in America, particularany other group in America. Graduation rates have risen ly Hispanics and young adults, are critically needed to make among white students, slightly among black and Hispanic stu- up the nation’s shortfall. dents, but not much at all for low-income students.

“These are worrisome signs that the demand for high Low-income students are not only less likely to complete skilled talent is increasing more rapidly than we’re actualcollege – they are less likely to complete high school than ly educating people… more affluent students. They are less likely to enroll in college These are the words of Jamie P. Merisotis, president and after high school and less likely to graduate from college after chief executive of the Lumina Foundation, who adds Source U.S. Census Bureau, 2009-11 American Community Survey PUMS File

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“Research tells us that 65 percent of U.S. jobs will require some form of postsecondary education by 2020, yet fewer than 40 percent of Americans are educated beyond high school today…Our pace of attainment has been too slow and America is now facing a troubling talent gap. If we intend to address this problem, new strategies are required and a heightened sense of urgency is needed among policymakers, business leaders and higher education institutions across our nation.”

Earlier in 2013, the Lumina Foundation outlined how it intends to work over the next four years to move our nation toward the national goal of increasing the percentage of Americans with high-quality degrees and credentials to 60 percent by the year 2025. Their strategic plan includes two major strategies: 1) design and build a higher education system for the 21st century; and 2) mobilize employers, policymakers, institutions, state and metro leaders and others to better position America for success in the knowledge economy The first plan involves creating new models of student financial support, developing new higher education business and finance models, and creating new systems of quality credentials and credits defined by learning and competencies rather than time.

The second strategic plan focuses on building a social movement to support increased degree attainment in America, working with employers, metro areas and regions to encourage broader adoption of the national Goal 2025, advancing state and federal policy for increased attainment, and mobilizing higher education institutions and systems to increase the adoption of data- and evidence-based policies, partnerships and practices.

Again, in the words of Merisotis: “The strength of our nation – or any nation – is its people, the sum total of talents, skills and abilities inherent in its citizenry…America needs a bigger and more talented workforce to succeed, but we cannot expect our citizens to meet the demands of the 21st century without a 21st century education. That’s why we are working to mobilize stakeholders to commit to achieving this 60 percent college-attainment goal. And it’s why we are working to design and build a new system of higher education that is grounded in quality and is flexible and affordable enough to properly serve the needs of students, employers and society at large.”

To meet the national goal for 2025, the Lumina report offers 10 new achievement targets for 2016 that will guide the Lumina Foundation’s work.

The 10 targets for 2016 are: 1) 55 percent of Americans will believe that increasing higher education attainment is necessary to the nation. ( 2012 baseline = 43 percent) 2) 67.8 percent of students will pursue postsecondary education directly from high school. (2012 baseline = 62.5 percent) 3) 1.3 percent of older adults will be first-time participants in higher education. (2012 baseline = 1.1 percent) 4) 3.3 million Hispanic students will be enrolled in col-

Research tells us that 65 percent of U.S. jobs will require some form of postsecondary education by 2020, yet fewer than 40 percent of Americans are educated beyond high school today… lege. (2012 baseline = 2.5 million) 5) 3.25 million African-American students will be enrolled in college (2012 baseline = 2.7 million) 6) 22 million students will be enrolled in college across America. (2012 baseline = 18.1 million) 7) 800,000 fewer working-age adults (ages 25 – 64) will have some college and no degree (2012 baseline = 36.3 million; 2016 target = 35.5 million) 8) 60 percent of first-time, full-time students will complete college within six years. (2012 baseline = 54 percent) 9) 48 percent of adult learners (ages 25 – 64) will complete higher education. (2012 baseline = 45 percent) 10) 3 million will be the number of associate and bachelor’s degrees awarded annually. (An increase of 500,000 per year based on 2012 baseline of 2.5 million) To meet these goals, Lumina will use data and metrics to measure progress, keep people engaged on track, and to modify and refine approaches as needed. For more detailed information, read the full report A Stronger Nation Through Higher Education 2013 online.

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.

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Experts Assess Impact of the Fisher Decision PERSPECTIVES

A

by Jeff Simmons

long-anticipated decision on June 24 by the Supreme Court of the United States might reshape how colleges and universities across the country amend their admissions policies, but the initial response to the decision has been consistently firm: wait and see.

“From an optimistic perspective on diversity, it seemed like the court said there’s nothing wrong with the law, and you guys just didn’t execute it effectively, in terms of their program being ‘narrowly tailored’, and kicked it back,” said Peter Aranda, executive director and chief executive officer of the Consortium for Graduate Study in Management. “And so I think there’s a lot of interest in seeing what happens.”

The 7-1 ruling (with one justice recusing herself) in Fisher v. University of Texas at Austin drew a level of uncertainty to the debate because it did not yield finality over the consideration of race as a factor in the undergraduate admissions process to increase minority enrollment.

The University of Texas at Austin had adopted its program after the Supreme Court’s decisions in two 2003 cases: Grutter v. Bollinger, which upheld the use of race as one of a number of “plus factors” in an admissions program; and Gratz v. Bollinger, which found an admissions program was unconstitutional when automatically awarding points to applicants from certain racial minorities.

In the Abigail Fisher case, a white student was not accepted for admission into the university’s entering class in 2008. As mandated by state law, the university guarantees undergraduate admission to all in-state applicants in the top 10 percent of their high school class; in

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In the Abigail Fisher case, a white student was not accepted for admission into the university’s entering class in 2008. As mandated by state law, the university guarantees undergraduate admission to all in-state applicants in the top 10 percent of their high school class; in fact, it accepts most of it students through this law. fact, it accepts most of it students through this law.

For in-state applicants falling outside of that top tier, the university’s admissions process weighs other factors, including a personal achievement score which factors in socioeconomic status and race. The university determines such

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achievement scores holistically, so it doesn’t consider any factor individually or assign separate numerical values for any one factor.

Fisher charged that such a policy violated her 14th Amendment right to equal protection because she was denied admission in favor of minority appli-

cants with lesser credentials. body is “a constitutionally permissible Some have further stressed that the case The Fifth Circuit Court previously goal.” It also noted that Fisher in fact will require higher education institutions affirmed a lower court decision uphold- had graduated from another university to be able to prove they don’t rely too ing the admissions plan, applying the in May 2012. much on race in the admissions process. standard that the plan was narrowly tai“We were pleased to see that the The Harvard Graduate School of lored to achieve its stated goal of achiev- court essentially reaffirmed what has Education’s Thomas J. Kane and James ing diversity on campus. been the law and found that the educa- E. Ryan wrote in a column this summer But in June, the Supreme Court vacat- tional benefits of diversity are continuing that: “No longer may lower courts simed the Fifth Circuit Court of Appeals to be a compelling interest in this coun- ply defer to the good-faith decisions of judgment that favored the university, try,” said Ada Meloy, ACE’s general coun- colleges regarding the necessity of maintaining that it was incorexplicitly considering race in rect in upholding a lower admissions decisions rather court’s summary judgment than some proxy for race. because that court failed to Colleges must instead attempt apply “strict scrutiny” to the to prove, and lower courts university’s policy. must determine, what counts The court didn’t overrule – as a ‘workable’ race-neutral thereby leaving intact – the earalternative. This is much hardlier decisions on the use of race er than it might seem. It also in admissions. And, it remanded raises questions that go to the the case back for further proheart of a college's mission ceedings. and stretch the institutional By sending the case back competence of courts.” for re-examination with the They added, “Few universidecision falling at the end of ties and colleges are prepared the academic year, experts to answer the questions that reasoned that little change has courts will soon be asking. If taken place over the summer, they fail to prepare convincing and won’t in the short-term answers, they will lose. And, until the legal saga is having been put on notice, addressed in court. responsibility for that loss will “It will take time to analyze be with our college and uniCivil rights attorney David Hinojosa, versity leaders, not our the U.S. Supreme Court's ruling in Fisher v. University of courts.” the Southwest Regional Counsel for Texas at Austin and its impact Aranda’s consortium is on the consideration of race committed to increasing the and ethnicity as one factor the Mexican American Legal Defense representation of Hispanic among many in the admis- and Education Fund (MALDEF), called Americans, African-Americans sions process,” said Mary and Native Americans in busiCorbett Broad, president of ness schools and corporate the court’s decision a “victory for the American Council on management.

Education(ACE). “However, He predicted that longer diversity across the country.” we are deeply gratified that term, higher education instituthe court agrees with the hightions might be required to er education community – diversity on more finely delineate all of the compoour campuses offers unique educational sel. “Colleges and universities will cer- nents of the admissions process. “What I benefits to students and is a compelling tainly be interested in what the lower think will likely happen is that this is government interest.” court does. They are all attentive to what going to dig into their programs and dig In a motion filed in July with the Fifth the Supreme Court has said, which is into what is the definition of ‘narrowly Circuit Court, which is based in New that it will continue to give strict scrutiny tailored’,” said Aranda. “One of the Orleans, the university insisted the best to the use of race or ethnicity in the col- things that happened with abortion after course of action is for the case to be fur- lege admissions process.” it was legalized, was better, more finite ther remanded to the District Court to Some experts predicted the case definitions of what was legal and what reconsider the case, and maintained the leaves the door open for similar lawsuits wasn’t in terms of the first or second earlier cases found a diverse student because of the narrow court decision. trimester. I see this as potentially an

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example of what might come from this case is a better definition of what ‘narrowly tailored’ is and isn’t, and how we balance between critical mass and a quota system.”

He added: “If I had a crystal ball, what one might expect to see over the long run is an organization like the consortium that creates opportunities for universities to pursue diversity recruitment and enrollment in a way that is more arm’s length from their own institution… I would think we might see programs like the consortium develop in the undergraduate space, in the medical school space, in the law school space, that would allow schools to continue the pursuit of a diverse class profile, but not necessarily with their own money, in a more arm’s-length fashion.”

Paulette Caldwell, professor at New York University’s School of Law, viewed the Supreme Court’s decision as one that “tightened up the how-to part, not whether or not you could seek a diverse student body but how you go about doing that and what you need to show objectively as a university.”

“For the most part, the Fisher case is a kind of wait-and-see case,” she said, explaining how the facts are largely unique because most other states don’t employ a similar 10 percent rule. “The landscape hasn’t been changed that much for those states. They are probably going to wait and see what specific guidelines come out of the Texas case.”

Deborah Archer, professor of law and associate dean for academic affairs at New York Law School, who co-authored the National Black Law Students Association’s brief in the Fisher case, offered similar sentiments.

“Universities and colleges should not be chilled by this decision, even if they need to be more transparent in demonstrating that they did their homework first,” said Archer, who also serves as director of the school’s Racial Justice Project.

She hopes colleges and universities will continue to take steps to promote diversity and equal educational opportunity for students from all backgrounds.

A number have taken the Supreme Court's opinion as an opportunity to

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review their admissions programs in light of the court’s clarification of the standard of review, she said.

“The standard for implementing a race-conscious admissions program has always been rigorous, but institutions of higher education will continue to be able to meet that standard,” she said.

“Universities were never insulated from searching review.”

Added Archer: “As the federal courts re-evaluate the University of Texas at Austin's program, I believe that UT's program will be able to meet this rigorous test. It was very carefully crafted, and entirely consistent with the court's previous affirmative action decision in Grutter v. Bollinger.”

Civil rights attorney David Hinojosa, the Southwest Regional Counsel for the Mexican American Legal Defense and Education Fund (MALDEF), called the court’s decision a “victory for diversity across the country.”

“It sends a greater message, especially to a university like the University of Texas at Austin, which is a flagship university. It should be representative of the population of the state,” he said.

While there is no exact timetable, he anticipated that the Circuit Court could resolve the issue by this fall.

“In the meantime, the threat of any potential litigation by other Fisher clones is unsubstantiated and unlikely to occur because the courts have made it clear that universities can continue to use race in a holistic fashion,” said Hinojosa.

“Because that ruling stands fast, universities do not seem to be rushing to change any of their current practices.”

The decision, he said, “Clarified a point from the court that deference should not be owed in the ‘narrow tailoring piece’. It doesn't mean that universities cannot consider a diverse student body as part of their mission.

“It does not mean that universities cannot review how their race-neutral policies are or are not succeeding in fulfilling their mission. It does not mean that universities cannot consider race in a holistic fashion. It does not mean that universities cannot pursue a diverse student body while using race in a holistic

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fashion,” he said.

Hinojosa said that Hispanic students are confronted by many more obstacles on the path to equal access and opportunities in higher education, often receiving subpar education in their K-12 schooling and imbalanced financial aid packages that preclude them from enjoying access.

“I don't think that it has changed much in the day-to-day operations of universities,” he said. “If the decision was to have had a greater impact on individual universities and their decisions to consider race, then it might draw pause, but I don’t think this will have a great impact.”

All experts agreed that issues around race-conscious admissions in higher education would continue for the longterm, particularly as colleges and universities encounter shifting population demographics.

“Student diversity doesn’t just open the doors to those very students and impact their education, and help them not to feel like spokespersons for their own race when they speak in class, and to not feel isolated on campus,” said Hinojosa. “But research shows that a diverse student body impacts those around you. It will impact white students and Asian students and AfricanAmerican students. We can always learn from one another’s experiences.”

MALDEF is continuing to monitor the case and might attempt to intervene again on behalf of Hispanic students if it is remanded to a lower court. This is important, he said, so the Latino experience can be appropriately portrayed.

“I think that part of the story may not be told by the University of Texas at Austin,” said Hinojosa. “I think the experiences of Latino students will be a critical part, and the University of Texas might not be the party to best present those facts in the court. For example, in the first round, when we attempted to intervene, we had many affidavits from Latino students and organizations on the importance of diversity and from their own personal experiences, and that wasn’t necessary part of the record that was offered at the time.”

UNCENSORED

by Peggy Sands Orchowski

NAPOLITANO A STRANGE CHOICE FOR UC PRESIDENT – The selection in July of former Secretary of Homeland Security (and Arizona Governor) Janet Napolitano as the first woman president of the 10-campus University of California (UC) system, came as a shock – especially to Latino activists. They demonstrated furiously against having a president who in her previous cabinet level position was responsible for enforcing immigration laws including deportation. “DREAMERs at UC will live in fear”, a Latina law student said to the Los Angeles Times. (An estimated 619 “presumed” undocumented students were studying in the UC system in the 2011-12 academic year, according to a UC system report – about 30 percent are Asian and Pacific Islanders, the other 420 or so are Latinos). Napolitano’s complete lack of experience in higher education administration and her professional support of surveillance and border patrol are “adversarial to the ethics and practices of the Academy,” Mark Levine, a UC professor wrote in Al Jazeera. In fact the only reason for Napolitano’s selection, everyone seems to agree, is her wide connections in government that supposedly will lead to more federal funds for UC. Frankly, that is the most disingenuous reason of all IMHO. Supportive California Congressmen and Senators on the Hill have made it quite clear that “things have changed! There never will be federal money available to universities as in the past,” two elected officials said off-the-record to a select group of UC fundraisers recently.

UN

CE

START SKILL PLANNING – NOT CAREER PLANNING – EARLY IN COLLEGE – It’s common knowledge now that not all college degrees are equal. Entering college students must carefully select the campus, professors and major that will lead to good future jobs. But choosing a specialty, even in STEM fields, is like “being a venture capitalist at 18,” said one education economist at the Wharton School of Business recently. “Career fields that look so great now, may not exist in a decade.” So the latest advice for students and their counselors is to “think about learning skills and functions best for you,” writes Andy Chan of Wake Forest University in North Carolina.

What does he mean by skills? “Basically it’s anything humans can do better than robots!”

NS

OR

ASSIMILATION? INTEGRATION? ASSOCIATION? WHICH COMES WHEN? – The tragic Boston Marathon bombing last May precipitated an agonizing discussion around “assimilation” – a word banned for years now from Capitol Hill. But this spring for weeks on end, the public and media pundits beat themselves up about why and how four immigrant youths who obvi-

ED

ously had “assimilated” into the American way of life, could have become so “anti-American.” After all, they had all come in to the U.S. as legal immigrants, students – youths! They played sports, studied, ate pizza and hung out in gyms with Americans. People were amazed to learn that the oldest boy, a competitive college boxer, claimed on line “I have no American friends.” No one questioned that none of the boys’ supposed “good American friends” knew anything about their radicalism nor the violent history of their homeland. No one remarked that they spoke English with heavy accents and only spoke Russian together. Most Americans are very naïve about assimilation. The word is controversial because of its connotation of “becoming similar to” or “the same as.” Multiculturalists decided long ago that “integration” was the better term – as in “integrating one’s culture with another.” But no one really talks about how long these processes take. My experience shows it often takes three generations to truly assimilate. The first generation immigrant (if they come after the age of puberty or as adults), can usually only “associate” with the culture; most never become citizens. The second generation – children born of first generation immigrants – usually “integrate” well but don’t feel “wholly American” if raised in another language and culture throughout their youths. Most immigrants’ descendants only truly assimilate by the third generation.

RACE ISSUE A “WASH” IN 2012 ELECTION – “Race was a wash in the 2012 election,” said Dan Balz, the premiere Washington Post analyst of the 2012 election at the presentation of his book “Collision” in Washington, D.C., in early August. “The Obama campaign told me that as many people voted FOR Obama because he was black, as voted AGAINST him for the same reason.” He also said Republican Mitt Romney lost the Hispanic vote not because of “self-deportation” comments, but because he would not back national health insurance.

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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ORGANIZATIONS

Impacts Education Reform

In

by Mary Ann Cooper

the United States we tend to determine the success of our education institutions by measuring student achievement. That is the major focus, for instances of the No Child Left Behind legislation. However, some advocacy groups, such as the Bill and Melinda Gates Foundation, are using their resource dollars to direct national attention elsewhere – more specifically, teacher training – but that’s not its only focus. On the other end of the academic spectrum, the Gates are also promoting “skills-based hiring” as an alternative to hiring based on college degrees.

force is a challenge because there are no models to follow.

The country's teachers seldom get feedback, and evaluations, he says, are rubber-stamp approvals with no real guidance on how to improve classroom management or teaching skills.

The foundation has funded pilot programs in five urban school districts, working with them to develop teacher evaluation and improvement systems. Gates says this is the heart of the foundation’s work in education.

“So the goal of our pilot sites is to answer pivotal questions on teaching: What are the great teachers doing? What are the average teachers not doing? And how do you help that average teacher do what the great teacher does? That's what this is all about,” says Gates.

Gates says he’s fully aware of the danger that the misuse of teacher evaluations can trigger such as state- or nation-wide witch hunts and scapegoating teachers for any education failures. And that’s where Measures off Effective Teaching, a Gates Foundation funded study, comes into play. The large study of 3,000 classroom teachers has revealed a number of elements that are indispensable to what Gates calls, “a topflight program.”

Gates says he thinks the heavy involvement of teachers in creating a new evaluation process from the conceptual stage, to the roll out, to revising the program once it's underway is crucial to the success of any program. Any program that bypasses teachers is doomed to fail. Gates says, “None of us who work outside the classroom can do anything for students unless we do it with teachers. That's why working with teachers is rule number one.”

Although Gates believes that teacher evaluations should be tied to student achievement, he finds fault with the current way At the Education Commission of the States annual confer- we measure that achievement. “Using gains on annual test ence in July of this year Bill Gates addressed the aim and goal scores as a sole measure of teaching performance has huge of his foundation. “If we wanted to give the United States the drawbacks. First, the tests say how the students are performbest chance for a great future, and we were allowed to pick ing too late for the teacher to do anything about it – and the one thing to promote – I would pick great teaching in whole purpose of evaluation is better student performance.

America's classrooms. In my view, nothing is more important. Second, annual tests are not diagnostic. If the scores are high, That is why helping all teachers get better is the primary focus they don't tell us what the teacher did well. If the scores are of our foundation's work in the United States.” low, they don't tell us what the teacher could do better.”

As Gates points out, creating an improved teacher workInstead, Gates favors a three-prong approach to teacher

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evaluation – classroom observations by trained evaluators based on validated measures of good teaching; student surveys with questions such as: “Did you work your hardest in this class?”; and third, a measure of student gains in testing. This approach creates a valuable set of data that can be used in teacher training and seminars to improve instruction and performance.

Gates is a big proponent the new common core state standards in math and English language arts, which has been adopted by 46 states and the District of Columbia. “The standards in English language arts emphasize the ability to read text, analyze it, and apply it at ever higher levels of complexity – with ever greater independence. This is the core of the core.

It opens the door to everything,” says Gates.

Not content with leading the discussion inside the classroom, Gates also is using the Gates Foundation to encourage employers to do something called “skills-based hiring” as an alternative to hiring based on college degrees. For Gates, this is not a stretch or new thinking. He is probably one of the most famous American tycoons to have never finished college.

That’s probably one of the reasons the foundation has partnered with Innovate+Educate for the New Options Project, led

by Angela Cobb. In Fast Company magazine, Gates was quoted as saying, “The ideal there is creating a skills-based credential that is well-trusted and well understood enough that employers view it as a true alternative to a degree.” The New Options Project, an alternative to college degrees, has been called a cross between a vocational school and an accrediting exam program.

Statistics Figure into Gates Foundation Imperative The United States is at a crossroads in education. Bill and Melinda Gates say their Gates Foundation has taken up the challenge of enhancing the education experience for present and future generations of students. They cite these statistics as indicative of the need for improvement.

• A college education is the gateway to the American middle class, with college graduates earning substantially more than those without a degree. But low-income students are 28percent less likely to finish college than those in higher income brackets, and the education gap is widening.

• Poor college completion rates in the U.S. hurt the national economy. Only about half of those who enroll in a four-year institution earn a degree within six years, and barely 20 percent of those pursuing an associate degree earn one within three years.

• The U.S. economy will need an estimated 22 million new college graduates by 2018 but will face a shortfall of at least 3 million.

• Only 25 percent of U.S. public high school graduates have the skills needed to succeed academically in college, which is an important gateway to economic opportunity in the United States.

• Most of the country’s K-12 public school teachers lack access to the tailored feedback, high-quality instructional materials, and support they need to do their best work and continually improve.

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TARGETING HIGHER EDUCATION

so long that our memory runneth not to the contrary, Hispanic Outlook and many other similaroriented publications have bemoaned the fact that such a high percent of Hispanic/Latinos don’t finish high school and, ergo, don’t go to college. Therefore, we have witnessed an unending procession of youngsters condemned to live dreary unfulfilled lifetimes. They are doomed to live below what their natural talents and abilities could provide because they were never developed.

That reality and a desire to change that dismal scenario motivated the founders of Hispanic Outlook to create this publication some 25 years ago. Since then and even before then, hundreds of thousands of well-meaning persons took on the challenge and worked in a variety of ways to encourage more Hispanics to finish high school and to look toward college as a real possibility. The results unfortunately remained turgid and dismal for decades.

Now, there is finally some good news. A report issued by the always reliable Pew Foundation reflects what we have seen on our campuses. Pew’s report proclaims in large headlines that Hispanic “High School Drop-out Rate at Record Low” and further “Hispanic High School Graduates Pass Whites in Rate of College Enrollment.”

Authors Richard Fry and Paul Taylor report that while 28 percent of Hispanics did not complete high school in 2000, that completion rate has improved dramatically since then. To be precise, by 2011 that percentage had dropped precipitously to 14 percent. To reiterate 14 percent of Hispanics still failed to graduate from high school. But that is an all-time record low!

Clearly the message of the importance of graduating from high school has gotten through. Hundreds of thousands of teachers, parents and a multitude of others succeeded in their efforts to get young Hispanics off on the right foot by completing high school. Caucasians held their own as well. Starting from a much lower base, they actually saw their high school dropout rate decline during that same period: from 7 percent in 2000 to 5 percent in 2011.

A Record Seven-in-10 Go to College Further data from the U.S. Census Bureau reveals more good news: a record seven-in-10, (69 percent) of Hispanic 2012 high school graduates enrolled in college that same fall.

A significant feat. Furthermore, it is 2 percent higher than the 67 percent rate of their Caucasian counterparts.

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Hispanic Successes

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Those milestones are the result of long-term Hispanic activism and persistence. Today the goal of finishing high school is well-embedded although it must also be acknowledged that some Hispanic college-going action was accelerated during the 2008 recession. To the point, a lack of employment opportunities motivated some students to go to college.

That also influenced Caucasian enrollments. Another wrinkle is that many low-income students from both groups have also joined the military influenced by large salary incentives and the promise of the new G.I. Bill of Rights which provides funds to attend college. So for some it is a matter of delaying going to college and they are taking steps to make that reality possible.

Discrepancies Continue Despite the narrowing of some long-standing educational attainment gaps, Hispanics continue to lag Caucasians in a number of key higher education measures.

Young Hispanic college students are less likely than their Caucasian counterparts to enroll in a four-year college (56 percent versus 72 percent), less likely to attend a selective college, less likely to be enrolled in college full time, and inevitably less likely to complete a bachelor’s degree.

More explanation is called for. As suggested previously some observers believe the increase in high school completion and college enrollment by Hispanic youths has been driven, at least in part, by their declining employment opportunities in the job market. Precisely, the 2008 recession saw unemployment among Hispanics ages 16 to 24 rise by 7 percentage points, compared with a 5 percentage point rise

among Caucasian youths. With jobs harder to find, more Hispanic (and Caucasian) youngsters apparently decided to stay in school longer, to go to college. If that be the case, they are to be congratulated for taking an intelligent course of action. However, many believe another factor is the high importance that Hispanic families place on a college education. According to a 2009 Pew Hispanic Center survey, 88 percent of Hispanics ages 16 and older agreed that a college degree is essential to succeed in our competitive world. By contrast, a separate 2009 survey of all Americans ages 16 and older found that fewer, only 74 percent, felt the same way As recently as the class of 2000, only 49 percent of Hispanic high school graduates enrolled in college that fall. Since then college-going has increased among all of the nation’s high school graduates, but it has risen the most – by 20 percentage points – among Hispanic high school graduates.

In the class of 2012, Hispanic high school graduates – 69 percent – were enrolled in college in October 2012. That percentage was higher for either Caucasians at 67 percent or blacks at 63 percent. The Asian-American community continues to lead the way. In 2012 Asian-American high school completers were the most likely of the major racial and ethnic groups to be enrolled in college in October at the impressive rate of 84 percent.

In summary, Census Bureau data indicates that in October 2012, 66 percent of all recent high school completers were enrolled in college. Among Hispanics who had recently graduated high school, 69 percent were enrolled.

Different College Experiences Data on college enrollment from October 2011 show that Hispanics and Caucasians tended to attend different types of colleges and have different rates of degree completion.

In October 2011, some 72 percent of 18- to 24-year-old Caucasian college students were enrolled at four-year colleges or universities compared with 56 percent of Hispanic college students.

Also, among college students attending a four-year college or university, Caucasians were more likely than their Hispanic counterparts to be at an academically selective institution.

When young Hispanics go to college they are less likely than their Caucasians counterparts to be enrolled on a fulltime basis. In October 2011 only 78 percent of Hispanic 18to 24-year-old college students were enrolled full time. By comparison, 85 percent of similar aged Caucasians were enrolled full time.

Partly reflecting these differences in college-going and other factors, young Hispanics are less likely than their Caucasian counterparts to complete a bachelor’s degree.

According to March 2012 Census Bureau data, 22 percent of Caucasians age 22 to 24, had attained at least a bachelor’s degree. Young Hispanics were half as likely (11 percent) to have finished a four-year college degree.

Finally, the immediate college entry rate for Hispanics in 2012 was a healthy 69 percent which exceeded that of

Caucasians at 67 percent.

That should not be interpreted to mean that young Hispanics are more likely to attend college than young Caucasians. Recent high school completers are only a subset of the youth subculture. It is well to remember the entire picture. As Hispanic Outlook readers know, some Hispanic youth drop out of high school, others drop out in earlier years. It is a reality in many Hispanic communities. Further, let’s remember that some immigrants were never enrolled in U.S. schools. It’s a moving scenario.

When it comes to the college years, financial and other pressures influence Hispanic college attendance plans. Many youngsters have pressing priorities and simply delay attending college after graduating from high school. There are many pieces to this conundrum.

The Big Why? Why are more Hispanics finishing high school and moving on to college?

Scholars have yet to agree or fully understand why collegegoing among recent Hispanic high school graduates has steeply increased. Nevertheless, since 2008, the Hispanic immediate college entry rate has increased from 62 percent to 69 percent. The Caucasian immediate entry rate declined from 71 percent in 2008 to 67 percent in 2012.

One explanation proffered for the divergence in collegegoing between Hispanics and Caucasians is the different labor market circumstances these groups faced. Hispanic and Caucasian youth tend to live in different parts of the country, and, overall, the employment opportunities since the recession have deteriorated more in Hispanic regions than in Caucasian areas. In short, fewer jobs have been available.

Bureau of Labor Statistics Yet another government agency, the Bureau of Labor Statistics, has researched these issues. They released data in October 2012 which indicates, yet again, that young Hispanics are much less likely to drop out of high school than they were in 2000.

They present specific numbers. In October 2012 there were 134,000 Hispanic recent high school dropouts. By definition these were Hispanic 16- to 24-year-olds who reported not being enrolled in school but were enrolled a year earlier and did not have a high school diploma. This compares with 101,000 recent Hispanic high school dropouts in October 2000. Although the absolute number of Hispanic recent high school dropouts has risen, there were many more Hispanic students enrolled in school in October 2012 than in October 2000.

The Bureau of Labor Statistics has not published the number of 16- to 24-year-olds who were enrolled in school last year and did not have a high school diploma, so a precise recent high school dropout rate cannot be tabulated. Instead we can compare the number of dropouts to the size of the high school graduating classes. And it is encouraging. In

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October 2000 there were three newly minted Hispanic high school graduates for every one recent Hispanic high school dropout. By October 2012 there were five newly minted Hispanic high school graduates for every one dropout.

good job. They usually attempt to provide more individualized attention and have served hundreds of thousands Hispanics very well.

Being close to home and characteristically with significantly lower tuition and attendant costs, two-year schools have made Bottom Line going to college possible, even on a part-time basis. Yet many This column has a lot of good news. Significant numbers of Hispanics have to work to meet relatively low community colyoung Hispanics are increasingly staying in high school and lege expenses. So a significant number of students work part then rising numbers are going on to college upon graduation. time and many also sneak in a full-time job while going to Significantly, it is not a onetime single experience for a certain school. It is not surprising that many of those Hispanics are generation. Instead, by all accounts, this fortuitous trend will ultimately forced to attend part time or eventuality drop out. continue to grow.

They are stressed and over extended at their job and at the Yet, Hispanics have not arrived at Nirvana. Far from it. Too college. There is also the issue to which college one ultimately many still drop out during the K-12 school cycle. There are graduates from. countless endemic problems. Low income and all its attendant So their world is neither perfect nor rosy. But the trend of crippling consequences is probably the biggest problem to be success among determined and valiant young Hispanics is resolved. Age-old sexism seems to be abating – more encouraging.

Hispanic females are going to college than males.

Today Hispanics as a group normally do not attend highDr. Mellander was a college president for 20 years. quality elementary schools or high schools and thus frequently are at a disadvantage when they go to college.

Very few attend superior colleges or universities and therefore most Hispanics repair to their local community college. It is a good first step because most community colleges do a

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Scholars’ Corner First-generation college students represent nearly 33 percent of today’s college student population in the United States, many of which are Latina/o. When researching college access and attainment of students of color in college and graduate programs, I found that mentors, supportive educators such as counselors, professors or outreach programs, and college-going peers were critical in the educational success of first-generation college students.

As we make our way through the educational pipeline, these key agents become even more critical as there are less people who look like us or have had the same experiences as us. For first-generation college students in doctoral programs, especially aspiring professors, having a supportive network of scholars (e.g., doctoral students, professors, educators, mentors) is essential for success. The American Association for Hispanics in Higher Education (AAHHE) Graduate Student Fellows program is one of the critical agents for many Latina/o scholars. The relationships and connections graduate fellows build during this program with other Latina/o scholars is invaluable. We gain additional strength, motivation, direction, and empathy from scholars who share similar life experiences.

Unlike academia, AAHHE views our culture, family expectations, growing up in poverty, or being the first-in- family to pursue a college education as the foundation to our strength and motivation to pursue doctoral studies, not as deficiencies.

Mentoring, knowledge-sharing and relationship-building is a key component of the program. These components are emphasized through the messaging, programming, and role-modeling from AAHHE and faculty alumni. For example, each graduate fellow is paired with a faculty fellow who serves as a mentor throughout the conference. I left the AAHHE conference with a sense of support, belonging, and solidarity among Latina/o scholars throughout the country, strengthening my drive to pursue social justice issues through research and practice.

The Graduate Student Fellows program has been an empowering experience. Learning from Latina/o faculty, administrators, and doctoral students about navigating academia, sharing a sense of commitment to one another, and a civic responsibility to bring others with us through mentoring, is like a Familia Académica. It is through this Familia Académica that we can and will bring about change and justice for our communities. Associations such as AAHHE, with empowering programs like its Graduate Fellows program, are efforts that fuel my passion to pursue a career in academia and research on civic engagement. My experience as a 2013 graduate fellow is one I will cherish and value as one of the keys to my success as a researcher and future professor.

By Cynthia Maribel Alcantar Higher and Postsecondary Education Program, Ph.D.; New York University; 2013 Graduate Student Fellow

Visit our website for current employment opportunities and job listings – updated daily www.hispanicoutlook.com

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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 in San Marcos and Round Rock.

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.

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COLLEGE OF APPLIED ARTS CRIMINAL JUSTICE, ASSISTANT PROFESSOR (2014-52). Required Qualifications: To be considered, applicants must have a Ph.D. in criminal justice or a related field. ABD s will also be considered. Those who hold the J.D. only will not be considered. Preferred Qualifications: 1) Area of expertise in corrections or environmental criminology. 2) Strong quantitative skills. 3) Potential for teaching effectiveness and research productivity. 4) Potential for external funding. Apply To: Dr. David B. Perkins, Search Committee Chair, HAC 108. Additional application material: List (only) of three references (complete with names and addresses) and completed Texas State University faculty employment application.

Review of applications begins December 2, 2013 and will continue until the position is filled.

FAMILY AND CONSUMER SCIENCES, ASSISTANT OR ASSOCIATE PROFESSOR (2014-55). Required Qualifications: 1) Earned doctorate in textiles/apparel/merchandising/retail management or a closely related field. 2) Evidence of, or ability to conduct and publish original research. 3) The ability to teach courses in at least two of the following areas: buying, planning, and allocations, enterprise development, entrepreneurship, social/psychological aspects of fashion. 4) To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the school.

The successful applicant will receive the appropriate rank and title based on these university and school established standards. Preferred Qualifications: 1) Undergraduate and/or graduate teaching experience. 2) Established research agenda and peer-reviewed journal publications. 3) Evidence of extramural funding and grant writing experience. 4) Teaching and research awards. 5) Graduate and undergraduate student mentoring. 6) Industry experience. 7) Experience working with diverse populations and expertise in research methods, design and statistical analysis. The ideal candidate at the Associate Professor rank would have the ability to teach school-wide courses in experimental design and statistics. There is potential to replace some course load with statistical and methodological consultation for School faculty and graduate students. Apply To: FM Search Committee Chair, e-mail: fcs@txstate.edu. Review of applications begins immediately and will continue until the position is filled.

SOCIAL WORK, ASSISTANT PROFESSOR (2014-56). Required Qualifications: The selected candidate must hold the M.S.W. and doctorate (by June 2014) in social work or a closely related field, show evidence of at least two years of social work practice experience, hold social work licensure in good standing, or present documentation that the licensing application is in process, and document abilities to work as an effective team member. Preferred Qualifications: The selected candidate should show evidence of high-quality university teaching experience with diverse populations, demonstrate an active research agenda through scholarly publications, and document evidence of experience or interest in external research funding. Apply To: E-mail application material to Nancy Chavkin, Search Committee Chair, e-mail: nc02@txstate.edu with “Assistant Professor” in the subject line. Additional application material: Applicant should electronically submit a letter that clearly explains the applicant’s qualifications to meet both required and preferred aspects of the position, curriculum vita, statement of teaching philosophy, summary of teaching evaluations, copy of one scholarly publication or work, and completed pdf of Texas State University faculty employment application. Applicant should mail official transcripts of all universities attended and three letters of reference. Review of applications begins January 30, 2014 and will continue until the position is filled.

COLLEGE OF EDUCATION COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, CHAIR (2014-48). Required Qualifications: 1) Applicants must hold an earned Doctorate in counselor education, educational leadership, adult education, school psychology or in a closely related field of study. 2) A substantial record of research and scholarly productivity. 3) Substantive administrative experience as evidenced by management of financial, faculty/staff, and student resources in an academic setting. 4) The successful applicant will receive the appropriate rank and title based on university and department established standards.

Preferred Qualifications: 1) A record of successful collaboration across academic fields. 2) Experience in academic program development and enrollment management. 3) A history of successful external partnerships including funding and grant administration. 4) A demonstrated commitment to and record of success in promoting diversity within organizations. 5) Experience with program accreditation. 6) Experience in developing teamwork and collegiality among faculty. 7) A history of successful professional leadership. Apply To: Sonya Evans,

e-mail: se02@txstate.edu. Additional application material: A letter of application addressing required and preferred qualifications, as well a statement of leadership philosophy and experience. Full consideration will be given to complete applications received by November 15, 2013. Review of applications begins November 15, 2013 and will continue until the position is filled.

CURRICULUM AND INSTRUCTION, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2014-40). Required Qualifications: 1) Ph.D. in special education or a related discipline from an accredited institution of higher education. 2) Board certification in applied behavior analysis (BCBA) or demonstrated expertise in applied behavior analysis (ABA) as evidenced by scholarly publications in behavioral journals, research presentations at conferences with strong ABA emphasis, membership in professional ABA organizations, and/or experience teaching ABA graduate courses. 3) Expertise in the education and treatment of individuals with autism spectrum disorders and/or other developmental disabilities. 4) Record of sustained scholarly publication in peer-reviewed journals. 5) Demonstrated ability to secure external funding for research or personnel preparation or demonstrated potential to secure such funding. 6) Demonstrated record of excellence in university teaching.

7) The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Experience with school-based applications of the principles of positive behavior interventions and supports, particularly applications of universal (school wide or systems level) positive behavior interventions and supports. 2) Teaching certification or licensure. 3) Experience working in a university-based or private autism clinic that provides ABA services. 4) Fluency in Spanish. Apply To: Donya Villarreal, SPED Search Committee Assistant, e-mail: dv16@txstate.edu.

Additional application material: Applicants should electronically submit: 1) Letter of application expressing your intent to apply for the position and 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., summaries of teaching evaluations, publications, syllabi). 3) A current curriculum vita. 4) Completed Texas State faculty employment application. 5) Three letters from professional references and a reference sheet including the names, telephone numbers, addresses, and e-mail addresses of references. 6) Official transcripts from all degree-granting institutions (unofficial transcripts are acceptable). Review of applications begins October 15, 2013 and will continue until the position is filled.

HEALTH AND HUMAN PERFORMANCE, ASSISTANT PROFESSOR (201447). Required Qualifications: 1) The applicant must hold an earned doctorate in athletic training or related field prior to appointment date. 2) Current BOC certification and eligibility for athletic training licensure in Texas. 3) Demonstrable evidence of research and scholarship. 4) Experience teaching at the university level. Preferred Qualifications: 1) Experience or participation in grant writing and obtaining external funding for athletic training/sports medicine-related research projects. 2) Experience with graduate education and the ability to contribute to master’s programs. 3) Experience with mentoring graduate students.

4) The ability to integrate a diverse and multicultural perspective into teaching. 5) Work history that includes at least three years of athletic training clinical practice.

6) Prior experience as a preceptor in a CAATE-accredited athletic training program. 7) Demonstrated leadership in program, university and professional service activities and organizations. 8) Commitment to working collaboratively with department faculty, staff, and others throughout the institution/organization.

Apply To: Dr. Luzita Vela, Search Committee Chair, c/o Marcos Hendry, A129 Jowers Center, e-mail: rh23@txstate.edu. Additional application material: Evidence of research and scholarship (reprints of recent publications) and a copy of official terminal degree transcripts. To ensure full consideration, all materials must arrive by December 2, 2013. Review of applications begins December 2, 2013 and will continue until the position is filled.

COLLEGE OF FINE ARTS AND COMMUNICATION ART AND DESIGN, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2014-19). Required Qualifications: 1) M.F.A. or M.Des. degree in communication design, visual communication, graphic design or related discipline completed before September 2014. 2) A record of successful college level teaching in communication design and professional accomplishments in research/creative activity within the area of communication design. 3) Strong conceptual and formal design skills. 4) Excellent oral and written communication skills. 5) Experience with current technologies and core software applications relevant to the communication design discipline (e.g., Macintosh OS, Adobe Creative Suite). 6) To be eligible for hire at the Associate Professor or Professor rank, the candidate

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must meet the requirements for that rank as established by the School. The successful applicant will receive the appropriate rank and title based on established university and school standards. Preferred Qualifications: 1) Leadership within academic, corporate/industry, or community environments. 2) Demonstrated engagement in service to school, college, university, community, and/or profession. 3) Graduate level research/thesis supervision and advising. 4) Curriculum development for communication design. 5) Successful funding procurement and grant activity. 6) Online teaching experience. 7) Demonstrated commitment to diversity. Apply To: E-mail complete application file to artdesign@txstate.edu with job number 2014-19 and your last name in the subject line. Additional application material: Applicant must include: 1) Letter of application stating how your experience and credentials fulfill the requirements for this position (not to exceed two pages). 2) Curriculum vita. 3) Up to 20 digital files representing your creative work (may include time-based excerpts no longer than five minutes each). 4) Up to 20 digital files of student work created under your direction. 5) An annotated list of both personal and student files. For personal work, state title, media, and date. For student work, provide course title, media, date, and assignment. 6) Statement of teaching philosophy (one page maximum).

7) Statement addressing your current creative work (one page maximum). 8) Contact information for three current references. Search finalists will be asked to provide graduate and undergraduate transcripts. Electronic application procedure: 1) All application materials must be submitted in a single PDF file in the order they are listed above (1-8). Limit PDF file size to 10MB or less and title the file as follows: last name_first name_CDCsearch.pdf. 2) Examples of Web/video/animation/motion graphics must be listed as hyperlinks within the PDF file and link to portfolio Web sites or video sharing sites such as Vimeo. Do not email motion graphics files. 3) All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to art-design@txstate.edu and include job #2014-19 in all correspondence. Only complete applications following these procedures will be eligible for consideration. Review of applications begins December 16, 2013 and will continue until the position is filled.

ART AND DESIGN, ASSISTANT PROFESSOR (2014-57). Required Qualifications: Ph.D. degree in art history or a related field completed before September 2014, a promising research agenda in the fields of contemporary art and visual culture, strong critical thinking skills, and excellent oral and written communication skills. Preferred Qualifications: 1) A record of research and publications in contemporary art and visual culture. 2) Successful university level teaching experience beyond graduate assistantships. 3) Experience teaching a Renaissance to Modern survey and/or courses on contemporary art. 4) Research and/or teaching experience, from a global perspective, related to gender studies, new media, and/or curatorial practices. 5) Successful funding procurement and grant activity. 6) Service-related activities in art history or related program(s) and/or professional organization(s). 7) A demonstrated commitment to diversity.

Apply To: E-mail complete application file to art-design@txstate.edu with job #2014-57 and applicant’s last name in the subject line. Additional application material: Applicant must include: 1) Letter of application stating how experience and credentials fulfill the requirements for this position (not to exceed 2 pages). 2) Curriculum vita. 3) Writing sample, preferably a publication (not to exceed 20 pages). 4) Statement of teaching philosophy (1 page maximum). Three letters of recommendation sent directly from individuals able to comment on applicant’s qualifications. Search finalists will be asked to provide graduate and undergraduate transcripts. Electronic application procedure: 1) All application materials, except for the letters of recommendation, must be submitted in a single PDF file in the order they are listed above (1-4). Limit PDF file size to 10MB or less and title the file as follows: last name_first name_job #2014-57.pdf. 2) Three letters of recommendation should be e-mailed directly by the recommender to artdesign@txstate.edu with job #2014-57 and applicant’s last name in the subject line. 3) All correspondence regarding the search will be conducted via e-mail.

Please send any inquiries to art-design@txstate.edu and include job #2014-57 in all correspondence. Only complete applications will be eligible for consideration.

To ensure full consideration, application materials must be received by December 1, 2013. Review of applications begins December 1, 2013 and will continue until the position is filled.

ART AND DESIGN, ASSISTANT PROFESSOR (2014-58). Required Qualifications: 1) M.F.A. degree in studio art or design completed before September 2014. 2) A record of professional accomplishments in research and creative activity. 3) Successful college level teaching experience (teacher of record) in the visual arts. 4) Demonstrated ability to teach drawing and 2-D Design. 5) Indepth knowledge of the history of visual art and contemporary practices in art and culture. 6) Strong formal and conceptual skills. 7) Excellent oral and written communication skills. Preferred Qualifications: Experience in Studio Foundation

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curriculum development, teaching Foundations at the university level beyond graduate school, expertise with digital media/multimedia software, service-related activities in undergraduate and graduate studio art or design programs(s), or professional organizations(s), and successful funding procurement and grant activity. Apply To: E-mail complete application file to art-design@txstate.edu with job #2014-58 and your last name in the subject line. Additional application material: Application must include: 1) Letter of application stating how your experience and credentials fulfill the requirements for this position (not to exceed 2 pages). 2) Curriculum vita. 2) 20 digital files representing your creative works.

3) Digital files of 20 student works created under your direction. 4) An annotated list for both personal and student files. For personal work, state title, media and date. For student work, provide course title, media, date and assignment. 5) Statement of teaching philosophy (one page maximum). 6) Statement addressing your current creative work (one page maximum). 7) Contact information (e-mail address, phone numbers) for three current references. Search finalists will be asked to provide photocopies of graduate transcripts. Electronic application procedure: 1) All application materials must be submitted in a single PDF file in the order listed above (1-8). Limit PDF file size to 10MB or less and title the file as follows: last name_first name.Foundations.pdf. 2) Examples of video/animation/motion graphics must be listed as hyperlinks within the PDF file and link to portfolio web sites or video sharing sites such as Vimeo. Do not e-mail motion graphics files. 3) All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to art-design@txstate.edu and include job #2014-58 in all correspondence. Only complete applications are eligible for consideration. Review of applications begins December 15, 2013.

ART AND DESIGN, ASSISTANT PROFESSOR (2014-59). Required Qualifications: 1) M.F.A. in photography or a related field completed before September 2014. 2) Demonstrated knowledge of the history and contemporary practices of photography. 3) A promising research agenda in the field of contemporary art. 4) Strong critical thinking skills. 5) Excellent oral and written communication skills. 6) Strong technical knowledge of digital photographic processes. Preferred Qualifications: 1) A sustained record of research activity of publications and exhibitions. 2) Successful university level teaching experience beyond graduate assistantships. 3) Experience teaching courses in digital, studio lighting, and traditional photography courses. 4) Successful funding procurement and grant activity. 5) Creative work that broadens the scope and range of creative practice perspectives represented within the department’s faculty. 6) Knowledge of traditional/chemical photographic methods. 7) Research and/or teaching experience in contemporary art making practices outside of the field of photography. 8) Service related art activities in undergraduate, graduate student or professional organizations. 9) Demonstrated commitment to diversity. Apply To: E-mail complete application file to art-design@txstate.edu with job #2014-59 and applicant’s last name in the subject line. Additional application material: 1) Letter of application stating how experience and credentials fulfill the requirements for this position (not to exceed 2 pages). 2) Curriculum vita. 3) Up to 20 digital files representing your creative works. 4) Digital files of ten student works created under your direction. 5) An annotated list for both personal and student files. For personal work, state title, media and date. For student work, provide course title, media, date and assignment. 6) Statement of teaching philosophy (one page maximum). 7) Statement addressing your current creative work (one page maximum). 8) Three letters of recommendation sent directly from individuals able to comment on applicant’s qualifications. Search finalists will be asked to provide graduate and undergraduate transcripts. Electronic application procedure: 1) All application materials, except for the letters of recommendation, must be submitted in a single PDF file in the order they are listed above (1-8). Limit PDF file size to 10MB or less and title the file as follows: last name_first name_#2014-59.pdf. 2) The three letters of recommendations should be e-mailed directly by the recommender to art-design@txstate.edu with job #2014-59 and applicant’s last name in the subject line. 3) All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to art-design@txstate.edu and include job #2014-59 in all correspondence. Only complete applications will be eligible for consideration. To ensure full consideration, application materials must be received by January 3, 2014. Preliminary interviews will be conducted at CAA. Review of applications begins January 3, 2014 and will continue until the position is filled.

JOURNALISM AND MASS COMMUNICATION, ASSISTANT OR ASSOCIATE PROFESSOR (2014-41). Required Qualifications: 1) Terminal degree or ABD in mass communication or a related field. 2) Ability to teach public relations, digital media, strategic communication, research or a combination of strategic communication classes at the undergraduate and graduate levels. 3) Professional experience in public relations and/or strategic communication. 4)

Evidence of a program of sustained scholarship or creative activity. 5) For appointment at the Associate Professor rank, the applicant must meet the department and university requirements for that rank at Texas State University.

Preferred Qualifications: 1) Prior teaching experience in some combination of: public relations, strategic communication, new media, and research methods (including digital media analytics). 2) Professional experience in media, journalism, public relations, advertising or digital media. 3) Accredited in public relations by the Public Relations Society of America. 4) Interest or experience in developing and teaching online/hybrid classes. Apply To: Dr. Judy Oskam, Director, School of Journalism and Mass Communication, e-mail: Oskam@txstate.edu. Additional application material: Cover letter specifying position #2014-41 and unofficial transcripts. Review of applications begins October 1, 2013 and will continue until the position is filled.

JOURNALISM AND MASS COMMUNICATION, ASSISTANT OR ASSOCIATE PROFESSOR (2014-42). Required Qualifications: 1) Terminal degree or ABD in mass communication or a related field. 2) Professional experience in digital media, journalism or strategic communication. 3) Ability to teach journalism, public relations, advertising, electronic media, digital media, research methods and theory or a combination of mass communication classes at the undergraduate and graduate levels. 4) Evidence of sustained scholarship or creative activity. 5) For appointment at the Associate Professor rank, the applicant must meet the department and university requirements for that rank at Texas State University. Preferred Qualifications: 1) Prior teaching experience in some combination of: strategic communication, new media, Latinos and media or global media. 2) Knowledge about or experience with Latino populations, media and markets. 3) Successful funding procurement and grant activity. 4) Interest or experience in developing and teaching online/hybrid classes. Apply To: Dr. Judy Oskam, Director, School of Journalism and Mass Communication, e-mail: Oskam@txstate.edu. Additional application material: Cover letter specifying position #2014-42 and unofficial transcripts. Review of applications begins October 1, 2013 and will continue until the position is filled.

COLLEGE OF HEALTH PROFESSIONS CLINICAL LABORATORY SCIENCE, CLINICAL ASSISTANT PROFESSOR (2014-44). Required Qualifications: The position requires MLS/MT(ASCP) certification (or equivalent), a Master’s degree in a related discipline (e.g., Clinical Laboratory Science or Education), demonstrated ability to communicate ideas clearly, and to work effectively with others. Applicants must have relevant work experience in a clinical laboratory (hematology, clinical microbiology, clinical chemistry, clinical immunology, or immunohematology). Preferred Qualifications: 1) Three or more years’ of recent experience in a clinical setting.

2) Documentation of recent and ongoing professional development. 3) Participation in professional lab organizations (ie. ASCLS, AACC, ASCP). 4) Prior teaching experience in either a clinical or didactic setting. 5) Experience in higher education accreditation, program review, and assessment. 6) Experience in building and promoting community relationships. Apply To: Gerald Redwine, email: gr20@txstate.edu. Additional application material: A letter of application referencing qualifications. Review of applications begins October 15, 2013 and will continue until the position is filled.

COMMUNICATION DISORDERS, ASSISTANT PROFESSOR (2014-49).

Required Qualifications: Candidates must have a Ph.D. in Communication Disorders; however, ABD candidates near completion will be considered.

Candidates must have a commitment to excellence in teaching and research, eligibility for clinical licensure in Texas, and ASHA certification. Preferred Qualifications: The department seeks a colleague with expertise (teaching and research) in neurogenic disorders interested in swallowing disorders and/or voice disorders. Apply To: Farzan Irani, Search Committee Chair. Additional application material: A letter of application describing teaching and research interests. Review of applications begins January 8, 2014 and will continue until the position is filled.

COMMUNICATION DISORDERS, ASSISTANT PROFESSOR (2014-50).

Required Qualifications: Candidates must have a Ph.D. in Communication Disorders; however, ABD candidates near completion will be considered.

Candidates must have a commitment to excellence in teaching and research, eligibility for clinical licensure in Texas, and ASHA certification. Preferred Qualifications: The department seeks a colleague with expertise (teaching and research) in child language disorders interested in autism spectrum disorders or phonology/phonological disorders. Apply To: Farzan Irani, Search Committee Chair. Additional application material: A letter of application describing

teaching and research interests. Review of applications begins January 8, 2014 and will continue until the position is filled.

COLLEGE OF LIBERAL ARTS ANTHROPOLOGY, DIRECTOR, CENTER FOR ARCHAEOLOGICAL STUDIES (2014-45). Required Qualifications: Candidates are required to have a Ph.D. in anthropology, archaeology or a related discipline from an accredited institution at time of application, extensive research and laboratory experience in North American CRM focused on archaeology, evidence of a strong commitment to CRM research and publication, and a strong external funding record. Preferred Qualifications: 1) Extensive experience in archaeological materials and records curation. 2) Evidence of responsible project management involving multiple large and small archaeological projects, preferably in a university setting. 3) Established record of peer-reviewed publication. 4) Ability to qualify for TxDOT contracts as a PI. Apply To: Dr. Kate Spradley, Search Committee Chair, e-mail: mks@txstate.edu. Additional application material: Applicant should electronically submit a detailed curriculum vita, a cover letter highlighting your CRM experience, research interests and publications, and external funding, and a list of three references. Please clearly distinguish between peer reviewed and nonpeer reviewed publications in your curriculum vita. Review of applications began September 15, 2013 and will continue until the position is filled.

GEOGRAPHY, ASSISTANT PROFESSOR (2014-46). Required Qualifications: A Ph.D. degree in geography or closely related field is required by time of appointment and a demonstrated record of excellence in teaching and research is required. Preferred Qualifications: Preference may be given to candidates demonstrating evidence of seeking/securing external research grant funds. Apply To: Dr. Yongmei Lu, e-mail: yl10@txstate.edu. Additional application material: Applicants must electronically submit a letter of application describing current and future research activities and teaching interests and experience, curriculum vita, samples of selected published work, and examples of course teaching evaluations.

Applicants must also arrange submission of three letters of reference to the search committee chair, by no later than November 8, 2013. Please indicate “TenureTrack Urban Geography Position” in the subject line of all e-mails related to this search. Review of applications begins November 8, 2013.

SOCIOLOGY, ASSISTANT PROFESSOR (2014-43). Required Qualifications: The successful candidate will demonstrate the ability to successfully teach applied sociology courses such as program evaluation/impact analysis and grant writing and should demonstrate evidence of scholarly potential, including the ability to obtain external funding. A Ph.D. in sociology or applied sociology by August 2014 is required. Preferred Qualifications: Area of specialization is open, but the department will give preference to candidates with a specialty in gerontology.

Apply To: Dr. Chad L. Smith, Search Committee Chair, e-mail: clsmith@txstate.edu. Additional application material: Applicants must electronically submit a cover letter, statement on research and an example of recent scholarly work, statement on teaching and an example of a recent or suggested syllabus, curriculum vita, and names of three references. Letters of reference are not requested at this time. Review of applications begins November 1, 2013 and will continue until the position is filled.

COLLEGE OF SCIENCE AND ENGINEERING PHYSICS, ASSISTANT OR ASSOCIATE PROFESSOR (2014-51). Required Qualifications: A doctorate in physics or a closely related field, postdoctoral or equivalent experience, demonstrated record of research, such as peer-reviewed publications and patents, and a strong commitment to excellence in teaching in both undergraduate and graduate courses. To be eligible for hire at the Associate Professor rank, 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) The ability to attract external funding to support a vibrant research program. 2) The candidate’s research experience and interests should complement those of the Physics faculty and the MSEC program. 3) Industrial/technology transfer experience.

Apply To: Physicspos2014@txstate.edu. Additional application material: Applicants should submit a single pdf file that includes the following: a cover letter addressing how the applicant meets the required and preferred qualifications, complete curriculum vita, summary of research interests and plans (2-5 pages), a short description of teaching philosophy, interests, and experience (1-2 pages), and complete contact information for three references. Review of applications begins November 30, 2013 and will continue until the position is filled.

10/07/2013

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

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

Theory of Computing is striving to understand and explore the most basic and fundamental principles underlying computation and related disciplines.

While mathematical in its core, it also has very strong connections with machine learning, economics, bioinformatics and natural language processing, to name just a few. We encourage applications from researchers in any area whose work contains a significant theoretical component.

The University of Chicago has the highest standards for scholarship and faculty quality, is dedicated to fundamental research, and encourages collaboration across disciplines. We encourage strong connections with researchers across the campus in such areas as mathematics, natural language processing, bioinformatics, logic, molecular engineering, and machine learning, to mention just a few. Applicants must have a doctoral degree in Computer Science or a related field such as Mathematics or Statistics.

Applicants are expected to have established an outstanding research program and will be expected to contribute to the department’s undergraduate and graduate teaching programs.

The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building strong systems and machine learning groups. The larger community in these areas at the University of Chicago includes the Department of Statistics, the Computation Institute, the Toyota Technological Institute, and Argonne’s Mathematics and Computer Science Division.

The Chicago metropolitan area provides a diverse and exciting environment.

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

A cover letter, curriculum vitae including a list of publications, a statement describing past and current research accomplishments and outlining future research plans, a description of teaching philosophy and a reference contact list consisting of three people are required.

Review of complete applications will begin January 15, 2014, and will continue until all available positions are filled.

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

To apply for the position of Associate Professor-Theory, go to: http://tinyurl.com/kkldt2f To apply for the position of Associate Professor-Systems, go to: http://tinyurl.com/ll8h8a3 The University of Chicago is an Affirmative Action / Equal Opportunity Employer.

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10/07/2013

Department of Endodontology Temple University Maurice H. Kornberg School of Dentistry To build upon the tradition of excellence and to advance our mission in education, patient care and research, the Kornberg School of Dentistry is seeking highly qualified and successful applicants for a full-time faculty position in the Department of Endodontology Applicants must have an endodontic certificate from a CODA accredited program, and have certification, or eligibility for certification by the American Board of Endodontics. Preference will be given to applicants who are eligible for Pennsylvania licensure. Applicants must have an excellent track record in teaching and scholarship.

They also must have experience in working with diverse groups of students and faculty, and developing strong teams.

Responsibilities will include both clinical and didactic pre-doctoral and post-doctoral teaching in the Department of Endodontology.

Salary and rank will be commensurate with experience and qualifications.

Temple University is an equal opportunity/affirmative action employer.

Women and minorities are encouraged to apply. For confidential consideration, interested individuals should send a cover letter, curriculum vitae, copy of residency certificate, and three references to Dr. Lisa Deem, Chair Search Committee ldeem@dental.temple.edu.

Assistant Professor of Chinese Regional Cultures and Sinophone Studies (TENURE-TRACK)

The Department of East Asian Languages and Cultures in the School of Languages, Literatures, and Cultures at the University of Maryland, College Park, invites applications for a tenure-track position in Chinese languages and cultures, starting Fall 2014. Areas of specialization may include Chinese ethnic minority studies, inter-regional East Asian studies, cultures and languages of the Sinophone world. The ideal candidate will be ready to teach courses ranging from large undergraduate classes in English to advanced language courses and undergraduate seminars in Chinese. Required are a Ph.D. in Chinese literature or related field, native or near native fluency in Mandarin and English, and a demonstrated potential for teaching and research excellence. Familiarity with ACFL and ILR proficiency standards a plus.

This position is contingent on the continued availability of funds.

For full consideration, applicants are required to submit: a cover letter, a curriculum vitae, a short description of current research plans, a statement of teaching philosophy with evidence of teaching excellence, a brief, representative writing sample and the contact information for three references. For best consideration, all materials must be uploaded to the University of Maryland web-based employment application system by November 1, 2013 at https://ejobs.umd.edu.

The University of Maryland, College Park, actively subscribes to a policy of equal employment opportunity, and will not discriminate against any employee or applicant because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry or national origin, marital status, genetic information, political affiliation, and gender identity or expression. Minorities and women are encouraged to apply.

Assistant/Associate Professor of Finance

Position Description: The Department of Finance at Wayne State University’s School of Business Administration is seeking to fill one or two tenure-track assistant/associate professor positions in finance, with specialization in either corporate finance or investments/asset pricing starting in August 2014.

Requirements for this position include a PhD in finance/financial economics, evidence of potential to conduct outstanding empirical research leading to publications in leading academic finance journals, and strong teaching skills. The applicant is expected to teach in the areas of corporate finance and/or investments/asset pricing at the undergraduate, graduate and doctoral levels.

The candidate is also expected to actively participate in the finance doctoral program. We have a supportive research environment with resources including WRDS, SAS, SPSS, CRSP, Compustat, SDC Platinum New Issues and M&A, BoardEx, IBES, ExecuComp, Audit Analytics etc. We have an accomplished faculty with publications in top journals, including JF, JFE, JB, JFQA, JFI, JBF, JCF, FM, The Accounting Review, JACF, Harvard Business Review etc. There is a finance seminar series with speakers from top finance departments. Salary will be competitive. Wayne State University provides a generous benefits package as part of the compensation.

Because of the concentration of hospitals and healthrelated industries in the southeast Michigan region and opportunity to contribute to the entrepreneurial ecosystem of this region, applicants whose interests include any of these areas are encouraged to apply.

Application Procedure: Please send hard copies of curriculum vita, three letters of recommendation, and copies of working papers or publications to the address below. Candidates must also apply online by going to Wayne State’s job website at: https://jobs.wayne.edu and follow directions to “assistant/associate professor of finance.” The job posting numbers on this website are 039728.

About Wayne State: Wayne State University is a Carnegie Research Doctoral Extensive University with an enrollment of 28,000 students. It is one of the three research universities in Michigan. The AACSB-International accredited School of Business Administration is one of 13 schools and colleges comprising the University academic community with 2500 undergraduate business majors and 800 graduate business students. We are in the heart of Detroit’s cultural center, with easy access to The Detroit Institute of Arts, the Detroit Symphony, Comerica Park and Ford Field.

Wayne State University is an equal opportunity/ affirmative action employer. For more information visit: http://business.wayne.edu/finance/department.php Sudip Datta - Recruiting Chair Professor of Finance and T. Norris Hitchman Endowed Chair Interim Chair - Finance Department Department of Finance - Prentis 216 School of Business Administration Wayne State University 5201 Cass Avenue Detroit, MI 48202

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FMA - Yes (Sudip Datta, Ranjan D’Mello), SFA (possible), AFA - Yes (Sudip Datta, Mai Iskandar-Datta)

Dean of the Wharton School In 1881, American entrepreneur and industrialist Joseph Wharton established the world’s first collegiate school of business at the University of Pennsylvania, with a vision to produce graduates who would become “pillars of the state, whether in private or in public life.” Today, Penn’s Wharton School has expanded the scope of this vision to become the most comprehensive source of business knowledge in the world with nearly 5,000 students, more than 500 faculty in 10 departments, an annual budget of $400 million, and 92,000 alumni who hold positions of responsibility in business, government, public service, social and cultural entities, and education in 140 countries.

The next Dean of the Wharton School will lead one of the world’s finest schools of business and maintain and expand its global standing and its commitment to innovation in scholarship, teaching, business and policy impact and engagement with local, national, and global communities. The Dean also serves as a key member of Penn’s leadership team, reporting to Penn Provost Vincent Price and President Amy Gutmann.

Top candidates will have outstanding academic credentials, including a strong record of scholarship consistent with holding a tenured faculty position at Wharton, and possess significant leadership and management experience. Applications and expressions of interest are encouraged from individuals in any discipline represented in the Wharton School or those from related fields, including candidates currently working outside of academe in professional practice, government, industry, or the non-profit sector.

Although the search will remain open until the position is filled, to ensure the fullest consideration, nominations and applications, including a cover letter and vita, should be received

by October 23, 2013 and sent via the confidential address whartondean@spencerstuart.com.

The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, creed, national or ethnic origin, citizenship status, age, disability, veteran status or any other legally protected class status in the administration of its admissions, financial aid, educational or athletic programs, or other University-administered programs or in its employment practices. Questions or complaints regarding this policy should be directed to the Executive Director of the Office of Affirmative Action and Equal Opportunity Programs, Sansom Place East, 3600 Chestnut Street, Suite 228, Philadelphia, PA 19104-6106; or (215) 898-6993 (Voice) or (215) 898-7803 (TDD).

10/07/2013

Information Systems Department The Information Systems Department at UMBC invites

applications for a non-tenured lecturer position with a start date of Spring Semester 2014. This individual is

expected to be actively involved with the department’s

undergraduate programs and students. To that end it is

anticipated that the successful candidate will have

experience in the areas of teaching, advising and service. The department is multi-disciplinary, placing a strong emphasis on the theory and application of

information systems. We are particularly interested in

candidates with teaching interests and expertise in areas

related to Management and Management Information Systems. Outstanding candidates in other areas will

also be considered. At a minimum, candidates must have an earned MS in a relevant area. Candidates with

significant industrial or governmental background are encouraged to apply.

The department offers a wide variety of courses at the Bachelors, Masters, and Doctoral levels, has one of the highest IS enrollments in the USA, and offers the only

Ph.D. in Information Systems in Maryland. For a list of our course offerings see: undergraduate courses.

Further details on our programs and faculty may be

found at http://www.is.umbc.edu/. Consistent with the

UMBC vision, the department has excellent technical support and teaching facilities as well as outstanding

laboratory space and state of the art technology.

Interested applicants should send a cover letter, a one-

page statement of teaching interests and curriculum vitae, and three letters of recommendation to: Dr. Aryya

Gangopadhyay, Chair of Lecturer Search Committee, Information Systems Department, UMBC, 1000

Hilltop Circle, Baltimore, MD 21250-5398. For inquiries, please call Barbara Morris at (410) 455-3795

or e-mail: bmorris@umbc.edu. Electronic submission

of materials as PDF documents (sent to the preceding e-

mail address) is preferred.

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

This position is subject to the availability of funds.

UMBC is an Affirmative Action/Equal Opportunity

Employer and welcomes applications from minorities, women and individuals with disabilities.

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MONTCLAIR STATE UNIVERSITY

Openings - Fall 2014

Building on a distinguished 105-year history, Montclair State University is proud to be a leading institution of higher education in New Jersey. The University’s six colleges and schools serve more than 19,000 undergraduate and graduate students in 300 majors, minors, concentrations and certificate programs. Situated on a beautiful, 250-acre suburban campus just 14 miles from New York City, Montclair State combines the instructional and research resources of a large public university in a dynamic, sophisticated, and diverse academic environment.

Additional information can be found on the MSU website at montclair.edu.

All positions are Assistant Professor, tenure track, unless otherwise noted and are subject to available funding. *Selected appointments negotiable to higher rank depending on qualifications.

Screening begins immediately and continues until position is filled.

Include three letters of recommendation for all positions.

For more information, go to our website at www.montclair.edu/HR/jobs

COLLEGE OF THE ARTS Candidates are expected to develop an on-going artistic/scholarly agenda.

Art and Design – Two positions. (V-F1) Fashion Design. Teach introductory to advanced level courses; advise undergraduate students; actively participate in curriculum, committee, and administrative work; create and maintain industry/ business relationships; and establish a focused research or creative program in area of specialization. Must have successful university teaching experience, relevant industry experience, record of professional work, familiarity with apparel design software, and interest in developing B.F.A. major in Fashion Design.

Teaching assignments may include Apparel Design, Flat Pattern, Draping, Fashion Illustration, Fashion Forecasting, Product Development, Assessing Apparel Quality. Ph.D. or M.F.A. required with a minimum of one college-level degree in fashion-related area. (V-F2) Industrial Design. Teach introductory to advanced level courses; work under the direction of the Industrial Design program director to assist in the continuing development of the B.F.A. major; advise students; participate in portfolio reviews; and serve on department, college, and university committees. Ph.D. or terminal degree or its equivalent required in product/industrial design, ten years of active and distinguished industrial design experience, excellent sketching and visualization capabilities, strong understanding of prototyping and construction relative to the applicable design process, proficiency in Solid Works 2013 and Adobe CS6, and the ability to teach university-level industrial design courses with a focus on product aesthetics and the application of the various philosophies of design.

Cali School of Music. (V-F3) Music Composition. Teach courses in the graduate and undergraduate music theory-composition curriculum, which includes Composition Practicum, applied composition lessons, Orchestration, Counterpoint, and 20th and 21st Century Music History. Broad experience in forms such as ethnomusicology, jazz, film composition, musical theater and/or dance is sought. Ability to contribute to the University-wide initiative to develop online and hybrid/blended courses and programs expected. Doctorate in music composition (or equivalent professional experience) with at least four years of higher education teaching experience required. Candidates must demonstrate strong credentials in the area of music composition with a commitment to creativity, performance, and teaching as well as experience in the application of technology to the development of pedagogy in music composition and other areas of music training. Teaching experience in music theory and aural skills is welcome.

School of Communication and Media – Three positions. *(V-F4) Filmmaking (reopened search). Open Rank. Teach undergraduate courses in a newly redesigned filmmaking B.F.A. program that emphasizes narrative.

Responsibilities include academic advisement, internship supervision, student worker supervision, course planning, and the hiring and supervision of adjunct professors. Specialists in film production are invited to apply. M.F.A. in Film or related field, evidence of teaching excellence, and a record indicating a strong commitment to creative activities and academic management are required.

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(V-F5) Journalism/Local Media. Teach undergraduate courses including Fundamentals of Journalism, special topics, and advanced courses; pursue an innovative applied and/or scholarly program; and take part in curricular development for a new B.A. program in Journalism. In addition, participate in advisement, supervision of student internships, and other initiatives in the School of Communication and Media. Preferred candidates will have a record of teaching and professional experience that spans print, online, radio, and video platforms. Applicants whose work also intersects with other core areas in journalism, communication, and media studies are encouraged to apply.

Extensive reporting and editing work in local journalism such as with a daily newspaper, Internet site, or broadcast outlet is required. Ph.D. or master’s degree with both teaching and professional experience in local media journalism is desired. Applicants with significant professional experience in the field will also be considered. (V-F6) Sports Media and Journalism. Teach undergraduate courses including Fundamentals of Journalism, special topics, and advanced courses; pursue an innovative applied and/or scholarly program; and take part in curricular development for in the new Sports Media and Journalism concentration. In addition, participate in advisement, supervision of student internships, and other initiatives in the School of Communication and Media.

Candidates should have considerable experience in covering professional and school sports with a background that includes editing and production for digital platforms. Preferred candidates will have a record of teaching and professional experience that spans print, online, radio, and video platforms. Applicants whose work also intersects with other core areas in communication and media studies are encouraged to apply. Ph.D. or master’s degree with both teaching and professional experience in sports media and journalism is desired. Applicants with significant professional experience in the field will also be considered.

Theatre and Dance – Two positions. *(V-F7) Theatre, Acting and B.F.A. Coordinator. Assistant/Associate Rank. Strong actor training experience as well as the professional resources and connections to support actors’ transitions from the classroom to the professional world. Responsibilities include participation in both the New York Showcase and the National Unified Auditions. Provide leadership as the acting program explores cutting edge work and the integration of voice, speech, and movement classes with acting training. Teach various levels of undergraduate and graduate acting. Other assignments may include teaching directing classes and courses in the individual’s area of expertise as well as directing productions in the department season. Supervise advisement, oversee recruitment and retention, and coordinate scheduling. Excellent teaching credentials, and professional experience in acting and/or directing. Ph.D. or M.F.A. and demonstrated administrative experience required. (V-F8) Dance. Seeking a dance artist/scholar actively engaged in the practice and theory of modern/ contemporary dance with a record of excellence as a performer-choreographer and educator. Teach all levels of undergraduate courses in the following areas: contemporary dance technique (Limon, LMA based or release technique preferred); improvisation and/or dance composition; Dance Methods; and one or more additional dance academic courses. Other areas of interest/experience such as experimental or site-specific choreography, dance in the community, and the application of technology to choreography are desirable. Along with teaching, coordinate the B.F.A. Dance Program with responsibilities including curricular oversight; participation in assessment; organization, execution, and analysis of jury exams; and the day-today business of the MSU Dance Division. In addition, choreograph/set work on students; serve as artistic director of dance concerts; mentor student choreography and research; develop educational outreach programs with international dance institutions; and assist in recruitment. Candidates must have a terminal degree (M.F.A. in Dance preferred), and a minimum of four semesters of university-level teaching experience in any or all of the following areas: intermediate and advanced contemporary dance, improvisation, dance composition, lecture-based course(s), and modern/ contemporary dance technique.

For a comprehensive description on these positions, please contact Dr. Ronald Sharps (sharpsr@mail.montclair.edu), Associate Dean, College of the Arts.

COLLEGE OF EDUCATION AND HUMAN SERVICES The College of Education and Human Services is committed to student and faculty diversity and values the educational benefits that derive from such diversity. We are seeking candidates who demonstrate the ability to work collaboratively in and with socially, culturally, and economically diverse communities; have a commitment to education

f

for social justice, democratic practice, and critical thinking; and are interested in addressing issues of diversity in research, teaching, and curriculum development.

All candidates must demonstrate a well-defined research agenda and evidence of scholarly activities. Faculty members are expected to participate in department, college, and University committees and activities; contribute to assessment and accreditation processes; advise students; and be adept at the emerging uses of instructional technology.

Counseling and Educational Leadership – Two positions. *(V-F9) Educational Leadership. Open Rank. Appointment includes teaching a range of graduate courses for prospective leaders and supervisors with an emphasis on instructional leadership, using data in decision-making, and developing professional learning communities. Faculty members are expected to be active scholars; develop a significant body of research with a solid record of refereed publications; advise students; engage in curriculum development, including online courses; contribute to accreditation processes; participate in department, college, and University committees; teach in a variety of settings and formats; and contribute to the vision and growth of the program and department.

Required: Earned doctorate in Educational Leadership or related field, a welldefined research agenda, and evidence of scholarly activities. Demonstrated aptitude for or evidence of excellence in teaching. Willingness to develop and teach online courses. Preferred: Experience teaching and developing online courses. Experience as an educational leader. Expertise in supervision, curriculum development, finance, education law, organizational leadership, and/or school/district leadership. Experience using digital technologies to enhance teaching and learning, including teaching online. (V-F10) Counselor Education. Appointment includes teaching a range of graduate courses for prospective counselors and counselor educators with an emphasis on master’slevel practitioner preparation in a program with four concentrations: School Counseling (CACREP Accredited); Community Counseling (CACREP Accredited); Student Affairs in Higher Education (CACREP Accredited); and Addictions Counseling. Applicant may also teach in the thriving doctoral program in Counselor Education, which emphasizes advanced training in Teaching/ Pedagogy, Research, Leadership, and Counseling Practice. Faculty members are expected to be active scholars; advise students; contribute to accreditation processes; participate in department, college, and University committees; and meet qualifications to teach in a CACREP program. Required: Earned doctorate in Counselor Education or related field; if doctorate not in Counselor Education, experience as a full-time faculty member in a Counselor Education program; a well-defined research agenda, evidence of scholarly activities, and success in or potential for publications. Demonstrated aptitude for or evidence of excellence in teaching. Preferred: Experience and/or licensure/certification as a practicing counselor. Expertise in school counseling and/or addictions. Experience using digital technologies to enhance teaching and learning, including teaching online.

Early Childhood, Elementary and Literacy Education. *(V-F11) Inclusive Elementary Education. Appointment includes teaching a range of undergraduate and graduate courses for preservice and inservice elementary teachers with an emphasis on preparing candidates for certification as Teachers of Students with Disabilities (TSD), mentoring/supervising teacher candidates in the field, building strong partnerships with schools and communities, and contributing to the vision and growth of the department. May also include coordinating graduate programs in inclusive education/TSD certification and serving as a faculty member in the Ed.D. program in Teacher Education and Teacher Development. Required: Earned doctorate in Elementary Education, Disability Studies in Education, Special Education, Early Childhood Education, Curriculum and Teaching, or related field. Strong academic preparation in elementary inclusive education. Successful teaching at the elementary level or equivalent, and a well-defined research agenda and evidence of scholarly activities. Preferred: Expertise in literacy education, disability studies in education, urban education, teaching English language learners, and/or assessment methods. Experience with doctoral-level teaching and advising.

Experience using digital technologies to enhance teaching and learning, including teaching online.

Exercise Science and Physical Education – Two positions. *(V-F12) Exercise Science. Assistant/Associate Rank. Major responsibility for teaching exercise physiology and other courses within the graduate and undergraduate

exercise science program. May coordinate the undergraduate exercise science program, depending on rank and experience. Faculty members are expected to be active scholars; develop a significant body of research with a solid record of refereed publications; advise students; engage in curriculum development; contribute to accreditation processes; and participate in department, college, and university committees. Required: Earned doctorate in Exercise Physiology or related field, a well-defined research agenda, and evidence of scholarly activities. Preferred: Certifications in health fitness specialist (ACSM) and/or strength and conditioning specialist (NSCA). Demonstration of the potential to secure external funds and experience using digital technologies to enhance teaching and learning, including teaching online. Ability to teach kinesiology (basic biomechanics) or basic motor learning. (V-F13) Physical Education.

Appointment includes teaching courses in elementary physical education, physical education pedagogy, team or individual sports, and/or fitness activities, depending on the candidate’s area(s) of expertise. Faculty members are expected to be active scholars; develop a significant body of research with a solid record of refereed publications; advise students; engage in curriculum development; contribute to accreditation processes; and participate in department, college, and university committees. Required: Earned doctorate in Physical Education with expertise in pedagogy and curriculum. A well-defined research agenda and evidence of scholarly activities. Preferred: Experience working with children in a structured physical education program (particularly K-12), and college/university teaching experience in physical education. Demonstration of the potential to secure external funds and experience using digital technologies to enhance teaching and learning, including teaching online. Experience in the NCATE/CAEP accreditation process.

Health and Nutrition Sciences. (V-F14) Nutrition and Food Science.

Appointment includes curriculum development as well as teaching and developing undergraduate and graduate courses in food and sustainable operations, food and the environment, food and agra-systems, and food production. Required: Earned doctorate in food production, agriculture, food studies, environmental sciences, or a related field, with expertise in food systems and production. Preferred: Demonstrated ability to bridge the gaps between sustainable local and global food systems and food distribution inequalities, and to address the environmental impacts of food and agricultural systems.

Experience teaching in higher education. Experience using digital technologies to enhance teaching and learning, including teaching online.

For more information about these positions, please contact Dr. Tamara Lucas (lucast@mail.montclair.edu), Associate Dean, College of Education and Human Services.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Demonstrated success or strong potential in research, teaching, and scholarship is required for all tenure track positions.

Experience in grant seeking/writing to support research and related activities and willingness to provide service to the department, University, and the larger professional community are expected. Doctoral degree completion expected by August 2014.

Include C.V., letter of interest, names, phone numbers and e-mail addresses of four references.

Center for Child Advocacy. (V-F15) Child Advocacy. Teach undergraduate and graduate courses in multidisciplinary curricula in child advocacy policy, child abuse and neglect and other courses related to the public child welfare system, and child advocacy. Earned doctorate in discipline related to child advocacy (e.g. Social Work, Sociology, Political Science [policy], and licensure if appropriate. College teaching experience required; prior supervision of graduate students in applied settings preferred.

Communication Sciences and Disorders. (V-F16) Speech-Language Pathology. Expertise in dysphagia, fluency disorders, augmentative and alternative communication, or cleft palate and craniofacial anomalies is highly desirable. Candidate should have a documented record of scholarship and excellence in teaching. Grant-seeking, along with service to the department, University, and larger professional community are expected. Earned research doctoral degree in Speech-Language Pathology or related area is required.

CCC-SLP and New Jersey State Licensure in SLP or eligibility for license strongly preferred.

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English. (V-F17) Creative Writing: Poetry. Position in poetry-writing; secondary specialty in teaching fiction-writing or literature a plus. Must be qualified to teach basic to advanced poetry workshops. Candidates must also have published at least one book of poetry with a national press and demonstrate the ability to teach well in a diverse, multi-ethnic environment. Ph.D. or M.F.A. in English (with specialization in writing poetry) before September 1, 2014, active in writing poetry in established venues, and a record of excellence in teaching.

Justice Studies – Two positions. (V-F18) Global Justice. Responsibilities include teaching, advisement and research in transnational justice. The candidate should have a documented record of scholarship and a proven record of excellence in teaching. Ph.D. in relevant social science field with a specialization in transnational justice. (V-F19) Social Justice. Responsibilities include teaching, advisement and research in social justice. Preference will be given to candidate who has teaching expertise in social inequality courses. The candidate should have a documented record of scholarship and a proven record of excellence in teaching.

Ph.D. in relevant social science field with an expertise in social justice.

Linguistics. (V-F20) American Sign Language. Applicants must have a strong background in theoretical linguistics, broadly defined (syntax, phonology, morphology, and/or semantics) with a specialization in American Sign Language (ASL). Applicants studying any aspect of ASL are encouraged to apply, although candidates with an experimentally informed research program would be an especially good fit with current faculty. The successful candidate will be expected to teach undergraduate and graduate courses, have an active research agenda, and participate in graduate student mentoring and advisement. He/she will also be expected to assist in growing a minor in ASL Studies and in developing a partnership with the local deaf educational community. Earned Ph.D. in Linguistics required at the time of appointment.

Political Science and Law. (V-F21) Political Science/Public Administration.

Primary research and teaching interests in Public Administration and American Government, with specialization in one of the core areas of public administration.

The successful candidate will be prepared to coordinate the department’s undergraduate Public Administration minor, including the coordination of Public Administration internships. Candidates should be prepared to teach undergraduate introductory courses in Public Administration and American Government, as well as courses in some area of American public policy. Doctorate in Political Science, or Public Administration.

Psychology – Two positions. (V-F22) Social Psychology. Responsibilities include maintaining a productive research program, directing and supervising graduate student research and development, clinical supervision of graduate students, and teaching graduate courses in school psychology and related content areas. Ph.D./Psy.D. degree in School Psychology or applied Clinical Psychology with a concentration in School Psychology is required. Applicants must be either licensed or certified in New Jersey or license and certification-eligible. (V-F23) Industrial/Organizational Psychology. Responsibilities include maintaining a productive research program, directing and supervising graduate student research and development, and teaching undergraduate and graduate courses in statistics or methodology. Area of specialization is open. Evidence of teaching success, publication history, or the beginnings of a strong research program are desirable for the successful candidate Earned Ph.D. in IO Psychology or closely related discipline by start date.

Sociology. (V-F24) Race, Education, Family, Work Methods, Statistics.

Expertise in one or more of the following areas: Race, Urban, Environmental, Medical, Social Policy. Experience in teaching statistics or research methods is also a plus. Ph.D. in Sociology. Candidates should have strong research and demonstrated teaching skills. Evidence of successful grant acquisitions or specific plans for grants seeking in the future will also considered.

For a complete job description of these positions, please contact Dr. Luis Montesinos (montesinosl@mail.montclair.edu), Associate Dean, College of Humanities and Social Sciences or college webpage.

COLLEGE OF SCIENCE AND MATHEMATICS Successful candidates are expected to establish a vigorous extramurally funded research program. Positions in Biology, Chemistry and Mathematics available as part of an Obesity Studies cluster hire. Candidates must have a record of scholarly publication, research, and teaching appropriate to advertised rank and are expected to pursue research that will lead to competitive

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grant proposals and scholarly publications, teach graduate and undergraduate courses, mentor student research, and participate in departmental, college, University and professional activities.

Biology and Molecular Biology – Two positions. (V-F25) Biology Education.

Expertise in one of the following areas: K-12 education including standards-based science teacher education, or undergraduate biology education including the NSF/AAAS Vision and Change goals. The candidate will be expected to teach science pedagogy courses, biology core, elective, and service; and to assist with curriculum revision to incorporate the new standards. Ph.D. in Biology or a doctorate in Science Education with a concentration in Biology and undergraduate and master’s-level degrees in Biology. K-12 teaching experience is advantageous, if focus is K-12 education. (V-F26) Human Physiology, Energetics (Obesity Studies). Seeking Physiologist investigating regulation of body mass in humans or model organisms. The candidate will be expected to teach courses in physiology as well as biology core, elective, and service courses and participate in advising for students interested in health-related professions. Ph.D. in Physiology or a related field required; postdoctoral experience preferred.

Chemistry and Biochemistry. *(V-F27) Bio-analytical Chemist (Obesity Studies). Assistant/Associate Rank. Experience in metabolomics and/or proteomics are especially encouraged to apply. The applicant is expected to assume an active role in curricular and program development for the department.

The primary teaching responsibilities will be in General Chemistry and Analytical Chemistry. Ph.D. in Chemistry or Biochemistry with expertise in the area of bioanalytical chemistry. Research experience and interest in the area of metabolomics and/or proteomics is a plus.

Earth and Environmental Studies. (V-F28) Coastal/Physical Oceanography.

Expertise on the effects of climate change on coastal processes, physical models of sea level rise, storm surge processes, coastal erosion, coastal engineering, protection and restoration are especially encouraged to apply. The position will complement department strengths in hydrology, paleoclimatology, remote sensing, geomorphology, geophysics, petrology, tectonics, geochemistry, environmental management, and our growing programs in sustainability science.

The candidate will be expected to play a critical role in further developing and expanding our master’s programs in Geoscience, Environmental Studies, and Sustainability Science, and our interdisciplinary doctoral degree program in Environmental Ph.D. in oceanography, coastal engineering, geosciences, physical geography, applied physics, or a related field required. Post-doctoral experience is highly desirable.

Mathematical Sciences – Four positions. We seek outstanding applicants who can work across disciplines as part of a growing team initiative to pursue critical issues in Mathematics and STEM Education. Faculty will support existing departmental programs at the undergraduate and graduate level; teach and mentor students in the growing Ed.D. in Mathematics Education, the M.S. Mathematics with a concentration in Mathematics Education, the M.A. in Teaching Middle Grades mathematics; teach undergraduate and graduate mathematics for high, middle and elementary teachers and possibly teach mathematics courses; support post-baccalaureate and graduate students seeking their initial certification to teach mathematics. *(V-F29) Mathematics Education, Undergraduate/ Post-Secondary. Open Rank. Doctorate in Mathematics Education with a background in Mathematics at the master’s-level or a doctorate in Mathematics with significant work experience in Mathematics Education is required. *(V-F30) Mathematics Education, Elementary and Middle Schools. Open Rank.

Doctorate in Mathematics Education with a background in Mathematics at the master’s-level or a doctorate in Mathematics with significant work experience in Mathematics Education is required. *(V-F31)Statistics/Biostatistics (Obesity Studies). Assistant/Associate Rank. Searching for a Statistician investigating biomedical and/or health related concerns. Applicants should have graduate training and research interest in structural equation modeling, survey sampling methodology, data reduction techniques, multi-level modeling, data mining, or other closely related methodologies. Research responsibilities will include consulting and collaborating with multi-disciplinary teams of obesity researchers.

A strong commitment to quality teaching in a broad range of statistics and biostatistics courses. Faculty will also participate in advising students interested in health-related and or statistical professions. Ph.D. in Statistics/Biostatistics or a related field required; postdoctoral experience preferred. *(V-F32) Numerical Medical Imaging (Obesity Studies). Assistant/Associate Rank. Searching for a mathematician with training and background in numerically analyzing images of

the human body from state of the art bioimaging methods. Qualified applicants should have prior experience working with human anatomical, organ level, or tissues obtained from bioimaging methods such as magnetic resonance imaging, functional magnetic resonance imaging, dual energy X-ray absorptiometry, positron image topography, computed axial topography, or related technology.

Research responsibilities will include consulting and collaborating with multidisciplinary teams of obesity researchers. Faculty will also participate in advising students interested in health-related or applied mathematics professions. Ph.D. in Mathematics or a related field required; postdoctoral experience preferred.

College of Science and Mathematics. *(V-F33) Director, Institute for Sustainability. Open Rank. The Director, responsible for the administration of the Institute, will develop a strong research program of external grant support to examine critical issues within sustainability sciences. The ISS Director will build the Institute into a leading resource for research, information, education, and outreach in sustainability science and will build strong partnerships with surrounding industries and communities. The Director will also be responsible for organizing symposia, outreach programs, and relevant curricula. The Director will work in concert with the Passaic River Institute in relevant programming and initiatives. This is a tenure track associate or full professor position, with a reduced teaching load, in a relevant department in the College of Science and Mathematics. Candidate must have minimum qualifications that include a doctorate in a relevant science plus at least five years of professional experience, a strong record of scholarship, including grants and publications, and deep knowledge of sustainability sciences. A demonstrated ability to interact effectively with a broad range of public and private enterprises and ability to lead and work as part of a team to create a national standing for the institute is required. Academic qualifications must meet those to obtain the rank of Associate or Full Professor within the College of Science and Mathematics.

For a complete job description on these positions, please contact Dr. Jinan Jaber (jaberlinsalj@mail.montclair.edu), Associate Dean, College of Science and Mathematics.

SCHOOL OF BUSINESS All candidates are expected to pursue scholarly research leading to publications in peer-reviewed journals and conference proceedings, serve on department, school, and University-level committees, advise students, and participate in curriculum review and development activities.

Preference will be given to qualified candidates who have publications in peer-reviewed journals and/or a strong research pipeline; delivered presentations at national and/or international conferences; demonstrated excellence in teaching evidenced by peer and student evaluations; have experience and/or interest in teaching and curricular development in on-line or hybrid formats; and have an interest in building relationships with business partners and other external stakeholders.

Accounting, Law and Taxation. *(V-F34) Accounting. Assistant/Associate Rank. Teach courses in both financial and managerial accounting both at the undergraduate and graduate levels. Qualified candidates must hold a Ph.D. in Accounting (or be expected to complete their Ph.D. by August 2014). In addition to the criteria listed above, preference will be given to qualified candidates who hold a CPA license.

Economics and Finance. (V-F35) Macroeconomics. Research and teaching specialties of particular interest are monetary and fiscal policy and the business cycle, economic development, international macro policy coordination, price dynamics, labor markets, intergenerational wealth transfers and social security, and health care issues. The candidate selected will be expected to teach both introductory and advanced courses in at the undergraduate and graduate levels.

Qualified candidates must hold a Ph.D. in Economics or a related field (or be expected to complete their Ph.D. by August 2014).

Information and Operations Management. *(V-F39) Business Analytics.

Assistant/Associate Rank. Specialization in the broad area of business analytics with a focus in one of the following areas: big data, competitive intelligence, data mining and visualization, service operations, or decision and risk analysis.

Industry experience in these areas is desirable. The candidate selected will be expected to teach both introductory and advanced courses at the

undergraduate and graduate levels. Qualified candidates must hold a Ph.D. in Information Systems or a related field required (or be expected to complete their Ph.D. by August 2014).

Management. *(V-F36) Human Resource Management. Open Rank.

Seeking a candidate with specialization in the broad area of human resource management with a focus in one of the following areas: strategic HR, talent management, labor relations, compensation management, or recruitment and training. The candidate selected will be expected to teach both introductory and advanced courses at the undergraduate and graduate levels. Qualified candidates must hold a Ph.D. in Human Resource Management or a related field (or be expected to complete their Ph.D. by August 2014). In addition to the criteria listed above, candidates with professional human resource management experience either through consulting engagements or in a corporate setting are strongly preferred.

Marketing – Two positions. *(V-F37) Marketing. Assistant/Associate Rank.

Specialization in the broad area of service marketing with a focus in one of the following areas: customer relationship management, sales management, service marketing strategy, or business-to-business marketing. The candidate selected will be expected to teach both introductory and advanced courses at the undergraduate and graduate levels. Qualified candidates must hold a Ph.D. in Marketing or a related field (or be expected to complete their Ph.D. by August 2014). *(V-F38) International Business. Assistant/Associate Rank.

Specialization in the broad area of international business with a focus in one of the following areas: emerging markets, multinational business strategy, international marketing, or global corporate responsibility. The candidate selected will be expected to teach both introductory and advanced courses at the undergraduate and graduate levels. Qualified candidates must hold a Ph.D. in International Business or a related field (or be expected to complete their Ph.D.

by August 2014.

For a complete job description on these positions, please contact Dr. Kimberly Hollister (hollisterk@mail.montclair.edu), Associate Dean, School of Business.

ADJUNCTS/VISITING SPECIALISTS Montclair State University is seeking an applicant pool of adjunct/visiting specialist faculty for University departments across all colleges and the School of Business for Fall 2014, Spring 2015.

Montclair State University has a long history of commitment to cultural diversity in its programs, faculty and students. To foster this multicultural environment, the University encourages applications from minority group members for its faculty openings.

Screening of applications begins immediately and continues until position is filled.

Complete job descriptions will be mailed upon receipt of application.

Send separate letter and resume for each position to: Montclair State University Box C316 V# or AV# 001 Montclair, New Jersey 07043 (include c/o name, job title and V# or AV# 001)

www.montclair.edu

Montclair State University is an Equal Opportunity/Affirmative Action institution with a strong commitment to diversity.

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Assistant Professor in Integrated Water Resources and Hydrologic Systems Engineering Department of Biological and Environmental Engineering, Cornell University 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.

We seek an individual who will address sustainable water resources issues by integrating physical hydrology with complex ecological, agricultural, social-political, and/or energy systems. Engineering approaches can be applied to problems regarding water quantity, water quality, food production/security, energy systems, sustainable development, human health, soil erosion and conservation. Our ideal candidate will also recognize the interactions between the social and physical constraints that influence the use, fate, and fluxes of water.

The appointee will identify stressors on water resources and develop targeted solutions. For example, he or she might work at the water-energy nexus and/or focus on the impact of humans (including climate change) on global or regional scale water management. Applicants should have a broad skillset potentially including systems modeling and analysis, physical hydrology, hydroinformatics, experimental procedures and instrumentation, remote sensing, and/or applied math.

This tenure-track position is on an academic year basis and requires balanced effort between research (50%) and teaching (50%). The department seeks a distinguished and productive junior scholar with passion for outstanding teaching, applied research, and advising at a leading research university and in a department with top-ranked undergraduate and graduate programs in biological and environmental engineering. The appointee is expected to develop a nationally recognized research program and become a leader in hydrologic sciences. Publishing in peer-reviewed journals and securing external research funding are major expectations. We are especially seeking candidates who will thrive in Cornell’s multidisciplinary research environment.

Teaching responsibilities include two courses annually, one specifically at the undergraduate level. The appointee will contribute to both our biological and environmental engineering programs, including advising undergraduate and graduate students and mentoring postdoctoral appointees. Service to the department, community, and university is expected of all faculty members.

Qualifications: A Ph.D. in an appropriate discipline is required with demonstrated capability and success in developing research and teaching programs at the interface of engineering and hydrological, biological and earth sciences.A strong background in hydrology is required and an engineering degree is preferred.

Applications and Starting Date: Anticipated starting date is July 2014. Applications including a CV, statements of research and teaching interests, copies of relevant publications, reference letters, and transcripts should be submitted online at: https://academicjobsonline.org/ajo/jobs/3087. Applications will be reviewed starting October 2013 and will be accepted until the position is filled.

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.

Promoting academic quality by enhancing learning, teaching, scholarship, and service and by celebrating MTSU’s distinctive strengths.

We are currently seeking applicants for over 30 faculty positions for the 2014-2015 academic year.

For current position listings, please visit our website https://mtsujobs.mtsu.edu

LOOKING FOR A DIVERSE GROUP OF APPLICANTS?

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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Economics Department, St. Louis, MO The economics department invites applications for tenured and untenured positions starting date fall 2014. We are interested in candidates in all fields. Candidates must have an active research agenda, outstanding publication record, a commitment to excellent teaching and a Ph.D. in a relevant field. Applications should include a CV, three letters of reference, evidence of excellent teaching ability, and research papers. Priority will be given to applications received

by November 15, 2013. The position will include teaching duties, research aimed at publication in peer-reviewed economics journals, Ph.D. advising, and departmental and university service. Washington University is an equal opportunity employer committed to increasing faculty diversity. We especially welcome applications from women and members of minority groups. SUBMISSION OF APPLICATIONS: Please submit the specified materials online at https://www.econjobmarket.org/

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We are here to help you reach over 125,000 college faculty and administrators.

For more information: 800.549.8280 • Outlook@SprintMail.com

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Department of Electrical and Systems Engineering

Tenured/Tenure-Track Faculty Position

The Department of Electrical and Systems Engineering of the School of Engineering and Applied Science at the University of Pennsylvania invites applications for tenured and tenure-track faculty positions at all levels.

Candidates must hold a Ph.D. in Electrical Engineering, Systems Engineering, or related area. The department seeks individuals with exceptional promise for, or proven record of, research achievement, who will take a position of international leadership in defining their field of study, and excel in undergraduate and graduate education. Leadership in cross-disciplinary and multi-disciplinary collaborations is of particular interest. We are interested in candidates in all areas that enhance our research strengths in

1. Nanodevices and nanosystems (nanophotonics, nanoelectronics, integrated devices and systems at nanoscale), 2. Circuits and computer engineering (analog and digital circuits, emerging circuit design, computer engineering, embedded systems), and 3. Information and decision systems (communications, control, signal processing, network science, markets and social systems).

Prospective candidates in all areas are strongly encouraged to address large scale societal problems in energy, transportation, health, economic and financial networks, critical infrastructure, and national security. Diversity candidates are strongly encouraged to apply. Interested persons should submit an online application at http://facultysearches.provost.upenn.edu/postings/40 including curriculum vitae, statement of research and teaching interests, and the names of at least four references. Review of applications will begin on December 1, 2013.

The University of Pennsylvania is an Equal Opportunity Employer.

Minorities/Women/Individuals with Disabilities/Veterans are encouraged to apply.

Santa Monica Community College is accepting applications for the following positions:

Full-Time, Tenure-Track Faculty Positions Art History Economics English Composition, Transfer Level (2) ESL Mathematics- Cross Level Music (Theory, Musicianship, Appreciation) Nursing Photography (Commercial) Physics Psychology - Clinical/Community Psychology - Health Sociology US History Zoology and General Biology

Administrative Positions Director, Special Programs Project Manager, The Center For Teaching Excellence

Closing date November 18, 2013 November 18, 2013 October 31, 2013 October 31, 2013 October 31, 2013 October 31, 2013 December 2, 2013 November 18, 2013 December 2, 2013 October 31, 2013 October 31, 2013 November 18, 2013 November 18, 2013 October 31, 2013 October 31, 2013 November 18, 2013

The Santa Monica Community College District operates a single college (Santa Monica College) with a 42-acre main campus and five satellite campuses in the City of Santa Monica, located in the western part of Los Angeles County. The College provides excellent academic and career technical programs, and counseling services to an ethnically diverse student population.

Interested applicants may review the job bulletins and apply online at https:jobs.smc.edu, or contact the Office of Human Resources at 310-434-4415. EOE

ASSISTANT PROFESSOR SOCIAL STUDIES/DIVERSITY EDUCATION Washington State University

Title: Assistant Professor Salary: Permanent, tenure-track, faculty, full-time, nine-month term Position: Competitive, commensurate with experience Effective date: August 16, 2014

Position: The Department of Teaching and Learning at WSU Vancouver invites applications for an Assistant Professor of Social Studies and Diversity Education. The position calls for expertise in Social Studies Education and Multiculturalism/Diversity/Pluralism Education.

Responsibilities: The successful candidate will conduct scholarly inquiry and teach K-12 social studies and diversity undergraduate and graduate courses, advise undergraduate and graduate students, pursue external funding, work with other faculty to develop educational programs at WSU Vancouver and across the cross-campus system, develop and maintain partnerships with K-12 schools and other agencies, and participate in appropriate service activities expected of faculty at Washington State University.

Required Qualifications: Ph.D./Ed.D. in Social Studies Education or related fields such as Multicultural/Diversity/Pluralism Education by employment start date; be qualified to teach social studies education and multicultural/diversity/pluralism courses; have strong research skills relevant to areas of expertise’ demonstrated skill with people of diverse cultural and/or linguistic backgrounds; and K-12 school teaching record.

Preferred Qualifications: Evidence of ability to conduct high quality research, to perform high quality teaching in a higher education setting, to acquire external research funding, and to communicate effectively verbally and in writing. A minimum of three years K-8 school teaching experience would be ideal. Demonstrated knowledge of at least one of the following: Critical Race Theory, Indian and or Native American Studies, Critical Pedagogy, Identity Theory, Post- Colonial Theory, Global Studies, Queer Theory, Feminist Theories, and/or related areas.

Application, Screening Procedures, and Deadline: Screening of applicants begins January 6, 2014. To apply, visit www.wsujobs.com/ applicants/Central?quickFind=59007. Include a letter of application addressing the required and desired qualification criteria, current comprehensive curriculum vita, two samples of scholarly work, copies of transcripts, and the names and contact information of three references. The application system will ask you to name three additional references that will provide letters of recommendation on your behalf.

For questions about the position contact: Dr. Richard Sawyer, (360) 5469678 or rsawyer@vancouver.wsu.edu. Additional information on the Department of Teaching and Learning can be found at: http://education.vancouver.wsu.edu/.

Visit WSUV online at http://www.vancouver.wsu.edu.

WSU is an EEO/AA Employer.

Protected and underrepresented group members are encouraged to apply.

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The University of Texas at El Paso Departments/Programs with Anticipated Tenure/Tenure-Track Faculty Positions for Fall 2014 The University of Texas at El Paso is an emerging national research university at the heart of the U.S.-Mexico border region committed to the ideals of access and excellence. A leader among Hispanic-serving institutions, UTEP enrolls over 23,000 students - about 77 percent of them Hispanic - and is the only doctoral research university in the nation with a majority Mexican-American student body.

UTEP offers 71 bachelor’s, 75 master’s, and 20 doctoral degrees, with more in development. UTEP’s nearly $80 million in research spending a year ranks the University among the top 200 universities in the nation; and its more than $40 million in federal research spending ranks fourth among all Texas public universities.

College of Business Administration

College of Liberal Arts

• Marketing and Management

• Art • Communications • CreativeWriting • Criminal Justice • English • Intelligence and National Security Studies • Master of Public Administration • Music • Philosophy • Psychology • Theatre and Dance

College of Education • Teacher Education

College of Engineering

College of Science

• Civil Engineering • Electrical & Computer Engineering • Mechanical Engineering

College of Health Sciences

• Biological Sciences • Geological Science • Mathematical Science • Physics

School of Nursing

• Kinesiology • Occupational Therapy • Physical Therapy • Public Health • Social Work • Rehabilitation Counseling FOR A DESCRIPTION OF OUR CURRENT OPENINGS AND APPLICATION PROCEDURES, PLEASE VISIT OUR WEBSITE AT:

www.utep.edu/employment The University of Texas at El Paso is an Equal Opportunity/Affirmative Action employer. The University does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, genetic information, veteran status, or sexual orientation in employment or the provision of services.

Chancellor

The Board of Governors of the State University System of Florida invites nominations and applications for the position of Chancellor. As the nation’s second-largest university system, the State University System of Florida is comprised of 12 institutions - ranging from a nationally-ranked liberal arts college to top-ranked comprehensive research universities - serving 350,000 students.

The Board of Governors is the constitutionally created body that oversees the system, ensuring its well planned coordination and operation. The 17-member board appoints a Chancellor who serves as the chief executive and administrative officer of the system. The Chancellor reports directly to the Board and provides guidance and direction for the system and oversight of the board staff.

The winning candidate will be a proven leader with executive-level experience in education, government, business or non-profit settings. A track record of involvement in complex higher educational and political environments is essential to effectively serve the Board of Governors as the system continues on a path toward greater coordination, collaboration and prominence. The candidate must possess an ability to articulate the system’s highest priorities, national trends affecting Florida, and challenges that the system may face. The candidate must be able to mobilize resources to address those issues at the highest levels. An advanced or terminal degree is preferred. A competitive salary will be negotiated.

Application and Nomination Process: To apply for the position, please send a cover letter and resume/CV to vacancies@flbog.edu no later than close-ofbusiness October 31, 2013.

To nominate a candidate for the position, please send a nomination letter to vacancies@flbog.edu no later than close-ofbusiness October 31, 2013.

Questions: To speak with someone about the position, contact Search Committee Chair Mori Hosseini at (386) 236-4100 or Chief of Staff Randy Goin, Jr. at (850) 245-9665.

The Board of Governors embraces diversity and equal opportunity. The State of Florida is subject to “The Sunshine Law” and the Public Records Act, which provide for public meetings and public records for all governmental agencies and employees searches. An EEO/AA Employer www.flbog.edu

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Department of Kinesiology College of Health Professions and Social Work Announcement of Faculty Position Tenure-Track, Open-Rank Position, Exercise Physiology Department of Kinesiology at Temple University (chpsw.temple.edu/kinesiology) invites applications for a full-time, open-rank (9-month), tenure-track faculty position in exercise physiology to support the department’s research and educational focus on health issues as related to translational and evidence-based practice of physical activity on cardiovascular, metabolic or neuromuscular diseases.

The department is positioned to study these foci using cell culture systems, animal models, and both clinical and sub-clinical human studies.

Temple University, a Carnegie Research University (high research activity), is a comprehensive public university located in Philadelphia, PA. The campus is racially and ethnically diverse, with more than 39,000 students. Temple University is among the nation’s largest provider of professional education (law, medicine, podiatry, pharmacy, dentistry, engineering, and architecture) offering over 300 academic degree programs. The University, the College of Health Professions and Social Work, and the Department have a strong research infrastructure.

Qualifications: Doctorate in related domain of inquiry, post-doctoral training in relevant field of research, evidence of a sustainable and focused research program, and a record of extramural research funding (senior faculty position candidates) or demonstrated potential for extramural funding (junior faculty position candidates).

Responsibilities: Develop and maintain a nationally recognized program of original research, including collaborative activities with current faculty. Teach undergraduate and graduate courses in the candidate’s area of expertise that complement existing and new curricular offerings. Develop and maintain an externally funded research program.

Salary: Competitive and commensurate with qualifications.

Appointment: 9-month tenure-track appointment could begin as early as July 1, 2014 Closing Date: Review of application materials will begin November 15, 2013. The search will continue until a suitable candidate is identified.

Application: Women and minorities are strongly encouraged to apply. Candidates should submit a curriculum vita, a statement of research focus including current and planned research activities, and copies of selected research/scholarly articles. They should also submit the names and contact information (telephone and e-mail) of three references.

All inquiries should be directed to: Dr. Joon Y. Park, tel: 215-204-1957, parkjy@temple.edu All materials should be submitted to: Linda M. Yarrish, Department of Kinesiology, 237 Pearson Hall, Temple University, 1800 N Broad St, Philadelphia, PA 19122-6085; Phone: 215-204-8704; Fax: 215-204-4414; Linda.Yarrish@temple.edu

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FACULTY POSITIONS The Steinhardt School of Culture, Education, and Human Development at New York University advances knowledge, creativity, and innovation at the critical crossroads of human learning, culture, development, and well-being. Through rigorous research and education, both within and across disciplines, the School’s faculty and students evaluate and redefine processes, practices, and policies in their respective fields, and from a global as well as community perspective lead in an ever-changing world. NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world.

The Steinhardt School is recruiting for positions in the areas listed below for the upcoming academic year.

Complete faculty position descriptions and applications can be found on our website at: http://steinhardt.nyu.edu/faculty_positions/ The Steinhardt School anticipates continuing our recruitment activities in future years in these areas as well as in the Visual and Performing Arts, Education, Applied Psychology, and Health Programs.

Our School is comprised of eleven departments: Administration, Leadership, and Technology; Applied Psychology; Art and Art Professions; Communicative Sciences and Disorders; Humanities and the Social Sciences in the Professions; Media, Culture, and Communication; Music and Performing Arts Professions; Nutrition, Food Studies, and Public Health; Occupational Therapy; Physical Therapy; Teaching and Learning. We invite you to visit the above website for updated information.

NYU is committed to building a culturally diverse educational environment and strongly encourages applications from historically underrepresented groups.

CULTURE DIGITAL MEDIA; MULTIPLE SPECIALIZATIONS -Assistant Professor, Tenure-Track

MUSIC THEORY/MUSIC COMPOSITION -Assistant Professor, Tenure-Track

DIGITAL MEDIA STUDIES AND/OR SCIENCE AND TECHNOLOGY -Associate Professor, Tenured/Tenure-Track

MUSIC BUSINESS -Clinical Assistant Professor, Non-Tenure Track

MEDIA, CULTURE AND COMMUNICATION -Visiting Assistant Professor, Non-Tenure Track

CONTEMPORARY ART THEORY AND CRITICAL STUDIES -Assistant Professor, Tenure-Track

VOCAL PERFORMANCE -Music Associate Professor, Non-Tenure Track

STUDIO ART -Master Teacher, Non-Tenure Track

EDUCATION APPLIED STATISTICS -Assistant Professor, Tenure-Track

EDUCATIONAL COMMUNICATION AND TECHNOLOGY -Assistant Professor, Tenure-Track

SECONDARY SPECIAL EDUCATION -Associate Professor, Tenured

HIGHER EDUCATION -Associate/Full Professor, Tenured

TESOL/BILINGUAL/FOREIGN LANGUAGE EDUCATION -Assistant/Associate Professor, Tenure-Track

INTERNATIONAL EDUCATION -Assistant Professor, Tenure-Track INTERNATIONAL EDUCATION -Associate/Full Professor, Tenured

HUMAN DEVELOPMENT COUNSELING PSYCHOLOGY -Associate Professor, Tenured

NUTRITION -Clinical Assistant Professor, Non-Tenure Track

PUBLIC HEALTH -Associate/Full Professor, Tenured

PHYSICAL THERAPY -Associate Professor, Tenured

New York University is an Equal Opportunity/Affirmative Action Employer.

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

Instructor of Engineering Developmental Math Lab Tutor For a copy of the vacancy announcements, 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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Information Systems Department

The Information Systems Department at UMBC invites applications for two tenure-track faculty positions at the Assistant Professor level starting August 2014. We are searching for candidates with research interests in any of the following areas: Artificial Intelligence/ Knowledge Management, Database/Data Mining, Human Centered Computing, Software Engineering, and Health Information Technology. Candidates must have earned a PhD in Information Systems or a related field no later than August 2014.

Candidates should be engaged in research that spans two or more of these areas, with one of those areas ideally being Health Information Technology.

Preference will be given to those who can collaborate with current faculty. Candidates for both positions should have a strong potential for excellence in research, the ability to develop and sustain an externally funded research program, and the ability to contribute to our graduate and undergraduate teaching mission.

The Department offers undergraduate degrees in Information Systems and Business Technology Administration. Graduate degree programs, MS and PhD, are offered in both Information Systems and Human-Centered Computing, including an innovative online MS in IS program. Consistent with the UMBC vision, the Department has excellent teaching facilities, state-of-the-art laboratories, and outstanding technical support. UMBC’s Technology Center, Research Park, and Center for Entrepreneurship are major indicators of active research and outreach. Further details on our research, academic programs, and faculty can be found at http://www.is.umbc.edu/. Members of underrepresented groups including women and minorities are especially encouraged to apply.

Applications will not be reviewed until the following materials are received: a cover letter, a one-page statement of teaching interests, a one to two-page statement of research interests, one or more sample research papers, and a CV. Applicants should also arrange to have three letters of recommendation sent to the department as soon as possible. Electronic submission of materials as PDF documents is preferred.

Electronic copies should be sent to bmorris@umbc.edu.

Copies can also be sent to: Dr. Aryya Gangopadhyay, Chair of Faculty Search Committee, Information Systems Department, UMBC, 1000 Hilltop Circle, Baltimore, MD 21250-5398. For inquiries, please contact Barbara Morris at (410) 455-3795 or bmorris@umbc.edu.

Review of applications will begin immediately and will continue until the positions are filled. These positions are subject to the availability of funds.

UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women and individuals with disabilities.

Neuroscientist - Faculty The Department of Pathology and Laboratory Medicine at the Temple University School of Medicine seeks outstanding basic and translational neuroscientists for tenure leading faculty positions. The appointment may be made at any rank, dependent on qualifications. Applicants should have an MD and/or PhD degree and are expected to have, or establish creative independent research programs and participate in teaching graduate and medical students. A track record of extramural funding (NIH, NSF or industry) is required. Areas of special interest are: neurovascular biology, traumatic brain injury, stroke, glial biology, neurotoxic effects of drug and alcohol abuse in the central nervous system (CNS), and drug delivery into the CNS. The research environment is interdisciplinary and highly collaborative. Generous start up funds and outstanding new open lab space (including a new BSL-3 facility) are available. New faculty will have the opportunity to collaborate with a very active group of NIH-funded neuroscientists within the Department focusing on HIV CNS infection, blood brain barrier regulation, traumatic brain injury, and the effects of alcohol and drug abuse.

Interested candidates should electronically submit a curriculum vita, brief statement of research accomplishments, and future research plans as well as complete contact information to Yuri Persidsky, MD, PhD, Professor and Chair c/o Patricia.Harper@tuhs.temple.edu.

The University is especially interested in qualified candidates who can contribute through their research, teaching and/or service to the diversity and excellence of the academic community. Temple University School of Medicine is an Affirmative Action/Equal Opportunity Employer and strongly encourages applications from women and minorities.

http://www.temple.edu/medicine/departments_centers/ clinical_departments/pathology_laboratory.htm

The University of Wyoming College of Education invites applications for the following faculty positions. Application materials will be accepted immediately and will be continually reviewed. The positions are to begin in the fall semester of 2014. More detailed information for each position and requirements for full consideration as well as required application materials can be found at: http://www.uwyo.edu/hr/hremployment/listjobs.asp?jobtype=2 Send required application materials to the search committee chair specified below or electronically to the email address indicated. University of Wyoming, College of Education, Department 3374, 1000 E. University Avenue, Laramie, WY 82071.

Educational Research (Assistant Professor) - Dr. Suzanne Young, chair syoung@uwyo.edu

Mathematics Education Endowed Chair - Dr. Jacqueline Leonard, chair debm@uwyo.edu Social Studies Education (Assistant Professor) - Dr. Victoria Gillis, chair jyates5@uwyo.edu

Special Education (Academic Professional Lecturer) - Dr. Mary Alice Bruce, chair mhanse19@uwyo.edu

The University’s policy has been, and will continue to be, one of nondiscrimination, offering equal opportunity to all employees and applicants for employment on the basis of their demonstrated ability and competence without regard to such matters as race, sex, gender, color, religion, national origin, disability, age, veteran status, sexual orientation, genetic information, political belief, or other status protected by state and federal statutes or University Regulations. The University of Wyoming is committed to providing a safe and productive learning and living community. To achieve that goal, we conduct background investigations for all final candidates being considered for employment.

Background checks may include, but are not limited to, criminal history, national sex offender search, employment and motor vehicle history. Offers of employment are contingent upon the completion of the background check.

EXECUTIVE DIRECTOR The Association of American Law Schools (AALS) seeks a visionary leader as its next Executive Director.

The AALS is a non-profit membership organization which serves as the learned society for legal educators. AALS has 176 law school members, representing over 10,000 law faculty in the United States.

These schools are united by AALS’s purpose: “the improvement of the legal profession through education.” This goal is furthered in a number of ways, including professional development programs for law professors and administrators, a complement of more than 90 sections organized by faculty and senior administrators, and a rigorous membership process that is designed to further the core values of the Association.

AALS needs a strategic and visionary leader who can be a strong advocate for legal education. S/he must understand its unique challenges and, in partnership with the elected Executive Committee, work with member law schools and other legal organizations to address those challenges, while ensuring that the membership review process and all professional programs, projects and activities reflect the Association’s core values. The new Executive Director should be excited by the challenge of leading AALS though this transition in the legal profession, and must be creative, articulate, proactive, and nimble.

Additionally, the next Executive Director must be able to engage in international coalition building and otherwise assist member law schools and faculties in developing collaborations with legal educators throughout the world, while appreciating the needs of the various constituent groups involved in legal education. Most importantly, he or she must be passionate about legal education in this country.

In accordance with AALS Bylaws, the Executive Director must be an experienced law teacher or law school dean, with a strong record of academic and administrative accomplishments preferred. A broad knowledge of legal education is a must, as well as a deep-seated commitment and strong leadership experience in promoting diversity.

The Executive Director will be a visible spokesperson for the AALS, and should have excellent written and oral communication skills as well as experience dealing with the media, in addition to possessing the ability to think and plan strategically.

The Association of American Law Schools is an equal opportunity employer committed to inclusive hiring and dedicated to diversity.

Applications and nominations, including resume and a substantive cover letter responding to the challenges outlined above, should be sent to: Mirah A. Horowitz & Mary C. Tydings Consultants to the Executive Director Search Committee Russell Reynolds Associates AALSDirector@russellreynolds.com 202-654-7857

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The Hispanic Outlook MagazineÂŽ

Director of Internal Audit

Delivered To Your Desk Top Every Issue

Kansas State University Manhattan, KS 66506

Kansas State University (www.k-state.edu) invites applications from qualified individuals for the position of Director of Internal Audit.

Application deadline is November 1, 2013.

A detailed position description, desired qualifications, and application guidelines are available at http://www.k-state.edu/internalaudit/DirectorDescr.pdf.

Background check required. EEO

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Department of Kinesiology College of Health Professions and Social Work Announcement of Faculty Position Tenure-Track, Open-Rank Position, Neuromechanics The Department of Kinesiology at Temple University (chpsw.temple.edu/kinesiology) is seeking a faculty member for an open-rank (9-month), tenure-track faculty position with expertise in Neuromechanics.

This position offers an excellent opportunity to join an innovative research group in motor neuroscience and a dynamic faculty of Kinesiology.

Temple University, a Carnegie Research University (high research activity), is a comprehensive public university located in Philadelphia, PA. The campus is racially and ethnically diverse, with more than 39,000 students. Temple University is among the nationâ&#x20AC;&#x2122;s largest provider of professional education (law, medicine, podiatry, pharmacy, dentistry, engineering, and architecture) offering over 300 academic degree programs. The University, the College of Health Professions and Social Work, and the Department have a strong research infrastructure.

Qualifications: Doctorate in related domain of inquiry, post-doctoral training in relevant field of research, evidence of sustainable and focused research program, and record of extramural research funding (senior faculty position candidates) or demonstrated potential for extramural funding (junior faculty position candidates).

Responsibilities: Develop and maintain a nationally recognized program of original research, including collaborative activities with current faculty. Teach undergraduate and graduate courses in the candidateâ&#x20AC;&#x2122;s area of expertise that complement a new program in Sensori-Motor Neuroscience and other curricular offerings. Develop and maintain an externally funded research program.

Salary: Competitive and commensurate with qualifications.

Appointment: 9-month tenure-track appointment could begin as early as July 1, 2014 Closing Date: Review of application materials will begin November 15, 2013. The search will continue until a suitable candidate is identified.

Application: Women and minorities are strongly encouraged to apply. Candidates should submit a curriculum vita, a statement of research focus including current and planned research activities, and copies of selected research/scholarly articles. They should also submit the names and contact information (telephone and e-mail) of three references.

All inquiries should be directed to: Dr. Mayra Santiago, tel: 15-204-8719, mayra.santiago@temple.edu

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10/07/2013

All materials should be submitted to: Linda M. Yarrish , Department of Kinesiology, Pearson Hall, Temple University, 1800 N Broad St, Philadelphia, PA 19122-6085; tel:215-204-8704; Fax: 215-2044414; Linda.Yarrish@temple.edu

Responsibilities will include both clinical and didactic teaching in the department of Periodontology and Oral Implantology. The candidate must be able to provide direct patient care.

Salary and rank will be commensurate with experience and qualifications.

Temple University is an equal opportunity/affirmative action employer. Women and minorities are encouraged to apply. For confidential consideration, interested individuals should email a cover letter, curriculum vitae, copy of residency certificate, and three references to Dr. Lisa Deem, Chair Search Committee, Admissions, Diversity, and Student Affairs, Temple University Kornberg School of Dentistry, ldeem@dental.temple.edu.

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Temple University Kornberg School of Dentistry is seeking candidates for the position of Director of the Postgraduate Program in Periodontics. Applicants must have a certificate from a CODA-certified post-graduate program in Periodontology and Diplomate of the American Academy of Periodntology status. Candidates should have academic credentials and a research record to lead a post-graduate program. Preference will be given to applicants who are eligible for Pennsylvania licensure and who also achieved Diplomate or Fellowship status from The American Academy of Implant Dentistry (AAID) or the International Congress of Oral Implantologists (ICOI). Applicants must have an excellent track record in teaching, scholarship, and research. They also must have experience in working with diverse groups of students and faculty, and developing strong teams. Tenure track positions are available to qualified candidates.

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For information on faculty recruitment at the U of U click on http://diversity.utah.edu/faculty The Office for Equity and Diversity The University of Utah

Assistant Professor of Modern and Contemporary Brazilian Literature

The School of Languages, Literatures, and Cultures (SLLC) at the University of Maryland, College Park, invites applications for a tenure-track position at the rank of assistant professor in Modern and Contemporary Brazilian Literature and Culture beginning in Fall 2014. We seek a scholar with a theoretical grounding in migration/transnational studies.

Specific areas of expertise could include 20th century and 21st century Brazilian cultural and/or theoretical debates, the Portuguese-speaking diaspora in the Western hemisphere, the Afro-Brazilian experience, Brazilian popular cultures and cinema. This position forms part of a migration studies cluster hire at the university. The successful candidate will work closely with the University of Maryland’s Center for the History of the New America and be expected to contribute to campus initiatives on migration studies.

The successful candidate will be an integral member of the Department of Spanish and Portuguese, while also contributing to SLLC-wide research and teaching initiatives. S/he will be expected to teach at the undergraduate and graduate levels, including language courses. Evidence of excellence in teaching and scholarly promise required. Publications are preferred. Requirements include: native or near-native fluency in Portuguese and English, and a Ph.D. in hand by August 2014.

This position is contingent on the continued availability of funds.

For full consideration, applicants should submit a cover letter that includes a short description of current research plans, a curriculum vitae, evidence of teaching excellence (statement of teaching philosophy, recent course evaluations), a brief writing sample and the contact information for three letters of references. For best consideration, all materials must be uploaded to the University of Maryland web-based employment application system by November 1, 2013 at https://ejobs.umd.edu.

The University of Maryland, College Park, actively subscribes to a policy of equal employment opportunity and will not discriminate against any employee or applicant because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry or national origin, marital status, genetic information, political affiliation, and gender identity or expression. Minorities and women are encouraged to apply.

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10/07/2013

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ACADEMIC DIRECTOR COLLEGE OF EDUCATION Washington State University

Title: Academic Director Salary: Competitive, commensurate with experience Position: Permanent, full time, tenure-track, academic position with required additional administrative responsibilities Effective date: June 15, 2014, or as negotiated

Position: Washington State University Vancouver invites applications for an Academic Director of the College of Education. The Director is the chief administrator in the College of Education on the WSU Vancouver campus, reporting directly to the WSU Vancouver Vice Chancellor for Academic Affairs and the College of Education Dean on the Pullman Campus. The Director of Education also works closely with the two Department Chairs in the College of Education located in Pullman. The unit includes established and emerging undergraduate, master, and doctoral degrees and certification programs.

Principal Responsibilities: We seek candidates who can provide leadership in the development and administration of undergraduate, master, and doctoral degrees and certification programs; provide leadership and support for accomplishing the mission of the unit; provide leadership and support for faculty scholarship, research, and publication; supervise personnel and administer budgets; work effectively with College of Education leadership teams across the WSU system; work effectively with campus and university governance and finance; work collaboratively and effectively with local school districts and institutions of higher education; extend and engage in community outreach in a rapidly growing metropolitan area; provide leadership in professional associations and state and university agencies; maintain an active research and publication agenda at a level appropriate to the position; and teach courses in areas of professional specialization.

Required Qualifications: Full or Associate Professor with earned doctorate in Education or related field. Evidence of success in administration, scholarship, and teaching that would meet the standards for a tenured appointment within the College of Education.

Desired Qualifications: Evidence of the following: collaborative and participatory leadership style; successful interagency collaboration; knowledge of current trends in educational policy and reform; knowledge of standards and performance-based educational trends; knowledge of and expertise with K-12 public school partnerships; commitment to field-based teacher and administrator education; demonstrated ability to work in a multi-campus system; expertise or scholarship in culturally responsive educational programs; ability to support faculty scholarship, research, and publication; expertise in developing and managing budgets.

Application, Screening Procedures, and Deadline: Screening of applicants begins November 19, 2013 and continues until the position is filled. To apply, go to www.wsujobs.com/applicants/Central?quickFind=59008. Include letter of application addressing the required and desired qualification criteria, current comprehensive curriculum vita, two samples of scholarly work, and the names and contact information of three references. The application system will ask you to name three additional references who will provide letters of recommendation on your behalf.

For details regarding this position, please contact Dr. Gisela Ernst-Slavit, Search Committee Chair, at (360) 546-9659 or gernst@wsu.edu or Ms. Debra Barnett, Principal Assistant, at 360-546-9660 or debarnett@vancouver.wsu.edu.

Visit WSUV online at http://www.vancouver.wsu.edu.

WSU is an EEO/AA Employer.

Protected and underrepresented group members are encouraged to apply.

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PROVOST DUKE UNIVERSITY Durham, North Carolina Duke University, one of the nation’s leading research universities, seeks a distinguished and innovative academic leader as Provost. This is an exceptional opportunity for a skilled and strategic academic leader to move Duke forward among the very top tier of universities.

Duke has a deep and signature commitment to path breaking research, to applying knowledge in service to society, both near its North Carolina campus and around the world, and to teaching that links research, student life and the classroom experience. In executing its strategic plan, Duke seeks to build distinction by looking beyond traditional models of higher education to develop bold thinkers and problem-solvers who are engaged with the complex issues facing society. Few universities in the country or the world have invested so carefully and successfully, with consistent improvement in every part of the academic program for over a generation. Duke stands, in higher education, as an exemplar of mission driven success, built on a consistent culture of public engagement, connection, and purposeful transformation.

Founded in 1924 by James Buchanan Duke, the university has evolved into an institution of international stature based on the quality of its faculty and academic programs, preeminence of its research and interdisciplinary initiatives, and impact on the challenges facing society today. Over 14,000 undergraduate and graduate students are enrolled in the ten colleges and schools. Duke University Medical Center is one of the largest clinical and biomedical enterprises in the nation, and is the site of Duke’s medical and nursing education, research, and patient care programs. The university has a budget of over $4 billion, including $1 billion in research, and an endowment of $5.7 billion. The institution is well positioned for the future and the Provost must be prepared to partner with the President, Deans, faculty, staff, alumni and students to realize Duke’s strategic vision and to accelerate its growth trajectory.

Reporting to the President, the Provost is the chief academic officer and is responsible for upholding the highest standards for intellectual inquiry and advancing academic quality throughout the university. The Provost has a broad portfolio that also includes finance and administration, academic support, student affairs, and academic infrastructure. In consultation with faculty, officers, and Trustees, the Provost develops and leads the implementation of the institution's intellectual priorities, and oversees resource development that support the University's academic goals. The Provost works with Deans, as well as the leaders of numerous centers, programs, and institutes, to foster improvements and innovations in teaching and research, and to sustain Duke's emphases on interdisciplinarity and internationalism. In addition to an outstanding record of scholarly achievement and extensive administrative experience, the successful candidate will be an enterprising and collaborative leader committed to shaping the future of higher education. Further information about the position can be found on the website for the provost search at Duke University.

The executive search firm of Isaacson, Miller has been retained to assist the search committee. All inquiries, nominations and applications, should be directed in confidence to: John Isaacson, President & Managing Director, Jane Gruenebaum, Vice President and Director, and Pamela Pezzoli, Managing Associate, 4910@imsearch.com.

Duke University prohibits discrimination and harassment, and provides equal employment opportunity without regard to race, color, religion, national origin, disability, veteran status, sexual orientation, gender identity, sex, age, or genetic information. Duke is committed to recruiting, hiring, and promoting qualified minorities, women, individuals with disabilities, and veterans.

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ADVERTISING INDEX POSITIONS CALIFORNIA

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CONNECTICUT

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DC

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FLORIDA

Florida Polytechnic University

40

State University System of Florida

36

ILLINOIS

University of Chicago

6; 28

KANSAS

Kansas State University

40

MARYLAND

University of Maryland, Baltimore County

29; 38

University of Maryland, College Park

28; 41

MICHIGAN

University of Michigan

44

Wayne State University

29

MISSOURI

Washington University in St. Louis

34

NEW JERSEY

Montclair State University

30-33

NEW YORK

Cornell University

34

New York University

38

NORTH CAROLINA

Duke University

42

PENNSYLVANIA

Temple University

28; 36; 39; 40; 41

University of Pennsylvania

29; 35

TENNESSEE

Middle Tennessee State University

34

TEXAS

Texas State University

24-27

University of Texas at El Paso

36

WASHINGTON

Washington State University

35; 42

WYOMING

University of Wyoming

39

INSTITUTIONAL

University of Utah

UT

41

*To see all our “Employment and other Opportunities,” including all Web Postings, visit our website at www.HispanicOutlook.com

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HISPANIC

OUTLOOK

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10/07/2013

P ri min g the Pump. ..

INTANGIBLE BENEFITS OF A COLLEGE EDUCATION

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

I

What you get by achieving your goals is not as important An individual’s broader peras what you become by achieving your goals. – Goethe spective that results from completing college might be more ncreased lifetime income is typically the greatest benefit of difficult to promote among higher education that is promoted among under-resourced low-income Latino students, yet it might be the most promismiddle- and high school students, including Latinos. That ing benefit of all. Latino teens may cling to what they know golden carrot holds out hope for many seeking to break out of because it is familiar, but wonder what the rest of the world poverty. When you talk with Latino college graduates about the offers at the same time. Higher education forces students to benefits they have derived from pursuing higher education, consider issues from different points of view, so college gradhowever, the intangibles are what made the difference. uates take different approaches to solving problems or Unfortunately, the intangible benefits of completing college are searching for alternatives. A broader perspective also less often sold to Hispanic teens as desirable, yet they might be enables someone to move from situation to situation with relwhat would most encourage young Latinos to continue school. ative ease. Hispanics who know their own cultural and famiChoices are one of the greatest benefits of graduating from ly history can more easily embrace different experiences, college. Being able to select from several work opportunities, incorporating them into their own philosophy and outlook. for example, is more appealing than being stuck in an unfulfill- Completing college can help assure that the Latino will move ing job that simply provides a paycheck. For under-resourced from an egocentric point of view to one that encompasses Hispanic students who have long faced the drudgery of coping others. It increases options and makes the choices more with money struggles, the idea of earning money while doing meaningful. The Hispanic graduate can also view change in work that is fun and satisfying might hold novel appeal. a bigger picture, making it easier to anticipate and handle.

Choices that come with education and income open the world, Friends are part of the broadening experience for college changing from a more restricted lifestyle to one of increased students, and for young adult Hispanic students the friendpossibilities. For Latino adolescents, the image of doing new ships forged in college often last a lifetime. Latinos who and different things can fuel their motivation to excel in school have been raised in relatively homogenous communities can and pursue higher education. Since contemporary youth are experience, understand and seek diversity more comfortably often more concerned with quality of life rather than quantity if they have been exposed to it during college. Beyond the of possessions (and the restrictions that come with them), pleasure of socializing with friends, connections made in completing higher education holds the promise of having a college also can lead to different opportunities for work and meaningful, satisfying life. Whether it is where one lives, pleasure in the future. works, plays or spends his/her spare time, a college degree For the curious Latino who wonders why things are the can open opportunities that don’t exist for others. way they are, completing college helps “connect the dots.”

The personal satisfaction of completing a degree also To understand the interrelationship and impact of one thing affirms that other goals can be achieved with persistence, on another is powerful, for the Latino can then begin to see work, knowing the rules and wise use of resources. For first- how his own choices affect his life and loved ones. By knowgeneration Latinos in higher education, the personal satisfac- ing how all the pieces fit together, deliberate decisions with tion of forging new ground is a big draw unless the family consideration of their impact can be made. Armed with makes fun of those with college degrees or only focuses on more knowledge, understanding, experience, insight and earning money. When a Latino student faces those pressures, breadth of perspective, life won’t just happen to the Latino continuing in higher education becomes much harder. who has completed college; that Latino makes it happen.

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