11/04/2013 New Leader at the Helm.

NOVEMBER 4, 2013

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VOLUME 24 • NUMBER 03

Health Informatics Programs

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by Carlos D. Conde

LATINO KALEIDOSCOPE

As

Remembering Nov. 22, 1963

a journalist, I have had more than my share of adventures.

I worked for the Associated Press in Austin, The Dallas Morning News, the Houston Chronicle, and as a Copley News Service correspondent in Washington and Latin America.

Before leaving journalism for a political appointment and later, the international bureaucracy of Washington and abroad, I covered every conceivable type of story from political uprisings in Latin America to the advent of the Chicano movement along with the mundane everyday assignments of a metropolitan reporter.

As the first and only Latino until then on staff, I won various writing awards including a Pulitzer Prize nomination by the Houston Chronicle for a series, “The Hyphenated Americans,” on the trials and tribulations of the Mexican-Americans in Houston and Texas.

But nothing equaled, during my tenure at The Dallas Morning News, covering the unimaginable happenings of Nov. 22, 1963, when President John Kennedy was assassinated in Dallas by Lee Harvey Oswald.

I checked the assignment sheet that morning that had me along with other News colleagues mingling with the crowd and gauging the mood to produce the color story that would contribute to the lead article.

The president’s entourage was scheduled to pass midtown around noon. I was perusing the already gathering crowd. There was a festive mood contrary to some rumors it might turn into an unwelcoming gathering since the president’s standings and popularity in Texas, and Dallas in particular, weren’t that great.

Our publisher, Ted Dealey, had advised the president in a prior visit to Washington to “get off Caroline’s tricycle” and start governing.

A few weeks earlier, Oswald had allegedly taken a shot at the reactionary John Birch Society leader, retired Maj. Gen. Edwin Walker.

At an earlier civic event, some exuberant female protester poked the visiting United Nations Ambassador Adlai Stevenson on his bald head with her anti-Kennedy sign.

The president that day supposedly quipped to his wife, Jacqueline, “We are heading into nut country.”

The crowd along the procession route, estimated at over 200,000, cheered the presidential entourage prompting the accompanying Texas Gov. John Connally’s wife to turn to the president, saying, “you can’t say Dallas doesn’t love you” as the presidential limo made the turn into the roadway leading to the luncheon destination.

As it passed by the Texas School Book Depository Building, rifle shots rang out from building’s sixth floor hitting the president, shattering his skull and grievously wounding Connally.

(My wife’s law firm handled the famed Zapruder film that caught the assassination. It sold for $615,384 and is now reputedly worth $16 million.)

While working the crowd on Main Street, I caught a familiar face leaning against a parking meter. It was my old scout

master, Dan Palmer, from my hometown, San Benito, visiting Dallas and we started up a quick reunion.

Our conversation was interrupted by the blare of sirens and flashing lights of unmarked police cars screeching all over the place. A friend, who owned a shoe store on Main motioned me to his shop to listen to the first bulletins of rifle shots striking the president’s limo.

I rushed back to the News offices. It was bedlam.

Telephone lines jammed while editors tried to assess the happenings through an array of unconfirmed reports and specious information.

I got phone calls on my line from editors in far-flung places offering to pay me big bucks for first-person comments. They wouldn’t hang up until I told them something but I don’t recall anyone sending me a check.

One of my assignments that day and Saturday was to check out Oswald’s alleged Cuban and Mexican connections which wasn’t very productive as I wrestled with the chaotic atmosphere in the newsroom with national and foreign reporters beginning to usurp our facilities.

I went home exhausted and was sleeping in before my p.m. duty when my charming assistant city editor called.

“Get your ass in here quick. Oswald has been shot,” he said.

The shooter was Jack Ruby, a psychopathic, “nightclub” owner with a violent temper who liked to ingratiate himself with cops and journalists. He supposedly had Mafia ties due to his Chicago upbringing that extended to Castro’s Cuba but that went nowhere.

He did have access to the Dallas police station and shot Oswald as he was being transferred to county facilities. Many remember that famous shot of Oswald cringing in pain as Ruby plugs him.

Our photographer, Jack Beers, caught the moment of Ruby about to pull the trigger on Oswald. The rival Dallas Times Herald photographer, Bob Jackson, snapped Oswald getting hit. He won the Pulitzer Prize and our Jack Beers got nothing.

My assignment after Oswald’s murder was to peruse Ruby’s apartment and neighbors but he was a loner to them and any Castro connections were fantasy.

We of course followed the story through all the rumors and conspiracy theories and the Warren Commission inquest in Dallas. The conclusion was then and now that a deranged man shot another deranged man who shot the president of the United States.

Journalism–wise, it’s the best story I ever covered.

L K

A T I N O

A L E I D O S C O P E

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

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MAGAZINE® NOVEMBER 4, 2013

CONTENTS GWCC’s New President Fosters Innovation and Entrepreneurialism by Marilyn Gilroy

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Page 12

Paid Internships Offer Best Path to Jobs

by Frank DiMaria

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Breaking Through To Worlds of Success

by Jeff Simmons

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Universities Offer Help to Employees with Caregiving Responsibilities by Michelle Adam

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USF Introduces Health Informatics Programs to Meet Growing Demand by Gary M. Stern

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Page 16

You can download the HO app

Page 18 Cover photo courtesy of GateWay Community 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

by Carlos D. Conde

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Sr. Advertising Sales Associate – Angel M. Rodríguez

Remembering Nov. 22, 1963

Interesting Reads

Article Contributors Alberto Aguilera Frank DiMaria Jeff Simmons Gary M. Stern

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Editorial Policy

Book Review

by Mary Ann Cooper

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Those Damned Immigrants

Scholars’ Corner

by Alberto Aguilera

Targeting Higher Education

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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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Lingering Clouds of the Separate and Unequal Legacy

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

by Gustavo A. Mellander

Uncensored

by Peggy Sands Orchowski

Priming the Pump...

The Benefits of Volunteerism

by Miquela Rivera

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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

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Esquina E ditorial

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nnovation is a word that is overused and under-implemented in today’s society. Go shopping for the latest and greatest in technology and it’s sure to be promoted as cutting edge, state-of-the-art and the very essence of innovation. However, innovation does not necessarily mean improved. In fact, innovation is simply defined as the introduction of something new and different. Higher education has a commitment to innovation, but doesn’t always succeed in executing constructive change. In this issue of HO we are showcasing positive ingenuity. For starters, there are the examples of Northwestern University, Oregon State University, Santa Clara University, Michigan State University, and the University of Wisconsin which are providing programs that help their employees get the support they need to care for family members. We also look at the efforts of Dr. Steven R. Gonzales, president of GateWay Community College (GWCC) in Arizona to form new partnerships with local businesses to advance his school’s programs. In addition, we spotlight the University of South Florida’s Morsani College of Medicine’s introduction of two new programs: a 32-credit master of science in health informatics and six-credit graduate certificate in health informatics to address the 21 percent increase in medical and health informatics jobs in the coming years. All of these programs show that colleges and universities are making great strides in positive innovation. And speaking of innovation, HO is continuing to offer new and exciting ways to bring you, our reader, the best and most timely information from a Hispanic perspective. Now that you’re enjoying our all-color digital edition, be sure to join us on Facebook for a daily dose of the latest headlines in higher education. ¡Adelante!

Suzanne López-Isa Managing Editor

Department of Mechanical Engineering Faculty Opening

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

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

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

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

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

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

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Interesting Reads

Castro’s Secret

By Brian Latell

Based on interviews with high-level defectors from Cuba’s intelligence and security services, the author presents what he says are long-buried secrets of Fidel’s nearly 50-year reign. They include numerous assassinations and attempted ones carried out on Castro’s orders, some against foreign leaders. Latell also explores the CIA’s plots against Cuba – including schemes to assassinate Castro, and draws his own conclusions about what Castro might have known about Lee Harvey Oswald before the assassination of John F. Kennedy.

2013. 289 pp. ISBN: 0230621236. $17.00. Paper.

Macmillan Publishing, (646) 307-5151. New York, N.Y 10010. www.macmillan.com.

Cuentos: Stories from Puerto Rico

By Kal Wagenheim This volume is a bilingual anthology of 12 short stories, many of which appeared in the 1960s in the English-language magazine The San Juan Review, co-founded by Kal Wagenheim and Augusto Font. The themes vary in time from the 16th century Spanish conquest to the migration of Puerto Ricans to the United States and are written by six of Puerto Rico’s leading writers. Each story is published in both English and the original Spanish.

2008. 186 pp. ISBN: 978-1558764781. $24.95. Paper.

Markus Wiener Publishers, (609) 921-1141, Princeton, N.J., www.markuswiener.com Handbook for K-8 Arts Integration: Purposeful Planning Across the Curriculum

By Nan L. McDonald Designed as a handbook for pre-service or practicing teachers, this book demonstrates how to create and use standards-based art activities to teach across the content areas. Written in a practical format complete with classroom examples, it is a visual example of what arts integration looks like in practice. This handbook helps teachers to plan, teach, and evaluate their own art- lessons and link them to what their students will need to know within other content areas.

2009. 240 pp. ISBN: 978-0136138136. $57.50 Paper.

Pearson Higher Education, (201) 236-7000, Upper Saddle River, N.J. www.mypearsonstore.com.

Those Damned Immigrants

by Ediberto Román 2013. 197 pp. ISBN: 978-0814776575. $35.00. NYU Press, New York, N.Y., (212) 998-2575 www.nyupress.org.

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verything points to an America that is more racially and ethnically tolerant.

We’ve elected the first African-American president and immigration reform is more popular than ever. Looks good, right? Looks can be deceiving. In Those Damned Immigrants we see a grim picture painted of an America that’s anything but “postracial.”

As author Ediberto Román points out, a few weeks after the election of President Obama, José Oswaldo Sucuzhanay, a 31-year-old Ecuadorian immigrant, was attacked by a group of white men as he walked with his brother. Screaming anti-Latino epithets at him, the men beat Sucuzhanay into a coma. He died five days later. Román’s point is that this case is far from isolated. Hispanics have been attacked in this way for generations without much outrage expressed by the general population and those who hold public office.

In poor economic times, the hatred and attacks increase as all Hispanics are viewed as illegal and undocumented interlopers, stealing jobs, increasing criminal activity and destroying American values and culture. This myth about Hispanics persists even though this ethnic group has become a bigger and bigger share of the American population.

As part of the “Citizenship and Migration in the Americas” series, Those Damned Immigrants presents a compelling argument supporting immigration reform through the use of government statistics, economic data, historical records, and social science research. But Román goes beyond this and devotes an entire chapter to his own reform proposal with five main components consisting of a guest worker program with provisions for workers’ rights and for federal aid to states, passage of DREAM Act legislation, a set of clear and stringent requirements by which an undocumented immigrant can initiate a process toward citizenship, a plan to authorize the granting of lawful permanent resident status to immigrants who have received a master’s or PhD degree from an American university in the science, technology, engineering, or math (STEM) fields, and a reform plan to streamline skilled worker visa programs in order to promote the best and the brightest to study in needed fields. His proposal is both thought-provoking and a possible blueprint for discussion.

Author Ediberto Román is professor of law at Florida International University. He is the author of The Other American Colonies: An International and Constitutional Law Examination of the United States’ Nineteenth and Twentieth Century Island Conquests, and edits the NYU Press series “Citizenship and Migration in the Americas.”

Michael A. Olivas, who wrote the foreword for the book, is the William B. Bates Distinguished Chair in Law at the University of Houston (UH) Law Center and director of the Institute for Higher Education Law and Governance at UH. Reviewed by Mary Ann Cooper

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LEADERSHIP/ROLE MODELS

GWCC’s New President Fosters Entrepreneurialism

“The

college cannot grow unless we become innovative and entrepreneurial,” said Dr. Steven R. Gonzales, the recently appointed president of GateWay Community College (GWCC) in Arizona.

“Our current revenues can sustain what we are doing but in order to move forward we are going to have to form new partnerships, especially with local businesses, to gain support for our programs.”

Gonzales is speaking of the challenge he and many other college presidents face these days to do more with less. Many state budgets have cut aid to higher education and most politicians have refused to raise taxes to close revenue gaps.

“If we think we can rely on increases in state aid or taxes, we are kidding ourselves,” said Gonzales. One area where he hopes to find support is from local hospitals and medical facilities which might agree to share resources with GateWay’s many allied health programs.

But he also is anxious to hear ideas from faculty and staff about how to strengthen and improve the college both externally and internally. To this end, one his goals is to meet with all 250 of GateWay’s employees this year.

“I am spending 30 minutes with every individual who works here, trying to learn about them and listen to their concerns,” he said.

In turn, Gonzales asks them to think about the following questions: What do I contribute to student success? What do I do to help retention?

The meetings are very informative for Gonzales but they additionally serve as a way to build trust and develop a sense of community across the college.

“For example, our custodians do more than just clean the building,” he said. “I want them to know and believe that they improve the learning environment by taking care of our facilities.”

Helping employees feel valued, and perhaps more engaged and productive, is just one of the skills Gonzales brings to his leadership style. His credentials include more than 15 years of instructional and administrative experience in higher education. Prior to being appointed as GateWay’s president, he served as the highest-level academic officer for the Pinal County Community College District which operates as Central

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Arizona College (CAC). He was selected to be GWCC’s leader after a national search that netted four strong finalists who then met with students, faculty, administration, and staff in public forums.

“Dr. Gonzales comes to us with a strong record of faculty and administrative leadership,” said Maricopa Community Colleges chancellor Dr. Rufus Glasper, who recommended Gonzales to the board. “In accepting our invitation to become president of GWCC, he expressed his excitement to join Maricopa Community Colleges. I am confident he brings the energy and passion to the job needed to successfully continue to advance our success agenda.”

Located in Phoenix, Ariz., GateWay is one of 10 colleges in the Maricopa Community College District. GWCC has an annual student enrollment of approximately 14,000. Minorities and underrepresented groups make up 43 percent of the student body and of that, approximately 25 percent are Hispanic. The college offers 125 degree and certificate programs and employs more than 250 faculty and staff members. GWCC also administers the Maricopa Skill Center which enrolls an additional 4,000 students and prepares individuals directly for the workforce in areas such cosmetology, ophthalmic assistant and meat cutting.

The pathway to the GateWay presidency was not a predictable one for Gonzales. In fact, as a young man he enjoyed mathematics and set his sights on being an engineer. But when he attended summer programs at a local university, he decided on a different direction and went on to earn a bachelor’s degree in secondary education – mathematics from Northern Arizona University. He taught high school mathematics before moving to the community college level as a developmental education specialist. After earning a master’s degree, he was appointed to the faculty at Central Arizona College where he taught math from 2000 to 2006. Gonzales later earned a doctorate in educational administration in the highly-regarded Community College Leadership Program at the University of Texas at Austin. His doctoral research focused primarily on the improvement of developmental education.

“There wasn’t a lot of research around on that topic but I took everything I could find and built on it,” he said.

Gonzales is still passionate about the subject of develop-

Photo © Liam Frederick

by Marilyn Gilroy

Innovation & mental programs which are as prevalent as ever, especially at two-year schools such as GateWay. Nationwide more than 60 percent of students who enter community colleges need remedial courses in reading, writing and/or mathematics.

When discussing current approaches to improving college readiness and getting students through their remedial studies, Gonzales cautions against a “quick fix.” It is a complicated problem that requires thoughtful planning and many resources, he says.

“There is no silver bullet,” he said. “Anyone who says that does not know what they are talking about. There is no one approach; instead, we need multi-pronged approaches.

“When discussing this issue, I ask several questions including: 1) How are you delivering your courses? There must be various ways to accommodate various learning styles; 2) What academic support are you offering? Supplemental instruction and tutoring must be available; and 3) What is the student services area doing for these students? Mentoring should be offered.”

Gonzales says he has seen programs involving mentors that result in impressive completion and retention rates for both mentee and mentors. He also described an effective approach in which students in a developmental reading course are paired with a biology professor and use the required biology textbook to improve reading skills. In this way, students improve their reading skills and prepare for the college-level class. But even with all of these efforts, Gonzales acknowledges that remediation is not going away in the near future.

“This is not a problem that is going to be solved soon but we need to keep working on it,” he said. “We must address the problem before it gets to the college’s doorstep.”

Gonzales says there is a need for initiatives that attack the problem on a grand scale. He hopes the adoption of the common core standards by states will be one of the strategies that increases college readiness.

Lessons on Life and Work When looking back at his career and educational accomplishments, Gonzales makes it clear he did not do it alone and was fortunate enough to have a lot of good mentors, including his father, who earned a living by picking cotton. And although neither of his parents had a college degree, Gonzales’ father made sure his son got an education about life and work.

“During the summers after seventh and eighth grade, my dad got me a job picking cotton,” said Gonzales. “He said he wanted to teach me several important lessons. Number one,

Dr. Steven R. Gonzales

he wanted me to learn the value of a dollar. Number two, he did not want me to be afraid of hard work and number three, he wanted me to know this is the type of work that would be waiting for me if I didn’t go to college.”

His father made sure that Gonzales knew going to college was not optional. “It wasn’t if you go to college, it was when you go to college.”

And there was another lesson Gonzales learned from his dad –- this one involved perseverance and achievement. “My dad grew up at a time when he experienced a lot of discrimination but he said to me: ‘son, don’t let anyone treat you differently.’ His words really stuck with me and kept me going forward in my education and career.”

These life lessons are part of what has prepared Gonzales for what he describes as the “exciting, challenging and even a bit overwhelming” experience of being president. But he welcomes the opportunity.

“This position is well aligned with my experience, personal goals, and values,” he said. “I look forward to articulating a clear and compelling vision to further identify GateWay’s unique role among its sister colleges. This position provides an exciting opportunity to lead GWCC into a new era.”

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ORGANIZATIONS

Paid Internships Offer Best Path to Jobs

D

by Frank DiMaria espite the comedic antics of Owen Wilson and Vince ties, and consider the internVaughn in last spring’s movie comedy The Internship, ship an audition. If they are these coveted positions are serious business to both the not prepared to pay an host company and the intern. Hosts value internships because they get a leg up on acquiring talent and are able to judge students on more than just their academic performance. Students value internships because the experience broadens their academic scope and offers them the opportunity to land a great job that can lead to a successful, rewarding career.

The National Association of Colleges and Employers (NACE) surveyed college students and found that 63.2 percent of graduintern, it becomes more tempting ating seniors from the class of for them to treat the intern as free 2013 participated in an internship labor and disposable at the end of or a cooperative education assignthe internship.” ment during their years pursuing Unfortunately many of a bachelor’s degree. This repreAmerica’s most desirable internsents the highest overall participaships are unpaid, a practice that tion rate since NACE began trackwas challenged back in June ing this in 2007. Earlier rates did when a federal District Court not exceed 57 percent. judge in New York City ruled that Getting an internship is only Fox Searchlight Pictures violated half the battle. The odds of landfederal and New York state miniing a killer position as the result mum wage laws by not paying of an internship increase when production interns. Unpaid Dr. John Moder, senior vice president and CEO at HACU the intern in paid. NACE found internships are great for students that paid interns have a distinct who can afford to take an entire advantage in the workforce over summer off financially. But for their unpaid counterparts. Approximately 60 percent of 2012 those low-income students from families that struggle to make college graduates who participated in paid internships ends meet, unpaid internships are not an option. received at least one job offer compared to 37 percent of Maria Elena Vivas-House, senior executive director of unpaid interns and 36 percent of graduates with no internship HACU’s National Internship Program, says that some instituexperience at all. tions view their internships, even unpaid ones, as a privilege.

Dr. John Moder, senior vice president and CEO at HACU “They act like, ‘We’re doing you a favor by accepting you,’” calls these numbers striking. “Not to be too cynical about it but she says.

I think it makes a difference of whether or not the employer However, this “system” prevents scores of talented students has skin in the game. If they’re prepared to pay their interns, from breaking out of their economic status. Moder says that then they are more likely to give them serious job responsibili- America’s top corporations have little trouble attracting stu-

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dents to unpaid internships, especially those in high-demand ing expenses. “(We want to) make sure that they were not losoccupations. Low-income students just can’t afford to take ing money they could be earning from other employment,” advantage of unpaid internship opportunities. says Moder.

It’s clear that paid internships are far more desirable than HACU’s salary rates are competitive and so is the battle to unpaid ones. Landing one that pays, though, is not always easy. earn one of its internships. For the 2012-13 school year 4000 To open more internship opportunities for all students, and in college students applied for a HACU internship. Only 471 got particular Hispanics, HACU has teamed up with more than a one. The governmental agencies, says Vivas-House, look for a dozen federal government agencies and a handful of corpora- certain type of student with a specific major. “Majors that are tions. Through its National Internship Program, HACU offers very much in demand are IT, computer science, and all the hundreds of paid internships and gets students ready to enter STEM majors,” says Vivas-House. the workforce.

HACU launched its National Internship Program in 1992 Many Hispanic college students, especially those who are with a group of 24 interns working at the Federal Aviation first-generation, grapple with a variety of issues, which occurs Administration for a 10-week summer internship. Today the in the college culture. “They’re not always aware of the oppor- program is identified as one of the best practices for increastunities that are there and certaining Hispanic representation in the ly may not be aware of how federal government. Just 8.1 perimportant internships can be for cent of the federal workforce is future employment or preparing Hispanic, says Vivas-House. “We for the workplace,” says Moder. are the only underrepresented “HACU’s internship program group in the federal governenlightens them and provides the ment.” opportunity to get into the internRecent budget cuts at the fedship game.” eral level have Vivas-House conStudents from backgrounds in cerned. Although Hispanics have which college is not a priority are seen their numbers at federal not in tune with corporate culgovernment agencies grow in ture. Many don’t know what recent years, there is a chance should be on their resume, how the budget cuts will cause them to to interview and how to dress prolose momentum or even fall fessionally. “They need some back, giving fewer Hispanics the mentoring either from their home opportunity to broaden their institution, career services or career horizons. “Hispanic famithrough an organization like lies are not familiar with the fedHACU. We try to help prepare eral government. For someone in them for the workforce,” says Texas or California to come to Moder.

D.C. or another city to work for During the 2012-13 school the federal government, it’s very year HACU placed 471 paid unreachable if they don’t have a interns, the majority of which program like ours to make it were Hispanics. Most were with easy,” says Vivas-House. federal government at agencies In 2012 HACU conducted a like the Department of Defense, 20th Year Alumni Survey. It colMaria Elena Vivas-House, senior executive director of the National Science Foundation lected data from nearly 1000 of HACU’s National Internship Program and the Department of the its 10,000 former interns. To Interior. Some of HACU’s interns paint the most accurate picture, worked in private sector companies such as Deloitte, Sodexo HACU removed those individuals who were at the time pursuand the Ford Motor Company. Due to the sequestration of the ing a graduate degree from the results. It found that 46 perfederal government in 2013, HACU has only placed about 347 cent of its former interns received a job offer and now work interns during the 2013-14 school year. for the federal government. Nearly 90 percent of former HACU Whether they serve in the private or public sector, all HACU interns reported their involvement in the program influenced interns are paid from monies made available by HACU’s feder- their professional opportunities and their internship led to a al and corporate sponsors. Sophomores and juniors earn better career position. $470 per week, seniors earn $500 and graduates earn $570.

“I would think that the benefits of the internship experiHACU always has insisted on paying its interns and has tried to ence extend to making more informed decisions and also offer its interns a reasonable salary that would cover their liv- prompting them to get more education,” says Vivas-House.

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INNOVATIONS/PROGRAMS

Breaking Through to Worlds of Success

It

by Jeff Simmons was a classroom exercise that prompted Timothy García to consider a new career. As a middle school student, he was involved in a program called Breakthrough New York.

His family had pursued his enrollment because he was a high-achieving student, but they felt his academic trajectory could use extra support, both hands-on and financial. He recalls wanting to “take charge” of his academic success.

recalls his breakthrough moment.

“I really just wanted to be on the other side of the classroom,” the 21-year-old said.

For the last two summers he did just that. Now a senior at Middlebury College in Vermont, he spent the summer as a Breakthrough New York teacher intern, and returned to the program this summer.

García taught ninth-grade literature to students that were poised to enter the ninth grade, working with two groups, both of which consisted of 14 students. Each day, he made sure to consider every individual student’s needs and progress.

“You need to make sure you don’t burn out being able to give every student an equal amount of attention and that no student is left out. You must be able to reach everyone,” he said. “It’s been amazing. They challenge you in every single way. The Breakthrough program teaches you how to be a professional, how to work on a team, how to deal with stress.”

During the program, García learned lessons on the struggle many teachers face in meeting the needs of a diverse group of students, and equally attending to all.

“You appreciate how much work teachers are doing, how much work it takes to put the program together,” he said. “You are preparing lesson plans, organizing special events. I definitely learned about sustainability.”

Like García, the 39 other students who interned at Breakthrough New York this past summer hailed from some of the most prestigious colleges across the country, including Columbia, Cornell, Bryn Mawr, Harvard Amanda Hernández with a Breakthrough New York student and Yale. The internship has been consistently listed among Princeton Review’s Top Ten Internships, along García, who grew up in the Inwood-Washington Heights with the White House, the U.S. Supreme Court and MTV. section of Manhattan, spent most of two summers in Each year, the number of applications has increased. Last Breakthrough programs, and then during the regular school year Breakthrough received about 550 applications, and this year traveled twice weekly to an Upper East Side school for year, that number grew by about 100. About 63 percent of the tutoring after school, homework help and cultural enrichment teacher interns are from underrepresented groups, including programming.

Hispanic, African-American and Asian-American. This year, One day, he nervously edged to the front of his class to give about 15 percent self-identified as Hispanic. a presentation. The exercise: to deliver a 10-minute presentaTeacher interns are selected based on academic accomtion on a subject. His chose to talk about how bacteria in soil plishment, leadership experience and ability to learn teaching break down nutrients, thereby enriching plants. techniques as demonstrated during an interview process.

Momentary jitters turned into exhilaration. Even then, he Before they can even step in front of a classroom, the interns

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To date, the nonprofit’s students-teaching-students model has shepherded 400 students from middle school to college.

Amanda Hernández is a shining example of the program’s success. Enrolled in its first class in 1999, the middle schooler found herself able to master topics that were heretofore foreign to her, and enjoyed learning from young teachers (the program also engages high school students as tutors).

“I found myself engaged in a learning environment that was not only supportive and inspiring but diverse in its vision and style of teaching,” Hernández said.

As a result of the support, she went on to attend The Julliard School’s pre-college program, LaGuardia High School of Music and Art, and then – the first in her family to attend college – Columbia University, where she majored in neuroscience and psychology with a pre-medical studies concentration.

Her experience echoes that of a growing number Breakthrough New York teacher interns participate in team-building activities of her classmates – she went on to become a teacher intern in 2005. “That summer was one of the most spend two weeks undergoing intensive, training sessions. transformative experiences of my undergraduate career,” she “We look for the top performing students at the most com- said. Hernández taught biology and chorus, and served as a petitive colleges,” said Rhea Wong, Breakthrough New York’s role model and educator. executive director. “Because we receive so many outstanding “I became aware of the vast disparities present within our applications we are able to be very selective, so not only are education system,” she said. they outstanding students but also are reflective of the diversity Hernández is now in her fifth year as a dual degree candiof our students.” date at Yale University’s MD-PhD program where she is pursuThe teacher interns, Wong said, have demonstrated success ing a degree in neuro-immunology, ultimately entering into a in their academic careers, with resumes that detail the extent career as an academic neurologist. of leadership roles they have assumed.

“These are students who are ready and willing and able to learn. You see the difference between people who rise to a challenge and those who are discouraged by obstacles,” said Wong.

A nonprofit, Breakthrough New York was founded as Summerbridge at The Town School in 1999. Since then, Breakthrough New York has grown in size, and in 2009, it became an independent not-for-profit organization in New York State.

The organization makes a six-year commitment to guide students from middle school – actually, from the day they complete sixth grade – through high school graduation, providing homework help, cultural enrichment opportunities, tutoring, SAT prep, organized college visits and interview coaching. Upon entry into a four-year college, students become Breakthrough alumni and continue to access Breakthrough New York executive director Rhea Wong (left) guiding students resources such as internship and job opportunities.

Breakthrough students – nearly 100 percent persons of color, including 38 percent who identify as Hispanic – are high-achievShe also is a graduate assistant at Yale’s Latino Cultural ing, but often economic and geographic odds force them into Center where she works with many first-generation college lower performing classrooms in the city, leading their families to students in mentorship and advisory capacities. turn to Breakthrough for support in continuing on a high-achievAnd she continues to teach. During her summers she ing path that leads to a selective four-year college. taught biology and career development to undergraduate pre-

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medical students at Yale University’s Summer Medical and Dental Education Program.

“My experience as a Breakthrough New York student and teacher has never left me,” she said. “I have never forgotten to reach out to my younger counterparts and help guide them

Shortly after returning to Atlanta after his first summer internship in New York, Hutchins changed his major to sociology, and then this year he switched his minor to educational studies.

His experience is emblematic of the impact that Breakthrough New York is having not just on its student charges but its interns as well: 83 percent of its teachers have gone into teaching or public service, with the majority of that group pursuing careers as teachers.

“We are igniting both the love of learning and the love of teaching. For a lot of them, this provides a pathway that they didn’t necessarily know was something they wanted to pursue,” said Wong, who was a graduate of a Breakthrough program in San Francisco. “Even if teacher interns decide not to pursue a career in education, we feel it’s important they are exposed to the most pressing issues in education.”

Additionally she said that about 15 percent of the interns are former Breakthrough students, a rate that is steadily increasing. “This speaks to a culture of giving back,” Wong said. “They internalize the message that it is their duty to give back because of what they have been given.”

While Hutchins received the award for his work at the A student tutor assists a Breakthrough New York student Manhattan site, the award in Brooklyn went to Johnneca Johnson, a 21-year-old senior majoring in early childhood eduthrough the academic pipeline.” cation at the University of Cincinnati and a former Breakthrough That tradition continued this summer, when a number of student. “My first day in the classroom, I went over the rules with the teacher interns were former Breakthrough students. my students and got to know them,” she said. “They made me “Every time someone asks me about my summer I tell them feel very comfortable, and after that it was all uphill from there.” it was the best summer of my life,” says Reginald Hutchins, a 20-year-old junior at Morehouse College in Atlanta, Ga. As a middle school student himself, Hutchins participated in the Breakthrough program in his hometown of Atlanta. Last summer, he interned in New York City’s Breakthrough program, an experience that prompted him to return again this year.

The summer proved to be an intensive, exhilarating triumph of hard work, diligence and persistence. Before entering the classroom, teacher interns undergo several weeks of instruction.

“We went through these really long training modules. It’s all theory, what may happen, what might happen. Stepping into the classroom was rough because it was like 17 children staring at you expecting you to teach them something,” said Hutchins.

He immediately overcame any initial anxiety, as he and a Breakthrough New York teacher interns undergo training fellow teacher intern he was paired with broke down lessons into manageable tasks, and worked individually with students, which he said were enthusiastically proactive.

Johnson witnessed the drive many of these students harbor “The Breakthrough community is like no other community. from that first day in class. This was matched by the devotion of We have this thing where we say that after you leave her fellow teacher interns, and the staff, she said. “I feel like I Breakthrough you go through withdrawal,” he said. “It’s an have 30 new best friends,” she said of the teacher interns. unparalleled experience.”

“I chose New York City because I heard they were a wellAs the program concluded, he received Breakthrough’s oiled machine and were leading all of the other Breakthrough Maureen Yusuf-Morales Teaching Excellence Award, which sites,” she said. “I have never met a more motivated and pasrecognizes one intern at each site whose performance as an sionate staff. They really want the teachers to be the best of the instructor and role model excelled beyond expectations. best. They want the whole program to succeed. It was a great “Everyone in the Breakthrough community is really invest- experience to know that the people above me were working ed not only in the students but in us, so that we can become 10 times as hard as I am.” the best teachers that we can be,” he said.

Her experience is already paying off. She has now been

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accepted into the Teach for America program in Jacksonville, Fla. Her ultimate goal is to return to New York City, and Brooklyn specifically.

“I really want to come back to Breakthrough New York and help,” she said. “The connections we built with students and teachers and staff will last forever. It’s going to be a lifetime relationship.”

In the end, Breakthrough New York has changed career

trajectories and mindsets.

“Going through the Breakthrough summer you definitely learn about yourself, how you work with others, how you feel when tested and when you face adversity,” García said. “You learn that not everything is easy. Sometimes you fail, and that in itself makes you stronger. It’s a very challenging summer, and you grow as a person.”

Scholars’ Corner With the U.S. in the early stages of overhauling the health care system, there lies a looming doctor shortage in the next decade. The American Association for Medical Colleges (AAMC) predicts a shortage of 91,500 doctors by the year 2020.

However, there is another shortage that should not be overlooked. There currently is a disparity in the racial and ethnic diversity in medicine. Although small improvements have been made in recent years, Hispanics are still greatly underrepresented in medicine. The American Medical Association (AMA) reports less than 3 percent of U.S. doctors are Hispanic. The percent of Hispanics in academic faculties in medical schools is just as dismal, with only about 4 percent.

The AAMC emphasizes that Hispanic medical students are more likely to serve underrepresented areas than non-Hispanic students. Additionally, the AAMC highlights that Hispanic academic medicine faculty members are more likely to conduct research in Hispanic populations than their non-minority counterparts. With Hispanics projected to increase to 29 percent of the total U.S. population in 2050, there is a need for efforts to increase Hispanic medical student admission and academic faculty positions at medical schools in the U.S. As a student who is pursuing a career in academic medicine, these numbers are not very encouraging. There are already numerous hoops that hopeful pre-medical students must clear in order to get accepted into a medical school in the U.S. For a Hispanic student, these hoops often seem to get smaller and higher. However, many medical schools have recently recognized that a student’s potential success as a physician cannot be measured by academic performance alone. These schools have opted to use the idea of the “road-traveled” or the encompassing experience of an applicant. This has indeed led to an increase in the enrollment of Hispanics in the past decade; however, there is still much work to do. In addition, efforts to recruit Hispanics into academic medicine are clearly lagging.

So how do we get more Hispanics to apply to medical school and become interested in academic medicine? My research opportunities have played a defining role in my interest in academic medicine. I believe there is a clear need to establish and engage Hispanic students in research opportunities during undergraduate, graduate, and medical school. Along with increasing the acceptance of Hispanic students, medical schools should aim at increasing efforts to diversify the faculty to be more representative of the U.S. population.

As an American Association for Hispanics in Higher Education (AAHHE) fellow, I had the wonderful opportunity to engage with Hispanic graduate students and faculty from a variety of disciplines. My experience during the AAHHE conference validated my goal to pursue academic medicine and diversify medicine in the United States. At first I thought that I would have to take on this great endeavor alone. However, I now know that I have the support from my AAHHE family to take on the problems of today and tomorrow.

By Alberto Aguilera PhD student, Graduate Group in Nutritional Biology, Program in International and Community Nutrition, University of California, Davis.

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HEALTH

Universities Offer Help to Employees with Caregiving Responsibilities

by Michelle Adam and it doesn’t matter if you are Hispanic or not, or in the U.S. or in Canada or Europe, there is a need for access to care,” said Chris Duchesne, vice president for global workplace solutions for Care.com, a consultative and online service that works with higher education and other businesses to provide solutions to care.

According to Care.com, approximately half of the U.S. workforce cares for an adult relative, and this trend is only expected to accelerate in the coming years. In addition, families today work about 25 percent more hours in a week than they did 30 years ago, and the nature of how people work is different.

“There is no end to the work days due to technology. And with universities, what we hear from clients is that there is this perception that faculty members are working Monday through Friday and then going home,” said Duchesne. “The reality is that they are working demanding schedules, teaching, doing research, writing, and doing lab work. Like other families they are working constantly.”

Another trend that puts pressure on families caring for the elderly is that 70 percent of families are dual-working families, says Duchesne. “You put that all together, and there are all these things colliding with work and home life and people

As

Chris Duchesne, vice president for global workplace solutions for Care.com

baby boomers near retirement, and our aging population becomes the fastest growing in the nation, higher education is facing a new reality – one in which growing numbers of faculty and staff are stretched thin and needing support as they care for elderly relatives. And some colleges and universities are doing something about it.

Northwestern University, Oregon State University, Santa Clara University, Michigan State University, and the University of Wisconsin are just a few of a growing number of schools that are adopting programs to support employees who need to care for family members.

“What we have found is that the need for care is universal,

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are trying to create boundaries. At Northwestern, about 25 percent of families are caring for children and aging family members and this sandwich generation is being squeezed with two adults working.”

As employees increasingly face the challenges of juggling family needs with work, their stressful lives are directly impacting the university setting (and any other workplace situations). According to the National Alliance for Caregiving, $33 billion in productivity is lost each year due to caregiving needs of employees. In addition, the health of caregivers is stressed as they juggle work, child care and aging family members.

They experience more hypertension, diabetes, depression, and

substance abuse, among other ailments, and this contributes someone in a safe place. There are legal and financial considto higher medical costs. erations and other issues like transportation.”

“At universities, people may decline an offer of employment What Care.com provides Northwestern and other universibecause they don’t think they’ll have the right support systems ties is one-on-one consultation services, where employees in place. If you have to leave a community where your aging work with an advisor to determine what resources and actions family member is and can’t move that support with you to a are the most supportive to their unique needs. They explore new area then this is a detriment to taking on a university existing family dynamics in each situation, conduct family appointment,” said Duchesne. “People will also suspend meetings, and formulate a plan that works for the whole family. research or amend appointments if they don’t have their care“Another thing we provide is help on a national scope giving needs met. They might even leave an institution. So, because staff members come to universities from other having programs to help employees is important to attracting places,” said Duchesne. “As their needs change, employees employees and keeping them there.” want to know that someone can help them with those changes For these reasons, a growing number of institutions in no matter where they are or what is happening.” higher education are electing to engage services such as Twenty percent of Care.com’s clients are universities, and Care.com in order to help, retain, and attract top faculty and among them are Ivy League institutions. The company also has employees to their ranks. provided support that extends Employers are adopting innovbeyond care for elderly. At ative policies and procedures Oregon State University, which to do what they can to create a has a student body that As employees increasingly includes healthier work environment. a high percentage of Northwestern University, for non-traditional and older indiface the challenges of example, contacted Care.com viduals, Care.com offers help two years ago after having surto students who have children veyed their employees to juggling family needs with as well. determine needs that were not The result of Care.com serbeing met. They discovered vices has yielded tangible benthat a significant number of work, their stressful lives are efits: “What we see for our those surveyed struggled with clients is that on average their caring for aging family mememployees are able to work an directly impacting the bers while juggling work additional six hours a week responsibilities. and they avoid on average six “The average age we see at days of absence a year,” said university setting. universities tends to be north Duchesne. “And 90 percent of of 40 to 45, and that is where our employees have told us people begin to see family that they are more satisfied members presenting care needs,” said Duchesne. “So you can with their job, employer, and colleagues. It has created an envipredict there will be a need at universities.” ronment where employees want to stay.”

Northwestern established a leave donation program in As more colleges and universities see the benefits of supwhich faculty and staff contribute leave time to a fund that is porting their caregiving employees, increasing numbers are available for those to use in need. “If I take time off and have implementing programs with Care.com. According to run out of my leave balance, then I can ask for more leave Duchesne, the company’s new client base rose from 15 to 20 time from this fund,” said Duchesne. percent in just three years. “There is an increase in the need Although various schools have come up with similar solu- to address issues of elderly care for employees in the same tions, Care.com has provided Northwestern and other clients a way that child care became of concern years ago,” he said. much more comprehensive and individualized support pro- “Adult care is becoming so pervasive that people are talking gram that responds more fully to the needs of employees. about it more and there’s greater acceptance of this concept.”

“We provide outcome-based solutions for employees.

There are a number of resources available for people with aging family members and there are free services to help people find solutions. But each situation tends to be unique,” said Duchesne. “When you look at an aging individual, you have no idea what will happen and things can change very quickly with a stroke or heart attack, so this requires a different solution for each unique case. It is more complex than just putting

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Introduces Health Informatics

GRADUATE SCHOOLS/PROGRAMS

Programs To Meet Growing Demand

C

by Gary M. Stern

ourses offered at colleges must change with the times, adapt to the marketplace and introduce new programs that lead to jobs. Knowing that the Bureau of Labor Statistics predicts a 21 percent increase in medical and health informatics jobs in the coming years, the University of South Florida’s (USF) Morsani College of Medicine introduced two new programs in February 2013: a 32-credit master of science in health informatics and six-credit graduate certificate in health informatics. Both programs are delivered online exclusively, except for an elective internship in the master’s program.

The master’s program leads to jobs such as chief information officer, chief medical information officer, nursing informatics specialist and director of clinical data. The certificate program trains graduates to become health information managers, electronic medical record keepers and health information consultants.

In the initial classes, 62 students are enrolled in the master’s program and six are aiming for a certificate. Of the 62 master’s degree students, 25 are white, 5 Latino, 17 AfricanAmericans, 3 Asian-American and 12 unknown.

Students applying for the master’s degree must have a bachelor’s degree and 3.0 minimum GPA while students in the certificate program must possess a bachelor’s degree.

Both programs in health informatics arose because “the federal government has mandated or implemented the idea that health care can be delivered more efficiently and expertly if the patient information is captured in electronic form,” explains Michael Barber, the associate dean of USF’s Health’s graduate and postdoctoral program and native of Sidcup, England. Twenty years ago nurses pulled up hand-written charts to check a patient’s medical record, but currently most hospitals rely on electronic medical records. Informatic refers to all types of information in the medical field.

Candidates who apply for the master’s program in health informatics stem from two types of backgrounds, says Barber: 1) students in the field of healthcare delivery who want to gain specialized training in electronic medical records and advance to a supervisor’s or manager’s role; and 2) students specializing in computer science and information software who need to strengthen their healthcare credentials.

The master’s program entails nine required courses including management information systems; data design; health informatics and case studies, and two elective classes.

Electives include conducting research with faculty or volun-

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“The federal government has

mandated or implemented the idea that health care can be delivered more efficiently and expertly if the patient information is captured in electronic form.”

Michael Barber

teering at a healthcare facility.

Barber says both programs are delivered online rather than in traditional classrooms because “these days the majority of people who sign up have careers in health care and need the flexibility of taking courses during evenings or weekends rather than having to come to class.” Indeed, students in the master’s program reside nationwide and outside of Tampa, Fla., and in North Carolina, Texas, Georgia, Illinois, California and Oklahoma, to name a few states.

The USF program differs from many others in that it is incorporated into a medical college’s curriculum. Most other programs are part of business or computer majors.

Candidly, Barber acknowledges that online learning for a master’s program in health information has some limitations.

“Distance education isn’t totally like an on-ground regular class,” he says. “The interplay among faculty, student and colleagues is different online. But online learning enables students to complete the course while continuing their full-time jobs, juggling their personal lives and attend classes when they are available.”

Moreover, online learning isn’t for everyone. “You have to be motivated, organized, and be able to set aside time to do required activities,” Barber says. In a regular classroom, students are obligated to attend classes at a set time, which forces them to be organized.

After completing the master’s program, students possess certain skills including expertise in health information and communication and management know-how. Most students will likely end up working in medical centers, health information practices, insurance firms or with individual clinicians, managing medical records. “Health care information jobs are in high demand and expected to grow,” Barber says.

If a student is enrolled full-time in the master’s program, it could be completed in a year or students can take a couple of courses a year and take up to five years to complete it.

Minority and majority students are attracted to the program based on career opportunities and the strong likelihood of find-

ing a job. “It offers an expanding and stable technology-based career,” Barber says. As long as students feel comfortable working with technology, the program and career suit them.

Enrolling in the certificate program operates as a way for students to introduce themselves into the field without plunging into starting a 32-credit master’s degree. But Barber expects that most students who pass the four courses will move on to the master’s program. Those six credits are accepted into the master’s degree.

Students opt for the certificate because as Barber says, some students don’t initially want to commit to a program or might face financial issues. They might want to see if they have the right background for it,” he says.

The four certificate classes, which must be completed in two years, are: introduction to health informatics, integrated electronic medical records, e-medicine business models and foundation in management systems.

One major difference with students in the certificate program is they can’t apply for financial aid because it’s a nondegree program, Barber says.

Yet Barber admits that students who obtain a certificate could apply for many of the same jobs as the master’s graduates. Barber asks rhetorically, “If you had to choose among two candidates, one who had a master’s degree and one who didn’t, whom would you hire?”

“We’re encouraged that we’ve attracted over 60 students in our first master’s program in electronic records,” Barber says. It shows that health informatics is likely to be required knowledge of all medical professionals in the field in the future.

Both the master’s and certificate programs underscore the major changes going on regarding medical records. Several years ago the Morsani Clinic opted to go completely paperless and all medical records are now stored electronically. That’s the wave of the future and explains why these two electronic health data programs were established at USF.

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TARGETING HIGHER EDUCATION

ion

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et i

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t ca

Lingering Clouds of the Separate and Unequal Legacy

igher Ed H u g

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by Gustavo A. Mellander

ast month I blithely and almost gleefully reported that more Hispanics than ever before were graduating from high school and that increasing numbers were enrolling in college that very same year. I wasn’t quite euphoric (too old for that) but I was certainly upbeat.

Well, I guess the ancient Greeks were right when they warned of humanity of having “three happy days in a row.”

They cautioned those who would listen that life was not a pleasant experience and that bad situations are our constant companions.

My most recent feel-good bubble about Hispanic progress in our education system burst when I ran across a 42-page study from Georgetown University. Its jarring title caught my attention: “Separate and Unequal: How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege.” I wasn’t surprised per se but the starkness of the title and its implications were enough to douse my optimism.

The well-researched report is provocative and thought-provoking. It begins by asserting that this country has long had “a racially polarized postsecondary education system” and that feeds a continuing intergenerational effect of racial inequality.

That combined with the difficulties that exist for social and economic mobility among ethnic groups, has produced enormous differences in educational opportunities and outcomes.

For instance, Caucasians, the most favored of all, are twice as likely as blacks and three times as likely as Hispanics to complete a BA degree or higher.

Selecting age 30, by which time most students have completed college, they report 38 percent of Caucasians have earned a BA or higher. That in contrast to 20 percent for blacks and 13 percent for Hispanics.

lege. And to step back further, most children did not finish high school.

This served as a clear impetus for decades for parents to encourage their children to go to college. That dream became possible in the late 1940s for millions thanks to the G.I. Bill of Rights. True, most were Caucasians but starting in the 1960s, Hispanics and blacks began to take advantage of new opportunities.

Clearly, racial inequality in the educational system has produced enormous differences in educational opportunities and outcomes. As mentioned before, Caucasians are twice as likely as blacks and three times as likely as Hispanics to complete a BA or higher.

And it is incremental since historically that as more Caucasians have finished college they in turn urge their children to do so as well. Children with college-educated parents are three times as likely to earn a BA or higher than blacks and Hispanics with a parent(s) who dropped out of college.

Fifty-eight percent of the children of Caucasian college graduates earn a BA or higher, compared to just 20 percent of the children of Hispanic and black college dropouts.

Parental Influence As has been true for generations, the education of both parents will impact if not outright determine the educational attainments their children ultimately acquire. That is logical and understandable. But it also overlooks the tremendous support parents who did not go college have given their children for generations on end. Hispanic parents have relentlessly encouraged their children to go to college.

It is useful to have some historic perspective. In 1900 only 10 percent of the nation’s high school graduates went to col-

It Starts Early Although many like to believe our education system is colorblind; the report bluntly states “it is racially polarized and exacerbates the intergenerational reproduction of white racial privilege.”

But haven’t we made tremendous progress over the recent decades? Yes. But as the report notes Hispanic and black access to postsecondary education over the past 15 years encompasses both good news and bad news.

The good news is that postsecondary access has increased

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dramatically for both groups. To be specific, between 1995 and 2009, new freshman enrollments at postsecondary institutions grew by a serious 107 percent for Hispanics, 73 percent for blacks, and 15 percent for Caucasians. That’s the good news.

The bad news is that, despite increasing access, students fall into two separate postsecondary pathways: one for Caucasians and another for Hispanics and blacks.

The disparity is real and startling. Many might be surprised to read that Caucasians have captured most of the enrollment growth at the nation’s 468 most selective and well-funded four-year colleges. Blacks and Hispanics, on the other hand, have seen most of their enrollment growth at the increasingly overcrowded and under-resourced open-access two- and fouryear colleges.

To be specific, between 1995 and 2009, 82 percent of new Caucasians freshman enrollments were at the 468 most selective four-year colleges. That compares to 13 percent for Hispanics and 9 percent for blacks.

On the other hand 68 percent of new black freshman enrollments and 72 percent of new Hispanic freshman enrollments were found at open-access two- and four-year colleges.

Caucasians did not experience any growth in those institutions during this period.

So clearly these racially polarized enrollment flows have led to an increasing numbers of Caucasians at the nation’s 468 most selective four-year colleges. Not so for blacks and Hispanics. The implications of that continuing trend are clear.

A further examination reveals that Caucasians comprise 75 percent of students at the nation’s 468 most selective four-year colleges. On the other hand, only 57 percent of Caucasians students attend open-access two- and four-year colleges. They are primarily enrolled in community colleges and non-selective state colleges.

To repeat, Hispanics and blacks are increasingly underrepresented at the nation’s selective 468 four-year colleges.

Exceptions exist, but they are just that – exceptions.

year colleges which is noted to be at $6,000. Those most selective colleges spend $27,900 per student. Non-selective four-year colleges spend $13,400.

Some might contend that spending more money on instruction will not guarantee better classroom instruction or that students will learn proportionately more. Others will point out that in some institutions highly paid professors only teach a course or two a year and that many of them, although excellent researchers, are not very good classroom teachers.

Further, their classes are frequently taught by graduate students. These arguments are not entirely illogical or oblique.

Open Access Does Not Guarantee Greater Success We always support greater access. Clearly if an ethnic group of students cannot gain access, we have a problem. At the same time, as many have noted, completion rates are very important as well. Growing numbers of community colleges are accepting more Hispanics every year but the dropout rate is pretty horrendous. The 468 most selective colleges’ completion rate is 82 percent, compared to 49 percent for openaccess two- and four-year colleges. They are both pretty high but shamefully so for open access institutions.

When examining the number of students who actually go on to graduate school, the results are somewhat predictable.

Once again those privileged students who graduate from the 468 most selective colleges are more likely to continue their education and earn graduate degrees. Specifically, 35 percent go on to graduate school. That compares to 21 percent for non-selective four-year college graduates.

Financial Benefits Students go to college for many and various reasons – the ability to earn more money is one of them. I don’t criticize anyone for having that goal.

So how does where we attend affect that goal? We find that graduates from the 468 most selective colleges earn $67,000 annually 10 years after graduating, compared to $49,000 annually for graduates of the open-access two- and four-year colleges. Some of this might be due to the fact that those students came from privileged and financially secure families.

Beneficial networks existed before they even went to college.

They were reinforced and strengthened at the 468 institutions.

Are There Consequences to These Separate Pathways?

Of course, not only do they lead to unequal educational opportunities but they affect economic opportunities and realities for all graduates.

Why is that? Well, in a nutshell, the 468 most selective fouryear colleges, where Caucasians are disproportionately College Readiness enrolled, have: Differences in academic preparation do not fully explain • greater financial resources; why completion rates are higher at the most selective four-year • higher completion rates; colleges.

• higher rates of graduate school enrollment It’s not all about college readiness. Even among equally and advanced degree attainment; and qualified students, the 468 most selective four-year colleges • higher future earnings. have substantially higher completion rates.

In fact, students with low test scores at the 468 most selecSome Facts to Substantiate These Statements tive colleges graduate at higher rates than students with high In the instructional spending arena, there are 468 elite test scores at open-access two- and four-year colleges. One institutions; of those, the 82 most selective colleges spend reason is that many at community colleges have to work, some almost five times as much on instruction as open-access two- full time, to attend college.

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High-Scoring Students The polarized postsecondary system results in gross racial differences in attainment, even among high school graduates who score in the top half of the SAT/ACT (high-scoring students).

It is encouraging to note that among high-scoring students, blacks and Hispanics enroll in college at similar rates compared to Caucasians. Specifically, the breakdown of high-scoring high school graduates who enroll in college is 89 percent Hispanic, 91 percent black and 90 percent Caucasian. This leads to the assumption that highly qualified students have equal access opportunities of being accepted to high quality institutions. It also raises the age old canard of elite education versus a more equalitarian approach.

However, it is sad to note high-scoring black and Hispanics are far more likely to drop out of college before completing a credential. Why is that? The report does not speculate but even a novice observer of higher education can think of reasons.

Back to the report’s data: among high-scoring students who attend elite colleges, 51 percent of Hispanics and 49 percent of blacks drop out before completing their degree. That is compared to only 30 percent of Caucasians who drop out.

Among high-scoring students who attend college, Caucasians are far more likely to complete a BA or higher compared to blacks or Hispanics.

Each year, there are 111,000 high-scoring blacks and Hispanic students who either do not attend college or don’t graduate if they manage to attend.

About 62,000 of these students come from the bottom half of the nation’s family income distribution.

But it is not all dismal news. There are enormous benefits

for high-scoring Hispanics and blacks who go to one of the 468 most selective colleges: • They are nearly twice as likely to graduate as those who attend the open-access two- and four-year colleges.

• They have a greater chance of going on to graduate school.

• Yet among high-scoring students who attend college, only 36 percent of Hispanics and 37 percent of blacks complete a BA or higher, compared to 57 percent of white students.

• The separate and unequal postsecondary system also has enormous impacts for how workers fare in the labor market: • Workers with professional degrees, 76 percent of whom are Caucasians, earn $2.1 million more over a lifetime than those who dropped out of college.

I end on that financial note because as noted students go to college for many reasons – some idealistic – a desire to serve, some with a passion to learn more, and so forth.

But the vast majority also wishes to improve its financial opportunities. And that’s no sin. Those students should not be condemned. To improve one’s financial circumstances is very much of the actuality we live in. It is not just unique to the United States. It is a worldwide reality.

Dr. Mellander was a college president for 20 years. More recently he was a graduate dean at George Mason University.

Call our office and subscribe to HO Digital 800.549.8280 : View issues online, download to your desktop, iPhone, iPad or other mobile devices

OR go to www.HispanicOutlook.com click on the digital magazine.

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by Peggy Sands Orchowski

UNCENSORED

IS RANKING COLLEGES BY GRAD RATES UNFAIR TO MSIs? WHITE HOUSE SAYS “DUNNO” – A new White House higher education priority would rank U.S. colleges based on their outcome success – how many of their students actually graduate – not just their ‘access’, which measures how many students, especially minorities, are accepted. That ranking would determine their federal support. It seems common sense to shift to this assessment measure. After all, what good is it to judge a university or college as tops just because it accepts thousands of students who might struggle for several years, go into massive debt but then don’t graduate? This could be especially true for Minority-Serving Institutions (MSIs) which until now were rewarded for the diversity of the student body with little attention paid to if and when those individuals graduate. But the new emphasis is also a concern. If the new measurements of success are high retention and completion rates of students, then colleges that recruit only top students who are highly likely to graduate, will be advantaged. Those that recruit a large number of diverse students who are low-income and first-generation college-goers, and usually experience lower graduation rates, will be disadvantaged. “How can outcome-based evaluations be fair for public highly diverse population colleges?” asked education advocates at a recent panel discussion on higher education’s “New Caste System” at the New America Foundation in early September. In perhaps an unusual and stunning example of White House transparency, White House Domestic Policy Council Deputy Director James Kvaal said: “That is one of many good questions for which we do not yet have an answer.”

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POLS SPEAKING SPANISH – Increasingly in Washington, you can hear pols “speaking Spanish” especially if talking about immigration. It used to be that only Democratic Latinos on the immigration subcommittees made points in fluent Spanish. Now they’re matched word-for-word by Republican Hispanics: Marco Rubio counters Bob Menendez in the Senate; Raúl Labrador does Luis Gutiérrez in the House. Will a president who can speak Spanish be an essential requirement in the future? And if so, how fluently? Depends on the personality.

President Obama, who experienced a multi-lingual childhood, has been known to say a few words in Spanish – to the NALEO conference in Los Angeles for instance, where he said “gracias” and something about being happy to be there with “tantos amigos.” He spoke the Spanish words confidently, smiling and slurring his words making it sound fluent. A muchwatched Republican presidential prospect is Jeb Bush. One of his positives? It is said he is fluent in Spanish; his wife is of Mexican heritage and his sons often use Spanish in their public work. President George W. Bush often used Spanish when talking to Hispanic groups – especially the Hispanic Chamber of Commerce. His accent was American, he’d grin sheepishly (as he did when he at times murdered English). In the words of friends, Bush spoke Spanish “fearlessly.”

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DREAMERS SPEAKING ENGLISH – It is a little known fact that legislative requirements for DREAMer status do not include any criteria for knowing English. To date, over 90 percent of the some 466,000 applicants for prosecutorial discretion are Latinos – Spanish heritage speakers. The applications have now leveled out. One reason more potential DREAMers haven’t applied, according to a recent study from the University of California, San Diego, is that application materials have mainly been produced in Spanish and not in the multitude of languages that Asian and African DREAMer potentials speak. “We need to be as successful with other language groups as we are with Spanish speakers,” say advocates from community groups. This despite the fact that the most appealing pitch for the DREAM Act is that DREAMers came in at so young an age that they “know no other country other than (English-speaking) America.” Should there be an English requirement for DREAMers? According to Audrey Singer, a Brookings Institute advocate for DREAMers, “They can learn English when they are studying for their citizenship exams.”

WHY AREN’T AMERICAN KIDS THE SMARTEST? – In a new book The Smartest Kids in the World, Amanda Ripley points out three major differences between the education of the smarties in Finland, Poland and South Korea, and Americans. Their teachers are highly trained, selected and compete for their high-paying, highly- regarded jobs. The kids live in a culture where persistence, hard work and education are the only way to succeed. There are no competitive sports teams in their schools.

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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Southern Connecticut State University

TENURE-TRACK FACULTY POSITIONS Effective Fall 2014 Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is an intentionally diverse and comprehensive institution committed to academic excellence, access, social justice, and service for the public good.

The University invites applications from individuals who believe in the mission of public higher education in urban/metropolitan settings and are committed to excellence in both teaching and scholarship/creative activity. Successful candidates will be collegial, student-centered, experts in their fields of study, and adept in the use of technology and varied pedagogies in the classroom.

The University enrolls approximately 11,000 students in 59 undergraduate and 45 graduate degree programs. Offering degrees primarily at the bachelors and masters levels, Southern also offers a sixth year diploma and two doctoral degree programs. Southern is the flagship of graduate education in the Connecticut State Colleges and University System and an institution of choice among undergraduates in the state.

ARTS & SCIENCES Biology

Animal Physiology- search #14-004 Microbiologist- search #14-005 Chemical Genomics- search #14-006 Networks, Security- search #14-007 Environmental Geography, Sustainability- search #14-008 Statistics- search #14-009 Bioethics- search #14-010 Bio-Physics or Bio-Nanotechnology, High-Resolution Imaging of Biomaterials- search #14-011 American Politics/Urban Affairs- search #14-012 Behavioral Neuroscience or Industrial/Organizational Psychology- search #14-013 Technical Direction, Production Management and Teaching- search #14-014

Chemistry Computer Science Geography Mathematics Philosophy Physics Political Science Psychology Theatre

Assistant Assistant Assistant Assistant Assistant Assistant Assistant/Associate Assistant/Associate Assistant Assistant Assistant

BUSINESS Accounting Management/MIS Marketing

Intermediate Accounting and/or Taxation search #14-001 & 14-026 (two positions) Human Resource Mgmt., Small Business/ Entrepreneurship or Operations Mgmt.- search #14-002 Marketing Mgmt., Marketing Strategy, Customer Relationship Management, Logistics– search #14-003

Rank Open

Educational Leadership & Policy Studies- search #14-021 Anatomy & Physiology- search #14-022 Reading- search #14-023 Grad/Undergrad Spec. Ed Certification Courses, Autism Spectrum Disorders- search #14-024

Rank Open Assistant Assistant/Associate

Assistant Assistant/Associate

EDUCATION Educational Leadership Exercise Science Special Ed & Reading

Assistant/Associate

HEALTH & HUMAN SERVICES Communications Disorders

Nursing

Recreation & Leisure Respiratory Care Social Work

Speech-Language Pathology- search #14-015 & 14-016 (two positions) Augmentative/Alternative Communication, Voice Disorders, and Fluency Disorders- search #14-027 Adult Health- search #14-017 Maternal Health- search #14-018 Family Nurse Practitioner- search #14-028 Recreation and Leisure Studies- search #14-025 Respiratory Care - search #14-019 Social Welfare Policy and Macro Practice- search #14-020

Rank Open Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate Rank Open Associate/Full Prof.

Rank Open

Rank dependent upon appropriate experience and qualifications.

Note: A detailed description of all faculty positions and required application materials can be found on the Southern Connecticut State University website: http://southernct.edu/faculty-staff/hr/jobs.html All applications should be sent to the appropriate search committee chair at the following address: Southern Connecticut State University, 501 Crescent Street, New Haven, CT 06515 All positions are contingent upon the availability of resources and needs of our students.

SCSU is an Affirmative Action/Equal Employment Opportunity employer.

The University seeks to enhance the diversity of its faculty and staff. People of color, women and persons with disabilities are strongly encouraged to apply.

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Department of Electrical and Systems Engineering

| SUCCESS BY DEGREES

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.

Multiple Openings Governors State University, University Park, Illinois, is the only public university in Chicago’s rapidly growing south suburban area, serving approximately 6,000 students during the course of a year. GSU provides affordable and accessible undergraduate and graduate education to culturally and economically diverse life-long learners. The University’s high-quality educational programs are enhanced by its commitment to maintaining and increasing accessibility to its students and the community.

About GSU: With bold, new initiatives, 23 bachelor’s, 27 master’s, and five doctoral degree programs, GSU excels at providing the quality education that is essential for success in today’s world. GSU’s exemplary efforts bring unequalled education opportunities to the region’s diverse population. The university is remarkably inclusive and serves students from a wide range of socio-economic and cultural backgrounds. The student body, like the faculty and staff, reflect a rich blend of ideas, perspectives, talents, and life experiences.

For more information about Governors State, please visit www.govst.edu.

Current vacancies include: Administrative Positions Assistant VP of HR and Diversity Director of Application Development Director of Development Director of Institutional Research

College of Arts and Sciences Associate/Full Professor Faculty Position in Teacher Education

The Department of Teaching, Learning and Culture is seeking a tenure track Associate/Full Professor of teacher education in the College of Education and Human Development at Texas A&M University. The candidate must have earned a doctorate in an appropriate field with specialization in teacher education. Expectations include a strong scholarship record in teacher education or STEM areas related to teacher education and demonstrated success in obtaining external funding. The responsibilities of the position include: teaching teacher education courses (face-to-face and online) at graduate and undergraduate levels; securing external funds; maintaining an active research and publication agenda; advising and mentoring of graduate students; chairing and serving on doctoral committees; working collaboratively with P-16 schools, colleagues on and off campus, local, state and global partners. The salary is competitive and commensurate with experience. This is a ninemonth appointment. Applications are being accepted. A review of applications will begin immediately for employment beginning Fall 2014 and will continue until the position is filled. Send electronic and hard copy letters of application, curriculum vitae, two sample articles and names and contact information of three references to the attention of Dr. Patricia J. Larke, Search Committee Chair at the following address: Ms. Tammy Reynolds Department of Teaching, Learning and Culture Texas A&M University College Station, TX 77843-4232 Email: t-reynolds@tamu.edu Department Website: http://tlac.tamu.edu

Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability; veterans are encouraged to apply.

Art History Biology Chemistry Education Communication Studies Composition Corrections and Sentencing Specialist, Criminal Justice Global Studies: Spanish and Latina/o Studies Inorganic Chemistry IT/Computer Science Mathematics Non-Western Geography and GIS

College of Business and Public Administration Accounting Economics Management (2)

College of Education Dean, College of Education Early Childhood Education Psychology and Counseling Reading

College of Health and Human Services Communication Disorders Community Health Occupational Therapy Physical Therapy Program Director, Physician Assistant Program Social Work For more information about the positions and requirements and to apply, go to: http://employment.govst.edu.

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President The Ohio State University Board of Trustees invites inquiries, applications and nominations for a visionary and transformational leader to become the university's 15th president.

As one of the world’s preeminent public universities, Ohio State is a dynamic community of diverse resources where opportunity thrives and where individuals transform themselves and the world.

The university encompasses hundreds of degree programs; research centers and interdisciplinary initiatives; a major medical center integrated with the Columbus campus; a vibrant cultural life; championship athletic teams; five regional campuses and extension offices throughout the state; two international gateways; and a long history of community engagement. The institution's breadth and depth provide an unparalleled capacity to educate, to build cross-disciplinary teams and to solve complex global issues.

The university's marked upward trajectory builds upon our comprehensiveness; the excellence of our students, faculty and staff; and our success in stimulating collaboration across disciplines and partnerships with our local and global communities. Ohio State’s next president must be able to articulate and implement a vision consistent with the university's many strengths. For more information about the position and process, please visit: trustees.osu.edu/presidentialsearch.

While applications and nominations will be accepted until the position is filled, interested parties are encouraged to submit their materials to our consultant at the address below by December 15 to assure optimal consideration.

Ohio State President Search, R. William Funk & Associates 100 Highland Park Village, Suite 200, Dallas, Texas 75205 Email: krisha.creal@rwilliamfunk.com • Fax: 214-295-3312

To build a diverse workforce, the Ohio State University encourages applications from individuals with disabilities, minorities, veterans and women. EEO/AA employer.

Associate or Full Professor Choral Music The School of Music at the University of Illinois at Urbana-Champaign invites applications for a full-time, Associate or Full Professor of Choral Music beginning August 16, 2014. Candidates must have a proven record of accomplishment in choral conducting at the collegiate and/or professional level, and teaching choral conducting and literature classes. This position will also serve as Director of Choral Activities for the School of Music.

An earned doctorate and current rank of Associate or Full Professor is preferred, but not required. Equivalent professional experience will be seriously considered. A master’s degree will be considered if accompanied by significant choral conducting experience at the collegiate level. A record of scholarly achievement in choral music is desirable.

To ensure full consideration, applications must be received by November 10, 2013. For a full position description and to apply, please visit http://jobs.illinois.edu. Illinois is an AA-EOE (www.inclusiveillinois.edu).

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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University of North Carolina at Asheville. The Music Department is seeking an experienced theory and aural skills teacher to teach undergraduate theory/aural skills sequences and other music courses as needed. The position will require the ability to support our new BFA program in Jazz and Contemporary Music and our well-established BS program in Music Technology. The new faculty member will also be expected to contribute significantly to UNCA’s Integrative Liberal Studies (general education) program. Other duties will be expected, as assigned by the Chair of the Music Department. Experience in and strong commitment to teaching theory and aural skills at the undergraduate level is expected. Interdisciplinary teaching experience is preferred. A working knowledge of popular and commercial music is important, as well as fluency in jazz styles.

Candidates with secondary areas of teaching and scholarly specialization in world music, American roots music, and related fields are encouraged to apply. A doctorate in music theory, composition, musicology or jazz studies is required.

As UNC Asheville is committed to promotion of diversity, the candidate should facilitate a work environment that encourages knowledge of, respect for, and ability to engage with those of other cultures or backgrounds. Consideration will also be given to candidates with demonstrated experience or potential for leadership in serving our institution’s efforts in promoting diversity and inclusion, in the areas of pedagogy, programming, and service activity.

Application materials should be emailed to music@unca.edu. Complete applications should include a cover letter, curriculum vitae, names and contact information of three references and a brief (no more than 3 pages in total) summary of research, creative and teaching interests. Review of applications will begin January 15, 2014 and will continue until the position is filled. Inquires may be directed to Dr. Melodie Galloway, Department of Music, mgallowa@unca.edu 828-251-6769.

UNC Asheville, located in the Blue Ridge Mountains in Western North Carolina, is the designated public liberal arts institution of the University of North Carolina system, committed to student-centered teaching and to being an inclusive campus community. We encourage applications from women and traditionally underrepresented minorities. UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its liberal arts mission. As an Equal Opportunity/Affirmative Action Employer, UNC Asheville does not discriminate in its hiring or employment practices on the basis of race and ethnicity, age, religion, disability, socio-economic status, gender expression, gender and sexual identity, national origin, culture and ideological beliefs.

Music Theory Search, Department of Music, One University Heights, CPO 2290, UNC Asheville, Asheville, NC 28804.

University of Utah Tenure-Track or Tenured Faculty Position in Visualization The University of Utah’s School of Computing is seeking to hire an outstanding tenure-track or tenured faculty member in visualization. We are particularly interested in candidates with expertise and an excellent research record in information visualization and visual analysis. These interest areas reflect our strong research reputation in scientific and biomedical visualization, image analysis, and interdisciplinary scientific computing within the Scientific Computing and Imaging (SCI) Institute.

Applicants should have earned a Ph.D. in Computer Science or a closely related field. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural facilities and unsurpassed opportunities for outdoor recreation only a few minutes drive away. Additional information about the school and our current faculty can be found at www.cs.utah.edu. Please send curriculum vitae, a research goals statement, a teaching goals statement, and names and addresses of at least four references.

Please go to the following link to apply https://utah.peopleadmin.com/postings/27729

Applications will be evaluated as received until the positions are filled. Applicants are encouraged to apply at their earliest convenience.

The University of Utah is fully committed to affirmative action and to its policies of nondiscrimination and equal opportunity in all programs, activities, and employment.

Employment decisions are made without regard to race, color, national origin, sex, age, status as a person with a disability, religion, sexual orientation, gender identity or expression, and status as a protected veteran. The University seeks to provide equal access for people with disabilities. Reasonable prior notice is needed to arrange accommodations. Evidence of practices not consistent with these policies should be reported to: Director, Office of Equal Opportunity and Affirmative Action, (801) 581-8365 (V/TDD).

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS

Western New England University is a private, independent, coeducational institution founded in 1919. Located on an attractive 215-acre suburban campus in Springfield, Massachusetts, the University serves about 4,000 students, including 2,500 full-time undergraduates. Undergraduate, graduate, and professional programs are offered through the five Colleges of the University: Arts and Sciences, Business, Engineering, Law, and Pharmacy. A wide range of Bachelor’s and Master’s degrees, and J.D., LL.M., Pharm.D, and Ph.D. degrees are offered. The University is located within easy access to the Boston, Hartford, Albany, and New York City metropolitan areas.

Additional information is available on Western New England University’s home page at: http://www.wne.edu.

THE POSITION This is an opportunity for an energetic and innovative educator to work with an experienced President, dedicated members of the President’s senior leadership team, and with extraordinary and energized faculty, administrators, and staff members, to build upon the best of the University’s past while moving to yet a higher level of excellence as the University continues to transform itself, having earned University status in 2011.

The current Provost is retiring after 16 years of outstanding service and dedication to the University.

The Provost and Vice President for Academic Affairs serves as chief academic officer of the University and reports to the President. Reporting to the Provost are the five deans of the Colleges, the Dean of First-year Students and Students in Transition, and the directors of the University Library, Academic Scheduling, Student Disability Services, and Institutional Review Board. The Provost will have campus-wide responsibilities beyond the academic areas and will work closely with the President’s senior leadership team in developing institutional goals, policies, priorities, and the University budget.

RESPONSIBILITIES • Provide leadership and oversight for all academic programs; • Guide, lead, motivate, and inspire faculty to be entrepreneurial, creative, and innovative; • Work closely with the President’s senior leadership team to maintain and further advance an environment where admissions, career development, and student learning are already viewed as the shared responsibility of faculty, students, and staff; • Ensure the availability and quality of academic support systems throughout the University to address the needs of students: particularly academic advising and support programs offered through the libraries, Colleges, and existing offices dedicated to providing such support; • Build programs, including general education, that capitalize on the interrelationship among the disciplines and the five Colleges of the University; • Enhance the intellectual and social atmosphere of the University through effective academic programs which are demonstrably attractive to and effective with a diverse population of students and that have a future demand; • Assume major responsibility for implementation of the University-wide strategic plan currently in its fifth year of implementation; • Shepherd the creation of a University-wide Faculty Senate; • Exercise leadership in grant acquisition and in commercialization of patents to advance the University’s financial resources for academic development.

QUALIFICATIONS • Earned Ph.D. in a discipline offered at the University; • Holding rank of Full Professor with Tenure; • Record of achievement in academic administration with significant experience at the level of Dean or above; • Significant experience in curricular development and program design of professional and liberal arts curricula; • Demonstrated record of ability to inspire and motivate faculty to be entrepreneurial in program/curriculum development and creative in course design; • Highly polished communication skills to be able to effectively address with clarity and vigor very large audiences within and outside of the University; • Demonstrated history of excellence in teaching; • Record of scholarly, peer-reviewed publications; • Record of appreciation and promotion of the importance of a core curriculum supporting undergraduate programs across all areas of study; • Demonstrated history of effective communication and cooperation with faculty, administration, and staff throughout the university setting; • Record of a demonstrated commitment to increasing the diversity of faculty and staff; • Demonstrated experience in budgeting and allocation of resources; • Record of grants procurement and administration; • Experience in strategic planning implementation; • Record of participation in professional accreditation and university-wide assessment.

PROCESS Nominations and applications are invited. Review of applications by the Search Committee will begin immediately, and will continue until the position is filled, with campus interviews anticipated for January 2014. The position is available July 1, 2014.

Applications must include: 1) résumé, 2) names with telephone numbers of 5 references (who will be contacted only with approval of the candidate), and 3) letter addressing fully Responsibilities and Qualifications sections above.

Please send all materials electronically to: Provost-VPAAsearch@wne.edu

Questions may be addressed to Dr. Sharianne Walker, Chair of the Search Committee, at sharianne.walker@wne.edu

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The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has posted job opportunities. For details and deadlines, please continue to check the following website: https://aysps.gsu.edu/econ/ employment-economics. All applications must be submitted through www.academicjobsonline.org.

The Andrew Young School is ranked among the top 20 policy schools in the area of Policy Analysis. The school houses the Department of Economics and outstanding research centers in health policy, fiscal policy, experimental, and international studies, among others. The research centers generate opportunities for funded scholarly research.

Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institution and an equal opportunity/affirmative action employer. Candidates must be eligible to work in the United States.

At time of offer, a background check is required.

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11/04/2013

Associate Dean for Undergraduate Programs College of Business Administration California State University, Sacramento A Premier Metropolitan University, the Campus of Choice for Students, Faculty, Staff, and the Community

California State University, Sacramento invites applications for the position of Associate Dean for Undergraduate Programs in the College of Business Administration. The Associate Dean primary responsibilities are management and assessment of the undergraduate business programs and student service activities.

Review of applications begins on January 22, 2014, and continues until the position is filled.

Finalists will be asked to furnish transcripts of the highest earned degree. The position will be filled as soon as possible. A complete description of qualifications and application instructions are available at http://www.csus.edu/about/employment/ EOE/AA

vancouver.wsu.edu

Washington State University Vancouver, a young and growing research university in the four-campus WSU system, invites applications for the following full-time, tenure-track faculty and administrative positions: Assistant Professors: • Clinical Accounting • Child Development • Human Development • Education, SS/Diversity • Industrial / Organizational Psychology • Clinical Psychology • Statistics • Sociology Associate / Assistant Professors: • Education, ELCP • Environmental Hydrology • Nursing Director: • College of Education

To apply, visit wsujobs.com and search using Vancouver as the location criteria. Washington State University is an equal opportunity/affirmative action educator and employer. Members of ethnic minorities, women, Vietnam-era disabled veterans, persons of disability, and/or persons age 40 and over are encouraged to apply.

UNDERREPRESENTED MINORITY DISSERTATION FELLOWSHIP

Middle Tennessee State University announces the availability of the Underrepresented Minority Dissertation Fellowship Program whose purpose is to enhance diversity in research, teaching, and service at MTSU through the recruitment of underrepresented minority graduate students who are completing dissertation research.

Fellows will teach one course each semester in an area related to their academic preparation based on the hosting department need. Fellows are expected to devote significant time to the completion of the dissertation, work with a faculty mentor and be involved with co-curricular activities including the university’s cultural diversity initiatives.

Fellows will receive fiscal year appointments to begin August 1, 2014 and are eligible for benefits including health insurance. Salary is $30,000. Fellows must be eligible for employment.

Qualifications: Fellows must be dissertation stage doctoral degree candidates studying in a field taught at MTSU. Review of applications begins January 7, 2014 and continues until the position is filled.

Application Procedures: To apply for any open position, go to http://mtsujobs.mtsu.edu and follow the instructions on how to complete an application, attach documents, and submit your application online. If you have questions, please contact MTSU Academic Affairs at (615) 898-5128.

MTSU is an AA/EOE.

505 Ramapo Valley Road Mahwah, NJ 07430, United States

Apply online URL: https://www.ramapojobs.com The Imperial Valley Campus of San Diego State University is seeking applicants for two tenure track positions at the assistant professor level. The positions are joint appointments to the Imperial Valley campus and their respective departments on the San Diego campus.

The primary appointment is to the Imperial Valley campus in Calexico. The Imperial Valley campus is located in Calexico, within seven blocks of the United States-Mexico border across from Mexicali, Baja California, and 120 miles east of San Diego, California.

Positions Available in: Criminal Justice Psychology

For position descriptions and additional information please visit: http://ivcampus.sdsu.edu/jobs/ or http://hr.sdsu.edu/employment/staffjobs.htm

Salary is commensurate with qualifications and experience. Excellent benefits.

Appointment date will be August 2014. Evaluation of candidates will begin December 2013 and continue until the positions are filled.

Applicants should send a letter of application, vitae, and contact information for at least three references to: Dean’s Office San Diego State University Imperial Valley Campus 720 Heber Avenue Calexico, CA 92231 SDSU is an equal opportunity / Title IX employer.

Assistant Professor of Social Work - Tenure Track

Job Description: This position requires an instructor who is able to teach in the following area: Social Work Research Methods. The ability to teach courses offered in a Masters in Social Work Program starting in fall 2015 is highly preferred. Having knowledge of Child Welfare, adolescent topics and Social Policy is a plus. The candidate will be required to teach three courses per semester. Field liaison work may be part of the workload

Faculty members are expected to maintain active participation in research, scholarship, college governance, service, academic advisement, and professional development activities.

Additional Details: All applications must be completed online. Qualified persons should submit “online” application, cover letter and curriculum vitae including contact information for at least three references. Hard copies of resume and/or application will not be accepted.

Review of applications will begin immediately and continue until the position is filled.

Qualifications: MSW plus a minimum of 2 years Post-MSW social work practice experience, previous teaching experience, and a Ph.D. in Social Work or related discipline is required. Knowledge of CSWE accreditation standards is also preferred.

“New Jersey’s Public Liberal Arts College” Ramapo College is a member of the Council of Public Liberal Arts Colleges (COPLAC), a national alliance of leading liberal arts colleges in the public sector.

EEO/AFFIRMATIVE ACTION

11/04/2013

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Lorain County Community College LCCC is a comprehensive two-year institution located 25 miles west of Cleveland in Elyria, Ohio. LCCC invites applications from qualified professionals for the following positions.

Tenure Track Communication Faculty

FACULTY SEARCH Rutgers-Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing.

Arts and Humanities Division

Computational and Integrative Biology Open Field in Natural Sciences

Lorain County Community College is committed to promoting a cultur-

Assistant Professor

ally diverse environment. An MA is required and the starting salary is competitive and commensurate with experience, and is supported by a comprehensive fringe benefits package. Minority candidates are strongly

For specific information about this position, including qualifications and deadline, see our website at http://fas.camden.rutgers.edu/faculty-research/fas-job-searches.

encouraged to apply. All positions pending budget approval by the Board.

For details about this position visit www.lorainccc.edu/employment Office of Human Resources, Lorain County Community College 1005 North Abbe Road, Elyria, Ohio 44035 An Affirmative Action/ Equal Opportunity Employer

Rutgers University is an Equal Opportunity/Affirmative Action Employer.

The University and our departments seek to attract an active, culturally diverse faculty and staff of the highest caliber. Women and minorities are strongly encouraged to apply. In addition, Rutgers University is the recipient of a National Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers.

Executive Director of College-Wide Graduate Programs College of Business Colorado State University

The College of Business at Colorado State University seeks a full time Executive Director of College-Wide Graduate programs to provide leadership in student recruitment and enrollment strategies for a team of senior recruiting managers. Applications accepted until the position is filled; full consideration deadline is November 15, 2013. To view the complete job description, visit: http://biz.colostate.edu/employment/Pages.

CSU is an EO/EA/AA employer. Colorado State University conducts background checks on all final candidates.

The Hispanic Outlook Magazine®

Delivered To Your Desk Top Every Issue

ok.com nicoutlo n@hispa lia a rb e avo.d E-mail:

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The College of Social and Behavioral Sciences invites applications for tenure track positions in the following programs: Corrections, History, Psychology, School Psychology, Sociology, Social Work, and Urban and Regional Studies.

MSU and CSBS have a longstanding commitment to cultural diversity and are actively seeking to nurture and expand the gender, cultural, racial and ethnic diversity of our university community.

Complete information is posted under Employment at MSU on http://www.mnsu.edu/hr/ AA/EOE and a member of the Minnesota State Colleges & Universities.

11/04/2013

Assistant Vice President for Institutional Research, Planning and Assessment California State University, Bakersfield is seeking an individual to oversee institutional data collection and management and to coordinate strategic planning and assessment activities. The Assistant Vice President for Institutional Research, Planning and Assessment (AVP-IRPA) will facilitate the use of institutional data in campus-wide planning and decision-making. The AVP-IRPA will monitor progress toward achieving institutional goals, and compliance with CSU, federal, state, and other agencies’ mandates and regulations.

This position will coordinate university strategic planning efforts, and provide leadership for the evaluation and assessment of educational effectiveness and institutional-related outcomes.

For complete advertisement, application instructions, and detailed job description for this position, please visit our webpage at http://www.csub.edu/provost/MPPSearches.shtml California State University, Bakersfield is committed to Equal Employment Opportunity. Applicants will be considered without regard to gender, race, color, religion, national origin, sexual orientation, genetic information, marital status, disability or covered veteran status.

POSITIONS CALIFORNIA

California State University, Bakersfield

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California State University, Sacramento

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San Diego State University

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Stanford University

Advertise your adjunct, full-time, temporary, visiting faculty, and replacement positions in The Hispanic Outlook Magazine.

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COLORADO

Colorado State University

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CONNECTICUT

Southern Connecticut State University

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GEORGIA

Georgia State University

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ILLINOIS

Governors State University

25

University of Illinois at Urbana-Champaign

26

MASSACHUSETTS

Western New England University

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Minnesota State University – Mankato

With global exposure we want you to consider The Hispanic Outlook in Higher Education Magazine in your advertising plans.

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Washington University in St. Louis

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NEW JERSEY

Ramapo College

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Rutgers, The State University of New Jersey

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NEW YORK

St. John’s University

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St. Joseph’s College

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University of North Carolina, Asheville

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Lorain County Community College

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P ri min g the Pump. ..

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

“If you want happiness for an hour – take a nap. If you Taking on a volunteer prowant happiness for a day – go fishing. If you want happi- ject can help a Latino teen ness for a year – inherit a fortune. If you want happiness plan and manage resources – for a lifetime – help someone else.” – Chinese Proverb time, money, energy and relationships with others to complete a project. Setting goals, olunteerism can be a sure-fire way to help Latino teens developing strategies, managing tactics and engaging others prepare for higher education and get through the chal- are advanced skills that emerge when a student is making lenges of adolescence. There are at least two require- things happen. Latino teens with the early experience of ments for Latino students in selecting a volunteer venue: it family members helping each other can apply those homemust be an activity in which they have a genuine interest and based lessons at their volunteer venue. Students’ people it must help others. One requirement for the adults over- skills will develop exponentially as they draw others to help seeing the volunteer experience: it must be structured so them reach their goal despite constraints, including time that the student can learn and enjoy while being supported and money. for his efforts. (No fair using students to work for free When teachers help students find and structure volunteer doing isolated grunt work others don’t want to do. Invest in opportunities, they can also assure that students will see the student by making the experience meaningful and academic concepts put into practice. The “Why do I need to rewarding). know this?” question becomes “So this is how it works.”

Think of the benefits.

Since many Hispanic students are contextual learners, seeFirst, if the teen is focused on helping others, he will be ing theory applied into daily work activity can help them see less focused on himself. Volunteering is a good way to help how concepts fit together meaningfully, even if those conadolescents veer away from the self-centeredness that con- nections are not immediately apparent in the classroom. sumes many. Whether a student is helping at the animal Broadening horizons and experiencing greater diversity shelter or building a church website, they are needed for are two additional benefits that Latino students derive from something greater than themselves. Once they connect with volunteering. Experiencing something beyond the walls of the activity, the people and the joy of contributing, they will home and school, meeting people who are different in backfeel they matter in a way not yet experienced before. (I ground, skill and lifestyle, and exploring the possibilities for admit, it still is a rather self-centered experience, but hey, it work, play, relationships and making a difference can hook helps in other ways, too). a teen for life.

Volunteerism puts Latino teens in charge of something to To make the possibilities and benefits of Latino teen volwhich they have committed. For those who might have not unteerism work, though, it must be viewed as an investment previously shown much initiative or maturity, community- – in the student, in the organization and in the people being based involvement can help develop skills of following served. A volunteer opportunity cannot be a way to get an through. With proper structure in the setting (including “easy A” or something to simply take up one more class requirements of the time and work expected) and the rela- period. It needs to be an adventure – with good parts and tionships to back it up, the student cannot simply walk away bad – in which a student can commit, persevere, produce, when something is difficult, inconvenient or “boring.” learn, relate to others and enjoy. Those are the things that Instead, the volunteer will learn that every endeavor has its come with higher education, and a Latino teen’s volunteer drawbacks, but they are outweighed by the satisfaction of activity can be a meaningful sneak preview of things to doing a job that matters. come.

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