11/18/2013 College Trends.

NOVEMBER 18, 2013

www.HispanicOutlook.com

SATs & College Preparedness

VOLUME 24 • NUMBER 04

CHCI Cultivates Latino Leaders

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Po lit i cal Beat

If

you are ever in Argentina, or around Argentines anywhere, I’m sure you are familiar with the word “che.” In Argentine colloquialism, it’s a friendly, endearing term or can be used as the intro to a disparaging remark depending on how and with whom you use it.

Deserved or undeserved, Argentines are known at times to be the most conceited people around; at least in the Western Hemisphere, particularly among their Latino brothers, which of course is an exaggeration, and che is usually the prefix for whatever the intended conversation.

I particularly like the humor such as the one in which this Argentine kid nestles up to his dad and tells him, “Che papi, when I grow up, I want to be like you.”

The dad replies, “Oh, que amoroso hijo, but why?”

“So I can have a son like me,” junior replies.

Well, Argentina, home to 38 million Catholics, though well behind Brazil’s 126 million, the world’s largest Catholic group, and the second largest, Mexico’s 96 million, has produced the church’s 266th pope. (St. Peter was the first) in Pope Francis, formerly Cardinal

El Che Francis, the New Pope

by Carlos D. Conde Jorge Mario Bergoglio of Buenos Aires.

If you wanted to get familiar a la Argentina, you could address him as “El Che, El Papa.”

Outside Argentina and in several Latino Catholic enclaves, there was some sniping by disgruntled observers that Cardinal Bergoglio wasn’t Latino enough, even though he was born in Buenos Aires to immigrant Italian parents, and he came from the Society of Jesus, better known as the Jesuit order, known in particular for their liberalism.

As if such applications were germane to his tasks or his theoretical thinking just a few months into his work, he has come out with some pronouncements that show if he hadn’t been prepping for the job, he certainly has some scholarly ideas of what the job entails and of a pope’s role.

While a potential papal candidate – should anyone be prepping for the job – is not unlike a secular politico who treads lightly on controversial issues, Pope Francis, true to his Jesuit background, has largely been a people’s priest, more pragmatic and more charitable than dogmatic, and up to now, more outspoken.

Of late, the Catholic Church has been involved in sexual indiscretions – okay, call it pedophile priests – and on this the pope has yet to clearly articulate his thinking or course of action.

He did wax philosophically on Catholic morality saying that while homosexual acts were sinful, the homosexual orientation was not, leaving some disillusioned critics to

beg the question of if one did not lead to the other.

In political speak, some of the pope’s comments might be cast as gobbledygook but to his admirers, he nonecclesiastically gets to the heart of the matter.

Like on the issue of priesthood for women, the pope’s earlier comments suggest women play an important role in the theological practices of the church but he also said that for now, woman priests are not a viable option.

Like any new chief executive taking over an organization, Pope Francis is shaking up Rome’s bureaucracy, which he labeled insular and overly clerical, and sin of all sins, a bunch of narcissists interested in temporal power.

Well, maybe he didn’t mean to be that harsh to his church brothers but he certainly has been quick to give an evaluation of the occupants of the Holy See from where all power emanates and, in the view of some, is overly dogmatic and seemingly impervious to outside influences.

He characterized the ruling guys in Rome – the church’s Curia – as more concentrated on protecting their turf and too sheltered from the outside world’s realities.

In an interview with Eugenio Scalfari, founder of Rome’s La Repubblica, and as The New York Times described, “one of Italy’s most outspoken atheists,” Pope Francis said the church needs a makeover that’s in reality with the times.

“Heads of the church have often been narcissists, flattered and thrilled by their

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courtiers. The court is the leprosy of the church,” he said.

Pope Francis has appointed eight cardinals to overhaul the Vatican, particularly at the top, meaning the Curia, and that hopefully flows to the bottom.

In an overall critique, he told Scalfari his vision of the church is a “community of people, priests and bishops who are at the service of the poor, the old and the young crushed by unemployment.”

His so-called “Kitchen Cabinet” of eight cardinals from the U.S., Australia, Chile, Democratic Republic of the Congo, Germany, Honduras, India, and Italy will hopefully help him carry out that mandate.

Like most heads of the church before him, Pope Francis comes to the role at the twilight of his career at 77 years old when fragility and diminished mental strength starts to set in.

And the job is not getting any easier. Catholicism makes up one half of Christianity’s 2.1 billion but it faces a strong challenge from the Protestant Evangelical movement particularly in Latin America, from church reformists and from non-practitioners who no longer see a utility or feel a need for Catholicism in its present form.

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

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MAGAZINE® NOVEMBER 18, 2013

CONTENTS Business Still Most Popular College Major

by Michelle Adam

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SATs and College Preparedness: Demographic Gaps Are Widening by Angela Provitera McGlynn

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12 Higher Ed Groups Submit Recommendations for Reauthorization of the Higher Education Act

by Paul Hoogeveen

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CHCI Cultivates the Next Generation of Latino Leaders by Gary M. Stern

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The ABC’s of MOOCs:What It’s Like to Enroll

by Justin Pope

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You can download the HO app

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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

Political Beat

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by Carlos D. Conde

Sr. Advertising Sales Associate – Angel M. Rodríguez

El Che Francis, the New Pope Article Contributors

Interesting Reads Book Review

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Editorial Policy

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by Mary Ann Cooper

College Unbound: The Future of Higher Education and What It Means For Students

Priming the Pump...

by Miquela Rivera

Parental Engagement is Crucial to Latino Student Success

Paul Hoogeveen, Angela Provitera McGlynn, Justin Pope, Miquela Rivera, Gary M. Stern

Back Cover

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

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

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

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

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Esquina E ditorial

It’s

easy to demonize government programs. There is surely enough waste and abuse even on the anecdotal level to make the average taxpayer blanch. It should be pointed out, however, that some programs and policies are worth keeping and continuing. No one would argue that Pell grants shouldn’t be available to qualified and dedicated students or that student loans shouldn’t be as economically feasible for families hoping to offer their children a better life. And there are other higher education government initiatives that might not get the attention they deserve, which produce positive results for all students, including Hispanic degree-seekers. In this issue HO shines a spotlight on two of these initiatives. First, we examine the Congressional Hispanic Caucus Institute’s (CHCI) mission since 1978 to provide “educational services, leadership development, college readiness and attainment and direct access to a network of Latino leadership – to help ensure career success.” To its credit, CHCI programs support about 1,500 Latino students annually. Many participants are first-generation college students, whose families have annual incomes below $30,000.

In addition, the House Committee on Education and the Workforce, in its consideration to reauthorize the Higher Education Act, has been reviewing suggestions from the American Association of Community Colleges (AACC) and the Association of Community College Trustees (ACCT). In this issue we review these suggestions as well as the ideas presented by The American Council on Education (ACE), representing a coalition of dozens of higher education associations ranging from the American Association of Colleges of Nursing to the Hispanic Association of Colleges and Universities. It seems that when it comes to higher education, it’s not a question of more or less government. How about less bureaucracy and more common sense solutions? It might do wonders to improve our faith in our government and its leaders.

¡Adelante!

Suzanne López-Isa Managing Editor

The Hispanic Department of Kinesiology College of Health Professions and Social Work Announcement of Non-Tenure-Track Faculty Position in Kinesiology

Outlook Delivered To Your Desktop

Department of Kinesiology at Temple University (chpsw.temple.edu/kinesiology) one of seven departments and one School in the College of Health Professions and Social Work, is recruiting a non-tenure track faculty member to teach in our undergraduate and graduate programs beginning January 18, 2014. Temple University is a Carnegie Research University (high), with more than 39,000 students and distinguished faculty in 17 schools and colleges. The University has an exceptionally strong commitment to quality teaching, research, and advising. The Department of Kinesiology, with approximately 1,300 students, has strong graduate and undergraduate degree programs. The undergraduate program in Kinesiology is the third largest in the University, and is comprised of programs of study in athletic training, exercise and sports science, PHETE (teacher education), and the pre-health professions (designed for students seeking graduate study in physical therapy, occupational therapy, physician assistant, medicine, nursing, podiatry, etc.).

We are looking for an enthusiastic, dedicated professional with a background in the pre-health professions and neuroscience to teach undergraduate courses that may include neuromotor control, neuromechanics, and neurorehabilitation. The ideal applicant will have an earned doctorate in a related area, and a strong record of teaching at the undergraduate level is highly desirable. In addition, any specialty certifications will be beneficial. This appointment is from January 18, 2014 to May 31, 2015 with the potential for contract renewal.

For further information, please contact Dr. Lois A. Butcher-Poffley, 215-204-1940, (loisbutcher@temple.edu).

Applicants must submit their curriculum vitae, a statement of undergraduate/graduate teaching background, and the names of three individuals who can provide letters of recommendation if requested. All materials must be submitted to Andrea Beckett, Department of Kinesiology, Pearson Hall, Temple University, 1800 N. Broad Street, Philadelphia, PA 19122-6085 (email: ybeckett@temple.edu; phone: 215-204-8707; fax: 215-204-4414).

Application Deadline: For primary consideration, materials must be received by 4:00 p.m. on December 2, 2013; however, applications will be considered until the position is filled.

HispanicOutlook

Women and minorities are strongly encouraged to apply. Temple University is an affirmative action/ equal opportunity employer dedicated to excellence through diversity.

for subscription information

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Interesting Reads Race Migrations: Latinos and the Cultural Transformation of Race

by Wendy Roth Behind many current debates on immigration is the question of how Latinos will integrate and where they fit into the U.S. racial structure. Race Migrations shows that these migrants increasingly see themselves as a Latino racial group.

Ultimately, Roth shows that several systems of racial classification and stratification co-exist in the minds of individuals and in their shared cultural understandings of “how race works.” Wendy Roth is assistant professor of sociology at the University of British Columbia.

2012. 268 pp. ISBN: 978-0804777964. $24.95. paper.

Stanford University Press, Redwood City, Calif. (650) 7239434. www.sup.org The Ethnic Project: Transforming Racial Fiction into Ethnic Factions

By Vilna Bashi Treitler In The Ethnic Project, the author considers the ethnic history of the United States from the arrival of the English in North America through to the present day. Tracing the histories of immigrant and indigenous groups – Irish, Chinese, Italians, Jews, Native Americans, Mexicans, AfroCaribbeans, and African-Americans – she shows how each negotiates America's racial hierarchy.

2013. 240 pp. ISBN: 9780804757720. $24.95. Paper.

Stanford University Press, Redwood City, Calif. (650) 7239434. www.sup.org.

Mexican Americans Across Generations: Immigrant Families, Racial Realities

By Jessica M. Vásquez Mexican Americans Across Generations investigates racial identity and assimilation in three-generation Mexican-American families living in California. The author illustrates how gender, physical appearance, parental teaching, historical era and discrimination influence MexicanAmericans’ racial identity and incorporation patterns.

2011. 314 pp. ISBN: 978-0814788295. $24.00 paper.

NYU Press, New York, N.Y. (212) 998-2575. information@nyupress.org

College Unbound: The Future of Higher Education and What It Means for Students

by Jeffrey J. Selingo 2013. 256 pp. ISBN: 978-0544027077. $26.00. Cloth. Houghton Mifflin Harcourt Publishing Company, Chicago, Ill. (855) 9694642. www.hmhco.com.

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ver the years some have questioned the value of higher education. Is it really necessary for a good job and secure financial future? And most of the time arguments that college isn’t truly necessary for success have been easily swatted away as unpersuasive and even un-American. After all, many would argue (as the author suggests) that the four-year college experience is as American as apple pie.

Present realities have changed that perception, however. Student loan debt has surpassed the $1 trillion mark and unemployment on the rise – especially among recent graduates. At what point does it become too expensive for an individual to make an increasingly risky investment in higher education?

In College (Un)bound, Jeffrey J. Selingo, editor-at-large for The Chronicle for Higher Education, presents the view that the higher education establishment in America is dysfunctional. What Selingo calls the “great credential race” has transformed top colleges and universities into “big business and fostered an environment where middle-tier colleges can command elite university-level tuition while concealing staggeringly low graduation rates and churning out students with few hard skills into the job market.”

But Selingo isn’t pessimistic about the future of higher education. He tempers his criticism of the current state of affairs in higher education with the ways that technology and new learning techniques and procedures will bring higher education into the 21st century and remake it as the new American dream. He points to free massive online open courses (MOOCs) and hybrid classes, adaptive learning software, and the unbundling of traditional degree credits that will increase access to high quality education regardless of budget or location and tailor lesson plans to individual needs.

The college experience for the class of 2020 will be vastly different from the experiences of students 20 or even 10 years ago.

This book is a must read for prospective college students who want another point of view about what to expect in college and how to plan their academic experience. It is also an invaluable tool for the parents of these students. Agree or disagree with Selingo’s assessment and conclusions, but College Unbound does give food for thought.

Jeffrey J. Selingo is an authority on higher education worldwide.

He frequently speaks before national higher education groups and appears regularly on regional and national radio and television programs, including NPR, PBS, ABC, MSNBC, and CBS. His writing on higher education and technology has appeared in The New York Times, The Washington Post, and the The Huffington Post. The National Magazine Awards, Education Writers Association, Society of Professional Journalists, and the Associated Press have recognized him for his work. He is a senior fellow at Education Sector, an independent education policy think tank.

Reviewed by Mary Ann Cooper

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REPORTS

“Business” Still Most Popular College Major B

by Michelle Adam

usiness is the top college major for undergraduate stu- of degrees given in health professions and related programs dents these days, followed by social sciences, history, was less than 1 percent lower in 2004-05 than in 1999-2000, health-related professions, and education. The list of but then rose 61 percent between 2004-05 and 2009-10; and most popular majors is one that has not changed much over the number offered in physical sciences and science technolothe past decade. gies was also 4 percent higher in 2004-05 than in 1999-2000, “I think if you look back at but then increased by 22 perthe majors with the largest cent between 2004-05 and numbers of degrees, business 2009-10. was the highest and hasn’t In terms of some technical changed in time,” said Tom fields, there were even greater Snyder, program director of changes. For example, the annual reports and informanumber of degrees given in tion at the National Center for computer and informational Education Statistics. “Ten years sciences decreased by 27 perago, social sciences and histocent between 2004-05 and ry were number two and that is 2009-10, after having where we are now as well. increased 43 percent between According to National 1999-2000 and 2004-05.

Center for Education Statistics, Other fields in which more of the 1,650,000 degrees than 5,000 degrees were offered in 2009-10, there were offered in 2004-05 that 358,000 degrees conferred in showed an increase of 30 perthe fields of business; 173,000 cent or more from that year to in social sciences and history; 2009-10 include multi/inter130,000 in health professions disciplinary studies; homeland and related programs; and security, law enforcement, and 101,000 in education. At the firefighting; and parks, recredoctorate degree levels, the ation, leisure, and fitness greatest number of degrees studies. were conferred in the fields of When taking a closer look health professions and related at trends at specific universiprograms (57,700); legal proties, the University of fessions and studies (44,600); Wisconsin (UW) and the Greg Heileman, UNM associate director for curriculum education (9,200); engineerUniversity of New Mexico and an electrical and computer engineering faculty member ing (7,700); psychology (UNM) seemed to both mirror (5,500); and physical sciences the national trends. “The most and science technologies (5,100). popular degree awarded between the fall of 2006 and the While the top undergraduate majors maintained their posi- summer of 2013 was in business administration at 100 gradution in the past 10 years, other majors changed in popularity ates a year,” said Greg Heileman, UNM associate director for during this time period. For example, the number of bachelor’s curriculum and a faculty member in electrical and computer degrees conferred in the combined fields of engineering and engineering. engineering technologies increased 8 percent between 1999At the University of New Mexico, where 43 percent of all 2000 and 2004-05, and then increased an additional 12 per- students are self-identified Hispanics (creating a majority, cent between 2004-05 and 2009-10. In contrast, the number minority campus), business administration was followed by

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psychology and elementary education as the top undergraduate majors. Biology, nursing, and criminology held a strong interest as well among students.

“I think a lot of these trends are driven by economics,” said Heileman. “Over the past five to six years, mechanical engineering has become more popular, especially among Hispanics. Meanwhile, we have had a reduction in our head count in education.”

At the University of Wisconsin, the most popular major also is business administration, although the school of business is small and holds a fraction of UW students,” said Jocelyn Milner, director of academic planning and institutional research at UW. The University of Wisconsin enrolls 29,000 undergraduate students in more than 130 undergraduate majors, so students tend to be dispersed among many academic options. Yet, the school’s top majors have consistently included biochemistry, biology, business, political science, and psychology. There have been more than 300 graduates in each major for the past five years.

“What we hear from our advisors is that students are also taking more courses in science and math than they used to.

We have been hearing this in the past three years and hope the data will show this soon,” said Milner. “Business offers 13 majors and collectively they represent a high percentage of our enrollment. Engineering also enrolls more than 10 percent of our students. And if we look at enrollment of juniors and seniors (those who have declared a major), there are four areas with more than 10 percent of our students: business, engineering, biological and biomedical sciences, and social sciences.”

While some majors of choice have not changed in the past decades, Milner has seen a shift in the way students have looked at education since the economic downturn of 2008.

“Students like to mix the grounding of a liberal arts education with some technical components in degrees like economics, psychology, and biology,” she said. “These top fields give them a higher probability of securing employment.”

According to the National Association of Colleges and Employers (NACE), many students’ top choices do benefit them upon graduation. In 2012, the average starting salary for someone entering into the business world was $53,900 compared to $49,196 for a health science graduate and $40,668 for those going into education. Overall, the top salaries were in engineering, computer science, business, and health services while.

“There are three areas that employers are looking to hire in more than in others: engineering, business, and computer science,” said Andrea Koncz, employment information manager at NACE. “These have not changed in the past 10 years.

However, the demand has changed from accounting to finance, though, and the demand for engineering is more in electrical, mechanical, and computer engineering. Those fields have a limited number of graduates, so they are higher

in demand compared to other fields in the liberal arts.”

According to a report by Georgetown University Center on Employment and the Workforce, jobs that are the most plentiful for students graduating from college are in science, technology, engineering, and math (STEM fields). Employment of recent nursing graduates is more than 95 percent and some employees are facing such shortages that they are paying bonuses to attract more nurses.

While STEM fields pay off in the long run, there are many who enter into college intending to pursue careers in these fields, but then change majors due to difficulties in studying these disciplines. So, for those who chose other career paths, elementary education majors are also some of the most highly sought-after graduates, with a 5 percent unemployment rate, and business majors are still in demand, although competition for good jobs in this area is high.

According to the Georgetown report, the fact that 400,000 bachelor’s degrees in business are expected to be given next year creates an excess of business majors for the jobs available. The unemployment rate for recent business bachelor’s degree recipients is more than 7 percent. Other fields that also hold high unemployment rates for graduates include commercial art design, photography, and fine arts.

As the number of bachelor’s degree recipients increases every year (there has been a 38 percent increase in the past 10 years), so have the number of students graduating in the most popular majors: business, social sciences, health professions, and education. This trend is likely to continue, although more students seem to be enrolling in engineering and the medical field in order to secure jobs upon graduating.

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REPORTS

SATs and College Preparedness: Demographic Gaps Are Widening

H

by Angela Provitera McGlynn

ave test-based educational reforms over the last half decade improved SAT scores and students’ levels of preparedness to do college level work?

Apparently not. In the last five years, not only didn’t SAT scores improve, they actually dropped from 2009 to 2012.

SAT scores also dropped slightly for those students who graduated in 2009 from the year before. Of course, experts say that part of that drop was probably due to the growing number of students taking the SAT and the growing diversity of SAT test-takers.

However, as has been reported in the past, SAT data reflect more than increases in test participation. SAT gaps in scores in 2009 increased by race/ethnicity and family wealth. Data from 2009 graduates showed a widening gap between Asian-American test-takers and all other groups. In 2008, AsianAmericans led only in math as compared with white students but in 2009, they surpassed white students also in writing scores.

Gaps among students taking the SAT were even more apparent when examining income levels. Similar to past data analyses, the higher a family’s socioeconomic status (SES), the higher their children’s SAT scores. In 2009, the news was worse than in earlier years: the

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income level – achievement gap was widening.

Flash forward to the most recent SAT data from the class of 2012. The news on both SAT scores in general and college preparedness is bleak. The College Board’s report titled, SAT Report: Only 43 Percent of 2012 College-Bound Seniors are College Ready, showed that 57 percent of SAT test-takers did not achieve the SAT benchmark of 1,550 which is a predictor of college success.

The 1,550 benchmark is associated with a 65 percent probability of obtaining a first-year GPA of B- or higher. This in turn is correlated with a high likelihood of college success. In fact, students who met the 1,550 benchmark were more likely to enroll in a fouryear college, generally had higher GPAs and were more likely to complete at least sophomore and junior years than those students who did not achieve the benchmark.

Of course the College Board recognizes and states that the benchmark should only be used in a larger context of college success predictors and never seen or used as a sole predictor of college success.

The report notes that 2012 SAT testtakers (1.66 million) are the largest group ever to have taken the exam and

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are also the most diverse group taking the test in SAT history.

The College Board report cites the following information: • 45 percent of SAT test-takers were minority students – the highest percent ever.

• Among public school test-takers in 2012, 46 percent were minority students, reflecting a 7 percent increase from five years ago.

• There were increases in percentages of students reporting that English was not their first language.

• 36 percent of all students reported their parents’ highest level of education was a high school diploma or less.

The data show a correlation between meeting the SAT benchmark and level of parental education. Students who met the SAT benchmark were more likely to have parents with a bachelor’s degree or higher: 60 percent versus 27 percent whose parents had completed less than a bachelor’s degree. Complex interrelated patterns are apparent: students whose parents hold college and graduate degrees probably earn more money.

Parents with at least a college degree are also better able to provide guidance for their children as they themselves know the ropes for college success. First-gen-

eration to college students are at a severe disadvantage.

Mean SAT scores for the class of 2012 were 496 in critical reading, 514 in math, and 488 in writing. Since 2008, SAT participation increased six percent.

Critical reading scores declined by four points, writing scores declined by five points, and math scores have remained stagnant.

The College Board stressed the fact that its data show significant gaps between scores of students who take rig-

For example, 80 percent of white students who took the SAT completed the core curriculum as did 73 percent of Asian-American students. By contrast only 69 percent of Latino students and 65 percent of black students completed the core curriculum.

Notice also the income disparity: 84 percent of students who took the SAT from families with at least $200,000 income completed the core courses.

For SAT test-takers from families where the earnings were under $20,000, only

orous high school courses (the core curriculum) and those who do not. And once again, the data show a continuation of substantial gaps in both average SAT scores and levels of preparedness for college by students of diverse race/ethnicity backgrounds and those from lower SES levels. The results indicate the need for common standards that would enable all students to develop the core competencies that are critical to both college and career success.

Actually, even a cursory look at College Board data and analysis shows a correlation between college preparedness, taking the high school core curriculum, and demographic populations.

65 percent completed rigorous high school courses.

The largest gap between AsianAmericans and all other groups is in mathematics. Forty-seven percent of Asian-American test-takers reported having taken Advanced Placement and/or honors math courses compared to 40 percent of white students, 31 percent of Latino students, and 25 percent of black students.

Based on my reading of the data, as a nation we are not doing very good job of preparing students to be successful in college – an omen with far-reaching negative implications for our standing in the world and in the global economy.

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We are not meeting the challenge of narrowing racial/ethnic/income disparities and so the success rates of children from the highest economic tiers are far outpacing students from middle- and lower-class families.

Test-based educational reforms are not working well to narrow these achievement gaps. Rigorous high school preparation is certainly on track for better preparing students for college success. Increasing the rigor of high school courses, offering a core high school curriculum that prepares students for college, encouraging Advanced Placement and honors courses, and getting high school students to take college courses while still in high school are all good ideas. Additionally, we need to address the race/ethnicity/income barriers that keep certain groups from completing the core curriculum.

Obviously, we need to start leveling the playing field much earlier – free universal preschool would be a good start, an idea President Obama called for in his State of the Union address.

We need to make access to quality pre-school through high school education more equitable so that more students are prepared to complete college successfully regardless of their demographic backgrounds.

As College Board President Gaston Caperton said: “This report should serve as a call to action to expand access to rigor for more students. Our nation’s future depends on the strength of our educational system. When less than half of kids who want to go to college are prepared to do so, that system is failing. We must make education a national priority and deliver rigor to more students.”

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

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COMMUNITY COLLEGES

Higher Ed Groups Submit Reauthorization of the

In

by Paul Hoogeveen response to an invitation by the House Committee on Committee’s bulleted concerns in depth, beginning with flawed Education and the Workforce to submit comments completion measurements for community colleges that result regarding reauthorization of the Higher Education Act from the Department of Education’s two-decade-long practice (HEA), the American Association of Community Colleges of excluding students who transfer from a community college (AACC) and the Association of Community College Trustees to a four-year program from completion rates for that college.

(ACCT) jointly presented the Bumphus and Brown stated in committee with letters detailtheir letter that “this practice ing a number of concerns and is in clear violation of the recommendations – including Higher Education Act” and has changes to the Pell program contributed to a distorted puband rising student debt burlic perception of community dens – this past August. The colleges.

American Council on More significantly, Bumphus Education (ACE), representand Brown expressed particuing a coalition of dozens of lar concern about the growth higher education associations in complexity of Title IV proranging from the American grams, which includes the Pell Association of Colleges of Grant program. They pointed Nursing to the Hispanic out that these programs proAssociation of Colleges and vide targeted, need-based Universities, likewise presentassistance to Historically Black ed an extensive list of recomColleges, Hispanic -Serving mendations.

Institutions, and other minoriThe Workforce Committee’s ty- serving institutions, a great request was generated within many of which are community an overall congressional spirit colleges. of simplification of the HEA – With regard to Pell grants, a long-standing goal of comtheir focus was less on simplimittee chairman John Kline, Rfication – the program’s strucMinn., and one also champiture is “fundamentally sound” oned by the Workforce as they put it – and more on Committee’s counterparts in eligibility issues. Of particular the Senate. The request targetconcern to them was how new J. Noah Brown, ACCT president and CEO ed the following specific areas eligibility restrictions to the of concern: empowering stuPell Grant program have predents as consumers in higher education; improving aid and vented at-risk students from securing sufficient financial loan programs; increasing college accessibility, affordability, resources, and how these restrictions have led to a sharp and completion; reducing institutional costs; promoting inno- increase in borrowing and the attendant problems students vation to improve accessibility; and balancing the need for are now facing in repaying excessive student loan debt. That is accountability with the burden of federal requirements. no small issue for community colleges and their students; Authored by Walter G. Bumphus, AACC president and CEO, according to Bumphus and Brown, more than 3.3 million and J. Noah Brown, ACCT president and CEO, the joint community college students received Pell grants in the 2011AACC/ACCT letter addressed each of the Workforce 2012 award year, including nearly half of all full-time students.

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Recommendations for Higher Education Act “Proposals to fundamentally restructure the program Pell Grant program. Broad’s letter noted that cost-cutting meashould be resisted,” they said. “But, eligibility changes in the sures due to appropriations limitations have forced eligibility program during the past few years have denied opportunities restrictions, which is counter to the very purpose of the proto students that should be immediately redressed; the issue of gram. As with the AACC/ACCT letter, the ACE recommendations student abuse, however infrequent, needs to be grappled with were significant and detailed key changes to the program, head on; and a certain meaincluding an automatic inflasure of flexibility in the award tion adjustment to the annual of funds should be permitted.” maximum Pell award; restoraConsequently, among their tion of the eliminated yearmany recommendations were round Pell grant; and reversal reinstatement of the yearof sharp reductions in eligibiliround Pell grant and revision ty for ability-to-benefit stuof the semester limit, and reindents. ACE also suggested statement of Title IV ability-tolooking into whether the benefit eligibility. They also National Association of Student stated a clear belief that mainFinancial Aid Administrator’s taining the current maximum (NASFAA) Pell Well or the Pell grant award at the National Association of expense of easing eligibility Independent Colleges and requirements creates “unacUniversities’ Pell Flex proposal ceptable tradeoffs” and should could provide persistence and be reconsidered. completion incentives.

Another topic Bumphus Like Bumphus and Brown’s and Brown discussed was how joint response, the ACE coalithe current method of reporttion letter cited increased ing cohort default rates debt burdens – and the atten(CDRs, which are used to dant concerns of increased determine an institution’s elistudent default rates –as a gibility for Title IV funds) can direct result of a sharp distort consumer perception decrease in Pell awards. of default risk. They suggested Broad’s letter pointed out that creating a new Student Default “63 percent of Pell recipients Risk Index (SDRI), wherein a take out federal student loans, ACE President Molly Corbett Broad school’s three-year cohort as opposed to just 53 percent default rate would be multiin 2000,” and urged the plied by the percentage of students at that school who have Workforce Committee to examine the ways the complex pieces federal loans. This SDRI, they said, would provide a more of federal assistance programs interact in order to ensure accurate picture of default risk at a given institution and consistency with policy goals. improve the public’s understanding of that institution as betThe ACE recommendations also delved more deeply into ter-informed consumers. issues of borrowing, such as loan repayment, debt collecThe ACE coalition letter, presented by ACE President Molly tion, and loan servicing. Among other action steps, they Corbett Broad, in many ways echoed and even duplicated called for a continuation of in-school interest exemption for Bumphus and Brown’s recommendations – beginning with the all borrowers; elimination of origination fees; consolidation

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of income-based repayment plans into a single incomebased plan open to all borrowers; establishment of policies for collection contracts that do not cost the government excessive fees or add excessive penalties to borrower debt; and development of a loan management portal to help borrowers – who often have to juggle multiple terms from multiple loan servicers – obtain loan information, manage accounts, make payments in the correct amounts and on time, apply for deferments, and the like.

Both letters covered a number of additional concerns and detailed recommendations, ranging from simplification of the FAFSA application process to institutional accreditation to tuition affordability. But the areas of greatest focus – and most likely, of interest to higher education consumers – related to accessibility, grant eligibility, and loan debt management.

The Higher Education Act was last rewritten in 2008, and since then the ongoing partisan divide on Capitol Hill has continued to delay its reauthorization. For minority-serving community colleges in particular, the stakes couldn’t be higher. As Bumphus and Brown put it: “No federal legislation is more important to community colleges and their students than the Higher Education Act. Community colleges would look very different, and some would not exist today, were it not for the national investments made through the HEA.” Walter G. Bumphus, AACC president and CEO

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ORGANIZATIONS

CHCI Cultivates the Next Generation of Latino Leaders

Its

by Gary M. Stern website says the Congressional Hispanic Caucus coalition to advocate and bring a Latino voice to the legislative Institute (CHCI) provides “educational services, lead- process. They also wanted to leverage what they could do for eduership development, college readiness and attainment cation and young professionals. CHCI focused on three things: 1) and direct access to a network of Latino leadership – to help access to college was a key to success, so we provide tools, inforensure career success.” To carry out this mission, CHCI offers mation and resources for high school students to get them on scholarships, fellowships and programs geared toward help- track to college, 2) build the leadership pipeline on Capitol Hill ing Latino students succeed in college, which will enable them through internships and scholarships, and 3) promote connectto become the next generation of Latino leaders. ing of current leaders with young leaders and provide a network For example, the institute to help support the education scholarship programs offer mandate of the institute. $1,000 for associate degrees, HO: Why is it called the $2,500 for undergraduate Congressional Hispanic Caucus degrees and $5,000 for graduInstitute? ate degrees to talented Latino Aguilera: It’s our legacy. students. In addition, CHCI We’re trying to advance students sponsors public policy fellowand get them to succeed in colships to graduate students in lege through internships and higher education, housing, law fellowships. In many ways, and STEM fields. In addition, its we’re trying to build policy leadReady to Lead program proers. The institute isn’t in the vides workshops for ninth and business of making policy.

10-graders on college planning, We’re in the business of openfinancial literacy, leadership ing the door to people to walk development and mentoring. the walls of Congress and learn Collectively CHCI programs how to build policy leaders in support about 1,500 Latino stuevery sector. We have about dents annually. Many partici6,000 alumni. They are leading pants are first-generation college and bringing their savvy and students, whose families have policy know-how to running annual incomes below $30,000. nonprofits, working in corpoThe institute’s operating rate America, running for office, budget in 2013 was $8.3 miland working in the public seclion. Of that sum, 60 percent tor. was raised by corporate fundHO: What is CHCI best Esther Aguilera, president of CHCI ing and 13 percent from founknown for? dations, 12 percent from nonAguilera: We specialize in profits and 15 percent from other sources. It currently has 31 the hopes and aspirations of Latino youth. We have a vibrant full-time employees. and growing Latino community. We don’t focus on advocacy Hispanic Outlook conducted a question-and-answer ses- and don’t lobby legislation. sion with Esther Aguilera, president of CHCI, on what it does, HO: So what makes your focus unique? what it accomplishes and its impact: Aguilera: We are focused on evolving the youth pipeline.

HO: How did Congressional Hispanic Caucus Institute When Latino congressional members first started, they faced develop? discrimination. What they wanted to do is make it easier for Aguilera: It was started in 1978 by the then five members of the next generation. Today, the majority of Hispanic members the Congressional Hispanic Caucus. Their goal was to form a are involved in our board and advisory group. They’re invest1 1 / 1 8 / 2 0 1 3

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ing in youth and leveraging the next generation.

HO: How many Latino congressional members are there in 2013?

Aguilera: Currently we have a total of 36 members, including Puerto Rican members. They serve two roles: they have an opportunity to be part of our board and advisory council, and secondly the chairperson of our board [currently Rep. Rubén Hinojosa of Texas] is a member of Congress. Many congressional members host internships on Capitol Hill.

HO: How does CHCI work with colleges?

Aguilera: We recruit students from every type of collegiate institution. Mostly the students find us and apply online. We have a new partnership with the College of Southern Nevada. It supports internships by funding two of their students to participate in the summer Congressional Internship Program for the next three years.

HO: How do you spread the word?

Aguilera: We do outreach and recruitment on college campuses. We also have a directory online that lists hundreds of internships and fellowships, and we encourage Latino youth to participate in them. Many Latino students struggle to first get to college, and once they enter it’s a culture shock. The last thing on their minds is: What am I going to do this summer? We’re trying to breakthrough and encourage them to consider internships. The work force is more competitive, and internships can play a role in obtaining a job.

HO: What role do colleges play partnering with CHCI? Aguilera: First, we encourage faculty that work with Latino youth to review our directory because it’s a one-stop shop.

The second way is we’ve expanded our internships and now provide them in spring and fall, not just summer.

HO: What makes your internships special?

Aguilera: Our internships are paid. This is important because many times Latino youth have to work. Our internships cover travel and housing expenses and students receive a stipend from $2,500 in summer to $3,750 for spring and fall. In the spring and fall internships, students work on Capitol Hill four days a week. Friday is programming including policy discussions and leaders talking with interns and fellows. For example, we’ve had Justice Sotomayor, Secretary of Education Arne Duncan and author Junot Díaz talk to students. We’re exploring developing a curriculum without walls, so we can invite students from other campuses to tune in on our programming. We’d like to hear ideas from Latino faculty and administration of how we could help them.

HO: On what basis are students selected for your programs?

Aguilera: We have an independent, voluntary committee that reviews applications. They review academics, civic engagement and community service, an essay question and letters of recommendation to determine if applicants are a good fit for our programs. We also consider socioeconomics, geography, gender, and subgroups of our students. We don’t want all Ivy League students; we want a diversity of students from state universities, public, private, and community colleges.

HO: For example, how are students selected for Ready to Lead?

Aguilera: With Ready to Lead, there are no applications.

Any student who is interested in learning is welcome to come.

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To carry out this mission, CHCI offers scholarships, fellowships and

programs geared toward helping

Latino students succeed in college, which will enable them to become

the next generation of Latino leaders.

We do the sessions in eight different cities and campuses. We go to college campuses and attract about 300 high school students each, though there’s the potential for more. They also have an opportunity to participate in the NextGen program, which brings 40 students to Washington, D.C., for leadership training and connecting them to government.

HO: About how many students participate in all of your programs?

Aguilera: Ready to Lead attracts about 1,300 students. We offer about 150 scholarships, 100 internships and about 25 fellowships. Fellowships last about nine months, internships two months, and Ready to Lead is a one-day intensive workshop.

HO: Your background?

Aguilera: I worked in Capitol Hill as executive director of the Hispanic Caucus, focusing on legislative work. I’ve also worked in several sectors including nonprofit organizations and federal agencies. I was born in Mexico and raised in Southern California.

HO: CHCI is one of the largest Hispanic nonprofit educational organizations. Name two things you’d like the organization to do if you had more resources.

Aguilera: One is we’d like to touch more students.

Secondly, we see about 20,000 students start applications online. We’d like to connect them to other internship opportunities. Currently, we don’t have the technology, infrastructure or funding to do that.

HO: Ultimately, what’s the impact of CHCI? Aguilera: CHCI’s major impact is providing transformational and life-changing experience for young, talented Latinos. The amazing work of our alumni is a testament to the impact CHCI is making for Latinos and the future of America.

The ABCs of MOOCs: What It’s Like To Enroll INNOVATIONS/PROGRAMS

E

by Justin Pope, AP Education Writer

sther Duflo, one of the two superstar MIT economists teaching my massive open online course (MOOC) on global poverty, is a fasttalking French woman with whom I could barely keep up – especially when the topic was math.

Her co-teacher Abhijit Banerjee spoke so painfully slowly it was all I could do to keep from checking Facebook as he paused between thoughts during his lectures.

Never fear. One of the least technologically sophisticated innovations of these free new courses offered by elite universities is also one of the most useful: You can slow down the lectures to .75 times actual speed, listen in actual time, or speed them up by a factor of 1.25 or 1.5.

To think how much more I would have understood, and less time I would have wasted, if my in-person college experience 20 years ago had offered a similar feature.

Alas, while new and thrilling to me, such bells and whistles are hardly the key innovation of these attention-getting MOOCs. The real question is: Are their enthusiasts right that they can truly transform higher education? After months of writing regularly about MOOCs, I decided to become one of the millions who’ve signed up for these free online courses and – far more exclusively – one of the approximately 10 percent who finish.

About 39,600 signed up for “The Challenges of Global Poverty” and I was among 4,600 who finished. I passed, if not exactly with flying colors, and was emailed a PDF of the “certificate of mastery” to prove it – my very own quasi-credential from MIT. The experience was enlightening, both on the subject matter and the potential for MOOCs generally. I learned more than I expected, and worked harder than I expected. I took a course for free from two leading experts in a field that’s of great personal interest – a remarkable opportunity. For millions around the world who lack access to quality teaching, the MOOC-backers are right: This is a revolution.

Yet I also got a better handle on precisely what MOOCs can’t do, and what would be missing from a college education comprised of them entirely.

The first thing I learned is why so few who start MOOCs fin-

ish them: They’re hard. When a class is free and doesn’t generally produce a credential it takes real self-discipline (or a promise to your editor to write about the experience) to make yourself keep up. These MOOCs simulate a full course at a top-tier university, which means a minimum of 2-3 hours per week of lectures, plus quizzes, homework and reading. Most difficult of all, you have to keep up for 12 to 15 weeks, which is a lot harder for people like me, with a toddler at home and a day job, than it was when I was a full-time college student.

Technologically, the experience was fairly simple and elegant. An online “dashboard” gives you access to videos, quizzes and other resources. You quickly fall into a routine: a video lecture segment by one of the professors (filmed in MIT’s oncampus version of the course), typically lasting 5 to 15 minutes, followed by exercises to make sure you got the key points, plus a longer homework assignment after each week.

Is it better to be in the room with a lecturer? Probably, in the same way the multi-sensory personal experience of a play can be more powerful than a film. But in-person lectures also have disadvantages. The research is pretty clear that students tune out after a while. The 5-15 minute intervals make it easier to stay focused. Neurologically, answering a few questions about every 15 minutes and then at the end of a week is a pretty effective way to make things stick. And being able to hit pause or rewind, or speed things up, is a nice bonus.

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But while MOOCs can speed up and slow down classroom time a bit, courses like this don’t fundamentally alter it. As in traditional classes, MOOCs generally operate on a cohort model – the group starts together, and generally advances at the same speed, regardless of ability. Unlike some online courses, which offer self-paced options, MOOCs generally stick to this model. I found this frustrating, as did others in the class. One week I had a work trip and couldn’t complete the assignments, so I took a couple zeroes. But there was no option to work ahead one week, or catch up after. If the point is to have convenient access to the material, why the tightly constrained schedule?

This speaks to a big dilemma for the MOOCs, which will become more apparent as they try to enter the world of creditbearing classes. Many of the potential economies-of-scale advantages of MOOCs would derive from students working at their own pace – either faster or slower than the average. Yet it’s hard to run courses (and protect against cheating) without holding everyone to the same-week-to-week schedule.

Yet the bigger the class, the more students who are either bored or overwhelmed. That was apparent in the student comments; a professional development worker, who clearly understood many of the issues in the class from professional experience, was overwhelmed by the math. But economics graduate students found the math insultingly boring (I survived it, but was more sympathetic to the development worker).

This problem might eventually be solved with a wider variety of MOOCs tailored to different levels, but then of course you lose the advantages of scale. And all this matters because options to get help are limited. Unlike the MIT students we occasionally glimpsed in the videos, we couldn’t linger after class, or stop by office hours, to get their questions answered

by Dufflo, Banerjee in person.

Each week, in a kind of lottery system, the professors picked a few questions and posted replies. There were weekly office hours run via chat by TAs, but they picked eight submitters to Skype with and then posted the transcript. A few weeks into class, “community TAs” also were selected from among active student participants to lead online discussions.

I admit I didn’t take full advantage of the opportunities available, but obviously they don’t compare to an on-campus experience. MOOCs are looking for ways to build community and might succeed. But the lack of individualized help is why MOOCs will be an inadequate – even counterproductive _ substitute for current face-to-face higher education options.

Even their biggest backers acknowledge that their most effective role is supplementing, not replacing, traditional teaching.

The question isn’t whether a MOOC with a great MIT professor is as good as what MIT students get on campus. It’s not, but that’s not the choice most people face. The question is how the MOOC experience compares to the alternatives they do have. On that, the answer is not bad at all, and likely to improve rapidly as the data on how students learn piles up from the MOOCs, and teachers begin making use of it.

That, too, is a potential revolution.

Still, I’m also more aware of just how incomplete an education would be if based entirely on MOOCs. Here’s one big California University of Pennsylvania invites applications for the following faculty positions to begin August 2014. A thing I never did in this course: I never comprehensive regional institution and member of the Pennsylvania State System of Higher Education, Cal U is dedicated made an argument. I was graded almost to building character and building careers. The University enrolls more than 8,000 students in graduate and undergraduate programs taught by 255 full-time faculty. entirely on multiple-choice questions Visit www.calu.edu for more information. (sometimes we were asked for a numOur beautiful riverside campus is located in rural southwestern Pennsylvania less than an hour’s drive from Pittsburgh, home of ber). I never went through that process major universities, a vital cultural district, blue-ribbon schools, professional sports teams, and nationally recognized hospitals. of examining disparate evidence, weighTenure-Track Positions ing it, synthesizing and articulating an Athletic training argument that to my mind should be Business Administration Childhood Education: middle level grades 4-8 reading/social studies part of any college course, even in ecoCommunication Studies nomics.

Electrical Engineering Technology That skill can be sharpened in a variMusic Physical Therapy/Gerontology ety of ways – essays, class discussions, Political Science even short, interpretive questions. But Social Work Sociology those things weren’t part of my MOOC Full-Time Temporary Positions experience.

Frederick Douglass Scholar It’s an answer traditional colleges APPLICATION: Leading candidates minimally must be fluent in the English language and be able to communicate well. might want to keep in mind, as they get Candidates must demonstrate potential for excellence in teaching, service, and scholarship through successful interviews, more and more questions from parents including classroom teaching demonstrations; and be experienced in the use of effective instructional approaches. Rank and salary are dependent upon qualifications and experience. An excellent fringe benefits package is included. Given an wondering why they need to spend big existing collective bargaining agreement, faculty may be assigned to work at regional sites, during evenings and weekends, money on a true college experience and via distance learning formats. To apply, visit: https://careers.calu.edu. All positions contingent upon funding. rather than plopping junior down for Integrity, Civility and Responsibility are the official core values of California University of Pennsylvania, four years of free MOOCs. an affirmative action/equal opportunity employer. Cal U is M/F/V/D/AA/EOE

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curriculum and instruction; experience in P-8 teaching; knowledge of national and state curricular standards and assessments; evidence of effective college level teaching; experience in pre-service or in-service teacher education; evidence of active participation in professional organizations; good organizational skills; and commitment to educating diverse learners and fostering multicultural and global perspectives. Evidence of prior scholarship or potential for scholarship and research required. Participation in accreditation review processes, engaging in research and publication, and service to the department, college, university and community is expected and highly valued.

Wayne, NJ

The William Paterson University of New Jersey is a public institution of higher learning. The University offers more than 250 undergraduate and graduate academic programs which range from liberal arts and sciences to pre-professional and professional programs; it enrolls nearly 11,500 students from across the country and from over 40 nations. It is situated on a beautiful suburban campus in Wayne, New Jersey, twenty miles west of New York.

FACULTY POSITIONS Academic Year 2014-2015 | Job Code 411 HO The University is pleased to solicit applications and nominations for faculty positions for the academic year 2014-2015. Unless otherwise indicated, faculty appointments are tenure-track at the rank of Assistant Professor and require an earned doctorate or appropriate terminal degree in the field. (ABD’s may however be considered for appointment at the rank of instructor, with projected completion of degree requirements by June 2015). Candidates should electronically send letter of application, current curriculum vitae, with contact information for at least three professional references (unless otherwise stated) to the respective Department Chairperson or Designee (as cited below). Candidates may also mail materials to: William Paterson University, 300 Pompton Road, Wayne, NJ 07470. Electronic submissions preferred and required if indicated below. Please reference Job Code. Commitment to a high level of teaching effectiveness, to ongoing scholarship or creative expression, and to academic service is required. Review of applications will commence immediately and continue until the position is filled. All positions are subject to available funding. The academic year commences September 1, 2014.

COLLEGE OF THE ARTS AND COMMUNICATION Department of Communication Public Relations Search Chairperson, Office of the Dean (coac@wpunj.edu) Public Relations, Assistant Professor. Teach in the public relations/journalism/professional communication areas. An earned doctorate or appropriate terminal degree; ABD considered with time certain degree completion date. Professional experience preferred. Please provide samples or links to a portfolio of teaching materials and publications.

Department of Music Dr. Diane Falk, Chairperson (falkd@wpunj.edu) Director of Jazz Studies, Associate Professor. Directing six of the Jazz Program’s 24 small jazz ensembles, which may include big band and classroom instruction. Working with the Jazz Studies Coordinator providing artistic direction in all aspects of the undergraduate and graduate degree concentration in jazz studies; ensemble scheduling, admissions decisions, adjunct hiring, budgeting and planning. A Master’s degree in music or professional equivalent required.

International reputation as jazz performer; strong commitment to teaching and the ability to balance campus commitments with professional touring schedule are required. College teaching experience preferred.

COTSAKOS COLLEGE OF BUSINESS Department of Accounting and Law Dr. Sia Nassiripour, Chairperson (nassiripours@wpunj.edu) Accounting, Assistant/Associate Professor. Primary teaching responsibilities will be in auditing. Experience teaching at the undergraduate and graduate levels and an earned Ph.D. in Accounting from an AACSB-accredited school are required. Professional certification is preferred. Developing and designing courses that integrate the use of state-of-the-art Financial Learning Center’s trading room into the curriculum is required.

Department of Economics, Finance and Global Business Dr. Alex Panayides, Chairperson (panayidesa@wpunj.edu) Economics, Assistant Professor. Primary teaching responsibilities will be in statistics and areas of applied microeconomics such as health care economics and economics of education.

An earned doctorate in Economics is required.

COLLEGE OF EDUCATION Department of Educational Leadership and Professional Studies Dr. Gerri Mongillo, Chairperson (mongillog@wpunj.edu) Language Arts/Literacy Education, Assistant Professor. Teach graduate and undergraduate courses in literacy education. Experience in P-12 teaching; knowledge of the effective use of educational technology; knowledge of national and state curricular standards and assessments; evidence of effective college level teaching; experience in pre-service or in-service teacher education; evidence of active participation in professional organizations; and commitment to educating diverse learners and fostering multicultural and global perspectives. Evidence of prior scholarship or potential for scholarship and research required. Participation in accreditation review processes, engaging in research and publication, and service to the department, college, university and community is expected and highly valued.

Department of Elementary and Early Childhood Education Dr. Linnea Weiland, Chairperson (weilandl@wpunj.edu) Early Childhood Education, Assistant Professor. Teach undergraduate and graduate courses in early childhood teaching, learning, and assessment to initial certification candidates, and supervise candidates in the field. Coordinate off-site early childhood education major located in Mercer County. Requirements include expertise in early childhood and elementary school

Department of Special Education and Counseling Dr. Manina Urgolo Huckvale, Chairperson (urgolohuckvalem@wpunj.edu) Special Education, Assistant Professor. Teach undergraduate and graduate courses in special education, specifically autism spectrum disorders, and supervise candidates in the field.

Requirements include expertise in educational programming for students with special needs, particularly ABA. Doctorate in special education or related field of study (ABD considered); BCBA certification highly desirable; evidence of effective college teaching; eligibility for NJ Endorsement as Teacher of Students with Disabilities; evidence of active participation in professional organizations; evidence of prior scholarship or potential for scholarship and research required. Participation in accreditation review processes and service to the department, college, and university and community is expected and highly valued.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Department of Philosophy Ethics Search Chairperson (philosophysearch@wpunj.edu) Ethics or Applied Ethics, Assistant Professor. Teach a variety of specialized undergraduate and interdisciplinary courses in ethics or applied ethics, as well as University Core Curriculum courses in philosophical perspectives or civic and community engagement. Candidates with backgrounds in bioethics or interdisciplinary areas preferred. Ph.D. by time of appointment and college-level teaching experience required. Evidence of scholarly productivity and potential contributions to curriculum development, ongoing assessments, and innovative classroom activities required. Position may also serve the department’s interdisciplinary program in Liberal Studies. Please send a cover letter, CV, a writing sample, evidence of teaching excellence in pdf format.

Department of Political Science American Politics Search Committee (politicalscience@wpunj.edu) Political Science/American Politics, Assistant Professor. Teach politics and public policy in undergraduate major and master’s program in Public Policy and International Affairs. Preference will be given to candidates able to teach courses in American Institutions (particularly the Presidency and Congress), public policy and public administration at the undergraduate and graduate levels, and civic engagement. Successful candidate will also support the department’s interdisciplinary program in Legal Studies and the University’s Core Curriculum program. PhD in Political Science at time of appointment. Candidates must have a specialization in Public Policy and Administration, excellent record of teaching at the college level, an active agenda of research and scholarship, and be willing to engage in service to the department and the university community. Send letter of application, curriculum vitae, three letters of reference, evidence of teaching effectiveness, and a writing sample electronically to. Review of applications will begin immediately and continue until position is filled.

Social and Political Philosophy Search Chairperson (philosophysearch@wpunj.edu) Social and Political Philosophy, Assistant Professor. Teach a variety of specialized undergraduate and interdisciplinary courses, as well as University Core Curriculum courses in philosophical perspectives or civic and community engagement. Candidates with interdisciplinary backgrounds and interests preferred. Ph.D. by time of appointment and collegelevel teaching experience required. Evidence of scholarly productivity and potential contributions to curriculum development, ongoing assessments, and innovative classroom activities required.

Position will also serve the department’s interdisciplinary program in Liberal Studies. Please send a cover letter, CV, a writing sample, evidence of teaching excellence in pdf format.

COLLEGE OF SCIENCE AND HEALTH Department of Chemistry Dr. Bhanu P.S. Chauhan, Chairperson (orgchemsearch@wpunj.edu) Organic Chemistry, Assistant Professor. A Ph.D. in Organic chemistry or closely related field is required. Teach at the undergraduate level. Research experience in areas such as organic synthesis, catalysis, bioorganic chemistry, and materials chemistry a plus. Strong commitment to teaching and establishing a vigorous research program involving undergraduates is required.

Department of Computer Science Dr. John P. Najarian, Chairperson (najarianj@wpunj.edu) Computer Science/Information Technology, Assistant/Associate Professor. Teach at all levels of undergraduate Computer Science and Information Technology courses. Specialization in cloud computing, networking, or information technology and systems preferred. Commitment to teach, pursue a research program, engage in scholarly activity, and participate in departmental services are required.

Department of Nursing Dr. Nadine Aktan, Chairperson (aktann@wpunj.edu) Nursing, Assistant Professor (one position). Clinical expertise in psychiatric-mental health, public health, and/or maternal-child nursing preferred. Doctorate in nursing or related field and a Master’s degree in Nursing required. Cross-cultural teaching experience at the college level and a commitment to scholarship and service required. Experience teaching in didactic and clinical settings in undergraduate and graduate programs preferred.

The University community values and supports diversity among faculty, staff and students.

Minority and women candidates are encouraged to apply. Further information about the University, and the departmental programs can be obtained electronically through access to its website at http://www.wpunj.edu.

11/18/2013

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

Faculty - Computer Information Systems

Texas State University invites applications for a tenure-track Assistant/Associate Professor position beginning Fall 2014 to teach graduate courses in the areas of Information Technology Auditing, Information Technology Risk Analysis & Management, Business Information Consulting, and Information Assurance and Control. Additional job duties include conducting research that results in peer-reviewed publications in high quality academic journals, and serving at the department, college, university, and professional levels. Faculty are required to teach courses at the San Marcos campus and the Round Rock campus located north of Austin.

For qualifications and application procedures, visit http://facultyrecords.provost.txstate.edu/facultyemployment/faculty-employment/2014-67.html Texas State University-San Marcos will not discriminate against any person (or exclude any person from participating in or receiving the benefits of any of its activities or programs) on any basis prohibited by law, including race, color, age, national origin, religion, sex, disability, veterans’ status or on the basis of sexual orientation.

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

With a faculty of 213 full-time distinguished scholars/teachers and a combined undergraduate and graduate enrollment of over 5,000 students, the College of Humanities and Social Sciences is the largest of the University’s academic units. The College provides a rich variety of degree programs and is organized into 13 departments, 3 interdisciplinary degree programs, and 9 centers and institutes. Degree programs include: Anthropology, Audiology, Classics and General Humanities, Communication Sciences and Disorders, Child Advocacy and Policy, English, History, Justice Studies, Linguistics, Modern Languages and Literatures, Philosophy and Religion, Political Science and Law, Psychology, Sociology, Spanish and Italian, Women’s Studies, and a number of minors, including African American Studies, and Latin American and Latino Studies. The College’s centers and institutes include the Center for Child Advocacy, the Coccia Institute for the Italian Experience in America, the Center for Heritage and Archeological Studies, and the Humanities Institute.

The College has successfully combined a traditional focus on liberal education with programs at both the undergraduate and graduate level that fulfill specific career objectives.

RESPONSIBILITIES: The Dean, who is appointed by the President and reports to the Provost/Vice President for Academic Affairs, serves as the chief academic and administrative officer of the College. The Dean is expected to be an intellectual leader not only within the College, but across the campus and within the external community as well. She/he will have the vision to identify and pursue new opportunities for the College and the intellectual strength to direct its growth and development within the framework of the University’s expanding mission. The Dean will be responsible for the administrative and fiscal management of the College, overseeing a budget of approximately $37 million. The Dean will give special attention to the development of academic programs at the graduate and undergraduate levels, the recruitment and development of faculty, and the quality of the academic experience of the College’s students. She/he will be responsible for effectively representing the College to the campus, alumni and external communities, and will provide leadership in the pursuit of the external resources required to augment State appropriations. The Dean will be a key member of the University’s senior leadership team and will be imaginative in finding ways to advance the goals and objectives of both the College and the University and to foster collaborations across the campus.

QUALIFICATIONS: The successful candidate will demonstrate qualifications in the following: • Possess an earned doctorate and a record of distinguished academic achievement appropriate for appointment at the rank of full professor in a department of the College • Strong communication skills • Ability to foster a collegial and collaborative academic environment; a commitment to excellence in teaching/ learning, scholarship and the application of knowledge • A record of successful administration in higher education and a broad understanding of current issues in higher education • Demonstrated record in the acquisition of external resources • Possess a thorough understanding of curricular needs in the humanities and social sciences • Experience with instruction utilizing information technology and electronic access to information • Commitment to maintaining and extending student and faculty diversity The salary range and title commensurate with the candidate’s credentials and experience. The new Dean will assume office in the summer of 2014.

SEND LETTER AND RESUME TO: Confidential nominations and applications should be addressed to Dr. Lois Oppenheim, Chair of the CHSS Search Committee, and sent electronically (PDF or MS Word) to: https://jobs-montclairedu.icims.com/jobs/1062/dean%2ccollege-of-humanities-and-social-sciences/job Applicants should include a cover letter describing how their background, skills, and education match the needs of the University, along with a curriculum vitae, and the names and contact information (including email addresses) of at least five professional references.

The Search Committee will begin reviewing files in mid-January 2014 with the intent of having a pool of candidates visit campus for interviews in late February 2014.

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

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Louisiana Community and Technical College System

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The Louisiana Community and Technical College System Board of Supervisors invites nominations and applications for the position of President. The LCTCS President provides system-wide strategic management and support for Louisiana’s 11 comprehensive community and technical community colleges and two technical colleges (COE accredited). The LCTCS is one of the fastest-growing two-year college systems in the nation. The President reports to the Board which consists of 17 members and is composed of 15 members appointed by the Governor with consent of the Senate, two from each of the seven congressional districts with one at-large member. The System office is located in the State capital of Baton Rouge and is approximately 80 miles west of New Orleans.

The colleges consistently rank nationally in the top 100 producers of two year certificates, one year certificates, and associate degrees. Enrollment at our colleges has nearly doubled since 2007. In 2012-13 we served more than 101,000 students. Seven of our colleges have been named the fastest growing in the nation in their enrollment categories for the past three years.

The Primary Challenges and Opportunities for the Next President of the LCTCS Will Include: • Build on the System’s current momentum and continue to respond to the educational and workforce needs of the State of Louisiana • Implement ACT 360, including providing the leadership statewide to raise the $34.3M private match • Work effectively with the Board of Supervisors, chancellors, college directors, system leaders, Board of Regents, university and K-12 partners, the administration and the legislature to continue to develop policies that meet the educational needs of Louisiana citizens and the economic and workforce needs of the state • Achieve equitable funding representative of the System’s unique mission in order to provide a predictable and secure funding source • Respond to the $60+Billion in industrial expansion in Louisiana by building on current relationships with business and industry and creating new partnerships to ensure LCTCS colleges meet growing workforce needs • Support a performance-based culture within the LCTCS that is focused on student success, including the opportunities provided by the recently implemented IT system that governs all colleges (Banner) • Grow a statewide culture of innovation and evidence-based accountability within community and technical colleges • Create an environment in which colleges can quickly and nimbly respond to the changes in industry and technology, adapting appropriate curricula to deliver highly competitive, workready candidates

For a full position description and application procedures, you may also visit www.lctcs.edu or www.acctsearches.org

Salary and benefits are competitive. Interviews will take place the week of January 13, 2014. The position is open until filled.

Confidential inquiries regarding the application process or nominations should be directed to Narcisa Polonio, Ed.D., ACCT Executive Vice President for Research, Education and Board Leadership Services, (202) 2761983 (mobile) or narcisa_polonio@acct.org. or Julie Golder, J.D., Board Services Coordinator, 202-7754466 (office), 202-384-5816 (mobile) or jgolder@acct.org.

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Department of Electrical and Systems Engineering

Tenured/Tenure-Track Faculty Position

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

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

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

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

The University of Pennsylvania is an Equal Opportunity Employer.

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

The City University of New York

ASSISTANT PROFESSOR GREEK & LATIN (Classical & Oriental Studies)

Department of Classical and Oriental Studies invites applications for a tenure-track Assistant Professor position in Greek and Latin beginning Fall semester 2014. Area of specialization and/or research is open. The successful candidate will be expected to teach Greek and Latin at all undergraduate levels as well as Greek and Roman literature in translation, Classical civilization courses, and specialized topics courses. The successful candidate will also be expected to eventually take on administrative responsibilities, including those in Hunter’s MA program in teaching Latin. There will also be opportunities to teach in the various honors programs at Hunter College (Macaulay and Thomas Hunter).

QUALIFICATIONS: Ph.D. degree in Classics by June, 2014 is required. The successful candidate must demonstrate excellence or strong promise of excellence in both research and publication and in the teaching of Greek and Latin. Also required are the ability to cooperate with others for the good of the institution.

COMPENSATION: $42,873 - $74,133; salary commensurate with academic accomplishments and experience.

CUNY offers competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development.

HOW TO APPLY: Applications can be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html)and navigating to Careers at CUNYfirst. Current users of the site should access their established accounts; new users should click on the appropriate link to register. Job ID: 9562

Required application materials must include a letter of application describing teaching and research interests, CV, publications (in pdf format), graduate school transcripts, and at least three letters of recommendation (see below). Material in the candidate’s possession should be uploaded to our job posting system. Other material, including confidential letters of recommendation, should be sent to Classical and Oriental Studies Search Committee: classicssearch2013@hunter.cuny.edu.

CLOSING DATE: For full consideration, all materials should be received by December 10, 2013.

Initial interviews will be conducted at the Annual Meeting of the American Philological Association in Chicago, January 2-5, 2014.

EQUAL EMPLOYMENT OPPORTUNITY. We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

ABOUT PITT-JOHNSTOWN

Founded in 1927, the University of Pittsburgh at Johnstown is the first and largest regional campus of the University of Pittsburgh. A vital knowledge center and a foremost contributor to the region’s educational, social, cultural, and economic development, Pitt-Johnstown’s programs are purposefully designed to prepare students for the real world of the 21st century. Pitt-Johnstown’s record of excellence is reflected, in part, by the accomplishments of our 3,000 students, 140 full-time faculty, and 200 staff; the record of achievements of more than 20,000 alumni; the satisfaction of area employers; and the commendations of many external organizations. Pitt-Johnstown offers a high-quality educational experience in a supportive living-learning environment that is grounded in the liberal arts and sciences, is current, and is responsive to both our students’ personal and professional needs and to our communities’ needs. Pitt-Johnstown has been recognized for its strong academic programs by organizations including the Princeton Review (“Best Northeastern College”) and is recognized by AC Online as one of the “Highest ROI Colleges in Pennsylvania.” As a result of its highly successful efforts to reach out to military veterans through its MountainCat Veterans Program (MVP), Pitt-Johnstown has been recognized by G.I. Jobs as a “Military Friendly School” for the past four consecutive years. Pitt-Johnstown’s campus is located on 650 picturesque acres in the Laurel Highlands of Pennsylvania, 70 miles east of Pittsburgh.

Pitt-Johnstown is seeking energetic and creative faculty members for openings in many areas of our institution. These faculty positions feature competitive salaries and benefits packages. Job duties for all positions include a commitment to excellence in undergraduate teaching, evidence of engagement in scholarly activities, and service to the university, students, and the surrounding communities. Review of all applications will begin on January 15, 2014 and continue until the positions are filled. All faculty positions will begin in late August 2014.

Please visit our website at www.pitt-johnstown.pitt.edu/Employment for further position details and complete application information. The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity.

Division of Education Assistant Professor, Early Childhood Education - Non Tenure Stream Position Division of Engineering Technology Assistant Professor, Mechanical Engineering Technology Tenure Stream Position Assistant Professor, Mechanical Engineering Technology Non Tenure Stream Position Assistant Professor, Civil Engineering Technology Non Tenure Stream Position

Division of Humanities Assistant Professor, English Composition - Non Tenure Stream Position Assistant Professor, English Literature - Non Tenure Stream Position Division of Natural Sciences Assistant Professor, Chemistry - Tenure Stream Position Assistant Professor, Chemistry - Non Tenure Stream Position Assistant Professor, Biology - Tenure Stream Position Assistant Professor, Psychology -Tenure Stream Position Assistant Professor, Energy & Earth Resources - Tenure Stream Position Division of Nursing Assistant Professor, Nursing - Tenure Stream Position Assistant Professor, Nursing - Non-Tenure Stream Position

Division of Social Sciences Assistant Professor, Business Accounting and Finance Non Tenure Stream Position Assistant Professor, Business Management/Entrepreneurship Non-Tenure Stream Position

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

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

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11/18/2013

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The Hispanic Outlook Magazine®

Enfield, Connecticut

Delivered To Your Desk Top Every Issue

Asnuntuck Community College has the following Full-time Faculty opening:

Instructor of Developmental English Information on qualifications and compensation is available at www.asnuntuck.edu (click on Employment).

Asnuntuck Community College is an Affirmative Action/Equal Opportunity Employer, M/F. Protected group members are strongly encouraged to apply.

11/18/2013

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

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Faculty Position Department of Developmental Studies Indiana University of Pennsylvania Full time Tenure Track

Position: The Developmental Studies Department at Indiana University of Pennsylvania (IUP) invites applications for a tenure-track position at the Assistant Professor level beginning August 2014; a complete fringe benefit program is provided. Our curriculum includes instruction in reading, developmental math, learning skills, career exploration, introduction to higher education, and training for peer educators.

The Developmental Studies Department (DVST) has served since 1985 as both an academic support program for the entire undergraduate student body and a comprehensive first-year academic program for students displaying evidence of a developmental profile. Programs offered include: credit-bearing developmental coursework, Supplemental Instruction, walk-in tutoring, study skills workshops, academic advising/counseling and the College Undergraduate Success Program (CUSP). The department is interested in candidates who have the interpersonal skills and cross-cultural competencies to effectively work with diverse groups of students, colleagues, and community members.

Required Qualifications: An earned doctorate (by August 2014) in education or a related field (e.g. developmental education, reading/adult literacy, or curriculum and instruction). Also required are professional teaching experience and evidence of active engagement in research and professional growth related to the discipline.

Finalists should be prepared to demonstrate effective communication skills and perform well during a campus interview, which may include a teaching demonstration.

Preferred Qualifications: Working knowledge of the literature related to college reading/learning and/or first-year experience courses, first-year programs, or developmental advising. Preference will be given to candidates with a background in post-secondary reading or demonstrated expertise in developmental education.

Duties: Teach assigned sections of departmental courses (may include travel to IUP branch campuses); advise developmental students; collaborate with department and university colleagues to develop, coordinate, or supervise peer assistance programs; serve on department, college, and university committees; participate actively in all aspects of coordinated Department of Developmental Studies programs; and engage in professional development and continuing scholarly growth in accordance with the collective bargaining unit.

How to Apply: Review of applications will begin immediately and continue until the position is filled. Complete applications will include a letter of application outlining teaching expertise, curriculum vitae, copies of transcripts (official transcripts are required prior to hire), and contact information for three references (letters of recommendation are required prior to hire). Electronic applications only will be accepted through IUP’s secure online application system. Visit www.iup.edu/employment to apply. IUP is an equal opportunity employer M/F/H/V.

The University: Founded in 1875, IUP is consistently ranked among the best institutions in the region for cost, quality, and comfort by a wide variety of sources, including the Princeton Review’s “Best Colleges” publications. Located sixty miles northeast of Pittsburgh, IUP is the largest of the fourteen universities in Pennsylvania’s State System of Higher Education, and is ranked as a Doctoral Intensive Institution by the Carnegie classification. About 15,000 undergraduate and graduate students are currently enrolled in IUP. Academic offerings include more than 130 undergraduate majors with a variety of internship and study abroad programs, nearly 60 master’s programs, and 11 doctoral degrees. Affiliate campuses are located in Northpointe (Armstrong County) and Punxsutawney, PA. IUP offers opportunities for research at all levels, and the Robert E. Cook Honors College provides special challenges for academic growth. IUP combines the opportunities of a big university with the highly personalized and intimate learning-centered environment of a small college.

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11/18/2013

Isabelle Farrington College of Education Sacred Heart University Educational Leadership Assistant Professor

The Department of Educational Leadership is seeking a successful educational leader to work in an Ed.D. program, pending final state authorization, and a post-graduate program that leads to Connecticut administrative certifications.

The successful candidate will teach, mentor, and advise the next generation of educational leaders in both theory and applications; possess background and experience working with Standards for School Leadership at the state and/or national level; have experience in assessment and evaluation, performance-based teacher supervision, evaluation and instructional analysis, case study analysis of leadership behavior, use of standards-based performance for evaluating school leadership, and quantitative and qualitative analysis of data for school improvement and research design. The successful candidate will teach in the Ed.D. program, supervise doctoral dissertations, and have teaching responsibilities in the administrative certification and advanced studies programs. Faculty assignment will be in both the traditional schedule and the weekend cohort programs.

The ideal candidate will have: • Administrative experience at the district level • Connecticut Superintendency Certificate or equivalent • Experience with quantitative research methodology • Experience teaching at the university level • Experience mentoring doctoral students and supervising dissertations

Please visit our website for more information and application requirements at: www.sacredheart.edu Sacred Heart University is an EOE/AA employer.

The City University of New York

ASSISTANT, ASSOCIATE, OR FULL PROFESSOR NURSING HUNTER COLLEGE

Performs teaching, research and guidance duties in area(s) of expertise. Shares responsibility for committee and department assignments including administrative, supervisory, and other functions. Classroom, clinical and simulation laboratory teaching of undergraduate and graduate students, with exact mix of responsibilities dependent upon level of appointment, area of clinical expertise, and scope of ongoing research activities.

QUALIFICATIONS: Ph.D. degree in area(s) of experience or equivalent. Also required are the ability to teach successfully, demonstrated scholarship or achievement, and ability to cooperate with others for the good of the institution. Expertise in one of the following specialty areas: ANP/GNP, Maternal Child Nursing/Pediatrics, Medical-Surgical/Acute Care Nursing or Psychiatric/Mental Health. Academic teaching experience strongly preferred; record of research preferred and required at associate and professor levels.

Educational requirement: Earned doctorate in relevant field (Associate Professor and Professor); MS in nursing and earned doctorate in relevant field (Assistant Professor). New York State license as a registered nurse required, with New York State Nurse Practitioner Licensure, if applicable to practice area.

COMPENSATION: Commensurate with experience and academic accomplishments.

Assistant Professor: $42,873 - $74,133; Associate Professor: $55,602 - $88,418 Professor: $68,803 - $106,071 HOW TO APPLY: Candidates must submit a cover letter, curriculum vitae, and the names, positions, and contact information for three current references on-line by accessing the CUNY Portal on City University of New York job website http://cuny.edu/employment.html and navigating to Careers at CUNYfirst. Current users of the site should access their established accounts; new users should click on the appropriate link to register. Job ID: 9096

Instructions: http://cuny.edu/employment/cunyfirst/CUNYfirst-application.html Submit electronically Curriculum Vitae and names and addresses of 3 references to: hbsonpos@hunter.cuny.edu CLOSING DATE: Open until filled.

JOB SEARCH CATEGORY: CUNY Job Posting: Faculty EQUAL EMPLOYMENT OPPORTUNITY. We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

The City University of New York

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CLINICAL PROFESSOR NURSING HUNTER COLLEGE

Performs teaching and research duties, which may include clinical instruction. Clinical Professors are highly-experienced practitioners or teachers who hold full-time, non-tenure track positions.

QUALIFICATIONS: Bachelor’s degree in Nursing required and a Doctorate in Nursing Practice (DNP). A certification as a Nurse Practitioner is also required.

COMPENSATION: $40,844-$114,104 CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development.

HOW TO APPLY: Applications can be submitted on-line by accessing the CUNY Portal on City University of New York job website http://cuny.edu/ employment.html and navigating to Careers at CUNYfirst. Current users of the site should access their established accounts; new users should click on the appropriate link to register. Job ID: 9095. Candidate should provide a cover letter specifying primary area of scholarship and record of funded research, a curriculum vitae, and names of three references.

Instructions: http://cuny.edu/employment/cunyfirst/CUNYfirst-application.html CLOSING DATE: Open until filled.

EQUAL EMPLOYMENT OPPORTUNITY. We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion.

EO/AA Employer.

LOOKING FOR A DIVERSE GROUP OF APPLICANTS?

Department of Kinesiology College of Health Professions and Social Work Announcement of Non-Tenure-Track Faculty Position in Exercise Physiology

Temple University’s Department of Kinesiology, one of seven departments and one School in the College of Health Professions and Social Work, is recruiting a non-tenure track faculty member to teach in our undergraduate and graduate programs beginning January 18, 2014. Temple University is a Carnegie-classified Research University - High with more than 39,000 students and distinguished faculty in 17 schools and colleges. The University has an exceptionally strong commitment to quality teaching, research, and advising. The Department of Kinesiology, with approximately 1300 students, has strong graduate and undergraduate degree programs. The undergraduate program in Kinesiology is the third largest in the University and is comprised of programs of study in athletic training, exercise and sports science, PHETE (Teacher Education) and pre-health professions (designed for students seeking graduate studies in physical therapy, physician assistant, medicine, nursing, podiatry, occupational therapy, etc.).

We are looking for an enthusiastic, dedicated professional with expertise in neuromuscular physiology, strength and conditioning, and exercise programming to teach a variety of courses at the undergraduate and graduate level.

Applicant qualifications are: 1) Ph.D. in exercise physiology or a related-discipline, though candidates with ABD status will be considered; 2) certifications in strength and conditioning (NSCA-CSCS), health and fitness (ACSM- HFS), and/or clinical exercise (ACSM - CES); 4) Current CPR and AED certifications; and 4) a strong record of teaching at the undergraduate level. This appointment is from January 18, 2014 to May 31, 2015 with the potential for contract renewal.

All inquiries should be directed to: Dr. John T. Raffin (phone: 215-204-1450; email: john.raffin@temple.edu).

Applicants must submit their curriculum vitae, a statement of undergraduate/graduate teaching background, and the names of three individuals who can provide letters of recommendation if requested. All materials must be submitted to Andrea Beckett, Department of Kinesiology, Pearson Hall, Temple University, 1800 N. Broad Street, Philadelphia, PA 19122-6085 (email: ybeckett@temple.edu; phone: 215-204-8707; fax: 215-204-4414). Application Deadline: For primary consideration, materials must be received by 4:00 PM on December 2, 2013; however, applications will be considered until the position is filled.

LOOK NO FURTHER...

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

For more information:

Temple University is an affirmative action/equal opportunity employer dedicated to excellence through diversity.

11/18/2013

800.549.8280 • Outlook@SprintMail.com

www.HispanicOutlook.com

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The Hispanic Association of Colleges and Universities (HACU) is currently seeking a Chief Advocacy Officer.

Dean Graduate School of Education Rutgers, The State University of New Jersey, invites nominations and applications for the position of Dean of the Graduate School of Education. The university seeks a dynamic, eminent scholar-educator who has demonstrated outstanding scholarship, leadership, and commitment to educational excellence. The dean reports to the chancellor of the New Brunswick Campus as a senior member of the university’s leadership team. The dean is responsible for the school’s academic strategy and fiscal management, leading the faculty in planning and implementing academic programs, administering the school’s resources, communicating with internal and external constituencies, and raising funds.

One of the nation’s oldest and largest institutions of higher education, Rutgers is a member of the prestigious Association of American Universities and ranks among the nation’s leading public research universities. The new dean will join Rutgers at a time of expansion and transformation. Last July, Rutgers completed one of the largest higher education mergers in U.S. history with the addition of seven schools from the former University of Medicine and Dentistry of New Jersey. Simultaneously, Rutgers joined the academic consortium of the Big Ten Conference institutions and the University of Chicago, the Committee on Institutional Cooperation. It is a time of unprecedented opportunity for a candidate with vision for the future of education in America and worldwide.

The Graduate School of Education is organized into three academic departments and five research centers and institutes. The school offers Ph.D. and Ed.D. programs, master’s programs leading to teacher certification, and additional programs that prepare professionals for leadership roles in education. The Graduate School of Education is an engaged leader in education practice and policy within New Jersey, a highly diverse, urban, and wealthy state. Substantial opportunities also exist to work with institutions in the proximally located New York and Philadelphia areas and the tri-state region. The Graduate School of Education includes collaborative faculty with strong records of teaching, research, and external funding. The school is nationally and internationally recognized for research in the learning sciences, early childhood education, and educational measurement and statistics, among other areas.

The dean will lead a faculty that enthusiastically seeks to have even greater influence on education, school improvement policy, and human development locally and globally by pursuing the highest standards of excellence in research, teaching, and service. The dean will strengthen the university’s involvement with pre-K through higher education in collaboration with other units of the university, major research organizations, and practitioners and policy makers at every level of government. In light of Rutgers’ status as the State University in one of the most demographically diverse states in the U.S., the dean must demonstrate a strong commitment to addressing issues of diversity and will find strong alliance with Rutgers’ newly created Office of Institutional Diversity and Inclusion.

The desired appointment start date is July 1, 2014. The review of nominations and applications will commence immediately and continue until an appointment is made. Applicants and nominations should submit a current CV or resume. All correspondence will be held in strictest confidence. Nominations for, and applications from, qualified individuals who possess a record of outstanding senior leadership in graduate education administration should be submitted electronically to: Dean Susan Schurman, Chair, GSE Dean Search Committee Office of the Executive Vice President for Academic Affairs Rutgers, The State University of New Jersey 83 Somerset Street, Room 302 New Brunswick, NJ 08901-1281 gsedean_search@rutgers.edu Applications from women and underrepresented minorities are actively encouraged.

Rutgers, The State University of New Jersey, is an Affirmative Action/ Equal Opportunity Employer/Recruiter.

http://www.rutgers.edu - http://www.gse.rutgers.edu

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The position aids the President & CEO of HACU in directing and coordinating activities for the function of Congressional and Federal Administration relations. Develops and implements action plans to establish or enhance relationships with government, policy centers, Hispanic and other minority organizations and higher education associations. Assists the association’s President & CEO in tracking and addressing of policy and legislation by performing the following: facilitate and organize meetings, conference/symposia with government/federal agencies, Hispanic-Serving institutions, and other groups; write, publish and disseminate the legislative alert announcements, briefs and newsletters for timely distribution to membership and other target groups; monitor and evaluate pending legislation and regulations in development and identify their impact on Hispanic-Serving institutions; serve as liaison to other minority educational organizations to develop mutually supporting policies and positions; confer with President and other administrative personnel to review achievements and discuss required changes in strategies; serve as member of management committees on special studies; serve as liaison to HACU’s standing committees of the Governing Board; promote partnerships with federal agencies and refer related contacts for appropriate follow-up; supervise HACU programs based in the Washington DC office. Master’s degree in Public Administration, Higher Education or related field with extensive experience in federal relations and policy analysis, preferably in higher education or education-related issues. Experience and/or training at the federal/state level on issues impacting Hispanics in higher education. Knowledge should include familiarity with the process of legislation and federal appropriations. Experience working with legislative assistants and governmental regulation writers is most appropriate. A Ph.D. in related discipline is highly desired. Spanish language proficiency highly desired. Must be able to travel frequently. (Located in Washington, DC) Qualified candidates can mail, fax or email their resume with salary history to HACU, Att: HR Dept., 8415 Datapoint Drive Ste. 400, San Antonio, TX 78229 FAX(210)576-3293, email jobs@hacu.net EOE

The City University of New York

ASSISTANT PROVOST FOR ASSESSMENT, ACCREDITATION & PROGRAM REVIEW (Administrator)

The Assistant Provost for Assessment, Accreditation and Program Review will report to the Provost and Vice President for Academic Affairs. Working as a team with the Directors of Assessment and Institutional Research, the Assistant Provost will have oversight of the assessment of student learning and will lead the assessment of institutional effectiveness college-wide. The Assistant Provost will help lead the preparation all college accreditation reports and work with the Deans’ Offices on school-wide accreditation efforts. The Assistant Provost will assist with all academic programs and with the development of new degree and certificate program proposals. The Assistant Provost will also oversee the regular updating of the college catalogues.

MINIMUM QUALIFICATIONS: This position is in CUNY’s Executive Compensation Plan. All executive positions require a minimum of a Bachelor’s degree and eight years’ related experience. Additional qualifications are defined below by the College.

OTHER QUALIFICATIONS: • A doctoral degree in Social Sciences, Education, Mathematics, Statistics, or a related field strongly preferred • Strong quantitative and qualitative skills and experience in research methods and design and statistical analyses • Eight years of higher education experience in assessment (student learning and institutional effectiveness) and regional and special accreditation; experience with curricular program development and review a plus • Demonstrated ability to work successfully and collaboratively with faculty and personnel at all administrative levels • Ability to engage in evidence-based planning and decision-making and to educate and engage the community in these activities • Outstanding oral, written, organizational, and presentation skills and the ability to write and communicate datarich reports that are easily understood by various stakeholders COMPENSATION: Commensurate with qualifications and experience.

BENEFITS: CUNY offers a comprehensive benefits package to employees and eligible dependents based on job title and classification. Employees are also offered pension and Tax-Deferred Savings Plans. Part-time employees must meet a weekly or semester work hour criteria to be eligible for health benefits. Health benefits are also extended to retirees who meet the eligibility criteria.

HOW TO APPLY: Applications can be submitted on-line by accessing the CUNY Portal on City University of New York job website http://cuny.edu/employment.html and navigating to Careers at CUNYfirst. Current users of the site should access their established accounts; new users should click on the appropriate link to register.

JOB ID: 9533 Instructions: http://cuny.edu/employment/cunyfirst/CUNYfirst-application.html CLOSING DATE: The search will remain open until the position is filled.

EQUAL EMPLOYMENT OPPORTUNITY. We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

The Best Candidate for you

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DEAN OF THE LEWIS COLLEGE OF HUMAN SCIENCES Illinois Institute of Technology (IIT) seeks nominations and applications for the position of Dean for the newly formed Lewis College of Human Sciences, for a term beginning July 1, 2014.

The Lewis College of Human Sciences (LCHS) is located on IIT’s 120-acre Main Campus. With approximately 45 full-time faculty, the newly formed LCHS is comprised of three academic departments: Humanities, Psychology, and Social Sciences. The programs in the College focus on exploring and explaining the world during a time of rapidly changing technology. Each of the academic departments in the College offers several undergraduate programs, and MS and PhD degrees are granted in the departments of Humanities and Psychology. The Department of Psychology grants more PhDs than any other unit within the university.

The formation of LCHS demonstrates the university’s commitment to and renewed emphasis on the human sciences. The College is poised for growth, both in the number of faculty and undergraduate students. Important goals for the College are to enhance its existing programs while providing synergistic opportunities for innovative, cross-disciplinary research and education that will lead to the development and growth of new areas. A fundamental belief of the College is that studying the human sciences gives meaning and relevance to the technological advances and problems facing the global world.

IIT is a private, Carnegie “High Research” institution that is internationally recognized in distinctive areas of education and research, using as its platform the global city of Chicago, driven by a professional and technology-oriented focus, and based on a culture of innovation and excellence. With a growing undergraduate population of approximately 3000 students, and a total student population of approximately 8000, IIT fosters a multicultural learning and living experience. IIT’s mission is to provide distinctive and relevant education in an environment of scientific, technological, and professional knowledge creation and innovation.

The University seeks an academic leader with demonstrated administrative experience; evidence of success in program building; a record of successful fiscal responsibility and budgetary management; a history of collaborative relationships; success in securing external funding; and excellent communication and interpersonal skills. Candidates should have an exceptional record of scholarship and/or research commensurate with appointment as a tenured full professor within one of the LCHS departments, a collaborative management style, and strong interest in supporting both teaching and research. The successful candidate will be committed to the university’s goal of diversity and inclusiveness, and have a demonstrated history of working effectively with persons of all races, genders, ethnicities, nationalities, sexual orientations, religions, and backgrounds.

For additional information, visit: www.iit.edu/humansciences/dean_search The search committee will be accepting applications, recommendations, and inquiries until the position is filled. Review of applications will begin on January 13, 2014. All inquiries, nominations, and applications will be treated in a confidential manner. Individuals from underrepresented groups are encouraged to apply. Salary and benefits are competitive and negotiable.

Applications, nominations, and inquiries should be directed to: Mirah Horowitz Russell Reynolds Associates, Inc. iit.deanhumansciences@russellreynolds.com 202.654.7800 Illinois Institute of Technology is an affirmative action/equal opportunity employer.

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11/18/2013

BILL & MELINDA GATES INSTITUTE FOR POPULATION AND REPRODUCTIVE HEALTH DIRECTOR The Bill & Melinda Gates Institute for Population and Reproductive Health (Gates Institute) seeks nominations and applications for the position of Institute Director.

Established in 1999, the Gates Institute’s mission is to build individual and institutional capacity in the developing world by strengthening the effectiveness of population, family planning and reproductive health policies and programs. The Institute works across the academic, public and private sectors, collaborating with reproductive health researchers and leaders of reproductive health programs to establish enduring training programs and new leaders, transfer international best practices, conduct collaborative research and translate findings into actionable programs and policies. The Gates Institute is housed in Department of Population, Family and Reproductive Health (PFRH), but collaborates with faculty across the University. With 20 staff and 14 affiliated faculty, the Institute focuses on the developing world, especially Africa. It has projects in over 15 countries and now has active collaborations with universities in Egypt, Ethiopia, Ghana, Kenya, Uganda, Malawi, Nigeria and Burkina Faso. It is playing an instrumental role in training the next generation of public health leaders as evidenced by the caliber and successes of its graduates and current students.

Founded over 130 years ago, the Johns Hopkins University is a world leader in both teaching and research. As one of the University’s nine academic divisions, the Johns Hopkins Bloomberg School of Public Health is the largest school of public health in the world and the first institution of its kind worldwide. The Bloomberg School has ongoing research projects in more than 130 countries and a total annual budget of more than $500 million. The Department of Population, Family and Reproductive Health is committed to excellence in education, research and public health practice to advance population, family, reproductive health and women’s health both domestically and internationally. The Department has more than 40 faculty and nearly 150 Master’s and Doctoral students. Over the years, the Gates Institute has offered scores of students the opportunity to gain hands-on research, training and advocacy experience.

Depending on the selected candidate’s strengths, she/he will have an academic rank of Professor or Senior Scientist. The successful applicant will be an established leader in international population and reproductive health. She/he will have a history of academic service, and demonstrated administrative, fund raising and research skills. A strong record of publications in peer-reviewed journals is desirable. The Director will provide intellectual leadership in the promotion of population and reproductive health, represent the Institute within and outside the University and participate fully in the PFRH. Applicants should submit their CVs electronically (.doc or .pdf format preferred) to: Mirah A. Horowitz Consultant to the Search Committee Russell Reynolds Associates jhugatesinstitute@russellreynolds.com The Johns Hopkins University does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status, veteran status or any other occupationally irrelevant criteria. The University is an equal opportunity/affirmative action employer committed to recruiting, supporting and fostering a diverse community of outstanding faculty, staff and students. Applicants sharing this goal are encouraged to apply. The University is a drug-free and smoke-free workplace.

ADVERTISING INDEX POSITIONS

VICE CHANCELLOR FOR STUDENT AFFAIRS INDIANA UNIVERSITY NORTHWEST

The Vice Chancellor of Student Affairs is the chief student officer for the campus and functions as the Dean of Students. As part of the campus senior leadership team, the VCSA is engaged in the strategic vision for planning that affects student success, life, and experiences on the campus. The VCSA is responsible for envisioning, planning, managing, and delivering services to meet the needs of the University’s undergraduate and graduate students, as well as prospective students; provides strategic leadership, appropriate support to academic goals and advice in the development and implementation of student policy. The VCSA has responsibility for developing, implementing, and coordinating campus-based programs that meet the varying needs of a culturally diverse student population and encourages the success of all students. The VCSA has a role in co-leading campus Enrollment Management, in collaboration with the Office of Academic Affairs, with high priorities that include student academic success, retention, and degreecompletion rates. Principal direct reports include admissions, financial aid, student life, intercollegiate athletics, counseling, and career services.

A successful candidate should have demonstrated leadership ability, experience with student advocacy, a record of involvement in community engagement; excellent communication skills; strong management and budgeting experience; knowledge in the areas of equity, diversity and ADA compliance; a strong understanding of academic issues, especially pertaining to academic integrity; ability to work with academic units to create cocurricular components that advance student learning outcomes; an excellent understanding of governmental programs, agencies, and laws that specifically address university and student issues and experience in administering and obtaining grants and scholarships.

A doctorate in a field relevant to this position is required, and at least 3 years of experience after receipt of the doctorate expected. Five or more years of high-level leadership in administration of student programs or related professional experience in higher education is expected. Additional experience should include supervisory roles, preferably on an urban campus that serves a broadly diverse student population. Candidates must possess excellent communication skills together with strong leadership, collaborative abilities, and financial management experience.

To apply, a cover letter and resume/curriculum vitae are required. Contact information for three references should be included in the submission documents. Application is made by visiting https://jobs.iu.edu, browse jobs, select IU Northwest and then selecting this position. All applications received

by January 15, 2014 will receive full consideration, but review of applications will continue until the position is filled. The required file format is “pdf” for the uploaded files. The expected start date is July 1, 2014, but this is negotiable.

One of the eight comprehensive universities in the Indiana University system, IU Northwest is located in metropolitan Northwest Indiana, approximately 30 miles southeast of Chicago and 5 miles from the Indiana Dunes National Lakeshore. The campus has a diverse student population of nearly 6,500 students and offers primarily Baccalaureate and Master degrees in a variety of disciplines. Undergraduate and graduate programs are available in arts and sciences, business and economics, education, nursing and health professions, public and environmental affairs, and social work. The campus is also home to the IU School of Medicine Northwest. IU Northwest emphasizes high quality teaching, peer-reviewed research and creative activity, community engagement, and service. As a student-centered campus, IU Northwest is committed to academic excellence characterized by a love of ideas and achievement in learning, discovery, creativity and engagement.

IU Northwest is an equal employment opportunity, affirmative action employer with a commitment to recruiting and retaining a diverse faculty and staff by expanding employment opportunities for minorities, women and persons with disabilities.

ARIZONA

University of Arizona

20; 24

CONNECTICUT

Asnuntuck Community College

25

Manchester Community College

24

Sacred Heart University

26

D.C.

Hispanic Association of Colleges & Universities

28

ILLINOIS

Illinois Institute of Technology

30

INDIANA

Indiana University Northwest

31

LOUISIANA

Louisiana Community & Technical College System

22

MARYLAND

Johns Hopkins University

30

MICHIGAN

Wayne State University

25

NEW JERSEY

Montclair State University

21

Rutgers, The State University of New Jersey

28

William Paterson University

19

NEW YORK

Hunter College/CUNY

23; 26; 27; 28

NORTH CAROLINA

Appalachian State University

27

PENNSYLVANIA

California University of Pennsylvania

18

Indiana University of Pennsylvania

26

Temple University

6; 27

University of Pennsylvania

23

University of Pittsburgh-Johnstown

23

TEXAS

Texas State University

20

University of Texas-Tyler

22; 29

CONFERENCES

American Association of Hispanics in Higher Education, Inc.

DC

2

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

11/18/2013

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P ri min g the Pump. ..

PARENT ENGAGEMENT IS CRUCIAL TO LATINO STUDENT SUCCESS

G

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

ood education for Latinos still starts with parents.

Hispanic children are typically eager to learn but they are not always ready for school. Latino parents need to provide the basics to help prepare their child to learn, whether in elementary school or beyond. Preparation needs to start during early childhood and continue all the way to the steps of the university.

Time is an essential resource in raising children. Time to talk, listen, play, read or just “hang out” is necessary to build the relationship between parent and child and the skills necessary to get along well at school. With parents working long hours, preoccupied with other activities or absent from the home, children often go without the vital attention to direct their attention and behavior. And when those children arrive at school, they might disruptively seek attention or be unable to follow rules or routines set by the teacher. A child’s ability to practice self-control – a key to self-directed academic performance – begins at home, with the parent taking the time to guide the child’s behavior.

Stability within the family and community helps develop an emotionally stable child, ready to learn. Divorce, volatile relationships, people frequently moving in and out of the home, domestic violence or other disruptions cost a child’s sense of security, making it harder to focus and learn. The wider Latino community – extended family, churches and other organizations – can help, and it is best that they be a consistent presence, not just an emergency resource.

The structure imposed by Hispanic parents through rules, limits and routines helps children know how things work and what to do. Without structure, children must repeatedly figure out or negotiate situations, resulting in anxiety (often confused with inattention), frustration, arguments and lost learning time. Structure helps a child prepare for and master a situation. It also reassures students that adults are in charge, and that fosters respect, a basic Hispanic value that many fear is being lost.

Consistency supports structure. Latino students learn better when they know that people are reliable, the rules are applied the same way across time, and routines provide

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ways to proceed despite change. Though some people confuse consistency with being boring, more people find comfort in it and discover that it allows them to spend their energy getting things done.

Love tops the list in terms of human emotional needs, but it is not sufficient for a child’s readiness to learn (and that is why it is lower on this list). Parents often think that providing food, clothing and shelter shows a child that they are loved, but children need to hear those words from a parent who provides the context of stability, structure and consistency. The automatic “love you” after each phone call or text does not stick the way that same expression spoken face-to-face, without distraction or hurry, does. When it is heartfelt and well-timed, there is no question about its truth.

Knowing the parent’s love is firm and unconditional provides an emotional anchor so the student is free to learn.

Expectations set by parents provide a goal and direction for Latino children as they eventually learn to set their own.

Sometimes people think that “unconditional love” means that a child’s behavior does not matter, but nothing is further from the truth. Age-appropriate and longer-term expectations directly stated by Latino parents to their children reinforce the rules, routines and structures set in place and they help a child set sites on academic achievement, now and in the long-run.

Children really want to please their parents, so expectations, while not determining a parent’s love, can boost a child’s selfesteem by challenging them to meet a goal and celebrating when they do so. School is a good place to set age-appropriate expectations, and Hispanic children need to have them lest they mistakenly assume that what they do does not matter.

Parental involvement, another key to Latino student success, sends the message to the child and the school through the parent’s example that education is important and student-focused. It allows a parent to know (at least to some extent) what is happening within the school and how their child is participating. And it gives the entire family the heads-up about how to prepare for higher education in the years ahead.