DECEMBER 2, 2013
Handling Generation X
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VOLUME 24 • NUMBER 05
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by Carlos D. Conde
LATINO KALEIDOSCOPE
If
What? Women Mariachi Groups!
there is one thing, Mexican men zealously defend –real or folkloric – is their machismo, their music, their lusty gritos and serenading the señoritas with a mariachi group on a moonlit night. For the emotions, it’s about the passions set to music and, besides women, it can involve historical happenings like revolutions, disasters or tales of revered heroes. If it’s at the cantina, there’s probably a bottle of tequila on the table for the charros to do some serious drinking, usually over unrequited love while they contemplate their romantic fate as the mariachis wail away. Or the music can be a testimony to their masculinity and about their bravado when they confront the bad guys or bad situations. Mariachi music is usually identified with the Mexican musical legends like of José Alfredo Jiménez, Vicente Fernández, Pedro Infante, Jorge Negrete and the group, Mariachi Vargas de Tecalitlán. Sorry but Lola Beltrán, a Mexican singing icon, doesn’t really fit in the mariachi legend category. Some ask: How can a distaff mariachi singer interpret the love ardor or confrontations of situations involving mostly masculine settings? Nevertheless, there are and have been some throaty Mexican females belting out mariachi songs. It can be difficult for many, particularly Mexican men, to picture a woman singing with such lovelorn passions and identifying with their hurt. I hate to tell you guys but women seem to want to seriously infringe on this muscular Mexican musical genre that has always identified the Aztec nation and scattered women mariachi groups have been around for some time even if they don’t always relate to the musical purpose. Mariachi music is usually about delivering a message. I remember my own experience with this. I had started courting a pretty Mexican señorita who had just parted ways with her longtime boyfriend. When I took her to her doorstep that first night, the sound of mariachi music broke through some shrubbery alongside her country home. Standing alongside the mariachi group was her rejected and dejected ex-lover and he let the music say it all. Unless the parting is seriously acrimonious, which thankfully this wasn’t, the protocol is for the lady to listen briefly to the music in polite acknowledgement while the new romantic interest – me – slips away, hopefully still physically intact. It’s difficult to picture an all-female group serenading a love-struck couple when the dimensions don’t fit but unbe-
knownst to many, the distaff side has for some time now been playing mariachi music as all female or integrated groups. It’s certainly not cantinas and it’s mostly concert hall music with all kinds of musical gadgetry although some have maintained the traditional purity of this music. Mariachi music was formed in the way of many informal musical groups with discordant instruments that, as time went by, were blended into a musical sound all its own. Depending on which historian you believe, and I like the state of Jalisco version best, and the one I first heard long ago, mariachi music was born centennials ago in the environs of Guadalajara, Jalisco, and the communities of nearby Lake Chapala where many Americans and other expats had permanent or getaway homes. Their affluent lifestyle included a lot of partying and other social events like weddings so, as the story goes, they went to Guadalajara to hire musicians for their functions and being a bit deficient in the local language sought a “marriage” band to hire. Being equally deficient in English, the locals bastardized “marriage” into “mariachi” and a new musical term was born. Evolution is not static and not long after, some all-female groups started to evolve but the girl musicians don’t easily fit in cantina venues or other all-male scenarios so they are mostly for now appearing at concert halls, birthday gigs, coming-out pageants and supermarket openings. In the 1950s, some early all-female mariachi groups like “Mariachi de Muchachas” and “Estrellas de Mejico” formed in Mexico City with limited exposure. One of the more recent successes is New York City-based all-women “Mariachi Flor de Toloache.” The ninemember mariachi includes a German, an Egyptian, a Cuban- American and an Argentine and other assorted nationalities. There is also Los Angeles-based Mariachi Divas and women now are playing in male-dominated mariachi groups. Some high school mariachi groups prominently feature female musicians. However, mariachi is still primarily a man’s world that clings to its traditions and is slow to adapt to social change.
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Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.
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MAGAZINE® DECEMBER 2, 2013
CONTENTS A Call for New Strategies to Address Student High-Risk Drinking by Paul Hoogeveen
Rául Sánchez Joins Stony Brook to Oversee Title IX by Frank DiMaria
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Handling Generation X and Millennial Employees: 14 Why do they leave, and why do they stay? by Andrew M. Peña
ENLACE Helping First-Generation Latino Students Succeed by Gary M. Stern
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Report Says Majority of Two-Year Transfer Students Complete Bachelor’s Degree by Angela Provitera McGlynn
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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Executive Editor – Marilyn Gilroy Managing Editor – Suzanne López-Isa News & Special Project Editor – Mary Ann Cooper Administrative Assistant & Subscription Coordinator – Barbara Churchill Washington DC Bureau Chief – Peggy Sands Orchowski Contributing Editors – Carlos D. Conde, Michelle Adam Contributing Writers – Gustavo A. Mellander
DEPARTMENTS
Art & Production Director – Avedis Derbalian Graphic Designer – Joanne Aluotto
Latino Kaleidoscope
by Carlos D. Conde
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Sr.Advertising Sales Associate – Angel M. Rodríguez
What? Women Mariachi Groups!
Interesting Reads
Article Contributors Frank DiMaria, Paul Hoogeveen, Angela Provitera McGlynn, Andrew M. Peña, Miquela Rivera, Gary M. Stern, Mirna Troncoso
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Editorial Policy
Book Review
by Mary Ann Cooper
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Higher Education in America
Uncensored
by Peggy Sands Orchowski
11
The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.
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Esquina E ditorial
The
first rule in sales is to know your buyer. In the case of higher education the buyers are undergraduate and graduate students and the sellers are colleges and universities. The challenge for these institutions is to figure out what makes those potential “customers” tick. In this issue of HO we explore the complexities of generational affiliation among Generation X and Millennials. What researchers are learning is that today’s students are far more mobile and far less traditional in their thinking than a generation ago. Their attitudes are evident in the workplace where employers say they are facing higher turnover rates than at any other time in history. How will schools adapt to the changes in their student body? That’s the million dollar question. In this issue we also explore the topic of “non-traditional” students. As we report, the Association for Non-Traditional Students in Higher Education (ANTSHE) says that students from 25 to 69 years of age comprise nearly 47 percent of the new and returning student population on many of today's college campuses. For a variety of reasons including advances in technology, a changing job market and a sluggish economy, Latinos are a large part of those non-traditional students heading back to school after an academic hiatus. These students are even more of a wild card for schools as they put in place policies to accommodate a more diverse population. That brings us to ENLACE (Engaging Latino Communities for Education), also featured in this issue. Their imperative is to encourage more Latinos to graduate from college. The name ENLACE derives from the Spanish word that means link or weave. What a perfect way to describe the mission of colleges and universities to attract and retain their “buyers.” ¡Adelante! Suzanne López-Isa Managing Editor
DEAN OF THE SCHOOL OF BUSINESS AND MANAGEMENT OPPORTUNITY STATEMENT Azusa Pacific University invites applications and nominations for the Dean of the School of Business and Management. Candidates with an earned doctorate in a related field, a terminal degree, or exceptional achievement in business and management are invited to apply. The dean reports to the provost, serving as the chief academic and administrative officer of the School of Business and Management. A record of strategic, student-centric leadership, exceptional communication skills, and proven ability to effectively lead change is required. Applicants should also demonstrate a commitment to, and scholarly understanding of, faith integration in the learning process. Experience at an AACSB-accredited institution is also preferred. The new dean will network with business executives and alumni to augment student experiences through internships and job opportunities, establishing and maintaining effective partnerships with business communities, industry, and government in the greater Los Angeles area, nationally, and internationally. The successful candidate will also collaborate with the Office of University Advancement to identify and obtain donor support for existing and new programs and initiatives. The 25 faculty of Azusa Pacific’s School of Business and Management prepare professionals to lead with integrity. The school offers seven undergraduate business majors to nearly 1,000 students, with degrees in accounting, business management, business economics, economics, finance, international business, and marketing. Graduate education options include an innovative Millennial MBA, as well as on-campus, online, and Young Executive MBA and Master of Arts in Management programs. The newest graduate degree is a Master of Professional Accountancy offered through the LP and Timothy Leung School of Accounting within the School of Business and Management. Azusa Pacific offers 57 bachelor’s degrees, 40 master’s degrees, 14 certificates, 10 credentials, and eight doctoral degrees to more than 10,000 students. The university is interested in developing a diverse faculty and staff, increasing its ability to serve a diverse student population. As an evangelical Christian institution, APU affirms the Lordship of Christ and the authority of Scripture in all areas of life and expects its employees to model Christian values in their Christian faith. The application deadline is January 17, 2014. For the complete opportunity statement, please visit apu.edu/cp/employment/. Nominations, résumés, and expressions of interest should be submitted electronically to the consultant supporting Azusa Pacific, Mr. Joe Bradley, at the address below. Please include a letter describing qualifications and interest in the position, a curriculum vitae, a statement of Christian faith, and three references, including names, addresses, and phone numbers. All communications are confidential. Bradley Resource Group, 778 Brokenwood Trail NW, Marietta, GA 30064 Joe@BradleyResourceGroup.com, (770) 843-8928
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Interesting Reads
The Diversity and Inclusion Handbook By Sondra Thiederman Why should diversity and inclusion matter to you and your organization? When team members of all backgrounds are included, valued, and respected for their uniqueness and what they have to contribute, they truly are more creative, more committed, more collaborative, and more motivated to participate to the fullness of their potential. This handbook is a guide through the three key dimensions of diversity and inclusion each of which contributes to the ultimate goal of individual and organizational success. 2013. 56 pp. ISBN: 978-188522861. $10.95. paper. The Walk The Talk Company, Bedford, Texas. (972) 899-8300. www.walkthetalk.com. Generation on a Tightrope: A Portrait of Today's College Student By Arthur Levine and Diane R. Dean An understanding of today’s undergraduate college students is vital to the effectiveness of our nation’s colleges and universities. This volume offers educators, researchers, practitioners, policymakers, and employers guidance and a much-needed grasp of the forces shaping the experiences of current undergraduates. It also explores the similarities and differences between today’s generation of students and previous generations. 2012. 256 pp. ISBN: 978-0470376294. $31.55. cloth. Jossey-Bass, Hoboken, N.J. (201) 748-6000. www.wiley.com La Sociedad: Guardians of Hispanic Culture along the Rio Grande By José A. Rivera In 1900 Celedonio Mondragon and several other San Luis Valley residents formed the Sociedad Proteccion Mutua de Trabajadores Unidos (SPMDTU) to help prevent the usurpation of Hispanic land ownership and to combat discrimination against wage laborers. José Rivera examines the core values that have bonded SPMDTU members across generations and have sustained the organization for more than a century and addresses the question of whether or not La Sociedad will survive in the 21st century. 2011. 225 pp. ISBN: 978-0826348944. $35.00 cloth. University of New Mexico Press, N.M. (800) 249-7737. www.unmpress.com
Higher Education in America by Derek Bok Hardcover: 2013. 496 pp. $35.00. ISBN: 978-0691159140. Princeton University Press, Princeton, N.J., (609) 258-4900.
As
the structure and focus of college and university life continues to evolve, there is no better time to take a step back and analyze how graduate and undergraduate institutions are adapting to changing times and what can be done to make these institutions more efficient and effective. Former Harvard president Derek Bok has stepped forward to offer such an analysis with his book, Higher Education in America, a comprehensive analysis of what’s working and not working on today’s campuses across America. Bok starts with the premise that colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation. Once this imperative is established he takes apart the higher education system, examining public and private schools, from community colleges and small liberal arts colleges to great universities as well as their research programs and their medical, law, and business schools. No stone is left unturned by Bok. His analysis carries weight not only because of his background at a prestigious Ivy League school, but because he has more than done his homework to support his conclusions. He has drawn on the most reliable studies and data. That is not to say that he agrees with the conclusions and assessments he cites. Bok is more than comfortable calling out which criticisms of higher education he feels are unfounded or exaggerated. He also shines a spotlight on criticisms he feels are well-founded, and goes on to suggest constructive solutions to address those problems. Books that seek to address problems in higher education fall into two categories; either they address traditional issues to the exclusion of problems facing colleges and universities in the 21st century or they only address problems associated with the digital age. Bok addresses ongoing issues that have concerned institutions of higher education for decades such as rising college costs and the relevancy of curriculum. However, he also takes on other topics such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Derek Bok is the 300th Anniversary University Research Professor at Harvard University. He served as the 25th president of Harvard from 1971 to 1991, and he served again as interim president from 2006 to 2007. His many books include Our Underachieving Colleges, Universities in the Marketplace, and the acclaimed best seller, The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions. Reviewed by Mary Ann Cooper
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REPORTS
A Call for New Strategies to Drinking
The
by Paul Hoogeveen drug-related deaths this past September of Jeffrey Russ and Olivia Rotondo, who was a 20year-old student at the University of New Hampshire, led to a scramble of media attention on the apparent increase in popularity of the party drug MDMA (Methylenedioxymethamphetamine, better known as Molly) just as college students began starting the fall semester. The drug, a purified form of Ecstasy, is tied closely to the electronic dance music scene and has been linked to a number of overdoses in New York and Boston. But while the rise in use of MDMA is currently getting all the attention, the perennial issue of high-risk drinking by college students …each year on average, 696,000 remains a significant problem on many college campuses. A recently updated Task Force students were assaulted by fellow on College Drinking report to the National students who had been drinking; Institute on Alcohol Abuse and Alcoholism (NIAAA) – A Call to Action: Changing the Culture of Drinking at U.S. Colleges – exam- 599,000 more suffered injuries related ined the complex nature of the culture of colto drinking; 97,000 suffered sexual lege drinking, its far-ranging consequences for students (whether or not they choose to assaults as result of drinking; and drink) and recommendations for colleges and universities to address the problem. 1,825 students died. The report focused on the outcomes of excessive drinking and how to address student drinking effectively. “Rather than debate how many drink how much, the task force focused on the Among the primary causes of high-risk drinking identified consequences,” said then-Acting Director Dr. Raynard is the “culture” of drinking. As described in the report, this Kington in his forward to the report. “What it found chal- culture has long been deeply entrenched in every aspect of lenges many common assumptions about the size and nature college students’ environment – from alcohol advertisements of the problem.” in campus sports centers to alcohol-serving establishments The updated figures — taken from the 2009 article, located near college campuses and catering specifically to col“Magnitude of and Trends in Alcohol-Related Mortality and lege students. As a result, student expectations that alcohol is a Morbidity Among U.S. College Students Ages 18-24, 1998- necessary ingredient for social success are perpetuated. 2005,” published in the Journal of Studies on Alcohol and Other factors involved in excessive drinking were also Drugs – are daunting. They indicate that each year on average, cited. Living arrangements, for example, were found to be a 696,000 students were assaulted by fellow students who had significant influence on student drinking. Students living in been drinking; 599,000 more suffered injuries related to fraternity or sorority housing showed the highest drinking drinking; 97,000 suffered sexual assaults as result of drinking; rates, followed by students living in on-campus housing. and 1,825 students died. Commuters living off-campus displayed a lower rate of high-
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Address Student High-Risk risk drinking, while students living at home were the least likely to drink excessively. Also, first-year students, males, whites, fraternity or sorority members, and athletes were all more likely to drink than their peers. Certain college characteristics also appeared to play a role; schools with dominant Greek systems or athletic teams, as well as schools located in the Northeast, were found to have a higher incidence of excessive alcohol use among students. By contrast, students at two-year schools, commuter schools, religious schools, and historically black colleges and universities were the least likely to drink. The report took a proscriptive approach toward the development of programs to combat excessive student drinking, warning against the design and implementation of ineffective programs – which appear to have contributed to the pervasive perception among demoralized college and university administrators that student drinking is an intractable aspect of campus culture. “In general,” the report states, “colleges and universities have not applied the methods, techniques, and findings from cutting-edge alcohol prevention research to the problem of college student drinking.” The report called instead for research-based programs founded upon the active participation of administrators and faculty, cooperation from students and the surrounding community, and support from alcohol researchers. In the process of developing these programs, administrators should establish norms for ongoing refinement and evaluation of programs, and be supportive of longer-term research agendas that might exceed their tenures in office. Also, developing programs that meet institution-specific needs and defining desired outcomes that can be measured are both helpful in creating successful programs. To help institutions develop effective programs, the NIAAA Task Force on College Drinking recommended implementing strategies within what they termed a “3-in-1 Framework” – a comprehensive approach involving multiple complementary components that target three groups: individual students, including students who drink heavily; the student population as a whole; and the institution and its surrounding community. Their recommended strategies, outlined below, interact with and support each other within these three levels. First, steps must be taken via screening services (either oncampus or in the larger community) to identify and assist individual students who are alcohol dependent or at-risk. Effective strategies in this tier should include cognitive-behavioral skills training, to change an individual’s beliefs and thinking regarding the use of alcohol and improve ability to manage stress; norms or values clarification, to examine an individual’s perceptions about abusive drinking behavior and use real data to refute beliefs about tolerance for this behav-
ior; and motivational enhancement (via brief personalized motivational sessions), to help stimulate an individual’s desire to change his or her behavior. Second, the prevailing factors affecting the student population’s general attitude toward alcohol use must be addressed, including the widespread availability of alcoholic beverages; the heavy promotion of alcohol; significant unstructured student time; inconsistent enforcement of laws and campus policies; and the overall perception of heavy alcohol use as the
expected norm. At this tier, what is needed are such strategies as enforcement of existing underage drinking laws; implementation and enforcement of laws to reduce alcohol-impaired driving; restrictions on the density of retail alcohol outlets within the nearby community; and implementation of responsible alcohol service policies in social and commercial settings. Perhaps most importantly, the report recommended the formation of a campus and community coalition of all major stakeholders that would define and approach problem drinking as a community-wide issue, not just a college campus issue. Coalitions such as Communities Mobilizing for Change
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“Rather than debate how
many drink how much, the task force focused on the consequences.” Acting Director Dr. Raynard Kington in Minnesota and the Saving Lives Program in Massachusetts have proven effective in reducing alcohol-related driving
deaths among teenagers and young adults. Third, intervention programs should seek to reframe problem drinking and interventions on college campuses and their surrounding communities as mutual issues and mutual goals, respectively. This tier would include a wide variety of strategies, such as re-instituting Friday classes and exams to discourage Thursday-night drinking; outright alcohol bans on campus; eliminating mixed messages by consistently publicizing and enforcing underage drinking laws; conducting advertising campaigns about the misconceptions of alcohol use; and informing incoming students and their parents about alcohol policies before they arrive and during orientation. The NIAAA report acknowledges that the absolute elimination of problem drinking on college and university campuses is highly unlikely, if not impossible, to achieve. But the elimination of counterproductive programs and the implementation of the strategies and other steps detailed in the report can go a long way to lessening its impact. As Edward Malloy, former president of the University of Notre Dame, said: “It is not realistic to expect that colleges can eradicate alcohol problems among students, given the complexity of the issues and the role of alcohol in the broader social culture. But we can work to prevent alcoholinduced behavior that violates our sense of peace and security and that makes us passive contributors to the degradation of student lives.”
The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America, has been serving the higher education community for 23 years. Focusing like a laser beam on Hispanics in higher ed online and digitally, our exposure is now global. Visit us online or download our free app for your iPad, iPhone or Android devices.
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UNCENSORED
by Peggy Sands Orchowski
DREAMERS ARE ED DEPT’S TOP PRIORITY -- BUT NOT ALONE – U.S. Secretary of Education Arne Duncan was very clear when answering my questions about DREAMers after a National Press Club briefing on Sept. 30. Passing the DREAM Act (that would give legal status to well over a million illegal immigrants under 31 years of age who came into the country before the age of 16 and intend to go to college) is the top immigration reform priority of the U.S. Department of Education (ED). It trumps giving green cards to hundreds of thousands of foreign students who have graduated with advanced degrees in STEM fields, Duncan said firmly. But when asked if he would support a Republican initiative to pass the DREAM Act as a stand-alone bill, he stopped and looked me in the eyes. “Why can’t they (Republicans) just pass a comprehensive immigration bill (which would legalize all 11 plus million illegal immigrants in the country)?” he asked. “It seems some Republicans just want to give legalization to DREAMers alone,” I answered. “No. It makes them (Republicans) look bad. Immigration reform has to be comprehensive,” Duncan answered firmly. “Then don’t Democrats have to be careful not to look like they’re using DREAMers as a bait and switch for comprehensive immigration reform?” I asked. The secretary looked startled at that. He paused: “They must do comprehensive immigration reform,” he concluded firmly. Seems many Democratic leaders these days are maintaining an “all or nothing” position on almost every issue.
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BARRIERS TO STUDY ABROAD? THEY’RE THE FOUR Fs – Studying abroad has become an almost “must have” on a college graduate’s resume – at least for those graduating in the liberal arts and social sciences. While it once gave students an edge in their future competitions, study abroad experience is almost an essential component in many graduate school or job applications today. In September, a two-day conference of international educators, sponsored by the International and Foreign Language Education (IFLE) department of ED in Washington, D.C., was held to address how to make the study abroad experience more accessible for all students, including those in the STEM fields. The barriers to study abroad, especially for minority students, were described as the “Four Fs”, by Lilly López McGee of Diversity Abroad, an organization that helps students find opportunities for work and study abroad. They are Family, Finances, Fear and Faculty (particularly in some fields of study such as the sciences where study abroad can be seen as unacceptably interrupting a strict order of courses and lab work). And while everyone could readily agree that there is great personal enrichment – life changing sometimes – to studying abroad, in these days of accountability, none of the international educators addressed what exactly are the economic benefits compared to the costs of studying abroad.
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SMARTEST KID COUNTRIES HAVE COMMON CORE & TOP TEACHER ED – The book The Smartest Kids in the World (not ours) by Amanda Ripley has been getting a lot of press. American pundits and education leaders are beating themselves up trying to figure out why the U.S. is no longer among the top 10 countries with the highest percentage of college graduates. “Is the fact we are pushing a core curriculum and teaching to the tests, a reason our kids aren’t graduating?” award-winning reporter Andrea Mitchell asked the author on her special education report in October. “No, not at all,” said Ripley. “All of the top college graduate countries have a common core. They all have national standards on what their students must know before graduating from high school and they all have difficult national exams to measure that achievement. The difference is in the way teachers are recruited, trained and employed,” Ripley insisted. To be a teacher in the “top kids” countries like Finland and South Korea, is to be highly competitive, well-paid and very respected. 80 PERCENT OF CC CLASS IS FROM OUT-OF-STATE, MOSTLY EUROPE – A 20-year-long faculty member (who asked not to be identified) at her hometown California community college, surveyed her fall class of 105 students in a popular design program. Only 14 were from the community; 10 were from California; 10 were from other U.S. states; and 71 were foreign students – two from Mexico, the rest from Europe. It seems the international students had priority for classroom slots since they were not allowed to take online courses –- maybe because they paid three times more tuition than community students did for those classrooms. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. 1 2 / 0 2 / 2 0 1 3
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PROFILE
Rául Sánchez Joins
to Oversee Title IX
R
by Frank DiMaria
ául Sánchez, Stony Brook University’s new senior director for Title IX and risk management, has been interested in human rights issues his entire life. While at St. Mary’s University School of Law in his native San Antonio, he taught classes on human rights and carried out legal research on human rights issues related to environmental problems on the U.S.-Mexico border. At the University of Idaho, he guided the development of a university-wide diversity plan and conducted important comprehensive climate surveys. And while he represented financial clients in Latin America and Spain, he always found time to represent clients in human rights cases pro bono. “I have been working in higher education since 1994. I am now privileged to be able to apply my 19 years of professional experience for the good of the Stony Brook community,” says Sánchez, who accepted the position in July and officially started in mid-September. Sánchez reports directly to Samuel L. Stanley Jr., MD, president of Stony Brook. He is responsible for serving as the designated agent of the university for developing, implementing and coordinating all aspects of the school’s Title IX compliance efforts and ultimately for developing and implementing a
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“Colleges and universities
across the U.S. are focusing more and more on gender equity issues in direct response to an increased emphasis on the part of the federal government.” Rául Sánchez, Stony Brook University’s new senior director for Title IX and risk management
risk management program. In this position he oversees the Office of Diversity and Affirmative Action, which carries out complaint investigations and monitors hiring to ensure equal employment opportunity. Sánchez came to Stony Brook from the University of Washington in Pullman where he spent nine years overseeing the hiring process for faculty and professional staff, investigated all complaints of discrimination and sexual harassment and engaged in training and education on related issues. As director of the Office for Equal Opportunity at Washington State, Sánchez initiated a human rights awareness education/training program; made improvements to investigative and hiring processes and procedures; developed resources to promote hiring for diversity in the workforce; established an online sexual harassment/assault awareness course; and created and published periodic human rights reports and conducted legal research to support and advance diversity initiatives. “Colleges and universities across the U.S. are focusing more and more on gender equity issues in direct response to an increased emphasis on the part of the federal government. Most institutions already were addressing such issues to a considerable extent,” says Sánchez. At Stony Brook, Sánchez says, existing offices are prepared to address complaints of discrimination, but there is always room for improvement. His first task in his new role was to carry out a thorough assessment to determine where his office can improve the development, implementation and coordination of all Title IX compliance efforts. “With the help of other colleagues, I also will develop and implement a comprehensive risk management program for the institution,” he said. Sánchez began his post secondary education at Princeton University where he graduated cum laude with a BA from the politics department. He received his MA from the Latin American Studies Program at Stanford University after which he studied in Brazil at the Instituto Universitario de Pesquisas do Rio de Janeiro as a Rotary Graduate Fellow. There he learned and became fluent in Portuguese, adding to his native fluency in Spanish and in English. Upon his return from Brazil, he earned a JD from Harvard Law School where he was a C. Clyde Ferguson Human Rights Fellow and one of the first students in the school’s Human Rights Program. “The human rights fellowship was a memorial scholarship named after Professor of Law C. Clyde Ferguson. He was a giant in the human rights field before joining the [Harvard Law School] faculty in 1976. He was previously a U.S. ambassador, a drafter of international human rights treaties, and a writer. He was one of the first African- American professors at Harvard Law School, and an important role model for many students, including myself,” says Sánchez. It was at Harvard where Sánchez honed the analytical tools he needed to understand human rights concepts from a legal perspective and engage in effective problem-solving. It was also at Harvard where he found a life-long mentor. “The Harvard Human Rights Program was a critical part of my legal educa-
tion. Professor of Law Henry J. Steiner, my mentor to this day, founded the Human Rights Program in 1984,” says Sánchez. After graduating from Harvard Sánchez clerked for Judge Jean Dubofsky, the first female and youngest justice appointed to the Colorado Supreme Court. While clerking for Dubofsky he learned how to be a legal professional. He also learned about the struggles women have endured on the civil rights front and the legal issues that confront many poor Americans. “Judge Dubofsky is a kind and thoughtful human being and a brilliant legal mind…Previously, she worked many years providing legal services to the poor and working on related law reform issues. Nine years of legal opinions gave her an opportunity to improve the court’s sensitivity to the legal circumstances of the poor,” says Sánchez. In private practice Dubofsky would become nationally known as the lead attorney in the case that overturned a Colorado law seeking to deny legal redress to individuals who had experienced discrimination on the basis of sexual orientation. After his clerkship for Dubofsky, Sánchez moved to Mexico City where he worked as a program officer in the Ford Foundation. In that capacity he was responsible for allocating funding to human rights organizations in Mexico and Central America. After nearly five years with the Ford Foundation, Sánchez left to practice law at two different firms in Manhattan where, in addition to representing financial clients in Latin American and Spain, he found time to work on clients’ human rights issues pro bono. “I was fortunate to work for a major law firm in New York City that encouraged its attorneys to carry out legal work on a pro bono basis. It was a win-win situation for the firm and the client. The attorney received more legal experience and the client received valuable legal help. For several years, I drafted reports about human rights conditions in Latin America for an international human rights advocacy group,” says Sánchez. Sánchez took his career in a different direction when in 1994 he joined the higher education community and accepted a position at St. Mary’s University School of Law. For the next six years he directed the Inter-American Legal Studies Program, taught courses on contracts, international business transactions and human rights. While at St. Mary’s, his research interests and academic publications concerned human rights and the environment. He left St. Mary’s to accept a position as special assistant to the president for diversity and human rights at the University of Idaho. He remained there until he joined Washington State University in 2005. Sánchez says that coming to Stony Brook University is an exceptional opportunity for him. The responsibilities of his new position will force him to call upon every aspect of his education and professional experience. Sánchez relocated to the Stony Brook area in midSeptember with his wife, Monica Schurtman, a Stony Brook alumna, currently associate professor in the college of law at the University of Idaho and their twin sons, Nicolas and David, who are seniors at Gonzaga University in Spokane, Wash.
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REPORTS
Handling Generation X and Millennial Employees: Why do they leave, and why do they stay?
T
by Andrew M. Peña here was a time when employers could expect their staff to “stay put” until retirement. Those days, along with the guaranteed pension plans that came with them, are gone. Today’s employers face higher turnover rates than at any other time in history. The younger generations just don’t seem to have the staying power their parents and grandparents had. What happens to an organization when its best and brightest employees are walking out the door? Why would they leave, and what might make them stay? Could those reasons be based on their generational affiliation, whether they are members of Generation X or Millennials? During my tenure as director of human resources for a predominantly Hispanic-serving state university, I studied generational issues while pursuing my doctoral degree. The institution where I conducted my study was located in a major southwestern city on the U.S.- Mexico border, where the majority of the residents are Mexican-American. I was interested in answering some of these questions with a specific focus on employees within an institution of higher education. My study focused on three generational groups: Baby Boomers (1946–1964); Generation X (Gen Xers) (1965–1980); and Millennials (1981–2000). The oldest generation represented at the university, Veterans/Silents (1914-1945), were excluded from the study. The study examined exempt and non-exempt classified employees, excluding faculty and other staff. It was divided into two parts. The first focused on why Generation X and Millennial employees elected to remain employed at this institution, whether they might consider leaving, and if those reasons were related to their association with a particular generational group. That portion of the study is the subject of this paper. As part of a supplemental statistical study, I was able to conclude that there were no effects by ethnicity between generational groups in terms of longevity. This study was conducted using an online survey utilizing Qualtrics as the survey and data analysis tool. Respondents were asked questions geared toward discovering whether their reasons for either remaining or leaving employment were related to their generational categories. Other questions related to the general job and work environment, community involvement, compensation and benefits, and demographic information. The survey, administered in September 2012, was anonymous in 14
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nature and used a simple Likert scale. It was distributed to the email addresses of 397 active employees who were born from 1965 to 1994 and worked in selected and segmented categories. At the conclusion of the two-week period allowed for the survey, 200 of the 397 surveys had been initiated, but only 148 were completed, for a completion rate of 69 percent. The survey ultimately received a 37 percent response rate. The majority of the respondents were married Gen Xers, primarily of Hispanic origin, who were born in the city, or the surrounding area, and had spent a considerable time in the area. This was an important point as it established that the respondents have a strong connection to the community. In regards to education, the majority of the sample possessed a bachelor’s degree, and for some, a graduate degree. Depending on their generational cohort, respondents earned an average annual salary from $25,000 to $55,000, a decent salary range for the community. In terms of length of service, Gen Xers had the longer tenure based on the number of years that they had already invested at the university. The Millennial length of service was low, as had been expected. However, Millennials are also the youngest group employed at this time. Within the next two decades, the Millennial employees will outnumber Gen Xers and will, by that time, have earned a respectable level of job tenure. The results of the study proved to be most interesting and rather unexpected. Both generational groups stated that they really enjoyed working at the university. Eighty-percent of Gen
Xers and 70 percent of the Millennials indicated job satisfaction. Both groups enjoyed the people they worked with and their work environment. Initially, I had theorized that both generational groups would be quick to leave the university for greener pastures. However, the truth was very different. In general, the respondents indicated they would leave, but not because of any generational attribute or stereotype. Rather, they might leave for reasons related to low pay, lack of job or promotional opportunities, no advancement options within their jobs, office politics, changes in management, and lastly the ability to find better benefits outside the university. When asked why they had thus far remained employed, their responses were very encouraging. Generally, the respondents enjoyed working at the university, enjoyed their respective work environment, felt they had great benefits, an excellent educational assistance program, and some stability in their jobs. The latter response was particularly important given the current state of the economy. Several respondents appreciated the academic setting and the ability to interact with students. These were some of the basic rewards that were significant for most employees regardless of generational affiliation. When asked if they intended to remain working at the university, the majority (73 percent) of the Gen X employees indicated that they planned to remain employed, whereas only slightly more than 50 percent of the Millennials were confident that they would do so. When asked if they planned to be at the university over the next three years, neither group believed that they would. This answer was consistent with their feelings regarding the support they thought they might receive from their department for advancement opportunities. In fact, both generational groups felt that their departments could do more in offering promotional opportunities. The majority of the respondents valued their jobs at the university and indicated that financial responsibilities to their families were primary in remaining employed. However, both generations expressed having ambitions to test the job market in a few years. One big concern initially raised in the study was whether the area or community was a deterrent to retention. The majority of respondents were content with their geographical location. This was true for both those in the city and those living in the surrounding community. Both groups connected with their communities, and considered the city and surrounding area their home. However, even having indicated the city as their home, both generational groups felt that the leisure activities within the area were limited. For the Millennials, leaving the city would be an option if given the opportunity; whereas, a smaller number of Gen Xers would do the same. As expected, there was one area which both groups indicated as a major concern. Both groups expressed deep dissatisfaction with their pay. When asked if they were also dissatisfied with their benefits as a separate component, the respondents were very satisfied with many aspects of their benefit plans, including educational opportunities, family-friendly benefits, and retirement planning. For these employees, benefits might have been a factor for many to re-think a decision to leave the university. The results of the survey indicated that the Gen X and
Millennials employees intended to continue working for the university at least for the next three years. They would remain because they enjoy their jobs, the working environment, and the benefits. This seemed to be an overwhelming theme for many in both generational groups. These groups also felt a strong sense of community. This was an important factor in retaining staff. If employees were connected to their community and felt a sense of “home,” this reduced the likelihood of their leaving. However, as expected, there were several areas of concern to both generational groups, namely pay and lack of advancement opportunities.
Given the state of the economy, lack of competitive jobs and decreasing number of voluntary retirements, by the year 2018 many employers might see five generations working side by side. The topic of generational differences in the workplace is an emerging issue. Given the state of the economy, lack of competitive jobs and decreasing number of voluntary retirements, by the year 2018 many employers might see five generations working side by side. As a result, there has been substantial discussion in books, newspapers and magazines which detail the challenges employers have in today’s workplace in dealing with generational differences. The results of the survey demonstrated that turnover and retention of staff were not necessarily related to generational affiliation or cohort association, but rather to other reasons, which were primarily jobrelated. Gen X and Millennial employees were happy working at the university. They appreciated the benefits, enjoyed the academic setting, and planned to remain working at the institution for at least three more years, if not longer. An important 1 2 / 0 2 / 2 0 1 3
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factor keeping them at the university appeared to be the institution’s implementation of effective and consistent management practices. Employee satisfaction also came from programs that engage employees, reward and recognize employees and improve communication. Organizations must continue to gauge the climate of their organizations. They cannot take for granted that Generation X and Millennial employees will
remain employed for the same length of time as members of earlier generational groups. Dr. Andrew M. Peña is assistant vice president for human resource services at New Mexico State University.
Scholars’ Corner While 30 percent of U.S. adults are overweight, the rate is significantly higher for Mexican-origin adults in the U.S. with more than 60 percent of that population being classified as overweight. This is startling considering that Hispanic immigrants in the U.S., most of whom tend to be from Mexico, arrive in the U.S. with a healthier weight than U.S.-born Hispanics. After 15 years, immigrant Hispanics surpass their ethnic counterparts with a worse weight status. More and more Hispanics are being diagnosed at younger ages for weight-related diseases such as diabetes, and this, in turn, is leading to a lower quality of life and decreased productivity. There are two main reasons why these issues should concern educational researchers: children spend a lot of time at schools, and educational attainment is closely tied to access and opportunities that shape health behaviors. Many lowincome Hispanic students participate in the National School Lunch Program, often eating up to two meals a day at schools. This is critical given that food preferences are shaped early on. Moreover, educational attainment shapes the access individuals and communities have to knowledge, innovations, and resources. Studies have documented that low-income Hispanic families experience a disconnect when their children eat a certain type of food at school and then begin to reject the food that is served at home, which is often healthier than fast food. Low-income Hispanic immigrant families have also begun to show a waning of the dinnertime routine — oft considered a marker of family health. For my dissertation, I am using ethnographic methods to conduct a study with Mexican immigrant families in California. I observe and interview them about how migration and the work they do in the U.S. has impacted their food decisions. I also explore how they have socialized their children to eat traditional food and how the food preferences of their children have been impacted by participation in school food programs. My interest in Hispanic health actually began one month after I finished college and was diagnosed with leukemia. While a patient, I witnessed how many Hispanic cancer patients who did not have a college degree had a more difficult time managing their disease, compared to college-educated patients. Now a survivor, my observations influenced my interest in understanding more deeply the experience of low-income Hispanics, both U.S.-born and immigrant, and how they navigate a variety of health issues. I began a doctoral program at the University of California- Los Angeles’ Fielding School of Public Health in order to advance a research agenda that is committed to improving the health and educational levels of Hispanics. As the daughter of Mexican immigrants, I knew that my experiences could be helpful in both conducting research and in framing a research agenda that was sensitive to the ways in which immigrant families experience a slew of transformations in the migration process. As a 2013 AAHHE graduate fellow, I have gained confidence in my goals as an academic, have expanded my network, and feel more prepared than ever to take the helm of responsibility awaiting my generation. By Mirna Troncoso PhD Candidate, University of California-Los Angeles, Fielding School of Public Health, Department of Community Health Sciences, 2013 American Association of Hispanics in Higher Education Graduate Fellow
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ORGANIZATIONS
HELPING FIRSTGENERATION LATINO STUDENTS SUCCEED
In
by Gary M. Stern 1999, the W.K. Kellogg Foundation established ENLACE (Engaging Latino Communities for Education) to encourage more Latinos to graduate from college. It started as a national organization supported by regional grants and encouraged Latino students to connect with colleges and community groups. The name ENLACE derives from the Spanish word that means link or weave. ENLACE encourages many organizations to partner with firstgeneration Latino students. Just as Hillary Clinton noted that it takes a village to raise a child, the premise of ENLACE is that many organizations need to join forces and see issues from the Latino students’ viewpoint to help them succeed. Hence universities, community colleges, school districts, community organizations, nonprofit groups, educators, students and parents must coalesce to encourage Latino collegiate achievement. The expanded network eliminates barriers and finds solutions to overcome the multiple obstacles that thwart many first-generation Latino students from achieving success in college. For example, one effective strategy entailed intervening early with Latino high school students to keep them involved in college prep courses. The Kellogg Foundation launched ENLACE in seven states including New York, California, Texas and Illinois, and described it as an “ambitious model for increasing the success of Latino students along the K-16 educational pathway.” It emphasized “community-driven educational reforms and creating a more seamless path to college.” Promoting a closer relationship between K-12 and colleges could assist Latino students in applying and graduating from college. At its peak, ENLACE involved over 100,000 students nationwide. ENLACE focuses on several major activities including: 1) mentoring and tutoring in English, science and math; 2) increasing parental involvement through ENLACE partnerships to create a college culture; and 3) implementing curriculum changes in local schools to address the needs of Latino students in English, math and science and eliminating “tracking.” Specific actions resulting from ENLACE included establishing college-ready classes in middle school, setting pre-algebra requirements in middle schools to prepare for college, and creating family centers to involve parents and college advisement centers in high schools. Regionally Kellogg provided over $1.3 million for ENLACE FLORIDA which included the University of South Florida (USF), Florida Atlantic University, Florida International University and University of Central Florida. 18
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“It helped hundreds, if not
thousands, of Latino students to learn how to get into college and succeed in higher education.” Paul Dosal, vice provost for student success at USF At USF based in Tampa, Fla., ENLACE was funded by the Kellogg Foundation from 1999 until 2007. “It helped hundreds, if not thousands, of Latino students to learn how to get into college and succeed in higher education. It accomplished that through tutoring, mentoring and advising,” said Paul Dosal, vice provost for student success at USF. He attributes much of its success to peer-to-peer counseling because “students pay more attention to other students.” Ending its involvement was a normal course of action for
foundations like Kellogg’s. “Their goal was to create a self-sustaining project. It wasn’t about indefinite investment,” said Dosal. Essentially, Kellogg developed the program, showed how it could be managed effectively, encouraged interaction among multiple community organizations and colleges and then stepped aside so the colleges could run it on themselves. At USF, Yara Castillo-Gutiérrez, its ENLACE coordinator, said the program encourages Latino and other first-generation college students “to become more involved and have better leadership skills.” By becoming better leaders, they become more selfreliant and confident, which enables them to persevere in college. For example, ENLACE students serve as volunteers in a program with the Hillsborough County School system in which they provide workshops on what it takes to apply to college and attain degrees. Latino high school students are invited to USF campus, which can have a major impact on them, said Castillo-Gutiérrez. Moreover, she provides academic advising, helping students select a major, “re-select” a major when they change disciplines, overcome academic probation, and create a step-by-step program to end academic probation and achieve academic standards. In addition, she encourages them to apply for a variety of scholarships. ENLACE also offers workshops on financial aid. But ENLACE doesn’t just work with students earning undergraduate degrees. Helping students prepare to take the Graduate Record Examinations (GRE) is another major component of what ENLACE offers. In a study on the effect of ENLACE on students’ ability to do well on their GRE tests, over 90 percent of students said it helped them do well. ENLACE students are also encouraged to volunteer at a number of events. “Volunteering enables students to give back to the community and show leadership skills,” said CastilloGutiérrez. “It increases their self-esteem, builds morale, and demonstrates an ability to feel useful and become better citizens of society.” Not only did ENLACE have positive effects on its own, said Dosal, but it led to the creation of the Florida College Access Network, a consortium of several colleges. Unlike ENLACE, which focused on a program for students, the network concentrated on policy, involving “college readiness, access and success,” he said. Since it worked on policy, it could affect most students attending higher education in Florida. Florida College Access Network addressed issues such as “financial aid and advocated on behalf of these underrepresented students,” Dosal noted. First-generation college students need support and assistance, Dosal said. “Learning how to identify colleges, apply to them and get into college is an overwhelming task. For first-generation students who can’t obtain answers at home, these nonprofit organizations can play a major role,” he added. But ENLACE is a program in transition. When the W.K. Kellogg Foundation funding ended, USF had to replace its financial support. Castillo-Gutiérrez, ever the optimist, said, “With funding, the future of ENLACE looks bright.” She said the USF Foundation is busy seeking foundations that will sustain it. ENLACE, she summarized, “affects students in an academic and personal way. It helps them graduate in a guided way and provides academic advantages.”
ENLACE Student Volunteers during one of our “ENLACE Days”
ENLACE Day Students (high school students receiving information from college students about what college is about)
Norma Cano, 2001-2010 ENLACE Coordinator;Yara Castillo, current ENLACE Coordinator; and Norma Bedell, former ENLACE Program Liaison
Vice Provost Dosal would like to see ENLACE expanded at USF. He envisions intensified coordination with middle schools and high schools. He’d like to see more advisors hired who can assist more students. However, he noted that much of the funding for these programs derives from state funds, and the legislature has been shrinking college budgets, not expanding them. Ultimately, he acknowledges, expanding ENLACE “is all about money.”
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REPORTS/COMMUNITY COLLEGES
Report Says Majority of Two-Year Transfer
Students Complete Bachelor’s Degree
by Angela Provitera McGlynn
very year, thousands of students enroll in community colleges hoping to transfer to a four-year college and complete a bachelor’s degree. Thus the effective functioning of the transfer system is crucial to the national goals of meeting student aspirations and increasing college completion. The National Student Clearinghouse Signature Report on Baccalaureate Attainment presents the most comprehensive description to date of the pathways of community college transfer students. So says Thomas Bailey, professor of economics and education and the director of the Community College Research Center at Teachers College, Columbia University. What makes community college students’ transfer and baccalaureate degree completion highly significant is the critical impact their academic success has on the national college completion agenda. The data has an important influence for both equity and institutional and policy effectiveness. As the stated in the report’s introduction: “With weighty implications for policy and practice, equity and effectiveness, and college completion overall, two- to four-year transfer success is an important area for new research. Building a more accurate and comprehensive view of these students’ enrollment patterns and completion outcomes is a necessary step toward achieving pressing policy goals and social principles. The data presented in this report is an attempt to contribute to filling this gap.” This latest National Student Clearinghouse Research Center (NSCRC) Signature Report, created in partnership with the Indiana University Project on Academic Success, has some good news regarding two-year college transfer students. The data show that about 62 percent of students who transferred from two-year colleges in the 2005-2006 academic year earned bachelor’s degrees at four-year colleges and universities within six years. Another 8 percent were still enrolled and making steady progress toward earning a four-year degree six years after transfer. Focusing on bachelor’s degree six-year completion of twoyear students graduating with an associate’s degree or certificate versus transferring without completing a credential, the researchers looked at completion outcomes also based on gender, enrollment intensity, transfer institution type, length of pre-transfer enrollment at a two-year institution, and time lapse between two- and four-year institution enrollments. Earlier research had already shown that gender, age, and enrollment intensity were all correlated with students’ two- to
E
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four-year transfer patterns in complex and interactional ways. As early as 2002, authors Jacobs and King found that part-time enrollment, often associated with older students’ greater likelihood of working full-time and having children and/or other family responsibilities, was a strong predictor of lower completion rates. The current report, Baccalaureate Attainment: A National View of Postsecondary Outcomes of Students Who Transfer from Two-Year to Four-Year Institutions is based on data made available to the clearinghouse by more than 3500 participating colleges and universities. NSCRC data can facilitate informed institutional and policy decision-making in the following ways: • Allowing researchers to follow students from institution to institution • Providing a longitudinal view of expanded student cohorts, as for example, traditional-age students vs. adult learners, and full-time vs. part-time student cohorts • Describing student pathways including transfer patterns, persistence, and certificate or degree completion in more accurate detail regardless of level and institution of first enrollment The basic finding that two-year college transfer students are likely to complete their BA degrees is encouraging news since starting at a community college appeared to be a risk factor for bachelor’s degree completion in previous studies. What this fifth signature report demonstrates is that two-year institutions can play a significant role in increasing the number of students who earn bachelor’s degrees. The report has compelling equity implications because of the strong overrepresentation of low-income and minority students in two-year institutions. The NSCRC data also showed that students who transferred with a two-year degree or certificate had a much higher probability of completing a bachelor’s than those who transferred without a credential (72 percent to 56 percent, respectively). Another interesting finding was the gap in six-year BA degree completion rates between students who transferred to a fouryear institution within one year of their most recent enrollment at a two-year college and students who transferred after a timeout that lasted more than one year. There was a 26 percent difference in BA degree completion showing how difficult it is to re-start working toward a degree after more than a one year hiatus.
Here are some additional findings from the report: The National Student Clearinghouse drew its data from the • Students transferring to a four-year public institution had a StudentTrackersm and DegreeVerifysm services which track 95 65 percent completion rate compared to a 60 percent com- percent of college enrollments across the nation and across pletion rate for those transferring to a four-year private institu- all postsecondary institutions, including all types of colleges tion from two-year and four-year institutions, public and private, • There is a negligible difference (less than 2 percent) in BA and nonprofit and for-profit institutions. completion rates after transfer between women and men Student outcomes described in this Clearinghouse • Students attending full time after transfer had a better probability of 2005–2006 Transfer Cohort: graduating than those who attended Postsecondary Outcomes Six Years After Transfer *(n=320,911) college part time or with mixed enrollment (83 percent, 24.8 percent, 100% and 62.1 percent, respectively) 90% • Comparing students who transferred from a two-year to a four-year 80% institution with those students who started their degrees at four-year insti70% tutions, the report noted that after 60% eight years, the transfer students who 61.6% started at a two-year college and sub50% sequently transferred completed the 40% BA degree at a rate of 73.5 percent, outperforming those who began at a 30% four-year institution whose rate was 26.6% 20% 63.2 percent. • The majority of two-year to four10% year transfer students in this cohort 7.8% 4.0% also went on to a master’s degree 0% Still Enrolled Completion or Not Enrolled Completion at institution (50 percent) or to a (At Any at Four-Year Still Enrolled Four-Year research/doctoral granting institution Institution) Institution in Two-Year Institution** (40 percent) Sector • Students who transferred to a research/doctoral degree institution *This figure is based on data shown in Appendix C, Table 1. had the highest completion rate (69 **This completion rate includes bachelor’s degrees and higher completed at four-year institutions. percent) followed by those who trans- About 1% of students in the cohort completed an associate’s degree at a four-year institution. ferred to BA degree institutions (60 These completions were not included in the four-year degree completions shown here. percent as mentioned), and to masSource: NSCRC Signature Report #5 ter’s level institutions (59 percent) Perhaps those students who transfer to a research/doctoral degreegranting institution tend to be better prepared academically to Signature Report are based on student-level data representdo post- BA level work. An additional explanation might also ing an unduplicated headcount of students across all institube that research institutions tend to make greater resources tions. This is a unique feature of clearinghouse data and available to students with bachelor’s degrees in the form of more accurately represents the complexity of postsecondary financial compensation, orientation programs and other sup- transfer pathways than previous research. port services. Dr. Doug Shapiro, executive director of the National Angela Provitera McGlynn, Professor Emeritus of Student Clearing House Research Center, says “The results will Psychology, is an international consultant/presenter on help students, institutions and policymakers to better under- teaching, learning, and diversity issues and the author of stand the different pathways to college success.” several related books. Shapiro further states, “The majority of students who transfer from a two-year to a four-year institution are successful, but pre-transfer degrees, destination institutions, timing of transfer, and enrollment intensity are all important factors in completion.”
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DEAN OF THE COLLEGE OF LIBERAL ARTS AND SCIENCES OPPORTUNITY STATEMENT Azusa Pacific University seeks an outstanding academic leader for the position of Dean of the College of Liberal Arts and Sciences. The college includes nine departments and seven special programs, centers, and institutes, and more than 130 full-time faculty members and offers undergraduate and graduate degrees in disciplines ranging from English and political science to psychology, biology, and computer science. The college also supports the university’s mission by housing and directing numerous courses in the General Education program. Candidates with an earned doctorate are invited to apply. A record of strategic leadership, exceptional communication skills, and demonstrated commitment to and scholarly understanding of faith integration in the learning process is required. Candidates must have a significant record of success as an administrator whose credibility, communication skills, and management style can energize a dynamic and accomplished faculty/staff. A sensitivity and genuine commitment to the liberal arts and sciences is essential. The dean reports to the provost, serving as the chief academic officer and will serve collaboratively with senior leadership, faculty, and student governance entities. From a fundraising perspective, the dean will want to lead in philanthropic ventures and engage chairs and faculty in fundraising projects managed in collaboration with the university’s development office. The dean will support diversity, interdisciplinary collaboration, student-centric learning opportunities, and the use of technology to complement instruction and learning. Azusa Pacific offers 57 bachelor’s degrees, 40 master’s degrees, 14 certificates, 10 credentials, and eight doctoral degrees to more than 10,000 students. The university is interested in developing a diverse faculty and staff, increasing its ability to serve a diverse student population. As an evangelical Christian institution, APU affirms the Lordship of Christ and the authority of Scripture in all areas of life and expects its employees to model Christian values in their Christian faith. The application deadline is January 17, 2014. For the complete opportunity statement, please visit apu.edu/cp/employment/. Nominations, rÊsumÊs, and expressions of interest should be submitted electronically to the consultant supporting Azusa Pacific, Mr. Joe Bradley, at the address below. Please include a letter describing qualifications and interest in the position, a curriculum vitae, a statement of Christian faith, and three references, including names, addresses, and phone numbers. All communications are confidential. Bradley Resource Group, 778 Brokenwood Trail NW, Marietta, GA 30064 Joe@BradleyResourceGroup.com, (770) 843-8928
American Association of State Colleges and Universities
Delivering America’s Promise
2014 MILLENNIUM LEADERSHIP INITIATIVE (MLI)
T
he American Association of State Colleges and Universities (AASCU) and the Association of Public Land-grant Universities (APLU) announce the call for nominations and applications for the Millennium Leadership Initiative (MLI) Institute to be held June 7–10, 2014 in Washington, D.C. The MLI Institute enriches the preparation and advancement of persons traditionally underrepresented in the higher education leadership positions of college/university president or chancellor. Further, the Institute helps senior administrators determine if ascending to the presidency or chancellorship is a preferred course for their careers. All qualiďŹ ed candidates are considered for selection and admission. The MLI is a unique professional development program for higher education senior administrators. MLI prepares and encourages vice presidents, provosts and deans in the development of a professional career plan that assists vice presidents and provosts in achieving their next level of advancement to president or chancellor and assists deans to advance to senior executive level positions in higher education. There are two components to the MLI program—an intensive four-day institute taught by a faculty of current and selected former presidents and chancellors and content specialists, and a required yearlong mentorship with a president or chancellor.
WHO IS ELIGIBLE Experienced and tested senior administrators who are at the vice president, provost or full dean level, or the equivalent outside the academy, and who hold a terminal degree are eligible. Candidates must have experience in education, government, or the private sector, and must demonstrate the leadership experience necessary to achieve a presidency or chancellorship in higher education or to advance to vice president or provost. Candidates must be nominated by a president, chancellor or chief %FBEMJOF GPS /PNJOBUJPOT BOE "QQMJDBUJPOT t +BOVBSZ executive oďŹƒcer.
Apply at www.aascu.org/mli/applicationform
FOR ADDITIONAL INFORMATION CONTACT
(only electronic applications will be accepted)
Adrienne Mosley Vincent at
Submit letters of nomination: t electronically to mli@aascu.org t GBY UP t NBJM UP "ESJFOOF .PTMFZ 7JODFOU .-* 1SPHSBN "TTPDJBUF ""4$6 /FX :PSL "WFOVF /8 'JGUI 'MPPS 8BTIJOHUPO %$
vincenta@aascu.org or visit www.aascu.org/mli
CALL FOR APPLICATIONS AND NOMINATIONS 22
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Dean, Texas A&M University School of Law Fort Worth, Texas
Texas A&M University invites nominations and applications for the position of Dean of the Texas A&M University School of Law. The desired appointment date is July 1, 2014.
Texas A&M University is a nationally-ranked, Tier 1 research university. It is the flagship institution of the Texas A&M University System, the fourth-largest university in the United States, and the largest university in Texas. Consistent with its Vision 2020 goal to be recognized as one of the ten best public universities in the nation, Texas A&M University added the first public law school in North Texas to its list of prestigious graduate institutions on August 13, 2013 when it acquired the ABA-Accredited and AALS-Member Texas Wesleyan University School of Law, which is now the Texas A&M University School of Law.
Texas A&M University School of Law is located in downtown Fort Worth, one of the 20 largest cities in the nation. Fort Worth has been voted one of “America’s Most Livable Communities” and has a population of nearly 800,000. Just 30 miles separate Fort Worth and Dallas, and the encompassing Fort Worth/Dallas metropolitan area is joined by a number of suburban communities and small towns. The metropolitan area, with a total population in excess of six million people, offers a vibrant legal community supporting extensive federal and state court systems and agencies, including regional branches of the Patent and Trademark Office, the Federal Reserve Bank, the National Labor Relations Board, the Environmental Protection Agency, the Equal Employment Opportunity Commission, and the Securities and Exchange Commission. This metropolitan area also provides affordable housing and a thriving economy.
Texas A&M University School of Law is committed to excellence in scholarship, teaching, and public service. With its distinguished faculty of scholars and practitioners who are recognized experts in their field; its nationally ranked advocacy programs in moot court, mock trial and alternative dispute resolution; its certificate programs in intellectual property, business law, dispute resolution, estate planning, and family law; and its strong supportive network of former students and community partners, Texas A&M University School of Law provides a dynamic opportunity for a visionary leader. That leader can help continue a tradition of excellence while operating with the new support, resources, and opportunities for excellence from a world class public university.
The Dean will provide academic, intellectual, and administrative leadership, helping to shape and advance Texas A&M University’s vision of transcendent excellence in research, teaching, and service. In addition, the Dean will have responsibilities for creating strong relationships with the North Texas community, alumni and the broader legal profession.
Candidates must have a juris doctorate degree and be qualified for appointment at the tenured rank of Professor. Applications are welcomed from individuals whose experience has prepared them to make strong contributions to diversity, inclusion, and innovation in higher education and to further Texas A&M University’s mission of educational preeminence. A mature understanding of the working dynamics of a law school within the parameters of a larger university system is preferred, along with experience in, or aptitude for, administration and fundraising. However, other candidates who hold distinguished records of professional and intellectual leadership or outstanding service to the community will also be considered.
The Search Committee welcomes applications and nominations from interested individuals and also encourages applications and nominations of minorities, women, and other candidates who are traditionally underrepresented at the Dean level. For nominations, the Committee asks that complete contact information be provided for the nominated individual.
Applications should include a curriculum vitae and a cover letter including a brief statement of interest. Although the Committee will continue to accept applications until the position is filled, to be given fullest consideration applications should be received by January 15, 2014. Applications and nominations should be sent to:
Texas A&M University Law Dean Search Committee Texas A&M University School of Law 1515 Commerce Street Fort Worth, TX 76102 Electronic submissions are encouraged and should be sent to: deansearch@law.tamu.edu
Texas A&M University is an Equal Opportunity/Affirmative Action Employer. This position is a sensitive position and is subject to a criminal background check. All nominations and applications will be kept confidential. For more details about Texas A&M University School of Law, visit our website description at
http://law.tamu.edu.
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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:
Fieldwork/Clinical Coordinator (Occupational Therapy Assistant Program) Assistant Professor For a copy of the vacancy announcement, including minimum qualifications and application deadline, please visit our Web site at www.manchestercc.edu. Please send letter of intent, resume, transcripts, email address and the names of three references to: Holly Foetsch, Interim Director of Human Resources; Manchester Community College; Great Path, MS #2; P.O. Box 1046, Manchester, CT 06045-1046 Or e-mail the required application information noted above to the Department of Human Resources: c/o dnicotera@manchestercc.edu EOE/AA/M/F
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C omin g Feb. 24th Watch for our
Women in Higher Education Issue 12/02/2013
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PRESIDENT Florida Atlantic University is conducting a nationwide search for its next President. The Search Committee invites letters of nomination, applications (letter of interest, full resume, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting FAU. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to December 23, 2013. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, Executive Vice President and Managing Director Porsha L. Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch.com • eraines@parkersearch.com According to Florida Law, applications and meetings regarding this search are open to the public.
Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com
WESTCHESTER COMMUNITY COLLEGE
Administrator, Staff & Faculty Positions Westchester Community College is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds. Administrators and Staff: •Assistant Dean, Academic Affairs •Assistant Dean, Student Affairs (Educational Opportunity Center, Yonkers) •Assistant Director, Information Technology •Library Technician •Program Administrator/Instructional Technology Designer •Program Specialist/Adjunct Support Specialist (p/t, hourly) Full-time Faculty. Instructor-level positions start in the Fall 2014. Requires Masters plus one-year related experience, unless otherwise indicated on website. • Chemistry • Computer Science/Networking • Culinary Arts • English (two positions) • Mathematics (two positions) • Mechanical Technology • Paralegal Studies • Physical Education (Health & Exercise Science) • Political Science • Sociology • Visual Arts (Painting/Drawing) Adjunct Faculty, Spring 2014 openings. Specify day/evening/weekend availability. Credit adjuncts (Masters and one-year related experience required unless otherwise indicated on website): Accounting, Anthropology, Ceramics, Chemistry, Criminal Justice, Digital Illustration, Digital Imaging, Economics, English, Fashion (Fashion Design, Sewing), Geography, Geoscience, History (African-American, American, Caribbean), Human Services (Social Work), Mathematics, Medical Billing and Coding, Nursing, Philosophy, Physics, Political Science, Psychology, Sociology, Veterinary Technology. Non-Credit adjuncts (Bachelors required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening and weekend options. Also interested in candidates with ESL teaching experience or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; for ESL, submit resume only to humanresources@sunywcc.edu; do not submit a resume without a class proposal. For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.
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Department of Mechanical Engineering Four Faculty Positions
The Department of Mechanical Engineering invites applications for four faculty positions: two in Mechanical Systems and two in Fluid Dynamics and Thermal Sciences. The positions could be at Assistant, Associate, or Full Professor levels. Exceptional candidates will be considered for endowed professorships.
One Mechanical Systems position is targeted at research related to Virginia Tech’s Center for Intelligent Material Systems and Structures (CIMSS), which may include the Center directorship, and the Center for Energy Harvesting Materials and Systems (CEHMS). For the second position, we welcome expertise in the modeling, analysis, control, dynamics, or diagnostics of mechanical systems in emerging, multi-disciplinary systems as well as traditional applications. For both Fluid Dynamics and Thermal Sciences positions, this is a broad search with research areas of interest that include fundamental and applied studies using experimental, theoretical, or computational approaches. In addition to applicants from traditional areas of mechanical engineering, we are interested in applicants with an interdisciplinary background in emerging areas. The complete posting is available at www.me.vt.edu/Jobs/hiring.html. Applicants must hold a doctoral degree in engineering or a closely related discipline. Candidates should apply at www.jobs.vt.edu to posting TR0130140 (Mechanical Systems) or TR0130141 (Fluid Dynamics and Thermal Sciences). Review will begin December 10, 2013 and will continue until the position is filled.
Virginia Tech is committed to diversity and seeks a broad spectrum of candidates including women, minorities, and people with disabilities. Virginia Tech is a recipient of the National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers (http://www.advance.vt.edu).
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Bring your expertise and passion for teaching to a great college located in the cities of Plano, McKinney and Frisco, Texas. Join a college that values Learning, Service and Involvement, Creativity and Innovation, Academic Excellence, Dignity and Respect, and Integrity, along with outstanding colleagues including three United States Professors of the Year, a Texas Professor of the Year, two Fullbright Scholars, and five Minnie Stevens Piper winners plus 1,000 additional outstanding dedicated professors. We anticipate full-time vacancies within the following disciplines for the 2014-2015 academic year:
• Fine Arts • Social Sciences • Health Sciences • Communications • Developmental Education • Science, Technology, Engineering & Math (STEM) • Business & Computer Systems For a complete list of open positions and to apply online, please visit:
http://jobs.collin.edu We encourage you to check our website regularly for new positions matching your experience and interests. Collin County Community College District is an equal opportunity employer and seeks applications from all qualified candidates regardless of race, color, sex, religion, age, national origin, disability or veteran status.
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VACANCY ANNOUNCEMENT
www.tcc.fl.edu (850) 201-8510 TDD (866) 221-0268 Fax (850) 201-8489 humres@tcc.fl.edu
TALLAHASSEE COMMUNITY COLLEGE 2014-15 FACULTY POSITIONS
Tallahassee Community College • 444 Appleyard Drive • Tallahassee, Florida 32304-2895
Tallahassee Community College announces openings for the following continuing contract instructional and library faculty positions for 2014-2015. Tallahassee Community College is a dynamic and growing comprehensive community college located in Tallahassee, Florida. The College’s 2013 fall enrollment of more than 13,500 students includes nearly 47 percent minority students. The College enjoys a strong reputation for teaching excellence and for producing graduates with Associate in Arts degrees, Associate in Science degrees, and college credit certificates. Tallahassee is also home to two state universities, Florida State University and Florida Agricultural and Mechanical University. TCC partners with both universities and with a number of private higher education institutions to afford greater opportunities for all students, faculty, and surrounding communities. TCC also partners with area businesses and organizations to meet local workforce needs. In addition to the minimum qualifications* listed for each position, all prospective faculty are expected to demonstrate the following characteristics: 1. Commitment to student retention and success 2. Commitment to development and assessment of student learning 3. Use of technology and innovative approaches to enhance teaching and learning, including distance learning and alternative delivery systems 4. Willingness to support a diverse population of learners inside and beyond the classroom 5. Ability to work in a participatory and collegial setting
Faculty responsibilities include instruction, curriculum, service and support of college policies and procedures, and professional development. Starting salaries for instructional and library faculty positions are competitive.
COMMUNICATIONS AND HUMANITIES
Journalism Assistant Professor. Minimum of a Master’s degree in journalism, communications, or a closely related discipline or a Master’s degree with at least 18 graduate semester hours in journalism, communications, or closely related discipline. Teaching assignment includes serving as the adviser for the student newspaper.
LIBRARY
Librarian. Minimum of a Master’s degree in Library and Information Studies or a closely related discipline. Preference will be given to candidates with experience or coursework in educational pedagogy, library instruction, or information literacy. Librarians teach a creditbearing Information Literacy course as part of their regular duties.
HEALTH CARE PROFESSIONS
Emergency Medical Technician (EMS) Assistant Professor. Minimum of an associate’s degree in Emergency Medical Technology (EMT) or academic preparation coupled with work experience and professional Florida licensure in EMT/ Paramedic. Preference will be given to candidates who possess a minimum of Bachelor’s degree and four years field experience in an advance life support (ALS) system. Must successfully complete health screening, drug screening and clinical affiliate required background checks.
Assistant Nursing Professor (2 vacancies). Minimum of a Master’s degree in nursing and licensed as a Registered Nurse (R.N.) in the state of Florida. Recent Medical/Surgical clinical nursing preferred. Must successfully complete health screening, drug screening and clinical affiliate required background checks.
HISTORY AND SOCIAL SCIENCES
Psychology Assistant Professor. Minimum of a Master’s degree in psychology, psychology of adjustment, or mental health counseling or a Master’s degree with at least 18 graduate semester hours in psychology, psychology of adjustment, or mental health counseling. Teaching load may include general psychology, human development, personal and social adjustment and other courses in the psychology area.
NATURAL SCIENCES
Biology Assistant Professor. Minimum of a Master’s degree in a biology or related biological science subfield, or a Master’s degree in a closely related field with at least 18 graduate semester hours in the biological sciences. The primary teaching assignment is biology for general education and science majors.
Environmental Science Assistant Professor. Minimum of a Master’s degree with a concentration in Air or Water Quality, Biology, Civil or Environmental Engineering, Environmental Science, GIS or GPS, Natural Resource, Conservation or Management or a Master’s degree with at least 18 graduate semester hours in Air or Water Quality, Biology, Civil or Environmental Engineering, Environmental Science, GIS or GPS, Natural Resource, Conservation or Management, or a related field. Primary teaching assignment will be general education biology and environmental science, along with coordinating the environmental science program. Physical Science Assistant Professor. A Master’s degree in physics, physical science or related area of study, or a Master’s degree with a minimum of 18 graduate semester hours in physics, physical science or related area of study.
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TECHNOLOGY AND PROFESSIONAL PROGRAMS
Computer Engineering Assistant Professor. Minimum of a Master’s degree in computer science, computer engineering, computer information systems, business or business/adult education, information technology, or related field with experience in computer applications and software development, or a Master’s degree with at least 18 graduate semester hours in computer science, computer engineering, computer information systems, computer-based information systems (e.g., management, decision), business, business/ adult education, or related field with experience in computer applications and software development. Teaching assignments include freshman and sophomore level programming courses using .NET, procedural and/or OOP languages. Depending upon the candidate’s specific coursework, some engineering-related courses could be part of the teaching assignment.
APPLICATION PROCEDURE
1. Visit the college’s web site at www.tcc.fl.edu for position criteria and application. 2. Complete the online TCC application for the position(s) of interest. 3. The following documents are required when completing the online application: • Letter of interest addressing the following five (5) faculty characteristics and responsibilities. 1. Commitment to student retention and success 2. Commitment to development and assessment of student learning 3. Use of technology and innovative approaches to enhance teaching and learning, including distance learning and alternative delivery systems 4. Willingness to support a diverse population of learners inside and beyond the classroom 5. Ability to work in a participatory and collegial setting • Unofficial transcript(s) of all college coursework * Applicants currently enrolled as graduate students who anticipate completing their course of study prior to August 1, 2014 are encouraged to apply, but must submit from the dean of their school their current standing and anticipated program completion date in addition to the required documents listed above. The application review process will begin January 13, 2014 and will continue until all vacancies have been filled. Please note that applications received after January 13, 2014 may not be given consideration.
CONTACT INFORMATION
FACULTY HIRING • HUMAN RESOURCES DEPARTMENT
Tallahassee Community College • 444 Appleyard Drive • Tallahassee, FL 32304-2895 P: 850.201.8225 • F: (850) 201.8489 • E: facpos@tcc.fl.edu • W: www.tcc.fl.edu
The College will be closed for Winter Break 5 PM, Wednesday December 18, 2013 January 1, 2014 and will reopen on Thursday, January 2, 2014
Tallahassee Community College does not discriminate against any person on the basis of race, color, ethnicity, genetic information, national origin, religion, gender, marital status, disability, or age in its programs and activities. Inquiries regarding the nondiscrimination policies may be directed to: Renae Tolson, Equity Officer, Room 146 Administration Building, 444 Appleyard Drive, Tallahassee, FL 32304, (850) 2018510, tolsonr@tcc.fl.edu.
ADVERTISING INDEX Do great things
POSITIONS
Whether you desire to teach or serve students outside of classroom settings, we invite yyou ou ttoo join our ccampus ampus ccommunity. ommunity. W re alalways ways looking for outstanding ynamic Wee ar are outstanding,, ddynamic and talen ted pr ofessionals ttoo join our w orrkforce. Please cconsider onsider the follo wing full-tim me talented professionals workforce. following full-time facult facultyy openings: Artt ((Creative Ar Creative Ar Arts) ts) (# (#01487), #01487), Ar Artt (2D (2D)) (#01486) CChemistry hemisttry (#01480) De velopmental English (Reading/W riting) (#01485) Developmental (Reading/Writing) EEducation ducatioon (#01482) English CComposition ompositioon (3 positions) (01484)
ALABAMA
Florida Atlantic University
26
FCC offers a generous FCC generous benefits package whi which ch includes ttwo wo medical medical insurance insurance plans, plans, dental den tal and vision plans plans,, waiver waiver of FC FCCC tuition tuitioon for employee employee and eligible dependen dependents, ts, generous leave benefits, plans,, and mor more! With tuition rreimbursement, eimbursement, gener ous lea ve bene efits, rretirement etirement plans e! W ith rrecord ecord enrollments, enr ollments, a tremendous tremendous campus campus environment, environment, and a gr growingly owingly div diverse erse and eclectic eclectic mixx of studen employees, Frederick Frederick Community Communnity College College is an ideal place place ttoo work. work. The The campus camppus studentsts and employees, is about an hour outside W ashington, D.C., D.C., and a Baltimore, Baltimore, MD ommunity heralded heralded for foor Washington, MD,, in a ccommunity its ttop-notch op-notch schools history, beautiful parks and vibrant vibrant ar ommunity. YYou’ll ou’ll be part paart schools,, rich history, artsts ccommunity. of a learning ccommunity ommunity that that puts students students first ward to to hearing from from yyou. ou. first.. W Wee look for forward
Palm Beach State College
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Tallahassee Community College
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PPositions ositions ttoo st art August 1, 2014. start
Applications accepted Applications accepted exclusively exclusivelly online at at http://jobs.frederick.edu http://jobs.frederick.edu FFor or more inf ormation on ho w ttoo apply apply contac information how contactt 301.846.2672. FFrederick rederi ederick Community Communitty College, Collegee, an equal equal opportunity opportunnitty employer, emplooyerr, values values campus campus diversity diveersitty in students and and encourages members historically staff and enc courrages memb ers frfrom rom hhist istorriccally under-represented underr-rreprresented groups grroups to to apply. applyy.
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University of Alabama
27
CALIFORNIA
Azusa Pacific University
6; 22
CONNECTICUT
Manchester Community College
24
FLORIDA
MARYLAND
Frederick Community College
31
NEW JERSEY
Rutgers, The State University of New Jersey
29
NEW YORK
Westchester Community College
26
OREGON
Central Oregon Community College
22
Oregon State University
24
TEXAS
Collin College
27
Lamar University
25; 28
Texas A&M University, College Station
23
VIRGINIA
Virginia Polytechnic Institute & State University
Vacancy - Palm Beach State College Associate Dean, Communications - Lake Worth Campus Reporting to the campus Dean, the Associate Dean will be responsible for the oversight of the following disciplines: English, Journalism, Literature and Speech. Responsibilities include observation and performance evaluation of full time faculty, responding to student academic concerns, and the coordination of activities consistent with the campus and college mission and strategic goals. Will provide leadership to the department, manage staff and budgets, and will foster an innovative teaching and learning environment conducive to academic excellence. Must be able to collaborate with employees and the community. Requirements: Master’s degree with 18 graduate semester hours in one of the disciplines listed and a minimum of four years related experience. Must possess strong leadership, verbal and written communication skills, budget management and curriculum development skills. Faculty supervision, teaching experience and two years Departmental Chair, or similar experience required. This position will be open until filled with an initial review date of January 20, 2014.
A complete application package must be submitted, which must include an electronic application, resume, letter of intent and official or college-stamped student copy of transcripts. Palm Beach State College offers a highly attractive benefits package and invites qualified candidates to apply. For more information and to apply online please visit:
www.palmbeachstate.edu/employment
26
OTHER
American Association of State Colleges & Universities
DC
22
*To see all our “Employment and other Opportunities,” including all Web Postings, visit our website at www.HispanicOutlook.com
Coming December 23rd Our Annual Law School Issue
Palm Beach State College, 4200 Congress Avenue, Lake Worth, FL 33461
An EOE/VP/ADA Employer.
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P ri min g the Pump. ..
SUPPORTING LATINO NON-TRADITIONAL STUDENTS
Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.
The
“You are never too old to set another goal or to dream entry might be harder for them a new dream.” -- C.S Lewis since old wounds can fester and fear can arise when classroom Association for Non-Traditional Students in challenges are presented. Higher Education (ANTSHE) reports that stu- Colleges are wise to provide re-entry support for returning students between the ages of 25 to 69 comprise dents, including mentors or “buddy” guides to show them the nearly 47 percent of the new and returning student popula- ropes individually and with respect. Some returning students tion on many of today's college campuses. Latinos are a large might need remedial assistance because they are “rusty” or part of those non-traditional students heading back to school out of practice with a student routine; others need to build a after an academic hiatus. Sometimes they have raised a fami- foundation that might have always been lacking. The former is ly and find themselves redefining their lives. Changes in tech- a challenge and the latter can result in discouragement. nology, a changing job market, a sluggish economy and Proper orientation and support for students helps them underchanging personal interests are other reasons why adults stand what they are facing and what they must do to succeed. who have been working in or out of the home return to the Returning students can present some challenges for classroom. Many Latino returning students must prime the instructors, but they present some advantages, too. With pump to re-enter academia with ease and success. years of experience behind them, they might question the Consider first their point of view: leave or diversify what validity of theories or take exception to what is being taught you have been doing for years and pursue something differ- as general concepts or models that explain anything from ent – perhaps related to what you have been doing, maybe child development to boardroom management. Often, totally divergent. You might be redefining the next phase of though, the theories and models they are taught in school your life or career; perhaps you are pursuing something you help, but a foundation of “why” underneath what they intuhave long wanted to do. Whatever the reason, the returning itively know or have learned by experience can be quite student enters higher education hoping that something good meaningful. The great “ah-ha!” often serves as a reward for awaits, but unaware of exactly what or how it will be. the pain of re-entering school. Mastering technology can be one of the greatest hurdles With increased diversity among students, instructors face for Latinos returning to school. Since computers used in the the challenge of teaching to a wider range of students’ backclassroom and online are the a primary tool for sharing grounds and strengths. Older students who ardently share information and getting assignments completed, being up to their experiences might overwhelm or intimidate students speed with software and social media is crucial. A student who enrolled in college right out of high school. Younger cannot be “too old” for it; there is no escaping it. They just students might be more accustomed to the routines of the need to do it. For Latinos who find themselves behind the e- classroom and comfortable with technology while the curve, refresher courses or the help of friends, family (and returning student might feel left behind. Bridging the genereven their own children) can help them get up to speed. ation and experience gap takes instructor skill, diplomacy Every Latino returning student brings a personal history of and creativity to help students align their expectations, build school experiences. If past experiences have been good and interest and increase participation while mastering the conthe student is well-prepared, the re-entry into academia will be cepts. Building relationships with Latino students of any age refreshing and smooth. Those with negative experiences in and background is still a key to student retention and suctheir early school years, however, might be ill-prepared or cess. The need to connect does not change with time or have bad memories of teachers, grades and competition. Re- experience, but the approach to doing so does.
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