01/27/2014 Paying for College. by Hispanic Outlook on Education Magazine

JANUARY 27, 2014

www.HispanicOutlook.com

A Helping Hand in Financing Education

VOLUME 24 â&#x20AC;˘ NUMBER 08

Part-Time Jobs Boost College Success

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The Latino Report Card – The Year That Wasn’t

ical Beat

by Carlos D. Conde

and protection. Maybe so, probably not. Remember the National Association for the Advancement of Colored People, (NACCP), which was at the forefront of the civil rights movement in preMartin Luther King times in the 1960s. The NACCP is still around but it lost some of its relevancy among the black ooking at 2013 and trying community once it was overto take stock of the state taken and upstaged by the and the ups and downs of kinship King forces which the U.S Latino community, I’d successfully battled for equalsay that overall it was a bum- ity and opportunity now so mer. Well, maybe not, and prevalent and impressively trying not to be too critical or successful for this minority disparaging, I could soften it community. up a bit, with the line in one There’s the argument of Mel Brooks’ movies, “not among some Latinos that the good, not bad . . . nice!” black quest has been overNice in that there weren’t done and overcompensated any dramatic happenings or at their expense but there is upheavals, politically, socio- also the contention, particulogical and economically in larly among blacks, that the 2013 that seriously affected black minority has always the national Latino con- had a longer road to travel stituency. Save for a few and greater obstacles to overissues that continue to define come. it, the U.S. Latino community The Latino community is is seriously integrating itself not there yet, and it’s true into the American fabric. that the case for civil rights It’s becoming less and less and socioeconomic opportua stand-alone community as nities has never been as chalit was not that long ago, and lenging among Latinos as it more and more Latinos con- has for blacks although you tinue to be blended into may get some arguments over American society although its that. distinct characteristics of ethIn the past year, Latinos nicity will always define it. really had only one broad It’s destined to eventually issue – widespread but not knock some of its advocacy that passionate – against organizations out of business American society and its curwhich exist on the premise rent national governance and that the quest for equality and that was immigration. opportunity and its safeTheir hero, Barack guards is ongoing and there- Obama, says he’s on their fore needs constant vigilance side while deporting a record

number of Latinos since he took office. Some friend! Frankly, the immigration influx is an issue that not all of the U.S. Latino community has embraced, and which some have ignored since for the unaffected, the quest for a resolution and social compensation is not that compelling. Cuban-Americans may show some empathy but frankly care not a fig how all this plays out because Cuban refugees are safe and free once they set foot – literally – on U.S. soil. Puerto Ricans might be more sympathetic but the Borinqueños with their commonwealth status come and go as they please without challenge so there’s no common ground with the Mexicans and others on the issue. The biggest void in 2013, as it has been in recent years, is the lack of Latino political leadership in Washington. Never mind that Latinos seem at pains to identify who they might be, and have relied on non-government groups to lobby their cause. The nation’s Latino community, 51.9 million strong, desperately needs a leader or leaders; a voice or voices that could articulate their issues and their passions but no one of a national stature seems to want to step into the void and the preceding year wasn’t at all encouraging. Our elected leaders at the national level don’t want the job probably because it’s a lot of aggravation for the

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political compensation it offers. Congressman Luis Gutiérrez has been the lone wolf and joined a group of Latino leaders which took the Congressional Hispanic Caucus, of which he is a member, to task for its puny involvement, exhorting it “to lead or get out of the way.” The Latinos’ three senators, all Cubans, Bob Menéndez, Marco Rubio and newcomer, Ted Cruz, don’t seem that enthused about the Latino’s immigration issue although Rubio is a member of the “Gang of 8” Senate committee on immigration reform. The bombastic freshman, Sen. Cruz, wasn’t much help in his freshman term with his unique stand opposing some aspects of immigration reform “in the name of humanity” which took some pains to explain. And so 2013 for Latinos was the year that wasn’t.

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

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MAGAZINE® JANUARY 27, 2014

CONTENTS Page 8

Pay It Forward: An Ambitious Oregon Initiative Creates Hope and Controversy by Paul Hoogeveen

Hispanic Families Using More Outside Sources to Pay for College by Frank DiMaria

Are Hispanic Millennials Leading Their Generation? by Peggy Sands Orchowski

A Helping Hand in Financing Education by Michelle Adam

Part-Time Job Program for Latinos Boosts 17 College Success by Gary M. Stern

Page 13

Report Warns of Dangerous Long-Term Consequences of Student Debt You can download the HO app

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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.”

Executive Editor – Marilyn Gilroy

Managing Editor – Suzanne López-Isa News & Special Project Editor – Mary Ann Cooper

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Washington DC Bureau Chief – Peggy Sands Orchowski

Contributing Editors –

Carlos D. Conde, Michelle Adam

Contributing Writers –

Gustavo A. Mellander

DEPARTMENTS Political Beat

Art & Production Director – Avedis Derbalian

Graphic Designer –

by Carlos D. Conde

Interesting Reads by Mary Ann Cooper

by Miquela Rivera

Frank Talk with Latinos about Higher Ed

Frank DiMaria, Paul Hoogeveen, Miquela Rivera, Gary M. Stern

Riding Low on the Streets of Gold

Priming the Pump...

Angel M. Rodríguez

Article Contributors

The Latino Report Card – The Year That Wasn’t

Book Review

Joanne Aluotto

Sr. Advertising Sales Associate –

Back Cover

Editorial Policy

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

veryone knows that tough times take a toll on college finances. No doubt, tough times call for creative solutions as well as tough choices. In this, our annual financing a higher education issue, HO spotlights some of these creative solutions hoping to inspire more schools and organizations to lend a helping hand to our aspiring Hispanic and minority students who want to fulfill their dream of attaining higher education degrees. As we report, some schools have been pitching in for almost a decade. At the University of Texas at Brownsville, whose student body is 93 percent Latino, the “Student Employment Initiative” (SEI) was established in fall 2005 to retain students by helping them earn money through part-time campus employment. Out West, students have mobilized at Portland State University to make college more affordable. As part of their final project, students researched a novel idea for lowering student debt, an idea originally proposed by Oregon Working Families Party. The plan is called Pay it Forward, and would allow resident students at public universities and community colleges to attend college and pay no tuition or fees upfront. Instead, they would pay a small, fixed percentage of adjusted gross income for a fixed number of years after they leave college. As we report in this issue, adults with student debt tend to show delays in purchasing cars and homes, and lower net worth than those without debt, according to the report released by the “Assets and Education Initiative” (AEDI) at the University of Kansas (KU). The consequences of doing nothing to address college costs could have a devastating effect on the U.S. economy. ¡Adelante! Suzanne López-Isa Managing Editor

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Interesting Reads

Getting in the Game: Title IX and the Women’s Sports Revolution by Deborah L. Brake In this legal analysis of Title IX, Deborah L. Brake assesses the statute’s successes and failures, using a feminist theory lens to understand, defend, and critique the law. Brake provides a richer understanding and appreciation of what Title IX has accomplished, while taking a critical look at the places where the law has fallen short. A unique contribution to the literature on Title IX, Getting in the Game fully explores the theory, policy choices, and successes and limitations of this historic law. 2012. 320 pp. ISBN: 978-0814760390. $24.00. Paper. NYU Press. New York, N.Y. (212) 998-2575. www.nyupress.org. Latin American Mystery Writers: An A-to-Z Guide by Darrell B. Lockhart This reference provides an overview of mystery fiction of Latin America. Included are alphabetically arranged entries on 54 writers, most of whom are from Argentina, Mexico, and Cuba. Every effort has been made to include balanced coverage of the few female mystery writers. Each entry is written by an expert contributor and includes a brief biography, a critical discussion of the writer’s works, and primary and secondary bibliographies. The volume closes with a general bibliography of anthologies and criticism. 2004. 264 pp. ISBN: 978-0313305542. $98.95. cloth. Houghton Mifflin Harcourt Publishing Company, Chicago, Ill. (800) 225-5425. www.hmhco.com. The Alphabet in My Hands: A Writing Life by Marjorie Agosín Marjorie Agosín writes of a beloved childhood nanny: “Since I was Jewish she baptized me with holy water brought forth from the fonts of nearby churches. She told me to stay very still so I wouldn’t sprout horns… I was somewhere between taciturn and happy gazing into the mirror as if approaching the edge of a cliff… and I watched myself in the deep, transparent veil of this night of all nights.” Agosín takes the reader on a personal journey of discovery. 1999. 216 pages. ISBN: 978-0813527048. $25.95. Cloth. Rutgers University Press. New Brunswick, N.J. (848) 4457762. http://rutgerspress.rutgers.edu/.

Riding Low on the Streets of Gold: Latino Literature for Young Adults by Judith Ortiz Cofer (Editor) 2003. 198 pp. ISBN: 978-1558853805. $14.95. paper. Arte Publico Press, Houston, Texas. (713) 743-2998. http://artepublicopress.uh.edu/

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of the keys to retaining ethnic pride and identity in the melting pot that is the United States is the proliferation and accessibility to great literature. With the burgeoning Hispanic population in America, there is an imperative to provide young students with an essential collection of stories and poems that introduces them to U.S. Hispanic literature. Riding Low on the Streets of Gold: Latino Literature for Young Adults successfully takes on that challenge. It is not only essential to ethnic identity, it is also a way to present relatable experiences to young people in a way that takes their ethnicity into account in problem-solving and other challenges they might face growing up Latino in America. As the poignant narrative in Helena María Viramontes’ story “Growing,” illustrates when discussing the character Naomi’s experiences with high school and puberty, “There were too many expectations, and no one instructed her on how to fulfill them...” As the story continues, Naomi’s plight becomes more specific. “In her tradition-bound family and under the thundering brow of her father, Naomi struggles to stretch the limitations imposed by her family, even as her flesh stretches in her changing body.” Imagine how many teen Latinas could relate to that description. “Growing” is just one of the pieces in this anthology for young adults that examines the challenges and conflicted thoughts confronting Hispanic youth. The selections center on the unique struggles of Hispanic youths who are straddling two worlds, trying to make peace with old family traditions and establishing ties to a new and strange world order. This collection is unique in its depth and breadth of stories and poems for young adults. In a sense it is a palatable instruction guide for youth teaching them by example how to navigate the challenges of negotiating identity and learning to accept themselves, warts and all, and develop a compassion and understanding for those they encounter in both worlds. The collection is a who’s who of celebrated Hispanic authors specializing in writing for young adult readers including Pat Mora and Nicholasa Mohr. The anthology also includes works by such celebrated writers as Tomás Rivera, Virgil Suárez, Jesús Salvador Treviño, Lorna Dee Cervantes and Viramontes. Reviewed by Mary Ann Cooper

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FINANCE/PROGRAMS/INNOVATIONS

An Ambitious Oregon Initiative Creates Hope and Controversy

by Paul Hoogeveen

a radical departure from traditional tuition-based higher education consumption, Oregon Gov. John Kitzhaber recently signed a law requiring the state to develop and implement a pilot Pay It Forward(PIF) program. The Pay It Forward, Pay It Back initiative – based on the Pay It Forward framework developed by the Seattle-based think tank Economic Opportunity Institute (EOI) – would afford students the opportunity to attend college tuition-free, and then require them to pay back a fixed percentage of their monthly earnings for a predetermined number of years once they have graduated and obtained good jobs. It’s a move that many recognize as a much-needed response to unsustainable growth in student debt load. But while it has generated significant media buzz, with such media heavyweights as Salon and The Wall Street Journal publishing relatively positive pieces on the Oregon plan, Pay It Forward has also drawn criticism from a wide range of sources. The Oregon law, which was passed unanimously by both houses of Oregon’s legislature, would essentially eliminate tuition at Oregon’s public universities. After graduating and finding jobs, students would then pay a small percentage of their incomes – either 1.5 percent for graduates from community colleges or 4 percent for graduates from four-year schools – for the next 20 years. In order to get the program off the ground, the law also calls for the state to provide initial funding, after which the program would become self-sustaining. EOI Executive Director John Burbank, who described EOI as a solution-oriented think tank for the middle class, said that the Pay It Forward concept was an outgrowth of a report EOI had released in 2007 examining how higher education funding cuts were feeding the rapidly growing problem of outof-control student debt in Washington. Following the release of the report, Burbank met and spoke with a business professor who recommended that he look at the Australian model of

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EOI Executive Director John Burbank

income-based repayment. In the Australian model, called the Higher Education Contribution Scheme, students would essentially be fronted the full value of their tuition, and after graduating, pay back their loans at a rate tied to their income over a fixed number of years, with the remainder of the loan being forgiven afterward. The idea is not new; in fact, Milton Friedman first posed the idea of such an income-based repayment scheme in 1955. But Burbank wanted to go a step further and eliminate the very idea of student debt from the picture. “The difference is that the Australian system focused on paying back individual debt.” Burbank said, explaining how the Australian model still ties the student to a loan and subsequent debt. “We abolished debt.” As Burbank explains, in the Pay It Forward model, students

have money deducted from their incomes at a predetermined rate for predetermined number of years, and placed in a sort of trust fund. Money from this fund would then be used to finance the college educations of the incoming generation of college students. “It’s social insurance for higher education,” Burbank explained. But resistance to disruptive innovations aimed at long-established institutional practices is to be expected. The Oregon Pay It Forward initiative – indeed the very concept of debt elimination via Pay It Forward – has found no shortage of critics. The criticism comes not just from colleges and universities. A number of higher education organizations – including the American Association of State Colleges and Universities (AASCC), the American Association of Oregon Gov. John Kitzhaber signs “Pay It Forward” into law University Professors (AAUP), the American Federation of Teachers (AFT), the Education Trust lic investment in higher education), but it does eliminate a (ET), the National Education Association (NEA), the Institute daunting barrier of eye-popping up-front cost. Each student for College Access and Success, Inside Higher Ed, and others would simply pay in proportion to what they actually gain – have formed a coalition in opposition to Pay It Forward. from their education in terms of income. And it turns out, the Kati Haycock of The Education Trust has expressed signifi- program can be self-sustaining, and actually generate revenue, cant concerns about the basic structure of the Oregon initia- in the long run.” tive. While acknowledging that higher education is “facing a Responding to the criticism, Burbank argued that, for Pay crisis of affordability,” Haycock has expressed concern that It Forward to work as intended, institutions must maintain staPay It Forward would serve to mask the underlying problems ble tuition rates, and ideally have tuition rates decline over of higher education financing, rather than forcing institutions time. And of course, by eliminating the entire concept of the to institute cost-conscious policies and states to reverse the loan/debt burden on students, Pay It Forward would improve trend of ongoing disinvestment. She also posited that Pay It their economic outlook following graduation. Forward would not cover non-tuition-related costs, such as Despite criticism of Pay It Forward, according to Burbank a room and board and books. And she worried that according number of states are actively investigating the merits of a Pay It to the Oregon Center for Public Policy, a student could end up Forward initiative, including Massachusetts, Vermont, eventually overpaying by thousands of dollars. Maryland, New Jersey, Pennsylvania, Ohio, Illinois, Michigan, Other reactions have been more measured. Dr. Miguel Washington, Texas, and California. In Maine, three pieces of Palacios, assistant professor of finance at the Owen Graduate legislation are being introduced calling for a study on develSchool of Management, Vanderbilt University, recently said in oping a Pay It Forward initiative. Pennsylvania is considering a an interview with The Human Capital and Economic program aimed specifically at community colleges. In New Opportunity Global Working Group: “If the problem is that Jersey, legislation was introduced last August calling for students should not have to pay for higher education, then PIF the establishment of a seven-member commission to study does not solve the problem. If the problem is that the stu- the idea. dents’ burden of paying for higher education is unmanageThe Pay It Forward concept is getting more attention at the able, then PIF does solve that problem.” federal level as well. Oregon Sen. Jeff Merkley has drafted legisJason Gettel, a policy analyst for the Oregon Center lation, titled “The ‘Pay It Forward’ Guaranteed College for Public Policy (OCPP), provided testimony in support of the Affordability Act of 2013,” that would establish funds to cover Oregon bill that appeared to contradict Haycock’s negative some or all of students’ costs for a two- or four-year college take on OCPP’s analysis of how the program would work. Said education. The act would establish an alternative to federal Gettel: “Pay It Forward may not completely alleviate the prob- Direct Loans and provide program funds, up to per-student lems of educational inequality (we still need to increase pub- Stafford loan limits, for states agreeing to start a pilot Pay It

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Forward program; allow states to select which schools would participate; defer students’ postgraduation contributions to Pay It Forward until their incomes rise to a level that makes their payments affordable. Back in Seattle, Burbank’s organization has been hard at work garnering support from a number of unlikely partners – particularly businesses such as automobile dealerships that are being pinched by the lack of growth of middle-income consumers. And while getting resistance in higher education circles –where, as Burbank described it, the focus is primarily on maintaining the status quo and preserving the health of the overall institution – EOI is focusing its efforts to garner support at the secondary school level, where the focus is on maximizing higher education enrollment out of high school. “We are looking at the high school level to say everyone

with over a 2.0 average can go to college,” said Burbank. EOI hasn’t yet called upon to look at the specific needs of MSIs or HSIs. Nevertheless, Burbank said, his organization is broadly concerned about shrinking middle-class opportunity – and would-be students of lower- to middle-economic means being squeezed out the higher education market are a big part of that concern. “The biggest barriers for would-be students are financial and psychological barriers,” said Burbank, explaining that Pay It Forward all but eliminates the issue of debt aversion. “Once this gets going it will appeal to would-be students. Pay It Forward is opening the door to a much larger cohort. If we want higher education to be available to anyone who wants it, we have to put mechanisms in place that make it available.”

Backstory: Oregon Students Fight College Loan Debt by Frank DiMaria

Fed up with the rising cost of higher education and the prospect of graduating from college with crippling debt, students in the state of Oregon mobilized. It all started in a class on student debt policy and advocacy at Portland State University. As part of their final project, students researched an idea for lowering student debt, an idea originally proposed by Oregon Working Families Party. The plan, which received nationwide attention, is called Pay It Forward, and would allow resident students at Oregon’s public universities and community colleges to attend college and pay no tuition or fees upfront. Instead, they would pay a small, fixed percentage of adjusted gross income for a fixed number of years after they leave college. “Their contributions would go into a public fund that would allow future students to do the same. It works more like a social insurance system than a loan in that there is no fixed amount that students would owe, no interest, and no blemish on their credit,” says Sami Alloy, campaign manager at Oregon Working Families, which partnered with the students to promote the plan. The amount graduates would pay to satisfy their loans would depend on their income. But unlike those who finance their education with loans, graduates who opt for Pay It Forward and find themselves unemployed for a period of time would pay nothing and accrue no additional debt until they are once again employed. Portland State University (PSU) students brought their proposal to Rep. Michael Dembrow, who agreed to sponsor and propose their idea as a bill. “A few of the students worked hard on lobbying for the bill after the class ended,” says Alloy. The bill passed unanimously in the Oregon legislature, seven months later, ironically at about the same time Congress voted to raise interest rates on student loans last summer. It’s too soon to know exactly how much money Pay It Forward will save students and their families, but Alloy has an idea. Graduates who earn $600,000 over a 24-year period ($25,000 per year), would pay about $750 a year into a public fund benefiting future students. And that money stays in the local economy. “I was a working-class student and I graduated with $18,000 in loans,” says Alloy. “I pay more than $750 a year in interest alone. That's money that leaves my community, and that debt is hindering my access to equity in the meantime.” Graduates who earn $60,000 per year for 24 years, would pay $43,000 over those 24 years, or $1792 per year. “That's as much as tuition alone at most public universities, and you're not piling interest on top of that,” says Alloy. Graduates who earn $100,000 for 24 years will pay more – about $72,000, or $3000 per year – an amount that is slightly higher than traditional loans. “Think about a family that's making $100,000 a year and has more than one kid to put through college. Pay It Forward would be significantly more affordable for them,” says Alloy. A state commission is now charged with creating a pilot program which will go back before the legislature in 2015 to be implemented. “We still have a long way to go before students will be able to participate in the program,” says Alloy. 10

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Hispanic Families Using More Outside Sources to Pay for College FINANCE/REPORTS

by Frank DiMaria

ike all American families, Hispanic families are using more outside sources to pay for college than in previous years. Overall in 2012-2013, the amount of income and savings contributed by American parents and students made up less than 38 percent of the average family spending on college which is down from 46 percent in 2009-2010. For Hispanics, parents’ and students’ income and savings paid for 33 percent of college costs last year as compared with 49 percent in 2009-2010. These findings are part of the most current report from Sallie Mae on How America Pays for College which provides information about the resources American families invest in an undergraduate college education and tracks families’ attitudes toward attending and paying for college. Since 2008 Sallie Mae has been issuing similar reports which are based on interviews with 800 hundred undergraduates and 802 parents with a focus on undergraduate students ages 18 to 24. The report includes samples of Hispanic and African-American families to help ascertain whether race and ethnicity influence how families pay for college.

Spending on College Levels Out The report found that spending on college has leveled out for all families, with the average spent on college in the 20122013 academic year of $21,178, the same as 2011-12. This suggests a decline in average college spending since 2010, when families paid a peak of $24,097. Despite this flattening there have been shifts in spending within income groups. Middle-income families spent an average of $22,197, 10 percent more than in 2012. In contrast, high- and low-income families decreased their spending. Highincome families spent far less over the past four years, dropping sharply in 2011 and then steadily since then. As a result, the gap in spending between high-income and middle-income families, which was 28 percent in 2010, has narrowed dramatically, with high-income families spending $23,913 in 2013, only 7 percent more than the typical middle-income family. Spending by low-income families also decreased. The average amount low-income families spent on college in 2013 was $18,034, a decline of 9 percent since 2011.

How America Pays for College acknowledges that families have become more cost conscious in choosing and paying for college. Research shows that Hispanic families are more likely to choose less expensive schools as a cost savings measure. Hispanics students also are more likely than whites to consider living at home or attend a community college and are more likely to attend part-time than other racial/ethnic groups.

Parents’ Contribution Wanes The recession and the slow economic recovery have placed significant stress on parents’ ability to pay for college with their incomes and savings. Parents’ average out-of-pocket spending has decreased by 35 percent since 2010, from $8,752 to $5,727. The reduction in parents’ contribution has occurred at a greater rate than the overall decline in the total spending of college. As a result, over the last three years, parents’ income and savings have paid for a smaller share of total college costs: 27 percent this year, compared to 37 percent at its peak in 2010. This decline is a direct result of a drop in parents’ incomes. While parents are paying less from their income and savings, reliance on 529 college savings plans is rising. In 2013, contributions from 529 college savings plans covered 7 percent of the total costs of college, up from 4 percent in 2012. Only 2 percent of Hispanics’ education is paid for with a 529 savings plan as compared to 8 percent of whites. Borrowing Stabilizes In 2013, 18 percent of the total cost of college was covered by student borrowing and 9 percent by parent borrowing, the same as last year. While parent borrowing has remained fairly consistent over the past five years, the share of college costs covered by student borrowing increased last year from prior years when pre-recession student borrowing contributed 14 percent of the total cost of college. Slightly fewer students borrowed in 2013, but those who did took out larger loans than in previous years. Students borrowed more through federal loans specifically, on average $8,815. Upperclassmen were more likely to borrow, with almost half of all seniors and fifth-year students borrowing in 2013.

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Other

Other student savings or investments

Scholarships (received from the school or outside organizations or businesses)

16%

15%

17%

16%

Grants (federal, state, or school based)

14%

21%

14%

Relatives or friends (money that doesn't have to be repaid)

Composite of College Funding Sources: Average Percent of Total Cost of Attendance Met by Each Source, by Race/Ethnicity Race/Ethnicity Borrowed

Parents

Student

Non-Borrowed

Parents

Student

Other

Total

White

Black

Hispanic

Federal Parent PLUS Loan

Private education loans

Home equity loan or line of credit

Credit cards

Retirement account loan (including 401k, Roth IRA, or other IRA)

Other loans

Federal student loans, such as Stafford or Perkins loans

12%

13%

Private education loans

Student credit cards

Student other loans

Parent current income

17%

16%

15%

16%

College savings fund, such as a 529 plan

Other parent savings or investments

Retirement savings withdrawal (including 401k, Roth IRA, or other IRA)

Student current income

Student savings

Federal Work-Study

Other student savings or investments

Scholarships (received from the school or outside organizations or businesses)

16%

17%

13%

Grants (federal, state, or school based)

14%

13%

19%

18%

Relatives or friends (money that doesn't have to be repaid)

Source: HOW AMERICA PAYS FOR COLLEGE 2013- Sallie Mae’s National Study of College Students and Parents

Worries Decline RETURN TO TABLE OF CONTENTS When looking at types of borrowing, it is significant to note| 38Parents’ | that Hispanics take out private loans to pay for tuition at a rate While most families expressed concerns about paying for that is twice as much as all other groups. Last year 8 percent college, parents in low-income families tend to be the most of Hispanics borrowed private education loans as compared worried about economic issues, especially about possible job to the average of 4 percent for all groups. Researchers at the loss and the availability of student aid. This year, however, lowProject for Student Debt say Hispanics turn to private loans for income parents were far less worried than other parents and a variety of reasons. In some cases, family immigration status less worried than previous years that schools would raise their can be an obstacle for Hispanics who do not want to give per- tuition. Only 17 percent were extremely worried, compared to sonal information required on government loan forms. In nearly one-third of middle- and high-income parents. addition, many Hispanics attend two-year or for-profit schools Finally the report found that parents are still firm believers that do not participate in federal or state loan programs. that college is a sound investment. In 2013, 85 percent of parents strongly agreed that college was an investment in their Grants and Scholarships Increase child’s future, the highest in the six years since the study Grants and scholarships paid for 30 percent of college began. “In this post-recession environment, families overcosts for the average family in 2013. The average amount of whelmingly believe in the dream of college, yet they are more grants and scholarships across all families, $6,355, was at its realistic when it comes to how they pay for it,” said Jack highest level over the past five years, except for 2011. They Remondi, president and CEO, Sallie Mae. funded roughly the same share of college costs over the past three years, but that share is significantly higher than prerecession levels, when they funded about one-fourth of college costs. Eighteen percent of Hispanics’ education is paid for by grants, compared to 13 percent of whites’ education. The post-recession reality appears to be that grants and scholarships have replaced parent income and savings as the major contributor to paying for college.

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FINANCE/REPORT

Are Hispanic Millennials Leading Their Generation? M

uch has been written about America’s some 80 million “Millennials.” They are identified variously as young adults who are approximately 18-34 years old, born between 1979 and 1996. They are the largest age group in the U.S. today. According to Adweek, one in five is Hispanic. Millennials will run the nation if not the world in another 15 years or so. What are they like? A Time magazine cover story in May described Millennials as the “Me, Me, Me!” generation: lazy, entitled narcissists who still live with their parents.” The renowned pollster John Zogby has studied them for years. He analyzes and describes them in a new data-filled booklet The First Globals as “emerging adults who may find they are stuck in perennial delayed adulthood. They may become a “Lost Generation of CENGAS – College-EducatedNot-Going-Anywhere.” Time magazine asks and tries to answer “Can Millennials Save Us All?” Zogby asks “How can the unique great potential of the First Globals be unleashed?” It’s all seems rather negative. Millennials appear to be coddled, overconfident, entitled. But these are positive aspects in many ways as well. Millennials really are the epitome of what an older generation envisioned as the ideal citizen: diverse, educated, free-thinking, optimistic, unencumbered youths who “live-local, act-global.” Millennials are adapted to the age they are living in – a highly connected techno world seemingly without borders. It is an age of unprecedented populist abundance, ambition and high expectations. Most middle-class and emerging middle-

by Margaret Sands Orchowski class Millennials are encouraged to spend years to develop their unique talents by eager parents willing to sacrifice almost everything so that their kids have a good life. In fact, everyone wants to protect them well into adulthood (i.e., Obamacare insurance until 26), knowing that in fact, these times are really tough. Hispanic Millennials with their diverse multinational backgrounds and close, ambitious recent-immigrant families and communities reflect these Millennial characteristics. In fact, research data and anecdotal information obtained through public sources, personal interviews and analysis, seems to show that Hispanic Millennials in many ways, are carrying the torch of Zogby’s First Globals. Millennials have extraordinary “planetary sensibilities” according to Zogby. “They are the most ethnically and racially diverse generation yet. They are the first generation to have benefited from integrated schools, including a national percentage of college students that is around 15 percent minority. They seem to define themselves at an early age by attachment and identity groupings. Millennials themselves are the transition to the next America,” Zogby concludes. Obviously Hispanic-Americans are a big factor in this multiethnic, -cultural, -national Millennial characteristic. Zogby’s analytic polls show that “35 percent of Millennials think of themselves as global citizens – substantially higher than any other age cohort.” “By far and away, First Globals are more aware of the importance of the need to speak another language,” reports Zogby. Sixty percent believe it is very important or somewhat important.

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These are almost the defining characteristics of many Hispanic Millennials. “American Hispanic Millennials still very much embrace the Hispanic culture/s of their diverse Latino heritage countries, even though they are the first generation that is predominantly native born,” writes Rebecca Villaneda in Hispanic Business. “While they prefer English over Spanish, Hispanic Millennials are clearly the most ‘American’ of Latino market segments,” writes Stuart Feil at Adweek. “They have melded their Hispanic culture with the American youth culture.” Annette González-Malkin of Hunter Public Relations agrees. “While most Hispanic Millennials were born in the U.S. and prefer speaking and consuming media in English, many are still holding onto their Latino heritage. They care deeply about maintaining their cultural identity, but also are open to adopting new traditions that fit their lifestyle,” she writes in PRWeek. But they also like to be recognized as their own brand. “Create a brand para mi tambien” is a want that commerce is responding to. Especially ‘Latino’ music and food such as tacos in various manifestations are found everywhere in the U.S. now,” Villaneda points out. Everyone writing about Millennials focuses on one characteristic above all: Millennials’ connectedness to mobile social media. Zogby sees positive aspects of inter-connectedness for Millennials. “The Internet has democratized opportunity for many young people, giving them access and information that once belonged mostly to the wealthy. It gives everyone that network. ‘hey, I know someone who knows someone I need.’” Time points out that the information revolution has further empowered individuals by handing them the technology to compete against huge organizations: hackers vs. corporations, bloggers vs. newspapers, YouTube directors vs. TV studios. According to Time, “A lot of what counts as typical Millennial behavior is how rich kids have always behaved.” Again Hispanic Millennials are right in step. In fact, “Hispanic Millennials are embracing social and digital media more than any other segment of the population,” writes González-Malkin. “They are spending lots of time on diverse platforms that allow them to share their opinions about life, work, products and services they care about.” Villaneda found that Hispanic females are more active on social media than Hispanic males; they post and respond to messages and items posted by others on various devices more. Hispanic males are more into gadgets and find mobile devices more entertaining than television than do females. Time magazine makes much of Millennials propensity to be far closer to their parents than any other generation. Millennials are the first generation “who did not rebel against their parents; they’re not even sullen about them.” In fact, previous research studies show that a lot of Millennials outsource their super-egos to their parents. The simplest decision (even on what to wear on a college morning) is often met with a check-in with mom or dad. Going home to live after college is not so bad when parents also listen to rap and watch Jon

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Stewart, Time points out. Being close to family and parents is almost a cultural default of Hispanic Millennials. Many live at home after high school whether they work or, increasingly the case, attend a nearby community or state college. While more Hispanic females attend college full time, the percentage of Hispanic high school graduates entering colleges in 2012 was higher than whites, according to a spring Pew study. Many Hispanic college graduates unabashedly feel obliged to pay back their parents for their college help once they are working. Most Hispanics work while they study and most use some of their earnings to help their families. Perhaps the ultimate hyper Hispanic Millennial is Alicia Menéndez, the highly visible news anchor of the new prime time news and culture show on the new heavily- hyped television cable network called Fusion. A partnership of ABC and Univision, Fusion is targeting Millennials with what Advertising Age calls “a wink” at Hispanic Millennials. “It’s not overtly Hispanic,” Catherine Sullivan, senior vice president, ABC news sales, is quoted as saying. “If you’re not Hispanic you won’t feel the network isn’t for me,” she said. “Young Latinos are wary of pandering. They prefer to be ‘winked at’,” Fusion’s chief executive Isaac Lee said in an interview in The Washington Post. But the motivation to the network is clear: Hispanic media spending is growing faster than the general market. And with Fusion, Univision recognizes that the demographic trends in the United States are shifting from foreign-born Spanish-dominant Hispanics to U.S.-born Hispanic-heritage Latinos growing up as English- speakers.” Menéndez is the perfect spokesperson for that demographic, especially in that, like most of her target audience, her Spanish “isn’t that great.” “But I think of myself as Latina,” she says. The network sees her as a Latina even-brainer version of MSNBC’s Rachel Maddow, with less emphasis on Beltway politics and more on feminism and Millennial cultural issues, according to The Washington Post. She wants to conduct conversations about choices such as whether to believe in marriage as an institution, whether to buy a home, whether to participate in an election. But she will hardly be apolitical in any discussion. She is a dedicated, perhaps even a hard-core liberal Democrat like Maddow. Her father, New Jersey Sen. Robert Menéndez, is the only Latino Democrat in that chamber (there are two Republican Hispanic senators), the 2010-12 Chair of the Democratic Senate Campaign Committee and current Chairman of the Foreign Relations Committee. Menéndez was a senior adviser for two years at the far-left think tank NDN (formerly the more centrist New Democrat Network). She told the Post she sees herself as “a leader of this next wave.” But Millennials in general are split politically. According to a July 2013 Gallup tracker, 50 percent of Hispanic Millennials identify as Democrats; 22 percent as Republicans and 22 percent as Independents.

FINANCE/PROFILE

A Helping Hand in Financing Education

by Michelle Adam

hen Mark Kantrowitz attended Massachusetts Institute works as senior vice president and publisher of Edvisors of Technology (MIT) several decades ago, he didn’t Network (Edvisors.com), an online student resource center plan on becoming an expert in financial aid for college. that provides information, advice, and tools to help students He obtained a bachelor’s degree in mathematics and philoso- further their education. He left FinAid last year. phy from MIT and a master’s degree in computer science When it comes to financing an education, Kantrowitz is from Carnegie Mellon convinced that despite the University and was head of his recent economic downturn, own consulting firm. Yet, his college is still a worthwhile success in financing his higher investment for most students, education – he paid for it all but it takes a lot of diligence with scholarships and had and work. plenty of money to spare after His first basic advice for graduating –set him on a path current students is to fill out as a nationally-recognized the FAFSA (Free Application expert on student financial for Federal Student Aid) form, aid, scholarships, and student even if they didn’t receive any loans. aid last year. The form itself “After publishing a book can be complicated to fill out, about scholarships for math and its nature often deters and science students in 1993, some students from completI began receiving many quesing it. However, help is availtions about planning and payable through (800)-FED-AID ing for college by email,” said and other sources. Kantrowitz. “Since the Web To add to the challenges of had just started, I posted the finding enough money for colanswers on a Web page and lege, the Pell Grant program responded with instructions has not kept up with inflation about how to access the web. I and rising college costs, makbegan proactively answering ing some students wonder if questions before they were college is even worth pursuasked, and then the website ing. It is, though, explained took on a life of its own.” Kantrowitz, since people with He established FinAid, an college degrees generally earn online source for financial more money than people with Mark Kantrowitz, senior vice president and publisher of advice, in 1994 in order to just a high school diploma. Edvisors Network answer students’ financial aid Beyond federal grants, it is questions, and to offer articles and pieces on issues that important to apply for every scholarship one is eligible for – addressed concerns in this area. Since then, he’s been quoted even those that are only $500. “Every dollar you win is a dolin more than 5,000 newspaper and magazine articles; has lar less you’ll have to borrow,” he said, and pointed out that written books on scholarships and financial aid; and has con- after completing a few applications you can reuse materials tributed to major news sources such as The New York Times, that will help streamline the application process. The Washington Post, and Time magazine. Today, Kantrowitz When it comes to minority scholarships, Kantrowitz added,

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“There’s a belief that there are more scholarships for minorities than whites, but this isn’t true. White students are 40 percent more likely to win private scholarships than minority students. Yet, there are many scholarships for Hispanics and minorities that need more applicants, like that of the Gates Foundation, and the money is there.” Because applying for financial aid can be cumbersome, students might think it is better to attend a two-year college or work while in college as a quick solution to making school more affordable, rather than seeking grants. Kantrowitz offers cautions about these strategies. “Of students who intend to obtain a bachelor’s degree, only about a fifth of those who start at a community college graduate with a bachelor’s degree within six years,” he said. “That compares with two-thirds of students who start off at a four-year institution. Also, those who work full time while in college are half as likely to complete their education as students who work 12 hours a week or less.” Another bit of advice Kantrowitz offers students is to be careful with their cost versus quality analysis of schools. “Lots of schools give a bottom-line cost figure that is misleading because it includes loans,” he said. “Loans do not cut college costs. Every dollar you borrow will cost about two dollars by the time you repay the debt.” Today, more than 1,600 schools have voluntarily become a part of the Consumer Financial Protection Bureau’s online college cost-comparison tool that allows those applying to colleges and universities to compare the net price of one to the other. “It is not a requirement for schools to use the Financial Aid Shopping Sheet, but it should be required to enable families to make informed decisions about college costs. I believe it will be in the future,” Kantrowitz added. The White House also unveiled an interactive “College Scorecard” website last February that allows anyone to retrieve the net cost of attending a particular college, along with data on student loan repayment and loan default and graduation rates. Aside from looking carefully at the net price, Kantrowitz said not to dismiss any college right away due to cost. Six dozen or more elite colleges, including the Ivy League institutions, do not include loans in their financial aid package. For example, Princeton University undergraduate students graduate with only an average of $5,000 to $6,000 in student loan debt because the school is so generous, according to Kantrowitz. Another tip this financial aid advisor gave was for families to save as much as possible prior to college rather than relying on loans – even if it’s just putting aside a little bit each month. “It is cheaper to save than to borrow,” he said. “Even if it’s a small amount, saving for a child’s college education increases the likelihood that they will go to college.” Some families invest in 529 college savings plans that help them put aside money for college tuition and expenses with some tax benefits. Earnings placed into these plans are federal income tax-free as long as withdrawals are used for higher

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education expenses such as tuition, fees, books, certain equipment, and reasonable costs of room and board. Many of these programs are state-run, and some might be more effective than others, but San Francisco has taken one step further and has enrolled all newborns in their 529 with a bit of starter cash. “Low-income families seem more willing to sacrifice for their children’s college educations than middle to upper-class families, despite their limited means. Wealthier or middleclass families want their own kids to pay all college costs, which is not very realistic,” said Kantrowitz. “Also, some don’t save for college out of fear that they will receive smaller grant aid. While this is true, the amount you lose in grants is small and still shouldn’t stop you from saving. Loans will double the cost after completing college, which is a lot worse.” The final bit of advice Kantrowitz offered is for students to be careful of spending too much while in college. “Live like a college student when you are in college, so you don’t have to live like a student when you graduate,” he said. “Eating out even once a week can add up. A $10 pizza each week will add about $2,000 in expenses by the time you graduate. If you use student loan money to pay for the pizza, it will cost about $4,000 by the time you repay the debt. Another tip is to buy used textbooks and resell them at the end of the semester.” While students seem to be more careful now more than ever about college finances, especially since many wonder if they’ll even be able to get a good job in this economy upon graduating, the federal government hasn’t made getting a higher education any easier. “Congress is looking for ways to cut the grants when we should be investing more. If we were to triple the average federal Pell Grant, we’d have hundreds of thousands of more students graduating. The cost would still be a drop in the bucket compared to what we spend on defense. And education is just as strategically important for the nation,” said Kantrowitz. “It is typical, though, during a recession, to have cutbacks in education due to lower tax revenues, and even after a recession it often takes years before we reinvest in education.” The consequence of a tighter national belt is that college becomes unaffordable for many lower-income students. The failure of grants to keep pace with college costs is pricing lowincome students out of a college education (college-capable low-income students enroll in college at one quarter of the rate of high-income students). But, it is these students who especially need to find creative ways to finance their education so they’re not left behind. And according to Kantrowitz there are options, although it’s important to follow his advice and find the help that is available.

FINANCE/PROGRAMS

Part-Time Job Program for Latinos Boosts College Success

by Gary M. Stern the University of Texas at Brownsville (UTB), which has a student body that is 93 percent Latino, working part-time in an organized program has become a critical component for selected students to stay in college and graduate on time. The university established the Student Employment Initiative (SEI) in fall 2005 to retain students by helping them earn money through part-time campus employment. Students work fewer than 20 hours weekly on campus to ensure they have enough time to attend courses and complete their coursework. The program developed when Juliet García, who has been president of the college for 22 years, asked her senior staff to devise ideas to retain students and enhance timely graduation. Dr. Hilda Silva, vice-president for student affairs, suggested creating on-campus jobs that would assist students who have completed 12 credits and a minimum of 2.75 GPAs (most, but not all, participants have a 3.0 GPA). Most students take 15 credits per semester. By working part-time on campus, it eliminates the need to commute to off-campus jobs, which drains students’ time. The program is overseen by the career services department under student affairs since it launched in 2005, says Juán Rodríguez, the program director at career services. In fall 2013, 101 students participated in SEI and obtained part-time jobs on campus. Previously 190 students were involved when UTB and Texas Southwest College had agreed on a partnership, which ended in 2013. University of

Texas at Brownsville is a HispanicServing Institution (HSI). SEI students perform a variety of jobs. Some serve as teaching assistants, helping professors grade papers. Others perform research in labs. Some participants become English and math tutors while other students assist in human resources or business affairs. The program arose because the career service staff recognized that students who worked 20 hours or more off-campus saw themselves as part-time workers

The result was students started taking fewer courses, which delayed graduation, and ultimately made it more difficult to graduate and earn a degree. The SEI program addressed those issues by creating part-time jobs on campus paying $9 an hour for 20 hours or less work. Three quarters of the funding for SEI comes from tuition that is set aside for this purpose, and one quarter stems from the department’s budget hosting the part-time employee. Students apply for a position and are

From Left to right:

• Andrés Henríquez: Director, Excelencia in Education; Program Officer, Carnegie Corporation • Sara Manzano-Díaz: Director, Excelencia in Education; Regional Administrator, Mid-Atlantic Region, U.S. General Services Administration • Giselle Fernández: Director, Excelencia in Education; Managing Director, Aspiration Asset Managers, LLC • Juan Andres Rodríguez: Program Director-Career Services, The University of Texas at Brownsville • Dr. Hilda Silva: Vice President-Student Affairs, The University of Texas at Brownsville • Dr. Juliet V. García: President, The University of Texas at Brownsville • William Serrata: Director, Excelencia in Education; President, El Paso Community College

more than as college students, Rodríguez said. “Their supervisors perceived them as employees of the company,” he said.

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interviewed by the department that they are majoring in. Hence, an accounting major will work in the budget or busi-

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Photo © Paul Chouy/UT Brownsville

became secondary and that invariably leads to losing focus and often delaying graduation or dropping out. Ensuring that the job stays part-time and the academics remain the priority is critical to the success of SEI. Career services staff members, Juan Rodríguez and Anna Pérez, the student placement specialist, oversee SEI. They manage the funds, process student applications, keep track of interviews, intervene if a student’s GPA plummets, and train staff and students. Since the University of TexasBrownsville has close to 8,000 undergraduates, and SEI handles about 100 students, it can only address the needs Student Placement Specialist Ana Pérez, right, meets with SEI student Yaribel Caravel who works in UT Brownsville's Office of Leadership Programs. This is Caravel's second year participating in the Student of a small portion of students. Rodríguez Employment Initiative and she is grateful to have an on-campus job. says the program is close to adding 40 students next year. About 200 students ness office, which is closely aligned with work no more than 20 hours weekly apply for the 100 part-time positions. their major. and that was done to ensure that the So far, students involved in SEI have The program serves multiple purpos- part-time work load doesn’t interfere been extremely successful. Surveys show es, Rodríguez said. Each supervisor is with a student’s academic require- that 95 percent of SEI participants stay trained and serves as a role model for ments. When students worked more in college and graduate, completing the mostly first-generation Hispanic col- than 20 hours it sometimes resulted in their degrees in 4.1 years compared to lege students. “They’re matched with dropping and reducing the number of the 5.7 year average. someone who mentors them and guides classes and taking longer to finish. Rodríguez attributes the success of them on how to be successful, both in “They’re often not able to finish on SEI to several factors including its ability and out of the classroom,” he said. time and stay on track, and it also to “choose students with strong potenSince the job takes place on campus, the affects their GPA,” Rodríguez said. tial and good GPAs.” Secondly, matching student doesn’t have to commute there. Before SEI was instituted, working them with the department in their major Most college departments, recognizing part-time became students’ primary goal enhances their enthusiasm and conthe various demands made on students, and college took a back seat and tributes to learning on the job because are more flexible with schedules than businesses. Students earn roughly $720 a month if they work 20 hours, money that pays for basic spending on food, gas and the like, though it’s not designed as a substitute for financial aid. Most students already have paid their tuition and books (most students commute to campus and don’t live in dorms), but the income earned functions as “spending money,” Rodríguez noted. For many first-generation students, this extra money can relieve anxiety and keep them on course. Working on campus enables students to see themselves as students primarily and part-time workers secondarily and that encourages them to stay in school, maintain their course load and graduate, Rodríguez said. SEI also stipulates that students Career Services Program Director Juán Rodríguez.

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they are applying their classroom learning in their part-time job. Mentoring motivates students and steers them toward achieving a degree. When students were surveyed about the effectiveness of SEI, they replied that it helps them obtain practical experience, strengthens their resume, and improves their communication skills. When applying for graduate degrees or work, many use this part-time work experience for referrals and recommendations. The students who have encountered problems in SEI are invariably the ones who “think they can handle more than they can,” said Rodríguez. Some undergraduates took 18 credits, which combined with their 15 to 20 hours on the

job, contributes to overload. Other students choose classes that are too difficult and that leads to problems. Students whose GPA is 3.0 or higher often prosper, but those with lower GPAs sometimes encounter problems. Students with stronger GPAs are better equipped to juggle the coursework with the part-time work responsibilities, he says. Hilda Silva, vice president for student affairs at the University of Texas at Brownsville, said the secret sauce of the program is in the “mentoring.” For example, an SEI student in athletics who is majoring in health and human performance, gains exposure to student athletes and coaches to learn on the job while being on the payroll. Moreover,

the mentor is vested in student’s success and is focused on timely graduation. Looking to expand the program, Silva said the college is exploring creating part-time work opportunities in the community that would function similar to internships. Another goal would be full-time employment if the employer is satisfied with the student and hires them after graduation. For any college looking to emulate SEI on campus, Silva recommends including three major components: 1) use SEI as a strategy for timely graduation; 2) make it a campus-wide program so everyone in the university understands the role it plays; and 3) emphasize the mentoring aspect.

Coming March 24th our Annual Community College Issue

TOP Community Colleges for Hispanics

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FINANCE/REPORT

Report Warns of Dangerous LongTerm Consequences of Student Debt LAWRENCE, Kan. – Student debt could be a ticking economic time bomb for the fiscal health of the nation. That’s the conclusion of a new report sounding a warning regarding the damaging effects that even small amounts of student debt might have. Adults with student debt tend to show lower college graduation rates, delays in marriage, delays in purchasing cars and homes, and lower net worth than those without debt, according to the report released recently by the Assets and Education Initiative (AEDI) at the University of Kansas (KU). Some studies even find that total debt in the range of $3,000-$10,000 might produce diminishing returns for some public-university students - far less than what most Americans would consider “high debt.” The effects of these constraints compound over time. For example, households with a member carrying student debt have less than half as much saved for retirement as those without, when controlling for other factors. The burdens don't remain within families, either, as the debt constrains consumer purchasing and eventually may impact the national economy. “Student loans today are a dangerous product sold at high doses to uninformed customers. For many middle-class students, these investments will pay off,” said Dr. William Elliott, one of the co-authors of the report and director of AEDI. “But we need to make sure all students, especially disadvantaged students, have options other than mortgaging their futures.” The report,” Student Loans Are Widening the Wealth Gap: Time To Focus on Equity,” reviews the latest research on the effects of student loans on educational and financial outcomes. College graduates without outstanding student debt have nearly three times the net worth of student borrowers, while those with student debt have 41 percent less home equity than students with no debt. The burdens of debt persist late into life: According to the Federal Reserve Bank of New York, 2.2 million student loan borrowers are over age 60, with an

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average debt load of $19,521. The report holds up children's savings accounts (CSAs) as an asset-based alternative to student loans. Students with college savings show improved educational outcomes before college, and are more likely to enter and succeed in college. The report identifies several features that make CSAs most effective, especially for low-income families: matching contributions, automatic enrollment, and allowable withdrawals for educational expenses before college. “Encouraging student savings will help us transition away from dependence on student loans,” said Melinda Lewis, also a co-author of the report and policy director at AEDI. “CSAs are a bipartisan idea, and appetite for them is growing in several states. We're hoping to help these programs expand. At the federal level, we need to change when students learn about financial aid options to help them avoid debt.” “Student Loans Are Widening the Wealth Gap” contains a range of policy recommendations. In addition to expanding promising CSA programs, the report recommends making loan terms and conditions easier to understand for students, building a savings component into the federal Pell Grant program, giving students earlier notice about the financial aid for which they will qualify, and easing credit constraints for indebted graduates. The Assets and Education Initiative is an office of the KU School of Social Welfare whose mission is to create and study innovations related to assets and economic well-being, with a focus on the relationship between children's savings and the educational outcomes of low-income and minority children as a way to achieve the American dream. The Social Work Administration and Advocacy Practice concentration in the Master of Social Work Program at KU prepares students for administrative and advocacy practice grounded in the knowledge and values of social work.

President of the Florissant Valley Campus St. Louis Community College

St. Louis Community College (STLCC) is the largest community college system in Missouri and has four (4) campuses. It is the second largest institution by headcount of higher education in the state with current credit enrollment of approximately 27,500 students. The College’s four campuses offer core courses for college transfer and career programs.

The Florissant Valley campus, situated on more than 100 acres with more than 7,000 students enrolled in transfer and career programs. It is known for excellence in engineering and technology and a strong general education curriculum, biotechnology program, unique programs in chemical technology, deaf communications, and nationally recognized programs in art and childcare. The Center for Workforce Innovation (CWI) is adjacent to the campus. This new 32,000 square foot facility houses the St. Louis Aerospace Institute along with six aerospace labs; a large equipment lab and technical training labs such as Programmable Logic Controllers, Industrial Maintenance Training, and Green Technologies and Sustainable Construction. PRIMARY DUTIES The College President reports directly to the Chancellor serving on the Chancellor’s leadership team and; • Is the educational leader for the Florissant Valley campus; exercising broad discretionary authority consistent with board policies. • Develops, implements and evaluates long-range strategic and operational plans for campus-based instructionally related programs and services. • Recommends and or approves employment of faculty and staff. • Interprets educational policies, programs and services to faculty, students and the public • Works with Public Safety regarding safety and emergency management. • Directs the instructional and student support functions. • Collaborates with local community representatives to identify education needs. • In the absence of the Chancellor may serve as the CEO of the College when designated by the Chancellor or Board of Trustees.

QUALIFICATIONS/EXPERIENCE Master’s degree and seven (7) years of full-time experience including five (5) years progressively responsible higher education administrative experience in curriculum development and administration of educational programs, with particular knowledge and experience in the areas of traditional and non-traditional education; academic affairs, student services and education innovation. A doctorate degree is highly preferred. Four (4) years of higher education level teaching experience desired. APPLICATION PROCESS If interested, please apply by completing an online application no later than February 28, 2014 at http://jobs.stlcc.edu/postings/2438

For additional information or confidential inquiries, contact Bill Miller, Associate Vice Chancellor, Human Resources 314.539.5220 or Patricia Henderson, Manager, Employment and Recruitment 314.539.5214

VICE PROVOST AND DEAN OF ENGINEERING AND COMPUTING AND THE VICE PROVOST AND DEAN OF ARTS, SCIENCES AND BUSINESS Rolla, Missouri Missouri University of Science and Technology (Missouri S&T) seeks a Vice Provost and Dean of the new College of Engineering and Computing and a Vice Provost and Dean of the new College of Arts, Sciences and Business. Missouri S&T is at a pivotal moment in its 143-year history, with an inspiring new chancellor, an ambitious strategic plan strongly supported by the University of Missouri System, and a decade of growth in its enrollments, research expenditures, scholarly activity, and overall academic quality. As the leaders of two newly created colleges, the deans will join a dynamic leadership team including a new Provost and Executive Vice Chancellor for Academic Affairs coming on board in 2014. Located in the Ozark Highlands, Missouri S&T was founded in 1870 as one of the first technological schools west of the Mississippi River. Today, Missouri S&T is among the nation's top research universities. A campus of the University of Missouri System, Missouri S&T enrolls more than 8,100 students from 50 states and 55 foreign countries with 55 degree programs in engineering, science, computing and technology, business, management systems, education, the humanities, and the liberal arts. The university has recently embarked on a strategic restructuring, organizing its 21 academic departments, currently reporting to the provost, into two new colleges: the College of Engineering and Computing comprising nine departments and the College of Arts, Sciences, and Business comprising 12 departments. Both deans will work with the provost and chancellor to define and implement the new college structures, to oversee and manage a shift in administrative responsibilities, and to develop Missouri S&T as a leading public technological research university dedicated to discovery, creativity and innovation. The deans will forge strong interconnected relationships between the colleges while the university grows the faculty by 2020 with 100 additional hires in select areas. Missouri S&T has retained the services of Isaacson, Miller to assist with these searches. Confidential inquiries, nominations, referrals, and resumes with cover letters should be directed in confidence to: Vivian Brocard, Vice President and Director, or Liz Vago, Managing Associate, for the Vice Provost and Dean of Engineering and Computing search at 5003@imsearch.com, and to Vivian Brocard, Vice President and Director, or Allison Davis, Associate, for the Vice Provost and Dean of Arts, Sciences and Business search at 5004@imsearch.com. Electronic submission of materials is strongly encouraged. To learn more about Missouri S&T, visit http://www.mst.edu. Equal opportunity shall be provided for all applicants on the basis of their demonstrated ability and competence without discrimination on the basis of their race, color, religion, sex, sexual orientation, national origin, age, disability, and status as Vietnam era veteran.

St. Louis Community College is an Affirmative Action /Equal Opportunity Employer and welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity AA/EE/D/VETERANS

01/27/2014

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OUTLOOK

The City University of New York

PRESIDENT KINGSBOROUGH COMMUNITY COLLEGE

The Board of Trustees of The City University of New York and the Presidential Search Committee invite nominations and applications for the position of President at Kingsborough Community College of The City University of New York. A comprehensive two-year college, Kingsborough offers 38 associate degree and certificate programs in the liberal arts and sciences, enrolling approximately 15,000 degree-seeking students. The college maintains one of the most comprehensive adult and continuing education programs in New York City, which enrolls over 20,000 students. Located in the Manhattan Beach section of Brooklyn, Kingsborough's magnificent 70-acre campus overlooks three bodies of water-Sheepshead Bay, Jamaica Bay, and the Atlantic Ocean. About half of Kingsborough’s students enroll in a liberal arts or science degree program; the rest pursue degrees in more specialized, career-oriented programs in business, communications, criminal justice, culinary art, nursing and allied health careers, information technology, journalism, maritime technology, tourism and hospitality, and the visual arts. The college has articulation agreements with most of CUNY and SUNY senior colleges, and transfer agreements with several private colleges in the region. The college employs 363 full-time faculty, 82 percent of whom hold a doctorate or University equivalent and 600 adjunct faculty, drawn from throughout the New York City metropolitan region. Professional staff and full-time and part-time support staff total 1,000. The college’s annual budget is $94.6 million, funded through New York State and New York City appropriations and student tuition and fees. Celebrating its 50th Anniversary this year, Kingsborough has a history of innovation. It was named a finalist-with-distinction for the 2013 Aspen prize for Community College Excellence as one of the top four community colleges in the nation. The college pioneered the nationally acclaimed College Now program for high school students. An 800-student New York City public high school resides on campus. Other pioneering programs include My Turn, which allows senior citizens to fill open class spaces for free; the New Start Program, offering students a second chance to succeed in college; and the Kingsborough Center for Economic and Workforce Development, which provides New York’s under and unemployed residents with training and skills necessary to advance their careers or continue towards a higher education goal. Kingsborough’s academic calendar is divided into two 18-week semesters, each consisting of 12-week and 6-week sessions. This flexible calendar allows students to accelerate their progress towards an associate degree. The student body is racially and ethnically diverse. More than half of Kingsborough’s students were born outside the U.S., representing 142 different countries and 73 different native languages. Sixty percent are the first generation to attend college, fifty-eight percent are full time students, over one-fifth are 25 or older and more than 40% come from households with annual incomes of under $20,000. Half of the students work full-time or part-time while attending college, and one in five supports children. A broad array of student services permit all students to succeed to the maximum of their abilities. The President serves as chief academic and administrative officer of the college, under the general direction of the CUNY Chancellor, according to policies set by the Board of Trustees. Preferred qualifications for the position include: • An earned doctorate or professional equivalent, college-level teaching experience, and a record of scholarly and/or professional achievement. • Experience in senior-level management of an urban community college or institution and a demonstrated commitment to creative, effective management. • A clear commitment to and passion for the unique, multiple roles a community college plays. • A leadership style that emphasizes consultation with faculty and senior administrators and open communication with faculty, students and community members. Experience working in the context of collective bargaining units for faculty and staff. • A commitment to student learning and a record of supporting high academic standards in programs offering students a strong liberal arts education, as well as career development and preparation for transfer. • An understanding of how technology can support learning, and a record of support for technological advancements. • An ability to navigate successfully in a multi-layered political environment. • Openness to innovative programming to expand the college’s reach into the community. • A passion and commitment to enhance the quality of student life and strengthen the delivery of services to a multi-cultural student body. • The capacity to persuasively communicate the College’s mission and programs to multiple constituencies. • Experience in attracting external funding and in handling the complexities of city, state, federal and private support. The position is available on or before September 1, 2014. Salary and benefits are competitive. The review of applications will begin February 28, 2014 and submission of applications and/or nominations are encouraged by that date. Applications and Nominations: Applicants should send (1) a letter expressing their interest in the position that addresses how they meet the Search Committee’s preferred qualifications, (2) their curriculum vitae, and (3) the names of eight references (two each: superiors, subordinates, faculty members, and community/business leaders). References will not be contacted without the applicant’s prior permission. Nominators should send a letter of nomination and, if possible, the nominee’s curriculum vitae. Applications and nominations should be sent electronically to: Kingsborough Community College Presidential Search at kbccpresident@agbsearch.com AND executivesearch@cuny.edu For additional information: Please contact Dr. Robert Parilla, Senior Consultant, AGB Search, at 301-518-2071, robert.parilla@agbsearch.com; or Ms. Mahlet Tsegaye, Office of Executive Search/CUNY, executivesearch@cuny.edu, or 205 East 42nd Street, 11th Floor, New York, NY 10017. Please visit Kingsborough Community College on its website at www.kbcc.cuny.edu for additional information. All inquiries, nominations, and applications will be held in the strictest confidence. CUNY is an EO/AA/IRCA/ADA Employer with a strong commitment to racial, cultural and ethnic diversity. The Search Committee actively seeks and encourages nominations and applications from men and women of all races and ethnic backgrounds.

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Faculty Positions for the 2014-2015 Academic Year

Assistant Professor of Art & Design (Graphic Design) Assistant Professor of Biology (Molecular Microbiology) Assistant Professor of Biology (Bioinformatics) Instructor of Chemistry & Physics (General Chemistry) Assistant Professor of English (English Teaching) Assistant Professor of Languages, Literatures, and Linguistics (First Year Language Coordinator) Assistant Professor of Languages, Literatures, and Linguistics (Spanish Literature) Instructor of Math (General Mathematics) Assistant Professor of Math and Computer Science (Computer Science) Assistant Professor of Music (Music Education) Assistant Professor of Political Science (American Politics) Assistant Professor of Psychology/Sociology (Sociology) Instructor of Theater (Arts Management and Administration) Assistant Professor of Finance (Insurance) Assistant/Associate Professor of Marketing (Sales) Assistant Professor of Communications Disorders in the Department of Communication Disorders, Counseling, School and Educational Psychology Assistant Professor of Applied Engineering and Technology Management (Manufacturing and CAD) Assistant Professor of Electronics and Computer Engineering Technology (Analog and Digital Electronics) Assistant Professor of Applied Health Sciences (Food and Nutrition) Assistant/Associate Professor of Applied Health Sciences (Health Science) Assistant Professor of Kinesiology, Recreation, and Sport (Exercise Science) Assistant Professor of Kinesiology, Recreation, and Sport (Sports Management) Assistant Professor of Advanced Practice Nursing

For more information & how to apply visit jobs.indstate.edu

Albany, Georgia

INTERNATIONAL STUDENT COORDINATOR, Full-Time Staff, at Darton State College, University System of Georgia. Salary dependent on qualifications. Review of applications begins immediately. Visit our Web Site at http://www.darton.edu/Employment for complete job descriptions and requirements or contact: Personnel Office, Darton College, 2400 Gillionville Road, Albany, GA 31707. AA/EOI

Coming Feb. 24 th Watch for our

Women in Higher Education Issue

Assistant Dean for Student Services/Clinical Instructor

The University of Maryland School of Social Work is accepting applications for the Assistant Dean for Student Services. The Assistant Dean for Student Services provides leadership for the School in the area of services to students. These services include providing individual students with counseling on a wide variety of academic and non-academic matters, providing mentoring to and support for student groups and student leaders, developing and implementing orientations for new students and chairing the School’s Convocation/Commencement committee. This position is an administrative non-tenure track faculty position. A Master’s Degree in Social Work and social work license are required. Five years post-MSW experience at least three of which involved working directly with students in a social work academic capacity such as classroom teaching, field instruction or advising; and two of which included supervisory or leadership experience. For detailed information about the position and the application process please see http://www.ssw.umaryland.edu/jobs/job_announcements.htm

The University of Maryland is an Equal Opportunity/Affirmative Action Employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply.

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The City University of New York

PRESIDENT QUEENS COLLEGE

The Board of Trustees of The City University of New York and the Presidential Search Committee of Queens College invite nominations and applications for the position of President. A senior college within The City University of New York, Queens College enrolls approximately 20,000 students from more than 130 nations and is one of the United Statesâ&#x20AC;&#x2122; most culturally diverse colleges. Queens College celebrates diversity and fosters an inclusive environment for its students, staff and faculty. For over 40% of the student body English is not their native tongue. Founded in 1937, Queens College is located on an 80-acre, tree-lined campus in a residential area of Flushing in the borough of Queens. The college boasts state-of-the-art computer and science laboratories, a spectacular music building, the six-story Rosenthal Library and its first residence hall, The Summit, which opened in 2009. U.S. News & World Report Best Colleges (2014) named Queens one of the 10 best Public Regional Universities in the north because of the quality of its many undergraduate and graduate programs, the College placed 2nd on Washington Monthlyâ&#x20AC;&#x2122;s (2013) â&#x20AC;&#x153;Best Bang for the Buckâ&#x20AC;? rankings and first among all American Public Universities. The college has 618 full-time faculty, 1102 adjunct faculty and an annual budget of over $140 million. Queens faculty have received national recognition and funding from prestigious organizations to further their research, teaching and service activities. More than 130 different degree programs are offered across four academic divisions including Arts and Humanities, Mathematics and the Natural Sciences, the Social Sciences, and Education. The President serves as chief academic and administrative officer of the college, under the general direction of the CUNY Chancellor, according to policies set by the Board of Trustees. Preferred qualifications for the position include: â&#x20AC;˘ An earned doctorate or professional equivalent, university-level teaching experience, and a substantial record of scholarly research and/or professional achievement. â&#x20AC;˘ Senior-level administrative experience in a higher education institution, preferably in an urban location. â&#x20AC;˘ Strong external skills with the ability to represent Queens to multiple local, national, and international constituencies, including alumni, the business community, and legislative and other governmental bodies. â&#x20AC;˘ A collaborative and creative leadership style that emphasizes consultation and open communication with faculty, senior administrators, students and community members in an environment of shared governance. â&#x20AC;˘ A commitment to student learning and high academic standards. Experience in a public, urban higher education institution in a multi-cultural, multi-ethnic city would be a positive. â&#x20AC;˘ The ability to recruit and retain excellent faculty and a commitment to supporting faculty in their research and scholarly endeavors. â&#x20AC;˘ A strong record of success in attracting financial support for an organization from foundations, corporations, governmental sources and private donors. The position is available on or before September 1, 2014. Initial screening of applications will begin immediately and continue until the position is filled. Submission of applications and nominations is encouraged by March 15, 2014. Applications and Nominations: Applicants should send (1) a letter expressing their interest in the position that addresses how they meet the Search Committeeâ&#x20AC;&#x2122;s preferred qualifications, (2) their curriculum vitae, and (3) the names of eight references (two each: superiors, subordinates, faculty members, and community/business leaders). References will not be contacted without the applicantâ&#x20AC;&#x2122;s prior permission. Nominators should send a letter of nomination and, if possible, the nomineeâ&#x20AC;&#x2122;s curriculum vitae. Applications and nominations should be sent electronically to: Queens College Presidential Search at queenscollege@heidrick.com AND executivesearch@cuny.edu. For additional information: Please contact Ms. Ellen Brown Landers, Ms. Tracie Smith and Mr. Nat Sutton at Heidrick & Struggles (404-682-7316 or queenscollege@heidrick.com), or Ms. Mahlet Tsegaye, Office of Executive Search/CUNY (executivesearch@cuny.edu, or 205 East 42nd Street, 11th Floor, New York, NY 10017). Please visit Queens College on its website at www.qc.cuny.edu for additional information. All inquiries, nominations, and applications will be held in the strictest of confidence. CUNY is an EO/AA/IRCA/ADA Employer with a strong commitment to racial, cultural and ethnic diversity. The Search Committee actively seeks and encourages nominations and applications from men and women of all races and ethnic backgrounds.

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55173 CUNY Hispanic Outlook 3.625â&#x20AC;? X 9.75 1.15.14 P3

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DIRECTOR OF ORAL AND MAXILLOFACIAL SURGERY CENTER

Kornberg School of Dentistry invites applications for a full-time position as Director of the Oral and Maxillofacial Surgery Center. The position is available immediately. The director is responsible for the overall educational and patient care activities in oral and maxillofacial surgery and for the academic supervision of Kornberg dental residents from the Ministry of Health in Kuwait and similar contracts. The director is expected to manage the outpatient oral and maxillofacial surgery center to meet the needs of the Philadelphia community and the surrounding area and provide hands-on patient care. This five-day appointment includes one day for intramural private practice at the dental school or affiliated surgical centers or hospitals. The position reports directly to the Dean and to the Chair of Oral Medicine, Pathology and Surgery. Requirements for the position include board certification in Oral and Maxillofacial Surgery, current Pennsylvania dental license, appropriate Pennsylvania State Board of Dentistry anesthesia permit, and extensive experience in education of dental students and residents in oral and maxillofacial surgery. Salary and academic rank will be commensurate with experience and qualifications. The search will continue until a suitable candidate is identified.

Hispanic Outlook.... There’s an

App

for That!

Kornberg School of Dentistry offers: • Newly renovated clinical facilities completed in 2013 Digital radiology including intraoral, panoramic and 3D imaging • • State-of-the-art central sterilization and cassette management system Substantial outpatient surgical programs for emergency and comprehensive care • • University instructional support center and teaching/learning center for faculty Active dental implant program for comprehensive care patients • Well-established and diverse AEGD residency program • • School-wide AxiUm clinical management system

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Free App from the App Store or Google Play

Interested applicants should send a cover letter indicating date of availability, curriculum vitae and three references to: Dr. Daniel Boston, Search Committee Chair, Office of Clinical Affairs Room 2D02, Temple University Kornberg School of Dentistry, 3223 North Broad Street, Philadelphia, PA 19140 (email: daniel.boston@temple.edu). Temple University is an equal opportunity / affirmative action employer. Minority and female applicants are encouraged to apply.

UNION COUNTY COLLEGE, NJ Anticipated Full-Time Faculty Positions

FALL 2014 INSTRUCTORS

About Union County College Founded in 1933 as New Jersey’s first community college, Union County College is a publicly funded, comprehensive community college. Accredited by the Middle States Commission on Higher Education, Union operates major campuses in Cranford, Elizabeth and Plainfield, and enrolls 13,000 full and part-time credit students. We are seeking candidates committed to student success and to the mission of a comprehensive community college.

Enfield, Connecticut

Asnuntuck Community College has the following Full-time opening:

Network Manager Information on qualifications and compensation is available at www.asnuntuck.edu (click on Employment). Asnuntuck Community College is an Affirmative Action/Equal Opportunity Employer, M/F. Protected group members are strongly encouraged to apply.

All faculty positions require a Master’s degree in the discipline or related subject area. Screening of resumes will continue until all open positions are filled. • Business • English – College Level and Developmental • History • Math • Psychology

Applications will only be accepted online. To apply, go to: https://ucc.peopleadmin.com

For further information about Union County College, including current job openings, please visit our website at: http://www.ucc.edu Union is an EO/AA employer committed to diversity.

Employees must establish primary residency in New Jersey within one year of appointment. These positions offer a competitive salary and benefits package.

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The Palm Desert Campus is an integral part of California State University, San Bernardino, a comprehensive regional university. CSUSB is one of 23 CSU campuses with approximately 18,000 students, 466 full-time faculty, and 46 undergraduate and 31 graduate degree programs. The university consists of the Colleges of Arts and Letters, Business and Public Administration, Education, Natural Sciences, and Social and Behavioral Sciences. The Palm Desert Campus is situated 70 miles east of San Bernardino in the heart of the Coachella Valley. The rapidly expanding metropolitan area offers a wide variety of cultural and recreational opportunities. The successful applicant will be expected to live in the Coachella Valley.

DEAN PALM DESERT CAMPUS

California State University, San Bernardino invites nominations and applications for the position of Dean of the Palm Desert Campus (PDC). Serving as the Chief Operating Officer of the PDC, the position has specific reporting lines to the President on all nonacademic related activities as well as the Provost/Vice President for Academic Affairs for academic programs. This position works in concert with every vice president and dean on specific operations related to the PDC, including curriculum and instruction, fundraising and development, community relations, relationships with local municipalities, student services, communication, facilities and planning, fiscal management and information technology. The Dean works directly as, and is frequently, the primary conduit with the local community college districts, as well as the regional school districts, to advance educational opportunities in the Coachella Valley. The campus entered an exciting new phase in its evolution with the introduction of a first year class in Fall 2013 and the Dean will be responsible for working with Admissions and Student Recruitment to bring in future classes. The Dean collaborates with every division and college on the management and supervision of a staff of 50. The position administers an annual operating budget of $6.4 million, one-third in the general fund. The PDC has an enrollment of more than 900, offers 12 undergraduate degree programs, three at the master's level and an Ed.D. in educational leadership. One of the regionâ&#x20AC;&#x2122;s most beautiful venues, the campus serves as a cultural center for the region and sponsors an annual lecture and concert series. Candidates must have: t "O FBSOFE EPDUPSBUF BOE BU MFBTU GJWF ZFBST BENJOJTUSBUJWF FYQFSJFODF BU the level of department chair or higher; t " SFDPSE PG BDDPNQMJTINFOU JO UFBDIJOH SFTFBSDI TDIPMBSMZ DSFBUJWF activity, and service sufficient to warrant a tenured appointment at the rank of Professor; t 4VDDFTTGVM FYQFSJFODF JO BDBEFNJD QSPHSBN EFWFMPQNFOU TUSBUFHJD planning and personnel, and budgetary management; t " TVDDFTTGVM SFDPSE PG DPNNVOJUZ FOHBHFNFOU BOE GVOE SBJTJOH t " TVDDFTTGVM SFDPSE PG HSBOU XSJUJOH BOE HSBOU NBOBHFNFOU t %FNPOTUSBUFE BCJMJUZ UP JOUFSBDU XJUI B DVMUVSBMMZ BOE FUIOJDBMMZ EJWFSTF community; t 4UFMMBS PSBM BOE XSJUUFO DPNNVOJDBUJPO TLJMMT Compensation is competitive and commensurate with experience and qualifications. Review of applications will begin on February 28, 2014, and will continue until the position is filled. The applicant is asked to submit a letter of application, and a resume, accompanied by the names, email addresses, telephone and fax numbers of three references. Please forward applications and nominations (electronic submittals are preferred â&#x20AC;&#x201C; send as Word attachments) to email address pdcsearch@csusb.edu or mail to: Dr. Ron Fremont, Chair, Office of the Provost and Vice President for Academic Affairs, Search Committee for Dean of the Palm Desert Campus, 5500 University Parkway, San Bernardino, CA 92407. For confidential inquiry, contact Dr. Ron Fremont at (909) 537-3013 or at rfremont@csusb.edu. California State University, San Bernardino is an Equal Opportunity Employer committed to a diversified workforce.

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DEAN OF THE LAW SCHOOL The George Washington University Law School invites nominations and applications for the position of Dean. The appointment will be effective July 1, 2014 or a date to be negotiated. As the intellectual and administrative leader of the law school, the next Dean will play a key role in developing new ideas and forging consensus among stakeholders to position G.W. to continue its position of leadership and its tradition of excellence in a changing legal market. Successful candidates will have a clear vision of legal education and its future; excellent interpersonal skills; superior communication skills; and aptitude for administration, strategic planning and fundraising. Candidates must be qualified for appointment at the tenured rank of Professor, and should have an unqualified commitment to diversity and inclusion in higher education. G.W. Law The George Washington University Law School is a vibrant intellectual community, with a nationally prominent faculty of approximately 90 gifted fulltime teacher-scholars, a group of 250 distinguished adjunct instructors, a dedicated an able staff, a talented student body with extremely strong credentials, and a rich educational program with multiple areas of particular strength. It also boasts an unrivaled location in the heart of our nationâ&#x20AC;&#x2122;s capital. G.W.â&#x20AC;&#x2122;s diverse student body includes 1300 full-time and 300 part-time J.D. students hailing from 46 states and representing over 200 different undergraduate institutions, as well as 200 graduate students from nearly 50 different countries. The schools 24,000 living alumni span the globe and have achieved professional distinction in both public service and in the private sphere. The school offers one of the most comprehensive programs of legal education available anywhere in the country, with an elective curriculum consisting of over 250 advanced courses, 10 separate clinical programs, nationally ranked specialty programs in Intellectual Property, International Law and Environmental Law and an extensive program of field placements, internships and co-curricular activities. The intellectual climate is further enhanced by 8 student edited law journals and 7 research centers which allow students to delve into areas as diverse as National Security Law, Corporate Law, Complex Litigation and Finance and Government Procurement Law. The University The law school is a component of the George Washington University, a private and non-sectarian university with over 20,000 students, making it the largest institution of higher education in the District of Columbia. The University is comprised of 10 constituent schools, including Medicine, Engineering, Business, Education and International Affairs, and is home to over 100 research centers and institutes. Opportunities for interdisciplinary work by both students and faculty are plentiful. Moreover, G.W.â&#x20AC;&#x2122;s location gives students extraordinary opportunities for real world experiences as interns and volunteers. Its faculty members and academic administrators are frequent commentators on public affairs and scientific and intellectual developments. Applications and Inquiries The search committee will be accepting applications, nominations and inquiries until the position is filled. The review of applications will begin immediately. Applications and nominations accompanied by a CV and letter of interest will received the fullest consideration. Materials should be directed to:Professor Roger E. Schechter, Chair, Dean Search Committee, rschechter@law.gwu.edu or Ken Kring, Search Consultant to the Committee, Korn/Ferry, Ken.kring@kornferry.com. Telephone inquiries can be directed to Prof. Schechter at 202-994-3702 or to Mr. Kring at 215- 656-5309. The University is an Equal Employment Opportunity/Affirmative Action (EEO/AA) employer committed to maintaining a non-discriminatory, diverse work environment. The University does not unlawfully discriminate on the basis of race, color, religion, sex, national origin, age, disability, vertan status, sexual orientation, gender identity or express, or on any other basis prohibited by applicable law in any of its programs or activities.

SUL ROSS STATE UNIVERSITY Alpine Campus and Rio Grande College Campus invites applications for the following Faculty and Staff positions: ALPINE CAMPUS Assistant Professor of Criminal Justice (13-55A)

BALL STATE UNIVERSITY

Assistant Professor in Theatre (13-57A)

President

Assistant Professor of Biology (13-69A) Assistant Professor of Mathematics (13-82A Assistant or Associate Professor of Education (14-02A) Assistant Professor in Counselor Education (14-10A) Assistant or Associate Professor of Physics and Astronomy (14-19A) Assistant Professor in Kinesiology/ Exercise Science (14-21A) Assistant Professor of Education (14-29A) ***** RIO GRANDE COLLEGE CAMPUS Assistant/Associate Professor of Education/Visiting Lecturer RGC Eagle Pass (14/02R) ***** To view complete announcements and for information regarding Sul Ross State University, visit our website at www.sulross.edu. For further information please contact Sul Ross State University, Human Resources, Box C-13, Alpine, TX 79832. Phone (432) 837-8058; e-mail

. Sul Ross is a member of the Texas State University System. EEO/AAE.

1/21 1/4 page 3.625 x 4.75 $490

Insight into Diversity Issue: March (2/24) - due 2/10 Size: 1/4 page 3.5 x 4.75 Cost: $860 Web only - $319 for 30 days

FOR ALL YOUR MULTICULTURAL ITEMS C

POSTERS

Ball State, a state-assisted university, is comprehensive and categorized by the Carnegie Foundation for the Advancement of Teaching as a research university, high research activity (RU/H). The university enrolls more than 20,000 students and has distinguished itself with a distinctive approach to teaching and learning called immersive learning. With 3,800 employees, including 950 full-time faculty members, the university attracts approximately $20 million in external research funding. The strategic plan for 2012â&#x20AC;&#x201C;2017â&#x20AC;&#x201D;Education Redefined 2.0: Advancing Indiana (bsu.edu/strategicplan)â&#x20AC;&#x201D;has four key goals: Immersiveâ&#x20AC;&#x201D;Provide distinctive, high-quality educational experiences.

Vibrantâ&#x20AC;&#x201D;Invest in an increasingly vibrant and integrated university community.

P.O. BOX 231840 Issue: 1/27 due Centreville, VA 20120-1840

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Ball State is a bold, strong university that seeks a leader to build upon its achievements over a transformative decade. The university has proven success strengthening its national visibility, enrollment profile, diversity of the student body and faculty, the vibrancy of the campus, and philanthropic support.

Innovativeâ&#x20AC;&#x201D;Become a recognized leader for educational and disciplinary innovation.

HMS CO. Outlook Hispanic Size: Cost:

The Board of Trustees of Ball State University invites expressions of interest in, and nominations for, the position of president.

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Engagedâ&#x20AC;&#x201D;Advance Indiana through student engagement and faculty expertise. Ball State University is at an exciting point in its history. This vibrant university is well positioned to continue to excel and is poised to enjoy its growing reputation as an excellent academic institution. The new president will be expected to continue to build on the many fine qualities of the university, become personally vested in its future, continue to raise the university profile, and carry this important message throughout the state of Indiana and beyond. Ball Stateâ&#x20AC;&#x2122;s leader must be one who can eloquently convey the importance of the quest for knowledge in a community of learners, of higher education to the broader community, and of the enrichment of a diverse environment. Personal qualities of integrity and unquestioned ethical behavior, humor, and vision are essential, as are sound judgment, considerable stamina, a commitment to collaboration, and openness and trustworthiness. All correspondence should be directed in confidence to the universityâ&#x20AC;&#x2122;s executive recruitment consultant: Jerry H. Baker Baker and Associates LLC 4799 Olde Towne Parkway, Suite 202 Marietta, GA 30068 770-395-2761 jbaker@baasearch.com

bsu.edu/presidentsearch Ball State University is an equal opportunity, affirmative action employer and is strongly and actively committed to diversity within its community.

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Priming the Pump...

FRANK TALK WITH LATINOS ABOUT HIGHER ED

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

is best to be frank about higher education with Latino students preparing to enter college. These statements might help them align some of their expectations and behaviors as they face the reality of higher education. 1. The syllabus tells you what is required and how things are done in a class, so read it thoroughly and then do as it instructs. This avoids surprises or awkward “I didn’t know I had to do that” exchanges later with the professor. 2. If something is due on a given date then that is the latest date you can turn it in. You can turn in assignments early for many professors, but check first. You don’t want your work to get lost and the professor might prefer that it be submitted the date it is due. 3. Professors will not track you down to ask why you have not been in class or why your assignment was not turned in. If you don’t show, they make a note and, with enough absences or missing assignments, will give you failing grade (if you don’t drop the class by the university’s designated drop date). Take responsibility for what you have done or not done, and get the work in on time. 4. Forget excuses. While instructors are typically compassionate, they can’t accommodate all broken hearts, broken computers or broken-down cars. Most realize emergencies occur, but if your life is a long string of crises, get some help and keep the drama away from the instructor. 5. Higher education isn’t about doing the work “good enough.” It’s about doing things well, often better than anyone else. If you think you can get away with spending a few minutes on an essay or not reading the chapter, you are fooling yourself. Keep up with the work, and do your best. Check your work; revise your writing. Otherwise, you are insulting the professor and showing that you don’t care much about your own reputation. 6. Group projects are assigned to promote teamwork and leadership while diversifying and enriching your work. Everyone has a lame group member occasionally, so don’t count on that person to do your work for you (and don’t count on the smartest classmate to do it all, either).

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Communicate with other group members so that everyone can plan and contribute. Allow enough lead time so that the group can practice presentations and refine written assignments you must submit. (If you are trying to get away with simple cutting and pasting in word processing without editing a group document, at least make it less obvious by using the same font. Don’t let your assignment look like a ransom note to the professor). 7. About #6 – Even if you don’t care for one of the group members, try to get along anyway to get the work accomplished. It might be the biggest lesson you get out of doing the project. 8. Reading is an essential part of higher education. Forget YouTube and read, read and read some more. If you have difficulty reading, seek assistance from student services. They often have tutorial services available to help you with tips for overcoming reading challenges and developing good study skills. 9. Leave your electronics outside the classroom (unless you are using a computer, with the professor’s approval). Remove ear buds and turn off your cellphone until class is over. Professors know if you are distracted by other websites or apps you are using instead of just taking class notes electronically. They can tell if you are sneak-texting, lowering your head and holding your hands underneath the desk as your thumbs go a mile a minute. Forget all those electronic gizmos during class and pay attention instead. 10. Take notes. Eidetic memory is very rare, so chances are you do not have one. Taking notes keeps you focused, helps organize the material for later use and enhances your understanding of the material. If you don’t know how to take effective notes efficiently, ask student services or a teaching assistant if they can guide you with tips for good note taking. Next issue: The most common mistakes Hispanic college students make.