03/10/2014 Helping First Generation Minorities.

MARCH 10, 2014

www.HispanicOutlook.com

App Builds Mobile Campus

VOLUME 24 • NUMBER 11

Imperatives for Governing Boards

Because You Want to Know

Did you know that you can get a Free digital issue of Hispanic Outlook?

Visit our website, click on the digital magazine, to view our current issue, including all archived issues.

Download it to your PC, Mac, iPhone, iPad, tablet, smartphone or Android to have Hispanic Outlook how you want it, when you want it.

Download Our Free App At 2

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

by Carlos D. Conde

LATINO KALEIDOSCOPE

The Cuban Castro Redemption

I

was an AP correspondent in Austin, Texas in April 1961 when I was sent to interview a boatload of anti- Castro Cuban forces that had survived the botched overthrow of the bearded revolutionist and were rescued by a passing cargo freighter which dropped them off in Corpus Christi, Texas.

Physically and morally depleted but grateful to be alive, they were upset with the outcome and outraged at the U.S. government for failing to provide them with the air support and backup assistance they had been promised.

Had it done so, today may have seen a different Cuba.

Fidel Castro’s 26th of July Movement revolutionary forces had ousted dictator Fulgencio Batista in January 1959 and now a rebel force with the support of the U.S. government had tried to overthrow Castro for his infidelity to the revolution’s ideals.

It took Castro’s forces three days to defeat the U.S.- sponsored rebels and an infinite amount of time for the U.S. to face that reality and to this day, the government continues to dwell on the what- if’s with its continued antagonism toward Castro’s Cuba.

Back then, the Bay of Pigs’ ragtag survivors seemed more upset with the U.S.’s perfidy than Castro’s fate claiming that President Kennedy’s administration had reneged on the promised support and never had intentions to provide it The Bay of Pigs invasion and the inland fighting were unmitigated disasters as Castro’s forces filled up his prisons with rebels he didn’t execute.

It created the Cuban Missile Crisis with Russia in 1962 and Kennedy’s 13-day showdown with Russian premier Nikita Khrushchev over installation of missile sites directed at U.S. targets.

Khrushchev blinked first and cancelled the site construction and took his missiles home but only after the U.S. promised not to invade Cuba.

The U.S. tried another tactic; economic strangulation with an embargo on commerce and trade with Cuba by U.S. interests and a ban on travel to Cuba by U.S. citizens except for specific, sanctioned activities which continue to this day.

President Kennedy signed it but not before he sent his press secretary, Pierre Salinger, on the eve of the embargo to procure as many Cuban cigars as he could find, and did – 1,200 Petit Upmann.

Through it all, Castro’s Cuba is still standing but now under new management.

Fidel Castro is old and sick and has faded into retirement.

Several years ago, he anointed his “younger” 83-year-old brother, Raúl, to continue the socialist oriented doctrine.

People speculate about a rapprochement with Cuba under a mellower Raúl who seems in no mood to deviate from his brother’s original governance.

Some, particularly Cuban-American politicians, voiced dismay at seeing President Obama shake hands with Raúl Castro at Nelson Mandela’s tribute in South Africa.

As a senator, Obama opposed the continued sanctions which he claimed “squeezed the innocents and utterly failed to get rid of Castro who has been there since I was born. It’s time to acknowledge this particular policy has failed.”

However, as president in 2011, Obama defended the U.S.’s tough stance toward Cuba.

“We have to see a signal . . . that (Cuba) is following through on releasing political prisoners and providing people their basic human rights for us to be fully engaged.

“Thus far, what we haven’t seen is the genuine spirit of transformation . . . that would justify us eliminating the embargo,” the president added.

A public opinion poll by a respected, nonpartisan group, The Atlantic Council’s Adrienne Arsht Latin American Center, revealed that a majority of Americans, including Florida’s large Cuban population, wants the U.S. to reassess its punitive policy toward Cuba.

That made the case for two U.S. senators, Patrick Leahy, D-Vt., and Jeff Flake, R-Ariz., who said in a joint statement and an op-ed piece for the Miami Herald that the “frozenin-time” embargo on American travel and trade with Cuba have accomplished nothing but to give the Cuban regime a scapegoat for the failures of the Cuban economy.

“Rather than isolate Cuba with outdated policies, we have isolated ourselves,” wrote Leahy and Flake.

L K

A T I N O

A L E I D O S C O P E

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

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

3

MAGAZINE® MARCH 10, 2014

CONTENTS

Project Aims to Increase First-Generation and Deaf/Hard of Hearing STEM Majors

by Gary M. Stern

Page 8

Page 10

Latino Studies Programs Gaining in Popularity by Marilyn Gilroy

10

New App Builds Mobile Campus

by Frank DiMaria

12

Detained in the Desert: Protesting the Unjust through the Power of a Pen by Sylvia Mendoza

14

Top 10 Imperatives for Successful Governing Boards by Jeff Simmons

18

You can download the HO app Page 14 Cover photo Rochester Institute of Technology courtesy of Sue Weisler.

4

H I S P A N I C

O U T L O O K

•

8

0 3 / 1 0 / 2 0 1 4

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

Art & Production Director –

DEPARTMENTS Latino Kaleidoscope

Avedis Derbalian

3

by Carlos D. Conde

The Cuban Castro Redemption

Interesting Reads Book Review

by Mary Ann Cooper

by Peggy Sands Orchowski

Scholars’ Corner

by Devan R. Romero, Anthony De Jesús and John Klingemann

Priming the Pump...

Routines Can Be Habits for Success

by Miquela Rivera

Joanne Aluotto

Sr. Advertising Sales Associate – Angel M. Rodríguez

Article Contributors

Frank DiMaria, Sylvia Mendoza, Miquela Rivera, Jeff Simmons, Gary M. Stern

7

Hispanic Entrepreneurs in the 2000s: An Economic Profile and Policy Implications

Uncensored

Graphic Designer –

7

17

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®.

Advertising Sales

21 Back Cover

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

Editorial Office

220 Kinderkamack Rd, Ste E, Westwood, N.J. 07675

TEL (201) 587-8800 or (800) 549-8280 FAX (201) 587-9105

Letters to the Editor

The Hispanic Outlook in Higher Education Magazine ®

email: SLOutlook@aol.com

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

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

5

Esquina E ditorial

E

veryone who has ever been on a belt-tightening budget knows something about creative bookkeeping and getting the best bang for the buck. Since austerity has been the order of the day for most higher education institutions across the country, school administrators have had to come up with innovative programs and methods to stretch every dollar entrusted into their care, and still attract the best and the brightest students to their classrooms. In this issue of HO we shine a spotlight on some innovative programs and energizing figures changing the way schools are doing business these days – for the better! As we report, the Association of Governing Boards (AGB) of Colleges and Universities in its 2012 annual report, recommends that schools endorse diversity of expertise and viewpoints in their institutional planning.

Outside- the- box thinking and embracing the digital world is also part of their 10- point plan for money-strapped schools.

One way of increasing attention to diversity in higher education has been through the resurgence of Latino studies. Recently, schools such as Vanderbilt University have introduced a Latino and Latina studies academic concentration which examines the presence of Hispanics as an integral part of U.S. culture and history. These courses have a different focus from the Chicano studies programs founded in the late 1960s and 70s which were a product of the civil rights and labor movement to advance the rights of migrant farmers. Yet, they are popular and relevant to today’s students and demonstrate the positive impact Hispanics have made and continue to make in this country and the world. It just goes to show that sometimes it takes a good belt-tightening to shake off complacency and bring about affirmative change. ¡Adelante!

Suzanne López-Isa Managing Editor

WELCOME TO THE APP AGE When You Advertise In The Hispanic Outlook Digital Magazine®

Your Exposure Is Universal

Download your FREE app at

6

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

or

Interesting Reads

Our Hispanic Roots: What History Failed to Tell Us. Second Edition

by Carlos B. Vega Since Florida was discovered by Ponce de León in 1513 to well past the 19th century, the Hispanic world played a major role in laying down the foundations of the great American republic. In writing this book, the author conducted five years of research and relied on the scholarly work of well-respected historians many of whom are Americans. A must-read book for history instructors and students.

2013. 452 pp. ISBN: 978-1596412842. $34.95 paper.

Janaway Publishing, Inc. Santa Maria, Calif., (805) 9251038. www.JanawayGenealogy.com For All of Us, One Today: An Inaugural Poet's Journey

by Richard Blanco For All of Us, One Today is a poetic story based on Richard Blanco’s experiences leading up to his being the inaugural poet in 2013. He shares his journey as a Latino immigrant and openly gay man discovering a new, emotional understanding of what it means to be an American. Blanco reflects on his life-changing role as a public voice since the inauguration and his vision for poetry’s new role in our nation’s consciousness.

2013. 120 pp. ISBN: 978-0807033807 $15.00 paper.

Beacon Press Boston, Mass. (617) 742-2110. www.beacon.org.

Latino Americans: The 500-Year Legacy That Shaped a Nation

by Ray Suárez Latino Americans chronicles the rich and varied history of Latinos, who have helped shaped our nation and have become, with more than 50 million people, the largest minority in the United States. This companion to the landmark PBS miniseries tells how the story of Latino Americans is the story of our country. Author Ray Suárez explores the lives of Latino/as over a 500-year span.

2013. 272 pp. ISBN: 978-0451238146. $18.00 paper.

Penguin Publishing, N.Y. www.penguingroup.com. (800) 847-5515

Hispanic Entrepreneurs in the 2000s: An Economic Profile and Policy Implications

by Alberto Dávila and Marie T. Mora 2013. 256 pp. ISBN: 9780804777933. $60.00 cloth. Stanford University Press, Redwood City, Calif., (650) 723-9434

The

burgeoning Latino/a demographic in the United States has created huge national numbers. Hispanics have accounted for more than half the population growth in the United States over the last decade. One of the byproducts of the explosion of this ethnic group is the dramatic growth of Hispanic-owned small businesses. These enterprises were started beginning in the last decade or so by a new class of Hispanic entrepreneurs who have had to overcome all the obstacles that other entrepreneurs have to face, but are sometimes saddled with even more challenges such as securing funding, finding other Hispanic businessmen to network with and having the training necessary to create and grow their companies.

Now there is a book, Hispanic Entrepreneurs in the 2000s, that chronicles this new business demographic.

Drawing on detailed and quantitative data, authors Alberto Dávila and Marie T. Mora examine the key economic issues facing Hispanic entrepreneurs and offer analysis on the varying and sometimes unpredictable effects that these factors have on subsets of the Hispanic community, such as Mexican-Americans, Puerto Ricans, Cubans, and Salvadorans. They also take into account the gender and immigrant status of these entrepreneurs. Beyond an exploration of their challenges, Hispanic Entrepreneurs in the 2000s also examines existing policies that motivate and spur successful Hispanic entrepreneurs. Finally, the authors take their analysis one step further by drawing up specific strategies that small business owners can implement to start and grow their businesses and increase their market share. The authors point out that nurturing these entrepreneurs is good for the American economy because they represent a large percentage of present and future job creators.

Hispanic Entrepreneurs in the 2000s has been recognized by financial experts and authors as a serious and unique work. Barbara J. Robles, co-author of The Color of Wealth, praises the book’s attention to what she calls a “market segment that is little understood, but of great importance.” She also praises the value of the data that was collected and used to provide this analysis. Robert W. Fairly, University of California, Santa Cruz, calls this book “an important contribution to the literature.”

Alberto Dávila, co-author of Hispanic Entrepreneurs in the 2000s is professor of economics and V.F. “Doc” and Gertrude Niihau’s Chair for Entrepreneurship at The University of Texas-Pan American. Dávila’s co-author Marie T. Mora is professor of economics at The University of Texas-Pan American (UTPA).

She serves on the Data Users Advisory Committee for the U.S. Bureau of Labor Statistics and the Board of the American Society of Hispanic Economists.

Reviewed by Mary Ann Cooper

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

7

STEM INITIATIVES

Project Aims to Increase First-Generation and Deaf/Hard of Hearing STEM Majors When

by Gary M. Stern

Scott Franklin, a professor of physics and astronomy at the Rochester Institute of Technology (RIT), located in Rochester, N.Y., and a group of colleagues, studied retention rates at the request of the provost, they determined that two distinct populations were underperforming other groups. One was firstgeneration students, whose parents hadn’t attended college, and who faced some difficulties navigating college and meeting the standards of a demanding STEM (science technology engineering math) curriculum. And the other was deaf and hard of hearing students, which numbered 1,300 in a college of 15,410 undergraduates.

Franklin, who served as project manager of the study, worked with a team consisting of staff from Student Learning Support and Assessment, Life Sciences, Science/Math Learning, Academic Affairs and Office of Admissions.

Of RIT’s undergraduate students attending in fall 2013, 76 percent were white, 7 percent were Hispanic, 6 percent AfricanAmerican, and 7 percent Asian-American. Its most popular majors are computing, engineering, imaging science, sustainability and fine and applied arts. For minority students, it offers the Multicultural Center for Academic Success, which includes a summer bridge program, mentoring, and academic support.

Because Rochester is located in upstate New York, many first-generation students stemmed from rural backgrounds, but about 20 percent are Latino and African-American.

To improve the retention of these students, Franklin oversaw the writing of a grant aimed at the National Science Foundation (NSF). In fact, NSF authorized a five-year $900,000 grant for RIT to launch Project IMPRESS (Integrating Metacognitive Processes and Research to Ensure Student Success), starting in summer 2014. Because the grant provides about $180,000 annually, it only has the capability to attract 20 participants annually.

To be accepted into the program, students are asked to apply and must demonstrate “openness to thinking outside the

8

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

box and a desire to engage in learning as a cooperative process,” said Franklin. But it won’t require explicit criteria based on grades or SAT scores.

The program consists of three separate components: 1) a two-week summer program that meets in August before classes begin; 2) two classes, one given in spring and the others fall, that teach writing and science and teach cognitive skills, and 3) a learning assistant program in students’ sophomore year where they assist a faculty member in teaching a science class.

Franklin describes the retention program as non-traditional and “radical.” Most attempts to improve retention provide tutoring or study skills. But since RIT had several programs that offered these services, Project IMPRESS zeroed in on “metacognitive” skills. These skills focus on “the ability to think about your learning, how well you know something, and the ability to assess your own learning,” he said. It also encourages students to consider “where you want to go in your career and how you fit into this major.”

Several research studies have shown that students who integrate metacognitive skills into learning improve their grades and are better equipped to succeed in college. Trained with these skills, students become more reflective, more self-analytical and improve their study habits. Franklin sees the grant as creating a model program, which, if successful, could be expanded to encompass a variety of other students.

Franklin added that rather than transforming its STEM courses, the program creates two parallel courses. The classes teach these skills and show students how to apply them in all of their studies.

Goal of the summer workshops Students who participate in the two-week summer project are drawn from a wide variety of STEM majors. Having students meet before regular classes begin achieves several goals: they form peer groups, face fewer distractions, and small groups encourage bonding.

Activities in the summer programs are varied and include workshops, lab-like investigations, with minimal lecture classes. Students can opt for certain specialties and pursuits to customize their program.

The summer workshops encourage students to “think about what they read,” Franklin says. Have they really understood the material? Have they mastered it? Are there any underlying questions that haven’t been answered? “As you’re learning, you need to stop and periodically think about things like how well do you know it? How comfortable are you with the material?” he said. Frequently, students who haven’t done well at a test ask the professor why they hadn’t done better.

But for the students who didn’t do well in a class, the selfassessment of their own knowledge was flawed. Activities in the workshop demonstrate how to improve, learn more effectively and become more self-aware of their learning. Students who feel a sense of self-mastery or self-efficacy outperform those who are unsure.

Learning by doing in class Each of the two classes offers three general education credits. The goal of the writing and science courses is to have students “practice metacognition in the physics, math or biology classes that they’re taking as freshmen,” says Franklin. Part of the coursework includes students writing about what they’re learning in physics, assessing how they’re doing and that might entail interviewing their professor. These classes include 40 to 80 students and by law must go beyond the 20 students participating in Project IMPRESS and be available to all students.

Becoming teaching assistants as sophomores In their sophomore year, students become teaching assistants in one of their science classes that is student-centered and not given in a lecture hall. They meet with a program coordinator to discuss how students in the classes are learning and whether they’re mastering the material. The underling point is to reinforce what each Project IMPRESS student has learned in their freshman year. Faculty members who teach science, engineering, computing, and applied science opt to become involved and then are paired with a student.

Another goal is to encourage students to connect all of their classes and not view each course in an isolated way. “The more connections you make, the more structure you have to hang onto your learning,” Franklin notes.

Since most people overestimate their own learning capabilities, the program encourages a more honest self-assessment.

If students better understand their ability to learn, they’ll study more, not stop after an hour, see issues more to conclusion and will thrive, rather than be cut off from studying. Moreover, knowing something definitely increases a student’s self-confidence, diminishes their anxiety and boosts confidence.

Metrics are essential to the program In order to obtain the grant, RIT set specific metrics to accomplish to enhance retention. For example, it agreed to

Students must demonstrate “openness to thinking outside the box and a desire to engage in learning as a cooperative process.”

Scott Franklin, professor of physics and astronomy at the Rochester Institute of Technology (RIT) reduce the number of students earning a D, F, or Withdrawal in classes by almost 25 percent. In addition, it aims to improve its two-year retention rate by 34 percent and fouryear retention rate by 30 percent. If those goals are achieved, 80 more STEM students will graduate from RIT annually.

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

9

PROGRAMS

Latino Studies Programs Gaining in Popularity

A

by Marilyn Gilroy new wave of Latino studies programs and courses is emerging on campuses as institutions respond to the growing interest in diverse cultures. The new programs have a focus that is different from Chicano studies programs founded in the late 1960s and 70s which were born out of the civil rights movement and labor activism on behalf of migrant farmworkers.

Most recently, Vanderbilt University introduced its Latino and Latina studies academic concentration. According to those involved in its creation, the program considers the presence of Latina/os and Hispanics as an integral part of U.S. culture and history. The curriculum includes courses that explore the Latina/o and Hispanic experience, mainly in the United States, but also as it intersects with other national and geographic boundaries across the disciplines.

“Latino and Latina studies is a new area of inquiry that incorporates other forms of knowledge,” said William Luis, Gertrude Conaway Vanderbilt Professor of Spanish and director of the program. “It transcends any singular discourse and creates bridges across the disciplines.”

Luis noted that Latinos and Latinas are changing the cultural landscape of the country and shaping how Americans conceive of concepts such as identity and the nation. “By the middle of the century, Latinos and Latinas will constitute 30 percent of the U.S. population,” Luis said. “The United States has become home to the second largest Spanish-speaking population in the world. The program will help students develop a multidisciplinary approach necessary for an evolving job market, regardless of their career choices.”

The foundation for creating a program at Vanderbilt was initiated 10 years ago, Luis said, when it became evident to some members of the faculty that the university needed to pay attention to a growing Latino/a and Hispanic sector of the U.S. population. Students already were interested in the individual courses that were being offered, but faculty members felt a need to create a coherent academic program that offered a major and a minor.

“Our initial vision was to consider a program that encompassed all the schools across the university, one that included the medical, law, business, engineering, and arts and science schools, among others,” said Luis. “Though it was decided to house the program in the College of Arts and Science, we maintain a broad vision across the disciplines and attempt to offer courses that are relevant to the other schools.”

The program began last fall and is now offering its first

10

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

William Luis, professor of Spanish and director of the Latino and Latina studies program at Vanderbilt University required course. Enrollment is expected to grow as news of the program and its co-curricular activities raise awareness on campus. During the fall, the Latino and Latina studies program was launched with a luncheon and reading by Joy Castro, author of the memoir, The Truth Book. Other events included a discussion of Latina feminism which was co-sponsored by the department of philosophy. There is interest in offering a graduate certificate program which is being implemented.

Luis stresses the interdisciplinary nature of the program which will teach students to think outside any one particular field and consider them all simultaneously.

“These critical skills are imbedded in concepts that pertain to the Latino experience, and they necessitate us to consider border crossing, bilingualism, heterogeneity, in-betweenness, or, in the words of the Nuyorican poet Tate Levier, nideaquinideallá (neither from here nor there), as major

tropes of study,” he said.

It is precisely this broad perspective which will enable students to apply their knowledge in their future careers, says Luis. He is confident that employers will recognize the value of these studies and says that students will be prepared for a job market that includes the growing Hispanic population.

“Our majors will be well trained in analytical skills that reflect complex cultural, historical, linguistic, political, and socioeconomic contexts that enrich all communities and help them become better leaders, whether they pursue a career in law, business, government, journalism, health care, social service, higher education or something else,” he said.

Other Latino studies programs are on the drawing board at universities in geographical areas not traditionally associated with high concentrations of Hispanics. According to The Daily Iowan, faculty and students at the University of Iowa are working on a proposal for a Latino studies minor. There was a previous effort to start a Latino studies program in 2006 but the initiative stalled.

However, many Midwestern universities, including Indiana University (IU) and the University of Minnesota (UMN), have had successful Latino studies programs since the 1970s. IU’s program has expanded over the years and now has a full-time director and associate director. Students from various disciplines take course offerings in Latino history, culture or sociology, such as one on the Latino family, because they are going into teaching, business or public service and need to have a better understanding of Latino history and experience in the U.S. Others are drawn to Latino studies courses because of the debate over immigration and the emergence of Latino literature and artists.

The department of Chicano and Latino studies at the University of Minnesota (UMN) has just marked its 40th year.

Like many older programs its formation was sparked by student activism aimed at political and social change, much like the protests that were occurring at California universities during the same time period.

The roots of the Minnesota program began in 1970 when students formed the Latin Liberation Front and advocated on a number of issues including the establishment of Chicano studies.

Concerns were primarily focused on the struggles of field workers who had migrated to the area from Texas. Although the university wanted to house the program in an existing department, students vigorously protested and argued for a free standing unit which they believed was important to establish the presence of a Chicano identity. The UMN department of Chicano studies was officially established in 1972 but still faced challenges to its growth and support within the university. However, members of the La Raza Student Culture Center took up the cause for its continuation. Over the years, it has expanded its offerings and has become the department of Chicano and Latino studies.

Jimmy Patino is a member of the department’s faculty at UMN. He says that the courses encourage students to become scholars and historians.

“It is an opportunity for them to consider the debate that Latino and Chicano scholars have about important issues of race, gender class and poverty, which are really issues in our democracy,” he said.

UMN is not alone in making a transition and renaming its program to include “Latino” in the title. Observers inside academia say it is necessary step in adapting to the changing identity and background of younger students who often prefer the term Latino or Hispanic to Chicano. For some programs, the shift has come out of the need to maintain or increase enrollment. Last year, San Diego State University's Chicano studies department fell short of enrollment targets, despite a record number of Latinos at the school. Interviews with students on campus revealed that many, including those of Mexican-American origin, did not use the term Chicano to identify themselves. The University of New Mexico changed the name of it Chicano studies program to Southwest Hispanic studies to reflect that Hispanic was the preferred term of Mexican- Americans in the region.

No matter what name these programs adopt, which can include “Latino,” “Hispanic” or even the broader term, “ethnic” studies, the Observers inside academia say renaming trend toward expansion and growth shows no sign of slowing down.

According to some estimates, there now 433 Latino studies programs programs is a necessary step in adapting are at colleges and universities which have led to an increased demand for scholars in this area. One sure sign the Latino studies discipline is maturto the changing identity and background ing and firmly staking its claim in higher education is the arrival of newly-minted PhDs. In 2012, the of younger students who often prefer Michigan State University graduated its first and as its publicity noted – the world’s first – PhD in Chicano/Latino term Latino or Hispanic to Chicano. studies and the University of California-Santa Barbara quickly followed with two more.

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

11

New App Builds Mobile Campus TECHNOLOGY

S

by Frank DiMaria

tudents on today’s college campuses are bombarded with all kinds of information.

Listservs, social networks, and those ubiquitous campus corkboards disseminate information at a maddening rate and volume. To some students, this information is nothing more than social noise. Frances Cairns agrees with them. To help them filter that noise and make sense of their college experience she designed a mobile app.

She named her app Campus Quad, a mobile communication channel exclusive to universities designed to drive and increase student engagement. “We differ from Instagram, Pinterest and even Facebook as they are reflections of who a person is through sharing of posts, photos and pins. Campus Quad focuses on who a student can become as part of their college experience,” says Cairns, founder and CEO of Campus Quad.

Campus Quad connects students to the richness of the opportunities they can experience as part of their academic and social life on campus. It enables students, faculty and staff to easily snap a photo, create a flyer and instantly promote something available on campus or an event, from student services to a speaker series to club meetups to sporting events. “Campus Quad expands the possibilities of engagement by delivering this information in a mobile, real-time format that is native to today's always-connected student,” says Cairns, who spent years working as an administrator in higher education and transitioned over to the ed-tech world, where she held senior roles at Adobe, Apple and Dell, working on strategy for their educational products.

12

H I S P A N I C

O U T L O O K

•

Once students download the Campus Quad app, they access the "Explore" tab, which instantly allows them to view all the events taking place throughout the entire campus based on location, time and personal interests. “This encourages students to reach beyond their current spheres of influence and explore

more efficiently and effectively. The delivery of a real-time communication platform and the ability to inform the entire campus, or just a small group of friends, has been a big hit on the Duke campus, according to Cairns.

In addition to the mass-scale use of Campus Quad by the Duke student body, other interesting uses for the application have popped up this past fall. For example, in a freshman dorm an entire floor uses Campus Quad to communicate among its residents.

This customization is a great example of why the platform holds such strong appeal. “It gives students the freedom to make Campus Quad whatever they want,” says Cairns.

The students’ excitement about Campus Quad has spread to the Duke administration, which is now using it to promote academic events like the university’s speaker series.

The staff at Stanford’s Career Development Center uses Campus Quad to create student and staff meet-ups outside the office. Career counselors have students "follow" them so they can easily broadcast and map seminars, workshops and meet-ups with Francis Cairns, founder and CEO of Campus Quad recruiters. Campus Quad also provides the center's leaderthe resources of the campus in a deeper ship with invaluable data analytics on way,” says Cairns. student engagement with staff and center Currently Duke, Stanford and Foothill resources.

College in Los Altos Hills, Calif., have “We have received positive feedback rolled out pilot versions of Campus about Campus Quad so far, particularly Quad, and each school is using it in a from student leaders, seeing it as posidifferent way. tive tool to engage and communicate Student government leaders initially with their members from various combrought Campus Quad to Duke after tak- munities at Stanford,” says Espie ing a keen interest in an alternative to Santiago, assistant director, Stanford those paper covered bulletin boards, University Career Development Center. specifically as a means of getting the At Foothill College, students took the word around about events on campus initiative to launch Campus Quad and cre0 3 / 1 0 / 2 0 1 4

ated their own mobile student community.

Now Foothill College is the most active and engaged Campus Quad community, and it is entirely run by Foothill students.

Cairns’ platform has enabled students to build a strong community connection, which can sometimes be difficult at a twoyear institution where students tend to enroll and withdraw frequently. “Initially used to share and promote student government activities, the appeal of the Campus Quad app quickly took hold across the campus,” says Cairns.

Campus Quad also has been a fun way for those students who are studying abroad to stay connected and tap into what is happening on the home campus.

And likewise it enables them to share their experiences from abroad.

No matter what campus they are on, as students use Campus Quad, it collects data on their habits. This data shed light on student engagement patterns. Cairns hopes as her app is used more and more that it will empower students to navigate their campus and their entire college experience with ease.

The data don’t just help students navigate their campus, this data also help schools, and especially campus vendors and bookstores, learn what their students want and need in the way of consumables. Savvy schools and bookstores can use Campus Quad as a new type of marketing tool.

“We don’t focus on marketing in the traditional, commercial sense. However, part of a student's experience is buying books, food and frequenting campusapproved vendors. To that end, Campus Quad flyers alert students to campus store discounts, offers and communitybased store events,” says Cairns.

Using Campus Quad, vendors can snap a photo of an item and feature it in an electronic coupon flyer. In a matter of seconds the flyer is on every phone on campus, and vendors have tapped into the mobile campus community.

In the initial discovery phase of the design, says Cairns, students made it clear that they wanted more information on things like daily menus, food truck locations and discounts on books and insignia wear. “We share that feedback with campus-based vendors so they can be active and successful within the campus community. It is a win-win,” says Cairns.

Cairns has two Campus Quad college bookstore pilots planned for early 2014.

She views bookstores as a potentially strong entry point for her app. Currently only three schools are piloting the app, but she hopes more will come on board and have a voice in honing the platform to best meet the needs of universities and their students.

Campus Quad is a social network, a communication tool. By its nature it might even help increase matriculation rates and help those students who do 0 3 / 1 0 / 2 0 1 4

graduate find work. Campus Quad empowers students to take greater control over their extracurricular activities and might decrease the amount of missed opportunities that result when a student does not know about an event, like a job fair, or an opportunity.

Students can track information sessions about specific jobs or industries and connect with alumni. Cairns says that all these things together could not only improve matriculation and graduation rates but also employment afterward.

Cairns started Campus Quad with $1.5 million in seed money, with a sub-

stantial percentage of that amount coming from Follett, the initial investor.

Follett’s leadership team, says Cairns, immediately understood the value of building a mobile communications network to engage the campus and students. “They provided early access to students and administrators who provided invaluable feedback regarding the critical needs of campus constituents.

Follett also helped us pilot the app at a few of their campus locations providing input and marketing support to drive adoption. They continue to be a great investor in supporting Campus Quad as we advance the platform,” says Cairns.

•

H I S P A N I C

O U T L O O K

13

PROFILES/IMMIGRATION

Detained in the Desert: Protesting the Unjust through the Power of a Pen

P

by Sylvia Mendoza laywright Josefina López joined the caravan sponsored by Border Angels, a nonprofit group whose mission is “supporting humanity.” Volunteers head to the scorching Arizona desert to check out a path immigrants take to get to the United States from Mexico. Because temperatures in summer months can often surpass 120 degrees, volunteers tire-

Executive Producer Josefina López lessly put out jugs of water at various stations to help migrants crossing the Arizona desert stay alive.

López fell in step with Enrique Morones, founder of Border Angels. In addition to water, volunteers carry homemade crosses. On them are painted the words, No Olvidados, ensuring that those who died on their trek would not be forgotten. The group stopped in the cemetery in Holtville, Ariz., nothing more than a dusty open dirt field, where there were more than 600 graves. The bodies were unknown, unnamed, forgotten. A sim14

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

ple brick served as a headstone to identify each John or Jane Doe. Most, López believed, were immigrants.

Every time Morones and his group come, López learned, they place crosses on as many of the makeshift headstones as possible. Later, López also saw photos of decomposed bodies and broken bones lying in the desert and was haunted by the images. It was then that emotion overcame her.

She broke down, unable to bear the thought that even in death, people were dehumanized and vilified, used as scapegoats. The experience changed her life and perspective.

“I don’t know what God you believe in that you can think that it’s okay for people to die in the desert. The Son doesn’t discriminate. Whether you’re black, white or any color – you’re a human being suffering because of laws, a human being dying in the desert.”

In addition, when SB 1070 was passed in Arizona, López was there. A severe anti-immigration law, critics say that it allows law enforcement to racially profile people they “suspect” are illegal immigrants. The problem is that many American Latino/as also are brown and have been taken into custody, stripped of human and civil rights, says López. She knew that Morones had debated Arizona Sheriff Arpaio and other anti-immigrant activists, to shatter myths about immigrants with his humanitarian work.

New revelations kept bombarding López. Since Operation Gatekeeper was implemented in 1994, doubling personnel, surveillance, motion detectors and extended walls, especially around the San Diego area, immigrants have continued coming, taking the more treacherous routes through horrible desert conditions, often walking for days. “More than 10,000 people have died in the desert,” says López.

She was also inspired by studies that were done on hate crimes and the fact that there was so much hate talk on radio and television from 2006 to 2010 that promoted hate crimes against Latinos. López got busy.

Unable to take part in the protest against SB-1070, she vowed to protest the way she knew best. She channeled her pain and fury to produce the play and more recently, the film, Detained in the Desert.

It was her response to the anti-immigrant atmosphere in Arizona and the rise in violence against Latinos fueled by extremist media. “I wrote it to protest SB-1070 and to help spread the word about the work of Border Angels,” says López.

The process spoke to her soul, as well. Born in San Luis Potosi, Mexico, in 1969, López was five years old when she and her family immigrated to the United States and settled in East Los Angeles. She remained undocumented for 13 years before she received amnesty in 1987 and eventually became a U.S. citizen in 1995.

“One of the biggest things I’ve learned is that I’m extremely

empathic, but there are people who lack empathy for others and they just can’t put themselves in others’ shoes. I don’t understand it, but I had to try.”

López, a playwright most known for her original play, Real Women Have Curves, has written more than 100 plays and films. She writes controversy. She writes critical thinking pieces. She writes to give a voice to the underdog. The immigrants unjustly condemned deserved a voice, she says.

“Detained in the Desert is about a deep profound connection of two people on opposite sides of the immigration issue that come together through some supernatural force,” López explains.

According to López’s press release, Detained in the Desert parallels the lives of Sandi Sánchez, a second-generation darkActor Dave Rivas skinned Latina, and Lou Becker, an inflammatory talk show radio host. An Arizona cop racially profiles Sandi, who refuses to show her identification in protest, which sends her to immi- For eight months the Teatro Máscara Mágica petitioned for the grant detention. Simultaneously, three siblings who have just residency. It was important to have a debut play that would speak suffered the loss of their brother due to a hate crime influenced to the people, have an impact and stay true to the mission.

by Lou's racist radio talk show, kidnap him in hopes of seeking “When we mentioned that we wanted to produce Josefina’s play, the artistic board became very interested,” says Rivas.

They were granted the residency for 2013-2014. Its debut production was Detained in the Desert.

The union of playwright, theater, actor and Border Angels came together to produce something magical, that went far beyond the pages of López’s script. It affected the key players involved on a higher level, almost like a calling.

Written in a genre called “cineatro,” it brought in dramatic elements of framing and editing in parallel stories – like vignettes – interweaving throughout the play. It also had touches of magical realism, well known in Chicano theatre, says Rivas.

Although he knew Enrique Morones and was familiar with Border Angels, Rivas was cast to play him in the play (Enrique Director Iliana Sosa Martínez) and wanted to learn more about the man and his mission to get into character. Morones invited him to a day out to the desert. That day, Rivas filmed his adventure calling it “Explained justice. While Sandi is being transferred to another immigrant detention center, her I.C.E. bus crashes in the desert where she is stranded. Lou is freed by one of his supposedly remorseful kidnappers and meets Sandi in the desert heat. They help each other survive, and come to understand the severity of the plight of the immigrants through a gruesome discovery.

The play was produced at various colleges such as University of California- Riverside and at the Guadalupe Cultural Center in San Antonio in 2010-2011. In 2013, it found its way to San Diego. The ripple effect of its power would be felt long after stage doors opened.

Teatro Máscara Mágica Brings Detained in the Desert to Life In 2013, the decades-old Teatro Máscara Mágica (TMM), a San Diego-based theater touted as “a theater company of the people” was petitioning for a residency opportunity at the La Jolla Playhouse, located at UC -San Diego. The theater produced multicultural stories to include voices not traditionally represented in mainstream theater.

“We were a little theater company and it was a big step for us,” explains Dave Rivas, who is on the TMM board of directors.

Border Angels Volunteers

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

15

in the Desert.” This time, not one cross remained in sight. The group searched—and found them tossed in a nearby field, covered by trash and plywood.

The vision was chilling, says Rivas. The group prayed at the unmarked graves, for the hundreds of lost souls, refusing to let them die without some form of dignity.

“That day changed my life and my whole way of thinking,” says Rivas. “There are these people who are willing to never, ever see their family again and risk dying in order Sandie gets arrested by Arizona Policeman to get here, work and send home a couple of bucks a month. They are the day workers in personal stories. They said things like ‘I had an uncle who front of a Home Depot, there early, dressed and ready, hopeful came across. We never heard from him again.’” for work. While on the corner across the street a poor white man stands with a sign asking for money. What does that say Changing Perspectives in a Ripple Effect about us culturally? About our values? Our humanity?”

Proceeds from many of the shows benefitted Border Angels The questions brought him to deeper purpose as an actor. as López had wished from the beginning. The play is now availTMM had always produced works with more than entertain- able for production for interested theater groups, she says. Her ment value. Plays like this offer a turning point, he says, and a energies are focused in getting the film recognized in various chance to enlighten. film festivals, including the San Diego Latino Film Festival in “When an actor is given an opportunity like this, when he March. “We would love to get a distributor for the movie but can see that what he’s doing can be profound, it becomes more it’s a gamble. It’s quite controversial and too political. It makes than entertaining, applause and audience. When they see how people uncomfortable to think a white man is being punished their performance affects people on a personal level that is a for racist perspectives. It’s not like Crash, the movie. It’s a very huge statement not only to your talent, but to your humanity.” different viewpoint, one I’m not sure America is ready to see.”

It was no longer about getting into character, says Rivas.

In the meantime, the positive ripple effect continues with Audience reaction is what mattered.

Detained in the Desert. Morones will actually appear in the “People came up to us after each show, telling us of their film version. Rivas has just been voted onto the Border Angels’ board of directors. “Detained in the Desert makes a difference, and it did exactly what it was meant to do,” explains Rivas. “It was a huge success for Border Angels, for Josefina, for Teatro Máscara Májica and for the audience. It got people thinking and talking on an issue that matters.”

López continues to be optimistic and hopeful with the power of the pen at her fingertips. “What I want people to take away is not to be angry, to know what it’s like to be compassionate. My goal was to forge characters to feel our pain so that we can get back to our humanity. I’d like to think I did that.”

Enrique prays for dead woman in the desert 16

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

by Peggy Sands Orchowski

UNCENSORED

CONGRESS TO LOSE MOST LIBERAL EDUCATION ADVOCATE – Rep. George Miller’s, D-Calif., surprise retirement announcement after decades in the House and on the Education Committee, could have serious repercussions for Congressional Progressive Caucus as well as for education policy in the next four years. It is unlikely that the House will flip to Democratic leadership in 2014, and without Miller, who is Democratic leader Nancy Pelosi’s closest advisor, liberal education legislative proposals could take a backseat. For K-12 that could mean stronger support for charter schools, teacher evaluations based on student performance and the whittling down of the common core national curricula standards. For higher education, that could mean Republicans pass legislation for more university accountability and deregulation of for-profit institutions. Some speculate that Miller’s departure in 2015 might signal the similar retirement of former Speaker Pelosi herself. It’s no fun being in the minority – especially without your favorite consiglieri.

UN

GRADUATE INTERNS TOO GOOD A DEAL TO BE PAID? – A full-time unpaid internship of 3-6 months is now becoming the norm for many graduate professionals, especially in fields like architecture, journalism and graphics. Some professional associations such as the American Institute of Graphic Arts (AIGA) are trying to set standards (i.e., can’t hire interns who do work that directly furthers the company’s profit margin) and there are some laws (rarely enforced) that make it illegal to use unpaid interns to fill formerly paid staff slots. But unpaid internships seem to have become the modus operandi for small professional businesses. Post-graduate interns often work 8-10 hour days, 5-6 days a week without pay or benefits, doing the entry-level grunt work on all the firms’ projects. If interns do not perform their work well, they can be “fired.” No longer is it necessary to prove that interns are connected to or getting any documented education credit or supervision. Of course the client pays full price for their work. But most post-grad interns are chasing the proverbial carrot of a possible job offer and consider the internship a job preview.

Increasingly foreign grads eagerly come to the U.S. on 3-6 month tourist visas to experience firsthand the American working style, get a good reference and maybe even a work visa. At least it is a great immersion opportunity to improve their American English.

“Doing unpaid post-grad internships abroad is now normal for young professionals in Europe,” a graduate architect from Italy told me.

CE

NS

OR

ED

COMPREHENSIVE OR PIECEMEAL IMMIGRATION REFORM INCLUDES EDUCATION VISAS – The window is narrowing every day, but there still is avid debate on the Hill whether immigration reform will or will not pass before summer. One big question is whether the legislation will be “comprehensive” or “piecemeal.” There are many pieces that both Democrats and Republicans agree on including increasing the number of visas for educated immigrants like high tech workers and former foreign students graduating with advanced degrees in STEM fields. Both parties agree that the work permit verification system, e-verify, should be made a national requirement, not just voluntary. The bottom line, however, is just how many and which illegal immigrants might be legalized under piecemeal or comprehensive immigration reform: none? some? (piecemeal) or all of the estimated 11 million (comprehensive)? Speaker John Boehner hints he would support piecemeal legislation that legalizes some agriculture workers and some DREAMers (Republicans call them kids) but not their parents. President Obama says he supports piecemeal too – but only if one of the pieces legalizes all 11 million unauthorized residents (even though the Senate bill passed last June really only legalizes about 8 million).

NEW OPPORTUNITIES FOR SENIORS IN CONGRESS? – The average age of the 7,500 or so congressional and committee staff on the Hill is 31; the average salary is around $50,000 and the average time a staff person stays is about five years, according to the Sunlight Foundation. Word is that a massive numbers of these 30-something young staffers might quit now that their federal health benefits are dropped and they must buy into the D.C. health exchanges. The private sector looks like a more lucrative career. This might open up a fabulous opportunity for 65+ senior citizens hankering for that “second life” experience-of-a-lifetime for a few years to work on the Hill with a nice supplemental income added to their Social Security and Medicare, even if they job share. Seniors would add much needed life- wisdom to congressional staffs, and would cost a lot less in benefits as well.

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

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

17

Top 10 Imperatives for LEADERSHIP/REPORTS

Successful Governing Boards

In

by Jeff Simmons

its 2012 annual report, the Association of Governing our observation that while many of those boards are functionBoards (AGB) of Colleges and Universities identified ing very well or quite good, there are a few that we walk into the increasing demands placed on institutions of high- where they don’t say to us that there are opportunities for er learning to provide quality education amid diminished improvement around the issues of best practices, good goverresources. nance, functioning, education and diversity.

Such challenges further amplify the importance of estab“We thought it would be timely to put our heads together lishing strong leadership at the helm of an institution, and and see what we can do to surface this issue of improving wisely charting a course that board performance in a construcimproves services, education, and tive way. As you look at the Top 10, reputation. we are saying there are opportuni“2012 brought new demands on ties for boards to take a careful colleges and universities to ensure look, to audit their performance, that significantly more students and try to achieve best practices in receive a quality education at a reagovernance.” sonable price, even as institutional Gauss has more than three resources continue to be severely decades of experience advising limited,” said AGB board of directors board members and CEOs on best chair James E. Geringer and AGB practices in governance, leadership President Richard D. Legon. transition and succession planning “Our institutions also are conin periods of rapid change. Haley fronting growing government and conducts senior leadership searchregulatory oversight and declining es, particularly at the presidential public faith in the value of higher level, on behalf of colleges and unieducation. Now more than ever versities. before, boards must strike an effecThe following are their Top 10 tive balance between traditional imperatives: oversight and the need to meet James W. Gauss, chairman of board services, growing public expectations.”

Diversify Witt/Kieffer executive search firm On the frontlines of meeting Topping the Top 10 is diversificathese expectations are the indepention of the board that leads the institudent boards of volunteer trustees, leaders who for more than tion. A board should reflect a school’s constituency but also have 375 years have served higher education and faced current and a diversity of expertise and viewpoints, Gauss and Haley stress. new needs with an eye toward future challenges.

Two AGB surveys issued in 2010 found that college trustees Addressing those needs will involve more than responding were overwhelmingly white, male, and over 50. The surveys, to a current crisis or funding obstacle, but instead require of more than 700 private and public institutions, noted that cementing an agenda that addresses multiple issues and estab- whites represented 74.3 percent of trustee spots at public lishing key measures critical for success. institutions and 87.5 percent at private ones. Among public James W. Gauss, chairman of board services, and Katherine boards, the surveys noted, the average 12-voting member Haley, PhD, education consultant, at executive search firm breakdown included nine white members, two black, and one Witt/Kieffer, have developed a list of 10 imperatives they stress person of another race. are crucial for higher education boards to adhere to in the Initially, institutions must determine how they define “diversity.” foreseeable future.

“There is a very wide range of definitions,” Gauss says.

“We work with a lot of universities and colleges and spend “The very first thing we suggest that organizations do to take a a lot of time in their boardrooms,” Gauss says. “It has been more careful look at this is sit down as an organization and as

18

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

a governance body and define what diversity means to you.

You may be surprised at how often there is lack of clarity of what diversity means.”

Gauss says that to move its metrics and strengthen diversity in the boardroom, an institution needs to measure progress over time. It must adopt six steps, starting with defining “diversity.”

Additionally, he says, a board must: make diverse leadership a strategic priority for the organization; learn about the possibility and pitfalls in diversity recruiting and retention; make diversity a part of formal succession planning and mentoring professors; mandate diverse slates for key leadership positions in both the board and leadership roles; and, for those organizations doing good work, provide opportunities for minority leaders to gain board exposure to the workings of the board.

“There is a lot of detail that falls out from those six pillars,” he says. “But if organizations are to embrace diversity, then this is the to-do list.”

He adds: “Board and senior management diversity can only succeed if the board is ultimately committed to a culture in which differences are embraced and celebrated.”

However, they note that the education process relies on interaction and dialogue, and distance learning doesn’t necessarily yield the same growth and engagement as brick-andmortar classroom settings. While it can reduce educational costs, Haley says, “it goes against the model where you have a professor in a classroom entertaining discussion, where students learn from each other.”

Rightsize Gauss and Haley lament that some boards can be too inclusive or cumbersome, while others might be too small to meet varied needs. Rightsizing dovetails with diversifying a board’s membership.

“You need diversity to have the kinds of experience you need on the board,” Haley says.

For example, increased scrutiny by the Internal Revenue Service has prompted a rise in the number of board audit committees, as boards recruit members who are expert in financial and tax matters. Additionally, boards seek members who have legal and higher education expertise.

“You would love to have smart people on your board, and so if the board is too small, you can’t cover all of those areas of knowledge and you lose a diversity of opinion and wisdom,” Haley says. “Rather than onesize fits all, you need a golden mean.”

Span the Generations Gauss and Haley stress that competencies should take precedence over seniority when selecting trustees. Younger members would bring critical skills and perspectives.

“The vast majority of boards of trustees’ members are over the age Embrace board and institutionof 50, and that doesn’t necessarily al succession planning mean that they aren’t great board These imperatives similarly members,” Haley says. stress the need to plan for the “A diversity of outlook is a sign future in a strategic and beneficial that ideas are being exchanged from way. They involve ensuring a strong a variety of perspectives and really “leadership pipeline”, both on the adds richness,” she says. “What board level and in the executive Katherine Haley, PhD, Education Consultant, most young people bring to a board level, the pair say. at executive search firm Witt/Kieffer is a closer memory and experience “In the private board meetings of higher education directly from their I’ve attended the board has been own experience. Often they are more familiar with technology pretty good about having the vice chair take over when the and it's a bigger part of their lives, so they bring an expertise chair’s term as leader has finished,” says Haley. and understanding of technology.”

Yet, boards often don’t think further down the road, and consider the ideal profile they would like the board to have.

Go digital Thinking more strategically further enhances the goal of diverThat technological awareness harbored by younger mem- sifying the board. bers, she says, also helps to meet a formidable challenge that Additionally, succession planning, while not common in many institutions face: embracing technologies that transform higher education, promotes a similar strategic approach to higher education. selecting future presidents and administrators. Yet many insti“People are all over the map on what the place of technolo- tutions of higher learning don’t devote much attention to sucgy is going to be in the educational process. Some people cession planning. thought that would be MOOCs (Massive Open Online “It's much more common in the corporate world,” Haley Courses), but already one founder of a MOOC company says. “The idea of working your way up through an institution thought his experiment was a failure. doesn't’ seem to be part of higher education culture.”

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

19

She adds: “It’s also true that for most people to move up in Understand the shifting landscape of higher education their administrative career from department chair to dean to As new business models are taking shape, boards should provost to vice president to president they have to move from give them consideration. Haley and Gauss don’t believe boards institution to institution.” are stuck in the past, but instead are seeking answers and Boards need to recognize this and familiarize themselves guidance to succeed in new, or changing, environments. with the effectiveness of the full body of campus leadership to “Usually the vast majority of board members don’t come better understand their strengths and capabilities. from higher education, so they are looking at a paradigm that “If you know what the capabilities are of the senior leader- isn’t their skill set,” Haley says. “I would advise boards to take ship team, then you can match those with the desired quality a very careful look and ask for research and case studies on of the next president,” says Haley. what models look like rather than just jumping at the first thing that comes down the block. Some things will be tried and will Set term limits work. It’s an exciting time, but it’s also an anxious time.”

While previously serving as president of Whittier College, a Hispanic- Serving Institution based in Southern California, Balance finance and fundraising Haley encountered a change in policy as the board implementThe 10th imperative requires boards to promote a culture ed a new rule imposing term limits on board membership. of philanthropy and giving, and not just ensure they harbor Such limits, she says, ensure regular turnover and fresh fiscal acumen. In the past, public universities did not have to approaches. “Term limits allow a board to bring in new peo- worry about fundraising, Haley says. ple and a fresh perspective,” she says.

“Fundraising has become increasingly important for insti“Some board members you want to keep them forever; they tutions,” she says. Board members need to embrace this from are wonderful, supportive and smart, and it’s understandable the outset, relaying a phrase common among boards. “It’s that institutions would want to keep them.” important for members to know ‘get, give or get off.’ It sounds The trend, she says, is favoring term limits to bring in new harsh but they must figure out how to bring in gifts, give themblood and new perspectives. selves or ask themselves whether they should be a member of the board.”

Put sports in perspective Gauss agrees, noting that those boards that function at a Haley and Gauss say that boards must ensure a proactive, higher level improve not only their fundraising but also their structured collaboration between the athletics department, top governance practices. administrators, and trustees. Sports can play a role but should “What is abundantly clear to us is that those organizations not be the defining mission. that are more transparent, more open, more clear in terms of “Every institution has an educational mission to educate how they are functioning are executing their strategic plans in students and sports should and can be part of that mission, a much more successful manner,” said Gauss. because most institutions believe strongly in educating the “When you have gaps in board governance, that almost whole person,” Haley says. “They teach teamwork, sportsman- always has an impact on the president. If you have dysfuncship, fair play, achievement and leadership.” tional governance, it is not unusual to see high turnover in the While those are positive benefits, she says, institutions president’s position and in other senior leadership positions, should not let sports programs overwhelm their true mission. and let’s be candid: everything kind of moves from there.”

Instead, sports support a school’s educational mission.

“When people just care about sports and nothing else then I think everybody loses, especially the students,” she says.

“And it leads to values being skewed tremendously in terms of whether athletes get an education.”

Coming April 7 Our Annual Graduate School Issue 20

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

Scholars’ Corner Last year in San Antonio, Texas, the American Association of Hispanics in Higher Education (AAHHE) hosted their eighth annual national conference, “Shaping our own Destiny: Toward a Latino Attainment Agenda,” with the goal of stimulating action for Latino educational achievement. The conference hosted 60 concurrent sessions and five plenary sessions, all with a focus on increased engagement and addressing barriers to degree completion for Latinos.

One of the plenary sessions featured three higher education leaders: Dr. Ana “Cha” Guzmán, president of Santa Fe Community College; Dr. J. Michael Ortiz, president of California State Polytechnic University, Pomona; and Dr. Raymond Paredes, commissioner of the Texas Higher Education Coordinating Board. The session, “The Degree Imperative: Implications for the Latino Workforce,” highlighted national trends in higher education and the implications for Latinos seeking degrees. Dr. Ricardo Romo, president of the University of Texas at San Antonio, served as the session moderator. A key theme of the panel was the dramatic change in U.S. higher education. As Paredes noted, “We are living through a period of extraordinary change in higher education in the country.” Using the recent example of the ouster and subsequent reinstatement of the president of University of Virginia, he went on to observe, “… some believe that higher education is fundamentally in good shape in the country and so change should occur at an incremental rate. Others believe that we need dramatic change or ‘disruptive innovation’ in higher education …,” citing the term advanced by organizational expert Clayton Christiansen. The panelists emphasized that this change is also characterized by transformations in the nation’s demographics, politics, finances and the way students must navigate higher education. This is especially challenging because the majority of Latino students are first-generation and need support programs to ensure they can navigate the complex and difficult pathway to a bachelor’s degree.

The presidents described the ways their campuses were responding to these challenges. President Ortiz of Cal Poly, Pomona for example discussed two initiatives: the Early Assessment Program, which provides academic support to high school juniors in English and mathematics; and a partnership with the Parent Institute for Quality Education (PIQE), which has trained close to 10,000 parents of first-generation students on what their children need to succeed in college. He stated, “As we create these clusters of informed and advocating families, they too will have an impact and become an active voice in shaping (the Latino workforce).” The role and value of familia extended to the need for more Latino faculty and administrators and the challenges of the career ladder from professor to president. All panelists emphasized the crucially important role of the Latino/a college president, lamenting the underrepresentation of Latinas and the decline of Latino representation in the presidency (decreased from 4 percent to 3 percent nationally in 2013). According to Guzmán, “There is less leadership (in higher education) that the Hispanic community can count on. I think that sociologically, if you look at it, the most important thing we can do is either become presidents or help others become presidents.” She punctuated this point by using the analogy of a dogsled team: “… only the front dog in the ride sees the different viewpoint. All the other dogs see the same thing.” All panelists discussed the need for Hispanic leaders in higher education to work as a team, focus on supporting and respecting one another, and mentor other Hispanics to move up the career ladder.

Paredes summarized the sense of urgency conveyed by the panel to expedite their recommendations: “We’ve made tremendous progress in terms of college readiness for Latinos. If you look at the trend line for Latinos in higher education over the past 30 years, we’ve had a very steep incline in access and a relatively flat trend line in actual completion, and we are not getting enough Latinos in through the educational pipeline.” In order to pave the way for Latinos in higher education, we need to follow these words of wisdom and embrace AAHHE’s mission to be “an agent of change for improving education, thus enabling Hispanic students to fully participate in a diverse society.”

Dr. Devan R. Romero is an assistant professor in the department of kinesiology at California State University San Marcos, San Marcos, Calif.; Dr. Anthony De Jesús is an assistant professor and director of MSW Field Education in the department of social work and Latino community practice at the University of Saint Joseph, West Hartford, Conn.; Dr. John Eusebio Klingemann is an assistant professor in the department of history at Angelo State University, San Angelo, Texas.

The article's authors were AAHHE Faculty Fellows during the 2013 conference.

By Devan R. Romero, Anthony De Jesús and John Klingemann

0 3 / 1 0 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

21

Ann Arbor, MI

T

Associate Vice President for Enrollment Management

he University of Michigan in Ann Arbor, the public flagship university of the state and one of the world’s preeminent research universities, seeks an inaugural Associate Vice President for Enrollment Management to provide overarching leadership to the enrollment functions of the university.

For nearly 200 years, U-M has provided an unparalleled experience for hundreds of thousands of students. With stellar faculty in every field, the university has created an academic atmosphere that is enlightening, worldly, and transformative for its students.

As U-M approaches its bicentennial in 2017, it has the opportunity to reflect on the institution’s impact and explore how it will continue to fulfill its missions of education, research, public service, and patient care during its third century. The Associate Vice President for Enrollment Management – a newly created position – will assume the role amidst a surge of tremendous energy and excitement, as the university has just named a new president. Reporting to the Provost and Executive Vice President for Academic Affairs and serving as a member of the provost’s senior cabinet, the associate vice president will build and lead a team charged with working across the university to deliver the optimal undergraduate enrollment program for U-M, meeting its short- and long-term enrollment goals, and facilitating its success in recruitment and retention for the future.

With record applications in fall 2013, student interest in the university remains strong and admissions and financial aid routinely produce a highly qualified incoming class.

Building upon this tremendous foundation, the associate vice president will implement a sophisticated, integrated, analytically informed, and collaborative approach to universitywide enrollment. Working closely with the vice provosts, the associate vice president will help envision the best possible enrollment future, meeting undergraduate enrollment goals with particular attention to strengthening, supporting, retaining and graduating an increasingly diverse student population.

The associate vice president will lead the offices of undergraduate admissions, financial aid, the university registrar, and new student programs in an enrollment effort that is vigorous, creative, data informed, and student centered. He or she will design and implement a structure that brings increased coordination and cooperation among the units so as to best serve students and help ensure student success among all populations at the university, better envision and manage enrollment goals, and increase efficiencies and synergies across these functions. She or he will possess a demonstrated commitment to the core values of diversity, excellence and access, superior interpersonal communication skills, an ability to manage and motivate a diverse professional staff, and an interest in interdivisional collaboration in a highly decentralized institution.

Inquiries, nominations and applications are invited. Review of applications will begin in February and will continue until the position is filled. For fullest consideration, applicant materials should be received by March 1, 2014. The university has retained Witt/Kieffer to assist with this search. Applicants should provide a resume, a letter of application that addresses the responsibilities and requirements described in the leadership profile available at www.wittkieffer.com, and the names and contact information of five references. References will not be contacted without prior knowledge and approval of candidates. These materials should be sent electronically via e-mail to Robin Mamlet and Amy Crutchfield at UMichEnrollment@wittkieffer.com. The consultants can be reached by telephone through the desk of Leslie Donahue, administrative support for this search, at 630-575-6178.

The University of Michigan is an equal opportunity/affirmative action employer dedicated to the goal of building a culturally diverse and pluralistic university community committed to teaching and working in a multicultural environment.

Potential applicants who share this goal are encouraged to apply.

22

HISPANIC

OUTLOOK

•

03/10/2014

U

niversity of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.

Administrative and Executive Positions: University Communication & Marketing (3) Academic Affairs (1) Digital Marketing Director Director of Institutional Research (St. Petersburg Campus) Creative Director Regional Admissions Advisor Senior Marketing Director Director of Events

Faculty Positions: College of Medicine (10) College of Public Health Full, Associate, Assistant Professor (Pharmacy) Postdoctoral Scholar Research (2) Assistant Professor (Physical Therapy & Rehab. Sciences) Family Nurse Practitioner College of the Arts-School of Music (2) Assistant Professor (Gastroenterology/Esophagology) Assistant Professor (Composition) Assistant Professor (General OB/GYN) Assistant Professor (Piano) Assistant Professor (Cardiology) Assistant Professor (Dermatology) College of Arts and Sciences (7) Associate/Full Professor (Senior Faculty Biostatistician) Visiting Instructor (English) Postdoctoral Scholar (Pharmacy) Assistant Professor (4) Postdoctoral (Research) Instructor (2) College of Engineering (1)

Instructor (Mechanical Engineering)

Director (Institutional Research-St. Petersburg Campus) Director (Business Services-St. Petersburg Campus)

Faculty Coordinator (E-Learning/Instructor-Sarasota Campus) Assistant Professor (Information Technology-Sarasota Campus)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879.

USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu • 4202 E. Fowler Ave, Tampa, FL 33620

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

Instructor (Biology) Assistant Professor/ Program Coordinator Radiologic Science Program P/T Recruitment Assistant (Ed. Asst.) Health & Life Sciences Career Initiative (HL-SCI)

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

03/10/2014

•

HISPANIC

OUTLOOK

23

HMS CO.

P.O. BOX 231840 Centreville, VA 20120-1840

Franciscan University of Steubenville Academically Excellent. Passionately Catholic.

Executive Director of Marketing and Communications

For a Christian, work should never be just work. It should be a calling, a vocation, an integral part of what leads us to God. That’s the work you’ll find in a career at Franciscan University, where you will become part of a visionary organization in service of the Catholic Church, society, and culture.

The Executive Director of Marketing and Communications is a challenging and rewarding opportunity for an exceptionally competent and mission-dedicated marketing professional. Serving in this newly created position, reporting directly to the President, and acting as a member of the senior leadership team, the Executive Director will lead the University’s efforts to centralize marketing and communications functions and will execute a strategic and integrated marketing plan.

The successful candidate must understand, embrace, and desire to advance the mission of Franciscan University and possess the following qualifications:

• Bachelor’s degree – Master’s or Doctorate in related field preferred.

• 10 years demonstrated marketing expertise as well as demonstrated experience with the nuances of higher education marketing and branding.

• Demonstrated success in developing and implementing comprehensive branding and marketing programs and measurably increasing brand identity.

• Proven experience with emerging marketing and communication technologies and channels and a vision for using them strategically at Franciscan University.

• Exceptional collaborative abilities with a track record of genuinely seeking feedback, cooperation, and buy-in.

• Action and results orientation with a demonstrated ability to effectively manage work and measure effectiveness.

• Demonstrated ability to challenge the status quo while taking responsibility for all decisions.

Founded in 1946 by the Franciscan Friars of the Third Order Regular, Franciscan University is known worldwide for its enduring fidelity, vibrant campus culture, and academic excellence. Since 2001, the University has been ranked in the elite “first tier” of Midwestern universities by U.S. News and World Report’s guidebook, America’s Top Colleges. Included in every edition of the Cardinal Newman Society’s Guide to Choosing a Catholic College, Franciscan has also been ranked as a top 100 “best value” in private higher education by Kiplinger Personal Finance Magazine since 2011.

Please visit www.franciscan.edu/CMO for a full job description.

Send nominations, inquiries and applicant materials to hr@franciscan.edu.

Applicant materials must include a cover letter that demonstrates: • Candidate’s understanding, willingness to embrace, and desire to advance the mission of Franciscan University.

• Position fit based on candidate’s experience, education, and competencies.

Additionally, please provide compensation requirements and three references.

Franciscan University provides market based compensation with benefits that are second to none among our peers.

Franciscan University of Steubenville is committed to principles of equal opportunity and is an equal opportunity employer.

24

HISPANIC

OUTLOOK

•

03/10/2014

FOR ALL YOUR MULTICULTURAL ITEMS C

•

POSTERS

•

©

HMS

W

Purs ome uing n’ s E our Pat quali h to ty Augu st 26Full E Day qual ity

Co.,

P.O.

Box

23148 0,

Centr eville,

V A 20120 -1840.

(703

) -89 09 ,37

1-800-2 00-5964

F (7 03 ax)

266-905 5 E-mai l hmsdc @aol. com

VIDEOS

Home pages

www.h msdc. com

•

& www.D iversit yStore .com ®

visit our websites:

FLAGS

www.hmsdc.com and

www.DiversityStore.com

Call toll free at 1-800-200-KYNG (5964) E-mail: hmsdc@aol.com or Fax 1-703-266-9055

Department of Teaching, Learning and Culture

Associate/Full Professor Faculty Position in Science Education

The Department of Teaching, Learning and Culture is seeking a tenure track Associate/Full Professor of science education in the College of Education and Human Development at Texas A&M University. The candidate must have earned a doctorate in an appropriate field with specialization in science education. Responsibilities of the position include maintaining an active research and publication agenda in science and/or STEM education of national/international prominence; developing university collaborative partnerships with scientists and engineers; advising and mentoring graduate students, including chairing and serving on doctoral committees; securing external funds; assuming leadership at departmental, college, and university levels; leading an effort to develop coursework and prepare experienced science teachers for a STEM endorsement; and teaching science and STEM education courses at graduate and undergraduate levels. This is a nine-month appointment. The salary is competitive and commensurate with experience. Applications are being accepted. A review of applications will begin immediately for employment beginning Fall 2014 or Spring 2015 and will continue until the position is filled. Questions about the position should be directed to one of the two co-chairs of the search committee, Dr. Carol Stuessy (cstuessy@tamu.edu) or Dr. Cathleen Loving (cloving@tamu.edu). Send electronic copies of the letter of application or nomination, curriculum vitae, two sample articles, and names and contact information of three references to Ms. Tammy Reynolds, email: t-reynolds@tamu.edu.

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

Charles H. Dyson School of Applied Economics and Management Lecturer in Accounting Cornell University, Ithaca, NY Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.

The Charles H. Dyson School of Applied Economics and Management at Cornell University seeks an accounting lecturer for a 3-year appointment with possibility of renewal. Renewal is contingent upon performance reviews, the ongoing need for the position, and the availability of funding.

The Dyson School's B.S. degree in Applied Economics and Management (AEM) is Cornell's accredited undergraduate general business degree, and it is currently ranked in the top 10 in both the

and rankings. With 700-750 majors, Dyson is one of the smallest of the elite fouryear undergraduate business programs in the U.S., and one of the most highly selective. Of the School's 450 upper-level students, 20% specialize in accounting.

Position overview: The person in this position will teach up to four courses per year, likely including one large introductory lecture class, with enrollment of 250, and up to three upper level classes with enrollments of 40-60.

It is understood that teaching assignments may change to meet the needs of the curriculum. The accounting lecturer will also advise Dyson undergraduates. This is an academic-year appointment.

Qualifications: Master's degree in accounting, or MBA, plus current and active status as a Certified Public Accountant. Applicant should have 3-5 years of teaching experience and substantial practical experience in the accounting profession.

To apply: Please submit the following documents (electronically in one pdf file) to accountinglect@cornell.edu your letter of application, CV, three letters of reference, graduate school transcripts, evidence of teaching experience (e.g., course evaluations, if available) and other relevant experience to the attention of Professor Ed McLaughlin, Director, Undergraduate Program, Dyson School of Applied Economics and Management, 201C Warren Hall, Cornell University, Ithaca, NY 14853.

The deadline for applications will be March 1, 2014 and the search will continue until a suitable applicant has been identified. The appointment would commence for the fall 2014 semester. It is assumed the successful applicant will reside in Ithaca, NY. Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university and New York's land-grant institution. Its staff, faculty, and students impart an uncommon sense of larger purpose and contribute creative ideas and best practices to further the university's mission of teaching, research, and outreach.

Diversity and inclusion have been and continue to be a part of our heritage.

Cornell University is a recognized EEO/AA employer and educator.

The University of Texas Health Science Center at San Antonio School of Medicine CHAIR, DEPARTMENT OF PSYCHIATRY

The School of Medicine at the University of Texas Health Science Center at San Antonio seeks an individual with an outstanding record of scientific achievement, grant support, scholarly accomplishments and mentoring as its new Chair of the Department of Psychiatry with 93 faculty, 58 residents, 7 fellows and 9 PhD interns. Dynamic leadership, communication and interpersonal skills, and keen vision are required. Reporting to Francisco Gonzålez-Scarano, MD, Dean of the School of Medicine and Vice President for Medical Affairs, the Chair will be responsible for continuing to build and maintain robust research programs, high quality graduate, medical and dental student education, and a collegial interactive culture. The UT Health Science Center is an Equal Employment Opportunity/Affirmative Action employer and is committed to excellence through diversity among its faculty, staff and students.

Candidates must be eligible for professorship with tenure. The ideal candidate will have a widely recognized national reputation in their field. The ability to foster a culture of collaboration, innovation, and accountability, across the Health Science Center is important.

This is a wonderful opportunity for a visionary leader. UTHSCSA is a research intensive institution located in the Northwest region of San Antonio and sits as a gateway to the picturesque Texas Hill Country. San Antonio is a vibrant, dynamic, and multicultural city with much to offer, including an attractive cost-of-living.

Interested individuals should submit a letter of interest along with contact information for 3 references and a current CV electronically addressed to David Hillis, M.D., Chair of Medicine and Chair of the Psychiatry Search Committee c/o Shelly Evans, Assistant to the Dean, at elliss@uthscsa.edu.

All faculty appointments are designated as security sensitive positions.

LOOKING FOR A DIVERSE GROUP OF APPLICANTS?

LOOK NO FURTHER...

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

For more information: 800.549.8280 ext. 106 • Outlook@SprintMail.com

www.HispanicOutlook.com 03/10/2014

•

HISPANIC

OUTLOOK

25

Chancellor

The Louisiana Community and Technical College System invites nominations and applications for the position of Chancellor of Delgado Community College, a world-class educational organization offering academic and workforce training throughout the greater New Orleans area. Delgado Community College is seeking an individual who is a strong advocate for academic quality, believes in providing exceptional service to students, and a proven leader with a demonstrated commitment to improving educational access, success and completion, inspiring faculty and staff, and collaboratively executing on a common mission and vision.

Delgado is renowned as Louisiana’s largest community college, serving individuals of all ages who reflect the diversity of the New Orleans metropolitan area. Delgado’s seven locations serve a 10-parish region in Southeast Louisiana. The college is the epicenter for professional and advanced career and technical education, academic pre-baccalaureate education, and workforce development training. Delgado Community College is poised for continued greatness, and the next chancellor can create a legacy by: • • • • •

Leading the college through a six project $200 million facility renaissance, Cultivating a partnership with the New Orleans Culinary & Hospitality Institute and growing the college’s renowned culinary arts program, Expanding one of the nation’s largest healthcare programs, Ensuring that the college continues to graduate record numbers of students, and Continuing the unprecedented community outreach and workforce development initiatives.

The Chancellor will be expected to display high integrity and trustworthiness and to provide the vision and courage needed to ensure the continued success of Delgado Community College.

Required Qualifications for the position include: Earned doctorate or terminal degree from an accredited institution Minimum of 5 years successful experience at the Vice President or President/Chancellor level in an institution of higher education, preferably in a comprehensive community college

Desirable Qualifications: A passion for the role and mission of community and technical colleges The ability to inspire and lead a complex organization A record of successful senior management experience in a fast-paced environment A commitment to ensuring appropriate linkages between career/technical education and the transfer mission of the institution Experience in listening to and engaging with multiple stakeholders

For additional information about Delgado Community College, please visit www.dcc.edu. For a full position description and application procedures, you may also visit www.lctcs.edu or www.acctsearches.org

The review of applications will continue until the position is filled. Candidates are encouraged to submit a complete application prior to: Wednesday, April 9, 2014.

An Association of Community College Trustees Assisted Search Confidential inquiries or nominations should be directed to Narcisa Polonio 202-276-1983 or npolonio@acct.org or Julie Golder 202-775-4466 or jgolder@acct.org

Executive Searches www.acctsearches.org

VICE PRESIDENT FOR ACADEMIC AFFAIRS A unique opportunity currently exists to be the Vice President for Academic Affairs for SUNY College of Technology at Alfred (AS). This one of a kind institution seeks new leadership in creating and sustaining outstanding academic programs and a campus environment conducive to the students’ total development as the College moves toward being a predominantly four-year versus two-year institution. In pursuit of these goals, this officer is responsible for three academic schools: Arts & Sciences, Architecture, Management and Engineering Technology, and Applied Technology) offering 70+ programs of study. Also reporting to the position are the libraries, Technology Services, Assessment, the Student Success Center and Research Services. The Vice President is responsible for a staff of about 250, of whom 150 are academic faculty, and for a budget exceeding $14 million.

As chief academic officer and a member of the President’s Council, the Vice President must be a person of broad vision and high integrity with a well-developed understanding of and commitment to the Alfred State mission as a college of technology.

Qualified candidates will hold an earned doctorate and have a record of increasing responsibility for academic leadership. A distinguished record of leadership and program development in areas related to the evolution of Alfred State College from primarily a two-year to primarily a four-year degree granting institution is helpful. Candidates should demonstrate achievement in fostering diversity and sustaining a progressive campus environment. The successful candidate will have experience in cooperative team building, conflict resolution, and a history of implementing organizational improvement. The College seeks someone who can build consensus, successfully guide change, and who is committed to promoting educational excellence. The Vice President will also have superior skills in written and spoken communication, knowledge and understanding of modern technology, and the ability to develop good working relationships on and beyond the campus.

Directions to apply online can be found at http://alfredstate.interviewexchange.com/.

All applicants are subject to a pre-employment background investigation.

Equal Opportunity/Affirmative Action Employer.

Minorities, women and persons with disabilities are encouraged to apply.

26

HISPANIC

OUTLOOK

•

03/10/2014

ASSOCIATE DEAN For Student Development

York College / CUNY The Office of the Vice President for Student Affairs at York College/CUNY invites applications for the position of Associate Dean for Student Development, Job ID # 9358.

Reporting to the Vice President for Student Affairs, the successful candidate will have an earned doctorate and eight years of progressive experience in leadership and supervisory roles in Higher Education; have a strong history of commitment to student development, and will be responsible for developing strategic plans and goals, as well as several other specific areas within the Division for Student Development.

To see the entire description and details on how to apply, please visit the www.cuny.edu website and click on Employment, Job ID # 9358.

?

CUNY is committed to a pluralistic community and continues to seek excellence through diversity and inclusion. EO/AA Employer.

Need Immediate Web Postings We can do that!

& so can you...

HOW?

Visit us online at: www.hispanicoutlook.com and go to

Post your web ad now!

your ad is in!

WESTCHESTER COMMUNITY COLLEGE

Administrator, Staff & Faculty (Adjunct) Positions

NURSING DEPARTMENT www.sjcny.edu

Westchester Community College is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds.

St. Joseph's College, Department of Nursing, Invites applications for a full-time tenure track and part time faculty positions on the Brooklyn Campus beginning September 2014.

The position requires a master's degree; doctorates strongly preferred with national certifications an Adult-Gerontology or Gerontology Clinical Nurse Specialist. NY State licensure as a registered nurse is also required.

Doctoral candidates are encouraged to apply.

Please submit current curriculum vitae with a letter of interest in and qualifications for the position to: Dr. Florence Jerdan, Director Nursing Department at

Administrators and Staff: Academic Technology Coordinator/Division Coordinator Associate Dean and Director (Educational Opportunity Center, Yonkers) Program Administrator (Health and Safety) Part-time/Hourly Positions Academic Support Center, Senior Tutors in Reading, Writing, ESL.

fjerdan@sjcny.edu.

EOE - M/F/D/V

Adjunct Faculty. Summer & Fall 2014 openings. Specify day/evening/weekend availability.

Credit adjuncts (Masters and one-year related experience required unless otherwise indicated on website): Biology, Chemistry, Communications, English, Foods – Culinary Arts, French, Journalism, Mass Media, Nursing, Physical Education (general, swimming, etc.), Reading.

Non-Credit adjuncts (Bachelors required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening and weekend options. Also interested in candidates with ESL teaching experience or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; for ESL, submit resume only to humanresources@sunywcc.edu; do not submit a resume without a class proposal.

Enfield, Connecticut

Asnuntuck Community College has the following Full-Time Opening:

Director of Financial Aid Services Information on program areas, qualifications and compensation is available at www.asnuntuck.edu (click on Employment Tab).

For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled.

Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

2014

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

Publication Dates

Save These Dates AND Reserve Your Space Issue Date

Jan. 27

Theme Issue

Financing a College Education

Feb. 10 Feb. 24

Women in Higher Education

March 10 March 24 April 7

Community College Issue Graduate School Issue

April 21 May 5

Top 100 College for Hispanics

Ad Deadline

Issue Date

Jan 21

May 19

May 13

Feb. 4

June 9

June 3

Feb. 18

June 30

March 4

July 14

March 18 April 1

Theme Issue

Ad Deadline

Health Professions Issue

July 8

Arts Issue

August 4

July 29

August 25

April 15

Sept. 8

April 29

Sept. 22

June 24

August 19 Sept. 2

Back to School Issue

Sept. 16

Call Hispanic Outlook advertising representatives at 1-800-549-8280 or e-mail your ads to Avo.Derbalian@HispanicOutlook.com Visit our Web site for all your advertising needs: www.HispanicOutlook.com 03/10/2014

•

HISPANIC

OUTLOOK

27

Priming the Pump...

ROUTINES CAN BE HABITS FOR SUCCESS

C

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

hildren need routine; teenagers often fight it; adults sometimes fear it. Regardless, most people perform better with it.

Routine is important and valuable for several reasons.

With younger children, routine provides the anchor of predictability and security. By knowing what comes next, they calmly rest assured that all is well. Adolescents need routine because the rest of life is typically in flux. And adults need routine to get through long days efficiently and productively (though some mistake routine with ruts – not synonymous).

Adults preparing Hispanics for higher education should help students customize a routine that fits each student’s biological rhythm and the demands – social and academic – he must meet along with any personal limitations.

Start with the person’s internal clock – the times of day that he is naturally most active, alert and energetic.

Adolescents often tend to be nocturnal – night owls who would rather do what they must after regular hours. For those already in higher education with more flexible schedules and control over their time, such a rhythm is not as much of a problem as it is when they must function actively during the day instead. To help a Latino student determine a routine, ask how he would structure his time if there were no other constraints. He might prefer to sleep in the day and attend school at night. Or he might want to sleep more.

(Adolescents are not just being difficult or avoidant when they sleep long hours; they need the extra sleep to grow and develop). Consider, too, how diet and exercise affect the person’s mood and energy levels. Eating irregularly or consuming unhealthy food is common among adolescents and directly – albeit subtly – affects a student’s ability to perform in and outside of school.

Next, have the Latino student inventory the types of things required during the day. These include study that requires intense, unbroken concentration; work that can be done with less concentration; routine tasks done with little thinking, like organizing files; work requiring practice, like playing a musical instrument or learning a language; interactive work involving team effort and social interaction; physical

22

H I S P A N I C

O U T L O O K

•

0 3 / 1 0 / 2 0 1 4

activity, whether it is structured with a sport, personal workouts in a gymnasium or helping parents around the home with manual tasks; creative time to daydream, imagine and solve problems; recharge time allotted between tasks that allows the student renew clear the mind and renew energy before moving to the next activity; and sleep – precious sleep.

Help the student plot the required activities according to the best time of day for each. If she is best in the morning, she might want to arise before school and put in some extra study time prior to classes (though caution the student against waiting till the morning something is due and running out of time). If school is filling most of her day, see if the various subjects can be scheduled for her optimal times in terms of energy and focus. Students who need to exert extra effort to master math, for example, should try to schedule math class for the time in which they are most alert. Some innovative high schools begin midday and dismiss in the early evening, simply to accommodate the natural cycle of most of their adolescent students. Other high schools have adopted schedule rotation whereby all classes are taken, but during a different class period each day in order to allow a teacher to see the student perform at optimal times.

Emphasize blocking times to rest and recharge. Since teens are often high energy, they are equally unaware of when that energy fades. Schedule time for the student to unplug (no electronic devices – a horrible thought for many, but actually a relief for all), recharge (naps, if you can manage to take one, are not just for kindergarteners) and journaling are ways to keep the mind at an even pace and avoid overload.

The Latino student who knows his energy cycles and is dedicated to meeting the demands made of him can develop and maintain a personal routine to get all the things required of him done toward or in higher education. It is a skill that that assures he can be self-directed and productive long after, too.