03/24/2014 Latino Outcomes at California's Community Colleges.

MARCH 24, 2014

www.HispanicOutlook.com

CCSSE Report

VOLUME 24 • NUMBER 12

Entrepreneurship Education

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Po

lit ical Beat

Who Are We? Who Cares?

by Carlos D. Conde

The

late political scientist, Dr. Samuel P. Huntington in his last book in 2004, “Who Are We: The Challenges to American’s National Identity,” posited that the huge and growing Hispanic population, predominately Mexicans, was poised to become the dominant ethnic group and change the country’s original character.

It created some controversy among social scientists and trepidation among many others, since then dispelled, that the Latinos were taking over and in due time would dominate the socioeconomic landscape once the domain of white Americans and an advancing black America.

In Huntington’s words: “The persistent inflow of Hispanic immigrants threatens to divide the United States into two peoples.

Unlike past immigrant groups, Mexicans and other Latinos have not assimilated into mainstream U.S. culture, forming instead their own political and linguistic enclaves – from Los Angeles to Miami – and rejecting the

Anglo-Protestant values that built the American dream.

The United States ignores this challenge at its peril.”

Certainly, Latinos are a growing population in the U.S with now 50 million, or 16 percent of the U.S population, but it will be a while before they overtake the whites although they have already surpassed blacks, the second largest minority whom they trail in racial acculturation and in the socioeconomic advantages it provides.

That Latinos are a presence is nondebatable and that they have a social identity all their own is also true but where this will take them is the interesting conversation because Latinos from wherever have always behaved more pluralistic than homogenous.

Cubans and Mexicans, for example, are linked by ethnicity but otherwise don’t have that much in common other than the same language.

Cubans created the mambo and Mexicans claim mariachi music. Peruvians live for ceviche and Venezuelans prefer arepas.

In the end, however, we are all Latinos.

Meanwhile, I am interested in another aspect of the Latino persona which is purely subjective and driven more by observation than hard facts because there doesn’t seem to be much data on the matter except for empirical evidence It’s a topic long festering in me and maybe other

Latinos which goes beyond conclusions reached by Huntington. It alludes to another societal situation that hardly ever comes up for much discussion among professional groups or is treated in dissertations.

Image-wise and perhaps even professionally, the Latino constituency has been overtaken by the black community in many aspects of American life and none is more evident than in imagery and the opportunities it brings.

Think national politics.

Perhaps it’s because many Latinos by choice or by circumstances prefer to live in a bifurcated society, as Huntington suggested, which has its appeal but comes with some drawbacks.

We love our language, our traditions and our sense of personal history that many of us, particularly the geriatrics, still cling to but which makes us clannish and is complicated by the fact that we love to stay within our own groups and traditions.

On the public affairs side, particularly in the national media, we don’t have personalities in the major networks like the black community does. They don’t just have a few; they have dozens in every category from primetime network news to sports broadcasting to talk shows and special events.

It’s part of being politically or socially correct but it’s also pocketbook advantageous for the dominant society.

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I can’t think of any prominent Latino or Latina journalist on the national network beat except for Jorge Ramos but he’s an ethnic star on Spanish language Univision that caters exclusively to a Spanish-language audience.

The black community is now ubiquitous in media affairs. A recent issue of Vanity Fair magazine featured an A list of media personalities, all blacks and whites but no Latinos.

The networks have separate news outlets for the Latino audience like NBC Latino, Fox News Latino, CNN En Español and ESPN Deportes.

The projected growth of the U.S. Latino market is gargantuan, going from $212 billion in 1990 and expected to reach $1.5 trillion in 2015.

We indeed are a presence in the U.S. and the expectations are onward and upward but as far as imagery is concerned, “El Chapo’s” capture aside, we’re still second bananas to the black community.

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

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MAGAZINE® MARCH 24, 2014

CONTENTS

Report Examines Inequities in California Latinos’ Choice of College by Michelle Adam

Page 8

8

10 Business and Community College Partnerships Help Grow Skilled Workforce

by Mary Ann Cooper

CCSSE Report Shares High-Impact Practices 16 for Student Success by Angela Provitera McGlynn Creating a “Single Stop” to Fast-Track Assistance by Jeff Simmons

Page 10

22 Entrepreneurship Education Helps Community College Students Create Their Own Jobs by Frank DiMaria

You can download the HO app

Page 19

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

Executive Editor – Marilyn Gilroy

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

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Washington DC Bureau Chief – Peggy Sands Orchowski

Contributing Editors –

Carlos D. Conde, Michelle Adam

Contributing Writers –

Gustavo A. Mellander

Art & Production Director –

DEPARTMENTS Political Beat

Avedis Derbalian

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by Carlos D. Conde

Who Are We? Who Cares?

Interesting Reads

Book Review

7

Chicano Manifesto

Community Colleges: A Stepchild – Forever?

Priming the Pump...

How Humor Helps

24

by Gustavo A. Mellander

by Miquela Rivera

Joanne Aluotto

Sr. Advertising Sales Associate – Angel M. Rodríguez

Article Contributors

Frank DiMaria, Angela Provitera McGlynn, Miquela Rivera, Jeff Simmons

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by Mary Ann Cooper

Targeting Higher Education

Graphic Designer –

Back Cover

Editorial Policy

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

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Esquina E ditorial

W

hen politicians talk about the need to fund infrastructure, they’re not just talking about roads and bridges. Just as important to the well-being of American society is the investment we make in education infrastructure – and not just brick and mortar infrastructure. The real infrastructure that’s needed is a program-rich environment where degree and certificate earners are fast-tracked into the workforce. Community colleges provide a ready-made breeding ground for skilled labor because they can tailor their offerings and instruction to the needs of the 21st century. In this issue we celebrate the community college, the backbone of job growth in tough economic times. Community colleges not only train students for existing jobs, but also have promoted entrepreneurship – especially among Hispanics and other minority students. As we report in this issue, entrepreneurship education is front and center at many community colleges across the nation, with hundreds of schools providing visionary leadership in this increasingly popular educational field. With the extra burden placed on community colleges, there has been an explosion of programs to assist students as they navigate the community college experience. Initiatives such as Single Stop USA, which we spotlight in this issue, is one of many programs cropping up on community college campuses across the country, establishing a hub of resources to help students. If community colleges continue to be the strong foundation of our education infrastructure, they will need more innovative programs and methods to attract students and keep them on track. ¡Adelante!

Suzanne López-Isa Managing Editor

The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America, has been serving the higher education community for 24 years. Focusing like a laser beam on Hispanics in higher ed online and digitally, our exposure is now global.

Visit us online or download our free app for your iPad, iPhone or Android devices.

www.HispanicOutlook.com

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you can follow us on

Interesting Reads

Cuban Revelations

by Marc Frank

Examining the effects of U.S. policy toward Cuba, Frank analyzes why Cuba has entered a period of change and considers what the island's future holds. In addition, Frank offers a chronicle of his travels across the island's many and varied provinces, sharing candid interviews with people from all walks of life. The book reveals how ordinary Cubans live and what they are thinking and feeling as 50-year-old social and economic taboos are broken.

2013. 336 pp. ISBN: 978-0813044651 $29.95 cloth.

University Press of Florida. (800) 226-3822. www.upf.com.

Immigration and the Next America: Renewing the Soul of Our Nation

by Archbishop José H. Gómez Archbishop José Gómez adds to the national debate about immigration pointing the way toward a recovery of America's highest ideals with this book. He calls immigration a human rights test for this generation and a defining historical moment for America. The premise of his argument is that immigration is about more than immigration.

It's about renewing the soul of America. Archbishop José H. Gómez is the chairman of the United States Catholic Bishops Committee on Migration.

2013.128 pp. ISBN: 978-1612787183 $11.95 paper. Our Sunday Visitor, (800) 348-2440 www.osv.com.

FirstSchool

by Sharon Ritchie and Laura Gutmann FirstSchool is a framework for teaching minority and low-income children. This work discusses the research and practice to date that defines FirstSchool as a critical approach to closing the achievement and opportunity gaps. Changing the conversation from improving test scores to improving school experiences, it features lessons learned from eight elementary schools whose leadership and staff implemented changes in their classrooms and schools.

2013. 240 pp. ISBN: 978-0807754818. $39.95 paper.

Teachers College Press, (212) 678-3929, www.tcpress.org.

Chicano Manifesto

C

by Armando B. Rendón reprint 2014, 329 pp. ASIN: B00D04V5B6 $5.95 Kindle. Amazon Digital Services, Inc., www.amazon.com

hicano Manifesto was first published in 1971, and was a groundbreaking book for that era. It was the first time a Chicano had put into words how the Chicano culture was taking hold in the United States. It sought to give expression to the spirit of a cultural revolution. The author makes it clear that the book was intentional in its timing. He points to violence that erupted in East Los Angeles in 1970 as something that catapulted Chicanos into the national limelight. He said this incident demonstrated “in no uncertain terms that the Chicano was neither docile nor subservient.” And more importantly, this was a growing demographic that would not be ignored.

Chicano Manifesto is composed of several snapshots in time of the turbulent era of the 70s through the eyes of the author, who was a personal observer of history. Many persons and events depicted in this book were captured only because the author was there as the movement evolved.

The question is why Chicano Manifesto has now been reintroduced as a digital publication. A clue to the answer to this question is contained in the book’s subtitle. The original title of the book is Cuban Manifesto: The History and Aspirations of the Second Largest Minority in America. If the size of the Cuban and Hispanic population was relevant to social dialogue then, imagine how relevant it is now in an age when there is a burgeoning Hispanic population. Indeed, this year there will be more Hispanics living in California than non-Hispanics. And in many colleges and universities Hispanics are the majority-minority of the student population.

The first thing that strikes the reader is the glaring observation that so little has changed since the early urban marches, farmworker assemblies, as well as student confrontations with police and bureaucrats. In fact, Manifesto is getting a second look at a time when immigration is a highly polarizing issue for America. In the heat of passionate rhetoric, hate speech distorts legitimate debate on this issue. At the end of the day, racism, poverty, school dropout rates, and joblessness, are all still part of the Chicano reality. The rationale behind reintroducing this book now is that if we understand what has happened in the past – specifically the late 60s and early 70s – the more we can understand why we are where we are now and how to improve our realities.

As the information on the book’s digital launch explains, “Manifesto still serves as a rallying cry for action, perhaps the only true clarion call from that era, because it is still unrelenting in its quest for the true Chicano and for the realization of the Chicano as clearly the most important person to the evolution of the peoples on the American continents.”

Reviewed by Mary Ann Cooper

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COMMUNITY COLLEGES/REPORTS

Report Examines Inequities in California Latinos’ Choice of College

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by Michelle Adam

ate last year, the Tomás Rivera Policy Institute published a report that revealed what many have known to be true for some time – that large numbers of Latinos in California choose community colleges. Yet surprisingly, this news also holds true for those Latinos graduating from top performing high schools. In addition, Latinos who attend Hispanic-serving community colleges are more likely to experience inequities when transferring to California state universities, and are less likely to enroll in STEM (science, technology, engineering and math) bachelor’s degrees than other groups.

According to the report, “Addressing Latino Outcomes at California’s Hispanic-Serving Institutions,” 33.7 percent of Latinos attend community colleges in California, compared to 25.9 percent of Asian-Americans, 23.1 percent of whites, and 24.5 percent of African-Americans, who represent 43 percent of the full-time enrollment at Hispanic-serving community colleges in California. Also, Hispanics who graduate from the state’s high performing high schools are significantly more likely to attend community colleges than other

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groups.

Other news revealed in this report states that almost 10 percent of Latino high school graduates enroll in one of the California State Universities (CSU), which is a higher number than white and African-Americans. More significantly, less than 4 percent of Hispanics attend a University of California (UC) campus after high school, compared to 25 percent of Asian-Americans and 5.2 percent of whites (African-Americans attend in lower numbers than Latinos).

In an effort to understand the reality for Latinos behind the numbers and more fully see what’s happening for the majority of Latinos attending college in California, the Hispanic Outlook interviewed Lindsey Malcom-Piqueux, the author of this report.

HO: Based on “Addressing Latino Outcomes at California’s HispanicServing Institutions,” Latinos attend community colleges more than other groups, and this holds true for those Latinos who graduate from top high schools in California. What are the reasons behind this?

Malcom-Piquex: For quite some time, we’ve known that Latinos attend

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community colleges more commonly than other groups. The surprising finding from our report was that even Latinos who graduate from California’s top high schools attend community college at much higher rates than white and Asian-Americans graduates from those same schools. As for the reasons this is happening, there are likely many factors at play, and these factors might be different for different students.

A primary reason is related to the large differences in cost between California’s community colleges and four-year institutions. Community colleges offer a more affordable route to a postsecondary degree, if a student is able to successfully complete transferlevel coursework in a timely fashion.

This, however, is not always guaranteed.

Another reason might be the relative accessibility and convenience of California’s community colleges.

Community colleges are more accommodating to students who work full time or part time, who are caregivers, and who commute. The schedules are more flexible, more classes are offered in the evenings and on weekends. Community colleges might be attractive to students

for those reasons. parity. Though I don’t have the exact figThere are also larger, systemic rea- ures, whites and Asian-Americans are sons that might be contributing as well. overrepresented among STEM bacheFor our analysis we did not have access lor’s degree holders if we look nationalto information about the individual stu- ly, or just at California postsecondary dents in California’s high performing institutions. high schools. So while the students HO: Latinos represented a lower attended high schools that scored high share of transfers from California on the Academic Performance Index Hispanic-serving community colleges (API), we do not know about their individual level of achievement (test scores, course taking, GPA).

So, it is possible that there were inequities in these measures that could explain the differences in the attendance rates at the UC, CSU, and community colleges. We also know that even in the same school there can be differences in types of opportunities students have access to. These might include things like taking college preparatory and AP classes, or being encouraged by teachers and guidance counselors to apply to more selective colleges, etc.

HO: Fewer Latinos go to UC schools versus CSU schools than other groups. Why do you think this is the case?

Malcom-Piquex: For the most part, these differences are likely due to differences in college preparation. But, there are a number of factors that affect the likelihood that a student will grad- Lindsey Malcom-Piqueux uate from high school “UC-eligible,” many of which play out long before students enter high school and to UCs and CSUs than that of other many of which are beyond the immedi- groups. How did their share of transate control of these students and their fers compare to other groups, and why families. do you think this difference exists?

HO: Latinos earned only 31 perMalcom-Piquex: We found that cent of all STEM bachelor degrees. How Latinos are underrepresented among does this compare to other groups? students who transferred to UC and CSU Malcom-Piquex: For our report, we relative to their share of enrollment at only calculated this for Latinos to the HSI community colleges. However, demonstrate the severity of their under- the degree of the underrepresentation representation among STEM bachelor’s was even more pronounced in the STEM degree holders. The fact that 45 percent fields. These inequities are likely attribof California’s college-aged population is utable to a number of factors including Latino, but just 31 percent of STEM differences in preparation, and the highbachelor’s degrees awarded by the er rates at which Latino community colstate’s postsecondary institutions are lege students are placed into developearned by Latinos really shows large dis- mental education or basic skills courses

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– which often limits their ability to begin taking college-level and transfer-level work. This is especially critical for STEM fields because of the importance of mathematics to succeeding in these fields.

HO: What do you believe should be done to change the pattern of more Latinos than other groups going to community colleges but having lower transfer rates than other groups? What has already been done?

Malcom-Piquex: This is really a complex problem that requires a comprehensive solution. Many of these inequities stem from unequal educational, social and economic opportunities that individuals experience long before entering high school and college. Until those are addressed with large-scale policy solutions, the problems will likely continue.

However, in the meantime, careful investigations of the practices of those high schools that are able to successfully enroll large numbers of Latinos into UC and CSU, and of those community colleges that are able to transfer larger proportions of Hispanics to four-year institutions should be done. Some of this work is currently ongoing in research centers like USC’s Center for Urban Education, at the Civil Rights Project at UCLA, and others. Structural barriers, like policies related to developmental education and transfer, budget cuts, and limited resources at community colleges need to be addressed.

Research has also highlighted the differences that individual practitioners can make by acting as institutional agents for these students. However, in order for practitioners to be compelled to do so, there needs to be a greater awareness of the inequities experienced

by Hispanic students and a shift away from deficit-thinking –blaming the student – toward equity-mindedness.

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COMMUNITY COLLEGES

Business and Community College Partnerships Help Grow Skilled Workforce Budget cutbacks have had an adverse effect on the hiring practices at community colleges all across the country. Short staffing often means that students are left without access to faculty advisors and have to plan their course schedules and academic goals on their own. Is it any wonder that according to the Massachusetts Teachers Association just 17 percent of the full-time students who enrolled in one of the 15 community colleges in Massachusetts in 2003 were able to complete the requirement for a degree or certificate by 2010?

One of the ways community colleges are trying to play “catch-up” is to reach out to the community and make a connection demonstrating to prospective students that there is a tangible and practical reality to the pursuit of higher education. These schools are partnering with businesses to develop programs and classes, ranging from degree-granting curricula to certified courses for retraining, which will inspire and motivate students who might otherwise fall through the cracks.

Still, motivation can only take these students so far. Unless students have the skill sets to acquire the training necessary

by Mary Ann Cooper for the new jobs of the 21st century, the skilled workforce population will never increase in sufficient numbers to meet ach year, over 1,100 community colleges provide students demand or the president’s goal of 5 million community coland workers with critical skills to succeed in a 21st centu- lege graduates by the year 2020. In that regard, Washington is ry economy, but they are simply not churning out enough doing its part to fund training programs. graduates to meet the needs of America’s workforce for the The Obama administration first launched the American next decade. There are many reasons for this deficit. Tuition Graduation Initiative as a program to support a new research and fees continue to soar, while two-thirds of courses are center with a mission to develop and implement new meabeing taught by part-time faculty limiting the choices and sures of community colleges’ success so prospective students numbers of courses offered. and businesses could get a clear sense of how effective The Obama administration has recognized the growing schools are in helping students – including the most disadvanneed for educated workers and is working in partnership with taged – learn, graduate, and secure good jobs. The Trade states and communities in promoting community colleges as Adjustment Assistance Community College and Career Training the place to help achieve the administration’s stated goals of program takes the American Graduation Initiative a step furadding 5 million graduates from community colleges by 2020. ther by providing investment in community college and indusThey maintain that community colleges are well suited to pro- try partnerships to make sure more Americans can acquire mote the dual goal of academic and on-the-job preparedness the skills they need to enter and succeed in the workforce. for the next generation of American workers.

The Obama administration committed $500 million to develop However, driving up enrollment is no guarantee that com- programs that provide pathways for individuals to secure munity colleges will produce those 5 million more graduates. quality jobs in high-wage, high-skilled fields including

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advanced manufacturing, transportation, health care, and science, technology, engineering and mathematics (STEM) – and another $500 million in grant awards. The administration will invest an additional $1 billion in this initiative over the next two years.

Another White House initiative for community colleges is Skills for America’s Future which brings together companies and community colleges to help workers gain new skills to compete in the global economy. Born out of the first-ever White House Summit on Community Colleges hosted by President Obama in October 2010, and in collaboration with businesses and other partners nationwide, Skills for America’s Future has provided 500,000 Americans with the training to succeed while equipping businesses with talented and skilled employees to help them thrive.

But White House initiatives are not enough to guarantee student success. Many students enroll in community college in need of remedial support services. As reported in National Education Association’s (NEA) magazine, “more than twothirds of students in Massachusetts’ community colleges enroll in at least one remedial class in their first year. These are classes for students who can’t do the basic math or reading required of college courses. Worse, only 53 percent complete the course; only 30 percent go onto to enroll in credit-bearing courses; and only 10 percent graduate within three years of enrolling.” More effort is being made at the community college level to introduce compact and fast-track remedial courses to mainstream students as quickly and efficiently as possible as degree or certificate earners.

The Community College to Career Fund Last July a bill was introduced in Congress to support President Obama’s proposed Community College to Career Fund, an $8 billion investment in community colleges and states over three years to partner with businesses to train workers in a range of high-growth and in-demand areas, such as health care, logistics, transportation, and advanced manufacturing. If approved, this fund will: • Develop community college partnerships to train skilled workers for unfilled jobs: To support paid internships for lowincome community college students that will allow them to simultaneously earn credit for work-based learning and gain relevant employment experience in a high-wage, high-skill field.

• Institute “Pay for Performance” in job training: To support pay-for-performance strategies to provide incentives for training providers, community colleges, and local workforce organizations to ensure trainees find permanent jobs.

• Bring jobs back to America: To allow federal agencies to partner with state and local governments to encourage businesses to invest in America.

• Train the next generation of entrepreneurs: To support pathways to entrepreneurship for 5 million small business owners over three years through the nation’s workforce system and its partners, including: a six-week online training course on entrepreneurship that could reach up to 500,000 new entrepreneurs and an intensive six-month entrepreneurship training program resulting in entrepreneurship certification for 100,000 small business owners.

El Paso Community College ranks #1 in:

• Community Colleges Hispanic Full-Time Enrollment • Community Colleges for Hispanics Awarding Associate Degrees • Community Colleges by Hispanic Faculty Full-Time and Part-Time

Congratulations!

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Community Colleges

by Hispanic Full-Time Enrollment (2-Year Schools) RANK 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

INSTITUTION

El Paso Community College East Los Angeles College Lone Star College System Houston Community College Mt. San Antonio College Santa Ana College Rio Hondo College San Antonio College Tarrant County College District Cerritos College San Jacinto Community College Central New Mexico Community College Pima Community College Austin Community College District Long Beach City College Santa Monica College El Camino Community College District Fresno City College CUNY Borough of Manhattan Comm. Coll.

Southwestern College Chaffey College Bakersfield College Pasadena City College Fullerton College Los Angeles City College Northwest Vista College Northern Virginia Community College Laredo Community College Riverside City College Los Angeles Valley College Los Angeles Pierce College Palomar College CUNY LaGuardia Community College Los Angeles Trade Technical College San Diego City College Reedley College San Diego Mesa College San Bernardino Valley College Los Angeles Mission College CUNY Bronx Community College Ventura College Imperial Valley College Hillsborough Community College Modesto Junior College City College of San Francisco Citrus College City Coll. of Chicago-Wilbur Wright College Santa Barbara City College San Joaquin Delta College City Coll. of Chicago-Richard J Daley College

Source: NCES IPEDS data list of 2YR 2012 enrollees

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STATE TX CA TX TX CA CA CA TX TX CA TX NM AZ TX CA CA CA CA NY CA CA CA CA CA CA TX VA TX CA CA CA CA NY CA CA CA CA CA CA NY CA CA FL CA CA CA IL CA CA IL

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TOTAL ENROLLMENT 32,127 37,055 60,428 58,476 28,036 32,354 17,643 23,134 50,439 20,719 28,721 28,323 32,988 43,315 24,839 30,254 23,405 21,630 24,537 18,362 17,804 17,344 22,859 19,624 20,385 15,992 51,864 9,356 17,218 18,640 19,938 24,626 19,287 13,749 16,797 13,737 24,943 12,031 9,674 11,287 13,030 7,699 27,754 16,985 30,106 11,750 12,468 19,265 17,002 9,410

HISPANIC ENROLLMENT

TOTAL

27,434 23,236 19,366 17,901 15,729 15,189 13,176 12,988 12,930 12,765 12,711 12,685 12,510 12,276 11,977 10,795 10,450 10,340 10,312 9,967 9,913 9,758 9,748 9,511 9,492 9,317 9,198 8,996 8,845 8,701 8,682 8,602 7,902 7,541 7,532 7,382 7,345 7,265 7,064 7,030 6,958 6,918 6,830 6,723 6,709 6,672 6,649 6,554 6,515 6,506

MEN

11,584 10,341 7,831 7,388 7,214 7,952 6,489 5,236 5,173 5,605 5,380 5,311 5,533 5,216 5,349 4,931 4,891 4,730 4,485 4,552 4,020 4,088 4,408 4,424 4,191 4,086 4,140 3,952 3,869 3,736 3,897 4,446 3,249 4,001 3,366 3,070 3,352 3,143 2,749 2,889 3,020 2,939 2,799 2,930 3,122 3,014 2,666 2,915 2,692 2,590

WOMEN 15,850 12,895 11,535 10,513 8,515 7,237 6,687 7,752 7,757 7,160 7,331 7,374 6,977 7,060 6,628 5,864 5,559 5,610 5,827 5,415 5,893 5,670 5,340 5,087 5,301 5,231 5,058 5,044 4,976 4,965 4,785 4,156 4,653 3,540 4,166 4,312 3,993 4,122 4,315 4,141 3,938 3,979 4,031 3,793 3,587 3,658 3,983 3,639 3,823 3,916

%

85% 63% 32% 31% 56% 47% 75% 56% 26% 62% 44% 45% 38% 28% 48% 36% 45% 48% 42% 54% 56% 56% 43% 48% 47% 58% 18% 96% 51% 47% 44% 35% 41% 55% 45% 54% 29% 60% 73% 62% 53% 90% 25% 40% 22% 57% 53% 34% 38% 69%

Community Colleges for Hispanics Awarding Associate Degrees (2-Year Schools) RANK 1.

2.

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6.

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9.

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12.

13.

14.

15.

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19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

INSTITUTION

El Paso Community College Central New Mexico Community College Lone Star College System East Los Angeles College CUNY LaGuardia Community College San Jacinto Community College Houston Community College CUNY Borough Manhattan CommCollege San Antonio College San Joaquin Delta College Pima Community College Santa Ana College Hillsborough Community College Mt. San Antonio College Northern Virginia Community College CUNY Bronx Community College Laredo Community College Tarrant County College District Chaffey College Rio Hondo College ASA College Riverside City College New Mexico State University-Dona Ana Del Mar College El Camino Community College District Fullerton College Citrus College Cerritos College Southwestern College Palomar College Imperial Valley College Palo Alto College Northwest Vista College Ventura College Central Texas College Hudson County Community College Pasadena City College Nassau Community College Southwest Texas Junior College Bergen Community College Santa Barbara City College Suffolk County Community College Austin Community College District San Joaquin Valley College-Visalia Bakersfield College Mt. San Jacinto Community College District St Philip's College San Joaquin Valley Coll.-Rancho Cucamonga Allan Hancock College CUNY Hostos Community College

STATE TX NM TX CA NY TX TX NY TX CA AZ CA FL CA VA NY TX TX CA CA NY CA NM TX CA CA CA CA CA CA CA TX TX CA TX NJ CA NY TX NJ CA NY TX CA CA CA TX CA CA NY

Source: NCES IPEDS Database 2012 2YR Colleges – Associate's degrees

TOTAL 3,790 2,750 4,208 1,569 2,982 2,840 3,860 3,017 1,879 2,882 2,775 1,526 3,843 1,769 5,452 1,256 749 3,365 1,498 960 1,761 1,675 973 1,066 1,656 1,320 1,210 1,119 988 1,854 626 768 1,126 1,085 2,929 852 1,603 3,013 527 1,972 1,738 3,438 1,789 870 843 1,574 912 625 908 710

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TOTAL

MEN

WOMEN

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3,244 1,199 1,135 1,090 1,023 1,014 975 955 916 903 875 852 833 829 749 729 729 704 688 688 676 662 646 616 608 600 583 557 555 546 541 533 529 506 495 480 477 473 462 461 457 452 451 426 420 419 411 408 407 403

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HISPANIC 1,167 419 370 344 379 374 311 342 286 283 349 327 328 333 288 246 266 237 274 264 161 229 230 215 249 236 232 201 214 214 202 158 193 181 299 159 182 198 137 199 165 177 204 96 141 156 197 138 150 98

2,077 780 765 746 644 640 664 613 630 620 526 525 505 496 461 483 463 467 414 424 515 433 416 401 359 364 351 356 341 332 339 375 336 325 196 321 295 275 325 262 292 275 247 330 279 263 214 270 257 305

%

86% 44% 27% 69% 34% 36% 25% 32% 49% 31% 32% 56% 22% 47% 14% 58% 97% 21% 46% 72% 38% 40% 66% 58% 37% 45% 48% 50% 56% 29% 86% 69% 47% 47% 17% 56% 30% 16% 88% 23% 26% 13% 25% 49% 50% 27% 45% 65% 45% 57%

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Community Colleges by Hispanic Faculty Full-Time and Part-Time RANK 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

INSTITUTION El Paso Community College San Antonio College Houston Community College Laredo Community College Central New Mexico Community College St Philip's College Austin Community College District Del Mar College CUNY LaGuardia Community College CUNY Hostos Community College Northwest Vista College CUNY Bronx Community College Southwest Texas Junior College Texas State Technical College Harlingen Palo Alto College Mt. San Antonio College CUNY Borough of Manhattan Comm. Coll.

Tarrant County College District Southwestern College Santa Ana College East Los Angeles College New Mexico State University-Dona Ana Hudson County Community College Hillsborough Community College Rio Hondo College Alamo Comm. Coll./ District Central Office Cerritos College Pasadena City College Fresno City College City College of San Francisco Palomar College CUNY Kingsborough Community College Chaffey College Santa Monica College Passaic County Community College Long Beach City College El Camino Community College District Santa Fe Community College CUNY Queensborough Community College Salt Lake Community College Ivy Tech Community College Reedley College Glendale Community College El Centro College Riverside City College ASA College Essex County College Phoenix College MiraCosta College Northern Virginia Community College Mesa Community College

Source: 2012 full time/part time faculty IPEDS, NCES

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STATE TX TX TX TX NM TX TX TX NY NY TX NY TX TX TX CA NY TX CA CA CA NM NJ FL CA TX CA CA CA CA CA NY CA CA NJ CA CA NM NY UT IN CA AZ TX CA NY NJ AZ CA VA AZ

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TOTAL 2,767 2,185 5,297 962 2,039 1,533 3,416 1,528 2,284 1,098 1,236 1,503 606 606 836 1,783 2,569 3,336 1,281 1,230 1,131 748 1,303 2,368 825 516 1,070 1,373 1,353 2,454 1,551 2,358 1,116 1,860 1,174 1,406 1,281 657 2,023 3,191 9,139 814 1,389 1,010 904 944 1,129 992 994 3,967 1,681

HISPANIC FACULTY TOTAL 1,855 888 861 853 621 601 578 547 502 496 477 459 450 448 435 424 415 397 351 345 341 314 309 308 308 306 293 266 256 254 246 236 231 228 222 221 214 212 210 208 201 194 186 181 174 172 170 165 164 162 160

MEN

777 372 339 423 269 334 268 232 202 242 204 232 240 204 184 183 191 186 144 153 162 132 115 132 117 103 119 131 112 120 117 110 70 100 94 92 91 86 99 81 94 73 85 57 88 54 51 61 67 68 64

WOMEN 1,078 516 522 430 352 267 310 315 300 254 273 227 210 244 251 241 224 211 207 192 179 182 194 176 191 203 174 135 144 134 129 126 161 128 128 129 123 126 111 127 107 121 101 124 86 118 119 104 97 94 96

% 67% 41% 16% 89% 30% 39% 17% 36% 22% 45% 39% 31% 74% 74% 52% 24% 16% 12% 27% 28% 30% 42% 24% 13% 37% 59% 27% 19% 19% 10% 16% 10% 21% 12% 19% 16% 17% 32% 10% 7% 2% 24% 13% 18% 19% 18% 15% 17% 16% 4% 10%

TOP Associate Degree Producers for Hispanics Also Offering 4-Year Degrees RANK 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

INSTITUTION Miami Dade College South Texas College Valencia College Broward College Keiser University-Ft Lauderdale The University of Texas at Brownsville Palm Beach State College Monroe College-Main Campus Seminole State College of Florida Edison State College Florida National University-Main Campus College of Southern Nevada Indian River State College Santa Fe College Florida State College at Jacksonville Daytona State College St Petersburg College Robert Morris University Illinois

STATE FL TX FL FL FL TX FL NY FL FL FL NV FL FL FL FL FL IL

Source: NCES IPEDS Database 2012 4YR Colleges – Associate's degrees

TOTAL 11,959 2,292 7,974 6,218 4,021 1,073 4,021 1,334 2,811 2,399 526 2,098 2,691 2,912 5,744 2,758 4,019 909

TOTAL 7,958 2,138 2,129 1,914 1,019 966 870 616 504 484 456 420 360 332 328 275 272 237

HISPANIC MEN

3,140 779 879 771 309 294 307 184 183 163 155 150 138 160 141 91 96 81

WOMEN 4,818 1,359 1,250 1,143 710 672 563 432 321 321 301 270 222 172 187 184 176 156

% 67% 93% 27% 31% 25% 90% 22% 46% 18% 20% 87% 20% 13% 11% 6% 10% 7% 26%

Miami Dade ranks #1 in Associate Degree Producers for Hispanics Also Offering 4-Year Degrees

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COMMUNITY COLLEGES/REPORTS

Report Shares High-Impact Practices for Student Success

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by Angela Provitera McGlynn ommunity Colleges, despite ongoing financial strain, are in the forefront of tackling higher education’s greatest challenges. Vastly underfunded, community colleges, more than any other sector of higher education, are faced with increased student diversity, roller coaster enrollment volatility, and enhanced demands for accountability.

A new Center for Community College Student Engagement (CCSSE) report titled, A Matter of Degrees: Engaging Practices, Engaging Students, offers evidence based data on best practices for student engagement that community colleges can use to guide their decisions about how to use their limited resources and maximize student success.

“Now, as colleges increasingly understand the importance of intentionally engaging students [based on 10 years of CCSSE data], the field must turn to the gamechanging challenge: bringing high-impact practices to scale as part of a concerted effort to increase college completion rates…Colleges must make decisions – about every hour spent, every dollar allocated, every policy set, and every practice implemented – based on whether those decisions will make engagement inescapable for large numbers of their students.”

This report is the second in a series of three reports and is part of a multi-year CCSSE Initiative aimed at identifying and promoting high impact educational practices in higher education. The initiative is funded by the Bill and Melinda Gates Foundation and the Lumina Foundation. In CCSSE’s Director Kay McClenney’s own words, The report provides colleges with a framework for examining their own practices, and particularly for discerning gaps between what students need and what colleges provide – and the additional gaps between what colleges provide and what students actually experience. With

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that perspective in mind, and with sharpened focus on evidence-based design of students’ educational experience, colleges can make better decisions about what practices to discontinue, redesign, or bring to scale.

The report has identified a dozen or so key educational practices and policies that have a high impact on student engagement in community colleges. “The field has known for more than a decade the importance of student engagement. Simply stated, engagement matters – and more engagement matters more,” said McClenney in a news release about the report.

The data shows that students’ participation in multiple structured high-impact experiences leads to higher levels of engagement and ultimately to students’ academic success.

The study also shows, however, that although increasing numbers of community colleges offer such experiences, only small numbers of colleges require them, and too few students participate in them.

Community colleges would be wise to pay attention to the CCSSE report findings because of the reliability of the results.

The CCSSE research gathers data from entering students, experienced students, faculty, and institutions.

Four data sources were used: Survey of Entering Student Engagement (SENSE), the Community College Survey of Student Engagement (CCSSE), the Community College Faculty Survey of Student Engagement (CCFSSE), and the Community College Institutional Survey (CCIS).

About 99,500 entering students and more than 458,000 experienced students responded in multi-year cohorts to the student surveys. Special promising practices items that were administered in 2012 elicited responses from 48,000 entering students and about 95,000 experienced students.

Faculty survey results are based on approximately 36,000

respondents, and 441 community colleges participated in the institutional survey.

For community colleges, the goal is to increase student success. Student success can be measured by: • student learning • course completion and retention rates, and • the rate at which students earn credentials, graduate, and/or transfer to four-year institutions.

The goal of student success should be firmly rooted in community college practices that have been identified as correlated with success and have been called “benchmarks.”

In a nutshell, the data confirm that student participation in any of a dozen high impact practices is consistently associated with higher benchmark scores on SENSE and on CCSSE. The more there is student engagement, the greater the likelihood of student success.

Practices and policies found to have a high impact on student engagement were related to the following areas: • Academic Goal Setting and Planning • Orientation • Accelerated or Fast-track Developmental Education • First-year Experience • Student Success Course • Learning Community • Experiential Learning Beyond the Classroom • Tutoring • Supplemental Instruction • Assessment and Placement • Registration Before Classes Begin • Class Attendance • Alert and Intervention Although student engagement is increased by college and student participation in any of these areas, what has the most impact is participating in multiple high-impact practices, what the report refers to as “intensity.” A positive correlation is found between greater intensity and higher engagement. Data show that/“engagement levels rise as students participate in more structured group learning experiences and this relationship holds for all CCSSE and SENSE benchmarks.”

The problem is that too few students (37 percent of CCSSE respondents and 41 percent of SENSE respondents) participated in more than one structured group learning experience.

The report says not only do we need to increase the numbers of students participating in multiple group learning experiences, colleges also need to “…intentionally weave those experiences together in ways that increase educational coherence and momentum for success.”

A more comprehensive picture of all the high-impact practices and policies is available online at: www.ccsse.org/docs/ Matter_of_Degrees_2_EFAHQR.pdf and see www.ccsse.org/ hip2 for additional detail about the consistently positive relationship between intensity and engagement.

The CCSSE and SENSE Benchmarks Benchmarks are groups of conceptually related survey items that address key areas of student engagement. The CCSSE and SENSE benchmarks measure behaviors that educational research has shown to be powerful contributors to effective teaching, learning, and student retention.

The CCSSE Benchmarks of Effective Educational Practice • Active and collaborative learning • Student effort • Academic challenge • Student-faculty interaction • Support for learners

The SENSE Benchmarks of Effective Educational Practice With Entering Students • Early connections • High expectations and aspirations • Clear academic plan and pathway • Effective track to college readiness • Engaged learning • Academic and social support network

For more information about benchmarks, visit www.cccse.org Source: A Matter of Degrees: Engaging Practices, Engaging Students, 10/17/13, p.7.

This summary of findings will concentrate only on those high impact policies and practices that have positive correlations with three or more CCSSE and/or SENSE benchmarks for community college academic success.

Alert and Intervention: Participating in such a system has a strong positive relationship with all five CCSSE benchmarks. In other words, CCSSE respondents who say that someone from the college contacted them if they were struggling with their studies have higher adjusted benchmark scores, on average, than those who say no one contacted them.

Having had contact in an alert and intervention system also had a notably positive correlation with four SENSE benchmarks, namely, early connections, clear academic plan and pathway, effective track to college readiness, and academic and social support network.

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Tutoring: Participating in a tutoring program was highly correlated with four CCSSE benchmarks: active and collaborative learning, student effort, student-faculty interaction, and support for learners.

Learning Community: Being part of a learning community was positively associated with three CCSSE benchmarks: active and collaborative learning, student-faculty interaction, and support for learners.

There was also a strong positive relationship with the SENSE benchmark of engaged learning.

Experiential Learning Beyond the Classroom: Students who participated in experiential learning outside the classroom have higher adjusted benchmarks, on average, than those who say they did not participate, and there was a strong positive relationship between participation and three CCSSE benchmarks: active and collaborative learning, academic challenge, and student-faculty interaction.

Academic Goal Setting and Planning:

Supplemental Instruction: CCSSE respondents who say they participated in supplemental instruction have higher adjusted benchmark scores, on average, with all five CCSSE benchmarks than those who say they did not experience supplemental instruction. And participation in such a program has a strong positive connection with the SENSE early connections benchmark.

Class Attendance: When institutions and faculty have clearly explained attendance policies and penalties for missing classes, there is a positive connection with three CCSSE benchmarks: student effort, academic challenge, and support for learners. A clear policy with consequences for missing classes was also positively correlated with four SENSE benchmarks: early connections, high expectations and aspirations, effective track to college readiness, and academic and social support network.

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Participation has a strong connection with four SENSE benchmarks: early connections, effective track to college readiness, engaged learning, and academic and social support network. Participation in academic goal setting and planning was also correlated with two CCSSE benchmarks, namely, academic challenge and student-faculty interaction.

The report found that despite the advantages of having a system in place, just 66 percent of colleges report having a systemic process whereby entering students set academic goals by the end of their first term.

This report provides community colleges with a great opportunity to assess whether or not their programs are up to scale and to consider how to increase student participation.

Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

COMMUNITY COLLEGES/INNOVATIONS/PROGRAMS

Creating a “Single Stop” to Fast-Track Assistance

Y

by Jeff Simmons ou’re probably familiar with onestop shopping – venues that ease consumer angst and provide an array of items to make the retail experience much more digestible and simple.

In the higher education world, a similar concept is cropping up on community college campuses across the country, establishing a hub of resources to help students. In this situation, however, students are shopping for precious dollars rather than spending them.

J. Noah Brown, president and chief executive officer of ACCT

The venture is called Single Stop USA, and it endeavors to decrease poverty by connecting low-income individuals and students with existing resources and services to help them become self-sufficient and attain economic mobility. Since launching in 2009 at Kingsborough Community College in Brooklyn, N.Y., Single Stop’s Community College

Initiative has been expanding, first within New York and New Jersey, and then into California, Florida, New Mexico, Louisiana and Massachusetts.

The initiative received a $1.1 million grant from the White House Social Innovation Fund and by 2012 was introduced to 17 colleges in seven states, forming system-wide partnerships with several of the nation’s largest community college systems, such as the City University of New York (CUNY), Miami Dade College, and the City College of San Francisco.

As the Community College Initiative expansion gathered momentum, Single Stop partnered with the Association of Community College Trustees (ACCT), a nonprofit organization of governing boards representing more than 6,500 elected and appointed trustees at more than 1,200 community, technical, and junior colleges.

“Our organization has been committed to a student success and completion agenda,” said J. Noah Brown, president and chief executive officer of ACCT. “When you look at low-income and disadvantaged or underrepresented populations there are special and unique challenges, not only getting them to college but keeping them in college.

“Single Stop USA developed a really innovative strategy to essentially consolidate and centralize all student support services, financial aid, career advising, tax preparation, legal services and the like, within a college, and then use a software program that actually helps students determine whether they are avail-

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able for public assistance benefits,” he said.

In 2012, the national nonprofit Single Stop USA served more than 32,000 students across 17 community college sites in seven states.

Sara Goldrick-Rab, evaluator of Single Stop USA

In a recent analysis of the program, Clearing the Path to a Brighter Future, researchers examined Single Stop operations and pointed out that many community college students have financial needs that are not covered by financial aid packages, such as contributing to their households.

“Single Stop brings money to the

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table,” said Sara Goldrick-Rab, who evaluated the program. “Students say that the Single Stop office is a place where they really care about me and they ‘get it’. What impressed me the most is how much the schools and students talk about how the approach that Single Stop is taking is so different than the typical community college student services approach.”

At its heart, Single Stop imbues a onestop shopping system, but with a tender

the first in their families to go to college.

But when they go, they don’t go the way many people imagine college students attend.”

The Hispanic students that GoldrickRab met with explained that they made educational decisions with their families as a unit. Often they are attending college as a way to ultimately help their families. “It’s a much more collective decision about paying it back, and paying it forward,” she said.

As a result, often they are struggling to juggle family, school and work Who Does Single Stop Serve? demands simultaneously.

Demographics Breakdown The experience at Hostos Community College in the Bronx, N.Y., illustrates the Community College Students effectiveness of the program. (Hostos Average annual income $7,184 was the second college within the CUNY Average age 28 system to participate in the program.)

Marital status 85% are single “I remember when Single Stop first Gender (female/male) 64%/36% approached us in 2009. We were highly Households with children 45% skeptical, and thought there has to be a Ave. household size 2.7 catch because they introduced us to so Work status 50% work at least part-time many wonderful services they could provide to our students,” said Hostos Student Development Assistant Dean 4% 2% Johanna Gómez. “We asked ‘what do we 11% 7% Ethnicity have to give in return?’ because most of Asian/Pacific islander the time a college has to provide some Black type of financial matching, but this 35% Hispanic or Latino wasn’t the case.”

More than one race 41% A key selling point was that Single Other Stop would help connect students with White (non-Hispanic) tax benefits and would help them prepare their taxes for free.

Hostos’ Single Stop and financial aid touch. Single Stop targets a growing seg- dents identify as Hispanic or Latino, and offices take an integrated approach to ment of the community college commu- 35 percent identify as black. serving students. They coordinate outnity: most are first-generation students, “We serve a good portion of Hispanic reach campaigns and the provision of and 40 percent are parents. Their aver- students at community colleges,” said services, permitting each office to develage income is $7,000 and more than half Brown. “Because this is such a compre- op expertise in a portion of the college of them work while attending school. hensive and centralized approach to financing process. Single Stop partners While a number face informational helping students, it really is a benefit to with local experts to provide free tax barriers, language barriers or a lack of not only Hispanic students but other preparation services to students and so, social connections pose obstacles for minorities and other underrepresented at Hostos, the tax preparers direct stuothers. So Single Stop brings students students.” dents to special Free Application for into contact with resources supported “Hispanic students are often times Federal Student Aid (FAFSA) completion by funding streams that can help them coming from a family that believes edu- sessions coordinated by the Financial become more self-sufficient and achieve cation is really important but hasn’t Aid Office. economic mobility, such as health insur- been able to make college happen for a “We know that our students need ance, Supplemental Nutrition Assistance million different reasons,” Goldrick-Rab additional assistance in order to continProgram (SNAP), federal and state stated. “These students are ambitious ue with their courses,” Gómez said. unemployment insurance, child care and excited to be there because they are “During this time, we had students com-

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assistance, Women, Infants and Children (WIC), and Social Security funds.

In 2012, Single Stop USA screened more than 18,000 students for benefits and was able to confirm that fewer than 29 percent of those screened received extra support, the authors noted. On average, those students received cash and non-cash benefits averaging $5,400 annually to help them complete college.

Overall, 41 percent of Single Stop stu-

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ing to our office asking for financial support just to buy books to get transportation, or indicating they were hungry. Those are impediments to a successful education.”

Students, she said, often were afraid to reach out to ask people for help.

Single Stop allocated $120,000 for Hostos to hire service providers, but with the blessing of the new college president, additional resources were directed to bring on a third full-time person. Recruiting staff that had a personal touch was crucial.

In 2009, Hostos helped 400 students.

That grew to 700 in 2010, and by 2013, the program’s reach extended to 1,900 students. The majority of the students seeking assistance have been Hispanic or African- American, a reflection on the overall student demographics at Hostos.

In the end, Gómez said, “the students became Single Stop’s biggest ambassadors. They told their friends they got assistance. It was like a buddy system.

We don't only help students; we help their families, because some of our students are dependent on their parents.”

Madeline Cruz, coordinator of Hostos’ Single Stop program since 2010, is on the front lines of the program, day to day. “We are trying our best to educate the students about credit, budgeting and other financial matters,” she said.

She recalled enlisting student volunteers to distribute information in classrooms. The students were dispatched across campus, and when they returned, it solidified her instinct that Single Stop was catching on: volunteers reported

that peers responded, “We went there!

That’s a great service!”

One such beneficiary was Nancy Acosta, a South Bronx resident who is pursuing a nursing degree at Hostos.

She remembers spotting the Single Stop posters wallpapering Hostos, identifying services she thought she could use.

“I first sought the services when I had a problem with my tuition and felt like I didn't have anywhere to go,” Acosta said. “I wasn’t anticipating a lot of help.

But if it wasn’t for me going there, I wouldn’t be in college right now.”

Single Stop helped her explore other financial opportunities, such as a tuition support pipeline, and a grant to assist with back tuition. She also took advantage of the program’s legal services support, and credited the one-to-one assistance she received. ”I wasn't so much nervous as I was reluctant because I had gone to so many places and kept getting the runaround.

When I came here, it seemed so simple.

They helped me fill out everything, step by step,” she said.

Goldrick-Rab praised the Hostos program. “There is also a real connection with the staff at Hostos,” she said. “The students treat the woman who works in the office like family and that’s superimportant because family is so often important to these students because often, when students come to a school it doesn't feel like family.”

Because the Single Stop USA program is relatively new, information regarding its outcomes if still “preliminary and promising,” note the authors of the

Clearing the Path analysis. They report that Single Stop clients outperform other students on year-to-year retention rates.

At CUNY, for example, they report annual college retention rates for Single Stop clients are around 73 percent, with just over half enrolled full-time and completing more than 80 percent of their attempted classes.

“Single Stop does bring a double bottom line,” she said. “You are bringing money to the students so there is a return to the student getting a degree, and there’s a return to the college for the student getting a degree.”

Both she and Brown pointed out that colleges and universities should explore the Single Stop USA model and rethink how they can better meet their students’ needs. The report’s authors recommend modernizing student services, reforming federal financial aid, coordinating social and education policy, and evaluating evidence that shows improved student outcomes.

Said Brown: “As I’ve traveled to Single Stop locations and talked with students I am absolutely convinced that this is the way we should be thinking about students in the broader context, in particular to those in our colleges that need special support and services in order to be successful.

“I know that once we can get them into college and give them services and benefits they need, we can keep them in college and vastly improve their economic circumstances. And, I would argue that's in all of our best interests.”

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COMMUNITY COLLEGES/ORGANIZATIONS

Entrepreneurship Education Helps Community College Students Create Their Own Jobs

E

by Frank DiMaria

ntrepreneurship education is front and center at many community colleges across the nation, with hundreds of schools providing visionary leadership in this increasingly popular educational field.

Heather Van Sickle, executive director of the National Association of Community College Entrepreneurship, says the Great Recession has motivated people to pursue entrepreneurship. “Long-term unemployment drove people to consider starting their own businesses, with many realizing that they would need educational support to do so,” she said.

A decade-long trend has significantly altered the education and training needs of students, and has forced Americans to shift their otherwise normal career paths. In the past, says Van Sickle, individuals could get a degree and reasonably plan to be employed by one company for decades. Today’s student must prepare for frequent job changes, including the possibility of retraining – sometimes several times during the span of a career. In today’s economic climate, some students would rather create a job than accept a job, like Mark Zuckerberg did with Facebook.

It’s apparent that this generation’s desire to be involved in entrepreneurship or intrapreneurship is significantly higher when compared to past generations. A survey conducted by the Kauffman Foundation in 2012 found that 54 percent of people ages 18 to 34 want to start their own company, according to Van Sickle.

Hispanics and other minorities have been are playing a bigger role in this growing segment of the economy. In the last 10 years, Hispanics have opened twice as many businesses as the national average, according to a report in Bloomberg Businessweek. In 2012, Hispanics accounted for almost 20 percent of new entrepreneurs.

National Association of Community College Entrepreneurship (NACCE) members along with other community colleges across the nation have recognized and responded to these latest trends and are building entrepreneurial cultures that will help them meet the growing demand for entrepreneurship education and support services.

Entrepreneurship education takes on many different forms at America’s community colleges. Efforts range from traditional classroom courses in both credit and non-credit programs to more exciting offerings, like student business incubators, virtual incubators for community businesses, micro loans and venture capital funds to help would-be entrepreneurs start businesses, and mentorship programs that match students and

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“The welcoming atmosphere of a community college can make all the difference to students of all

ages and backgrounds who desire

”

to learn about entrepreneurship.

Heather Van Sickle, executive director of the National Association of Community College Entrepreneurship

community members with local entrepreneurial role models.

On a national level many community colleges are serving as role models within the entrepreneurial community by undertaking substantial startup initiatives. Some ventures include opening a boutique hotel, building a major regional tourist attraction and operating a publishing arm.

There is little doubt that NACCE has been the biggest champion of entrepreneurship education over the years, fostering and supporting colleges’ efforts by bringing together educators, entrepreneurs and distinguished business development professionals. NACCE provides programs and services in entrepreneurship education and serves as an advocate for community-based entrepreneurship.

“NACCE is the only organization solely focused on advancing entrepreneurship in the two-year college arena, and serves as the hub for the dissemination and integration of knowledge and successful practices regarding entrepreneurship education and student business incubation. Through membership, an annual conference and exhibition, regional summits, a quarterly journal, monthly webinars, a dynamic Listserv and training resources, NACCE serves as the hub for the dissemination and integration of knowledge and successful practices regarding entrepreneurial leadership, entrepreneurship education and student business incubation,” says Van Sickle.

In the past several years, NACCE has expanded its reach, partnering with other organizations to ensure that community colleges are involved in discussions about encouraging and supporting entrepreneurship at the national level.

NACCE and the Direct Selling Education Foundation, a nonprofit public education organization affiliated with the Direct Selling Association, have formed a partnership with the goal of developing the curriculum for a non-credit program for a Direct Selling Entrepreneur Certificate that will be available to community colleges across the country.

Through a collaboration with Hewlett Packard (HP), NACCE is integrating a program called HP LIFE e-Learning, a free, cloud-based program that offers training for IT and business entrepreneurs at selected community colleges. “As part of this collaboration, NACCE and Hewlett Packard, one of the world’s largest technology companies, will further strengthen the critical conversation on the power of e-learning in community colleges, and how technology can be used to launch student startups and grow local small businesses,” said Van Sickle.

NACCE and HP are conducting a survey exploring the ways in which community colleges use e-learning to foster entrepreneurship, how faculty perceive e-learning in the classroom and students’ expectations for using e-learning as a teaching tool. They plan to publish the results of the survey when completed.

Now in its second year, NACCE’s partnership with Sam’s Club Giving Program provides grants to community colleges through the Shared Vision for Small Business competition. In 2013, seven colleges received $110,000 to support training and services for microenterprises.

Community colleges are ideally positioned to lead the charge in furthering entrepreneurship education because they are accessible, affordable, have strong ties to their local communities, and have a diverse student base in terms of age and work experience, says Van Sickle. Moving beyond their traditional role of workforce development, community colleges are uniquely positioned to support local economic development by providing educational opportunities that offer would-be entrepreneurs and owners of existing small businesses the knowledge and skills they need to succeed.

By their very nature community colleges are entrepreneurial. They take more risks than four-year schools in their program offerings and in the wide range of students they admit.

They make decisions quicker and are open to applying nontraditional approaches to educating their students. “The welcoming atmosphere of a community college can make all the difference to students of all ages and backgrounds who desire to learn about entrepreneurship. From high school students to individuals in midlife who want to explore entrepreneurship or are being forced to by economic circumstances, the community college is an asset with unique attributes that make it an appropriate learning center for people of all types,” says Van Sickle.

Although entrepreneurship education has gained popularity in recent years, it is not new. The field first emerged in the early 1970s, when select community colleges offered groundbreaking courses. The entrepreneurship education movement gained significant traction in the past decade as lingering high unemployment rate provided strong impetus for more schools to prepare people to create a job instead of taking a job, says Van Sickle.

NACCE was founded in 2002 at Springfield Technical Community College (STCC) in Springfield, Mass. Local entrepreneur S. Prestley Blake, one of the founders of the Friendly Ice Cream Corporation, which operates franchised restaurants in the eastern United States, started it all when he offered $100,000 in seed money. The Ewing Marion Kauffman Foundation, one of the nation’s leading supporters of entrepreneurship education and programming, followed with a $50,000 grant soon after that and the Coleman Foundation kicked in with a $20,000 grant. The Coleman Foundation, a private charitable foundation based in Chicago, Ill., has made grants totaling $39 million to the field of entrepreneurship education since 1981.

NACCE held its inaugural conference in 2003 and has held a national conference each year since. In 2006 it became a membership organization and two years later, it was granted nonprofit status.

Today its membership roster includes more than 1,200 paid members. Nearly 300 community colleges are represented in the membership. The organization’s annual conference and exhibition attracts about 450 attendees.

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TARGETING HIGHER EDUCATION

Community Colleges: A Stepchild –

It

Forever?

by Gustavo A. Mellander all began in 1901 when Joliet Junior College was founded. It was the first two- year public college in the United States. The impetus came from an unlikely source – the president of the University of Chicago: William Rainey Harper.

Harper was a brilliant child prodigy who at the age of 8 was studying college courses. Admitted to college at the age of 10, he graduated at 14. In 1891 John D. Rockefeller selected Harper to organize the embryonic University of Chicago and within months he became the institution’s first president. He was a doer and a successful one.

From the helm of the university, Harper lamented for years that his faculty was “wasting” its time teaching freshmen and sophomores. He wanted them to concentrate on senior and graduate level courses. Harper launched a campaign to bring that about and since he was a gifted speaker, he ultimately won the day.

His persistent griping led to the creation of a wholly American higher education innovation: colleges that would offer the first two years of college courses. Graduates from those institutions, it was hoped, would be a bit more mature after two years and would then transfer to universities prepared to undertake the rigors of higher education.

The first college founded was Joliet College in 1901 in Joliet, Ill. (Decades later William Rainey Harper College, a two-year college, was established in Palatine, Ill., to honor Harper.) The unlikely founder of America’s community college system unfortunately died at the early age of 49 in 1906. One wonders how he would view the dramatic growth and evolution of his rather self-serving idea. We can only imagine.

Harper’s idea caught on quickly and “junior colleges” spread to various other states. Most were very effective as transfer-oriented institutions. But even as late as the 1980s some four- year colleges and universities refused to accept certain credits as mundane as freshman English from a community college. It placed many a student in a bind because they had to repeat courses all over again. New Jersey led the way in the late 1960s by mandating a full faith and credit agreement between all community colleges and all four-year institutions.

Other states, but not all, have followed suit since then.

Soon after their emergence junior colleges began offering a second track of terminal professional studies for students who did not want to transfer to a four-year college and instead

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wanted training for a particular professional career. In some states technical institutes were created to meet local employment needs. Flexibility has always been part and parcel of community colleges.

All in all their track record has been enviable. They have enjoyed a high level of success and have helped millions.

Stepchildren Unfortunately, from the very beginning they were the stepchildren of higher education. Scorned and ridiculed by many if not most, they trudged on offering college education at very low tuition rates. Families also saved money since students lived at home. At first colleges struggled with various degrees of local support, but nonetheless they helped a generation of students who could not afford to attend a university.

The good times of the 1920s morphed into the devastating Great Depression. In its depths the federal government established a number of junior colleges in several states and even as far as the Panama Canal Zone. But getting a job was paramount for most high school graduates during those years.

Enrollments suffered.

The enormous growth period for community colleges came after World War II. President Harry S. Truman, who never attended college a single day, energetically supported the G. I. Bill of Rights and also advocated the establishment of community colleges nationwide.

The G.I. Bill was popular but had more opposition among academia than many suspect. It did because similar legislation was passed after World War I – and failed. Many colleges had what they characterized as bad experiences with returning veterans. For a variety of reasons the experiment did not work.

Many veterans were not prepared for college-level studies or its hostile environment. Colleges did not provide either a warm welcome or the special attention veterans needed. Some colleges had little patience or interest in them. Many veterans were expelled and some colleges refused to accept them.

Faculty members rigidly refused to accept this new class of student or meet their particular needs. They were accustomed to teaching the nation’s prep-schooled elite in the 1920s as they had for over a century. Curricula and student services were geared to “young gentlemen” from the financially secure class. They studied, but not too hard, for they knew they were destined to succeed given their family connections. They were content to earn a “Gentleman’s C” and graduate. There were, of course, exceptions, but they were just that, exceptions. In short, World War I veterans were not welcomed at college campuses and few graduated.

A different breed The wave of World War II veterans was a different story.

They were a different breed. Determined to succeed. A college degree, they were sure, would be their gateway to professional positions that would insure them the prestige and finances their parents never had. Their parents had only dreamed of going to college, now their veteran sons and daughters were offered that golden opportunity. They took full advantage of it.

Community colleges began to sprout up everywhere. Most states joined the parade. California committed to having a community college within driving distance for every resident in the state. (Today they have 119.)

Those were heady times. A new college was launched every month, in some states every week.

Local community support was essential. It was invariably there. Taxes were raised, bonds floated, land granted and other support was gladly given. The pioneering spirit surged once again.

The good news is that with few exceptions community colleges succeeded as indeed did their students. Some learned new skills and moved on. Others came for academic degrees and transferred on to achieve greater successes as juniors than those who had entered as freshmen at the receiving colleges or universities.

But something else happened; community colleges were transformed into vibrant, service-oriented community institutions. They were primarily academic, education-providing centers but unlike many private and public colleges, they adopted their neighboring region. They partnered with them to become cultural centers, adult education centers, and cooperative partners with the local high schools.

They also opened their doors to the unemployed, the under-employed, the recently divorced, those seeking a new career and all others who could benefit from either taking a single course or pursuing a full-fledged academic program.

Comprehensive community colleges Before the 1970s, community colleges were called junior colleges. Today, junior college normally describes private twoyear institutions, whereas the term community college describes publicly funded two-year institutions. Many have added the term “comprehensive” to describe their complex institutions. They typically offer six areas of post-secondary education: 1. Transfer education – The traditional two-year AA student who transfers to a four-year institution to pursue a BA/BS degree.

2. Career education – The traditional two-year AS student who enters the workforce upon graduation.

3. Developmental – Remedial education for those not academically prepared to enroll in college-level courses.

4. Continuing Ed – Non-credit courses offered to the community for personal development and interest.

5. Industry training – Contracted training education for local companies to provide specific training or courses for their employees.

6. eLearning – Distance learning occurs online using one's computer and proctored exams.

In the last decade as more and more community college alumni achieved positions of high visibility in business and government circles, the attitude toward community colleges mellowed. Buttressed by millions of others who entered higher education through their local community college and succeeded as well, these institutions are finally being respected in many circles.

I thus looked forward to reading a Bankrate, Inc. article entitled “Top 10 Community Colleges” by Christina Couch.

What a disappointment!! Let me begin, the article undertook to rank “two-year community colleges and technical centers around the country to see where students can get the best, affordable start in their college careers.”

The author accurately pointed out that community colleges serve nearly half of all U.S. undergraduate students. I add that far more than half of Hispanics begin their higher education at their local community college.

The article sought to select “the best and brightest schools as to six criteria: graduation rate; student retention rate; the student-faculty ratio; the school's in-state tuition and fees; the percentage of full-time, first-time undergraduates receiving financial aid; and the average amount of grant aid they received from federal, state and private sources combined.”

The article identified “the top 10 community colleges in the country based on Bankrate's criteria.” Readers, particularly those familiar with community colleges, will be stunned by their selection. I am sure these ten institutions are worthy and respectable institutions. I am familiar with a few of them but to say they are the best community colleges in the nation is mind numbing.

I list them as the author did in descending order.

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10. Colby Community College, Kansas 9. Mayland Community College, North Carolina 8. Charlotte Technical Center, Florida 7. North Central Kansas Technical College, Kansas 6. Linn State Technical College in Linn, Missouri 5. White Mountains Community College, New Hampshire 4. Flint Hills Technical College, Kansas 3. Altamaha Technical College, Georgia 2. Erwin Technical Center, Florida 1. East San Gabriel Regional Occupational Program, California I am stunned by the selection. Let me point out, I think Christina Couch is a good writer, her style is lively and interesting. Clearly a number of key administrators and faculty were interviewed at each of the 10 institutions and they provided useful information.

The quotes are revealing and highlight a spirit of service. I am sure the students are well served. But to identify these as among the top 10 community colleges in America is astonishing. And I fear inaccurate and misleading.

I have studied and visited numerous community colleges nationwide from New York to California. I have severed on over 50 regional accreditation or state licensure teams.

I have written some 25 articles about community colleges and co-authored a book with the highly respected community college authority Dr. George Vaughan titled, The Community College Presidency: Current Status and Future Outlook.

After leaving my last presidency, I directed a doctoral level program at George Mason University specifically created for community college faculty. I also designed a national community college system at the invitation of the Hungarian government, etc. Enough. Suffice to note that I have some firsthand creditable experiences with community colleges.

I repeat I am sure these 10 institutions are worthy and are helping students. But, to be painfully honest I don’t see any of them on a top 10 list of community colleges.

Secondly, I fear the list is counterproductive for it will give the impression that community colleges are basically technical institutes. I respect good technical institutes but community colleges are a lot more than that. Some very good ones don’t even offer technical education.

Maybe the results are so skewed because of the criteria they selected. Unfortunately, I fear the casual observer or one already pre-disposed to denigrate community colleges will find support for their prejudiced opinions.

Question: Will community colleges ever be respected for their accomplishments?

Yes, of course, and that day is near, as more and more graduates succeed, acknowledgement will follow.

But 113 years seems like a long time to wait.

Dr. Mellander was a university dean for 15 years and a college president for 20.

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Santa Monica College has launched a national search for a Vice-President, Academic Affairs. Under the general direction of the Superintendent/President, the Vice-President serves as the District’s Chief Instructional Officer and will provide leadership and oversight or the college’s instructional program and services. The Vice President has primary administrative responsibility for academic policy, curriculum and program development, course offerings planning and related enrollment management strategies, program review, assessment of learning outcomes as a vehicle to support program improvement, accreditation selfevaluation, and excellence in teaching and learning.

The Vice President serves as a member of the Superintendent/President’s senior staff and provides guidance and direction in developing policy that conforms to applicable laws and regulations.

Qualifications – Minimum Master’s degree and five years of academic leadership experience at the level of dean or equivalent at an accredited institution of higher education. Evidence of and sensitivity to understanding of the socio-economic, academic, cultural and ethnic diversity within the community college student population, including students with physical and/or learning disabilities is required, as these factors relate to differences in learning styles.

Qualifications – Preferred • An earned doctorate degree from an accredited institution plus educational administrative experience directly related to described duties and responsibilities within a community college setting; • Faculty experience at an accredited institution of higher education; • Demonstrated success in improving student learning and engagement; in planning and implementing course schedules that meet student needs; • Demonstrated success in developing and implementing annual enrollment plans that are aligned with the institution’s fiscal goals and realities; • Demonstrated success in local and statewide curriculum approval processes for courses, programs, and degrees; • Documented participation in data-driven program review and institutional planning processes; • Documented successful experience with participatory governance and collaborative institutional planning.

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 Development Director of Events Member Service Director Assistant Vice President (Career Services) Regional Assoc. Vice Chancellor (St. Petersburg) Director (Institutional Research-St. Petersburg Campus) Director (Business Services-St. Petersburg Campus)

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) Visiting Instructor (School of Public Affairs) Patel Center for Global Sustainability (3) Assistant Professor College of Engineering (1)

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

Instructor (Mechanical Engineering)

Assistant/Associate Professor, Accounting (St. Petersburg 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

All applications must be complete and submitted online by 11:59 pm PT on April 18, 2014 at https://jobs.smc.edu/applicants/jsp/shared/Welcome_css.jsp.

Application documents must include: • A completed District application; • Cover letter to include why you are interested in the position of Vice President, Academic Affairs; • A detailed resume of professional experience; • Copies of transcripts (need not be official); • One (1) letter of recommendation.

EOE

Download the HO app from:

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SALISBURY UNIVERSITY

As Distinctive As

DEL MAR COLLEGE

Standing Out from the Crowd

You

A GREAT VALUE U.S. News & World Report, The Princeton Review and Kiplinger’s Personal Finance rank SU among the nation’s best at providing a notably high quality, yet affordable education.

SETTING FOR SUCCESS SU offers 43 undergraduate majors and 15 graduate programs. Innovative facilities, including the state-ofthe-art Teacher Education and Technology Center and a new home for the Franklin P. Perdue School of Business, place the University at the forefront of national education.

ACADEMIC EXCELLENCE Outstanding faculty are mentors for undergraduate research. Students gain real-world knowledge through internships and global experiences.

VISIT SU SU offers a small-town feel within an easy ride to cities like Baltimore, Washington, D.C., and Philadelphia.

PROFILE: ISADORA

I love the friendly atmosphere I knew I made the right decision to come to SU when one day I was walking to class and one of my teachers called me by my name and asked how I was doing. At SU you really get to know each of your teachers and they get to know you as well.

To learn more about Salisbury University visit www.salisbury.edu

A Maryland University of National Distinction

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As a proud Hispanic-Serving Institution, Del Mar College is ranked among the nation’s top fifty community colleges granting associate degrees to Hispanic students.

Now offering a Mexican-American Studies associate degree designed to help our students stand out from the crowd.

www.delmar.edu

Associate Provost for Undergraduate Education The newly created position of Associate Provost for Undergraduate Education will report to the Provost and Vice President for Academic Affairs and have broad responsibility for the development and implementation of policies and procedures that assure the University’s delivery of high quality undergraduate education and students’ successful and timely completion of degrees. The Associate Provost will work closely and collaboratively with college and school deans, academic department chairs, the Division of Student Development and Campus Life, and other University colleagues.

Candidates for the position should have extensive and successful experience in higher education, including experience in a large and complex university with a highly diverse student population. Candidates should have professional accomplishments that enable them to demonstrate their commitment to the importance of rigor and coherence in the undergraduate experience, the provision of policies and services to enhance student success, and the effective management of scarce resources to achieve maximum accomplishment.

Preferred qualifications include a PhD in an academic discipline offered by the University, faculty and administrative experience, excellent managerial and communication skills, and a personality that can secure collaboration of faculty and professionals throughout the University and fulfill with energy and commitment the role of chief academic advocate for undergraduate students.

For further details regarding this opportunity and to submit an application, please visit the MSU website at: https://app1.montclair.edu/xf/hr_jobpostings/ Building on a distinguished 105-year history, Montclair State University is proud to be a leading institution of higher education in New Jersey. The university’s six colleges and schools serve more than 19,000 undergraduate and graduate students in 300 majors, minors, concentrations and certificate programs. Situated on a beautiful, 250-acre suburban campus just 14 miles from New York City, Montclair State combines the instructional and research resources of a large public university in a dynamic, sophisticated, and diverse academic environment.

Additional information can be found on the MSU website at:

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

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PRESIDENT

Baltimore City Community College

The next president of Baltimore City Community College will lead a vital and vibrant institution of higher learning in a major American city. Baltimore City Community College (BCCC) is an urban, comprehensive, public community college with multiple learning sites throughout the city. Baltimore is rich in history, culturally vibrant and a critical part of the Maryland economy. It is a center for finance, insurance and banking and operates one of the largest ports and transportation hubs on the east coast. Baltimore, situated at the tip of the Chesapeake Bay, provides convenient access to three international airports, extensive public transit, and a major metropolitan community of over 9 million. This diverse population allows BCCC to provide outstanding cultural and social experiences to its students.

Baltimore City Community College strives to be the leader in providing quality education that exceeds the needs of a diverse population of learners, adding value to lives and the community. With its substantial range of degree and certificate programs, affordable tuition, and extensive outreach, BCCC offers educational opportunities to students at all levels. The college recently completed a strategic plan, which outlined the major goals of the institution, including student success, community relationship building, and college sustainability. Through the inclusion of corporate partnerships BCCC is able to provide cutting edge programs in state of the art facilities.

Join a vibrant campus community whose excellence is reflected in its diversity and student success. West Chester University of Pennsylvania is seeking applicants for various temporary Instructor positions for fall, 2014. Positions are based on departmental needs. These assignments may include opportunities for teaching at off-campus sites or through distance learning. To view position openings and apply online, visit our website at http://agency.government jobs.com/wcupa/default.cfm.

A full presidential profile will be forthcoming shortly and may be viewed at http://www.bccc.edu/Page/1383 and www.acctsearches.org.

Application materials should include a letter of interest, curriculum vitae, three letters of recommendation, and graduate transcripts. Review of applications will begin immediately and continue until the positions have been filled. Applicants must successfully complete the interview process to be considered as a finalist.

As a dynamic higher education institution, Baltimore City Community College is responsive to the changing needs of its stakeholders: individuals, businesses, government, and educational institutions of the community at large. The Board of Trustees is appointed by the governor from the Maryland constituency, and the president will report to this board. For 67 years, BCCC has served as a gateway to higher education centering on the core principles of integrity, honesty, respect, quality, diversity, learning, and leadership.

Confidential inquiries regarding the application process or nominations should be directed to:

Dr. Narcisa Polonio, Executive Vice President for Education, Research and Board Leadership Services, narcisa_polonio@acct.org or 202-276-1983 (mobile).

Or Dr. Laurie Savona, Operations Officer for Search Services, lsavona@acct.org or 202-595-4300 (mobile) or 202-775-4474 (office) Or Mr. John Steinecke, Search Services Specialist, jsteinecke@acct.org, or 202-384-6539 (mobile)

Executive Searches

http://www.acctsearches.org

California State University, Long Beach California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 35,000 students.

CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.

Associate Dean College of the Arts www.csulb.edu/college/cota The College of the Arts at CSULB is California's largest and most comprehensive publicly funded school for the arts, with more than 4,000 graduate and undergraduate majors. It includes the Departments of Dance, Design, Film and Electronic Arts, and Theatre Arts, as well as the School of Art, the Bob Cole Conservatory of Music, the University Art Museum (UAM), and the Carpenter Performing Arts Center (CPAC).

For more information, visit www.csulb.edu/aa/personnel/jobs CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identification, sexual orientation, marital status, disability, medical condition, age, political affiliation, Vietnam era veteran status, or any other veteran's status. CSULB is an Equal Opportunity Employer.

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Temporary Instructors Fall 2014

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Developing and sustaining a diverse faculty and staff advances WCU’s educational mission and strategic Plan for Excellence. West Chester University is an Affirmative Action/Equal Opportunity Employer.

Women, persons of color, veterans, and persons with disabilities are encouraged to apply.

All offers of employment are subject to and contingent upon satisfactory completion of all preemployment criminal background checks.

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The City University of New York

PRESIDENT THE GRADUATE CENTER

The Board of Trustees of The City University of New York (CUNY) and the Graduate Center Presidential Search Committee invite nominations and applications for the position of president of the Graduate Center.

Director, School of Veterinary Medicine and Biomedical Sciences

The University of Nebraska-Lincoln (UNL) Institute of Agriculture and Natural Resources (IANR) is seeking candidates for the position of Director, School of Veterinary Medicine and Biomedical Sciences (SVMBS) and Associate Dean, Professional Program in Veterinary Medicine (PPVM).

The Director of the SVMBS is directly responsible for oversight of the research, teaching and extension/outreach programs, including management of the Nebraska Veterinary Diagnostic Center, the Professional Program in Veterinary Medicine (PPVM) - a joint DVM program with Iowa State University - and clinical education programs emanating from the Great Plains Veterinary Educational Center (GPVEC). The SVMBS has a tradition of excellence in graduate education and research with an emphasis on infectious diseases, immunology, and neurosciences; the Director will provide leadership and insight for these programs as well. The Director reports to the Deans of the ARD, CASNR, and Extension at UNL. As the Associate Dean of the PPVM the successful candidate also reports to the Dean of the Iowa State University College of Veterinary Medicine. The Associate Dean is responsible for on-going coordination of the professional program with students located at the Iowa State University College of Veterinary Medicine and the UNL SVMBS. Visit the SVMBS web page for additional information at http://vbms.unl.edu/

Candidates must possess (1) Doctor of Veterinary Medicine (D.V.M) or equivalent and advanced degree or Board Certification in a recognized veterinary specialty; (2) a record of scholarly achievements and qualifications for appointment as a tenured, full professor in the School of Veterinary Medicine and Biomedical Sciences; and (3) a documented record of collaborative leadership experience in higher education, business, or non-profit organizations. Earned Doctor of Philosophy (Ph.D.) or Doctor of Science (D.Sc.) degree in veterinary science or closely related field, excellent communication skills and excellent interpersonal skills are preferred.

Nebraska ranks #4 in the US in total livestock receipts and livestock products account for about 2/3 of Nebraska’s farm income. Historically, Nebraska has ranked #1 in commercial red meat production, #1 in commercial cattle slaughter, and #2 in cattle and calves. In February 2014, Nebraska became the #1 cattle feeding state in the nation.

To view the details and make application, go to http://employment.unl.edu Search for position #F_140012. Click on “Apply to this job.” Complete the application and attach a letter of interest, curriculum vitae, contact information for three professional references, and a one-page statement of administrative philosophy (Other). Review of Applications will begin on April 15, 2014, and continue until the position is filled or the search is closed.

The University of Nebraska has an active National Science Foundation ADVANCE gender equity program and is committed to a pluralistic campus community through Affirmative Action, Equal Opportunity, work-life balance, and dual careers.

Established in 1961 as the Ph.D.-granting institution of CUNY, the Graduate Center’s mission is to prepare students to become scholars, experts, and leaders in the academy and the private, nonprofit, and governmental sectors; to enhance access to doctoral education for traditionally underrepresented groups; to undertake cutting-edge research in all its doctoral fields; and to advance the educational, economic, and cultural interests of the complex urban community it serves.

The Graduate Center offers over 30 doctoral programs in the humanities, social sciences, and sciences, and seven disciplinary and interdisciplinary master’s programs to approximately 4,300 graduate students (90 percent of them doctoral students) drawn from across the U.S. and 78 foreign countries. The school fosters advanced research through its academic offerings and its more than thirty research centers and institutes.

A nationally unique consortium, the Graduate Center is home to a core faculty of approximately 150 teachers and mentors, virtually all senior scholars and leaders in their disciplines, with more than a third holding the rank of Distinguished Professor-the University’s highest academic honor.

This faculty is enhanced by more than 1,600 faculty from across the CUNY colleges, as well as from cultural, academic, and scientific institutions throughout New York City and beyond.

Located in the heart of Manhattan in a landmark campus on Fifth Avenue-the former B. Altman Department store, which was redesigned to meet the specific needs of a 21st-century institution of advanced learning-the Graduate Center also serves as the administrative home for four University programs: the CUNY Baccalaureate for Unique and Interdisciplinary Studies; the CUNY School of Professional Studies (including the Joseph S. Murphy Institute for Worker Education and Labor Studies); the CUNY Graduate School of Journalism; and Macaulay Honors College. The Graduate Center presents a wide range of continuing education courses and public programs contributing to the intellectual and cultural life of New York City.

The Graduate Center’s 2013-2014 budget is $114 million funded through New York State and student tuition, and $11 million in philanthropy and auxiliary revenues. Capital construction and renovation projects exceeding $10 million are currently underway.

The successful candidate will be a scholar who is a dynamic, visionary, influential leader, a person of the highest personal and professional integrity, who will guide the institution to higher levels of accomplishment and repute, work well with the faculty, foster and encourage student achievement and fully engage the school’s distinguished alumni and the Graduate Center Foundation.

The president serves as the chief academic and administrative officer of the institution, reporting to the chancellor, according to policy set by the CUNY Board of Trustees.

Preferred qualifications for the position include: • An earned doctorate, a record of scholarly achievement, and significant experience with doctoral education; • Demonstrated leadership in developing quality academic programs, engaging with students, and recruiting and supporting a distinguished faculty; • A demonstrated record of senior management success in an institution of higher education or an institution of comparable scope, with proven strengths in strategic planning, budgeting and management; • A strong record of success in attracting financial support from foundations, corporations, governmental sources and private donors; • A commitment to enhancing the Graduate Center as an inclusive and diverse community fully engaged with the rich cultural, ethnic, religious and economic pluralism of New York City; • A record of leadership in technological innovation; and • The capacity to persuasively communicate the Graduate Center’s mission and programs to multiple local and national constituencies.

The position is available on or before September 1, 2014. Salary and benefits are competitive.

The review of applications will begin on April 7, 2014; therefore, applications and nominations are especially encouraged prior to that date.

Applications and nominations should be sent electronically to: Graduate Center Presidential Search at executivesearch@cuny.edu.

Applicants should send (1) a letter expressing their interest in the position indicating how they meet the Search Committee’s preferred qualifications, (2) a curriculum vitae, and (3) the names of eight references (two from individuals who report to you, two from individuals to whom you report, two from faculty members and community/business leaders). References will not be contacted without the applicant’s prior permission.

Nominators should send a letter of nomination and, if possible, the nominee’s curriculum vitae.

For additional information: Professor Jonathan Cole, currently the John Mitchell Mason Professor of the University at Columbia University and its provost and dean of faculties from 1989 to 2003, is advising CUNY in this search. Inquiries and confidential requests can be directed to him at jrc5@columbia.edu or (212) 854-8213. You can also contact Ms. Mahlet Tsegaye, Office of Executive Search/ CUNY at executivesearch@cuny.edu; (646) 664-9404; 205 East 42nd Street, 11th Floor, NY, NY 10017.

All inquiries, nominations and applications will be held in the strictest confidence.

Please visit The Graduate Center on its website at www.gc.cuny.edu for additional information.

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

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Director, Center for Child Advocacy The Center for Child Advocacy is a unique multidisciplinary instructional, research and service Center that provides both a broad range of academic program opportunities to Montclair State University students and to child welfare professionals in the state of New Jersey. The Center has pioneered an integrated training and intervention model which incorporates legal, clinical and developmental psychology, family and child studies, social work and counseling disciplines to address the experiences of children and adolescents in need. The Center offers free-standing interdisciplinary degree programs at both the undergraduate and graduate programs. These include an undergraduate major and program concentration in Child Advocacy and Policy, a Master’s of Arts in Child Advocacy offered in both classroom and on-line formats and post-baccalaureate certificates in Child Advocacy and Policy and Adolescent Advocacy. Currently, the Center manages three large grants from the state of New Jersey to provide training for child welfare professionals and additional funding to support young adults leaving the foster care system.

The Center for Child Advocacy is seeking a director who will provide dynamic and visionary leadership for a Center rapidly achieving national recognition. The Director is expected to exercise intellectual and managerial leadership within the Center and to contribute to a strategic vision for its growth and development within the framework of the University’s strategic plan. The Director will give special attention to the further development of the academic programs at both undergraduate and graduate levels, the recruitment and mentoring of the highest qualified faculty, the evaluation of the Center faculty and staff, and the implementation of an educational program that provides a rich and effective academic experience for the Center’s students. The Director will be responsible for maintaining and increasing grant development and assuring the sustainability of its programs. The Director will be an advocate and representative of the Center to the campus, the alumni, the professional community and service agencies in and beyond New Jersey, and to other external communities. The Director, together with the Dean of the College of Humanities and Social Sciences, will be responsible for seeking opportunities to enhance the reputation of the Center and its resources. The Director reports to the Dean of the College of Humanities and Social Sciences and is responsible for the overall direction and management of the Center.

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

Additional information can be found on the MSU website at:

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

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Priming the Pump...

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

“It is more fitting for a man to laugh at life than to norm. A funny, happy parent or lament over it.” – Seneca teacher helps guide and develop humor in children.

Knock knock.

University of Maryland psycholWho’s there? ogist Robert R. Provine notes that perhaps the most valuable Orange. part of parent-child humor is the bonding that occurs. When Orange who? two people are caught in the moment of laughter, they are Orange you going to study for that quiz now? relaxed and fully engaged with one another, unfettered by concerns over being “right” or proper. They become one sharing Education is a serious undertaking, but that does not a brief human moment and the joy of being alive. mean it must be humorless. Actually, humor is important to For those who love and are guiding children, humor can help Hispanic students prepare for and cope with the chal- start with simple games with infants, absurdity with toddlers lenges college presents. And it is an indicator of a student’s (yes, a shoe on the head can be funny) and twists on words cognitive skill set. You cannot make or “get” something that once they hit school-age. And while a teacher does not always is funny unless you understand the twist on the concept, the appreciate a class clown, a wise teacher can engage the student words or a situation. Funny children are typically bright entertainer in roles of leadership to use humor productively. children, so adults should appreciate – not squelch – their Adults who manage a home or classroom with humor are natural tendency to yuck it up while learning (all within rea- more apt to gain respect and reduce conflict with children sonable social limits, of course). (regardless of the child’s age) if they appropriately use a laugh Children with a sense of humor benefit socially, too. They or two to get things done. A moment taken to lighten up can are often well-liked by peers and can get along with most shift perspective, induce a sense of calm and help people solve teachers (except the old grouch who has no appreciation of problems jointly rather than fight with one another. Perhaps it a good laugh anyway). They can manage frustration and is better to let students get some space from the intensity and cope with difficulty, too, if they return to the lighter side for difficulties at school through humor than to have them find some air and a new perspective. For teens and younger their break away from school altogether – as dropouts. children, too, humor is essential to staving off depression.

But what is funny about poverty, broken homes, crime, Humor also helps a child be productive. It is an indica- failing schools, illness and other realities too many Hispanic tor of imagination, intelligence, problem-solving and cre- youth live with? Nothing. For those who are able, however, ativity. What better way to develop a scientist, actor, author humor can help someone cope with and get out of tough sitor humanitarian than to help them stretch their learning uations. It can foster a different perspective. Promote the through humor, irony and creativity? power of observation and express those observations in Can humor be taught? Or are people simply born funny? words. Encourage problem-solving and resourcefulness.

Both. Many people are born with a lively good nature – a Allow people to channel disappointment, hurt and frustratemperament that seems naturally suited to humor. But humor tion into more productive options. Give rise to a new hope. can also be cultivated. First experienced by infants and tod- And give someone a break right when a break is needed. dlers as glee when caregivers play peek-a-boo, sing silly songs Humor does some good for the adult, too. Relaxation, a or bring out the hand puppets for conversation, humor takes renewed outlook and a bit of time away from intensity are root. The child sees the adult model humor and slowly begins usually welcome and helpful to even the crankiest, most to understand that there is a funny twist to something out of the serious of “grown-ups.” Time to really grow up: lighten up.

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