04/21/2014 A Stronger Sense of Belonging.

APRIL 21, 2014

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Letter From Lima

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ical Beat

by Carlos D. Conde

IMA, PERU--When I first went to South America in 1965 on a fellowship to do graduate studies in Lima, Peru, the image of the region was "Tercer Mundistas", or Third World countries which the U.S. benevolently tolerated for its resources and territorial self-interest.

As a journalist and later as an international bureaucrat, I lived intermittently in Latin America and traveled its length and breadth; the Andes, the Amazon, the plains, and the coastal lands to the straits of Magellan.

It was never as bad or backward as depicted by some although statistics might belie this depending on how one grades the region today.

How can you label Buenos Aires with its tangos and European-style living, Río de Janeiro and its festive raison d'etre or Lima with its Spanish/indigenous mix, as forever Third World genre?

However, Argentina, among others, is again suffering fiscally.

The Third World tag was due partly to its long history of plundering of the natives

by the conquistadors and the natives' resistance to Old World mores imposed upon them.

It was followed by a group of leaders, mostly military, or supported by the military, who applied their own form of oppressive, corrupt governing.

The Southern Hemisphere, for me, has a unique political history and characters and above all, a rich indigenous culture, slow to blend in with its Spanish conquistadors and then socially and economically ostracized; a history which has always fascinated me.

In my youth in Texas, I knew the region only as that faraway continent where Spanish was spoken and many of the people looked like me; a place that one could only fantasize about.

I liked the people's sense of humor even when things were bad. One of my favorites – true, some swear – is how the popular Dominican Republican dance, the merengue, came into being.

Dictator Rafael Trujillo had a peg leg but loved to dance. His shimmy toward the dance floor was the signal, or command, for the other dancers to join him on the floor to stomp with the hot Caribbean music.

But the general had to push his bum leg across the floor while boogying with the other. His subjects, wanting to show their loyalty to El Jefe by emulating his rhythm, also dragged one leg as they

swung their partners across the dance floor and thus the merengue rhythm was born.

Another favorite, and a historically true story, is when Peruvian strongman, Gen. Manuel Odría chased Peruvian hero, Victor Haya de la Torre, into the Columbian embassy near downtown Lima where under diplomatic protection, he remained for five years without daring to step out the embassy's doors.

Shortly after his release, a classic photograph shows Haya de la Torre in a big brotherly "abrazo" with Odría after they collaborated in political mischief against twotime president, Fernando Belaunde.

Politically, things are a bit more settled in Peru and elsewhere and coups by military strongmen are a thing of the past.

The latest military man to show caudillo tendencies was the late Venezuelan president, Hugo Chávez, who preferred to be known as "El Commandante" and earned his spurs mostly by railing against U.S. policies and leaders.

There are still a few blowhards who believe it's always good politics to show a little machismo and opportunely vent against that colossal to the north, the United States.

I marvel at the current economic and political stability of some countries, particularly Peru, where I returned many years later to live and work for 10 years for an

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international bank.

It was then on the skids, a country laid low by bad politics, bad economic policies and bad social planning which left many people in despair.

With a population of 27 million, Peru has one of the world's fastest growing economies now classified as 40th largest in the world in gross domestic product.

Poverty has decreased dramatically, perhaps ostensibly in areas, from the nearly 60 percent in 2004 to 25.8 percent in 2012 although the socioeconomic disparities are still high.

The International Monetary Fund pegs economic growth for Peru in the next six years at 7 percent annual growth.

I'm happy for Peru. I am Mexican-American but two of my children are married to Peruvians and six of my grandchildren carry that ancestry.

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® APRIL 21, 2014

CONTENTS

Michigan Universities Reach Out to Growing 8 Latino Population by Michelle Adam

Page 10

MOOCs Are All the Rage by Frank DiMaria

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College Completion Rates Stable But Pathways 12 Are More Diverse by Angela Provitera McGlynn

Page 14

Master’s- to- PhD Bridge Program Increasing Minority Doctoral Students in Sciences by Gary M. Stern

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Niagara University: Advancing Hispanics in the Hospitality Industry by Jeff Simmons

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Spain’s Gilded Age On Display at SMU’s Meadows Museum by Rosie Carbo

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Page 16 Cover photo of Michigan State University

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

Executive Editor – Marilyn Gilroy

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DEPARTMENTS Political Beat Letter From Lima

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by Carlos D. Conde

Interesting Reads Book Review

7

The Changs Next Door to the Díazes

STEM Careers: Boom or Bust?

by Gustavo A. Mellander

Priming the Pump...

On Developing Self-Identity

by Miquela Rivera

Joanne Aluotto

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Article Contributors

Rose Carbo, Frank DiMaria, Angela Provitera McGlynn, Miquela Rivera, Jeff Simmons, Gary M. Stern

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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

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ccording to an old Irish expression, “There are two certain things: winter will always end and spring will always have its turn.” And as much of the country finally begins to recover from a cold and cruel winter, green shoots of spring are finally beginning to emerge. The same can be said about the evolution of higher education. As the economy continues to slowly improve, schools are looking forward to finding ways to attract and retain their students as well as produce graduates who can meet the needs of the 21st century world and marketplace. In this issue, we explore innovations in higher education to meet those needs. One example is Vanderbilt University’s partnership with Fisk University, which has produced a program to encourage more minorities to earn doctorates in physics, biology, biomedical sciences, astronomy and materials science. This was in response, in part, to the Council of Advisors on Science and Technology declaration that over the next decade, 1 million additional STEM graduates would be needed worldwide to keep up with the demand by employers for these jobs. STEM professions are not the only jobs that will be in demand in the not so different future. Elsewhere in this issue we spotlight schools that are expanding their travel and tourism curricula (where fluency in Spanish is a definite plus) and are conducting outreach programs to Hispanics through community engagement and expanding the opportunities to earn a college degree through online course delivery (MOOCs) and reinvigorating the CLEP program in which students are able to earn college credits for life experiences. These programs assure us that spring will finally have its turn in higher education after a long hard winter. ¡Adelante!

Suzanne López-Isa Managing Editor

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Interesting Reads

The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture

by Neil Foley This narrative spans the period from the Civil War through the collapse of tenant farming in the early 1940s. White Scourge describes a unique borderlands region, where the cultures of the South, West, and Mexico overlap, to provide a deeper understanding of the process of identity formation and to challenge the binary opposition between "black" and "white" that often dominates discussions of American race relations.

1999. 341 pp. ISBN: 978-0520207240. $31.95. paper.

University of California Press. Berkeley, Calif. (510) 6424247. www.ucpress.edu.

The Neo-Indians: A Religion for the Third Millennium

by Jacques Galinier, Antoinette Molinié and Lucy Lyall Grant (Translator) The Neo-Indians is an ethnographic study of a new form of Indian identity based on how a diverse group of people are attempting to re-create pre-colonial ritual practices without the influences of modern society. There is no full-time neo-Indian. Both indigenous and non-indigenous practitioners assume Indian identities only when deemed spiritually significant. The Neo-Indians should be of interest to ethnographers, anthropologists, and scholars of Latin American history, religion, and cultural studies.

2013. 368 pp. ISBN: 978-1607322733. $70.00 cloth.

University Press of Colorado, Boulder, Colo. (800) 6212736. www.upcolorado.com.

Hans Staden's True History: An Account of Cannibal Captivity in Brazil

by Hans Staden (Author), Neil L. Whitehead (Editor), Michael Harbsmeier (Translator) In 1550 the German adventurer Hans Staden was serving as a gunner in a Portuguese fort on the Brazilian coast. While out hunting, he was captured by the Tupinambá, an indigenous people who had a reputation for engaging in ritual cannibalism and who, as allies of the French, were hostile to the Portuguese. Staden’s True History, first published in Germany in 1557, tells the story of his nine months among the Tupi Indians. It is a dramatic first-person account of his capture, captivity, and eventual escape.

2008. 296 pp. ISBN: 978-0822342137. $89.95 cloth.

Duke University Press Books, Durham, N.C. (919) 6885134. www.dukeupress.edu.

The Changs Next Door to the Díazes

by Wendy Cheng 2013. 304 pp. ISBN: 978-0-8166-7982-9. $25.00 paper. University of Minnesota Press, Minneapolis, Minn. (612) 627-1970. www.upress.umn.edu/

S

ince Americans began to carve out communities in what was to become known as the suburbs, it has tended to be viewed as the refuge of predominantly white families fleeing the congestion and sometimes the harshness of city living. There was once much discussion about the phenomena of “white flight” from urban environments. Increasingly in many parts of America, the suburbs have become multicultural in nature.

While the early development of the suburbs was sometimes marked by the resistance of some communities to accept cultural or racially different neighbors, today’s multiracial suburban residents appear to be more accepting in nature. Author Wendy Cheng took on the challenge of exploring a multiracial suburb in the San Gabriel Valley of California to discover how racial and cultural identity is shaped by place. She chose this suburb close to downtown Los Angeles in part because it doesn’t have a discernible white population. Approximately 60 percent of residents are AsianAmerican and more than 30 percent are Hispanic.

Cheng paints a vivid picture of the neighborhood through nearly 70 in-depth interviews she conducted with the residents of the neighborhood. Her book, The Changs Next Door to the Díazes demonstrates the way an environment that consists of “strip malls, multifamily housing, and faux Mediterranean tract homes” can be reshaped and fashioned by the influence of a distinct culture or group.

Cheng pays particular attention to the ways that population shifts over the past four decades have influenced the everyday lives of the people living in the San Gabriel Valley. Cheng makes the case through her analysis of three separate case studies that “people’s daily experiences – in neighborhoods, schools, civic organizations, and public space – deeply influence their racial consciousness. In the San Gabriel Valley, racial ideologies are being reformulated by these encounters.”

Cheng sees these new suburban neighborhoods, like San Gabriel Valley, as places where the pecking order of the races are taught and formed. She calls the process “regional racial formation, through which locally accepted racial orders and hierarchies complicate and often challenge prevailing notions of race.”

Cheng argues that the ability to understand how races react to one another in the San Gabriel Valley can inform the racial formation and the significant demographic shifts taking place in many regions of America.

Wendy Cheng is assistant professor of Asian Pacific American studies and justice and social inquiry in the School of Social Transformation at Arizona State University. She is coauthor of A People’s Guide to Los Angeles.

Reviewed by Mary Ann Cooper

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ENROLLMENT/RECRUITMENT

Michigan Universities Reach Out to Growing Latino Population

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by Michelle Adam ccording to the U.S. Census, the Latino population in the Midwest grew by 49 percent in the decade, 2000-10. The actual numbers are even more significant when compared to the Midwest Latino population in 1980, which stood at 1.2 million and by 2010, had climbed to 4.6 million, while the white population declined during the same time period. The Latino numbers have continued to increase in the past years, especially in Michigan, the Midwestern state with the second highest number of Latinos. Here, the 2010 Census counted 112,000 more Hispanics than 10 years prior, a 34 percent increase.

While some might assume that growth in Michigan’s population is due to recent immigration, this is not the case.

According to the Julian Samora Research Institute at Michigan State University (MSU), much of this gain is attributable to an increase of Latinos born in this state and other states, and not from the number of recent immigrant populations.

“The overwhelming majority of Latinos are native-born compared to the foreign-born. Our state ranks among the lowest 10 states of foreign-born Latinos,” said Ruben Martínez, director of the institute. “We do get farmworkers who come and harvest, and then leave. Although with the chilly climate that has been imposed on us, there may be more settling out of these populations.”

According to Martínez, Michigan has about half a million Hispanics currently, second to Illinois, where Chicago is home to about 1.5 million Latinos. Indiana ranks third with 300,000. “We constitute about 6 percent of the population of Michigan, and we have been increasing steadily,” he said. “In the last year or two, we’ve had about a 2.7 percent population growth of Latinos compared to the overall state growth of .7 percent. In the last Census, Michigan was the only state that lost population, and if it weren’t for the growth in Latinos, there would have been an even greater decline.”

Despite increases in the Latino population in Michigan, schools like Michigan State University have been hard-pressed to enroll a larger share of Latinos, according to Martínez. He recalled how in the 60s and 70s institutions were more aggressive in bringing in Latinos and other underrepresented groups, but now with anti-affirmative action measures and budget cuts, the university must find students who can pay higher tuition rates. In addition, MSU is not able to offer as much financial support to students who might otherwise have little means to afford school.

Despite the challenges, bridge and federal TRIO programs have reached out to Hispanics and underrepresented students at MSU, and the Julian Samora Research Institute has worked closely with Latino communities to improve the educational 8

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“In the last Census, Michigan was the only state that lost population, and if it weren’t for the growth in Latinos, there would have been an even greater decline.”

Ruben Martínez, director of the Julian Samora Research Institute at Michigan State University

pipeline so more Latino students are eligible and capable of entering college.

MSU’s story is a different one, though, than another smaller Michigan school, Ferris State University in Big Rapids, which has historically served first-generation students (MSU has almost 50,000 students compared to about 14,000 at Ferris). This traditionally-white university has turned its attention to the growing population of first-generation Latino students in its state, and did so when it created the Center for Latino Studies in 2012.

“We wanted to create a stronger sense of belonging for Latinos, because it helps students graduate better at a predominately-white university,” said Jessica Cruz, associate director of the center.

The center offers Hispanics who are already at the university a chance to meet and participate in programs that support retention and graduation. They are given the opportunity to learn about their culture and history, are linked to their community, and are invited to participate in the center’s Promesa Scholars Program, an honors program that provides academic and financial support. Students meet regularly and are offered professional development workshops. They also build a relationship with community organizations that support them.

The Center for Latino Studies sponsors the Woodbridge Promesa Summer Success Bridge Program for rising high school Latinos. Students receive nine credits of college work during a summer program, which allows them to connect with their community and various cultural institutions in the city.

They are granted admission to the university in the fall. The first summer program served 15 students and the upcoming one is expected to help 25.

“That bridge program may not serve many students, but we are serving many families and neighborhoods, and as the kids are successful in college a program, the community learns that their own students can be successful in college,” said Tony Baker, the center’s founding director. “Also, we work with a broad array of networks trying to help young people get to college in Grand Rapids (about an hour away) and Holland. High schools will also send students to fairs and we’ll be there. We are pretty popular.”

Another institution, Michigan Technological University (MTU), in Houghton, Mich., has been making concerted efforts to reach out to the state’s growing Latino population.

MTU’s Center for Diversity and Inclusion has been in existence for the past four years, and has engaged in numerous initiatives to increase diversity at its school.

The first program, MICUP (The Michigan College and University Partnership (MICUP)/Louis Stokes Alliance for Minority Participation (MI-LSAMP) Transfer Transition Program), aims to increase the number of underrepresented community college students who take an interest in STEM fields (Science, Technology, Engineering, and Math) and who transfer from two-year to four-year universities like MTU. Through grants from the state, 30 students attend a summer class with stipends, conduct research, and are connected to the university, faculty, and each other. They are then invited to transfer to MTU, where they receive additional support as students.

“This program has been instrumental in recruiting the

Hispanic students we have here,” said Shezwae Fleming, director of The Center for Diversity and Inclusion. “We want to make sure there is a seamless pathway from two-year to fouryear schools.”

Another initiative, the Transfer Scholars Research Program (TSRP), is aimed at helping retain students who have already transferred to MTU from community colleges. Incoming students are offered a two-week research program in August in which they join a community of scholars, receive an introduction to research theory, and learn to develop, design, and outline a research proposal. They also participate in seminars taught by MTU faculty and attend workshops to assist in their successful transfer.

Staff at the CLS office. Seated Jessica Cruz, far right, and Tony Baker, center.

At MTU, students might link up with the school’s Society of Hispanic Professional Engineers (SHIP) chapter, which is housed in the center. Latinos participating in this organization provide pre-college support to youth in neighborhoods, and offer workshops and training to invite Latinos into science and math. They visit numerous high schools in Grand Rapids, and provide science and math nights.

In addition to the center’s initiatives, MTU hired a regional admissions manager two years ago who specifically recruits Hispanics and other underrepresented groups, and the school is now reaching out to more urban areas that are home to Latino communities.

“The pool of Latinos is growing, and in terms of their retention, some of our efforts in developing academic programs to support achievement have helped retain Latinos,” said Fleming. “And while we are a predominately-white institution, the number of Latinos is going to grow in the next two to three years. It is endemic to the number of Latinos growing in the country, and we are hoping our retention and persistence helps them remain here.”

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CURRICULUM

MOOCs Are All the Rage O

by Frank DiMaria

riginally termed by Dave Cormier of the University of Prince Edward Island, MOOCs, or Massive Open Online Courses, make lecture videos and interactive course work available on the Internet, allowing students with varying lifestyles and learning styles access to a variety of college courses without setting foot on campus, and for a fraction of the price – sometimes they’re free.

college credits, making this path to credit significantly more affordable than a typical college course,” says Jessica Bayliss, director of education at Education Portal.

Although it’s hard to estimate exactly how much money students can save taking courses through Education Portal, if done right the savings can be substantial. “The College Board reports that in-state tuition at a four-year public university was $8,893 for the 2013-14 school year. If you assume What is most students take eight massive?

Local courses in a year, that comes • 100? cohorts? to about $1,100 per course, Self-paced?

• 1,000? or over 10 times more than FOCUS ON Open • 10,000?

SCALABILITY the cost of using Education Start/end dates? registration?

• 100,000?

Portal courses and credit by exam,” says Bayliss.

College credits?

In addition to saving students money, Education Badges?

Portal also helps them shave Role of the some time off their degree instructor? completion. Education Portal offers courses in hisMassive Open Online Course tory, math, science and other core subjects. Many FOCUS ON Learning savvy students take these Real-time COMMUNITY community?

AND CONNECTIONS interaction? courses to satisfy their genOpen content? Free of charge? eral education requireScripted assessments ments, allowing them to and feedback?

Affordable? start their major classes earlier, thus increasing their Today countless providers offer courses on a growing num- chances of graduating on time, or even early. ber of platforms. Some providers marry the original goal of Education Portal courses comprise about 100 micro video MOOCs with the opportunity to earn college credits, while lessons, or about 11-12 hours of instruction. Seat time in a other providers offer their courses for personal enrichment typical lecture hall, says Bayliss, is roughly 48 hours. But, she and skill enhancement. says, there’s a great deal of wasted time in lecture halls.

Education Portal is one of those providers that gives college “There is usually quite a bit of time at the beginning and end credits in exchange for course completion. Education Portal of each lecture that is used for administrative tasks and not for students learn independently and can choose from some instruction. This number also includes the time students 7,000 lessons, covering most topics taught in the first two spend taking exams in class. Each of our lessons includes a years of college. quiz, and completed courses have chapter and final exams, More than a half-million students and instructors use but time spent taking assessments isn't included in the hours Education Portal's lessons each month. of instruction,” she says.

These self-paced courses are paired with credit-granting Students interested in turning their Education Portal coursexams, such as the College Board's CLEP and the Excelsior es into college credits should first check with their advisors to exam. The exams yield transferable credit accepted at over make sure their school accepts CLEP credits. “Some schools 2,900 colleges and universities. don't award CLEP credit for courses that are too close to the As of December 2013, the only cost to the student is the student's major,” says Bayliss. cost of the exam, usually under $100. “Most exams yield three Like Education Portal, Coursera wants to connect individu-

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als to a great education. Coursera MOOCs combine masterybased learning principles with video lectures and interactive content from leading professors from top universities. Unlike Education Portal, though, Coursera not only connects its users to courses but also to a global community of peers. Coursera courses are free, but they do not yield any college credits.

Founded by Daphne Koller and Andrew Ng, both professors at Stanford University, Coursera is based on the flipped classroom model, in which students view online lectures prior to attending class and use their classroom time to pursue more interactive learning exercises and in-depth group discussions.

Koller and Ng advanced the theory that education is about more than just earning credit. They contend that building skills and knowledge can empower individuals to improve their careers, their lives and their communities. Coursera aims to serve lifelong learners, whether they seek to enhance their resume, dive deeper into a subject or learn something entirely new.

In lieu of college credits, Coursera offers its students (or Courserians, as they are called) statements of accomplishment for free on a course-by-course basis, at the discretion of the university and the instructor. For a small fee and for a select number of courses, Coursera also offers verified certificates through its Signature Track. These certificates provide identity verification and official recognition from the university and Coursera. Courserians can also securely share their electronic course records with an employer, educational institution or anyone else to demonstrate their proficiency in a given subject.

Although Coursera does not currently provide transferable college credits, it is working with the American Council on Education’s College Credit Recommendation Service (ACE CREDIT®) to provide tangible credit-bearing opportunities to its students. Coursera’s goal is to reduce the burden of college debt and make it more feasible for people to complete their degree or go back to school. Through this service, Courserians who successfully complete one of their preapproved courses will be eligible to receive an ACE CREDIT® recommendation, which they can present to the college or university of their choice for prerequisite or undergraduate credit consideration.

Some MOOC platforms put video lectures online or provide online-mediated learning and leave their students to work independently. Koller and Ng believe that social interaction is a critical component of the educational experience. Their platform combines interactive video content with peer-to-peer forums, discussions and assessments. The founders believe that by learning at their own pace, Courserians truly master the material in this model.

Courserians interact with each other through Q&A forums and smaller study groups that form organically around the world. They also interact in what Coursera calls Meetups.

Coursera operates under the theory that students learn best when they interact actively with the material and with each other.

One of the most unique aspects of Coursera is its use of peer assessment. Coursera has pioneered the development

and use of technologies that allow for peer assessment at scale for assignments, such as essays, that cannot be graded by a computer. This allows Coursera to offer courses in a range of subjects that have not been widely available in an online format before, including courses that require substan-

Jessica Bayliss - director of education at Education Portal

tial written work.

Its peer assessment pedagogy draws on research regarding the process and efficacy of peer grading as well as crowdsourcing, with the goal of creating a system that produces a valuable learning experiences for both the students submitting and the students grading the work.

Supporting the research behind this, preliminary results from its first round of courses have revealed peer grading to be a good measure of assessment, even at a scale previously never attempted. Even more encouraging, Coursera’s results show improvement in accuracy as Koller and Ng learn better how to construct grading rubrics for peer grading.

For the most part the feedback that Coursera has received from professors and students on its peer grading technology system has been positive. Koller and Ng intend to improve the technology as they move forward in their pursuit of the peer assessment model.

Education Portal and Coursera are not the only players in the MOOC game. Udacity, edX and Udemy all offer courses that can enrich a student’s educational experience. Even iTunes is in the game, providing a free app called MOOCS4U that allows users to find MOOCs from a number of platforms right from their phones.

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College Completion Rates Stable But Pathways Are More Diverse REPORTS

In

by Angela Provitera McGlynn

its second annual college completions Signature report, the National Student Clearinghouse Research Center (NSCRC) found similar results to the 2012 completions reports in terms of overall results. More than half of first-time degree-seeking students who enrolled in fall 2007, 56.1 percent to be precise, completed a bachelor’s degree within a six-year period. This includes 13.1 percent who completed their degree at an institution other than the one where they started. Looking at data based on exclusively full-time students, the completion rate was 78 percent, with 67 percent graduating from their starting institution and 11 percent graduating from an institution other than the one from which they began their studies.

Signature Report #6, Completing College – A National View of Student Attainment Rates, was supported by a grant from the Lumina Foundation, an Indianapolis-based private foundation committed to enrolling and graduating more students from college, especially low-income students, students of color, first-generation students and adult learners.

Before presenting the findings of the report, it is worth mentioning the context for this research. Recent research cited in the report attests to the many economic and social benefits of completing a college degree and highlights the gaps in college attainment among the various demographic subgroups mentioned above.

Four-year college degree completers tend to earn more money in median annual earnings working full time, have documented advantages in health insurance and pension coverage by employers, have higher voting and volunteerism rates, healthier lifestyles (particularly lower rates of smoking and obesity), and tend to spend more time engaged with their children and with their children’s activities.

The inequities in access and success rates for low-income, first-generation, and minority students, particularly for Latino and black students, diminish their chances for these economic and social benefits. Huge disparities in college access are evident across socioeconomic groups in a class stratification ranging from lowest enrollment rates for low-income students (52 percent enrolled in college in 2012), 65 percent of middle-income students enrolled in college that same year, and 82 percent of the highest income students enrolled in college in 2012.

Analyzing the data on degree attainment shows that the gap in bachelor’s degree attainment between black and

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white males grew from 13 percent in 2002 to 19 percent in 2012. Additionally, the white-Latino achievement gap continues to persist.

There are several factors that make these achievement gaps alarming. Hispanics and blacks are the two largest groups growing in numbers in America, in that order, and the economic gap between the rich and the rest of the nation is widening. Although our nation’s BA degree completion rates have increased from 2001 to 2010, as it has in most other countries as well, postsecondary degree completion rates of American students are not as competitive internationally.

The Organization for Economic Cooperation and Development (OECD) provides annual data on degree completion for 34 member countries considered to be highly industrialized nations. The most recent data reveals that although America ranks eighth in entry rates to university education among all 34 countries, we now rank 15th for degree completion. We are falling behind in a highly competitive global economy that increasingly requires highly educated and highly skilled workers.

College – A National View of Student Attainment Rates is based on student-level data made available to the clearinghouse by its more than 3,500 participating colleges and universities. This report examines first-time degree seeking students who started college in the fall of 2007 and tracks their enrollments nationwide for six years through the spring 2013.

What makes the clearinghouse data compelling is that nontraditional student pathways are included. For the first time, dual enrollment students, in this context meaning first-year college students who took college-level courses in high school, were included in the data pool. Additionally for the

first time, the 2013 report analyzes college completion rates “This descriptive study cannot speak to the effectiveness NaƟonal Student Clearinghouse Research Centerprograms – Signature Reportper #6, CompleƟng College: Athere NaƟonal View by gender. of dual enrollment se, since areof Student AƩĂin One additional advantage of the report is the inclusion of a undoubtedly strong selection effects in the sample of stusupplemental feature that provides follow-up for the 2006 dents who participate in these programs for which the data cohort providing seven-year data versus the traditional six- in this report does not account. Nonetheless, the results year length of most completion research. The inclusion of the show that including students with prior dual enrollments supplement recognizes that non-traditional students often take in the starting cohort clearly increases the observed longer to complete college degrees so it gives a fuller picture national college completion rate of student behavior.

Dr. Doug Shapiro, executive research director, National Fall 2007 Cohort by Age at First Entry Student Clearing Research Center, and one of the key authors of the report says: “Conventional approaches fail to capture the complexity of student behavior because they look only at the starting institution where the student first enrolled. By adding the multiple institutions that an individual student may have attended, as well as gender, age, dual enrollments, and seven-year completion rates, we can see how each institution contributes in its own way to student outcomes.”

0.5% 15.2% 6.2%

20 or Younger >20–24 Over Age 24

78.1%

Age Missing

Here are some key findings from the report: • 23.4 percent of students (nearly one in four) completed their degrees or certificates at a different institution from the one where they first enrolled • Using data tracking students across multiple institutions raised the overall completion rate from 43 to 56 percent. Counting these students who graduated from a different institution from the one where they started increased completion rates for every type of institution and for every student subgroup studied • Completion rates analyzed according to type of institution where students began their college experiences also showed similar stratification as noted above for socioeconomic status. Of course there is overlap between socioeconomic status and type of institution students attend. The completion rate for students who started at a two-year public institution was 40 percent. For those students who started at a four-year public college, completion rates rose to 63 percent, and for those students who started at four-year private nonprofit institutions, the degree completion rate was 73 percent • Gains from degree completions at institutions other than the starting college were greater for students who were age 20 or younger when they first entered college than they were for older students. The gains went from 14.7 percentage points for the 20-year-olds and younger group to 8.4 percent for the delayed entry group (ages 21-24), and 6.8 percentage point gain for adult learners (age over 24) • Six-year completion rates for the fall of 2007 national cohort showed women completing college at a 6.7 percent advantage over men • Completion rates for dual enrollment students were 66 percent compared to 54 percent for students with no prior dual enrollment experience. (As the report notes on this finding:

"This figure is based on data shown in Appendix C, Table 2 of the NSCRC Signature Report #6."

Source: The National Student Clearinghouse Research Center (NSCRC) Signature Report #6, Completing College: A National View of Student Attainment Rates.

• Seven-year outcomes for the fall 2006 cohort showed a 4 percent point increase (from 54.1 to 58.1 percent) in total completions over the six-year rate reported in the 2012 completions report. This finding supports the value of tracking college students for a longer period • Seventeen percent of students who started at two-year colleges completed a four-year degree. More than half of those who completed a BA degree did so without first earning an associate’s degree at the institution where they started As higher education policy increasingly focuses on student success outcomes with the hope of improving degree completion, this National Clearinghouse report helps to portray a bigger picture of student behavior: student enrollment, student persistence, and degree completion while taking variables into account that have often been previously neglected.

For further information on clearinghouse findings, please see http://nscresearchcenter.org/.

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

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INNOVATIONS/PROGRAMS

Master’s- to- PhD Bridge Program Increasing Minority Doctoral Students in Sciences

Two

by Gary M. Stern

universities based in Nashville, Tenn., one a wellStassun said the impetus for the program stemmed from established, historically black liberal arts college “the big gap between the potential pool of talent we can be and the other a well-respected liberal arts col- drawing on. We wanted to close the gap, as a matter of lege, are collaborating on a program to encourage more minori- improving American competitiveness on a global scale.” The ty doctoral students in the sciences. Vanderbilt University joined partnership between the two universities helps to attract and with Fisk University to launch the retain students and professors as Fisk-Vanderbilt Master’s- to- PhD well, he says.

Bridge Program in 2004. It encourWhat served as the underpinages more minority students to ning for the program was the lackearn doctorates in physics, biology, luster number of Hispanics and biomedical sciences, astronomy African-Americans earning doctorand materials science. ates in the sciences. Burger refers The program is a true partnerto 2010 statistics that showed ship. Students earn a master’s African- Americans earned 3 perdegree in physics, biology or cent of science doctorates and other science majors at Fisk and Latinos 3.5 percent, though comthen transfer into a doctoral probined they constitute about 27 pergram in science at Vanderbilt. cent of Americans. “We were losBoth universities collaborate on ing talent,” Burger said. writing grants to support the proBurger, who is Romaniangram and professors work in conborn and educated in Israel, cert on research projects. describes the partnership Since the bridge program between Fisk and Vanderbilt as launched a decade ago, 68 stu“a symbiotic relationship. Fisk dents have been admitted. doesn’t have a PhD program and Because it takes a minimum of two Vanderbilt doesn’t have a masyears to earn a master’s degree ter’s degree in physics.” and four years for a doctorate, the In fact, collaborating on this first graduates from the program program strengthens both sciwere awarded a PhD in 2010. ence departments. For example, Of the 68 graduate students Fisk had a track record in materiadmitted to the bridge program, 57 al science, the study of underpercent are African-American, 22 standing properties, which percent Hispanic, 17 percent white Vanderbilt didn’t possess. But Arnold Burger and 4 percent other. Gender-wise, Vanderbilt had expertise in students are 54 percent male and 46 percent female. So far physics and astronomy research, which boosts Fisk’s scope. eight students have graduated and all are employed.

Since the two colleges wrote grants collaboratively, it was easier Keivan Stassun, professor of astronomy at Vanderbilt to emphasize an interdisciplinary approach. That approach University and Arnold Burger, professor of physics at Fisk strengthened their federal grant applications. They used the University, co-founded the program. Burger said that prior to Fisk/Vanderbilt bridge program as a “centerpiece by which we can launching it, the duo had a “collegial relationship but we identify, recruit and train students from master’s level to PhD,” never had cross-registration or cross-funding. Having a piece Stassun noted. About 80 percent of the funding for the approxiof paper or memorandum doesn’t make a program.” Over mate $1 million annual cost stems from obtaining federal grants. the years, the duo developed a blueprint to keep the program Describing Fisk, Burger said, “We are a minority instituoperating on track. tion. We can provide the students that can broaden that par14

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ticipation.” In fact, the program started with the three stu- issues since “many attend historically underserved schools dents and has become so competitive that it only accepts and don’t have the same infrastructure and support as other between 10 and 15 percent of applicants. students,” Burger said.

Since the bridge program trains students from master’s to Hence the program creates a welcoming culture. “We’ve doctoral level, it customizes development one on one for each created a community of support,” Burger said. The program student.The program strengthens has enlisted and nurtured over each student’s expertise in lab two dozen professors at both unitechniques, coursework, and versities who provide mentoring. ramps up their skills at the masIt also provides peer mentoring. ter’s level to prepare them for In the first year, students are doctoral research, says Stassun, a assigned a “bridge buddy to have Los Angeles native of Mexican hera soft landing when they arrive itage who earned a doctorate on campus,” he noted. from the University of Wisconsin.

When students graduate from What works best to strengthen the program, they gravitate toward students and fill in any deficienemployment in one of three areas: cies is a strong mentoring proacademic institutions, research gram. Mentors work closely with labs and industry. Of the eight students to map out a specific graduates of the program, five path toward achieving the doctorwere hired by research labs, two ate, planning which courses to pursued academic careers and take at which point, and preparone landed an industry job. ing them at each stage to take The program’s success demonmore difficult courses. strates that all minority science Criteria for acceptance are nonstudents need to succeed is “an traditional. Rather than rely on GRE opportunity,” Stassun said. Too scores, it considers several factors many science programs screen including three letters of recomout talented minority students mendation, coursework, a resume because of a low GRE score. “No and an essay and an interview to one gets a PhD on their own. determine the applicant’s character People who succeed are shown and grit. Burger said it seeks out what the rules are, the tips and students who show “persistence in tricks to succeed,” he said. front of adversity and commitment.

If two colleges were interested Keivan Stassun Do they have fire in the belly?” in starting a joint bridge program, The program recognized that “standardized test scores are Stassun recommends three tips: 1) identify areas of research colnot always a good reflection of what a student is capable of,” laboration, 2) develop a plan to train students together and 3) Stassun asserted. In fact, studies have shown that these tests overcome the obsession with relying on GRE scores. are biased against minorities and women.

Burger attributes the success of the program to several facOnce a student is accepted into the bridge program, they tors including shared leadership between the two universities, receive full tuition, medical insurance, a $1,800 a month liv- collaborative efforts to raise funds, joint research assigning stipend and a laptop. They also attend a boot camp to pre- ments, and the working partnership. Though Burger teaches pare them for the program. physics, not astronomy, he says, “All the stars in the planet Contending with a rigorous graduate science program is were aligned” to contribute to the program’s success. demanding for all students. Minority students face particular 0 4 / 2 1 / 2 0 1 4

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CURRICULUM

Niagara University: Advancing Hispanics in the Hospitality Industry

As

by Jeff Simmons the front desk manager of Times Square’s Marriott Marquis on Broadway, Kelvin Ruiz has encountered people from all walks of life, visiting New York City for the first time, soaking up the city’s electricity.

For many of them, it’s a once-in-a-lifetime trip. And recognizing that, the 27-year-old wants to ensure that they have an exquisite experience.

“I like the ability to make a difference with a single interaction,” Ruiz said. “I’m a people person. I like to talk with people, to make them happy. And it’s all about one single contact, because you can have a single, two-minute conversation with someone and make a connection.”

That connection in the crossroads of the world is valuable to him and his employer. Ruiz has escalated the ranks during this period from a manager in training to housekeeping manager to his current role.

“I’ve been with Marriott for three and a half years and it’s a fantastic company,” he said. “Many people don’t have the skill to make an immediate connection but I always thought I did, even as a child. Every day, it’s a challenge to find someone who is not having a good day, and change that for them.”

His attitude, drive and enthusiasm were imbued in Ruiz during his education nearly 400 miles north – in Niagara Falls. Ruiz is a graduate of Niagara University’s groundbreaking College of Hospitality and Tourism Management.

The college provides an innovative education that prepares students for leadership roles in hospitality, tourism, and sport by combining technology, management, entrepreneurship, service and experiential learning into the academic experience. It was the first in the country to do so.

“Our program was established in 1968, adjacent to a world-renown tourist destination, as the first program in the world offering a bachelor’s degree in tourism,” said Rev. James J. Maher, C.M., president of Niagara University. “The

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curriculum gives students the experience and skills they need to prepare them for leadership positions in today’s everchanging hospitality and tourism industry.”

“We offer multiple bachelor’s degrees that can be the steppingstone needed to transport entry level and midlevel restaurant and hotel employees to achieve management positions at some of the best properties in the U.S. and beyond,” said Maher. “Degrees like these provide tremendous opportunities for those in the Hispanic population who may be among these workers in the world’s single largest industry.”

Taking advantage of its position near one of the world’s most popular visitor destinations, the college offers bachelor of science degrees in hotel and restaurant management, tourism and recreation management, and sport management.

The curriculum – with courses such as resort, club and hotel management; cuisine, wine and culture; and sport facility management – provides instruction on the hotel, restaurant, sport, recreation, and tourism industries.

Tourism and hospitality, in fact, is the third largest employer in 30 U.S. states, a major employer domestically and worldwide, said Dr. Gary Praetzel, dean of Niagara’s College of Hospitality and Tourism Management. “In fact,” he said, “the tourism industry is the single largest industry in the world, employing almost 10 percent of the world’s workforce, and it is growing at a very significant rate.”

He added, “It’s an industry that’s been growing in general faster than the U.S. economy.” The industry is home to substantial numbers of Hispanics, which is evidenced locally by the consistent enrollment of Hispanics in Niagara University’s tourism college. Of the 425 full-time students in the tourism college, about 12 percent are Hispanic, a percentage that is steadily climbing, he said.

“When you look at the current employment trends in the hospitality and tourism industry, a very large share of workers

are of Hispanic origin,” said Praetzel. “And, if I look at any major gateway city, such as New York City or Miami or San Francisco, you are talking about the hospitality and tourism workforce being significantly Hispanic.

“To have someone serving as a manager who is of Hispanic origin is a very big advantage. It is someone who could relate very well to that particular workforce.”

Affiliated with Niagara University since 1978, Praetzel initially had been appointed the director of its Travel, Hotel and Restaurant Administration in 1999. Twelve years later, the institute evolved into the College of Hospitality and Tourism Management.

Praetzel secured a pair of $1.5 million grants from two foundations, plus millions of dollars in additional grants, shaping the college into a leading national and international program. Part of that mission has been to provide a curriculum and learning environment that gives students a variety of experiences and skills necessary to assume leadership positions in the fast-changing industry.

In fact, its placement rate consistently nears 100 percent with more than 90 percent of its graduates working in their major.

“We are turning out people who are going to be managers in the industry,” Praetzel said, noting the additional benefits of being a bilingual speaker. “I can think of several students who received a good job promotion or very good job because they had the ability to speak Spanish. That was important because the people they were managing were Spanish-speaking and they could relate better.”

The tourism industry isn't burdened by the same glass ceiling as other sectors, he noted. “This is an industry where you can really get ahead. What people want to see is that managers understand the business and know the business and work their way up,” he said. “This industry offers a golden opportunity for someone of Hispanic origin, and someone who has the ability to speak Spanish.”

Praetzel helped to found The Leading Hotel Schools of the World, a network of top hospitality and tourism programs globally, and its partnerships with the Leading Hotel Schools of the World, a luxury hospitality consortium with more than 430 hotels and resorts around the globe.

One of the first schools to join the schools network was St. Ignacio in Peru, and Praetzel forged a partnership agreement and established a cultural immersion program six years ago, a faculty exchange program, and a team teaching initiative with its southern partner.

Students, for example, spend eight summer weeks in Peru, using Spanish every day as they work in hotels in Lima and Cusco. They also undertake volunteer activities while studying there. “We believe strongly in giving back, and that’s important in the hospitality industry,” the dean said. “You have to have a love for people.”

He added, “Our idea is that our students return to Niagara fluent in Spanish, and for us that’s very important. To have out students become fluent in Spanish is a major marketability advantage.”

Under Praetzel’s guidance, the college has sought out additionally opportunities to partner with local, regional, national, and

“This industry offers a golden opportunity for someone of Hispanic origin, and someone who has the ability to speak Spanish.”

Dr. Gary Praetzel, dean of Niagara University’s College of Hospitality and Tourism Management international entities, and that also has come to include another work abroad program in five-star properties in Lake Como, Italy.

Additionally, the college sponsors professional conferences, provides seminars for the industry, assists local industries through classroom projects, hosts a career fair, has an active alumni association (complete with a mentorship program), and even offers a Carnival Cruise Lines course.

The college, he said, strives to enrich learning through cul-

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turally diverse and international learning opportunities such as the work-abroad programs.

Praetzel predicts that the tourism and hospitality industry will remain a strong sector, and the need for international experience and Hispanic-speaking managers will continue to escalate.

“There will definitely be more opportunities abroad,” he said. “When you look back a number of years ago, it was nice to have international experience. Now it’s gotten to the point of necessity. And that’s just the nature of this industry and how it is growing internationally.”

And, he cites Kelvin Ruiz – of Puerto Rican and Dominican origin – as a shining example of the program’s success.

“Kelvin came to Niagara through a two-year school, and he didn’t show his true potential when he attended that particular school,” Praetzel said. “I talked with him at length before he came here and he saw that he could develop leadership skills.

The Peru program was a game-changer for him.”

The dean witnessed Ruiz’s marked improvement as he began to master leadership skills, become more careerfocused, and soared during his studies in Peru. “Not only did he do an overall outstanding job but he demonstrated great leadership skills needed to be successful,” he said.

He pointed to Ruiz’s approach to the job, the desire to serve and be hospitable to others. “Hospitality boils down to one thing, and that’s treating all people with respect and dignity, and that transcends any type of international border,” he said. “It really is a service industry.”

Ruiz – nearing his four-year anniversary with Marriott now – echoed that sentiment, describing why he switched from his earlier plans pursuing a career in business.

“I did not want to sit in an office all day and have no human contact,” said Ruiz, who lives in Brooklyn.

He added that Praetzel turned out to be one of the most important figures in his life. “He’s pretty much up there with my parents,” Ruiz said. “He really did take a chance on me when he gave me the opportunity to go to Peru. Niagara was such a great school. They take care of you and give you all of the opportunities you need to succeed.”

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.

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Spain’s Gilded Age On Display at SMU’s Meadows Museum ARTS

At

by Rosie Carbo

a recent Sotheby’s auction of 19th century European art, “Buscando Mariscos; Playa de Valencia,” by Spanish painter Joaquín Sorolla y Bastida, sold for more than $4 million. The sale set a record for a Sorolla at auction in America. This was the third highest price ever paid for a Sorolla, which soared above its estimated price of $1.5 million.

Sotheby’s, one of the largest and oldest international auction houses in the world, noted that interest in one of Spain’s greatest Gilded Age artists had peaked since the Dallas-based Meadows Museum announced it had organized and would host a “Sorolla and America” exhibition.

Since December, 160-plus Sorolla’s artworks have adorned the walls of the Meadows Museum, home to one of the largest collections of Spanish art outside of the Museo Nacional del Prado in Madrid.

The landmark exhibition includes Sorolla’s iconic oil on canvas paintings, portraits of noteworthy Americans, drawings and even sketches on the backs of restaurant menus from Sorolla’s first visits to America.

“The exhibition is bringing a lot of attendance; it’s much higher than other exhibitions, including last year’s Velázquez exhibition,” said Mark A. Roglán, director of the Linda P. and William A. Custard Meadows Museum and Centennial Chair in the Meadows School of the Arts at Southern Methodist University.

Now, the blockbuster exhibition is headed to The San Diego Museum of Art, where it opens May 30 and runs through Aug. 26, 2014. The exhibition returns to Madrid on Sept. 23 to open at Instituto de Cultura de Fundación MAPFRE. The exhibition closes at this its final venue on Jan. 11, 2015.

The exhibition is a collaborative effort between the Meadows Museum and the two arts and cultural entities. The Hispanic Society of America in New York, where Sorolla launched his artistic America debut in 1909, has also been an important contributor.

This is the largest monographic Sorolla exhibition in more than 100 years. Visitors will see works that have not been on public display since Sorolla held his first, one-man show in America. Forty works of art have never been seen publicly because they’ve been in private art collections.

“Sorolla never stopped painting; he had a passion for painting. In fact, he used to tell Clotilde, his wife, that before he was a husband and father he was a painter,” said Blanca Pons-Sorolla, the painter’s great-granddaughter, exhibition curator and foremost authority on Sorolla.

Joaquín Sorolla y Bastida (Spanish, 1863-1923), Portrait of Miss Mary Lillian Duke, 1911. Oil on canvas. Nasher Museum of Art, Duke University, Durham, North Carolina, Gift of Nicholas Benjamin Duke Biddle, accession number 1991.9.1

“That is why he was so prolific, and that’s why he painted more than 4,000 artworks during his lifetime. I have worked on locating his artworks for many years. But some have not

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America, Joaquín Sorolla y Bastida had taken the country by storm.

Born in Valencia in 1863, Sorolla first attracted the attention of art collectors in 1893 at the World’s Columbia Exposition, also known as the Chicago World’s Fair.

Sorolla submitted a thoughtprovoking oil on canvas titled “!Otra Margarita!” in which he depicted a young mother arrested for suffocating her child. A work of social realism, the painting won a Medal of Honor. A private collector bought it and donated later. It became Sorolla’s first to grace the walls of an American museum.

Currently, it is at the Mildred Lane Kemper Art Museum in St. Louis.

He had never visited America Joaquín Sorolla y Bastida (Spanish, 1863-1923), Portrait of Louis Comfort Tiffany, 1911. Oil on canvas. On loan when he entered the Chicago comfrom The Hispanic Society of America, New York, NY. petition. But in 1899, Sorolla painted another masterpiece of yet been found,” added Pons-Sorolla, author of Sorolla’s biog- social realism that helped to establish him as an international raphy and co-editor with Roglán of a 320-page English and artist. Sorolla called the painting “!Triste Herencia!” and subSpanish exhibition catalog containing essays by 19th century mitted it to the Universal Exhibition in Paris in 1900. art experts.

The painting, which translates to “Sad Inheritance” in While Madrid’s Prado Museum hosted its own landmark English, depicts physically disabled young boys enjoying a Sorolla exhibition in 2009, this retrospective exhibition focus- Valencia beach while supervised by a monk. The poignant oil es on his impact on America, while highlighting America’s on canvas not only earned the highest awards in Paris, but impact on one of Spain’s most industrious artists. also at Spain’s National Exhibition in 1901.

The exhibition might also revive interest in some of “He actually saw a woman handcuffed for killing her child Sorolla’s American contemporaries, such as John Singer while on a trip from Valencia to Madrid. So he painted it. In Sargent, William Merritt Chase, Cecilia Beaux and Gari Triste Herencia he saw the disabled children at a Valencia Melchers. Sorolla called them friends and children of 17th beach and painted them. He actually did four paintings on century Spanish painter Diego Velázquez, like himself. social realism because he painted what he saw. But these top“He was a child of Velázquez, as were some of his contem- ics really saddened him,” said Pons-Sorolla, in a telephone poraries. Sorolla called himself a child of Velázquez. In fact, in one of his pictures, you can see similarities to Velázquez’s Las Meninas. So in the end, maybe Sorolla is right. Maybe they’re all children of Velázquez,” said Roglán, a native of Madrid who holds a doctorate in 19th and 20th century art from La Universidad Autonoma in Madrid.

Sorolla’s uncanny ability to capture natural light, paint realistic portraits, like that of U.S. President William Howard Taft, and preference for painting “al aire libre” have all contributed to helping him defy categorization.

“Some scholars today would argue that he was an Impressionist, while others would say that he was not. Sorolla himself felt very strongly that he was an Impressionist painter.

But I don’t think Sorolla called himself a painter of the loaded brush,” said Roglán, referring to some modern-day art critics.

Sorolla’s luminous Valencia beach scenes and stunning landscapes are imbued with love of his native Spain, his family and nature. Some of his voluminous paintings were too large to transport, but those on display elicit profound emotions Joaquín Sorolla y Bastida (Spanish, 1863-1923), My Wife and Daughters in such as nostalgia. the Garden, 1910, oil on canvas. Colección Masaveu Long before Pablo Picasso became a household word in 20

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interview from her home in Madrid.

As a result, Sorolla stopped painting heart-wrenching social realism scenes and turned his attention to colorful joyous scenes of children playing on the beach, his wife and daughters, breathtaking landscapes and realistic portraits.

“He didn’t want to continue to paint a sad and dark Spain.

He wanted to paint the other Spain, filled beauty and joy. He wanted to be ambassador of Spain’s undiscovered natural treasures; its beaches, landscapes, history and people. So he decided to stop painting sad, gloomy scenes,” she said.

Whether it was the tint of a cloud or sunlight on the Mediterranean, Sorolla brushwork captured them as easily as the nuances of the people in his portraits. By 1900, Sorolla works had been exhibited in Madrid, Paris, Venice, Munich, Berlin and Chicago. The exposure brought Sorolla international fame.

Archer Milton Huntington, founder of The Hispanic Society of America, discovered Sorolla in London in 1908. Instantly smitten by his work, Huntington invited the artist to exhibit his work at his New York headquarters and art institution in 1909.

The response to Sorolla’s first U.S. exhibition was unprecedented, attracting more than 150,000 visitors in one single month. Of the 356 works he brought to display, Sorolla sold nearly 200. The New York exhibition went on to Buffalo and Boston, where it was received with equal enthusiasm.

Moreover, Sorolla obtained commissions to paint portraits of not only President Taft, which he painted at the White House, but other affluent Americans. Additionally, Huntington asked Sorolla to return for another exhibition in 1911. This time it was at the Art Institute of Chicago and followed by St. Louis.

Tobacco and transportation magnate, Thomas Fortune Ryan, met Sorolla during the 1909 exhibition. But the artist did not paint him until the two coincided in Paris in the fall of that year. That’s where Ryan commissioned Sorolla to create a work of art depicting the explorer, Christopher Columbus.

The 1910 portrait titled “Christopher Columbus Leaving Palos, Spain,” is on loan from the Mariners’ Museum in Newport News, Va. The mammoth canvas was first exhibited in 1911 during Sorolla’s second American exhibition in Chicago.

The Ryan commission inspired Sorolla to research the life of Columbus as well as search for new subjects for the 1911 exhibition. The journey resulted in the painting of a grayhaired Columbus standing on his ship and gazing out from the Spanish port.

Sorolla also met Huntington in 1911 in Paris, where he signed a contract to paint a series painting depicting life in the various provinces of Spain. Sorolla’s output of more than a dozen scenes on canvas was impressive.

Some of the noteworthy oil on canvas artworks in this exhibition and on loan for the duration of the exhibition include: “Dancing in the Café Novedades in Seville,” “The Sultana Cypress” in Granada’s Alhambra gardens and Generalife, “Palacio de Carlos V en el Alcázar de Sevilla,” Malaga seascapes and a portrait of King Alfonso XIII in Seville.

Sorolla painted the provinces of Spain, which he called his “Vision of Spain” en plein air. He preferred to paint on loca-

Joaquín Sorolla y Bastida (Spanish, 1863-1923), Two Sisters, Valencia, 1909.

Oil on canvas. The Art Institute of Chicago. Gift of Mrs. William Stanley North in memory of William Stanley North, 1911.28

tion. Consequently, he traveled to some 14 regions in Spain to complete the works commissioned by Huntington.

By the time Sorolla finished the regions of Spain in 1920, he was exhausted. The marathon effort, in fact, might have taken a toll on his health. While painting in his home in Madrid, which is now Museo Sorolla, the artist suffered a stroke. He remained paralyzed for three years until his death in 1923.

“One reason I think he never stopped painting was also that he may have sensed he would not have time in his lifetime to paint all the things he wanted to paint. You may know that he had a stroke at age 57 and died three years later. So he may have had this in his mind,” said Pons-Sorolla, who like her father Francisco, has decades researching Sorolla. And getting to know him intimately has made her as big a fan as many people she meets.

“Many people tell me that they fell in love with Sorolla’s work as soon as they saw it. Well, I have to confess. Even though he is my great-grandfather, I am one of those who fell in love with his work, too,” she said.

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TARGETING HIGHER EDUCATION

A

STEM Careers: Boom or Bust?

by Gustavo A. Mellander few years ago we were bombarded with dire predictions that since the nation had fallen behind in producing scientists, technologists, engineers, and mathematicians, dubbed STEM, we were spirally downward as a world power.

Much of academia and the business world were scared.

Scared enough to take action, which meant going to Washington.

Official Washington soon became convinced the crisis was real. With President George Bush’s full support Congress appropriated millions of dollars to address the alleged shortcomings.

Higher education and secondary schools received significant grants to address this national need. Students were courted, not to learn their ABCs but to train for STEM careers. I, too, was convinced and wrote widely urging Hispanics to explore STEM careers. I believed the prevailing mantra and saw opportunities for Hispanics.

A Myth?

But life is not fair or predictable. Imagine my shock to read “The STEM Crisis Is a Myth” by Robert N. Charette. He is a respected contributing editor of IEEE Spectrum. He describes himself as a “risk ecologist” who investigates the impact of risk on technology and society. A 33-year member of the IEEE Computer Society he systematically lays out a convincing case that there is no crisis at all.

Charette points out that the supposed shortage was not limited to Americans. Many other developed or developing countries were convinced they faced similar shortages. Analysts said that “hundreds of thousands or even millions” of STEM professionals were needed worldwide.

In 2012 President Obama’s Council of Advisors on Science and Technology, stated that over the next decade, 1 million additional STEM graduates would be needed. The Royal Academy of Engineering reported that the U.K. would have to graduate 100,000 STEM majors every year until 2020 just to stay even with demand. The prognostications were so frightening that governments everywhere allocated billions of dollars to train more STEM workers.

President Obama called for 10,000 new engineers every year and 100,000 additional STEM teachers by 2020. Further, temporary immigration permits for skilled workers should be increased from 65,000 to as many as 180,000 per year.

The European Union introduced a new Blue Card visa to entice skilled workers from outside the EU. India reported

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they needed a staggering 800 new universities, to avoid a 1.6 million shortfall of engineers this decade.

Yet Charette quotes many other reports stating there are more STEM workers than jobs. Further, wages for U.S. workers in computer and math fields have stagnated since 2000.

STEM workers at every stage of the career pipeline, from recent graduates to mid- and late-career PhDs, still struggle to find employment as many companies continue to lay off thousands of STEM workers.

Is it a Matter of Supply and Demand?

For decades the U.S. has graduated more STEM students than there were jobs. So is there really a STEM labor shortage?

The debate began more than 50 years ago. Charette says there might be a STEM crisis but not the one that frightened us.

“The real STEM crisis is one of literacy: the fact that today’s students are not receiving a solid grounding in science, math, and engineering,” he says.

Accurate answers affect reality. The inconsistencies are terrifying. Where to turn?

The National Science Foundation (NSF) and the Department of Commerce track the number of STEM jobs, but they use different criteria.

Commerce reports that 7.6 million individuals worked in STEM jobs in 2010, or about 5.5 percent of the U.S. workforce.

That number includes professional and technical support occupations in the fields of computer science, mathematics, engineering, and physical sciences.

Contrast that with the NSF figure of 12.4 million science and engineering jobs. It includes areas that Commerce

excludes, such as health-care workers (4.3 million) and psychologists and social scientists (518 000).

Such inconsistencies create confusion and make rational policy discussions difficult since anyone can select data to support their preconceived positions.

The STEM “Crisis” Through the Years Predictions of impending shortages of scientists and engineers are nothing new. There have been waves of concerns for decades.

Mismatches also occur for those earning a STEM degree and actually securing a STEM job. Of the 7.6 million STEM workers counted by Commerce, only 3.3 million possess STEM degrees. That relates to 15 million Americans with a bachelor’s degree or higher in a STEM discipline. But threefourths of them, 11.4 million, work outside of STEM. The exodus of STEM graduates to other fields starts early.

In 2008, the NSF surveyed STEM graduates who’d earned bachelor’s and master’s degrees in 2006 and 2007. It found that two out of 10 were already working in non-STEM fields.

And 10 years after receiving a STEM degree, 58 percent of STEM graduates had left the field.

Thus in the United States, you don’t need a STEM degree to get a STEM job. Additionally if you do get a degree, you won’t necessarily work in that field after you graduate.

If many STEM jobs can be filled by people who don’t have STEM degrees, then why the big push to get more students to pursue STEM? Projections One of the most cited projections comes from a 2011 Georgetown University report. It estimated slightly more than 2.4 million STEM job openings in the United States between 2008 and 2018, with 1.1 million newly created jobs and the rest to replace workers who retire or move to non-STEM fields; it concluded there will be roughly 277,000 STEM vacancies per year.

But the study did not account for the recession. It projected a downturn in 2009 but then inaccurately a steady increase in jobs beginning in 2010 and returning to normal by the year 2018.

Actually, more than 370,000 science and engineering jobs were lost in 2011, according to the Bureau of Labor Statistics.

Highly competitive science- and technology-driven industries are volatile, where radical restructurings and boom-andbust cycles have been the norm for decades. Many STEM jobs today are also threatened by outsourcing or replacement by automation.

In engineering some jobs are no longer wedded to a company but to funded projects. Long-term employment with a single company has been replaced by a series of short-term positions that can quickly end. In the 1950s engineers were laid off during recessions, but they were invariably hired back when the economy picked up. That rarely happens today.

These factors affect both the short-term and longer-term

need for STEM workers.

The Georgetown study estimated that nearly two-thirds of the STEM openings, or about 180 000 jobs per year, will require bachelor’s degrees. Now, if you apply the Commerce Department’s definition of STEM to the NSF’s annual count of science and engineering bachelor’s degrees, that means about 252,000 STEM graduates emerged in 2009. So even if all the STEM openings were entry-level positions and even if only new STEM bachelor’s holders could compete for them, that still leaves 70,000 graduates unable to find a job in their chosen field.

Of course, the pool of U.S. STEM workers is much bigger than that: It includes new STEM master’s and PhD graduates (in 2009, around 80,000 and 25,000, respectively), STEM associate degree graduates (about 40,000), foreign visa holders (over 50,000), technical certificate holders, and nonSTEM degree recipients looking to find STEM-related work.

Finally, there’s the vast number of STEM degree holders who graduated in previous years.

Even in the computer and IT industry, the sector that employs the most STEM workers and is expected to grow the most over the next 5 to 10 years, not everyone who wants a job will find one.

More than a third of recent computer science graduates aren’t working in their chosen major. Of that group, almost a third say the reason is that they can’t find a job.

Shortages for certain STEM specialists do occur occasionally. Recently, data analytics sparked demand for data scientists in health care and retail. Unfortunately, students who are contemplating what field to specialize in can’t assume opportunities will exist when they graduate.

Many studies have directly contradicted the shortage reports. A Rand Corporation study bluntly stated there was no evidence “that such shortages have existed at least since 1990, nor that they are on the horizon.”

The best indicator of a shortfall would be a widespread rise in salaries throughout the STEM community. But salaries have not risen, as they would have if STEM workers were scarce. In computing and IT, wages have been stagnant for the past decade. Over the past 30 years engineers’ and engineering technicians’ wages have grown the least of all STEM wages. It is even grimmer for science, math, or engineering PhDs. Even the Georgetown study succinctly stated: “At the highest levels of educational attainment, STEM wages are not competitive.”

Now what?

Given all of the above, it is difficult to make a convincing case that there has been, is, or will soon be a STEM labor shortage.

“If there was really a STEM labor market crisis, you’d be seeing very different behaviors from companies,” says Prof.

Ron Hira, Rochester Institute of Technology.

“You wouldn’t see companies cutting their retirement contributions, or hiring new workers and giving them worse benefits packages. Instead you would see signing

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bonuses, you’d see wage increases.”

So why the persistent anxiety that a STEM crisis exists?

Michael S. Teitelbaum, from Harvard, has weighed in. He notes the anxiety dates back to World War II. It has run in cycles that he calls “alarm, boom, and bust.” He notes the cycle usually starts when “someone or some group sounds the alarm that there is a critical crisis of insufficient numbers of scientists, engineers, and mathematicians.” As a result the country “is in jeopardy of either a national security risk or of falling behind economically.”

In the 1950s, he reminds us, America worried that the Soviet Union produced 95,000 scientists and engineers a year while the United States was producing only 57,000. In the 1980s, the Japanese economic juggernaut was the threat; now it is China and India.

The fear bubbles for a number of years until the claims of a shortage turn out not to be true and a bust ensues. Students who graduate during the bust, he says, are shocked to discover that “they can’t find jobs.”

Some observers believe powerful forces must be at work to perpetuate the cycle. Since companies, they suggest, would rather not pay STEM professionals high salaries with lavish benefits, on the job training, and guarantee them decades of stable employment. They would rather have an oversupply of applicants, whether domestically educated or imported. It is

to their benefit to have a larger pool from which they can pick the “best and the brightest.” Wages are thereby kept in check.

Effect on Hispanic students In the past I have written to encourage Hispanics to enter STEM fields. Do I still feel that way? Yes, I am not disdainful of the reports covered in this column, but I was influenced by a similar question posed in the IEEE Spectrum to a select group of IEEE members. They were asked if they would encourage youngsters to enter STEM professions.

Nearly three-quarters of respondents said they would “strongly encourage” students to pursue a STEM career path because it is “interesting and stimulating work.” And one in which a person “can make a difference in the world.”

That’s encouraging. So I reiterate if a youngster has an interest in any of these professions they should pursue it. Just proceed with your eyes wide open.

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

DEAN OF THE SCHOOL OF BUSINESS AND MANAGEMENT OPPORTUNITY STATEMENT Azusa Pacific University invites applications and nominations for the dean of the School of Business and Management. The dean reports to the provost, serving as the chief academic and administrative officer of the School of Business and Management. The dean will have the opportunity to work collaboratively with the faculty to shape the vision for the school during a period of innovation across the university, strengthening and developing existing undergraduate and graduate business and management programs. The school is in a period of seeking AACSB accreditation, requiring significant leadership from the dean. Candidates with an earned doctorate in a related field, a terminal degree, or exceptional achievement in business and management are invited to apply.

A record of strategic academic leadership, exceptional communication skills, proven ability to effectively lead change, and student-centric leadership is required. Further, candidates should demonstrate strong potential to contribute to the intellectual, innovative, and inspirational character of the school as part of the institution’s focus on enhanced academic reputation. Applicants should also demonstrate a commitment to, and scholarly understanding of, faith integration in the learning process. In addition, candidates must possess the interpersonal skills to work collegially with staff, faculty, and educators within and beyond the university. Preference will be given to candidates with a record of excellent teaching and scholarship, pertinent administrative experience, and experience with diverse populations. Experience at an AACSB- accredited institution is also preferred.

The dean is expected to establish and maintain effective partnerships on behalf of the school with leaders in business communities, industry, and government in the Greater Los Angeles area, nationally, and internationally. The successful candidate will collaborate with the Office of University Advancement to identify and obtain donor support for existing and new programs and initiatives.

The 25 faculty of Azusa Pacific University’s School of Business and Management prepare professionals to lead with integrity. The school offers seven undergraduate business majors to nearly 1,000 students, with degrees in accounting, business economics, business management, economics, finance, international business, and marketing. Graduate education options include an innovative Millennial MBA, as well as on-campus, online, and Young Executive MBA and Master of Arts in Management programs. The newest graduate degree is the Master of Professional Accountancy offered through the LP and Timothy Leung School of Accounting within the School of Business and Management.

Azusa Pacific University offers 50 areas of undergraduate study, 40 master’s degrees, and eight doctorates to a total enrollment of more than 10,000 students. The university is interested in developing a diverse faculty and staff, increasing its ability to serve a diverse student population. As an evangelical Christian institution, APU affirms the Lordship of Christ and the authority of Scripture in all areas of life and expects its employees to model Christian values in their professional and personal lives.

The posting will remain open until filled. Nominations and expressions of interest should be submitted electronically to the consultant supporting Azusa Pacific University, Mr. Joe Bradley, at the email address below. A formal application must also be submitted online through Azusa Pacific’s website at apu.edu/cp/employment/. Questions regarding the application process and/or the position may be directed to Mr. Bradley. All communications are confidential.

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Lecturer

The Masters Program in Computer Science (MPCS) at the University of Chicago invites applications for the position of Lecturer. This is a three year full-time teaching position, with possibility of renewal, and involves teaching six courses across the four academic quarters of the year (Fall, Winter, Spring, Summer).

Teaching duties will involve: (1) teaching an "Immersion Programming" class for students who are entering the MS program with no prior programming experience, (2) a core Programming class teaching following the Immersion Programming class, with (3) the remaining teaching load fulfilled by teaching core and elective classes in the Lecturer's field of expertise. Candidates with a Systems background (Computer Networks, Operating Systems, Computer Architecture, etc.) will be given preferred consideration.

The successful candidate will have exceptional competence in teaching and superior academic credentials. Applicants must have a Ph.D in Computer Science or a related field at time of appointment and have experience teaching Computer Science at the undergrador graduate level.

The selection uate committee may also consider candidates without a Ph.D only if they have exceptional teaching credentials and at least a masters degree in a related field.

The Masters Program in Computer Science (http://csmasters.uchicago.edu/) is a terminal MS degree in Computer Science that provides a rigorous introduction to the foundations of Computer Science, while also providing in-depth and hands-on instruction in cutting-edge and industry-driven topics, including Web and Mobile Application Development, Big Data, Cloud Computing, Data Analytics, etc. The program attracts a diverse mix of students including full-time students who are typically no more than 5 years out of college, part-time students who already work in industry, and international students.

The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown.

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 SarasotaManatee. 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: Academic Affairs Director of Institutional Research (St. Petersburg Campus) Director of Events Regional Chancellor (Sarasota/Manatee) Assistant Vice President (Career Services) Regional Assoc. Vice Chancellor (St. Petersburg) Associate Vice President (Health Development & Alumni Relations) Clinical Researcher Administrator (Phys & Rehab Sci)

News Director (WUSF-FM) Psychologists (2)

Faculty Positions: College of Medicine College of Public Health Full, Associate, Assistant Professor (Pharmacy) Postdoctoral Scholar Research Assistant Professor (Physical Therapy & Rehab. Sciences) Research Assistant/Associate Professor College of the Arts- School of Music PhD Prepared Nurse Assistant Professor (Composition) Assistant Professor (Gastroenterology/Esophagology) Assistant Professor (Piano) Assistant Professor (General OB/GYN) Assistant Professor (Cardiology) College of Arts and Sciences Assistant Professor (Dermatology) Visiting Instructor (English) Associate/Full Professor (Senior Faculty Biostatistician) Assistant Professor Hospitalists-Assistant Professor (Internal Medicine) Instructor (Art & Media) Research Associate Visiting Instructor (School of Public Affairs) Dean (Honors College) Research Associate Instructor of Economics Instructor (Cell Biology, Microbiology, Molecular Biology) Assistant Professor Assistant/Associate Professor (Pharmacy) Director (Continuing Education) ESL Instructor (Pathway Program) College of Engineering

Instructor (Mechanical Engineering)

Instructor, Assistant Professor (Computer Sci & Engineering)

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

NURSING DEPARTMENT www.sjcny.edu

Applicants must upload a curriculum vitae and a one page teaching statement. In addition, three reference letters will be required. Review of complete applications, including reference letters, will begin June 1, 2014, and continue until the position is filled.

The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.

Assistant Professor, Education (St. Petersburg Campus) (2) Instructor, Management (St. Petersburg Campus) 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.

Applicants must apply on line at the University of Chicago Academic Careers website at http://tinyurl.com/mpcs-lecturer-2014

All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability.

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

St. Joseph's College, a private, non-sectarian liberal arts institution, invites applicants for a one-year full-time faculty position in the

DEPARTMENT OF BUSINESS ADMINISTRATION (BROOKLYN CAMPUS) The position, which will begin in September 2014, Applicants should have a MBA and teaching experience. A Ph.D. is desirable. Please email a cover )UHH 9DFDWLRQ 9RXFKHU JLIW IRU \RX letter and CV to:

sfox@sjcny.edu 04/21/2014

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RESEARCH ASSOCIATE CENTRO DE ESTUDIOS PUERTORRIQUEÑOS HUNTER COLLEGE DEAN THE KIMMEL SCHOOL

Western Carolina University invites expressions of interest in, and nominations for, the position of Dean, The Kimmel School.

The Kimmel School is home to the Department of Construction Management, Department of Engineering and Technology, and Center for Rapid Product Realization. The work of this School is vital to the University, other engineering and technology programs in the University of North Carolina, and the citizens and corporations in North Carolina.

The Dean should have an earned terminal degree and be eligible for appointment as a tenured professor, have meaningful leadership experience in engineering or scientific education, have deep appreciation for the significance of applied research, have a demonstrated commitment to facilitating collegiality and collaboration, and have the ability to represent the University and the School to external audiences.

All correspondence should be sent in confidence to the University’s executive recruitment consultant:

BAKER AND ASSOCIATES, LLC Jerry H. Baker Baker and Associates LLC 4799 Olde Towne Parkway - Suite 202 Marietta, GA 30068 jbaker@baasearch.com 770-395-2761

Western Carolina University is an Equal Opportunity/Access/Affirmative Action/Pro Disabled & Veteran Employer.

The Centro de Estudios Puertorriqueños (Centro), the only University-based research institute in the United States devoted to the interdisciplinary study of the Puerto Rican experience, seeks an academic researcher with expertise in any one of the wide range of disciplines within history, social sciences, or behavioral sciences, including those interdisciplinary in nature, to complement its current research capacity.

The Research Associate’s responsibilities include but are not limited to: • Conduct academic research and publish studies in peer-reviewed journals and other academic venues on Puerto Rican stateside communities.

• Present papers at disciplinary conferences.

• Write proposals and seek grants to fund academic research projects.

• Engage in collaborative research projects with other Centro staff.

• Work with student interns on research and related projects as assigned by the Director.

• Support and perform other research related duties as assigned by the Director.

• Participate on Centro-wide staff committees.

Start date: August 27, 2014. This is a non-tenure track position. Employment is from year to year up to a maximum of 2-3 years.

The ideal candidate will have experience in the implementation of the responsibilities described above as well as familiarity with interdisciplinary research and methodologies. Doctoral Degree in a related field, demonstrated research ability and, English and Spanish fluency are required.

The search will remain open until the position is filled.

For a complete job description and direction on how to apply please visit: http://hr.hunter.cuny.edu/jobs and search for job 10122

CUNY is an AA/EO/IRCA/ADA Employer

EMPLOYMENT OPPORTUNITIES Precision Machining Instructor Welding Instructor Positions begin August 16, 2014 Southside Virginia Community College, a comprehensive community college, is seeking qualified applicants to fill two faculty positions.

Positions are full-time, with benefits, salary commensurate with experience and applicable VCCS guidelines. The successful candidate must be committed to our mission to provide quality education to a diverse constituency.

PRECISION MACHINING INSTRUCTOR Located in Emporia, VA 9-month Faculty - Position #F0030 Job Posting #0078052

WELDING INSTRUCTOR Located in South Hill, VA 9-month Faculty - Position #F0007 Job Posting #0078046 Faculty positions are open until filled.

Visit www.southside.edu/employment for more details. Applicants may apply directly to SVCC, Attention: Angela Jackson, 109 Campus Drive, Alberta, VA 23821 OR online by submitting a completed State Application through the RMS website at: http://jobs.virginia.gov. Satisfactory reference and background checks are a condition of employment. Positions are dependent upon funding.

SVCC is committed to Diversity, Equal Employment Opportunity and Affirmative Action.

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MCC, a dynamic institution with state-of-the-art facilities, outstanding educational programs, and a strong commitment to diversity, is seeking candidates to fill anticipated openings for: Instructors: Accounting/Finance; Business Studies (Management/Entrepreneurship/Marketing); Business Office Technology/Medical/Health Information; Communication; (2) English; Multimedia Studies; Sociology

Assistant Professors: ESL (Program Coordinator); Hotel-Tourism Mgt (Program Coordinator); Radiologic Science (Program Coordinator) Director of Human Resources/Affirmative Action (2) Enrollment Management Coordinators Assistant Registrar

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

NEW YORK CITY COLLEGE OF TECHNOLOGY OF THE CITY UNIVERSITY OF NEW YORK

TENURE TRACK FACULTY POSTIONS FALL 2014

:DVKLQJWRQ '& The Howard University Presidential Search Committee, on behalf of the Board of Trustees of the University, seeks an exemplary president, who can embrace Howard’s historic legacy, articulate its leadership vision, effectively manage its substantial and enduring assets and execute vigorously and successfully.

Founded in 1867, Howard is a private, comprehensive, research intensive, historically Black university. It has an operating budget of $845M and educates about 10,300 students in 13 schools and colleges and an array of eminent professional schools. It has educated talented, diverse students, recruited a gifted faculty and produced highly accomplished alumni who became the leadership of the civil rights movement and a significant portion of the AfricanAmerican intelligentsia and the Black professional classes of the nation and the world. Howard has been and continues to be a leading producer of graduates of color who achieve unusual success in all fields of endeavor, including STEM, medicine, law, liberal and fine arts, humanities and social sciences, education, communications and, business. The world has altered but Howard retains its essential historic and contemporary role, preparing leaders for America and for the global community.

The next president of Howard will step into a historic role honored

by America and by the world. Every president of Howard has the opportunity to be a leader, both at the University and in the country.

The University has genuine challenges, but has acquired, over the years, extraordinary human, financial and physical assets that it can deploy. Howard seeks a president who will understand its legacy and vision, and who has the experience, strength of character and managerial capacity to marshal her considerable assets and achieve a future which rivals its past.

Successful candidates will bring demonstrated leadership and teambuilding skills, strategic and problem-solving abilities, sound fiscal management experience, and the willingness and appetite to raise funds. The next President must have excellent communication skills, academic credibility, and an unrelenting commitment to Howard’s mission.

Howard University has retained Isaacson, Miller to assist in this search. Confidential inquiries, nominations, referrals, and resumes with cover letters should be sent in confidence to: www.imsearch.com/5039.

New York City College of Technology is a comprehensive college with over 16,000 students offering both Associate and Baccalaureate Programs. City Tech seeks candidates for tenure track faculty positions beginning fall 2014.

School of Arts & Sciences School of Technology & Design African American Studies Advertising Anatomy and Physiology Architectural Technology Arabic/French Civil Engineering/ Art History Structural Engineering Bioinformatics Computer Engineering Technology General Biology Computer Systems Technology Chemistry Construction Management Communications Digital Publishing Design English Electrical & Telecommunications Mathematics Engineering Technology Medical Ethics/Philosophy Environment Control Technology Medical Informatics Foundation & Graphic Design Physics Game Design Psychology Illustration World History Mechanical Engineering Technology School of Professional Studies Accounting Library Career & Technology Teacher Education Chief Librarian Culinary Arts/Pastry Arts Librarian Dental Hygiene Administration Fashion Marketing College Relations Specialist Health Service Administration Communications Publications Hospitality Management & Editorial Manager Hotel Management Financial Aid Counselor/Compliance Specialist Human Services Library Specialist Law & Paralegal Studies Major Gifts Development Manager Nursing Executive Radiologic Technology/Medical Imaging Dean - School of Professional Studies Travel/Tourism Dean - Student Affairs Vision Care Technology To Apply: www.cuny.edu Go to Employment. These positions are anticipated vacancies.

The City University of New York is an Equal Opportunity Employer which complies with all applicable laws and regulations and encourages inclusive excellence in its employment practices.

Westchester Community College

VP and Dean of Continuing Education

and Workforce Development The Vice President and Dean will report directly to the President and will sit on the President’s Cabinet. The successful candidate will provide leadership, initiate and implement programs, and focus on the continuing development of the largest Division of Continuing Education in the State University of New York system. This executive will establish partnerships with internal and external stakeholders, manage the fiscal operations of the Division, advance Workforce Development initiatives, support programs addressing lifelong learning, and advocate for this important unit of Westchester’s largest educational institution.

Requires a Masters in Educational Administration, Adult Education, or related field, in addition to eight years senior management experience, including four years in higher education.

For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email subject field. AA/EOE.

04/21/2014

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Enfield, Connecticut

Asnuntuck Community College has the following Full-Time Openings:

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Instructor of Developmental English

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Instructor of Mathematics Assistant Director of Information Technology Information on qualifications and compensation is available at www.asnuntuck.edu (click on Employment).

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

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Priming the Pump...

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

The greatest discovery of my generation is that man why. It adds a historical concan alter his life simply by altering his attitude of mind. text and understanding for - William James many Latinos and broadens the context and view of who eveloping a self-identity starts at birth, formed by fami- they are and who they will become. And college provides a ly, faith and friends and promoted later by education venue for relationships and experiences by which a young and work. For Hispanic students, self-identity is often adult Latino can accept himself physically, socially, sexually deeply rooted in the close-knit bonds of home, tradition and and ethnically while appreciating the idiosyncrasies of his community; for many, it is tied to the land. One of the own life. Through higher education, a Latino student begins biggest influences, though, will be higher education. to pull together the ideas of who he wants to be with the During early childhood a young Latino begins to learn details of who he is. who he is by listening to his parents, family, friends and careSelf-identity remains a task for non-traditional or returngivers talking about him. “You’re just like your father” can ing Latino students in higher education, too. While they be a powerful statement, depending on whether his father is might have years of experience with family, work and inderespected or loathed. “It’s who we are,” a mother tells her pendent living, college provides them an opportunity to put children as they renew a family tradition. Young children a theoretical underpinning to what they intuitively know and absorb it all – positive or negative. And they carry it with have already learned through experience. Higher education them from home as they first venture out away from family. can provide a developmental perspective to how they have A significant leap in self-identity occurs when a child grown and changed across the years and an intellectual enters school. For Latino students who have been cared for forum for deciding how they will reassess themselves based only by relatives, the teacher is the first “outside” person on new information they are learning in college. In a relawho begins to give them ideas about how and who they are. tively short time, older Latino students take in new informaIf a child hears negative statements about himself at home tion about who they are based on what professors share, forbut begins to earn praise for achievement at school, he will mulate new ways to question their own beliefs and make naturally wonder who is right. Unfortunately for many decisions of what they will embrace to maintain, enhance or Hispanic children, the negative message from home wins redefine who they are. Their journey for self-identity is perout, but adults at school can help by seizing the opportunity haps not as dramatic as that of a young child moving into to make a difference. With encouragement, school becomes the teen years, but it is significant for a Hispanic adult who a safe haven for many children – the feel-good place for is making a major change from one way of thinking, living learning, friendships, acknowledgement, fun and gratifica- or working into another. tion. Conversely, if a child hears little about himself at home All Hispanic college students regardless of age face the and negative things at school, that message sticks, too. same challenge of returning home after they have developed Either way, the young Hispanic is developing his self-identity. their self-identity more firmly through higher education.

Education, though, makes a critical difference.

Issues of acceptance by family, judgment by loved ones and A healthy Hispanic teen starts to shift from accepting what belonging to the group in a new way are often challenging others think about them to using his own opinion as the and painful, offset by the joy of higher education itself. basis for self-identity. Education challenges a young Latino Formal schooling and good role models also help Latinos student when it promotes values that vary from his funda- form a self-identity as lifelong learners, valuing the process mental beliefs. It makes him question what he thinks and that will continue to move and redefine us, one day at a time.

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