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Derailment of for University PresidentsLatino Closing The Rates Graduation Gap MFA Program Innovators Graduation Propelled

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LATINO KALEIDOSCOPE

Remembering Richard Nixon, de Corazón y Con Corazón

n my office wall at home is a framed letter from President Richard M. Nixon on White House stationary dated July 20, 1973. “Your departure from the White House is an occasion for both regret and gratitude–regret because we’re losing your loyal and talented services and gratitude for your outstanding contributions . . .” “I have particularly valued the key role you played in bringing more Spanish-speaking Americans into positions with the federal government than at any other time in the history of our nation.” Etc. I am proud of that letter from President Nixon, which the way political history trends, probably makes me forever a pariah because of my association and service to a man remembered more in ignominy than for the achievements of his presidency that included the national advent of U.S. Hispanics. On Aug. 9, 1974, President Nixon resigned, the first American president to vacate the office because of the tumultuous events over the Watergate break-in in Washington, D.C., a mile from the White House, by a bunch of bumbling, hapless burglars, three of them Cuban exiles. This gang-who-couldn’t- shoot- straight, henchmen for Nixon’s re-election committee, twice broke into the Democratic National Committee headquarters not knowing precisely what they were searching for. They were caught the second time by a night guard in, at first, a laughable debacle that turned serious, eventually sinking President Nixon. Although he was not initially involved or privy to the break-in, he later became aware of it, countenancing the ensuing cover up which led to his downfall along with his top aides. With his administration collapsing around him and taking political shelling from all sides including his own, it was apparent he would be impeached and removed from office unless he resigned. So he did. With that, he indirectly but not formally acknowledged his guilt and unleashed a torrent of acrimony and disparagement by his detractors that he carried to his grave in April, 1994. Even today there are still elements of Nixon antagonists, though age and the march of time has removed many of them, who observe the date of his resignation in August like a national holiday with reminiscences of the events that led to his downfall, his achievements notwithstanding. In his later life and in death, he was never able to overcome the acrimony and the prejudices spurred by the Watergate affair and it blurred his achievements such as the opening to China, his “Peace with Honor” of the Vietnam War and his social reforms. None was more illustrative than his embrace of the American

By Carlos D. Conde

Latino, forever romanced by the Democrats, particularly the Kennedy and Johnson administrations, in affairs of unrequited love. Nixon had a plan for Latinos beyond treating them as political chattels. We felt he identified with us in a sort of “I feel your pain” summons and, regardless of his detractors, the record shows he delivered. His early life in San Clemente where he first encountered the prejudices and neglect so familiar to Mexican-Americans of that era, was a primer for his later affiliation and inclusion of the Latino community in his national political agenda. He was called by some “the first Latino president.” Prejudice aside, I truly believe that President Nixon was unaware initially of the egregious events the political buffoons at the White House and his campaign committee carried out just as I am sure, knowing some of the protective people around him, why these political events turned out to be a calamity and his downfall. I’m also sure that one of the best things that happened to all the Hispanics affiliated with the Nixon administration or his campaign was not being privy or involved in the shenanigans of his re-election committee. No Nixon Latino -- save for the break-in Cubans-- went to jail although the Watergate prosecutors tried mightily to implicate us. I was subpoenaed and still have my uncashed appearance check. People forget that there was another post Nixon scoundrel in the White House, Bill Clinton, the second U.S. president -- the first was Andrew Jackson-- to be impeached by the House for lying about his Monica Lewinsky affair. In a trial in the Senate, he was acquitted 55-45 votes, a close call. President Nixon was not that fortunate because the ultimatum given him was “resign or else.” It’s tragic and sad about all this political cruelty toward a man who was far from being the political caricature with the demons that identified him and truly a compassionate president toward Hispanics. Years prior he unknowingly wrote his own epithet after suffering a political setback saying he was through with politics forever and “You won’t have Nixon to kick around anymore.” He was wrong. Anniversary observances are still about kicking Nixon around. Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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HISPANIC OUTLOOK IN HIGHER EDUCATION SEPTEMBER 8, 2014 MAGAZINE ™

Contents 6

Catholic Church Losing Its Share of Hispanics by Frank DiMaria

The Derailment of University Presidents by Sylvia Mendoza

The Domino Effect in Higher Education’s Leadership by Michelle Adam

Initiatives Offer Promising Pathways to Four-Year Colleges by Marilyn Gilroy

Latino College-Going and Graduation Rates Moving Up But Gaps Remain by Angela Provitera McGlynn

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Cover photo: Vicent Price Art Museum, East Los Angeles College

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SEPTEMBER 8, 2014

Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Publisher and Editor Nicole López-Isa Executive Editor Marilyn Gilroy Senior Editor Mary Ann Cooper Washington DC Bureau Chief Peggy Sands Orchowski Contributing Editors Carlos D. Conde, Michelle Adam Contributing Writers Gustavo A. Mellander Art & Production Director Wilson Aguilar Art & Production Associate Jenna Mulvey Advertising, Marketing & Sales Director Robyn Bland

Departments 3

Latino Kaleidoscope Remembering Richard Nixon, de Corazón y Con Corazón

Article Contributors Frank DiMaria, Angela Provitera McGlynn, Sylvia Mendoza, Miquela Rivera

by Carlos D. Conde

Targeting Higher Education Dramatic Change in Population Realities by Gustavo A. Mellander

Uncensored

by Peggy Sands Orchowski

Back Priming the Pump cover Helping Latino Students Develop

Editorial Office 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280 Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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REPORTS

Catholic Church

Losing Its Share of Hispanics By Frank DiMaria he Christian era began in the New World in 1492. Catholic priests arrived in the Americas with the first explorers and conquistadors and aggressively converted millions of Native Americans to the Catholic Church. These Spanish priests introduced a new moral code, which all but put an end to human sacrifice and cannibalism. The generations of Latin Americans that followed took their Catholicism very seriously. But the tide seems to be changing within Hispanic culture. In a recent survey and subsequent report titled The Shifting Religious Identity of Latinos in the United States, the Pew Research Center indicates that although many Hispanics in the United States continue to belong to the Roman Catholic Church, the Catholic share of the Hispanic population is declining, while rising numbers of Hispanics are becoming Protestant or are unaffiliated with any religion. Pew researchers performed a similar survey in 2006 so these most recent findings were no big surprise. As recently as 2010, Pew Research polling found that fully two-thirds of Hispanics (67 percent) were Catholic. But that share has dropped by 12 percentage points in just the last four years, using Pew Research’s standard survey question about religious affiliation. “We had a sense that there was some religious change of this nature going on, perhaps a decline in the share that is Catholic. There is scholarly research that suggested this might have been going

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on for a long time but this is the first time we have had data from Pew research surveys to be able to look at the trend over time. So we had some inkling that this change might be happening but this is the first time we’ve been able to look at the data and say for sure it has,” says Jessica Martínez, a research associate at the Pew Research Center on the religion and public life project.

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Jessica Martínez, research associate, Pew Research Center.

REPORTS Pew researchers surveyed 5103 U.S. Hispanics and found that nearly 1 in 4 Hispanic adults (24 percent) are now former Catholics. Researchers found that a majority (55 percent) of the nation’s estimated 35.4 million Hispanic adults – or about 19.6 million Latinos – identify as Catholic today. About 22 percent are Protestant (including 16 percent who describe themselves as bornagain or evangelical) and 18 percent are religiously unaffiliated. “That 24 percent tells us that they were raised as Catholics but they’re no longer Catholic today,” says Martínez. These trends suggest that there is some religious polarization in the Hispanic community. Martínez says, “The religious groups that are growing among Latinos are the evangelical Protestants on one hand and the religiously unaffiliated on the other. These two groups fall at opposite ends of the religious spectrum. Evangelical Protestants, for example, exhibit very high levels of religious commitment while those who are religiously unaffiliated exhibit much lower levels of religious commitment, as one might expect. (The shrinking majority of Hispanic Catholics) fall somewhere between these two groups.” There are any number of contributing factors for this splintering, says Martínez, but one thing the Pew researchers did observe is that these two groups are not just on opposite sides of the religious spectrum, they also are far apart socially and politically. “It’s difficult to say whether people’s views on social and political issues have led them to seek out different religious associations or whether the change in religious identity leads to adopting different views on social and political views. It’s hard to say what the causal order is on that,” says Martínez. To understand why so many Hispanics are leaving the Catholic Church, researchers asked those respondents who have left their childhood religion to state the reason for their change. Of six possible reasons offered on the survey, two were cited as important by half or more of Hispanics who have changed faiths: 55 percent said they just gradually “drifted away” from the religion in which they were raised, and 52 percent said they stopped believing in the teachings of their childhood religion. Many respondents who switched their religious affiliation were looking for something more than what their childhood religion could offer. Nearly a third (31 percent) said they searched for and found a congregation that reaches out and assists its members more than their childhood religion, while

Source: Pew Research Center survey of Hispanic adults, 2013.

roughly one-fifth said the decision was associated with a “deep personal crisis” (23 percent) or with moving to a new community (19 percent). About 1 in 10 (9 percent) said that marrying someone who practices a different faith was an important reason for leaving their childhood religion. Hispanics who have left the Catholic Church were especially likely to indicate that an important reason was that they stopped believing in its teachings; 63 percent of former Catholics who are now unaffiliated and 57 percent of former Catholics who are now Protestants gave this reason for having left the church. In addition, 49 percent of Hispanics who were raised as Catholics and have become Protestants said that an important factor was finding a church “that reaches out and helps its members more.” One would assume that the move away from Catholicism was more popular with young individuals. But that’s not the case. Those Hispanics who HISPANIC OUTLOOK

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REPORTS switched from Catholicism to another religion covered a wide age range. Martínez says that for those under 30 years of age the decline in Catholicism is really associated with the increase in the unaffiliated, so those who are under 30 are not identifying with any religion while those age 30 to 49 split between those who are no longer affiliated with a religion and those who chose a religion over Catholicism. “It’s not that change is only occurring among the young it’s just that it’s somewhat a different pattern among different age groups,” says Martínez. To allow respondents the opportunity to use their own words to explain exactly why they switched from Catholicism to another religion, the survey also contained an open-ended question on this subject. Some former Catholics cited particular aspects of Catholicism that they now reject, such as the

Source: Pew Research Center survey of Hispanic adults, 2013.

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“

The religious groups that are growing among Latinos are the evangelical Protestants on one hand and the religiously unaﬃliated on the other.” Jessica Martínez, research associate, Pew Research Center

veneration of saints and the Virgin Mary. Three percent said that they lost trust in the Catholic priesthood and specifically mention the scandal over sexual abuse by clergy. This is a relatively low number, Martínez says, but the responses to that open-ended question were so varied that many of the other reasons respondents brought up were also in the low range. “Relative to some other responses it’s not tiny, but not a large response either,” says Martínez. “Relative to other responses it’s comparable.” Respondents were asked specifically if they thought the Catholic Church needed to do a better job of addressing the sexual abuse scandal. The majority said that it did need to do a lot more. “So it is something that is on people’s minds but we didn’t ask that question in the context of religious switching specifically,” says Martínez. Although the report might be viewed as bad news for the Catholic Church, Martínez says there is some good news. Even as there is a declining share of Hispanics who identify as Catholic, there is still the share of all Latinos who are Catholic is increasing, due to the shear growth of the Latino population in the U.S. “It kind of depends on which way you look at it. There is still a growing number of Latino Catholics in the U.S. But at the same time the overall share is declining so it’s a complicated picture,” says Martínez. The Pew Research Center, says Martínez, will continue to perform surveys on religion affiliation as it pertains to Latinos, although she does not know when the next one will be conducted.

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P ER A L R OD SG P ER E RA C SMTHSIIVP E S hen more than 50 university presidents were fired, resigned, or retired in the span of one year, from 2009-10, Dr. Stephen Trachtenberg and his colleague, Gerald Kauvar, took notice of a disturbing trend. “College presidents were being dismissed or voted no confidence and stepping down before the ink was dry on their contracts,” says Trachtenberg. “We started to keep track.” What they found was that a derailed presidency can undermine an institution’s image, can cost millions of dollars and ruin lives, he says. Reasons for dismissal ran the gamut – from full-on scandals to inappropriate commentary to politics to lack of skills or board support. In the hot seat and often with media coverage, the ripple effect of the alleged failure took a toll on them, their families, their careers and the institution itself, including the board of trustees, faculty, alumni and students. It was more than the ripple effect aftermath that intrigued Trachtenberg, who is president emeritus and Professor of Public Service of The George Washington University. He served as president there from 1988-2007 and as president of University of Hartford for 11 years prior to that, and more than a 30- year history in higher education positions. He and Kauvar realized the root of the problem might

Dr. Stephen Trachtenberg

The Derailment of

University Presidents By Sylvia Mendoza

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P LEA RD SP EE RC S THIIVP E S have been at the selection process. “It’s a tough job and one they’re not always ready for,” says Trachtenberg. “Crisis might have been averted if selection committees and the new presidents had each done their due diligence.” In their co-authored book, Presidencies Derailed: Why University Leaders Fail and How to Prevent It, they focus on 16 case studies in particular, as well as assess the failure in the process used to recruit, select, and nurture new presidents. “Sometimes the right president is not there at the right time with the right skill set or at the right institution. They each get into situations beyond their control.” According to a 2012 study by the American Council on Education (ACE), the average tenure of a university president is seven years. For Latinos, the average is four. There were no case studies of Latino university presidents in their research. Instead, Trachtenberg focused on those presidents who did not last past their first term. They aligned their vision with Professor Grady Bogue and his four doctoral students, who were already doing research on failed college presidents and had data on case studies. Many were not interested or not suitable, or they couldn’t talk because of disclosure reasons, explains Trachtenberg. “They just wanted to put the past behind them and get on with their lives.” But then, some agreed to participate and be interviewed with a promise of confidentiality due to disclosure limitations. To add to the depth of the book, however, they needed presidents willing to step up. Michael Garrison of West Virginia University and William Frawley of University of Mary Washington in D.C. agreed to go on the record and contributed their stories to Presidencies Derailed. “They added an integrity to this research and book,” says Trachtenberg. “Garrison disputes what hap-

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pened with sympathy and detail and questioned what people rushed to judgment about.” From the lessons learned by derailed presidents, future leaders can follow a guideline and institutions can possibly prevent future derailments by taking into account institutional needs, leadership priorities, and specific circumstances. Presidencies Derailed also makes recommendations for boards, search committees, executive search firms, legislators and governors to consider and adopt. “This book I hope humanizes the derailment process and attempts to understand what goes wrong and who in academic institutions has the responsibility to address issues before situations irreparably deteriorate,” Trachtenberg explains. Trachtenberg and Kauvar discovered there is usually a wall of silence following a dismissal that prevents outsiders from determining what happened, often to help save face in the misrepresentation about character. “Full disclosure is not in anyone’s best interest,” says Trachtenberg. “When people leave, there are often financial arrangements and nondisclosure agreements. In the end, the issue gets settled. People shake hands, a little money is exchanged, and they go away.” Recruitment Process: Role Of The Institution Presidents might be derailed by personal, political, financial and organizational means or causes, but failure is not always on the side of the presidents. If institutions do their homework first to get everyone on the same page, the selection process can be more effective. It is much like teamwork and having the right team around a president seems to make a difference. “Presumably people don’t elect someone to be president to give them grief. It usually begins with the best intentions and the best fit for the institution,” says Trachtenberg. “If the work of search com-

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P ER A L R OD SG P ER E RA C SMTHSIIVP E S Background aside, expecting a specific skill set mittees is stronger, sounder, and more informed from a presidential candidate for a particular uniwhen they hire somebody, the president is the inversity is essential. However, boards also must be stitution’s face, the board is its back, and many of held accountable for a president’s success as well as the melancholy results can be avoided.” his or her derailment. “Sometimes it’s the board. According to Trachtenberg, reference checks, even Sometimes there’s actual bad will. Sometimes there unlisted, confidential checks are essential and inis good will. And sometimes people really do have stitutions must pay attention to them. “In some different points of view about the welfare of the incases, you could see there were red flags but didn’t stitution.” pay attention because the candidate was in ‘our Analyzing how certain presidents are succeeding price range.’” can give an inkling of what is needed at a particular Once a candidate has been through the process college or university to perpetuate success. Then it of interviews and background checks, the board of is back to team mentality. The bottom line is for trustees makes time for reflection. “People make faculty to welcome a new president with open arms, very serious decisions about other people and it says Trachtenberg. “Show an eagerness with your turns out they are wrong without due diligence.” candidates throughout campus, develop a partnerAt times, there might be resistance from certain ship, persuade them that you want them to come, board or faculty members because of personal agenthen let them do their job and support them.” das or professional politicking. “Sometimes you’ll get a board member who only wants to knock out Recruitment Process: Role Of President the president so that they can take a shot at becomThe most surprising ing the president,” says thing Trachtenberg found Trachtenberg. in his research is how vulAs some universities are nerable people and instibeing run like corporatutions are. Breakdowns tions, presidents are exAccording to a 2012 study by the in communication happected to be as competent pen and can have detriand politically correct as mental effects. The cancorporate executives and American Council on Education didates have to have will be held to a higher acaccountability, too, and countability standard. know whether they have When looking for a differ(ACE), the average tenure of a the right skill set, the right ent view of the world, personality and passion Latino candidates can be for what they are doing. top considerations, even university president If selected, energies though currently only apshift and they have to be proximately 13 percent of alert to everything around university presidents are is seven years. them and behind closed Hispanic. doors. “You’re a public “Presidents of color are person, like a mayor. Peoheld to a slightly higher ple in this job should be a standard because they’re For Latinos, the average is four. bit paranoid and take prescrutinized even more cautions to protect themclosely and there have not selves. You’ll be poked, historically been many prodded, and tested.” Hispanic presidents or If indiscretions occur or other protected groups represented,” says Trachtenberg. “With the passage questions are raised, the president will be center of time, things change. It may take a few years, but stage, says Trachtenberg. When that happens, the there are 4,000 postsecondary institutions in the media might take the angle with the most headline United States. That’s enough opportunity to give opportunity. “Every move is magnified. And what everyone a shot who wants one.” we have to understand, increasingly, is that there is HISPANIC OUTLOOK

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P LEA RD SP EE RC S THIIVP E S no privacy anymore. By hubris, slings and arrows abound and you are the target.” Attitudes that are overbearing and self-serving often backfire, and questionable conduct will come under scrutiny, says Trachtenberg. “Sometimes there is inadvertence, oversight, neglect, arrogance, absent-mindedness. Sometimes they simply say or do something stupid, even the smartest of them.” Besides watching what is said and done, a certain amount of humility can also keep presidents in check. They must be aware of how they appear, not just how they are, says Trachtenberg. If their contract allows them to select their own car, they should be prudent. “Whatever you do, get a Chevy. You can get a fully loaded Chevy and everyone will understand. If you are given an old Mercedes – a free old Mercedes – you’ll always be characterized by the media as the guy driving a Mercedes, no matter how old and run down it is.” There is also the politics of the search and subsequent presidential term, including parameters and limitations. A president has to be aware of his or her own skills and vision and that of the board, keeping the welfare of the institution always at the forefront. “If there is a conflict between president and the board, the board will always win.” Lessons Learned The Hard Way When Trachtenberg, Garrison and Allen Sessoms, president of the University of the District of Columbia, spoke on a panel about “Presidential NearDeath Experiences” at the ACE national convention earlier this year in San Diego, they spoke bluntly about their experiences as presidents. Both Garrison and Sessoms had been derailed. Their accounts were raw and painful, wise and reflective, interrogative and humble – offset by humor and honesty. The lessons learned and shared about life of a university president included the following: • History matters no matter how good the institution is. • If you’re being recruited, do your own due diligence. • A president cannot succeed if he/she does not have board backing. • Boards matter. Bad boards matter more than good boards. • Everything’s a deal and no deal is too small and sometimes you just can’t make a deal. • Former presidents should be used as resources or examples of what you want and don’t want in

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regards to leadership strengths and weaknesses. Trachetenberg is working on his next book, which will be about successful presidents. “You don’t have trouble defining failure. Success is more complicated. Look at a tiny college in Alabama making a difference with enrollment or faculty influence. It’s much harder there than at Princeton or Harvard where all the machinery is in place.” For now, Trachtenberg takes note. Many have stood the test of time as long-term university presidents. It might be a combination of the factors he uncovered – being alert, having the right skill set, or working as a team for the welfare of an institution. Sometimes, there might be no rhyme or reason for a president’s success or derailment. “Luck plays a big part in our lives and haunts us all,” he says. “In my 30-year career, I was lucky and went without making a terminal blunder where misfortune could take place.”

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Presidents of color are held to a slightly higher standard because they’re scrutinized even more closely and there have not historically been many Hispanic presidents…” Dr. Stephen Trachtenberg, co-author, Presidencies Derailed: Why University Leaders Fail and How to Prevent It

Domino Effect I NENAODVE AR TSI HO INPS & P R O G R A M S L

The

in Higher Education’s Leadership

By Michelle Adam

hen Dennis Barden attended university almost 40 years ago, he recalled paying $4,000 a year for his education compared to what now costs more than $40,000. It’s quite a change in price tag – a change that has greatly impacted the way higher education is managed and run these days. As education has become more expensive, our students and country-at-large are holding institutions to higher expectations, and are requiring much more than ever before from their leaders. The end result, according to Barden, senior partner of the executive search firm Witt/Kieffer, is that

Dennis Barden, senior partner Witt/Kieffer.

there’s much greater presidential turnover, and with that, turnover in high cabinet positions, as universities struggle to run more successful and competitive institutions. Barden has seen these changes take place as a former top-level administrator in higher education, and as a partner for a firm that focuses on finding staff for nonprofit organizations and businesses primarily within health care and education. “I think our institutions are being managed far more professionally than 35 years ago,” said Barden, who began his career as a professional fundraiser for universities. “The stakes have gotten much higher because there is much more money involved. There is greater accountability for outcomes.” Back in 1979, Barden recalled how universities didn’t concern themselves with being green and dormitories were merely places to sleep (not woven into an entire social structure and system), and how raising a million dollars in higher education was a pipe dream. “Today, there is a complete difference in programming. Residential life is part of the overall experience of being a student, beyond academics, and leadership is held to a much higher standard,” he explained. “And in advancement [Barden’s area of expertise], there was a moment that changed everything: in about 1980, the Woodruff family gave Emory University over $100 million. That had been unheard of. Then, NYU said it would raise a billion dollars in a decade and people laughed at them. But, today, a billion is the threshold, and USC is doing a $6 billion campaign.”

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P LEA RD SP EE RC S THIIVP E S As colleges and universities raise greater sums of ter. There’s very little waste today in higher education. endowment and tuition money – and state and fedThe administration has become more strategic, with the eral governments place higher expectations on consolidation of departments,” said Barden. “The them to provide an education with immediate redownside, though, is the transaction costs – the human sults on the economy – institutions are faced with costs. This is difficult for the faculty. They were told the ever-changing pressures. Presidential terms are world of higher education would work a certain way for much shorter than in the past (according to the them, and it doesn’t work that way anymore.” American Council on Education, the average term According to Barden, today’s university adminislasts seven years compared to eight and a half in tration faces a lot of bifurcation – a struggle between 2006), and when a new president takes office, he or the “old think” and “new think.” While “new think” she is more likely to change his or her cabinet. might bring about efficiency, “old think” offers in“In the past 35 years, the rate of turnover for presstitutional memory. “These people who have been idents is enormously higher than it has been historwith the institution longer have lived the instituically in higher education,” said Barden. “Leadership tion’s values. They have personal relationships across is being held to a much higher standard, and so the institutions. So, there’s a lot to be said for when a new leader is brought in, they also want to longevity and helping new leadership transition into be surrounded by people they trust. So there’s a far the ethos of the institution,” he said. “Yet when peogreater chance that they will make changes in their ple stay on there’s a tendency to rely upon precedent cabinet, and because of this chance, many in cabinet rather than to innovate, rather than create a new positions preemptively make a move.” standard and move the institution to a new place. Barden’s findings came from a study his search firm The trick is knowing where you are and what should did regarding turnover in presidential cabinets. be changed and where you should stay put.” Mission CISD High School Grads 2014. Witt/Kieffer looked at 100 national universities where With more pressure on institutions to run a tight there was no presidential transition and then at those and efficient ship, ineffective staff or leaders are more that went through a transition, and discovered that likely to be fired as well. “This used to be a pretty genthose places where there had been a presidential tile profession. It used to be hard to be fired from a change, most cabinet posts, other than that of enrolluniversity or college. In 1997, USC decided to remove ment management, had turned over at significant John Robinson from coaching football because he rates. Those positions that typically did changeover wasn’t winning enough games, and they placed him were that of chief academic officer, chief advancement in university advancement,” said Barden. “This would officer and chief financial officer, and the change never have happened today. Today he would have would take place a year before a new president took been fired. Pretty good is no longer good enough.” office or within the first two years of his or her term. Fortunately, with greater turnover in top adminis“It seems to me that universities benefit from this trative positions, Hispanics and other minority groups trend of turnover because they manage their affairs betare more likely than ever before to lead institutions. “There is much more opportunity for traditionally underrepresented groups to be represented in high administrative posts,” said Barden. “Every single instituThere is much more tion I have ever served is focused on diversity as a opportunity for traditionally priority. They know that diversity in decision-making underrepresented groups to is a very good thing. The challenge, though, is in finding enough people from diverse backgrounds.” be represented in high When Barden and other search firms like his find administrative posts. The larger numbers of Hispanics and underrepresented challenge, though, is in leaders for higher education, they will not have to wait as much as they did in the past for openings to ﬁnding enough people from present themselves. With greater turnover in higher diverse backgrounds.” administration positions, and more Hispanics obDennis Barden, senior partner, taining degrees that can lead to leadership in higher education, the day will come in which the demand Witt/Kieﬀer for diversity will be met with supply.

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IL PNENA ROD SVP E AE R TC SI THOIIN VPSE/ SRA ON LDE PMR O OD G ER LASM S

Initiatives Offer Promising

Pathways

to Four-Year Colleges By Marilyn Gilroy

new initiative in East Los Angeles, where the majority of residents are Latino, is offering a plan to foster long-term educational and career success for East L.A. students. “GO East LA: A Pathway for College and Career Success,” is a partnership between East Los Angeles College (ELAC), California State University, Los Angeles, and the Los Angeles Unified School District. It is designed to develop a college-going culture in an area that has been plagued with poverty and crime. GO East LA will offer local high school students and ELAC students, who meet minimum requirements for enrollment and transfer, guaranteed admittance at Cal State L.A. and ELAC. The program will start with Garfield High School and include three middle schools which are all in East Los Angeles. Eventually the program will reach out to younger students in elementary schools to encourage them to think early in life about college. “The GO East LA Program creates the environment for developing a college-going culture; a culture where all students – starting in the first grade – will be on the path to college and to achieving success,” said ELAC President Marvin Martínez. “At East Los Angeles College, this program has the potential to increase transfer and graduation rates by wide margins.” While there have many initiatives to encourage Latinos to finish high school, this program goes be-

yond that goal and offers students a path to the next step in their education. Officials hope GO East LA will change lives and improve the long term economic prospects for families in the community. East L.A. education rates are generally low. More than half the children have less than a ninth grade education (53.5 percent) and of those ages 25 and up, only 27 percent have a high school diploma. While Garfield High School’s population closely reflects the East L.A. averages, graduation rates have risen to 87 percent. However, less than 6 percent of East L.A. residents hold a bachelor’s degree. Many who do go to college start at East Los Angeles College but often take as long as five years to complete an associate’s degree. Approximately 80 percent need remedial courses. The goal of GO East LA is to make sure that more students are college ready and to encourage them to go onto to a fouryear degree. “Our goal is simple – when we educate and empower students, we strengthen entire communities,” said William A. Covino, president of California State University, Los Angeles. “GO East LA harnesses existing resources and identifies new opportunities to engage and encourage young people to graduate from high school to college, and on to meaningful careers. This is a powerful collaboration with great potential to change lives in East Los Angeles and beyond.”

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P I NENROS VP AE TCI TOI N V SE SA N D P R O G R A M S

Dr. Marvin Martínez, president, East Los Angeles College

The partnership is working with several local businesses and civic groups to expand Go East LA’s effectiveness. Donations are coming in from various organizations to fund scholarships for the program, including a $50,000 contribution from Grifols Worldwide, a health care company located near the Cal State L.A. campus. The GO East LA program serves students in a variety of ways including: • Providing guaranteed enrollment into Cal State L.A. and ELAC for freshman and ELAC transfer students who meet minimum requirements; • Developing advanced career opportunities through programs designed to help students earn a college degree or certificate in preparation for careers; • Working to ensure college completion through specialized programs; • Developing college preparation and high school partnerships utilizing college courses and programs to accelerate college readiness; • Building college awareness through outreach to middle schools, and through partnerships with community groups and parents to promote college attendance and college-ready skills; and • Promoting guaranteed college entry to middle and elementary school students.

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HISPANIC OUTLOOK

The need to reach as far down the pipeline as elementary school to build a college-going culture might seem extreme but it is part of a “cradle to career” model that it being tried in other regions of the country. The developers of GO East LA borrowed a page from the Harlem Children’s Zones initiative which advocates for the success of children in order to break the cycle of poverty. The program works to create a “seamless” path that helps students achieve the ultimate goal of college graduation. It includes a BabyCollege component that gives expectant parents and parents of children from ages 0-3 a supportive environment regarding behavior, nutrition, and intellectual stimulation to set them on the path to school and college readiness. While GO East LA is relatively new and is still establishing program links, it already is drawing participants. Raul Amaro, who graduated from Garfield High School last spring, plans to enroll in Cal State L.A. this fall while taking a theater class and criminal justice course offered through East L.A. College. As he stated in an interview in the Los Angeles Times, the program helps ease the seemingly insurmountable path to a degree. “It gives us hope,” he said. “It provides a smooth transition to Cal State L.A.” East L.A. College, which offers college courses to high school students, plans to expand from the current four courses to as many as 15 next year. The college expects to enroll up to 400 high school students, Martínez said. Partnerships between two and four-year colleges designed to increase bachelor degree completion are not new. Miami Dade College (MDC) and Florida International University (FIU), both known for graduating high numbers of Hispanics, developed a dual admission program several years ago. Under the guidelines for the program, students must earn an associate degree within three years and then are admitted to FIU in most programs except those

SEPTEMBER 8, 2014

IL PNENA ROD SVP E AE R TC SI THOIIN VPSE/ SRA ON LDE PMR O OD G ER LASM S such as architecture and nursing, which limit access and have special requirements. What makes this different from other transfer agreements is that FIU not only guarantees admission but also provides workshops and advisement to ensure students have a clear pathway and understand their chosen major’s required courses. In order to reinforce the FIU commitment, officials have created program components to make students feel that the university is “holding a seat” for them once they complete their associate degree. When students enroll in the dual admission program, they are issued an FIU “One Card” which is their student ID, and gives them access to the library, sporting events, and other campus events. Brochures for the dual admission program encourage students to “Become a Panther,” a reference to the mascot for FIU’s NCAA Division 1 athletic teams. Brittany Janes, one of FIU’s senior academic bridge advisors, says she helps students navigate the enrollment and transfer process. “Students commonly ask about prerequisites for their major, getting involved with FIU events while at MDC, and how to transition back into FIU once they complete their AA,” she said. FIU officials are monitoring the success rates of

“

The GO East LA Program

creates the environment for developing a college-going culture; a culture where all students–starting in the ﬁrst grade–will be on the path to college and to achieving success.”

Marvin Martínez, president, East Los Angeles College

dual enrollment students and interest in the program has continued to increase. “Student response has definitely been growing,” said Janes. “In fact, many dual admission students are referring their friends to see the bridge advisors at Miami Dade College.”

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REPORTS

Latino College-Going & Graduation Rates

Moving Up

But Gaps Remain By Angela Provitera McGlynn

re Latino students making progressive strides in academic achievement in the K-12 sector? Are they better prepared today for college level work than former studies have shown? Are they graduating from college at higher rates? In other words, is our educational system closing the white-Latino achievement gaps in academic success? The answers to these questions are complex but a new brief titled, The State of Education for Latino Students, published by The Education Trust earlier this year reports on the latest trends in Latino students’ educational progress. As part of its mission, The Education Trust has as a goal “to close the gaps in opportunity and achievement that consign far too many young people – especially those from low-income families or who are black, Latino, or American Indian – to lives on the margins of the American mainstream.” Latino students make up the largest ethnic group in the nation after white students and this student population is growing faster than any other group. There was a 49 percent increase in Latino public school attendance between 2001 and 2011. In 2011, 11.4 million Latino students were enrolled. By the school year 2022-23, 30 percent of public school students will be Latino. Many educators and researchers following demographic trends assert that the success of Latino students is critical to the success of our nation as a whole. The United States cannot compete in a global economy without growing the numbers of Latino college graduates.

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The brief praises the progress of Latino student achievement both in the K-12 sector and in higher education but points out the long road to travel to narrow and eliminate the white-Latino achievement gaps in both sectors throughout our nation. There have been gains in reading and math skills of Latino students in grade school but their progress is incremental and far too slow. High schools are getting better at preparing Latino students for college level work but again the progress is not what it should be. Latino high school students are taking tests such as ACT, the SAT, and AP courses at higher levels than ever before but still lag behind their white peers. Almost half of Latino high school graduates who took the ACT test met any of its college-level readiness benchmarks. These benchmarks are predictors of success in first-year college courses. Only 1 in 7 Latino high school graduates met all four collegereadiness benchmarks compared with one in three white graduates taking the same test. Comparing high school graduation rates, the brief shows the 2012 Adjusted Cohort Graduation Rate for Latinos (73 percent) and for whites (86 percent). This means that 1in 4 Latino students don’t graduate on time. The good news is that more Latino students are entering college than ever before. The brief states that the numbers of Latino high school graduates entering college the fall of 2012 reached an all-time high of 69 percent. Ten years ago, Latino college entrance rates were 55 percent. In 2002, Latino stu-

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REPORTS

Are Latino students graduating from college? As a result, large bachelor ’s degree attainment gaps remain: In 2013, 16 percent of Latinos ages 25-29 held at least a bachelor ’s degree, compared with 4 0 percent of white young adults.

Graduation rates for Latino students are moving in the right direction, but these small gains are not enough. Six-year graduation rates for Latino students have inched up to 52 percent from 46 percent in 20 02, but that’s still far below the 63 percent graduation rate for white students. At public two-year colleges, 18 percent of Latino students earn an associate degree or certificate within three year s compared with 24 percent of white students. Of those students who initially enrolled at any two-year college with the intent to transfer, white students are twice as lik ely as Latino students (22 ver sus 11 percent) to transfer to a four-year institution within three year s.

Bachelor's Degree Attainment of Young Adults (Ages 25-29), 2013 10 0

Percent

80 60 40

20 0

16 Latino

White

THE EDUCATION TRUST | THE ST A TE OF EDUCA TION FOR LA TINO STUDENTS

Source: “The State of Education for Latino Students,” The Education Trust, June 2014

dents represented 11 percent of incoming first-year students. By 2012, Latino students represented 16 percent of college entrance enrollees. Although these increases in enrollment are encouraging, the more important data has to do with academic success and earning certificates and degrees. Previous research has shown that where Latino students start their college education impacts whether or not they will be successful. The State of Education for Latino Students supports what we know as risks for student success – starting at for-profit institutions and starting at community colleges.

The brief states that the numbers of Latino high school graduates entering college the fall of 2012 reached an all-time high of 69 percent.

The report indicates a discouraging trend if Latino students are to make better and faster progress towards a postsecondary credential. Despite the rather large gains in access – enrollment in college – Latinos are more likely to attend for-profit colleges or community colleges than their white peers. In these postsecondary sectors, Latino students’ chances for earning a degree are lower than their chances if they started at four-year institutions. Twelve percent of Latino students begin college at for-profit colleges. Another 45 percent of Latino students begin their studies at public community colleges. Compare these rates with their white peers: only 7 percent of white high school graduates attend for-profit colleges and 36 percent start at public community colleges. Only 16 percent of Latino students begin their studies at traditional four-year research universities (private or nonprofit), while 24 percent of their white cohort start their education at such institutions. Now here is the most critical question: Are Latino students graduating from college? Essentially, the brief shows movement in the right direction, but the small gains are not nearly enough to narrow the whiteLatino achievement gap and not fast enough to meet the educational and work-force needs of our nation.

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REPORTS The data shows that six-year graduation rates for Latino students have slowly moved from 46 percent in 2002 up to 52 percent in 2012. However, we are still left with a yawning gap between Latinos and white students whose college graduation rates are currently 63 percent. As The State of Education for Latino Students reports: At public two-year colleges, 18 percent of Latino students earn an associate degree or certificate within three years compared with 24 percent of white students. Of those students who initially enrolled at any two-year college with the intent to transfer, white students are twice as likely as Latino students (22 versus 11 percent) to transfer to a four-year institution within three years. As a result, large bachelorâ&#x20AC;&#x2122;s degree attainment gaps remain. In 2013, 16 percent of Latinos ages 25-29 held at least a bachelorâ&#x20AC;&#x2122;s degree, compared with 40 percent of white young adults. The brief then addresses the issue of differences in success rates for Latino students at all levels of education and among states, districts, schools, and institutions of higher education. No state is doing as well as it should in helping Latino students succeed but some states are doing better than others. For example, the percentage of Latino fourth-graders reaching levels of proficiency or an advanced level in reading is twice as high in Florida as in California. Similar patterns are found in districts. Low-income Latino eighth-graders in Houston and Dallas are nearly three times as likely to be proficient or advanced in math as those Latino students in Fresno California. They are more than twice as likely to be proficient in math as those Latino students in Los Angeles. So too, schools make a difference in Latino achievement. Some schools are helping their Latino students achieve at sky-high levels. For example, Laurel Street Elementary school in Compton, Calif., where nearly 80 percent of students are Latino had 100 percent of Latino fourth-graders proficient in math in 2013. Ninety-one percent of Latino fourth-graders at Laurel Street Elementary were proficient in reading. Compare those rates with state-wide averages in California for Latino fourth-graders: 66 percent proficient in math and 54 percent proficient in reading. Are there differences among institutions of higher education in Latino graduation rates? Indeed there are. There are many examples of dramatic and persistent improvement in graduation rates for Latino

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The data shows that six-year graduation rates for Latino students have slowly moved from 46 percent in 2002 up to 52 percent in 2012. students at some institutions that surpass the small national increases. One prominent example is Stony Brook University, a research university in New York State. From 2004 to 2012, graduation rates for Hispanic students increased by 20 points from 41.8 percent to 61.8 percent. Over this time, Stony Brook almost managed to close a percentage achievement gap of 11.5 points with white students while at the same time increasing student success for all students. San Diego State University in California also has also accomplished steady increases in Latino graduation rates. In 2002, Latino students earned a college degree at a rate of 31.4 percent. By 2012, Latino graduation rates nearly doubled to 61.3 percent. The take away from this brief is that states, districts, individual schools, and colleges can make a huge difference in Latino student success rates. Latino students can soar if given the support to do so. As an aside, it should also be noted that college graduation rates are poor in general for almost all demographic student populations in the United States apart from those students who come from high-income families whose parents are college-educated. The graduation rates of those privileged students are competitive with other nations. If we narrow the gaps between white students of middle or high-income households and low-income, first-generation-to-college, and minority students, our overall college graduation rates will move up from middle of the pack among industrialized nations closer to the top where we once were. 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.

SEPTEMBER 8, 2014

Dramatic Change in Population Realities By Gustavo A. Mellander

percent, is expected to reach 31 percent by 2060. These trends--the rise of U.S.-born Hispanics and the slowdown in immigrant population growth-- have begun to reshape America’s adult Hispanic population. Just as the slowdown in immigration has occurred, the number of U.S.-born Hispanics entering adulthood is beginning to accelerate. Today, some 800,000 U.S.-born Hispanics enter adulthood each year, but in The Record After more than four decades of rapid and continuing in- the coming decades, that number will rise to more than a creases, the number of Hispanic immigrants in the United million annually. More than a million every year! That will affect the entire nation significantly. States reached a record of 18.8 million in 2010. Since then many factors have converged to slow down migration patterns. Among them are stricter immigration activities. President Evolving Changes In a study issued by the Population Association of America, I Obama also has deported more undocumented Hispanics than his predecessors causing fear and disillusionment in many Latin was surprised to read that millions of Americans in the 2000 American countries. The souring of America’s economy has been census changed their race or Hispanic-origin categories. As the a big factor in decreasing employment opportunities thus dis- study states, “Hispanics, Americans of mixed race, American Incouraging immigration. In fact, many immigrants, unable to find dians and Pacific Islanders were among those most likely to check different boxes from one census to the next.” work, returned home. That’s the conclusion of university and government popuAlthough there are several reasons for the slowdown in Hispanic foreign-born population, one is country specific. That lation scientists who analyzed 168 million American census country is Mexico. Today, about as many people from Mexico forms. It is no secret that people sometimes change the way they are leaving the U.S. as entering. This comes after four decades of explosive migration. One factor is the growing dangers and describe their Hispanic identity. Not a few of them say they are abuses associated with illegal border crossings. Mexico has from Spain when in reality their grandparents were -- not them, also become more aggressive in preventing the undocumented not even their parents. It’s part of the complex colonial menimmigration flow along its southern border from other countries. tality. It is not unique to Latinos. For generations U.S. CauAlso decreasing demographic pressures and improving eco- casians passed themselves off as English, French or whatever nomic changes in Mexico have tempered the desire of many to they could get away with. However, this recent study goes a step further in so far as move to the north. A north that is increasingly hostile and where it is the first to use data from the census of all Americans to an abundance of jobs no longer exists is less appealing. For all these reasons and others, the migration surge of look at how these selections might vary on a wide scale. They past decades has slowed perceptively. That reality is reflected found that more than 10 million persons checked different race or Hispanic-origin boxes in the 2010 Census than they in U.S. Census Bureau data. Interestingly, since 2000, the U.S.-born Latino population has had in the 2000 count. The question that springs forth is, why? Why indeed. There grown at a faster rate than the immigrant population. As a result, are several possible reasons. One might be mechanical ones the foreign-born share of Hispanics is now in decline. Jens Manuel Krogstad and Mark Hugo López of the Pew within the census that could be providing misleading concluCenter have studied and analyzed these phenomena. They sions. Why is that? The data, some experts feel, could be a rereport that among Hispanic adults in 2012, 49.8 percent flection of the public’s puzzlement about how/why the census were born in another country, down from a peak of 55 percent asks separately about race and ethnicity. Proof of this frustration is seen in so far as the Census Bureau has announced that it in 2007, a mere five years earlier. Among all Hispanics, the share of foreign-born was 35.5 per- is considering revising its race and ethnicity questions for the cent in 2012, down from about 40 percent earlier. Nonetheless, next census in 2020. For the present the Census Bureau is even as the share of Hispanic immigrants decreases, the con- testing “a new race and Hispanic question” that combines all tinuing rapid growth in Hispanic births means the Latino popu- the options in one place, rather than asking separately about race and Hispanic origin. lation will continue to grow at a steady rate. Other reasons could be evolving self-identity, a natural evoLatinos remain the nation’s largest minority, and one of its fastest growing. To be specific, since 1970, the Latino popu- lution. Americanization trajectories, melting pot and all that lation has increased six fold, from 9.1 million to an astonishing are in the nation’s DNA. Clearly, nowadays, there are benefits associated with being 53 million by 2012. And it’s not over. Hispanics are projected to grow to 129 identified with a particular group. It is interesting to note that people of every race or ethnicity million by 2060, according to the latest Census projections. That means its share of the U.S. population, currently at 17 group altered their categories. But some groups changed more here was a time when Hispanic population growth was significantly predicated on the number of immigrants that arrived from Latin America. In the past few years that has changed and changed dramatically. Is it a harbinger of the future?

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than others. For instance, relatively few people who called themselves non-Hispanic white, black or Asian-American in 2000 changed their category in 2010. The data reveals that responses by Hispanics dominated the changes. Two and a half million Americans, who said they were Hispanic and “some other race” in 2000, declared a decade later they were Hispanic and white. They were the largest group to change their race/ethnicity category. Another 1.3 million people made the switch in the other direction. Other large groups of category-changers were more than a million Americans who switched from non-Hispanic white to Hispanic white. Does that mean that over 1 million now accept the fact they are Hispanic? And if so why did they deny it before? Hispanics also account for most of the growing number of Americans who check “some other race” on the census form. Many do not identify with a specific racial group or think of Hispanic as a race, even though it is an ethnicity in the federal statistical system. In Florida many immigrants of Mayan or Incan heritage refuse to characterize themselves as Hispanic or Latino. Previous research on people’s racial self-identification has found them changing categories for many reasons. The method used to ask questions impacts answers as well. Whether people are asked in person, via a paper form, on the telephone phone or online makes a difference in their replies. In some cases people might change their category after they find out they had an ancestor of a different race. Or they might decide there are benefits (such as priority in college admissions) to including themselves in a certain group. Some category-changers were children in 2000 whose race was filled in by their parents, but by 2010 they perhaps were old enough to influence the selection. Caucasian and black children in 2000 were especially likely to be recorded in a different category in 2010.

Another Slice We uncovered a statistical portrait of the nation’s Hispanic population as well as a statistical portrait of the nation’s foreign-born population. The 2012 American Community Survey, detailed characteristics of each population at the national and state levels. Topics addressed include age, citizenship, origin, language proficiency, living arrangements, marital status, fertility, schooling, health insurance coverage, and employment.

Key findings include: Marriage and living arrangements •Between 2000 and 2012, the percentage of Hispanics ages 18 and older who have never married increased from 29 percent to 37 percent. Meanwhile, the percentage that is currently married has declined from 55 percent to 46 percent. The share of Hispanics living in households led by married couples has also declined since 2000, from 65 percent to 57 percent. •The percentage of Hispanic-headed family households with five or more people has declined since 2000, falling from 31 percent to 26 percent in 2012. There has been an increase in two-person households, from 24 percent in 2000 to 28 percent in 2012.

Population by Geography The top five states boasting Hispanic populations in 2012 were: California (14.5 million), Texas (10 million), Florida (4.5 million), New York (3.6 million) and Illinois (2.1 million). Puerto Rico, which isn’t a state, has another 3.5 million, all United States citizens.

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Between 2000 and 2012, the five states with the fastestgrowing Hispanic populations might surprise some. They were: Tennessee (up 163 percent), South Carolina (161 percent), Alabama (157 percent), Kentucky (135 percent) and South Dakota (132 percent). This highlights the new reality that recent Hispanic migration and immigration has spread to virtually every state in the union. They have gone where the jobs were. Total ramifications are yet to fully play out. The five states where Hispanics make up the biggest share of the population in 2012 are: New Mexico (47 percent), California (38 percent), Texas (38 percent), Arizona (30 percent) and Nevada (27 percent). No real surprise here for it reflects decades of residence. The predominant heritage is Mexican.

Spanish Usage at Home and English Proficiency About 12.3 million Hispanics ages 5 and older (26 percent) speak English at home exclusively. That share is 39 percent among the U.S. born and 4 percent among the foreign born. Some 35.5 million Latinos ages 5 and older (74 percent) say they speak a language other than English at home, whether or not they also speak English at home. Among them, 35.3 million say the other language they speak is Spanish as to be expected. Among Hispanics (ages 5 and older) who speak a language other than English at home, 56 percent report speaking English very well. One-third of all Hispanics (33 percent) say they do not speak English very well. Among immigrant Latinos, a significant language gap exists between children and adults. Some 70 percent of immigrant children between ages 5 and 17 say they speak only English or speak English very well. By comparison, just 32 percent of immigrant adults say they speak only English or speak English very well.

Homeownership Among households headed by Hispanics, 46 percent are owner-occupied. By comparison, among households headed by Caucasians, 72 percent are owner-occupied, as are 43 percent of black households. Some 48 percent of native-born Latino households are owner-occupied. By comparison, 44 percent of immigrant Latino households are owner-occupied. Among Hispanic immigrant household heads, the homeownership rate is higher among those who have lived in the U.S. longer -- 59 percent for those who arrived before 1990, compared with 14 percent for those who arrived in 2006 or later.

Health Insurance Some 29 percent of Latinos did not have health insurance in 2012. By comparison, 11 percent of Caucasians, and 18 percent of blacks did not have health insurance. In 2012, 49 percent of foreign-born Hispanics lacked health insurance, compared with 18 percent of native-born Hispanics. Among non-citizen immigrant Hispanics, 61 percent had no health insurance. Reflections There is more data here than can be readily absorbed. I dug it up, studied and interpreted it and I am still overwhelmed. Good Luck! Dr. Mellander was a university dean for 15 years and a college president for 20 years.

SEPTEMBER 8, 2014

By Margaret Sands Orchowski

TACTICS TO REAUTHORIZE HIGHER ED ECHO THOSE FOR IMMIGRATION REFORM “Piecemeal” is suddenly the operative word for the Republican stance on reauthorizing the Higher Education Act as well as for reforming immigration laws. “No doubt there is some skepticism about moving forward in what might be described as a piece-meal approach,” wrote Education Subcommittee Chairman John Kline, R-Minn., in July. “But these are complicated issues. A step-by-step approach will better inform members and the public about the policies we are pursuing.” The committee marked up three bills that could be parts of a package of six or seven bills presented to the full chamber for a fall vote: H.R. 3136 “Advancing Competency-Based Education Demonstration Project”; H.R. 4983 “Strengthening Transparency in Higher Education Act”; and H.R. 4984 “Empowering Students Through Enhanced Financial Counseling Act.” All three have bipartisan support. But whether they can make it through the House and Senate as a package, is as questionable as is the success for the same tactic that House leaders want for immigration reform. Democrats like to do legislation in big omnibus comprehensive bills that are only partially discussed before a vote. Republicans like to parse complicated issues into pieces that can be discussed and tweaked in detail. The politics for the fall are that the Republicans control the House and will vote for piecemeal, the Democrats in the Senate for comprehensive. But that could change after the midterm November elections. If the Senate majority switches to Republican, the piecemeal approach would probably win over the holistic/comprehensive strategy in both higher education reauthorization and immigration reform bills the next two years. There is one big difference between those two issues however: immigration is largely a federal matter, while education is state-controlled. “In education, we need to provide strong accountability while maintaining a limited federal role and protecting the taxpayers’ investment,” Kline wrote.

FIRST LATINA CONGRESSWOMAN A REPUBLICAN It might surprise HO readers as much as it did renowned Washington D.C. news analyst Steve Clemens to learn that Ileana Ros-Lehtinen was the first Latina in the U.S. House of Representatives. “In fact I didn’t know that myself until a journalist told me,” laughed the Republican Congresswoman from Florida at an Atlantic Monthly interview with Clemens in July. She is also the first Latina to head the prestigious Congressional Foreign Affairs Committee. But her real love is education. “I always wanted to be a teacher,” she said “and to work in education. But running for political office kept getting in the way.” Lehtinen served in the Florida House of Representatives and then ran successfully with her husband for seats in the Florida State Senate-- both from different districts. She finally finished her EdD degree during her first term in Congress. PERFECTIONISM CAN BE AN OBSTACLE TO SUCCESS Two journalists Katty Kay and Claire Shipman made a surprising discovery during their research of selfassurance for their book “The Confidence Code.” The quest for perfection can inhibit getting anything finished and even from taking action. Better is to “fail fast,” they write: “Do it, learn, and move on.” It’s a lesson particularly women need to learn.

IS FREE SPEECH, TRANSPARENCY ON CAMPUS TRADED FOR POSITIVE PR? The fading of free speech and transparency on campus is not a recent problem, but this spring the press focused in on one aspect of it when several universities and colleges disinvited prominent speakers such as former Secretary of State Condoleezza Rice from speaking at commencement ceremonies because of objections to their political affiliations. It reminded me when, in the 1990s, students at the University of California, Santa Barbara, shouted down former Republican cabinet member Linda Chavez when she appeared on a panel to argue for eliminating affirmative action; the next panel was held off-campus. So college kids today aren’t being more coddled than before. But university administrators seem to be increasingly “sensitive” to exposing them to information that might upset. A recent study found that 23 California State Universities had at least one policy that “clearly and substantially restricts” free speech, according to the Los Angeles Times. The excuse: campuses are a “non-public forum” and “maintaining orderly operation” comes first. But maybe it’s campus public relations that is put first. It took George Washington University over three weeks last April to publicly address three suicides of undergraduate engineering students-- two in one week. The Washington Post wrote one story a month later and buried it in the middle section. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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“CULTURAL LTURAL COMPETE COMPETENC ENCE...” Welcoming

DEAN OF THE SCHOOL OF BUSINESS AND MANAGEMENT OPPORTUNITY ST TA ATEMENT

Community

Azusa Pacific University invites applications and nominations ffor or the dean of the School of Business and Management. The dean reports to the provost and serves as the chief academic and administrative leader of the School of Business and Management. The dean will have the opportunity to work collaboratively with the faculty to shape the vision ffor or the school during a period of inno ovvation across the university, strengthening and developing existing undergraduate and graduate business and management programs. Candidates with an earned doctorate in a related field, a terminal degree e, or exceptional achievement in business and management are invited to applyy..

Diversity

Regard Oakton Communit y Col lege em mploys indiv idua ls who respect, are eager to learn about, and have a w il lingness to accept the many ways of v iew ing the world.

Respect

Oakton ser ves the near nor thern suburbs of Chicago w ith campuses in Des Plaines and Skook ie. Indiv idua ls w ith a commitment to work ing in a cult ura l ly competent env ironment and who ref lect the increasing diversit y of Oakton’s st udent body and communit y are sought ffoor a tenure track ffaacult y opening in Manufact ur ing.

Inclusion

Sensitivity

• Manufacturingg F Facu acult y The anticipated start date is August 17, 2014.

Awareness

Full consideration deadline is October 4, 2014.

To learn more about this position, the full consideration deadline, and to complete an online application, visit our Web site at:

www.oakton.edu Click on “employment”

Listening

The school seeks a leader committed to high academic quality in all of its programs. A record of strategic academic leadership, exceptional communication skills, proven ability to eff ffec ectively lead change, and student-centric leadership is required. Furtherr, candidates should demonstrate strong potential to contribute to the intellectual, innovative, and inspirational character of the school as part of the institution’s ffocus ocus on enhanced academic reputation. Applicants should also demonstrate a commitment to, and scholarly understanding off,, faith integration in the learning process. In addition, candidates must possess the interpersonal skills to work collegially with staff ff,, faculty, and educators within and beyond the university. Prefference will be given to candidates with a record of excellent teaching and scholarship, pertinent administrative experience, and experience with diverse populations. The dean is expected to establish and maintain eff ffec ective partnerships on behalf of the school with leaders in business communities, industry, and go overnment in the Greater Los Angeles area, nationallyy, and internationallyy. 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’s School of Business and Management prepare proffessionals to lead with integrity. The school off ffers ers 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 a Master of Proffessional Accountancy off ffer ered through the LP and Timothy Leung School of Accountancy within the School of Business and Management. Azusa Pacific University off ffers ers 55 areas of undergraduate studyy,, 43 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 ff,, 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 liffe e and expects its employees to model Christian values in their proffessional and personal lives. The application deadline is No ovv. 3, 2014, and the position will start on July 1, 2015, or soonerr.. Nominations and expressions of interest should be submitted electronically to the consultant supporting Azusa Pacific University, Mr. Joe Bradleyy, at the email address below. A for formal application must also be submitted online through Azusa Pacific University’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.

Experiences Oakton Community College is an equal opportunity employer.

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HISPANIC OUTLOOK

SEPTEMBER 8, 2014

Bradley Resource Group p, 778 Brokenwood Trail NW W,, Marietta, GA, 30064, Joe@BradleyR dl esourceGroup.com, (770) 843-8928

The Department of Sociology invites applications for a tenure-track position at the Assistant Professor rank, beginning Fall 2015. The successful candidate will demonstrate the ability to successfully teach courses on gerontology and/or aging. The successful candidate will provide evidence of scholarly potential commensurate with the tenure expectations of our department. Required areas of specialization are gerontology and/or aging, with a preferred area of specialization in quantitative methods. The ability to obtain external funding is also a preferred qualification. The Ph.D. in sociology or applied sociology by August 2015 is required. Applicants should submit (1) a cover letter, (2) a statement on research, (3) a statement on teaching and example of recent or suggested syllabus, (4) curriculum vitae, and (5) the names of three references. Letters of reference are not requested at this time. All applications should be submitted electronically by email to pg07@txstate.edu. Review of applicants will begin September 15, 2014, and will continue until the position is filled. Salary is commensurate with qualifications. Descriptions of our degree offerings and faculty can be found at www.soci.txstate.edu. Texas State University is an Equal Opportunity Employer. Please direct questions to: Dr. Patti Giuffre, Search Committee Chair, Professor and Director of Graduate Programs, Department of Sociology, Texas State University, San Marcos, TX 78666 pg07@txstate.edu.

The Department of Sociology at Texas State University is a student-centered and collegial faculty who engage in a wide-ranging array of specialties comprised of both quantitative and qualitative methods. The faculty takes pride in our strong teaching reputation, while publishing articles and books of national and international significance. The Department of Sociology offers B.A., B.S and M.A., M.S. degrees in sociology and applied sociology. Recently, the Department of Sociology launched the Center for Social Inquiry, which supports both basic and applied research in a department committed to expanding its scholarly profile. The department is developing an innovative, online Masterâ&#x20AC;&#x2122;s program in Dementia and Aging, scheduled to begin in the spring of 2015.

Enfield, Connecticut

Assistant Professor (Tenure-Track) in Clinical Psychology The Department of Psychology at Binghamton University (SUNY) invites applications for an Assistant Professor position (tenure-track) in clinical psychology to begin Fall, 2015. The area of research specialization is open. We are particularly interested in individuals who may bring new research directions to the department such as minority mental health, diversity, or cross-cultural issues or who complement existing research strengths in addictions, anxiety disorders, autism spectrum disorders, depression, dissociation, intimate relationships, personality disorders, neuropsychology, schizophrenia, and trauma. The successful candidate is expected to establish an independent research program capable of attracting external funding and to contribute to undergraduate and graduate teaching. The Psychology Department consists of 35 faculty members in three doctoral programs: Clinical Science, Cognitive and Behavioral Sciences, and Behavioral Neuroscience. The department is family-friendly and there is a preschool on campus. Additional information about the department is available at http://www2.binghamton.edu/psychology. Binghamton University, which is part of the State University of New York, enrolls approximately 16,000 undergraduate and graduate students, including more than 5,000 students of color and 1,500 international students from 100 countries. The campus is located on 887 acres (including a 350 acre nature preserve) above the Susquehanna River and received the highest â&#x20AC;&#x153;greenâ&#x20AC;? rating in the Princeton Reviewâ&#x20AC;&#x2122;s ranking of colleges by environmental sustainability. Greater Binghamton is a metropolitan area of about 250,000 with an aďŹ&#x20AC;ordable cost of living and excellent schools. There are many outdoor and cultural activities demonstrating a unique blend of urban and rural appeal. The employment base of the region is dominated by electronics and health care. The Department of Psychology is dedicated to the goal of building a diverse and inclusive teaching, research, and working environment. Potential applicants who share this goal, especially underrepresented minorities, women and persons with disabilities, are strongly encouraged to apply. Binghamton University is an Equal Opportunity/AďŹ&#x192;rmative Action Employer. Send a statement of research and teaching interests, curriculum vita, and reprints by email to Ms. Gina Fleming, gfleming@binghamton.edu, with â&#x20AC;&#x153;Clinical Searchâ&#x20AC;? in the header. Please arrange to have three letters of recommendation sent to the same address. Applications received by October 15, 2014 will receive full consideration.

Asnuntuck Community College has the following Full-Time opening:

Assistant Director of Admissions 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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MOLECULAR EVOLUTION Faculty Position Princeton University seeks candidates for a tenured or tenure track faculty position in the area of Molecular Evolution to join a growing collaborative program across the broad interface of evolution, ecology, molecular biology and genomics. We are interested in scientists whose research focuses on questions that integrate across this interface, with the aim of offering novel conceptual advances. The position will be shared between the Department of Ecology & Evolutionary Biology and the Department of Molecular Biology. We seek colleagues who will enthusiastically contribute to a climate of interdisciplinary collaboration, excellence and diversity. The candidate should share our commitment to a mentoring process that attracts students of all ethnicities, nationalities, and genders. Applicants should write a vision statement, no longer than two pages, that outlines one or more major unsolved problems in their field and how they plan to address them. In this respect, the vision statement should go beyond a summary of the applicantâ&#x20AC;&#x2122;s prior and current research. Applications, including the vision statement, curriculum vitae, three reprints, and contact information for three references can be submitted online via http://jobs.princeton.edu, Req #1400594. Screening of applications will begin October 31, 2014. Princeton University is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law. This position is subject to the Universityâ&#x20AC;&#x2122;s background check policy.

ECOLOGY AND ENVIRONMENTAL BIOLOGY Faculty Position Princeton University's Department of Ecology and Evolutionary Biology seeks candidates for a tenured or tenure track faculty position in ecology and environmental biology. We are interested in broad thinkers who conduct integrative, conceptually oriented research on environment-related themes including biodiversity, climate change, physiology, biogeochemistry, conservation science, and agro-ecosystems. Applicants should submit a vision statement, no longer than 2 pages, that outlines one or more major unsolved problems in their field and how they plan to address them. The vision statement should go beyond a prĂŠcis of the applicant's prior and current research and should explain the connection to one or more important environmental issues. Applications, including the vision statement, curriculum vitae, three reprints, and contact information for three references, should be submitted online via http://jobs.princeton.edu, requisition # 1400543. Screening of applications will begin October 31, 2014. Princeton University is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law. This position is subject to the University's background check policy.

HISPANIC OUTLOOK

SEPTEMBER 8, 2014

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DEAN OF THE SCHOOL OF ENGINEERING AND APPLIED SCIENCE The University of Virginia invites inquiries, nominations, and applications for the position of Dean of the School of Engineering and Applied Science (SEAS). As head of this diverse and intellectually rich enterprise, the dean must be an inspiring leader, a strategic thinker, an effective manager able to envision and drive change, a recruiter and developer of talent, and a tireless advocate for the School. The next dean must be qualified to lead accomplished researchers and innovative educators. The successful candidate must also be a passionate champion of the importance of and the immense contributions of engineering to the world. Founded in 1836, SEAS is the third oldest engineering school in a public university in the U.S. today.SEAS offers 10 undergraduate degree programs and 10 graduate degree programs. It has more than 2550 undergraduates (33% female) and more than 550 graduates students (24% female and 10% under-represented minorities). The School has nine departments: biomedical; chemical; civil and environmental; computer science; electrical and computer; engineering and society; materials; mechanical and aerospace; and systems and information. SEAS is home to 38 laboratories, consortia, and centers focused on innovative research and housed in 166,000 square feet of research laboratory space. Further information about the school and the search can be found at http://www.virginia.edu/esg/deanofseas/.

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to the tenure-track position of Assistant or Associate Professor of Behavioral Science. We will consider candidates with interests in the areas of decision-making, negotiations, social psychology and organizations, all broadly defined. Candidates must have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. We are looking for candidates with strong disciplinary training in any of the social sciences who can use that discipline background to conduct research on aspects of behavior relevant to management in organizations and to introduce MBA students to behavioral science principles. This position is part of the Behavior Science area, whose members are responsible for teaching courses such as Managing in Organizations, Managerial Decision Making, Power and Influence, and Negotiations. Candidates should be qualified to teach at least one of these courses plus another MBA elective. The group maintains two well-equipped laboratories for experimental research. The deadline for applications is March 31, 2015. However, we will begin formally reviewing applications on October 15, 2014 and strongly encourage applicants to submit a complete set of materials by this time. To apply, please submit a research and teaching statement, a vita, a written sample of your present work, and two letters of reference at: http://www.chicagobooth.edu/faculty/openings. The University of Chicago is an Affirmative Action/Equal Opportunity /Disabled / Veterans Employer.

The University of Virginia was conceived as a font of education that is necessary for societal leadership and the preservation of liberty. It has a total budget of $2.59B, an endowment of $5.3B, and approximately $327M in sponsored research funding. In 2014, as in many past years, it was ranked as the nation’s #2 public university. The Dean will be expected to formulate and build consensus for an inspiring vision; continue to recruit, build, and support a distinguished faculty; advance the quality of both education and research programs; manage the resources of the School effectively; and implement a strong fundraising strategy to increase the School’s endowment. Reporting to the Executive Vice President and Provost, the successful candidate for this position will be a collaborative member of the University leadership team, and will have a commitment to shared governance. Interested candidates should have a track record of leadership accomplishment, with a distinguished record that qualifies the candidate to lead bold researchers and innovative educators, and credentials appropriate for appointment to the rank of full professor with tenure. He or she must have a proven ability to form effective and collaborative research partnerships with industry, government agencies, and foundations to attract and sustain high levels of competitive research funding. Inquiries, nominations and applications are invited. Interested candidates should submit confidentially, in electronic form, a curriculum vitae or resume and a bullet point summary of accomplishments in leadership roles, plus any supporting materials that they deem relevant to: Ilene H. Nagel, Ph.D. Consultant to the Search Committee Leader, Higher Education Practice Russell Reynolds Associates

Mirah A. Horowitz Consultant to the Search Committee Associate, Higher Education Practice Russell Reynolds Associates

uva.engineering@russellreynolds.com

The University of Virginia is an equal opportunity and affirmative action employer. Women, minorities, veterans, and persons with disabilities are encouraged to apply.

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HISPANIC OUTLOOK

SEPTEMBER 8, 2014

The Department of Sociology invites applications for a tenure-track position at the Assistant Professor rank, beginning Fall 2015. The successful candidate will demonstrate the ability to successfully teach statistics and quantitative research methods. The successful candidate will demonstrate evidence of scholarly potential commensurate with tenure expectations in the department. Area of specialization is open. Ph.D. in sociology by August 2015 is required. Applicants should submit (1) a cover letter, (2) a statement on research, (3) a statement on teaching and example of recent or suggested syllabus, (4) curriculum vitae, and (5) the names of three references. Letters of reference are not requested at this time. All applications should be submitted electronically by email to clsmith@txstate.edu. Review of applicants will begin September 15, 2014, and will continue until the position is filled. Salary is commensurate with qualifications. Descriptions of our degree offerings and faculty can be found at www.soci.txstate.edu. Texas State University is an Equal Opportunity Employer. Please direct questions to: Dr. Chad L. Smith, Search Committee Chair, Associate Professor and Associate Chair, Department of Sociology, Texas State University, San Marcos, TX 78666 clsmith@txstate.edu. The Department of Sociology at Texas State University has a student-centered and collegial faculty that engages in a wide-ranging array of specialties comprised of both quantitative and qualitative methods. The faculty takes pride in our strong teaching reputation, while publishing articles and books of national and international significance. The Department of Sociology offers B.A., B.S and M.A., M.S. degrees in sociology and applied sociology. Recently, the Department of Sociology launched the Center for Social Inquiry, which supports both basic and applied research in a department committed to expanding its scholarly profile. The department is initiating an innovative, online Master’s program, Studies in Dementia and Aging, scheduled to begin in the spring of 2015.

2015 Publication Dates FGCU invites highly qualified applicants to apply to the following positions: Lutgert College of Business

Associate Dean, Associate/Full Professor, Req. #2183 Accounting, Associate Professor, Req. #2088 Economics, Assistant Professor, Req. #2181 Economics, Instructor I, Req. #2180 Management, Instructor I (2 positions), Req. #2131 Management, Assistant Professor, Req. #2120 Resort & Hospitality Management - Director, Associate/ Full Professor, Req. #2115 Resort & Hospitality Management, Assistant Professor, Req. #2182 Resort & Hospitality Management, Chef, Instructor I, Req. #2102

College of Education

Dean and Professor, College of Education, Req. #2184 Educational Technology, Assistant Professor (2 positions), Req. #2176 Elementary Education, Assistant Professor, Req. #2193

U.A. Whitaker College of Engineering

Bioengineering, Assistant Professor, Req. #2179 Environmental Engineering, Assistant Professor, Req. #2177 Software Engineering, Assistant Professor, Req. #2178

College of Health Professions & Social Work

Clinical Mental Health Counseling, Assistant Professor, Req. #2162 Clinical Mental Health Counseling, Instructor/Assistant Professor, Req. #2174 Community Health, Assistant Professor, Req. #2175 Health Informatics, Assistant/Associate Professor, Req. #2170 Nurse Practitioner, Associate/Full Professor & Southwest Florida Endowed Chair of Nursing, Req. #2159 Nurse Practitioner, Assistant/Associate Professor, Req. #2161 Nursing, Assistant/Associate Professor (2 positions), Req. #2165 Occupational Therapy - Department Chair, Associate/Full Professor, Req. #2156 Physical Therapy, Instructor I/Assistant/Associate Professor, Req. #2168 Epidemiology, Assistant/Associate Professor, Req. #2171 Physician Assistant Studies â&#x20AC;&#x201C; Founding Program Director, Instructor I/Assistant/Associate Professor, Req. #2173

Undergraduate Studies

Director of Honors Program, Associate/Full Professor, Req. #2169

Library Services

Head of Reference, Research, & Instruction/Coordinator Info. Literacy, Associate/Full Librarian, Req. #2172 Metadata Librarian, Assistant/Associate Librarian, Req. #2187

College of Arts & Sciences

Civic Engagement, Assistant/Associate Professor, Req. #2142 Clinical/Counseling Psychology, Assistant/Associate Professor, Req. #2149 Communication, Instructor I, Req. #2143 Composition, Instructor I (2 positions), Req. #2152 Composition, Instructor I (2 positions), Req. #2192 Environmental Science, Assistant Professor, Req. #2147 European History, Assistant Professor, Req. #2151 Forensic Studies, Instructor I, Req. #2153 Forensic Studies, Assistant/Associate Professor, Req. #2154 Human Biology, Assistant/Associate Professor, Req. #2144 Marine Science/Marine Biology, Assistant Professor, Req. #2148 Mathematics, Instructor I, Req. #2163 Microbiology, Assistant/Associate Professor, Req. #2155 Physics, Assistant/Associate Professor, Req. #2145 Psychology, Instructor I, Req. #2150 Professional & Technical Writing, Assistant Professor, Req. #2164 Orchestra Director, Assistant/Associate Professor, Req. #2146 Spanish, Instructor I, Req. #2141 Theater, Assistant/Associate Professor, Req. #2157 Wildlife Biology/Ecology, Assistant/Associate Professor, Req. #2166

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To apply, please visit our website at http://jobs.fgcu.edu and access the Req. # for detailed information and deadline dates. Application materials will only be accepted online. All application materials must be received by the deadline date of the position, midnight EST. Application packages, including additional materials submitted such as videos, tapes, slides, books, etc., are subject to public review under Florida's Public Records law, shall become the property of FGCU, and cannot be returned. Finalists will be required to provide official transcripts. FGCU is an EOE, AA M/F/Vet/Disability Employer.

HISPANIC OUTLOOK

SEPTEMBER 8, 2014

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TENURE TRACK POSITIONS FOR ACADEMIC YEAR 2015-2016

Salisbury University is a comprehensive regional university emphasizing undergraduate and graduate liberal arts, sciences, pre-professional and professional programs. For the past several years, the University has achieved national recognition for the quality of its facilities, students, and academic programs. Salisbury University is a member of the University System of Maryland and enrolls approximately 8,600 students in four endowed schools. Salisbury University is located on the Eastern Shore of Maryland near the metropolitan areas of Baltimore; Washington, D.C.; and Philadelphia in close proximity to the Chesapeake Bay and Atlantic Ocean. For more information including full job descriptions, please visit SU’s website: www.salisbury.edu/hr/jobs/job_list.asp If ABD is an acceptable requirement for the position, the candidate would be hired at the rank of Instructor, with the expectation that the candidate complete their doctoral degree in

accordance with the information in the job posting. ABD acceptability and time to completion of the doctoral degree varies by position and will be noted. Assistant Professor primary duties include, but are not limited to: teaching undergraduate and/or graduate courses, academic advising, scholarship, and university service. Supervision of students in internships and undergraduate research may also be expected in some positions. Faculty will use an effective teaching style that supports a diverse student body. Successful candidates must furnish proof of eligibility to work in the U.S. All positions begin mid-August 2015, unless otherwise noted. These positions are based in Salisbury, Maryland. Applications will be accepted via Salisbury University’s Online Employment Application System. Please visit SU’s website www.salisbury.edu/hr/jobs/job_list.asp to apply online. See the FAQs of the Online Employment Application System for more information and instructions.

To be considered an applicant you must apply online and submit all of the required documents for the position. All documents that you wish to provide must be attached to your application in the Online Employment Application System. Please do not send any other documents via email. Review of applications will be noted for each position and continue until the position is filled. Salisbury University has a strong institutional commitment to diversity and equal employment opportunities to all qualified people. To that end, the University prohibits discrimination on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, genetic information, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristics. Direct all inquiries regarding the nondiscrimination policy to: Humberto Aristizabal, Associate Vice President, Institutional Equity, Title IX Coordinator, 100 Holloway Hall; Tel. 410-548-3508.

FRANKLIN P. PERDUE SCHOOL OF BUSINESS Dean of the Franklin P. Perdue School of Business: Doctorate from a regionally accredited or internationally recognized institution in one of the academic disciplines represented in the Perdue School, a record of teaching and research that would warrant appointment as a full professor, significant administrative experience at the level of department chair or above, and effective communication and interpersonal skills. Additionally, the Dean should demonstrate ability and genuine commitment for building relationships with both external and internal constituents. Other highly desirable qualifications include: proven success in fundraising, experience with creative strategies that ensure effective outreach to business organizations, experience with international collaborations, and an understanding of AACSB and its accreditation standards.

knowledge of second language proficiency assessment and ACTFL standards desired. • Assistant Professor of Art, Sculpture: M.F.A. before date of hire with an emphasis in sculpture or related field, a minimum of two years teaching experience at the college level (i.e. beyond graduate school) and evidence of high level creative production, including a substantial exhibition record. Specialization in a specific medium should be complemented by the ability to teach across a range of 3D techniques, including various modeling, casting and construction methods, and possibly 3D printing. • Assistant Professor of Art, Web Design & Digital Foundations: M.F.A. before date of hire, a minimum of two years teaching experience in Web design and foundations at the college level (i.e. beyond graduate school), and evidence of high-level creative production, including exhibition record and/or commercial client work. Research interest or professional experience in areas such as Web design, interactive design for Web and mobile devices, or related fields; traditional drawing and digital image making skills a plus.

• Assistant/Associate Professor of Nursing – Adult Health: Doctoral degree in nursing or related field. Master's degree will be considered (hired at rank of Instructor with the expectation of enrollment in and completion of doctoral degree within 5 years of hire date). Must be licensed as a Registered Nurse in Maryland or be eligible for such licensure. Expertise in adult health with experience in acute and community-based care. • Assistant/Associate Professor of Nursing – Psychiatric/Mental Health: Doctoral degree in nursing or related field. Master's degree will be considered (hired at rank of Instructor with the expectation of enrollment in and completion of doctoral degree within 5 years of hire date). Must be licensed as a Registered Nurse in Maryland or be eligible for such licensure. Specialization in psych/mental health nursing with experience in acute and community-based behavioral health care.

FULTON SCHOOL OF LIBERAL ARTS • Assistant Professor of Composition and Rhetoric: Digital Rhetoric: Doctorate in English required at the time of hire. Primary concentrations in rhetoric, rhetorical theory and digital rhetoric are preferred. • Assistant Professor of English: Ph.D. in English with a concentration in cinema studies or related field. Record of successful teaching and evidence of clear research objectives within cinema studies. Open to all areas of cinema studies expertise including, but not limited to, global cinemas, industrial histories of the medium and/or diverse audiences, documentary, digital humanities and/or any other areas of specialization. • Assistant Professor of French: A Ph.D. in French or related field is required at the time of hire. Native or near-native fluency required. Training in the francophone literatures and cultures of the Caribbean and Africa desired. • Assistant Professor of Communication Arts, Journalism and Electronic Media: Ph.D. or ABD with a concentration in communication or related field, with strong preference for candidates with a Ph.D. If ABD, candidate must complete doctoral degree within one year of hire. Hands-on instructional expertise in a lab setting, a radio station environment and within multimedia studios. • Assistant Professor of Psychology, Clinical or Counseling: Doctorate in psychology or related field. If ABD, candidate must complete doctoral degree by date of hire. • Assistant Professor of Spanish: A Ph.D. in Spanish or related field is required at the time of hire. Native or near-native fluency required. Training in the literature and culture of Spain,

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HISPANIC OUTLOOK

HENSON SCHOOL OF SCIENCE AND TECHNOLOGY • Assistant Professor of Biology, Immunology: A Ph.D. in immunology or other related area of biology, evidence of teaching experience and potential for excellence in teaching and research and ability to effectively communicate orally and in writing. If ABD, the doctoral degree must be completed before date of hire. • Assistant Professor of Biology, Vertebrate Biology: Ph.D. in vertebrate biology or related field of biology and ability to teach Human Anatomy and Physiology. Evidence of teaching experience and potential for excellence in teaching and research and ability to effectively communicate orally and in writing. If ABD, doctoral degree must be completed before date of hire. • Assistant Professor of Health Sciences, Respiratory Therapy: Ph.D. or ABD in a health-related field. If ABD, doctoral degree must be complete within one year of hire date. Applicant must be an NBRC Registered Respiratory Therapist with a commitment to excellence in undergraduate and graduate teaching and mentorship and demonstrated clinical experience. Applicants must be licensed or license-eligible as a Respiratory Care Practitioner in Maryland. • Assistant Professor of Mathematics: Doctorate in mathematics or statistics is required. Candidates must possess the ability to effectively communicate orally and in writing.

SEPTEMBER 8, 2014

SEIDEL SCHOOL OF EDUCATION AND PROFESSIONAL STUDIES • Assistant Professor of Community Health: Earned research doctorate degree in health education, health promotion, public health (or closely related field) from an accredited institution. ABD applicants will be considered for hire at the rank of Instructor, with the requirement that candidate complete the doctoral degree within one year of hire date. Must have experience with undergraduate academic advising. • Assistant Professor of Literacy Education: Ph.D., Ed.D. or ABD in a literacy-related discipline. If ABD, doctoral degree must be completed before date of hire. Three years’ classroom teaching experience in pre-K-8 setting. Expertise in sociocultural perspectives on literacy and/or content area literacy preferred. PERDUE SCHOOL OF BUSINESS • Assistant/Associate Professor of Accounting: Ph.D. or DBA in accounting from and AACSB accredited institution; for Assistant Professor, Ph.D. or DBA in accounting or ABD in accounting from an AACSB accredited institution, either rank must also possess a documented record of teaching excellence and demonstrated ability to publish an ongoing stream of publications in scholarly peer-reviewed outlets (no fewer than 3 in the most recent 5-year period). Professional accounting certification, e.g., CPA, CMA, CIA required. • Assistant Professor of Environmental and Natural Resources Economics: Ph.D. in economics with a specialty in environmental and natural resources economics. ABDs near completion will be considered. Demonstrated interest in, or experience with, interdisciplinary analysis, collaboration, and/or teaching is highly desired.

Priming the Pump…

Helping Latino Students Develop the Writing Habit By Miquela Rivera, PhD

he other day I asked a pre-teen Latina sitting in my office what she had written lately. She replied, “Does texting count?” My heart sunk. Since Latinos are often judged by oral and written communication skills, I knew she would likely be perceived more negatively by others and relegated to fewer options in the future. I routinely ask clients what they read and if they write because I must get to know them to work effectively. The question seeks information on how the person thinks, solves problems, make decisions or gains insight. Since teens often are challenged to plan and are more often accused of not thinking (it’s a brain development thing), it’s an important question. The answers I receive are telling. “I’m not in school. I haven’t read anything” or “I hate writing” accompanied by a look that warns me “…and lady, please don’t make me write,” bespeak many things beyond grammar and sentence construction. They tell me about the person’s fluidity of thought, personal philosophy, self-understanding and confidence. And while my task is to work with the student on current issues, my mind automatically thinks about the future, wondering if he is prepared for higher education and work. If I request the client to keep a journal and bring it in, they often resist. Teachers, though, can help any Latino student build a writing – and thinking – habit of a lifetime. In a recent issue of the Chronicle of Higher Education, Erin Templeton noted that the Rule of 200 is the best way to develop and sustain a writing habit. In working with Latino adolescents, the teacher would require the student to write that quota daily – including weekends – without fail. (A word count assignment is best since a page count assignment given to a teen often results in a document with giant font, wide margins and little content). Start with a long-term goal, such as writing an autobiography, and have the student add 200 words daily. When two-thirds of the semester has passed, editing can start, with the student editing 400 words a day. By the end, each student has a respectable draft that has been edited at least once. And since habits take between 21 to 66 days to form, the 200

HISPANIC OUTLOOK

SEPTEMBER 9, 2014

words daily writing routine will take root within a semester. (Templeton also suggests that the 200 words accomplished on any given day can be quotes, outlines or other segments of the project as long as they are related to the long-term product. She also disallows a “rollover plan” whereby a student writes 600 words one day then skips the next two daily quotas. The point is to write daily, so writing beyond 200 words is acceptable, but another new 200 are required the next day. (No fair “banking” the writing and submitting it piecemeal). Accountability and feedback are the strongest factors that can help keep a young Latino who is developing a writing habit on track. Whether a student hands in a daily written assignment or submits it electronically by a deadline, she must know that the teacher is tracking the 200 words a day. Giving praise for making the daily word count by deadline is good, but start with minimal critiquing and maximum guidance on the emerging document. If a teacher uses the “track changes” option electronically, let the student know how she is doing, offering suggestions and options with encouragement. Minimize the use of strike-through deletions and negative comments during the early phase of the writing project. And just as the student is required to write 200 words a day, the teacher should give daily feedback -- no exceptions. Not only will the student receive ongoing guidance on their writing, but they will get the clear message that the assignment and the lifelong writing habit are important. Teachers should also mark and celebrate writing milestones with the students. The “200 No Exceptions” student who has complied and built the writing habit as intended deserves recognition, as do the students who are most improved. And a final publication of all that hard work gives a Latino student the buzz that accomplished writers know well – thoughts and feelings on paper uniquely their own for the world to read and appreciate. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.