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SEPTEMBER 22, 2014
www.HispanicOutlook.com
MFA Program for Innovators Student Safety and Security
VOLUME 24 • NUMBER 23
Latino Graduation Rates Propelled HSI Numbers Grow
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LATINO KALEIDOSCOPE
The New Journalism and the Demise of the Old he art of news reporting was once known as journalism and its practitioners generally described as journalists, most of them serious minded disseminators of events through written or spoken chronicles. Alas, there is less and less, it seems, of journalism as we knew it and it is undergoing a transformation from its once simple approach of “who, what, when, why, where, and how” to a new form in cyberspace that often casts asunder the fundamentals of unbiased, honest reporting. It’s called “social media” which means anyone with an iPhone or iPad are what one would call freelance, unaccountable journalists; more street purveyors of the latest happenings where the norm is supposedly telling it like it is but in many instances, is telling it as they see it. It has its value, and also its revulsion. Sometimes it can expose a cop beating up on a young kid and killing him, bringing out the street crowds. Or perhaps it depicts some deranged soldier of Allah in a faraway land decapitating an American journalist before a partisan crowd. Why do they offer this to a viewing audience and why do we watch such naked horrors? Not that long ago in legitimate journalism, much less grisly happenings were spiked. Sometimes social media has a political dimension like that of the new Latino political whiz kid, San Antonio Congressman Joaquín Castro, tweeting about the Ferguson shooting of a black youth by a white policeman, “I’m sure that Ted Cruz and Rand Paul are going to speak up for the liberty of freedom of the people of Ferguson against government overreach soon.” It’s not exactly relevant and a cheap shot but it’s good copy as they say in the newsroom and his tweet, I’m sure, reached thousands. The history of American journalism dates its beginnings to the Colonial era in the 17th century in which the first broadsheets appeared in Boston. Benjamin Franklin was the pre-eminent journalist of that era, perhaps of all time. Along the way came Chicago style journalism during the flapper era, and the Al Capone lifestyle of the 1920s where anything went and everything was a rata-ta-ta exaggeration and embellishment. Traditional journalism flourished in the mid- and late 20th century with such prominent newspapers and magazines such as The New York Times, Los Angeles Times,
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By Carlos D. Conde
Milwaukee Journal, Time and news services, such as the Associated Press (AP) where I got my start. Austin AP Bureau Chief Dave Cheavens was one of my journalism professors (and later boss at AP) at the University of Texas and I still live by one of his uncompromising reporting axioms, “Never assume, always confirm.” It’s not so important nowadays in the new journalism. Everyone has a voice and can exercise it in a variety of ways because the world of communication is “going digital” and traditional journalism is on its way to becoming a communications anachronism. During the recent Ferguson, Mo., uprising over the shooting of a black youth by a policeman, anyone with a mobile device became a reporter in a dramatization of the facts filled with villains and heroes. Some of the legitimate news outlets picked up these items without spending much time sorting out the authentic from the biased which came with a hefty dose of personal prejudices and skewed information. As they say in cyberspeak, the happenings immediately “went viral” and the police officer involved was initially misidentified. With the Internet, the whole world is instantaneously tuned in to world events; the 24-hour news cycle where few wait to ascertain its legitimacy and accuracy and accepts the dissemination as “telling it like it is.” with all its attached bias. Traditional journalism, some contend, is for dinosaurs but I continue to get my information preferably through newspapers and magazines, probably because I am an old dinosaur. Today, 85 percent of the 7.1 billion people in the world have access to the Internet. Three of them are my university graduate, career-path children who depend on cyberspace for their information. About 25 percent of the world’s population uses social media and three-quarters of the entire online population use social media sites like Facebook, Twitter, You Tube or Google. But let’s face it, fact or fiction, we’re all wired but it will never replace print in the bathroom.
Carlos D. Conde, award-winning journalist, former Washington and foreign news correspondent, was an aide in the Nixon White House. Write to him at cdconde@aol.com.
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HISPANIC OUTLOOK IN HIGHER EDUCATION SEPTEMBER 22, 2014 MAGAZINE ™
Contents 6
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Making the Case for Broadly Based Liberal Arts Education by Frank DiMaria
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Latino and Black Males: Aspiration, Achievement, and Equity by Angela Provitera McGlynn
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Student Safety, Security and Response Time: Is Your Campus in Compliance? by Sylvia Mendoza
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University of Rochester Establishes College Prep Centers for Minority High Schools by Gary M. Stern
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Funding the Growing Number of HSIs by Peggy Sands Orchowski
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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Publisher José 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 The New Journalism and the Demise of the Old by Carlos D. Conde
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Article Contributors Frank DiMaria, Angela Provitera McGlynn, Sylvia Mendoza, Miquela Rivera, Gary M. Stern
Scholars’ Corner by Crystal Caldera
Editorial Office 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280 Editorial Policy
Book Review Organized Crime in Mexico: Assessing the Threat to North American Economies Reviewed by Mary Ann Cooper
Interesting Reads
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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PERSPECTIVES
Making the Case for Broadly Based
Liberal Arts Education By Frank DiMaria
he debate between those who advocate for a vocational education and those who advocate for a liberal arts education has raged since colonial America. Benjamin Franklin, an advocate for vocational education, had little use for what passed as higher education in his day. Writing as Mrs. Silence Dogood he lampooned Harvard, calling it a place where students “learn nothing more than how to carry themselves handsomely.” Thomas Jefferson, an advocate of a liberal arts education, by contrast, thought that nurturing a student’s capacity for lifelong learning was useful for science and commerce while also being essential for democracy. Today those who push online learning and view higher education as job training contend that liberal arts traditions do little to prepare students for the high-tech jobs of the 21st century. Some feel higher education is intent on preparing students – especially those on the lowest rungs of the socioeconomic ladder – for the high-tech jobs that will dominate the 21st century. And some, like Michael S. Roth, PhD, president at Wesleyan University, argue that higher education should be cultivating wellrounded, educated individuals.
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Michael S. Roth, PhD, president, Wesleyan University
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PERSPECTIVES In his sixth book, Beyond the University: Why Liberal Education Matters (Yale University Press), Roth argues that a broad education that sets the foundation for a lifetime of learning is more beneficial to those individuals entering the workforce in the 21st century than simple job training. “If you look at liberal education as just taking courses that nobody really cares about but want to be able to say they have done and check them off a check list, then it seems like a waste of time. Only the wealthy can afford that. But if you see liberal arts education as broadly preparing you for engaging in a world that is changing very rapidly, then I think it has a very different feel,” says Roth. A narrow education, he contends, dooms individuals to a lifetime of servitude. Students, on the other hand, who pursue an education that includes necessary skills but also includes a context for using those skills and developing new ones, will experience lifetime learning. “Lifetime learning doesn’t just mean improving your Latin or philosophical studies; it’s to improve capacity to be effective in the world,” says Roth. As both a professor and college president, Roth has met countless students who have had access to a broad education that is pragmatic, a key aspect of a liberal education. These students will create change, find opportunities, and understand the work they perform in a much broader context. These students will be more effective because they will find meaning in what they do. Since the 1800s citizens who were offered a broad contextual education have been the most active participants in democracy. Their liberal education enabled them to invent and innovate and to have a clearer understanding of the context of what they are doing. Roth says people who do not get a liberal education run the risk of being pushed around by people who have access to a broad, contextual education. The Nanodegree vs. a Liberal Education Recently Udacity, an online course provider, has teamed up with AT&T and began offering what they are calling the nanodegree in computer programming. In announcing this partnership, Udacity called its nanodegrees “compact, flexible, and jobfocused credentials that are stackable throughout a worker’s career. The nanodegree program is designed for efficiency: select hands-on courses by industry, a capstone project, and career guidance.”
According to Udacity, the degree is efficient enough that an individual can get one as often as he needs throughout the course of a career, thus creating a marketplace teeming with lifelong learners. Although Udacity advertises the pursuit of nanodegrees as lifelong learning, Roth is not sold on this type of education. Computer programming, he contends, is going to evolve over time and the people who earn these programming degrees will become obsolete. Individuals are better served by getting a broad and contextual education that teaches them how to evolve with the times or in some way contribute to code building. “The guys who promote this very narrow education (like nanodegrees) say things like, ‘We have an economy to run and we need people,’” says Roth. The pace at which the American marketplace is evolving is staggering. If it continues to evolve at the same pace, and there’s no reason to think it won’t, the pursuit of a broad, contextual education will serve American college graduates better than a narrow education that trains them in one minute aspect of a job that will one day become obsolete. Roth boils the term liberal education down to sim-
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PERSPECTIVES ply learning to learn. Workers who will have the capacity to adapt and innovate to meet the challenges of the most plentiful jobs will fair far better than those who were trained in a single vocation. To illustrate his point that a liberal, broad-based education is valued in the workforce – even at America’s biggest technology companies – Roth shares an anecdote about a recent Wesleyan graduate who interviewed at Google. The graduate earned degrees in both computer science and art. “That’s an interesting combination. Already they were curious. What the heck is this guy all about? Is he a weak computer scientist or is he a technologically oriented artist? Or is he both?” says Roth. Prior to graduating he had created an art installation that was based on a series of sculptures of the human torso. The scale of each torso was determined by how much advertising revenue it generated for Google. “He tracked it over the course of several months and developed an algorithm so he could say the scale of their being for Google was dependent on how many searches of a certain kind they had done on Google,” says Roth. “The piece was very dramatic and hung from the ceiling of a huge gallery.” During his job interview at Google he described the sculpture he’d created in detail to the interviewer. In the middle of the description, the interviewer stopped the Wesleyan graduate in midsentence and excused himself from the interview. He came back a few minutes later with three other Google employees and asked the graduate to continue his description. When he was finished they said, “OK, we’ll offer you a job today.” “Why did they offer him a job? They don’t want the torsos; they don’t want to hang the work at Google. They don’t care about the project. They want the mind that has the skills to do the math and the computer programming but also the creative application of these skills,” says Roth. Employers are not searching for workers who have peaked and already have done their best work. They are not searching for workers who have earned as much as they can. Employers are searching for evidence that a candidate can grow into the job and really contribute to the company, says Roth. Shortly after his book came out Roth was reading Tom Friedman’s column in the The New York Times. Friedman had interviewed Laszlo Bock, the head of human resources at Google. In the interview Bock was talking about the type of skills Google looks for when searching for employees. “He was
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“
Lifetime learning doesn’t just mean improving your Latin or philosophical studies; it’s to improve capacity to be effective in the world.” Dr. Michael S. Roth
saying what they need is computers, computers, computers. So I sent him a copy of this book and asked him, ‘What about liberally educated people?’” says Roth. He was not expecting a reply. Shortly after sending the book he received an email from Bock. Roth was surprised to learn that Bock attended Pomona College, a liberal arts school outside of Los Angeles where Roth had once taught. In the email Bock indicated that Google is always looking to hire people with a liberal arts background because these individuals take their skills to places that others hadn’t considered. In the introduction of his book Roth writes, “Broadly based, self-critical and yet pragmatic education matters today more than ever, and it matters far beyond the borders of the university campus. The demands for useful educational results have gotten louder, and the threats to liberal education are indeed profound (from government regulators, from the business sector, from within the university).” If higher education does not begin to once again embrace the cultivation of lifelong learners, Roth warns, America might become a place to which the world’s advanced economies will outsource their menial jobs. Rather than being a country in which people invent the phones, America will be the call center, he says.
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PR R EP OO G R TASM S
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Black and Latino males are among the least understood community college students. Most educators are aware that, overall, women are doing better than men…but few understand the reasons behind these gender inequities and, most important, what to do about this perplexing issue.” These are the words of Laura Rendón, professor at the Educational Leadership and Policy Studies Department at University of Texas at San Antonio. Rendón is quoted in a special report from the Center for Community College Student Engagement (CCCSE) entitled, Aspirations to Achievement: Men of Color and Community Colleges, published earlier this year. CCCSE has shown time and again how the role of student engagement positively influences college success rates. However, there is a multi-faceted puzzle when looking at black men and Latinos’ engagement and aspiration levels in community colleges and their lack of success. The data show a distressing relationship between patterns of engagement and achievement between male student groups. Although higher engagement is associated with better academic outcomes across the board within every racial/ethnic group, black males are the most engaged in almost all areas measured and yet have the lowest achievement outcomes.
ASPIRATIONS TO
ACHIEVEMENT Men of Color and Community Colleges
A SPECIAL REPORT from the Center for Community College Student Engagement
Dr. Stephen Trachtenberg
Black Males & Latinos: Aspiration, Achievement, and Equity By Angela Provitera McGlynn
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REPORTS ASPIRATIONS AND OUTCOMES Men of color have higher aspirations than White males, but they are less likely to attain their goals. Students’ aspirations by gender and race/ethnicity Earn a certificate Black men Black women Latinos Latinas White men White women
Earn an associate degree
Community college students earning certificates or degrees within three years by gender and race/ethnicity (N=157,581)
Transfer to a fouryear instiution
59%
87%
82%
(N=18,861)
(N=19,092)
(N=19,121)
Black men
5%
53%
89%
77%
Black women
6%
(N=32,627)
(N=33,144)
(N=32,937)
Latinos
5%
60%
87%
84%
(N=23,713)
(N=23,892)
(N=23,927)
Latinas
6%
56%
88%
83%
White men
32%
(N=34,649)
White women
34%
Source: IPEDS, 2011
(N=34,421)
(N=34,701)
50%
80%
72%
(N=107,415)
(N=108,192)
(N=108,105)
48%
83%
68%
(N=153,579)
(N=154,567)
(N=154,176)
Responses include students who listed each goal as a primary or secondary goal. Source: 2012 CCSSE Cohort data
Latinos consistently report levels of engagement and outcomes between their black and white cohorts. White males report the lowest levels of engagement at almost every level and yet have the best academic outcomes. In fact, black men at all levels of self-reported GPA are most likely to use skill labs and to participate in high-impact practices, followed by Latinos, and then followed lastly by white males. Among black males who report a C- GPA, 39 percent say they never skip class. This compares to 31 percent of Latinos and 24 percent of white males answering the same class attendance question. Additionally, black and Latino males report higher aspirations to earn a community college certificate or degree than their white peers but only 5 percent who attend college complete a program within three years as compared to 32 percent of white males. The special CCCSE report analyzes student survey data of more than 145,000 male community college students and is supported by a video from more than 30 focus groups with black and Latino male students. Kay McClenney, director of the Center for Community College Student Engagement and a faculty member in the Program in Higher Education Leadership (PHEL) at The University of Texas at Austin, attributes the discrepancies found among these male student groups to three important factors found in
the CCCSE research. Those factors are: 1. Substantially different levels of college readiness across racial/ethnic groups 2. The demonstrated effects of stereotype threat (the fear of fulfilling a negative stereotype) on performance in higher education, and 3. Continuing impacts of structural racism evident in systems throughout American society National data show that college readiness is a key variable in understanding the complex relationship between engagement and outcomes for male students in community colleges. The national collegereadiness test known as ACT shows that in mathematics, only 14 percent of black males are ready for college, 30 percent of Latinos are ready, and 53 percent of white males meet college readiness standards. What this shows is that even the apparent greater student engagement of black and Latino males can’t compensate for their lack of preparedness to do college-level work. The second variable, stereotype threat, is also a likely factor contributing to the achievement gap between these groups. Even when triggered unintentionally, and often by people attempting to be helpful, stereotype threat can negatively affect aca-
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PR R EP OO G R TASM S demic performance. Focus group findings suggest that when colleges affirm diversity on campus and use engagement strategies, stereotype threat might lessen or disappear. In order to address these achievement gaps, community colleges must grapple with implications of the third factor mentioned above. In the report, the authors say “systematic disparities in opportunity and privilege characterize the lives – and educational experiences – of people of color [and Latinos] in American society.” Based on their findings, the report suggests eight things colleges can do to improve academic outcomes for black men and Latinos. The following suggestions are recommended: 1. Do what works for all students – inescapable engagement in evidence-based-educational practices – and do it at scale. Focus on strategies that students – particularly men of color – tell us are most effective: fostering personal connections, setting high expectations, and providing high-quality instruction from engaged faculty. If colleges are more intentional about building these types of engagement into the student’s everyday experience, outcomes for all students will improve and achievement gaps will narrow. 2. Disaggregate data. Monitor engagement and outcomes for different student groups, making this practice a routine part of institutional work. 3. Listen systematically and well to students, and ensure that their voices are heard across the college. 4. Create venues for regular discussion of participation and achievement gaps, as well as their possible causes. 5. Stop tinkering and invest in big changes. 6. Redesign developmental education. Findings suggest that a student’s level of academic preparedness is a powerful determinant of academic progress and achievement. This reality suggests that colleges cannot effectively close gaps in outcomes for men of color [and Latinos] unless and until they confront the central issue of improving developmental education – or wholly redesign it to achieve far better results, with greater equity in outcomes, far more quickly. The issue is not that students are incapable of doing college-level work. It is that, for a variety of reasons, they have not had the
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What this shows is that even the apparent greater student engagement of black and Latino males can’t compensate for their lack of preparedness to do college-level work.
opportunity to develop critical skills…yet. 7. Build on students’ personal and cultural assets and strengthen their college success skills. Be aware of the cues that trigger stereotype threat and actively seek to counter or eliminate them. 8. Improve faculty and staff diversity as well as their cultural competence. Review employee recruitment and hiring practices, including internal development programs – for part-time as well as full-time faculty – that will produce diverse pools of qualified applicants. Conduct cultural competence training – not just once, but regularly. Bring faculty and staff from diverse backgrounds together to discuss effective strategies for working with colleagues and students form varying ethnic, racial, and cultural backgrounds. Faculty members echo the need for professional development to build cultural competence. This report suggests what community colleges can do to level the playing field for underprepared men of color and Latinos. Of course, all the suggestions above would improve retention and graduation rates for all students while helping underserved students in particular in order to narrow, and hopefully, eliminate achievement gaps.
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REPORTS Previous research has tackled the question of under-preparedness and what can be done to better prepare the underserved population before they arrive on the college’s steps. Findings from such research are valuable and include ideas such as promoting universal preschool education, reaching out to low-income and minority grade school children and telling them all about college and what they need to do to prepare, engaging parents of middleschool children to explain the pathways to a college education, rigorous high school curricula, and bridge programs that help high school students transition to college. Once students enter college, research has shown the importance to academic success of financial aid such as Pell grants, orientations to college tailormade for underprepared groups, first semester experiences that teach students how to be successful, intrusive advisement and tracking of at-risk students, and tutoring and mentoring programs prior to attending college and then continuing into college. The CCCSE special report on subgroups of minority males adds an additional focus by pointing out particular barriers that impede their academic success. Community colleges and four-year public colleges and universities that might be facing similar achievement gaps among groups of students would do well to heed these evidence-based recommendations.
Even when triggered unintentionally, and often by people attempting to be helpful, stereotype threat can negatively affect academic performance.
Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.
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I NONNOFVEARTEI N C O CN ES S && P CROONGVREANMT SI O N S
Student Safety, Security and Response Time:
Is Your Campus in Compliance? By Sylvia Mendoza
Christopher M. Patti, chief campus counsel, University of California, Berkeley, and Dr. Marie Foster Gnage, president, West Virginia University Parkersburg. (Dr. Gnage is now president, Florida State College at Photo: Tim Trumble, for the American Council on Education Jacksonville, downtown campus.
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CONFERENCES & CONVENTIONS students safe on college campuses? The panel focused on serious incidents endangerThe question of student safety ing students and the damage caused to campus clitranscends color and ethnicity, somate and reputation as a result. It also covered how cioeconomic status and sexual orientation, age and recent attention on sexual assault and self-harm has educational background. Victims that fall prey to vicaused colleges and universities to revisit policies and olence or are threatened or whose data is comproconsider the effects on their campuses, including mised, often suffer more trauma when a university legal risks and media coverage. does not respond in a timely, fair, relatable and comAll of the panelists could speak from experience. passionate way. If that university does not have a For some, student safety had been compromised. safety strategy plan or crisis management policies They had strategic plans and policies and procedures and procedures in place that they can refer to, be in place for what to do, in the least threatening of guided by and enforce, the crisis can come back to cases to the most extreme. For some, their plans were haunt them on many levels. put to the test. For others, even the best plans failed. At the annual American Council on Education All of them believed that student safety comes first (ACE) convention held earlier this year in San Diego, and make it a practice of taking the right measures a panel entitled “High Priority: Student Safety,” was to make their campuses safe. led by distinguished panelists including Christopher “Out of all the campus priorities you might have, Patti, chief campus counsel and associate general including information technology, your educational counsel, UC Berkeley; Ada Meloy, general counsel, programs, your research, it doesn’t much matter if ACE; Dr. Philip L. Dubois, chancellor, University of people don’t feel safe and are not safe on your camNorth Carolina, Charlotte; Steven J. Healy, managing pus,” explains Chancellor Philip Dubois. Mission CISD High School Grads 2014. is different in relation to the severity partner, Margolis Healy, and Dr. Marie Foster Gnage, Every campus president, West Virginia University, Parkersburg. of certain types of safety issues, but all campuses must have a plan of action to ensure safety and reactive measures when there is a breach in security. Until he came to UC Berkeley in 2010 where he is Out of all the campus chief counsel, Patti worked in the UC office of the president in Oakland and never saw students. In that first year alone, there was an active shooter, a multiple priorities you might have, group protest, environmental issues, sexual violence, threatened students, drug overdoses, suicides, and the including information death of a football player, Patti says. “Student safety became my focus,” said Patti. “Stutechnology, your dent safety is not primarily a legal matter but you do take legal risks to do the right thing – and the best thing educational programs, to do is not necessarily the best for student safety.” Yet the right thing must be done.
Are
“
your research, it doesn’t much matter if people don’t feel safe and are not safe on your campus.” Dr. Philip Dubois, chancellor, UNC Charlotte
The Need For Compliance With Federal Regulations In 2011, the Office for Civil Rights (OCR) with the Department of Education noted that sexual assault had become an epidemic on college campuses. Title IX was supposed to guarantee all students an education free from sexual harassment and violence. The OCR recommends "all schools implement preventive education programs as part of their orientation programs for new students, faculty, and staff.” Many laws supposedly protect students from sexual violence and harassment – if the colleges adhere to and enforce their policies and procedures to be in
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I NONNOFVEARTEI N C O CN ES S && P CROONGVREANMT SI O N S compliance with federal laws – but often systems are woefully negligent or lacking. President Obama assigned a task force including the attorney general and the secretaries of the Education, Health and Human Services and Interior Departments to find out how crime and threats of crime were being reported – and to raise awareness of officials’ responses. The task force recommended an increase of transparency and accountability via reports of crime on campus and in its vicinity, including sexual assaults – or else they will start enforcing what has gone unenforced for too long – fines for non-compliance. According to the task force report, Yale University was fined “$165,000 for failing to disclose four sexual offenses involving force over several years. Eastern Michigan University paid $350,000 in 2008 for failing to sound a campus alert after a student was sexually assaulted and killed.” Others could follow. The Campus Sexual Violence Elimination Act of 2013 is a new law where all community colleges and vocational schools “must educate students, faculty, and staff on the prevention of rape, acquaintance rape, domestic violence, dating violence, sexual assault, and stalking. Schools must also evaluate their sexual misconduct prevention and awareness programs to ensure compliance.” By Oct. 1, 2014, schools must report compliance with the Campus Safety Act in their Annual Security Reports to the Department of Education. If they do not, their funding and financial aid can be affected. Compliance is doable and necessary for all parties involved. It can save lives, offer a safe campus, and help students and faculty know that administration has a strategic plan in place – and cares if something goes terribly wrong. Inaction Costs More Than Money One in every 4 women on college campuses becomes a victim of sexual assault. Failure to address safety issues can ricochet beyond the victims. The repercussions and ripple effect from a single lack of response time is immeasurable and can affect a college’s reputation and financial bottom line. In a recent heart-wrenching news video on Time.com, Emma, a Columbia University student who was raped on her first day of her sophomore year, decided to step forward and tell her story for the record. After reporting the assault, the real trauma seemed to begin. Opting to go to campus adjudica-
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tion process rather than to the local police, she thought it might be less invasive and traumatic. But the opposite occurred. With a lack of resources to help her cope, with a feeling that the university wanted to sweep the incident under the rug, with her testimony being incorrectly recorded so that evidence proved invalid, her fragile state grew more so when her case was dismissed. Even though three other women came forward to report the same suspect, which would qualify him as a serial rapist, all their cases were dismissed. The rapist was never held liable and is still enrolled. In her junior year now, Emma is still afraid every day of leaving her room. In the end, she believed “the administration has failed me.” The panelists all seemed to agree that administrations fail their students when they do not have a plan of action for student safety and enforce it. With sexual assaults and hate crimes at an all-time high, Healy believes in being proactive and implementing preventive practices. “Look at your systems to prevent sexual assault,” says Healy “You can’t afford to ignore this and take reasonable steps. It will impact your financial bottom line. Time and resources must be dedicated to that expense.” Beyond sexual assault, other safety issues erupt across the country daily. The panelists cited specific examples of security issues throughout their discourse. The story of Arizona politician Gabrielle Giffords being shot by a Pima Community College student who had been suspended for conduct violations also highlighted mental health services on campus. At a college in Kentucky, a custody battle brought the parties to campus, where the dispute escalated. Two faculty members were killed as a result. On another campus, one student choked another student in a woman’s bathroom. He had sent a message to administration – that he wanted to withdraw the person from life. Despite the real threat, the college had let him go. For all these incidents and more, people questioned why a college did not spend the money to take care of a volatile situation, what the university did not do to prevent the tragedy and why the college did not enforce a plan to ensure safety. The public often believes situations do not get addressed the way they need to. Other daily incidences include IT security system breaches compromising students’ private information, suicide, hate crimes, protests, shootings, arson fires, missing students, stalking and taking care of students studying abroad – especially in getting them out of a
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CONFERENCES & CONVENTIONS country with political unrest, such as in Arab Spring. “Details matter,” says Dubois. “There’s an importance of having a campus security plan being organized for safety, for engaging students, faculty and staff and then practicing it constantly. On the operational side, I always told people, hope for the best, but plan for the worst.” Crisis Management vs. Preventive Measures Colleges and universities should start with getting all appropriate stakeholders around the table and engaged in a brainstorming session to identify what they believe are the top risks and threats they have to deal with, says Healy. “Then you can begin to systematically address those issues and identify gaps you may have.” Healy focuses on three aspects of student safety: ensuring a college is evaluating and assessing its policies, procedures and practices related to preventing and responding to sexual assault, behavioral threat assessment, which is a process to identify, evaluate and manage persons of concern on campus, and to ensure that the department and police department are appropriately resourced and empowered to fulfill their roles and responsibilities. Healy recommends: 1. Conduct a climate survey of students and staff and how safe they feel on campus. 2. Evaluate prevention activities. 3. Assess your response protocols. Would you be able to respond to trauma in an informed way, with competent investigators and other professionals committed to each case? 4. Have a team or committee to gather info and evaluate threats on people of concern as a top priority. Some are okay with student coverage, but drop the ball with staff and faculty. 5. Distribute the message or warning in a timely manner. Where do we report it to make it accessible to students, faculty and staff–and the media when the time is right? 6. Have a relationship between law enforcement and the campus. 7. Make sure your resources are well trained. With an active shooter, you’ll need someone who can shoot a rifle, not just a side arm, for example. 8. Consider the interconnective nature of your community beyond the campus.
9. Know your HR and student conduct policies. 10. Know when to call public safety or general counsel. Legal counsel should almost always be consulted before releasing info to the media. Have Resources For Victims • Resources for students, faculty and staff as victims of assault should be available and consider their confidentiality. • Ensure that students can help friends in dire situations, no matter the reason (drinking, drugs, assault). Those students who step forward with information that can save lives, can be immunized in Good Samaritan or safe harbor clauses. • Provide mental health facilities with outreach or support groups to help victims of assault or those who simply need a place to vent. Offer counseling, diagnosis and treatment. • Connect with outside agencies as possible resources. For example, Arte Sana, Victim Advocacy Sin Fronteras, is a national bilingual Latina organization that helps rape victims and raises awareness of sexual assault through bilingual training, cyber advocacy, prevention methods, and survivor empowerment through the arts. When Doing The Right Thing Backfires Sometimes, even with the best strategic safety plans and policies and procedures, situations can take a turn for the worse. Healy says, “Even when you’ve done everything you can to address the issues you’re likely to experience, you will be called to task.” Patti cited that in cases of a direct threat to self or others, institutions can remove students. In one case, a suicidal student was dismissed. “He brought suit against the campus,” explains Patti. “He got back in and then committed suicide.” Still, those cases should make universities and colleges more fired up to find alternative solutions, even if they are reactive. Gnage agrees. “None of us can get lazy about this. There should never be a bystander effect when thinking safety.” For more information, check out The Handbook for Campus Safety and Security Reporting (http://www2.ed.gov/admins/lead/safety/handbook.pdf) and Handbook on Hate Crimes http://www.justice.gov/archive/crs/pubs/university92003.pdf
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IL PNENA ROD SVP E AE R TC SI THOIIN VPSE/ SR&O P LE R OMG OR DA EMLSS
University of Rochester Establishes College Prep for By Gary M. Stern
Minority High Schools any colleges bemoan the lack of communication between the university and local high schools, particularly those with large minority and Latino populations. The consensus is that many talented minority students are left behind; they’re overwhelmed by the college application process, presume they can’t afford college, and are unaware of how to obtain financial aid and scholarships. The University of Rochester decided to take assertive action to address these issues. In 2011, it launched College Prep Centers at one local high school with a large minority student body and followed that with a second minority school the next year. With a full-time staff member situated at the high school assisted by several AmeriCorps volunteers serving as counselors, the centers provide one-on-one advice, host workshops on careers and goal setting and discuss financial aid and college preparation. Students are encouraged to attend college, not just at the University of Rochester. The goal is to “empower students to realize their academic and career potential through preparing for successful enrollment,” asserted Beth Olivares, dean for diversity initiatives at the University of Rochester. “It aims to provide students in Rochester school districts with sufficient access to information about going to college. It’s not a recruitment tool,” she added. College Prep Centers emanated from the college’s Upward Bound programs that also collaborate with
M
Beth Olivares, dean for diversity initiatives, University of Rochester
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P I NENROS VP AE TCI TOI N V SE S& P R O G R A M S local high schools. But Upward Bound is funded by the federal government and only handles about 70 students in each program. “Our success and future are intimately tied in to the success of the people who live in Rochester. As director of the Kearns Center, which encourages diversity, our mission is to improve outcomes across the entire educational pipeline,” Olivares said. “It lets students know at East and Vanguard Collegiate high schools that college is a possibility. Being smart is cool.” To launch the program, the University of Rochester obtained grants from the JPMorgan Chase Foundation and Farash Charitable Foundation. The grants finance a full-time coordinator, who is a University of Rochester employee. AmeriCorps volunteers operate as academic advisers and are paid a $6000 annual stipend. The Prep Centers established dorm-like rooms filled with computers and desks, which students visit during their free periods, conduct research and receive one-on-one counseling. Both East and Vanguard Collegiate are public high schools located in predominantly minority neighborhoods. East High School enrolls 1,800 students including 62 percent African-Americans, 30 percent Latino, 6 percent Asian-American and 2 percent white. In fact, 98 percent of its students obtain free or reduced lunch. Vanguard High School consists of 400 students including 71 percent African- Americans, 22 percent Hispanic, 5 percent Asian-American and 2 percent white. At Vanguard, 95 percent of students receive free or reduced lunch. In Rochester, only 43 percent of high school students graduate. “It’s a national tragedy,” observed Olivares, a graduate of Fordham University and a Bronx native.
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The College Prep coordinator and academic advisers are committed “to being encouraging and working directly with the kids on what it is they’re facing. We try to wrap as many arms around the students and keep providing positive messages,” Olivares noted. Minority University of Rochester graduates and students are brought in to tutor high school students and serve as role models. Seeing that their tutor stems from the same neighborhood or background sends a strong message to urban students. “They’re doing research at the medical center or working on a project, which says life is bigger than they anticipate,” Olivares said. Moreover, the staff works closely with the principals, administrators, and counselors at each high school. The College Prep Center staff is considered part of the high school team, not outsiders. “We bring in financial aid advisers from the University of Rochester. We do financial planning and literacy, SAT prep, Regents prep,” she said. Students investigate how to pay for college via Pell and other grants, merit scholarships and financial aid, and are shown the actual cost to their family. But first students need to establish a goal that college is doable and can change and improve their lives long-term. After three years, the program is currently being evaluated. So far, the two centers have advised over 90 percent of seniors either in one-on-one sessions or via workshops. In 2013, 65 percent of the students at East High School and 70 percent of Vanguard High School applied to college, much higher numbers than before the program started. Carol Jones, the principal of Vanguard Collegiate High School, said the College Prep Center encourages students to “start thinking about college in the ninth grade, taking PSATs, and working with coun-
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IL PNENA ROD SVP E AE R TC SI THOIIN VPSE/ SR&O P LE R OMG OR DA EMLSS selors to look at credits, understand the need for the Regents, and think about transcripts.” The Prep Center’s open door policy invites students to attend sessions, obtain tutoring, and assist with online preparation. Immersing students in the conversation about why college is necessary must take place every day in an urban high school, Jones suggested. And the College Prep Centers help inspires those conversations. “The Prep Center sees the need in our community to get our students into post-secondary education. They embrace it as part of our community,” Jones said. The program has been so successful in promoting college to underserved students that Jones would like to see the school district take over grant writing to fund the program and not leave funding to the college. Olivares is encouraged by the fact that about a dozen students have been accepted into the University of Rochester since the College Prep Centers were introduced. The University of Rochester attracts many students focused on science and engineering careers as well as those interested in the humanities and social science. “We want people to go to the right school to learn what they need to learn; this environment is difficult and fast-paced,” she noted. University of Rochester had 5,142 students in 2014 including 5.7 percent Hispanic and 4.7 percent African-American, 10.7 percent Asian-American and 15 percent international. The sooner the College Prep Center can influence students the better. Reaching students in seventh and eighth grades and setting the foundation for postsecondary education can be very influential in encouraging them to attend college, Olivares suggested. If any college would like to emulate establishing College Prep with local high schools, Olivares recommends the following: 1) obtain the strong support of leaders – principals, counseling team, superintendent; 2) establish a track record of college preparation before introducing it; and 3) ensure that high school students are encouraged to attend the college that is right for them; don’t turn it into a recruitment program.
“
It lets students know at
East and Vanguard
Collegiate high schools that
college is a possibility.
Being smart is cool.”
Beth Olivares, dean for diversity
initiatives, University of Rochester
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POLITICS
Funding the Growing Number of HSIs By Peggy Sands Orchowski
t’s not an uncommon greeting from higher ed administrators: “Oh, you’re with the Hispanic Outlook in Higher Education? We’re 22.4 percent”; “Oh we’re 23 percent”; “Oh we’re 24.6 percent – about 50 students to go!” followed by grins and even high fives. Of course we all know what they’re referring to: how close their institution is to having 25 percent of their full-time undergraduate students who selfidentify as ethnic “Latinos/Hispanics.” That 25 per-
I
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cent threshold qualifies the institution for designation as an HSI – Hispanic Serving Institution. And that opens the door to a $1 billion fund that President Obama and his Education Secretary Arne Duncan announced in 2008. For revenue-starved universities, becoming an HSI could be a gold mine to Title V diversity and MSI (Minority Serving Institution) program funding, an obvious incentive to recruit and retain the Education Department’s top priority students – minorities.
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POLITICS The term Hispanic Serving Institution was coined in 1986 by the newly-founded Hispanic Association of Colleges and Universities (HACU). The concept became official federal policy in 1992 under President Clinton and reauthorized in 2008 under an amendment of the Higher Education Act. Recently the 25 percent threshold of Hispanic full-time equivalent students is coupled with an unspecified “substantial” enrollment of low-income students at the institution There is no official federal list of HSIs, but based on the criteria, HACU – which has become a superbly-well organized lobbying organization for HSIs – reports that 370 four-year, two-year, nonprofit and for-profit colleges in the 50 states, Washington, D.C., and Puerto Rico qualify for the designation. This is up from 268 in 2010 – a 72 percent growth rate. Seventy percent are public institutions, 49 percent are two-year degree granting colleges. HSIs also include 10 research universities including HSI medical schools. “The problem is that as the numbers of HSIs and the students they serve are growing, so is the competition for the existing funds which, especially since
“
The problem is that as the numbers of HSIs and the students they serve are growing, so is the competition for the existing funds which, especially since sequestration, have decreased.” Serena Davila, HACU’s executive director for legislative affairs
sequestration, have decreased,” said Serena Davila, HACU’s executive director for legislative affairs. In 2010, HSIs were allocated $117 million. Since then, allocations have gone down and up: $104 million in 2011, $100.4 million in 2012; $95.4 million in 2013 and $98.6 million in 2014. The authorized level is $175 million for 2015, but HACU anticipates negotiating for not more than the 2010 amount – $117 million with the prospects that there will not be a raise from the 2014 level of $98.6 million. A growing political concern is reauthorization of the Higher Education Act in 2015. “There is always great interest in higher education per se but the politics have changed. The focus now is that higher education must be integrated with jobs,” said the Deputy Director of Policy for the National Governors Association David Quam last April at HACU’s annual National Capitol Forum on Hispanic Higher Education. “HSIs must be part of that continuum of education that includes workforce development. Officials at HACU agree. “That’s a natural,” according to Davila. “Hispanics will make up 74 percent of new workers by 2020. HACU bipartisan initiatives are oriented especially to growing workforce needs in STEM fields and agricultural management. HSIs can only strengthen those initiatives.” “But right now the votes aren’t there for increasing funding of HSIs,” said Mario Cordona, the Senate HELP’s (Health, Education, Labor Policy) Committee Counsel. “We need your success stories. There are a lot of frustrated Congressional members who need data of success,” pleaded Roberto Rodríguez, special assistant to the president for education policy. On May 13, The HELP committee held a full hearing on “Strengthening Minority Serving Institutions: Best Practices and Innovations for Student Success.” It featured seven MSI Directors from across the country. But by summer the increasingly aggressive antics of DREAMers – a source for numerous HSI students – captured the more negative attention of the national media. Apparently a new two-year extension of the president’s 2012 action to waive over half a million DREAMers from deportation (called DACA) was not enough. Advocates chained themselves to the White House fence and provoked public arrests while demanding the president immediately use executive actions to “Stop Depor-
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POLITICS tations Now” of almost all of the 12 million immigrants living illegally in the country. They carried out mock GOP funerals at congressional offices, delivered rotting fruit to and held vigils in front of the homes of the Secretary of Homeland Security and Republican leaders (including Eric Cantor – demonstrations that some say contributed to his spectacularly unexpected defeat in a Virginia primary election that replaced him with a nominee much less sympathetic to DREAMers). “This has not been helpful to DREAMers,” said Simon Rosenberg of New Democratic Network (NDN), a significant advocate for DREAMer legalization at the White House. “Some DREAMers have a different style of protest,” said Davila, who was being diplomatic. She acknowledged that HACU remains a significant advocate for their legalization however, even if it has to be done in a stand-alone bill which DREAMer activists defy. In 2010 several White House spokesmen at HACU’s annual forum urged HACU members to support the DREAM Act only as part of a comprehensive bill. Wide bipartisan sympathy toward DREAMers was seen then (as now) by the White House and the Congressional Hispanic Caucus as the key driver of comprehensive immigration reform. In December 2010 however, when the House flipped to
Republican control, Senate Democrats made a last ditch effort for any immigration reform by supporting a stand-alone DREAM Act. HACU supported it. But the desperate Democrats changed the bill to include so many comprehensive provisos that vital supporters like Republican Sen. Kay Bailey Hutchinson refused to vote for it. The stand-alone bill failed. In July 2013, Republican Congressional Immigration Committee members proposed a “KIDS Act” – a stand-alone bill to legalize DREAMers. Every Democrat on the committee (including Luis Gutiérrez, D-Ill.) voted against it. DREAMer witnesses (including Gutiérrez) demanded that any legislation legalizing DREAMers must also legalize their parents, friends, and supporters – even those who had already been deported. Now at the eve of the 2014 primary elections and the possibility of the Senate flipping to Republican domination, a stand-alone DREAM bill is once more a consideration. If the Senate flips, its 2013 “comprehensive” bill will die. But Republicans could be willing to show their sympathies with Latino voters by passing a stand-alone “KIDS” Act. Would HACU support it? “We’d definitely consider if it allows young people to help their families,” said Antonio R. Flores, the long-time president of HACU. It certainly would help HSIs as well.
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From the
Scholars’ Corner
By Crystal Caldera, JD/PhD Program in Sociology, University of California, Irvine, 2014 AAHHE Graduate Fellow As the daughter of immigrants who achieved no more than a sixth grade education, I grew up with one responsibility – obtain a quality education. Thanks to my parents dogged work ethic and unconditional support, I had the luxury to focus solely on my education. At an early age, I realized the stark discrepancies between my life and that of my cousins; while I enjoyed school and expected to attend college, many others never had the opportunity. I often found myself exploring reasons for these polar disparities. Why were my parents economically stable, but not my uncles? Why are my cousins dropping out of school or not attending college while I was headed on a clear college path? A combination of factors I could and could not control played critical roles in safeguarding my journey through the educational pipeline: access to resources, knowledge of support systems, and a work ethic. While I have been blessed with access to such resources, many other hard working, driven students are not and thus, never make it to the university. My experience shaped my desire to pursue a PhD in sociology at the University of California, Irvine, further investigating the social forces that shape our life circumstances and opportunities, and to pursue a law degree. With dual doctorate degrees, I intend to serve as an educator and legal advocate to ensure underserved communities have access to legal and educational resources so students who do not attend college do so by choice, not because they are pushed out of the system. Moving through my doctoral programs it is
clear that what I learned as a child continues to apply: access to resources is critical for continued success. I can think of no better support system than my American Association of Hispanics in Higher Equation familia. I was encouraged by my graduate advisor to apply for the AAHHE/Ford Multidisciplinary fellowship. My AAHHE conference experience was unforgettable – for the first time I found a strong community of individuals who understood the academic rigors and socio-cultural challenges of graduate school, shared my experience as a first-generation student of color, and could provide insight to not merely survive but thrive. A faculty mentor informed me about a career in academia, preparing for job searches, and expectations as a faculty member. Faculty roundtables exposed different challenges and successes that accomplished AAHHE alumni experience in their respective fields at prestigious institutions. Alumni panels revealed the multiple career paths one can pursue with a PhD and JD, not solely a researcher or lawyer, but the director of an academic institution, a community or university consultant, or an activist educator for underrepresented students in higher education. Most important, my AAHHE experience provided a national network of other Hispanic educators, researchers and pioneers who are shaping the future of academia and education. These absolutely invaluable relationships and resources make me a stronger scholar so I can help other Hispanic students obtain access to higher education and become fellow educators, paving the way for more equity in our education system.
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Interesting Reads The Age of Youth in Argentina: Culture, Politics, and Sexuality from Perón to Videla by Valeria Manzano
This social and cultural history of Argentina's “long 60s” argues that the nation's younger generation was at the epicenter of a public struggle over democracy, authoritarianism, and revolution from the mid-20th century through the military dictatorship that seized power in 1976. The author describes how large numbers of youths pushed sociocultural modernization and political radicalization.
2014. 354 pp. ISBN: 978-1-4696-1161-7. $34.95 paper. University of North Carolina Press, Chapel Hill, N.C. Main fax: (919) 966-3829. www.uncpress.unc.edu/
Immigration: Tough Questions, Direct Answers (The Skeptic's Guide)
How can we be sure terrorists aren't entering our country? What does it mean to be a citizen? Do immigrants help or hurt the economy? What's wrong with calling someone an illegal immigrant? In this Skeptic's Guide™ Dale Hanson Bourke sheds light on key terms and concepts, historical events and current concerns that drive the immigration debate. by Dale Hanson Bourke
2014. 152 pp. ISBN: 978-0830844098. $15.00 paper. InterVarsity Press, Westmont, Ill. (800) 843.9487, www.ivpress.com/
Things We Do Not Talk About: Exploring Latino/a Literature through Essays and Interviews by Daniel A. Olivas and Perry Vásquez
Things We Do Not Talk About is a natural companion to the study of Latino/a literature. In this wide-ranging collection of personal essays & interviews, the authors explore Latino/a literature at the dawn of the 21st century. The essays address a broad spectrum of topics from the Mexican-American experience to the Holocaust.
2014. 202 pp. ISBN: 978-1938537059. $18.95 paper. San Diego State University Press, San Diego, Calif. (619) 5946220. www.sdsupress.sdsu.edu/
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Organized Crime in Mexico: Assessing the Threat to North American Economies
by Cameron H. Holmes. 2014. 184 pp. ISBN: 9781612346625. $24.95 Potomac Books Inc., Dulles, Va., (703) 661-1548. https://potomac.presswarehouse.com
Americans have received increasingly dire warnings about traveling in Mexico. Reports of rising street crime and kidnappings have had a chilling effect on the travel industry there and fueled fear about the security of our southern border -- fears that have turned a humanitarian crisis prompted by children fleeing gang warfare and human trafficking in some Latin American nations into an ugly and polarizing political issue. While this book only addresses organized crime in Mexico, it does give insight into how some countries devolve into debilitating lawlessness that not only threatens the safety and security of its citizens, but also damages its economy and threatens the financial stability of its neighboring countries. Organized Crime in Mexico examines the grim implications of the persistent and controlling criminal enterprises in northern Mexico. Putting these activities in context, it compares and contrasts the current threat that exists to prior threats that have made headlines over the years, including drug and human smuggling during the latter half of the 20th century. The author, Cameron H. Holmes, begins with the proposition, “Criminal organizations operating in Mexico and the United States threaten the economic wellbeing of North America as well as the democratic freedoms of our neighbor to the south.” Holmes is an experienced organized-crime prosecutor and anti– money laundering expert. His knowledge of the subject is evident in the way he explains the escalating criminal activity in Mexico and U.S. border towns and projects how this activity is damaging American economies. He then presents a reasoned approach to change course. He suggests that the United States take on the problem by changing policy, attitude and investing in countermeasures that focus on crime prevention instead of just prosecution. As Holmes explains, “Strategically, we have lightyears to travel and little time to do it. Without intervention, criminal activity will strangle legitimate business, degrade the Mexican economy, and because the United States itself is so intimately affected, undermine the U.S. economy in turn. Continued prosperity in both countries depends on our joint success in controlling these criminal enterprises.” Organized Crime in Mexico is a guide to the makeup and strategies of organized criminal groups. It puts forth suggested countermeasures, and frames the problems and topics in a global context for maximum impact on the reader. The point is that what happens in Mexico doesn’t stay in Mexico. Criminal activity and economic problems there have worldwide implications.
SEPTEMBER 22, 2014
Reviewed by Mary Ann Cooper
The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates in the areas of (a)systems, and (b) theory of computing for faculty positions at the rank of Associate Professor. Systems is a broad, synergistic collection of research areas spanning systems and networking, programming languages and software engineering, software and hardware architecture, data-intensive computing and databases, graphics and visualization, security, systems biology, and a number of other areas. We encourage applicants working within our strategic focus of data-intensive computing, but also in all areas of systems. The Theory of Computing ("Theory" for short) strives to understand the fundamental principles underlying computation and explores the power and limitations of efficient computation. While mathematical at its core, it also has strong connections with physics (quantum computing), machine learning, computer vision, natural language processing, network science, cryptography, bioinformatics, and economics, to name just a few areas. We encourage applications from researchers in core areas of Theory such as complexity theory and algorithms as well as in any area with a significant Theory component. The University of Chicago has the highest standards for scholarship and faculty quality, is dedicated to fundamental research, and encourages collaboration across disciplines. We encourage connections with researchers across campus in such areas as bioinformatics, mathematics, molecular engineering, natural language processing, and statistics to mention just a few. The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building strong systems and machine learning groups. The larger community in these areas at the University of Chicago includes the Department of Statistics, the Computation Institute, the Toyota Technological Institute at Chicago (TTIC), and the Mathematics and Computer Science Division of Argonne National Laboratory. The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown. Applicants must have a doctoral degree in Computer Science or a related field such as Mathematics, Statistics, etc. Applicants are expected to have established an outstanding research program and will be expected to contribute to the department’s undergraduate and graduate teaching programs. Applications must be submitted through the University's Academic Jobs website. To apply for the position of Associate Professor-Systems, go to: http://tinyurl.com/pkzpcy5 To apply for the position of Associate Professor-Theory, go to: http://tinyurl.com/kwzb9zu To be considered as an applicant, the following materials are required: • cover letter, • curriculum vitae including a list of publications, • statement describing past and current research accomplishments and outlining future research plans, and • description of teaching philosophy, and • a reference contact list consisting of three people Review of complete applications will begin January 15, 2015 and will continue until all available positions are filled. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.
The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates in the areas of (a)systems, and (b) theory of computing for faculty positions at the rank of Assistant Professor. Systems is a broad, synergistic collection of research areas spanning systems and networking, programming languages and software engineering, software and hardware architecture, data-intensive computing and databases, graphics and visualization, security, systems biology, and a number of other areas. We encourage applicants working within our strategic focus of data-intensive computing, but also in all areas of systems. The Theory of Computing ("Theory" for short) strives to understand the fundamental principles underlying computation and explores the power and limitations of efficient computation. While mathematical at its core, it also has strong connections with physics (quantum computing), machine learning, computer vision, natural language processing, network science, cryptography, bioinformatics, and economics, to name just a few areas. We encourage applications from researchers in core areas of Theory such as complexity theory and algorithms as well as in any area with a significant Theory component. The University of Chicago has the highest standards for scholarship and faculty quality, is dedicated to fundamental research, and encourages collaboration across disciplines. We encourage connections with researchers across campus in such areas as bioinformatics, mathematics, molecular engineering, natural language processing, and statistics, to mention just a few. The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building strong systems and machine learning groups. The larger community in these areas at the University of Chicago includes the Department of Statistics, the Computation Institute, the Toyota Technological Institute at Chicago (TTIC), and the Mathematics and Computer Science Division of Argonne National Laboratory. The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown. Applicants must have completed all requirements for the PhD at the time of appointment. The PhD should be in Computer Science or a related field such as Mathematics, or Statistics, etc. Applications must be submitted through the University's Academic Jobs website. To apply for the Assistant Professor - Systems, go to: http://tinyurl.com/k3wgaqv To apply for the Assistant Professor - Theory, go to: http://tinyurl.com/khyc74d To be considered as an applicant, the following materials are required: ● cover letter, ● curriculum vitae including a list of publications, ● statement describing past and current research accomplishments and outlining future research plans, and ● description of teaching philosophy, and ● three reference letters, one of which must address the candidate’s teaching ability. Reference letter submission information will be provided during the application process. Review of application materials will begin on January 15, 2015 and continue until all available positions are filled. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.
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KITP Graduate Fellowships AUGUSTAANAA
COLLEGE
S I O U X FA L L S , S O U T H DA KOTA W W W . AU G I E . E D U / J O B S
Founded in 1860, Augustan na College is a selective, residential, comprrehensive (liberal arts and professional) private college affiliated with the Lutheran church. With more than 1,800 students frrom 30 states and 40 countries, Augustana is featured among “America’s Top Colleges” by Forbes; was named a “Best Midw id estern College ll ” by The h Princeton Review; and is iden ntified among the “best regional colleges in the Midwest” by U.S. News. In addition to offering more than 50 majors and pre-professional speciallizations, Augustana’s co-curricular programs in the performing arts, NCAA Divisiion II athletics, campus leadership, and com mmunity engagement provide many rich opportunities for students. Augustana g is committed to excellence through diversity, and strong gly encourages applications and nomination ns of persons of colorr, women, and memberss of other underrepresented groups. The com mmunity of Sioux Falls (metro area over 220,00 00) is growing, vibrant and reflects an increaasingly diverse demographic. It was recentlyy named the “best small city for business and caareers” by Forbes and ranked one of the “best places to live” by CNN.
The purpose of this program is to offer a unique opportunity for a select group of physics graduate students to spend a semester at the KITP, participate in KITP research programs and broaden their understanding of physics in areas of current research. The KITP Graduate Fellows will be selected from nominations from participants in the programs and from other graduate advisors nationwide. Since we wish to make sure that the students admitted are fully able to benefit from the program, and that it will not harm the normal progress of their graduate education, we require that the student's advisor nominate the candidate student. Students cannot apply to the program directly. Students who wish to participate should convince their advisors to nominate them. The nominator should describe the student, and explain why she/he is suitable for such a program. Additional letters of support would be useful, but are not necessary. The Graduate Fellows will be reimbursed for local expenses during their stay at the KITP, at a rate of approximately $2100/month plus travel support. Further information about the fellowship and about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu. Nominations should be made by completing the form at http://www.kitp.ucsb.edu/for-scientists/fellowships/graduate-fellows/nomination-form or by writing to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 For participation in the spring of 2015, nominations must be received by November 1, 2014. For participation in the fall of 2015, nominations must be received by May 16, 2015. The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, or any other characteristic protected by law including protected Veterans and individuals with disabilities.
Associate Specialists
AUGUST TANA SEEKS: An Associate Vice Presiden nt for Academic Affairs who will work directly t with the VPAA on developing innovative undergraduate and graduate programming g as a new strategic plan is launched and Full-time Faculty who support the mission m of the College and have attained a high degree of scholarly competence in their discipline. All members of the Academ mic Division are expected to be excellent teaachers and scholars, to engage in the d development of the life of the College, and to serve the broader community. WE INVITE APPLIC ATIONS S FOR: t Associate VP for Academic Affairs t Accounting / Business Administration t Art t Chemistry
t Edu ucation / Special Edu ucation t Exer e cise Science t Mathema t tics Education t Nurrsing (2) t Psyychology t Socciology
See www.augie.edu/jobs for detailed information & applicatio on procedures. Augustana College is an Equal Opportunityy/Affirmative Action/Title IX Emplo oyerr. W Women omen and memberrss of minor mino ority groups arree stronglly encouraged to appllyy. Applicants must com mpllyy with the Immigration Refform and Control Act and arree requir requirred to o submit official transcripts upon emplo oyment. ymen nt.
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The Kavli Institute for Theoretical Physics expects to appoint researchers as Associate Specialists in theoretical physics at the postdoctoral level, beginning in September 2015. Appointments will normally be for periods of two years or longer depending on the promise, breadth of interests, and experience of the candidate, and on the anticipated scientific programs of the Institute. A detailed list of the KITP programs for 2015/2016 is available at: http://www.kitp.ucsb.edu/for-scientists/programs-conferences. Applications for postdoctoral positions should be made electronically via the Academic Jobs Online website: https://academicjobsonline.org/ajo/jobs/4253 The deadline for applications and all related materials is November 15, 2014. Later applications will be considered only as long as openings exist. The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service. The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, or any other characteristic protected by law including protected Veterans and individuals with disabilities.
SEPTEMBER 22, 2014
The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Finance and in all areas of Economics, such as macroeconomics (including international economics) and microeconomics (including strategy). Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at http://www.chicagobooth.edu/faculty/openings. We will start formally reviewing applications on November 21, 2014 and strongly encourage you to complete your application by then. We will continue to accept applications until March 22, 2015. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer.
KITP Scholars The Kavli Institute for Theoretical Physics conducts a program of visiting researchers in theoretical physics. The purpose of this program is to support the research efforts of faculty at U.S. colleges and universities that are not major research institutions. Applicants from non-Ph.D.-granting institutions and from institutions with greater emphasis on teaching (as measured, for example, by teaching load) are particularly encouraged. Ongoing research activity is also a criterion. Each award funds a total of three round trips and up to six weeks of local expenses, to be used over a period of up to three years. Eight scholars were chosen in 2014, and it's expected that eight will be chosen for 2015. Further information about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu Scientists interested in this program should write the Director at the address below and include a vita together with a statement describing their research interests, and arrange for at least one letter of recommendation, before November 1, 2014. Awards will be announced by December 15, 2014. Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, or any other characteristic protected by law including protected Veterans and individuals with disabilities.
H
CHAIR, DEPARTMENT OF EMERGENCY MEDICINE The Keck School of Medicine of USC invites applications and nominations for the position of Chair, Department of Emergency Medicine. The Department of Emergency Medicine at the Keck School is one of the nation’s oldest academic departments in emergency medicine, and has graduated more emergency physicians than any other training program. The principal venue for the Department is LAC+USC Medical Center in the LA County Department of Health Services system, one of the largest acute care teaching hospitals in the nation. The Chair serves as Chief of Service for this facility. The Department is also responsible for Emergency Room at Verdugo Hills Hospital. The next Chair will lead a Department that continues to have great opportunities, as well as some challenges. Success will require strong leadership to effect the strategic, operational, and cultural adaptations necessary for the long term. She/he must be committed to innovation in each of the Department’s missions, maintaining the appropriate balance along the way. The successful candidate must be board certified in Emergency Medicine, have strong leadership skills, and a commitment to patient care, education and academic excellence. Korn/Ferry International is assisting USC with this important search. Please forward nominations of appropriate candidates to: Warren E. Ross, M.D., c/o Sarah L. Taylor (sarah.taylor@kornferry.com), Korn Ferry, 1835 Market Street, Suite 2000, Philadelphia, PA 19103 USC values diversity and is committed to equal opportunity in employment. Women and men, and members of all racial and ethnic groups are encouraged to apply.
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SEPTEMBER 22, 2014
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The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates for faculty positions at the rank of Associate Professor in the area of Artificial Intelligence (AI). Outstanding researchers working in Artificial Intelligence, which include both the theory of machine learning and applications to areas such as natural language processing, computer vision, and computer systems are encouraged to apply.
The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates for faculty positions at the rank of Assistant Professor in the area of Artificial Intelligence (AI). Outstanding researchers working in Artificial Intelligence, which include both the theory of machine learning and applications to areas such as natural language processing, computer vision, and computer systems are encouraged to apply.
The University of Chicago has the highest standards for scholarship and faculty quality, is dedicated to fundamental research, and encourages collaboration across disciplines. We encourage strong connections with researchers across campus in areas such as the biological and physical sciences.
The University of Chicago has the highest standards for scholarship and faculty quality, and encourages collaboration across disciplines. We encourage strong connections with researchers across campus in areas such as the biological and physical sciences.
The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building strong systems and machine learning groups. The larger community in these areas at the University of Chicago includes the Department of Statistics, the Computation Institute, the Toyota Technological Institute at Chicago (TTIC), and the Mathematics and Computer Science Division at Argonne National Laboratory.
The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building strong systems and machine learning groups. The larger community in these areas at the University of Chicago includes the Computation Institute, the Toyota Technological Institute at Chicago (TTIC), the Department of Statistics, and the Mathematics and Computer Science Division of Argonne National Laboratory.
The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown.
The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown.
Applicants must have a doctoral degree in Computer Science or a related field such as Mathematics or Statistics and be several years beyond the Ph.D. Applicants are expected to have established an outstanding research program and will be expected to contribute to the department’s undergraduate and graduate teaching programs. All applicants must apply through the University's Academic Jobs website at http//tinyurl.com/pfatjhn.
Applicants must have completed all requirements for the PhD at time of appointment. The PhD should be in Computer Science or a related field such as Mathematics or Statistics. All applicants must apply through the University's Academic Jobs website at http://tinyurl.com/muzweou.
To be considered as an applicant, the following materials are required: • cover letter, • curriculum vitae including a list of publications, • statement describing past and current research accomplishments and outlining future research plans, and • description of teaching philosophy, and • a reference contact list consisting of three people
To be considered as an applicant, the following materials are required: ● cover letter, ● curriculum vitae including a list of publications, ● statement describing past and current research accomplishments and outlining future research plans, and ● description of teaching philosophy, and ● three reference letters, one of which must address the candidate’s teaching ability. Reference letter submission information will be provided during the application process.
Review of complete applications will begin January 15, 2015 and will continue until all available positions are filled.
Review of application materials will begin on January 15, 2015 and continue until all available positions are filled.
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability.
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability.
The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.
The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.
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SEPTEMBER 22, 2014
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California State University, San Bernardino, a
TENURE-TRACK POSITIONS FOR 2015-2016 ACADEMIC YEAR
comprehensive regional university, is one of 23 California State University campuses. It serves approximately 18,000 students, employs 500 fulltime faculty, and offers 44 undergraduate, 21 graduate and one doctoral degree programs. The university consists of five academic colleges -- Arts and Letters, Business and Public Administration,
Named as one of the nation’s “Best Colleges to Work For” by The Chronicle of Higher Education, CSUSB is committed to providing learning opportunities that are driven by teaching and research excellence, intellectual interaction, creativity and diversity. We invite candidates, who share this commitment and dedication to the development of the next generation of students, to apply. Hiring for these positions is dependent on budgetary approval. California State University, San Bernardino is recruiting tenure-track faculty for the following positions. Salaries are competitive and dependent on qualifications and experience. To apply for any of the positions listed below, please visit our web site at http://agency.governmentjobs.com/ csusb/default.cfm?transfer=1
Education, Natural
COLLEGE OF ARTS AND LETTERS Art: Department Chair (Associate or Professor) Behavioral Sciences. The Communication Studies: Digital Media Production (Assistant Professor) university also operates a English: English Composition/Rhetoric branch campus in Palm (Assistant Professor) Desert. CSUSB is situated COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION 70 miles east of Los Marketing: (Rank open, Assistant Angeles, offering easy Professor preferred) access to beaches, and COLLEGE OF EDUCATION mountain and desert Special Education Rehabilitation & Counseling: Counseling & Guidance resorts. The rapidly (Open rank – 2 Positions) expanding metropolitan Special Education Rehabilitation & Counseling: Rehabilitation Counseling area offers a wide variety (Open rank) of cultural and Special Education Rehabilitation & Counseling: Special Education (Open recreational opportunities. rank– 2 Positions) Housing costs average COLLEGE OF NATURAL SCIENCES substantially below those Biology: Eukaryotic Cell Biology (Assistant Professor) of nearby Los Angeles and Chemistry & Biochemistry: Orange counties. Interdisciplinary Biochemistry (Assistant Professor) Chemistry & Biochemistry: Organic Chemistry (Assistant Professor) Kinesiology: Exercise Science (Assistant Professor) Kinesiology: Motor Control/Biomechanics (Assistant Professor) Physics: Applied Physics (Assistant Professor) Nursing: OB/Women’s Health, Pediatrics, or Medical Surgical (Assistant Professor) COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES Anthropology: Museum Studies/Cultural Anthropology (Assistant Professor) Anthropology: Applied Archaeology (Assistant or Associate Professor) Political Science: American Politics and Political Thought (Assistant Professor) Political Science: Comparative Politics, International Relations (Assistant Professor) Psychology: Industrial/Organizational Social Psychology (Assistant Professor) Sciences, and Social and
California State University, San Bernardino is an Affirmative Action/ Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, color, religion, national origin, age, gender, gender identity/expression, sexual orientation, genetic information, medical condition, marital status, veteran status, or disability.
EXECUTIVE VICE PRESIDENT AND CHIEF FINANCIAL OFFICER The University of Michigan seeks applications for the position of Executive Vice President and Chief Financial Officer (EVPCFO), one of the President’s key partners and advisors. As a senior member of the administration, s/he is an active participant in the institution’s leadership, and must consistently exercise independent judgment in providing reliable financial, operational, and policy information and guidance to the President and the Board of Regents, the University’s governing body. S/he will lead units with more than 3,100 staff with a budget of $800 million and will be responsible for the financial affairs of the institution, including managing its endowment, accounting, and audit functions; representing the University with credit rating agencies and external regulators; and conducting large M&A transactions. S/he will also be responsible for its complex business operations; HR; and IT. The University of Michigan is one of the U.S.’ great public research universities. Fiscal year 2013 revenues totaled $6.3 billion, and its endowment is valued at more than $8 billion. Nominees and applicants must have significant professional experience leading the financial, investment, operations, human resource, and/or IT functions of a large, complex organization with multiple senior stakeholders. Leaders outside academia, preferably with a combination of public and private sector experience will be considered. Proven experience leading teams of several hundred and an understanding of unionized environments is important. The role requires the strategic mindset to shape a sustainable business model that will carry the institution forward for the next several decades. Successful candidates will have the intellectual skills to drive strategic planning, and the service orientation to pursue efforts to achieve savings while bringing constituencies together constructively. They will enjoy interacting with people, be thoughtful communicators, invest the energy needed to drive change, and have a highly collaborative, approachable, collegial, and assertive style. Additional information can be found on http://myumi.ch/evp-cfo. Applications should be submitted electronically to UofMCFO@egonzehnder.com The University of Michigan is an equal opportunity, affirmative action employer.
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SEPTEMBER 22, 2014
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The Best Candidate for you
IS OUT THERE.
( California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 35,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.
2014-15 Tenure-Track Search www.csulb.edu/aa/personnel/jobs
College of Education x Advanced Studies in Education & Counseling (School Counselor Education) College of Engineering x Civil Engineering & Construction Engineering Management (Environmental) x Civil Engineering & Construction Engineering Management (Transportation) x Computer Engineering & Computer Science (2 positions) x Electrical Engineering (Communication Systems) x Electrical Engineering (Power Systems) College of Health and Human Services x Criminal Justice (Criminology) x Family & Consumer Sciences (Child Development & Family Studies) x Family & Consumer Sciences (Family Life Education) x Family & Consumer Sciences (Fashion Merchandising & Design) x Family & Consumer Sciences (Gerontology) x Family & Consumer Sciences (Hospitality Management) x Family & Consumer Sciences (Nutrition and Dietetics) x Kinesiology (Exercise Science) x Kinesiology (Fitness) x Nursing (Informatics) x Nursing (Nurse Scientist) x Nursing (Epidemiology) College of Liberal Arts x Asian & Asian American Studies (Chinese Studies) x Psychology (Clinical Science) x Psychology (Industrial-Organizational Psychology) x Political Science (American Politics) x Sociology (Critical Criminology) College of Natural Sciences and Mathematics x Biological Sciences (Aquatic Toxicology) x Biological Sciences (Plant Evolutionary Biologist) x Chemistry & Biochemistry (Analytical Chemistry) x Mathematics & Statistics (Pure Math) x Physics & Astronomy (Experimental Physics) CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identification, sexual orientation, marital status, disability, medical condition, age, political affiliation, Vietnam era veteran status, or any other veteran's status. CSULB is an Equal Opportunity Employer.
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SEPTEMBER 22, 2014
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TEXAS STATE UNIVERSITY
ANTICIPATED TENURE-TRACK AND CLINICAL FACULTY POSITIONS
Texas State University is a member of The Texas State University System.
Texas State University is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Texas State’s 35,546 students choose from 96 undergraduate and 87 master’s and 12 doctoral programs offered by ten colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, The Graduate College, and the University College). With a diverse campus community including 42% of the student body from ethnic minorities, Texas State is one of the top 16 producers of Hispanic baccalaureate graduates in the nation. In the fall of 2013, there were over 1,150 full-time faculty and nearly 2,000 full-time staff. Research and creative activities have led to growing success in attracting external support. For FY 2014, Texas State had an annual operating budget of $495 million and research expenditures of more than $37 million in FY 2013. The Alkek Library has more than 2.4 million titles in its collection. Additional information about Texas State and its nationally recognized academic programs is available at http://www.txstate.edu. Personnel Policies: Faculty members are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility. Participation in a retirement plan is mandatory. The State contributes toward the health insurance programs and all retirement plans http://www.humanresources.txstate.edu/benefits.htm.
The Community: San Marcos, a city of about 50,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities makes the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 107,000 residents is located 15 miles north of Austin in the Central Texas Hill Country. Some positions may require teaching on the main campus and at the Texas State University Round Rock Campus.
Texas State University will not discriminate against any person in employment or exclude any person from participating in or receiving benefits of any of its activities or programs on any basis prohibited by law, including race, color, age, national origin, religion, sex, disability, veterans’ status, sexual orientation, gender identity, or gender expression. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the diversity of its faculty and senior administrative positions. Texas State University is a member of The Texas State University System. Texas State University is an EOE
Texas State University is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in university owned or leased vehicles.
Application Material: Interested candidates should submit a letter of application indicating the position and the posting number for which they are applying, a curriculum vita, a list of three references with addresses, e-mail addresses, and phone numbers, and additional application materials if required. All successful candidates must complete and submit a Faculty Employment Application. Please visit our Faculty Employment Opportunities website for a complete listing of deadlines and application information:http://facultyrecords.provost.txstate.edu/faculty-employment/faculty-employment.html.
Address Replies To: Appropriate Search Committee Chair, Name of Department/School/Program, Texas State University, 601 University Drive, San Marcos, Texas 78666.
Duties Common to All Tenure-Track Faculty Positions: Teach undergraduate and graduate level courses in the field of specialization; conduct academic research in the field of specialization; for creative and performing arts disciplines, engage in juried creative activities; undertake assignments normally associated with teaching, scholarship, and service to the university; hold regular office hours; advise students; publish scholarly articles as appropriate to the discipline; present at conferences; participate in departmental meetings; and engage in faculty governance by serving on department, school, and university committees.
Additional Duties Common to All Clinical Faculty Positions: Engage in clinical training, supervision, program development and/or other areas of practical application; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in their particular profession. Selected candidates will be subject to a criminal background check.
COLLEGE OF APPLIED ARTS
AGRICULTURE, ASSISTANT PROFESSOR (2015-12). Required Qualifications: Ph.D. in agricultural economics or agribusiness with primary expertise in quantitative methods, finance and agribusiness management. The applicant must have effective communication and interpersonal skills, the ability to work effectively with faculty, students, and industry representatives, documental evidence of the potential to establish an independent, externally funded research program that complements existing programs in the Department of Agriculture at Texas State, and contribute to a strong undergraduate teaching program and future development of graduate programs. Proficiency in computer software applications including those for designing web pages and posting course materials, etc., on the internet is required. Additional information about the department may be found at http://www.ag.txstate.edu. Apply To: Dr. C. Reed Richardson, Search Committee Chair, e-mail: cr36@txstate.edu. Additional Application Material: Letter of application including a description of research interest. Review of applications begins January 15, 2015.
FAMILY AND CONSUMER SCIENCES, ASSISTANT OR ASSOCIATE PROFESSOR (2015-21). Required Qualifications: Ph.D. in nutrition or complementary field (with at least 18 graduate hours of coursework in nutrition); experience conducting clinical or translational research in the area of metabolic disorders or eating behaviors; and experience teaching at the university level. Associate Professor rank requires evidence of recent publications in peer-reviewed journals; evidence of recent external funding. To be eligible for hire at the associate professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Professional and/or post-doctoral experience in translational/clinical nutrition research; strong peer-reviewed publication record; evidence of external funding; grant writing experience; teaching and/or research awards; graduate and undergraduate student mentoring; and a Registered Dietitian. Apply To: Chair-NUTR Search Committee, Nutrition and Foods Program, e-mail: fcs@txstate.edu. Additional Application Material: Letter of intent describing research interests and experience and teaching philosophy. Review of applications begins October 15, 2014 and will continue until the position is filled.
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SOCIAL WORK, ASSISTANT PROFESSOR (2015-18). Required Qualifications: M.S.W. and the doctorate in social work or closely related field by June 1, 2015. Evidence of at least two years of full-time professional social work practice experience or the equivalent in part-time professional social work experience. Social work licensure in good standing or agree to attain licensure on hire; and documented abilities to work as an effective team member. Preferred Qualifications: Evidence of high-quality university teaching experience with diverse populations; evidence of skills in quantitative and qualitative methods. Demonstrate an active research agenda through scholarly publications. Documented evidence of experience or interest in external research funding. Apply To: Chair of Search Committee, e-mail: swapplicants@txstate.edu. Additional Application Material: Send a single PDF attachment that includes the following only, in this order: 1) letter of application addressing both required and preferred qualifications addressed to Chair of Search Committee; 2) curriculum vita; 3) statement of Teaching Philosophy including a brief summary of teaching evaluations (maximum 500 words); and 4) names and complete contact information for three references. To ensure full consideration, title the PDF: YOUR LAST NAME_INITIALS_ASSTPROF and specify in the first sentence of your application letter that you are applying for the assistant professor position. The single PDF must arrive by 5 p.m. on November 14, 2014. Completed Texas State application, transcripts, written references, and copies of publications will be required if you are selected for an interview. Review of applications begins November 14, 2014 and will continue until the position is filled.
EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION
ACCOUNTING, ASSISTANT OR ASSOCIATE PROFESSOR (2015-5). Required Qualifications: Candidates must have, or anticipate receiving by August 2015, a Ph.D./D.B.A. in accounting, business administration with a major in accounting, J. D., LL.M., M.I.S. or related degree from an accredited university. Candidates must be “academically qualified” under AACSB and Texas State standards (available at http://www.mccoy.txstate.edu/FacultyStaff/Policies-Procedures.html). Appointment at the Associate Professor rank requires demonstrated excellence in teaching and service accomplishments and an established research record. Candidates must be able to teach two subject areas (AIS, advanced financial, cost/advanced managerial, or auditing) at both the upper division and graduate level. Preferred Qualifications: Certification and/or professional work experience in at least one teaching area. Apply To: Dr. Cecily Raiborn, Search Committee Chair, e-mail: craiborn@txstate.edu. Additional Application Material: Letter of intent, official transcripts of all colleges and universities attended, sample of research, and evidence of teaching quality/evaluations. Review of applications begins August 31, 2014 and will continue until the position is filled.
COMPUTER INFORMATION SYSTEMS AND QUANTITATIVE METHODS, CHAIR (2015-22). Required Qualifications: Earned doctorate (Ph.D. or D.B.A.) in information systems, computer information systems, management information systems, management science, business statistics, or decision sciences. A record of excellence in scholarship, teaching, and service commensurate with appointment at the Associate Professor or Professor rank in the Department of Computer Information Systems and Quantitative Methods. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Demonstrated effective administrative skills/experience managing the operations of an academic department in a university; effective teaching experience including at the graduate level; industry experience and/or industry contacts; Ph.D. or D.B.A. from an AACSB accredited school of business; educational background in information systems, statistics and/or quantitative methods; sustained record of research/scholarship; experience with AACSB accreditation process; interdisciplinary teaching and/or research experience; experience with online content delivery; experience working with an external advisory council; and leadership positions in professional organizations. Apply To: Dr. Gary Beall, Search Committee Chair, e-mail: McCoySearch@txstate.edu. Additional application material: Applicants should electronically submit the following materials using Microsoft Word or PDF files: 1) completed Texas State application; 2) curriculum vita; 3) application letter describing how you meet the various required and preferred qualifications; 4) three letters of recommendations or a list of three references including names, addresses, telephone, and e-mail; and 5) transcripts (unofficial transcripts are acceptable for initial review). To ensure full consideration, all application materials must be received by November 10, 2014. Review of applications begins November 10, 2014 and will continue until the position is filled.
COLLEGE OF EDUCATION
CURRUCULUM AND INSTRUCTION, ASSISTANT PROFESSOR (201517). Required Qualifications: Earned doctorate in special education or related discipline from an accredited institution of higher education with an emphasis on learning disabilities. Evidence of advanced training and/or professional experience in the fields of learning disabilities, special education, inclusion, academic intervention, response to intervention (RTI), and/or special education teacher preparation. Record of, or strong demonstrated potential for, sustained
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scholarly productivity in one or more of the following areas: learning disabilities, academic instruction/intervention, assessment, RTI, inclusion, predictive factors associated with long term outcomes, or rigorous special education teacher effectiveness research. Preferred Qualifications: Evidence of successful previous and/or ongoing university teaching experience (may include online instruction). Experience working with students with learning disabilities (or students with academic difficulties) in pre-kindergarten - grade 12 settings and/or the application of inclusion/intervention models including RTI, academic intervention, measurement, STEM education, etc. (includes students with disabilities that are English language learners or bi-lingual students). Participation in collaborative research development, implementation, and/or analysis. Record of, or demonstrated potential for, external funding. Potential for developing collaborative partnerships with school districts and/or related educational agencies (e.g. educational service centers, disability organizations). Apply To: Donya Villareal, Search Committee Assistant, e-mail: dv16@txstate.edu. Additional Application Material: Interested individuals should submit the following electronically: 1) letter of application expressing your intent to apply for the position that includes detailed and supported explanation of how you meet the required and preferred qualifications for this position; 2) specific, discrete evidence that supports your contention of meeting required and preferred qualifications (e.g., summaries of teaching evaluations, publications, and syllabi); 3) curriculum vita; 4) completed Texas State application; 5) three letters from professional references and a reference sheet including the names, telephone numbers, addresses, and e-mail addresses of references; and 6) transcripts from all degree granting institutions (note: applicants may submit unofficial transcripts with the application; the individual who is offered the position must submit official transcripts prior to hiring). Review of applications will begin on October 17, 2014, and will continue until position is filled.
HEALTH AND HUMAN PERFORMANCE, ASSISTANT PROFESSOR (2015-16). Required Qualifications: Earned doctorate in athletic training or related field prior to appointment date; current BOC certification and eligibility for athletic training licensure in Texas; demonstrable evidence of research and scholarship; and previous experience teaching at the university level. Preferred Qualifications: Experience or participation in grant writing and obtaining external funding for athletic training/sports medicine related research projects; research area that is congruent with existing lines of research within the Division of Athletic Training; experience with graduate education and the ability to contribute to master’s programs; experience with mentoring graduate students; ability to integrate a diverse and multicultural perspective into teaching; a work history that includes at least three years of athletic training clinical practice; prior experience as a preceptor in a CAATE accredited athletic training program; demonstrated leadership in program, university and professional service activities and organizations; and commitment to working collaboratively with department faculty, staff, and others throughout the institution/organization. Apply To: Dr. Luzita Vela, Search Committee Chair, c/o Marcos Hendry, A129 Jowers Center, e-mail: rh23@txstate.edu. Additional Application Material: Cover letter, evidence of research and scholarship, (e.g., reprints of recent publications), names and contact information of three references, and a copy of official transcript from the terminal degree program. To ensure full consideration, all application materials must arrive by November 3, 2014. Review of applications begins November 3, 2014 and will continue until position is filled. HEALTH AND HUMAN PERFORMANCE, ASSISTANT PROFESSOR (2015-20). Required Qualifications: Earned doctorate in exercise science/kinesiology/physical education prior to appointment date. Demonstrated potential for scholarship (as evidenced by publications, presentations, grants, etc.). Demonstrated potential for effective instruction in sports education and/or motor behavior undergraduate and graduate courses. Technological literacy and a commitment to integrate technology in teaching and scholarship. Preferred Qualifications: Experience teaching undergraduate and graduate courses in sports education and/or motor behavior. Ability to integrate a diversity/multicultural perspective into teaching methods. Experience teaching online and/or hybrid courses. Experience collaborating with local, regional and/or national sport agencies and organizations. Service at the department, college and university levels (as evidenced by service reflected in vita). Commitment to working collaboratively with department faculty, staff, and others throughout the institution/organization. Apply To: Dr. Karen Meaney, HHP Search Committee Chair, Jowers Center A113, e-mail: km66@txstate.edu. Additional Application Material: Cover letter, official transcripts, and evidence of scholarship (reprints of recent professional publications). To ensure full consideration, all application materials must be received by November 3, 2014. Review of applications begins November 3, 2014 and will continue until position is filled.
COLLEGE OF FINE ARTS AND COMMUNICATION
COLLEGE OF FINE ARTS AND COMMUNICATION, DEAN (2015-30). Required Qualifications: Applicants or nominees will hold an earned terminal degree related to one of the disciplines included within the College, possess a distinguished record of intellectual/creative and academic accomplishments that will qualify her or him for appointment as a Professor in an academic unit within the College, and have university administrative experience (including budgets, promotion and tenure, faculty and staff hiring, and instructional assessment) at the departmental level or higher. Preferred Qualifications: Strong
leadership and interpersonal skills, a commitment to promoting and embracing diversity, a commitment to engaging the community and fostering productive relationships with alumni and donors, and evidence of success in fostering funded research and creative activities. The successful applicant will also demonstrate his or her familiarity with the disciplines and programs included in the College. Apply To: Dr. Stan Carpenter, Dean, College of Education, email: CFACDeanSearch@txstate.edu. Review of applications begins November 1, 2014 and will continue until position is filled.
ART AND DESIGN, ASSISTANT PROFESSOR (2015-19). Required Qualifications: Ph.D. in art history or a related field completed before September 2015. A promising research agenda in the field of Renaissance art and visual culture. Strong critical thinking skills. Excellent oral and written communication skills. Preferred Qualifications: A record of research and publications in Renaissance art and visual culture. Successful university level teaching experience beyond graduate assistantships. Experience teaching introductory level survey courses and/or advanced courses on Renaissance art and visual culture. Research and/or teaching experience from a global perspective. Research and/or teaching experience abroad. Successful funding procurement and grant activity. Service related activities in art history or related program(s) and/or professional organization(s). A demonstrated commitment to diversity. Apply To: E-mail complete application file to art-design@txstate.edu with job number 2015-19 and your last name in the subject line. Additional Application Material: Applicant must include: 1) letter of application stating how your experience and credentials fulfill the requirements for this position (not to exceed two pages); 2) curriculum vita; 3) writing sample, preferably a publication (not to exceed 20 pages); 4) statement of teaching philosophy (one page maximum); 5) three letters of recommendation should be e-mailed directly from individuals able to comment on applicant’s qualifications. Search finalists will be asked to provide graduate and undergraduate transcripts. Electronic application procedure: All application materials, except for the letters of recommendation, must be submitted in a single PDF file in the order they are listed above (1-4). Limit PDF file size to 10MB or less, title the file as follows: last name_first name_job #2015-19.PDF to art-design@txstate.edu with job #2015-19 and applicant’s last name in the subject line. All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to art-design@txstate.edu and include job #2015-19 in all correspondence. Only complete applications will be eligible for consideration. Review of applications begins December 1, 2014 and will continue until position is filled.
ART AND DESIGN, ASSISTANT PROFESSOR (2015-37). Required Qualifications: M.F.A. or M.Des. degree in communication design, visual communications, graphic design, interactive design, or related discipline completed before September 2015. A record of professional accomplishments in research/creative activity within the area of communication design. Strong design mechanics and conceptual skills. Demonstrated expertise in typography. Excellent oral and written communication skills. Knowledge of and experience with computer mediated technologies and core software applications relevant to the communication design discipline (e.g., Macintosh OS, Adobe Creative Suite). Preferred Qualifications: One or more years of successful university level teaching in communication design. Curriculum development in communication design courses. Experience teaching typography/typographic design. Demonstrated engagement in curriculum development in foundations. Demonstrated knowledge in interactive, UX, and UI design, or in motion graphics. Service within academic, professional, and community environments. Successful funding procurement and grant activity. Graduate level research/theses supervision and advising experience. Online and hybrid teaching experience. Apply To: E-mail complete application file to art-design@txstate.edu with job number 2015-37 and your last name in the subject line. Additional Application Material: Applicant must include: 1) letter of application stating how your experience and credentials fulfill the requirements for this position (not to exceed two pages); 2) curriculum vita; 3) up to 20 digital files (multi-page, single PDF) representing 10 of your creative works (may include time-based excerpts no longer than five minutes each); 4) digital files (multi-page, single PDF) of 10 student works created under your direction; 5) an annotated list for both personal and student files. For personal work, state title, media, and date. For student work, provide course title, media, date, and assignment; 6) statement of teaching philosophy (one page maximum); 7) statement addressing your current creative work (one page maximum); 8) contact information (email address, phone number) for three current references. Search finalists will be asked to provide graduate and undergraduate transcripts. Electronic application procedure: All application materials must be submitted in a multi-page, single PDF file in the order they are listed above (1-8). Limit PDF file size to 10MB or less and title the file as follows: last name_first name_CDsearch.PDF. Examples of web/video/animation/motion graphics must be listed as hyperlinks within the PDF file and link to portfolio web sites or video sharing sites such as Vimeo. Do not e-mail motion graphics files. E-mail complete application file to art-design@txstate.edu with job #2015-37 and applicant’s last name in the subject line. All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to art-design@txstate.edu and include job #2015-37 in all correspondence. Only complete applications will be eligible for consideration. Review of applications begins December 1, 2014 and will continue until position is filled. COMMUNICATION STUDIES, ASSISTANT OR ASSOCIATE PROFESSOR
(2015-6). Required Qualifications: Ph.D. in communication or related field (emphasis in intercultural communication and/or communication diversity is preferred); evidence of university level teaching; and evidence of a program of research in intercultural communication/communication diversity as evidenced by published articles and/or the presentation of research papers at professional conferences. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Demonstrated potential to contribute to a Hispanic-Serving Institution; evidence of externally funded research and grant writing activities; and a faculty member who can enhance instruction in our graduate program as evidenced by graduate coursework or research experience in one or more of the following areas: communication and technology, communication training and development, health communication, instructional communication, interpersonal communication, organizational communication, or rhetorical studies. Apply To: Dr. Maureen Keeley, Intercultural Communication and Diversity Search Chair, e-mail: mk09@txstate.edu. To ensure full consideration, all application materials must be received by October 10, 2014. Review of applications begins October 10, 2014.
JOURNALISM AND MASS COMMUNICATION, ASSISTANT OR ASSOCIATE PROFESSOR (2015-28). Required Qualifications: Terminal degree or ABD in mass communication or a related field; ability to teach a combination of public relations, digital media, strategic communication, and research classes at the undergraduate and graduate levels; professional experience in public relations and/or strategic communication; and evidence of a program of sustained scholarship or creative activity. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Prior teaching experience in some combination of public relations, strategic communication, new media, and research methods (including digital media analytics); accredited in public relations by the Public Relations Society of America; and interest or experience in developing and teaching online/hybrid classes. Apply To: Dr. Judy Oskam, Director, School of Journalism and Mass Communication. Additional Application Material: Cover letter specifying position 2015-28. Review of applications begins September 15, 2014 and will continue until position is filled.
JOURNALISM AND MASS COMMUNICATION, ASSISTANT PROFESSOR (2015-29). Required Qualifications: Terminal degree or ABD in mass communication or a related field; professional experience in photography, digital media, or journalism; ability to teach courses in the areas of visual storytelling, visual communication, media design, and digital video production at the undergraduate and graduate level; experience in video field production, web-based and new media technology, and digital editing; and have or show evidence of capability to develop a program of sustained scholarship or creative activity. Preferred Qualifications: Experience with field cameras and DSLR equipment, emerging mobile news gathering techniques, and social media dissemination; prior teaching experience at the college level; experience with digital workflows, media file management, Final Cut Pro, Avid, Adobe Premiere Pro, Adobe Creative Suite, and digital media distribution; and interest or experience in developing and teaching online/hybrid classes. Apply To: Dr. Judy Oskam, Director, School of Journalism and Mass Communication. Additional Application Material: Cover letter specifying position 2015-29. Review of applications begins September 15, 2014 and will continue until position is filled. MUSIC, ASSISTANT OR ASSOCIATE PROFESSOR (2015-1). Required Qualifications: Master of Music; record of accomplishment as an orchestral conductor at the professional, collegiate, or youth level; and successful experience in opera conducting. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Doctorate in music or equivalent professional experience; experience in university level ensemble teaching; and national and/or international exposure as a professional conductor. Apply To: Dr. Caroline Beatty, Search Committee Chair. Additional Application Material: Application must include a letter of interest, curriculum vita, and three current letters of reference addressing the applicant’s candidacy for this position. Do not submit additional materials at this time. Semifinalists will be asked to submit additional supporting materials and transcripts. Materials, whether initial or supplementary, will not be returned. To ensure full consideration, all application materials must be received by November 10, 2014. Review of applications begins November 10, 2014 and will continue until position is filled.
MUSIC, ASSISTANT OR ASSOCIATE PROFESSOR (2015-2). Required Qualifications: Doctorate in music education, and success as a music educator with a minimum of two years of secondary level classroom string teaching experience. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Demonstrated knowledge and experience teaching string orchestra and/or string techniques
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in a group setting; evidence of successful college teaching; experience supervising student teachers; and demonstrated record, or potential for, scholarly research, publication, and service to professional organizations. Apply To: Dr. Lynn Brinckmeyer, Music Education Search Committee Chair. Additional Application Material: Application must include a letter of interest, curriculum vita, and three current letters of reference addressing the applicant’s candidacy for this position. Do not submit additional materials at this time. Semi-finalists will be asked to submit additional supporting materials and transcripts. To ensure full consideration, all application materials must be received by November 10, 2014. Review of applications begins November 10, 2014.
THEATRE AND DANCE, ASSISTANT PROFESSOR (2015-26). Required Qualifications: M.F.A. in design with demonstrated excellence in scenic design; minimum two years successful university teaching experience; professional design experience; proficiency in VectorWorks; and demonstrated drawing and painting skills. Preferred Qualifications: A secondary area of emphasis in theatrical design; hands-on teaching/advising approach; and record of collegiality. Apply To: Ms. Sarah Maines, Search Committee Chair. Additional Application Material: Applicants should send resume, cover letter, digital portfolio (or web address), and three letters of reference. Review of applications begins October 20, 2014. THEATRE AND DANCE, ASSISTANT PROFESSOR (2015-27). Required Qualifications: M.F.A. in Dance with demonstrated excellence in teaching and choreography; demonstrated background in Laban/Bartenieff Movement Analysis and/or improvisation as an art form; record of national and/or international choreography/performance; demonstrated ability to teach a contemporary/modern dance technique that is kinesiologically sound; and experience in dance concert production. Preferred Qualifications: Ability to teach three of the following: contact improvisation, dance composition, rhythmic structures of movement, dance history, somatic movement; minimum two years successful (full-time) university teaching experience or equivalent professional teaching experience; hands-on teaching/advising approach; and record of collegiality. Apply To: Ms. Michelle Nance, Search Committee Chair. Additional Application Material: Applicants should send resume, cover letter, digital portfolio (or web address), and three letters of reference. To ensure full consideration, all application materials must be received by October 10, 2014. Review of applications begins October 10, 2014 and will continue until position is filled.
COLLEGE OF HEALTH PROFESSIONS
HEALTH ADMINISTRATION, ASSISTANT OR ASSOCIATE PROFESSOR (2015-31). Required Qualifications: Candidates should have an earned doctorate and a masters, one of which must be in healthcare administration or a closely related field, prior to appointment date as well as experience in healthcare management through academics or prior work history. Appointment at the Associate Professor rank requires an established research record and demonstrated teaching and service accomplishments. To be eligible for hire at the associate professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Preference will be given to applicants who have (i) board certification in the American College of Healthcare Executives (ACHE) and/or Healthcare Financial Management Association (HFMA), (ii) experience with the Commission for Accreditation of Healthcare Management Education (CAHME) & the Association of University Programs in Health Administration (AUPHA) accreditation and (iii) Lean Six Sigma Black Belt certification. Apply To: Search Committee Assistant, e-mail: wcardwell@txstate.edu. Additional Application Material: Applicants should send a letter of intent (with position #2015-31 specified), official transcripts for all college and universities attended, and evidence of teaching, scholarly and work experience related to healthcare. To ensure full consideration, all application materials must be received by October 31, 2014. Review of applications begins October 31, 2014 and will continue until position is filled.
HEALTH ADMINISTRATION, ASSISTANT OR ASSOCIATE PROFESSOR (2015-32). Required Qualifications: Candidates should have an earned doctorate and a masters, one of which must be in healthcare administration or a closely related field, prior to appointment date as well as experience in law through academics or prior work history. Appointment at the Associate Professor rank requires an established research record and demonstrated teaching and service accomplishments. To be eligible for hire at the associate professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Preference will be given to applicants who have board certification in the American College of Healthcare Executives (ACHE) and/or Healthcare Financial Management Association (HFMA). Apply To: Search Committee Assistant, email: wcardwell@txstate.edu. Additional Application Material: Applicants should send a letter of intent (with position #2015-32 specified), official transcripts for all college and universities attended, and evidence of teaching, scholarly and work experience related to healthcare. To ensure full consideration, all application materials must be received by October 31, 2014. Review of applications begins October 31, 2014 and will continue until position is filled.
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HEALTH INFORMATION MANAGEMENT, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2015-36). Required Qualifications: Master’s degree in health information management, health administration, business administration, computer science/computer information systems, public health, adult/continuing education or other closely related field; health information management or healthcare related work experience; demonstrated ability to communicate clearly as evidenced by a presentation during the campus visit with faculty. To be eligible for hire at the Associate Professor or Professor rank, the candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on established university and school standards. Preferred Qualifications: An earned doctorate (Ph.D., Ed.D., D.H.A., D.P.H.) in areas to include education, health administration, computer science, computer information systems, public health, or business; RHIA certification; online (web-based) course preparation expertise; previous collegiate/university teaching experience and research experience; and documentation of recent and ongoing professional development. Apply To: Dr. Cristian Lieneck, HIM Search Committee Chair, c/o Ms. Carla Coco, e-mail: coco@txstate.edu. Additional Application Material: Letter of application expressing your intent to apply for the position and a detailed and supported explanation of how you meet the qualifications for the position. Documents may be submitted either in hard copy or electronically. To ensure full consideration, all application materials must be received by November 1, 2014. Only completed files will be reviewed. Review of application begins November 1, 2014 and will continue until position is filled.
ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2015-33). Required Qualifications: Earned doctorate in nursing or related field; B.S.N. or master’s degree in nursing; eligible for Registered Nurse (RN) licensure in Texas; at least five years of clinical experience. Experience in program development, curriculum design, informatics and communications systems, and teaching in undergraduate general nursing as well as graduate level specialty areas. Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. Record of accomplishments in scholarship, teaching, and service appropriate for appointment at the rank of Assistant Professor (less than five years of teaching), Associate Professor (minimum five years of teaching), or Professor (minimum of ten years of teaching) in a School of Nursing. The successful applicant will receive the appropriate rank and title based on university and department standards. Preferred Qualifications: Demonstrated success in faculty cooperative support and team development. Demonstrated leadership supporting diversity in nursing education and professional development. Strong collegial leadership qualities. Experience in higher education including accreditation, program review, and assessment. Proven record of, or potential for, grantsmanship and extramural funding. Certified in one or more nursing specialties. Experience with formats of distance education, to include online instruction. Recent experience with clinical teaching and simulation instruction. Apply To: Dr. Barbara Covington, 1555 University Boulevard, Round Rock, TX 78665, e-mail: bc32@txstate.edu. Additional application material: Letter of application to reference the position qualifications. Review of applications begins November 1, 2014 and will continue until position is filled.
COLLEGE OF LIBERAL ARTS
ENGLISH, ASSISTANT PROFESSOR (2015-3). Required Qualifications: Ph.D. in English or closely related field, with degree completed at time of appointment; specialization in literature of women writers of the United States, and demonstrated teaching ability. Background and/or experience commensurate with the position of assistant professor and sufficient to teach graduate courses in women writers of the United States, representing the colonial period to the present. Preferred Qualifications: Demonstrated ability in scholarly research on literature of women writers of the United States. Ability to teach other literatures of the United States or Americas, ethnic literature, and core courses in English (first-year composition, large introductory literature surveys). Apply To: Dr. Allan Chavkin, Women Writers of the United States Search Committee Chair, e-mail englishapplicants@txstate.edu. Additional Application Material: Send a single PDF attachment that includes the following only, in this order: 1) letter of application addressed to Professor Allan Chavkin, Chair; 2) curriculum vita; 3) statement of teaching philosophy (maximum 500 words), and 4) names and contact information of three references. To ensure full consideration, title the PDF: YOUR LAST NAME-USWOMENWRITERS and specify in the first sentence of your application letter that you are applying for the position in women writers of the United States. The single PDF must arrive by November 1, 2014. Selected applicants will be contacted for web-based interviews. Review of applications begins November 1, 2014. ENGLISH, ASSISTANT PROFESSOR (2015-4). Required Qualifications: M.F.A. or Ph.D. in creative writing, with degree completed by time of appointment, specialty in fiction writing, and one book of fiction published by a nationally recognized press. Preferred Qualifications: High quality publication(s) in fiction. Evidence of, or potential for, continued success as publishing fiction writer. Evidence of effectiveness in teaching graduate and undergraduate creative writing. Evidence of ability to work with graduate students
individually in directing M.F.A. theses. Evidence of ability to teach courses other than creative writing courses. Nationally recognized prizes for published work. Apply To: Dr. Doug Dorst, Fiction Search Committee Chair, e-mail: englishapplicants@txstate.edu. Additional Application Material: Send a single PDF attachment that includes the following only, in this order: 1) letter of application addressed to Professor Doug Dorst; 2) curriculum vita; 3) statement of teaching philosophy (maximum 500 words); and 4) names and contact information of three references. Title the PDF: YOUR LAST NAME-FICTION and specify in the first sentence of your application letter that you are applying for the position in fiction writing. To ensure full consideration, all application materials must be received by October 22, 2014. Selected applicants will be contacted for web-based interviews. Review of applications begins October 22, 2014.
GEOGRAPHY, ASSISTANT PROFESSOR (2015-11). Required Qualifications: Ph.D. in geography by time of appointment, and a demonstrated record of excellence in teaching and research. Preferred Qualifications: Preference may be given to candidates demonstrating evidence of seeking/securing external research grants; candidates prepared to add to our regional course offerings and/or candidates with a clearly defined specialization involving the developing world. Apply To: Dr. Nathan Currit, e-mail: nc17@txstate.edu. Additional Application Material: Applicants must electronically submit the following no later than October 6, 2014: 1) letter of application outlining your teaching experience, research qualifications, and fit with our department; 2) curriculum vita; 3) at least two samples of published scholarship; 4) course teaching evaluations (if available); and 5) three letters of reference. Please indicate “Tenure Track Political Geography Assistant Professor� in the subject line of all e-mails related to this search. Review of applications begins October 6, 2014. HISTORY, ASSISTANT PROFESSOR (2015-9). Required Qualifications: Expertise in modern British history (post-1783) as demonstrated by dissertation and/or research and publications. Ph.D. completed by appointment. Preferred Qualifications: Preference will be given to candidates who complement specializations within the department and with college level teaching or lecturing. Apply To: Dr. Dennis Dunn, e-mail: dd05@txstate.edu. To ensure full consideration, all application materials must be received by October 31, 2014. Review of applications begins October 31, 2014.
PSYCHOLOGY, ASSISTANT PROFESSOR (2015-7). Required Qualifications: Ph.D. from an APA accredited clinical psychology program by time of appointment. Preferred Qualifications: University teaching experience; active research program in clinical psychology involving students; and experience or interest in seeking external research funding. Apply To: Clinical Psychology Search Committee, e-mail: psychology-jobs@txstate.edu. Additional Application Material: Applicants must send electronic copies of the following items: 1) cover letter; 2) curriculum vita; 3) statement of research interests; 4) statement of teaching philosophy; 5) copies of representative published work; and 6) evidence of teaching effectiveness, if available. Please arrange for three letters of reference to be sent via e-mail. To ensure full consideration, all application materials must be received by October 1, 2014. Review of applications begins October 1, 2014.
SOCIOLOGY, ASSISTANT PROFESSOR (2015-14). Required Qualifications: Ph.D. in sociology or applied sociology by August 2015; required areas of specialization are gerontology and/or aging. Preferred Qualifications: Preferred area of specialization in quantitative methods, and/or the ability to obtain external funding. Apply To: E-mail: pg07@txstate.edu. Additional Application Material: Applicants should electronically submit: 1) cover letter; 2) statement on research; 3) statement on teaching and example of recent or suggested syllabus; 4) curriculum vita; and 5) the names of three references. Letters of reference are not requested at this time. Review of applicants will begin September 15, 2014, and will continue until the position is filled.
SOCIOLOGY, ASSISTANT PROFESSOR (2015-15). Required Qualifications: Ph.D. in sociology or applied sociology by August 2015; and demonstrated 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. Preferred Qualifications: Area of specialization is open. Apply To: Dr. Chad L. Smith, e-mail: clsmith@txstate.edu. Additional Application Material: Applicants should electronically submit: 1) a cover letter; 2) statement on research; 3) statement on teaching and example of recent or suggested syllabus; 4) curriculum vita; and 5) the names of three references. Letters of reference are not requested at this time. Review of applicants will begin September 15, 2014, and will continue until the position is filled.
COLLEGE OF SCIENCE AND ENGINEERING
BIOLOGY, PROFESSOR-ENDOWED CHAIR (2015-23). Required Quali-
fications: Ph.D. in the natural sciences or engineering; established externally funded research program focused on some aspect of aquatic resources; and qualified to serve at the rank of Professor in the Department of Biology. Preferred Qualifications:Internationally recognized expert in his/her discipline; experience working with government agencies/other groups on water management and conservation issues; record of interdisciplinary collaboration; experience supervising student research at various levels in areas complementing the research strengths of the department; and research prospectus clearly demonstrating research in water conservation complementary to existing faculty expertise/research programs. Apply To:Dr. Michael Forstner, e-mail: Conservation@txstate.edu. Additional Application Material: Applicants should electronically submit a single PDF file which includes a letter of application, curriculum vita, research prospectus, copies of five representative publications, and the names and contact information of five people willing to serve as references. Review of applications begins September 15, 2014. CHEMISTRY AND BIOCHEMISTRY, ASSISTANT OR ASSOCIATE PROFESSOR (2015-24). Required Qualifications: Doctoral degree and chemical education experience. For candidates with a doctoral degree in education, a minimum of 18 hours of graduate coursework in chemistry or biochemistry is required. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Doctoral degree in chemistry, biochemistry, or chemical education, post-doctoral or equivalent research experience in chemical education and teaching and research interests that complement those of the department. Apply To: E-mail: chemistrysearch@txstate.edu. Additional Application Material: Applicants should electronically submit a single PDF file, which includes: completed Texas State application, curriculum vita, summary of research plans, a short description of teaching philosophy, and unofficial graduate transcripts. The applicant should also arrange to have three letters of recommendation sent via e-mail address. To ensure full consideration, all application materials must be received by October 15, 2014. Review of applications begins October 15, 2014.
CHEMISTRY AND BIOCHEMISTRY, ASSISTANT OR ASSOCIATE PROFESSOR (2015-25). Required Qualifications: Assistant Professor rank: Ph.D. in biochemistry or a closely-related field; postdoctoral research experience; a record of peer reviewed publications; potential to establish an externally funded research program; and capability to teach courses in chemistry and/or biochemistry. Associate Professor rank: Ph.D. in biochemistry or a closelyrelated field; strong record of peer-reviewed publications; established, externally funded research program; experience in teaching courses in chemistry and/or biochemistry; and experience mentoring undergraduate and/or graduate students. To be eligible for hire at the associate professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Area of teaching and research expertise that complements the department's strengths, and evidence of ability to effectively mentor undergraduate and graduate students. Apply To: E-mail: BiochemSearch@TxState.edu. Additional Application Material: Application materials should be electronically submitted as a single PDF file which includes: 1) cover letter identifying the position for which you are applying, and the area(s) of your teaching and research interests; 2) curriculum vita; 3) summary of teaching philosophy and interests (one page); 4) outline of research plans (typically three-five pages); 5) copies of undergraduate and graduate transcripts; and 6) list of three references with contact information. To ensure full consideration, all application materials must be received by October 1, 2014. Review of applications begins October 1, 2014 and will continue till the position is filled. MATHEMATICS, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2015-35). Required Qualifications: Doctorate specializing in mathematics education or a Ph.D. in a STEM field with a strong interest in mathematics educational research. Strong preparation in mathematics. Strong potential for high quality research in mathematics education. Potential for success in obtaining external funding. Evidence of effective teaching at the PK-20 level. To be eligible for hire at the Associate Professor or Professor rank, the candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on established university and department standards. Preferred Qualifications: Experience with mathematics outreach programs, working with preservice or in-service mathematics teachers, and teacher education that incorporates technology based learning. Apply To: Recruitment Committee Chair: Math Ed, e-mail: math@txstate.edu or submit through www.mathjobs.org. Additional Application Material: Cover letter, AMS cover sheet, graduate transcripts, statement of research agenda, teaching philosophy, and three letters of recommendation. Review of applications begins December 8, 2014 and will continue until position is filled.
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Priming the Pump… The Counselor Factor in Student Success By Miquela Rivera, PhD
eing a school counselor is a challenge. Too often they are assigned to manage disciplinary issues, monitor achievement test administration, conduct psychotherapy or schedule hundreds of students into classes each term. Happy school counselors help students get into college. To effectively help Latino students, school counselors must have a toolbox of special knowledge, skills and abilities specifically crafted to succeed. First, getting students into college must be their goal. The administration should endorse and publicly support the school counselors, the students must respect them and the parents need to acknowledge that they are key team players in a student’s current and future success. Any peripheral workload issues that distract the school counselor from this main goal should be delegated to others. (And no fair claiming that the grab bag of “other duties as assigned” often dumped on school counselors is all part of preparing for higher education. It isn’t). Being an effective listener is essential for a school counselor to succeed with Latino students. The students will feel respected and valued and take the higher education message seriously. The school counselor respects confidentiality (within legal limits), for there might be information about difficult situations that Latino students share that would cause shame if publicly aired. And the school counselor must know the fine line between respecting what the student says he wants with pushing that same student, if appropriate, to reach higher and farther in setting his goals. If Latino students feel heard and understood by the school counselor – if the student knows that the counselor “gets it” -- the ability to move ahead with goal setting and attainment is heightened. Effective school counselors know the context of the students with whom they work. Those working with Latinos know the differences between groups in the community and understand the cultural traditions, nuances and language. They also understand the impact of poverty on a student’s past and his view of the future. Effective counselors view these factors not as liabilities, but as part of what the Latino student presents and what will be considered in any decisions made. School counselors who work effectively with His-
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HISPANIC OUTLOOK
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SEPTEMBER 22, 2014
panic students need a team to support the common goal of getting students into college. The school administration must state that getting students ready for higher education is everyone’s responsibility so that all faculty and staff team with school counselors to achieve the goal. Faculty and staff not on board with the common goal should be supervised closely until they align with the program. If a Latino student is non-responsive, a skilled school counselor will engage another persuasive adult in the system to encourage the goal. With 360-degree support, the message to the Latino student then becomes clear: you are going to college. There is a wide range of higher education options for Latino students and good school counselors know those options and the resources to access and support them. While Hispanic students are preparing as much as possible for life beyond high school, the effective school counselor is assembling the picture of all the pieces to support those dreams. The school counselor then balances the aspirational with the practical, knowing that a student must be able to manage their living situation, but encouraging the student to go for the best opportunity possible. This aspect of the school counselor’s job is crucial because Latino students often quit college for financial reasons. If those reasons are addressed, success in higher education awaits. The Latino student’s family must also be engaged with the school counselor, working as a team for the future of the student. This bond is essential, for if the family does not support the student’s aspirations, chances for success are compromised. Helping family understand what it takes to get into and go through college, what a college education promises and what it means to the individual student is part of the persuasive message communicated by effective school counselors to parents of first-generation Latino college students. Helping family get behind the student and not stand in his way assures that the Latino student has one less struggle to face on the path to higher education. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.