10/06/2014 Preparing Hispanic Media Professionals. by Hispanic Outlook on Education Magazine

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OCTOBER 6, 2014

www.HispanicOutlook.com

VOLUME 25 â&#x20AC;˘ NUMBER 1

Redesigned Faculty and Student MFA ProgramSATs for Innovators Adjunct Latino Graduation Rates Success Propelled

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LATINO KALEIDOSCOPE

Teachers’ Tenure–Good or Bad; Yes or No? By Carlos D. Conde eaching, like motherhood, is a revered institution. Who cannot remember from their school days a teacher who helped set them out on life’s great journey beyond the domestic tutorials one might have received at home. Gee, I still recall some of them in my hometown on the Texas-Mexican border, when social and education apartheid still existed. It didn’t stop my parents from seeking out an early schoolhouse education for my brother and me, no matter how primitive the facilities might have been. There was kindergarten with “la maestra Cata” whose classroom was under a mesquite tree and “Dona Lupita” who flopped us on rickety old benches outside her house to learn the alphabet and nibbles of English. Then came the Catholic nuns and religious training in a two-room elementary school and on to high school where a fabulous Ms. Ruth McAnally introduced me to journalism and the wonders of academic pursuits. I can’t recall having a bad teacher or someone who didn’t teach us something about something. Some did it better than others with different styles and depth but I learned from all of them; English, math, science, whatever. I, like many others, didn’t pay attention to the approach and caliber of instruction only to later recognize that my early education led me toward a university degree, post graduate studies abroad and posited a rewarding professional life. Needless to say I consider myself fortunate and well-served academically because other than my upbringing, my schoolroom education was an important part of the foundation for my later pursuits in life. It’s a new dawn today for public school teachers and many would say looking a bit cloudy. The teaching profession in the elementary and secondary sectors is in a crisis currently over tenure, a lifetime job guarantee regardless of performance. For teachers, tenure is sacred and anyone messing with this can expect holy hell from them. Maybe so, but politicians, academicians and community leaders want to do just that. They think tenure should be eliminated, or at least retooled, to weed out the bad, ineffective teachers too long protected by a job guarantee system that too often impacts negatively on the students it serves. No one is so naïve as to think job tenure can be eliminated-- the forces are too embedded–but those leading the reform movement think it can and should be reworked. A teaching job can be a sweet deal because, as some administrators contend, it’s almost impossible to fire a teacher once he/she gains

tenure after an average three-year performance span. You can probably punch the principal in the nose or run off with the school superintendent’s wife or paddle the mayor’s son but you won’t be fired once you have gained that precious tenure. There are some big name players in the teacher tenure debate; some high profile national politicians who don’t seem too concerned about the powerful teachers lobby raining down on them if they mess with teachers’ job security. One is former Florida Gov. Jeb Bush, the chairman of the Foundation for Excellence in Education and a leading Republican candidate in the 2016 presidential race. Bush praised the action by seven New York families who filed a lawsuit to reform or end teacher tenure in New York State. “There will be no equality in education until we transition to a system that prioritizes academic achievement for children over job security for adults,” he said. “Teachers have a tremendous impact on the lives of students, particularly the most disadvantaged. “When ineffective teachers are allowed to remain in the classroom because of union protections and antiquated laws, it is not only a disservice to students but also to the many wonderful teachers dedicated to excellence in education.” California is also in the midst of teachers’ tenure reform that’s currently on appeal after a state Superior Court issued a ruling against job tenure for state teachers. Superior Court Judge Rolf Treu decreed teacher tenured laws violated the California constitution by depriving the state’s 6.2 million students of a quality education. “Substantial evidence presented makes it clear to this court that the challenged statutes disproportionately affect poor and/or minority students. The evidence is compelling. Indeed, it shocks the conscience.” Treu’s ruling is expected to reverberate across the country giving impetus to similar legal action in New Jersey and Louisiana and certain to be an issue in national and state elections. In all of this, one has to consider the teachers union and its powerful state and national lobbies. Naturally, they vehemently reject such attempts and probably will prevail just as sure as ‘i’ comes before ‘e’ except after ‘c’. Carlos D. Conde, award-winning journalist and former Washington and foreign 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 MAGAZINE โ ข

OCTOBER 6, 2014

Contents 6

Does Revamped Testing Level the Playing Field? by Frank DiMaria

Motivating Under-performing Minority Students to Attend College by Gary M. Stern

Student Loans Politicized As Elections Near by Peggy Sands Orchowski

Preparing Students to Work in Hispanic Media by Marilyn Gilroy

18 Cover: (L to R) Anahi Velasco (on camera), Cristal Ruiz (assistant director), Inez Gonzรกlez, Jeff Whitten (Executive Producer), prep for the next segment of Latino Communicators.

Engaging Part-Time College Faculty to Improve Student Success by Angela Provitera McGlynn

You can download the HO app FREE

Photo: Matt Gush Cal State University Fullerton

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

Departments 3

Latino Kaleidoscope Teachers’ Tenure-Good or Bad; Yes or No?

Article Contributors Frank DiMaria, Angela Provitera McGlynn, Miquela Rivera, Gary M. Stern

by Carlos D. Conde

Targeting Higher Education Hispanics: 1 in 5

Editorial Oﬃce 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280 Editorial Policy

by Gustavo A. Mellander

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

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®.

Uncensored by Peggy Sands Orchowski

Back Priming the Pump cover Suicide and Latino Teens

Advertising Sales TEL (201) 587-8800 FAX (201) 587-9105 email: info@hispanicoutlook.com

by Miquela Rivera

Correction An article in the September 22 issue on “Funding the Growing Number Of HSIs,” incorrectly stated that HACU 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 HSI designation. In fact, for-profits do not qualify to be HSIs. HO apologizes for the error.

Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: info@hispanicoutlook.com

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

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ADMISSIONS/RECRUITMENT

Does Revamped Testing Level the

Playing Field?

By Frank DiMaria

David Coleman, president, College Board

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ADMISSIONS/RECRUITMENT or years low-income students and their advocates have argued that standardized tests are biased against them. Wealthy, privileged students have the resources to obtain the training and prep courses they need to succeed on tests like the SAT and the ACT. In March the College Board took steps to level the playing field, announcing that it was redesigning the SAT. As part of those efforts it implemented two initiatives that aim to make higher education a more realistic option for a wider range of students, including those who do not have access to expensive test preparation. David Coleman, president of the College Board, said, "What this country needs is not more tests, but more opportunities. The College Board is not just redesigning the SAT, but it is renewing its commitment to delivering opportunity.” As part of the redesign the College Board is expanding its outreach to college-ready, low-income students by providing them with customized, targeted support in the college application process. Every income-eligible student who takes the SAT will directly receive four fee waivers to apply to college, removing a cost that many low-income students face. "We can cut through so much red tape and hesitation by giving students the admission fee waivers they need, information they understand and the encouragement they need to apply more broadly," said Coleman. The second initiative is aimed at helping low-income high school students get better test preparation. To this end the College Board has teamed up with Kahn Academy to provide free test preparation materials for the new redesigned SAT. The materials will be ready in the spring of 2015. Now all students can prepare for the exam with sophisticated, interactive software that offers deep practice and helps them identify their shortcomings. In the meantime, students can visit the Khan Academy website to work through hundreds of previously unreleased practice problems from actual SAT exams and view more than 200 videos on solving the problems. "For too long, there's been a well-known imbalance between students who could afford test-prep courses and those who couldn't," said Sal Khan, founder and executive director of Khan Academy. "We're thrilled to collaborate closely with the College Board to level the playing field by making truly world-class testprep materials freely available to all students." Not everyone is enthusiastic about the new programs.

Robert Schaeffer, public education director at FairTest, the National Center for Fair and Open Testing, says that the initiatives the College Board announced and the redesign of the SAT are nothing more than public relations puffery. Schaeffer, who has long been a leader in the test optional movement, feels that the College Board is rewarding the wrong high school students. The fee waivers are a good idea, he says, but linking them to the SAT is unnecessary. “I have spoken to leaders of the College Board, including president David Coleman, and suggested that instead of making those waivers available to kids who score high on the SAT they make them available to kids whose academic performance in high school is superior – a better predictor of how well you will do in college,” says Schaeffer. He suggests rewarding students who are in the top 10 percent of their classes. Texas, for example, opens the doors of its state universities to the top 10 percent high school students. “That would be a much fairer way and one that is not linked to a testing product,” says Schaeffer. Schaeffer is dubious that the partnership between the College Board and Khan Academy will improve accessibility to test preparation or test scores. High school students, regardless of the income level of their parents, already have access to reasonably priced test preparation. Kahn Academy, number2.com and freetestprep.com already offer countless videos on test preparation. It’s not a matter of whether test preparation products exist; it’s a matter of whether

Robert Schaeffer, Public Education Director, FairTest HISPANIC OUTLOOK

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ADMISSIONS/RECRUITMENT they are getting into the hands of students who need them and whether they are as effective as high-priced coaching courses, he says. “We don’t think the Kahn Academy formal partnership will do much to close the test prep gap. It will still be up to low-income kids to seek out and take advantage of these courses, which requires a tremendous amount of initiative and self- discipline,” says Schaeffer. Children of means have parents who can buy them test prep “steroids,” paying $1100 for Kaplan or Princeton Review courses or hiring personal tutors for as much as $25,000. In short, the College Board has offered no evidence that the new test and its associated initiatives will do anything to close the historic disparity in test scores by ethnicity and by social class, says Schaeffer. The College Board has redesigned the SAT and has implemented the initiatives, Schaeffer says, because it has been losing ground in the standardized testing game to the ACT. In 1986 just over 1 million high school students took the SAT compared to 730,000 who took the ACT. In 2012 the ACT supplanted the SAT as the most widely administered college admissions test. Last year 1.79 million high school students took the ACT as compared to 1.66 million who took the SAT. Many of the changes the College Board is making to its test, says Schaeffer, are positive, but are marketing oriented and designed to make the SAT look more like the ACT. “The new leadership at the College Board clearly understood that they have a market share problem and that they needed to do something to redesign and overhaul their product to make it more appealing to consumers.” He’s not sure it’s going to work. One of the most prominent changes, making the essay optional, matches ACT policy. According to Schaeffer most admissions offices view the College Board’s time-limited writing sample as useless. Barely 200 colleges and universities require applicants to submit an essay, according to a recent survey. Allowing students to have the option of writing an essay or not benefits all students but is especially important to minorities. “Being forced to write an essay to a prompt in a very short period of time was a significant hurdle for a kid whose first language is not English,” says Schaeffer. Although the essay optional change can benefit minorities – especially those whose first language is not English – another one of the test changes might

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“

The College Board has oﬀered no evidence that the new test and its associated initiatives will do anything to close the historic disparity in test scores by ethnicity and by social class,” Robert Schaeﬀer, public education director at FairTest.

actually disadvantage minorities. In the reading section there will now be a reading passage based on U.S. founding documents. Although patriotic, Schaeffer feels that this approach may disadvantage students from other countries. To make the SAT look even more like the ACT, the College Board has decided not to penalize testtakers for guessing wrong answers. The College Board had long opposed right-answer scoring on the SAT, even while using that system on its Advanced Placement Exams. SAT-takers will now have to learn to fill in one bubble on all questions even if they have no idea what the correct response is. The bottom line in all of this is test redesigning and public relations posturing is very simple. The purpose of a college admissions exam is to accurately predict undergraduate performance fairly and in a way that is not susceptible to manipulation by coaching. “None of the changes the College Board has announced address these fundamental flaws in the test. High school grades will continue to predict college performance better than the SAT does,” says Schaeffer. “There will still be huge gaps in test scores between whites and historically underserved minority groups. High-priced testing, if anything, is getting a boost through these changes because well-to-do kids are going to flock to coaches who know how to beat the new test.”

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IPNRNOOGVRAATM I OS N S A N D P R O G R A M S

Motivating Under-performing

Minority Students

to Attend College By Gary M. Stern

lsa Nunez, the president of Eastern Connecticut State University, based in Willimantic, Conn., recognized that many talented minority high school students in nearby Hartford and Manchester had fallen off the college track. To encourage them to attend Eastern Connecticut State, she established the Dual College Initiative in 2008. Its goal is to overcome the negative influences that fester in many poor, urban neighborhoods that discourage and prevent talented Latinos and minorities from attending college. Its key elements include: a partnership with a community college so students can start college and succeed; living in dorms on Eastern’s campus to participate in student activities and change their environment; and a work/study program to help students pay bills and finance their education. So far of the program’s 51 participants, 23, or 45 percent are on track to graduate in six years. These students didn’t have the grades or skills to be accepted into an academically demanding state college, says Nunez, a native of Puerto Rico, who has been president for 10 years. Many of these students are bright but are held back by troubled parents, financial issues, and demoralizing neighbor-

Elsa Nunez, president Eastern Connecticut State University HISPANIC OUTLOOK

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INNOVATIONS AND PROGRAMS hoods. Nunez has written a book about the program, Hanging Out and Hanging On: From the Projects to the Campus. “Everyone goes after the A students, but no wants a student with a C or D,” Nunez asserts. But many under-performing students have the potential to succeed and are just waiting to be discovered. Eastern Connecticut “looks for students who are not being well served by their high school. We remove them from the environment, bring them onto a college campus and rapidly give them the skills they may need to become successful undergraduates,” explains Rick Hornung, coordinator of STEP (Summer Transition at Eastern Program) who runs Dual College Initiative. Though Willimantic is only about 25 miles from Hartford, the environment is rural. “Many of these students have never seen a cow,” Hornung notes. The goal of this project is to diversify its student body. Eastern Connecticut State has nearly 4,400 undergraduates including 22 percent minority students. Of that number, 9 percent are Latino, 7 percent African-American, 2 percent Asian-American and 2.6 percent bi-racial. Nunez would like to see

“

Many of these students have gone from being in trouble or not earning much to becoming a college graduate and a taxpayer, a teacher, accountant, or social worker.” Elsa Nunez, president, Eastern Connecticut State University

Rick Hornung, coordinator of STEP

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the minority numbers jump to 25 percent. It costs about $250,000 to fund the program. Approximately half of that money stems from grants and half from Eastern’s budget. About 12 students are accepted into the program annually. The first year they don’t pay anything but after that they are responsible for funding their college education. Despite earning grants, they often have a gap of about $2000 a year which they try to close by earning the money through a summer job or taking out loans. The fact that the program consists of a dozen students contributes to its success, Hornung says. It enables Eastern Connecticut to pay attention to each student, support them and provide sufficient resources. “The cohorts are small enough so we can work with individuals,” he says. Nunez visited two Hartford public high schools and met with guidance counselors, who were surprised that a college president would spend time with them. Together they outlined a program dedicated

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IPNRNOOGVRAATM I OS N S A N D P R O G R A M S to motivating minority students to attend college. The guidance counselors identify students with high potential who weren’t in the top 25 percent of students but are on track to graduate. Each student enrolls in three remedial courses in math, writing and reading at Quinebaug Valley Community College and a philosophy course at Eastern Connecticut State. Having these students take most initial courses at a two-year college is a way to ease them into the demanding academic college atmosphere, Hornung suggests. Community colleges are better suited to improve their cognitive skills in reading, English composition and math. Students live in Eastern Connecticut’s dorms and participate in a work/study program where they are paid $10 to $12 an hour. They work part time, for example, in the accounting office, president’s office or athletic department. “Their mentor is their boss,” Nunez explains. “In that situation, you learn quickly to be on time.” Living in the dorm plays a crucial role. “They’re out of their environment in the city; that environment keeps them back,” she says. They often lack role models, don’t feel supported and don’t feel successful. The program aims to encourage and boost their confidence. If students receive a C or better in their community college classes, they are accepted at Eastern Con-

“

We remove them from the

environment, bring them onto a college campus and rapidly give them the skills they may need to become successful undergraduates.”

Rick Hornung, STEP coordinator, Eastern Connecticut State University

necticut. The fact that nearly half of them raise their grades and are admitted into the college says the program is meeting its goals, Nunez suggests. “Most of them wouldn’t have gone to college,” she adds. But 55 percent of them do not meet the criteria and fail to get admitted or earn a degree. Nunez says, “We’re very strict about performance. If they don’t pass with C grades or better, they don’t come. Often they get pull back from home or need to work and collect a check,” she says. Hornung suggests that easing financial obstacles could improve graduation rates. Reducing living expenses including dorm and dining costs could play a role in easing their burdens. The time and money that Eastern Connecticut invests in the program is paying off. “Many of these students have gone from being in trouble or not earning much to becoming a college graduate and a taxpayer, a teacher, accountant, or social worker,” Nunez says. The program provides students “a chance or an opportunity to be a college graduate, to take a step out of their environment that is confining and restrictive, and get out. It’s another way to encourage and extend the opportunity of higher education to people who may not have had a chance,” Hornung states. In a state like Connecticut, where income inequality is rampant, it helps, in a small way, to address that issue. If another college wanted to establish a Dual College program, Hornung recommends taking these three steps: 1) commit the financial resources, 2) dedicate the human resources, 3) establish a flexible and supportive atmosphere with participants since some do well quickly and advance while others take a step back and persevere, and some need additional resources. HISPANIC OUTLOOK

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I NONLOI TVI AC TSI O N S & P R O G R A M S P

Student Loans

Politicized As Elections Near By Peggy Sands Orchowski

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POLITICS he 2013 and 2014 headlines about student loans are almost the same: “Student Loan Debt Weighing on the Economy”; “Senators Look to Decrease Student Loan Rates”; and “Is College Worth It”? In July 2013 a Politico headline read: “Federal Student Loan Debt Goes Over $1 Trillion”; in 2014 it’s just gone up more. Even the most knee-jerk solution is the same: in early 2014, first term Democratic Sen. Elizabeth Warren was chosen once again to introduce the Democrats’ signature annual bill to lower the student loan interest rate. But now there also is a new tone of urgency in the debate about student loans in both chambers of Congress as the 2014 November midterm elections near. The details about the impact of rising student debt are increasingly horrific. Student debt is found to be a cause in the decrease of heterosexual marriages, home sales, graduates accepting low-pay but fulfilling jobs in social services and the over 25 percent run of college students going back home to live with their parents after their studies. The student loan default rate has risen incrementally as over 20 percent of student borrowers face debts (both on federally-supported student loans and private ones) of $25,000 to $50,000; and almost 5 percent owe more than $100,000.

The multiple causes of the student debt surge have been well analyzed, hashed and re-hashed. The root of course is the ever-increasing costs of going to college. That is blamed mainly on rising tuition and fees; and those are blamed (rightly or wrongly) in part for the increased costs colleges must cover to provide the extras in competitive dorm, restaurant and gym amenities offered to students. At the same time, many states have cut back subsidies to their state higher education institutions causing them to invest more in fundraising personnel and schemes using renowned donor-connected name-brand college presidents earning in the high six and seven figures. Legislators are highly aware that they need to do something. Recommendations across the spectrum of action are being proposed, some old, some new many worth considering. But one factor more than any other affects the outcome of the solutions and new initiatives. It’s the politics of the 2014 midterm elections – the elections where local issues matter most. Most congressional seats are safe in 2014 in the Republican-dominated House of Representatives. There is almost no chance that that chamber will flip to a Democratic majority, and only a slight chance that Democrats will gain seats while remaining a minority.

Elizabeth Warren, Democratic Senator HISPANIC OUTLOOK

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I NONLOI TVI AC TSI O N S & P R O G R A M S P It’s the Democratic-majority in the Senate that is in question. The Republicans need to win six Democratic seats (as well as hold on to all of their present seats) in order to get a majority (51 percent) and flip the committee chairs, agenda and votes – now with limited filibusters thanks to the Democrats using the nuclear option last year – to Republican dominance. All the possible flip states are ones that voted for the Republican presidential candidate Mitt Romney in the last presidential election, rejecting Obama. Three states are said to be certain to flip, according to most pollsters. At least six more look like they will vote for the Republican Senatorial candidate, as of this writing. Republicans may lose one. “My last two years will be intolerable if the Senate is Republican,” said President Obama recently. What does that mean for education legislation and especially legislation proposing to fix the student loan crisis? Democrats have come out with proposals with clever titles: the “Pay As You Earn” proposal, the “Fair Shot Agenda” and the “Pay It Forward” bill. They deal with adjusting loan payment schedules, tying debt payments to income levels (President Obama’s favorite), pushing some portion of a student’s overall debt onto high-income earners and offering a tenyear forgiveness plan for almost all students once a certain proportion of the debt has been paid. Excusing overwhelming student debt with bankruptcy, as can be done with private and business debt, has also been proposed numerous times. Democratic proposals deal with increasing access, not cutting the costs of going to college. The Republicans, as is their norm, push a “taking responsibility” ideology. They propose bills that would require budget counseling for every student taking out a federal loan, and accountability of universities on what students are getting for their money and how and if their years of college paid off with good jobs and salaries. “Gainful employment rules should be for all colleges, not just for for-profits,” said Republican scourge Richard K Vedder at a June 4 Senate hearing – referring to Democratic legislation that would require for profit (but not nonprofit) colleges to prove their students’ degrees will lead to jobs that pay enough to eventually will pay off their student debt. Some Republicans also demand that federal and state funding for colleges be reduced. Several still agree with former Education Secretary William Bennett in a 1987 New York Times op-ed piece. He maintained that raising federal funding and loans enables

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The student loan default rate has risen incrementally as over 20 percent of student borrowers face debts (both on federallysupported student loans and private ones) of $25,000 to $50,000; and almost 5 percent owe more than $100,000.

educational institutions to up the tuition supplied banks which underwrite them at high interest under non-risk federal guarantees. Both sides support legislation that would increase data and information transparency so perspective students and parents can compare what various colleges charge, their graduation rates, and eventually their graduate job attainment. “Education is the key” many, including the president, say. All of this politicking about student loans also comes under the shadow of the coming need to reauthorize the Higher Education Act (HEA) by the end of 2014. Again, who dominates the Senate after the 2014 November elections will come into play. If the Democrats hold on to their majority, then the HEA will likely be done in a comprehensive fashion. It will include many of the student loan fixing proposals that Democrats are pushing in the Senate and the House. If, however, the Republicans win the majority of the Senate, then the HEA will likely become similar to the Republican position on immigration reform: done with a few selected pieces that will be considered first as stand-alone bills. The piecemeal HEA will probably focus around the bills that Republicans introduced in July just before Congress left for the summer: competency- based demo projects; information transparency, and annual budget and loan counseling.

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L EEADDI A M E/ R JSOHUI P R/ N RA O LL I SEMM / TOEDLEELVSI S I O N

Preparing Students to Work in

Hispanic Media By Marilyn Gilroy

any colleges try to find ways to help their students stand out in a crowded job market. But communications majors at California State University Fullerton (CSUF) are getting an edge that is leading them to new career paths, especially in Hispanic media. Last fall, the university launched the Latino Communications Initiative (LCI) to develop and maintain an industry-ready, qualified workforce by offering courses and certificate programs in Latino-oriented communication studies. When college officials looked for a leader for the program, they recruited a heavy-hitter, Inez González, who for many years was executive vice president for the National Hispanic Media Coalition (NHMC), a nonpartisan, nonprofit, media advocacy and civil rights organization. She jumped at the chance to direct the initiative. "I realized that this is a calling for me," said González. At NHMC, she developed an expertise in media policy and established national alliances within the media and entertainment industries. For the past year, she has been using her talents and contacts to build the initiative into a first-rate training and networking program for students. "My job is bringing together the talent that we have at Cal State Fullerton with the industry that is looking for them,” she said. “Cal State Fullerton is already a leader in graduating the most Latinos in communications. And it's not just the numbers, but it's the quality of the education." CSUF has an impressive track record in Latino higher education. In addition to its number one rank-

Inez González, Latino Communications Initiative, California State University Fullerton

ing in Latino communications graduates, the Fullerton campus is the largest in the California State University system with 38,000 students. It is a HispanicServing Institution, with a 35 percent Latino population and 54 percent first- generation college student population. CSUF has ranked first in California and fourth in the nation among top colleges and universities awarding bachelor’s degrees to Hispanics. HISPANIC OUTLOOK

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MEDIA/JOURNALISM/TELEVISION Connecting with the Latino Media Market Students in the LCI program are able to build their skills and resumes by taking courses that train them as Spanish-bilingual communications majors. As González points out, it is the right program at the right time. “It is as if the “stars have aligned,” she says. “Media and entertainment industry leaders are trying to connect with a Latino market that represents $1.3 trillion in purchasing power. They are looking for communications professionals who are bilingual or who understand the Latino market." Many of the CSUF students have learned Spanish at home, says González, and they now need to improve their language skills so they have strong bilingual capabilities. To this end, students can take advantage of a curriculum that is multi-faced and cross disciplinary. Thanks to a partnership between CSUF’s College of Communications and the department of modern languages and literatures, students can enroll in “Spanish for International Business," which emphasizes writing for Hispanic media, Last year the class was taught by Elias Weinstock, executive vice president and chief creative officer at the advertising firm, Casanova Pendrill. Weinstock said the industry needs talent to help marketers communicate with this expanding market. "The immediate need now is to communicate the way students do, which is a blend of Spanish and

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English," Weinstock explained. "It's about understanding the culture rather than about speaking perfect Spanish. I want to give them [students] a real-life perspective of our market." As a principal of one of the nation's leading Hispanic ad agencies, Weinstock says the course gives students the full perspective of the Hispanic media industry and exposes them to opportunities they may not have considered. “I aim to teach students how to think differently within the Hispanic culture – how to come up with new ideas, new ways of writing and communicating with the consumers through different media.” Tammy Tripp, a ’14 graduate who was a double major in communications-advertising and radioTV-film took the course, although she had concerns that she would not fit in. But she enjoyed the class and found a career. “The class showed me that I can excel as a copywriter, and it made me aware of the potential career opportunities in advertising and media for the Hispanic market,” said Tripp. “I felt like I was born for this." When Casanova Pendrill offered Tripp an internship during her studies, she grabbed the opportunity – and landed right in the thick of things. "I was thrown into the water so fast, but that's the best way to learn," she said. "I've learned how to conduct myself within an agency setting. I understand the process more clearly because I've been involved in so many aspects of the creative process

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L EEADDI A M E/ R JSOHUI P R/ N RA O LL I SEMM / TOEDLEELVSI S I O N – from brainstorming to client presentations." The passion and the quality of her work so impressed Weinstock that Tripp landed a full- time position as a copywriter at Casanova Pendrill which she started this fall. Expanding Curriculum and Partnerships Because the interdepartmental course collaborations at CSUF have been so successful, González has been exploring other possibilities to expand offerings. She has been developing plans for two certificate programs that will emphasize cultural competency in Latino communications issues. A Spanish-language certificate program will offer four communications courses for students who want to improve their fluency. A second certificate program, offered in English, will be launched at a later date. Both certificate programs will include internships with Univision, Telemundo and others area media providers. Input from Latino leaders in the media, entertainment and marketing industry has been a key to developing the initiative's certificate programs and overall direction. González has worked to recommend experienced professionals to teach along with the fulltime communications faculty. For example, the vice president of Telemundo is teaching a course this fall. “Here is a person who is an experienced practitioner and has worked in different parts of the world,” said González. “He is a great professional contact for our students who are often first-generation and do not come from homes where families are connected to these types of individuals.” One of the pillars of the LCI program is the internship. González is constantly mining her contacts in the industry for paid, meaningful internships. “Most of our students are low-income and paying for college while they work,” she said. “They really cannot afford to take unpaid internships.” González has been very successful in developing partnerships within the Hispanic media community. Her students recently worked at Hispanicize, one of the largest Latino communications conferences in the nation. “Hispanicize selected Cal State Fullerton as their West Coast campus partner,” says González, noting that five CSUF students were chosen to intern with Hispanicize and were involved with organizing and planning the 2014 Hispanicize conference. “This was an incredible opportunity for the students, not only for the experience they gained, but for their

“

Media and entertainment

industry leaders are trying to connect with a Latino market that represents $1.3 trillion in purchasing power. They are looking for communications professionals who are bilingual or who understand the Latino market."

Inez González, director, CSUF Latino Communications Initiative

exposure to industry professionals who attended the event.” At the conference, results of the initiative’s first research project, another partnership that included Hispanicize Wire as well as the National Association of Hispanic Journalists and Florida International University, were released. The research involved a national survey to explore Hispanic journalists’ beliefs about their profession and the use of social media and technology. The study revealed that 59 percent of Latino journalists believed social media was having a positive impact on careers despite the challenges media organizations were facing to adapt technologically. Many Latino journalists are entrepreneurial and have their own blogs. González says she is constantly aware of the need to train a new generation of journalists. “The Latino population is the top user of mobile phones so we know that social media is a very important part of Latino journalism’s future,” she said. “This survey clearly identified opportunities for additional training that will help Latino journalists speed the adaptation to multiplatform newsrooms.”

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REPORTS

Engaging Part-Time College Faculty to

Improve Student Success By Angela Provitera McGlynn

art-time college faculty, known as adjuncts or contingent faculty, are now teaching approximately 58 percent of courses on community college campuses and yet are not fully integrated into most of their institutions. Community colleges, vastly underfunded, are relying on adjuncts to teach so many of their courses in order to stay within their budgets and yet there are inequities both to the adjuncts themselves and, in some ways, to students as well.

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A recent special Center for Community College Student Engagement (CCCSE) report entitled, Contingent Commitments: Bringing Part-Time Faculty into Focus, aims to aid college leaders in more effectively and extensively engaging part-time faculty in order for more students to have educational opportunities that support their academic success. Many adjuncts are excellent teachers and bring to the classroom outside work experiences that enhance student learning experiences. However, there are also many downsides. Contingent faculty members are incredibly underpaid for the time and effort they put into their classes. They often don’t have enough time or space within the college to do their own work and to meet with students outside of class, and understandably, many part-time faculty members feel like outsiders at their institutions. Contributing to the injustices regarding adjuncts, many don’t know if or what they will be teaching until days before the courses begin and a great many institutions don’t include adjuncts in orientations, college services, or in professional development opportunities. The CCCSE report reveals that more than 75 percent of faculty members who teach developmental courses are part-time. Developmental education is an area in critical need of improvement to aid in student success. A large number of community college students enter college underprepared to do college level work and these developmental courses are aimed at bringing them up to the task. Adjuncts are more likely to teach this at-risk population – students in greatest need. And yet the report shows adjuncts teaching developmental

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REPORTS courses are more likely to have fewer years of teaching experience and are less likely to have advanced degrees. Add to this CCCSE’s previous research findings showing that while the use of high-impact teaching practices is low across the board in higher education, in most cases, part-time faculty members use these practices even less often than do full-time faculty. This year’s special CCCSE report shows that adjuncts rarely engage in discussions about pedagogy with their colleagues or about college policies and practices that would improve student retention and completion of degrees. Professional development activities for faculty related to best practices in pedagogy often exclude part-time faculty members from participation. The Contingent Commitments report is based on extensive data: Between 2009 and 2013, more than 70,000 faculty responses were gathered from the Community College Faculty Survey of Student Engagement (CCFSSE). Then in 2011, the center added survey items focusing on high-impact best practices for community college student academic achievement. More than 47,000 faculty members responded to that survey. Additionally, the center ran 32 focus groups, listening to perspectives from part-time faculty, full-time faculty, administrators, and staff at community colleges across the United States. The report suggests a strong connection between

student outcomes and faculty effectiveness in preparing students to reach their college completion goals. There are recommendations regarding strategies and discussion tools for college leaders to strengthen faculty development, including parttime faculty, in areas such as hiring, setting expectations, and orientation. Included are numerous examples from many community colleges around the country that are working well toward that goal. CCCSE Director Kay McClenney summarizes the findings of the report this way: “The practice of effectively engaging community college faculty has a lot in common with the practice of effectively engaging community college students. It is critical that college leaders clearly articulate high expectations and then provide the training and support all faculty need to attain those expectations.” The report emphasizes the importance of professional development and support for faculty, evaluation and incentives, and integration of part-time faculty in student success initiatives. In a nutshell, what needs to be done across the board at community colleges is to create an inclusive college culture and atmosphere that fully integrates contingent faculty members into the college community. All faculty members should be included in the institutional culture “including foundational values

Kay McClenney, director, Center for Community College Student Engagement (CCCSE) HISPANIC OUTLOOK

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REPORTS and norms regarding students, learning, human diversity, and ways the people in the campus community interact with one another.” The report says college leaders need to ensure that adjuncts are aware of and practicing engagement with students. Contingent faculty should be encouraged to connect with students both inside and outside of class, know the college resources available to students, and learn and then use high-impact pedagogical strategies. Contingent faculty need support – as for example, an assigned mentor. They should be included in all college activities that deal with effective teaching and should have opportunities to connect with colleagues. Additionally, they should be aware of and have access to college resources that support faculty work and should be familiar with resources that support student success. To strengthen the role of part-time faculty, the report has several recommendations beyond expressing high expectations and providing high levels of support. These recommendations include: • Redefine jobs and repurpose time so all faculty are interacting with students and furthering efforts to engage them. This change might include, for example, spending time in a public area for science learning support instead of solely in office hours. • Conduct campus conversations about policy

….the report shows adjuncts teaching developmental courses are more likely to have fewer years of teaching experience and are less likely to have advanced degrees.

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and practice related to part-time faculty and ways the college can more effectively support their work. Ensure that part-time faculty are broadly involved in these conversations. • Create an integrated pathway for part-time faculty. The pathway should include the hiring process, orientation, professional development, evaluation, incentives, and integration into the college community and the student success agenda. • Design discernible pathways to full-time employment. • At the same time, recognize that not all parttime faculty want to be full-time faculty. Keeping student success and effective educational practice as primary considerations use the strengths and talents of each part-time faculty member by matching each to the professional tasks that bring the greatest benefit to students. • Recognize part-time faculty in monetary ways when possible and in non-monetary ways as well. For example, acknowledge teaching excellence in the adjunct faculty, invite part-time faculty to demonstrate effective teaching strategies to faculty peers, and mitigate second-class status by giving adjuncts titles that reflect accomplishment (e.g., associate faculty) and name badges that identify them as “faculty.” Include part-time faculty in professional development and campus-wide events. The report proposes the following questions that all colleges need to consider: How should we engage our entire faculty to serve students well? How will we include all faculty in discussions about policies and practices that lead to improved student success? And lastly, how are we going to support everyone whose primary responsibility is to promote student learning? According to Contingent Commitments: “Answering these questions is not just about parttime faculty. It’s about quality of teaching and learning college-wide. It’s about making sure more students have access to high-impact experiences and faculty who are prepared to engage them in those practices. It is, in the end, about the critical steps that colleges must take to achieve their goals for improving student learning, academic progress, and college completion.” 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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Hispanics: 1 in 5 By Gustavo A. Mellander

Every year hundreds of thousands observe World Population Day on July 11. It was established to commemorate the day, July 11, 1987, the world’s population reached 5 billion persons. Twenty-seven years later that figure is estimated to be 7,125,071,966. The Malthus Theory English-born Malthus’ An Essay on the Principle of Population, stunned Europe when published in 1798. He argued that population multiplies geometrically whereas food supply only arithmetically. Therefore, eventually the world’s population would vastly exceed the food supply it needed. Over time Malthus revised his essay, adding new data, answering critics and defending his theory. A professor at the East India Company College, he became famous worldwide, but also acquired powerful enemies who tried close the college where he worked. They failed, but it illustrates the determination of those who opposed his ideas. Today, Malthusian theories are still discussed, but the enormous technological revolutions that have made agriculture so productive have chilled the arguments. Hispanics: 1 in 5 Hispanic population growth in the United States has been widely discussed for the past few decades. Readers of Hispanic Outlook know the 40-year ever-growing migration trend has been dented by the economic recession, by the paltry recovery, by the deportation of 2 million Hispanics during the Obama presidency, by thousands who have returned of their own volition and by thousands of others who have decided not to migrate to the United States for other reasons. The future is not crystal clear but by studying those already born, we can project trends quite accurately. To establish a baseline, we have picked Hispanic children in kindergarten. Over the past decade there has been a large increase in the number of states where at least 1 in 5 public school kindergarten students are Hispanic. According to 2012 Census Bureau data, Hispanic children comprise at least 20 percent of public school kindergarten students in 17 states. They are Washington, Oregon, Idaho, Nevada, California, Arizona, New Mexico, Texas, Colorado, Kansas, Nebraska, Illinois, Florida, New York, Massachusetts, Connecticut and New Jersey. That growth and proliferation in so many states may surprise some, particularly since as recently as the year 2000 only eight states had that 20 percent configuration. They were California, Nevada, Arizona, New Mexico, Colorado, Texas, Illinois and Florida. That’s quite an increase in 12 years. Further, those figures do not fully reflect Hispanic population growth because for

a number of reasons, not all Hispanic children enroll in kindergarten. Those states where at least 1 in 5 kindergartners are Hispanic include some states which historically have had few Hispanics such as Nebraska, Idaho and Washington State. In Kansas and Oregon fully 1 in 4 kindergartners are Hispanic. That 25 percentage is the same rate as exists in New York, long a home base for Hispanic immigrants and migrants from Puerto Rico. New York has the fourth-largest Hispanic population in the country. For Kansas and Oregon to match them in Hispanic kindergarten percentages is quite revealing. Hispanic Outlook readers know that Hispanics comprise 17 percent of the nation’s population. At 54 million they are now dispersed in every single state. They are no longer confined to the “traditional” Hispanic states. The immigration numbers have increased and like all immigrants they moved to where the jobs were. Thus, such unlikely states as South Carolina, Georgia and Virginia have seen a surge of Hispanics. Their presence impacts the very fabric of virtually every state. Their presence is not always appreciated. I recall seeing a Georgia native on television complaining that all he could find to eat at a recent Fourth of July celebration were “burritos and tacos.” Further, he complained, “Why can’t we have American food like hot dogs?” I guess the fleckless fellow does not know that frankfurters were introduced to this country by German immigrants. The nation saw the name changed to hot dogs during the World War I because of the rabid anti-German sentiments that swept the United States. According to U.S. Department of Education projections, present demographics mean there will be more black, AsianAmerican and Hispanic students than Caucasians students in K-12 public schools nationwide in fall 2014. Specifically, some 50.3 percent of students will be minorities. That’s an impressive increase from 1997, when minorities made up just 36.7 percent of students. The trend will not abate in the years ahead. Minorities are expected to become the majority category in the United States in a few decades. Minorities today make up about 37 percent of the overall population, that share is projected to increase to 57 percent by 2060, according to the Census Bureau. Even today among people of all ages, there are four states where minorities make up a majority of the population; they are California, Hawaii, New Mexico and Texas. Nearly half of babies born in the U.S. today are a racial or ethnic minority. The number of Hispanics has increased in recent years primarily due to native births of resident Hispanics. They were not the children of recent Hispanic immiHISPANIC OUTLOOK

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grants. That is due in large part because the heretofore ever-growing number of Hispanic immigrants stalled after four rapid growth decades. In 2012, 1 in 4 of the nation’s newborns were Hispanic. The societal and political implications are tremendous. Many, I assume, automatically wonder about population realities in other countries. Slightly off our Hispanic focus, I ran across some data on Japanese population issues. In reality it’s more than “slightly off” but of interest, I think, as we consider our own future. Japan, clinging to their age-old virtually zero immigration regulations and their late marriages, has a declining birth rate. Ms. Masako Mori, the Japanese cabinet minister tasked to address Japan’s declining birthrate, interviewed by The Wall Street Journal, noted she has tried to encourage earlier marriages. A mother of two, she also promoted “the joy of child rearing” in a YouTube video which featured “her acting, dancing and lipsynching Disney’s ‘Let It Go’ with 11 Japanese governors.” Couples on average have two children. That figure is constant whether or not the mother works outside the home. Even though the government wants to increase births, women in Tokyo and other large cities have difficulty finding maternity openings in hospitals to give birth. In rural areas, there aren’t enough children to sustain hospital obstetrics departments and day care centers. Further, it is hard for women who interrupt their careers to give birth to return to their positions. Sixty percent of women cannot return. It is estimated that 3.15 million women want to work but will not be employed again. Mori noted even “lawyers, doctors, nurses and others professionals end up in non-regular jobs such as cashiers at supermarkets.” All-time highs Getting back to Hispanics in America, earlier we noted surging kindergarten data. What about the total Hispanic population? Are there differences among the states? Is that something new? Many states are indeed reaching their all-time high of Hispanic residents. But three states are merely returning to the proportions they had last century. They are Arizona, New Mexico, and Colorado. According to Census Bureau data, the New Mexico and Colorado share of the Hispanic population today is higher than it was in 1910 while Arizona’s current share of the Hispanic population is approaching what it was 100 years ago. If one goes back further, say to 1870, the share of the Hispanic population was higher in all three states. Why? Large Hispanic populations in Southwest are directly traceable to Spanish explorations. In the 1500s, they explored present-day New Mexico, Arizona and parts of Colorado. They were incorporated as Spanish territories. Mexico acquired them in 1821, when it declared independence from Spain. Later, in 1848, they were ceded to the United States after the Mexican-American War. Statehood was ultimately granted to Colorado in 1876 and in 1912 to New Mexico and Arizona. New Mexico, Arizona and Colorado represent three of seven states where Hispanics make up at least 20 percent of the population today. In New Mexico, Hispanics today account for 47 percent of the state’s population while the second largest group, Caucasians, makes up 39 percent. The last time that Hispanics were the largest population group was in 1900, when the state was 60 percent Hispanic and 23 percent Caucasian. But by the turn of the 20th century,

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the share of Hispanics was on the decline. By contrast, Colorado’s population has not had a majority Hispanic since at least 1860, that being the earliest year Census Bureau data is available for Colorado. But the state’s Hispanic population is trending back toward a peak of 30 percent achieved in 1870. Today, Hispanics make up 21 percent of Coloradans. Caucasians account for 69 percent, about the same share as in 1870. Arizona is another state where Hispanics once outnumbered Caucasians. In 1870, Arizona was 61 percent Hispanic and 39 percent Caucasian. The two groups are reversed today (57 Caucasian and 30 percent Hispanic). However, the share of Hispanics has nearly doubled since 1980, when the state was 75 percent Caucasian and 16 percent Hispanic. There are four other states where Hispanics comprise at least 1 in 5 persons: California (38 percent), Texas (38 percent), Nevada (27 percent) and Florida (23 percent). Each has its own unique demographic story. In recent years, the share of Hispanics has reached record highs in California, Texas, Nevada and Florida. In California, Hispanics are projected to become the largest racial or ethnic group this year (39.0 percent Hispanic and 38.8 percent white). It is the first time that has happened. California joins New Mexico as the second state where Hispanics are the plurality. Texas could join the list within a decade, possibly by 2023, according to one projection by the state demographer. The Hispanic population in Nevada, meanwhile, has rapidly increased, making up 4 percent of the state’s population in 1960 and 27 percent today. Florida has seen a similar rise in its Hispanic population share, from about 3 percent in 1960 to 23 percent today. The Cuban immigration fleeing Castro to Miami and other Florida cities, the influx of immigrants from other Latin American countries and the Puerto Rican migration to such areas as Orlando, have fueled the increase. Guatemalans, most who want to be characterized as Mayans and not Hispanic, as well as Colombians and Mexican communities, have flocked to Florida as well in search of economic opportunities. Though the trend has abated it will undoubtedly increase in the years ahead. Bottom line This nation of immigrants continues to be just that. It’s a changing and vibrant country that remains attractive to those born in other countries. Four out of five Silicon Valley entrepreneur millionaires are foreign born. Both political parties, after some grousing, support issuing special visas for those foreign born individuals who are trained in the areas needed by this country. A number of industries such as farming continue to be heavily dependent on less expensive foreign labor. As noted, the number of Hispanics has increased nearly six-fold since 1970, to 53 million today. Hispanic population will continue to grow in most states, from native births and from a flow of immigrants who will probably come once again before this decade ends. The political, economic and societal implications are evident and real. All levels of education, including higher education, will have to adjust to the new realities. They will. Of course, some “screaming and kicking” but they will nonetheless. Others will embrace the needs of the new majority with open arms. To quote Bob Dylan, “Times are a changing.” Dr. Mellander was a university dean for 15 years and a college president for 20

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By Margaret Sands Orchowski UNPAID INTERNSHIPS, THE RULES: IS A STUDENT LAWSUIT NEEDED? Students are back in school now and their wonderful albeit non-paying summer internships are just memories: possibly good for the contacts made, and not-so-good for the unpaid exploitation part. Some former interns are bringing a wave of lawsuits to fight for wages they say they earned doing the same work for free as paid employees did. They complain that many companies are breaking U.S. Department of Labor (DOL) rules which require that “the internship experience is for the benefit of the intern”-- not the employer. Unpaid internships must satisfy at least four DOL criteria: 1) The employer that provides the training can derive no immediate advantage from the activities of the intern, and on occasion, its operations may actually be impeded; 2) the intern’s work must not displace regular employees; 3) the training must be similar to that given in an educational environment; and 4) the intern must understand that s/he is not necessarily entitled to a job at the conclusion of the internship. Of course these regulations have to be enforced. Perhaps the only way for this to happen is if interns sue. While that won’t win future interns a salary, it may discourage companies from replacing entry-level employees with free-labor students. FALL BRINGS OUT A FULL BLOOM ON CAMPUS OF -- CREDIT CARD DEALS On college campuses throughout the country, fall semester means the appearance of a phalanx of credit card companies descending onto the quad, offering students enticing deals for bank credit cards -- many with the university logo on them. Some offer a kickback percentage to the college’s development office. Some allow full tuition to be charged on the card. Many companies add allegedly unique fees that can amount to hundreds of dollars for interest and ATM access even for Title V funds -- even though at first they were accessible for free. All of this is unregulated and not illegal. This summer the Department of Education proposed extending its regulatory authority for student federal loans to private credit

card companies dealing with students. Minnesota Democratic Sens. Amy Klobuchar and Al Franken support the initiatives, which have to be finalized by Nov. 1 in order to take effect in 2015. Lobbyists from the financial services industry are opposed but this is one regulatory change that probably would not be a controversial presidential executive order. NEWS COVERAGE OF HISPANICS MAKES SOME CRINGE; EVEN NPR GETS A “C” Popular Hispanic news blogger Julio Ravela says he cringes at the coverage of Hispanics in most of the mainstream media (MSM). During an interview July 4 aired on NPR’s “On the Media,” he had a major piece of advice for most mainstream newspeople: Don’t assume all Latinos are the same! “They didn’t all grow up eating tacos; and while immigration is an important issue, most Hispanics are here legally and concerned more about health, education and jobs–so go beyond immigration,” he said. Like all Americans, Hispanics have divergent opinions and on many social issues, are more Republican than Democratic (when speaking about gays in Spanish, he says he is always sensitive to the Catholic viewpoint). Ravela and Jorge Ramos of UNIVISION both agree that the Hispanic demographic is highly diverse and don’t think of themselves first as “Latinos” as the press tends to depict them. Spanish-speaking firstgeneration Hispanics, who are interviewed disproportionately by the press, usually identify themselves first as their homeland nationality: Peruvians, Nicaraguans, Mexicans, etc., not Latino. Ravela and Ramos are concerned that the MSM is causing racial barrio-ization in the news by focusing so narrowly on the mainly first-generation Spanishspeaking Hispanic immigrant population. Ravela gave NPR only a “C,” even for this broadcast -- but an “A” for effort to at least covering the subject. OAS and UNHCR SHOULD BE CALLED IN TO HELP UNACCOMPANIED MINORS During the long hours in Congress at the end of July waiting for a vote on what to do about the border surge of unaccompanied minors, Congressional Democratic Hispanic leaders Luis Gutiérrez of Illinois and Joaquin Castro of Texas looked surprised at my question to them: “Why hasn’t the Organization of American States (OAS) and the United Nations Refugee Agency (UNHCR) been involved since this is a humanitarian refugee and regional crisis of failing states?” Why has it become only a U.S. immigration problem?” “Maybe that should be a priority in the fall,” said Castro thoughtfully. “I agree,” said Gutiérrez but then grimaced as he walked away, “But that’s not how we do things here. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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“CULT LTURAL COMPETE ENCE...” Welcoming

Community

Presidential Search

akton Community College, a premier community college serving Chicago’s northern suburbs, seeks a president to succeed Margaret B. Lee, Ph.D., who has provided the College with outstanding leadership for 20 years. The position will be available July 1, 2015.

Diversity

Regard Oakton Community College emp ploys individuals who respect, are eagerr to learn about, b t and d have h a willingness illi to t aacceptt the th many ways of viewing the world.

Respect

Oakton serves the near northern suburbs s of Chicago with campuses in Des Pllaines and Skokie. Individuals with a commitment too working in a culturally competent environmeent and who reflect the increasing diversity of Oakton’s O student body and community are sought for full time tenure track faculty openingss in Biology and Manufacturing. g

Inclusion

Sensitivity

• Biolog y and Manufacturing g Faacult y The anticipated start datte is August 18, 2015.

Awareness

ne is Full consideration deadlin November 1, 2014.

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

www.oakton.eddu Click on “employmentt”

Listening

Dedicated to student success, academic excellence, and strong community connections, Oakton has been helping students achieve their academic, career, and personal enrichment goals since 1969. Accredited by the Higher Learning Commission of the North Central Association, the College serves 435,000 residents in 16 municipalities. More than 10,000 students (6,954 FTE) take credit courses each semester at the College’s two campuses in Des Plaines and Skokie, or online. Desired qualifications include an earned doctorate or professional equivalent from an accredited institution of higher learning, at least three years of senior level administration experience in higher education, and higher education teaching experience. Confidential inquiries, nominations, and questions regarding the application process should be e-mailed to Duane “Arnie” Oudenhoven, search consultant, at pressearch@oakton.edu. Credential review begins in mid-October. Full consideration will be given to applications received by December 1, 2014. Oakton will protect applicant confidentiality in accordance with state law; finalists will be required to participate in a public selection process.

For a full position profile, visit www.oakton.edu/presidentialsearch. To apply, visit oaktonps.interviewexchange.com.

Experiences Oakton Community College is an equal op pportunity employer.

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HISPANIC OUTLOOK

OCTOBER 6, 2014

Oakton Community College is an Equal Opportunity Employer.

FACULTY POSITIONS The Steinhardt School of Culture, Education, and Human Development at New York University advances knowledge, creativity, and innovation at the critical crossroads of human learning, culture, development, and well-being. Through rigorous research and education, both within and across disciplines, the School’s faculty and students evaluate and redefine processes, practices, and policies in their respective fields, and from a global as well as community perspective lead in an ever-changing world. NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world. The Steinhardt School is recruiting for positions in the areas listed below for the upcoming academic year. Complete faculty position descriptions and applications can be found on our website at:

http://steinhardt.nyu.edu/faculty_positions/ The Steinhardt School anticipates continuing our recruitment activities in future years in these areas as well as in the Visual and Performing Arts, Education, Applied Psychology, and Health Programs. Our School is comprised of eleven departments: Administration, Leadership, and Technology; Applied Psychology; Art and Art Professions; Communicative Sciences and Disorders; Humanities and the Social Sciences in the Professions; Media, Culture, and Communication; Music and Performing Arts Professions; Nutrition, Food Studies, and Public Health; Occupational Therapy; Physical Therapy; Teaching and Learning. We invite you to visit the above website for updated information. NYU is committed to building a culturally diverse educational environment and strongly encourages applications from historically underrepresented groups.

CULTURE Media, Culture, and Communication -Assistant Professor, Tenure-Track Studio Art -Clinical Assistant Professor, Non-Tenure Track

Music Composition/Film Scoring -Music Assistant Professor/Music Associate Professor, Non-Tenure Track

EDUCATION Higher Education -Associate Professor/Full Professor, Tenured Secondary Special Education -Assistant Professor/Associate Professor/ Full Professor, Tenure-Track/Tenured

TESOL/Bilingual/Foreign Language Education -Visiting Assistant Professor, Non-Tenure Track

HUMAN DEVELOPMENT Developmental Psychology -Assistant Professor, Tenure-Track

Physical Therapy -Clinical Assistant Professor, Non-Tenure Track

Clinical Nutrition -Assistant Professor, Tenure-Track

Occupational Therapy -Visiting Associate Professor/Visiting Professor, Non-Tenure Track

Nutrition Public Health -Assistant Professor, Tenure-Track

Art Therapy -Clinical Assistant Professor, Non-Tenure Track

University of Maryland Baltimore County Information Systems Department Tenure Track position on Data Science/Big Data The Information Systems (IS) Department at UMBC invites applications for a tenure-track faculty position at the Assistant Professor level starting August 2015. We are searching for a candidate with research interests and experience in Data Science, a research area with high growth and impact in environmental sciences, health care, security, and many others. The ideal candidate will have expertise in conducting largescale data science research, such as extracting knowledge from data of increasing sizes, velocity, and variety to improve decision making in one or more application domains closely relevant to active research areas in the IS department. The research areas in the department are: Artificial Intelligence/Knowledge Management, Databases and Data Mining, Human Centered Computing, Software Engineering, and Health Information Technology. Candidates must have earned a PhD in Information Systems or a related field no later than August 2015. Candidates should be engaged in research that fosters collaboration with at least one of the areas. Preference will be given to those who can collaborate with current faculty. Candidates should have a strong potential for excellence in research, the ability to develop and sustain an externally funded research program, and the ability to contribute to our graduate and undergraduate teaching mission. The Department offers undergraduate degrees in Information Systems and Business Technology Administration. Graduate degree programs, MS and PhD, are offered in both Information Systems and Human-Centered Computing, including an innovative online MS in IS program. Consistent with the UMBC vision, the Department has excellent teaching facilities, state-of-the-art laboratories, and outstanding technical support. UMBC’s Technology Center, Research Park, and Center for Entrepreneurship are major indicators of active research and outreach. Further details on our research, academic programs, and faculty can be found at http://www.is.umbc.edu/. Members of under-represented groups including women and minorities are especially encouraged to apply. Electronic submission of application is required at http://apply.interfolio.com/25741. All applications must be submitted as PDF Files, which include a cover letter, CV, a one-page statement of teaching interests, a one-page statement of research interests and names and contact information for at least three references. For inquiries, please contact Barbara Morris at (410) 455-3795 or bmorris@umbc.edu. Review of applications will begin immediately and will continue until the position is filled. This position is subject to the availability of funds. UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women, veterans and individuals with disabilities.

New York University is an Equal Opportunity/Affirmative Action Employer.

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University of Maryland Baltimore County Information Systems Department The Information Systems Department at UMBC invites applications for a tenure-track faculty position at the Assistant Professor level in the area of software engineering starting August 2015. Outstanding candidates in other areas will also be considered. Candidates must have an earned PhD in Information Systems or a related field no later than August 2015. Individuals engaged in software engineering research with emphasis on empirical research, process and quality improvement, and healthcare IT are especially encouraged to apply. Candidates should have a strong potential for excellence in research, the ability to develop and sustain an externally funded research program, and the ability to contribute to our graduate and undergraduate teaching mission. The Department offers undergraduate degrees in Information Systems and Business Technology Administration as well as both the MS and PhD in Information Systems. In addition, the Department offers an MS and PhD in Human-Centered Computing. Consistent with the UMBC vision, the Department has excellent technical support and teaching facilities as well as outstanding laboratory space and state of the art technology. UMBC’s Technology Center, Research Park, and Center for Entrepreneurship are major indicators of active research and outreach. Further details on our research, academic programs, and faculty can be found at http://www.is.umbc.edu/. Under-represented groups including women and minorities are especially encouraged to apply. Electronic submission of application is required at http://apply.interfolio.com/26424. All applications must be submitted as PDF Files, which include a cover letter, CV, a one-page statement of teaching interests, a one-page statement of research interests and names and contact information for at least three references. For inquiries, please contact Barbara Morris at (410) 455-3795 or bmorris@umbc.edu. Review of applications will begin immediately and will continue until the position is filled. This position is subject to the availability of funds. UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women, veterans, and individuals with disabilities.

University of Maryland Baltimore County Information Systems Department The Information Systems Department at UMBC invites applications for a tenure-track faculty position at the Assistant Professor level in the area of human-centered computing starting August 2015. Candidates must have earned a PhD in a related field no later than August 2015. Outstanding candidates in all areas of human-centered computing research are encouraged to apply. Ideal candidates will be engaged in research that spans several areas with preference given to those who can collaborate with the current faculty. Candidates should have a strong potential for excellence in research, the ability to develop and sustain an externally funded research program, and the capacity to contribute to our graduate and undergraduate teaching mission. The Department offers undergraduate degrees in Information Systems and Business Technology Administration. Graduate degree programs, MS and PhD, are offered in both Information Systems and Human-Centered Computing, including an innovative online MS in IS program. Consistent with the UMBC vision, the Department has excellent teaching facilities, state-of-the-art laboratories, and outstanding technical support. UMBC’s Technology Center, Research Park, and Center for Entrepreneurship are major indicators of active research and outreach. Further details on our research, academic programs, and faculty an be found at http://www.is.umbc.edu/. Under - represented groups including women and miorities are especially encouraged to apply. Electronic submission of application is required at http://apply.interfolio.com/25742 . All applications must be submitted as PDF Files, which include a cover letter, CV, a one-page statement of teaching interests, a one-page statement of research interests and names and contact information for at least three references. For inquiries, please contact Barbara Morris at (410) 455-3795 or bmorris@umbc.edu. Review of applications will begin immediately and will continue until the position is filled. This position is subject to the availability of funds. UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women, veterans and individuals with disabilities.

Director of EOP Binghamton University (State University of New York) seeks applicants for the position of Director of the Educational Opportunity Program (EOP). EOP is a multifaceted program which addresses student life and academic issues. Its primary mission is to assist historically underrepresented students to adapt to the intellectual rigor and social climate of the University, and to achieve academic and personal goals. The Director reports to the Vice President for Student Affairs with a dotted line relationship to the Provost and Executive Vice President for Academic Affairs. The Director manages and provides leadership for all aspects of EOP. The successful candidate will have enthusiasm and integrity, will understand the needs and be committed to the success of EOP students, and will have a vision for access programs that emphasizes academic priorities. A master’s degree in college student personnel administration, higher education administration, counseling or a related discipline is required. A terminal degree (PhD, EdD, JD or equivalent) is strongly preferred. A minimum of five years of experience in higher education is required, demonstrating a record of progressively responsible positions and experience with educational and/or access programs in addition to supervisory experience. Candidates must also exhibit exceptional administrative and communication skills and be able to manage multiple priorities, to establish effective liaisons across the University, to work collaboratively with students, faculty, and staff, and to provide regular program assessment and evaluation. For more information, and to apply on line visit: http://binghamton.interviewexchange.com/ Interviews will continue until the position is filled. Binghamton University is an Equal Opportunity/ Affirmative Action Employer

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Professional Positions in the College of Education West Chester University of Pennsylvania’s College of Education invites applicants for the following positions. Both are two-year appointments and are renewable dependent upon continued satisfactory performance and funding. Associate Director for Candidate Services - provides leadership to the following areas of candidate need: information about teacher education programs, Formal Admission to Teacher Education by candidates, criminal background clearances, professional licensure testing, and others as they may arise. Associate Director for Clinical Experiences - provides oversight to the acquisition of placements for all PreK-12 school and counselor education clinical, early field, and student teaching experiences. Collaborates with university faculty and staff, and local PreK-12 school district personnel. Both positions reports to the Director of the Office of Clinical Experiences and Candidate Services (CECS) and are an integral part of the office leadership team with direct responsibility for the Clinical Experiences coordinated through the Office. The CECS office provides coordination of all Professional Education Unit clinical and field experiences. For more details, qualifications and compensation, and to apply, visit our website at http://agency.governmentjobs.com/wcupa/default.cfm Developing and sustaining a diverse faculty and staff advances WCU’s educational mission and strategic plan, Building on Excellence. West Chester University is an Affirmative Action/Equal Opportunity Employer. Women, minorities, veterans, and individuals with disabilities are encouraged to apply. The filling of these positions is contingent upon available funding. All offers of employment are subject to and contingent upon satisfactory completion of all pre-employment criminal background checks.

DID YOU KNOW... Provost and Executive Vice President for Academic Affairs The University of Northern Iowa (UNI) invites applications and nominations for the position of Provost and Executive Vice President for Academic Affairs. The University seeks an exceptional individual with a distinguished record of teaching/learning, research/discovery, service/engagement and management in order to provide energetic, creative, visionary, and responsible leadership and to advise the President and the campus on all academic matters.

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The University of Northern Iowa is one of three state universities in Iowa governed by the Board of Regents, State of Iowa. UNI enjoys national recognition for its high educational standards and possesses a distinctive mission of being the comprehensive state university for Iowa. U.S. News and World Report has ranked UNI in the top three among Midwest public universities for the past 17 years. UNI has been selected by the Carnegie Foundation for the Advancement of Teaching for its Community Engagement classification for curricula engagement and partnerships. The University’s attractive size, approximately 12,000 students, allows it to offer faculty, facilities, and academic choices characteristic of a much larger university while retaining a friendly, small-college atmosphere on a park-like campus. In addition to offering exceptional undergraduate education, UNI provides a number of distinctive master’s, specialist, and doctoral programs. Located in Cedar Falls/Waterloo, the campus is comprised of more than 40 buildings on 940 acres. Reporting to the President, the Provost and Executive Vice President for Academic Affairs serves as UNI’s chief academic officer and the chief executive officer in the President’s absence. The Provost provides the vision for academic excellence; guides academic planning, including development of an Academic Master Plan, and assessment of university academic programs in general and of the Liberal Arts Core in particular; facilitates meaningful interdisciplinary work across campus; oversees faculty recruitment and development; is responsible for academic budgets and programs; provides administrative leadership and organization for all academic components of the university; and guides academic, research, and outreach programs in accordance with the University’s strategic plan. The appointee will serve on the President’s Executive Management Team (EMT) and will work closely with the Vice President for Student Affairs and the Associate Vice President for Enrollment Management to continue to refine an institutional strategy for student recruitment, retention, and success. The successful candidate must possess an earned doctorate or other terminal degree from an accredited institution; be qualified for a tenured full professor appointment in a UNI academic department; have a distinguished record of teaching/learning, research/discovery, and service/engagement; and demonstrate commitment to academic excellence. The candidate must also possess significant and successful experience in higher education administration, such as in budgetary and personnel responsibilities, accreditation, strategic planning, academic program development and demonstrate commitment to diversity, inclusivity and ethical leadership. Preference will be given to candidates who give evidence of effective and efficient organizational change that has enhanced the quality of academic programs and the student experience; have a record of collaborative, proactive, creative, and visionary leadership; manifest a deep understanding of the climate of higher education; and demonstrate an appreciation for the role of a regional comprehensive university. Please visit http://www.uni.edu/provostsearch for further information. The Provost Search Committee will be evaluating applications as received, with full consideration given to those who apply by November 10, 2014. Although applications will be accepted until a new Provost is selected, candidates should submit their materials as soon as possible for the most favorable consideration. The anticipated starting date is no later than July 1, 2015. Criminal and other relevant background checks are required prior to employment. Interested candidates must submit a letter of application, a current curriculum vitae, and the names, e-mail addresses, and telephone numbers of five professional references to http://jobs.uni.edu. Letters of nomination only (including the name, current position, address, e-mail address and telephone number of the nominee) should be submitted to Jan Hanish, Provost Search Committee Coordinator at Provostsearch@uni.edu. UNI actively seeks to enhance diversity and is an Equal Opportunity/Affirmative Action employer. The University encourages applications from persons of color, women, individuals living with disabilities, and protected veterans. All qualified applicants will receive consideration for employment without regard to age, color, creed, disability, gender identity, national origin, race, religion, sex, sexual orientation, protected veteran status, or any other basis protected by federal and/or state law. UNI is a smoke-free campus.

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Lafa ayette College iss a selec tive, private, liberal ar ts t college of 2,400 underrggrraadduates. Our 110 -acre campus is located one and a halff hour s from both New York City and Philadelphia. Degree programs are of fer er e d in the liberal ar ts, sciences and engineering.

Tenure-Trrack Assistant Professor of Economics The Economics Depar tment at L afayet te College, a private, highly selec tive liberal ar ts college in Pennsylvania, invites applications for a tenure -track position at the Assistant Professor level in labor economics/econometrics. The teaching load is four courses the first year and five courses per year thereaf ter. Teaching responsibilities will include the depar tment ’s required course in econometrics and elec tives in labor economics, as well as courses that contribute to the College’s Common Course of Study and/or interdisciplinar y programs. C a n d i d a t e s w i l l b e e v a l u a t e d b a s e d o n t h e ir p o t e n t i a l f o r t e a c h in g e x c e l l e n c e a n d s c h o l a r l y produc tivit y. A Ph.D. is required; ABDs with a firm completion date by August 2015 will also be considered. All candidates must apply online at http://www.econjobmarket.org/. Applications must include a cover letter, curriculum vitae, graduate transcripts, evidence of ef fec tive teaching and scholarship, and a one -page statement of teaching philosophy. Applications will be accepted until December 15 , 2014 . Inter views will be conduc ted at the ASSA meetings in Boston. Recommendation letterss should addreess potential for ef fec tive teaching and potential for reesearch produc tivity. For more information about the Economics depar tment at L afayet te College see our webpage at http://Economics.Lafayette.edu. L a f a y e t t e Co l l e g e i s c o mmi t t e d t o c r e a t i n g a d i v e r s e c o mm u n i t y : o n e t h a t i s i n c l u s i v e a n d r e s p o n s i v e , a n d i s suppor tive of each and all of its facult y, s tudents , and s t af f. A ll member s of the College c ommunit y share a r e s p on s ib ili t y f or c r e a t in g , m ain t ain in g , an d d e v e l o p in g a l e ar nin g e n vir on me n t in wh i c h d i f f e r e n c e is v al u e d , e q u i t y i s s o u g h t , a n d i n c l u s i v e n e s s i s p r a c t i c e d . L a f a y e t t e Co l l e g e i s a n e q u a l o p p o r t u n i t y e m p l o y e r a n d enc ourages applic ations from women and minor ities .

VICE PRESIDENT AND TREASURER, BUSINESS AFFAIRS BALL STATE UNIVERSITY, MUNCIE, INDIANA Ball State University invites expressions of interest in, and nominations for, the position of Vice President and Treasurer, Business Affairs. Ball State is a state-assisted, research university, high research activity, with 20,000 students and an annual budget of approximately $450 million. Please visit www.bsu.edu for more information. Reporting to the recently appointed President of the University, Dr. Paul Ferguson, this person is the chief financial officer of the University with responsibility for all financial, budgetary, auxiliary services, human resources, administrative services, facilities, auditing, and treasury functions. The person selected should have ten years of professional experience, at least five years of which should have been at the senior management level in a complex organization. Successful senior level experience in higher education is preferred. This is a unique opportunity to join the administration of a new President at one of the most energetic and progressive universities in the country. All correspondence should be directed to Ball State’s executive recruitment consultant: Jerry H. Baker Baker and Associates, LLC 4799 Olde Towne Parkway, Suite 202 Marietta, GA 30068 jbaker@baasearch.com Ball State University is an equal opportunity, affirmative action employer and is strongly and actively committed to diversity within its community.

ASSISTANT/ASSOCIATE PROFESSOR OF CHILD STUDY (SPECIALIZATION IN SPECIAL EDUCATION)

Philadelphia, PA Multiple positions–rank open The School of Tourism and Hospitality Management is soliciting applicants for multiple tenure track positions in Tourism and Hospitality Management. This is an opportunity to help shape the future of a large and dynamic program. Our preference is for applicants who will conduct quality research and teach graduate and advanced undergraduate courses in the following areas: Hospitality Financial Management; Hospitality Strategic Management, including multi-unit/asset management; Service Management; and/or Tourism Destination Management. Candidates who will help us develop excellence in new and innovative areas are also encouraged to apply. Positions are open with regard to rank (assistant/associate/full professor). Rank and salary will be based on qualifications and experience. Ph.D. in tourism and hospitality management or a related field is required. The appointments begin the fall semester 2015. The School is seeking scholars who have an established record of, or the potential for, excellence in scholarship, teaching and service. Faculty members will be expected to develop an active research program that is consistent with the broad areas of focus within the School. Preference will be given to applicants who have a strong publication record, an established record in sponsored research projects, and have teaching experience in both graduate and undergraduate academic programs. Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia, the heart of the local tourism industry. Philadelphia’s extensive tourism, hospitality, sport, and recreation venues make the city ideal for teaching and learning experiences. The Tourism and Hospitality Program offers three degree programs: bachelor’s and master’s degrees in Tourism and Hospitality Management, as well as the nation’s first Executive MBA program with a Hospitality Asset Management concentration. The School of Tourism and Hospitality Management is a self-standing school, affiliated with Temple University’s Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism/Sport emphasis is offered. Review of applications will begin immediately and will continue until the positions are filled. Questions regarding these positions should be directed to Dr. Wes Roehl (wroehl@temple.edu). Applicants should send a letter of application, curriculum vitae, the names of three references, sample publications, example of teaching evaluations, official transcript, and other supporting materials to: Dr. Wes Roehl, School of Tourism and Hospitality Management, Temple University, 311 Speakman Hall, 1810 North 13th Street, Philadelphia, PA 19122 (215-2045861, 215-204-8705 [fax], wroehl@temple.edu). Temple University is an Affirmative Action/Equal Opportunity employer. Women and minorities are encouraged to apply.

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St. Joseph’s College, Brooklyn Campus, is seeking a full-time assistant/associate professor in the Department of Child Study, with a specialization in Special Education, for a tenure-track faculty position beginning September 2015. Responsibilities: • Teaching undergraduate courses in special education on the birth – 6th grade certification level and graduate courses in special education on the 1st-12th grade level. • Supervision of practicum and student teaching experiences; advising majors at the undergraduate and graduate level; serving on department and college committees; and engaging in scholarly activity.

Qualifications: • A doctorate from a regionally-accredited college or university, preferably in Special Education, and special education certification, preferably from New York State. • A minimum of two years of teaching students with disabilities is required, and higher education experience is preferred. • Infusion of technology into instruction is expected.

Please send curriculum vitae to: Susan Straut Collard 245 Clinton Avenue, Brooklyn, NY 11205 EOE

Washington University in St. Louis seeks individuals who are excellent scholars and teachers for the following positions in Arts & Sciences. The appointments are expected to begin in the 2015-16 academic year. Applications and additional information can be found at https://jobs.wustl.edu. Washington University in St. Louis Faculty of Arts & Sciences St. Louis, Missouri Equal opportunity/affirmative action employer Employment eligibility verification required upon hire ● Anthropology – Assistant or Associate Professor with a specialization in Paleoanthropology, emphasis on Paleobiology of the human lineage (ID #28825) ● Biology– George and Charmaine Mallinckrodt Professorship (ID #27426) ● Chemistry – Assistant Professor in Bioorganic, Polymer, or Biomaterials Chemistry, broadly defined (ID #28973) ● Classics – Assistant or Associate Professor with a specialty in Ancient Medicine, Greek Drama, or Latin Prose other than Historiography (ID #28911)

Assistant, Associate and Full Professors of Finance

● Economics – Assistant Professor, All Fields (ID #28982) ● English – Assistant Professor in Contemporary American Fiction (ID #28484) ● Earth and Planetary Sciences – Assistant Professor with expertise in High Temperature Geochemistry (ID #28955)

Positions: Assistant, Associate and Full Professors of Finance Appointment Date: July 1, 2015 Fields of Emphasis: Corporate Finance, Investments Requirements: Applicants must have a Ph.D. from an accredited institution. (Expected completion by June 30, 2016 is acceptable.) Demonstrated ability or potential for high quality research and teaching are important. Teaching: The Wharton School of undergraduate, MBA and doctoral levels. Teaching responsibilities would be at the undergraduate, MBA, and doctoral levels. Research: Applicants should have a strong interest and proven competence in research and scholarship. Salary: Competitive Submit: We strongly encourage you to submit your job market package electronically via our secure website in order to have your application reviewed as quickly as possible. https://fnce.wharton.upenn.edu/faculty/open-faculty-positions

● History – Assistant Professor specializing in the History of Medicine (ID #28956) ● Jewish, Islamic, and Near Eastern Languages and Cultures – Assistant Professor in Islamic Studies (ID #28965) ● Mathematics –Assistant or Associate Professor in the field of Pure Mathematics with a specialty in Algebra, Analysis or Geometry (ID #29014); Professor of Statistics (ID #29056) ● Music – Assistant Professor in Musicology, primary expertise in European concert tradition, particularly music before 1800 (ID #28962) ● Philosophy – Assistant, Associate, or Full Professor in Metaphysics and Epistemology (ID #28958)

Application Deadline: December 5, 2014

● Physics – Assistant Professor in Experimental Space Physics (ID #29059)

Contact: David Musto, Chairperson, Finance Department, 2300 Steinberg Hall-Dietrich Hall, University of Pennsylvania, Philadelphia, PA 19104-6367 The Wharton School, University of Pennsylvania

● Political Science – Associate or Full Professor in International Relations (ID #28808)

The University of Pennsylvania is an affirmative action/equal opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion, sex, sexual orientation, gender identity, creed, national or ethnic origin, citizenship status, age, disability, veteran status, or any other characteristic protected by law.

● Psychology – Associate or Full Professor in Personality Psychology (ID #28373) ● Sociology – Associate or Full Professor, All Fields (ID #27850)

The Wharton School, University of Pennsylvania

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Priming the Pump… Suicide and Latino Teens By Miquela Rivera, PhD

uicide is not just the stuff of Shakespearean plays or avant-garde movies. In 2007 the American Association of Suicidology reported that suicide was the third leading cause of death for Hispanic Americans aged 15 to 34. In 2009 the American Psychological Association reported that Latino youth attempt suicide more often than any other comparable group, with slightly over 10 percent of young Hispanics attempting to end their own lives. Why the high rate of attempted and successful suicides among young Latinos? What are the signs of potential Latino youth suicide? Depression among teens in the general national population is high but can be detected so that suicide can be prevented. Teens face the pressures of fitting in, defining themselves independent of family, and performing academically. For Latinos living with family or community conflict due to drug abuse, violence and pervasive poverty, the pressures are even more complicated. No wonder, then, that the depression indicating potential suicide is much different and far deeper than typical teen moodiness. Some attribute the high suicide rate -- attempts and deaths -- among Latinos to the cultural conflicts and stressors they experience. First-generation university students or their loved ones may face immigration and adjustment issues that magnify all other stressors because of limited ability or mobility to address them. Other financial stressors stemming from unemployment or underemployment and resulting in substandard housing and unstable patterns of attendance at work or school often weigh heavy on students, whether they are employed to help family or bear the guilt that comes for not doing so. Getting out of the family’s tough situation can be a motivator and de-motivator simultaneously; the dream of escaping it for something better calls to higher education and increased opportunity; the reality of what it takes to do it can be overwhelming and depressing. Teen depression often goes unnoticed because it manifests differently than how adults show it. A teen can be energetic, apparently happy and active with a group of friends yet be depressed, unlike adults or others who appear sad or withdrawn. The depressed adolescent is more often irritable, angry and aggressive. Agitation and inability to focus, feelings of worthlessness and not belonging, withdrawal from friends, hopelessness, sleep problems and talk of death or

HISPANIC OUTLOOK

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suicide or also signs to heed. School problems including truancy, a drop in grades, uncharacteristic lapses in follow-through or complaints by the student that he no longer “gets” subjects he once mastered, are indicators of possible depression. The teen might run away or threaten to do so, much to the dismay of parents who stand by and watch, fearful and helpless, as their beloved spirals into depression. Alcohol and drug abuse are some of the most common indicators of trouble among teens. With the social and media pressure to drink and use drugs and the prevalence of adolescents using substances recreationally, it is difficult for many to mark the fine line between imbibing to fit in and crossing that line into escape, problem consumption and an increased risk of suicide. More commonly seen recently yet less understood or documented is the addiction to electronics and the Internet. The escape into a virtual world of friends and fantasy along with the fleeting high of gaming wins ultimately result in more withdrawal, isolation, disappointment and depression. Low self-esteem that comes from a teen’s negative self-judgment of attractiveness, competence, fitting in and worthiness adds to the thoughts of suicide, too. While Latino students may speak of stressors, disappointment, shame, guilt or pressures less than other teens, they may actually harbor a deeper depression longer and run a higher risk for suicide, but they simply don’t talk about it. If family members minimize the feelings or judge their depressed beloved teen as “too sensitive,” “too serious” or a “nerd that doesn’t fit in” or if more concern is shown over the potential reactions of others than to the student’s suffering, the suffering continues until it reaches the unbearable point of suicide. Other warning signs of Latino teen suicide include romanticizing death; talking about suicide and the futility of trying any longer; giving away prized possessions; seeking methods for self-harm or saying good-bye as if it is final. Next issue: What to do to prevent Latino teen/young adult suicide. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.