08/22/2011 Encouraging Academic Libraries to Educate Latinos

AUGUST 22, 2011

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VOLUME 21 • NUMBER 21

Also available in Digital Format

Creating Politically Competent Teachers

The Nature of Online Learning

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® Editorial Board Ricardo Fernández, President

Publisher – José López-Isa

Lehman College

Vice President & Chief

Mildred García, President

Operating Officer – Orlando López-Isa

California State University-Domínguez Hills Editor – Adalyn Hixson

Juán González,VP Student Affairs

Executive & Managing Editor –

University of Texas at Austin

Suzanne López-Isa Carlos Hernández, President

News Desk & Copy Editor – Jason Paneque

New Jersey City University

Special Project Editor – Mary Ann Cooper

Lydia Ledesma-Reese, Educ. Consultant Administrative Assistant & Subscription

Ventura County Community College District

Coordinator – Barbara Churchill

Gustavo A. Mellander, Dean Emeritus George Mason University

DC Congressional Correspondent –

Loui Olivas,Assistant VP Academic Affairs

Peggy Sands Orchowski

Arizona State University Contributing Editors –

Eduardo Padrón, President

Carlos D. Conde

Miami Dade College

Michelle Adam

Antonio Pérez, President

Online Contributing Writers –

Borough of Manhattan Community College

Gustavo A. Mellander

María Vallejo, Provost Palm Beach State College

Art & Production Director – Avedis Derbalian

Editorial Policy

Graphic Designer – Joanne Aluotto

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 25 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®.

From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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Article Contributors Nancy Acevedo-Gil, Frank DiMaria, Marilyn Gilroy, Paul Hoogeveen, Mitchell A. Kaplan, Clay Latimer, Verónica Marrero, Sylvia Mendoza, Miquela Rivera, Jeff Simmons, Gary M. Stern

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Esquina E ditorial

As

the summer sizzles to a stop, we’re looking at the good, the ugly and quite a few bads.

On the plus side, California Gov. Jerry Brown signed into law the “California Dream Act,” proposed by Assemblyman Gil Cedillo, D-Los Angeles. The act makes it easier for undocumented students to get privately funded financial aid.

Earlier this summer, the 6th Circuit Court of Appeals overturned Michigan’s ban on affirmative action because, the court said, it “unconstitutionally alters Michigan’s political structure by impermissibly burdening racial minorities.”

Don’t rejoice too soon, though, because Michigan Attorney General Bill Schuette is working to overturn the overturn. In his opinion, “Entrance to our great universities must be based upon merit, and I will continue the fight for equality, fairness and rule of law.” The case could wind up back at the U.S. Supreme Court.

The debt ceiling fracas has us wondering anew what will happen with Pell Grants. A recent editorial in the Star-Ledger, a New Jersey daily, notes that a budget earlier this year cut Pell by $4 billion, and that House Rep. Paul Ryan’s proposed budget made even deeper cuts. Indeed, Ryan blames Pell Grants for the rise in college tuition when in fact the opposite is true, according to Amy Wilkins, at the Education Trust, interviewed by the Star-Ledger’s Linda Ocasio. Wilkins called the ending of Pell Grants for summer sessions “a huge blow to students, many of whom want to finish fast and earn a degree.”

The editorial notes that 10 million students count on Pell. ¡Adelante!

Suzanne López-Isa Managing Editor

Letter To HO Dear Editor: I was very pleased to once again discover The Hispanic Outlook’s annual report on the health professions and the special attention you devote to nursing graduates from institutions across the nation. In Florida, as in much of the nation, we are experiencing a severe shortage of nurses, and our graduates are having an immediate impact in the community.

While my hat is off to the productivity of the various schools in Texas, as you headline your report (“Texas Schools Top Lists of Nursing Schools for Hispanics,” June 6, 2011), I am puzzled by your overall rankings. According to the most recent NCES/IPEDS data, Miami Dade College (MDC) is, in fact, leading the nation in the conferring of degrees in nursing. This information was published in Community College Week on June 13, 2011, based on the IPEDS data.

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According to the data, MDC granted 677 associate degrees in nursing in 2009-10. In fact, this figure does not include a number of graduates who completed late in that school year. All of these students graduated with the necessary preparation to be licensed as Registered Nurses (RNs). Of the total number of graduates, 61 percent, or 463, were Hispanic, making this the largest number of Hispanic nursing graduates in the country by quite a wide margin.

I recognize that much debate could be expended on the variation in bachelor’s and associate degree programs, as well as certification in the health science field. But the bottom line is that MDC and community colleges across the nation are filling the many critical nursing openings that exist in every type of medical facility. Your lists are an important reminder to communities across the nation of the work of higher education in meeting community needs. By including

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the important work of community colleges, in particular the associate degrees in nursing that lead directly to the status of Registered Nurse, these rankings would paint a more thorough and hopeful picture to all who are concerned with workforce and community stability.

Thank you for your efforts in this regard and your consideration of these additional points.

Sincerely, Dr. Armando Ferrer President, Miami Dade College Medical Center Campus

Po lit i cal Beat

Sen. Rubio, the Great Right Hope

by Carlos D. Conde

P

resident Barack Obama and Florida’s Latino Sen. Marco Rubio have several political similarities that make you wonder if lightning can strike twice in a presidential election or if the American voter has had enough of presidential preppies.

President Obama was a first-term senator from Chicago at a convenient juncture for him in national politics when he came out of nowhere to win the Democratic Party nomination in 2008 and then stunned many Americans by beating a lackluster Republican candidate who could not match the political energies or the rhetoric of his opponent.

More so, the Republicans could not counter the angry and frustrated rebellion of the American voter who bought into the Obama campaign’s “Yes we can” political chant (reprising César Chávez’s “Sí, se puede”) that particularly captivated young Americans with political antennas usually more receptive to underdog challengers.

It didn’t help the Republican cause that the nation was shedding a two-term president who had mired the nation in a faraway, costly, and unpopular war, and was wrestling a collapsing financial situation at home while the party was offering as his successor an uninspiring geriatric.

The nation is in a similar situation today – some might argue

worse – under an Obama administration, and many would also venture that the nation’s leadership is ripe for the taking, if only the Republicans can come up with a plausible, winnable personality.

All it has offered up to now are political retreads as exciting as watching grass grow.

It could happen again, as it did with Obama, in the form of a cherubic, 39-year-old freshman senator from Florida still bumping his way around the power corridors of Washington.

A Rubio candidacy in 2012 is highly improbable, but there is already talk about an eventual run in 2016 if he prospers in his first term as senator. It’s also not that farfetched to consider him as the Republican running mate next year.

Rubio, expectedly, says: Thanks, but are you kidding?

All this does sound highly speculative, considering Rubio has yet to make his bones in Washington, but he’s already creating some excitement because of his political skills that mesh with his minority background.

More so, who’s to condemn the fickle mood of today’s American voters, enduring lately so many national crises that they would happily stake their chances on someone with traditional values and a political agenda the nation has embraced in the past.

Successful presidential candidates are not preordained. They relentlessly process their ambitions, as Obama did early in his public career even if, given his limited experience on a national level, it seemed preposterous to many except him.

Obama had the ego and an audacity without bounds. One of his better-known books, The Audacity of Hope, was part of the roadmap for his presidential quest.

We are a progressive country in

race relations and in our amalgamation, but who would have thought the nation was ready for its first biracial president less than 50 years after Martin Luther King Jr. was assassinated?

Have we arrived at the juncture where we can entertain the possibility of the nation’s first Latino president when there seems to be a scarcity of Hispanic political talent – even though we have Latino governors, the best farm system for presidents, and a slew of congressmen and big-city mayors?

That’s where the speculation on the freshman Latino senator comes in, although Rubio says only half convincingly that he won’t be a senator looking to become the nation’s Big Enchilada.

Nevertheless, Rubio seems from the beginning to have plotted his political career aiming upward and onward, going from a congressional gofer to Miami Congresswoman Ileana Ros-Lehtinen, to a stint as West Miami city commissioner, and on to Florida’s House of Representatives in 2000, and being elected speaker in 2006.

The biggest break of Rubio’s political career probably came from the now infamous “hug” the once-popular Republican governor and also Senate aspirant Charlie Crist gave a visiting President Obama, a gesture Florida’s conservative elements considered treason.

The then-seemingly overmatched Rubio seized on that insignificant gesture to pound an incredulous Crist, forced to run as an independent, into defeat – and the Latino whiz-kid was on his way to Washington.

Many consider Rubio, who was assigned to minor league committees, as the poster child of the Tea Party, and he has not denied that association since it turned out to be the springboard – along with

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Florida’s Cuban-American constituency – to the Senate.

Rubio used the Tea Party political philosophy for some of his campaign rhetoric, and they loved him for it.

As one observer described it, “Rubio ... went from a no-name former state lawmaker to what the conservative press calls “the Great Right Hope.”

As expected, Rubio is also a hero to the Cuban-American community, described by one as “as our Cuban Barack Obama. He gives us hope.”

That hope is not shared by many non-Cuban Latinos after Rubio said he did not support the DREAM Act, a path to legal status for children of illegal immigrants, saying it was not the right way to do it.

Although he is the child of Cuban exiles, Rubio views immigration reform as questionable in its present form and secondary to issues like jobs and the nation’s crushing debt.

Rubio, who ranks 95th in seniority out of 100 senators, of course says he will be happy just being a senator, but all ambitious politicians say that while they plot out the odds.

Rubio is hot with the Tea Party, but the crucial Latino constituency may not be as enchanted because of his stand on some of its key issues.

All that could be outweighed by his abundant charm with conservatives and the nation’s disillusionment with the Obama experience.

What Rubio knows and understands is that there is a precedent. If an Obama did it, why can’t a Rubio?

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

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MAGAZINE® AUGUST 22, 2011

CONTENTS Academic Libraries at the Heart of Student Success 8

by Michelle Adam

Initiative Creates Culturally and Politically Competent Teachers by Frank DiMaria

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12 Profile of a Winner: Rocio Magaña, First Place, 2011 AAHHE Dissertation Competition by Sylvia Mendoza

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The Disruptive Nature of Online Learning – and How It Can Drive Innovation by Paul Hoogeveen

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Researching the Cultural History of Hispanics in New York City by Jeff Simmons

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24 Attracting the Best and Brightest: Nonprofit Organization Training M.B.A.s and Graduate Students to Become Educational Leaders by Gary M. Stern Influence of the Economy Reverberates Across Campuses by Marilyn Gilroy

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Online Articles The Optimistic, Pessimistic Demographer Jorge Chapa

by Clay Latimer To view this and other select articles online, go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Political Beat

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by Carlos D. Conde

Sen. Rubio, the Great Right Hope

In the Trenches ...

by Verónica Marrero

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A Few Ways Working Adults Can Break the Barriers to Higher Education

Interesting Reads and Media...

Book Review

by Mitchell A. Kaplan

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Race in Another America: The Significance of Skin Color in Brazil

Scholars’ Corner

by Nancy Acevedo-Gil

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Hispanics on the Move

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H igh S ch oo l Fo ru m

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After School Does Matter

by Mary Ann Cooper

FYI...FYI...FYI...

Priming the Pump...

by Miquela Rivera

Helping Latino Students Overcome Self-Defeating Procrastination

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Back Cover

Page 20

HO is also available in digital format; go to our website: www.HispanicOutlook.com.

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PERSPECTIVES

Academic Libraries at the Heart of Student Success “I

by Michelle Adam magine what it is like, even now, when we have Latino students coming from rural areas, from high schools that don’t have good libraries, and then they are thrown into this huge building on campus,” said Camila Alire, president of the American Library Association, and dean emerita at the University of New Mexico and Colorado State University in Fort Collins, Colo. “They are overwhelmed, and that can be extremely intimidating.”

Alire has been publicly advocating on behalf of Latinos and libraries, encouraging academic libraries to do a better job at educating Latinos and students at large on what libraries have to offer and teaching them how to access their plethora of services.

“Many libraries have programs in information literacy and try to reach out to pre-collegiate programs that help prepare students for the university when they get here. But academic libraries need to do a lot more outreach to Latinos and other minority students so these students can be successful in college, or have more ease at success.”

While Alire is the first to admit that libraries aren’t the first places – and possibly the last – where students go when they arrive on campus, these institutions carry a wealth of knowledge and information that are central to a student’s success in higher education. Yet, many Latino students and ones who did not grow up with high-quality information readily available to them, and services on how to use library resources, come to college at a disadvantage.

“I always suggest to librarians to put themselves in the shoes of Latino students or those that haven’t come up through the same scholastic background that they did. In Colorado or New Mexico, many of these students are not coming from top-rated high schools or from metropolitan areas. Most come from rural areas, and we need to make sure that they are not lost in the massive structure called the central library on campus,” said Alire. “The ease of success of

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a student is much better with literacy skills. In knowing how to access information and helping Latinos use libraries, they can succeed more easily at a university. Much depends on how well they can do research for papers and things like that. We all want to be able to do a good job in college and we want it to be relatively easy to access information and have an ease of success in doing a term paper or other work.”

For some people, knowing how to use a library well carries antiquated memories of card catalogues, microfiche films and arduous, timeconsuming hours of tracking down information.

But for today’s generation of students, being able to use a library well represents something else.

For many, it means navigating online catalogues and databases available at campus libraries, or through library websites from any location with Internet access. Students today have access to ebooks, e-readers, digitization of older library books, and global up-to-date high-quality information. Despite these differences, students benefit little from these resources if they don’t know how to use them.

“There is such a volume of information on the Web today that students feel if they can’t find a resource it doesn’t exist, or if it is on a website, it is true. What we do is help them find information, sift through it, determine what is good information, and use the most appropriate information for their papers,” explained Alire.

“Imagine a student first going onto a university website and trying to be successful with this process, and the information they would miss when they get frustrated. Ease of access to information makes their lives easier later.”

For many outside of academia, Google and other search engines play a central role in information retrieval. But for academic research, students need to be able to narrow down their search and know what’s quality information and what is not. “Google can give you 50,000 tips on a topic, but the librarian can help students find the best one. Students don’t even need to come

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into the building,” said Alire. “Most students love the idea that they can access e-journals, e-books and databases at two in the morning without coming in. Before, I remember how I could only come in on Sundays to do research” (she had to work other days). “I had to dress up and drive to the library at 1 p.m. when it opened and then get all the information and then leave at 6 p.m.”

While it’s easier today to access information remotely compared to the time when Alire was a student, it’s still important for students to know how to use complicated databases or other material on their school’s website, argued Alire. And what’s great is that there are more ways in which students can be educated about this process.

“Almost all libraries in this country have some kind of information literacy program.

Before we called it library instruction. They may offer this through coursework, and some offer one- to two-credit courses. Most schools are very committed to that,” said Alire. “Having said that, if you have to rely on a faculty member to include library education in the curriculum, we don’t get to many Latino and minority students. We feel it needs to be integrated into university curriculum, but even trying to get a one-credit course is extremely difficult. It’s been hard work.”

Another way libraries have tried to provide minority students, or students at large, with library instruction has been through extensive orientation programs and instruction for new students. They use outreach programs in which they partner with student affairs and academic units to make sure library information is provided to students. In addition, most libraries also offer orientation and instruction material on their own websites.

“We have a fair day here where we provide information,” explained Lisa Janicke Hinchliffe, president of the Association of Colleges and Research Libraries (ACRL) and coordinator for information literacy services at the University of Illinois at Urbana-Champaign. “Here we also

have a variety of multicultural groups, and we studies program,” she said, referring to the provide on-site library assistance there. Many of University of Colorado-Denver (UCD) where she our resources are available electronically, and served as dean and director of libraries. “But the librarian can show students how to use librarians have to be aggressive to know that this resources from the cultural houses. Bringing the is an underserved population on our campuses.” library to the students is emerging as a best Alire has seen firsthand reasons why libraries practice. We do this also with residence halls.” need to reach out to these underserved populaAs librarians work to reach out to their stu- tions who don’t have access to the same infordents – and especially minority and low-income mation more affluent, mainstream students do. students who aren’t used to working with comprehensive libraries – they are faced with the financial concerns that are plaguing most universities.

“It is an increasing amount of work with smaller budgets and smaller staff because libraries are subject to the same economic problems as the rest of the university. There is more demand for our services and resources and less staff and money to meet those demands,” said Hinchliffe.

“Librarians are being creative and innovative to meet the needs of our users. We use technology in creative ways to leverage the resources we have. We use instant messaging to answer questions from anywhere on campus so librarians don’t have to be in multiple locations on campuses.

The use of electronics is everywhere.”

Being more creative with technology has been a key to success for libraries during times of budget cuts in higher education. “It’s easier to outreach now to students than before. If you don’t have as many librarians in the library, there are webinars and other tools for Camila Alire, president, American Library Association teaching literacy. You could have 100 students show up for a webinar, and you can do a live demonstration,” said Alire. “At the University of Colorado at Denver, they’ve “There are other ways, and we need to think out- worked closely with the pre-collegiate programs side the box as funding gets tougher. We have to in providing library education to students prior see how we can be more effective and efficient in to arriving at their institution. We’d hear from teaching literacy with less.” these programs. At UCD, we did a pretest of stuAs librarians become more creative in reach- dents’ library skills and then did a post test. ing out to students and educating them on how Their information literacy skills were remarkto use libraries as an effective resource, Alire is ably different in the pretest than in the post test,” quick to note that not enough is being done. she said. “If you look at Latinos at colleges and This is especially the case for Latinos and minor- universities, I would risk my reputation to say ity, low-income students. that the majority doesn’t come from top schools “I think there are academic libraries around and from metropolitan areas, and consequently the country that do outreach and work with eth- they don’t have the literacy skills.” nic studies programs. They do special literacy Beyond the Southwest, Alire is concerned that programs for these students. At one time, we nationally libraries are not dealing with the literaeven had an embedded librarian program where cy education needs of minority students. “It is not librarians went out and worked with the ethnic addressed because it is not a priority. When I go

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to conferences, there may be one or two giving a paper on Latinos, but not many. I looked at the offerings at a recent conference, and not even 2 percent of the offerings had anything to do with serving minority students on campus,” she said.

“That is why people like me and my colleagues are trying to make people aware that we come from different cultures. We have to reach out to minorities because we can’t expect them to know to go to the library.”

Alire recognizes that improving library literacy for Latino university students ideally begins during their earlier formative years. She has co-authored several books relating to this, one such called Serving Latino Communities (2007). In this book, “we talked about doing a community analysis and asking the Latino community what it would take for individuals to use their branch libraries, and then based on that, figuring out what kind of services to provide and materials they may want. They could then create a materials collection – e-resources, print resources, available material on websites – that would make these patrons want to come in and get information,” she said. “A lot of people in our communities don’t even know that these libraries are available.

In almost any good-size community where you have one little library, not even 1 percent of Latinos are using their library. And data show that Latinos are less likely to go to a library than nonminorities.”

While today more Latinos are publishing works, both at universities and beyond, and a plethora of bilingual materials are available in libraries, Latino students from grade school through university are falling behind in accessing this information. For Alire, a change begins with making Latinos and other minority students aware of what’s out there and how to use their libraries.

“Public library usage is up more than ever before because those particular libraries are adapting. Usage at universities has gone up as well,” said Alire. “Yet we need to reach out much more and recruit Latinos and other minorities who haven’t had the same educational opportunities. There’s a lot more to be done.”

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INNOVATIONS/PROGRAMS

Initiative Creates Culturally Competent Teachers S

everal national studies indicate that teachers are the single most determining school-based factor that facilitates students’ higher-order learning, creativity, literacy and social skills in ways that positively predict student achievement, graduation rates and college eligibility among Latino youth. Unfortunately, many of this country’s Latino students do not have access to star-quality teachers.

Students in low-income and minority schools, many comprised of large numbers of English learners and students with disabilities, tend to learn from the least experienced and least effective, according to Angela Valenzuela, president for School Partnerships within the Division of Diversity and Community Engagement at the University of Texas-Austin.

“This sets into motion a revolving door of underprepared and undersupported novice teachers, creating a teacher retention issue on top of the already existing Latino recruitment issue,” says Valenzuela.

To provide Latino students with the quality teachers they deserve and require, the National Latino Education Research Agenda Project (NLERAP) has partnered with a number of colleges and universities across the nation to establish the Teacher Education Institute initiative. This initiative is a teacher-preparation pipeline for Hispanic high school youth that is community-based and university-connected.

Universities participating in the initiative include the University of North Texas-Dallas, California State University-Sacramento, University of WisconsinMilwaukee, University of Illinois-Chicago and Brooklyn College (N.Y.).

NLERAP (pronounced nelrap) established the Teacher Education Institute (TEI) initiative in 2009. The initiative draws on a wealth of research that demonstrates the effect that quality teachers have on the learning and education of all youth. It also draws on the concept of multiple pathways that seek to partner public and secondary education institutions as a means of providing opportunities for students – in this case, future teachers – with the academic and real-world preparation that will facilitate their successful entry into their teaching careers.

The prime strategy of the TEI initiative is GYO, or grow your own teachers. Valenzuela, who directs NLERAP as well as the Texas Center for Education Policy, says the idea of GYO is to apply the knowledge that the partner institutions already have about Latina and Latino teachers to the initiative and use it to engineer the opportunity to turn the best and brightest Latinos and Latinas into certified teachers. For example, research shows that after obtaining teacher certification, Latino and Latina teachers are more likely to teach in hard-to-staff schools relative to their nonLatino, mostly Anglo, counterparts. On a positive note, once in these schools, Latinos and Latinas have higher retention rates in comparison to their Anglo peers who teach in the same schools.

“GYO responds directly to this unfortunate, widespread practice of depriving our youth of experienced and effective teachers, many of whom labor and toil in classrooms without experienced and expert mentorship. It should, therefore, be no surprise that despite massive demographic shifts, only 7.1 percent of all of our nation’s teachers are Latina or Latino,” says Valenzuela.

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Observational data collected by many scholars further indicate that such teachers, because they either come from the same communities or because they teach in a community that is similar to the ones that they come from, are positive role models to the Latino youth who call these communities home. “As role models, these teachers are able to draw on shared experiences, languages and understandings in order to connect well to the students, parents, local officials and the like,” says Valenzuela.

Valenzuela is confident that engineering the opportunity, as she puts it, for a certified Hispanic teacher work force to teach in hard-to-staff schools puts the initiative on a path to success. But she points out that there are other aspects of the initiative that must be in place simultaneously for the initiative to enjoy unmitigated success.

Valenzuela cites several goals of the initiative. First, she wants to create a national and site-based infrastructure to support the NLERAP mission, while it creates a critical mass of culturally competent educators. This has been unfolding gradually at each site since 2009, and it grows out of prior relationship-building, alliances, histories of community organizing, advocacy and policy development. “Local boards will develop the partners and design the GYO initiative in ways that work for their communities, involving select high schools and feeder patterns, and will involve memoranda of understanding so that when the teachers obtain their credential, a job will be right there waiting for them, either in their very same community of origin or in one that is roughly similar to it,” says Valenzuela.

Another of Valenzuela’s goals involves making wholesale, systemic changes in higher education teacher preparation. Partner institutions who participate in the TEI initiative expose new as well as future teachers to a rigorous university curriculum centered on equity, an ethic of caring, social justice and culturally relevant pedagogy, in which multiple forms of literacy are nurtured, such as numeracy, reading, writing, science and personal finance. Partner institutions will also focus on bilingualism and biliteracy and will fully equip pre-service teachers with an understanding of inequality and the technologies of power so that children can be civically engaged and globally competent, able to navigate multiple symbolic, cultural, social, economic, linguistic and geophysical borders.

Valenzuela says that as one drills down further into the initiative, each partnering university will offer two signature courses with a curriculum designed by members of the TEI initiative. The two courses will teach sociocultural and sociopolitical awareness, together with a community action research framework that consists of participatory action research and other approaches. These courses will encourage and teach future teachers how to create and use data so they, too, can become agents of change.

“What we have here is a culling of our decades-long personal research agendas, findings and experiences within teacher preparation into a strategic intervention that we believe will have catalytic, creative effects for our communities – far beyond the specific goal of the teacher-preparation pipeline. This will require systemic change with respect to higher education teacher-preparation programs in order for all of this to come to fruition.

and Politically

by Frank DiMaria

This is all very exciting for us, as you can imagine,” says Valenzuela.

The NLERAP and TEI initiatives both fall under the large umbrella of the University of Texas-Austin’s Texas Center for Education Policy, a universitywide education policy center committed to research on equity and excellence in PK-16 education. The center promotes interdisciplinary and collaborative research, analysis and dissemination of information to affect the development of educational policy by bringing together university entities in partnership with local, state, national and international education communities.

As the center’s director, Valenzuela is most interested in changing public education policy for the better. As a result of the TEI initiative, she expects that policies in the following areas could change: teacher quality, teacher shortages, teacher preparation, assessment, retention and representation; professional development; public school administration and leadership; parental and community engagement; high school graduation; college eligibility, enrollment and completion; and effective development of learning communities in schools.

“Teacher preparation alone is a significant intervention. We are already witnessing adjustments that universities have to make in order to accommodate our signature courses,” says Valenzuela.

The very act of bringing together stakeholder communities across the sites, Valenzuela says, has engendered ample discussion regarding the kinds of policies and interventions that are required to create the viable teacher pipeline initiative that Valenzuela envisions, as well as conversations about other areas that need to be remedied.

Currently American public education is enduring significant budget cuts.

As a result, while many teachers are poised to retire, many others are losing their jobs due to those budget cuts. At the same time, teacher quality has also received heightened policy attention in national-level news and policy circles.

“Because of these unparalleled shifts, changing demographics and heightened policy discourses, we enter the fray with a concrete solutionsoriented, community-anchored, and research-based approach that we think has widespread policy implications simply by facilitating a connecting of the dots throughout our community and country. The TEI initiative is currently developing a communications strategy, under the auspices of a grant from Kellogg, that promises to amplify the great work that our very talented community has undertaken in ways that we think will have multiplier effects in the areas of research, policy and practice,” says Valenzuela.

According to Valenzuela, the TEI initiative and NLERAP have formed a number of partnerships across the county that have developed an infrastructure to sustain the pipeline project well into the future. For example, in Dallas, LULAC National Educational Service Center will partner with the University of North Texas-Dallas. In California, Families in Schools in Los Angeles will partner with California State University-Sacramento. La Casa de Esperanza Inc. will partner with the University of Wisconsin-Milwaukee. In Illinois, the Puerto Rican Cultural Center will partner with the University of Illinois-Chicago, and in New York City, El Puente will partner with Brooklyn College.

On a national level, the GYO initiatives have realized success in several

Angela Valenzuela, president for School Partnerships, Division of Diversity and Community Engagement, University of Texas-Austin

regions. Valenzuela says that an anthology authored by Elizabeth Skinner, María Teresa Garretón, and Brian D. Schultz, titled Grow Your Own Teachers: Grassroots Change for Teacher Education, chronicles the success of the initiative in Illinois. The Illinois model was legislatively developed out of the 2004 passage of the Grow Your Own Teachers Act passed by the Illinois state Legislature, providing an educational opportunity to paraprofessionals within the Chicago inner city, mostly Latino areas. With 500 teacher candidates currently in the pipeline as the result of a consortium of 16 community-based organizations partnering with a higher education institution and a school district, the model invests and builds on the talent that resides within the local communities and neighborhoods. By 2016, GYO Illinois hopes to place 1,000 teachers in local schools, with the bulk of them teaching within 40 miles of where they grew up.

“Current data from this effort demonstrate a direct, positive impact of these teachers because the model taps into their assets, strengths, cultures, dialects, languages and experiences. What makes our approach different from other teacher-preparation and recruitment models is that the NLERAP/TEI initiative is community-centered and also reforms teacher-preparation curriculum within higher education. Other approaches are simply about getting more black and brown bodies into the teacher work force. We seek to cultivate culturally and politically competent teachers so that they can enter the school system with an assets-based perspective,” says Valenzuela.

While the GYO initiative is primarily targeting Latino and Latina youth, Valenzuela points out that the TEI board membership is multiethnic and inclusive. “We think that all communities, all groups, should tackle these problems head on in the ways that we and others propose,” says Valenzuela.

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Profile of a Winner: Rocio Magaña, First Place, 2011 AAHHE Dissertation Competition By LEADERSHIP/ROLE MODELS

the time Rocio Magaña started work on her dissertation at the University of Chicago, she already knew the ugly reality of people dying as they crossed the border from Mexico into the United States, through the Sonoran Desert in Arizona. The numbers themselves were astounding: approximately 500 people were dying annually. Tucson newspaper headlines often read: “Tucson Morgue Overflowing.” The reasons for the deaths varied from murders to dehydration, unintended injuries to extreme weather conditions.

As Magaña delved into her research, what was more astounding was the fact that many of these innocent people seemed to be inconsequential pawns to the business of the border.

Interweaving entities involved with all things border – such as border patrol, local police agencies, politicians, nonprofit organizations, charities, and illegal factions that included drug cartels and other criminal rings – did little to address the migrants’ plight.

That fact plagued Magaña’s sensibilities. As an assistant professor of anthropology at Rutgers University (N.J.), she saw more than people disappearing. With half a million Mexicans coming to the United States to work, she says, border dynamics was not about immigration policy, but about the business of the border juxtaposing

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by Sylvia Mendoza

border security with migrant safety. In her research, she started asking questions.

“How is there nonintervention of the Mexican government? Who takes responsibility for those who died? How could these deaths be averted? Why were changes not being implemented about illegal immigration that mattered and made sense – not politically correct and unattainable?”

The big question for her was: “How is it that an immigration policy that results in projectable deaths remains sustainable?”

Her dissertation, Bodies on the Line: Life, Death and Authority on the Arizona-Mexico Border, won first place in the annual dissertation competition sponsored by ETS (Educational Testing Service) at the 2011 conference of the American Association of Hispanics in Higher Education (AAHHE). But it wasn’t the competition that spurred her to do such extraordinary work and research; it was her passion to find answers to many unasked questions.

She said of her research, “It’s a way of looking at social problems, evaluating the systems in place to solve those problems and the reconstruction of said systems in relationship to people who are at risk and those in positions of authority and power.”

People, organizations, other entities, and var-

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ious infrastructures don’t see their own involvement in migration and are outraged over the “Mexican invasion.” However, entire mechanisms work together with an economic focus, she explains.

“What was really horrifying was the thought of privatizing immigration so that different entities can earn their own money or thrust their own power behind their own agendas,” says Magaña. For example, using automated enforcement might work, but stopping migrants means business will dry up. Building fences will be obsolete and cost millions – and still not prevent travel across said structures. “In the meantime, people die. Where is the justice in that?”

Recognizing Exceptional Dissertations Magaña is just one of many Latinos working passionately on dissertations in a variety of fields in universities throughout the United States.

AAHHE saw the importance of holding up these students’ works as high standards of excellence in education research. In 2005, AAHHE joined forces with ETS to start an annual dissertation competition to advance educational opportunity for Latinos. Eleanor Horne, the ETS VP for the Social Investment Fund at the time, became an advocate as she looked at the needs in the Hispanic education field; she thought there

could be no better role models than Latinos with sor committed themselves to the project.” ings and have their contributions recognized. To doctorates, explains Frank Gómez, ETS strategic “The myth that Latinos do not want higher further increase awareness, ETS invites the firstalliance and public affairs executive. education and that we are poor speakers of place winner to its headquarters in Princeton to “Such a competition is important because English is absolutely not true,” says Arredondo. present his or her dissertation, discuss policy Latinos are underrepresented in every education “We have to demonstrate to the world at large implications and learn from the world’s best psydiscipline, and overrepresented in achievement that our Latinos excel in fields of research they chometricians, says Gómez. The winner leaves gaps,” says Gómez. “What better way to help love, they impact and need representation in. enriched and better able to continue his/her than to encourage scholarship, recognize The dissertation winners show performance lev- academic career, similar to serving a postdocachievement, get people into authority positions els out of this world.” toral program. and provide role models than a competition to At the 2011 AAHHE convention, Magaña won Personal Investment in Higher recognize outstanding dissertations. So Education we did it.”

The first year, there were 47 appliThe foundation of the dissertation cations. That number grows substancompetition is a passion for higher tially each year. education, and that seems to be alive A 15-page prospectus is the first in the mentors and others involved in step in entering the competition. the competition. Arredondo wants to Submissions are sent to AAHHE in help Latino students see the value of September and evaluated by a select continuing their higher education and panel of judges. They choose the top finding their own problems to soluten. Those semifinalists must submit tions in their disciplines. their entire dissertation. At a meeting Arredondo grew up in Laramie, at ETS, based in Princeton, N.J., in Ohio, in a Mexican-American family October, the judges sequester themthat valued education. Her steelworker selves to read through these and select dad had no high school education, and the top three. her stay-at-home mom took care of the “Our graduates are far beyond seven kids. “My parents prioritized capable, as they demonstrate in this education because it was an indicator competition every year,” says Dr. of mobility. They fueled us with visits to Patricia Arredondo, associate vice the library, encyclopedias and a treachancellor for academic affairs, intersured typewriter.” im dean, School of Continuing All her siblings earned diplomas or Education, and a psychology professor, degrees in higher education. With a at University of Wisconsin-Milwaukee. doctorate in clinical psychology from She chaired the competition, overseeBoston University, Arredondo’s focus ing judges and entries, for four years. on immigrant adolescents’ adjustment “The idea is to have works by Latinos processes for social development Frank Gómez, strategic alliance & public affairs executive, ETS for Latinos; Latino students doing showed how culture and organizations research on Latino-focused issues. It form. “There is culture present in anybuilds social capital.” first place and $5,000. Second place went to thing,” says Arredondo. Lifelong beliefs, pracJudges evaluate dissertations using specific Edris J. Montalvo Jr., Ph.D., from Cameron tices and values ground culture, but biases in criteria that include creativity, rigor and innova- University, for his dissertation, The Recruitment certain cultural settings might not support firsttion of the study; sophisticated methodology; and Retention of Hispanic and African- generation students who don’t know how to research design and approach, data analysis, American Undergraduate Students in Public maneuver the system. bibliography; theoretical framework, compre- Universities in the U.S., 2000-2006. There was AAHHE offers a place of support and encourhensiveness, integration and conceptualization; a tie for third place – Alisia Cabán, Ph.D., agement in that uncertain setting by pushing parand finally, the significance of its contribution to University of Oregon, Development and Initial ticipants beyond their self-imposed limitations in knowledge in a particular discipline.

Validation of the Multicultural Competence higher education, she says. “We have to help Often these Latino doctoral students are the Chance Scale for Psychology Trainees, and these individuals feel alive with their cultural only Latinos in their programs, and need valida- Sophia Jordán Wallace, Ph.D., University of identity so they can work in mainstream America tion from without, explains Arredondo. “It’s a Kentucky, Beyond Roll Call Votes: Latino with all their brilliance. It starts here.” very lonely thing out there. We [University of Representation in the 108th-110th Sessions of Education was also important to Gómez as he Wisconsin] had a young man from San Marcos, the U.S. House of Representatives. grew up. Born in the Black Hills of South Texas, which is a rarity, because it’s not a typical At the annual AAHHE convention, contestants Dakota, his mother was French Canadian; and research institute like Cornell, Dartmouth or network with other Latinos in higher education, his father, a migrant worker. Neither parent went UCLA. He did amazing research. He and his advi- celebrate their achievements, share their find- beyond a sixth-grade education, but they incul-

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cated education in their six children. Gómez was the first to graduate from college, and considers himself a lifelong learner. After a stint as a Foreign Service officer, he had a graduate fellowship at Woodrow Wilson School of Public and International Affairs at Princeton University and eventually landed at ETS. “ETS has been an incredible learning journey about achievement gaps and how to narrow them, about education policy, about the plight of our five million Latino English-language learners and what ETS can bring to bear to address their needs.”

injustice when they toured poverty-stricken areas.

Her social awareness kicked in further once back at school. “In high school, people tend to remember the prom. I remember when Prop 187 urged change. With my peers, we organized a walkout. It was peaceful. We walked out calmly. It was a pretty remarkable moment, sort of a coming of age.”

As an undergraduate at California State University-Fresno, in a moment of weakness, she said yes to be student body president, the second Latina to do so.

and problems that interested me and was offered a $1,000 grant to do research on the MexicoU.S. border.”

It was her awakening.

At 25, she packed a little bag, cut her hair short, flew to Texas and zigzagged the border between Matamoros and Tijuana. “I was so naïve. People were always thinking I was a runaway or a table dancer; anything but a researcher.”

She saw the underbelly of civilization, kept tabs of the many times she was harassed, saw brutality beyond anything she could have imagined. “Everything at the borSeeds Planted for a Winning der was intensified – migration, prosDissertation titution, policing,” she says. But she Sometimes inspiration for a disseralso saw the unconditional kindness, tation comes subtly, over the span of compassion and caring of strangers years, from a person’s roots, her eduwho protected her and other women cation, the obstacles she has faced or and children any way they could, the injustices she has witnessed. putting their own dreams at risk.

Magaña’s grandfather came to the U.S. “My lesson here was that I truly had in the Bracero program in the 1940s. faith in humanity in the middle of all the In the 1950s, he applied for residency; madness,” she says. “I held on to that.” it became a 20-year process.

For more than five years, Magaña However, he laid the groundwork worked on her dissertation and has writfor Magaña’s mother, and when she ten about her findings for various publiimmigrated from Zacatecas in 1992, cations. “Working on a doctorate is like her application took only two weeks. an extreme sport. What a privilege it is to They moved to central California to be paid to think, learn, talk and influjoin Magaña’s grandfather, but it was a ence others. There’s no dropping out difficult transition. Magaña was 16. “I once you figure out your purpose. I’m was in preparatoria in Mexico, and doing what I was meant to do.” here they put me in ESL. I went from To honor that kind of commitment an intense course load to being with and drive, Gómez sees the importance kids who had never been to school. It of ETS sponsoring the dissertation was eye opening to be placed from one competition. “I have come to recogextreme to another. I didn’t so much nize that, despite all the naysayers, learn from the teachers as I did from despite the dismal statistics, we have Dr. Patricia Arredondo, chair of dissertation competition; associate vice folks out there who are at the top of the process.” chancellor for academic affairs, interim dean, School of Continuing At school, she might have been contheir game, who are researching and Education, psychology professor, University of Wisconsin-Milwaukee sidered punk and gothic to some, in a writing on issues of vital importance to world of campesinos. Surrounded by our Latino communities,” Gómez says.

White kids, she took accelerated summer courses.

“The year opened with a hate crime – an “Their voices need to be heard. Their skills need “I speak with an accent. They thought I was African-American student was beaten to uncon- to find a place in academe so that others might French, and so I was better accepted.” But some- sciousness. The ensuing chaotic energy was dev- follow. Their accomplishments – often against thing more profound happened. astating because I did not change anything or incredible odds – need to be heralded.”

“What I saw was that education was such a even have an impact. I was 20, with three pendThe AAHHE competition is open to those who fundamental thing for them, and they had a com- ing lawsuits against my office.” have completed a dissertation about Hispanics in munal goal to become educated.” Higher educaShe moved to Paris to study. “It was my nec- higher education or to any Hispanic individual tion was just an expected course of action for essary year of silence. It grounded me. I needed who has completed a dissertation in the social those students – and she believed that she could to think, read, walk and stay with myself.” sciences, broadly defined. The eligibility time think that way too.

Upon returning, she applied to grad school, frame for 2012 covers works completed Within a year, she was selected with other but turned down a fellowship to go to India. Her between December 2009 and August 2011. For immigrants – Russians, Haitians, Latinos – to par- mother had been diagnosed with lung cancer. more information, check out www.aahhe.org. ticipate in a yearlong leadership program that “At that point, I didn’t want to be on the other included a week’s tour of D.C. Magaña saw social side of the world. I looked actively for questions

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In the Trenches...

A

lot has been written of late about online education and lifelong learning – some good and some not so good. As someone who has been in the trenches while this debate has raged, I can attest to the need for more education about exactly what’s available to lifelong learners.

Just as there is a disparity among degree programs offered by traditional colleges and universities, there can be a significant difference in quality among online degree programs. That’s why it’s so important that we foster the growth of quality education that combines all the best of a traditional campus-based education with the convenience, flexibility and innovation available in an online learning format.

We should be offering more, not fewer, options to students. It’s also important to recognize that it is possible to grow and be successful while doing what’s right and in the best interest of students.

I joined Post University in 2005 just as it was reorganizing its online accelerated degree program. The school, founded in 1890 and located in Waterbury, Conn., has a history of evolving to meet the changing needs of businesses and students.

It began as a business school, evolved into a four-year degree-granting institution, and now offers undergraduate and graduate degrees to oncampus and online students of all ages. So it was exciting to be on the ground floor of another sea change at the university.

Today, in addition to being home to nearly 800 undergraduate students on our traditional campus in Waterbury, we are home to more than 5,000 adult learners who are completing undergraduate and graduate degrees entirely online or during evenings and weekends.

As vice president of enrollment management for the university’s accelerated degree programs, I am able to fulfill my personal mission to make quality higher education more accessible to working adults.

Personally, like all of the students who enroll in our online accelerated degree programs, I had to balance family and work obligations while earning my master’s degree. Getting a master’s was never an “if.” It was always a “how and when” for me.

In doing my own research into the educational opportunities available to working adults several years ago, I got a firsthand view of colleges that got it right and colleges that were not getting it right. As I have risen through the ranks at Post University, I have helped to create a model that I believe really does put students first. When I coach employees, I put myself in the shoes of a working adult, and then train them to put themselves in those shoes too.

Be flexible. What makes us successful is that we understand that adult learners have different needs than traditional college-age students. They’re looking for the flexibility to achieve their goals in shorter periods of time and on their own schedules. They’re confronted daily with younger college graduates who are competing for their jobs, so higher education is no

A Few Ways Working Adults Can Break the Barriers to Higher Education

by Verónica Marrero

longer something they can afford to put on the back burner. For so many, getting a degree is also a source of personal pride, since they are sometimes going to college at the same time as their grown children.

It’s OK to be unsure. Our main mission is to change the lives of students who might not otherwise have the opportunity to pursue higher education.

Our students can’t afford to take time off to pursue their degree full time.

They have families to support and financial obligations to meet. Far too many of them don’t have people who are cheering them on to achieve their educational goals. And many of them have been out of school for 10, 20 or 30 years. And although they know it’s time to get their degree, they are not sure where to begin.

From our first contact with interested students, we look to understand what they’re trying to accomplish and then see if we’re a good match for them. Each time there’s a good match, we get another opportunity to help individuals achieve their goals in a flexible format – without sacrificing quality or personal attention. That’s what fuels me and the people who work there.

Build partners in education. During my time at Post University, there also has been a tremendous shift in how learners themselves view higher education. Consumers have become more educated and demanding in what they want. In turn, we have had to learn to work more as consultants and partners in the education of our students. We need to treat our adult learners as true decision makers. To assume that one size fits all is doing a disservice to everyone involved. This educational partnership goes beyond just the students. It’s also about working with area businesses to support their employees and make sure our programs meet current business needs.

Don’t overrule online. Finally, I’ve watched perceptions about online education itself change. Several years ago, when I was working in executive recruitment, I had some senior managers dismiss résumés because people had a degree from a certain online university. Flash forward, and these same senior managers have earned degrees in an online format themselves, and more important, they have embraced the idea that people who earn their degrees this way are great candidates.

Competitively speaking, it’s advantageous to embrace online learning because it takes away so many of the barriers to higher education that face working adults. Socially and intellectually, people have changed their thinking on the different education models available out there. It is possible to get a quality education that is delivered in a format that is practical for a working professional.

Work together. As I listen to the debate about what kind of education or which higher education institutions are more valuable, I continue to wonder, what is the impact of not working together to make quality higher education more accessible to the very people who want and need it most?

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The Disruptive Nature of Online Learning INNOVATIONS/PROGRAMS

– and How It Can Drive Innovation

With

by Paul Hoogeveen

a brief history of only about three decades, online lessons that the disruptive innovation of online learning provides. learning – the successor to distance learning “None of America’s higher education institutions have ever served a approaches that go back as far the 18th century – is an large percentage of our citizens – many from low-income, Africanincreasingly important and transformative facet of postsecondary educa- American, and Hispanic families,” state the report’s authors – Clayton M. tion. Indeed, it is fast becoming what may be a crucial method of provid- Christensen, author of The Innovator’s Dilemma; Michael B. Horn, coing broad, low-cost access to college. And at a time when market-relevant founder and executive director of education, Innosight Institute; Louis higher education is increasingly important to a beleaguered work force Soares, director, Postsecondary Education Program, Center for American facing ever-growing overseas comProgress; and Louis Caldera, vice petition, particularly from China president of programs, John Kent and India.

Cooke Foundation. And yet, with This need for the transformative American employers complaining power that online learning presents that they cannot find people with the is especially true at a point in time right skill sets to fill jobs while when, as recently reported by The unemployment rates paradoxically Chronicle of Higher Education, remain the highest in decades, the graduation rates are falling at oneneed to provide far better access to third of 1,400 four-year colleges quality, relevant higher learning included in its analysis. seems both urgent and inescapable.

Although accessibility has Given these forces pressuring the expanded throughout the 20th and job market, online learning just into the 21st centuries, institutions might be the panacea the country of higher learning are facing this needs. And for their part, colleges trend even as they seek ways to proand universities can (and should, vide educational services of both according to the report) leverage greater relevance and higher quality the disruption in the higher educa– not just at a lower price, but also tion market caused by online learnat a lower overall cost. ing to transform their services As its market relevance grows, through both greater access and online learning is proving to be dislowered overall cost. ruptive to traditional business modAs the report points out, many els in higher education – which in universities in the country have built turn is putting pressure on colleges their reputations not by providing and universities to leverage online broad access to quality, low-cost learning in new and innovative ways. education, but by focusing on Louis Soares, director, Postsecondary Education Program, A February 2011 report from the research and accepting the best and Center for American Progress Center for American Progress (CAP) brightest – with attendant policies addresses the issues and opportuniand practices that, while still providties that disruptive innovation presents by online learning. The center is a ing a valuable service, are increasingly out of step with current and proD.C.-based progressive think tank launched in 2003. Its report, jected employment trends among both workers and employers.

Disrupting College: How Disruptive Innovation Can Deliver Quality According to the CAP report, in 2003 about 10 percent of postsecand Affordability to Postsecondary Education, also describes how online ondary students took at least one online course. By 2008, that figure more learning provides colleges and universities with both challenges to tradi- than doubled to 25 percent, and grew by 5 percent just one year later. The tional policies and business models, and opportunities to bring postsec- CAP report further projects that by 2014, as many as 50 percent of stuondary education more in line with the needs of American employers and dents will have taken at least one online course. the American work force. And it offers possible ways to leverage the These growth data are mirrored in the annual Babson College/Sloan

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The CAP report also contends that disruptive innovation has two key elements of particular relevance to the future of higher learning: technology and business model innovation “enablers.” These enablers, which initially provide access to a product or service for people who were not previously able to (or had no need or desire to) access, are also scalable and able to consistently improve over time without increasing costs. To continue with the example of the computer industry, introduction of the microprocessor – and its commercialization – revolutionized the computer industry.

Consortium report Staying the Course: Online Education in the United States. The 2008 edition states that in 2007 the number of students enrolled in at least one online course had increased by nearly 13 percent over the previous year – far greater a rate than the concurrent 1.2 growth rate of the overall higher education student population.

Such disruption, reflected in the rapid growth of the for-profit sector in the past 10 years – is a phenomenon that colleges and universities can scarcely afford to ignore, and must in fact embrace if they are to retain relevance in a changing market.

What Is Disruptive Innovation?

The CAP report defines disruptive innovation as “the process by which a sector that has previously served only a limited few because its products and services were complicated, expensive and inaccessible, is transformed into one whose products and services are simple, affordable and convenient and serves many, no matter their wealth or expertise.” This innovation is often simple and not widely accepted at first, but over time – and as its ability to solve increasingly complex problems grows – it takes more and more of the market share.

More simply put, disruptive innovation transforms something traditionally accessible to relatively few at significant cost into something widely accessible at relatively low cost. It also enjoys an ever-growing piece of the pie as its quality and usefulness improve.

For example, in the realm of household products, the personal computer revolution is a quintessential example of such disruptive innovation.

It turned hugely expensive and bulky machines built mainly for corporate, government and institutional use into desktop-sized products available to the average consumer. And as its cost went down even as its capabilities grew, the personal computer eventually became the common household appliance it is today.

The Growing Role of Online Learning In the context of the postsecondary education market, online learning clearly plays the role of technology enabler. While historically it has played a subservient role to traditional higher education models, over the past decade it has seen an explosion in popularity, disrupting higher education in the process. It has done so primarily by providing a highly accessible and low-cost service to learners, even as colleges and universities have struggled with growing operating costs and consequent cutbacks.

Online learning also acts as a business model innovation enabler.

Plugged into new business models, such enablers allow the organizations using them to provide servers to customers at a lower price point and/or with far greater convenience at no extra cost. But when plugged into an existing business model, such innovations do not transform the model; rather, the existing model leverages the innovation to sustain itself. Applied to business models of public college and university systems, the CAP report contends that disruption of the business model must occur at the state system level, as individual institutions will be hard-pressed to evolve as rapidly as the market demands. Similarly, in order to survive and take advantage of the disruption, traditional private institutions will need to create autonomous business units focused specifically on online learning. In either case, new entities centered on online learning will begin to emerge.

How to Harness the Transformative Value of Online Learning – and Why Traditionally, the operational models of learning colleges and universities have been centered on policies focused on credit hours and seat time.

The disruptive innovation of online learning offers a way for both institutions and learners to escape such rigid confines and instead allow students to progress via demonstrated competency and mastery – in other words, to be focused on outcomes.

Online courses, according to the CAP report, can embed actionable assessments, allowing students to quickly move past concepts they have

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mastered and concentrate instead on areas in which they need the most instruction. Thus, rather than causing internal competition for scarce resources (through the buildup of ancillary services for online learning), such outcome-focused policies would encourage online education services to support the institution’s core value proposition – thereby benefiting the cost-for-service value to learners without significantly increasing operating cost.

Among other things, this means that if college and university systems are to take full advantage of the disruptive innovation brought by online learning, they will need to institute significant changes in traditional ways of doing business. As the report’s authors state: “Online learning is a natural medium and platform for many of these changes. And using the old assumptions and policies to measure its disruptive emergence is inappropriate and could hamstring the innovations so that they fail in their promise to deliver a more affordable, higher-quality system for many more of the country’s population.”

Online learning further offers a vitally constructive aspect of the disruption it is currently causing in traditional institutions of higher learning. As the CAP report points out, colleges and universities have largely offered value propositions in three distinct realms: knowledge creation (research), knowledge proliferation (teaching), and career and life preparation. These three realms have become conflations of three significantly different business models: solution shops, value-adding business, and facilitated user networks. The result is a proliferation of administrative complexity that drives growing coordinative costs while pulling resources away from learning and research. A useful comparison involves three disparate business entities: McKinsey & Company (a consulting firm), Whirlpool’s manufacturing arm, and Northwestern Mutual Life Insurance Company. These three entities operate under three incompatible business models. Merging these three business models into one organization would create a byzantine coordinative nightmare and incur significant administrative overhead.

The typical state university today operates in just such a disjointed and bloated manner. But new business models centered on the core value proposition of online learning through programs structured toward career preparation – that is, focused on learning of high job market relevance, rather than on research – provide huge cost advantages and allow organizations using them to grow rapidly. (Walden University and Union Institute and University, both of which serve a high percentage of minority students, are two good examples of institutions that have successfully employed such business models.)

Recommendations for Policy and Operational Changes The CAP report provides several recommendations for policymakers and institutions to address both the problems and the promise presented by the disruptive nature of online learning. Policy changes include such steps as eliminating barriers that block disruptive innovations and partnering with the innovators to provide better educational opportunities; removing barriers that judge institutions based on their inputs such as seat time, credit hours, and student-faculty ratios; shifting away from the focus on degree attainment as the sole measure of success; institute funding measures aimed at increasing quality while decreasing cost; and continuing to recognize the role and importance of research institutions.

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For their part, institutions can and should make parallel changes. They can apply new business models through the development of business units appropriate to the task of online education. They can drive disruptive innovation through such changes, rather than simply reacting to increased market pressure. And they can frame online learning as a sustaining innovation – a shift in focus through applied business models that are useful not just for the cost- and quality-based needs of students, but are also healthy for the institutions’ bottom lines.

In doing so, colleges and universities will ultimately provide services of superior relevance both to students and to employers seeking workers with appropriate skills and knowledge. And they will do so in the most cost-effective way possible.

The disruptive innovation of higher learning couldn’t have come at a more vital moment for the nation’s colleges and universities, and indeed for the nation itself. As the CAP report says: “The challenge before the country ... mandates a new definition of quality from the perspective of students – so that the education is valuable to them and that through it they improve their lives and thus improve the country’s fortunes, too.”

NORTHWESTERN UNIVERSITY Assistant Professor in Audiology/Hearing Science The Roxelyn and Richard Pepper Department of Communication Sciences and Disorders at Northwestern University is searching for a faculty member, at the rank of Assistant Professor, with a promising or established research program focused on audiology, hearing science, or a related field. Areas of interest include but are not limited to: aging and cognition; implantable devices; neuroscience; and genetic or molecular biology approaches to the study of hearing and/or its disorders. The department houses research laboratories studying hearing and hearing loss, vibrant PhD and AuD programs, and a state-of-the-art hearing clinic that provides clinical hearing services to the greater Chicago area.

Department faculty collaborate with colleagues in related departments including the Northwestern University Medical School, Neurobiology, Psychology, and Biomedical Engineering. This nine-month, tenure-track position is based on the Evanston campus.

Preferred starting date: September 1, 2012.

Duties: Develop a fundable program of research, teach courses in hearing and related topics, direct student research, and provide academic advising.

Qualifications: Earned Ph.D. required. The candidate must have interests and experience appropriate to teach courses in the department, develop interdisciplinary research affiliations with other units of the University, and participate in translational efforts.

Salary: Competitive, depending on qualifications and experience.

Application procedure: Send cover letter describing your teaching and research interests and experience, a current vita (including e-mail address), reprints, and three letters of recommendation to the Chair of the Search Committee by December 15, 2011. Mail to: Audiology Position Search, Communication and Sciences Disorders Department, Northwestern University, 2240 Campus Dr., Evanston, IL 60208. Forward questions to Professor Pamela Souza at: p-souza@northwestern.edu. For more information about the Department, please visit: http://www.communication.northwestern.edu/csd/.

The University: Northwestern University is one of the nation’s largest private research universities. The main campus is located in Evanston and the medical campus is located 12 miles south in Chicago. Both campuses are located on the shore of Lake Michigan. There is continuing expansion of University facilities and programs, particularly in the sciences and medicine. Diverse cultural, social, and recreational activities abound on and near each campus.

Closing Date: Ongoing until position is filled. Review of applications will begin on December 15, 2011. Search # 17689.

Northwestern University is an Affirmative Action, Equal Opportunity Employer.

Women and minorities are encouraged to apply.

Hiring is contingent upon eligibility to work in the United States.

Interesting Reads Father Meme

By Gerald Vizenor The story centers on three altar boys at the Indian Mission Church in northern Minnesota who are sexually abused by Father Meme, a Catholic priest. It is a modern fable of how people in positions of power can sometimes fail those dependent on them.

2008. 128 pgs. ISBN: 978-0-8263-4515-8. $21.95 cloth. The University of New Mexico Press. (503) 277-0655. www.unmpress.com.

Half of the World in Light: New and Selected Poems

By Juan Felipe Herrera The author sheds light on how the influences of popular culture can shape national identity. The Mexican identity, he contends, was forged during the 19th century by a mix of ordinary people and events.

2008. 288 pgs. ISBN: 978-0-8165-2703-8. $24.95 paper + CD. The University of Arizona Press, (520) 621-3920. www.uapress.arizona.edu.

Reflections on a Puerto Rican Life

By Barry B. Levine This biographical account tells the story of Benjy López and his return to Puerto Rico as a successful businessman.

It has been favorably reviewed by Yale art historian Robert Farris Thompson.

2009. 207 pgs. ISBN 978-1-55876-483-5. $28.95 paper. Markus Wiener Publishers. (609) 921-1141. www.markuswiener.com.

and Media...

Felipe II: La Familia del Rey

This seven-part series pays tribute to King Philip II – Felipe – of Spain. His reign marked the beginning of the Golden Age of Spanish culture. In Spanish.

2006. DVD (62 minutes each) ISBN 978-0-7365-76314. $699.65. Films for the Humanities and Science, (800) 257-5126. www.films.com

Race in Another America: The Significance of Skin Color in Brazil

by Telles, Edward E. Princeton University Press, Princeton New Jersey, 2007. 324 pages list $24.95 paper ISBN 0-691-11866-3 list $23.95 e-book ISBN: 978-1-4008-3743-4

E

dward E. Telles is a professor of sociology at the University of California-Los Angeles. His book Race in Another America: The Significance of Skin Color in Brazil gives a fresh perspective to the controversial subject of race relations in Latin America.

Written as a social history, the book challenges many of the traditional ideas about the social meaning of race in society that have been held by American sociologists for decades. Drawing upon a review of classic scientific theories of eugenics popularized by academics in Europe during the first part the 20th century, Telles examines how these ideological concepts have influenced the social development of government policies associated with race and immigration that were so pervasive in Brazil’s early history. He argues that while many well-known Brazilian scholars of the 1920s, ’30s and ’40s strongly believed that Brazil constituted a cradle of progressive ideas about racial democracy and social tolerance that encouraged and supported the integration of Blacks, Whites, and Mulattos into the mainstream of their society, others believed that this was just not the case. Telles points out that UNESCO-supported research conducted by Brazilian sociologists in the 1950s revealed an entirely different picture of the nation’s racial policies. The UNESCO research provided clear evidence that racism was widespread in Brazilian society and that the majority of White Brazilians held highly prejudicial attitudes toward Brazilian Blacks. Using the results of demographic surveys conducted by population monitoring agencies in Brazil, Telles vividly describes the way the nation’s long history of racial segregation has created a stratified system of social inequality in which fair-skinned Brazilians control a disproportionate share of the country’s wealth and political power.

Chapter three describes how the historical events of the 1990s led to the rise of an organized Black affirmative action movement in Brazil whose leadership had similar ideologies and goals to those of the early civil rights leaders in the United States. Telles strongly believed that the Black movement during this period was largely responsible for raising public recognition and government awareness of the far-reaching consequences of racism within the social context of Brazilian society. He argues that the formal organization of Black associations helped influence the Brazilian government to seek workable solutions to the problem created by racial disparities on both national and international levels. The remainder of the work offers a critical analysis of the effects that racial policy change will have upon the structure and functioning of the social institutions that comprise the foundation of Brazilian culture. In sum, Race in Another America: the Significance of Skin Color in Brazil is an excellent book that provides a comprehensive understanding of the social, historical, and political forces that have shaped racial policy in a nation other than our own.

Reviewed by Mitchell A. Kaplan

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ARTS/HISTORY

Researching the Cultural History

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by Jeff Simmons laudio Iván Remeseira didn’t move to the United States as a youngster, but instead came to New York City when he turned 40.

By then, the native Argentinian had distinct impressions about his new city and country.

“The city leads you to a rediscovery of your own Hispanic roots, of the different overlapping dimensions of the Hispanic cultural heritage,” he said in a recent interview with The Hispanic Outlook in Higher Education Magazine. “It was then, in order to make sense of this impact, that I began to research the cultural history of Hispanics in New York City.”

One result of that research is Hispanic New York: A Sourcebook, which brings together documents detailing the long and diverse history of the Latin experience in New York.

Remeseira, an accomplished writer and journalist, is director of the Hispanic New York Project of the American Studies Program at Columbia University and has written extensively for Diario Rumbo in San Antonio, Texas; Viva Magazine; Hora Hispania; El Nuevo Di; and La Nación, Argentina’s second-largest-selling daily.

What was his inspiration for writing Hispanic New York: A Sourcebook?

“The inspiration came out of the impact that the city had on me when I first arrived here. The book was a way of trying to make sense of all of the different elements and layers that make up what you might call Hispanic or Latino New York; there are so many things, so many intertwined narratives, that you cannot possibly describe it in one single sentence.

“When I came to New York, I already knew that there was a large Hispanic immigrant population and that the city had long historical links with Latin America and the Caribbean. I knew, of course, that there was an important Puerto Rican community; I knew it from films such as West Side Story, from the Nuyorican poets and playwrights, from the history of salsa music, etc.

“I also knew that in the 19th century the city had been home to a large number of expatriates from Cuba and Latin America in general, among them Cuban poet and patriot José Martí [1853-1895], with whom I also had a professional connection.

“During the 15 years that Martí spent in New

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York, he made his living in part as a correspondent for many South American papers; those dispatches are collected under the title NorthAmerican Chronicles, one of the masterpieces of Spanish-language literature. Prominent among those papers was Argentina’s La Nación, the same paper for which I was working when I came to New York.

“My knowledge of the city’s Hispanic heritage was largely a literary knowledge, a knowledge based mostly in books, films and art history.

“As you might expect, none of that prepared me for the experience of actually being in New York. The city – and I’m just talking about its Hispanic or Latino aspect – has a tremendous impact on the newcomer, on so many levels.

“Because of what you’ve read or seen in the movies, you think you know the city. But in fact, the city leads you to a rediscovery of your own Hispanic roots, of the different overlapping dimensions of the Hispanic cultural heritage.

“It was then, in order to make sense of this impact, that I began to research the cultural history of Hispanics in New York City.

“In 2005, I started working with Andrew Delbanco at what is today Columbia University’s Center for American Studies. Professor Delbanco, one of the nation’s leading cultural critics, invited me to develop within the center a number of initiatives connected with New York City’s Latino heritage.

“Those initiatives, which eventually became known as the Hispanic New York Project, included a seminar for undergraduates, which I began co-teaching with Roosevelt Montás, Columbia University’s dean for the core curriculum, and a series of public cultural activities.

This book is an adaptation of the reader I collected for the seminar.

“My original idea was to write a historical account with several contributors, but that turned out to be logistically complicated and too expensive, while the reader was already there.

So, I transformed the reader into a book proposal that was immediately accepted by Columbia University Press.”

Challenges and Inspirations “The first thing was to determine what selec-

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tions would do justice to the complex, multidimensional history I made reference to. As with any anthology, the main challenge is deciding what to leave out – there is such a wealth of material that many other and equally valuable choices than the ones I made could have been possible. You must present the material in a coherent way and avoid gilding the lily: this history is also a history of contradictions, of conflicts, and the selections had to show that too.

“When I was growing up in Buenos Aires, Argentina, in the 1960s and ’70s, I was deeply influenced by authors such as Ernest Hemingway, Albert Camus and Franz Kafka. By the time I turned 15, I had read most of what Gabriel García Márquez had written by then, including One Hundred Years of Solitude.

“I also read some Shakespeare and the Spanish-language classics. Being from Argentina, Jorge Luis Borges and Julio Cortázar were two fundamental writers.

“Another major influence came from popular culture: the collectibles that came with the newspapers. Once you have 20 or so of those installments, you had an encyclopedia, or an encyclopedic dictionary. Those readings were extraordinarily informative in a whole range of issues, and contributed enormously to the general education of many people of my generation.”

Family Matters Asked if there were other writers in the family, Remeseira said, “I’m the first one. I was expected to become an accountant, as my father was. I went to the University of Buenos Aires Business School, but after a couple of years I switched to the School of Philosophy and eventually got a degree there.

“After graduation, I started a career as a journalist. At first, my parents weren’t happy about those decisions, but they changed their minds when they saw that I was able to earn money and secure a position with my work. When I came to the United States, I had an established career as a journalist in my home country.”

Asked why he chose his career path and what writers influenced his decision, he replied: “I think it was the other way around; I looked for writers that I liked because I wanted to be a

of Hispanics in New York City writer. To me, writing is not a career; it’s a life choice. But of course, then you have to make a living out of that.”

And why did he want to publish the anthology? What does it mean to him?

“For a 40-something-year-old immigrant whose native language is not English, it’s pretty important to have a book published by a major university press house and well-received by public and reviewers. If, on top of that, the book receives an award, the satisfaction and the gratitude are huge.”

Hispanic New York: A Sourcebook Hispanic New York won the 2011 Latino Book Award as the Best Reference Book in English.

“The book is divided into two parts, with a bridge in between. The first part, ‘People and Communities,’ presents an overview of the historical and demographical development of the city’s Latino population. Today it’s standard to say that the Hispanic or Latino community is not one community but several – to highlight the heterogeneity of this population. That’s what I try to portray in this section through essays by different authors.

“The second part, ‘Cultural Hybridazations,’ is more of a cultural history, divided in two sections: the first is dedicated to literature, both in English and in Spanish, and the second deals with music and visual arts. The concepts of hybrid and hybridity have become sort of passwords in today’s humanities, although many times they are used in a very loose manner. What I tried to emphasize by using these terms is the fact that New York is a place where all of those different ethnic, racial, national and cultural backgrounds, heritages and practices we talked about converge, allowing the cultural processes that we usually refer to as ‘hybridization’ to happen.

“The ‘bridge’ between parts 1 and 2 is a short section with essays on race, ethnicity and religion. These themes appear throughout all the selections, but I wanted to highlight their relevance in regard to the definition of a Latino identity and of Latinos’ place in U.S. and Latin American society. “‘Bridge’ and ‘theme’ are also musical terms,

“I’m surprised to see how many people have such little knowledge or no knowledge at all about the history of Hispanics in North America.”

Claudio Iván Remeseira, writer, journalist and director of the Hispanic New York Project, the American Studies Program, Columbia University and I did approach the edition of this anthology as if it were a musical work. Each of the selections plays a different part in the book’s general argument, each represents a ‘voice’ in a polyphonic whole. “‘Polyphony’ is a concept widely used today in literary criticism and cultural studies; it was introduced by the Russian semiotician Mikhail Bakhtin, who naturally took it from music. In music, ‘polyphony’ simply means the use of two or more voices or instruments playing different melodies or rhythmic motives at the same time;

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the overlapping voices create harmonies, or combinations of sounds, that might be consonant, or ‘pleasant,’ and dissonant, or ‘unpleasant’ to the ear. The notion of what is pleasant or not changes, of course, throughout history.

“When listening to music, all this process happens within the time-space continuum, in a succession of sounds; when you read, it happens within your own mind. In choosing the different selections, I tried to create a polyphonic whole by presenting the different cultural, racial and national stories and by showing how they interact or

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clash among themselves, particularly in the U.S. context. If it were a musical work, it would be something like ‘Tito Puente meets Charles Ives.’”

New York the Perfect Venue Remeseira hopes that readers of the sourcebook “can get a better understanding of the diversity and complexity of the Latino experience, as well as of its long presence in New York and the rest of the country. I’m surprised to see how many people have such little knowledge or no knowledge at all about the history of Hispanics in North America. This lack of knowledge leads to misconceptions and prejudices that have a critical effect in public life, as in the immigration debate.

“New York, in a literal sense of the word, is the most Latin American city in the hemisphere.

Nowhere in the Americas can you find the national-origin breakdown that you find in New York.

Miami is perhaps the closest city in this regard, but Cubans still represent half of Miami’s Latino population, whereas in New York City the largest Hispanic group, Puerto Ricans, represent just around 35 percent. Dominicans and Mexicans are the city’s second and third Latino group respectively, but if you take all South Americans as a single group, they surpass Mexicans.

“There is a lot of speculation about the growth of the latter, and some people believe that in the next few decades Mexicans will indeed become the largest Latino group in New York, as they already are nationwide. But if and when that happens, the multinational exchanges that define Latinos’ everyday life will arguably remain a feature of New York for a long time.

“The same is valid for the largest urban concentrations of Latinos in the U.S. In addition to that, New York City has played a historical role as a hemispheric cultural crossroads for more than two centuries. In this particular sense, there’s no other city that can compare with it.”

Why “Hispanic New York” and not “Latino New York?”

“Because I am not just talking of Latinas or

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Latinos as a ‘minority’ or ethnic or demographic group in the United States, nor am I talking exclusively from the point of view of U.S. history; I’m talking from a perspective that considers New York a node in a hemispheric and transoceanic network of cultural exchanges and cross-fertilizations.

“From this perspective, ‘Hispanic’ is a more comprehensive term than ‘Latino’ because it encompasses elements that are not necessarily

part of United States cultural history, but which are part of a global Spanish-language cultural network that includes Latin America, the Caribbean, Spain and Portugal. The African cultural heritage seems to fall out of this scheme, but as long as Africans were brought to the Americas by force through the slave trade and European colonialism, I believe that the umbrella concept of ‘Hispanic’ still holds.

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“This distinction between a U.S.-centric and a broader definition of ‘Latino’ or ‘Hispanic’ is important from an analytical point of view. There is a tendency, even among scholars, to mix up these two lines, to mention people and cultural processes or products that belong to Latin American history and to ascribe them, inaccurately, to U.S. Latino history.

“The only way to be consistent, I believe, is to make a clear distinction between Hispanics or Latinos as a U.S. collective and as members of a Latin AmericanSpanish cultural heritage. This is one of the main contributions of my book; I thought this point would get more attention than it has gotten so far. “‘Hispanic’ has also the problem that it seems to leave Portugal and the largest Latin American country, Portuguesespeaking Brazil, as well as the Amerindian-speaking peoples, out of the picture. The great Dominican humanist Pedro Henríquez Ureña addressed this issue in the early 1940s when he delivered the Charles Eliot Norton Lectures at Harvard, later published under the title Literary Currents in Hispanic America.

“Many people in the U.S. resent the use of the term ‘Hispanic’ because they associate it with Spain and the Spanish language; since they reject Spain’s colonial legacy and are Englishlanguage speakers, they prefer ‘Latinos.’ But this argument – which, by the way, is similar to the one that prevailed in Latin America for most of the 19th century – does not essentially affect my thesis. I am not using ‘Hispanic’ as a substitute for ‘Latino’ but as an analytical distinction between U.S. and nonU.S. cultural spheres.

“Of course, both spheres interpenetrate each other, and therein lies the complexity – and the richness – of this topic.

“We also have to understand that the names people choose to define themselves change over time too. ‘Latino’ now seems a progressive term, but it derives from the definition of Latin America, which was coined by reactionary ideo-

logues of France’s Second Empire. The important thing is that we understand that names are referring to something – a collective identity that is taking shape and that is relatively new. One contributor – Dionisio Cañas – details the evolutionary influence of Hispanics in New York City in literature, theater and the arts.

“If we talk about Hispanic culture in the U.S., we cannot talk exclusively in terms of Spanishlanguage productions. Nuyorican poets, for example, are dominantly English-language writers who also use Spanish expressions and Spanglish.

“Also, as times passes by, the Hispanic or Latino literary and artistic tradition outgrows the artist’s community of origin and becomes part of the mainstream heritage. Miguel Algarín, for instance, is a Nuyorican, a Latino poet; but he is also, and fundamentally, an American poet. We don’t refer to Philip Roth or Arthur Miller as Jewish-American authors; they are American authors, period. I believe this is what will eventually happen with Latino and African-American culture: they will become mainstream, redefining in the process, as sociologists Richard Alba and Victor Nee say.”

Cañas writes that “for the Hispanics of New York, including those who express themselves as English, it can be said that ‘language is the castle of identity.’” The Hispanic Outlook asks, “What does that mean?”

“Well, you should ask him. That sentence can mean many things, some of which I don’t agree with. I don’t think that the use of a certain language preconditions your worldview or limits your possibility of understanding other worldviews. I also think that to link language and identity is politically dangerous, especially in countries where several languages are spoken by large parts of the population.

“I do believe, however, that there exists a subtle, intimate relationship between your native tongue and your deepest emotions. That’s why Polish writer Czeslaw Milosz said that one can only write poetry in the language he learned as a child. In this specific sense, I think that language and identity overlap.”

Current Climate “There have been cases of violence against Hispanics, including a couple of highly publicized killings of Latin American immigrants in the city and in Long Island, as well as certain episodes of racial tension between AfricanAmerican and Mexican immigrant groups.

“Despite these tragic cases, I believe most people would agree that New York is the most

welcoming city for immigrants and all kind of minorities in the U.S. “New York is probably the only place in the country today where you will find Republican politicians supporting immigration reform. It is, and it has always been, a city of immigrants.

“That said, the Latino community faces a number of challenges, especially in education, political participation, and the elimination of poverty, which has persisted over many decades in a large segment of our community. All these problems are compounded by the budget cuts that state and local governments are implementing as a consequence of the economic crisis.”

Asked about the impact of the fact that that around one in four New Yorkers over age 5 speaks Spanish, Remeseira says that means that “Spanish is New York’s second unofficial language. You can see that everywhere in the city.”

He adds that the Spanish-speaking population of New York City represents half of all New Yorkers who speak a language other than English.

Puerto Ricans and Other Latinos in N.Y.C. In Memoirs of Bernardo Vega, the author points out that a vast majority of Puerto Ricans in New York didn’t vote in the early part of the last century. What’s been the evolution of political involvement of the Hispanic communities in New York City, and is their voting strength valued today?

“The history of Puerto Rican political participation in New York City is a decisive chapter in the history of U.S. Latinos,” says Remeseira. “Puerto Ricans laid the foundation for the political participation of all the Latino immigrants that came after them to New York. Since 1917, they are also U.S. citizens, what obviously makes a big difference with other groups; but despite their citizen status, several generations of Puerto Ricans had to fight an uphill battle against racial and language discrimination and for access to equal opportunities in jobs and education. Some would argue that this battle has not ended, even after the appointment of Sonia Sotomayor to the Supreme Court.”

“In any case,” he continues, “Puerto Ricans broke the ground and provided an example that was followed very successfully by Dominicans since the 1980s, and by other immigrant groups more recently. But there is no doubt that there’s still a lot to be done in terms of Latino political participation, and much of the responsibility for that lies within their own community.”

Asked about the future of Hispanic identity in New York City, Remeseira replies, “In the past, Hispanic New York was identified with one dominant group, such as Cubans in the 19th century

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or Puerto Ricans during much of the 20th century. What we are witnessing now, as I said before, is a process of interaction between different national-origin groups that is leading to a new sense of identity.

“In the past, one ethnic or national group tended to be isolated from others; this is no longer the case, at least in the major urban areas of the United States. Milagros Ricourt and Ruby Danta describe this process in the selection included in my anthology, a chapter from their book Hispanas de Queens.

“This daily interaction takes place also across social class lines: middle-class therapists from Colombia or Argentina have working-class patients from Mexico or El Salvador. In the sphere of the arts and the academy, the interaction among nationalities is even more extensive.

This is a relatively new phenomenon, something that was triggered by the immigrant wave of the past three decades.

“You may call it ‘Latino,’ ‘Hispanic’ or ‘PanLatino’ – the term makes little difference for me.

What is really important is that they signal a social process, the generation of a new social identity.

“Moreover, these groups are intermarrying not only among themselves but also with nonLatino groups, from Europeans to Asians. The United States is thus becoming the first truly multiethnic nation. This is a complex process that involves a lot of tension, as the immigration debate shows.

“Identity is a tricky thing: when you think that you have defined it, it changes. The discussion of what it means to be an American is as old as the nation itself. Walt Whitman provides a powerful definition in his letter, ‘The Spanish Element in Our Nationality,’ which is also in this volume.

“As Whitman foresaw, Latinos are playing and will continue to play a relevant role in the redefinition of the national identity of a country that by the end of this century will no longer be predominantly ‘White.’”

What’s in the future for you? HO asks.

“I’m working on a couple of literary projects that were on hold during the production of this book. Editing Hispanic New York was a fulltime job, nonstop eight to 10 hours a day for almost three years. I’m also the editor of a blog – hispanicnewyorkproject.blogspot.com – which takes up a good part of my present efforts.”

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INNOVATIONS/PROGRAMS

Attracting the Best and Brightest: Nonprofit Organization Training M.B.A.s and Graduate Students to Become Educational Leaders

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by Gary M. Stern ajoring in education is one way to become a school leader. But Education Pioneers, a nonprofit organization based in Oakland, Calif., established the Summer Graduate School Fellowship Program in 2004 to prepare M.B.A.s and graduate students who weren’t necessarily on a teaching track for graduate careers as educational leaders.

More than 2,000 students with master’s degrees from colleges such as Harvard,

tion nonprofits and shaped public policy.

Though a certain percentage of its graduates become teachers, it concentrates on producing educational leaders.

Starting this fellowship program reflects changes in Morgan’s life. He worked as a high school teacher in Montgomery, Ala., for several years before graduating from Stanford Law School and serving as legal counsel for Aspire Public Schools.

Its fellows are mostly students in between their first and second year of graduate school. It also accepts candidates who have completed graduate school, if within two years of graduation. In 2011, its fellows consisted of 37 percent M.B.A. students, 31 percent in policy, 21 percent with education backgrounds, 8 percent from law and 3 percent other.

“We see a desperate need for people with private-sector experience that can bring their

Scott Morgan, CEO and founder, Education Pioneers

Evan Rudall, CEO, Uncommon Schools

Eduardo Briceno, co-founder, Mindset Works

Columbia, Duke, University of CaliforniaBerkeley and Stanford applied for 330 fellowships in 2011, resulting in a 15 percent acceptance rate. Though the program is national in scope and Education Pioneers has offices in Oakland, Boston, Chicago, Houston and L.A., the New York metropolitan area reaps a major benefit from this program since about 25 percent of its applicants professed strong interest in staying in this area.

Scott Morgan, CEO and founder of Education Pioneers, described its main goal as “trying to accelerate the pace of education reform by attracting and retaining talented leaders outside of the classroom.” Many of its nearly 1,000 graduates have become superintendents and district leaders, started charter schools, run educa-

“How can I combine my passion for law with my passion for education?” Morgan wondered, which led to the creation of Education Pioneers.

The program started modestly in 2004 with nine fellows. Since then, enterprising Morgan has built up the organization to a $6 million nonprofit with 40 full-time employees. It is funded by foundations and philanthropists without any governmental support.

Morgan is attracting some of the best and brightest graduate students, whose goal is to transform public schools. Education Pioneers is dedicated to developing a pipeline of talented education leaders, increasing the ability of public schools and districts to act as “high-performing organizations,” and building a network of “change agents.”

skill set to urban education,” Morgan said. The program attracts students who have managed multimillion dollar budgets and possess management skills that have overseen global teams and can transfer those talents into public education. Some of its fellows who started in investment banking or consulting didn’t find those fields rewarding and want to bring their leadership skills to urban education.

Applicants must have a minimum two years experience in the work force. Indeed many fellows worked at Google or Goldman Sachs but wanted to give back to the community rather than continue careers in profit-making firms.

Criteria for gaining acceptance include academics, work experience and leadership. “Having a track record of success” is critical, Morgan

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said. Morgan says it looks at three key characteristics: Are they high achievers? Are they a change agent and have worked as one as a leader or consultant? Do they believe all students can learn and have worked with them as a volunteer or mentor?

“We seek people who are entrepreneurial, adaptable and flexible and can make a real impact on education,” Morgan noted. Moreover, it seeks a passion for education; candidates who are devoted to acquiring Rolexes need not apply.

If these candidates are so passionate about education, why did most pursue M.B.A.s or law and not become teachers or majored in education in the first place? Some people have multiple passions, Morgan replies. They’re interested in business and education, sharpening their entrepreneurial skills and bringing them into education leadership. Others must pursue M.B.A.s and find lucrative work to pay off student loans.

Education Pioneers has done an effective job of recruiting minority candidates to the fellowship program. Of its 2011 fellows, 13 percent are Latino and 21 percent are AfricanAmericans, so minorities compose one-third of its fellows. To attract Latinos, it actively recruits at Hispanic M.B.A. conferences and has strong networks with Latino M.B.A. admission staff.

Fellows are remunerated for their summer fellowship. They are paid $7,000 for their 10week experience. Some companies paying for M.B.A. programs match that fee, doubling the salary to $14,000 for the summer.

The program consists of a two-month summer fellowship working with one of Education Pioneers’ partners. These partners include some of the country’s largest public school districts including New York City, Oakland, San Francisco, Chicago, Boston and Washington, D.C. But it also partners with over 130 other organizations including Teach For America and several charter schools run by nonprofit Uncommon Schools (more about them later).

The fellowship offers four main tracks including: entrepreneurship, organizational leadership, school leadership, and policy leadership with working at nonprofit organizations.

During their fellowship, many students concentrate in areas such as accountability, school performance data, performance management, talent and human capital.

In addition to the internship, fellows attend seminars with leading superintendents and nonprofit leaders, and other sessions focus on networking and developing a career path. The networking seminar accelerates making connections, and career pathing guides them toward obtaining jobs in school districts, charter organizations and education nonprofits.

Is a two-month fellowship enough to grasp the complex and thorny issues of urban education?

The 10-week internship in an education

organization provides pragmatic experience.

Morgan said the fellows are already “emerging leaders with a strong set of skills and potential.”

All they need is experience, a network and connections to master urban education, which Education Pioneers provides, he says. “In just two months, they won’t become transformational leaders,” he acknowledges. The fellowship is creating an education pipeline of future leaders who bring their legal and business skills to urban school districts.

About 67 percent of fellowship graduates launch careers in education. Even the fellows who don’t pursue a career in education benefit from their experience. Many graduates of the program stay involved in education by volunteering, joining school boards or boards of education or nonprofits.

Fellows secure jobs in a variety of ways.

Education Pioneers posts online jobs including positions offered by alumni. Many fellows obtain jobs where they’ve served their internships or emanating from contacts formed in their network. Fellows may work in the New York City Department of Education but partner with Teach For America, where they land a job.

From Investment Banking to Education Exemplifying someone who brought management and financial skills into education is Eduardo Briceno, a native of Venezuela. Briceno moved to Tulsa, Okla., at age 16 when his father’s job in the oil industry was transferred there. Briceno worked as an investment banker and venture capitalist at Donaldson, Lufkin & Jenrette from 1998 to 2005 but wanted to change careers in “order to make a difference in the world.”

Briceno studied for both an M.B.A. and M.A. in education at Stanford University. His wife, who was involved in Teach For America, heard about Education Pioneers, which he thought would serve as a perfect way to make the transition into education. He was accepted into the fellowship program in 2006. Briceno served an internship at New Leaders for New Schools, a nonprofit in Oakland, Calif., that focuses on training and supporting educational leaders.

New Leaders was applying for a $100 million federal grant to help reward and train exemplary teachers and schools. Using the skills Briceno mastered as an investment banker, he created financial models that would help assess how financial rewards would be granted. Just as he developed public offerings for start-up companies as an investment banker, he tapped those skills to help New Leaders earn that $100 million grant.

Briceno says that his knowledge of instructional leadership was limited. New Leaders supplied experts for the grant in that area.

During his internship at New Leaders, he “gained more insight into the issues and trends of K-12 education and the challenges that school

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districts face,” he said. During his summer internship, he spent six days attending workshops with leaders from the Oakland Unified District and directors of nonprofit education groups and philanthropies.

Briceno and Carol Dweck, a Stanford University psychology professor, started Mindset Works, a company based in San Carlos, Calif. in 2009. Mindset provides educational software that specializes in students’ intrinsic motivation and engagement based on Dweck’s (and other professors) research. It uses neuroscience to show how malleable the brain is and trains students through online programs and lesson plans to improve their learning. It has seven full-time employees and recently gained an $850,000 product development contract with the U.S. Department of Education.

Briceno says the Education Pioneers’ fellowship enabled him to make the transition from the business world into education, provided connections and raised his credibility. “The connections are keys. If I have questions about HR in a district, I know who to call to get an answer,” he said. Briceno feels fulfilled in education where his company can make “transformative change in the lives of students and teachers to help them achieve more in their lives.”

Uncommon Schools, a nonprofit that runs 24 charter schools, including 14 in Brooklyn, N.Y., and six in Newark, N.J., has employed 16 fellows and hired 10 (some of whom were fellows at other organizations), explained its CEO Evan Rudall. Its fellows “know how to manage and implement systems” and serve as operation managers at individual charter schools. Uncommon Schools hires an operations manager who helps run a school while principals focus on instruction.

Hiring people who are analytical, served as consultants, and helped run businesses add to a school’s effectiveness. Rudall said that teachers become principals, and fellows become operation managers. Fellows received several days of intensive training from Uncommon Schools to familiarize them with its educational outlook, and fellows shadowed operations people to hit the ground running.

Bottom line, Education Pioneers has provided “15 outstanding people who give us 10 weeks of solid service during the summer, which insured all these schools have a much stronger start as a result. Education Pioneers is the single-greatest source for identifying missionaligned people who want to help with school operations,” Rudall said. If they didn’t fit with the value system of Uncommon Schools, fellows wouldn’t be hired.

“The underlying philosophy of the fellowship is that talented leaders are key levers for driving transformational change in urban education. We need more leaders to build a performance-driven education system,” Morgan said.

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Influence of the Economy Reverberates Across Campuses FINANCE/TUITION

The

by Marilyn Gilroy

economy continues to exert its influence on campuses across the nation, affecting the college experience of millions of students who are taking on more loans and finding that costs are playing a bigger role in their choice of college.

Students are not the only ones concerned about money. College presidents also are feeling the squeeze as states cut spending on higher education, leading to reductions in student services and faculty hiring.

On a positive economic note, last year’s stock market rebound means that college endowments posted double-digit gains in 2010, a sharp improvement over the drops of the previous two years. In a related trend, charitable contributions to colleges and universities in the United States increased 0.5 percent in 2010. While this is welcome news, many institutional leaders are reporting they need to dip into college endowments and investments to support student aid and operating budgets.

Student Financial Concerns Still Prevalent First-year college students are still feeling the impact of the recession, according to the 2010 freshman survey from the Cooperative Institutional Research Program (CIRP), administered by the Higher Education Research

at 279 colleges and universities in the United States. It is the largest and longest-running survey of American college students and has been conducted every year since 1966.

The jump in numbers of students receiving financial aid is part of the trend toward using multiple sources and strategies to attend college as costs increase and families’ ability to pay declines. Almost two-thirds of respondents, 62.1 percent, said the current economic situation had significantly affected their college choice.

“The increasing cost of higher education poses a significant challenge to college access for today’s students,” said Hurtado. “Students and families are now charged with the task of becoming more resourceful and strategic in finding new and creative ways to pay for college.”

Students who said they had “major” financial concerns about paying for their education indicated they were more likely to live with family during school, and less likely to be going to a college more than 100 miles away. These responses are consistent with comments from admissions directors, who have reported they receive many more inquiries from families who want to know the cost differential between commuting and being a resident on campus.

2010 Largest College and University Endowments State/ Province

Rank

Institution

1 2 3 4 5 6 7 8 9 10

Harvard University Yale University Princeton University The University of Texas System Stanford University Massachusetts Institute of Technology University of Michigan Columbia University Northwestern University Texas A&M University System & Foundations

MA CT NJ TX CA MA MI NY IL TX

2010 Endowment Funds ($000) 27,557,404 16,652,000 14,391,450 14,052,220 13,851,115 8,317,321 6,564,144 6,516,512 5,945,277 5,738,289

2009 Endowment Funds ($000) 26,138,239 16,327,000 12,614,313 12,163,049 12,629,094 7,880,321 6,000,827 5,892,798 5,445,260 5,083,754

*Percentage Change (%)

5.4 2.0 14.1 15.5 9.8 5.5 9.4 10.6 9.2 12.9

Source: National Association of College and University Business Officers and Commonfund Institute

Institute (HERI). The proportion of students using loans to help pay for college remains high, at 53.1 percent, and more students reported receiving grants and scholarships – 73.4 percent, a 3.4 percent increase over 2009.

“In the past two years, we have seen the powerful influence of the economic downturn on incoming college students with respect to college choice, personal values and expectations for college,” said Sylvia Hurtado, co-author of the survey report and director of HERI. The report, The American Freshman: National Norms Fall 2010, is based on the responses of 201,818 first-time, full-time, first-year students

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In general, the CIRP/HERI survey showed that students continued to apply and be accepted to their top choices for colleges; however, those reporting that their college choice was impacted by the economic situation were less likely to be attending their first-choice institutions. Analysts said this decision seems to be related to not being offered enough financial assistance by the first-choice college.

Unemployment of a parent also was cited as a consideration in weighing the cost of attending a particular college. The percentage of students reporting their fathers were unemployed (4.9 percent) was at an all-time

high, and the percentage reporting unemployed mothers (8.6 percent) also continued to increase. This might explain in part why students are focused on the value that a college degree confers. More students than ever before (72.7 percent) indicated that “the chief benefit of college is that it increases one’s earning power.”

Worries about the economy also affected the 2011 applicant pool.

According to the Princeton Review’s annual College Hopes & Worries Survey of college applicants and their parents, stress levels are very high among this fall’s entering class and college costs remain a major concern.

Approximately 86 percent of respondents said financial aid will be “very necessary,” and 72 percent report the state of the economy has affected their college choices. This year’s findings are based on surveys completed by 12,185 respondents – 8,219 college applicants and 3,966 parents of applicants – from all 50 states.

Asked to estimate the cost of their college education, an overwhelming majority of incoming freshmen and their parents chose the category of “more than $75,000.” More than one-third of students (37 percent) said their biggest worry was that they “will get into their first-choice college, but won’t have sufficient funds/financial aid to attend.” The incoming freshmen also share the attitude of last year’s class regarding the main benefit of a degree: 42 percent say it is to get a potentially better job and income.

Some experts believe students will become increasingly conservative in their choice of major and stick to areas such as health care and technology, which seem to be a safer bet for finding employment.

Good News for Endowments The economic effects on the higher education landscape have not been entirely negative. Indeed, for university endowments, it was a very good year. Endowments returned an average of 11.9 percent in the 2010 fiscal year, according to data gathered from 850 U.S. colleges and universities participating in the annual National Association of College and University Business Officers (NACUBO)-Commonfund Study of Endowments.

This represented a notable improvement over average losses posted in the last two years – minus-18.7 percent return in 2009 and minus-3 percent in 2008. NACUBO President and CEO John D. Walda and Commonfund Institute Executive Director John S. Griswold jointly said the turnaround was a highly welcome development for the nation’s higher education community and one that continued during the first six months of the current year.

“After a strong first half of fiscal year 2011, we are hopeful that good results in 2010 can be repeated for the current fiscal year and thus return endowments to the solid footing needed to support the long-term missions of the institutions they support,” they said.

Like other annual rankings that can boost an institution’s reputation, the NACUBO survey is watched closely, with colleges and universities coveting their place on the list. When Georgetown University moved up to No. 61 this year from its 2009 ranking of 67, it announced the upward mobility to the campus community.

“We have worked hard to increase Georgetown’s endowment effectively, especially during these challenging economic times, and these figures are a measure of progress,” said Chris Augostini, senior vice president and chief financial officer.

The Georgetown endowment is now worth more than $1 billion, usually considered a benchmark for colleges that want to be in the elite ranks of wealthy institutions. This year, 62 colleges and universities reached that magic number. Georgetown’s endowment got a big boost two years ago from a $75 million gift, the largest in the university’s history. Fund managers also say they have taken defensive measures to protect the endow-

ment from volatility, such as diversifying globally and increasing the endowment’s liquidity to ensure funds are available in an emergency.

Overall, the NACUBO study showed that spending rates of college endowments have remained conservative. The FY 2010 effective spending rate for participating institutions averaged 4.5 percent, slightly higher than last year’s 4.4 percent average rate.

But colleges have come under criticism for participating in what has been called “an endowment arms race.” In the past few years, U.S. Sen. Charles Grassley, an Iowa Republican, has argued that colleges should spend more of their endowments to fund student aid or decrease tuition in order to justify the tax exemption they get. He proposed that colleges spend at least 5 percent of their endowment annually, the same standard that is applied to public charities.

“The Current Economic Situation Significantly Affected My College Choice”

Disagree Somewhat 16%

Agree Somewhat 42%

Disagree Strongly 22%

Agree Strongly 20%

Source: The American Freshman: National Norms, Fall 2010, Higher Education Research Institute

At least one institution has taken that bold step. Earlier this year, the University of the South, also known as Sewanee, a small private college in Tennessee, announced it would cut its $46,000 tuition by 10 percent next year while dipping into its endowment to make up the difference. Vice Chancellor John McCardell said the reduction in tuition recognizes “today’s new economic realities and the pressures that families face.” The university said it hopes to compete with larger public institutions that siphon students from Sewanee because of substantially lower tuition.

Other colleges report increasing the use of endowments funds for new buildings, professorships, athletic programs, speaker series and research.

On average, 10.5 percent of NACUBO study participants said that part of their FY 2010 operating budget was funded from the endowment.

Public two-year and four-year colleges, especially hard hit by decreases in state and local government funding, also are turning to endowments and fundraising to support scholarships and academic projects.

For example, at Northampton Community College in Bethlehem, Pa., the foundation has assets of $23,892,000, which puts it at No. 695 on the NACUBO list. The foundation distributed approximately $693,000 in scholarships last year. The foundation also supports faculty development and other ancillary programs related to teaching and learning, such as purchasing library materials and funding capital improvement projects.

Like all community colleges in Pennsylvania, Northampton is struggling with budget cuts targeted for the two-year sector by Gov. Tom Corbett. The college says it has put several projects on hold, such as a new program in physical therapy, and will have to seek funding from outside organizations to expand its offerings.

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Contributions to the Nation’s Colleges and Universities at $28 Billion Higher education fundraisers making their pitch to potential donors found the environment a little more hospitable last year. In 2010, charitable contributions to colleges and universities in the United States increased 0.5 percent, reaching $28 billion, according to results of the annual Voluntary Support of Education (VSE) survey conducted by the Council for Aid to Education (CAE). Corporate and foundation giving increased by 2.4 percent and 2 percent, respectively. Both increases were ahead of inflation and demonstrate a modest recovery from 2009, when giving from both sources declined and led to an overall drop in all contributions of 11.9 percent.

Although this is good news, experts are being cautious about suggesting that giving levels are returning to normal. CAE officials point out that when

adjusted for inflation, giving declined 0.6 percent and that means support of higher education institutions is at the same level now as it was in 2006.

They are more inclined to predict that a “giving recovery” has yet to fully materialize, especially since this year’s survey showed a decline in alumni participation. Alumni giving decreased 0.4 percent, and the average alumni gift declined 0.4 percent as well.

“We’re still not out of the woods,” said Ann E. Kaplan, director of the VSE survey. “Charitable contributions to education are recovering very slowly. Still, historical patterns show that the pace of the recovery in charitable giving usually reflects overall economic recovery. As long as the economy continues to improve, we can expect further improvement in giving, even if incremental at first.”

Scholars’ Corner In the United States, a lack of educational opportunities hinders college degree attainments. The “American Dream” that sets this nation apart from others is not available for all. Latina/o children enter schools excited to prepare for a better future, but they encounter under-resourced schools.

Limited resources include a watered-down curriculum that ill-prepares students for any postsecondary options, overworked educators who label high school Latina/o students as “lazy,” and guidance counselors with caseloads of over 500 students. However, many times, in addition to students maintaining their grade point averages, they also work, take care of siblings, commute to school or are community leaders. Schools fail to nurture the dedication and excitement for education present in Latino families.

To address the lack of opportunities, as a doctoral student in the University of California-Los Angeles (UCLA), I explore institutional policies, processes and discourses as structural barriers that influence the college preparation, access and choice for Latina/o high school students. Through my research, I intend to increase the educational opportunities that facilitate academic success for Latinas/os.

My commitment to make necessary structural improvements began as a University of CaliforniaBerkeley undergraduate student. Through a work-study job, I was a college advisor for a federally funded TRIO Program. I entered the job enthusiastically to help students with college preparation. I noticed a trend of Latina/o students entering high school optimistic and with high educational aspirations. However, upon concluding high school, students deferred their postsecondary education plans. Experiences like this, along with learning about existing educational inequities, pushed me to increase my own educational goals and to strive for a Ph.D. In UCLA, with the support of professors, I have the opportunity to learn how a critical race theory in education framework leads to systemic changes. There, I am continuing my master’s thesis work, which examines how educational institutions influence university-admitted Latina/o high school students not to enroll in a university. In addition, as a graduate student researcher for the University of California All Campus Consortium on Research for Diversity, I understand the value of completing strong research deliverables to implement policies that address educational inequities.

As a 2011 American Association of Hispanics in Higher Education (AAHHE) Fellow, I have the privilege to participate in a community of graduate students and faculty who are supportive and committed to social justice. As an AAHHE Fellow, I realized my potential to contribute as a scholar. In addition, I gained the confidence to continue striving toward my goal of conducting research within the academy that challenges race-neutral education laws that disadvantage Latinas/os and other underrepresented students.

The innovative work of the AAHHE community reminds me of the Spanish saying “el que calla otorga” (he who is silent consents). AAHHE provides us with tools to challenge the educational inequities and social injustices that Latinas/os experience. Furthermore, AAHHE highlights the numerous strengths and sabiduría that Latinas/os contribute to society. With AAHHE as a nationwide entity, we do not remain silent, we do not consent to being secondclass human beings, and we secure institutional resolutions for our future generaciones.

By Nancy Acevedo-Gil Ph.D. student, University of California-Los Angeles, Graduate School of Education and Information Studies, Social Science & Comparative Education Division, Race and Ethnic Studies Concentration

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HI S PAN I C S O N T H E MO VE Parada Elected to National Academy of Sciences The National Academy of Sciences (NAS) has elected Luis F. Parada, Ph.D., to membership, one of the highest honors attainable by an American scientist. Parada, chairman of the Center for Developmental Biology at the University of Texas (UT) Southwestern Medical Center, has a bachelor’s degree in molecular biology from the University of Wisconsin-Madison, a doctorate in biology from the Massachusetts Institute of Technology and served postdoctoral fellowships at the Whitehead Institute in Cambridge, Mass., and at the Pasteur Institute in Paris.

García New Senior VP, Chief Academic Officer, for HITN The Hispanic Information and Telecommunications Network (HITN) announced that Dr. Verónica C. García, former New Mexico education secretary, has joined the organization as senior vice president and chief academic officer.

García will lead the development of new education content and programs through multiplatform delivery. She was appointed New Mexico’s first secretary of education in 2003.

California Student Aid Commission Announces Election of Murillo as EdFund Chair Enrique G. Murillo Jr., professor in the College of Education at California State UniversitySan Bernardino and commissioner with California Student Aid Commission, has been elected chair of the EdFund Board of Directors, with authority to act as

president of EdFund, when necessary. EdFund is a nonprofit corporation established by the California Student Aid Commission as an auxiliary organization.

leading a regional effort not only to recruit Latino students, but also to educate them and their families about the importance of higher education to improve their quality of life. The Atlantabased Goizueta Foundation recently awarded Armstrong Atlantic State University an $870,000 grant to continue to support a comprehensive Latino outreach, recruitment, progression and graduation initiative on campus.

Gutiérrez Named Fulbright NEXUS Scholar for Research in Western Hemisphere María-Paz Gutiérrez, a University of California-Berkeley assistant professor of architecture, has been named to the 20112012 Fulbright Regional Network for Applied Research (NEXUS) Scholar Program as part of a 20-member team working to promote best practices in fighting poverty and inequality in the Western Hemisphere. She is one of five scholars from the United States chosen for this year’s NEXUS team, organized through the U.S. State Department’s Bureau of Educational and Cultural Affairs.

Muñoz Presented with Honorary Doctorate at Puget Sound Cecilia Muñoz, longtime advocate for civil rights whose candid determination and years of civic engagement earned her a seat in the White House, received an honorary Doctor of Laws degree from the University of Puget Sound (Wash.).

Muñoz, deputy assistant to President Obama and White House director of intergovernmental affairs since January 2009, also delivered the class of 2011 commencement address. She graduated from University of Michigan-Ann Arbor in 1984 and earned a master’s degree in Latin American studies at the University of California-Berkeley.

Southern Vermont College Honors Quiñones-Hinojosa Award-winning neurosurgeon Dr. Alfredo Quiñones-Hinojosa, Johns Hopkins School of Medicine, received an honorary Doctor of Humane Letters from Southern Vermont College. QuiñonesHinojosa is associate professor of neurosurgery, neuroscience, oncology and cellular and molecular medicine, and director of the Brain Tumor Stem Cell Laboratory and the Neuro-Oncology Surgical Outcomes Laboratory at Johns Hopkins. He has a medical degree from Harvard, where he graduated with honors.

Nazario Speaks at Bunker Hill Community College Sonia Nazario, Pulitzer Prize-winning journalist, recently visited Bunker Hill Community College to discuss her book Enrique’s Journey: The Story of a Boy’s Dangerous Odyssey to Reunite with His Mother. Nazario has spent 20 years reporting and writing about social issues, including hunger, drug addiction and immigration.

Rodríguez Leads HOLA Program at Armstrong Melody Rodríguez, founder and director of the Hispanic Outreach & Leadership at Armstrong (HOLA) program at Armstrong Atlantic State University (Ga.), has spearheaded Hispanic/Latino education at Armstrong,

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HIGH SCHOOL FORUM

After School Does Matter Work Experience or After-School Activities Enrich Academics and Job Skills

C

by Mary Ann Cooper ommunities with strong after-school programs for high school students reap more than one benefit from the enterprise. In our increasingly latchkey society, students in afterschool programs have a place to belong and are off the streets – streets where they can fall into bad crowds and habits. But more importantly, high school students in some of today’s afterschool programs are developing personal habits that could give them a leg up in the current highly competitive job market.

Recently, Barton J. Hirsch, Northwestern University professor of education and social policy, led an evaluation of one after-school program, After School Matters, to gauge its impact on the successful social and educational development of high school youths. He was joined in this threeyear study by Northwestern’s Larry Hedges (professor of statistics and Institute for Policy Research fellow) and Megan A. Mekinda as well as JulieAnn Stawicki, professor from the University of Wisconsin-Extension. Support for the study came from the William T. Grant Foundation, Wallace Foundation and Searle Fund.

After School Matters (ASM) is Chicago-based, serves more than 17,000 students, and is one of the models around the country that implements apprenticeship style programs. The study sought to evaluate whether these types of programs have any impact on the social and/or educational development of high school students.

Reporting on his findings to Northwestern’s newscenter, Hirsch notes, “Our study of selected After School Matters apprenticeships found that youth in the program engaged in fewer problem behaviors, particularly gang activity and selling drugs.” Hirsch says the study also found that students enrolled in ASM exhibited more “self regulation,” a term used by psychologists to mean staying focused on goal achievement in the face of many distractions, emotional and otherwise.

“After School Matters offers paid apprenticeship-type experiences in a wide array of areas, such as technology, arts and sports. Each apprenticeship involves work in the designated

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area, learning and making use of relevant skills to accomplish a task. Instructors are present to provide information, guidance and feedback, and to introduce students to the standards, language and culture of that line of work. The experience presumably also helps students begin to appreciate and adapt to the culture of the workplace and improve the ‘soft skills’ increasingly demanded by employers. The instructors have expertise in – and in many instances earn their livelihood through – the activity that is the focus of the apprenticeship. Most instructors are not teachers. Apprentices were paid a stipend equivalent to $5/hour during our study. After-school programs that have an apprenticeship orientation, such as ASM, have the potential to provide the benefits of successful part-time work experience at a lower cost than many workforce development programs. Moreover, as after-school initiatives, they have the latitude to focus more broadly on positive youth development than might be the case with programs targeted exclusively as workforce development. Prior research on ASM suggested that its apprenticeships could provide such an environment.”

After School Matters has programs throughout the city of Chicago. Its 10-week sessions in fall and spring meet for three hours three times weekly. Two instructors with expertise in the area direct each apprenticeship.

But do these programs actually improve job skills and academic achievement?

The Hirsch-led study was conducted by following 535 Chicago high school students from 10 Chicago public high schools. All of them had applied to participate in After School Matters internships, half of the chosen ASM participants were selected by lottery. Students who applied but were not chosen as interns were considered the control group of the study. Ninety-one percent of them participated in organized afterschool activities, community-based programs or paid work. Ninety-two percent of all the students studied came from low-income households, and almost all were minority students. The study is

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the first randomized controlled study of a high school after-school program since the 1980s.

At first blush, the study findings seem to negate the importance of ASM and similar internship programs. Indeed, Hirsch and his colleagues found no statistically significant difference between students in After School Matters and the control group in the areas of job skills and academic performance. Hirsch points out, however, that not all the benefits of programs like ASM are measured in job skills and academic achievement. He says the results of his study are “promising” in terms of those additional benefits and the potential for fine-tuning afterschool programs to maximize their impact.

Hirsch notes, “The After School Matters apprenticeships were more oriented toward skill development, creating a product and looking toward the future – and this seems to have paid off.”

One of the reasons there was no statistical difference between the control group and the ASM interns was that ASM interns were not being compared with students not participating in any organized after school activity. Quite the opposite was true. The original premise of the study was that the students in the control group would not be involved in after school activities or work, but Hirsch and his colleagues soon discovered that the premise needed to be changed. In fact, there were organized after-school activities that the control group could avail itself of, or its members could find paid employment opportunities in their community, and 91 percent of those students did just that. Digging into the study, the case can be made that after-school programs do matter in terms of developing school and job skills. And the methods matter less in terms of skill success. There is no way to determine how a control group with no participation in after-school activities would fare against ASM and other similar programs, but the point can be made that when comparing certain kinds of after-school activities with ASM, there are benefits to the ASM approach, uncovered by the Hirsch-led study, that may have social devel-

opment and behavioral value to the student and the community at large.

Where ASM maintained an edge over workrelated experience or traditional after-school activities in the control group were the areas of positive youth development and problem behavior.

According to the study, “Youth in the treatment group reported significantly higher self-regulation than youth in the control group. This reflected a preventive impact: both groups reported a decline in self-regulation over the course of the year, but the decline was less among ASM youth.”

Although as previously stated, there was no statistical difference between students in ASM and the control group in terms of school grades and job-skill training, ASM interns did have an edge in that they developed a more positive identification with their own schools.

More dramatic was the difference in ASM interns and the control group in regard to behavior problems. The study noted, “Youth in the treat-

ment group [ASM] reported significantly fewer problem behaviors than youth in the control group. This again reflected a preventive impact: both groups reported a slight increase over time, but the increase was less for ASM youth. In terms of individual items, there were significant differences favoring ASM for two of the crime items: selling drugs and participating in gang activity.”

Hirsch is cautious in his approach to any conclusions reached by his study. He points out that the programs he and his team studied were toptier ASM programs. Says Hirsch, “Because the 13 apprenticeships that we studied were among the best After School Matters offered, we still don’t know how the average After School Matters apprenticeship compares with the average .alternative after-school program.” Again, the decision to study those successful ASM programs is consistent with the aim of Hirsch and his colleagues.

The study intended to measure the effectiveness of ASM programs that were well-executed. ASM

programs studied were chosen based on preliminary evaluations and professional recommendations. The internships covered a wide range of areas, including graphic design, computer repair, culinary arts and songwriting.

As for After School Matters, it welcomed the scrutiny and has already utilized some of the study’s findings to improve its internship programs. After School Matters Executive Director David Sinski explained, “It’s important for us to have this validation of what we do well and ensure we apply the findings to all After School Matters programs.”

Sinski said that ASM has formed a Program Quality Division to examine the ASM internship program model and make ongoing improvements and refinements. Part of the responsibility of the Program Quality Division is to improve the training of internship instructors. He says the improvements this division can bring “will result in even greater outcomes for teens in our programs.”

Theory into Practice Hirsch and his researcher colleagues found that having job and academic skills and being able to effectively communicate them were two entirely different things. One of the study’s conclusions was that ASM should develop new ways to allow students to make the connection between the skills they are taught in ASM programs and the ways in which those same skills will help them land a job they want.

As a result, Hirsch and his colleagues worked with human resources professionals to develop an important offshoot of the study: a curriculum for teaching job interview skills. Hirsch says the employment rate among teens improved dramatically when the student was exposed to that curriculum.

“In several Chicago Public Schools classrooms where students went through interview training, the mock interviews nearly tripled the would-be hiring rate.” Many job sites have recognized the importance of having interview skills that ensure a prospective employer knows the applicant has the right stuff for the job.

Here are some tips from Monster.com and Careerbuilder.com to keep applicants from hiding their light under a bushel – especially if they’re Hispanic.

• Dress for Success – Any counselor will tell you that showing up in jeans and a tee shirt for a job interview is a nonstarter, but according to Monster.com, you can go overboard in the other direction. Many young people dress for an interview as if they were going to a party. Often urban youth from a blue collar home may have no experience with the term “business attire” or “business casual attire.” Those helping students to brush up on their qualifications need to explain those terms to them. The “talk” also should include a reminder not to go overboard or out of the norm on hairstyles, jewelry or makeup.

• Avoid TMI – While saying too little about oneself is a problem, too much information is another. Monster.com cautions that volunteering some personal information – everything from political beliefs to religion – may have an unintended, and perhaps even subconscious, negative effect on job prospects. Tell students in your charge to avoid that pitfall by rehearsing the answer to the query that most employers pose and that provokes the most troublesome answers – that is: Tell me about yourself.

• Do a Dry Run – You can help students achieve better results in the interview process by posing as a potential employer and putting your student through a mock interview. Think of it as the practice most lawyers go through when they are preparing a witness for trial. Monster.com also suggests students actually do a trial run to the location of the interview so they won’t get lost and arrive late. Nothing sinks chances of employment like being tardy for an interview.

• Bilingual? Make Sure They Know It – According to Careerbuilder.com, students need to realize that showing up to an interview with an Hispanic surname doesn’t automatically signal to prospective employers that they are bilingual. Often, students who are bilingual don’t bring it up in an interview unless they are asked. That’s hiding an important asset that could be the difference between being hired and not hired. In her book Best Careers for Bilingual Latinos, Graciela Kenig says the top industries for bilingual candidates include health care, financial services, sales and marketing, social services and bilingual teachers, and consumer credit counselors. So, make sure your student indicates this asset on his résumé and cover letter and points this out to the interviewer.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

U.S. Education Secretary Duncan Says Hispanic Students Face Grave Educational Challenges and Their Success Must Be a Top Priority WASHINGTON, D.C.

U.S. Education Secretary Arne Duncan recently urged parents, educators and school leaders at every level of government to make Hispanic educational excellence a national priority. Duncan’s challenge follows the release of a sobering new report on the Hispanic achievement gap (http://nces.ed. gov/nationsreportcard/studies/gaps/) by the National Center for Education Statistics (NCES), the U.S. Department of Education’s statistical center.

Mathematics and reading scores for Hispanic students have increased over time, but the gap between Hispanic students and their White counterparts on the National

NAICU: Private Colleges Slowing Down Tuition Increases and Increasing Student Aid WASHINGTON, D.C.

Published tuition and fees at private, nonprofit colleges and universities are increasing an average of 4.6 percent for the 2011-12 academic year, while institutional student aid is growing by an average of 7 percent, according to a survey of member institutions conducted by the National Association of Independent Colleges and Universities (NAICU).

Over the last three years, published tuition increases have held steady in the mid4 percent range. This compares to an aver32

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Assessment of Educational Progress has not changed since the 1990s, according to the comprehensive report by NCES. Over the same period, the gap between nonlimitedEnglish-proficient Hispanic students and their White peers narrowed.

In the knowledge economy, Duncan said it is more vital than ever that every child in America be able to go as far as his or her potential, talent and energy will allow.

“Race and ethnicity shouldn’t be factors in the success of any child in America,” said Duncan. “Hispanic students are the largest minority group in our nation’s schools. But they face grave educational challenges that are hindering their ability to pursue the American Dream. We must expand their educational opportunities at every level of the P-12 system to compete with the rest of the world.”

Expanding opportunities is crucial to reaching the Obama administration’s goal of

having the world’s highest share of college graduates by 2020. “We cannot achieve the 2020 goal without challenging every level of government to make the educational success of Latinos a top priority,” said Duncan.

“America’s future depends on it.”

Juan Sepúlveda, the director of the White House Initiative on Educational Excellence for Hispanics, noted that the Obama administration is working in partnership with communities across the country.

“Low Hispanic educational attainment levels aren’t just a problem for the Latino community. Every American has a stake in this,” said Sepúlveda. “We’ve brought major organizations and key people from inside and outside the education system together to tackle this challenge. We’re focused on advancing and accelerating achievement, access and attainment for Hispanic students so they’re ready for college and a career and to compete globally.”

age annual increase of 6 percent during the 10 years prior to the economic downturn.

This fall’s 7 percent increase in institutional student aid comes on top of 9 percent and 6.8 percent increases, respectively, in 2009-10 and 2010-11. (This is only the third year NAICU has collected student aid figures from its member institutions as part of the annual tuition survey.)

“In response to the economic downturn, private colleges have worked to slow down tuition increases, while increasing institutional student aid at a faster rate,” said NAICU President David L. Warren. “During a difficult time for students and families, private colleges have stretched their resources to keep out-of-pocket expenses for students as low as possible, enhance the educational

value they provide and remain competitive in the marketplace.”

Large investments in institutional student aid have helped to actually reduce inflationadjusted net tuition (published tuition less all grant aid and federal higher education tax benefits) at private colleges in the past five years. According to the College Board, inflation-adjusted net tuition and fees at private colleges declined 11.2 percent, from $12,750 in 2005-06 to $11,320 in 2010-11.

“More than ever, private colleges are competing on value provided for the dollar,” said Warren. “Providing an excellent education, while keeping out-of-pocket costs for consumers as low as possible, is job one for our institutions.”

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New Research Shows More LowIncome Young Adults Starting at For-Profit Colleges WASHINGTON, D.C.

While attention from policymakers, higher education leaders, nonprofit groups and the business community remains focused on college completion and loan debt, where students start their studies in large part determines the likelihood of completing a degree program and chances of facing longterm financial distress. In a new brief, Portraits: Initial College Attendance of Low-Income Young Adults, experts at the Institute for Higher Education Policy (IHEP) suggest that poverty still matters a great deal in terms of the types of institutions at which young adults are initially enrolling. In particular, they find that low-income students – between ages 18 and 26 and whose total

Two Reports Reveal Alarming Facts About the Prospects of Young Men of Color NEW YORK, N.Y.

Nearly half of young men of color age 15 to 24 who graduate from high school will end up unemployed, incarcerated or dead before their 25th birthday. This jarring statistic is just one of many highlighted in two reports released in June by the College Board Advocacy & Policy Center at an event held in collaboration with the Harvard University’s W. E. B. Du Bois Institute for African and African American Research in Cambridge, Mass. The reports, The Educational Experience of Young Men of

www.hispanicoutlook.com

August 22, 2011

household income is near or below the federal poverty level – are likely to be overrepresented at for-profit institutions and are likely to be underrepresented at public and private nonprofit four-year institutions.

According to the brief, from 2000 to 2008, the percentage of low-income students enrolling at for-profits increased from 13 percent to 19 percent, while the percentage enrolling in public four-year institutions declined from 20 percent to 15 percent.

Portraits also include facts pointing to the significant differences by race and gender as low-income females on the whole were twice as likely as low-income males to start at a for-profit institution. For example, data from the brief show that more Black and Hispanic females from low-income backgrounds started at for-profit institutions than at both public and private four-year institutions combined.

• There are 5.5 million more first-year

students enrolled in postsecondary education than at the start of the 21st century; two out of every five of whom come from a lowincome household • 19 percent of low-income young adults were enrolled at for-profit institutions in 2008, versus 5 percent of their more financially prosperous peers • Low-income female students from every racial/ethnic group are nearly three times as likely to attend for-profits as their higherincome female counterparts “It’s quite clear, based on our research, that for-profit institutions will be around for some time as they are the fastest-growing sector of U.S. higher education,” said IHEP President Michelle Asha Cooper, Ph.D. “Therefore, we must ensure that these and other institutions educate low-income students well, and provide them with degrees and credentials that bring about lifetime benefits.”

Color: A Review of Research, Pathways and Progress and Capturing the Student Voice, are especially relevant given the need for these young men to attain postsecondary degrees if the nation’s economy is to thrive and compete globally.

The reports provide comprehensive data, research findings and recommendations to improve the educational experiences and pathways of young men of color. The qualitative research study, conducted in collaboration with the Business Innovation Factory (BIF), provides findings from 92 in-depth personal student interviews that are captured through video storytelling. This information is combined in a dynamic website.

Together, these resources provide a compelling narrative that tracks the progress

and pitfalls for young men of color from high school through college. In addition, there is a legal implications and policy brief that provides guidance for designing programs and policies to serve these students.

Last year, the College Board Advocacy & Policy Center released a report that explored The Educational Crisis Facing Young Men of Color. The new initiative builds off that work.

“At a time when our nation is committed to reclaiming its place as the world leader in higher education, we can no longer afford to ignore the plight of our young men of color,” said Gaston Caperton, College Board president. “As long as educational opportunities are limited for some, we all suffer.”

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DEAN, COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Bridgewater State University seeks nominations and applications for the position of Dean of the College of Humanities and Social Sciences.

Founded in 1840 by Horace Mann, Daniel Webster and John Quincy Adams, Bridgewater State University is one of the oldest public institutions of higher education in the United States, and is a premiere public university of the Commonwealth of Massachusetts. Bridgewater today is a dynamic, vibrant community of students and scholars, with excellent facilities, an outstanding range of academic programs and a broad array of undergraduate learning experiences.The University’s trajectory of excellence is fostered by intensive interactions between faculty and students; a commitment to diversity and global awareness; a heightened sense of civic responsibility and public service; and the deployment of new technologies into all forms of teaching and learning. As the comprehensive public institution in Southeastern Massachusetts—one of the fastest-growing regions in New England—Bridgewater State University is home to over 11,200 students and over 300 faculty members, making it the eighth largest institution of higher education, public or private, in the Commonwealth.The University is situated on an idyllic, 270-acre campus, and is approximately 45 minutes from Cape Cod and Boston, to which it is linked by commuter rail.The cultural and intellectual resources of the greater Boston area are world class.

Bridgewater State University houses five distinct Colleges: the College of Humanities and Social Sciences, the College of Education and Allied Studies, the College of Business, the College of Science and Mathematics and the College of Graduate Studies. Forward thinking and vast energy have allowed Bridgewater to invest nearly $300 million in an unparalleled program of construction, renovation and renewal over the past decade. A new academic building that will serve as the home of the College of Humanities and Social Sciences is in the early stages of development. During the past decade the number of faculty has increased by almost 22%, more than any other public institution in Massachusetts; among the Commonwealth’s ten largest institutions, public and private, none have added faculty at a faster rate.The new dean will play a key role in the continuing expansion of the faculty.

Thoughtful planning preserved the pre-recession budgets of all academic departments.A wide array of energetic faculty development programs, already well supported, continues to expand and flourish.The University’s Center for International Engagement has teaching, research and exchange partnerships with universities in 23 countries around the world. Of central importance is that the University comprehensively and concretely supports the belief that its students have the capacity for the extraordinary.The resulting high caliber teaching, vital undergraduate research programs and vigorous academic support programs have in turn helped our students to earn national awards and admission to top-tier graduate schools.

The Dean of the College of Humanities and Social Sciences serves as the chief academic officer of the College and reports directly to the Provost. She or he works collaboratively with talented department chairs, faculty, librarians and other deans of the University to shape and articulate the goals of the College and to promote excellence in teaching, scholarship, research, creative pursuits and service.The College consists of the departments of Anthropology,Art, Communication Studies, Criminal Justice, Economics, English, Foreign Languages, History, Music, Philosophy, Political Science, Psychology, Social Work, Sociology,Theater and Dance and several area studies programs.

More specifically, the responsibilities of the position include, but are not limited to: leading the College’s strategic planning efforts; developing, scheduling and supervising instructional programs in the College; allocating resources to departments, including faculty, support staff, budgets, and space; directing its program of faculty recruitment; working with department chairs to ensure continuous improvement through program reviews and accreditation; fostering a culture of professional development and academic achievement; assisting in the planning of a new building that will be the home of the College; and further developing interdisciplinary collaboration among the departments of the College as well as with the other Colleges within the University.

Applications: A full description of the responsibilities of the position, the required qualifications, and an electronic application can be found at: http://jobs.bridgew.edu/applicants/Central?quickFind=54072 Review of applications will begin October 17, 2011 and continue until the position is filled. Applicants should attach to their on-line application a letter of interest and curriculum vitae, which includes four professional references.

Bridgewater State University is an affirmative action/equal employment opportunity employer which actively seeks to increase the diversity of its workforce.

Delivering the breadth, depth and quality programming of a university for more than a century For a complete listing of all available positions, and to apply online visit http://jobs.bridgew.edu

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NETWORK N E T W O R K FFOR O R ACADEMIC A C A D E M I C RENEWAL R E N E WA L

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Arts and Humanities: TToward oward a Flourishing State? e?

A TTwenty-First-Century wenty-First-Century Imperative

Long Beach, California October 13–15, 2011

Providence, Rhode Island November 3–5, 2011

Student Success:

General Education andd Assessment: New Contexts, New Cultures tures

Pushing Boundaries, Raising Bars

New Orleans, Louisiana Februaryy 23–25, 2012 Februar

Seattle, W Washington ashington March Mar ch 22–24, 2012

Network for Academic Renewal: l: Exploring together the latest advances nces in teaching and lear learning; ning; faculty rroles oles and leadership; diversity,, equity equity,, and inclusive excellence; and general education and outcomes assessment; diversity strategies for student success in undergraduate ndergraduate education.

For more information formation or to register: www www.aacu.org/network .aacu.org/network acu.org/network • 202.387.3760 60 • network@aacu.org

PRESIDENT Stark State College Stark State College provides quality, high-value associate degrees and professional development in a student-centered learning environment. The College offers more than 230 programs of study in academic and workforce development disciplines to 15,500 credit students, 4,579 non-credit students and serves the culturally and economically diverse population of Stark County (population 380,000) and surrounding counties in northeast Ohio. Through its main campus in North Canton and through satellite sites across the county and distance learning modalities, SSC plays a vital role in providing educational and economic development opportunities. Through public-private partnerships with organizations such as the Rolls-Royce Fuel Cell program and the Gates Foundation “Completion by Design” program, SSC is in the van-guard of national initiatives while it remains focused on serving the educational needs of area citizens and businesses of Stark County. The Board of Trustees of Stark State College seeks an experienced higher education administrator to serve as a dynamic, innovative and energetic leader of SSC. The successful candidate will maintain and enhance Stark State College’s growing leadership in national higher education initiatives, lead the College’s strong commitment to student success and position it as the primary resource for academic opportunities in Stark County.

For a full position description and application procedures, visit: www.starkstate.edu/presidential-search or www.acctsearches.org Applicants are encouraged to submit a complete application prior to September 12, 2011 for best consideration. For confidential inquiries, nominations or additional information contact Narcisa Polonio, ACCT (202) 276-1983, npolonio@acct.org or John Steinecke, ACCT, (202) 384-6539, jsteinecke@acct.org In compliance with Federal and State laws, Stark State College is an equal opportunity employer and Stark State College prohibits discrimination in employment because of race, color, religion, national origin, sex, age, disability or veteran status. Applications are considered for all positions without regard to race, color, religion, sex, national origin, age, marital or veteran status, or the presence of a non-job related medical condition or disability.

Executive Searches http://www.acctsearches.org

Samuel Merritt University, founded in 1909 and located in Oakland, California, educates health science practitioners to be highly skilled and compassionate professionals making a positive difference in diverse communities. Over 1,400 students are enrolled at SMU, with campuses in Oakland, Sacramento, San Francisco and San Mateo.

The University offers an undergraduate degree in nursing; master’s degrees in a variety of nursing fields, occupational therapy, and physician assistant; and doctoral degrees in physical therapy and podiatric medicine. For more information visit the SMU website:

www.samuelmerritt.edu

Persons of color are encouraged to apply.

Samuel Merritt University is an Equal Opportunity Employer 08/22/2011

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Dean, College of Business The University of South Florida (USF) seeks a dynamic leader for the position of Dean, College of Business to provide the vision and leadership to guide the College to new levels of achievement and impact.

PRESIDENT Newton, MA

The College of Business (COB) enrolls approximately 5,400 undergraduate students and 855 graduate students, 72 of whom are pursuing doctoral degrees. The College offers nine undergraduate majors and offers six graduate degree programs, including three different tracks for MBA candidates and a brand-new master’s degree program in real estate and sustainability. The College has collaborative agreements with the Center for American Education in Singapore and the Universidad de San Ignacio de Loyola in Peru. The Business Honors Program and Corporate Mentor Program also enhance the opportunities and experience for students within the College and the Small Business Development Center and the Center for Entrepreneurship provide strong connections to the community.

Mount Ida College seeks an exceptional leader to serve as President.

The College has created a diverse and supportive community by blending strong professional preparation with a liberal arts foundation. It seeks visionary, mission-driven, and entrepreneurial leadership to build on the growth of the last decade. This is an opportunity to enhance the visibility, reputation, and market position of Mount Ida College regionally, nationally, and internationally.

As chief academic and administrative officer of the College, the Dean is responsible for providing visionary and strategic intellectual leadership for the College. The Dean is the principal representative for the College internally and externally with responsibility for continually enhancing the College’s profile, resource streams and connection with alumni and the community. Reporting to the Provost, the Dean has responsibility for all administration and management of the College and its faculty.

Mount Ida’s new President will work to ensure the College’s funding and fiscal stability, while also strengthening external financial support, improving alumni giving, and building the endowment. S/he will lead the College in achieving its goals of expanding enrollment, increasing retention and graduation rates, developing master’s level and niche programs, reaching more non-traditional students, and implementing strong outcomes assessment and continuous improvement initiatives.

Founded in 1956, The University of South Florida is a high-impact, global research university dedicated to the success of its students and the success of Florida. USF is a multi-campus system with locations in Tampa, St. Petersburg, SarasotaManatee, and Lakeland, welcoming over 47,000 students from across the country and around the globe. It is one of only 25 public research universities nationwide with very high research activity that is designated as community engaged by the Carnegie Foundation for the Advancement of Teaching. As set forth in the University Strategic Plan, USF seeks to become eligible for membership in the American Association of Universities (AAU).

The successful candidate will be an energetic and highly accomplished individual with a demonstrated record of administrative accomplishment, transformative leadership and the ability to work collaboratively within COB and across the university. This individual will also be an engaging representative of COB to external stakeholders with the ability to cultivate resources and develop productive relationships for COB. A qualified candidate will possess academic credentials and a record of scholarly achievement that merits the rank of full professor at USF or the achievement of the highest level of distinction in business or other areas pertinent to the mission of the College. For additional information, please see the full position description at http://www.acad.usf.edu/Faculty/Recruitment/ dean-coba.htm.

Review of applications and nominations will begin no later than September 23, 2011, and will continue until the position is filled. The University of South Florida will be assisted by Ellen Brown, Joe Haberman and Tracie Smith of Heidrick & Struggles, Inc. For confidential inquiries, please contact us at 404.682.7316.

Nominations and applications should be directed to: Heidrick & Struggles, Inc. USF COB Dean Search 303 Peachtree Street, Suite 4300 Atlanta, GA 30308 email: usfdean@heidrick.com The State of Florida’s public records law extends to application materials for positions in the University of South Florida System. Public records are available for inspection and copying upon request. As a potential applicant for the position of Dean, Colege of Business, please be aware that at the time you submit your application for a position within the USF System your application and supporting materials become public records. The University of South Florida is an afirmative action/equal opportunity employer dedicated to excelence through diversity.

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Founded in 1899, Mount Ida has evolved into a four-year independent coeducational college with 25 bachelor degree programs, four associate degree programs, and a master’s in management degree. The College comprises five schools – Arts and Sciences, Business, Design, Animal Science, and the New England Institute – on a 72-acre suburban campus, eight miles from downtown Boston. Market-responsive programs include Veterinary Technology, Interior Design, Dental Hygiene, Sports Management, Criminal Justice, Psychology, and Funeral Home Management and Bereavement Studies. The College also provides strong academic support through a variety of programs and services, from Honor Scholars to a TRIO program. With over 1,400 full-time students, two-thirds in residence, from 25 states and 35 countries, Mount Ida has a student-faculty ratio of 12:1, with most classes having fewer than 20 students.

The successful candidate will be an innovative leader – someone who thrives in a climate of change – with communications skills appropriate to the demands of fundraising and community relations for a small college. S/he will bring a strong history of building external financial support as well as successful marketing and institutional positioning. The capacity to engage with multiple constituencies, build collaborations, and develop a strong management team, combined with demonstrated success leading a motivated, leanly staffed and capitalized endeavor highly dependent upon earned revenue, will be critical. A commitment to diversity and the nurturance of the Mount Ida College community is essential. A terminal degree is strongly preferred.

The Board of Trustees has named a Presidential Search Committee including representatives of the College’s Board, faculty, staff, and students. The executive search firm Isaacson, Miller, led by Vice Presidents Alan Wichlei and David Haley with Managing Associate, Sarah Herman, has been engaged to assist with the search.

Please direct all inquiries (including requests for a detailed position profile), nominations, and applications in confidence to: Sarah Herman, Isaacson, Miller, 263 Summer Street, Boston, MA 02210; Email: 4274@imsearch.com. Electronic submission of materials is strongly encouraged.

The search will remain open until the position is filled. To ensure full consideration, applications should be submitted by October 14, 2011.

Mount Ida College is an Equal Opportunity Employer. Applications and nominations of individuals who would increase the richness of the college's diversity are welcomed.

For more information about Mount Ida College, please visit its website: www.mountida.edu.

VICE PRESIDENT

FOR ACADEMIC AFFAIRS Director, Academic Advising FT, responsible for managing the daily activities of the Advising Center, design & implement initiatives for increased retention & early alert systems.

Provides advising services to students & prospective students with regard to academic issues, educational planning, test interpretation, career information, new student orientation, & information & referral services for personal counseling needs. Serves as liaison between GTCC & other colleges & universities to facilitate the college transfer process.

Qualifications: Bachelor’s deg req’d, Master’s deg pref. Possess strong written & oral communication abilities & human relations skills. Possess excellent interpersonal skills. Computer proficiency.

Knowledge of integrating online & web-based tools & implementing those tools. Must have general knowledge of the community college system.

General knowledge & experience working with traditional & non-traditional, multicultural postsecondary students. Excellent analytical skills.

Ability to maintain confidentiality of students’ records. Acceptable background check is required.

Visit our website www.gtcc.edu for more information & to apply.

Open until filled.

EOE

The Hispanic Outlook Is Now Also Available As A

Digital Magazine!

California State University, Fullerton is a large, comprehensive, urban university with approximately 1,670 full- and part-time faculty and a diverse student body of approximately over 35,500 enrolled in Fall 2010. The university offers a broad spectrum of degree programs in liberal arts and sciences as well as applied and professional fields with 55 at the baccalaureate level and 50 graduate programs including a doctorate in education. Learning is preeminent at Cal State Fullerton.

We combine the best qualities of teaching and research universities where actively engaged students, faculty and staff work in close collaborations to expand knowledge.

Research and other creative activities are enhanced by the proximity of the campus to nationally recognized business, cultural, and educational institutions. Faculty members were awarded more than $28.7 million in grants and contracts for research and scholarly activities in 2009-10.

The university has a longstanding tradition of collegial governance.

Cal State Fullerton is strongly committed to achieving excellence through cultural diversity. CSUF is a designated Hispanic Serving Institution (the only one in Orange County) and an Asian American and Pacific Islander Serving Institution.

We are ranked 5th in the nation in terms of baccalaureate degrees awarded to minorities. In addition to meeting fully its obligations under federal and state law, Cal State Fullerton is committed to creating a community in which a diverse population can live, work and learn in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual. To that end, all qualified individuals will receive equal consideration without regard to economic status, race, ethnicity, color, religion, national origin or cultural background, political views, sex or sexual orientation, disability or Veteran's status or other personal characteristics or beliefs.

POSITION SUMMARY: The Vice President for Academic Affairs is the chief academic officer of the University, is a member of the President’s Administrative Board, and reports directly to the President. The Vice President is one of five vice presidents of the University. The Vice President provides academic leadership for all the University’s undergraduate, graduate, research and public service programs. The Vice President is responsible for managing more than 3,000 faculty and 300 staff members, as well as eight colleges, contracts and grants, institutional research, outreach, admissions and records and international partnerships. Academic programs are initiated, developed and recommended by the faculty through the Academic Senate and its many committees. The Vice President’s leadership and administrative style must complement this process and be effective in stimulating collegiality and cooperation. The academic Vice President works closely with the President, the academic associate vice presidents, college deans, and program directors regarding all instructional related planning and operational matters. Responsibilities include: academic program planning, budgeting, development and implementation; faculty recruitment, review and development; institutional and funded research; external funding and partnerships; university library and extended education. The Vice President chairs the Council of Deans which includes Deans from the Colleges of the Arts, Communications, Education, Engineering & Computer Science, Health & Human Development, Humanities & Social Sciences, Natural Sciences & Mathematics, Mihaylo College of Business & Economics, University Extended Education, Irvine Campus and the Director of the University Library.

QUALIFICATIONS: • An earned doctorate acceptable for appointment at the rank of full professor within a discipline encompassed in the university.

• Distinguished record of achievement in university teaching, scholarship and/or creative activity.

• A minimum of six years of successful administrative experience.

• A minimum of three years of responsibility for a major academic unit at the level of Dean or higher.

• Demonstrated ability to provide sustained leadership in a dynamic and rapidly changing environment.

• Demonstrated competencies in budget planning and administration; faculty/staff development and management; program planning, development and evaluation; and resource allocation.

• Broad knowledge of various facets of a large multi-disciplinary university.

• Keen understanding of the instructional, research, and creative needs of undergraduate and graduate programs in the liberal arts and sciences, professional disciplines, and interdisciplinary studies as well as doctoral programs in Education and Nursing.

• Commitment to providing leadership that encourages external grants and contracts.

• Ability to collaborate effectively with faculty, staff, students, and all other major units of the university as well as the broader educational community.

• Demonstrated commitment to shared faculty governance in a collective bargaining environment.

• Demonstrated effectiveness working in a multi-cultural environment with a commitment to campus-wide educational equity and retention.

• History of communication and cooperation with faculty, staff, and students in a clear, open and democratic manner.

• Familiarity with the application of instructional technology.

• Flexible working style.

COMPENSATION: The University seeks to fill this position by January 3, 2012. Starting salary will be competitive and commensurate with experience and qualifications. The position includes a broad attractive benefits package.

www.hispanicoutlook.com

for additional information

APPLICATION PROCEDURE: To assure full consideration, submit application materials by September 16, 2011. Position will remain open until filled. Applicants are asked to provide a cover letter with statement of qualifications, a curriculum vita, and the names, addresses and telephone numbers of at least five (5) references.

All materials should be sent to: Chair, Search Committee for Vice President for Academic Affairs, Office of the President, California State University, Fullerton, P.O. Box 6810, Fullerton, California 92834-6810, Attention: Cassandra Newby, Executive Secretary to the President, Email: cnewby@fullerton.edu ACHIEVING A CLIMATE OF SUCCESS THROUGH DIVERSITY & EQUITY An Equal Opportunity/Title IX/503/504/VEVRA/ADA Employer

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Assistant or Associate Professor (9-month appointment basis) Dept. of Animal Science, College of Agriculture and Life Sciences, Cornell University Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university and New York's land-grant institution.

Its staff, faculty, and students impart an uncommon sense of larger purpose and contribute creative ideas and best practices to further the university's mission of teaching, research, and outreach.

The Department of Animal Science within the College of Agricultural and Life Sciences (CALS) invites applications for a tenure-track position as Assistant or Associate Professor of Dairy Cattle Biology and Management.

This is a research (50%) and teaching (50%) position. Appointment is on an academic year basis. The successful applicant will develop and lead an externally-funded research program directed toward improving the productive efficiency and well-being of dairy cattle in modern production systems.

The research program should focus on one or more key areas within the biology of dairy cattle (lactation biology, milk quality and mastitis, reproductive physiology, stress physiology, animal behavior, or applied genetics). Integration of one of these areas with the function and profitability of dairy management systems is expected. This research may provide but is not limited to new approaches to improve the efficiency of nutrient use, animal well-being, the quality of milk products, and economic and environmental sustainability of dairy production. Motivation to develop strong collaborations within the Department and across the University is essential.

Teaching responsibilities will consist of the introductory dairy cattle principles course and an upper-level undergraduate course focused on integrated concepts of dairy herd management. Integration of the biology and management of dairy cattle with production economics of the dairy industry is a critical component of the undergraduate teaching curriculum and is expected to be a key element of the teaching responsibilities of this position. Appointee will also have significant responsibility in advising and mentoring of undergraduate students and graduate students. The dairy program has a current enrollment of approximately 120 students comprising some 25% of the Animal Science major. Accordingly, the teaching responsibilities have a significant impact on the overall departmental program.

Rank: Assistant or Associate Professor, appointment on an academic year (9-mo) basis, tenure track.

Closing Date: Applications will be reviewed starting August 15, 2011 and continue until a successful candidate is identified.

Date Available: January 1, 2012 Location: Department of Animal Science, College of Agriculture and Life Sciences, Cornell University, Ithaca, NY. Support: Laboratory space and an excellent start-up package will be offered. A competitive salary will be commensurate with training and experience, and an attractive fringe benefits package will be provided.

Cornell University seeks to meet the needs of dual career couples. Please visit http://www.unyherc.org to see positions available in higher education in the upstate New York area.

Qualifications: A Ph.D. in Animal Science, Dairy Management or related field is required. Applicants must have demonstrated competence in dairy cattle research; postdoctoral experience is preferred. Applicants must be committed to both research and teaching excellence. Appointment to Assistant or Associate Professor rank is commensurate with experience and other qualifications.

Application: Send a complete resume, complete transcripts, a statement of research and teaching goals, and the names of at least three individuals who are willing to provide letters of reference to: W.R. Butler, Chairman Department of Animal Science 149 Morrison Hall Cornell University Ithaca, NY 14853-4801 Phone: 607-255-2862 • Fax: 607-255-9829 Email: wrb2@cornell.edu College of Agriculture and Life Sciences Developing Leaders. Improving Lives. Shaping the Future.

Cornell University is an affirmative action/ equal opportunity employer and educator.

CARLETON COLLEGE Carleton College has tenure-track positions open in the following departments for Fall 2012: •

Chemistry (Biological Chemistry)

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Sociology and Anthropology (Sociology)

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Theater and Dance (Theater)

Positions are at the Assistant Professor level (with Ph.D. completed or substantially completed by time of appointment).

In extraordinary cases, higher rank will be considered.

Carleton is a highly selective liberal arts college with 1950 undergraduates located 45 miles south of Minneapolis and St. Paul.

Carleton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, national origin, marital status, veteran status, actual or perceived sexual orientation, gender identity and expression, status with regard to public assistance, disability, or age in providing employment or access to its educational facilities and activities.

For a full description of these positions, visit Carleton’s web site at https://jobs.carleton.edu/.

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Chancellor Baton Rouge Community College Baton Rouge Community College (BRCC) invites nominations and applications for the position of Chancellor. The Chancellor reports to the president of the Louisiana Community & Technical College System. The System is comprised of seven community colleges, two technical community colleges and seven technical colleges all offering world class programs. Each college has its own character with consistent System goals and plays an important role in expanding Louisiana’s workforce by offering degrees and certificates to meet the needs expressed by their communities and that complement the local community.

Baton Rouge Community College is located in the state capital about 80 miles northwest of New Orleans, a city rich in culture, entertainment, and heritage. Baton Rouge has a population of approximately 230,000.

Established in 1998, BRCC has evolved into a major center of education.

The enrollment has grown to approximately 8,500 students that reflect a growing statewide, national and international representation.

Located on a 60 acre campus, the college has 13 buildings that are less than 12 years old, with an additional location near downtown Baton Rouge. At BRCC, students have a choice of over 17 associate degrees and ten certificates. It is a fully accredited institution with the Southern Association of Colleges and Schools (SACS) and has continuously developed worldclass curricula in traditional and new disciplines, utilizing state-of-the-art technology to facilitate learning.

The mission of Baton Rouge Community College is to identify and meet the educational and workforce needs of our community through innovative, accessible and dynamic programs.

To learn more about BRCC and the position, please visit www.mybrcc.edu.

Required qualifications for the position include: •

•

A minimum of five years high level executive experience with demonstrated performance of exceptional quality, preferably in a comprehensive community college.

An earned doctorate with a background in high education administration is preferred. Administrative experience in other disciplines will also be considered.

For a full position description and the application procedures, you may also visit: www.lctcs.edu or www.acctsearches.org Salary and benefits are competitive. The review of the applications will continue until the position is filled. Candidates are encouraged to submit a complete application prior to: Wednesday October 5, 2011 An Association of Community College Trustees Assisted Search Confidential inquiries regarding the application process or nominations should be directed to Dr. Narcisa Polonio, ACCT Vice President for Research, Education and Board Leadership Services at (202) 276-1983 mobile, (202) 775-4670 office or npolonio@acct.org. ***An ACCT Search*** www.acctsearches.org

AMERICAN UNIVERSITY TENURE-TRACK/TENURED POSITION ANNOUNCEMENTS http://american.edu/hr/ft-faculty.cfm American University is an independent, coeducational university with more than 11,000 students enrolled in undergraduate, master’s, and doctoral and professional degree programs. The university attracts students from many different backgrounds, from all 50 states, the District of Columbia, Puerto Rico and the territories, and nearly 150 foreign countries. Located in the nation’s capital, the campus is in a beautiful residential neighborhood, a short distance from the city’s centers of government, business, research, commerce, and the arts.

Please refer to the Human Resources website listed above for more information about each position. Inquires may also be directed to the appropriate academic unit.

All applicants must possess the appropriate terminal degree, the ability to balance teaching and scholarship, prepare students to live and work in a diverse world, utilize information technology in the classroom, and promote interdisciplinary inquiry and experiential learning.

Applications are invited for tenure-track and tenured faculty positions beginning AY 2012-13. All positions are at the assistant professor level unless indicated otherwise.

COLLEGE OF ARTS AND SCIENCES Biology (Assistant or Associate): Microbiology and/or infectious diseases Chemistry: Biochemistry Economics (2 Positions): Macroeconomics and international financial policy; macroeconomic theory and monetary policy (Assistant or Associate) Environmental Science (Assistant or Associate): Hydrology History (2 Positions): Islamic world; Early American (Assistant or Associate) Language and Foreign Studies (Associate or Full Professor and Chair) Language and Foreign Studies: French language, literature, and culture Literature: World literatures Mathematics and Statistics: Probability Performing Arts (2 positions): Arts Management; Orchestra conductor Psychology: Clinical School of Education, Teaching, and Health: (open rank): Learning disabilities Sociology (2 Positions): Social geography and/or demography; social dimensions of health (Associate) Multi-department (open rank; Center Director and Abensohn Chair): Israel Studies Department open: Computational neuroscience KOGOD SCHOOL OF BUSINESS Accounting (2 positions - open rank): Auditing, financial accounting, managerial accounting, or taxation Finance and Real Estate: Real estate, fixed income and mortgages, or capital markets International Business (2 positions - Assistant or Associate): Emerging markets, global innovation, global supply chain management, international business and government relationships, or transnational corporate responsibility Marketing (Assistant or Associate): Marketing management, promotion/ advertising management, or marketing research SCHOOL OF INTERNATIONAL SERVICE Comparative and Regional Studies: Latin America Global Environmental Politics International Development: Governance, democracy, and development SCHOOL OF PUBLIC AFFAIRS Government (Assistant or Associate): American politics University Library Public affairs librarian WASHINGTON COLLEGE OF LAW One or more tenure-track faculty positions in a broad number of areas, including, but not limited to, first-year courses, criminal law, criminal procedure, and international law, among others.

American University is an AA/EEO University committed to a diverse faculty, staff, and student body. Minority and women candidates are encouraged to apply.

AMERICAN UNIVERSITY 4400 Massachusetts Avenue NW WASHINGTON, DC 20016 The private university with a public responsibility

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ESSEX COUNTY COLLEGE

President Northampton Community College’s Board of Trustees invites nominations and applications for the position of president. Established in 1967, Northampton is a comprehensive community college with a distinctive culture that is both student-centered and entrepreneurial. It is known for the quality of its programs and for meaningful engagement with the communities it serves. It has a proud tradition of access, excellence and engagement.

Northampton serves more than 36,000 credit and noncredit students annually on its main campus in Bethlehem, Pennsylvania, a branch campus in Tannersville, a satellite site in South Bethlehem, and online.

Considered the most culturally diverse college in the region, NCC enrolls students from 59 counties in Pennsylvania, 26 states and 44 different countries. NCC offers students a broad range of academic programs and services supported by more than 1,800 full- and part-time exceptionally talented faculty, staff, and administrators dedicated to student success.

Among the new president’s opportunities will be building upon the College’s favorable reputation, overseeing the construction and opening of a $72M new branch campus, and shaping the future of one of the nation’s most significant community colleges. The president manages an $80 million budget and reports to a 14-member Board of Trustees appointed by and representing the College’s eight sponsoring school districts and Monroe County. The president also works closely with the board of the College’s Foundation - one of the oldest continuously functioning community college foundations in the country and one of the most successful. The foundation has built assets and an endowment of over $30 million and raises $2-$3 million in annual giving each year.

Students, faculty, staff, alumni and other members of the College family will embrace a new president who is positive, energetic, visible, and accessible, who communicates well, who cultivates trust, and who recognizes the value of a cohesive internal community. The successful candidate will be knowledgeable and passionate about the community college mission. The ideal candidate should have the credentials appropriate for a college president. While a terminal degree is preferred, all candidates will be considered.

Applications and nominations will be accepted until the position is filled. Confidentiality will be honored.

To apply or nominate, please visit

http://www.northampton.edu/PresidentialSearch.htm NCC is an equal opportunity employer committed to fostering a diverse academic community among its student body, faculty, and staff.

Assistant Assistant Professor Professor The Joseph M. Katz Graduate School of Business at the University of Pittsburgh invites applications for a possible tenure track position in the Marketing area at the rank of Assistant Professor beginning Fall 2012. Applicants should note that this opening is contingent upon receiving budgetary approval from the University. A PhD is required, although applicants nearing completion of their degree will also be considered. Applicants should have begun to establish a record of excellence in publication and superior teaching skills. Please send a recent vita and a statement of interest to: Professor R. Venkatesh, Joseph M. Katz Graduate School of Business, University of Pittsburgh, Pittsburgh, PA 15260 (email: rvenkat@katz.pitt.edu). Electronic submissions are desirable but not necessary. The University is an affirmative action, equal opportunity employer; applications from women and minority candidates are strongly encouraged. To ensure full consideration, applications must be received by September 15, 2011.

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SENIOR VICE PRESIDENT FOR ACADEMIC AFFAIRS Serve as the Chief Academic Officer (CAO) providing strategic vision and leadership for the development, implementation, staffing, assessment, and grant funding initiatives for the academic programs and related activities of the College.

Doctorate degree in higher education, administration, or related area required. The ideal candidate will have progressive administrative experience in academic administration and three or more years of progressive leadership experience in higher education at the level of a Dean or higher.

VICE PRESIDENT FOR FINANCE Serve as the Chief Financial Officer (CFO) providing vision, leadership, oversight and sound fiscal management for the financial operations of the College. New Jersey certification as a Certified Public Accountant (CPA) and a Master’s degree in a related area or equivalent required. The ideal candidate will have a minimum of five years progressive leadership experience in financial planning or budget management at the senior management level, preferably in higher education. The candidate will have demonstrable evidence of success in business planning, process re-engineering, and in overseeing an entity’s budget planning processes.

CHAIRPERSONS Essex County College is currently seeking qualified individuals to serve as Chairpersons of the academic programs for a specific division of the College. The Chairperson is responsible for providing the experience, vision, leadership, creativity and innovation necessary to manage and revitalize existing programs, spearhead new program initiatives, lead and inspire faculty, enhance existing student recruitment/ retention initiatives, and to develop effective partnerships with internal and external community constituencies within the discipline areas of their assigned division.

Humanities Division English for Speakers of other Languages (ESOL) Division Qualified candidates will possess a Master’s from an accredited institution and have teaching experience in the discipline. The ideal candidates will have experience in curriculum development and assessment, senior level administrative experience, and three or more years teaching experience in the discipline.

TO APPLY Send curriculum vita and a letter of interest, indicating the position desired and Ref# VPCHAIR/ HO, to the attention of Human Resources. Search Committees will review applications until positions are filled.

Human Resources Department Ref# VPCHAIR/HO Essex County College 303 University Ave. Newark, NJ 07102 Fax (973) 877-3409 Email: jobs@essex.edu www.essex.edu Essex County College is an EOE/AA

Director of Economic Development

Dean College of Applied Engineering, Sustainability and Technology Position # 992474 The College of Technology at Kent State University is undergoing an exciting transformation including changing the name to the College of Applied Engineering, Sustainability and Technology. The university seeks a new dean to lead the college through this transformation. This is a unique opportunity for innovation and enterprise. The next Dean will be expected to create a lasting impression within a collaborate environment geared toward expansion. Kent State University invites letters of nomination, applications (letter of interest, resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University.

Confidential review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to September 15, 2011. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com.

Laurie Wilder, Senior Vice President & Managing Director Porsha Williams, Principal 770-804-1996 ext: 116 pwilliams@parkersearch.com • danielparker@parkersearch.com For more information about Kent State University, please visit the Web site at www.kent.edu Equal Opportunity/Affirmative Action Employer Kent State University is committed to the pursuit and cultivation of diversity and excellence in its student body, faculty and staff. As such, women and minorities are urged to apply.

FT position provides existing & prospective business & industry clients with information, training, consultation, referral, & other technical & managerial assistance to maintain, enhance, or improve their business success. Manages the Customized Training Program in conjunction with the Community College System Regional Manager.

Qualifications: Bachelor’s deg req’d, Masters deg pref. 5 yrs of business & industry exp req’d.

3 yrs of admin &/or supervisory exp.

Knowledge of corporate & executive training requirements. Knowledge of manufacturing processes & training environments for all workers. Accounting/ budgeting exp. Excellent communications skills. Acceptable background check req’d.

Visit our website www.gtcc.edu for more information & application.

Open until filled. EOE

Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com

OPEN TENURE-TRACK POSITIONS Colorado College, a highly selective liberal arts college with an enrollment of approximately 1900 students, seeks to fill two tenure-track positions for Fall 2012 in: Organic Chemistry Mathematics & Computer Science Information about Colorado College is available at http://www.ColoradoCollege.edu.

Interested applicants should refer to the full job descriptions for each position found on the Faculty Positions page under Employment Opportunities, as they become available. Check the website for job closing date. Ph.D. must be complete or very nearly complete before starting date.

Colorado College is distinctive for its modular “Block Plan” calendar. The academic year is divided into eight 31/2 week blocks. During each block, students take and faculty teach one course at a time, with a maximum enrollment of 25 students per class. Faculty teach six blocks per year. The college’s unique academic calendar supports experiential learning opportunities such as field trips and service learning and lends itself to other innovative teaching and learning strategies.

The college is committed to increasing the diversity of the college community.

Candidates who can contribute to that goal are particularly encouraged to apply and to identify the ways in which they would bring diversity to our community.

The Colorado College welcomes members of all groups and reaffirms its commitment not to discriminate on the basis of race, color, age, religion, sex, sexual orientation, gender identity, gender expression, national origin, or disability in its educational programs, activities, and employment practices.

VICE PRESIDENT FOR OR A ACADEMIC CADEMIC AFFAIRS AFFFAIRSS The Vice President of Academic Af Affairs fairs is the chief academic officer of the Montere Montereyy Peninsula Community nity College District and reports directl directlyy to the Superintendent/President.. Will collaborate collaborate with and supervise supervise thee academic deans; lead academicc planning, policy, policy, curriculum, and program program development ef efforts. forts. Requires Master’ Master’ss deg degree ree AND one year of fformal ormall training, internship or leadershipp experience related related to the administrative administrative ve assignment OR possession of a Calif California ornia Community College Administrative Administra tive or Super Supervisory visory Credential redential authorizing ser service vice in this position sition OR the equivalent.

COMPENSA ATION: $127,814 too $144,711 annuall y.

COMPENSATION: annually.

APPLICATION PROCEDURES: APPLICATION This position is open until filled; however however,, to guarantee consideration consideration aapplications pplications must be received noo later later than 5 p.m., September 12, 2011.

11.

For more inf information ormation and to apply appl ply visit, http://apptrkr.com/198283 http://apptrkr.com/198283 Monterey M onterey P Peninsula eninsula C College ollege is an Equal Equal O Opportunity pportunity EEmployer. mployerr. www www.mpc.edu .mpc.edu pc.edu

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VICE PRESIDENT

FOR STUDENT AFFAIRS

California State University, Fullerton is a large, comprehensive, urban university with approximately 1,670 full- and part-time faculty and a diverse student body of approximately over 35,500 enrolled in Fall 2010. The university offers a broad spectrum of degree programs in liberal arts and sciences as well as applied and professional fields with 55 at the baccalaureate level and 50 graduate programs including a doctorate in education. Learning is preeminent at Cal State Fullerton.

We combine the best qualities of teaching and research universities where actively engaged students, faculty and staff work in close collaborations to expand knowledge.

Research and other creative activities are enhanced by the proximity of the campus to nationally recognized business, cultural, and educational institutions. Faculty members were awarded more than $28.7 million in grants and contracts for research and scholarly activities in 2009-10.

The university has a longstanding tradition of collegial governance.

Cal State Fullerton is strongly committed to achieving excellence through cultural diversity. CSUF is a designated Hispanic Serving Institution (the only one in Orange County) and an Asian American and Pacific Islander Serving Institution.

We are ranked 5th in the nation in terms of baccalaureate degrees awarded to minorities. In addition to meeting fully its obligations under federal and state law, Cal State Fullerton is committed to creating a community in which a diverse population can live, work and learn in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual. To that end, all qualified individuals will receive equal consideration without regard to economic status, race, ethnicity, color, religion, national origin or cultural background, political views, sex or sexual orientation, disability or Veteran's status or other personal characteristics or beliefs.

POSITION SUMMARY: The Vice President for Student Affairs provides executive level leadership and vision in administration of a comprehensive range of services, policies and procedures related to student affairs programming and planning. Reporting directly to the President, the Vice President for Student Affairs serves as a member of the President’s Administrative Board and participates in all aspects of institution-wide planning in support of the mission and goals of the university. The Vice President implements and assesses student affairs planning strategies, allocates resources and administers a variety of comprehensive student programs and services related to student growth and development. The Division of Student Affairs is committed to meeting the needs of a diverse student population and creating a learning environment where all students have the opportunity to succeed.

Responsibilities include: the Vice President for Student Affairs reports directly to the President and has responsibility for campus programs, services and activities that support the educational mission of the University by promoting student development and enhancing the quality of the student experience and campus life. Areas reporting to the Vice President for Student Affairs include Academic Appeals, Associated Students, Inc., Assistant Deans for Student Affairs, Athletics Academic Services, Career Center, Dean of Students, Disabled Student Services, Educational Partnerships, Financial Aid, Guardian Scholars Program, Housing and Residence Life, Intercollegiate Athletics, International Education and Exchange, Judicial Affairs, Leadership and Multicultural Development Programs, New Student Programs, Student Academic Services, Student Health and Counseling Center, Student Life, Technology Services for Student Affairs, University Learning Center, Women’s Center/Adult Reentry/Veteran Student Services.

QUALIFICATIONS: 1. An earned doctorate or terminal degree from an accredited institution of higher education and progressive administrative responsibility, with at least five years in a senior leadership role in student affairs.

2. Demonstrated effective leadership in planning, implementing, evaluating, and advocating for a wide range of student-oriented programs with a student-centered approach.

3. Demonstrated experience in budget management, supervision of a large staff and staff development and empowerment.

4. Demonstrated ability to work effectively with internal and external constituencies to foster collaboration and engagement between the campus and the broader community.

5. Demonstrated effective communication and organizational skills, dynamic interpersonal skills, and a commitment to civility and collegial governance.

6. Demonstrated experience working with a diverse student body and a commitment to student development.

7. Demonstrated effectiveness and sensitivity to a multicultural environment and a commitment to campus-wide educational equity and retention efforts 8. Evidence of sensitivity to student and academic concerns and commitment to enhancing an active and collaborative relationship between student affairs and academic affairs and the ability to work effectively with students and faculty.

9. Familiarity with the application of technology to student affairs.

10. Demonstrated success in securing external funds to advance the mission of student affairs.

STUDENT AFFAIRS AT CAL STATE FULLERTON: As a partner in the educational enterprise, the Student Affairs division cultivates a meaningful experience that enhances learning and supports the total development of the Fullerton student. With over 25 departments and programs, Student Affairs provides a diverse set of programs and services facilitating life-long learning, a sense of personal and interpersonal competence and human understanding of our global society. These services meet the needs of students as they progress through their college experience and also include problem solving, research assistance and consultation. With a diverse and comprehensive set of responsibilities, Student Affairs contributes to the campus community a special perspective about students, their experience, and the campus environment. Student Affairs promotes an environment committed to advancing and assessing student learning and development, to innovation and collaboration, and to creating an inclusive campus community. The successful candidate will be a dynamic leader, effective and empowering manager, an advocate for the campus’s diverse student body, an experienced partner in university governance, as well as have the ability to build relationships with the community to gain support and understanding of the institution.

COMPENSATION: The University seeks to fill this position by January 2, 2012. Starting salary will be competitive and commensurate with experience and qualifications. The position includes a broad, attractive benefit package.

APPLICATION PROCEDURE: To ensure full consideration, submit application materials by September 15, 2011. Position will remain open until filled. Online application/résumé must be received by electronic submission on the final filing date by 9:00pm (Pacific Standard Time)/midnight (Eastern Standard Time). Applicants who fail to complete all sections of the online application form will be disqualified from consideration. To apply, go to http://hr.fullerton.edu/jobs. Click on “Jobs at CSUF”, and then click "Search" to view all job listings or type in requisition ID “5113BR” section access this position directly.

ACHIEVING A CLIMATE OF SUCCESS THROUGH DIVERSITY & EQUITY An Equal Opportunity/Title IX/503/504/VEVRA/ADA Employer

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Coordinator, Learning Assistance Center (Part-Time/Time-Limited) PT,HTime-Limited position responsible for instruction including a demonstrated proficiency in teaching, responding to student needs, LAC operational mgmt, record mgmt, support of developmental & curriculum courses, demonstration of professionalism, cooperative work relationships with other faculty & staff, & support of the college admin.

Qualifications: Bachelor’s deg in English or Math, or a Master’s deg in English or Math, or a Master’s deg with 18 graduate hrs in English or Math is req’d. Mastery of instructional delivery systems best suited for developmental students. Familiarity with postsecondary developmental education concepts & practices. Ability to teach math, writing, and reading skills as well as study strategies in a lab setting. Strong organizational & record keeping skills. Must assist in planning & implementing curriculum revisions as needed. Acceptable background check req’d.

Visit our website www.gtcc.edu for more information & application.

Open until filled.

As an Equal Opportunity Employer, GTCC is strongly committed to diversity & welcomes applications from all qualified candidates, particularly minorities & faculty under-represented in higher education. EOE

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DEAN, ISABELLE FARRINGTON COLLEGE OF EDUCATION Fairfield, Connecticut

Sacred Heart University, a comprehensive co-educational independent Catholic university invites nominations and applications for the position of Dean of the Isabelle Farrington College of Education. Founded in 1963, Sacred Heart University was inspired by the ecumenical spirit of the Second Vatican Council and it was the first U.S. Catholic university led and staffed by lay people. The University’s academic programs, rooted in the liberal arts and the Catholic Intellectual Tradition, are designed to develop men and women knowledgeable of self, rooted in faith, educated in mind and compassionate in heart. The University is comprised of five colleges: the College of Arts & Sciences, the NCATEaccredited Isabelle Farrington College of Education, the College of Health Professions, the John F. Welch College of Business and the University College. Together, the colleges offer more than 50-degree programs at the associate’s, bachelor’s, master’s and doctoral levels.

Newly restructured in 2011 the Isabelle Farrington College of Education offers programs that include certification in Teaching at the Elementary and Secondary levels, Educational Leadership and Reading. The College also offers a Master of Arts in Teaching as well as advanced study programs in Teaching, Literacy and Educational Leadership.

The Dean is the College’s chief academic, executive, and fiscal officer, a member of the University’s academic leadership team and reports to the provost and vice president for academic affairs. The College of Education Dean will be responsible for the overall academic businesses, planning and leadership of the College. Major responsibilities include: advocating for its interests within and outside the University, engaging and serving the local and regional educational community, working to increase the College’s visibility and securing the resources necessary to fulfill its ambitions. The Dean will be also responsible for maintaining and developing new academic programs; promoting an organizational climate that fosters excellence in teaching, research, professional practice and service as well as supporting the continued professional development of faculty and staff.

The Dean will hold an earned doctorate in an educational field. The successful candidate will possess experience as a higher education administrator and a record of scholarship, teaching, and current involvement in K-12 public education. The Dean must be able to articulate a clear academic vision and strategy for the College, promote academic rigor, drive the development of new academic programs, foster a collegial and collaborative ethos that capitalizes on the richness of the SHU community and encourage a continued commitment to academic excellence.

This is an exceptional opportunity for an accomplished academic leader with vision, spirit of innovation, a participatory leadership philosophy and a deep commitment to the mission of the University. Sacred Heart University does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment and is an equal access/equal opportunity affirmative action University.

Sacred Heart University has retained the services of Isaacson, Miller, a national executive search firm, to assist in this critical effort. Confidential inquiries, nominations, referrals and resumes with cover letters should be sent to: David A. Haley, Vice President & Director or Nureen Das, Associate, 263 Summer Street, 7th Floor, Boston, MA 02210, 4324@imsearch.com. Email submission of application materials is strongly encouraged.

More information on the College may be found at http://www.sacredheart.edu/pages/ 539_isabelle_farrington_college_of_education.cfm.

SHU is an EEO/AA/ADA employer.

PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS Cambridge College, one of the nation’s premier institutions of higher education for working adults, invites nominations and applications for the position of provost and vice president for academic affairs. The College seeks a dynamic and highly accomplished academic leader with vision and a record of scholarly achievements who will work closely with the president to establish and execute an agenda and strategic vision and plan for the future of the institution. Embracing its mission of providing access to high quality and affordable higher education for a diverse population of working adults, the provost must be goal oriented; value collegiality and teamwork with highly motivated faculty; and be a self-starter who works hard, models excellence in performance, and leads effectively and with integrity.

The provost and vice president for academic affairs reports to and advises the president on matters of educational policy and the development of the institution’s teaching and public service program. As the chief academic officer, the successful candidate will be expected to provide strategic and operational leadership to the College as it rises to new levels of academic achievement. The provost is responsible for managing academic planning, academic program review, and overseeing the College’s academic administrators; academic units (regional centers; schools of education, management, psychology and counseling, undergraduate studies); library services; academic technology; and licensure and state authorizations. It is also the provost’s responsibility to foster faculty and student scholarship; oversee program budgets for operational excellence; assure compliance with the academic requirements of accrediting and state agencies, and other support services.

Founded in 1971, the College serves more than 8,300 students annually who are enrolled in a responsive learning environment where adult students can make the personal and professional changes needed to achieve their goals. Located in Cambridge, Massachusetts with additional regional centers in northeastern and western Massachusetts (Lawrence and Springfield), Georgia, California, Virginia, Tennessee, and Puerto Rico, academic programs are offered and range from bachelor and master’s degrees for educators, counselors, managers, and human service providers to a doctoral program in educational leadership. The institution’s innovative, adult-centered learning model links theory to practice in order to help students to acquire the knowledge, skills and academic credentials they seek, enrich their lives and careers, and become leaders in their communities.

The successful candidate for the position must have a Ph.D. or appropriate terminal degree; a distinguished record of successful teaching and scholarly achievement; a minimum of 10 years of senior level administrative experience in higher education; substantial administrative experience with academic program budgeting and financial planning; administrative experience with academic program development, assessment, evaluation, and accreditation; experience in working effectively and collegially with a unionized faculty; a commitment to the mission of an innovative higher education institution for working adults; and excellent interpersonal and communication skills.

A confidential review of nominations/applications will begin immediately and continue until the position is filled. For best consideration, materials should be provided by August 31, 2011. Nominations should include name, address, telephone number, and email address. Application materials should include a letter explaining relevant experience, resume, and the names, addresses, telephone numbers, and email addresses of five references. Nominations and applications, which will be kept confidential, should be sent electronically to: AYERS & ASSOCIATES, INC. Cambridge College Provost and Vice President for Academic Affairs Search 2001 Jefferson Davis Hwy., Suite 503, Arlington, Virginia 22202 Telephone: 703-418-2815 Fax: 703-418-2814 Email: contactus@ayersandassoc.com The President expects to make an appointment by October 2011 with a reporting date in January 2012.

Cambridge College is an Equal Opportunity/Affirmative Action Employer

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Tenure-Track Faculty Positions for 2012-13 Personal. Professional. Achievable. Cal State East Bay is known for award-winning programs, expert instruction, diverse student body - and a choice of more than 100 career-focused fields of study. There are two scenic campuses - one in the Hayward Hills, overlooking San Francisco Bay, and the other in the Concord foothills of Mt. Diablo - plus a professional center in dynamic downtown Oakland and many online programs.

COLLEGE OF BUSINESS AND ECONOMICS 1. Accounting (Tax) 2. Accounting (Finance) Contact: micah.frankel@csueastbay.edu 3. Strategy-Entrepreneurship (Management) Contact: xinjian.lu@csueastbay.edu COLLEGE OF EDUCATION AND ALLIED STUDIES 4. Research Methodology & Clinical Experience Coordinator (Teacher Education) Contact: jeanette.bicais@csueastbay.edu 5. Applied Research, Evaluation, Assessment (Educational Leadership) Contact: ray.garcia@csueastbay.edu 6. Psychology of Physical Activity (Kinesiology) Contact: penny.mc@csueastbay.edu COLLEGE OF LETTERS, ARTS, AND SOCIAL SCIENCES 7. Communicative Sciences and Disorders Contact: patricia.lohmanhawk@csueatstbay.edu 8. Law Enforcement/Investigation Contact: silvina.ituarte@csueastbay.edu 9. Child Development / Childhood Studies Contact: patricia.guthrie@csueastbay.edu 10. Journalism Contact: gale.young@csueastbay.edu 11. MS-Health Care Administration / Management Contact: toni.fogarty@csueastbay.edu 12. Social Work Contact: evaon.wong-kim@csueastbay.edu COLLEGE OF SCIENCE 13. Animal Physiology Contact: donald.gailey@csueastbay.edu 14. Biochemistry Contact: ann.mcpartland@csueastbay.edu 15. Construction Management Contact: saeid.motavalli@csueastbay.edu 16. Health Administration (Health Sciences) Contact: carolyn.fong@csueastbay.edu 17. Medical / Surgical Nursing Contact: carolyn.fong@csueastbay.edu 18. Biopsychology Contact: marvin.lamb@csueastbay.edu UNIVERSITY LIBRARIES 19. STEM / Web Librarian 20. Online Services Librarian Contact: linda.dobb@csueastbay.edu CSU East Bay is an Equal Opportunity Employer.

Women and minorities are strongly encouraged to apply.

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ADVERTISING INDEX POSITIONS

SCHOOL OF MEDICINE The University of California, Davis, School of Medicine is part of a nationally recognized, highly collaborative health system that excels in translating scientific discoveries and new technology into improved patient care and community health.

CALIFORNIA

California State University, Dominguez Hills

44

California State University, East Bay

44

California State University, Fullerton

37; 42

Monterey Peninsula College

41

University of California, Davis

46

COLORADO

Colorado College

Based in Sacramento, CA, the UC Davis School of Medicine is seeking talented faculty to join an innovative environment infused with team learning, team research and team patient care. Academic positions are available at all levels in clinical and basic science departments with research, teaching, and/or clinical responsibilities in five academic series.

41

CONNECTICUT

Sacred Heart University

43

DC

American University

39

FLORIDA

University of South Florida

36

ILLINOIS

To learn more about the exciting opportunities UC Davis has to offer, please visit http://www.ucdmc.ucdavis.edu/academicpersonnel/ The University of California is an affirmative action/equal opportunity employer with a strong commitment to achieving diversity in its faculty and staff.

Northwestern University

18; 46

LOUISIANA

Baton Rouge Community College

39

MASSACHUSETTS

Bridgewater State University

34

Cambridge College

43

Mount Ida College

36

MINNESOTA

Carleton College

NORTHWESTERN UNIVERSITY Assistant Professor in Child Language

38

NEW JERSEY

The Northwestern University Roxelyn and Richard Pepper Department of Communication Sciences and Disorders is searching for a tenure-track faculty member, at the rank of Assistant Professor, with a promising or established research program focused on disorders, learning, acquisition, and/or processing of child language, with a vision to pursue a program of translational research. Areas of particular interest include, but are not limited to language impairment, speech-sound disorders, and language based literacy disorders. Basic researchers whose work has clear potential to inform the diagnosis and treatment of communication disorders are also encouraged to apply. This nine-month tenure-track position is based on the Evanston campus. Preferred starting date: September 1, 2012.

Essex County College

Kent State University

41

Qualifications: Earned PhD required in Speech Language Pathology, Psychology, Linguistics, Education, Cognitive Science, Neurobiology, or other related field. The candidate must have interests and experience required to teach courses in the Department and to develop interdisciplinary research affiliations with other units of the University.

Stark State College

35

Duties: Development of a fundable program of research, teach courses in communication disorders, direct student research, and provide academic advising.

Salary: Internationally competitive, depending on qualifications and experience.

Application procedure: Send cover letter describing research and teaching interests and experience, a current vita, reprints, and three letters of recommendation to the chair of the search committee at a-booth@northwestern.edu or to Child Language Position Search, Communication and Sciences Disorders Department, Northwestern University, 2240 Campus Dr., Evanston, IL 60208. For more information about the Department, please visit: http://www.communication.northwestern.edu/csd/

The University: Northwestern University is one of the nation’s largest private research universities. The main campus is located in Evanston and the medical campus is located 12 miles south in Chicago. Both campuses are located on the shore of Lake Michigan with quick access to public transportation between the thriving and vibrant communities of Evanston and Chicago. There is continuing expansion of University facilities and programs, particularly in the sciences and medicine. Diverse cultural, social, and recreational activities abound on and near each campus.

Closing Date: Review of applications will begin on September 15th, 2011 and will continue until the position is filled. Search # 17688.

Northwestern University is an Affirmative Action, Equal Opportunity Employer.

Women and minorities are encouraged to apply.

Hiring is contingent upon eligibility to work in the United States.

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HISPANIC

OUTLOOK

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08/22/2011

40

NEW YORK

Cornell University

38

NORTH CAROLINA

Guilford Technical Community College

37; 41; 42

OHIO

PENNSYLVANIA

Northampton Community College

40

University of Pittsburgh-Katz Business School

40

INSTITUTIONAL

Samuel Merritt University

CA

35

American Association of Hispanics in Higher Education, Inc.

AZ

2

Association of American Colleges & Universities

DC

35

National Community College Hispanic Council

CA

45

CONFERENCES/FELLOWSHIPS

*To see all our “Employment and other Opportunities,” including all Web Postings, visit our website at www.HispanicOutlook.com

COMING OCTOBER 17TH...

HISPANIC HERITAGE ISSUE FEATURING: Hispanics You Need To Know Chicano Library Project National Archives And Hispanic Roots Hispanic Heritage In Classical And Contemporary Literature American Campuses Open On Spanish Soil And More...

AD DEADLINE: SEPTEMBER 27TH Call our Sales Associates at 800-549-8280 ext. 102 or 106 and Reserve your Ad Space NOW

08/22/2011

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OUTLOOK

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P.O. Box 68 Paramus, NJ 07652-0068 CHANGE SERVICE REQUESTED

P ri min g the Pump. ..

HELPING LATINO STUDENTS OVERCOME SELF-DEFEATING PROCRASTINATION

Miquela Rivera, Ph.D., is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

Procrastination makes easy things hard, hard things harder. – Mason Cooley, American writer

Hhave time to study?

ow often do students lament a low exam grade because they didn’t

What excuse did a student submitting inadequate work last use, even though the assignment was made months earlier?

Do Latino students operate with an attitude of “mañana” in an academic culture that demands that things be done today?

Teens are not the only ones who procrastinate (and Hispanic teens are not necessarily the worst), but the habit starts early. While procrastination works and is rewarded in the short run, it can doom the Latino student’s future in higher education.

The reasons Latinos procrastinate are as numerous as the ways they do so, regardless of gender or family income. Fear of failure (If it’s not perfect, my family will be upset) and fear of success (If I am good at something, my friends won’t like me) head the list. Fear of losing autonomy (You are not the boss of me, and I will not do as you say) pairs with fear of commitment (Don’t expect me to perform well consistently. I’m out of here!). Default thinking (That’s just the way we are) can play a role. And practical reasons, like conflicting demands such as holding a job or helping the family and lack of know-how or interest make it easy to put things off. Not understanding an assignment’s importance makes prioritizing difficult, too. But the hardest to break is the addictive thrill of making it just under the wire. ... Whew! Beat the deadline!

Teachers can help Latino teens develop a sense of urgency.

Distributing a course syllabus is not enough. The teacher must clearly explain course expectations, the value of assignments and how the student can impact his own grades. Setting deadlines, holding students accountable and giving prompt, helpful feedback, rewards and recognition helps students understand and embrace the work’s importance.

Mentoring and coaching students about how to balance responsibilities at school, home and work are very helpful. With the full plate that many Latino students have, it is easy to be overwhelmed and respond

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only to the latest crisis. Prioritizing, breaking tasks into chunks, delegating and doing the essential while avoiding nonessential tasks are lifelong management skills that work most immediately in getting through school and in the long run, too.

Encourage Hispanic students to specify how and when they procrastinate. Doing so shifts their behavior from an unconscious, automatic bad habit to a conscious, active choice. In most situations, the student will shift to completing the task.

Sometimes Latino students (and adult procrastinators, too) do not know what a task requires in terms of time and effort. Learning to estimate time, effort and other resources helps a student put things into perspective, prioritize and break down tasks into workable steps and actively decide to give themselves enough time to do the job well without hurry.

Creating a positive environment in which to work can help reduce procrastination, too. A quiet, comfortable place is more inviting for study, but the grand procrastinator can avoid studying by spending all the time making the environment perfect to get the task done.

Forget perfect. There isn’t a perfect environment for writing or study.

There isn’t a perfect time for it, either. And, even after the student sits and accomplishes the task, the work won’t be perfect, either. Aiming for a personal best is more reasonable, meaningful and productive.

Finally, teach Latino students to apply the Premack Principle: do the least rewarding or most difficult and onerous task first so you can have fun later. Mom said to eat your peas first. Put your things away right after you use them. Take the required core courses first so that you can ease up as you approach graduation.

The Procrastinator can get all the threats, punishment, shame, guilt, worry, humiliation and dread off her back by simply doing whatever she has been avoiding. Then she will have to find something else to talk about.

This article appeared online only in the 08/22/11 Issue

LEADERSHIP/ROLE MODELS

The Optimistic, Pessimistic Demographer

Jorge Chapa

When

by Clay Latimer

the morning newspapers plopped on their doorsteps, the ritual for most boys in Jorge Chapa’s Chicago neighborhood was to grab the sports and

comic sections.

Not Chapa.

“I looked for the stories on population growth, poverty rates, the kind of things that came from census reports,” he said.

Even at age 7, he thought like a demographer. “I just thought it was cool.”

Nearly five decades later, Chapa’s passion hasn’t faded. A prodigious researcher, analyst and writer, the University of Illinois professor has carved a niche both inside and outside academia as a leading voice on Hispanic public policy issues, especially higher education.

“That’s the recurring theme of my work: trying to focus on access and success in higher education,” said Chapa, director of the Center for Democracy in a Multiracial Society, at Illinois. “Things can certainly get better; they have to get better. But it’s not going to happen on its own.”

Born in Monterrey, Mexico, Chapa grew up in Chicago, graduated from the University of Chicago with a degree in biology, and holds master’s degrees in sociology and demography and a doctorate in sociology, all from the University of California-Berkeley.

He founded and directed the Latino studies program at Indiana before coming to Illinois, taught at the LBJ School of Public Affairs at the University of Texas-Austin from 1988-1999, and also served as the school’s associate dean of Graduate Studies and director of the Graduate Opportunity Program.

It was as a graduate student, however, that Chapa first made an impact on public debate. In a then-controversial book on Hispanic population growth, he and others speculated about the future. “Basically, we said if the whole society didn’t do a better job educating and employing Latinos, it would create all kinds of problems for everyone – economic, social, legal.

The ideas are quite common now. But it was ahead of its time, if not way ahead. The demographics were pretty clear to anyone who looked at them,” he said.

College wasn’t even on Chapa’s radar in high school. With some 1,000 students in his graduating class, he might have gone unnoticed if not for a quirky turn of events. When a stampede of cafeteria-bound students pinned him against a wall, he noticed a college poster, met with a college coun-

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“Basically, we said if the

whole society didn’t do a

better job educating and

employing Latinos, it would

create all kinds of problems for everyone – economic,

social, legal. The ideas are quite common now.”

selor and ended up at the University of Chicago.

“I had no idea what college was,” he said. “I don’t think I’d ever heard the words ‘sociology’ or ‘demography’ before. The University of Chicago was a very strange environment for me, not hostile, just very different. If aliens had abducted me, I don’t think the experience could have been any more different.

“But I really loved it. It was very challenging, but I could do the work. I saw what higher education could be like, both in the classroom and outside it. A whole world of opportunity opened up.”

After graduating with a biology degree, Chapa traveled and studied in Mexico for a year, then found his way to Cal Berkeley.

“There were a large number of Hispanic graduate students and also a group that focused on demography,” he said. “Those were the two big pluses.

“Even then, demography was pretty esoteric. But I had a strong background in math and science and really loved it.”

Chapa focused on higher education issues at the University of Texas.

During his first three years as associate dean of graduate studies and director of the Graduate Opportunity Program, the proportion of Hispanics entering graduate school increased 25 percent. In his fourth year, the Hopwood v. Texas case ended race-conscious affirmative action in Texas.

Hopwood v. Texas was the landmark 1996 federal appeals court ruling against the University of Texas Law School that resulted in barring colleges in Texas, Mississippi and Louisiana from using race as an admission factor.

In response, Chapa, along with other professors and legislators, came up with the Texas Top 10 Percent Plan.

Returning to the Midwest in 1999 to direct the newly opened Latino studies program at Indiana, Chapa continued to write about the case. He also began to take an in-depth look at rural Hispanics in the Midwest.

Migrant workers had been pouring into the area since the end of World

War II from as far as Texas, California and Florida to work the harvest season on farms and at processing plants. But that influx paled in comparison with Census numbers between 1990 and 2000, which showed Hispanics in Indiana increasing nearly 120 percent to 214,000.

With Ann V. Millard, Chapa co-authored Apple Pie and Enchiladas: Latino Newcomers in the Rural Midwest, a multidisciplinary study that examined both sides of growing ethnic divisions. It was the first book to focus comprehensively on Hispanics in the region by linking demographic and qualitative analysis to describe what brought Hispanics to the area and how they were treated in their new communities. The book was nominated for the 2004 Senior Book Award of the American Ethnological Society.

“Some of these towns were dying demographically, economically,” he said. “Without Latinos, they might have become ghost towns.”

Chapa arrived at the University of Illinois in July 2006, amid growing racial tension. The university had recently ended mascot Chief Illiniweek performances, a tradition at football and basketball games that dated back to 1926. There were also charges that the university’s housing office was segregating Hispanic, Black and Asian students.

Chapa helped defuse the situation before returning to a familiar theme – Hispanics and higher education.

“The gap between the number of people we have and the number of Latinos that have higher education roots,” he said, has “grown bigger.”

“I’m an optimist in the heart, but a pessimist in the mind,” he said.

But as any young demographer knows, there are always exceptions to trends, even for boys in the poorest Chicago neighborhood.

“When I think about it, it’s kind of astounding I made it here. I knew nothing about college back then.”

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