11/03/2114 Promoting Mentoring & Leadership by Hispanic Outlook on Education Magazine

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NOVEMBER 3, 2014

www.HispanicOutlook.com

VOLUME 25 • NUMBER 3

New feature:

“Own It!”– page 21

MFA Program for Innovators Seton Hall Éxito Program

Latino Graduation Rates Propelled NEA President Lily Eskelsen García

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LATINO KALEIDOSCOPE

Celebrating National Hispanic Heritage Month By Carlos D. Conde case you missed it, we U.S. Latinos celebrated National Hispanic Heritage Month, Sept.15-Oct. 15. But don’t fret. Courtesy of Pew Research Center, we have come up with a few facts and figures to help you commemorate it and if you’re not interested, you’ll get them anyway. President Lyndon B. Johnson started it in 1968 with a week’s observance and President Ronald Reagan expanded it to a month in 1988 when the politicians across the land realized Latinos were destined to become a social and political force to be reckoned with and could no longer be ignored. Besides, it would be only appropriate, not to mention politically advantageous, to recognize what was to become the largest U.S. minority group, with all its inherent powers, that most ambitious leaders would be wise to exploit. The Latino community, usually involving the U.S. president and national politicians of all stripes, observe it in a variety of ways since it’s so diverse and each with its own peculiarities. The Mexican celebrations are usually the largest and most elaborate. The invited statesmen will put on big sombreros, dance a Mexican jig or eat a tamale, corn husk and all, as President Ford once did in San Antonio. That made him “simpatico” among the natives. The U.S. Latino population is now 54.1 million, the nation’s second largest racial or ethnic group behind Caucasians, and 17 percent overall of the U.S. population, up from 5 percent in 1970. Two-thirds, or 34 million, are Mexican-Americans, the largest of this ethnic group, followed by Puerto Ricans with 4.9 million in the territorial U.S with another 3.5 million on the island of Puerto Rico. Other Hispanic- origin groups with a million or more are Cubans, Salvadorans, Dominicans, Guatemalans and Colombians. In California, Latinos are almost 14 million, making up almost 40 percent of the state’s population. This makes California, behind New Mexico, the second state where Anglos are not the majority. Forty-seven percent of New Mexico’s population is Hispanic. (New Mexicans prefer the identity, Hispano over Latino.) Texas may be the third state on track to have a dominant Latino population according to U.S. Census growth figures. A 2012 U.S. Census survey showed 10 million Latinos and 11.6 million non-Hispanic whites living in Texas which shows the gap is closing. There’s plenty of Latino diversity in the nation’s major metropolitan areas. In Los Angeles proper, Mexicans, legal or illegal, make

up 78 percent of the population. In New York and its environs, Puerto Ricans account for 28 percent, Dominicans, 21 percent, and 54 percent of Miami’s population is Cuban. All stand under the Latino banner but with their subcultural preferences. The late legendary Mexican-American Texas congressman, Henry B. González, once aptly described the U.S. Latino as pluralistic and to each his own. The Latino community is a young society compared to other racial and ethnic groups according to Census data. From 1993 to 2013, the number of Latinos younger than 18 had a 107 percent increase compared with an 11 percent among the general population. Materially, the Latino community overall is not doing so badly despite the recent illegal diaspora of young Central American Latinos that has put a strain on its social and economic spiral. Using 2013 Census data, the Pew Research Center determined that Hispanics were the only major racial or ethnic group to show a decline in its poverty rate. The poverty rate for Hispanics in 2013 dropped from 25.6 percent in 2012 to 23.5 percent and contributed to the first decline in the nation’s overall poverty rate since 2006. While income changes for whites, blacks and Asians were not statistically significant, the medium household income of Hispanics increased by 3.5 percent to $40,963. However, Hispanics in the 65-plus age group have the highest poverty rate of any racial or ethnic group with 20 percent compared to 10 percent nationwide. A social factor that is helping Latinos is many new entrants into the labor market who are U.S. born with higher levels of education and greater fluency in English. More than half of U.S. Latino adults 25 years and older have completed some college compared with about a quarter of immigrants overall. Religion has faded however, particularly among the Hispanic Millennials. Twenty-eight percent of this young group says they have no particular religious affiliation or are agnostic. Overall, the Catholic faith still dominates but decreasingly at 55 percent. Finally, there are the findings on assumedly recognizable national Latino leaders or politicians. In a 2013 survey, 75 percent of U.S. Hispanics said we need a national Latino leader but they couldn’t name one or believe one exists. Carlos D. Conde, award-winning journalist and former Washington and foreign correspondent, was a press aide in the Nixon White House. Write to him at CDConde@aol.com.

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Contents 6

Éxito Mentorship Program Offers Peer and Professional Support by Gary M. Stern

Genesys Works: Connecting Education and Corporate Needs by Michelle Adam

NEA President Lily Eskelsen García: The Makings of a Social Justice Warrior by Sylvia Mendoza

The Education Trust Proposes Bottom-Line Quality Standards for Colleges by Angela Provitera McGlynn

Cover: Denisse Oller (in the middle, second row from top to bottom) surrounded by Éxito Mentorship Program students.

HISPANIC OUTLOOK

In-State Angels Helps Students Avoid Out-of-State Tuition by Frank DiMaria

Photo: Milan Stanic Seton Hall University

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

Departments 3

Latino Kaleidoscope Celebrating National Hispanic Heritage Month by Carlos D. Conde

Own It! Open for Business by Marvin Lozano and Miquela Rivera

Targeting Higher Education Hispanic Wealth in the United States

Publisher José López-Isa Executive Editor Marilyn Gilroy Senior Editor Mary Ann Cooper Washington DC Bureau Chief Peggy Sands Orchowski Contributing Editors Carlos D. Conde, Michelle Adam Contributing Writers Gustavo A. Mellander Administrative Assistant/Sales Associate Tomás Castellanos Núñez Research & Development Director Marilyn Roca Enríquez Art & Production Director Wilson Aguilar Art & Production Associate Jenna Mulvey Advertising & Marketing Director Robyn Bland Director of Accounting Javier Salazar Carrión Advertising Coordinator Magaly LaMadrid Article Contributors Frank DiMaria, Marvin Lozano, Angela Provitera McGlynn, Sylvia Mendoza, Miquela Rivera, Gary M. Stern Editorial Oﬃce 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280

by Gustavo A. Mellander

Editorial Policy

Uncensored by Peggy Sands Orchowski

Back Priming the Pump cover Minding Our Manners Can Contribute to Success by Miquela Rivera

The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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INNOVATIONS & PROGRAMS

Éxito

Mentorship Program

Offers Peer and Professional Support By Gary M. Stern any alumni at Seton Hall University, a private college located in South Orange, N.J., wanted to help undergraduate Latino and other minority students succeed. Working with the Joseph A. Unanue Latino Institute, a nonprofit organization within Seton Hall dedicated to empowering Latino students, they participate in the Éxito Mentorship Program, a mentoring and leadership program. The institute, which was created by the late president and CEO of Goya Foods, funds the program. In fact, alumni, non-alumni and upperclassmen serve as mentors. Launched in January 2014, Éxito currently has 15 undergraduate and five alumni mentors, and 60 participating students. About 70 percent of the undergraduates involved are Latino. Denisse Oller, the program’s executive director (and a former Emmy-winning broadcast journalism at Univision), described it as “peer-to-peer mentoring program which will turn into a professional-to-student program. It also includes built-in leadership development workshops.” Seton Hall University has 5,500 undergraduate students. Its most popular majors are nursing, finance, international relations and marketing. Demographically, students are 50 percent white, 18 percent African-American, 16 percent Hispanic, 8 percent Asian-American, and 8 percent unknown, so about one third of all students are minority. Instate tuition costs $38,000 a year and 96 percent of students obtain financial aid. Oller says listening to the needs of Seton Hall’s’ students contributed to forming Éxito, which means success in Spanish. “Our Latino students at Seton Hall wanted a mentorship program that was geared

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toward them, their fields of study, and had Latino mentors,” she said. Many of the Latino participants are first-generation undergraduates and hail from South and Central America, but the program attracts all students. To be accepted, students must carry and maintain a 3.0 GPA and have sufficient time to fit an internship into their schedule. The program has several components including peer-to-peer mentoring during the student’s four

Denisse Oller

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INNOVATIONS & PROGRAMS years in college, professional mentoring in junior and senior years, a leadership development workshop and an internship in the senior year. Students and mentors sign an agreement to ensure that they meet in person at least twice a semester and communicate another two times via phone or email per semester. Many, but not all of the mentees, are Latino and many are alumni of Seton Hall. Sophomores mentor freshmen, juniors mentor sophomores, and then professional mentors get involved when students reach their junior year. Hence, students obtain two mentors, a peer who sees issues from their viewpoint and a professional who navigates career issues. Oller explained that having students mentored over a four-year period forms “a budding professional network. The idea is to continually establish relationships with other students; they’re part of a family.” The two-hour leadership development workshop covers a variety of career issues including how to dress for an interview, develop a resume, and improve networking skills. It also underscores the importance of public speaking. Mentors participate in a two-hour training program that helps identify exactly what they should be zeroing in on during mentoring sessions. Mentors are encouraged to stress leadership and preparing students for their future careers. In the senior year, students serve an after-school

internship connected to their major. It is an ideal time for the mentee to tap the mentor’s contacts to nab an internship. Oller describes obtaining an internship as a give and take among the student, college, and mentor. Mentors can play an influential role in sharpening a student’s career path. “So many inner-city students are rudderless. And they need some kind of support from people who have made it, can offer guidance and serve as a role model,” said Oller. She added that “Mentors in the same field of study can open doors.” The peer-to-peer mentoring fosters responsibility and commitment while mastering leadership skills and learning to give back to the community. The professional mentors provide wisdom, savvy and expertise as well as providing contacts to their professional network. For example, Caridad Rigo, an administrative law judge in New Jersey and alumnus of Seton Hall and its law school, has been mentoring undergraduate Luis Sosa, who is considering becoming an attorney. Rigo said, “Everyone needs a mentor. Being a first generation Latina, I felt the need to give to a young person what I did not have.” She aims to provide mentees with the “know-how and ins and outs of academic issues and social aspects of being a college student.” Rigo describes her main role with Éxito as “assisting the student in the direction he wants to go. Show

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INNOVATIONS & PROGRAMS the student the workings of the profession or business. Tell them what they should know and not know and do. Help guide the student in the process. Sometimes it’s not what you know but who you know.” Sophomore Anthony Figueroa, a native of Newark, N.J., and a public relations major, has been mentored in the Éxito Mentorship Program by Berta Castaner, a news director at News 12 in the Bronx. Castaner has helped Figueroa “improve his verbal and writing communication skills,” he said. Figueroa met Castaner in person four times over the past academic year, mostly over lunch. She recommended taking a promotional writing class as part of his public relations major. “One of the key benefits was having someone support me who understood what I would be going through during my college years. It helps when a professional can tell you what to look for and how to prepare for something,” he said. She also discussed her career, her challenges and how she earned her current position, which was helpful to him. Grateful for the positive effects that Éxito has had on him, Figueroa expects to serve as a peer-to-peer mentor in his junior year. Students do not receive any compensation for participating in the program. Oller says the program revolves around leadership development, and students involved can apply for scholarships outside of it. Ultimately, Oller sees the program as accomplish-

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“

Our Latino students at Seton Hall wanted a mentorship program that was geared toward them, their ﬁelds of study and had Latino mentors…” Denisse Oller, executive director, Éxito Mentorship Program.

ing several goals: providing students with a support system, offering practical advice on how to approach academic and career objectives, and foster ing a strong sense of community among undergraduates and alumni.

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

Genesys Works: Connecting Education and Corporate Needs By Michelle Adam began as a local vision: Rafael Alvarez wanted to help 32 graduating inner-city high school students in Houston, Texas, realize that professional opportunities waited for them far beyond food chains or manual labor. But he could never have imagined that his vision would expand to 1,200 students nationwide who have since dreamed a different dream than their parents, and have, in unprecedented numbers, participated in higher education in order to actualize a new reality. More than 12 years ago, when Alvarez worked as an engineer for a Fortune 100 company and served as a board member for a charter school, Southwest Schools, in Houston, he was amazed by the dismal prospects for economically-challenged high school students, especially Hispanics, who didnâ&#x20AC;&#x2122;t have the skills to compete in the professional world. He set out to change this by creating an organization that would help students receive training, and then meaningful internships in corporations during their last year of high school. The idea was that if students saw what was possible they would make better choices for themselves than what they grew up expecting. Alvarez first saw the importance of developing this program when he attended graduations at Southwest Schools. â&#x20AC;&#x153;After the graduation ceremony

Rafael Alvarez, founder Genesys Works HISPANIC OUTLOOK

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INNOVATIONS AND PROGRAMS of the charter school, I went down to the floor to congratulate students, and as I did I asked them what they would be doing after graduation. They said they would continue their jobs at fast food restaurants, and in other jobs where they were earning minimum wage,” he said. “I thought, then what? What happens two or three years later when all they have on their resumes are minimum-wage jobs? They would perpetuate the cycle of poverty.” For Alvarez, it seemed too many of those innercity students who were actually graduating high school were remaining in the same cycle of poverty as those who weren’t graduating. Among them were a large percentage of Hispanics. “The dropout rate was irrelevant, because they were still going to work at McDonalds. It was almost sadder to see them graduate, because they were leaving with low expectations of what they could accomplish in life,” he said. “An entire generation of students was growing up without role models.” The solution to this problem was Genesys Works, founded in 2002 with 10 students and one corporate partner. After selecting a group of students who were often the “quiet and capable” students with low expectations for their future, Alvarez provided them with an eight-week training program in the summer of their junior year. They were taught technical skills, especially in IT work, as well as communication and professional skills that would help them in the corporate world. He then placed them in a paid corporate internship for their entire senior year of high school, and unlike typical high school internships, students now had valuable skills beyond menial labor that they could offer corporations in need of their contributions. Students would attend school in the morning, and then be released to their internships in the afternoon. “The biggest thing we’ve accomplished in 12 years is that we’ve broken the paradigm of what a high school internship is about. We have connected businesses and schools in much more meaningful ways than ever before,” said Alvarez, who began his organization aware that corporations sought employees skilled in science, engineering, accounting and many other disciplines that schools were not producing. “If students are trained to provide a valuable service that corporations need, such as work in IT, the students experience success and the businesses benefit from the services students are providing.” One of the students of Genesys Works who received the benefits of the program was Hector Ave-

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“

My brother and sister both went through the Genesys program and went to college. We broke the cycle of poverty in our family because of the program.” Hector Avellaneda, participant, Genesys Works

llaneda, a Latino who was an honor roll student in high school, but never planned to live a life far beyond what his family had done generations before him. His parents had not finished high school, so graduating was enough of an accomplishment. He had heard about the program when he was a sophomore in high school (earlier than when most learn about it), and as he put it, “my expectation was to graduate high school and join the Marine Corps. My parents expected I would be a good student in high school, but their expectation of me going to college was non-existent. My mother told a reporter once that I was a great student, but that she didn’t think college was something we could do. It wasn’t part of our reality.” Avellaneda was part of the first cohort to join Genesys Works. After he went through the eightweek training course, he received two internships, one in the aerospace industry and another in the oil and gas industry. “After I obtained those internships, I got a taste of corporate America and the confidence that came with it. I had never had the experience of working in a skyscraper, just of driving by them. This changed my reality of what I was capable of,” he said. “I was making more money than my parents combined. It had a huge paradigm shift of what I could accomplish.” Alvarez recalled how Avellaneda still spoke to him about wanting to go into the Army after his experience of the program, but he informed him that he had options, even if he stuck to his old plan. He could be on the front line or an officer, but in order to be an officer, he needed a college degree. The young student opted for college, realizing it

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IPNRNOOGVRAATM I OS N S A N D P R O G R A M S would expand his opportunities, and he enrolled in Texas A & M. He is now project manager at Hewlett Packard in HP server software, and a board member of Genesys Works. He has also published a book, and has a podcast. “My brother and sister both went through the Genesys Program and went to college. We broke the cycle of poverty in our family because of the program,” Avellaneda said. When he began with the program, students were trained in a very small computer room in their high school. Now, Genesys Works has expanded to include four major metropolitan areas – Houston, Chicago, the Twin Cities, and the Bay Area – and most recently, Houston Community College, with support from Chase Bank, has provided the program with a center for training. Today, 1,200 students from lower socioeconomic backgrounds – who, without the program, might not have gone to college or obtained professional work – have benefited from Alvarez’s dream. About 95 percent of these students have gone on to college, 86 percent of them have persisted beyond their first year, and 80 percent have graduated from college or are still pursuing their college education. About 50 percent of these students are Hispanic. “This is huge. Once a kid like Hector sees they can succeed in the corporate world, quitting college is not in the cards for Hector and others,” said Alvarez. “Before Hector worked at Subway, and even though he had a hard time in college, he had already seen the light and couldn’t turn back.” When Alvarez began his program in 2002, his goal

“

If students are trained to provide a valuable service that corporations need, such as work in IT, the students experience success and the businesses beneﬁt from the services students are providing.”

Rafael Alvarez, founder & CEO, Genesys Works

Hector Avellaneda

was to show students an alternative to college in the professional world, which was especially possible in IT. But students like Avellaneda showed him the importance of extending program support for students into college as well. Genesys Works now guides its members through the application process and through college. In addition, although started as a program focused on training in IT and computer science, it has expanded to include accounting, engineering drafting, and other skill areas that corporate partners need. Today, over 40 business partners provide internships and support to Genesys Works, a process that seems to benefit both the students and businesses. And former program students are now going into high schools recruiting others for Genesys, and, at times, are themselves working at corporations helping the next generation of students. What began as an organization that Alvarez expected to run for a small group of students, and then leave to return back to the corporate world, turned into something much greater than he had ever imagined. “I never expected this to be this size. But it was unbelievable the transformation I would see that would happen with these students, and the question became, ‘if I’m going to stay, what will be the greatest impact I can make?’” said Alvarez. “Now we’re stretched this model to four cities that are doing well. We are just seeing the tip of the iceberg, and I’m having the time of my life.”

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I NENAODVE AR TSI HO INPS/ R&O P L LE R OMG OR DA EMLSS

Lily Eskelsen President García

NEA

The Makings of a Social Justice Warrior By Sylvia Mendoza

ily Eskelsen García’s sixth grade students had homework to do. In reviewing current events in the classroom, they began to dig deeper and ask questions. They determined that some controversial issues with discrimination, violence and other tragedies were just “not fair.”Eskelsen García would push them one step further and ask, “What are you going to do about it?” They wrote letters to congressmen, held blood drives, starred in their own productions. They learned the power of an individual voice and the power of many voices coming together for one cause. “They became little social justice warriors,” says Eskelsen García.

Lily Eskelsen García, NEA President

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They learned from the best. Over the years, Eskelsen García has not been afraid of using her voice, especially when it comes to social justice rights for students and teachers. “My parents taught me my social justice heart. My mom told us to be good thinkers, not to believe something just because you hear it, and to ask questions.” She took the lessons to heart. Now she is the face of the National Education Association (NEA), the largest teacher union in the country, and the voice of its more than 3 million members. Those numbers include 200,000 higher education members, making NEA the largest college and university staff

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LEADERSHIP/ROLE MODELS organization in the country. In July Eskelsen García was elected as NEA’s first Latina president – and first woman president since 1983. She is part of the first all-minority, all-female NEA leadership team. The NEA platform is immense, the outreach, grand, and the expectations, plentiful. Her focus is clear. “This type of education politicians want is destroying the exciting, engaged learning possibilities for our students. We can agree on this point, compromise on that point, but I’m going to start with things we don’t agree on. Teachers are the key to this passion, and assessments can be done without standardized testing. We need to get back to the core and passion of learning and teaching.” Her teaching background and personal standards seem to make her relatable to teachers, but she is also a fearless, formidable force protecting them. She has called statements from Secretary of Education Arne Duncan “stupid,” while expounding on letting teachers do their job, and calling out educators who compromise students’ well-being for financial gain. “I’m very direct,” she says. “Not rude or shrewd, but it doesn’t always sound polite. I taught my sons and students to be polite, but you never want to be too polite when a point needs to be made.” And she believes several vital points need to be made to keep the integrity of teaching at the forefront of what matters in reforming the United States public education system. “I feel educators are under fire,” she says. “But there’s hope. There’s this quiet revolution going on. Superintendents and principals are coming on board, where they see that less attention should be focused on standardized tests and more attention should be on teaching the whole child.” Although she didn’t officially start her NEA presidential post until September, she hit the road in August with a “Back to School Tour.” In California, she loved the approach to changing to common core learning and revisiting the entire standardized test route. Any changes will take time, but Duncan has also hit the pause button saying there will be a moratorium to study the high stakes consequences of cut scores and failing teachers, and how the tests are affecting students and their performance – and their lives, she says. “Yay – that’s a good thing,” says Eskelsen García. “But what happens after that time? I’m going to spend this precious moratorium time to convince you that there is a better way to assess students and critical thinking.”

Eskelsen García has a hard time swallowing the problem of a third grader not being promoted to fourth grade because he didn’t hit a cut score. “Assessment based on hitting cut scores on a standardized test is like a factory mentality. It causes corruption. It needs to be reformed.” She cited as an example former school superintendent Lorenzo García in El Paso, Texas, where teachers were given financial compensation for high test scores. García allegedly moved students out of classrooms that he knew would lower the scores. “This was mostly English language learners,” she says. “It was so unethical. He harmed their well-being. And he pocketed $60,000 for pushing those kids out.” For a start, she says, assessments can be made based on engagement in the classroom. You can still have quantifiably and qualitatively great measures on critical thinking projects, she says, but also consider absenteeism as a factor, as well as those who do or don’t do their homework. “Kids have to love coming to class, parents have to be engaged such as in back to school nights, principals have to do the right thing. You can’t stop recess, can’t stop a Shakespeare play. Where are the choir classes? Mariachi? Poetry? Art classes?” At the same time, she believes educators have a responsibility to fight for quality public education and a “sacred duty to be professionals and to care for the whole student – mind, body and character so they can succeed as a whole and happy adult.” When teachers are quitting or threatening to quit, she calls them to task. “They don’t want to be complicit in the way things are going and in what is expected of them in the classroom today. But they can’t be complicit in leaving kids. I tell them ‘we need your heart and soul in the classroom. Wouldn’t you rather go out with a bang?’” Then there is the political jargon about how American students won’t be ready for global competition. “They’re wrong,” she says simply. She gives the example of the success of Finland’s education system. “They teach to the whole child. They look at their well-being. They add the arts. They got rid of standardized tests but made it harder to get into college. But they go forward with a core education, a sense of authority and confidence, true measurements, and every child has a choice in their neighborhood schools to see what opportunities they’ll have. Oh yes. If that’s wrong, give me that.” Social Justice Roots Go Deep Recently named a “Featured Latino Leader” by the

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I NENAODVE AR TSI HO INPS/ R&O P L LE R OMG OR DA EMLSS Latino Leaders Network in Washington, D.C., Eskelsen García doesn’t seem to mind the spotlight to share her own trials and tribulations, as well as her vision for profound change. Perhaps her background has been the springboard for doing the right thing for students, teachers and the underdog all along. Her father, the son of sharecroppers in Mississippi, joined the Army at 16 to escape poverty, and worked his way up to warrant officer working on missile guidance. “He’s my hero,” she says. Her mom was the first in her family to graduate from high school. “My abuelito was very proud. They worked hard and six kids later, here we are.” She doesn’t shy away from talking about the personal issues that most would say build – or break – character. “We were poor as church mice, but I wanted a baby.” She and her late husband made it work and for the first four years of their son’s life, tag teamed while both went to school at the University of Utah and held jobs. As a folk singer, she played her guitar to earn money but went on to earn degrees in education and instructional technology. But then there’s the story of her youngest son’s rollercoaster life with drugs and scarred spirit from birth parents who were addicts, and another of her oldest son’s march to marry his partner. The story of her husband’s suicide is heartbreaking, even after so many years have passed. Somehow she sees the silver lining in all of these events. Her late husband was a good man with a loving heart, she says. Her youngest son is now in a good place and has found the love of his life. Her oldest son has become the social justice warrior in his own way for gay rights. And through it all, she had a support system that allowed the myriad of emotion to surface and then calm. “Lots of drama in my life, but I’ve always been surrounded by such love and people who don’t judge.” That support helped her go from lunch lady to teacher at Head Start to college. She was selected Utah Teacher of the Year after only nine years in the classroom and that pushed her beyond teaching. She served as president of the Utah Education Association, president of the Utah State Retirement System, and president of the Children at Risk Foundation. Although she didn’t win when she ran for Congress, she was named by President Obama to serve as a commissioner on the White House Commission on

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Education Excellence for Hispanics. As her professional star rises, she acknowledges that painful moments are experienced by most. She hopes teachers are aware of the places their students can come from and not judge them, and that students can achieve their goals no matter where they come from. “I talk a lot about the joyful and not very joyful moments in my life, but maybe I can help someone say, ‘if that happened to her and she kept going, I can do it, too.’” The Power Of Voice And Responsibility The stories of injustice and pain are plenty and her mission to make life better for teachers and the children they teach continues to drive Eskelsen García. In visiting schools, she kept asking students who their heroes were. “They named rock stars, movie stars, athletes, but they should have teachers in there, and people who organize for powerless people when they see social justice threatened.” This prompted her to use her voice in another way. Eskelsen García wrote the book, Rabble Rousers: Fearless Fighters for Social Justice; Agitadores: Luchadores Valientes por la Justicia, which artist Albert García, her current husband, illustrated. César Chavez is featured, as well as Nelson Mandela, but so are lesser-known rabble-rousers like José Martí, a Cuban writer and Gaby Pacheco, an activist in the U.S. Pacheco started United We Dream, the largest immigrant youth-led organization in the nation, made up of 52 affiliate organizations in 25 states that will “build a movement for justice... and advocate for the dignity and fair treatment of immigrant youth and families.” Eskelsen García says all proceeds from book sales will go to this organization. Her purpose in writing the book was to let readers of all ages to know they have a voice – and a responsibility. “I wrote it at a seventh grade level so any congressman can read it, too.” There is no doubt that Eskelsen García knows her responsibility as NEA president, as a lifelong social justice warrior and as an empathetic educator, from which she seems to form her convictions. “Teachers have the biggest hearts because they have the opportunity to love so many students. We need to let them teach the whole child. This is what it means to teach.”

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LEA R PD OE RR TS HIP/ROLE MODELS

The Education Trust Proposes Bottom-Line Quality Standards for Colleges

Tough Love: Bottom-Line Quality Standards for Colleges

TO THE POINT

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he Education Trust has as a goal â&#x20AC;&#x153;to close the gaps in opportunity and achievement that consign far too many young people â&#x20AC;&#x201C; especially those from low-income families or who are black, Latino, or American Indian â&#x20AC;&#x201C; to lives on the margins of the American mainstream.â&#x20AC;? These words are part of their mission statement. Considering that mission, the fact that many elite higher education institutions are doing very little to enroll low-income students and that low-income students typically attend colleges that have the poorest graduation rates is of great concern. Added together with inequities that are income-related and those based on race/ethnicity, the fact is that American colleges in general are doing an inadequate job of educating and graduating all students. The Education Trustâ&#x20AC;&#x2122;s new report proposes what might seem to some a radical idea. Their new report titled, Tough Love Standards Should be Applied to Colleges, suggests that the federal government should impose quality standards for higher education institutions. Further, if those standards are not met over the course of several years, colleges and universities could face sanctions such as losing institutional grant money, losing tax benefits, and losing eligibility to receive federal financial student aid. In order to receive federal aid, the report suggests higher education institutions ought to face funding cuts if they fail to persistently meet quality standards. The report recommends â&#x20AC;&#x153;targeted assistance to persistently underperforming public and nonprofit colleges and tough consequences, including cutting off federal

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By Angela Provitera McGlynn

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aid, for those institutions that fail to improve within a reasonable period of time.â&#x20AC;? A reading of the report makes it clear why accountability in higher education is such an important issue. U.S. graduation rates in general are in the middle of the pack of the developed world where once America led the world in this category. At a time in history a college degree is a prerequisite for a chance at a middle-class life, more and more students from all backgrounds, rich, poor, white, and minority students,

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REPORTS are enrolling in college aspiring to academic success with far too many students not earning a degree. Not only is this a crisis for the individual students involved, our nation is losing its ability to compete in a global economy requiring highly educated and skilled workers. Another issue is that too many of those students who finish college and those who do not are often left with unprecedented levels of student debt. Enrollments are high but graduation rates are low. Among students who start their educations full time at a four-year college or university, less than twothirds earn a degree from any institution (taking into account those who transfer to other colleges) within six years of enrolling. For students starting at a twoyear institution, fewer than 25 percent earn a credential within three years of enrollment. An analysis of which sectors are doing the poorest job of educating and graduating their students shows that the lowest performing 5 percent of colleges fail to graduate at least 15 percent of their entering students (and what a low bar that is). This includes many for-profit institutions such as the University of Phoenix and other for-profits that promise students degrees and help placing them in jobs and leave their students with neither – just a pile of debt. Inequities based on income and race/ethnicity are deplorable in a society that gives lip service to equal opportunity. Young adults from high-income families are seven times more likely than low-income students to earn a bachelor’s degree by the age of 24. Moreover, white

students earn bachelor’s degrees at nearly twice the rate of African-American students and three times the rate of Latina/o students. Clearly, there is something terribly wrong with this picture. College-going rates, graduation rates, and rates of high student loan debt are all correlated with family income and race/ethnicity. The report notes that while about 8 in 10 young people from families in the top income quartile earn at least a bachelor’s degree, only 1 in 9 students from bottom quartile families complete a degree by the same age of 24. People looking at this data might argue that all these discrepancies have to do with under-preparedness of students. However, at every level of preparation, from elite institutions serving those who are very well prepared and have had incredibly cultureenhancing life experiences to institutions that serve the most underprepared students for college level work, it turns out that some colleges consistently do much better than others serving exactly the same types of student populations. Michael Dannenberg and Mary Nguyen Barry, the authors of the Tough Love report, say that despite the fact that some institutions do a fine job and many do not. … nearly all colleges continue to receive taxpayer dollars, year after year after year. Federal dollars flow to institutions that graduate almost all their students and those that graduate almost none; institutions that serve their “fair share” of students from lower income families, and those that don’t; and institutions whose students graduate with manageable debt and are able to turn their degrees into decent jobs that support loan repayment, as well as institutions whose students carry too much debt and leave with no degree or a worthless one. The problem noted in the report is that the government contributes about $180 billion in federal student aid and tax benefits each year to colleges and universities without consideration of degree completion rates, institutional performance on low-income student access, and post-enrollment student success measures. About 600,000 undergraduates attend four-year colleges that graduate less than 15 percent of students who enroll. That is an 85 percent dropout rate. Yet funding continues. More than $15 billion dollars is distributed annually to 300+ colleges that “qualify as engines of inequality, dropout factories, or diploma mills.” Higher education has been given a free ride by the

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LEA R PD OE RR TS HIP/ROLE MODELS federal government in terms of accountability in stark contrast to the demands on the K-12 education sector. The K-12 sector is making progress in better preparing students to do college-level work. Many state leaders have adopted new standards that match the skills and knowledge required for college readiness so that their high school graduates are on track to be successful in college. At the college level, many states have put degree completion on the forefront of their strategic planning. Thirty-three states have adopted college completion goals, and 27 states have implemented or are in the process of implementing state funding systems that reward institutions for student performance. Many colleges have started to shift their priorities from just enrollment to persistence and academic success, making student success an institutional priority. The report states: “With strong campus leadership from university presidents and provosts and data systems that track student progression and credit accumulation, colleges like Florida State, Georgia State, and San Diego State have made major strides in graduating more of their students – especially students of color and low-income students – than peer institutions throughout the country.” Recognizing that there are many highly qualified low-income students who “under-match,” that is, attend a college less selective than their academic capabilities, the report recommends that colleges without at least a 17 percent Pell student freshman enrollment be given three years to raise their enrollment of low-income students.

More than $15 billion dollars is distributed annually to 300+ colleges that “qualify as engines of inequality, dropout factories, or diploma mills.”

The conclusion of the report merits quoting: Our public priority should be to increase the access and success of needy students to postsecondary education, not to protect the financial interests of institutions of higher education regardless of their quality or service to the nation. No longer should federal higher education money flow and unquestioned to institutions that neglect their public duty to educate successfully the students they admit and to enroll low-income students at least at a bare-minimum level. We understand that the consequences we suggest for bottom performers that don’t improve are severe. But they are by no means out of line with the consequences for underserved students – the nearly 600,000 undergraduates attending the schools that fall below our minimum standards for success and the estimated 100,000 of them who will default on student loans. These students are at risk of facing both a lifetime of debt and no degree. And let’s be clear: Establishing rigorous minimum performance benchmarks is particularly important at a time when federal dollars are, and will remain for the foreseeable future, scarce. In such a climate, serving students effectively, accountability for results and efficiency of performance are of increased importance. Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

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FINANCE/TUITION

In-State Angels Helps Students Avoid Out-of-State Tuition By Frank DiMaria

he difference between the cost of in-state tuition and out-of-state tuition is mind-boggling. The University of Maryland charges out-of-state students about $16,500 more per year than it charges its in-state students. The University of Colorado charges about $20,000 more to attend its institution. And at the University of Michigan’s out-of-staters can pay a whopping $27,000 more per year. Doing the math, that’s over $100,000 more for the same undergraduate degree.

Jake Wells, founder, In-State Angels

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Jake Wells grew up in the state of Washington and attended the University of Colorado at Boulder as an out-of-state student. He gave little thought about what he was paying as an out-of-state student until he learned that some out-of-state students were paying in-state tuition right there in Boulder. Since this revelation, he has always thought it was unfair that students whose parents have shallow pockets and limited resources have limited options. “There are a lot of kids right now that are in high school who think that going to an out-of-state college is just not even an option in their mind because they don’t think it would be affordable. Therefore, a lot of students, I think, are relegated to the state in which they happen to grow up in. I for one don’t like that,” says Wells. So Wells did something about it. In 2011 he founded In-State Angels, a service that helps students from all economic backgrounds get in-state tuition at the schools of their choice, regardless of the school’s location, a feat that used to be easier but has gotten more difficult. In the past, students wishing to establish a new residence in order to pay in-state tuition would need only an in-state driver’s license and proof that they were leasing an apartment in the school’s state to get the in-state rate. “Once you’re an adult you can choose to live where you want to. You can choose any state you want. But you can’t just move to a new state and immediately expect to get in-state tuition, that’s not how it works. It generally takes a year of being there before you can qualify for that residence benefit,” says Wells. Today it’s far more complicated. Students must

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FINANCE/TUITION live in the new state for at least a year and – here’s the hard part – must prove that they are financially independent. Moving to a new state is not a complicated process, but becoming financially independent from parents who live in another state – who more than likely will be footing the bill for college – is very complicated. And that’s where Wells and his In-State Angels come in. In-State Angels works primarily with college students who have already completed a year of school but wish to significantly reduce their tuition for the next three years. Typically the student will bite the bullet and pay the out-of-state tuition for one year while establishing a residence in the state. By the end of the student’s first year with the help of InState Angels, he establishes an in-state residence and then pays in-state tuition. Easy, right? Not so fast. First of all, not all cases are the same. Each state has its own regulations and each school interprets those regulations in their own way. Some states have reciprocity agreements with neighboring states and in some states there are exceptions for veterans and noncitizens whose parents brought them to the U.S. and to a particular state when they were young. Rules can also be different for people who are married. Establishing an in-state residence might also affect a student’s financial aid. Some scholarships are specific to in-state students and some to out-ofstate students. Students who enlist the services of In-State Angels can save anywhere from $10,000 to $20,000 per year. Wells offers his service on a contingency. If he and In-State Angels get the student in-state tuition, In-State Angels’ cut is 10 to 15 percent of what the student saves. The challenge of getting in-state tuition is not establishing an in-state residence, but knowing how to prove it. And that’s where the petition comes in and where In-State Angels really earns its cut. To begin the process the student first visits the InState Angels website. There the student or parent completes and submits a form. Using the information they glean from that form, In-State Angels determines whether or not the student is a good candidate to get in-state tuition. If he is, In-State Angels asks for more information, like the student’s intent regarding the new state. Wells wants to know if the student is planning on living in the state long term, who is paying for the education, if the student

Jake Wells, founder, In-State Angels

will have a job in the new state and if he is planning on living in the dorms. Then comes the financial independence part of the puzzle. Students must prove that they are financially independent from their parents. In other words, they must show how they– not their parents– are planning to pay for the education. In general, says Wells, if the plan is for the parents to pay out of pocket, the student has no shot of getting instate tuition. If the student’s parents are footing the bill and they live in a different state, then the school will view the student as a resident of the state in which the parents live. “The degree of what that financial independence looks like is different for all schools. That might mean that you just have to provide half of your support. It might mean at other schools that you provide 100 percent…What if you have a student loan, is that OK? Can you have a cosigner?” says Wells. Every situation is and school is different. Wells says he’d like to branch out and start offering his services to high school students –and of course their parents– so they can get in-state tuition from the moment they walk onto campus as a freshmen, rather than waiting for their sophomore

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FINANCE/TUITION year. High school students should be thinking about in-state tuition and factoring it into their college planning. “I think it’s an important piece of the puzzle that’s just missing for so many people. It seems like the esoteric thing,” says Wells. “Juniors and seniors in high school can definitely benefit from talking to us now.” High school students interested in attending a school in another state and who want to use the services of In-State Angels must first compile a top list of out-of-state schools they’d like to attend and then get accepted into those schools. Sometimes the student will have to move to the new state and work for a year to establish an in-state residence. That could take the form of a student moving to a state and not going to school at all for an entire year. Or the student can pay out-of-state tuition for a year while establishing residence status. In addition to helping students establish in-state residences and cut tuition costs, Wells also offers hourly consulting and other products for high school students. Wells’ first attempt at getting an out-of-state student in-state tuition was at the University of Colorado, a school with one of the strictest out-of-state tuition policies. He says, “If we can be successful in this climate, we can be successful everywhere.” Now he has clients in 37 states at about 150 universities.

“

There are a lot of kids right

now that are in high school who think that going to an out-of-state college is just not even an option in their mind because they don’t think it would be aﬀordable.” Jake Wells, founder, In-State Angels

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Own It! Editor’s Note: “Own It!” is Hispanic Outlook’s new feature column aimed at showing the connection between entrepreneurship and Latino student retention and success in higher education. Co-authors Marvin Lozano, EdD and Miquela Rivera, PhD, will examine the entrepreneurial mindset and process in each column to encourage readers working with Hispanic students to help them push boundaries, generate ideas, and do things differently to succeed in higher education. “Own It!” takes concepts and information typically bound for those in commerce and applies it to parallel approaches for helping any Latino student prosper in school and beyond.

By Marvin Lozano and Miquela Rivera entrepreneurial mindset isn’t just for business owners. The mindset found among successful commercial pioneers is the same one necessary for success in any field of higher education. Universities also are pursuing entrepreneurial thinking to generate revenue and forge community-based partnerships. And the new movement nationally to couple entrepreneurship with advanced learning holds keys to success academically and beyond for the growing national population of Latinos nationally and their increasing numbers entering college. Much of the literature about successful entrepreneurship focuses on the individual’s traits and the common assumptions about the need for connections, money, power, privilege, unique talent and luck. If such were the case, Latinos would seldom have a chance of succeeding. Clifton L. Taulbert and Gary Schoeniger, authors of Who Owns the Ice House? (ELI Press, 2010) posit that the foundation of success in any endeavor is the entrepreneurial mindset: it is a matter of the choices we make. We all have the ability to respond to whatever occurs. That personal power is subtle, but can determine what occurs in the future. Latino students can use adversity to succeed by using hardship and challenges as a launching pad, not an excuse for failing to try, just like many entrepreneurs have done. Successful entrepreneurs who faced tough circumstances typically focused on the horizon and things they could change, not situations or factors that were beyond their control. Depending on a person’s choice and commitment in business or school, adversity can spur one on to work harder, innovate and approach things in novel ways. No doubt there are genuine institutional and social barriers that can hold Latinos back. Some of those

barriers have increased across time while others have lessened. The entrepreneurial mindset, however, dictates that barriers won’t stop the determined Latino. It is a matter of deciding on a goal, a course of action and going for it. Call it determination. Commitment. A promise to oneself. Regardless of circumstance, they do it anyway. Faculty and staff from pre-school through graduate school, parents and loved ones, fellow students and business people can support the entrepreneurial mindset of Latino students as they work toward success. Those students can discover that the decisions that have helped them overcome challenges so far can be used to set their own path for a lifetime of success. This column will focus on various factors beyond the entrepreneurial mindset that contribute to Latino student retention and success. Choices, opportunities, plans of action, knowledge, wealth and resource management, personal branding, community and persistence combine to make an entrepreneur successful. With the same factors, Latino students, too, can Own It!

Marvin Lozano, EdD is a faculty member in the School of Business & Information Technology at Central New Mexico Community College in Albuquerque. He is an experienced small business consultant, commercial banker and entrepreneur. He has been honored as a USDA National Hispanic Fellow and as a Sam Walton Fellow. Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of Hispanic Outlook in Higher Education. She lives in Albuquerque.

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Hispanic Wealth in the United States By Gustavo A. Mellander

umans tend to believe that their nation is the best in the world. This nation of immigrants is not immune to that passion. After all, many came here seeking a better life and found it. We created the American Dream whereby individuals could reap the benefits of our society through hard work, pluck and determination. And truth be told it has worked miracles for many individuals, millions of them. But not all-and that should not be forgotten by those who “made it.”

A wealthy nation Globally the United States is considered a wealthy nation and envied by some. At one level the numbers support that assumption. Americans' average wealth tops $301,000 per adult. Given that reality the Credit Suisse Global Wealth Report ranked the United States fourth in the world. If the figure seems high to you, part of the reason is that we have many high net worth individuals. That influences the averages. Not everyone is so wealthy. Few of us live in a stratified multimillion dollar atmosphere. America has long been a middle-class country. So how is the nation’s middle class doing? Not as well as a few years ago. It’s a different reality. http://economy.money.cnn.com/2014/01/28/middle-class/?iid=EL Americans' median wealth has gone down in the past decade from the low $50,000 range to approximately $44,900 per adult. Median it should be remembered means half have more, half have less. In that category, we rank in 19th place, below Japan, Canada, Australia and much of Western Europe! “Americans tend to think of their middle class as being the richest in the world, but it turns out, in terms of wealth, they rank fairly low among major industrialized countries,” according to Edward Wolff, a New York University economics professor who studies net worth. Why is there such a big difference between the two measures? Simply because super rich Americans skew average wealth data upward. The U.S. has 42 percent of the world's millionaires and 49 percent of those with more than $50 million in assets. This schism also secures us the top rank in one net worth measure -- wealth inequality. There's one main reason why the average Spaniard or Italian has more to his name than the typical American: real estate. Changes in one’s home prices have a big effect on the wealth of those in the middle. Home ownership rates are higher in many European countries than in the U.S. Thus the average European has more assets to his/her name than their American counterpart. Additionally, since it's far easier for Americans to borrow money, their net worth is easily diminished, according to Professor Jim Davies, a co-author of the Credit Suisse report. http://money.cnn.com/2014/06/01/luxury/rich-wealthgap/index.html?iid=EL

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Housing collapse Middle- class Americans were seriously hurt by the housing collapse at the end of the last decade. The median wealth of families was $77,300 in 2010, a nearly 40 percent drop from 2007, as chronicled in Federal Reserve statistics. Middle-class Australians, by comparison, lead the pack. That country's residents have the highest median net worth, a surprising $219,500. Australia also has low wealth inequality. This is in part because Australians have a strong tradition of home ownership. Secondly, mandatory retirement savings provide a solid bulwark. Australians must save more than 9 percent of their income for their retirement years. As a people they also carry relatively low credit card and student loan debt. http://money.cnn.com/2014/04/25/news/economy/middle-class-paycheck/?iid=EL Americans, meanwhile, are having trouble rebuilding wealth because wages have stagnated for more than a decade. Median household income was $51,017 in 2012, compared to $56,080 in 1999, according to Census Bureau statistics. Most Americans know they are falling behind. There are many reasons why middle- class incomes are suffering, including the shift of jobs overseas, the increasing use of technology in the workplace replacing humans and the decline of unions' power. Also, Americans pay more out of pocket for basics, such as health care and higher education, reducing their ability to build their nest egg. In short, middle-class families haven't been able to save as in years past. The Top 1 Percent Much of the press and many public officials contend that the top 1 percent of households pay too little in taxes. How many say that and is it accurate? According to the CNNMoney's American Dream poll, that was the opinion of 55 percent of the people they surveyed. More women (61 percent) than men (49 percent) held that view. Politically, more Democrats (77 percent) than Republicans (33 percent) believe that. Straddling the middle were independents, 52 percent thought the tax contribution of the top 1 percent should be higher. The truth about taxes, of course, is that what's considered too much, too little or just right is a deeply ingrained personal judgment. Sometimes it is rational, many times it isn’t. The facts about the top 1 percent, according to the latest data from the IRS and related analysis are these: In 2011 an individual had to have at least $389,000 of adjusted gross household income (AGI) to rank above the other 99 percent of U.S. tax filers. In must be noted, however, that AGI does not include taxexempt income, which can be substantial for the wealthiest households and it lowers the taxes they pay as a percent of their overall income.

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Hispanics and the recent recession The recent recession hurt Hispanics disproportionately. Hispanic families lost roughly a third of their net worth between 2007 and 2010, according to the St. Louis Federal Bank. Theirs was the largest drop among all racial groups, according to a 2011 report by the Pew Research Foundation. While Caucasian families were also hard hit, the average Caucasian family lost a smaller share of its total wealth than the average minority family, partly because Caucasian families Among other realities we find: • The top income tax rate rose to 39.6 percent from 35 tended to hold more types of assets and to have less money tied up in home equity. percent. • Itemized deductions are now restricted for those at high Is there progress in sight? Yes and no. income levels. It is estimated that Hispanic wealth will grow to $4.4 billion • The Medicare tax rose on wages over $200,000, by 2025, at which point it will represent 3.2 percent of the ($250,000 for couples.) • Finally, for the first time in our history, investment in- country's total. Clearly, Hispanics will be better off but just come – including capital gains, dividends and interest – marginally, and certainly not relative to the rest of the US population can be subject to the Medicare tax. Another more pessimistic projection, estimates Hispanic wealth Something else that has become clear about the top 1 per- will grow by $2.5 billion by 2025 instead of $4.4 billion. If that be cent of tax filers is that membership in that super elite group the case, the relative wealth gap will be even worse. If past trends continue, wealth accumulation for all households is often fleeting. That's because a sizeable number of households are catapulted into that group thanks to one-time events, will widen racial wealth disparities, Under the fast growth scesuch as the exercise of stock options or the sale of a business. nario, Hispanic families would possess 26.5 percent of the average American family's wealth in 2025, up from 22 percent in 2010. In other words, even if everything goes well and the averHispanic wealth gap We have presented pretty interesting information about our age Hispanic family gains wealth, by national standards they rankings worldwide, the numbers of millionaires in America, still wouldn't be well off. and the highly publicized one per centers. But what about Hispanics? Readers of Hispanic Outlook Solution? From time immemorial, well at least as far back as Colonial know there is a wealth gap. What is it and why does it exist? times, the path to well-paying positions in this country has Is it getting better? America's Hispanic population labors under a wealth gap. been though education. This publication was founded 25 years In spite of, or perhaps because of, staggering Hispanic popu- ago to help Hispanics access and succeed in college. Americans with college degrees currently earn twice as much lation growth, which rose from 9.1 million in 1970, to more than 54 million in 2014, many Hispanics don’t enjoy economic as Americans with only a high school diploma. High school and grammar school dropouts are even more disadvantaged. prosperity. The age when a strong back and hard work could pave the The average Hispanic household has about $109,000, or nearly $400,000 less than the average American household, way to success no longer exists. Our technological world has according to the Federal Reserve Bank of St. Louis, and more specialized needs. Only those who are well-equipped have a than $500,000 less than the average Caucasian household. fighting chance. Sadly recent immigration from Mexico and Unfortunately, the future does not look very encouraging. Central America was composed mostly of people with less By 2050, the Hispanic population will almost double, but the than a high school education and virtually no English skills. share of wealth Hispanics hold will likely remain dispropor- No wonder they entered the lower income levels and remain there. Their numbers skew Hispanic wealth data, downward. tionately small. Another issue is that many Hispanic immigrant families The stark reality is that while Hispanics represent more than 16 percent of the nation’s population, they only hold have many children, some born in other countries, some born about 2.2 percent of its wealth. Is it a racist plot as some sug- here. With recent estimates that it takes a quarter of a million dollars to raise a child, families with many children face pargest? I think not. Part of the gap is due to the fact that Mexicans and Puerto ticular challenges. I still have a wistful childlike belief in the power and advantage Ricans make up nearly 75 percent of the country's Hispanic population. Each earns significantly less, on average, than higher education. I still think that will continue to be the major the typical American household. The median household in- factor of who succeeds in this country, world, and who is left come in the U.S. is roughly $51,400, but it's only $38,000 for behind. Most readers I am sure agree with me. What to do? Luckily there are many models that have worked Mexican families, and $36,000 for Puerto Rican families. Those are significant realities that cannot be denied or their nationwide, community and parental involvement, preschool outreach, early childhood education, after school programs, impact ignored. Further many immigrants over the past decades have been enriched summer programs and on and on. Plans exist, proven methodology exists, but there is no conwilling to work for less. So they were hired. Actually that has been true for hundreds of years and thousands of individuals. The certed national will to radically change education in this country. Asians on the West Coast, the Irish and the Italians on the East There just isn’t and until there is, very little is going to change. Coast and thousands in between received relatively low wages. Dr. Mellander was a university dean for 15 years and a college president for 20. As a group, they earned nearly 19 percent of all AGI reported, but they paid 35 percent of all federal income taxes, which was about 2 percentage points less than the year before. Starting in 2013, many in the top 1 percent faced a higher tax bill. Why? Stipulations in the fiscal cliff agreement and a tax increase the Affordable Care Act imposed higher taxes on those high income individuals.

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By Margaret Sands Orchowski BY THE TIME YOU READ THIS, SENATE WILL BE DECIDED. NOW WHAT? What could happen to Hispanic interests in higher education and immigration if the Senate stays Democratic or flips Republican? By the time you read this, you probably will know the outcome of the 2014 midterm election. Here are my predictions: IF DEMOCRATS WIN: Since Democrats tend to think of all Hispanics as being liberal and mostly undocumented, they will be focusing on those issues to win the Latino vote in the 2016 presidential election (they need at least 66 percent of the Latino vote, according to La Raza: 2012 exit polls show Dems got 71 percent; in 2008, 69 percent). In higher education, Democrats will push for lower rates on student debt while instituting new programs for minority students (including LGBTs). They will continue to bombard for-profit colleges while demanding more diversity in four-year nonprofit private elite institutions. On immigration reform, the Democrats will again emphasize comprehensive legislation legalizing between 8 to11 million illegal immigrants and delay e-verify and other enforcement measures. IF REPUBLICANS WIN: Everything will be piecemeal, including education and immigration reform. Republican legislators probably will demand that colleges accept accountability for student learning, degree completion rates and job attainment or lose their federal funding. They also will push for a greater choice of less expensive private and municipal college programs, including business-supported apprenticeships for technical skills. Stand-alone immigration bills will include e-verify, increased investor and H1B visas, foreign student green cards, increased opportunities for immigrants (legal and illegal) to serve in the military and the KIDS Act to legalize a more limited number of DREAMers (perhaps high school grads who brought into the country under the age of 12 by their parents).

CRISIS OF ADJUNCT PROFESSORS Obama should help “invisible” adjunct professors gain rights. After all, he was one himself and might be again. ACADEMICS TRACK HOW IMMIGRATION DEBATE HAS CHANGED At the annual conference of the American Political Science Association last August in Washington D.C., a workshop of international scholars focused on how the framing of the immigration debate has changed this decade. In 200506 it was framed as legal vs. illegal immigration; then it became a humanitarian/ethnic issue; then national security and now increasingly as an economic issue (although one might argue that jobs for Americans also is a national security issue for many where available jobs go mainly to foreign workers, legal and illegal, in and out of the country). U.S. academics at the conference seemed to agree that for them, immigration is a bottoms-up issue, with the focus of research and legislation almost entirely on the wants and needs of immigrants. But the European political scientists were analyzing the changing dynamic of electorates in large immigrant receiving countries such as France, Holland, Germany and especially the U.K.-- where immigration has become a top election issue. This focus is driven by the needs and wants of the nation’s citizens, not the immigrants. The analysis of framing spotlighted a conflict between researcher biases: “We all agree it’s bottom up” argued one professor from the University of Arizona. But an Oxford academic proposed considering the needs of immigrant source countries as well: highly talented students from countries where brain drain would harm the nation, should be given a lower priority for immigration, he declared. WHY OBAMA CONSIDERED DELAY OF DEPORTATION ACTIONS At the time of writing this column President Obama seemed to be considering delaying executive orders to temporarily legalize millions of illegal immigrants who were not DREAMers. There were good reasons for that consideration. Conservatives warned him last summer in front of dozens of press at the Heritage Foundation that should he act, “Republicans will go ballistic and win the Senate!” (Jim Carafano) and “Dems won’t get anything they want passed for years because no one will trust the president to enforce any law he signs.” (Kellyanne Conway). The president had said repeatedly that it would be “absolutely intolerable” for him if the Senate flipped Republican. In addition, both DACA and several DHLS memos already prohibit the deportation of all but those immigrants convicted of violent crimes and continual illegal border crossings. Furthermore, close to a million unaccompanied minors are expected to be given priority in deportation hearings for the next year or more. Anyone else in the country illegally at this time is pretty much protected until 2016. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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Now, we’re hiring 200 faculty members for our 12 colleges. Visit ucf.edu/jobs.

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NOVEMBER 3, 2014

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Openings - Fall 2015

department, college, and University committees and activities; contribute to assessment and accreditation processes; advise students; and be adept at the emerging uses of instructional technology.

Building on a distinguished 106-year history, Montclair State University is proud to be a leading institution of higher education in New Jersey. The University’s six colleges and schools serve over 20,000 undergraduate and graduate students in more than 300 doctoral, master’s, and baccalaureate level programs. Situated on a beautiful, 250-acre suburban campus just 14 miles from New York City, Montclair State delivers the instructional and research resources of a large public university in a supportive, sophisticated and diverse academic environment. Additional information can be found on the MSU website at montclair.edu.

Department of Counseling and Educational Leadership | Assistant/Associate/Full Professor - Educational Leadership (V-F7) Appointment includes teaching a range of graduate courses for

All positions are Assistant Professor, tenure track, unless otherwise noted and are subject to available funding. ABDs must complete the degree by August 1, 2015. Screening begins immediately and continues until position is filled. Include three letters of recommendation for all positions.

For more information, go to our website at:

https://app1.montclair.edu/xf/hr_jobpostings/

COLLEGE OF THE ARTS Candidates are expected to develop an on-going artistic/scholarly agenda.

Department of Art and Design | Assistant Professor Fashion Studies (V-F18) Teach undergraduate courses in fashion design–illustration, construction, patterning, draping—including computer-aided design, line development, and portfolio; lead in the development of a fashion design BFA program; advise students. Terminal US degree (or an equivalent non-US degree) with at least one degree in fashion or related field; a record of creative and/or scholarly work; familiarity with apparel software; and successful teaching experience.

School of Communication and Media | Assistant Professor - Communication Studies (V-F19) Areas of specialization are open but expertise in rhetorical studies and media/cultural criticism, strategic communication/public relations, social interaction, or political communication are a plus. Candidate will coordinate the Fundamentals of Speech program; Ph.D. in the field of communication or media studies required.

Department of Theatre and Dance | Assistant Professor Theatre Studies (V-F20) Candidate will serve as coordinator of the MA Theatre Studies program and further develop the BA in Theatre Studies; teach in the graduate/undergraduate programs. Excel in teaching with a strong foundation in critical analysis and the study of social and historical backgrounds in theatre. Must have terminal degree, Ph.D. in Theatre preferred; demonstrate administrative ability, have excellent teaching credentials including three years experience and show academic and/or artistic scholarship. For a comprehensive description on these positions, please contact Dr. Ronald Sharps (sharpsr@mail.montclair.edu), Associate Dean, College of the Arts.

COLLEGE OF EDUCATION AND HUMAN SERVICES The College of Education and Human Services is committed to student and faculty diversity and values the educational benefits that derive from such diversity. We are seeking candidates who demonstrate the ability to work collaboratively in and with socially, culturally, and economically diverse communities; have a commitment to education for social justice, democratic practice, and critical thinking; and are interested in addressing issues of diversity in research, teaching, and curriculum development. All candidates must demonstrate a well-defined research agenda and evidence of scholarly activities. Faculty members are expected to participate in

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prospective leaders and supervisors, including those that emphasize instructional leadership, using data in decision-making, and developing professional learning communities. Required: Earned doctorate in Educational leadership or related field is required, and ability to develop and teach online courses. Preferred: Experience with online teaching and as an educational leader.

Department of Early Childhood, Elementary and Literacy Education | Assistant/Associate/Full Professor Inclusive Elementary Education (V-F8) Appointment includes teaching undergraduate and graduate courses for preservice and inservice elementary teachers with an emphasis on preparing candidates for certification as Teachers of Students with Disabilities (TSD). Required: Earned doctorate in Elementary Education, Disability Studies in Education, Special Education, Curriculum and Teaching, or related field; strong preparation and/or experience in elementary inclusive education and successful teaching.

Department of Exercise Science and Physical Education | Assistant/Associate Professor - Exercise Physiology (VF10) Teach courses within graduate and undergraduate exercise science programs. Required: Earned doctorate in Exercise Physiology or related field. Preferred: Certification as Health Fitness Specialist (ACSM) and/or Strength and Conditioning Specialist (NSCA); ability to teach kinesiology (basic biomechanics) or basic motor learning.

Department of Health and Nutrition Sciences | Assistant/ Associate/Full Professor - Nutrition and Food Science (V-F9) Appointment includes teaching undergraduate and graduate courses, curriculum development. Required: Earned doctorate in Food Science or related field. Preferred: Food industry and government regulations experience, with knowledge of nutrition as well as food science. For more information about these positions, please contact Dr. Tamara Lucas (lucast@mail.montclair.edu), Associate Dean, College of Education and Human Services.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Demonstrated success or strong potential in research, teaching, and scholarship is required for all tenure track positions. Experience in grant seeking/writing to support research and related activities and willingness to provide service to the department, University, and the larger professional community are expected. Include C.V., letter of interest, names, phone numbers and e-mail addresses of three references.

Department of Anthropology | Assistant Professor – Linguistic Anthropology (V-F11) Research focus on language, power and inequality; specialty and geographical area open. Ph.D. required as well as demonstrated record of scholarship and teaching excellence.

Center for Child Advocacy | Assistant Professor – Child Advocacy (V-F12) Assignments will include scholarly research, the pursuit of external funding, teaching each semester in multidisciplinary curricula in child advocacy and policy, child abuse and neglect, and other courses related to children’s rights and the public child welfare system. Area of research specialization is open, but preference will be given to candidates with interests in disabilities, early childhood/childhood development, school based child policy, prevention science, or community violence. Earned Doctorate in discipline related to child advocacy and licensure if appropriate. College teaching experience required.

Department of Communication Sciences and Disorders Assistant Professor – Speech Language Pathology (V-F13)

Mathematics at the Masters level. Preferred qualifications include teaching at the K-12 level.

Expertise in dysphagia, fluency, AAC, or cleft palate/craniofacial anomalies highly desirable. Earned doctorate degree required; a record of scholarship and excellence in teaching is highly desirable. CCC-SLP and eligibility for NJ State Licensure are strongly preferred.

Department of Mathematical Sciences | Assistant Professor – Discreet Mathematics (V-F6)

Department of History | Assistant Professor – US History – 19th Century (V-F14) Teach lower and upper level undergraduate courses as well as Master level courses. Partial administration of the Social Studies Teacher Certification Program. Ph.D. required.

Department of Psychology | Assistant Professor – Human Neuroscience (V-F15) Teach courses in areas of social neuroscience or neuroscience of consciousness. Ph.D. in psychology or related field required. Post-doctoral experience preferred. Experience with grant writing is highly desirable.

Department of Psychology | Assistant Professor – Forensic Psychology (V-F16) Teach courses and have a commitment to the undergraduate and M.A. program in forensic psychology. Expected to develop an active research program leading to publication with students. Doctorate in forensic psychology or clinical psychology with a forensic concentration is required. Post-doctoral academic or forensic expertise is desirable. Must be licensed or license eligible. Post-doctoral fellowship, experience with grant writing is highly desirable.

Department of Psychology | Assistant Professor – Clinical Psychology (V-F17) Expertise in Clinical Psychology with a child/adolescent focus. Teach undergraduate and graduate courses in child clinical psychology and school psychology. Earned doctoral degree from an APA-accredited program in clinical psychology or related area required. Postdoctoral experience is desirable. Must be licensed or license eligible. For a complete job description of these positions, please contact Dr. Emily Isaacs (isaacse@mail.montclair.edu), Acting Associate Dean, College of Humanities and Social Sciences or college webpage.

COLLEGE OF SCIENCE AND MATHEMATICS Candidates must have a record of scholarly publication, research, and teaching appropriate to advertised rank and are expected to pursue research that will lead to competitive grant proposals and scholarly publications, teach graduate and undergraduate courses, mentor student research, and participate in departmental, college, University and professional activities.

Department of Biology and Molecular Biology | Assistant Professor – Biology Education (V-F1) Expertise in K-12 education, including standards-based science teacher education, or undergraduate biology education, including the NSF/AAAS Vision and Change goals. Teach science pedagogy courses, biology core, elective, and service courses, and to assist with curriculum revision. Ph.D. in Biology or a doctorate in Science Education with a concentration in Biology and graduate level coursework in Biology required. K-12 teaching experience is a plus.

Department of Chemistry and Biochemistry | Assistant Professor - Biochemistry (V-F2) Experience in structural or analytical biochemistry is desired. Teach General Chemistry and Biochemistry courses as well as graduate level courses. Ph.D. in Biochemistry, postdoctoral experience or significant research experience and a strong commitment to teaching.

Department of Computer Science | Assistant Professor – Computer Security (V-F3) Expertise in two or more of the following areas of Cybersecurity: Cryptography, Computer Security, Network Security, Secure Software development. Ph.D. in Computer Science with research publications in the Cybersecurity areas.

Department of Computer Science | Assistant/Associate Professor – Software Engineering (V-F4) Expertise in the area of Software Engineering. Expertise in Secure Software Development is a plus. Ph.D. in Computer Science or Software Engineering.

Department of Mathematical Sciences | Assistant/ Associate/Full Professor – Mathematics Education (V-F5) Teach a broad range of courses at the undergraduate level and a specialized set of courses at the graduate level. Teach and mentor students in Ed.D program, M.S. program and M.A. program. Work with preservice teachers in the undergraduate and graduate programs. Doctorate in Mathematics Education with a background in

Expertise in external graph theory, probabilistic combinatorics, graph polynomials and/or optimization will be given preference. Candidate expected to contribute to the Professional Science Master’s in Mathematical and Computational Modeling Program. Ph.D. in Mathematics or related field required. Postdoctoral experience preferred. For a complete job description on these positions, please contact Dr. Jinan Jaber (jaberlinsalj@mail.montclair.edu), Associate Dean, College of Science and Mathematics.

SCHOOL OF BUSINESS All candidates are expected to pursue scholarly research leading to publications in peer-reviewed journals and conference proceedings, serve on department, school, and University-level committees, advise students, and participate in curriculum review and development activities. Preference will be given to qualified candidates who have publications in peerreviewed journals and/or a strong research pipeline; delivered presentations at national and/or international conferences; demonstrated excellence in teaching evidenced by peer and student evaluations; have experience and/or interest in teaching and curricular development in on-line or hybrid formats; and have an interest in building relationships with business partners and other external stakeholders.

Department of Accounting, Law and Taxation | Assistant Professor – Accounting (V-F21) Teach all levels of undergraduate courses in both financial and managerial accounting. Candidates with an interest and research experience in the area of auditing are preferred. Ph.D. in Accounting, exhibiting the potential to publish in high-quality journals, and teaching experience required.

Department of Economics and Finance | Assistant Professor – Real Estate (V-F22) Responsibilities include: teaching undergraduate and graduate courses in real estate, interacting with the local Real Estate community and media, recruiting new students for the program, and publishing scholarly works in high-quality refereed journals. Ph.D. in Real Estate or a related field, exhibiting the potential to publish in high-quality journals, and teaching experience required.

Department of Management | Assistant Professor – Strategy (V-F23) Responsibilities include: teaching undergraduate and graduate courses in business strategy,interacting with the local business community and media, increasing the visibility of the management programs, participating in curricular review and development activities, and publishing scholarly works in highquality refereed journals. Candidates with an interest in project management are also encouraged to apply. Ph.D. in Business Strategy or a related field, exhibiting the potential to publish in high-quality journals, and teaching experience required. For a complete job description on these positions, please contact

Prof. Frank Aquilino (aquilinof@mail.montclair.edu), Acting Associate Dean, School of Business.

ADJUNCTS/VISITING SPECIALISTS Montclair State University is seeking an applicant pool of adjunct/visiting specialist faculty for University departments across all colleges and the School of Business for Fall 2015, Spring 2016. Montclair State University has a long history of commitment to cultural diversity in its programs, faculty and students. To foster this multicultural environment, the University encourages applications from underrepresented group members for its faculty openings. Screening of applications begins immediately and continues until position is filled. Complete job descriptions will be mailed upon receipt of application. Send separate letter and resume for each position to:

Montclair State University, Box C316 V# or AV# 001, Montclair, New Jersey 07043 (include c/o name, job title and V# or AV# 001)

www.montclair.edu Montclair State University is an Equal Opportunity/Affirmative Action institution with a strong commitment to diversity. Affirmative Action Institution.

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

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

Mathematics Education: University of Wisconsin-Stevens Point, Assistant Professor One tenure-track position in mathematics education beginning August 2015. Initial screening of candidates will begin on Jan. 9, 2015. Position will remain open until filled. Duties involve teaching a variety of undergraduate courses within the mathematics education curriculum, especially courses for future elementary education teachers. These courses integrate mathematics and mathematics education content. Teaching assignment may include various undergraduate mathematics courses, with a twelve-credithour teaching load per semester. Ph.D. or equivalent terminal degree in mathematics education, mathematics, or education. A specialty in mathematics education is preferred. Demonstrated interest and/or experience teaching mathematics/mathematics education courses for elementary/middle education majors is required. Experience in undergraduate teaching is preferred. K-12 teaching experience and/or preparation in the elementary/middle school curriculum is desirable. Experience teaching diverse groups will be considered a plus. For a complete description along with the application procedures see http://www.uwsp.edu/equity/Pages/ jobVacancies.aspx UW-Stevens Point is an Affirmative Action/Equal Opportunity Employer.

Preesident Southeast Missouri State University is conducting a national search foor its next Prresident. The Search Committee invites letters of nomination, applications (letter of interest, fuull resume, and contact info formation of at least fiive refeerences), or expressions of interest to be submitted to the search fir i m assisting the University. Review of materiaals will begin immediately and continue unttil the appointment is madee. It is prefeerred, however, that all nominations and applications be submitted prior to December 31, 2014. Applications received aftter this date may be considered at the disscretion of the Committee and/or hiring autthority. For a complete poosition description, please visit the Current Opportuunities page at www.parkersearch.com. L urie C. Wilder, Executive Vice President and Managing Director La Porsha L. Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch. h com || eraines@parkerseaarch.com

South heast Missouri State Unni n verssity is an equal opporrtunity employer and encour o ages the nomination an nd candidacy of women and perssons of color.

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DID YOU KNOW... We now have Web Packages Available?

Dean of the Library The University of North Carolina at Charlotte The University of North Carolina at Charlotte (UNC Charlotte) invites nominations and applications for the position of Dean of the Library. Reporting to the Provost and Vice Chancellor for Academic Affairs, the Dean serves as leader of the J. Murrey Atkins Library at UNC Charlotte, North Carolina’s urban research university. UNC Charlotte enrolls more than 27,000 students, and is the only doctoral-granting research institution in a vibrant region of 2.3 million people. UNC Charlotte is a Carnegie Foundation Community Engagement campus and leverages its location in the state’s largest city to offer internationally competitive programs of research and creative activity; exemplary undergraduate, graduate, and professional programs; and a focused set of community engagement initiatives. The University has a mission to address the cultural, economic, educational, environmental, health, and social needs of the greater Charlotte region. J. Murrey Atkins Library (Atkins) serves as the intellectual and physical commons of a large urban research university with the enthusiastic support of students, faculty, and staff. The library has an annual budget of over $10 million, and is a member of the Association of Southeastern Research Libraries (ASERL). Atkins provides access to over 2 million physical and virtual volumes, with rapidly expanding electronic collections of over 400 databases and more than 700,000 eBooks. Duties and Responsibilities: • Provides a visionary, dynamic, and innovative approach to leadership. • Articulates a clear vision for the role of the academic research library in a rapidly growing and changing environment. • Develops and implements a clear and concise strategic plan to meet the mission and the goals of the library and the University. • Serves as an advocate on behalf of Atkins and its 33 faculty and 54 professional and support staff. • Incorporates traditional and innovative trends in libraries and possesses the ability to balance support of the library’s traditional collections and services with the development of new strategies to support scholarship, teaching, and learning. • Facilitates the research and scholarly activities of faculty, students, and staff. • Strengthens collaborative programming within the University community and the Charlotte region. • Functions as chief fiscal officer and provides clear communication about the budget. • Fosters an organizational and educational climate that promotes and celebrates diversity within the University community. • Leads the library’s efforts in fundraising, public relations, and communications with University and external stakeholders. • Serves as a member of the UNC Charlotte Deans’ Council and the University of North Carolina system-wide University Library Advisory Council. Qualifications: The Dean of the Library must have a Master’s Degree in Library or Information Sciences from an ALAaccredited or other nationally accredited program or related advanced degree (with an additional advanced degree desired). The successful candidate will be expected to cultivate an organizational climate based upon respect, service, open communication, and teamwork, and will develop and execute strategic plans to support the University’s and the library’s mission. Additional requirements include: • Record of scholarship and achievement that is appropriate for appointment as a full professor (library). • Successful administrative experience in an academic library. • A demonstrated understanding of innovations in library science. • An established record of development and fundraising experience, strategic planning, and innovative services. • Superior communication skills are required for this high-visibility position and candidates should have a collegial leadership style, excellent interpersonal skills, evidence of success in developing collaborative relationships within and beyond the university, and a demonstrated ability to create a climate of cooperation and trust among constituencies. The University of North Carolina at Charlotte strives to develop a deep understanding of and respect for diversity among colleagues. Therefore, we encourage applications from professionals who can help us achieve this goal. Applications and Nominations: Applications must be submitted electronically at www.jobs.uncc.edu (position #8993) and must include a letter of interest, a current CV, and a list of three references with contact information. Nominations should be sent to Dr. George Rent of Rent Consulting Group, LLC who are assisting in the search, grent@rentconsultinggroup.com. Applicants and nominees are encouraged to contact Rent Consulting Group for additional information (704-366-2388 or info@rentconsultinggroup.com). Review of applicants will begin after November 17, 2014 and continue until the position is filled. All inquiries and applications will be treated as confidential; only finalists will be publically identified. The finalist will be subject to educational and criminal background checks.

UNC Charlotte is committed to equality of educational opportunity and is an affirmative action employer. Minorities, women, and individuals with disabilities are encouraged to apply.

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KAVLI INSTITUTE FOR THEORETICAL PHYSICS Future Programs During the years 2015/2016, the Kavli Institute for Theoretical Physics will conduct research programs in the following areas: • New Phases and Emergent Phenomena in Correlated Materials with Strong Spin-Orbit Coupling Liang Fu, George Jackeli, Hae-Young Kee, Yong-Baek Kim* July 13, 2015 – October 9, 2015 • Evolutionary Cell Biology Michael Lynch, Rob Phillips, Shelley Sazer* August 3, 2015 – October 23, 2015 • Lattice Gauge Theory for the LHC and Beyond Simon Catterall, Anna Hasenfratz, Andreas Kronfeld, Yannick Meurice* August 3, 2015 – September 25, 2015 • Many-Body Physics with Light Rosario Fazio, Mohammad Hafezi, Atac Imamoglu* October 5, 2015 – December 18, 2015 • Many-Body Localization Boris Altshuler, Anushya Chandran, Chris Laumann, Vadim Oganesyan* October 12, 2015 – December 18, 2015

• Geometry, Elasticity, Fluctuations, and Order in 2D Soft Matter Benny Davidovitch, Eleni Katifori, Chris Santangelo, Jonathan Selinger, Tom Witten* January 4, 2016 – March 11, 2016 • New Approaches to Non-Equilibrium and Random Systems: KPZ Integrability, Universality, Applications and Experiments Ivan Corwin, Pierre Le Doussal, Tomohiro Sasamoto* January 11, 2016 – March 11, 2016 • LHC Run II and the Precision Frontier Radja Boughezal, Lance Dixon, Frank Petriello, Laura Reina, Doreen Wackeroth* March 21, 2016 – June 24, 2016 • Experimental Challenges for the LHC Run II Claudio Campagnari, Fabiola Gianotti, Joe Incandela* March 28, 2016 – June 3, 2016 • The Cold Universe Paola Caselli, Andrea Ferrara, Masami Ouchi, Raffaella Schneider, Jonathan Tan* April 25, 2016 – July 15, 2016

The Institute has a small number of openings, for durations of less than one year, for general visitors not associated with the above. Physicists wishing to participate in any of the Institute's activities should apply through our web page at http://www.kitp.ucsb.edu or write to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 The Institute invites suggestions either for short programs (3 months) or long programs (5-6 months) for the years 2016-2017 and later. *Coordinators The University of California, Santa Barbara, is an equal opportunity/affirmative action employer.

KAVLI INSTITUTE FOR THEORETICAL PHYSICS Conferences The Kavli Institute for Theoretical Physics will host the following conferences in 2015: • The Milky Way and its Stars: Stellar Astrophysics, Galactic Archaeology, and Stellar Populations† Jo Bovy, Charlie Conroy, Juna Kollmeier, Marc Pinsonneault* February 2, 2015 – February 6, 2015 • Physics of Exoplanets: From Earth-Sized to Mini-Neptunes† Eric Ford, Louise Kellogg, Geoff Marcy, Burkhard Militzer* February 23, 2015 – February 27, 2015 • Closing the Entanglement Gap: Quantum information, Quantum Matter, and Quantum Fields† Roger Melko, Rob Myers, Senthil Todadri* June 1, 2015 – June 5, 2015 • Olfaction† Sandeep R. Datta, Anne-Marie M. Oswald* July 6, 2015 – July 10, 2015

• Novel States in Spin-Orbit Coupled Quantum Matter: from Models to Materials† Liang Fu, George Jackeli, Hae-Young Kee, Yong-Baek Kim* Scientific Advisors: Leon Balents, Hidenori Takagi July 27, 2015 – July 31, 2015 • Evolutionary Cell Biology: Goals, Accomplishments, and Challenges† Michael Lässig, Michael Lynch, Shelley Sazer* September 14, 2015 – September 18, 2015 • Non-Equilibrium Dynamics of Strongly Interacting Photons† Jacqueline Bloch, Rosario Fazio, Mohammad Hafezi, Atac Imamoglu* October 5, 2015 – October 9, 2015 • Aspects and Applications of Many-Body Localization† Matthew Foster, Vadim Oganesyan, David Pekker* Scientific Advisor: Boris Altshuler November 16, 2015 – November 20, 2015

The Institute has a small number of openings, for durations of less than one year, for general visitors not associated with the above. Physicists wishing to participate in any of the Institute's activities should apply through our web page at http://www.kitp.ucsb.edu or write to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 †Attendance limited *Coordinators The University of California, Santa Barbara, is an equal opportunity/affirmative action employer.

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HISPANIC OUTLOOK

NOVEMBER 3, 2014

Great Jobs. Great Benefits.

Great place to grow.

The Community College of Baltimore County

“CULTURAL COMPETENCE...” Welcoming

Anticipated Fall 2015 Faculty Positions The Community College of Baltimore County has a rich tradition of providing undergraduate education, workforce development, technology training and life enrichment in the Baltimore metropolitan area. Our graduates, many on scholarship, go on to attend some of the nation's finest colleges and universities. CCBC is the college of choice for over 70,000 students and 200 businesses each year – all with unique goals, strengths and requirements. By offering a holistic learning environment that is both accepting and challenging, we meet students where they are and take them where they want to go.

Community

Benefits: CCBC offers an excellent benefits package which includes a choice of one of two Maryland State Retirement Plans (contributory and non-contributory); choice of three college subsidized health care plans (including prescription drugs), dental and vision insurance plans for employee and eligible dependents; Employee Assistance Program for employee and family; 403 (b) supplemental retirement plans; 457 (b) deferred compensation plan; flexible spending accounts; eligibility for post-retirement medical benefits; generous tuition reimbursement benefits; voluntary life, long-term disability, and accidental death and dismemberment insurances; holidays, sick and personal leave (vacation leave for 12month faculty, and professional/administrative positions).

Diversity

Salary Ranges: 10-month faculty (Instructor), $48,100 - $54,137 or 12-month faculty (Instructor), $57,720- $64,964 10-month faculty (Asst. Prof.), $50,890 - $57,278 or 12-month faculty (Asst. Prof.), $61,068 - $68,734

CCBC invites applicants for the following anticipated positions for Fall 2015: School of Math and Science Math School of Health Professions Physician Assistant, Program Coordinator School of Wellness, Education, Behavioral & Social Sciences Psychology Teacher Education School of Applied Information Technology Computer Science/Information Technology (CSIT) Cyber Security Health Informatics/Information Technology Engineering/Engineering Technology, Program Coordinator/Faculty School of Liberal Arts Communication Arts, ASL TO APPLY, VISIT HTTP://AGENCY.GOVERNMENTJOBS.COM/CCBCMD/DEFAULT.CFM

Oakton Community College employs individuals who respect, are eager to learn about, and have a willingness to accept the many ways of viewing the world. Oakton serves the near northern suburbs of Chicago with campuses in Des Plaines and Skokie.

Regard

Individuals with a commitment to working in a culturally competent environment and who reflect the increasing diversity of Oakton’s student body and community are sought to fill the following openings:

Respect

• Executive Director of Development

Inclusion

Tenure track faculty openings in: Sensitivity

Awareness

For best consideration, please apply by January 31, 2015. CCBC is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, national origin, disability, or protected veteran status.

• Anthropology/ Sociology • English Generalist – Developmental Reading and Writing To learn more about these positions, the full consideration deadlines, anticipated start dates, and to complete an online application visit our Web site at:

www.oakton.edu Click on “employment”

Listening

Experiences

HISPANIC OUTLOOK

Oakton Community College is an equal opportunity employer.

NOVEMBER 3, 2014

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Southern Connecticut State University

TENURE-TRACK FACULTY POSITIONS Effective Fall 2015 Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is an intentionally diverse and comprehensive institution committed to academic excellence, access, social justice, and service for the public good. The University invites applications from individuals who believe in the mission of public higher education in urban/metropolitan settings and are committed to excellence in both teaching and scholarship/creative activity. Successful candidates will be collegial, student-centered, experts in their fields of study, and adept in the use of technology and varied pedagogies in the classroom. The University enrolls approximately 11,000 students in 59 undergraduate and 45 graduate degree programs. Offering degrees primarily at the bachelors and masters levels, Southern also offers a sixth year diploma and two doctoral degree programs. Southern is the flagship of graduate education in the Connecticut State Colleges and University System and an institution of choice among undergraduates in the state.

ARTS & SCIENCES Chemistry Communications Earth Science English History Physics Physics Political Science Sociology World Languages & Lit.

Polymers Assistant Advertising/Promotions Coal Geology/Engineering Geology Technical Writing Medievalism Optics/Optical Astronomy Bio-nanotechnology Comparative Politics Criminal Justice Spanish Coordinator

Assistant Assistant Assistant/Associate Assistant Assistant Professor Assistant/Associate Professor Assistant Assistant Assistant

BUSINESS Accounting Economics Management Management Marketing

Intermediate and/or Managerial Accounting Business Statistics and Quantitative Methods Human Resources Management MarketingAssistant/Associate

Assistant/Associate Assistant Assistant/Associate Assistant/Associate

School Counseling Educational Leadership Elementary Education Learning Disabilities Reading Assistant

Assistant Assistant Assistant Assistant

EDUCATION Counseling & School Psych. Educational Leadership Elementary Education Special Ed & Reading Special Ed & Reading

HEALTH & HUMAN SERVICES Communications Disorders Nursing Nursing Public Health Social Work Social Work Social Work

Phonology/Fluency Family Nurse Practitioner Nursing Generalist Environmental Health Social Work/Undergraduate Program Coordinator Social Work/Graduate Program Coordinator Social Work

Assistant/Associate Assistant Assistant Assistant Assistant/Associate Assistant/Associate Assistant

LIBRARY SERVICES (for January, 2015 hire) Library Services

Serials Management/Cataloging Librarian

Assistant Librarian

Rank dependent upon appropriate experience and qualifications. Note: A detailed description of all faculty positions and required application materials can be found on the Southern Connecticut State University website: http://southernct.edu/faculty-staff/hr/jobs.html All applications should be sent to the appropriate search committee chair at the following address: Southern Connecticut State University, 501 Crescent Street, New Haven, CT 06515 All positions are contingent upon the availability of resources and needs of our students. SCSU is an Affirmative Action/Equal Employment Opportunity employer. The University seeks to enhance the diversity of its faculty and staff. People of color, women and persons with disabilities are strongly encouraged to apply.

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HISPANIC OUTLOOK

NOVEMBER 3, 2014

FULL-TIME AND PART-TIME FACULTY POSITIONS Department of Teaching, Learning and Culture Associate/Full Professor Faculty Position in Science Education

The Department of Teaching, Learning and Culture is seeking a tenure track Associate/Full Professor of science education in the College of Education and Human Development at Texas A&M University. The candidate must have earned a doctorate in an appropriate field with specialization in science education. Responsibilities of the position include maintaining an active funding and research agenda in science education of national/international prominence; developing university collaborative partnerships with scientists and/or engineers; advising and mentoring graduate students, including chairing and serving on doctoral committees; securing external funds; assuming leadership at departmental, college, and university levels; and teaching science education and curriculum and instruction courses at graduate and undergraduate levels. This is a nine-month appointment. The salary is competitive and commensurate with experience. Applications are being accepted. A review of applications will begin on November 15 for employment beginning Fall 2015 and will continue until the position is filled. Questions about the position should be directed to one of the two co-chairs of the search committee, Dr. Carol Stuessy (c-stuessy@tamu.edu) or Dr. Bugrahan Yalvac (yalvac@tamu.edu). Please send electronic copies of the letter of application or nomination, curriculum vitae, two sample articles, and names and contact information of three references to Ms. Tammy Reynolds, email: t-reynolds@tamu.edu. Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability; veterans are encouraged to apply.

The USC Marshall School of Business is accepting applications for full-time and part-time, tenure-track and non-tenure track faculty positions. The hiring process is expected to continue throughout the academic year. Positions may be available in the following departments and centers: â&#x20AC;˘ Leventhal School of Accounting â&#x20AC;˘ Center for Management Communication â&#x20AC;˘ Center for Effective Organizations â&#x20AC;˘ Institute for Communication Technology Management â&#x20AC;˘ Greif Center for Entrepreneurial Studies â&#x20AC;˘ Department of Finance and Business Economics â&#x20AC;˘ Department of Data Sciences and Operations â&#x20AC;˘ Department of Management and Organization â&#x20AC;˘ Department of Marketing Requirements for tenure-track positions include a doctoral degree or foreign equivalent in an area of study appropriate to the hiring department or center. No experience is specifically required although consideration may be given to candidates with experience teaching at the college/university level and/or who can demonstrate evidence of research competence. Salary is dependent on qualifications, and employee benefits for full-time faculty are excellent. Preferred qualifications for non-tenure track positions include an advanced degree (masters, Ph.D., J.D., etc.), relevant experience in teaching at the college/university level, and superior communication skills. Qualified candidates should apply on-line at http://jobs.usc.edu/postings/33998 Required documents include a cover letter, curriculum vita or resume, teaching statement, research paper or publication and contact information for three letters of reference writers. The University of Southern California values diversity and is committed to equal opportunity in employment. Women and men, and members of all racial and ethnic groups, are encouraged to apply. Located near the heart of Los Angeles, the University of Southern California is home to approximately 31,000 students and 4,300 faculty. USC Marshall is renowned for its high-ranking undergraduate, graduate, international and executive education programs, an exceptional faculty engaged in leading-edge research, a diverse and creative student body, and a commitment to technological advancement. The research productivity of Marshallâ&#x20AC;&#x2122;s 200 full-time faculty ranks among the top 15 business schools in the world.

Director of University Dining Services Salisbury University is seeking qualified applicants for the position of Director of University Dining Services. Reporting directly to the Chief Budget Officer, this position will serve as the lead for all functions within dining services including the dining hall, retail and catering functions. It requires a candidate with a broad understanding of, and a proven track record in providing food service management in a public higher education environment. The successful candidate must be a self-starter, who is comfortable with diverse groups of people, have excellent verbal and written communication skills, and have a strong commitment toward excellent customer service. Primary Job Duties: Manages, with the help of the supervisory staff, all day-to-day operations including dining hall, catering and the retail operations at various locations across campus. Responsible for the overall success of University dining, as well as developing and managing strategic planning initiatives for dining services. Also responsible for monitoring and controlling budget expenditures, maintaining compliance with health and safety regulations, and developing staff. Minimum Qualifications: Bachelor's degree in hospitality management, hotel and restaurant, business administration or a related field with a minimum of seven (7) years of food service experience with food service operations in a public or institutional environment with at least three years of supervisory experience in food service; demonstrated ability of highly organized, detail-oriented, self-directed/motivated professional; proven problem solving skills and to multi-task in a fast-paced environment with a diverse group of stakeholders; history of exceptional business acumen including, but not limited to, strategic planning, financial and human resource management and budget development is essential; demonstrate excellent communication skills, including writing, editing, and public speaking. Preferred Qualifications: Experience in self-operated dining operations and experience with Microsoft Office Suite. This is a full-time exempt State position with full benefits package and the position is considered essential personnel during emergency situations. Salary will be commensurate with experience and qualifications. Applications will be accepted via Salisbury University's Online Employment Application System. Please visit our website http://www.salisbury.edu/HR/Jobs/ to apply online. See the FAQs of the Online Employment Application System for more information and instructions. To be considered an applicant, you must apply online and submit all of the following: A cover letter, resume, and the names and contact information of at least three (3) professional references. All documents that you wish to provide must be attached to your application in the Online Employment Application System. Please do not send any documents via E-mail. Applications received by November 18, 2014 will be given first consideration. The position will remain open until filled. Salisbury University (SU) has a strong institutional commitment to diversity and equal employment opportunities to all qualified people. To that end, the University prohibits discrimination on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, genetic information, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristics. Direct all inquiries regarding the nondiscrimination policy to: Humberto Aristizabal, Associate Vice President, Institutional Equity, Title IX Coordinator, 100 Holloway Hall; Tel. (410)548-3508.

HISPANIC OUTLOOK

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NOVEMBER 3, 2014

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California University Of Pennsylvania Multiple Faculty Positions

UNIVERSITY OF NORTH TEXAS

California University of Pennsylvania invites applications for the following faculty positions to begin August 2015, unless noted. A comprehensive regional institution and a member of Pennsylvania’s State System of Higher Education, California University is a diverse, caring and scholarly learning community dedicated to excellence in teacher preparation, liberal arts, science and technology, and professional studies. We are committed to being Your Education Partner for Life. The University enrolls approximately 8,000 students in graduate and undergraduate programs taught by 254 full-time faculty. Visit www.calu.edu for more information about California University.

Tenure-Track Position • Nursing - Expedited search - 2015 Spring Semester start

Tenure-Track Positions

UNT has a long legacy of creativity and innovative thinking. Join our family and help us inspire tomorrow’s generations.

Regular Searches - 2015 Fall Semester start

• Athletic Training • Business and Economics • Criminal Justice Generalist • Electrical Engineering Technology • Legal Studies • Management/Management Information Systems

• Mechatronics Engineering Technology • Nursing • Social Work • Sport Management Studies

Full-Time Temporary Positions (non-tenured positions) • Chemistry - Regular Search - 2015 Fall Semester start – one-year appointment • Frederick Douglass Visiting Scholar - Expedited search - 2015 Fall Semester start • Geology - Regular Search - 2015 Fall Semester start – one-year appointment

Application: Applications accepted only online at https://careers.calu.edu/. Physical resumes are not accepted.

Ten prestigious UNT colleges and schools are looking for diverse faculty to bring a wealth of interdisciplinary research and technical expertise to our 216 outstanding degree programs.

College of Arts and Sciences College of Business College of Education College of Engineering College of Information College of Merchandising, Hospitality and Tourism College of Music College of Public Affairs and Community Service College of Visual Arts and Design Frank W. and Sue Mayborn School of Journalism

Veterans claiming preference should submit a copy of their DD214 to the Office of Social Equity, 250 University Ave., Box 9, California, PA 15419. Integrity, Civility and Responsibility are the official core values of California University of Pennsylvania, an affirmative action/equal opportunity employer. Women, minorities, veterans and persons with disabilities are encouraged to apply.

CÍRCULO DE CULTURA PANAMERICANO LI CONGRESO ANUAL COPATROCINADO POR THE WILLIAM PATERSON UNIVERSITY OF NEW JERSEY

facultyjobs.unt.edu

NOVIEMBRE 7, 8 Y 9 DE 2014 AA/EOE/ADA

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URCM

(15-302)

HOLIDAY INN, TOTOWA, #1 Route 46 West, Totowa, NJ

HISPANIC OUTLOOK

NOVEMBER 3, 2014

CHAN NCELLOR SEARCH

The District Founded in 1947 7, the Coast Communitty College District has maintained a reputation as one of the leading community college districts in the nation for o over 50 years. The District serves nearly 50,000 students in Orange County each semester through its t thr th ee e collleges l -- Coastl C tline i Communit C ity Col C llege, l G ld Golden We est College and Orange Coast College e. Governed by a locally elected Board of Trrustees, the District plays an important role in th he county by responding to the educational needs of a changing and increasingly diverse population.

Index of Employment Opportunities in Digital Ads Administrative and Executive Positions ...............Page 36 Anticipated Fall 2015 Faculty Positions ..............................Page 31 Associate/Full Professor Faculty Position in Science Education .............Page 33

Our Community

Chancellor Search......................Page 35

The Coast Community College District iss located in the heart of sunny Southern Califo ornia and enjoys a warm and mild climate. Our service area includes 20 miles of the California o coastline in Orange Countty, stretching b between Los Angeles and San Diego counties. Our community is a rich blend of social, cultur t al, religious and ethnic backgrounds.

Conferences/Future Programs 2015/2016 .............Page 30 Dean of the Library.....................Page 29

Application Process For infformation o about the search and the application process, please visit: www.cccd. HGX 1RPLQDWLRQV DQG DSSOLFDWLRQV ZLOO EH DFFHSWHG XQWLO WKH SRVLWLRQ LV ÂżOOHG +RZHYHU to ensure full consideration, application ns should be submitted no later than December 19, 2014.

Director of University Dining Services ...............................Page 33 Executive Director of Development.........................Page 31

Inquiries

Faculty Positions .......................Page 34

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Faculty Positions .......................Page 36

Communit y College Search Ser vices James W. Walker, Ed.D. Search Consultant email: walkerjw@sbcglobal.net phone: (805) 279-0009

Full-Time, Academic Administrator........................Page 33

District Search Liaison Shannon Oâ&#x20AC;&#x2122;Connor Managerr, Recruitment & Stafff Analysis email: shannon@cccd.edu phone: (714) 438-4713

Full-Time and Part-Time Faculty Positions...................Page 33 Mathematics Education: Assistant Professor ...............Page 28 Multiple Faculty Positions ..........Page 34

Coast Colleges is an Equal Oppor tunittyy Employer and Educator

Openings - Fall 2015 .............Page 26, 27 President ..................................Page 28

Subscribe to Hispanic Outlook in Higher Educationâ&#x20AC;&#x2122;s E-newsletter

Tenure-Track Assistant Professor of Economics ........................Page 28

Join 4,000+ subscribers and receive: â&#x20AC;˘ Canâ&#x20AC;&#x2122;t-miss editorial from each issue â&#x20AC;˘ Links to the free digital magazine â&#x20AC;˘ Featured employment opportunities â&#x20AC;˘ Latest higher education headlines from around the country Visit HispanicOutlook.com or email Info@HispanicOutlook.com to subscribe today.

Tenure-Track Faculty Positions .........................Page 31, 32

Find more of the most current openings in higher education on HispanicOutlook.com.

HISPANIC OUTLOOK

NOVEMBER 3, 2014

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FRIDAYS & SATURDAYS 8PM, and SUNDAYS 4PM VIERNES Y Sﾃ。ADOS 8PM, y DOMINGOS 4PM

The University of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.

Administrative and Executive Positions: Director, Alumni Relations (Health) Executive Director of Cybersecurity (Graduate School)

Faculty Positions: College of Engineering Instructor, Assistant, Associate, Full Professor (Electrical) Assistant, Associate, Full Professor (Mechanical Engineering) College of Medicine Assistant Professor (General Academics Pediatrics) Assistant Professor (Pediatric Pulmonology) Assistant/Associate Professor (Global Health) Associate/Full Professor Epidemiology & Biostatistics College of Arts & Sciences Assistant, Associate Professor (Chemistry) (4) Assistant Professor (American Politics) Assistant Professor (Urban & Regional Planning) Assistant Professor (Marine Biology)

College of Behavioral Community Sciences Assistant, Associate, Full Professor (Criminology) College of the Arts Assistant Professor (Contemporary Critical Theory/Musicology) Assistant Professor (Piano) Assistant Professor (Painting & Drawing) College of Education Instructor (Elementary Education) (2) Open Rank Faculty Tenure Track (Cybersecurity Education) College of Business Clinical Professor (School of Accountancy)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879. USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment.

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HISPANIC OUTLOOK

NOVEMBER 3, 2014

HOlayout11-03-14v10.qxp_Layout 1 10/27/14 6:19 PM Page 25

Priming the Pump… Minding Our Manners Can Contribute to Success By Miquela Rivera, PhD

The hardest job kids face today is learning good manners without seeing any. – Fred Astaire oft skills-- the ability to connect interpersonally -- are important for Latino students preparing for higher education. Start with good manners, for they are the gateway to positive public relations and interpersonal relationships, both in and out of the classroom. Why the concern about teaching manners? Am I just a grouchy old Latina who fusses about little things? (There are some who would attest that occasionally I come across that way). Am I expecting too much from Hispanic youth who live in a world where being “hip” trumps being kind? Why bother with a topic that might seem trivial or inconsequential? Because good manners matter. They make a distinct difference in the process and outcome of many things, including school success. They help students get along with others so they can get along in life. Politeness indicates that the Latino student has been taught to consider others. In reality he might be self-centered (as many teens and young adults are), but self-centeredness isn’t the first thing that strikes someone at first encounter with him. Simple politeness and good manners by a Latino student make most faculty and staff (their own self-centeredness aside) willing to listen because the student has respected them from the start. Polite people are more likely to achieve their objectives. Getting things done is not always easy in a bureaucracy, and institutions of higher education have their share of red tape. The Latino youth who politely asks for what he needs and expresses gratitude when he receives it will more likely get what he wants and needs than another who puts people on the defensive through arrogance, a sense of entitlement or demands. Since others are more prone to listen to a young Latino if he is polite, they will also take that student’s opinion and ideas more seriously. A Hispanic student might be less easily dismissed as a “crazy kid” or “just a student” if he has shown maturity and respect through good manners. Wise adults look to youth for ideas and input and polite youth get heard and believed more readily.

HISPANIC OUTLOOK

NOVEMBER 3, 2014

Since adolescents often reach out to one another first for help or guidance, Latino peers viewed as kind and approachable are in a position of leadership -- formal and informal -- because of their interpersonal skills. They know that showing interest in another is the easiest, most effective way of getting others to follow. Good manners are ageless. People will remember a well-bred Latino student long past years in the classroom because they make a lasting impression. Etiquette and social grace are the prerequisite for Latino student human relations. First, respect another’s personal space. Latinos sometimes want to share an abrazo, but a touch or embrace in some higher education settings can be misunderstood. Learning to heed the cues is really important for the Hispanic student to neither offend by touching – or not. Interpersonal space between people on campus must also be respected. There are cross-cultural differences in the comfort people feel as others stand closer to them. As with touching, how close to another person the Latino positions himself can affect the relationship. Rule of thumb: keep enough distance until assured that being closer is acceptable. No one likes a pushy person but they are more likely to respond positively when allowed to decide what to do. Latino students can refine the art of giving other people options and not insisting things be done their way. Doing so prevents defensiveness and wins cooperation with the others. Finally, making others feel good creates a lasting positive impression of a gracious, friendly and intelligent Hispanic. Addressing people by name, recognizing their knowledge, skills and abilities and genuinely appreciating them is a human relations skill that is effective with people of all ages. Many Latino students come primed with social skills because they have plenty of practice using them at home and within the family. Apply those skills away from the circle of relatives and they will work just as effectively. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.