11/17/2014 Using Social Media to Improve Retention. by Hispanic Outlook on Education Magazine

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HSIs Study MFA Performance Program for Innovators

VOLUME 25 â&#x20AC;˘ NUMBER 4

Degree Attainment Rates Rates Propelled Increase Latino Graduation

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LATINO KALEIDOSCOPE

Obama’s Latino Legacy By Carlos D. Conde seems a bit precipitous but President Obama is already writing (suggesting?) his legacy with the U.S. Hispanic community, probably to assure that history appropriately makes note of all his good deeds on behalf of Latinos. You might say his administration is struggling to cite these accomplishments since his marquee projects involving Latinos have engendered a series of frustrations and complications aggravated by an unfriendly Congress. Since he ends his second and final term in January 2016, there’s really little reason left to vigorously court the Latino constituency or even appease them because for better or for worse, the Latino suffrage as far as his administration is concerned is moot. In the final analysis, his standing and success with his Latino agenda is what it is and history will be the final judge. Then again, his administration’s best moments with Hispanics can help whomever of the Democrats, probably Hillary Clinton or Joe Biden, is chosen to succeed him, and of course, there’s his own personal image he would want to promote for posterity. The “Fact Sheet: President Obama and the Hispanic Community” was prepared by the White House Press Office and released in September. Back in my political heydays as a Nixon White House press aide, I performed a similar task for the Latino community. We’d like to think then, as Obama’s press minnows surely do now, that we were providing “nothing but the facts, Ma’am” if even some, naturally, deemed it largely self-serving. According to the Obama report card, Latinos now are much better off in almost all socio-economic categories than with his predecessor Republican President George W. Bush. Didn’t George W. say the same about Bill Clinton and Clinton the same about George the Elder and infinite, particularly if the predecessor was of the opposite party and even if he wasn’t? According to the Obama White House brag sheet, U.S. Latinos today are on an upward spiral because of his administration’s prescient policies with a few quirks and mishaps here and there to smudge up the progress. The Obama White House list of accomplishments toward the Latino community is presented largely in broad strokes but still impressive in some sectors. It leads off with the advancement of Latinos in education, a field in which they have made the greatest progress. The number of Hispanic students enrolled in college increased by 45 percent from 2008 to 2012. The Obama people also cite that the Latino high school graduation rate is the highest it’s been in 30 years and the Latino dropout rate has been cut in half since 2000.

Approximately 21 percent of the children in federally-supported child care programs are Latinos as are 37 percent in Head Start. It touts affordable health care as one of its signature achievements. In its own words, the Obama administration through the Affordable Care Act “is making health care more accessible and affordable for Latinos who were previously locked out or priced out of quality health insurance.” About 8.8 million Latinos with private insurance now have access to expanded preventive services with no cost-sharing. An estimated 4.9 million young Latinas with private health insurance can obtain preventive services without cost-sharing. It doesn’t spend much time on the Latinos’ economic situation except to say the Obama administration petitioned Congress to raise the minimum wage to $10.10 an hour as it did for workers on federal contracts. Obama’s performance sheet treads lightly on immigration reform mainly because he’s stuck with a recalcitrant Congress that won’t let him have his way, making it difficult to embellish what few sluggish attempts his administration has made on reforms. He also can’t get away from the fact that he has deported more illegal immigrants, mostly Latinos, than any other president. Obama probably doesn’t want to talk about it except that some Latinos, particularly the largest faction, Mexican-Americans, will not let him forget that he made immigration reform one of his administration’s priorities only to watch the situation worsen under his watch. The Obama-ites pull out a grab-bag list of accomplishments involving Latinos like affordable housing, defending voting rights and promoting and assisting minority-owned businesses. All past administrations beginning with the Kennedy presidency have done that, some better, some worse, and Obama has not been exceptional in moving the Latino agenda forward. However, the Obama administration rightly concludes that more than any other past administrations, it has increased diversity that reflects the face of America including more Latino appointees, among them three cabinet secretaries and Supreme Court Justice Sonia Sotomayor.

Carlos D. Conde, award-winning journalist and former Washington and foreign correspondent, was an aide in the Nixon White House. Write to him at CDConde@aol.com.)

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Contents 6

Lack of Access to Federal Loans at Community Colleges Disproportionately Affects Hispanics by Jeff Simmons

Study Sheds New Light on HSIsâ&#x20AC;&#x2122; Performance Rates by Frank DiMaria

Using Social Media to Promote Retention by Paul Hoogeveen

Summit Previews New Commitments to Improve College Opportunity by Jamaal Abdul-Alim

19 Cover: Wilson Aguilar Photo: Fotolia

Degree Attainment and College-Going Rates Increase But Gaps Remain by Angela Provitera McGlynn

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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Publisher José López-Isa Executive Editor Marilyn Gilroy Senior Editor Mary Ann Cooper Washington DC Bureau Chief Peggy Sands Orchowski Contributing Editors Carlos D. Conde, Michelle Adam Contributing Writers Gustavo A. Mellander 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

Departments 3

Latino Kaleidoscope Obama’s Latino Legacy by Carlos D. Conde

Scholars’ Corner by Vanessa Monterosa

Book Review

Article Contributors Jamaal Abdul-Alim, Frank DiMaria, Paul Hoogeveen, Angela Provitera McGlynn, Vanessa Monterosa, Miquela Rivera, Jeﬀ Simmons

The Closer reviewed by Mary Ann Cooper

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

Interesting Reads

Back Priming the Pump cover Using the Tools of Encouragement to Improve Results 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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COMMUNITY COLLEGES

Lack of Access

to Federal Loans at Community Colleges

Disproportionately Affects Hispanics By Jeff Simmons late February, the U.S. Department of Education distributed a “Dear Colleague” letter to colleges across the country, delivering a message that served as a clear reminder about the importance of offering federal loans. “We remind institutions of the importance of providing their students with access to low-cost federal student loans,” wrote Jeff Baker of the agency’s Federal Student Aid division. “Many students could not afford to attend even low-cost colleges if it were not for the support provided by the Direct Loan Program.” He continued, “Access to federal student financial aid, including low-cost federal student loans, increases the likelihood that students will have the financial resources to successfully complete the postsecondary education needed to build a better future for themselves, their families, and their communities. We encourage institutions to provide access to the full range of student financial aid options available that enable millions of students to enroll and succeed in college.” Unfortunately, however, such options are severely limited at many of the nation’s community colleges, often disproportionately impacting Hispanic and African-American students faced with seeking more costly private loans or sidelining their educational aspirations. In an era when Americans are increasingly borrowing to pay for college, a recent report portrayed a bleak landscape, noting how steep numbers of students are confronted by a lack of access to affordable student loans at their schools, and are often un-

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able to afford school after taking advantage of grants and scholarships. Issued by The Institute for College Access and Success (ICAS), the report, “At What Cost? How Community Colleges That Do Not Offer Federal Loans Put Students At Risk,” reviewed various sets of available data, including material from the Fed-

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Jeff Baker

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COMMUNITY COLLEGES eral Student Aid Data Center for the first quarter of the 2013-14 academic year. This is the ICAS’s fourth assessment of federal student loan participation at community colleges. “Nearly 1 million community college students in 30 states cannot get federal loans because their school chooses not to offer them,” said TICAS’s Research Director Debbie Cochrane, who serves as the report’s lead author. “Students without an option for federal loans are stuck between choices ranging from bad to worse.” Only in 20 states did all community colleges participate. Researchers discovered major disparities state by state and between urban and non-urban regions, identifying troublesome trends on both national and state levels: • The 1 million community college students enrolled in schools that blocked all of their students’ access to federal student loans represent 8.5 percent of community college students nationally. • In seven states, more than 20 percent lacked access, while in 11 states, more than 10 percent lacked access. • Community college students who attended schools in non-urban areas were more than twice as likely to lack access as their peers who attended schools in urban areas. • Community college students’ access to federal student loans varied considerably by race and ethnicity, and Latino community college students were among the most likely to lack access. “This is the first report where we’ve seen Latino students lacking access significantly,” Cochrane said. Of white students in community colleges, 7.5 percent were enrolled in non-participating schools. But that share rose to 10.5 percent for Hispanic students, 12.4 percent for African-American students, and 20.1 percent for Native American students, the three groups most likely to lack federal loan access, the report notes. Within some states the differences in loan access between white and underrepresented minority stu-

dents were even sharper. For example, in Texas, only 2.7 percent of white students lacked access compared to 13.3 percent of Latino students. And in California, 11.6 percent of white students lacked access whereas 16.1 percent of their Latino peers did. There are more than 1,100 community colleges, which educate nearly 40 percent of all undergraduate students across the country. On average, community college students encounter $15,000 total costs. Most – about 82 percent – of full-time community college students need financial aid to tackle college costs but few – only 2 percent – have their needs fully met through grants. While federal, state and institutional financial aid can help cover academic expenses, students at community colleges are the least likely to receive aid through grants compared with students at other types of colleges, researchers noted. As a result, students are faced with deciding to work longer hours, reduce their course load or drop out of school. The other option they face is to borrow funds to continue their studies. The report notes that experts identify federal loans as the smartest option, one that should be explored before students pursue another route. Federal student loans, they indicate, are much safer than private education loans, credit cards or payday loans, mainly because the federal student loans are equipped with fixed interest rates and affordable repayment plans and consumer protection measures. However, as the researchers state, private loans made by banks and other lenders are not required to provide similar benefits and protections, and often come with variable interest rates. And, they add, barring access to federal loans doesn’t stop students from borrowing; they just go elsewhere. “Some will not enroll in as many classes, or go to school part time instead of full time,” Cochrane said. “Other students will borrow but may take out private loans or use credit cards, which is not as advantageous.” She added that there are an estimated 100,000 students nationally at community colleges who take our private loans without first maximizing their federal loan eligibility. “We’re not talking about a

“

This is the first report where we’ve seen Latino students lacking access significantly,” Debbie Cochrane, TICAS’s research director and lead author, At What Cost? How Community Colleges That Do Not Offer Federal Loans Put Students At Risk HISPANIC OUTLOOK

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COMMUNITY COLLEGES huge share of students,” she said, “but no student should take out a private loan before maximizing federal loan eligibility.” The landscape has shifted in recent years as a number of colleges have opted out of the loan program, motivated by concern about steeper student default rates. High loan defaults can prevent them from being able to offer such financial aid. “Colleges typically cite fears of default rate sanctions if too many students were to default,” she said. “What those fears overlook is that colleges can do a lot to keep students out of default… They are overstating the need for fear. Many of the colleges that pulled out of the loan program have default rates way below sanctions.” In 2013-14, there were 30 states in which some community colleges had opted out of the loan program. Notably, the five states with the lowest rates of access were all in the South. In contrast, the 20 states where all community colleges offered federal student loans were not located in any one region. Researchers more deeply explored trends in three states: North Carolina, California and Georgia. With more than 250,000 students enrolled at nonparticipating schools, California remained the state with the largest number of community college students without access to federal student loans. In fact, since 2010-11, seven more California community colleges stopped offering federal student loans. In Georgia, in response to 2011 changes to the Helping Outstanding Pupils Educationally (HOPE)

…in Texas, only 2.7 percent of white students lacked [federal loan] access compared to 13.3 percent of Latino students. And in California, 11.6 percent of white students lacked access whereas 16.1 percent of their Latino peers did.

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scholarship and grant program, several of Georgia’s technical colleges began offering federal loans. However, some of those same colleges already dropped out of the program. In North Carolina, students witnessed an increase in loan access between 2010-11 and 2013-14. But the state’s efforts to require all community colleges to offer federal student loans have ended and so many community colleges that started offering loans stopped doing so this past academic year, or planned to do so by now. Not all North Carolina community colleges agreed with such change. Guilford Technical Community College remains committed to offering federal loans. Lisa Koretoff, Guilford Technical’s director of financial aid, pointed out that other community colleges’ decisions to cease offering loans might have been driven by the belief that this pool of students doesn’t need to borrow. “When I went to college, I was of an age that I had to report my parents’ information, and my parents were intimidated by the process and would not participate,” she said recently. “At that time, the regulations did not permit students to get loans without a parent’s information. I had no choice but to finance by education with a credit card.” Koretoff, who has been with Guilford Technical for 19 years, explained that there is a sizeable population of students who don’t quality for grants sufficient to cover tuition costs, leading them to explore other options. “The federal student loans programs are the only resource to fund their education rather than do what I did, which is use a credit card,” she said. “We have some students who are the working poor, working just enough to not quality for grants but not enough to pay for college out of their pocket.” At Guilford, they counsel students about pursuing federal programs, and “they should try to use them first,” she said. “I think those schools that are getting out of the loan programs preemptively and by doing so encouraging students to seek private education loans as an alternative are not providing their students with the best option to fund their education.” Rather than place students’ success at risk by pulling out of the loan program, Guilford Technical has been developing strategies to help students make smart financial decisions. “I’m glad that federal loans are still an option for our students,” Koretoff said.

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PR R EP OO G R TASM S

Study Sheds New Light on HSIs’ Performance Rates By Frank DiMaria or a while now it has been assumed that students who attend minority-serving institutions (MSIs) have lower graduation rates than those who attend traditional schools. And statistics support this assumption, showing that MSI students are generally less academically prepared and receive less financial aid than their counterparts at other schools. However, a closer look at the statistics reveals a different story. It’s true that graduation rates at historically black colleges and universities (HBCUs) lag about 7 percent below traditional institutions and Hispanic-serving institutions (HSIs) trail by about 11 percent. But when the data are broken down and studied more closely, students who attend minority-serving institutions are just as likely to complete their undergraduate degree as similar minority students at traditional institutions, according to a new study. Stella Flores, EdD, associate professor of public policy and higher education at Vanderbilt Peabody College of Education and Human Development, made an apples-to-apples comparison to determine the likelihood of degree completion for black and Hispanic students at minority-serving institutions. Working with Toby J. Park, assistant professor and senior research associate in the Center for Postsecondary Success at Florida State University, she gathered and studied data on minority students attending colleges and universities in Texas. “At the base of this issue is selectivity,” says Flores. “Students who attend institutions that are more likely to be under resourced are likely to face lower gradu-

ation rates. In the media the attack has been less on HSIs and more on HBCUs because when we compare black graduation rates at HBCUs compared to nonHBCUs, they’re quite a bit lower.” MSIs are under fire because they are not graduating

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REPORTS students at the same rate of traditional schools, but many believe they shouldn’t be expected to compete with their traditional counterparts. MSIs, and HBCUs in particular, says Flores, are enrolling students who wouldn’t likely go to college – at least not to fouryear schools. Many of their enrollees come in with lower test scores and are less prepared to take on the challenges of a college curriculum. The only way to increase the odds of these students completing college is through institutional intervention, which requires significant resources. To fairly compare the graduation rates of students who attend MSIs to those at non-MSIs, Flores had to look at the data in a whole new light. It’s unfair to compare graduation rates between schools that are resourced differently, says Flores. “If you were to look at the six-year graduation rates for minorities at the University of Texas Pan American (UTPA) compared to the University of Texas at Austin or at Rice, for example, the graduation rates are obviously going to be much lower at UTPA because UTPA is non-selective – it’s an open enrollment institution,” says Flores. To fairly compare cohorts at schools that differ from one another she had to control for the school’s resources and admissions policies. “If you equalize comparison groups to the extent possible, are you going to see what has been expected which is lower graduation rates at institutions that serve higher numbers of minority and low-income students?” says Flores. To answer this question Flores used data solely from the state of Texas, which she calls a “wonderful microcosm of MSIs.” Originally from Texas, she has studied and published on Texas education for several years and is familiar with Texas policy. “Texas has

… students who attend minorityserving institutions are just as likely to complete their undergraduate degree as similar minority students at traditional institutions

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had a very busy policy scene in higher education, for good or for bad, over the last 15 years,” says Flores. Unlike other states, Texas tracks public education students from kindergarten to graduate school, offering a wealth of information. “A lot of national databases aren’t able to do that or they lose a lot of students due to survey attrition and they tend to underrepresent certain minority groups and immigrants,” says Flores. Flores employed a confidential and longitudinal state administrative dataset. To observe changes over time, she examined outcomes for three cohorts of students who graduated from high school in the spring of 1997, 2000, and 2002, and entered college in the fall of their graduating years. All students were tracked for six years to determine their degree completion within 150 percent of a baccalaureate degree. “What we wanted to do was start before the college enrollment stage at the high school level when students start to choose what type of course work they are going to take,” says Flores. “And once there let’s equalize the treatment and comparison group, the achievement group being students who attend an HSI versus those students who do not attend an HSI.” Using this extraordinarily wide and plentiful set of data, she matched students on a set of variables. She looked at students’ test scores, the type of high school they attended, whether they were offered free or reduced-price lunch, their family background, their course selection in high school and whether they worked during high school. “We used theory and research to inform how we chose the characteristics that are likely to affect college enrollment and we chose students on those,” says Flores. In other words she created pairs of students that shared exactly the same experience except for one big variance. “The only defining difference that could be measured was whether they attended an HSI or a non- HSI or an HBCU or a non-HBCU,” says Flores. She was careful to compare groups of students who attended similar colleges that have similar resources and admission policies. “We didn’t compare a UT- El Paso student to a student at Rice because that would not be fair. We compared a non-HSI with similar resources or we controlled for resources,” says Flores. “When you equalize for comparison groups and control for institutional factors and use unique data we didn’t find a difference in graduation rates,” says Flores. “We are not seeing any differences in graduation rates for minority students who attend a minorityserving institution. We’re not saying, ‘Let’s send all

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PR R EP OO G R TASM S minority students to minority institutions.’ But these institutions that are more likely to serve minority students are doing better than originally thought.” MSIs currently enroll more than 3.8 million students or approximately 20 percent of all U.S. higher education students at nonprofit institutions. And the number is growing at an unprecedented rate. In the 1980s there were 414 MSIs in the U.S. By 2000 there were 1,200. But funding for MSIs, and of course HSIs, has not kept pace. In 2010, the Hispanic Association of Colleges and Universities reported federal funding levels for HSIs averaged $3,446 per student, compared to an average $5,242 per student at other degreegranting institutions. Although not a funding analysis, Flores’ report does account for this funding disparity. In fact her motivation to determine if there is different graduation rates at HSIs and non-HSIs grew out of this disparity. “If we found that HSIs had much more significant rates of graduation as compared to non-HSIs I don’t think we would have been surprised because we know that funding is different,” she says. The results of her study pleased her but she says, “It would be nice if we found that the HSIs were doing better. But the fact that they are not doing worse tells us that HSIs are doing a lot more with the little they have. I think there is a positive story here.” That said she is not suggesting that funding for HSIs should remain stagnant or be slashed. She is calling for a rigorous evaluation of those HSIs that have higher graduation rates, an attempt to identify and define best practices. “Our next project is going to look more deeply through institutional interviews to understand where the good programs are, what they are doing and why they are seeing better graduation rates than are expected,” says Flores.

“

…HSIs are doing a lot more

with the little they have. I think there is a positive story here.” Dr. Stella Flores, associate professor of public policy and higher education at Vanderbilt Peabody College

HSIs are playing and will continue to play a critical role in readying college students for the workplace. They educate the fastest growing demographic in the nation. Hispanics are much more likely to attend HSIs than they are to attend traditional schools. Eight years ago 41 percent of Hispanics attended an HSI. Today 57 percent do. “If we want to think about increasing college completion rates of the fastest growing and largest minority in the nation we have to look at the HSIs. That is where the action is, that’s where the numbers are, that’s where the education is going to happen, “ says Flores. “What we have to do is commit to our students and the nation and the economy that these organizations are getting the funding they need and also being accountable for that funding and making sure they produce a good outcome.”

Vanderbilt Peabody College, Wyatt Center. HISPANIC OUTLOOK

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INNOVATIONS & PROGRAMS

Using Social to Promote Media Retention By Paul Hoogeveen

“

Group Me is a way to communicate one mass message and start that dialogue because as they see that their friends are in the group, they’re more likely to want to stay in the group.” Khadija Tejan

Retention Coordinator Khadija Tejan (center) with other ICAC retention coaches at a recent webinar presentation.

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INNOVATIONS & PROGRAMS t’s no secret that Millennials are more technologically connected that any other age group. In 2010, Pew Research reported that 75 percent of 18-to-29year-olds had a profile on a social networking site. Social media and related connectivity technologies have become, for many Millennials, the preferred methods of communication. To advocacy groups such as the Illinois College Advising Corps (ICAC), this trend has created fresh avenues to provide near-peer mentoring and support to large numbers of underserved students in ways that were simply not possible in the recent past. As the first state-level group under the College Advising Corps to recognize the opportunity, ICAC is learning to take advantage of students’ affinity for social media and developing initiatives to help them persist in their postsecondary educational paths. In the world of providing access and persistence support to underrepresented, first-generation college goers, ICAC is a relative newcomer. According to current retention coordinator, Khadija Tejan, the group was formed in 2008, three years after the national College Advising Corps (CAC) was founded by Dr. Mission CISD High School Grads 2014. Nicole Hurd at the University of Virginia. Tejan explained that Hurd wanted to create a model of nearpeer advisors who would promote a college-going culture at schools with underserved student populations that normally would not have access to higher education. This model was duplicated by state-level groups like ICAC. Starting with just four schools in 2008 – two in the Chicago area and two in the central and west areas – ICAC now services 22 high schools with 20 near-peer college advisers. In the 2013-14 school year, 23 percent of the high school students served by ICAC were Hispanic, 27 percent were African- American, and 5 percent were white. Roughly half were male and half were female. To understand how ICAC has been leveraging social media to boost retention among underrepresented first-generation college goers, it is important to understand first how the group is organized. According to Tejan, ICAC’s advisor team – their Access Corps – initially focused on helping underrepresented high school students get into college. But they quickly discovered a problem: while more students were starting college, they weren’t persisting into their second year or sometimes even their second semester. In response, they developed a Retention Corps – a second layer of mentors. It would be the first of its kind among all College Advising Corps groups nationwide.

Khadija Tejan

“In 2011, we saw we were helping student gain access, but what we found was they weren’t persisting past the first year or the first semester,” Tejan explained. “So ICAC developed its retention component. Our retention team is composed of former advisers who served two years as advisers on the access side to help students persist from year one to year two. Our retention coaches are the ones who have a big social media presence. That’s primarily how we keep in touch with our students.” In order to maintain a near-peer mentoring model, ICAC advisers are allowed to serve for only two years, after which they are eligible to becoming retention coaches. Advisers hired as retention coaches are offered graduate school tuition as part of their service, and are brought in as graduate assistants and master’s candidates. As graduate students, they have limited opportunities to travel off-campus to help their students – and that, explained Tejan, is where social media and other connectivity technologies has become a key part of ICAC’s retention strategy. “Our advisers are located on University of Illinois campuses, and they can travel once or twice a semester to other universities within Illinois to help those

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INNOVATIONS & PROGRAMS students who need help,” said Tejan. “But our students go everywhere – they go across the United States, and they even go abroad. So what do we do? We contact then the best way we know how: social media, because for the most part, all students have some sort of social media account, whether it’s email, Facebook, Twitter, or even Instagram. We can connect to these students as long as they have a phone.” One strategy ICAC uses is to post useful blogs on its social media pages. Students are encouraged to direct questions about the information presented to their coaches via Facebook or Twitter. ICAC also stresses reinforcing its presence and availability to students who otherwise would revert to seeking help from their old high school advisers. As Tejan put it: “We use technology to start that relationship and continue that relationship – follow up with them, give them services, make suggestions, and maintain that near-peer relationship. What better way to contact students and keep in contact with them than those that they utilize the most – which is social media?” It is, in essence, e-mentoring – a natural evolution of an approach to boosting student retention and completion that has been gaining ground at many institutions serving underrepresented student populations in recent years. This year, said Tejan, ICAC coaches began having side-by-side sessions with advisers and their students in the hope students would be more likely to take ad-

“

What better way to contact

students and keep in contact with them than those that they utilize the most – which is social media?” Khadija Tejan, retention coordinator, the Illinois College Advising Corps

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vantage of the retention aspects of ICAC. She also noted that since many of their students’ parents use Facebook, they have begun to engage with parents via social media and provide them with the same information their students receive. While Facebook – and to a lesser extent Twitter – are at the forefront of ICAC’s strategies in leveraging technology, they utilize several other Internet-based tools to help students get into college and to maintain a line of communication once they get there. Their “Transition to College” webinar, for example, is an online tool created by Retention Coach Rodrigo López that ICAC uses in the spring to help students understand how to prepare for college. It highlights basic information that is especially useful for firstgeneration college goers whose families might have little experience with all the pieces involved – such as how and when to complete and submit the FAFSA and how to apply for college work-study programs. Tejan said that after completing the webinar, students answer questions via a dynamic link, which allows ICAC to get their information, contact them over the summer, and help ensure that students complete all the necessary steps to college enrollment. Other online tools used by ICAC are Group Me – a group-chat application – and Google Voice. “Group Me is a way to communicate one mass message and start that dialogue because as they see that their friends are in the group, they’re more likely to want to stay in the group,” said Tejan. “Google Voice is used primarily for texting, because our students like to text. They don’t really like to talk on the phone.” Tracking the outcomes from social media use has proved a bit of a challenge, according to Tejan, although Facebook has been useful in that regard as it does provide data on page visits and visitors. Moreover, Facebook metrics have helped ICAC determine that scheduling their posts to appear in the evening has allowed them to maximize their viewership. “We’ve seen a lot more traffic flow doing it that way,” said Tejan. “We’ve seen about a 5 percent increase in the number of page views between my first and second year just by changing the times at which we posted. Last year, we really took initiative to open other social media accounts such as Twitter and Instagram; the challenge is recruiting a bigger audience.” In terms of overall outcomes, ICAC’s Access Corps appears to be demonstrating good progress, although Tejan said they have yet to finish compiling metrics for the 2012-13 and 2013-14 academic years. In 201112, the Access Corps advisers met with 2,453 high

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INNOVATIONS & PROGRAMS school students – 76 percent of students at ICACserved schools – in one-on-one meetings; 75 percent of ICAC-served seniors submitted at least one college application; and 57 percent of seniors met with an ICAC advisers for help with submitting their FAFSA. Of the 1586 college-going students eligible to be served by ICAC’s Retention Corps in 2012-13, 382 participated. A full 60 percent of these were low income; 45 percent were first-generation college goers; 38 percent were Hispanic; 30 percent were African-American; 8 percent were white; 8 percent were Asian-American; and 65 percent were female. Out of this cohort, ICAC reported 507 student connections through Facebook and 1241 one-on-one interactions (both online and in person). Of the 404 students tracked from the pilot year of the program, 83 percent returned for their second year of college, while of the 382 freshman students tracked in year two of the program, 68 percent continued onto the Spring 2013 semester. ICAC has been active in sharing its social media successes. Not surprisingly, one method of sharing has been through viral dissemination from ICAC

coaches to both former students and co-workers from their adviser days in other state-level CAC groups. ICAC has also presented its social media methodologies at national summits and conferences, such as the annual College Board Prepárate Conference. And its national CAC partner compiles and shares these initiatives among all other Advising Corps groups. According to Tejan, ICAC’s Retention Corps is now setting a new goal: to begin determining the impact their Retention Corps coaches have had not just on first-to-second year retention, but on retention in third and fourth years – and ultimately, completion. They are still fine-tuning how they have defined their student cohort from year to year. In the first year, the cohort was limited to students on the three main Illinois university system campuses; today, they include all students statewide. Since ICAC is a young organization, and its social media initiatives are even newer, the full effect of leveraging social media to increase participation and retention rates remains to be seen – but the results thus far are encouraging.

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LE C OA ND FERS EH N ICPE/SR O AN L ED M CO O ND VE EL N STIONS

Summit Previews New Commitments to Improve College Opportunity By Jamaal Abdul-Alim

ith the Obama Administration’s second Summit on College Opportunity set for December at the White House, higher education leaders are expecting a renewed and sharpened focus on the best ways to make college more accessible and more effective at helping students earn postsecondary degrees. “People should reasonably expect the summit will bring attention to what is currently working at institutions across the country and provide concrete examples and commitments for additional leadership and investment others can emulate to meet our national goal on college completion,” said Deborah A. Santiago, vice president for policy at Excelencia in Education, a national policy and research organization that focuses on Latino issues in higher education. Indeed, one the biggest concrete initiatives associated with the upcoming summit is the launching of a new $10 million Center for the Analysis of Postsecondary Readiness (CAPR) funded by the Institute for Education (IES) at the U.S. Department of Edu-

Deborah A. Santiago

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CONFERENCES AND CONVENTIONS cation. The center will be run by the Community College Research Center, or CCRC, at Teachers College, Columbia University, and the social policy research organization MDRC. Thomas Bailey, director of the CCRC, said the center will conduct comprehensive and rigorous research of reform efforts that are afoot in higher education. One project at the center will be a descriptive one and will seek to delineate the types of reforms that are taking place, Bailey said. “There’s nothing that tells us how much of a particular reform is taking place, how ambitious the reforms are,” Bailey said. CAPR will also assess the effectiveness of the New Mathways Project at the University of Texas at Austin, which offers students different ways to get through college level math that are more in line with their fields of study and career aspirations, which are often not related to STEM fields. “Many people stumble on that and never get through it,” Bailey said of college algebra courses in general. “Turns out you’re taking thousands of students and blocking their progress so a couple of dozen will have the option to move on to more in-

Thomas Bailey

One the biggest concrete initiatives associated with the upcoming summit is the launching of a new $10 million Center for the Analysis of Postsecondary Readiness.

tense STEM if they choose.” CAPR also will seek to evaluate the “multiple measures” approach to determining the remedial needs of students – an approach that involves using their high school transcripts and GPAs, which Bailey says are believed to be better predictors of success, instead of just cutoff scores on assessments. “It turns out that there are many people who are sent to remediation who could be successful in the college level course, and in fact there are better ways of evaluating or assessing who needs to be in remediation,” Bailey said. At the first White House Summit on College Opportunity held last January, over 100 college presidents and 40 nonprofits responded to President Obama and the First Lady’s “call to action” to increase college opportunity. According to the White House, the goal of the second summit is to build on the work from the first– which has involved efforts to improve college advising and increase college enrollment – and will also focus on: • Building collaborations in communities with strong K-12 and higher education partnerships to encourage college going. • Supporting colleges to work together to dramatically improve persistence and increase college completion, especially for first-generation, lowincome, and underrepresented students. Fourteen more community colleges have joined the effort by making commitments to strengthen

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LE C OA ND FERS EH N ICPE/SR O AN L ED M CO O ND VE EL N STIONS college readiness for academically underprepared students. These institutions are located across the country, from Borough of Manhattan Community College, or BMCC, in New York City to Los Rios Community College District in Sacramento. David Baime, senior vice president for government relations & policy analysis at the Association of Community Colleges, said the summit will help focus more attention on the challenges faced in the community college sector. “We think the administration is asking the right questions about higher education, and we think that this is an effective way of putting the spotlight on some of the issues that our sector faces,” Baime said. Baime and others cautioned against expecting rapid and dramatic results in terms of college completion to come out of the summit. “The jury is still out as to how far the needle has moved” in the five years since the Obama Administration announced the American Graduation Initiative in 2009, Baime said. Among other things, the initiative called for an additional 5 million community college degrees and certificates by 2020. “Candidly, I don’t think we’re quite there yet,” Baime said. “But we’re making progress.” Other initiatives emanating from the forthcoming summit include: • New commitments from the Khan Academy that will focus on technology-based solutions customized to improve student success in developmental math. • A $5 million commitment from the Great Lakes Higher Education Guaranty Corporation, in part-

David Baime

nership with MDRC, the Ohio Board of Regents, and City University of New York (CUNY) to replicate CUNY’s Accelerated Study in Associate Programs (ASAP) to support as many as 2,000 community college students in Ohio.

The White House.

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REPORTS

Degree Attainment and College-Going Rates Increase But Gaps Remain By Angela Provitera McGlynn

merica reached its largest year-over-year increase in degree attainment since 2008, according to the fifth annual issue of A Stronger Nation through Higher Education: Closing the Gaps in College Attainment, published by the Lumina Foundation. This is encouraging news: there was a .7 percent increase from 2011 to 2012 from 38.7 to 39.4 percent of working-age Americans (25 to 64 years old) who have two or four-year degrees. Among those between the ages of 25 and 34, degree attainment rose 3 percentage points to 40.9 percent. This pace of increase could put Lumina Foundation’s “Goal 2025,” which is the foundation’s initiative to boost the percentage of Americans with high-quality certificates and degrees to 60 percent by the year 2025, actually in reach. The momentum of increase is hopeful although maintaining that level of increase is a significant challenge requiring that our higher education system be redesigned to focus more effectively on students and learning. Other countries are still outpacing America in educational achievement at a time when the global demand for postsecondary high-quality skills and knowledge continues to rise. Looking at higher education attainment rates internationally using data from Organization for Economic Cooperation (OECD) and annual Education

at a Glance reports over the years, Lumina Foundation had previously noted the disturbing trend in terms of higher education attainment in the U.S. compared to other countries. Our rates have been mostly flat for at least six years. During that same

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REPORTS time period other economically advanced countries have made significant increases in the percentage of their young people who have completed degrees. We know that America’s place in attainment rates in the developed world slipped from number one in the world to the middle of the pack. This report tells us that the headline should not be so much about our slippage but about what is happening internationally. According to A Stronger Nation, the real story is “… the dynamic global economy is fueling an ever-increasing demand for skills and talent, and that most countries around the world are responding to this demand by increasing the higher education attainment of their people.” In particular, other countries are increasing degree completion for their younger generation and our nation is not keeping up. This is the most important take-away message from the international comparison. The U.S. attainment rates are inching up but being far surpassed by other countries showing us that more significant increases are not only possible but also sustainable over time. Within our own country, persistent equity academic achievement gaps among demographic groups exist, keeping us from catching up with the world attainment rates and posing challenges to achieving Goal 2025. As a Stronger Nation reports, in the United States, “Participation rates still differ significantly based on income. While 82.4 percent of potential students in the top third of the income scale enroll in college, only 53.5 percent of those in the bottom do so.” Factor in income-related degree completion rates to the access rates, and the picture is even bleaker for low-income students. All ethnic/racial groups showed some improvement in degree attainment in 2012. Disparities among groups, however, continue to plague U.S.

higher education. Looking at degree attainment rates among American adults between the ages of 25 and 64 by population group, we see the highest degree attainment among Asian-American (59.35 percent). White degree attainment is next on the ladder with a 43.87 degree completion rate. Blacks are on rung three at 27.62 percent. Native Americans in this age group have a 23.43 percent completion rate, and Hispanics remain on the bottom of the educational ladder at 19.81 percent. On a positive note, the college-going rate for Hispanics increased from 59.7 percent to 66.6 percent between 2010 and 2011. For blacks, the rate rose from 62 percent to 67.1 percent in that same period. These are significant jumps for a single year – access is getting better for underrepresented groups. The next critical step is to increase degree completion rates for these demographic groups. According to the Lumina report: As the nation’s population becomes more diverse, [with Hispanics being the fastest growing demographic] increasing the higher education attainment of underrepresented groups becomes critically important. If attainment rates for different racial and ethnic groups do not change, only about 37.8 percent of today’s 14- to 51-year-olds will have college degrees in 2025 – almost a full percentage point less than the current rate. Of course, race and ethnicity are not the only factors that affect higher education attainment. Low-income and first-generation college students and adults are also underrepresented in higher education; left unaddressed, these inequities will have disastrous consequences – for affected individuals and for the nation. Reaching Goal 2025 requires that all of these gaps in attainment be dramatically reduced. In fact, previous research by Excelencia in Educa-

Degree-attainment rates among United States adults (ages 25-64), by population group White Black Hispanic

43.87% 27.62% 19.81%

Asian Native American

59.35%

43.87%

23.43% 27.62%

23.43% 19.81%

Source: U.S. Census Bureau, 2010-12 American Community Survey PUMS File

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REPORTS tion has shown that without Hispanic strides in academic achievement, Goal 2025 will not be attainable. The Lumina report says that in order to achieve Goal 2025, the current rate of increase in degree attainment will have to be maintained and that colleges and universities must find new ways of making higher education accessible and affordable. The research from this report also points to a need for an overhaul of the higher education system to a more student-centered, learning-centered approach. In other words, there needs to be a focus on higher education outcomes. What does it mean to offer a quality education? Colleges and universities that have high academic standards, help students learn and perform at topnotch levels, and help their students complete their degrees, particularly those colleges that succeed with underrepresented students, are providing a quality education. As the Lumina report states, we have much to learn from these institutions which “point us toward a much needed redesign – a comprehensive effort to reshape American higher education so that it better serves the needs of students and the complex, global society in which they must

On a positive note, the college-going rate for Hispanics increased from 59.7 percent to 66.6 percent between 2010 and 2011.

live and work.” President and CEO of the Lumina Foundation, Jamie P. Merisotis, offers an optimistic forecast in a press release: Momentum is building around increased attainment in America, and we believe that the need – the hunger – for education beyond high school is stronger than ever before. Recent student-centered changes in American higher education have made this progress possible. Now it's time to accelerate the system redesign so that we can meet future workforce needs, strengthen our democracy, and give all Americans – regardless of race, income, and other socioeconomic factors – the opportunities that postsecondary attainment provides Merisotis says that the Lumina Foundation is more certain than ever that significantly increasing college degree and certificate completion is the essential ingredient to ensuring a bright future for our nation and its citizens.

Jamie P. Merisotis, President and CEO of the Lumina Foundation.

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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From the

Scholars’ Corner

By Vanessa Monterosa, EdD– Educational Leadership; California State University, Long Beach 2014 AAHHE Graduate Fellow The American Association of Hispanics in Higher Education Graduate Fellows program is dedicated to fostering opportunities for mentorship, guidance, and professional development in order to empower present and future Latina/o leaders. Having been a graduate fellow, I can attest to the vibrant and supportive community of Latina/o scholars and leaders that comprises the AAHHE familia. As a graduate fellow, your network grows exponentially as you meet other current fellows, faculty fellows, AAHHE alumni, and the greater AAHHE community. Moreover, attending the 2014 AAHHE National Conference afforded me the opportunity to network with the broader higher education community of Latina/o administrators and faculty. It was such a great honor to attend the national conference as a graduate fellow, and the recognition received by attendees was humbling. For example, during plenary sessions, I had the pleasure of meeting university presidents, deans, and esteemed faculty who were very interested in learning about my work and my experience as a fellow. Meeting so many other Latina/o scholars from other disciplines and hearing about their empowering scholarship helped me see the many ways I could contribute to higher education as I pursue my work in education technology. I met both current and alumni fellows who are working at public and private institutions in addition to heading efforts to continue to bridge the opportunity gap for Latina/o students. Their scholarly and professional efforts helped me envision the many roles I can fulfill

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in higher education once I graduate, such as an administrator for information technology or developing a research center focused on higher education innovation. For this reason, I look forward to serving as this year’s AAHHE social media chair, giving back to an organization that has given so much to me. As social media chair, I hope to develop AAHHE’s digital presence and develop as strong a community online as it is offline. When I applied to be a graduate fellow, my goal was to find a comunidad where we shared similar passions and interests, but I left the national conference with so much more. For example, I was paired with a faculty mentor who gave me valuable feedback on research projects in addition to giving me advice on pursuing tenure-track opportunities and navigating academia as a Latina. My faculty mentor was also instrumental in helping me think through my next steps as a doctoral student. When I attended the conference, I was in the middle of switching doctoral programs, and with my faculty mentor’s and faculty fellows’ feedback, I was able to smoothly transition from one program to another. Their support in listening to my decision to switch programs was essential to my continued growth as a scholar. As a graduate fellow, I found myself in a community of talented and driven Latina/o scholars and leaders. Now, when I attend other academic events and conferences, I have familia wherever I go. To grow personally and professionally through AAHHE is a great experience that I will continue to cherish.

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Interesting Reads

Desolation: A Bilingual Edition by Gabriela Mistral, translated by Michael P. Predmore and Liliana Baltra

This is the first bilingual translation into English of an important work by Gabriela Mistral, one of the premier Latin American poets of the 20th century and the first Latin American author to receive the Nobel Prize in Literature. The translation is based on the 1923 edition of Nascimento, which will be of interest and importance both to a Spanish-speaking public as well as to specialists in the field. 2013. 550 pp. ISBN: 978-1891270246. $29.95 paper. Latin American Literary Review Press. Pittsburgh, Pa., www.lalrp.org. (800) 888-4741.

Engaging Students through Social Media: Evidence-Based Practices for Use in Student Affairs by Reynol Junco

This book bridges the gap between a desire to use social media and the process knowledge needed to actually implement and assess effective social media interventions, providing a research-based understanding of how students use social media and the ways it can be used to enhance student learning. It also dispels popular myths about how social media use affects students. 2014. 368 pp. ISBN: 978-1118647455. $40.00. cloth. Jossey-Bass, San Francisco, Calif. www.joseybass.com (800) 936- 7739.

Brazil: The Troubled Rise of a Global Power by Michael Reid

Experts believe that Brazil, the world’s fifth largest country and its seventh largest economy, will be one of the most important global powers by the year 2030. Yet far more attention has been paid to the other rising behemoths Russia, India, and China. Often ignored and underappreciated, Brazil, according to journalist Michael Reid, has finally begun to live up to its potential, but faces important challenges before it becomes a nation of substantial global significance.

The Closer by Mariano Rivera (Author), Wayne Coffey (Contributor). 2014. 288 pp. ISBN: 978-0316400732. $28.00, cloth. Little, Brown and Company LittleBrown.com, New York, N.Y.

The recent NFL scandal about how the football leagues and officials discipline players who have been charged or convicted of spousal or child abuse sheds new light on the subject of role models. Americans expect their heroes on the field to exhibit these same positive qualities off the field. All too often they do not. And some sports figures admit that the last thing they seek is to be a role model. And then there’s Mariano Rivera. There is no doubt that Rivera is a super star, assured a spot in The Baseball Hall of Fame in Cooperstown, N.Y. To Hispanics, he is a genuine role model -- something he doesn’t view as a burden or with ambivalence. And that has more to do with his faith and his upbringing than anything else he ever accomplished as a player. Having retired from baseball in 2013, Mariano Rivera, the man who has been dubbed the greatest closer of all time in baseball, has penned his memoir. It chronicles the journey of the son of a poor Panamanian fisherman to fame and fortune as part of the New York Yankees franchise. When the Yankees first scouted him, he didn't even own his own glove. He had modest ambitions. He thought he might make a good mechanic. When he was given a tryout with the team he had never flown in an airplane, had never heard of Babe Ruth, and spoke no English. What he did know was how to throw an unhittable baseball. As one would expect, there are many wonderful anecdotes and behind the scenes tales of championship seasons, but what makes this book particularly relevant to Hispanics is his revelations about the struggles of being a Latino baseball player in the United States. The 13time All-Star discusses his drive to win; the secrets behind his legendary composure; the story of how he discovered his cut fastball; the untold, pitch-by-pitch account of the ninth inning of Game 7 in the 2001 World Series (which resulted in a crushing loss for the Yankees) and why this lowest moment of his career became one of his greatest blessings. In The Closer, Rivera brings the readers into the Yankee clubhouse, and on that jog he took from the bullpen to the mound. Whether the game or the season was resting squarely on his shoulders, he approached his task with laser like focus -- a quality that he says comes from his family’s support and his enduring faith. The Closer is a testament to what sports heroes can and should be to all the young people who look up to them for their athletic prowess. Reviewed by Mary Ann Cooper

2014. 352 pp. ISBN: 978-0300165609. $32.50 cloth. Yale University Press. New Haven, Conn., www. http://yalepress.yale.edu/ 203-432-0960.

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We are more than higher ed. We are a whole new category. We build. We innovate. We incubate. We develop an educated workforce and open new facilities. We improve lives. We save lives. We are the University of Central Florida and

We’re Hiring. In Orlando, the University of Central Florida has evolved into the nation’s second-largest university by implementing innovative growth strategies. But we aspire to be even better. Now, we’re hiring 200 faculty members for our 12 colleges. Visit ucf.edu/jobs.

UCF is an equal opportunity/affirmative action employer.

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NOVEMBER 17, 2014

Think UCF.

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HISPANIC OUTLOOK

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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 mmi t t e d t o c r e a t i n g a d i v e r s e c o mm u n i t y : o n e t h a t i s i n c l u s i v e a n d r e s p o n s i v e , a n d i s suppor tive of each and all of its facult y, s tudents , and s t af f. A ll member s of the College c ommunit y share a r e s p on s ib ili t y f or c r e a t in g , m ain t ain in g , an d d e v e l o p in g a l e ar nin g e n vir on me n t in wh i c h d i f f e r e n c e is v al u e d , e q u i t y i s s o u g h t , a n d i n c l u s i v e n e s s i s p r a c t i c e d . L a f a y e t t e Co l l e g e i s a n e q u a l o p p o r t u n i t y e m p l o y e r a n d enc ourages applic ations from women and minor ities .

Assistant or Associate Professor, Oral and Maxillofacial Surgery Temple University Kornberg School of Dentistry is seeking highly qualified oral surgery applicants for a clinical-track full-time faculty position at the assistant or associate professor rank for the Department of Oral and Maxillofacial Pathology, Medicine and Surgery. Applicants must have completed an ADA-accredited advanced training program in Oral and Maxillofacial Surgery, and must have, or be eligible for, full Pennsylvania licensure or be eligible for a Pennsylvania restricted teaching license. Applicants must have (or are eligible for) board certification in Oral and Maxillofacial Surgery. Responsibilities will include didactic and clinical teaching, and clinical practice in oral surgery. Salary and rank will be commensurate with experience and qualifications. Temple University is an equal opportunity/affirmative action employer. Women and minorities are encouraged to apply. For confidential consideration, interested individuals should email a cover letter, curriculum vitae, and three references to: Cynthia Russell Special Assistant for Faculty Affairs and Strategic Initiatives cynthia.russell@temple.edu Temple University Kornberg School of Dentistry 3223 North Broad Street Philadelphia, PA 19140

DEAN COLLEGE OF EDUCATION The University of Washington is conducting a national searrch foor the Deann of the College of Educattion. The Searrch Committee invvites letters of nomination, appplications (letter of interest, fuull resume/CV, annd contact infoormation of at least fiive refeerences), or expressions of intterest to be submitted to the search firm assisting the University. Review of materials will begin immediattely annd continue until the appointment is made. It is prefeerred, how ever, thatt all nominattions annd appplicattions be submitted prior to February 4, 2015. For a complete position description,, please visit the Currentt Opporrtunities page at www.parrkersearrch.com. Laurie C. Wilder, Executive Vice President & Mannaging Director ms, Vice President Porsha L. William 770-8804-1996 ext: 109 pwilliams@ parrkersearrch.com || eraines@parkersearchh.com f i endly envi ronment in which all facult y and Afffiirmative Action Employer committed to foostering a diversse, equitabl e and faam ily-fr UW iss an Equal Oppportunity/A stafff can excel and achieve work//llifee balance irrespective of ethnicit y, gender, faait h, geender identity and expresssion ass well as sexual orientation. UW also from individualss with dissabil ities and veterans. A pre-employment backgrround investigaation iss perfoorm ed on candi daates selected foor encouragees apppl ications fr employment.

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NOVEMBER 17, 2014

Dean of the School of Management and Labor Relations Rutgers, The State University of New Jersey, invites nominations and applications for the position of Dean of the School of Management and Labor Relations.

Rutgers University, a leading national research university and the State of New Jersey’s foremost comprehensive public institution of higher learning, seeks a Dean who will provide outstanding leadership and vision for the School of Management and Labor Relations (SMLR) at Rutgers University–New Brunswick. The Dean is responsible for the School’s academic strategy and fiscal management, leads the faculty in planning and implementing academic and non-credit programs, administers the School’s resources, communicates the School’s mission and goals to internal and external constituencies, and is responsible for external fundraising. The School of Management and Labor Relations was founded in 1947 and today houses the nation’s preeminent scholars of human resource management and employment relations. SMLR’s mission is to create and disseminate knowledge that fosters a better understanding of the nature of employment and work in modern society, promotes harmony and cooperation between management and labor, and improves employment systems and relationships. SMLR has 59 full-time faculty members across its two departments, Human Resource Management and Labor Studies and Employment Relations. The School serves nearly 1400 graduate and undergraduate students pursuing one of six degrees: a B.A. in Human Resource Management, a B.A. in Labor Studies and Employment Relations, a B.S. in Labor and Employment Relations, a Master’s in Labor Studies and Employment Relations, a Master’s in Human Resource Management, and a Ph.D. in Industrial Relations and Human Resources. SMLR also houses several innovative research centers and programs as well as a number of continuing education programs. The Dean must have a strong grasp of the challenges and opportunities facing the dynamic fields of human resource management, labor relations, and labor studies, as well as a comprehensive understanding of the issues in today’s workplace. The successful candidate should have a demonstrated record of accomplishment in a leadership position and possess excellent administrative and interpersonal skills. Candidates should have an earned doctorate or other terminal degree in an appropriate discipline and a record of scholarly achievement sufficient to merit appointment at the rank of professor within the School. The Dean will report directly to the Chancellor of Rutgers University–New Brunswick. The salary is competitive, commensurate with experience and qualifications. The desired appointment start date is July 1, 2015. Review of nominations and applications will begin immediately and will continue until the position is filled. All correspondence will be held in strictest confidence. Applicants should submit a letter of interest and a current vita or resume. Applications from women and underrepresented minorities are actively encouraged. Nominations for, and applications from, qualified individuals should be submitted electronically to: Dean Cathryn Potter, Chair SMLR Dean Search Committee smlrdeansearch@rutgers.edu

Index of Employment Opportunities in Digital Ads Academic Deans...............................................Page 31 Administration of Justice Lead Instructor...........Page 29 Assistant or Associate Professor, Oral and Maxillofacial Surgery...................................Page 26 Coordinator of Dual Enrollment .........................Page 29 Dean of the School of Management and Labor Relations ............................................Page 27 Dean, Abraham S. Fischler School of Education...Page 28 Dean, College of Education................................Page 26 Dean, College of Liberal Arts and Sciences.........Page 25 Department Head, Department of Mechanical Engineering ................................Page 29 Full-Time, Tenure-Track Faculty Position, Department of Business Administration ........Page 31 Henry Rutgers Term Chair in Biomedical Ethics...Page 31 Multiple Faculty Positions.................................Page 24 Tenure-Track Assistant or Associate Professor of Accounting................................Page 30 Tenure-Track Assistant Professor of Economics...Page 26 Tenure-Track Assistant, Associate or Full Professor in Organizational Behavior/ Human Resource Management ......................Page 30 Vice President for Advancement ........................Page 32

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Rutgers is an Affirmative Action, Equal Opportunity Employer http://www.rutgers.edu – http://smlr.rutgers.edu/

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NOVEMBER 17, 2014

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DID YOU KNOW...

NOVA SOUTHEASTERN UNIVERSITY

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DEAN â&#x20AC;&#x201C; ABRAHAM S. FISCHLER SCHOOL OF EDUCATION Innovation is the hallmark of the Fischler School of Education at Nova Southeastern University. Named for renowned educational leader Abraham S. Fischler, the School has long been considered the leader among institutions of higher education at offering high quality education at a distance using a variety of innovative approaches. The Fischler School offers professionally relevant and accredited educational opportunities using the modern technologies of teaching and learning, especially distance education. The Fischler School is one of the largest schools of education in the country with students attending throughout the U.S. and over 30 countries. Faculty are noted for their national and international academic credentials, real world experience and expertise at offering instruction in a variety of settings using the technologies of teaching and learning. The Fischler School is seeking its next generation leader â&#x20AC;&#x201C; a Dean who can build on the legacy of Abraham Fischler. The Dean will consolidate and expand, the national and worldwide impact of the School. The Fischler School offers educational opportunities to teachers, administrators, leaders, trainers and other professionals at times and in ways that allow them to reach their educational goals. The next Dean of Fischler will be a scholar, a scientist, an author, and above all, a visionary leader who will guide students, staff and faculty as they contribute to the core values of Nova Southeastern University of academic excellence, student centered programs, integrity, innovation, opportunity, scholarship, diversity and community. The Dean of the Fischler School will infuse these core values into the activities of the School as it offers teaching and learning opportunities using distance education, blended education and traditional education approaches. The next Dean of the Fischler School of Education will have experience in teaching and learning in higher education using a variety of approaches, and will demonstrate a clear appreciation for quality and excellence using new and varied technologies for teaching and learning. A copy of the full position description can be found at: http://nsufsedean.ekornferry.com The confidential review of applications, nominations and expressions of interest will begin immediately. Applications are encouraged by December 8, 2014 to ensure full consideration, though the search will remain open until the position is filled. Candidates should submit a letter of application summarizing their qualifications and interest; along with a curriculum vita via http://nsufsedean.ekornferry.com. Nova Southeastern University is an equal opportunity employer and is in full compliance with the Americans with Disabilities Act. The Dean Search Committee encourages applications from individuals of varied experiences and backgrounds.

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NOVEMBER 17, 2014

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EMPLOYMENT OPPORTUNITY Administration of Justice Lead Instructor Located at Christanna Campus, Alberta, VA Anticipated Opening, beginning January 1, 2015 Southside Virginia Community College, a comprehensive community college, is seeking qualified candidates for an anticipated opening of Administration of Justice Lead Instructor, 9 month teaching faculty position. The successful candidate must be committed to our mission to provide quality education to a diverse constituency. Administration of Justice, Lead Instructor 9 month Instructional Faculty Full-time with Benefits Salary commensurate with qualifications and experience Open until filled; Review begins November 17, 2014 Position F0075 Job Posting # 0085090 Visit www.southside.edu/employment for more details. Applicants may apply directly to SVCC, Attention: Angela Jackson, 109 Campus Drive, Alberta, VA 23821 OR online by submitting a completed State Application through the RMS website at: http://jobs.virginia.gov. Satisfactory reference and background checks are a condition of employment. Position is dependent upon funding. SVCC is committed to Diversity, Equal Employment Opportunity and Affirmative Action.

EMPLOYMENT OPPORTUNITY Coordinator of Dual Enrollment Located at Christanna Campus, Alberta, VA Southside Virginia Community College, a comprehensive community college, is seeking qualified candidates for the position of Coordinator of Dual Enrollment. Position is responsible for coordinating the dual enrollment program to include staffing, supervision of faculty and staff, funding, registration and book sales to a defined segment of the college service area. The successful candidate must be committed to our mission to provide quality education to a diverse constituency. Full-time, with state and VCCS Benefits Salary commensurate with state and VCCS guidelines Position is open until filled. Position # F0009 Job Posting # 0084884 Visit www.southside.edu/employment for more details. Applicants may apply directly to SVCC, Attention: Angela Jackson, 109 Campus Drive, Alberta, VA 23821 OR apply online by submitting a completed State Application through the RMS website at: http://jobs.virginia.gov. Satisfactory reference and background checks are a condition of employment. Position is dependent upon funding. SVCC is committed to Diversity, Equal Employment Opportunity and Affirmative Action.

The Department of Mechanical Engineering at Virginia Tech is seeking to fill the position of Department Head Virginia Tech invites applications for the position of Professor and Head of the Mechanical Engineering Department. Virginia Tech, founded in 1872 as a land-grant institution, is currently ranked in Top 25 Public University by US News & World Report and Top 25 Public Research University by the National Science Foundation. As the Commonwealth’s most comprehensive university and its leading research institution, Virginia Tech serves a diverse population of 30,000+ students and 8000+ faculty and staff from over 100 countries, and is engaged in research around the world. The 120-acre VT Corporate Research Center is home to over 100 companies and the Edward Via College of Osteopathic Medicine. The College of Engineering is home to 13 departments with about 330 faculty, 7,500 undergraduate students, and 2,100 graduate students. In 2014, the College of Engineering was ranked in the top-10 in the nation for the number of BS and PhD awarded. In the most recent rankings by U.S. News & World Report the College of Engineering’s undergraduate program ranked 15th (8th among public universities), and the graduate program ranked 21st (12th among public universities). The Mechanical Engineering Department, which includes a Nuclear Engineering Program, has over 50 faculty, research expenditures in excess of $17M, and a current enrollment of over 170 doctoral, 130 masters, and over 1200 undergraduate students. The department is ranked 16th and 17th out of all mechanical engineering departments in the nation in undergraduate and graduate education, respectively, by the 2014 U.S. News and World Report. The department includes several research centers and its faculty members are engaged in diverse multidisciplinary research activities. The mechanical engineering faculty also benefit from a number of university-wide institutes such as the Institute for Critical Technology and Applied Science (ICTAS), college level centers such as the Commonwealth Center for Aerospace Propulsion Systems (CCAPS), the recently established Rolls Royce University Technology Center (UTC) in advanced systems diagnostics, and the Virginia Center for Autonomous Systems (VaCAS). Applicants must hold a doctoral degree in Mechanical Engineering or a closely related field. We are seeking highly qualified candidates that demonstrated intellectual leadership and administrative skills in an academic/university environment or equivalent, with an ability to communicate effectively, concisely, and clearly at all levels. Candidates must also have a dedication to the instructional mission of the university, an established record of professional activities and leadership in professional organizations, and credentials commensurate with the appointment as full professor with tenure in the department. Applications must be submitted online to https://www.jobs.vt.edu to posting number TR0140132. Applicant screening will begin Jan. 10, 2015 and will continue until the position is filled. Applications should include curriculum vitae, a cover letter, a vision statement, a statement of leadership style and experience, and contact information for at least five individuals providing references. References will only be contacted concerning those candidates who are selected for the short list/phone interviews. Blacksburg is consistently ranked among the country’s best places to live and raise a family (http://www.liveinblacksburg.com/). It is a scenic and vibrant community located in the New River Valley between the Alleghany and Blue Ridge Mountains. The town is proximal to state parks, trails, and other regional attractions of Southwest Virginia, renowned for their history and natural beauty. For assistance submitting the application please contact Ms. Diana Israel (disrael@vt.edu, (540)-231-6424). Inquires about the position should be directed to the Chair of the search committee, Prof. Corina Sandu (csandu@vt.edu, (540) 231-7467). Virginia Tech does not discriminate against employees, students, or applicants for admission or employment on the basis of race, gender, disability, age, veteran status, national origin, religion, sexual orientation, or political affiliation, is committed to diversity, and seeks a broad spectrum of candidates.Questions concerning discrimination should be directed to the Office for Equity and Access. Virginia Tech is a recipient of the National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers (http://www.advance.vt.edu) and is an Equal Opportunity/Affirmative Action Institution. Virginia Tech responds to the needs of dual-career couples and has policies in place to provide flexibility for faculty careers. Invent the Future at Virginia Tech!

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Position: The School of Business Administration at Wayne State University is pleased to invite applications for the following tenure-track position; Accounting(Assistant/Associate Professor). We expect to make the appointment at the Assistant Professor level, but will consider exceptional senior-level candidates with peer-reviewed publications. Position start date is August 19, 2015. This position is a 9 month appointment. Salary and rank for position commensurate with qualifications and experience. Responsibilities: The ideal candidate must have the ability to: (a) develop and maintain a productive research program; (b) teach undergraduate and graduate courses in Accounting with an average teaching load of six credit hours per semester; and (c) contribute to college and university service activities. Qualifications: We seek to hire an exceptional scholar in the area of Accounting, who can develop a program of research in Financial Accounting, Managerial Accounting, Accounting Systems, Taxation, Governmental, or Notfor profit Accounting among other related topics. Applicants must have earned a doctorate degree by August 2015, show evidence of the ability to publish in high-quality peer-reviewed journals, have experience or strong interest in teaching and mentoring students, professional service which benefit the University, and have a strong commitment to scholarly collaboration with faculty within the school, college, and university. Preferred qualifications: Professional certification in Accounting or related area such as Certified Internal Auditor (CIA), Certified Public Accountant (CPA), and/or Certified Management Accountant (CMA). The School of Business Administration Established in 1946, the School of Business Administration at Wayne State University has a distinguished history of preparing leaders to excel in a wide range of industries. More than 31,000 business alumni can be found around the world, developing innovative entrepreneurial ventures, managing multinational corporations and making a difference in nonprofit and government agencies. The school’s academic programs - in accounting, finance, information systems, management, global supply chain management and marketing - are accredited by the Association to Advance Collegiate Schools of Business (AACSB) and are regularly recognized for high quality by third-party reviewers such as The Princeton Review and U.S. News and World Report. University: Wayne State University is ranked as a Carnegie “Very High Research” University and is ranked by NSF among the top public research universities in total R&D expenditures. The University is located in the cultural center of Detroit within a metropolitan area of more than four million people. The university offers more than 370 academic programs through 13 schools and colleges to nearly 28,000 students. Application: All applicants must use the WSU Online Hiring System at http://jobs.wayne.edu, referring to posting 040542 Electronic applications must include a letter of application; curriculum vita; and names, addresses, and contact information for at least three references. Faxed applications will not be accepted. Applications may be accepted until the position is filled. Inquiries about the position may be directed to: Myles Stern Department Chair School of Business Administration Wayne State University Detroit, MI 48202 E-mail: m.stern@wayne.edu Wayne State University is an Affirmative Action/Equal Employment Opportunity Employer. The School of Business Administration is strongly committed to achieving excellence through cultural diversity. The college actively encourages applications and nominations of women, persons of color, and persons of disabilities, veterans, and members of other under-represented groups.

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Position: The School of Business Administration at Wayne State University is pleased to invite applications for multiple tenured/tenure-track positions in Organizational Behavior/Human Resource Management (Assistant/Associate Professor/ Full Professor), pending final approval from the Provost. This individual will be expected to conduct research that has the potential to be published in high quality journals; teach courses in our undergraduate and/or graduate programs, including the MBA, and PhD programs; and provide service to the department, school, university, and/or profession. Position start date is August 19, 2015. This position is a 9 month appointment. Salary and rank for position commensurate with qualifications and experience. Responsibilities: The ideal candidate must have the ability to: (a) develop and maintain a productive research program; (b) teach undergraduate and graduate courses in Organizational Behavior/Human Resource Management with an average teaching load of six credit hours per semester; (c) for associate/full level appointments, supervise the dissertation research of graduate students; and (d)contribute to department, school, and university service activities. Qualifications: We seek to hire an exceptional scholar in the area of Organizational Behavior/Human Resource Management, who can develop a program of research in Organizational Behavior/Human Resource Management, among other related topics. Applicants must have earned a doctorate by August 2015, show evidence of sustained peer-reviewed publications, have experience or strong interest in teaching and mentoring students, and have a strong commitment to scholarly collaboration with faculty within the department, school, and university. Preferred qualifications: Effective and continued professional service which includes community engagement, including teaching executive education programs. The School of Business Administration: Established in 1946, the School of Business Administration at Wayne State University has a distinguished history of preparing leaders to excel in a wide range of industries. More than 31,000 business alumni can be found around the world, developing innovative entrepreneurial ventures, managing multinational corporations and making a difference in nonprofit and government agencies. The school’s academic programs - in accounting, finance, information systems, management, global supply chain management and marketing - are accredited by the Association to Advance Collegiate Schools of Business (AACSB) and are regularly recognized for high quality by third-party reviewers such as The Princeton Review and U.S. News and World Report. University: Wayne State University is ranked as a Carnegie “Very High Research” University and is ranked by NSF among the top public research universities in total R&D expenditures. The University is located in the cultural center of Detroit within a metropolitan area of more than four million people. The university offers more than 370 academic programs through 13 schools and colleges to nearly 28,000 students. Application: All applicants must use the WSU Online Hiring System at http://jobs.wayne.edu, referring to posting 040641. Online hiring applications must include a letter of application; curriculum vita; names, addresses, and contact information for at least three references;and statements of teaching philosophy and research. Faxed applications will not be accepted. Applications may be accepted until the position is filled. Inquiries about the position may be directed to: Dr. Amanuel Tekleab Search Committee Chair School of Business Administration Wayne State University Detroit, MI 48202 E-mail: obhrrecruitment@wayne.edu Wayne State University is an Affirmative Action/Equal Employment Opportunity Employer. The School of Business Administration is strongly committed to achieving excellence through cultural diversity. The school actively encourages applications and nominations of women, persons of color, and persons of disabilities, veterans, and members of other under-represented groups.

UNION COUNTY COLLEGE, NJ

ACADEMIC DEANS Union County College is seeking academic leaders who will provide leadership and supervision for faculty and staff in the areas of teaching, curriculum revision and development, technology, and assessment, with a focus on academic excellence. The Deans are also responsible for managing the administrative affairs of the academic division. • Dean of STEM for Science/Technology/Engineering/Math • Dean of Humanities for English/Fine Arts/Communications/ Modern Languages • Dean of Social Sciences & Business for Psychology/Sociology/ Economics/ Government/ History The successful candidates must have an earned doctorate and at least five years of progressive administrative experience in higher education, as well as an understanding of and commitment to the mission of a comprehensive community college. The Deans will promote accountability and innovation and will contribute to and participate in the planning, execution and measurement of student outcomes. Successful candidates will have a demonstrated committment to excellence and foster a culture of success and effective change strategies, and will contribute to master planning efforts. About Union Union County College is a public comprehensive community college providing quality, affordable, and accessible educational programs that serve the greater Union County region. It is the oldest of New Jersey’s 19 Associate Degree Colleges, serving both career-minded and transfer-oriented students since 1933. The College enrolls almost 30,000 credit, non-credit and continuing education students and is accredited by the Middle States Commission on Higher Education. Many programs lead to the Associate in Arts, Science, and Applied Science degrees. Union is an American Honors College and is committed to academic excellence.

FACULTY SEARCH Rutgers University–Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing. Philosophy and Religion Henry Rutgers Term Chair in Biomedical Ethics Rutgers University–Camden is searching for the inaugural holder of the Henry Rutgers Term Chair in Biomedical Ethics. This is a tenured faculty line at the Associate Professor level in the Department of Philosophy and Religion. Send letter of interest and CV by email to Prof. Stuart Charmé (scharme@rutgers.edu), Henry Rutgers Term Chair Search Committee Chair, Department of Philosophy and Religion, Rutgers University, Camden, N.J. 08102. Review of applications will begin immediately with preference for full consideration of applications received before January 10, 2015. For specific information about this position see our website at http://fas.camden.rutgers.edu/faculty-research/fasjob-searches. Rutgers University is an Equal Opportunity/Affirmative Action Employer. The University and our departments seek to attract an active, culturally diverse faculty and staff of the highest caliber. Women and minorities are strongly encouraged to apply. In addition, Rutgers University is the recipient of a National Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers.

For further details on these positions, please visit our website www.ucc.edu and follow the link for “Jobs at Union.” Applications may only be submitted though our online system. These positions will be open until filled. Salary commensurate with experience.

St. Joseph’s College, a private, nonsectarian liberal arts institution is seeking to fill a full-time, tenure-track faculty position as well as adjunct positions in the

Employee must establish primary residency in New Jersey within one year of appointment unless an exemption applies. Union County College is an EO/AA employer committed to diversity.

DEPARTMENT OF BUSINESS ADMINISTRATION

Applications will only be accepted online by visiting:

(BROOKLYN CAMPUS)

https://ucc.peopleadmin.com/postings

Go to: www.sjcny.edu/employment for further detail.

For further information about Union County College including current job openings, please visit our website at: http://www.ucc.edu

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Priming the Pump… Using the Tools of Encouragement to Improve Results By Miquela Rivera, PhD “Correction does much, but encouragement does more.” – Johann Wolfgang von Goethe Latina high school sophomore laments: “I have no idea what that teacher wants. He just keeps marking up my papers and giving me low grades. I redo the work and resubmit it but the same thing keeps happening. I'm ready to just give up.” A 13-year-old Latino: "I tried to help my mom with stuff around the house, but she comes and redoes everything I do, so I just stopped doing it." From a Latino high school senior: "For years I have gone to practice and showed up early for every game, suited up but spent all my time on the bench. What does it take to get some playing time?" Frustrated Latino teens understandably become exasperated when they know they aren't doing things right, but don't know what to do to improve. Correction alone doesn't help. In fact, it is often taken as criticism, so it erodes the adolescent’s self-confidence and the relationship with the adult who is involved. Correction provides feedback but encouragement (and showing students options) works better. It moves the Latino student from being stopped by mistakes to moving forward with successive attempts to improve. It isn’t about coddling young Hispanics; it is about engaging with them so they will persevere and eventually succeed. Teachers of yore -- and still some today – grading hard-copy assignments used to mark mistakes liberally. “Poor organization.” “Check your grammar.” “Statements not supported with research.” The shock of red ink and direct, bold, negative statements can disarm and discourage Latino students. That valid feedback will be more easily received if it is accompanied by some conversation and guidance on tangible follow-up steps. “But they don't want to learn,” an instructor complains. “I've tried, but they show no interest in doing things the right way.” Invite the Latino student to join in corrective action. Very young Latinos are usually ready for an adventure, so an invitation to explore new ways of approaching things serves as welcome instruction -- it’s correction without the edge. Older students learn alternatives and corrective action by doing a project together and can see what to do via demonstration. Modeling is the earliest form of learning and continues to be ef-

HISPANIC OUTLOOK

fective throughout the years. If Latino students resist, include a group-type dimension, accompany them and see if they receive feedback instead of discounting criticism or correction. How do you provide encouragement (and not solely correction) when the basic skills aren’t in place? Bad writing in any area of study is hard for an instructor to take. A stepwise approach that would provide encouragement to write would include an initial outline with subsequent assignments requiring the student to add more detail and build the final product step by step. Brief individual sessions with a student can be used to inquire about her interests and reasoning, provide feedback, discuss corrections and encourage the Latina student to take the next step in the process. The instructor requiring writing assignments might also use a class session (even though it might not be one of the course objectives) to review proofreading and basic grammar structure and correction. Frustrated instructors teaching subjects other than English rightfully assert that it is not their job to teach writing or grammar, but not doing so often results in the correction/stop trying cycle. Though some teachers are angry that a student didn’t develop good writing skills earlier, they still will get farther in keeping the student coming back if they teach how to have appropriate content. Still not convinced encouragement makes correction more powerful? Remember: People will do what they are good at doing. Correction points out faults; encouragement leads to mastery. They remember negative comments longer than positive, but negative comments erode self-confidence and the desire to persevere. Correction might be quicker in the short-run, but repeatedly correcting the same mistakes is not quick at all; encouraging alternatives is more effective. And look back on who made a positive difference in your choices across time. Was it the critical adult, who might have even been one or both of your parents, or the person who expressed confidence in your abilities and encouraged you when you faced challenges? Latino kids get corrected; they deserve encouragement to do things even better. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

NOVEMBER 17, 2014