09/19/2011 Expanding Student Engagement Programs. by Hispanic Outlook on Education Magazine

SEPTEMBER 19, 2011

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VOLUME 21 • NUMBER 23

Also available in Digital Format Economic Downturn & Faculty Salaries

UT-Austin & Harvard Team Up

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® Editorial Board Ricardo Fernández, President

Publisher – José López-Isa

Lehman College

Vice President & Chief

Mildred García, President

Operating Officer – Orlando López-Isa

California State University-Domínguez Hills Editor – Adalyn Hixson

Juán González,VP Student Affairs

Executive & Managing Editor –

University of Texas at Austin

Suzanne López-Isa Carlos Hernández, President

News Desk & Copy Editor – Jason Paneque

New Jersey City University

Special Project Editor – Mary Ann Cooper

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

Ventura County Community College District

Coordinator – Barbara Churchill

Gustavo A. Mellander, Dean Emeritus George Mason University

DC Congressional Correspondent –

Loui Olivas,Assistant VP Academic Affairs

Peggy Sands Orchowski

Arizona State University Contributing Editors –

Eduardo Padrón, President

Carlos D. Conde

Miami Dade College

Michelle Adam

Antonio Pérez, President

Online Contributing Writers –

Borough of Manhattan Community College

Gustavo A. Mellander

María Vallejo, Provost Palm Beach State College

Art & Production Director – Avedis Derbalian

Editorial Policy

Graphic Designer – Joanne Aluotto

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 25 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

Sr.Advertising Sales Associate – Angel M. Rodríguez Advertising Sales Associate – Cyndy Mitchell

Article Contributors Frank DiMaria,Thomas G. Dolan, Antonio G. Estudillo, Marilyn Gilroy, Angela Provitera McGlynn, Miquela Rivera, Jeff Simmons, Gary M. Stern, Diane R.Williams

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Esquina E ditorial

elcome to our annual Back to School issue – and to the heady mix of energy and hope that each new class brings to a campus, even in these hard times. This has been a long hot summer, with lots of negative education-related news, e.g., the unabated bashing of public school teachers and their unions, with major figures blaming them for students’ failures. But Sara Mosle, in her New York Times review of Class Warfare: Inside the Fight to Fix America’s Schools, by Steven Brill, asks “if unions are the primary cause of bad schools, why isn’t labor’s pernicious effect similarly felt in many middle-class suburbs…which have good schools – and strong unions? Then there are the reports of widespread cheating on tests used toward schools’ report cards – unnoticed or underinvestigated under former DC schools superintendent Michelle Rhee and others. And articles on Rupert Murdoch enterprises moving into the education field here in the U.S, led by former NYC schools Chancellor Joel Klein, of all people! Summer combat over the U.S. debt-ceiling showed that President Obama is very committed to Pell Grants – while some of his detractors consider them unwarranted welfare handouts. Especially illuminating were TV comic Jon Stewart’s authentic video clips of the nation’s TV pundits denouncing what they call class warfare over the budget – and succinctly demonstrating what looked a lot like blatant hatred of poor people. On the plus side, Bill Chandler, trained under Cesar Chavez’s United Farmworkers, is uniting Mississipi’s African-Americans and Latinos in a fight against nasty anti-immigrant laws, 33 of which have been beaten back so far. Writing in The Nation, Susan Eaton describes MIRA (Mississippi Immigrant Rights Alliance) and Chandler as “hellbent on unity.” Which reminds us – the Martin Luther King, Jr. memorial in DC is finally open after a 20 year push. Bravo! ¡Adelante! Suzanne López-Isa Managing Editor

Samuel Merritt University, founded in 1909 and located in Oakland, California, educates health science practitioners to be highly skilled and compassionate professionals making a positive difference in diverse communities. Over 1,400 students are enrolled at SMU, with campuses in Oakland, Sacramento, San Francisco and San Mateo. The University offers an undergraduate degree in nursing; master’s degrees in a variety of nursing fields, occupational therapy, and physician assistant; and doctoral degrees in physical therapy and podiatric medicine. For more information visit the SMU website:

www.samuelmerritt.edu

Persons of color are encouraged to apply. Samuel Merritt University is an Equal Opportunity Employer

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President Obama’s Hero? Reagan, of Course

i cal Beat

by Carlos D. Conde

resident Obama is suggesting he wants to be like his predecessor, Ronald Reagan. The Democrat says there is a lot to admire about that mossbacked Republican president, once anathema to Obama’s political philosophy but now supposedly his hero. It’s not Lincoln or Roosevelt or Truman or Kennedy and certainly not LBJ or the latter-day presidents. It’s Reagan, or the more serious side of Reagan’s leadership, which Obama has found appealing and instructive and, in some areas, worth emulating. History tells that Reagan had a shrewd political mind and accomplished more than he has been credited for, even if it was just steadying the nation in times of peril. Some think it useful to review and recapture some of Reagan’s political style and leadership. One is Obama, who is feeling the heat from the American electorate and, struggling to retain its confidence, is looking to history for clues to prop up his administration. A recent Time magazine cover story told of Obama’s admiration for some of the ways of the old political warrior, who himself never claimed to be among the best and the brightest but just an unemployed actor able to rekindle some of America’s best democratic traditions. According to Time, last May, for the second time since taking office, Obama hosted an informal dinner with a select group of presidential historians for some conversational

insight into his predecessors. The president wanted to talk specifically about Reagan’s approach to governing and how he handled his idealism and the realities of leading a discordant and disconsolate nation. Obama apparently had found his role model in Reagan. “There are polices and there is persona and a lot can be told by persona. Obama is approaching the job in a Reaganesque fashion,” an attendee conjectured. Obama had intimated as much in his book The Audacity of Hope after hammering Reagan in an earlier essay that characterized the 40th president’s administration as a villainous, dirty deeds era. “Reagan spoke to America’s longing for order, our need to believe that we are not simply subject to blind, impersonal forces but that we can shape our individual and collective destinies,” Obama wrote. If Obama, in emulating Reagan, wants to cover the whole landscape, he should also know that Reagan didn’t do that much for Latinos, and by not having high Latino appointees in his administration, showed that they were not that visible on his radar screen. Perhaps it was the realities of that era and the lack of a strong Latino lobby. In the late ’70s and early ’80s, Latinos were still struggling to find their identity. The largest minority group was Mexican-Americans, with Puerto Ricans and Cubans just emerging politically, and even addressing ethnicity – Latinos, Chicanos or Spanish-speaking – was an issue. Reagan didn’t pretend to know or show much interest in Latin America either, saying, “I went down to Latin America to find out from them and learn their views. You’d be surprised. They’re all individual countries.” I can’t recall any Latino Reaganites he named to high positions, although the record shows

that Reagan made 37 Latino appointments in his eight years. Reagan did sign the Immigration Reform and Control Act in 1986, making it illegal to hire or recruit illegal immigrants, and granted amnesty to approximately three million illegals who entered the U.S. prior to Jan. 1, 1982. It didn’t stem the flow of illegals or mitigate its lingering problems and, as far as Obama is concerned, the issue remains where his hero left it more than two decades and three presidents ago. Nevertheless, Reagan’s style might serve well in our current stressed-out times when Americans look for a little respite from their problems even if our commanderin-chief can only comfort us by telling us to keep the faith because things are going to get better. They called Reagan “The Great Communicator” because the once play-by-play baseball announcer knew how to talk the talk even if he couldn’t walk the walk. Obama wishes some of that would rub off on him. Reagan said he wasn’t a great communicator; he just communicated great things. I met Reagan in 1971 when, as a White House aide, I accompanied Mexican President Luis Echeverría to Los Angeles. I still recall Reagan’s hilarious opening monologue and oratorical abilities at the governor’s dinner. Obama has shown he’s a talented public speaker, but he’s not in Reagan’s league, what with his staccato cadence and pursed lips delivery. Communicating is persuasion, most of all. Reagan was a former screen actor with the showman’s ability to deliver a line even when the content was lousy. Reagan sometimes spoofed himself as not being too bright – and some politicians, particularly House Speaker Tip O’Neill, a Democrat, who considered him 0 9 / 1 9 / 2 0 1 1

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dumber than dirt, readily agreed. He was known for cheerfully staving off criticism, like his famous retort in the presidential debates with Jimmy Carter, “There you go again.” He was also known as “The Teflon President,” exhibiting a talent Obama might find useful. Former Congresswoman Patricia Schroeder tagged Reagan with it, saying he had the ability “to do almost anything wrong and not get blamed for it.” He criticized the usually cantankerous Congress in comic ways, like when he refused a mule as a gift by an admirer with the rejoinder, “I’m afraid I can’t use a mule. I have several hundred up on Capitol Hill.” Other classic Reagan utterances: “I have left orders to be awakened at any time in case of a national emergency – even if it’s a cabinet meeting.” “Recession is when your neighbor loses his job, depression is when you lose yours, and recovery is when Jimmy Carter loses his.” “Politics is supposed to be the second oldest profession. I have come to realize that it bears a very close resemblance to the first.” “I have wondered at times what the Ten Commandments would have looked like if Moses had run them through the U.S. Congress.” “Government’s view of the economy could be summed up in a few short phrases: If it moves, tax it. If it keeps moving, regulate it. And if its stops moving, subsidize it.”

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

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MAGAZINE® SEPTEMBER 19, 2011

CONTENTS Mercy College PACT Mentors ... a Blessing for First-Generation Students by Frank DiMaria

Economic Downturn Has Transformed Faculty Composition and Salaries by Marilyn Gilroy

Excelencia Report: Roadmap to Increase Latino College Completion by Angela Provitera McGlynn

Fast Facts on American Higher Education Fall 2011 17 Courtesy of American Council on Education

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Illuminating Latinos in Higher Education

by Jeff Simmons

UT-Austin and Harvard Group Team Up to Increase Retention via High-Tech Strategies by Thomas G. Dolan

White House Hispanic Ed Commission to Focus on Action, Not Studies by Peggy Sands Orchowski

Online Articles Meet Isabel Patricia Montañez, Forensic Geochemist and Guggenheim Fellow by Gary M. Stern 2010-2011 Article Index is Available on our Website Some of the above articles will also be available online; go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Political Beat

by Carlos D. Conde

President Obama’s Hero? Reagan, of Course

Scholars’ Corner

In the Trenches ...

by Antonio G. Estudillo

by Diane R.Williams

Interesting Reads and Media...

Promoting USF Academic Success with Course Redesign

Book Review

by Marilyn Gilroy

Envisioning Equity: Educating and Graduating Low-Income, First-Generation ...

H igh S ch oo l Fo ru m

Page 22

Hispanic High School Grads: Go South by Southwest by Mary Ann Cooper

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

Hispanics on the Move Priming the Pump...

by Miquela Rivera

Back Cover

Supporting Latino Student Transitions Beyond “Back to School”

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

Article Online Cover photo courtesy of Verrazano Hall at Mercy College

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INNOVATIONS/PROGRAMS

Mercy College PACT Mentors ... a Blessing for First-Generation Students

by Frank DiMaria osé Llerena is a first-generation college student from Ecuador. He arrived in the U.S. three years ago and graduated with honors and a Regents diploma from Ossining High School in New York. On recommendations from some of his high school teachers, Llerena chose to attend Mercy College in New York, renowned for its business program. Although an honors student, Llerena is not ashamed to admit that he sometimes found himself a bit confused and lost during his transition from high school to college, especially when it came time to fill out financial aid applications, register for classes and make use of the college’s library and other facilities. For Llerena and others who find it difficult to navigate the college process, Mercy College has developed and implemented the Personalized Achievement Contract (PACT) program, a voluntary program designed to maximize student success in college and beyond. PACT students are assigned highly trained mentors who provide integrated support for academic, career and personal growth. Together, they create a customized plan designed to guarantee academic excellence. The PACT program aims to ensure student success by creating mutual responsibility between the student, Mercy College and the students’ mentors, assigned to collaborate with individual students to create a realistic plan for personal and academic success customized to a specific student’s needs and goals. Andy Person, executive director, institutional effectiveness and PACT, says that Mercy’s administration’s job is simple: “Keep our students focused on college completion and follow on employment or graduate school. If this task was easy, particularly for first-generation students, it wouldn’t be a national priority,” especially with President Obama wanting to “redeem our position as the country with the highest number of college graduates, by 2020.” Through PACT, says Person, Mercy is tackling the biggest higher education issue in America through a very personal approach and a one-stop shop for students. “We are providing our first-generation students with someone who has their back and is in their corner in every way, 24/7, all the way through college – academically, socially, financial aid, life skills and career readiness. It is kind of like having your own wingman all the way through college that will help you get across that stage. This is critical for first-generation students who are the first in their families to attend college,” says Person. The “wingman” of whom Person speaks is a highly trained mentor whose sole purpose is to meet the interests, needs and goals of each student. Person says that a PACT mentor will do “whatever it takes” to see that a student is successful. By the time PACT students arrive on campus to attend their first classes, the mentors have met with them and their families. The mentor already

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“We are providing our first-

generation students with someone who has their back and is in their corner in every way, 24/7, all the way through college.” Andy Person, executive director, institutional effectiveness and PACT

knows the student’s story and has already begun assisting him or her in the application and financial aid process. “The mentor continues to form a close relationship with the student, becoming the student’s point person for all aspects of campus life,” says Person. PACT is based on developing a sense of urgency in creating a culture of success and achievement through personalized mentoring and true commitment of both the mentor and the student. “When students see that their mentors have their back, they are better able to see the big picture of what needs to be done to walk across that stage in four years, and more importantly, the social and economic impact of what a college degree means over the rest of their lives,” says Person. Mentors are cross-trained in a multitude of topics and skills. They form close relationships with students through frequent meetings. Academic program directors train PACT mentors weekly on new program requirements and course sequencing, training that helps mentors keep students on track to graduate on time. Trained on financial aid, PACT mentors can help their students complete FAFSA and TAP forms and assess student account information. PACT counselor Steffi Rojas, who currently serves 49 students at Mercy College’s Dobbs Ferry Campus, says that she has formed personal relationships with her students that reach far beyond academics. Mentors, whose backgrounds are similar to those of their students, often share their personal experiences, demonstrating compassion and empathy where necessary. “ I was born in Ecuador,” says Rojas, “and went to college as an international student. I can relate to my foreign students because during my undergraduate matriculation I dealt with issues such as language barrier and culture shock.” Rojas’ students often seek her out to work on their presentations skills and for help with their papers. She created a reading club that allows her international students to practice their reading and writing skills, giving them the confidence they need to speak English in the classroom without feeling self-conscious about their accent. She encourages her students to set aside the fears that might interfere with academic success. Mentors also deal with an array of personal issues, in addition to those that are academic or administrative. “We are prepared for a variety of circumstances and often are available after regular office hours to help our students. ... Psychologists help us with techniques on how to deal with specific situations, such as depression and how to balance work, studies and family obligations. We also have received training in career development,” says Rojas. One of the roles of a PACT mentor is to assure that PACT students will have a successful collegiate career that will ultimately lead to a rewarding career or in acceptance at the graduate school of their choice, says Rojas. Soon after completing their college application at Mercy, would-be freshmen receive a letter indicating their eligibility for the PACT program. For those who are interested, Mercy designs an academic and extracurricular plan specific to that student. As part of the plan the student and the mentor collaborate, specifically regarding the student’s own desires for his or her life. Each plan has benchmarks to make it easy to stay on track toward the defined goals. Jesenia Toledo enrolled in PACT shortly after Mercy accepted her into its computer science program. Like Llerena, Toledo is a first-generation college student and found that there were many aspects of the college application process, and college in general, that she did not understand. “When I heard about the PACT program from my mentor, Avion

“I was born in Ecuador and

went to college as an international student. I can relate to my foreign students because during my undergraduate matriculation I dealt with issues such as language barrier and culture shock.” Steffi Rojas, PACT counselor

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Rhoden, I knew the program was perfect for me. I was happy to know that she would always be there for me, and that I can take all of my questions and concerns to her. ... I am happy to have someone to help me every step of the way, my PACT mentor,” she says. Llerena says that he enrolled in the PACT program because his PACT mentor “would answer and solve all of my questions. I thought that this kind of help offered by the PACT program would be essential for my college life.” Rojas says that it is important to instill good habits in Mercy’s students, and she wants to teach her students that they need to be proactive in anything they do. As PACT-eligible students, they must comply with PACT requirements to become “PACT-ready.” This includes completing a customized plan called Focus 2, a self-assessment, and a résumé. PACT-ready

Jesenia Toledo, first-generation college student

students then review and sign a contract in which Mercy informs them of their rights and responsibilities. Rojas says that students respond well to the PACT program because mentors take the time to explain the benefits of the program’s requirements, during which mentors gain important insight into each student on a personal, emotional and academic level. When a mentor develops a student’s customized plan, the mentor learns more about the student’s goals, and these insights help generate appropriate strategies for reaching those goals. The student’s résumé helps the mentor assess the student’s past experiences to discover where improvements are needed and to help the student secure job shadowing and internship opportunities. “Our students respond well because we are genuine, and they understand that our goal is helping to achieve the best outcome for them – which will not happen unless the student is responsible,” says Rojas. Llerena says that Rojas “always advises me and motivates me to keep going. I have been in this country about three years, and I still have a lot of issues with my English, so my mentor practices with me to help me to improve.” Llerena, now beginning his junior year, is doing well academically, with a GPA of 3.3. He expresses gratitude to Rojas for helping him avoid a disastrous decision that might have changed his life for the worse. Like most

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college students Llerena holds down a job. Not long ago, he was up for a promotion to assistant manager. Not sure whether he could work full time and study, he thought of leaving college to take the full-time position. “When my mentor found out, she advised me to continue studying because my future is going to be brighter if I stay in school and earn my degree. Now I am the manager, and I have two years left to finish my degree. I plan to be successful in both my education and career.” Toledo, like Llerena, has learned to be a better student through the PACT program, but most importantly she has become more responsible and diligent. “In order to be successful in college, I must be responsible. I have to not only get my work done on time, but also ensure that I do my best at all times. If I don’t, Avion will stay on me, and will not give up until I do. I have learned a lot of new skills as a student worker at the PACT program. I have learned new computer skills, like database management and querying. I have enhanced my communication skills and have developed administrative skills. These skills will help me in the future, and have helped me even now in my internship search,” says Toledo. Toledo finished her freshman year with a 3.93 grade point average, passing all her classes with A’s. She says that PACT has helped her to be not only successful in academics but also professionally. “If not for PACT and my mentor Avion, I would not have had the opportunity to develop my skills. My mentor introduced me to the Federal Student Worker program and then hired me to work with her. She has taught me how to multitask to balance both my academics and my career,” says Toledo. Her mentor also introduced her to the HACU internship program and helped her compose the required essay, which she had to rewrite three or four times until it was perfect. Then she helped her prepare for the interview. “She helped me find prep questions, and practiced with me. She helped me go through the job requirements and taught me many of them,” says Toledo. And the tutoring paid off. Toledo is the first student from Mercy College to have ever been offered an internship position at HACU. Mercy College educates more than 10,000 undergraduate and graduate students at five campuses throughout the New York metropolitan area. Hispanics are the slight majority at Mercy College. Twenty-nine percent of Mercy students are Hispanic, and 27 percent and 26 percent are White and African-American, respectively. According to NCES-IPEDs data from 2010, of the 1,053 bachelor’s degrees Mercy College conferred, 260 were conferred on Hispanics. Thirty-seven percent of the students who enroll in the PACT program are Hispanic, 30 percent are African-American, 27 percent are White, and 9 percent are Other. Since the PACT pilot began in 2009, the freshmen PACT class has grown at a steady rate. As of fall 2011, the majority of incoming freshmen will be enrolled in the PACT program, and Mercy also has grant-funded college opportunity programs for students who are not in the PACT program.

Visit The Hispanic Outlook at the CUPA - HR Conference in Orlando Florida Sept. 25th to 27th Booth #610

FACULTY/REPORTS

Economic Downturn Has Transformed Faculty Composition and Salaries

espite talk about a recovering economy, there is no letup in the effects of the Great Recession on higher education. The latest report from the American Association of University Professors (AAUP) shows faculty salaries are stagnating and the number of tenuretrack appointments is decreasing. The data also show continued growth in the use of adjuncts and nontenure-track full-time faculty, a trend analysts say is likely to change the status and nature of the academic teaching profession. These are some of the highlights of It’s Not Over Yet: The Annual Report on the Economic Status of the Profession, 2010-11, the AAUP’s yearly survey of faculty compensation. In addition to listing average salaries by faculty rank and gender at more than 1,300 colleges and universities, the report provides a perspective on the economic challenges facing higher education. “Although the worst recession since the Great Depression is now technically over, our analysis of faculty compensation and forecasts for state revenues indicates that the negative impact on higher education will continue for years in many states,” states the report in its introduction. The primary author of the report is Saranna Thornton, economics professor and department chair at Hampden-Sydney College in Virginia and chair of AAUP’s Committee on the Economic Status of the Profession. According to the analysis, the professorate has been battered for the last few years by salary increases that are less than the rate of inflation, making this a historic low period for faculty compensation. Although the numbers vary across institutional types, the overall increase last year was 1.4 percent, with public colleges faring the worst. These numbers were reinforced by the National Education Association (NEA), which also surveyed 2010 salaries at 1,600 public two-year and four-year colleges and found that the average faculty member’s purchasing power increased by only $70.

by Marilyn Gilroy

This year’s AAUP survey digs deeper to examine two major aspects of the recession’s impact: the ongoing expansion of contingent academic faculty and the growing salary inequality within the faculty and between faculty members and college and university presidents. The major findings of the report are as follows: • The long-term trend toward contingent (adjunct) faculty appointments has continued; data from 2009 confirm that graduate student employees and faculty members serving in contingent appointments now make up more than 75 percent of the total instructional staff; growth in full-time nontenure-track and part-time faculty positions is outstripping the increase in tenure-line positions • Detailed analysis of AAUP data for the recessionary period, from 200708 to 2010-11, shows a pattern in full-time appointments: the total number of faculty members grew, but most of the new appointments were in nontenure-track positions; although there was a net increase in tenured faculty appointments, the number of tenure-track faculty members actually decreased by more than 3 percent; this is due in part to the nonreplacement of faculty members who are retiring • The recession’s impact on full-time faculty salaries has exacerbated long-term trends in the salary disadvantage for faculty members in public institutions; disciplinary differences in full-time faculty salaries, including instances of salary inversion and compression, have also grown; for example, professors in business and law earn considerably more, with salaries sometimes 50 percent to 60 percent above their counterparts in the humanities • During this recessionary period, the average salary increase for presidents was twice the average faculty salary increase at public institutions and nearly three times the faculty salary increase at private institutions “Such a disproportionate increase in compensation for a single individual is an indication of misplaced institutional priorities – especially when

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faculty members and other higher education employees have been faced with involuntary unpaid furloughs, hiring and salary freezes, and cuts to benefits,” states the AAUP report. Contingent and Nontenure-Track Faculty Increasing Analysts are especially critical of the fact that full-time faculty salaries are stagnating and more part-timers are being hired, even as college enrollments continue to increase significantly. NEA says full-time equivalent enrollment rose overall by 5.9 percent last year on top of a 3.4 percent increase the previous year. With more individuals seeking higher education, including unemployed workers going back to school to learn new skills, there is concern that cutbacks in funding and faculty hiring could lead to a decline in the quality of higher education. This is not good news at a time when all countries must educate citizens for what AAUP terms a “global knowledge economy.” “Do U.S. academic institutions compensate their faculties at the levels needed to produce college graduates who can compete in the global marPercentage Change in Number of Full-Time Faculty, by Institutional Category and Tenure Status, 2007–08 to 2010–11

All Full-Time Faculty

Tenured

TenureTrack

NontenureTrack

CATEGORY I (Doctoral) Public Private-Independent Religiously Affiliated All Institution

1.3 5.7 7.1 2.4

1.6 5.1 5.7 2.5

-7.0 -0.6 4.2 -5.2

9.6 13.0 14.7 10.6

CATEGORY IIA (Master’s) Public Private-Independent Religiously Affiliated All Institution

1.5 6.1 5.2 2.7

5.0 7.6 4.8 5.4

-3.8 -0.2 4.0 -2.4

-0.5 10.1 7.4 2.3

CATEGORY IIB (Baccalaureate) Public Private-Independent Religiously Affiliated All Institution

4.7 5.0 3.1 4.2

6.3 6.5 5.2 6.0

0.6 0.7 -3.7 -1.0

6.3 6.6 7.2 6.8

CATEGORY III/IV (Associate) Public All Institution

2.0 2.0

1.9 1.9

-5.5 -5.5

9.7 9.9

All Categories Public Private-Independent Religiously Affiliated All Institution

1.6 5.6 4.8 2.7

2.8 6.1 5.2 3.7

-5.4 -0.2 0.5 -3.7

6.4 11.2 9.2 7.6

Note: Includes only institutions with tenure track providing data in both years. Source: AAUP, It's Not Over Yet: The Annual Report on the Economic Status of the Profession, 2010-11

ketplace?” asks AAUP’s Thornton. “Our analysis of this year’s data and our examination of long-term trends in faculty compensation indicate that the answer is ‘No!’” Although salaries for full-time faculty continue to lag, the pay scale for adjunct faculty is even more cause for concern. That’s because adjunct faculty are paid less – far less – than their full-time counterparts. At public two- and four-year colleges, adjuncts earn as little as $2,000 to $3,000 for a three-credit course. Despite low pay, the numbers of part-timers swelled by more than 280 percent between 1975 and 2009, according to AAUP. While hiring adjuncts might save money for colleges and give them flexibility in staffing, the downside is a possible erosion of rigor and standards in the classroom that stems from an instructor’s lack of job security. “Faculty members serving in contingent appointments do not have the protections of academic freedom that come with tenure,” states the AAUP report. “They do not have institutional support for pursuing the scholarship that serves as continuing education for college and university professors and often do not have the freedom or the time to research controver-

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sial topics. Contingent faculty members find that renewal of their appointments depends more on their ability to please students than their ability to conduct rigorous classes that force students to think critically about the material they are learning.” Recent studies such as the highly publicized Academically Adrift: Limited Learning on College Campuses, by sociologists Richard Arum and Josipa Roksa, have noted a decline in the academic and cognitive skills of college graduates, which the two researchers linked to a lack of rigorous instruction. Their findings raised questions about the quality of undergraduate teaching in the United States. According to AAUP, the problems with student learning are directly related to the diminished number of full-time, tenure-track faculty. “We are not surprised by a lack of rigor in a system where 75 percent of the instructors are off the tenure track and therefore constantly worried about losing their jobs if they push their students too hard,” states the AAUP report. There are those in academia who agree wholeheartedly with that assessment. Joseph Hermanowicz, associate professor of sociology at the University of Georgia and editor of the recently released book The American Academic Profession: Transformation in Contemporary Higher Education, says he has observed the problem firsthand, not only from data, but also from day-to-day life in an academic department. “It is a kind of secret that is not openly discussed because everyone knows that if you do, a department is acknowledging its own incompetence and disavowal of performance predicated on merit,” he said. “Academic laborers whose annual, fixed-term appointments are determined primarily, and often exclusively, by teaching, will pay very close attention to student ratings, and will do so even by compromising academic standards and credible intellectual expectations, so that they can attempt to maintain student favor.” Hermanowicz says many contingent faculty members are extraordinarily talented but they are in a situation in which they are desperately trying to just get by. In fact, these are individuals who would fill tenure slots, if the slots were available, he says. However, Hermanowicz cautions that the pattern of diluting academic standards is not limited to adjuncts. “This pattern of partaking in ‘low-cal university lite’ is also apparent in many regular faculty members,” he said. “There are two groups: many assistant professors who want to ‘look good’ for tenure and a subset of senior professors who have abandoned research, in part or in whole, and who turn to teaching to justify their roles.” Overall, Hermanowicz and other analysts say what is happening is nothing less than a transformation of the profession. The widespread use of part-timers and nontenured full-timers are permanent changes to the professorate, which means the traditional academic job and lifestyle are becoming less common. In many cases, it has led to a two-tiered system in college teaching. “We have already begun to see, in both public and private institutions, the stratification system of careers in which a smaller proportion of faculty members follow the traditional appointment model and more are appointed on a fixed-term basis,” he said. And those who enter academia now will have careers that are quite different from recent retirees, in part because the supply of academic labor exceeds the demand. “In general, there are many more Ph.D.s than there are tenure-line

positions to accommodate them in the academic employment sector,” said Hermanowicz. “One consequence of this long-term trend is an escalation in expectations in faculty roles, particularly in the research arena. Many people might be good, but can be readily replaced by those who are better.” Tenure criteria for faculty have been transformed, with many institutions now putting more emphasis on research and hoping for the benefits that come with it, which include federal and foundation monies, more students, and the potential to attract outstanding faculty. It is all part of a quest for growth and prestige, say Hermanowicz, which puts more pressure on newer faculty. He describes today’s academic environment as one in which it is more difficult not only to obtain a tenure track job, but to thrive in one; that is, to earn tenure and promotions, to realize salary growth, to obtain grants, and to publish in top-tier journals or with top-tier academic presses. “In short, success, however defined, is more difficult to achieve by today’s academics,” he said. “Their careers confront challenges that are loftier and more intense than those faced by the majority of those in earlier generations.” It is difficult to find anyone who is making positive predictions about the immediate future of higher education jobs and budgets. AAUP notes that states are still cutting budgets, with salaries and benefits of public employees one of the key targets of attack by politicians. The effects are reverberating into the ranks of the professoriate because 63 percent of full- and part-time faculty members in higher education are public employees. AAUP argues that the cuts are shortsighted because even though the costs of better education are incurred now, the benefits of investing in higher education, in terms of lower rates of unemployment and better standards of living, accrue over decades. “College and university performance in producing human capital for the next generation is determined by the quality of the human capital that faculty members bring to campus,” says AAUP Thornton. “Therefore our campuses need to be places that train, attract and retain the best faculty members in the world.”

SENIOR VICE PRESIDENT FOR ADMINISTRATION AND FINANCE #2011004274 New Mexico State University (NMSU) invites applications and nominations for the position of Senior Vice President for Administration and Finance.

Founded in 1888, New Mexico State University is a comprehensive, land-grant institution dedicated to the mission of teaching, research, and service at the undergraduate and graduate levels. NMSU is proud to be a comprehensive university and home to a dynamic and multicultural population of approximately 31,000 students. NMSU is listed as one of the Best Business Schools in the West and tenth for Greatest Opportunity for Minority Students in the 2012 edition of the Princeton Review’s best universities. NMSU’s College of Engineering is ranked 14th in the nation by the National Science Foundation for total research and development expenditures, and NMSU’s research in Chemistry and Physical Sciences ranks in the top 16 percent nationally. Additionally, NMSU received approximately $198 million in sponsored awards in FY 2010, with research expenditures exceeding $163 million. The FY 2010 expenditures are estimated to have created nearly 2,300 jobs and a total impact of over $288 million to the economy. NMSU provides rich learning and living opportunities to students in New Mexico and beyond. We strive to offer an environment where our students can Live, Learn and Thrive(tm). Dedicated to teaching, research and service at the undergraduate and graduate levels, NMSU is a NASA Space Grant College, a Hispanic-serving institution and is home to the only Honors College in New Mexico. The statewide system provides learning opportunities to a diverse population of students and community members at five campuses, a satellite learning center in Albuquerque, cooperative extension offices located in each of New Mexico’s 33 counties, 15 research and science centers as well as through distance education. System wide, there are more than 1,800 faculty members and almost 3,700 staff. About 1,100 of the faculty and 3,200 staff members are located on the Las Cruces campus. The Senior Vice President for Administration and Finance is the chief business officer and reports to the President. Responsibilities include the establishment and oversight of sound systems of accounting, financial operations and reporting, human resource management, facilities planning and supervision.

Essential qualifications for the Senior Vice President include a Bachelor’s degree in Business Administration or related field required; Bachelor of Accountancy or Business Administration preferred. Certificate of Public Accountancy is highly desirable. Ten years of managerial-level experience directly related to accounting and financial administration, budgetary planning and control, purchasing and general logistical management, physical plant and property management, human resources, auxiliary enterprises, investment and cash management, capital financing, information technology, communications, and related business matters of which at least five must be in a comparable large public university setting. The first review of applications will begin October 3, 2011. Applications received after this date may be considered until the position is filled. A complete application will include a letter describing relevant experiences and interest in the position; a resume; and the names of five references with titles, mailing addresses, business/ home telephone numbers and e-mail addresses. The submission of materials as Microsoft Word attachments is strongly encouraged. Individuals who wish to nominate a candidate should submit a letter of nomination, including the name, position, address, telephone number and email address of the nominee. All applications/nominations should be sent to the executive search firm Greenwood/Asher & Associates. Applications and letters of nominations should be submitted to: Jan Greenwood or Betty Turner Asher Greenwood/Asher & Associates, Inc. NMSU - Senior Vice President for Administration and Finance 42 Business Center Drive, Suite 206 Miramar Beach, FL 32550 Phone: 850.650.2277 Fax: 850.650.2272 E-mail: jangreenwood@greenwoodsearch.com E-mail: bettyasher@greenwoodsearch.com

For more information about NMSU, please visit http://www.nmsu.edu/.

All offers of employment, oral and written, are contingent on the university’s verification of credentials and other information required by federal law, state law, and NMSU policies/procedures, and will include the completion of a criminal history check. ~New Mexico State University is an equal opportunity/affirmative action employer~

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INNOVATIONS/PROGRAMS

Excelencia Report: Roadmap to

Increase Latino College

Completion by Angela Provitera McGlynn

xcelencia in Education’s roadmap to increase Latino college completion, released March 2011, was developed by Deborah A. Santiago, Excelencia co-founder and vice president of policy and research, in collaboration with representatives from organizational partners in the Ensuring America’s Future by Increasing Latino College Completion initiative. The goal of the initiative, funded by the Bill and Melinda Gates Foundation, the Lumina Foundation for Education, and the Kresge Foundation, is to promote the role of Latinos in helping our nation achieve world leadership once again in college degree completion. According to OECD data (2008), our nation has slipped to 12th place among 36 nations in degree completion for young people 18- to 24 years old. To perform better on the international stage, all groups will have to increase college degree attainment. However, the goal is not reachable without a significant Latino increase for three main reasons: the Latino population is rapidly growing in the United States; Latino educational achievement currently lags behind that of other groups, and more and more economically competitive jobs are requiring tertiary education. To meet President Obama’s goal, known as the Graduation Initiative (2009), to lead the world again in degree completion by the year 2020, Latinos will have to earn five and a half million college degrees, and overall, American students will need to earn 36 million degrees. The report has a primary goal – to foster discussion across the nation

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about what actions are required to increase degree attainment overall and increase Latino college completion specifically. The roadmap is meant to complement broader efforts by partners such as the College Board, CEO for Cities, and Complete College America. Ensuring America’s Future suggests a policy blueprint outlining what community leaders, college leaders, state leaders and federal leaders can do to reach the goal. Of course, Santiago and her collaborating partners recognize that their policy recommendations are far from exhaustive. Rather, the recommendations are meant to inform dialogue and efforts to increase Latino degree completion throughout higher education with the recognition that those recommendations are only a sample of the multiple efforts currently underway by all 60 partners committed to increasing Latino degree completion. The roadmap recognizes that under-preparedness is a major contributing factor to lack of success in college, so it addresses the issue of college preparation. Additionally, the report underscores the impossibility of reaching the 2020 goal without addressing access, persistence and degree attainment for older students as well as for traditional-age college students. The report includes a profile of Latino students because, too often, policy efforts are guided by misinformation. One common set of misconceptions, for example, portrays Latinos as immigrants, high school dropouts and English-language learners. While it is true that Latinos are more likely

than other racial or ethnic groups to fit this profile, the majority do not. Rather, the majority of Latinos in the United States were born in America, are high school graduates (high school graduation rates are actually increasing for Latinos), and English is their first language. When we look at the Latino population in America, we see a number of factors that can inform policy. For example, the college-age Latino population is expected to grow. And although high school completion rates are improving for Latinos, Latinos are more likely to be placed into lower academic tracks throughout high school, limiting their academic preparedness to do college-level work. In terms of enrollment, Hispanics’ college-going rates are lower than those of other groups but are projected to grow faster. Latinos are often the first in their families to attend college, are more likely to be enrolled part time, are more likely to be low-income, are more likely to work while enrolled, and are less likely to receive financial aid, and if they do, are more likely to receive lower amounts of financial aid than all other students. These are all degree-completion risk factors. Almost 50 percent of all Latino students are enrolled in community colleges since they are likely to enroll where their families live. The majority of Latinos tend to be concentrated in certain geographical areas – California, Texas, Florida and Puerto Rico, and more than half are concentrated in Hispanic-Serving Institutions (HSIs). The roadmap considers four levels of policy: community, college/institution, state, and federal, and its recommendations cover all four areas. Ensuring America’s Future provides: • A profile of Latino undergraduates to inform policy priorities • Assumptions guiding the policy recommendations • Benchmarking data to meet national degree attainment goals • Recommendations at the federal, state, community and institutional policy levels to increase Latino degree attainment; and • Examples of partner efforts that “move the needle” on Latino degree attainment Here are the report’s guiding assumptions: • Higher education cannot meet the nation’s demand for more college degrees at current performance levels • Racial/ethnic gaps in degree attainment must be eliminated to meet the nation’s degree attainment goals • Reaching degree attainment goals requires public investment in higher education • Increasing degree attainment requires action within the constraints of the current economic and political climate • Serving Latinos cannot be contingent solely on receiving new resources; we must find ways to improve serving Latinos among all those being served to increase degree attainment • Increasing Latino degree attainment requires intentionality in institutional policy and practice; it is not sufficient to presume Latinos will be served by default • Serving Latino students to improve their degree attainment requires more than providing access by enrolling them; retention to degree attainment is critical • A high-quality education defines meaningful degree attainment; we must improve access to a quality postsecondary education • Degree attainment can have multiple pathways

• Policy addressing traditional educational pipelines will serve many Latinos, but reaching the national degree attainment goal will also require serving older Latinos (25 and over) Obviously, institutional and government policy play crucial roles in supporting degree completion. The K-12 sector and community-based efforts also play a critical role by providing students with academic preparation to do college-level work, informing students about college options, financial information, and numerous other support services. Community leaders can inform the community about pathways to college, develop partnerships between school districts and colleges to improve college readiness and participation rates, review work force preparation programs and consider expansion, and establish community partnerships to compliment institutional efforts to increase success in college. Institutions of higher education have a vital role to play in improving retention and college completion rates. To increase degree completion in general and Latino degree completion in particular, colleges and universities must review and assess how successful they are in enrolling, retaining and graduating their students. The report says college leaders can: • Implement high-impact practices with proven benefits to increase student-learning outcomes • Measure progress in student preparation, access, persistence and degree attainment • Increase student retention efforts for working students in good standing • Increase early college high schools and dual enrollment programs • Guarantee need-based aid for qualified students The blueprint for state leaders is also clearly delineated. States play a role in determining both the costs and benefits of a college education, and with increasing budget constraints, they must find ways to promote degree completion (while providing high academic standards and learning outcomes) with increased efficiency and cost controls. This is no easy task. The report says state leaders can: • Support a rigorous high school curriculum • Require a simplified transfer pathway to colleges and universities • Make college accessible and affordable for students of all economic backgrounds • Build state databases that track equity and success in degree attainment • Develop a state plan that includes strategies to ensure access to a quality postsecondary education and support to degree attainment Historically, the federal government has focused primarily on college access and opportunity through financial aid such as Pell Grants and Stafford Loans. Additionally, the federal government has sponsored support programs such as Gear Up and TRIO. With the Obama presidency, the focus has evolved to include college completion, as well it should. The challenge, then, is for the federal government to find ways to address retention and degree completion in addition to access. This challenge must be met in the face of political-economic barriers. The report says that federal leaders can: • Require appropriate training and materials for default management and financial literacy (Financial literacy programs that are targeted to lowincome students can help them manage their financial aid options) • Link support for capacity building at HSIs and emerging HSIs with degree attainment • Align efforts on work-study program offerings in partnership with states

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• Support the development of diagnostic assessments and aligned targeted curriculum to improve delivery of remedial coursework to increase retention rates • Collect data on certificates leading to a living wage in the National Household Community Survey • Provide opportunities for undocumented students who are U.S. high school graduates and college-ready to complete college The overlapping challenges of improving degree attainment overall, increasing Latino degree completion, and reducing the White-Latino and African-American achievement gap may seem daunting. This report’s rec-

ommendations, in conjunction with all the other efforts underway by Excelencia in Education and its 60 partners, help us to understand what must be done to make the challenges a reality.

Angela Provitera McGlynn, national consultant on teaching and learning, taught psychology at a community college for 35 years.

Scholars’ Corner I cannot overstate the importance of simultaneously developing strong networks and meaningful connections with peers and colleagues throughout one’s schooling. My own educational journey has been greatly enhanced due to a number of mentors, both personal and academic. As the son of Mexican immigrants and a first-generation college graduate, born and raised in the Yakima Valley region in Washington, I have always had a deep understanding of cultural, familial and community identity. This upbringing has stayed with me well throughout my present doctoral studies, as I am interested in examining developmental and academic trajectories of U.S. Latino students. As a 2011 Graduate Fellow of the American Association of Hispanics in Higher Education (AAHHE), I was reminded that other emerging and seasoned Latina/o scholars share my commitment and passion not only in research interests, but also in reflecting upon personal stories and having a sense for never forgetting where one comes from. I first heard of AAHHE, through a colleague who had previously attended and earned his Ph.D. from Indiana University and was a previous AAHHE Graduate Fellow recipient, when I began my doctoral studies at Indiana University. His initial endorsement of AAHHE sparked my interest, but at the time I had limited prior knowledge of its mission and activities. Then, in 2010, while attending the American Educational Research Association’s annual meeting in Denver, another previous graduate fellow introduced me again to the fellows program. This subtle yet encouraging description of the advocacy work of AAHHE in supporting Latina/o graduate students and faculty alike motivated me to submit an application. On being selected, I was extremely pleased and very proud to be associated with AAHHE, in particular because I strongly believe AAHHE reinforces the advancement of social, economic, educational and even political affairs of Latina/os through higher educational means. A real strength of the graduate fellow program, for example, is that it is on the forefront of ensuring the success of Latina/o graduate students by modeling skills, strategies and experience necessary to effectively maintain a balance between working in academia and policy while maintaining a personal sense of self. A goal of mine is to become a university professor. I am well aware of the current trends in relation to students and faculty of color in higher education that presently lay before me, particularly the presence of Latinas/os, and yet participating in the graduate fellows program has helped me to seriously consider how my own progress is in fact rooted in the success of others. I view the AAHHE Graduate Fellows program as ultimately providing a transformational pathway for Latina/o scholars to continue to develop well-rounded careers, in terms of potential impact in academia as well as our societal roles. What I gained most as a 2011 AAHHE Graduate Fellow was an empowering reaffirmation to being one of many links that are ultimately helping to secure the critical success of Latinas/os in higher education and beyond.

By Antonio G. Estudillo Learning and Developmental Sciences, Indiana University, 2011 AAHHE Graduate Fellow

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INNOVATIONS/PROGRAMS

Illuminating Latinos in Higher Education

by Jeff Simmons osé Ibarra, a 19-year-old freshman at Georgia College in Milledgeville, Ga. Homero González, a senior at Georgia Gwinnett College. Kevin Mascada, a freshman at Emory University in Atlanta. And María Escobedo, a 56year-old grandmother at the University of Texas. Each has a different story of his or her path to success. But all are united in visions of a better life, dreams of attaining higher education degrees on the road to that success, and the staunch belief that future generations of Hispanic students will follow in their footsteps.

Escobedo’s. Their accounts reflect the drive, ambition and impressive inroads being forged by many first-generation Hispanic college attendees. Lumina Focus detailed the seismic shift in the country’s population, based on U.S. Census results, displayed the evolution of Hispanic attendance in higher education, and noted the much slower growth in Hispanics pursuing degrees in science, technology, engineering and mathematic (STEM, fields). As Lumina Foundation for Education President Jamie P. Merisotis said in an introduc-

toric demographic shift and showed how it affects college success among Latino students across the nation,” Merisotis told The Hispanic Outlook in Higher Education Magazine. “Lumina wanted to showcase a number of different successful Latino students, many of whom are first-generation students, because we felt their stories would resonate with other such students and inspire more Americans to work for their success,” he said. Lumina endeavors to expand access and success in education beyond high school, particular-

Jamie P. Merisotis, president, Lumina Foundation

Jim Applegate, VP of program development, Lumina Foundation

Tina Gridiron Smith, program officer, Lumina Foundation

“As someone who’s struggled and been knocked down many, many times, I want to tell them to never give up on their dreams, no matter how long it takes to get there,” said Escobedo, who graduated in May with a bachelor’s degree. Earlier this year, Lumina Focus Magazine devoted an entire issue to tracking the growth of Hispanics in higher education, infusing its reporting with human interest profiles such as

tory letter, the goal was to inform and inspire readers. “Even more important,” he wrote, “I hope they will help focus all of us on a task that is at once a serious challenge and a priceless opportunity: making college attainment a reality for many more Latin students.” The Lumina Foundation, the country’s largest foundation devoted exclusively to elevating student access to postsecondary education, published the issue this spring to take a “detailed look at the his-

ly among adults, first-generation college students, low-income students and students of color. That mission is directed toward reaching a single overarching “Big Goal” – to increase the proportion of Americans with high-quality postsecondary degrees and credentials to 60 percent by the year 2025, also known as Goal 2025, by identifying and supporting effective practices, encouraging public policy, and raising visibility to prompt change.

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“Latino students are a large portion of that mission, but there are also other groups of 21stcentury students that we must focus on in order to achieve our mission. That includes adult learners – adults with some college credit, but no degree,” Merisotis said. “Both the adult and Latino populations,” he said, are a big part of Lumina’s mission to “reach the nation’s Big Goal.” Lumina has worked with and made grants to many colleges, universities, peer foundations, associations and other organizations that strive to strengthen student access and outcomes across the country. Last year, it approved nearly $43.4 million in grants ranging in size from $3,125 to $2.8 million. Jim Applegate, vice president of program development at the Indianapolis-based organization, said Lumina’s programming includes a focus on identifying models of success in minority-serving institutions, of which Hispanic Serving Institutions, or HSIs, are integral. The greater focus on issues involving Hispanic students as they move through the academic pipeline was a natural outgrowth of the work that Lumina does and, Applegate said, a culmination of work “that led us to the conclusion that, unless we really focus on addressing the educational attainment issues for this, our fastest-growing population, we are not going to be able to achieve the national goals set by Lumina, the president [Barack Obama] and others.” “We, hopefully, are going to spend a year and a half working with our partners in the Latino communities, thought leaders as we call them, and the consultants who are deeply engaged on these issues, and arrive at an approach that will be a catalyst to making significant changes in the current situation,” Applegate said. “We have to understand that all of our futures are intertwined with the success of the Latino community in achievements,” he said. “This is not, in essence, a Latino challenge; this is an American challenge.” The Lumina issue confronted that challenge head-on, first by detailing the dramatic Latino population growth throughout the country. The 2010 United States Census reported that one in six Americans – and one in four under the age of 18 – was now considered Latino, amounting to 50.5 million people in the country, and constituting the largest minority group. Additionally, that growth continues to surge, so much so that by the year 2050, it is expected that the number of Latino residents will double to more than 102 million, with one in four Americans – 24.4 percent of the population – being of Hispanic origin. Lumina noted that Latinos represent the

greatest well of talent crucial to the country’s future, but reported that this talent often isn’t being tapped, a trend borne out by statistics displaying the much smaller percentage of Latinos pursuing and attaining higher education degrees.

Commission for Higher Education, among others, point toward a mounting challenge: that Latinos will comprise 24 percent of Georgia’s high school graduates by 2022. This challenge is leading higher education institutions to develop approaches to better serve this fast-growing population.

As The Hispanic Outlook also has reported, the number of Hispanic students who continue on to colleges and universities in the nation pales in comparison to the substantial increases in the Hispanic population. Lumina reported that, according to a 2010 report from the Education Trust, 13 percent of Latinos 25 years and older held bachelor’s degrees, compared with 39 percent of Whites and 21 percent of African-Americans. “With current two-year completion rates hovering near 40 percent, the challenge is clear,” Lumina reported. “Unless millions more Americans earn high-quality degrees and credentials, the United States will lose its ability to complete in the complex global economy.” Lumina pointed to Georgia colleges as a demographic microcosm of what is occurring across the nation with Latinos, noting that its Hispanic population nearly doubled in the last 10 years from 435,000 in 2000 to 854,000 in 2010. At the same time, Latinos comprised 1.6 percent of enrollment at Georgia’s public colleges and universities in 1994. But by 2010, that number rose to 4.7 percent, representing about 14,600 students out of the state’s total enrollment of 311,000, according to Georgia Board of Regents statistics. Projections from the Western Interstate

The result often has been a stronger emphasis on recruitment and retention, as well as to offer financial assistance through scholarships. Georgia College, for example, provides tutoring programs, mentorships and advising sessions, while a Latino student organization holds activities throughout the year to enhance the college experience. Some, like Georgia Perimeter College (GPC), a two-year institution, are re-witnessing early gains. Two years ago, about 2 percent of its student population was Hispanic; now that number is at 5.9 percent (of 25,000 students), Lumina reported. Another avenue colleges and universities are navigating is to strengthen the ranks of staff members specifically focused on attracting Hispanic students to higher education, and keeping them there. Georgia Perimeter hired two Hispanic recruiters and has a Latino retention program, the GPC Educational Achievement Program. The program is funded by a $500,00 grant from the Goizueta Foundation, which incorporates personal advising, counseling, tutoring, financial aid, and academic support to help its participants succeed. All of this support is geared toward helping students who may be confronted with myriad

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problems that veer them off the road to a degree. Many students are faced with family obligations, or difficult financial means. Lumina noted a 2009 survey from the Pew Hispanic Center that found that 75 percent of 16- to 25-year-old Latinos who cut their education short during or right after high school did so because of family obligations. One expert additionally reasoned that sometimes students leave the system because they are reluctant to “out-earn” or “out-learn” their parents. Additionally, Applegate said, there needs to be a greater investment in kindergarten through 12th grade systems. “These are the students who need us the most, and at the K-12 level we are giving them the least,” he said. Coupled with that is the ability of higher education systems to provide strong support to retain students and help them through to graduation, and strengthen pipelines between community colleges and four-year institutions. “That is important in particular because our data suggest that almost half of Latino students who go on to postsecondary colleges go to community colleges,” he said. “We’ve got to up the ante on success in community colleges. Certainly for many students, the first step is getting a oneyear certificate or an associate degree that has value in the workplace, and that may be where they want to go, and that’s valuable.” “But we don’t want the system, because of a broken connection, to say these folks do not have an opportunity. This should be their [the students’] decision, not that if you make it to a degree in a community college, this is the best you can hope for.” Lumina cited El Paso Community College (EPCC) as adopting successful approaches to supporting Latino students, many of them firstgeneration students attending college part time and navigating both work and family obligations. EPCC has been part of the national “Achieving the Dream: Community Colleges Count” initiative to bolster student success in two-year colleges since 2004. Its president told Lumina that the initiative helped pare the number of students who required developmental courses while increasing graduation rates. EPCC also collaborated with the University of Texas-El Paso – both are HSIs – to provide a pathway to a four-year institution. One novel way has been a “reverse transfer” – students can earn their EPCC associate degree while actually attending the University of Texas-El Paso. Additionally, the EPCC Transfer Scholarship, which the University of Texas created in 1997, helps students at the community college continue their education at the university, Lumina reported.

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To date, 333 students received funding through this program and 267 earned their degrees. The third component of Lumina’s report focused on the dearth of Latinos in STEM fields. As the country’s demand for graduates specializing in these fields has increased, the supply of Latinos in those disciplines has struggled to keep pace. “Improving the state of STEM education for Latinos isn’t just an issue of social equity or social justice; it’s a national economic imperative,” Lumina reported. The National Science Foundation reported that Hispanics earned a mere 8 percent of science and engineering bachelor’s degrees in 2007, Lumina noted. As a result, targeted student support programs are critical to fostering more Latino enrollment and success. Lumina noted three successful programs recognized as an Example of Excelencia, a national initiative started in 2005 by Excelencia in Education to identify programs that improve Latino student achievement: California State University’s Project MISS (Mathematics Intensive Summer Session), a voluntary summer math camp; California State Polytechnic University’s SEES (Science Educational Enhancement Services) program, which provides support, mentoring and workshops to bolster student success in science; and, Miami Dade College’s Tools for Success program, which offers intensive and customized student supports such as real-world experiences to boost retention, transfer and graduation rates. Applegate said the overarching problem is that the country is not producing enough graduates in STEM fields to meet workplace demands. “For decades, we have been living off the imported talent to meet that need,” he said. “Add to that that the Latino community is the fastest-growing demographic group in the country,” he said, “and they are almost a nonexistent representation in that work force. We need to really think about how we engage that community to create aspirations in STEM fields.” Confronted with these issues, the Lumina Foundation, in existence for more than a decade, has been increasingly invested in addressing Latino student educational attainment in recent years. “We would be missing a great opportunity to invest in the future of our country by not tackling the seemingly perpetuating low attainment rates among Latino students,” said Tina Gridiron Smith, program officer at the Lumina Foundation. “If one or two individual students didn’t do well in a postsecondary system, we could say that it was possible that those students lacked the ability to do so; but when high numbers of

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students traditionally don’t do well in the system, there are questions that need to be raised.” As a result, earlier this year Lumina issued a request for competitive proposals, an RFP, to solicit efforts to support large-scale efforts to increase Latino student success. Citing the demographics reflected in its recent issue, Lumina hopes to award competitive grants in specific geographic regions across the country, building bridges among groups working to improve Latino student success. The grants will support place-based collaborations, as Lumina seeks to increase the impact of partnerships among national, regional and local policy, education, business, on-profit and community organizations in metropolitan areas with sizeable Latino populations. “We identified 11 states where we either saw a strong concentration of Latino students or a rapidly growing Latino population,” Gridiron Smith said. “We need to address the issues of equality and achievement.” Lumina planned to notify grant recipients this fall. Traditionally, much attention has been paid to educational gaps between African-American and White students, but in recent years mounting research has focused on disparities in achievement between White and Latino students. “Maybe we have now realized as a country and as an educational community that we have been shortsighted in the conversation, because the data do not lie,” Gridiron Smith said. “This is human capital, a resource, and we recognize that our nation’s success is integrally linked to Latino student success.” “From our perspective, it is not an either-or,” she said. It’s not what’s happening for White and Black students, or Latino and White. It is a both approach. We want to see success for all. We need all communities – African-American, Latino, White, Asian [American] – to do well in two- and four-year colleges in order to achieve success.” Merisotis believes the increased attention will help the country move closer to leveling the playing field by 2025, when the percentage of Latino higher education graduates could edge closer to matching the percentage of Latinos in the population. “It is not a question of whether that will happen, but rather that we must make it happen, because it is in our collective self-interest,” he said. “Our task is to properly develop that potential, to give these individuals every chance to contribute. That means we need to give them every chance to succeed in college, because college success is now widely recognized as a key factor in attaining and maintaining a secure, productive middle-class life.”

In the Trenches...

Promoting USF Academic Success with Course Redesign by Diane R. Williams

The

University of South Florida (USF)-Tampa is determined to harness the potential of its 40,000-plus students and to provide every opportunity for them to succeed academically. One way that USF has advanced this effort is by carefully tracking the performance of students in large introductory courses with high rates of drop, failure and withdrawal (DFW). This has led to the discovery that Latino students in selected STEM courses were especially vulnerable in these large courses, an important finding for USF. Currently, Latino students constitute 17.4 percent of USF-Tampa’s undergraduate enrollment, putting USF-Tampa on a trajectory that will lead to federal certification as a Hispanic-Serving Institution (HSI) within five to seven years. Addressing this performance gap now will make a tremendous difference in the success of Latino students for years to come.

(NCAT), an experienced not-for-profit organization that has helped many universities improve student performance in large introductory courses, while reducing costs. The NCAT approach entails the use of instructional technology and often results in students working harder and practicing more in the course. Once courses are targeted, a USF design team consults with NCAT and the host of universities that have already been through the course redesign process with NCAT. The USF design team consists of USF instructional development staff along with department faculty and administrators. To date, three academic departments are in the process of redesigning courses, with the math course farthest along the redesign path. Marcus McWaters, chair of our Math & Statistics Department, describes the experience so far: “... achievement in mathematics is critical to student success, yet students often struggle in mathematics courses. At USF, we have successfully taught pilot courses in college algebra using methods shown at universities such as UCF, LSU and UA, [NCAT partners] to improve student outcomes [increase pass rates and reduce student complaints]. Overall, pass rates in college algebra have improved from

Enrollment Department

Course

Gap between

Count

DFW Rate

White and

All

White

Hispanic

Biology

BSC-2011

339

36.6

27.9

47.2

19.3

Biology

BSC-1005

137

39.4

33.7

52.6

18.9

Cell, Molecular, & Biology

BSC-2010

622

38.1

34.3

49.5

15.2

Chemistry

BCH-3023

354

47.5

46.5

63.2

16.6

Chemistry

CHM-3610

151

33.1

32.4

50.0

17.6

Chemistry

CHM-2210

790

33.3

27.8

44.0

16.2

Mathematics& Statistics

MAC-2281

275

53.8

52.8

65.4

12.5

Mathematics& Statistics

MAC-2311

220

48.2

44.4

61.4

17.0

Mathematics & Statistics

MAC-2241

397

48.1

50.0

58.3

8.3

Pathology & Cell Biology

BSC-2085

283

30.4

29.6

41.9

12.3

Chemical & Biomedical Engineering

EGN-3343

218

46.8

41.3

45.5

4.2

Civil & Environmental Engineering

EGN-3311

208

33.7

25.2

50.0

24.8

Mechanical Engineering

EGN-3343

115

30.4

24.7

50.0

25.3

In the next step of the reform effort, each department received DFW data, produced collaboratively by the offices of Undergraduate Studies and Student Success. Armed with these data, USF has found a promising way to address the challenges of such courses through the National Center for Academic Transformation

first hour of each laboratory period to an online module consisting of materials introducing the topic, materials explaining the in-class work to be done, topical refreshers and emphases on connections to the textbook, preparedness exercises and a mandatory quiz; and 2) two hours of in-lab work emphasizing data collection, data analysis and writing. ... In addition to enhanced understanding of important principles, we suspect that this approach will not only set the bar for the level of performance expected of students in subsequent courses but also provide feedback to students at an early stage of their academic careers as to their likely ability to be successful in subsequent science classes/majors courses.” The use of instructional technology is one of the focal strategies employed in the NCAT Course Redesign system to accomplish the desired outcomes. Michael LeVan, a faculty member in the Communication Department, observes: “I learned to learn in the model of reading books and listening to lectures, so a move to cooperative learning, immediate feedback with clickers, metaassessment in interactive online quizzes, etc., requires an attitude of exploration, experimentation, and openness. ... from a technical/technology point of view, the redesign team is careful to listen to my course goals, and the intended learning outcomes that I am after, and to provide suggestions for ways to use instructional technology to help reach those goals and outcomes.” Through NCAT and our design teams, these courses are on their way to improving student performance and ultimately increasing students’ chances for successful completion of their degrees.

Diane R. Williams is senior director of the Center for 21st Century Teaching Excellence, University of South Florida, where she provides support for faculty to improve teaching and learning. Her Ph.D. is in applied linguistics, and her research interests include course redesign for student success, classroom interaction, integrating technology into teaching, and inter-group communication.

55 percent in spring 2007 to 72 percent in spring 2011. ... The most recent pilot (in spring 2011) had a 78 percent pass rate.” The Department of Integrative Biology is working through the design phase of the process, and its chair, Susan Bell, makes the following observations: “Our redesign includes: 1) converting the

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INNOVATIONS/PROGRAMS

UT-Austin and Harvard Group via High-Tech Strategies

new program designed to dramatically increase retention rates of firstyear students is being implemented at the University of Texas (UT)Austin, in conjunction with the Mazur Group at Harvard University’s School of Engineering and Applied Sciences and Department of Physics. The purpose is to improve not only learning, but also teaching, through educational innovation based on the latest high-tech interactive strategies. This new effort at UT is called the Course Transformation Program. Its director is Gretchen Ritter, Ph.D., vice provost for undergraduate education and faculty governance. This represents more than an experiment, rather a full commitment, for the program is being developed and implemented by the school’s Center for Teaching and Learning under the leadership of Harrison Keller, Ph.D., vice provost for higher education policy and executive director of the center. This initiative is also a key part of the campaign of president William Powers Jr. to make UT-Austin a leader in reinventing higher education for the 21st century. Ritter explains that the program is targeting primarily first-year students in the gateway courses. “Now one out of every five students do not succeed the first time they try,” she says. Of 381,000 undergraduate students, 9,000 primarily freshman students take these courses. Hispanics represent 25 percent of the student population, a little less than 15 percent being first-generation, with more than 20 percent Asian-American and 5 percent African-American. “This is as it should be since Texas is now a minority state,” Ritter says. The first group of the new courses begins pilot implementation this fall. It takes three years to design, develop and test each course. “The whole program is expected to last several years,” Ritter says. The first three courses are biology, chemistry and statistics. More will be added each year, moving into liberal arts courses such as introductory psychology and microeconomics. UT is addressing what has often seemed to be the intractable problem of, says Ritter, “Students coming to UT with a range of academic preparation. Many come from communities where there isn’t a strong college-going culture. They have less exposure to the skills and habits that are necessary for success in college. The demands of college are different from high school in terms of critical thinking, effective writing, problem solving and so forth.” This being the case, wouldn’t it be better to focus on basic skills in reading, writing and math? Ritter’s response is that these remediation efforts are what the school is moving away from. For remediation simply hasn’t been that effective, for a number of reasons. These include the fact that the student can’t help feeling he has failed to become a “real” college student. He can easily become discouraged, and doesn’t get that much guidance, especially since one of the functions of remediation, however unspoken, has been to weed out the least desirable students and keep the best. Moreover, Ritter explains, basic skills and standard university disciplines should not necessarily be compartmentalized, as they often are. For instance, an engineering student who is required to write a lot develops his writing skills, which, in turn, helps him to better understand the engineering concepts he is studying. This is where the high-tech interactive learning comes in, Ritter contin-

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ues. The aim is not to redo K-12, but rather to integrate what the student knows with the current material in class. Learning modules, which the student can access on the Internet, relate to what he needs to know specifically for that course. “One of the great things about a well-designed learning module,” Ritter says, “is that it can ask the student questions, and, if he gets one wrong, can hint in a way to lead the student to the correct answer. It’s smart tutoring.” On the other hand, says Ritter, “Instructors engaged in an interactive learning environment have a better grasp of how well the students are mastering the core material. They know when to stop and go back until the majority of the students understand the issue, and then move on.” Students today, says Ritter, “are very comfortable using the Internet. They are digital natives. We should take advantage of that. Universities around the country are increasingly aware that the Internet has significantly changed the way our students learn.” Julie Schell, a postdoctoral fellow at Harvard and senior educational researcher for the Mazur Group, explains that it was founded by Eric Mazur, Ph.D., Balkanski Professor of Physics and Applied Physics and area dean of applied physics at Harvard. He heads one of the largest physics research groups at Harvard and is an internationally renowned laser physicist. Mazur is also the developer of Peer Instruction, a technology-based learning method used in thousands of classrooms throughout the world. This past year, the group has worked hard to drive learning innovation in Latin America. The use of interactive technology tools, Schell says, not only strengthens the bonds between student and teacher but also student and student. It allows for student peer support and instruction. UT-Austin had already basically evolved its Course Transformation Program on its own, but was looking for a partner. So the meeting of the two different educational entities was fortuitous. UT found in Mazur an organization with vast experience using technology to successfully drive education. Mazur, for its part, says Schell, was very pleased to find UT, “for they are on the cutting-edge initiative to transform what it means to be a student at a university.” Asked if there are any pitfalls to this introduction of technology between the traditional relationship of teacher and student, Schell replies, “Unless there’s full faculty support, it won’t really work.” She says that, in addition to the full administration support for the program, “Faculty are involved at every turn.” She explains that faculty are involved from the start, with their input as to what they need, are given financial support so they can choose the right methodologies, and that faculty not actively involved in teaching these courses, in all the main faculty groups on campus, serve as advisors. The leveraging of the best in-class and online usage of educational technology to drive student success is intended not as merely a piecemeal solution but rather the “cultivation of a large-scale change.” Though the program appears to be starting small, with just three courses, the intent is “to turn this start into a campuswide education project, looked at from an external perspective. The question is, how do you really change higher education, a stubborn challenge. From a research perspective, you first develop a model which can be implemented throughout the campus, and then in other institutions.”

Team Up to Increase Retention by Thomas G. Dolan Schell is confident that the ultimate outcome will be positive. “Looking at all students engaged in interactive learning, as opposed to traditional lectures, we’ve found nearly double the gain in conceptual understanding,” she says. Turning to a Hispanic perspective, Sara Martínez Tucker, as a former U.S. undersecretary of education, most recently under President Bush from 2006 to 2008, says, “I spent a long nine years on the front lines trying to help Hispanics and other minorities to make the transition to college a successful one.” Martínez Tucker, since leaving the government, works out of San Francisco as an independent advisor to corporations on hiring strategies and colleges on recruitment principles. “One of the reasons I am excited about the work being done at the University of Texas is that instead of putting students in remediation, they keep them in the mainstream while looking at how students learn. This is so much better than students having to extend their college time or being weeded out.” What currently happens all too often, Martínez Tucker says, “is that a student from a small town might be his high school valedictorian, be at the top of the academic heap, and often be the first in his family or even his community to go to college. So what’s he told, as soon as he gets there? ‘You’re not as good as you think you are.’ I’ve spent lots of hours with kids on campus. They’ve lost confidence. They’ve lost the confidence to be aggressive. They drop out and never come back. It has consequences. Other potential students say, ‘someone from my community tried and didn’t make it, so why should I try?’ It’s heartbreaking.” There are other causes for this tragedy, Martínez Tucker says. “Many colleges and universities rely too heavily on the SAT and other standard tests. So a small group of students are over-recruited. But the mass of students, many of whom have the talent and motivation, are then just entered into remediation with the understanding that most will be weeded out.” Martínez Tucker also breaks with the conventional wisdom that simply says more good teachers are needed. Though she acknowledges this is certainly true, she also makes the point that “Many teachers, and I’m thinking the best teachers, have a fundamental belief about kids in the classroom. They feel the higher the student’s scores on national or federal testing, the more they will be regarded as a good teacher. So they drill kids on these tests, rather than engage in real teaching, and feel they are doing enough for the others if they learn enough math to balance their check book and learn enough reading to read the danger signs at their local plant.” Martínez Tucker is all for interactive learning – “but don’t wait until the junior year in high school; go back to the sixth to eighth grades. That’s the time to start identifying talent and motivation – and tracking it.” For instance, kids like video games. If it turns out they are good at downloading games, it might mean they could be a programmer or graphics designer. Videos could be shown to demonstrate what might be needed if there were an expressed interest in becoming a doctor, such as the need to take a biology course, for instance. “Put things out on the Internet for kids,” Martínez Tucker says. “Engage them in ways they are comfortable with to show how their interests can translate into careers.” But all of this individual attention to students, starting in grade school, would take considerable time and effort. Where would a college or univer-

“But the mass of students,

many of whom have the talent and motivation, are then just entered into remediation with the understanding that most will be weeded out.” Sara Martínez Tucker, advisor to corporations and universities on recruitment sity get the resources, and why should they bother? Martínez Tucker’s answer is that the vehicle should be the admission officers, who, Martínez Tucker says, “are the ones responsible for recruiting students. If these officers help motivate these students and prepare them for college, and mentor them through interactive technology, the better their chances of not only attracting good students to their schools, but also making sure they are successful graduates.”

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White House Hispanic Ed Commission to Focus on Action, Not Studies

by Peggy Sands Orchowski

Friday, May 27, in the famous brick castle’s high-ceilinged long hall lined by marble pillars and chandeliers as a throne room, dozens of TV cameramen on platforms along the back walls were adjusting their lenses while members of the White House and Washington press corps stood in front of them, pencils poised on reporters’ notepads. Everyone focused on the line of 15 distinguished-looking Hispanic men and women as they awaited the entrance of the first Latina member of the U.S. Supreme Court, Sonia Sotomayor. In her elegant black robe, the justice assembled the new presidential appointees in front of her and had them raise their right hands while she administered an oath of office. The president’s newest Advisory Commission on Educational Excellence for Hispanics had just been sworn in at the historic Smithsonian Castle on the Capitol’s memorial mall. “The future of America is very much tied to the future of the Hispanic community,” said Sotomayor in brief remarks after the ceremony. “I am here today because of my mother’s emphasis on education, and I sit where I sit today because of the effort of all those teachers who sat with me developing my knowledge. You now have the responsibility to develop a lot of little Sonias,” the justice suddenly grinned. Rep. Rubén Hinojosa, D-Texas, first vice chair of the Congressional Hispanic Caucus, thanked President Obama and U.S. Secretary of Education Arne Duncan in absentia for their priority on educational advancement, especially for minorities. “Some $2.55 billion has been set aside for minority-serving institutions over the next 10 years – $1 billion for Hispanic-Serving Institutions alone,” he pointed out. “They have demonstrated extraordinary leadership in support of the educational systems and schools for all,” he said. The highest-placed Latina in the White House, Cecilia Muñoz, director of intergovernmental affairs, also emphasized the importance of Latino educational achievement for America’s future. “Secretary Duncan understands that we can’t succeed in one sector without succeeding

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in all. Our country’s future depends on the dynamism,” she said, that the commission “will put towards getting the job done.” It was the commission’s executive director, Juan Sepúlveda, however, who really laid down the gauntlet for the newly appointed and swornin commissioners. “We know what has to be done. We don’t need any more reports. We need now action on the ground at the grass roots. We need to do what has to be done. We have to get out into the community and step up to play, modeling a role of involvement for the country. We need to take up the president’s pledge to outeducate, out-innovate and out-build every other country in the world.” The commission and Sepúlveda work closely with the U.S. Department of Education to improve educational opportunities and outcomes for Hispanics of all ages. But the work of the prestigious commission is to increase engagement and establish partnerships between public, private, philanthropic and nonprofit stakeholders to meet the goal. The commission is composed of 30 members appointed by the president who have relevant experience or subject matter expertise that the president deems appropriate, in a variety of sectors, including labor, research and development, corporate and financial, public and private, community and nonprofit as well as governmental at the local, county, state, regional and national levels. Experts from the education sector represent the broad spectrum of issues, from early childhood education to K-postgraduate to technical, career, adult and lifelong learning. Their diversity was sought and celebrated. The swearing-in ceremony came in the middle of three busy days for the 15 new commissioners, who came from across the country. They met in a tightly packed board room in the ornate White House Executive Building across from the West Wing. They sat informally around a large oval table to participate in what Sepúlveda called a series of frank “conversations” to determine the priorities, strategies, agenda and work of the commission the next two years. During the first day session, the press was allowed to sit in on the

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Supreme Court Justice Sonia Sotomayor

lively, free-flowing exchange of ideas around essential topics guided by Sepúlveda. Everyone seemed to know the issues: the numbers, the language challenge (and opportunities) the high dropout and low retention and graduation rates of Hispanic students. They all seemed to understand that their duty was to “get as many voices as possible engaged in these issues,” as one commissioner put it during one of the roundtable conversations. “We understand how the many pieces in the education system work, how to access them, how to get them working together. It’s called crowd sourcing.” Sepúlveda agreed. “We need to get the community to understand that things have changed. In the past, we have asked for their support in pushing for targeted funds for special Latino projects like bilingual education. But now we are looking at broad support from the Hispanic community for universal projects – such as improved access to postsecondary education, retention and completion. Now America cannot achieve educational improvement goals without the full participation, engagement and support of the Hispanic community. It’s driven by the numbers.” It really means changing expectations, roundtable participants seemed to agree. “The extraordinary dedication these men and women bring to their new roles will greatly serve the American people,” President Obama said in announcing the new appointments and the Advisory Commission President and Miami Dade College President Eduardo Padrón. The commission eventually will total 30 members. The additional members will be announced after the lengthy vetting process over the next several months, according to the White House. Bios of each of the newly sworn-in members are posted on the White House Hispanic initiative website. They include Alicia Abella, Sylvia Acevedo, Alfredo J. Artiles, Daniel J. Cardinali, Francisco G. Cigarroa, César Conde, Luis Ricardo Fraga, JoAnn Gama, Patricia Gándara, María Neira, Lisette Nieves, Darline P. Robles, Ricardo Romo, Manny Sánchez and Marta Tienda.

Photo © Joshua Hoover, U.S. Dept. of Ed.

ORGANIZATIONS

Interesting Reads Bolivia in Focus By Robert J. Werner Bolivia in Focus explores the country’s land and people, history, economy, politics, society, culture and religion, and includes the author’s tips on must-see landmarks and historical sites, and how to get the most out of a brief visit. 2009. 124 pgs. ISBN: 978-1-56656-2997. $17.00 paper. Interlink Books, (800) 238-LINK. www.interlinkbooks.com.

Conquered Conquistadors By Florine Asselbergs Conquered Conquistadors, published in a European edition in 2004, questioned conventional views of the European conquest of indigenous cultures. This new edition includes context, interpretation and comparison with other pictographic accounts of the “Spanish” conquest. 2004. 400 pgs. ISBN: 978-0-87081-899-8. $45.00 paper. New The University Press of Colorado, (720) 406-8849. www.upcolorado.com.

The Gloria Anzaldúa Reader Edited by AnaLouise Keating This volume, which provides a representative sample of the poetry, prose, fiction, and experimental autobiographical writing that Gloria Anzaldúa produced during her 35year career, is Keating’s attempt to demonstrate the breadth and philosophical depth of the work. 2009. 361 pgs. ISBN: 978-08061-3969-2. $23.95 paper. Duke University Press, (919) 688-5134. www.dukeupress.edu.

and Media...

Crossing Our Borders Narrated by María Conchita Alonso, this DVD explores the legacy of dictatorship in Latin America, the Bolivarian Revolution of the 21st Century, and the millions of Latin Americans who have left their countries. 2011. DVD (55 minutes) ASIN: B004C438QS. $225.00. Landmark Media Inc., (703) 241-2030. www.landmarkmedia.com

Envisioning Equity: Educating and Graduating Low-Income, First-Generation and Minority College Students by Angela Provitera McGlynn Atwood Publishing, Madison, Wis., 2011, 150 pages, $24.95 paper, ISBN 978-891859-84-7

egree completion rates in the United States are low, especially among Hispanics. Latest figures show that only 12.9 percent of Hispanics who begin their college studies actually attain degrees. According to author Angela Provitera McGlynn, that percentage must improve, given that Hispanics and other first-generation minority students are critical to the country’s future work force readiness and global competitiveness. How can we help more Hispanics, African-Americans and first-generation, low-income students get through college, especially when they might be underprepared and juggling work and family responsibilities? The keys, says McGlynn, are institutional commitment, policy changes, and more emphasis on student-centered teaching methods. McGlynn says it is essential to engage students from day one by using teaching techniques designed to get them involved in developing skills and mastering concepts. She provides dozens of interactive learning-centered activities and ways to assess their outcomes. For skeptics, McGlynn makes it clear she is not talking about diluting content and lowering expectations. Her suggestions aim at maintaining high academic standards while increasing student retention and degree completion. These pedagogical recommendations are backed with evidence of their effectiveness from the most current research. McGlynn writes clearly and encouragingly to her colleagues, offering practical and useful tips for supporting students and enhancing learning. She knows this territory well, having taught for 35 years, and is a popular presenter at colleges and universities and national conferences. Her examples and anecdotes are easily recognizable to college professors dealing with students’ cultural differences, varying levels of preparation and the external factors impacting their lives. McGlynn acknowledges this challenge and provides wisdom and insights into equalizing disparities among students. But responsibility does not rest solely with classroom instructors. College administrators must make their institutions more welcoming and provide a sense of community, which is especially important to Hispanic and other first-generation, low-income students. Here again, the author shares proven practices that have increased graduation and retention rates. McGlynn also recommends policies for K-12. For those who already believe in McGlynn’s approach, this book provides reinforcement and offers new ideas and strategies for success. For those struggling to modify their teaching styles or change their institutional culture, the book is a roadmap for moving forward to help all students perform well academically and attain their degree. Reviewed by Marilyn Gilroy

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HIGH SCHOOL FORUM

Hispanic High School Grads: Go South by Southwest

by Mary Ann Cooper

more and more Hispanic high school students graduate and choose a college, they may find that going to a college in the southwest or south could provide them with an ethnic connection that will ease their transition from secondary to postsecondary education. That’s because, according to the latest information from National Center for Education Statistics’ IPEDS database, schools in Florida, Texas, New Mexico and California have increased the percentage of new hires that are Hispanic. The percentage of new hires for the top 10 schools – eight four-year institutions and two community colleges – range from a low of 23 percent and a high of 63 percent Hispanic new hires in relationship to total overall hires. The Hispanic influence in hiring at these schools is across the board, from professors to administrators to staff members. Prospective students need only visit each school’s website to see how much they are courting Hispanic high school students to attend their institutions. Take the University of TexasBrownsville (UTB), for example. The school tops the list with the highest percentage of Hispanic new hires in relationship to all new hires. As UTB President Juliet García notes, part of the reason is geography and a desire to maintain a cultural identity that many students look forward to when they set foot on campus. García, who has been at the helm of UTB for 18 years and is the first female Hispanic to become president of a U.S. college or university, explains that UTB is only a few blocks from the Mexican border. The 17,000-student campus is 93 percent Hispanic and 91 percent first-generation university students. UTB was created in 1991 when Brownsville, a 65-year-old community college, formed a partnership with the University of Texas to become one of its branches. UTB has retained its community outreach and unfettered path to a bachelor’s or graduate degree by offering open admission, and a seamless transition for students

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transferring from community colleges. The University of Texas-El Paso (UTEP) is another school in the UT system attracting more and more Hispanic students and hiring more and more Hispanic staff. Like Brownsville, UTEP is located on the border of the United States and Mexico, giving students the ability to live and study in the world’s largest bi-national metropolitan area, unlike any other university setting. And they’ve come a long way since its inception in 1914. Then UTEP was known as the Texas School of Mines and Metallurgy, with 27 students and a handful of faculty and staff, responding to the needs of the mining industry in the region at that time. Now UTEP has grown into a university that serves more than 22,000 students enrolled in 82 bachelor’s, 86 master’s and 18 doctoral programs. Seventy-five percent of the student body is Hispanic. UTEP is recognized as one of seven emerging research universities by the Texas Higher Education Coordinating Board. It is the home of the research facility, the Center for Hispanic Health Disparities. A third UT school with a high percentage of Hispanic new hires is the University of TexasPan American (UTPA). It has one of the largest enrollments of Hispanic students among fouryear colleges and universities in the United States. About 86 percent of the undergraduate students are Mexican-American, reflecting the demographic characteristics of the immediate region, the Rio Grande Valley. UTPA is a Hispanic-Serving Institution in Edinburg, Texas, approximately 10 miles north of the U.S. and Mexico border and 75 miles northwest of South Padre Island. Since its inception in 1927, the university has conferred more than 2,600 associate, 50,000 bachelor’s, 10,600 master’s and 100 doctoral degrees. UTPA provides a choice of 57 bachelor’s, 57 master’s, three doctoral, and two cooperative doctoral programs within six colleges. But all the news out of Texas is not about the

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University of Texas system. Texas A&M University-Kingsville is also hiring Hispanics in record numbers. This past year, more than 40 percent of its new hires were Latino. Texas A&M has also made structural changes that project a welcoming atmosphere to Hispanic students. One of those was the establishment of its Libraries’ Guide for Hispanic Resources. This service provides help in locating and accessing resources in language and literature, history and culture, politics and related information on country and area studies. It is a starting point and resource useful for student research, including databases, e-journals, statistical data and other collections. Texas A&M also has established the Hispanic Presidents’ Council (HPC), a student-run organization providing a network for its Hispanic/Latino students. Housed in the school’s Department of Multicultural Services, HPC is designed to foster open communication and cooperation between Hispanic students and the rest of the university community. Since the organization was founded in 1991, HPC has focused much of its efforts on promoting the Hispanic/Latino culture on campus. Texas A&M also prides itself on continuously evaluating how minorities are fitting into campus life. In 1986, its Division of Student Services Standing Committee on Minority Student Conditions, along with several student leaders, sought to establish an office committed to assisting ethnic minority students on the Texas A&M campus. As a result, the Multicultural Services Center was created and opened its doors in September 1987 as an office within the Department of Student Activities. The center achieved department status on Dec. 1, 1989, and became known as the Department of Multicultural Services. In its early years, the department efforts focused on developing programs and services that provided targeted groups the opportunity to fully participate in leadership development opportunities and to be successful academically. Now Texas A&M is

attempting to duplicate its efforts with another goal. As the university recognized the need to prepare all students for a multicultural world through its mission and vision statements, a second mission for the department, diversity education, became more formalized. So the school is now incorporating its diversity goals into its curriculum planning. Even though Texas schools have earned five of the 10 slots on the top 10 schools with the highest percentage of Hispanic new hires, it does not have the market cornered on putting out the welcome mat for Hispanic staff or students. This past year, the University of Miami (UM) in Florida boasted a 40 percent Hispanics new hire

rate compared to all new hires. While geography plays a role in UM’s prominence in this area, part of UM’s academic infrastructure includes an organization called the Hispanic Alliance, a consortium of academics to foster Hispanic success in college. UM’s idea to have a faculty/administrator/staff group comprised of Hispanics to help the university’s Hispanic students didn’t happen overnight. In September 2005, a meeting was held to spark the interest and to see whether the group was ready to be formed. From that time until March 2006, meetings were held to formulate the group’s ideals, purpose and function. On March 24, 2006, the constitution was ratified and the Hispanic Alliance was formed, with the

purpose of helping Hispanic students and providing a place where faculty, staff and administrators could come together for the betterment of the Hispanic student experience. The idea behind the Hispanic Alliance is to keep Hispanic students, particularly freshmen and first-generation Hispanic students, from falling through the cracks of academia and becoming part of the discouragingly high percentage of Hispanic college dropouts. The welcome mat for prospective Hispanic students is also out at community colleges like Central New Mexico Community College (38 percent) in New Mexico and Mt. San Antonio College (31 percent) in California.

Theory into Practice One of the most important choices a student makes is what college to attend. With Hispanics, the choice is especially critical because of the high college dropout rate associated with this demographic. Anything a parent, teacher or counselor can do to make sure the school is the best fit for a student improves the odds for academic success and completion. Chris Diehl prepared a checklist of how to evaluate campus diversity for www.fastweb.com. Looking just at enrollment percentages can be misleading. Here’s what Diehl and FastWeb recommend for finding out what school fits the student in your charge. 1. Scrutinize not only the programs offered, but also the courses in the catalog. While most students look no further than the majors a school offers to decide whether or not to apply there, they seldom dissect what courses are offered within that major. A truly diverse school will find ways to introduce diversity into almost any curriculum by viewing subject matter through an ethnic or racial lens or inviting speakers who represent divergent points of view. Clues to that kind of diversity can be found in the course catalog descriptions and viewing the calendar of events on the school’s website. 2. Kick the tires and take the place for a test drive. Encourage your students to become their own investigative reporters. Visit the campus of targeted colleges. It’s OK to get an official tour, but remember that to get an unvarnished view of the school, you have to find an objective source of information. Seek out students and do an informal survey of what campus life is all about. Advise them to be alert to the little things they may pick up on as they make their way around campus. A school may boast that it has a large and active Hispanic student population, but if you find no evidence of that in the posters around campus or on its website for upcoming club meetings or social events, it could be that most of their Hispanic population commute and are not on campus residents. Have them check out the vibe on campus. Do they feel welcomed by other students while they are on campus? Can the admissions officer tell them about how they recruit and retain minority and international student? 3. Let history be your guide. As Diehl points out, “A high percentage of different ethnicities on campus doesn’t necessarily translate into ethnic harmony.” And ethnic harmony is every bit as important as diversity to make students comfortable and at home in an away-from-home environment. While visiting students might find it hard to gauge harmony on campus, they can dig in and do a little historical research on the subject. Check out the archives of the school newspaper to see what kind of articles and editorials have been written on the subject. Look at the previous school yearbooks to see how much different ethnic and racial groups interact with each other. On their school tour, visit the cafeteria and see if different ethnic and racial groups segregate themselves from other groups and if groups interact freely with each other.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

Earning Power Increasingly Tied to Education, New Study Finds

September 19, 2011

“On average, people with more education and higher attainment make more than people with less education,” said Anthony P. Carnevale, center director and co-author of the report. “But major and occupation matter just as much as degree level. For example, 28 percent of people with an associate’s degree make at least as much as the average bachelor’s degree holder – mostly due to occupational choice.” The release of the report comes as some experts are asking if the rising cost of college has created a higher education bubble. But in addition to creating opportunities for significantly greater individual earning power, increased college attainment is also quickly becoming one of the key drivers for our nation’s economy. “The vast majority of new jobs require higher skills, and if you don’t have a college degree, your chances of being in the middle class are visibly diminished,” said Jamie P. Merisotis, president and chief executive officer of Lumina. “There is a high probability

that you’ll be poor without some form of postsecondary education, and that makes education one of the most critical factors in our nation’s long-term economic growth plans. A dramatic increase in educational attainment must become a top national priority if we intend to build our labor pool and beat out other countries for the jobs of the future.” In a separate study, the Center at Georgetown estimated that by 2018, 63 percent of U.S. jobs will require some form of postsecondary education or training. But today, approximately 41 percent of adults have a college degree in America. “Many other countries are faring much better,” said Merisotis. “South Korea, for example, currently has a postsecondary degree attainment rate of 58 percent, a full 18 percentage points higher than the United States. We now stand at 10th in the world, which is a far cry from our globe-leading levels just a decade ago.”

Since 2002, USA Funds’ annual scholarUSA Funds Awards More than $1 ship program has delivered more than Million in Scholarships

through at least Feb. 1, 2012. The recipients were selected based on additional factors, including the student’s past academic performance and future potential, leadership and participation in school and community activities, work experience, career and educational aspirations and goals, and any unusual personal or family circumstances. Scholarship Management Services, a program of Scholarship America, one of the nation’s largest private-sector scholarship and educational support organizations, administered the program on USA Funds’ behalf. View an online list of first-time scholarship recipients by visiting www.usafunds. org/scholarship.

NEW YORK CITY, N.Y.

As millions of students have returned to college, a study by the Georgetown University Center on Education and the Workforce confirms that the value of college degrees is increasing. Experts from Georgetown and Lumina Foundation say that postsecondary education has become the new gateway to the middle class and one of the most important economic issues of our time. According to the study, individuals with a bachelor’s degree now make 84 percent more over a lifetime than those with only a high school diploma, up from 75 percent in 1999. Today bachelor’s degree holders can expect median lifetime earnings approaching $2.3 million. By comparison, workers with just a high school diploma average roughly $1.3 million, which translates into a little more than $15 per hour.

INDIANAPOLIS, Ind.

The USA Funds, a nonprofit organization that helps American families benefit from postsecondary education, has announced the award of more than $1 million in scholarships to help 669 low- to moderateincome students nationwide pay tuition and other higher education expenses. “These awards will help students from groups underrepresented in higher education pursue a college degree,” said Robert C. Ballard, USA Funds senior vice president, access and outreach. 28

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$56.5 million to 17,260 low- to moderateincome students. Under the program, USA Funds awarded $1,500 scholarships to students from households with incomes of $35,000 or less, with special consideration for students who are members of an ethnic minority group or who have a documented physical disability. The scholarship recipients must either plan to enroll or be enrolled in fulltime or halftime undergraduate or full-time graduate- or professional-degree coursework at an accredited two- or four-year college, university or vocational/technical school, beginning with the fall 2011 term 0 9 / 1 9 / 2 0 1 1

The Hispanic Outlook In Higher Education

Pell Grants Vital to Ensuring Access to Higher Education Opportunities WASHINGTON, D.C.

Amid debate among lawmakers about the future of the popular federal Pell Grant student financial aid program, a policy brief from the American Association of Community Colleges (AACC) offers context to guide the dialogue and impact of changes. Promoting Educational Opportunity: The Pell Grant Program at Community Colleges offers insight into how Pell Grants impact students attending some of the nation’s most diverse and affordable colleges – community colleges. For thousands of students seeking to better themselves, the Pell Grant is a lifeline. Nearly 80 percent of Pell Grant recipients attending community colleges in 2009-10 had family incomes of less than 150 percent of the federal poverty threshold, and 60.7

Center for Hispanic Leadership to Help Hispanic High School Students Aim Higher in Pursuit of the American Dream IRVINE, Calif.

The Center for Hispanic Leadership (CHL), a professional development and consulting firm to Fortune 500 companies, will be expanding its powerful message to help Hispanic high school students aim higher in pursuit of the American Dream. CHL works with corporations to empower the professional growth and leadership advancement of Hispanic employees in the workplace through the use of culturally tai-

www.hispanicoutlook.com

September 19, 2011

percent were below the poverty threshold for a family of four ($20,000). Even at the modest tuition prices that community colleges charge, Pell Grants do not fully fund a student’s education. The typical $5,550 Pell Grant received by a community college student in 2010-11 accounted for just 28.9 percent of a student’s estimated total budget for nine months of education. In 2009-10, 91.9 percent of Pell Grant recipients at community colleges had allowable costs for their education in excess of $9,000. Students receiving Pell Grants are more likely to enroll in college full time and not work while they are in school, which contributes to higher graduation rates. Only 40 percent of all community college students enroll full time, but nearly double that percentage of community college students receiving a Pell Grant were enrolled full time in 2009-10. The impact of Pell Grants on community colleges is significant. In 2010-11, commu-

nity colleges served 37 percent of all Pell recipients – the most served by any sector of higher education – while receiving 33 percent of total program expenditures. The Pell Grant program has expanded exponentially in recent years. At public twoyear institutions, there was a 21 percent increase in the number of Pell recipients from 2009-10 to 2010-11. This compares to a 17 percent increase in total program recipients over the same time period. The dramatic rise in the number of students qualifying for Pell Grants is no surprise to community college leaders. “We’ve seen a dramatic surge in enrollments throughout the community college system due to the economic recession,” said Dr. Walter G. Bumphus, president and CEO of AACC. “More people are turning to community colleges to help them keep their dreams of higher education alive, and they need funding to stay in school and earn the credentials needed for the workplace.”

lored curriculum and tools. According to CHL’s director of client relationships, Annette Prieto-Llopis, “our goal is to partner with school districts across America to provide Hispanic high school students with a culturally tailored roadmap for success that better prepares them for college and their career ambitions. We desire to expand our Hispanic leadership message by helping Hispanic high school students understand that their cultural roots are sources of strength rather than barriers to advancement.” CHL’s high school initiative, “Aiming Higher in Pursuit of the American Dream,” came on the heels of U.S. Secretary of Education Arnie Duncan’s call to action

that urged parents, educators and school leaders at every level of government to make Hispanic educational excellence a national priority, based on the sobering report released by the National Center for Education Statistics (NCES) on the Hispanic achievement gap. “We are enthusiastic about giving Hispanic high school students a new reason to pursue the American Dream,” says CHL Founder/CEO Glenn Llopis. “Hispanic students need to believe that they can aim higher and make a difference.”

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HI S PAN I C S O N T H E MO VE Samper MOSI’s 2011 National Hispanic Scientist of the Year Photo © Ken Rahmain, Smithsonian Institute

Tampa’s Museum of Science & Industry has named Cristián Samper 2011 National Hispanic Scientist of the Year. As director of the Smithsonian Institution’s National Museum of Natural History, Samper is responsible for the largest natural history collection in the world and a museum that welcomes more than six million visitors each year. He studied biology at the Universidad de Los Andes in Bogotá, Colombia, and earned his master’s and doctorate degrees in biology from Harvard University.

at Rice University – earning bachelor’s and master’s degrees in electrical engineering and a Ph.D. in computational and applied mathematics.

Alonso Named Dean of Columbia’s Graduate School of Arts and Sciences Columbia University recently announced the appointment of Carlos J. Alonso as dean of Columbia’s Graduate School of Arts and Sciences. He is the Morris A. and Alma Schapiro Professor in the Humanities and has held the title of interim dean since September 2010. He holds a bachelor’s degree from Cornell and a doctorate from Yale.

Allan Hancock College (Calif.) has appointed Luis P. Sánchez as associate superintendent/vice president, academic affairs. Sánchez, a professor and dean at Sierra College for nearly 20 years, has a bachelor’s degree from California State University-Los Angeles and both a master’s and Juris Doctorate from the University of the Pacific, McGeorge School of Law.

The University of California-Merced has appointed Juan C. Meza as the new dean of its School of Natural Sciences. Meza had been working at Lawrence Berkeley National Laboratory as head of the High Performance Computing Research Department and acting director of the Computational Research Division. He studied

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Margarita Alegría, Ph.D., director of Cambridge Health Alliance’s Center for Multicultural Mental Health Research (Mass.), has been granted the 2011 Excellence in Hispanic Mental Health Research, Advocacy and Leadership Award from the National Resource Center for Hispanic Mental Health. Alegría, professor of psychology in the Department of Psychiatry at Harvard Medical School, was honored for her many contributions to the Latino community and the mental health arena.

Sánchez Named New Instructional Leader at Allan Hancock College

Meza Becomes Dean of Natural Sciences at UC-Merced

National Resource Center for Hispanic Mental Health Honors Alegría

Peña Wins Grant from Hogg Foundation for Mental Health Our Lady of the Lake University (Texas) Assistant Professor of Psychology Dr. Ezequiel Peña won a $17,500 research grant from the Hogg Foundation for Mental Health to determine what type of

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training best prepares bilingual counselors to treat the underserved Spanish-speaking community. Peña has a bachelor’s degree from Trinity University and a doctorate from the University of Texas-Austin.

Solís Addresses Cal State L.A.’s Class of 2011 U.S. Secretary of Labor Hilda L. Solís, first Latina elected to the California State Senate, gave the commencement speech at California State University-Los Angeles in June. Solís was nominated by President Barack Obama and confirmed to serve as secretary of labor in 2009. Prior to confirmation, she represented the 32nd Congressional District in California since 2001.

Santos Wins Top Latin Music Award Mambo legend Ray Santos, longtime leader of the City College of New York’s Latin Band, is a co-recipient of the Latin Recording Academy’s 2011 Trustees Award. He’ll be honored Nov. 9 with fellow luminaries Manuel Alejandro and Jesus “Chucho” Ferrer at the Four Seasons Hotel in Las Vegas during the Latin Grammy Awards celebration.

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TEXAS STATE UNIVERSITY-SAN MARCOS ANTICIPATED TENURE-TRACK AND CLINICAL FACULTY POSITIONS Texas State University-San Marcos is a member of The Texas State University System. Texas State University-San Marcos is a doctoral-granting university located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Over 32,500 students at Texas State choose from 97 bachelor’s, 88 master’s, and 9 doctoral programs offered by eight colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Liberal Arts, Science and Engineering, and the University College). With a diverse campus community including 35% of the student body from ethnic minorities, Texas State is one of the top 15 producers of Hispanic baccalaureate graduates in the nation. Texas State is also the lead institution of a multi-institution teaching center, the Round Rock Higher Education Center, offering several programs in the greater north Austin area. Additional information about Texas State and its nationally recognized academic programs is available at http://www.txstate.edu. Personnel Policies: Faculty are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility. Participation in a retirement plan is mandatory. The State contributes toward the health insurance programs and all retirement plans. http://www.humanresources.txstate.edu/benefits.htm. The Community: San Marcos, a city of about 50,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities makes the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 92,557 residents is located 15 miles north of Austin in the Central Texas hill country. CNNMoney.com reports that Hays County, which includes San Marcos and the surrounding area, ranked third in the nation for job growth over the last decade and Williamson County, which includes Round Rock and the surrounding area, was ranked second. Some positions may require teaching on the main campus and at the Round Rock Higher Education Center. Texas State University-San Marcos will not discriminate against any person in employment or exclude any person from participating in or receiving the benefits of any of its activities or programs on any basis prohibited by law, including race, color, age, national origin, religion, sex, disability, veterans’ status, or on the basis of sexual orientation. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the number of women and minorities in faculty and senior administrative positions. Texas State University-San Marcos is a member of The Texas State University System.

Application Material:

Interested candidates should submit a letter of application indicating the position and the posting number they are applying for, a curriculum vitae, a list of three references with addresses, e-mail addresses, and phone numbers, and additional application materials if required. All successful candidates must complete and submit a Faculty Employment Application. Please visit our Faculty Employment Opportunities website for a complete listing of deadlines and application information: http://www.txstate.edu/academicaffairs/FacultyEmp/faculty_employment.htm.

Address Replies to: Appropriate Search Committee Chair, Name of Department/School/Program, Texas State University-San Marcos, 601 University Drive, San Marcos, Texas 78666. Duties Common to All Tenure-Track Faculty Positions: Teach undergraduate and graduate level courses in the field of specialization; conduct academic research in the field of specialization; for creative and performing arts disciplines, engage in juried creative activities; undertake assignments normally associated with teaching, scholarship, and services to the university; hold regular office hours; advise students; publish scholarly articles as appropriate to discipline; present at conferences; participate in department meetings; and engage in faculty governance by serving on department, school, and university committees.

Additional Duties Common to All Clinical Faculty Positions: Engage in clinical training, supervision, program development and/or other areas of practical application; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in their particular profession. The selected candidates will be subject to a criminal background check.

COLLEGE OF APPLIED ARTS FAMILY AND CONSUMER SCIENCES, ASSISTANT PROFESSOR (POSITION # 2012-18). Required Qualifications: Earned doctorate, with graduate coursework in nutritional sciences. Experience conducting human research in the areas of physical performance, determinants of eating behaviors, public health or clinical nutrition as evidenced by peer-reviewed publications in national or international journals. Experience in teaching graduate or undergraduate courses in nutrition at the university level. Preferred Qualifications: Professional and/or postdoctoral experience in applied human nutrition; strong peer-reviewed publication record; evidence of external funding; grant writing experience; teaching and/or research awards; graduate and undergraduate student mentoring; Registered Dietitian. Apply To: Chair - NUTR Search Committee at fcs@txstate.edu or by mail to: Chair – NUTR Search Committee, Nutrition and Foods Program, School of Family & Consumer Sciences. Additional application material: Applicants should also submit a letter of intent describing research interests and experience and teaching philosophy. Review of applications begins October 15, 2011 and will continue until the position is filled. OCCUPATIONAL EDUCATION PROGRAM, CHAIR (POSITION # 2012-14). Required Qualifications: Earned doctorate in adult education, career and technology education, counseling and guidance, training and development, post secondary education, higher education or related field, and post secondary teaching experience. Preferred Qualifications: A minimum of ten years post-secondary teaching experience with evidence of excellence, record of published research refereed journals, experience in administering undergraduate and graduate programs and service appropriate for appointment at the Associate Professor or Professor rank; administrative experience in budgeting, securing external funds, electronic course development and faculty development. Apply To: ATTN: Dr. Vicki Brittain, Chair of Occupational Education Search Committee, College of Applied Arts or by e-mail to: pg02@txstate.edu. Additional application material: Applicants should also submit a letter of intent outlining professional experience. Applications should be submitted no later than November 1, 2011.

EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION ACCOUNTING, CHAIR (POSITION # 2012-5). Required Qualifications: Earned doctorate in accounting or business administration from an AACSB-accredited institution. Alternatively, candidate may possess a J.D. with LLM and a CPA certificate. A record of excellence in scholarship, teaching, and service commensurate with appointment at the Associate Professor or Professor rank in the Department of Accounting. Preferred Qualifications: Administrative skills needed to manage the operations of an academic department with diverse programs in a large public university. Proven leadership, communication, and interpersonal skills. Able to foster by example through a proven track record in teaching, research, and service. Ability to represent the department to various constituencies. Ability to maintain collegial working relationships with other college administrators and in the department. Experience with the Accounting AACSB accreditation process. Apply To: Dr. William Chittenden, Attn: Search Committee, Department of Finance and Economics, McCoy College of Business. Applicants are encouraged to submit materials electronically, using pdf or Microsoft Word files, to: ACCchairsearch2011@txstate.edu. Additional application material: Applicants should also submit an application letter describing how you meet the qualification standards. Review of applications begins September 15, 2011 and will continue until the position is filled.

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COMPUTER INFORMATION SYSTEMS AND QUANTITATIVE METHODS, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-23). Required Qualifications: Candidates appointed at the Assistant Professor rank must have defended their dissertation by September 1, 2012 or received a Ph.D. in Statistics, Management Science, Quantitative Methods or closely related discipline from an accredited university. Candidates with an earned doctorate must also be “academically qualified” under AACSB standards as implemented by the McCoy College of Business. Candidates appointed at the Associate Professor rank must have a Ph.D. in Statistics, Management Science, Quantitative Methods or closely related discipline from an accredited university and be “academically qualified” under AACSB standards as implemented by the McCoy College of Business. In addition, a sustained record of discipline-related publications in quality academic journals and demonstrated teaching and service accomplishments are required. Preferred Qualifications: A Ph.D. from an AACSB accredited Business School/College, teaching experience in an AACSB-accredited business college at the university level, relevant industry experience, development and teaching of courses in distance education format, a secondary area in Operations Research, Operations Management, Business Analytics, or Information Systems are all preferred qualifications. Apply To: Dr. Mayur Mehta, Department of CIS and QM, McCoy College of Business Administration, e-mail: StatSearch11@txstate.edu. Additional application material: Applicants should also submit evidence of teaching effectiveness, a statement of teaching philosophy, and a statement of research interests. Review of applications begins November 1, 2011. For full consideration, all completed applications must be received by January 15, 2012. MANAGEMENT OR MARKETING, JERRY D. AND LINDA GREGG FIELDS CHAIR IN ETHICS AND CORPORATE RESPONSIBLITY (POSITION # 2012-17). Required Qualifications: Candidates should have the appropriate qualifications for appointment as a tenured Professor in the Department of Management or Department of Marketing. Candidates must have a Ph.D./D.B.A. in management or marketing or a closely related area from an AACSB accredited university, an outstanding record of quality research, on-going research agenda in business ethics and/or corporate responsibility, distinguished teaching at both the undergraduate and graduate levels, demonstrated leadership role in the business community, as well as an exceptional service record. Preferred Qualifications: Experience in securing grant funding. Apply To: Search Committee Chair Dr. Quint Thurman, FieldsChairSearch@txstate.edu. Applicants are to submit application materials electronically, using Microsoft Word or PDF files. Additional application material: Applicants should also submit a letter describing teaching philosophy, description of continuing research agenda, and two samples of publications. For full consideration, please submit the application materials by October 31, 2011. Review of applications begins November 1, 2011 and will continue until the position is filled. Preferred starting date is Fall 2012.

COLLEGE OF EDUCATION COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-15). Required Qualifications: The successful candidate for this position will have an earned doctorate in counselor education from a CACREP program by employment date of fall 2012; a record of or the potential for research and publication at the national or international levels (NOTE: for appointment at the Associate Professor rank, the applicant must document a sustained record of research and publication at the national and/or international levels, and meet the requirements for the rank as established by the department); experience with children and adolescents in a clinical setting; play therapy experience, and be licensed, or eligible for license, as a Texas LPC and/or LMFT. Preferred Qualifications: Preferences include having the Registered Play Therapist (RPT) certification; university teaching experience in the areas of Human Development and Abnormal; and experience providing clinical supervision from a play therapy perspective; evidence of scholarship or potential for scholarship. Apply To: E. A. Schmidt, Ph.D., Search Committee Chair, Department of CLAS. Additional application material: Applicants should also submit a letter of interest that specifically addresses the qualifications and responsibilities noted in this posting, contact information of five references, and no more than reprints of three recent publications. Review of applications begins November 15, 2011 and will continue until the position is filled. CURRICULUM AND INSTRUCTION, ASSISTANT PROFESSOR, (POSITION # 2012-25). Required Qualifications: Earned doctorate in Education by hiring date; demonstrated knowledge (e.g., coursework, teaching experience, scholarship) in the areas of talent development, creativity, and/or advanced educational experiences; and strong potential for scholarship. Preferred Qualifications: Expertise in issues of social justice, equity and access, and educational reform; broad understanding of elements that facilitate the reconceptualizing of educational systems; demonstrated knowledge (e.g., coursework, life experience, scholarship) related to critical approaches to mentoring/coaching; and teaching experience in K-12 schools and in university settings. Apply To: Ms. Donya Villarreal, Talent Development Search Committee Assistant, Department of Curriculum and Instruction, e-mail: dv16@txstate.edu. Additional application material: Applicants should also submit (1) a letter of interest that addresses your philosophy of talent development, your research agenda, and your experiences in relation to the required and preferred qualifications sections of the posting; (2) a relevant scholarly writing sample; and (3) official undergraduate and graduate transcripts. Review of applications begins November 1, 2011. HEALTH AND HUMAN PERFORMANCE, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-16). Required Qualifications: Earned doctorate in Exercise Science, Kinesiology or Physiology prior to appointment date; specialization in Neuromuscular Exercise Physiology/Strength and Conditioning; demonstrable evidence of research and scholarship (Assistant Professor) or established line of inquiry (Associate Professor). Preferred Qualifications: Post-doctoral research experience; experience or participation in grant-writing and obtaining external funding for exercise science-related research projects; academic preparation and ability to teach undergraduate and graduate coursework in Exercise Science (Exercise Physiology, Strength and Conditioning, Biomechanics); experience in graduate education and the ability to contribute to master’s and doctoral programs; established line of successful external funding; ability to integrate a diverse and multicultural perspective into teaching; demonstrated leadership in program, university and professional service activities and organizations; and NSCA-CSCS certification. Apply To: Amy Galle, Department of Health and Human Performance, A109 Jowers Center. If you have questions, contact Dr. Jim Williams, Search Committee Chair, at jw88@txstate.edu. Additional application material: Applicants should also submit evidence of research and scholarship (two reprints of recent publications), and a copy of transcripts from terminal degree program. To ensure full consideration, all materials must arrive by October 1, 2011.

COLLEGE OF FINE ARTS AND COMMUNICATION COMMUNICATION STUDIES, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-3). Required Qualifications: Ph.D. in Communication Studies with an emphasis in organizational communication and quantitative research methods. University-level teaching experience is required. Evidence of organizational communication research ability as evidenced by published articles and the presentation of research papers at professional conferences is required. The successful candidate must be able to demonstrate a program of empirical organizational communication research. For a candidate to be hired at the Associate Professor level he/she must meet established department criteria for the rank of Associate Professor. Preferred Qualifications: University teaching experience in organizational communication and quantitative research methods is preferred. University teaching experience in related courses (such as intercultural communication and health communication) is preferred. Apply To: Dr. Philip Salem, Chair of Organizational Search Committee, Department of Communication Studies. Additional application material: Applicants should also submit letter describing qualifications. Review of applications begins October 10, 2011and will continue until the position is filled.

COLLEGE OF HEALTH PROFESSIONS ST. DAVID’S SCHOOL OF NURSING, ASSISTANT OR ASSOCIATE OR PROFESSOR (POSITION # 2012-26). Required Qualifications: 1) Earned doctorate degree in nursing or related field. B.S.N. or master’s degree in nursing. ABD will be considered with completion within one (1) year of hire. 2) Eligible for Registered Nurse (R.N.) licensure in Texas. At least five (5) years of clinical experience. 3) Experience in program development, curriculum design, informatics and communications systems, and teaching in undergraduate general nursing as well as graduate level specialty areas. 4) Commitment to excellence in teaching and learning consistent with the Nursing Program’s Vision, Mission and Goals as evidenced by a presentation during the campus visit with faculty. Preferred Qualifications: 1) Demonstrated success in faculty cooperative support and team development. 2) Demonstrated leadership supporting diversity in nursing education and professional development. 3) Strong collegial leadership qualities. 4) Experience in building and promoting community relationships. 5) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years of teaching), Associate Professor (minimum five years of teaching), or Professor (minimum of ten years of teaching) in a School of Nursing. 6) Experience with formats of distance education, to include on-line instruction. 7) Experience in higher education including accreditation, program review, and assessment. 8) Proven record of, or potential for, grantsmanship and extramural funding. 9) Experience with simulation instruction. 10) Certified in one or more nursing specialties. Apply To: Barbara Covington, Ph.D. R.N., Associate Professor, Texas State University-San Marcos, School of Nursing, 1555 University Boulevard, Round Rock, TX 78665-8017, or by e-mail to: bc32@txstate.edu. Additional application material: Please send signed faculty application, and a letter of application to reference the position qualifications. Open until the position is filled.

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COLLEGE OF LIBERAL ARTS ENGLISH, ASSISTANT PROFESSOR (POSITION # 2012-11). Required Qualifications: Ph.D. in English, Technical Communication, or closely related field, with degree completed at time of appointment. Demonstrated ability in scholarly research. Demonstrated ability to teach undergraduate courses in technical/professional communication. Expertise sufficient to teach graduate courses in core areas of technical communication and in candidate’s area(s) of sub-specialization. Preferred Qualifications: Ability to teach outside the immediate area of specialization in such areas as language and rhetoric/composition. Ability to teach online and hybrid courses. Apply To: Professor Allan Chavkin, Chair, Technical Communication Search Committee, Department of English. Additional application material: Applicants should also submit statement of teaching philosophy (maximum 500 words). Please specify in the first sentence of your application letter that you are applying for the position in Technical Communication. If you are also applying for our position in Rhetoric and Composition, please submit a separate application. To ensure full consideration, all application materials must arrive by November 7, 2011. Selected applicants will be contacted for interviews at MLA or elsewhere. Review of applications begins November 7, 2011. ENGLISH, ASSISTANT PROFESSOR (POSITION # 2012-12). Required Qualifications: Ph.D. in English, Rhetoric and Composition, or closely related field, with degree completed at time of appointment. Demonstrated ability in scholarly research. Demonstrated ability to teach undergraduate courses in rhetoric and writing courses. Expertise sufficient to teach graduate courses in core area(s) of specialization. Preferred Qualifications: Expertise in one or more of the following areas: multimedia writing curricula and instruction; contemporary rhetorical theory; ethnic rhetorics; alternative rhetorics; community literacy studies. Ability to teach outside the immediate area of specialization in such areas as language and technical communication. Apply To: Professor Allan Chavkin, Chair, Technical Communication Search Committee, Department of English. Additional application material: Applicants should also submit statement of teaching philosophy (maximum 500 words). Please specify in the first sentence of your application letter that you are applying for the position in Rhetoric and Composition. If you are also applying for our position in Technical Communication, please submit a separate application. To ensure full consideration, all application materials must arrive by November 7, 2011. Selected applicants will be contacted for interviews at MLA or elsewhere. Review of applications begins November 7, 2011. GEOGRAPHY, ASSISTANT PROFESSOR (POSITION # 2012-2). Required Qualifications: A Ph.D. in Geography or closely related field is required at time of appointment. Demonstrated record of excellence in teaching and research is required. Candidates must be well-versed in educational theories of teaching and learning, and have demonstrated expertise in one of the following broad sub-fields within geographic education: K-12 geographic education; and/or new technologies in geographic education. Apply To: Dr. Phillip W. Suckling, Professor and Chair, Department of Geography, e-mail ps33@txstate.edu. Additional application material: Applicants must electronically submit a letter of application, curriculum vitae, and the names of three references no later than October 17, 2011 to ps33@txstate.edu. Applicants must arrange to have three referees send letter of recommendation directly to ps33@txstate.edu, preferably to arrive by October 24, 2011. Reprints of published work and examples of course teaching evaluations (if available) are to be submitted, either electronically or via regular mail, preferably to arrive by October 24, 2011. Review of applications begins October 17, 2011. GEOGRAPHY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-4). Required Qualifications: A Ph.D. in Geography, with expertise in geomorphology and/or biogeography, is required by time of appointment. Demonstrated record of excellence in teaching and research is required. For appointment at the Associate Professor level, an especially strong record of published scholarship, preferably with significant external grant success, is expected. Preferred Qualifications: Preference may be given to candidates with additional expertise in environmental modeling and analysis and/or fluvial processes. Apply To: Dr. Phillip W. Suckling, Professor and Chair, Department of Geography, e-mail ps33@txstate.edu. Additional application material: Applicants must electronically submit a letter of application, curriculum vitae, and the names of three references no later than November 1, 2011 to ps33@txstate.edu. Applicants must arrange to have three referees send letter of recommendation directly to ps33@txstate.edu, preferably to arrive by November 8, 2011. Reprints of published work and examples of course teaching evaluations (if available) are to be submitted, either electronically or via regular mail, preferably to arrive by November 8, 2011. GEOGRAPHY, PROFESSOR AND JESSE H. JONES DISTINGUISHED CHAIR OF GEOGRAPHIC EDUCATION (POSITION # 2012-6). Required Qualifications: A Ph.D. in Geography or closely related field is required. Required attributes for the successful candidate include: strong publication record in geographic education; well-versed in educational theories in teaching and research; significant record of successful grant acquisition and management in the field of geographic education; quality graduate teaching record including experience mentoring or working with graduate students preferably at the Ph.D. level; evidence of maintaining an active national and international network of professional geography education collaborators; experience providing leadership in geographic education at the state, national or international level; successful management experience such as direction of a major grant, research center or other administrative activities including oversight of staff. To be eligible for hire, applicant must meet the departmental and university requirements for a tenured professor at Texas State UniversitySan Marcos. Apply To: Dr. Phillip W. Suckling, Professor and Chair, Department of Geography, e-mail ps33@txstate.edu. Review of applications begins October 10, 2011 and will continue until the position is filled. GEOGRAPHY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-8). Required Qualifications: A Ph.D.. in Geography is required by time of appointment. Demonstrated record of excellence in teaching and research is required. For appointment at the Associate Professor level, an especially strong record of published scholarship, preferably with significant external grant success, is expected. Preferred Qualifications: Preference may be given to candidates capable of also teaching environmental management. Apply To: Dr. Phillip W. Suckling, Professor and Chair, Department of Geography, e-mail ps33@txstate.edu. Additional application material: Applicants must arrange to have three referees send letter of recommendation directly to ps33@txstate.edu, preferably to arrive by November 8, 2011. Reprints of published work and examples of course teaching evaluations (if available) are to be submitted, either electronically or via regular mail, preferably to arrive by November 8, 2011. Review of applications begins November 8, 2011. HISTORY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-20). Tenure-track assistant professor of Public History. Required Qualifications: Expertise in public History and U. S. History as demonstrated by dissertation work and public history research/ publications; college-level teaching or lecturing experience; Ph.D. in History, Public History, or allied field in hand by appointment date. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. Preferred Qualifications: Preference will be given to candidates with experience as practicing public historians and demonstrated ability to teach public history courses and supervise public history internships and projects. Apply To: Professor Lynn Denton (e-mail submissions preferred pd16@txstate.edu), Public History Search Committee, Department of History. Additional application material: Applicants should also submit article-length writing sample, evidence of published or exhibited public history work. Full consideration will be given to candidates whose applications are complete by October 30, 2011, when evaluations will begin. Review of applications begins October 30, 2011 and will continue until the position is filled. POLITICAL SCIENCE, ASSISTANT PROFESSOR (POSITION # 2012-1). Required Qualifications: 1) Ph.D. in Political Science, Politics, Government or International Relations from an accredited university. Applicants must have successfully completed the dissertation by August 15, 2012. 2) A demonstrated academic background in International Relations (international political economy or international security studies). 3) A demonstrated ability or potential to teach international relations courses. 4) A demonstrated ability or potential to do scholarly research. Preferred Qualifications: 1) The potential to teach a survey course in Asian (non-Middle East) politics or the politics of Western Europe. 2) Ability to communicate with students in the classroom. 3) Effective interpersonal skills. Apply To: Dr. Patricia Shields, ps07@txstate.edu, International Relations Search Committee, Job Posting # 2012-1, Department of Political Science. Additional application material: Applicants are strongly encouraged to submit materials before the review of applicants begins. Incomplete applications will not be considered. Applicants may submit application materials electronically. Candidates must also send a letter of application addressing each required and preferred qualification, and official copies of all college transcripts, sample of written scholarly work (presentations and/or publications), teaching evaluations, sample syllabi and three letters of recommendation. In the candidate’s letter, please indicate the undergraduate and graduate courses that correspond to the required and preferred. Review of applications begins October 1, 2011.

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09/19/2011

PSYCHOLOGY, ASSISTANT PROFESSOR (POSITION # 2012-7). The Department of Psychology at Texas State University-San Marcos invites applications for two tenure-track appointments at the Assistant Professor level. We seek candidates with a research specialization in health disparities in racial/ethnic populations, lower socioeconomic classes, rural residents, or other medically underserved groups. Required Qualifications: Ph.D. in psychology at the time of appointment. Preferred Qualifications: 1) Research focus on basic, clinical, or behavioral issues related to minority health conditions, including research on diagnosis, prevention, treatment, or program evaluation. 2) Collegiate teaching experience with strong student evaluations. 3) Active research program. 4) Current or prior involvement in grant activities. For position #2, additional preference will be given to candidates with the ability to teach courses in I-O Psychology to meet our undergraduate curriculum needs. Duties for both positions include: 1) Teaching undergraduate courses and graduate courses in the Health Psychology M.A. program. 2) Developing and maintaining an active research program, involving undergraduate and graduate students. 3) Directing Health Psychology M.A. theses. 4) Seeking/obtaining external funding; and 4) Participating in appropriate departmental service. Apply To: Maria Czyzewska, Search Committee Chair Department of Psychology. Additional application material: Applicants should also submit statements of teaching and research interests, copies of representative published work (if available), evidence of teaching effectiveness, and copies of official transcripts from all degree granting institutions. Review of applications begins December 1, 2011.

COLLEGE OF SCIENCE CHEMISTRY AND BIOCHEMISTRY, ASSISTANT OR ASSOCIATE OR PROFESSOR(POSITION# 2012-9). Required Qualifications: Assistant Professor: A Ph.D. in Chemistry or Biochemistry or closely related field. Post-doctoral or commensurate experience required. Candidate must be able to teach organic chemistry. Applicant must have a strong record of research. Associate Professor/Professor: In addition to all of the required qualifications for an Assistant Professor, the candidate must have a record of serving as principal investigator for externally funded research, have a record of professional service, have a strong record of student mentoring, research publications, and a demonstrated ability to develop a strong extramurally funded program. Preferred Qualifications: Candidate can mentor biochemistry students, has expertise that complements the departmental research mission, has active funding that would transfer to Texas State, and has the potential to perform high impact research. Apply To: Laurie Ellis, Department of Chemistry and Biochemistry. Additional application material: Applicants should also submit a cover letter that clearly indicates the job posting and the rank for which you are applying. Submit an outline of research plans, a one page description of qualifications and experience to teach organic chemistry, undergraduate and graduate transcripts. Review of applications begins October 15, 2011. CHEMISTRY AND BIOCHEMISTRY, ASSISTANT OR ASSOCIATE OR PROFESSOR (POSITION# 2012-10). Required Qualifications: Assistant Professor: A Ph.D. in Chemistry or Biochemistry or any of the physical or biological sciences. Post-doctoral or commensurate experience required. Candidate must be able to teach quantitative analysis, instrumental analysis and graduate analysis courses. Applicant must have a strong record of research. Associate Professor/Professor: In addition to all of the required qualifications for an Assistant Professor, the candidate must have a record of serving as principal investigator for externally funded research, have a record of professional service, have a strong record of student mentoring, research publications, and a demonstrated ability to develop a strong extramurally funded program. Preferred Qualifications: Candidate can mentor biochemistry students, has expertise that complements the departmental research mission, has active funding that would transfer to Texas State, and has the potential to perform high impact research. Apply To: Laurie Ellis, Department of Chemistry and Biochemistry. Additional application material: Applicants should also submit a cover letter that clearly indicates the job posting and the rank for which you are applying. Submit an outline of research plans, a one page description of qualifications and experience to teach analytical chemistry. Review of applications begins October 15, 2011. COMPUTER SCIENCE, ASSISTANT PROFESSOR (POSITION # 2012-13). Required Qualifications: Applicants must have completed all requirements for a Ph.D. with specialization in Software Engineering by the start of employment. A demonstrated record of excellence in research, potential for excellence in external funding, teaching and service, and effective oral and written communication are essential. Apply To: On-line submission of all application materials is required to the URL http://www.cs.txstate.edu/recruitment/faculty_recruit.php. Additional application material: Applicants should also submit a cover letter, a statement of teaching, and a statement of research interests. Review of applications begins October 1, 2011 and will continue until the position is filled. COMPUTER SCIENCE, ASSISTANT OR ASSOCIATE OR PROFESSOR (POSITION # 2012-24). Required Qualifications: Applicants at the rank of Assistant Professor must have completed all requirements for a Ph.D. in Computer Science, Computer Engineering, or closely related field by start of employment. A demonstrated record of excellence in research; potential for excellence in external funding, teaching and service; and effective oral and written communication are essential. Applicants at the rank of Associate Professor must hold an earned Ph.D. in Computer Science, Computer Engineering, or closely related field. A sustained record of excellence in research, a record of successful external funding and supervision of student research, demonstrated excellence in teaching and service, and effective oral and written communication are essential. Applicants at the rank of Professor must hold an earned Ph.D. in Computer Science, Computer Engineering or closely related field. A sustained record of excellence in research, external funding, teaching and service; a record of successful supervision of Ph.D. students and student and faculty mentoring; and effective oral and written communication are essential. The successful applicant will receive the appropriate rank and title based on university and department established standards. Apply To: On-line submission of all application materials is required to the URL http://www.cs.txstate.edu/recruitment/faculty_recruit.php. Additional application material: Applicants should also submit a cover letter, a statement of teaching, and a statement of research interests. Review of applications begins January 6, 2012 and will continue until the position is filled. INGRAM SCHOOL OF ENGINEERING, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-22). Required Qualifications: An earned doctorate in Industrial Engineering or a closely related discipline (at least one of the candidateâ&#x20AC;&#x2122;s degrees should be in Industrial Engineering). Good oral and written English language skills. For consideration at the Associate Professor level, candidates must meet the requirements for that rank as established by the department. These requirements include an established program of funded research, publications in refereed journals, and demonstrated excellence in teaching and service. Preferred Qualifications: Candidates with specializations in Human Factors are preferred, but strong candidates in Operations Research, Agent Based Simulation, and Quality and Reliability with research applied to Supply Chain Engineering, Green and Sustainable Systems, Lean Manufacturing, Health Care Systems, National Security, and Transportation are also encouraged to apply. Multiple degrees in Industrial Engineering. Postdoctoral or industrial experience. Professional certification, field experience, and prior teaching experience. Proven ability as an effective teacher in an academic environment. Apply To: IE Search Coordinator Ingram School of Engineering, e-mail submittals may be sent to engineering@txstate.edu. Additional application material: Applicants should also submit a cover letter, one-page statement of teaching and research interests. Review of applications begins December 2, 2011 and will continue until the position is filled. ENGINEERING TECHNOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2012-21). Required Qualifications: A doctoral degree in Mechanical Engineering, Manufacturing Engineering, Industrial Engineering, or another closely related degree. An undergraduate degree in Mechanical Engineering, Manufacturing Engineering, Industrial Engineering, or a closely related degree. Candidates with a degree(s) in Mechanical Engineering and with demonstrable academic and/or industrial experience in metal casting will be given priority. The successful candidate must possess good oral and written English language skills. To be considered for the rank of Associate Professor, candidate must meet the requirements for an associate professor at Texas State University-San Marcos. Preferred Qualifications: Professional certification(s) and/or licensure, field experience in the metal casting industry, and prior teaching experience. Research interests in one or more of the contemporary and upcoming research areas in metal casting, materials engineering, and/or manufacturing processes, etc. Apply To: Dr. Vedaraman Sriraman, Chair, Search Committee, Department of Engineering Technology. Additional application material: Applicants should also submit statement of teaching philosophy and research interests. Review of applications begins November 10, 2011 and will continue until the position is filled.

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In response to continued enrollment growth FGCU announces the search for highly qualified applicants to fill the following positions: Administrative Services Assistant Vice President, Administrative Services, Req. #1495

Faculty Positions

Academic Affairs Associate Vice President of Research & Graduate Studies, Req. #1493 Interdisciplinary Environmental Studies, Assistant Professor, Req. #1453 Interdisciplinary Environmental Studies, Instructor I, Req. #1454

Library Services Digital Projects, Assistant/Associate Librarian, Req. #1256

Lutgert College of Business Accounting, Assistant Professor, Req. #1434 Alico Chair in Financial Management & Planning, Eminent Scholar, Req. #1425 Computer Information Systems, Assistant Professor (2 positions), Req. #1413 Economics, Instructor I, Req. #1433 Management, Assistant Professor, Req. #1415

College of Education Clinical Coordinator, Req. #1485 Curriculum & Instruction, Assistant Professor, Req. #1479 U.A. Whitaker College of Engineering Environmental Engineering, Assistant Professor, Req. #1484

College of Health Professions Athletic Training, Instructor I/Assistant Professor, Req. #1419 Community Health, Assistant/Associate Professor, Req. #1420 CRNA, Instructor I, Req. #1422 Director, School of Nursing, Associate/Full Professor, Req. #1289 Health Services Administration, Instructor I/Assistant/Associate Professor, Req. #1426 Nursing, Assistant/Associate Professor (3 positions), Req. #1418 Nursing, Instructor I, Req. #1430 Nurse Practitioner, Assistant/Associate Professor, Req. #1429 Social Work Field Coordinator, Instructor I, Req. #1424

College of Arts & Sciences Acting, Assistant Professor, Req. #1480 American Literature (Modernism), Assistant Professor, Req. #1464 18th Century British Literature, Assistant Professor, Req. #1461 Composition, Instructor I (2 positions), Req. #1463 Anthropology, Instructor I, Req. #1476 Anthropology/Archaeology, Assistant/Associate Professor, Req. #1477 Biology, Instructor I, Req. #1471 Biology - Human, Assistant/Associate Professor, Req. #1470 Biology - Plant Systematics, Assistant Professor, Req. #1473 Chemistry, Assistant Professor (2 positions), Req. #1444 Chemistry, Instructor I (2 positions), Req. #1441 Communication, Instructor I, Req. #1448 Communication – (Internship Coordinator), Instructor I, Req. #1450 Communication, Assistant Professor, Req. #1451 Communication – Public Relations, Assistant/Associate Professor, Req. #1466 Criminal Justice, Assistant Professor, Req. #1439 Environmental Education, Assistant/Associate Professor, Req. #1478 German Language (Literature and Culture), Assistant Professor, Req. # 1465 French, Instructor I, Req. #1462 History, Instructor I, Req. #1457 U.S. Women's History, Assistant Professor, Req. #1458 Director of the Center for Judaic, Holocaust & Human Rights Studies, Associate/Full Professor, Req. #1456 Interdisciplinary Studies/Civic Engagement, Assistant Professor, Req. #1449 Interdisciplinary Studies/Civic Engagement, Instructor I, Req. #1467 Journalism, Assistant Professor, Req. #1468 Mathematics, Instructor I (2 positions), Req. #1446 Mathematics, Assistant Professor (2 positions), Req. #1443 Director, Bower School of Music, Associate/Full Professor, Req. #1472 Musicology/World Music, Assistant/Associate Professor, Req. #1475 Piano/Piano Pedagogy, Assistant Professor, Req. #1474 Philosophy, Assistant Professor, Req. #1452 Physics, Instructor I, Req. #1436 Psychology – Clinical, Assistant Professor, Req. #1460 Psychology – Neuroscience, Assistant Professor, Req. #1459 Political Science, Assistant Professor, Req. #1483 Sociology, Instructor I, Req. #1455 Sea Grass Science, Assistant Professor, Req. #1423 Sustainability Science, Assistant/Associate Professor, Req. #1440 Whitaker Eminent Scholar in Science, Req. #1481 Whitaker STEM Center Director, Associate/Full Professor, Req. #1469 To apply, please visit our website at http://jobs.fgcu.edu and access the Req. # for detailed information and deadline dates. Application materials will only be accepted online. All application materials must be received by the deadline date of the position. Application packages, including additional materials submitted such as videos, tapes, slides, books, etc., are subject to public review under Florida's Public Records law, shall become the property of FGCU, and cannot be returned. Finalists will be required to provide official transcripts. FGCU is an EOE, which has a commitment to cultural, racial, & ethnic communities & encourages women & minorities to apply. It is expected that successful candidates share this commitment.

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Williams

09/19/2011

Williams College has openings in several fields. Unless otherwise noted, the positions are at the assistant professor level for three-year terms, beginning academic year 2012-2013, with the possibility of reappointment and consideration for tenure, although advanced candidates with exceptionally strong records of teaching and research are also invited to apply. Candidates should have the Ph.D. in hand or dissertation completed by time of appointment (exceptions and/or other terminal degrees so noted). Name of department chair or contact and application deadline follow name of field.

A full description for each position, including instructions about where to send materials, can be found at http://dean-faculty.williams.edu/faculty-positions-available/ • ANTHROPOLOGY (James Nolan; Nov. 30) One one-year visiting position in anthropology. • ARABIC (Christopher Bolton; Nov. 1) One three-year visiting position in Arabic, specialization open. • ASIAN STUDIES (Cecilia Chang; TBA) One visiting position in Japanese. • CHEMISTRY (John Thoman; Oct. 4) One tenure-track position in organic/bioorganic chemistry. • ECONOMICS (Peter Montiel; Nov. 30) One tenure-track position in economics for entry level or advanced assistant professor level, fields open but special interest in economics of East Asia. • ENGLISH (John Limon; Nov. 4) One two-year visiting position specializing in gender and sexuality in U.S. literature and in feminist or queer theory or both - will also teach classes in Women’s Gender, and Sexuality Studies. • FELLOWSHIPS Gaius Charles Bolin Dissertation and Post-MFA Fellowships (Peter Murphy; Nov. 15) See http://dean-faculty.williams.edu/graduate-fellowships/ • GEOSCIENCES (Paul Karabinos; Oct. 31) One tenure-track position in paleontology, paleoecology, stratigraphy, and geobiology. • HISTORY (Chris Waters; Oct. 31) One tenure-track position in the history of the medieval world, focusing on the corpus of medieval European history along with a consideration of the medieval world beyond the European continent and/or a focus that brings the history of the Middle Ages into the early modern period. • MATHEMATICS/STATISTICS (Cesar Silva; Nov. 15) Two tenure-track positions in statistics. • MUSIC (Jennifer Bloxam; TBA) Visiting position in music. • POLITICAL SCIENCE (James Mahon) One tenure-track position in American politics, specializing in race and politics (Sept. 30). One tenure-track position in political theory (Oct. 14). • PSYCHOLOGY (Safa Zaki; Jan. 15, 2012) One one-year visiting position in cognitive psychology. • ROMANCE LANGUAGES (Soledad Fox) One tenure-track position in French language and literature, specialization in fields before the 19th c. (Nov. 15). One three-year visiting position in French language and pedagogy (Nov. 15). • SOCIOLOGY (James Nolan; Sept. 16) One one-year visiting position in sociology. • WOMEN’S, GENDER AND SEXUALITY STUDIES (Kathryn R. Kent; Nov. 1) One tenure-track position in Transnational/Global Sexualities and Queer Studies. Williams College is a coeducational liberal arts institution located in the Berkshire Hills of western Massachusetts with easy access to the culturally rich cities of Albany, Boston, and New York City. The College is committed to building and supporting a diverse population of approximately 2,000 students, and to fostering an inclusive faculty, staff and curriculum. Williams has built its reputation on outstanding teaching and scholarship and on the academic excellence of its students. Please visit the Williams College website (http://www.williams.edu). Beyond meeting fully its legal obligations for non-discrimination, Williams College is committed to building a diverse and inclusive community where members from all backgrounds can live, learn and thrive.

The University of Oklahoma College of Liberal Studies Renewable Term Assistant/Associate Professorship Interdisciplinary Graduate Studies The College of Liberal Studies at the University of Oklahoma welcomes applicants for a renewable term faculty appointment as assistant/associate professor in the college’s graduate interdisciplinary studies programs. Candidate’s area of expertise must lie in one of the program tracks offered through the College, including administrative leadership, criminal justice, prevention science, museum studies, human/health services administration, or integrative studies. Ph.D. qualification is required and applicants whose degree, work, and experience is strongly related to one of the specific program areas in the College are invited to apply. Preference will be given to applicants with an interdisciplinary background, experience teaching in an online environment, and a record of pedagogical and scholarly activity. Targeted start date negotiable but preferred in January, 2012. Candidates must have completed their terminal degree by start of the appointment. Primary duties will include teaching graduate and undergraduate interdisciplinary core courses, courses in the specific program area of the candidate’s expertise, directing and supervising research and theses, serving on comprehensive committees, participating in ongoing curricular oversight, and all other duties commensurate with a regular faculty appointment. Salary commensurate with experience. The College of Liberal Studies serves non-traditional students by offering the highest quality interdisciplinary bachelor and master degree programs via onsite, online, or independent study delivery systems. Majority of the teaching load is in online degree program, with hybrid and face-to-face teaching as needed. Applications, including a cover letter, curriculum vitae, transcript, teaching portfolio (if available), three letters of reference, and a chapter-length writing sample, should be sent to Dr. Martha L. Banz, Associate Dean, College of Liberal Studies, 1610 Asp Avenue, Suite 108, University of Oklahoma, Norman, OK 73072-6405. Electronic Word applications will be accepted via email to sgannon@ou.edu. Appointment is contingent on program approval and available funding. The committee will begin reviewing applications on September 15, 2011, and will continue the process until the position is filled. The University of Oklahoma is an Equal Opportunity/Affirmative Action employer, committed to cultural diversity and compliance with the Americans with Disabilities Act. Women and minorities are strongly encouraged to apply. For more information regarding the University of Oklahoma and the OU College of Liberal Studies, please visit the following website: http://www.ou.edu/cls/

Miami University is an EOE/AA employer with smoke-free campuses. Right to Know - Consumer Information http://www.miami.muohio.edu/about-miami/publications-and-policies/student-consumer-info/. Hard copy upon request. Mass Communication: clinical position to teach TV production. Contact Howard Kleiman [kleimah@muohio.edu]. Mathematics: Asst Prof, two positions, and Lecturer, two positions. Contact Patrick Dowling [dowlinpn@muohio.edu]. Physics: Garland Asst Professorship in Experimental Biophysics. Please visit our website [www.muphysics.org] for complete application details. Political Science: Prof and Dept Chair. Contact: Laura Neack, [neacklj@muohio.edu] or visit the department website [www.muohio.edu/politicalscience]. Psychology (clinical): Asst Prof. Contact: Terri Messman-Moore, [messmat@muohio.edu] or visit the department website [www. muohio.edu/psychology/].

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OPENINGS FOR 2012-2013 Loyola Marymount University is currently seeking applications for the following faculty positions, which will be available in Fall 2012. All positions listed are tenure-track and at the Assistant Professor levels unless otherwise specified. Salaries are competitive and commensurate with background and experience. BELLARMINE COLLEGE OF LIBERAL ARTS Classics and Archeology Department invites applications for a full-time, entry-level, tenure-track position for a Latinist/Archaeologist (approx. 2/3 of courses would fall under the Latinist role). Teaching responsibilities include all levels of Latin language and literature, elementary and intermediate Greek language, and typically one course per semester in Archaeology. Fields of specialization are open; preference will be given to a candidate with solid Latin credentials as well as a background in GrecoRoman and Mediterranean material culture, with an ability to teach one or more courses involving artifacts, art, architecture, and/or the art and archaeology of Rome, Greece or other ancient cities or complexes. Candidates should be prepared to demonstrate and teach cultural awareness of the connections between peoples of the ancient classical world in Europe, Africa and Asia in order to broaden our students’ awareness of the interactions of the Classical traditions beyond Greece and Italy. A PhD is required. Applicants should send a letter of application, curriculum vitae, three letters of recommendation, a statement of teaching philosophy that includes a discussion of how the candidate would approach teaching a diverse group of students, and a writing sample (25 pages max.) such as a dissertation/book chapter or journal article to Prof. Matthew Dillon, Chair, Department of Classics and Archaeology, Suite 3700, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA 90045. The application deadline is December 1, 2011. History Department invites applications for a full-time, entry-level, tenure-track position in the history of the Atlantic World, with a focus on North America. We are especially interested in applicants who work on crosscultural encounters and trans-national phenomena such as slavery, commercial networks, migration and empire, and/or whose work includes a relevant secondary field such as Caribbean history. Teaching responsibilities include Global Encounters (world history since 1500); a one-semester lower division survey course on Early America; and upper division courses in the history of early North America and the candidate’s area of specialization. History Department faculty members also have opportunities to list courses in interdisciplinary programs such as American Cultures, Women’s Studies, African-American Studies, Catholic Studies, and Environmental Studies. PhD is required. Applicants should send a letter of application, curriculum vitae, three letters of recommendation, a list of upper division courses that might be offered, a statement of teaching philosophy that includes a discussion of how the candidate would approach the teaching of a diverse group of students, and a writing sample such as a dissertation chapter or a journal article, to Prof. Amy Woodson-Boulton, Chair, Atlantic World Search Committee, Department of History, 1 LMU Drive, Los Angeles, CA 90045. The application deadline is Nov. 4, 2011. Philosophy Department seeks an Assistant Professor, tenure track, beginning Fall 2012. 3 classes/semester (2 preps); Undergraduate and MA-level teaching; AOS: High Medieval Philosophy; AOC: Open; As a pluralistic philosophy department that values and respects a broad range of intellectually diverse perspectives and scholarship, we seek applicants who will add to our diversity and who wish to contribute to the broad Catholic tradition of philosophical inquiry. For purposes of reappointment, tenure, and promotion, special emphasis is placed on scholarly achievement, teaching effectiveness, and service to the department, College and University. A PhD in Philosophy prior to appointment strongly preferred, advanced ABD considered. Salaries are competitive. Applicants should submit a complete dossier, including (1) a letter of application including a clear statement of how their research and

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teaching experiences match this position, and plans for research in a liberal arts environment, (2) a curriculum vitae including teaching experience and publication record, (3) evidence of teaching effectiveness, (4) a writing sample not to exceed 25 pages and (5) three confidential letters of recommendation to Dr. Daniel Speak, Search Committee Chair, Philosophy Department, Loyola Marymount University, 1 LMU Drive, Suite 3600, Los Angeles, CA 90045. Completed applications must be received by November 25, 2011. Pre-arranged interviews will be conducted at the Eastern Division meeting of the APA in Washington DC, December 28-30, 2011. Women’s Studies Department announces a search for a faculty position at the Assistant Professor level beginning Fall semester 2012. The Department seeks a candidate holding the PhD in Women’s Studies, Environmental Studies, or a social science discipline who specializes in how environmental justice / policy effects minority populations and women. Imperative is the ability to teach feminist ecology and feminist research methods, both within a national and international context. Strong candidates for this position should value and be able to conduct community based learning with underrepresented and/or marginalized minority populations. Desirable areas include ecofeminism, feminist political ecology, environmental studies, post-colonial studies, and women in the Third World. In addition, the Women’s Studies Department places a high priority in developing a multicultural learning environment and inclusive pedagogy in which people from diverse backgrounds can engage in dialogue and foster academic excellence. Candidates must show promise in both research and teaching. Interested applicants are invited to send a curriculum vitae, a statement of teaching and research interests, a writing sample, and three letters of reference by December 1, 2011 to: Professor Stella Oh, Associate Professor and Chair, Department of Women’s Studies, Suite 4400, University Hall, Loyola Marymount University, One LMU Drive, Los Angeles, Ca 90045-2659. Please also send electronic copies of all materials to soh@lmu.edu.

COLLEGE OF BUSINESS ADMINISTRATION Management Department seeks Assistant/Associate Professor of Management with a specialization in Organizational Behavior. Applications are invited for a tenure-track position in Management at the rank of Assistant or Associate Professor. Three or more years prior tenure track teaching is strongly preferred and industry experience is valued. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international travel. At both the Assistant and Associate Levels, a PhD or DBA in Management or a related area is required along with evidence of teaching effectiveness and a record of significant successful research and publication. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. Executive MBA programs) are encouraged to apply. (All employees, as well as candidates for this position, must show employment eligibility verification as required by the U.S. Immigration and Naturalization Service.) Position Available: August 2012. Application Closing Date: November 1, 2011.Salary: Competitive Applicants should send their curriculum vitae, evidence of teaching effectiveness, letters of reference and a sample of research work to Dr. Cathleen McGrath, Chair, Management Department Search Committee, College of Business

Administration, Loyola Marymount University, One LMU Drive, Los Angeles, CA, 90045. Email submissions to cmcgrath@lmu.edu are encouraged. Marketing and Business Law Department anticipates at least one tenure track faculty position in Marketing at the rank of Assistant or Associate Professor for Fall 2012. Candidate Credentials: Selected candidates must have a PhD in Marketing from an AACSB accredited school by September 2012. The successful candidate will be a person with the commitment and skills required for a successful career in research and teaching. We seek a candidate who has strong research skills regardless of the marketing sub-area. The candidate’s research agenda should be managerially focused and lead to publications in top journals. Loyola Marymount University requires excellence in teaching, as well as research. Therefore, strong teaching credentials or compelling evidence of potential at the undergraduate and MBA levels is required. Teaching loads are 2-3 for the first year and 3-3 thereafter. An appreciation for the importance of a liberal arts education in the Jesuit tradition is desirable. The School of Business is AACSB-accredited and offers undergraduate, MBA, and Executive MBA programs. The MBA program was recently ranked among the top part-time MBA programs by Business Week. Consideration of applicants will begin immediately; however, applications will be accepted until the position is closed. To be considered for interviews at the AMA Conference in San Francisco, applicants should submit, via email, a letter of application, vita, and the names of three references. Submit materials to: Dr. Mark Leach, Co-Department Head and Professor, Department of Marketing and Business Law, Loyola Marymount University, College of Business Administration, mleach@lmu.edu.

COLLEGE OF COMMUNICATION AND FINE ARTS Communication Studies Department seeks applicants for 2 entry-level, tenure-track positions, beginning Fall 2012, in the areas of 1.) New Media Communication and 2.) Relational Communication. The Communication Studies Department is one of the largest undergraduate programs at LMU, with approximately 500 majors. In keeping with LMU’s Mission, our department emphasizes the ethical and effective deployment of communication in pursuit of a more just and humane world. We also strive to help students foster the knowledge and skills necessary to develop more satisfying personal and professional relationships. Our faculty are committed to scholarship and service projects that support our Mission and reflect a critical orientation toward the discipline. We are committed to developing a culturally diverse environment for our faculty and students. Position 1: The New Media Communication position requires expertise in, and a critical orientation toward, one or more of the following areas: history of media, evolution of new media technology, global/transnational dimensions of new media, new media literacies (particularly visual communication), new media and organizational communication, new media and religious discourse, and/or new media and political communication/social movements. Applicants for Position 1 must have a PhD in Communication Studies or a related discipline in hand at the time a contract is offered; for those with degrees in other disciplines, the ability to address a communication studies oriented approach to New Media is essential, and must be supported by evidence in course syllabi, statement on pedagogy, and scholarship. Position 2: The Relational Communication position requires expertise in a critical/cultural perspective of gender, sexuality, race, ethnicity, class, and religion in interpersonal, familial, and/or organizational contexts, with the ability to develop/teach courses in one or more of the following areas: communication and relationships, family communication, diversity and identity politics, conflict management, leadership, qualitative and/or quantitative research methods (e.g., survey research). Applicants for Position 2 must have a PhD in Communication Studies with expertise in Relational Communication in hand at the time a contract is offered. For Both Positions: The successful candidate for each position will be required to teach elective and/or required courses in her/his area of expertise; teach one or more of the following required major courses: communication theory, rhetorical criticism, qualitative methods, and/or quantitative

methods (e.g., survey research); participate in the development, implementation and teaching of the University Core Curriculum and a new curriculum for our major in order to meet the evolving curricular requirements of the department and the university. Applicants who have not yet completed their PhD must demonstrate progress toward completion at the time of application. The successful candidates will be committed to a balanced professional life of teaching/advising, scholarship, and service. At least two years of accomplished teaching in the relevant area of expertise is expected. Additionally, the successful candidate will be committed to ongoing, quality scholarship demonstrated by an established record of competitively selected conference papers, manuscript submissions to peer reviewed outlets, and/or peer reviewed publications. Evidence of effective service to academic and other communities is valued. Completed applications will be reviewed beginning October 14, 2011 and will continue until the position is filled. For full consideration, applicants should ensure that all materials are received by October 21, 2011. A complete application portfolio requires: 1) a letter of application; 2) current curriculum vitae; 3) official transcripts and if the candidate has not completed her/his PhD, verifiable evidence of progress toward completion; 4) a chapter or other substantial portion/sample from her/his dissertation; 5) copies of teaching evaluations (including qualitative comments) reflecting at least 2 years of demonstrated accomplishment in teaching, and a statement of teaching philosophy; 6) sample syllabi related to this position; 7) evidence of scholarly activity, including copies of competitively selected conference papers, manuscript submissions, and/or actual publications (additional evidence of scholarly activity may be submitted for consideration); and 8) at least three letters of reference. Application materials for the New Media Communication position should be sent to: Dr. Michele L. Hammers, Search Committee Chair for New Media Communication, Department of Communication Studies/Foley Building, 1 LMU Drive, MS 8231, Los Angeles, CA 90045. Inquiries or comments should be directed to Dr. Hammers via e-mail at: mhammers@lmu.edu. Application materials for the Relational Communication position should be sent to: Dr. Paige P. Edley, Search Committee Chair for Relational Communication, Department of Communication Studies/Foley Building, 1 LMU Drive, MS 8231, Los Angeles, CA 90045. Inquiries or comments should be directed to Dr. Edley at: pedley@lmu.edu. Department of Theatre Arts and Dance, Dance Program, offering a BA degree in Dance, invites applications for the position of Assistant Professor. The position will begin in the Fall Semester, 2012. The position will involve: (1) teaching 1.1 dance technique: Modern Dance (beginning through advanced) and one other dance or somatics movement form. 1.2 dance composition/choreography. 1.3 dance studies: dance media & technology; dance cultures (anthropology, cultural studies), dance history, aesthetics, dance appreciation for non-majors. (2) choreography and direction-production management for dance concerts, musicals and festivals. (3) supervision of internships and senior theses. (4) media, web, and other technological engagement. (5) planning and implementation of LMU and community outreach events. (6) academic and career advising. (7) participation in social justice/intercultural/ pedagogy workshops and events. The Dance Program serves over 100 dance majors as well as dance minors, liberal studies majors (elementary education) and the general student population. LMU grants the BA degree in Dance. Dance majors are primarily female. Students and faculty come from increasingly diverse backgrounds: ethnic, socio-economic, sexual orientation, and age, among others. The LMU Dance Program cultivates many points of view and seeks to prepare dance students to be artistically and intellectually awake, responsible, and versatile integrating body, mind, and spirit in a variety of creative experiences (dancing, writing, reading, thinking, speaking, giving service). Careers of LMU graduates (some with graduate study) include, but are not limited to: professional performance and choreography; studio and preK-12 teaching; physical therapy and physical training; nursing; medicine; law; business; filmmaking; and social justice work. Faculty will be expected to play an active role in recruitment and retention of students, coordination and direction of student concerts and festivals, and development of school to career paths for dance majors as well as other continued

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curricular and co-curricular projects. The ideal candidate will demonstrate content mastery, artistic accomplishment, and teaching expertise, as well as active work in areas of social justice, the role of dance in community building experience, and the role of dance in politics and culture as well as in wellness and healing. Required: 1) Degree of MFA or PhD (or the equivalent); 2) Three years prior teaching experience (full-time preferred) and 3) Professional experience (creative or scholarly) – national or international level preferred. Preferred: Certification in Pilates, Yoga, and /or Laban Movement Analysis. SEND (1) Letter of application, (2) curriculum vitae, (3) three letters of recommendation, (4) short narrative that captures teaching philosophy and artistic-research agenda, (5) carefully labeled DVD of artistic work, and (6) evidence of teaching accomplishment demonstrated through student and/or peer teaching evaluations, syllabi or other course materials. (Materials will not be returned to candidate.) Professor Judith M. Scalin, Dept. of Theatre Arts & Dance: Dance Program - Chair, Search Committee ATTN:Ms. Reina Cabebe, Administrative Assistant, Dance Program, Loyola Marymount University, 1 LMU Drive, MS 8346, Los Angeles, CA 90045-2659. Priority will be given to applications received by December 15, 2011. Closing date: received by January 15, 2011. Theatre Arts and Dance Department, Theatre Arts Program, offering a BA degree in Theatre Arts and a BA degree in Dance, invites applications for a Tenure Track position at the rank of Assistant Professor. The position will begin in the Fall Semester, 2012. The Department of Theatre Arts and Dance is a cogoverned department granting separate degrees in Theatre Arts and Dance. Theatre Arts and Dance share performance facilities and production faculty and staff. Design and implementation of curricular and cocurricular goals reside, for the most part, within the individual Programs. The Department is strongly committed to the Mission of the University and has a special concern for issues of social justice and the dialogue between faith, culture, and the arts. The Department serves a diverse population of students. The Theatre Arts Program serves over 150 majors, as well as Theatre Arts minors, and the general student population. The Dance Program serves over 120 dance majors, as well as Dance minors, and the general student population. Students and faculty come from increasingly diverse backgrounds: ethnic, socio-economic, sexual orientation, and age, among others. The Department of Theatre Arts and Dance is committed to enhancing diversity and creating an inclusive learning and working environment. Required qualifications include: -A terminal degree in design or the professional equivalent. -Evidence of a high level of professional design and continuing artistic accomplishment. -Three years minimum teaching experience at the undergraduate level. Desired qualifications include: -Membership in Professional Unions. The position requires the professor to: (1) Teach courses in Costume Design, Stagecraft, Introduction to Theatre Design, History of Costume, and other courses according to the candidate’s areas of expertise and the Department’s needs. Preference will be given to candidates who are able to teach courses that integrate diverse cultures, content, and issues, and who are able to teach students from a wide range of cultural and educational backgrounds. The candidate will also be expected to advise undergraduate majors. Design costumes for productions in the Department of Theatre Arts and Dance. Collaborate with faculty designers and staff, guest artists, and students to execute timely and efficient delivery of designs from initial concept to performance. Mentor student designers for Theatre Arts and Dance, including but not limited to, design and execution of costumes for department productions and preparing students for graduate school and professional work. (2) Maintain ongoing scholarly engagement in publication and/or creative work in order to be considered for retention, promotion and tenure. The university places high value on

faculty who are able to involve students in their scholarly and creative work. (3) Engage in service at the university, college, and department level, as well as in the field. SEND: (1) Letter of application, (2) curriculum vitae, (3) design portfolio, and (4) a minimum of three letters of recommendation: Katharine Noon, chair, Search Committee, ATTN: Jeanine Connor, Administrative Assistant, Theatre Arts Program, Loyola Marymount University, 1 LMU Drive, MS 8210, Los Angeles, CA 90045. Priority will be given to applications received by December 1, 2011. Applications will not be accepted after December 15, 2011.

FRANK R.SEAVER COLLEGE OF SCIENCE AND ENGINEERING Health and Human Sciences Department (HHS) is seeking applicants for an assistant/associate, tenure-track professor. Candidates should have an earned doctorate in a kinesiology, exercise science, or related field, with teaching interest and experience in curriculum supporting the health and human sciences major or the athletic training education program, possibly including biomechanics, kinesiology, motor development, motor learning, or pathology is desirable. Successful candidates are expected to develop or continue an active research program that will incorporate undergraduates in the research process with priority given to research expertise in any of the following fields: exercise as a mode of chronic disease prevention or treatment, biomechanics, motor learning or development, and rehabilitation in sports medicine. Applicants will be prioritized based on research interests that complement the work of existing faculty. Candidates will also be expected to advise students of diverse populations on their academic and professional aspirations as well as participate in department, college, and university service. The University and the HHS Department have a strong commitment to cultural and ethnic diversity within the faculty and student body. Applicants who have experience or interest in this area are asked to highlight this in their application. Send curriculum vitae, teaching philosophy, research philosophy, and three letters of recommendation by January 15th to: Dr. Sarah Strand, 1 LMU Drive, MS 8160, North Hall 209, Los Angeles, CA 90045.

SCHOOL OF EDUCATION Educational Support Services Department is accepting applications for a tenure-track position as Assistant or Associate Professor in Multicultural Counseling beginning Fall 2012. Desired qualifications include an earned doctorate in Counselor Education, Counseling Psychology, or a related area by August 2012. In addition, the Counseling Program is seeking a scientistpractitioner whose scholarly and teaching interests fit with the University and School of Education mission of offering multicultural and social justice education. The Counseling Program offers five specialization tracks, all of which lead to a Master of Arts in Counseling: College and University Counseling, Community Mental Health Counseling, Doctoral Preparatory, Multicultural and Social Justice Counseling, and School Counseling. These specialization tracks were newly created to offer a cutting-edge and innovative approach to counselor training http://soe.lmu.edu/counseling. Mail or email a letter of application addressing the above desired qualifications, current curriculum vita, selected publications, and three letters of recommendation to: Nicholas Ladany, PhD, Chair, Search Committee, Loyola Marymount University, School of Education, 1 LMU Drive, Los Angeles, CA 90045-2659. Inquiries and nominations are welcome by either phone (310-258-5591) or email Nicholas.Ladany@lmu.edu. Review of applications will begin November 30, 2011.

Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five Marymount institutions. It serves 5,500 undergraduates and over 2,500 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and Law. Loyola Marymount seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity institution that actively works to promote an intercultural learning community. Women and minorities are encouraged to apply. Visit www.lmu.edu for more information.

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SCHOOL OF HUMANITIES AND SOCIAL SCIENCES Associate Dean ASSISTANT PROFESSORSHIPS INTEGRATIVE ECOLOGY, EVOLUTION AND/OR BEHAVIOR Princeton University's Department of Ecology and Evolutionary Biology plans to hire individuals at the level of tenure-track Assistant Professor. We have broad interests in ecology, evolution, behavior, functional biology, conservation biology, disease and biogeochemistry; a common appreciation of theory, natural history and evolutionary thinking unites the Department. We seek applicants who pursue research that aims for significant conceptual and/or empirical integration across traditional disciplinary boundaries and who have a strong commitment to teaching. It is possible that an appointment may be joint with the Princeton Environmental Institute, especially if the applicant’s research focuses on problems of global or environmental change. Applicants should write a vision statement, no longer than two pages, that outlines the conceptual dimensions of one or more major unsolved problems in their field and how their approach will contribute to solving them. The vision statement should be more than a summary of the applicant’s prior and current research. Applications, including the vision statement, curriculum vitae, three reprints and contact information for three references, should be addressed to Simon Levin, Search Committee Chair, and submitted online via http://jobs.princeton.edu, req# 0110505. Screening of applications will begin 12 September 2011. Princeton University is an equal opportunity employer and complies with applicable EEO an affirmative action regulations.

HVAC Prev. Maint. Technician FT position responsible for reliability of HVAC systems through effective & timely performance of quality preventative maintenance services. Performs basic troubleshooting & maintenance on large commercial/industrial HVAC systems up to 200 tons. Qualifications: High school diploma or GED. Min 2 yrs industrial/commercial HVAC Preventative Maintenance exp. Exp in routine PM & basic repair of large commercial/industrial HVAC equipment, including reciprocal & centrifugal compressors, pneumatic & electrical controls, air handling units, & hot water boilers. Ability to understand written PM instructions & drawings. Skilled in the operation of light trucks & vans. Ability to lift & carry heavy bulky objects up to 50 lbs. Acceptable background check req’d. Visit our website www.gtcc.edu for more information & application. Open until filled. EOE

Millersville University invites applications for the position of Associate Dean of the School of Humanities and Social Sciences. Millersville University, founded in 1855, is one of the 14 institutions of the Pennsylvania State System of Higher Education. As a student-centered institution, the University is highly regarded for offering quality instruction and its strong commitment to the principles of client services and diversity. Nationally ranked as one of the top regional public institutions of higher learning by U.S. News & World Report, Millersville is also listed among Kiplinger’s 100 “best value universities” in the nation. The University has an honored history of providing excellent teacher education, outstanding programs in science and technology, and a strong liberal arts curriculum in the arts, sciences, and humanities. The University enrolls 8,000 undergraduate and graduate students, and employs 615 staff and 350 full-time faculty. Located in historic Lancaster County, the campus is within three hours drive of numerous cultural and recreational opportunities in the cities of Baltimore, Philadelphia, Washington, New York, the Pocono Mountains, and the Atlantic Ocean beaches. Because of its economic diversity, Lancaster County is one of the most prosperous counties in the country. For more information, visit the Millersville University web page at www.millersville.edu. The largest academic unit within Millersville University, the School of Humanities and Social Sciences consists of 14 departments, four interdisciplinary programs, about 2,500 students and nearly 200 faculty. The School is student-centered and committed to innovative curriculum and pedagogy along with commitments to community based research and engagement and scholarly pursuits appropriate to a regional public comprehensive university. The School demonstrates a commitment to equity and diversity in values and actions. Reporting directly to the Dean of the School, the Associate Dean is involved in a range of assignments in support of learning outcomes assessment, program accreditation (ACBSP, AACSB, CWSE, NASAD, NASM), implementation of retention initiatives and strategic plans, as well as day-to-day operations of the school. The Associate Dean and Dean work with department/program chairs to develop and implement strategic directions, manage resources, in faculty, curriculum and resource development, and planning and assessment. The Associate Dean gathers and maintains data needed for planning, reporting, and preparation of university and system reports. The Associate Dean provides academic services to students and works with other divisions and academic units to resolve problems that arise. The Associate Dean supports collaboration among interdisciplinary programs, and represents the School and the Dean in the Dean’s absence. The Associate Dean assists with writing proposals and grants, assists in fund-raising, and supports the development of relationships with external constituencies. Required: • Terminal degree in an academic discipline represented in the School. • Demonstrated experience teaching at full or senior associate rank and three or more years as department chair or equivalent leadership experience in higher education. • Experience in: • Developing innovative approaches to program planning and curriculum-based learning outcomes • Strategic planning and developing new models for program and curriculum development • Meeting accreditation guidelines/expectations of one or more of the accredited programs in the School • Maximizing faculty resources • Managing faculty load through effective scheduling • Balancing the needs of programs with the delivery of general education and • Effective integration of technology and learning. • Record of success in: • Entrepreneurial approaches to program development and support • Developing collaborative, collegial relationships with multiple and competing constituencies • Detail-orientation with strong organization, data management and reporting skills • Developing and implementing retention efforts • Mediating student problems/complaints • Identifying problems and implementing effective solutions. • Demonstrated commitment to: • Promoting scholarship and faculty professional development • Equity and diversity • Shared decision-making. • Excellent written and verbal communication and successful campus interview. Preferred: Earned doctorate in Business or Economics or MBA from accredited institution. Experience: with AACSB accreditation expectations/guidelines; building and supporting interdisciplinary programs and initiatives. Track record of effective grant writing and resource development activities. Demonstrated administrative experience in collective bargaining environment. Demonstrated ability to meet multiple and simultaneous demands of large and complex organization Preferred starting date January 2, 2012; later start date is negotiable. Salary is competitive and dependent upon qualifications and experience. Full consideration given to applications received by October 3, 2011. To apply, go to https://jobs.millersville.edu and create a staff application. A cover letter, resume; and the names, addresses, and telephone numbers of three professional references will be required. EO/AA Institution • www.millersville.edu

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A Maryland University of National Distinction

TENURE TRACK POSITIONS For ACADEMIC YEAR 2012-2013 Salisbury University is a comprehensive regional university emphasizing undergraduate and graduate liberal arts, sciences, pre-professional and professional programs. For the past several years, the University has achieved national recognition for the quality of its facilities, students, and academic programs. Salisbury University is a member of the University System of Maryland and enrolls approximately 8,300 students in four endowed schools. Salisbury University is located on the Eastern Shore of Maryland near the metropolitan areas of Baltimore, Washington D.C., and Philadelphia. Close proximity to the Chesapeake Bay and Atlantic Ocean beaches is a plus. Applicants are sought for the tenure-track positions listed below which are assigned to the Salisbury, Maryland campus, unless otherwise noted. For more information including full job descriptions, please visit our Website: http://www.salisbury.edu/hr/jobs/default.asp?asearch=faculty If ABD is an acceptable requirement for the position, the candidate would be hired at the rank of Instructor, with the expectation that the candidate complete their doctoral degree in a timely manner. ABD acceptability and time to completion of the doctoral degree varies by position and will be noted. Assistant Professor primary duties include, but are not limited to: teaching undergraduate and/or graduate courses, academic advising, scholarship, and university service. Supervision of students in internships and undergraduate research may also be expected in some positions. Candidates must demonstrate an effective teaching style that supports a diverse student body. Successful candidates must furnish proof of eligibility to work in the U.S. All positions begin mid-August 2012, unless otherwise noted. Applications will be accepted via Salisbury University’s Online Employment Application System. Please visit our website http://www.salisbury.edu/HR/Jobs/default.asp to apply online. See the FAQs of the Online Employment Application System for more information and instructions. To be considered an applicant you must apply online and submit all of the required documents for the position. All documents that you wish to provide must be attached to your application in the Online Employment Application System. Please do not send any other documents via E-mail. Review of applications will start the end of October and continue until the position is filled. Salisbury University has a strong institutional commitment to diversity and is an Equal Opportunity/Affirmative Action employer, providing equal employment and educational opportunities to all those qualified, without regard to race, color, religion, national origin, gender, marital status, disability, genetic information, or sexual orientation.

TENURE TRACK POSITIONS: Fulton School of Liberal Arts • Assistant Professor of French (Ph.D. and native/near-native fluency) • Assistant Professor Political Science/Environmental Studies (Ph.D. in Political Science by August 2012. ABD near completion will be considered, but the doctoral degree must be completed before the date of hire.) • Assistant Professor Psychology (Ph.D. Psychology) • Assistant Professor History Colonial America (Ph.D. or ABD in History. If ABD; with the expectation that candidate complete doctoral degree in a timely manner.) Henson School of Science and Technology • Assistant Professor Biology (Ph.D. in a relevant area of Biological Sciences, evidence of potential for excellence in teaching and research and fluency in English are required. If ABD; doctoral degree must be completed before date of hire.) • Assistant Professor Physics (Ph.D. Physics) Seidel School of Education and Professional Studies • Assistant/Associate Professor Social Work (Ph.D. or MSW in Social Work or related field. If MSW; with a minimum of 2 years post-MSW professional practice experience) • Assistant Professor Social Work (Ph.D. or ABD in Social Work or related field. If ABD; with expectation doctoral degree completed within one year of contract date.) • Assistant Professor Education Learning & Assessment (Ph.D. or Ed.D. in Education or related field. Experience in P-6 education in relevant roles; Area of Specialization: Educational Foundations/Assessment) • Assistant/Associate Professor Education Literacy/Creative Arts (Ph.D. in Education or related field. Experience in P-12 education in relevant roles; Area of Specialization: Literacy/Creative Arts Education) • Assistant Professor Education (Ph.D. or Ed.D. in Education or a related field) • Assistant Professor Health and Sports Sciences (Ph.D. required, Health Education or Exercise Physiology discipline preferred) Perdue School of Business • Assistant Professor Finance (Ph.D.in Finance from an AACSB accredited institution. If ABD; near completion will be considered, with the expectation that the candidate completes doctoral degree in a timely manner.) • Assistant Professor Economics/Environmental (Ph.D in Economics. If ABD; near completion will be considered, with the expectation that the candidate completes doctoral degree in a timely manner.)

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Tenure-Track Faculty Position Openings Indiana University invites applications for four faculty positions to begin August 2012. Candidates for all four positions should: 1) have earned a doctorate degree in the field appropriate to each listing or related field before start date; 2) include in their application materials a letter of application, curriculum vitae, and selected samples of scholarly writing (along with additional materials specified for each position). All materials should be sent to the appropriate contact person at the following address: Indiana University, School of Education, 201 North Rose Avenue, Bloomington, IN 47405. Screening of applications will begin October 15th, 2011 and continue until the positions are filled. Open rank faculty position in Counseling Psychology, Counseling and Educational Psychology Department. We are particularly interested in a scientist/practitioner whose research has attracted external funding and who is interested in and qualified for becoming Training Director for the Counseling Psychology PhD program. Research area specialization is open. The successful candidate will take part in professional activities related to the counseling psychology profession and to education as a whole. Questions about the position should be addressed to Dr. Rex Stockton, 812-856-8344 or stocktor@indiana.edu. In addition to the application materials listed above, applicants should submit names and contact information for six references via email to connerc@indiana.edu or by mail to: Rex Stockton, Chair, c/o Charlene Conner, Counseling Search and Screen Committee. Early Childhood Special Education (Assistant Professor), Curriculum and Instruction Department. We seek candidates with scholarly and teaching interests in early childhood and special education. In addition to the application materials listed above, applicants should submit contact information for three references via email to cbuzzell@indiana.edu or by mail to: Dr. Cary Buzzelli, Search Committee Chair, 3208 W.W. Wright Bldg. Social Studies (Assistant Professor), Curriculum and Instruction Department. We seek candidates with scholarly and teaching interests in elementary social studies, multi-cultural education, and curriculum studies. Application materials and 3 letters of reference should be sent to Dr. Terry Mason via email to tmason@indiana.edu or by mail to: Search Committee Chair, 3228 W.W. Wright Bldg.

The University of Oklahoma College of Liberal Studies Renewable Term Assistant/Associate Professorship

Criminal Justice The College of Liberal Studies at the University of Oklahoma welcomes applicants for a renewable term faculty appointment as assistant/associate professor in the interdisciplinary graduate criminal justice program. A Ph.D. in criminal justice, criminology, or public administration is required and applicants whose degree, work, and experience are related to criminal justice, in the broadest sense, are invited to apply. Preference will be given to applicants with an interdisciplinary background, experience teaching in an online environment, and a record of pedagogical and scholarly activity. Targeted start date negotiable but preferred in January, 2012. Candidates must have completed their terminal degree by start of the appointment. Primary duties will include teaching graduate and undergraduate criminal justice courses, directing and supervising research and theses in criminal justice, serving on comprehensive committees, participating in ongoing curricular oversight, and all other duties commensurate with a regular faculty appointment. Secondary responsibilities may include occasional teaching in core interdisciplinary graduate courses. Salary commensurate with experience. The College of Liberal Studies serves non-traditional, adult students by offering the highest quality interdisciplinary bachelor and master degree programs via onsite, online, or independent study delivery systems. Majority of the teaching load is in the online degree program, with hybrid and face-to-face teaching as needed. Applications, including a cover letter, curriculum vitae, transcript, teaching portfolio (if available), three letters of reference, and a chapter-length writing sample, should be sent to Dr. Martha L. Banz, Associate Dean, College of Liberal Studies, 1610 Asp Avenue, Suite 108, University of Oklahoma, Norman, OK 73072-6405. Electronic Word applications will be accepted via email to sgannon@ou.edu. Appointment is contingent on program approval and available funding. The committee will begin reviewing applications on September 15, 2011, and will continue the process until the position is filled. The University of Oklahoma is an Equal Opportunity/Affirmative Action employer, committed to cultural diversity and compliance with the Americans with Disabilities Act. Women and minorities are strongly encouraged to apply. For more information regarding the University of Oklahoma and the OU College of Liberal Studies, please visit the following website: http://www.ou.edu/cls/

Open rank faculty position in Special Education, Curriculum and Instruction Department. The ideal applicant will be a nationally recognized researcher with a highly regarded grant writing and research program. However, the Search Committee will also consider faculty with beginning research programs who demonstrate high promise. In addition to the application materials listed above, applicants should send three letters of recommendation as well as other reference information as desired to: Dr. Jeff Anderson, Search Committee Chair, 3238 W.W. Wright Bldg., or at jander2@indiana.edu. For more detailed job announcements, please visit the following website: http://education.indiana.edu/academicaffairs/Academic Openings/tabid/465/Default.aspx Indiana University is an equal opportunity/ affirmative action employer.

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Founded in 1860, Augustana is a selective, residential, comprehensive (liberal arts and professional) private college that is affiliated with the Lutheran church. Central to its mission are five core values: Christian, Liberal Arts, Excellence, Community, and Service that serve as the foundation for the College’s academic and student life programs. The College consistently receives “top five” rankings in its US News & World Report classification and is routinely ranked a “Great School, Great Price” by the same publication. Augustana has also been named a “Best Midwestern College” by the Princeton Review. The Washington Monthly ranked Augustana No. 6 among 309 baccalaureate colleges in the nation in its 2010 College Ranking according to the contribution it makes to promoting the public good in three areas—social mobility, research and service. Most recently, Forbes’ 2011 college ranking lists Augustana #212 overall in its Top College ranking; #179 among private colleges and #43 in the Midwest. Sioux Falls, located in the southeastern corner of the state just ten miles west of Minnesota, has a population that exceeds 158,000. It continues to be a robust, vibrant, growing and increasingly diverse regional center for education, healthcare, financial services, biofuels, recreation and the arts. The metro area boasts a population of more than 240,000. The region has managed reasonably well in the economic downturn and recently posted an unemployment rate half the national average. In 2010, 92% of residents surveyed in Sioux Falls say the city is a good or excellent place to live, according to the National Citizen Survey, a professional research firm that collects survey data for approximately 500 cities. For seven straight years, Sioux Falls has been identified as “the best small metro for business and careers,” according to Forbes.com (2010).

The College offers over 50 majors and pre-professional specializations within a 4-1-4 academic calendar. Extensive internship, study-abroad, service-learning and undergraduate research programs supplement the curriculum. Civitas, the College’s honors program, provides an environment for students who desire an even more challenging and rigorous intellectual experience. An active co-curricular program, particularly in the performing arts, sets Augustana apart from other colleges in the region. The College’s athletic program competes at the NCAA Division II level.

Augustana seeks faculty who are in support of the mission and values of the College and who have attained a high degree of scholarly competence in their discipline. Professors are expected to be excellent teachers, to stay current in their disciplines, to support and to assist in the life and development of the College, and to serve the wider community. The student to faculty ratio is about 13:1. The normal teaching load is three classes each semester and one class during the interim.

The College enjoys a stable enrollment pattern and consistently enrolls 425 first-year students and approximately 80 new transfer students annually. It serves more than 1,800 full-time and part-time students, primarily of traditional age, from 24 states and 26 countries. For fall semester, 2011, 75% of the first year students ranked in the top third of their graduating high school class. Collectively the class possesses an average high school GPA of 3.6, and an ACT composite score of 25. Recent initiatives to diversify the student body have proven successful as more than 100 international students will be enrolled for the 2011-2012 year. We invite applications for full-time, tenure-track, faculty positions, all at the rank of Assistant Professor, in the following disciplines: BIOLOGY Geneticist/Molecular Biologist

GOVERNMENT American Politics

EDUCATION 1. Special Education 2. Elementary Education

PHILOSOPHY PHYSICS

ENGLISH/JOURNALISM Application Procedure: Each position has specific application procedures. Please refer to our web site at: www.augie.edu/jobs for detailed information. Augustana College is an Equal Opportunity/Affirmative Action/Title IX Employer. Qualified Women and Minority applicants are encouraged to apply. Applicants must comply with the Immigration Reform and Control Act and are required to submit official transcripts upon employment.

Nathan Weiss Graduate College Doctor of Education Program in Urban Leadership Assistant/Associate Professor (Program Coordinator) Kean, a comprehensive New Jersey state University, is committed to excellence and access and to developing, maintaining and strengthening interactive ties with the community. Kean University takes pride in its continuing effort to build a multicultural professional community to serve a richly diversified student population of almost 16,000. The University sits on three adjoining campus sites covering 180 acres, two miles from Newark Liberty International Airport and thirty minutes from New York City. This position is a ten-month, full-time tenure-track assignment at the rank of Assistant/Associate Professor starting immediately. Teaching assignments and related responsibilities may include day, evening, weekend and online courses. Courses are taught at the Union campus but may include assignments at other locations. All faculty are expected to demonstrate a commitment to teaching excellence and an on-going program of research and publication or creative and performance activity. Participation in curriculum development, student advisement and service at the departmental, college and university level is also required. Interest or experience in using advanced instructional technologies to improve the teaching/learning process is highly desirable. All positions are subject to availability of funds, due to financial exigencies. The Program Coordinator of the Doctoral Program in Urban Leadership will be responsible for the development, implementation, oversight and academic leadership of a dynamic leadership program now in its fourth year. The Coordinator will provide vision and oversight for program development fostering collaborative partnerships with faculty and directors/chairs across the Kean University community. In addition to demonstrating a theoretical and practical foundation in the principles and practices of urban leadership as well as its challenges, this position requires a planned record of research and scholarship. The Program Coordinator will lead program development and growth including recruitment; be involved in student mentoring; establish accreditation data reporting systems; increase program strength and efficiencies; and will teach courses within the educational leadership curricula and/or as assigned. Qualifications: Doctoral degree in Educational Administration, Urban Educational Leadership, Early Childhood Education or a related field and two years of professional experience in higher education and/or in an urban leadership position required. Five years of experience is preferred. Additional qualifications include visionary leadership; significant accomplishments in urban education; a track record of research and scholarly works; a work style of consensus building and teamwork; and the ability to interact effectively with a diverse population. Candidate must be able to perform multiple tasks; understand and be able to use technology as a means of communication and recruitment; hold seminars and conferences on pertinent topics related to urban educational issues; work well with students, faculty and administration; and develop urban community relationships that will establish the University as a national leader in the area of urban education. Application: Please send a letter of application, curriculum vita and a 1000 minimum word essay of professional accomplishment in urban education to: Search Committee Chair, c/o Office of the Graduate Dean, Nathan Weiss Graduate College, Kean University, 1000 Morris Avenue, Union, NJ 07083. Candidacy review begins immediately and continues until appointment is made. Professional portfolios will not be reviewed at this time. Candidates are encouraged to include a copy of a published work or a website for viewing by the Committee. Official transcripts for all degrees and three current letters of recommendation are required before appointment. Salary is competitive and commensurate with qualifications and experience. Comprehensive benefits program included. Contingent on Budgetary Approval and Appropriated Funding. Kean University is an EOE/AA Institution

HISPANIC

OUTLOOK

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09/19/2011

4ENURE 4RACK &ACULTY %MPLOYMENT /PPORTUNITIES Subject to Budgetary Approval

PROVOST AND VICE CHANCELLOR FOR ACADEMIC AFFAIRS The University of Arkansas at Little Rock (UALR) seeks a Provost and Vice Chancellor for Academic Affairs. As chief academic officer of the university, this person reports to the Chancellor and provides leadership for instructional, research, and outreach programs of the university. UALR is a doctoral research institution and community-engaged university in the Carnegie categories of institutions of higher education. UALR enrolls a diverse student body of approximately 13,000 students seeking undergraduate and graduate/professional degrees in six colleges and two free-standing schools. The Provost will lead: recruitment, development, and retention of high quality and productive faculty; continued growth of academic/research programs; institutional efforts to assess student-learning outcomes; and will evaluate academic programs on a regular basis. The Provost will: work with the Office of Development in fundraising; encourage and support faculty and staff in their quests for grants and contracts; nurture partnerships with the nearby medical school, two year colleges, the University of Arkansas Clinton School of Public Service and other community organizations and groups. Provost Qualifications â&#x20AC;˘ Appropriate terminal degree and academic experience expected of successful faculty sufficient to be awarded tenure in one of the academic units of UALR. â&#x20AC;˘ Preference given to a person with a record of increasingly significant academic administrative and budgetary responsibility at a similarly classified Carnegie institution that is comparable to, or exceeds, UALRâ&#x20AC;&#x2122;s size, scope, and mission. â&#x20AC;˘ A demonstrated commitment to excellence in instruction, research, and service. â&#x20AC;˘ A record of successful and collegial leadership nurturing of faculty in their quest for excellence, including where appropriate the faculty quest for contracts and grants. â&#x20AC;˘ Demonstrated commitment to the development of students to their fullest potential. â&#x20AC;˘ Capacity and commitment to the development of a diverse student body and faculty. â&#x20AC;˘ Capacity and demonstrated commitment to champion the role of higher education in advancing the economic development of Little Rock, the region and the state. â&#x20AC;˘ Excellent leadership skills, with the capacities to listen and understand, to inspire, and to communicate effectively with multiple audiences in a variety of venues, to facilitate strategic thinking, to delegate, and to collaborate effectively with internal and external partners toward mutual priorities. â&#x20AC;˘ Some preference will be given to a person with an established record of achievement on the national level in an academic discipline or academic administration. Application Requirements sent to colowry@ualr.edu â&#x20AC;˘ Submit electronically (MS Word), reference position number 99995 â&#x20AC;˘ A letter indicating the applicantâ&#x20AC;&#x2122;s interest, relevant experience and qualifications, curriculum vitae â&#x20AC;˘ Names, addresses, telephone numbers, and e-mail addresses of five references and how each reference knows the applicant. Search committee will request reference letters. â&#x20AC;˘ Applications accepted until the position is filled but s received preferably by October 15, 2011 to assure timely consideration. â&#x20AC;˘ Interested persons are encouraged to visit www.ualr.edu. The person hired must have proof of legal authority to work in the United States. The successful candidate is subject to a criminal and financial background check. UALR is an affirmative action, equal opportunity employer. Under Arkansas law, all applications are subject to disclosure upon request.

COLLEGE OF APPLIED SCIENCES & ARTS Health Science s 3OCIAL %PIDEMIOLOGY (EALTH )NFORMATICS AND !PPLIED $ATA !NALYSIS 3PECIALIST

For Full Consideration: 11/11/11

Journalism & Mass Comm s !DVERTISING

10/03/11

School of Library & Information Science s )NFORMATICS

10/30/11

Valley Foundation School of Nursing s -ENTAL (EALTH 0SYCHIATRIC .URSING s #ARE OF #HILDREARING &AMILIES 0EDIATRICS

10/14/11 10/14/11

COLLEGE OF BUSINESS Accounting & Finance s &INANCIAL !CCOUNTING -ANAGERIAL !CCOUNTING !UDIT s 4AXATION

09/15/11 09/15/11

Marketing & Decision Sciences s $ECISION 3CIENCES

11/30/11

Organization & Management s /RGANIZATIONAL "EHAVIOR /RGANIZATIONAL 4HEORY s )NTERNATIONAL "USINESS 'LOBAL -ANAGEMENT

09/15/11 09/15/11

COLLEGE OF ENGINEERING Chemical & Materials Engineering s "IOMEDICAL %NGINEERING

11/21/11

Electrical Engineering s %NERGY 0OWER $ISTRIBUTION

01/15/12

COLLEGE OF SCIENCE Chemistry s 0HYSICAL #HEMISTRY

11/01/11

COLLEGE OF SOCIAL SCIENCES Communication Studies s !PPLIED #OMMUNICATION

10/10/11

Environmental Studies s %NVIRONMENTAL 0OLICY 3CIENCE

12/01/11

Psychology s #LINICAL 'EROPSYCHOLOGIST

10/14/11

Urban & Regional Planning s 2EGIONAL METROPOLITAN PLANNING AND GOVERNANCE

WITH EXPERTISE IN ENVIRONMENTAL PLANNING

09/15/11

For more information, including complete job descriptions and application procedures, please visit

http://www.sjsu.edu/facultyaffairs/jobs

SJSU is an Equal Opportunity/Affirmative Action Employer committed to nondiscrimination on the bases of race, color, religion, national origin, sex, sexual orientation, gender status, marital status, pregnancy, age, disability, or covered veteran status consistent with applicable federal and state laws. This policy applies to all SJSU students, faculty, and staff as well as University programs and activities. Reasonable accommodations are made for applicants with disabilities who self-disclose.

09/19/2011

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HISPANIC

OUTLOOK

SUCCESS Tenure-Track Faculty Two Assistant Professors Indiana University’s nationally recognized program in Higher Education and Student Affairs (HESA) is seeking two tenure-track assistant professors; one in Bloomington and one at Indiana University-Purdue University Indianapolis. Candidates should specify the position to which they are applying. Each position involves collaborating with colleagues at both campuses in teaching, advising, and conducting research and service in the area of higher education and student affairs. We are seeking early-career scholars who are demonstrating a strong record of faculty performance. In Bloomington we seek an early-career scholar who is demonstrating a strong record of faculty performance and is particularly interested in student affairs administration and diversity issues. In Indianapolis we seek an early-career scholar interested in urban/ metropolitan higher education issues, with a strong interest in the areas of community colleges, student development, and/or civic/community engagement in higher education. Candidates should have completed a doctorate. Preference will be given to candidates with degrees in student affairs administration, higher education, or related fields. Review of applications will begin September 30, 2011 and continue until filled. Application materials should include a cover letter, curriculum vitae, three letters of reference, and a sample publication. For the Bloomington position please send materials to: Judy Crow, Department of Educational Leadership and Policy Studies, Indiana University, School of Education, 201 N. Rose Avenue, Bloomington IN 47405. For the Indianapolis position, please send the materials to: Indiana University School of Education, IUPUI, c/o Ashley Clemons, 902 West New York Street, ES 3138, Indianapolis, IN 46202-5155, aclemons@iupui.edu

Indiana University is an equal opportunity/affirmative action employer.

The right fit is everything. A good client relationship is more than just chemistry. It’s about finding the right mix of cultural insight, planning and creative thinking. Plus 21 years of experience marketing to Hispanics in higher education doesn’t hurt either. That’s what we bring to our client relationships. We can help you find the right fit for your institution.

Why not give us a call. 1-800-549-8280 ext. 102 or 106 or visit us at: www.HispanicOutlook.com HISPANIC OUTLOOK MAGAZINE®

HISPANIC

OUTLOOK

Founded in 1969, Governors State University is guided by the fundamental concepts of openness, innovation, flexibility, and experimentation. With the strong and active support of faculty, administrators, students, staff, and community, GSU is a model university for the 21st Century. The university continues to build on its history of serving non-traditional students, adults returning to complete degree programs, community college transfer students, and graduate students. GSU provides exceptional undergraduate and graduate degree programs to culturally and economically diverse students with undergraduate tuition that is the most affordable in the Chicagoland region. The university is accepting applications for the following positions: Faculty Positions: > Accounting > Addiction Studies/Behavioral Health > Criminal Justice > Finance > Health Administration > History > Mathematics > Public Administration Executive Positions: > Associate Provost > Associate Vice President, Facilities Management and Public Safety

Visit http://employment.govst.edu for complete position descriptions, requirements and application instructions.

Please visit our web site for additional information.

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09/19/2011

Governors State University is an equal opportunity, affirmative action employer.

Assistant, Associate or Full Professors of Finance

ADVERTISING INDEX POSITIONS ARKANSAS

Positions: Assistant, Associate and Full Professors of Finance

University of Arkansas at Little Rock

Appointment Date: July 1, 2012

CALIFORNIA

Fields of Emphasis: Corporate Finance, Investments

California State University, San Bernardino

Requirements: Ph.D. preferred, ABD acceptable. We are seeking individuals who aspire to be both excellent teachers and productive scholars.

Loyola Marymount University

Teaching: The Wharton School offers finance courses at the undergraduate, MBA and doctoral levels. Teaching responsibilities would be at both the undergraduate and MBA levels. Research: Applicants should have a strong interest and proven competence in research and scholarship. Salary: Competitive Submit: We strongly encourage you to submit your job market package electronically via our secure website in order to have your application reviewed as quickly as possible.

San Jose State University

ILLINOIS

Governors State University

INDIANA

Indiana University

43; 46

LOUISIANA

South Louisiana Community College

Application Deadline: December 12, 2011

Salisbury University

The Wharton School, University of Pennsylvania

Florida Gulf Coast University

http://fnce.wharton.upenn.edu/people/faculty/facultyPosition.cfm

The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania is an equal opportunity, affirmative action employer. Women, minority candidates, veterans and individuals with disabilities are strongly encouraged to apply.

46 38-39-40

FLORIDA

MARYLAND

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

MASSACHUSETTS

Harvard Divinity School

Williams College

NEW JERSEY

Brookdale Community College

Kean University

Princeton University

NEW MEXICO

New Mexico Junior College

New Mexico State University

NEW YORK

Hunter College/CUNY

Keuka College

NORTH CAROLINA

Guilford Technical Community College

OHIO

Miami University

OKLAHOMA

University of Oklahoma

37; 43

PENNSYLVANIA

Millersville University

University of Pennsylvania

SOUTH DAKOTA

Augustana College

TEXAS

Texas State University, San Marcos

32-33-34-35

INSTITUTIONAL

Samuel Merritt University

CONFERENCES/FELLOWSHIPS

American Association of Hispanics in Higher Education, Inc.

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

09/19/2011

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HISPANIC

OUTLOOK

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

P ri min g the Pump. .. SUPPORTING LATINO STUDENT TRANSITIONS BEYOND

“BACK TO SCHOOL”

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

The real art of conducting consists in transitions. – Gustav Mahler, composer (1860-1911) onsider anyone’s life a symphony, playing a musical composition, going from one movement to another, sometimes transitioning seamlessly and subtly, other times dramatically. How often do the moves from one stage, activity or role seem effortless, while change at other times is painful? And since many changes are predictable and expected (moving from one grade to another, learning to drive, getting a first job, ending a romance), why are people surprised or upset when they happen? Preparation is the key to managing life’s changes. To prepare Latino students for higher education and beyond, adults are wise to teach students to approach transitions as a natural next step in life. This ensures that change is experienced with a sense of choice, not as a series of imposed, threatening or unexpected personal crises. Early childhood transitions – from infancy to toddler stage, babbling to more developed language, parallel to interactive play – are best supported with structured routine and emotional support. The child who knows what is coming next because of daily routines is less anxious, more focused and better able to adjust and learn than one whose life is unpredictable and less structured. For young Latino children whose lives are often disrupted by economic or social stressors that the families face, routines become even more crucial. Couple routine with developmentally appropriate, consistent, positive communication – verbal and nonverbal – and the young Latino has the support needed to manage the change or transitions confidently. For sensitive young children who lack routine and support, life can feel like “anything goes.” No wonder, then, that when faced with challenges at school, they may figure it can go, too. When Hispanic children transition to and through school, the entire family transitions with them. For traditional Latino families accustomed to caring for their young children at home, the child’s initial entry into child care or preschool can be the first major crisis parents face. And while the child’s movement through elementary, middle and high school may be expected, the Latino student’s entry into higher education can reactivate the family’s anxiety and sense of loss. How can Latinos be supported in school transitions, whether it’s the annual autumn “back to school” time or a major change from one

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developmental stage and routine to another? Parents and students being prepared – knowing ahead about the processes, who is involved, and what might happen – is a key to providing a system-wide support team for Latino students. Students visiting the new school; participating in “jump up” days in the next level’s classes to gather a sneak peak of what is to come; and buddy systems before, during and after changes are ways schools can support students’ transitions. For Latino students accustomed to strong connections with others, these transitional supports are crucial in assuring that those connections will be made at school, too. Those connections may ultimately influence whether a Latino decides to stay in school – or not. Schools can support Latino parents in transitions through practical, meaningful ways. Meeting with parents twice before a school year begins, convening regularly scheduled parent-teacher conferences to provide and solicit feedback from parents, objective observations and documenting children’s progress are ways schools can help Latino families transition through school. The more feedback sought from parents and offered to them, the more the parents can engage and participate in the school. Latino parents are also supported when school administrators and teachers listen actively and validate their concerns and experiences. Noting parents’ observations, documenting their concerns, following up on meetings conducted and providing adequate transition information early in the process allays parents’ fears and makes them partners in their children’s education. Helping parents recognize past successes and positive ways in which they manage also helps them access personal resources and strengths. Listening to and validating a parent’s experience with the child and the school is crucial to building the parents’ confidence in the system and its processes, too (assuming that teachers and administrators use the feedback to improve services to children and families). Schools that approach all of education as an ongoing transition will find that parents and families are no longer stressed by “back to school,” but instead are looking forward to the next step of their child’s development and accomplishments. The Latinos’ comfort with and confidence in the changes makes going through all the processes easier.

This article appeared online only in the 09/19/11 Issue

HEALTH/SCIENCE

Meet Isabel Patricia Montañez, Forensic Geochemist and Guggenheim Fellow

The

by Gary M. Stern number of Hispanic women entering the sciences has been abysmally small. But don’t tell that to Isabel Patricia Montañez. A 51-year-old professor of geology at the University of California (UC)-Davis, Montañez was named a John Simon Guggenheim Fellow in spring of 2011. She has many ideas about what it takes to inspire Latinas and Latinos to launch careers in the sciences. Montañez studies global warning and climate change, researching ancient fossils and plants, specifically, the impact of carbon dioxide on regional climates and rainforests over millions of years. Montañez earned a B.A. in geology from Bryn Mawr College in Pennsylvania in 1981 and a doctorate in geology from Virginia Polytechnic Institute in 1989. Prior to earning the doctorate, she was a research associate for a consulting firm and a museum technician at the Smithsonian Institution. She’s been at UC-Davis since 1998. Digging for information about climate change is what Montañez does, literally and figuratively. By ascertaining how climate has affected fossils and plants since the Ice Age, Montañez is gaining insight into how the earth absorbs rapid changes related to carbon dioxide build-up. Born in Geneva, Switzerland, Montañez’s mother was Swiss; and her father, Colombian. Her father attended medical school in Geneva on a full scholarship, but the family moved to Manchester, England, where he did his residency. He transplanted the family to the U.S. in 1969 when he

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became a physician in Philadelphia, Pa., and Altoona, Pa. In this question-and-answer exchange, Montañez talks about how she initiated a career in science, what stereotypes she had to overcome, why climate change motivates her, and she offers some advice to Latinas who might want to follow in her footsteps. The Hispanic Outlook: Your dad was a physician. What influence did he have on you becoming a scientist? Isabel Patricia Montañez: I bet you hear this often enough. My father was torn between having me fit the “good Latina” role – between marrying well and having me become a doctor like him. I’m an only child so when he realized I actually liked math and science and might actually excel in it, he started grooming me to go to college and become a doctor. But my father never said no to fossil-collecting trips and hikes; in fact, he provided lots of encouragement for any kind of learning. At the beginning, he wasn’t thrilled that I wanted to become a geologist but gradually he came to accept it. HO: Which mentors encouraged you to pursue a career in science? Montañez: I had a set of great sixth- to eighth-grade teachers who recognized my interests and offered me opportunities to go to summer programs via camps at planetariums and aquariums. Mr. Ianuzzi, a civics teacher, inspired me to go out and conduct research. He helped me get around Pennsylvania with a tape recorder and pen and paper so I could

interview paleontologists at museums and universities. He might be the inspiration behind why I, for the last 10 years, take four weeks off each summer and opt to teach two dozen high school students with interests in science and mathematics. Many are Latinos/as. The Cosmos program focuses on math, science and climate change through hands-on learning and includes lots of field trips and lab exercises with societal relevance HO: You succeeded in science, which few Latinas have chosen. What factors enabled you to succeed? Montañez: I succeeded despite many obstacles. Honestly, I faced my own struggles being a Latina in science. Until very recently, I’ve felt that I had to give 150 percent to be judged equal to other scientists. Because I’m hard-headed and driven, I used anything negative as an incentive to prove the stereotype was wrong. Finally, my passion kicked in and enabled me to accomplish things.

HO: You attended Bryn Mawr, a very well-respected women’s college. What impact did attending an all-women’s college have on your pursuit of a science career? Montañez: Being in small classes, including with some Haverford male students, helped me. Professors encouraged us to ask questions. I’ve spent the last 23 years trying to encourage women to not be shy and let the men ask all the questions. One professor who encouraged me was Bruce Saunders, a paleontologist. He knew what I needed to discover in myself. He encouraged me each summer to go out west and work as a field assistant in geology. Each fall, I’d return to campus re-energized.

HO: But you’ve earned many accolades, including being named a Guggenheim Fellow, so you must feel vindicated? Montañez: I still face obstacles. Someone I know in the sciences wrote me a note, after I was named a Guggenheim Fellow, that said it jeopardized his opportunity to win it because they name one fellow in geology annually. Through the years, I’ve learned to deal with negative comments and let it roll off of me. Still, every time I do something, I feel I have to do it that much better. Of late, I do feel vindicated. HO: Why geology? Montañez: I was born a scientist, though now I consider myself a forensic geochemist. I learn something new every day and that motivates me. As a geologist, I’m paid to figure out how all these varied processes – biological, physical and chemical – combine on earth to make us what we are. Unlike the other physical sciences, it requires interdisciplinary work. You have to be able to bring in biological components, chemical reactions that happen in water or air, and physical processes on the surface of the earth and determine how they interrelate. I thought I’d be a paleontologist, but that was too one-dimensional. I saw, while working at the Smithsonian, you can take all the parts and become a holistic scientist as a geologist. You can’t do that in other scientific fields.

HO: What does it take to encourage Latinas to pursue science? Montañez: Latina girls are often encouraged to be nice, not to challenge people, and to be respectful of seniors. That’s how I had been raised. I attended college with students who were not raised that way. They were more willing to challenge and speak up, and because of that, they got the attention. I used to fight the idea that it took having role models for Latinas to pursue a science career. Now I think role models can make a major impact, particularly those whom you feel connected to culturally or who understand you. HO: What obstacles need to be eliminated? Montañez: The issue starts in junior high school or earlier, not when you arrive at college. Women have to be encouraged to get over fears or preconceived notions that girls don’t do math well. Those negatives emanate from families but also come from teachers. HO: After college, you worked as a research associate for a consulting firm and were a museum technician at the Smithsonian Museum of Natural History. What benefit did you derive from these experiences? Montañez: When I left Bryn Mawr, I lacked self-confidence. I didn’t know if graduate school was for me. And so I needed to take a year or two off to consider options and expand my horizons. It was one of the best things I ever did. I discovered my passion for geology. I discovered that I loved ancient climate change, because it forces you think outside the box. In those jobs, I was working in the field, saw job options, read a lot, which proved I had a passion to get into ancient climate change.

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my advisor realized I had become a better expert in this specific topic of understanding fluid flow in hydrocarbon reservoirs than he was. HO: Your Guggenheim fellowship stems from your climate change research into fossils. What does that entail? Montañez: When I attended graduate school, there was no field of paleoclimatology. Before then, the belief was that climate change couldn’t be analyzed past the last thousand years. There was no field or specialty because the field of climate science was new in the 1980s. It didn’t hit its peak until the 1990s. Reconstructing anything past a thousand years ago was frowned on and not considered possible. But the 1990s saw an explosion in the technology and developing the tools we have to measure isotopes or elements and dating things. The new tools are mass spectrometers, which can separate out different isotopes of a given element within a liquid. Fossils reveal how much carbon dioxide there is in the atmosphere.

HO: Describe your experience earning your doctorate from Virginia Polytechnic Institute. Montañez: I was the first woman in my advisor’s lab. He told me that he made a conscious decision to never take women because they were too emotional and disrupted the atmosphere. Needless to say, he wasn’t supportive. This triggered that aspect of my character that said, “I’m going to show you.” It was a tough six years of my life. There were times I thought of leaving, but I took ownership of my research, and that was the point that

HO: Why is analyzing ancient climate change important to current concerns? Montañez: The last time we had ice sheets as big as we have today literally ended 260 million years ago. After that time, we went from a world in some ways similar to today because of the big ice sheets. It dictates a specific climate condition. We have yet to reach a point where ice sheets catastrophically collapse and CO2 is high enough to make it warm enough for ice sheets to melt. We have yet to make it warm enough that we have an increase in desert expansion. HO: What does your ancient climate change research reveal? Montañez: During the icehouse that I study (which took place 260 to 330 million years ago), several of these ice sheets underwent partial to full collapse during global warming. Tropical rain forests underwent major ecosystem restructuring, with some becoming extinct. The relevance for today is that this is what could happen to Earth if it continues to undergo global warming and loses ice volume. HO: Your personal life outside of geology? Montañez: I’m a non-Hodgkin’s lymphoma survivor. I was burning the candle at both ends all the time, and that wasn’t good for stress or my immune system. I decided to do something for myself and became a runner. Other than running, I’m involved with my family: my husband, who’s also a geologist, and our two boys, who are ages 16 and 12. One wants to be a scientist, and one has no interest in science. HO: Putting all of this together, what advice would you give talented Latinos/as interested in pursuing science careers? Montañez: Be assertive and get as much hands-on experience as possible with science and research.

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