DECEMBER 22, 2014
www.HispanicOutlook.com
VOLUME 25 • NUMBER 6
MFA Program Graduation Rates Propelled Latinas LeadforinInnovators Law Degrees Latino Sexual Assault on Campus
LATINO KALEIDOSCOPE
Immigration Reform: It Ain’t Over ’Til It’s Over By Carlos D. Conde
hen President Obama finally took action on immigration reform there was jubilation in the land – well, not everywhere and not everyone, particularly Republican Party leaders and partisans who in a Yogi Berra-ish rebuttal vowed, “it ain’t over ’til it’s over.” In 2015 the president should already have underway a much maligned and long overdue immigration overhaul. He simply ignored Congress and did it by executive fiat. There’s a lot of “ifs” but at this point, what’s to lose? He wants to exit as someone who was “simpatico” with the Latino constituency since his overall worship quotient is pretty low now. What possessed the president to take this risky political move is that there is no longer a risk since he’s in the lameduck period of his presidency and his primary concern now is his legacy. Judging by recent assaults on his overall performance, a Latino love fest, because of his executive action on immigration reform, may be the only affection left among his American constituency which leads to wonder about his “Audacity of Hope” manifesto touted as a new era of Washington politics. President Obama has shown he is a much better politician than he is a leader as evidenced by his political ascendency and his dexterity in maneuvering political mine fields over the span of two terms. There is still no bold achievement or undertaking to define his presidency, except maybe for killing Osama Bin Laden, and, now as his presidency wanes, tackling immigration reform. The president deals in political clichés galore and clever sound bites, but he has a glib tongue and, like his book, the audacity is at times short on substance needed to handle most issues and problems that come his way like immigration reform. It also has Republicans wanting to impeach him if they could. Not surprisingly, Republicans are livid with the president over his one-up-man-ship on immigration reform and not surprisingly, Obama is willing to take them on like a showdown at the OK Corral. In his address to the nation, he pointedly directed his remarks at the congressional lower chamber that dismissed his initial attempt at immigration reform during his first term.
W
“To those members of Congress who question my authority to make our immigration system work better or question the wisdom of me acting where Congress has failed, I have one answer: Pass a bill.” And since they won’t or can’t, he’s doing it on his own. It has come to a head as President Obama tries to cement the part of his legacy that tells he stood for Latinos and immigration reform. He also wants with this issue, to help assure the continuance of a Democratic presidency in the next term which would probably be Hillary Clinton – sorry Joe Biden – and the Latino vote which is a key to this result. All in all, this may be a part of his Latino calculus which in today’s times cannot be posited even with a popular odds-on-end candidate like Hillary particularly if she faces a politician also tight with Latinos, Republican candidate, Jeb Bush. He’s a former Florida governor, speaks fluent Spanish, married a Mexican, and has a “little brown ones” family as his father once charmingly called them. The best assurance for a Democratic sequel with the Latino vote in 2016 is if Sen. Ted Cruz, a Cuban-American, is the GOP candidate. The first term Texas senator is a hero to the Republicans’ reactionary crowd like the Tea Party whose policies are poison to Latinos. Another important aspect of the immigration policy reform is the state of mind among the constituency where it counts the most, the Latino community. Some Latino leaders wonder if immigration reform is crowding out other issues in the community and, as one put it, “sucking up all the oxygen on Latino issues.” A Pew survey in the Latino community showed 57 percent of Hispanic registered voters ranked education as the most important issue followed by jobs and the economy (52 percent), and health care, 43 percent. Immigration trailed with 32 percent. Immigration is a valid problem that needs a resolution but it is still being driven more by partisanship and demagoguery than statesmanship. Carlos D. Conde, award-winning journalist and former Washington and foreign news correspondent, was a press aide in the Nixon White House. Write to him at CDConde@aol.com write to him at CDConde@aol.com
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 3
DECEMBER 22, 2014
Contents 6
9
Latinas Take the Lead in Law-Related Degrees by Mary Ann Cooper
9
12
Law Firm Champions Latino Opportunities and Issues by Sylvia Mendoza
12
by Gary M. Stern
15
15 18
New Efforts to Combat Sexual Assault on Campus by Frank DiMaria
Cover: Bickel and Brewer Law Firm
HISPANIC OUTLOOK
Legislation and Programs Support Undocumented Students in Florida by Kimberly Allen
18
4 |
A New Kind of Dean Appointed at Brooklyn Law School
|
DECEMBER 22, 2014
Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Publisher José López-Isa Executive Editor Marilyn Gilroy Senior Editor Mary Ann Cooper Washington DC Bureau Chief Peggy Sands Orchowski Contributing Editors Carlos D. Conde, Michelle Adam Contributing Writers Gustavo A. Mellander Administrative Assistant/Sales Associate Tomás Castellanos Núñez Research & Development Director Marilyn Roca Enríquez Art & Production Director Wilson Aguilar Art & Production Associate Jenna Mulvey Advertising & Marketing Director Robyn Bland Director of Accounting Javier Salazar Carrión Advertising Coordinator Magaly LaMadrid
Departments 3
Latino Kaleidoscope Immigration Reform: It Ain’t Over ’Til It’s Over by Carlos D. Conde
21 22
Scholars’ Corner by Jason Rivera
Article Contributors Kimberly Allen, Frank DiMaria, Sylvia Mendoza, Jason Rivera, Miquela Rivera, Gary M. Stern
Targeting Higher Education Law School and the Profession: The Ugly Realities by Gustavo A. Mellander
Editorial Office 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280 Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.
Back Priming the Pump cover Academic Consequences of Psychological Abuse by Miquela Rivera
You can download the HO app FREE
Advertising Sales TEL (201) 587-8800 FAX (201) 587-9105 email: info@hispanicoutlook.com Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: info@hispanicoutlook.com “‘The Hispanic Outlook in Higher Education’ and ’Hispanic Outlook are registered trademarks.’”
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 5
LAW SCHOOLS/RANKINGS
Latinas Take the Lead in Law-Related Degrees
By Mary Ann Cooper
ach year, The Hispanic Outlook in Higher Education Magazine reports on schools conferring the most law and criminal justice degrees on Hispanics. Our information is based on National Center for Education (NCES) statistics. This year, we are presenting data on the top schools granting the most associate, bachelor’s, master’s and/or doctoral degrees to Hispanic students. Florida schools dominate not only the top five positions on this list, but they also have the most schools represented on the list. California and Texas schools are also prominent. These three states combined for almost two- thirds of the schools on the list. Leading the top schools in conferring the most law-related degrees on Hispanic law students is Saint Thomas University in Florida. American University (D.C.) placed second, and the University of Miami (Fla.) placed third. A third Florida school, Nova Southeastern University (Fla.) was fourth on the list, and St. Mary’s University (Texas), placed fifth. Miami Dade College also has the distinction of having the highest percentage of Hispanics receiving law-related degrees on the list, 75 percent, followed by Florida International University at 42 percent. The top schools are located in 10 states – Texas, Florida, New York, California, Massachusetts, Pennsylvania, New Jersey, Arizona, and Michigan – and the District of Columbia. At more than 80 percent of the schools on our list Hispanic women received more degrees than Hispanic men. At three schools the same number of Latinas and Latinos received law-related degrees. Here’s a snapshot of the top three schools on the list and what makes them standouts for Hispanic law students.
E
St. Thomas University This school, which tops our list is fully accredited by the American Bar Association and is a member of the Association of American Law Schools. In addition to a law degree, STU offers a criminal justice certificate for students interested in a law-related career. The School of Law, founded in 1984, includes a multi-level library, a moot court amphitheater, faculty and administrative offices, a computer lab, and classrooms and offices for student organizations. The Law School is especially attractive to Hispanics because of its geographic location in Florida,
6 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
LAW SCHOOLS/RANKINGS home to a large Hispanic population. Located between communities in Miami and Fort Lauderdale, St. Thomas Law offers clinical, externship, internship, and part- time employment opportunities. The 12-credit certificate in criminal justice is designed to familiarize students with the organization and operation of the major branches of the criminal justice system, their mandate, and related materials about the nature and causes of crime. It’s a well-suited supplement for majors in political science, human services, history, mass communications, psychology, sociology, as well as pre-law majors who enjoy discussing crime and debating how it is best controlled. American University The school's Washington College of Law (WCL) has programs in experiential learning (clinics and externships), international law, law and government, intellectual property, business, and gender. Location is a major selling point for this law school. Washington, D.C., is the site of the branches of government, administrative agencies, international organizations, think-tanks, lobby groups, and numerous public interest and non-governmental organizations. WCL students take advantage of the school’s Supervised Externship Program and opportunities to participate in legal research and litigation. There is no limit to the internship opportunities for students attending school in the nation’s capital. WCL students have the ability to explore and publish in every legal field, as well as participate in advocacy opportunities working on Innocence Project cases, filing Supreme Court amicus curiae briefs, and teaching constitutional law to area high school students. The University of Miami Once again, demographics and geography play a role in the effectiveness and popularity of this school. Miami hosts the international headquarters for multinational corporations including Disney, Sony, and FedEx; is home to nearly 1,400 corporations; and serves as the corporate headquarters for dozens of American companies, including Burger King and American Airlines. Lawyers in South Florida practice in numerous courts, including the U.S. 11th Circuit Court of Appeals. The University of Miami School of Law is on the main campus of one of the largest private research universities in the U.S. Many federal agencies – including the Securities and Exchange Commission and the U.S. Department of Homeland Security – have offices there. Miami is the largest financial capital in the U.S. after New York City. Miami and its surrounding region – South Florida – stand at the crossroads of the Americas, a location that lends students at the School of Law an international perspective; exceptional career-building opportunities in courts, corporations and clinics; and rewarding careers in this exciting environment. Lawyers in South Florida practice in numerous courts, including the U.S. 11th Circuit Court of Appeals. South Florida provides students access to dozens of agencies and courts including state and federal trial and appellate, bankruptcy, immigration, and family. The area has become one of the world's leading centers of international tax planning, arbitration, and asset management. All this makes The University of Miami School of Law a place to get real life career experience through internships before obtaining a law-related professional degree.
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 7
LAW SCHOOLS/RANKINGS 2013 Legal Professions and Studies Degrees Granted 1. St. Thomas University 2. American University 3. University of Miami 4. Nova Southeastern University 5. St. Mary's University 6. University of Central Florida 7. University of California-Berkeley 8. Fordham University 9. Florida International University Keiser University-Ft Lauderdale 10. Florida Coastal School of Law 11. Arizona State University-Tempe 12. George Washington University 13. The University of Texas at Austin 14. St. John's University-New York 15. Thomas M Cooley Law School New York Law School 16. Georgetown University University of Florida South Texas College of Law 17. Texas Southern University University of Houston 18. Harvard University 19. University of California-Hastings College of Law Miami Dade College 20. New York University 21. Everest University-South Orlando 22. Loyola Marymount University Stetson University 23. Southwestern Law School University of San Diego Rutgers University-Newark 24. Columbia University in the City of New York Temple University 25. California Western School of Law Thomas Jefferson School of Law Texas Tech University
State
Total Hispanic Latino Latina % Hispanic
FL DC FL FL TX FL CA NY FL FL FL AZ DC TX NY MI NY DC FL TX TX TX MA CA FL NY FL CA FL CA CA NJ NY PA CA CA TX
253 652 547 377 289 327 639 655 168 221 566 373 882 422 456 1200 595 1099 494 390 161 337 766 398 60 1069 359 388 347 318 379 271 714 410 310 376 239
98 94 87 84 81 77 75 71 70 70 69 66 62 60 55 54 54 50 50 50 49 49 46 45 45 43 41 40 40 38 38 38 36 36 35 35 35
40 34 43 35 49 17 35 39 35 9 37 33 27 28 21 17 24 28 28 19 20 16 19 22 6 22 3 13 19 15 19 16 17 20 19 21 13
58 60 44 49 32 60 40 32 35 61 32 33 35 32 34 37 30 22 22 31 29 33 27 23 39 21 38 27 21 23 19 22 19 16 16 14 22
39% 14% 16% 22% 28% 24% 12% 11% 42% 32% 12% 18% 7% 14% 12% 5% 9% 5% 10% 13% 30% 15% 6% 11% 75% 4% 11% 10% 12% 12% 10% 14% 5% 9% 11% 9% 15%
SOURCE: NCES – IPEDS database of associate, bachelor’s, master’s and doctoral degrees granted in Non-Professional General Legal Studies; Law; Legal Research and Advanced Professional Studies; Legal Support Services and Legal Professions and Studies in 2013
8 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
PA L RW O G SRCAHMOSO L S A N D L E G A L I N I T I A T I V E S
Law Firm Champions
Latino Opportunities and Issues By Sylvia Mendoza
illiam Brewer and John Bickel were young attorneys laying out their ultimate objectives as they started their law firm in Dallas. They wanted to do more than practice law. They wanted to effect change in surrounding communities. “Right out of law school, I believed that I had a responsibility to those who most needed my help,” says Brewer. “I had the privilege of being a lawyer and could do remarkable things with my Bar card. I know that sounds corny, but that’s how I felt. I wanted to pay it forward.” The partners decided the greatest long-term impact they could have on their community would be to get involved in education. They set up the Bickel & Brewer Foundation to create, manage and fund custom programs in law and education. Over time, they determined who most needed help. “It was clear to me that there were unmet needs in the Hispanic community,” says Brewer. “They suffered additional barriers to their economic challenge. Their circumstances often felt hopeless. We needed to bridge that cultural and language divide.” To meet those needs, in 2001 Bickel & Brewer started the Future Leaders Program (FLP) and in 2005, the Latino Institute for Human Rights at New York University (NYU) Law School.
W
perceptions of limited career paths and their own potential. Beyond academic enrichment, the focus is on cultural awareness, and leadership and personal development. The program prepares students for life and community reinvestment, says Brewer. “We can’t guarantee outcomes, but we should always guarantee opportunity.”
The Future Leaders Program The FLP is an outreach effort between private and public schools in the Dallas Independent School District which offers students from ages 10 to 18 equal opportunity on the academic front. This includes resources and leadership training, exposure to colleges and universities, and experiences that challenge their HISPANIC OUTLOOK
William Brewer
|
DECEMBER 22, 2014
| 9
LAW SCHOOLS AND LEGAL INITIATIVES Students are selected on scholastic aptitude, attendance, civic involvement, and leadership potential with characteristics such as ethics and moral courage. Teachers of both private and public schools also are involved. A rigorous academic schedule is at the foundation, but with a 5 to 1 student-teacher ratio, learning can be exciting and hands on. Students are bused to private schools twice a week to attend college prep classes. Basics include writing, math, technology, but learning life and leadership skills comes with the territory, in and out of the classroom. To offer a balanced curriculum, there are after school programs, summer camps, retreats, traveling the country for college visits, team building experiences, museum and field trips for the arts, lecture series, and holiday parties. In 2001, 30 students were involved. In 2014-15, more than 300 kids in 21 partner schools will be involved. Promising younger students are targeted for participation. Initial research showed that between PreK and third grade, there is no divergence between children in difficult economic circumstances and those in privileged ones, explains Brewer. From fifth to ninth grade, if you don’t convince them that they can dream big, they start to falter. “By tenth grade, we’ve lost them,” says Brewer. “We identify our students in the fourth grade and want to open as many doors as we can for them. We grab them young and hold onto them until they know
We identify our students in the fourth grade and want to open as many doors as we can for them. We grab them young and hold onto them until they know they can hold onto us.” William Brewer, partner at Bickel & Brewer, founder of the Future Leaders Program 10 |
HISPANIC OUTLOOK
|
Walgreens Chief Diversity Officer Steve Pemberton (left) and William Brewer (far right) recently honored the FLP Class of 2014. Since the inception of the FLP, its graduates have eraned more than $5 million in scholarship offers.
they can hold onto us.” The Foundation spends about $1 million annually to fund the program. But they reap rewards. Their graduates have earned roughly the same amount in scholarships, says Brewer. Commitment is there, even at their young age. Initially attendance awards were given, but then the Foundation realized most students had not missed a day, five or six years in a row. This, even though they are taken from their neighborhoods of origin to work in other schools, stay late hours, sometimes until 8 p.m., says Brewer. They don’t miss any field trips. They are on time. They are 100 percent invested in the program and their potential in it. “They want to live up to the expectations of being a future leader,” says Brewer. “FLP affects the view of themselves, the vision of a different path they can take, the fact that they can change the outcome to their lives and that of others.” The Latino Institute For Human Rights This concept transcended to law students already invested in their higher education and a vision of their careers. Brewer contacted his mentor, John Sexton, who was president of NYU Law School and the Latino Institute for Human Rights was born. According to the Latino Institute website, the goal is to educate NYU law students through rigorous academic curriculum, challenging clinical work, community service and scholarship so they are prepared to enter into public service careers on behalf of Latino communities. This concerted effort encourages law students, practitioners, academics, scholars, and activists to come together to promote discussion of legal issues important to Latinos, says Brewer. “We have to enable the most powerful men and women where they can effect change,” he says. To help, students who apply to NYU Law can apply for a Bickel & Brewer scholarship, which will pay for law
DECEMBER 22, 2014
PA L RW O G SRCAHMOSO L S A N D L E G A L I N I T I A T I V E S school in full. In return, students commit to serving the needs of the Hispanic community for two years. Many stay beyond that. Brewer serves on the institute’s advisory board and oversees the Bickel & Brewer Storefront, another arm of the law firm, which deals with pro bono cases, especially those affecting the Latino community. They have worked on a broad range of cases, including voting rights and unconstitutional immigration ordinances. With about 50 attorneys and professionals in the firm today, they aim to be the model for activist representation while making an impact in the community. “We need to build that legacy, if you will,” says Brewer. “The benefits come when our future leaders graduate from colleges, law schools, or med schools and come back to their communities, participate in the American dream and take their place as leaders.” Future Leaders In The Making Efrain Vera, a FLP graduate, is a perfect example of this drive and vision. “I never saw myself at a top tier college,” says Vera, who intended on joining the military or staying local. He could have become one of those statistics of individuals who fall through the cracks of society. Although he attended a magnet school through elementary and middle grades, he came from a low socioeconomic, single parent home with no resources on how a first-generation kid could pursue higher education. His mom had a high school education; his dad did not finish middle school. Then, in ninth grade, Vera became part of FLP. “It’s amazing where you go, the type of people you meet and what you can learn through FLP,” he said. “All of a sudden I had a role in shaping my own future.” With the help of teachers and the program director, Vera started applying for colleges and scholarships, such as the Gates Millennium Scholarship. “I needed to write 12 essays and there was a 20-page form— and I was overwhelmed.”
FLP students take part in an annual Recognition Ceremony celebrating their academic achievement. Texas State Supreme Court Justice Eva Guzman (center) recently joined William Brewer for the celebration.
The team effort paid off. Vera won the Gates scholarship, one of 1,000 selected students nationwide. “It was so unexpected, so alien and unreal, but it was so great to have that financial burden lifted.” The full-ride scholarship could be applied to any college, says Vera. He chose NYU. “FLP provided me an opportunity I wouldn’t have received in Texas. I saw it as the next logical step. What I want to pursue is bigger than Dallas.” At 22, with a degree in finance, Vera has come full circle—for now. He works financial based cases as a consultant for the Bickel & Brewer firm and will pursue a law career. “President Lincoln said something to the effect that we’re all children of our circumstances, but that changed for me because of FLP,” said Vera. “In this position as an attorney, you have the momentum to make an impact, magnifying what you can do for the greater good. I have an inherent need to help kids in low socioeconomic households and want to be a part of an organization that can impact hundreds of students the way I was impacted.” The FLP influence has shaped him forever. He remembers the first time he visited the Bickel & Brewer firm in New York. It was on the 50th floor of a building that looked out over Central Park. “From a ninth grade perspective, you’re on top of the world. As you grow, you want to sustain that feeling. You want to study harder to get there on your own merit. FLP helped me do that.” The Nurture Effect Vera has already been a good role model. His brother, Michael, is following in his footsteps and is in the Future Leaders Program. Currently a high school junior, he has been able to develop his passion and talent for debate, competing nationally and attending debate camps at Dartmouth and Georgetown. “It’s alien to my mom and dad, but they realize this will change the course of his life.” As a father of six, Brewer can relate. “Education is the stuff important lives are made of and we need to give our children opportunities.” He poses an age-old question: are billionaires born or made? He believes FLP is proof positive that it is about nurturing. “The commitment we make is if you stick with us, we’ll stick with you and help you make it to where you need to be—to the greatest college and beyond, to your own vision of the life you want to lead. We can all aspire to a better, productive, useful life.”
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 11
I NANWO VS A L C THIOOON LSS & P R O G R A M S
A New Kind of Dean
Appointed at Brooklyn Law School
By Gary M. Stern
en years ago, Nick Allard would likely not have been appointed dean of Brooklyn Law School as he was on July 1, 2012. Most law school deans were academics that climbed their way up the law school ladder. But Allard was a working attorney. Previously Allard was an attorney at Patton Boggs, a well-respected Washington, D.C.-based law firm and served as co-chair of the Advocacy Practice Group and chair of its Public Policy Department. He represented Fortune 500 firms, startup firms, nonprofits and universities. A graduate of Yale Law School, Allard was a pragmatic lawyer who knew the ins and outs of what it takes to practice law, not just study it. In his two years as dean, Allard has made significant changes. He has led an effort to reduce tuition and introduced a two-year law degree program. Still, he teaches two classes, “Privacy Law in a Digital World” and “Government Advocacy.” Of the 1,123 students attending Brooklyn Law School in fall 2014, 66 percent were white, 8 percent were Latino, 5 percent African-American, 12 percent Asian-American, 3 percent multi-racial and 6 percent unknown. Showing how competitive law school is, 3,400 students applied to Brooklyn Law School in 2014 but only 400 were accepted, a 1 in 9 ratio. Allard talked with Hispanic Outlook on his views about changes taking place in law schools, why the school moved to a two-year degree, and what it takes to attract more minority attorneys.
T
12 |
HISPANIC OUTLOOK
|
HO: Ten years ago, law schools hired academics, not practicing attorneys like you. Why did you switch? Allard: I switched because I wanted to make a difference. Brooklyn Law School was open to the idea
DECEMBER 22, 2014
Dean Nick Allard
LAW SCHOOLS that in this new world, business as usual was not an option. And therefore they wanted someone who embraced the academic mission but who came from the profession. After all, law school’s mission is to prepare lawyers to be lawyers. HO: Why the movement to hire more active attorneys, not academics? Allard: Of the last 30 new deans, I’ll bet that almost half of them don’t come from the academic world. There are new demands. First of all, education needs to prepare students to prevail in the new legal market and that requires experience in the world. Secondly, running law schools isn’t a float down a money river. It requires recognition that to support scholarly and teaching missions, you need to run it as a business, have a budget and hire good people. HO: What skills do you bring to being dean of Brooklyn Law School? Allard: One of the things is my profound lack of knowledge. I can very genuinely ask one of the most powerful questions in the world, and that is, why? If I keep asking why, sometimes there’s a good answer, and sometimes the answer is because, and some-
When I look at our law school, we can never have enough Hispanic diversity. Having worked with La Raza in the past, I know there’s no single Hispanic community. It’s an umbrella that covers Mexicans, Cubans and Caribbeans.” Nick Allard, dean, Brooklyn Law School
times, it’s because we’ve always done that. I think another aspect of my background that is helpful is I have had deep academic experience. People often ask me what I’m most surprised about coming to Brooklyn Law School. I wasn’t expecting that being a dean of the only law school in the biggest borough in the greatest city in the leading country would involve so much community and political activity. My Washington experience has come in handy and my passion for politics and community have not been under used here. HO: You told The New York Times that years ago graduates of elite schools le law schools with little practical knowledge of law. What specifically have you done at Brooklyn Law School to change that? Allard: In one sense, we’re not doing anything differently. What we’ve done for over 114 years is our lawyers graduate from here with the knowledge that they know what they’re doing. As I look out over our campus, I see the local, state and federal courts, the district attorney’s office, the bar association and police headquarters. Our students don’t need a road map to find experience. That’s our campus. What we’ve done is put more resources into professional training and education. We’ve launched two new programs: the first is Business Bootcamp. We’re now in our third year. It’s co-taught by Deloitte and takes place between semesters. We have 200 of our students learning the basics of business literacy. People don’t know the basic of business including how to read a balance sheet. The second program is the Center for Urban Business Entrepreneurship (CUBE), which is funded by alumni. It involves students in the downtown Brooklyn entrepreneurial community, working as lawyers for new businesses. It covers several fields: high tech, creative arts (film, TV and culinary arts), fashion, energy, real estate, non-profit and new business, and community development.
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 13
I NANWO VS A L C THIOOON LSS & P R O G R A M S HO: You introduced a two-year J.D. (jurist doctor or law degree). Why? Allard: There’s not a law school in the county that is not considering what curriculum changes are necessary to make the program more valuable and worthwhile. One issue is the length of time it takes to get your law degree. Many people criticize law school and say the third year is a waste of time and law school is too expensive. Our judgment was this isn’t the time to send people into the market with less training, rather than more training. We found that two-thirds of potential applicants would be interested in a two year degree, but only if it were the same quality. Most employers don’t care how long it takes someone to graduate, but what they care about is how good is their experience and the quality. We shifted to a per credit approach. Degree programs entail taking 85 credits, whether it lasts two, three or four years. You set the pace. For the two-year degree, we have a separate admission process. We’re looking for Navy Seals. They go through 24 months with few breaks except for major holidays. HO: Explain why you’ve lowered tuition. Allard: We are doing everything we can to make Brooklyn Law School more affordable. In addition to scholarships, below market rate housing, and generous loan repayment programs, we’ve frozen tuition. In fall of 2015, we’ll reduce tuition by 15 percent. If our tuition costs roughly $53,000 a year, students will save $7,500. It’s a matter of equality and access. We believe law schools are pricing themselves out of business. We can’t accept a broken business model. HO: Nonetheless, the student body of Brooklyn Law School is just 13 percent Latino and African-American. Why? Allard: We’re making a concerted effort. You can never have enough diversity. Our premise is that diversity is in everyone’s interest. When I look at our law school, we can never have enough Hispanic diversity. Having worked with La Raza in the past, I know there’s no single Hispanic community. It’s an umbrella that covers Mexicans, Cubans and Caribbeans. We want a law school student body, faculty and staff that reflect the diversity of Brooklyn.
Of the 1,123 students attending Brooklyn Law School in fall 2014, 66 percent were white, 8 percent were Latino, 5 percent AfricanAmerican, and 12 percent AsianAmerican.
HO: Critics say that law schools rely primarily on LSATs, putting minority students at a disadvantage. How does that play out at Brooklyn Law School? Allard: LSAT and grades are important factors but they’re not the only factors. We look at the entire student and we know how to pick them. Our students excel. Our Bar passage rate was 94 percent and our job rate was 90 percent six months after graduation. (editor’s note: Figures based on 2013 results.) HO: Law schools are undergoing major changes. What changes do you expect to see from Brooklyn Law School in the future? Allard: I would hope that we’d be able to make the legal education more affordable. We’re not satisfied with this effort. Stay tuned, and expect that in two years, our two-year students will grow. I also expect to establish relationships with major countries to encourage them to send their best students to us. HO: You still teach. Why? Allard: There is no better adrenalin rush than when you see the light bulb go on and a student gets it. It keeps my finger on the pulse of students. HO: Your best advice to bright Latino students. Allard: Dream big, work hard, change your world, and go to law school.
14 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
LEG AD AL E RI SN HI TI IPA/TRI V O EL SE M O D E L S
Legislation and Programs Support Undocumented Students in Florida By Kimberly Allen
ntil recently, a college education was out of reach for many high school students who entered the United States as children of undocumented immigrants. Through a program that launched last fall, Seminole State College of Florida has provided full scholarships and tuition waivers for eight students who are part of the Deferred Action for Childhood Arrivals (DACA) scholarship program. The program is in partnership with the Hope CommUnity Center (HCC) of Apopka, Fla. HCC identified the students and also provides assistance, such as computer labs and tutoring. In less than a year, the program already is seeing successes. Agostina Bellini, 20, of Apopka, was the first DACA scholarship recipient to graduate last July. Bellini, who has a sister also in the program, has been attending Seminole State since 2011. Until last fall, she was taking one class at a time. “The DACA scholarship covered my full tuition,” says Bellini, who is originally from Argentina. “With my tuition paid, it allowed me to take a full class load and to finish my degree.” Bellini, who earned her associate in arts (AA) degree, plans to attend the University of Central Florida and study social work. She graduated magna cum laude from Seminole State. Scholarship recipient Bernarda “Eli” García, 24, of Apopka, graduates this month. (see sidebar). She has noticed a shift in what her dreams used to be and what they are now. “When I was a little girl in Mexico, one of my
U
dreams was to own a pair of sandals,” she says. “My dream has changed. My dream is to finish college, be the first generation in my family to earn a college degree and be a professional. I want to be a role model
HISPANIC OUTLOOK
Agostina Bellini
|
DECEMBER 22, 2014
| 15
LEGAL INITIATIVES for my brother and for students who are undocumented to come out and say who they are. Our parents were really the first DREAMers. We are the second DREAMers. We want to give back to the community and the country.” Seminole State plans to help more students like García and Bellini achieve their dreams by continuing the partnership with HCC and sharing information with students and the community. The college, which is part of the public Florida College System, serves more than 32,000 students across six sites in Central Florida. Earlier this year, Seminole State President Dr. E. Ann McGee and other college administrators met with the students to discuss the DACA program, its benefits and ways that it can be improved. “The students have told us that they feel a sense of community, support and guidance at Seminole State,” says Geoff Fortunato, associate vice president of student services. “They aren’t just going to college; they’re thriving here. Hope CommUnity Center students who attend Seminole State have an average GPA of 3.43. We want to do all that we can to help them continue that success.”
When I was a little girl in Mexico, one of my dreams was to own a pair of sandals. My dream has changed. My dream is to finish college.” Bernarda “Eli” García, student, Seminole State College
New legislation provides opportunities at Florida colleges In the United States, there are an estimated 65,000 undocumented students – children born abroad who are not U.S. citizens or legal residents – who graduate from U.S. high schools each year. These children are guaranteed an education in U.S. public schools through grade 12, but might face legal and financial barriers to higher education. New legislation, Florida HB 851, which went into effect last July, aims to make a college education affordable for even more undocumented students. The legislation allows qualified undocumented students to pay the same tuition as Florida residents. To qualify, undocumented students must: 1) Have attended a secondary school in Florida for three consecutive years immediately before graduating from a Florida high school; 2) Apply for enrollment in an institution of higher education within 24 months after high school graduation; and 3) Submit an official Florida high school transcript as evidence of attendance and graduation. In-state residents pay about one-quarter the amount paid by non-Florida residents. Seminole State’s DACA scholarship students are hoping to help spread the word about the opportunities they’ve received at Seminole State. The college began partnering with HCC to provide assistance to undocumented students in 2003. “The Hope CommUnity Center continues to help undocumented students achieve their dreams through resources and partnerships like ours,” Fortunato says.“Seminole State provides scholarship assistance and academic support to HCC students, and the college is committed to helping them reach their educational goals.”
Kimberly Allen is communications coordinator at Seminole State College of Florida.
16 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
LEG AD AL E RI SN HI TI IPA/TRI V O EL SE M O D E L S
Stepping Up to Pursue a Dream From Central Florida to the White House, Seminole State College of Florida student Bernarda “Eli” García, 24, a native of Mexico, has made her voice heard by representing fellow undocumented students and workers. Last June, she attended the White House Summit on Working Families, where she participated in discussions on worker’s rights and heard presentations from President Barack Obama and First Lady Michelle Obama, among others. García, a student in Seminole State’s Deferred Action for Childhood Arrivals (DACA) scholarship program, says her own experiences led her to become an activist, advocating the rights of fellow DREAMers and participating in marches and rallies with Central Florida Jobs with Justice, an organization for workers’ rights. “I had to learn a different language and figure out the culture,” says García, who came to the United States when she was 11 years old. “I didn’t grow up with my parents in Mexico, so it was like living in a new family. It was very intense for me.” Now, as a college student and activist, García has come a long way from being the school girl who once wanted to be “invisible.” “It wasn’t until sixth or seventh grade that I found out that I was undocumented,” she says. “I thought, ‘If I'm undocumented, I don’t want people to see me.’ I became an invisible person. I hid myself from the world and had just one friend.” García says that began to change when she was got involved at Hope CommUnity Center (HCC) of Apopka, which offers services and support for Central Florida’s immigrant community, and met other kids who were also undocumented. “I found myself not trying to be invisible anymore,” she says. “But I was still scared to tell that I was undocumented. By my senior year of high school, I discovered my talents and became more comfortable with my story.” Despite her newfound confidence, as her graduation from Apopka High School approached, García says her excitement was overshadowed by yet another challenge. “I was really excited, because my parents were proud of me, and I was about to get my diploma,” she says. “But every dream was crashing. I heard my friends talking about college, but I wasn’t talking about anything like that, because I knew I couldn’t go to college. Inside, I was feeling very depressed.”
Once again HCC provided a ray of hope and connected García to the College’s International Student Office and an advisor who helped her through the admission process and told her about scholarships available through the Foundation for Seminole Bernarda García State College. “Seminole State opened doors for me,” says García, who started at the College in 2009 before DACA was implemented. “I was so excited to go to college. Then I found out I had to pay out-of-state tuition. I was about to give up until I learned about a Foundation scholarship and that I didn’t need a Social Security number to apply.” With the scholarship she received from the Foundation, García started taking one class at a time. She says her studies made her feel as if she was doing something that mattered. That attitude helped her gain confidence – enough to share her story in her speech class. “One topic was to share an experience that changed my life,” she says. “I shared that I was undocumented and that I felt privileged to be in the class and to be taking it with the rest of the students.” Her peers were so moved by her story, García says, that they gave her $100 to help her continue her education. Through the DACA program, which started in fall 2013, García now has a full scholarship to attend Seminole State and is set to graduate with an associate in arts (A.A.) degree this month. Through DirectConnect to UCF, she plans to transfer as a junior to the University of Central Florida and major in social work and study immigration law. For García, earning a college degree and starting a career, isn’t just about achieving personal goals. It’s about helping others. She and others in the college’s DACA program give back by teaching and tutoring other students at HCC. They've also created a library with their textbooks, so students who need them can check out the books for free. Sharing resources also gives others at HCC a sneak peek at what they can expect to learn in college. “We want to make it easier for the next students,” García says. “We love to contribute. This is our home. Seminole State gives us the opportunity to give something back to our community.”
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 17
LEGAL INITIATIVES
New Efforts to Combat
Sexual Assault on Campus By Frank DiMaria
“
Schools need three different messages; one tailored to senior campus leaders and administrators, one tailored to faculty and staff and another for its students.”
Claudia Bayliff, former Chief of the United States Air Force’s Sexual Assault Prevention and Response Program
18 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
LEGAL INITIATIVES hile the NFL was dealing with the public relations nightmare of domestic violence perpetrated by its players earlier this year, some of America’s colleges were placing sexual assault prevention at the forefront of their messages to their students and faculties, and for good reason. The numbers on sexual assault on today’s college campuses are disturbing. According to “Rape and Sexual Assault: A Renewed Call to Action,” a report issued by the White House Council on Women and Girls, 1 in 5 women will be sexually assaulted sometime in their college career. Another report by Dean Kilpatrick of the Medical University of South Carolina indicates that 5.5 percent of women will be subjected to completed rape in the next year of their college career. To bring the issue of sexual assault prevention on college campuses into a new light and to equip campus leadership with the tools to deal with it, Claudia Bayliff, an attorney and educator with 25 years of experience in sexual assault prevention, is trying to implement a nationwide, comprehensive plan for judicial education on the topic. Bayliff, who was the first Chief of the United States Air Force’s worldwide Sexual Assault Prevention and Response Program, says colleges and universities face major challenges when dealing with sexual assault. Before they can prevent sexual violence college leaders must first understand the dynamic of sexual assault and the magnitude of the problem. “The vast majority of sexual assaults are never reported,” says Bayliff. “Maybe 5 to 9 percent,” she says. “Unless leaders understand these numbers, it’s hard for them to realize how serious this issue is.” Bayliff says a step in the right direction would be changing the way campus officials deal with sexual violence. To get a handle on the numbers and to stem the problem of sexual assault, some schools are conducting campus climate surveys. In fact, President Obama is exploring the option of requiring schools to conduct such studies in 2016, a controversial idea. Opponents to these surveys insist they are expensive and are not valuable. Like most problems in higher education, sexual assault does not have an easy solution. Leadership needs to view sexual assault in a holistic manner and create long-term strategies that comprise several components, including prevention and re-
W
David Lisak
sponse. Campus leaders must approach the problem strategically rather than looking for a quick fix, like showing a short presentation during orientation week when the students are overwhelmed with information, says Bayliff. For years college campuses have relied on small, underfunded, under-resourced centers, like women’s centers, to prevent and respond to sexual violence. Although well intentioned, these small centers do not enjoy support from leadership or the resources necessary to deal with the problem. Rather than burdening ill-equipped centers with prevention and response, Bayliff suggests that campus leadership incorporate the issue of sexual assault directly into the curriculum. “Incorporate this into the campus not just as a one-shot, short program but throughout a student’s tenure at a university,” says Bayliff. She also suggests that leadership study the wealth of research on the topic to learn which strategies work and which don’t. The irony is that America’s colleges are home to some of the country’s top researchers, many of whom are the leading experts on sexual assault prevention. Universities and colleges
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 19
LEGAL INITIATIVES need to identify these experts and include them in forming their sexual assault prevention and response strategies. “Campuses just overlook their faculties,” says Bayliff. To create a program that deals with sexual assault prevention, campuses need only look at the one designed by the U.S. Naval Academy. The academy assembled some of the top experts on sexual assault prevention in the nation. They created a four-year program, with each year building on the previous. “It was geared to the developmental level of college students,” says Bayliff. “It was looked at as an incremental process as opposed to just a one-shot deal.” When developing a sexual assault prevention program, Bayliff encourages campus leadership to consider the audiences it needs to reach and tailor its message to each one. “There is no one-size-fits-all,” says Bayliff. “Schools need three different messages; one tailored to senior campus leaders and administrators, one tailored to faculty and staff and another for its students.” Bayliff warns that plans to prevent sexual assault are worthless if campus leadership does not hold sexual predators accountable for their actions. When schools don’t, says Bayliff, the plans are just lip service. If they do, however, they create a sense of trust between students and the institution. That trust allows victims to feel comfortable enough to report incidents. “If we do a big campaign about sexual assault on campus and we talk about prevention strategies and we talk about response and we encourage victims to come forward but then the campus doesn’t hold offenders accountable, then that’s not building trust within the organization,” says Bayliff. Creating and maintaining trust involves providing trauma-informed responses that protect a victim’s privacy and a vibrant bystander intervention program that educates students on how to intervene when they witness a sexual assault. Campus leadership often confuses sexual violence prevention with risk reduction, dispensing advice to potential victims under the guise of sexual assault
prevention. Students are told not to walk alone on campus and to never leave their drink unattended, as though victims have control over what happens to them. This advice, Bayliff says, is not prevention, it’s risk reduction. When students fail to follow such advice and are victimized, they feel that they are at fault. True prevention has to be geared toward perpetrators, facilitators and bystanders for risk reduction to be effective. If a predator targets a young woman, but her friends help her avoid the situation, the predator will look for another, more vulnerable target, says Bayliff. “We have to gear our prevention efforts toward someone who can actually prevent it,” she says. It is a common misconception that alcohol use causes sexual assault. It doesn’t. However it can play a significant role. Perpetrators deliberately use alcohol as a weapon to prey on their victims, says Bayliff. Sexual perpetrators look for vulnerable prey and use alcohol to render them even more vulnerable. “It’s not a matter of simply cracking down on alcohol, but it’s a matter of understanding the dynamics and how alcohol is used as a weapon,” says Bayliff. Society does not treat women and men equally when it comes to alcohol and sexual assault. Women who get drunk and are sexually assaulted are often held responsible for the attack, says Bayliff. “What did you expect? You were drinking. You put yourself in that position. On the other hand, alcohol is often used as an excuse for perpetrators. He didn’t know what he was doing, he was just drunk,” says Bayliff. Earlier this year Bayliff and clinical psychologist David Lisak organized the first ever Summit on Sexual Assault, held at Dartmouth. The summit was their attempt to coordinate the efforts of those trying to prevent and respond to sexual assault. “We were trying to bring all the stakeholders on campuses as well as the federal partners together,” says Bayliff. She hopes to persuade more colleges to hold summits, but funding for such efforts is often not stable. This January she has invited members of the working groups that were formed at the Dartmouth summit to meet and keep the momentum rolling.
According to Rape and Sexual Assault: A Renewed Call to Action, a report issued by the White House Council on Women and Girls, 1 in 5 women will be sexually assaulted sometime in their college career. 20 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
From the
Scholars’ Corner
By Jason Rivera – Doctoral Candidate; University of Maryland, College Park, 2014 Graduate Fellow Twenty years ago, I surmounted enormous obstacles and embarked on a journey to become the first high school graduate and college student in my family. Today, I am an advanced doctoral candidate who has dedicated my entire professional career to helping students, especially Latinos and African-Americans, learn how to use education as a transformative tool and as a means to a stable and productive life. To that end, I have used service and advocacy as the cornerstones of my career, developing partnerships with students, parents, teachers, and community organizations to work to confront and dismantle systemic and societal barriers that negatively impact student outcomes. As a product of New York City’s public school system, my work has not come without challenges, many of which have been personal. For example, I am a Latino male, but it took many years for me to own and appreciate the significance of that statement. Before I started college, I lacked a strong Latino identity. Interestingly, my lack of a Latino identity was reinforced in school, as Latinos were markedly absent from most of the curriculum. Thus, when I began college, I was confronted with a crisis of identity that eventually set me on a journey of self-discovery and cultural exploration that ultimately led me to pursue a PhD in minority and urban education. Fortunately, my journey has been one predicated on caring relationships. Whether I was working with teachers and guidance counselors or community leaders and activists, as a student I inherently understood that in order to achieve success, I would have to harness the social and cultural capital that I found in others.
Interestingly, it is because I am keenly aware of the importance of social and cultural capital that I applied for the American Association of Hispanics in Higher Education/Ford Graduate Student Fellows Program. Prior to becoming a fellow, I viewed the AAHHE/GSFP as an opportunity to develop relationships with other Latino scholars and seasoned mentors as I continued to hone my research agenda and scholarship. This was important to my professional and academic development particularly since Latino role models have been noticeably absent from the educational institutions where I have both worked and studied. Becoming an AAHHE/GSFP fellow has been life changing. For the first time in my academic and professional career, I was able to meet and collaborate with other Latino scholars in a safe and supportive atmosphere. Through the fellowship, I was also able to participate in the AAHHE conference, where I gained invaluable knowledge about resources, challenges, research, and networks to inform my efforts to better support Latino students in higher education. More importantly, through AAHHE I was able to develop a familia that has offered me a stronger network of resources and support as I continue to work to develop tools, programs and services to support Latinos, and Latino males specifically, persist and complete college. Today, I am working on my dissertation, which examines Latino male perceptions of the factors that contribute to their academic success in college. As an AAHHE/GSFP fellow, I am looking forward to working with my familia to contribute my research findings to national conversations about Latino male academic persistence and completion.
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 21
Law School and the Profession: The Ugly Realities By Gustavo A. Mellander
or years I have been encouraging Hispanics to consider law as a profession. There was much to recommend it as a career path for it offered the opportunity of service in an ancient and respected profession that provided prestige, an opportunity for leadership in one’s community and an above average income. I have cooled my ardor. I cannot ignore the new realities which belie the picture I just drew. The path to becoming a lawyer still begins with three strenuous years of law school after earning a baccalaureate. It is a competitive grind. In addition, where you go to law school is very important. The truth of the matter is that if you attend one of the three to five top elite law schools, your chances of being employed by an exclusive law firm are enhanced exponentially. The right law school will help you secure that first good job and that reputation and panache will follow all the days of your life. If you attend an average law school it will be far more difficult to secure good appointments. This is different from years past when one could secure a reasonable position after passing the Bar exam regardless of which law school you attended. More recently, many who passed the Bar have not been able to secure employment in the legal field, not even as legal aides. Those lucky enough to be hired as lawyers face horrendously long work hours every week for years on end. Is that work rewarded by sizeable incomes? No. Severe income disparity exists between the compensation partners receive and the “associates” in law firms. A caste system is well-entrenched with money and benefits surging upward. Finally, as is true of so many students, law school graduates are frequently heavily in debt. Some have staggering obligations of $150,000 or more. So between an oversupply of applicants and their dire financial circumstances, law firms are able to keep entry salaries low. These factors have intensified in recent years and spawned disillusionment among most of the six young Hispanic lawyers I interviewed. Their disappointment is stark and palpable. Now more than ever, I urge Hispanics considering law to research the realities of the profession very thoroughly before choosing that career. Where to turn? Last year, I recommend they read Professor Steven Harper’s The Lawyer Bubble: A Profession in Crises. It is a well-written devastating analysis of the profession. Harper, a successful practicing lawyer for years, entered academia after he retired. He has spent those years teaching, researching and writing. And write he does. His lean, lucid, fact-filled prose identifies problems and suggests solutions.
F
22 |
HISPANIC OUTLOOK
|
A Fresh Look For this year’s column I interviewed six young Hispanic lawyers who had graduated within the past five years. Only one seems content. She was the most optimistic of the group. (Perhaps that’s her natural disposition). The others felt trapped by their heavy debt, overworked and harried week in, week out. Four shared deep regrets about their decision to attend law school. Some wished they had gone the master’s and PhD route. To my way of thinking, they are naïve about academia and tend to over glorify that career path. Two told me they wished they had gone to a community college after their baccalaureate so they “could have learned something practical” and secured a marketable skill. I also read a Business Digest interview of a 28-yearold lawyer. He stated his law school “tricked him” into thinking he'd find “a prestigious well-paying job after graduation.” The following pungent quote says it all. “I consider law school a waste of my life and an extraordinary waste of money. I feel like I was duped and tricked. At the end of the day, it's my own fault for being a sucker and I learned an extremely hard lesson. Because I went to law school, I don't see myself having a family, earning a comfortable wage, or having an enjoyable lifestyle. I wouldn't wish my law school experience on my enemy.” He passed the Bar the first time around but wasn't able to secure a position at a large firm. He worked at several small firms, felt overworked, marginalized and worried monthly whether he would have a job the following month. He was paid $1,000 a month at first and only achieved $25,000 a year after a few years. Presently he makes $45,000 and has a daunting $200,000 education debt. To save money, he lives with his parents, doesn't have a car, and hates his present job. He moonlights doing contract work for other lawyers to help pay down his debt. He went to law school because he wanted greater career opportunities than his BA offered him. He notes he believed “the legal education industry's sales pitch that lawyers will always be in demand and that bankruptcy will be a hot practice area when the economy is poor.” Tales From Young Lawyers As mentioned before, only one of these is content and pleased with her decision to be a lawyer. She would do it all over again but did note that she had not realized how very important it was to attend an elite law school to enhance one’s opportunities of being interviewed by an important law firm. She attended a second tier law school but wishes she had attended
DECEMBER 22, 2014
an Ivy League school. She also said that although she had interviewed many lawyers and even worked as an intern one summer, she didn’t fully appreciate the intense pressures young lawyers experience. She had an inkling but not the full picture. “I now know why so many lawyers are heavy drinkers.” The other five concurred with the excessive workload pressures and the drinking issue. She seems well-adjusted and accepting of her reality. I asked her if she always wanted to be a lawyer. She had since junior high school days. “I always watched Perry Mason on television – I guess I share that influence with Supreme Court Justice Sonia Sotomayor who has written that she was influenced by Perry Mason as well.” Many other lawyers I interviewed over the years would discourage youngsters from believing that television attorneys represent the true realities lawyers confront every day. This happy lawyer also told me she was encouraged by her father to enter a non-traditional profession. When she told him of her interest in law, he introduced her to several of his lawyer friends. They were all encouraging but very blunt. All of them said they hated law school. “It was like eating straw every day,” one said. But once they graduated they loved practicing law. They warned her about school and later office politics and jealousies. “It’s a gossipy group.” They urged her to respect her teachers and supervisors. “If you want to succeed, if you hope to become a partner, avoid fights with partners. Many have long memories and can be spiteful,” they told her. All of the successful lawyers she interviewed said that one had to become accustomed to long work days, including Saturdays and occasionally Sundays, month in and month out. They emphasized that it is really a very time-consuming profession. Those early observations helped her through law school and her early work days. On the other hand, her high school counselor tried to discourage her from studying law. Saying it was a very sexist profession and that many female lawyers became embittered as they are marginalized and ignored. Even her mother warned her “not to get too much education” for men did not like that. But she persevered. She told me too many first-year associates had spent a lot of time griping about their working conditions and criticizing the partners, the firm. Several were let go after a year or two. She agreed that some male lawyers were sexist but not all. I know from my experience that much has changed since the 1970s. I accompanied a State Chancellor of Higher Education as he visited every law school in two eastern seashore states. We met every law school dean, at a time when less than 10 percent of their enrollment was female. We made the case to accept more females. With few exceptions our plea fell on deaf ears. In spite of our failures, the nation has changed. During the past 10 years, more women than men have entered law school nationwide. Her final bit of wisdom for would-be lawyers was to
get to know as many practicing lawyers, novices and established partners, as possible while you are still in high school. Also try to interview lawyers who left the profession. It is well to remember that over half of all law school graduates never practice law. But the knowledge gained and the discipline inculcated has helped those individuals succeed in a wide variety of fields. Another of my six young Hispanic lawyers, a male, who at first said he hated law and his job, surprised me by saying he was happy to have an office to himself, a reasonable boss and regular health and vacation benefits. His salary is a meager $35,000 and he is $170,000 in debt from law school. “But I worked at five firms over four years until I got this job. The phony optimism has been squeezed out of me.” Depressed, I called a former colleague who recently retired as a law school dean. He sighed heavily and agreed that there were too many lawyers and fewer opportunities than when he graduated. Interestingly, he also noted that the demand for legal services has been reduced by several factors such as outsourcing projects and document reviews which are sent overseas to inexpensive markets, the proliferation of do-it-yourself legal services such as LegalZoom which has impacted demand for wills, business formation, and other tasks that used to be “the bread and butter of small firms.” Further, the wide availability of free information on the Internet (Nolo.com) has led many people to do “lawyerly” things themselves rather than pay a lawyer. Bottom line Clearly my six randomly selected young lawyers do not a profession make. Their views must be taken with a tablespoon of salt. Some, I felt, were unduly pessimistic and even immature. It’s tough in any profession when you first join the ranks. Medical doctors and academicians and others have their tales of woe as well. One is bound to be overworked and underappreciated in many a field. Some of us might also have an unjustified high opinion of our importance. The vivacious “happy lawyer” is I think a generally cheerful person, one who probably would be happy in any profession she selected. Maybe she has a lot to teach the rest of us. Advice to those considering the law? Conduct a lot of research about what lawyers really do. Interview as many lawyers as you can, interview those who left the practice, secure summer employment in law firms, don’t believe the hype many law schools give you-they are not always truthful, and it’s a business. Don’t go into serious debt because your income may be a lot less than you imagine for decades on end. If you can, get your employer to pay your tuition. Law school can be completed over four years on a part-time basis. But most importantly seriously explore who you are before you chose any profession. If you do you’ll probably make the best choice for you. It is your life after all. Dr. Mellander was a university dean for 15 years and a college president for 20.
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 23
Dean S ho Sc h ol of Ps P ycho h logical Sc S iences The University of Indianaapolis is conducting a naational search for the Dean of the School of Psychol P ogical Sciences. The Search Com mmittee invites letters off nomination, applicationns (letter of interest, fuull resume/CV, and contact information off at least five references), or expressions of intereest to be submitted to the search fiirm assisting the University. Review e of materials will begin immediately and co ontinue until the appointm ment is made. It is prefeerred, however, th hat all nominations and applications be submitteed prior to January 22, 2015. 2 For a complete position description, please visit the Curreent Opportunities page at www.parkkersearch.com. Lau urie C. Wilder, Executivee Vice President & Manaaging Director Porsha L. Wi W lliams, Vice President 770-80 04-1996 ext: 109 pwilliams@parkersearch h.com || eraines@parkersearch.com The University of In ndianap polis is an equal opportun nity/aafffiirmative action em mployer and encourages applications from women and minorities.
The Department of Mechanical Engineering at Virginia Tech is seeking to fill the position of Department Head Virginia Tech invites applications for the position of Professor and Head of the Mechanical Engineering Department. Virginia Tech, founded in 1872 as a land-grant institution, is currently ranked in Top 25 Public University by US News & World Report and Top 25 Public Research University by the National Science Foundation. As the Commonwealth’s most comprehensive university and its leading research institution, Virginia Tech serves a diverse population of 30,000+ students and 8000+ faculty and staff from over 100 countries, and is engaged in research around the world. The 120-acre VT Corporate Research Center is home to over 100 companies and the Edward Via College of Osteopathic Medicine. The College of Engineering is home to 13 departments with about 330 faculty, 7,500 undergraduate students, and 2,100 graduate students. In 2014, the College of Engineering was ranked in the top-10 in the nation for the number of BS and PhD awarded. In the most recent rankings by U.S. News & World Report the College of Engineering’s undergraduate program ranked 15th (8th among public universities), and the graduate program ranked 21st (12th among public universities). The Mechanical Engineering Department, which includes a Nuclear Engineering Program, has over 50 faculty, research expenditures in excess of $17M, and a current enrollment of over 170 doctoral, 130 masters, and over 1200 undergraduate students. The department is ranked 16th and 17th out of all mechanical engineering departments in the nation in undergraduate and graduate education, respectively, by the 2014 U.S. News and World Report. The department includes several research centers and its faculty members are engaged in diverse multidisciplinary research activities. The mechanical engineering faculty also benefit from a number of university-wide institutes such as the Institute for Critical Technology and Applied Science (ICTAS), college level centers such as the Commonwealth Center for Aerospace Propulsion Systems (CCAPS), the recently established Rolls Royce University Technology Center (UTC) in advanced systems diagnostics, and the Virginia Center for Autonomous Systems (VaCAS). Applicants must hold a doctoral degree in Mechanical Engineering or a closely related field. We are seeking highly qualified candidates that demonstrated intellectual leadership and administrative skills in an academic/university environment or equivalent, with an ability to communicate effectively, concisely, and clearly at all levels. Candidates must also have a dedication to the instructional mission of the university, an established record of professional activities and leadership in professional organizations, and credentials commensurate with the appointment as full professor with tenure in the department. Applications must be submitted online to https://www.jobs.vt.edu to posting number TR0140132. Applicant screening will begin Jan. 10, 2015 and will continue until the position is filled. Applications should include curriculum vitae, a cover letter, a vision statement, a statement of leadership style and experience, and contact information for at least five individuals providing references. References will only be contacted concerning those candidates who are selected for the short list/phone interviews. Blacksburg is consistently ranked among the country’s best places to live and raise a family (http://www.liveinblacksburg.com/). It is a scenic and vibrant community located in the New River Valley between the Alleghany and Blue Ridge Mountains. The town is proximal to state parks, trails, and other regional attractions of Southwest Virginia, renowned for their history and natural beauty. For assistance submitting the application please contact Ms. Diana Israel (disrael@vt.edu, (540)-231-6424). Inquires about the position should be directed to the Chair of the search committee, Prof. Corina Sandu (csandu@vt.edu, (540) 231-7467). Virginia Tech does not discriminate against employees, students, or applicants for admission or employment on the basis of race, gender, disability, age, veteran status, national origin, religion, sexual orientation, or political affiliation, is committed to diversity, and seeks a broad spectrum of candidates.Questions concerning discrimination should be directed to the Office for Equity and Access. Virginia Tech is a recipient of the National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers (http://www.advance.vt.edu) and is an Equal Opportunity/Affirmative Action Institution. Virginia Tech responds to the needs of dual-career couples and has policies in place to provide flexibility for faculty careers. Invent the Future at Virginia Tech!
24 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
Subscribe to Hispanic Outlook in Higher Education’s E-newsletter Join 4,000+ subscribers and receive: • Can’t-miss editorial from each issue • Links to the free digital magazine • Featured employment opportunities • Latest higher education headlines from around the country Visit HispanicOutlook.com or email Info@HispanicOutlook.com to subscribe today.
Faculty Positions – Fall 2015 Nationally recognized, globally connected, locally focused Lone Star College is the largest institution of higher education in the Houston, Texas area and one of the fastest-growing community colleges in the nation. With over 90,000 students on 18 campuses and centers, LSC employees are our most important resource. LSC seeks highenergy faculty and staff who share our commitment to students and teamwork. Our colleagues thrive in a supportive, scholastic environment and enjoy a variety of benefits that add to quality of life. For questions regarding the online application or the employment process, contact the talent acquisition team at employment@LoneStar.edu. Anticipated needs: t t t t
Math Biology Education Nursing
t t t t
Engineering Geology English Business
t t t t
Art Criminal Justice Anthropology Welding
The application review process begins February 2015. Lone Star College does not discriminate on the basis of race, color, gender, religion, disability, age, veteran status, sexual orientation, nationality or ethnicity in its programs and activities. For more information visit LoneStar.edu/legal-notices.
LoneStar.edu/employment
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 25
HUNTER COLLEGE RESEARCH ASSOCIATE (POST-DOC) Centro de Estudios Puertorriqueños
GENERAL DUTIES: • Conducts academic research in connection with CUNY programs; may assist faculty, staff, and students in conducting research and lead research efforts involving others. • Develops research plans and proposals and participates in acquiring funding • Collects, analyzes, and assures validity of data • Writes progress reports; writes and publishes findings • Collaborates with internal and external colleagues • Adheres to standards for safety and hygiene and ethical conduct as defined by the University and relevant outside parties CAMPUS SPECIFIC INFORMATION: The Centro de Estudios Puertorriqueños (Centro), the only University-based research institute in the United States devoted to the interdisciplinary study of the Puerto Rican experience, seeks an academic researcher with expertise in any one of the wide range of disciplines within history, social sciences, or behavioral sciences, including those interdisciplinary in nature, to complement its current research capacity. This is a non-tenure track position that reports directly to the director. The Research Associate's responsibilities include but are not limited to: • Provide assistance with academic research and publish studies in peer-reviewed journals and other academic venues on Puerto Rican stateside communities. • May assist in presenting papers at disciplinary conferences. • Support and perform other research related duties as assigned by the Director. • Participate on Centro-wide staff committees. Appointment will be for one academic year. QUALIFICATIONS: The ideal candidate will be a recent graduate from a Ph.D. program with a "post-doc" project for completion, such as converting a dissertation into a book, publishing chapters of a dissertation in peerreferred journals, or writing articles or chapters for a book in a new area of research where all data has been collected. English and Spanish fluency are required. COMPENSATION: $44,849 HOW TO APPLY: Applications can be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and navigating to Careers at CUNYfirst. Search for Job ID: 11619. Current users of the site should access their established accounts; new users should click on the appropriate link to register. CLOSING DATE: The search will remain open until the position is filled.
Index of Employment Opportunities in Digital Ads Administrator and Faculty Positions . . . . . . . . . . . . . . . . . .Page 29 Adminstrative and Executive Positions/ Faculty Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 29 Assistant, Associate or Full Professor, Mathematics and Statistics . . . . . . . . . . . . . . . . . . . . . .Page 26 Dean of the School of Communication and Information (SC&I) . . . . . . . . . . . . . . . . . . . . . . . . . .Page 28 Dean, School of Psychological Sciences . . . . . . . . . . . . . . .Page 24 Department Head, Dept. of Mechanical Engineering . . . . . .Page 24 Faculty Positions, Fall 2015 . . . . . . . . . . . . . . . . . . . . . . . . .Page 25 Multiple Faculty Positions . . . . . . . . . . . . . . . . . . . . . . . . . .Page 27 President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 28 President Search – 2 Positions Open . . . . . . . . . . . . . . . . . .Page 27 Research Associates (POST-DOC), Centro de Estudios Puertorriqueños . . . . . . . . . . . . . . . . . . . . . . . .Page 26 Research Associates, Centro de Estudios Puertorriqueños . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 26 Tenure Track Positions, College of Social and Behavioral Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 27 Find more of the most current openings in higher
education on HispanicOutlook.com.
CUNY is an AA/EO/IRCA/ADA Employer
HUNTER COLLEGE RESEARCH ASSOCIATE
Centro De Estudios Puertorriqueños GENERAL DUTIES: • Conducts academic research in connection with CUNY programs; may assist faculty, staff, and students in conducting research and lead research efforts involving others. • Develops research plans and proposals and participates in acquiring funding • Collects, analyzes, and assures validity of data • Writes progress reports; writes and publishes findings • Collaborates with internal and external colleagues • Adheres to standards for safety and hygiene and ethical conduct as defined by the University and relevant outside parties CAMPUS SPECIFIC INFORMATION: The Centro de Estudios Puertorriqueños (Centro), the only University-based research institute in the United States devoted to the interdisciplinary study of the Puerto Rican experience, seeks an academic researcher with expertise in any one of the wide range of disciplines within history, social sciences, or behavioral sciences, including those interdisciplinary in nature, to complement its current research capacity. The Research Associate's responsibilities include but are not limited to: • Conduct academic research and publish studies in peer-reviewed journals and other academic venues on Puerto Rican stateside communities. • Present papers at disciplinary conferences. • Write proposals and seek grants to fund academic research projects. • Engage in collaborative research projects with other Centro staff. • Work with student interns on research and related projects as assigned by the Director. • Support and perform other research related duties as assigned by the Director. • Participate on Centro-wide staff committees. This is a non-tenure track position. Employment is from year to year up to a maximum of 2-3 years. MINIMUM QUALIFICATIONS: Doctoral Degree in a related field and demonstrated research ability. OTHER QUALIFICATIONS: The ideal candidate will have experience in the implementation of the responsibilities described above as well as familiarity with interdisciplinary research and methodologies. English and Spanish fluency are required. COMPENSATION: Commensurate with experience. HOW TO APPLY: Applications can be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html)and navigating to Careers at CUNYfirst. Search for Job ID: 11613. Current users of the site should access their established accounts; new users should click on the appropriate link to register. CLOSING DATE: The search will remain open until the position is filled. CUNY is an AA/EO/IRCA/ADA Employer
26 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
HUNTER COLLEGE
ASSISTANT, ASSOCIATE OR FULL PROFESSOR Mathematics and Statistics
Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 11692 FACULTY VACANCY ANNOUNCEMENT: The Department of Mathematics and Statistics at0 Hunter College invites applications for a tenure track or tenured position at the Assistant, Associate or Full Professor rank. The targeted research areas are Statistics, Applied Probability, Data Science, or a closely related field. QUALIFICATIONS: Successful candidates must hold a Ph.D. degree in Statistics or Applied Mathematics, and demonstrate their commitment to excellence in teaching as well as outstanding promise or accomplishments in research. We have an active and growing masters program in statistics and applied mathematics and the candidate will be expected to mentor graduate students in this program. COMPENSATION: The rank and salary will be commensurate with the successful candidate's experience. CUNY offers a competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. Recommendation letters should be sent under separate cover to: Prof. Robert Thompson, Chair, Department of Mathematics and Statistics Hunter College CUNY, 695 Park Ave, New York, NY 10065 Robert.thompson@hunter.cuny.edu CLOSING DATE: The search will remain open until the position is filled. We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.
The College of Social and Behavioral Sciences invites applications for tenure track positions in the following programs: • Gender & Women’s Studies • Government (Law Enforcement) • Psychology • Social Work • Urban and Regional Studies
t about bwleha" ll a 's it n e a Wh o the "T we bring t
Higher utlook in red. O ic n a p His ove n has it c Educatio find
at you will Here's wh ary 12, 2015 u in the Jan th. 5 2 l ia Spec ry Issue's Anniversa ntents: o Table of C
ns on 22 ReflectioReporting for HO f o Years lle Adam to com by Miche ds tlook. a r es Aim at you icou Critic Tak Elite Colleges mit ispan . b ’s a u c ri S o@h ary 6 Ame D. Maria inf Janu by Frank p by U s p e llege St ic o C r a s s m Va se Econo to Increa on Campus y it Divers . Stern by Gary M quality in Years: Ine ists, e v -fi y t n rs e Twe ucation P ole Higher Ed Society as a Wh nn g n Mirrori Provitera McGly by Angela eted for nnials Targrship le il M ic n e a ead Hisp ers and L Tech Care l Abdul-Alim a by Jama
MSU and CSBS have a longstanding commitment to cultural diversity and are actively seeking to nurture and expand the gender, cultural, racial and ethnic diversity of our university community. Complete information is posted under Employment at MSU on http://www.mnsu.edu/hr/ AA/EOE and a member of the Minnesota State Colleges & Universities.
President Searches - 2 Positions Open The Chancellor of the Lone Star College, Stephen C. Head, invites applicants and nominations for the position of College President of Lone Star College-North Harris and Lone Star College-Montgomery. Nationally recognized, globally connected and locally focused, Lone Star College is the largest college or University in Houston and one of the fastest growing community colleges in the United States. With more than 80,000 credit students and a total enrollment of more than 95,000, Lone Star College is committed to student success and credential completion. LSC adds $3.1 billion to the local and regional economy by providing educational opportunities across the north Houston region. The next Presidents will benefit from strong, vibrant, and stable colleges characterized by faculty/staff commitment to integrity, quality, diversity, innovation, and responsiveness to students as well as the area communities, school districts, and businesses served by these colleges.
Multiple Faculty Positions Gallaudet University serves deaf, hard of hearing, and hearing students from many different backgrounds and seeks to develop a workforce that reflects the diversity of its student body. Gallaudet is an equal employment opportunity/affirmative action employer and actively encourages deaf, hard of hearing, members of traditionally underrepresented groups, people with disabilities, women, and veterans to apply for open positions. The university is currently accepting applications for one or more faculty positions in the following departments/programs: American Sign Language and Deaf Studies Art, Communication and Theatre Education Government and Public Affairs Interdisciplinary PhD program in Educational Neuroscience Interpretation Physical Education and Recreation Psychology Science, Technology and Mathematics Social Work World Languages and Cultures For detailed job descriptions and application information, go to: http://www.gallaudet.edu/hrs/employment_opportunities.html
The recent successful $485 million bond referendum for the Lone Star College also provides exciting opportunities for renovation of campus facilities, construction of new academic centers and infrastructure upgrades. Please visit the Presidential Search websites at http://www.lonestar.edu/northharris.htm and http://www.lonestar.edu/montgomery.htm for information on the search process, timeline, and Position Profile. Questions about the search processes can be emailed to LSC-NorthHarrisPresidentSearch@LoneStar.edu and LSC-MontgomeryPresidentSearach@LoneStar.edu APPLICATION PROCESS: Review of materials will begin immediately and continue until the appointment is made. These national searches will be guided by college Search Advisory Committees working with Gold Hill Associates, the designated recipient of all application materials. Dr. Stephen B. Kinslow Gold Hill Associates 1600 Concordia Avenue Austin, Texas 78722 stephen@goldhillassociates.com Lone Star College is an Affirmative Action/Equal Opportunity Employer.
LoneStar.edu/employment HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 27
The City University of New York
President Hostos Community College Dean of the School of Communication and Information (SC&I) Rutgers, The State University of New Jersey, invites nominations and applications for the position of Dean of the School of Communication and Information.
SC&I and Rutgers: Rutgers, The State University of New Jersey, seeks an experienced, visionary academic leader and distinguished scholar to serve as dean of its School of Communication and Information (SC&I) at Rutgers University–New Brunswick. SC&I contains three departments–Communication, Journalism and Media Studies, and Library and Information Science–and fosters the study of communication, information, and media processes, organizations, and technologies as they affect individuals, societies, and the relationships among them. With 1,800 undergraduate majors, 360 masters students, and 97 active Ph.D. students, SC&I offers five undergraduate programs, two masters programs, an interdisciplinary doctoral program, and non-degree graduate study programs. The School has several centers and institutes in areas such as school libraries, organizational development and leadership, and communication related to health issues. SC&I’s 59 full-time and 110 part-time faculty members consist of nationally and internationally distinguished scholars and outstanding industry professionals recognized for excellence and innovation in the disciplines represented within the School. (See SC&I website at http://comminfo.rutgers.edu/) Chartered in 1766 as Queen’s College, Rutgers University is one of the nation’s leading national, public research institutions. A member of the AAU and of the Big Ten and the CIC, Rutgers is a vibrant and diverse community of more than 65,000 students from all 50 states and more than 115 countries, approximately 9,000 full- and part-time faculty, and 15,400 full- and part-time staff members across the University. Rutgers comprises 33 schools and colleges and is home to more than 300 research centers and institutes. The University is dedicated to teaching that meets the highest standards of excellence; to conducting research that breaks new ground; and to providing services, solutions, and clinical care that help individuals and the local, national, and global communities where they live. Rutgers is located at the center of the Boston to Washington, D.C. corridor, with easy access to New York and Philadelphia. Qualifications: The successful candidate will possess a Ph.D. and a record of scholarly accomplishments warranting appointment at the rank of professor within the School of Communication and Information, and will have the administrative experience to lead a highly-ranked interdisciplinary school within a large and complex academic organization. The Dean will oversee the budget and fiscal management of the School as the University transitions from an all-funds system to responsibility centered management (RCM). She or he will demonstrate a strong commitment to teaching, excellence in undergraduate and graduate education, student placement, and the overall enhancement of the student experience. She or he must demonstrate support for the highest standards of research and scholarship among faculty and students. Also critical are the capacity to articulate and build consensus around a strategic vision, the ability to implement policies and initiatives to achieve that vision, and an understanding of contemporary technology and social media. A commitment to the recruitment and retention of a diverse group of faculty and students and to diversity in all aspects of the university is also essential. Candidates should have a proven track record in fundraising and alumni relations, a demonstrated ability to work well with faculty, staff, and external constituents, and strong management skills. The Dean of SC&I will report to the Chancellor of Rutgers University–New Brunswick, and is a key member of the leadership team. The successful candidate will be expected to play a major intellectual leadership role in developing strong academic and research programs that enhance the School’s quality, reputation, and visibility. Salary is competitive and commensurate with experience and qualifications. The desired appointment start date is July 1, 2015. Review of nominations and applications will begin on January 15, 2015, and continue until the position is filled. All correspondence will be held in strictest confidence. Applicants should submit a letter of interest and a current curriculum vitae. Applications from women and underrepresented minorities are actively encouraged. Nominations and applications from qualified individuals should be submitted electronically to: Dean George B. Stauffer c/o Linda G. Schulze SC&I Dean Search Committee sci.dean.search@rutgers.edu Rutgers is an Equal Opportunity/Affirmative Action Employer
28 |
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
The Board of Trustees of The City University of New York (CUNY) and the Hostos Community College Presidential Search Committee invite nominations and applications for the position of president of Hostos Community College. Hostos Community College’s commitment to student success and completion has received national attention. It is one of the top 10 national finalists for the million-dollar 2015 Aspen Prize for Community College excellence. The college takes pride in its historical role in educating students from diverse ethnic, racial, cultural and linguistic backgrounds, particularly students reflective of the surrounding communities. Since its establishment in 1968, Hostos has served as an educational agent for change that has been transforming and improving the quality of life in the Bronx and neighboring communities. As one of seven community colleges within The City University of New York – an integrated system of senior and community colleges, graduate and professional schools, research centers, institutes and consortia – Hostos benefits from the supports and synergies such a system provides. The college has successfully implemented various joint Associate/ Baccalaureate degree programs with several of CUNY’s senior colleges, including a Civil and Environmental Engineering AS-BS with City College, a Criminal Justice AA-BA and a Forensic Science AS-BS with John Jay College and a joint AAS-BS option in Nursing with Lehman College. Hostos Community College offers close to 30 degree programs including: fifteen programs leading to the Associate in Arts and Associate in Science degrees that prepare students for transfer to four-year college and twelve Associate in Applied Science degree programs that prepare students for specific careers. Over 7,000 students are enrolled at Hostos Community College. Forty-two percent of students attend part time, fifty-five percent are first-generation college goers and ninety percent qualify for some form of financial aid. Eighty percent of Hostos students graduate debt free. About a third of Hostos students are enrolled in allied health related fields. Hostos’s urban campus serves as a hub for the arts and businesses in the Bronx and beyond. In response to growing demand and increasing enrollment, plans are underway to build an additional 170,000-square-foot state-of-the-art Allied Health and Natural Science Complex. Close to sixty percent of Hostos Community College’s budget comes from New York City (32%) and New York State (27%). The remainder comes from tuition. The president reports to the chancellor and would join a leadership team composed of experienced and nationally recognized presidents in the nation’s largest and most comprehensive higher education urban system. The successful candidate will be a proven leader, a dynamic visionary and an influential advocate who is committed to social justice and who will guide the institution to even higher levels of accomplishment. Preferred qualifications for the position include: •A person of the highest personal and professional integrity •Successful leadership experience interacting with a multi-cultural, multi-ethnic, multi-lingual community and demonstrated commitment to enhancing the quality of student life and delivery of exemplary services to an urban student body •Demonstrated leadership in developing quality academic programs and proven expertise in remedial and developmental education •A demonstrated record of senior management success in an institution of higher education or an institution of comparable scope, with proven strengths in strategic planning, budgeting and management •Effective communication skills with the capacity to persuasively communicate the Hostos Community College mission and programs to multiple local and national constituencies •A track record of engaging and supporting faculty and staff in an environment of shared governance •An understanding of how technology can be integrated to improve learning and a record of leadership in technological innovation •A strong record of success in attracting financial support from foundations, corporations, governmental sources and private donors •A record of scholarly achievement and passion for the transformative mission of community colleges •An earned doctorate or appropriate terminal degree We are being assisted in this search by Dr. Narcisa Polonio, Executive Vice President for Education, Research, and Board Leadership Services, Association of Community College Trustees (ACCT). Confidential inquiries may be directed to her at npolonio@acct.org; Mobile 202-276-1983 or 202-775-4667. The position is available on or before July 1, 2015. Salary and benefits are competitive. The review of applications will begin in January 2015 and continue until the position is filled. Submission of applications is encouraged by January 10, 2015. Applications and nominations should be sent electronically to: Hostos Community College Presidential Search at executivesearch@cuny.edu and searches@acct.org Applicants should send (1) a letter expressing their interest in the position indicating how they meet the Search Committee’s preferred qualifications, (2) a curriculum vitae, and (3) the names of eight references (two from individuals who report to you, two from individuals to whom you report, two from faculty members and two from community/business leaders). References will not be contacted without the applicant’s prior permission. For additional information: Please contact Dr. Narcisa Polonio at npolonio@acct.org/ (202) 276-1983 or Ms. Mahlet Tsegaye, Office of Executive Search/ CUNY at executivesearch@cuny.edu; (646) 664-9404; 205 East 42nd Street, 11th Floor, NY, NY 10017. All inquiries, nominations and applications will be held in the strictest confidence. Please visit Hostos Community College on its website at www.hostos.cuny.edu or www.acctsearches.org for additional information. CUNY is an EO/AA/IRCA/ADA employer with a strong commitment to racial, cultural and ethnic diversity.
WESTCHESTER COMMUNITY COLLEGE
Administrator and Faculty Positions Westchester Community College is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds.
Hispanic Outlook.... There’s an
Administrators Director of Student Accounts Manager of Financial Analysis
App
Full-time faculty positions. Instructor level positions start in the Fall 2015. Requires Masters plus one-year related experience, unless otherwise indicated on website - Communications - Computer Science (two positions, one in Computer Networking) - Counselor (two positions) - Culinary Arts and Management - Human Services - Nutrition/Dietetics - Psychology
for That!
Adjunct Faculty. Spring 2015 openings. Specify day/evening/weekend availability. Credit adjuncts (Masters and one-year related experience required unless otherwise indicated on website): Accounting (day only), Adjunct Academic Support Center Coordinator (science/math), Anthropology, Biology, Ceramics, Chemistry, Communications, Computer Networking (Cisco certified), Computer Science, Journalism and Media Production, Criminal Justice, Culinary Arts and Management, Dietetic Technician/Foods and Nutrition, Digital Illustration, Digital Imaging, Economics, English, Fashion (Fashion Design, Sewing), Geography, Geoscience, History (AfricanAmerican, American, Caribbean), Human Services (Social Work), Librarian, Mathematics (including College Algebra with Trigonometry, Statistics, Geometry, Precalculus), Medical Billing and Coding, Nursing (seeking adjuncts with medical surgery specialization), Philosophy, Physics, Political Science, Psychology, Sociology, Veterinary Technology.
Download Your
Free App from the App Store or Google Play
Non-Credit adjuncts (Bachelors required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening and weekend options. Also interested in candidates with ESL teaching experience (MA or certificate in TESOL preferred) or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; do not submit a resume without a class proposal. For ESL only, submit resume to humanresources@sunywcc.edu. For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email subject field. AA/EOE.
The University of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.
Administrative and Executive Positions:
Chiropractor (Orthpaedics & Sports Medicine) Director (Student Academic Support Services) Director (Advancement) (Muma –College of Business) Associate Vice President (Advancement) Director (USF Health) (Development, Grateful Patient Program)
Senior Director, Director (USF Health Development) Director (Compliance) (Intercollegiate Athletics) Physician’s Assistant (Dermatology Department) Director (Development- Byrd Alzheimer’s Institute) Sr. Associate Vice President (Population Health & Payment Innovation)
Faculty Positions: College of Engineering Instructor, Assistant, Associate, Full Professor (Electrical) Associate/Full Professor (CyberSecurity) (3) Professor, Samual L. and Julia M. Flom Endowed Chair, (Civil & Environmental Engineering) College of Medicine Assistant Professor (General Academics Pediatrics) Assistant/Associate Professor (Global Health) Assistant Professor (Child Psychologist) Assistant/Associate/Full Professor (School of Therapy) College of Public Health Assistant, Associate, Full Professor (Health Policy Management) College of Arts & Sciences Assistant, Associate Professor (Chemistry) (4) Assistant Professor (Contemporary Africa) Assistant Professor (Psychology) (USF Sarasota) Assistant Professor (School of Mass Communications) Open Rank Faculty (Cryptography) College of Behavioral Community Sciences Assistant, Associate, Full Professor (Criminology) Associate Professor (Rehabilitation Counseling) College of the Arts Assistant Professor (Contemporary Critical Theory/Musicology) Assistant Professor (Painting & Drawing) Assistant Professor (Architecture) Instructor (Director of Band) College of Education Instructor (Elementary Education) (2) College of Business Open Rank Faculty (Information Systems & Decision Sciences) (2)
Assistant, Associate, Full Professor (Mechanical Engineering) Assistant Professor (Center for Urban Transportation Research) Professor (Chemical & Biochemical) Assistant Professor (Pediatric Pulmonology) Associate/Full Professor Epidemiology & Biostatistics Assistant Professor (General Psychiatry) Assistant Dean (Teaching Innovation & Quality Enhancement) Assistant Professor (American Politics) Assistant Professor (Marine Biology) Assistant Professor (Organismal Biology) (USF Sarasota) Assistant Professor (Communication Sciences & Sciences) Assistant Professor (Psychology) (USF St. Petersburg) Assistant/Associate Professor (Speech-Language Pathology) Assistant Professor (Piano) Assistant Professor (Theatre/Musical Theatre) Instructor (Director of Technical Theatre) Assistant Professor (Photography & Digital Media) Open Rank Faculty Tenure Track (Cybersecurity Education) Instructor (Accounting)
For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879. USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment.
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
| 29
Priming the Pump…
Academic Consequences of Psychological Abuse By Miquela Rivera, PhD
hy do some Latino students lag behind, turning assignments in late, failing to attend to details in their work, or losing track of what they are doing? Sometimes they are inadequately prepared. Other times they might have Attention Deficit Disorder or other learning disability or both. Occasionally they do not take the work seriously or simply don’t care. But there is another significant possibility: they have suffered psychological abuse – an early childhood trauma – that affected their brain development, behavior, outlook and ways of coping. How a student handles the pressures of school and work later starts at birth. Here is how early childhood trauma works: A child needs consistent care and attention to his needs, a routine and a secure attachment to a caregiver since birth. Since the brain is developing during early childhood at its most rapid pace in the lifespan, the absence of any of these components spells trouble. If early needs for food, attention and safety are not met consistently, the child has difficulty trusting others. A routine assures predictability, so the child whose caregivers don’t establish one is often anxious and irritable. And without a consistent, loving caregiver, the child doesn’t attach well to others and later will be more likely to have trouble with relationships and authority. His self-confidence is typically low, so he is more prone to being bullied or later becoming a bully. And there are problems with emotional and behavioral self-control. It can be challenging for them to control their anger or curb impulses. Without any intervention to change the course of ongoing (albeit deficient) brain development, the child ends up lacking the capacity to maintain composure and good performance under pressure. And school is pressure. From the critical time of third grade all the way through higher education, social and intellectual challenges increase, but the psychologically abused student’s ability to cope doesn’t keep pace. The result: bouts of anxiety, depression and feelings of hopelessness. Coping by using alcohol and drugs, often to excess. Tangling with the law. And falling behind in classes or dropping out of school altogether Teachers in secondary and higher education need to learn about psychological abuse because it is more pervasive than the well-known PTSD – Post Traumatic Stress Disorder – the mental condition
W
|
HISPANIC OUTLOOK
|
DECEMBER 22, 2014
that results from unusual external events like war, murder, fires, and bank holdups. Those symptoms are clear and identifiable: intrusive memories and flashbacks, hyper-vigilance – always watching for another assault – and avoidance of situations that can trigger a panic-laden episode. More children are abused verbally and neglected than are sexually molested or physically beaten. And it is an equal opportunity phenomenon, not explained away simply by poverty (though it is easier to cover it up if one has money). Since brain development starts at conception, the Latino family plays the most important role in the child’s development. Stopping and avoiding any exposure to domestic violence, minimizing the disruptions that occur in the family, including separation of parents from their children, and talking positively to the children are significant ways to help children develop properly. Derogatory name calling, criticizing, blaming, shaming, and ridiculing a child – even and especially if it is the parent doing it – is familial bullying, homegrown and real. And even if the offender tells the child, “I’m just kidding” or taunts, “Can’t you take a joke?” the child takes the negative message literally and internalizes it. No wonder, then, that a child thinks he can’t learn in school when he has been told his entire life at home that he is stupid. Teachers who recognize this issue will need to adjust their approach with psychologically abused young children, still holding the child accountable but offering extra support and guidance as they teach. Disruptive behavior and impulsivity are the most common problems that threaten the student’s ability to learn. Structuring the classroom, developing the relationship with the student and providing rewards for challenging yet attainable goals can help the Latino student develop the persistence and self-control needed to complete a course of study. The supports needed for retention of students also need to be in place in higher education and a clearer understanding of how the problem started might help faculty and staff support the Latino student more readily. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.