01/12/2015 Thank you for a great 25 Years by Hispanic Outlook on Education Magazine

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JANUARY 12, 2015

www.HispanicOutlook.com

VOLUME 25 • NUMBER 7

MFA Program for InnovatorsANNIVERSARY Latino Graduation Rates Propelled SPECIAL ISSUE

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Congratulations to Hispanic Outlook in Higher Education Magazine on Your Silver Anniversary.

ยกFelicitaciones!

A quarter-century ago, Hispanic Outlook Magazine's inaugural issue started to define the true meaning of diversity in higher education. As you continue to broaden the definition, we at Bergen look forward to providing our ongoing support.

24%

Hispanic Enrollment Proud to be a Hispanic-

www.bergen.edu

Serving Institution

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PERSPECTIVES

An Interview SPECIAL ANNIVERSARY ISSUE

with HO’s founder and publisher By Marilyn Gilroy HOW IT ALL BEGAN… 1990, José López-Isa, then president of Bergen Community College in Paramus, N.J., observed that there was no academic journal specifically focused on the needs of the growing numbers of Hispanics in higher education. López-Isa believed – and many agreed – that it was time for Hispanics to have a bigger voice in this arena, one that would serve them on a national level. The result was the founding of The Hispanic Outlook in Higher Education magazine, which López-Isa hoped would create an “ongoing positive dialogue between Hispanics and all others in the academic and private sectors to enlighten, enrich and improve opportunities for everyone trying to achieve success.” During the first few years of publication, there were many outstanding contributors such as Marta Tienda, now a professor of sociology and public affairs at Princeton University, Eduardo Padrón, president of Miami Dade College and Gustavo Mellander, who held two college presidencies during his career, and still writes for HO. As the magazine grew, it became an important source of information and insights about advancing the cause of education for Hispanics. When HO decided to broaden its editorial content, we launched one of our most popular annual features – the naming of colleges that do the best job of recruiting, retaining, educating and graduating Hispanics. Many colleges eagerly await the list and those that appear announce their ranking via press releases and post it with pride on their websites. Over the years, HO published insightful interviews with famous Hispanics who also are advocates for education, including the actor Martin Sheen, Pulitzer Prize-winner Junot Díaz, and Sonia Sotomayor, who first came to national attention when she was appointed as judge for the United States Court of Appeals for the Second Circuit. In honor of HO’s 25th anniversary, we asked José López-Isa, who has recently returned to the magazine as publisher, to reflect on this milestone and his own 50-year career in higher education.

Dr. José López-Isa

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PERSPECTIVES HO: What do you think has contributed to Hispanic Outlook’s longevity? JLI: I believe the reason for our longevity is because the magazine has fulfilled an important need. When we started publishing, the number of Hispanics in higher education was growing, in the ranks of faculty and in the student population. By 1990, the time had come for a publication to express Hispanic needs, ideas and hopes for the future in higher education and beyond. As the years went by, Hispanic presence in higher education grew and we now see many more Hispanics making it to college and as professionals. Hispanic Outlook still serves an important voice for this demographic. HO: What have you found to be most rewarding and most challenging aspects of publishing a magazine for 25 years? JLI: My great satisfaction with the magazine, especially now, is the conviction and realization that we are doing something that is useful and is helping Hispanics move up. The challenge has been to create something like this and go through struggles to see it prosper. Right now, it is exciting to see the changes in HO in the design and website and I am looking forward to publishing more articles on the important issues we need to focus on.

Hispanic parents have become very supportive of higher education for their children, even when it is beyond their means. They realize it is a way of coming out of poverty.” José López-Isa 4 |

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HO: What are some of the significant changes you have seen for Hispanics in higher education over the course of your 50-year career? You started out as a faculty member at Dutchess Community College in New York in 1975. JLI: There has been tremendous change. When I went to Dutchess, I was the only Hispanic on the faculty. When I later went to Bergen I was one of two Hispanic faculty members. However, the overall faculty numbers were smaller in the 1970s. Bergen had about 60 full-timers and there weren’t that many Hispanics living in Bergen County. But within a short time, Hispanics started moving into the area. I also came through the era when community colleges became the door to higher education for Hispanics, although now more and more are going to four-year institutions. Hispanic parents have become very supportive of higher education for their children, even when it is beyond their means. They realize it is a way of coming out of poverty. HO: Unfortunately, we are a long way from having a faculty composition that reflects the diversity of today’s college student population. Do you think this is a realistic goal? JLI: Yes, it is a reasonable goal but it is going to take more time. Many educated professional Hispanics are going into business and other fields. They might explore working in higher education but see they have other options. They believe that advancing in the higher education system takes a long time; they are young and impatient and do not want to wait. So, they are finding other jobs. Higher education has reached out to them and is willing to hire them but they are making other choices. This is slowing down the diversification of faculty. HO: What do you hope to see for Hispanics in the next five to 10 years? JLI: When I look to the future for Hispanics, I want to see them continue the progress they are making but I hope there will be even bigger opportunities ahead. I am glad for all of the advances that have been made but I want to see more. And it will happen. If Hispanics prepare well and are willing to work hard, it is just a matter of time and they will get there.

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LATINO KALEIDOSCOPE

Me, My Column and Hispanic Outlook By Carlos D. Conde have done a lot of things in life, from shining shoes on the streets of my hometown, (I still have my original shoeshine box), to picking cotton to sacking groceries at my grandfather’s grocery store to being a Washington and foreign correspondent to working in the Nixon White House. From the start, encouraged and assisted by my parents toward a college education as being the gold standard, and fed by an innate, unquenchable curiosity about life’s ways and means, I was steered toward journalism with a few career detours along the way. Its origins may be in my chicken and the egg story. A neighbor tended a flock of egg-laying chickens and I was curious to find out how eggs were produced, which my mother subsequently explained. So one day I sat out in the chicken coop, determined to see a hen lay an egg. They never did during my watch and the neighbors scooted me out saying I was constipating the hens’ production. Another noteworthy lesson came from an irate reader early in my journalism career castigating me for my tack on a local issue. “Don’t write something because you want to say something,” he exhorted me. “Write something because you have something to say.” I took that to heart and both have been part of my guidelines in a journalism career interrupted by a long sojourn into Washington politics and international banking. After my retirement from banking about 14 years ago, Hispanic Outlook in Higher Education invited me to return to my first love, journalism, and write a column on any topic I chose but with a Latino theme. It was a dream assignment given the ongoing diaspora of Latinos from Latin America and the pursuits of the established U.S. Latino community on its way to becoming the largest minority group in the country while overcoming its hyphenated-American syndrome. There’s a vast amount of stories yet to be told about the U.S. Latino with his rich history and amalgamation into American society, a work still in progress. Prejudices aside, no ethnic or racial group can approach the U.S. Latino community with its vast antecedents and march into the future. What makes it all the more interesting is that we are a pluralistic community with each group maintaining its own particular background yet blending into a common core.

I am a Mexican-American born and raised on the TexasMexican border. I studied and worked in two Latin American countries--Venezuela and Peru-- and during my career, traversed the length and breadth of the Latin American continent from Mexico to the Strait of Magellan. I have done the same here and, true to my chicken and the egg curiosity, have learned and appreciated the vastness of our culture, its issues and ambitions in the American society. Recognizing that Hispanic Outlook is aimed at the higher education community, I write with a sense of humility about topical events that are more entertaining than cerebral, yet provide insights into politics and the socioeconomic trials and tribulations of the Latino community. Like a true journalist--although I spent more time, career-wise, in international banking than in journalism--I still yearn for that big assignment like when I covered the Kennedy assassination in Dallas and later, the Cuban Bay of Pigs debacle plus a slew of Third World stories throughout the continent. If a journalist says he has no bias or prejudices, it’s horse manure. That includes me. I have written about 400 columns for Hispanic Outlook. One of my favorites is about my former boss, Richard Nixon (Remembering Richard Nixon, (Sept 8, 2013), done in by sanctimonious politics. I also laughed with my “Let’s Hear It for The Bulls” (July 14, 2014) in which in a rare turnabout at a Madrid taurine festival, the bulls won and sent all three world- class matadors to the infirmary. In “You Can Go Home Again” (11/26/12) I nostalgically tell about going home to sell our childhood home after my mother’s death. I have no pretensions or ego about my prose except when a heavy-penciled editor gets violent with the editing which happily doesn’t happen too often at HO except for the better. All in all, to paraphrase an Apollo astronaut, it’s been a good ride.

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

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JANUARY 12, 2015

Contents 8

Reflections on 22 Years of Reporting for HO by Michelle Adam

Twenty-five Years: Inequality in Higher Education Persists, Mirroring Society as a Whole by Angela Provitera McGlynn

Critic Takes Aim at Americaâ&#x20AC;&#x2122;s Elite Colleges by Frank D. Maria

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Vassar College Steps Up to Increase Economic Diversity on Campus by Gary M. Stern

27 Cover: Wilson Aguilar

Hispanic Millennials Targeted for Tech Careers and Leadership by Jamaal Abdul-Alim

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

Special Features Center Timeline 1990-2015 A look at milestones in Hispanic culture, education and politics during the past 25 years.

Interview with José López-Isa Our founder and publisher talks about the role of HO and higher education for Hispanics. By Marilyn Gilroy

1990: a Very Good Year for Milestones in Higher Education A salute to 25th anniversaries on campuses across the country. By Mary Ann Cooper

1990 to 2015 and Beyond: Hispanics in Higher Education by the Numbers By Mary Ann Cooper

Back cover

Back to the Future HO dials back and finds headlines from the past echoed in recent issues.

Departments 5

Latino Kaleidoscope Me, My Column and Hispanic Outlook by Carlos D. Conde

Targeting Higher Education 25 Years and Moving Ahead by Gustavo A. Mellander

You can download the HO app FREE

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 Chief of Human Resources & Administration Tomás Castellanos Núñez Chief of Advertising Marketing & Production Meredith Cooper Research & Development Director Marilyn Roca Enríquez Art & Production Director Wilson Aguilar Digital & Social Media Coordinator Jenna Mulvey Web Development Director Ricardo Castillo Director of Accounting & Finance Javier Salazar Carrión Sales Director Magaly LaMadrid Article Contributors Jamaal Abdul-Alim, Michelle Adam, Frank DiMaria, Angela Provitera McGlynn, Gary M Stern 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®.

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.’”

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PERSPECTIVES

Personal Reflections after 22 Years of Reporting for HO By Michelle Adam seems so long ago – 1992, that is – as I sit here in New Mexico, looking out at the Sandia Mountains overlooking Albuquerque, a city a far cry from New Jersey and the Hispanic Outlook’s headquarters. The magazine was in its infancy then, and I in my first years as a journalist. I had worked as a photojournalist and writer for newspapers for several years, and I was in New Jersey, working temporarily at a racquet club, when I heard about the magazine. It seemed a perfect fit for me – I grew up in Spain, my father is from Argentina, and I loved writing in-depth stories. My very first article with Hispanic Outlook was about young Latinas invited to attend a California campus to participate in a “young scientists” program. I can still picture the image we used of these youngsters wearing white lab coats on a college campus. These coats were used to show students their college-worthiness, and to give them the experience of being a scientist. Following that story were hundreds more, yet each one carried a similar goal: to share the untold journey of countless Latinos and their experiences, successes, and challenges in higher education, and to provide information to these students and Latinos at-large on what was happening politically, socially, culturally, economically, and historically in higher education that would impact them. Since then, the Hispanic Outlook has gone from black-and-white, to color, and now to its current online version. In higher education the changes have been numerous as well. On a positive note, more Latinos than ever before are attending colleges and universities; their success stories have become more common because of a growing number of role models helping the next generation succeed; Latinos have

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JANUARY 12, 2015

Michelle Adam

migrated to U.S. heartland and southern U.S., populating midwestern and southern cities, towns, and rural areas, and their universities; Latino leadership has grown in higher education, although the numbers are still smaller than they could be relative to the population; and Latino culture and its population have become mainstream and visible in cultural, political, and social realms that impact the success of the general population. Since 1992, I’ve also observed trends in higher ed-

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PERSPECTIVES ucation that have put more pressure on Latinos and students at-large, and have witnessed struggles that have remained, despite time and efforts at reform. During a period of economic challenges, the cost of college has soared as state and federal funds allocated to education have diminished. Many community colleges and state schools are unable to provide the affordable education they once offered; they have fewer scholarships available or have caps on enrollment due to larger numbers seeking a public education in response to the growing cost of private schools. Challenges against affirmative action policies that once supported minority students have impacted Latinos, as they continue to lag behind other racial and ethnic groups in the educational attainment. As a writer for Hispanic Outlook, I’ve observed these trends and changes in higher education, and yet, articles I’ve written have inspired me to believe in the possibility of who we can be despite national trends in higher education. One interview I conducted that remains with me as an example of inspiration for generations to come is that of Robert Márquez, a Mexican-American raised in Las Cruces, N.M., who became an inventor and teacher in higher education. He grew up helping his parents by working in the onion fields, and then, after his father left and his mother became an alcoholic, he lived in the streets and ate out of trash cans. When he moved back in with his siblings at age 12, his mother left, and he raised his siblings on his own. For every challenge Márquez faced, he saw it as an opportunity to overcome any situation. When he got good grades in school, others would try to beat him up, so he became a good runner (he later inspired these same students to follow him to college). He obtained a bachelor’s degree in mechanical engineering at New Mexico State University (NMSU), then worked for Hewlett Packard while raising his own family before offering his skills to Native American reservations. There, when he was told he couldn’t be a part of the decision-making process because of his limited bachelor’s degree, he obtained a PhD in chemistry at NMSU. He was later offered a post doctorate at the University of Virginia, after he invented a kiln that helped reduce pollution on the Mexican border. Another of his inventions, a clay candle design water filtration system to help those in impoverished areas of the world have clean water, won him the 11th Annual McDonald’s Hispanos Triunfadores award in 2010 for helping better the world in science.

During countless interviews for Hispanic Outlook, I was able to meet more Latinos and Latinas like Márquez, ones who have made a difference because they believed in themselves or someone believed in them. Márquez’s story, which has stayed with me since our interview more than a decade ago, is one of perseverance, of having every reason to fail, yet triumphing in giving to the world and those less fortunate. During countless interviews for the Hispanic Outlook, I was able to meet more Latinos and Latinas like Márquez, ones who have made a difference because they believed in themselves or someone believed in them. I’ve had the privilege of interviewing Latinas who have made their mark on higher education and beyond, such as Judy Baca, world-renowned muralist, painter, and UCLA professor; television anchor Soledad O’Brien; Mildred García, leader of various universities and colleges nationwide in the past two decades; well-published writer and scholar Ana Castillo; and Eva Encinias Sandoval, a Latina who established at the University of New Mexico, the only university dance program in the U.S. that emphasizes Flamenco. She also created the unique National Institute of Flamenco and the International Flamenco Festival that people travel far distances to be a part of. Among Latinos, I’ve interviewed former University of Texas Pan American president Miguel Navárez, who was the first Hispanic to be elected president of any university; nine-time Grammy winner Eddie Palmieri; and Antonio Flores, long-time president and CEO of the Hispanic Association of Colleges and Universities (HACU), a national organization that represents more than 400 colleges and universities that collectively serve two-thirds of the more than 3 million Hispanic students in U.S. higher education. HISPANIC OUTLOOK

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PERSPECTIVES

The cycle of remembering who we are, while building hope for a brighter future is what every story within Hispanic Outlook has been able to offer.

Programs like the I Have a Dream Foundation, the Taylor Plan, or more recently, Genesys Works, have been among other stories about which I have written. These organizations strive to give Latinos a chance to see what they can be, and to support them in achieving success in higher education and beyond. I’ve followed the journey of affirmative action and

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political movements impacting higher education, and will always remember an article about a California university’s failed attempt at creating one of the first institutions where the majority of faculty and staff was of diverse backgrounds. Quite often, the journey toward greater inclusion and diversity in higher education has bumps along the way, and I’ve learned, through writing for the Hispanic Outlook, that perseverance and the contributions of countless Latinos and non-Latinos have made a difference in paving the way for a new tomorrow. Today, I not only write for magazines, but also have a novel, which takes place in Spain, ready for publication, and I teach Spanish here in New Mexico where this language was once considered the primary language, and where half of my students still claim that their grandparents speak it, even if my students don’t. As the nation learns more about Latino history and the contributions of Latinos we’ve shared in our magazine, I am teaching students the language and culture of their grandparents that they can now speak and honor as part of their heritage. What their grandparents were punished for speaking just two generations earlier, these youngsters can be proud to reclaim. The cycle of remembering who we are, while building hope for a brighter future is what every story within the Hispanic Outlook has been able to offer. I am privileged to have been able to contribute to planting these seeds.

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1990: a Very G

for Milestones in Hig by Mary Ann Cooper

SPECIAL ANNIVERSARY ISSUE

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A standard bearer of news and information about higher education issues as related to the Latino/a demographic, Hispanic Outlook in Higher Education magazine celebrates its 25th anniversary this year. The White House Initiative on Educational Excellence for Hispanics (WHIEEH) will also reach its 25th anniversary in 2015, as well, demonstrating that our emphasis on Hispanic higher education in 1990 was timely and relevant. And when it comes to anniversaries in the higher ed sector, we are not alone. Some of the same schools, associations and organizations we continue to feature in our magazine, website, newsletter and social media pages have reason to celebrate this year as well. Hodges University is proudly marking the 25th anniversary of its foundation as International College. The institution was renamed Hodges University in May 2007 to honor a $12 million donation from Earl and Thelma Hodges. This Florida institution of higher learning offering a diverse range of associate, bachelor’s and master’s degree programs, as well as certificate programs. Mt. San Jacinto College, in Southern California, had its inauguration in 1963. Twenty-five years ago, in 1990, the school had grown so much that it opened its second site, the Menifee Valley Campus. By the end of its first year, there were 2,100 students attending classes at Menifee Valley. Today, the campus serves about 11,000 students each semester.

A tip of the hat to the following schools, associations and organizations which had th Austin Community College’s opening of its fifth full-time campus in the Oak Hill community of southwest Travis County, Texas. Miami Dade College’s opening of Homestead, the fifth campus of Miami Dade College.

The University of Alabama at Birmingham’s establishment of the UAB Vaccine Center.

Red Rocks Community College’s opening of its second campus in Arvada, Colo.

Emory University’s establishment of a new School of Public Health in Georgia.

Clayton State University’s opening of its state-of the-art Continuing Education Center in Georgia.

Wright State University’s opening of the Nutter Center, with commencement and a performance of the Boston Pops Espanade Orchestra. Teachers College, Columbia University’s establishment of The National Center for Restructuring Education, Schools and Teaching.

Estrella M Community debut of E Mountain as center in an shopping c 1990 as a pa Maricopa Community District in A

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ry Good Year in Higher Education University of California, Irvine, distinguished itself in the field of scientific research with the opening of the Hitachi Chemical Research Center in April 1990. It was the first Japanese research laboratory in the heart of a U.S. university – University of California Irvine. Called Plumwood House for its plum color, the 40,000-squarefoot, $16.5 million lab put faculty from UCI’s department of biological chemistry in shared laboratory space with corporate researchers. The corporate/university partnership paired the basic research expertise of faculty in the fields of neurological disorders, diagnostic systems and reagents, and industrial bioreactors with Hitachi’s business acumen and ability to take products to market. Today some of UCI’s cutting-edge cancer research is also based in Plumwood House. The University of California, Irvine is also celebrating its 50th anniversary this year.

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Adelphi University, in Garden City, N.Y., celebrates the 25th anniversary of the recognition of the Institute for Teaching and Education Studies as the School of Education. In 1984, Adelphi University established the Institute for Teaching and Education Studies. In 1990 it became what is now known as the Ruth S. Ammon School of Education. Currently the Ammon School of Education has 1,156 enrolled with 26 percent being minority students. As a scholarly community, Adelphi’s School of Education bestows bachelor’s, master’s and doctoral degrees, creating authentic academic and field experiences, and cultivating respect for the diverse population they serve.

Wright State University’s opening of the Nutter Center, with commencement and a performance of the Boston Pops Espanade Orchestra. rs College, lumbia versity’s shment of onal Center structuring on, Schools Teaching.

Fresno Pacific University’s construction of the Wiebe Education Center, named for Arthur and Evelyn Wiebe.

Estrella Mountain Community College’s debut of Estrella Mountain as a learning center in an Avondale shopping center in 1990 as a part of the Maricopa County Community College District in Arizona.

Saint Xavier University’s establishment of the School of Arts and Sciences in Chicago, Ill. DePaul University’s establishment of the Center for Urban Education, at the Lincoln Park Campus to better prepare individuals for teaching in Chicago schools.

Chadron State College’s opening of its new Student Center in Nebraska.

CUNY’s York College opening of the Performing Arts Center and Health and Physical Education facilities.

California State University, Dominguez- Hills’ establishes the School of Health.

Layout & Design: Wilson Aguilar

d organizations which had their start in 1990 when HO launched its first publication:

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LE C OA MDMEERNSTHAI R P Y/ R O L E M O D E L S

Twenty-five Years:

Inequality in Higher Education Persists, Mirroring Society as a Whole

By Angela Provitera McGlynn Writerâ&#x20AC;&#x2122;s Note: As a researcher and author on equity issues in higher education and a regular contributor to The Hispanic Outlook in Higher Education for the past 17 years, I have followed trends in academic success for underserved populations. My focus has been on low-income, first-generation-to-college, and minority students, particularly Latinos and blacks. struggle for students from low-income families to earn college degrees, particularly from prestigious universities, and that often includes large numbers of Latinos and blacks in America, has not improved significantly over the last two and a half decades. There are many reasons why this is the case but there are some elite universities that are doing much better at enrolling and graduating low-income students. Later in this article potential solutions to the inequity will be presented, and the focus will be on strategies tried at prestigious colleges and universities with higher rates of low-income student success. First, the reasons for the achievement gap: they are multiple and interactive. Where do we begin? We

The

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could start with the deeply embedded, systemic inequality between the rich and the poor in America that has grown wider in the last 25 years. As Nicholas Kristof reported in The New York Times, the blackwhite income gap is roughly 40 percent greater today than it was in 1967. According to the Pell Institute, in 2012, just 8.3 percent of students in the bottom economic quartile graduated from a four-year college by age 24. In contrast, 73 percent of those students from the top quartile earned a degree in the same time span. Children of poor families, even before birth, are affected by the inadequate care and nutrition. The early enrichment years of the children of the wealthy and upper middle-class are lacking for poor children. Pre-

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COMMENTARY school experiences, if they exist at all for poor children, are often far inferior to the schooling of preschoolers from rich families. One societal solution to this fact would be to offer free, quality universal preschool to all children in the United States as they do in most other developed countries. We then have the added inequities of poor students attending poor schools and not getting the preparation for college-level work that their wealthier cohort enjoys. Again, this is a societal problem that needs policy solutions at a national level. As Anthony P. Carnevale, director of Georgetown University’s Center on Education and the workforce, stated in a recent article: Higher Education has become a powerful force for reinforcing advantage and passing it on through generations….College presidents are under constant pressure to meet budgets, improve graduation rates, and move up in the rankings. The easiest way to do it is to climb upstream economically – get students whose parents can pay more. Despite all the insidious barriers built into the fabric of our society, many students from low-income families have the potential to earn a degree even at prestigious universities. However, a series of federal surveys of elite colleges found virtually no advances made by low-income students from the 1990s to 2012. The

According to the Pell Institute, in 2012, just 8.3 percent of students in the bottom economic quartile graduated from a four-year college by age 24. In contrast, 73 percent of those students from the top quartile earned a degree in the same time span.

change over that time was less than 15 percent despite the huge college enrollment surge of such students over that time span. Researchers from the University of Michigan and Georgetown University analyzed data from federal surveys. They discovered that in 2006, at the 82 colleges ranked most competitive by Barron’s Profiles of American Colleges, 14 percent of American college students came from the poorer half of the nation’s families – a percentage unchanged from 1982. Vassar and Williams College researchers found that the more elite 28 private colleges and universities, including all eight Ivy League schools, experienced major increases in financial aid funding from 2001 to 2009. Yet enrollment of students from the bottom 40 percent of family incomes increased from just 10 percent to 11 percent during that time span. If there are low-income students with potential for high academic achievement, and with greater numbers of this demographic applying to college, how is it that low-income students are still such a rarity at elite institutions? Once again the reasons are many and they are interwoven. Here is a thumbnail sketch of many of the barriers to low-income student success at elite colleges and universities: • Some studies suggest that elite institutions may be well intentioned but ineffectual in addressing economic diversity and the demise of race-based affirmative action has exacerbated the problem. • Most low-income students with high grades and test scores do not apply to selective colleges because they are not encouraged at home or at school to do so and they have no guidance regarding how to finance such an opportunity. Students and their families often look at “sticker prices” of colleges and have little idea of actual costs. • Some top colleges made policy changes beginning in the late 1990s to become more accessible to low and middle-income students but these policy changes had little effect since poorer consumers were unaware of them. • Additionally, many low-income students don’t apply to elite institutions because they believe they would not be welcome and would feel out of place academically and socially. • Many elite colleges, both private and public, are not actively recruiting or accepting low-income students due to the high cost of educating them. • Funding low-income students competes with building new labs, renovating existing buildings

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LE C OA MDMEERNSTHAI R P Y/ R O L E M O D E L S and dorms, providing small classes and recruiting the top professors to their institutions. • Rankings published by U.S. News and World Report and others encourage spending on facilities and faculty and graduation rates, and pay very little attention to diversity and financial aid. • Ivy League colleges and other elite liberal arts colleges often favor legacy candidates and those whose parents are donors. That’s a pretty extensive picture, although incomplete, about why elite institutions have so few poor students attending and graduating from their institutions. A recent study found that exposure to just a few high-achieving peers or attending a high school with just a few teachers or recent alumni who went to highly selective colleges makes a big difference in where low-income students apply. As mentioned earlier, there are some elite institutions doing much better than others in promoting low-income student success. Some of the more successful elite institutions such as Amherst College, Vassar, and the California University system have found factors that increase low-income student enrollment. Those institutions that have managed to raise lowincome enrollment say that an important factor is collaboration with nonprofit groups such as QuestBridge and the Posse Foundation that are both committed to identifying potential high-achieving poor students, working with them in high school and connecting them to top colleges. In a New York Times article titled, “Income-Based Diversity Lags at Some Universities,” additional strategies that improve rates of low-income students include: • Accepting all top students from every high school, ensuring that low-income communities are well represented. In highly segregated areas, such a policy has increased black and Latino student enrollment at state universities. This has been effective in Texas, Florida, and California. • Dropping legacy preferences has also increased the likelihood of larger low-income student enrollment. • Elite universities’ openness to accepting transfer students from other schools also impacts economic diversity. Many transfer applicants start at community colleges or other less prestigious public colleges where low-income students are more likely to start their educations.

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From my reading of the literature, another factor that might improve low-income student enrollment at elite institutions is the elimination of early admission decision policies. Early decision programs favor affluent students; low-income and first-generation students are unfamiliar with how these programs work or how to apply. Additionally, since rankings such as U.S. News and World Report promote the status quo and discourage colleges from recruiting low-income students, if their metrics included income and ethnic diversity, colleges and universities might be more highly motivated to recruit the underserved. Many believe a critical factor in improving low-income student academic achievement is outreach programs starting in middle school years. Intrusive interventions often need to start in these formative years since large numbers of bright, talented low-income students are not prepared to do college-level work without this kind of early outreach. Perhaps the flagship elite university that can be a model leading the way for other elite institutions to catch up on economic equality is Amherst College. This is one of the oldest, most selective, and most prestigious liberal-arts colleges in the nation. It is well-known in academic circles that Amherst has made a huge commitment to recruiting talented students from all backgrounds, regardless of their ability to pay tuition. Today, nonwhite students outnumber white students on Amherst’s central Massachusetts campus, and 23 percent of students qualify for federal Pell Grants. Amherst has expanded its admissions staff, introduced a scholarship fund for veterans, set money aside to support community college transfers, and essentially gave the admissions office an unlimited budget to fly in prospective low-income students for campus visits. Yes, this is all expensive. However, the cost of not educating and graduating more low-income, firstgeneration, and minority students from college in general, and from elite institutions in particular, is much greater not only for the students themselves, but also for our nation as a whole to compete in a global economy. Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

JANUARY 12, 2015

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The Hispanic Association of C Colleges and Uniiversities (HACU U) congratulates

the Hispanic Outlook u in Higher Ed ducation magazine m agazine on on its 25th Annivversa e ary

To o learn n more about adveertisin ng, sponsorship and par p tnership opportuniities, email hibiitor it and d confer f ence infor i f mation ti confer f en nces@hacu.net. @h t d elopment@ deve l @h @hacu.net. @ For exhibi

Register online at www haacu net HAC CU Naation nal Headquarters • 8415 Datapoint Drive, Suite 4000 • San Antonio, TX 782299 • (210) 692-3805

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PO C RM O GMREANMT A SRIES

Critic Takes Aim at America’s Elite Colleges By Frank DiMaria Editor’s Note: Over the past 25 years, there has been no shortage of criticism of higher education. In the 1990s, critics such as Lawrence Soley (Leasing the Ivory Tower: The Corporate Takeover of Academia) and Bill Readings (The University In Ruin) charged that universities were being compromised by corporate alliances, especially in research, and that colleges were turning into transnational corporations without regard to academic culture. Ten years later at the turn of the century, online courses became increasingly popular and critics warned that universities were on their way to becoming “digital diploma mills.” In the past few years, much of the criticism of higher ed has been about the rising cost of college that has left many students with staggering debt and uncertain job prospects. This past year, William Deresiewicz garnered media attention with his book, Excellent Sheep: The Miseducation of the American Elite and a Way to a Meaningful Life. As The New York Times reported, this book is likely to make a “lasting mark” on the higher education landscape with the questions it raises. Our reporter, Frank DiMaria, an HO writer for the past 13 years, recently interviewed Deresiewicz. hen freshmen arrive on campus they likely hear a speech imploring them to ask big questions. Four years later seated in an auditorium wearing a cap and gown, a commencement speaker encourages them to go into the world and ask big questions. Ironically, between those two speeches America’s elite colleges only train their students to answer the little questions, according to William Deresiewicz, former Yale professor and author of Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life. In his book Deresiewicz argues that highly selective schools are no longer teaching students to think critically and creatively and to find a sense of purpose. Their missions seem to be to train students in an ever-shrinking list of vocations. In 1876 Johns Hopkins University became the first American university based on the German model, with a focus on the natural and social sciences. Prior to that, American universities were based on the English model, which focused on the classics and the formation of one’s character. Soon most American colleges were adopting the German model. The age of graduate research and education had begun as colleges

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William Deresiewicz

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COMMENTARIES began preparing students for professional life, the initial stage of specialization. Although selective schools pride themselves on not offering specialized curricula, Deresiewicz argues that most are moving toward specialization. Historically higher education has had two primary missions: preparing young adults for a career and preparing young adults for life. “Colleges have forsaken the second mission,” says Deresiewicz. Specialization has led elite schools to view their students differently and to operate differently. Since the early ’80s, one by one schools have adopted the corporate model, in which students are customers rather than learners. Deresiewicz writes, “What pays is in; what doesn’t is under the gun.” Colleges dangle shiny baubles before perspective students, like fancy dorm rooms, student centers and football teams. “The area where spending has been increasing at the lowest rate is in instruction,” says Deresiewicz. “Efficacy in the transmission of knowledge, not the unscalable craft of teaching, has become the cardinal value. Professors are being replaced by adjuncts and other temporary, low-wage workers, the cost to educational quality be damned,” Deresiewicz writes. Departments are now revenue centers. Those that can’t pull their own weight, liberal arts for example, are downsized or eliminated. Science is king as technology transfer has become the “Holy Grail.” With the right corporate sponsors schools can parlay scientific investigation into profit. To be fair, Deresiewicz says, colleges are not entirely to blame. Public policy

Putting everything on the line for the sake of having an open-ended transformational experience gets lost when schools treat students as customers.” William Deresiewicz, author of Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life

has forced colleges into this model. For those schools that focus on vocational training and view students as customers, college is about getting from point A to point B and point B has been determined long before the student takes his first class. “I want to be an X. I don’t think 18-year-olds should think in terms of what they want to be because they are going to be somebody different in four years,” says Deresiewicz. Conversely, for those schools that still view students as students – schools that employ the liberal model – education is about getting from point A to a point that has yet to be determined. “Opening up the possibilities within yourself and within the world that you can’t even suspect at this point,” says Deresiewicz. “Putting everything on the line for the sake of having an open-ended transformational experience gets lost when schools treat students as customers.” Today’s colleges compete for students – or customers – and college rankings play a vital role in that competition while the low-income student suffers the most. SAT scores weigh heavily in the rankings so schools have shifted financial aid awards from need to merit. Because SAT scores correlate closely with family wealth, more students who don’t need financial aid get it and low-income students don’t. “There are many factors pushing schools in the direction of in-

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PO C RM O GMREANMT A SRIES creasing socioeconomic stratification which means increasingly a role in reproducing the class system rather than mitigating it,” says Deresiewicz. The biggest factor is U.S. News rankings and specifically the metrics schools must achieve to gain prestige and to ensure their bond ratings and funding from state legislatures. “It’s all about juking the stats and gaming the system,” says Deresiewicz. While institutions have evolved over the years so too have their students. Today’s student, Deresiewicz writes, is smart and talented yet anxious, timid and lost. Students have been taught that education is nothing more than doing homework, getting the answers, and acing the test. Although the students he taught were bright and creative, they were content to color within the lines drawn by their schools. They lacked passion and didn’t view college as a project of intellectual discovery and development. Today’s institutions are service-oriented and aim to keep the customers – their students – happy. They do this by giving them what they want: shiny new facilities and high GPAs. In 1960 the average GPA at private universities was about 2.5, Deresiewicz writes. By 2007 that average ballooned 3.43 at highly selective schools. The closer this number gets to the ceiling, says Deresiewicz, the harder it becomes to make distinctions and the less incentive students have to do their best. The most difficult aspects of teaching today are students’ inability to accept criticism and their fear of failure. Many professors have abandoned the notion of offering honest feedback on student work. As a professor, Deresiewicz says he never wanted to punish a student for taking his class, and therefore stayed within the grading curve. He offered one class in which elite graduate students who recently graduated performed the grading. “Their grading system was, until I applied a little pressure, A, A-, B+,” says Deresiewicz. “The idea that anybody would score less than a B+, in the students’ minds, was unfathomable. We were going to end up with an A- curve in the class and this was not acceptable. There is this inherited attitude that anything less than a B+ is beyond disgraceful.” At Yale Deresiewicz had a reputation of being a hard grader, but not because of the grades he posted, but because of the feedback he dispensed. “The feedback was honest so there was a lot of criticism involved. I think students were surprised about that,” says Deresiewicz. “I’m not going to say they were whiny and bratty about it. I actually think that students appreciate honesty. While they want the high grades they also appreciate hearing what is going on

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with their work. I feel like just giving honest criticism seemed like a relative unusual experience for them.” Students at elite schools have been hosed down with so much praise that it almost becomes meaningless, he says. College used to be an opportunity for youth to experiment with different selves. At elite schools today, it’s all about self-presentation. Deresiewicz says today’s campuses feature students in 32 flavors of vanilla, with each dressed like he or she may be interviewed for a job at a moment’s notice. College campuses are devoid of diversity. Everyone looks normal, with few daring to stray from the pack. It is astonishing, he writes, that he sees no hippies, punks, art school types, butch lesbians, gender queers or black kids in dashikis. Geeks don’t even look geeky anymore. Furthermore, students no longer attend college to find their own path. College is now a transitional phase in which students learn to be an engineer, a computer scientist, or a banker. Students on elite campuses are already becoming that professional self without experiencing the phase between adolescence and adulthood. “So what you see walking around college campuses are miniature adults who are all pretending to be adults and converging on the same adult self, this successful upper-middle- class professional. It’s sad and I think it’s boring probably for them,” says Deresiewicz. “Students sense that they are to be on a path and must hit all the benchmarks along the way.” Since the 1980s society has shifted to a constellation of values in which individuals’ worth is measured by their value in the marketplace as an earner and a spender. The educational landscape, K-12 as well as higher education, has reflected that shift. “This is a fundamental change in the way we understand what it means to be young in modernity,” says Deresiewicz. “We now see youth as a time when you start career preparation. This is a profound difference.” According to Deresiewicz, the key fulcrum in the discussion about how elite schools view their students and how students view their education is the college admissions process which dictates how children are raised and educated. “There is no opportunity for learning for its own sake. The system forces you to choose between learning and success,” he says. Policymakers can talk endlessly about how to reverse this fact. Colleges must incentivize learning rather than discourage it. One student Deresiewicz taught opined that she had too much work to allow her time to ruminate about what she was learning. She had no time to ask the big question.

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• HIS P

IN H

Summer Olympics held in Barcelona

of total U.S. population

1991

1992

1998

California passes Proposition 227 banning bilingual classroom education

Hispanic population is 35.3 million which is

1994

Al Unit

Loretta Sanchez becomes the first Mexican-American Congresswoman

Travel ban to Cuba is partially lifted by the Clinton Administration

1997

CNN en Español premieres

1996

1995

Antonio R. Flores becomes president and CEO of HACU

Lat President George W. Bush appoints Dr. Richard Carmona as Surgeon General

12% of total U.S. population 2000

1993 President Bill Clinton appoints Henry Cisneros and Frederico Pena as Cabinet members

World Wide Web become publicly available

1999

NAFTA goes into effect, which eliminates trading tariffs between Canada, Mexico and the U.S.

HACU leads effort to get funding from Congress for Hispanic-Serving Institutions

Octavio Paz wins Nobel Prize for Literature

1990

Hispanic population is 22.4 million which is

2001 Golfer Sergio García wins his first PGA Tour event at the age of 21

2002

The League of United Latin American Citizens (LULAC) celebrates its 75th anniversary

2003 Nilo Cruz wins the Pulitzer Prize for the drama, Anna in the Tropics

2004 $

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IO N

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IC OUTLO AN

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into effect, tes trading n Canada, the U.S.

In the presidential election, Hispanics vote for Democrat Barack Obama over Republican John McCain by a margin of more than 2 to 1, 67% to 31%

American Association of Hispanic in Higher Education (AAHHE) is formed

2005

2006

In February, Alberto Gonzales becomes United States Attorney General

2007 5,000

2009 Sonia Sotomayor becomes the first Hispanic Supreme Court Justice

Number of elected office holders of Latino origin in the U.S. reaches

spañol eres

according to the Directory of Latino Elected Officials Born in Argentina, Pope Francis becomes the first pope from a Latin American Country

2014 United Latin ens (LULAC) th anniversary

2008

Latinos are the largest group of social media users, including Twitter

2013

In January, Marco Rubio begins term as U.S. Senator from Florida

2012 Hispanic college enrollment among 18 to 24-year olds high school graduates surpassed that of whites by

49% to 47%

04 Congress appropriates

$98formillion HSIs

2011

2010 Hispanic population reaches 50.5 million or

16%

of total U.S. population

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I NDNMOI VS AS TI OI ONNS S/ R&E CP RR UO IGT R A MAEM N ST

Vassar College Steps Up

to Increase Economic Diversity on Campus

By Gary M. Stern

Writer’s Note: I’ve been writing for Hispanic Outlook in Higher Education for over a decade and there’s one nagging problem affecting many minority students that hasn’t gone away. How does a talented poor or workingclass Latino or minority student who has the grades to attend a top-notch college afford it? You have the smarts and aptitude but don’t want to carry $100,000 or more in debt upon graduation. One liberal arts college in upstate New York is leading the charge to provide financial aid to working-class students and make undergraduate education affordable for the masses, not just the elite.

hen The New York Times analyzed which college that graduates 75 percent or more of its students provided the most financial aid for its middle-class, working-class and poor students, Vassar College in Poughkeepsie, N.Y., emerged as the leader. In fall 2014, Vassar College had 2,609 students. About 11 percent are Latino, 6 percent AfricanAmerican, 12 percent Asian, 6 percent bi-racial and 60 percent white. Hence minorities constitute about 35 percent of students. Of the incoming freshmen, 60 percent receive financial aid from Vassar, reducing tuition and room and board to $6,000 a year instead of the $60,000 sticker price which breaks down into $48,000 tuition and $12,000 room and board, explained Art Rodríguez, director of admissions at Vassar College, who started in this position in July 2014. Catharine Hill, president of Vassar College, told The New York Times that it decided to increase financial aid for students because “we weren’t living up to what we thought we were doing.” She said there were talented low-income students out there who were a fit for Vassar and could prosper there. “But the problem for schools is when you admit one of those kids, you

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Art Rodríguez

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ADMISSIONS/RECRUITMENT forgo $50,000 a year that you could use for other things,” she said. Rodríguez noted that Matthew Vassar started the college to provide an education for women who couldn’t be trained elsewhere. Hill is focused on trying to “provide greater opportunity for social mobility and equal opportunity” for more students in order for the college to live up to its educational mission, says Rodríguez. Furnishing this grant money demonstrates that Vassar “is committed to providing a large percentage of institutional funds to these students,” Rodríguez said. Pell Grants provide initial financial support, but Vassar furnishes the additional funding that makes the difference. “We’ve made the commitment for students whose families make less than $60,000 a year that would qualify for financial aid packages.” Hence they wouldn’t have to take out costly loans in order to graduate, he said. Grants range from $1,400 to $57,000. Rodríguez said what enables Vassar to achieve this substantial financial support is the decision to provide a large percentage of endowment returns to its financial aid program. Another way Vassar has achieved its goal of in-

We think it provides a better education. You have different experiences in the classroom. The conversation is richer.” Art Rodríguez, director of admissions at Vassar College

creasing financial aid has been to think critically about budgeting and where it spends its money. Being cost effective could mean “deciding to renovate rather than build a new facility that costs millions of dollars,” Rodríguez said. Becoming more economically diverse is another goal, not just ethnically diverse. Many white and Asian-American students are also receiving financial aid packages, Rodríguez asserted. The result of the commitment to attract a more economically and culturally diverse student body is to enhance the education of all Vassar’s students. “We think it provides a better education. You have different experiences in the classroom. The conversation is richer,” said Rodríguez. “At Vassar, we hope it enables people to interact with each other both academically and through extracurricular involvement and develop them to become better learners, better thinkers and leads to our mission of critical thinking.” To appeal to a wider range of students, Vassar had to take three concerted steps: 1) Secured the commitment of the entire college including the senior officers, faculty members and students; 2) Expanded its outreach efforts so that students are evaluated holistically and still meet Vassar’s rigorous academic criteria; and 3) Dedicated itself to needs-blind admissions so that costs don’t enter into deciding which students are accepted. Students are not required to participate in a work/study program in order to earn their financial aid package, but it is encouraged, explained Jessica Bernier, Vassar’s director of financial aid. Freshmen work eight hours and junior and seniors 10 hours, and the money they earn can pay for books and personal expenses. Financial aid students graduate at the same percentage as other Vassar students, in the 90 to 94 percent range, Bernier said. Just accepting students and offering financial grants won’t fulfill the college’s dedication to expanding opportunities on campus. Students need to feel a sense of belonging on campus, Rodríguez emphasized. At Vassar, incoming students, both freshmen and transfers, attend a one-week orientation in the summer before classes begin. That experience enables them to become familiar with the campus, and meet selected faculty, administrators, and classmates. Specifically targeting first-generation and low-income students, the Transitions program focuses on adjusting to college and succeeding. It shows students

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I NDNMOI VS AS TI OI ONNS S/ R&E CP RR UO IGT R A MAEM N ST how and where to obtain academic support and tutoring, the role of the writing center and adviser. Faculty members also are trained to look for warning signs of student problems. Since most classes are small and average around 20, faculty can zero in on individual students who aren’t meeting deadlines or falling behind academically and explain where they can obtain assistance. Edward Pittman, associate dean of the college who focuses on campus life and diversity, explained that once first-generation students are accepted, the question becomes, “How do you integrate students onto campus and help them feel included?” He rattled off a variety of programs such as Unpacking Vassar, where students discuss inclusion and other issues, I Am Vassar, where students discuss identity issues, and ALANA (African-American Latino Asian-American and Native American Student Center), which serves as a meeting place. Moreover, 98 percent of students live in dormitories on campus where they intermingle with one another. Pittman said the college offers a complex advising system in which each student is reviewed by a team of faculty and an advisor. They can recommend ac-

Of the incoming freshmen, 60 percent receive financial aid from Vassar, reducing tuition and room and board to $6,000 a year instead of the $60,000 sticker price.

ademic support, and the goal, he said, “is to raise our persistence rate.” “The key is not only having them feel like they belong, but feel as if they have a stake in the community. That stake is based on what they bring to the classroom and community,” said Pittman, a Vassar administrator for 25 years. If any college wants to emulate Vassar and reach out to a wider student body, Rodríguez recommended the following steps: 1) Ensure that the financial commitment is there because it is critical the success of expanding access. The college has to be willing to make difficult choices, allocating funding for grants and forego other projects, if necessary; and 2) The entire staff including the president, the board, the fundraisers, the faculty, and alumni must support this decision to reach out to a more diverse student body. Therefore, all sectors of the college must be committed to every student’s success. “If we’re not graduating them, and providing assistance, then what’s the gain?” Rodríguez said. The college must provide not just financial assistance, but academic and social support over four years to make the commitment work effectively. Edward Pittman

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STEM INITIATIVES

Hispanic Millennials Targeted for Tech Careers and Leadership By Jamaal Abdul-Alim order for Hispanics to achieve more proportionate representation in STEM careers, the way in which science and technology are taught must be revamped at all levels of education. And there must be more outreach to younger Hispanic Millennials, born in the late 1990s and early 2000s, to enter the STEM workforce. Those were two of the key points made at a recent forum meant to highlight the need to inspire more young Hispanics to pursue careers in science, technology and engineering. While Hispanics represent 17.1 percent of the U.S. population, in recent years Hispanics have accounted for less than 5 percent of the science and engineering workforce.

“The divide is getting wider right now when it comes to Latinos not entering into the STEM fields,” said U.S. Representative Tony Cárdenas, D-Calif. “That’s unfortunate because Latinos are the fastest growing demographic in this country. Latinos are younger on average than the rest of America.” In fact, Latinos in the 15-to 29- year- old category already represent 21 percent of the population. In the younger generation, Hispanics are the largest population in many of the nation’s public elementary schools. “So when you talk about ‘children are our future,’ it’s Hispano children who are the future. And the fact that they’re not involved in STEM – or they’re not entering those fields – is a big concern. It should

Rep. Tony Cárdenas, D-Calif., during an interview at the conference. HISPANIC OUTLOOK

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STEM INITIATIVES be a big concern for all of America.” Cárdenas made his remarks at a September forum titled “A New America: Empowering Hispanic Millennials for Tech Leadership.” It was hosted by The Atlantic magazine and the National Journal and underwritten by Microsoft. Hispanics are largely being left out of the fields of science and technology because the nation’s K-12 and university systems are “just not geared today toward advancing Latinos toward entering those fields.” “At the same time, it starts in home,” said Cárdenas. He also stressed the need for today’s STEM professionals to do more mentoring and volunteering in schools to inspire young people to realize that they can secure STEM careers, too. “But first and foremost it’s government’s responsibility to make sure the public school system actually realizes and recognizes that it’s its responsibility as well.” As an example of a change that needs to take place in America’s schools, Cárdenas said computer coding should be introduced and taught in elementary school instead of waiting until students get to college. The reason, he said, is because computer coding is like a foreign language – it’s better to teach it during the early years when children’s brains are more receptive to learning new languages versus when they get older. “Kids find it easy. They just do it,” Cárdenas said.

So when you talk about ‘children are our future,’ it’s Hispano children who are the future. And the fact that they’re not involved in STEM – or they’re not entering those fields – is a big concern.” U.S. Representative Tony Cárdenas, D-Calif.

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The Honorable Cecilia Muñoz, assistant to the President and director of the domestic policy in the White House being questioned by journalist Ron Brownstein.

“The bottom line is in this country we wait for people to get to college and if you’re lucky maybe you’ll be introduced to coding. What’s amazing is we can teach 4-, 5-, 6-year-olds old that.” And if such young children “exercise that part of the brain,” Cárdenas said, they will be more open to learning other languages. That’s the rationale behind Cárdenas’ legislative attempts to have computer coding taught at the elementary and secondary level. By default, he said, teaching computer coding at the elementary school level would benefit Hispanic children because Hispanics are the youngest and fastest growing demographic. He said his efforts to get computer coding taught in elementary school have been thwarted by politics but that he planned to keep up the fight. “I’m going to continue to do that because that’s part of who I am,” said Cárdenas, an electrical engineer whose father taught him to never give up. Cárdenas challenged President Barack Obama to join his effort to develop 100,000 Latino engineering graduates over the next 10 years. Currently, only 7,000 Latinos graduate each year with engineering degrees and represent less than 9 percent of the total cohort of engineering graduates, according to statistics compiled by Cárdenas’ staff. A recent analysis found that Hispanics were underrepresented in the percentage of students who took the Advanced Placement exam in computer science. And in eight states no Hispanics took the exam. Although many of those states such as Mississippi and Montana do not have large Hispanic populations to begin with. Asked if he was surprised that in eight states no Hispanics students had taken AP exam for computer science, Cárdenas said: “It’s a surprise but it’s not a surprise. “Most kids are subjected to the public school system and if the public school system isn’t focused on that … then that’s why you don’t have kids taking

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STEM INITIATIVES the AP (computer science) exam and if you don’t have kids taking the AP (computer science) exam, it’s no surprise that you have less and less Latinos being represented in the STEM fields in college.” Alejandra Ceja, executive director of the White House Initiative on Educational Excellence for Hispanics, noted less than a third of schools serving the largest numbers of Hispanic and African-American children offer calculus – a course that benefits students in their quest for college, particularly STEM fields of study. She said the best snapshots of such data points can be found in the Department of Education’s Civil Rights Data Collection – a tool that she said can be used to “ask tough questions” about why more predominantly Hispanic schools don’t offer rigorous courses such as calculus and physics that better prepare students for college. “If we’re going to close that opportunity gap, we need to make sure the community has the information and that they’re asking the questions,” Ceja said. Other speakers focused on the need for higher education to be more thoughtful about best ways to help Hispanic students matriculate into STEM fields, and the role of the federal government and the private sector in aiding the effort. In many ways, the conference built on a 2013 White House report that says economic projections suggest the need for as many as 1 million additional STEM professionals over the next decade above current graduation rates. “That includes STEM majors at a variety of skill and knowledge levels from community college graduates, to quality STEM teachers, to scientists and engineers with advanced degrees,” the report states. Rafael Bras, provost and executive vice president

for academic affairs at Georgia Institute of Technology, said the fact that STEM careers can provide social mobility is a “selling point,” but that support must be provided for students once they buy in. “In reality, what you need to do is put tougher a program that goes from recruitment and marketing to tender loving care and providing the financial supports,” Bras said, noting that Georgia Tech had invested in creating a Hispanic Recruiting Team and an Office of Hispanic Initiatives to serve those aims. Deborah Santiago, chief operating officer and vice president for policy at Excelencia in Education, a national organization that focuses on Hispanic college completion, said Hispanics may be underrepresented in STEM degrees at the bachelor’s degree level but are overrepresented in STEM degrees at the associate’s degree level. For that reason, she said, it makes sense to “scaffold” in order to get individuals with certificates and associate’s degrees in STEM to go on to earn their bachelor’s degrees in STEM “because they already have shown investment and commitment.” “We have to find a way, private industry, policymakers and others, to make sure there’s a scaffolding to get them where they need to go,” Santiago said. Cecilia Muñoz, director of The White House Domestic Policy Council, said the issue of bringing more Hispanics into STEM fields is a straightforward matter of economic competitiveness, not just fairness. “It’s not actually about altruism. It’s completely about our economic future,” Muñoz said. “We can’t hope to have the kind of economic growth that the president is shooting for, that we’re all aiming for, if we’re not adequately preparing students that are coming up today.”

Audience members posed questions to Rep. Cárdenas during the Q&A portion of the event. HISPANIC OUTLOOK

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25 Years and Moving Ahead By Gustavo A. Mellander It is good and proper to memorialize and celebrate anniversaries, particularly multiyear ones. The process provides an opportunity to reflect on the past and plan for the future with renewed vigor. This magazine was founded 25 years ago in 1990. Its mission was very clear – to help more Hispanic students enter and complete college. By all accounts it has succeeded. Not that all goals have been achieved, but the Outlook has been a leader nationwide in opening doors for Hispanic students and professionals. It’s time to celebrate its Silver Anniversary. A retrospective In 1990 I was a college president in California smack in the middle of Silicon Valley. I heard about plans for Hispanic Outlook in Higher Education from former colleagues in New Jersey. I liked the concept immediately and became associated early on. It’s not easy to start a magazine from scratch. Hispanic Outlook began as a small booklet sent to a select few. Today it is a full-fledged magazine with subscribers throughout the nation. Growing pains surfaced every month, but under the able leadership of Dr. José López-Isa, it kept inching ahead. His years as a successful college president undoubtedly helped him deal with the variety of problems that kept bubbling up. And yes, they were real problems, not mere challenges. Today more and more Hispanics are finishing high school every year. Not as many as we would like, but as it’s said, “it’s a work in progress.” We still have a serious dropout problem but more and more schools are addressing issues honestly and forthrightly. An issue not discussed very much is the deleterious effects for students who postpone going to college directly out of high school. To clarify, The National Center for Educational Statistics (NCES) continues to report that if one delays going to college right out of high school, the chances of ever going are dramatically diminished. Why? Because life happens and the dream is blunted. Perspective At the entrance of the National Archives in Washington, D.C., one finds the following statement cast in cement: “What is past is prologue.” Five years ago on the January 4, 2010, I authored, “Twenty Years of Positive Change” for Hispanic Outlook. I began: Every dog has its day and every year has its memorable moments. In 1990, when the Hispanic Outlook was launched the Leaning Tower of Pisa was closed for safety reasons and the first McDonald’s opened in Moscow, Russia. Puerto Rican Dr. Antonia Novello was appointed Surgeon General of the United States by President George H. W. Bush. She

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was both the first woman and the first Hispanic to serve in that post. The Nobel Prize for Literature was awarded to Mexican Octavio Paz. So here we are thinking about our history. The entire 25-year period has been tumultuous, as indeed the next 25 will be as well. Much continues to change and although we sometimes dwell on negatives because we want things to get better and improve, it is useful to reflect on what has been achieved. Although Hispanic Outlook focuses on higher education, it has not been blind to issues in our feeder schools. The education, or miseducation, Hispanic children receive in K-12 determines their chances of attending and succeeding in college. There is some good news. More and more Hispanics are finishing high school every year and even if some postpone going directly to college, most want to go. More Hispanic students than ever before are attending college. The trend is solid. Their numbers increase every year. At numerous campuses they find professional Hispanic role models, far more than there were in 1990. Since then the number of Hispanic faculty, counselors, librarians, deans, presidents and board members has grown exponentially. Their presence makes a positive difference for Hispanic students entering ever so tentatively into a sometimes scary new world. The past 25 years have been productive, and Hispanic Outlook has played a supportive leadership role. Let’s look ahead. For that is where we are going to live. Looking ahead I am sure we all agree with President Obama’s statement, if we want America to lead in the 21st century, nothing is more important than giving everyone the best education possible – from the day they start preschool to the day they start their career. Good statement, but he really missed an opportunity to point out that in the future college graduates and regular workers alike, even low-skilled ones, will have to continue their education all the days of their lives, not only to succeed but to keep fully employed. That’s the rapidly changing world in which we live. Individuals will have to reinvent themselves over and over again. The need to study and to learn new skills will never cease. Government experts note that many persons will likely have several different careers, some predict up to seven! College graduation is indeed a commencement to a reality which will require lifelong learning. Earning a four-year college degree will no longer be a guaranteed pathway to superior opportunities or even employment. Today a college degree serves as a screening mechanism. It is a mere prerequisite to being considered for a growing number of jobs in our new and ever-changing economy. Scholars estimate that over the next decade, employment requiring education beyond a high school diploma will grow more rapidly than for jobs that do not.

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Hard work is no longer enough to provide for yourself and your family. If you don’t finish college, your professional opportunities will be very limited, and once in a job your ability to keep learning is essential to remaining employed. According to the federal government, of the 30 fastest growing occupations, more than half will require postsecondary education, and for many it will be necessary to obtain a graduate degree. In fact, some academic observers say graduate degrees have taken the place of what a baccalaureate degree provided a generation ago. It was a ticket to a professional job. It was taken as an indication that you were intelligent, ambitious and able to complete long term goals. I’m not fully convinced that one must earn a graduate degree to succeed in America. Further, I fear many graduate schools have been irresponsible in pumping out graduate students regardless of employment opportunities. Why? Because graduate education has become a cash cow at many institutions. Quite often, classes are taught by poorly compensated adjuncts, the students are earnest, usually subsidized by their employer, and focused on finishing. So it’s win-win in most aspects. But it has led to a surplus of graduates in some fields. We all know a number of MAs and even PhDs in the humanities who cannot secure reasonable positions in academia or in the private sector. And beyond our circles, look at all the adjuncts nationwide and their dismal reality year in and year out. But for the present, let’s look backward, look at the record. Since the World War II millions of students have gone to college. Many were the first ones in their family to attend. Today that’s the category most Hispanic students still fall into. That tremendous increase in college trained graduates changed America. We solidified our position as a world leader. Hired in good jobs guaranteed a chicken in every pot, a home in the suburbs and best of all, children who fully intended to go to college. And they did, once again another smashing success. One indication as we all know is that even today the average earnings of college graduates are twice as high as those with only a high school diploma. That computes to a million dollars or more during their lifetime according to government sources. So not only were those generations intellectually liberated through education but their financial opportunities improved dramatically. Higher education has long been the clearest conduit into the middle class and it certainly will be for Hispanics in decades to come. Hopefully, The Hispanic Outlook in Higher Education, an early pioneer in the field, will continue advocating for more Hispanic higher education opportunities. Worldwide realities The world may be our oyster but it has changed and like Humpty Dumpty it can never be put back together. Many observers fear that America will never regain the hundreds of thousands of middle-class jobs that have gone overseas. They went because quality work could be secured overseas a lot cheaper than here. The miracle of modern technology and communications has made it possible to outsource a wide variety of tasks. Virtually everybody from clerks to highly trained scientists has seen their activity shifted overseas. How can the United States compete when we can hire competent engineers for $2 an hour overseas?

It’s time for American exceptionalism to flourish once again, to be encouraged once again. We aren’t doing that very well. Many might be surprised to discover that the United States has been outpaced in higher education internationally. In 1990, the U.S. ranked first in the world in fouryear degree attainment among 25- to 34-year olds; today, the U.S. ranks 12th. We also suffer from a pernicious college attainment gap: high school graduates from the wealthiest families in our nation are almost certain to continue on to higher education and succeed. That’s fine. But just over half of our high school graduates in the poorest quarter of families, where many Hispanics reside, attend college. That’s not fine. Further, while more than half of college students graduate within six years, the completion rate for low-income students, again Hispanic, hovers around 25 percent. A word about costs College costs, tuition and fees, have for years on end increased way above the nation’s inflation rate. Why? Was it poor management or was it because colleges could get away with it? Many Hispanic students have been victims of predatory college loans. Some from for-profit institutions but many from mainstream colleges as well. Others have pursued graduate education for jobs that do not exist. Very few institutions counsel students about the realities of the job market. State governments promised that income generated from state lotteries would be designated for education when they sought voter approval. It was done but many then cut the previous allocations to education. So, no real gain. It is time for new reforms to give more students an opportunity to pursue higher education. Too many barriers, some old, some new, still exist. Education is not a luxury: it is an economic imperative that everybody should be able to afford. The federal government, individual states, colleges, and universities all have to make higher education more affordable. We must rein in college costs and prepare students to succeed in their careers. It is critical to develop a highly educated, highly skilled economy and workforce that will attract business and lead to lower unemployment. Bottom line Clearly much remains to be done. In the next 25 years, Hispanic Outlook has its work cut out. Building on past successes, I am sure it will be up to the task. I cannot end without pointing out one of the reasons why Hispanic Outlook has succeeded is thanks to the diligence of Dr. José López-Isa. He has insisted that the magazine not play favorites among the different Hispanic groups and no author has ever been restricted from expressing his or her point of view. I know that to be true for I have written hundreds of columns and I am on the board as well. Happy 25th Anniversary! Dr. Mellander was a university dean for 15 years and a college president for 20.

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REPORTS

SPECIAL ANNIVERSARY ISSUE

1990 to 2015 and Beyond: Higher Education by the Numbers By Mary Ann Cooper When Hispanic Outlook in Higher Education magazine launched in 1990 nobody was surfing the net, tweeting, sending email or taking “selfies.” Imagine how our world has changed in the last 25 years. Yet, some things haven’t really changed at all. The means to a rewarding and lucrative career still depends on getting a good education and learning the skills to meet the demands of the marketplace. Despite ever increasing costs, higher education enrollment continues to grow. Undergrad Enrollment Increases Nearly 60 Percent Since 1990 Total undergraduate enrollment in degree-granting postsecondary institutions was just under 19 million in the spring of 2014 and 17.7 million in fall 2012, a dramatic increase from 1990 when total undergraduate enrollment was 12 million students. The rate of growth was 10 percent between 1990 and 2000 and more than 40 percent between 2000 and 2014. By 2023, undergraduate enrollment is projected to increase to 20.2 million, according to NCES’ May 2014 report, “The Conditions of Education.” If higher education enrollment projections were part of a corporate business model, the sharks in ABC’s “Shark Tank” would be clamoring for a stake in this business. Women Outpace Men in Enrollment Numbers Since 1990 women have been winning the gender battle for degree and enrollment dominance. In 1990 male undergraduate students were on par or had a slight edge over female undergraduate students in enrollment. Now female undergraduate students make up 56 percent of total enrollment. Male undergraduate students represent 44 percent of total enrollment. Since 1990, female enrollment increased by 52 percent, while male enrollment increased by 43 percent. Most of the increase in enrollment occurred between 2000 and 2010, when female enrollment increased by 39 percent and male enrollment increased by 36 percent. There is no evidence to suggest that this trend will change in the future. Women Outperform Men with More Degrees at Every Level Differences in degrees granted by gender have shifted over the past few decades, with the number of female degree-earner rates higher than male attainment rates at each education level since 2000. For example, in 1990 the percentages of male and female 25- to 29-year-olds who had completed a bachelor’s degree or higher were not measurably different, but in 2013 the percentage of females attaining this level was 7 points higher than the percentage of males doing so. Similarly, in 1995 the percentages of males and females who had completed a master’s degree or higher were not significantly different, but in 2013 some 9 percent of females had completed a master’s degree or higher, compared with 6 percent of males.

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REPORTS last two decades. In 1990 distance learning consisted of a scattering of “mail order” courses. The Internet was just the glimmer in Al Gore’s eye and a MOOC was a street thug. In 2014 distance learning represents more than 10 percent of enrollment and MOOCS are shorthand for Massive Open Online Course. In fall 2012, about 4.6 million undergraduate students participated in distance education, with 2.0 million students (11 percent of total undergraduate enrollment) exclusively taking distance education courses.

More Students Trend Toward Part-Time Enrollment Putting gender aside, full-time enrollment overshadowed part-time enrollment in terms of numbers in 1990, but 2014 numbers paint a different picture. Between 1990 and 2000, full-time undergraduate enrollment increased by 14 percent, while part-time enrollment increased by 5 percent. Between 2000 and 2010, full-time undergraduate enrollment increased by 45 percent, whereas part-time undergraduate enrollment increased by 27 percent. But we are seeing a change in the popularity of parttime enrollment. It is estimated that between now and 2023, part-time undergraduate enrollment is projected to increase by 17 percent, a faster increase than the 12 percent increase projected for full-time undergraduate enrollment. If that trend continues, the gap between part-time and full-time enrollment will narrow significantly.

High School Completion Rates Reach 90 Percent The desire to participate in higher education is stronger than ever as evidenced in the increase in completion rates among 25- to 29-year-olds in last few decades. The percentage who had received at least a high school diploma or its equivalent increased from 86 to 90 percent, with most of the change (3 percentage points) occurring between 2003 and 2013. The percentage who had completed a bachelor’s or higher degree increased from 23 to 34 percent. In 2013, some 7 percent of 25- to 29year-olds had completed a master’s degree or

Eleven Percent of Students Choose Online Learning, Exclusively One of the major factors boosting part-time enrollment is the emergence of distance learning in the

2012-13 FALL ENROLLMENT SNAPSHOT Percent of Hispanic Undergraduate Students NH

8.9%

2.0%

3.0%

2.3%

8.9%

4.8%

2.4%

6.8% CA

7..6%

34.8%

24.2%

15.0%

7..5% OK

5.9%

43.3% TX

34.0%

14.9%

23.3% %

9.2%

97.0%

7.1%

6.0% 17.8% DC

6.9%

Total o Undergraduate (UG) Student Headcount = 16.39 M Total o Hispanic UG Student Headcount = 2.57 M Total o Hispanic UG Student Percentage = 15.7 % Total o HSIs = 370 Total o Emerging HSIs = 277

4.2% 5.9%

10.1% 13.3% CT

5.2% OH 3 .0% 15.8% 4.7% WV MO 0.0% % VA KY 3.7% 6.3% 2.4% NC TN 5.0% 3 . 1% 1 AR SC 4.5% 3.2% GA MS AL 1.5% 2.3% 5. 2%

4.6%

6.7%

10.0%

3.4%

8.7%

2.0%

3.9%

20.4%

2.8%

HACU Oﬃce of Policy Analysis and Information, 05/2014. Source: 2012-13 IPEDS data, using Title IV eligible. 2-year and 4-yearr. Public & Private, non-proﬁt institutions.

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REPORTS higher, a 3-percentage-point increase from 1995. Hispanics High School Grads Increase by 18 Percent from 1990 to 2014 How these numbers translate to the Hispanic student population is encouraging. Between 1990 and 2013, the percentage of 25- to 29-year-olds who had received at least a high school diploma or its equivalent increased for whites (from 90 to 94 percent), blacks (from 82 to 90 percent), but Hispanics increased from 58 to 76 percent during that same time period. For Hispanics, most of this change (14 percentage points) occurred in the 10 years since 2003. The size of the white-Hispanic achievement gap narrowed from 32 to 18 percentage points. Hispanics Earn Twice as Many Degrees Today as They Did 25 Years Ago From 1990 to 2013, the percentage of 25- to 29year-olds who had attained a bachelor’s or higher degree increased from 26 to 40 percent for whites, from 13 to 20 percent for blacks, and from 8 to 16 percent for Hispanics. For Hispanics, most of this increase (6 percentage points) occurred in the most recent decade. More than 15 percent of Hispanics have at least a bachelor’s degree and 4.3 percent earned an advanced degree, as of 2013, compared to 35.2 percent and 12.9 percent for non-Hispanic whites. More than 70 percent of Hispanic high school graduates ages 16-24 were enrolled in college in 2012, compared to 65.7 percent for whites.

We also suffer from a college attainment gap, as high school graduates from the wealthiest families in our nation are almost certain to continue on to higher education, while just over half of our high school graduates in the poorest quarter of families attend college. And while more than half of all college students graduate within six years, the completion rate for low-income students is around 25 percent. Hispanic Students in 2015 – More Challenges, but Greater Drive to Succeed While 2015 and beyond seem to promise a bright future for Hispanic students in higher education, for those who yearn for the days when the United States was a country that made higher education a social imperative there is nostalgia for 1990 – the good old days. When Hispanic Outlook was first launched in 1990, its mission was to advocate for Hispanics in higher education and encourage Hispanics students to become college-educated scholars and professionals. After 25 years, just when increasing numbers of Hispanics are getting that message, rising costs, less public support and a widening wealth gap have placed more obstacles in the way of Hispanics seeking a degree than ever before. Yet, their numbers keep growing. This is a testament to the determination of the entire Hispanic higher education community to support its students. HO is proud to be a member of that community.

Hispanics Are Now 17 Percent of the U.S. Population Today the burgeoning Hispanic community accounts for some of the narrowing of the education gap. According to HACU, there were 53 million Hispanics in the United States in 2012, representing 17 percent of the U.S. population. There was a 50 percent growth in this demographic, the largest of all population groups except Asian-Americans. More than 50 percent of the nation’s Hispanics live in California, Florida and Texas. Adding New York, Arizona, Illinois, New Jersey, and Colorado accounts for over 75 percent of all Hispanics. Hispanic population growth from 2000-10 has been most rapid in the South and Midwest. U.S. has dropped to No. 12 in degree attainment Now here’s the bad news. In 1990, the U.S. ranked first in the world in four-year degree attainment among 25-34 year olds; today, the U.S. ranks 12th.

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PROMISEES TO KEEP K H her Educa High Ed tioon and thhe Public P bl Tr Trust

American Counncil on Education’ss 997th An A nuall Meet M tit ng N E TW T ORK with w colleagues, LEEARNN new practical strategies, & A VANCE youur career at AD Higher Education’ss Most Essentiall Confference March 14–17, 20155 Wash i ngton, DC D

HIGHLIGH TS

RE GISTTER NO W : acc ean nualm eeti ng. org Michael Beschloss—Award-winning historiaan, NBC News presidential historian, and contributor to PBS NewsHour Paul Krugman—Nobel — Prize winner, distinguished scholar at The City Un niversity of New York, o and op-ed columnist for The New Yoork Times Janet Napolitan no—President of the University i of California and former secretary of homeland security ACE Fellows Prrogram 50th Anniversary Celebration C

Joi n th e c onv ersa tion #A CEMMeetDC

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President California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 35,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.

Associate Vice President for Academic Technology Division of Academic Affairs www.csulb.edu/aa/personnel/jobs

California State University, Long Beach seeks an outstanding and talented professional to join the campus community as the Associate Vice President for Academic Technology (AVPAT). The Associate Vice President for Academic Technology serves as the senior academic technology officer for the Division of Academic Affairs and provides strategic leadership and management of academic technology. Academic technology includes all technology-enhanced instruction such as use of digital tools in face-to-face classrooms, hybrid and blended instruction, fully online instruction, online and hybrid course redesign and development, learning management systems, teleconferencing, multimedia content management and distribution, classroom video and technology services, other new and emerging academic technology applications for both state-supported and self-supported extended education programs and including disability access. We seek an individual who is committed to the mission and vision of the University, who has a demonstrated commitment to academic excellence, who is experienced in research, publication, scholarly/creative activity, and who has a record of integrity and ethical leadership. Applications and nominations for this position are currently being accepted. FOR A MORE DETAILED JOB DESCRIPTION VISIT www.csulb.edu/aa/personnel/jobs Appointment is effective on or about July 1, 2015. Review of applications to begin on February 20, 2015. Position open until filled. An official transcript from institution awarding highest degree, and a signed SC-I form will be requested of finalists. To ensure full consideration, applicants should submit the following documents electronically to stsearch@storbeckpimentel.com Code: CSULB AVPAT: a letter of application addressing Minimum Qualifications and Desired/Preferred Qualifications, academic resume, and the names, addresses, telephone numbers, and email addresses of five professional references. Storbeck/Pimentel & Associates is assisting the University in conducting this search. For further information, please contact: Sharon Tanabe, Partner & Emy Peña, Principal Storbeck/Pimentel & Associates 6512 Painter Avenue Whittier, CA 90601

For a confidential inquiry or nomination contact either Ms. Tanabe or Ms Peña at (562) 360-1612 CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identification, sexual orientation, marital status, disability, medical condition, age, political affiliation, Vietnam era veteran status, or any other veteran's status. CSULB is an Equal Opportunity Employer.

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The Board of Trustees and the Tiffin University (TU) community invite applications and nominations for the position of President. Tiffin University is a private, independent institution of higher education. Founded in 1888, TU has successfully transitioned from traditional seated students to a mixture of seated and online students from across the country and around the world. Located in the city of Tiffin, Ohio, TU is a major regional economic engine. Thirty years ago, TU operated in three buildings and has now expanded to include over 30 buildings on a well-maintained 130-acre campus. TU prides itself on a diverse and inclusive atmosphere with more than 30 countries represented in its international student population. Tiffin has also been a leader in online education at both the undergraduate and graduate levels. TU is in excellent financial condition and has completed several successful capital campaigns in recent years, largely for the purpose of facilities expansion, and it is now poised to conduct a new comprehensive campaign to address institutional endowment and enhance its scholarship offerings. Tiffin University has an enrollment of nearly 4,300 students, which includes on-campus undergraduates, master’s degree students, online and off-campus bachelor’s degree students, non-degree seeking students, and students in online associate degree programs. The University offers more than 25 majors through four schools: Arts and Sciences, Business, Criminal Justice and Social Sciences, and Graduate and Distance Education. Seventy-eight accomplished and student-centered full-time faculty and numerous part-time professionals optimize the career objectives of students through participatory learning in a variety of professional disciplines undergirded by a strong general education foundation. The next President will provide innovative, visionary and collaborative leadership to this unique institution. Qualifications include: a proven record of success in senior management; a collaborative, strategic and mission-oriented leadership style; strong financial acumen and a conservative financial management style; a strong commitment to external resource development; and the ability to build and maintain lasting relationships. A terminal degree and college-level teaching experience and/or administrative experience are preferred. The review of applications will begin immediately. To ensure full consideration, materials are due by February 2, 2015. Prior to submitting application materials, please review the profile at www.rhperry.com or www.tiffin.edu. Tiffin University is being assisted with this search by R. H. Perry & Associates. All communications may be directed in confidence to: Dr. John Hutchinson, Senior Consultant at (217) 737-0757, Dr. Jean Scott, Senior Consultant at (757) 5852644, or to TiffinPresident@rhperry.com. Tiffin University is an equal opportunity employer.

Promoting academic quality by enhancing learning, teaching, scholarship, and service and by celebrating MTSU’s distinctive strengths.

Dean Detroit, Michigan

We are currently seeking applicants for over 30 faculty positions for the 2015-2016 academic year.

Wayne State University (WSU) seeks a visionary and collaborative leader to serve as the next Dean of the Eugene Applebaum College of Pharmacy and Health Sciences. The Dean serves as the chief executive of the College and reports directly to the Provost and Vice President for Academic Affairs. Applicants should have an earned doctorate or terminal degree in a complementary health field, with a record of excellence in research and scholarly achievement, should be a skilled fund raiser, have a participatory leadership style and be capable of meeting the standards for tenure at the rank of full professor.

For current position listings, please visit our website https://mtsujobs.mtsu.edu

WSU is a nationally recognized public research university with an urban teaching mission. WSU is a public Carnegie Research I institution with 12 colleges offering over 350 undergraduate, graduate and professional degrees to more than 25,000 students. It attracts one of the largest public graduate and professional school enrollments in the country at over 9000 students. The National Science Foundation has ranked WSU among the top 60 U.S. public institutions for annual research expenditures. WSU is particularly known for faculty research in biomedical and health sciences, automotive safety, alternative energy and the nanosciences. WSU is a member of the University Research Corridor, along with the University of Michigan and Michigan State University. The Eugene Applebaum College of Pharmacy and Health Sciences was created in 1974 by the merger of the college of Pharmacy with several Health Sciences programs from the School of Medicine. The College is home to 17 degree and certificate programs offered by 4 academic departments: Health Care Sciences, Fundamental and Applied Sciences, Pharmaceutical Sciences and Pharmacy Practice. Programs include: Nurse Anesthetist, Pathologists’ Assistant, Clinical Laboratory Sciences, Mortuary Science, Occupational Therapy, Pharmacy Practice, Pharmaceutical Sciences, Physical Therapy, Physician Assistant Studies, Radiologic Technology, Radiation Therapy Technology, and Radiologist Assistant Studies. The College’s programs are accredited by nine different accrediting agencies. The College has more than 80 full-time faculty and over 400 parttime and adjunct faculty. Total student enrollment at all levels in the College was 965 in Fall 2014; 60 percent are in the health sciences programs and 40 percent are in the pharmacy programs. In May 2002, a $64 million facility opened featuring 270,000 square feet of learning and research space. It is designed to accept new technology as quickly as it is discovered. Smart Classrooms, the CVS/pharmacy Professional Practice Laboratory, distance learning classrooms, a driving simulator laboratory, the Human Patient Simulator Laboratory and an exceptional learning resource center are just some of the features of this outstanding facility. Sean Farrell and Kahn Lee from Isaacson, Miller will assist WSU in this search. Applicants should send a cover letter and resume to the following web address: www.imsearch.com/5329. Inquiries and nominations may be submitted to the same web address. Wayne State University is an Affirmative Action/Equal Employment Opportunity employer, which complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. Wayne State University is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, sex, color, religion, national origin, age, disability or veteran status, or any other characteristic protected by applicable law.

MTSU is an AA/EOE.

President, Muscatine Community College The Eastern Iowa Community Colleges aspire to be the first choice for students seeking higher education in the Eastern Iowa region. Located along the banks of the mighty Mississippi River, EICC is a comprehensive community college with three colleges and 10 satellite locations serving more than 13,000 credit and 30,000 workforce and continuing education students each year. EICC is looking for a key member of our senior leadership team who will serve as the President of historic Muscatine Community College. The successful candidate will be a proven leader with excellent administrative experience and the ability to engage and inspire both a campus and a community. This is an excellent opportunity to be a key member of a strong district-wide leadership team with high aspirations and high expectations for our family of community colleges. Established in 1929, Muscatine Community College has a long tradition as a small college with big accomplishments. As EICC’s southernmost college, MCC serves a primarily rural area with a major manufacturing base, and has long been known for its entrepreneurial agri-business programs, as well as a strong liberal arts/transfer program. Minimum Qualifications: Master’s degree required; earned doctorate preferred. Five years of management experience, with three years at upper management levels; management experience in a community college/higher education environment preferred. Demonstrated expertise in managing facilities, instructional programs, student development, planning, budgets and fundraising. Excellent leadership and communication skills. Additional information is available at our website: www.eicc.edu/mccsearch Review of applications will begin February 16, 2015, and continue until the position is filled. For more information, please contact: Dr. Larry Ebbers, Search Consultant 515-290-9854 lebbers@iastate.edu For consideration, please submit application materials via email to EICC-HR@eicc.edu or send to Eastern Iowa Community Colleges, ATTN: Human Resources Department, 306 West River Drive, Davenport, Iowa 52801-1221. Eastern Iowa Community Colleges is an Affirmative Action/Equal Opportunity Employer committed to excellence through diversity.

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PRESIDENT The University of Miami seeks a bold and visionary intellectual, with a proven record of success, to take the helm of this outstanding, comprehensive research university. The University of Miami has experienced tremendous growth in its stature and reputation over the last decade, as reflected in the dramatic rise in rankings, the increase in extramural research funding, and the palpable excitement about the universityâ&#x20AC;&#x2122;s future, from alums, faculty, staff, students, and friends of the university. For more information about the University of Miami and the search for the next President please see: h t t p : / / p r e s i d e n t - s e a r c h . m i a m i . e d u . Established in 1925 during an early period of growth in South Florida, the University of Miami is now home to 12 schools and colleges serving undergraduate and graduate students in more than 180 majors and programs. With a student body of more than 15,000 students from around the world, 9,903 undergraduates and 5,289 graduates, and over 3,000 faculty, the University of Miami has become a vibrant academic community. The University of Miami offers the widest range of curriculums of any medium-size private research university in the country, with 115 bachelorâ&#x20AC;&#x2122;s, 104 masterâ&#x20AC;&#x2122;s, and 63 doctoral (59 research/scholarship and 4 professional practice) degree programs.

Bring your expertise and passion for teaching to a great college located in the cities of Plano, McKinney and Frisco, Texas. Join a college that values Learning, Service and Involvement, Creativity and Innovation, Academic Excellence, Dignity and Respect, and Integrity, along with outstanding colleagues including three United States Professors of the Year, a Texas Professor of the Year, two Fullbright Scholars, and five Minnie Stevens Piper winners plus 1,000 additional outstanding dedicated professors. We anticipate full-time vacancies within the following disciplines for the 2015-2016 academic year:

â&#x20AC;˘ Fine Arts â&#x20AC;˘ Social Sciences â&#x20AC;˘ Health Sciences â&#x20AC;˘ Communications â&#x20AC;˘ Developmental Education â&#x20AC;˘ Science, Technology, Engineering & Math (STEM) â&#x20AC;˘ Business & Computer Systems For a complete list of open positions and to apply online, please visit:

http://jobs.collin.edu We encourage you to check our website regularly for new positions matching your experience and interests. Collin County Community College District is an equal opportunity employer and seeks applications from all qualified candidates regardless of race, color, sex, religion, age, national origin, disability or veteran status.

The university has expanded from its original 239-acre campus in historic Coral Gables, to include the Miller School of Medicine campus near downtown Miami, the Rosenstiel School of Marine and Atmospheric Science campus on Virginia Key, the Richmond facility in South Dade, and satellite facilities in other locations. The University of Miami enters the next decade with a decided advantage over its peers, owing to its size and the momentum, and excitement built over the last decade. Relatively small amongst comprehensive research universities, the University of Miami can be nimble and strategic in building â&#x20AC;&#x153;academic excellenceâ&#x20AC;? across all schools and colleges. By making strategic investments in key academic initiatives, and key faculty hires, the university can position itself to be a leader in important scholarly areas. Inquiries, nominations, and applications are invited. Individuals wishing to make nominations and those who wish to apply should provide an electronic version of their curriculum vitae and a bullet point summary of all leadership roles held, the scope of their responsibilities, and their accomplishments in each role. All nominations and applications should be sent via e-mail to: Dr. Ilene H. Nagel Consultant to the University of Miami Presidential Search Committee Russell Reynolds Associates Leader, Higher Education Practice UMiami.President@russellreynolds.com To ensure full consideration, materials should be received as soon as possible. Review of nominations and applications for the position will commence immediately and continue until the position is filled. All candidate information will be held in strict confidence.

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The University of Miami is an equal opportunity/affirmative action employer dedicated to the goal of building a culturally diverse and pluralistic university community committed to teaching and working in a multicultural environment. Potential applicants who share this goal are encouraged to apply.

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FEDERAL WAY PUBLIC SCHOOLS SUPERINTENDENT Federal Way Public Schools, located in Washington, seeks an individual with visionary leadership and strong administrative skills to lead a district of 22,279 students. The salary will be in the range of $240,000 plus an excellent comprehensive benefits package. The final salary for the successful candidate will be negotiated and determined based upon proven experience, qualifications and meeting Board criteria.

DEAN OF THE FOISIE SCHOOL OF BUSINESS

Interested candidates may apply online at www.rayassoc.com

Worcester Polytechnic Institute (WPI), a premier U.S. technological University focused on global impact, invites applications and nominations for the position of Dean of the Robert A. Foisie School of Business. The Dean is responsible for the leadership and management of the School’s faculty, students and staff; responsibilities include strategic planning, curriculum, facilities, and budgeting.

Ray and Associates, Inc. Ph: 319/393-3115 E-mail: glr@rayassoc.com Application Deadline: February 25, 2015 Please do not contact the Board or District directly.

Named in 2014 for Robert A. Foisie '56 in recognition of his unprecedented $40 million gift to WPI (the largest in its 149-year history), the Foisie School of Business is known for developing innovative and entrepreneurial leaders for a global technological world, and is one of a select number of institutions that holds both AACSB and ABET accreditations. The Foisie School of Business currently has 405 full- or part-time graduate students and 207 full-time undergraduate students. It offers eight graduate degree programs (including the Innovator’s MBA, four Master of Science programs, and three PhD concentrations), available both full- and part-time; four undergraduate majors and five minors; and six certificate programs. Since 2007, its MBA program has been ranked as the #1 part-time MBA program in the Northeast by Businessweek. Its undergraduate rankings include #1 in entrepreneurship, #1 in information systems, and #4 in operations management. Its 30 full-time faculty members, who are leaders in their respective fields, conduct research in collaboration with faculty across WPI and with other universities around the world on a broad array of topics, including leadership, social innovation, and organizational change; business performance measurement; applied operations research; technology usability; and entrepreneurship in family firms. Reporting to the Provost, the Dean will play a strategically important role in leading curriculum and academic program development; promoting faculty research and its external sponsorship; and supporting the recruitment, promotion, and retention of outstanding faculty and programs. The Dean will also be expected to have: a commitment to excellence in business education; the ability to articulate and implement a compelling vision for engaging the School and WPI with national and international business communities; the ability to increase the School’s global focus and presence; experience developing synergistic and strategic partnerships across disciplines on campus and with key external constituencies; and the intellectual qualities, character, and personal style that command the respect of faculty, students, staff, and WPI’s external constituencies. WPI seeks a Dean who has a record of academic and/or professional accomplishments appropriate for the position of Dean and for appointment as a tenured professor in the School. Exceptional candidates from outside academe who are supportive of research-based scholarship and who can bring extensive experience to elevate WPI’s strategic goals will also be considered. Nominations and expressions of interest will continue to be considered until the position is filled. The Search Committee will initiate the screening of candidates upon receipt of information. Nominations and/or letters of application, including current curriculum vitae, should be electronically sent to: WPI Business School Dean Search Committee c/o Mirah Horowitz Russell Reynolds Associates WPIBusiness@russellreynolds.com

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ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES

Spring 2015 Working Conferences General Education Conferencee

Student Success Conference

From Mission to Actionn to Evidence:

Diversityy, Learning, and d Student Success:

Empowering and Inclusive General Education Programs

Assessing and Advancing Inclusive Excellence

February 19â&#x20AC;&#x201C;21, 2015 Â&#x192; Kansas City, Missouri

March 26â&#x20AC;&#x201C;28, 2015 Â&#x192; San Diego, California

General Education for the New Face of America â&#x20AC;&#x201D; LESLIE E. WONG

Note to Educators: Hope Required When Growing Roses in Concrete â&#x20AC;&#x201D; JEFF DUNCAN-ANDRADE

Very Secret Diaries of a General Education Reform Team e â&#x20AC;&#x201D; LORI J. CARRELL

Student Voice, Student Empowerment, Student Agency

The VALUE A Imperative â&#x20AC;&#x201D; PEGGY MAKI

â&#x20AC;&#x201D; GEORGE SANCHEZ AND STUDENT PANEL

The LEAP Challenge Forum: Preparing Students to Create Solutions for Our Future â&#x20AC;&#x201D; TIMOTHY K. EAATTMAN, MARY BETH LOVE,

The LEAP Challenge Forum: Preparing Students to Create Solutions for Our Future â&#x20AC;&#x201D; GEOFFREY CHASE, LEIGH ANN LITWILLER BERTE,

SA AVIT V TA MALIK, CA ATTHERINE PRIDE, GAIL EV VA ANS, AND STUDENTS

MARGARET DA AV VIS, GAIL EV VA ANS, AND STUDENTS

Politics of Change: Putting It All Together o and Anticipating Campus Responses â&#x20AC;&#x201D; JOSĂ&#x2030; CRUZ AND LORAINE PHILLIPS

Intentional and Strategic Connections Among Diversity, Learning, and Student Success â&#x20AC;&#x201D; JOHNNELLA BUTLER

For more information or to register: www.aacu.org Â&#x192; 202.387.3760 Â&#x192; network@aacu.org

American Association of State Colleges and Universities

Delivering Americaâ&#x20AC;&#x2122;s Promise

2015 MILLENNIUM LEADERSHIP INITIATIVE (MLI) The American Association of State Colleges and Universities (AASCU) and the Association of Public Land-grant Universities (A.P.L.U.) announce the call for nominations and applications for the Millennium Leadership Initiative (MLI) Institute to be held June 6-9, 2015 in Washington, D.C. The MLI Institute enriches the preparation and advancement of persons traditionally underrepresented in the higher education leadership positions of college/ university president or chancellor. Further, the Institute helps senior administrators determine if ascending to the presidency or chancellorship is a preferred course for their careers. All qualified candidates are considered for selection and admission. The MLI is a unique professional development program for higher education senior administrators. MLI prepares and encourages vice presidents, provosts and deans in the development of a professional career plan that assists vice presidents and provosts in achieving their next level of advancement to president or chancellor and assists deans to advance to senior executive level positions in higher education. There are two components to the MLI programâ&#x20AC;&#x201D;an intensive four-day institute and a required yearlong mentorship with a president or chancellor. The majority of our courses

are taught by a faculty of current, sitting presidents and chancellors and enhanced by selected former presidents and chancellors and content specialists.

WHO IS ELIGIBLE Successful applicants will demonstrate the leadership experience necessary to achieve a presidency or chancellorship in higher education or to advance to vice president or provost. In addition to the above experience, candidates must possess a terminal degree or have significant experience as a senior executive. Equivalent experience outside the academy in government or the private sector is acceptable. All candidates must be nominated by a president or chancellor, or by a chief operating officer from a large complex university or organization.

FOR ADDITIONAL INFORMATION CONTACT

Adrienne Mosley Vincent at vincenta@aascu.

org or visit www.aascu.org/mli

%FBEMJOF GPS /PNJOBUJPOT BOE "QQMJDBUJPOT t +BOVBSZ Apply at www.aascu.org/mli/applicationform (only electronic applications will be accepted) Submit letters of nomination: t electronically to mli@aascu.org t GBY UP t NBJM UP "ESJFOOF .PTMFZ 7JODFOU .-* 1SPHSBN "TTPDJBUF ""4$6 /FX :PSL "WFOVF /8 'JGUI 'MPPS 8BTIJOHUPO %$

CALL FOR APPLICATIONS AND NOMINATIONS

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HISPANIC OUTLOOK

Q Q Q Q Q

JANUARY 12, 2015

The Course of Cellular Evolution: A Laboratory Course on the Evolution of Cellular Functions Santa Barbara Ad A vanced School of Quantitative Biology Summer Research Course at UC Santa Barbara August 3-Se September 5, 2015

Course Directors: Hernan Garcia Rob Phillips UC Berkeley

Caltech

Instructors: Michael Lynch Indiana U.

Dan Needleman Harvard

Cassandra Extavour Harvard

José Pereira-Leal Gulbenkian Inst.

Mónica Bette encourt-D t Dias Gulbenki k an Inst. For information and to apply visit: www.kitp.ucsb.edu/qbio

Index of Employment Opportunities in Digital Ads Administrative and Executive Positions . . . . . . . . . . . . . . . .Page 41 Associate Vice President for Academic Technology . . . . . . .Page 36 Dean of the Eugene Applebaum College of Pharmacy and Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 37 Dean of the Foisie School of Business . . . . . . . . . . . . . . . . .Page 39 Director, Admissions and Records . . . . . . . . . . . . . . . . . . . .Page 38 Faculty Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 37 Faculty Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 41 Full-time Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 38 Instructors, F/T Tenure Track . . . . . . . . . . . . . . . . . . . . . . . .Page 38 OPUS Dean, OPUS College of Engineering . . . . . . . . . . . . . .Page 42 President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 36 President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 37 President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 38 Superintendent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 39 Test Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 42 Find more of the most current openings in higher

Application deadline: March 1, 2015

education on HispanicOutlook.com.

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.

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Education

LAW SCHOOL ADMISSION COUNCIL Law School Admission Council (LSAC) is a nonproﬁt educational service organization. LSAC develops and administers the LSAT, a high-stakes entrance examination for law schools that assesses reasoning and reading skills. LSAC seeks the following:

Test Specialist CODE: TS-HO

Test Specialists are part of a team that develops highquality questions for the LSAT that are sensitive to the diversity of the LSAT population. The position requires the writing, review, and revision of questions that are designed to assess informal reasoning and deductive reasoning skills. Other duties may include participating in the review and development of informational and test preparation materials as well as participating in research related to the LSAT. Some training in logic, a broad background in liberal arts, and precise and fluent use of Standard Written English are necessary. Experience in college teaching is desirable. Demonstrated organizational skills, the ability to work independently and collaboratively, and the ability to meet deadlines are required. Proficiency in Spanish is a plus. Educational qualifications include an MA and doctoral-level work in philosophy, theoretical linguistics, literature, or some related discipline requiring strong reading, reasoning, and analytical skills. A PhD is preferred. Salary: $65,000 per year or more depending on qualifications and experience. Benefits are highly competitive. For details, please visit our website, LSAC.org. Please forward vitae, a letter of application including the following Job Code, and a list of references to:

C. Rommel, HR Section Law School Admission Council P.O. Box 40, Job Code TS-HO Newtown, PA 18940 Fax: 215-504-3808 E-mail: employment@LSAC.org Application deadline is March 2, 2015. LSAC takes great pride in its dedication to being an EOE/AA Employer. All qualified individuals, including minorities, women and people who are disabled, are encouraged to apply.

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Marquette University OPUS Dean, OPUS College of Engineering Marquette University invites applications and nominations for the position of OPUS Dean of the OPUS College of Engineering. The Deanship for the College is endowed by a gift from the OPUS Corporation.The successful candidate for this unique opening will have the opportunity to implement a vision for game-changing engineering education, research, and cooperation with industry at the engineering college. Exceptional applicants will be those eager to aspire to be local civic leaders as well as leaders in the national and international community.Applicants should desire to work closely with University colleagues while partnering with government and industry. These attributes are aligned with Marquette's rich history of collaboration, teaching, and research excellence. The Dean is responsible for developing and articulating the College vision, coordinating strategic planning, directing all administrative structures and functions, fundraising and building alumni relations, and determining overall direction of the college. Reporting to the Provost, the Dean is part of the University Leadership Council. Marquette University is a Catholic, Jesuit institution founded in 1881. Located on a 90 acre urban campus, the University serves more than 8,100 undergraduate and 3,600 graduate and professional students through 12 colleges and schools. The OPUS College of Engineering currently enrolls 1,225 undergraduates and 266 graduate students. The College offers six undergraduate degrees in 10 majors through four departments: Biomedical Engineering; Civil, Construction and Environmental Engineering; Electrical and Computer Engineering; and Mechanical Engineering. Marquette also offers a wide range of graduate and doctoral programs. The complete leadership profile may be viewed at: http://www.baasearch.com/current.opportunities/ dean-OPUS.pdf Nominations and inquiries of interest may be sent in confidence to the University’s executive recruitment consultant: Martin M. Baker, Senior Vice President Baker and Associates LLC 4799 Olde Towne Parkway- Suite 202 Marietta, GA 30068 mbaker@baasearch.com Marquette University is an equal opportunity employer; women and minority candidates are encouraged to apply.

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Congratulations to Hispanic Outlook in Higher Education on its 25th anniversary AAHHE, in partnership with The Hispanic Outlook in Higher Education, is proud to share our accomplishments through Hispanic Outlook Scholars’ Corner, a monthly feature of essays by Hispanic scholars and AAHHE fellows.

2014 Scholars’ Corner authors Lisceth Brazil-Cruz Crystal Caldera Alonzo Campos Jesica Siham Fernandez Argelia Lara Llanet Martin Enmanuel Martinez Vanessa Monterosa Jason Rivera Devon Romero, Anthony DeJesus, John Klingemann (co-authors) Nydia C. Sanchez Daniela Torre

AAHHE Tenth Annual Conference “The Decade Ahead: Inquire, Innovate, Impact” March 12-14, 2015 Embassy Suites Dallas - Frisco Hotel, Frisco,Texas

Layout & Design: Wilson Aguilar

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HISPANIC OUTLOOK

JANUARY 12, 2015