01/26/2015 Financing a College Education. by Hispanic Outlook on Education Magazine

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JANUARY 26, 2015

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Tomorrow Fund Hispanics MFA Program forfor Innovators

VOLUME 25 â&#x20AC;˘ NUMBER 8

Improving FinancialRates Aid Access Latino Graduation Propelled

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2015 AAHHE Keynote Speakers AAHHE proudly announces its 10th Annual National Conference March 12-14, 2015 Embassy Suites Dallas-Frisco Hotel, Frisco, Texas Âł7KH 'HFDGH $KHDG ,QTXLUH ,QQRYDWH ,PSDFW

TomĂĄs Rivera Lecture: Anthony P. Carnevale, Director and Research Professor of the Georgetown University Center on Education and the Workforce Keynote Speakers: Mark Schlissel, President, University of Michigan Maria Harper-Marinick, Executive Vice Chancellor and Provost, The Maricopa Community Colleges Richard DurĂĄn, President, Oxnard College Elva Concha LeBlanc,President, Northwest Campus, Tarrant County College District Ted Martinez, Jr., Past Superintendent/President of Rio Hondo College & Director, National Community College Hispanic Council Leadership Fellows Program Robert Vela, President, San Antonio College

Conference Book Author: Alicia Gaspar de Alba, [Un]framing the Bad Woman

For conference registration, please visit the AAHHE website: www.aahhe.org HISPANIC OUTLOOK

JANUARY 26, 2015

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LATINO KALEIDOSCOPE

The Cuban Crisis: Déjà Vu All Over Again By Carlos D. Conde April, 1961, fresh out of college and Army duty, I had started my first job as an AP correspondent in Austin when I was sent to Corpus Christi, Texas, to meet and interview a boatload of sunbaked Cuban revolutionaries picked up at sea by a freighter and disembarked at the seaport. They were part of U.S. trained freedom forces sent ashore in a mini D-Day invasion to retake the island and were either killed or captured or escaped out to sea in an unexpected debacle. In sea-parched voices, the survivors castigated the U.S. for leaving them high and wet on the shores of Cuba’s Bay of Pigs without the promised backup support while Fidel Castro’s forces hammered them in a rout. The planning had started with President Eisenhower and was passed on to incoming President John Kennedy and carried out by a bumbling Central Intelligence Agency. The objective of the so-called Cuban freedom fighters, a 1,400-man invasion force trained by the CIA, was to go in and crush Castro’s revolutionary army and return Cuba to a U.S. style democracy. Castro knew in advance of the invasion and his army mopped up the beaches with the poorly trained insurgents. The U.S. air support got there late and also got lost and incoming President Kennedy cancelled a second wave. The alternative became making Castro’s Cuba a pariah country which impacted the island’s population, depriving them of fundamental life’s necessities unless its leaders changed its socialist/police state ways for a U.S. style democracy. This was 55 years ago and the Castros, Fidel and Raul, still rule the island although Fidel, the original caudillo, is now in retirement but supposedly still influencing the tenets that drove the original governance. President Obama has taken the appropriate step in wanting to ameliorate relations with Cuba after decades of U.S. punitive policies and actions that have not worked. It ain’t going to be easy. The U.S. Cuba community and its supporters in Congress aren’t about to let it happen even if the Castro brothers were to abdicate their control and announce they were going into the priesthood. Castro’s revolution settled in after incidents like the Cuban missile crisis involving Russia and sporadic encounters with Cuban exiles trying to upend the Communist regime which has endured. In 1962 the U.S. imposed an economic boycott and severed all formal relations with the island nation making

it a crime for U.S. citizens to even buy a bottle of rum or a Cuban cigar, much less do business or travel to Cuba. Isolating Castro’s Cuba, politically, socially, and economically, has not achieved the desired results and has added to the hardships for most of Cuba’s island population, many of whom were not even born when the Castro brothers took over. Meanwhile, exiled Cubans in the U.S. have fared well with our government’s benevolence and entitlements not available to other refugee groups. The Dry Foot/Wet Foot policy of 1995 allows all Cuban refugees who touch U.S. soil to stay while other undocumented immigrants, dry or wet feet, get booted back to wherever they came from. Earlier, Operation Peter Pan brought in 14,000 Cuban children from Castro’s Cuba. In 1965, President Lyndon Johnson’s created freedom flights which in 8 years brought 250,000 Cubans to the U.S. In 1966, Congress passed the Cuban Adjustment Act for Cubans who arrived illegally and after two years of immigrant parole they became permanent legal residents. In 1980, the U.S. accepted 125,000, Cuban refugees in the Mariel boatlift, 3,000 of them criminals and lunatics which the U.S. later sent back. The Cuban Migration Agreement of 1994 allowed 35,000 “rafters” to stay and admitted 20,000 Cubans a year under a lottery system. Other immigrant/minority groups should have it so good. The Cuban-American population is 2 million and boasts three U.S. senators. The largest U.S. Hispanic minority, Mexican-Americans, numbers 34.6 million and considerably less influence or none on the illegal Mexican problem. President Obama attempts to forge a new era of reconciliation in U.S.-Cuban relations are baby steps, like opening a U.S. embassy in Havana and opening up banking and trade but holding up on tourism and travel, once a cash cow for Cuba. “If you’ve done the same thing for 50 years and nothing’s changed, you should try something different if you want a different outcome,” he said. The president has a point. Carlos D. Conde, award-winning journalist and former Washington and foreign news correspondent, was a press aide in the Nixon White House. Write to him at CDConde@aol.com. HISPANIC OUTLOOK

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JANUARY 26, 2015

Contents 6

New Ad Campaign for Hispanic Scholarship Fund Strikes a Chord by Sylvia Mendoza

The Tomorrow Fund for Hispanic Students – Making a Difference in North Carolina by Gary M. Stern

Helping Latinos Break Down Barriers to Financial Aid by Marilyn Gilroy

Udacity’s Nanodegree – More Questions Than Answers by Frank DiMaria

18 Cover: Graduate image by Fotolia Photo composition by Wilson Aguilar

More Data Supports Active Learning in the Classroom – Especially for First-Generation Students by Angela Provitera McGlynn

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

Departments 3

Latino Kaleidoscope The Cuban Crisis: Déjà Vu All Over Again by Carlos D. Conde

Scholars’ Corner by Jasmine M. Haywood

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 Frank DiMaria, Jasmine M. Haywood, Sylvia Mendoza Angela Provitera McGlynn, Miquela Rivera, Gary M. Stern

Book Review Two Nations Indivisible: Mexico, the United States, and the Road Ahead

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

Reviewed by Mary Ann Cooper

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

Back Priming the Pump cover Dealing With Drama Queens by Miquela Rivera

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SCHOLARSHIPS

New Ad Campaign ctor Adam Rodríguez of the television series, CSI Miami, is standing in a different spotlight these days. In the public service advertisement (PSA) for the Hispanic Scholarship Fund (HSF), he is center stage but understated, far from Hollywood glitz. Instead he offers the spotlight to Hispanic kids pursuing higher education – and urges parents to find resources like HSF to get their children to college and beyond. In 30 seconds, he might just give his most convincing performance to date. In the PSA Rodríguez says: “Today, one out of every four American kids is Hispanic. That means many of the future doctors who will care for us, the engineers who will build our cities, the scientists and entrepreneurs of our country, can be your kids. We all know how hard it is for you to send them to college. This is why we want you to know you are not alone… and the Hispanic Scholarship Fund helps you prepare, plan and pay for your kids’ college education...” The ad is short, to the point and strikes a chord. HSF strives to make college education a top priority for every Latino family across the nation. The main goal is to drive parents to the HSF website where they can find resources and tips to help in preparing, planning and paying for their children’s college education. However, HSF wants them to see how their children can go far beyond college to make an impact on their careers and in their communities. “We want parents to recognize that in order for their children to succeed and advance in a career, education is critical,” says Fidel Vargas, HSF president and CEO. “They also need to know there is a web of people who support them, whether they know it or not.” The ad is only one part of the multimedia cam-

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for Hispanic Scholarship Fund Strikes a Chord By Sylvia Mendoza

paign HSF launched with the aid of The Ad Council, a nonprofit that produces PSA campaigns to address the most pressing social issues of the day and stimulate action by raising awareness to effect positive social change. The Vidal Partnership, a 100 percent minority-owned marketing communications agency, then created – pro bono – the new TV, print, radio, outdoor, and digital PSAs that ran during Hispanic Heritage Month.

Fidel Vargas

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SCHOLARSHIPS “We are the only Latino nonprofit that has tried a PSA campaign like this,” says Vargas. Rodríguez and Edward James Olmos are doing the commercials in English, while Jorge Ramos and Maria Elena Salinas of Univisión are doing the spots in Spanish. The PSAs will run for a year. With the scholarship application process running from January through March this year, they couldn’t come at a better time. Founded in 1975, the HSF has awarded over $470 million in scholarships to date. More than $36 million was awarded in 2014. There are 60,000 alumni recipients. In addition, HSF administers 1,000 Gates Millennium Scholars scholarships. The competition is tough. The need is great. More than 80,000 scholarship applications flooded the HSF offices for the 2013-14 school year. Of these, 25,000 were accepted. Of those, only 5,000 were offered scholarships. The overabundance of applications is a good indicator that Latino students are becoming aware of scholarship and financial aid opportunities to help fund their education. Even though HSF is on a mission to reach parents, perhaps the commercials can reach new or potential donors, as well. “We have that huge gap of deserving students and not enough funds,” says Vargas.

Today, one out of every four American kids is Hispanic. That means many of the future doctors who will care for us, the engineers who will build our cities, the scientists and entrepreneurs of our country, can be your kids.” Actor Adam Rodríguez in an ad for the Hispanic Scholarship Fund

Adam Rodríguez

Vargas explains how exceptional applications stand out. “We are looking first and foremost for students who are doing well academically. Second, we want to see how their heritage has impacted who they are and how they are in leadership roles in their schools and community. Letters of recommendation from teachers, pastors, mentors, supervisors, coaches, anyone who has seen them in action in a positive way, can help tremendously. Last is the essay where they answer how they want to make an impact in their careers and in their communities.” Like a one-stop shop for parents and students, HSF also offers workshops such as College 101 and College Camp that invite middle and high school students and their parents to learn about college preparation and financial aid opportunities. A Youth Leadership Institute is a three-day overnight conference aimed at outstanding high school juniors that teaches practical tools in how to apply to top universities, how to find other scholarship opportunities and how to excel in college. Once a student is awarded an HSF scholarship, support continues on an entirely different level. As the commercial states, these students will become HISPANIC OUTLOOK

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SCHOLARSHIPS leaders of the future. HSF holds intimate receptions in various cities celebrating the scholars and their accomplishments. Annually, 150 of the top HSF Scholars are invited to the National Leadership Conference to foster leadership skills, career development and focus on making community service and philanthropy a way of life. There are ongoing networking opportunities for the students, as well. The bottom line is scholarships often change a life. Vargas himself could be the poster child for HSF success stories. The eldest of eight children, with parents who emigrated from Mexico, he became a sixtime recipient of HSF scholarships. Graduating with honors from Harvard University, Vargas went on to earn his MBA from Harvard Business School. At 23, he became the country’s youngest mayor of a major city – Baldwin Park in Los Angeles – and worked at various companies over the years, as well as a variety of boards and commissions, including the HSF board. Early on as a student, HSF gave him the opportunity to hone his leadership skills and talents, build confidence, and develop a work ethic through his education that helped build a successful career and an affinity for community service. As a result, his ties and commitment to HSF grew strong and binding. “The investment the organization was making in me was huge,” he says. “They think you’re worthy of receiving the scholarship and support. I felt the responsibility and obligation to give back. I promised I’d do something to give back.” He did. Selected as one of the Top 50 Young Leaders by Time magazine, one of the Top 30 Young Hispanics by Hispanic magazine, and one of the 101 Most Influential Latinos by Latino Leaders magazine, his journey brought him full circle back to work with HSF. All this success was made possible before the days of PSAs, but in its 40-year history, HSF has never wavered from its mission. Today the PSAs are only the beginning of a new wave of outreach for HSF, says Vargas. He praises his team of dedicated staff members who are visionary and practical. With the help of Wells Fargo and Target, they are working on a 2.0 technology buildout. “The most critical thing we’re working on is the Digital Initiative, using technology, an interactive website, apps and other cutting edge methods to reach the public sector,” he says. “It is an investment we need to make to reach out to even more students and parents.”

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We are the only Latino nonprofit that has tried a PSA campaign like this.” Fidel Vargas, HSF president and CEO

HSF Not Only for Undergrads While working on her doctorate that revolved around cultural influences affecting Latina student success, Dr. Vasti Torres applied for an HSF scholarship – and got it. “It came at a critical time in my life. It was a godsend.” That scholarship allowed her to finish her PhD in the 1990s and work her way through the education system to her current position as dean of the College of Education at the University of South Florida-Tampa. Recently inducted into the HSF Alumni Hall of Fame, she has come full circle. Addressing a new generation of teachers, she wants them to see potential. “I didn’t speak a word of English when I came here from Cuba, so I ask teachers to assess, but treat each student as if she were your next dean.” Torres promotes and supports HSF, and notes there 25 scholarship recipients at USF.

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The Tomorrow Fund for Hispanic Students Making a Difference in North Carolina By Gary M. Stern hortly before Cuban-born Diane Evia-Lanevi was due to graduate from Flagler College in St. Augustine, Fla., in 1987, congressional cutbacks to Pell Grants nearly forced her to take a semester off. Those reductions cut her scholarship in half. Since she worked in the admissions office on a work/study grant and knew the dean well, the dean of admissions convinced the college president to provide additional grants to avoid delaying her graduation. Years later, Evia-Lanevi decided to launch a scholarship fund to ensure that many other students didn’t fall into the same financial bind. In 2009, Evia-Lanevi and her husband Ingemar Lanevi, the CEO of TransCirrus, a cloud computing startup, and former general manager at Net App, established The Tomorrow Fund for Hispanic Students, based in Durham, N.C. In five years, it has raised more than $500,000 to bestow 15 to 30 scholarships annually to low-income and working-class North Carolina-based Latino students. To be eligible, students must be nominated by the college and have graduated from a N.C. high school, be a first-generation Latino attending college, admitted to a public or private two-year or four-year college, write a personal statement and maintain a minimum 2.5 GPA. “We’re looking for a student with drive and desire and has a financial aid gap that is surmountable,” said Evia-Lanevi. Most winners have a 3.4 or higher GPA. The fund is proving that a state-run organization can offer modest grants that help Latino students get over the hump of college financing. It has no paid employees and beyond nominal administrative fees says that “every dollar donated to the fund is awarded

for scholarships.” “We wanted to help kids who were in the same situation we were in. Our mission is to get kids to degree completion,” said Evia-Lanevi, a former journalist at the Miami News. It doesn’t intend to offer full scholarships but provides missing funds that can throw a low-income Latino student off the college track.

Diane Evia-Lanevi

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SCHOLARSHIPS To get it off the ground, Evia-Lanevi and her husband donated $12,000 the first year and $30,000 subsequently. Now the board raises about half of all grant money. The fund issued grants in 2010 for $28,000 to 30 students, averaging $1000 each. “If you’re low income, grants of $500 to $1000 can make a difference,” she said. To make the fund easier to operate, it works under the auspices of the Triangle Community Foundation. Triangle manages the funds administratively, disseminates emails to colleges to nominate students, monitors the selection process and notifies winners. Scholarships start at $2,000 and can rise to $15,000. In 2014, the fund awarded about $140,000. Grants must be applied for annually, but are renewable, and fees vary yearly, depending on need. The Tomorrow Fund solicits five nominations each from 10 N.C.-based colleges including UNC-Chapel, UNC-Charlotte, Salem College, Meredith College and Guilford College. Colleges must provide some specific funding for the student, which the fund supplements. Of the approximately 100 Latino students that have earned grants, about 95 are still involved and only five have dropped out. The most common reasons for dropping out are family issues or financial instability. After five years of running the fund, the most important thing Evia-Lanevi learned is, “We’re better off granting money to fewer students at larger quantities,” she said.

When the Tomorrow Fund stepped in, things began to change and today I only worry about how I am going to perform and give my all.” Alberto Aguilera, a chemistry major and senior at Appalachian State in Boone, N.C.

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North Carolina Governor Hunt and Diane

Statistics show that the Latino population is gaining prominence in North Carolina. It now has the 11th largest Latino population of any state, and the median Latino age is 25, compared to 40 for whites. But of the 35 percent of the student population that attains undergraduate degrees, only 16 percent is Latino. One Latino who is thankful for the Tomorrow Fund’s efforts is Alberto Aguilera, a chemistry major and senior at Appalachian State in Boone, N.C. He said the scholarship “enabled me to actually have the ability to attend college.” He received a $5000 stipend the first two years of college, which spiked to $12,000 his junior year and dipped to $9000 his final year. Since he pays out-of-state tuition, Aguilera said the award “served as the pillar that has sustained” his education. Concentrating on academics was difficult because of the financial hurdles that he faced. “When the Tomorrow Fund stepped in, things began to change and today I only worry about how I am going to perform and give my all,” said Aguilera. Last semester Aguilera made the chancellor’s list after taking four upper level courses. Jessica Perianza, another Tomorrow Fund scholarship winner, is involved in a dual-degree program with Meredith College and North Carolina State University. She is earning a bachelor of arts in mathematics from Meredith and a bachelor of science in industrial engineering from N.C. State and is slated to graduate in May 2016. Her goal is to become a project manager at an engineering or consulting firm and eventually launch her own business. Perianza was nominated for a scholarship by Daniel Green, an associate provost at Meredith and Tracey Ray, an assistant vice provost at N.C. State. She also had to write a personal statement and provide family income data. Last year her scholarship was worth $4000 and in 2014 it rose to $12,000. The scholarships from the Tomorrow Fund “have fundamentally allowed me to follow my dreams of

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PC S RH OO G LR AA RMSSH I P S becoming an engineer. I currently would not be able to afford being in school without their aid,” she said. Moreover, Perianza also participated in the Tomorrow Fund Latina mentoring program at Meredith. Her mentor Celia Scerbo worked at Self-Help, a community development lender that helps minorities obtain business loans in Durham. Tomorrow Fund board member Brendan Moylan, the COO and co-founder of Sports Endeavors, a firm in Hillsborough, N.C., calls the fund “an investment in N.C.” Students apply for “gap funding” and must demonstrate they’ve exhausted all other financial possibilities. The funding encourages them to participate in the college community in lieu of working parttime jobs. Moylan said the fund collaborates with both the student and the college. “The school has to demonstrate a financial commitment to the student as well. The application is filled out jointly by the school and student,” he said. “The fund is making schools rethink how they can proactively address the needs of this group of students and families. Some of the students are not eligible for traditional sources of financial aids (Pell Grants, other federal funding) so schools need to find other sources of aid to help support the students,” Moylan stated. Launching a successful fund requires several steps which Evia-Lanevi recommends as part of any similar development effort. These include: 1) reaching out

In five years, The Tomorrow Fund has raised more than $500,000 to bestow 15 to 30 scholarships annually to low-income and working-class North Carolina-based Latino students. to a nonprofit institution to explore whether to work under their umbrella or turn into an independent nonprofit organization; 2) coming to terms with fundraising obligations; and 3) developing relationships with local colleges.

Diane receiving donation from Mexico’s Cónsul General in North Carolina, Carlos Flores Vizcarra. HISPANIC OUTLOOK

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INNOVATIONS & PROGRAMS

Helping Latinos

Break Down Barriers to Financial Aid

By Marilyn Gilroy atinos are going to college in greater numbers than ever but they continue to receive the lowest average total financial aid award amount of any group, according to research presented last fall by Deborah Santiago of Excelencia in Education. Figures from the U.S. Department of Education show that Hispanics received an average award of $7,925 compared to $9,563 for Asian-Americans, $9,400 for whites and $8,991 for black students. Santiago said that getting financial aid is still too hard for Latinos. She attributed the difficulties in obtaining more financial aid to several factors which are part of the Latino student profile including: being the first in family to go to college; enrolling part time at a community college or Hispanic-Serving Institution (HSI); and working more than 30 hours per week. Excelencia first reported on the financial aid issue in 2005 but there has been little improvement despite efforts in the last 10 years to mitigate existing barriers. As a result, Latinos often turn to private loans and other more expensive sources to help pay for education. Or they forgo higher education altogether because of what Santiago has dubbed “the affordability crisis.”

tive approach to increasing Latino access to financial aid. For the past few years, the city has been working on a goal that calls for 50 percent of the adult population to have some kind of college credential by 2020.

Finding Solutions at Local Levels Excelencia has been working to identify what can be done at community and institutional levels to improve financial aid for Latinos in the hope that these successful strategies might serve to influence state and national policies. One emerging model is from the city of San Antonio where officials took a collabora-

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Noé C. Ortiz

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INNOVATIONS & PROGRAMS To help reach that goal, the Diplomas Project was launched in 2011 with support from a Lumina Foundation grant. A key piece of that effort was eliminating roadblocks to financial aid, one of the barriers to college access and completion. “We knew that everyone was running around trying to help and to make things happen but in order to have an impact, we would have put a structure in place to make our efforts more coordinated and more successful,” said Noé C. Ortiz, director of student financial aid for process improvement, compliance, and reporting at Alamo Colleges. This led to a partnership across different sectors and institutions to remove financial aid as an obstacle for students and their parents. The outcomes of the project have been released in a two-year case study, The Impact of Financial Aid on Student College Access and Success: The San Antonio Experience, co-authored by Ortiz and Eyra A. Pérez, who was executive director of the San Antonio Education Partnership and is now CEO of Partners for Educational Engagement. Higher education administrators and community officials decided that they needed to join together and build an infrastructure to get more students into and through college. While there were some mechanisms in place, such as Cafécollege, a citywide information resource to assist prospective college students, the financial aid piece was more complicated. And getting all of the essential partners on the same page was not easy. “There were some hard conversations that took place,” said Pérez. “But we knew we could do good and improve things if we tackled the problem together and focused on one big goal.” Both Pérez and Ortiz know that for many Latinos, a big part of access to higher education is about find-

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ing money to go to college. But as reported in national surveys, many Latino students and their parents say applying for financial aid and using the FAFSA form is difficult. In some cases parents do not understand all of the information that is needed and in other cases, the process is just “too much trouble.” The need to break through the financial aid barrier is especially critical in San Antonio because the city has a 72 percent Latino population, making it the largest majority-Latino city in the United States. However, based on 2011 American Community Survey data, there remains a 20 percent degree completion gap between Latino adults and the overall adult population of the city. According to Ortiz, the financial aid initiative is founded on the premise that the truest impact occurs when issues that impede student progress are owned by the greater community. “The importance of this work is the collaboration among different partners to reach and assist students to overcome a primary obstacle in going to college – financial aid,” he said. “In San Antonio, financial aid is everybody’s responsibility.” How financial aid became everybody’s responsibil-

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INNOVATIONS & PROGRAMS ity is detailed in the case study which recounts the efforts of many partners in San Antonio to get more students into and through college. The process of bringing together the many components to create a foundation that would be community-wide was challenging, to say the least. “There was a huge amount of layers,” said Pérez. “And getting K-12 involved was really important. As a partnership, we had to look at where we have been, where we are, and where we want to go… together.” But as synergy developed around the project, it became more evident that the potential of creating and implementing something far-reaching was there. Logistics called for the training of hundreds of volunteers – who at first knew very little about financial aid – to help students fill out forms which can have more than 100 questions. In the first year, 2012, more than 981 students received help in completing the FAFSA; in 2013, that number rose to 1078. Ortiz said he has been pleased with the results and the project is on track to meet its goals for this year. For him the numbers have a very personal dimension. “I have had students tell me that without one- onone assistance they would not have applied for college and financial aid,” said Ortiz.

The importance of this work is the collaboration among different partners to reach and assist students to overcome a primary obstacle in going to college – financial aid.” Noé C. Ortiz, director of student financial aid for process improvement, compliance, and reporting at Alamo Colleges.

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Lessons Learned The San Antonio study examines successes, challenges and lessons learned in building the program. It offers concrete examples for proactive communities to improve college success for Latinos. The strategies in San Antonio included: 1) Student Aid Saturdays San Antonio with a goal of offering free guidance and assistance to complete federal and state college financial aid applications. Research by the Central Texas Student Futures project showed that Hispanic students who complete a financial aid application were 350 percent more likely to enroll in college. A special need in San Antonio was reaching out to undocumented students. 2) Financial Aid Curriculum for High School Students which involved a curriculum to be taught in high school economics classes in response to Texas legislation mandating such education and training. The curriculum reaches approximately 8,000 high school students and might be expanded to earlier grade levels in middle schools. 3) Financial Aid Council of San Antonio was created as an organization of financial aid administrators from higher education institutions in the area as well as representatives from community-based organizations. The council hosted a Financial Aid Summit to further its goals. Fortunately, says Pérez, the success in San Antonio was not a matter of re-inventing the wheel because the city tends to have a collaborative nature. “San Antonio’s financial aid journey was founded on the recognition that pockets of excellent effort and widespread collaboration already existed in our community,” she said. “The initial work focused on strengthening and connecting those efforts, paying homage to the very good work that has occurred and the goodwill that has been built.” That goodwill remains, she said, because everyone realizes that they have “partners at the table.” Officials at Excelencia hope that San Antonio’s growth, diversity, and leadership in strengthening the opportunity for success of its community, will provide a useful case study for other communities throughout the United States. In this context, they believe San Antonio’s journey can also inform national discussions on financial aid outreach and support, especially in terms of partnership development and data use to propel financial aid initiatives.

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Udacity’s Nanodegree – More Questions Than Answers By Frank DiMaria an experiment, Stanford professors Sebastian Thrun and Peter Norvig put their course outline for “Introduction to Artificial Intelligence" on the Internet. Over 160,000 students in more than 190 countries enrolled in their free online course. Sensing an opportunity, Thrun, who was the brains behind Google’s driverless car and Google glass, founded the for-profit institution, Udacity. Udacity offers affordable, interactive online courses that empower students to advance their education and careers in technology. Thrun hopes to democratize education by creating an alternative approach to the current model of higher education. To that end, last fall Udacity, along with AT&T, began offering what it calls the nanodegree. The nanodegree is designed and taught by leading technology companies, like Google, Cloudera, Salesforce and Autodesk. These companies, says Udacity, know which technical skills they need to hire for and which new skills their employees need. Currently Udacity offers four nanodegrees: Frontend Web developer, full stack Web developer, data analyst and iOS developer. Nanodegrees are projectbased courses in which participants enjoy the support of Udacity’s community of coaches and fellow students. Those who complete a nanodegree are certified for the skills they learn through this new educational pathway. AT&T promises to fully recognize graduates for entry-level software jobs. But Udacity’s nanodegrees are not for the average students enrolling in MOOC, looking for a cheap way to skill up to impress their bosses or get a pro-

motion. At first blush Udacity’s nanodegree appears to be open to the public and inexpensive. In reality students may only request to be placed on a waiting list and Udacity “invites” them to take the course at a

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INNOVATIONS & PROGRAMS later date, if they pass muster. Once invited to participate, applicants must prove they’ve mastered prerequisite concepts through a readiness assessment. And then there is a matter of the cost. Participants in the courses pay $200 per month. Depending on a participant’s skill level and time commitment, Udacity anticipates that a course can take six months to a year to complete. That means students may have to come up with $2,400 for just one course. To defray costs, Udacity has recruited seven organizations to offer scholarships to needy participants. The prerequisites which Udacity requires are not skills possessed by the average MOOC participant. For example, to be considered for the front-end Web developer course students would have had to have completed an online programming course and explored the options for learning HTML, CSS (Cascading Style Sheets), and JavaScript. Participants must also be able to solve and describe a solution to a math or programming problem and must be able to devote at least 10 hours per week to the course. Although Udacity’s nanodegrees at first may seem like a more economical way to get an education beyond high school, in all likelihood they will not force America’s colleges and universities to close up shop. “The nanode-

You’ve got to come in with some very strong technical skills to start with. I don’t think they are targeting 18-year-olds right out of high school,” Dr. Fiona Hollands, associate director/senior researcher, Center for Benefit-Cost Studies of Education, Teachers College, Columbia University

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gree does not replace the undergraduate experience… I don’t see it as an alternative to a college education,” says Fiona Hollands, PhD, associate director/senior researcher, Center for Benefit-Cost Studies of Education, Teachers College, Columbia University. Although nanodegrees focus heavily on specific skills, Hollands, who published a report last May titled, MOOCs: Expectations and Reality, hesitates to even call them vocational training. Given the advanced prerequisites required, the nanodegree is not likely to attract the average potential undergraduate. “You’ve got to come in with some very strong technical skills to start with. I don’t think they are targeting 18-year-olds right out of high school,” says Hollands. “It looks like they are targeting people who already have a degree or have a good amount of a degree or are already in a job. I don’t think they are doing (the nanodegree) as an alternative to a degree.” Udacity did not respond to HO’s request for an interview for this story. Even Hollands has found that “they don’t like to talk to people.” That leaves many unanswered questions and concerns about Udacity’s nanodegrees. The most pressing of these questions is: Why are Udacity’s partners making the student pay for job training? “Nonodegrees are being offered to a very targeted audience with specific skills being addressed,” says Hollands. “My biggest concern is not that this is going to replace a liberal education; my big concern is that maybe AT&T should be paying people to do this training on the job, not forcing them to pay for their own training before they get a job.” The questions, says Hollands are: Where would workers normally learn these skills if Udacity did not offer nanodegrees? Isn’t this something that AT&T would train people to do itself? Since a nanodegree can cost a student up to $2,400 it is not a solution for the low-income student. Nor are they replacements for vocational training offered at America’s community colleges. Workers bring specific skills and capabilities to a job. To keep up with the latest technology in a field, em-

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Fiona Hollands

ployees are required to grow professionally. Hollands worries that if nanodegrees gain legitimacy in America’s workforce, employers will begin forcing their workers to take nanodegree courses at the employee’s expense. “That’s part of any profession, going back and learning more on a regular basis. But that’s usually part of the job not something you go off and do on your own time,” says Hollands. “With the nanodegree employees are paying for the courses and are spending their own time on it before they even get hired.” The front-end web developer course promises to make students proficient in HTML, cascading style sheets and java script, three programing languages for the Internet. When these languages are no longer in vogue, will employers require their workers to pay for another nanodegree and take the course on their own time? “What’s going to happen to these people who (show up with) very specific skills in a high tech, fastmoving industry?” asks Hollands. “Will these workers be out of date in short order?” AT&T will accept the nanodegree as a credential for entry-level jobs and has reserved 100 internship slots for course graduates. However, it is unclear if these internships are paid positions and, if they are, what they pay. AT&T has not yet hinted at the duration of these internships. “If they are not paid at market rate,” says Hollands, “AT&T is getting trained employees at a low cost. Are they hiring them with benefits? Are they hiring

them as consultants or is there a long-term prospect here?” Typically interns do not have any prospect of job security. When internships end, interns are either thanked for their services and sent on their way or they’re hired. With a steady stream of nanodegree graduates in the pipeline, AT&T has the pick of the litter when an intern does not work out. “It’s a great way for companies to get people trained in exactly what they need and it looks to me it could be a source of low-cost labor. Maybe I’m being a bit extreme but these are the questions I would want to ask before I got too excited about the real good behind these nanodegrees,” says Hollands. “There is some value in them, but I’m just concerned if it is a benefit to the student or actually a burden on them.” The success of Udacity’s nanodegrees could hinge on numbers. At this point it’s not clear how many jobs are available for the individuals trained through Udacity’s nanodegree program. Hollands fears that Udacity might be training too many people for too few jobs. “If there are 100 job openings and they are enrolling 80 people, we’re fine. If they’re enrolling 10,000 people and there aren’t 10,000 job openings then we’re going to have the same problem we had with for-profit universities who are training people for jobs that don’t exist,” says Hollands. “It’s entirely possible that other employers beyond AT&T would hire nanodegree graduates, but no one knows that yet.”

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REPORTS

More Data Supports Active Learning in the Classroom

Especially for FirstGeneration Students By Angela Provitera McGlynn oes the latest empirical research support the prior studies showing that student engagement in class, that is, active learning exercises that add to or replace the lecture format, enhances student academic performance? Indeed it does. A new study reinforces earlier research showing that active learning classroom strategies, while enhancing academic performance of all students, work particularly well for minority and firstgeneration-to-college students. In a recent report, Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? published by CBE-Life Sciences Education, last fall, authors Sarah L. Eddy and Kelly A. Hogan

found that “a moderate-structure” intervention increased course performance for all student populations, but worked disproportionately well for black and first-generation students – closing the achievement gap with continuing-generation students. The relationship between first-generation college students and the Latino population is a significant one. According to The National Conference of State Legislatures, the U.S. Census Bureau predicts that by 2020 almost 25 percent of college-age adults will be Latino. Many Latinos are first-generation college-goers. Today, almost 50 percent of Latino undergraduates’ parents have never enrolled in or completed college.

Source: Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?, CBE-Life Sciences Education, 2014.

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REPORTS We know that Latinos are the largest minority group in the United States and the fastest growing as well. While certain states have larger concentrations of Latinos than others, rapid growth of the Latino population is occurring throughout the nation and the Latino population is younger than other groups – ensuring their larger presence in the school system. If we discover pedagogical strategies that narrow the black-white achievement gap and the first-generation-continuing generation achievement gap, by virtue of the current and future demographic picture, we will make progress in narrowing the Latino-white achievement gap in higher education. In the Getting Under the Hood study, researchers disaggregated student data by racial/ethnic groups and first-generation status in order to identify whether a particular intervention, namely, increased student participation in a moderate course structure in a biology course, would work better for particular student groups. They found that adding moderate student engagement active learning exercises to the course structure (to be described below) had several beneficial effects. Students: Kelly A. Hogan

… active learning classroom strategies, while enhancing academic performance of all students, work particularly well for minority and first-generation-tocollege students.

• consistently reported completing the assigned readings more frequently; • spent more time studying for class; and • felt an increased sense of community in the moderate-structure course. Following experimental protocol by using lowand moderate-structure courses for comparison, the moderate-structure group experienced the following pedagogical differences: Guided-Reading Questions: Twice a week, students were given ungraded, instructor-designed guided-reading questions to complete while reading their textbook assignments before class. Instructors set expectations that the daily activities would be incorporated into the course. Preparatory Homework: Students were required to complete online graded homework associated with assigned readings before coming to class and were given support and coaching to complete the assignments. In-Class Activities: Course content previously covered by lecture was moved into the guided-readHISPANIC OUTLOOK

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REPORTS ing questions and the preparatory homework so that on average, almost 35 percent of each class session could now include activities that reinforced major concepts, study skills, and higher-order thinking skills. The rest of the course time the instructor set up activities, delivered content (lectured), and handled course logistics. Most participants in the study were first-year college students. All sections of the course were taught by Hogan to eliminate teacher bias. Three sections took a more traditional, lecture-based course and three sections enrolled in the moderate structure course involving more student participation. The classes averaged almost 400 students so the sample size was ample to draw significant conclusions. Essentially, the study showed that while all students benefited from engaging more actively in the course, black and first-generation students experienced the most profound positive effects. The moderate structure group students had test scores three percentage points higher than the control low structure group and significantly fewer students who failed exams. While this is impressive, the score increase for black and first-generation students was more than six percentage points. The score increase for black students cut in half the black-white achievement gap. For first-generation college students, the score increase eliminated the gap between first-generation and continuinggeneration-to-college achievement gaps. Hogan, co-author of the study and director of instructional innovation for the College of Arts and Sciences at the University of North Carolina at Chapel Hill, says that the study doesn’t explain the differential benefits across groups. She does note, however, that for students arriving at college with poorer study skills, a more active approach to learning teaches those skills. Hogan also added that minority students and first-generation students are less likely to participate in class and more likely to report feeling intimidated and/or isolated when they start college. She hypothesizes that they may benefit more from a more structured class environment that demands preparation, participation, and collaboration. Many other studies have shown the beneficial effects of active learning demanding more student interaction. However, most of those studies did not

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break down the positive effects by demographic groups. Certainly, the National Survey of Student Engagement (NSSE) and the Community College Survey of Student Engagement (CCSSE) have shown over and again the importance of active learning and student engagement for academic success. Eddy and Hogan created an experimental design that shows what survey data has told us all along. However, this kind of experimental data is invaluable in proving the point. The results are very meaningful. In a recent New York Times article, co-author Sarah Eddy, a postdoctoral fellow in biology at the University of Washington, noted that their study employed only a “moderately structured” course design and wondered what the effects would be on academic achievement if they moved even further from the traditional lecture. In that same article, Hogan said that she would like to see the results replicated in a variety of settings – small classes, less selective colleges, humanities or social sciences courses, etc. We now have more than 30 years of research showing that students who are actively engaged in and outside the classroom with the course content and with their classmates are more likely to be academically successful and to complete a degree. We know that sense of belonging and feelings of community play essential roles in student persistence. Likewise, we know that student engagement enhances not only student success but also the development of critical thinking skills so necessary in today’s world. In a time when college graduation rates, particularly for minorities and first-generation students, need to improve dramatically for the United States to remain globally competitive, it is extremely useful to have data such as presented in the Eddy and Hogan study that shows the kinds of interventions that are particularly effective with these underserved populations. Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

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From the

Scholars’ Corner

By Jasmine M. Haywood

– 2013 Graduate Fellow and current doctoral candidate and graduate research assistant, Higher Education & Student Affairs, Indiana University

Throughout my academic journey, from my first day in kindergarten to the celebrations for academic achievement, my persistence can be attributed to the support and encouragement of family and friends who valued my success. I was raised by two parents who beat the odds and made it out of el barrio at a time when unemployment was high and housing opportunities were low. My parents constantly encouraged me to challenge the status quo and be assertive in an educational system that was inequitable. They reminded me that I should command respect and maintain a go-getter attitude. What I did not realize at the time was that their conscious efforts to embed resistant capital in me would drive my academic fervor. My pursuit to embrace scholarship in the name of service and social justice is fueled by my racial and ethnic identity. Thus for me, the personal becomes political as a female scholar of color contending with racialized practices. Throughout my life, I have had to constantly negotiate my blackness and defend my Puerto Ricanness simultaneously. My own personal racialized and gendered experience as a darker skinned Puerto Rican woman, particularly in the Midwest, has led me to (re)define and (re)create my Afro-Puertorriqueña identity and has come to be a journey toward forging a new critical consciousness for me. Declaring blackness together with Latino origins contests the identity politics surrounding Latinidad. As an Afro-Latina who has borne the brunt of racialized dis-

course both in white spaces as well as in intra-Latino spaces, I have a deep understanding of racial politics and a passion to challenge intra-Latino prejudices and effectively participate in the struggle for equity and inclusion. Through my research I hope to foreground the experiences of AfroLatinos in higher education, (de)construct notions of Latinidad, and contribute to an expansion of academic attainment within the Latino community. On my journey to the doctorate, there have been many stepping stones along the way that have provided affirmation on my quest to dismantle the master narrative in the academy. One has been my experience as a 2013 American Association of Hispanics in Higher Education (AAHHE) fellow. With the support of my advisor, Dr. Robin Hughes, I was selected to be a part of this distinct program. As an AAHEE fellow, I was given the opportunity to present my research and receive meaningful feedback from faculty. AAHHE also provided a platform for me to connect with my mentor, Dr. Anthony De Jesús, a fellow Nuyorican, who provided invaluable advice for me as I prepared to start my dissertation. My experience as an AAHHE fellow felt much like Sunday dinner at Abuela’s house. I was surrounded by mi gente, gained consejos from those who have gone before me, and reconnected with mi familia. Moments like these with AAHHE familia are instrumental in remembering that we are all in la lucha together.

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Interesting Reads

Two Nations Indivisible: Mexico, the United States, and the Road Ahead by Shannon K. O'Neil. 2014. 264 pp. ISBN: 9780199390007. $21.95 paper. Oxford University Press. New York, N.Y., http://global.oup.com, (800) 445-9714

Yes! We Are Latinos! by Alma Flor Ada (Author), Isabel Campoy (Author), David Diaz (Illustrator)

Thirteen young Latinos and Latinas living in America are introduced in this book celebrating the rich diversity of the Latino and Latina experience in the United States. Each profile is followed by nonfiction prose that further clarifies the character’s background and history, touching upon important events in the history of the Latino American people. 2013. 96 pp. ISBN: 978-1580893831. $18.95 Cloth. Charlesbridge Publishing, Watertown, Mass., www.charlesbridge.com (800) 225-3214

In and Of the Mediterranean: Medieval and Early Modern Iberian Studies by Michelle M. Hamilton (Editor), Nuria Silleras-Fernandez (Editor)

The Iberian Peninsula has always been an integral part of the Mediterranean world, from the age of Tartessos and the Phoenicians to our own era and the Union for the Mediterranean. The essays in this volume examine what it means for medieval and early modern Iberia and its people to be considered as part of the Mediterranean.

2014. 336 pp. ISBN: 978-0826520302. $34.95. Vanderbilt University Press, Nashville, Tenn., www.vanderbilt.edu. (615) 322-3585

Immigration Nation: Raids, Detentions, and Deportations in Post-9/11 America by Tanya Maria Golash-Boza

Immigration Nation provides an analysis of the impact that U.S. immigration policy has on human rights. In the wake of 9/11, the Department of Homeland Security was founded to protect America from the threat of terrorist attacks. Pundits and politicians nearly always frame this debate in terms of security and economic needs, but here, Golash-Boza addresses the debate with the human rights of migrants and their families at the center of her analyses. 2012. 224 pp. ISBN: 978-1594518386. $28.95 paper. Paradigm Publishers Boulder, Colo., www.paradigmpublishers.com. (303) 245-9054

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A friend of mine was recently surfing the Internet looking for cruises she could book for herself and her family. She was exasperated because the ones that were the best value for the money were unacceptable for one main reason-- they included stops in Mexico as part of their itineraries. She didn’t feel safe going there after reading horror stories about kidnappings and the influence of the drug cartel there. Are her fears exaggerated? Of course, but look at things from her point of view. Headlines tell stories of decapitated human heads are thrown onto a crowded dance floor in western Mexico, and Mexican drug cartel dismembering the body of a rival and then stitching his face onto a soccer ball. These are the sorts of news reports that dominate the media. They also find their way into movie plots and TV shows. There is no question that they are shaping Americans' perception of Mexico as a dangerous and scary place, overrun by brutal drug lords. It’s not all hype, of course. In the last six years, over 60,000 people have been murdered in narco-related crimes. What hasn’t made headlines, however, is the political, economic and social transformation that Mexico has undergone in recent years. Mexico has become a functioning democracy, allowing its citizens to have greater voice and opportunities to begin building and shoring up a newly emerging middle class. Their populace is becoming better educated and there is less poverty to contend with there. Why isn’t anyone talking about it? In Two Nations Indivisible, Shannon K. O'Neil is talking about it. She goes one step further. She not only shines a spotlight on the state of current affairs in Mexico, she also makes a forceful argument the United States should do more to promote Mexico’s transformation and stop vilifying its neighbor to the south. The burgeoning Mexican-American population in the United States, she notes, makes Mexico and the United States permanently joined and indivisible. She says it’s in our best financial, political and social interests to not treat Mexico as an adversary to be pilloried. Instead the U.S. should work with Mexico and “forge a new relationship with them.” Opponents of free trade won’t like her argument that Mexico has helped U.S. companies become more competitive in the global market. She concludes that this has created more jobs in the U.S.; others would argue the opposite is true. O’Neil bases her opinion on her own experiences in Mexico City and other parts of the country. The narrative is sprinkled with welldeveloped personal anecdotes of those experiences. With immigration back in the headlines due to President Obama’s executive action on deferred deportation, this book gives a historical perspective and blueprint for going forward for these two “nations indivisible.” Reviewed by Mary Ann Cooper

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

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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Full-time Faculty Job Opportunities • Anatomy/Biology Instructor, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • Business Instructor, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • CalWORKS/EOPS Counselor, $67,070.76 - $89,258.28 Annually, closes 02/20/15 • Ceramics Instructor (Art), $60,261.60 - $80,196.72 Annually, closes 02/27/15 • Child Development/Early Childhood Education, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • Communication Studies Instructor, $60,261.60 - $80,196.72 Annually, closes 02/20/15 • Dance Instructor, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • Drawing and Painting Instructor (Art), $60,261.60 - $80,196.72 Annually, closes, 02/20/15 • Fashion Instructor (Family and Consumer Studies), $60,261.60 - $80,196.72 Annually, closes 02/20/15 • Fire Science Instructor, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • General Counselor, $67,070.76 - $89,258.28 Annually, closes 02/20/15 • Geriatric and Medical/Surgical Nursing Instructor, $60,070.76 - $80,196.72 Annually, closes 02/27/15 • Human Services Instructor, $60,261.60 - $80,196.72 Annually, closes 02/20/15 • Instructional Specialist - Learning Skills/Multidisciplinary Student Success Center, $67,070.76 $89,258.28 Annually, closes 02/20/15 • Instructional Specialist, Writing and Reading Success Center, $67,070.76 - $89,258.28 Annually, closes 02/20/15 • Kinesiology Instructor (Physical Education), $60,261.60 - $80,196.72 Annually, closes 02/20/15 • Librarian - Systems and Emerging Technologies, $67,070.76 - $89,258.28 Annually, closes 02/27/15 • Mathematics Instructor, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • Office Technologies Instructor, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • Physics Instructor, $60,261.60 - $80,196.72 Annually, closes 02/27/15 • Political Science Instructor, $60,261.60 - $80,196.72 Annually, closes 02/20/15 • Reading Instructor, $60,261.60 - $80,196.72 Annually, closes 02/20/15 APPLICATION PROCESS • A Long Beach Community College District Online Application. • A cover letter outlining your education and experience relevant to this position. • Three recent (within the past two years) letters of reference (non-confidential – as attachment). • A current resume or curriculum vitae. • Complete transcripts of ALL lower and upper division, and graduate level college/university course work with the degree conferral date shown (need not be official – as attachment).Transcripts from countries other than the United States must be evaluated by an agency that is a member of the National Association of Credentials Evaluation Service (NACES). Submit application on-line at http://hr.lbcc.edu/jobs.cfm OR visit our lobby to submit applications on-line at Long Beach Community College District-Human Resources, 4901 E. Carson Street, Long Beach, CA 90808 Individuals who need reasonable accommodations in accordance with ADA should notify the Human Resources Office for assistance or call 562.938.4811.

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One of the eight comprehensive universities in the Indiana University system, IU Northwest is located in metropolitan Northwest Indiana, approximately 30 miles southeast of Chicago and 5 miles from the Indiana Dunes National Lakeshore. The campus has a diverse student population of nearly 6,500 students and offers primarily Baccalaureate and Master degrees in a variety of disciplines. Undergraduate and graduate programs are available in arts and sciences, business and economics, education, nursing and health professions, public and environmental affairs, and social work. The campus is also home to the IU School of Medicine Northwest. IU Northwest emphasizes high quality teaching, peer-reviewed research and creative activity, community engagement, and service. As a student-centered campus, IU Northwest is committed to academic excellence characterized by a love of ideas and achievement in learning, discovery, creativity and engagement. Tenure-track positions are available in the College of Arts and Sciences starting in the Fall semester, 2015. Interested candidates should review the application requirements and submit their application at the listed web site. Questions regarding the position or application process can be directed to the indicated contact person. Assistant Professor, Biology: Apply online at http://indiana.peopleadmin.com/postings/1308, Contact Peter Avis, pavis@iun.edu Assistant Professor, Chemistry: Apply online at http://indiana.peopleadmin.com/postings/1331, Contact Nelson De Leon, cpachair@iun.edu Assistant Professor, Psychology: Apply online at http://indiana.peopleadmin.com/postings/1352, Contact Mary Ann Fischer, mfischer@iun.edu Applications must be completed online and require the following documentation uploaded: a letter of intent, the names and contact information for several references, curriculum vitae, and descriptions of teaching and research interests. Positions require a PhD or terminal degree. Contact the appropriate individual above for any additional requirement, information and dates for full consideration as they do vary. Indiana University is an Affirmative Action Equal Opportunity Employer committed to excellence through diversity. The University actively encourages applications of women, minorities, and persons with disabilities.

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

Administrative and Executive Positions:

Director (Advancement) (College of Business) Sr. Director of Development (Byrd Alzheimerâ&#x20AC;&#x2122;s Institute) Director (USF Health) (Development, Grateful Patient Program)

Director of Development (Byrd Alzheimerâ&#x20AC;&#x2122;s Institute) Assistant Director of Student Employment (Career Services) Director of Internships and Career Readiness (Career Services)

Faculty Positions: College of Engineering Associate/Full Professor (CyberSecurity) (3) Professor (Chemical & Biochemical) College of Medicine Assistant/Associate/Full Professor (School of Therapy) Chair & Professor (Psychiatry & Behavioral Neurosciences) Assistant Professor (Office of Educational Affairs) College of Public Health Assistant, Associate, Full Professor (Health Policy Management Assistant/Associate Professor (Global Health) (2) Postdoctoral Scholar Clinical (Dean's Office) College of Arts & Sciences Assistant Professor (Psychology) (USF Sarasota) Assistant Professor (School of Mass Communications) Open Rank Faculty (Cryptography) AP of Graphic Design (Verbal & Visual Arts) (USF St. Petersburg) College of Behavioral Community Sciences Assistant, Associate, Full Professor (Criminology) Associate Professor (Rehabilitation Counseling) College of the Arts Instructor (Director of Band) College of Education Instructor (Elementary Education) (2) Instructor of Statistics/Math (Biological Sci) (USF St. Petersburg) Honors College Instructor I

Professor, Samual L. and Julia M. Flom Endowed Chair, Postdoctoral Scholar Research (Dept. Of Surgery) Assistant Professor (Epidemiology & Biostatistics) Assistant Dean (Teaching Innovation & Quality Enhancement) Assistant Professor (Community & Family Health) Assistant Professor (Organismal Biology) (USF Sarasota) Assistant Professor (Communication Sciences & Sciences) Assistant Professor (Psychology) (USF St. Petersburg) Instructor of Anthro. (Society, Culture & Lang.) (USF St. Petersburg) Assistant/Associate Professor (Speech-Language Pathology) Assistant Professor (Photography & Digital Media) Open Rank Faculty Tenure Track (Cybersecurity Education)

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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JANUARY 26, 2015

DEAN Michigan State University seeks a strong, collaborative leader to serve as the Eli and Edythe L. Broad Dean of the Broad College of Business and Graduate School of Management. The Dean will articulate a compelling vision for the College that builds on the school’s competencies and is characterized by distinctiveness in its programs of research and teaching such that the school continues to play a central role in the University’s drive to develop solutions to tackle the most important challenges facing business and the broader society today. These challenges include the globalization of talent, markets, and supply chains; the drive for sustainability; and increasing pressure for accountability from governments, students, and business partners. The Broad College is well-equipped and well-positioned to capitalize on the tremendous opportunities these challenges create. The Broad College has a strong reputation for academic excellence in its research and teaching programs. Building on core themes of leading through teams, global value chain management, and strategic analytics, the College continues to enhance its reputation in both the academic and business communities. The Broad College is home to five highly regarded academic departments and the School of Hospitality Business, a leading school in its field. The College has a large and selective undergraduate business program with specialized academic and career advising. Students benefit from labs that support wide ranging experiential learning opportunities. The College offers highly ranked full-time and EMBA programs, specialized masters programs, PhD programs, and a wide range of Executive Education offerings. Long a leader in international business, the Broad College is home to the Academy of International Business, hosts a Center for International Business Education and Research (CIBER), and provides students with unmatched study abroad opportunities. The new Dean will build on the international reputation of Michigan State University and increase the Broad College’s visibility at home and abroad. It will be particularly important for the new Dean to foster strong partnerships with a global and diverse set of internal and external stakeholders, including students, other colleges, alumni, and corporate leaders. The Dean will lead the College around a shared strategy to position it for future competitive success, and, in concert with the University’s current capital campaign, generate financial resources to make that vision a reality. The new Dean is expected to further strengthen the College’s teaching programs, diversify and deepen its intellectual capital base, develop fund raising from alumni and others, and leverage the resources of the University and the College. The University has retained the executive search firm of Russell Reynolds to assist with the search. Applications, nominations and inquiries should be directed in confidence to: Mirah Horowitz Russell Reynolds Associates 260 Homer Avenue, Suite 202 Palo Alto, CA 94301-2777 Email: Mirah.Horowitz@russellreynolds.com Electronic submission of application materials is strongly encouraged.

MSU is an affirmative-action, equal opportunity employer. MSU is committed to achieving excellence through a diverse workforce and inclusive culture that encourages all people to reach their full potential. The university actively encourages applications and/or nominations of women, persons of color, veterans, and persons with disabilities.

HISPANIC OUTLOOK

JANUARY 26, 2015

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The Best Candidate for you

California State University, San Bernardino, a comprehensive regional university, is one of 23 CSU campuses with approximately 18,000 students, 464 full-time faculty, and 46 undergraduate and 31 graduate degree programs. In addition to the College of Social and Behavioral Sciences, the University consists of Colleges of Arts and Letters, Business and Public Administration, Education, and Natural Sciences. Off-campus programs are offered at the Palm Desert Campus. The University is situated 70 miles east of Los Angeles, offering easy access to beaches, mountains and desert resorts. The rapidly expanding metropolitan area offers a wide variety of cultural and recreational opportunities. Housing costs are significantly below those of Los Angeles and Orange Counties.

DEAN, COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES (ADMINISTRATOR IV) California State University, San Bernardino invites nominations and applications for the position of Dean of the College of Social and Behavioral Sciences. Reporting to the Provost and Vice President for Academic Affairs, the Dean provides academic and administrative leadership to the eight departments in the College. These departments are Anthropology, Criminal Justice, Geography and Environmental Studies, History, Political Science, Psychology, School of Social Work and Sociology. The College has twelve baccalaureate degree programs and eight graduate degree programs. The College also hosts seven additional programs: Military Science (Army ROTC), Aerospace Studies (Air Force ROTC), Ethnic Studies, Human Development, Islamic and Middle Eastern Studies, Model United Nations and Model Arab League Programs, and Paralegal Studies. Additionally, the College maintains a total of ten Centers and Institutes with each of them focusing on leveraging faculty, staff and student expertise for the benefit of the region we serve. The Centers and Institutes in the College are the California Council on Economic Education, Center for Criminal Justice Research (CCJR), Center for Islamic and Middle Easter Studies, Center for Indigenous Peoples Studies, Center for Labor Studies, Center for the Study of Hate and Extremism, Center on Aging, Community Counseling Center, Institute for Child Development and Family Relations (ICDFR) and Learning Research Institute. The College of Social and Behavioral Sciences has approximately 87 tenure track faculty and 4600 FTEs. MINIMUM QUALIFICATIONS: Candidates should have an earned doctorate in one of the disciplines in the College of Social and Behavioral Sciences and be eligible for a faculty appointment at the rank of Professor with tenure in one of the College’s departments. Some variation from these requirements may be made for individuals with an outstanding record of academic or administrative leadership.

Candidates should also possess: • Five years of progressive administrative experience; • Successful experience in university or administrative settings including strategic planning, policy development, and personnel and budgetary management; • Commitment to excellence in teaching, research and service; • Commitment to student achievement and faculty development; • Understanding of and commitment to the principles of shared governance; • Understanding of and appreciation for the disciplines within the College; • A record of intellectual/creative contributions to their discipline; • Evidence of effective community involvement and leadership; • Experience working at an urban-minority serving institution preferred; • Commitment to diversity in all its forms; • A history of successful development and fundraising activities; • Excellent communication skills. SUPPLEMENTAL INFORMATION: Application Deadline: Review of applications will begin on January 30, 2015, and will continue until the position is filled. Application Procedures: The applicant is asked to submit a cover letter, resume and the names, e-mail addresses, and telephone and fax numbers of three references. Please submit application materials at http://agency.governmentjobs.com/csusb /default.cfm or mail to: Dr. Terry Ballman, Chair, Office of the Provost and Vice President for Academic Affairs, Search Committee for Dean of the Social and Behavioral Sciences 5500 University Parkway, San Bernardino, CA 92407. For confidential inquiry, please contact Dr. Ballman at tballman@csusb.edu. Other Requirements: The successful candidate(s) is required to complete a background check prior to assuming the position. Fingerprinting is a requirement of this position. The person holding this position is considered a “mandated reporter” under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. This position adheres to CSU policies against Sex Discrimination, Sexual Harassment, and Sexual Violence, including Domestic Violence, Dating Violence, and Stalking. This requires completion of Sexual Violence Prevention Training within 6 months of assuming employment and on a two-year basis thereafter. (Executive Order 1096) California State University, San Bernardino is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status. This position may be “Designated” under California State University's Conflict of Interest Code. This would require the filing of a Statement of Economic Interest on an annual basis and the completion of training within 6 months of assuming office and every 2 years thereafter. Visit the Human Resources Conflict of Interest webpage link for additional information: http://hrd.csusb.edu/conflictInterest.html California State University, San Bernardino is an Equal Opportunity Employer committed to a diversified workforce.

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HISPANIC OUTLOOK

JANUARY 26, 2015

IS OUT THERE. Advertise your adjunct, full-time, temporary, visiting faculty, and replacement positions in

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Faculty Position in Literacy Education Department of Teaching, Learning and Culture TEXAS A&M UNIVERSITY

Faculty Position in Cyber STEM Education Department of Teaching, Learning and Culture TEXAS A&M UNIVERSITY

The Department of Teaching, Learning and Culture (http://tlac.tamu.edu) is seeking a tenure track faculty position at the assistant, associate, or full professor in literacy education in the College of Education and Human Development at Texas A&M University. The successful candidate must have an earned doctorate in an appropriate field with specialization in literacy/reading education, a strong scholarship record that is highlighted with leadership as a PI on current external federal funding. The responsibilities of the position include: maintaining an active research and publication agenda; actively obtaining external grants (esp. federal funding) to support research and elevate graduate programs; chairing and serving on doctoral committees; working with diverse populations; working collaboratively with P-16 schools, colleagues on and off campus, community, state and global partners, and teaching literacy education courses at graduate and undergraduate levels. The salary is competitive and commensurate with experience. This is a nine-month appointment. Applications are being accepted and review of applications will begin immediately for employment beginning August 19, 2015. Review process will continue until the position is filled. Send electronic copy of your letter of application, curriculum vitae, one sample article, and names and contact information of three references to Ms. Tammy Reynolds, email: t-reynolds@tamu.edu

The Department of Teaching, Learning and Culture (http://tlac.tamu.edu) is seeking a tenure track faculty position at the assistant, associate, or full professor in Cyber STEM education in the College of Education and Human Development at Texas A&M University. The successful candidate must have an earned doctorate in an appropriate field related to Cyber STEM education, a strong scholarship record including leadership as a PI on a current federal grant. The responsibilities of the position include: maintaining an active research and publication agenda; actively obtaining external grants (esp. federal funding) to support research and elevate graduate programs; chairing and serving on doctoral committees; working with diverse populations; working collaboratively with P-16 schools, colleagues on and off campus, community, state and global partners, and teaching relevant research and education courses at graduate and undergraduate levels. The salary is competitive and commensurate with experience. This is a nine-month appointment. Applications are being accepted and review of applications will begin immediately for employment beginning August 19, 2015. Review process will continue until the position is filled. Send electronic copy of your letter of application, curriculum vitae, one sample article, and names and contact information of three references to Ms. Tammy Reynolds, email: t-reynolds@tamu.edu

The Texas A&M University System is affirmative action/equal opportunity employer dedicated to the goal of building a culturally diverse and pluralistic faculty and staff committed to teaching and working in a multicultural environment.We strongly encourage applications from women, minorities, individuals with disabilities, and covered veterans. Texas A&M University is aware that attracting and retaining exceptional faculty often depends on meeting the needs of two careers and having policies that contribute to work-life balance. For more information, visit http://dof.tamu.edu/content/balancing-work-and-life

CHANCELLOR Southern Illinois University Carbondale University President Randy J. Dunn and the Board of Trustees of the Southern Illinois University System invite applications and nominations for the position of Chancellor of Southern Illinois University Carbondale. Founded in 1869, SIUC is the flagship campus of the Southern Illinois University System. SIUC is a strong, diverse, student-centered research-intensive and comprehensive university, with an emphasis on service and accessibility to the region. Located 100 miles southeast of St. Louis, Missouri, SIUC is a Carnegie-classified high research public university offering thirty-four doctoral and professional degree programs, seventy-eight programs at the master’s level, more than one hundred undergraduate fields of study, and three associate degree programs. Approximately 18,000 students are served through the Graduate School, the Schools of Law and Medicine, and eight other collegiate units including Agricultural Sciences, Applied Sciences and Arts, Business, Education and Human Services, Engineering, Liberal Arts, Mass Communication and Media Arts, and Science. Diversity is a hallmark of SIUC. Now in its second century, SIUC continues to rank among the nation’s top colleges and universities in the number of degrees awarded to students in ethnic and racial minority groups. The University is also known for the diversity of its academic offerings, its research agenda, and its strong presence in global education. The University is a partner in more than one hundred international linkages and exchange agreements, and conducts off-campus master’s, certificate, and baccalaureate completion programs at locations across Illinois and on twenty military bases in thirteen states. The position will be available July 1, 2015, or as negotiated. Nominations and applications will be examined on a continuing basis until a suitable number are identified for interviews. Candidates should include with their curriculum vitae, a letter of application describing their relevant experiences and interest. References will not be contacted without prior permission of the applicant. All nominations and applications will be held in confidence except for finalists. Please address applications, nominations, and communications to: Chancellor Search Advisory Committee, c/o Dr. John S. Haller, Office of the President, Southern Illinois University System, 1400 Douglas Drive, Mail Code 6801, Carbondale, IL 62901. E-mail: jhaller@siu.edu Southern Illinois University Carbondale is an affirmative action/equal opportunity employer.

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 Application deadline: March 1, 2015

For a copy of the complete position description and other materials related to the search, visit http://chancellor.siu.edu/search/

HISPANIC OUTLOOK

JANUARY 26, 2015

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HISPANIC OUTLOOK

JANUARY 26, 2015

Administrative and Executive Positions ...............Page 26 Chancellor.................................Page 29 Dean of the College of Design .....Page 25 Dean, Brad College of Business...Page 27 Dean, College of Health Professions.....................Page 25 Dean, College of Social and Behavioral Sciences (Administrator IV)..................Page 28 Faculty Position in Cyber STEM Education, Department of Teaching, Learning and Culture .............Page 29 Faculty Position in Literacy Education, Department of Teaching, Learning and Culture...........................Page 29 Faculty Positions .......................Page 26 Full-time Faculty Job Opportunities..................Page 24 Full-time Tenured Faculty Openings...................Page 30 Tenure-track Positions, College of Arts and Sciences..................Page 26

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Priming the Pump… Dealing With Drama Queens By Miquela Rivera, PhD

eware of drama queens on campus. The anxiety normally among most students approaching new academic challenges serves as a motivator to spur them to achieve. Drama queens, though, fuss excessively yet take little action to quell their fears. Instructors often reassure students and offer help, but it becomes apparent that no amount of reassurance is enough for a drama carrier. Latinos are no exception. How can you avoid the emotional undertow of drama queen students? Spot them. Drama queens come in both genders, different ages and various ethnicities. Typically charming and funny, talkative, personable and even vulnerable, drama spinners can be entertaining in and out of the classroom. There is a fine line, however, between the brief respite they provide with a comment or story and a verbal onslaught that becomes disruptive. One sign of a drama hog: it’s all about them. There is seldom reciprocity in the relationships they form and little empathy or room for the plight of others. In the classroom, a supposed simple question can suddenly lead the entire group down a rabbit hole of hyperbole and intrigue, derailing the lesson that is planned or the discussion that is occurring. Individually, the drama queen will fuss about the horrible fate that may befall him if the instructor doesn’t rescue him by lowering the expectations, lightening the rules, raising the grade, absolving any guilt or relieving him of any responsibility. And the drama carrier is prone to taking offense easily. The thin skin is not as much about genuine criticism or feelings of self- worth; it is about being victimized and seeking rescue. And when things do not go as planned, the high-drama student will seek a reason for it that does not include personal responsibility. She will blame others: the group members were mean; the breakup with her boyfriend made her unable to focus and complete the work; no one would answer her texts requesting help. In a real bind, the student will blame the instructor (and sometimes complain to departmental authorities) for not being fair, polite or competent. Any scapegoat in any storm – one of the hallmarks of drama carriers. If you are still having trouble spotting or distinguishing between drama queens and the downtrodden, ask yourself how you feel when you are around them. A down-trodden person will be open to suggestion, listen eagerly, consider your points of view

HISPANIC OUTLOOK

JANUARY 26, 2015

and feelings and accept responsibility for what they do. A drama queen will simply leave you exhausted. A new instructor may question his own ability or worth as a professional since the drama queen has the teacher questioning his own competence and judgment. A sympathetic adult might feel overwhelmed with the stories and anxiety the student has spewed, as if an emotional undertow has undercut their footing. Or you can find yourself treading lightly around them, trying to avoid upset, trauma (yours and theirs) or more drama. What to do? Avoid attributing the drama queen’s behavior to the common stereotype of Latinos being overly emotional or highly expressive. Don’t explain it away using youth, inexperience or fear as reasons for the extreme anxiety and hyperbole. Instead, distinguish whether or not the student’s fear or upset is proportionate, well-founded and genuine to the situation and respond only if it is. If it is much ado about nothing, do nothing. (The latter may anger the drama queen and result in an escalation of emotion and upset, but stand firm and avoid rescue). Prevent a high-anxiety student from taking over a class by monitoring the flow of discourse to avoid getting off track. Set expectations and stick by them. (This is where an airtight syllabus helps). Regularly reviewing course requirements, checking student progress and scheduling meetings with students during office hours strengthens accountability. Drama queens often quiet down or even disappear once the accountability is clear and enforced. And the accountability also provides a sense of fairness for all the other students who will comply and benefit from the class. The direct approach is best when working with Latino high school drama queens. When the hysteria or exaggeration starts, call a halt. Request and model brief, objective statements. Appreciate and share Latino students’ humor, yet remind them that they will be taken more seriously by everyone if they present themselves calmly, and mete out the drama strategically. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.