11/14/2011 Hail to the Chiefs by Hispanic Outlook on Education Magazine

NOVEMBER 14, 2011

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VOLUME 22 • NUMBER 04

Also available in Digital Format

Not Just a President Anymore

10 Years After 9/11

Celebrating 25 Years at Incarnate Word

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® Editorial Board Publisher – José López-Isa Vice President & Chief Operating Officer – Orlando López-Isa

Ricardo Fernández, President Lehman College Mildred García, President

Editor – Adalyn Hixson Executive & Managing Editor – Suzanne López-Isa News Desk & Copy Editor – Jason Paneque Special Project Editor – Mary Ann Cooper

California State University-Domínguez Hills Juán González,VP Student Affairs University of Texas at Austin Carlos Hernández, President New Jersey City University

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Lydia Ledesma-Reese, Educ. Consultant Ventura County Community College District

DC Congressional Correspondent – Peggy Sands Orchowski

Gustavo A. Mellander, Dean Emeritus George Mason University

Contributing Editors – Carlos D. Conde Michelle Adam Online Contributing Writers – Gustavo A. Mellander

Loui Olivas,Assistant VP Academic Affairs Arizona State University Eduardo Padrón, President Miami Dade College Antonio Pérez, President

Art & Production Director – Avedis Derbalian Graphic Designer – Joanne Aluotto

Borough of Manhattan Community College María Vallejo, Provost Palm Beach State College

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

Editorial Policy

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

Article Contributors Frank DiMaria,Thomas G. Dolan, Susan Feinberg, Marilyn Gilroy, Miquela Rivera, Jeff Simmons, Gary M. Stern

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Esquina E ditorial

elcome to our 2011 Presidents Issue, featuring interviews with 10 who’ve made their way up the academic ladder to the top spot. Their tenure in their current posts ranges from four months to more than 25 years. Three have been in place less than a year. Two we know were born outside the U.S., one in Ecuador, one in Cuba, sent here through Operation Pedro Pan. Many began as teachers – of English, of Spanish, of psychology. One is set to retire next year. These are tough times to be el jefe – of a country or of a college. Indeed, Dr. Feisel Krekshi, new dean of Libya’s Tripoli University, recently “arrived for his first day of work accompanied by 25 young men who fought their way onto campus with Kalashnikovs and homemade grenades,” according to Anne Barnard in The New York Times. Here in the U.S., the weapons of choice are more likely to be scalpels for the many rounds of budget-cutting that hard times and reduced state support demand. We salute our multitalented and beleaguered college presidents and wish them well in the months ahead. Congress is trying to figure out how to protect veterans from aggressive marketing and deceptive practices by certain unscrupulous for-profit schools. As of last month, GI Bill funds can be applied to tuition, books and housing not only at colleges and universities but at a variety of other education providers, some of which have track records that make us wish they could be closed down. Veterans unfamiliar with the current education field, and those who advise them, need to heed the “buyer beware” credo. Same goes for all potential students unfamiliar with the turf. ¡Adelante! Suzanne López-Isa Managing Editor

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w w w. h i s p a n i c o u t l o o k . c o m

by Carlos D. Conde

LATINO KALEIDOSCOPE

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“Yes We Can” to “Where’ s Ours” of the truisms of American politics is that American voters give every incoming president a honeymoon period to get settled and set the mechanics for the agenda he promised during the campaign. Americans were almost giddy with President Obama’s election and his “Yes We Can” promises that trumpeted that anything and everything was possible when the American spirit and tenacity was put to the test. It’s still early in his tenure, but there are already elements of impatient Americans chanting “Where’s ours?” One poll shows Obama’s popularity has dwindled from a high of 74 percent in January before he took office to 54 percent today and skidding downward. It’s lower in some polls when specific issues are entertained. In an Associated Press/GfK poll conducted in November, 46 percent approved his handling of the economy; 45 percent disapproved of his policies in Iraq, up from 37 percent; and 48 percent didn’t like his Afghanistan strategy, up from 41 percent. Americans are split on his revamping of health care, and only a third are happy with the work of the Democrat-controlled Congress, his most important ally. A constituency that wants theirs now is the Latinos who are lobbying Obama to produce the immigration reform he promised during the campaign. The president is telling Latino constituencies that it’s still on his “to-do” list but it’s not among the highest priorities like the Iraq and Afghanistan wars, health care, reviving the frail economy and dealing with a cantankerous Congress. It’s a given that nothing is going to happen this year on immigration reform and it probably will continue dormant next year – unless it can be wedged into the legislative calendar in early 2010. If and when, it will be a contentious affair. Immigration reform is a hot-button issue with more foes than friends because it spans many constituencies, each with its own prejudices and predilections. Latinos continue to be optimistic, even if they hinge it primarily on political reasons related to the congressional midterm elections next year. The president needs to keep a Democratic majority to advance his legislation, and Latinos consider themselves the tilting vote. As in the 2008 national elections, Obama needs Latinos’ help. Although they hold some good political chits with Obama, that may not matter. The Latino mentality in the end is to support and to depend on the Democrats come what may and not to run to the Republicans for help and comfort. President Obama told a Latino prayer group meeting’s attendees that they can depend on him and that his comprehensive immigration reform will uphold America’s tradition of a nation of laws and of immigration. “Those things aren’t contradictory; they’re complementary,” the president said. Homeland Security Secretary Janet Napolitano is out on the hustings explaining the administration’s plan and asking people to support the proposed solutions, which many are already pretty familiar with and find onerous and unpalatable. The Obama bill Napolitano is advancing is almost the same one produced by the bipartisan alliance of the late Sen. Ted Kennedy and Sen.

John McCain. It created a lot of debate inside and outside of Congress, but even with those two big names leading the legislative effort, it never got anywhere. Obama’s plan essentially would require illegal immigrants to first register, pay any fines and taxes they owe, pass a criminal background check, and learn English. A pre-Obama version required illegals to voluntarily return to their country and start their process from there. The looming question is how many of the estimated 12 million illegal immigrants are prepared to meet all the requirements, particularly when many would rather live in the shadows, even if they suffer abuse and deprivation. Few of the Latino illegal immigrants are willing to take up English, which they consider difficult to command and not needed for the manual labor they do. Whether the principal actors will accept the specific requirements or even understand them, the president’s allies are already gearing up for the legislative push he’ll need to fulfill his campaign promise, while the discordant groups continue their public scrimmages. The National Council of La Raza, which is to Democrats what Fox News is to Republicans, has already started mobilizing Latino partisans to turn up the volume on the issue and in October held an immigration reform rally in Washington. Chicago Congressman Luis V. Gutiérrez, who represents a large Latino district, has emerged as the illegal immigrant’s best friend. Gutiérrez chairs the Congressional Hispanic Caucus Immigration Task Force that is pushing for legislative action. The Puerto Rican congressman has visited 16 U.S. cities with large immigrant populations this year explaining the issues and seeking to rally support for the reform measures. Gutiérrez’s own proposals seem a bit unorthodox. His bill would identify needs for workers in specific geographical areas and match visas with the labor market needs, e.g., so many fruit pickers for Florida and so many construction workers for Texas in designated communities. It’s a bit scientific, he explains. Only Gutiérrez seems to be excited about his proposal, and he is using his Hispanic Caucus chair on immigration reform as his bully pulpit to advance it. Gutiérrez realizes that with all of Obama’s more pressing problems, action on a new immigration policy has a low priority. He also knows like everyone else involved that if this doesn’t get done in early 2010, it will probably slip into 2011 because of the midterm elections next year when most incumbents would rather avoid the issue. Despite the renewed energies and hype, the bet is immigrant reform will continue to be an Obama backburner issue.

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

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MAGAZINE® NOVEMBER 14, 2011

CONTENTS not just a president anymore... Page 8

Hail to the Chiefs/The 21st-Century College 8 President ... Not Just a President Anymore by Susan Feinberg Antonio Pérez of BMCC: Rising from the Ashes, 10 Years Later by Jeff Simmons

Mark W. Rocha, President, Pasadena City College

by Thomas G. Dolan

La Raza’s Goal to Empower Vote Involves Recognizing Latino Diversity by Peggy Sands Orchowski

President Louis Agnese Celebrates 25 Years at Incarnate Word by Michelle Adam

Tony Fernández: Optimistic and Popular Leader for Lewis-Clark State College by Marilyn Gilroy

Path to a Presidency: Jean Hernández, Edmonds Community College by Frank DiMaria

Jorge Díaz-Herrera at Helm of the Experiential Keuka College by Gary M. Stern

Online Articles

10 years later

Some of the above articles will also be available online; go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

Interesting Reads and Media...

“Yes We Can” to “Where’s Ours”

Uncensored

by Peggy Sands Orchowski

Book Review

by Mary Ann Cooper

celebrating 25 years

Cracking the New Job Market

H igh S ch oo l Fo ru m

Elite High Schools, Charter High Schools – the New Segregation? by Mary Ann Cooper

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

Hispanics on the Move

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Targeting Higher Education A Changing World for Hispanics by Gustavo A. Mellander (Online only)

Priming the Pump...

by Miquela Rivera

Preparing Latino Youth Includes Developing Discernment

Back Cover Page 24

HO is also available in digital format; go to our website: www.HispanicOutlook.com. 1 1 / 1 4 / 2 0 1 1

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LEADERSHIP/PRESIDENTS ISSUE

Hail to the Chiefs/The 21st... not just a president anymore

“Scrubbing

budgets, balancing budgets, cutting things where you may not want to cut has just become an allconsuming reality.” Dr. Carlos Hernández, president, New Jersey City University 8

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merican college presidents have less time than ever for their traditional role – acting as the academic leader of their institutions. College presidents today are spending more and more time off campus – fundraising, lobbying and peacemaking among their different constituencies. With the new reality of shrinking budgets and state funding, the fundamental challenge these administrators face is finding ways to operate and advance the mission of their institutions with diminishing resources. “The skill sets for college presidents are not the same as they were 20 years ago when it was purely an academic ivory tower environment,” says Dr. Carlos Hernández, president of New Jersey City University (NJCU), set to retire in July. “Working in this role was a craft as opposed to what you might call a business. We’ve had to become more responsive to a growing number of unfunded legislative mandates and external pressures and influences. I think the new reality for a public college or university president is that diminishing resources are going to be around for a long time.” Although their role has evolved, the demographic profile of college presidents has not – or not much. According to The Chronicle of Higher Education’s Almanac of Higher Education 2011, college presidents remain overwhelmingly White, male and middle-aged across sectors, with 64 percent between the ages of 5064 and 74 percent males. Hispanics comprise only 4 percent of these individuals, and nearly 70 percent were former faculty members. Most of the college presidents have served in their roles three years or less. The median total compensation for public college presidents in 2009-10 was $375,442, according to The Chronicle of Higher Education. At private colleges, 30 chief executives earned more than $1 million in total compensation in 2008-09. That compared with 23 leaders the year before.

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Fundraiser-in-Chief While some parts of the economy have recovered since the economic downturn, budgets are still tight on many campuses, and colleges are struggling to find new sources of revenue. State budget cuts and reductions in private donations present mounting challenges. Many private colleges are trying to keep their discount rates, or the percent of tuition covered by institutional aid, in check, while other institutions have still not seen their endowments gain back the losses incurred in the recession. With unemployment high, housing prices slumping and the stock market unsteady, families and donors are also feeling the pinch. Faced with these financial constraints, fundraising has become a reality for every college president in America. “Twenty years ago, college presidents were engaged in fundraising in a minimal way. Now fundraising and meeting with legislators is a major part of my job,” says Dr. Javier Cevallos, president of Kutztown University (Pa.). “The biggest challenge everyone is facing is not having enough resources to do all the things we need to do. Significant budget reductions in state appropriations certainly make it more challenging for us. In Pennsylvania, we had an 18 percent cut in state funding. We just cannot continue to do everything we did before. At the same time, we want to continue to be an ‘access’ institution and to be affordable so that we can serve the needs of the area.” The urgent need for funding has compelled college presidents to engage in a political process that often determines the level of support for the institution, says Dr. Eduardo Padrón, president of Miami Dade College. “We know there is strong momentum to cut spending, but the needs of education are paramount. Before we cut, we need to establish priorities – those expenditures that will ensure strong communities and a nation able to compete globally. Education funding is central to this growth, and that should be an understanding that transcends politics.”

Century College President by Susan Feinberg For Hernández, raising funds and coping with diminishing public resources to operate the institution is one of the most daunting challenges he has faced in more than 18 years as president. Like so many other colleges and universities around the country, NJCU has had to respond to a growing number of unfunded legislative mandates. “Scrubbing budgets, balancing budgets, cutting things where you may not want to cut has just become an all-consuming reality,” he says. “But it’s absolutely essential that you do cut at this point, and this is one of the things we’re not used to doing.” As a result of the financial squeeze, Hernández has taken a more proactive role in championing a growing number of disenfranchised individuals who are seeking a college education, but lack the financial resources to attain that goal. “My colleagues and I have had to become much more active advocates for people who don’t have a voice either within the system of higher education or with legislators,” he says. “That has certainly been one of the factors that has influenced how my role has changed.” Change in Leadership Style Traditionally, the president was the unquestioned leader of the college campus. But leadership demands on college presidents have shifted. Today’s college presidents are increasingly expected to fulfill a kind of CEO role, navigating a network of constituencies that include students, faculty, alumni, donors, legislators, community and business leaders. In this role, the president is a team player who has to walk a tight rope to please everyone. Indeed, New York Times columnist David Brooks, in a January 2011 column, expresses this view. Describing his perspective on the role of government in the 21st century, Brooks wrote, “... government will be a bit like the administration of a university. A university president is nominally the head of the institution. He or she lives in the big house. But everybody knows a university president is a powerful stagehand. The professors, the researchers, the tutors, the

coaches and the students are the real guts of a university. ... The administrators play vital but secondary roles. ... They just try to gather talent, set guidelines and create an atmosphere where brilliance can happen.” President Dario Cortés of Berkeley College (N.J., N.Y.) reports that one of his most demanding roles is maintaining effective outreach to constituencies. College presidents have to keep the momentum of their institutions going by informing the community about the activities that their institutions are engaged in, he says. Outreach to students, faculty and alumni and ensuring that they understand what the institution is all about is also critical to the success of the president. The real challenge is keeping a close eye on all of these constituencies at the same time. “There are times when we are so busy that we probably concentrate on one particular stakeholder and disregard the others,” says Cortés. “But when you don’t pay attention to your local community, or when legislators are concerned about something and you don’t pay attention to that, you’ll find yourself blindsided. Choices or decisions are being made without your knowledge.” Rewards of the Job Despite the many stresses and demands of the role, these college presidents report a high level of satisfaction with their jobs. “There are countless rewards, from working with dedicated colleagues to affecting education policy to witnessing innovations in teaching and learning, and so much more,” says Padrón. “But the real payoff occurs on commencement day, watching thousands of students walk across the stage to cap an achievement that many never dreamed was possible. To play a small part in changing the trajectory of a single life is a special moment each time it happens.” Cevallos values the opportunity to work with students and faculty, knowing his efforts are making a difference in people’s lives and helping them to achieve success. Even with the stress of coping with a tight budget, he remains upbeat. “I sent out e-mails to the university community in

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“We’ll have to come up with

concepts and

ideas ourselves that will help us

generate revenue for the campus.” Dr. Javier Cevallos, president, Kutztown University

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gets me out of bed in the morning and talk about the exciting things that students do and how faculty are committed to students’ success.’” What keeps Cortés enthusiastic and motivated is his goal of transforming Berkeley College into a better institution that has greater strength at all levels. “For me, the reward is leaving something better than when I took office,” he says. “As the president, I have the ability to make sure that we maintain the mission of the institution and engage the community so that they understand and provide support and resources for that mission.”

“Things move very fast today. It’s not enough to be

tradition rich; we also need to be nimble, which

translates to willing and capable of responding to change.” Dr. Eduardo Padrón, president, Miami Dade College January, February and March with all of these doom-and-gloom messages about what was happening,” he recalls. “But my message in April was different. I started by saying, ‘I’ve been telling you lately what keeps me up at night for the last three months. Now I want to tell you what

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An Evolving Role In the future, college presidents will need to be increasingly conversant with technology. “We cannot deny that the world around us is dramatically changed by the revolution in information and communication technologies,” says Padrón. “Entire industries and careers appear and disappear in the blink of an eye, and as learning institutions, we need to prepare our students to navigate that shifting work force. College presidents always need to be peering around the bend, ensuring that our institutions remain not only relevant, but are also leading in building bridges to the work force and global society. Things move very fast today. It’s not enough to be tradition rich; we also need to be nimble, which translates to willing and capable of responding to change.” Cevallos predicts that college presidents will continue to become more externally focused. “It will be more challenging in the sense that we’ll have to do more fundraising and forge connections with corporations, politicians and legislators,” he says. “To pursue these external activities, the president will have to rely more and more on the team at the campus, especially the provost and CFO. We will also have to become more entrepreneurial and creative in finding new resources. The money is not there, and the states are not going to be flush with cash. We’ll have to come up with concepts and ideas ourselves that will help us generate revenue for the campus.” With the dramatic demographic shift in the U.S. population, college presidents will need to find new ways to engage a diverse student body and develop strategies for integrating international and global perspectives throughout their campuses. “College presidents should try to be bilingual to understand various languages and cultures,” say Cortés. “And they will have to become knowledgeable about cross-cultural and political implications of our international students.” In the years ahead, college presidents will

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Dario Cortés, president of Berkeley College, says college presidents now need to become savvy about “cross-cultural and political implications of our international students.” also need to be equipped with strong financial acumen, a sense of fiscal integrity and an ability to navigate through difficult fiscal times. “I think it will be an extremely stressful environment,” says Hernández. “As I think about my own retirement, I wonder what tools my successor is going to need in order to be successful as president.”

Antonio Pérez of BMCC: LEADERSHIP/PRESIDENTS ISSUE

Rising from the Ashes, 10 Years Later

by Jeff Simmons

decade ago, one of the worst tragedies ever to befall this nation struck in Lower Manhattan, only a few blocks away from the Borough of Manhattan Community College (BMCC). The attacks on the World Trade Center ripped a hole in the heart of the city, country and globe. BMCC was on the frontlines, and since that day has been a fundamental part of the recovery and resilience. A decade later, its president, Dr. Antonio Pérez, recalled how the events of Sept. 11 shaped him, his campus, and the lives of so many connected to BMCC and its future. “Sept. 11 brought us closer together as an institution,” Pérez said. “It put us in a situation where we had to create a collective purpose; we faced challenges we had never expected.” Pérez, who served on the Lower Manhattan Development Corporation’s World Trade Center Memorial Committee in the aftermath of the attacks, has shepherded his institution through the toughest of times. Located in Lower Manhattan’s historic Tribeca, BMCC is rated ninth among the nation’s top 100 community colleges in awarding associate degrees to Hispanic, African-American and other minority students, according to data from the U.S. Department of Education. BMCC is the only community college in Manhattan, and the largest within the City University of New York (CUNY) system. More than 22,500 fulland part-time students earn associate degrees in 28 programs of study, attending evening, daytime and online classes, every day of the week. As of the spring of last year, 42 percent of BMCC students were Hispanic, 59 percent were male, and 45 percent of freshmen were 19 to 20 years old. Over the last decade, BMCC has evolved and grown as its neighborhood has rebounded, amid a residential population that has more than doubled, a 309,000-member work force that is nearing its earlier levels, and a booming tourism industry with nine million visitors annually. Accompanying that has been a surge in educational opportunities: the neighborhood alone has close to 50,000 students in just more than one square mile. BMCC’s achievements speak volumes about that resurgence. Pérez, who is in his 17th year at the helm of BMCC, said it’s a testament to world-class faculty, engaged students, and corporate leaders who have partnered with the college at a level often equated more with four-year institutions of higher learning. The faculty at BMCC is well known for mentoring students in special projects, and guiding them through state or national competitions in engineering, science and other subjects. BMCC has forged extensive partnerships with surrounding business and art communities, so students earn credit and experience in internships within the Wall Street district, City

“It brought us together, and we re-created an institution that is

stronger and serves the public in a more diverse way.”

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Hall, and with the prestigious BMCC Tribeca Performing Arts Center. And within the next year, BMCC hopes to open the doors on its muchanticipated new Fiterman Hall, set in the shadow of the new 7 World Trade Center and fast-rising 1 World Trade Center, its entrance just steps away from one of the busiest commuting transportation hubs in New York City. Pérez also is secretary of the Hispanic Association of Colleges and Universities, vice president of the board of directors of Hispanic Educational Telecommunications System, and of the National Community College Hispanic Council, and sits on the editorial board of The Hispanic Outlook in Higher Education Magazine. He recently sat down with The Hispanic Outlook to discuss the attacks, the impact on BMCC, and his college’s future. The Hispanic Outlook: What are the most dramatic changes at BMCC since you arrived in August of 1995? Antonio Pérez: We have created a national reputation for excellence in teaching and research on the part of our faculty. This really is an institution that has evolved and gained national and international prominence because of what has happened with our faculty and students. It’s really an overall sense of acknowledgement and credibility we have as an institution, that we are not just another community college. That’s because our faculty parallels the university model where they are required to have Socrates and publish and do research. We are fortunate to have a pool of very talented individuals who work at our institution. Also, this is New York City. We are located in one of the best parts of the city, one that students enjoy coming to. And we created some really good corporate partners in the process as well. HO: Where were you on Sept. 11, 2001, when the attacks on the World Trade Center took place? Pérez: When the first plane hit, I was driving down the FDR Drive [on Manhattan’s East Side] to the college and I received a call that a plane had hit the World Trade Center. I assumed it had lost its course. I was detoured onto Houston Street, and as I was waiting at a traffic light, I saw the second plane hit and a burst of flames; I knew then that something terribly wrong was taking place. I got to the college and, as I walked into a building, a faculty member said we had to get everyone out, and we evacuated both facilities, Fiterman Hall [adjacent to the World Trade Center site] and 199 Chambers Street. I got upstairs, and looked out from my window. I watched people jump out of the buildings, and watched the first tower fall, and then the second one. Paper and debris drifted to our roof here at 199 Chambers street. After the buildings collapsed, we got ready for emergency responders to come in and occupy some of our space, in case there were individuals who needed medical assistance. As the day evolved, we watched 7 World Trade Center burn all day long, and I went up to the roof, and radioed as it was coming down. At first, I had a sigh of relief because I thought it only nipped the top of Fiterman Hall, which it had. But the following morning, I put on boots and went to Fiterman – and 7 World Trade Center was now leaning three stories high against it. I knew then that we were in for a long haul as a city and nation, but also as an institution, trying to determine how we could come back. HO: On a personal level, how did Sept. 11 affect you? Pérez: It took me a while to accept what had transpired that day. When some of us find ourselves in a rather challenging situation, we are focused more on overcoming the problem in front of us and trying to resolve the

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issues that are unfolding. It took me a couple of weeks to realize that this left a very emotional scar, one that I cannot get rid of. I look at the lives that are lost and what hatred can do, and the importance we all should place on our global community and embracing our differences and caring for each other. I thought that our nation had to change. We needed to be more global citizens, no longer a country unto itself, perceived as being powerful, at times loved and at times hated. We were no longer on our own after that day; we were interlocked as a member of this global community that is becoming so much smaller, as technology reaches all of our lives and all of our homes. HO: Did you lose any students on Sept. 11? Pérez: We lost eight students, and one of the secretaries on our floor lost her twin sister, who was never found. I was part of the committee that was put together shortly thereafter, and we created what was called the Mission Statement for the World Trade Center Memorial, chaired by Anita Contini [former artistic director of the World Financial Center Arts and Events Program and then-head of Global Sponsorships and Events Marketing for Merrill Lynch]. There were 10 of us, and we drafted a 10-sentence statement. When we gave it to the families of the victims, they asked us to change one word. It started off by saying, “Remember and honor the thousands of innocent men, women and children killed on the horrific attack, September 11, 2001.” The families asked that we change the word “killed” to “murdered.” That was a challenging period – to sit with people who lost family members and colleagues, and be part of a group that would forever have an impact on what the World Trade Center Memorial would be. As I look at my career, I feel it was important for me to be down there and able to participate in the effort to remember those we lost on Sept. 11. HO: What did you do to assist students afterwards? Pérez: For a while afterwards, we had a number of interdenominational figures coming in and meeting with our students and staff. We did provide that for a while, and that was part of the healing process. That happened after we tried to communicate with all of our students, and at first the only way we had to do that was from our command center in Harlem. We had 17,000 students at the time. By having faculty and staff call, we were able to reach 10,000 of those students, and we reassured them that we were going to reopen. But we also gave them the option of going to another CUNY school. In the end, only about 150 students took that option; the rest waited until we reopened, and we didn’t really lose the semester. HO: How did Sept. 11 impact BMCC? Pérez: Sept. 11 brought us closer together as an institution. It put us in a situation where we had to create a collective purpose; we faced challenges we had never expected. We moved to regroup by setting up a command center of our own in Harlem to plan the reopening of the institution. We became one in purpose and in action, and it changed how we did business. We were an institution that had been open maybe five and a half days a week, with some classes on Saturdays. Because we lost so much space at Fiterman Hall, we needed to create a different way of serving our students. So, during the three weeks while we were closed, we got 17 trailers from Canada and set them up on the perimeter of 199 to serve as our classrooms. We still have those trailers there, but they will be gone in September 2012. We had to become more creative. We carved out space in the existing physical structure of 199 Chambers Street to create class-

rooms. We wanted to reopen in three weeks, and we felt a sense of purpose as this was for our students. We worked together and set forth the date, and we were able to have it materialize. Then we needed to plan for the future, because we didn’t know when we would get Fiterman Hall back. We are now open seven days a week and starting classes at seven in the morning. We are also at Lehman College and John Jay College [both within the CUNY system] – we have created pockets so our students can find it convenient to go to school when they want and where they want; we’ve made it accessible to them. It brought us together, and we re-created an institution that is stronger and serves the public in a more diverse way. HO: Tell me about the new Fiterman Hall. Pérez: It’s about 80 classrooms, and the entrance faces the PATH train station. It is going to have a cafeteria that services both our students and the public, and this is the first time that our institution will bring both of them together. Visitors to the World Trade Center and the PATH train will just come in and mingle with our students. We also will have an art gallery on that floor that will be an attraction to many people coming to New York City. It will be lit up all day because classes won’t end until 11:30 at night. That building will be different from other structures; it will be a beacon of education in Lower Manhattan. HO: Where were you on this year’s Sept. 11 anniversary? Pérez: On the Thursday before, we hoisted an American flag on the front of the new Fiterman Hall building. The flag was 40 by 76 feet, it was lit up at night and became the backdrop on a number of television stations. That was our sign of support, how our school was going to salute and honor those who were lost on Sept. 11. On Sept 11, I was home and watched the ceremony on television. It gave me a chance to reflect, because at the first anniversary I was one of the people reading names of the victims at the ceremony. That is a day I will never forget. We were waiting in a tent and were seated alphabetically, with Colin Powell behind me. There were a number of people, and the wind was howling under the tent. It was almost as if the tent was going to fly away. I tend to be spiritual, and it was a symbolic moment. We were there to remember those who passed away and they were communicating to us through that wind. That is the memory that I want to keep, that sense of contact that I felt that day. HO: Have you visited the National September 11 Memorial? Do you want to? Pérez: I am not anxious to do that right away. At Fiterman Hall, I will have an office on the 14th floor that will have a clear view of the reflecting pool, and I think that will be enough of a memory for me. HO: As you look back at the last decade, the neighborhood around BMCC has changed. What do you tell people about the area? Pérez: I look at this area as a world community, because the memorial has in essence made it a focal point for world issues. We have so many tourists coming in, representing every part of the globe, so there is a sense of globalness, and this is why we attract so many international students. Being down here there is a certain energy that you just don’t experience anywhere else in New York City. The memorial and the events that will continue to transpire here will be a magnet and a positive one. I believe our students will continuously be a part of the downtown community and the people it represents to the world. It’s not just Lower Manhattan and New

York City, but it’s a symbol of when people come together to remember a tragedy which not only affected our country, but the world as a whole. HO: And you, what else have you worked on since Sept. 11? Pérez: I created a website three years ago, one that asks – “If life came with an answer sheet, what would you ask?” The website’s address is www.wwuask.com. It’s a site for people to use anonymously and try to answer life’s questions. It was motivated by 9/11. I just felt that, in solitude, people sometimes have questions, and while we have so many social networking sites, they are really not anonymous any longer, so why not create something totally anonymous so people can try to help each other by sharing their questions about life. There is a commonality which we all share about life, and we are able to respond to a person’s particular question about a situation they are going through. I very much believe in the wisdom of the community. People go through life with issues and concerns, so why not see how others have dealt with them. HO: You often speak about leadership. What does it take to be a good leader? Pérez: A good leader is a person who respects that leaders come in all forms and that leadership is not based on our position in life, but really how you impact others during your time on this earth. When I see a person who is cleaning our floors at the college, I also know that he or she might be an assistant pastor at their church and they have leadership qualities and responsibilities. You should never prejudge a person by what they do, but by who they are. A leader is an individual who can readily accept equality in life. During 9/11, one of the symbolic incidents that took place showed leadership. One of our engineers shut all of the air ducts to our Chambers Street facility – and that saved us. No one told him to do that. People within their own roles have an ability to make decisions. A leader has to be allowed to transcend into everyone who works in the organization. HO: Why do you want students to consider BMCC? Pérez: In most communities, corporate recognition often goes out to the four-year institutions or business schools. But we’ve seen an appreciation and acknowledgement of the corporate world about our institution, and we create a work force. And within that work force there are leaders in their fields. BMCC is a unique place for those who want to make a mark for themselves, and our institution is a stage that allows them to be seen by many. HO: You’ve been involved in a number of Hispanic organizations and sit on the HO Editorial Board as well. Why are these affiliations important for you? Pérez: I believe we all have a responsibility to be role models, and this is why I serve on so many Hispanic-serving groups. Young people need to identify with those they want to be like. For example, when I was going to high school, and was told by my guidance counselor I shouldn’t go to college and that I wasn’t college material, I had two role models who were gym teachers who said I could be a teacher. Too often, people who achieve or are successful get lost in their success and achievements and forget they have a responsibility to be role models for young people. That is why I am involved with the Boy Scouts. It’s really an opportunity for young people to emulate others in leadership roles. I think that, at the end of the day, all I want people to say is that I had some sort of positive impact on some people. It’s not about my title, but whether I made an impact on someone else’s life.

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Mark W. Rocha, President, Pasadena City College LEADERSHIP/PRESIDENTS ISSUE

A Passion for Universal Access to Education by Thomas G. Dolan

“W

hat shaped my life was watching my father come home from work every night for eight years and sitting at the kitchen table to study for his college degree,” recalls Mark W. Rocha, Ph.D., who is both district superintendent and president of Pasadena City College, in California. Rocha’s ethnic background from his mother Flora is that of Puerto Rico; and that of his father, William, Colombia. Neither parent completed high school. But his father served in the Korean War and took advantage of the GI Bill. So Rocha and his three younger brothers watched their dad come home from work year after year and struggle for his college degree. His father became the first in his family to achieve that goal. “If it wasn’t for the GI Bill, he never would have gotten that education,” Rocha says. “That really is the key to my life and career, the idea that everybody should

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have access to education.” Once William got his degree at Columbia University, the family moved from its home in the Bronx, N.Y., to Philadelphia, Pa. There the younger Rocha received a B.A. in English from Villanova University in 1975. “I wanted to be an English teacher, but couldn’t find a job, so I moved to California and have been here ever since,” he says. While teaching English in junior high, he put himself through night school at California State University-Fullerton, receiving his master’s in English in 1985. “I was very fortunate in that I had some good teachers who suggested I continue my education, which had never occurred to me,” Rocha recalls. Rocha received a full scholarship to the University of Southern California. There he taught freshman English, achieving his Ph.D. in English in 1988. He joined the English faculty at California State. In 1993, he was awarded a Fulbright Fellowship and taught for a year in Caracas, Venezuela, at the Universidad Simón Bolívar. He returned to Cal State and continued moving up the administrative ladder, gaining tenure and becoming first associate dean, then dean. His scholarly work focused on American theater, including playwrights such as August Wilson and Tennessee Williams. But then, with his upward career path firmly in place, Rocha received the opportunity to work in the community college system, and took what might first appear a downward step to accept it. “I had to do a lot of thinking about it,” Rocha acknowledges,” “But I saw that this was the way to fulfill my deepest commitment to the principle of universal access to higher education. That’s how my dad and I got started, and I wanted to work to extend this opportunity to others.” He held various positions at community colleges before becoming president of West Los Angeles College in the Los Angeles Community College District, the last position he held before coming to Pasadena. During the last four years there, Rocha led a major bond construction program that transformed the campus and provided faculty and students with state-ofthe-art instructional technology. “One of the things I’m very proud of, though I don’t take full credit for it, is that while I was at the Los Angeles Community College, the school had a majority minority, the largest minority of African-Americans in the California community college system, and was in the top 10 in transfers to the Cal State system.” When Rocha became superintendent/president of Pasadena City College on July 1, 2010, he brought his history to the even longer history of the school. It was founded in 1924 and has long been known for its focus on science and technology. In 1936, Nobel prizewinner Albert Einstein came to the campus to dedicate the new planetarium. The school is located just down the street from Cal Tech.

Although Rocha is just beginning his second year, he’s already brought about some dynamic changes. “The biggest thing we’ve done, especially considering this is a time of economic crisis, is our program called College Commitment,” Rocha explains. “Here we link Pasadena City College with the Pasadena Universal School District of K-12, and Cal State University in Los Angeles. This in itself is not unusual, since many community colleges work both with lower and higher educational institutions. But where this program is unique is that we have signed agreements with both the other institutions which guarantee both admission to our community college and from there to the four-year college.” Since the program is just getting started, the first cohort of 12th-grade students will be signed up this fall, then moving to 11th-graders the next year and 10th-graders the year after. These students are given the training so they meet all of the entrance requirements of the community college, guaranteeing their entrance fully qualified to start on their major. In turn, the Pasadena college will make sure that the students fulfill all the requirements to pursue their major at Cal State, guaranteeing their admission there. “This enables all students, not just bright students, but any student, especially Hispanics and African-Americans, to ride all the way to a fouryear college degree,” Rocha says. “It’s a big step forward.” Where did this idea come from? Rocha responds that he and his colleagues were invited to a presentation by the Lumina Foundation, whose emphasis is on graduation initiative. Lumina offers grants to schools that offer effective ones. “That was the start of it,” Rocha responds. “We put together a team to determine how to best reach out to all students and help them sustain the entire educational process.” Rocha adds that, though the grant is still pending, they decided to go ahead and implement the program anyway.

There are many support programs, but one of the most important is closing the achievement gap in terms of basic skills in English and math. “I’ve been on the front lines, and I find the biggest challenge is math, math, math,” Rocha says. “The research shows that the single biggest factor is the effectiveness of the teacher. So we have students not just taking classes, but being a part of a learning community by staying together as a cohort under a single excellent teacher. This is especially true for math. “Another thing, there is no substitute for hard work and staying with it.” To this end, the school has secured a Title V grant of $3.3 million over five years for a bridge program. Every student who scores below collegelevel testing for math is sent to Math Jam, a summer boot camp run by very skilled and sensitive teachers. At the top end, the program is designed to recruit, sustain and support minority students who want to pursue science/technology/engineering. As a result of this program, “The improvement success rates for students who go into college algebra are much higher,” says Rocha. An upgraded website was put into place this year, including an improved master planner. “Another key goal is to develop a diverse faculty for our students,” Rocha says. “While we have made progress, we want to do much more. With our current budget, we’ll be hiring 21 new faculty full time. By the time we have completed this project, we will have an extraordinarily diverse faculty.” The diverse faculty is intended to match the diverse student body. The Pasadena City College, a Hispanic-Serving Institution (HSI), has a student enrollment of 31,000, of which Hispanics, at 40 percent, are the largest group. AsianAmericans constitute about 30 percent; AfricanAmericans, 10 percent; and the remaining 20 percent, a rich mixture of Caucasians, Native Americans, Middle East students and others.

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“Whereas other schools may take the top 10 or 20 percent, we take the top 100 percent,” Rocha says. “We take everybody who shows up and help them on their way. This is the purpose of the community college. What’s so wonderful about it is that the community college is an American invention. No other country has anything like it.” Rocha wants his school to be diverse not only in terms of students and faculty – he also wants his students to gain diverse educational experiences abroad. “We’re one of the few community colleges that still has a robust study abroad program,” he says. “Our students study in Europe, in Mexico and in other countries.” Rocha and his wife, Nancy, have two sons, Brendan, 20, a freshman at George Washington University, and Samuel, 15, who is in high school. Rocha’s favorite pastime is running. He does so every day, about 30 miles a week, and has participated in 11 marathons. As for his decision to step down from the research, publishing and teaching at the higher levels of academia, Rocha has no regrets. “It’s obviously a lot of hard work, involving struggles with the budget and other mundane matters, but it’s well worth it,” he says. “It’s really put me in a state of compassion when I see the students coming here trying to better their lives. “You see miracles happen every year, every day. You take in students not from affluent backgrounds, not the top students in their high schools, and you help to transform their lives. It’s not all victories, of course, and not all students turn out winners. But you can see a positive impact every day. It’s a

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time of opportunity and risk. There’s nothing wrong with research, publishing and graduate school teaching. That’s all to the good. But this work has helped me get back to what I most value, of who I really am, so I love it.” “I have a dream that someday, perhaps when I retire, I can return to classroom teaching,” he says. Meanwhile, he still keeps his hand in, teaching at least one course a year. “The danger of administration is that you can get a step too far removed from your students,” he says. “I’m currently teaching a summer class in modern literature to a mixed group of about 35 students. I love it.” In terms of the larger political context, Rocha says, “One of the things I’m proudest of is that in 1992, with the odious Proposition 187 which restricted the rights of undocumented individuals to get an education, I was one of those who spoke out publicly. As a result, California law now permits undocumented students to take community college courses. I’ve been a fierce advocate for such measures. The basic principles of universal human rights support the right to a quality education. There is no such thing as an illegal human being. “Latinos will soon be in the majority in Southern California, if not the state. I think this is a wonderful thing. In the history of mankind, more diversity is good. Walls in any shape are not good. “What we’re pointing out to our students is that, with this shift toward the majority, there comes a responsibility. The world will be theirs to create. Our motto is: proud past, global future.”

La Raza’s Goal to Empower Vote Involves Recognizing Latino Diversity CONFERENCES/CONVENTIONS

by Peggy Sands Orchowski

This is the final article in our four-part series on the 2011 NCLR annual conference. was during the keynote annual conference lunch speech by National Council of La Raza President Janet Murguía on empowering the Latino vote that the light bulb went off. Sitting at a table of 10 active La Raza members and supporters; surrounded by some 120 other such tables (that makes some 12,000 attendees) representing Latino nonprofit and governmental organizations, chambers of commerce, publications and businesses from across the country; seeing all the faces, the hair styles, the clothes; considering all the backgrounds and professions of La Raza’s members, one inevitable conclusion jumps out: Wow! This is some diverse organization. Latinos are as diverse as America! Murguía said as much in her speech – only she put it in the future tense. “Someday we’ll be mainstream. We’ll see it in the census when we’ll represent one out of six Americans [about 17 percent; at present, Hispanics number 16.2 percent]. Someday we’ll all be acknowledged as equal. The future is now!” “But there is much to be done,” Murguía urged. “There is unfinished business to achieve full access to jobs, health care, housing and the ballot box. It’s not enough to have a sitting president say he is committed to our issues. He needs to stop the deportations of millions of needed, hardworking Latino farmworkers, hotel maids, cooks and thousands of undocumented students who came in as children and just want to go to college. The president says he understands the pain of families torn apart. Now he needs to keep his promises.” Murguía announced that La Raza will focus priorities the next 18 months to register, educate and mobilize Latino voters. “We want the Latino vote to be the one to watch in the 2012 election and beyond! Only by growing the Latino vote can we change public policy and laws,” she said passionately, repeating a message echoed in various workshops and town-hall meetings during the five-day conference. “If we want Comprehensive Immigration

Reform to become a reality, we can no longer count on others to be our champions. We are a community of 50.5 million people. We need to start acting like it,” she concluded, to loud applause. While Murguía is correct in saying that the Latino population is the largest in U.S. history and growing, the implication that that demographic equals the electorate and that the Latino vote is a coherent bloc is, of course, incorrect. In fact, only about half of the current Latino population in the U.S. is eligible to vote, and even La Raza’s membership itself attests to the diversity of the community. Immigration status and age account for most of the disconnect between the Hispanic demographic and the so-called “Latino” vote. According to the 2010 Census, at least eight million Hispanics are legal immigrants, residing and working legally in the United States on temporary or permanent visas. But they are not citizens and so cannot vote legally. In addition, an estimated six million reside and work in the country illegally (this is particularly true in states with surging new Latino low-wage immigrant worker populations). That leaves approximately 36 million Hispanics in the United States who are citizens. Of those, more than 25 percent are under the age of 18, or around 10 million. That results in approximately 26 million Hispanics who are eligible to vote. In the 2008 presidential election, only about 9.5 million Latinos cast their votes, or 7.4 percent of the total electorate, according to the Pew Hispanic Center. Latino voters are also broadly diverse. Being a public, not-for-profit educational organization, La Raza is required to be nonpartisan. At no time during the conference did Murguía openly urge the membership to vote Democratic, though it is often assumed. But it was evident when talking to even a small segment of random attendees at various workshops, coffee breaks, “town hall” meetings and meals that many of La Raza members were registered Republicans. One longtime La Raza member, a director of a county Hispanic chamber of commerce in Texas, told me at lunch that 90 percent of his membership is Republican. In fact, election studies find that a third of

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Latino voters always vote Republican – including those in Southwestern states like Arizona and Texas. In 2010, all five of the new Hispanic congressmen in the 112th Congress are Republicans (from Idaho, Florida, Washington and two from Texas), as is the only new Hispanic senator (Florida’s Marco Rubio) and the country’s first Latina governor (Susana Martínez of New Mexico). And Latino voters are increasingly spread out geographically. Within states, according to a study by the Center for Immigration Studies, Hispanic voters in the past five presidential elections made up less than 10 percent of the total vote in all but five: New Mexico, California, Arizona, Texas and Florida (only New Mexico is considered a battleground state for the Democrats). There is other diversity as well. Increasingly, many Hispanic voters are Mormon (it is estimated that by 2025 the majority of Mormons in Arizona, Utah and maybe Nevada will be Latinos). These often highly internationally minded multilingual Mormon voters tend to support moderate piecemeal immigration reform packages like the Utah Compact, that would give temporary circulatory visas to seasonal workers currently stuck in limbo status in the U.S. A newly formed Tequila Party “intends to attract young Latino voters who are disenchanted with both parties as well as the politics of La Raza,” according to founder Dee Dee García Blase. When it comes to election issues, however, the Latino electorate has one (perhaps surprising) thing in common: comprehensive immigration reform is not cited as its top election concern. In poll after poll since 2007, the top issues for Hispanic voters are jobs, the economy and education, says Kristien Ramos of NDN, a progressive Democratic think tank in D.C. “Hispanic issues are increasingly American, not just Latino,” say Democratic leaders such as Sen. Robert Menéndez, D-N.J., at a congressional press briefing on Latino educational achievement.

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LEADERSHIP/PRESIDENTS ISSUE

President Louis Agnese Celebrates 25 Years at Incarnate Word

by Michelle Adam March, Dr. Louis Agnese celebrated 25 years as president of the University of Incarnate Word (UIW), a private Catholic university in San Antonio, Texas. He was not only honored for his longevity at this institution, but for having built a university from its once-rocky foundation to a successful and thriving center of learning that has become an example for all in higher education. Since taking office in 1985 as one of the youngest presidents of any four-year college or university, Agnese built a success story – and has included thousands of Hispanics in the process. He was named Hispanic Educator of the Year in 1996 and served as past board member of the Hispanic Association of Colleges and Universities, despite having no Hispanic roots, because he took a university that was once primarily White and transformed it into a multiracial, internationally renowned HispanicServing Institution. Today UIW is ranked second nationally among private schools in awarding bachelor’s degrees to Hispanics and was one of The Hispanic Outlook in Higher Education Magazine’s Top 100 colleges/universities serving Hispanics in the U.S. in 2009 and 2010. It is comprised of 60 percent ethnic minority students and offers 80 undergraduate and graduate fields of study. There were 56 in 1985. The school’s enrollment has skyrocketed from 1,298 upon Agnese’s arrival to 7,708 students in 2010, and it is now the fourth-largest private university in Texas. UIW has since opened schools of pharmacy, optometry and physical therapy; has increased its physical size from 400,000 square feet in 1985 to 2.5 million in 2011; has increased financial aid from $500,000 to more than $100 million, and its endowment from $3 million to more than $80 million; has added a virtual university and adult completion program; and has built numerous international centers and programs across the globe. The Hispanic Outlook interviewed the president on his 25th anniversary to learn about the man and the process that went into building a successful institution. The Hispanic Outlook: Recently you celebrated your 25th anniversary as president of Incarnate Word. What is it like to have been president of a college for a quarter decade? How unusual is it for a president to serve as long as you have? Louis Agnese: It makes you feel old. When we first came here, my son and daughter were 5 and 7 years old. Now one is an accomplished lawyer, and the other is a veterinarian. That’s where you really see the time span. It is not unusual to have presidents be around for that length of time, but it is unusual to be that long at one institution. I just turned 60 and still have eight to 10 years I plan to be here. HO: You were named Hispanic Educator of the Year in 1996 and were a

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past board member of the Hispanic Association of Colleges and Universities, yet you are not Hispanic (you are Italian-American). Throughout your career, what do you feel has made you such a strong advocate for Hispanics, and in what ways have you advocated positively for them? Agnese: Our mission here is very simple: we focus on our city and South Texas, which is predominately Hispanic. It was a natural flow to ensure Hispanics in our region have access to quality education, so that has been a focus of mine since 1985. This year, we graduated the secondlargest group of Hispanics of any private school of the U.S. I was also born on the East Coast in New York City, and as a child I was around a lot of Hispanics. There they were Puerto Ricans, and here we have MexicanAmericans. This culture has always been a part of my life. I speak Spanish fluently now. HO: You arrived as president to what was once a sleepy, local school with declining enrollment in 1985. What was it like then, and why did you choose to come on board as president of an ailing school? Agnese: It was a diamond in the rough. When I saw the location and mission, I knew it had a promising future and just needed some energy, focus and direction. I was also a first-generation college student (my father was an immigrant from Italy who came here in 1933), and our mission here has been to focus on first-generation students. The ones who took the big risk with my appointment as president, though, were the congregation that entrusted this college to a man who was 33 years old. HO: What was your first goal as president of this campus? How much confidence did you have in achieving this goal? Agnese: My first goal was to increase the enrollment, and I did that in the first year. When I came there were 1,280 students, and the next year we had 1,550 students. Today we are close to 8,000 students. We immediately reversed all the past trends. From a budget standpoint, the operating budget was a little less than $8 million in 1985, and this fall it will be close to $168 million. I had total confidence in achieving this goal, and the key was in marketing. The school was a diamond, but people didn’t know it. HO: What changes took place at Incarnate Word during the first years you were there? Agnese: We had to totally enhance the physical plant of the college at that time. I needed to raise local funds to do major overhauls. The biggest thing that happened is that when the enrollment jumped in the first fall, everyone began to believe in themselves. For five years, they had lost enrollment. Once we were able to get the ball rolling, people were able to believe. It’s all about leadership.

When we first came here, my son and

daughter were 5 and

7 years old. Now one is an accomplished

lawyer, and the other is a veterinarian.

HO: Once you achieved the earlier successes, what was your next goal, and how did you go about achieving it? Agnese: It has always been about adding academic programs by meeting the needs of the student body and then staying at the edge of changes. We want to provide quality access to an underrepresented student body. We do this by finding the fields where our students are underrepresented and providing programs in them so our students can achieve success and move on. We have done this by adding the pharmacy school, optometry school, a school of physical therapy. These are all professions vastly underrepresented by minority groups. The pharmacy students will now graduate with $120,000 as a starting salary. It’s seeing what students can achieve and get good jobs in and so forth. HO: It seems you’ve had one success after another. Were there things you tried that didn’t succeed, or obstacles that seemed impossible to overcome? Is there a key to overcoming obstacles or challenges? Agnese: You throw a lot of balls up and some get caught and some don’t. We started a campus in Arizona in 2007. There were no private not-

for-profit institutions in the state of Arizona. But it didn’t work because of the downfall of the economy. With obstacles or challenges, always good planning helps – and hiring the right people. Good planning means you do your homework and look into something before jumping in and then you bring in the appropriate team to put together that project. You have to also face the reality and pull the plug, when needed, as quickly as possible. HO: Since the turn of the century, what have been your goals and have you achieved them? Agnese: At the turn of the century, back in 2000, it was about building the Incarnate Word brand in South Texas and letting people realize how much we were evolving. That is what we continue to do now. I couldn’t care less if we are known in New York state. What we have been pushing since 1996 is increasing the amount of international students on campus. I want our students to be exposed to the same students that they would be if they went to a California campus or a New York campus. Now 14 percent of our campus is made up of students from 63 countries. Our diversity in South Texas is in Hispanic and Anglo populations, but not international,

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except from Mexicans and a few Asians. Now the highest ethnic group that is not Hispanic here is Chinese. HO: In looking at what you have accomplished, it seems you have been quite a superhero in higher education. What motivates you to do what you do? Agnese: It is directly tied back to access. I believe we need to lead in providing access in Texas and South Texas. That is what motivates me every day. When I see a Hispanic lady cross the stage during graduation, that makes me proud. What we face constantly is an underrepresentation of Hispanics, especially in major fields. So in graduating doctors in nursing that are Hispanic and African-American in South Texas, we are creating the leaders of tomorrow that will be role models of this earth. We are also a faith-based university. If a person’s faith is important to them and they want a great education, we want them to be here. If they are Jewish or any another religion, we also want them to grow their faith while here. HO: How have your younger years impacted the work you do and the passion with which you do your work? Agnese: I think that as you get older and more mature, you learn from what you have done already. When you have been in the business as long as I have – I don’t make the same mistake twice – with knowledge comes more acceptance and more belief. One of the things I am proud of here is that we were ranked in The Chronicle as one of the best places to work. My childhood experience all the way through high school was working in the family business. My dad was in the wholesale produce business. From as early on as 10, I started working. Then, my whole college experience was a positive one. I went to a small Catholic College in Kansas, and many people helped me. That made me want to be in higher education and help others. HO: What did you want to become when you were a child, and how did your dreams evolve? Agnese: Back as a kid, I wanted to be a fruit man like my dad. But then I went to college so I could continue working the business, and because in those days, if you didn’t go to college, you were in the Army in Vietnam. So it made sense to be in college. I decided when I graduated from college that I was going to be in higher ed. I studied psychology (and received a Ph.D. in counselor education). Psychology was also the content area I taught in college as a graduate student. My psychology background helps me work with people and choose the right people to work with. HO: You seem to have focused a lot on diversifying your campus, and doing so with an ever-increasing number of international students. How does your campus compare in diversity to other Hispanic Serving Institutions or universities nationwide? Agnese: I think we are very unique because we have ethnic diversity and also economic diversity – 25 percent of our students come from an affluent background and 25 percent are of the poorest of the poor. We are located in a wealthy neighborhood, but the way we are today is due to marketing. We have diversified intentionally. When I first came, it was 80 percent Anglo here. Right now, 28 percent are Anglo and 55 percent are Hispanic. African-Americans are about 8 percent. When students come to campus, they come to a school that looks like an Ivy League. If you walked on campus, you wouldn’t know who is rich and poor. It is unique in this sense. Everyone rises with the tide.

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HO: You continue to grow your campus with new programs. What are the newest, and what prompts you to keep expanding what you offer? Agnese: There are two new programs. ADCap, the accelerated degree completion program for adults who began college elsewhere, is in various locations around the city. The other, our Virtual University, is for anyone from anywhere. Our undergraduate program will remain at 4,000 students. But we will continue to expand our graduate programs, professional programs, ADCap and our virtual university. We have a complete mix of offerings to compete with all schools. When I came on campus, we were originally a traditional liberal arts college. By 2015, we should be the second largest university in Texas. Now we are fourth. HO: Tell me about your international programs. Agnese: Our school has a branch in Guangzhou, China. We offer this program as a venture with a Chinese university. In Mexico City, we own a campus of 6,000 students. This can grow to 10,000 in a couple of years. We also have about 92 agreements with colleges and universities around the world. If students can afford to come to us with their financial packet, they can go anywhere in the world. The biggest mindset they have to bring to our school is “Wow, I can go to China!” We are talking about Hispanic students who find coming here a big step and then going to China. HO: Do you ever take time off, and if so, what do you do? Agnese: I love to travel, and I do a lot of travel with board members of the university. The good news is that because of the technology, I could be on the moon today and you wouldn’t know it. Other than between Christmas and New Year’s, I’m always connected. HO: When you look at universities that struggle financially or have enrollment challenges today, or other issues, what kind of advice would you give them? Agnese: I think it relates to having a strong mission statement, knowing where you are going, being focused and involving the community in what you do. You have to win people over onto your mission and on why it is important and on why they should invest in you. This speaks for any school. I think there are successful institutions and unsuccessful ones. It all starts with good leadership, and that begins with a good board and administrators. It is easy to make excuses. HO: What big changes does higher education need to undergo to be successful and effective for the upcoming generation of students? Agnese: I think the biggest reality is the impact of technology on education based on the impact of technology on the student. Education has to constantly evolve with the latest technology. This is the biggest challenge we face – integrating technology into everything we do. This is not happening. I see many private colleges and universities that are not keeping up with the times, and in the future they will be hurt. Their mindset also needs to be to think globally and do it. We need to know who we are competing against and know it’s not your neighbor next door. I don’t feel this is happening. Some are doing a fine job, but most are not. Here we try to keep a real balance in enrollment. That is why having 14 percent of our students as international students is as important to me as having African-American and Hispanic students. It’s the whole village atmosphere that makes for a great education. I do a lot of travel globally, and I try to bring the best things back to campus. You get shortchanged if you go to the campus where it looks like things were 20 years ago. That is why diversity is so important.

UNCENSORED

by Peggy Sands Orchowski

DIVERSITY IN AMERICA INCREASINGLY DOES NOT INCLUDE LATINOS – Perhaps one of the signs of the success of the growing Latino demographic is that Latinos as a group are increasingly not being included in serious discussions about diversity, at least in Washington, D.C. This summer, two three-page articles in the Washington Post and The New York Times about the changing demographics in the capital (mainly that the population of Blacks is down to 40 percent and 10 percent of them are foreign born) did not mention once the growing population and success of Latinos in the city (i.e., the Latino unemployment rate is just half that of African-Americans in Washington, D.C.). Similarly, a recent conference at the Brookings Institution about Americans’ attitude toward diversity focused almost entirely on attitudes toward Muslims. Poll questions in the study about illegal immigration did not specify Latinos. For many policymakers, these are real signs of success of the mainstreaming of the Latino community. Not sure career Latino ethnic activists would agree.

FINDING THE RIGHT COLLEGE IS WORTH A BUNDLE – The drums keep beating as to whether or not college is worth it. The average annual costs have doubled in 20 years to some $15,876 for in-state students at public universities and $40,633 for private institutions, according to the U.S. Census. Still, experts agree that having a college degree means receiving almost double earnings over a lifetime, on average, from those earned by workers with only a high school diploma – if the college graduate can get a job, that is. The increasingly tricky thing a prospective college student (or returning student) must do carefully is to decide what major to specialize in (STEM fields pay the highest, and liberal arts pay the lowest), at what kind of college to study (Public, private, for profit? Part time? Full time?) what kind of degree (degree or certificate?), and where the college is (hometown, home state, out of state?). Most of all, it is crucial to figure the net costs a student will incur (costs minus scholarship, work-study offerings, discounts). The college search is becoming increasingly complicated. But the U.S. has such a variety of “colleges” (now increasingly called “universities”) that there really is a postsecondary education institution that fits everyone’s unique situation. You just have to find it.

IN JOBLESS RECESSION, COLLEGE IS A GOOD RÉSUMÉ FILLER – Well, it’s official. An Ivy League college work force director admitted in writing that “the best way to face the job market when no one is hiring is to stay in college as long as you can.” This, of course, does not just provide job security of college administrators, professors, teachers and staff. According to Anthony B. Carnevale of Georgetown University, in a recent Washington Post Op-Ed, “staying in college helps avoid a possible permanent career killer: entering the formal job market during a recession and settling for low-skilled, low-paid work which could become permanent.” How’s that for scary! But he predicts it will be worth it if one can stay in college till 2015. “The dim job market will actually increase the demand for college-educated workers,” he writes. His thesis is that the jobs that survive the recession will need college skills even more, but that the “generation Limbo” (as The New York Times calls recent college graduates) will have to be very careful about the “dead-end jobs” they accept.

ARE ON-CAMPUS ATHLETIC PROGRAMS GOOD FOR STUDENTS? – With all the scandals recently surrounding the huge revenue-producing college sports and the apparent cave-in of PAC-10 colleges to any semblance of academic quality in recruiting potentially winning football players for their college teams, the value of all college athletics has been marginalized. But college sports historically were supported as valuable for physical and character development – not just raising billions of dollars through TV rights. In a recent study by the Partnership for 21st Century Skills, some of the most important life and career “competencies” identified that youths need to develop for a successful life included those learned by participating in sports: flexibility, adaptability, productivity, accountability, leadership and responsibility. I also would include “learning to lose gracefully.” For the “helicoptered” generation raised by hovering parents and caretakers who praise their precious charges’ every endeavor no matter what the quality, losing fairly and squarely in a good sports encounter might be the only place young people realize that they can survive not winning everything every time ... and even learn from loss. ED REFORM’S FOCUS REMAINS ON TEACHERS – UNTIL IT ISN’T – These days, it seems that in any discussion about education reform, the consensus is that it all depends on the quality of teachers. The New York Times’ Thomas Friedman writes that the national epicenter of national security is the Department of Education, and the local epicenter is the schools’ teachers. Yet in practice, it looks a bit different. The Washington, D.C., administration is now going to hire back nearly all the teachers fired under the previous administration that fired them for incompetence. And an important new book on education reform, Class Warfare, written by popular journalist Stephen Brill, barely mentions teachers at all. Guess it’s easier to talk about shaping the whole forest rather than going in and cutting specific trees. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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LEADERSHIP/PRESIDENTS ISSUE

Tony Fernández: Optimistic and Popular Leader for Lewis-Clark

State College by Marilyn Gilroy

sked what he likes best about his job as president of Lewis-Clark State College (LCSC), J. Anthony (Tony) Fernández does not hesitate, even for a second. The response is immediate and enthusiastic. “I love being associated with this faculty and staff, who are the most loyal and cohesive group of people I have ever worked with,” he said. “They are so motivated and have such a desire to make this institution work and help our students succeed.” Fernández became president of the college in March 2011 after serving as interim president for almost a year. Prior to that, Fernández was vice president/provost at the college for seven years. The selection of Fernández was a popular choice. In fact, he had so many fans at LCSC that some faculty members suggested the trustees forgo the usual costly search process and appoint him as president. In Idaho, the presidential search is overseen by the Idaho State Board of Education, the policy-making body for public K-20 education in the state. Although a search was conducted, the outcome was a unanimous board vote in favor of Fernández. The board called him “a leader with impeccable credentials and of unquestioned character and integrity.” Fernández, who is 63, returned the compliment by saying there is no place he would rather be than at LCSC. It was heartfelt remark spoken by someone whose career has taken him to various institutions in remarkably different geographical locations. Fernández’s lifework in education has been a long and rewarding series of interesting jobs spanning four decades. On the Move Raised and educated in Southern California, Fernández was brought up in a family that stressed the value of higher education. His father, Ramiro, was born in Mexico, but immigrated to a small mining town in Arizona. Ramiro Fernández eventually went to the University of Arizona and attended medical school in St. Louis. He practiced medicine as a physician in Southern California, which is where he and his wife, who was Irish, raised their family. Tony Fernández said his father would acknowledge both the Irish and Latino cultural backgrounds in the house by answering phone calls

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in Spanish or sometimes greeting a caller with “Top of the morning to you.” It was always expected that the younger Fernández would go to college, and once there, he chose teaching as a career. After earning a Bachelor of Arts degree in biological sciences from California State College-Fullerton in 1970, he became a biology instructor at a high school in East Los Angeles. Despite the area’s rough reputation, he was unfazed. “I thoroughly enjoyed it,” he said. But a chance to do advanced study at Washington State University (WSU) beckoned, and he seized the opportunity. He eventually earned a Ph.D. from WSU in 1975 in plant pathology and stayed on as a post-doctoral research associate for two years. Then came a series of jobs that sent him zigzagging across the country, first to the University of Wyoming for nine years in which he was an assistant/associate professor, and chair of the University Graduate Faculty Committee during the 1984-85 school year. The next move came in 1986 when Fernández was offered a position as associate professor in plant sciences at the University of Hawaii-Hilo, which gave him a chance to enjoy the weather and lush surroundings. “We loved the mild climate,” he said, speaking also of his wife, Diane, and two sons. But it was there that he became dean of the College of Continuing Education and Community Service and discovered that he liked administrative work. So although he had enjoyed his career in teaching and research, he made the decision to seek higher-level administrative positions. Fernández left Hawaii for Fort Hays State in Kansas to become dean of educational technology and continuing education. He served in that post for two years and then was chosen as dean of the College of Health and Life Sciences at Fort Hays. In 2003, he became provost at LCSC. The vacancy for the top spot at LCSC occurred when President Dene Kay

Thomas left in 2010 and Fernández was appointed interim president. He found the challenges “invigorating,” despite the difficult state budget climate and some of the tough choices to be made in that environment. He also felt he had the knowledge and ability to take the university to the next phase of its development. “I feel like I got good training for the presidency,” he said. “I know who the players are and who I have to talk to in the community and around the state.” His colleagues agreed that he was the right person for the job. Andrew Hanson, dean of student services at LCSC, considers Fernández both mentor and friend and says he balances a great leadership style with the ability to stay focused on the most important mission of the college. “Like many great leaders, Tony masterfully blends a respect for highly theoretical, academic discussions with the ability to employ a pragmatic approach to the day-to-day responsibilities of higher education administration,” said Hanson. “He is ever cognizant that ours is a person-focused business and, in the many years I’ve worked for him, has never failed to hold the education of students as the top priority around which all other administrative efforts revolve.” Public Institution that Feels Like a Private College Lewis-Clark State College is located at Lewiston, Idaho, where two rivers – Clearwater and Snake, two cities – Lewiston and Clarkston, and two states – Idaho and Washington, come together. The campus is surrounded by beautiful scenery, which includes miles of paved levee pathways along the rivers for walking, jogging and biking. The college was created in 1893 as a school to prepare teachers, but it took several years to come up with funding to build and open the college, then called Lewiston State Normal School. Over the years, it went through several name changes and finally received approval to expand its offerings to baccalaureate degrees in liberal arts, education, nursing and other areas. The name was changed to Lewis-Clark State College in 1971 as an acknowledgment of the region’s historical link to the Lewis and Clark expedition. Fernández is reminded of the college’s history when he travels to surrounding counties to meet and greet various constituencies who have an interest in LCSC, including alumni with strong ties to the campus. “When I talk to alumni, what comes through is the tremendous pride they have in the college,” he said. “I have met World War II veterans who attended the college when it had a different name, but they all have good memories of the place.” Like many other colleges and universities, LCSC has expanded and changed significantly, especially in the last decade. Most notably, enrollment has increased, with fall 2010 numbers exceeding 4,500. The classes are small; the largest classroom holds only 150 students. This means there are none of the huge lecture modes of teaching found at most universities today. Since the college is a four-year institution and does not offer advanced degrees, it also promotes the fact that courses are taught by faculty members, not graduate teaching assistants. While all colleges like to talk about the dedication of their faculty and staff, it is more than hype and standard promotional verbiage at LCSC. The Northwest Commission on Colleges and Universities, the region’s accrediting agency, singled out LCSC faculty and staff and praised them “for genuine caring about students and student success, and for the impressive level of collegiality among themselves as well as a deep commitment to this institution.”

Fernández credits the faculty and staff for contributing to the college’s solid academic track record. For the past four years, LCSC has been ranked as one of the top public colleges in the West in the ComprehensiveBachelor’s Degree categories by U.S. News & World Report in its rankings of colleges and universities. “We like to refer to Lewis-Clark as a public institution with the feel and quality of a private college,” said Fernández. “We believe the college is a wonderful alternative to some of the bigger state schools.” Proof of the college’s growing academic excellence comes from results of several standard assessments. Last spring, 108 LCSC students randomly chosen took part in the Educational Testing Service’s Measures of Academic Proficiency and Progress (MAPP) tests. These tests measure each student’s skill level in critical thinking, reading, writing and mathematics, along with context-based knowledge in areas of humanities, social sciences, and natural sciences. The student scores are combined and averaged to give LCSC an overall score in each category, and these results are compared to those of peer institutions – in LCSC’s case, 102 public and private liberal arts colleges across the nation. As Fernández proudly announced in his last newsletter, LCSC’s overall score was better than that of 88 percent of the peer institutions. Of particular interest, LCSC students scored 94 percent in mathematics, 88 percent in critical thinking and 87 percent in natural sciences. Also a point of pride is the new nursing and health science building, Sacajawea Hall, built to accommodate expansion of both programs. Over the past three years, the college has a better than 90 percent rate of placing its graduates in graduate school and professional health care schools (such as medical school, dental school). But despite all of the good news, there are tough challenges, especially when it comes to budget matters. Fernández says his biggest worry is trying to keep tuition affordable while dealing with drastic cuts in state appropriations. “We survived the cuts because of enrollment increases, but the faculty has not received raises for the last three years,” he said. “We have been able to afford promotions, but I want to find the money for salary increases.” Also at the top of Fernández’s priority list is increasing graduation and retention rates. He has put some strategic plans in place to make that happen, especially in dealing with at-risk students. As he explained, when these students can’t get the courses they need or want or when they encounter other obstacles, they often drop out. “We are working on this by setting up some new advising and mentorship programs,” he said. “We have grant money to use toward this, and we might also offer special coursework for these students.” LCSC has aligned its graduation goals with those set by the state of Idaho, which would like to see at least 60 percent of 25- to 34-year-olds have some kind of degree or certificate. The current rate is 30 percent. Enrollment growth is another item on Fernández’s agenda. His target is an enrollment of 5,000, and he also would like to see the student body become more diverse. Although there are 149 international students from 34 countries, the student body is still 83 percent White. “Diversity is an issue, but our students are a reflection of our demographics in the area. We just haven’t had the influx of minorities that other areas of the country have had,” he said. “We continue to do outreach to the nearby Nez Perce tribe, and we also are increasing recruitment efforts in southern Idaho around Boise, where the Hispanic population is growing.”

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Path to a Presidency: LEADERSHIP/PRESIDENTS ISSUE

Jean Hernández, Edmonds Community College

by Frank DiMaria

Edmonds has won 13 National Science Foundation Grants in the last 11 years – “just unheard of for a community college.” 24

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an early age, Jean Hernández, Ph.D., president of Edmonds Community College, Lynnwood, Wash., learned a valuable lesson from her parents: Give back to the community. Growing up in New Braunfels, Texas, she remembers that her parents were active community members. Her father, a WWII veteran, had only an eighth-grade education, and her mother was schooled to the sixth grade. Yet her father served on the local school board, and her mother was an active member of the PTA. Both believed that only through education could one better oneself, as her father later did by using the GI Bill to earn a certificate and become an upholsterer. Being fluent in both English and Spanish, Hernández’s parents offered ESL classes within the community. They helped many get their American citizenship, taking them to the courthouse for their test and swearing in. Because they spoke both English and Spanish, Hernández’s parents wanted the same for their four children, but they left no doubt in their children’s minds about which one should be their native tongue. “Growing up, our parents were concerned about their kids talking with accents, so they taught us English first. That was a challenge because we could not communicate with our grandparents,” says Hernández. Later, in middle school, Hernández and her siblings took Spanish classes and became fluent in Spanish as well. The second of four children, Hernández felt an intense pressure to succeed in school, especially after her older sister dropped out of high school at 15. But she took that negative, turned it into a positive and “used that pressure to propel myself to be a high achiever,” she says. Hernández graduated as class salutatorian and was offered a number of valuable scholarships from the state and from local organizations. Ultimately, she enrolled at the University of North Texas in Denton. When the time came to choose a major, she was leaning toward being a psychologist, until an instructor informed her that such a profession would require a doctorate. She revised her expectations based on family finances. “I thought that 12 years of school would be too expensive for my family to bear,” she says. When she told her parents that she was going to change her major, her mother advised her to choose a career in education. “She said you can always get a job if you’re a teacher,” says Hernández, who graduated with a bachelor’s degree and immediately secured a job with the Denton Independent School District, a position that was part of a federal grant. There she worked as an assistant counselor with grades K-6 in five separate elementary schools, while pursuing a master’s degree part time. When the grant ended, she was free to focus on completing her mas-

ter’s degree, which she did in 1979 – then went to work at the University of North Texas as a hiring specialist in the human resources department. Eventually, she moved into training and development and later became assistant director of admissions, where her focus was on recruiting Hispanic and African-Americans. From there, Hernández went to work for NACE, the National Association of Colleges and Employers, headquartered in Philadelphia. NACE brings together those members in higher education that have career centers with employers committed to hiring college graduates. Hernández’s job was to educate potential employers about NACE services, teach them how to connect with more colleges and expand their pools of applicants and to persuade potential employers of college graduates to advertise in NACE publications, which are read by college graduates nationwide. Although the job was education oriented, it also had a sales component. It was in this role that Hernández learned a valuable skill she would use years later as a college president. The job “really helped build my self-confidence,” she says. “I was also traveling extensively for the first time, which was very enlightening. Sometimes we don’t think about the challenges. For example, I stayed at a hotel in Louisiana, and I think that, with the exception of the woman checking us in, I was the only woman on the premises. We were out in a rural area. “You really become aware of your surroundings. But it also really did help me feel confident. I would meet total strangers as part of my sales spiel and learn to connect with them quickly and tell them about the organization. It was very positive,” she says. But soon, traveling from city to city and working out of her apartment in Denton became less appealing, and she was looking for a change. Coincidently, one of Hernández’s NACE colleagues suggested she visit the Pacific Northwest. She did and fell in love with it. Hernández began applying for jobs in and around Seattle. She landed at the University of Washington, in its career center. “It was perfect because they were NACE members, so there was a good connection there,” she says. After six years, she was once again ready for a change, but found that even with a master’s degree she would rarely get an interview within higher education. So she decided to pursue a doctorate in Educational Leadership and Policy Studies from the University of Washington. She graduated in 1996 – but was still 15 years away from her first college presidency. During her doctoral studies she had made several valuable connections with community colleges, since many individuals in her cohort were working at community colleges. One of those was Dr. Betsy Barnet, who pegged Hernández as a perfect fit for a community college because of her positive outlook on both education and students. An opening arose at Shoreline Community College, in Shoreline, Wash. Hernández applied and was hired as a multicultural studies instructor. She’d thought about going back into teaching, but this time with a doctorate. Being a first-generation college student, however, played against her when deciding on her next career move. “When I asked people about the salary for a full-time faculty member as compared to a part-time faculty member, they told me it was the same. But that really wasn’t true. Part-time faculty back in those days were getting paid about 45 percent of what a full-time faculty member was getting. I just didn’t see myself taking that much of a pay cut. So I didn’t pursue a fulltime faculty position,” says Hernández.

Finally, a dean position came open, and she jumped on it. It was then she learned the truth about the disparity in salaries between full-time and part-time faculty members, information that she puts to good use today. “When I go out and do job fairs to recruit students for community colleges, I really try to explain to them the difference in the part-time and fulltime salaries,” she says. Hernández wants those who are interested in pursuing a career in higher education to know that most start out as part-time professors with a lower salary. In 2001, Hernández left Shoreline Community College to become vice president of instruction at an institution that had not opened yet, Cascadia Community College, in Bothell, Wash. Her boss was the second Latina president in the state and committed, as was Hernández, to recruiting and creating a very diverse faculty. “Very broad diversity, not just ethnicity but religion, age, everything,” she says. Hernández traveled to California and visited various campuses and recruited education students to teach at Cascadia. “This helped us increase our visibility. Cascadia has one of the most diverse faculties in the state, and I think that’s because we got out there and let people know about the opportunities,” she says. But the most significant change to the college came in only its second year when Cascadia partnered with the University of Washington’s Minority Affairs Office and offered a day at Cascadia during which students were educated on the available faculty and administrative positions at Cascadia. Hernández left Cascadia to take the president’s job at South Seattle Community College, an institution that was far different than Cascadia. The Cascadia student body was primarily White, while South Seattle served a far more diverse population. Reaching out to the community, Hernández had no difficulty finding people of color to serve on the technological advisory committees for the work force classes. The health care company Sea-Mar partnered with South Seattle to provide expertise for South Seattle’s nursing program. “One of the reasons we were so successful at South Seattle is because of our partnerships with groups like Sea-Mar, where they wanted more Spanish-speaking nurses to be trained. And we were able, with our work force development council, to get grant funding either for retraining incumbent workers or getting more diverse immigrant populations trained through the I-BEST program, offering either nursing assistant or LPN programs. Those were really powerful,” she says. On Jan. 1, 2011, Hernández was named president of Edmonds Community College. In her first 10 months as president, her primary goal has been to get to know and understand the community and its culture and use that to establish a strong sense of community at the school. It’s not unusual for Hernández to schedule meetings at 10 p.m. to accommodate Edmonds’ staff who work second shift. She is visible and accessible on campus and asks that of her staff. This spring, she offered Edmonds students the opportunity to sit and have coffee with her in the student union building, an event appropriately named Java with Jean. Furthering the community theme that has run throughout her life, Hernández hosts a continental breakfast each month for Edmonds employees who are celebrating their birthdays that month. “This has been very popular because Edmonds has a history of longevity with its employees. There are a number who have been here for 30-plus years,” she says. This summer, Edmonds became an Achieving the Dream college. Achieving the Dream is a national nonprofit dedicated to helping community college students, particularly low-income and students of color, to succeed. “The idea is if we raise the boat for our students of color and our

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low-income students, we raise the boat for everybody,” says Hernández. Like every other school president, Hernández is faced with a budget that might shrink. For now, she says, Edmonds is fine financially. But should the economy worsen, and cuts are in the offing, Hernández says that it is important that the college community be involved in the school’s decisionmaking process. Off campus, Hernández is trying to build relationships within the community. Edmonds serves seven cities, and she has spent part of her first 10 months as president identifying and getting to know all the political players, the government structures and community groups. Hernández has been spreading the message that Edmonds is focused on the STEM curriculum, and she has an impressive statistic to prove it. Edmonds has won 13 National Science Foundation (NSF) grants in the last 11 years. “That’s just unheard of for a community college to get so many NSF grants,” she says. To drum up excitement about Edmonds and to get potential students interested in STEM majors, Hernández launched summer bridge programs for high school and middle school students. “I would like Edmonds to become a place where, in the summer, we have a buzz of high school and middle school students learning about us – and getting them to come here for their first two years of college,” she says. Hernández views community colleges as the access point to higher education for many students because they offer developmental education programs, especially for the many immigrants who might not speak English very well. “We are the ones that provide the ESL classes and the adult basic education

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classes. Universities as a rule will not offer those types of classes,” she says. Whether it’s the high school dropout, the worker who has just been laid off, or the housewife who decides to pursue an education after her children go off to start their own lives, community college has something for all. It offers two tracks. One is the transfer program, in which a student completes two years knowing he or she will pursue a bachelor’s. The second is the work force program, in which students can be trained in welding, culinary arts, nursing and horticulture, says Hernández. “That’s the beauty of a community college. We do those hands-on applied programs that oftentimes universities may not think to do,” she says. “In 2017, 42 percent of all employees will need at least a one-year degree but less than a two-year degree. So again, it’s those work skills. I like to say, ‘We’re the economic engine for the community.’” It’s appropriate that Hernández ended up at a community college – a theme of community has run through her life since she was a youngster. Her parents instilled in her the importance of giving back to the community, and now, with more than 30 years of experience in higher education and as a president of a community college, she is all the more community oriented. “I have a saying that I like to use – ‘lift as I climb.’ I didn’t get here by myself. Many people supported me to get to where I am today. And I feel I have to pay that back.”

LEADERSHIP/PRESIDENTS ISSUE

Jorge Díaz-Herrera at Helm of the Experiential Keuka College

by Gary M. Stern amed president of Keuka College, located in the Finger Lakes region of upstate New York, in July 2011, Jorge Díaz-Herrera is a man who learns from his mistakes. At his first staff meeting as founding dean of the Rochester Institute of Technology’s (RIT) College of Computing and Information Sciences in 2002 (he stayed until 2011), he told the faculty exactly what he was going to accomplish and what he intended to do. Upset that they were told what the dean was going to do without having conferred with them, the faculty balked. Having learned his lesson the hard way, Díaz-Herrera planned a different approach with the Keuka College faculty: everything is to be collaborative. He calls this managing style “shared governance” and says that ultimately “the faculty decides what’s important.” Whatever changes are agreed on between Díaz-Herrera and the tenured staff, it’s the faculty that educates the student body. Starting in summer 2011, one of the first activities on his to-do list as president was arranging 30- to 40-minute one-on-one sessions with every member of Keuka’s 70 tenured faculty. He had overseen 110 faculty in the computer department at RIT, more than Keuka’s entire staff. Díaz-Herrera expected this process to take four to five months. His major goal in meeting with each professor independently is to “hear from each individual and learn how they feel. Those things don’t always come out in open meetings.” He plans on asking each faculty member what the college should do next and how it can be improved. Not only is Díaz-Herrera meeting with faculty in New York – in his first week as president, he visited faculty in China and also with the presidents of five of Keuka’s partner colleges in China that are part of its international program. More about that later. Asked what two or three major initiatives he’d like to introduce at Keuka, Díaz-Herrera says he needs more time to answer that question. “It’s too premature for me to say,” he replied. He anticipated more due diligence and more research, with a strategic plan for the future emerging in a year or so. Díaz-Herrera is starting his first stint as president of a college. Why did Keuka choose him over other candidates with prior presidential experience? Díaz-Herrera says that as dean of RIT’s computer department, he supervised the largest college of computing in the U.S. Trustees of Keuka noted that he was able to “take important big projects and carry them out with the support of the faculty, and rally the troops.”

When Díaz-Herrera interviewed for the Keuka presidency, he said one of his goals was to make every graduating student “digitally minded.” Even though Keuka is a liberal arts college and RIT was focused on science, computing and engineering, trustees recognized that making sure that every liberal arts student thinks critically and uses digital tools effectively is essential to educating students in the 21st century. Joseph Burke, Díaz-Herrera’s predecessor, served as president of Keuka for 14 years before retiring in 2011, and handed over the college in good shape. Keuka has strong enrollment, thriving academic programs and well-attended international schools in China and Vietnam. Concerns at Keuka revolve around the federal government reducing Pell Grants, which can affect nearly every student. Keuka’s enrollment is rising. Ten years ago, it admitted 750 students, but by 2010 enrollment had risen to 1,867 students, more than doubling its population in a decade. Since its students live in dormitories on campus, and those dormitories filled to capacity, the college has reached its maximum. “We are currently reviewing our strategic goals in terms of enrollment and size,” Díaz-Herrera said. Despite its recent stability, Keuka has undergone several dramatic changes in its history. It was started in 1890 by Rev. George Ball, a Baptist minister whose vision was to educate students of all economic backgrounds, not only the affluent. Financial difficulties forced the college to close in 1915, but it reopened as a women’s college in 1921 and remained a women’s college until it reorganized as co-ed in 1985. Keuka launched its innovative experiential learning program back in

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1941 and is a leader in experiential learning and in offering internships that play a key role in helping its graduates obtain jobs. Keuka reports that over the past five years, 98 percent of its graduates launched their careers or started graduate school within six to nine months of graduation. Since RIT has a co-operative program in which students are paid for internships, moving to a college with experiential learning is an easy transition for Díaz-Herrera. “My experience with co-op education is a form of experiential learning,” Díaz-Herrera said. Experiential learning provides students with an opportunity “to face outside world issues,” to be of service, “and become more comfortable with life’s larger problems,” he said. After completing their co-op experience, students are different people, more mature, more willing to learn, he said. At Keuka’s Center for Experiential Learning, undergraduates spend 140 hours in an internship annually, which it calls its Field Period. Students gain real-world experience that reinforces their classroom learning and prepares them for jobs. Its three most popular majors are occupational science, childhood and special education, and management. Its overseas programs attracted 3,440 students in China and 230 students in Vietnam who are working on bachelor’s degrees in classrooms, not through online learning. The overseas branch serves a major function for Keuka and its overseas students. “It provides international students with an American degree, which enables them to come here and complete graduate studies. It gives them a view of American education and our system,” said Díaz-Herrera. He’d like to provide more opportunities for Keuka’s students to travel and study overseas, beyond the 12 to 20 students who’ve attended classes in China annually. Its Accelerated Studies for Adult Programs (ASAP) enrolls more than 800 students working on bachelor’s degrees in management, justice administration and nursing. Díaz-Herrera calls this ASAP program an asset to the college. Students attend colleges in various locations throughout New York state. For example, ASAP offers nursing degrees in partnership with 20 hospitals, though no nursing degrees are offered on regular campus. It also offers degrees in social work, management and criminal justice. “The program has morphed into something beyond the original scope of the college,” he said. Díaz-Herrera has a global perspective on education. He earned his undergraduate degree in Venezuela, where he was raised, and a master’s degree and doctorate in computer studies from Lancaster University in the U.K. He emigrated to the U.S. in 1982 to teach at State University of New York-Binghamton. Before moving to RIT, he taught at Carnegie Mellon’s Software Engineering Institute and chaired the software engineering department at Monmouth (N.J.) University. When he studied for graduate degrees in England, he never felt like an outsider. “You’re not considered a minority, just a foreigner who speaks Spanish,” he said. Now he refers to himself as a Hispanic American or a Venezuelan-American. He noted that every Hispanic American is different because Cubans, Puerto Ricans, Dominicans and Venezuelans, though having many commonalities, hail from distinctive cultures. One area in which Díaz-Herrera could make an impact on Keuka College would be increasing the diversity of its student body. Located in a rural community, it has had difficulty attracting minorities, especially Latinos. In 2010, only 2.6 percent of its students were Latino while Latinos are 16 percent of the national population, and 7 percent were AfricanAmerican, so only 10 percent of its student body is minority.

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Díaz-Herrera hasn’t fully investigated why more Latinos haven’t selected Keuka. He acknowledges that one goal of its admissions department is to attract first-generation students who otherwise wouldn’t attend college, including Latinos. “It’s probably a matter of reaching out and going to the right audience,” he says, acknowledging that many Latinos aren’t familiar with rural areas like the Finger Lakes. Díaz-Herrera sees moving to a liberal arts college from RIT, a technical college, as an easy transition. Indeed, faculty discussion at RIT, he said, revolved around, “how do we liberalize a technical curriculum?” Students need a broader view of the world since their first job after college is almost assuredly one of many jobs and careers they will have during their lifetime. “A liberal arts education provides flexibility and critical thinking,” he noted. As director of operations at Rochester Institute of Technology’s College of Computing and Information Sciences, Kim Shearer worked closely with Díaz-Herrera for a decade until 2011. Díaz-Herrera specialized in creating “cutting-edge programs,” she says. Under his leadership, the college nearly doubled its programs, growing to nine undergraduate and nine graduate programs and introduced a doctoral degree. For example, Díaz-Herrera launched an innovative computer game design major and a joint Medical Informatics program with the University of Rochester that was honored by the Department of Homeland Security. Díaz-Herrera “assembled an outstanding leadership team and empowered them to soar,” Shearer said, qualities that he will likely employ as president of Keuka College. Moreover, he introduced computer and information science programs in Croatia and Dubai, so his international exposure will be put to good use at Keuka. Many computer programs shrank due to the dot.com bust in the early 2000s, but RIT’s computer studies program flourished under DíazHerrera’s leadership. “He successfully secured resources to support the program and launch the Ph.D. program during challenging times. He has an ability to endear himself to a variety of people within the college, the local community and internationally,” Shearer said. Though it’s still early to determine where Díaz-Herrera will take Keuka College, he hints at one development that he would be interested in exploring. “One natural step would be to change into a full-grown university. That would entail offering Ph.D. programs, which would change our mission,” he said. And what does Díaz-Herrera do for relaxation? He and his wife raised six children, now adults, with two still attending college. In his spare time, he plays the South American harp and is studying the pedal harp. What does it mean for him to be named president? It offers the opportunity to “influence the direction of not just a college, but higher education in the country, particularly of a liberal arts college,” he said. Education, he says, is about opening up students’ minds and encouraging them to think critically. Only in America would a college choose a president who speaks with a foreign accent, says Díaz-Herrera. Would a college in France choose someone with a foreign accent as president? In Venezuela? In England? Not very likely. But in the U.S., a scholar and administrator with an innovative track record of success like Díaz-Herrera can rise and achieve his dreams. “I’ve learned that this is a great country,” he said.

Interesting Reads The Daring Flight of My Pen: Cultural Politics and Gaspar Pérez de Villagra’s Historia de la Nueva Mexico, 1610 By Genaro M. Padilla Gaspar Pérez de Villagra’s Historia de la Nueva Mexico chronicles Captain Juan de Oñate’s conquest of New Mexico from 1595 to 1599. Padilla dissects Villagra’s epic poem of the Oñate expedition to reveal that the soldier was not so much a chronicler but a subtle critic of the empire whose expansion he seems to be celebrating. 2011, 167 pgs. ISBN: 978-0-8263-4970-5. $29.95 cloth. University of New Mexico Press, (505) 277-2346. www.unmpress.com.

On Latindad By Marta Caminero-Santangelo This is the first book to address head-on the question of how Latino/a literature wrestles with the pan-ethnic and trans-racial implications of the “Latino” label. In the author’s close reading of both fictional and cultural narratives, she suggests the possibility that Latino identity might be even more elastic than the authors under question recognize. 2007, 308 pgs. ISBN: 978-0-8130-3083-8. $59.95, cloth, unjacketed. University Press of Florida. (800) 226-3822. www.upf.com.

Pretty Modern By Alexander Edmonds This is an account of Brazil’s emergence as a global leader in plastic surgery. Illustrated with color photographs, Pretty Modern offers a fresh theoretical perspective on the significance of female beauty in consumer capitalism. 2011, 312 pgs. ISBN: 978-0-8223. $24.95, paper. Duke University Press, (919) 688-5134. www.dukeupress.edu.

Reinvention: How to Make the Rest of Your Life the Best of Your Life By Brian Tracy The author reveals his theory that every one of us is engineered for success and, with the right focus, can remake ourselves and put an end to the chronic stress, unhappiness, and dissatisfaction we might feel in our careers and lives. 2009, 224 pgs. ISBN: 978-0-8144-1346-3. $21.95 cloth, Amacom Books. (212) 903 7951. www.amacombooks.org.

Cracking the New Job Market

by R. William Holland 2011, 256 pgs. ISBN: 978-0-8144-1734-8. $17.97, paper. Amacom Books. (212) 903 7951. www.amacombooks.org.

you think it’s just an anemic economy that is preventing you from finding the job you want or need, you haven’t been paying attention. That’s the message of author R. William Holland. Deregulation, technological advances and foreign competition for outsourced jobs due to globalization have all contributed to slim pickings not only for blue-collar workers, but also for white collar executives. The day of the lifelong employee remaining loyal to one company that is also loyal to that employee is over. The quest for a stable, secure and fulfilling career can be a real challenge. Career management specialist R. Holland notes that this challenge is draining physically and emotionally, but it is not hopeless. It is precisely this reason that Holland came up with a practical guide for job seekers that includes seven rules for landing that plum job. By following these rules, Holland says, an applicant can rise above the competition and shine during an interview or job search. Most of us have been on interviews and followed the conventional wisdom that has been guiding job searches since the birth of the middle class. In today’s market, says the author, you have to show that you have a value to your prospective employee. There is a parallel to this new reality in the world of publishing. Authors used to be able to prepare an outline, some sample chapters and a biography to interest a publisher in a prospective book. Now would-be authors have to “build a platform,” a marketing plan for selling their books. They have to show that their book has value. Holland’s approach is to build a similar platform for job seekers. Holland’s strategies include gathering information – from corporate websites, trade journals, and other sources – about the specific employee qualities a targeted employer deems most important. The more information a job seeker has about a company, the better. Holland also cautions job seekers to make sure they read job descriptions carefully, paying special attention to key words and incorporating them into their résumé, designed to make them seem perfect for that job. Holland stresses the importance of networking and how to maximize this important job tool. The author leads prospective employees through the interview process, not only to give them tips about answering difficult questions, but also to give them the edge in negotiating with confidence for the compensation, benefits, perks, and, as he puts it, “job characteristics you absolutely must have, you would like to have, and you would like to have but can do without.” Readers will find helpful Holland’s appendices on financial planning in today’s uncertain world, applying the new job rules to the international marketplace, and career counseling guidance for parents of college students. It is a valuable tool for everyone from recent college grads to recently downsized lawyers, educators, middle-managers and senior executives. Reviewed by Mary Ann Cooper

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HIGH SCHOOL FORUM

Elite High Schools, Charter High Schools – the New Segregation?

by Mary Ann Cooper hile the debate rages in Washington and elsewhere about how best to train high school students for college, many communities offer specialized or elite high schools that are college preparatory in nature with specialties in science, math, the arts, engineering, history and the humanities. Others are experimenting with the concept of charter schools. Specialized schools, as statistics from New York City indicate, admit few Black and Hispanic students. Charter schools, as statistics from Florida indicate, target minorities for admission to give these families options not afforded them in public schools in their neighborhoods. Some say a rose by any other name still smells like segregation. Elite high schools vs. charter high schools – you decide: New York City Elite High Schools It started with the best of intentions. In 1995, New York’s Board of Education launched a program entitled Specialized High School Institute with the intention of enrolling more Hispanic and Black students into the city’s elite high schools for science, math, engineering and the arts. The purpose of the program was to prepare students, especially those targeted, to score high enough to be admitted to the city’s elite high schools, traditionally populated largely by White and Asian-American students. It was demonstrated through admission research that Black and Hispanic high school applicants who were able to attend the Specialized High School Institute were more likely to gain admission. While the program seemed to be working, the structure of the admission process created critics in the White and Asian-American community, and legal action ensued. The admission policy gave preferential admission to Hispanics and Blacks, regardless of their economic circumstances, but only Whites and Asian-Americans coming from families earning less than $37,000 a year would be admitted. In 2007, a group of White and Asian-American parents filed a suit calling the institute’s admissions policy discriminatory. In a landmark case, the U.S. Supreme

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Court deemed policies that used race to assign students to schools were unconstitutional. Access was granted to students based solely on income. A year after the policy change, Black and Hispanic enrollment in elite high schools began to plummet. In 2008, the institute sent 357 of its students to elite high schools. Only 38 were Black, and 39 were Hispanic. The number of Asian-American and White students has steadily risen. Between 2009 and 2010, Hispanic enrollment shrunk dramatically, from 414 to 155, while Asian-American enrollment more than doubled, from 156 to 481. In 2010, Asian-American students made up 47 percent of those admitted to specialized high schools. Hispanic students were 7 percent, and Black students were 6 percent. The number of Hispanics admitted to elite high schools this year is even lower. Four percent of students offered admission to New York’s specialized high schools were Black, 6 percent were Hispanic, 35 percent Asian-American, and 30 percent White. The remaining percentage of admitted students were either from private schools where specifying race is not required, were multiracial, or from families who declined to specify race on their applications. Critics point to another flaw in the elite high school admission process that keeps minorities at a disadvantage. Admission is based on the score of a single test – the Specialized High School Admissions Test. Prepping students for that test is a top priority of the institute. Nonminority students can often find resources to prep for this test if they cannot gain admission to the institute. Students of means can be tutored, for instance. In addition, no consideration for admission is given to a student’s grades or work. There are no interviews to access the student’s character or work ethic. Critics contend that no college would base its admission’s policy on a single test. Why is it acceptable for high school admission? Faced with the conclusion that changes at the institute have failed to level the playing field for Black and Hispanic students, the Department of

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Education in New York City is talking about new guidelines for the institute. These potential changes include having students spend less time, not more, in the institute by beginning the program in the spring of the seventh grade as opposed to the summer of the sixth grade. Presumably, more students could attend a nineor 12-month program as opposed to the 16month program currently available. Also under consideration is a lottery to determine who could attend the institute – if more qualified students want to attend the institute than the slots that are available. If this lottery system is implemented, it would present yet another hurdle for minority students who already face more than their share of impediments to academic access and success. New York is not alone in leaving minority students behind. Virginia’s Thomas Jefferson High School for Science and Technology in Fairfax County draws its student body from an area where one-third of the public school population is Black or Hispanic. But only 4 percent of its students are Black or Hispanic. Ninety percent are either Asian-American or White. The remaining 6 percent declare themselves multiracial. Despite efforts to raise minority enrollment at Thomas Jefferson, the number of Blacks and Hispanics admitted there continues to fall every year. Florida’s Charter Schools Charter schools have come under attack for what critics call reverse segregation. Working from the premise that charter school Black and Hispanic students are sometimes shortchanged in traditional public schools, proponents like those citing the national Knowledge Is Power Program (KIPP), now operating in Jacksonville with a 96 percent Black enrollment, say that is necessary to give minority students a quality education on par with that afforded nonminority and more affluent students. While critics raise the specter of segregation, proponents say it’s a necessary evil, citing statistics showing that Black and Hispanic students in charter schools are more likely to

achieve higher scores in the Florida Comprehensive Achievement Test than Blacks and Hispanics who attend their neighborhood public schools. Just as minorities question the lack of balance in New York City elite high schools, some in Florida question the same thing about the state’s charter schools. The Orlando Sentinel analyzed the more than 450 charter schools in Florida to determine their diversity, among other things. It found that one in eight has a 90 percent enrollment of one race or ethnicity. Two-thirds have an enrollment of one race or ethnicity. And the single race or ethnicity is not limited to Hispanics or Blacks. The charter system in Florida has also created predominantly White schools. Six percent of Florida students attend charter schools, yet there is little more than anecdotal evidence on any side of the issue as to whether charter schools outperform public schools. That’s because small charter schools are excused from being graded by the state, because of their size. What this adds up to, critics say, is a system in which precious resources are stretched by the creation of new campuses that leave traditional public schools even more impoverished and with a lean pool of quality teachers who choose to remain, which

sets up lower student achievement and a greater exodus to charter schools. A bill has been introduced in the California Legislature that would require its charter schools to document that their student demographics mirror the neighborhoods they serve, and set stricter academic accountability standards for these schools. In New York, the fight over charter schools transcends race and is often about real estate. The NAACP, with the United Federation of Teachers, filed a lawsuit trying to stop the expansion of charter schools. New charter schools in New York often share the same building with traditional schools so that all students can take advantage of equipment and common rooms such as cafeterias that public schools have. The suit charges that public school students are being shunted aside and treated as “second class citizens” in their own buildings. The suit details instances in which public school students therein received less lab, gym and playground time and had their lunch scheduled at unreasonable hours to accommodate the charter students. According to the annual report of Civil Rights Project on the spread of segregation in public schools, the burgeoning charter movement in

America has been “a political success” but “a civil rights failure.” Quoting from the report, “Seven years after the Civil Rights Project first documented extensive patterns of charter school segregation, the charter sector continues to stratify students by race, class and possibly language. This study is released at a time of mounting federal pressure to expand charter schools, despite on-going and accumulating evidence of charter school segregation.” The report shows that the inherent problems of segregation linked to charter schools are widespread. It indicts a system that seems to once again reward the haves to the exclusion of the have-nots. “Charter school trends vary substantially across different regions of the country. Latinos are underenrolled in charter schools in some Western states where they comprise the largest share of students. At the same time, a dozen states (including those with high concentrations of Latino students like Arizona and Texas) report that a majority of Latino charter students attend intensely segregated minority schools. Patterns in the West and in a few areas in the South, the two most racially diverse regions of the country, also suggest that charters serve as havens for white flight.”

Theory into Practice Charter and elite schools are here to stay. President Obama’s Race to the Top program has committed more than four billion dollars to reward states for school innovation and improvement. Charter and elite schools are sure to be part of those programs. Parents and school personnel should develop a plan to find the best learning environment for the students in their charge. If the choices include elite or charter schools, U.S. News & World Report offers the following suggestions on how to choose the best possible option: 1. Identify What the Student Needs to Succeed – By the time students reach middle or high school, it is easier to gauge their strengths and interests. It is at that time parents and teachers begin to see who has a flare for science or math or an aptitude for the arts or athletics. That’s the time to begin the conversation about long-term goals and dreams. It is also the time to dig in and figure out what schools will nurture those dreams. 2. Thin Out the Field – As more and more charter schools are created, the choices presented to students in some areas – especially densely populated urban areas – might be daunting. Read all you can about each school’s pros and cons and try to seek out the parents of the students currently attending those schools. Word of mouth is an invaluable asset in determining what school a student will attend. 3. Get in Some Face Time – Many parents wouldn’t want to send their children off to college without visiting it first. The same should be true for charter or elite schools. And your student should make the trip as well. Be armed with a list of questions that you need answered to address the needs of your student. 4. Keep Your Fingers Crossed – Once you’ve done all your homework, all you can do is be patient and stay positive. Make sure your student prepares for all admission tests. If there is open admission, you’ll have to hope that your student hits the lottery and is chosen at random among all the qualified applicants. If not, inquire about waiting lists and prepare a plan B. Make sure you have options at other similar schools.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

College Board Report: Latino College Completion Rate at Only 19.2 Percent, National at 41.1 Percent MIAMI, Fla.

Despite an important demographic shift across the United States, a limited proportion of Latinos are earning college degrees. While Latino youth now represent the largest minority group in K-12 U.S. schools and are the fastest-growing segment of students, Latino college completion stands at just 19.2 percent – far below the national average of 41.1 percent. These are just some of the findings from a report released recently by the College Board Advocacy & Policy Center. The College Completion Agenda Progress Report 2011: Latino Edition is especially relevant given the need for Latino students to obtain postsecondary degrees if this

Wells Fargo and Hispanic Scholarship Fund Expand Long-Term Alliance SAN FRANCISCO, Calif.

Wells Fargo and Hispanic Scholarship Fund (HSF) have announced an expansion of their long-term alliance. This year, Wells Fargo and HSF have provided scholarships to 172 students and are hosting a series of student financing education summits for students and their parents. The kick off – the HSF Student Leadership Conference – was held in September in San Francisco “Wells Fargo recognizes the deep-rooted cultural, social and economic significance of a college education within the Hispanic community,” said Tim Hanlon, executive

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nation is to thrive socially and economically. “This report is a call to action. Our nation will not become number one again in college completion unless we commit ourselves to giving these students the support they need to achieve their full potential,” said Gaston Caperton, president of the College Board. “This study demonstrates that our students’ ability to succeed directly impacts our nation’s ability to thrive economically and socially.” The report and state policy guide, The College Completion Agenda 2011: State Policy Guide Latino Edition, combined with an interactive website, contains in-depth findings about the educational progress of Latino students and offers a series of recommendations for addressing the challenges they face. This effort builds on the College Completion Agenda launched in 2010, based on the recommendations from the College Board’s Commission on Access, Admissions

and Success. The 10 interdependent recommendations span the pipeline, from early childhood to adult education, to reach the goal of increasing the proportion of Americans ages 25-34 with a postsecondary degree to 55 percent by 2025. “Increasing Latino college completion is critical to meeting the nation’s goals of educational attainment, and these publications highlight not only the current condition but offer states a guide of policy efforts to improve Latinos’ educational progress to completion,” said Deborah Santiago, co-founder and vice president of Excelencia in Education. The College Board Advocacy & Policy Center was established to help transform education in America. Guided by the College Board’s principles of excellence and equity in education, the center works to ensure that students from all backgrounds have the opportunity to succeed in college and beyond.

vice president of the Wells Fargo Philanthropy Group. “Our goal is to help make the road to a college degree easier for Hispanic families.” During the two-day HSF Student Leadership Conference, Wells Fargo and the Hispanic Scholarship Fund focused on empowering Hispanic student participants with the skills they need to serve as ambassadors to their fellow students when they return to their college campuses. Students from each of the 37 HSF national scholar chapters engaged in team-building activities and sessions focused on leadership, communication skill development, debt management, how to excel in college and how to start a successful career. “Achieving a college education holds

special importance for Hispanic parents and students,” said Frank D. Alvarez, president and CEO, Hispanic Scholarship Fund. “We’re grateful to our sponsor, Wells Fargo, for sharing our commitment to the continued success of the Hispanic community.” According to a 2010 poll conducted by the Nielsen Company and Stanford University, some 87 percent of Hispanics believe that a college education is extremely important while 94 percent report that they expect their children to go to college. However, this enthusiasm rarely comes to fruition. The poll shows that only 13 percent of Hispanics in the U.S. have a bachelor’s degree or higher, the lowest rate of any ethnic group.

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The Hispanic Outlook In Higher Education

Complete College America: “Time Is the Enemy” of Today’s College Student NEW YORK, N.Y.

A report released recently by Complete College America paints a comprehensive picture of today’s college student, the challenges students face and the reasons why they are not completing their degrees and certificates. The new report, Time Is the Enemy: The surprising truth about why today’s college students aren’t graduating ... AND WHAT NEEDS TO CHANGE, includes self-reported data from 33 states on both full-time and part-time students at public colleges and universities – the first such compilation of these data metrics. The federal government currently requires colleges and universities to track first-time, full-time students, but 40 percent of students today attend part time. “We set out to tell the whole story, the story that college students today are living, not the story of a system that doesn’t count nearly

CUPA-HR Issues Call to Action to Encourage Diversity and Inclusion in the Higher Education Workplace KNOXVILLE, Tenn.

For the past year and a half, College and University Professional Association for Human Resources (CUPA-HR) leadership, working with diversity consultant Alma ClaytonPedersen, has been focused on finding ways to promote diversity, equity and inclusion in the higher education workplace. After many months of dialogue, information gathering, writing and rewriting, the association has

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half the students it serves,” said Complete College America President Stan Jones. “What we discovered was both alarming and compelling because we can now confirm that we need to make dramatic policy changes to ensure these students complete their degrees. By doing so, we can secure strong economies for our states and country.” Among the key findings: • There is a new American majority on campus: 75 percent of students are juggling jobs and school and commuting to class; only a quarter of students go full time, live on campus and work very little • Part-time students rarely graduate: even when given twice as along to complete certificates and degrees, no more than a quarter ever make it to graduation day • Students who are poor, older or of color struggle the most to graduate: even though more of these students than ever before are enrolling in college, too few end up with certificates or diplomas • Students are taking too many credits and too much time to complete: students need

new, shorter and faster pathways to degrees and credentials • Remediation is broken, producing few students who ultimately graduate; efforts intended to catch students up are most often leaving them behind Key steps that states should take immediately to move more students through to completion include: • Counting all students, setting state- and campus-level goals and uniformly measuring progress and success • Ensuring graduation, not just enrollment, is the goal, and restructuring programs to help the new majority of college students balance jobs, families and school • Reducing the time it takes to get a degree or certificate • Transforming remediation so that students get into full-credit classes and on the graduation track as soon as possible More information can be found at www.completecollege.org.

unveiled its “Inclusion Cultivates Excellence” position statement and action plan. The position statement puts into words the association’s long-held belief that inclusive workplace practices are critical to achieving excellence in higher education institutions, and the action plan lays out clear, concise goals to help CUPA-HR (and HR professionals working in higher education) to lead work force diversity and inclusion efforts on campus. “Generally speaking, strides have been made over the past decade or two to increase the diversity of the student body in higher education,” says CUPA-HR President

and CEO Andy Brantley. “Unfortunately, the same can’t necessarily be said for the higher ed work force. There is still much work to do to help our employees truly understand how the convergence of different perspectives, different viewpoints and different experiences is part of what creates and drives institutional excellence. “CUPA-HR is committed to helping higher education HR professionals and others responsible for managing the higher ed work force affect institutional excellence by fostering individual commitment to and engagement in building a diverse, equitable and inclusive community.”

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HI S PAN I C S O N T H E MO VE Molina Morgan Receives HHF STEM Education Award

of medicine and director of the Center for the Study of Latino Health and Culture at the School of Medicine at UCLA. His research focuses on the dynamics and processes of the Latino population’s health. With the 150th anniversary of the event that led to the first Cinco de Mayo approaching next year, HayesBautista’s latest book, El Cinco de Mayo: An American Tradition, is due to be released from UC Press in 2012.

The Hispanic Heritage Foundation honored Dr. Elizabeth “Betty” Molina Morgan with a Science, Technology, Engineering and Math (STEM) Education Award during the Annual Hispanic Heritage Awards at the John F. Kennedy Center for the Performing Arts. Morgan has spent more than 30 years working in all facets (inner-city, rural and suburban) of public education. She earned her Ph.D. from American University in educational administration and was a doctoral fellow in linguistics at Georgetown University. The Hispanic Heritage Awards are considered the highest honor given by Latinos to celebrate cultural pride, accomplishment and the promise of Hispanics in America. This year marked the 25th anniversary of the awards.

Poniatowska Receives Honorary Doctorate at National Hispanic University Internationally acclaimed Mexican author Elena Poniatowska (pictured) spoke in September about “Literature that Rises from the Street” at the National Hispanic University (NHU), where she received an honorary doctoral degree from the university. Poniatowska grew up in France, Mexico and the United States, but she developed her career as a writer and journalist in Mexico. Her work spans more than five decades, and she has published dozens of books, essays and short stories. During the event in her honor, the university also announced the first recipient of a scholarship started in her name, NHU student Patricia Carolina Ruiz, a senior in the school’s liberal arts studies program.

Rigual First Inductee to HACU Hall of Champions The Hispanic Association of Colleges & Universities (HACU) recently honored Dr. Antonio Rigual, inducting him into its newly created Hall of Champions at HACU’s Silver Anniversary Gala in Texas in October. Rigual is HACU’s founder and the association’s first executive director. Dr. Antonio R. Flores, HACU president & CEO, commended Rigual for demonstrating a “commitment to championing Hispanic higher education success as a professor of Spanish, university administrator and a pioneer of Hispanic higher education on a national level.”

NJCU President Hernández to Retire in 2012 Dr. Carlos Hernández, an environmental psychologist with extensive public service experience in higher education, will resign from the presidency of New Jersey City University (NJCU) at the close of the academic year. His retirement will be effective July 1, 2012. Hernández, the institution’s 11th leader in its 82-year history, became president in 1993. Prior to his appointment as president,

Hayes-Bautista Lecture Explores Significance of Cinco de Mayo University of California-Los Angeles (UCLA) Professor Dr. David Hayes-Bautista’s Cinco de Mayo University Speaker Tour made its first stop recently at California State University-Fresno. Hayes-Bautista is professor

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Hernández served in various capacities at NJCU: as provost, vice president for academic affairs, executive assistant to the president and a faculty member in the department of psychology.

Patino Receives Chicano Legacy Award Phillip Patino, a retired coach and teacher who founded a California State UniversityFresno program to inspire young Latino males, is the 2011 Chicano Alumni Legacy Builder, recognized by the California State University-Fresno Alumni Association Chicano Alumni chapter. For 40 years, Patino taught and administered educational programs in the San Joaquin Valley. He also founded the annual Si Se Puede Hispanic Male Conference at Fresno State to provide information and inspiration to Latino high school boys.

The William Paterson University of New Jersey is a comprehensive public institution of higher learning, committed to promoting student success, academic excellence, and community outreach with opportunities for lifelong learning. The University enrolls 11,500 students from across the country and from over 40 foreign nations. William Paterson University is situated on a beautiful suburban campus in Wayne, New Jersey, twenty miles west of New York City.

Dean College of the Arts and Communication The Dean is the chief academic, fiscal, and administrative officer of the College, and reports directly to the Provost and Senior Vice President for Academic Affairs. She/he provides leadership to the faculty and staff in all matters relating to curriculum and program development; accreditation, assessment and evaluation; recruitment and retention of faculty, staff and students; and research, scholarship, grant-seeking and fundraising. The Dean will actively pursue grant funded research and programs, as well as fundraising for the College in concert with the Office of Institutional Advancement. She/he represents the College to the Board of Trustees, higher administration, students, alumni, and external constituents. The College of the Arts and Communication offers undergraduate and graduate programs in the departments of Art, Communication, and Music. Over 60 full-time faculty members are appointed within the College. The College also operates the University Galleries, the Shea Center for the Performing Arts, a black box theatre, a radio station, television, film and animation studios, a sound engineering studio, an electronic music laboratory, and extensive post-production facilities in television, video and film. The Department of Art offers BA, BFA and MFA degrees with specializations in art history, various studio areas, graphic arts, and computer animation. The Power Art Center features 50,000 square feet of studio space and laboratories for photography, painting, printmaking, ceramics, wood design, and sculpture. The department is accredited by the National Association of Schools of Art and Design (NASAD). The Department of Communication offers BA and MA degrees. The undergraduate offerings include interpersonal communication, public relations and journalism, media studies and media production, and theatre and comedy. The recently implemented MA in Professional Communication focuses on corporate and strategic communication and uses of new media. The Department of Music offers BA, BM, MM degrees with specializations in performance areas, music education and music management; the department also supports an MBA with a concentration in music management. The department is the home of the nationally-recognized Jazz Studies Program, houses the Clark Terry Jazz Archive, and is accredited by the National Association of Schools of Music (NASM). The Dean will be expected to advance the College by supporting activities that promote the reputation of its programs and regional importance of the University. The Dean will communicate the goals of the College to internal and external constituencies, provide leadership in program development and continuous improvement, and work with faculty and professional staff to secure external funding to support programmatic initiatives and faculty research. The Dean will provide leadership for enhancing the fine and performing arts at the University, and seeking new opportunities to support the Universityâ&#x20AC;&#x2122;s role as a vital cultural resource for the region and state. Requirements for this position include a terminal degree from an accredited institution in a field represented in the College or related discipline; commitment to academic excellence and the ability to develop, articulate, and accomplish a constructive vision for the College in cooperation with faculty; at least five years of full-time teaching experience in a four-year college or university with a strong record of scholarship/creative activity and service commensurate with appointment at the rank of professor at the University; at least five years of successful administrative experience in higher education at the level of department chair or higher; strong commitment to the use of technology in teaching and learning; strong commitment to and experience with diversity issues in higher education; a leadership style that fosters team-building and inclusive working relationships with members within the College, throughout the University community, and throughout the regional arts community; and excellent communication and interpersonal skills with proven ability to work collaboratively with faculty, students, staff, and other administrators. This position is a full-time, twelve-month appointment, with an anticipated starting date on or about July 1, 2012. This position offers a competitive salary and a comprehensive benefits package including tuition waivers for dependent children. Review of applicants will begin immediately and continue until the position is filled. For more information, visit www.wpunj.edu/jobs. Additional information about the University can be found at www.wpunj.edu. William Paterson University has retained Gyres International, a national executive search firm, to assist with this search. Inquiries, nominations, referrals and resumes with letter of application and names of three references, should be sent in confidence to Nancy Cook, Managing Director, at: Gyres International, P.O. Box 439, Oxford, Maryland 21654 410-226-5025 â&#x20AC;˘ wpudeancoac@gyresinternational.com Review of applications will begin immediately and continue until the position is filled.

William Paterson University is an affirmative action/equal opportunity employer committed to diversity. Women, minorities, and members of under-represented groups are encouraged to apply.

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With a proud history and a vibrant future, Montclair State University is one of New Jersey’s most diverse and dynamic institutions of higher education. Montclair State offers the advantages of a large university — a comprehensive undergraduate curriculum with a global focus, a broad variety of superior graduate programs through the doctoral level, and a talented and diverse faculty and student body — combined with a small college’s attention to students. The University’s beautiful suburban campus spans more than 250 acres in Northern New Jersey, just 14 miles west of New York City, and features state-of-the-art facilities complemented by green spaces, public plazas, and early twentieth-century architecture. The University’s six colleges and schools offer more than 300 undergraduate and graduate majors, minors, concentrations, and certificate programs, and with more than 120 student organizations and 17 varsity sports for men and women, Montclair State offers students the total college experience. Additional information can be found on the Montclair State website at www.montclair.edu. All positions are Assistant Professor, tenure track, unless otherwise noted and are subject to available funding. *Selected appointments negotiable to higher rank depending on qualifications. Screening begins immediately and continues until position is filled. Include three letters of recommendation for all positions. For more information, go to our website at http://www.montclair.edu/HR/jobs/index.html

COLLEGE OF THE ARTS Candidates are expected to develop an on-going artistic/ scholarly agenda. Art and Design. (V-F1) Fashion Studies. Teach and advise undergraduate students, actively participate in curriculum, committee, and administrative work, establish and maintain industry/business relationships, and establish a focused research program in area of specialization. PhD required with a minimum of one college level degree in Fashion-related area. Applicant must have successful university teaching experience, relevant industry experience, a record of professional work (published writing, presentations, published design work exhibitions), familiar with apparel design software, interest in developing BFA major in Fashion Design. Teaching assignment may include, but not be limited to: Apparel Design, Flat Pattern, Draping, Fashion Illustration, Fashion Forecasting, Product Development, Assessing Apparel Quality. Communication Studies. (V-F2) Multi-Platform Journalism. Teach undergraduate and graduate courses, pursue an innovative research program and applied projects consistent with University and College of the Arts priorities, and participate in curricular development of undergraduate courses focused primarily on multi-platform news writing and production, and other Department activities. The successful candidate will be a key member of the Task Force now developing Montclair State’s new School of Communication and Media Arts. Applicants whose work intersects with other core strengths in communication and

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information technology and in media studies are particularly encouraged to apply. PhD in communication, journalism, or related ﬁeld (or equivalent professional experience); evidence of teaching excellence, and a strong record indicating commitment to research, scholarship, and service. Theatre and Dance. (V-F3) Musical Theatre. Teach in the undergraduate program, as well as direct one to two productions per year. Assist in the recruitment and mentoring of students, support curricular development, contribute to the operation and development of an active production season advancing the reputation and visibility of the University nationally and internationally through promotion of the Musical Theatre degree as a vital part of the arts and entertainment environment in New York City and the surrounding tri-state area. Substantial professional credentials in musical theatre performance, direction and/or choreography, terminal degree (MFA or PhD), three to ﬁve years college teaching experience and a demonstrated commitment to excellence in all areas of musical theatre training on the undergraduate level. Candidates are expected to develop an on-going artistic/scholarly agenda. For a comprehensive description on these positions, please contact Dr. Ronald Sharps (sharpsr@mail.montclair.edu), Associate Dean, College of the Arts.

COLLEGE OF EDUCATION AND HUMAN SERVICES The College of Education and Human Services is committed to student and faculty diversity and values the educational benefits that derive from such diversity. We are seeking candidates who demonstrate the ability to work collaboratively in and with socially, culturally, and economically diverse communities; have a commitment to education for social justice, democratic practice, and critical thinking; and are interested in addressing issues of diversity in research, teaching, and curriculum development. All candidates must demonstrate a well-defined research agenda and evidence of scholarly activities. Faculty members are expected to participate in department, college, and university committees and activities; and be adept at the emerging uses of instructional technology. Counseling and Educational Leadership. *(V-F4) Professor or Associate Professor Rank. Tenure-track position for an accomplished scholar in a vibrant department. Assignment includes teaching, advising, mentoring, and serving on dissertation committees of doctoral students in the PhD program in Counselor Education; actively participating in all aspects of the doctoral program as a doctoral faculty member; and teaching and advising master’s degree students in the areas of school, community agency, student aﬀairs/higher education, and addictions counseling. Earned doctorate in Counselor Education (CACREP preferred), established research agenda, strong record of scholarly publications, evidence of on-going scholarly activities, and proven ability to teach core CACREP courses required. Senior faculty experience strongly preferred, including chairing of dissertations and advisory committees. Specialization or interest in research and assessment and/or school counseling desired. Active career participation with the American Counseling Association is expected. Early Childhood, Elementary and, Literacy Education. Two positions. *(V-F6) Inclusive/Special Education. Open Rank. Tenure-track position in Elementary Education with an emphasis on Inclusive/Special Education in a vibrant teacher education program serving diverse communities. Appointment includes

teaching a range of undergraduate and graduate courses for elementary teacher candidates with an emphasis on inclusive education/special education; mentoring/supervising teacher candidates in the field; building strong partnerships with schools and communities; and contributing to the vision and growth of the department. May also include coordinating graduate programs in inclusive education/special education and serving as a faculty member in the EdD program in Teacher Education and Teacher Development. Earned doctorate in Elementary Education, Special Education, Early Childhood Education, Curriculum and Teaching, or related field, with a strong emphasis on elementary inclusion/ special education. Successful teaching at the elementary level or equivalent required. Expertise in early childhood education, urban education, teaching English language learners, on-line teaching, or assessment desirable. *(V-F5) Elementary Inclusion/Special Education and Literacy. Open Rank. Tenure-track position in vibrant teacher education program for a faculty member with expertise in Elementary Inclusion/Special Education and Literacy. Appointment includes teaching a range of undergraduate and graduate courses for elementary teacher candidates; mentoring/ supervising teacher candidates in diverse and inclusive practicum settings; building strong partnerships with schools and communities; and contributing to the department with a strong vision and innovative programs. Position may also include serving as a faculty member in the EdD program in Teacher Education and Teacher Development. Earned doctorate in Literacy Education, Elementary Education, Special Education, Curriculum and Teaching, or related field, with a strong emphasis on elementary literacy for inclusive and special education settings. Successful teaching at the elementary level or equivalent required. Expertise in early childhood education, urban education, teaching English language learners, on-line teaching, or assessment preferred. Experience with doctoral-level teaching and advising desirable. Family and Child Studies. *(V-F7) Family Studies. Professor or Associate Professor Rank. Tenure-track position for an accomplished scholar in a vibrant department with a large undergraduate program, a new master’s degree program, and a PhD program scheduled to begin fall 2013. Faculty member will play a key role in the new PhD program. Appointment includes teaching and advising students in a range of undergraduate and graduate courses in Family and Child Studies and participating in curriculum development. Earned doctorate in Family and Child Studies or closely related area, a well-defined research agenda, strong record of scholarly publications, evidence of ongoing scholarly activities, and extensive teaching experience, particularly at the college level, required. Experience with undergraduate students and ability to contribute to the education of the department’s undergraduate students; and experience with doctoral students and PhD level curriculum work strongly preferred. Desired areas of research and expertise include but are not limited to gerontology, family policy, family relations, and Child Life Specialist. Health and Nutrition Sciences – Two positions. (V-F8) Food Science. Assistant Professor Rank. Tenure-track position in vibrant and growing undergraduate and graduate programs in Nutrition and Food Science. Appointment includes research, curriculum development, and teaching undergraduate and graduate courses in food science including food safety, food quality, food product development, quality control and assurance, food regulations, and food production. Faculty members are expected to be active scholars and to advise students. Earned doctorate in Food Science or related field required, with expertise in food safety, food product

development, food regulations, and/or mass food production. Food industry or government regulations experience, with knowledge of nutrition and food science, preferred. (V-F9) Public Health, Community Health Education. Assistant Professor Rank. Tenure-track position in vibrant and growing undergraduate (BS) and graduate (MPH) programs in Public Health. Appointment includes research, curriculum development, and teaching undergraduate and graduate courses in public health education and health promotion. Earned doctorate in public health or related ﬁeld required. For more information about these positions, please contact Dr. Tamara Lucas(lucast@mail.montclair.edu), Associate Dean, College of Education and Human Services.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Demonstrated success or strong potential in research, teaching, scholarship is required for all tenure track positions. Experience in grant seeking/writing to support research and related activities and willingness to provide service to the department, University, and the larger professional community are expected. Doctoral degree completion expected by August 2012. Include C.V., letter of interest, names, phone numbers, and e-mail addresses of four references. Center for Child Advocacy. *(V-F10) Child Advocacy. Teach undergraduate and graduate courses in multidisciplinary curricula in child advocacy policy, child abuse and neglect and other courses related to the public child welfare system, child advocacy. Earned doctorate in discipline related to child advocacy (e.g. Social Work, Sociology, Political Science (Policy), and Child and Family Studies), and licensure if appropriate. College teaching experience required; prior supervision of graduate students in applied settings preferred. Experience in policy development and/or implementation strongly preferred. The successful candidate will have experience working with inner-city populations and culturally diverse populations. Knowledge of New Jersey public child welfare system preferred. Communication Sciences and Disorders. (V-F11) Speech-Language Pathology. Expertise in voice disorders and diagnosis of a wide variety of communication disorders is highly desirable; CCC-SLP and eligibility for NJ State Licensure preferred. Responsibilities include teaching and research. Candidate should have a documented record of scholarship and excellence in teaching and commitment to seeking research funding. Earned doctoral degree in Speech-Language Pathology required. CCC-SLP and New Jersey state Licensure in SLP or eligibility for license preferred. English. (V-F12). Seventeenth-Century British Literature. Teach seventeenth-century non-dramatic literature, in particular Milton, in its social, political, cultural, and intellectual contexts, and also non-specialized courses such as an introduction to literary and cultural theory, historical surveys of British literature, and a sophomore-level course in writing in the major. Faculty members are expected to teach a range of students from ﬁrst-year undergraduates through Master’s candidates. Must show a strong record or exceptional promise of scholarly publication. History. (V-F13) Mediterranean World. Expertise in the history of the Mediterranean region during the early modern era (ﬁfteenth- to eighteenth-centuries). The department welcomes applications from scholars specializing in the social, cultural,

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economic, environmental and/or political history of any one or more of the Mediterranean’s constitutive regions, including but not limited to the Maghreb, the Levant, and the Balkans, as well as the Anatolian, Aegean, Italian, and Iberian peninsulas. Successful candidate should also be able to contribute to intradepartmental collaborations and to work in existing interdepartmental college and university-wide programs. Excellent teaching skills and an active research agenda required. Involvement with off-campus institutions and organizations desirable. Political Science and Law. (V-F14) Comparative Politics. Specialization in one or more of the following regions: Western, Eastern, or Southeastern Europe, the Middle East, North Africa, and/or Central, South and/or Southeast Asia. It is expected that the successful candidate will also have the ability to reach across disciplinary boundaries and develop articulations with other College and university-wide programs. In addition, the successful candidate will teach general education, core and advance courses and have an active research agenda and ability in grant seeking/ writing. Excellence in teaching at the undergraduate and graduate levels and an active research agenda. Psychology. (V-F15) School Psychology. Responsibilities include teaching graduate courses in School Psychology and related research as well as research in a relevant content area. Some undergraduate teaching expected. A documented record of research scholarship and a record of excellence in teaching is highly desirable. Candidate should also have solid training in research methods. Experience applying for and receiving grant support a plus. Earned doctorate in Psychology with a specialization in School Psychology required. School Psychology certification in New Jersey or eligibility for certification in School Psychology highly desirable. Sociology. (V-F16) Social Policy and Social Welfare. Teaching responsibilities will include a mix of courses consistent with a “helping professions” orientation: i.e. social policy, social welfare, social change, poverty, social work, etc. Experience in teaching statistics or research methods is also desired. Other areas will be considered. The successful applicant will be expected to assist in developing a new program concentration in social welfare/social policy and to collaborate actively in the department’s curriculum renewal process. PhD in Sociology. Candidate should have strong research and quantitative skills, teaching experience, and demonstrate evidence of successful grant acquisitions. For a complete job description of these positions, please contact Dr. Luis Montesinos (montesinosl@mail.montclair.edu), Associate Dean, College of Humanities and Social Sciences or college webpage.

COLLEGE OF SCIENCE AND MATHEMATICS Successful candidates are expected to establish a vigorous extramurally funded research program. Biology and Molecular Biology. (V-F17) Integrative Molecular Biology. Teach both physiology/anatomy and molecular biology at the undergraduate and graduate levels, and establish a vigorous, extramurally funded research program involving undergraduate and graduate students. The candidate will have expertise in using molecular techniques to investigate integrative, whole organism questions of molecular biology. A PhD in molecular biology or a relevant ﬁeld is required prior to September 1, 2012. Experience in grant seeking/writing and a willingness to provide service to the department, university and larger professional community is expected. Demonstrated success in acquisition of grants is desirable.

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Chemistry and Biochemistry. (V-F18) Theoretical Physical/ Computational Chemistry. The applicant is expected to assume an active role in curricular and program development for the department, play a significant role in Department service and contribute to The College of Science and Mathematics community. Primary teaching responsibilities will be in General Chemistry and Physical Chemistry and graduate level courses. A strong, externally funded research program will be developed that will include both graduate and undergraduate students. PhD in physical chemistry required; significant research experience and a strong commitment to teaching. Computer Science. (V-F19) Computer Science/Information Technology. Assistant/Associate Professor rank. Teach a variety of Computer Science and/or Information Technology subjects. Demonstrated potential for research excellence and grant funding is also essential. PhD in Computer Science/Information Technology or closely related field. Excellent communication skills (both oral and written). Demonstrated potential for research and teaching excellence. Expertise in one of the following areas: Computer Simulation, Modeling and/or Computer Gaming; Operating Systems, Computer Security or Networking; Distributed and Parallel Systems; or Information Technology. Earth and Environmental Studies. (V-F20) Geodynamics. Teaching responsibilities will include introductory courses as well as upper-level undergraduate (structural and field geology) and graduate courses in geodynamics within the applicant’s areas of expertise. The candidate will be expected to play a critical role in further developing and expanding the PhD in Environmental Management, MS degrees in Geoscience and Sustainability Science, MA in Environmental Studies, and contribute to the mission of the PSEG Institute of Sustainability Studies. Expertise in modern crustal and mantle geodynamics, structural geology, exploration geophysics, geohazards, or geotechnical engineering are especially encouraged to apply. The position will complement department strengths in igneous and metamorphic petrology, remote sensing, hydrology, paleoclimatology, geomorphology, and environmental management. The ideal candidate will have strong teaching and research skills that utilize tools such as GPS and remote sensing, geophysical, or geotechnical engineering methods that can be applied to geodynamic modeling of the earth’s crust and mantle, natural resource exploration and management, geohazards management and policy, and/or sustainable energy initiatives. The successful candidate will be required to develop a vigorous externally funded research program and have a strong commitment to excellence in teaching. PhD in geosciences, applied physics, or a related field, and a research record in geodynamics. Post-doctoral experience is highly desirable. Evidence of peer-reviewed scholarship, potential success in grant activity, and potential excellence in teaching will be viewed favorably. Mathematical Sciences – Two positions. *(V-F21) Mathematics Education. Applicants should have particular research interest in any of the following areas as they relate to mathematics education: educational technology, online learning, mathematics learning/teaching, leadership, curriculum and professional development, and elementary and middle school mathematics. This position supports the EdD in Mathematics Education, the MS Mathematics concentration in Mathematics Education, the MA in Teaching Middle Grades Mathematics and undergraduate and graduate mathematics education for high school, middle and elementary school teachers. Applicant will be expected to teach courses in mathematics education and

in mathematics for our graduate and undergraduate programs, including courses taken by math majors; support undergraduate and graduate students seeking initial certification in teaching as well as a post-baccalaureate certification. Applicants must have a strong commitment to research in mathematics education, quality teaching in a broad range of courses at the undergraduate level and to a more specialized set of graduate courses. Candidates are expected to participate in departmental, university and professional activities and to perform research that will allow the generation of competitive grant proposals. Doctorate in Mathematics Education with a background in Mathematics at the Masters level or a Doctorate in Mathematics with significant work experience in Mathematics Education is required. All candidates should provide a record of scholarly publication, research and teaching success. Preferred qualifications include successful teaching at the K -12 level. (V-F22) Physics. Computational physicist who could interact with applied/computational mathematicians with research interests in modeling astrophysical, chemical, biochemical, molecular biological, or biological processes and structures. The new hire would be expected to encourage research by undergraduate and graduate students and contribute to the development of new programs in Applied Mathematical Modeling. Candidates are expected to be active scholars, pursue research that will allow the generation of competitive grant proposals, and have a strong commitment to quality teaching in a broad range of courses at the undergraduate to level. PhD in Physics required. For a complete job description on these positions, please contact Dr. Jinan Jaber (jaberlinsalj@mail.montclair.edu), Associate Dean, College of Science and Mathematics.

SCHOOL OF BUSINESS All candidates are expected to pursue scholarly research leading to publications in peer-reviewed journals and conference proceedings, serve on department, school, and university-level committees, advise students, and participate in curriculum review and development activities. Economics and Finance. *(V-F23) Economics. Assistant or Associate Professor Rank. Background in or an interest in developing expertise in economic conditions in New Jersey and the Northeast. The position will involve considerable interaction with the local business community and the media. Preference will be given to qualiﬁed candidates who have publications in peer-reviewed journals and/or a strong research pipeline, delivered presentations at national and/or international conferences, demonstrated excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners. Teach introductory courses in micro or macroeconomics and selected elective courses at the undergraduate and graduate levels. PhD required in Economics or a related ﬁeld (or be expected to complete their PhD by August 2012), exhibit potential to publish in high-quality journals, and have teaching experience. Information and Operations Management. *(V-F24) Operations Management. Assistant or Associate Professor Rank. Teach operations management, business statistics and other related courses both at the undergraduate and graduate level, and conduct research in these areas. A solid track record of teaching and publications in peer reviewed journals are critical for this position. In addition, some industry or business experience

will be highly desirable. Qualified candidates must hold a PhD in Operations Management or Operations Research or related area. Management. *(V-F25) Organizational Behavior. Assistant or Associate Professor Rank. Preference will be given to qualified candidates who have publications in peer-reviewed journals and/ or a strong research pipeline, delivered presentations at national and/or international conferences, demonstrated excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners. The candidate selected will be expected to teach courses in organizational behavior with a focus on leadership and/ or negotiation at the undergraduate and graduate levels. Must hold a PhD in Organizational Behavior or a related field (or be expected to complete their PhD by August 2012), exhibit potential to publish high-quality journals and have teaching experience. Marketing. *(V-F26) Marketing. Assistant or Associate Professor Rank. Preference will be given to qualified candidates who have publications in peer-reviewed journals and/or a strong research pipeline, delivered presentations at national and/or international conferences, demonstrated excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners. The candidate selected will teach services marketing at the undergraduate and MBA levels, and have teaching and research interest in sports marketing and/or events planning. Must hold a PhD in Marketing or a related field (or be expected to complete their PhD by August 2012), exhibit potential to publish in high-quality journals, and have teaching experience. For a complete job description on these positions, please contact Dr. Kimberly Hollister (hollisterk@mail.montclair.edu), Associate Dean, School of Business.

ADJUNCTS/VISITING SPECIALISTS Montclair State University is seeking an applicant pool of adjunct/ visiting specialist faculty for University departments across all Colleges and the School of Business for Fall 2012, Spring 2013. Montclair State University has a long history of commitment to cultural diversity in its programs, faculty and students. To foster this multicultural environment, the University encourages applications from minority group members for its faculty openings. Screening of applications begins immediately and continues until position is filled. Complete job descriptions will be mailed upon receipt of application. Send separate letter and resume for each position to: Montclair State University Box C316 V# or AV# 001 Montclair, New Jersey 07043 (include c/o name, job title and V# or AV# 001)

www.montclair.edu

Montclair State University is an Equal Opportunity/Aﬃrmative Action institution with a strong commitment to diversity.

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Two Faculty Positions in Computational Biology at Cornell University

ounded in 1956, the University of South Florida is a public research university of growing national distinction. The USF System is comprised of member institutions; USF Tampa, the doctoral granting institution which includes USF Health; USF St. Petersburg; USF Sarasota-Manatee; USF Polytechnic, located in Lakeland, separately accredited by the Commission Colleges of the Southern Association of Colleges and Schools (SACS). USF is one of only four Florida public universities classified by the Carnegie Foundation for the Advancement of Teaching in the top tier of research universities. More than 47,000 students are studying on USF campuses and the University offers 228 degree programs at the undergraduate, graduate, specialty and doctoral levels, including the doctor of medicine. USF is a member of the Big East Athletic Conference. And, USF is listed in the Princeton Review as one of the nation’s 50 “Best Value” public colleges and universities. The university is currently recruiting for the following positions; the number in parentheses represents the number of positions available to that specific title:

Administrative Positions:

Assistant Vice President & Executive Director (Alumni Association) Director (Student Affairs-Marshall Ctr) Director of Development (Health Development) Director of Housing Facilities (Student Affairs) Director of Strategic Community (Provost Office)

Cornell is seeking to build on its strengths in computational biology with two new tenure-track faculty positions. One position is at the Assistant, Associate or Full Professor level with a primary appointment in the Department of Computer Science. Applicants must possess a Ph.D. in computer science, or a Ph.D. in a related field and sufficient expertise in computer science to fit within a CS department. The other position is at the Assistant or Associate Professor level with a primary appointment in the Department of Biological Statistics and Computational Biology. Applicants for this position must possess a Ph.D. in biology, computer science, statistics, or a related field, and a primary interest in understanding biological phenomena through the use of computational and statistical methods. Cornell is committed to creative advancement of the interdisciplinary field of computational biology, and these positions come with considerable flexibility, including the possibility of joint appointments, novel space arrangements, and multiple graduate field memberships. Successful applicants in both positions will also have the opportunity to interact closely with campus-wide efforts in genome sciences, including the Cornell Center for Comparative and Population Genomics and the Center for Vertebrate Genomics. For both positions, outstanding applicants in all areas of computational biology will be considered, but research areas of special interest include comparative and population genomics; functional genomics; gene regulation; dynamical behavior at the sub-cellular and cellular levels; networks in biological systems; and applications of machine learning to biological problems. To ensure full consideration, applications should be received by December 1, 2011, but they will be accepted until the positions are filled. Applicants to both positions should submit a curriculum vitae and a research statement and should arrange to have three reference letters submitted, at http://www.cs.cornell.edu/apply.

Faculty Positions: College of Arts and Sciences

Center for Community Partner

Assistant/Associate Professor (1) Assistant Professor (8) Associate/Full Professor (1)

Assistant Professor (1)

Engineering

Business

Assistant Professor (4) Assistant/Associate Professor (1)

Assistant/Associate Professor (1) Dean (1) Associate/Full Professor (1) Director/Professor (1)

Education

Assistant/Associate Professor (1) Assistant Professor (6)

Associate Professor (1) Assistant Professor (1) Dean (1) Assistant/Associate Full Professor (2) Assistant/Associate Professor (1)

College of Arts

Dean (1) Assistant Professor (1)

FMHI

Pharmacy

Sarasota

PolyTechnic Campus

Dean (1)

Assistant/Associate (1)

Florida Center for Drug Dis & Innovation Associate/Full Professor (1)

Assistant/Associate (1)

College of Medicine

Assistant Professor (1) Assistant/Associate Professor (1)

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. www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620

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11/14/2011

Cornell University is an affirmative action/ equal opportunity employer and educator.

11/14/2011

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Department of Economics, Finance and Global Business Tricia Snyder, Search Committee Chairperson (snydert@wpunj.edu) Global Business, Assistant or Associate Professor. Doctorate in international business or management with a focus on global studies or a related discipline within business from an AACSB accredited institution or in Economics from a reputable institution is required. ABDs (with evidence that completion is certain within one year) will also be considered for initial appointment as Instructor. Evidence of college-level teaching excellence and an established record or promise of research in the area of global business are required. Primary teaching responsibilities will be in the broad area of global strategy and policy, global supply chain management, global organizations or other multinational experience bases within business cutting across traditional functional areas.

The William Paterson University of New Jersey is a comprehensive public institution of higher learning. The university offers more than 250 undergraduate and graduate academic programs which range from liberal arts and sciences to pre-professional and professional programs; it enrolls over 11,500 students from across the country and from over 40 nations. It is situated on a beautiful suburban campus in Wayne, New Jersey, twenty miles west of New York City.

Faculty Positions Academic Year 2012-2013 Job Code 127F The University is pleased to solicit applications and nominations for faculty positions for the academic year 2012-2013. Unless otherwise indicated, faculty appointments are tenure-track at the rank of Assistant Professor and require an earned doctorate or appropriate terminal degree in the field. (ABD’s may however be considered for appointment at the rank of instructor, with projected completion of degree requirements by June, 2013). Candidates should send letter of application, current curriculum vitae, with contact information for at least three professional references to the Chairperson of the respective Department (as cited below). William Paterson University, 300 Pompton Road, Wayne, NJ 07470. Please reference Job Code. Commitment to a high level of teaching effectiveness, to ongoing scholarship or creative expression, and to academic service is required. Review of applications will commence immediately and continue until the position is filled. All positions are subject to available funding. The academic year commences September 1, 2012.

Department of Marketing and Management Cesar Perez, Chairperson (perezc@wpunj.edu) Management, Assistant or Associate Professor. Doctorate in Management with a focus on strategy or organizational theory from an AACSB accredited institution is required. ABDs (with evidence that completion is certain within one year) will also be considered for initial appointment as Instructor. Evidence of college-level teaching excellence and an established record or promise of research in the area of entrepreneurship and innovation management are required. Primary teaching responsibilities will be in the areas of entrepreneurship and innovation management.

Marketing, Assistant or Associate Professor. Doctorate in Marketing from an AACSB accredited institution is required. ABDs (with evidence that completion is certain within one year) will also be considered for appointment as Instructor. Evidence of college-level teaching excellence and an established record or promise of research are required. Primary teaching responsibilities will be in the areas of marketing management, marketing channels, and e-marketing. An interest in sustainability-related research is preferred. Department of Professional Sales Cesar Perez, Acting Chairperson (perezc@wpunj.edu) Professional Sales, Assistant Professor. Doctorate in Marketing from an AACSB accredited institution is required. ABDs (with evidence that completion is certain within one year) will also be considered for initial appointment as Instructor. Evidence of college-level teaching excellence and an established record or promise of research are required. Primary research focus in the area of personal selling, B2B sales, and sales management preferred. Primary teaching responsibilities will be in the areas of professional sales and key account management at both undergraduate and graduate levels. The Cotsakos College of Business houses the nationally renowned Russ Berrie Institute for Professional Sales and utilizes state-of-the-art behavioral labs to deliver premier academic programs.

COLLEGE OF EDUCATION COLLEGE OF THE ARTS AND COMMUNICATION Department of Communication Elizabeth Birge, Chairperson (birgee@wpunj.edu) Digital Media/Integrated Communication, Assistant Professor. Extensive experience in public relations or journalism fields with demonstrated ability to teach writing for online platforms, website design, along with traditional publication and layouts such as magazines and newsletters required. Professional experience in using integrated media as corporate strategic communication preferred. The successful candidate will be qualified to teach courses in writing for digital media, applications to digital communications and website creation, and technology and integrated communication. College level teaching experience and a research agenda or promise of research required. Ph.D. or MFA preferred; a master’s degree with extensive professional experience in one or more of the above related areas required.

TV Production, Assistant Professor. Teach introductory through advanced undergraduate courses in TV production. Previous successful college-level teaching experience, a strong commitment to scholarship and/or creative expression, and commitment to student success and service to the University community required. Ph.D. or MFA in related field preferred; a related master’s degree with strong professional credentials considered. Extensive industry and teaching experience with an emphasis on high definition broadcast, cable and internet formats required. Knowledge of and experience with live sports production and/or field production preferred.

COTSAKOS COLLEGE OF BUSINESS Department of Accounting and Law Sia Nassirapour, Chairperson (nassirapours@wpunj.edu) Accounting, Assistant or Associate Professor. Doctorate in Accounting from an AACSB accredited institution is required; ABDs (with evidence that completion is certain within one year) will be considered for initial appointment as Instructor. Evidence of teaching excellence and an established record or promise of research required. The successful candidate must be “academically qualified” under AACSB guidelines and Cotsakos College of Business standards. Ability to teach accounting courses at both the undergraduate and graduate levels including auditing and to develop and design courses that integrate the use of state-of-the-art Financial Learning Center and Trading Room into the Accounting and Law curriculum is preferred. Professional certification is preferred. Department of Economics, Finance and Global Business Richard Fosburg, Search Committee Chairperson (fosburgr@wpunj.edu) Financial Planning, Assistant Professor. Doctorate in Finance from an AACSB accredited institution or in Financial Planning from a reputable program is required. ABDs (with evidence that completion is certain within one year) will also be considered for initial appointment as Instructor. Evidence of college-level teaching experience and an established record or promise of research in the area of financial planning are required. Primary teaching responsibilities will be in the areas of personal financial planning combined with sub- areas such as insurance, retirement planning, estate planning, investments, as well as foundational Financial Well Being courses for the University’s general education program.

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Department of Educational Leadership and Professional Studies Gerri Mongillo, Chairperson (mongillog@wpunj.edu) School Library Media/Literacy, Assistant Professor. Teaching responsibilities include graduate and undergraduate courses in both literacy and school library media. K-12 teaching experience and a background in educational technology required. Doctorate in a related field required; ABD considered for initial appointment as Instructor. Expertise and college-level teaching experience in school library media, additional specialization in literacy and expert technology skills and knowledge of information systems required. Evidence of active participation in professional organizations; commitment to educating and experience in teaching diverse learners; and dedication to a comprehensive, challenging, field-based program is required. Evidence of prior scholarship or potential for scholarship and research is required. Participation in accreditation review processes; engaging in research and publication; and service to the department, college, university, and community preferred.

Department of Elementary and Early Childhood Education Linnea Weiland, Chairperson (weilandl@wpunj.edu) Elementary Education/General Curriculum and Instruction, Assistant Professor. Teach undergraduate and graduate courses in teaching, learning, and assessment to initial certification candidates, and supervise candidates in the field. Expertise in elementary school curriculum and instruction; Doctorate in an appropriate field of expertise (ABD considered for initial appointment as Instructor); experience in K-8 teaching; knowledge of national and state curricular standards and assessments; evidence of effective college level teaching; experience in pre-service or in-service teacher education; evidence of active participation in professional organizations; and commitment to educating diverse learners and fostering multicultural and global perspectives required. Evidence of prior scholarship or potential for scholarship and research required. Participation in accreditation review processes, engaging in research and publication, and service to the department, college, university and community is preferred. Department of Secondary and Middle School Education Althea Hylton-Lindsay, Chairperson (HyltonA@wpunj.edu) Secondary Education/Educational Foundations, Assistant Professor. Teach educational foundations courses, along with literacy, technology, and differentiated instruction. Doctorate in an appropriate field of expertise required; ABD considered for initial appointment as Instructor. An inclusive approach to teaching, K-12 teaching experience, and higher education teaching experience preferred. Evidence of scholarship or potential for scholarship and research required. Advising students, supervising practicum and student teachers, participating in accreditation preparation, engaging in research and publication, and service to the department, college, university and community is preferred.

Department of Special Education and Counseling Peter Griswold, Chairperson (griswoldp@wpunj.edu) Counselor Education, Assistant Professor. Teach graduate-level courses in a CACREP accredited Master’s program in Professional Counseling with concentrations in School and Mental Health Counseling and supervising counselor internships. Engage in research and publication;

participate in the CACREP accreditation process and other service activities; collaborate in the development of a doctoral program. Doctorate in counselor education required; ABD considered for initial appointment as Instructor. Eligibility for New Jersey certification as a school counselor or licensure as a professional counselor in New Jersey, experience teaching in a CACREP-accredited Master’s level counseling program, experience developing and teaching a wide range of courses, and experience and training in supervision (eligibility for the ACS certification) preferred. At least two years of counseling experience (in both school and mental health settings) preferred.

Early Childhood Special Education, Assistant Professor. Teach undergraduate and graduate courses in teaching, learning, and assessment to initial certification candidates for a dual licensure program in pre-K through grade 3 and special education; supervise candidates in field experiences. Expertise in developmentally appropriate early childhood curriculum and in instruction and accommodations/modifications for students with disabilities; teaching experience at the pre-K through grade 3 level; eligibility for certification in special education required. Doctorate in Special Education, Early Childhood Education, or related field of study required; ABD considered for initial appointment as Instructor. Demonstrated excellence (or potential for excellence) in teaching at the undergraduate and graduate level and evidence of scholarly work (or potential for scholarship) in the field also required. Experience in inclusive classrooms and in working with culturally and linguistically diverse populations preferred. Participation in the accreditation review processes and service to the department, college, and university community preferred.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Department of English Linda Hamalian, Chairperson (hamalianl@wpunj.edu)

COLLEGE OF SCIENCE AND HEALTH Department of Biology Lance Risley, Chairperson (risleyl@wpunj.edu ) Molecular Biology, Assistant Professor. Broadly trained biologist with expertise in molecular biology to teach in the B.S. and M.S. programs in biology and biotechnology and develop a strong program of research involving undergraduate students. Demonstrated commitment to excellence in teaching and research required. Ability to complement existing strengths in molecular biology, physiology/behavior, and ecology and to contribute to teaching of core biology courses and upper-level undergraduate course and graduate courses in the candidate’s specialty required. Expertise to develop curriculum in bioinformatics/genomics preferred. Responsibilities include teaching graduate and undergraduate courses, research, service to the department, College and University. Department of Communication Disorders and Sciences Jim Tsiamtsiouris, Chairperson (tsiamtsiourisj@wpunj.edu) Speech-Language Pathology, Assistant Professor. Ph.D., CCC-SLP, and eligibility for New Jersey State Licensure required; Doctoral candidates who are within one year of degree completion will be considered for initial appointment as Instructor. Responsibilities include teaching graduate and undergraduate courses, research, service to the department, College and University, and the possibility of clinical supervision. Department of Computer Science Cyril S. Ku, Chairperson (kuc@wpunj.edu)

Shakespeare/Renaissance Studies, Assistant Professor. Teach a variety of specialized

Computer Science/Information Technology, Assistant Professor. Teach at all levels of

undergraduate and graduate courses in Shakespeare and Renaissance Studies, as well as University Core Curriculum courses in writing and literature. Ph.D. and college-level teaching experience required. Evidence of scholarly productivity and potential contributions to curriculum development and ongoing assessments, and innovative classroom activities required.

undergraduate computer science and information technology courses. Ph.D. in Information Technology or Computer Science required; ABD considered for initial appointment as Instructor. Expertise in cloud computing, net-centric computing, or information technology preferred. Strong commitment to teaching, research, scholarly activities, and service required.

Department of History Joanna Cho, Chairperson (choj@wpunj.edu) South Asia, Assistant Professor. Teach upper division courses in areas of specialization, as well as survey courses in South Asian and world history. Area of specialization is open, but preference will be given to candidates who can also teach courses in Islamic history or who have training in world history. Ph.D. and college-level teaching experience required. Evidence of scholarly productivity and potential contributions to curriculum development and ongoing assessments, and innovative classroom activities required.

Department of Political Science Stephen Shalom, Chairperson (politicalscience@wpunj.edu) Public Law, Assistant Professor. Teach courses in the areas of judicial politics, U.S. legal history, judicial process, U.S. State and Federal Court Systems, and jurisprudence. The position also carries teaching responsibilities in the undergraduate political science major and in the master’s program in public policy and International affairs. Secondary strengths in public policy or political theory preferred. Doctoral degree is required; ABD considered for initial appointment as Instructor. Excellent record of teaching, evidence of active agenda of research and scholarship, and potential to engage in service to the department and the university community required.

Department of Psychology Katherine Makarec, Chairperson (makareck@wpunj.edu) Experimental/Cognitive or Social, Assistant Professor. Ph.D. required. Consideration will be given to all areas of cognitive or social psychology, broadly defined. Evidence of excellent teaching skills and engaged service, potential for research productivity are required and will be supported by new research space. Clinical or Counseling Psychology, Assistant Professor. Doctorate required; preference given to those from an APA accredited program. Full consideration will be given to any area of clinical and research interest. The preferred candidate must be willing to teach at both the graduate and undergraduate levels. Excellent clinical training and teaching skills, engaged service, as well as research productivity/promise are required and will be supported by new clinical, teaching and research spaces.

Department of Sociology Kathleen Korgen, Chairperson (korgenk@wpunj.edu) Criminology and Criminal Justice, Assistant Professor. Strong research and teaching interests in the areas of courts, white collar crime, and/or crimes against the environment preferred, but all areas of specialization in criminal justice and criminology will be considered. The candidate must also be able and willing to teach research methods and/or data analysis. Ph.D. in Criminology, Criminal Justice, Sociology, or a closely related social science discipline required (J.D. is not an appropriate degree for this position); advanced ABD candidates who meet all other criteria will be considered for initial appointment at the rank of Instructor. Strong commitment to teaching at the undergraduate and graduate levels, to pursuing an active research agenda, and to engaging in service supporting a large and active department with multiple degree programs required.

Sociology, Assistant Professor. Areas of specialization are open but the successful candidate must be able and willing to teach research methods and theory courses at the undergraduate and graduate level. Ph.D. in Sociology required; advanced ABD candidates who meet all other criteria will be considered for initial appointment at the rank of Instructor. Strong commitment to teaching at the undergraduate and graduate levels, to pursuing an active research agenda, and to engaging in service supporting a large and active department with multiple degree programs required.

Department of Environmental Science Marty Becker, Chairperson (beckerm2@wpunj.edu) Environmental Science, Assistant Professor. Ph.D., with specialization in areas of geochemistry/ hydrogeology required. Teach introductory environmental and geoscience courses as well as advanced courses in departmental offerings. Pursue research program that involves undergraduates. Expertise with AA Spectrometry, Ion-Chromatography, CHNS/O, or TOC/TN analysis and equipment preferred. Strong commitment to teaching, research, scholarly activities, and service are required.

Department of Kinesiology Kathy Silgailis, Chairperson (silgailisk@wpunj.edu) Kinesiology/Exercise Science, Assistant Professor. Teach undergraduate exercise science courses such as physiology of exercise, survey of athletic injuries, exercise programs for special populations, essentials of strength conditioning, aerobic and anaerobic exercise leadership, and graded exercise testing and prescription. Opportunities to teach graduate-level courses in master’s degree program in exercise and sport studies degree program. Ph.D., strong commitment to teaching, research, scholarly activities, and service are required.

Kinesiology/Sport Management, Assistant Professor. Teach sport management courses such as sport event and facility management, sport ethics and law, sport marketing, and global sport management and supervision of internship students. Opportunities to teach graduate-level courses in Master’s degree program in Exercise and Sport Studies degree program. Doctorate, strong commitment to teaching, research, scholarly activities, and service are required. Department of Nursing Julie Bliss, Chairperson (blissj@wpunj.edu) Nursing , Assistant Professor (3 positions). Clinical expertise in psych-mental health, medical-surgical nursing and/or maternal-child nursing preferred. Doctorate in nursing or related field and a Master’s degree in Nursing required. Cross-cultural teaching experience at the college level and a commitment to scholarship and service required. Teaching in didactic and clinical settings in undergraduate and graduate programs preferred. ABD considered for initial appointment at the rank of Instructor.

Department of Public Health Joanna Hayden, Chairperson (haydenj@wpunj.edu) Public Health, Assistant Professor. Public health generalist to teach the following courses: research methods, epidemiology, environmental health and other public health courses. Doctorate in Public Health or a discipline that demonstrates expertise to teach these areas required. CPH preferred. Documented evidence of college teaching, research and published scholarship required. Strong commitment to teaching, research, scholarly activities, and service are required.

The University community values and supports diversity among faculty, staff and students. Minority and women candidates are encouraged to apply. Further information about the positions, the University, and the departmental programs can be obtained electronically through access to its website at http://www.wpunj.edu/jobs.

William Paterson University Wayne, NJ

11/14/2011

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DEAN OF THE COLLEGE OF EDUCATION AND HUMAN SERVICES

Lock Haven University of Pennsylvania invites applications and nominations for the position of Dean of the College of Education and Human Services. THE UNIVERSITY Lock Haven University is one of fourteen institutions in the Pennsylvania State System of Higher Education, enrolling approximately 5,200 undergraduate and 300 graduate students. Lock Haven University has an emphasis on professional and applied programs with a strong liberal arts foundation. The University is a dynamic, progressive institution committed to shared, collaborative leadership; we seek candidates who share this commitment. The University employs approximately 290 faculty and offers more than 50 programs of study at 4 campus sites.

The main campus is located in rural north central Pennsylvania in the scenic Appalachian mountains along the banks of the Susquehanna River. The city of Lock Haven has a population of approximately 9300; State College (42,000) and Williamsport (30,000) are each less than an hour’s drive away. The main campus is located within a 210 mile radius of Philadelphia, Pittsburgh, New York, Toronto, and Washington, DC. Other campus sites are in Clearfield, Coudersport and Harrisburg. RESPONSIBILITIES Reporting to the Provost, the dean will provide leadership to professionally oriented academic departments. Approximately 100 faculty have primary appointments in the College. The College includes the departments of Academic Development & Counseling, Pre K - 4 and 4-8 Education programs, Special Education, Health & Physical Education, Health Sciences, Nursing, Sport Studies, Recreation Management, Physician Assistant Studies, and Graduate Studies. The dean will have responsibility for overall academic quality, including teaching, research, service, and assessment. In collaboration with the department chairs and directors in the College, the dean ensures a commitment to student success, faculty development and innovative contributions to broader university goals and initiatives. The dean works closely with the Dean of the College of Arts & Sciences to coordinate general education, secondary education, and other shared program areas. The dean devotes a significant portion of time on the efficient management of the college’s human and financial resources.

The dean serves as a member of the leadership team for Academic Affairs and represents the university in state-wide system initiatives. The dean is also responsible for building relationships with school districts, health care organizations, and other businesses and agencies which support the College’s initiatives. The institution is at a critical juncture in the expansion of graduate programs, and the dean will serve a pivotal role in this process.

QUALIFICATIONS: The following qualifications are required: A terminal degree in an education or human service discipline; exemplary teaching experience; significant scholarly achievement; a record of increasing level of responsibility in leadership with service at the level of departmental chairperson or equivalent; demonstrated knowledge of program accreditation processes and assessment of learning outcomes; effective oral, written and interpersonal communication skills and a commitment to promoting and embracing diversity. Preferred qualifications include; evidence of entrepreneurial leadership skills; creative problem-solving in previous work experiences; knowledge about grants and grantwriting; experience in a union environment; a commitment to engaging the community; knowledge about professional aspects of programs such as clinical supervision; student teaching and external field experiences as well as demonstrated skills in technology, including experience teaching in an online learning platform. Selected candidates will be invited for a two-day campus interview involving a public presentation and interaction with students, faculty, administrators, staff, trustees, alumni, and community members. The successful candidate must pass a background investigation prior to employment. SALARY Salary is competitive and commensurate with qualifications and experience. A generous benefits package is included. Under current policy, state system administrators may attain faculty status, rank and tenure.

NOMINATIONS AND APPLICATIONS Applicants must provide the following: a letter detailing administrative philosophy and a brief statement of accomplishments in teaching, research and service; a CV; official transcripts of all graduate work; and a list of at least five (5) references. These references will not be contacted without applicant’s approval. Application deadline Monday, November 28th, 2011. Anticipated starting date is July 2, 2012.

Applicants can apply online at http://jobs.lhup.edu/postings/636 Learn more about LHU at http://www.lhup.edu

Submit nominations to: Human Resource office - Attn: Albert Jones Dean of Education and Human Services Search East Campus J205 Lock Haven University of Pennsylvania Lock Haven, PA 17745

***No hard copy/mail/fax applications will be accepted for this position***

Lock Haven University is a member of Pennsylvania’s State System of Higher Education. Lock Haven University is an equal opportunity/ affirmative action employer and encourages applications from persons of color, women, veterans, and persons with disabilities. For more information visit our web site at www.lhup.edu.

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POSITION ANNOUNCEMENT

Head, Department of Recreation, Sport and Tourism College of Applied Health Sciences University of Illinois at Urbana-Champaign

The College of Applied Health Sciences at the University of Illinois at UrbanaChampaign invites nominations and applications for the position of Head of the Department of Recreation, Sport and Tourism. The position will be filled by a reputable scholar who will serve as the department’s advocate to fulfill and advance the missions of the department, college, and university, and is responsible for fostering faculty excellence in research, teaching, service, and the pursuit of grants or contracts.

The Department of Recreation, Sport and Tourism, recognized for its interdisciplinary approach and leadership in recreation, sport, and tourism scholarship and education, offers bachelors, masters and doctoral degrees. The department is strongly committed to the professions related to recreation, sport and tourism, and to scholarship and research that advances practice. Currently 13 full-time faculty serve approximately 330 undergraduates, 35 masters students, 30 PhD students, and more than 90 students in an online masters’ degree program. The current operating budget for the unit exceeds $1,800,000. The Department is one of three academic units of a vibrant college that includes the Departments of Kinesiology and Community Health, Speech and Hearing Science, and also includes the Center on Health, Aging, and Disability, and the Division of Disability Resources and Educational Services. The Department houses several active research labs including the Diversity Research Lab; Leisure, Health and Wellness Lab; Park Planning and Policy Lab; Tourism and Sport Lab; and the outreach-based Office of Recreation and Park Resources (ORPR).

The Department is on the flagship campus of the University of Illinois with an enrollment of 42,000 students. The University Library has one of the largest collections of any university in the country with over 12 million volumes. Research expenditures for the University have been more than one-half billion dollars over the past few years. Consistently in the top tier of various national and international rankings of universities, the University recently ranked in the top-fifteen public universities in the nation.

Qualifications: A doctoral degree in recreation, sport and/or tourism or related field is required. The successful candidate must have a distinguished record of scholarly and professional achievement that will qualify them to be appointed with tenure at the Full Professor rank. The candidate shall be committed to interdisciplinary aspects of recreation, sport and tourism. The candidate must be effective in articulating and promoting the department to student, professional, college, general public, and other campus constituents. Experience in academic administration and budgeting is preferred.

Responsibilities: The Head reports to the Dean of the College of Applied Health Sciences and is responsible for administration of academic programs (including curriculum), governance, faculty recruitment, planning, and financial affairs in collaboration with departmental faculty subject to College and University policies. The Head of the Department of Recreation, Sport and Tourism will be a full-time, nine month position with a summer stipend and is expected to offer courses and maintain an active research program at approximately 25% of the usual faculty load. Participation in development and fund-raising efforts is also expected. Salary: The salary is competitive and based on qualifications; the start date is negotiable.

Closing date: For full consideration an application must be received by January 9, 2012. Review of applications will continue until the position is filled.

Application procedure: Please create your candidate profile at https://jobs.illinois.edu and upload a letter of intent, complete curriculum vitae, a statement of leadership philosophy and vision as it relates to faculty research, teaching, and governance, and the names, telephone numbers, and addresses of three references by the closing date. All requested information must be submitted for your application to be considered. For more information about the position, applicants may contact: William Stewart, Ph.D., Chair RST Head Search Committee University of Illinois at Urbana-Champaign College of Applied Health Sciences 110 Huff Hall 1206 S. Fourth St. Champaign, IL 61820 Email: wstewart@illinois.edu Phone: (217) 244-4532

Further information about the College and Department may be found at http://www.ahs.illinois.edu/ and http://rst.illinois.edu/ The University of Illinois is an Affirmative Action/Equal Opportunity Employer. The administration, faculty, and staff embrace diversity and are committed to attract qualified candidates who also embrace and value diversity and inclusivity.

hen it comes to Hispanics in Higher Education few publications compare... choose

Hispanic Outlook ® for your Diversity Needs The right candidate is out there 11/14/2011

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HISPANIC

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Dean College of Science and Health The Dean is the chief academic, fiscal, and administrative officer of the College, and reports directly to the Provost and Senior Vice President for Academic Affairs. She/he provides leadership to the faculty and staff in all matters relating to curriculum and program development; assessment and evaluation; recruitment and retention of faculty, staff and students; and research, scholarship and grant-seeking. The Dean will actively pursue grant funded research and programs, as well as fundraising for the College in concert with the Office of Institutional Advancement. She/he represents the College to the Board of Trustees, higher administration, students, alumni, and external constituents. One of the five colleges in the University, the College of Science and Health offers programs in the natural sciences and mathematics and applied areas in computer science and the health professions. Many of these programs support the preparation of teachers. The College offers seventeen undergraduate and seven graduate degree programs in ten academic departments, including Biology, Chemistry, Communication Disorders and Sciences, Computer Science, Environmental Science, Kinesiology, Mathematics, Physics, Public Health, and Nursing. Over ninety-five full-time faculty members are appointed within the College. The Dean will be expected to advance the College by supporting activities that promote the reputation of its programs and regional importance of the University. The Dean will communicate the goals of the College to internal and external constituencies, provide leadership in program development and continuous improvement, and work with faculty and professional staff to secure external funding to support programmatic initiatives and research. Requirements for the position of Dean of the College of Science and Health include an earned doctorate from an accredited institution in a field represented in the College; commitment to academic excellence and ability to develop and articulate a constructive vision for the College in cooperation with faculty; at least five years of full-time teaching experience in a four-year college or university with a strong record of scholarship and service commensurate with appointment at the rank of professor at the University; at least five years of successful administrative experience in higher education at the level of department chair or higher; commitment to the use of technology in teaching and learning; strong commitment to and experience with diversity issues in higher education; a leadership style that fosters team-building and inclusive working relationships with members of the University community; and excellent communication and interpersonal skills with proven ability to work collaboratively with faculty, students, staff, and other administrators. This position is a full-time, twelve-month appointment, with an anticipated starting date on or about July 1, 2012. This position offers a competitive salary and a comprehensive benefits package including tuition waivers for dependent children. Review of applicants will begin immediately and continue until the position is filled. For more information, visit www.wpunj.edu/jobs. Additional information about the University can be found at www.wpunj.edu. William Paterson University has retained Gyres International, a national executive search firm, to assist with this search. Inquiries, nominations, referrals and resumes with letter of application and names of three references, should be sent in confidence to Nancy Cook, Managing Director, at: Gyres International, P.O. Box 439, Oxford, Maryland 21654 410-226-5025 â&#x20AC;˘ wpudeansh@gyresinternational.com Review of applications will begin immediately and continue until the position is filled.

William Paterson University is an affirmative action/equal opportunity employer committed to diversity. Women, minorities, and members of under-represented groups are encouraged to apply.

Music Department Chair/Professor Dynamic performer/education/scholar to lead program with national reputation for excellence. Duties: student recruitment and faculty development; academic planning; faculty evaluation; coordination of teaching assignments, schedules and facilities use; budgeting; accreditation oversight; advocacy; and some teaching. Require: appropriate terminal degree (D.M.A./Ph.D./Ed.D.) or comparable professional experience to qualify for rank of Professor (with tenure); teacher-scholar with specialty in field of music; demonstrated excellence as administrator with record of continuing research/creative activity; superior interpersonal/communication skills; knowledgeable about emerging technologies. Send letter of application, curriculum vitae and names/contact info of five references to asherck@muohio.edu. Screening begins December 1, 2011. Miami is an EEO/AA employer with smoke free campuses. For information regarding campus crime and safety, visit www.muohio.edu/righttoknow. Hard copy upon request.

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11/14/2011

President

Description: The Vice President for University Advancement (VPUA) reports directly to the President of the University of West Georgia and is the university’s chief advancement and external relations officer.

The VPUA currently supervises the areas of development and alumni relations, university communications and marketing, UWG intercollegiate athletics, governmental relations and special events and holds executive responsibility for the strategic planning and execution of all university programs within these offices and departments. Functions include fundraising, alumni relations, brand management and stewardship, revenue support for and operation of athletics programs, support for legislative agendas and coordination of special events. Qualifications: Candidates must hold a minimum of a bachelor’s degree with an advanced degree preferred and have significant experience in community relations, development, marketing or operations of intercollegiate athletics with demonstrated success in more than one area preferred. Candidates should possess excellent communication, interpersonal and leadership skills and a proven ability to develop and inspire a team of accomplished professionals in a collegial manner.

The ideal candidate will be able to demonstrate a record of progressively responsible fundraising and development experience within comprehensive advancement programs. Proven visionary leadership experience within higher education is highly valued. The successful candidate will effectively articulate a strong case for support to internal and external constituents that will inspire greater donor participation and support for university activities.

In addition, candidates should have proven leadership experience in the disciplines of brand management, research and marketing communications from strategic development to campaign execution and measurement.

About UWG: The University of West Georgia (westga.edu) is a leading residential, doctoral-comprehensive university that offers a broad undergraduate and graduate curriculum based on a liberal arts foundation. A unit of the University System of Georgia, UWG is located one hour west of Atlanta in Carrollton on a beautiful 645-acre campus. It enrolls more than 11,600 students who represent Georgia, as well as 47 other states and 70 countries.

The university currently offers 106 programs of study, including 55 at the bachelor’s degree level, 28 at the master’s degree level, eight at the specialist level, three at the doctoral level and 12 certificates. As a “destination university,” UWG offers academic excellence, a vibrant campus life, outstanding facilities and a wonderful story to share with the region and beyond. At UWG, students who Go West blaze trails to new possibilities for scholarly achievement, creative expression and service to humanity. Learn more by visiting www.gowestgeorgia.com.

Applications received by November 30th, 2011 will be given first consideration; additional applications will be considered until the position is filled. The goal is to fill the position for an early February 2012 start date. For full position description and to apply, go to

https:\\jobs.westga.edu.

The University of West Georgia is an Affirmative Action/Equal Opportunity Employer.

The board of trustees at Frederick Community College has announced a nationwide search for the college’s next president. FCC, in Frederick, Md., is about 30 miles from Washington, D.C., and Baltimore, and oﬀers transfer programs, career and workforce training, adult education, and numerous support services to help students succeed. The college serves more than 17,000 credit and continuing education students each year and has about 1,000 full- and part-time employees. For additional information about Frederick Community College, please visit www.frederick.edu. The college will conduct an equitable, inclusive and transparent search that will attract a strong pool of candidates.

APPLICATION PROCESS Nominations and applications will be accepted until the position is filled. The target date for applications is: Wednesday, January 4, 2012. The presidential profile will be developed by early November. For detailed information including the presidential profile please visit www.frederick.edu.

To apply go to http://acctsearches.org For additional information, nominations or confidential inquiries, contact Dr. Narcisa Polonio, vice president for Education, Research and Board Leadership Services at ACCT, 202.276.1983 (mobile) or npolonio@acct.org; or Dr. Laurie Savona, operations officer, lsavona@acct.org, 202.775.4474 (office). Frederick Community College, an equal opportunity employer, values campus diversity in students and staff and encourages members from historically under-represented groups to apply.

ÝiVÕÌ Ûi -i>ÀV iÃ U http://ww.acctsearches.org

DEPARTMENT OF AERONAUTICS AND ASTRONAUTICS The Department of Aeronautics and Astronautics at Stanford University invites applications for a tenure-track faculty position at the Assistant or untenured Associate Professor level. This is a broad-area search. We will place higher priority on the impact, originality, and promise of the candidate’s work than on the particular sub-area of specialization within Aeronautics and Astronautics. For more details, please go to http://aa.stanford.edu/facsearch Stanford University is an equal opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications from women and members of minority groups, as well as others who would bring additional dimensions to the university’s research and teaching missions.

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Bunker Hill Community College w w w. b h c c . m a s s . e d u

BVS 1]ZZSUS Bunker Hill Community College (BHCC), a dynamic institution with more than 13,000 credit students, is the largest community college in Massachusetts. It is also one of the most diverse institutions of higher education in New England, with 65% students of color and international students from more than 93 countries. A multi-campus urban institution, BHCC has locations in Boston and the adjacent city of Chelsea as well as satellites in several nearby communities. Students choose from more than 98 degree and certificate programs as well as Adult Basic Education, an online college and programs offered through the Center for Workforce Development and Community Education. Courses are offered days, evenings, weekends, and at midnight.

1]ZZSUS 5]OZa BHCC is a progressive institution guided by seven goals: to create pathways and partnerships to promote student success; to demonstrate strength through diversity; to develop and cultivate college-wide sustainability initiatives; to expand technology throughout the College; to foster wellness, growth and life-long learning; to identify and close workforce gaps; and to institute a culture of evidence and accountability. The College is committed to a learning community teaching/learning environment and, as an Achieving the Dream institution, is focused on data-driven student success.

27@31B=@ =4 :70@/@G /<2 :3/@<7<5 1=;;=<A >]aWbW]\ /dOWZOPZS 7[[SRWObSZg Reporting to the Associate Vice President of Academic Affairs and Enrollment Services, the Director will take a lead role in the integration of the Library and Learning Commons with teaching and learning activities at the College. The Director provides leadership in developing innovative services and integration of technology in library and related functions. Required Qualifications: s -ASTER S IN ,IBRARY AND )NFORMATION 3CIENCE FROM AN !MERICAN ,IBRARY !SSOCIATION accredited institution; doctorate in Library Science or related field preferred; s 0ROGRESSIVE ADMINISTRATIVE EXPERIENCE IN ACADEMIC LIBRARIES COMMUNITY COLLEGE library experience preferred; s $EMONSTRATED CAPACITY TO FOSTER AND MANAGE CHANGE IN A FAST PACED ENVIRONMENT s %XCELLENT COMMUNICATION INTERPERSONAL ANALYTICAL PROBLEM SOLVING BUDGET management, and supervisory skills; s $EMONSTRATED ABILITY TO PROVIDE EXCELLENT CUSTOMER SERVICE s $EMONSTRATED KNOWLEDGE OF ACADEMIC LIBRARIANSHIP s $EMONSTRATED EXPERIENCE WITH ONLINE LIBRARY MANAGEMENT SYSTEMS s %XPERIENCE IN COLLECTION DEVELOPMENT FOR AN ACADEMIC LIBRARY s /RGANIZATIONAL AND LEADERSHIP SKILLS NECESSARY TO COLLABORATE AND WORK EFFECTIVELY with faculty, staff, and students in a diverse environment. Salary Range: $83,000 â&#x20AC;&#x201C; $88,000 Bunker Hill Community College is an Affirmative Action/Equal Opportunity Employer. Women, people of color, persons with disabilities and others are strongly encouraged to apply.

Position will remain open until filled. To ensure consideration, application materials must be received by November 30, 2011.

APPLICATION PROCEDURE: Submit resume and cover letter addressing the required qualifications: BHCC.InterviewExchange.com Expand position and click on â&#x20AC;&#x153;Apply Nowâ&#x20AC;? and follow instructions

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11/14/2011

ASSISTANT OR ASSOCIATE PROFESSOR IN BUSINESS AND ECONOMICS (TENURE-TRACK) THE GALLATIN SCHOOL OF INDIVIDUALIZED STUDY The Gallatin School of Individualized Study at New York University invites applications from scholars in the fields of Business and Economics broadly understood for the position of tenure-track Assistant or Associate Professor. The ideal candidate will be a scholar who approaches business and economics from a social scientific perspective (e.g. PhD in sociology, political science, economics, anthropology or a scholar of business who engages the social science literature), whose research and teaching would address the needs of students interested in business, economics, and development, and enable them to understand the functions of different economic systems and their institutionalization. Important topics or subjects that this scholar might work on include, for example, the social and political function of debt; the creation and impact of different financial systems on social structures; deficits and deficit spending; markets as social structures (e.g., financial, capital, wage labor, informal economies, ethnic economies); grounded analyses of economic theory (e.g. behavioral economics, theories of entrepreneurship; how financial systems and instruments are created and their effects; and cultures of business). The ideal candidate will have experience and a strong interest in interdisciplinary teaching and in advising individualized B.A. and M.A. research programs. Possible affiliations in other schools of NYU may allow the candidate to work with doctoral students in the relevant discipline. Qualifications: Demonstrated excellence in teaching at the university level. Ph.D. required. Founded in 1972, Gallatin is an experimental college of 1,350 undergraduate students and 180 Masters students which forms a part of the major research university of NYU. Its innovative, nationally recognized B.A. and M.A. programs in individualized study encourage students to develop an integrated, multidisciplinary program of study that combines courses taken in the various schools of NYU with independent studies, internships, and Gallatin’s own interdisciplinary seminars, writing courses and arts workshops. The School emphasizes excellent teaching, intensive student advising and mentoring, and a unique combination of program flexibility and academic rigor. All application materials must be submitted electronically. To apply, please visit www.nyuopsearch.com/applicants/Central?quickFind=51026 Please submit a letter of application, curriculum vitae, a writing sample (of up to 30 pages), three letters of recommendation, a statement of your teaching philosophy, and a brief description of three dream courses. For questions, please contact Amber Pritchett at amber.pritchett@nyu.edu. Review of applications will begin on December 1, 2011 and continue until the position is filled.

NYU is an Equal Opportunity/Affirmative Action Employer.

PROVOST AND VICE PRESIDENT ACADEMIC AFFAIRS

Portland State University (PSU), a thriving public university located in downtown Portland, Oregon, requires an experienced and visionary academic leader to serve as Provost and Vice President, Academic Affairs. The Provost and Vice President oversees an academic enterprise of seven schools and colleges at PSU, including over 1500 faculty, and serving nearly 30,000 students. Reporting to the President, Wim Wiewel, the successful candidate for this position will lead the academic enterprise to serve as a model for an engaged urban research university. The Provost and Vice President, Academic Affairs will achieve this goal by: leading the formulation of an integrated plan for the academic enterprise that will serve as the foundation and guide for future excellence in teaching and research; developing and aligning the resources that will support and enable successful execution of the plan; ensuring a sound academic platform that supports student access, choice and success; and energizing an entrepreneurial but focused culture among deans, faculty and staff. A detailed profile describing the position will be available soon on the University’s website and from the search firm, Isaacson, Miller. Screening of complete applications will begin immediately and continue until the completion of the search process. Applicants should send a detailed letter of application, a curriculum vitae, and contact information for five references to Deborah Hodson or David Bellshaw at 4387@imsearch.com. Electronic submission of applications and correspondence is strongly preferred. Inquiries and nominations can be submitted to the same e-mail address, or contact the search firm representatives at 415.655.4906. Portland State University is an affirmative action, equal opportunity employer, committed to the development of an inclusive and diverse community. Candidates of all backgrounds are encouraged.

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Bachelor’s degree required; Master’s degree in fine or performing arts or arts administration/ management preferred. Minimum of eight years experience in the management of a performing arts center or similar organization, and a successful record of grants, fundraising and marketing in the field is required. Interested candidates should send letter of application, including curriculum vitae, and names of at least three professional references to Cathy Cestra-Nadzan at cestranadzanc@wpunj.edu or via mail to William Paterson University, College of the Arts and Communication, 300 Pompton Road, Wayne, New Jersey 07470. For more information, visit www.wpunj.edu/jobs. Review of applications will begin immediately and continue until the position is filled. Salary is commensurate with experience and expertise. This position offers a competitive salary and a comprehensive benefits package including tuition waiver for dependent children.

William Paterson University is an Equal Opportunity Institution Committed To Diversity.

New Mexico State University invites nominations and applications for the position of Campus President for NMSU Carlsbad.

Outlook@sprintmail.com HISPANIC

William Paterson University of New Jersey, a public university serving over 11,500 undergraduate and graduate students, invites applications and nominations for the position of Executive Director of University Performing Arts. The Executive Director of University Performing Arts (UPA) reports to the Dean of the College of the Arts and Communication. The selected candidate will be responsible for leading the faculty and staff of the University in developing and implementing a creative vision and strategic plan to foster campus and community outreach by offering and supporting a calendar of diverse performance events; supporting University and departmental events and activities; supervising UPA staff including the Director of Operations, Director of Audience Services, Technical Director, Production Stage Manager, and other administrative support staff; supervising the management of facilities, equipment and staff of the Shea Center for the Performing Arts and the Hunziker Black Box Theater; managing the budget planning, allocation and disbursement of UPA funds; and programming of high quality cultural events to bring recognition to WPU as a center for the performing arts. Other responsibilities of the position include providing leadership and advocating for the performing arts within the University and in surrounding communities; working collaboratively with deans, department chairs, professional staff, administrative personnel, faculty, students, and other stakeholders to support the mission of the University; and creating and implementing a five-year development plan to bring performing arts to the forefront of the University’s image and reputation. This plan will align closely with the strategic marketing efforts of the University.

Campus President

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For a detailed job description, requirements and application information please visit: http://www.nmsu.edu/carlsbadpressearch NMSU Carlsbad is an EEO/AA employer

11/14/2011

DEAN, SCHOOL OF PUBLIC HEALTH Position #105959 The University of Maryland, College Park invites applications and nominations for the position of Dean of the School of Public Health (www.sph.umd.edu). A member of the Association of American Universities (AAU) and the flagship campus of the University System of Maryland, the University of Maryland (www.umd.edu) is located in the Baltimore-Washington corridor within nine miles of the nation’s capital and 30 miles of the state capital. The University ranks among the top 20 public universities, with nationally ranked programs and innovative undergraduate programs. The ideal candidate will possess a doctoral degree in public health or a related discipline; credentials and accomplishments commensurate with appointment as a tenured professor; proven administrative experience and leadership in an academic setting; demonstrated commitment to excellence in teaching, advising and mentoring; demonstrated ability to nurture strong extramural research and outreach programs; understanding and experience with development and fund-raising; and a demonstrated commitment to diversity. For application requirements, complete position description, and to apply online https://jobs.umd.edu. For more information, please contact Sandy Davis, (301-405-6813), sandyd@umd.edu. The University of Maryland, College Park, actively subscribes to a policy of equal employment opportunity, and will not discriminate against any employee or applicant because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry or national origin, marital status, genetic information, or political affiliation. Minorities and women are encouraged to apply.

Associate Director Equal Opportunity and Diversity Office The Equal Opportunity and Diversity Office at the University of Massachusetts, Amherst campus is seeking an experienced grievance resolution Associate Director to investigate and propose resolutions for complaints related to civil rights violations (including sexual harassment) filed within the University. Reporting line will be to the Executive Director for Equal Opportunity and Diversity. Minimum Qualifications: BA/BS (Master’s preferred) in higher ed administration, personnel, human resources or related fields; 3 years of experience in the investigation of complaints/grievances related to civil rights violations. Successful candidate must be well versed in federal and state affirmative action and equal opportunity legislation and able to provide leadership and training to campus staff and faculty. Experience in the development and presentation of training materials to diverse populations required. Mediation skills preferred. Hiring Salary Range: $47,400 – $60,000 Normal Starting Salary: $47,400 – $53,700 Send a letter of application, resume and the names, telephone numbers and addresses of three references to: EO&D Associate Director Search, c/o Ms. Brenda Young, 243 Lederle GRC Lowrise, University of Massachusetts, 740 North Pleasant Street, Amherst, MA 01003-9306. The review of applications will begin on November 10, 2011 and will continue until the position is filled. The University of Massachusetts is an Affirmative Action/Equal Opportunity Employer. Women and members of minority groups are encouraged to apply.

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OUTLOOK

CHANCELLOR UNIVERSITY OF CALIFORNIA, SAN DIEGO La Jolla, California

The University of California invites nominations and applications for the position of Chancellor of the University of California, San Diego campus. The current incumbent, Marye Anne Fox, will step down as Chancellor in June 2012, and return to teaching and research as a Distinguished Professor of Chemistry. Fox was appointed in 2004 as UC San Diego’s seventh Chancellor. The University of California, San Diego is a member of the UC System, which was founded in 1869 and is recognized as one of the world’s largest and most successful academic institutions, with a mission of research, teaching, public service, and patient care. The San Diego campus was established 50 years ago with one criterion for success – “to be distinctive.” As a consequence, it has achieved extraordinary success in education, research, and innovation. The campus celebrated its founders and accomplishments with a year-long 50th anniversary commemoration during the 2010-2011 academic year. The campus is recognized as one of the top 10 public universities nationally by U.S. News & World Report, and is the number one campus in the nation for its commitment to service and contributions to the country, according to Washington Monthly. Its rich academic portfolio includes six undergraduate colleges, five academic divisions, and five graduate and professional schools. It currently enrolls approximately 23,600 undergraduates and 6,200 graduate students (including health sciences). Its current faculty totals 1,200 and includes six Nobel Prize recipients, 151 members of the National Academies (91 National Academy of Sciences, 23 National Academy of Engineering, and 37 Institute of Medicine), and 154 Endowed Chairs. It is the third largest employer in San Diego County, with nearly 26,000 employees. It has annual revenues of $2.9 billion and recently surpassed $1 billion in sponsored research for the first time in the campus’s history. UC San Diego successfully completed its first $1 billion fundraising campaign in 2007. The campus is home to the renowned Scripps Institution of Oceanography, one of the world’s oldest and largest centers for ocean and earth science research, education, and public service. The UC San Diego Health System includes the School of Medicine, Skaggs School of Pharmacy and Pharmaceutical Sciences, two Hospitals, and multiple primary and specialty care outpatient centers. The Health System is constructing the Jacobs Medical Center that will add three new hospitals to the San Diego region. Since 2004, UC San Diego has initiated more than $3.5 billion in capital improvement projects, ultimately adding 3.4 million assignable square feet to the campus, an increase of 40 percent.

Life Sciences Open Rank Faculty Search The Division of Life Sciences (www.lifesciences.ucla.edu)

in the UCLA College of Letters and Sciences announces a special initiative to recruit excellent research scientists

with a history and commitment to the mentorship of students

from

underrepresented

and

underserved

populations. We seek individuals who will lead and

facilitate Life Science programs focused on providing research and professional development opportunities for

our diverse student body. Candidates should have outstanding records of scholarly publications, research

support, and teaching. Successful candidates will have the

same opportunities and expectations for a successful research program as other UCLA faculty, but with teaching

loads and service adjusted for participation in this special

initiative. These positions will have an Academic Senate appointment in one of five Life Science departments

(Ecology and Evolutionary Biology; Microbiology,

Immunology, & Molecular Genetics; Molecular, Cell, and

Developmental Biology; Integrative Biology and

Physiology; and Psychology) at a professorial rank commensurate with current academic standing and achievement. UCLA offers competitive salaries, research

set-up funds, and recruitment allowances.

Nominations and questions should be sent to: Dr. Paul Barber (paulbarber@ucla.edu) or Dr. David O. Sears

(sears@psych.ucla.edu). Application packages should contain 1) a cover letter that specifically details his or her philosophy and record of mentoring of underrepresented

and underserved students, 2) curriculum vitae and 3) a statement of research and teaching interests and 4) the

names of three references. Submit these materials as

attachments to diversity@psych.ucla.edu. Review of the

The Chancellor is the chief executive officer and reports to the President of the University of California. The Executive Vice Chancellor, Vice Chancellors for Health Sciences, Marine Sciences, Research, and three administrative Vice Chancellors report to the Chancellor.

applications will begin on November 15, 2011, and will

Qualified candidates should have demonstrated leadership skills in a rigorous academic and research environment and be able to plan for and execute the continued growth of UC San Diego. They must have a strong commitment to and record of teaching, research, service, and scholarship. The ideal candidate must have a clear vision of the future of higher education and how it will impact this particular campus; a demonstrated commitment to diversity; a clear understanding and appreciation of shared governance; a proven record of generating financial resources; and evidence of an ability to create effective linkages with external constituents and alumni.

UCLA is ranked the 2nd best public university in the U.S.

Reviews of candidate materials will begin immediately and the position will remain open until filled. Salary will be commensurate with experience. The University of California has retained Isaacson, Miller, a national executive search firm, to assist with this search. Confidential inquiries, nominations, referrals and resumes with cover letter should be sent in confidence to: David Bellshaw and/or Bernard Jones, Isaacson, Miller, 649 Mission Street, Suite 500, San Francisco, CA 94105, Email: UCSDChancellor@imsearch.com. Email submission of application material is strongly encouraged.

UC San Diego is committed to cultural diversity and it is expected that the successful candidate will further this commitment. The University is an affirmative action/equal opportunity employer.

continue until the positions are filled (Job #: 0875-1112-03).

by US News & World Report and is California's largest university with an enrollment of nearly 38,000

undergraduate and graduate students. The UCLA College

of Letters and Science and the university's 11 professional schools feature renowned faculty and offer more than 323

degree programs and majors. The Biomedical, Behavioral and Life Sciences areas at UCLA have more than 300

faculty members, includes many top ten ranked departments, and is consistently in the top ten in NIH

funding. The UCLA College has a tradition of outstanding

teaching and mentorship of undergraduates, which the Division of Life Sciences hopes to enhance through this

special initiative. As a campus with a diverse student body,

we encourage applications from women, minorities, and individuals with a history of mentoring underrepresented

minorities in the sciences.

UCLA is an affirmative action/equal opportunity employer with a strong institutional commitment to the achievement of faculty and staff diversity.

HISPANIC

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11/14/2011

DID YOU KNOW...

West Chester University of Pennsylvania TENURE TRACK POSITIONS

We have Web Packages Available?

Join a vibrant campus community whose excellence is reflected in its diversity and student success. West Chester University of Pennsylvania, a member of the Pennsylvania State System of Higher Education, is actively building a culturally diverse academic community that fosters an inclusive environment and encourages a broad spectrum of candidates including people of color, women, and individuals with disabilities to apply for positions. West Chester, located 25 miles west of Philadelphia, is convenient to major cultural & commercial institutions, recreational activities, and is within driving distance of Wilmington, DE, NYC, and Washington, DC. Unless indicated in the job description, a terminal degree in the field or related field is required. For all positions, excellence in teaching and the potential to develop an active program of research or scholarly activity in the discipline are essential. Effective communication and teaching must be demonstrated by presenting a seminar or lecture during an on-campus interview. To be considered a finalist, candidates must successfully complete this process. Successful candidates will also have the opportunity to participate in teaching and research within interdisciplinary programs. Teaching assignments may include distance education/online courses. Rank and salary are commensurate with experience. For full job descriptions, including position requirements, as well as application instructions, visit our Web Page at: http://www.wcupa.edu/vacancies.

West Chester University is recruiting for the following Assistant/Associate Professor positions: College

College of Arts and Sciences

College of Business and Public Affairs

College of Education

Department

Specialty

Contact

Anthropology/Sociology

Sociology of Family/Stat and Research

vdesousa@wcupa.edu

Biology

Microbiologist

xfan@wcupa.edu

English

Creative Nonfiction

kbridgford@wcupa.edu

English

Fiction

wlalicker@wcupa.edu

English

English Ed: Field Coord./7-12 Ptships

cverderame@wcupa.edu

English

English Ed: Teacher Ed Specialist

lrenzi@wcupa.edu

Mathematics

Statistics

rrieger@wcupa.edu

Physics

Medical Physicist and PHY 100

mwaite@wcupa.edu

Physics

Condensed Matter/Solid State Physicist

mwaite@wcupa.edu

Accounting

Accounting Behavioral, Urban & Public Economics, Monetary Theory

Economics

College of Health Sciences

College of Visual and Performing Arts

kflynn@wcupa.edu scondliffe@wcupa.edu

Management

International Business

mshea@wcupa.edu

UG Social Work

Field courses, Race Relations, Family

mbelliveau@wcupa.edu

Graduate Social Work

Field supervision and related courses

aabbott@wcupa.edu

Counselor Education Early and Middle Grades Literacy

Health

Counselor Education Early Childhood/Pre-Kindergarten through Grade 4 Reading/Literacy Education Community Health and Public Health – Health Promotion Public Health/Integrative Health

Nursing

Community Health/Gerontology

Nursing

Medical/Surgical Nursing

cmoriconi@wcupa.edu

Nursing

RN to BSN

cmoriconi@wcupa.edu

Art

Sculpture and 3D Design

rblake@wcupa.edu

Theatre/Dance

Voice/Dance Specialist

GstudlienWebb@wcupa.edu

Library

Special Collections

plenkowski@wcupa.edu

Health

For complete information on web advertising packages that suit your needs contact us at

(800) 549-8280 ext. 102 or 106

eowens@wcupa.edu

mdrobnak@wcupa.edu kflanigan@wcupa.edu lcarson@wcupa.edu smetz@wcupa.edu cmoriconi@wcupa.edu

All offers of employment are subject to and contingent upon satisfactory completion of all preemployment criminal background and consumer reporting checks. The filling of these positions is contingent upon available funding. Developing and sustaining a diverse faculty and staff advances WCU’s educational mission and strategic Plan for Excellence. West Chester is an Affirmative Action – Equal Opportunity Employer. Women and minorities are encouraged to apply.

11/14/2011

E-Mail us your text to: outlook@sprintmail.com Your ad is up in Minutes! And Visit us on the web www.HispanicOutlook.com

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HISPANIC

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LATINO ACADEMIC SUCCESS CONSULTANTS, LLC Training Latinos Today to Lead Tomorrow!

LATINO ACADEMIC SUCCESS CONSULTANTS, LLC ("LASC") provides leadership development to Hispanic College students through a multilayered approach that includes Training for teachers and faculty, Community Outreach and Parent Workshops.

DEAN OF THE COLLEGE OF BASIC AND APPLIED SCIENCES Middle Tennessee State University is seeking a creative and dynamic individual to lead the College of Basic and Applied Sciences and invites applications for the position of Dean. Located in historic Murfreesboro, Tennessee, one of the largest and fastest growing cities in the state, located 35 miles south of Nashville, MTSU currently enrolls more than 26,000 students. More information about the college is available at http://mtsu.edu/cbas/. Responsibilities of the position include: • • •

• •

maintain accreditation for all accreditable programs in the college; serve as the chief academic and administrative officer for the college concerning MTSU and TBR policies, curriculum for undergraduate major programs, graduate masters and PhD programs; responsible for increasing the college focus and success in research and extramural funding; provide leadership for three interdisciplinary PhD programs in the college; and responsible for the development efforts of the college.

LASC was formed by Adeline Ortiz, a Latina raised in a single-parent home in the South Bronx. Ms. Ortiz earned a Bachelor Degree in English - Professional Writing from Lehman College of the City University of New York in 1992, and a Juris Doctor from University at Buffalo School of Law in 1997. Ms. Ortiz was an Adjunct Professor for 7 Years and taught courses in Business Law, Securities Regulation, Marketing and Management. Ms. Ortiz believes that classrooms are not a “one size fits all.” Every student is different, and there are many sociocultural factors that affect Latino students, which cannot be ignored. As Corporate America embraces the need to recruit and retain qualified Latinos in order to expand operations into the Hispanic cultural markets, the demand for such talent has never been greater. Institutions for Higher Education have a unique opportunity to create a legacy of developing the next generation of Latino Leaders. LASC can help! For more information on our services or a free consultation, please email us at LatinoAcademicSuccess@hotmail.com or visit our website at www.LatinoAcademicSuccess.com.

Job qualifications include: • • •

•

• •

•

A doctorate in a represented discipline of the College. Extensive experience in teaching and/or administration. An on-going commitment to support excellence in teaching, externally funded research and service programs, and scholarly inquiry as evidenced by a distinguished record of discipline-related and administrative accomplishments. A vision for and demonstrated ability to aggressively pursue partnerships with external constituencies that will forge connections between regional needs and areas of competitive advantage of the University as outlined in the Academic Master Plan (AMP). With a new $126 million science building, the new dean will position MTSU to become a leader in science education and cutting-edge research in the sciences. Eligibility to be tenured in one of the departments of the College. Significant higher education administrative experience that demonstrates increasing levels of responsibilities. Research and teaching accomplishments sufficient to merit rank of full professor. Development experience preferred.

Appointment date is July 1, 2012. Salary is negotiable and competitive with similar positions in comparable public universities. MTSU also provides generous employee benefits.

Filing procedures: Full description of the position may be found at https://mtsujobs.mtsu.edu. Interested applicants should follow the instructions on how to complete an application, attach documents, and submit the application online. Filing deadline: Review of applications will begin December 1, 2011, and will continue until the position is filled. MTSU is an AA/EOE.

HISPANIC

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— Faculty Positions — The Evergreen State College, a progressive, public liberal arts college emphasizing intense interdisciplinary study and collaborative team teaching, is currently recruiting for the following positions:

2D Art: Photography 3D Art: Ceramics Social Psychology Creative Writing

Public Administration, Tribal Governance

Communication/ Journalism

For complete job announcements and to apply, visit:

www.evergreen.edu/facultyhiringg The Evergreen State College is committed to building a diverse and broadly trained faculty. We encourage candidates to apply who have experience in pursuing innovative and engaging teaching strategies working with faculty from other disciplines and who have experience working with diverse and underserved populations. Salary for all positions based on experience and degrees, with excellent benefits package, including same-sex domestic partner benefits and relocation. AA/EOE/ADA Faculty Hiring L2002 2700 Evergreen Pkwy NW Olympia, WA 98505 360.867.6861 www.evergreen.edu

11/14/2011

Bunker Hill Community College w w w. b h c c . m a s s . e d u

College of Education Please visit the website listed for each position to obtain a more detailed description of the job requirements as well as the required qualifications and application materials. Educational Studies (Assistant Professor or Associate Professor and Department Head) In this search, the department seeks an established and innovative scholar, who is firmly and actively committed to promoting diversity and social justice in public education in school, university, and community settings through their work in scholarship, teaching, and service, who has extensive experience working with multicultural/multilingual student and family populations, and who can provide bold, imaginative, and collaborative leadership to our faculty members, our students, and to the local, state, and national communities which we serve. http://www.uwyo.edu/hr/hremployment/showjob. asp?jobid=12884 Elementary Education (Assistant Professor) The successful candidate for this position will have holistic understanding of: 1) current issues and practices in elementary literacy methods, teacher education and policy, 2) excellence in teaching, supervision and mentoring students, 3) potential for research and publication. An understanding of current issues and practices in elementary literacy, teacher education and policy is expected. Preference will be given to those with experience teaching elementary literacy courses, a publication record, successful teaching in higher education, experience teaching in public schools, and experience with distance education. Candidates having experience working with diverse populations and/or English language learners are encouraged to apply. http://www.uwyo.edu/hr/hremployment/showjob. asp?jobid=12824 Modern Language Education (Assistant Professor) Tenure-track position to teach secondary modern language education methods and appropriate modern language courses; teach graduate courses in Curriculum and Instruction; and advise students in the field. Qualifications: Earned doctorate from a recognized teacher education program with an emphasis in secondary modern language education; a minimum of three yearsâ&#x20AC;&#x2122; teaching experience; scholarly productivity in an area related to modern language education. Prefer: K-12 teaching experience. http://www.uwyo.edu/hr/hremployment/showjob. asp?jobid=10564 Science and Mathematics Teaching Center Director Seeking an innovative, effective leader to direct its Science and Mathematics Teaching Center. The SMTC is an intercollegiate, interdisciplinary unit delivering programs committed to excellence in science, mathematics, and technology education. The SMTCâ&#x20AC;&#x2122;s work is carried out by affiliate faculty drawn from the Colleges of Education, Arts and Sciences, Engineering and Applied Sciences, and Agriculture and Natural Resources. http://www.uwyo.edu/hr/hremployment/showjob. asp?jobid=11845

1=C<A3:=@ A7<5:3 AB=> >@=5@/; /1/23;71 1==@27</B=@ >]aWbW]\ /dOWZOPZS 8O\cO`g '

Bunker Hill Community College has partnered with Single Stop USA to provide services to reduce the impact of poverty on students and their families. The program will help increase access to government benefits, tax credits, and other critical support services such as legal counseling and financial planning, all in a convenient â&#x20AC;&#x2DC;one-stopâ&#x20AC;&#x2122; location. Responsibilities: s 2EPORTS TO THE DIRECTOR OF THE 3INGLE 3TOP 0ROGRAM s Serve as the point of contact for students, the College community and external partners on issues related to Single Stop services; s #ONDUCT INTAKE AND ASSESSMENT FOR 3INGLE 3TOP CLIENTS FACILITATE REFERRALS TO PARTNERING AGENCIES s &OLLOW UP WITH BOTH CLIENTS AND PARTNERING AGENCIES REGARDING REFERRALS AND OUTCOMES s $OCUMENT ALL REFERRALS AND OUTCOMES IN AN ACCURATE AND TIMELY MANNER s !SSIST IN MARKETING 3INGLE 3TOP SERVICES to students; s !SSIST IN PROGRAM RESEARCH DEVELOPMENT AND ASSESSMENT AND PARTICIPATE IN ONGOING TRAININGS Required Qualifications: s -37 AND lVE YEARS OF EXPERIENCE RELEVANT TO THE POSITION S RESPONSIBILITIES OR AN EQUIVALENT combination of education, training and experience; s 7ORK EXPERIENCE WITH COMMUNITY SERVICE AGENCIES IN AND AROUND "OSTON +NOWLEDGE OF state and federal regulations as they pertain to homelessness and other government benefits; s %XCELLENT INTERPERSONAL VERBAL AND WRITTEN COMMUNICATION SKILLS s $EMONSTRATED ABILITY TO WORK INDEPENDENTLY AND ON A TEAM AND COLLABORATE WITH MULTIPLE offices and constituencies on new programs; s (IGHLY ORGANIZED AND DETAIL ORIENTED s #OMPUTER SOFTWARE SKILLS INCLUDING -ICROSOFT /FlCE OR EQUIVALENT s #OMMITMENT TO "(## S MISSION AND 3INGLE 3TOP 53! GOALS AND OBJECTIVES s 0ROVEN ABILITY TO WORK EFFECTIVELY WITH A DIVERSE FACULTY STAFF AND STUDENT POPULATION Salary Range: $55,391 â&#x20AC;&#x201C; $67,854 Bunker Hill Community College is an Affirmative Action/Equal Opportunity Employer. Women, people of color, persons with disabilities and others are strongly encouraged to apply.

Position will remain open until filled. To ensure consideration, application materials must be received by November 30, 2011.

11/14/2011

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HISPANIC

OUTLOOK

FACULTY POSITIONS The Steinhardt School of Culture, Education, and Human Development at New York University advances knowledge, creativity, and innovation at the critical crossroads of human learning, culture, development, and well-being. Through rigorous research and education, both within and across disciplines, the School’s faculty and students evaluate and redefine processes, practices, and policies in their respective fields, and from a global as well as community perspective lead in an ever-changing world. NYU’s dynamic Global Network University includes NYU Abu Dhabi and international programs and academic centers around the world. NYU is committed to building a culturally diverse educational environment and strongly encourages applications from historically underrepresented groups. The Steinhardt School is recruiting for positions in the areas listed below for the upcoming academic year. Complete faculty position descriptions and applications can be found on our website at:

http://steinhardt.nyu.edu/faculty_positions/ The Steinhardt School anticipates continuing our recruitment activities in future years in these areas as well as in the Visual and Performing Arts, Education, Applied Psychology, Health Programs. Our School is comprised of eleven departments: Administration, Leadership, and Technology; Applied Psychology; Art and Art Professions; Communicative Sciences and Disorders; Humanities and the Social Sciences in the Professions; Media, Culture, and Communication; Music and Performing Arts Professions; Nutrition, Food Studies, and Public Health; Occupational Therapy; Physical Therapy; Teaching and Learning. We invite you to visit the above website for updated information.

ART & ART PROFESSIONS

MUSIC & PERFORMING ARTS PROFESSIONS

Studio Art

Music Composition/Technology

-Clinical Open Rank, Non-Tenure Track

-Assistant/Associate Professor, Tenure-Track

COMMUNICATIVE SCIENCES & DISORDERS

NUTRITION, FOOD STUDIES, & PUBLIC HEALTH

Speech Language Pathology -Assistant/Associate Professor, Tenure-Track

Food Studies

HUMANITIES & SOCIAL SCIENCES

-Assistant Professor, Tenure-Track -Associate Professor, Tenure-Track

Applied Statistics/Psychometrician

Public Health

-Assistant/Associate Professor, Tenure-Track

-Associate Professor, Tenure-Track/Tenured

International Education -Assistant Professor, Tenure-Track

OCCUPATIONAL THERAPY -Assistant Professor, Tenure-Track

MEDIA, CULTURE, & COMMUNICATION

TEACHING & LEARNING

Digital Media

Literacy/English Education

-Assistant Professor, Tenure-Track

Media Policy/Activism

Math Education

-Assistant Professor, Tenure-Track

-Assistant/Associate Professor, Tenure-Track

New York University is an Equal Opportunity/Affirmative Action Employer.

ANNOUNCEMENT OF TWO FACULTY POSITIONS Associate or Full Professors - Disability and Rehabilitation Science College of Applied Health Sciences University of Illinois at Urbana-Champaign The College of Applied Health Sciences (http://ahs.illinois.edu) at the University of Illinois invites nominations and applications for two (2) Associate/Full Professor positions in disability and rehabilitation science. The positions offer opportunities to engage in interdisciplinary scholarship on disability and rehabilitation science and to join the Center on Health, Aging and Disability. Applicants must hold a doctoral degree in a discipline relevant to disability and rehabilitation science, have a strong record of research accomplishments, and qualify for appointment at the rank of Associate or Full Professor in one of the departments of the College. For full consideration an application must be received by January 10, 2012. Create your candidate profile at https://jobs.illinois.edu and upload your letter of application that includes a statement of your research interest, curriculum vitae, and names, addresses, and phone numbers of three references by the closing date. All requested information must be submitted for your application to be considered. For more information about the positions, applicants may contact: William Stewart, Chair - Disability and Rehabilitation Science Search Committee, University of Illinois, 1206 S. Fourth St., 110 Huff Hall, Champaign, IL 61820; Phone: (217) 333-2131, or Email: wstewart@illinois.edu. AA/EOE.

HISPANIC

OUTLOOK

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11/14/2011

FACULTY SEARCHES Rutgers-Camden is the southern campus of Rutgers, the State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences Programs, a Law School, and a Business School. Biology - Assistant Professor Center for Computational and Integrative Biology Chemistry - Assistant Professor Biochemistry Economics - Assistant Professors (2) Econometrics and Statistical Methods Urban Economics (joint appt. with Public Policy and Administration) Foreign Languages - Assistant Professors (2) French: Francophone Studies or 18th/19th Centuries Spanish: Applied Linguistics History - Assistant Professor Asian/Global (specialty to be determined) Public Policy and Administration - Assistant Professors (3) Public Budgeting Urban Development and Economics (joint appt. with Economics) Entrepreneurship/Public Development (joint appt. with School of Business) Sociology, Anthropology, and Criminal Justice - Assistant Professor Criminal Justice For specific information about any of these positions, including qualifications and deadlines, see our website at

http://www.camden.rutgers.edu/RUCAM/fasjob/jobs.html Rutgers University is an Equal Opportunity/Affirmative Action Employer. The University and our departments seek to attract an active, culturally diverse faculty and staff of the highest caliber. Women and minorities are strongly encouraged to apply. In addition, Rutgers University is the recipient of a National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers.

Assistant Professor Evolutionary Developmental Biology of Animals Cornell University Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university and New York's land-grant institution. Its staff, faculty, and students impart an uncommon sense of larger purpose and contribute creative ideas and best practices to further the university's mission of teaching, research, and outreach. The Department of Ecology and Evolutionary Biology invites applications for tenure-track appointment as Assistant Professor in evolutionary developmental biology of animals. We are particularly interested in candidates whose research investigates the developmental genetic basis of evolutionary novelty, convergence, or differences in body plans, although candidates with related interests are also encouraged to apply. We will consider applicants who study patterns and mechanisms of evolutionary change within groups of closely related organisms or across broad phylogenetic expanses of taxa. The position bridges evolutionary biology, developmental biology and genetics and the successful candidate must demonstrate research accomplishments at the highest level in these intersecting fields. The successful candidate will be expected to develop a well-funded, innovative research program with a national and international reputation, to participate in undergraduate and graduate teaching in evolutionary biology and evolutionary developmental biology, and to contribute to evolutionary and developmental life sciences across the Cornell campus. Cornell’s faculty in the life sciences is highly collaborative and outstanding research facilities are available. Application Procedure: Candidates should submit a curriculum vitae, statement of research interests, statement of teaching interests and experience, list of publications, and a selection of no more than 5 representative papers. Candidates should also arrange for 3 letters of reference to be uploaded. Apply via website https://academicjobsonline.org/ajo/jobs/1145. Inquiries can be directed to either of the co-chairs of the search committee: Prof. Richard G. Harrison or Prof. Amy R. McCune at evodevosearch@cornell.edu. Review of applications will begin December 1, 2011, and continue until the position is filled. Salary: Competitive, commensurate with background and experience. Qualifications: Applicants should have a Ph.D., demonstrated excellence in research in the field of “evodevo,” a strong interest in collaborative research, and a dedication to excellence in teaching of evolutionary biology. Post-doctoral experience is highly desirable.

Cornell University is an affirmative action/ equal opportunity employer and educator.

11/14/2011

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HISPANIC

OUTLOOK

Located just 25 miles north of New York City, Purchase College uniquely combines professional conservatory training in the visual and performing arts with rigorous majors in the liberal arts and sciences. Our faculty and staff are committed to inspiring an appreciation for both intellectual and artistic talents in all students. Named by Princeton Review as one of the “Best 376 Colleges, 2012”, the campus celebrates individuality, diversity, and creativity as we encourage students to “Think Wide Open”. At Purchase College, the arts play a special role – liberal education infuses the arts and the arts infuse the campus. Faculty positions are open in Acting • Arts Management • Chemistry Dance • Economics • Journalism • Media Psychology • Spanish • Visual Arts For a listing of required credentials, levels of appointments, the application process, and deadlines for applications, interested candidates should visit http://jobs.purchase.edu. Purchase College is an Equal Opportunity Employer. Women and minorities are encouraged to apply.

Cuyahoga Community College (Tri-C) is proud to be Ohio’s first and largest community college. Each year more than 55,000 credit and non-credit students take courses at our four traditional campuses, two Corporate College locations, 50+ off-campus sites and via television and the Internet. Offering more than 1,000 credit courses in more than 140 career and technical programs and liberal arts curricula, we are a highly respected academic institution and have earned distinction as one of the Board Member Colleges for the League for Innovation in the Community College.

Tenure Track Faculty Positions Available For the 2012-13 Academic Year: Business Administration Early Childhood Education English English as a Second Language Hospitality Management (Culinary) Information Technology Interior Design Nursing (Open Spring 2012) Psychology Physics Recording Arts Technology Speech

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Richard Balzano Certified Fine Homes Specialist Member: Real Estate Board of New York 212-965-6047 - Direct 917- 449- 0181 - Mobile Rbalzano@elliman.com - www.elliman.com/RAB

We offer a competitive salary and comprehensive benefits package. For more information regarding all available opportunities and how to apply, visit the College web site at https://careers.tri-c.edu/. Cuyahoga Community College is committed to attaining excellence through the recruitment and retention of a diverse workforce. EOE

HISPANIC

OUTLOOK

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11/14/2011

The Department of Environmental Studies at the University of North Carolina Asheville (www.unca.edu./envr_studies) invites applications for a full-time, tenure track position in field-based structural geology with an environmental focus. The position begins at the assistant professor level in August 2012. Responsibilities include teaching structural geology, environmental geology, physical geology, and other courses complementary to the program, such as Introduction to Environmental Science. This faculty member will also contribute to the university-wide Integrative Liberal Studies program (our interdisciplinary liberal arts curriculum required of all undergraduates, including introductory (freshman) colloquia, writing and quantitative intensives, and other interdisciplinary courses), will advise undergraduates, and will develop an active research program that includes opportunities for undergraduate research. The successful applicant will have a strong commitment to excellence in undergraduate teaching and an interest in infusing the undergraduate experience with the skills, aptitudes, and values of the interdisciplinary liberal arts and sciences. As UNC Asheville is committed to promotion of diversity, the candidate should facilitate a work environment that encourages knowledge of, respect for, and ability to engage with those of other cultures or backgrounds. The candidate should also possess knowledge and understanding of multicultural and diversity issues, and their potential applications to pedagogy, programming, and service activity.

Applicants are expected to have a doctoral degree at the time of appointment. Interested candidates should submit a cover letter, curriculum vitae, statement of teaching philosophy/teaching interests, statement of research interests, three letters of reference, and teaching evaluations, if available, to: Dr. William Miller, Department of Environmental Studies, CPO 2330, University of North Carolina Asheville, Asheville, North Carolina 28804-8511. The search committee will begin review of applications on 15 November, 2011. The position is open until filled. UNC Asheville is an Equal Opportunity/Affirmative Action Employer. E-mail inquiries may be directed to Debra Robbins, Department Administrator, drobbins@unca.edu

Tenure track faculty positions in Structural Biology and Dynamics with a focus on Membrane Proteins

The Departments of Biochemistry & Molecular Biology (www.bmb.msu.edu) and Chemistry (www.chemistry.msu.edu) at Michigan State University seek outstanding candidates for two tenure-track Assistant Professorships in the fields of structural biology and dynamics with an emphasis on membrane proteins and biomembranes. Successful candidates will develop a vigorous, externally-funded research program using and/or developing modern molecular biophysical approaches to examine the structure and dynamics of membrane proteins involved in important biological functions including but not limited to, host pathogen interactions, signaling, ion or molecular transport, bioenergetics, and membrane biogenesis. These individuals will have the opportunity to use state-of-the-art facilities which include a 900 MHz NMR, mass spectrometry facility, and dedicated synchrotron beamlines at Argonne National Laboratory. There are also opportunities to interact with a diverse group of MSU faculty working in structural biology and dynamics. In addition, the candidates will contribute to teaching undergraduate, graduate, and/or medical students in their home department.

Review of application materials will begin on November 15, 2011 and will continue until suitable candidates are identified. The Departments are highly committed to a diverse faculty and encourage applications from individuals in groups that have been traditionally under-represented in science faculties including women, persons of color, veterans, and persons with disabilities. Application materials should include a single file containing a cover letter, CV, statement of research interests and future directions, and the names and email addresses of three references. All application materials should be uploaded electronically at www.jobs.msu.edu for Position #5297. Questions regarding this position may be directed to Dr. Shelagh Ferguson-Miller (fergus20@msu.edu) in Biochemistry & Molecular Biology and/or Dr. David Weliky (weliky@chemistry.msu.edu) in Chemistry.

11/14/2011

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HISPANIC

OUTLOOK

Bunker Hill Community College w w w. b h c c . m a s s . e d u BVS 1]ZZSUS Bunker Hill Community College (BHCC), a dynamic institution with more than 13,000 credit students, is the largest community college in Massachusetts. It is also one of the most diverse institutions of higher education in New England, with 65% students of color and international students from more than 93 countries. A multi-campus urban institution, BHCC has locations in Boston and the adjacent city of Chelsea as well as satellites in several nearby communities. Students choose from more than 98 degree and certificate programs as well as Adult Basic Education, an online college and programs offered through the Center for Workforce Development and Community Education. Courses are offered days, evenings, weekends, and at midnight.

1]ZZSUS 5]OZa BHCC is a progressive institution guided by seven goals: to create pathways and partnerships to promote student success; to demonstrate strength through diversity; to develop and cultivate college-wide sustainability initiatives; to expand technology throughout the College; to foster wellness, growth and life-long learning; to identify and close workforce gaps; and to institute a culture of evidence and accountability. The College is committed to a learning community teaching/ learning environment and, as an Achieving the Dream institution, is focused on data-driven student success.

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Reporting to the Vice President of Academic Affairs and Student Services, the Dean of Mathematics, Behavioral and Social Sciences is responsible for the administration and leadership of the Division. These responsibilities will include faculty recruitment, evaluation and development; implementation of academic policies; resolution of student academic issues; new program and curriculum development; program assessment; and budget development. Required Qualifications: s -ASTER S DEGREE IN ONE OF THE DISCIPLINES OF THE Division; doctorate preferred; s 0REFERENCE WILL BE GIVEN TO CANDIDATES WITH EXPERIENCE in administration or teaching of Developmental Mathematics programs; s 0ROGRESSIVE ADMINISTRATIVE AND SUPERVISORY EXPERIENCE in higher education, preferably in a community college. Salary Range: $103,000 â&#x20AC;&#x201C; $109,000

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Reporting to the Vice President of Academic Affairs and Student Services, the Dean is responsible for the administration and leadership of the Division. These responsibilities will include faculty recruitment, evaluation and development; implementation of academic policies; new program and curriculum development; program assessment; establishment and maintenance of articulation and clinical affiliation agreements; budget development and compliance with requirements of accreditation bodies and agencies including reports, and maintenance of appropriate standards of admission for all programs in the Division. Required Qualifications: s -ASTER S DEGREE IN .URSING DOCTORATE PREFERRED s 3UCCESSFUL PROGRESSIVE EXPERIENCE IN HIGHER EDUCATION administration or equivalent administrative experience in health care; s %XPERIENCE WORKING IN A HEALTH CARE PROFESSION WITH strong clinical affiliation; s +NOWLEDGE OF PROGRAM ACCREDITATION REQUIREMENTS Salary Range: $105,000 â&#x20AC;&#x201C; $110,000

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Both Dean positions also have the following Requirements: s $EMONSTRATED ABILITY TO PROVIDE CREATIVE AND innovative leadership; s $EMONSTRATED CAPACITY TO FOSTER AND MANAGE CHANGE in a fast-paced environment; s 3UCCESSFUL COLLEGE LEVEL TEACHING EXPERIENCE s %XPERIENCE IN THE RECRUITMENT EVALUATION AND development of faculty and/or professional staff; s %XPERIENCE WITH CURRICULUM DEVELOPMENT ASSESSMENT

and strategic planning; s 0ROVEN ABILITY TO PROMOTE AND FOSTER INTERDISCIPLINARY programs, Learning Communities, and innovative teaching pedagogy; s $EMONSTRATED COMMITMENT TO A STUDENT CENTERED AND learning focused approach to teaching; s %XCELLENT COMMUNICATION AND INTERPERSONAL SKILLS and demonstrated ability to promote collaboration among the departments; s %XPERIENCE IN DEVELOPING AND MANAGING BUDGETS s 0ROVEN ABILITY TO WORK EFFECTIVELY WITH A DIVERSE FACULTY

staff and student population; s $EMONSTRATED COMMITMENT TO THE MISSION OF A community college and student centered learning environment. Bunker Hill Community College is an Affirmative Action/Equal Opportunity Employer. Women, people of color, persons with disabilities and others are strongly encouraged to apply.

Positions will remain open until filled. To ensure consideration, application materials must be received by November 30, 2011.

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“

The ACE Annual Meeting is a great use of my time. I always leave with powerful ideas from my colleagues I can implement at my institution.

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—EDUARDO PADRÓN, President Miami Dade College, Miami, FL Chair, ACE Board of Directors

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PREPARING LATINO YOUTH INCLUDES DEVELOPING DISCERNMENT

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

“Give them an inquiring and discerning heart, the courage to will and to persevere ... and the gift of joy and wonder ...” – From The Book of Common Prayer

hat ability would you grant Latino youth to prepare them for the future? Test-taking aptitude? Public speaking skill? A keen mind for math and science? The gift of discernment seems most important. Discernment – the wisdom that combines insight and judgment, and seeing beyond the surface or “spin” to understand deeper meaning and its implications – requires intuition, modeling, practice and fine-tuning. Careful listening and diplomatic questioning are the first step in helping Latino youth develop insight and sound judgment. Asking them what they think and why, then listening fully and without judgment to their answers, provides them the safe, respectful forum to “think out loud” and seek guidance from an adult, too. A well-timed reflection, a book or other resource offered to a Latino teen, along with a suggestion to keep a journal, can help a youth turn a passing idea into a more fully developed stance. It is the beginning of forming a personal foundation of independent thought. Challenge Hispanic teens to observe. Question their ideas of cause and effect. Ask what they see happening and why they think it is so. Encourage them to watch for nuances and discuss the possible motives of others, the consequences of their actions and the opportunities for creating an impact that might emerge from what they see. From such keen observation comes foresight, too. If teens can see what is happening and accurately predict what might come next, they can minimize their own heartaches and choose wisely. Invite Hispanic adolescents on a journey of history to discover what has gone before and understand what might come next. Some Latino youth enjoy reading the great writers and philosophers when they are encouraged to talk, sing or express through art what the writings mean in terms of their own lives. Coupled with observation skills,

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they can intentionally craft their personal history. A wise mentor is a treasure who can safely support, question and guide young people seeking to make sense of their experience. Any Latina’s self-esteem gets a boost when a mentor who is respected and admired listens to and respects her. What greater compliment and vote of confidence can a Latina youth receive? As a result, she will begin to take life more seriously and forge her path more deliberately. The most profound teaching of Latino youth, though, occurs when adults model and reinforce the basic principles of ethics and morality. Whether a Latina is being guided by her abuelita and the dichos shared, counseled by a loving parent who is consistently available or taught by a beloved teacher who can structure and moderate opportunities for learning, many of the lessons taught will stick. They reinforce a youngster’s commitment to do the right thing. The spiritual development of Hispanic teens – formal and informal – also occurs through prayer (still the most common way Latino students’ discernment is developed at home), contemplation and self-discipline. It isn’t about pushing fervent religious belief. It is about cutting through the distractions, the rhetoric and the attempts to persuade to determine the essence of what is important and true. It is about knowing and following one’s heart and realizing that neither science nor any other academic pursuit holds all the answers to life’s greatest challenges. It’s about finding one’s place in the world when few others seem to know theirs. Wisdom, insight and discernment come from the quiet of listening to oneself and knowing the proper course from within. When that voice is heeded, a young Latino entering higher education will be able to master academic information and put it in its proper context for lifelong learning, meaning and true leadership.

These articles appeared online only in the 11/14/11 Issue

A Changing World for Hispanics

TARGETING HIGHER EDUCATION

by Gustavo A. Mellander ispanic Outlook readers know as well as anybody that Hispanics are the largest and fastest-growing minority group in the U.S. and will, in fact, continue to grow for decades to come. Their education will influence the nation significantly. But as of today, the future is clouded since Hispanics have the lowest education attainment level of any group in the nation. President Barack Obama has stated that the most important contest this country faces is not between partisan points of view, but with worldwide competitors for economic success. Most would agree with him: “To win that challenge and secure prosperity for all Americans, it is clear we must out-innovate, out-educate and out-build the rest of the world.” 50.5 Million Hispanics How Hispanics are educated is critical to America’s success. Why is that? First, their sheer numbers: there are 50.5 million Hispanics, a full 16 percent of the total population. They will comprise a significant portion of the labor force for years on end. When one adds the four million residents of Puerto Rico, the total number of Hispanics surpasses 54 million. Between 2000 and 2010, the Hispanic population increased by 15.2 million, accounting for more than half of the 27.3 million increase of the total population. It is well to note that although Latin American immigration has slowed down due to a slumping economy, it will reappear in time. It is estimated that by 2050, Hispanics will account for 60 percent of the nation’s population growth. There can be no question that Hispanic success in education is of both immediate and long-term importance to America’s economy. A Young Population Hispanics are a young population. There are 17.1 million Hispanics ages 17 and younger. They account for more than 23 percent of that age cohort. In our public education system, Hispanics are by far the largest minority group, numbering more than 12.4 million of the country’s elementary, middle and high school students. Currently, nearly 22 percent, or more than one in five, of all pre-K-12 students enrolled in America’s public schools are Hispanic. Yet, as a group, they face persistent obstacles to succeeding. A few examples: Less than half of Hispanic children are enrolled in any early-learning, pre-kindergarten program. Only about half of Hispanics earn their high school diploma on time. Those who do complete high school are only half as likely as their peers to be prepared for college. Just 13 percent of Hispanics have earned a college bachelor’s degree, and only 4 percent have completed a graduate or professional degree. In summary, although there have been significant improvements, Hispanics have the lowest education attainment level of any group in the United States. World Goal Many leaders in Washington wish America would once again lead the world in the share of our population that has a college degree. They hope to accomplish that by 2020. But we cannot achieve that goal without significantly strengthening and expanding educational opportunities for

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Hispanic students, from pre-K through college. In his speech at the U.S. Hispanic Chamber of Commerce conference in March 2009, the president laid out his education agenda. He called for a focus on early learning, higher standards for student learning, effective teachers and school leaders, and innovation that builds on what has worked in America’s classrooms. Improving education also means providing support to turn around lowperforming schools, reduce high school dropout rates and strengthen higher education to increase graduation rates. Those goals aren’t that different from previous government goals. Achieving them has, by and large, eluded us. The Early Years As I have commented many times, Hispanic presence and success in college is directly related to the experiences and education Hispanics acquire before they arrive on our campuses. The experiences start early. They are influenced by their relationships with their parents and other caregivers. Research has shown that a child’s learning begins at birth, some say before birth, and develops as children are nurtured, challenged and engaged in high-quality learning environments. The years prior to kindergarten are among the most significant in shaping a child’s foundation for learning, self-confidence and success in school. Preschool Learning Programs A robust body of research and evidence has shown that high-quality early-learning programs help children before they arrive at kindergarten. If so privileged, they arrive with tools to succeed. By age 2, Hispanic children are less likely than their non-Latino peers to demonstrate expressive vocabulary skills. We all know how important mathematical skills are, so it is sad to read that preschool-aged Hispanic children also exhibit lower average scores in mathematics knowledge than their non-Hispanic peers. The good news is that disadvantaged children who have access to good preschool programs – from birth through age 5 – are more likely to improve their cognitive, social, emotional and language development. Later effects of high-quality programs are well documented to improve academic

achievement, reduce the need for special education, increase employment and earnings, and reduce delinquency. Realities Hispanic children represent the largest segment of the early childhood population in the nation, but are less likely than any other group to be enrolled in early education programs. Each day, more than 11 million children under the age of 5 spend time outside the care of their parents. The quality of early-learning settings varies greatly. Early childhood education programs are frequently held to inconsistent standards among states. Without a uniform system of standards to guide the effectiveness of programs, it is often the most disadvantaged children who are left behind. By the time children are 3, disparities in early vocabulary growth between those whose parents are professionals and those from workingclass families amounts to more than 50 percent. Studies have documented a school-readiness gap as early as kindergarten entry – and as wide as 60 percentage points – between children from the highest socioeconomic background and those from the lowest group. Some states have made significant progress in shaping and developing early-learning systems, and many have already begun to address the conditions necessary for promoting early learning and development. Leading states that have embarked on reform report a need for more coordinated and integrated early-learning services and programs. They cite a need for a commitment to accountability and documented results to ensure that the system improves outcomes for all children, the key word being “all.” Since parents are a child’s first teacher. We must support families, communities and schools working in partnership to deliver services and supports that address the full range of needs of Hispanic students. As the White House has noted, “This effort also requires that we support innovative approaches to teaching and learning; bring lasting change to our lowest-performing schools; and investigate and evaluate what works and what can work better in America’s schools. We must reform our schools to accelerate student achievement, close achievement gaps, inspire our children to excel, reduce dropout rates, and turn around those schools that for too many Hispanic students aren’t providing them with the education they need to succeed in college and a career.” Low-Performing Schools Approximately 5,000 schools, or 5 percent of the total, linger as persistently low-performing schools; schools that have failed to make academic progress year after year. At the high school level, roughly 2,000 schools, about 12 percent of all high schools, produce nearly half of our nation’s dropouts, and up to 75 percent of minority dropouts. An inordinate number of Hispanics fall in that category. As research clearly demonstrates, students that fall behind academically are more likely to drop out. Hispanic students experience an unacceptably high dropout rate – a challenge seen and exacerbated by the middle school achievement gap. It results in more than one-third of Hispanic high school students being academically below grade level. To help place a greater share of Hispanic students on track to college, the Obama administration has dedicated more than $4 billion in School Improvement Grants to implement reforms that hope to transform one in 20 schools in America. English Learners English-language learners (ELLs) are the nation’s fastest-growing student population. They comprise 4.7 million, or 10 percent, of the country’s students in grades K-12. They are a diverse group and escape easy classification. For instance, it will surprise many that most ELL students, approximately 78 percent, were born in the U.S.

They reflect varying levels of English proficiency. As expected, Spanish is the language most often spoken at home, a full 82 percent. Unfortunately, nearly all ELL students have faced significant barriers in their education. More than two-thirds of them score below basic levels in reading and mathematics (72 percent and 74 percent, respectively), compared to their non-ELL classmates. Other challenges include the low numbers of qualified English as a Second Language (ESL) teachers. Districts and schools need to strengthen the ability of their classroom teachers to effectively address and meet the needs of Hispanics. Securing Hispanic Success in College In today’s global economy, a high-quality education is no longer just a pathway to opportunity: it is a prerequisite to success. Over the next decade, nearly 80 percent of new job openings in the U.S. will require some postsecondary education or work force training. Half of the 30 fastest-growing occupations in America require at least a four-year college degree. Economic progress and education achievement are linked; therefore, educating every American student to not only graduate from high school but also be prepared for college is a national imperative. America once had one of the most educated work forces in the world, but today only about 40 percent of young adults have a college degree. The nation ranks an amazing ninth in the world in college completion. Some data: Close to 70 percent of high school graduates in the United States enroll in college within two years. Yet only 57 percent graduate within six years. For low-income and minority students, the completion rate is closer to 45 percent. Students from high-income families are almost eight times as likely as their low-income peers to earn a bachelor’s degree by age 24. Closing this college gap is critical to restoring America’s standing as a global leader in higher education. Hispanics and Community Colleges As I have reported many times before, a man who never attended college, President Harry Truman, called for a national network of community colleges to dramatically expand opportunities for veterans returning from World War II. Today, faced with rapid technological change and global competition, community colleges are needed more than ever to raise American education and skill levels. Most Hispanics begin their higher education experiences at a community college. Many earn their first college degree there. Those colleges provide them education and training to increase their skills or to prepare them for four-year institutions. Community colleges are the largest sector of our higher education system, enrolling more than six million students, and growing rapidly. They feature affordable tuition, open admission policies, flexible course schedules and convenient locations. They have proved to be particularly important for students who are older, working, need remedial classes or can only study part-time. They are also uniquely experienced in working with businesses and government to create tailored training programs to meet local economic needs. Bottom Line It’s a demanding, challenging and changing new world out there for Hispanics. Many problems exist, but many opportunities do as well. As we forge the future, it is important to remember past successes and build upon them. Dr. Mellander was a college president for 20 years. More recently, he was a graduate school dean at George Mason University.

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