01/09/2012 "2011 in review". by Hispanic Outlook on Education Magazine

JANUARY 09, 2012

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VOLUME 22 • NUMBER 07

Also available in Digital Format

2011 – A Look Back

2011 Statistical Survey

2012 – A Look Forward

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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

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

Antonio Pérez, President Borough of Manhattan Community College María Vallejo, Provost

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

Palm Beach State College

Editorial Policy

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 23 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 Marilyn Gilroy, Jeff Simmons

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Esquina E ditorial

elcome to our look back at 2011 … and, oh, what a year it was. We learned, for instance, that the percentage of eligible Hispanics who enrolled in college in 2010 had surged from 39 percent to 44 percent, and Hispanic high school graduation went from 70 percent to 73 percent. Very positive gains. Heavy hitters among for-profits hired major figures as lobbyists to beat back federal regulations intended to minimize fleecing Uncle Sam and their students by some ethically challenged members of the sector, which attracts hefty numbers of Hispanics. Eight of the leading for-profits each spent from $1.17 million to $1.71 million on the effort, reports The New York Times. One change pushed through – only 5 percent of the for-profits will face financial sanctions right off, a drop from an estimated 16 percent. Did the Department of Education overreach originally or just cave to pressure once the heat was one? Quien sabe. Powerful campus figures are being retired, fired or arrested for failing to report suspected sexual abuse of minors on their watch. And in Arizona, Sheriff Arpaio of Maricopa County, asked to explain why hundreds of sex-crime allegations were ignored or minimally investigated on his watch, said publicly that if there were any victims, he would apologize to them. The UC-Davis community was astonished when campus police pepper sprayed student “Occupiers” seated peacefully in rows. A video of the attack went viral. Students pressed their apologetic chancellor to step down. She declined. Occupiers in Los Angeles fared far worse from the LAPD, which L.A. Mayor Villaraigosa has praised highly. Throughout 2012, we’ll be tracking and reporting on these and other realities of 21st-century higher education – so please let us know what’ s happening on your campus. ¡Adelante! Suzanne López-Isa Managing Editor

ASSOCIATION A S S O C I AT I O N OF O F AMERICAN A M E R I C A N COLLEGES COLLEGES A AND ND U UNIVERSITIES NIVERSITIES

Spring 2012 Working Working Conferences ences General G eneral EEducation ducatiion a and nd A Assessment: ssessment:

Student S tudent S Success: uccess:

New Contexts, New Cul Cultures ltures ures

Pushing Boundaries, es, Raising sing Bars Bar

Februaryy 23–25, 2012 New Februar N Orleans, Louisiana

March Mar ch 22–24, 2012 Seattle, W Washington ashington

Keynote Address:

LLearning earning aand nd D Discovery iscovery iinn aann Era Era ooff C Change hange

From Memorization From Memorization to to IImagination: magination: Embracing Embracing a New New Culture Culture of of Learning Learning for for Student Student Success Success

—ELIZABETH — ELIZABETH C COFFMAN, OFFMAN, JAMES JAMES P. P. COLLINS, COLLINS, AND AND TED TED HARDIN HARDIN

—DOUGLAS — DOUGLAS THOMAS THOMAS

Plenaryy Presentations: Plenar

Making M aking Sense Sense ooff tthe he N New ew LLearning earning Landscape Landscape

Plenaryy Presentations: Plenar

—STEVE — STEVE H. H. MURDOCK, MURDOCK, B BARBARA ARBARA WRIGHT, WRIGHT, A AND ND K KATHLEEN ATHLEEN B BLAKE LAKE Y YANCEY ANCEY

EEmpowerment mpowerment w without ithout Boundaries: Boundaries: Untangling Untangling tthe he Rhetoric of of Access Access aand nd Success Success — —MICHELLE MICHELLE ASHA ASHA C COOPER OOPER Rhetoric

Building B uilding C Cultures ultures ooff Faculty Faculty Engagement Engagement —J. — J. EELIZABETH LIZABETH CLARK, CLARK, R ROBERT OBERT COLLINS, COLLINS, TIMOTHY TIMOTHY K. K. EEATMAN, ATMAN, SUSAN SUSAN

Student S tudent Success Success aand nd Learning Learning Do Do Not Not Arise Arise by by C Chance hance

GANO-PHILLIPS, GANO-PHILLIPS, CYNTHIA CYNTHIA GOMEZ, GOMEZ, NORMAN NORMAN JONES, JONES, AND AND GARY GARY RHOADES RHOADES

—VINCENT — VINCENT TINTO TINTO

One O ne Word Word TThat’s hat’s Powering Powering General General Education Education Reform Reform (It’s Not “Plastics”) — —PAUL PAUL GASTON GASTON (It’s

LLeading eading C Change hange for for Student Student S Success uccess —BEVERLY — BEVERLY DANIEL DANIEL TATUM TATUM AND AND CONNIE CONNIE GREEN GREEN

For F or m more ore iinformation nformation o orr to to rregister: egister: w www.aacu.org ww.aacu.org 202.387.3760 202.387.3760 n network@aacu.org etwork@aacu.org

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MAGAZINE® JANUARY 09, 2012

CONTENTS 10

2011 – A Look Back ... by Mary Ann Cooper College Ranking Focuses on What Students Learn by Melissa Campbell Study Reveals How the Economic Downturn Is Affecting College Choice by Gary M. Stern AAC&U Survey Answers the Question:“Do Schools Engage Diverse Viewpoints?” by Michelle Adam

2011

Measuring the Cost of First-Year Dropouts by Michelle Adam New Report Confirms that Higher Education Benefits Students and Society by Angela Provitera McGlynn Minorities and Tenure in the Academy by Michelle Adam Debunking Myths About Applying to Medical School Could Help Attract More Hispanics by Marilyn Gilroy Shedding Light on an Education Crisis by Jeff Simmons Where Hispanics Go to College by Marilyn Gilroy

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A Look at NCLB in Its 10th Year by Thomas G. Dolan Hail to the Chiefs/The 21st-Century College President ... not just a president anymore by Susan Feinberg Immigration Law Is Hot Topic at Law Schools by Marilyn Gilroy

2011 Major Achievements, Appointments and Awards

Hispanic Students: 2011 Statistical Survey by Marilyn Gilroy

2012 – A Look Forward by Adalyn Hixson

Online Articles Some of the above articles will also be available online; go to the HispanicOutlook.com homepage.

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DEPARTMENTS Political Beat & Latino Kaleidoscope

Excerpts from the Best of Conde ... by Carlos D. Conde

Ten Best of Uncensored

2011 Statistical Survey

by Peggy Sands Orchowski

Hispanics on the Move

2011 Major Achievements, Appointments and Awards

2011 Book Reviews at a glance... FYI...FYI...FYI...

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2012 2011 – A Look Forward

HO is also available in digital format; go to our website: www.HispanicOutlook.com or download the HO app for free from iTunes

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Po lit

Excerpts from

by Carlos D. Conde

i cal Beat

convertible as the president of Brazil, to the cheers of an adoring crowd.

For Brazil, the Future Has Arrived The Portuguese-speaking country of Brazil is known for its gargantuan appetite for living and, until recently, for its unrealized and unattended expectations. It looks as if the future has finally arrived. Brazil is currently seeing an economic boom that other nations only dream about. Its economy, eighth largest in the world, has an annual domestic product growth of 5 percent and an unemployment rate of 5.7 percent. Most of all, it had Luiz Inacio Lula da Silva as its president for the past eight years. And Lula’s policies are credited with lifting 24 million Brazilians out of poverty and propelling another 31 million into the middle class. His approval rating among Brazilians was an amazing 81 percent, which probably not even God could pull in a poll. To many, Lula is God. The challenge now is whether Lula can transfer that leadership capability to his handpicked successor, Dilma Rousseff, his chief of staff. Formerly an anti-government activist, Ms. Rousseff was driven through the streets in a police paddy wagon on her way to prison. This time, she rode in a Rolls Royce

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Peru’s Renaissance ... aka Ollanta Humala Peru’s long history has been about the struggles between the underclass and the bourgeoisie. But its neglected and disenfranchised indigenous class may start to share in some of the current Peruvian economic renaissance, having elected Ollanta Humala, a populist ex-military officer, as the country’s next president. Humala’s background and nationalistic politics are as exotic as his name. He is a former military officer who once tried to overthrow a sitting president. His brother Antauro is serving 25 years for kidnapping 17 police officers. His father is a radical liberal lawyer with strong ethnocentric beliefs. His mother thinks all homosexuals should be shot. But Humala has political charisma and chutzpah and an undeniable talent for rallying the masses against the country’s bourgeois, who shudder at the thought that Humala’s policies are going to shatter Peru’s newly found prosperity. Is Humala up to the task? Who knows? He has never held a leadership position beyond his mediocre military career. What cannot be denied – and Humala has it right – is that there is still extreme poverty in Peru, particularly the indigenous communities outside Lima, and the wealth is not being equitably distributed. Sen. Rubio, the Great Right Hope President Barack Obama and Florida’s Latino senator, Marco Rubio, have several political simi-

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larities that make one wonder about lightning successively striking twice in a presidential election. Obama was a first-term senator from Chicago coming out of nowhere to win the Democratic Party nomination in 2008, and stunned many Americans by beating a lackluster Republican candidate. It could happen again in the form of a cherubic, 39-year-old freshman senator from Florida still bumping his way around Washington’s power corridors. A Rubio candidacy in 2012 is highly improbable, but there is already talk about a run in 2016 if he prospers in his first Senate term. There is also speculation about Rubio being the GOP’s vice president candidate next year. It sounds highly speculative considering Rubio’s freshman status in Washington, but he has created some excitement because of his political skills that mesh with his minority background. Many consider Rubio the poster child of the Tea Party. As one observer described it, “Rubio ... went from a no-name former state lawmaker to what the conservative press calls “the Great Right Hope.” What Rubio knows and understands is that there is precedent. If an Obama did it, why can’t a Rubio. Hi, Y’all, My Name Is Rick Perry Right now, Texas Gov. Rick Perry is all over your TV screen or in print, flashing his pearly teeth smile, telling you he wants to be your next president. Latinos are not so sure, although many supported Perry in his three consecutive terms as Texas governor. Perry is credited with the current “Texas Miracle” of a revitalized economy and jobs aplenty. Some

Latinos carp it’s more of a mirage. Perry brings to the campaign the drawl and swagger of a kick-ass Texas country boy with a John Wayne squint who personifies the state’s slogan of “Don’t mess with Texas.” Perry has never lost an election, dating all the way back to his first race in elementary school in Paint Creek, Texas, where he was born and raised. At Texas A&M, he was an Aggie yell leader – a big deal to some Texans. He also claims to be the first Aggie to serve as governor. He’s the darling of the “Teavangelicals,” the emerging Tea Party and religious conservative movements. He has had his low points, like gerrymandering the political districts to favor Republicans, which created the tag “Perrymander,” and the absurd, like advocating an attendance tax on the state’s abundant strip clubs, which people call “Perry’s Pole Tax.” Hispanics are 38 percent of Texas’s population, and 39 percent voted for Perry in the last election. Gov. Rick Perry of Texas and Sen. Marco Rubio of Florida. Doesn’t that sound like a Republican/Latino dream ticket?

the Best of Conde ... A Field of Broken Dreams If there ever was a piece of legislation that merited passage, it was the DREAM Act. But it was not to be. Legislators again killed the DREAM Act. DREAM Act is the acronym for the Development, Relief and Education for Alien Minors Act. Introduced in 2001, it has failed passage every year it has been reintroduced. Sen. Richard Durbin, D-Ill., the bill’s sponsor and longtime defender, pleaded with his colleagues that the bill was about “thousands of children in America who live in the shadows and dream of greatness. This is the only country they have ever known. All they are asking for is a chance to serve this nation.” It was heart-wrenching to see images of young Latino students attending the Senate session, desperately hoping for an opportunity to make things right and doing the only thing they could do when our lawmakers failed them. They broke down and cried.

The median-level increase in unsecured liabilities like credit card debt and education loans was 42 percent for Latinos, 27 percent for Blacks. Twenty-four percent of all Hispanic and Black households in 2009 reported no assets other than an automobile. White households, 6 percent. An analysis of census data by the National Council of La Raza tells us the number of poor Hispanic children grew from 14.1 percent to 36.7 percent. The report projects that by 2030 Hispanic children will make up 44 percent of all poor children in the U.S.

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The Peace Corps: Making Love, Not War U.S. journalist Fareed Zakaria said in a Playboy interview, “The rhetoric of Washington is absolutely pernicious. ...” “Our foreign policy is trying to convert people to nirvana – that is, our way – or beating them up, humiliating and punishing them,” Zakaria said. Why can’t we pursue our policies more like the U.S. Peace Corps, which this year is celebrating its 50th anniversary. The Peace Corps, true to its mission, is about love, not war, by providing or teaching others useful skills, perhaps the best way of championing Americanism. The Peace Corps budget in 2011 is $400 million, the same as in 2010. The Department of Defense Budget for the same period is $725 billion, not counting supplementary allocations. Minorities, 547 of them Latino, comprise 19 percent of the Corps. For the money, it’s the best investment the U.S. has made in foreign relations when you consider the alternative, with our seemingly endless foreign conflicts and intrigues costing us trillions and thousands of young American lives. The Latino Malaise A Pew Research Center analysis of U.S. Census Bureau data up to 2009 notes that the net worth of Hispanic households decreased from $18,359 in 2005 to $6,325 in 2009, a 66 percent drop, largest among all groups. For Blacks, down 53 percent; Whites, 16 percent. Thirty-one percent of Hispanic households had zero net worth in 2009; Black, 35 percent, White, 15 percent. The median level of home equity for Hispanic homeowners declined by half, from $99,983 to $49,145.

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Me – A Would-be “Matachin” in Search of an Identity Growing up in my small Texas border town, I remember an annual neighborhood religious festival that featured street dancers honoring some saint. The dancers, called “los Matachines,” all dressed in colorful costumes, whooped it up barefooted down the community’s dirt streets with makeshift instruments – tin can rattlers filled with pebbles. It was a big honor to be a “matachin.” My brother and I were too young, so my mother would make us some costumes, and my dad rigged some noisemakers, and down the street we went, pretending. It was our small-time Mexican Mardi Gras, and spoke to our ethnic heritage. A recent article in The New York Times described “a procession of American Indians” in a Brooklyn neighborhood “bouncing to a tribal beat.” They were “dressed in a burst of color, wore tall headdresses and danced in circles, as custom dictated.” The reporter noted, “There was something different about this tribe. They spoke exclusively Spanish.” Of course. They were Mexicans. Some took offense at the characterization of “Latinos” or “Hispanics.” “Hispanic is not a race; Hispanic is not a culture,” one argued. There’s no argument that the Latino, Hispanic, Chicano, Boricua, or whatever is a menagerie of culture and bloodlines. So who am I? I have mestizo characteristics, but my mother’s maiden name was “Danache” because of her ancestral French bloodlines. My friend Dr. Henry Ramírez, an educator and expert in MexicanAmerican studies, says that on my father’s side, I’m from the Otomi nation in central Mexico. Fine with me. I’ll whoop it up anytime as a “matachin” in New York City. Carlos D. Conde is an award-winning journalist and commentator, former Washington and foreign news correspondent.

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COMMENTARY

2011 – A Look Back ... Re-Evaluating Old and New Ideas With

high school graduation and college matriculation numbers for all continuing to disappoint, particularly for Hispanics, local, state and federal officials as well as teachers, parents and administrators took a second look at today’s accepted education practices. The re-evaluation created an animated dialogue that raged all year, with competing voices offering competing answers to the malaise in education K through 16. The solutions ranged from the throw-the-baby-out-with-the-bathwater suggestion of eliminating the Department of Education to having the federal government even more engaged in the schooling of the youth of America. Here are some hot-button issues in education and policy in Washington, D.C., that made headlines in 2011: NCLB’s Transformative Year As reauthorization of the No Child Left Behind Act (NCLB) languished in Congress, a bipartisan agreement seemed to be shaping up between Sens. Tom Harkin, D-Iowa, and Mike Enzi, R-Wyo., to give states greater flexibility in how to administer the nearly 10-year-old program to ensure its reauthorization. One change was to mandate school districts to implement teacher evaluation systems based in part on student performance, but only in districts that participated in the voluntary Teacher Incentive Fund, a program that supports efforts to develop and implement performance-based teacher and principal compensation systems in high-need schools. In the month or two preceding this move, President Obama announced he would let states and school districts opt out of NCLB’s requirement that students show large annual gains on math and reading scores and the additional requirement that every student be certified as “proficient” in math and reading by 2014. What’s the catch? A big one, according to some critics of the retooling of NCLB and its reauthorization. The administration agreed to waive those provisions of the law in exchange for a “promise” (i.e., mandate) that states make major educational reforms, including teacher evaluations based on student test scores, an intervention plan for failing schools, and higher academic standards. So while the old NCLB program mandated that states allocate $1 billion for remedial tutoring and school transfers, which would be eliminated with the change, creating and installing new data and evaluation systems might be even more costly. Some see these changes as the waving of a white flag by the federal government, unable to micromanage an education system as part of a one-size-fits-all program. Others see this as an organic modification of a 10-year program based on empirical data. “Obamacare’s” Role in Higher Education In the raging debate about the merits or dangers of the 2010 Health Care and Education Reconciliation Act (Affordable Care Act, ACA, or “Obamacare” as it has been dubbed by its critics), the provisions attached

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to its passage that impacted education positively or negatively (depending on your point of view) have been largely overlooked. But in 2011, the effects of this act began to impact how a college education was paid for, as well as how college programs and facilities were funded. The effect of the Affordable Care Act on education and its roll out this year have been largely unreported, but have already had a measurable impact on K-16 education in America. The law sought to shore up Pell Grants, made an investment in community college development and infused Historically Black Colleges and Universities (HBCUs) as well as Minority-Serving Institutions (MSIs) – about half of which are Hispanic-Serving Institutions (HSIs) or high Hispanic-population schools. It also provided students with a more flexible program to manage their loans. The administration said that it paid for all the investments in education by beginning a new practice, which it also said would reduce the federal deficit, by ending government subsidies previously given to banks and other financial institutions that granted guaranteed federal student loans. Starting July 1, all new federal student loans were direct loans, delivered and collected by private companies under performance-based contracts with the Department of Education. According to the nonpartisan Congressional Budget Office, ending these wasteful subsidies would free up nearly $68 billion for college affordability and deficit reduction over the next 11 years. In 2011, ACA increased the Federal Pell Grant maximum award by the Consumer Price Index from 2013 through 2017, estimated to raise the award from $5,550 to $5,975, according to the nonpartisan Congressional Budget Office. By the 2020-21 academic school year, more than 820,000 additional Pell Grant awards were expected to be made as a result of this new law. The Health Care and Education Reconciliation Act included $2 billion over four years for community colleges. These resources will help community colleges and other institutions develop, improve and provide education and career-training programs suitable for workers who are eligible for trade adjustment assistance. In 2011, some of those funds began to be funneled into community colleges. These funds came at a time when stimulus money that had shored up state and local government coffers in 2010 began to run dry. Advocates argue that as the largest part of the nation’s higher education system, community colleges enroll more than six million students and are growing rapidly. Additionally, community colleges are particularly important for students who are older, working or need remedial classes. In tough economic times, proponents point out, community colleges work with businesses, industry and government to tailor training programs to meet community needs in areas such nursing, health information technology, advanced manufacturing, and green jobs. For instance, in September of 2011, Great Bay Community College led a consortium of all seven New Hampshire Community Colleges to implement a $19.97 million

federal grant for training economically dislocated workers. That kind of underreported story was happening all over the country in 2011. In fairness, opponents say that this kind of funding is a short-term fix where schools will be left with a hefty drag on their budgets once the one-time federal fix runs out. The Great Recession has proved to be a most difficult time for HBCUs and MSIs. They account for nearly one-third of all degree-granting institutions and enroll nearly 60 percent of the 4.7 million minority undergraduates in our nation today. And on average enroll higher proportions of lowand middle-income students than other colleges and universities. ACA provided $2.55 billion in mandatory funding for these institutions. Starting in 2011, these dollars were earmarked to renew, reform and expand their programming. About two-thirds of graduates take out loans, with an average student debt of more than $23,000. This debt is particularly burdensome for graduates who choose to enter lower-paying public service careers, suffer setbacks such as unemployment or serious illness, or fail to complete their degree. To ensure that Americans can afford their student-loan payments and prevent defaults, ACA expanded the existing income-based student loan repayment program. In 2011, it was projected that new borrowers who assumed loans after July 1, 2014, would be able to cap their student loan repayments at 10 percent of their discretionary income and, if they keep up with their payments over time, will have the balance forgiven after 20 years. Public service workers such as teachers, nurses and those in military service would see any remaining debt forgiven after just 10 years. More than 1.2 million new borrowers were projected to qualify and take part in the expanded IBR program. In October of 2011, the Obama administration expanded the ACT provision and introduced the new “Pay as You Earn” plan, which allowed student borrowers to cap their loan repayments at 10 percent of their discretionary income starting next year, two years earlier than previously proposed. STEM and Other Education Issues In July, President Obama announced a recommitment to education that his administration hoped would take advantage of leading industry leaders’ areas of expertise and the skills of their employees. The “Educate to Innovate” campaign was designed to improve the participation and performance of America’s students in science, technology, engineering and mathematics (STEM) and included efforts by the federal government and by leading companies, foundations, nonprofits, and science and engineering societies to work with young people across America to help them excel in science and math. Educate to Innovate is linked to another Obama program, Race to the Top (RTT). In May, the Obama administration announced a $500 million state-level grant competition, the Race to the Top-Early Learning Challenge. While the objectives are noble, i.e., to increase interest in STEM careers, critics point to some flaws in the program design, and question the financial investment in the program. First, increasing interest in STEM careers does not translate to competency in those fields. Improving scores in those areas is the missing link to the program’s success. Further, heightened interest in STEM careers at the high school level does not necessarily translate to more advanced degrees, the kinds of degrees required for success in this field. Proponents insist that linking Educate to Innovate to RTT, which is concerned with improving and fixing the “broken pipeline” to STEM careers and higher education, is the perfect marriage to raise competency while generating interest and enthusiasm.

by Mary Ann Cooper International Education Programs The hardest-hit segment of higher education and most underreported education story this past year has been how the global recession has impacted international education. In the United States, international education programs got a drastic “haircut” from Congress as the result of the compromise budget agreement that would take it through the end of the 2011 fiscal year and avoid a government shutdown. At the center of the bullseye for budget slashers were language and other international-education programs under Title VI of the Higher Education Act, as well as graduate research scholarships to send students abroad under the Fulbright-Hays Act. These programs lost 40 percent of their budgets. American colleges and universities had to get quite creative in 2011 to make up for the shortfall of state and federal dollars in their coffers. They introduced new marketing strategies to attract more foreign students to stem the tide. The number of foreign students in the United States topped 700,000, with Chinese students heading the list of most foreign students in American schools. Their numbers grew by 30 percent in one year, displacing the previous largest group of foreign students in American schools, those from India. Statistics from NCES bear out the truth that total school enrollment at American colleges and universities would have declined without the influx of Chinese students. As some American families found it more and more difficult to enroll their children in college because of financial problems, they also saw foreign countries courting other American students to attend schools abroad. Colleges and universities have had to fight back with increased recruitment efforts in foreign countries. Some have hired agents who are compensated by the number of students they can sign up. This is a practice that has raised ethical questions about the practice of recruiting. Looking to 2012 This time next year educators and journalists will have a new tool to evaluate the state of education in America. In 2011, the U.S. Department of Education launched a new website that provides “transparent” access to key national and state education data, highlighting progress being made across the country at every level and providing the opportunity for communities to engage in a conversation about their schools. The Education Dashboard (http://dashboard.ed.gov) presents important indicators of whether the country is making progress toward the goal that, by 2020, the United States will once again have the highest proportion of college graduates in the world.

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FINANCE/INNOVATIONS/PROGRAMS

College Ranking Focuses on What Students Learn by Melissa Campbell

arents and their high school children have long revered the various college ranking authorities such as U.S. News & World Report, Princeton Review and Fiske Guide to Colleges. But a new approach to ranking colleges called What Will They Learn? provides collegebound students with a new way of evaluating the myriad colleges from which to choose. What Will They Learn? is a project of the American Council of Trustees and Alumni (ACTA), an independent, nonprofit organization committed to academic freedom, excellence and accountability at America’s colleges and universities. Launched in 1995, ACTA works with alumni, donors, trustees and education leaders across the country to “support liberal arts education, uphold high academic standards, safeguard the free exchange of ideas on campus, and ensure that the next generation receives a philosophically rich, high-quality college education at an affordable price.” The premise of ACTA’s alternate ranking system is that the best judge of a college’s value lies in the schooling its students receive, specifically in seven key areas: English composition, literature, foreign language, U.S. government or history, economics, mathematics and science. Study of these areas is believed to provide the broadbased skills and knowledge students need to succeed in the global marketplace. ACTA warns that students are falling behind their global counterparts when they graduate with significant gaps in their knowledge, which stands to affect our country’s future competitiveness and innovation. Harry R. Lewis, former dean of Harvard College who penned the Dean’s Letter on the What Will They Learn? website, offered this insight. “At its best, general education is about the unity of knowledge, not about distributed knowledge. Not about spreading courses around, but about making connections between different ideas. Not about the freedom to combine random ingredients, but about joining an ancient lineage of the learned and wise. And it

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has a goal, too: producing an enlightened, selfreliant citizenry, pluralistic and diverse but united by democratic values.” “The crisis in higher education is about more than money – it’s about what we are paying for. And when it comes to ensuring graduates possess the basic skills and knowledge they need to succeed, universities are shortchanging students,” said ACTA President Anne D. Neal, speaking at the National Press Club. “Since when is do-it-yourself an educational philosophy?” Mel Elfin, founding editor of U.S. News & World Report’s college rankings, praised the website as “an invaluable and unique additional resource for parents,” and The Wall Street Journal called its focus on education “admirable.” What Will They Learn? ranks colleges on how they educate students in the seven key areas: English Composition – Considered a “fundamental requirement for effective participation in the workplace and civic society,” clear and grammatically accurate written communication is a must for today’s college graduates. Therefore, schools receiving high marks require students to take a writing class focusing on grammar, style, clarity and argument, one taught by instructors trained to evaluate and teach writing. Literature – Exposure to a variety of literary styles and forms reveals a diversity of human thought and experience that is important in a global society. Careful study of texts also trains students to read attentively as well as analyze and reflect on what they have read, skills that teach students how to think critically. Schools receive credit for literature if they require a literature survey course such as British or Latin American literature. Foreign Language – Operating under the premise that if one can speak another’s language, insight and understanding will be heightened as a result of an awareness of different cultural perspectives. In an increasingly interconnected world, competency in a foreign language is also highly prized by employers. Schools receive cred-

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it for foreign language if they require competency at the intermediate level, defined as at least three semesters of college-level study in any foreign language, three years of high school work or an appropriate examination score. U.S. Government or History – There is no doubt that an understanding of American history and government is critical to the development of active and informed citizens, and ACTA believes that colleges and universities must ensure that students have a working knowledge of the history and governing institutions of their country. Schools receive credit for U.S. government or history if they require a course in either American history or government with enough breadth to give a broad sweep of American history and institutions. Economics – While economics is not generally considered part of a liberal arts core curriculum, understanding the principles that govern the allocation of goods and services and the fundamentals of the marketplace are essential in an increasingly connected global economy. Schools receive credit for economics if they require a course covering basic economic principles, preferably an introductory micro- or macroeconomics course taught by faculty from the economics or business departments. Mathematics – Mastery of language allows one to experience the world through words and image; math provides a fundamentally different way of apprehending the world and is imperative for studying the natural world and the social sciences. Practical applications abound as well, from evaluating contracts in the workplace and managing personal finances to evaluating statistics read in the newspaper. Schools receive credit for mathematics if they require a college-level course in mathematics beyond the level of intermediate algebra. Logic classes may count if they are focused on abstract logic. Computer science courses count if they involve programming or advanced study. Science – Quantitative reasoning is a skill

that comes through the study of science and helps students master the basic principles of scientific experimentation and observation. In addition, science courses build the analytical and critical thinking skills that today’s employers and the world at large demand. Schools receive credit for natural or physical science if they require a course in biology, geology, chemistry, physics, or environmental science, preferably with a laboratory component. Currently, the site ranks more than 700 schools, which collectively teach approximately six million undergraduates, or about 55 percent of all four-year undergraduate students in America. To assign a grade, researchers conducted an analysis of each school’s general education requirements listed in online course catalogs as well as the school’s six-year graduation rates. What Will They Learn? then provided grades based on how many of each course students were required to take: A – six-seven core subjects required; B – four-five core subjects required; C – three core subjects required; D – two core subjects required; F – zero-one core subjects required. Of all the schools reviewed, the distribution of grades was alarming in that very few schools received top marks. About two-thirds of all institutions received a C or worse for requiring three or fewer subjects, and only 16 schools made the A-list: A – 16 (2 percent); B – 251 (35 percent); C – 209 (29 percent); D – 135 (19 percent); F – 103 (14 percent). The A-ranked schools include: Baylor University, City University of New York-Brooklyn College, East Tennessee State University,

Kennesaw State University, Lamar University, Midwestern State University, St. John’s College (Md.), St. John’s College (N.M.), Tennessee State University, Texas A&M University-College Station, Texas A&M University-Corpus Christi, Thomas Aquinas College, United States Air Force Academy, United States Military Academy, University of Arkansas-Fayetteville, University of Dallas, and University of Texas-Austin. The majority of schools did well in requiring courses in three of the seven knowledge areas: science, English composition and math. The majority of schools did not do well in requiring courses in foreign language, literature, U.S. government or history and economics: science – 605 (85 percent); composition – 553 (77 percent); math – 436 (61 percent); foreign language – 236 (33 percent); literature – 157 (22 percent); U.S. government/history – 139 (19 percent); economics – 25 (4 percent). Other findings include: Paying a lot doesn’t necessarily get you a lot: Average tuition at the more than 100 F-schools is $28,200 (2009 figures). At the 16 A-schools, it’s $13,200. A total of 178 institutions have the dubious honor of being in ACTA’s “$30,000-plus club,” which lists schools that charged more than $30,000 in tuition and fees for the 2009-10 school year. Public institutions are doing a relatively better job than private institutions of ensuring students graduate with some of the basic skills and knowledge they need than private institutions: More than half (52 percent) of all privates receive a D or an F for requiring two or fewer subjects, while a little under half (44 percent) of all publics receive a B or better for

requiring four or more subjects. When comparing top schools within the U.S. News & World Report rankings, more than half of the top 20 national universities and liberal arts colleges received an F, yet students at these schools typically pay almost $40,000 in tuition. And private institutions, which are generally more expensive, had poor showings. Fifty-two percent received a D or an F for requiring two or fewer courses – only 55 percent require English composition, and only 46 percent require college-level math. It is important to note that this alternate ranking system is not intended to offer a comprehensive assessment of all aspects of a university, nor does it place any value on prestige or reputation. Instead, it is placing an emphasis on how committed a school is to a broad-based general education curriculum. Unique among the major college guides, What Will They Learn? rankings were developed based on applying objective criteria to institutions’ curricula. The desire is that, armed with this knowledge, students can identify schools that are committed to these core subjects. The grading system also serves to encourage institutions to implement changes to core curriculum standards With a new way to evaluate colleges at their disposal, ACTA believes students and parents will “vote with their wallets” for those institutions that provide a sound foundation at a good value. While the short-term impact of What Will They Learn? is yet to be measured, the economic premise of supply and demand could very well change the face of higher education for the long term.

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Study Reveals How the Economic Downturn Is Affecting College Choice by Gary M. Stern

ome students choose a college based on academics, career aspirations, the institution’s reputation, quality of faculty, location, student body and athletic facilities. But the 2010 College Decision Impact Survey financed by Fast Web, a scholarship-matching engine owned by Monster Worldwide and Maguire Associates, an education consulting firm based in Concord, Mass., reveals that money is an increasingly important factor impacting college choice. Indeed, two-thirds of the 800 students surveyed online, about a third of whom are minority, said that family economics influenced their college selection. Mark Kantrowitz, publisher of Fastweb.com and FinAid.org and author of a book due out this fall, Secrets to Winning a Scholarship, says that economic factors are playing an increasingly prominent role in determining which college students attend. “If they can’t afford the school, they won’t go – no matter how good the school is,” he stated. Because many Latino students are the firstgeneration in their family to apply to college, their parents can’t offer much help with completing complicated financial aid forms and college applications, explained Alejandra Rincón, vice president of programs at the Hispanic Scholarship Fund (HSF) based in San Francisco, Calif. Indeed many Latino students are surprised to learn that they can apply for FAFSA (Free Application for Federal Student Aid), compete for grants and scholarships and don’t have to take out loans to finance their entire college education. When affordability impacts college choice, graduation rates decline, Kantrowitz said. More students are gravitating to community colleges because they’re less expensive than four-year colleges. Students who begin higher education in community college earn a bachelor’s degree at a rate 14.5 percent less than students who begin in four-year colleges. American higher education “is moving in the wrong direction. We should be increasing the number of bachelor’s degrees, not decreasing them,” he said.

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Because community colleges are cost effective and money is playing a greater role, Rincón noted that about two-thirds of Latinos begin higher education at junior colleges. Though most two-year colleges offer remedial education, liberal arts courses and increasingly specialized and technical programs, Rincón said that most students who start there fail to earn an associate

Mark Kantrowitz, Publisher, Fastweb.com and FinAid.org

degree or a bachelor’s degree. She urges students to make sure to take credit-bearing classes that will transfer to a four-year college. Despite the economic recession, most students have not opted to take a year or two off, save money and then attend college, the survey noted. Both Kantrowitz and Rincón say that starting college immediately is the best route to take. “Data show that students who delay don’t return to college. They start earning money and think they don’t have to earn an associate degree. They don’t think long-term,” explained Rincón. Kantrowitz adds that students who take a year off

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get out of the habit of studying and can lose their academic drive. Moreover, lower-income and minority students are opting in greater numbers to attend state colleges to trim costs. The survey revealed that 71 percent of Latino students were pursuing state colleges, and 62 percent of Caucasians. But state college fees are rising. Kantrowitz warns that many state colleges, which have been a major destination for many minorities, are increasing tuition and other fees due to state budgetary woes. Tuition is rising at double-digit increases, including state colleges in California, where tuition will spike 32 percent; Florida, 15 percent; and Arizona, about 10 percent. In a recession, state income tax revenue decreases, higher education budgets are cut, and the only discretionary item left is raising tuition. Even before the financial crisis, many Latino students were living at home and attending college in proximity to where they reside. Rincón notes that frequently private colleges located far from home are the schools that offer the most scholarships and financial aid, which can make college more affordable than staying close to home. Having fewer Latino and minority students attend private colleges is contributing to lowering minority graduation rates, Kantrowitz asserted. Private colleges have higher graduation rates because they often have smaller student-faculty ratios and provide more counseling and supportive services than larger public and state colleges. One reason why private colleges are more expensive, he says, is the cost of additional faculty, facilities and services offered. Kantrowitz added that private colleges are wooing lowerincome students by increasing the number of need-based financial aid scholarships. Understanding the Net Cost of a College Education Students are increasingly paying attention to the net cost of a college education. Kantrowitz defines net cost as the actual price of tuition,

room and board, and books after subtracting money derived from grants and scholarships. If the college costs $20,000 annually, including room, board and books, and a student received $8,000 in need-based aid from the college, $4,000 from Pell Grants and $1,000 in an additional scholarship, the net cost would be $7,000, which the family or student would need to provide from savings or by taking out loans. Recognizing that lower-income students are being closed out of private colleges by rising college costs, 6,000 colleges have adopted no-loan financial aid, replacing loans with collegefinanced grants. But Kantrowitz said that this approach has not resulted in attracting more low-income and working-class students. Since colleges haven’t established specified admission policies for lower-income students, the number of students applying for these loans has risen dramatically and more middle-class students are earning them, not low-income students. The only way to boost the number of minority students would be to develop criteria that offer certain advantages to lower-income students. Because of rising college costs, more students are applying for need-based financial aid. Some colleges offer aid primarily to the neediest students while others spread their financial aid among all students who meet the criteria. For-profit colleges such as the University of Phoenix are showing an increase in minority enrollment because these schools are affordable, have open admissions policies and help students gain federal loans. Some for-profit colleges have been criticized, however, for accepting students who aren’t equipped to repay their college loan. “It’s not clear whether for-profit colleges are serving the underserved population or exploiting it,” Kantrowitz said. Because of the economic slowdown, a greater number of students are applying to the Hispanic Scholarship Fund (HSF) for financial aid. Of HSF’s total funding, $21 million stems from the Gates Millennium Scholars program. Eligible students are Latino residents or citizens with a 3.3 GPA who meet federal income guidelines. The average scholarship offers $12,000 a year and covers undergraduate education, but also finances master’s and doctoral programs in the following disciplines – science, math, engineering, computer science education, library science, public health. The other HSF scholarships provide $7 million in funding for Latino residents or citizens with a 3.0 GPA, based on their writing three essays and attending an

accredited university. Last year, 3,000 scholarships were awarded, averaging $2,500 a year. What are Kantrowitz’s best tips for minority students who want to be accepted into the college of their choice? 1) Submit the free application for federal student aid. Last year, 2.3 million students who would have qualified for Pell Grants didn’t apply. 2) If you need to borrow money for college, look for federal loans first. They are less expensive than bank loans. 3) Consider joining AmeriCorps, which provides $5,500 maximum (same as Pell Grants) in scholarship money annually for volunteers. 4) Apply for the Hope Scholarship Tax Credit, which provides up to $2,500 in tax credit based on a percentage of tuition and fees, of which $1000 is refundable. 5) Start saving $100 a month for 10 years at

Alejandra Rincón,VP, Hispanic Scholarship Fund

6 percent or more interest, and that will ease the need to borrow. Financial aid websites can help students obtain the $3.5 billion in scholarship money that was awarded in 2009. Students who use Fastweb.com, for example, fill out a questionnaire, which takes about a half-hour to complete. Based on a student’s data, the site recommends the best scholarships to apply for. Because of the recession, scholarship money is more competitive than ever, but students who don’t apply are “leaving money on the table,” Kantrowitz said. HSF’s Rincón offers six tips for Latino stu-

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dents interested in applying to college: 1) Start early, during freshman or sophomore years, to research colleges and financial aid. Do not wait until senior year when the deadlines approach, which is far too late. 2) Challenge yourself academically in high school, which increases your chances of gaining college acceptance. Take algebra, advanced math and Advanced Placement (AP) classes. 3) Apply to at least four colleges, including one state and one private, and see how much scholarship money the private college offers. 4) If you need to take out loans, keep them to a minimum. Some students take out excessive loans, beyond what college costs are, and end up having to pay too much money back. 5) Reach out to the Hispanic College Fund, MALDEF and Tomás Rivera Policy Institute, which has listings of scholarships offered to Latinos. 6) Even after gaining acceptance to college and starting as a freshman, continue to apply for scholarships. Scholarships are awarded to students in college as sophomores and juniors, so the persistent students gain the financial aid. Choosing the best college for the right price depends on how much a family needs to borrow. Kantrowitz considers borrowing $10,000 a year as the maximum. “If you need to borrow more than that, consider another college,” he said. Strapping a graduating student with $40,000 to $50,000 or more over four years in college debts requires many students to repay the loan over 30 years, which means considerable extra interest. Mark C. Taylor, author of Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities, noted in a New York Times Op-Ed piece that, if recent trends continue, the price of a four-year education at a top-tier college will spike to $330,000 in 2020. He noted that “financial aid is drying up and government support is not keeping pace with the rising cost of college; students and parents are being forced to borrow more heavily.” Kantrowitz said college costs are rising at about 6 percent to 8 percent a year, but Pell Grants have not risen appreciably in the last few years. Economic concerns should not prevent Latino or other students from attending college, Rincón suggested. Colleges “open up so many opportunities in life. You’ll make more money, but it also affords first-generation Latinos the life their parents dreamed of for them. It enriches your life, and you’ll lead a better life for it,” she said.

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AAC&U Survey Answers the Question:

“Do Schools Engage Diverse Viewpoints?” by Michelle Adam

uring a time in American history when opinion and politics have become increasingly polarized, the Association of American Colleges and Universities (AAC&U) is asking its colleges and universities to examine their effectiveness in building a nation better able to dialogue and work across diverse viewpoints. Is higher education teaching and supporting students’ opportunities to weigh multiple viewpoints and examine different perspectives as part of its overall mission, or have our institutions limited themselves to teaching content within a narrow setting that ill-prepares students for the diversity of the real world?

The answer to this question – or an examination of diversity within colleges and universities – became available in September, when AAC&U published its report, Engaging Diverse Viewpoints. The culmination of campus climate surveys of 33,000 faculty, students, student affairs professionals and academic administrators on 23 campuses that chose to be a part of this large undertaking – it is the most recent of numerous reports and surveys conducted by AAC&U as part of its larger project, Core Commitments: Educating Students for Personal and Social Responsibility. The overall Core Commitments project has

set out to reclaim and revitalize the academy’s role in fostering students’ development beyond basic academic learning. It has looked on campuses at ethics and academic integrity, social contributions, and social and personal responsibility on campuses. “Core Commitments is designed to help campuses create learning environments in which all students reach for excellence in the use of their talents, take responsibility for the integrity and quality of their work and engage in meaningful practices that prepare them to fulfill their obligations as students in an academic community and as responsible global and local citizens,”

Caryn McTighe Musil, Senior Vice President of AAC&U

Bruce Keith, Professor and Associate Dean of Academic Affairs,West Point University

Marilyn Kurata, Director of Core Curriculum Enhancement at UAB

Only about one-third of students (32.5 percent) and a similar proportion of professionals (33 percent) “strongly agreed” that their institutions currently made perspective-taking a major focus. 26

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explained Caryn McTighe Musil, senior vice president of AAC&U. “People agree that in our diverse, complex and global context where competing values clash and there are global consequences to unethical and irresponsible behaviors, it is not sufficient simply to acquire knowledge or prepare for professional lives that do not also consider the ethical and moral dimensions of applying knowledge and making choices in one’s work and civic lives.” Engaging Diverse Viewpoints takes this commitment a step further, addressing aspects of the college experience that promote engaging difference and appreciation for multiple perspectives. It is about looking closely at how well students on campuses nationwide take seriously the perspectives of others and learn to be informed by what others think, as an integral part of a liberal education. “Perspective-taking is a prerequisite for learning. Being well educated is not simply a matter of realizing that differing viewpoints exist. It is a matter of engaging with such viewpoints, even if you might disagree with them,” said Musil. “Understanding and being informed by differing viewpoints is an invaluable resource for learning, citizenship and work. As one student in the PSRI survey explained, “Even just being in college with many new perspectives is very eye- and mind-opening because there is much diversity here, much more so than in my high school.” Another commented, “I have not necessarily changed my beliefs, but now I am aware of different ways to look at a situation.” To determine to what degree campuses are actually engaging diverse viewpoints, AAC&U first asked colleges and universities to apply for grants to be a part of the full Core Commitments study. Twenty-three campuses nationwide ultimately obtained these grants from the Templeton Foundation and became involved in a very comprehensive process of discovering exactly how well they fared in ethics and academic integrity, social contributions, and social and personal responsibility. Within the surveys, AAC&U focused on four constituent groups: students, faculty, student affairs staff, and academic administrators.

The results of the most recent survey on Engaging Diverse Viewpoints revealed that the large majority of people within all constituent groups believed it was important to engage diversity on campus. Yet despite this belief, most schools seemed to be less effective in proactively doing so as an integral part of their campus curriculum, social offerings or a clearly stated intent that is fully acted upon. More specifically, 93 percent of students and 97 percent of academic administrators, faculty and student life professionals agreed either “strongly” or “somewhat” that preparing students to take seriously the perspectives of others should be an essential goal of a college education. In addition, nearly three-fifths of students (58.4 percent) and more than three-fourths of campus professionals (77.3 percent) “strongly

agreed” that helping students recognize the importance of taking seriously the perspective of others should be a major focus on their campuses. Yet only about one-third of students (32.5 percent) and a similar proportion of professionals (33 percent) “strongly agreed” that their institutions currently made perspective-taking a major focus. Among campus professionals, fewer than

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29.6 percent of student affairs professionals strongly agreed that their institutions actually help students recognize the importance of taking others’ perspectives seriously, as compared to 36 percent of academic administrators and 33.2 percent of faculty. Also, among students, seniors were more likely to strongly agree (63.9 percent) that campuses should make perspectivetaking a major focus of college, compared to 58.1 percent of freshmen. But freshmen were more likely to strongly agree than seniors that campuses were doing this (41 percent compared to 26.3 percent). When it comes to faculty advocating the need to respect different perspectives, nearly twofifths of students said that faculty frequently publicly promoted the importance of respecting different perspectives. Fewer students believed that other campus professionals did so as much as their faculty. The AAC&U survey results also revealed student attitudes and behaviors. As to whether students were respectful of diverse perspectives, only 7 percent of campus professionals strongly agreed that they were, compared to students themselves, 63.1 percent of whom strongly agreed that they entered college having respect for different viewpoints. The majority of campus professionals and students strongly agreed that students did develop in this area during college. Interestingly, only 35.6 percent of students strongly agreed that it is safe to hold unpopular positions, and fewer seniors than first-year students felt that this was the case. In addition, more students of color (36.6 percent) than White students (30.9 percent) strongly agreed that their campus made helping students recognize the importance of taking seriously the perspectives of others a major focus. And more students of color (69.5 percent) compared to White students (59.8 percent) strongly agreed that they came to college respecting diverse viewpoints. When reviewing the overall data in the AAC&U report, it’s hard to tell exactly how this translates to individual schools. But when interviewing with schools involved in the survey, it became clear that the study results were similar on the ground level – and that the study is merely the beginning of a long process of building a

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campus environment that fosters learning from diverse viewpoints. At the University of Alabama-Birmingham (UAB), a team has been working with the Core Commitments study for about five years now. The school chose to join the project because it was already working on making core values such as diversity an integral part of its curriculum for all students. The university had already begun to provide freshmen with handbooks emphasizing the importance of working with differences, and had established discussion groups and classroom curriculum that would provide students with methods for appreciating and understanding differences in discussions. The data gathered on UAB’s campus through the AAC&U survey provided the school with feedback on how well it was doing in teaching students how to work with diverse viewpoints. The results experienced were similar to those nationwide. “The report reaffirmed for us that at UAB, as at all the universities, there was a big gap between what people said was a priority and what actually was a priority,” said Marilyn Kurata, director of Core Curriculum Enhancement at UAB. “Many students said that diverse perspectives should be a priority more than they were a priority.” Since the survey results became available to UAB a couple of years ago, the school has been able to see an improvement in its effectiveness in engaging diverse viewpoints. “There was a huge increase between 2006 and 2009 between freshmen and seniors reporting that diverse perspectives were included in classroom discussions, and in the amount they had serious discussions with students of other groups,” said Kurata. “The seniors had a higher percentage of pluralistic beliefs than students at other Southern universities or schools nationwide.” Kurata pointed out that despite the fact that her school has been touted as one of the most diverse schools in the U.S. (by Princeton Review) – and despite the fact that we live in a diverse society – “communities are often segregated. ... This is why universities need to provide that transition,” she said, “into students becoming interactive and engaged and a vital part of society. It’s not just about living next to someone different, but about becoming friends, co-workers and colleagues. Universities need to instruct people on civil discourse, on how to listen to what other people have to say.” At West Point University in New York, survey results were again comparable to the nationwide results. “What we found was that our students

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were much lower than our faculty in reporting the importance of perspective-taking and moral reasoning. Only 57 percent of our students rated that perspective-taking should be an institutional priority versus 72 percent of our faculty,” said Bruce Keith, professor and associate dean of academic affairs. “It was surprising. Ethical and moral reasoning is a bedrock of our curriculum at West Point, but these results caused us to wonder why there were such differences in emphasis,” said Keith. “Our graduates need to be very good at perspective-taking. They will be deployed internationally within a year or year and a half after graduating and will be engaged in conversations with people with different experiences than their own.” In looking at why the low emphasis on perspective-taking as an institutional priority (similarly to schools nationwide, and especially among students), Keith attributed some of this to the workload placed on students. “We wonder if they were low in these areas because they are overwhelmed with the amount of content they need to learn within 47 months (the average length of time for a typical college student is in excess of five years),” he said. The survey results have provided West Point and other participating schools an opportunity to improve their ability to engage diverse viewpoints and expand the benefits of this on campus. “We have spent a lot of time trying to look at how to draw connections between different curricula components. We had the history and foreign language departments agree to work together and include ways of looking at history based on the people there that spoke different languages,” said Keith. “We have also been setting up cultural awareness goals and imbedding these into more institutional initiatives.” In addition, West Point has created summer experiences by which students get to experience a village scenario in which they simulate a military operation in Afghanistan with Dari speakers in traditional dress. “We are also trying to create international immersion experiences. Five years ago, the number who participated in these was about four or five students a year, and now we are sending about 150 students abroad,” said Keith. Other universities involved in the AAC&U project have developed initiatives and programs to improve their capacity to engage diverse viewpoints. For example, Sacred Heart University, a private Catholic university in Connecticut, has created a new Common Core in its general education curriculum that is built around a series of questions that invite different viewpoints. It has

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organized four different courses across disciplines that every student is exposed to that pose enduring questions such as what does it mean to be human, or to forge a more just society for the common good. The University of Alabama-Birmingham has opted for a QEP (quality enhancement plan) for accreditation to develop a comprehensive and effective program that integrates academic instruction with diversity, respect for others, responsible dialogue and decision-making skills. Michigan State University is using a Chautauqua format and team-taught courses on big issues to engage a series of open dialogues across campus, exploring personal, social and institutional responsibility within issues such as environmental change, the political process, social justice, war and peace, and artistic freedom of expression. The co-curricular and course work include a transresidential college capstone course that mixes students from different programs to study the multidimensionality of professional and civic responsibility. Increasing the availability of these kinds of programs and others on campuses is the first step toward closing the gap between the ideal campus that engages diverse viewpoints and actual environments that revealed themselves in the AAC&U report. The key, it seems, is that colleges and universities not only attract a diverse group of students, but also create an overall climate in which students are invited to engage differing viewpoints and learn from a variety of perspectives – whether inside the classroom or in the dorms. And beyond, students should be encouraged to participate in community activities, which proved to help expand student access to differing perspectives, in the AAC&U report. While this Engaging Diverse Viewpoints report – and actions taken from the results of this report – are a step in the right direction toward building a more diverse and inclusive population, it is just that – a step. AAC&U has disseminated the report broadly, provided it on its website, and has further follow-up plans. Oct. 13 to 15, at Long Beach, Calif., it will host its second Educating for Personal and Social Responsibility national network conference. The organization is also involved in national and international civic initiatives to reinforce the importance of perspective-taking. But for now, Musil hopes that “Many will make use of AAC&U’s findings to increase the opportunities for engaging diverse viewpoints at their institutions.”

ADMISSIONS/RECRUITMENT

Measuring the Cost of First-Year Dropouts

by Michelle Adam

ore than one out of five students nationwide don’t return to college after their first year, and two out of five don’t graduate after six years. These are statistics that Patrick Riccards, executive director for communications and public affairs of the American Institutes for Research (AIR), already knew when embarking upon unprecedented research, the results of which were revealed in October 2010. While Riccards and his crew at AIR were far from satisfied with these statistics, they wanted to explore this reality a step further. They wanted to find out what the actual cost is to our nation when this large percentage of students doesn’t make it past the first year of college. How are taxpayers and government monies impacted when money invested in the education of our people has little or no return on its investment? And how can states, colleges and universities make changes that would ensure a better return – and, ultimately, a better-educated nation? According to AIR, most students attend public colleges that are subsidized by taxpayers through state appropriations and grants to students. Nationwide, these subsidies average nearly $10,000 per student per year. Understanding this, AIR set out to determine exactly how much money was spent on the total number of students who, after one year, didn’t follow through. Researchers analyzed 2003-08 data from the federal Integrated Postsecondary Education Data System (IPEDS) and published their findings in a report titled Finishing the First Lap: The Cost of First-Year Student Attrition in America’s Four-Year Colleges and Universities. The results of study were eye-opening: Researchers found that the 30 percent of first-year college students who failed to return to campus for a second year accounted for $6.2 billion in state appropriations for colleges

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and universities and more than $1.5 billion in grants to these students. The study did not look at community colleges, but did point out that first-year dropout rates were even higher therein. “Every year, first-year college students receive significant funding from colleges, states and the federal government. And every spring, hundreds of thousands of students decide not to return to college,” said Dr. Mark Schneider, an AIR vice president and former commissioner of the federal National Center for Education Statistics (NCES). “When students enroll in a college or university and drop out before the second year, they have invested time and money only to see their hopes and dreams of a college degree dashed. These costs can be heartbreaking for students and their families, but the financial costs to states are enormous.” The results of this report come at a time when more and more states are slashing their budgets and cutting back on educational dollars, and the federal government is seeking ways to balance its own budget. It comes as little surprise, then, that in publishing this report, AIR has received a tremendous response. “The response has been overwhelming. Folks didn’t realize the kind of impact that this has. We’ve spent so much time in the country talking about graduation issues at high schools that we haven’t really looked at these issues in terms of higher education,” said Riccards. “People are surprised by the number of students who don’t return for their second year, and how few actually get a degree. And then by the cost. ‘We’ve talked a lot about how everyone needs to go to college and how it’s a pathway to a career. But just in terms of grant money alone, we’ve spent nine billion dollars over five years on students who don’t return for a second year of college. In this economy, this is a real issue.” In addition to releasing figures on overall costs incurred by states and the federal government for first-year dropouts, the report posted the losses experienced by each individual state. According to these results, 13 states had more than $200 million of state funds during a five-year period lost to students dropping out before their second year of college. These findings were the combination of state appropriations and state grants provided from 2003-08. The states that incurred these high costs included the following: California ($467 million), Texas ($441 million), New York ($403 million), Illinois ($290 million), North Carolina ($285 million), Ohio ($277 million), Florida ($275 million), Indiana ($268 million), Michigan ($239 million), Georgia ($237 million), Louisiana ($213 million), Tennessee ($205 million) and Kentucky ($201 million). The average state spent $120.5 million in state subsidies to first-year dropouts between 2003 and 2008. Many of these states with high dropout costs tend to have large and diverse populations, with significant numbers of Hispanics and other minority populations. The report, however, did not break down costs related to any specific populations. “There are a couple of factors with the top 13 states. They are larger states and have a large number of colleges and universities. The free-ride approach is also more common in the West than the East. In Texas, one out of four drop out after the first year. You look at California, and they do a better job with this. Their first-year retention rate is 86 percent, and less than one out of three graduate.” According to Riccards, the actual number of college students dropping out after their first year hasn’t changed that much nationwide, but the costs for these dropouts have. “The numbers have been relatively steady – the dropout rate and graduation rate is not that different from 10 years ago. But the costs are becoming more acute and a greater issue because states

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have less money to spend. The cost of colleges has increased over 300 per- go to college here in the U.S., it should continue to be encouraged. What cent over a time where we’ve had little inflation. The majority of costs for AIR would like to see happen, in the face of rising education costs and a schools are for faculty and utilities, and these costs continue to go up with- continuation of students dropping out, is to see colleges, universities and states become more accountable for those dollars spent – to improve colout more students,” he said. The report measured how these actual costs for states increased from lege retention and graduation rates so that there is a return on investment 2003 to 2007. “Starting out at just under $1.2 billion in the 2003 academic in education. “It is important we don’t use this data to write off students. Policymakers at year, costs increased by about 15 percent, to $1.35 billion, by the 2007 academic year (the last year for which data are available),” it stated. While 2007 the state level have to hold universities accountable for a return on investment. We also have these grant monies that are supposed to get people to graduate figures were the last ones available at that time, these costs are accelerating. In addition to state appropriations, AIR researched the changes in state from college, but there is nine billion dollars that aren’t delivering their promise,” said Riccards. “It is up to grants to students during this same schools to provide the support and time period. “Both Bush and Obama improve the odds of students returnadministrations increased the funding a second year and graduating. We ing for the Pell program, and the really struggle with our state-run instilosses through that program are subtutions with this, whereas our Ivy stantial,” the report cited. “Among Leagues have these supports.” four-year colleges, in the 2003 acadAsked how colleges and univeremic year, about $240 million in state sities have responded to the findings grants and $270 million in federal of Finishing the First Lap: The Cost student grants went to students who of First-Year Student Attrition in did not return for a second year at America’s Four-Year Colleges and the same college. State and federal Universities, Riccards said he was government grants to college stupleased by the results. “We have had dents who dropped out before starta number of institutions who have ing their second year increased dralooked at the numbers and have matically; state grants to these stubeen equally surprised, and have dents increased by a third; federal said that this is something we need ones, by close to 40 percent.” to address. They are being responWhile the cost of educating stusive to this and seeing that there is dents nationwide has gone up, along an issue here that we need to start with the loss of invested dollars addressing,” he said. “Many colwhen students don’t follow through leges and universities are also sayon their education, this is less the ing that these numbers can’t be case in other countries, according to true. But the data we are using is the report. what the colleges and universities “The United States spends more give to the federal government. The on higher education than any other dollar figures really catch them.” nation in the world. We spent about Riccards and AIR are hoping that twice as much per student as the the reality of that price tag during United Kingdom, Germany, or Japan, hard economic times will create and about three times as much as among schools a much greater most other industrialized countries sense of urgency to address the high in Europe and Asia,” the report statdropout rates – and the equally high ed, based on information from the rates of students who don’t graduate OECD Factbook (issued by the from college despite the invested Organisation for Economic Co-operhours and money (the study didn’t ation and Development). even include the cost of students Riccards attributed these differdropping out after their second year, ences in cost to the fact that here in Patrick Riccards, Executive Director or students leaving community colthe U.S., “we say every kid goes to leges before graduating). “With college. This is not true in other of Communications and Public Affairs, Hispanic student graduation rates at countries. Also, the brightest in 45.6 percent, it’s even worse. If you those countries come to the U.S. for American Institutes for Research are Hispanic, you have a one-in-two education.” And given that such chance of earning a degree,” said large numbers of students do aim to

“As a good consumer, we

need to make sure we go to colleges with a better than half chance of graduating.”

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Riccards. “What is it that colleges are doing to help students? What kind of tracking are we doing to make sure we have a better than 50-50 chance of graduating students?” In an effort to support this kind of change, AIR has provided all of the study results on a website, www.collegemeasures.org. Anyone visiting the site can look at data by institution, state or by federal level. Students can also benefit from the information listed, since they can become better consumers about the colleges they are considering attending. “When a kid is making a decision regarding college, he or she can look at a lot of factors, including seeing how many students are graduating from that college after six years,” said Riccards. “As a good consumer, we need to make sure we go to colleges with a better than half chance of graduating. Far too many times, the chances of graduating is no better than a coin flip, and most colleges don’t show their graduation rates.” The data researched and released by AIR will also provide states, colleges and universities with a clearer sense of what they are spending on students who are not obtaining degrees. “K-12 schools are measured based on students receiving diplomas. But we don’t have incentives for colleges to graduate students. Yet, if I were running a state board of education and looking at these numbers, I’d find it interesting to see how one school does better than another at graduating students. If I were trying to decide how to spend tax dollars, it would be wiser for me to spend money on schools that graduate kids,” said Riccards. “Colleges need to make sure that more kids who receive taxpayer money can stay in longer and later graduate and contribute to the economy afterwards.”

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REPORTS

New Report Confirms that Higher Education Benefits Students and Society by Angela Provitera McGlynn

andra Baum, Jennifer Ma and Kathleen Payea of the College Board Advocacy & Policy Center released a document in September titled Education Pays 2010: The Benefits of Higher Education for Individuals and Society as part of the center’s Trends in Higher Education Series. The report provides crystal clear evidence that higher education makes a huge difference in the lives of degree holders in many ways, including finances, and that persistent disparities in college participation and completion are leaving large segments of the American population behind. The uneven rates of enrollment and completion in higher education across different segments of the American population should be a critical concern to our nation. The evidence is overwhelming that higher education improves people’s lives, makes our economy more efficient, and contributes to a more equitable society. The existing gaps in participation and success are detrimental not only to individual lives, but also to society as a whole. As an educator, I see the benefits in broad terms. Higher education has the potential to transform people’s lives in positive ways by broadening their horizons, helping them develop critical and analytical thinking skills, fostering an appreciation for diversity and seeing multiple perspectives on

issues, and enhancing their future job satisfaction. Education Pays 2010 found numerous nonmonetary benefits to individuals who earned bachelor’s degrees. It confirmed my view that higher education enhances job satisfaction. People with bachelor’s degrees and higher are more likely to be very satisfied with their work, and they report that their work seems important and gives them a sense of accomplishment. The researchers also found that college-educated adults are more likely than others to receive health insurance and pensions from their employers. College-educated adults are more likely to be active citizens, donating their time to volunteer activities and voting, than high school graduates. Additionally, college-educated adults smoke less, exercise more, are more likely to breastfeed their babies, and are more likely to have lower obesity rates. When the health risks of smoking became public, and ever since, smoking among college graduates has been on the decline. Thus people holding college degrees are more likely to have healthier lifestyles than others – and this reduces health care costs both for the individuals themselves and for society. Level of education is also correlated with engaging in educational activities with their children. The percentage of parents who read to their children, for

Unemployment Rates Among Individuals Ages 25 and Older, by Education Level, 1992-2009 Not a High School Graduate

High School Graduate

Some College or Associate Degree

Bachelor's Degree or Higher

15%

U nem ploym ent Rat e

12%

0% 1992

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2000

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Expected Lifetime Earnings Relative to High School Graduates, by Education Level 3.0

2.74 2.58 2.5

1.97

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Earnings Rat io

example, is positively related to their own level of education – the more education parents have, the more they read to their children. Their children are better prepared for school than children of less-educated parents. In today’s world, many people analyze the benefits of higher education only in terms of dollars and cents. Does a college education pay off financially? With the current cost of tuition and a contracting job market, that question is legitimate. If one were to focus specifically on the question of the financial benefits of higher education, the answer would be an unequivocal “Yes.” That affirmative answer applies not only to the individuals themselves who earn the degree, but the financial payoff is to society at large. Higher education obviously provides a great return on the investment. As the report states, federal, state and local governments enjoy increased tax revenues from college graduates and spend less on income support programs for them, providing a direct financial return from investments in postsecondary education. In addition, social support programs such as the Food Stamp Program and the National School Lunch Program were far less likely to support college graduates (about 1 percent) than high school graduates (8 percent) in the year 2008. Incarceration costs are also far lower for college graduates than for high school graduates. Looking at financial benefits for the individuals themselves, the report states that not only are people with higher levels of education much more likely to earn more money across their lifetimes, they are also more likely to be employed. The report states that in 2006 there was a 2.3 percentage point difference between unemployment rates for college graduates compared with high school graduates. In 2009, the increase in unemployment difference between bachelor’s degree holders and high school graduates increased to 5.1 percent. Comparing unemployment rates between people with at least a B.A. degree with high school graduates shows that for the former group, unemployment rates are consistently about half. One accompanying chart provides a visual representation of unemployment rates among adults 25 and older, by educational level, for the time spread 1992 to 2009. The chart shows that those with higher levels of education are more likely to be employed and that the pattern is consistent over time. Despite the fact that unemployment rates are higher for Blacks and Hispanics in our society than for Whites, unemployment rates decrease markedly as the level of education increases for these groups. Certainly in the current recession, we have seen increases in unemployment among college graduates. Between 2008 and 2009, the unemployment rate for college graduates rose from 2.6 percent to 4.6 percent. However, for high school graduates the unemployment rate increase is far sharper – rising from 5.7 percent to 9.7 percent. By early 2010, data show a recovery in employment but only for college graduates. In 2008, the median earnings of bachelor’s degree recipients working full time year round were $55,700. Their salaries were $21,900 more than those of high school graduates. Having some college but no degree also translated to earnings 17 percent greater than those with only a high school diploma. Median tax payments of full-time employees with professional degrees were more than three and a half times higher than those of high school graduates. After-tax earnings were almost three times higher for professional degree holders. The average person holding a B.A. degree will probably earn about two-thirds more than a typical high school graduate over a

1.66

1.5

1.24 1.13 1.00 1.0

0.71

0.5

0.0

Not a High School Graduate

Some College, No Degree

High School Graduate

Bachelor's Degree

Associate Degree

Doctoral Degree Master's Degree

Professional Degree

Education Level Note: Based on the sum of median 2008 earnings for full-time year-round workers at each age from 25 to 64 for each education level. No allowance is made for the shorter work life resulting from time spent in college or out of the labor force for other reasons. Future earnings are discounted at a 3 percent annual rate to account for the reality that, because of forgone interest, dollars received in the future are not worth as much as those received today. This represents real interest, as all earnings are in 2008 dollars. Discounting does not have a large impact on the lifetime earnings ratios. Sources: U.S. Census Bureau, 2009; calculations by the authors

four-decade working lifespan. The report shows that the financial benefits associated with additional years of education beyond high school and the gaps in earnings by educational attainment have both increased over time. Note that in 2008, women between age 25 to 34 with a B.A. degree or further graduate education earned 79 percent more than the median earnings of women with a high school diploma. For men of the same age and in the same year, the median earnings increase was 74 percent. Compare the median earnings for both groups just a decade earlier – the numbers were 60 percent and 54 percent, respectively. The gaps in earnings are widening. Another chart shows the expected lifetime earnings of all levels of education as compared to high school graduates. The data show the greater

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earnings ratio of people with some college but no degree and then the marked increases at all levels of degree achievement from associate degrees to professional degrees. From the perspective of the strictly monetary payoff of a college education, the numbers are dramatically persuasive. Not only do we see income gaps between the college-educated and those without college, gaps in educational attainment also exist between White middle-class students and low-income and minority students, and again, those gaps are widening. In the time period 1998 to 2004, the gap between White and Black high school graduates who enrolled in college within a year of high school graduation fluctuated between eight and 10 percentage points. By 2008, that gap increased to 14. Enrollment gaps between White and Hispanic students have narrowed between 2000 and 2008, from 19 points in 2000 to eight in 2008. While that narrowing is encouraging news, the persistent degree completion gap between Whites and Hispanics is discouraging especially given the projected growth in the Hispanic population. The research shows that enrollment patterns differ across income levels, and that graduation rates are a function of type of institution attended. For example, in AY 2007-08, 40 percent of students from families with income levels below $40,000 enrolled in public two-year colleges and 8 percent enrolled in for-profit institutions. Only 17 percent of students from families with incomes of $120,000-plus enrolled in public two-year colleges, and 1 percent attended for-profit institutions. The report notes that, in general, high school graduates from lowincome families, those students whose parents did not go to college, and Black and Hispanic students have lower college enrollment rates and have much lower educational attainment rates. The researchers attempt to analyze these demographic disparities. Baum et al. say that while enrollments for Black and Hispanic students have risen over time, they chase a moving target of White and Asian college enrollment rates. Since the data show that type of institution attended is correlated with degree completion, the researchers question whether focusing on enrollment is sufficient. Should the focus also include helping students from these demographic groups choose institutions that are a better academic match for them? The report cites previous research supporting their findings related to the undermatch phenomenon – the probability of earning a B.A. degree is significantly increased by enrolling in the most

selective institution for which students qualify. For full-time students who started studying toward a B.A. degree at a four-year college or university, 57 percent earned the degree within six years from that institution. Completion rates averaged 65 percent at private colleges and universities (nonprofit), 55 percent at public four-year institutions and 22 percent at private for-profit institutions. Another finding worth noting is that within each racial/ethnic group, bachelor’s degree completion rates are more than twice as high in the private not-for-profit sector as in the for-profit sector. Moreover, completion rate gaps between Black students and White and Asian students are larger in the for-profit sector than in the public and private not-for-profit sectors. The STEM fields (science, technology, engineering and mathematics) are critical for America to be competitive in a global, knowledge-based economy. Here again we see demographic differences both in enrollment and in degree completion. Male students are about twice as likely as female students to enroll in STEM fields. About 40 percent of both men and women who enter STEM fields complete some type of credential; about one-fourth of both male and female students earn a bachelor’s degree in a STEM field. About twice as many Asian students as White, Black or Hispanic students enroll in a STEM field, and of those, completion rates are lowest for Black and Hispanic students. Only 16 percent of Black and Hispanic students who enroll in a STEM field earn a B.A. degree compared to about 30 percent of Asian and White students who do so. The research emphasizes that the focus for improving educational opportunities should be twofold: First, it should involve finding ways to provide opportunities for both postsecondary preparation and access. Second, the data indicate the focus should be on helping more students make decisions that maximize their chances for degree completion. The complete report can be downloaded at http://trends.collegeboard.org.

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

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REPORTS

Minorities and Tenure in the Academy by Michelle Adam

It’s

been about a century since the con- Understanding of the Tenure Track for rates than Whites, according to Trower. cept and practice of tenure has Minorities.” “From 1995 to 2005, the number of This reality may be attributed to the fact that been alive within universities and African-Americans with doctorates increased 84 minority faculty on the tenure track seem to be colleges nationwide. Tenure was initially devel- percent; American Indians, 40 percent; Asian- less satisfied with their academic workplace than oped to assure academic freedom, protecting Americans, 20 percent; and Hispanics, 83 per- White faculty are. In a report conducted by teachers and researchers when they dissent from cent. (But the number of Whites still dwarfs the Trower, Highlights Report 2008 – Selected prevailing opinions. number of minorities receiving the doctorate: Results from the Tenure-Track Faculty Job Today those seeking tenure Satisfaction Survey, the majority of undergo rigorous years of hard tenure-track minority faculty reportwork – tremendous research, teached significantly less satisfaction with ing, committee work and community the climate, culture and collegiality service – prior to the big day in of their workplace than their White which their superiors determine if colleagues. Within this minority catthey are worthy of becoming lifelong egory, Hispanics were the only faculty members with academic freegroup to express a similar satisfacdom within their specific institution. tion as the White population with While the process of tenure their campus climate (further varies from institution to institution, research revealed that those who one overarching reality seems to call themselves “Latino” and yet are hold true – minority faculty, who White as well may have different remain underrepresented in acadeworkplace experiences to those who mia, struggle within the tenure-track are within other minority groups process much more so than the preand consider themselves White as dominant White population (and well). more specifically White males). As one of the few, if not only, Also, despite a growing number of comprehensive reports on workminority faculty entering academia, place satisfaction with tenure-track more and more faculty at institutions faculty, and specifically minority facnationwide are opting out of the ulty within their separate groups, tenure track altogether. Highlights Report 2008 provides a Cathy Trower, Research Director and Principal Investigator, This reality is taking place as detailed insight into what may or Collaborative on Academic Careers in Higher Education (COACHE), minority faculty numbers continue may not be working for minority facHarvard Graduate School of Education to increase – by almost 50 percent ulty on the tenure track. The study, between 1995 and 2005 and White faculty by there were 29,144 White doctoral recipients in conducted by COACHE, included the responses only 8 percent, according to Cathy Trower, 2005, compared with almost 3,000 Asians and of 8,513 full-time pre-tenure faculty from instituresearch director and principal investigator at African-Americans, 1,740 Hispanics and only tions throughout the country. the Collaborative on Academic Careers in Higher 214 American Indians.)” The results of this report revealed faculty satEducation (COACHE) at the Harvard Graduate Despite the increasing number of minority isfaction within the following areas of the work School of Education. This can be attributed to faculty in academia, many of them are working environment for tenure-track faculty: clarity of the fact that “the proportion of minorities with in minority-serving institutions (Hispanic- the tenure process, nature of the work, policies doctoral degrees has increased far more than Serving Institutions and Historically Black and practices, climate culture and collegiality, that of Whites, even while their total numbers Colleges, for example) and make up only a small and global satisfaction. The study then broke remain much lower,” wrote Trower in a Change percentage of faculty at major research institu- down survey findings into groups, including the article of 2009 titled “Toward a Greater tions. In addition, they leave academe at greater overall population, women, minorities – and

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within the minority category, Native American and Native Alaskan; Asian, Asian-American or Pacific Islander; Black and African-American; Hispanic or Latino; Other; and Multiracial. “The COACHE study is the most comprehensive examination of tenure-track faculty specifically focused on workplace satisfaction,” said Trower. “And to my knowledge, we have the largest database of this population that matches and closely tracks the representation of scholars of color according to race and ethnicity. Most studies lump all minorities together for analysis purposes in order to have a large enough number to be able to say anything ... with statistical reliability.” The Highlights Report 2008 revealed that White faculty and all faculty of color reported similar clarity about their own sense of whether or not they will achieve tenure, as well as clarity about process, criteria, standards and the body of evidence. However, Hispanic faculty, in particular, reported significantly less agreement than White faculty that tenure decisions are made primarily on performance-based criteria, but significantly more clarity about the expectations for their performance as teachers and as members of the broader community. “Oftentimes, Hispanic faculty report doing research on topics that don’t always fit the normative mold, using methodologies that don’t fit the mold, and publishing in journals that don’t fit the mold (in other words, “brown on brown” research),” said Trower, explaining why Hispanic faculty might feel that tenure decisions are not made primarily on performance-based criteria. “And community service that Hispanics may feel called upon to do and want to do doesn’t count for tenure.” Among all tenure-track faculty, the pressure to conduct and publish a lot of research is intense, and community service and teaching capacities are often undervalued. In addition, what Trower referred to as “brown on brown” research – Latinos doing research on their own

communities – is looked down upon, and doesn’t count as much as other research at some institutions and departments, explained Trower. In another report, Workplace Diversity as a Strategy for Recruitment, Retention and Promotion of Faculty of Color in Institutions of Higher Education, researchers also commented on the challenges minority professors face in teaching minority or fringe-type issues. “Hamilton 2002 found that another obstacle minority faculty face is resistance from students, particularly when they teach courses dealing with issues such as racism, sexism, homophobia, classism and diversity. She states that faculty teaching race and racism face a particular dilemma,” reported the study. “She found that some faculty of color report that students resent being challenged to face issues of race. As it is common in many academic departments to assign minority faculty to courses dealing with the above sensitive topics, the resistance and the repercussions from the negative response of students becomes a shared obstacle for minority faculty.” Hispanics, along with American Indian and Asian faculty, also stated that expectations for performance as campus citizens were significantly less reasonable than those for White faculty, according to the Highlights Report 2008. “What happens, especially for scholars of color, is that they are selected to serve on numerous committees to represent their racial and ethnic group (and women of color represent both color and race – called double cultural taxation), and it’s difficult for them to say no,” said Trower, explaining what often happens for minority faculty. “In part, minority faculty may find such work fulfilling, and in part, who feels comfortable saying no to their boss or their boss’ boss on such matters? If such service doesn’t count toward tenure, then it’s unfair to minority faculty who are compelled to do it.” Trower’s argument is also backed up by the Workplace Diversity report, which states: “Minorities of color make up about 16 percent

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of the total number of instructional faculty. People of color make up approximately 11.8 percent of professors, 19 percent of assistant professors and 18 percent of instructors. Minorities tend to have lower research productivity, heavier teaching loads and a substantially greater commitment to community service than nonminorities.” In addition, this same study reported that “many minority faculty report feeling that they have to work much harder than nonminority faculty to demonstrate competence. Nontenured faculty and faculty of color are constantly pressured to prove that they are effective teachers, capable of writing, conducting research, mentoring and engaging in services.” When it came to responding to their campus climate, culture and collegiality, minority faculty surveyed in the Highlights Report 2008 mostly agreed that they were less satisfied than their White colleagues with the collaboration, communication and support from tenured professors within their departments. They did not feel the same “sense of fit” as their White counterparts. Both Native American and Black junior faculty felt they had fewer opportunities to collaborate with tenured faculty than their White counterparts felt, and both were less likely to feel that junior faculty were treated fairly and equitably compared to Whites. Hispanics were the only group that did not report similarly. “I did not expect to find that Hispanic faculty were as satisfied as White faculty,” said Trower, sharing her surprise. “We suspect that our inability to discern by national origin may mask significant subgroup differences. Similar to Asian/Pacific Islander faculty members, some Latino faculty from foreign Spanishspeaking countries may experience language and cultural barriers that inhibit the development of positive collegiate relationships.” This sense of not truly fitting in, reported among the larger minority population, was also an issue evidenced by the Workplace Diversity report. This study pointed out that minority faculty who have been successful attribute much of their success to having a mentoring relationship with a senior faculty member. Yet “many minority faculty have reported being left out of the informal look and networks,” according to the report. “Faculty of color are sometimes isolated and struggle with socialization in universities, particularly when there is a ‘chilly climate.’” According to Trower, this kind of climate is most likely to attribute to the “revolving door” for scholars of color on the tenure track. In

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addition, when minorities leave one institution for potentially another, “they are often replacing a minority faculty person that has just left the institution, the result of which is not an increase in minority faculty hiring and retention, rather a revolving door of minority faculty coming and going,” stated the Workplace Diversity report from a Tolbert, et. al 1995 study. To add to this challenging situation, tenure is becoming more difficult than before for all groups to achieve, and fewer people are pursuing the nontenure track – just as the number of minority faculty in academe are increasing at noticeable rates! “University presses are not publishing as much. They never made money, and now they are losing money, or have gone out of business. This is an issue if you need to be published to peer review for tenure. Getting grants is tougher

as well,” explained Trower. “More institutions are hiring outside of the tenure stream. There is a great increase of nontenure-track appointments out there. Will there be people left on the tenure track, what will happen to academic freedom, and what will happen with the longevity of faculty on tenure?” Trower and others claim that the entire tenure system needs to be changed in order to survive, especially given the changing needs of younger generations of faculty coming up the pipeline – whether minority or not. “Generation X is much more mobile, and they think about a job in the same place like a prison sentence. Also more and more faculty are associated with corporations outside of academia and are doing interdisciplinary work in research centers,” she said. In addition to these changes, more people are seeking a balance between family and work

– something the tenure process makes little room for, explained Trower. “In the Latina community, the family – of all generations – is extremely important. Why should Latinas, or anyone, sacrifice family to have a successful academic career?” The challenges of tenure and the tenuretrack route in higher education are great for all groups, but especially for minorities, according to reports cited here. In Trower’s view, and that of many others, this tenure system needs to become more flexible and inclusive, moving beyond a “one-size-fits-all” system. It seems only with these kinds of changes will the tenure system survive in academia and provide a climate in which faculty of all color, race and gender feel that their diversity is a welcome addition to higher education.

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HEALTH/SCIENCE

Debunking Myths About Applying to Medical School Could Help Attract More Hispanics by Marilyn Gilroy

recruiting of underrepresented minorities, especially Hispanics, is needed by U.S. medical schools in order to train physicians to treat the nation’s increasingly diverse population. Demystifying the process of applying to medical school might be one of the keys to expanding the diversity of applicants. “We are deeply committed to increasing the number of minorities in medical schools,” said Dr. Darrell Kirch, president and chief executive officer of the Association of American Medical Colleges (AAMC). “You don’t improve the health of communities without having a work force that reflects the diversity of those communities.” Kirch’s comments are reinforced by research from the American Medical Association (AMA) showing that minority patients prefer minority physicians, thus making it especially critical to attract and retain more minority applicants to medical school. For example, Hispanics make up 38 percent of California’s population, but only 5 percent of the state’s physicians are Hispanic. An AMA report titled Minorities in Medicine states that by 2050 racial and ethnic minorities will comprise half of the U.S. population. “Diversity in the work force will increase access to health care for the underserved and will help narrow the healthcare disparities gap disproportionately experienced by racial and ethnic minorities and individuals of low socioeconomic status,” states the report from the AMA Medical Student Selection Minority Issues Committee. Both the AMA and the AAMC have launched aggressive campaigns to pursue minority applicants and help them overcome some of the financial and academic obstacles to enrolling in medical school. Although there have been gains, analysts say there is still much work to be done to train the next generation of physicians. Minority Enrollment Increasing but Not Fast Enough The good news is that more minorities enrolled in medical schools in 2010, which the AAMC says is a sign that more African-American, Hispanic and Native American students are interested in pursuing careers in medicine. Hispanic men represented the most significant change, with an increase of 17.1 percent over 2009, while overall enrollment by Hispanic men and women rose 9 percent. The number of new AfricanAmerican medical students increased about 3 percent, according to figures released in an AAMC study. Native American enrollment increased by nearly 25 percent over last year, but the actual numbers were small compared with other minority groups. Overall, the number of students who enrolled in medical school was up by 1.5 percent from last year.

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Dr. Darrell Kirch, President and CEO, AAMC

Although those trends are promising, they are not enough. The association projects that the nation will have a shortage of 90,000 doctors by 2019. The health care overhaul, which in its current form will provide insurance to 32 million Americans currently uninsured, creates an even higher demand for physicians. On a positive note, a study done by researchers at the University of Massachusetts Medical School found that the opportunity to help traditionally underserved populations is motivating more minorities to be interested in medical school. Some medical schools nationwide are targeting minorities, often as

early as grade school, by offering programs designed to foster an interest in science and medicine among children. Other programs, such as those at Texas A&M and the University of Rochester’s Early Medical Scholars program, guarantee medical school admission to college undergraduates who meet program requirements, which include maintaining a certain grade point average and participating in educational summer programs. The goal is to make medical school seem attainable to students who might think it is out of their reach and to strengthen their position as medical school candidates.

what has drawn them to the profession. Medical schools are trying to bridge the gap that societal disparities might have caused, and they will read these essays very carefully.” Admissions committees review the entire application, says Busnaina, including letters of recommendation, looking for clues that reveal a student’s sincerity and motivation. “Applicants who use the essay to build a consistent and powerful message about who they are as an applicant hold a tremendous advantage when seeking a coveted spot in a top-notch school,” he said.

Myths and Missteps in Applying to Medical Schools Myth No. 2: The Medical College Admissions Test (MCAT) scores Unless students are part of an automatic admissions program, most alone predict admission to medical schools. “MCATs are very important, but schools often are lenient about score individuals who aspire to medical school must deal with the hurdles of applying. Some have called the medical school application process among cutoffs when evaluating applicants from underrepresented groups or lower the most competitive tasks in all of higher education, with admissions socioeconomic backgrounds,” said Busnaina. “Admissions committees being more competitive than law or business school. The application know that minorities can face a ‘double whammy’ because they have gone to poorer schools without rigorprocess and the cost of medical ous academic programs.” school have been identified as two That is why the role of MCAT factors that often drive away would- First-Year Enrollees To U.S. Medical Schools, 2003-2010 tests has received a lot of attenbe minority physicians. tion and is under scrutiny, espeExperts say that with planning Asians Blacks Hispanics Other cially given the need to ease the and professional advice, applicants path to med school for more can boost their chances of accep- 2003 3,460 1,205 1,091 1,127 minorities. tance and follow their passion for a Almost all U.S. medical career in medicine. 2004 3,460 1,263 1,175 617 schools require the MCAT, “Candidates need to be proac3,756 1,240 1,272 430 which consists of standardized tive, taking control of their admis- 2005 multiple-choice items and an sions destiny by highlighting their 2006 3,682 1,264 1,288 495 essay section. The six-hour test unique backgrounds and skills,” is designed to measure knowlreports Veritas Prep, an admissions 2007 3,932 1,288 1,281 467 edge in the biological and physiconsulting firm. Veritas reports that cal sciences to assess verbal many medical school hopefuls fall 2008 3,941 1,293 1,416 699 reasoning. victim to a series of myths about the 4,114 1,312 1,412 840 Like many other standardmedical school admissions process, 2009 ized tests, such as the SAT, the and commit all-too-common appli2010 4,214 1,350 1,539 891 strict use of MCAT cut-off scores cation errors that significantly compromise their chances of gaining Source: Assn. of American Medical Colleges Data Warehouse, in admissions has been challenged by those who say it can admission into their top choice pro- Applicant Matriculant File be disadvantageous to students grams. Here are some of the comof color. The National Center for Fair and Open Testing, known as FairTest, mon myths: has said that MCAT limits educational equity and blocks access to higher Myth No. 1: The actual application and personal statement are not education for Latinos, African-Americans and Native Americans and lowvery important in the admissions process. income applicants who generally score lower on the tests and therefore “The reality is that the whole application, particularly the personal receive disproportionately fewer scholarships. Hispanics often lack the statement portion, provides critical information that medical schools use necessary academic background to prepare them for the MCATs and the to evaluate an applicant’s candidacy throughout the entire admissions rigors of medical school. They are less likely to take AP and honors coursprocess,” said Dr. Ibrahim Busnaina, a Veritas consultant and co-author of es and major in science. Examkrackers: How to Get into Medical School. He also has served as a To overcome some of these deficiencies, Hispanics should take advanconsultant for the television shows Grey’s Anatomy and Private Practice. tage of MCAT preparatory courses offered by many colleges and organizaBusnaina says one of the biggest mistakes applicants make is neglecting tions, says Busnaina. These courses usually include sessions on chemistry, the various application components, thus giving up the “biggest wild card” biology and physics. The courses provide access to practice tests. they have to play in the process. The AAMC also encourages preparation and suggests that all students need “Many minority candidates who do not have strong MCAT scores have to spend a substantial amount of time preparing to take the MCATs. More than really important stories to tell as to why they want to become physicians,” 50 percent of applicants end up taking the test twice because they mistakenly he said. “They need to hone those stories and explain in a compelling way believed that just having good grades in science courses was enough.

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Admissions committees also look at GPAs, including the difficulty of courses taken and the type of school that the applicant attended. Extracurricular activities, such as volunteer work and some type of clinical or research experience, is usually viewed as an indication of a candidate’s interest in the field of medicine. Myth No. 3: Majoring in science is a must for getting into medical school. Although the majority of med school applicants do major in biology or other natural sciences, students from all academic majors are admitted to medical schools. All students must satisfy some prerequisites, but institutions such as the State University of New York-Geneseo Medical School encourages applicants who have a broad-based, varied education. Drexel University says that because the medical profession is changing, its admissions officers are placing a greater emphasis on critical thinking, analytical and problem-solving ability. Several admissions directors indicated on their medical school websites that they give no preference to either science or nonscience majors but would rather see well-rounded students who immersed themselves in a nontraditional undergraduate program. Fluency in a second language is a big plus, says Busnaina, noting that Hispanic applicants should not overlook the strength that their language skills might bring to the applicant profile. He urges Hispanics to emphasize their versatility because it is an important capability, as he has learned while completing his residency in psychiatry in Los Angeles. “There are days that I don’t speak a word of English on the job,” he said, adding that although he is not a native speaker of Spanish, he has become fluent in the language.

Boosting Minority Chances There are several resources available to minorities who want to increase their chances of obtaining a slot in medical school. The AAMC maintains a medical minority applicant registry (Med-MAR) to enhance admission opportunities for groups who are underrepresented in medicine. “The registry is just one more way that the AAMC is trying to reach out to minorities,” said Angela Moses, AAMC program specialist. “I get lots of calls from students who want to participate in Med-MAR.” Students may elect to participate in the registry by self-identifying when they take their MCAT exams, which are given 25 times per year. Once the list is compiled, it is sent to medical schools, which use the registry to contact students directly and encourage them to apply. “The list usually includes more than a thousand participants,” said Moses. “It’s a wonderful way for schools to learn about these students and see how well they have done on the MCATs.” Busnaina recommends that minorities take advantage of mentoring opportunities, such as those offered by the Student National Medical Association (SNMA), the oldest and largest organization serving medical students of color. There are more than 100 chapters at U.S. colleges and universities with “pipeline programs” designed to strengthen minority preparation for medical school at the undergraduate level. SNMA, he says, has a “great record of helping minorities get into medical school.”

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REPORTS

Shedding Light on an Education Crisis

by Jeff Simmons

“We felt it would really help students, freshmen and transfers, by recruiting them, going out to the schools.” Michael Deas, Director of the Urban Male Leadership Program

oreal Torres is an example of progress. The 23-year-old from Manhattan’s Lower East Side recently graduated from Syracuse University’s S.I. Newhouse School of Public Communications and is getting her first post-collegiate taste of the work force. For Torres, steering the course of this career track may prove daunting in this sputtering economy. But she sought to gain an edge, something to set her apart from many other applicants. That edge, she said, was ensuring she not only attended college, but graduated. “It was always my dream. I was determined to go to college,” said Torres, who attended New York City’s Leadership and Public Service High School. “One of my teachers made it a dream that seemed possible.” Yet, like legions of students before her, Torres faced challenges. A guidance counselor once told her to “aim low,” although she had grades that ranked her fourth in her class. She

also needed financial aid. “I knew that if I wanted any of my dreams to come true – college was the way I had to go,” she said, adding that her mother’s encouragement was an additional driving force. Torres is one of the fortunate ones. And her story belies the challenges and obstacles faced by students from myriad ethnic and racial groups. But when it comes to Hispanic students, their path to success is often a lonely one. Two recent reports by the American Council on Education (ACE) highlight the trend of Hispanic students advancing to – and completing – higher education. But while there have been gains, they have paled in comparison with those of other groups. One of the reports stated that: “Young Hispanics and African-Americans have made no appreciable progress.” The more recent report, Minorities in Higher Education 2010 – The 24th Status Report, positioned its findings in the context of President Barack Obama’s call for the goal of having the country lead the world, by 2020, in its proportion of college graduates. The report’s authors noted that the United States no longer is gaining ground in the educational attainment of its population from one generation to the next, and that its postsecondary attainment rates are flat-lining. Overall, that report found that each generation of younger women in the United States is reaching higher levels but the attainment of younger men has dropped, and strides by women are mostly being driven by AsianAmerican and White women. Further, younger generations of Hispanic women have shown some increases, but the youngest group (from ages 25 to 34) has come to a standstill. ACE reported that among all racial and ethnic groups, Hispanics continued to exhibit the lowest educational attainment levels, even though they represent the fastest-growing population in the country. And the gap between men and women is widening. Earlier last year, ACE released another analysis that highlighted the higher education gender gap, reporting that the gap apparently plateaued for most groups, but widened between Hispanic men and women. That report, Gender Equity in Higher 0 7 / 1 1 / 2 0 1 1

“We are pleased that we are a college of choice for many Latino male and female students.” José Magdaleno, Lehman’s Vice President of Student Affairs Education: 2010, was a follow-up to two earlier studies in 2000 and 2006. It found that generally, for the first time, the size of the overall gender gap in higher education had stabilized. The only group in which the size of the female majority did not yet appear to have stabilized was Hispanics: The percentage of male Hispanic undergraduates 24 years old or younger dropped from 45 percent in 1999-2000 to 42 percent in 2007-08. Additionally, young Hispanic men had the lowest degree attainment level – 10 percent – of any group, while Hispanic women increased their degree attainment rate, continuing to outpace their male peers since the late 1980s. The study’s author factors immigration into the lower educational performance among Hispanics, pointing to dramatic differences in educational attainment rates between those Hispanics who were born outside of the United States with those born in the United States. For instance, only 51 percent of young

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“Latino males have a very unique challenge in terms of attending college, let alone graduating.” Luis Ponjuan, Assistant Professor, College of Education, University of Florida Hispanic adults born outside of the country completed high school. But 81 percent of those born in the United States did so. Male immigrants, who represented one out of every three Hispanic young adults during the study period (using figures available prior to the most recent Census results), were particularly disadvantaged. Less than half of these young Hispanic men completed high school, and only 6 percent earned a degree. Hispanic women, meanwhile, made significant strides. Of those born in the United States, 18 percent attained a degree, a rate on par with African-American women. ACE further examined these disparities in its subsequent Minorities in Higher Education report later in 2010, devoting a special section specifically to analyzing the characteristics of the Hispanic population, particularly immigrants, to spotlight the challenges for improving educational attainment. Some of the barriers faced by Hispanic immigrants included placement in low-wage and lowskilled jobs, legal status, English fluency, economic needs, immigration while older, and the lack of a high school degree and interrupted schooling before immigrating to the United States. Mikyung Ryu, associate director of the Center for Policy Analysis at ACE, noted that the gender gap has been in existence for three to four decades, but is garnering greater attention and scrutiny now as

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educators, government leaders and organizations look to address President Obama’s goal to raise the country’s educational attainment level by 2020. “The main impetus for creating this special essay was to take a closer look at this huge chunk of the U.S. population as a way to raise awareness of what needs to happen,” Ryu said. “Racial and ethnic gaps and gender gaps are so closely intertwined.” Ryu said that women have been gaining more access to education, particularly postsecondary education, and completing degrees at higher levels, not just in America but worldwide. And, she noted, often the challenge has become to ensure that their posteducation work force salaries do not remain significantly lower than those of their male counterparts. Hispanics, she said, are one of the groups that continue to struggle the most, and largely because of immigration. Fifty percent of Hispanic adults were immigrants, but less than 10 percent of school-age Hispanics were immigrants. “Without addressing the unique educational needs among immigrant Hispanics, we will not be able to get where we want to be. Addressing the immigrant population is the first key,” she said. The country’s lingering economic woes further fuel the divide, prompting more lower-educated, low-skilled workers to potentially leave, or struggle to make ends meet rather than seek schooling as a path to success. “If the economy gets worse and worse, then these people will leave the country and move somewhere else,” she said. “Without educating this population, we won’t be able to reach the world’s best rate of attainment.” This quandary has everyone from experts and educators to community leaders asking: What does all this mean? What can be done? Is simply highlighting the trend enough to advance a concerted, specific effort to assist Hispanics? “We need to continue to raise this to a higher level,” said Luis Ponjuan, an assistant professor in the College of Education at the University of Florida who, with Víctor Sáenz, assistant professor, University of Texas-Austin, has been analyzing the trends. “Latino males are the fastest-growing group in America, and this is an issue that clearly is deserving of attention. The reality is: we can never have enough press on this issue.” One outgrowth of that attention: more focused programs at college campuses hoping to attract, retain and graduate Hispanic males. At the University of Texas-Austin, Project MALES aims not only to provide consistent research but to offer mentors, resources and pathways to young, male Hispanic students. A similar effort is underway at Lehman College in New York City. The Urban Male Leadership Program is designed to increase the numbers of Hispanic and African-American males in college, 0 7 / 1 1 / 2 0 1 1

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and concentrates heavily on facilitating the successful transition of first-year and transfer students to the college, located in the Bronx. “The gender gap is alive and well at Lehman,” said José Magdaleno, Lehman’s vice president of student affairs, noting that more than 70 percent of its students are female and, within that group, Hispanic females predominate. In the current academic year, there were 1,492 undergraduate Hispanic males at Lehman and 3,571 undergraduate Hispanic females. “We are pleased that we are a college of choice for many Latino male and female students,” Magdaleno said, but added, “When considered in perspective, overall, in our nation and in our region, there are not enough African-American or Latino students in general who are making it through the pipeline and graduating successfully from high school and going on to college. The college-going rate for African-Americans and Latinos is not what it needs to be nationally.” Michael Deas, director of the Urban Male Leadership Program, founded in 2007, said the program provides “a circle of support” to students through mentoring, assistance in strengthening academic skills, and character enrichment. “We felt it would really help students, freshmen and transfers, by recruiting them, going out to the schools,” he said. “We reach out to the

“I don’t think I’m ready to use the word ‘plateaued’ or make it seem like the problem is getting better.” Ron Williams, Vice President at the College Board

Hispanics are one of the groups that continue to struggle the most, and largely because of immigration. Mikyung Ryu, Associate Director, Center for Policy Analysis, ACE students by going to middle schools, high schools, and giving them a full knowledge as to the transition from high school to college.” Faculty members surround the students with a strong support network, navigating them through academic challenges and often-personal ones. “We are committed to creating more than just leaders. We seek to change lives,” Deas said. The program, in fact, does not turn students away because of gender. Since the program’s inception, 1,553 students have been part of Urban Males. Of that group, 831 have been male; and 722, female. Hispanics com-

prise less than half of those involved, with 454 males and 302 females, a 60-40 percent split. “We are a state institution, and while the primary focus is on assisting Latino males and AfricanAmerican males, we do not exclude women from participating in any aspect of our program,” Magdaleno said. “We welcome them. We are talking about creating anchors and connections for all of our students with our faculty and staff.” Ponjuan’s research points to similar avenues being paved by institutions across the country to remedy the problem, particularly in the wake of a growing spotlight on the Hispanic gender disparities. Programs, though, aren’t limited to higher education. In his report with Sáenz, The Vanishing Latino Male in Higher Education, Ponjuan applauds the “promising” Boys Project outreach program, which provides a wealth of information with regard to young boys in the educational system. The Puente Project, co-sponsored by the University of California and California Community Colleges, specifically addresses the transition of Hispanic males to higher education; in part, it returns Hispanic graduates to communities to serve as leaders and mentors. In Austin, Texas, the XY-Zone outreach program seeks out students in high schools to guide them to college and helps them navigate personal relationships and academic ones. Ponjuan notes that often postsecondary educational programs – run by student organizations, institutions or broader, statewide entities – often focus on recruitment and retention, while other, federally funded ones, such as Upward Bound, Talent Search and Student Support Services, continue to provide essential tools for underrepresented students. “For a lot of these students, they are a small minority in large institutions, and they feel helpless,” Ponjuan said. “It’s not an easy process.

Latino males have a very unique challenge in terms of attending college, let alone graduating.” Despite the ACE description of gender gap levels, Ron Williams, vice president at the College Board, cautioned against using the word “plateaued.” “I don’t think I’m ready to use the word ‘plateaued’ or make it seem like the problem is getting better,” he said. “It’s still a huge challenge.” Further, he said, part of the problem of Hispanic males continuing their schooling reverts back to the youngest grades, when statistics show they have higher rates of suspensions. “One of the things we do not know a lot about is the potential conflict between boys of color – African-American and Hispanic – and White, female teachers, particularly in elementary schools, where you see large numbers of suspensions on the basis of behavior,” he said, questioning whether a “fundamental clash in styles” is a factor. “Many of these students need much more than schools can traditionally provide,” he said. “There is a tremendously powerful conflict with their responsibilities to their families and responsibilities to get themselves educated. Often, that choice leads to them giving up on their education, which is a longer-term gain, for a short-term gain. It becomes a dynamic where many of them are leaving school.” Torres said she was fortunate that in her circle of friends, her male Hispanic peers had a similar direction. In her case, she has sown the seeds for her siblings. One sister is attending Nyack College in New York, and the other is in high school, also hoping to follow in Torres’ footsteps. “I knew that I wanted to do something no one else in my family ever did, and that was complete college,” Torres said. “But now I will be in good company.”

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ENROLLMENT/RECRUITMENT

Where Hispanics Go to College by Marilyn Gilroy

the Hispanic population increases, now at 50.5 million and counting, Hispanics are enrolling in higher education in record numbers. According to Pew Hispanic Center tabulations, the number of Hispanics in college is approximately 2.7 million. That figure will continue to grow because Hispanics are now the largest minority group in the country’s K-12 public schools. In addition, experts say Hispanics will be the most significant component in the growth of the work force for the next few decades. For this reason, getting Hispanics into and through college has become one of the major goals of education leaders and the Obama administration,

Community Colleges, Fall 2008 60

58 %

45 % 42 %

40 30 20

16 % 13 %

10 0

means to afford college, and lack of English proficiency required to do college-level work. While those challenges need to be addressed if more Hispanics are to make it through college in the future, the current enrollment patterns provide a snapshot of where they are now. Community Colleges Community colleges, the largest segment of the nation’s higher education system, enroll 7.4 million credit students. According to the American Association of Community Colleges (AACC), Hispanics make up 16 percent of that number, but even more significantly, 52 percent of Hispanics who begin higher education start at community colleges. Hispanics have historically gravitated toward community colleges for several reasons, including affordable tuition, open admissions policies, flexible course schedules, and locations that are close to home. Two-year colleges also offer more support in terms of remedial classes, tutoring, and counselors who help ease transfer to a four-year college. Community college admissions policies include accepting undocumented immigrants as well as others without proof of citizenship. Many of these students were brought by their parents to the United States and subsequently graduated from U.S. high schools. In general, community colleges have taken the position that these individuals deserve access to higher education. The story of Jessica Bonilla, 27, a recent graduate of Bergen

6% 1% Women

Men

Minorities

Black

Hispanic

Source: American Association of Community Colleges, 2011 Fact Sheet

Asian/ Pacific Islander

Native American

which last year appointed Juan Sepúlveda as executive director of the White House Initiative on Educational Excellence for Hispanics. “Our numbers have grown so large that the future of the U.S. is inextricably linked to the future of the Latino community,” said Sepúlveda, when he presented the Department of Education’s report on improving education for the Latino community in April. While there are more public and private options for higher education than ever before, problems persist with regard to Hispanics’ education attainment. According to 2008 census data, only 12.9 percent of Hispanics complete their degrees. The noncompletion rates are highest at community colleges and for-profits, which are popular with Hispanics, who are more likely than other groups to be enrolled part time. Some of the obstacles to degree completion include family obligations, not having the financial

State Colleges and Universities, 2009 60

60%

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11%

14% 5%

Hispanic

African Asian American American/ Pacific Islander/ Native Hawaiian

1% Native

Source: American Association of State Colleges and Universities

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White Nonresident Unknown NonAlien Hispanic

Percentage

Community College (BCC) in Paramus, N.J., is an example of how these older, with more than one-half over the age of 25. Students are more likely to be working and have children. students find their way to a two-year school. The colleges are proud of their “customer-friendly” approach, which A native Honduran, Bonilla began her education in a rural hillside village school but moved with 13 family members to the U.S. to escape what has attracted those who might not otherwise go to college. However, a high she described as “the vast poverty and hunger overtaking many Latin percentage of these students need financial assistance to meet tuition American countries.” After graduating from a Bergen County high school expenses that range from $15,000 to $40,000. When for-profits point to their success, they share the stories of individin 2002, she became discouraged after rejection by colleges because she uals like Araceli Sánchez, who was born in Mexico and came to the U.S. at was not yet a citizen and lacked proper documentation. “For years, I was made to believe education was out of my reach. For the age of 13. She graduated from high school in California and wanted to years, there were tears in my eyes, and for years I hated my life because I go to college, but her father was a laborer and truck driver who did not share that view. Sánchez subsequently left home and began working at fast stopped chasing my dreams and I felt I was a failure,” she said. But eventually, she found that opportunities awaited her at BCC, the col- food and grocery stores. Finally, in 2001, she enrolled in Adcon Technical lege next door. Working two or three jobs to pay her tuition, Bonilla said Institute and earned a certificate in computer repair. Two years later, she came directly to school from work and sometimes slept in her car in Sánchez enrolled in Westwood College in Anaheim, Calif., and earned an associate degree in network engineering. After working at an Internet serthe college parking lot before classes because she was so tired. This year, Bonilla became the first member of her family to earn a col- vice provider firm, she moved to Unisys, the global IT corporation. She lege degree. An honors graduate with a perfect 4.0 grade point average, she also was a member For-Profit Colleges & Universities, 2008 of Phi Theta Kappa, the honors society for community colleges. She is transferring to a four-year school and hopes to go to law school. 100% 2008-09 Unfortunately, stories such as Bonilla’s are not common enough. Graduation rates at com80% munity colleges are low; on average only about 25 percent finish after three years and many 60% drop out before their second year. But AACC has called on its members to increase student com38% 40% pletion rates by 50 percent over the next decade. 23% Most two-year schools have heeded the call 21% 20% 13% and undertaken numerous initiatives to boost graduation rates. At BCC, the graduation rates 3% 0% 1% 1% 0% have increased steadily for the past three years. African Hispanic Race/Ethnicity Two or More White Nonresident Asian or American American, Race/Ethnicity Unknown Non-Hispanic Alien Pacific Islander Indian There was a 24 percent increase in the number Non-Hispanic or Alaska Unknown Native of graduates from 2009 to 2010, preceded by a 7.5 jump from 2008 to 2009. Bergen graduated Source: Imagine America Foundation, Profile of Career Colleges and Universities, 2011 2,139 students in 2011, an 11 percent increase over the number of graduates last year. returned to Westwood to earn a bachelor’s degree, even though she held a For-Profit Colleges and Universities full-time job and had become a single mother. Despite success stories like that of Sánchez, for-profits have been under For-profit colleges and universities often specialize in career and jobrelated programs in the areas of art, business, criminal justice, allied investigation by the Department of Education and U.S. Government health and technology. Many of the schools are subsidiaries of large com- Accountability Office for questionable recruiting practices and for high stupanies such as Career Education and Corinthian Colleges. One of the most dent-loan default rates. Although they enroll 12 percent of all college stuprominent for-profits is the University of Phoenix, which has an enrollment dents, for-profits receive 25 percent of all federal student aid and account of 420,000 students and is part of the Apollo Group. These schools often for 44 percent of student-loan defaults. Critics say statistics show many stuhave open, rolling enrollment admissions policies, and they have cornered dents at nonprofits will not complete their degrees or get good enough jobs to be able to repay their loans, thus creating a lifelong burden on a 42 percent share of the online market. According to the Association of Private Sector Colleges and Universities, their personal finances. which has 1,600 members, for-profits enroll 3.2 million students. This includes many students who are underserved by the traditional higher edu- State Colleges and Universities According to the National Center for Education Statistics, there are 693 cation market. But this population also is more at risk of not completing college because they tend to be first-generation, low-income students who public four-year state colleges and universities located in cities, towns and are not academically prepared for college. Hispanics and African- suburbs across the country. The American Association of State Colleges Americans comprise 36 percent of enrollment. Military service members and Universities (AASCU) is the professional organization representing a and veterans also have enrolled in large numbers. The student body is majority of these institutions. More than 3.9 million students attend these

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12%

Hispanic or Latino

12%

Asian

6% 2%

Multiracial Native Hawaiian, Pacific Islander, American Indian, or Alaska Native Other

<1%

Source: U.S. Department of Education, National Center for Education Statistics, NPSAS: 2008. Analysis by the National Association of Independent Colleges and Universities.

colleges, 30 percent of all students attending four year colleges and universities. Unlike community colleges and for-profits, the majority of AASCU students (71 percent) are full-timers in their teens and 20s who reside on campus or commute. Hispanics represent 11 percent of total enrollment. The average student population at AASCU colleges is 10,125, but the size, focus and extent and level of degree offerings vary at each school. Diversity also varies at public four-year colleges, depending on geographical location. For example, at New Mexico State University, the enrollment is 35 percent Hispanic while at the University of Virginia, 4.8 percent. While state colleges charge higher tuition than community colleges, they often have a wider variety of degree programs. They also have more extracurricular activities, sports and performing arts options than two-year public schools. Many students like attending a four-year public school in their state because they are living away from home but still are close enough to return home on weekends or holidays. That is what appealed to Ismael Gracia, a student at Eastern Connecticut State University who is majoring in graphic design. He grew up in Hartford, Conn., and has 11 siblings. Gracia was one of the very first students to participate in the university’s Dual Enrollment Initiative, a collaborative program between Eastern, Quinebaug Valley Community College and Hartford Public High School that works to improve the academic success of students from low-income backgrounds. Because Gracia is the first in his family to go to college, he is trying to set an example for his brothers and sisters. In order to maintain good grades, he has stuck to the “work first, play later” philosophy that he developed in high school. “When I get out of class, I do my homework before I go play basketball or hang out with my friends and party,” he said. At Eastern, he is a member of M.A.L.E.S. (Men Achieving Leadership, Excellence and Success) and OLAS (Organization of Latin American Students) and has participated in several community services projects. Despite the advantages of state colleges and universities, there are some drawbacks, especially on campuses with high enrollments. Many lower-level undergraduate classes are taught in a large lecture format by graduate students. Sometimes the sheer size of the university campus suggests an impersonal environment that can be intimidating and overwhelming to first-generation students. Cutbacks in state funding during the last

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few years mean that fewer support services are available to help students navigate the university experience. Private and Independent Nonprofits According to the National Association of Independent Colleges and Universities (NAICU), there are more than 1,600 private nonprofit colleges and universities in the United States enrolling 3.7 million students. This varied group consists of liberal arts colleges, research universities, church- and faith-related institutions, historically Black colleges, Ivy League universities, and women’s colleges. In general, private nonprofit colleges have smaller class sizes, give more attention to undergraduate students and offer a sense of community on campus. The list of members includes Harvard, the University of Miami, Grinnell, Baylor, Carnegie Mellon and Brandeis. Because these institutions are funded privately and not through government or taxpayer money, the tuition is expensive and averages $31,000 per year. NAICU is quick to point out that 89 percent of students receive financial aid and very few pay “sticker price.” The association also says its members have been recruiting more aggressively and, overall, have a racial diversity equal to that of state colleges and universities. Daisy Vargas, a student at Quinnipiac University, said she was concerned about diversity, but she was able to make the adjustment from the urban environment of her New York City home to the more rural campus. The student body is only 6 percent Hispanic, but what attracted Vargas was the university’s communications programs. “I didn’t really think about just how different it would be until I moved in,” she said. “Then there were the academic challenges, such as learning a very different kind of writing – news writing – and getting terrible grades. But my professor sat me down and showed me what I should be doing. It was hard, but he taught me what it would really be like when I become a news reporter.” Vargas, raised by a single mom, said she was able to put together a package of scholarships and grants, plus work-study, to meet her tuition expenses. “It was worth it,” she said.

PERSPECTIVES

A Look at NCLB in Its 10th Year by Thomas G. Dolan

hen the No Child Left Behind Act was passed in 2001, it was sponsored by both the compassionate conservative President George W. Bush and the firebrand liberal Sen. Edward M. Kennedy. It appeared to have an equal appeal to conservatives and liberals alike. It seemed like the best of American idealism. After all, who would disagree that every child deserved equal access to a good education? That would seem like being against the flag, mom and apple pie. However, now, 10 years later, not only has the conservative/liberal consensus started to unravel, it’s also become quite entangled. Hispanics, generally, first saw the act’s emphasis upon testing as a tool for continued discrimination against disadvantaged minority children. Now, however, based on the three Hispanic authorities interviewed for this article, there is some agreement but also much disagreement about how the act has turned out in practice. Starting with the conservative/liberal perspective, a galvanizing critique of the act has resulted from the book Waiting for a School MIRACLE, by Diane Ravitch, Ph.D., a research professor of education at New York University. Ravitch’s position is drawn from the comments of Alan Wolfe, Ph.D., a political scientist at Boston College whose review appeared in the New York Times at about the same time the book was published, May 31, 2011. Wolfe mostly but not totally agrees with Ravitch, who, in short, lambastes the act and all it represents. Ravitch’s extreme position is of interest since she had previously been widely viewed as a conservative. But, says Wolfe, “she has always been less an ideologue than a critic of educational fads, whether the more touchyfeely forms of progressive education made popular in the 1960s and ’70s or the new nostrums of choice and testing. Ravitch now supports ideas associated with the left not because she is on the left. She does so for the simple reason that choice and testing had their chance and failed to deliver.” Choice equates to vouchers, which meant parents could purchase schools of their choice, i.e., private schools. Democrats saw vouchers as a way to give minority parents the same options available to middle-class families who could afford houses in desirable school districts. Republicans were for them for they represented strengthening private enterprise over the government. The vouchers could be used not only at private schools but also at public schools to whom cities leased control to private entrepreneurs. Here is one of the many devastating examples provided by Ravitch: “In 2005, New York’s mayor, Michael R. Bloomberg, held a news conference at Public School 33 in the Bronx to celebrate an astonishing 49 percent jump in the proportion of fourth-grade students there who met state standards in reading. In 2004, only 34 percent reached proficiency, but in 2005, 83 percent did. “It seemed too good to be true, and it was. A year later, the proportion of fourth-graders at P.S. 33 who passed the state reading test dropped by 41 points. By 2010, the passing rate was 37 percent, nearly the same as before 2005.” Ravitch’s main target, however, is the testing procedures mandated by the act. She argues that the politicians believed that the right combination of incentives and punishments would produce dramatic improvements. The actual result, however, is that teachers and principals have been fired

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and schools once fixtures in their communities have been closed. In time, she warns, many new schools will also close unless they avoid enrolling low-performing students, like those who don’t read English, are homeless, or have profound disabilities. An example of inflated success in testing is Miami Central, which had been “reconstituted,” meaning that the principal and half the staff members were fired. But the facts, as reported by Ravitch, are “The president said that ‘per-

“The idea has been test and punish. This has a chilling effect. Both schools and students are being set up for failure.” Josie Tinajero, Ed.D., dean and professor, College of Education, University of Texas-El Paso

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“The measures of assessment

have been very narrow, have not resulted in an improvement, and have been used to the detriment of Latinos.” Jamie Chahín, Ph.D., dean and professor of the College of Applied Arts, Texas State University-San Marcos formance has skyrocketed by more than 60 percent in math and that graduation rates rose to 63 percent, from 36 percent, But in math, it ranks 430th out of 469 high schools in Florida. Only 56 percent of its students meet state math standards, and only 16 percent meet state reading standards. The graduation rate rose, but the school still ranks 431st, well below the state median graduation rate of 87 percent. The improvements at Miami Central are too small and too new to conclude that firing principals and teachers works.” If, 10 years later, the liberal/conservative consensus behind the No Child Left Behind Act is falling apart, the Hispanic community also has a number of disagreements. Here are the perspectives of three Hispanic

authorities. The first believes the act should be totally restructured. The second, while recognizing the flaws in the act, thinks that there is enough good in it to use it as a basis for improvement. The third, while also recognizing the act is less than perfect, nevertheless believes it was a watershed event, and that attempts to push it aside can have deleterious effects. Before leveling her criticisms against the act, Josie Tinajero, Ed.D., dean and professor, College of Education, University of Texas-El Paso, starts off with, “I do want to say I totally support the act’s objectives. I definitely think the federal government has a role to play. I also agree with those advocates who have shown that those of color living in poverty, as well as English learners, deserve an equal education is a civil rights issue, as well as their emphasizing the fact that there exists a difference in performance by race and class through segregation in various schools and districts. Another good thing has been the emphasis on quality teachers for all students, slow learners as well. All this has been very good.” Nevertheless, Tinajero sees “a lot of problems. The main one is the flaw in accountability through an over-emphasis upon standardized testing. The idea has been test and punish. This has a chilling effect. Both schools and students are being set up for fai1ure.” Tinajero explains that affluent schools with ample financial resources and good teachers are more likely than impoverished schools to be able to focus extra attention on the tests with less detriment to the overall educational process. “Some kids will pass the tests no matter what, when they come from homes with all sorts of resources and all sorts of educational activities outside the schools. But poor children don’t have this.” Tinajero adds that though the law requires assessment of English-language ability, it doesn’t provide the tools for improving it, nor assess the student’s ability in his first non-English language or his knowledge from life experiences or motivation. “What is needed are multiple assessments,” Tinajero says. “For now, testing is a punishment administered to poorer kids, which does not enhance but rather kills off enthusiasm for learning. Also, the teacher is now graded on how well the students do on the test. This means teaching energies are going to the better students and neglecting the slower students. What we’ve lost is what we used to have, the professional development of teachers who are trained to reach all students. I think the effect of the act has been very negative, despite its good parts, and needs to be totally revamped, totally restructured.” Jamie Chahín, Ph.D., dean and professor of the College of Applied Arts, Texas State University of Texas-San Marcos, says No Child Left Behind “was a good act with the good intention of bringing equal education to all children, but the magnitude of the challenge of the disadvantaged in cities and rural America was not fully appreciated, so there has been a lack of appropriations designed to meet this magnitude.” Chahín believes, “There is no need to start over, but schools should be able to work collaboratively with the state to leverage the act to help all children. And, if the states are suffering economically, then federal funds should supplement what the states are cutting.” But Chahín also agrees that “The measures of assessment have been very narrow, have not resulted in an improvement, and have been used to the detriment of Latinos. A limitation of testing is that it failed to provide motivation as well as to elicit family support. The one thing we know is that immigrant families are very pro education and support the schools.” Chahín also raises the larger issue that there are now 48 million Hispanics in the U.S., a large proportion of whom are preschool through 18 years old, and that cities such as Dallas, Denver, Chicago, Miami and New York are or soon will be minority majority cities. “There is a highly

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visible demographic shift, and those with Social Security status who are retiring will be supported by this younger generation. I think America’s work force must be prepared and adaptive to function if we are to survive in a global technology economy,” says Chahín. “We have to frame public policy as a whole, with all kinds of people necessary to make it work. We’re a nation of immigrants, and I don’t quite understand the negative reactions to educational equality. I think it must come from a lack of information and a very narrow view of the world.” Nevertheless, Chahín is optimistic, at least long-term. “We may not be able to change the perspectives of adults today, but in the coming generation the minority will be the majority, and they will make the changes.” Raúl González, director of legislative affairs, National Council of La Raza, Washington, D.C., says, “Nobody’s happy about the state of our education, and nobody should be happy. There is still a lot to be dissatisfied with, such as the achievement gaps. But it’s also true that Hispanic academic achievement has been improving over the past 10 years, and much of this has been due to the No Child Left Behind Act, which has represented a significant and positive policy development.” González refers directly to “Ravitch’s arguments concerning the negative aspects of the act, particularly regarding testing, with the statements there aren’t any good assessments that measure a student’s academic progress. The fact is, however, that there were requirements from the federal government for assessments long before the act. But the states made no progress toward this goal, for the simple reason they didn’t have to. They weren’t forced to. There was no accountability. “But the act has forced the requirement for assessments in English literacy. I’m not arguing that this is all we need. But there have been rapid improvements for the assessment of English literacy, and this would not have happened without the act. This assessment also provides a tool for

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teachers to provide information for better programs and curriculum. So the stage is set for the next improvement. But even now, if you look at poor minorities, the emphasis on reading and math is not a narrowing of the curriculum, but an extension. “There’s this mythology about public education, that it was wonderful in the past. But I was a Title I student and teacher in New York City, and education was not wonderful for Hispanics or African-Americans then. Assessments have been around for decades, but none of these assessments were appropriate to English learners.” The act reiterated this mandate and required accountability. “We can’t continue to talk about education without dealing with all the facts. The main fact is that nobody cared about educating these kids, and nobody talked about it until the No Child Left Behind Act forced them to face this issue through accountability. “And anyone who cares deeply about civil rights and educational equality should see the act as an imperfect law, yes, but one that also created the political will to face what had been ignored for decades. “And by pushing back against the law as vigorously as many people are, we are in danger of going back to the time when it was OK to ignore disadvantaged kids. In fact, there is evidence that this is where we’re headed. This week, the congressional health and education labor committee is considering a bill which will allow school districts to transfer around money designated to help poor kids, so we can go back to ignoring poor Hispanics and African-Americans. We’re at that time again.” In sum, whatever one feels about the pluses and minuses of the No Child Left Behind Act, and there are both, one thing is crystal clear. Unless we all get serious about educating all our children, we will become one nation left behind.

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LEADERSHIP/PRESIDENTS ISSUE

Hail to the Chiefs/The 21stCentury College President ... not just a president anymore by Susan Feinberg

“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

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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.

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.” 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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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 gets me out of bed in the morning and talk about

“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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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 the exciting things that students do and how faculty are committed to students’ success.’” What keeps Cortés enthusiastic and motivated

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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 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

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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.” 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.”

LAW SCHOOLS

Immigration Law Is Hot Topic at Law Schools by Marilyn Gilroy

immigration law makes headline news, it has become a hot topic at many law schools, which are offering related courses, concentrations or majors in this area. With high-profile cases such as Padilla v. Kentucky and Flores-Villar v. U.S. landing in front of the Supreme Court, and challenges to the controversial Arizona immigration policy continuing, more law students are recognizing the need to hone their legal expertise in this field. Law schools also are expanding immigration clinics and publishing journals devoted to immigration law issues. “Interest appears to be expanding,” said David Martin, program director for the immigration law program at the University of Virginia. “A decade ago, the usual enrollment for the basic immigration law course was roughly 40 per year, sometimes 50. This year, the course has 70 members, with several added from a waiting list.” Martin and his colleague, Professor Kerry Abrams, teach a wide range of immigration law courses, which they say are expanding on a regular basis. They have added a three-hour course on refugee law and a threehour seminar on citizenship, in addition to an ongoing immigration clinical offering. Co-curricular activities also have increased, and attendance has risen at these events. “Our immigration law program brings speakers on immigration subjects to campus,” said Abrams. “Our opening event several weeks ago, a lecture by the principal legal advisor for Immigration and Customs Enforcement (ICE), drew over 50 students, and a debate on the Arizona law SB 1070 co-hosted by the immigration law program and the Federalist Society, drew over 100.” A look at the statistics shows the growing need for qualified immigration lawyers to serve a diverse client base. According to the ICE, there are

10 million to 12 million illegal immigrants in the country. Each year, the agency handles about 400,000 cases related to removal or deportation as part of its law enforcement mandate. But practicing immigration law goes far beyond the individual deportation cases covered in the media. While immigration lawyers do handle many of those matters, often through pro bono work or legal clinics, they also work for private firms, corporations and federal or state agencies. Multinational corporations employ immigration lawyers to help ease the recruitment and/or transfer of employees around the globe. These lawyers are generally able to help with visa applications and other documents, if needed, to ensure legal requirements for entering and remaining in the country have been met. Such moves might involve processing applications for an employee’s family members. The U.S. government also employs immigration lawyers for its various agencies such as the United States Customs and Immigration Service (USCIS), which is a component of the Department of Homeland Security. Lawyers are involved in reviewing a range of requests for citizenship visas and asylum as well as issues related to overseas adoptions. Some attorneys might end up at the U.S. Department of Justice to represent the USCIS in immigration litigation. One of the most common areas of practice is that of private immigration law. Lawyers represent individual clients in processing visa petitions for relatives, fiancées and spouses of U.S. citizens and permanent residents, as well as for immigrants from countries that participate in visa lotteries. Private immigration lawyers also represent clients who entered the United States lawfully on a work visa or student visa and wish to extend their stay. Many websites are devoted to explaining why even these routine immigration matters are best handled by an attorney who knows the most

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“Despite the bitter policy battles that the country is now experiencing over immigration, a practitioner can provide excellent service to the client – or help promote sound policies and practices as a government attorney – away from the public arena where those high winds blow.” David Martin, program director,

immigration law program, University of Virginia recent case laws, statues and regulations. Those who graduate from law schools, such the University of Virginia, with a specialization in immigration end up working in various settings. David Martin says the amount of immigration matters they will handle is not always predictable. “Graduates go to major law firms where they may or may not spend

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much time on immigration matters. But we have had some in this group who specialize in handling visa matters as part of their firm’s service to clients – sometimes in the corporate department of a large firm, others as part of a small boutique firm specializing in immigration,” he said. “And many others whose private practice specializes on other matters have kept active in the field through their pro bono work, particularly handling asylum cases, often in cooperation with NGOs like Human Rights First or Tahirih Justice Center. “A few alumni have been on the staff of such nonprofits, including American Immigration Lawyers Association (AILA), Center for American Progress and others. And the University of Virginia has seen an exceptionally large percentage of graduates who took the immigration course pursuing their interest in this field via government service, especially in the general counsel’s offices of the immigration-related agencies – USCIS, ICE, and Customs and Border Protection (CPB).” The AILA that Martin refers to is the umbrella organization representing attorneys and professors who practice and teach immigration law. It was founded in 1946. Crystal Williams, executive director of AILA, agrees that the profession has been growing and notes that when she graduated from law school in 1982, there were few resources devoted to the study of immigration. “At the time I went to law school, no more than three to four law schools offered any course in immigration,” she said. “Today, most law schools offer instruction in the field, with many also offering clinics and detailed courses in addition to the overview courses.” Williams noted that this trend parallels growth in AILA membership, which went from 3,000 in the mid-1980s to 8,500 in 2003 to its current membership of 11,500. “We have more people entering the field than ever before,” she said. “While not all lawyers practicing immigration belong to our organization, we believe that most do.” The prominence of immigration issues and the changing demographics of the U.S. have been a contributing factor in diversifying the profession. “We do not have any specific statistics on ethnicity of attorneys in the immigration field, particularly in earlier years, but I have an impression that a shift to a higher percentage of Latino and Asian attorneys in the field started in the 1980s and has been gradually growing ever since,” said Williams. In fact, the numbers of Hispanics attending law school has increased steadily in the last decade. The Law School Admission Council (LSAC) annual survey of 200 law schools reported that in 2010-2011 there were 10,454 Hispanic students (including the LSAC subcategories of MexicanAmerican and Puerto Rican) enrolled in law schools. That number is a significant increase over the 8,770 Hispanics enrolled just three years ago. Many Hispanics enter law school because they want to become involved in the opportunity to change society, either by representing clients on an individual basis or working at the government or corporate level to set policies. Williams confirms that attorneys studying immigration in law school end up in a variety of areas. “Some do go to the government. We do not have government attorneys in our membership, but we do deal with the attorneys there,” she said. “Others go into private practice, either joining a law firm or starting their own practices. Some go to nonprofits. A few go in-house at corporations, but this is a miniscule percentage of the immigration bar.”

“The immigration system is badly broken, so that prospects for coming to the U.S. lawfully are dim for most people.” Crystal Williams, executive director, AILA

The most recent AILA study shows a breakdown of members as follows, government lawyers not included: • 31 percent – private solo practice • 30 percent – small law firm • 8 percent – medium to small law firm • 6 percent – nonprofit • 1 percent – in-house at a corporation • 24 percent – other or unknown Those who work in the immigration law field see it as both enormously challenging and rewarding, especially since a law passed in 1996 set up severe and punitive rules with little opportunity for relief, says Williams.

“The legal, adjudicative, and policy environment has become more difficult than any time in memory,” she said. “The immigration system is badly broken, so that prospects for coming to the U.S. lawfully are dim for most people. Adjudications are unpredictable and hostile, with standards shifting almost day to day and adjudicator to adjudicator.” But the frustrations of helping clients through these minefields can be very gratifying. “You are helping people in a very personal and often life-transforming way,” said Williams. Law students get a firsthand look at these life-changing experiences while they are still preparing for their careers. In addition to coursework that covers the key legal and policy issue related to immigration law, students in law programs often participate in internships or other clinical experience. This is usually the best way to get “hands-on” learning experience in dealing with cases, including all of the paper work and court proceedings that are part of immigration procedures. For example, New York University (NYU) Law School Immigration Rights Clinic is a year-long course in which students provide direct legal representation to immigrants and immigrant organizations. NYU also runs immigration Law Moot Court Competition. At Georgetown University, the Institute for the Study of International Migration is affiliated with the Law Center to give students a chance to explore immigration refugee law and policy as well as other effects of migration on social, economic and national security concerns. The Georgetown Immigration Law Journal is the only student-edited law journal devoted exclusively to the study of immigration law. At the University of Virginia, students have an opportunity to work at the Immigration Law Clinic or do a number of other pro bono projects. The law school partners with a local private firm, Hunton & Williams, in which students work as volunteers to represent indigent clients on immigration matters. They might also work with the regional office of the International Rescue Committee to help resettle refugees from overseas or become involved in the Migrant Farmworkers Project, which visits farm labor camps and informs workers about their rights. While it is not necessary to be bilingual to practice immigration law, it is always helpful to have a working knowledge of Spanish. “As to language issues, we find that many of those who gravitate to this field are already bilingual,” said Martin. “We don’t make a major point of language proficiency because we want to encourage involvement by all students, whatever their language skills, but we have at times encouraged students to pursue Spanish-language training.” Immigration law programs also have sprung up for practicing attorneys who want to make immigration law part of their future client base. The American Bar Association (ABA) offers pro bono training for members who want to become involved in immigration litigation, and the ABA Immigration Justice Project regularly schedules training seminars. Most legal experts say that as the United States continues to grapple with immigration reform, it is more important than ever to have quality immigration lawyers on the scene. “Despite the bitter policy battles that the country is now experiencing over immigration, a practitioner can provide excellent service to the client – or help promote sound policies and practices as a government attorney – away from the public arena where those high winds blow,” said Martin. “And we also have graduates who either really like the thrust and parry of the public policy debates, or else feel a commitment toward trying to facilitate good policy even in the middle of polarized debates or harsh criticism.”

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UNCENSORED DREAM ACT NOW A DEMOCRATIC IMMIGRATION BARGAINING CHIP – The Democrats’ most powerful leaders, President Obama, Senate Majority Leader Harry Reid and Whip Richard Durbin, in early May put the failed DREAM Act back on the legislative table. They even wrote back in most of the controversial features they had taken out in December to try to get Republicans to pass it (such as the eligibility age back up to 35 years old and the inclusion of instate tuition). Everyone agrees that such a bill will never pass by itself. So why did the Democrats do it? The only logical reason is to use it as a bargaining chip. It will be interesting to see which parts of the DREAM Act the Dems will trade away or fight for, in exchange for other immigration pieces the Republicans want. Some examples: lower DREAM Act age eligibility and remove in-state tuition in exchange for a nationally required E-Verify; or keep the whole banana in exchange for limiting birth rights citizenship? Stay tuned!

SCOTUS LAW CLERKS LACK ACADEMIC DIVERSITY – The golden ticket for any law degree graduate is to secure a one-year clerkship at the Supreme Court of the United States (aka SCOTUS). Each of the nine justices usually hires up to five clerks every year. They seek law school grads who are capable of doing brilliant research and writing first drafts of history-making opinions that will set precedent and will impact Americans in every corner of the land. Yet more than 50 percent of the SCOTUS clerks come from only two East Coast law colleges: Harvard and Yale – “coincidentally” the only two law colleges from which all the present nine justices graduated. Another 25 percent of chosen clerks have graduated from only four other colleges: Virginia, Stanford, Columbia and Chicago. Only Judge Clarence Thomas looks beyond the Ivy League for his clerks, according to Todd C. Peppers, public affairs professor at Roanoke College and author of a book about Supreme Court clerks, Courtiers of the Marble Palace.

NB ES TO F

SURPRISE: NEW IMMIGRATION SUB-COM CHAIRMAN – One big midterm election assumption did not happen. Everyone had predicted that if the Republicans won the majority in the House, Iowa’s Steven King would be chairman of the House Judiciary Committee’s Immigration Sub-Com. Immigration policy experts such as Demetrios Papademetriou called King “the most knowledgeable” congressman about immigration on the Hill.” But much to everyone’s surprise, Speaker John Boehner chose Californian (Santa Barbara County) Rep. Elton Gallegly to head the committee with primary jurisdiction for

immigration legislation. Gallegly headed the Congressional Immigration Reform Caucus and is as tough on increasing immigration enforcement as was King. But unlike King, his first priority probably would not be reinterpreting the 14th Amendment to exclude the U.S.-born children of illegal immigrants. More likely, Gallegly’s priorities will focus on border enforcement, E-Verify (the electronic verification system that works like a credit card check) and an easier Agricultural Jobs temporary visa program. Some of this may be traded for passage of a limited DREAM Act.

RACE DIVERSITY INCREASINGLY MIXED – A comprehensive study in The New York Times in late January, Race Remixed: A New Sense of Identity, shows that “the crop of students moving through college right now includes the largest group of mixed-race people ever to come of age in the United States. And they are only the vanguard. The country is in the midst of a demographic shift driven by immigration and intermarriages.” According to the report, almost all of those involved prefer to be referred to as “mixed race.” But that’s not the only way these groups are evolving. Within traditional racial and ethnic groups, stratification is also taking place. Every Latino knows (even if many mainstream media pundits don’t) how diverse the Hispanic community is. But so is the Black community, according to Pulitzer Prize-winning columnist Eugene Robinson. In his new book Dis-Integration, the Black community has been dividing into four different socioeconomic and cultural groups since the 1970s. One group includes the 10 percent of the Black population that are foreign born – “the highest educated immigrants ever seen,” Robinson writes. No one knows quite how the growth of the multiracial population will change the country, The New York Times reports. Pessimists say that a more powerful multiracial movement will lead to more stratification. DREAM ACT BENEFITS DIFFER IF STATE OR FEDERAL – This summer, several states introduced and some passed state DREAM acts, just as Senate leaders held the first-ever congressional hearing on a re-introduced federal bill. Because of their origins, the initiatives are substantially different. The state initiatives focus on granting in-state tuition and other state education subsidies to illegal immigrants who have graduated from state high schools (usually with a required two- to three-year attendance). States have the basic right to decide where their state-raised public money will be spent, and the decision to subsidize high school grads who are illegally in the

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country is legitimate, albeit controversial. But states cannot make laws that affect immigration status. State DREAM Act beneficiaries still will be in the country illegally upon graduation; they will not have the legal right to stay and to work even after their subsidized educations. The federal government is the only entity that can change that kind of immigration status. Hence Congress’ DREAM Act focuses on giving illegal immigrant high school grads (or those getting a GED certificate) a temporary work visa for six years and a green card if they attend two years of college (college graduation is not required). It would allow states, if they wished, to give DREAM Act beneficiaries benefits not ordinarily allowed for illegal immigrants. The federal DREAM Act is really a work (permit) bill.

FIRST CHICANO STUDIES PH.D. GRADS EXPECTED IN 2012 – In April 2005, the seaside University of by Peggy Sands Orchowski California-Santa Barbara quietly initiated a national first: a Ph.D. program in Chicano studies. It did not include a terminal M.A. degree. Prospective Ph.D.s had to commit to a six- to seven-year study period, including “a qualifying paper” and an original research Ph.D. thesis. Six students began the interdisciplinary program to study Chicana and Chicano history, culture and politics in affiliated departments of sociology, history, anthropology, education and feminist, religious and Black studies. The program now has 28 scholar students – four new this fall and almost equally split male/female. Four of the original six are expected to complete their degrees in 2012.

BILINGUAL UNIVERSITY MAINLY FOR NEW IMMIGRANTS? – A bilingual (English/Spanish) university founded in Puerto Rico will be opening in the Washington, D.C., area soon. But for what purpose, one wonders? The Ana G. Méndez “Sistema Universitaria,” which has three campuses in Florida, will open in November in Wheaton, Md., according to officers at a press conference in D.C. in October. Twenty-nine “accelerated bilingual” programs will offer B.S., A.A. and certificate programs in business, health care and education, among others subjects. Class will be offered half in English, half in Spanish. The university is a not-for-profit organization, and qualified students are eligible for Pell Grants. But many may not qualify for federal help. Over two-thirds of the students at the Florida campuses are first-generation immigrants. The business model for such a Spanish-language immersion university in the U.S. (as for many Spanish-language businesses) might be dependent on a continuous influx of firstgeneration Spanish-speaking immigrants who want to master English, rather than for those seeking better jobs as bilinguals. In fact, sadly, pay for jobs requiring bilingual ability, are not much higher, if at all, than for monolingual ones.

LATINO PEACE CORPS VOLUNTEERS DOUBLE IN NUMBER, SERVE GLOBALLY – In the past six years, the number of Latinos volunteering to be Peace Corps volunteers more than doubled in 2009-10 to 6 percent, up from 3 percent in 2003-06. About 48 percent of the Latino volunteers serve in the “Inter-American/Pacific Island and Caribbean region, where their fluency in Spanish can be an advantage, according to diversity outreach specialist Kiva Wilson in a telephone interview. But the majority serve in Africa, Eastern Europe, Central Asia and the Middle East. The old iconic Peace Corps project – digging wells – has pretty much been replaced by a broad range of programs in education (the largest sector), business development (including financial and computer projects) and health. About 15 percent of the volunteers don’t have a college degree. One cool advantage for Peace Corps returnees who want to work in the public sector after their two-year service: some government agencies consider them under noncompetitive eligibility – as insiders.

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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2011 MAJOR APPOINTMENTS Hernández Named President of Edmonds C.C.

gives Blanchet $400,000 to continue his research activities. Blanchet has a Ph.D. and master’s degree from Stanford University and a bachelor’s from Instituto Tecnológico Autónomo de México.

Edmonds Community College (Wash.) recently appointed Jean Hernández as college president. Hernández, with close to 30 years experience in higher education, was the vice president for instruction at South Seattle Community College, where she had served as interim president and vice chancellor from March to July 2010. She has a doctorate in educational leadership and policy studies from the University of Washington, master’s degree in counselor education and bachelor’s in secondary education from the University of North Texas.

Azari Selected to Head Riverside City College In California, the Riverside Community College District Board of Trustees unanimously approved the appointment of Dr. Cynthia Azari as the next president of Riverside City College (RCC). Azari, who becomes the 10th president in RCC’s 95year history, was previously president of Fresno City College. She has an Ed.D. in education leadership from Seattle University, an M.A. in education administration and M.S. in industrial relations from West Virginia University, and a bachelor’s degree in government and secondary education from HoustonTillotson College.

García Named to Lead Colorado Higher Ed Department Colorado Lt. Gov. Joseph “Joe” García has been chosen to serve as executive director of the Colorado Department of Higher Education. García most recently worked as president of Colorado State University-Pueblo, where he helped the school overcome stagnant enrollment, a mediocre reputation and financial difficulties.

White House Honors Cárdenas

The Fu Foundation School of Engineering and Applied Science at Columbia University (N.Y.) announced that one of its researchers, José Blanchet, assistant professor in the Department of Industrial Engineering and Operations Research, won a 2010 Presidential Early Career Award for Scientists and Engineers. The award, sponsored by the National Science Foundation,

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Photo © Eileen Barroso/Columbia U.

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Dr. Richard Cárdenas, chair of the Department of Physics and Earth Sciences and associate professor of physics, St. Mary’s University (Texas), was recognized by President Barack Obama for his longtime dedication to mentoring students with the prestigious Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. Cárdenas was nominated for a variety of mentoring efforts, both with St. Mary’s students and with elementary and secondary students.

MDC President Padrón Becomes ACE Board Chair Eduardo J. Padrón, president of Miami Dade College (MDC) in Florida, has been named chair of the Board of Directors of the American Council on Education (ACE), the

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major coordinating body for all the nation’s higher education institutions. A former ACE board vice chair, Padrón succeeds John Sexton, president of New York University, and will serve a one-year term.

Idaho Board Names Fernández President at LCSC The Idaho State Board of Education has announced the hiring of Dr. J. Anthony (Tony) Fernández as president of Lewis-Clark State College (LCSC). Fernández served previously as vice president/provost at LCSC before he was named interim president in April 2010. He has a bachelor’s degree in biological sciences from California State College-Fullerton and a Ph.D. in plant pathology from Washington State University.

Castro Appointed Chairperson of U.S. Commission on Civil Rights President Barack Obama this year designated Martin Castro as chairperson of the U.S. Commission on Civil Rights. Castro became the eighth chairperson and first Latino chairperson since its inception in 1957. He was appointed to the commission by the president in January and approved by a unanimous vote of the commission in March.

Díaz-Herrera Selected as New President at Keuka College Keuka College (N.Y.) has named Dr. Jorge L. Díaz-Herrera, dean of the B. Thomas Golisano College of Computing and Information Sciences at Rochester Institute of Technology, to be its new president. Díaz-Herrera completed his undergraduate education in Venezuela and has

ACHIEVEMENTS, AND AWARDS

Parada Elected to National Academy of Sciences The National Academy of Sciences (NAS) has elected Luis F. Parada, Ph.D., to membership, one of the highest honors attainable by an American scientist. Parada, chairman of the Center for Developmental Biology at the University of Texas (UT) Southwestern Medical Center, has a bachelor’s degree in molecular biology from the University of Wisconsin-Madison, a doctorate in biology from the Massachusetts Institute of Technology and served postdoctoral fellowships at the Whitehead Institute in Cambridge, Mass., and at the Pasteur Institute in Paris.

Zedillo Receives Prestigious International Lifetime Achievement Award Ernesto Zedillo, Frederick Iseman ’74 Director of the Yale Center for the Study of Globalization (Conn.), has received the 2011 International Award of Lifetime Achievement from the Cristóbal Gabarrón Foundation of Spain. The foundation lauded Zedillo’s political and economic reforms as president of Mexico, his role as a fundamental figure in relations with Spain, as well as his reputation as a noted economist and his faculty role at Yale. Zedillo was president of Mexico from 1994 to 2000.

Samper MOSI’s 2011 National Hispanic Scientist of the Year

García on President’s Advisory Commission on Hispanic Education

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

Dr. Mildred García, president of California State University-Dominguez Hills, was appointed by President Barack Obama in July to serve on the President’s Advisory Commission on Educational Excellence for Hispanics. García is one of 19 individuals from the education, business, nonprofit, philanthropic and hightech sectors nationwide appointed to the commission, which advises the president and U.S. Secretary of Education Arne Duncan on issues related to improving educational opportunities and outcomes for Hispanics.

Photo © Ken Rahaim, Smithsonian Inst.

a master’s degree and doctorate in computing studies from Lancaster University in the United Kingdom. He earned a graduate certificate (management leadership in education) from Harvard University’s Graduate School of Education.

García Named President at Diablo Valley College

Rigual First Inductee to HACU Hall of Champions

Contra Costa Community College District has announced that Peter García has become permanent president at Diablo Valley College (Calif.), having served as interim president since October 2010. Before that, he was president of Los Medanos College for eight years. García has a bachelor’s degree from California State University-Chico, a bachelor’s from St. Albert’s College and a master’s from Dominican School of Philosophy and Theology.

The Hispanic Association of Colleges & Universities (HACU) recently honored Dr. Antonio Rigual, inducting him into its newly created Hall of Champions. Rigual is HACU’s founder and the association’s first executive director.

Rice’s Tapia Receives National Medal of Science The White House has awarded Richard Tapia, Rice University (Texas) mathematician and longtime champion of diversity in U.S. education, the National Medal of Science. It is not the first White House honor for Tapia, who received the inaugural Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring in 1996, the same year he earned a presidential appointment to the National Science Board, the nation’s highest scientific governing body.

Olivárez New President at Aquinas College Juan Olivárez, Ph.D., became the new president of Aquinas College (Mich.) this summer. For the past three years, Olivárez was president and CEO of the Kalamazoo C o m m u n i t y Foundation. Prior to that, he served for nine years as the president of Grand Rapids Community College. A 1971 graduate of Aquinas, Olivárez is its seventh president.

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2011 Book Reviews

rancis Bacon once said, “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.” Throughout the year, The Hispanic Outlook in Higher Education Magazine has provided readers with a steady diet of delightful morsels from a buffet of literary delicacies. Offering reviews of books that presented everything from career advice, international and legal analysis to tender memoirs, epic anthologies and timely topics, here’s a sampling of what was featured on 2011’s menu: Mirrors by Eduardo Galeano; translated by Mark Fried. Nation Books, 2010, 391 pgs. ISBN 978-1-568-58612-0. $16.95 paper. Reviewed by Mary Ann Cooper

It’s easy to chronicle the history of the world if you can take volumes to tell the story and make sure it is told from the point of view of the victorious. Galeano has taken the more difficult path in this endeavor. He chooses to relate history in small bites that often depict the perspective of the downtrodden and vanquished. Mirrors Stories of Almost Everyone picks up where Galeano’s previous effort, Memory of Fire, took the reader. In Memory of Fire, Galeano retold the history of North America by relating 500 stories about its past. This time, the author chooses 600 stories to encompass the history of the entire world. But the succinct and powerful style of this storyteller is not diluted by expanding the geography. These poignant vignettes weave staple facts with personal human stories that punctuate many of the most significant moments in the history of the world. The Community College Guide by Debra Gonsher, Ph.D., and Joshua Halberstam, Ph.D. 279 pgs. Dallas, Texas: BenBella Books, Inc., 2009, ISBN: 978-1-933771-73-1. $14.95 paper. Reviewed by Mary Ann Cooper As community colleges become more and more important in the world of higher education, it seems only logical that there should be a guide that addresses the questions and concerns of students specifically interested in attending a community college. Most guides treat college as a generic higher education experience. This book recognizes the unique nature of community colleges and the special challenges and questions they raise for incoming students. This guide is separated into three distinct sections that present the contents in a logical progression. The first, Get Ready, covers everything from why to choose a community college to navigating the complicated maze of the application process

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and money matters, such as the real and hidden costs of college and where to start to search for financial aid. For the community college student, The Community College Guide is the total package. It’s a must read for anyone about to embark on this higher education adventure.

Health Care in Maya Guatemala: Confronting Medical Pluralism in a Developing Country By Walter Randolph Adams and John P. Hawkins Norman Oklahoma, University of Oklahoma Press, 2007. ISBN 978-0-8061-3859-6 288 pages, list $19.95 paper Reviewed by Mitchell A Kaplan Divided into two parts, the book examines how people living in indigenous cultures such as the Maya think about the causes of illness and the healing process in comparison to the ideologies imposed by the modern Guatemalan medical system. Drawing on the results of field studies conducted by several renowned anthropologists, the authors take readers on a journey that explores the ways that different categories of disease are conceptualized and treated within the cultural context of the traditional Maya health care system. The authors strongly believe that rates of infant mortality in these communities could be reduced significantly through implementing community-based public health education programs that seek to incorporate western biomedical ideas about the origins of disease with those of the more traditional Maya definitions of illness causation. Latinos and American Law: Landmark Supreme Court Cases, By Carlos R. Soltero. The University of Texas Press, Austin, Texas 2006 248 pages list $19.95 paper ISBN 978-0-292-71411-3 list $45.00 hard cover ISBN 978-292-71310-9. Reviewed by Mary Ann Cooper As legislation involving Latinos makes its way through statehouses and courthouses around the country, this book provides a historical perspective on how the legal system has addressed Latino issues over the years. Reading through landmark cases that have made their way to the steps of the U.S. Supreme Court provides the reader with an outline of events that led to timely issues of immigration and citizenship rights being debated and argued in courtrooms and legislatures. Soltero’s analysis of Hispanics’ quest for equal protection and justice paints an uneven ebb and flow as courts have ruled to sometimes expand and sometimes restrict the legal rights of Latinos. Latinos and American Law is a welcome resource for students and instructors in Hispanic and ethnic studies classes looking for a comprehensive overview of the history.

at a glance ... Together, Alone: A Memoir of Marriage and Place by Susan Wittig Albert. University of Texas Press, 195 pages list $19.95 paper ISBN: 978-0-292-71970-5

Race in Another America: The Significance of Skin Color in Brazil Telles, Edward E. Princeton University Press, Princeton New Jersey, 2007. 324 pages list $24.95 paper ISBN 0-691-11866-3 list $23.95 e-book ISBN: 978-1-4008-3743-4

Reviewed by Mary Ann Cooper Reviewed by Mitchell A. Kaplan Making a personal commitment to another human being is one of life’s great pleasures and challenges. Most of us couldn’t imagine going through life alone. But most of us don’t make a real and lasting connection to the land on which we live. If you’re looking for inspiration to make that connection and get in touch with your creative inner soul, Together, Alone: A Memoir of Marriage and Place is worth reading. Author Susan Wittig Albert’s memoir is inspirational on many levels. We first see Susan as a woman who, by all measures of accomplishment, would be considered quite successful. A graduate of the University of Illinois (Urbana) and the University of California-Berkeley, Albert spent a great deal of her career as a university English professor and administrator. But in the 1980s, she finds herself about to embark on a new life adventure with her husband, Bill Albert. Susan’s story is particularly inspirational to aspiring writers who might have abandoned their journals or half-finished novels because life got in the way of their creative efforts. Working with Difficult People by William Lundin, Kathleen Lundin and Michael S. Dobson. 121 pages. American Management Association Press, 2009. ISBN: 978-0-8144-0168-2. $12.00 paper.

Written as a social history, the book challenges many of the traditional ideas about the social meaning of race in society that have been held by American sociologists for decades. Drawing upon a review of classic scientific theories of eugenics popularized by academics in Europe during the first part the 20th century, Telles examines how these ideological concepts have influenced the social development of government policies associated with race and immigration that were so pervasive in Brazil’s early history. He argues that while many well-known Brazilian scholars of the 1920s, ’30s and ’40s strongly believed that Brazil constituted a cradle of progressive ideas about racial democracy and social tolerance that encouraged and supported the integration of Blacks, Whites, and Mulattos into the mainstream of their society, others believed that this was just not the case. Envisioning Equity: Educating and Graduating LowIncome, First-Generation and Minority College Students, by Angela Provitera McGlynn. Atwood Publishing, Madison, Wisc., 2011, 150 pages, $24.95 paper, ISBN 978-891859-84-7 Reviewed by Marilyn Gilroy

Reviewed by Mary Ann Cooper In these troubled economic times, it is not easy or feasible to change jobs as often as has been possible in the past. Consequently, many people are biding their time at jobs they don’t particularly like until the recovery reaches their industry or neighborhood. This is not the time, they reason, to explore the marketplace for another place of employment. Meanwhile, they might be frustrated and miserable where they are. There are many reasons why people are disenchanted with their jobs. Sometimes it’s a matter of compensation; sometimes, a matter of personality clashes in the office. And until things change, they are trapped in a loveless “marriage,” dreading every workday. The authors of this book offer a lifeline for those who are treading water until they can make their great escape to a better work environment. And while this book can’t guarantee a raise or a personality transplant for the person who is driving you to distraction, it does point out specific ways to cope.

Degree completion rates in the United States are low, especially among Hispanics. The latest figures show that only 12.9 percent of Hispanics who begin their college studies actually attain degrees. According to author Angela Provitera McGlynn, that percentage must improve, given that Hispanics and other first-generation minority students are critical to the country’s future work force readiness and global competitiveness. But more importantly, McGlynn argues that completing college is essential to boosting the socioeconomic status of minorities and to buffer against a society of have and have-nots. According to McGlynn, the keys to boosting graduation rates are institutional commitment, policy changes and more emphasis on student-centered teaching methods.

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REPORTS

Hispanic Students: in this country. Approximately 90 percent of Hispanic children under the age of 18 were born in the United States. The statistics on Hispanic graduation rates are part of the U.S. Census Bureau’s 2010 Educational Attainment Report, which looks at the entire adult population and breaks down the amount of education completed according to age, sex and race/ethnicity. In discussing the trends, Kurt Bauman, chief of the education and social stratification branch of the Census Bureau, noted that “with each generation, there seems to be a little more education.”

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by Marilyn Gilroy

year, more Hispanic students than ever before graduated from high school and took college entrance exams, according to the latest reports from the U.S. Census and the College Board. They also enrolled in undergraduate and graduate schools in record numbers. A report of enrollment trends by the U.S. Census Bureau confirms that more Hispanics are completing high school and fewer are dropping out than a decade ago. The percentage of Hispanic 18- to 24-year-olds not enrolled in high school and who do not have an equivalent degree fell to 22 percent in 2008, down from 34 percent in 1998. Census researchers say the rise in high school completion is due to aggressive efforts to reduce the number of Hispanic dropouts and the fact that an increasing percentage of young Hispanics are born in the United States and attending schools

Hispanic scores in critical reading and writing have fallen slightly while scores in mathematics have made gains.

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Surge in Hispanics Taking SAT and ACT The class of 2011 included nearly 1.65 million college-bound students who took the SATs. As reported by the College Board, it was the largest and most diverse group in SAT history, with underserved minorities making up a much greater proportion than 10 years ago. The number of Hispanics taking the SAT has increased 150 percent since 2001. The increase is due in part to the improved high school graduation rates that have made more Hispanic youths college-eligible than ever before. Thirty-six percent of this year’s test takers indicated they would be the first in their family to attend a four-year school. Twenty-seven percent reported that English was not the only language first learned at home. Hispanics made up 15 percent of those who took the SAT in 2011, up from 9 percent in 2002. The increased participation has yielded a mixed bag of results. Hispanic scores in critical reading and writing have fallen slightly while scores in mathematics have made gains. College Board officials caution that it is common for mean scores to decline slightly when the number of students taking an exam increases because more students of varied academic backgrounds are represented in the test-taking pool. The number of Hispanic high school students taking Advanced Placement (AP) exams and achieving a passing score is at an all-time high. According the AP Report to the Nation 2010 (latest available), 14.6 percent of U.S. high school seniors who passed an AP exam in 2010 were Hispanic. The College Board reported that the number of Hispanic AP test takers nearly tripled from 48,354 in 2001 to 136,717 in 2010. Results from the ACT tests showed similar dramatic increases in the number of Hispanic test takers. ACT’s yearly report, The Condition of College and Career Readiness 2011, also revealed that college and career readiness among Hispanic U.S. high school graduates showed slow but

SAT Mean Scores by Race/Ethnicity over 10 Years Racial/Ethnic Groups

Critical Reading

Mathematics

2001

2010

484

479

488

-2

465

Asian

501

519

517

-2

+16

566

593

595

+29

526

Black

433

428

-5

426

427

Hispanic/Latino

456

454

451

-3

-5

460

462

463

White

529

528

-1

531

536

535

-1

516

Other

503

498

493

-5

-10

512

517

494

492

-2

American Indian

481

484

Source: College Board, 2011

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2010

1-Year 10-Year 2011 Change Change 2010

Writing

1-Year 10-Year 2011 Change Change 2001

490

1-Year

2011 Change 465

528

418

417

-1

446

444

-2

2011 Statistical Survey Hispanic/Latino AP Students All Hispanic/Latino seniors

Hispanic/Latino seniors scoring 3+ on an AP Exam at any point in high school

440k

Number of Students

Hispanic/Latino seniors leaving high school having taken an AP Exam

550k

330k

296,776

314,122

338,417

359,401

380,736

414,428

434,200

505,777

465,727

480,920

123,588

136,717

220k 110k

48,354 33,479

54,472 37,089

63,695 43,021

70,419 47,075

2001

2002

2003

2004

79,499 51,550

88,694 56,118

97,418 57,764

112,092 63,739

68,267

74,479

2005

2006

2007

2008

2009

2010

Graduating Class Source: AP Report to the Nation 2010

steady improvement, particularly in the key areas of math and science. Here are some of the highlights of the report: • More than 200,000 Hispanic graduates took the ACT test in 2011, 27 percent more than in 2010 and more than twice the number in 2007; the rising number of Hispanic students taking the ACT continues to move closer to the actual representation of this group among all students • Eleven percent of Hispanic graduates in the class of 2011 who took the ACT exam met or surpassed all four of the ACT College Readiness Benchmarks, suggesting they are ready to succeed academically in specific first-year college courses (English composition, college algebra, introductory social science and biology) without the need for remediation; this is unchanged from last year and up from 10 percent the previous three years • The improvement in college readiness among Hispanic students is most evident in mathematics; this year, 30 percent (compared to 27 percent in 2010 and 26 in 2007) of the students in this group met or exceeded the ACT College Readiness Benchmark in math while 47 percent (compared to 46 percent in 2010 and 49 percent in 2007) met or exceeded the English benchmark • Thirty-five percent (compared to 34 percent in 2010 and 2007) of Hispanic graduates met or exceeded the ACT benchmark in reading; 15 percent (compared to 14 percent in 2010 and 13 percent in 2007) met or exceeded the benchmark in science • Despite the improved noted above, ACT results continue to show an alarmingly high number of students who are graduating without all of the academic skills they need to succeed after high school; 45 percent of Hispanic test takers in the 2011 graduating class failed to meet any of the four ACT College Readiness Benchmarks College Completion Rates and Fields of Study Although there has been progress in meeting many educational benchmarks, there is still concern that 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 stu-

dents, Latino college completion stands at just 19.2 percent – far below the national average of 41.1 percent, according to The College Completion Agenda Progress Report 2011. One of the challenges to increasing four-year degree attainment is that a high percentage of Hispanics choose two-year colleges, in which students have lower completion rates and do not continue on toward a bachelor’s degree. Hispanics earned 8 percent (129,526) of all bachelor’s degrees awarded in 2009. Business remains the most popular field of study for bachelor’s degree recipients for all racial/ethnic groups. Hispanics had the highest percentage of degrees awarded in psychology and social sciences and lowest in health professions and clinical sciences. The U.S. Bureau of Labor Statistics says that over the course of a work life, earnings for individuals with a bachelor’s degree compared to those with just a high school diploma are substantially higher. Hispanics with a college degree will earn approximately $700,000 more than their peers with only a high school education. However, the choice of major can significantly affect earnings. Census data show that those majoring in engineering, computer science or business typically make 50 percent more over the course of their lifetime than those who major in the humanities, arts, education or psychology. In 2010, the number of Hispanics enrolled in college grew by 349,000. Female enrollment and graduation rates continue to outpace male enrollment. Approximately 55 percent of Hispanic four-year college graduates are women. Gains in Graduate School Hispanics were the only U.S. racial/ethnic group to experience an increase in first-time graduate enrollment. According to the 2010 Survey of Graduate Enrollment and Degrees from the Council of Graduate Studies, the 31,539 Hispanics who enrolled in fall 2010 represented a 4.9 percent gain from fall 2009. During that same period, first-time graduate school enrollment declined 8.6 percent among African-Americans and 0.6 percent among Whites. Hispanics now represent 7.9 percent (115,969) of

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Total Hispanic Graduate Enrollment by Broad Field, Fall 2010 (U.S. Citizens and Permanent Residents Only)

Broad Field

Hispanic/Latino

Total

115,969

Arts and Humanities Biological and Agricultural Sciences Business Education Engineering Health Sciences Mathematics and Computer Sciences Physical and Earth Sciences Public Administration and Services Social and Behavioral Sciences Other Fields

7,071 3,605 17,015 26,159 4,303 7,881 2,287 1,715 5,985 10,543 5,953

Source: CGS/GRE Survey of Graduate Enrollment and Degrees

all graduate enrollments. Hispanics also experienced strong growth in many broad fields, led by gains of 13.1 percent in health sciences, 9.6 percent in mathematics and computer sciences, and 6 percent in social and behavioral sciences. Only

one decrease occurred for Hispanics/Latinos between 2009 and 2010 – a 2.1 percent decline in physical and earth sciences. Despite the gains, Hispanics are still less likely than their Asian or White peers to enroll in the natural sciences and engineering, with only 12.9 percent majoring in those areas while 28.3 percent are majoring in education. Patterns of Borrowing for College For Hispanics as well as other groups, student aid in the form of grants, scholarships and loans has become an important part of financing a higher education. Most research shows that a greater share of students is choosing to borrow and taking out larger loans. However, attitudes about borrowing and debt vary among racial/ethnic groups. Hispanics are less likely than Whites or Blacks to take out loans because they are concerned about repayment. A study by Excelencia in Education says that Hispanics prefer a “pay as they go” philosophy. The study also showed that Hispanics were more likely to borrow to attend for-profit institutions than to attend public four-year institutions. Approximately 68 percent of Hispanic undergraduates at for-profit institutions borrowed to pay for college as opposed to 41 percent at public four-year colleges. In a related study, the 2010 Trends in Higher Education Report – Who Borrows Most? – also found differences in debt levels among groups. Borrowing higher amounts is more prevalent among Black bachelor’s degree recipients, with 27 percent borrowing $30,500 or more, compared to 16 percent of Whites, 14 percent of Hispanics/Latinos and 9 percent of Asian-Americans.

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2012 – A Look

COMMENTARY

For

decades now, educators and school leaders and students and their families in the United States have operated under some quite problematic conditions, most of them well known to readers of this magazine. All of you survivors and thrivers and enablers, stand up and take a bow. But don’t relax. Most of these obstacles aren’t going away anytime soon. They will be part of at least your near future. And they include: Declining state contributions to so-called state colleges and universities. Lowest salaries paid to K-12 teachers in low-income districts, as many are rookies with little experience. Abandonment of the profession by nearly onethird of new K-12 teachers within five years. Increasing number and percentage of K-12 students for whom English is not the first language. Increasing number of students who enter the U.S. undereducated by their country of origin, e.g. Mexico, where enrollment drops precipitously after primary grades. Shift of more and more of the college tuition burden to students and their families. Strict laws regarding the repayment of student loans, which, unlike most credit card debt, cannot be discharged via bankruptcy. Large gaps in per-pupil funding between two- and four-year colleges. Demands for college-level courses that train or retrain adults for specific jobs in local industries – a training burden once carried out far more often by companies themselves, now shifted to taxpayers. Increasing use of adjuncts to teach lower-level college courses. Increasing attacks on and reduction of the college tenure system. Continuing failure of many junior high and high schools to adequately prepare students for college-level work. Lack of sufficient high school counselors to help students plan for college. High cost of private student loans. Frequent imprisonment of poor minority youth for minor crimes, removing many permanently from the education pipeline and turning them into fodder for the for-profit prison system. Laws banning federal college loans for youths with any history of drug involvement is another obstacle.

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Recent Years More recently, the following are on the rise: State cuts in K-12 budgets. Efforts to privatize K-12 education via online courses, with Florida already authorizing the spending of public funds on for-profit virtual schools – and requiring that students take at least one virtual course. Disparagement of K-12 teachers and attacks on teacher unions. Demands for more charter schools and vouchers, even as charter schools prove no better than others, sometimes worse, and school choice fails where there aren’t enough good schools to go around. Demands for more accountability by colleges and universities in terms of what students are learning and how funds are spent. Demands for common standards for public school from kindergarten through post grad, a tall order given we are a nation of many school boards and school districts – nearly 50 in tiny Rhode Island and more than 1,000 in California for K-12. Increased acceptance of foreign students by our colleges and universities – because they pay more. Continuing calls to run colleges and universities on a business model, even as corporate debacles of the Enron and BP oil spill persuasion come to light. Large increases in the number of students who aspire to attend college, including Hispanics. Large increases in the number of students applying to two-year colleges as a costcutting move, increasing competition for twoyear seats. Highly deceptive recruitment practices attributed to certain for-profit colleges and universities. Suggestions that “not all students should go to college” just as some groups are finally getting there. Fanning of anti-immigrant sentiments, passage of highly restrictive, possibly unconstitutional state laws, violent physical attacks on immigrants. Rise in “food insecurity” – insufficient food, including more than one in four Hispanic households. Nine states with highest food insecurity include three with sizable Hispanic populations – California, Florida and Texas. (In parts of North Carolina, teachers regularly stash food for

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home in the schoolbags of impoverished students – and worry on snow days that the families will go hungry.) Attacks on salaries of college and university presidents and chancellors, public and private, even as the public learns of far greater remuneration given to heads of failed and failing business entities. Students graduating from college with lifealtering loans to pay off. Compliments of the Recession And now the U.S. recession, said to have been caused by deceptive loan and banking practices, has brought us: Further drops in state revenue and individual revenue. High rates of unemployment. Major loss of homes to foreclosures, including those that involved demonstrable bank fraud. Devaluing of homes, such that median Hispanic household wealth dropped by 66 percent. Pathetic earnings and even losses on college savings accounts. Increased number of children, especially minority children, living in poverty. A bleak outlook for current graduates seeking a job now. And for the Hispanic community, in particular, there is the high rate of pregnancy among Hispanic teens ages 15 to 19 – far exceeding that of any other group in the U.S., which has the highest overall rate of teen pregnancy of all industrialized nations. Some teenage mothers manage to get to college eventually; many do not. The first year of life is a time of great learning, provided there is attentive interaction. Without that interaction, cognition can be stunted irreversibly. Some of the small children lagging behind in language development and other skills when they enter kindergarten are never going to catch up. And too many are poor and Hispanic – immigrants in particular. Also in the news – stocks prices tanking at for-profit colleges and universities. The for-profits have their fans and their lobbyists, and might well be the comeback kids, but most of the realities listed will persist into the next decade.

Forward Welcome to the Future Given the state of the economy, it might seem unlikely that upcoming years could offer increased promise to Hispanics hoping to enter, thrive within and complete degrees in postsecondary education. But indeed there is much room for hope. And it is largely thanks to a development called the Internet, which might not have been invented by Al Gore, but was certainly promoted and enabled by him, and envisioned by him as becoming massively important. “As far back as the 1970s,” said Internet founders Vint Cerf and Bob Kahn, “Congressman Gore promoted the idea of highspeed telecommunications as an engine for both economic growth and the improvement of our educational system.” And that engine is revved up and on the road. For a succinct look at where it is and where it is going, a good place to start would be the Dec. 6 New York Times special science section on “The Future of Computing.” In it, Joichi Ito, director of MIT’s Media Lab, notes that “in their earliest iterations, Facebook, Yahoo and Google were running in dorm rooms and labs before the founders had left college or had raised outside money.” He describes how the Internet philosophy of open resources has spurred innovation through its “abundance of free software and components” that have “driven down the cost of manufacturing, distribution and collaborations.” Ito holds that “it is now usually cheaper to just try something than to sit around and try to figure out whether to try something,” thanks to the Internet. And he writes that education isn’t about centralized instruction anymore. Daphne Koller, Stanford Artificial Intelligence Laboratory, agrees. In the same New York Times section, she writes that “the high costs of highquality education put it off limits to large parts of the population and threaten the school’s place in society as a whole.” She espouses technology as the potential savior. And offers an example of how technology has improved productivity – that of agriculture in the U.S., which occupied 60 percent of the work force in the 19th century, and included food shortages, and now uses less than 2 percent of the work force, and generates

food surpluses. The gains were made through technology – “crop rotation strategies to GPSguided farm machinery.” Stanford, she writes, recently put three computer science courses online, and within four weeks, 300,000 students had registered, generating “millions of video views and hundreds of thousands of submitted assignments.” Online technology, she writes, can “capture every click: what students watched more than once, where they paused, what mistakes were made” ... a boon to content developers and course leaders, who can put their time and tutoring where it counts most. Lev Gornick, VP of Case Western Reserve, writing in Educause last year, noted that “tens of millions of students” are already experimenting with open learning – “nonproprietary, structured learning materials and experiences, largely accessed online,” and that soon the number will reach more than 100 million. Still, there’s no room for naiveté. Educators and entrepreneurs and lobbyists will all be found at conferences and forums exploring the territory. Lee Fang, in his Dec. 5 Nation article “Selling Schools Out – the Scam of Virtual Education Reform,” warns of for-profit ed-tech lobbyists moonlighting at education charities and describes one investment banker “who has worked for almost 15 years at converting the K-12 education system into a cash cow for Wall Street.” “From Idaho to Indiana to Florida,” he writes, “recently passed laws will radically reshape the face of education in America, shifting the responsibility of teaching generations of Americans to online education businesses, many of which have poor or nonexistent track records.”

by Adalyn Hixson While that is being worked out, Hispanic students of all ages should arm themselves with ongoing access, 24/7 where possible, to laptops or iPads or their counterparts and to highspeed Internet connections. And should acquaint themselves with Facebook, Twitter and their permutations. Already the number and variety of sites that are Internet accessible is growing, so that not just cafés and schools and libraries but whole towns, trains and truck stops are now set up for Internet users. Still, there will be regions where access is limited, and they will likely be places where the poor and powerless live, as usual. It took a masterful legislator, Lyndon Johnson, a former teacher who’d studied at Texas State Teachers College at San Marcos, to bring electricity to rural Texas, back in the early ’40s. And we haven’t seen the likes of him for a spell.

The Unknowns A question just as big as “how can we meet the burgeoning need for higher education with limited resources” is this: What industries and jobs could we develop or expand that would create living wages on U.S. soil – jobs that won’t be shipped to the lowest bidder in a far-off land of minimal labor regulation?

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Lumina Foundation: America’s areas that show promise in improving the Economic Future Increasingly postsecondary attainment of Latino students. Depends on Graduating More Under the project, Lumina will provide a Latinos from College total of $7.2 million over a four-year period INDIANAPOLIS, Ind.

Latinos are the fastest-growing student population in America, and a new effort is now focused on leveraging the critical connection between their educational attainment and the future of our national economy. The Lumina Foundation has launched a collaborative partnership designed to strengthen ventures in key metropolitan

President Obama Honors Outstanding Science, Math and Engineering Mentors WASHINGTON, D.C.

President Obama in November named nine individuals and eight organizations recipients of the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring, in recognition of the crucial role that mentoring plays in the academic and personal development of students studying science and engineering – particularly those who belong to groups that are underrepresented in these fields. By offering their expertise and encouragement, mentors help prepare the next generation of scientists and engineers while ensuring that tomorrow’s innovators reflect and benefit from the diverse talent of the United States. Candidates for the award are nominated by colleagues, administrators and students in their home institutions. The mentoring can involve students at any grade level from ele58

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to 12 partnerships in 10 states with significant and growing Latino populations. The partnerships will leverage community leaders across key policy, education, business and nonprofit sectors to build, implement and sustain successful “place-based efforts” that capitalize on their local talents and ingenuity. “The Latino success project is the culmination of nearly two years of planning and engagement with many foundations and national leaders in the Latino community,” said Lumina mentary through graduate school. In addition to being honored at the White House, recipients receive awards of $25,000 from the National Science Foundation to advance their mentoring efforts. “Through their commitment to education and innovation, these individuals and organizations are playing a crucial role in the development of our 21st-century work force,” Obama said. “Our nation owes them a debt of gratitude for helping ensure that America remains the global leader in science and engineering for years to come.” The individuals and organizations receiving the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring are: 2010 • Solomon Bililign, North Carolina Agricultural & Technical State University • Peggy Cebe, Tufts University (Mass.) • Roy Clarke, University of Michigan-Ann Arbor • Amelito Enríquez, Cañada College (Calif.) 0 1 / 0 9 / 2 0 1 2

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President and CEO Jamie Merisotis. “Through these partnerships, we aim to build bridges among leadership groups already working to improve Latino college student success.” Lumina Foundation, through a national Goal 2025 movement, aims to increase the proportion of Americans with high-quality degrees and credentials to 60 percent by the year 2025. To see the complete list of institutions that will become Latino partners with Lumina, along with brief explanations of the strategies each will employ, visit the Lumina website, www.luminafoundation.org. Each of the organizations listed will receive $600,000 during the four-year period. • Karen Panetta, Tufts University (Mass.) • ACE Mentor Program of America (Conn.) • Ocean Discovery Institute (Calif.) • Women’s Health Science Program for High School Girls and Beyond, Northwestern University Feinberg School of Medicine (Ill.) 2011 • Winston Anderson, Howard University (Washington, D.C.) • Juan E. Gilbert, Clemson University (S.C.) • Shaik Jeelani, Tuskegee University (Ala.) • Andrew Tsin, University of Texas-San Antonio • Camp Reach, Worcester Polytechnic Institute (Mass.) • Diversity Programs in Engineering, Cornell University (N.Y.) • The Mathematical and Theoretical Biology Institute, Arizona State University • The Stanford Medical Youth Science Program, Stanford University (Calif.) • University of California San Francisco Science & Health Education Partnership High School Intern Program

The Hispanic Outlook In Higher Education

NOAA Awards a Total of $10.8 Million to Four Minority-Serving Institutions to Train Next Generation of Scientists WASHINGTON, D.C.

The National Oceanic and Atmospheric Administration’s (NOAA) Office of Education announced that it has awarded grants totaling $10.8 million to four lead minority-serving institutions across the country to train and graduate students who pursue applied research in NOAA-related scientific fields. Awards were made to four lead universities – City College of New York, Florida A&M University, University of Maryland-Eastern Shore, and Howard University – which partnered with 20 other schools to form four cooperative science centers. The centers will train students in remote sensing, environmental science, living marine resources, and atmospheric science – all core scientif-

College Board Advocacy & Policy Center’s 1st Annual Survey of School Counselors Offers Critical Insights from Key Education Professionals WASHINGTON, D.C.

More than eight in 10 school counselors surveyed reported that a top mission of schools should be ensuring that all students complete 12th grade ready to succeed in college and careers, yet only 30 percent of all school counselors and 19 percent of counselors in high-poverty schools saw this as closely fitting their school’s mission in reality. These same counselors – the majority of whom have master’s degrees – reported that they lacked adequate preparation when they

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January 09, 2012

ic fields for NOAA. The awards may grow to $15 million over five years for each lead center, depending on performance and appropriations. “These awards enable us to develop a strong, well-trained, diverse work force for NOAA and the nation,” said Dr. Jane Lubchenco, under secretary of commerce for oceans and atmosphere and NOAA administrator. “These grants recognize the importance of STEM fields – science, technology, engineering and mathematics – to the future of America’s ability to innovate and compete in the global community.” The awards were made through NOAA’s Educational Partnership Program with Minority-Serving Institutions. Since the first awards were made in 2001, NOAA cooperative science centers have trained 1,766 students, with 921 of them earning degrees in NOAA-related fields. NOAA has hired 100 center-trained graduates. The long-term goal of NOAA’s Educational

Partnership Program is to increase the number of students, particularly from underrepresented communities, who attend minorityserving institutions and graduate with degrees in science, technology, engineering and mathematics. “America’s future ability to compete and succeed globally depends on the investments we make today in science, technology, engineering and math education,” said Sen. Barbara A. Mikulski, chairwoman of the Appropriations subcommittee which funds NOAA. “I am proud that this grant from NOAA will give minority students across the country additional building blocks they need to focus their education and jumpstart their careers. I will continue to fight for federal investments to support the innovation and scientific research that has the power to save lives, create prosperity and keep America competitive in the global arena.”

began their careers, possibly limiting their ability to effectively aid the students they serve. These are just some of the findings of the new Annual Survey of School Counselors – commissioned by the College Board Advocacy & Policy Center’s National Office for School Counselor Advocacy (NOSCA) in collaboration with Civic Enterprises and Hart Research Associates. The study was made possible with the help of a generous grant from the Kresge Foundation. “School counselors are an integral part of our national strategy to raise the college completion rate and reclaim America’s place as the global leader in education,” said Gaston Caperton, president of the College Board. “Counselors are the wideangle lens bringing together academics,

extracurriculars, family life and career planning to match the right students to the right colleges. Their work is invaluable, and it’s time we start treating it that way.” The survey of 5,308 middle and high school counselors – the largest and broadest national survey of these key education professionals – is especially relevant given the current economic conditions this country is facing. According to the College Board, the nation’s ability to thrive economically and socially is directly aligned with students’ ability to succeed by attaining a postsecondary education and being prepared to enter a highly competitive work force. The country needs to better utilize the resources already at its disposal to help reach this goal.

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Assistant/Associate Professor of Plant Breeding Genetics (Tenure Track) Molecular Breeding & Genetics for Nutritional Quality – Research 60%; Teaching 40% Dept. of Plant Breeding & Genetics - NY State College of Agriculture & Life Sciences - Cornell University - Ithaca, NY Responsibilities: Advances in biochemistry, metabolomics, and metabolic engineering, and the availability of genomic sequences for food crop species are opening new and valuable research opportunities for plant breeding. This molecular breeding position will have responsibility for conducting innovative research exploring genetic/epigenetic/quantitative variation in plants and the association with phenotypic variation in traits relating to human and animal health and nutrition made accessible by the latest technologies. These efforts could be applied to traditional or specialty crops chosen specifically for their unique attributes. The range of possible outcomes would span foods with new nutritional and health-promoting functions or bioavailability, to the chemistry of flavors and texture to new bioactive food components. Because this is part of a cluster hire, preference will be given to candidates interested in forming collaborations with other faculty with complementary expertise in nutritional sciences, food science, and animal science, among others. Appointee will be expected to develop an externally funded research program; release novel lines, germplasm or genetic stocks; supervise graduate students; teach courses at both the undergraduate and graduate levels related to plant breeding, plant genetics and genomics; and contribute to specialized courses, seminars, and team-taught courses, as well as to graduate training in plant breeding/plant genetics/genomics/plant molecular biology. We are seeking highly motivated individuals with strong research and teaching credentials. Strength in quantitative genetics/statistics is highly desirable. This position will have a 60:40 research and teaching responsibility. For more information visit our web site http://plbrgen.cals.cornell.edu. Qualifications: • Ph.D. in plant breeding, plant genetics/genomics, or plant molecular biology • Experience in teaching, student advising, and research related to this position, either post-doctoral or pre-doctoral • Evidence of ability to work with other researchers in interdisciplinary inquiry • Evidence of ability to attract extramural support and lead an innovative research/breeding program • Postdoctoral and/or other relevant experience desirable. Salary: Competitive and commensurate with background and experience. An attractive fringe benefits package is available. Applications: Candidates are requested to submit a letter of application; detailed resume; a personal statement of research and teaching experience, leadership efforts, and contribution to diversity; copies of university transcripts; copies of one or two publications; and names and contact information for three references combined into a single file in pdf format. Send by e-mail to Ms. Michelle Steigerwald (md464@cornell.edu) or by mail to Department of Plant Breeding and Genetics, 240 Emerson Hall, Cornell University, Ithaca, NY 14853. Reviews will start after (Feb 1, 2012). Inquiries may be sent to Mark Sorrells, 240 Emerson Hall, Cornell University, Ithaca, NY 14853-1901; mes12@cornell.edu; 607-255-2180; 607-255-6683 (fax). 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.

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

Illinois College

Illinois College invites applications for visiting positions at the Assistant Professor rank beginning Fall 2012. We are a dynamic liberal arts college located on a historic campus in Jacksonville, Illinois. Faculty are committed to excellence in teaching and scholarship.

Political Science: a one-year position in American Politics, with the possibility of renewal.

Sociology: a one-year position in research methods and social statistics.

Education: a one-year position in secondary science education to begin Fall 2012. Ph.D. or Ed.D. preferred. Illinois College is an equal opportunity employer and encourages applications by underrepresented minorities and women. For more information, see

http://www.ic.edu/employment

PRESIDENT Burlington County College, recently named as one of the 50 fastest growing community colleges in the nation, is a comprehensive community college located in southern New Jersey and serves 14,000 students at two campuses, three outreach centers, the Joint Base McGuire-Dix-Lakehurst and in numerous high school-based centers. With 800 faculty members dedicated to providing quality educational opportunities to all students, BCC prepares individuals for transfer to four-year colleges, for employment in business and industry and for new career skills.

BCCs two main campuses feature extensive, award-winning, newly-constructed facilities and state of the art technology. The College has earned an excellent reputation for its academic and workforce programs and its strong relationships with 4-year institutions across the region. After 25 years of highly successful leadership, Dr. Robert Messina, BCCs current President, has announced his retirement. The Board of Trustees seeks an exceptional leader who can build and expand upon the success of our dedicated faculty and staff by continuing to fulfill BCCs mission: to provide all individuals with access to an affordable, high-quality education.

The president of Burlington County College should be a visionary who can work decisively to enhance and expand the vital academic and workforce education role that BCC plays in its community. The Board seeks a leader who can promote BCC as it continues to deliver on its strong legacy of high quality service to the citizens and the economic life of Burlington County and to position the institution to meet the evolving needs of students in a rapidly changing economy. The new president will identify new sources of revenue and lead the fundraising effort as the College meets the demands and challenges of declining revenues from outside sources. The presidential profile and information on how to apply is available at at www.bcc.edu.

For more information, for confidential inquiries or to present a nomination, please contact Dr. Narcisa Polonio, ACCT Vice President for Education, Research and Board Leadership Services at 202-276-1983, npolonio@acct.org or JohnSteinecke, ACCT Board Leadership Specialist at 202-384-6539, jsteinecke@acct.org.

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Executive Searches 01/09/2012

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Minnesota State University, Mankato, announces faculty searches January through March in the following areas: Corrections, Geography, Government, Gender and Womenâ&#x20AC;&#x2122;s Studies, Law Enforcement, Psychology, and Urban and Regional Studies, with appointments beginning August 20, 2012. Please check for these positions to be announced and for complete position description and application procedures at http://www.mnsu.edu/humanres/seekingemployment.htm. EOE/AA and member of MN State Colleges and Universities.

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Purdue University College of Civil Engineering is inviting applications for a Communications Specialist position. This position serves as Editor and Writer for all Indiana LTAP print media; including newsletters, flyers, technical reports, and website content. For more information and to apply, please visit www.purdue.edu/careers and click on the Staff Positions link (Job Number 1101963). Purdue University is an equal opportunity, equal access, affirmative action employer fully committed to achieving a diverse workforce.

01/09/2012

ANTICIPATED FACULTY OPENINGS FALL 2012 Bergen Community College, the third largest college in New Jersey, serving a diverse student body on its suburban campus, anticipates a number of faculty vacancies for the 2012-2013 academic year. Please log on to www.bergen.edu/ facultyopenings for specific employment qualifications. Successful candidates must be able to teach both day and evening classes, be committed to assessing student learning outcomes and accept assignments at any of our three locations (Paramus, Hackensack and Lyndhurst).

Tenure Track Positions

• American Sign Language • Biology/Anatomy & Physiology • Chemistry • Communication • Composition & Literature

• Diagnostic Medical Sonography • Education • English Basic Skills • History • Horticulture/Botany • Legal Studies • Nursing

To ensure full consideration, application materials must be received by February 6, 2012. All positions are contingent upon availability of funding. All interested candidates should send a letter of intent (including the job codes listed on our website), curriculum vitae, copies of transcripts, salary requirements and three professional letters of reference with current contact information. Send materials by email with the appropriate job code in the subject line to employment@bergen.edu, or by fax to 201-251-4987, or mail to: Bergen Community College, Human Resources Department 400 Paramus Road, Suite A-316, Paramus, NJ 07652

EOE/NJ First Act Employer/Smoke-Free and Drug-Free Workplace

The Hispanic Outlook Magazine® is also available in a digital format

www.hispanicoutlook.com for additional information

01/09/2012

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HISPANIC

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Assistant Professor of Molecular Nutrition Division of Nutritional Sciences – Cornell University – Ithaca, NY The Division of Nutritional Sciences is seeking an individual with research expertise in the development and use of biomarkers of human health, nutritional status and/or dietary exposure. Academic year, tenure-track appointment with research and teaching responsibilities at the level of Assistant Professor. The successful candidate is expected to have research experience related to biomarkers in domestic and/or global populations and an interest in understanding the relations among dietary diversity, including plant-based diets; nutritional status; and human health. Areas of expertise could include, but are not limited to, human nutrition, systems biology, physiology, analytical chemistry/biochemistry, mass spectrometry, epidemiology, computation, and/or genomics/metabolomics. Research areas of interests include, but are not limited to, the study of biomarkers of human nutritional status or dietary exposure, human nutrient bioavailability from biofortified, fortified and natural foods, the role of essential and/or non-essential bioactive food/plant components in human health, and/or plant biodiversity and human nutrient requirements. The research should support one or more existing areas of programmatic strength: maternal and child nutrition, obesity and chronic disease, nutritional genomics, and food systems for health. The successful candidate is expected to maintain an extramurally funded research program, teach in the Division’s graduate and undergraduate programs, and contribute to the development of campus-wide, interdisciplinary initiatives in life sciences, global health, sustainability and/or computational sciences. Qualifications: A PhD, MD or equivalent in Nutrition, Chemistry, Genetics/Genomics, Biochemistry, Physiology, Epidemiology or related fields. Postdoctoral training preferred. Interest in furthering the research and teaching mission of the Division of Nutritional Sciences. Experience in research using biomarkers is essential. Responsibilities: The candidate is expected to: Initiate a vigorous, externally funded research program. Maintain a high level of scholarly activity. Train graduate students. Forge professional relationships within the Division of Nutritional Sciences, Plant Breeding and/or other academic units on campus. Participate in the Division of Nutritional Sciences’ graduate and undergraduate teaching programs. Academic Rank and Compensation: Assistant Professor with academic year appointment and expectation of tenure. Position is designated as 50% effort in research, 50% in teaching/instruction. Salary level will depend on experience and expertise and will be competitive with comparable positions at peer universities. For additional information concerning Nutritional Sciences at Cornell, instructions on how to apply and to apply, please visit http://www.human.cornell.edu/dns/index.cfm. As instructed, submit a single PDF document that contains a cover letter, CV, and research and teaching statements. Separately, arrange to have three confidential letters of reference sent to dnsdirector@cornell.edu. Review of applications will begin January 20, 2012 and continue until the position is filled. 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.

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

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01/09/2012

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:

Associate Vice President & Executive Director (Alumni Association) Director (Student Affairs-Marshall Ctr)

Director of Housing Facilities (Student Affairs)

Faculty Positions: College of Arts and Sciences

Engineering

Assistant/Associate Professor (1)

Assistant Professor (6)

Associate/Full Professor (1)

Assistant/Associate Professor (1)

Assistant Professor (8)

PolyTechnic Campus

Business

Associate/Full Professor (1)

Assistant/Associate Professor (2)

Assistant/Associate Professor (3)

Dean (1)

Associate/Full Professor (1)

Education

Assistant/Associate Professor (2)

Assistant Professor (1)

FMHI

Pharmacy

Sarasota

Assistant/Associate Professor (2)

Assistant/Associate Full Professor (5)

Assistant Professor (6)

Director/Professor (1)

College of Arts

Dean, College of Behavioral & Community Sciences (1) Assistant/Associate Professor (1)

College of Medicine

Assistant/Associate (1)

Assistant/Associate Professor (1)

Assistant Professor (4)

St. Petersburg Campus

Academic Affairs

Associate/Full Professor (1)

Neurosurgeon (1)

Director/Faculty Administrator (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 01/09/2012

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DEAN OF THE SCHOOL OF HUMAN ECOLOGY UNIVERSITY OF WISCONSIN-MADISON The University of Wisconsin-Madison invites nominations and applications for the position of dean of its School of Human Ecology. The university seeks an individual with a record of visionary, optimistic leadership who can extend the school’s positive trajectory in advancing its excellence in research/scholarship, learning, extension and public service, and lead the advancement of the school through its education programs and its leading edge research initiatives, and by building strong internal and external communities to support the school’s continued success and growth. The school is in the midst of an exciting time of change as it completes, this spring, the construction of new, state-ofthe art facilities, doubling its space at the heart of campus. The $52 million expansion and renovation of classrooms, research and studio spaces, offices, and community spaces includes a new art gallery to showcase student and faculty work and the school’s $3 million textile collection, and a new preschool and family interaction research facility. The school’s programs are cross-disciplinary and applied, and it is a model of the Wisconsin Idea in action, with its outreach programs reaching every corner of the state and increasingly the nation.

The dean reports to the chancellor and the provost, and serves as the chief academic and executive officer of the school with responsibility for strategic planning, personnel oversight, faculty and staff development, budget planning and management, fund raising, curriculum, student academic affairs, research, community and alumni relations, and physical facilities. The free-standing School of Human Ecology, with a 100-year plus history, has total annual expenditures of approximately $15 million and is comprised of approximately 120 faculty and staff, and approximately 900 bachelor’s and 100 master’s and doctoral students. Consistent with the university’s land grant history and campus-wide vision for future scholarship directions, the school has strong resident and extension interdisciplinary programs among its four academic units and through its collaborative programs with other campus departments. About one-quarter of the school’s faculty have partial appointments in UW-Extension’s Cooperative Extension division, which annually provides approximately one million dollars to the school. The school offers degree programs in community and nonprofit leadership; consumer affairs; family, consumer and community education; human development and family studies; human ecology; interior design; personal finance; retailing; and textile and apparel design. The school’s University Preschool Laboratory, Gallery of Design, Center for Excellence in Family Studies, Helen Louise Allen Textile Collection, Center for Integrative Design, Center for Nonprofits, Center for Financial Security, and Center for Retailing Excellence facilitate scholars, practitioners, designers, and students in their research and academic pursuits. More comprehensive information about the school and the university can be found on the following websites: http://sohe.wisc.edu/ http://www.wisc.edu

Candidates will be evaluated on the following professional and personal characteristics: • successful visionary and collaborative leadership; • strong management, communication and fund-raising experience; • commitment to shared governance with faculty, staff and students; • an understanding of diverse forms of scholarship in the behavioral and social sciences, the arts and humanities, and the physical sciences; • an understanding , commitment and appreciation of the diverse missions and constituencies of a major public research university including undergraduate and graduate learning, research, extension, and public service; • the ability to engage its constituencies to advance the school; • a commitment to advancing an inclusive diverse climate that stimulates excellence; • experience with federal grant-making agencies, philanthropic foundations, and the corporate sector; and, • the ability to represent the school and university effectively in educational, governmental, business, alumni, and public forums.

A record of scholarship, teaching, and service/outreach that qualifies for a tenured appointment at the rank of full professor at the University of Wisconsin-Madison is required.

Electronic applications and nominations must be received by 31 January 2012 to ensure consideration. Later applications and nominations may also be considered. The committee particularly encourages applications and nominations of women and persons of underrepresented groups. Applicants should include a current resume or curriculum vitae and a comprehensive cover letter that addresses how their strengths and experience match the qualifications for the position, and what they see as challenges and opportunities of the position, as well as the names, addresses, email addresses, and telephone numbers of five references. Candidates will be consulted before references are contacted. Please note that in accordance with Wisconsin statutes the names of nominees and applicants who explicitly request confidentiality will not be made public, although the university is required to release the names and titles of the finalists who will be interviewed by the chancellor and the provost. Submit applications and nominations electronically to the School of Human Ecology Dean Search and Screen Committee at: SoHE-Dean-Search@secfac.wisc.edu

Questions may be directed to the search committee office at 608-262-1677 or ehanneman@secfac.wisc.edu The University of Wisconsin-Madison is an Equal Opportunity, Affirmative Action Employer.

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01/09/2012

Monroe Community College, located in Rochester, New York is seeking applicants for Dean – Liberal Arts and multiple tenure-track fall 2012 faculty positions. Monroe Community College provides a high quality learning environment to a diverse community and is an academic community made up of individuals who have a strong commitment to Community College Education. We seek individuals who are versatile in their teaching and/or their professions, proficient with technology, open to change, passionate about learning and selfimprovement, and committed to the College’s mission of student success.

Dean – Liberal Arts The Dean has general responsibility for the quality of the courses, programs, activities, faculty, staff, and resources of the division, which includes Anthropology/History/Political Science/Sociology, English/Philosophy, Mathematics, Psychology, and Visual and Performing Arts. As the leader of this division, the Dean models and promotes collegiality and links the division’s concerns, interests, and objectives to the goals of the College and the needs of the community. Requirements include: Master’s degree in a liberal arts area from an accredited institution. Six years work experience in higher education, including a minimum of three years experience as an effective college teacher and a minimum of three years experience as an educational administrator (e.g., as chair or dean).

Faculty Member, Full-Time Tenure-Track, Fall ’12 Positions: Art History Chemistry Digital Media ESOL Mathematics

To view posting details and application instructions, visit: https://jobs.monroecc.edu Screening may commence as early as January 2, 2012. Information about the departments in the divisions may be found by consulting the “A to Z” index at: www.monroecc.edu. Monroe Community College is a unit of the State University of New York. It is the policy of the University and this College not to discriminate on the basis of age, race, creed, color, national origin, sexual orientation, military status, sex, disability, predisposing genetic characteristics, marital status or domestic violence victim status in admissions, employment, and treatment of students and employees in any educational program or activity administered by any of its units. AA/EOE/SUNY

Associate Dean for Research and Graduate Studies Wayne State University invites applications and nominations for the Associate Dean for Research and Graduate Studies of the School of Business Administration. The School is seeking to appoint an educational leader who is committed to share our vision of excellence in research and graduate studies. The Associate Dean must be experienced, creative, and effective with a commitment to foster research and scholarly activities, promote the national and global visibility of the School’s programs, and interact closely with leaders of the business community. The Associate Dean is expected to provide vision, leadership and support to the school; to work directly with faculty in the development of new courses and programs, and in the evaluation and revision of the existing curriculum; and to coordinate with admissions staff to advise on graduate admission procedures. Salary will be competitive and commensurate with qualifications and experience. Wayne State University provides a generous benefit package as part of the compensation. The Associate Dean’s key responsibilities include (but are not limited to) the following: • • • •

• • • • • •

Develop and implement strategies to increase the School’s research stature and funding; Coordinate programs to promote and recognize research activity within the School; Facilitate new research initiatives, especially multidisciplinary and cross-departmental initiatives; Assist the Dean, program directors, and department chairs in the maintenance and development of new graduate programs, new programmatic thrusts, and shifts in program delivery systems with an emphasis on increasing graduate enrollment; Ensure that all graduate academic programs comply with governance requirements of the School and the University and maintain compliance with all AACSB and NCA requirements; Provide overall supervision and administration of graduate programs in the School; Provide oversight and manage administrative functions associated with the College’s research and graduate teaching award programs; Ensure administrative liaisons with the appropriate faculty governance structure regarding all graduate academic programs and research within the School and the University; Teach one or two graduate courses per year; and Maintain an active research record.

Qualifications: • Doctoral degree obtained from an AACSB accredited university • Record of teaching effectiveness at the graduate level • National research reputation as evidenced by peer-reviewed publications sufficient to qualify for a tenured faculty appointment (rank of Professor preferred) • Significant administrative experience preferably in the University sector • Demonstrated commitment to the development and management of graduate and specialized programs (experience with executive education and international programs is preferred). • Demonstrated ability to work well with students, staff and faculty School of Business Administration One of 13 schools and colleges at Wayne State University, the School of Business Administration is accredited by AACSB International. The School grants the Bachelor of Arts (BA) and Bachelor of Science (BS) with majors in Accounting, Finance, Global Supply Chain Management, Information Systems Management, Management, and Marketing; Master of Business Administration (MBA); Master of Science in Accounting (MSA); Master of Science in Taxation (MST); and Ph.D. in Business Administration with tracks in Finance, Marketing, and Management. The School enrolls more than 1,500 upper division undergraduate and nearly 1,000 graduate students. For more information about the school, visit www.business.wayne.edu. About Wayne State University Wayne State University, a nationally recognized urban center of excellence in research and one of only two urban public universities holding both the Carnegie “Very High Research” and “Community Engagement” designations, offers more than 350 academic programs to nearly 32,000 students. One of the three major research universities that comprise Michigan’s University Research Corridor, WSU plays a major role in transforming, strengthening and diversifying Michigan’s economy. The university is located in the heart of Midtown, Detroit’s cultural center, with easy access to the Detroit Institute of Arts, the Detroit Symphony, Comerica Park, Ford Field and the Fox Theatre. Visit wayne.edu for more information. Wayne State University is an equal opportunity/affirmative action employer. The University welcomes and encourages diversity and seeks applicants with demonstrated success in working with diverse populations. Wayne State seeks to recruit and retain a diverse workforce to maintain the excellence of the University and to offer students richly varied disciplines, perspectives and ways of knowing and learning. How to apply: The application package should include a curriculum vita, a statement of interest, and three letters of reference. Applications must be submitted electronically at the Wayne State University Employment Website at https://jobs.wayne.edu and the posting # is 038290. Applications will be considered until the position is filled. Questions about the position may be addressed to the Search Committee Chair, Dr. Ranjan D’Mello at rdmello@wayne.edu.

01/09/2012

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HISPANIC

OUTLOOK

Anticipated Faculty Positions 2012-2013

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Kean, a comprehensive New Jersey state University, is committed to excellence and access and to developing, maintaining and strengthening interactive ties with the community. Kean University takes pride in its continuing effort to build a multicultural professional community to serve a richly diversified student population of almost 16,000. The University sits on three adjoining campus sites covering 180 acres, two miles from Newark Liberty International Airport and thirty minutes from New York City. All open faculty positions are ten-month, full-time, tenuretrack assignments at the rank of Assistant Professor, effective September 1, 2012 unless otherwise indicated. Teaching assignments and related responsibilities may include day, evening, weekend and online courses. Courses are taught at the Union campus but some positions may include assignments at Ocean County College in Toms River, New Jersey or other locations. All faculty are expected to demonstrate a commitment to teaching excellence and an on-going program of research and publication or creative and performance activity. Participation in curriculum development, student advisement and service at the departmental/ school, college and university level is also required. Interest or experience in using advanced instructional technologies to improve the teaching/learning process is highly desirable. All positions are subject to availability of funds, due to financial exigencies. College of Business and Public Management Public Administration Marketing College of Education Special Education College of Humanities and Social Sciences Psychology College of Natural, Applied and Health Sciences Sustainability Studies Nursing (Three Positions: One position is Assistant/Associate rank) Nathan Weiss Graduate College Counselor Education Educational Leadership (Two Positions: One position is Assistant/Associate rank) Advanced Studies in Psychology/Psy.D. (Assistant/Associate rank) Graduate Management Studies (Two Positions at Assistant/Associate rank) New Jersey Center for Science, Technology and Mathematics (NJCSTM) Molecular Modeling (Assistant/Associate rank) Biophysics/Biomath/Biomedical Engineering (Assistant/Associate rank) Application, Salary and Benefits Information on All Positions For detailed job descriptions and application information, please visit: http://www.kean.edu/KU/Faculty-Positions. Review of applications will begin immediately and continue until position is filled. Salary is competitive and commensurate with qualifications and experience. Comprehensive benefits program included. Contingent on Budgetary Approval and Appropriated Funding. Kean University is an EOE/AA Institution

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Technician, Auxiliary Services

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FT position responsible for operating the Central Store. Procures, stocks, inventories, distributes, & financially tracks a wide selection of instructional & office supplies. Also responsible for all aspects of the finishing section of the Duplicating Center; maintaining supply stocks & performing the finishing functions. Qualifications: Associate deg in business or related field pref. 3 yrs exp in an office supply store or retail environment pref. Knowledge of US Postal Service regulations/procedures & mail rates. Proficient with using QuickBooks. Acceptable background check & credit report reqâ&#x20AC;&#x2122;d. Visit our website www.gtcc.edu for more information & application. Open until filled. EOE

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Tenure-Track or Tenured Faculty Position in Visualization The University of Utahâ&#x20AC;&#x2122;s School of Computing is seeking to hire an outstanding tenure-track or tenured faculty member in visualization. We are particularly interested in candidates with expertise and an excellent research record in information visualization and visual analysis. These interest area reflects our strong research reputation in scientific and biomedical visualization, image analysis, and interdisciplinary scientific computing within the Scientific Computing and Imaging (SCI) Institute.

Applicants should have earned a Ph.D. in Computer Science or a closely related field. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural facilities and unsurpassed opportunities for outdoor recreation only a few minutes drive away. Additional information about the school and our current faculty can be found at www.cs.utah.edu. Please send curriculum vitae, a research goals statement, a teaching goals statement, and names and addresses of at least four references. Please go to the following link to apply - https://utah.peopleadmin.com/postings/10346

Applications will be evaluated as received until the positions are filled. Applicants are encouraged to apply at their earliest convenience.

The University of Utah is fully committed to affirmative action and to its policies of nondiscrimination and equal opportunity in all programs, activities, and employment. Employment decisions are made without regard to race, color, national origin, sex, age, status as a person with a disability, religion, sexual orientation, gender identity or expression, and status as a protected veteran. The University seeks to provide equal access for people with disabilities. Reasonable prior notice is needed to arrange accommodations. Evidence of practices not consistent with these policies should be reported to: Director, Office of Equal Opportunity and Affirmative Action, (801) 581-8365 (V/TDD). The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

The College of Education and Human Development at the University of Minnesota invites applications for the positions listed below. The University of Minnesota ranks among the most prestigious research universities in the United States, offering unique opportunities for research, teaching, and public engagement, as well as participation in a variety of cultural communities. The College of Education and Human Development is one of the top ranked professional schools of education, focused on exploring education and human development across the life span to address the complexity of educational and social issues facing children, youth, and families in the 21st century. The college is committed to excellence in research, diversity and globalization, and innovation and technology that allows all people to have the opportunity to become educated, healthy, and productive global citizens. See http://cehd.umn.edu for more information about the college. The positions listed below include tenured or tenure-track faculty ranks, starting Fall Semester 2012 (8/27/12). Salary is competitive and commensurate with experience and level of appointment. To apply, access the U of Minnesota Employment System at https://employment.umn.edu and search for the requisition number associated with each individual position. Early Childhood Special Education (Assistant Professor). Department of Educational Psychology. Application review begins on 12/19/11. Requisition number: 175078.

Elementary Education (Assistant or Associate Professor). Department of Curriculum and Instruction. Application review begins on 1/15/12. Requisition number: 175187. Exercise Physiology (Open Rank). School of Kinesiology. Application review begins on 12/9/11. Requisition number: 174898.

Marriage and Family Therapy (Assistant or Associate Professor). Department of Family Social Science. Application review begins on 2/10/12. Requisition number: 174993.

FULL TIME, TENUREE TRACK AMERICAN A MERICAN SIGN GN LLANGUAGE ANGUAGE IINSTRUCTOR NSTRUC U TOR CClose: lose: 2/16/12

CCOUNSELOR OUNSELOR R CClose: lose: 2/16/12

MATHEMATICS M ATHEMA ATICS IINSTRUCTOR NSTTRUCTOR CClose: lose: 2/23/12 COMING COMING SOON::

Postsecondary Teaching & Learning (Assistant or Associate Professor). Department of Postsecondary Teaching and Learning. Application review begins in 1/31/12. Requisition number: 175446.

SOCIOLOGY IINSTRUCTOR NSTRUCTOR PPSYCHOLOGY SYCHOLOGY INSTRUCTOR INSTRUCTOR

Quantitative Methods in Education (Assistant or Associate Professor). Department of Educational Psychology. Application review begins on 12/19/11. Requisition number: 175277.

For complete job announcements uncements and District applications, please call (831) 645-1341 or visit:

The University of Minnesota is committed to the policy that all persons have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance, veteran status, or sexual orientation.

http://apptrkr.com/221996 http://apptrkr.com/221996 /221996 EOE

Psychosocial and Behavioral Science of Physical Activity (Assistant Professor). School of Kinesiology. Application review begins on 12/9/11. Requisition number: 174962.

HISPANIC

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01/09/2012

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HISPANIC

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Kutztown University of Pennsylvania enrolls approximately 10,000 students in graduate and undergraduate programs. The University is located in the borough of Kutztown in a charming rural setting, and is within 20 minutes driving time of the diverse metropolitan areas Allentown/Bethlehem and Reading, and within 60 minutes of the Philadelphia metropolitan area. The University is very interested in hiring employees who have had extensive experience with diverse populations. The University invites applications for the following tenure track positions beginning Fall 2012:

The College of Business: Accounting, Marketing, and Sport Management

The College of Education: Elementary Education, Special Education Reading Specialist, and Special Education

The College of Liberal Arts & Sciences: Conservation Biology, Criminal Justice, Mathematics, Psychology, Social Work, and Sociology

The College of Visual & Performing Arts: Clarinet Specialist, Interactive Design, Relational Communication, and Weaving and Non-Loom Structures For a complete listing of all vacancies, descriptions, requirements, and how to apply, please visit our website at www.kutztown.edu/employment/faculty.shtml. Kutztown University of Pennsylvania is an Affirmative Action/Equal Opportunity employer and actively solicits applications from women, veterans, and minority candidates. Kutztown University of Pennsylvania is a member of the State System of Higher Education. All applicants for employment are subject to a criminal background check.

Special Service Faculty Urban Education Associate Professor Position We are seeking a tenure track, urban education Associate Professor in the Department of Teaching, Learning and Culture, College of Education and Human Development at Texas A&M University. Qualifications include: an earned doctorate in a field closely related to urban education, a strong scholarship record and demonstrated success in obtaining external funding. The responsibilities of the position include course teaching, advising and mentoring of graduate students, obtaining external funding and maintaining an active research and publication agenda in an area focusing on urban education. This is a nine month position. Salary is competitive and commensurate with qualifications. Review of applications will begin January 3, 2012 for employment beginning August 16, 2012 and will continue until the position is filled. More information can be obtained by contacting the search chair, Dr. Norvella Carter, ncarter@tamu.edu. Send electronic and hard copy letter of application or nomination, curriculum vitae, two sample articles and names, addresses, and telephone numbers of three references to the following address: Ms. Tammy Reynolds 308 Harrington Tower, Dept. TLAC College of Education and Human Development Texas A&M University College Station, TX 77843-4232 t-reynolds@tamu.edu Department Web site: http://tlac.tamu.edu Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability. Veterans are encouraged to apply. (More information can be obtained from the University and College Web site http://www.tamu.edu.)

HISPANIC

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01/09/2012

The George Washington University School of Business invites applications to fill special service teaching faculty positions to begin Fall 2012 in the Decision Sciences area. Basic Qualifications: Applicants must have a doctoral degree in Decision Sciences or Operations Research or in a related field. Applicants must have evidence of an excellent record of teaching. Preferred Qualifications: Preference will be given to those candidates who demonstrate a strong commitment to teaching excellence, who demonstrate a continuing interest in conducting scholarly research in decision and risk analysis, and who have substantial relevant experience in executive education. The successful candidate will be appointed to an academic rank and salary commensurate with qualifications and experience. Remuneration package includes fringe benefits and medical and dental benefits. The appointment will be made on a fixed-term contract lasting at least two years. Application Procedure: To be considered, please send (or email) an application letter that specifies the field(s) of interest, resume, record of teaching and summary teaching evaluations to: Chair, the Department of Decision Sciences, The George Washington School of Business, Funger Hall 415, 2201 G Street NW, Washington, DC 20052 (email: dnsc@gwu.edu). Only complete applications will be considered. Review of applications will begin on February 5, 2012 and will continue until the positions are filled. The George Washington University is an Equal Opportunity/Affirmative Action Employer. The University and the GW Business School seek to attract an active, culturally and academically diverse faculty of the highest caliber.

PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS Bowie State University (BSU), a comprehensive institution in the University System of Maryland, invites nominations and applications for the position of Provost and Vice President for Academic Affairs. The University seeks an accomplished and visionary leader with strong interpersonal skills and experience in a shared governance environment to serve as its chief academic officer, a person who will embrace the institutionâ&#x20AC;&#x2122;s 146-year heritage and tradition of excellence in teaching, research, and public service. BSU is a regional comprehensive university in the Carnegie categories of institutions of higher education and is the oldest historically black university in Maryland and one of the oldest in the nation. The University is located in the midst of one of the nationâ&#x20AC;&#x2122;s most diverse and exciting metropolitan areas - in the culturally, socially, politically, and economically vibrant corridor of the cities of Washington, D.C. and Baltimore, Maryland. BSU promotes technologically based curricula and plays a critically important role in responding to the economic and human resource challenges and opportunities facing the State of Maryland, the District of Columbia, and the nation. While a large part of its mission continues to be the training of excellent teachers, the University is widely recognized for its strengths in business, nursing, and computer science and technology programs. Overall, the University offers 25 undergraduate majors with various concentrations; 19 masterâ&#x20AC;&#x2122;s programs; two doctoral programs, and 11 certificate programs. Its academic programs are organized into four Colleges and the Graduate School. BSU enrolls a diverse student body of approximately 5,600 students which includes 4,400 undergraduate and 1,217 graduate students. About 78 percent of the students are undergraduates with a significant full-time commuter population. The University is committed to recruiting and retaining a mix of students that reflects a population of honor students as well others who demonstrate leadership qualities, academic potential, and the motivation to learn. The education of BSU students is supported by 230 diverse and dedicated full-time faculty members. Additional information is available at www.bowiestate.edu. The successful candidate must have an earned doctorate and experience sufficient to be awarded the rank of professor with tenure in one of BSUâ&#x20AC;&#x2122;s academic units; a record of successful and collegial leadership supporting the faculty in their quest for excellence; a demonstrated commitment to excellence in teaching, research, and community service; a record of scholarly and professional accomplishments that includes strategic planning, curriculum development, personnel supervision, budgeting and grants management; specific skills to develop and implement strategies for improving retention and graduation rates; the ability to advance the University efforts to develop its online offerings; and a commitment and the ability to develop a diverse student body and faculty. The successful candidate will value transparency and teamwork, execute change efficiently, possess strong communication and interpersonal skills, and embrace the Universityâ&#x20AC;&#x2122;s core values. Nominations should include a letter including name, address and telephone number of nominee. Applications should include a letter describing interest in the position and relevant qualifications, curriculum vitae and the names, addresses and telephone numbers of five references. A BSU Application for Staff Employment must also be submitted. To download the BSU application, go to: http://www.bowiestate.edu/about/cabinet/admin_finance/HR/HRForms/ A review of nominations and applications, which are confidential, will commence on January 15, 2012 and will be accepted until the position is filled. Application materials should be mailed or sent electronically (preferably Microsoft Word) to:

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AYERS & ASSOCIATES, INC. BSU Provost and Vice President for Academic Affairs Search 2001 Jefferson Davis Hwy., Suite 503, Arlington, Virginia 22202 Telephone: 703-418-2815 Fax: 703-418-2814 Email: contactus@ayersandassoc.com Bowie State University is an Equal Opportunity/Affirmative Action Employer

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01/09/2012

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SOUTH ORANGE COUNTY COMMUNITY COLLEGE DISTRICT 33VJH[LK VJH[LK PPU U ::V\[OLYU V\[OLYU * *HSPMVYUPH HSPMVYUPH ::V\[O V\[O 6 6YHUNL YHUNL * *V\U[` V\U[` * *VTT\UP[` VTT\UP[` *VSSLNL *VSSLNL +P +PZ[YPJ[ PZ[YPJ[ :6***+ :6***+ PPZZ WYV\K WYV\K [V [V I ILL KPZ[PUN\PZOLK KPZ[PUN\PZOLK HHZZ V VUL UL V VMM [OL [OL [[VW VW JJVTT\UP[` VTT\UP[` JJVSSLNL VSSLNL KPZ[YPJ[Z KPZ[YPPJ[Z PU PU * *HSPMVYUPH HSPMVYUPH --V\UKLK V\UKLK PU PU [OL [OL +PZ[YPJ[ +PPZ[YPJ[ ZZLY]LZ LY]LZ V V]LY ]LY ZZ[\KLU[Z [\KLU[Z LLHJO HJO ZZLTLZ[LY LTLZ[LY HHUK UK LLTWSV`Z TWSV`Z TVYL TVYLL [[OHU OHU MMHJ\S[` HJ\S[` HUK HUK Z[HMM Z[HMM To To vview iew ccurrent urrent jjob ob openings, openings, learn learn more more aabout bout tthe he D District, istrict, aand nd ssubmit ubmit aan n aapplication, pplication, p please lease visit visit o our ur D District istrict eemployment mployment w website ebsite aatt

https://jobs.socccd.edu h ttps ://jjobs.socccd.edu SSOCCCD OCCCD iiss p pleased leased tto o aannounce nnounce tthe he ffollowing ollowing Full-Time Full-Time Tenured openings within multi-college District: Tenured FFaculty aculty o penings wi thin its its m ulti-college D istrict :

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â&#x20AC;˘ Accounting Accounting

â&#x20AC;˘ A Anthropology nt h r o p o l o g y

â&#x20AC;˘ A rt ((Printmaking/Drawing) Printmaking / Drawing ) Art

Art ( Drawing / Print s ) â&#x20AC;˘ A rt (Drawing/Prints)

â&#x20AC;˘ Biological Biological Sciences S c i e n ce s

Chemistry â&#x20AC;˘ C he mistr y

â&#x20AC;˘ B u sin e s s Business

â&#x20AC;˘ Counselor Counselor DSP&S DS P & S

â&#x20AC;˘ Computer Computer Information Information Management M a n a g e m e nt

â&#x20AC;˘ Digital Digital Media Media Arts Art s (Multimedia) ( M u lt i m e d i a )

â&#x20AC;˘ Computer Computer Science S c i e n ce

â&#x20AC;˘ English as a Second Second Language English as L a n g u age

â&#x20AC;˘ Counseling Counseling (Generalist)â&#x20AC;&#x201C; ( Generalist) â&#x20AC;&#x201C; 2 Openings O p e ning s

â&#x20AC;˘ English English Composition Composition â&#x20AC;&#x201C; 2 Openings O p e ning s

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â&#x20AC;˘ EEnglish nglish aass a SSecond econd LLanguage a n g u age â&#x20AC;˘ English English Composition Composition â&#x20AC;&#x201C; 2 Openings O p e ning s

â&#x20AC;˘ Learning Learning Assistance A s s i s t a n ce

â&#x20AC;˘ Horticulture H o r t ic u lt u r e

Physics â&#x20AC;&#x201C; 1 or or more more Openings O p e ning s â&#x20AC;˘ Physics

â&#x20AC;˘ IInternational nternational LLanguages anguages ((French) French ) â&#x20AC;˘ Journalism J o u r n a li s m â&#x20AC;˘ Librarian Librarian (Technical ( Technical Services) S e r v i ce s ) â&#x20AC;˘ Mathematics Mathematics â&#x20AC;&#x201C; 2 Openings O p e ning s â&#x20AC;˘ M u s ic Music â&#x20AC;˘ M usic ((Instrumental) I n s t r u m e nt a l ) Music â&#x20AC;˘ Nursing Nursing â&#x20AC;&#x201C; 3 Openings O p e ning s â&#x20AC;˘ Psychology Psycholog y â&#x20AC;˘ Physics Physics â&#x20AC;&#x201C; 2 Openings O p e ning s â&#x20AC;˘ Reading Re a d i n g â&#x20AC;˘ Theatre Theatre Arts Ar t s â&#x20AC;˘ T ra n s fe r C e nte r C oordinator/Counselor Transfer Center Coordinator/Counselor SOCCCD offerss a competiti competitive ve compensation and benefits efits package. package. NOTICE T NOTICE TO O ALL CANDIDATES CANDIDATES FOR EMPLO EEMPLOYMENT: OYMENT: T The he Immigration Immigration Reform an and nd Control Act of 1986, Public La Law w 99-603, requires that emplo yers obtain in documentation from every every new employee employee e w hich authorizes that individual individual employers which to accept emplo yment in this country. country. ,8<(3 67769 ;<50;@ ,4736 @,9 employment 67769;<50;@ ,4736@,9

Instructor, Biology FT, 9-Mon position responsible for teaching 18 contact hrs/wk w/min 5 office hrs/wk. May be asked to teach evening, online &/or weekend courses as well as traditional daytime courses and at multiple campuses within Guilford County. Qualifications: Masters deg with 18 grad hrs in the teaching discipline. Professional exp teaching, pref in community colleges. Background, by training or exp, in the teaching of the content area. Ability to use a variety of electronic media, including online teaching platforms, to supplement instruction. Acceptable background check reqâ&#x20AC;&#x2122;d. Visit our website www.gtcc.edu for more information & application. Open until filled. As an Equal Opportunity Employer, GTCC is strongly committed to diversity & welcomes applications from all qualified candidates, particularly minorities & faculty under-represented in higher education. EOE

College of Visual and Performing Arts

Dean Kean, a comprehensive New Jersey state University, is committed to excellence and access and to developing, maintaining and strengthening interactive ties with the community. Kean University takes pride in its continuing effort to build a multicultural professional community to serve a richly diversified student population of almost 16,000. The University sits on three adjoining campus sites covering 180 acres, two miles from Newark Liberty International Airport and thirty minutes from New York City. The College of Visual and Performing Arts is composed of three departments-Fine Arts, Music and Theatre-and one school-the Robert Busch School of Design-currently offering twelve degree programs at the baccalaureate level and two degree programs at the graduate level. Responsibilities: Reporting to the Vice President for Academic Affairs, the Dean will provide leadership for and management of the College of Visual and Performing Arts in the areas of research, scholarly and artistic endeavors, teaching and University and community service. The Dean will work closely with faculty in curricular matters, including the ongoing development of dynamic academic programs and accelerate the development of the College as a distinctive and regional center for the arts. Qualifications: The successful candidate will possess a terminal degree or combination of experience in an academic or professional field related to the disciplines within the college; a record of distinguished academic, professional or artistic achievement appropriate for possible appointment at the rank of Professor in a University department; and a minimum of five years of progressive experience in a higher education environment combining academic instruction, scholarly attainment and administration or the equivalence as determined by the college. Experience in related management fields, research organizations or not-for-profit entities are also acceptable. Other qualifications include a demonstrated commitment to the visual and performing arts: ability to lead through collaborative and shared decision making and the ability to sustain a strong and collegial relationship with faculty, staff, students and administrators; a successful record in budget development and strategic planning; ability to effectively balance advocacy for the College with the needs of the wider University community; and an understanding of the role of assessment in higher education. Position may be filled between April 1 and July 1, 2012 depending on the availability of the successful candidate. Complete applications must include the following: letter of interest; resume; and names and contact information for three professional references. Apply directly to: Chair of the Search Committee, Office of the Vice President for Academic Affairs, Kean University, 1000 Morris Avenue, Union, NJ 07083. Review of applications will begin immediately and continue until an appointment is made. Salary is competitive and commensurate with qualifications and experience. Comprehensive benefits program included. Official transcripts for all degrees and three current letters of recommendation are required before appointment. Kean University is an EOE/AA Institution

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01/09/2012

DIRECTOR I, EQUITY AND INCLUSION Position # 11188 Office of The President

Dean of the School of Social Work Wayne State University is seeking the next dean of the School of Social Work. Founded in 1868, Wayne State University is a nationally recognized metropolitan research institution that offers more than 370 academic programs to over 30,000 students. Located in midtown Detroit, Wayne State’s main campus consists of 102 buildings which span over 200 acres, and its five extension centers offer higher education to people throughout Southeast Michigan. The 13 schools and colleges at the university include the School of Business Administration; the College of Education; the College of Engineering; the College of Fine, Performing and Communication Arts; the Graduate School; the Irvin D. Reid Honors College; the Law School; the College of Liberal Arts and Sciences; the School of Library and Information Science; the School of Medicine; the College of Nursing; the Eugene Applebaum College of Pharmacy and Health Sciences; and the School of Social Work. Annual research expenditures for the university exceed $250 million. For the past 76 years the Wayne State University School of Social Work has prepared ethical and competent social work practitioners to promote social, cultural and economic justice for the betterment of poor, vulnerable, and oppressed individuals, families, groups, communities, organizations, and society. The School of Social Work offers Bachelor of Social Work, Master of Social Work, and Ph. D. in Social Work degrees, with students enrolled across the three degree programs; in addition, the School has five graduate certificate programs and a continuing education program. The SSW is also home to the Center for Social Work Practice and Policy Research. There are 22 full-time faculty and 6 academic staff, and 16 administrative and support staff members. As of the Fall 2011 term, there were 942 students enrolled (702 graduate students, 240 undergraduates). Reporting to the provost and senior vice president for academic affairs, the dean is the chief academic and administrative officer. The successful candidate will be expected to provide visionary leadership for the School’s academic and research programs including budget management, faculty recruitment and resource development. The candidate should be able to build bridges and encourage interdisciplinary scholarship. The successful candidate will have strong administrative skills, preferably developed in a large, complex environment; the ability to raise funds effectively and develop resources; and excellent interpersonal and communication skills. This individual also should have a commitment to diversity consistent with the university’s mission as an urban public research institution. Candidates must hold a Ph.D. or equivalent terminal degree from an accredited institution (MSW not required) and have a record of teaching and scholarly or professional attainment that merits appointment as a professor with tenure. For additional information on Wayne State University, please visit: http://wayne.edu/. Initial screening of applicants will begin by January 23, 2012, and continue until the position is filled. Inquiries, nominations and applications should be directed to the address below. Nominations of qualified candidates are encouraged. Candidates should include a curriculum vitae and letter of interest (electronic submissions preferred). Dean Jerry Herron Chair, Social Work Dean Search Irvin D. Reid Honors College Wayne State University Detroit, MI 48202 swds@wayne.edu

The position is responsible for activities related to the College’s equity programs, strategies and goals. Duties include the development and administration of a comprehensive range of educational programs and devising training activities for specific equal opportunity, diversity, and harassment topics. The Director will provide advice and counsel to college staff on all equal employment opportunities, student equity opportunities, ADA, Title IX, as well as serve as the college liaison with community leaders on issues related to DSC’s commitment to equal opportunity. Requires a master’s degree in Employee Relations, Human Resources Management or a closely related field, as well as 5+ years related work experience with a minimum of three (3) of those years in the areas of Equity/Diversity or Human Resources; Community College experience preferred. Daytona State College offers competitive compensation, along with great benefits and on campus amenities. For detailed information and to apply online now, please visit: http://www.daytonastate.edu/hr/ If unable to see us online, call Human Resources at 386-506-4505. Equal Opportunity/Equal Access Employer

American Association of State Colleges and Universities

Millennium Leadership Initiative (MLI) 2012 CALL FOR APPLICATIONS AND NOMINATIONS The American Association of State Colleges and Universities (AASCU) and the Association of Public Land-grant Universities (APLU) announces the call for nominations and applications for the Millennium Leadership Institute (MLI) to be held June 9–12, 2012 in Washington, D.C. The MLI Institute enriches the preparation and advancement of persons traditionally underrepresented in the higher education leadership positions of college/university president or chancellor. Further, the institute helps senior administrators determine if ascending to the presidency is a preferred course for their careers. All qualified candidates are considered for selection and admission. The Millennium Leadership Initiative is a unique professional development program for higher education senior administrators. MLI guides deans, vice presidents and provosts in the development of a professional career plan that assists many to become presidents and chancellors of institutions of higher learning. There are two components to the MLI program—an intensive four-day institute taught by a faculty of presidents and chancellors and selected content specialists, and a yearlong mentoring experience with a president or chancellor is required.

Who Is Eligible Experienced and tested senior administrators (at dean’s level or equivalent) holding a terminal degree are eligible. In addition, candidates must have experience in education, government or the private sector, and must demonstrate the leadership experience necessary to achieve a presidency in higher education. Candidates must be nominated by a president/chancellor or chief executive officer.

Application Deadline

Wayne State University is an Affirmative Action/Equal Employment Opportunity employer, which complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. Wayne State University is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, sex, color, religion, national origin, age, disability or veteran status, or any other characteristic protected by applicable law.

Completed applications and nominations must be submitted to AASCU by February 17, 2012. Apply at www.aascu.org/mliform. Presidents may submit letters of nomination electronically to mli@aascu.org, fax to 202.478.5493 or mail to: Danita Young, MLI Program Manager, AASCU, 1307 New York Avenue, NW, Fifth Floor, Washington, D.C. 20005-4701. Only electronic applications are accepted. Contact Danita Young at youngd@aascu. org for additional information.

01/09/2012

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HISPANIC

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WAGNER COLLEGE New York City Education Department Chair Associate or Full Professor Tenure or Tenure Track

PROVOST Auburn University at Montgomery Montgomery, AL Auburn University at Montgomery (AUM), a coeducational public university, seeks a Provost/ Chief Academic Officer. The position is available in summer 2012. Established in 1967, Auburn University at Montgomery (www.aum.edu) offers programs leading to Bachelor’s, Master’s, Doctoral and specialized degrees in Business, Education, Liberal Arts, Nursing, and Sciences. The 200 full-time faculty, 80% of whom hold doctorates or terminal degrees, serve a student body of more than 5,300. Located on a 500-acre suburban campus, the university is completing an aggressive long-term strategic plan that will expand the university’s academic vision, enhance its programmatic offerings, and improve its physical plant. The Provost is the university’s chief academic officer and oversees all activities, including budgeting and student services, related to curriculum, instruction, and research. Reporting to the Chancellor, the Provost provides general direction for all graduate and undergraduate programs, working with an Associate Provost of Undergraduate Studies and an Associate Provost of Research and Graduate Studies. Offices reporting to the Provost include those responsible for academic programs, student recruitment, student development, and student retention for undergraduate and graduate students, as well as the offices of Diversity and Multicultural Affairs, International Affairs, faculty recruitment and development and sponsored research. Leading candidates will have a terminal degree in their discipline together with a distinguished record of scholarship and teaching that qualifies for appointment at the rank of tenured full professor in a university department. Candidates should have served in an administrative role in academic affairs at the level of dean, associate dean, or equivalent for at least five years. Additional criteria include significant experience in accreditation, fundraising, institutional planning and plan implementation, shared governance, and promoting student/staff/faculty diversity. AUM offers competitive compensation and benefits. Detailed information on the position is available upon request. Korn/Ferry International, which is assisting in this search, invites confidential applications, nominations, and inquiries. All communications will be held in confidence. Applications should be submitted electronically to AUMprovost@kornferry.com and include a current CV and letter explaining interest and relevant experience. Korn/Ferry International John Kuhnle, Managing Director Elizabeth Dycus. Senior Consultant 802/765-4543; dycuse@kornferry.com AUM is an equal-opportunity employer committed to achieving excellence through diversity; therefore, we encourage applications from historically underrepresented groups.

HISPANIC

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01/09/2012

Located in Staten Island and overlooking the Manhattan Skyline, Wagner College is a private, nonsectarian 80% residential college of approximately 1850 traditional aged undergraduate students and 400 students in graduate programs. The College has been widely recognized for its innovative curriculum, The Wagner Plan for the Practical Liberal Arts, which integrates a core curriculum, required learning communities, experiential learning, diversity and civic education. The Plan has been recognized by TIME Magazine, U.S. News & and World Report, the educational media and several higher education associations. Further information about the College can be found at www.wagner.edu. The Department of Education invites applications for a Department Chair at the Associate or Full Professor rank to begin August 2012. The Chair, who will be joining the department in the fall after the program has undergone NCATE review, will be charged with actively developing and leading continuous program improvement processes that will help ensure Wagner’s education program remains a strong force in the rapidly changing teacher preparation field in a global society. The Chair will also be responsible for building strong departmental administrative systems, for maintaining faculty cohesion among the 7 full-time and some 25 part-time faculty, for teaching 4 courses a year, and for representing the department within and outside the college.

The Department offers a vibrant undergraduate teacher certification program with elementary dual-certification options in both general education and special education, as well as masters’ programs in elementary and secondary education, early childhood education, literacy, and leadership. Candidates should hold a terminal degree, qualify for appointment at the associate or full level, have significant experience in curricular issues, NYS Teacher certification, faculty development, post-NCATE processes, and the development of Specialized Professional Association (SPA) reports. The area of specialization is open, although preference will be given to someone with background in educational leadership and administration. Located in an increasingly diverse metropolitan area, Wagner College is committed to scholarship and community outreach relevant to the needs of New York City. Wagner values campus diversity (domestic and international) and in keeping with this initiative, it welcomes applications from diverse candidates and candidates who support diversity and internationalization efforts.

Wagner also seeks candidates who have excellent communication skills, can interact successfully with local school districts, and has compiled a record of excellent teaching in both K-12 schools and in higher education. Evidence of scholarly productivity is also desired.

Review of applications will begin immediately and will continue until the position has been filled.

Send letter of application, current curriculum vitae, and names and phone numbers of three references to: Suzanne D’Amato Education Department Wagner College One Campus Road Staten Island, NY 10301 Phone: 718-390-3464

SUPERINTENDENT Seminole County Public Schools Sanford, Florida The Seminole County Public School System, located approximately 20 miles north of Orlando, Florida, continues to be an “A” rated and academically high performing school district as rated by the Florida Department of Education. This K-12 school district comprised of 63 schools with an enrollment of approximately 64,000 students, who are supported by 7,900 employees, is ranked #1 in the State in the percentage of budget spent in the classroom. With an overall annual operating budget of approximately $468 million dollars, the Seminole County Public School System was also ranked #1 in the State in “Return on Educational Investment”. A diverse student population is enrolled in a wide variety of educational programs that include district wide and cluster magnet programs at all levels. These unique programs include but are not limited to Math, Science and Fine Arts magnets, as well as an Academy of Information Technology, Health Careers, and an International Baccalaureate program. Programs of Emphasis include but are not limited to an Institute of Finance, Bioscience Technology, Renewable Energy, Forensic Science/Legal Studies, and Modeling, Simulation and Analysis. Seminole County SAT scores are 93 points above the state average and 40 points above the national average. In November 2011, the College Board named Seminole County Public Schools to the Annual Advanced Placement District Honor Roll for “Equity and Excellence” for the second year in a row. For additional information about Seminole County Public Schools please access the district web site: www.scps.k12.fl.us The five member School Board of Seminole County seeks a Superintendent with a Master’s degree from an accredited institution (earned doctorate preferred), and a minimum of 10 years of executive administrative experience to include administrative experience in a district(s) with a student population of at least 25,000 or in a comparativelysized government/business organization. The successful candidate must be eager to lead a high-achieving district, be familiar with the latest research on educational leadership, student achievement and school effectiveness, and have the vision, energy, and financial background to manage a complex organization. The position start date is projected to be no later than June 1, 2012. The Board is prepared to offer, at minimum, a three-year contract with a salary range of $165,000 $195,000 plus competitive benefits. Candidates selected as finalists must be available for interviews and district tours during the week of April 16, 2012. Candidates should submit, via email, a current resume containing verification of degree and experience requirements along with any other supplemental material to john_reichert@scps.k12.fl.us no later than the application deadline of February 20, 2012. For additional information related to Seminole County Public Schools or the application process contact: John Reichert, Director of Human Resources Seminole County Public Schools 400 E. Lake Mary Boulevard Sanford, Florida 32773-7127 Phone: (407) 320-0030 Cell- 321-363-7909 Fax: (407) 320-0282 E-mail: john_reichert@scps.k12.fl.us IMPORTANT NOTICE: All resumes, applications, and other materials submitted for this position are subject to the Florida Public Records Act and “Government in the Sunshine” provisions of Florida law. Resumes, applications, and other materials cannot be held in confidence.

911 Bolling Highway • Wharton, Texas 77488 • (979) 532-4560

Title V HIS-STEM Project Director The Title V Hispanic-Serving Institutions (HSI)-Science, Technology, Engineering, and Math (STEM) Project Director provides leadership, oversight, and coordination of a U.S. Department of Education (USDE) funded, five-year grant to increase learning and success in STEM fields of study, especially among Hispanic and other low-income students. Working closely and collaboratively with STEM faculty and staff, the Project Director coordinates and provides leadership for the successful implementation of the HSI-STEM Success Project. The Director provides daily management of project components, including supervision of project coordinators, counselors, specialists, and staff. The Director ensures the maintenance of required records and documentation for the project, the timely submission of all progress reports to USDE, the proper use of project funds and maintains open, effective communications with the USDE Project Officer and the HSISTEM Success Project’s outside evaluators.

This position requires a Master’s degree, preferably in a STEM related field, from an accredited university. Five years of successful project administrative experience required. Strong interpersonal skills, ability to write well, and experience or knowledge of STEM practices. Demonstrated ability to manage large projects, builds effective teams, analyze data, and conduct project evaluations. Criminal background check required. A completed employment application is required for each position and must be submitted online at www.wcjc.edu. WCJC is an equal opportunity employer.

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Iowa State University, the nation’s most student-focused public research university, is seeking nominations and applications for the inaugural director of its new School of Education. The school will have three divisions—educator preparation studies, educational foundations, and educational leadership and policy studies. The new interdisciplinary school, through a strong foundation in the humanities and social sciences with emphasis in science, technology, engineering, and mathematics (STEM) education and leadership, will enhance Iowa State’s preeminent role in preparing educators and academic leaders.

The school, within the College of Human Sciences, will enroll more than 1,000 undergraduate and graduate students and house three research and outreach centers. Several programs are regularly ranked among the top ten educational leadership programs in the nation (www.education.iastate.edu). The director will lead a creative unit of personnel experienced in collaborating with departments across the university and with state and local education agencies to prepare educators in more than a dozen licensure areas; strengthen collaborative relations and enhance educational settings across the state and region; and lead the school to international academic prominence by advancing research and scholarship in teaching, learning, leadership, and preparing professionals for educational environments across multiple settings. The director also will be responsible for the school’s integration of Iowa State’s landgrant mission of teaching, research, and outreach. Iowa State University has a student enrollment of nearly 30,000 across its eight colleges. Ranked among the top 50 public universities in the nation by U.S. News and World Report, Iowa State is also a member of the Association of American Universities (AAU). It is located in Ames, a community of 59,000 that enjoys numerous national rankings for its quality of life and focus on youth (www.cityofames.org). The successful candidate must have a doctoral degree in an appropriate field; distinguished scholarly accomplishments commensurate with a tenured professorship in the School of Education and the College of Human Sciences; demonstrated commitment to honoring student, faculty, and staff diversity in pursuit of excellence across the university’s missions of teaching, research, and outreach; successful administrative experience at a university; the ability to foster strong partnerships with students, university faculty and staff, and education and community leaders; skills to communicate the school’s vision for teaching, research, and outreach internally and externally; and expertise to guide organizational development and address curricular, research, and professional issues on the forefront in education-related fields. Nominations for the position should include the nominee’s name and contact information and be sent to the search committee chair: Dr. Carla Peterson Associate Dean College of Human Sciences E262 Lagomarcino Hall Iowa State University Ames, Iowa 50011 or carlapet@iastate.edu Applications must be submitted electronically through Iowa State’s employment opportunities website (www.iastatejobs.com) referencing vacancy 111106, and should include a letter of interest; a curriculum vitae; and names, addresses, and telephone numbers of five professional references. References will not be contacted without first notifying the applicant. To ensure full consideration, complete applications must be received by February 15, 2012, when review of applications will begin and continue until the position is filled. Inquiries about either the position or search process may be made confidentially to the search committee chair. The Board of Regents, State of Iowa, is an EEO/AA employer.

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CALIFORNIA

Coast Colleges

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Monterey Peninsula College

NEW YORK

South Orange County Community College District

Cornell University

61; 64

University of California, Riverside

Monroe Community College

University of Redlands

Wagner College

NORTH CAROLINA

American Association of State Colleges and Universities

Guilford Technical Community College

George Washington University

OHIO

College of Wooster

DELAWARE

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69; 74

PENNSYLVANIA

Kutztown University

FLORIDA

Daytona State College

TEXAS

Seminole County Public Schools

Texas A&M University, College Station

University of South Florida

65; 71

Texas A&M University, Commerce

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ILLINOIS

Illinois College

UTAH

Southern Illinois University Edwardsville

University of Utah VIRGINIA

INDIANA

Purdue University

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WISCONSIN

IOWA

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Community College of Baltimore County

Association of American Colleges and Universities

MICHIGAN

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