03/12/2012 Improving the Naturalization Process. by Hispanic Outlook on Education Magazine

MARCH 12, 2012

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VOLUME 22 • NUMBER 11

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AAUP and Academic Freedom

Primeros Libros Project

Improving Grad Rates

PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS

CSU Fullerton invites applications and nominations for the positions of Provost/Vice President for Academic Affairs and the Vice President for Student Affairs. After a national search, Dr. Mildred García, an experienced and nationally recognized educator and scholar, has been appointed President of CSU Fullerton. Under the newly appointed President, California State University, Fullerton is conducting two national searches for executivelevel leadership positions as a result of pending retirements. Both positions will report directly to the President CSU Fullerton is a comprehensive, regional university serving a diverse student population of over 36,000, including international students representing 80 nations. Located on a 236-acre campus in Orange County, it is a technologically rich and culturally vibrant area of metropolitan Los Angeles. The University offers 55 undergraduate and 50 graduate degree programs, including a doctorate in education and a pending doctorate in nursing, in a richly diverse environment. Diverse Issues in Higher Education ranks the campus as ninth in the nation in terms of baccalaureate degrees awarded to students of color and Hispanic Outlook in Higher Education ranks CSU Fullerton number one in California and fifth in the nation among top colleges and universities awarding bachelor’s degrees to Hispanics. The University is designated as a Hispanic Serving Institution as well as an Asian American Pacific Islander Serving Institution.

Reporting directly to the President, the Provost and Vice President for Academic Affairs is the chief academic officer of the University, is a member of the President’s Administrative Board and is one of five vice presidents of the University. The Provost is responsible for providing academic and strategic leadership for all the University’s undergraduate, graduate, research and public service programs. Leading more than 3,000 faculty and 300 staff members, the Provost is responsible for eight colleges, contracts and grants, institutional research, outreach, admissions and records and international partnerships, Academic programs are initiated, developed and recommended by the faculty through the Academic Senate and its many committees. The Provost’s leadership and administrative style must complement this process and be effective in stimulating collegiality and cooperation. The Provost is expected to be fully involved in the implementation of the University’s strategic plan, to formulate and articulate clear goals for the University’s academic officers on University priorities. The Provost works closely with the President, college deans, and program directors regarding all instructional-related planning and operational matters. The Provost must be able to focus resources toward achievement of the University’s strategic plan and develop an academic vision where enrollment, retention and student success are top priorities. The Provost is also responsible for guiding and shaping academics through the recruitment, development, and retention of a diverse and forward-thinking faculty and academic staff. Working collaboratively with key administrative leaders, such as the Vice President for Student Affairs, Vice President for Administration and Finance, Vice President for Information Technology and Vice President for University Advancement is essential. Responsibilities include: academic program planning, budgeting, development and implementation; faculty recruitment, review and development; institutional and funded research; external funding and partnerships; university library and extended education. The Vice President chairs the Council of Deans, which includes Deans from the Colleges of the Arts, Communications, Education, Engineering & Computer Science, Health & Human Development, Humanities & Social Sciences, Natural Sciences & Mathematics, Mihaylo College of Business & Economics, University Extended Education, and the Director of the University Library. QUALIFICATIONS • An earned doctorate acceptable for appointment at the rank of full professor within a discipline encompassed in the university. • A minimum of six years of successful administrative experience, including responsibility of a major academic unit at the level of Dean or higher. • Distinguished record of achievement in university teaching, scholarship and/or creative activity. • Demonstrated success in articulating a long-term vision and strategic plan to guide the development of Academic Affairs within the University. • Proven ability to provide sustained leadership in a dynamic and rapidly changing environment. • Demonstrated competencies in budget planning and administration; faculty/staff development and management; program planning, development and evaluation, and resource allocation. • Established ability in managing the academic organizational structure of the University and articulating the roles and responsibilities of the major academic leaders within that structure, along with milestones and measurements against which progress can be delineated. • Keen understanding of the instructional, research, and creative needs of undergraduate and graduate programs in the liberal arts and sciences, professional disciplines, and interdisciplinary studies as well as doctoral programs in Education and Nursing. • Demonstrated effectiveness in ensuring implementation of student learning outcomes and assessment of student learning. • Commitment to providing leadership that encourages external grants and contracts. • Ability to collaborate effectively with faculty, staff, students, and all other major units of the university as well as the broader educational community. • Demonstrated experience fostering partnerships between a university, K-16 and the region it serves. • Understanding of current issues and future directions in higher education. • Demonstrated commitment to shared faculty governance in a collective bargaining environment. • Demonstrated effectiveness working in a multicultural environment with a commitment to campus-wide educational equity and retention with an ability to foster commitment to diversity throughout the institution by building a more inclusive and supportive environment for teaching, learning, scholarship, and service. • History of communication and cooperation with faculty, staff, and students in a clear, open and democratic manner. • Familiarity with the application of instructional technology. • Clear understanding of national education policies and how to influence those policies. • Flexible working style.

VICE PRESIDENT FOR STUDENT AFFAIRS The Vice President for Student Affairs provides executive-level leadership and vision in administration of a comprehensive range of services, policies and procedures related to student affairs programming and planning. Reporting directly to the President, the Vice President for Student Affairs serves as a member of the President’s Administrative Board and participates in all aspects of institution-wide planning in support of the mission and goals of the university. The Vice President implements and assesses student affairs planning strategies, allocates resources and administers a variety of comprehensive student programs and services related to student growth and development. The Division of Student Affairs is committed to meeting the needs of a diverse student population and creating a learning environment where all students have the opportunity to succeed. Responsibilities include: The Vice President for Student Affairs has responsibility for campus programs, services and activities that support the educational mission of the University by promoting student development and enhancing the quality of the student experience and campus life. Areas reporting to the Vice President for Student Affairs include Academic Appeals, Associated Students, Inc., Assistant Deans for Student Affairs, Athletics Academic Services, Career Center, Dean of Students, Disabled Student Services, Educational Partnerships, Financial Aid, Guardian Scholars Program, Housing and Residence Life, Intercollegiate Athletics, International Education and Exchange, Judicial Affairs, Leadership and Multicultural Development Programs, New Student Programs, Student Academic Services, Student Health and Counseling Center, Student Life, Technology Services for Student Affairs, University Learning Center, Women’s Center/Adult Reentry/Veteran Student Services. QUALIFICATIONS • An earned doctorate or terminal degree from an accredited institution of higher education and progressive administrative responsibility, with at least five years in a senior leadership role in student affairs. • Demonstrated effective leadership in planning, implementing, evaluating, and advocating for a wide range of student-oriented programs with a studentcentered approach. • Demonstrated experience in budget management, supervision of a large staff and staff development and empowerment. • Demonstrated ability to work effectively with internal and external constituencies to foster collaboration and engagement between the campus and the broader community. • Demonstrated effective communication and organizational skills, dynamic interpersonal skills, and a commitment to civility and collegial governance. • Demonstrated experience working with a diverse student body and a commitment to student development. • Demonstrated effectiveness and sensitivity to a multicultural environment and a commitment to campus-wide educational equity and retention efforts. • Evidence of sensitivity to student and academic concerns and commitment to enhancing an active and collaborative relationship between student affairs and academic affairs and the ability to work effectively with students and faculty. • Familiarity with the application of technology to student affairs. • Demonstrated success in securing external funds to advance the mission of student affairs. • Demonstrated effectiveness in ensuring implementation of co-curricular student learning outcomes and assessment of student learning. STUDENT AFFAIRS AT CAL STATE FULLERTON As a partner in the educational enterprise, the Student Affairs division cultivates a meaningful experience that enhances learning and supports the total development of the Fullerton student. With over 25 departments and programs, Student Affairs provides a diverse set of programs and services facilitating lifelong learning, a sense of personal and interpersonal competence and human understanding of our global society. These services meet the needs of students as they progress through their college experience and also include problem-solving, research assistance and consultation. With a diverse and comprehensive set of responsibilities, Student Affairs contributes to the campus community a special perspective about students, their experience, and the campus environment. Student Affairs promotes an environment committed to advancing and assessing student learning and development, to innovation and collaboration, and to creating an inclusive campus community. The successful candidate will be a dynamic leader, effective and empowering manager, an advocate for the campus’s diverse student body, an experienced partner in university governance, as well as have the ability to build relationships with the community to gain support and understanding of the institution. COMPENSATION The University seeks to fill both the Provost and Vice President for Academic Affairs and the Vice President for Student Affairs positions as soon as possible in 2012. Starting salaries will be competitive and commensurate with experience and qualifications. The positions include broad, attractive benefit packages. APPLICATION PROCEDURE To ensure full consideration, submit application materials by April 13, 2012. Positions will remain open until filled. Applicants are asked to provide a cover letter with statement of qualifications, a curriculum vita, and the names, addresses and telephone numbers of at least five (5) references to the mailing address below. Application materials should clearly identify the position to which candidates are applying. Office of the President, California State University, Fullerton, P.O. Box 6810, Fullerton, California 92834-6810 Attention: Provost and Vice President of Academic Affairs Search Committee Chair C/O: Cassandra Newby (Questions may be directed to: cnewby@fullerton.edu) OR Attention Vice President of Student Affairs Search Committee Chair C/O: Sandy Quintero (Questions may be directed to: squintero@fullerton.edu) ACHIEVING A CLIMATE OF SUCCESS THROUGH DIVERSITY & EQUITY • An Equal Opportunity/Title IX/503/504/VEVRA/ADA Employer

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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

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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®.

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Esquina E ditorial

rizona legislator John Kavanagh, who last year promoted the state’s highly controversial illegal immigration law, is now sponsoring a proposal that all students except those with full athletic or academic scholarships be required to “donate” $2,000 toward their university tuition out of their own pockets. An editorial in the Arizona Daily Star notes that Kavanagh is a criminal justice professor, that he’s taught at Arizona State and Scottsdale Community College. And that his HB 2675 specifies that the $2,000 must not come from “any other source of public or private funding, including grants, gifts or scholarships or tuition benefits or other types of funding administered by or through a university or an affiliate of a university. ...” Summarizing Kavanagh’s reasoning, the editorial says it “boils down to too many university students receiving too much financial assistance from their public university. As a result, they don’t take school seriously. ...” According to Kavanagh’s bio, he holds a bachelor’s degree in liberal arts from New York University, a master’s in government from St. John’s University and a Ph.D. in criminal justice from Rutgers University. And spent 20 years as a policeman with the Port Authority of New York and New Jersey. Daily News staff writer Edgar Sandoval described him as the grandson of immigrants from Ireland and Germany who came to the U.S. “legally.” And as “one of the most prominent faces – and strident voices – behind the much-debated Arizona immigration law.” Kavanagh directs Scottsdale’s Administration of Justice Studies. UCLA’s latest survey of incoming college freshmen shows that both the percentage of students receiving grants or scholarships dropped and so did the amounts granted. But the number who supported preferential treatment for disadvantaged students went up five percentage points, to 42 percent. ¡Adelante! Suzanne López-Isa Managing Editor

VCU V i r g i n i a C o m m o n w e a l t h U n i v e r s i t y

Vice Provost for Undergraduate Studies

TRANSFER ADVISOR

Kansas State University invites applications and nominations for the position of Vice Provost for Undergraduate Studies. The Vice Provost will provide vision and leadership to advance the university’s goals for an outstanding undergraduate educational experience.

Position Number: FA3280

Send nominations, inquires and application materials to Lori Goetsch, Dean of KSU Libraries and Chair of Search Committee at: vpus@k-state.edu. The full position announcement can be found at: http://www.k-state.edu/provost/searches. To be considered, applications must be received by March 30, 2012.

In accordance with Kansas Board of Regents policy, a successful pre-employment criminal background check is required for the final candidate. Kansas State University is an affirmative action/equal opportunity employer and actively seeks diversity among its employees.

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Hire Date: 05/10/2012 Application Deadline: 04/10/2012 The University College of Virginia Commonwealth University invites applicants for an exciting opportunity as a Transfer Advisor. The successful candidate for this position will possess a dedication to customer service while providing transfer credit information, referrals and support to transfer students through the transcript evaluation process, preadmission and transition advising. As a vital addition to a team of qualified professionals within the Transfer Center, it is crucial that this person create and maintain positive working relationships within the department and with other areas within the University. Master’s degree required in Higher Education Administration, College Student Personnel, or related field. Demonstrated experience working in and fostering a diverse faculty, staff and student environment or commitment to do so as a faculty member at VCU required. For more information and to apply, go to http://www.pubinfo.vcu.edu/facjobs/facjob.asp?Item=4503 Virginia Commonwealth University is an equal opportunity/affirmative action employer. Women, minorities, and persons with disabilities are encouraged to apply.

by Carlos D. Conde

LATINO KALEIDOSCOPE

The Fat of the Issue Are Latinos was recently in Texas’ Rio Grande Valley where almost 90 percent of the over 1.1 million people are Mexican-American, and though it should be no surprise, I was taken aback by the endemic epidemic engulfing the community, though hardly anyone there pays it much mind. Perhaps I am a bit dramatic about the obesity problem overtaking Latinos, particularly the youth who are the most vulnerable and with little reference or example on confronting it. Actually, many Latinos, like most Americans, don’t consider obesity a problem for which we all pay dearly in terms of personal health breakdowns, some with dire consequences. If the Valley area is any example, Latinos, particularly the children, are headed toward a lot of medical issues, if not there already. This is not to disparage Latinos, but have you ever wondered why so many, particularly Mexican-Americans, the largest of this minority group, are fat and getting fatter and setting themselves, particularly the youth, up for early onset health problems? It wasn’t always like this, but the age of fast food, modern conveniences and the cyberspace era has made for a sedentary lifestyle where gluttony and a disregard for the inherent problems prevail. You see this everywhere you go in Latino communities; obese adults dragging obese children, loading up the carts in supermarkets with junk foodstuffs and gorging themselves at all-you-can-eat restaurants. We’re a motorized society, and that’s also part of the problem. Few walk anywhere anymore, including schoolchildren ferried or bused everywhere as a matter of convenience and security. An observation by a European tourist to Disney World, seeing so many obese Americans in casual attire, wondered if it might not be some sort of deformity. Maybe it’s too late for some already set in a lifestyle. A 2005 academic study revealed that at least one in four Hispanic adults in the U.S. was obese. For some Latinos, obesity has become so much a part of the anatomy that they wonder about anyone appearing thin and flat bellied. I exercise daily, watch my calories and still wear the same size clothing I did in college. I take pride in this lifetime discipline that promotes a healthy lifestyle. Yet, a question I usually get when visiting my hometown is “Are you well? You’re so thin” – meaning my girth is not splitting my pants, which for many is the standard for good living. Some attribute obesity coupled with the sedentary mode not so much to the conveniences of modern life but to the socioeconomic conditions and culture of a minority group, complicated by a slice of the American lifestyle of pizzas and burgers and the Internet. It’s the Latino children who are the most vulnerable to obesity problems and who, in the long run, will be the most affected. Last September during National Childhood Obesity Awareness Month, the National Council of La Raza (NCLR) highlighted some of the obesity problems plaguing Latino children. According to NCLR, there are more than 16 million Latino children under the age of 18 living in the U.S., an increase of 30 percent since

2000, and that has doubled since 1990, one of the fastest-growing segments of the U.S. population. The NCLR cited research that reveals that as of May 2010, 38.2 percent of Hispanic children ages 2 to 19 were overweight or obese compared with 31.7 percent of all children. The report added that one out of two Latino children born in 2000 will develop diabetes, a statistic that Jennifer Ng’andu, deputy director of NCLR’s health policy project, cites as alarming. “This is not just a health and exercise issue,” Ng’andu said. This is an academic and social justice issue. This is about making sure people have access to information and resources so they can make healthy choices.” A University of Massachusetts study said a key to confronting this health crisis is improving Latino families’ knowledge about nutrition. The challenge is how to dissuade Latino families from overindulging, or tempering some of the ethnic foods entwined in their culture. Moderation, if not modification, is the key, but unlikely, particularly among the lower socioeconomic strata. Studies reveal that this standard fare, along with fast foods, compromises healthy lifestyles that can be improved by altering the diets, particularly among the youth. One of the biggest promoters of healthier eating among youth is former President Bill Clinton, who famously rewarded his jogs with a pause at donut shops – and had heart surgery in 2004 and stents inserted in 2010. His foundation and the American Heart Association have created the Alliance for Healthier Generation to reverse the childhood obesity epidemic by 2015. Memorial High School, in West New York, a predominately Latino town in New Jersey, with the help of the Clinton Foundation program, was recognized as the “Healthiest School in America” for its dramatic change to healthy food choices. Michelle Obama is also giving the obesity movement a lot of wattage by making it one of her priority projects. Labeled “Let’s Move,” it sets an ambitious goal of solving obesity within a generation by, as the program’s objectives state, “combining comprehensive strategies with common sense.” She got the president involved with his signing of a Presidential Memorandum that creates the “first-ever” Task Force on Childhood Obesity,” which will review all programs and policies on child nutrition and physical activity and develop a national action plan. It is well and good that the first lady, the president, the former president and a lot of others on all fronts are getting involved in the fight against obesity, particularly among children. If the effort overcomes the self-serving political rhetoric that sometimes accompanies such projects, it can be considered a lifesaving undertaking, if not a timely advocacy for a healthier lifestyle for Latinos, the children and all Americans.

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Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com. 0 3 / 1 2 / 2 0 1 2

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MAGAZINE® MARCH 12, 2012

CONTENTS Integrating Immigrants into U.S. Society

by Michelle Adam

AAUP President Takes a Current Look at Academic Freedom by Frank DiMaria

Award-Winning Dr. Carlos Castillo-Chávez Going at It Full Steam by Paul Hoogeveen

Ochoa and Rodríguez,Top Presidential Advisors on Higher Education by Marilyn Gilroy

The Primeros Libros Project by Thomas G. Dolan

Improving Latino College Graduation Rates

Page 8 by Angela Provitera McGlynn

“Express to Success” C.C. Programs Speedy and Successful with Latinos by Peggy Sands Orchowski

Online Articles Meet Ana Yolanda Ramos-Zayas by Gary M. Stern To view this and other select articles online, go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Latino Kaleidoscope

Primeros

by Carlos D. Conde

The Fat of the Issue Are Latinos

In the Trenches ... Uncensored

by Marcelo Parravicini

Libros

Project

Marketers vs. Consumers: Who Holds the Power? by Peggy Sands Orchowski

H igh S ch oo l Fo ru m

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Seeking Their Guidance: High School Counseling at a Crossroads by Mary Ann Cooper

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

Hispanics on the Move

Interesting Reads Book Review

by Mary Ann Cooper

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Chicano and Chicana Art: Protestarte

Priming the Pump...

by Miquela Rivera

Latino Students Need Support to Compete Globally

Back Cover Page 24

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COMMENTARY

Integrating Immigrants into U.S. Society

by Michelle Adam

mmigrants have played a key role in shaping the American continent. They’ve helped revitalize major cities and rural areas, and have provided our nation with new ideas and entrepreneurship. Despite these contributions, Mary Giovagnoli, director of the Immigration Policy Center, is concerned that our naturalization process may be pushing immigrants away at a time when our economy may need them more than ever. In her recent report, Improving the Naturalization Process: Better Immigrant Integration Leads to Economic Growth, she urges our government to support a more effective naturalization process – especially at a time when budget cuts may produce the very opposite effect. “This is a Congress that has been incapable of grappling with more than a few economic issues facing us. Issues like immigration get pushed aside,” said Giovagnoli. “Yet, I think getting immigration right is part of the solution.” Currently, the United States has a population of about 12.6 million immigrants who are legal permanent residents (people granted lawful permanent residence, for example, “green card” recipients, but not those who have become U.S. citizens). Of them, 8.1 million are eligible to naturalize (become U.S. citizens). In addition, the number of unauthorized immigrants living in the United States is about 10.8 million, 62 percent of whom are from Mexico (according to 2010 figures of the Office of Immigration Statistics). This population, both legal and otherwise, has been feeling the effects of anti-immigration politics and policies. And Giavagnoli is afraid that this

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climate, and a lack of government direction in creating a more supportive and inclusive naturalization process, is pushing away the very people who have made this country successful. According to the Migration Policy Index (MIPEX), a guide that compares the immigration and integration policies of 31 countries, U.S. naturalization fees “are now higher than in 25 of the 30 other MIPEX countries.” The process of acquiring citizenship in the United States can also be uncertain, lacking “legal time limits (unlike in 13 MIPEX countries). Many long and discretionary background checks also leave applicants slightly insecure about their status.” (Thomas Huddleston, et al., Migrant Integration Policy Index III) In addition, “despite the steady rise in naturalization rates over the decades, a shocking number of people do not naturalize who are eligible to do so,” wrote Giavagnoli in her report. “In 2008, for example, while more than one million LPRs [lawful permanent residents] naturalized, more than eight million were eligible to do so.” MIPEX researchers ranked the U.S. ninth overall (among 31 countries) in its immigration and integration policies, with 62 of a total possible 100 points derived from averaging scores in seven categories. The categories included labor market mobility (how immigrants access jobs and job training); family reunification (who is eligible to bring family members, and which family members); access to education; political participation; longterm residence (who is eligible, how does one get it, and can it be revoked);

access to citizenship; and anti-discrimination laws and protections. “You see kids who are citizens except for the piece of paper. They have In education, the U.S. scored similarly in its overall points. According been educated in the U.S. most of their life, if not their whole life. So many to index researchers, all students in of them are valedictorians and leadthe U.S., regardless of status, may ers in their community and are every attend free public schools. In addibit as American as the kid sitting tion, “Undocumented students have next to them,” explained Giavagnoli. no clear legal path to college, nor “The higher rates of college for in-state tuition in 39 states (unlike them make it inaccessible, especialaround half the MIPEX countries). ly for kids of undocumented parTargeted programs slightly help ents. You often hear people talk minority students and limited about dreams denied. Studies of English speakers complete school, these students suggest that it is very from pre-school to college ... but demoralizing because after high states rarely see the new opportunischool these kids have nowhere to ties that migrant children bring.” turn. Educators fear that these kids While the U.S. measures favormay be more subject to becoming ably in education, it’s also one of the high school dropouts and being major targets of immigration restricunemployed. These students also hit tion, claims Giavagnoli. “To justify a wall because they can’t get work anti-immigrant legislation, the first authorization even after getting their place people hone in on is on how degrees because they are not here much undocumented immigration legally. Also, imagine, in addition to costs to states, and especially on all the worries of school, looking how much it costs to educate these over your shoulder and worrying if kids. But they don’t think about all you are going to be deported.” the contributions in spending and In an effort to better integrate purchasing power these families add immigrants into our society – and as well,” she said. especially young students with great “The Immigration Reform Law potential – citizens have been pushInstitute wants to challenge Plyler v. ing for Congress to support the Doe [the U.S. Supreme Court case DREAM Act. If this act were to that protects the right of every child, become law, it would make undocno matter his or her immigration staumented youth eligible for a sixtus, to attend a U.S. public school year-long conditional path to citifrom kindergarten through 12th zenship that requires completion of grade]. This affects any immigrant a college degree or two years of since it’s hard to prove status, and it military service. fosters a discriminatory atmosphere.” “The DREAM Act would allow Giavagnoli added, “We provide them to go to school while working English as a second language and help and lets these students become perkids attain a basic standard in English, manent residents down the road,” but we don’t look at the cultural explained Giavagnoli. “There have issues. It is important we bring famialso been movements at the state lies into the educational process and level that provide tuition equity. These understand the issues families face.” have sometimes been called the State When looking at higher educaDream Act, although at the state level tion, about 65,000 youth, a majorithey can’t confer citizenships.” ty of whom are Hispanic and have Beyond education, U.S. immiMary Giovagnoli, director, Immigration spent most of their lives in the U.S., grants face great challenges when it don’t have the chance to receive an comes to family reunion. “We have Policy Center affordable college education. They some serious problems here. We are deemed “illegal immigrants” have major backlogs of people because their parents are illegal, and are therefore unable to afford out- wanting to reunite with family members. Particularly, if you are a U.S. citiof-state tuition costs or receive scholarships that they might receive as zen, immediate family members can reunite with you. If you are a lawful citizens. permanent resident, it is harder for them to come over here if they don’t

“Many legal immigrants from

Mexico have family members in line to come, and must wait

about 15 to 20 years to complete their family.”

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come with you. It can take five years to bring them over. If looking at adult children or married children or brothers and sisters, you have to wait a very long time,” said Giavagnoli. “We are rooted in the mindset of the single man coming over until he can bring the rest of the family over. Our framework does not really reflect what we need for the 21st century in keeping families intact and making sure people immigrate in a way that ensures our economic and competitive edge. We are hearing about scientists and engineers going back home because of the long lines and delays of bringing family members over. This is tied closely with our business success.” When it comes to immigration as a whole, Hispanics make up a large percentage and are unique “because on the one hand the percentage of the Hispanic population that is native born is higher than foreign born,” explained Giovagnoli. “Unfortunately, a lot of people stereotype Hispanics as all illegal and from another country. One of the important things for the Hispanic community is the deep roots many have here coupled with many who are immigrating legally to the U.S.” These immigrants face the same challenges others do when it comes to family reunification. “Many legal immigrants from Mexico have family members in line to come, and must wait about 15 to 20 years to complete their family,” said Giovagnoli. “It is an issue that unites Hispanic immigrants with other immigrants from other countries. Everyone is facing these huge backlogs, especially for groups with a lot of immigration in the past.” While the United States has immigration policy deemed more favorable than that of numerous other countries, the current state of affairs and politics of immigration is confusing and threatens the potential success of an integrated society. “We have a dichotomy in the U.S., the tension of welcoming immigrants and at the same time being afraid of them,” said Giovagnoli. Arizona, Alabama, Indiana, Oklahoma, South Carolina and Georgia have passed measures challenging illegal immigration. Arizona’s law criminalizes illegal immigration and allows police authorities to question anyone they suspect lacks legal immigration papers. The same holds true for the other states. “Even where there is anti-immigration legislation, a lot of people in the state recognize it is bad for the state. It is bad for our economies and communities if a state is perceived as unwelcoming to newcomers of all kinds. This battle is being played out in all state houses,” said Giovagnoli. “In Arizona, despite Senate Bill 1017 [the anti-immigration bill there] and legislation poised to consider many more restrictive immigration bills the following year, 60 of the major civic leaders of the state wrote to the legislature and told it that they were making Arizona look bad. That was a major PR disaster! With laws passed against immigration in Alabama, we are also seeing a major outpour from civil rights, religious and business leaders saying that ‘this is not my state.’” While immigration has become a political hot button, cities and towns throughout the U.S. are well aware of the role immigrants play in revitalizing their communities. “A lot of major cities like Cleveland, Detroit and Dayton have recognized the importance of immigrants in their communities. They are the ones who have come into their communities when they are in decline and have put time, money and energy into them. These are often big cities with decaying inner-city neighborhoods that become revitalized. Dayton, Ohio, just issued a major plan of bringing more immigrants into their communities to reinvigorate them,” said Giovagnoli. “This is a rural issue too. In southwestern Kansas, many communities continue to exist because immigrants have come in to work in industries

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like the meatpacking industry. This happens across the board.” There are many examples of cities and towns expressing their need for immigrants, despite attacks against this population in the U.S. Yet, according to Giovagnoli, the U.S. government lacks a comprehensive approach and vision for integrating these individuals, especially those who are legal, into the fabric of American life. “Naturalization is really the ultimate piece of integration. When you become a citizen, you have the full opportunity to participate in civic life and to vote. For many people that represents a core part of being a member of the country,” said Giovagnoli. “We have tended to focus on naturalization as an isolated act. We need an integration strategy as part of the naturalization process. We’ve learned that the countries that think through the whole process have laws that tend to reflect a package of ideas that will help move an immigrant forward to citizenship.” While Giovagnoli believes we need a stronger integration process and clearer national vision toward immigration, she is optimistic about changes in the naturalization process that began with our former and current U.S. president. Since 2003, the national Office of Citizenship was developed to promote citizenship by teaching and helping people apply to become citizens. “Even before the office was formed, there was an effort to rewrite the naturalization exam to make it more meaningful and accessible for immigrants. Although there wasn’t a lot out there promoted by the government to teach what it takes to be a good citizen,” said Giovagnoli. “Through a series of grants, the government has been able to help communities teach people to pass the exam and be good citizens. And until recently, Congress was willing to support those efforts with money and grants.” Despite these steps forward, Giovagnoli is worried we might lose this support for naturalization. “Right now, these appropriations are really under threat. We could lose the money altogether,” she said. “So it’s a do or die time for the country when it comes to promoting integration and naturalization. And we aren’t going to get the support for integration if people don’t see the importance of people naturalizing, and if they don’t understand the important role the government can play in promoting good citizenship.” While numerous states are working hard to support naturalization, we need to decide how much we value immigrants and their contributions to our country’s success. “A lot of the real great work is happening at the state levels. Illinois and Massachusetts have been leaders in creating strong support for immigrants, and also New York City and Philadelphia. What immigrants need is education, workforce development, and support for entrepreneurship. There are lots of local initiatives,” said Giovagnoli. “But the federal government needs to have a national strategy. It needs to reflect what we value about immigrants and immigration. The more we treat this as a national value and fund it accordingly, the more we will head off the anti-immigrant sentiments that have grown.” As Congress decides on where to make budget cuts, Giovagnoli is keeping her fingers crossed. “I am naturally a hopeful person, but we are in a bad patch right now,” she said. Her hope, though, resides in the fact that “when people are polled on other issues related to immigrants, for the most part they are positive.” They realize, in her view, that immigrants are what have made this country successful – and still do – and that it’s time to put fear-based politicking aside and build a more cohesive national vision that integrates immigrants into a society that they have helped make strong.

FACULTY

President Takes a Current Look at Academic Freedom

by Frank DiMaria ince its beginning, the American Association of University Professors (AAUP) has championed the theory that the three-legged stool – tenure, academic freedom and shared governance – supports America’s system of higher education. In fact, the organization was founded when philosophers Arthur O. Lovejoy and John Dewey took exception to Stanford University’s firing of noted economist Edward Ross because Mrs. Leland Stanford didn’t like his views on immigrant labor and railroad monopolies. Nearly 100 years after Lovejoy and Dewey convened the first meeting out of which the organization grew, the American Association of University Professors is still fighting for academic freedom, and Cary Nelson, Ph.D., AAUP’s president, is the organization’s most vocal spokesperson. In his latest book, No University Is an Island: Saving Academic Freedom, just released in paperback by the New York University Press, he discusses assaults on academic freedom, contingency, unionization, and reflects upon his AAUP presidency. In the book, Nelson discusses several threats to academic freedom. Chief among those threats is what he calls “Instrumentalization,” or the notion that higher education is first and foremost job training. He says that even in the months since his book has been published it has become clearer that a current idea is that what all students need from college is job training – not intellectual inspiration, training in critical thinking, experience in active citizenship and the freedom to discover who they are and what their best life’s work might actually be. And this idea is gaining force. “Republican and Democratic politicians alike seem to agree that job training is all that matters. Such beliefs are a threat to academic freedom and the opportunity it gives to

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help students lead more fulfilling lives,” says Nelson. Administrators at most universities falsely claim, Nelson argues, that their institutions are in financial crisis. These claims are increasing and are threatening the existence of many humanities and social science departments and, as a result, the careers of many faculty members. “Academic freedom doesn’t mean much to a French professor if the French department is closed. We need to refocus and make certain that the money colleges have is spent on teaching and research, not more administration,” he says. Nelson writes that the disciplines that can generate outside resources are more secure in the corporate environment of today’s higher education institutions. But the humanities and social sciences, on the other hand, are becoming increasingly vulnerable to financial cuts. He argues that the general public understands science and engineering breakthroughs, and it recognizes that if academics are to make breakthroughs in these disciplines, researchers must pursue controversial ideas without fear of reprisal. In the public’s view, advances in medicine, chemistry and engineering require academic freedom. But, he argues, the same is true of the humanities and social science fields, both of which are much less well understood by the American public. “Academic freedom protects the cutting-edge research that keeps fields like English and history alive and vital. Academic freedom protects research that corrects errors and incorporates new knowledge. That research filters down to the faculty members and students who do not do research. The academic freedom that protects research and free expression has made our college and university system the best in the world,” says Nelson. America’s colleges and universities must prepare for the next generation of students, many of whom will be first-generation college attendees or students from immigrant families. To meet the needs of these students, Nelson says, institutions will need to offer more advising, more courses designed for student needs and more full-time teachers who can provide students with the attention they need. Universities and colleges might indeed need to hire more teachers to keep up with growth in admissions and to meet the needs of the next generation. However, if recent trends continue, it is unlikely that many of those new hires will be on a tenure track. Nelson writes in his book that of the 1.4 million faculty members in the U.S., nearly one million are contingent. The huge shift toward reliance on contingent faculty has risen from 33 percent to 70 percent over the past 35 years. Today contingent faculty does more than two-thirds of all college teaching, and often at more than one school. These faculty members work without health care and do not have offices in which to meet with their students. They have no job security so they have no protection against those students, parents, administration, politicians or community leaders who are offended by what they say in the classroom or in print, Nelson writes. “They may not even have time to stay current in their fields. And it is brutal to teach without access to health care. Teaching at one school is better than teaching at three or four. Those degraded contingent faculty working conditions produce degraded student learning conditions. Plus contingent faculty have little or no role in shared governance and little or no academic freedom,” says Nelson. Another serious threat to academic freedom that Nelson discusses in his book is what he calls authoritarian administration. Since time immemorial, institutions have governed by administrative fiat. “The problems are perhaps most notable at tenureless institutions, proprietary schools and small colleges with little history of shared governance, including some religiously

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affiliated institutions” and some historically black colleges and universities, writes Nelson. AAUP’s Committee A on Academic Freedom and Tenure regularly documented the consequences of authoritarian administrations, not a useful tactic of governance, according to Nelson. It is becoming more and more difficult to guarantee shared governance standards without the leverage of legally enforceable rules. And Nelson says there are two reasons for this: College and university administration has become more centralized over the last decade and boards of trustees have become more corporate and less faculty friendly. “The bottom line is that unless the faculty controls hiring and the curriculum through shared governance, academic freedom doesn’t mean much in practice. A union contract is the best way to enforce the shared governance procedures that protect academic freedom,” says Nelson. The problem, according to Nelson, is that the faculty as a whole is generationally divided and has one foot in the cradle and one in the grave. On one hand there are those professors who are too young to know any better and on the other those who are waiting to retire. “They all need to buy good union-made shoes and organize,” he writes. Nelson addresses two types of intolerance that are threatening academic freedom: political and religious. Political intolerance in the U.S., he writes, has been promoted by the renewed culture wars of the past decade, with the right wing’s well-funded special focus on classroom speech and campus life, although political intolerance can come from either the right or the left. He sees a rise in aggressive political attacks on academic freedom from outside the university, especially “from politicians demanding that faculty be fired to donors attempting to block controversial speakers on campus,” he writes. Regarding religious intolerance, Nelson contends that in America and abroad there are colleges and universities so consumed with their sense of doctrinal certainty that they do not honor an acceptable standard for free inquiry. Just because students and faculty willingly and happily accept “extreme restrictions on speech, does not change the expectation that higher education should challenge fundamental beliefs, and such institutions do not do so,” he writes. Nelson does not condemn every religious institution. Many leave most academic disciplines virtually untouched by doctrinal issues, but religious fundamentalism, he writes, whether in the U.S. or in the Middle East, poses a serious threat to academic freedom. Nelson, a professor of English and Jubilee Professor of Liberal Arts and Sciences at the University of Illinois at Urbana-Champaign, also discusses inadequate and in many cases nonexistent grievance procedures at many American institutions, including his own. Academic senates, according to Nelson, do not have a positive record of handling individual cases of violations of academic freedom. Although AAUP is more knowledgeable about employee grievances and offers advice on such issues that is often heeded, it has no authority to settle a case or enforce an agreement. In his book, Nelson writes that the increasing number of part-time faculty who do not enjoy tenure makes it even more important that institutions implement grievance procedures that can protect academic freedom and job security, block workplace exploitation and ensure safe working conditions for all faculty and staff. He, as well as most individuals in the professoriate, is deeply devoted to his students and his profession. However, the movement of professors from one school to another in search of a position on a tenure track is making professors less loyal to their institutions. “Not all faculty members stay long at one school, so their institutional commitment may be less strong. But colleges and universities nonetheless

benefit from the professional commitment most faculty feel. Most faculty also want the places where they teach to aspire to be better than they are, but positive change can seem hopeless at some schools,â&#x20AC;? says Nelson. In the book, Nelson poses the question that in all likelihood is upon the mind of every American professor: Is tenure dead? Nelson lists a number of individuals and organizations, including the Pew Foundation, that have been trying and, in his view, succeeding in abolishing tenure. To prove that the institution of tenure might be on its way out, Nelson quotes numbers that AAUP obtained from raw data collected by the U.S. Department of Education. The data show that from 1975 to 2007 the percentage of American faculty either tenured or eligible for tenure has been gradually cut in half, from 56.8 percent to 31.2 percent, while the percentage of contingent faculty rose from 43.2 percent to 68.8 percent (AAUP, Trends) and is now 70 percent or more. Although the actual number of tenured positions has not significantly declined, Nelson writes, the bulk of hiring by institutions has been off the tenure track. Nelson dramatizes the differences between the worlds with and without tenure and explains why tenure is beneficial to both those who enjoy it and those who do not. Once professorial arrogance might have threatened higher education, but today the most common emotion on campus is fear. He writes that a department of tenured faculty may succumb to posturing and bombast, but even that is preferable to a climate of fear. Professors today design their courses as to avoid controversial issues and the potential of losing their jobs. â&#x20AC;&#x153;Untenured or part-time faculty especially are afraid theyâ&#x20AC;&#x2122;ll lose their jobs if they upset their students by challenging their basic beliefs. Parents will complain. Politicians will complain. And faculty will pay the price. If, on the

other hand, a majority of faculty on campus are tenured and simply cannot be fired without a hearing and due process, it creates an expectation that free speech is protected for everyone â&#x20AC;&#x201C; students and faculty alike,â&#x20AC;? he says. Nelson points to a class that he teaches on the Holocaust in which he requires that his students read literature that discusses unfettered human evil and that may undercut the studentsâ&#x20AC;&#x2122; beliefs in what it means to be human. This literature, Nelson says, challenges what many students would like to believe. There is an economic and cultural divide in higher education, a divide between those with tenure and those without. â&#x20AC;&#x153;Tenure is becoming concentrated in elite institutions, where it serves elite students and offers faculty elite identities. The world without tenure is more and more the home of poor, most notably in community colleges. Offered to poor students, to working-class students, to disenfranchised minorities â&#x20AC;&#x201C; often enough by alienated faculty â&#x20AC;&#x201C; untenured teaching too easily becomes a second-class education,â&#x20AC;? Nelson writes. Nelson has been on the AAUPâ&#x20AC;&#x2122;s governing National Council for 15 years, six of those years as vice president and four as president. He is an author or editor of 25 books and the author of 150 articles. In such books as Manifesto of a Tenured Radical (1997), Academic Keywords: A Devilâ&#x20AC;&#x2122;s Dictionary for Higher Education (1999), and Office Hours: Activism and Change in the Academy (2004), the last two co-authored with Stephen Watt, he has written widely on most of the major issues confronting the academy â&#x20AC;&#x201C; including academic freedom, collective bargaining, contingent labor, corporatization, globalization, the Internet, political correctness, sexual harassment and the relationship between teaching and research.

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Montclair State University Foundation/ University Advancement 9

<UKLY [OL KPYLJ[PVU VM [OL =7 MVY <UP]LYZP[` (K]HUJLTLU[ [OL PUKP]PK\HSÂťZ YLZWVUZPIPSP[PLZ ^PSS PUJS\KL I\[ HYL UV[ SPTP[LK [V [OL KH` [V KH` Ă&#x201E;UHUJL HUK HJJV\U[PUN HJ[P]P[PLZ VM [OL 4VU[JSHPY :[H[L <UP]LYZP[` -V\UKH[PVU WSH` HU PU[LNYHS WHY[ PU [OL I\KNL[ WYLWHYH[PVU HUK YL]PL^ MVY [OL +P]PZPVU VM <UP]LYZP[` (K]HUJLTLU[ THUHNLTLU[ VM [OL -V\UKH[PVUÂťZ \UP[PaLK LUKV^TLU[ HKTPUPZ[YH[PVU HUK NLULYHS SLKNLY WYLWHYH[PVU VM X\HY[LYS` `LHYLUK Ă&#x201E;UHUJPHS Z[H[LTLU[Z HSVUN ^P[O [OL HUU\HS H\KP[ ;OPZ OHUKZ VU WVZP[PVU YLX\PYLZ PUKP]PK\HSZ JHWHISL VM WLYMVYTPUN H IYVHK YHUNL VM K\[PLZ ^P[O H OPNO KLNYLL VM HJJ\YHJ` HUK [OVYV\NOULZZ 4HZ[LYÂťZ KLNYLL PU HJJV\U[PUN I\ZPULZZ HKTPUPZ[YH[PVU VY YLSH[LK Ă&#x201E;LSK HUK VY *7( SPJLUZL PZ KLZPYLK *VTWL[P[P]L JHUKPKH[LZ ^PSS OH]L H TPUPT\T VM `LHYZ VM OPNO SL]LS ^VYR L_WLYPLUJL ^P[O H MVJ\Z VU Ă&#x201E;UHUJL HJJV\U[PUN I\KNL[PUN HUK PU]LZ[TLU[ YLWVY[PUN >VYRPUN RUV^SLKNL VM -(:) .((7 09: <740-( \UP[PaLK HJJV\U[PUN TL[OVKZ HUK UVUWYVĂ&#x201E;[ HJJV\U[PUN PZ Z[YVUNS` WYLMLYYLK 7YL]PV\Z ^VYR L_WLYPLUJL ^P[O J WYVĂ&#x201E;JPLUJ` ^P[O 0; Z`Z[LTZ PUJS -PUHUJPHS ,KNL 9HPZLYÂťZ ,KNL PZ KLZPYLK For detailed job descriptions, visit www.Montclair.edu. :\ITP[ JV]LY SL[[LY HUK YLZ\TL [V hr@mail.montclair.edu or Search Committee, College Hall â&#x20AC;&#x201C; Room 316, Montclair State University, 1 Normal Avenue, Montclair, NJ 07043. (Please include V#) 6WLU \U[PS WVZP[PVU PZ Ă&#x201E;SSLK

V i r g i n i a C o m m o n w e a l t h U n i v e r s i t y

WRITING CENTER COORDINATOR Position Number: FA2120 Hire Date: 05/10/2012 Application Deadline: 04/01/2012 The University College of Virginia Commonwealth University invites applicants for an exciting opportunity as a Writing Center Coordinator. The Writing Center Coordinator supports the Director in implementing studentcentered writing assistance programs. The Coordinator handles day to day operations including scheduling, supervision, training and evaluation of consultants, as well as oversight for Writing Center specialty programs. As a vital addition to a team of qualified professionals within the University College, it is crucial that this person create and maintain positive working relationships within the department and with other areas within the University. Masterâ&#x20AC;&#x2122;s degree in English, Composition, or related area required. For more information and to apply, go to http://www.pubinfo.vcu.edu/facjobs/facjob.asp?Item=4504 Virginia Commonwealth University is an equal opportunity/affirmative action employer. Women, minorities, and persons with disabilities are encouraged to apply.

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

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PROFILES/LEADERSHIP

Award-Winning Dr. Carlos Castillo-Chávez Going at It Full Steam by Paul Hoogeveen

eing recognized for his significant body of work in mathematical biology is nothing new to Dr. Carlos Castillo-Chávez. A full professor at Arizona State University, he has been honored a number of times since his days at Cornell University in the 1990s. Among other achievements, he has received awards from the National Science Foundation and the Office of the President of the United States; the Society for Advancement of Chicanos and Native Americans in Science (SACNAS); and the American Association for the Advancement of Science (AAAS). In December 2011, he was named by President Obama to receive the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring for his work with the Mathematical and Theoretical Biology Institute (MTBI), which he founded. But if not for one life-altering event that transpired in Mexico City in 1968, his road to academic success is a path he might never have taken. Castillo-Chávez had an unremarkable upbringing in Mexico City, where he was born in 1952 and raised with several siblings. He was a good student in elementary school, particularly excelling at mathematics. In 1968, while still in high school, his life – and the lives of thousands of other young Mexican students – would be altered forever. Mexico City was hosting the Summer Olympics that year, and student demonstrations were sweeping the city, as they were in many countries. The demonstrations culminated in what became known as the Tlatelolco Plaza massacre on Oct. 2, in which as many as 40 and possibly more demonstrators were killed. “There were some big political changes in Mexico,” said CastilloChávez. “There were demonstrations; we wanted to have democracy. I participated in a lot of those demonstrations. My father sometimes came with

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me. In October 1968, the government shot a lot of students. After that, my life as a student became more involved in politics, theater, music, and I wasn’t such a good student afterwards. That really changed my life. I thought that Mexico was never going to change.” By his own account, Castillo-Chávez never envisioned himself becoming a mathematician, even though his father encouraged him to go into physics. He was more interested in theater. “I really wanted to be an actor,” he recalled. “I worked on plays that were for local communities – that’s what I really liked. Most of this time, I was also working full time, so I was running from classes to plays to work.” Feeling that he was not getting anywhere with acting, he came to the United States in 1974. He took work in a Wisconsin cheese factory, where he learned some valuable life lessons. “Fortunately, the cheese factory was an eye opener,” he said. “I saw some people that had been there 20 or 30 years, and I knew that I had to do something else. I decided I had to go to college. So I went to the University of Wisconsin-Stevens Point.” Initially unsure of what to focus on, Castillo-Chávez graduated in 1976 with dual degrees in mathematics and Spanish literature. He later earned his master’s degree in mathematics at the University of WisconsinMilwaukee, and then moved on to complete a Ph.D. in mathematics in 1984 at the University of Wisconsin-Madison. “It did have some connections to biology,” he said of his doctoral studies. “It was primarily still theoretical, but in my last year in graduate school I managed to take two courses with two biologists as part of my minor. I

took a course in theoretical plant ecology and a course with a professor in genetics. These courses opened a new world of possibilities in biology. As a result, I applied for and went into a postdoctoral position at Cornell University. I was there as a post-doc for three years.” Castillo-Chávez stayed on at Cornell, became tenured in 1991, and received a half-million-dollar fellowship award from President George H. W. Bush in 1992. While at Cornell, he began his groundbreaking mathematical study on HIV dispersion. As he described it, the spread of HIV was not well understood at the time, and surveys weren’t even taking such

tion at Arizona State University – a move he says he undertook because of his affinity for nonselective schools, as well as his desire to work with students who may not have had the same kind of opportunities as students who get into more selective institutions like Cornell. His work at Arizona State has been no less grounded in social and biological concerns; among his more recent work is research focused on drinking behaviors. “A lot of the work I do is in the use of mathematics in simulation, in the study of different kinds of systems that involve social sciences and biological sciences and processes,” he said. “I have worked a lot on drinking issues.

President Barack Obama greets the 2011 Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring recipients in the Oval Office, Dec. 12, 2011. (Official White House Photo by Pete Souza) things as dating behaviors into account. “Part of what I did,” he explained, “was to develop a theory of what we call ‘mixing’ – a theory that creates a structure that describes how different types of people might have sex with different types of people, and how these structures will impact the spread of HIV.” His study, focused on the university student population, aimed to answer a few fundamental questions: What percentage of the student population was sexually active, who was having sex with whom, and who was dating whom? He said that most importantly, he discovered it was the university structure itself – primarily in terms of student housing – that was a significant determinant. “We tried to assess what would be the impact of this on the spread of HIV among young people,” he said of his study. “Typically, what you want to learn from this model is: What are the most important things that you have to do to really diminish the number of cases?” With research like his HIV study, Castillo-Chávez cemented his focus on mathematical biology while at Cornell. But he left in 2005 to take a posi-

I’ve worked with lots of different people in the state. We looked at the role of environment – where bars are located, how people are moving from different areas and what the implications are of these on the distribution of different types of drinkers, including binge drinkers in colleges and universities.” Castillo-Chávez described how, in one case, he received research funding from the National Institute on Alcohol Abuse and Alcoholism. “They wanted somewhat specific questions,” he said. “I thought the questions they asked were not so interesting from the point of view of mathematics. What we did is to raise a lot of questions that they hadn’t thought about.” Primarily, he explained, no one had really considered characterizing the environments in which people drink. His models suggested that in the simplest terms, places where people drink could be classified as high-risk or low-risk. “If we could classify some drinking places as high-risk and some as low-risk,” he said of the study, “and there were some people that moved between those environments, how would that affect the distribution of people with problem drinking? We found that the more people moved, the worse off things were, and if people didn’t move a lot, you’d still see a lot

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Dr. Carlos Castillo-Chávez is at center

of heavy drinkers, but that wouldn’t increase. “Based upon that, we began to characterize these universities and different places where people drink, from fraternity parties to home parties to different kinds of activities, and tried to determine how much time individuals were spending in these environments. And of course, the longer you stay in high-risk drinking environments, the more likely you would become a heavy drinker, and if you move from one environment to another, that affects the distribution. All of these questions – describing what people do, the places where they drink, and how the environment affects their drinking – had never been studied in any of these alcohol studies until we got this project.” Mathematics and Theoretical Biology Institute Despite the importance of these studies, perhaps nothing is of greater significance to Castillo-Chávez than his well-known summer program – the Mathematics and Theoretical Biology Institute – and the students he has seen graduate and move on to prestigious faculty positions of their own. The program brings in a variety of promising students from nonselective institutions across the country and provides them with the opportunity to pursue self-directed research projects, with support from Arizona State graduate students and faculty. “I started the summer program in 1996,” said Chávez. “It includes representation of particularly minority students, but I don’t do a minority program. It’s an integrated program; about 50 percent happen to be underrepresented minorities. Students apply from all parts of the United States. We take students that go to nonselective institutions – good students. They have to have good letters of reference and they have to have good grades.” Castillo-Chávez explained that the program tends not to take applicants from upper-tier schools because students from such institutions tend to have other opportunities that are less available to students at nonselective institutions. “Our goal is to expand the pool, not to get into a fight with other institutions for the same students,” he said. “The program got 150 applicants

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in its first year, and we got over 120 underrepresented minorities. We get about a hundred applications a year and take on average 25 students, including five returning students. We’re happy that we only have to reject 80 percent of the applicants.” On the significance of MTBI, Castillo-Chávez said that most importantly, it has managed to change the typical graduate student research scenario. “The typical research model is to let students work under an expert – and the expert is a professor who has been doing the same thing for 500 years,” he explained. “He or she thinks that they are God, and the student looks at them in awe because they seem to know everything. Probably most of the time, the student is smarter than the professor – less experienced, but smarter. So we changed the paradigm. The faculty is not allowed to choose the project; the students choose the project. But the students need to convince three other students on what kind of project to work. For example, we have four Latina students who decided to work on bulimia.” The process is highly student-driven, said Castillo-Chávez, with faculty taking on support roles and often learning new information side-by-side with students. “The grad students and faculty supporting don’t know anything about the topic, so they have to work with them and study with them. In this process, the students realize that 99 percent of the time, they come with better ideas, and this really empowers them. We train them for three or four weeks on basic mathematical approaches and modeling, and the last three or four weeks they work on their projects. Then they write a technical report of 30 to 60 pages. They are equivalent of a master’s thesis.” Castillo-Chávez said that the program has generated about 78 doctoral degrees thus far, including 46 awarded to underrepresented minorities. “It has been a bona fide success, with some of the students getting faculty positions at Brown, Michigan, Arizona State and Puerto Rico. It comes down to the fact that the students take leadership and we become supporters of their ideas, efforts and imagination. It demystifies the powers of the faculty.” Asked what he would say to young adults just embarking on their own academic paths, Castillo-Chávez reflected on his own rather nontraditional road to success. “Some people have very organized lives, and that’s great. I didn’t. I got my Ph.D. when I was 32. I think that it takes time for people to find their voice. I never saw myself as a mathematician, and even after I got my Ph.D., it was not complete. It was not until after I got to use mathematics to solve social and biological problems that I felt more excited, more in tune with the community that I come from and the kinds of challenges that we face. It took me a long time to figure that out. “You have to work hard at whatever you do, but I think the most important thing is that you have to work at things that you are very able to be passionate about. When students find a passion, whatever that is – not what people tell them to do – they need to find their voice and go at it full steam.”

In the Trenches...

Marketers vs. Consumers: Who Holds the Power? by Marcelo Parravicini

The

consumer has always been king, but today that adage has taken on a whole new meaning. Historically, marketers told consumers what they thought they wanted to hear and relied mainly on print and broadcast media to generate brand recognition and sales. But over the past few decades, consumers’ voices have been amplified. More often than not, they’re the ones building, or tearing down, the brand. Peer-to-peer networking and conversation, not the traditional marketing mix, drives branding and positioning for many companies today. Marketers are now tasked with ensuring consumers have a good experience with their organization, and are willing to share that experience with others. The explosive popularity of social-networking sites, such as Facebook and LinkedIn, has enabled consumers to create their own “commercials” and share them with their network in an instant. My job as chief marketing officer of Post University is to make sure any “commercial” shared about our organization is positive. Here are some things I’ve learned about how to achieve this. When I joined Post University six years ago, the organization worked to reach potential students through traditional marketing methods. But relying solely on the usual advertising outlets doesn’t often work anymore. The first challenges I faced were limited resources and an incredibly crowded landscape. Some industry players were competing against us with hundreds of millions of dollars. I started with a budget less than 1 percent of that of the largest competitors. Our strategy was simple: Be everywhere. I worked to figure out how to maximize Post University’s share of voice in that environment by understanding how prospective students were searching for information, and determining how we could maximize our visibility without going toe-to-toe with our competitors. This meant brand building was key. On a per-view basis, the Internet is the most affordable medium for brand building. Not long ago, the Internet was a catch-all of information. Consumers were seeking what was considered to be unbiased information, and they wanted to be able to choose what to look at. At the same time, though, consumers could search endlessly and not find what they were looking for.

This created an ideal opportunity for aggregators to emerge. They would gather data on different universities and present what appeared to be an unbiased view of the options available to prospective students. It made a lot of sense for Post University to leverage the aggregator channels in reaching potential students. As Internet users have become more sophisticated, however, they are starting to understand that aggregators are not always the most reliable information sources. Prospective students are now increasingly seeking information on specific brands. The day of broad-based search is rapidly being replaced with branded search, fueled by consumer-driven buzz about the brand. This trend in consumer behavior became the primary driver of our current strategy. As soon as we realized that what consumers are looking for is tangible value, we made sure that was the focus of our marketing messages. For instance, we offer relevant, high-quality degree programs, but we are a brick-and-mortar, 120-year-old, traditional university with a New England campus, NCAA Division II sports, and onsite faculty and staff. In essence, we needed prospective students to know that we are a “real university” that also offers online degree program options for working adults. We share student stories on our website and blog so prospects can get their peers’ perspective on what Post University has to offer, rather than read marketing-speak that has little to no meaning to them and does not differentiate us from our competitors. To do this effectively, we must have a great product. We can’t offer programs that aren’t relevant to the needs of students and employers who will hire them. We can’t force students to take courses that only offer information that could be easily learned from a book. And we can’t provide online degree programs that don’t foster strong connections between students and their professors and fellow students. Relevancy, value and return on investment are crucial to students, so they must be crucial to us. Unlike magazines, newspapers, radio and television, the Internet is a searchable system with a lengthy shelf life. Once something is out there, it’s there for a long time and accessible with just a few keystrokes. That’s why marketers’ actual and implied promises must be reliable. While there’s no guarantee that every peer-to-peer comment and conversation will be positive, marketers can foster positivity by providing a highquality product; marketing it in an honest, straight-forward way; and making obtainable and genuine claims. The consumer is king. But it’s up to marketers to ensure the king rules in favor of the brand. About the Author: Marcelo Parravicini is chief marketing officer for Post University. He blogs at blog.post.edu, and can be reached at MParravicini@Post.edu.

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Two

by Marilyn Gilroy

Ochoa and Rodríguez, Top Presidential Advisors on Higher Education

Hispanics, Dr. Eduardo Ochoa, assistant secretary for postsecondary education, and Roberto Rodríguez, special assistant to President Barack Obama on education policy, are among the administration’s top advisors on higher education. Both are calling on the sector to be more innovative and productive in order to increase the number of college graduates. “The biggest immediate challenge to higher education overall is capacity,” said Ochoa in a speech at Duke University. “How do we increase dramatically the number of graduates per year in an era of tight resources while simultaneously improving quality?” Ochoa oversees more than 60 programs that disburse $3 billion annually and are designed to make education after high school affordable and high quality. This includes the eight TRIO programs for needs-based higher ed students, the Fulbright scholarships, and institutional-development programs for minority students. The Office for Postsecondary Education (OPE) also certifies all regional and national accreditation agencies and holds the authority to determine which schools can receive federal financial aid and Pell grants. In his role as one of the administration’s top advisors and ambassador for its postsecondary education policies, Ochoa has been on the road with a message. Simply stated, he says the higher education sector must make some strategic changes if it is to meet the goal set by the Obama administration to make the U.S. the world’s most educated country with the highest number of college graduates by 2020.

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It is a goal being fueled by economic realities and demographics. “We need a highly educated workforce to enhance our global competitiveness but also to enhance upward mobility for historically disadvantaged groups, such as Latinos and AfricanAmericans,” said Ochoa. There also are residual benefits to a more educated population that are important to the underlying strength of the nation. “Higher education levels are strongly associated with greater awareness of current events and public issues and with higher voter participation,” said Ochoa. “There is a greater commitment to democratic institutions, which strengthens the civic fabric of democracy.” Ochoa made these remarks at Duke as part of the university’s lecture series “Re-imagining the Academy,” and he put forth a vision that did just that. “We need to support faculty to help them use the advances in cognitive science and brain research and apply it to the reinvention of the learning process,” he said. According to Ochoa, too much of faculty time is still spent on the transmission of information in the traditional classroom lecture. The irony of this is that the cost of gathering and distributing information has plummeted, but most colleges still operate on a very costly model for disseminating knowledge. The model dates back to classical times when instructors delivered “Lecturas,” by reading from books, which were rare. As critics have pointed out, this might not be the best teaching method for the 21st century.

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“We need to fully capitalize on the new technologies and economics of information and the advances in our understanding of cognition and brain function,” said Ochoa. Although his delivery style is intellectual rather than confrontational, Ochoa has firmly laid down the gauntlet in calling for change. He brings forth this message as one who comes from inside the academic world, not the political arena. In fact, prior to his appointment as assistant secretary, he had no experience in politics. When President Obama nominated Ochoa in 2010, he was the provost and vice president for academic affairs at Sonoma State University, part of the California State University system. During his tenure, Ochoa oversaw campus-wide strategic planning and diversity efforts, among many duties. The Academic Affairs Division has five schools, 600 faculty members, and 8,900 students, with an annual budget of $50 million. Ochoa’s background and career path seemed more likely to lead to a college presidency rather than a political position. His lifelong scholarly pursuits were a part of his upbringing as the child of parents who were university graduates in Argentina. Born in Buenos Aires, Ochoa attended bilingual schools in the Argentinean capital through his sophomore year in high school before immigrating with his family to Portland, Ore., where his father, a biochemist, had been hired to run the clinical lab at a local hospital. “I was fortunate that with both of my parents being university graduates, there was never any question about going to college,” he said in his blog post. “It was a given.”

Ochoa earned his bachelor’s degree in physics, with a minor in philosophy, from Reed College in 1973. Three years later, he finished his master’s at Columbia University in nuclear science and engineering. His original plan to return to Argentina and work for the National Atomic Energy Commission had to be put aside when Isabel Perón’s government was overthrown by a military coup. After working for three years as an assistant and associate engineer in New York, Ochoa began his Ph.D. in economics at the New School for Social Research, in which his thesis on labor values and the prices of production during the postwar period won the Edith Hansen award for an outstanding dissertation in economics and political science. While working on his Ph.D., Ochoa began lecturing on economics at Cal State Fresno, and after graduation, he was hired by Cal State Los Angeles as a professor. During his tenure, he led the school’s Bureau of Business and Economic Research, chaired the economics department, and in his last year was acting dean of the School of Business and Economics. In 1997, he was hired as the dean of Cal Poly Pomona’s College of Business Administration, where he worked for six years. Throughout his academic career, he wrote many journal articles on economics, Ochoa says his journey is a testament to the greatness of the United States in which immigrants are able to develop and progress “as far as their abilities will allow.” But that requires an education, an area in which Latinos are lagging. “My parents did everything to insure that I got an education, but I know that many other Latinos in our country are not as fortunate,” he said. “That is why I am passionately committed to provide more of us with the transformative benefits of college.” One of the goals of the programs under OPE supervision is to provide support for colleges and high schools to insure that students stay on track to attend college, an issue of great importance to Hispanics. Ochoa is proud of the Obama administration’s track record in support of Hispanics in higher education and can list its achievements. Last year, under the Gear Up program, the Education Department awarded 47 partnership grants to educational institutions and 19 state grants. Eight of those partnership grants, totaling $22,566,708, were to HispanicServing Institutions (HSIs). Once in college, grants from the TRIO programs helped insure that students transitioned effectively into college

life, stayed in college, and graduated. A total of 2,947 TRIO grants adding up to $87.5 million in funding were awarded to institutions and agencies, which served an estimated 793,862 students, 21 percent of whom are Hispanic. “Our office also provides support to Hispanic-Serving Institutions for their programs as well as capital improvements,” he said. “This past year, we awarded 122 new grants to HSIs, including 109 to science, technology, engineering, mathematics (STEM) related programs and 13 to new HSI development programs.” But Ochoa says that more must be done to increase the number of graduates and advance “the big goal.” He notes that the for-profit sector, with its explosive growth and use of corporate business models and distance learning technologies, has exerted influence on the higher education community. He cites some institutions, such as Western Governor’s University, that are transforming teaching and learning. “They completely upend the traditional configuration of human and physical resources that exist in traditional universities,” he said. Ochoa’s colleague, Roberto Rodríguez, who serves on the White House Domestic Policy Council, is also shaping the debate on higher education. He has called for higher ed to move away from “a revenue- and prestige-driven culture to one of knowledge and learning that incorporates improved productivity through use of current resources.” Although Rodríguez advises on all levels of education, including K-12 and adult education, he has increasingly been involved in issues related to college and career readiness. He shares Obama’s core belief that higher education is no longer just for a limited percentage of the population; rather, it is a prerequisite for success. “While access has improved, the focus now needs to be on persistence, and that calls for new strategies for degree attainment, especially for low-income and first-generation students,” he said in a panel discussion at the Center for American Progress. Unlike Ochoa, Rodríguez has forged a career in politics, working on various legislative initiatives. He began his tenure on Capitol Hill working for the Senate HELP Committee on the development of the No Child Left Behind Act. He also worked on the reauthorizations of the Elementary and Secondary Education Act, the Individuals with Disabilities Education Act, Head Start, Child Care, Higher Education, and the America COMPETES Acts.

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Rodríguez was formerly Chief Education Counsel to the late Sen. Edward M. Kennedy, DMass., chairman of the Health, Education, Labor and Pensions (HELP) Committee. In this capacity, he managed the Democratic education agenda for the committee and led policy development and strategy for legislation addressing childhood education, elementary and secondary education, higher education and adult education. A graduate of the University of Michigan and Harvard Graduate School of Education, Rodríguez also spent time at the National Council of La Raza, for which he conducted research and analysis of federal and state education reform issues. He has been an advocate of addressing the educational problems facing Latinos, especially the high dropout rate. He has embraced Obama’s “Race to the Top” agenda as part of the need to create a smart, skilled workforce to compete in the global economy. “We will not win this global contest until we secure the educational advancement and success of America’s Latino community,” he said. While few individuals disagree with the education goals voiced by Rodríguez and Ochoa, there are some experts concerned about the push for continuous productivity and more efficiency as the chief means of making progress. Diane Ravitch, research professor of education at New York University and a former assistant secretary of education, says that adopting this type of business model puts too much emphasis on numbers and not enough on “inquiry and engagement that are at the heart of learning.” She is especially leery of “outcomes based funding” that would reward universities for graduating more students, a kind of quota system that could lead to a lowering of standards. But as Ochoa point outs, the higher education community can no longer maintain the status quo. The public has become increasingly dissatisfied with the cost of college and even somewhat skeptical of its value, given all the concerns about graduates who cannot find good jobs, he says. Leaders in higher education must be a part of changing the national discourse. “Higher education will have to speak with one voice and articulate a clear vision of the challenges and opportunities ahead for the nation and why it is central to the economic and civic health of the country,” said Ochoa. “It must meet the challenges of capacity and quality.”

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The Primeros Libros Project The Study of the First Books Published in Latin America

The

by Thomas G. Dolan

Primeros Libros Project, a consortium of U.S. and Latin American libraries, is striving to build and preserve a digital collection of the first books (primeros libros) printed in Latin America. Its overall purpose is to use the digitizing of the books as a major research tool for the global study of these books and the cultures they represent. Of the 220 distinct works believed to have been produced in Mexico between 1539 and 1601 (about 100 years before books started being printed in the U.S.), approximately 135 surviving titles are held in institutions around the world. The search has expanded to other countries, including Chile, Peru and Spain. At least 369 surviving primeros libros are believed to be in existence. In the course of the project, previously unknown holdings have been revealed in the collections of project participants. Primeros Libros was initiated in 2010 by a consortium of institutions led by the Benson Latin American Collection at the University of TexasAustin. The original group consisted of six. Now there are about 14, with the number continuing to grow. The newest member is the John Carter Brown Library at Brown University, Providence, R.I. The Brown Library brings more than 70 additional exemplars to the collection, the largest of any member institution. Brown’s Ken Ward, Ph.D., the Maury A. Brownsen Curator for Latin American Books, says the majority of the books there were purchased in 1896 from Nicola Leon. “The study of the history of the book, both in terms of the bibliographic study of the physical book itself, as well as the broader context of the role of the book in society, is much more advanced in Europe and the U.S.,” Ward says. “There are some good scholars working in the field, and in the past 10 to 15 years there has been a greater interest in Latin American books, but studies still lag behind. This project is really a good first step and impulse for the renewed study of the history of the book in Latin America.” David Block, bibliographer for Latin American studies at the Benson library, says that “Scholars are very interested in seeing a number of copies of a particular book rather than just one.” Block explains that by digitizing these works there is much more material for scholarly study, for marginalia, font sizes, typographical variants, ownership marks, and other copyspecific attributes are often critical for interpretation. Anton duPlessis, MA, curator of the Mexican colonial collection and Los Primeros Libros Project director at another original corsortium member, Gushing Memorial Archives & Library/ Digital Initiatives, Texas A&M University Libraries, College Station, Texas, says that advanced imaging tools are also being developed. For instance, images can now be enlarged so they are very clear, down to the finegrained details of the page. Also, instead of pressing buttons to advance, a slider is used to move easily through the book. “I know a professor in Puebla who is using these digitized versions to teach Mahua, the language of the Aztecs, rather than microfiche photo-

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UT-Austin copies,” duPlessis relates. “He says there’s a tremendous jump in quality.” Also, continues duPlessis, “What we’re trying to promote is what could not be done before, the idea that universities and other research institutions can work together collaboratively on very focused digitized collections to reveal what has been neglected.” In terms of content of these books, duPlessis says, “There’s not a whole lot in terms of literature. But there’s a wealth in terms of linguistics. And there’s much of interest for anthropology, such as the role of marriage ceremonies among Aztecs and what these tribes expected of marriage. There is a lot relating to theology or religious studies. Some of the priests and friars were in disagreement on how to best translate some of the conceptions of Christianity, such as the Trinity. There are books on architecture and two books dealing with medicine, the use of medicinal herbs, and a few on philosophy, math and physics.” Each institution participating in the project receives the complete set of digitized images and their derivatives from the collections of all the project partners, for use locally by researchers and scholars. “Many of these books don’t appear on the market, and those that do are fairly expensive, about $90,000,” duPlessis says. “In a time of constrained budgets, this is a way for an institution to grow a collection of rare books in a way it never would have been able to do before.” Key Collections of the Primeros Libros Project Here is an overview of some of the key collections of the Primeros Libros Project: Benson Latin American Collection The Nettie Lee Benson Latin American Collection, a unit of the University of Texas Libraries, is a specialized research library focusing on materials from

Biblioteca Franciscana (San Pedro Cholula, Mexico) The University of the Americas-Puebla and the Franciscan Province for the Holy Evangelization of Mexico, with the interest of preserving the bibliographic collection of the Franciscan Order and designate a space that allows for its conservation and study, have joined efforts to create the Biblioteca Franciscana. Situated in the Pilgrims’ Gate of the Convent of St. Gabriel, in the city of San Pedro Cholula, Puebla, this library has more than 24,000 volumes published between the 16th and 18th centuries. The subjects are principally religion, theology, philosophy and related materials written in Latin and Spanish. The library has an important collection of reference materials (encyclopedias and dictionaries). The Franciscan Library has a mission to facilitate the access to the information, support, fortify and foment as much by research pamphlets, and microforms; as education, by means of the acquisition, cataloging, securing and documentary preservation of valuable literary, historical, philosophical and theological material as well as archival documents.

Photo © University of Texas Libraries

Biblioteca Palafoxiana (Puebla de-Zaragoza, Mexico) Founded in 1646 by the same Archbishop Juan de Palafox y Mendoza as the pontifical seminary of Puebla, when he donated his personal collec-

Mark McFarland, University of Texas Libraries associate director for digital libraries services

tion of 5,000 volumes to the Colegio de San Juan. This was the first public library in the Americas and is the only one to survive the colonial period. The room housing the collection is in a Baraque style and was built in 1773 by order of Archbishop Francisco in honor Fabian y Fuero, who named the room Palafox. Archbishop Francisco Fabian y Fuero also donated a quantity of important texts to the library. During its existence, the Biblioteca Palafoxiana has maintained its original concept and structure. The collection contains more than 42,556 books; 5,345 manuscripts and nine incunabula; the collection ranges from 1473 to 1910. More than 57 themes/subject areas are covered in the collection. The rich collection and preservation efforts were recognized in 1981 when it was declared a Historic Monument by the Mexican govern-

Photo © University of Texas Libraries

and about Latin America, and on materials relating to Latinos in the United States. Latin America is here defined to include Mexico, Central America, the Caribbean island nations, South America, and areas of the United States during the period they were a part of the Spanish Empire or Mexico. Named in honor of its former director (1942-1975), the Nettie Lee Benson Collection contains more than 970,000 books, periodicals, pamphlets and microforms; 4,000 linear feet of manuscripts, 19,000 maps; 11,500 broadsides; 93,500 photographs; and 50,000 items in a variety of other media (sound recordings, drawings, video tapes and cassettes, slides, transparencies, posters, memorabilia and electronic media). Periodical titles are estimated at over 40,000 with 8,000 currently received titles and over 3,000 newspaper titles. Initially endowed with a superb collection of rare books and manuscripts relating to Mexico, the Benson Collection now maintains important holdings for all countries of Latin America, with special concentrations on the countries of the Rio de la Plata, Brazil, Chile, Peru and Central America.

David Block, Nettie Lee Benson Latin American Collection associate director

ment. And in 2005 in UNESCO’s Memory of the World program. Biblioteca José María Lafragua The historic library “José María Lafragua,” assigned to the Vice-rectory of Teaching of Benemerita Universidad Autonoma de Puebla – a public institution of higher education – has under its care important collections of books, documents, periodicals and other patrimonia objects of great cultural value, compiled during a long period of more than 400 years and tied substantially to the tasks of educational institutions that, since the 16th century, with the founding of the College of the Holy Spirit of the Society of Jesus (1587), linked together until culminating in the present with the Benemerita Universidad Autonoma de Puebla. The collection of the Biblioteca Lafragua contains approximately 87,000 volumes, composed of more than 44,000 books printed in the 15th (11 incunables), 16th, 17th and 18th centuries, with a sizeable number of notable 19th-century books. Gushing Memorial Library The Gushing Memorial Library and Archives is the rare books, special collections, manuscripts and archival repository for Texas A&M University Libraries. The collections of the Gushing Library reflect the comprehensive nature of the educational and research enterprise at A&M as well as the wide diversity of interests found among current and former students, faculty, staff and friends. The collections span the breadth of recorded history, from Sumerian

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Primeros Libros was initiated in 2010 by a consortium of institutions led by the Benson Latin American Collection at the University of Texas-Austin. clay tablets dating from 2400 BCE to contemporary science fiction paperbacks. Collection strengths and interests of the Gushing Library include military history, science fiction, western Americana, 19th-century American prints and illustrators, modern politics, Texana, natural history, Africana, Hispanic studies, ornithology, nautical archaeology, 18th-century French history and culture, Mexican colonial history, the history of books and printing, the history of Texas A&M, and selected literary collections (including Major Miguel de Cervantes, John Donne, Rudyard Kipling, Somerset Maugham, the Powys family, Christina Rosetti and Walt Whitman), in addition to other subjects. Universidad Complutense de Madrid Biblioteca Historica Started in 2000, the Biblioteca Historica was developed to provide a centralized management and storage for all these ancient collections. Adjacent to the ancient university at San Bernardo street, a building situated at the Noviciado street, constructed in 1928 and financed by Ramon Relay de la Torriente, the Marquis of Valecilla, is now the present location of this priceless ancient collection. The Biblioteca Historica of the Complutense University of Madrid is second in rank in Madrid regarding books dated before the 19th century,

next to the Biblioteca Nacional, and undoubtedly, Biblioteca Historica is one of the top five libraries in Spain. The bibliographical collection includes 3,000 manuscripts, 727 incunabula and approximately 100,000 volumes of books printed from the 16th up to the 18th centuries. A few but notable collections of engravings and illustrated books are also preserved. Universidad de las Americas Puebla (UDLAP) Located in the municipality of San Andres Cholua, Puebla, the Universidad de las Americas Puebla’s CIRIA (Centre Interactive de Recursos de Infor-macion y Aprendizaje) is a technical partner developing some of the technology used within the project as well as operating the Biblioteca Franciscana. CIRIA has formed a special collections area in which antique bibliographic materials (1518 onwards), as well as books that by their own special character and six personal archive collections (Porfiro Díaz, Migual Covarrubias, Barlow, Pablo Herrera Carrillo, José Miguel Quintan), are housed. This room, in a space within the library, is dedicated to the collection and conservation of rare, antique and archival materials. Its principal function is to satisfy the specialized information needs of its patrons; given the importance of these materials, it was decided to house them in a special area.

JOB OPENINGS at NORTHERN New Mexico College Department of International Health, Edgar Berman Professor and Chair The Johns Hopkins Bloomberg School of Public Health invites applications for the position of Edgar Berman Professor in International Health and chair of the Department of International Health. The successful applicant will have an outstanding record of academic and research accomplishment and demonstrated leadership and administrative abilities.

The Department of International Health seeks to understand health problems and develop affordable means of disease reduction and health protection in underserved populations of the world. Now celebrating its fiftieth anniversary, it has over 140 faculty, 290 doctoral and master’s students and a diverse research program. The Bloomberg School of Public Health has ten departments and more than 500 full-time faculty and 2,000 graduate-level students. The School is located on the Johns Hopkins University East Baltimore medical campus, a collaborative and highly interactive environment with a superb research infrastructure.

The Johns Hopkins University is committed to recruiting, supporting and fostering a diverse community of outstanding faculty, staff and students. All applicants who share this goal are encouraged to apply. Women and under-represented minority candidates are particularly encouraged to apply. The Johns Hopkins University is an equal opportunity employer and does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status, veteran status or any other occupationally irrelevant criteria. The University promotes affirmative action for minorities, women, disabled persons and veterans. Applications should include a Curriculum Vitae and statement of research interest and vision of leadership. Please submit electronic applications as pdf or doc files. Review of candidates will begin in March 2012. Applications should be submitted to: Chair, Search Committee for Chair of International Health c/o Ms. Susan Williams, Administrative Specialist Office of the Dean Johns Hopkins Bloomberg School of Public Health 615 N. Wolfe St., Room W1041 Baltimore, MD 21205 suwillia@jhsph.edu

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Executive Director of Institutional Advancement Northern New Mexico College is seeking a passionate and energetic educational leader who possesses the experience and expertise necessary to lead the institution’s Foundation, and Office of University Relations. The college seeks qualified applicants with a strong ability to facilitate transparency, outreach, relationships, and effective partnerships among a region comprised of predominantly Hispano, Latino, and Native American communities.

Foundation Director Northern New Mexico College is seeking a passionate and energetic educational leader who possesses the experience and expertise necessary to develop and successfully execute the institution’s capital campaign. The college, in collaboration with its Foundation Board, seeks qualified applicants with a strong ability to cutivate a culture of gift giving rooted in a strong understanding of regional values, capacity, and interests. For more details, logon to www.nnmc.edu Submit cover letter, resume, contact information for 3 professional references & transcripts to: NORTHERN New Mexico College Office of Human Resources Attn: Miche Bové, PHR 921 Paseo de Onate, Espanola, NM 87532 or email to miche@nnmc.edu Open until filled. EEO/AA Employer

UNCENSORED

by Peggy Sands Orchowski

EXECUTIVE WAIVERS ARE THE NEW GOVERNING M.O. – President Obama and Education Secretary Arne Duncan have muscled up their executive authority over the past few months by implementing executive waivers for some crucial aspects of education and immigration laws. In September, the two basketball-playing buddies announced they would exempt some school closings required by law, because of chronic student underachievement, if they adopted new “college- and career-ready” standards and teacher evaluations measured by student performance. In October, the president approved the waiver from deportation on a case-to-case basis of some illegal immigrants who had not been convicted of a “serious” felony. In early January, Obama approved ending the requirement for illegal immigrants married to U.S. citizens and applying for legal status based on exceptional need to have to return to their homelands. While some say these waivers go around congressional intentions, they are legal, and many people see them as good common governing sense. It is also clear that they are part of normal presidential election-season political pandering to special interest groups. Expect more in the next nine months.

JOURNALISM SCHOOLS CROSSING ETHICS LINE? – In their zeal to teach the newest innovations in reporting through social media, the cloud, the crowd, citizen reporting and other open source journalism techniques – as some journalism professors at a National Press Club panel on Dec. 12 advocate – schools of journalism will have to be careful they don’t throw the baby out with the bathwater. While citizen reporters who transmit photos and comments about instant events through social networks can contribute valuable spontaneous on-site commentary, an informed citizenry depends on serious journalism for its real news. Only trained journalists and editors who are experienced and paid to report events through a variety of verifiable sources (at least three per story) and to make sure the story is factually correct, can provide this coverage. Replacing trained journalists with wannabe lookyloos and pay-to-play publicists is unethical and a mortal danger to democracy.

RANTING RAVITCH RAVAGES NCLB, TEACHER EVALUATIONS – In her new revised book on education, Diane Ravitch, a former assistant secretary of education and Brookings Institute fellow, blasts the education reform programs of Obama and Duncan. “No Child Left Behind” (NCLB), a program she used to support, “is the worst education legislation ever passed by Congress,” Ravitch writes. The “Race to the Top” competition (which, like NCLB, is based on universal national educational achievement goals and teacher evaluations based on those achievements) could result in the worst of all cases for U.S. education: “higher test scores and worse education,” she adds. In her expanded book, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, Ravitch lauds American teachers and their unions. She blames increasing poverty and the failure to address changing demographics for what she calls the often “exaggerated claims that America’s schools are falling behind.” She criticizes “the billionaire club of free-market corporate education reformers” for giving millions of dollars to ineffective educational reform programs; club members include Bill Gates of Microsoft, Sam Walton of Walmart and the Eli and Edythe Broad Family Foundation. She advocates for student assessments based on demonstrated knowledge and claims teacher improvement will follow increased support of better working conditions (including higher pay), more respect and the recruitment of more highly selected student teachers. Ravitch has become the new darling of liberal-leaning education reform advocates. On the Jon Stewart comedy news show last March, Ravitch is quoted as saying: “America isn’t overrun with bad teachers but with poverty.”

IRONY AT HARVARD YARD – During a pre-holiday visit to Harvard University this past year, the gates of the historic entrances were closed and guarded. “Occupy Wall Street” protesters and tents filled the famous Harvard Yard. But ironically, the luxurious campus of Harvard Business School (HBS), a few blocks away, was open to the public and empty of protestors – despite the fact that HBS is the pre-eminent source of Wall Street financiers in the country. BATTLE GROWS BETWEEN VIRTUAL AND BRICK & MORTAR CLASSROOMS – As schools and colleges increasingly turn to virtual classrooms, offering entire courses online, a growing number of studies and analysis are criticizing their efficiency and effectiveness to teach. A recent report by the University of Colorado’s National Education Policy Center reports that only 27 percent of virtual schools run by private management achieved “adequate yearly progress.” “The Web may provide information, but it does not equip the student with the critical thinking skills needed to discern the good from the bad or ridiculous,” wrote a philosophy professor at St. Joseph’s College in Patchogue New York in The New York Times recently. It is hard to imagine that any virtual online course, no matter how interactive, could ever replace stimulating dialogue between good teachers in a classroom of active students. The battle between virtual schools and brick-and-mortar ones has been drawn. 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. 0 3 / 1 2 / 2 0 1 2

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REPORTS

Improving Latino College Graduation Rates The

by Angela Provitera McGlynn latest issue of The Chronicle of Higher Education’s Diversity in Academe (Sept. 25, 2011) included a section of essays under the heading “Creating a Hispanic College Culture.” The title of one caught my attention: “A Road Map to Their Future: What Latino Students Need to Graduate” by Laura J. Cortez. The author received her doctorate from the University of Texas-Austin, is a higher education consultant, worked as a career and academic adviser to underrepresented minority students at both the University of Texas and at St. Edward’s University, and is the founder and CEO of Bound to Succeed (www.boundtosucceed.com), an education and research center that provides affordable admissions preparations services. Cortez, a Mexican-American and first in her family to graduate from college, chose to research first-generation Mexican-American college students for her doctoral dissertation. Having firsthand knowledge of what impedes college success for this student population, Cortez studied what helps students succeed in college at Hispanic-Serving Institutions in Texas. Specifically, she chose to study University of Texas-Pan American, located in the Rio Grande Valley, and one of the poorest regions in America; it is also one of the fastest-growing areas in the United States. Cortez said she selected Pan American because it enrolls

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19,000 students, has a high Latino enrollment, and a high number of graduates. In 2010, Pan American ranked third among colleges nationwide in awarding the most undergraduate and master’s degrees. While Cortez’s findings validate what we know about necessary ingredients for student success in general, by collecting data from faculty, administrators, and most especially from Latino students themselves, she has given voice to the population that most needs to narrow the academic and career achievement gap. She spoke with large numbers of single mothers, transfer students, working adults, campus leaders and, like so many other students, Latinos who are juggling multiple roles while trying to earn a degree. Cortez’s research depicts five major areas that promote Latino student success: 1. A Campus Climate that Values and Validates Latino Culture Latino students say that they do best when they feel comfortable and at home at an institution. With demographic shifts in the United States, Latinos have become the largest minority group on college campuses. While their enrollments have grown, their graduation rates have shown only very slight improvement. In their own words, Latinos are telling us that they need to feel welcomed and supported on campus in

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order to succeed. College leaders need to assess how well their institutions are serving Latinos. With a growing Latino presence on college campuses, do colleges and universities provide events, lectures, cultural activities and foods that resonate with their Latino student population? This is a key question college presidents and administrators must evaluate. At University of Texas-Pan American, there is an on-site day care center for students who are parents. For young mothers in particular, the day care center provides the necessary support they need to attend college. Additionally, recognizing the need to graduate more Latino students in STEM fields (science, technology, engineering and mathematics), Pan American hosts a yearly Hispanic Engineering, Science and Technology Week. The weeklong event hosts nationally known speakers and students from all over the Rio Grande Valley. The university is clearly sending supportive messages to its Latino student population. 2. Academic Programs that Promote Collaboration While collaborative study groups have been found to help many students academically, Latino students in particular say they thrive in these types of study peer groups. This seems to be especially important at commuter campuses where there is less opportunity for student

interaction compared to residential campuses. Cortez says that Latinos are commonly raised in environments that include extended family and they might experience peer study groups as a similar type of experience, including both support for themselves and a sense of responsibility to the group. Cortez’s research supports the decades of research showing the importance of social belonging for student success. Among Pan American education majors, many students cited an academic-cohort program in which students stay with the same group for all their classes –

Dr. Deborah Santiago, co-founder, VP for policy and research, Excelencia in Education

known as the Block Program – as particularly helpful to them. Students in the Block Program say that being with the same student cohort for their classes pushes them to be academically successful, and helps them to develop friendships and connections with like-minded students with similar career goals. One of Cortez’s interviewees, Kayla, a 28year-old commuter student who is a single mom, said this: “When you start the Block Program, you see the same people every day. Some of us carpool, and we help each other that way. That sense of helping each other and reminding each other of when assignments are due is a good experience. You feel like you are just not here alone.”

Retention literature makes this statement especially poignant when you consider that many students who lose their way academically at an institution and ultimately leave their degree programs do so because they felt alone and alienated. Since the data are clear about the positive results of academic-cohort programs, and since they work well in graduate education, Cortez suggests that colleges should consider implementing more of them at the undergraduate level, particularly for their Latino undergraduates and especially in STEM fields, which have sequenced courses. Students could use teamwork to reach their goals. 3. Clear Procedures to Simplify the Transfer Process It has long been known that the transfer pipeline breaks down for far too many students, particularly first-generation students. For Latinos who are first-generation students, the college transfer process can seem like a maze. The number of Latinos who start college at community colleges is even higher in Texas (60 percent) than in the nation. Latino college students in Cortez’s study said that the transfer process was especially difficult around the issue of course requirements needed for transfer. In Texas, there is close collaboration between South Texas College, the local community college, and Pan American. Cortez’s students said that their transfer advisers made the transition easier for them because they guided them through the process and made sure they had both the required courses and the grades for the transfer. The most important factors in making the transition from two-year to four-year college a seamless process are close collaboration and articulation agreements between sectors, and expert advisement. 4. A Well-Articulated Pathway to a Degree Part of the advisement process at Pan American that students say helped them reach their academic goals involved advisement for all first-year students related to degree attainment. Students and advisors created degree plans during their first year and then met with advisers throughout their college years using the degree plan as a road map. Students said that these advisement sessions involved constant reminders of what they needed to do to earn their degrees.

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5. Strong Faculty Advising to Help Students Make Connections Between Degrees and Careers What truly makes a difference in students’ academic achievement? Again and again, research shows that caring, supportive faculty members who wear many hats in their profession have a profound influence on student success. In addition to teaching, college faculty need to be student-centered; they need to be academic and career advisers; they need to be mentors, coaches and motivators. Cortez’s report says, “Latino students relied heavily on

Dr. Laura J. Cortez, founder and CEO, Bound to Succeed

faculty members for career advice, and often considered them indispensible mentors who inspired them to continue their education.” Pan American could be a model for other institutions in that it recognizes its responsibility to train its faculty. New faculty members participate in a yearlong program that includes training participants to be culturally sensitive to Latino students. In my mind, this kind of training can and should be used at all institutions for both new and veteran faculty members. What helps Latino students helps other minorities as well, and helps low-income and first-generation students. Oftentimes, these are overlapping student populations.

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Faculty members (and administrators) need training and sometimes just reminders about the obstacles that such students face on their academic journeys. When educators come face to face with the realities of their students’ lives, they are often amazed that they are attending college at all. This is not to say that sensitivity training is about going easy on students just because their struggles are greater than their more privileged cohort. On the contrary, having high expectations of students, all students, seems to promote student success. The training is about recognizing what students are juggling in their lives and being there to encourage them, mentor them, give them pep talks when necessary, and remind them of institutional support services such as tutoring centers, writing centers and math labs where they could seek help. In that same Diversity in Academe issue, an essay from “Creating a Hispanic College Culture” adds another crucial piece to Latino student success – the families of Latino students. Deborah A. Santiago, co-founder and vice president for policy and research at Excelencia in Education, a great contributor to our understanding of practice and policy that promotes Latino student success, knows about the importance of family from her own experience. In Santiago’s words, “My family made a powerful sacrifice that still humbles me to this day. They let me go. I don’t mean they allowed me to go to college – that had always been their goal. Rather, they let me leave the protective support of my home and trusted me to succeed in a new environment more than 3,000 miles away.” Santiago explains that for many first-generation-to-college Latino students, the role of family is critical for a number of reasons. Family bonds are strong in the Latino culture. Many Latino families have lower incomes so that college affordability is an issue. And family is so important within the Latino culture that a third of Latino students live at home and commute to college, hence their overrepresentation in community colleges. For Latinos, I might add, living at home while attending college is a risk factor for college completion. Additionally for Latinos, starting at a community college is also often a risk factor for bachelor’s degree completion. What we do know is that Latino families value education and believe that a college education will lead to a better life at even higher rates than the general population. Yet their values don’t seem to match educational attainment

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levels of their children. Santiago points out that it is commonly believed that family responsibilities and lack of family support for education contribute to the White-Latino achievement gap. She says that while this may be true for some Latino students, two other factors play a greater role: 1) the relative youth of the Latino population and 2) Latino families’ limited knowledge of the college process, including college costs, financial aid

The most important factors in making the transition from twoyear to four-year college a seamless process are close collaboration and articulation agreements between sectors, and expert advisement. options, the availability of support systems, and the variations among different types of colleges. Santiago explains that an institutional commitment to improving Latino college graduation rates should include ways to educate families of Latino students and to include them in recruitment and orientation efforts. Here are some examples of what Hispanic-Serving Institutions are offering: The University of Texas-El Paso offers a parents’ orientation in addition to the standard student orientation. College staff members provide Latino families with information in both English and Spanish about the university’s programs and expectations. The session touches on the necessary ingredients for their students’ academic success, and provides information about financial aid and other academic and support services. (I am reminded of a program at the

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College of the Sequoias in California where orientation sessions included a candle-lit “Promise Session” in which students promised their parents they would do their best in college and Latino parents promised to support their children’s academic goals.) Several colleges have mother-daughter programs to encourage at-risk high school girls to graduate from high school and enroll in college. Mothers and daughters participate in monthly career and cultural activities for a whole year with follow-up workshops and seminars in subsequent years. These colleges also recruit community and student volunteers to work as role models and mentors. Loyola Marymount University (Los Angeles) conducts Latino outreach activities several times a semester and encourages family participation in campus events. Outside higher education, there are organizations such as Univision and the Hispanic Scholarship Fund that are working to contribute to Latino academic success. Univision is the nation’s largest Spanish-language television network. With the Hispanic Scholarship Fund, Univision has created a media campaign titled “Es el Momento” (The Time Is Now). This campaign is using TV, radio, community events and the Internet to reach out to Latino parents, providing them with information and community resources to help them promote the academic success of their children throughout their lives. Santiago reminds us in her essay of the importance of Latino college graduation success in reaching our nation’s goal of raising college completion rates in order to compete in a global economy. Her perspective on the role of the family is insightful and contributes greatly to our understanding of family issues. These two essays point to ways colleges can integrate the many factors that promote Latino student success. Angela Provitera McGlynn, professor emeritus of psychology, is a national consultant/presenter on teaching and learning.

INNOVATIONS/PROGRAMS

“Express to Success” C.C. Programs Speedy and Successful with Latinos

by Peggy Sands Orchowski

rnesto García was a typical California community college new student in many ways. Originally from Mexico, his English and writing skills needed work. He was low-income and no one in his large extended family had completed college. But he deeply aspired to graduate from a four-year university. Living in Los Angeles and finishing a polytechnic high school, he needed help. Then García heard about the special programs for students with his background at Santa Barbara Community College (SBCC): “Express to Success” and “Express to Transfer” programs. He is now one of its top students – headed for a full-credit, early transfer to the University of California-Santa Barbara (UCSB) or the University of California-Los Angeles (UCLA) in one and a half years with solid English and math skills, thanks to a program that has seen few dropouts since it began in 2010. “Express to Success” was created because SBCC faculty and administrators were concerned that fewer than 50 percent of their low-income, first-time-college, mostly Latino students were completing the AA degree; and that only around 30 percent of those who graduated continued on to a four-year degree. Many were struggling to afford the two-year programs plus the required development courses, and discovered too late that many remedial credits did not count for transfer. It was clear that these students would benefit from focused counseling and specialized help inside and outside the classroom. So SBCC developed the two “Express” programs that now have been funded by the HSI (Hispanic-Serving Institutions) and other federal and state funds. The Express to Success Program (ESP) was designed to help students complete college English and math requirements needed for transfer to a four-year degree program quickly (within a year and a half to two years) and efficiently (including some credited remedial courses). The Express to Transfer Program (EST) – just funded and to start next fall – will solidify articulation agreements between nearby UCSB and UCLA.

There are four steps in the ESP process. Recruitment of targeted students – who then must complete a two-hour detailed orientation program. Accepted students are then assessed to determine their needs. Each semester, they make a personal commitment to complete a full-time (at least 12 units) “immersion’ study program and attend at least weekly meetings with ESP advisers and professors. For many of their classes, ESP students gather in special “learning communities” – student groups of not more than 30. They work closely with each other and their professors in courses designed especially for help in math, English and ESL (not the majority of students). In addition, there are monthly workshops on specialized subjects ranging from career explorations and field trips to college study tips such as not procrastinating. “Many workshops and courses emphasize the relevance of work and volunteer experiences to academic success skills,” said Kathy Molloy, program director. “Students sign an agreement that they understand the ESP commitments, and each ESP professor also has an agreement to guide study groups and give out recruitment information. All are dedicated to providing feedback and early alerts to any signs of problems.” “We decided to create the program as a ‘backward design,’” SBCC Interim President Jack Friedlander said enthusiastically. “Start with the student goals first (i.e., transfer to a specific four-year college degree program such as science, medicine, business and engineering in two years or less) and then work backward to create the course curriculum that would enable each student to reach their goal.” “From the study of best practices elsewhere, we learned that the best results come when counseling and instruction are tightly coordinated,” said Malloy. “In addition, the learning communities help students learn from each other as well as form a bond between students, professors and counselors.” As an HSI, SBCC has a student population that is about 31 percent Latino and about 50

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percent low-income. While the local Latino demographic is growing, especially with the U.S.-born children of immigrants, SBCC’s breathtakingly gorgeous seaside campus and progressive programs and faculty also attract a large number of out-of-city, out-of-state and foreign students as well. A growing proportion of SBCC students are “nontraditional” – in their mid-20s to 40s and older. ESP learning communities reflect some of that diversity. “We really do form a bond,” said García in an interview at a sunny palm tree-lined Santa Barbara main street café. “We all help each other.” Now in his third semester in the program, García attends two computer courses, one English and one math class. “I got the highest grade in the last math test,” he said proudly. He admits that he was a good math student in high school in Mexico as well, but when he graduated at the age of 16, he did not get into the University of Mexico, which he had hoped to attend. “I’m not sure exactly why,” he frowned, “but I think it’s because my colegio in Oaxaca was not considered to be one of the good ones.” García moved to Los Angeles to be with his siblings and graduated from Polytechnic High. Now, he says, “it’s amazing to me to get this help here in Santa Barbara to become a computer engineer. I couldn’t ask for more.” ESP students benefit from loans to purchase and rent books, help in applying for financial aid and enrollment fee waivers, special activities and recognition. “There is no cap to the numbers of students who can be on this program,” Friedlander said. “We’ll just keep adding learning communities as needed. It can grow as big as there are demands for it. ESP students are not given extra money, but they are energized and successful. Next year, I expect the program to double in size.” In a fall 2011 survey, 96 percent of the ESP students said they were strongly committed to meeting the workload of the program, even as it is also their biggest challenge. To date, there is an overall 79 percent success rate.

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HIGH SCHOOL FORUM

Seeking Their Guidance High School Counseling at a Crossroads

The

by Mary Ann Cooper national dialogue about why students succeed or fail in their studies often centers around teacher competency. If not teacher competency, the parents’ role is examined or the part funding plays in the dropout rate or ability of the student to succeed in college or trade school. According to 2011 National Survey of School Counselors: Counseling at a Crossroads, authored by John Bridgeland and Mary Bruce for the College Board Advocacy & Policy Center, guidance counselors, one of the most important assets a school system has, feel they have been underutilized and undervalued. According to the survey, counselors see a broken school system in need of reform. More than eight in 10 counselors report that a top mission of schools should be to ensure 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 those in high-poverty schools with sizable Hispanic and other minority populations see this as their school’s mission in reality. And it’s not just the stated mission of the school that demoralizes counselors. It’s the basic structure of what they do and how they do it. Nearly half of the counselors in school are former teachers themselves, making them ideal candidates to direct the future of students in their charge, but many (as low as 43 percent) complain they do not have the support or resources to execute a strategic plan that promotes college and career readiness by 12th grade. Instead, these same counselors say they are overburdened with paperwork and an unrealistic ratio of students-to-counselor. The report explains the opinion of the counselors surveyed this way: “While nearly one in four public high school students does not graduate from high school on time, the rate is as high as one in two in our nation’s most struggling schools. Our survey showed that, on average, counselors in schools with higher rates of students on free or reduced-price lunches, or higher rates of minority students, also face larger caseloads. This finding mirrors the limited

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research that shows the work of counselors is often more complex in lower-resourced areas. In addition, because of resource constraints, the quality, consistency, accessibility and perception of counseling services vary among student subgroups, with more favorable services often provided to students of higher socioeconomic backgrounds. Because counselors have unique training and can offer specialized academic and nonacademic supports, it is possible that their work may have the highest impact on the students with the greatest need.” But perhaps the most important influence that counselors exert on their students is the guidance they bring to course selection and college/career prep. In an Education Trust report in December 2011, Poised to Lead: How School Counselors Can Drive College and Career Readiness, school counselors are said to be crucial to academic preparation for higher education and career training. It states, “The caliber of course selection strongly shapes the choices students have after they leave high school. Yet, few students are equipped to determine which combination of courses will best prepare them for success after graduation. School counselors can help. These educators know how to create course schedules that will prepare students for the twin options of college and career.” But often counselors, especially in impoverished neighborhood schools, cannot spend enough time with individual students to make sure they are prepared. According to the Education Trust report, the current counselorstudent ratio across America is now a whopping 1-to-459. The American School Counselor Association recommends the ratio not exceed one counselor for every 250 students. Additionally, the report cautions that at-risk students and students who have little other support in the area of course planning or college preparation can easily consume more of the counselor’s time. Personal counseling is a key practice in ensuring college and career readiness. The danger is that 20 percent of the students might take up to 80 percent of the counselor’s

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time. That means 80 percent of students assigned to a given counselor could be further short-changed. The current economic crisis paints an even worse picture for school counseling with cutbacks and, in some drastic cases, complete elimination of counseling departments and positions. Although students often don’t realize they are being short-changed or misguided in course selection, they face a sobering reality once they graduate. According to the Education Trust report, 40 percent of graduates said they wish they had taken different courses in high school. Some of this regret is due to the timing of critical information about college and career readiness. In the MetLife Survey of the American Teacher, 65 percent of high school students agree that one of the top three sources of information on what they will require for success in college is their guidance counselor. However, the way schools are currently set up, that information doesn’t begin to flow in their direction until the 11th or 12th grade. By then, they often don’t have the groundwork to take advanced courses in math, science or language arts to prepare for a successful college experience. The situation is universally critical, but in schools where the population is comprised mostly of Hispanics and other minorities, far worse. Part of the reason why counselors get such a late start, according to Poised to Lead, is that principals often don’t see them as essential to the academic mission of the schools as teachers are. Instead, the school guidance counselor becomes relegated to a host of more mundane tasks such as coordinating standard tests, and having precious hours dedicated to lunch, bus or hall supervision. But it’s not just the principals who pigeonhole counselors. Longtime guidance counselors have accepted their ancillary roles, and thus are less likely to aggressively advocate for their students. Complacency on the part of a few counselors is only part of what prevents counselors from becoming leaders and advocates. There are three barriers that limit the effectiveness of

school counselors, according to the Education Trust report. The first barrier exists at the college and university level. Many training programs that currently exist have not been updated for years. The programs do not, for example, prepare counselors, in the dispositions, knowledge, and skills required to develop, implement and evaluate college and career-readiness programs. There is also little training in dealing with diverse students or those who speak English as a second language. In many colleges and universities, school counselor students, are lumped in with other counselor students, such as those for marriage, family and mental health. Practical experience to satisfy field hours requirements can be private counseling rather than practicing in an actual school. School counselor students are often not trained to lead or support school efforts; they are trained to provide individual therapy and intervention. The second barrier exists at the school itself. The school principal, as previously noted, can undermine counselors’ efforts by keeping them out of the academic mission loop, and using them as ancillary staff with a catch-all list of

duties and responsibilities. This problem is compounded by the fact that counselors often report directly to the principal. Therefore, these administrators tend to exert a great deal of influence over how the counselors think and perform their jobs. Again, at the college and university level, training for principals is sorely lacking when it comes to teaching the skills of how to hire, develop and evaluate school counselors. The third barrier, as noted earlier, is the mindset of the individual counselor. Along with buying into the attitudes of their superiors and retreating back into the cocoon of solitary paperwork, some counselors find themselves dealing with students surrounded by failure and truly care about allowing them to find a path to success. Some of the misguided efforts these counselors make could be to have students who have faced abuse and are homeless or poor to opt out of challenging courses, or never attempt to enroll them in those college or career-ready courses. This attitude is sometimes applied to minority students who are part of ESL programs. Although they see it as compassion for students who are going through tough times and adjust-

ments, the lifetime repercussions of not being adequately prepared for college or a career limits a student’s options and can have devastating long-term effects. Part of the problem may also be preparation. Although the vast majority of counselors have a master’s degree and relevant prior work experience as teachers or administrators, 28 percent feel that they were not adequately trained to do their job well. Only 16 percent rate their training as a 9 or 10 on a 10point scale (10 being the highest rating). Counselors surveyed for Counseling at a Crossroads see counseling reform as a critical aspect of education reform. They are backed up by a 2011 Complete College America Report, Time Is the Enemy: The Surprising Truth About Why Today’s College Students Aren’t Graduating and What Needs to Change. Based on data from the U.S. Census Bureau, in part, the report states, “this generation of students is at risk of having lower educational attainment than their parents.”

Theory into Practice There is widespread agreement that the role of K-12 education is to prepare students to successfully complete high school and higher education or career training. The Education Trust outlines five steps that can be taken to enhance the role of school counselors to meet the education challenge schools and students face. 1. Job description – Revise the job descriptions for school counselors so that it’s clear that these counselors are focused on “equitable education” and preparing all students for college and career. This is important for two reasons: first, the descriptions will form a structure that will allow for supervision and evaluation of a counselor’s performance. It also would serve to free up counselors from being asked to perform other tasks such as study room supervision that take up valuable time and prevent them from focusing fully on college and career readiness. 2. Training programs – Too many university programs on college and career readiness don’t incorporate the role of the school guidance counselor in the process. Rather, school counselors should be seen as a central part of the process and not at the margins of the administration of the programs. Colleges and universities should change their basic course training to reflect that reality. 3. Credentials – All school counselors should have the same degree of training and credentials in order to serve that function in schools. It’s not enough to possess a counseling degree unless the standards are set to include college and career-readiness counseling training and training in the use of data to effect change. Counselors should be required to participate in continuing professional training to renew licensing. 4. Support – School counselors who are already in place need support from schools, communities and local officials to have the tools and working conditions (i.e., adequate counselor-student ratio, etc.) to improve their success rate in steering students to success in higher education or career choice. 5. Accountability – There have been efforts over the years to connect student achievement with teacher and administrator performance. This connection should be established between student achievement and counselors. And school counselors seem to agree with that notion. Surveys have revealed that at least 50 percent of school counselors think it is “somewhat fair” or “very fair” to draw that connection through audits of graduation readiness college-prep course completion, student access to high-level courses such as AP and IN, high school graduation rates, and college application rates.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

IIE Report Documents Large Number of U.S. Students Pursuing Postsecondary Degrees Abroad NEW YORK, N.Y.

More than 43,000 U.S. students are enrolled in academic degree programs outside of the United States, according to a new report from the Institute of International Education (IIE). The publication, U.S. Students in Overseas Degree Programs: Key Destinations and Fields of Study, presents findings from the first-ever survey on U.S. students pursuing full degrees abroad at the postsecondary level, their specific level of study, and their chosen field of study. The survey was administered from May to

U.S. Department of Education Calls for Action to Develop 21st-Century Citizens, Strengthen Democracy WASHINGTON, D.C.

U.S. Secretary of Education Arne Duncan, along with several Obama administration and education officials, has launched a national conversation about the importance of educating students for informed, engaged citizenship with the release of the Department of Education’s report, Civic Learning and Engagement in Democracy: A Road Map and Call to Action. The release coincides with the publication of a final report from the National Task Force on Civic Learning and Democratic Engagement, A Crucible Moment: College Learning & Democracy’s Future, which was commissioned by the department.

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March 12, 2012

July 2011 by IIE, the U.S. partner and secretariat for Project Atlas, a global network of more than 20 country and research partners collaborating on data collection and research in student mobility. Data on U.S. degree students was received for 13 countries from Project Atlas partners representing four world regions: Asia, Europe, Oceania and North America. The countries that submitted data include the largest host, the United Kingdom, and a dozen other countries that host 100 or more U.S. degree-seeking students. According to the report, of the more than 43,000 U.S. students who pursue full degrees abroad, most are enrolled in master’s degree programs (44 percent), followed by students in undergraduate degree programs (39 percent), and students in

doctoral degree programs (17 percent). The top fields for degree study by U.S. students abroad are the humanities, social sciences and business and management. Field preferences vary depending on level of study and host country. The tens of thousands of students documented in the new publication are in addition to the U.S. students who receive academic credit for study abroad from institutions in the U.S., which is reported and published annually by IIE in partnership with the Bureau of Educational and Cultural Affairs of the U.S. Department of State in the Open Doors Report on International Educational Exchange. According to the most recent report, 270,604 U.S. students received academic credit for studying abroad in 2009-10.

“Today’s students are tomorrow’s leaders, and giving them a strong foundation in civic values is critical to the vitality of America’s democracy and economy in the 21st century,” Duncan said. “This call to action is an opportunity to develop and improve civic learning as part of a wellrounded education so every student has a sense of citizenship.” The new reports were the focus of an event at the White House, “For Democracy’s Future: Education Reclaims Our Civic Mission,” which brought together administration officials and education leaders for a series of discussions about advancing civic learning throughout the education pipeline. The conversations were structured around the five priorities for action developed by the National Task Force and the American Commonwealth Partnership, which brings together schools, colleges and other part-

ners to promote civic learning and civic identity throughout American education. The department’s Road Map report notes that the need for this national dialogue is clear. As the Road Map details, while America’s democratic ideals remain a model for the world, civic knowledge and democratic participation in the United States are far from exceptional. The 2010 National Assessment of Educational Progress (NAEP) Civics report found that not even 30 percent of fourth-, eighth- and 12th-grade students were proficient in civics, and a significant civic achievement gap persists among racial and ethnic groups. NAEP also documented declines in the overall civic knowledge of high school seniors between 2006 and 2010. And on a 2007 international ranking of 172 democracies, the United States ranked 139th in voter participation.

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The Hispanic Outlook In Higher Education

Hispanics Say They Have the Worst of a Bad Economy WASHINGTON, D.C.

A majority of Latinos (54 percent) believe that the economic downturn that began in 2007 has been harder on them than on other groups in America, according to a new national survey by the Pew Hispanic Center, a project of the Pew Research Center. Large shares of Hispanics report that they or someone in their household has been out of work in the past year (59 percent), that their personal finances are in “only fair” or “poor” shape (75 percent), that they canceled or delayed a major purchase in the past year (49 percent), or that

New Report Finds Significant Overlap in Federal STEM Education Programs WASHINGTON, D.C.

The Government Accountability Office (GAO) has released a report on the scope and efficacy of science, technology, engineering and mathematics (STEM) education programs. The report, requested by John Kline, RMinn., chair of the House Education and the Workforce Committee, and Duncan Hunter, R-Calif., chair of the Subcommittee on Early Childhood, Elementary, and Secondary Education, states that more than 200 separate STEM programs operated across a bakers’ dozen of federal agencies. “In recent years, the federal government

www.hispanicoutlook.com

March 12, 2012

they are underwater on their mortgage (28 percent of Latino homeowners). Latinos, who at 50 million strong make up 16 percent of the nation’s population, have long trailed other Americans on most measures of economic well-being, but analyses of recent government trend data indicate that the gaps have widened since 2005, a period that encompasses the housing market crash and the Great Recession. For example: • From 2005 to 2009, median household wealth (all assets minus debts) among Latinos fell by 66 percent, compared with a drop of 53 percent among Blacks and 16 percent among Whites • The unemployment rate among Latinos in December 2011 was 11.0 percent, up from 6.3 percent at the start of the Great

Recession in December 2007; over the same period, the national unemployment rate increased from 5.0 percent to 8.5 percent • Between 2006 and 2010, the poverty rate among Hispanics increased from 20.6 percent to 26.6 percent; by contrast, poverty rates increased among Whites from 8.2 percent to 9.9 percent and increased among Blacks from 24.3 percent to 27.4 percent The new Pew Hispanic survey finds that most Latinos are broadly aware of these trends. Fully 54 percent say Hispanics have been hurt more than other groups by the economic downturn of the past four years, while just 5 percent say they have been hurt less. Some 38 percent say Hispanics have been affected about as much as other groups.

has dedicated significant resources to developing STEM programs, yet taxpayers have seen little evidence that these programs are actually working. According to the GAO, only about a quarter of the 209 federal STEM programs have been evaluated for efficacy since 2005, and nearly 90 percent overlap with at least one other program,” said Kline. “Investing in science, technology, engineering and mathematics is a worthwhile endeavor – but pumping billions of dollars into programs that may be duplicative or unproductive is just plain foolish. Instead of adding programs paid for with taxpayers’ hard-earned money, we need to promote more efficient government by weeding out waste and investing wisely.” Hunter said, “In order to keep our nation competitive, we need to make sure workers have skills and training to enter

high-demand fields like science and engineering. However, federal STEM programs cost taxpayers approximately $3 billion each year, and today’s GAO report raises serious questions about whether this money is being put to good use. At a time when the United States continues to struggle with record debt and high unemployment, we must take a closer look at STEM program effectiveness to ensure our investment is helping our workforce thrive.” To read the full report, go to http://gao.gov/products/GAO-12-108.

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HI S PAN I C S O N T H E MO VE CSU Appoints García President of Cal State Fullerton

Gálvez Authors Book Examining Trends Among Mexican Mothers

The California State University Board of Trustees has named Mildred García, president of California State University-Dominguez Hills (CSUDH), as president of California State University-Fullerton, effective after June 1. García, the first Latina president in the CSU system, has been CSUDH president since 2007. García came to Dominguez Hills after serving from 2001 to 2007 as president of Berkeley College in New Jersey and New York, where she oversaw six campuses. Last July, President Obama appointed García to the President’s Advisory Commission on Educational Excellence of Hispanic Americans. She has a BS in business education from Bernard M. Baruch College, an MA in business and higher education from New York University, MA in higher education from Columbia University-Teachers College and a Doctor of Education from Columbia University-Teachers College.

Lehman College (N.Y.) Professor Dr. Alyshia Gálvez has written a new book, Patient Citizens, Immigrant Mothers (Rutgers University Press), which touches upon two hot-button political topics: health care and immigration. Gálvez’s research finds that Mexican mothers and recent Mexican immigrants who move to the United States have less complicated pregnancies and more favorable birth outcomes than many other ethnic groups. “There’s a saying that ‘wealth predicts health,’ but this defies that kind of thinking,” says Gálvez, a member of Lehman’s Department of Latin American and Puerto Rican Studies. “And that’s the paradox.” Gálvez has a bachelor’s degree from Columbia University and a master’s and doctorate from New York University.

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Uranga Participates in 10th Anniversary Celebration of NMSU’s CAMP Program Author and New Mexico State University (NMSU) distinguished alumnus José N. Uranga gave a talk on the NMSU campus

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Omar Ojeda, a former Arizona diver and assistant coach of the Mexican National Diving team, recently took over as head diving coach at the University of Arizona (UA). Ojeda is the most decorated male diver in UA’s history. He broke and still holds four school diving records, was a five-time NCAA All-American and a two-time Pac-10 Athlete of the Year. He received a degree in political science in December 2002 and later obtained a master’s degree in finance administration, from the Universidad YMCA de México in 2010.

United States Hispanic Chamber of Commerce (USHCC) President and CEO Javier Palomarez has joined the Federal Communications Commission’s (FCC) new Advisory Committee on Diversity Communications in the Digital Age. The advisory committee will make recommendations to the FCC regarding policies and practices that will enable minorities and women to participate in telecommunications and related industries. Palomarez, a multicultural sales and marketing executive, is a sought-after spokesperson, thoughtleader and strategist on the issues affecting America’s consumers, particularly those in the Hispanic community. He was recently named “One of the 75 Most Influential Hispanics” by PODER Magazine.

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Reyes Wins $10,000 for Music Video

Ojeda Named Arizona Head Diving Coach at University of Arizona

Palomarez Appointed to New FCC Advisory Committee

about what it means to be Hispanic in the Southwest, the subject of his two novels, the most recent of which, The Death of the Brown Americano, documents the life of one Hispanic family living in the territory of New Mexico between 1850 and 1913. Uranga is a native New Mexican who graduated from NMSU in 1969. He earned a JD from Georgetown University and a master’s degree from the University of Texas-San Antonio. His presentations were part of the 10-year anniversary of NMSU’s College Assistance Migrant Program.

Santa Monica College (Calif.) student David Reyes has his sights set on Harvard Medical School and becoming a cardiologist, but his talents also lie in music videos – and he has a $10,000 prize to prove it. Reyes recently won the OnVidi.com’s Student Video Contest in the Music Video category for his upbeat retro entry, “Best Around,” by the Rancho Cucamonga band Tha Boogie. Reyes, a biology major, plans to transfer to the University of California-Los Angeles for his bachelor’s degree, then go to Harvard Medical School. But he also plans to continue producing music in his free time.

Interesting Reads Billy the Kid and Other Plays By Rudolfo Anaya Known primarily as a novelist, Rudolfo Anaya is also famous for dramatic works performed regularly in his native New Mexico and throughout the world. Billy the Kid and Other Plays collects seven of these works and offers them together for the first time. 2011. 384 pgs. ISBN: 978-0-8061-4225-8. $24.95 paper. The University of Oklahoma Press, (405) 325-2000. www.oupress.com

From Quebradita to Duranguense By Sydney Hutchinson The author explains the social implications of Quebradita, a modern Mexican-American dance style that is a combination of Mexican, Anglo and African-American influences as well as Duranguense, a related yet distinct style originating in Chicago. 2007. 240 pgs. ISBN: 978-0816526321. $24.95 paper. The University of Arizona Press, (520) 621-3920. www.uapress.arizona.edu.

Immigration Law and the U.S.-Mexico Border By Kevin R. Johnson and Bernard Trujillo The authors explain U.S. immigration law and policy in its many aspects – including the migration of labor, the place of state and local regulation over immigration, and the contributions of Mexican immigrants to the U.S. economy. 2011. 312 pgs. ISBN: 978-0816527809. $19.95 paper. The University of Arizona Press, (520) 621-3920. www.uapress.arizona.edu.

The Struggle for Maize By Elizabeth Fitting With the discovery of transgenes in Mexican in 2001, a debate ensued about the import of genetically modified (GM) maize into Mexico and the fate of the peasantry under neoliberal globalization. The author explores the GM corn debate in relation to the struggles of small-scale maize producers, migrants, and workers from the southern Tehuacán Valley. 2010. 320 pgs. ISBN: 978-0822349563. $24.95 paper. Duke University Press Books, (919) 688-5134. www.dukeupress.edu.

Chicano and Chicana Art: Protestarte

by Carlos Francisco Jackson 2009. 256 pages. ISBN: 978-0-8165-2647-5. $17.95 paper. The University of Arizona Press. www.uapress.arizona.edu. hicano and Chicana Art: Protestarte is one of the books featured in the University of Arizona Press series The Mexican American Experience, intended as not only a window into this part of American history, but as individual modules professors can combine to create semester-length courses. Each book in the series is about a single topic concerning the Mexican-American community. This particular book is devoted to the history, development and present-day evolution of Chicano and Chicana visual arts. The origin of this ethnic art form began in the 1960s, at a time a powerful Chicano/a movement was afoot. The establishment of the United Farm Workers of America and the rise of labor activists César Chávez and Dolores Huerta were documented and mirrored by the creative expression of artists using talleres (print workshops) as their key medium to express their creativity. The author says these talleres helped democratize the arts by combining print with artistic expression. Posters and prints became that primary form of expression for many artists, beginning in the days right after the Mexican Revolution. Part of the change that occurred over the years in Mexican-American history, according to the author, is the way in which the term “Chicano” is viewed. Although it was once seen as a slur, artists as well as students and activists redefined it in the 1960s as a positive identification. The author explains that the term Chicanismo, used to describe the ideology and spirit behind the Chicano movement, unites the artists whose work is revealed and celebrated in his book. Carlos Francisco Jackson, the book’s author, does not limit the range of the works he discusses. He includes paintings, prints, murals, altars, sculptures and photographs, along with the artists who created them. He guides the reader through the most significant artistic influences of each era, starting with the importance of mural and poster art, citing the work of Mexican artist José Guadalupe Posada and the significance of Mexican and Cuban print shops. He continues his analysis by detailing the significance of art collectives in the United States, documenting the Mexican-American experience as well as the Chicano community arts centers working with print workshops to encourage the growth of the Chicano art movement in America. Jackson is an assistant professor of Chicana/o studies at the University of California (UC)-Davis and the first director of the community-based art workshop Taller Arte del Nuevo Amanecer, a newly established silkscreen workshop that exhibits artists who work locally and nationally and offers art workshops to members of the community surrounding UC-Davis. He more than delivers on his promise that this book is an ideal introduction for the student and art and history buff to an important art movement with a social conscience. Reviewed by Mary Ann Cooper

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FULL-TIME FACULTY

VCU V i r g i n i a

C o m m o n w e a l t h

St. Joseph's College, Brooklyn, NY, is seeking FULL-TIME FACULTY in: U n i v e r s i t y

INSTRUCTIONAL DESIGNER Position Number: FA2000

Center for Teaching Excellence Application Deadline: Open until filled The Center for Teaching Excellence of Virginia Commonwealth University invites applications for an exciting job opportunity as an Instructional Designer. The Instructional Designer will join a team that works collaboratively to support a broad range of faculty needs related to the teaching and learning mission of the University. The Instructional Designer will be responsible for developing pedagogical strategies and providing support and instructional design and delivery expertise to faculty in the development, implementation, and evaluation of online, hybrid and face-to-face courses. The successful candidate is expected to possess an in-depth understanding of pedagogical issues related to online teaching and learning, in addition to having a comprehensive understanding of a wide range of digital technologies to support learning in the online environment. Qualifications: A minimum of a Masterâ&#x20AC;&#x2122;s degree in Instructional Technology/ Design, Curriculum and Instruction, Adult Learning or related field. Professional experience in a college or university setting. Three (3) years of experience with eLearning/ online pedagogy and application of instructional design theory, adult learning theory principles and practices for the development of online courses and programs in higher education. Demonstrated experience assisting faculty members with the design and redesign of courses for online and hybrid learning environments. Demonstrated experience working in and fostering a diverse faculty, staff and student environment or commitment to do so as a faculty member at VCU is required. For more information and to apply, go to http://www.pubinfo.vcu.edu/facjobs/facjob.asp?Item=4513 Virginia Commonwealth University is an equal opportunity/affirmative action employer. Women, minorities, and persons with disabilities are encouraged to apply.

HISPANIC

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BUSINESS ADMINISTRATION AND MATHEMATICS Positions to start fall 2012 Ph.D. preferred For details go to:

www.sjcny.edu/employment EOE

WƌŽǀŽƐƚ ĂŶĚ sŝĐĞ WƌĞƐŝĚĞŶƚ D/ && /Z^ Department of Mental Health, Sylvia and Harold Halpert Professor and Chair The Johns Hopkins Bloomberg School of Public Health invites applications for the Sylvia and Harold Halpert Professor in Mental Health and chair of the Department of Mental Health. The successful applicant will have an outstanding record of academic and research accomplishment and demonstrated leadership and administrative abilities.

The Department of Mental Health seeks to advance understanding of the causes and consequences of mental health and mental disorders in order to improve health in the general population, with the central focus on the prevention and control of mental disorders and impairments. Now celebrating its fiftieth anniversary, the Department is perhaps the only Department of Mental Health in a school of public health. It has 30 faculty, 60 doctoral and master’s students and a diverse research program. The Bloomberg School of Public Health has ten departments and more than 500 full-time faculty and 2,000 graduate-level students. The School is located on the Johns Hopkins University East Baltimore medical campus, a collaborative and highly interactive environment with a superb research infrastructure. The Johns Hopkins University is committed to recruiting, supporting and fostering a diverse community of outstanding faculty, staff and students. All applicants who share this goal are encouraged to apply. Women and underrepresented minority candidates are particularly encouraged to apply. The Johns Hopkins University is an equal opportunity employer and does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status, veteran status or any other occupationally irrelevant criteria. The University promotes affirmative action for minorities, women, disabled persons and veterans.

ŝŶŐŚĂŵƚŽŶ hŶŝǀĞƌƐŝƚǇ͕ ^ƚĂƚĞ hŶŝǀĞƌƐŝƚǇ ŽĨ EĞǁ zŽƌŬ͕ ŝŶǀŝƚĞƐ ŶŽŵŝŶĂƟŽŶƐ ĂŶĚ ĂƉƉůŝĐĂƟŽŶƐ ĨŽƌ ŝƚƐ ŶĞǆƚ WƌŽͲ ǀŽƐƚ ĂŶĚ sŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ ĐĂĚĞŵŝĐ īĂŝƌƐ͘ Ɛ ƚŚĞ hŶŝǀĞƌƐŝƚǇ͛Ɛ ĐŚŝĞĨ ĂĐĂĚĞŵŝĐ ŽĸĐĞƌ͕ ƚŚĞ WƌŽǀŽƐƚͬsŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ ĐĂĚĞŵŝĐ īĂŝƌƐ ůĞĂĚƐ ĂŶĚ ĂĚŵŝŶŝƐƚĞƌƐ Ăůů ĂĐĂĚĞŵŝĐ ƉƌŽŐƌĂŵƐ ĂƐ ǁĞůů ĂƐ ŽǀĞƌƐĞĞƐ ĂĐĂĚĞŵŝĐ ƐƚĂī ƌĞĐƌƵŝƚŵĞŶƚ͕ ƌĞƚĞŶƟŽŶ ĂŶĚ ƉƌŽŵŽƟŽŶ͕ ĂŶĚ ƚŚĞ ĂĐĂĚĞŵŝĐ ďƵĚŐĞƚ͖ ǁŽƌŬƐ ǁŝƚŚ ƚŚĞ ĚĞĂŶƐ ŽĨ ĞĂĐŚ ŽĨ ƚŚĞ hŶŝǀĞƌƐŝƚǇ͛Ɛ Ɛŝǆ ƐĐŚŽŽůƐ ĂŶĚ ĐŽůůĞŐĞƐ͕ ĂƐ ǁĞůů ĂƐ ƚŚĞ ĞĂŶ ŽĨ ƚŚĞ 'ƌĂĚƵĂƚĞ ^ĐŚŽŽů ĂŶĚ ƚŚĞ sŝĐĞ WƌĞƐŝͲ ĚĞŶƚ ĨŽƌ ZĞƐĞĂƌĐŚ͕ ƚŽ ƐƵƉƉŽƌƚ ĨĂĐƵůƚǇ ŝŶ ƚŚĞŝƌ ĐŽŶƚƌŝďƵƟŽŶƐ ƚŽ ŝŶŐŚĂŵƚŽŶ͛Ɛ ŝŶƐƚƌƵĐƟŽŶĂů͕ ƌĞƐĞĂƌĐŚ ĂŶĚ ŽƵƚƌĞĂĐŚ ŵŝƐƐŝŽŶƐ͖ ĂŶĚ ƉƌŽǀŝĚĞƐ ŽǀĞƌĂůů ůĞĂĚĞƌƐŚŝƉ ŝŶ ŵŽǀŝŶŐ ŝŶŐŚĂŵƚŽŶ͛Ɛ ĂĐĂĚĞŵŝĐ ƉůĂŶ ĨŽƌǁĂƌĚ͘ KŶĞ ŽĨ ĨŽƵƌ ƌĞƐĞĂƌĐŚ ƵŶŝǀĞƌƐŝƟĞƐ ŝŶ ƚŚĞ ^hEz ƐǇƐƚĞŵ͕ ŝŶŐŚĂŵƚŽŶ hŶŝǀĞƌƐŝƚǇ ĞŶƌŽůůƐ ŶĞĂƌůǇ ϭϱ͕ϬϬϬ ƵŶͲ ĚĞƌŐƌĂĚƵĂƚĞ ĂŶĚ ŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƐ ŝŶ ŝƚƐ ,ĂƌƉƵƌ ŽůůĞŐĞ ŽĨ ƌƚƐ ĂŶĚ ^ĐŝĞŶĐĞƐ͕ ŽůůĞŐĞ ŽĨ ŽŵŵƵŶŝƚǇ ĂŶĚ WƵďůŝĐ īĂŝƌƐ͕ ĞĐŬĞƌ ^ĐŚŽŽů ŽĨ EƵƌƐŝŶŐ͕ ^ĐŚŽŽů ŽĨ DĂŶĂŐĞŵĞŶƚ͕ dŚŽŵĂƐ :͘ tĂƚƐŽŶ ^ĐŚŽŽů ŽĨ ŶŐŝŶĞĞƌŝŶŐ ĂŶĚ ƉƉůŝĞĚ ^ĐŝĞŶĐĞ͕ ĂŶĚ 'ƌĂĚƵĂƚĞ ^ĐŚŽŽů ŽĨ ĚƵĐĂƟŽŶ͘ ^ŝŶĐĞ ŝƚƐ ĨŽƵŶĚŝŶŐ ŝŶ ϭϵϰϲ͕ ƚŚĞ hŶŝǀĞƌƐŝƚǇ ŚĂƐ ƐǁŝŌůǇ ďƵŝůƚ Ă ƌĞƉƵƚĂƟŽŶ ĨŽƌ ĞǆĐĞůůĞŶĐĞ ŝŶ ƵŶĚĞƌŐƌĂĚƵĂƚĞ ĞĚƵĐĂƟŽŶ ƚŚĂƚ ŝƐ ďŽůƐƚĞƌĞĚ ďǇ ŐƌŽǁŝŶŐ͕ ŚŝŐŚͲ ƋƵĂůŝƚǇ ŐƌĂĚƵĂƚĞ ƉƌŽŐƌĂŵƐ ĂŶĚ Ă ƌĂƉŝĚůǇ ĞǆƉĂŶĚŝŶŐ ƌĞƐĞĂƌĐŚ ĞŶƚĞƌƉƌŝƐĞ͘ dŽĚĂǇ͕ ŝŶŐŚĂŵƚŽŶ ŝƐ ĐŽŶƐŝƐƚĞŶƚůǇ ƌĂŶŬĞĚ ĂŵŽŶŐ ƚŚĞ ƚŽƉ ϱϬ ƉƵďůŝĐ ƵŶŝǀĞƌƐŝƟĞƐ ŝŶ ƚŚĞ ŶĂƟŽŶ ĂŶĚ ŚĂƐ ƌĞĐĞŝǀĞĚ ŶĂƟŽŶĂů ƌĞĐŽŐŶŝƟŽŶ ĨŽƌ ŝƚƐ ƐƉĞĐŝĂů ƉƌŽŐƌĂŵƐ ĂŶĚ ŽǀĞƌĂůů ƐƵĐĐĞƐƐ ŝŶ ĐŽŵƉƌĞŚĞŶƐŝǀĞ ŝŶƚĞƌŶĂƟŽŶͲ ĂůŝǌĂƟŽŶ͕ ĂƐ ǁĞůů ĂƐ ŝƚƐ ƌĞƐŝĚĞŶƟĂů ĐŽŵŵƵŶŝƟĞƐ ůĞĚ ďǇ ĨĂĐƵůƚǇ ŵĂƐƚĞƌƐ ǁŚŽ ƐĞĂŵůĞƐƐůǇ ŝŶƚĞŐƌĂƚĞ ůŝĨĞ ŝŶƐŝĚĞ ĂŶĚ ŽƵƚƐŝĚĞ ƚŚĞ ĐůĂƐƐƌŽŽŵ͕ ĐƌĞĂƟŶŐ ƚŚĞ ĨĞĞů ŽĨ Ă ƐŵĂůů ĐŽůůĞŐĞ ǁŝƚŚ ƚŚĞ ƌĞƐŽƵƌĐĞƐ ŽĨ Ă ŵĂũŽƌ ƵŶŝǀĞƌƐŝƚǇ͘ ŝŶŐŚĂŵƚŽŶ ƌĞĐƌƵŝƚƐ ŽƵƚƐƚĂŶĚŝŶŐ ĂŶĚ ĚŝǀĞƌƐĞ ƵŶĚĞƌŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƐ͕ ǁŝƚŚ ĂŶ ĂǀĞƌĂŐĞ ^ d ƐĐŽƌĞ ŽĨ ϭϯϬϲ͘ ŝŶŐŚĂŵƚŽŶ ĂůƐŽ ĂƩƌĂĐƚƐ ŶĞĂƌůǇ ϯ͕ϬϬϬ ƚĂůĞŶƚĞĚ ŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƐ ǁŚŽ ƐƚƵĚǇ ŝŶ ŵŽƌĞ ƚŚĂŶ ϳϱ ŐƌĂĚƵĂƚĞ ƉƌŽŐƌĂŵƐ͘ ŝŶŐŚĂŵƚŽŶ͛Ɛ ƐƚƵĚĞŶƚƐ ĐŽŵĞ ĨƌŽŵ Ăůů ϱϬ ƐƚĂƚĞƐ ĂŶĚ ϭϬ ƉĞƌĐĞŶƚ ŽĨ ƚŚĞ ƐƚƵĚĞŶƚ ďŽĚǇ ŝƐ ŝŶƚĞƌŶĂͲ ƟŽŶĂů͕ ƌĞƉƌĞƐĞŶƟŶŐ ĂƉƉƌŽǆŝŵĂƚĞůǇ ϭϬϬ ĐŽƵŶƚƌŝĞƐ͘ dŚĞ WƌŽǀŽƐƚͬsŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ ĐĂĚĞŵŝĐ īĂŝƌƐ ǁŝůů ďƵŝůĚ ƵƉŽŶ ƚŚŝƐ ƐƚƌŽŶŐ ĨŽƵŶĚĂƟŽŶ͕ ƉƌŽǀŝĚŝŶŐ ŝŶƚĞůůĞĐƚƵĂů ůĞĂĚĞƌƐŚŝƉ ĂŶĚ ƐƵƉƉŽƌƚ ĨŽƌ ƚŚĞ hŶŝǀĞƌƐŝƚǇ͛Ɛ ĨĂĐƵůƚǇ͖ ƐƵƉƉŽƌƟŶŐ ĂŶĚ ƐƚƌĞŶŐƚŚĞŶŝŶŐ ƚŚĞŝƌ ĞǆŝƐƟŶŐ ĐƵůƚƵƌĞ ŽĨ ŐĞŶƵŝŶĞ ĐŽůůĂďŽƌĂƟŽŶ͘ dŚĞ ƐƵĐĐĞƐƐĨƵů ĐĂŶĚŝĚĂƚĞ ŵƵƐƚ ŚĂǀĞ ĂŶ ĞĂƌŶĞĚ ĚŽĐƚŽƌĂƚĞ ĂŶĚ ĞǆƉĞƌŝĞŶĐĞ ŝŶ ƚĞĂĐŚŝŶŐ ĂŶĚ ƐĐŚŽůĂƌůǇ ĂĐƟǀŝͲ ƟĞƐ ĐŽŵŵĞŶƐƵƌĂƚĞ ǁŝƚŚ ƚŚĞ ƌĂŶŬ ŽĨ ĨƵůů ƉƌŽĨĞƐƐŽƌ͖ Ă ĚĞŵŽŶƐƚƌĂƚĞĚ ĐŽŵŵŝƚŵĞŶƚ ƚŽ ĞǆĐĞůůĞŶĐĞ ŝŶ ƚĞĂĐŚͲ ŝŶŐ͕ ƌĞƐĞĂƌĐŚ ĂŶĚ ƐĞƌǀŝĐĞ͖ Ă ƉƌŽǀĞŶ ƌĞĐŽƌĚ ŽĨ ĂĐĐŽŵƉůŝƐŚŵĞŶƚ ŝŶ ƵŶŝǀĞƌƐŝƚǇ ĂĚŵŝŶŝƐƚƌĂƟŽŶ͖ Ă ĐŽŵŵŝƚŵĞŶƚ ƚŽ ŝŶƚĞƌŶĂƟŽŶĂůŝǌĂƟŽŶ͖ Ă ĐŽŵŵŝƚŵĞŶƚ ƚŽ ĞŶĐŽƵƌĂŐŝŶŐ ĚŝǀĞƌƐŝƚǇ ĂŵŽŶŐ ĨĂĐƵůƚǇ ĂŶĚ ƚŚĞ ƐƚƵĚĞŶƚ ďŽĚǇ͖ ƐƚƌŽŶŐ ĐŽŵŵƵŶŝĐĂƟŽŶ ĂŶĚ ŝŶƚĞƌƉĞƌƐŽŶĂů ƐŬŝůůƐ͖ ĂŶĚ ƚŚĞ ĂďŝůŝƚǇ ƚŽ ĞŵďƌĂĐĞ ŝŶŐŚĂŵƚŽŶ hŶŝǀĞƌƐŝƚǇ͛Ɛ ŵŝƐͲ ƐŝŽŶ ĂŶĚ ǀĂůƵĞƐ͘ ĚĚŝƟŽŶĂů ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ŝŶŐŚĂŵƚŽŶ hŶŝǀĞƌƐŝƚǇ ĂŶĚ ƚŚĞ WƌŽǀŽƐƚͬsŝĐĞ WƌĞƐŝĚĞŶƚ ĨŽƌ ĐĂĚĞŵŝĐ īĂŝƌƐ ĐĂŶ ďĞ ĨŽƵŶĚ Ăƚ ŚƩƉ͗ͬͬǁǁǁϮ͘ďŝŶŐŚĂŵƚŽŶ͘ĞĚƵͬĂĐĂĚĞŵŝĐƐͬƉƌŽǀŽƐƚ͕ͬ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ƌĞŐĂƌĚŝŶŐ ƚŚĞ ŽŶŐŽŝŶŐ ƐĞĂƌĐŚ ĐĂŶ ďĞ ĨŽƵŶĚ Ăƚ ŚƩƉ͗ͬͬǁǁǁ͘ďŝŶŐŚĂŵƚŽŶ͘ĞĚƵͬƉƌŽǀŽƐƚͲƐĞĂƌĐŚͬ͘ /ŶƚĞƌĞƐƚĞĚ ƉĂƌƟĞƐ ƐŚŽƵůĚ ĨŽƌǁĂƌĚ ĂŶ ĞůĞĐƚƌŽŶŝĐ ǀĞƌƐŝŽŶ ;͘ƉĚĨ Žƌ ͘ĚŽĐ ƉƌĞĨĞƌƌĞĚͿ ŽĨ ƚŚĞŝƌ ĐƵƌƌŝĐƵůƵŵ ǀŝƚĂĞ ĂŶĚ ĂŶ ŽƉƟŽŶĂů ůĞƩĞƌ ŽĨ ŝŶƚĞƌĞƐƚ ƚŽ͗

ƌ͘ /ůĞŶĞ ,͘ EĂŐĞů ŽŶƐƵůƚĂŶƚ ƚŽ ƚŚĞ ^ĞĂƌĐŚ ŽŵŵŝƩĞĞ >ĞĂĚĞƌ͕ ,ŝŐŚĞƌ ĚƵĐĂƟŽŶ WƌĂĐƟĐĞ ZƵƐƐĞůů ZĞǇŶŽůĚƐ ƐƐŽĐŝĂƚĞƐ ŝŶŐŚĂŵƚŽŶWƌŽǀŽƐƚΛƌƵƐƐĞůůƌĞǇŶŽůĚƐ͘ĐŽŵ /E', DdKE hE/s Z^/dz͕ ^d d hE/s Z^/dz K& E t zKZ<͕ /^ E Yh > KWWKZdhE/dzͬ &&/ZD d/s d/KE DW>Kz Z͘

Applications should include a curriculum vitae and statement of research interest and vision of leadership. Please submit electronic applications as pdf or doc files. Review of candidates will begin in April 2012. Applications should be submitted to: Chair, Search Committee for Chair of Mental Health c/o Ms. Susan Williams, Administrative Specialist Office of the Dean Johns Hopkins Bloomberg School of Public Health 615 N. Wolfe St., Room W1041 Baltimore, MD 21205 suwillia@jhsph.edu

MCC, a dynamic institution with state-of-the-art facilities, outstanding educational programs, and a strong commitment to diversity, is seeking candidates to fill anticipated openings for: Dean of Institutional Advancement Instructor of Art History Instructor of Communication Instructor of Economics Instructor of Psychology For a copy of the vacancy announcements, including minimum qualifications and application deadlines, please visit our Web site at www.mcc.commnet.edu, or call (860) 512-3610. Please send letter of intent, resume, transcripts, email address and the names of three references to: Deborah A. Wilson, Director of Human Resources; Manchester Community College; Great Path; P.O. Box 1046, Manchester, CT 06045-1046 EOE/AA/M/F

03/12/2012

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HISPANIC

OUTLOOK

VCU V i r g i n i a

C o m m o n w e a l t h

U n i v e r s i t y

INSTRUCTIONAL TECHNOLOGIST Position Number: FAA100

Center for Teaching Excellence Application Deadline: Open until filled The Center for Teaching Excellence of Virginia Commonwealth University invites applications for an exciting job opportunity as an Instructional Technologist. The Instructional Technologist will join a team that works collaboratively to support a broad range of faculty needs related to the teaching and learning mission of the University. The Instructional Technologist will be responsible for developing pedagogical strategies and providing support and instructional design expertise to faculty in the selection and use of digital technologies in traditional face-to-face, online, and hybrid courses. The successful candidate is expected to possess an in-depth understanding of pedagogical issues related to the effective use of technology in a range of educational settings. The Instructional Technologist will have knowledge of and skills using digital technologies in teaching, and engage in continuous research about emerging technologies that have potential to support learning. Qualifications: A minimum of a Master’s degree in Instructional Technology/ Design, Curriculum and Instruction, Adult Learning or related field required. Professional experience in a college or university setting. Minimum three (3) years of experience using instructional technology in an educational setting. Demonstrated experience assisting faculty members with the effective use of technology in traditional, web-enhanced, hybrid and online learning environments. Demonstrated experience working in and fostering a diverse faculty, staff and student environment or commitment to do so as a faculty member at VCU is required. For more information and to apply, go to http://www.pubinfo.vcu.edu/facjobs/facjob.asp?Item=4514 Virginia Commonwealth University is an equal opportunity/affirmative action employer. Women, minorities, and persons with disabilities are encouraged to apply.

PRESIDENT PRINCETON THEOLOGICAL SEMINARY Princeton Theological Seminary seeks a person to succeed President Iain Torrance, who has announced his intention to retire at the end of 2012. The new president must have deep Christian faith, be an ordained minister of the Word and Sacrament in the Presbyterian Church (USA), or qualified to be so, and be committed to the mission of Princeton Theological Seminary. Applicants should have a record of achievement, ideally in pastoral ministry and higher education. A Ph.D. is preferred but not required. Further information is available at http://www.ptsem.edu/presidentsearch. Send letters of nomination and/or a letter of interest and resumé to search committee co-chairs Amy Woods Brinkley and Fred R. Anderson at ptspresidentsearch@gmail.com (preferred) or Princeton Theological Seminary Presidential Search, P.O. Box 222061, Charlotte, NC 28222. Review of applications will begin by April 2012. Princeton Theological Seminary is an equal opportunity employer.

Nathan Weiss Graduate College 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 is composed of six departments offering twelve degree programs at the graduate level. The departments include: Counselor Education, Educational Leadership, Advanced Studies in Psychology, Graduate Management Studies, Occupational Therapy and Graduate Social Work. The University also offers over eighty options for graduate study in other academic units with the Nathan Weiss Graduate College offering support and oversight in various administrative capacities. Responsibilities: Reporting to the Vice President for Academic Affairs, the Dean will provide leadership for the Nathan Weiss Graduate College in the areas of teaching, research and university and community service. The Dean is also expected to work closely with faculty and other Deans in curricular matters, including the development of strong and innovative academic programs. 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 or professional achievement; and a minimum of five years of progressive experience in management or a higher education environment. Experience in related research organizations or not-for-profit entities is also acceptable. Other qualifications include: demonstrated 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; experience with faculty and student research; a successful record in budget development and strategic planning; ability to balance advocacy for the College with the needs of the wider university community; an understanding of the role of information technology in business, science and education; and a demonstrated ability to interact with the broader business, education, science and research and development communities. Position is effective July 2, 2012. 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 Nathan Weiss Graduate College Dean 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

HISPANIC

OUTLOOK

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03/12/2012

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:

Director, Counseling Center (Student Affairs)

Director of Housing Facilities (Student Affairs) Dean of Students (Sarasota/Manatee Campus)

Director, Teaching & Learning (Polytechnic-Lakeland Campus) Director of Development (University Advancement) Director of Development (Health Development)

Director of Advising (Polytechnic-Lakeland Campus)

Faculty Positions: College of Arts and Sciences

Engineering

Assistant/Associate Professor (1)

Assistant Professor (6)

Assistant Professor (3)

College of Medicine

Business

Assistant/Associate Professor (2)

Assistant Professor (5)

Dean (1)

Associate/Full Professor (1)

Assistant/Associate Professor (2)

Education

Assistant Professor (4)

Dean (1)

College of Arts

Public Health

Assistant/Associate Professor (1)

Pharmacy

Associate Professor (1)

Director (1)

College of Nursing

Sarasota

Assistant Professor (1)

Assistant/Associate Professor (1)

Nursing Faculty (3)

St. Petersburg Campus

Academic Affairs

Associate/Associate/Full Professor (1)

Associate Professor or Full Professor (1)

Director & FacultyAdministrator (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 â&#x20AC;˘ 4202 E. Fowler Ave,Tampa, FL 33620 03/12/2012

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Dean College of Journalism and Communications The University of Florida is conducting a nationwide search for Dean of the College of Journalism and Communications. The Dean Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to March 31, 2012. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, Executive Vice President & Managing Director Porsha L. Williams, Principal 770-804-1996 ext: 109 lwilder@parkersearch.com • pwilliams@parkersearch.com The University of Florida is an equal employment opportunity employer. The “government in the sunshine” laws of Florida require that all documents relating to the search process, including letters of application/nomination and reference, be available for public inspection. Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com

Computer Engineering Technology Full-Service Faculty Position Department of Engineering Technologies The Department of Engineering Technologies is seeking candidates for a full-service faculty position in the 4-year B.S. in Computer Engineering Technology Program. Appointment will commence the beginning of the Fall 2012 term. Academic rank is open. In addition to teaching assignments, the faculty member is expected to participate in student advising, faculty committees and governance, be committed to the goals and objectives of the University’s general education program, be active in professional development activities, and represent the University in community service activities and events. Qualifications: • Ph.D. (preferred) or Master’s Degree from a regionally accredited university is required in the area of electrical engineering or engineering technology, or computer engineering or engineering technology. Applicants with undergraduate degrees earned at an ABET or ATMAE accredited program are preferred. • Strong professional experience in microprocessor systems architecture, the design of embedded systems, DSP techniques; ability to teach electronics, logic, and circuit analysis; conversant with advanced multi-core microprocessors, C++, Java, and real-time programming techniques; demonstrated ability to lead design project courses that integrate computer hardware and software. • Relevant industrial experience and teaching experience in the U.S. is a plus. • Experience in supporting ABET accreditation for undergraduate programs is a plus. • P.E. registration is a plus. For consideration: Candidates must submit, as part of their application for this position, a cover letter (specifically addressing how his or her academic and professional credentials meet the stated requirements of this position), statement of teaching philosophy, vita, unofficial transcripts (or photocopy) documenting highest degree attained, and names and contact information of three current professional and employment references to: Office of the Dean, College of Professional Studies, Shawnee State University, 940 Second Street, Portsmouth, OH 45662. Review of applications will continue until position is filled. Candidates invited for an on-campus interview will be required to present a teaching lecture and laboratory demonstration of their instructional abilities. Official transcripts and background check required prior to hire. For further information about the position, please contact: Carl Hilgarth, M.S., Chair, Department of Engineering Technologies, Phone: 740.351.3595, email: chilgarth@shawnee.edu. Additional information about the University can be found at www.shawnee.edu . SSU seeks staff members who share our commitment to students as our first priority. SSU is an AA/EOE

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03/12/2012

Visalia, CA

The First Step to Success

Sequoias Community College District Board of Trustees invites applications and nominations for this position:

SUPERINTENDENT/PRESIDENT

The right fit is everything. A good client relationship is more than just chemistry. It’s about finding the right mix of cultural insight, planning and creative thinking.

The Superintendent/President is expected to possess key leadership attributes. In concert with the Board of Trustee’s direction and working collaboratively with all constituents, the Superintendent/President shall provide courageous leadership in the areas of teaching and learning, community, shared governance and management.

Plus 22 years of experience marketing to Hispanics in higher education doesn’t hurt either. That’s what we bring to our client relationships. We can help you find the right fit for your institution.

MAJOR CHALLENGES FACING SEQUOIAS COMMUNITY COLLEGE DISTRICT The new Superintendent/President will: s Supervise and manage a prudent budget that will serve the college district during these challenging economic times. s Balance student demand for access and success with budgetary reality. s Emphasize an organizational culture that is healthy, competent and committed to students and the community. s Establish a successful Tulare Center. s Successfully complete the process of obtaining center status for Hanford Center. For more information and to apply, please visit: http://cos.edu/about/humanresources Applications due April 3, 2012

Why not give us a call. 1-800-549-8280 ext. 102 or 106 or visit us at: www.HispanicOutlook.com HISPANIC OUTLOOK MAGAZINE®

VCU V i r g i n i a C o m m o n w e a l t h U n i v e r s i t y

ACADEMIC ADVISOR

FOR OTHER INFORMATION: John Bratsch, COS Dean of Human Resources, johnbr@cos.edu, 559.730.3830 Dr. Kevin M. Ramirez, Search Consultant, Community College Search Services, kevmramirez@aol.com, 530.568.6288

Position Number: FA3360 Hire Date: 05/10/2012 Application Deadline: 03/25/2012

NOTICE TO ALL CANDIDATES FOR EMPLOYMENT Sequoias Community College District is an equal opportunity employer. Prospective employees will receive consideration without discrimination because ofrace, creed, color, national origin, sex, gender, sexual orientation, age, religion, mental or physical disability, medical condition, genetic information, marital status, military service, or any other basis protected by law.

The University College of Virginia Commonwealth University invites applicants for an exciting opportunity as an Academic Advisor. The Academic Advisor will assist students and direct them to the academic and non-academic resources of the University, to ensure an engaging and productive start to their college years. As a vital addition to a team of qualified professionals within the University College, it is crucial that this person create and maintain positive working relationships within the department and with other areas within the University. Master’s degree in Higher Education Administration, College Student Personnel, or related area required.

Sequoias Community College District provides reasonable accommodations to qualified applicants with disabilities. If you need a reasonable accommodation for any part of the job application and hiring process, please contact a representative from Human Resources at 559.730.3867 to request a reasonable accommodation.

For more information and to apply, go to http://www.pubinfo.vcu.edu/facjobs/facjob.asp?Item=4485

EOE

Virginia Commonwealth University is an equal opportunity/affirmative action employer. Women, minorities, and persons with disabilities are encouraged to apply.

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P.O. Box 68 Paramus, NJ 07652-0068 CHANGE SERVICE REQUESTED

P ri min g the Pump. ..

LATINO STUDENTS NEED SUPPORT TO COMPETE GLOBALLY

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

It created a global platform that allowed more people to plug and play, collaborate and compete, share knowledge and share work, than anything we have ever seen in the history of the world. – Thomas Friedman, journalist

hether you are in India or Indiana, a world of information, entertainment and more is at our fingertips – fast – through the Internet. The Internet allows us to compete, connect and collaborate. Unfortunately, many in our country – including Latino students – use it simply to consume. Think about it. How many text messages does an average Latino teen send daily? Which music does he download? At what rate do adolescents copy and paste material from the Internet verbatim onto assignments, not even aware or afraid of plagiarism? For many teens, the Internet is just a shortcut to fun and feeling good (that includes getting an assignment out of the way quickly). To do justice to Latino youth, we must prepare them to use technology and all its power for the common good. To compete, we must know several things: the rules of the game; the competitor’s strategy and the lay of the playing field. If the game is capitalism (and it often is, like it or not), then the values and habits of entrepreneurs must prevail. Innovation, hard work and persistence – none of which are instant – are required. Latinos from traditional families often have parents with those attributes. To know the competition, Latino students must learn that Chinese or East Indian students are not just distant young people waiting to manufacture the goods or fix the technology we buy, more cheaply. They need to understand that the competition halfway around the globe will own the companies and control the cash flow upon which Americans will be totally dependent (if we aren’t already). Americans won’t be calling the shots; they will. With the playing field now global and not just in our better-understood neighborhoods at home, Latino youth can gain the competitive edge by knowing how other people think and behave. Learning geogra-

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phy, economics and anthropology gives Hispanic students that edge. To connect with others, mastery of technology is essential. Since youth – including Latino teens – are typically not intimidated by computers, they need to know that the power to produce and spread innovation is tremendous, and that their future lies on that field. A person’s highest level of video-game playing is not listed on a résumé; technical savvy is. And to collaborate, one must know the values, beliefs, mores and practices of people far beyond the Unites States. It requires erasing the idea that the American way is the sole right way to do something. Collaboration is sharing and working together to reach a common goal. Latino students from traditional backgrounds are steeped in cooperation as a cultural norm; they need to learn about other cultures to move beyond the Hispanic community. Instant access to information, however, does not assure mastery over it. Hispanic students need to understand the greater body of knowledge in order to use information correctly. Despite the protests of 8-year-olds nationwide, multiplication tables still need to be memorized, not simply because there might not always be a calculator available, but because those tables are fundamental to understanding and mastering mathematics. Information comes from somewhere and is connected to something else. We need to know the pieces without relying on pressing the button for an end result. Without the mastery of fundamental knowledge, we might end up with generations who are equipped with gadgets and filled with minutiae, yet lack the foundation upon which to build. They need the context so that the information makes sense and can be expanded (and that is how many Latino contextual learners naturally master information, anyway). Latino youth have what it takes to excel in a world that is now flat. Assuming they have a good foundation of knowledge upon which to build, they can add other information to it. And they can use the social skills learned through traditional Hispanic culture to collaborate with others – often in more than one language. They deserve guidance and encouragement to move beyond the latest electronic game at home to thrive in the game the whole world is now playing electronically.

This article appeared online only in the 03/12/12 Issue

Meet Ana Yolanda Ramos-Zayas FACULTY

Baruch College Fills New Chair in Black and Hispanic Studies

by Gary M. Stern

atin America doesn’t generate the media attention that it did in the Reagan/Carter years and during the Contra war, according to Cynthia McClintock, director of Latin American and hemispheric studies at George Washington University in Washington, D.C., and former president of the Latin American Studies Association. She says that now, based on China’s growing economy, Asian studies have gained attention. But interest has been increasing in Latin America, where emerging democracies have replaced dictatorships, and serve as a model for other countries. Within higher education, Latin American and African-American studies have held their own and maintained steady enrollment. In a tough economy, many Latino and majority students gravitate toward majoring in business, accounting or engineering, where jobs are more plentiful. And yet, Latin American studies is still a magnet for many students interested in exploring the culture, politics and history of Latin America. In fall 2011, Baruch College, part of the City University of New York (CUNY), named Dr. Ana Yolanda Ramos-Zayas the Valentin Lizana y Parrague Chair of Latin American Studies within the Black and Hispanic studies department. Ramos-Zayas will be aiming to expand the department’s reach. Ramos-Zayas is dedicated to breaking the silos that operate among colleges and in many Black and Hispanic studies programs. In New York, most colleges operate independently, with little camaraderie or connection with other institutions. Baruch College in 2010-11 had 17,300 undergraduate students. Of its students, 39 percent were Asian-American; 33 percent, White; 16 percent, Latino/a; and 11 percent, African-American. During that year, 1,137 students were enrolled in classes in Black and Hispanic studies. Ramos-Zayas is entering the new role with clear goals of what she would like to accomplish. For example, she’s establishing a certificate program in Latin American studies that enables students to minor in the area and gain a certificate by taking one extra workshop or class in interdisciplinary research methods. Prior to joining Baruch, Ramos-Zayas was an associate professor at Rutgers University in New Jersey in joint disciplines: anthropology and Black and Caribbean studies. She was raised in Puerto Rico and came to the U.S. in 1986 to attend Yale University. She earned a Bachelor of Arts in economics and Latin American studies from Yale University and a doctorate in anthropology from Columbia University. She’s written several books, including Street Therapists: Race, Affect and Neoliberal Personhood in Latino Newark, published in early 2012. In this question-and-answer discussion, Ramos-Zayas discusses her new post, how she’d like to enhance Black and Hispanic studies at Baruch College, and its role in a changing economy. The Hispanic Outlook: You were named to this endowed chair as part of the Black and Hispanic studies program at Baruch College. What does that entail?

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Dr. Ana Yolanda Ramos-Zayas: As part of that chair, I receive programmatic funding to do things for students in the Black and Hispanic studies department. Part of what this endowed chair is aiming to do is give more presence to Latin American studies and related research. One of my goals is to encourage students to be involved in different events and do more research. HO: What was your view of the curriculum of Black and Hispanic studies? Ramos-Zayas: The department originated in the 1970s as part of the civil rights struggles. Even though these issues are current, some curriculum needs to be updated. We need to create a more cohesive curriculum where there is a core and a sequence of courses that deal with more updated student interests. The current courses focus on the culture of Puerto Ricans or Cubans, for example, but a more updated curriculum focusing on Latin studies would be more comparative, not just focus on national groups. HO: Describe the new certificate in Latin American studies. Ramos-Zayas: The certificate will be for students who have completed the three courses needed to be considered a Latin American studies minor and who take an interdisciplinary methods course I’ll be teaching in the spring. HO: Describe the key goals of Black and Hispanic studies. Ramos-Zayas: The first one would be to allow students across the university to be well-rounded and to understand the plight of the AfricanAmerican and Latino people. In addition to that, using the interdisciplinary approach, they will gain different tools to do research, which will help them in future careers. For example, learning ethnography is well-regard-

ed in business because it involves doing qualitative research on life history issues and archival work. HO: What kind of careers would you expect Black and Hispanic majors to pursue? Ramos-Zayas: My answer would be similar for most students with a bachelor’s degree. They can go to law school, medical school, professional school, work in nonprofits, whatever the market will bear. In addition, they can pursue academic careers and work on their doctorates. HO: Baruch has been known as a business school and recognized for its finance and accounting departments. Where does the Black and Hispanic studies program fit in? Ramos-Zayas: That’s part of what the endowed chair means to do. Baruch is predominantly a business school, but we’re part of the Weissman School of Arts and Sciences, its social science and humanities area. Black and Hispanic studies is a minor offered by the Weissman School. Raising the department’s profile requires a more concerted effort. We’re also interdisciplinary, and one of my goals is to make the department more visible and allow other people in other parts of the university to learn about our high quality of teaching. HO: How will you spread the word? Ramos-Zayas: My role involves connecting the department to other programs at Baruch, within CUNY, New York City, and even globally. For example, I’m involved in a partnership with Brazil to create more venues for Baruch students to study in Brazil and for more Brazilian students to study at Baruch, which coincides with the global initiative of the dean’s office. Black and Hispanic studies has a chairman, Ted Henken, so my role isn’t with the internal dealings of the department but more with external groups. By communicating with other Black and Latino studies programs, we’ll learn what research they’re doing and what courses they teach. It will help create a dialogue across colleges, departments and disciplines. HO: What’s the problem with colleges being siloed? Ramos-Zayas: The problem is you don’t want isolation. You produce knowledge by interaction. Generating more interaction is what we desire. A way to start that is by trying to create places where people from different departments and colleges can come together and share. Someone at another college may have a better idea that we can learn from. HO: How can you take advantage of Baruch College’s being located in New York City? Ramos-Zayas: Part of the mission of the Black and Hispanic studies department at Baruch is to let people of other disciplines understand that, regardless of what discipline they’re in, if they’re going to work in New York, they need to have a deeper understanding of the Black and Latino communities. Students in accounting and finance could benefit from taking classes in our department because they need to gain an understanding of the people they’ll be working with and serving. You can’t be well-rounded unless you understand the culture and backgrounds of the people you’re serving, unless you want to live in a cave. HO: Black and Hispanic studies at Baruch is interdisciplinary, encompassing history, modern language, sociology and anthropology, modern

language and English. Why the interdisciplinary approach? Ramos-Zayas: Through being interdisciplinary, you produce a different kind of knowledge. Interdisciplinary programs help contextualize knowledge; data doesn’t exist in a vacuum. It helps to study history and urban issues and provides depth with the data collected. HO: Describe the ideal candidate for Black and Hispanic studies. Ramos-Zayas: The main thing is someone who is very curious. The student must have a questioning mind and be interested in philosophical and historical issues. It attracts students who don’t want to be fed information. Students should be critical thinkers and also observant. HO: Are most students in the program Black and Latino? Ramos-Zayas: No, our students come from all different backgrounds. Any students might be interested who are creative thinkers and want to learn about things they don’t know. HO: Why might Latinos opt for the program? Ramos-Zayas: We don’t live in a world where the population migrates here and forgets where they come from. They spend time in New York, go back home, and some continue to maintain a household back in their native country. The only way to grasp a more accurate portrait is to understand the Latin American aspect of life. When we teach interdisciplinary Latino studies, we draw from history, art and other disciplines. HO: Why is Latin America ripe for study? Ramos-Zayas: We have a shifting economic order. We can’t assume any longer that the U.S. is central and the rest of the world is peripheral. There’s economic growth in Argentina and Brazil and the knowledge of these counties can provide opportunities in trade and business. HO: Please describe your situation at Rutgers, where you were in joint departments in anthropology and Latino and Hispanic Caribbean studies. Ramos-Zayas: I don’t think anthropology has all the answers. I’m interested in history and economics, and anthropology couldn’t address certain issues in Latino studies. Latino studies provided more fluid and energetic methodologies of researching. I didn’t feel constrained by anthropology. HO: You’ve written three books, and your latest is Street Therapists: Race, Affect and Neoliberal Personhood in Latino Newark. What is it about? Ramos-Zayas: That book is about Puerto Rican and Brazilian communities living in Newark (N.J.) in a predominantly African-American city. It’s about how people interact effectively in everyday life, how they read each other and how they connect with each other in an urban environment. I did field work in different high schools and used the schools as an inroad into the community. It fits in with Black and Hispanic studies, which has always been interested in how people racially come together. HO: Two years from today, what do you expect to have accomplished? Ramos-Zayas: I’d like to see a department that offers a cutting-edge curriculum in Latino, Black and Latin American studies, as well as a place where faculty have intellectual dialogue about their research. I’d also like to see a department that has greater visibility and respect with Baruch and CUNY. And by then, the department’s name will be Black and Latino (not Hispanic) studies.

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