07/16/2012 The Continuing Ed Workforce.

JULY 16, 2012

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VOLUME 22 • NUMBER 19

Also available in Digital Format

Business Fills Community Needs

Improving 1st Year Success

Will Latinos Influence the Election

CHANCELLOR College at Wise The University of Virginia’s College at Wise invites nominations and applications for the position of Chancellor. The Chancellor serves as the chief executive officer of the college, reporting to the President of the University of Virginia. She or he will be responsible for leading the college, the university’s only branch campus, to fulfill its mission of student success and service to the Southwest Virginia region.

The University of Virginia’s College at Wise is a public, liberal arts college located in the southwest corner of the Commonwealth of Virginia. Since its modest beginnings in 1954, The University of Virginia’s College at Wise has grown into a regionally and nationally recognized public, liberal arts college. The college’s progress, from those first classes on the old county poor farm to a vibrant and relevant learning community, is fueled by a cadre of faculty, staff, students, and broader citizenry who believe passionately in its mission of student success and service. Access, affordability, honor, and initiative are watchwords of the UVAWise culture.

A member of the Council of Public Liberal Arts Colleges and recognized as a College of Distinction, UVA-Wise offers majors in the liberal arts and sciences and in professional programs, including education, business, nursing and software engineering. Ninety-four percent of the student body is from Virginia and, whether rural or urban, many students are economically disadvantaged and the first in their families to attend college. UVA-Wise is devoted to undergraduate education.

UVA-Wise enrolls more than 2,000 students and offers three degrees across 30 majors, 32 minors, 7 pre-professional programs and 18 licensures, organized in 10 academic departments. Four majors have specialty accreditation: computer science (Accreditation Board for Engineering and Technology-ABET), education (Teacher Education Accreditation Council), nursing (Commission on Collegiate Nursing Education) and software engineering (ABET).

UVA-Wise’s next Chancellor should possess a distinguished record of executive leadership while also demonstrating a commitment to scholarship, learning, discovery, and community engagement. The successful candidate must embrace excellence, integrity, and exhibit the leadership abilities required to promote the college’s liberal arts vision. Candidates should have a superb profile of intellectual leadership and a record of scholarship and teaching consistent with the standards of the faculty and the requirements for appointment as professor with tenure at UVA-Wise. A terminal degree is required.

For fullest consideration, application materials must be received prior to August 13, 2012. Review of applications will begin immediately and will continue until an appointment is made. Application materials should include a letter addressing how the candidate’s experience matches the position requirements, curriculum vitae, and the names, titles, and contact information for at least five references. Individuals wishing to nominate a candidate should include the name, position, address and telephone number of the nominee. A letter addressing how the candidate’s experiences match the needs of the college should be submitted as well.

Requests for information, written nomination, and application materials should be directed to:

Greenwood/Asher & Associates, Inc. Jan Greenwood or Betty Turner Asher 42 Business Center Drive, Suite 206 Miramar Beach, FL 32550 Phone: 850 650-2277 - Fax: 850 650-2272 Email: jangreenwood@greenwoodsearch.com - bettyasher@greenwoodsearch.com The University of Virginia’s College at Wise is an Equal Opportunity 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 California State University-Fullerton

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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Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national magazine published 23 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher

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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

Article Contributors Marilyn Gilroy, Mitchell A. Kaplan, Angela Provitera McGlynn, Sylvia Mendoza, Luis Ponjuan, Miquela Rivera, Diana Saenger

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

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ndocumented immigrants” was the cover story of Time magazine, June 25. And immigrants across the country are excited by President Obama’s announcement last month that he is halting, for now, the deportation of undocumented children and young adults with clean records.

But Wafa Abdin, director of a Houston-based legal assistance center for immigrants run by Catholic Charities, cautions people to wait for specific government instructions before trying to apply, according to Susan Carroll, Houston Chronicle. “We don’t want them to fall prey to notaries or attorneys who are only after money and are not really going to be helping them,” says Abdin.

Abdin and others do urge, though, that potential applicants start gathering “documents such as birth certificates, passports, Texas or consular IDs, school or vaccination records.”

Los Angeles Mayor Antonio Villaraigosa agrees, according to Paloma Esquivel, Los Angeles Times. “We’ve been celebrating all weekend,” he says. “We’ve now got to get ready. We’ve got to prepare the documents.” But, Esquivel notes: “Unscrupulous consultants are already trying to take advantage of those who do not have legal status.”

How many people might be eligible? About 1.29 million, according to an estimate by the Migration Policy Institute.

Another boost to current immigrants comes in the results of “meticulous research” on immigration’s effects on U.S. society, described in the latest Annals of the American Academy of Political and Social Science. Professors Robert J. Simpson of Harvard and John M. MacDonald of PENN wrote about it in an Op-Ed in The New York Times, and their thumbs are up.

Meanwhile, more than 100,000 people in Canada attended a rally in Montreal marking the 100th day of protest over high college tuition, according to Christopher F. Schuetze, The New York Times. ¡Adelante!

Suzanne López-Isa Managing Editor

Fresno, CA

San Francisco Community College District

MANAGEMENT/HUMAN RESOURCE MANAGEMENT

Chancellor Search

Assistant Professor of Management/Human Resource Management Duties include teaching in the Craig School’s undergraduate and MBA programs; conduct scholarly and applied research in area of specialization; and engage in service-related activities. This position is part of a Universitywide cohort of new faculty in the areas of urban and regional transformation; world cultures and globalization; multiculturalism in the USA; physical, psychological, and environmental health issues; and water management, technology, and quality. Preference will be given to candidates with qualifications for and an interest in participation in one of these cohorts.

An earned doctorate (Ph.D. or DBA) in Management, Human Resource Management or a closely-related discipline from an AACSB accredited institution (or equivalent) is preferred for appointment to a tenure-track position. Candidates nearing completion of the doctorate (ABD) may be considered. However, for continued employment in a tenure-track position, the doctorate must be completed by 7/30/14. Preference will be given to candidates who will possess the doctorate prior to August 2013. The University is seeking a candidate who will contribute to diversity and the success of all; see www.csufresno.edu/diversity. Please apply online to http://apptrkr.com/258445 no later than October 19, 2012.

The Board of Trustees invites applications and nominations for the position of Chancellor, the CEO for the San Francisco Community District/City College of San Francisco. The Chancellor reports to an elected seven-member Board of Trustees.

The Board is seeking a Chancellor who is a recognized leader in the educational field and whose priority is student success. The successful candidate should be an involved leader who possesses the energy and vision to guide the activities of a complex, multicultural, and multipurpose community college district.

Application deadline: August 10, 2012 For more information and to apply, visit: http://apptrkr.com/259378 Confidential inquiries or nominations should be directed to: Dr. Preston Pulliams, President Gold Hill Associates preston@goldhillassociates.com 503-704-3425 fax (828) 251-9580 AA/EOE

California State University, Fresno is an affirmative action/ equal opportunity institution.

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by Carlos D. Conde

LATINO KALEIDOSCOPE

Get Me Rewrite

have always considered myself retro, looking back and the thoughts of how things used to be and wishing some of them were still so, whether civic, social or just plain personal. Some tell me I like to live in the past, which isn’t a bad thing since there were so many good things worth conserving.

I still keep the skinny ties of the ’60s and have a Johnny Carson-era suit somewhere with those wide lapels that with a careless turn could poke your eye out. Even Goodwill and the Salvation Army reject them. How about those irreplaceable persimmon golf clubs?

So it was sad to read that one of the venerable institutions of traditional print journalism, the New Orleans Times-Picayune, was on the financial brink, due largely to the digital revolution that has transformed the dissemination of news events from what I consider the golden age of journalism, warts and all.

It’s one of many newspaper icons teetering on journalism extinction. Interestingly, magazines are doing a lot better at surviving, probably because many are niche publications targeted at specific audiences.

Guess which is the magazine with the largest circulation? It’s AARP, the senior citizens magazine, with a circulation of more than 24 million. What’s second? The AARP Bulletin, with also a 24 million-plus circulation.

Maybe people are reading less and less and staying uninformed more and more, catching only the sensational and ignoring the daily happenings. Maybe the AARP owes its large circulation to insomniac old folks or those with a lot of idle time or the fact that it’s complimentary.

We may eventually have to get along without the print media in a cyberspace world that disseminates the news in a dispassionate and abbreviated manner with little of the rituals of traditional journalism that I learned in J-School and later working with some hard-bitten newsmen.

Back then, it was the “get me rewrite” style of those cigarette-stained, fedora-hat reporters of Chicago-school print journalism that, in my estimation, was the golden era of reporting and writing.

You could say it was also entertaining and instructive.

Today’s journalism has moved into the cyberspace era where the printed word more and more is being replaced by a digital format and by electronic media’s talking heads who specialize in “interpreting” the news for its supposedly less-informed, challenged audience.

Being from old-school journalism, one of my heroes was George W. Healy Jr, the editor of the Times Picayune.

Our professors at the University of Texas (Austin) would lecture glowingly of newspaper icons like Healy and his product, and my ambition was to someday work for him at the Times-Picayune.

It didn’t happen. Fortunately, I went on to greater times with the Associated Press, the Dallas Morning News, the Houston Chronicle and Copley Newspapers in Washington and abroad.

Under Healy, the Times Picayune at one time approximated the quality and stature of The New York Times or the London Times, at least, anyway, in our journalism lectures.

Healy is long gone, and a journalism institution like the TimesPicayune seems headed toward the same fate, not because of diminishing quality but because people, at least in the U.S., are getting their news more and more from the Internet.

The Times-Picayune, like many of its industry members, says producing a daily newspaper with its increased cost and its declining circulation and ad revenue has become prohibitively expensive and will now print only three times a week. In the process, more than 200, almost a third of its staff, were laid off.

Its sister publications, The Mobile Press-Register, the Birmingham News and the Huntsville (Ala.) followed suit. The Freedom Newspaper chain of California, which emerged from bankruptcy in 2010, sold its properties to a Boston entrepreneur. The Chicago Tribune and Rocky Mountain News are also in trouble.

There are other newspaper properties teetering on the brink of bankruptcy, and the advent of digital revolution is largely the cause and effect of their problems.

A “State of the News Media 2012” by the Pew Research Center said that the age of the Web in the news industry has arrived in earnest.

The report also stated that the problems of newspapers became more acute in 2011.

“Even as online audience grew, print circulation continued to decline,” the report said. “Even more critically, so did ad revenues. In 2011, losses in print advertising dollars outpaced gains in digital revenue by a factor of roughly 10-to-1, a ratio even worse than in 2010.

“When circulation and advertising revenue are combined, the newspaper industry has shrunk 43 percent since 2000.”

The report added, “the civic implications of the decline in newspapers are becoming clearer. More evidence emerged that newspapers (whether accessed in print or digitally) are the primary source people turn to for news about government and civic affairs.”

“In sum, the news industry is not much closer to a new revenue model than a year earlier and has lost more ground to rivals in the technology industry. But growing evidence also suggests that news is becoming a more important and pervasive part of people’s lives. That, in the end, could prove a saving factor for the future of journalism,” it said.

“The future looks better for the Latino media,” another Pew study revealed.

There are more than 50 million Latinos in the U.S., most bilingual and many acculturated. This, the report says, and the Internet could pose a threat to Spanishlanguage media, but thus far, it hasn’t happened.

Hispanic newspapers lost circulation but not as much or extensively as the English-language press, and their numbers remain stable with 832 newspapers in 2010 compared to 835 in 2009.

The report said that Hispanic magazines showed improvement, with year-over-year growth in ad spending.

The digital age in journalism might be taking over and someday might even eclipse and wipe out print journalism – but I guarantee you it won’t be much fun or as informative as the traditional media.

L K

A T I N O

A L E I D O S C O P E

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

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MAGAZINE® JULY 16, 2012

CONTENTS Hispanic Business Institute Fills Essential Community Need by Marilyn Gilroy

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Do Summer Bridge Programs Improve First-Year Success? by Angela Provitera McGlynn

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The Browning of America:Will Latinos Truly Influence the 2012 Elections? by Sylvia Mendoza

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Recruiting and Retaining Latino Faculty Members: 16 The Missing Piece to Latino Student Success by Luis Ponjuan Gabriela Tagliavini: Latina Filmmaker Making Her Mark by Diana Saenger Page 8

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

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DEPARTMENTS Latino Kaleidoscope

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by Carlos D. Conde

Get Me Rewrite

Uncensored

by Peggy Sands Orchowski

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H igh S ch oo l Fo ru m

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Internships – They’re Not Just for College Students Anymore by Mary Ann Cooper

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

Interesting Reads Book Review

by Mitchell A. Kaplan

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Medicinal Plants of the Borderlands: A Bilingual Resource Guide

Targeting Higher Education Persistent Old Problems

by Gustavo A. Mellander (Online only)

Priming the Pump...

by Miquela Rivera

Preparing Hispanic Students to Read Starts Early

Back Cover

Page 20

HO is also available in digital format; go to our website: www.HispanicOutlook.com.

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ORGANIZATIONS

Hispanic Business Institute Fills Essential Community Need

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by Marilyn Gilroy

any talented immigrants dream of owning their own business or finding a job utilizing skills they have brought from their native countries, such as accounting or bookkeeping. However, language barriers and a lack of knowledge about U.S. regulations can be a big barrier to realizing that dream.

But the Hispanic Business and Training Institute, located at Montgomery College just outside Washington, D.C., is a place – and an environment – in which those goals can get a helping hand. Over the last 12 years, thousands of individuals have enrolled at the institute to enhance their entrepreneurial skills or learn technological applications needed to gain employment.

“I’m proud of the fact that we have touched so many peoples’ lives, not only in improving their work opportunities, but also mainstreaming them into our society,” said Liliana Arango, program director of the institute.

Launched in 1999, the Hispanic Business Institute was established by Montgomery College’s Workforce Development and Continuing Education unit, together with the Montgomery County Department of Economic Development and the Hispanic Chamber of Commerce. Its founders were ahead of the curve in understanding that helping minority-owned businesses would be crucial to the county’s economic growth. They envisioned the institute as a place for providing Hispanic individuals and small businesses with training and opportunities to create and expand their businesses in the American marketplace.

In the beginning, volunteers from the Hispanic Chamber of Commerce taught the institute’s courses, but it became apparent that there was a tremendous need in the Hispanic community, and adjunct professors were hired.

“We were a pilot project,” said Arango. “But it was so successful that we presented it to college administrators, and they decided to take ownership of it.”

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As Arango explains, the institute grew as the number of Latino businesses began taking off around the year 2000, when bank and home equity loans were easy to get and use as startup money. Soon there were thousands of Hispanic-owned businesses in Maryland, many of them located in Montgomery County. Hispanics were praised by county officials for their resourcefulness and willingness to take risks. But although many of the new entrepreneurs were immigrants who had owned businesses abroad, they lacked knowledge of U.S. laws and regulations and began to struggle.

“They [business owners] were failing, and we knew that their success was important to the economic development of the area,” said Arango.

The business institute quickly became one of the focal points in the community where minority business owners could receive guidance and resources to prepare themselves to better navigate the U.S. business environment. Two years after it opened, the institute received an economic development achievement award from the National Association of Counties, which recognizes innovative and successful county government programs.

Montgomery County continued to reap benefits from the courses, workshops and seminars offered by the institute and its various partners, such as the Maryland Small Business Development Center. By 2007, the Montgomery County Office of Economic Development announced that Hispanic-owned firms in the county generated $1.5 billion in revenue.

The economic collapse of 2008 made it harder to get financing for businesses, but the institute found there was a new need emerging in the community, that of workforce development. So while the institute maintained its original mission, it broadened its focus to emphasize job training.

Today, more than 500 students per semester take courses through the institute. Students can choose from dozens of courses – taught in Spanish – in business entrepreneurship, home improvement licensure, accounting, business software applications, OSHA safety for construction workers, and

food safety sanitation. The institute has changed its name to reflect its growth and is now known as the Hispanic Business and Training Institute and Food Safety and Hospitality.

Arango says that food safety and hospitality programs have been very popular. The food safety courses prepare students to get a food service license. “Anyone who works in a commercial kitchen, including those in hospitals or nursing homes, has to have a license as a food handler,” she said.

The construction programs are also in demand because many Hispanics who were engineers in their native countries choose to open construction firms in the U.S. The institute helps these individuals prepare for various exams leading to the home improvement license and electrical certification. This year, courses in how to install solar panels were added to the roster.

Some of the newer training courses are taught in English, but even in these cases, the majority of instructors are bilingual. Written materials are generally offered in English and Spanish, and efforts are made to maintain a “user-friendly” environment for those attending classes.

The curriculum is structured around a tier approach. For example, the program in bookkeeping and payroll offers an overview of basic concepts. Students then move on to a course in QuickBooks accounting software, and the third course offers additional applications and software.

The economy continues to play a role in determining the success of programs. Jewelry design has proved to be popular, especially among Hispanic women, who learn how to create a line of jewelry that includes necklaces, bracelets and earrings made out of various metals.

Because the economy is unpredictable, there are times that a “sure thing” turns out not to be so. When the institute began offering Command Spanish, a program to communicate in Spanish in the workplace, it seemed like perfect timing.

Command Spanish offers employers an opportunity to gain a working knowledge of Spanish. This has the potential to improve the work environment and job performance of Hispanics while also providing better services to persons in the Hispanic community. The program features Spanish for Landscaping and Nurseries, Survival Spanish for School Administrators, Spanish for Construction Sites, Spanish for Hotel and Motel Staff, and Spanish for Bank Tellers. While the program was in demand when it was first offered, it languished during the recession.

“In this economy, one of the first things businesses cut from their budgets was language training,” said Arango. “But I do notice that it is starting to pick up again.”

“I have excellent support from the Workforce Development and Continuing Education unit and the instructors,” she said, “but I do everything from assisting in curriculum development and hiring instructors to outreach to the Hispanic community. I enjoy it all.”

Her personal involvement is important to Hispanics who contact the institute. When they call the main number, the voice message on the other end is Arango’s, explaining in English and Spanish how to get a course bulletin and when to register.

However, sometimes the explanation isn’t enough. Adult immigrant students often are reluctant to come to the college, says Arango, because they

Liliana Arango, program director, and the institute’s partner organizations

have built a model that is the envy of other counties that would like to start

Building a Sense of Community While economic trends and course offerings have changed in the last decade, one thing that hasn’t changed is the program director, Liliana Arango, who emigrated from Uruguay in 1979 and has been with the institute since its inception. She is known as the ultimate multitasker whose hands-on approach helped build the institute. It is a job that finds her involved in all phases of development, from outreach to the community to meeting with students and visiting classes.

their own programs.

do not have confidence in their language skills or in their knowledge of registration procedures.

“They are scared to ask questions and feel that their cultural differences might be a barrier,” she said.

As a result, Arango personally intervenes, sitting down with prospective students and showing them how to read the catalog and walking them through the registration process. In the end, it’s an approach that fosters trust and enables students to take the first step toward gaining the knowledge and skills that will lead to more job opportunities. Once they are in class, they are surrounded with individuals who are in similar circum-

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PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS Slippery Rock University of Pennsylvania invites applications and nominations for the position of Provost and Vice President for Academic Affairs. The University seeks a dynamic and visionary academic leader with a passion for teaching excellence, learning and innovation who will continue to build upon the institution’s academic programs’ strengths, promote the quality of the student learning experience, and meet the challenges the University faces in the 21st century.

As a public comprehensive university and one of fourteen institutions in the Pennsylvania State System of Higher Education, Slippery Rock is a vibrant, student-centered community of learners and scholars. The university places a high value on the quality of the undergraduate teaching and learning experience with more than 150 programs and tracks. Slippery Rock offers a complementary array of 25 master’s degree programs and a doctoral program in physical therapy. The University is selective in admissions and enrolls more than 8,700 undergraduate and graduate students.

The university provides a comprehensive liberal arts collegiate experience which encompasses an extensive range of liberal arts, professional, and preprofessional programs and a focus on a living-learning communities. More than 500 faculty, managers and professional staff serve the colleges, departments and divisions of academic affairs.

As chief academic officer of the University, the Provost reports directly to the President, acts on behalf of the President in her absence, and provides leadership in all areas related to academic affairs. With our new presidential leadership, the next Provost will have the opportunity to refine and extend our academic vision through developing new academic programs, expanding our international partnerships, and advancing the integration of academic technologies.

Additional information about Slippery Rock University and the position can be found at the following website: http:// www.sru.edu/ProvostSearch.

NOMINATIONS AND APPLICATIONS: To view a complete position description and to apply for this position, please visit https://careers.sru.edu and reference posting number 0000600762. Applications will be accepted until a new Provost is selected, but interested parties are encouraged to submit their materials by September 4, 2012 at which point review of applications will begin. The anticipated starting timeframe for the position is Spring 2013.

Address questions or send nominations to: Dr. Amanda Yale Associate Provost for Enrollment Services Search for Provost and Vice President for Academic Affairs Slippery Rock University of Pennsylvania Slippery Rock, PA 16057 Or amanda.yale@sru.edu 724-738-2648

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stances and have the same backgrounds. As immigrants, they identify with each other and with Arango, who often stops by to visit.

“We are all immigrants; we’ve all gone through similar experiences,” she said. “We all know what it is to come to a foreign country – when you see someone sitting next to you, you have so much in common.”

Arango is especially gratified when she sees students gain the confidence to continue into degree programs at the college.

“We’re creating a real sense of community here,” she said. “In coming to college, they see that it’s a friendly place, and many continue on to take credit courses.”

Arango has worked tirelessly for the institute, building a network by being active in community organizations and promoting it on local radio and television and radio shows. Through various fundraisers, scholarships have become available to support students. One of the institute’s staunchest supporters, the Hispanic Chamber of Commerce of Montgomery County (HCCMC), recommended Arango for recognition, and she subsequently received an award from the Minority Business and Professional Network, in 2003.

Carmen Larsen, vice president of HCCMC and also president and CEO of AQUAS Inc., a technology and engineering firm, says Aragno’s work has made a huge difference in helping Hispanic new business owners to be smart and successful in managing their companies. And when there is an obvious unmet need, such as the availability of bilingual license tests, Arango has helped to fill the gap.

“She [Arango] is a great advocate for the emerging entrepreneur, and speaks with passion to legislators and sponsors on the benefits of supporting the institute as a venue for promoting licensed and compliant businesses, giving them a greater chance at success and sustainability,” said Larsen.

To Arango, it is all just part of her desire to provide courses and services based on what the Hispanic community needs while offering a place that can serve as an entrance door for Latinos. In doing so, she and the institute’s partner organizations have built a model that is the envy of other counties that would like to start their own programs.

“We get people from all over, including Baltimore and Virginia,” she said.” This is a unique program; there’s nothing else like it anywhere.”

Larsen says that’s because business success and job creation for Hispanics has been Arango’s “mission,” and one that is shared by HCCMC. “I think that I speak for the Hispanic Chamber of Commerce of Montgomery County when I say that we admire her perseverance and dedication to the institute, and we applaud her service to the Hispanic entrepreneurial spirit,” she said.

Visit our website for current employment opportunities and job listings – updated daily

www.hispanicoutlook.com

REPORTS

Do Summer Bridge Programs Improve First-Year Success?

One

by Angela Provitera McGlynn

of the many challenges facing our colleges, particularly our community colleges, is bringing underprepared students up to par to do collegelevel work. Traditionally, this has been done by providing developmental courses in math, reading, and/or writing during the first college semester. There are several disadvantages to such an approach. The courses usually don’t carry course credit towards a degree, prolonging completion and adding expense to the college experience. Additionally, many students in such courses feel unmotivated and demoralized.

Summer bridge programs are designed to reduce the need for developmental education once students are enrolled in college. They might solve the problem of underpreparedness by having recent high school graduates study remedial reading, writing, and/or math during an intensive summer period, along with an introduction to college to ease the transition from high school to college prior to the fall semester.

That transition from high school to college might involve factors beyond academic readiness.

Given what we already know about the importance of the affective dimension to student success and the role relationships play in contributing to college completion, the summer bridge programs may provide an opportunity for bonding with other students, faculty, and the institution where they will enroll.

The question remains – Are such summer bridge programs effective in promoting student success in college?

The National Center for Postsecondary Research (NCPR) and the Texas Higher Education Coordinating Board (THECB) conducted research, beginning in 2009, tracking 1,300 mostly Hispanic college students, enrolled at seven community colleges throughout Texas and one four-year university, who participated in a summer bridge program. The report is titled Getting Ready for College: An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs.

The summer bridge program is part of a larger initiative launched in Texas in 2000 – an ambitious statewide strategic plan called Closing the Gaps by 2015. Its overall objective is to increase enrollment and academic success in Texas colleges and universities.

As part of that objective, the state created developmental summer bridge programs intended to reduce or eliminate the need for developmental courses, enabling participants to perform college-level work their first semester.

These intensive summer programs offer remedial instruction in math, reading, and/or writing along with an introduction to college.

The Texas Higher Education Coordinating Board, in 2007, funded 22 colleges to develop summer bridge programs, part of a nationwide attempt to improve college readiness.

The bridge programs typically offer intense study for four or five weeks during the summer before students enroll in college. Beyond instruction, the programs include tutoring, additional labs, and student support services in an integrated approach designed to smooth the process of transitioning to college.

Although summer enrichment programs have been tried across the nation, little empirical research has been done testing outcomes.

In 2009, NCPR initiated an assessment of the effectiveness of eight developmental summer bridge programs in Texas. The essential questions are: Do these programs reduce the need for developmental coursework when students enter college? Do they contribute to student success?

In order to go beyond correlational data and answer the cause-effect questions, NCPR used an experimental design to measure the effects of summer bridge programs on the need for developmental course work in students’ first semesters and to determine whether or not students were successful in their first-year coursework. At each of the eight colleges, students who consented to participate in the experiment were randomly assigned to one of two groups: an experimental group, the summer bridge participants, or the control group, students receiving the college’s regular services.

With random assignment to groups, other relevant variables that might affect the results, such as student age, motivation, etc., were held constant. This was done so that any differences found between experimental and control groups could be attributed to the summer bridge programs.

Differences in observed outcomes are known as “impacts,” and the experimental paradigm allows us to infer with confidence that the impacts are

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the result of bridge program participation.

The experiment took place in the summer of 2009, and students’ academic progress in both groups was monitored during their first academic year. The results of the study can be viewed as preliminary in that they are only the beginning of the tracking process. This is the first of two studies; the second will track participating students beyond their first college academic year through their 2010-11 sophomore year.

The eight Texas colleges that were selected to participate in this study are: • El Paso Community College (El Paso) • Lone Star College-CyFair (Houston) • Lone Star College-Kingwood (Houston) • South Texas College (McAllen) • Texas A&M International University (Laredo) • Palo Alto College (San Antonio) • San Antonio College (San Antonio) • St. Philip’s College (San Antonio) The four common features of all summer bridge programs in this study were an accelerated format, academic support, a “college knowledge” component, and the opportunity for participants to receive a $400 stipend. All eight programs in the study conformed to the general model created by THECB, though they varied on some basic dimensions.

This first report examines early impact results from the data on how the summer bridge programs were implemented, focusing on the models used, the range of design features used, how the programs were administered, and how they were perceived by all those involved in the programs.

Here are some characteristics of the programs. Of the eight developmental summer bridge programs in the study, four were coursebased and four were freestanding. Course-based programs were basically standard developmental courses modified to fit a shorter, more intense time period. Freestanding programs, on the other hand, offered students basic skills instruction and were not based on a specific course.

Freestanding programs did not require students to attend a summer program and did not award any form of credit. In both freestanding programs and course-based programs, students received additional academic support, instruction in college knowledge, and a stipend upon successful completion.

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There is modest evidence that course-based programs were slightly better than freestanding programs at helping students attempt collegelevel courses, perhaps reflecting that students in course-based summer bridge programs may have entered college at higher levels of the developmental course sequence.

The researchers of this first report used data from the THECB along with data from the colleges that ran summer bridge programs. Several analyses were made of the overall effectiveness of the summer bridge program model by comparing outcomes for experimental and control group students.

Two of the primary indicators of summer bridge program effectiveness included whether or not students enrolled in college during the fall and spring semesters following the summer programs and how they progressed in developmental and college-level courses in math, reading and writing.

The first hypothesis, that students completing summer bridge programs would have higher enrollments in fall and spring semesters, was not supported. Enrollment rates were high for both summer bridge program students and for control students. The enrollment rates were statistically insignificant. This finding contradicts the notion that summer bridge programs boost enrollment.

However, another interpretation is that students who participated in this study were already highly motivated to go to college (the data support this) and summer bridge programs might in fact make a difference for students less motivated.

The second hypothesis, that students completing summer bridge courses would be more academically successful in their first year, was supported. Summer bridge program students were more likely than their control cohort to pass college-level courses in math and writing during the fall term. These students were also more likely to attempt higher-level reading, writing and math courses compared to control group students.

Specifically, the findings show that summer bridge program students: • Attempted the first college-level math course at a significantly higher rate than control group students • A significantly higher percentage of summer bridge students passed their first college-level math course • Summer bridge program students were significantly more likely to attempt a college-level reading course and significantly less likely to enroll in the lowest level of developmental reading • Summer bridge students were significantly more likely than control group students to attempt at least one writing course and were more likely to pass their first college-level writing class • During the 2009-10 academic year, summer bridge program students attempted one more college-level credit than students in the control group

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These early findings are certainly encouraging.

Underpreparedness to do college-level work is definitely a barrier to student success. If summer bridge programs can get students up to speed academically before they enter college, and can create a smooth transition from the high school to college pipeline, then such programs increase the likelihood that students will persist to earn a degree.

Data collected for this study also included baseline and post-program student surveys and comments made by students in focus groups to capture a sense of the summer bridge program from the students’ perspectives.

Students wanted to attend summer bridge programs for a variety of reasons. They wanted to do well during the summer remediation programs so they would not have to take developmental courses when they enrolled in college.

Some students said they wanted to “get a feel for what college is like” and “gain experience about college.” The most common motivations included the desire to become better prepared for college, improve their academic performance, and improve their performance on standardized tests.

Following the summer bridge program, interestingly, some students in focus groups said that they were not motivated to attend the summer program because of the $400 stipend but that the stipend motivated them to attend all classes (a requirement of the stipend).

Many students said they thought the summer program helped them to acclimate to college, helping them to know the ropes before they got to college.

One student stated that one of his teachers brought the class to the college library and taught them how to use the resources. In focus groups, many (but not all) students also pointed out the value of the relationships they established with their teachers.

In the conclusion to this first report, the researchers question why summer bridge programs helped students pass entry-level college math and writing courses but had less success helping them pass reading courses. The followup report might help shed light on this finding.

The final report, which will be released next year, will include two years of longitudinal data tracking summer bridge program students and their control cohort through their second year of college. The report will describe students’ progression through developmental education, their success in college-level courses, and their persistence into and through sophomore year of college.

For those interested in reading the full report, it can be found at: www.mdrc.org/publications/609/overview.html.

Angela Provitera McGlynn, professor emeritus of psychology, is an author and national consultant/presenter on teaching and learning issues.

DEAN, LAW SCHOOL ANN ARBOR, MICHIGAN The University of Michigan invites nominations and applications for the position of Dean of the Law School.

Founded in 1859, Michigan Law is one of the nation’s top law schools, renowned for its academic rigor, teaching excellence, scholarship, and collegiality. Michigan Law has 1,100 J.D. students, 80 full-time faculty members, 14 nationally-recognized clinics, a wealth of doctrinal offerings, and numerous highly regarded international internship opportunities. Each year, the Law School graduates some of the most talented and accomplished lawyers in the country.

The Dean is the chief academic and administrative officer of the Law School and reports to the Provost and Executive Vice President for Academic Affairs. Applicants for Dean of the Law School should possess a distinguished record of teaching, scholarship, professional experience and public service appropriate for tenure as full professor. Applicants should also possess administrative and managerial skills to lead a law school in a highly interdisciplinary campus of a public research university.

Nominations and applications will be reviewed immediately. Individuals from underrepresented groups are encouraged to apply. The University’s dedication to excellence is complemented by its commitment to building a culturally diverse academic community. Inquiries, nominations, and applications should be submitted, preferably in electronic form, to: Ellen D. Katz Chair, Law School Dean Search Advisory Committee Professor of Law University of Michigan 3074 Fleming Administration Building Ann Arbor, MI 48109-1340 law.dean.search.chair@umich.edu The University has retained the services of Kenneth L. Kring (ken.kring@kornferry.com) and John Amer (john.amer@kornferry.com) of Korn/Ferry International to assist the search advisory committee.

The University of Michigan is an equal opportunity/affirmative action employer.

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UNCENSORED

by Peggy Sands Orchowski

ROBBING PETER TO PAY PAUL, THEN VICE VERSA – Apparently, Republicans and Democrats do agree on one thing: student loans should not go back to their original payback rates, but remain at a “temporarily passed” half-rate mark instead. Trouble is, by May, the partisan legislators still couldn’t agree on how to pay for extending the reductions. Democrats wanted taxpayers to pay more.

Republicans suggested zeroing out the “Prevention and Public Health” program funds appropriated for Obama Care. Democrats were outraged by that idea. But ironically, that health care fund was created in the first place by Democrats taking money out of already appropriated U.S. Department of Education funds. You should know who won. The deadline was July 1.

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PRIVATE PRE-COLLEGE COUNSELING TERRORIZES PARENTS – “The 10 Deadliest Mistakes Most Parents Make (When Applying For College Funding)” shrieks the brochure of a college financial aid service “ducerus” offering counseling services nationwide for parents worried about financing their children’s college education. Accompanying the deadly sins document is a chart depicting “The Confusing Maze of College Planning.” It’s crowded with colored lines, arrows, circles and loops with no key, all pointing to multilayered boxes representing scary-named educational agencies and programs (such as the NSLDS, “The Student Loan Database Default Rates Enrollment Tracking” services). Along the edge of the chart are boxes representing collection agencies. The promotion materials “made me more depressed than ever about financing college for my kids,” a single parent told me after attending the free initial seminar arranged by her real estate broker. “And there’s no way I could afford the $2,000 they charge in order to help me out.”

Of course, no one mentioned the free financial aid counseling materials offered by the Department of Education.

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EASIER, CHEAPER TO GO OUT-OF-STATE TO COLLEGE? – In some states, their sterling public universities charge ever-higher tuitions and do away with caps for out-of-state and foreign students who pay three times more tuition than do the state’s residents. What’s an in-state student supposed to do? Many good (but perhaps not “brilliant”) students in states with prominent universities are finding it increasingly harder to attend their home institutions. So they are migrating. A recent article in the Sacramento Bee reported that in the last 10 years, freshmen enrollment at Boise State from California rose tenfold. It quadrupled at the University of Oregon and doubled at Arizona State. The trend is expected to continue as state students increasingly are priced out of the market at their own state’s best institutions.

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“SOFT” POWER OFFERS STUDENT VISAS, BUT NOT TUITION MONEY – Diplomatic “soft” power (rather than military “hard” power) often includes deals to grant foreign student visas in return for diplomatic favors. China is a case in point. Many sons and daughters of highly influential Communist government officials can be found (often with false names) at top universities such as Harvard. Recently, the dilemma over the “blind Chinese dissident” who sought refuge in the U.S. Embassy in Beijing just as Secretary of State Hillary Clinton was visiting China resulted in him and his family getting student visas to the U.S. But these gift visas usually don’t come with tuition money. Almost all the Communist officials pay full fare (some say they get local “scholarships” – although in one recent case the aid might have involved blackmail and murder). A recent political cartoon by Pulitzer Prize-winner WEYANT sums up one point of view: A Chinese-suited head of state asks: “We need to make an example of Chen Guangcheng (the aforementioned “BCD”). Should we use imprisonment? Starvation? Torture?”

“Worse!” answers a uniformed official standing next to him. “Send him to study in the U.S. and give him crippling student loans.”

ETHNIC MONIKERS CAN BACKFIRE; MAYBE BEST NOT TO USE THEM! – Recently, several cases of ethnic labeling have backfired. One referred to the killer of 17-year-old Trevor Martin, an African-American shot by a neighborhood watch volunteer in Florida. Civil rights activists labeled the killing racist; they assumed that the watch volunteer George Zimmerman was a White male afraid of dark-skinned minorities wearing hoodies. But, ooops! turns out Zimmerman is Hispanic. The New York Times immediately re-labeled Zimmerman “a White Latino” (to assure the Black/White racist narrative; they stopped only after protests). During that same period, a Chronicle of Higher Education columnist was fired after writing a 500-word blog about scholars criticizing the academic validity of five Ph.D. dissertations in Black studies. “The reaction to my blog post ranged from puerile to vitriolic,” Naomi Schaefer Riley wrote in a Wall Street Journal Op-Ed. She was called a racist and let go. Ooops! Turns out Riley is married to an AfricanAmerican. And now we have Harvard Professor Elizabeth Warren, who is running for Ted Kennedy’s former Senate seat. Turns out the university has promoted its faculty racial diversity on the basis of Warren’s claim that she is part Native American, which, ooops! was based only on family rumors. Maybe it’s best not to mention the ethnic heritage of any public persona until proven to be relevant.

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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The Browning of America: Will Latinos Truly Influence the 2012 Elections?

COMMENTARY

In

by Sylvia Mendoza

every election year, the focus of presidential candidates turns to a major force to be reckoned with – the Latino presence in the United States. With more than 51 million Hispanics living in the country, the potential voting power can easily tilt the scales for any candidate.

Instead of seeing the positive influence a huge Latino turnout at the polls could be, emphasis shifts to the controversial issues of immigration reform, variations of the DREAM Act, and the swell of racial tension that affects American-born Latinos as well as undocumented immigrants. Stereotypes of the Latino community are perpetuated, often inciting racism, racial profiling, hate crimes, discrimination and civil and human rights violations.

Dr. Stephan Balkaran, a professor of African-American studies and coordinator of the Civil Rights Project at Central Connecticut State University, speaks across the country in workshops addressing those perceptions. At the annual American Association of Hispanics in Higher Education (AAHHE) convention this year, his presentation “Immigration Reform: Why America Failed Latinos; The Political Debate of Brown or White and Its Implication on the 2012 Presidential Election” led to heated discussion among professors, administrators and other attendees.

Although opinions differed greatly, many agreed with the general statement Balkaran presented: “No other immigrant group in the history of the United States has the opportunity to redefine America – politically, economically and socially – like the Hispanic community today,” he says.

Yet many see the focus on the Latino community as temporary, at best, and superficial, at worst. “It’s a very traditional approach,” says Dr. Joseph Villescas, a public communication and mass media professor at El Paso Community College and founder of Villescas Research, Media & Instruction, a firm that provides resources and experienced collaborators for community-oriented initiatives. “We’ve been struggling with these same issues since the 1970s, and it’s heard every four years with every presidential running. For a candidate to eat an enchilada or a taco is a photo op.”

In addition, Latinos have the numbers but do not jump at the chance to take the power and make a difference by voting. Voto Latino, a grass-roots organization that’s been building a movement to get Hispanics registered to vote, estimates that 12 million will do so this year. Says Balkaran, “We’ll be the major vote in the next 20 years.”

Villescas, whose graduate studies focused on race and perceptions of Latinos in the media, does not believe that number is proportionally high compared to the population. There is a need, he says, to get a voter mobilization process into 2014 congressional races and 2016 presidential races, says Villescas, who believes the power is still in Latinos’ hands. “We need to mobilize new candidates with vision.”

This community mobility must be sustainable beyond the elections and promote a model of success for Latinos 20 years from now, he explains.

Inclusion of immigrants, Latino liaisons, and community activism are important. “We face complex issues and we need complex solutions, but have to believe and act as if we will have an immigration reform plan – that a DREAM Act will be implemented. Beyond those hot-topic issues, we have to focus on what matters. We’re talking about education and economic disparity.”

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Immigration Impact: The Browning of America According to the Pew Hispanic Center, approximately 11 million of the more than 51 million Hispanics living in the United States are undocumented. In Georgia, Illinois, Idaho and New Jersey, the Hispanic population has grown by more than 180 percent since the 2000 census. Under the Hispanic “umbrella,” immigrants from Mexico are the highest population in the U.S. at 39 percent, followed by Puerto Rican, Cuban and Guatemalan. Because of this presence, power should follow.

Balkaran has termed this presence the “browning of America.” In mainstream White America, he says, the image of Latinos is mostly negative and the numbers mean little. “Whether you’re fourth-generation or a recent immigrant, you are always marginalized by the color of your skin,” he said. “It isn’t about the economic strain of Latinos in this country or the language barrier. It’s that this country isn’t ready for brown.”

An immigrant from Trinidad, Balkaran arrived in the U.S. at age 18 and started working at the United Nations and World Bank internships. As he studied, however, he witnessed disturbing trends at the university level. “When I became a professor, I started to see how the institutions treated Black and Brown professors. They were passed over for promotions, research was undermined.”

Author of The Photobiography of the Civil Rights Movement and Broken Dreams, Broken Promises, Disparities and Disappointments: Civil Rights in the 21st Century, Balkaran was determined to teach about the effects of race and culture. “We have to overcome fears based on race. Immigration reform has become the civil rights movement of the 21st century,” said Balkaran.

Even so, only presidential candidate Newt Gingrich had put an actual immigration reform plan on the table. “He proposed that if immigrants had been here 20 years, had gone to church, learned English and had no criminal acts, we should let them be citizens,” explains Balkaran.

Dr. Ella Díaz, a visiting professor at the San Francisco Art Institute, teaches courses centered on U.S. Latina/o cultural production. When immigration is not dealt with in a more meaningful way, racial panic can result, she says. “Immigration – legal and illegal – as well as gay rights, women’s rights or access to health care are always leading issues during the election season,” she says. “I don’t contribute to color-coded terms in my classrooms or in my life. Often, ‘illegal’ immigration is framed as a crisis happening right now, as a besieging of the country of foreign illegals, which reads as ‘criminals.’ The media coverage is a constant evening news report, an online blog blitz, and ongoing conversation at work and at home.”

The Realities Immigration reform has been addressed in prior years, but currently affects mostly the Mexican population. The “Wet-foot, Dry-foot” policy protects Cuban immigrants, and other policies are in place for immigrants from Nicaragua, Guatemala, Columbia and Haiti. The Immigration Reform and Control Act (IRCA) of 1986 held employers accountable, and they faced fines for employing undocumented workers. It also gave amnesty to those who had been in the country since before 1982. In 2001, President George W. Bush and Mexico’s President Vicente Fox had agreed on an immigration reform policy that both countries could live

with, which included border security, drug trafficking control and legalization solutions for those already living in the U.S. Before it could be implemented, however, the terrorist attacks on Sept. 11, brought discussions to a halt.

There seems to have always been a push-pull relationship with Mexico and Central and South America and immigration, explains Díaz, who will be joining the English Department and Latino/a Studies Program at Cornell University this fall. She points out facts about the Bracero Program impact from 1942 to 1964, and the Mexican Repatriation in the U.S. that deported or promoted the departure of 500,000 Mexicans and Mexican-Americans.

The Border Industrialization Program in 1964, she says, marked the beginning of the factory system that set the stage for NAFTA in 1994.

Undocumented citizens are caught up in the politics of immigration and immigration reform. And Obama seems to have lost the confidence of the Latino community because of his failure to address the issue, said Balkaran. “He’s fixed Wall Street and Main Street but not Brown or Black streets. He broke up more families in his first term of presidency than two terms combined with President Bush. He has reneged on the greatest asset of this country. America’s greatest betrayal is on Hispanics.”

Indeed, during President Obama’s term in office, the number of deportations has hit record highs. Since 2007, nearly one million immigrants have been deported. In 2011 alone, there were nearly 400,000 deportations to Mexico. The U.S. Immigration and Customs Enforcement (ICE) is focusing on deporting those with a criminal record, but only 35 percent of those deported had committed serious crimes.

Despite President Obama’s failure, until recently, to establish an immi-

Balkaran says that the answer is not in prosecuting innocent kids who want a college education and deems it ridiculous to say they are taking away opportunity from “White kids.” “How many White Americans live off the government collecting welfare? Why are those numbers never brought to light? Every immigrant that went before us has gotten a piece of the pie, but when it comes to Brown America, the rules change.”

Even so, Villescas envisions some form of a DREAM Act being implemented and says that we must look years ahead. He believes educating students and the community can make for a more powerful Latino presence.

The answer might lie in having a better level of collaboration of Latinos in education and elected officials with an eye on the future. Bridging these partnerships with city and county and governments can bring about the change to improve quality of life for Latinos.

It begins, he says, with getting as many students educated as possible.

“With an unskilled and uneducated labor force, with 21st-century jobs, if we’re not careful, our young people will still end up in service industry jobs with no access to higher-paying jobs. How will Latinos fare in 20 years if they are not educated and cannot add to the economy?”

Latinos with degrees make up less than 1 percent of the doctoral pool, but they can make a difference in communities and in shattering stereotypes, he says. There are opportunities for Latinos to be represented in technology, science and math, where developing green techniques, for example, can offer innovative solutions for our communities, says Villescas. Graduates are needed in research or bio fields, engineering and software, and this presence will affect all facets of society.

gration reform policy, which was a high priority in his last campaign, a Fox News Latino poll showed that Hispanics are still more likely to vote for Obama again unless a Republican brings in a Latino on his/her ticket.

Education and Professors There is also a call for more activism by professors, who are experts in their fields. There’s a tiny sector of educated Latinos witnessing serious power with such an array of individual perspectives that could make an incredible impact on forward thinking in Latino communities, says Villescas. “I’ve always been baffled. We have all the skills in school and can be consultants in our communities in our specialty fields. Instead, many opt for the safe tenured track, which is the downfall of our Latino population.”

There is a culture of fear that surrounds university professors who have lost their voices due to fear of backlash against their efforts, commitments and perspectives on various issues impacting the lives of all people, says Díaz. But like Villescas and Balkaran, she believes in activism and stepping up to the plate. “As scholars and educators, we need to continue to expose the historical footprint, contributions and foundational work of our Latina/o communities in the U.S. to interrupt the media tropes of foreignness and illegality that become associated with Latinos/as in mainstream outlets.”

During election years, the Browning of America is about shattering stereotypes and on becoming accountable to our own communities, says Balkaran.

Latino leadership training can inspire students and professors to expand their abilities in mass media and mobilize border issues from a broad minority to a larger audience. Educators can be natural-born leaders and agents of change.

“We need to take the doctoral degree out of the ivory tower and have professors become engaged with the community,” says Villescas. “Use that skeleton key you have to open doors and bring awareness to the community through your research, your findings, your perspectives as an expert. We can’t wait for change to come to us.”

Beyond the Elections Where all parties can agree is that a presence of U.S. Latina/o leadership is needed in all sectors of the nation-state, says Díaz. Latinos can definitely influence the elections this year by getting involved in grass-roots efforts, not only to vote and voice their opinion, but to run for office at a local level, like school boards.

Community engagement is crucial, says Balkaran. “Latinos have the power in numbers alone to effect social change. We need to start breaking down barriers, practice diversity, and elevate ourselves with education.”

Education and Students On a state-by-state basis, in some there are variations of the DREAM Act, which is a form of amnesty for those who entered the United States illegally before their 16th birthday and remained as legal U.S. residents. They must have earned a high school diploma, committed no serious crimes, or serve in the military. Much of the controversy surrounding the act gears around funding.

According to stopab131.com, led by California Assemblyman Tim Donnelly, AB 131 allows undocumented immigrant students to apply for and be eligible to receive California grants, scholarships and financial aid to attend state colleges and universities. Even though citizens would be first to receive this aid, state tuitions are increasing by almost 12 percent, and financial aid and other funding are being cut. The CalWatchdog site states that approximately $15 million to $40 million has been earmarked for DREAM Act recipients.

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Recruiting and Retaining ENROLLMENT/RECRUITMENT

The Missing Piece to Latino members. In this article, I examine how education leaders can improve the recruitment and retention of Latino faculty members in higher education institutions. After providing an overview of the current situation vis-à-vis Latinos in higher education, I offer 10 specific policy and programmatic recommendations to improve conditions for Latino faculty members.

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ccording to the U.S. Census Bureau, Latinos have accounted for most of the nation’s population growth over the last decade (56 percent) and currently represent 16.3 percent of the United States population (50.5 million people). Unfortunately, this growth hasn’t been mirrored in higher education. Latino students had the lowest percentages (27.5 percent) of college enrollment compared to White and Black students (45 percent and 37.7 percent, respectively). Nevertheless, Latino enrollment numbers are on the rise: going from 14.8 million in 1999 to more than 20 million in 2009.

These dramatic demographic changes and the increased presence of Latinos in American higher education highlight new challenges for academe.

While Latino students are enrolling in greater numbers, Latino faculty have not seen similar growth, making up only 4 percent of faculty nationwide. These contrasting images between the faculty and student demographics portend an inevitable truth that, while the higher education student population is dramatically changing, the faculty members of color still are not representative of the incoming cohort of students of color, especially the Latino student population.

As a Latino faculty member, these troubling trends resonate with me and remind me that additional work is needed to understand how higher education institutions can improve their commitment to Latino faculty

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Latinos in Higher Education In response to poor institutional recruitment efforts and low retention rates of faculty members of color, higher education researchers have examined the institutional and educational benefits of having these underrepresented faculty members in higher education institutions. For example, researchers have found that Latino faculty members benefit higher education by uniquely engaging students in the classroom, improving Latino students’ higher education retention and degree completion rates, enhancing campus pluralism, and conducting academic research on racial/ethnic communities.

One of the more compelling arguments for having Latino faculty members is the direct impact their teaching practices has on student learning outcomes. Faculty members of color are more likely to engage students in classroom dialogue and provide additional readings on issues of race and ethnicity that challenge students’ preconceived ideas of racial/ethnic groups. Urrieta and Chavez argue that most Latino faculty members view their teaching in the classroom as opportunities to “raise students’ consciousness and critical thinking skills even when faced with resistance.”

Researchers have discovered that students of color in predominantly White institutions (PWIs) are more likely to persist toward degree completion when they have faculty members of color as role models. Other scholars have found faculty members of color help underrepresented students to have successful undergraduate experiences. These students also viewed faculty members of color as inspiring symbols of professional success and powerful examples of academic excellence.

Hurtado et al. found that the presence of faculty members of color is necessary to create and enhance a diverse educational learning environment.

They argued that the racial/ethnic diversity of faculty members demonstrates an institutional commitment to creating a multicultural learning environment. Coupled with Latino student retention, Latino faculty members also make an impact with their academic scholarship, being more likely to produce scholarship that is relevant to the Latino communities and individuals.

Recruiting and Retaining Latino Faculty Members Still, even as much evidence points to the tangible and meaningful contributions made by Latino faculty members to higher education, research also highlights the challenging work environments that too often confront them. These challenges reflect the realities that these faculty members endure when they are one of few people of color in their department and institution.

Latino Faculty Members: Student Success The literature is surfeit with empirical evidence that shows Latino faculty members are more likely to have additional committee/service duties compared to their White colleagues. These additional duties represent daunting realities for Latino faculty members who are also trying to navigate the tenure and promotion process. That is, many of these “service commitments” are less valued when Latino faculty members are evaluated for tenure and promotion. This inherent tension between service duties and tenure-related activities usually results in “physical and mental exhaustion, emotional drainage” for many Latino faculty members.

There are potential challenges when a faculty member of color is in a workplace that reflects dominant racial/ethnic norms and behaviors. For example, researchers argue that Latino faculty members often face barriers within their workplace that lack Latino cultural values such as “personalismo, simpatia, familismo, and allocentrism.” These factors may also create a hostile or difficult climate for faculty members of color that inhibits their ability to create meaningful, positive, supportive collegial relationships with their peers. These challenging workplace climates are not universal, but they are more likely to occur when there are few Latino faculty members in the workplace. Finally, there are emotional and psychological costs for enduring challenging workplace climates. For instance, some argue that faculty members of color and Latino faculty members may face isolation and alienation in their workplace.

More than 20 years ago, Ernest Boyer published Scholarship Reconsidered, the seminal report that changed our discussions about academic scholarship. In this report, Boyer suggests that higher education institutions need to enlarge the definitions of academic scholarly work.

Since then, researchers have examined how institutions and senior faculty often have skepticism about the academic work of Latino faculty members and that critics believe that Latino scholarship is less relevant or less valued because it focused on Latino-related issues. Some also argue that the knowledge production community (e.g., academic journals) is “a major problem and obstacle to Latino faculty success” and that some social science journals are less likely to publish research focused on marginalized racial/ethnic groups. Despite these challenges toward research focused on Latino issues, many Latino scholars are deeply committed to advancing and enlarging the discussions on Latino social issues, or what has been termed “activist scholarship.”

The challenges and opportunities Latino faculty members face in their academic careers highlights the urgency to address these difficult realities.

For these reasons, it is important to provide recommendations that achieve two interrelated points: increasing the recruitment and retention of Latino faculty members and improving Latino students’ access to and degree completion from postsecondary education. Since Latino faculty members are more likely to be faculty members in public four-year institutions (i.e, doctoral degree granting institutions), these recommendations specifically relate to Latino faculty members from these types of institutions.

by Luis Ponjuan

Recommendations to Increase Latino Faculty Representation

The spirit of the Thought and Action readership is grounded in the belief that improving higher education is essential for the public good. Our nation and local communities face a new reality in our global economy.

The future economic prosperity relies on increasing our postsecondary degree completion rates for an increasingly diverse student population. It stands to reason that, due to the increases in the postsecondary Latino student population, the Latino educational policy is the national education policy. Therefore, we must closely examine and interrogate the reasons for disparities between the representation of Latino faculty and Latino student population in American postsecondary education.

These initial policy and programming recommendations offer a sample of potential efforts to improve recruitment and retention of Latino faculty members in postsecondary institutions. While these recommendations are not comprehensive, they do offer a catalyst for additional discussions.

Improve Latino Doctoral Student Socialization Policies that improve the professional and personal socialization of Latino doctoral students into the academic discipline and graduate programs are important for Latinos because, compared to their peers, they are more likely to drop out. Gonzalez states, “... Latinas – a group growing in numbers, influence, and intellectual sophistication – find higher education institutions to be oppressive and riddled with barriers that prevent or minimize their success.” New graduate education policies need to encourage graduate programs to enhance the educational and professional experiences for Latino students. For example, academic socialization policies should specifically identify first-generation Latino graduate students and assign them with advanced doctoral students or a Latino faculty member, ideally in their disciplines, to facilitate their professional socialization as a new Latino scholar.

Recent research suggests that department leaders should reexamine how they socialize doctoral students into the faculty profession.

Deans and department chairs need to encourage incoming Latino faculty members to connect and engage with the Latino faculty community.

Educate Faculty Search Committees Institutions need to develop institutional policies that adequately prepare faculty search committees to expand the faculty applicant pool to include more Latino doctoral graduates. In the last 20 years, Latino graduate students have received doctoral degrees at faster rates than their White doctoral peers. Researchers have found institutions that had these three search committee policy guidelines were more successful in hiring faculty members of color: 1) the faculty position includes an explicit requirement that the position links to a research agenda focused on racial/ethnic issues; 2) the institution creates a “special hire strategy” faculty search to pursue exceptional faculty of color that would directly enhance the department’s research profile; and, 3) the faculty search committee had racial-

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ly/ethnically diverse representation on the search committee.

Institutional human resources offices should train faculty search committees to implement similar strategies to increase the applicant pool with qualified doctoral students of color, and specifically Latino applicants.

Develop Latino Faculty Learning Communities Institutions can support the recruitment of Latinos by supporting the development of faculty learning communities for incoming Latino faculty members. Recent research highlights that these types of communities enhance and strengthen the communities of Latino scholars. Flores and Garcia note, “Trying to feel that you belong in a PWI is very difficult, and sometimes isolation overwhelms you. However, it all changes when you can sit down in a group of women that understand you and that you feel ‘safe’ around.” Institutions should have policies that allow for the formation of these supportive communities for Latino scholars. Moreover, academic deans and department chairs need to facilitate and encourage incoming Latino faculty members to connect and engage with the Latino faculty community.

Create Postdoctoral Development Programs Latino faculty members may experience many challenges in their transition as new faculty members at public four-year institutions, especially when developing a research agenda. These challenges highlight that faculty members of color often have limited opportunities to develop their research agenda during their doctoral training. In response to these initial challenges, institutions have developed policies to create innovative post-doctoral programs specifically for cultivating the next generation of faculty members of color. For almost 30 years, the University of North Carolina at Chapel Hill and University of California system have sponsored a minority postdoctoral program to help potential faculty members of color develop their research agenda and teach at the institution. Institutions should develop similar post-doctoral programs to encourage faculty members of color, especially Latino members, to develop as scholars, establish a research agenda, and eventually transition into tenure-track faculty positions.

Develop Policies for Pre-Tenure Faculty Doctoral Supervision Work Even though the workload for all faculty members can be daunting and challenging, this pressure is particularly acute for incoming Latino faculty members at public four-year institutions. As mentioned earlier, faculty members of color often have to balance service, teaching, and research demands, therefore, academic deans need to develop policies to prioritize and manage how Latino faculty members are assigned to these service commitments. In addition to excessive service commitments, doctoral supervision duties are often overlooked as part of the teaching workload.

It is important that graduate divisions or colleges develop institutional policies that limit the amount and scope of doctoral committee work (e.g., limited dissertation chair appointments) for Latino faculty members during their pre-tenure years. Pre-tenure faculty members, particularly faculty members of color at public four-year institutions, are at greatest risk in their ability to balance these competing workload demands. Geiger argues that the tension between teaching and conducting an active and revenue generating research agenda is the greatest threat to the future of the traditional faculty profession at research universities.

Implement Pre-Tenure Faculty Tenure Policies Develop tenure policies to ensure that the tenure process – especially mid-tenure review – is clearly outlined and the tenure criteria (e.g., research productivity) are explained clearly through formal and informal

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communication with faculty members of color about their tenure progression and their achievement of tenure criteria. The department chair and the associate dean or other college-level administrator should have periodic tenure review meetings with Latino faculty members to explain and clarify the criteria for the three critical faculty work areas: teaching, research, and service. Researchers have found that pre-tenure faculty members, especially faculty members of color, who have a clear understanding of the tenure criteria are more likely to have better professional working relationships with senior faculty colleagues.

Redefine Pre-Tenure Faculty Members’ Mentoring Policies Institutions need to develop mentoring policies that require the development of personal and professional support networks that encourage increased communication and collegiality between faculty members of color and their counterparts within and across institutional boundaries.

Recent research indicates that some faculty members of color have different collegial relationships with senior faculty members and their peers.

Therefore, department chairs should not assume that Latino faculty members will easily transition into the department’s work, political, and social life. For example, department chairs should encourage and develop stronger incentives for research collaborations between full professors and pre-tenure faculty members. This may include partnerships with full professors within and between academic areas, and senior White faculty mentor-allies. It is imperative that these mentoring policies support Latino faculty members before, during, and after their probationary tenure period.

Improve Pre-Tenure Faculty Work Roles Coupled with the recruitment policy recommendations focused on managing Latino faculty members’ teaching workload, institutions need to clarify the work role conflicts and role ambiguities, and prioritize the multiple work role expectations. New faculty roles are changing the landscape of traditional faculty work. Sorcinelli et al. contend, “Newcomers struggle to prioritize teaching, research, and service responsibilities, as well as tasks they are often less trained for such as student advising, grant-getting, and administrative duties.” Researchers have found that Latino faculty members are more likely than White faculty members to have additional administrative duties. Researchers have also found faculty members of color often face multiple or conflicting roles, which often leads to occupational stress. Recent research also highlights that female faculty members of color often face additional burdens related to mentoring students.

Department chairs should closely consider the work commitments for faculty members of color and provide mechanisms to reduce the excessive workload or delegate these important responsibilities across faculty ranks.

Prioritize the Allocation of Department Resources for Pre-Tenure Faculty Prioritize and adequately distribute financial and human resources to support the teaching and research functions of new faculty members of color. Department chairs who effectively allocate resources can positively influence the work experiences and retention of faculty members of color.

Initial institutional financial support is inextricably linked to creating and sustaining a research agenda. This type of financial support is not defined as faculty salary compensation, but rather the departmental resources allocated to faculty to conduct their research. For example, financial support for research may include research laboratory and equipment or office space, computers and software, conference and research travel monies, research and teaching assistant graduate students, and course release time. Therefore, department chairs need to consider how allocating these

critical resources can assist Latino faculty members develop a successful research agenda and encourage participation in supportive professional development activities (e.g., advanced research methodology training).

Improve Faculty Department Climate Create and maintain a department climate that encourages the fair and equitable treatment of pre-tenure faculty members of color. The organizational research literature offers a perspective on the institutional climate that guides this final recommendation for Latino faculty retention. Researchers have used the term “psychological climate” to describe how individuals describe their work environment and state. “In the literature, psychological climate has been defined as individual descriptions of organizational practices and procedures that relate to organizational influences on individual performance, satisfaction, and motivation.” It is critical that the department chair and senior leadership are committed to creating policies that create a positive departmental climate that supports the notion of equitable treatment for all department faculty members. Department chairs should re-examine departmental practices and procedures (e.g., office space and allocation, exclusionary tactics) that may create a passive or active hostile climate for faculty members of color, particularly Latino faculty members.

ly an assistant professor in the College of Education and director of the Institute of Higher Education at the University of Florida. He holds graduate faculty member status in the College of Education and the College of Liberal Arts and Sciences and faculty affiliate status in the Center for Latin American Studies. Ponjuan, a first-generation Cuban immigrant, was awarded the 2012 NEA New Scholar Prize for his research on Latino faculty. He earned a Ph.D. in higher education with concentrations in quantitative research methodology and organizational behavior and theory from the University of Michigan, a Master of Science in higher education administration from Florida State University and a Bachelor of Science in psychology from the University of New Orleans.

Change Warrants Action Higher education is rapidly changing on many fronts. The challenges facing our nation suggest that our educational system needs to refocus how it assists our diverse student population, particularly Latino students. In this paper, I have argued that there is a dearth of Latino faculty members in American higher education and we need to increase their representation to mirror the growing post-secondary Latino student population. At the same time, there are large numbers of faculty, who are primarily White and male, from the postWorld War II era, who are due to retire. And, more students of color are attending higher education, pursuing a graduate education, and seeking careers in academics. Due to these demographic shifts, impending changes in the higher education landscape will provide a unique opportunity to diversify and retain the faculty ranks with additional faculty members of color, especially Latino faculty members. Ultimately, the onus falls on institutional leaders and senior faculty members to diversify the professoriate so that it adequately reflects our racially and ethnically diverse society. It is my hope that we continue to explore different avenues for helping institutions and organizations invest in recruiting and retaining Latino faculty members.

This article is reprinted, with permission, from Thought & Action, a peer-reviewed journal from the National Education Association (NEA). Author Luis Ponjuan, Ph.D., is current-

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ARTS

Gabriela Tagliavini: Latina Filmmaker Making Her Mark

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by Diana Saenger

rom the time Gabriela Tagliavini left her homeland of Buenos Aires, Argentina, to come to America and further her education, she never looked back. After earning a BA in film in Argentina, Tagliavini received a bachelor’s degree in film directing and a master’s in screenwriting in film in 1997 at the American Film Institute (AFI) in Los Angeles.

As a little girl, Tagliavini loved the arts. “I enjoyed ballet, painting, music and acting – and then I realized movies had them all,” she said.

Writers and directors often reply on their experience and what’s going on in the world around them to feed their talents. After she finished school, Tagliavini branched out into the world at large when she took her first job, at CNN. She worked as a writer for entertainment news.

“It was fantastic as I got to do short pieces about entertainment and interview directors, writers and actors,” she said. “That helped me to be concise in interviews and meet a lot of people, and it gave me a good sense of professionalism.”

It’s Tagliavini’s passion for storytelling that has her completing one film after another. Last year, she finished her fourth feature as a writer-director, Without Men, which she adapted from the novel by James Canon. The film starred Eva Longoria and Christian Slater as well as a cast of Latino actors including Kate del Castillo, Monica Huerta and Paul Rodríguez. The movie sold in many countries and was released in the U.S. in July 2011.

Tagliavini’s previous films include Ladies’ Night. Distributed by Disney/Buena Vista, the movie was No. 1 in Mexico’s box office for 2004.

And it won three MTV Latin Movie Awards, including Ana de la Reguera for Best Actress.

Her feature directorial debut, The Woman Every Man Wants (aka Perfect Lover), which she also wrote, earned Tagliavini the title of Best Director at three international film festivals, including the New York Independent Film Festival in 2001. The indie movie was an Official Selection of the Munich International Film Festival, the Mar del Plata (Argentina) Film Festival, and those of 10 other countries. Tagliavini also directed two short films before her first feature.

Because her family placed big importance on education, Tagliavini completed her education before pursuing a career. Both of her parents attended a university. Her father was an accountant; and her mother, a therapist.

“My parents were ahead of the curve,” Tagliavini said. “When my mother studied psychology, it wasn’t a common choice. I consider her a pioneer – an example of a woman who worked, raised a family and gave everything to them she possibly could.”

Tagliavini said her parents also saw that their children had a balanced

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life. They took the kids to movies, museums and traveled a lot to expose the family to new adventures. That’s how Tagliavini became interested in becoming a filmmaker. She made storyboards about her ideas, which led her to also become an author.

Among her books is a 2001 bestseller, The Colors of Memory (Los Colores de La Memoria). The Library Journal writes about the book: “Carla Anone spends the last week of her life escaping into her own hallucinatory memories, recounting them to her travel companion, a ten-yearold Mexican boy in search of his unknown father.”

Her other book, Memories of Miracles (Recuerdos de Milagros), is

Actress Eva Longoria (pictured l.) and Director Gabriela Tagliavini (r.) on the set of Without Men

especially significant to Tagliavini since she wrote it with her father, Carlos.

“I wrote this one while I lived in Argentina,” Tagliavini said. “Every Sunday, we would e-mail back and forth, me writing it in English and him translating it into Spanish.”

Her father is deceased now, but Tagliavini still enjoys the family traditions and culture. Every year, she returns to Argentina during the holidays to spend time with family. She’s also proud that her films have helped to bring cohesiveness between the Hispanic culture and other cultures.

“I’m always aware of the colors of my culture and style when making a film because I’m Latina – you can’t deny your culture,” Tagliavini said.

“I like to put Latino actors in my films because there is something about the passion, sexiness and sensuality, along with their humor, that I like.

Even if I would make a movie with a top star, it will still be Latino in nature because I embrace my culture.”

Tagliavini said for her, storytelling ideas are constant. “I get them all the time and tend to select the ones that are a concept I can say in one sentence. Because there is so much information online and so many movies;

it’s important to have a concept that will appeal to a lot of audiences. That’s Most recently, Tagliavini completed shooting The Mule, starring Sharon because film is very expensive, so you have to have the audiences to be Stone. The thriller about human smuggling features Stone as an American able to make more films.� reporter searching for her missing brother.

Her movie Without Men, she explained, says everything right up front. “I Lead actresses such as Stone, along with Tagliavini’s award-winning think the concept of a town with just women intrigued people to want to know track record, have helped attract top cast members to her films. And while more. I really liked the women in that world and the innocence in it. It’s for many are instantly recognizable, Tagliavini said she’s never been intimidatboth women and men. I intended for it to empower women to work together, ed in directing these iconic talents. as do the eight women in this film, who laugh all the time. I think the men will “Even famous actors are just people who have the same insecurities as appreciate the insight into the beautiful and strong women in the film.� the more nonfamous actors,� she said. “Sure, maybe we’ve seen them Her ability to be able to write and direct is a great asset. Tagliavini everywhere, but they audition for me because they want to portray an interdeveloped many of her directing skills when she was chosen for a DGA esting character in a good story. That’s what I’m about.�

(Director’s Guild of America)/ABC directing fellowship. The program seeks more women and minority directors to direct TV shows. That’s how Tagliavini met Eva Longoria and also worked on her show, Desperate Housewives.

She also worked on other TV sit-coms, including Comedy Rehab, a live stand-up comedy that premiered on Comedy Central in May 2009, starring Paul RodrĂ­guez.

She’s garnered her knack for writing a good story from many media, but Tagliavini credits her mother for some of the skill of creating good characters. “Because my mother was a therapist who worked with many people of different personalities, she was instrumental early on in helping ɊF 6OJWFSTJUZ PG /PSUI %BLPUB JOWJUFT BQQMJDBUJPOT BOE OPNJOBUJPOT GPS UIF QPTJUJPO PG 1SPWPTU me with developing my characters,� Tagliavini BOE 7JDF 1SFTJEFOU GPS "DBEFNJD "ĊBJST said. ɊF 6OJWFSTJUZ PG /PSUI %BLPUB POF PG UIF OBUJPO T QSFNJFS SFHJPOBM QVCMJD SFTFBSDI VOJWFSTJUJFT Stepping across the writer threshold to JT BU BO FYDJUJOH DSPTTSPBET JO JUT ZFBS IJTUPSZ .BKPS HSPXUI BOE QPTJUJWF DIBOHF BSF UIF IBMMNBSLT PG UIJT OFX FSB o SFTFBSDI GVOEJOH IBT FYQBOEFE BOE JT OPX NPSF UIBO NJMMJPO become a director has also served Tagliavini BOOVBMMZ FOSPMMNFOU IBT JODSFBTFE UP PWFS TUVEFOUT BOE B NJMMJPO DBQJUBM DBNQBJHO well. It’s allowed her to discover what works and JT XFMM PO JUT XBZ UP TVDDFTTGVM DPODMVTJPO *O BEEJUJPO BO BXBSE XJOOJOH i&TTFOUJBM 4UVEJFTw what doesn’t. “I’ve learned how to write colloquiQSPHSBN IBT SFDFOUMZ CFFO QVU JO QMBDF BOE UIF 6OJWFSTJUZ IBT FTUBCMJTIFE UIF i&YDFQUJPOBM 6/% al dialogue and to make the descriptions short, 4USBUFHJD 1SJPSJUJFTw BT UIF mWF QJMMBST PG UIF 6OJWFSTJUZ T QMBO rather than long ones as in a novel, and to make 3FQPSUJOH EJSFDUMZ UP UIF 1SFTJEFOU UIF 1SPWPTU BOE 7JDF 1SFTJEFOU GPS "DBEFNJD "ĊBJST JT the actions short,� she said. “Overall, you have to UIF DIJFG BDBEFNJD PċDFS PG UIF 6OJWFSTJUZ BOE TUBOET BU UIF FQJDFOUFS PG UIF POHPJOH QSP be more concise in writing a screenplay, and as a HSBNNBUJD BOE DVSSJDVMBS JOOPWBUJPO BU UIF 6OJWFSTJUZ 6/% TFFLT B EZOBNJD BOE WJTJPOBSZ MFBEFS XIP XJMM CVJME VQPO UIF JOTUJUVUJPO T TUSFOHUIT UP QSPWJEF FYDFQUJPOBM VOEFSHSBEVBUF director, it helps me to see other viewpoints.�

HSBEVBUF BOE QSPGFTTJPOBM FEVDBUJPOBM FYQFSJFODFT SFDSVJU BOE EFWFMPQ PVUTUBOEJOH GBDVMUZ Tagliavini has earned many awards for her FOIBODF UIF BDBEFNJD BOE DVMUVSBM FYQFSJFODF BU 6/% BOE GPS UIF TUBUF BOE QSPNPUF work and understands their value. “Since many GBDVMUZ ESJWFO TDIPMBSMZ BOE DSFBUJWF FOEFBWPST of us don’t do this for the money and don’t get ɊF OFYU 1SPWPTU XJMM CF B DPNNJUUFE UFBN QMBZFS XIP JT EFWPUFE UP FYDFMMFODF BOE TIBSFE paid a lot, it’s very rewarding when someone recHPWFSOBODF ɊF TFMFDUFE JOEJWJEVBM XJMM CF B DPOTVMUBUJWF EFDJTJPO NBLFS BOE XJMM XPSL ognizes you,� she said. “I think one reason I’ve DPMMBCPSBUJWFMZ XJUI GBDVMUZ TUBĊ TUVEFOUT BOE BENJOJTUSBUPST ɊF 1SPWPTU XJMM IBWF won awards is because I’m different. I use a lot VORVFTUJPOFE JOUFHSJUZ FYFNQMBSZ JOUFSQFSTPOBM BOE DPNNVOJDBUJPO TLJMMT BOE DPNNPO of colors, and I think people recognize that. And TFOTF film festivals where my films appear also help to 8IJMF BQQMJDBUJPOT BOE OPNJOBUJPOT XJMM CF BDDFQUFE VOUJM B OFX 1SPWPTU JT TFMFDUFE JOUFS promote them so they can be seen by an audiFTUFE QBSUJFT BSF FODPVSBHFE UP TVCNJU UIFJS NBUFSJBMT UP PVS DPOTVMUBOU CZ 4FQUFNCFS UP ence that wouldn’t normally see them.�

BTTVSF PQUJNBM DPOTJEFSBUJPO Coming up next for Tagliavini will be the 6/% 1SPWPTU 4FBSDI 2012 release of The Anatomist, an adaptation 3 8ÄšÄ?Ä?ĚĒĞ 'ÄŚÄ&#x;Äœ ĂŠ "Ä¤Ä¤Ä Ä”ÄšÄ’ÄĽÄ–Ä¤ from the best-selling novel by Federico Andahazi )JHIMBOE 1BSL 7JMMBHF 4VJUF that was originally developed by HBO Films. “It’s %BMMBT 5FYBT a woman-empowering movie about 16th-century &NBJM LSJTIB DSFBM!SXJMMJBNGVOL DPN women who go to university – and were consid'BY ered women who did not have a soul,â€? she said. “This amazing, funny and smart tale is about _ÉŠF 6OJWFSTJUZ PG /PSUI %BLPUB JT BO FRVBM PQQPSUVOJUZ BÄ‹SNBUJWF BDUJPO FNQMPZFS Mateo Colombo, an Italian doctor who discovÉŠJT TFBSDI JT CFJOH DPOEVDUFE DPOTJTUFOU XJUI UIF 4UBUF PG /PSUI %BLPUB 0QFO 3FDPSET TUBUVUFT _ ered women’s sexuality.â€?

1SPWPTU BOE 7JDF 1SFTJEFOU GPS "DBEFNJD "ÄŠBJST

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HIGH SCHOOL FORUM

Internships – They’re Not Just for College Students Anymore

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by Mary Ann Cooper ollege students have long realized the importance of an internship in a career field they are about to enter. Many students find employment after graduation in companies and organizations where they interned or network their way into employment through connections made during their internships. Now more and more high school students, particularly Hispanic and minority students, are being given the opportunity to intern as a way of focusing their interest in higher education and placing themselves firmly on a career path to success. They either can intern as a high school student, or apply as a high school senior to intern as soon as they enter college.

Just how specific and career targeted can these high school internships be? In many cases, high school internships are surprisingly narrowfocused. For instance, if you are a high school senior planning to enroll in a four- or five-year college program, or a college freshman or sophomore already enrolled in one, you can apply to the Central Intelligence Agency’s Undergraduate Scholar Program. Developed in part to help minority and disabled students, application is open to all students who meet the requirements. The program offers work sessions during each summer break, increasing the student’s knowledge and job responsibilities at each phase while assisting intelligence professionals and applying acquired academic skills.

The CIA says it believes in “challenging our scholars with meaningful work that relates to their college major. An IT major, for example, might be given increasingly complex projects involving sophisticated computer systems. An engineering major might help produce a piece of state-of-the-art equipment. A finance major could be involved in developing and analyzing budgets for a worldwide operation. A foreign language major might be instrumental in translating documents for U.S. policymakers. As a final example, a human resource major could have the opportunity to develop and implement personnel policies and procedures.”

The CIA’s Scholar Program is extremely competitive. All applicants must have 1500 SAT (1000 Math & Critical Reading, 500 Writing) or 21 ACT scores or higher, as well as a 3.0/4.0 scale high school or college GPA or higher. But once a student is selected, the benefits are considerable. Students receive an annual salary; an

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optional benefits package that includes health, dental and vision insurance, life insurance and retirement; and up to $18,000 per calendar year for tuition, mandatory fees, books and supplies.

They are required to work at an agency facility in the Washington, D.C., metropolitan area during summer breaks and to maintain full-time college status during the school year with a minimum cumulative 3.0/4.0 GPA. The National Security Agency (NSA) also has an internship program for college-bound high school students. The High School Work Study Program is designed for high school students who are enrolled in either business computing or office technology classes, and who plan to participate in a school-sponsored work experience program during their senior year. The VoTech Program is designed for students enrolled in printing/graphic arts or manufacturing classes, and who plan to participate in a school-sponsored work experience program during their senior year. Open to all students, particularly to minorities, only a select few of the nation’s finest high school students are chosen. Applicants must have a minimum SAT score of 1100 or a minimum composite ACT score of 25, possess a high school GPA of 3.0 or higher, must demonstrate leadership abilities, and be U.S. citizens.

If you are an aspiring scientist, Sabin Research Institute Children’s Hospital in Los Angeles has a program that offers real-life experience. Its Latino & African-American High School Internship Program (LA-HIP) is a biomedical summer research and college-preparatory program for Latino and African-American senior high school students who live or attend school in South or East Los Angeles. These interns work for six weeks in medical research labs performing hands-on experiments relevant to childhood diseases. Students work under the direction of scientists and perform research on such diseases as cancer and tuberculosis. They might investigate how the fish heart regenerates after an injury, study cancer cells in action, examine microscopic entities that harm the brains of premature babies, research the interaction of bacteria and antibiotics. LA-HIP guides students through the college application and financial aid process. Every effort is made to assure that its interns will go to the college or university that suits them best. The LA-HIP program looks for students who might want to

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become scientists, and say that interns “tend to be curious and want to actively find things out – they aren’t content just to watch and listen.”

Also in the health arena is the Juntos Center for Advancing Latino Health, at the University of Kansas Medical Center (KUMC). Participants are high school, undergraduate and graduate students from underrepresented communities or interested in working with underrepresented communities in the metropolitan Kansas City area and rural areas of the state of Kansas.

Program organizers urge all who are interested in learning about health disparities and research in the medical field to apply for their internships, regardless of whether they plan to attend KUMC. This internship is highly competitive.

Only four to 10 students are accepted as interns per semester. Once accepted, these interns adhere to a strict schedule. During the summer semester, they are expected to work five days a week (Monday through Friday), from approximately 9 a.m. to 3 p.m. That said, each intern’s schedule may vary, depending on assigned tasks and activities.

This month, Executive Order 13562, signed

by President Obama and titled “Recruiting and Hiring Students and Recent Graduates,” took effect. The Pathways Programs created as a result of this order promote employment opportunities in the federal workforce for students and recent graduates. They offer a clear path to federal internships for students from high school through postgraduate school and to careers for recent graduates, and provide intensive training and career development opportunities for individuals at the start of their federal service.

Students can begin their career in the federal government by choosing the path that best describes them and where they are in their academic career.

One part of Pathways is the Internship Program, designed for current students enrolled in high schools, colleges, trade schools and other qualifying educational institutions, from high school to graduate level, with paid opportunities to work in agencies and explore federal careers while completing their education. It replaces the Student Career Experience Program (SCEP) and Student Temporary Employment Program (STEP).

Theory into Practice Since 1989, New Visions for Public Schools has espoused the belief that “educational improvement requires everyone involved – the public school system, government, businesses, community groups, parents and students – to work harder and do better together with a focus on improving student achievement.� New Visions has worked with every district in New York City, in nearly 800 schools, with hundreds of thousands of students, parents, teachers and community members. Part of its mission is to dispel the myths that prevent students, particularly minority students, from pursuing higher education. Its website debunks six myths that discourage students from going to college.

Myth: I don’t have the grades to get into college.

Fact: New Vision insists that, with a concerted effort, most students who want to attend college can find a place to go regardless of their GPA. It points out that colleges have programs to help students who have deficiencies in reading and math skills and offers courses to hone those skills as a transition to standard college courses. It is also possible that a stint at a community college taking remedial classes can prepare students for a four-year degree elsewhere. Advise students in your charge to seek advice from guidance counselors who can offer them a host of viable options from which to choose.

Myth: College is so expensive that my family and I can’t afford to pay for it.

Fact: New Vision notes that students and their families might not be aware of the variety of funding sources available or how they might qualify. These include grants, scholarships and low-interest student loans. Many are unaware that most students receive some form of financial aid. New Vision recommends that students and their families consult with school guidance counselors about grant and scholarship programs and for advice about filling out FAFSA, the U.S. government’s Free Application for Federal Student Aid. Myth: I don’t need to go to college to get a good job and earn enough money.

Fact: New Vision calls this shortsighted and erro(JWFO UIF EFQBSUVSF PG &BSM -FXJT UP IFBE UIF .FMMPO 'PVOEBUJPO &NPSZ 6OJWFSTJUZ BOOPVODFT neous thinking. It says: “A college degree is required B TFBSDI GPS B OFX 1SPWPTU BOE &YFDVUJWF 7JDF 1SFTJEFOU GPS "DBEFNJD "ĊBJST BOE JOWJUFT OPNJOB for more jobs than ever.� And cites current U.S. UJPOT BOE BQQMJDBUJPOT GPS UIF QPTJUJPO Census statistics indicating that college graduates earn 'PVOEFE JO &NPSZ 6OJWFSTJUZ JT POF PG UIF OBUJPO T MFBEJOH SFTFBSDI VOJWFSTJUJFT IBWJOH over 50 percent more than high school graduates.

CFFO BENJUUFE BT B NFNCFS PG UIF "TTPDJBUJPO PG "NFSJDBO 6OJWFSTJUJFT ""6 JO &NPSZ Myth: I can wait to plan and apply to college JT SFDPHOJ[FE JOUFSOBUJPOBMMZ GPS JUT BOE ZFBS MJCFSBM BSUT DPMMFHFT JUT TVQFSC HSBEVBUF TDIPPM JUT QSPGFTTJPOBM TDIPPMT JO CVTJOFTT MBX NFEJDJOF OVSTJOH QVCMJD IFBMUI BOE UIFPMPHZ BOE JUT in my senior year.

DPNQSFIFOTJWF IFBMUI TDJFODFT DFOUFS XIJDI JODMVEFT UIF MBSHFTU CJPNFEJDBM SFTFBSDI FOUFSQSJTF Fact: This is one of the biggest and potentially BOE IFBMUI DBSF TZTUFN JO (FPSHJB ÉŠF 6OJWFSTJUZ JT MPDBUFE PO B CFBVUJGVM TVCVSCBO DBNQVT JO most damaging myths about college. New Vision "UMBOUB T IJTUPSJD %SVJE )JMMT DPNNVOJUZ recommends that college planning start as early as *O JUT OJOF 4DIPPMT BOE $PMMFHFT &NPSZ FOSPMMT BQQSPYJNBUFMZ VOEFSHSBEVBUF BOE ninth grade. Many of the obstacles to success in col HSBEVBUF BOE QSPGFTTJPOBM TUVEFOUT BOE FNQMPZT BQQSPYJNBUFMZ GVMM UJNF lege come from a lack of academic preparation in GBDVMUZ BOE TUBÄŠ &NPSZ IBT BO BOOVBM PQFSBUJOH CVEHFU PG CJMMJPO JODMVTJWF PG &NPSZ )FBMUIDBSF ÉŠF 6OJWFSTJUZ IBT BO FOEPXNFOU PG BQQSPYJNBUFMZ CJMMJPO BOE high school. Early planning allows the student to SFDFJWFE UPUBM SFTFBSDI BXBSET PG NJMMJPO JO mTDBM ZFBS "EEJUJPOBM JOGPSNBUJPO know and enroll in the courses required for college BCPVU UIF 6OJWFSTJUZ BOE UIF QSPWPTU T QPTJUJPO DBO CF GPVOE BU IUUQ QSPWPTU FNPSZ FEV

admission. New Vision recommends that students ɊF 1SPWPTU BOE &YFDVUJWF 7JDF 1SFTJEFOU GPS "DBEFNJD "ĊBJST JT UIF DIJFG BDBEFNJD PċDFS “think about what colleges and careers you might PG UIF 6OJWFSTJUZ XPSLJOH XJUI UIF 1SFTJEFOU BOE QBSUOFSJOH XJUI UIF &YFDVUJWF 7JDF 1SFTJ like. Visit college Web sites and campuses to get a EFOU GPS )FBMUI "ĊBJST BOE UIF &YFDVUJWF 7JDF 1SFTJEFOU GPS 'JOBODF BOE "ENJOJTUSBUJPO PO sense of the type of school you would like to attend BDBEFNJD BOE CVEHFUBSZ NBUUFST ɊF 1SPWPTU TFSWFT PO UIF 1SFTJEFOU T DBCJOFU DPOWFOFT and learn what the admissions requirements are.�

CPUI UIF $PVODJM PG %FBOT BOE UIF 6OJWFSTJUZ T 8BZT BOE .FBOT $PNNJUUFF TFSWFT PO UIF 6OJWFSTJUZ T "ENJOJTUSBUJWF $PVODJM BOE JT BO FY PÄ‹DJP NFNCFS PG UIF 'BDVMUZ $PVODJM BOE The earlier students start that process, the better.

6OJWFSTJUZ 4FOBUF Myth: I don’t have anyone to help me figure out *U JT FYQFDUFE UIBU UIF CFTU DBOEJEBUFT GPS UIF QPTJUJPO XJMM IBWF EFNPOTUSBUFE BO BCJMJUZ UP the college planning and application processes.

MFBE BOE NBOBHF B DPNQMFY BDBEFNJD PSHBOJ[BUJPO BOE XJMM QPTTFTT BO PVUTUBOEJOH SFDPSE Fact: New Vision says, don’t overlook your high BT BO BDDPNQMJTIFE TDIPMBS BOE FEVDBUPS XIP NFSJUT UFOVSF BU UIF SBOL PG GVMM QSPGFTTPS school guidance counselor as a great resource for " DPMMFHJBM DPOTVMUBUJWF ZFU EFDJTJWF NBOBHFNFOU TUZMF UIF BCJMJUZ UP USBOTMBUF JEFBT JOUP college planning. If students enlist their counselor BDUJPO mOBODJBM BDVNFO BOE FYDFQUJPOBM JOUFSQFSTPOBM BOE DPNNVOJDBUJPO TLJMMT BSF BMM in the ninth grade, they can develop a four-year EFTJSFE BUUSJCVUFT ɊF 1SPWPTU JT FYQFDUFE UP CF B DIBNQJPO PG CPUI UFBDIJOH BOE SFTFBSDI XJUI BCJMJUZ UP MFBE GBDVMUZ JO TVTUBJOJOH BOE FOIBODJOH &NPSZ 6OJWFSTJUZ BT B EFTUJOBUJPO game plan for success. Students who wait until the BOE SFTPVSDF VOJWFSTJUZ 11th hour to seek help are often short-changed 8IJMF OPNJOBUJPOT BOE BQQMJDBUJPOT XJMM CF BDDFQUFE VOUJM UIF QPTJUJPO JT mMMFE JOUFSFTUFE because time constraints close off opportunities QBSUJFT BSF FODPVSBHFE UP TVCNJU UIFJS NBUFSJBMT UP PVS DPOTVMUBOU CZ 4FQUFNCFS UP BT that would otherwise be available.

TVSF PQUJNBM DPOTJEFSBUJPO Myth: My performance as a senior in high &NPSZ 1SPWPTU 4FBSDI school isn’t important.

3 8ÄšÄ?Ä?ĚĒĞ 'ÄŚÄ&#x;Äœ ĂŠ "Ä¤Ä¤Ä Ä”ÄšÄ’ÄĽÄ–Ä¤ Fact: New Vision urges students not to slack "UUFOUJPO #JMM 'VOL off in their senior year, which could affect both )JHIMBOE 1BSL 7JMMBHF 4VJUF admission to college and the awarding of finan%BMMBT 5FYBT cial help. Remember that colleges consider what &NBJM LSJTIB DSFBM!SXJMMJBNGVOL DPN classes students take and the grades they earn in 'BY the senior year. They want to make sure prospec_&NPSZ 6OJWFSTJUZ JT BO FRVBM PQQPSUVOJUZ BÄ‹SNBUJWF BDUJPO FNQMPZFS_ tive students take their education seriously.

1SPWPTU BOE &YFDVUJWF 7JDF 1SFTJEFOU GPS "DBEFNJD "ÄŠBJST

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

More Adults with Postsecondary Credentials Worth $600 Billion in Revenue WASHINGTON, D.C.

Boosting the number of adults ages 25 to 64 with college degrees to 60 percent by 2025 could produce additional national revenue of about $600 billion, according to a new tool and analysis released by CLASP, the Center for Law and Social Policy, and the National Center for Higher Education Management Systems (NCHEMS).

Currently, the United States ranks 15th

Education Trust: Midterm Report of A2S Initiative Shows Increases in Both Enrollment Figures and Degrees Conferred, Driven Largely by LowIncome and Minority Students WASHINGTON, D.C.

Even before concerns about the economy focused national attention on lackluster college-attainment rates, a cadre of state public higher education systems leaders came together, in 2007, to form the Access to Success (A2S) Initiative. These leaders set about to use the power of systems to leverage change in order to meet two ambitious goals: increase the number of college graduates in their states and ensure those college graduates reflect the demographic makeup of their states’ high school graduates.

To meet these goals by the 2015-16 academic year, the 22 A2S participating systems have pledged to halve the gaps in both college-going and graduation that separate low-income stu-

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among 34 Organisation for Economic Cooperation and Development (OECD) member countries, with only 41 percent of the young adults having college degrees, behind leading OECD countries like Canada, Japan, France and the UK. The top three OECD countries – South Korea, Canada and Japan – are on track to increase their college degree attainment to 60 percent by 2020.

In the report The Credential Differential: The Public Return to Increasing Postsecondary Credential Attainment, CLASP and NCHEMS argue, to remain globally competitive, the United States will need to produce 24 million additional degrees by 2025 to achieve a

60 percent degree attainment rate among adults ages 25 to 64. At current attainment rates, the U.S. is on track to produce just 278,500 additional degrees by 2025 – a significant shortfall.

The tool, the Return on Investment Dashboard, allows stakeholders to calculate the short- and long-term effects of either maintaining the status quo or increasing postsecondary participation and credential attainment. For example, under the status quo, additional national revenues from the 278,500 additional credentials will be about $6 billion.

On the other hand, additional national revenue from meeting the 24-million credential mark would top about $600 billion.

dents and students of color from others. The midterm report on A2S – Replenishing Opportunity in America – released in May by the Education Trust, finds that, so far: • Both enrollment figures and degrees conferred have increased, and improvements are driven largely by AfricanAmerican, Latino, American Indian and lowincome students • At two-year colleges, there are no access gaps for low-income and minority students, relative to their representation among high school graduates in their states; at four-year institutions, the access gap for low-income freshmen has been cut in half, and it has closed for low-income transfer students; however, progress for students of color has not been as robust; their access gaps at four-year campuses have narrowed by just one percentage point each for both freshmen and transfers • Success rates at two-year colleges remain low, and gaps persist; four-year institutions have made gains, improving gradua-

tion rates for all students; but success among low-income students and students of color has not yet moved fast enough to begin closing the completion gaps According to the report, by age 24, a student from a wealthy family is seven times more likely than the child of low-income parents to earn a bachelor’s degree. And the gap in college attainment rates between White students and students of color is bigger now than it was in the 1970s.

“About half of our K-12 students are lowincome, and nearly 40 percent are Black, Latino or American Indian,” said José Cruz, vice president of higher education policy and practice at the Education Trust. “We may tell ourselves that America is the ‘land of opportunity,’ but we’ve been rationing college opportunity for generations. This rationing feeds income inequality and hinders social mobility. So it’s both an economic and a moral imperative for colleges themselves to take responsibility and play a role in reversing these trends.”

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The Hispanic Outlook In Higher Education

Excelencia in Education Releases Research Highlighting the Institutions Producing Latino Graduates in Health Care Fields

www.hispanicoutlook.com

July 16, 2012

nursing aides – than higher-paying practitioner and technical occupations – such as physicians, surgeons or dentists • In 2009-10, 70 percent of Latinos graduating in health fields and related programs earned certificates or associate degrees • At the undergraduate level, the top 25 institutions at each academic level conferring certificates or degrees to Latinos in 2009-10 were located in only six states – Texas, Florida, California, Arizona, Illinois, New Mexico – and Puerto Rico “One-third of the projected fastest-growing occupations are related to health care, and Latinos are projected to account for three-quarters of the growth in America’s workforce by 2020,” said Sarita Brown, president of Excelencia in Education.

“Excelencia in Education is providing practical information for health care industry leaders to make the direct connection between Latino college completion and America’s future workforce.”

The top institutions awarding certificates or degrees to Latinos in health professions or related programs for the 2009 to 2010 school year by academic level are: • Certificate level: Instituto de Banco y Comercio, Puerto Rico • Associate level: Miami Dade College, Fla. • Bachelor’s level: Florida International University • Master’s level: University of Puerto RicoMedical Sciences • First professional: Nova Southeastern University, Fla. • Doctoral level: University of Medicine and Dentistry of New Jersey “Identifying the institutions graduating the most Latinos in these health fields and critically examining effective institutional efforts to prepare, enroll, retain and graduate Latinos in these fields can help to meet workforce needs,” noted the author of the report, Deborah Santiago, Excelencia in Education’s vice president for policy and research.

New Report Highlights Negative enabling them to continue to invest in their Impact of Debt on Graduate education beyond the bachelor’s degree.

The National Academies recently issued a Enrollment in STEM for Latino report calling for a short-term goal of douStudents

likely than students without debt to go on to graduate or professional school. Those with low debt were nearly 14 percent less likely.

While increased undergraduate debt is a national concern as it can decrease recent graduates’ ability to function in society, this report raises the issue that undergraduate debt is not just a quality-of-life concern for graduates, but might be negatively impacting the nation’s workforce by limiting the number of students who go on to graduate school. A prior report in this series noted increasing participation of Latino STEM students at all degree levels is not just a matter of fairness and social equity, but of workforce need.

For more information on the report, go to http://cue.usc.edu/.

WASHINGTON, D.C.

Excelencia in Education has unveiled a new analysis of the top 25 institutions graduating Latinos in health professions and related programs, along with examples of promising institutional practices. Titled Finding Your Workforce: The Top 25 Institutions Graduating Latinos in Health Professions and Related Programs by Academic Level, the analysis is part of a project to inform recruiters and employers of institutions graduating Latinos in key sectors and encourage them to do more to engage Latinos in their workforce.

Key findings of the analysis show: • Latinos in the health care workforce are more likely to be in lower-paying support occupations – such as home health aides or

LOS ANGELES, Calif.

The Center for Urban Education’s new report Reducing Undergraduate Debt to Increase Latina and Latino Participation in STEM Professions examines the borrowing patterns of undergraduate students and the relation of that debt to enrollment in graduate school. The central finding of the report is that controlling undergraduate debt can increase the number of Latino students who become scientists, engineers and mathematicians by

bling participation of African-Americans, Hispanics, Native Americans and other racial-ethnic groups in science, technology, engineering and math (STEM), with longterm goals that call for tripling and even quadrupling their enrollment. The Center for Urban Education’s report makes it clear this increase is unlikely without addressing the issue of financing undergraduate education.

It shows that even low amounts of debt can have a negative impact on graduate enrollment. Latino students with high debt, relative to others in their class, are 17 percent less 0 7 / 1 6 / 2 0 1 2

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Interesting Reads

Medicinal Plants of the Borderlands: A Bilingual Resource Guide

by Antonio Noe Zavaleta 2012, 314 pages, ISBN 978-1-4685-4727-6, Hardcover, list $31.99, ISBN 978-1-4685-4727-66x9, Paperback, list $23.95, ISBN 978-14685-4727-2 e-book list $3.39 AuthorHouse 1663 Liberty Drive Bloomington IN 47403 (www.authorhouse.com)

Deception and Abuse at the Fed

By Robert D. Auerbach The Federal Reserve, under Alan Greenspan, achieved near mythical status for its part in managing the economy.

But it operated with almost no public accountability. This fact did not go unnoticed by one man – Henry B. González, chairman of the U.S. House of Representatives Financial Services Committee. This book examines what the author says are major instances of Fed mismanagement and abuse of power exposed by González. They include manipulating the bond and stock market in 1994, claiming to be launching a pre-emptive strike against inflation.

2008. 288 pages. ISBN: 978-0-292-71785-5. $24.95 cloth. University of Texas Press, (800) 252-3206. www.utexaspress.com.

Getting the Best Out of College

By Peter Feaver, Sue Wasiolek and Anne Crossman As the authors point out in this book, it’s one thing to be able to get into college and it’s quite another to get your money’s worth while you’re there. Written by a college professor, a dean of students and recent university graduate, Getting the Best Out of College gives advice to students about how to impress professors, choose the best courses, adjust to college life, maintain relationships back home, and prepare for a successful career. One of their main points is this: where you go to school matters less than what you accomplish there.

2012. 304 pages. ISBN: 978-1-60774-144-2. $14.99 paper. Ten Speed Press, (212) 782-9000. www.tenspeed.com.

Sometimes They Even Shook Your Hand

By John Schulian The author takes readers back to a time when athletes weren’t remote superstars. He presents portraits of champions taken from contemporaneous articles written about them during key moments of their careers. When contrasted with the public relations-managed images of today’s athletes, the openness and candid responses are all too clear.

All sports are represented here, from baseball to football and boxing to basketball. Even horse racing gets a nod. It contrasts a time when baseball players traveled on the subway to get to the park with Kobe Bryant being whisked to games in a private helicopter.

2011. 336 pages. ISBN: 9788-0-8032-3776-6. $19.95 paper.

University of Nebraska Press, (402) 472-3581. www.nebraskapress. unl.edu.

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ntonio Noe Zavaleta is professor of anthropology and director of the Center for Border and Transnational Studies at the University of Texas-Brownsville. This latest book marks another milestone in his distinguished academic career in the field of medical anthropology. Written as a companion to an earlier work, Curandero Conversations, the book illustrates Zavaleta’s lifelong professional commitment to the study of the cultural traditions of Mexico’s border communities, which includes the folk healing known as curanderismo. Developed as a product of a research project, El Niño Fidencio, which Zavaleta has directed since the late 1960s, the book provides readers with an easy-to-understand reference guide that lists the names of more than 600 of the most common medicinal plants used by the folk healers of the Mexican borderlands to treat illnesses of the body and mind.

The author presents a comprehensive list of common ailments along with the most frequent types of botanical remedies used to heal them. The medicinal plants and their corresponding diseases are listed alphabetically in both English and Spanish, which allows users ready access to the treatment information in the book. Later in the guide, Zavaleta takes his analysis to the next level by breaking the medicinal plants into narrowly defined subcategories containing the plant’s botanical name, its pharmacologic properties, and the symptoms of disease that it is used to treat. The book stands as strong testament to the powerful role of folk healing in Latino societies where individuals often encounter considerable social, cultural, economic and language barriers that prohibit their access to more traditional forms of medical care. It teaches us to view the healing process in a new light and recognizes that some of the most effective medical therapies for what ails us can be found in the natural world.

Medicinal Plants of the Borderlands is an important book that should be on the reading list of university faculty teaching courses in medical and cultural anthropology, alternative medicine and botanical pharmacology.

The book would also make an excellent resource for physicians, nurses, and other health professionals who want to increase their knowledge and understanding of holistic healing so they can provide more culturally competent care to the Latino patients in their communities.

Reviewed by Mitchell A. Kaplan, Ph.D., a program evaluation and grant writing consultant in New York City.

“CUL “CULTURAL LT TURAL C OMPETEN NCE C ...”

COMPETENCE...”

Welcoming

Community

Diversity

Oakton Community College employs individuals who respect, are eager er to learn about, and have a willingness to accept the many any ways of viewing the world. ld.

Regard

Oakton serves the he near northern suburbss of Chicago with campuses in n Des Plaines and Skokie.

Respect

Inclusion

Individuals with ha commitment to working in a culturally competent ompetent environment and d who reflect the increasing diversity iversity of Oakton’s student nt body and community are sought for the following administrator dministrator opening:

• Vice President esident for Business ess and Finance nce

S itivity Sensitivity

• Assistant nt Vice President esident ident for Access, s, Equity and Diversity rsity

Awareness

The full consideration ideration deadline is August ust 1, 2012.

To learn more about ut this position and complete an application, visit our Webb site at:

www.oakton.edu ton.edu Click on “employment” ployment”

Listening

Experiences

07/16/2012

•

Start Here. Go anywhere.

Oakton O akkton C Community ommunity College College is is an an eequal qual oopportunity pportunityy employer. employer.

HISPANIC

OUTLOOK

27

LECTURERS IN HUMAN GROSS ANATOMY The Department of Medical Education, Division of Anatomical Sciences is seeking two experienced gross anatomists to be Lecturers (non-tenure track) teaching gross anatomy courses to medical students, dental students, graduate students, and undergraduate students.

We are seeking individuals who are knowledgeable teachers of human gross anatomy in laboratory and lecture settings.

Teaching responsibilities include: • Medical Gross Anatomy for first-year medical and dental students • Head and Neck Anatomy for first-year dental student • Applied Clinical Gross Anatomy for fourth year medical students (i.e., Advanced Head and Neck, Musculoskeletal/Orthopedic, Emergency Medicine, and OB/GYN courses which emphasize clinical anatomy) • Undergraduate Human Gross Anatomy

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81#19).!(#.#9&1$/%&':#;!")&!$)# 8 1 1#19).!(#.#9&1$/%&':#;!")&!$)# 19).!(#.#9&1$/%&':#;!")&!$)# .44*!$.)!1(:#.(3<1&#.33!)!1(.*# !(51&0.)!1(:#4*'."'#2!"!)#)/'# '04*1+0'()#1441&)%(!)!'"#"'$)!1(#15# 04*1+0'()#1441&)%(!)!'"#"'$)!1(#15# 15# )/'#=!1#>1(31#?1**'-'#@'9"!)'#.)7 ' =!1#>1(31#?1**'-'#@'9"!)'#.)7 )7

To qualify for the position applicants must have: • A terminal degree in a related field (MD, DO, DMD, DDS, or PhD)

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• Experience teaching gross anatomy • Knowledge and competence in teaching human gross anatomy in the laboratory and lecture settings using active learning techniques and innovative pedagogical methods • Able to relate human gross anatomy to clinical problems in medicine and dentistry • Strong interpersonal and organizational skills and written and oral communication ability Also desired is: • Experience in education, curriculum design, educational outcomes assessment, or educational/ behavioral research The Division of Anatomical Sciences has excellent facilities for teaching and for plastination, and an excellent anatomical donation program. The position provides opportunities for educational scholarship and collaborative educational projects with other UMHS departments.

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Application review begins on August 13, 2012, and will continue until the position is filled. Interested applicants should submit: • Letter of application, which includes a description of how you meet the qualifications WESTCHESTER COMMUNITY COLLEGE

• Curriculum vitae • Name and contact information (including email addresses) for three professional references Send application materials (by mail or email) and make inquiries to: Tana O'Lone, Associate Administrator Department of Medical Education 1100 Towsley Center, SPC 5201 1500 E. Medical Center Drive Ann Arbor, MI 48109-5201 tdeclerc@umich.edu (734) 936-1664 Women and minority candidates are strongly encouraged to apply.

The University of Michigan is an equal opportunity employer.

CARLETON COLLEGE Carleton College has tenure-track positions open in the following departments for Fall 2013: • • • •

Economics - F1 International Trade, AF Any Field Political Science - International Relations or Political Economy Psychology - Cognitive Psychology Sociology and Anthropology - Socio-Cultural Anthropology

Positions are at the Assistant Professor level (with Ph.D. completed or substantially completed by time of appointment).

In extraordinary cases, higher rank will be considered.

Carleton is a highly selective liberal arts college with 1950 undergraduates located 45 miles south of Minneapolis and St. Paul.

Carleton is committed to developing its faculty to better reflect the diversity of our student body and American society. Women and members of minority groups are strongly encouraged to apply. Carleton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, national origin, marital status, veteran status, actual or perceived sexual orientation, gender identity and expression, status with regard to public assistance, disability, or age in providing employment or access to its educational facilities and activities.

For a full description of these positions, visit Carleton’s Web site at http://apps.carleton.edu/campus/doc/position_openings/.

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Vice President and Dean of Academic Affairs Search extended, previous applicants need not re-apply. The Chief Academic Officer will report directly to the President and will sit on the President’s Cabinet. The successful candidate will develop and implement academic policy for the county’s largest educational institution. The VP will oversee all curriculum matters, provide leadership to faculty, encourage teaching excellence and the use of technology, and assure proper assessment of student learning and compliance with regulations.

This executive will work with the community, local school districts, and four-year institutions to advance the academic mission of the college. Requires a Master’s degree and 5 years administrative experience, including 3 years in college administration. Doctorate strongly preferred.

The target date for applications is October 8, 2012.

For details, visit www.sunywcc.edu/jobs or http:// www.acctsearches.org/vice-presidentprovost. For additional information, confidential inquiries or to offer a nomination, please contact John Steinecke, ACCT Search Services Specialist, at 202-775-4468, jsteinecke@acct.org or Julie Golder-Alion, ACCT Search Services Coordinator at 202-775-4466, jgolder@acct.org. Resumes and materials to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-6067838; email Word documents to humanresources@ sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

Director, School of Journalism Annenberg School for Communication and Journalism University of Southern California Shaping the future of journalism and public relations The Annenberg School for Communication and Journalism at the University of Southern California seeks a director to lead its accredited School of Journalism beginning July 2013. The timing of this opening presents a rare opportunity to re-imagine the role of a journalism and public relations school during a period of intense transformation of the news and publicrelations industries.

Annenberg is preparing to expand into a new building that will house a state-of-the-art integrated news room for the schoolâ&#x20AC;&#x2122;s broadcast, digital and radio news outlets, as well as its student-led public-relations firm.

The new director will be in charge of organizing these resources so that the work of students has an impact throughout Los Angeles and beyond.

The ideal candidate is passionate about the missions of journalism and public relations, and recognizes that the changing media and societal landscape calls for forward-thinking, innovative, ethics-based education in both fields.

The candidate should have a distinguished professional background as well as a familiarity with the academic community. Managerial experience is highly desirable.

He or she should be a national leader among journalism and/or strategic communication professionals and educators, eager to take advantage of recent technological developments to build innovative, cutting-edge curricula.

Working with the dean of the USC Annenberg School for Communication and Journalism and the director of USC Annenbergâ&#x20AC;&#x2122;s School of Communication, the candidate should be a team player able to engage colleagues throughout the university, successfully operating at the highest interdisciplinary and international levels.

Education and Compensation: An advanced degree is preferred. Salary and benefits will be competitive and commensurate with qualification and experience.

Relocation assistance may be available FOR THE FULL TEXT OF THIS POSITION DESCRIPTION GO TO http://www.annenberg.usc.edu/AboutUs/~/media/PDFs /JOURSchoolDirector.ashx

Application or Nomination: Application Review begins August 15, 2012

Please submit curriculum vitae or resume and a letter of interest to: Professor Larry Gross, Vice Dean, USC Annenberg School for Communication and Journalism, 3502 Watt Way, Suite 305, Los Angeles, California 90089-0281, E-mail: lpgross@usc.edu.

USC values diversity and is committed to equal opportunity in employment. Women and men, and members of all racial and ethnic groups, are encouraged to apply.

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Hispanic Outlook....

Thereâ&#x20AC;&#x2122;s An App For That!

Download Your Free App At itunes 07/16/2012

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HISPANIC

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Equal Opportunity Employer

PRESIDENT - BAKERSFIELD COLLEGE *ISMZ[ÅMTL +)

Salary: Negotiable based on experience

Responsible to the Chancellor of the Kern Community College District. As chief administrator of the College, the President has major responsibilities that include maintaining the policies, procedures, and regulations as set forth by the Chancellor, the Board of Trustees, the California Education Code, the Board of Governors of the California Community Colleges, and the general laws of California and of the United States. The President shall have the authority to delegate areas of responsibility as permitted by law and policies of the Board of Trustees.

Minimum Qualifications: s Master’s Degree or equivalent from an accredited institution s Teaching or student services experience in higher education s Minimum of three years recent senior-level administrative experience s Demonstrated evidence of strong community involvement s Demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, ethnic and disability backgrounds of community college students and employees First review: July 24, 2012, open until filled.

Please visit http://apptrkr.com/253221 for full details and to apply. EOE

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07/16/2012

Department of Educational Leadership & Counseling Psychology Educational Leadership, Associate/Full Professor, permanent, full time, tenure track - WSU Vancouver Campus

The WSU Educational Leadership Program offers a statewide program featuring administrator certification and degree programs at the Master’s and Doctoral levels through the four WSU campuses: Pullman, Spokane, Tri-Cities and Vancouver. WSU Vancouver is an innovative, non-residential research university campus, located on a 351 acre site, across the Columbia River just north of Portland Oregon, dedicated to offering premier undergraduate and graduate educational and research experiences.

Required Qualifications: Earned doctorate in educational leadership or closely related field; evidence of significant contribution to scholarship in the field of educational leadership; evidence of ability to contribute to advancing diversity consistent with the campus strategic plan – (see http://admin.vancouver.wsu.edu/office-chancellor/wsuvancouver-strategic-plan); experience mentoring doctoral students; evidence of ability to work collaboratively with other faculty and K-12 educators; expertise to teach core educational leadership coursework.

Preferred Qualifications: Research expertise in educational leadership related to diversity issues, culturally competent leadership and/or leadership for social justice; expertise to teach qualitative and/or quantitative research methods.

Application Process: The Search Committee will accept confidential applications until the position is filled. Candidate screening will begin immediately. For best consideration, applications should be provided by August 15, 2012. To apply, go to www.wsujobs.com. and then “search postings” by using the “location” (Vancouver) criteria. An application should include a letter of interest that addresses the required and preferred qualifications, interest in the position, a resume/CV, 1-2 publications, and the names of at least five references with titles, addresses, business telephone numbers and e-mail addresses.

Roxanne Doenecke, Search Committee Manager rdoenecke@vancouver.wsu.edu.

Washington State University Vancouver 14204 NE Salmon Creek Ave Vancouver, WA 98686-9600 For information regarding this position, contact Gay Selby, Search Committee Chair at 360-430-5863; Fax: 360-546-9040, email:gselby@vancouver.wsu.edu.

PROVOST Belle Glade Campus College of Business and Public Management

Dean Kean, a comprehensive New Jersey state University, is committed to excellence and access and to developing, maintaining and strengthening interactive ties with the community. Kean University takes pride in its continuing effort to build a multicultural professional community to serve a richly diversified student population of almost 16,000. The University sits on three adjoining campus sites covering 180 acres, two miles from Newark Liberty International Airport and thirty minutes from New York City.

The College of Business and Public Management is composed of three schools - Criminal Justice and Public Administration, Accounting and Finance and Management, Marketing and International Business. The College also hosts a New Jersey Small Business Development Center.

Responsibilities: Reporting to the Vice President for Academic Affairs, the Dean will provide leadership for the College of Business and Public Management in the areas of research, teaching and University and community service. The Dean will also assume a leadership role in external fund-raising, work closely with faculty in curricular matters, including the ongoing development of dynamic academic programs and accelerate the development of the College as a distinctive and regional center for education, research and community service within the business-related fields.

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 appropriate for possible appointment at the rank of Professor in a University department; and a minimum of five years of progressive experience in a higher education environment combining academic instruction, scholarly attainment and administration or the equivalence as determined by the university. Experience in related management fields, research organizations or not-for-profit entities are also acceptable. Other qualifications include a demonstrated commitment to the business disciplines: ability to lead through collaborative and shared decision making and the ability to sustain a strong and collegial relationship with faculty, staff, students and administrators; a successful record in budget development and strategic planning; ability to effectively balance advocacy for the College with the needs of the wider University community; and an understanding of the role of information technology.

Palm Beach State College invites qualified candidates to serve as the Provost of our Belle Glade campus. Palm Beach State’s mission is to create and sustain a dynamic teaching and learning environment that provides a high quality, affordable education to prepare students to contribute and compete ethically and successfully in a diverse global community. The Belle Glade Campus serves citizens in the diverse rural western communities of Palm Beach County.

Reporting to the President and as a member of the President’s Leadership Team, the Provost will be responsible for providing vision and leadership for the Belle Glade Campus to ensure student learning and success. Responsibilities include overseeing academic and student affairs; working with faculty and staff to ensure excellence in all programs and campus operations; reaching out to the community and surrounding schools as a recognized leader to provide further educational momentum to the Campus which has a diverse student body. Will work with College President and Executive Director of the Foundation to incorporate an institutional advancement focus for community outreach activities.

Requirements: A Doctoral degree is strongly preferred. Applicants must possess a Master’s degree and a minimum of eight years of related experience to include a successful record of institutional management/leadership/teaching experience; ability to unite teams in an environment of collaboration to bring about change and innovation; experience with a diverse student population; and ability to become a recognized leader by becoming immersed in the business, social and educational activities of the Belle Glade, Pahokee and South Bay communities in Palm Beach County.

This position will be open until filled. A review of applications will begin mid-August, 2012.

Effective date of employment: January 2, 2013.

Palm Beach State College offers a highly attractive Senior Management benefits package. In order to be considered for employment, please visit our website and apply electronically with a completed employment application and uploaded resume, cover letter and copy of transcripts.

For additional information about the position and the College, visit our website at www.palmbeachstate.edu/Employment/xml Palm Beach State College is and Equal Access/Equal Opportunity, ADA Employer, committed to fostering a diverse academic community among its student body, faculty, and staff.

Position may be filled immediately. Complete applications must include the following: letter of interest; resume; and names and contact information for three professional references. Official transcripts for all degrees and three current letters of recommendation are required before appointment. Review of applications will begin June 27, 2012 and continue until appointment is made. Apply directly to: Chair of the Search Committee, Office of the Vice President for Academic Affairs, Kean University, 1000 Morris Avenue, Union, NJ 07083 or email vpaa@kean.edu. Salary is competitive and commensurate with qualifications and experience. Comprehensive benefits program included.

Kean University is an EOE/AA Institution

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

P ri min g the Pump. ..

PREPARING HISPANIC STUDENTS TO READ STARTS EARLY

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

“Books are the quietest and most constant of friends; they are the most accessible and wisest of counselors, and the most patient of teachers.” – Charles W. Eliot, Harvard University president, 1869-1909

F

inishing up a game of Clue with an 11-year-old Hispanic girl seeing me therapeutically for anxiety and depression, I asked her which rooms on the iconic board she would want in her dream home.

“The Dining Room, Billiard Room and Ballroom,” she replied, “But not the library. I don’t need the library. I don’t like books.”

She admitted that reading was not fun and that she was not good at it.

I asked how she managed to get through her middle school classes knowing that there were reading assignments.

“I read just enough to know what is going on, and that’s all. The rest I figure out later or I just don’t get it.”

Later, privately expressing to her father concern over her progress emotionally and academically, he replied, “The school says she’s reading at grade level, and that is good enough for me.”

Never mind that the girl hates school. Or that she is lonely and not coping well. Forget that she is often bored and depressed. Don’t worry about the paucity of her goals, personal or academic. And her curiosity about the world? Stop looking.

I imagine if I had offered the girl (or her father, on her behalf) keys to a swanky sports car, they might have been interested. Instead, I raised my concern about her depression and inability to read, but neither saw that reading was a set of keys to lifelong freedom and satisfaction.

Educational researchers have long realized the correlation between reading and academic success. If a student reads well, he will most likely do well in school, passing exams and completing assignments with ease. For Latino students who are learning English as a second language, reading is even more important for academic success. In his new book Completing College: Rethinking Institutional Action (2012), Vincent Tinto notes that supporting at-risk college students in reading is the most important key to helping them graduate.

The support for Hispanic students is crucial in middle and high

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school as well. Legislators in some states are debating how best to help third-graders who have not mastered reading, knowing that their chances of finishing high school are far worse than those of third-graders who read well.

But building reading skills starts earlier than formal school years.

The seeds of reading must take root in early childhood.

Start with parent-child conversations rich with vocabulary. Latino parents’ conversations with their children are sometimes limited to directing or correcting the child’s behavior. Talking with children – including infants – about a wealth of subjects gives them a jumpstart on vocabulary and reading. A print-rich environment – books, magazines and newspapers in the home – sets the stage for making reading a natural, common part of the child’s daily life. Often parents of young children claim that they have provided electronic toys or software to help their children read.

Handheld books, though, provide a richer sensory experience than any handheld device offers. (When is the last time a child talked about how their DS smelled? No smell or feel of paper there!)

Latino parents, regardless of income, can develop a love of reading in their children through daily routines. At least 20 electronics-free minutes with a parent reading to the child (and later, the child reading to the parent) develops skills and sets a lifelong bond of fond memories. (When a parent is not a proficient reader, time spent with the child looking at books makes a difference in the child’s attitude and propensity to read).

A distraction-free, quiet place at home for reading or meditation helps the reading habits develop, too, since the television, iPods or videogames often beat out silence. Even in busy or crowded homes, calling a timeout for quiet provides a place to read and focus children’s behavior.

Preparing Latino children to read does not necessarily take large amounts of money (libraries are still free), but it still requires intention and persistence. When Hispanic children see adults making reading a priority, they will do the same. And when reading is not limited to school alone, neither is learning. Maybe that is what should be good enough for all of us.