09/17/2012 Is the Academic Recession Over?

SEPTEMBER 17, 2012

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VOLUME 22 • NUMBER 23

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College Completion

Where’s the Library

Supplemental Instruction

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

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ravo to Margaret Cerulla, professor at Hampshire College in Amherst, Mass, for launching a successful campaign to offer a scholarship specifically for illegal immigrants – an initiative sparked by a student project. AP reporter Shannon Young reports that Hampshire students, alums and others had donated more than $300,000 toward the scholarship fund as of late August. At this stage, the endowment would provide one student with $25,000 toward tuition for four years.

Young writes that UC-Berkeley and UCLA offer scholarships for illegal immigrants and that thus far, New Mexico, Texas, and California are the only states in which illegals are eligible for state financial aid toward college.

Late last month, a federal appeals court struck down one of Alabama’s stringent new anti-immigrant laws, specifically the part which required schools to check the immigration status of new students. And the court did so “in pretty robust terms,” according to ACLU attorney Omar Jadwat, as reported by the AP. But the court let stand other sections of anti-immigrant laws in both Alabama and Georgia.

A report on for-profit colleges, released last month by Senator Tom Harkin’s Committee on Health, Education, Labor and Pensions, and described on BillMoyers.com by Suzanne Merkelson, includes “overwhelming documentation of exorbitant tuition, aggressive recruiting practices, abysmal student outcomes, taxpayer dollars spent on marketing and pocketed as profit, and regulatory evasion and manipulation.” The report claims that the CEOs take home salary averaged $7.3 million a year.

Merkelson wrote that “It got so bad that earlier this year President Obama penned an executive order to protect U.S. troops from recruiters, saying that these schools are “trying to swindle and hoodwink you.”

An item by Caralee Edwards In Education Weekly noted that in 2010, “such colleges spent 23 percent of their revenue on marketing and recruiting and 17 percent on instruction.” ¡Adelante!

Suzanne López-Isa Managing Editor

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by Carlos D. Conde

LATINO KALEIDOSCOPE

The

Did Too! Did Not!

art of politics, particularly big-time politics like our current presidential campaigns, has never been about being decorous and high-minded. The campaigns might start out with such pretensions, but soon the political strategies slide into political hi-jinks and disparaging brawls accentuated by “did too, did not” retorts.

It’s left to the American voter to determine what’s real and what’s humbug, but many times the rhetoric is so convoluted and intense that it complicates the task of parsing reality from fiction.

The objective in politics, after all, is to win no matter how, and in today’s climate, as we are seeing, by whatever means. There is already ample evidence of this malicious, modern-day stratagem as we enter the final phase of the campaigns following the political parties’ national conventions.

In the old days, they called it demagoguery. Now the euphemism is “attack politics.”

The cyberspace age has spawned creative ads designed to expose all things negative or compromising in a candidate’s background.

The veracity and the merits of the issues at times are immaterial. It’s the impact that counts.

It doesn’t say much about the American electorate if it can be swayed that easily by the sometimes outrageous attack tactics like the ones we are currently being exposed to – and are sure to see more of before election day on Nov.6.

Attack politics has become an integral part of highstakes national politics in which the main mission of the campaigns is not only about promoting the virtues and the planks of the candidate, but also tooled to expose whatever inappropriate events lurk in an opponent’s résumé.

In this presidential race between the incumbent, Barack Obama, and the challenger, Mitt Romney, the Obama campaign has by far been the most dexterous and, at times, the most unrelenting in pounding Romney’s candidacy and his past business practices.

It portrays Romney as a cold-hearted, money-driven ex-business tycoon with little sympathy for Joe the Plumber types and middle class Americans and who had no compulsion about throwing people under the bus if it advanced his business agenda and financial interests.

They claim it’s part of Romney’s political DNA and permeates his presidential ambitions.

Both campaigns are sufficiently well-financed to afford political consultants who can create tawdry political material on demand, and they all seem to think their latest is their best one yet and sure to have an impact on a presumed gullible public.

Sometimes it misses, and none is more illustrative than the Joe Soptic political ad, created by the Obama campaign, which it had hoped would have a big public impact.

It did – but not the type the Obama people had banked on, because of its content and implications. Many political observers say it had the opposite effect once the facts were exposed.

Even when considered by many as beyond the pale, an Obama campaign director was quick to add that it was just tit for tat and payback for all the nasty things the Romney partisans have been saying about the president.

In the ad, created for major media outlets, Joe Soptic says Mitt Romney was, albeit indirectly, responsible for his wife’s death from cancer when Romney’s

investment firm, Bain Capital, closed the company that employed Soptic.

It ended Soptic’s job and his health insurance, which deprived his wife of the health care she needed. She died, allegedly lacking timely medical attention, and the ad strongly implied that her death was caused by an action of Romney’s firm.

“I do not think Mitt Romney realized what he’s done to anyone, and furthermore I do not think Mitt Romney is concerned,” Mr. Soptic says in the ad.

However, Mr. Soptic lost his job with the Bain company in 2001. His wife died five years later, in 2006, which makes it difficult to reconcile Bain’s, and, even indirectly, Romney’s culpability in her death.

A Wall Street Journal editorial states that in May, Mr. Soptic appeared in an official Obama for America ad with the notation, “I’m Barack Obama, and I approve this message.”

The president’s principal advisor, David Axelrod, flipped the controversy to depict a maligned Obama instead.

“Does the word ‘chutzpah’ mean anything to you,” he responded in a press interview. “Mitt Romney and his allies have repeatedly questioned the president’s Americanism. He [Romney] stood by silently while a supporter accused the president of treason.”

Then there’s that venerable Democratic Majority leader Harry Reid, who very publicly said that an “extremely credible source” told him that Romney has not paid his taxes for 10 years, which Romney dismissed as absurd.

Reid would not reveal his source, but he got a lot of mileage out of it.

The Republicans also seized on one of Obama’s campaign remarks, taken out of context, of course, to a business crowd in Roanoke, Va. In his speech, he said, “If you have a successful business, you didn’t build that. Someone else made that happen.”

Taking Obama’s entire remarks as a whole, the content is more extensive and balanced – but why bother with picayune details when the Republicans can apply a negativism to it and milk it for all it’s worth, which they did.

Then there’s the group of former special operations and CIA officers, the Special Operations Opsec Education Fund, who are accusing President Obama of being reckless with security matters in promoting his role in the elimination of Osama bin Laden, for his own political benefit.

The rap is shades of convicted felon Willie Horton in the George H. W. Bush-Michael Dukakis presidential race in 1988 and, in the 2004 campaign, the swift boat allegations against Democratic candidate John Kerry’s Vietnam heroism.

Remember when Sen. Ed Muskie presidential aspirant in 1972 choked up in the front of the Manchester Union Leader building, where he appeared to denounce the newspaper publisher for allegedly maligning his wife and for accusing Muskie of racism when he disparaged New Hampshire’s French-Americans with his “Canucks” reference.

In the end, it’s the task of the American voter to wade through all this “did too, did not” schlock by Nov. 7. From the look of things, there might be a lot to sort out in making your choice – but be thankful at least for the opportunity to participate in our democratic process.

L K

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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® SEPTEMBER 17, 2012

CONTENTS Is the Academic Recession Ever Going to End? Maybe ... Maybe Not byThomas G. Dolan Where’s the Library? There’s an App for That

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11

by Frank DiMaria

CUNY Launches Institute of Mexican Studies

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by Jeff Simmons

Excelencia Releases State-by-State Report on Latino College Completion by Angela Provitera McGlynn

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Supplemental Instruction Improves Grades and Retention for Latinos by Marilyn Gilroy

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Building Educational Ganas for Latino Success

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by Michelle Adam

UNM’s Raza Program Enabling Latino Students to Help Their Communities by Gary M. Stern

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Online Article 2011-2012 Article Index is available on our website.

To view this and other select articles online, go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

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Did Too! Did Not!

Interesting Reads Book Review

by Myrka A. Gonzรกlez

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Queen of America

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

Hispanics on the Move Priming the Pump...

Spotting and Seizing Opportunities

by Miquela Rivera

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Back Cover

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

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Is the Academic Recession Ever COMMENTARY

by Thomas G. Dolan

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lthough the global and national recession a furious budget-cutting spree will take place. that this trend will continue and continue to has obviously had a significant impact on This does not bode well for external funding for accelerate,” he says. “In the minds of many leghigher education, it’s also true that, as will higher education.” islators, higher education is a good place to start be shown below, there are a number of cutting costs. This is especially true for other factors that specifically relate to basic applied research. It’s easy for a legacademia. Also, minority and White facislator to say he’s all for R&D funding and ulty and students are affected in different encourage the process, but he’s going to ways, as are the different economic see that personally there’s no quick classes of students, regardless of ethnic return for him when he is up for re-elecbackground. tion in two years. It’s going to be harder The topic is complex. For instance, and harder for universities to rely on to start with the general picture, about a external funding for basic research in sciyear ago Newsweek’s cover story ence or any other field.” announced, “The Recession has There have already been many signifended!” Yet, since then, that same magicant cutbacks in many university sysazine has often published opposing tems of faculty, both tenured and noncommentaries and features, sometimes tenured, Roth says. “This can result in in the same issue, either depicting signs long-term problems in course availabiliof recovery or predicting we are on the ty, affecting the growth and disseminaedge of a global financial meltdown that tion of knowledge.” will make the Great Depression look The general cutback in faculty has like a holiday. even greater implications for minority Inclined toward the latter view is Tim faculty in general and Hispanics in particRoth, Ph.D., A. B. Templeton Professor, ular, says Jorge L. Medina, Ph.D., assischairman of the department of economtant professor of economics, School of ics, University of Texas-El Paso, with a Arts and Sciences, College of New total enrollment of about 23,000, 80 Rochelle (N.Y.), a school with a total percent Hispanics. “The U.S. is $16 trilenrollment of about 4,000, with 19 perlion in debt, which represents about 103 cent Hispanic. “The percentage of Whites percent of our gross domestic product,” in academia is much greater, and there Roth says. “I note parenthetically that are many more applicants for the same when Greece passed that 103 percent position, so it is very competitive.”

GDP, the European crisis began. The Medina relates he had a difficult Greek debt is now at 140 percent GDP struggle attaining his present position, in and getting worse.”

March 2009. “I had to move from northJorge L. Medina, Ph.D., Roth mentions he’s spent three difern New Jersey to New York, which I was ferent sabbaticals in D.C., so has some willing to do,” Medina says. “But many assistant professor of economics, insight into how politicians think. “If of my peers could find jobs only by School of Arts and Sciences, you’re a member of the House, Senate going abroad to South America, Canada or executive branch, you have to be in or certain universities in Europe. But I College of New Rochelle outer space if you’re not aware of the was stubborn and wanted to stay in implications of our debt,” Roth says. “I believe this country.” that as soon as the election is over, and in this Roth points out that most state universities “Another piece of the puzzle is that universirespect it doesn’t matter which side wins, offi- have witnessed a continuing decline in their ties have become increasingly reliant on tuition cials will see a brief window of opportunity and respective state’s funding. “I venture to guess increases,” Roth says. “That should surprise no

“The general cutback in faculty has even greater implications for minority faculty in general and

Hispanics in particular.”

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Going to End one for the principal reason is the cutback in state support. Paradoxically, it’s the availability of federal and other direct and guaranteed loans for tuition that have underwritten these tuition increases. What happened in Europe when tuition increases occurred and/or attempts were made to cut back student loans, people took to the streets.

We’ve had some of that here in the U.S. But, once again, hard realities will dictate. Nothing is likely to happen before the elections for there are too many constituencies who would object immediately. But, again, after the election, there will be a little window of opportunity and the focus will be on the nexus between tuition increases and loans. This will affect low-income, minority groups, and many others, and everybody below certain income thresholds. Many will be hurt.”

In agreement that rising tuition is a big problem, and, moreover, likely to be an ever-increasing one, is Tom Larson, Ph.D., professor of economics, California State University-Los Angeles, with a total enrollment of almost 4,000, 55.4 percent Hispanic.

“Tuition has been going up for years, in California, and pretty much across the country,” says Larson. “It’s starting to go up in Europe, although there are still a number of European countries who offer free tuition.” Larson adds, however, that Luis tuition in England has been rising faster than in California, which is something, of for Larson contrasts the $600 a year he paid when he went to the University of Santa Cruz to the $12,000 it costs there now.

“The fees have been increasing steadily, in good years and bad, and I don’t think it’s going to end, so I don’t think the academic recession is going to end.”

Larson says that students from low-income families who are aware of federal and other

? Maybe ...

Maybe Not

grants and scholarships are eligible and apply for them, are in relatively good shape currently.

But, he adds, “I don’t know if these programs

continues, it’s not simply the lower class that is affected. “This goes back to Reagan, who started pushing people to take out loans to go to college. Typically, middle-class students don’t qualify to get as much aid on a need basis. So they have to think about borrowing more and more money which will be harder and harder to pay back.”

Larson also suggests that, in addition to the usual reasons for the high Hispanic dropout rates – poverty, poor secondary education, etc. – is the daunting prospects of students and parents, both lower and middle class, dedicating many years of income to paying off these loans.

Larson maintains that “this seems like bad policy. At a time when we would like to have more scientists, engineers and a wide range of others, we’re discouraging enrollment. It used to be that students came to California from all over the country because tuition is more affordable here. This was an important resource for the state which is no longer available. It’s interesting that California no longer produces enough of its own college graduates. Instead, we’re getting more and more students from other countries. I’m just speculating, but this seems to be saying, well, this is fine. We don’t have to pay to educate our citizens.

We’ll just hire people from other countries to do our work.” that college benefits not Locay, Ph.D., associate professor onlyThethepremise graduate but also society as a economics, University of Miami whole, with an enhancement to economic growth, seems to have fallen by the wayside, Larson continues. “We have a will grow as fast as the tuition hikes. And there’s new marketing philosophy by some which says a huge [amount of] literature that shows that as that students should pay for their own education tuition goes up, enrollment goes down.” and government should not get involved. This This is modified to a degree, Larson explains, philosophy is affecting the availability of lowin that “there is a demand for education, so peo- income grants. But even the most free market ple will buy it, like gas, even if the price goes up. economist, Milton Friedman, believed that an But there is a limit to this.” Moreover, Larson exception should be made for education, that

“In the emphasis of

equating getting a degree

with getting a job, we’ve lost sight of the idea that

education is intrinsically valuable.”

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the government should help people who wanted an education but couldn’t afford it.”

Add to this, Larson continues, “are the policy wonks who want to spend more on prisons than education, and then you have the added problems of an aging population, the spiraling growth of health care expenditures and enormous military budget. So you still have a fundamental problem of where do you get the money?”

Any solutions?

“The Obama administration is trying to make the loan process easier, with lower interest rates so they can be paid off earlier, with the repayment based on income. If you do very well, you may pay back more than you got, but if you end up with a low-paying job you pay less, and maybe stretch out the payment over a longer period of time. And, after 20 years, if the loan is not repaid, it is forgiven. So there are some creative possibilities which are being done on some campuses here and some schools in Europe.”

Larson also acknowledges that loan sharks have thrived on exploiting, even to the point of fraud, students struggling to get an education.

He notes that many for-profit colleges also have a bad reputation in this regard.

“I know of presidents of independent colleges who will raise tuition and cut enrollments, for they are there to maximize profits rather than promote student success,” says Larson. He also says that some of these schools have a sliding scale designed to provide scholarships for exceptional students, for this lends a certain prestige to the school. But this is a minor modification.

Roth believes that, paradoxically, the crisis in four-year colleges might end up benefiting community colleges. “Tuition can be a good deal lower in community colleges, and the costs of instruction are generally lower,” Roth says.

“Moreover, many Ph.D.s who can’t find work elsewhere are teaching in community colleges.

I’m only speculating, but I don’t think this is lost on government officials throughout the country.

I believe that many state legislators will think in terms of somehow underwriting two-year colleges, both as a feeder to the four-year schools, but also as job creation in itself. There are needs for all sorts of people, from nurses’ aides to paralegals, who don’t necessarily need a fouryear degree to get a steady job.”

Taking this idea even further is Luis Locay, Ph.D., associate professor of economics at the University of Miami (Fla.), where enrollment is

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about 16,000, of which 19 percent Hispanic. In fact, Locay questions what has become the current premise that more and more college degrees are needed to create jobs, fulfill employer demand, and so boost the economy.

“Over the past 15 or so years, two paradigms have emerged in the labor market,” Locay says.

“The first is human capital, and the second is signaling.”

Locay explains that human capital “refers to people going to college, and then, with their work experience, building their capacity to earn in the market place. Supporting that is the idea of signaling. This means that the high-ability person is signaling through his college degree and that he has been willing to pay for it. But this is too costly for the lower-ability person who won’t take this path.”

Locay acknowledges there is some merit to both these concepts, but they have been overused and don’t always match reality. For instance, the person who has a degree in a discipline for which there’s not much demand is really sending a weak signal. Therefore, if he has a Ph.D. and ends up driving a cab, he really doesn’t have that much in human capital.

As illustrative samples of the polarities on this issue, Locay cites two of his grown children.

“I’ve had one son who recently graduated the top of his class in computer science. He had only one interview at Microsoft. They came out to him and hired him on the spot. I recently visited him and noted that there were very few Hispanics there, and I believe Microsoft would certainly like to hire more. The other Hispanics who were there came from abroad, from South America or Spain.

“On the other hand, my oldest daughter went to a very poor public university, where the faculty continually pounded away at the necessity of getting a college degree. She was a waitress and dropped out, for she realized she had an aptitude for dealing with personnel and managing a restaurant. She now owns her own restaurant and has done very well. If she ever goes back to get a degree, it will be for purely personal reasons.

“Quite frankly, I see many Hispanics and African-Americans enroll in computer science, engineering or some other technical area, only to find they can’t hack it. So they switch to economics, can’t hack it, so get a degree in the humanities and end up applying for a sales job for which they have no training. I mean, how many Ph.D.s do we need in Chicano studies?

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What’s he going to do but go on to get an advanced degree and teach in a university? That’s fine if that’s what he really wants to do. But there’s not much of a correlation between that and the jobs society really needs.

“I am a Cuban-American, and Cuba boasts a higher number of doctors and teachers per capita than most other countries. But most of those doctors are underemployed, and many of the teachers’ jobs are limited to teaching someone how to write his name, or teaching other teachers.

“I like to remodel, and often am my own plumber, electrician or carpenter. I only hire others when I need to. Why? Because they’re so unreliable. The young men with an aptitude for working with their hands are off at college studying anthropology.

“My conclusion is that too many have bought into the myth that everybody has to go to college.

It’s not true. People should do what they like, what they have an innate ability for, and can often get the training they need through apprenticeship programs, trade schools or community colleges.”

Roth also questions the assumed necessary correlation between higher education degrees and jobs. But he offers a different dimension.

“In the emphasis of equating getting a degree with getting a job, we’ve lost sight of the idea that education is intrinsically valuable. For its own sake. Our founders insisted that a self-governing republic cannot survive unless people are educated, informed and active participants in the polity, as well as possessing private civic virtue. I absolutely agree. And if more and more people thought this way, they would pressure the legislatures, both state and federal, to invest in education as a public good, a long-term solution.”

Where’s the Library?

INNOVATIONS/PROGRAMS

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by Frank DiMaria

There’s an App for That

alking onto a campus for the first time can be a bit overwhelming. Where and when does my study group meet? When are the dining facilities open? When does the political science club meet? What if I have an emergency?

Many of these questions can be answered by the growing number of customizable smartphone apps that can help newly arriving freshmen as well as upperclassmen navigate the campus, stay informed about campus events and remain safe.

Mapyst App – Carnegie Mellon University Three freshmen were having lunch and grousing about how difficult it was to locate their classrooms and other rooms on the Carnegie Mellon University (CMU) campus. Out of pure need, Brian DeVincentis, a mechanical engineering student, and two others began fleshing out an app that helps students navigate the campus. At about the same time, DeVincentis and his team were awarded a Student Undergraduate Research Grant worth about $500.

Mapyst, which is available on Android or the Web, provides navigation for and information about the CMU campus. Using data from building floor plans, Google Maps and GPS Mapyst guides users to their destination and tells them whether dining facilities, athletic facilities and stores are open or closed.

When users first open the customizable Mapyst app, a Google Maps view of CMU appears.

Users enter their starting and ending location, as in any GPS app. Unlike garden variety GPS software, Mapyst locates rooms inside buildings, not just street addresses. It displays a route to the location over the Google Maps view and blueprint drawings of the buildings the route goes through. Mapyst can direct users to any room in any academic building on the CMU campus.

“We break up the route into pieces and you can scroll through them one by one as you’re going through the route,” says DeVencentis.

He and his team rolled Mapyst out in February.

Currently, it is on 150 Android phones, and the Mapyst website has been visited more than 1,000 times. For now, DeVincentis has no plans to offer more apps on the CMU campus and is content to ensure that the app is used to its fullest capacity by advertising it, getting it into the hands of newly arriving freshmen and tweaking it as necessary.

U360 App – Several Colleges and Universities The U360 app, developed by Straxis Technology, engages future students, current students, parents and team fans and is available for multiple platforms like iPhone and Android. Jeff Stump, managing director at Straxis Technology, says that U360 is a fully integratable mobile product that Straxis customizes for each individual campus on which the app is deployed. “It’s a robust platform that was highlighted in the What’s Hot section of Apple’s iTunes,” says Stump.

U360 has more than 20 features, such as campus news, discussions, athletics and Twitter, and is currently available for more than 100 college and university campuses, including the University of Kansas, U.S. Air Force Academy, U.S. Naval Academy, Vanderbilt University, and West Point. Stump estimates that U360 has been installed on 50,000 mobile devices since Straxis introduced it in 2009.

Straxis has been providing Information Technology solutions to institutions for the past decade. The need for such an app was identified by both Straxis and the universities with which it has been working. Because U360 is customizable, the Straxis development team often works with computer science students to develop ideas that will ultimately become new features offered in U360.

M-Urgency App – University of Maryland To call M-Urgency an app is a vast understatement, says its developer Ashok Agrawala, professor of computer science at the University of

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Maryland. M-Urgency, available on iPhone and Android, is a public safety support system.

Individuals on the Maryland campus who have an emergency need only press the M-Urgency icon on their smartphone. The app opens a connection with an operator at a public safety answering point and begins streaming audio and video to the operator. “They can hear and see what’s going on at the incident scene in real time,” says Agrawala.

The emergency operator also receives the number of the smartphone and the location of the phone, so the operator can decide which responder or responders he or she should dispatch.

Ashok Agrawala, professor of computer science, University of Maryland

Responders also receive the streaming audio and video from the caller’s phone. “So they get to hear and see what’s going on at the scene the whole time they are on their way to the scene and they can possibly even talk to the caller,” says

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Agrawala. “One call was made using the system where there was a car in the parking lot that was on fire and all the person had to do was show a burning car, nothing else was required. The police immediately saw that, knew the location and knew what was going on, and dispatched the responders immediately,” says Agrawala.

Agrawala is adding features to the M-Urgency system to make it also a personal digital assistant. “The system will know as much information about you – your likes, your dislikes, preferences – as you are willing to share,” Agrawala says. This information is invaluable during an emergency. For example, if one is allergic to penicillin, M-Urgency will advise the responders ahead of time. Agrawala has recently added a feature that allows students to find out when and where their study group meets and one that provides users with their professors’ office hours.

Involvio App – Several Colleges and Universities As a freshman at Drexel University, Ari Winkleman was “that kid,” the one who wanted to participate in every campus activity, academic or social.

However, he could not keep up with the location and start time of all the campus events.

Compelling activities were taking place within blocks, even feet, of his dorm room yet he was unaware of them. “Here I was at college trying to get involved, and it was more difficult than I thought it would be because there was so much going on to keep track of,” says Winkleman.

To remain in the know, he developed a website that consolidated the many Drexel calendars into one. It enjoyed some success, but it was difficult keeping it current.

Winkleman realized that “event overload” was a problem not unique to Drexel. He assembled a team to develop Involvio, an app that consolidates all the calendars on a campus into one app available on multiple platforms. “The goal of Involvio is to expand a student’s sphere of awareness,” says Winkleman.

Involvio users must first sign up with Facebook. When the user opens Involvio, the app displays four categories; agenda, maps, events and user profile. The agenda feature allows users to organize all the events in which they would like to participate. Involvio’s map feature displays a map of the campus with pins, similar to those in Google Maps or Google Earth.

Each pin is color-coded based on the user’s profile and identifies an event currently taking place. “Schools are absolutely loving this

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because what we are doing is integrating with the calendars that they are using already. We just centralized every event happening on their campus from their existing calendars, from Facebook and everywhere else, into this one beautiful app,” says Winkleman.

The Involvio team runs its company from an off-campus apartment. “So we have the whole startup thing going on,” says Winkleman. He and his teammates launched Involvio using seed money from their participation in an incubator program in which it was selected as the most promising startup. Winkleman walked away with $10,000. “At that point, we said, ‘Hey maybe we really have something here,’” says Winkleman.

They really did. Involvio is offered on more than 100 campuses, including Lehigh, UT-Austin, UMass-Amherst and Tulane. “We’re blown away by the amount of interest that we are seeing,” says Winkleman. That interest is not just from students but from orientation directors who are finding that Involvio engages new students as soon as they arrive on campus. Now Involvio has an app specifically designed to help with student orientation.

For Winkleman, the development of Involvio has little to do with the number of downloads or creating wealth or cool technology. “What we care most about is helping students find events that they didn’t know were happening,” says Winkleman.

“Monetizing Involvio isn’t really on our radar.

We’re offering Involvio totally free to students and schools forever because charging for our product creates an unnecessary barrier,” says Winkleman.

Hungry Hokie App – Virginia Tech For the first few semesters on the Virginia Tech campus, Alex Obenauer, like Winkleman, was overwhelmed with information.

One of his biggest problems was keeping track of the operating hours of his favorite dining facilities. “We’ve got a ton of dining facilities.

They’re great, but the big issue is that they all have different opening and closing hours, each and every one of them. ... It was kind of crazy trying to keep up with what was open and what wasn’t,” says Obenauer, who graduated with a degree in computer science this spring.

Even after living on campus for a full year, he often found himself tugging on the locked door of his favorite campus restaurant. So Obenauer designed the Hungry Hokie app for both Android and iPhone. The app consolidates the operating hours of all Virginia Tech (VT) dining facilities.

His first hurdle was to gather the reliable hours of operation of all dining facilities on

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Alex Obenauer, Virginia Tech

campus and display them dynamically without manually entering them in a calendar every time they changed. He jumped that hurdle by writing a computer program that uses data scraping to scan VT’s food service website for pertinent information and stores it in a database.

When a VT student opens the Hungry Hokie app, it displays the current date and time. Below that are icons for each facility that is open at that moment. When users click on an icon, they get the facility’s menu, hours of operation and nutritional tips.

Obenauer is using Hungry Hokie to provide VT computer science students real-world experience in app development. Entry-level computer science students can request information from the Hungry Hokie program and build applications around it using an application programming interface. “They’re building applications that are a little more tangible and useful than applications they would typically build in an entry-level class,” says Obenauer.

On average, VT students access Hungry Hokie 750 times per day on a typical weekday. On a Saturday during football season, that number spikes to 3,000. “The feedback has been immensely positive. People use it and have it installed. So many people that I’ll meet or run into or will be walking by and they’ll have no idea that I had anything to do with it. They’ll be using it or checking it or they’ll mention it. It’s really fun to see. I’m happy that it’s so useful,” says Obenauer.

Good Old App – University of Virginia Like the U360 app, the University of Virginia (UVA) app offers students and faculty at Virginia a wide range of features associated with the entire campus, or, as they call it, the grounds. It is available on iPhone and Android.

Officially called The Good Old App (keeping with University of Virginia tradition), the UVA app is a collaboration between a number of depart-

where it says the University of Virginia everywhere from the app, you would still know that it was a UVA app. There are certain things in it that if you’re a UVA student or alum you would know about,� says Prichard.

One of the sub apps that Prichard is most proud of is the athletics app, which can provide the user with live scoring updates for UVA sporting events. “Very much like ESPN, we’re doing the same thing. It’s actually the same data feed that they’re getting,� says Prichard.

Another really fun sub app is the one called “The Grounds,� which is a map of the university with augmented reality built into it. “You can walk around the grounds, hold up your UVA app and point it at buildings. Using augmented reality, it will overlay what the building is. You can tap it and get more information,� says Prichard.

Currently, the UVA app offers well over 30 sub apps, and Prichard’s team has given the university the ability to add and remove sub apps in the future, allowing for flexibility and expansion.

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ments at the school, like the athletics department, the alumni department and the communication department. It is designed with current students, future students, fans of UVA athletic teams, and Virginia alumni in mind. “The challenge was how do you take all the different components and put them in a pleasant and valuable mobile experience,� says Mike Prichard, founder and CTO at Willow Tree, the firm that developed the app.

Users customize Prichard’s app by answering a series of questions when they first open it. Based on the user’s answers, the app creates an initial dashboard with a set of sub apps, represented by icons specific to the user. The user can further customize that dashboard by adding or removing sub apps. For example, current students need to have the course directory at their fingertips, but alumni do not. University staff members may need to access the human resources sub app, while students have no need for this. “The app has a fully integrated University of Virginia feel. We worked really hard to carry UVA’s brand across this app. If you remove

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INNOVATION/PROGRAMS

Launches Institute of Mexican Studies

It

by Jeff Simmons was time to celebrate, but before they could, organizers of the event were faced with a predicament that any party or event planner would love to confront: so many people responded swiftly that they needed to identify a larger space.

Jay Hershenson, CUNY senior vice chancellor

The launch of City University of New York’s (CUNY) Institute of Mexican Studies drew hundreds to CUNY’s Graduate Center in midtown Manhattan for a celebratory kickoff on a steamy summer’s day. Students, faculty, elected officials, civic and community leaders all gathered to witness the fruits of years of tireless work.

“The CUNY Institute of Mexican Studies. Don’t you love the sound of that?” said Senior Vice Chancellor Jay Hershenson, triggering an explosive chorus of cheers and applause. “They say its takes a village and no one person or five people can ever do it alone.”

The Institute, the first of its kind on the East Coast, is headquartered at CUNY’s Lehman College in the Bronx, a borough that has witnessed a dramatic escalation in the Mexican population. Over the last decade, both New

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York City and CUNY have seen sizeable growth in Mexicans and MexicanAmericans arriving at their doorstep.

United States Census data have shown that Mexican immigration trends have elevated their numbers so that they are poised to eventually surpass Puerto Ricans and Dominicans in New York City. According to an analysis conducted by the New York City Department of City Planning, the Mexican population ranked fourth among Hispanic groups in the city, following those identifying as Puerto Rican, Dominican and South American.

However, the numbers of Mexicans in New York City surged, swelling from 6,740 in 1980 to 183,813 in 2000 to 319,263 in 2010. Just in the last decade, that represented a 74 percent increase, with a 118 percent increase alone in the Bronx (representing the second-highest percentage increase, after Staten Island’s 154 percent rise). Meanwhile, Puerto Rican growth dropped by 11.2 percent citywide, Dominican growth rose slightly by 8.2 percent, Central American growth inched up by 7.9 percent, and the South American population increased by 5.4 percent.

The Mexican population increase has been matched by the numbers of Mexicans and Mexican-Americans enrolling at CUNY, Hershenson said, noting: “I am extremely proud that from 2000 to 2010, while CUNY enrollments went up 38 percent and Hispanic enrollments went up 51 percent, Mexican and Mexican-American enrollments went up 225 percent.”

Substantial changes to that demographic urban landscape propelled CUNY to examine its own role and a recognition that it could provide greater opportunities to strengthen not just academic offerings but community and civic ties, and elevate research relevant to the institution and city.

The announcement this May about the institute followed years of work by the CUNY Working Task Force on Strengthening Educational Opportunities for the Mexican and Mexican-American Community. The task force has assembled conferences on Mexican immigration since 2006, and this year’s institute launch was wedded to a conference focused on health issues impacting the Mexican community.

Co-sponsored by the task force, the Office of the President of Lehman College, the CUNY Institute for Health Equity, the Lehman Department of Latin American and Puerto Rican Studies and Mi Casa es Puebla, the “¡Salud! Beyond Deficits and Paradoxes in Mexican Immigration and Health” conference recruited nationally recognized experts on Mexican immigration and health – all under the Institute’s auspices.

“This is a model that has to be replicated all over the United States,” Carlos Sada, consul general of Mexico in New York, said of the Institute at the recent celebration. “It is something stimulating and motivating. I hope we continue opening more possibilities for students.”

For the past several years, the consul general’s office has funded scholarships for Mexican and Mexican-American CUNY enrollees. Most recently, a gift of $60,000 through the IME Becas (Instituto de Mexicanos en el

Dr. Alyshia Gálvez, acting director, CUNY Institute of Mexican Studies

Exterior) provided full-tuition scholarships for the next academic year for up to a dozen undergraduates.

The Institute isn’t narrowly focused on helping one institution in the Bronx, but is spreading its wings across the region. With a special focus on Mexicans in the diaspora, particularly Mexicans in New York, the Institute provides a virtual – and soon, literal – space for the Mexican community to consider its own and an institutional location for support of scholarly and community advocacy projects.

Fundamental to its success will be the ability to advance new projects with community and cultural organizations, to shepherd projects already underway, and to build on existing efforts within and outside of CUNY. Discussing its mission with The Hispanic Outlook before the celebratory event, institute acting director Dr. Alyshia Gálvez explained that it would promote research support, forge ties with community and civic groups and organizations, and provide advocacy.

For students, the Institute will strengthen Mexican and MexicanAmerican studies within the CUNY system, which is comprised of a quartermillion students on 23 campuses, and hopes to spearhead the addition of a Mexican studies certificate for MS and MA students in several disciplines, including education, nursing and speech.

“This is a community that can really benefit from more knowledge, more resources, more advocacy and more strategic and explicit connections between social service, community and educational institutions,” Gálvez said. “The Mexican community offers so much to New York City, and at the same time New York offers so much to the Mexican community.”

Gálvez credited Hershenson with embracing a longstanding vision to connect more comprehensively with the Mexican and Mexican-American communities, particularly amid a climate in which there was not a widespread recognition of – and reaction to – its sizeable growth.

“He was looking to make sure they were enrolling at CUNY in the proportionate numbers to their population, and conducted recruitment drives

and job fairs,” said Gálvez, who is within Lehman’s Department of Latin American and Puerto Rican Studies and has written extensively about issues affecting Mexican immigrants.

In 2005, Hershenson founded the Taskforce for Mexican and MexicanAmerican Educational Futures and signed a Memorandum of Understanding with then-Consul General Arturo Sarukhan, who now serves as ambassador of Mexico to the United States. That initiative forged strong ties between CUNY and Mexico.

“I became very concerned when two pieces of data came to my attention. The first was that the Mexican-American community was the fastestgrowing of the large immigrant groups in New York City,” Hershenson said.

“At the same time, the college-preparation rate and in particular the number of Mexicans and Mexican-Americans here in New York City who had bachelor’s degrees was substantially lower than one out of 10; it’s about half a percent.”

“It became clear to me that large numbers of children were growing up in households where a college education was not easily visible, unlike my own home, where children have easy access to a computer and books and discussions about college simply because there are members of this family household who attended college,’” Hershenson said.

Hershenson was further inspired because, he said, whenever he would enter a restaurant, invariably the cook, waitress, dishwasher or busboy were from Mexico. The administrator was concerned that these workers were not gaining access to opportunities on the other side of the food service industry, and unable to navigate a clear pathway to receive education and achieve certification.

As a result, CUNY additionally facilitated programs such as a workers certificate program in the hospitality industry, and devoted more attention to charting inroads with organizations rooted in Mexican-American causes.

At the same time, Hershenson acknowledged that professors across the CUNY spectrum were conducting research or writing for publications about the Mexican culture, needs and demographics.

“A number of professors in the system and in particular Alyshia Gálvez have long worked in very positive ways on research relating the Mexican and Mexican-American communities,” he said.

Over the last two years, Hershenson worked with colleagues to draft a proposal for the institute, and the proposal received a thumbs-up from CUNY’s Board of Trustees on Feb. 2 to provide an umbrella linking and facilitating research and programming across the system.

The goal presented then, and being worked toward now, is to foster and channel work in which CUNY faculty, administrators and students already have been engaged to serve the area’s Mexican community.

“To be able to put the resources of this institution to work for this community that I care deeply about was something I thought was very important and I wanted to be involved in,” Gálvez said.

She said that in 2000 “you could count on one hand the number of organizations specifically dedicated to the Mexican community. That’s not the case anymore. Ten years later, the community is much bigger, and everyone is working very hard and trying to get the job done for the community.”

The Institute is growing in momentum, and one aspect Gálvez was focused on this summer was identifying and creating a space at Lehman to house programs and events, space she hoped could come online when the campus opens a new science building this fall.

Gálvez is strategizing to eventually have visiting scholars and graduate and undergraduate assistanceships. As she moves ahead, she hopes to

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entice people to write grants, forge better connections and wed agendas among different nonprofit and civic organizations.

“Lehman is the administrative home, but the Institute is really designed to have a presence throughout the CUNY system,” Gálvez said. “At this

General Arturo Sarukhan, ambassador of Mexico to the United States

point, many faculty think this is a no-brainer, but there are others who are not clued in to the growth of the Mexican community or the larger context of the bilateral relationship between the United States and Mexico and the political and economic importance of that relationship. My hope is that in 10 years that will be moot. By then, we will have a very mature landscape.”

Funding and grants will be key, but institutional buy-in is not something she has had to worry about, with support already at the top echelons, from Lehman College President Ricardo R. Fernández to CUNY Chancellor Matthew Goldstein.

“Lehman College is proud to provide a home for this important CUNY initiative, which will focus on both academics and service, providing a hub for research and advocacy projects throughout the university and the region,” Fernández said.

Over the summer, Gálvez focused as well on assembling an advisory board, and stressed that she was not looking to pad the board with highprofile names but hard workers.

“I know a lot of boards are designed as status opportunities, but I am interested in a working board. I want someone who wants to roll up his or her sleeves. It’s not going to be about people’s CVs or their high-level positions; it’s going to be about people who are willing to do the work,” she said.

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Its success could be déjà vu for CUNY, which has launched similar efforts in the past to much success. In fact, CUNY is steeped in connections with the communities it serves, and has included centers for Puerto Rican and Dominican studies since the late 1960s.

“One of the things that has to happen here is this institute has to develop the same level of stature that the CUNY Dominican Studies Institute has, the only one of its kind in the entire United States,” Hershenson said.

“CUNY obviously has a long history of serving the public and providing undergraduate and graduate education at a reasonable cost to the residents of the city of New York,” said Dr. Laird Bergad, distinguished professor of Latin American and Caribbean history in the Department of Latin American and Puerto Rican Studies at Lehman and the Ph.D. program in history at the Graduate Center. “What is occurring is a massive transformation from a demographic point of view. It is logical for us to move in this direction.”

Bergad, the founding director of the CUNY Center for Latin American, Caribbean and Latino Studies, said that “CUNY is not an isolated ivory tower type of institution like the Ivy Leagues. It’s not Columbia, it’s not NYU, and it’s not the New School. CUNY is connected to a very diverse population, and that’s not something novel but part of its mission.”

He predicted that the Institute was going to be a “smashing success.”

“This is going to be a very productive kind of center in terms of its academic output. What we will probably see is the generation of all kinds of interesting reports and studies about Mexicans in the tri-state area,” Bergad said. “I think you will see a very vivacious series of public events that are both academic and community-oriented, which ought to draw fairly large audiences, and I think this is something that is of extraordinary importance because it is the first and only institute of this nature east of Chicago.”

At the celebratory event at CUNY’s Graduate Center, a crowd had begun to form within an hour of the event. Noshing on appetizers and refreshments, one could see people from all corners of New York City. New York City elected officials – of Dominican and African-American heritage – were on hand. A slideshow on stage presented pictures showcasing academia, history, culture and advocacy.

When the crowd was asked to identify a little about what brought them there, the most sizeable show of hands took place when students lifted their hands.

“I want you to consider this your home,” Gálvez said of the new institute, after encouraging several of her institute colleagues to stand on stage with her.

Other speakers spoke of the broader messages being delivered beyond the walls of academia, noting the international ties between countries and the impacts on culture, history and the economy.

“This is more than just about academia,” said Arturo Sarukhan, ambassador of Mexico to the United States. “It is about one critical challenge: convincing Mexicans and Americans that they need to remain stakeholders to each other’s success, to each other’s security, to each other’s disparity and to each other’s well being.”

“If you stop and think for a minute, there is no country more important to the future of prosperity in the United States than Mexico and vice versa,” he said. “One of the most pressing challenges to the empowerment of Latinos and the Mexican-American community in the U.S. is education. We have the highest dropout rates of teenagers in high school. We have to provide them with a ladder so they can continue to climb and successfully integrate into the fabric of American society. This institute will do that. This institute is one of the most welcome initiatives.”

REPORTS

Releases State-by-State Report on Latino College Completion

Why

by Angela Provitera McGlynn is it necessary to spur state action to increase Latino degree completion? Besides being the right thing to do from an equity perspective, for our nation to regain the top ranking for college degree completion in the world, Latinos will need to earn 5.5 million degrees by the year 2020, the year designated by President Obama to move us from the middle of the global pack back to number one.

cess of our growing Latino population. The more leaders at the state level know about and understand Latino college completion in their respective states, the better equipped they will be to implement policies that move us forward.”

Underscoring the challenge, the U.S. Census Bureau’s Current Population Survey 2011 reports that only 21 percent of Hispanics had earned an associate degree or higher as compared to 57 percent of Asian-Americans, 44 per-

Educational competitiveness is intricately woven into the fabric of economic success.

Anthony Carnevale, director of the Center on Education and the Workforce at Georgetown University, explains it this way: “Earning a college degree is a critical step toward personal economic success, and the economic success of America is bound tightly to the economic suc-

cent of Whites and 30 percent of Blacks.

In previous research, Excelencia in Education reported that Latinos are projected to represent about 20 percent of the 18- to 64year-olds and nearly 25 percent of the U.S. 18to 29-year-olds in 2020. It is indisputable that economically competitive jobs in our nation require education beyond high school comple-

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tion, and that postsecondary education will become even more of a prerequisite for economic viability in the years to come.

Excelencia in Education has released new research on college completion rates for Latinos in all 50 states. Its analysis, state by state, gives leaders in statehouses and communities across the nation best practices data that would help hasten Latino college completion rates.

Sarita Brown, president of Excelencia in Education, says, “We are committed to bringing together stakeholders across America and empowering them with the information they need to advance Latino student success in higher education – from statistical data to empirical research, and from tactical analysis to promising academic practices.”

According to the executive summary of the Latino Completion in 50 States report, Excelencia in Education launched an initiative in 2009 known as Ensuring America’s Future, an initiative designed to educate, organize, and engage leaders from seven sectors in a strategic plan to increase Latino college completion. The 2009 initiative included a “benchmarking guide” for projections of degree completion disaggregated by race/ethnicity that offered various metrics to track national progress of Latinos.

While a national snapshot is an extremely useful tool, Excelencia recognized that most of the policy and program changes needed in education would take place at state and local levels.

The executive summary, therefore, synthesizes information from the 50 states and builds on the benchmarking guide from 2009. The summary states: “Each fact sheet provides statelevel snapshots about Latinos in the educational pipeline, the equity gap between Latinos and Whites in achievement, and examples of evi-

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dence-based practices increasing Latino degree attainment to inform more intentional efforts to increase degree attainment.”

More specifically, the fact sheets contain state-level data on the population of the state, representation of groups in the K-12 system, educational attainment of adults, multiple measures of equity gaps in degree attainment, and examples of promising practices across the nation that have a proven record in improving Latino college completion. To access the fact sheets for all 50 states, go to www.edexcelen cia.org/eaf/50 states/.

The fact sheets first show the necessity for action to increase Latino degree completion by pointing out relevant demographic data and equity gaps. The executive summary spells out actions states can take to improve Latino degree completion so as to improve overall educational attainment, economic strength and community engagement.

While states certainly had marked differences in where they stand in Latino degree completion, there were several generalities across the nation in terms of demographics. For example, Latinos are much younger than the national and state populations in general. Consider what the executive summary reports about demographic differences: • Across the nation, the median age for Latinos was 27 compared to 40 for White non-Hispanics in the year 2010; age gaps between Latinos and Whites exist throughout the nation, although some states had lower median ages (Iowa, North Dakota, South Dakota – Latino median age 22 years old, closely followed by Arkansas, Idaho, Kansas, Maine, Montana, Nebraska and Oklahoma – Latino median age 23 years • There were only five states with a Latino median age over 27 years: Florida (33 years), New Jersey (30 years), New York (30 years), Louisiana (29 years) and Maryland (28 years); Florida had the highest overall median age – Latinos 33 years and White non-Hispanic median age 44 years • Latinos make up a larger share of the K-12 public school population than they are of national and state populations overall [Of course, this information tells us how important it is to prepare this demographic for college readiness and college success] • Latino adults have lower degree attainment than other demographic groups; the national picture shows that about 20 percent of Latino adults have earned a postsecondary degree com-

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pared with over 35 percent of all adults in 2010 In terms of graduation rates, Latinos’ rates are lower than the graduation rates of White non-Hispanics. Graduation rates compose the number of first-time, full-time first-year students who complete a postsecondary degree, either an associate or bachelor’s degree, within three years for an associate degree or six years for a bachelor’s degree.

This is the metric commonly used in public policy but is a picture of only a limited number of today’s college students. It is useful in that it summarizes rates for traditional college students who take traditional routes through the educational pipeline. However, today’s college students often don’t follow traditional pathways. The metric omits part-time students, transfer students, or returning students and thus gives a limited picture of degree completion.

The metric shows that the gap in degree attainment between traditional college students, Latinos and White non-Hispanics was 14 percent. Some relatively good news is that more than 50 percent of states have lower equity gaps between Latinos and White non-Hispanics. In fact, in Louisiana, there is a minimal equity gap between these groups, and in Maine, the graduation rates of Latinos is actually higher than that of White, non-Hispanics.

While this is encouraging news, there are states where the equity gap is wider. California’s gap (19 percent) is particularly troubling given the very large Latino population. Delaware and Illinois both have degree attainment gaps of 15 percent. Iowa has an equity gap of 18 percent, and Washington has a gap of 16 percent.

When the number of certificates, degrees and diplomas awarded per 100 full-time equivalent students (known as FTEs), which includes part-time enrollees, is used, the gap between Latino and White non-Hispanic cohorts narrows to 4 percent nationally, with some states falling below that rate and others showing much higher equity gaps.

Five states had negligible gaps in degrees earned using the 100 FTE metric: Alaska, Arizona, Hawaii, Maine and Wyoming. Using the same metric, Oregon had higher degree attainment rates for Latinos than for White nonHispanics. Oregon holds this distinction among all 50 states. Using the 100 FTE metric, the highest equity gaps were found in Arkansas (15 percent) and Iowa (11 percent).

Another way to measure the equity gap between Latinos and White non-Hispanics is to

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use the number of degrees produced per 1,000 residents with no college degrees. This measures the credentials earned relative to the population in need.

In this type of analysis, the gap in degrees earned between the two demographic groups per 1,000 adults with no college degree was about 25 percent. Again, some states had higher equity gaps using this metric – California, Arizona, Colorado, Delaware, Georgia, Illinois, Iowa, Kansas, Kentucky Utah and Wisconsin. Only two states had higher rates of Latino degree attainment than their White non-Hispanic cohort, and they were Vermont and West Virginia.

Recognizing that increasing Latino graduation rates is necessary to meet national college degree goals, the executive summary says what is required is “a tactical plan of awareness, analyses and action that does not exclude other groups, but intentionally includes Latinos in the policies and practices put forward.”

Excelencia in Education’s 2009 Ensuring America’s Future initiative consists of three strategies adding to other college completion efforts: 1) informing the broader public of efforts to increase Latino degree attainment, 2) increasing engagement and collaboration focused on Latino degree attainment and 3) increasing knowledge of tactics to increase degree attainment for Latinos and other groups as well. It has been working steadily with a host of partners, including the Bill & Melinda Gates Foundation, Lumina Foundation for Education, Ford Foundation, Kresge Foundation, and the W.K. Kellogg Foundation, to make these goals a reality.

In terms of informing the broader public on efforts to improve graduation rates overall and for Latinos in particular, using both state and national benchmarking guides, Excelencia’s publication Roadmap for Ensuring America’s Future (March 2011) is a tool developed with 60 national and regional partners (currently up to 65 partners in seven sectors) to put this agenda on a front burner. Additionally, Excelencia in Education fully supports the Lumina Foundation for Education’s focus on Latino student success.

Excelencia and its partner organizations have increased engagement and collaboration by putting Latino success on the agendas of meetings, conferences and events throughout the nation. They have examined both barriers and opportunities for engaging the Latino community. Moreover, they have publicized effective and promising practices to better serve the commu-

nity and to promote student academic success.

There are too many practices to list here.

One was undertaken by Univision Communications Inc., the nation’s leading Spanish-language media company. In February 2010, Univision launched (with several partners, including, but not limited to the Bill & Melinda Gates Foundation and the U.S. Department of Education) a multiyear, far-reaching, corporate education initiative known as Es El Momento (EEM – The Moment is Now). This initiative aims to improve academic achievement among K-12 Hispanic students, focusing on high school completion, college readiness and college completion. For a list of the multiple projects underway, please consult: www.edexcelencia.org/EAF. Increasing knowledge of effective strategies that work for Latino students in higher education is a critical goal of Excelencia and has been for many years. Over those years, it has publicized evidence-based promising practices to improve Latino student college preparation, access to college, retention, transfer and degree completion. There are many programs in place. In 2011, more than 190 programs were nominated for recognition, representing more than 20 states, D.C. and Puerto Rico. So much information is available about what promotes Latino student success, a database called Growing What Works was created to provide promising practices for all levels of higher education. For further information, consult www.edexcelencia. org/examples.

Three of the many programs you will find in that database that have been particularly successful are the Puente Project coming from the University of California, Achieving a College Education developed at Maricopa Community Colleges in Arizona, and the Dual Enrollment Program originating at Eastern Connecticut State University.

Thanks to Excelencia in Education and the many organizations working toward the same goals, we know what needs to be done, and we have data giving us a clear road map for achieving those goals. What our nation needs more of now is the will to implement what we know works.

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

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Supplemental Instruction Improves Grades and Retention for Latinos INNOVATIONS/PROGRAMS

S

by Marilyn Gilroy

upplemental instruction (SI), a technique learned that skill.” used by 1,800 colleges and universities to Because SI is not a substitute for traditional help students get through difficult courses, course work, students are expected to meet all is showing solid results in improving grades and of the requirements normally associated with the retention rates, especially for Latino students. class. Students must maintain class attendance “Our data since 2007 consistently reveal that and keep up with lectures and assignments. As Latinos improve their chances of success when one participant said: “It doesn’t replace going to they participate in SI,” said Dr. Richard Armenta, associate vice president for student success at Austin Community College in Texas.

In fact, most colleges report that all students who participate in SI do better by earning higher letter grades and having higher persistence rates than non-SI participants.

What is supplemental instruction? The official definition comes from the International Center for Supplemental Instruction, which describes SI as “an academic assistance program that utilizes peer-assisted study sessions.” The SI format involves weekly review sessions for students taking historically difficult courses, such as biology and chemistry, which often have low pass rates.

By targeting specific courses rather than “at-risk” students, SI differs from remedial services or tutoring, which help those who are struggling with collegelevel work. The SI model offers students an opportunity to get together with people in the class, compare notes, discuss concepts and develop strategies for studying the subject. An SI leader, someone who Dr. Richard Armenta, associate VP for student success, has successfully completed the course Austin Community College and usually earned an A or B grade, facilitates the group sessions.

The Iowa State University website offers a widely class or reading the text. The SI leaders are not used explanation of SI, describing the process as there to re-lecture the class material.” one in which students learn how to learn while As a result, SI serves to enhance learning in learning what to learn. It is an approach that ways that produce lasting effects and improved works well for Latino students, many of whom are study habits. Students say they use SI strategies first-generation and are not familiar with the rigors in other classes and even learn how to be more and demands of college courses. effective when working in groups.

“SI makes a world of difference to Latino students, who often come woefully unprepared on Making a Difference in Student Success how to study,” said Armenta. “They’ve never Supplemental instruction is not new. It began

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at the University of Missouri-Kansas City (UMKC) in 1973. Initial results of the program were very impressive. It spread rapidly within the United States and to 27 other countries. In Canada, South Africa, Australia and the United Kingdom it is know by the acronym, PASS (Peer Assisted Study Sessions).

Many of the courses selected for SI are considered gatekeeper courses that need to be completed before students can move on to higher-level courses.

Although colleges and universities choose the courses and adapt SI to their particular needs, the International Center offers this list of core elements for any SI program: • Targets courses rather than students • Develops essential learning skills in core courses • Participation is voluntary and open to all students in the course • SI leaders are trained in learning theory and techniques • Assistance begins during the first week of the term, before students encounter academic difficulties • SI leaders direct collaborative learning exercises that encourage students to take responsibility for processing course content.

Results of these programs continually show that students who attend SI receive better grades, withdraw less often and graduate at higher rates than those who do not take advantage of SI. National SI data indicate that students who regularly attend SI sessions earn one-half to one full letter grade higher than peers who are non-SI participants. Individual college and universities assess the impact of their own programs and share findings through the international SI center.

Iowa State runs SI instruction for about 50 course sections. Data are collected every year regarding grades for participants. Recent reports show that 81.8 percent of SI participants received a final grade of C or higher compared to 63 percent of nonparticipants. In addition,

nonparticipants were three times more likely to drop out of a course than SI participants.

At Monmouth University in New Jersey, 98 percent of students who participated in SI during the fall 2011 semester passed the course for which SI was offered.

At Austin Community College, which is participating in the Achieving the Dream initiative, the results for all students, including Latinos, have been promising.

“Overall, the combined fall 2010 and spring 2011 completion rate with grades of A, B or C is 70 percent for SI students compared to 54 percent for non-SI enrollees,” said Armenta.

“Latinos in SI achieved a 65 percent success rate over the spring 2011 semester. In fact, the data since 2007 consistently reveal that Latinos improve their chances of success when they participate in SI.” One study from Angelo State University in Texas showed that students in a human biology class who participated in SI instruction had a mean grade of 2.47 as compared to a 1.88 for non-SI participants.

There are benefits for SI leaders, too. Sal Aguilar, an SI leader for a human anatomy course biology at Angelo State, said he found that helping students was a great refresher on course material for him.

“It keeps my mind sharp in the subject,” he said.

Lessons Learned in Developing an SI Program LaGuardia Community College (LCC) in New York has been fine-tuning its SI program since it began in 1993. The college has an enrollment of 15,540 with 67 percent of students being the first in their families to attend college.

Approximately 57 percent of students are foreign-born. For both groups, the college classroom can be an intimidating experience. Many of these students find the SI format more comfortable than a larger lecture because it provides a smaller, less threatening study setting in which they can ask questions.

Like other colleges, LCC has found that supplemental instruction works for students of all backgrounds. Studies of the college’s SI program from 1993-2010 showed that those who attended SI sessions three or more times during the semester achieved a 1.06 higher average (one letter grade) than students who did not attend.

But that kind of success did not come without constantly reassessing and revising the program. When Dr. Joyce Zaritsky, LCC’s director of academic peer instruction and Andi Toce, assistant director, present at national conferences,

they speak in terms of “lessons learned” as the supplemental instruction program evolved throughout the years. They often focus on two important topics: how to market SI to reach a wide range of students and the importance of choosing effective SI leaders.

First and foremost, marketing strategies must position SI as nonremedial because remedial programs tend to carry a stigma. Although no SI program guarantees higher grades, promotional materials mention national and individual campus success rates. SI marketing usually casts a wide net in recognition that it will attract students who might be aiming for an A as well as others just trying to pass the course.

At LCC, the advertising is described as “far reaching.”

“Everyone on campus receives a group e-mail,” say Zaritsky and Toce. “There are standing posters and signs everywhere on campus, and the honor society is informed.”

Other colleges report using similar methods, with some adding closed circuit TV announcements and electronic marquees and outfitting staff members and leaders with T-shirts featuring SI messages. SI administrators say many individuals sign up because of positive word-of-mouth in the communication network among students.

“Our end-of-semester surveys show that 89 percent of participants rated the SI sessions as ‘very good’ or ‘excellent,’” said Zaritsky and Toce.

Armenta agrees that the program benefits from the positive results and a good buzz within the student population.

“Previous SI participants tell their friends about the program and seek to find other SIsupported sections in building their future course schedules,” said Armenta.

But on-campus marketing should not overlook the “faculty factor.”

“Our focus group data also demonstrate that Latino students participate in SI in large part because faculty encourage them to take advantage of the program,” said Armenta, “Latinos are motivated by better grades and appear to gravitate toward any help available once it is explained to them how the program works.”

Beyond marketing, one of the most critical components is the hiring and training of the right SI student instructors, who are the lynchpin of the system. Recruitment of SI leaders can vary from campus to campus, with institutions imposing their own requirements. For example, at Iowa State University, SI leaders must have a minimum GPA of 3.0.

At LCC, leaders must apply, be interviewed and submit faculty recommendations. Zartisky

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and Toce say the hiring process should be done very carefully, and they advise looking beyond academic criteria and judging applicants on friendliness, motivation and punctuality. In addition, English fluency and audibility are a must.

Training sessions at LaGuardia have been enhanced over the years to ensure that student leaders are fully familiar with practices of SI that depend upon active learning techniques. To this end, SI leaders are given lesson plans that show how to work with students when they go to the board to solve problems and how to use worksheets with groups. SI instructors learn to use practice quizzes and incorporate activities such as a mock Jeopardy session. Finally, student trainees view and analyze tapes of successful sessions.

Follow-up also has become a key component of the program. Newly trained SI trainers are not just thrown into a session but are supervised and evaluated.

“We have regular observations by us and by peers,” said Zaritsky and Toce. “And we have ongoing weekly training meetings that are important for keeping in touch with SI leaders.”

The qualities that make good SI leaders also have proven attractive when these students decide to transfer to four-year colleges. LCC tutors were admitted to top schools such as Georgetown, Columbia and Mt. Holyoke.

Although SI instruction has a proven track record, colleges still find themselves cobbling together funding for the program. At LCC, the SI budget is supported by sources including federal Perkins money, the LCC, a foundation, and a CUNY grant.

Armenta estimates that at ACC, the costs per section for a student SI leader range from $1,200 to $1,400 a semester. There also are startup costs.

“When starting an SI program, it is assumed that a faculty member might be given released time from courses to initiate and administer start-up activities,” said Armenta.

But once the program is ongoing, the question is where to best continue offering SI, given the hundreds of possible sections and the budget limitations on campuses today.

“Not being able to offer SI in all cases will be a most challenging and unique task for each institution,” said Armenta. “Colleges should choose which combination of courses will have the most effective impact on success and mitigate attrition. In any case, SI is an effective strategy and can greatly assist the disadvantaged student.”

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Building Educational for Latino Success LEADERSHIP

Dr.

Jeanett Castellanos has been creating familia in an educational setting that has long been defined by individualism and competitiveness. She’s bringing her own Latina values to higher education in an effort to help Latinos – and underrepresented minorities – succeed in an environment in which they’ve long been outsiders. Her aim is to create a pathway and support system through which more and more Latinos expand their horizons and obtain Ph.D.s.

“Latina/os have made substantial academic progress in higher education, yet careful review of data reveals a mere 7 percent increase over the past 20 years, with most students attending community colleges,” wrote Castellanos, lecturer in the department of Social Sciences and Chicano Studies and director of the Social Sciences Academic Resource Center at the University of California (UC)-Irvine, in her article “Latina/os Achieving Success.” “Described as an educational crisis for Latino/as, students drop out as they go through the pipeline, leaving few to pursue graduate education. For example, out of 100 Latina/o elementary students, only 21 will go to college, eight will earn a graduate degree, and less than .2 percent will earn a doctoral degree.”

While other statistics may point toward successes Latinos have achieved in higher education in the past decades, Castellanos is far from satisfied. She’s concerned with the miniscule number of those who actually obtain Ph.D.s, and the fact that higher education institutions have done little to support the true success of Latinos.

“Educational success equates with going to graduate school,” said Castellanos. “I tell my undergraduate students that they are scholars, and I help them see the importance of graduate school. I tell them that if you really want to help your parents and have a good standard of living, a bachelor’s is not enough. I help them enhance their dreams, despite people saying to them that it’s [grad school] not for them.”

As director of the Social Sciences Academic Resource Center (SSARC), Castellanos helps about 3,000 students, mostly undergraduate social science students. The mission of the center is to help students obtain the appropriate information to select a career and/or a graduate school program, to generate professional con-

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tacts, and to learn how to be successful during their undergraduate years.

When Castellanos became director of the center in 1998, she described the place as primarily a library with bulletin boards of information on graduate school. As the digital age took hold during the next few years, the center changed, and its director began building programs that would help students become successful graduate school candidates.

Dr. Jeanett Castellanos, director, Social Sciences Academic Resource Center, UC-Irvine

For Castellanos, her students are her familia, and she helps them with classes she has created at the center around what she calls “The Five Educational Pillars.” Students receive certification for quarter semester programs based on five key areas they need to develop to be prepared for graduate school. These areas are: academics, research experience, practical experience, leadership skills and community service.

When addressing the first pillar – academics – Castellanos insists students have a good academic foundation in their graduate field of interest.

Majoring or at least minoring in that area is important. “Relevant curriculum in the field provides the student with basic theoretical training, exposure to general theories, and a strong back-

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Ganas

by Michelle Adam ground to graduate studies in the field,” the director explained.

Having research experience is also vital for students interested in pursuing graduate studies.

Castellanos describes this as more than literature review. “For graduate school, you will need data collection experience. Quality research experience includes survey research experience, experimental/lab experience or qualitative training,” wrote the director. “Honors programs and undergraduate research programs facilitate this process.”

Castellanos not only provides students with these guidelines, but helps them find ways to achieve them. This especially holds true with research experience, pillar number two. “I tell my students, ‘Let’s do research together.’ I show students how to do research, and I encourage them to be creative thinkers,” she said. “I publish my students’ work. The majority of my articles include my students [which is unusual for faculty to do].”

The third pillar students are encouraged to meet – and receive help with – is gaining practical experience. This entails doing hands-on work in their field of interest. “Often, there are various on-campus opportunities for you to refine your skills in your area of interest. Offcampus practical experiences entail internships in the community where you can acquire hours with a supervisor assisting the population of interest,” explained Castellanos.

The fourth pillar – leadership skills – can be achieved by becoming a member of an honor society or joining a national organization that ideally aligns with a students’ interests.

The final pillar is community service. “One cannot understand a community’s needs without being involved in it. Community service entails working/volunteering for the betterment of a community,” wrote Castellanos. “Take the time to learn about the major issues of a community.

Be an advocate for change, and show your investment by providing your time for local events and community activities.”

These five pillars are a road map – a pragmatic outline – for students to follow when Castellanos teaches her classes or mentors students, one on one, on how to succeed in higher education. “Unfortunately, many students don’t know what resources are out there,” she said.

“This is a road map I have created for the kids, but there are also the psychological processes I work with students on and write about.”

For Castellanos, the five educational pillars are useless if students don’t have what she calls “educational ganas.” And that develops when the director and others like her create an environment for Latinos in higher education that mirrors their own culture and sense of familia. This is the work, it seems, that Castellanos is most passionate about. It’s about reversing the isolation many Latinos seem to experience in higher education.

“It is clear that the current methods and pedagogies are not effectively supporting Latina/o students through to college graduation and beyond to graduate studies,” Castellanos wrote in an article with Alberta M. Gloria called “Latina/os Achieving Success.”

“Latina/o students’ experiences in the educational system are frequently not positive. In fact, students’ academic achievements have shown limited improvement over the past three decades, and the quality of experience continues to decline as few teachers teach from culturally integrated frameworks and hold high educational experiences for Latina/o students.”

What Castellanos provides students with is true mentorship that gives them a sense of place and purpose in higher education. This one-onone interaction helps students develop “educational ganas,” and is the very thing to which she attributes her own academic success.

Raised in southeast L.A. by Cuban-American and Mexican-American parents who didn’t finish high school, Castellanos ended up at UC-Irvine by what she calls “chance.” Here she had the good fortune of meeting a mentor, Professor Joe White, who helped pave her road to success. “I would not be here today if I did not have him.

This man mapped out my future and connected research for me with education,” explained the director. “He put me to work with people on campus so I could be exposed to career ideas.

We applied to three graduate schools, and they all three accepted me. All throughout grad school, he would call me and he’d send me calling cards so I could call my mother.”

Now Castellanos is helping pave the road for her students as well. “I know I have helped at least 30 racial minority students achieve success at the Ph.D. level and then at least 70 at the master’s level,” she said. “My business is to get people into grad school, and I’m creating the pathway.”

One of the key steps to mentoring students is getting to know their realities and individual stories – to move beyond them as mere numbers that are tabulated as having graduated or not from undergraduate school. “You have to be

invested in the person – something higher education has eliminated along the way. These are students with stories,” explained Castellanos. For Latinos, that often includes knowing about their family and understanding their strong values, such as that of familismo, comunidad and personalismo. It also means bringing their personal experiences and values into the very institution that may operate within a different cultural context and way of being.

Another important aspect of mentoring is helping students develop “educational ganas.”

“What brings these students to our office, and what keeps them coming back and becoming successful?” asked Castellanos. “What it is is that we give them a sense of meaning that matters.”

This begins with showing Latinos and other students that graduate school is a dream that has relevance in their lives. Most Latinos in college are there to achieve upward mobility – to move beyond the hard life of their parents, to have what their parents didn’t have. And it’s graduate school that provides that opportunity, explained Castellanos.

The director’s goal is to broaden students’ views of what is possible and, when confronted by their own limitations, help them move beyond them. “They often say to me that there isn’t enough funding for graduate school. I tell them that there is and I can help them find it.”

By offering students opportunities to work on research with her, Castellanos also provides them with a pleasant taste of the kind of work that they will do in graduate school. This isn’t done, though, by merely researching any topic.

She makes research relevant to students’ lives.

For example, one of her mentees was a Latino who was the head of his household with his mother. She helped him see that his own life, and those of Latinos like him, could be a topic of research he could study. Another student who missed her grandmother while in college was inspired to research the importance of abuelas in Latino families.

When sitting down with students and mapping out their educational futures with them, Castellanos also asks them to reflect on the kind of legacy they wish to create and the way in which they wish to give back to their community.

She assesses their challenges, sees how they may not be feeling well, and offers support networks – like the Latino Psychological Association she created on campus – so students can be there for each other.

“We are creating a culture for these students in which they feel they belong, and opportunities and centers – an infrastructure – that creates academic success,” said Castellanos. “We unveil

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their realities, and when we unveil these realities in writing, they feel less of a fish out of water.

They feel like what they do is normal, and that others are going through what they are going through. They feel validated and see that they have had similar experiences in classes where they’ve felt out of place. There’s solidarity, and there’s a feeling of making this together.”

For Castellanos, the success she has helped students achieve stems from creating a sense of familia – in being there for her kids, and her kids being there for each other. “The structure of higher education doesn’t perpetuate personalismo – engaging and getting to know each other. It’s a very lonely process without an infrastructure with people who value connection and provide validation for each other,” she said.

Thanks to the infrastructure Castellanos has created, though, she has been able to place many students into Ph.D. programs, and every year, schools recruit her students, and her former students help the next group of kids make it into graduate school.

“I have six Ph.D.s I have placed in Washington State [where Castellanos pursued her graduate degree], all with a full ride, and five in Columbia, Missouri.” And there are more.

“I have created an infrastructure that facilitates the placement of these students, and I have recruiters come to meet with students at the center every year,” she said.

While Castellanos has been able to help more Latinos and underrepresented students achieve Ph.D.s – and become future leaders in higher education and society – her efforts are a small step toward a much bigger change needed in higher education. There is still, in her opinion, a need for Latinos to be incorporated into higher education and given a sense of belonging that’s needed for their success.

“I am beginning to see some sprinkles of change in the infrastructure of higher education, but not enough,” she said. “We are experiencing the browning of America, but if we don’t start tending to the students [the largest minority group being Latinos] who will be the leaders of tomorrow, the nation will have a serious problem. If we don’t look at how to serve our underrepresented communities, we will be in a difficult place as a nation.”

Castellanos is creating a new infrastructure, and bringing a sense of familia to Latinos at UCIrvine. But many more in higher education will need to do the same if Latinos – this growing majority-minority population – are to become fully integrated into the leadership framework of this country.

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INNOVATIONS/PROGRAMS

UNM’s Raza Program Enabling Latino Students to Help Their Communities

The

by Gary M. Stern

Resource Center for Raza Planning (RCRP) at the University of New Mexico (UNM) involves students in community development projects that strengthen the local Albuquerque community. Most of the participants are graduate students in the Community and Regional Planning department who serve internships or work part time in youth development programs, community nonprofit organizations, economic development or developing community gardens.

Despite the center’s emphasis on planning, the program is interdisciplinary and has attracted undergraduate history and business majors.

Teresa Córdova, director of community and regional planning at UNM, founded Raza Planning in 1996, served as director until 2011 and recently handed over the reins to Moises Gonzales, a professor in the department.

Córdova developed RCRP because “There were a number of issues in New Mexico related to making sure the traditional communities were not only revitalized but that their historical integrity was preserved. We wanted to build on the past and plan the future,” she said. Furthermore, the planning program emphasizes learning by doing, which involves students in projects that enhance the community.

Raza Planning has three specific goals: to protect and sustain traditional communities, create a pipeline of students engaged in planning and development issues, and partner with the community on economic development. It involves from five to 20 students a semester, depending on how much grant money has been raised. Student involvement varies; some are paid, most volunteer, and some receive course credit. Participation can last a semester or span two years.

Most projects focus on economic development, public infrastructure design, land use, and neighborhood revitalization. “We provide training and an opportunity to engage in critical issues shaping this region – and that includes everything from water rights to agricultural seed development,” Córdova said.

Because the University of New Mexico has a large Latino population, many of the students involved in Raza Planning are Hispanic. In fall 2011 at the University of New Mexico, of its 20,478 undergraduates, 42 percent were Hispanic, 42 percent were White, 6 percent were Native-American, 3 percent were African-American, and 3 percent were Asian-American.

“Latino students, in particular, are hungry for an education that enables them to serve their community. In an era where people talk about community engagement and service learning, we have developed methodologies to effectively engage them in community-based research,” Córdova noted.

Many Latinos students feel a “deep connection to the land; some of it goes back generations,” she said.

RCRP enables students to work on community projects that have a direct and tangible impact on the community. Students are supervised and mentored by UNM faculty. They learn a variety of skills, including mastering the conduct of random sampling surveys, writing business plans, planning a large public meeting and designing economic development strategies.

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“Latino students, in particular,

are hungry for an education that enables them to serve their community.”

Teresa Córdova, director of community and regional planning, UNM

Rather than submitting a formal application, students are accepted into Raza Planning on a case-by-case basis, depending on the project’s needs and student’s strengths. Córdova says she seeks “a commitment to community development, cultural preservation, economic vitality and ability to form strong beneficial relationships.”

Raza Planning students participate in a variety of community development projects: 1) developing a 17,000-square-foot small business incubator with commercial kitchens associated with the Rio Grande Community Development Corporation; 2) conducting studies that resulted in building a three-lane road, not a five-lane one, that protected the history and many small businesses of the Isleta Boulevard in Albuquerque; 3) agricultural projects such as a seed bank and organic farming; 4) encouraging community participation in a water system project in the South Valley of Albuquerque by organizing community meetings and providing two-way communication with residents.

Newly named director Gonzales said, “RCRP provides students studying urban and community planning the opportunity to engage in professional practice as planners.” For example, RCRP students developed an urban trail for the Barelas neighborhood that included a pedestrian bridge. “These efforts result in tangible outcomes that enrich the education of our students and improve the physical conditions of Latino neighborhoods,” he said.

At Rio Grande Community Development Corporation in Albuquerque, N.M., Julia Stephens, its former director and currently a community planner there, says Raza Planning students have participated in its projects since RCRP launched in the mid-1990s. Students have conducted a variety of studies of its community, which are villages developed years ago by Native Americans and Hispanics. “Many of the students are from the area and are Spanish-speaking and can relate to the villages,” she said.

Outsiders, she suggests, might not understand the nuances, subtleties and needs of these historic communities.

When Rio Grande developed the South Valley Economic Development Center, Raza Planning played an instrumental role – writing the documents that enabled it to obtain $1.8 million dollar in grants for the $2.2 million project. It conducted research to explain why it was needed, helped develop programming with the community advisory board and wrote business plans. The small incubator provides self-employment for entrepreneurs; many businesses support local goods.

Raza Planning students performed myriad tasks for Rio Grande – conducting person-to-person interviews, performing research surveys in the community, facilitating planning groups and writing grants. The program provides a link to the university and its resources and also connects the nonprofit with UNM faculty that mentor and supervise students. Currently a Raza Planning student is working with Rio Grande on a USDA grant to help sell products from 13 different countries to expand market opportunities in the Albuquerque environs.

“Students are thrown into another milieu,” said Stephens. “They gain practical experience, which helps boost their confidence and self-esteem.”

Raza Planning underscores the learning that transpires in the classroom.

It demonstrates to students how to overcome the obstacles and constraints that operate in a real-life community development efforts. One major lesson learned in their activities is how to meet the needs of a varied constituency.

Most of the students involved in Raza Planning enter fields that involve community development, Córdova said. Many go into local and regional government, planning for Santé Fe County, or enter nonprofit work.

Some universities are perceived as fenced in and cut off from the com-

munity at large. Programs like Raza Planning bridge that gap to connect the university with the community. Córdova said the program “builds students’ capacity to stay in their community and help develop it.”

How One Alum Helps Young Adults Launch Businesses When Nelson Andrade, a former Austin, Texas, public school teacher who graduated from UNM’s Regional and Community Planning program in June 2012, heard about Raza Planning, he was eager to get involved. “Its goals aligned with mine: trying to provide resources and organize communities,” he said.

“Its goals aligned with mine:

trying to provide resources and organize communities.”

Nelson Andrade, a former Austin, Texas, public school teacher who graduated from UNM’s Regional and Community Planning program in June 2012 Andrade helped launch a Youth Entrepreneurship Program started by grants from UNM. He worked with Córdova and UNM business professor Dante Di Gregorio, who specializes in social entrepreneurship. Andrade’s involvement started as an internship and then turned into a volunteer assignment.

The program targeted 16- to 24-year-olds and provided an entrepreneurial curriculum to help them consider launching a business. Business

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professionals served as mentors. The program also showed them different ways to access capital and secure SBA and other start-ups. Moreover, it showed them how to access “social capital,” identify leaders, how to network and make the necessary connections.

Andrade performed two critical tasks for the Youth Entrepreneurship Program. He developed a youth entrepreneurship survey to gauge the need for the services in the Albuquerque area, identify how many students might take advantage of it, and pinpoint their needs. This survey helped UNM obtain a grant that funded the program. Once the program launched, Andrade mentored two high school students who were interested in starting businesses. One was interested in opening a bakery; and the other, a photographic business.

Participating in Raza Planning reinforced and expanded what Andrade learned in the planning master’s program. “It provided a more targeted approach to provide resources for youth in the community. Most of all you learn about how politics operate in the community,” he said. To get things done, Andrade dealt with elected officials and community and nonprofit leaders. He learned how to tailor a plan of action to get the job done.

Andrade said the Youth Entrepreneurship Program helped youth engage more with the community, identify the goods and services they need to launch a business, how to devise a business strategy, and how to get it off the ground.

Gonzales is interested in expanding the program to attract more students outside of architecture and planning. He intends to recruit students in the University College at UNM that have not yet declared a major and attract undergraduates majoring in environmental planning and design, a natural link to RCRP. Gonzales is an apt choice to lead the program. He graduated in 1997 from UNM’s Community and Regional Planning master’s program. He participated in the first Raza Planning efforts, so he’s steeped and well-versed on the program and committed to the community.

Gonzales hopes to raise additional funds so that RCRP can engage in

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more projects and attract more students. He’s developing STEM-related proposals to recruit more minorities into Community and Regional Planning and developing a concentration in mapping visualization. “The need for technically trained community planning along the border is a huge gap we’d like to close,” he said.

Most of the program’s current funding stems from sources like Housing and Urban Development grants and city contracts. In addition, RCRP attracted a National Science Foundation grant on climate change and its impact on Acequias or irrigation canals, which are critical for agriculture in northern New Mexico. Three RCRP graduate students are conducting geospatial studies on land use.

Gonzales said RCRP’s efforts have had positive effects on the economies of Latino communities, which are struggling in the current climate.

Planners can return to rural or poor communities that have been hit hard by the recession and develop economic programs that lead to producing new jobs.

“RCRP is a win/win for the community. It provides professional urban and community planning services that grass-roots organizations do not always have access to,” he said. Córdova added that the best thing about Raza Planning is “it exemplifies a way to connect the university and community in a way that matters.”

Interesting Reads The Armies

By Evelio Rosero, translated from the Spanish by Anne McLean The story revolves around Ismail, an elderly retired teacher in a small Colombian town who passes the days pretending to pick oranges while spying on his neighbor Geraldina as she lies naked in the shade of a ceiba tree. But his life suddenly changes when his wife disappears and he must find her. Soon the readers of this gripping novel learn that not only grassy hillsides surround San José but landmines and coca fields. Soon Ismail is caught up in drug wars when competing armies engage each other, and slowly destroy his small town.

2009. 224 pages. ISBN: 978-0-8112-1854-1. $14.95 paper. New Directions Publishing, (800) 233-4830. www.ndpublishing.com

Instant Appeal: The 8 Primal Factors That Create Blockbuster Success

By Vicki Kunkel Filled with examples and explanations of the phenomena associated with “stickiness,” or instant appeal, the book of the same name reveals the often surprising (and proven) reasons behind why we vote for certain people, listen to the same songs over and over again, and favor one brand over another. The book sheds light on the common traits that cause positive and negative chemical reactions in our brains, and shows how anyone can use them to advance their career, cause, company, or product.

2008, 304 pgs. ISBN: 978-0-8144-0946-6. $24.00 cloth, Amacom Books. (212) 903 7951. www.amacombooks.org.

Irresistible Forces: Latin American Migration to the United States and Its Effects on the South

By Gregory Weeks and John R. Weeks The politics, social issues, and cultural impacts of Latin American migration to the United States are often studied by historians and political scientists, but the regional focus is typically on the Southwest and California. This study examines the phenomenon of the impact of Latin American migration on the southeastern United States, a region that now has the nation’s fastest-growing immigrant population.

2011, 240 pgs. ISBN: 978-0-8263-4918-7. $29.95 paper. University of New Mexico Press, (505) 277-2346. www.unmpress.com.

Queen of America

L

by Luis Alberto Urrea 485 pages. 2011, ISBN 978-0-316-15486

uis Alberto Urrea, author of The Hummingbird’s Daughter, has created a new masterpiece in Queen of America. He has taken Teresa Urrea, better known as the Saint of Cabora, and brought her to life in a new novel.

Teresita is both wise and innocent, young and old, blind to the obvious yet able to see men’s souls. She lives and breathes, sweats, suffers and makes love. She is a likable character, surrounded by likable characters. Even those who would do her harm seem frail and pitiable for it is so obvious that in the end they will be the ones hurt. The novel also chronicles many of the changes taking place in the United States in the late 1800s to early 1900s.

We first encounter Teresita as a young woman having only recently entered the United States with her father after being exiled from Mexico.

They are hiding from their cold-blooded pursuers who relentlessly seek them out. The novel begins with Teresita and her father living in poverty, alone but for the pilgrims who seek her out, having faith that she will cure them. Their fortunes slowly change, and Teresita matures, falls in love and eventually leaves her father and siblings behind. She travels west to San Jose and later east to New York City where she finds fame and fortune paid for with her soul. God’s gift, given by his grace, never wanes. The gift is not premised upon her being good or charitable.

What is a saint but a human being? Urrea takes us into the everyday life of a saint. We see her fears, her arrogance, her stupidity, her confusion, her regrets and her faith. We walk with her as she heals, is hurt and in return hurts those who love her. We watch her age and both lose and gain wisdom. We see her tempted and resist and see her tested and succumb.

We want to hold her and protect her while wanting to slap her to wake up.

In the end, she does wake up, and it is we, the reader, who is dreaming, wishing to enter the magical world Teresita has seen, felt and known and which is no more. It forces us to reconsider the definition of success, luxury, modern advancements and even family.

Reviewed by Myrka A. González

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

CRP Report Shows Bans on Affirmative Action Reduce Enrollment of Graduate Students of Color at Institutions of Higher Education LOS ANGELES, Calif.

A new study published by the Civil Rights Project at the University of California-Los Angeles examines the impact of affirmative action bans, across a number of years in several states, on the enrollment of underrepresented students of color. These latest data show that the bans have led to marked declines in key areas of graduate studies. The report’s findings are particularly timely as the U.S. Supreme Court, during its fall term, will consider in Fisher v. University of Texas at Austin whether race-conscious admissions policies are necessary to produce the student body diversity the university believes is essential for its educational success.

The new study finds that in states with bans on affirmative action, the representa-

ACT Inc.: New Research on College Enrollment Behaviors IOWA CITY, Iowa

ACT Inc., a nonprofit leader in collegeand career-readiness assessment, has released results from its new 2012 Enrollment Management Trends Report. ACT enrollment research has found that as ACT scores increase, students are more likely to test in the 11th grade (rather than 12th grade), enroll in four-year institutions, enroll out of state or a greater distance from home, and attend the type of college (four-year pub-

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tion of Latinos, African-Americans and Native Americans in graduate programs is shrinking, particularly in the fields of engineering and the natural sciences. Contrary to our nation’s best interests, these declines in the enrollment of students of color are taking place not only while the racial and ethnic diversity of the U.S. population is increasing but also when the U.S. is experiencing a chronic shortage of scientific manpower. At a time when the U.S. Supreme Court is reviewing the constitutionality of affirmative action, this study points out the possible consequences of banning affirmative action in admissions, not only for undergraduates, but also for the graduate and professional programs that produce professors, leading researchers and critical technical expertise in many fields.

Liliana Garces, assistant professor at the George Washington University, conducted this research using data from the Council of Graduate School/Graduate Record Examination Survey of Graduate Enrollment

and Degrees. Her study employs a design and methodology that isolates the effects of the bans on enrollment changes.

After an extensive study of this data, Garces observed, “These declines in racial and ethnic student body diversity create hurdles for universities, making it more difficult for them to further their educational missions and meet the economic needs of the country.”

The new report examined years of data on affirmative action bans in four states – Texas, California, Washington and Florida. The results show the bans have reduced by 12 percent the average proportion of graduate students of color (African-American, Latino and Native American) across all graduate programs. In engineering, the bans have led to a 26 percent reduction in the mean proportion of all graduate students of color, a 19 percent decline in the natural sciences, a 15.7 percent drop in the social sciences and 11.8 percent drop in the humanities.

To access the full report, visit www.civilrightsproject.ucla.edu.

lic or four-year private) they prefer to attend.

ACT research also suggests that students with higher ACT composite scores make more appropriate and predictable enrollment-related decisions. For example, as scores increase, students are more likely to attend their first choice college as reported to ACT. In fact, students with a composite score between 20 and 23 enroll at one of their top four choices over 77 percent of the time.

“ACT scores are just part of the college enrollment process and are a good predictor of future success when used with other student information, like high school grades,” said Steve Kappler, assistant vice

president of educational services at ACT. Other key findings in the report include: • Students tend to enroll at institutions that match the preferences they report to ACT • Students’ testing and enrollment behaviors tend to vary by state educational testing trends • Students who first take the ACT in 12th grade are a largely overlooked subset of ACT-tested high school graduates To learn more about ACT’s Enrollment Management Trends Report, please visit www.act.org/emtrends.

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The Hispanic Outlook In Higher Education

$12.2 Million Awarded to 19 HSIs to Expand Education Opportunities to Hispanic Students and LowIncome Individuals WASHINGTON, D.C.

The U.S. Department of Education announced recently that 19 Hispanic-Serving Institutions (HSIs) will receive a total of $12.2 million to strengthen and expand educational opportunities for Hispanic students.

The HSI program provides grants to make college more attainable for Hispanic students and allows institutions to enhance their academic offerings, program quality and institutional stability. The grants assist schools in furthering educational opportunities for students through faculty development, curriculum development, academic tutoring and mentoring, and other services.

“We know that Hispanics are the fastest-

Education Department Launches New Website and Social Media Tools to Help Students Navigate Financial Aid Process WASHINGTON, D.C.

The U.S. Department of Education has announced a new streamlined website and several social media tools that will make it easier for students and families to navigate the financial aid process and make informed decisions about paying for college. The launch of the new website, StudentAid.gov, follows a report from the U.S. Department of Education and the Consumer Financial Protection Bureau about consumer protection issues with private student loans and recommendations to improve the student loan marketplace.

www.hispanicoutlook.com

September 17, 2012

growing ethnic group pursuing higher education, but we need to improve the graduation rate for Hispanic students and provide opportunities for them to achieve their higher education goals,” said U.S. Secretary of Education Arne Duncan. “This grant program will help more Latino students have access to quality higher education, which is key to building a highly skilled workforce to compete in a global marketplace.”

A Hispanic-Serving Institution is defined as an eligible institution of higher education that has at least 25 percent Hispanic fulltime equivalent (FTE) undergraduate enrollment at the end of the award year immediately preceding the date of the application.

More information about the HSI grant programs are available at: http://www2. ed.gov/programs/idueshsi/index.html.

A complete list of grantees follows: Cooperative – Arizona Western College, $775,000.00; Gavilan College (Calif.),

$775,000.00; Canada College (Calif.), $624,255.00; Pasadena City College (Calif.), $775,000.00; Laredo Community College (Texas), $775,000.00; University of Texas-El Paso, $502,361.00.

Individual – Ventura College (Calif.), $630,188.00; Santa Monica College (Calif.), $648,450.00; Wilbur Wright College-City Colleges of Chicago (Ill.), $649,900.00; Union County College (N.J.), $534,150.00; Passaic County Community College (N.J.), $541,813.00; Luna Community College (N.M.), $649,988.00; Eastern New Mexico University-Roswell, $648,582.00; City University of New York-Lehman College, $617,634.00; John Dewey College (Puerto Rico), $649,991.00; Bayamon Central University (Puerto Rico), $649,395.00; Galveston College (Texas), $627,149.00; University of Houston-Downtown (Texas), $642,362,00; Texas State University-San Marcos, $456,387.00.

“We want to give students and parents the information they need to make smart and affordable education choices. A big part of that is educating people on the most affordable way to finance a college education: federal student aid,” said U.S. Secretary of Education Arne Duncan. “This new, easy-tounderstand website will help families better navigate the process of planning and paying for college. And it will help students manage their loan payments after they graduate so they avoid falling into default.”

The new website, along with the Financial Awareness Counseling Tool that launched in the summer, serves as the department’s response to President Obama’s June 7 directive to enhance online and mobile resources for loan repayment options and debt management. StudentAid.gov is the first step in a multiphase project to provide consumers

with a one-stop website where they can access federal student aid information, apply for federal aid, repay student loans and navigate the college decision-making process.

The site combines content from several department websites and presents the information in a straight-forward manner – and it is designed to be fully accessible on tablets and smartphones. In addition, the department has revamped its Federal Student Aid social media sites, including Facebook, YouTube and Twitter, to provide more options for students to learn about student aid.

Also included on StudentAid.gov is the Student Loan Debt Collection Assistant, an interactive tool designed to help borrowers who have fallen behind on their federal or private student loan payments. The tool was developed in partnership with the Consumer Financial Protection Bureau.

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HI S PAN I C S O N T H E MO VE President Obama Names S.F. State Math Professor a Top Young Scientist San Francisco State University (Calif.)

Associate Professor of Mathematics Mariel Vázquez has been selected to receive the Presidential Early Career Award for Scientists and Engineers (PECASE), the U.S. government’s highest honor for researchers in the early stages of their careers. Vázquez is a pioneer in an emerging field called DNA topology, which applies pure math to the biological mysteries of DNA. She has a bachelor’s degree from Universidad Nacional Autónoma de México and a doctorate from Florida State University.

Marquette Names Octavio “Cas” Castro VP of Human Resources Marquette University (Wis.) recently announced that Octavio “Cas” Castro has been promoted to vice president of human resources from assistant vice president and director of human resources. Castro will be charged with leading efforts to attract and retain top talent, demonstrate best practices in employee relations, benefits and compensation management, and enhance Marquette’s reputation as a top workplace.

Castro has a bachelor’s degree in business administration from the University of Wisconsin-Whitewater and a senior professional in human resources certification. He is a current Board of Directors member and past president of the Society of Human Resource Professionals and an active member of the Society of Human Resource Management.

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Moya Becomes Campus Operating Officer at Berkeley College

Pérez Chairs NHCSL Business & Economic Development Task Force

Berkeley College has announced the appointment of Will Moya as campus operating officer, New York City location. Moya, who has been at Berkeley since 2002, will oversee day-today operations, space management and staff and student retention, among other responsibilities. He also will monitor policies related to personnel, including training and professional development programs. Moya has an AAS in office systems management and a BBA in information systems management, both from Berkeley College, and an MBA from Nova Southeastern University. He is a member of the Phi Theta Kappa Honor Society.

The National Hispanic Caucus of State Legislators (NHCSL) earlier this year announced California Assemblymember V. Manuel Pérez as chair of the Business and Economic Development Task Force. With the support of his newly appointed vice chair, Rep. Jenniffer González Colón, speaker of the House of Representatives of Puerto Rico, the task force’s primary goal is to develop policy platforms that will advance the economic needs of millions of Latino families across the nation. Pérez graduated from the University of California-Riverside and has a master’s degree in education from Harvard University.

For more information on NHCSL, visit www.nhcsl.org.

Chiquito Named Hispanic Scholarship Fund’s Student of the Year California State University-Los Angeles (CSULA) junior Jonathan Chiquito was named “Student of the Year” at the Hispanic Scholarship Fund’s (HSF) Second Annual Leaders in Education Awards Luncheon, held in May. The award, presented by Toyota, includes a $5,000 scholarship.

HSF, the nation’s leading provider of college scholarships to outstanding Latinos, honored Chiquito for being a “champion for education” in his community. Chiquito is currently working on his bachelor’s degree in finance, along with a minor in economics. A Dean’s List student, Chiquito has been recognized for his academic achievements, having garnered the United Latin Students Academic Excellence Scholarship, the CSULA Alumni Association Scholarship and the Adelante Fund Scholarship.

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NASA’s First Hispanic Astronaut Visits NECC Dr. Franklin Chang Díaz, the first Hispanic NASA astronaut, presented a Northern Essex Community College (Mass.) White Fund lecture titled “My Personal Journey Through the American Dream” in April. When Chang Díaz arrived in the United States in 1968 from Costa Rica, the 18-year-old had $50 in his pocket and couldn’t speak English.

By 1977, he had earned his Ph.D. in applied plasma physics from the Massachusetts Institute of Technology. In 1981, he became the nation’s first Hispanic NASA astronaut. He went on to become a veteran of seven space missions logging more than 1,600 hours in space, including 19 hours in three space walks.

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ANTICIPATED TENURE-TRACK AND CLINICAL FACULTY POSITIONS Texas State University-San Marcos is a member of The Texas State University System.

Texas State University-San Marcos is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Texas State’s 34,000 students choose from 97 undergraduate and 87 master’s and 12 doctoral programs offered by ten colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, the Graduate College, and the University College). With a diverse campus community including 37% of the student body from ethnic minorities, Texas State is one of the top 15 producers of Hispanic baccalaureate graduates in the nation. In the fall of 2011, there were over 1,100 full-time faculty and nearly 2,000 full-time staff.

Research and creative activities have led to growing success in attracting external support. For FY 2011, Texas State had an annual operating budget of $436 million and research expenditures of more than $33 million. The Alkek Library has more than 1.5 million titles in its collection. Additional information about Texas State and its nationally recognized academic programs is available at http://www.txstate.edu.

Personnel Policies: Faculty are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility. Participation in a retirement plan is mandatory.

The State contributes toward the health insurance programs and all retirement plans. http://www.humanresources.txstate.edu/benefits.htm.

The Community: San Marcos, a city of about 45,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities makes the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 100,000 residents is located 15 miles north of Austin in the Central Texas hill country.

Some positions may require teaching on the main campus and at the Round Rock Higher Education Center.

Texas State University-San Marcos will not discriminate against any person in employment or exclude any person from participating in or receiving the benefits of any of its activities or programs on any basis prohibited by law, including race, color, age, national origin, religion, sex, disability, veterans’ status, or on the basis of sexual orientation. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the diversity of its faculty and senior administrative positions. Texas State University-San Marcos is a member of The Texas State University System. Texas State University-San Marcos is an EOE. Texas State University-San Marcos is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in university owned or leased vehicles.

Application Material: Interested candidates should submit a letter of application indicating the position and the posting number they are applying for, a curriculum vita, a list of three references with addresses, E-mail addresses, and phone numbers, and additional application materials if required. All successful candidates must complete and submit a Faculty Employment Application.

Please visit our Faculty Employment Opportunities website for a complete listing of deadlines and application information: http://www.txstate.edu/academicaffairs/FacultyEmp/faculty_employment.htm.

Address Replies to: Appropriate Search Committee Chair, Name of Department/School/Program, Texas State University-San Marcos, 601 University Drive, San Marcos, Texas 78666.

Duties Common to All Tenure-Track Faculty Positions: Teach undergraduate and graduate level courses in the field of specialization; conduct academic research in the field of specialization; for creative and performing arts disciplines, engage in juried creative activities; undertake assignments normally associated with teaching, scholarship, and services to the university; hold regular office hours; advise students; publish scholarly articles as appropriate to discipline; present at conferences; participate in department meetings; and engage in faculty governance by serving on department, school, and university committees.

Additional Duties Common to All Clinical Faculty Positions: Engage in clinical training, supervision, program development and/or other areas of practical application; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in their particular profession.

The selected candidates will be subject to a criminal background check.

COLLEGE OF APPLIED ARTS CRIMINAL JUSTICE, DIRECTOR (POSITION # 2013-32). Required Qualifications: 1) Candidates must possess an earned doctorate in Criminal Justice or a related field. 2) A distinguished record of university teaching, scholarship, research and service appropriate for appointment at the Associate or Professor rank. 3) Demonstrated familiarity with university governance and administration. 4) The ability to work effectively in graduate and undergraduate programs with students, faculty, staff, other administrators and constituencies outside the university. 5) High ethical standards and personal integrity. The successful applicant will receive the appropriate rank and title based on university and department established standards.

Preferred Qualifications: Experience in a Ph.D. granting institution. Apply To: Office of the Dean, Applied Arts Attn: Bertha DeLeon. Additional application material: A letter of intent outlining professional experiences and transcripts. Review of applications begins December 14, 2012 and will continue until the position is filled.

EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION ACCOUNTING, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-8). Required Qualifications: Candidates must have, or anticipate receiving by August 2013, a Ph.D/DBA in Accounting, Business Administration with a major in Accounting, J.D., LL.M., MIS or related degree from an accredited university and be “academically qualified” under AACSB and Texas State standards. Appointment at the Associate Professor rank requires an established research record and demonstrated teaching and service accomplishments. All candidates must be able to teach two areas (financial or managerial and one other area), and at both the undergraduate and graduate level. Preferred Qualifications: Audit or cost teaching area specialization; professional certification and experience in teaching area. Apply To: Dr. Robert Rutledge, Search Committee Chair, E-mail: rr28@txstate.edu. Additional application material: A letter of intent, all official transcripts, teaching and research philosophy, sample of research, evidence of teaching quality and evaluations, and research/presentation. Review of applications begins October 1, 2012.

COMPUTER INFORMATION SYSTEMS AND QUANTITATIVE METHODS, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-22). Required Qualifications: 1) Candidates appointed at the Assistant Professor rank must have defended their dissertation by September 1, 2013 or received a PhD either from an AACSB accredited College of Business in MIS/CIS or a PhD in a related field with at least 5 years of relevant application development experience in industry. 2) The development experience has to be current in the field of business application programming (Windows, web, mobile), and/or ERP system development, configuration and implementation. 3) Candidates with an earned PhD must meet “academically qualified” standards as implemented by the McCoy College of Business related to AACSB accreditation. 4) Candidates appointed at the Associate Professor rank must have a sustained record of discipline-related publications in quality academic business journals, and demonstrated teaching and service accomplishments. Preferred Qualifications: 1) A PhD from an AACSB accredited Business School/College. 2) Teaching experience in an accredited business college and in a distance education format. Apply To: Dr. Vivek Shah, E-mail: cissearch13@txstate.edu. Additional application material: Evidence of teaching effectiveness and a statement of teaching philosophy and research interests. Review of applications begins January 10, 2013.

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COLLEGE OF EDUCATION COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-10). Required Qualifications: The applicant must hold an earned doctorate in Educational Administration, Educational Leadership, or a closely related field. Moreover, the applicant must demonstrate a record of or the potential for research and publication at the national and/or international levels. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Experience as an educational leader at the campus and/or district level. 2) Experience working with diverse student populations and/or communities. 3) Demonstrated cultural competence; an ability to articulate a platform in education and educational leadership. 4) The ability to teach a variety of courses in educational leadership. 5) The ability to work collaboratively with other faculty members. 6) A record of scholarship in the area of school and community leadership. Apply To: Dr. Sarah W. Nelson, EDCL Search Committee Chair. Additional application material: A letter of interest that addresses the qualifications and responsibilities noted in this posting and a sample of recent publications. Review of applications begins November 26, 2012 and will continue until the position is filled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-27). Required Qualifications: 1) The successful candidate for this position will have an earned doctorate in counselor education from a CACREP program by employment date of Fall 2013. 2) A record of or the potential for research and publication at the national or international levels. 3) Be licensed or eligible for license, as a Texas LPC and/or LMFT. For appointment at the Associate Professor rank, the applicant must document a sustained record of research and publication at the national and/or international levels and meet the requirements for the rank as established by the department.

Preferred Qualifications: Preferences include: 1) Experience teaching core courses in a CACREP accredited program (such as Research, Career Counseling, and Diagnosis and Assessment).

2) Experience providing clinical supervision. 3) Evidence of scholarship or potential for scholarship. Apply To: E.A. Schmidt, Ph.D., Search Committee Chair. Additional application material: A letter of interest that addresses the qualifications and responsibilities noted in this posting, five references, and no more than three recent reprints of publications. Review of applications begins November 15, 2012 and will continue until the position is filled.

HEALTH AND HUMAN PERFORMANCE, ASSISTANT PROFESSOR, (POSITION # 2013-12). Required Qualifications: 1) Earned Doctorate in Health Education or related field prior to appointment date. 2) Demonstrable evidence of or potential for scholarship (as evidenced by publications, presentations, grants, etc.). 3) Certified Health Education Specialist (CHES) Certification. Preferred Qualifications: 1) At least two years of college/university teaching experience in Health Education. 2) Service at the department, college and university levels (as evidenced by service reflected in vita). 3) Leadership and involvement with Health Education-related professional associations. 4) Technological literacy and a commitment to integrate technology in teaching and scholarship. 5) Ability to integrate a diversity/multicultural perspective into teaching methods. 6) Experience or background in teaching Health Education theories, research methods, and/or program planning. 7) Master Certified Health Education Specialist (MCHES) Certification. 8) Commitment to working collaboratively with department faculty, staff, and others throughout the institution/organization. Apply To: Dr. David Wiley, Health Education Faculty Search Committee Chair, Jowers Center A121, E-mail: DavidWiley@txstate.edu.

Additional application material: A cover letter, official transcripts, and evidence of scholarship (reprints of recent professional publications). Review of applications begins December 15, 2012 and will continue until the position is filled.

HEALTH AND HUMAN PERFORMANCE, ASSISTANT PROFESSOR, (POSITION # 2013-17). Required Qualifications: 1) Earned Doctorate in Physical Education Teacher Education/Pedagogy/Curriculum and Instruction prior to appointment date. 2) Demonstrate potential for scholarship (as evidenced by publications, presentations, grants, etc.). 3) Minimum one year experience teaching K-12 school-based physical education. Preferred Qualifications: 1) Experience teaching undergraduate and graduate Physical Education Teacher Education curriculum, instruction, and assessment courses. 2) Ability to integrate a diversity/multicultural perspective into teaching methods. 3) Three years experience teaching K-12 school-based physical education. 4) Participation in service-learning outreach programs in the area of Physical Education Teacher Education. 5) Involvement with relevant professional associations. 6) Technological literacy and a commitment to integrate technology in teaching and scholarship. 7) Service at the department, college and university levels (as evidenced by service reflected in vita). 8) Commitment to working collaboratively with department faculty, staff, and others throughout the institution/organization. Apply To: Dr. Karen Meaney, Physical Education Teacher Education Faculty Search Committee Chair, Jowers Center A1213, E-mail: km66@txstate.edu. Additional application material: A cover letter, official transcripts, and evidence of scholarship (reprints of recent professional publications). Review of applications begins November 1, 2012 and will continue until the position is filled.

COLLEGE OF FINE ARTS AND COMMUNICATION ART AND DESIGN, ASSISTANT PROFESSOR (POSITION # 2013-36). Required Qualifications: Eligible applicants will have: 1) An MFA or MDes degree in Communication Design, Visual Communications, Graphic Design, Interactive Design, or related discipline completed before September 2013. 2) A record of professional accomplishments in research/creative activity within the area of interactive media design (web, mobile/social, games, and digital installation). 3) Knowledge of and experience with computer-mediated technologies and core software applications relevant to the communication design discipline (e.g., Macintosh OS, Adobe Creative Suite). 4) Demonstrated knowledge in design utilizing current and emerging interactive technologies, via two or more of the following: HTML/CSS, web design and front-end development (including responsive), mobile application design (iOS or Android), Wordpress or other CMS, UX, and UI design, web typography, social media strategies, and other pertinent technologies. 5) Successful college-level teaching experience (teacher of record) in the area of communication design or interactive design. 6) Strong formal and conceptual skills. 7) Excellent oral and written communication skills. Preferred Qualifications: Preference will be given to candidates who also have: 1) One or more years of successful university-level (undergraduate or graduate) teaching in communication design or interactive design. 2) Knowledge of and experience in: physical computing, motion graphics, digital film, animation. 3) Curriculum development for interactive media design. 4) Online teaching experience. 5) Service-related activities in undergraduate and graduate design program(s), or professional organization(s). 6) Successful funding procurement and grant activity. 7) Graduate-level research/theses supervision and advising experience. Apply To: E-mail complete application file to art-design@txstate.edu with position #2013-36 and your last name in the subject line. Additional application material: Applicant must include: 1) A letter of application stating how your experience and credentials fulfill the requirements for this position (not to exceed 2 pages). 2) Up to twenty digital files representing ten of your creative works (may include time-based excerpts no longer than five minutes each) and digital files of ten student works created under your direction. 3) An annotated list for both personal and student files. For personal work, state title, media, and date. For student work, provide course title, media, date, and assignment. 4) Statement of teaching philosophy (one page maximum). 5) Statement addressing your current creative work (one page maximum). 6) Contact information (E-mail address, phone numbers) for three current references. Search finalists will be asked to provide graduate and undergraduate transcripts. Digital application procedures: 1) All application materials must be submitted in a single PDF file in the order they are listed above (1-8). Limit PDF file size to 10MB or less and title the file as follows: last name_first name_IDsearch.pdf. 2) Examples of web/video/animation/motion graphics must be listed as hyperlinks within the PDF file and link to portfolio web sites or video sharing sites such as Vimeo. Do not E-mail motion graphics files. 3) All correspondence regarding the search will be conducted via E-mail. Please send any inquiries to art-design@txstate.edu and include position #2013-36 in all correspondence. Only complete applications will be eligible for consideration.

Review of applications begins December 15, 2012.

COMMUNICATION STUDIES, ASSISTANT PROFESSOR (POSITION # 2013-4). Required Qualifications: 1) Ph.D. in Communication Studies with an emphasis in interpersonal communication and quantitative research methods. 2) University-level teaching experience of interpersonal communication courses. 3) Evidence of interpersonal communication research ability as demonstrated by published articles and the presentation of research papers at professional conferences. 4) The candidate must be able to demonstrate a program of empirical interpersonal communication research. Preferred Qualifications: Graduate coursework expertise in related areas (such as gender communication, health communication, family communication, and/or relational communication). Apply To: Dr. Maureen Keeley, Interpersonal Search Committee Chair. Additional application material: A letter describing qualifications, unofficial transcript, and evidence of teaching and research expertise. Review of applications begins October 8, 2012.

JOURNALISM AND MASS COMMUNICATION, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-9). Required Qualifications: 1) Terminal degree in mass communication or a related field. 2) Ability to teach advertising classes at the undergraduate and graduate levels. 3) Have or show evidence of capability to develop a program of sustained scholarship or creative activity. 4) To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Prior teaching experience. 2) Professional experience in media, advertising or marketing. 3) Ability to teach some combination of the following courses: Introduction to advertising, Advertising design (portfolio), Advertising copywriting, Media planning, Introduction to multimedia, Advertising and Public Relations Management, Advertising campaigns, AAF National Student Advertising Competition. Apply To: School of Journalism and Mass Communication. Additional application material: A cover letter specifying position #2013-9 and a copy of unofficial transcripts. Review of applications begins September 1, 2012 and will continue until the position is filled.

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COLLEGE OF HEALTH PROFESSIONS HEALTH ADMINISTRATION, CLINICAL ASSISTANT OR CLINICAL ASSOCIATE PROFESSOR (POSITION # 2013-13). Required Qualifications: Candidates should have a masters degree in healthcare administration or a closely related field. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department.

The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Preference will be given to individuals who have senior-level healthcare executive experience with name recognition in Central Texas healthcare administration networks, experience overseeing field placements and/or board certification in the American College of Healthcare Executives (ACHE) and/or Healthcare Financial Management Association (HFMA). Apply To: Dr. Michael Nowicki, Health Administration Search Committee, E-mail: Nowicki@txstate.edu. Additional application material: A letter of interest, evidence of teaching, scholarly, and work experience related to healthcare (if any), and copies of transcripts (official transcripts will be requested if selected for interview). Review of applications begins August 31, 2012 and will continue until the position is filled.

HEALTH ADMINISTRATION, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-14). Required Qualifications: Candidates should have an earned doctorate and a masters, one of which must be in healthcare administration or a closely related field with experience in statistics or research methods either through academics or work history. ABDs will be considered qualified conditional on the candidate receiving the doctorate within a year of employment. Appointment to the Associate Professor rank requires an established research record and demonstrated teaching and service accomplishments. Preferred Qualifications: Preference will be given to candidates who have board certification in the American College of Healthcare Executives (ACHE) and/or Healthcare Financial Management Association (HFMA). Apply To: Dr. Michael Nowicki, Health Administration Search Committee, E-mail: Nowicki@txstate.edu.

Additional application material: A letter of interest, evidence of teaching, scholarly, and work experience related to healthcare (if any), and copies of transcripts (official transcripts will be requested if selected for interview). Review of applications begins August 31, 2012 and will continue until the position is filled.

HEALTH ADMINISTRATION, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-15). Required Qualifications: Candidates should have an earned doctorate and a masters, one of which must be in healthcare administration or a closely related field with experience in clinical applications either through academics or work history. ABDs will be considered qualified conditional on the candidate receiving the doctorate within a year of employment. Appointment to the Associate Professor rank requires an established research record and demonstrated teaching and service accomplishments. Preferred Qualifications: Preference will be given to candidates who have board certification in the American College of Healthcare Executives (ACHE) and/or Healthcare Financial Management Association (HFMA). Apply To: Dr. Michael Nowicki, Health Administration Search Committee, E-mail: Nowicki@txstate.edu. Additional application material: A letter of interest, evidence of teaching, scholarly, and work experience related to healthcare (if any), and copies of transcripts (official transcripts will be requested if selected for interview). Review of applications begins August 31, 2012 and will continue until the position is filled.

HEALTH ADMINISTRATION, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-16). Required Qualifications: Candidates should have an earned doctorate and a masters, one of which must be in healthcare administration or a closely related field with experience in long term care or gerontology either through academics or work history. ABDs will be considered qualified conditional on the candidate receiving the doctorate within a year of employment. Appointment to the Associate Professor rank requires an established research record and demonstrated teaching and service accomplishments. Preferred Qualifications: Preference will be given to candidates who have board certification in the American College of Healthcare Executives (ACHE) and/or Healthcare Financial Management Association (HFMA). Apply To: Dr. Michael Nowicki, Health Administration Search Committee, E-mail: Nowicki@txstate.edu.

Additional application material: A letter of interest, evidence of teaching, scholarly, and work experience related to healthcare (if any), and copies of transcripts (official transcripts will be requested if selected for interview). Review of applications begins August 31, 2012 and will continue until the position is filled.

ST. DAVID’S SCHOOL OF NURSING, NURSE PRACTITIONER PROGRAM DIRECTOR (POSITION # 2013-20). Required Qualifications: 1) Master’s degree in nursing. 2) Eligible for Registered Nurse (RN) and Advanced Practice Registered Nurse (APRN) licensure in Texas. 3) Nationally certified as a Nurse Practitioner (CNP) with Family/Individual across the Lifespan population focus. 4) At least five years of clinical experience as a nurse. 5) Demonstrated teaching experience in a school of nursing appropriate for appointment at rank of Assistant or Clinical Assistant Professor (minimum two years of teaching) or Associate or Clinical Associate Professor (minimum of five years or teaching) and Professor or Clinical Professor (minimum of ten years of teaching). 6) Commitment to excellence in teaching and learning consistent with the Program Vision, Mission and Goals as evidenced by a presentation during the campus visit with faculty. 7) Experience with formats of distance education, to include on-line instruction. 8) Successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) PhD or DNP. 2) Demonstrated success in faculty cooperative support and team development. 3) Strong collegial leadership qualities. 4) Experience in higher education including accreditation, program review, and assessment. 5) Proven record of, or potential for, grantsmanship and extramural funding. 6) Experience in program development, curriculum design, informatics and communications systems, and teaching in general nursing and specialty areas. 7) Experience with simulation instruction. 8) Record of accomplishments in scholarly/creative, teaching and service. Apply To: Barbara Covington, 1555 University Boulevard, Round Rock, TX 78665, E-mail: bc32@txstate.edu. Additional application material: A letter of application to reference the position qualifications. Review of applications begins August 1, 2012 and will continue until the position is filled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT OR ASSOCIATE OR PROFESSOR (POSITION # 2012-35). Required Qualifications: 1) Earned doctorate degree in nursing or related field. BSN or master’s degree in nursing. ABD will be considered with completion within one year of hire. 2) Eligible for Registered Nurse (RN) licensure in Texas. 3) At least five years of clinical experience. 4) Experience in program development, curriculum design, informatics and communications systems, and teaching in undergraduate general nursing as well as graduate level specialty areas. 5) Commitment to excellence in teaching and learning consistent with the Nursing Program’s Vision, Mission and Goals as evidenced by a presentation during the campus visit with faculty. Preferred Qualifications: 1) Demonstrated success in faculty cooperative support and team development. 2) Demonstrated leadership supporting diversity in nursing education and professional development. 3) Strong collegial leadership qualities. 4) Experience in building and promoting community relationships. 5) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years of teaching), Associate Professor (minimum five years of teaching), or Professor (minimum of ten years of teaching) in a School of Nursing. 6) Experience with formats of distance education, to include on-line instruction. 7) Experience in higher education including accreditation, program review, and assessment. 8) Proven record of, or potential for, grantsmanship and extramural funding. 9) Experience with clinical and simulation instruction.

10) Certified in one or more nursing specialties. Apply To: Barbara Covington, 1555 University Boulevard, Round Rock, TX 78665, E-mail: bc32@txstate.edu. Additional application material: A letter of application to reference the position qualifications. Open until the position is filled.

COLLEGE OF LIBERAL ARTS ENGLISH, ASSISTANT PROFESSOR (POSITION # 2013-24). Required Qualifications: 1) PhD in English, film and media studies, or related field with degree completed at time of appointment. 2) Potential for or demonstrated record of scholarly research. 3) Demonstrated teaching ability. 4) Expertise sufficient to teach graduate courses in area(s) of specialization.

Preferred Qualifications: 1) Scholarly expertise in one or more of the following areas: film history, film/literary theory, film criticism, media studies. 2) Experience in one or more of the following: literary study (field open), cultural studies, drama, new media, screenwriting, video production. 3) Ability to teach varied curriculum in English, including core courses such as literature surveys and first-year composition. Apply To: Englishapplicants@txstate.edu. Additional application material: Applicants should submit a single pdf attachment that includes the following only, in this order: letter of application, vita, statement of teaching philosophy (maximum 500 words), and names of three references by November 2, 2012. Please title the pdf FILMYOUR LAST NAME and specify in the first sentence of your application letter that you are applying for the position in Film and Media Studies. Selected applicants will be contacted for webbased interviews. Review of applications begins November 2, 2012.

ENGLISH, ASSISTANT PROFESSOR (POSITION # 2013-25). Required Qualifications: 1) PhD in Rhetoric and Composition or related field, with degree completed at time of appointment.

2) Potential for or demonstrated record of scholarly research. 3) Demonstrated ability to teach undergraduate rhetoric and writing courses. 4) Expertise sufficient to teach graduate courses in area(s) of specialization. Preferred Qualifications: 1) Scholarly expertise in one or more of the following areas: contemporary rhetorical theory; ethnic rhetorics; alternative rhetorics; civic rhetorics; rhetorical analysis. 2) Ability to teach outside the immediate area of specialization in such areas as language and technical communication. Apply To: Englishapplicants@txstate.edu Additional application material: Applicants should submit a single pdf attachment that includes the following only, in this order: letter of application, vita, statement of teaching philosophy (maximum 500 words), and names of three references by November 2, 2012. Please title the pdf RHET-YOUR LAST NAME and specify in the first sentence of your application letter that you are applying for the position in Rhetoric and Composition. Selected applicants will be contacted for web-based interviews. Review of applications begins November 2, 2012.

GEOGRAPHY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-29). Required Qualifications: A PhD in Geography or closely related field is required by time of appointment and demonstrated record of excellence in teaching and research. For appointment at the Associate Professor level, an especially strong record of published scholarship is expected. Successful candidates will conduct research and teach courses in support of our environmental geography programs at the PhD, Master’s and undergraduate levels. Graduate and other teaching responsibilities will be within the successful candidates’ areas of expertise. Preferred Qualifications: Preference will be given to candidates who can teach upper-level undergraduate courses in one or more of: water resources, environmental management, or sustainable urbanization. Apply To: Dr. Phillip W. Suckling, E-mail: ps33@txstate.edu. Additional application material:

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Applicants must electronically submit a letter of application, vita, samples of selected published work, examples of course teaching evaluations (if available), and three references by no later than October 19, 2012. Review of applications begins October 19, 2012.

HISTORY, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-7). Required Qualifications: 1) Expertise in modern Mexican American history (mid-19th century forward) as demonstrated by dissertation work and/or research and publications. 2) Ph.D. completed by appointment date. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. Preferred Qualifications: Preference will be given to candidates who complement specializations within the department; collegelevel teaching or lecturing. Apply To: Dr. Anadelia Romo, E-mail: ar23@txstate.edu. Additional application material: A letter of application and an article-length writing sample. Review of applications begins November 5, 2012.

POLITICAL SCIENCE, ASSISTANT PROFESSOR (POSITION # 2013-5). Required Qualifications: 1) Earned Ph.D. in Political Science, or ABD in Political Science (degree must be earned by beginning of Fall 2013 semester). 2) Primary focus in study of U.S. Presidency as an institution. Preferred Qualifications: 1) Demonstrated interest in U.S. Bureaucratic Politics and American Political Development. 2) Demonstrated potential for scholarly research and publication in areas of interest. 3) Demonstrated potential for teaching in areas of interest. 4) Effective interpersonal skills. Apply To: Dr. Walter Wright, Search Committee Chair, E-mail: ww05@txstate.edu. Additional application material: A letter of application addressing each required and preferred qualification, all college transcripts, samples of scholarly work (presentations and/or publications), and syllabi (if available). Incomplete applications will not be considered. Applicants may submit application materials electronically. In the candidate’s letter, please indicate the undergraduate and graduate courses that correspond to the required and preferred. Review of applications will begin September 4, 2012.

POLITICAL SCIENCE, ASSISTANT PROFESSOR (POSITION # 2013-6). Required Qualifications: 1) Earned doctorate in Public Administration, Political Science, or related field from accredited university in the United States. Applicant must have successfully defended dissertation by August 31, 2013. 2) Able and willing to teach on and off campus locations. 3) Able and willing to teach day and night courses. 4) Demonstrated ability or potential to teach public finance classes. 5) Demonstrated ability or potential to do scholarly research. Preferred Qualifications: 1) Demonstrated academic or experiential background in public administration, public policy, public finance and budgeting, or federal, state or local government. 2) Ability to communicate in the classroom. 3) Effective interpersonal skills. Apply To: Dr. Patricia Shields, Search Committee Chair, E-mail: ps07@txstate.edu. Additional application material: A letter of application, copy of graduate school transcripts, and samples of written scholarly work (presentations and/or publications). In the candidate’s letter, please indicate the undergraduate and graduate courses that correspond to the required and preferred. Incomplete applications will not be considered. Applicants may submit application materials electronically. Review of applications will begin September 17, 2012.

PSYCHOLOGY, ASSISTANT PROFESSOR (POSITION# 2013-11). Required Qualifications: 1) Ph.D. (or ABD) in Psychology or a closely related discipline with Ph.D. by time of appointment, with graduate-level training in human experimental psychology or a related field. 2) Specialization in any division of experimental psychology that fits (a) department’s research foci and (b) undergraduate and graduate curricula needs. Preferred Qualifications: 1) Quality collegiate teaching experience with strong student evaluations relevant to appropriate experimental psychology courses. 2) Scholarship productivity demonstrating active research program. 3) Involving undergraduate and/or graduate students in research. 4) Current, prior or potential grant-seeking activity. 5) Current or prior service activity. 6) Post-doctoral research experience. 7) Strong methodological/quantitative background. Apply To: HEP Search Committee at HEP-Search@txstate.edu. Additional application material: A cover letter, statements of teaching philosophy and research interests, copies of representative published work, and evidence of teaching effectiveness. Transcripts will be solicited from finalists selected for a campus visit. Review of applications begins October 1, 2012.

PSYCHOLOGY, ASSISTANT PROFESSOR (POSITION# 2013-18). Required Qualifications: Doctorate (or ABD) in Psychology or a closely related discipline required by time of appointment, with graduate-level training in advanced quantitative methods (statistics, research design, measurement). Preferred Qualifications: 1) Quality collegiate teaching experience in quantitative psychology courses with strong student evaluations. 2) Scholarship productivity demonstrating active research program. 3) Involving undergraduate and/or graduate students in research. 4) Current, prior or potential grant-seeking activity. 5) Current or prior service activity. 6) Strong methodological/quantitative background. Apply To: Quantitative Psychology Search Committee at Quantitative-Search@txstate.edu. Additional application material: A cover letter, statements of teaching philosophy and research interests, copies of representative published work, and evidence of teaching effectiveness. Transcripts will be solicited from finalists selected for a campus visit. Review of applications begins November 15, 2012.

COLLEGE OF SCIENCE AND ENGINEERING COMPUTER SCIENCE, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-30). Applicants at the rank of Assistant Professor Required Qualifications: Must have completed all requirements for a PhD in Computer Science, Computer Engineering, or closely related field by the start of employment. Preferred Qualifications: 1) Should have a demonstrated record of excellence in research. 2) Potential for excellence in external funding, teaching and service. 3) Effective oral and written communication. Applicants at the rank of Associate Professor Required Qualifications: Must hold an earned PhD in Computer Science, Computer Engineering, or closely related field. Preferred Qualifications: 1) Should have a sustained record of excellence in research. 2) A record of successful external funding and supervision of student research. 3) Demonstrated excellence in teaching and service. 4) Effective oral and written communication. The successful applicant will receive the appropriate rank and title based on university and department established standards. Apply To: On-line submission of all application materials is required to the URL, http://www.cs.txstate.edu/recruitment/faculty_recruit.php. Additional application material: A cover letter indicating the position #2013-30 and the desired rank and a statement of teaching and research interests. Review of applications begins January 7, 2013 and will continue until the position is filled.

COMPUTER SCIENCE, ASSISTANT OR ASSOCIATE PROFESSOR (POSITION # 2013-31). Applicants at the rank of Assistant Professor in Software Engineering Required Qualifications: Must have completed all requirements for a PhD with a specialization in Software Engineering or closely related field by the start of employment. Preferred Qualifications: 1) Should have a demonstrated record of excellence in research. 2) Potential for excellence in external funding, teaching and service. 3) Effective oral and written communication. Applicants at the rank of Associate Professor in Software Engineering Required Qualifications: Must hold an earned PhD with a specialization in Software Engineering or closely related field. Preferred Qualifications: 1) Should have a sustained record of excellence in research. 2) A record of successful external funding and supervision of student research. 3) Demonstrated excellence in teaching and service. 4) Effective oral and written communication. Successful applicant will receive the appropriate rank and title based on university and department established standards. Apply To: Online submission of all application materials is required to the URL, http://www.cs.txstate.edu/recruitment/faculty_recruit.php. Additional application material: A cover letter indicating the position #2013-31 and the desired rank and a statement of teaching and research interests. Review of applications begins January 7, 2013 and will continue until the position is filled.

ENGINEERING TECHNOLOGY, ASSOCIATE OR PROFESSOR (POSITION # 2013-26). Required Qualifications: 1) A doctoral degree in Civil Engineering or a closely related field that focuses on concrete. 2) An undergraduate degree in Civil Engineering or a closely related field. 3) Excellent English speaking and writing skills. To be considered for the rank of Associate or Professor, the candidate must meet the requirements for those ranks at Texas State University-San Marcos. Preferred Qualifications: 1) Professional licensure or certification, field experience in the concrete industry, and prior teaching experience. 2) Research interests in one or more of the following areas: concrete durability, concrete pavements, modeling of concrete performance and advanced concrete materials. Apply To: Dr. Vedaraman Sriraman, Search Committee Chair, E-mail: engtech@txstate.edu. Additional application material: A letter of application, resume, and statement of teaching philosophy and research interests. Review of applications begins November 12, 2012 and will continue until the position is filled.

ENGINEERING TECHNOLOGY, ASSISTANT PROFESSOR (POSITION # 2013-33). Required Qualifications: 1) A doctoral degree in Civil Engineering or a closely related field that focuses on concrete. 2) An undergraduate degree in Civil Engineering or a closely related field. 3) Excellent English speaking and writing skills. Preferred Qualifications: 1) Professional licensure or certification, field experience in the concrete industry, and prior teaching experience. 2) Research interests in one or more of the following areas: concrete durability, concrete pavements, modeling of concrete performance and advanced concrete materials. Apply To: Dr. Vedaraman Sriraman, Search Committee Chair, RFM 2240E. Application materials may also be submitted via E-mail attachment sent to engtech@txstate.edu. Additional application material: A letter of application, resume, and statement of teaching philosophy and research interests.

Review of applications will begin November 12, 2012, and continue until the position is filled.

GRADUATE COLLEGE GRADUATE COLLEGE, DEAN (POSITION# 2013-23). Required Qualifications: Applicants or nominees will hold an earned doctoral degree and possess a distinguished record of intellectual/creative and academic accomplishments that qualify her or him for appointment as a tenured Professor. Preferred Qualifications: 1) Success in administering, promoting, and developing graduate academic programs. 2) Success as a department chair or school director. 3) Experience with current Student Information Systems. 4) A commitment to diversity and internationalization in the recruitment of students and faculty. 5) Experience as a graduate advisor. 6). Interpersonal and problem-solving skills. Apply To: Dr. Cynthia Opheim, Associate Provost, c/o Lyndi Wittekiend, E-mail: lg40@txstate.edu. Additional application material: A letter of intent addressing how the applicant meets specified qualifications and transcripts (unofficial transcripts are acceptable). Review of applications begins November 1, 2012 and will continue until the position is filled.

09/17/2012

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HISPANIC

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E ^ĐŚŽŽů ŽĨ ƌƚƐ ĂŶĚ ^ĐŝĞŶĐĞƐ hE/s Z^/dz K& W EE^z>s E/ dŚĞ hŶŝǀĞƌƐŝƚLJ ŽĨ WĞŶŶƐLJůǀĂŶŝĂ ƐĞĞŬƐ ĂŶ ĞŵŝŶĞŶƚ͕ ĞŶĞƌŐĞƟĐ͕ ƐƚƌĂƚĞŐŝĐ͕ ũƵĚŝĐŝŽƵƐ͕ ĂŶĚ ĐŽůůĂďŽƌĂƟǀĞ ĂĐĂĚĞŵŝĐ ůĞĂĚĞƌ ƚŽ ƐĞƌǀĞ ĂƐ ƚŚĞ ŶĞdžƚ ĞĂŶ ŽĨ ƚŚĞ ^ĐŚŽŽů ŽĨ ƌƚƐ ĂŶĚ ^ĐŝĞŶĐĞƐ͘ dŚĞ ĞĂŶ ŽĨ ƚŚĞ ^ĐŚŽŽů ŽĨ ƌƚƐ ĂŶĚ ^ĐŝĞŶĐĞƐ ;^ ^Ϳ ŝƐ ƌĞƐƉŽŶƐŝďůĞ ƚŽ WĞŶŶ WƌĞƐŝĚĞŶƚ͕ ŵLJ 'ƵƚŵĂŶŶ͕ ĂŶĚ WƌŽǀŽƐƚ͕ sŝŶĐĞŶƚ WƌŝĐĞ͕ ĨŽƌ ƚŚĞ ĐŽŶĚƵĐƚ͕ ĐŽŽƌĚŝŶĂͲ ƟŽŶ͕ ĂŶĚ ƋƵĂůŝƚLJ ŽĨ ^ ^͛Ɛ ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵƐ͕ ƌĞƐĞĂƌĐŚ ĂĐƟǀŝƟĞƐ͕ ĨƵŶĚƌĂŝƐŝŶŐ͕ ĮŶĂŶĐĞƐ͕ ŽƵƚƌĞĂĐŚ͕ ĂŶĚ ŽƚŚĞƌ ŽƉĞƌĂƟŽŶƐ͘ dŚĞ ĞĂŶ ŝƐ ĐŚĂƌŐĞĚ ǁŝƚŚ ƚŚĞ ƌĞƐƉŽŶƐŝďŝůŝƚLJ ŽĨ ŵĂŝŶƚĂŝŶŝŶŐ ƚŚĞ ŚŝŐŚĞƐƚ ƐƚĂŶĚĂƌĚƐ ŽĨ ƚĞĂĐŚŝŶŐ ĂŶĚ ƐĐŚŽůĂƌƐŚŝƉ͕ ĂŶĚ ĨƵƌƚŚĞƌ ŝŶĐƌĞĂƐŝŶŐ ƚŚĞ ĞŵŝŶĞŶĐĞ ĂŶĚ ůĞĂĚĞƌƐŚŝƉ ŽĨ ^ ^ ŝŶ ƚŚĞ ůŝďĞƌĂů ĂƌƚƐ ĂŶĚ ƐĐŝĞŶĐĞƐ͘ Ɛ Ă ƐĞŶŝŽƌ ŵĞŵďĞƌ ŽĨ ƚŚĞ WĞŶŶ ůĞĂĚĞƌƐŚŝƉ ƚĞĂŵ͕ ƚŚĞ ĞĂŶ ǁŽƌŬƐ ĐůŽƐĞůLJ ĂŶĚ ĐŽůůĂďŽƌĂƟǀĞůLJ ǁŝƚŚ ƚŚĞ ^ ^ ĨĂĐƵůƚLJ ĂŶĚ ƚŚĞ WƌĞƐŝĚĞŶƚ͕ ƚŚĞ WƌŽǀŽƐƚ͕ ƚŚĞ ĞĂŶƐ ŽĨ WĞŶŶ͛Ɛ ŽƚŚĞƌ ĞůĞǀĞŶ ƐĐŚŽŽůƐ͕ ĂŶĚ ƚŚĞ ŽƚŚĞƌ ƐĞŶŝŽƌ ŽĸĐĞƌƐ ŽĨ ƚŚĞ hŶŝǀĞƌƐŝƚLJ ƚŽ ŵĂŶĂŐĞ ^ ^͛Ɛ ƉƌŽŐƌĂŵƐ ĂŶĚ ƌĞƐŽƵƌĐĞƐ ŝŶ ĨƵƌƚŚĞƌĂŶĐĞ ŽĨ ƚŚĞ hŶŝǀĞƌƐŝƚLJ͛Ɛ ĂĐĂĚĞŵŝĐ ĂŶĚ ŝŶƐƟƚƵƟŽŶĂů ŐŽĂůƐ͕ ŝŶĐůƵĚŝŶŐ ŝŶĐƌĞĂƐŝŶŐ ĂĐĐĞƐƐ͕ ŝŶƚĞŐƌĂƟŶŐ ŬŶŽǁůĞĚŐĞ͕ ĂŶĚ ĞŶŐĂŐŝŶŐ ůŽĐĂůůLJ ĂŶĚ ŐůŽďĂůůLJ͕ ĂƐ ĞdžƉƌĞƐƐĞĚ ŝŶ ƚŚĞ WĞŶŶ ŽŵƉĂĐƚ͘ dŚĞ ƐƵĐĐĞƐƐĨƵů ĞĂŶ ĐĂŶĚŝĚĂƚĞ ǁŝůů ƉƌĞƐĞŶƚ Ă ĚŝƐƟŶŐƵŝƐŚĞĚ ƌĞĐŽƌĚ ŽĨ ĂĐŚŝĞǀĞŵĞŶƚ ŝŶ ƌĞƐĞĂƌĐŚ͕ ĞĚƵĐĂƟŽŶ͕ ĂŶĚ ĂĚŵŝŶŝƐƚƌĂƟŽŶ͘ ,Ğ Žƌ ƐŚĞ ǁŝůů ĚĞŵŽŶƐƚƌĂƚĞ ŝŵƉĞĐĐĂďůĞ ĂĐĂĚĞŵŝĐ ũƵĚŐŵĞŶƚ ĂŶĚ ĂŶ ƵŶĐŽŵƉƌŽŵŝƐŝŶŐ ĐŽŵŵŝƚͲ ŵĞŶƚ ƚŽ ĂĐĂĚĞŵŝĐ ĞdžĐĞůůĞŶĐĞ͕ Ă ĐŽŵŵŝƚŵĞŶƚ ƚŽ ĚŝǀĞƌƐŝƚLJ ŝŶ Ăůů ŝƚƐ ĨŽƌŵƐ͕ ĂŶ ƵŶǁĂǀĞƌŝŶŐ ĞƚŚŝĐĂů ĐŽŵƉĂƐƐ͕ ĂŶĚ Ă ĚĞĞƉ ĐŽŵŵŝƚŵĞŶƚ ƚŽ ŝŶƚĞƌĚŝƐĐŝƉůŝŶĂƌLJ ĐŽůůĂďŽƌĂƟŽŶ͘ Ŷ ĂƌƟĐƵůĂƚĞ ĂŶĚ ĞŶƚŚƵƐŝĂƐƟĐ ĐŽŵŵƵŶŝĐĂƚŽƌ͕ ƚŚĞ ĞĂŶ ǁŝůů ďĞ ĂďůĞ ƚŽ ĚĞǀĞůŽƉ ĂŶĚ ŝŵƉůĞŵĞŶƚ Ă ƐƚƌĂƚĞŐŝĐ ǀŝƐŝŽŶ ĨŽƌ ƚŚĞ ^ĐŚŽŽů͛Ɛ ĨƵƚƵƌĞ ĐŽŶƐŽŶĂŶƚ ǁŝƚŚ ƚŚĞ WĞŶŶ ŽŵͲ ƉĂĐƚ͕ ĞƐƚĂďůŝƐŚ ĂŶĚ ƉƵƌƐƵĞ ĐůĞĂƌ ƐƚƌĂƚĞŐŝĐ ƉƌŝŽƌŝƟĞƐ͕ ĂŶĚ ŵĂŶĂŐĞ ƌĞƐŽƵƌĐĞƐ ĞīĞĐƟǀĞůLJ ƚŽ ƐƚĞĂĚŝůLJ ĂĚǀĂŶĐĞ ƚŚŽƐĞ ƉƌŝŽƌŝƟĞƐ͘ WĞŶŶ ƌƚƐ ĂŶĚ ^ĐŝĞŶĐĞƐ ʹ ŽŶĞ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ůĞĂĚŝŶŐ ůŝďĞƌĂů ĂƌƚƐ ŝŶƐƟƚƵƟŽŶƐ ʹ ŝƐ ŚŽŵĞ ƚŽ ŶĞĂƌůLJ ϱϬϬ ĚŝƐƟŶŐƵŝƐŚĞĚ ĨĂĐƵůƚLJ ƚŚĂƚ ŚĂǀĞ ďĞĞŶ ƌĞĐŽŐŶŝnjĞĚ ďLJ ŶĞĂƌůLJ ĞǀĞƌLJ ŵĂũŽƌ ůĞĂƌŶĞĚ ƐŽĐŝĞƚLJ ĂŶĚ ĂǁĂƌĚ ĐŽŵŵŝƩĞĞ͘ dŚƌŽƵŐŚ ƚŚĞ ŽůͲ ůĞŐĞ ŽĨ ƌƚƐ ĂŶĚ ^ĐŝĞŶĐĞƐ͕ ƚŚĞ ^ĐŚŽŽů ŽīĞƌƐ ƐŽŵĞ ϳϬ ƵŶĚĞƌŐƌĂĚƵĂƚĞ ŵĂũŽƌƐ ƚŚƌŽƵŐŚ Ϯϳ ĂĐĂĚĞŵŝĐ ĚĞƉĂƌƚŵĞŶƚƐ͕ ĨŽƵƌ ŝŶƚĞƌĚŝƐĐŝƉůŝŶĂƌLJ͕ ĂŶĚ ƚŚƌĞĞ ĚƵĂůͲĚĞŐƌĞĞ ƉƌŽŐƌĂŵƐ͘ dŚĞ 'ƌĂĚƵĂƚĞ ŝǀŝƐŝŽŶ ĞŶƌŽůůƐ ϭ͕ϰϬϬ ĚŽĐƚŽƌĂů ĐĂŶĚŝĚĂƚĞƐ ŝŶ ŵŽƌĞ ƚŚĂŶ ϯϬ ƉƌŽŐƌĂŵƐ ǁŚŽ ǁŝůů ƚĂŬĞ ƚŚĞŝƌ ƉůĂĐĞ ĂƐ ƚŚĞ ŶĞdžƚ ŐĞŶĞƌĂƟŽŶ ŽĨ ůĞĂĚĞƌƐ ŝŶ ƚŚĞ ŚƵŵĂŶŝƟĞƐ͕ ƐŽĐŝĂů ƐĐŝĞŶĐĞƐ͕ ĂŶĚ ŶĂƚƵƌĂů ƐĐŝĞŶĐĞƐ͘ dŚĞ ^ĐŚŽŽů ĂůƐŽ ŽīĞƌƐ ϭϮ ƉƌŽĨĞƐƐŝŽŶĂů ŵĂƐƚĞƌ͛Ɛ ĚĞŐƌĞĞ ƉƌŽŐƌĂŵƐ͘ dŚĞ ^ĐŚŽŽů ŚĂƐ Ă &zϮϬϭϯ ďƵĚŐĞƚ ŽĨ ĂƉƉƌŽdžŝŵĂƚĞůLJ ΨϰϲϬ ŵŝůůŝŽŶ͕ ŝŶĐůƵĚŝŶŐ Ψϴϵ ŵŝůůŝŽŶ ŝŶ ƐƉŽŶƐŽƌĞĚ ƉƌŽŐƌĂŵ ƐƵƉƉŽƌƚ͘ dŚĞ ŶĞǁ ĞĂŶ ǁŝůů ũŽŝŶ ĂŶ ŝŶƐƟƚƵƟŽŶ ǁŝƚŚ ƚƌĞŵĞŶĚŽƵƐ ŵŽŵĞŶƚƵŵ ĂŶĚ ƚŚĞ ŚŝŐŚĞƐƚ ĂƐƉŝƌĂƟŽŶƐ͕ ůĞĚ ƐŝŶĐĞ ϮϬϬϰ ďLJ ƚŚĞ ĞŵŝŶĞŶƚ ƉŚŝůŽƐŽƉŚĞƌ ĂŶĚ ƉŽůŝƟĐĂů ƐĐŝĞŶƟƐƚ͕ ŵLJ 'ƵƚŵĂŶŶ͕ ǁŚŽƐĞ ĞdžƚƌĂŽƌĚŝŶĂƌŝůLJ ƐƵĐĐĞƐƐĨƵů ƚĞƌŵ ĂƐ WƌĞƐŝĚĞŶƚ ŚĂƐ ďĞĞŶ ĞdžƚĞŶĚĞĚ ƵŶƟů Ăƚ ůĞĂƐƚ ϮϬϭϵ͘ KŶĞ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ůĞĂĚŝŶŐ ƌĞƐĞĂƌĐŚ ƵŶŝǀĞƌƐŝƟĞƐ͕ WĞŶŶ ŝƐ ŚŽŵĞ ƚŽ Ă ĚŝƐƟŶŐƵŝƐŚĞĚ ĨĂĐƵůƚLJ ŽĨ Ϯ͕ϱϬϬ ƚĞĂĐŚĞƌͲƐĐŚŽůĂƌƐ ǁŚŽ ĐƌŽƐƐ ĚŝƐĐŝƉůŝŶĂƌLJ ĂŶĚ ƉƌŽĨĞƐƐŝŽŶĂů ďŽƵŶĚĂƌŝĞƐ ĂŶĚ ǁŚŽ ŚĂǀĞ ďĞĞŶ ƌĞĐŽŐŶŝnjĞĚ ďLJ ŶĞĂƌůLJ ĞǀĞƌLJ ŵĂũŽƌ ůĞĂƌŶĞĚ ƐŽĐŝĞƚLJ ĂŶĚ ĂǁĂƌĚ ĐŽŵŵŝƩĞĞ͘ WĞŶŶ͛Ɛ ϭϮ ƐĐŚŽŽůƐ ƌĞƐŝĚĞ ŽŶ Ă ƐŝŶŐůĞ͕ ĐŽŵƉĂĐƚ͕ ƵƌďĂŶ ĐĂŵƉƵƐ͖ ƐƉĂŶ ƚŚĞ ĂƌƚƐ͕ ƐĐŝĞŶĐĞƐ͕ ŚƵŵĂŶŝƟĞƐ͕ ĂŶĚ ƉƌŽĨĞƐƐŝŽŶƐ͖ ĂŶĚ ĚŝƐƉůĂLJ Ă ƐƉĞĐŝĂů ĐŽŵŵŝƚŵĞŶƚ ƚŽ ŝŶƚĞƌĚŝƐĐŝƉůŝŶĂƌLJ ƐĐŚŽůĂƌƐŚŝƉ ĂŶĚ ƚŽ ĞŶĞƌŐĞƟĐ ůŽĐĂů ĂŶĚ ŐůŽďĂů ĞŶŐĂŐĞŵĞŶƚ͘

American University College of Arts and Sciences Department of Biology Developmental Biology

The Department of Biology at American University invites applications for a TENURE LINE position at the Assistant Professor level to begin August 2013. A Ph.D. in Developmental Biology or closely related field, postdoctoral training, a strong publication record, evidence of outstanding potential for garnering extramural funding, and teaching experience are required. More senior applicants currently holding the rank of assistant professor with external research support are encouraged to apply.

Candidates with research programs that synergize with departmental strengths in neurophysiology, endocrinology, microbiology, and invertebrate biology are welcomed.

Responsibilities include developing a strong extramurally funded research program, supervising undergraduate and graduate student research, teaching biology courses for majors and nonmajors and advanced courses in developmental biology, and providing university service.

Applicants should submit a letter of application, curriculum vitae, brief summary of research plan, and statement of teaching philosophy and have three letters of reference sent directly from the referees to: Dr. Victoria Connaughton, Developmental Biology Search Committee Co-Chair, Department of Biology, American University, 4400 Massachusetts Avenue, N.W., Washington, D.C. 20016-8007, USA. To submit electronically (preferred), send applications to biology@american.edu. Review of applications will begin on October 15, 2012, and continue until the position is filled.

American University is an Affirmative Action Equal Opportunity Employer, committed to a diverse faculty, staff and student body. Women and minority candidates are strongly encouraged to apply. American University offers employee benefits to same-sex domestic partners of employees and prohibits discrimination on the basis of sexual orientation/preference and gender identity/expression.

dŚĞ ĂŶƟĐŝƉĂƚĞĚ ƐƚĂƌƚ ĚĂƚĞ ŝƐ :ƵůLJ ϭ͕ ϮϬϭϯ͕ ďƵƚ ƚŚĞ ƐĞĂƌĐŚ ǁŝůů ƌĞŵĂŝŶ ŽƉĞŶ ƵŶƟů ƚŚĞ ƉŽƐŝƟŽŶ ŝƐ ĮůůĞĚ͘ &Žƌ ĨƵůůĞƐƚ ĐŽŶƐŝĚĞƌĂƟŽŶ͕ ŶŽŵŝŶĂƟŽŶƐ ĂŶĚ ĞdžƉƌĞƐƐŝŽŶƐ ŽĨ ŝŶƚĞƌĞƐƚ ƐŚŽƵůĚ ďĞ ƌĞĐĞŝǀĞĚ ʹ ŝŶ ƚŚĞ ƐƚƌŝĐƚĞƐƚ ĐŽŶĮĚĞŶĐĞ ʹ ŶŽ ůĂƚĞƌ ƚŚĂŶ ^ĞƉƚĞŵďĞƌ ϯϬ͕ ϮϬϭϮ͘ dŚĞ hŶŝǀĞƌƐŝƚLJ ŚĂƐ ƌĞƚĂŝŶĞĚ ZƵƐƐĞůů ZĞLJŶŽůĚƐ ƐƐŽĐŝĂƚĞƐ ƚŽ ĂƐƐŝƐƚ ŝŶ ƚŚŝƐ ƐĞĂƌĐŚ͘ ůů ĐŽŵŵƵŶŝĐĂƟŽŶƐ ƐŚŽƵůĚ ďĞ ƐĞŶƚ ǀŝĂ ĞŵĂŝů ƚŽ͗ ƵƉĞŶŶƐĂƐΛƌƵƐƐĞůůƌĞLJŶŽůĚƐ͘ĐŽŵ ĂŶĚ ŵĂLJ ďĞ ĂĚĚƌĞƐƐĞĚ ƚŽ͗

Zh^^ >> Z zEK> ^ ^^K / d ^ ƌ͘ /ůĞŶĞ ,͘ EĂŐĞů ŝůĞŶĞ͘ŶĂŐĞůΛƌƵƐƐĞůůƌĞLJŶŽůĚƐ͘ĐŽŵ ϴϬϱͲϲϵϵͲϯϬϱϬ ĂŶĚ

DŝƌĂŚ ,ŽƌŽǁŝƚnj ŵŝƌĂŚ͘ŚŽƌŽǁŝƚnjΛƌƵƐƐĞůůƌĞLJŶŽůĚƐ͘ĐŽŵ ϮϬϮͲϲϱϰͲϳϴϱϳ d, hE/s Z^/dz K& W EE^z>s E/ /^ E Yh > KWWKZdhE/dz &&/ZD d/s d/KE DW>Kz Z E /^ ^dZKE'>z KDD/dd dK /s Z^/dz͘ D/EKZ/d/ ^͕ & D > ^͕ s d Z E^͕ E /E /s/ h >^ t/d, /^ />/d/ ^ Z ^dZKE'>z E KhZ ' dK WW>z͘

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to the tenure-track position of Assistant or Associate Professor of Behavioral Science. We will consider candidates with interests in the areas of decisionmaking, negotiations, social psychology and organizations, all broadly defined. Candidates must have earned a PhD (or equivalent) or expect to receive a doctorate in the near future.

We are looking for candidates with strong disciplinary training in any of the social sciences who can use that discipline background to conduct research on aspects of behavior relevant to management in organizations and to introduce MBA students to behavioral science principles.

This position is part of the Managerial and Organizational Behavior area, whose members are responsible for teaching courses such as Managing in Organizations, Managerial Decision Making, Power and Politics, and Negotiations.

Candidates should be qualified to teach at least one of these courses plus another MBA elective.

The group maintains two well-equipped laboratories for experimental research.

The deadline for applications is March 31, 2013.

However, we will begin formally reviewing applications on October 15, 2012 and strongly encourage applicants to submit a complete set of materials by this time. To apply, please submit a research and teaching statement, a vita, a written sample of your present work, and two letters of reference at http://facultyapply.chicagobooth.edu.

The University of Chicago is an Equal Opportunity/Affirmative Action employer.

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09/17/2012

Imagine expanding what you know every year.

Senior Associate Dean for Academic Affairs Reporting directly to the Dean and as a key member of the Dean’s cabinet, you will oversee the planning and implementation of all components of the Office of Academic and Student Affairs at our nationally acclaimed School of Osteopathic Medicine. In this highly versatile full-time position, you will make great use of your outstanding leadership and team-building skills. The scope of your responsibilities will encompass everything from working with faculty to develop undergraduate curriculum, to ensuring compliance with standards of the Commission on Osteopathic College Accreditation (COCA), to managing Admissions and Enrollment, Student Affairs, Continuing Medical Education and Faculty Development. Critical to your success will be your ability to lead the school’s strategic planning with regard to its educational mission. A planned restructuring of medical education in the state presents new opportunities to collaborate with other higher education institutions in Southern NJ. The candidate we seek is a board certified D.O. with strong, senior-level experience in education, student affairs, management and administration. Excellent communication and interpersonal skills are also essential.

Interested individuals should send a letter of application and curriculum vitae to: Joshua S. Coren, D.O., MBA, FACOFP, Vice Chair, Department of Family Medicine, and Chair, Search Committee, c/o Vivian Lubin, Chief Operating Officer, UMDNJSchool of Osteopathic Medicine, One Medical Center Drive, Academic Center Suite 305, Stratford, NJ 08084 or E-mail: lubin@umdnj.edu. UMDNJ is an AA/EEO, M/F/D/V. The Stratford Campus is a tobacco-free workplace.

TENURE TRACK POSITIONS For ACADEMIC YEAR 2013-2014 Salisbury University is a comprehensive regional university emphasizing undergraduate and graduate liberal arts, sciences, pre-professional and professional programs. For the past several years, the University has achieved national recognition for the quality of its facilities, students, and academic programs. Salisbury University is a member of the University System of Maryland and enrolls approximately 8,600 students in four endowed schools.

Salisbury University is located on the Eastern Shore of Maryland near the metropolitan areas of Baltimore, Washington D.C., and Philadelphia. Close proximity to the Chesapeake Bay and Atlantic Ocean beaches is a plus.

For more information including full job descriptions, please visit our Website: http://www.salisbury.edu/hr/jobs/default.asp?asearch=faculty If ABD is an acceptable requirement for the position, the candidate would be hired at the rank of Instructor, with the expectation that the candidate complete their doctoral degree in a timely manner. ABD acceptability and time to completion of the doctoral degree varies by position and will be noted.

Assistant Professor primary duties include, but are not limited to: teaching undergraduate and/or graduate courses, academic advising, scholarship, and university service. Supervision of students in internships and undergraduate research may also be expected in some positions. Utilize an effective teaching style that supports a diverse student body.

Successful candidates must furnish proof of eligibility to work in the U.S. All positions begin mid-August 2013, unless otherwise noted. These positions are based in Salisbury Maryland.

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Applications will be accepted via Salisbury University’s Online Employment Application System. Please visit our website http://www.salisbury.edu/HR/Jobs/default.asp to apply online. See the FAQs of the Online Employment Application System for more information and instructions.

With the most diverse community of scholars in Colorado, MSU Denver enriches the lives of all those who learn, teach and work here.

To be considered an applicant you must apply online and submit all of the required documents for the position. All documents that you wish to provide must be attached to your application in the Online Employment Application System. Please do not send any other documents via E-mail. Review of applications will start in October, unless otherwise noted, and continue until the position is filled.

Salisbury University has a strong institutional commitment to diversity and is an Equal Opportunity/Affirmative Action employer, providing equal employment and educational opportunities to all those qualified, without regard to race, color, religion, national origin, gender, marital status, disability, genetic information, or sexual orientation.

TENURE TRACK POSITIONS:

Allison M Allison M. Cotton, Ph.D. A ssociate Professor Associate ooff C rimina Justice Criminal aand nd C rimi Criminology

We educate Colorado | www.msudenver.edu/metrostatesuccess

Fulton School of Liberal Arts * Assistant Professor of Art History: Ph.D. in Art History from an accredited institution and a minimum of two years teaching experience at the college level is required. * Assistant Professor of Western Art History: Ph.D. in Art History from an accredited institution and a minimum of two years teaching experience at the college level is required. * Assistant Professor of Art, Glass: M.F.A. with an emphasis in hot glass.

Preference will be given for prior teaching experience and an active exhibition record.

Henson School of Science and Technology * Assistant Professor of Biology: Ph.D. or ABD in Biology or related fields. If ABD, doctoral degree must be completed before date of hire. * Assistant Professor - Geology/Physical Geography: A Ph.D. in Geology, Physical Geography or related discipline is required (ABD may be considered).

If ABD; would be hired at the rank of Instructor, with the requirement that candidate complete doctoral degree by June 2014.

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OPENINGS FOR 2013-2014 Loyola Marymount University is currently seeking applications for the following faculty positions, which will be available in Fall 2013. All positions listed are tenure-track and at the Assistant Professor levels unless otherwise specified. Salaries are competitive and commensurate with background and experience.

BELLARMINE COLLEGE OF LIBERAL ARTS African American Studies Department invites applicants to apply for a tenure-track Assistant Professor. The appointment will be in African American Studies, with the possibility of affiliation with other departments depending on the candidate’s areas of specialization. We are particularly interested in interdisciplinary scholars who work in the areas of literature, history, and religion (the department already has specialists in sociology, cultural studies, and philosophy). Candidates are expected to be committed teachers, publishing researchers, and strong department and university citizens. The standard course load is three courses per semester. Applicants should be experienced with and committed to work in and with this diverse population. In keeping with LMU’s mission, applicants should be able to articulate how they will strive for academic excellence, the education of the whole person, and the service of faith and the promotion of justice. Completed applications must include a letter of introduction, a c.v., a writing sample, three letters of recommendation, and a statement on teaching. For consideration, completed applications must be received by November 1, 2012. Please mail applications to Dr. Brad Elliott Stone, Department Chair, Department of African American Studies, 1 LMU Drive, Suite 4400, Los Angeles, CA 90045. Preliminary interviews will be done over Skype or conference call. Economics Department invites applications for a tenure-track assistant professor. We seek outstanding candidates with specialties in Labor economics with an optional complementary field in Health economics. The LMU Economics Department has a strong experimental program with a dedicated laboratory and would welcome candidates who use experimental methods. Faculty members are expected to achieve excellence in research and teaching and to contribute actively to service.

Departmental representatives will attend the ASSA meetings in San Diego in January 2013, where interviews will be conducted. Interested candidates should submit a cover letter, curriculum vita, teaching evaluations if available, one or more samples of research, and at least three letters of recommendation. We will begin reviewing files November 1, 2012, and all materials should be submitted by December 1, 2012 to guarantee full consideration.

Theological Studies Department announces a tenure-track faculty position in Catholic Theology in a Global Context at the level of Assistant Professor. The Department seeks candidates with substantive training in Catholic systematic theology and whose work engages the concerns of the global Catholic Church. Catholic theology in a global context is attentive to the complex dynamics among local, national, regional, and global communities.

Possible areas of focus include: mission and evangelization, inculturation, global unity and local church, politics and Catholicism, ecumenical and interreligious encounter, spirituality, gender and sexuality, and justice and liberation. Expertise in the Catholic churches of the “global South” (e.g., Asia, Africa, Latin America, or the Caribbean) is particularly desirable.

The position involves teaching in the University Core, the Theological Studies Major and Minor programs, and the Master of Arts programs in Theology and Pastoral Theology.

Applicants must show promise of excellence in both teaching and research. Experience with engaged scholarship and learning among diverse communities is desired. The Ph.D. or equivalent is required. Interested applicants are invited to send curriculum vitae, a statement of teaching and research interest, a writing sample, three letters of recommendation, and transcripts by October 15, 2012 to Dr. Tracy Sayuki Tiemeier, Chair of Catholic Theology in a Global Context Search Committee, Department of Theological Studies, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA, 90045. Preliminary interviews will be conducted at the American Academy of Religion annual meeting in Chicago. Applicants who will not be at the meeting may be requested to have online video interviews.

Theological Studies Department announces a tenure-track faculty position in Theological Ethics at the level of Assistant Professor. Applicants should have expertise in Catholic Social Ethics, especially the “common good tradition” as articulated in Catholic social teaching and in dialogue with the wider debate about justice theories, church and politics, and theology and the public realm. Additionally, engagement with one or more of the following areas is highly desirable: gender and sexuality; globalization, immigration, ethnicity, and culture; ethics of peace and just war theory; economics and environmental sustainability. Candidates should have a strong commitment to the University mission. The Department seeks candidates who are supportive of interdisciplinarity and can articulate an understanding of how social ethical issues can be framed in a highly diverse cultural and religious context.

Candidates must show promise and/or a demonstrated record of excellence in research and teaching. Experience with engaged scholarship and learning among diverse communities is desired. The Ph.D. or equivalent is required. Interested applicants are invited to send curriculum vitae, a statement of teaching and research interest, a writing sample, three letters of recommendation, and transcripts by October 15, 2012 to Dr. Roberto Dell’Oro, Chair for Ethics Search Committee, Department of Theological Studies, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA, 90045. Preliminary interviews will be conducted at the American Academy of Religion annual meeting in Chicago. Applicants who will not be at the meeting may be requested to have online video interviews. The Bioethics Institute is seeking a Director for the interdisciplinary center of excellence for research, teaching, dialogue and outreach for the study of the ethical dimensions of the life sciences

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and health care, to begin in Summer 2013. (PhD required, discipline open.) The successful candidate will be jointly appointed as an associate professor or professor to a University department and to the Institute. An established record of teaching and published scholarship in the interdisciplinary field of bioethics is required. Other desirable qualifications include academic leadership experience, familiarity with the Catholic intellectual tradition, and a demonstrated ability to foster dialogue on bioethical issues among faculty from a variety of disciplines and viewpoints. The Director, in consultation with the interdisciplinary faculty of the Institute, will continue the revision of the current MA and certificate programs, and will spearhead the development of undergraduate offerings leading to a minor in bioethics, as well as continuing and expanding co-curricular offerings and community engagement.

Nominations, inquiries, and expressions of interest may be sent to jwilson@lmu.edu.

Candidates should submit a letter of application and curriculum vitae to Dr. Jeffrey L. Wilson, Chair, Search Committee, The Bioethics Institute, Loyola Marymount University, 1 LMU Drive Suite 4500, Los Angeles, CA 90045-2659, postmarked by November 1, 2012.

Semifinalists will be asked to submit full dossiers.

COLLEGE OF BUSINESS ADMINISTRATION Management Department is seeking an Assistant/Associate Professor of Management with a specialization in Organizational Behavior. Applications are invited for a tenure-track position in Management at the rank of Assistant or Associate Professor. Three or more years prior tenure track teaching is preferred and industry experience is valued. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international travel. At both the Assistant and Associate Levels, a Ph.D. or DBA in Management or a related area is required along with evidence of teaching effectiveness and a record of significant successful research and publication. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. Executive MBA programs) are encouraged to apply. (All employees, as well as candidates for this position, must show employment eligibility verification as required by the U.S. Immigration and Naturalization Service.) Position Available: August 2013; Salary: Competitive; Contact: Applicants should send their curriculum vitae, evidence of teaching effectiveness, letters of reference and a sample of research work to Dr. Ellen Ensher, Co-Chair, Management Department Search Committee, College of Business Administration, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA, 90045. Email submissions to eensher@lmu.edu are encouraged.

COLLEGE OF COMMUNICATION AND FINE ARTS Communication Studies Department seeks applicants for 2 entry-level, tenure-track positions in the areas of 1.) New Media Communication and 2.) Relational Communication. The Communication Studies Department is one of the largest undergraduate programs at LMU, with approximately 500 majors. Position 1: The New Media Communication position requires expertise in, and a critical orientation toward, one or more of the following areas: history of media, evolution of new media technology, global/transnational dimensions of new media, new media literacies (particularly visual communication), new media and organizational communication, new media and religious discourse, and/or new media and political communication/social movements. Applicants must have a Ph.D. in Communication Studies or a related discipline in hand at the time a contract is offered; for those with degrees in other disciplines, the ability to address a communication studies oriented approach to New Media is essential, and must be supported by evidence in course syllabi, statement on pedagogy, and scholarship.

Application materials for the New Media Communication position should be sent to: Dr. Michele L. Hammers, Search Committee Chair for New Media Communication, Department of Communication Studies/Foley Building, 1 LMU Drive - MS 8231, Los Angeles, CA 90045. Inquiries or comments should be directed to Dr. Hammers via e-mail at: mhammers@lmu.edu. Position 2: The Relational Communication position requires expertise in a critical/cultural perspective of gender, sexuality, race, ethnicity, class, and religion in interpersonal, familial, and/or organizational contexts, with the ability to develop/teach courses in one or more of the following areas: communication and relationships, family communication, diversity and identity politics, conflict management, leadership, qualitative and/or quantitative research methods (e.g., survey research).

Applicants must have a Ph.D. in Communication Studies with expertise in Relational Communication in hand at the time a contract is offered. Application materials for the Relational Communication position should be sent to: Dr. Paige P. Edley, Search Committee Chair for Relational Communication, Department of Communication Studies/Foley Building, 1 LMU Drive - MS 8231, Los Angeles, CA 90045. Inquiries or comments should be directed to Dr. Edley at: pedley@lmu.edu. For both positions, completed applications will be reviewed beginning October 14, 2012 and will continue until the position is filled. For full consideration, applicants should ensure that all materials are received by October 14, 2012.

A complete application portfolio requires: 1) a letter of application; 2) current curriculum

vitae; 3) official transcripts and if the candidate has not completed her/his PhD, verifiable evidence of progress toward completion; 4) a chapter or other substantial portion/sample from her/his dissertation; 5) copies of teaching evaluations (including qualitative comments) reflecting at least 2 years of demonstrated accomplishment in teaching, and a statement of teaching philosophy; 6) sample syllabi related to this position; 7) evidence of scholarly activity, including copies of competitively selected conference papers, manuscript submissions, and/or actual publications (additional evidence of scholarly activity may be submitted for consideration); and 8) at least three letters of reference.

FRANK R.SEAVER COLLEGE OF SCIENCE AND ENGINEERING Health and Human Sciences Department is seeking applicants for an assistant/associate, tenuretrack professor. Candidates should have an earned doctorate in a kinesiology, exercise science, or related field, with teaching interest and experience in curriculum supporting the health and human sciences major or the athletic training education program, possibly including anatomy and physiology, biomechanics, kinesiology, motor development, motor learning, or pathology. Successful candidates are expected to develop or continue an active research program that will incorporate undergraduates in the research process with priority given to research expertise in any of the following fields: anatomy and physiology, kinesiology, biomechanics, and motor learning or development. Applicants will be prioritized based on research interests that complement the work of existing faculty. Candidates will also be expected to advise students of diverse populations on their academic and professional aspirations as well as participate in department, college, and university service. The University and the Department of HHSC have a strong commitment to cultural and ethnic diversity within the faculty and student body.

Applicants who have experience or interest in this area are asked to highlight this in their application. Please send curriculum vitae, teaching philosophy, research philosophy, and three letters of recommendation by October 15th to Dr. Carolyn Viviano, LMU Drive, MS 8160, North Hall 207, Los Angeles, CA 90045. Mathematics Department has two tenure-track openings at the assistant professor level. Responsibilities include teaching, advising, maintaining an active program of scholarship, and engaging in university service. Applicants are expected to have completed a Ph.D. or comparable terminal degree in mathematics, statistics, mathematics education, or a related field by Fall 2013.

The department is hiring in the areas of (i) mathematics education, statistics education, or K-12 teacher preparation, and (ii) computational mathematics or numerical analysis. The University and the Mathematics Department have a strong commitment to cultural and ethnic diversity within the faculty and student body. Applicants who have experience or interest in this area are asked to highlight it in their application. Information about the LMU Mathematics Department is available online at http://cse.lmu.edu/ departments/math.htm. A complete application consists of a letter of interest, curriculum vitae, statement on teaching philosophy, a description of the applicant’s current scholarship program, and three letters of recommendation at least one of which addresses the applicant’s teaching. We will begin screening applications on December 1, 2012.

Applicants who will be attending the 2013 Joint Mathematics Meetings in January should indicate this in their letter of interest. Apply online at www.mathjobs.org/jobs. Please address questions to Suzanne Larson, Chair at slarson@lmu.edu or (310) 338-5111.

Mechanical Engineering Department invites applications for a tenure-track faculty position at the Assistant or Associate Professor level. Candidates are specifically being sought who have expertise in energy conversion, design and modeling of energy systems, energy efficiency, or sustainable energy systems. Successful applicants are expected to be excellent teacher/scholars, develop lecture and laboratory courses in the areas of thermal and energy systems, maintain an active externally funded research program, and supervise student research. Applicants are also expected to contribute to the mission, vision, and service to the department, college, and the University. Candidates are required to have a B.S. and a Ph.D. in mechanical engineering. Exceptionally well-qualified applicants will be considered at the Associate Professor level. The department is committed to delivering a high quality, practice-oriented curriculum to an increasingly diverse student population. The department currently offers programs leading to the BS, MS, and combined BS+MS degrees in mechanical engineering, has six full-time faculty members, and approximately 100 undergraduate and 20 graduate students. Our undergraduate engineering study body consists of 52% European-Americans, 27% Hispanics/Latinos, 16% Asians/Pacific Islanders, and 5% African Americans. 26% of our students are female. Candidates must submit a cover letter, a curriculum vitae, statements of teaching and research interests, and the names, addresses and phone numbers of three professional references by November 15, 2012 to: Chair of the Search Committee, Department of Mechanical Engineering, Loyola Marymount University, 1 LMU Drive, MS 8145, Los Angeles, CA 90045. Applications can also be emailed to mefacultysearch@lmu.edu. The appointment is expected to begin on August 15, 2013.

Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five Marymount institutions. It serves 5,500 undergraduates and over 2,500 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and Law. Loyola Marymount seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity institution that actively works to promote an intercultural learning community. Women and minorities are encouraged to apply. Visit www.lmu.edu for more information.

JOHNS HOPKINS UNIVERSITY The Department of Cognitive Science in the Krieger School of Arts and Sciences and the School of Education at Johns Hopkins University seek a faculty candidate, at any level, with an exceptional record of conducting and directing research in the area of the University’s new Science of Learning initiative. Research approaches and content areas of particular interest include learning, development, and plasticity in the areas of language, visual or speech perception, and spatial representation. The ideal candidate should carry out research that makes substantive contact with theory, uses experimental, developmental, linguistic, neuroscience, and/or computational approaches, and has implications for application within the broad field of learning. The appointment will be joint between the Cognitive Science Department and the School of Education, with the expectation of responsibilities in both, but will have tenuretrack and/or tenured status within the Cognitive Science Department. Candidates should be strongly interdisciplinary, prepared to carry out effective teaching, student supervision, and collaboration in a formally-oriented, highly interdisciplinary Cognitive Science department, and eager to take advantage of collaborations with the School of Education and its connection to diverse student populations in area public and private schools. Candidates should be capable of making significant contributions to the Science of Learning initiative involving the Cognitive Science Department, the School of Education, and other units; further faculty growth in this area is anticipated.

The Cognitive Science Department and the School of Education have a strong commitment to achieving diversity among faculty and staff. We are particularly interested in receiving applications from members of underrepresented groups and strongly encourage women and persons of color to apply for this position. Applications are due by November 1, 2012.

Johns Hopkins University actively encourages interest from minorities and women.

Please send cover letter, CV, research statement, and three letters of recommendation. Please send electronic submissions only.

Submit to: search@cogsci.jhu.edu

The Johns Hopkins University is an Equal Opportunity, Affirmative Action employer, Minorities, women, Vietnam-era veterans, disabled veterans and individuals with disabilities are encouraged to apply.

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09/17/2012

WESTCHESTER COMMUNITY COLLEGE

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 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

09/17/2012

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Fresno, CA

Tenure Track Positions Available College of Health and Human Services The primary mission of the College of Health and Human Services is to provide a professionally oriented education at the undergraduate level and to provide graduate programs in specialized disciplines that serve the needs of students and the emerging needs of residents and health and human service providers in the Central California region. The college’s centers and institutes, working with faculty in each academic program, address issues of health policy and critical issues facing families and children across the region. The fundamental process linking all programs within the college is professional collaboration based on a common vision and a commitment to service. California State University, Fresno is an affirmative action/equal opportunity institution.

Each of the positions available involve teaching at the undergraduate and/or graduate level as well as mentoring students; conducting research in the area of specialization and participating in university level committees. Further information, vacancy announcements and application links for the positions below are available at http://jobs.csufresno.edu/

Communicative Disorders and Deaf Studies Assistant/Associate Professor Deaf Studies: Duties include teaching and supervising student teaching in a Deaf Studies curriculum. An earned doctorate (Ph.D. or Ed.D.) in deaf education, deaf studies, linguistics or a closely related discipline is preferred. ABD candidates will be considered; however, candidates must have an earned doctorate for appointment.

Please apply online at http://jobs.csufresno.edu/ no later than October 15, 2012. Contact: Dr. Bryan Berrett, (559) 2787218; bryanb@csufresno.edu

Kinesiology Assistant/Associate Professor (Athletic Training): Duties include teaching courses and conducting research primarily in athletic training. An earned doctorate (Ph.D. or Ed.D.) in Kinesiology and/or Athletic Training or closely related discipline is required for appointment. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Please apply online http://jobs.csufresno.edu/ no later than September 15, 2012. Contact: Dr. Scott Sailor (559) 278-2543; ssailor@csufresno.edu Assistant/Associate Professor (General Kinesiology/Exercise Science): Duties include teaching courses and conducting research in a variety of areas. An earned doctorate (Ph.D., Ed.D., D.PT., or D.Sc.) in Kinesiology or a discipline related to promotion of physical activity and disease prevention and other position characteristics is required. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Please apply online http://jobs. csufresno.edu/ no later than October 1, 2012. Contact: Dr. Tim Anderson (559) 278-2203; tima@csufresno.edu

Physical Therapy 2 Assistant/Associate Professor positions: An earned doctorate (Ph.D., Ed.D., D.Sc.) in Physical Therapy or closely related discipline is required for appointment. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Candidates with post-professional DPT with board certification or exceptional clinical expertise in desired clinical teaching areas and a commitment to engage in scholarly activity will be considered. Please apply online http://jobs.csufresno.edu/ no later than November 28, 2012. Contact: Toni Tyner, (559) 278-2625 or 559278-4862; tonit@csufresno.edu

Public Health Assistant/Associate Professor: Environmental Health and Safety. An earned doctorate (Ph.D., Ed.D., Dr. P.H.) in Environmental/Occupational Health or related field is required for appointment. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Candidates with doctorates in a related field are required to have a Bachelors or Master’s degree in Environmental/Occupational Health and strong science base. Please apply online http://jobs.csufresno.edu/ no later than October 1, 2012. Contact: Christopher Tennant, (559) 278-2018; christe@csufresno.edu

Recreation Administration Assistant/Associate Professor: The successful candidate will teach undergraduate courses in such areas as: community and non-profit recreation services, serving at-risk youth, diversity and inclusive practices in recreation. An earned doctorate in recreation, park and leisure studies or related discipline is required. At least one post-baccalaureate degree must be in Recreation. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Please apply online http://jobs.csufresno.edu/ no later than October 1, 2012. Contact: Dr. L.J. Fine (559) 278-2629; larryf@csufresno.edu

Social Work Education 2 Assistant Professor positions: one to teach in the area of Research and Social Policy and the other in Research Methods and Human Behavior and the Social Environment. An earned doctorate (Ph.D. or D.S.W.) in Social Work/ Welfare or closely related discipline and an MSW from an accredited social work program are required for appointment.

Candidates must also have a minimum of 2 years post MSW practice experience. ABD candidates will be consider, however the doctorate degree must be completed before appointment. Please apply online http://jobs.csufresno.edu/ no later than November 16, 2011. Contact: Dr. Roger Simpson, (559) 278-5385; rsimpson@csufresno.edu California State University, Fresno is an affirmative action/equal opportunity institution.

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09/17/2012

UNIVERSITY OF NORTH CAROLINA ASHEVILLE invites applications for a tenure-track position at the rank of assistant professor in indigenous, diasporic, and/or earthcentered religions to begin August 2013.

UNC Asheville is the only designated liberal arts institution within the sixteen campus UNC system, and is located in the culturally rich and religiously diverse setting of the city of Asheville in the heart of the Blue Ridge Mountains. The Department of Religious Studies was organized as a new academic unit in August 2009, and the person appointed to this position will become the third full-time member of the departmental faculty, complementing existing strengths in American religion and the religions of Asia (affiliated faculty in other departments offer courses in Jewish studies, Islam, Greek and Roman religions, and the sociology of religion). More information about the department is available at http://religiousstudies.unca.edu/.

A Ph.D. in Religious Studies or closely related field is required, as is a strong commitment to undergraduate teaching (twelve hours per semester). Preference will be given to candidates with methodological expertise in social scientific approaches to the study of religion and whose research and teaching competencies will encourage collaboration with interdisciplinary programs such as Africana Studies and/or Women, Gender and Sexuality Studies. The successful applicant will develop and teach courses appropriate to her/his field of specialty as well as offer general courses in the study of religion including an introduction to the study of religion, an upper-division theories and methods course, and the senior capstone seminar in rotation with current faculty. Candidates should also be prepared to participate regularly in UNC Asheville’s Integrative Liberal Studies Program by offering freshman seminars, writing-intensive and diversity-intensive courses, and by teaching in the university’s interdisciplinary Humanities Program.

Candidates should send a letter of application, curriculum vitae, three letters of recommendation, and other supporting materials to: Dr. Rodger Payne/ Chair Religious Studies Search Committee 141 Zageir Hall, CPO# 2860 The University of North Carolina Asheville One University Heights Asheville, NC 28804-8520 Deadline for receipt of all materials is October 12; prearranged interviews will be conducted at the AAR/SBL annual meeting in Chicago.

UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its mission and commitment to excellence in the liberal arts. UNC Asheville is an Affirmative Action/Equal Opportunity Employer.

ASSISTANT PROFESSORSHIP MOLECULAR EVOLUTION Princeton University's Departments of Ecology and Evolutionary Biology and of Molecular Biology jointly plan to hire one individual at the level of tenure-track Assistant Professor, with a focus on molecular evolution.

We seek an individual who would have strong connections in both departments. Sample areas might include, but are not limited to, microbial evolution, experimental evolution, epigenetics, metagenomics, and/or the evolution of development, using traditional and/or emerging model systems. We seek applicants who pursue experimental research that aims for significant conceptual and empirical integration across traditional disciplinary boundaries and who have a strong commitment to teaching.

Applicants should write a vision statement, no longer than 2 pages, that outlines one or more major unsolved problems in their field and how they plan to address them. The vision statement must be more than a précis of the applicant's prior and current research.

Associate Specialists The Kavli Institute for Theoretical Physics expects to appoint researchers as Associate Specialists in theoretical physics at the postdoctoral level, beginning in September 2013. Appointments will normally be for periods of two years or longer depending on the promise, breadth of interests, and experience of the candidate, and on the anticipated scientific programs of the Institute. The Institute is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service. A detailed list of the KITP programs for 2013/2014 will be available after September 1st.

Applications for postdoctoral positions should be made electronically via our web page at: http://www.kitp.ucsb.edu/for-scientists/fellowships/postdocs In the event that you are unable to upload your documents, hard copies should be sent to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030

Applications, including the vision statement, curriculum vitae, three reprints and contact information for three references, can be submitted online via http://jobs.princeton.edu, requisition #1200524.

Screening of applications will begin 1 October, 2012.

The deadline for applications and all related materials is December 1, 2012.

Later applications will be considered only as long as openings exist.

Princeton University is an equal opportunity employer and complies with applicable EEO and affirmative action regulations.

The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

Central Pennsylvania Consortium

DICKINSON COLLEGE FRANKLIN & MARSHALL COLLEGE GETTYSBURG COLLEGE

Northwestern U Dept. of Communication Sciences and Disorders is searching for a tenuretrack Asst. or Assc. Prof. focusing on disorders.

Areas of particular interest include, but are not limited to, disorders of articulation/phonology, fluency, voice, language development, and reading/writing.

Start date 9/1/13.

PhD required. CCC preferred.

To apply, e-mail cover letter describing research & teaching interests/experience, a CV, and 3 rec. letters to the chair of the search committee (Amy Booth) at a-booth@northwestern.edu.

Review of applications will begin 10/15/2012.

Three highly selective Pennsylvania liberal arts colleges, Dickinson, Franklin & Marshall and Gettysburg, invite applications for the following Fall 2013 tenure-track positions. Because of the relative proximity of the three colleges, these positions may be of particular interest to academic couples. All positions require Ph.D. or appropriate terminal degree in hand or near completion. For further information and search schedules, interested candidates may consult institutional web pages.

Please note that additional positions may be added to the web sites.

DICKINSON COLLEGE, Carlisle, PA 17013 http://www.dickinson.edu https://jobs.dickinson.edu/ Biology: Physiology; Economics: Macroeconomics; Environmental Science: Aquatic Sciences; Philosophy: Ethics; Political Science (2 positions): American Government (Political Institutions; Political Behavior)

FRANKLIN & MARSHALL COLLEGE, Lancaster, PA 17604 http://www.fandm.edu/humanresources/article/employment-opportunities-faculty-positions Anthropology: Sociocultural Anthropology; Business, Organizations & Society: Corporate Finance; Chemistry: Biochemistry; Chemistry: Inorganic Chemistry; Earth and Environment: Environmental Studies/Environmental Policy; Economics: Macroeconomics; Government: International Relations; Spanish: Hispanic Caribbean Literatures & Cultures; Spanish: Spanish & Linguistics

GETTYSBURG COLLEGE, Gettysburg, PA 17325 http://www.gettysburg.edu/about/offices/provost/academic_positions/ Environmental Studies: Environmental Scientist—specialty in wildlife ecology or restoration ecology preferred; Management: Organization and Management Studies—Systems Thinking; Philosophy: Peace and Justice Studies; Physics: Astronomy; Sunderman Conservatory of Music: Voice/Opera Workshop – soprano or mezzo-soprano; Women, Gender, and Sexuality Studies: LGBT, queer, or sexuality studies

Visit http://www.communication.northwestern.edu/csd/ for more info.

AAEO Employer.

Affirmative Action, Equal Opportunity Employers

09/17/2012

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Vice President for Communications The University of Connecticut invites nominations and applications for the position of Vice President for Communications.

The University of Connecticut (UConn) stands among the top 20 public institutions in the nation and is often referred to as a Public Ivy. Founded in 1881, UConn is a Land Grant and Sea Grant college and member of the Space Grant Consortium. It is also the state’s flagship institution of higher education with its main campus in Storrs in addition to five regional campuses in Greater Hartford, Stamford, Waterbury, Avery Point, and Torrington. The Health Center Campus is located in Farmington and is closely linked to the main campus through academic projects.

UConn is ranked among the Top 20 public universities in the nation according to the 2012 U.S. News & Report. The University has over 11,000 faculty and staff and 30,000 students which includes more than 22,000 undergraduates and 8,000 graduate/professional students. UConn offers about 100 majors, seven undergraduate degrees, 17 graduate degrees and five professional degree programs.

The University’s influence on the Connecticut economy is profound.

UConn sustains more than 29,000 jobs across the state and contributes $2.3 billion to Connecticut’s gross domestic product. The University shapes and strengthens Connecticut’s economic landscape.

Reporting to the President, the Vice President for Communications will provide the vision and strategy for the successful implementation of an overall communications plan for the Storrs and Regional campuses. The Vice President oversees several areas including the University’s public relations, news media relations, and other initiatives to strategically promote the University as a national leader in higher education, research, and service.

The Vice President for Communications should possess senior leadership experience in a complex communications program and strong management skills. The successful candidate will also demonstrate effectiveness in the development and implementation of successful communications programs and strategies employing traditional, electronic and social media delivery systems. This person fully understands all the components of positioning, reputation management, branding and integrated communications. Higher education experience as well as an advanced degree in an appropriate discipline is preferred. Comparable experience in other relevant settings will be considered.

Initial screening of applicants will begin immediately, and continue until the position is filled. The University of Connecticut will be assisted by Ellen Brown Landers, Nat Sutton and Tracie Smith of Heidrick & Struggles, Inc. Nominations and applications should be directed to: University of Connecticut Search Committee Heidrick & Struggles, Inc. 303 Peachtree Street, NE Suite 4300 Atlanta, GA 30308 Telephone: 404 682 7316 Email: uconn@heidrick.com University of Connecticut is an Affirmative Action/Equal Opportunity Employer

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09/17/2012

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Accounting which would begin in the 2013-14 academic year.

Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars.

Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching.

Applications will be accepted online at http://facultyapply.chicagobooth.edu. We will start formally reviewing applications on November 30, 2012 and strongly encourage you to complete your application by then. We will continue to accept applications until March 20, 2013.

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

KITP Graduate Fellowships The purpose of this program is to offer a unique opportunity for a select group of physics graduate students to spend a semester at the KITP, participate in KITP research programs and broaden their understanding of physics in areas of current research.

The KITP Graduate Fellows will be selected from nominations from participants in the programs and from other graduate advisors nationwide. Since we wish to make sure that the students admitted are fully able to benefit from the program, and that it will not harm the normal progress of their graduate education, we require that the student's advisor nominate the candidate student. Students cannot apply to the program directly.

Students who wish to participate should convince their advisors to nominate them. The nominator should describe the student, and explain why she/he is suitable for such a program. Additional letters of support would be useful, but are not necessary.

The Graduate Fellows will be reimbursed for local expenses during their stay at the KITP, at a rate of approximately $2100/month plus travel support.

Further information about the fellowship and about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu. Nominations should be made by completing the form at http://www.kitp.ucsb.edu/ for-scientists/fellowships/graduate-fellows/nomination-form or by writing to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 or gradflw@kitp.ucsb.edu For participation in the spring of 2013, nominations must be received by October 31, 2012.

For participation in the fall of 2013, nominations must be received by May 15, 2013.

The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

OPEN TENURE-TRACK POSITIONS

The University of Mary Washington invites applications for faculty positions beginning 2013. To apply for these positions and/or obtain additional information about the University, please visit our website at https://careers.umw.edu. Only applications submitted through this site will be considered.

The University of Mary Washington is a coeducational public institution with its residential campus in Fredericksburg, VA., 50 miles south of Washington, D.C., and a second campus in nearby Stafford, VA. The university, with a total enrollment of nearly 5,000 students, is known for its commitment to academic excellence, strong undergraduate liberal arts program and dedication to lifelong learning and professional development.

In a continuing effort to enrich its academic environment and provide equal educational and employment opportunities, the University of Mary Washington actively encourages women, minorities, disabled individuals and veterans to apply.

Colorado College, a highly selective liberal arts college with an enrollment of approximately 1900 students, seeks to fill five tenure-track positions for Fall 2013 in: Inorganic Chemistry Biological Anthropology Dance Study Global Christianity/ies South Asian History Information about Colorado College is available at http://www.ColoradoCollege.edu. Interested applicants should refer to the full job descriptions for each position found on the Faculty Positions page under Employment Opportunities, as they become available. Check the website for job closing date.

Ph.D. must be complete or very nearly complete before starting date.

Colorado College is distinctive for its modular “Block Plan” calendar. The academic year is divided into eight 31/2 week blocks. During each block, students take and faculty teach one course at a time, with a maximum enrollment of 25 students per class. Faculty teach six blocks per year. The college’s unique academic calendar supports experiential learning opportunities such as field trips and service learning and lends itself to other innovative teaching and learning strategies.

The college is committed to increasing the diversity of the college community. Candidates who can contribute to that goal are particularly encouraged to apply and to identify the ways in which they would bring diversity to our community.

As an Equal Opportunity Employer, Colorado College welcomes members of all groups and reaffirms its commitment not to discriminate on the basis of race, color, age, religion, sex, sexual orientation, gender identity, gender expression, national origin or disability in its educational programs, activities, and employment practices.

09/17/2012

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• Sociology gy Faculty Full-Timee Tenure Track rack

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Oakton Community College p y individuals who employs rrespect, espect, aare re eeager ager ttoo llearn earn aabout, bout, aand nd h ave a w illlingness have willingness ttoo aaccept ccept tthe he m any w ays ooff many ways vviewing iewing tthe he w orld. world.

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The University of Texas Health Science Center at San Antonio School of Medicine CHAIR, DEPARTMENT OF MICROBIOLOGY AND IMMUNOLOGY The School of Medicine at the University of Texas Health Science Center at San Antonio seeks an individual with an outstanding record of scientific achievement, grant support, scholarly accomplishments and mentoring as its new Chair of the Department of Microbiology and Immunology. Dynamic leadership, communication and interpersonal skills, and keen vision are required. Reporting to the Dean of the School of Medicine and Vice President for Medical Affairs, the Chair will be responsible for continuing to build and maintain robust research programs, high quality graduate, medical and dental student education, and a collegial interactive culture. The UT Health Science Center is an Equal Employment Opportunity/ Affirmative Action employer and is committed to excellence through diversity among its faculty, staff and students.

Candidates must be eligible for professorship with tenure. The ideal candidate will have a widely recognized national reputation in their field. The ability to foster a culture of collaboration, innovation, and accountability, across the Health Science Center is important. This is a wonderful opportunity for a visionary leader. UTHSCSA is a research intensive institution located in the Northwest region of San Antonio and sits as a gateway to the picturesque Texas Hill Country. San Antonio is a vibrant, dynamic, and multicultural city with much to offer, including an attractive cost-of-living.

Interested individuals should submit a letter of interest along with contact information for 3 references and a current CV electronically addressed to Chris Walter, Ph.D., Chair of Cellular and Structural Biology and Chair of the Microbiology Search Committee c/o Shelly Evans, Assistant to the Dean, at elliss@uthscsa.edu.

All faculty appointments are designated as security sensitive positions.

Founded in 1860, Augustana College is a selective, residential, comprehensive (liberal arts and professional) private college that is affiliated with the Lutheran church. Central to its mission are five core values: Christian, Liberal Arts, Excellence, Community, and Service, which provide the foundation for the College’s academic and student life programs.

Augustana has also been named a “Best Midwestern College” by the Princeton Review. In its 2012 College Rankings, Washington Monthly ranked Augustana No. 11 among baccalaureate colleges nationwide for its contributions to social mobility, research and service. Most recently, Forbes’ 2013 list of “America’s Top Colleges” ranks Augustana #187 as a Top College overall, #151 among private colleges, and #34 in the Midwest. The College enjoys stable enrollments and serves more than 1,800 students from 24 states and 34 countries. In addition to offering more than 50 majors and preprofessional specializations, co-curricular programs in the performing arts, NCAA Division II athletics, and student leadership provide many rich opportunities for Augustana students. For fall semester, 2012, 75 percent of first-year students ranked in the top third of their graduating high school class.

Augustana is located in Sioux Falls, S.D. Named the best small city for business and careers by Forbes, Sioux Falls is a robust, vibrant, and increasingly diverse regional center for education, healthcare, financial services, biofuels, recreation and the arts. The metro area hosts a population of more than 240,000. In 2010, 92 percent of residents surveyed in Sioux Falls indicated that the city is a good or excellent place to live, according to the National Citizen Survey, a professional research firm that collects survey data for approximately 500 cities.

AUGUSTANA SEEKS: Full-time, tenure track faculty who are in support of the mission and values of the College and who have attained a high degree of scholarly competence in their discipline. Professors are expected to be excellent teachers and engaged scholars, to support and to assist in the life and development of the College, and to serve the wider community. The student-to-faculty ratio is about 13:1. Augustana is committed to creating an inclusive and welcoming environment for all students and encourages applications from candidates who can assist the College in accomplishing this goal. Positions are at the Assistant Professor Level (with the terminal degree completed or substantially completed by the time of appointment). In extraordinary cases, higher rank will be considered.

WE INVITE APPLICATIONS IN THE FOLLOWING DISCIPLINES: • English Composition/Director of Writing Center • Mathematics • Spanish • Theater • Biomechanics Application Procedure: Each position has specific application procedures.

Visit www.augie.edu/jobs for detailed information.

Augustana College is an Equal Opportunity/Affirmative Action/ Title IX Employer. Women and members of minority groups are strongly encouraged to apply. Applicants must comply with the Immigration Reform and Control Act and are required to submit official transcripts upon employment.

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KITP Scholars The Kavli Institute for Theoretical Physics conducts a program of visiting researchers in theoretical physics. The purpose of this program is to support the research efforts of faculty at U.S. colleges and universities that are not major research institutions. Applicants from non-Ph.D.-granting institutions and from institutions with greater emphasis on teaching (as measured, for example, by teaching load) are particularly encouraged. Ongoing research activity is also a criterion.

Each award funds a total of three round trips and up to six weeks of local expenses, to be used over a period of up to three years. Eight scholars were chosen in 2012, and it's expected that eight will be chosen for 2013.

Further information about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu.

Scientists interested in this program should write or email the Director at the address below and include a vita together with a statement describing their research interests, and arrange for at least one letter of recommendation, before November 15, 2012. Awards will be announced by December 15, 2012.

Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 or scholars@kitp.ucsb.edu The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

ASSISTANT PROFESSORSHIP ANIMAL BEHAVIOR

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Finance and in all areas of Economics, such as macroeconomics (including international economics) and microeconomics (including strategy).

Princeton University’s Department of Ecology and Evolutionary Biology plans to hire a tenure track assistant professor focusing on quantitative animal behavior. The Department has broad interests in behavior ecology, behavioral dynamics, behavioral endocrinology and behavioral links to other features of organismal biology. We seek applicants who pursue research that aims for significant conceptual and/or empirical integration across traditional areas of animal behavior and who have a strong commitment to teaching. It is possible that an appointment may be joint with Princeton’s Environmental Institute, especially if the applicant’s research focuses on problems of global or environmental change.

Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars.

Applicants should write a vision statement, no longer than 2 pages, that outlines the conceptual dimensions of one or more major unsolved problems in their field and how their approach will contribute to solving them. The vision statement should be more than a summary of the applicant’s prior and current research. Applications, including the vision statement, curriculum vitae, three reprints and three letters of recommendation, can be submitted online via http://jobs.princeton.edu, requisition #1200573.

Screening of applications begins 15 October 2012.

Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate's ability, training, and potential for research and teaching. Applications will be accepted online at http://facultyapply.chicagobooth.edu. We will start formally reviewing applications on November 23, 2012 and strongly encourage you to complete your application by then. We will continue to accept applications until March 23, 2013.

Princeton University is an equal opportunity employer and complies with applicable EEO and affirmative action regulations.

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

50

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09/17/2012

UMBC University of Maryland Baltimore County An Honors University in Maryland

Information Systems Department The Information Systems Department at UMBC invites applications for two tenure-track faculty position at the Assistant Professor level in the area of human-centered computing as well as the area of intelligent information systems starting August 2013. Candidates must have earned a PhD in Information Systems or a related field no later than August 2013.

For the human-centered computing position, the primary research areas of interest are social computing, computer-supported cooperative work, social informatics, interaction design, and usability. For the area of intelligent information systems position, individuals should be engaged in artificial intelligence research that builds on state of the art work in machine learning, statistical natural language processing, personalization, mobile computing, knowledge representation, and information extraction, are especially encouraged to apply. Secondary research interests in Health IT or cybersecurity are desirable, but not mandatory for both positions. Ideal candidates will be engaged in research that spans two or more of these areas with preference given to those who can collaborate with current faculty. Candidates for both positions should have a strong potential for excellence in research, the ability to develop and sustain an externally funded research program, and the ability to contribute to our graduate and undergraduate teaching mission.

The Department offers undergraduate degrees in Information Systems and Business Technology Administration. Graduate degree programs, MS and PhD, are offered in both Information Systems and Human-Centered Computing, including an innovative online MS in IS program. Consistent with the UMBC vision, the Department has excellent teaching facilities, state-of-the-art laboratories, and outstanding technical support. UMBC’s Technology Center, Research Park, and Center for Entrepreneurship are major indicators of active research and outreach. Further details on our research, academic programs, and faculty can be found at http://www.is.umbc.edu/. Members of under-represented groups including women and minorities are especially encouraged to apply.

Applications will not be reviewed until the following materials are received: a cover letter, a one-page statement of teaching interests, a one to two-page statement of research interests, one or more sample research papers, and a CV. Applicants should also arrange to have three letters of recommendation sent to the department as soon as possible. Electronic submission of materials as PDF documents is preferred. Electronic copies should be sent to bmorris@umbc.edu. Copies can also be sent to: Dr. Aryya Gangopadhyay, Chair of Faculty Search Committee, Information Systems Department, UMBC, 1000 Hilltop Circle, Baltimore, MD 21250-5398. For inquiries, please contact Barbara Morris at (410) 455-3795 or bmorris@umbc.edu.

Review of applications will begin immediately and will continue until the position is filled. This position is subject to the availability of funds.

UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women and individuals with disabilities.

Miami University is an EEO/AA employer with smokefree campuses. Right to Know-Consumer Information found at http://www.miami.muohio.edu/aboutmiami/publications-and-policies/student-consumer-info/.

Hard copy upon request.

Chemistry and Biochemistry: Asst Prof in NMR Structural Biology. Please visit our website [http://chemistry.muohio.edu] for complete details.

Communication: Asst Prof in comparative media studies. Contact Ron Becker [beckerrp@MiamiOH.edu].

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Comparative Religion: Asst Prof with specialty in Islam.

Contact Stephen Nimis [nimissa@muohio.edu].

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Geography/Institute for the Environment and Sustainability: Asst Prof, planning principles/techniques, application to sustainability issues. Contact David Prytherch [prythedl@MiamiOH.edu].

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German, Russian and East Asian Languages: Asst Prof to teach German language, literature, and culture courses.

Contact Gretchen Ziolkowski [ziolkom@muohio.edu].

Mathematics: Asst Prof. Contact Patrick Dowling [dowlinpn@muohio.edu].

Physics: Asst Prof in Experimental Condensed Matter Magnetism. Please visit our website at http://www.muohio.edu/physics for complete application details.

Sociology/Gerontology & Scripps Gerontology Center: Asst Prof in gerontology. Contact Bob Applebaum [applebra@muohio.edu].

Spanish and Portuguese: Asst Prof in Hispanic Literatures and Cultures. Please visit our website at http://www.units.muohio.edu/spanport/ for complete application details.

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UNIVERSITY OF MARYLAND College Park, Maryland COMPUTATIONAL SOCIAL SCIENTIST The College of Behavioral and Social Sciences is seeking (2) computational social scientists to expand Maryland’s strengths in the computational aspects of global environmental change through interdisciplinary joint appointments. One appointment will be in anthropology/ sociology and one appointment will be in geography/sociology. Applicants should have disciplinary backgrounds in the social sciences and must have advanced computational skills which include experience integrating social science data into computational models.

Tenure will be in the department closest to the applicant’s background. To qualify, applicants must possess a PhD in anthropology, geography, sociology, or related field. Applicants should demonstrate a publication record, teaching experience, and a history of external grant funding.

For the anthropology/sociology appointment, experience in agent-based, system dynamic, network or participatory modeling, and in-the-field testing of formal models from human behavioral ecology (HBE), as well as hind casting and forecasting with those models, preferred. The tenured appointment will be made at the rank of Associate Professor or higher.

For the geography/sociology position, candidates with demonstrated experience in developing advanced methods in one or more of the following are sought: agent-based modeling, computational input-output analysis or social accounting, data visualization, geographic information systems, and social networks analysis. Preferred candidates will have published on the theme/topic of the environment. This tenured appointment will be made at the rank of Associate Professor only.

Individuals selected will lead their own research including sustaining external funding through grants, but will participate in ongoing and future interdisciplinary, environmental projects within their departments and across the college. Faculty hired under this search will be expected to develop a college-wide course on computational social science that would fit into a sequence taken by students to cultivate research and computational skills. Student mentoring and service to the University community will be expected.

Applicants should submit a cover letter specifying the joint position(s) for which they are applying, along with their relevant qualifications, a curriculum vita, names of three references, and one journal article. Material should be submitted online at https://jobs. umd.edu, reference position number 117853. Review of applications will continue until the positions are filled, however applications received by November 15, 2012 will receive best consideration. Applicants will be notified prior to reference checks. For questions, please contact the Sarah Goff-Tlemsani at segofft@umd.edu.

The University of Maryland, College Park, actively subscribes to a policy of equal employment opportunity, and will not discriminate against any employee or applicant because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry or national origin, marital status, genetic information, political affiliation, or gender identity and expression. Minorities and women are encouraged to apply.

FGCU invites highly qualified applicants to apply to the following positions: Lutgert College of Business Marketing, Assistant Professor, Req. #1631 College of Education Associate Dean of Education, Associate/Full, Req. #1645 Teacher Education, Assistant Professor (2 positions), Req. #1657 U.A. Whitaker College of Engineering Bioengineering, Assistant Professor, Req. #1664 Software Engineering, Assistant Professor, Req. #1666 College of Health Professions & Social Work Chair, Health Sciences, Associate/Full Professor, Req. #1663 Nursing Laboratory Coordinator, Instructor I, Req. # 1658 Nurse Practitioner, Instructor I/Assistant/ Associate Professor, Req. # 1659 Nurse Practitioner, Instructor I/Assistant/ Associate Professor, Req. #1662 Nursing, Instructor I/Assistant/Associate Professor, Req. #1661 College of Arts & Sciences Public Administration, Assistant Professor, Req. #1660 Philosophy, Assistant/Associate Professor, Req. #1669 Chemistry, Instructor I, Req. # 1646 Communication - Internship, Instructor I, Req. #1647 Mathematics, Instructor I, Req. #1648 Composition, Instructor I (2 positions), Req. #1649 Justice Studies, Assistant Professor, Req. #1665 Chemistry - Organic, Assistant Professor, Req. #1650 Mathematics - Statistics or Combinatorics, Assistant Professor, Req. #1651 Forensic Studies, Instructor I, Req. # 1652 Composition & Rhetoric, Assistant Professor, Req. #1667 Clinical Psychology, Assistant Professor, Req. #1653 Psychology Neuroscience, Assistant Professor, Req. #1654 Public Relations/Communication, Instructor I, Req. #1655 Plant Systematics, Assistant/Associate/ Full Professor, Req. #1656 Political Science, Assistant Professor, Req. #1671

To apply, please visit our website at http://jobs.fgcu.edu and access the Req. # for detailed information and deadline dates. Application materials will only be accepted online. All application materials must be received by the deadline date of the position.

Application packages, including additional materials submitted such as videos, tapes, slides, books, etc., are subject to public review under Florida’s Public Records law, shall become the property of FGCU, and cannot be returned. Finalists will be required to provide official transcripts.

Equal Opportunity/Equal Access Employer.

FGCU has a commitment to cultural, racial, & ethnic communities & encourages women & minorities to apply.

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ASSISTANT & ASSOCIATE PROFESSORS (3 positions) COLLEGE OF BIOLOGICAL SCIENCES UNIVERSITY OF CALIFORNIA, DAVIS The College of Biological Sciences, University of California (www.biosci.ucdavis.edu), Davis, invites applications for three positions at the levels of Assistant (tenure-track) or Associate (tenured) Professor. Successful candidates will join a world-class research and academic environment in one of only two dedicated colleges of biology in the U.S. The unique collaborative and interdisciplinary research environment in the College of Biological Sciences comprises 120 faculty organized into five Departments (Evolution and Ecology; Microbiology; Molecular and Cellular Biology; Neurobiology, Physiology and Behavior; and Plant Biology) and three interdisciplinary Centers (Genome; Neuroscience; and Population Biology) that span multiple academic units. This is a broad search to identify outstanding candidates investigating fundamental questions in modern biology using any experimental system from microbes to plants to humans. We seek to build on our programs in structural and molecular biology, biophysics and biochemistry, cellular and developmental biology, physiology, genetics, and systems biology. Candidates working in any related area are encouraged to apply. Appointments to the most appropriate academic units will be determined in consultation with the successful candidates.

Candidates must have an outstanding record of research achievement and will be expected to develop a strong research program investigating fundamental questions in modern biology. Successful candidates will also participate in normal teaching activities. A Ph.D. (or equivalent) is required. Applicants should submit materials online at: https://recruit.ucdavis.edu/. Please include a curriculum vitae, descriptions of current research (up to 2 pages) and future research program (up to 3 pages), a one page summary of teaching interests and experience, and up to three publications. Applicants should also arrange to have three referees submit supporting letters online at the above website.

Closing date: Open until filled, but all application materials, including letters of recommendation, must be received by October 15, 2012 to be assured full consideration.

Administrative contact: Sally DiVecchia (svdivecchia@ucdavis.edu). Faculty contact: Stephen Kowalczykowski (via Carol Nickles: cnickles@ucdavis.edu). The University of California is an Equal Opportunity/Affirmative Action Employer with a strong institutional commitment to the development of a climate that supports equality of opportunity and respect for differences.

Faculty Position Department of Molecular Biology Princeton University

The Molecular Biology Department at Princeton University invites applications for a faculty position at the Assistant Professor level. We are seeking an outstanding investigator to address fundamental questions in Host-Microbe Interactions.

The University has a strong commitment to interdisciplinary studies, especially in the areas of systems biology, imaging, genomics, biophysics and evolution. The department has high-level computing and microscope facilities, DNA array and high throughput sequencing technologies, mass spectrometry, and state of the art vivarium. Applicants must have an excellent record of research productivity and demonstrate the ability to develop a rigorous research program.

All applicants must have a Ph.D. or equivalent degree and a commitment to teaching at the undergraduate and graduate levels. Applications must be submitted online at http://jobs.princeton.edu, requisition #1200547 and should include a cover letter, curriculum vitae, a two-page research description, and contact information for three references. All materials must be submitted as PDF files. Screening of applications will begin 1 October, 2012.

Princeton University is an equal opportunity employer and complies with applicable EEO and affirmative action regulations.

09/17/2012

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ADVERTISING INDEX POSITIONS CALIFORNIA

California State University, Fresno California State University, San Bernardino Loyola Marymount University Rio Hondo College University of California, Davis University of California, Santa Barbara

42 46 38-39 51 53 43

COLORADO

Colorado College

47

CONNECTICUT

University of Connecticut

46

DC

American University

36

FLORIDA

Florida Gulf Coast University University of South Florida

52 51

GEORGIA

Georgia Institute of Technology

13; 44

ILLINOIS

Northwestern University Oakton Community College University of Chicago Booth School of Business

43 48 36; 47; 50

MARYLAND

Johns Hopkins University Salisbury University University of Maryland, Baltimore County University of Maryland, College Park

39 37 50 52

NORTH CAROLINA

University of North Carolina Asheville

42

NEW JERSEY

Fairleigh Dickinson University Princeton University UMD of New Jersey

48 43; 50; 53 37

NEW YORK

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St. Joseph’s College Westchester Community College

49 41

OHIO

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Bowling Green State University Cleveland State University Miami University Ohio University

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40 41 51 19; 45

PENNSYLVANIA

Central Pennsylvania Consortium University of Pennsylvania

43 36

SOUTH DAKOTA

Augustana College

49

TEXAS

Texas State University, San Marcos University of Texas Health Science Center at San Antonio

32-35 49

VIRGINIA

University of Mary Washington

47

WASHINGTON

Evergreen State College

53

INSTITUTIONAL

Davidson College Metropolitan State College of Denver Southern Methodist University

NC CO. TX

54 37 31

CA

47; 50

DC MI

55 54

FELLOWSHIPS/SCHOLARSHIPS

University of California, Santa Barbara OTHER

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*To see all our “Employment and other Opportunities,” including all Web Postings, visit our website at www.HispanicOutlook.com

09/17/2012

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

P ri min g the Pump. ..

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

S

A man must make his opportunity, as oft as find it. – Francis Bacon

potting and seizing opportunities is a skill of those brave enough to take them. Teaching Latino students how to spot or make their own opportunities provides them an advantage, especially when times are bleak or situations are challenging.

Opportunities are most easily recognized when there is something you really want to do. Helping a Latino student identify his passion is the first step in teaching where to find opportunities. If a student wants to be a business owner, connect him with a local entrepreneur. Is photography the student’s burning desire? Give a special assignment that requires photography (and supply the camera, if needed). Teach the Latina to look where things of interest are happening, then help her make her way in to explore the possibilities of things she might want to explore.

Pursuit of a passion is often rewarded by money – and satisfaction – which follow. If the pursuit is just for money, however, satisfaction is usually fleeting. That may not seem like a big tradeoff when money is a novelty, but in the long run, the pursuit may seem hollow. Advise Latino students that not all opportunities are about money but instead are chances to find more ways to live a life that matters. If students can learn that opportunities sometimes present themselves in unexpected ways, they will be more apt to spot them when they appear. And if they follow their heart’s desire, the money typically follows, sooner or later.

Latino students can also learn to seize opportunities when something needs to be done. Do they know an elderly adult who needs to learn how to use a computer? Does a newly arrived family down the street want to get its children involved in team sports? While an opportunity might not evolve from a lifelong passion, providing a needed service is an example of creating an opportunity that might meet several needs. With a tight employment market, creating your own way to serve (and get paid) is invaluable.

After Latino students have determined their passions and interests, encourage them to inventory their social and academic connections to find opportunities. Hearing about new ventures, help wanted, novel ideas or skills and abilities that others possess might lead to unexpected

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opportunities. Parents often have coworkers with connections who can help. Teachers who see a student’s abilities and interests might connect the Latino teen with someone who shares that passion. And the student himself might know others who enjoy the same pursuits. Opportunities often find themselves through the people we know, whether acquaintances, relatives or close friends.

Encourage Hispanic students to state their needs and desires, too.

While it seems obvious, students sometimes don’t realize that others would help if they knew the student was interested. Though many people might not have direct connections to opportunities, they might know someone who does. Building those connections is an essential skill for future success for Latinos.

Though adolescent years are often emotionally charged, crises provide opportunities for Hispanic students. Supportive adults can help a Latino teen see past the immediate danger, threat or loss of an impending crisis to see the opportunity to do something new. Forging new relationships, charting a new course, striking out independently or attempting to do something long-desired can help a student prepare to seize opportunities or take risks that otherwise might go unnoticed or be allowed to pass. The lovelorn Latino teen can decide to focus on music to dull the pain of heartbreak. The Hispanic girl who didn’t get that desired role in a play can decide to write instead. And the youth who didn’t get the job or special assignment might decide to start his own business.

At day’s end, if parents and teachers ask Hispanic students what opportunities they saw and which they seized (even if it was to squeeze in some extra time to help family or study), they will help build in young Latinos a keen ability to optimistically and creatively see and seize opportunities wherever they exist – and even where they are not apparent. That ability removes the excuses for not taking positive action when things are challenging. And it assures that the student will learn that life is self-directed – it doesn’t “just happen.” Success can come from failure, and failure provides another opportunity to learn.