10/15/2012 Hispanic Heritage 2012. by Hispanic Outlook on Education Magazine

OCTOBER 15, 2012

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VOLUME 23 • NUMBER 02

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Missions of California & Texas

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

Ricardo Fernández, President Lehman College Mildred García, President California State University-Fullerton

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

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

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Article Contributors Isis Artze-Vega, Frank DiMaria, Thomas G. Dolan, Marilyn Gilroy, Glenn Hutchinson, Kristina Ruiz-Mesa, Miquela Rivera

views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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Esquina E ditorial

June, Dr. Beatriz Espinoza, who’d picked cucumbers and sugar beets in fields of south Texas with her migrant farmworker parents, became the president of the state’s Coastal Bend College. Quite a career path. And in the weeks preceding Hispanic Heritage Month, which we celebrate in this issue, Republican U.S. Sen. Marco Rubio of Florida and Democratic San Antonio Mayor Julián Castro became the first Latinos ever to keynote major party conventions. And both wildly popular. So was the glamorous Eva Longoria, talking at a convention about her path to college, which included changing motor oil and dishing up fast food to meet expenses. The crowd roared when she said the Eva who worked at Wendy’s needed a tax break – but the Eva who works on movie sets does not. PBS offered a terrific lineup of documentaries, including one about Las Azaleas, a U.S. team of competitive women rodeo riders. And reran John Leguizamo’s funny and touching “Tales from a Ghetto Klown,” which shows what happened when he translated his hit into español, a language he thought he knew, and took it to his father’s birthplace in Colombia. Especially pertinent to our readers, PBS’ Ray Suárez, who explores education issues often and well, took a look at Camino Nuevo High School, outside Los Angeles, a school from which 100 percent of its students are said to go on to college. And of those students, 51 percent are male, 49 percent are female, 100 percent are minority, and 97 percent are “financially disadvantaged.” And then we had the delightful ALMA Awards, bestowed by the National Council of La Raza (NCLR) on known and rising stars in the performing arts – with the brightest stars being the palpable sense of loving family and the deep respect shown for the important work of NCLR and all who support it. ¡Adelante! Suzanne López-Isa Managing Editor

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by Carlos D. Conde

LATINO KALEIDOSCOPE

Heaven Forbid! Nuns in Revolt

grew up in a Latino environment in which the Catholic Church was supreme, the clergy was inviolable, and the nuns were subservient to the religious doctrine to which they had unconditionally pledged their lives and their devotion. The Sisters of the Sacred Heart in my little Texas border town even wore a wedding band to show their ecclesiastical marriage to the church. Their obedience and their piety to church elders and church law and its sanctity were fundamental to their existence and beyond question. My brother and I spent our kindergarten and elementary years in a two-nun faculty Catholic primary school. Sister Cecilia and Sister Madelyn tutored us in basic English and arithmetic, but the emphasis was on religion, deviating on occasion to tell how those heathens in public schools were going straight to hell for missing out on the Catholic instruction. My children received part of their education in Catholic schools. My grandchildren now attend parochial school, but the educators are Catholic lay teachers. I enjoyed my primary education intermingled with religious training. It provided me with a set of personal Catholic values that I think blended well with my later secular schooling. It was a big occasion when the parish priest came to visit. We had to pass pre-visit hygiene inspections like washing behind the ears, cleaning our nails and being prepared to recite references from our instruction, particularly the church’s catechism. I never found out what Sister Cecilia and Sister Madelyn looked like physically or about their personalities and background since we had very little interaction with them outside our classroom. They dressed in flowing, black raiments with a white habit that exposed only their pale facial features. They never interacted or socialized with the Catholic community beyond their school duties. Their role endures in the church doctrine that has remained basically the same save for a periodic tweaking by the Vatican councils or at extraordinary conferences when the Pope gathers his cardinals and other church hierarchy to discuss the state of the church or any pressing issues confronting it. The Catholic Church in modern times has not really needed much maintenance, save for a few issues like birth control and pedophile priests. Until recently, nuns have been the least controversial of all and seemingly lost in the shadows. The faithful, like me, still do mass on Sunday and religious holidays, observe holy week, go to confession, take communion, recite the rosary, practice the Gospel’s 10 commandments and along the way show our tolerance for other religions. We are what the term “Catholic” means – ecumenical, enlightened, openminded and charitable. The Catholic Church – that is, the Pope and his cardinals – is currently in a big to-do, characterized by some as an ultimatum, with an organization of American nuns representing 80 percent of the approximately 57,000 Catholic nuns in the U.S., down from 180,000 in the ’60s. The Leadership Conference of Women Religious (LCWR) is pressuring church leaders to re-examine the role of the nun in the Catholic religion and introduce reforms that make the nuns’ role more compatible with today’s realities. Some call it a nuns’ rebellion, undertaken not to challenge the church’s teachings or its authority, but to revisit restraints imposed by church lead-

ers on the sisterhood. The Vatican is about maintaining the church’s ageless doctrine, last modified in Vatican II in 1962. The nuns are telling papal authorities it’s time to get conversant with today’s issues that touch the church. This doesn’t sit well with papal authorities, who want nothing to do with that controversy or with nuns leading a revolt. The LCWR is challenging, among other things, church teaching on same-sex relations, the policy on male-only priesthood, birth control and relaxing the code of the church’s hierarchy to give nuns more participation in the review of church statutes that revolve around today’s issues. It’s giving the Pope and his Cardinals heartburn. The Catholic Church said the nuns’ U.S. organization has “serious doctrinal problems” and was reprimanded for making statements that “disagree with or challenge the bishops, who are the church’s authentic teachers of faith and morals.” The Vatican appointed an American archbishop, J. Peter Sartain of Seattle, to head a papal group, not to examine and deliberate the nuns’ issues but to reform the sisters’ organization to make it compatible with the Vatican’s doctrine. The Vatican said it had serious problems with LCWR petitions for more recognition and involvement in church affairs, particularly on issues that run counter to papal policy and extend beyond the nuns’ traditional role. It rebuffed LCWR’s pronouncements that nuns be recognized as equal in the church, their style of religious life respected and affirmed, and have greater involvement on the theological issues, particularly those that affect them. The church’s hierarchy, it added, is not open for dialogue on these matters, and as American Cardinal William J. Levada, departing head of the church’s doctrinal office, put it, the nuns’ petition was a “dialogue of the deaf.” Cardinal Levada added that the Doctrinal office’s harsh assessment should be regarded as “an invitation to obedience” by the nuns. In an interview with the National Catholic Reporter, Cardinal Levada added, “I admire religious men and women, but if they aren’t people who believe and express the faith of the church, the doctrines of the church, then I think they’re misrepresenting who they are and who they ought to be.” The LCWR leaders said at their national meeting in August in St. Louis they would continue to seek a dialogue, but they’ll need a lot of Hail Marys to overcome the chauvinist stance by the church leadership, which said that, among other things, the nuns are promoting “radical feminist themes incompatible with the Catholic faith.” If that weren’t enough, the church leaders might have to confront the saga of Sister Megan Rice, a peace activist who, along with two accomplices, broke into Oak Ridge nuclear reservation in August to splash blood and erect anti-bomb posters to protest the U.S. energy policy. Sister Rice is 82 years old. It’s not the Catholic way, and Sister Rice has a long rap sheet on antinuclear activities – but that’s another story.

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

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MAGAZINE® OCTOBER 15, 2012

CONTENTS Las Misiones de California and Texas Inspire and Educate New Generations of Students by Marilyn Gilroy Camino del Sol Celebrates Latino Writers

by Michelle Adam

Hispanic Americans You Want to Know

by Mary Ann Cooper

22 Washington Attracting Hispanics Who Seek Improved Living Conditions and Education by Thomas G. Dolan Student Loan Bankruptcy Legislation Reintroduced by Peggy Sands Orchowski

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Small Step Forward yet Uncertain Future for the DREAMers by Isis Artze-Vega and Glenn Hutchinson

UTPA Professor Helps an Entire Community Affirm Its Heritage by Frank DiMaria

In Other Words by Mary Ann Cooper

USF Program Celebrates Successful Latino/a Students by Michelle Adam

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

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DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

Heaven Forbid! Nuns in Revolt

Interesting Reads Book Review

by Mary Ann Cooper

The Struggle in Black and Brown: African American and Mexican American Relations During the Civil Rights Era Page 22

Scholars’ Corner

by Kristina Ruiz-Mesa

Hispanics on the Move

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

Priming the Pump... Shortcuts

by Miquela Rivera

Back Cover

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

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Cover photo, Diversity United, Building America's Future Today, by Raul Martinez courtesy of HMS 1 0 / 1 5 / 2 0 1 2

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Las Misiones de California and Texas Inspire and Educate New Generations of Students HISTORY

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by Marilyn Gilroy

nowing what went on at the missions helps us understand who we are today,” says Dr. Rubén Mendoza, professor of social and behavioral sciences at California State University-Monterey Bay (CSUMB), who teaches a class in mission archaeology. He is on the board of the California Missions Foundation and the author of The California Missions Source Book. Scholars and advocates such as Mendoza have continued to champion the missions of California and Texas as treasured resources that provide insight into history for all of those who visit. The missions are part of the unique contribution of Hispanic culture to America and are some of the oldest and most beloved structures in those states. Although originally established to support both military and religious purposes, they remain as architectural landmarks and popular tourist destinations. The missions have earned national recognition and have been the subject of exhibits at the Library of Congress, which dubbed them part of the “indelible mark on our nation’s society and history” made by Hispanic Americans. Many of the missions are registered as National Historic Sites and contain a rich collection of paintings, statues, furniture, manuscripts and other important artifacts. The majority run educational programs for their millions of yearly visitors, including thousands of students, thus serving as living history museums. As one mission expert said, spending a day at one of the missions is “like taking a walk through time.” Tom Castanos, education and youth initiatives coordinator for the San Antonio Missions National Park, has worked there for 10 years. He says about 45,000 students come to the missions each year. Many are fourthand seventh-graders who visit as part of Texas state curriculum requirements that prescribe education about the historical communities of Texas

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and the Indians who populated the area. “But we also get college architecture students and Spanish classes coming to the missions park,” he said. “We attract quite a variety of educators and scholars.” For younger students, Castanos and the staff provide a popular activity titled “A Day in the Life,” which features demonstrations of how food was hunted and gathered at the missions. “We show them the atlatl, which is a spear thrower used by Indians dating back to pre-Columbian times,” said Castanos. “The students love to take turns trying to throw it. “We also take them through an exercise where they learn to grind corn, which was used to make corn meal. Although doing it for a few minutes is fun, the students soon realize how much work it was to make corn meal for an entire family.” In recognition of their historical importance, the San Antonio Franciscan Missions have been authorized by the U.S. Department of the Interior for the 2013 nomination to World Heritage List of UNESCO, the United Nations Educational, Scientific and Cultural Organization. This nomination encompasses four missions (San Antonio Missions National Historical Park) and the Alamo (Mission San Antonio de Valero). If accepted, they will join other similarly designated sites in the United States, which include historic icons such as Independence Hall and Mesa Verde and spectacular natural parks such as the Grand Canyon and Yosemite. “The missions represent an important – and often overlooked – chapter of our nation’s history,” said Secretary of the Interior Ken Salazar. “It’s important that visitors from around the world know and celebrate the contributions of Latinos to the fabric of America, and these missions help tell that story in a very real way.”

Protecting and Preserving the Missions The Spanish missions that flourished in Texas and California in the 18th century grew out of the Spanish crownâ&#x20AC;&#x2122;s drive to conquer and colonize. The padres who staffed the missions were members of the Franciscan Order, charged with converting the indigenous peoples of the area to Christianity. The missions also served as frontier outposts along with the forts and presidios established under the rule of the Spanish king. In California, 21 missions were founded and located approximately 30 miles apart, which was then a long one-day ride on horseback. In Texas, 26 missions were maintained, although they were located both within and outside the boundaries of what was considered Spanish Texas. The Alamo, originally Mission San Antonio de Valero, is now more famous as a battle site and is the number one tourist attraction in Texas. Today, the missions attract 5.5 million tourists in California and about 1.6 million in Texas. They also serve as sites of festivals, concerts and other celebrations. Although many of the missions have survived for more than 200 years, they have been challenged by the forces of nature, especially in California where shifting soil and ground caused by earthquakes and exposure to water damage can affect the adobe (dried mud) structures. One of the missions, San Juan Bautista, is located on the San Andreas fault line and has needed extensive repairs and seismic stabilization. The mission San Fernando Rey de Espana, founded in 1797, has had a variety of problems, including those resulting from the 1812 earthquake and damage caused by gold prospectors digging up the floors. The church section was destroyed and restored again after a powerful earthquake hit the San Fernando Valley in 1971. In addition to handling construction issues, the missions are working to upgrade security to protect the many treasures and artifacts. Thievery

has been a problem in the past because the missions are unguarded. The maintenance and repairs take a heavy toll on budgets for the California missions, which still are owned by the Catholic Church and rely

Mission, San Antonio de Valero, Alamo

heavily on entrance fees, gift shop proceeds and donations. They became earmarked for $10 million to conserve and restore them when President George W. Bush signed the California Mission Preservation Act in 2004. The bill was unusual in that the Department of Interior does not allocate money to religious entities due to the constitutional provision of separation between church and state. In Texas, the missions are run by the National Park Service, but preservation needs often exceed the budget allocations. A nonprofit volunteer group, Los Compadres, raises funds for various restoration projects based on priority requests from the park service. In past years, the group has rehabilitated roofs, flood control systems, decorative walls and visitor facilities. The San Antonio Missions are still active Catholic parish churches that hold services and even conduct weddings. Many parishioners today are direct descendants of the mission Indians who built the churches. Learning from the Past Although the missions are considered cultural treasures, their historical legacy also includes documentation of the harsh treatment of and negative consequences for local Native Americans. While life within the missions included religious instruction and the teaching of agricultural techniques to the Indians, it brought with it the inevitable cultural clashes and punitive measures used to control the Native Americans, who performed much of the hard labor. Some critics have argued that the plight of the natives has been downplayed in the California Department of Education history curriculum, which requires learning about the missions as part of fourth-grade California history studies. Historians said that while many resources used by teachers depict the development of the missions and life within

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the environs, those materials did not pay enough attention to some of the injustice and oppression that occurred. They referred to documentation showing that Native Americans were beaten and hundreds of thousands died from disease. Today those who conduct tours and classes at the missions try to present a balanced view of life at the mission. Megan Dukett, education program manager at the Mission San Juan Capistrano (SJC) in California, said that teaching about the missions has changed over time. Approximately 50,000 students visit SJC each year because it is part of the fourth-grade California Social Science Content Standards. Dukett and her staff talk to the students about both the Spanish and the Native American perspective. “We try to explain both perspectives in an unbiased way,” said Dukett. “Sometimes kids ask if life here was like slavery because it was so labor intensive. We discuss the similarities to slavery, including the fact that if Native Americans tried to leave, they were brought back and punished. “But we also present the view of the Spanish, who felt that baptism of the Indians was a contract for them to be fully committed as Catholics. However, some of the Native Americans did not even understand what the padres were telling them.” Dukett says the young students really enjoy the mission visits because the grounds are so beautiful and they get to step back in time and see a world so different from their own. “It’s a place of inspiration for them because they see the contrast of how hard life was then compared to their lives today,” she said. “When we take them through some of the processes, such as making a piece of rope from scratch, the hands-on activity provides an in-depth and memorable learning experience.” On the college level, students also get more sophisticated hands-on experience when they enroll in the mission archaeology class taught by Mendoza,

who is director of the Institute for Archaeological Science, Technological and Visualization. Mendoza said his own interest in the missions began when he was in fourth grade and took a class field trip to Mission San Juan Bautista. He went on to earn a bachelor’s degree from California State UniversityBakersfield and graduate degrees in archaeology from the University of Arizona. During the course of his career, he has worked at the sites of many California missions and well as others in the American Southwest and Mexico. Mendoza often takes students who are concentrating in archaeology to work with him on his explorations and digs at the missions and other nearby historic sites. He says students are excited by the work and sometimes relate it to the Indiana Jones mystique, but they ultimately become motivated by the specific projects they undertake. “There’s nothing better than putting them in the field for hands-on work,” he said when he discussed his work in an issue of CSUMB Magazine and Alumni News. Mendoza’s work has brought some significant discoveries. For example, he has documented that some of the missions are architecturally aligned to take advantage of the summer and winter solstice. That is when solar geometry works to bathe the mission alters in a column of sunlight as a kind of “illumination.” He said discovering the phenomenon was like uncovering an ancient secret, “like in a Dan Brown novel,” a reference to the bestseller The Da Vinci Code. For Mendoza and others, the rich history of the missions continues to provide an understanding of the region’s heritage that is directly linked to its current growth and development. “If you really want to get a sense of where California began, the missions are a great point of departure,” said Mendoza.

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MEDIA/JOURNALISM

Camino del Sol Celebrates Latino Writers T

by Michelle Adam

oday Latino writers are weaving their words into mainstream publishing and making a name for themselves in unprecedented ways. But merely two decades ago, this was far from reality. In 1994, when the University of Arizona Press decided to embark on a new adventure and publish a Latina and Latino literary series called Camino del Sol, it was among the minority. At the time, Arte Público Press and the Bilingual Review were two of the few publishing houses dedicated to Latino and Latina writers. “I remember clearly, as a graduate student enrolled in the writing program at Arizona State University, there was an air of excitement about this launch; it announced a new publication venue for up-and-coming Chicano/Latino writers with dreams of seeing their works in print,” wrote Rigoberto González, whose works are now published by Camino del Sol (CDS). “A third possibility broke that ‘two-party system,’ which consisted of the two other publishers of that time, in place since the 1970s, that had initiated the careers of

some of the nation’s more recognizable Chicana/o writers, such as Sandra Cisneros, Lorna Dee Cervantes, Ana Castillo, Gary Soto, Pat Mora, Alicia Gaspar de Alba, Demetria Martínez, Victor Villaseñor, Helena María Viramontes and Denise Chávez.” The University of Arizona (UA) Press had

Author Sergio Troncoso

Author Ray González

already successfully published its Sun Tracks American Indian literary series, initiated in 1971, when two individuals decided to embark on a similar series for Latinos. Joanne O’Hare, former UA Press acquiring editor, and Ray González, award-winning essayist, poet, editor and English professor at the University of Minnesota, helped launch Camino del Sol in 1994 in order to provide a publishing venue for Latino writers in the same way that UA Press had with Native American writers. Since that time 18 years ago, Camino del Sol has published 75 books ranging from poetry and fiction to essays. Noted writers include González,

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Juan Felipe Herrera, Patricia Preciado Martin, Demetria Martínez, Virgil Suárez, Sergio Troncoso and Luis Alberto Urrea. “Though Camino del Sol does not stand alone in identifying exceptional manuscripts and supporting talented writers at different stages of their careers, what sets them apart from all the others is that in such a short span of time it has cultivated an admirable and sizeable list of distinguished contemporary authors, which in turn has attracted a flurry of literary activity – both critical attention and interest from other contemporary authors who want to be part of this ongoing series,” concluded Rigoberto González about the series’ successes. “Other presses can boast such a response, but none can match the volume of active writers and recognizable names in the Camino del Sol series.” The first book published by this Latina/o literary series was Night Train to Tuxtla: New Stories and Poems by Juan Felipe Herrera. Although this book is no longer in print, Camino del Sol released newer works of his, including Half of the World of Light in 2008 and Notebooks of a Chile Verde Smuggler in 2002. In the spring of 2013, his latest new collection, called Senegal Taxi (about the tragedy of Darfur), will also be published. “This is the most surprising book for me,” said Herrera about his soon-to-be-published work. “I

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did not intend to write about Africa, yet, since Alurista mentioned it in 1971 at San Diego State where he used to publish ‘pink papers’ – in one of them he described the trinity of Chicano literary concerns in the near future, Amerindia, Africa and Asia – that idea also stayed with me. Also, I had a chance to create black-ink drawings for this manuscript. We all need to deepen our vision of who we are and how we relate to our world body.” Since Herrera began publishing with Camino del Sol, he has established himself as a man of letters. He won the National Book Critics Circle Award in 2009, and this past March became California Poet Laureate, the first Chicano to hold this position! “We want our writers to be known for their exceptional writing, and not just because they are Latinos,” said Holly Schaffer, publicity manager for UA Press. Today’s Camino del Sol writers are as diverse as the Latin world itself. Authors can trace their roots to places throughout the Americas – from Mexico and Puerto Rico to Brazil, to name a few. And the topics they write about are unique as well. “We look for new and seasoned authors who self-identify as Latina or Latino who write poetry, novels, short fiction, memoir, creative nonfiction, and nonfiction. Common themes include identity, family, sexuality, immigration, history, work, place and memory,” said Kristen Buckles, acquiring editor of UA Press. “Geographic locations range from the U.S.-Mexico borderlands to all over the Americas and beyond. And there is no unifying style to the Latino/a literary landscape. There is so much diversity within the series, which is, in my opinion, a real strength to the series. The commonality at core is that the theme of identity factors into just about everybody’s work on some level.”

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Herrera is an example of a writer who identifies himself as a Latino (“I am a campesino kid, from the San Joaquin Valley, grew up on both sides of the state, San Diego and San Francisco. Nothing makes me Latino. I make myself Latino, and society makes me Latino, then both of us play Latino games”) and has written about topics close to home and, most recently, far from the reality he grew up with, by writing about Darfur. Giants like Herrera are uniquely published by Camino del Sol side by side with new writers like Tim Hernández. “Tim is relatively young, but he will be published in the same season as Rigoberto González. He is definitely a ‘to watch out for’ person. He is a poet, a novelist and a performance artist, and he has one novel and a collection of poetry under his belt,” explained Schaffer. “He won the 2006 American Book Award (for Skin Tax) and was named one of the 16 new American poets from Poetry Society of America in 2011. He is going to have a poetry book in our spring 2013 releases called Natural Takeover of Small Things. He’s got a lot of good stuff ahead.” After almost 20 years of publishing Latino works, CDS has helped create an environment in which Latino authors stand side by side with authors of all walks of life. They’ve also helped give Latino readers a sense of pride and place. “I think this series has authors writing about their life experiences and celebrating their cultural heritage. And readers are learning about this and saying ‘I can relate to this’ and feeling pride in their own life experiences and heritage,” said Schaffer. “Readers are also able to take pride in knowing it’s not always about books on the bestseller lists. There are a lot of books out there that are culturally rich.” Since its inception, Camino del Sol books have been reviewed by all the big outlets, such as

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The New York Times, the Chicago Tribune, the Los Angeles Times, and are receiving recognition throughout the country. “They are winning awards, and the authors are going everywhere, reading from their books and going to literary festivals,” said Schaffer. “It indicates how successful this series is and how there’s a place for this. They are being received with open arms.” Today, the UA Press series is not alone in publishing works exclusively by Latinos. “Camino del Sol was among the first outlets dedicated solely to publishing Latina and Latino work when it started in the mid-1990s. Since then, there have been numerous book series and presses popping up with similar missions,” said Buckles. “I understand that the bigger commercial houses have imprints focusing on Latina/o literature. Other university presses also have Latino/a literary series, including Oklahoma and Wisconsin, but I think that CDS has a longer history and has published more titles.” Buckles added, “I think, I hope, the trend will be that we see more and more Latinas/os winning the big awards and being on the bestseller lists.” One such Camino del Sol author, Fred Arroyo – who may one day be on that bestseller list – was recognized by LatinoStories.com as one of the 2009 Top Ten New Latino Authors to Watch (and Read). Raised in U.S. bilingual communities and by a Puerto Rican father, Arroyo first wrote The Region of Lost Names: A Novel, which was published by CDS in 2008, and most recently, Western Avenue and Other Fictions this past spring. “The stories I write are found in the land, they exist within a place, and I listen closely to discover them,” explained the author. “I write of people rooted in the physical world, workers living, dreaming, and struggling in their place,

tantly about abuelas and the Virgen,” she said. “In the imprint, Latino writers have the freedom to reach for the excellence that is uniquely and authentically theirs, as individuals, whether that includes throwing culturally specific signs or not. By comparison, I think many mainstream publishers assume that work by U.S.-born Latinos won’t speak to a broad audience, and so don’t give it a chance to resonate on the purely human level – meaning, they don’t give it a second look.” Meléndez published her first poetry book, How Long She’ll Last in This World, with CDS in 2006 and Flexible Bones in 2010. Flexible Bones was a finalist for the Colorado Book Award. “This acknowledgement was very meaningful to me; there are many wonderful writers in Colorado, and it was a delight to see the book achieve some visibility in my home state,” she said. Meléndez, who was raised by her MexicanAmerican father and Anglo mother on the borPublicity Manager Holly Schaffer

Acquiring Editor Kristen Buckles

even though they are often forced to migrate or question their place, given the larger social pressures or the presence of Immigration and Customs Enforcement. These are people who are often overlooked in America, and if recognized, they are seen as not belonging or failures.” While Arroyo was told by New York publishers that his work had a “distinct, beautiful style, even a vision and history to write from,” editors and publishers didn’t believe there was a market for his work. This has not been the case with Camino del Sol, which supported his work from the beginning. “I am proud to be a Camino del Sol author, part of its stellar history, community and family. I had read Demetria Martínez’s work for a long time, and had taught her work as well, and then to find my work alongside hers is wonderful. It helps me see my writing in a new light outside myself,” said Arroyo, who is an assistant professor of English at Drake University. “Being a part of this community of writers has helped me become the writer I am. We are stories. We need more stories. And the work the University of Arizona does to share our stories is invaluable. I don’t hesitate in stating that Camino del Sol is a literary, cultural and historical treasure gifted to America.” Another Camino del Sol writer, María Meléndez, is equally proud to be a part of the University of Arizona’s Latino/a series. “The press and the staff associated with the imprint have a deep understanding that Latino literature is both a) not always about abuelas and the Virgen de Guadalupe, and b) sometimes deeply and impor-

pull back two books from its series (When Living Was a Labor Camp and Nobody’s Son: Notes from an American Life), in addition to five other books from the University of Arizona Press at large, from the Tucson Unified School District. The books were banned by the Tucson public school system last year after Arizona law ruled that the district’s Mexican-American studies program should be scrapped. “Honestly, this has given all of us – the authors, the press, the series, and the staff – a push to keep doing what we are doing,” said Schaffer. “The climate we have been living in has been encouraging more dialogue, but it’s sad to see the climate take this turn. There are still a lot of great people using this as inspiration to do better things. We haven’t slowed down, and we are still releasing the same number of books.” Despite a changing political climate, Camino del Sol remains committed to what it does best: celebrating and publishing Latino authors and culture. “We need a place, editors, and a path to set our voice and to engage with each other as we interact on a global scale,” concluded Herrera. “There are very few presses with the smile and heart of the University of Arizona Press. Camino del Sol is a pioneer in university press endeavors to take on the Latina and Latino literary life of many writers year after year, steady, unflinching, bold and beautiful. It has blossomed with awards, and it has fostered the word-life of many new authors and in consequence of many deserving audiences and communities across the state, nation and world.”

Author Juan Herrera

der of Arizona, has additional work in the Camino anthologies – The Wind Shifts: New Latino Poetry and The Other Latino: Writing Against a Singular Identity. “My best writing happens when I bring all of myself to the page: myself as mother, wife, friend, spirit, female body, Chicana, White, citizen,” she said. Meléndez and Arroyo, as well as many more Latino writers, have been blessed by Camino del Sol and its vision of building a library of published works that celebrate Latinos of all walks of life. The press continues to publish four to eight books annually, despite recently having had to

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Hispanic Americans You Want to Know LEADERSHIP/ROLE MODELS

The

by Mary Ann Cooper

celebration of Hispanic Heritage Month would not be complete without a sampling of talented Hispanic activists, artists, educators, politicians, athletes and other professionals. Their achievements and celebrity raise the consciousness of a nation and the world about the contributions of Hispanics and, for some, the challenges Hispanics face as they are woven into the American tapestry of tradition and values.

Desi Arnaz Born Desiderio Alberto Arnaz y de Acha III in Santiago de Cuba, Desi Arnaz gained fame and fortune as an American musician, actor and television producer in the United States. He achieved international recognition as the leader of a Latin music band, the Desi Arnaz Orchestra, but his role on a popular television show as well as the innovations he brought to the new medium are his real claim to fame. He played Ricky Ricardo on I Love Lucy, a series he co-produced with his wife, Lucille Ball, who starred with him on the series. Along with being the first producer to use film instead of kinescope to record the sitcom’s episodes, he is also recognized as the inventor of the television rerun. Arnaz’s father, Desiderio Alberto Arnaz II, was Santiago’s youngest mayor and also served in the Cuban House of Representatives. After the 1933 Cuban Revolution, led by Fulgencio Batista, Alberto Arnaz was thrown into prison and all of his property was taken over by the new government. When he was released after six months, he and his family fled to Miami, Fla. With Ball, he founded Desilu Productions. Along with I Love Lucy, the two produced The Ann Sothern Show, Those Whiting Girls and the feature film Forever, Darling (1956), in which they both starred. He and Ball are the parents of actress Lucie Arnaz (born 1951) and actor Desi Arnaz Jr. (born 1953). They divorced in 1960.

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Luis Camnitzer Born in Germany in 1937 and raised in Uruguay from the age of 2, Luis Camnitzer is a conceptual artist and academic who works in the media of printmaking and sculpture, whose work has appeared in many exhibitions since the early 1960s. He began his art career as a printmaker at the Universidad de la Republica in Montevideo, Uruguay, where he obtained a degree in sculpture. His works reflects the struggle he has trying to understand and fit into the Hispanic and Jewish cultures that are part of his heritage. They also explore art history and art theory as they exist in Latin America. The works delve into subjects such as political oppression, cultural identity, the commercialization of art, and ethics in art. Camnitzer’s work has been shown in noted exhibitions and institutions, including the permanent collections of the Museum of Modern Art, Metropolitan Museum of Art, and Whitney Museum of American Art, New York; the Museum of Fine Arts, Houston, Texas; and Museo de Arte Latinoamericano de Buenos Aires, Argentina (MALBA), among other institutions. Camnitzer received Guggenheim Fellowships in 1961 and 1982. A highly regarded critic and curator, Camnitzer is a frequent contributor to ArtNexus and wrote New Art of Cuba (1994, 2003) and Conceptualism in Latin American Art: Didactics of Liberation (2007).

Ana Castillo Born in Chicago on June 15, 1953, Ana Castillo is a celebrated poet, novelist, short-story writer and essayist. She is a Chicana feminist who uses her writing to advance political themes and her passion for cultural and political activism. Her works include The Guardians, Peel My Love Like an Onion, So Far from God, The Mixquiahuala Letters and Sapogonia. She has written a story collection, Loverboys; the critical study Massacre of the Dreamers; the poetry collection My Father Was a Toltec: and Selected Poems; and the children’s book My Daughter, My Son, the Eagle, the Dove. She is the editor of the anthology Goddess of the Americas: Writings on the Virgin of Guadalupe, available from Vintage Espanol (La diosa de las Americas). Castillo’s work is included in several anthologies such as MASCARAS (Third Women Press, 1997); Tributes: American Writers on American Writers (Bard College, 1997); and MultiAmerica: Essays on Cultural Wars and Cultural Peace (Viking, 1997). She received an American Book Award from the Before Columbus Foundation for her first novel, The Mixquiahuala Letters. Her other awards include a Carl Sandburg Award, a Mountains and Plains Booksellers Award, and fellowships from the National Endowment for the Arts in fiction and poetry. She was also awarded a 1998 Sor Juana Achievement Award by the Mexican Fine Arts Center Museum in Chicago. Julián Castro As mayor of San Antonio, Texas, Mexican-American Julián Castro is the youngest mayor of a Top 50 American city. First elected on May 9, 2009, Castro won re-election in 2011 with nearly 82 percent of the vote. In his tenure, the city opened Café College, a one-stop counseling center offering advice on financial aid, college admissions and standardized test preparation to any student in the San Antonio area. In its first year, Café College served more than 5,000 area students, spurring an expansion of the facility in 2011. In March 2010, Castro joined executives from Google and Twitter in being named to the World Economic Forum’s list of Young Global Leaders. Later that year, Time magazine placed him on its “40 under 40” list of rising stars in American politics. Castro earned his undergraduate degree from Stanford University with honors and distinction in 1996 and a juris doctorate from Harvard Law School in 2000. In 2001, at age 26, Castro became the youngest elected city councilman in San Antonio history. He is married to Erica Lira Castro, an elementary school teacher, and they are the proud parents of Carina, born in March 2009. Castro’s twin brother, Joaquín, serves in the Texas House of Representatives. Julián Castro was the keynote speaker at the Democratic National Convention this year.

Henry Cisneros Henry Cisneros, an American-born Mexican-American, was the first Hispanic American elected mayor of a major U.S. city, San Antonio, Texas. During his four terms as mayor, he put into motion plans to rebuild the city’s economic base through massive infrastructure and downtown improvements, which created jobs there. In 1986, he was selected as the “Outstanding Mayor” in the nation by City and State Magazine. In 1992, President Clinton appointed Cisneros secretary of the U.S. Department of Housing and Urban Development (HUD). As a member of Clinton’s Cabinet, Cisneros personally worked in more than 200 U.S. cities and in every one of the 50 states to improve housing conditions and encourage home ownership. After leaving HUD in 1997, Cisneros was president and chief operating officer of Univision Communications, the Spanish-language broadcaster. He currently serves on Univision’s Board of Directors. Since the later 1990s, Cisneros has continued his communitybuilding activities. He is executive chairman of the CityView companies, which work with urban homebuilders to create homes priced within the range of average families. CityView is a partner in building more than 60 communities in 13 states, incorporating more than 7,000 homes with a value of more than $2 billion. He has been inducted into the National Association of Homebuilders (NAHB) “Builders Hall of Fame” and honored by the National Housing Conference as the “Housing Person of the Year.” Víctor Cruz Víctor Cruz was born on Nov. 11, 1986, in Paterson, N.J., to a Hispanic mother and an AfricanAmerican father. A football player, his practice of dancing the salsa in the end zone when he scores a touchdown is a tribute to his grandmother, who taught him the dance when he was 11 years old. Although Cruz was to become a media sensation for his prowess with the New York Giants, he grew up a Dallas

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Cowboys fan. In 2006, Cruz joined the varsity football team at the University of Massachusetts, but didn’t make it into the starting lineup until 2008. He was invited to join the New York Giants training camp in 2010. While he did not play much during the 2010 season, in part due to injuries, 2011 made him a star with a Super Bowl victory to add to his résumé. As the New York Post noted in 2011, “Victor is an example of how doing the little things well can transform a receiver with average NFL skills into a star. In his short career, Cruz has already shown the work ethic and perseverance that mark sustained success in the NFL. He is as smooth answering questions from reporters in the locker room as he is running routes on the field. His teammates love his fearlessness and football intelligence.” Sandra María Esteves Known as the godmother of Nuyorican poetry and as a visual artist, Sandra María Esteves has published many poetry collections, among them DivaNations, Wildflowers, Portal, Poems in Concert, Finding Your Way, Poems for Young Folks, Contrapunto in the Open Field, Undelivered Love Poems, Bluestown Mockingbird Mambo, Tropical Rain: A Bilingual Downpour, and Yerba Buena. Born in New York’s South Bronx to a Puerto Rican father and Dominican mother, Esteves has received numerous awards and fellowships, including a Pregones Theater/NEA Master Artist Award, 2010; the Con Tinta Award from the Acentos Poetry Collective, 2007; Poet Honoree from Universes Poetic Theater Ensemble Company, 2006; the Owen Vincent Dodson Memorial Award for Poetry from Blind Beggar Press, 2002; Arts Review Honoree from the Bronx Council on the Arts, 2001; the Edgar Allan Poe Literary Award from the Bronx Historical Society, 1992; and a Poetry Fellowship from the New York Foundation for the Arts in 1985. Her work has been featured at the Smithsonian National Museum of the American Indian, the Kennedy Center, the Public Theater, and at universities and educational institutions in the United States. She has been a teaching artist for more than three decades and has directed literary programs for the New York City Board of Education, Teachers & Writers Collaborative, Bronx Council on the Arts, Caribbean Cultural Center, and El Museo del Barrio. One goal of her writing is to analyze real-life global topics and use these analyses to show how people can be transformed and empowered through critical thinking.

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Salma Hayek Salma Hayek Jiménez de Pinault is a Mexican and American film actress, director and producer. She received an Academy Award nomination as Best Actress for her role as Frida Kahlo in the film Frida. Born in Coatzacoalcos, Veracruz, Mexico, Hayek’s father is of Assyrian-Lebanese ancestry while her mother is Mexican. Her first given name, Salma, is Arabic for “safe.” She attended college in Mexico City, studying international relations at the Universidad Iberoamericana. At age 23, Hayek was cast in the title role in Teresa (1989), a successful Mexican telenovela that brought her fame in Mexico. For that performance, she was nominated for an Ariel Award. Hayek moved to Los Angeles, Calif., in 1991 to study acting under Stella Adler. Robert Rodríguez and his producer and then wife Elizabeth Avellan cast Hayek opposite Antonio Banderas in 1995’s Desperado, which brought her acclaim in the United States. Around 2000, Hayek founded her own film production company. Frida, co-produced by Hayek, was released in 2002, starring Hayek as Frida Kahlo and Alfred Molina as her unfaithful husband, renowned artist Diego Rivera. Hayek’s charitable work includes increasing awareness of violence against women and discrimination against immigrants. Hayek has worked to help mothers in developing nations worldwide, working with UNICEF to help stop the spread of life-threatening maternal and neonatal tetanus. In 2010, Hayek’s humanitarian work earned her a nomination for the VH1 Do Something Awards. She was named Glamour magazine’s Woman of the Year in October 2001 and the Harvard Foundation Artist of the Year in February 2006. Tish Hinojosa Musician Tish Hinojosa was the youngest of 13 children born to Mexican immigrant parents in San Antonio, Texas. She grew up listening to traditional Mexican songs on her parents’ radio as well as to the pop and folk stations of the ’60s. Her eclectic musical influences colored the music she began playing and singing, first for family and then in local clubs. In 1979, she left Texas and headed for New Mexico, where she developed an appreciation for and love of country music. After honing her skills in Nashville, she eventually wound up in Austin, where she was welcomed by those in the music scene. In 1988, she was signed by A & M Records and debuted an album called Homeland. Hinojosa has released 15 albums featuring everything from a balance of country, folk and Latino elements on “Culture Swing” to the Mexican love ballads and border songs on all-Spanish “Frontejas.” Her work speaks to many social issues, including bilingual education, immigration and farmworkers’ rights. She has performed by invitation at the White House for Bill and Hillary Clinton. Other artists with whom she has recorded and worked are Joan Baez, Kris Kristofferson, Dwight Yoakam, Nanci Griffith, Pete Seeger, Flaco Jiménez and Los Lobos.

Flaco Jiménez Grammy-winning accordionist Leonardo “Flaco” Jiménez is recognized as a leading promoter of South Texas Conjunto and Tejano music. He grew up in the barrios of San Antonio, learning to play and perform from his musician father. At age 7, Jiménez started joining his father on stage to perform for live audiences. By age 15, he’d started his recording career as a member of the group Los Caporales and was given the nickname of “Flaco,” which means skinny or thin. The five-time Grammy Award winner’s career spans more than four decades, and his accordion playing is featured on more than 100 albums. Jiménez was presented a Double Platinum Album Award by Virgin Records for his participation on the Rolling Stones’ album Voodoo Lounge, which sold in excess of two million copies, just like the ever-famous “Streets of Bakersfield” with his good friends Buck Owens and Dwight Yoakam. Jiménez also received the “Lifetime Achievement Award” from Billboard Latin magazine. His Conjunto-style music is taken from many cultural backgrounds: from its original Tex-Mex style to honky-tonk country and rock ’n’ roll, to Tejano. He has won five Grammys. He conceived the idea of altering the traditional Tex-Mex- and Tejano-style music by adding saxophone to rock ’n’ roll guitar with a country flair. This, together with his accordion, created a new sound. Raúl Juliá Raúl Rafael Juliá y Arcelay was born in San Juan, Puerto Rico. From the time he was a schoolboy, he was interested in becoming an actor. He decided to pursue an acting career once he finished his studies. After Juliá spent some time in local theater, actor and comedian Orson Bean advised him to move to and work in New York City. Juliá spoke Spanish and English and was able to find work in Broadway and OffBroadway plays. He performed in touring shows, including the Puerto Rican Traveling Theatre. For his performance in The Burning Season, Juliá posthumously won a Golden Globe Award, Screen Actors Guild Award, Cable Ace Award and an Emmy. During the course of his life, Juliá was active in his support for the Hispanic Organization of Latin Actors (HOLA) and co-founded Visiones Luminosas, a program to promote screenwriters. He received the Courage of Conscience Award in part for his work with the Hunger Project. In 1994, the government of El Salvador recognized his human rights activism, granting him the role of overseer in its general elections in representation of Freedom House. To honor his good works, the National Endowment for the Hispanic Arts annually offers the Raúl Juliá Award for Excellence.

Jennifer López Actress, entertainer, music artist, film and TV producer, fashion designer, entrepreneur and humanitarian Jennifer López has sold more than 50 million records worldwide and starred in blockbuster movies, including Monster-in-Law and The Wedding Planner. In May 2011, López released her album LOVE? on Island/Def Jam Records. The first single, “On the Floor,” went to No. 1 in 18 countries and became the most downloaded song of her career. The music video has become the mostwatched music video by any female artist in the history of YouTube, logging in more than 450 million views. Later in 2011, López, who was born in the United States to Puerto Rican parents, received the American Music Awards Best Latin Artist of the Year and Glamour magazine named López “Woman of the Year.” In addition to her film, music and television career, López is recognized for her charity efforts. The Boys & Girls Clubs of America named her the national spokeswoman. Gucci featured López in a national advertising campaign, along with her twins Emme and Max, launching its children’s collection. The campaign will benefit UNICEF. Her commitment to her causes is evidenced through her work with children via the Maribel Foundation, a notfor-profit she started with her sister, Lynda. The foundation is dedicated to improving the health and well-being of women and children, and raising the level of medical care available to them. It has worked with Children’s Hospital Los Angeles on a “telemedicine” program that will help underserved communities around the world to be treated with state-of-the-art technology and by top doctors. The organization opened its first telemedicine center in Puerto Rico in 2010. Susana Martínez Susana Martínez was sworn in as governor of New Mexico on Jan. 1, 2011, making her the first Latina governor in United States history. Prior to that election, Martínez was district attorney for the Third Judicial District in Doña Ana County in southern New Mexico, a position she held for 14 years. First elected to that office in 1996, Martínez was re-elected three times, running unopposed for the office in 2008. While managing the second-largest DA’s office in the state, Martínez personally tried some of the toughest cases, including child abuse and child homicide. Katie’s Law, which required a DNA sample to be taken from anyone arrested for a felony in New Mexico, is named after Katie Sepich, a 22-year-old college student whose killer Martínez prosecuted and convicted. Martínez is a Mexican-American raised in a middle-class family. Her father and mother started a security guard business with just $400, building their business with Susana’s mother doing paperwork in the family kitchen and Susana working as a security guard while attending college during the day. In 2008, Heart Magazine named Martínez “Woman of the Year” for her dedication to children’s advocacy and her efforts to

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keep children safe. She also twice has been named New Mexico’s “Prosecutor of the Year.” Christina Milian Christina Milian is an American singer-songwriter, actress, dancer and model born in Jersey City, N.J., to Cuban parents. Milian burst on the music scene at age 19 when she signed a contract with Def Jam. In 2001, she released her self-titled debut album, which featured the singles “AM to PM” and “When You Look at Me.” “AM to PM” broke into the top 40 of the U.S. Billboard charts, and both “AM to PM” and “When You Look at Me” broke into the top three on United Kingdom’s Singles Chart. Milian is also known for her charitable works. Taking seriously her position as a role model to teens, she has worked with the Children Uniting Nations charity as a big sister to foster children and, at the Reign music awards, was recognized with a humanitarian award from the Elton John AIDS Foundation for her work as a role model to young children. She has written two books that detail healthy ways to find happiness and directed the books at teenage girls. Milian also promotes the work of the Penny Lane Foundation charity. Pat Mora Pat Mora is a Chicana poet and author of children’s books who was born in El Paso Texas. Her grandparents came from Mexico to Texas during the Mexican Revolution of 1910. Mora is famous for creating and promoting “El día de los niños/El día de los libros,” a celebration of books, children, languages and cultures. Now housed at the American Library Association, it is feted annually on April 30 in libraries and schools across the United States with special presentations and programs devoted to family literacy and multilingualism. In her writing, Mora uses the terrain and life of the Chihuahua desert as her setting and shines a light on the human and cultural diversity of the American Southwest and northern Mexico. She lectures across the country speaking about what it’s like to be born and raised on the U.S. and Mexico border. Mora has received honorary doctorates in letters from North Carolina State University and SUNY-Buffalo and is an honorary member of the American Library Association. Among her other honors are the 2006 National Hispanic Cultural Center Literary Award and a Civitella Ranieri Fellowship to write in Umbria, Italy. She was a Visiting Carruthers Chair at the University of New Mexico, a recipient and judge of the Poetry Fellowships from the National Endowment for the Arts, and a recipient and advisor of the Kellogg National Fellowships. Alicia Partnoy Human rights activist and poet Alicia Mabel Partnoy was born in Bahía Blanca, Argentina. After the death of Argentinian President Juan Perón, she

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became an activist of the Peronist Youth Movement while attending Southern National University, as other youth in the country organized within the country’s universities for workers’ rights. After a military coup in 1976, activists began to disappear from their homes and be put in prison. In 1977, Partnoy was imprisoned at a concentration camp named the Little School (La Escuelita). After three and a half months there, she was taken to the prison of Villa Floresta in Bahía Blanca. Partnoy spent a total of two and a half years as a prisoner of conscience, with no charges being filed against her. She reunited with her husband and daughter in 1979, when she was able to move to the United States. In 1985, she put the trauma of her experiences as political prisoner into print with The Little School. Her book shed new light on the abuse of women, with reference to the disappearance and imprisonment of Latin Americans. Partnoy has testified before the United Nations, the Organization of American States, Amnesty International, and the Argentine Human Rights Commission. In June 2007, a collection of her poems appeared in the second issue of the Hebrew poetry and criticism magazine Daka. Partnoy served on the boards of directors of PEN, Roadwork, and Amnesty International U.S.A. She presides over Proyecto VOS, Voices of Survivors, an organization that brings survivors of state-sponsored violence to lecture at U.S. universities. Devon Peña Dr. Devon Gerardo Peña, born in 1954 in Santa Monica, Calif., is an American Latino professor of anthropology and ethnic studies and an activist in the environmental justice movement. Peña’s first book, The Terror of the Machine: Technology, Work, Gender and Ecology on the U.S.-Mexico Border, was named an outstanding academic book for 1998 by Choice Magazine. The book places the assembly line industry within the history of workplace organizations while providing a vision of the prospects for ecologically sustainable and equitable development in the U.S.-Mexico borderlands. Peña became interested in sociology at a very young age when his uncle, a founder of the La Raza Unida party, a 1960s Chicano activist organization, brought him The Communist Manifesto by Marx and Engels and The Sociological Imagination, by C. Wright Mills. After a trip to Mexico, Peña settled on going to college but had never taken the SATs. He went to night school his first year and wrote such a good sociology research paper that his professor suggested he transfer to the University of Texas. Testing very high on his placement exams, he earned his BA in three years, then went on to graduate school. Peña is involved in the Rio Grande Bioregions Project, a research unit of Western State Colorado University established in 1988 to conduct a long-term study of the Rio Grande, its people, its landscapes and the relationship between communities and the environment. The project

has received grants from the Colorado Historical Society, the National Endowment for the Humanities, and the Ford Foundation. Bill Richardson Bill Richardson was born in Pasadena, Calif., to William Blaine Richardson Jr., who was of half Anglo-American and half Mexican descent and lived and worked in Mexico City. His mother, María Luisa LópezCollada Márquez, the Mexican daughter of a Spanish father from Villaviciosa, Asturias, Spain and a Mexican mother, was his father’s secretary. Richardson began his political career as a congressman for the 3rd district of New Mexico. While a congressman, Richardson served as a special envoy and successfully won the release of hostages, American servicemen and prisoners in North Korea, Iraq, Cuba and Sudan. He served in 1997 as U.S. ambassador to the United Nations and in 1998 was unanimously confirmed by the U.S. Senate as secretary of the U.S. Department of Energy. Richardson went on to become governor of New Mexico. First elected in 2002, he was re-elected in 2006 with the support of 69 percent of voters, the largest margin of victory of any governor in state history. He completed his second term in December 2010. Since then, Richardson was named chairman of APCO Worldwide’s executive advisory service Global Political Strategies (GPS). In January 2011, Richardson was named special envoy to the Organization of American States (OAS). Richardson has been married to his high school sweetheart, Barbara, for 37 years. Richardson received a BA from Tufts in 1970 and an MA from Tuft’s Fletcher School of Law and Diplomacy in 1971.

Marco Rubio Rubio’s parents left Cuba in 1956 and came to America, where his father worked mostly as a bartender, while his mother worked different jobs through the years as a maid, cashier and retail clerk. Rubio was born in Miami and spent his early years there. Then his family moved to Las Vegas for several years, eventually returning to Miami, where Rubio lives today with his wife Jeanette and their four children. He attended Tarkio College and Santa Fe Community College before graduating from the University of Florida. He earned his JD from the University of Miami School of Law in 1996 while interning for U.S. Rep. Ileana Ros-Lehtinen. In the late 1990s, he served as a city commissioner for West Miami. From 2000 to 2008, Rubio served in the Florida House of Representatives, representing the 111th House District. He was elected speaker of the State House in November 2006. In 2010, he was swept into office as a United States senator by the Tea Party surge of the midterm elections. Since then, Rubio has been dubbed a rising star in the Republican Party. Earlier this year, Rubio was vetted as a possible running mate for Mitt Romney in his presidential run. Even though he was not Romney’s vice presidential pick, Rubio was selected to deliver the speech to introduce Romney at the Republican National Convention.

Frank Romero Frank Romero was born in Los Angeles, and received a scholarship to study drawing at Otis Art Institute while still in high school. He also attended California State University-Los Angeles. There he befriended Carlos Almaraz. Romero, Almaraz, Gilbert Lujan and Roberto de la Rocha founded a local art collective known as Los Four in 1973. Los Four collaborated on numerous murals and other public art projects around the state of California during the next 10 years. Los Four’s historic 1974 exhibition at the Los Angeles County Museum of Art was the country’s first show of Chicano art at a major art institution. Romero’s work has been exhibited throughout the United States as well as in Mexico, Japan and Europe. He has completed more than 15 murals throughout the city and was a key contributor to the 1984 Olympic Arts Festival with “Going to the Olympics,” a large-scale mural adorning one of Los Angeles’ busiest freeways – Highway 101. He restored this mural with a grant from the Amateur Athletic Foundation, as well as working on new murals for SPARC (Ritchie Valens Park in Pacoima) and North East Trees (along the Los Angeles River) and in Silverlake. His notable exhibitions include: “Chicanarte” (L.A. Municipal Gallery), “Hispanic Art in the United

María Elena Salinas Univision Network Anchor María Elena Salinas is, arguably, the most recognized Hispanic female journalist in the United States. Salinas was born to Mexican immigrant parents in 1954 in Los Angeles, where she began her broadcasting career. Called by The New York Times “the voice of Hispanic America,” Salinas has informed millions of Hispanics in the United States and 18 countries in Latin America for three decades. As co-anchor of the highly rated Noticiero Univision and the primetime news magazine Aqui y Ahora (Here and Now), Salinas has handled some of the most challenging assignments in modern journalism. In 2006, her memoir I Am My Father’s Daughter: Living a Life Without Secrets was published, receiving critical acclaim and making the best-seller lists of Spanish-language books on several occasions. Salinas is also the official spokesperson for “Ya es Hora” (It’s Time), a national citizenship and civic engagement campaign that received the coveted Peabody Award for helping motivate Hispanics to participate in the American political dialogue. In 2000, Salinas launched a scholarship in her name to be awarded to a Hispanic journalism student interested in pursuing a career in Spanish-language media. She is a founding member of the National Association of Hispanic Journalists and sits on

States” (Corcoran Gallery, Washington D.C. and national tour), “Le Demon des Anges” (Nantes, France; Barcelona, Spain; Lund, Sweden; and Brussels, Belgium), and “American Kaleidoscope” (National Museum of American Art, Smithsonian Institution, Washington D.C.).

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the boards of the Hispanic Scholarship Fund and the International Women’s Media Foundation. In 2007, Salinas established a milestone in her career as co-moderator of the first presidential debates of the Democratic and Republican candidates made specifically for a Spanish-language television broadcast, shown by the Univision Network. Shakira Songwriter Shakira Isabel Mebarak Ripoll was born in 1977, in Barranquilla, Colombia. With a Lebanese father and Colombian mother, Shakira fuses her Latino and Arabic heritage and makes it part of her music. She wrote her first song at the age of 8 and signed her first record contract at 13. Shakira became a music superstar in the Spanish-language markets, known for her strong vocals and exotic dance moves. Her first English-language album, Laundry Service (2001), made Shakira a success in the United States. The album was No. 3 on the charts, selling more than 200,000 copies in the first week. She won a Grammy for Best Latin Pop Album for Shakira: MTV Unplugged. She also received the Grammy Award for Best Latin Rock/Alternative Album for Fijación Oral, Vol. 1. Shakira is also known for her charitable activities. She advances the work of Pies Descalzos (Barefoot) Foundation, which she started at the age of 18 and which has now opened its sixth school. The foundation currently provides education and nutrition to more than six thousand impoverished children in Colombia and is expanding its work to other countries, including newly launched projects in Haiti and South Africa. Shakira has also become a leading advocate for Education and Early Childhood Development, making speeches advancing this cause to world leaders and to the students at Oxford University. She is a UNICEF Goodwill Ambassador, and in October 2011, President Obama appointed her to the President’s Advisory Commission on Educational Excellence for Hispanics. Sofía Vergara Sofía Margarita Vergara Vergara was born in Barranquilla, Colombia. Her mother, Margarita Vergara Dávila de Vergara, was a housewife, and her father, Julio Enrique Vergara Robayo, produced cattle for the meat industry. “Toti,” as she was nicknamed by her five brothers and sisters and many cousins, was raised as a devout Catholic in an affluent family, attending a private bilingual Spanish/English school. She married at the age of 18 but was

divorced two years later, and she studied pre-dentistry at a university in Colombia for three years. Then she was discovered on the beach by a theatrical agent who persuaded her to give modeling and show business a try. She decided to move to Miami, Fla., to take advantage of these opportunities. After a successful stint in U.S. produced telenovelas, Vergara found success in English-language television. In fact, Vergara is the first actress to have successfully made the leap from the U.S. Hispanic Network television as a telenovela star to one of the stars of a successful U.S. network television series. She is currently seen in the multiple-Emmy-winning series Modern Family, a role for which she too has been nominated for an Emmy. Vergara broke into U.S. films as the voice of Carmen in the 3D sequel of the Warner Bros. hit Happy Feet. Previously, she appeared in the Tyler Perry movies Meet the Browns and Madea Goes to Jail. In 2009, she debuted on Broadway in the musical Chicago. She was selected as a “face to watch” by The New York Times and named one of the most talented and powerful Hispanic women in entertainment by Billboard magazine and The Hollywood Reporter. Bernie Williams Growing up in Puerto Rico, Bernie Williams discovered his love for baseball and music at roughly the same time, when at age 8 he fell in love with the sounds of a flamenco guitar his Merchant Marine father brought home from Spain, and felt the same exhilaration when he first picked up a baseball bat. When Williams signed a contract with the New York Yankees at age 17, he brought his love of music with him. In his 16-year career patrolling centerfield for the New York Yankees, Williams was a four-time World Series Champion and a five-time All-Star. Williams has more post-season RBIs to his credit than any other player in Major League history, and his résumé also boasts four Gold Glove awards, the 1996 ALCS MVP Award, and the 1998 American League batting title. Throughout Williams’ years with the Yankees, his passion for music never waned. In 2003, he released his first album, The Journey Within. The album featured fusions of jazz, rock and the tropical rhythms of Williams’ heritage and was met with both strong critical praise and instant chart success – reaching No. 3 on Billboard’s “Contemporary Jazz Chart.” Williams’ second album was Moving Forward, featuring guest appearances by Bruce Springsteen, Jon Secada and Dave Koz. The album was nominated for a Latin Grammy Award for Best Instrumental Album in 2009.

Visit our website for current employment opportunities and job listings – updated daily www.hispanicoutlook.com

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Interesting Reads

Long March to Freedom By Thomas R. Hargrove

Running late for work one morning in September 1994, Tom Hargrove, communications director for an international agricultural aid organization in Cali, Colombia, was stopped at a roadblock manned by soldiers in fatigues, forced at gunpoint into a vehicle, and driven into the mountains by communist narco-terrorists who believed he was a valuable hostage. For nearly a year, Hargrove was held by the guerrillas and moved from one remote location to another. His story, originally published in 1995, was the basis of the major motion picture Proof of Life, starring Russell Crowe and Meg Ryan. 2007, 362 pgs. ISBN: 978-1585446322. $17.95 paper. Texas A&M University Press, (979) 845-1436. www.tamu.edu/upress.

Macho!: A Novel By Victor Villaseñor Seventeen-year-old Roberto García has big dreams of making his fortune, building a family, and gaining the respect of his community. With great ambition and a desire to prove he’s a man, Roberto goes north, crossing the Mexican border to pick fruit in California. He believes if he works hard he can make more money there in a week than in an entire year in the mountains of Michoacán, his home. Roberto is unprepared for the jammed boxcars and trucks that carry migrant workers through the hot desert to long days of harsh labor. Macho! brings to life the brutality of migrant labor, César Chávez’s efforts to unionize workers, and the immigrant experience. 2012. 228 pgs. ISBN: 978-1-58270-273-5. $15.00 paper. Atrios/Beyond Words Books, (503) 531 8700. www.beyondword.com

A Zapotec Natural History: Trees, Herbs, and Flowers, Birds, Beasts, and Bugs in the Life of San Juan Gbëë By Eugene S. Hunn A Zapotec Natural History is a book and CD that describe the people and environment of a small town of San Juan Gbëë in Mexico. Eugene S. Hunn, an anthropologist and ethnobiologist, spent many years working in the town, studying its Zapotec Indian residents and their knowledge of the local environment. Part 1 of this two-part work describes the community, the farming practices of its residents, the use of plants for treating illnesses, and the ritual and decorative roles of flowers. Part 2, a CD-ROM, includes inventories of all plant, animal, and fungal categories recognized by San Juan’s people and a library of more than 1,200 images illustrating the town’s plants, people, landscapes and daily activities. 2008. 288 pgs. ISBN: 978-0816526178. $50.00 cloth (with CD). The University of Arizona Press, (520) 621-3920. www.uapress.arizona.edu.

The Struggle in Black and Brown: African American and Mexican American Relations During the Civil Rights Era edited by Brian D. Behnken University of Nebraska Press. ISBN: 9788-0-8032-6271-3. www.nebraskapress.unl.edu.

frican-Americans and Mexican-Americans share many common obstacles and goals when it comes to civil rights. This book explores the relationship between these two groups during the civil rights era. It demonstrates through its descriptive essays that these groups often fought among themselves as they fought for fairness and equality. The book provides key perspectives on the development of America’s ethnic and sociopolitical landscape. Showcasing primarily the Southwest, these essays feature stories about Mexican-Americans and African-Americans, who have had a long history of civil rights activism. Taken as a whole, these essays show the conflict and cooperation, goodwill and animosity, unity and disunity that played a critical role in the history of both BlackBrown relations and the battle for civil rights. Lisa Ramos, in “Not Similar Enough,” explores the relationships of Mexican-American and African-American civil rights leaders in 1940s Texas. In “The Movement in the Mirror,” Brian D. Behnken examines the causes of African-American and Mexican-American disagreement in Texas as well as other flashpoints that contributed to the development of two separate civil rights movements. In “Complicating the Beloved Community,” Lauren Araiza explores the relationship between the Student Nonviolent Coordinating Committee and the National Farm Workers Association. In “The Neighborhood Adult Participation Project,” Robert Bauman examines the war on poverty and Black-Brown relations in Los Angeles. William Clayson moves beyond the war on poverty to the clash between Mexican-American and African-American community leaders in Texas. Jorge Mariscal’s “Cesar and Martin, March ’68” shows the enormous personal struggles that plagued both Dr. Martin Luther King Jr. and César Chávez as they struggled to adhere to the philosophy of nonviolence while entertaining the idea of unifying Blacks and Browns. In “Black, Brown, and Poor,” Gordon Mantler details Black-Brown relations in the Poor People’s Campaign. Luis Alvarez and Daniel Widener describe African-American and Chicano musicians in the 1960s. Abigail Rosas investigates African-American and Mexican-American residents’ pursuit of civil rights and economic opportunity in South Central Los Angeles from the 1970s to 2000. In the final chapter, Matthew Whitaker explores the legacy of Black-Latino relations and more recent interactions among these two groups in the late 20th and early 21st centuries. Reviewed by Mary Ann Cooper

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ENROLLMENT/RECRUITMENT

The State of Washington Attracting Living Conditions & Education W

by Thomas G. Dolan

hen thinking of Hispanic populations by state, one naturally thinks of Texas, California and New York, among others. The state of Washington, on the upper northwest corner of the continental states, is often overlooked. However, Washington, through both its government and its higher education, is striving to make the state attractive to Hispanics, who are responding by increasingly moving to Washington to improve both their lives and their education. The state is roughly divided into two parts by the Cascade Mountains. Although there are some exceptions, generally the western part is more cosmopolitan, and the eastern more rural. Here are some perspectives from two universities, University of Washington (UW)-Seattle, in the west, and Washington State University (WSU)Pullman, in the east. UW’s Luis Fraga, Ph.D., Russell F. Stark University Professor and associate vice provost for faculty advancement, cites statistics from the state’s office of financial management to show how rapidly the Hispanic population is growing in this area, so far from the Mexican border. From 2000 to 2012, Hispanics increased by 38 percent – as compared to Whites, by 27 percent; AsianAmericans, by 19 percent; African-Americans, by 5.4 percent; and Native Americans, by 0.4 percent. While Hispanics come from many different backgrounds, with roots in places as varied as Puerto Rico, Dominican Republic, Colombia and Central America, the majority, 89.8 percent, have Mexican origins. Currently, Hispanics represent 11.2 percent of the state’s population. By 2030, it’s projected to be as high as 17.8 percent. Many Hispanics are also arriving from California, Texas, Alabama and other southern states. Hispanics are, of course, growing throughout the country. But, as says Fraga, “It’s important to recognize that this population increase is due more and more to children being born in the U.S. and less and less to immigration. Some are native born, and some are not. Sometimes one parent is born in the U.S. and has the proper

“Washington as a

whole is considered

among the humane in its treatment of immigrants.”

Luis Fraga, Ph.D., Russell F. Stark University Professor, associate VP for faculty advancement, University of Washington

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papers, and the other does not. The harsher enforcement rules affect even those U.S.-born who might not have the required papers.” But, says Fraga, “Washington as a whole is considered among the humane in its treatment of immigrants.” Fraga points out that Washington was one of the few states resisting the “secure community program” of Homeland Security that requires law enforcement to find pretexts to arrest Hispanics, fingerprint them and see whether the fingerprints belong to acceptable names. Recently, Washington has joined this program, albeit reluctantly, and because the federal government has forced it to do so. Also, says Fraga, Washington is one of only two or three states that issue a driver’s license to individuals regardless of whether the person can provide proof of legal status. Washington is not perfect, Fraga acknowledges. There have been increasing reports of overzealous agents stopping individuals, including Hispanics and Native Americans, at the Canadian border, and in some places, such as the Yakima Valley in eastern Washington, local police work hand-in-glove with U.S. Immigration. Nevertheless, Washington is a better state in this regard than most, Fraga maintains. “This is not Alabama, Georgia, Kansas or Texas,” he says. “In my view, this is a tribute to the elected political leadership in the state.” Candice N. Garza, M.Ed., Hispanic/Latino recruitment coordinator and outreach and admissions counselor at UW’s office of minority affairs & diversity, reports that UW has about 40,000 graduate and undergraduate students. For the incoming freshman class, 26,000 applied, 14,000 will be admitted, and of these about 6,000 are minorities. Of this freshman class, as well as the university as a whole, about 6 percent are Hispanic/Latino. Turning to how UW both preserves Hispanic heritage and promotes Hispanic higher education, Fraga says, “UW has not historically sponsored specific events during Hispanic Heritage Month.

Hispanics Who Seek Improved

What happens is we participate in and partner with community-based organizations and other groups that organize these events.” For instance, Fraga, a researcher in Latino politics, including immigration, education and voting rights, has been invited this year by the students and faculty at Bellevue College to speak on his interests. Garza says that in both recruiting and preserving cultural heritage at UW, the school tries to reach out to all underrepresented minorities, including African-Americans, Pacific Islanders and Native Americans. Its Ethnic Cultural Center, where most of the Hispanic clubs and organizations are run, is home to M.E.Ch.A. (Movimiento Estudantil Chicano de Aztlán), the Latino Student Union, and Unidas Seremos for Latinas. There are also a number of Hispanic fraternities and sororities. Garza has four recruiters in her office who reach out to minority high school students. One special event is EEE – Esperanza En Education (following a larger conference in the summer for all minority students), which draws Hispanic

high school students from all over the state. They stay in dorms and attend mock classes, writing and financial aid workshops. “The program is designed for low-income students, but not limited to them,” Garza says. “For someone with a migrant background, especially, all this can be overwhelming, so we do all we can to make them feel comfortable.” Michelle Habell-Pallan, associate professor in the department of gender, women and sexuality studies; and adjunct associate professor in UW’s school of music and communication, brings a specifically musical dimension to her work. “Music helps bring families and communities together,” she says. “Salsa, mambo, rumba, cha-cha-cha. The very names of Latin music genres suggest an irresistible, unmistakable rhythm. Through the decades, these distinctive musical styles have continually – and profoundly – influenced American music.” Habell-Pallan also points out Latino musicians have helped shape many other traditional genres of music in the U.S. for which they are often not

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credited. These include jazz, R&B, rock and roll, punk, and hip hop. “For instance, ‘Louie Louie’ was based on a Cuban song,” she says. An important current project, American Sabor, was created through the partnership of UW and the Experience Music Project. Funded by the Ford Motor Company and organized for travel by the Smithsonian Institute Traveling Exhibition Service, it will visit 13 cities through 2015. American Sabor will explore the musical contributions, social history and individual creativity that produced, since the 1940s, stars like Tito Puente, Ritchie Valens, Celia Cruz, Carlos Santana and Selena. Two films made for the exhibition feature performance footage and filmed interviews with artists and experts. The first tells the story of the mythic 1950s dance hall, the Palladium Ballroom, and the worldwide mambo craze created by stars such as Tito Puente and Tito Rodríguez. The second film features, among others, salsa legends Johnny Pacheco and Willie Colón, virtuoso guitarist Carlos Santana, and pop icon Herb Alpert.

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And in the East Turning to eastern Washington, it’s not surprising that Washington State University, serving a rural area, is much smaller than UW, based in the state’s largest city, Seattle. Enrollment is 19,255. The freshman entering class size was 4,176, with multicultural students at 21 percent. Of the latter, about 5 percent are Hispanic, roughly reflecting the area’s general Hispanic population. The Multicultural Student Services Center serves minorities. The segment that serves Hispanics is the Chicana/o Latino/a Student Center. Director Joaquín Chapar is also a retention counselor. Chapar reports that the center provides advising, tutoring, mentoring, academic coaching and educational workshops, connections to university and community resources, student advocacy, and cultural and social programming and support. The some 18 student organizations include the Ritmo Latino Dance Group, Mariachi WAZZU, and Society of Latino Engineers & Scientists. Migrant families are among the most vulnerable minorities, who have the most difficulty in being accepted by and advancing into the country’s mainstream. To address this problem, WSU has been making efforts along these lines through its College Assistance Migrant Program (CAMP). Director Josue Q. Estrada provides some background. Washington is heavily dependent on the labor of migrant and seasonal farmworkers (MSFW) to support the state’s multibillion-dollar agricultural industry. According to the state, agriculture is the cornerstone of its economy and employs an average of 160,000 workers. At the peak of harvest, from May to October, the state’s employment department calculates that nearly 60,000 seasonal farmworkers are hired each month. The MSFW population is comprised of mainly Hispanics and Native Americans. Areas worked include agriculture, dairy, poultry, livestock production, cultivation or harvesting of trees, fish farming – and

“Due to continual

Mobility, the average CAMP student is faced with academic inconsistencies throughout primary education.” Josue Q. Estrada, director, CAMP, Washington State University

especially the apple, cherry and hop industries in which the state ranks first in the nation. “Historically, students from racial/ethnic and low socioeconomic groups have had the distinction of poor academic achievement,” says Estrada. According to the latest dropout statistics, migrants drop out at a rate of 21.2 percent compared to 17.6 percent of all the student population. In terms of graduation, migrant students graduate at a rate of 66.4 percent as compared to 82.6 percent of all students in the state. Equally low is the graduation rate for Hispanics, at 66.9 percent. “Due to continual mobility, the average CAMP student is faced with academic inconsistencies throughout primary education,” Estrada says. “CAMP, started in 2006, is a federally funded program specifically designed to identify, recruit and monitor the academic achievement and retention of migrant students.” Three on-campus staff and a recruiter based in Wenatchee help 45 participants each year as they complete their first year at WSU. Services provided include pre-college assistance, financial aid and assistance based on need, priority registration, free tutoring, academic advising, peer mentoring, financial and budgeting workshops, computer lab access, laptop loan program, personal counseling, orientation and study skills workshops, career orientation, job search development, and assistance in finding housing. Cultural events are not neglected. As at UW, Hispanic Heritage Month is not formally celebrated at WSU. Rather there is a week of academic and cultural events taking place each spring, as well as individual holidays throughout the year. For instance, Estrada says, a traditional holiday, such as Dia de Los Murtos, Day of the Dead, which is celebrated at the student’s home, is also celebrated at the university. In other words, there is a continuum of both preserving Hispanic tradition and expanding that tradition to include higher education.

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FINANCE/TUITION

Student Loan Bankruptcy Legislation Reintroduced

by Peggy Sands Orchowski

big part of the American Dream is being able to go to college to get a good job after graduation. When things don’t work out, the American Dream is that you can (at any age and stage really) start over, renew yourself, upgrade your skills. Going to college at any age is increasingly regarded as a unique American right. “But being saddled in student debt is not part of the American Dream.” Sen. Sheldon Whitehouse, D-R.I., a former state attorney general, was adamant as he spoke on the issue of student debt at a March hearing of the Senate Judiciary Committee on administrative oversight and the courts. “Today is the day for state attorney generals to look at this issue of student indebtedness and bankruptcy,” he said. “It’s time!” On March 20, 2012, the committee assembled a panel of state attorney generals from Kentucky and Illinois, an indebted student, a consumer protection advocate and a director of the libertarian free market CATO Institute. Sen. Dick Durbin, D-Ill., took the lead. Although not a member of the committee, he had a special interest in the issue. He was there to reintroduce his “Fairness for Struggling Students” Act. “Increasingly, Americans of all ages are burdened with tens of thousands of dollars of student debt, usually from private lenders. From the year they leave college – whether graduated or not, whether employed or not – the required payments begin and can last for decades. These are unforgivable loans. Even in bankruptcy, they cannot be dismissed, as almost every other private loan can be,” Durbin said. They are becoming an American nightmare, he implied. Durbin’s proposal would allow private student loans to be discharged in a bankruptcy, as they were before 2005. They would offer their borrowers some protection from the loans that have high, variable interest rates, often-hefty origination fess and a lack of repayment options. “The current undue hardship system is arbitrary and unfair,” Durbin elaborated. “This harsh treatment of students in the bankruptcy system was built on the false premise that students are more likely to ‘abuse’ the bankruptcy system. Or that banks would not offer private loans if students could discharge them. Yet there has never been any evidence to support this.” There is now more student loan debt in this country than credit card debt,” Durbin said. “While overall growth in student indebtedness is troubling, the most pressing concern is private student loans which are being aggressively promoted by the for-profit college industry. Their business model relies on steering students toward private loans, even when they are still eligible for federal loans that have much lower interest rates – 3.5 percent (thanks to recent bipartisan legislation that kept the rates from doubling) compared to at least 15 percent for private loans.” “We have seen [student] borrowers manipulated both by lenders and unscrupulous [educational] institutions that are in a fiduciary relationship with these borrowers,” said Durbin implying collusion between student providers and lenders to make money off of expensive private student loans. “Because of this dynamic, I must ask, why should we provide these

students with no less than the same consumer protections that are available to federal student loan borrowers?” “One of the problems is that too many people are going to college,” grumbled Neal P. McCluskey, associate director of Cato’s Center for Educational Freedom. “And nonprofit public and private colleges are doing the same thing – fostering private debt to pay for college. Worst of all,” he maintained, “changing bankruptcy laws concerning private student loans will do almost nothing to address the root cause of rampant tuition inflation.” Which is? ... “Former Harvard University President Derek Bok expressed it best,” McCluskey said. “He wrote that universities share one characteristic with compulsive gamblers and exiled royalty: there is never enough money to satisfy their desires.” “Well, I agree that we have to ratchet up the awareness of private loan issues from all institutions,” Durbin responded. “But allowing students to declare bankruptcy on private student loans from all institutions is critical, especially for those in the for-profit institutions. Particularly, those institutions are flooding military bases recruiting soldier and soon-to-be veteran students to study for often-worthless degrees and incur tens of thousands of dollars in private student debt. There need to be state investigations of these institutions,” he said vehemently. “My office has received hundreds of complaints about financial aid abuse, nontransferability of credits and inability to get a job after incurring thousands of dollars in debt for the degrees or certificates,” said Kentucky State Attorney General Jack Conway. “I filed suit against two colleges who allegedly made false and misleading statements to consumers about their job possibilities after paying for expensive degrees. I am now chairing a multistate working group looking into this issue with 23 other state attorneys general. The Illinois Attorney General’s Office is aggressively pursuing investigations of student lending practices at proprietary schools and student debt, which is seen as a large and growing threat to the stability of the economy as was the predatory mortgage practices incurred during the housing bubble. “We support permitting students to discharge private school debt in bankruptcy proceedings,” said Attorney General Lisa Madigan. “Bankruptcy is taken so lightly now,” said Sen. Richard Blumenthal, DConn. “But it is actually a searingly painful and disabling process.” He expressed mixed feelings about “letting kids who are at the beginning of their financial lives declare bankruptcy when it is supposed to be for a new start for those who have no other options. “The real issue should be not going into such debt in the first place,” he said. “And shouldn’t protections be the same for all colleges?” The senator suggested that the law cover loans going back to 1995. Durbin appealed to the AGs from Kentucky and Illinois to convene a national multistate initiative. “If the states don’t do it, Congress will,” he warned.

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Small Step Forward yet Uncertain IMMIGRATION

Future for the DREAMers On

June 15, President Barack Obama issued a directive that would extend deferred action (DA) to a segment of undocumented students so that they can attend college without fear of deportation. “They are Americans in their heart, in their minds, in every single way but one: on paper,” the president said when he made the announcement. A few days later, speaking at the National Association of Latino Elected and Appointed Officials (NALEO) annual conference, he described this initiative as an “opportunity for a temporary measure of relief” that was long overdue. “It’s long past time that we gave [these young people] a sense of hope,” he explained, recognizing that “all they want to do is go to college and give back to the country they love.” Obama’s deferred action policy could help many undocumented students on our campuses stay in the country. However, as immigrants continue to be deported, big questions remain. According to the Migration Policy Institute, an estimated 2.1 million children and young adults are undocumented. These students were either unauthorized immigrants who were brought to this country with their families, or came with families that entered the U.S. with visas that have since expired. Deferred status could be granted to as many as 1.76 million people. To be considered for deferred action, students will need to find out if they are eligible by visiting www.uscis.gov: Students must have moved to the U.S. before their 16th birthday; lived in the U.S. for a minimum of five years before June 15, 2012; enrolled in school, earned a high school diploma/GED, or served in the military; have records free of a felony or “significant” misdemeanor; and be under the age of 31 as of June 15, 2012. Individuals with these characteristics are often known as the “DREAMers” because they comprise a large portion of those who would benefit from the DREAM Act, the Development, Relief, and Education for Alien Minors Act, a federal bill first introduced into Congress in 2001 and defeated several times since then, most frequently in 2010. The proposed act would allow high school graduates to apply for conditional status leading to permanent residency if they complete a given amount of college or serve in the U.S. military. As United States Secretary of Homeland Security Janet Napolitano explained in her memo that outlines the deferred action directive, Department of Homeland Security authorities are instructed to classify qualified applicants as “low-priority” cases and use their discretion so that these students are not placed into removal proceedings. This prosecutorial discretion will grant students a renewable two-year reprieve and will also allow them to apply for work permits. Deportations Continue Immigration groups remember a similar promise of prosecutorial discretion last year. In 2011, the Department of Homeland Security planned to review 300,000 deportation cases, but less than 2 percent of them were examined. Although the president’s new initiative is hoped to have more of an impact, undocumented students and their families continue to be deport-

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Photo © Glenn Hutchinson

by Isis Artze-Vega and Glenn Hutchinson

Families of detainees and members of NIYA (National Immigrant Youth Alliance) protest outside the Broward Detention Center. (Aug. 5, 2012)

ed, and many experts are not optimistic. Among them is Michael A. Olivas, University of Houston William B. Bates Distinguished Chair of Law, director of the Institute of Higher Education Law & Governance and author of No Undocumented Child Left Behind. He foresees that deferred action “will likely leave many DREAMers unassisted and ineligible for any ultimate change in their legal status,” adding that “the uncertainty and complexity have made the status quo very frustrating for many observers, particularly the affected students.” The president’s initiative exists within the broader national debate about immigration. It is therefore worth noting that the Obama administration has deported 1.2 million people in the last three years, and anti-immigrant sentiments, politics and policies have been expanding in recent years. As immigrants face removal, they wait for months or years in the 250 detention centers spread across the country. These centers are run by private corporations that are expected to receive $2 billion of tax money this year. The NIYA (National Immigrant Youth Alliance), an advocacy organization for undocumented students, is publicizing the stories of these immigrants inside detention centers. This summer, two members turned themselves in to authorities so they could enter the Broward Detention Center in Florida. Once inside, Viridiana Martínez and Marco Saavedra started interviewing people and collecting data about those being held. They discovered that many detained are DREAM Act-eligible or others who should qualify for prosecutorial discretion. Their organization questions why immigrants who are waiting for visas or those with clean records face deportation. Undocumented Students on Our Campuses Questions also remain as to how states will respond. Arizona’s governor, Jan Brewer, issued her own executive order that prevents undocumented immigrants who gain deferred status from getting driver’s licenses or other state services such as child care. Currently, 12 states grant in-state tuition to undocumented students, including California, New York, Texas, Utah, Washington, Oklahoma,

Illinois, Kansas, New Mexico, Nebraska, Maryland and Connecticut. However, South Carolina and Alabama ban these students from attending college, and other states, such as Georgia, make it extremely difficult for them to pursue higher education. In Florida, an undocumented student like Nicolas Wulff, who has lived in Miami for most of his life, will have to pay three times more tuition under his state’s policy. Students’ lack of legal status creates instability in their lives. For example, Erick Velazquillo moved to the U.S. when he was 2 years old with his parents. Erick graduated from high school in North Carolina and completed his associate degree at Central Piedmont Community College. He planned on continuing with his higher education until October 2010. On his way home from the gym in Charlotte, Erick was stopped by the police for using his high beams and then arrested for driving with an expired license. Erick couldn’t renew his license, because North Carolina, like many other states, passed a law to prevent undocumented immigrants from getting licenses. And because of the 287g program (similar to the current Secure Communities), which requires local law enforcement to act as immigration officers, Erick was put in jail. Three days later, he avoided being sent to a detention center because his family paid the $5,000 bond. Erick wants to be a citizen, but under the existing laws, he can’t. It is also worth noting that the threat of being deported can affect students’ mental health. Research from University of Chicago’s Roberto Gonzales shows that youth become aware of their immigration status at different ages and many undocumented students suffer from depression, anxiety and other health-related issues related to their status of being “illegal.” Frida Ulloa, a member of the student organization SWER (Students Working for Equal Rights) in Florida, said that even though she had a 4.0 GPA in high school, she was told that she couldn’t go to college because of her status. When other classmates asked her where she was going to college, she felt

Issues Confronting Campus Administrators and Faculty As many HO readers have surely observed firsthand, research suggests

Economics & Human Rights Why should we take the time support the DREAMers? Olivas offers one

Photo © Glenn Hutchinson

ashamed to tell her classmates of her status. This situation was very stressful and Frida said she felt “like [she] was the only person in the world” until she joined SWER and realized there were others who had similar situations. This project of the National Immigrant Youth Alliance provides assistance to those who may be dealing with depression and other mental health issues as a result of their status. They have created an online radio call-in show (http://undocuhealth.org), a space for students to support one another. In addition, the website offers relaxation exercises and techniques to deal with stress.

that undocumented college students are remarkable, high-achieving individuals who contribute a great deal to our postsecondary institutions and to society at large. William Pérez, assistant professor of education at Claremont Graduate University in California, has found in his research that college-eligible undocumented students “exhibit academic achievement, leadership participation and civic engagement patterns that are often above that of their U.S. citizen counterparts.” Olivas echoes this finding: They exhibit “a resilience and persistence held by few native citizens.” How can we help current and future college students from our posts as college and university stakeholders? Here are seven recommendations: 1. Advocate for in-state tuition/provide assistance in securing financial resources. If your state is not one of the ones in which undocumented students qualify for in-state tuition, join efforts to have this changed. Alejandra Rincón, author of Undocumented Immigrants and Higher Education, points out that favorable legislative changes “did not simply ‘happen’ – they [were] the product of advocacy.” You can also help students locate financial resources, including private grants and scholarships. The College Board recently released a guide, “Repository of Resources for Undocumented Students,” which helps students access in-state tuition rates. 2. Be mindful of your language. Frida Ulloa, a member of SWER (Students Working for Equal Rights), says she feels like the media often portray undocumented students like her as “criminals.” Although “illegal” is a widely used term in the discourse about immigration, educators can change their language. In their “drop the i-word” campaign, organizations like United We Dream and Colorlines urge the media not to criminalize people with language by calling them “illegal.” They urge us to use more neutral terms like “undocumented.” 3. Support the DREAM Act/Pro-immigrant legislation: Contact your elected representatives and tell them that you support the DREAM Act, legislation that was first introduced in 2001. Even if a student gains deferred status, it still is not a pathway to citizenship. 4. Educate others on your campus: Explore how your department/discipline approaches this issue. For example, when you are admitting graduate students to your program, are undocumented students able to attend? Does your university help them locate scholarships and housing so they can afford tuition? The aforementioned Nicolas Wulff, who wants to study international relations, comments that many “high school counselors aren’t informed about how to help undocumented students continue their education.” He had to complete his own research about college options. 5. Help support student groups on your campus: Become a faculty advisor or mentor to student groups discussing this issue. Help students realize that they can fight their deportation orders by working with groups like the National Immigrant Youth Alliance (http://theniya.org/). Many students have stopped their deportations by using the media (TV, newspapers, Internet petition drives). After a series of articles in local media, an Internet campaign/petition drive, and a vigil covered by the local TV news, Erick Velazquillo’s deportation order was dropped and he is able to remain in the country. Faculty can help students compose their stories as they share them with the public. 6. Learn about Undocuhealth (http://undocuhealth.org/). Support efforts to help undocumented students as they confront challenges. Educate your campus counseling center about the needs of undocumented students. 7. Volunteer. Law schools and other organizations are training volunteers to help immigrants complete the necessary paperwork for deferred status.

Daniel Alvarado is arrested as he protests outside the Broward Detention Center in Pompano Beach, Fla. (Aug. 5, 2012)

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reason: “The United States needs this talent pool.” In contrast to many foreign scholars who return to their countries after securing their degrees, “the undocumented have every incentive to remain in the United States, to adjust their status ... and to contribute to the U.S. economy and polity.” The IPC, Immigration Policy Center, recently issued a brief outlining several of the specific economic benefits of granting deferred action to unauthorized immigrants, therein dispelling the myth that the initiative will harm U.S.-born workers and reminding colleges and universities that they too will benefit financially from this initiative. Rincón, who prefers to frame the issue as one of human and civil rights,

offers one last reason. She affirms that “principles of equality and human dignity, as well as constitutional guarantees, form the most basic rationale for all formal and informal efforts to extend access to higher education.” Dr. Isis Artze-Vega is assistant director of the Center for the Advancement of Teaching, and Dr. Glenn Hutchinson is assistant director of the Center for Excellence in Writing, both at Florida International University.

Scholars’ Corner Issues of identity, race and social class create perceptions of who belongs in higher education. Organizational and educational rhetoric about inclusivity and equity impact how society views and interacts with diverse groups. Mediated communication, like news stories, together with our individual and group understanding of social identities, constructs the manner in which we see and understand the world around us. Prepared to take on the media and, in particular, improve media coverage of Latinos, I entered Villanova University in 2001 as an aspiring broadcast journalist. After a brief but fascinating journey into mainstream media, I soon knew that I did not want to cover news stories but wanted to create different – more positive – stories about nuestra comunidad. With this in mind, I returned to my alma mater to pursue an MA in strategic communication. Since 2005, I have worked with the Center for Multicultural Affairs at Villanova University to improve access and success in higher education for underrepresented students. In creating the St. Thomas of Villanova Scholars (STOVS) summer bridge program, I’ve had the incredible fortune of preparing students for academic and personal success in college and in their careers. The experience of being a college administrator who is committed to making larger changes to U.S. higher education, paired with the encouragement from my mentors at Villanova, led me to leave home and move across the country to begin a Ph.D. program in organizational communication at the University of Colorado (CU)-Boulder. At CU-Boulder, I have the privilege of studying how organizations within the U.S. system of higher education negotiate issues of difference, including race, citizenship and social class. As I enter into the dissertation phase of my program, I will focus on chief diversity officers (CDOs) within higher education and will explore how identity, race, class and gender impact experiences of leadership and organizational change within individual institutions of higher education. As a 2012 American Association of Hispanics in Higher Education (AAHHE) Fellow, I have the opportunity to engage with scholars who care deeply about the success of students and the future of U.S. higher education. In order to improve the U.S. system of higher education, we will need scholars and educators, like those at AAHHE, committed to social justice and educational equity. The AAHHE familia has provided me with support and encouragement to keep “fighting the good fight” for the sake of students, education and our nation. AAHHE provides our community a place and space for connecting ideas, creating joint efforts and making connections with other scholars and educators dedicated to increasing access and equity in higher education. When speaking with other AAHHE fellows and mentors, I am often reminded of the words of José Martí: “Everyone on earth has a right to be educated and, in return, the duty to contribute to the education of others.” At AAHHE, the drive for educational access and equity is what motivates our work and strengthens our community.

By Kristina Ruiz-Mesa Ph.D. program in organizational communication, University of Colorado-Boulder, 2012 AAHHE Graduate Fellow

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INNOVATIONS/PROGRAMS

UTPA Professor Helps an Entire Community Affirm Its Heritage As

by Frank DiMaria a student in Miami, Stephanie Alvarez learned precious little about her rich Cuban culture. She never even read a book written by a Cuban-American author. “I think we just went through the same old Shakespeare, Van Gogh, Michelangelo. My culture was never affirmed throughout my schooling. We all learned the Western European art forms,” says Alvarez. Even while earning a Ph.D. in Spanish, she never encountered a book written by an American-born Latino author or learned that Latino Spanish was an important type of language. “I learned that it was wrong and had to be corrected,” says Alvarez. As she was completing her dissertation, she promised herself that the next generation of Hispanics would have the opportunity to affirm their Hispanic heritage. Alvarez makes good on that promise every day as an assistant professor of Spanish, director of Mexican-American studies, and director of Cosecha Voices (cosecha means harvest or vintage) at the University of Texas-Pan American (UTPA). Many of her students have toiled in sunbaked fields as migrant farmers and are descended from Mexican immigrants who did the same. That is their heritage and the heritage of many in the Rio Grande Valley of Texas. In 2010, Alvarez took eight of her students to California as part of her Cosecha Voices program. They visited a number of colleges, sharing their stories about growing up as migrant farmworkers and the obstacles they encountered. They toured San Francisco’s mission district and visited Disneyland. When they arrived back in Texas, she asked her students what they liked the best about the trip. The answer surprised her. Rather than saying Disneyland, as she expected, they said the colorful murals that grace the buildings in San Francisco’s mission district. “They had never seen Chicano art before,” says Alvarez. The following fall, as part of a unit on muralism for her Intro to Mexican American Studies class, she showed her students a documentary

about the murals of Chicano Park. Located beneath the San Diego-Coronado Bridge in Barrio Logan, Chicano Park is a predominantly Mexican-American and Mexican-immigrant community and home to the country’s largest collection of outdoor murals. “The Mexican-

the documentary. She told them if they really want a mural, then they have to organize and raise enough money. Alvarez saw the opportunity for a teaching moment, not for her students alone but for all who toiled in the fields as migrant workers in

Alvarez says that everyone she and her students polled wanted the mural to convey family and triumph. American community kind of took over [the park] because the city was trying to take that park away from them,” says Alvarez. Her students’ response to the documentary was intense. “I want to go there. We want to go there. ... We want a mural,” her students called out as the classroom lights came back on after

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the entire Rio Grande Valley. Soon after, she would set two goals that would be instrumental in affirming the Hispanic heritage of those in the valley. First she sought to bring the Smithsonian exhibit called “Bittersweet Harvest: The Bracero Program 1942-1964” to UTPA. But exhibits are fleeting. As a more permanent reminder of the

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community’s history, she envisioned a mural commemorating the Braceros program. The Braceros program was established in 1942 to fill labor shortages in agriculture and the railroads caused by World War II. Eventually, it became the largest guest worker program in U.S. history. Small farmers, large growers and farm associations in California, Arizona, New Mexico, Texas, Arkansas and 23 other states contracted with Mexican Braceros to provide manpower during peak harvest and cultivation times. By the time the program was canceled in 1964, an estimated 4.6 million contracts had been awarded. “The history of the Rio Grande Valley is a history of farmworkers and a history of migrant farmworkers. To this day, it still has one of the largest concentrations of farmworkers in the entire country. The majority of our students have worked in the fields or their parents have worked in the fields or their grandparents have worked in the fields,” says Alvarez. Funding the two visions, however, proved problematic until a chance meeting. Earlier in the year, Alvarez and her students in Cosecha Voices presented at a conference at Michigan State called “From the Fields to Academia.” There she met Chuy Ramírez, an author who also practices law in the Rio Grande Valley. While the two chatted, she commented on her desire to bring “Bittersweet Harvest” to the university. “He told me if I needed help, to get in touch with him,” says Alvarez. She did, and he donated the money needed to bring the exhibit to UTPA. Once she knew the Smithsonian exhibit would be coming to UTPA, Alvarez and her students started looking into the possibility of having a mural painted. But two questions remained: What city would want a mural, and who would fund it? Alvarez approached a city close to the university, but its council was not interested. Once again, Ramírez stepped in, not as a financier this time, but as a broker. He arranged

a meeting between Alvarez, her students and the city of San Juan. “We met, and my students presented their stories on why they wanted this

secured another $5,000 through a grant from the Smithsonian. To raise the rest, Alvarez’s students worked with the Mexican-American Studies Club, Cosech Voices, Sigma Lambda Beta and Phi Iota Alpha and started fundraising. They sold barbecue plates, held bake sales and hosted a car show. With funding secured, Alvarez and her students needed to commission a muralist and find a specific location for the mural. Alvarez’s codirector at the Mexican-American studies program had introduced her to Austin-based muralist Raúl Valdez in August of 2011, long before she was sure she could secure funding for the mural and that a city would even want it. Valdez met with Alvarez, her students, faculty and community members. Known for using bright colors to create bold cultural scenes, Valdez is viewed as a community muralist, an artist whose designs reflect the preferences of the communities in which his murals reside. Alvarez and her students worked hard to determine what the people of San Juan thought would reflect the life of a Bracero. During a march honoring César Chávez, they surveyed community members for their views and canvassed neighborhoods in San Juan – “so the images that you see are really what they told us they wanted to see,” says Alvarez. With the muralist under contract and the content established, Alvarez and her students searched for a home for the mural. At first, they were going to erect a wall in San Juan’s municipal park. “Then we noticed that the city pool had a northern wall, which is perfect because less sun will hit the wall,” says Alvarez. And the northern exposure was not the only positive feature of the location. The community pool sits directly behind the Basilica of Our Lady of San Juan del Valle, a national shrine that hosts more than one million visitors a year and is one of the most popular shrines in the country. “Someone told me that 50,000 people on a given weekend can be found com-

Professor Stephanie Alvarez sought to bring the Smithsonian exhibit “Bittersweet Harvest: The Bracero Program 1942-1964” to UTPA.

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mural,” she says. The city of San Juan was immediately interested and kicked in $16,300. UTPA faculty

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ing through there,” says Alvarez. “We just loved the idea of all of these children, thousands of children growing up with this mural, coming to this pool to swim in the summer, going to the basketball courts that are next door, that made it very special. It’s a gathering point for the community. For the children to see it over and over again, it reaffirms who they are as a community. I didn’t want another group of college students to have to travel to California and say ‘I never saw MexicanAmerican art.’ It’s crazy, especially when they live in a community that is 90 percent MexicanAmerican,” says Alvarez. Originally a 90-day project, the actual painting of the mural took about 30 days and was completed in June. Alvarez estimates that upwards of 30 people, many of them children, took part in painting the mural. And Valdez worked with six other artists to complete the project. The most prominent feature of the mural is a Bracero hunched over, grabbing a beet plant with this left hand and clutching a short-handled hoe – known to the Braceros as el cortito or “the short one” – with his right. Host farmers insisted that Braceros use el cortito rather than a long-handled hoe. In their minds, using el cortito made Braceros work harder and did less harm to crops than the long-handled version because it reduced the worker’s margin of error. Because of its short handle, el cortito required the Bracero to work hunched over, crawling along the dusty rows of beets for 10 or 12 hours a day. At the end of their long shift, Braceros found it nearly impossible to stand up straight. For young bodies, it eventually meant assuming a partially stooped position and suffering painful backaches for life. “César Chávez was responsible for getting that hoe eliminated legally after the Bracero program ended. People still talk about having kidney problems to this day because of having to use that hoe,” says Alvarez. Behind the Bracero in the mural flies a crop duster spraying DDT, some of which, no doubt, would be inhaled by the Braceros. Another section of the mural shows a family of four celebrating a graduation. Alvarez says that everyone she and her students polled wanted the mural to convey family and triumph. More than anything, says Alvarez, the community members wanted to see children so the youth in the community would say, “Yes, I can graduate.” The mural wraps around the building to the

A Bracero clutching his el cortito working in the fields

east, where Valdez has painted two young boys in the fields. One is crying. This scene springs not from the artists mind but from a photograph. “One of the residents gave that picture. He said, ‘This is me and my brother when we were kids working in the fields,’” says Alvarez. Above this moving scene is an image of farmworkers protesting beneath the United Farmworkers Flag on a background reminiscent of a sunrise. Chávez and Dolores Huerta were not successful until the Braceros program ended. “They were not able to get more rights and pass laws for farmworkers until the program ended in 1964,” says Alvarez. Mexicans interested in participating in the Braceros program underwent severe scrutiny before a contract was tendered. They could not travel as families and had to show calloused hands, the sign of a good work ethic. Braceros were not promised American citizenship. Their contracts specifically stated that they were foreigners working temporarily. They were, though, promised a pension. Ten percent of their wages was placed in a pension fund. Most Braceros never realized a payout from that pension. “That’s one of the most painful questions, when we ask them about their pensions,” says Alvarez. Braceros were brought into the U.S. by train – and quickly exposed to DDT. Despite the backbreaking labor, breathing in DDT, and the many

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abuses they endured, Braceros considered themselves lucky to work in American fields. “People were fighting to come here,” says Alvarez. “Everyone came here with expectations to provide a better life for their family. That’s what every immigrant hopes for when they come here. That’s what the Braceros hoped for – and they were able to do that,” says Alvarez. Little has changed since the Braceros program was established in 1942. “People are always talking about a guest worker program. But since the Bracero program is not part of our historical memory, we don’t realize what a guest worker program could be. We can learn from the Bracero program and make sure those mistakes are not made again,” she says. As a result of Alvarez introducing her students to Chicano art, an entire community has a permanent memorial celebrating and affirming its Mexican heritage.

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LANGUAGE/ESL

In Other Words W

by Mary Ann Cooper

hether we use it for finding the right word to parse a sentence or translate a word into another language, the diction-ary is the front line in the daily battle to understand and be understood. Yet, Ambrose Bierce once described the dictionary as a “Perverso artificio literario que paraliza el crecimiento de una lengua además de quitarle soltura y elasticidad.” Actually, what he said, in English, was that a dictionary was a “malevolent literary device for cramping the growth of a language and making it hard and inelastic.” But there is nothing “inelastic” about the way Spanish has blended into the English language for centuries. We’ve gone from “ketchup” to “salsa,” “party” to “fiesta” and “nothing” to “nada.” Here are some Spanish terms and phrases that are designed to test your knowledge about Hispanic language and culture: alabados Also referred to as alabanzas, this is the name given to religious hymns found in Mexico. The term comes from the phrase alabado sea, which means blessed be or praise be, a salutation that often begins or ends a religious hymn. The origin of these hymns, which were first published in 1877, dates back to 13th-century Spain. balseros This is the Spanish word for rafters and refers to the 36,000 Cubans who fled their homeland to seek refuge in South Florida in 1994. The balseros came by rafts, inner tubes and small boats. The mass exodus was set in motion by the political and economic climate in Cuba. It was estimated that 20 percent of those attempting the 90-mile treacherous trip died before reaching the American shore. banda A brass-based form of traditional music that was established in the 1880s in the state of Sinaloa, Mexico, and became popular in the 1890s throughout Mexico. Its roots come from the fusion

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of Mexican music with German polka music. In the late 19th century, German-Mexicans lived in the Mexican states of Sinaloa, Chihuahua and Nuevo León. barrios This word is strictly translated from Spanish as to mean any section of a large urban community that is easily distinguishable from the rest of the community. However, the term has evolved to become a way to describe a part of an urban area that is primarily Hispanic in population or has primarily Hispanic businesses operating there. bomba Although the original term “bomba” refers to a type of drum, it has come to be known as a type of music and dance that is associated with Afro-Puerto Rican communities. The musical rhythms of bomba come from African slaves who were transported to Puerto Rico by 16th-century Spaniards. The bomba drum is the dominant musical instrument to express this kind of music. Calle Ocho If you’ve ever driven in Florida from Miami to Tampa, you probably have been on the Calle Ocho. Beginning in Little Havana, the street changes its name as it makes it way north. Most people know it as Highway 41. In fact, the only place it’s known as Calle Ocho is on the small street in Little Havana where it begins and is lined with shops and restaurants reflecting CubanAmerican culture. comedias rancheras During the Golden Age of Mexican film in the 1930s, a film by Fernando de Fuentes, Allá en el Rancho Grande (Out on the Big Ranch), launched one of the most popular types of movies in Mexico, the comedia ranchera. This was a Mexican version of a cowboy musical that contained the themes of comedy and tragedy. It showcased popular music of the time and had folkloric or nationalistic themes.

corridos A type of verse that is a narrative that tells a story that can be set to music. These stories are often based on a historical event and are popular in the Southwest as well as Mexico where they have become a literary and musical tradition for the past 200 years. cumbia A musical and dance genre originated in the Caribbean, cumbia is popular across all Hispanic groups. It is commonly heard in clubs, at festivals and on the radio in Latin communities, whether they are Cuban, Mexican, Puerto Rican or South American. It usually features a conga drum and guitar as its musical base. dichos In English, most people would refer to dichos as proverbs, sayings or truisms. They are meant to be short bits of practical and general advice to live by. Although they are pragmatic in nature, they can also be the vehicle for passing along superstitions and instruction for moral behavior. El Niño While El Niño is now a common meteorological term, it has its basis in Peruvian folklore. El Niño refers to the “boy” that represents warm ocean current which is predictive of heavy rain. El Viejo, on the other hand, refers to the “old man” and forecasts drought. La Niña (“the girl”) also is a harbinger of drought. fotonovellas Telenovellas are episodic television programs, much like American soap operas, that tell love stories appealing to women. Fotonovellas are closely related to this, but they tell love stories through the use of stills from movies or television and published in book form. Like comic books, dialogue is revealed through the use of balloon captions overlaid on the photographs. Granma The Cuban government created a publication titled Granma to be the mouthpiece of the Cuban Communist Party. The name for this newspaper came from the name of the yacht that carried Castro and the 82 revolutionaries under his command to Cuba from Mexico in 1956. It is published weekly and also available online. haciendas The Spanish word for “property,” this word came to mean large farms that were maintained by local peasants working for a wealthy landowner. These peasants lived with their families on the hacienda. Spain abolished slavery in 1542, but these laborers often did not receive wages. Instead, they were considered, in many cases, indentured servants. jaripedo In the United States, it’s called a “rodeo.” In Honduras, Mexico and El Salvador, roping and riding competitions are events featured at a jaripedo. The theme for a jaripedo is found in the world of cattle ranching. Many of the events mirror the daily work of a ranch hand, including branding, displaying control over a horse and handling a lasso. lambada Originating in the 1970s in the Brazilian Amazon region, the lambada was combined with merengue, salsa and reg-

gae to create a new sound that was popular in the 1980s. The dance later evolved to become famous for its erotic style rather than its musical innovations. Mitos y Leyendas Also known as Myths and Legends, Mitos y Leyendas was a collectible card game developed in 2000 in Santiago, Chile, based on well-known folklore. The game was the only collectible card game integrally produced and developed in Latin America (Chile). The game was launched in Europe, United States, Oceania and Latin America and translated into the English and German languages. In 2010, production of it ceased. nacatamal A Nicaraguan dish, nacatamal takes ground corn and combines it with bacon, lard, onion, pepper, garlic and tomatoes. This mixture is then wrapped in a banana leaf with some beef or pork and hot chile pepper. This is usually the fare for Sunday breakfast in this region. pastorelas In Mexico, pastorelas are plays that tell the Biblical story of the shepherds following the Star of Bethlehem to find the baby Jesus. In order to get to the scene of the Nativity, the shepherds have to go through a series of personal trials and fight off the Devil. The pastorelas regale the role of Archangel Michael who acts as a true guardian angel to help the shepherds complete their journey. Pueblos The Pueblos is the name of a Native American tribe located in the Southwestern United States. Their name is derived from the Spanish name for “town,” which is what Spanish explorers in the 16th century dubbed the villages where these Native Americans lived. There are 21 Pueblo tribes today. The ones best known are the Taos, Acoma, Zuni and Hopi. repentistas This musical tradition involves poets playing guitars and singing verses competing with each other. Similar to rap music in the respect that the verses tell a story that the poets make up from topics given to them, this competition can last up to an hour. The winner is chosen by the most amount of money the audience gives the poet. sancocho This traditional Latin American soup gets its name from the Spanish verb “sancochar,” which means “to parboil.” It usually consists of large pieces of meat and vegetables served in a broth. Resembling a stew, sancocho is made with chicken, fish or oxtail, along with large pieces of plantain, potato, yuca and/or other vegetables such as tomato, scallions, cilantro and corn on the cob. tres The tres is a three-course, six-string chordophone that was created in Cuba and is popular in Puerto Rico. Someone who plays a tres is called a tresero in Cuba and a tresista in Puerto Rico. The tres was a combination of the guitar, tiple and bandola, which is separately used in dance music as the lead or rhythm instrument.

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INNOVATIONS/PROGRAMS

USF Program Celebrates Successful Latino/a Students

by Michelle Adam ack in 2003, Dr. Carlos Zalaquett set out to debunk a myth that Latinos aren’t interested in education or don’t have what it takes to achieve an education. The professor and coordinator of clinical mental health counseling at the University of South Florida (USF) had proved through research that this myth was false, and was determined to show others in higher education that large numbers of Latinos were actually demonstrating the opposite of what many believed. “I kept reading and hearing at my conferences that Latino students are not interested in education, that they don’t seem to care, that their parents don’t care,” said Zalaquett. “I was thinking, ‘How much longer do we need to believe this? How can I show that this is a myth?’” The professor’s interest in challenging this negative belief about Latinos began with research he conducted prior to joining the University of South Florida. He had studied first-generation students at mid-size universities, and discovered, to his surprise, that many first-generation minorities, given the right conditions, were actually doing well. So when he joined USF in 2001, he decided to showcase the success of Latinos that had received so little attention. At USF, he met with those in charge of the school’s Latino Scholarship Program, which financially supported Latino students from low economic backgrounds. “What I found was that many of these students were firstgeneration, many were poor, many were from migrant families, and yet they were successful students and nobody seemed to understand this,” said Zalaquett. “I asked them to recognize these students publicly. In response, The USF Latino Association sponsored the first Hispanic Heritage Month celebration at the university [and all ensuing events until 2010], offering an opportunity to publicly recognize successful Latino students.” What began with an initial year of celebrating the success of Latino students grew into a larger mission to showcase Latinos in higher education beyond the university. The following year, Zalaquett learned of another group on campus – the College Assistance Migrant Program (CAMP) – and discovered and highlighted its successes at the next Hispanic Heritage Month celebrations. By 2005, Zalaquett’s idea became a university-sponsored program that takes place during every Hispanic Heritage Month celebration. From as few as seven students to the 21 honored last year, the Successful Latina/o Student Awards program now publicly recognizes these students with diplomas and monetary awards for their hard work. “This has been a way to demonstrate that these students can thrive and succeed. The power that these students represent academically, socially and individually is beautiful,” said the professor. “Our event is one of the most well-attended events at the university. And we know we are having some impact, because faculty are submitting more and more students.” Since 2003, the Successful Latina/o Student Awards program has celebrated the success of more than 100 Latinos. Former recipients will often

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“The power that these

students represent academically, socially and individually is beautiful.” Dr. Carlos Zalaquett, professor and coordinator of clinical mental health counseling, University of South Florida

attend the grand event and cheer on the next group of awardees, as these students go on to be role models for other Latinos on campus. “We don’t ask these students directly to help others, but many of them are already participating in helping others. They have run programs abroad, have mentored Latino students at the university, and participate in inviting diverse students to their programs,” said Zalaquett. “Some of them have been published in national and peer-review journals. They present at national conferences from medicine all the way to the arts. They send a message of how academically successful they are and how socially they are interested in integrating the two cultures – the American and the Latino.” In honoring and making public the success of Latino students, Zalaquett has gone beyond debunking negative myths of Latinos. He has provided others of his culture role models and examples of those who have demonstrated, despite challenges, success in higher education. With their examples, the professor has also studied groups of nominees and documented exactly what helped them succeed. “We went back and studied our students. We wanted to know what helped them,” he said. “By learning what has helped them, we can build programs that help others. One key element that worked for students like a charm was mentoring.” Beyond learning what worked for students, Zalaquett has created a website, www.coedu.usf.edu/zalaquett/sls/main.html, in which the stories of student nominees are documented for others to see and hear. The professor has also interviewed many award recipients for YouTube exposure as well. His larger wish, however, is to extend beyond his university and create a nationwide program that truly highlights the amazing stories of Latinos in higher education. “I wish we had many other universities developing similar programs that recognize the successes of Latinos,” said Zalaquett. “I would like to team up with them to create a national program. This way we can continue educating the public about the fact that Latinos are interested in education and to show their achievements and contributions to education. That would be my real goal.” While tough economic times have been a roadblock to finding the time and support to create a national program, the professor hopes, with enough people banding together from different universities, that his dream can one day become reality. In the meantime, though, he continues to highlight the accomplishments of USF undergraduate and graduate students, who are nominated for awards through his program based on the following criteria: students must succeed academically with a 3.0 or greater, self-identify as Latinos, show social contributions and demonstrate some research. “Our average students represent a diverse group of all shapes and forms. One year, we had nine students who had a combined GPA of 3.75! And last year, we had three students from the school of medicine who were doing stellar research in the medical field,” said Zalaquett. The 12 nominees of 2011 were no exception in their diversity and success levels – from those born in the U.S. to immigrants, they’ve each had unique challenges to overcome in accomplishing their dreams. To provide examples of those recognized for their accomplishments in higher education, The Hispanic Outlook in Higher Education Magazine interviewed three of these students. Angel Arroyo In May, Angel Arroyo graduated from USF with a BS in physical education. “My son, who is 5, was so excited on my graduation day, he was yelling and shouting for dad when they announced my name,” said Arroyo.

“Now he’s able to do it also.” Achieving his diploma was anything but easy. He grew up most of his life in Miami and Tampa, Florida, with his siblings and his Puerto Rican parents, who never attended college and lived from paycheck to paycheck (at times with rats in the house and without electricity). He was a hardworking student and graduated with a 3.8 GPA and 12th out of 300 in high school but was completely unprepared for the realities of college. “I didn’t have role models in my life. I had seen other Latinos get college degrees, but not ones I knew,” he said. Fortunately for Arroyo, his parents recognized the importance of education. “I still remember how at the end of fourth grade, I had received three F’s. I was literally grounded the entire summer!” he said. “My parents were very strict when it came to school. After that, I never received C’s or any grade below that.” At the end of Arroyo’s junior year of high school, he had such good grades that a counselor called him down to her office and insisted he go to college. She explained that he needed to take the proper courses in high school to do so, though. Arroyo hadn’t considered college until then – he was like many other poor kids of the neighborhood. But following his counselor’s advice, he signed up for honors classes his senior year. Due to his excellent grades and SAT scores, he soon received a Florida Bright Scholar award, which paid for 75 percent of his tuition at USF. While doors opened for Arroyo because of hard work, they soon closed. It began with his first college algebra class. “I was sitting in the front row in the middle so I could do well, and the professor was filling the board with notes and math problems. He told us that these were problems we should have learned in high school, and if we didn’t know them, that we should find an easier math course to prepare us better,” he explained. “When I took algebra, I was lost. When I took chemistry, I was lost. As a result, I took chemistry twice and algebra three times.” Because he needed to repeat multiple classes and his GPA dropped below a 3.5, Arroyo soon lost his scholarship. He had to transfer to Hillsborough Community College for his sophomore year, where he took as many classes as he could while working full time. He ultimately completed his associate degree there and returned his junior year to USF, where he took an additional set of courses in order to apply to the physical education program. He never did get his scholarship back and wasn’t able to apply for financial aid for a while because he had dropped too many classes in his effort to do well at college. Instead, his wife pulled money out of her 401K, and he continued working full time to afford school. Although he lost several jobs to the poor economy, Arroyo was determined to finish his degree and maintain high grades. Despite it all, Arroyo not only graduated USF – and now serves as a health coach at YMCAs – but was also nominated as one of the 2011 Successful Latina/o Award recipients. “It was an incredible feeling. It took me a while to accept that this was real,” he said. “It was a high five for all the hard work I had done. Going from a Latino community, with parents who didn’t know anything about higher education, to doing what I did, I felt honored.” Arroyo joked about the fact that his parents were so proud of him that his father “wouldn’t let me take the award home. He stayed with it.” “It was important for them to see that one of their kids had done well and was able to continue and become a role model for the Latin community,” said Arroyo. “I had decided that I wasn’t going to give up no matter what and that I

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was going to accomplish my goals. And by graduating now, I can hopefully help others out. People out there just need a bit of help to be able to reach their goals. Being able to help others now and be here feels rewarding.” David Cure Born and raised in Colombia, David Cure grew up differently than Arroyo. He had the financial fortune of living in a middle-class family, with a mother who had achieved a master’s in education, and a father having completed high school.

David Cure

Cure didn’t think twice about obtaining his undergraduate degree in his home country and then moving to Spain to achieve a master’s degree in mobile communications. What was unique for him was moving to the U.S., learning English and embarking on another master’s in electrical engineering at USF in 2005, followed by a Ph.D. in 2009 in RF Microwaves antennas and applied electromagnetics. This summer, he was also a fellow at NASA, a highly competitive position to achieve. “When I was a kid, I was always interested in education and reading stuff and things like that. I liked science, and when I was in my bachelor’s, I wanted to learn more. Once I graduated, I wanted to pursue a master’s but not a Ph.D. In Colombia, we didn’t know about Ph.D.s,” said Cure. “I realized in the U.S. that I liked to do research. My interest for my Ph.D. began when I did my second master’s at USF. I realized the best way to keep learning was to do research.” When Cure was nominated for the Successful Latina/o Award in 2011,

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his first response was, “What?” “I didn’t know the award existed, and I usually don’t do things for getting awards. It surprised me,” he said. “As a kid in Colombia, I would have thought it impossible to compete for a fellowship with NASA. But now, when you see a Latino achieve something, you see that you can do it as well. When I got this award, I hoped it would set up an example for other minority Latino students.” Through his work with NASA and his passion for continued research in his graduate program, Cure has been an example for others. He inspires students to be curious and learn about science. “I try to push any person who is interested in science to go to graduate school.” Upon completing his Ph.D., Cure hopes to work as a researcher for big companies or national labs – although he’s not given up the possibility of joining academia, if luck has it that a position opens up. If that dream were to come true, then not only would he practice research, he’d also be a role model for younger Latinos in higher education. Marisa Iglesias Marisa Iglesias is another doctoral student at USF, although, unlike Cure, she’s working on her degree in English literature. Like Arroyo, she’s a first-generation student in college – her father was from Cuba, and her mother is of Cuban descent, but none of them had participated in higher education. Obtaining a Ph.D. will be a definite first in her family. “My mother and her family were part of Ybor City’s culture; some were members of the Cuban Club and cigar factory workers, and my mother has great stories from her childhood of being part of Ybor’s Latin community,” said Iglesias, who grew up in Tampa, Fla. “Both of my parents worked, and my mother’s family – my Aunt Concha, my Abuela, and my Aunt Rose – were always pitching in to help watch us, cook for my family or drive me to dances. Though these three strong women have since passed away, their independence and my mother’s as well have without question impacted my life. None went to college – it was a different time with different expectations – but each encouraged me in her own way.” Iglesias didn’t think about going to college until she was in high school. She was a good student, enjoyed learning and loved books as a kid but didn’t have the role models to show her the ropes of higher education. “I’ve always felt that for a first-generation college student, getting through the admission process can be daunting. My friend Jessica Calandra was more experienced and walked me through registration – and, yes, I mean walked – when I first entered college, and I was grateful,” said Iglesias. “This seems like a basic way to help other Latinos in a similar situation, but sometimes it’s the simple things that are overlooked.” Once in college, Iglesias was able to complete much more than a bachelor’s – an achievement a professor in her English department noted. “Dr. Susan Mooney nominated me for the Successful Latina/o Award in 2011, and I felt flattered by her nomination and honored to be a part of the impressive community of award winners,” she said. When asked whether she considers herself a success story, Iglesias said, “I consider myself a work in progress, still striving to reach my goals. I recognize that I am moving forward; there’s nothing worse than remaining stagnant.” As a mother now, she has faced the challenges of juggling family and school – something many Latinos face – but also recognizes its benefits. “While working on my master’s thesis, my daughter was my biggest cheerleader. She would leave marker- and crayon-scrawled messages throughout our house that screamed, ‘You can do it, Mamá!,’” she said. “I hope that others will see that with a little juggling, they can do it too.”

H I S PAN I C S O N T HE MO VE Library of Congress Awards Kluge Prize for Study of Humanity to President Cardoso The Library of Congress has awarded the 2012 John W. Kluge Prize for lifetime achievement in the study of humanity to Fernando Henrique Cardoso, one of the leading scholars and practitioners of political economy in recent Latin American history. His scholarly analysis of the social structures of government, the economy, and race relations in Brazil laid the intellectual groundwork for his leadership as president, 19952002, in the transformation of Brazil from a military dictatorship with high inflation into a vibrant, more inclusive democracy with strong economic growth. Cardoso is the eighth recipient of the $1 million Kluge Prize, which recognizes and celebrates work of the highest quality and greatest impact in areas that advance understanding of the human experience. A scholar of enormous intellectual energy, he has written or co-authored more than 23 scholarly books and 116 scholarly articles, with versions of each produced for a wider public.

Rio Hondo College’s Martínez Retires Concluding 41 years of service in community college education, Ted Martínez Jr., Ph.D., college superintendent/president, Rio Hondo College, retired this summer. Martínez completed his fifth year as the eighth president of the Whittier, Calif., community college. Major accomplishments during his tenure include management and near completion of the $245 million facilities construction program that has revitalized and transformed the aging hilltop campus, and which also provides for the development of educational centers in underserved areas of the district; implementation of an integrated and effective planning process; receipt of full

Conference, where he discussed “Learning by Doing: Transformational Impact of Undergraduate Research and Creative Activity.” As associate director of the institute, López oversees wildlife management, military sustainability and natural resource management. He also teaches in Texas A&M’s Department of Wildlife and Fisheries Sciences. He has a master’s degree and doctorate in wildlife fisheries and sciences from Texas A&M.

accreditation from the Accrediting Association for Community and Junior Colleges of the Western Association of Schools and Colleges; and more. Martínez has both bachelor’s and master’s degrees in business and economics from Sul Ross State University and a doctorate in educational administration from the University of Colorado-Boulder.

Castells Honored with Prestigious Holberg International Memorial Prize

Santiago Chosen as 2012-13 Alumna Trustee at Camden County College

Manuel Castells, university professor of communication and sociology at the University of Southern California (USC), has been awarded Norway’s 2012 Holberg International Memorial Prize, a $775,000 accolade that recognizes outstanding scholarly work in arts and humanities, social science, law and theology. Castells, who holds the Wallis Annenberg Chair of Communication Technology and Society at the USC Annenberg School for Communication and Journalism and is one of the most cited communication scholars in the world, was recognized by the Holberg Prize Academic Committee as “the leading sociologist of the city and new information and media technologies.” Castells is also research professor at the Open University of Catalonia in Barcelona, Spain, and professor emeritus, University of California-Berkeley. He studied law and economics at the universities of Barcelona and Paris and received a doctorate in sociology and a doctorate in human sciences from the University of Paris-Sorbonne.

A student who helped start a nonprofit bicycle shop to benefit her community has been chosen as the 2012-13 alumni representative to the Camden County College (N.J.) Board of Trustees. Angelica Santiago of Camden was elected to a one-year term by her peers in the class of 2012. After taking county college classes while still attending high school, she enrolled in the college as a degreeseeking student in 2009. She completed her associate degree in liberal arts and science with a 3.5 grade-point average, earning both Dean’s List and President’s List status. Santiago is transferring to Rutgers University’s School of Social Work to complete her bachelor’s degree.

Linares Honored at Massachusetts State House Herinell Linares, who graduated from Northern Essex Community College with an AS in engineering science in May, was named one of “29 Who Shine” from the state of Massachusetts’ Public Higher Education Class of 2012. The honorees, chosen because of their academic achievements and record of student leadership and community service, were honored by Gov. Deval Patrick at a State House ceremony. Linares is transferring to the University of MassachusettsLowell to study engineering.

López Keynotes SU Student Research Conference Dr. Roel López of the Institute of Renewable and Natural Resources at Texas A&M University, was the plenary speaker at Salisbury University’s (Md.) 11th annual Student Research

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

Hispanics Now Largest Minority Group on Four-Year College Campuses WASHINGTON, D.C.

Hispanics now are the largest minority group on the nation’s four-year college campuses, according to an analysis of newly available U.S. Census Bureau data by the Pew Hispanic Center, a project of the Pew Research Center. For the first time, the number of 18- to 24-year-old Hispanics enrolled in college exceeded two million and reached a record 16.5 percent share of all college enrollments. Hispanics are the largest minority group on the nation’s college campuses – four-year and two-year combined – a milestone first achieved in 2010. In the nation’s public schools, Hispanics also reached new milestones. For the first time, one in four (24.7 percent) public ele-

RMHC/HACER National Scholarship Program Recognizes First Group of College Graduates at Chicago Celebratory Event OAK BROOK, Ill.

McDonald’s and Ronald McDonald House Charities (RMHC) honored the first college graduating class of RMHC/HACER National Scholarship recipients with a three-day celebratory event in Chicago, sponsored by McDonald’s, that culminated with a graduation ceremony in August, at the Chicago Cultural Center. The ceremony was led by Hispanic journalist and TV personality María Antonieta Collins. Dr. Juan Andrade Jr., president of the United States Hispanic Leadership Institute (USHLI) – one of only two Latinos in history to 38

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mentary school students is Hispanic. Among all pre-K through 12th-grade U.S. public school students, a record 23.9 percent were Hispanic in 2011. In both cases, rapid Hispanic population growth has played a role in driving Hispanic student enrollment gains over the past four decades. However, population growth alone does not explain all the enrollment gains made by Hispanic students in recent years. Today, with record high school completion rates, more young Hispanics than ever are eligible to attend college. And among these high school completers, a record share – nearly half (46 percent) – is enrolled in a two-year or four-year college. Hispanics are the nation’s largest minority group, making up more than 50 million, or 16.5 percent, of the U.S. population. Among the 30 million young people ages 18 to 24, six million, or 20 percent, are Hispanic.

In addition to gains in enrollment, the number of degrees awarded to Hispanic college students has also reached new highs. In 2010, 140,000 bachelor’s degrees and 112,000 associate degrees were awarded to Hispanics. In both cases, Hispanics are a growing share of all degree recipients – 13.2 percent among those with an associate degree and 8.5 percent among those who received a bachelor’s degree in 2010. Despite these gains, the Hispanic share among degree recipients significantly lagged their share among 18- to 24-year-old students enrolled in two-year colleges (21.7 percent) and four-year colleges and universities (11.7 percent) in 2010. The report, Hispanic Student Enrollments Reach New Highs in 2011, written by Pew Hispanic Center Senior Research Associate Richard Fry and Associate Director Mark Hugo López, is available at www.pewhispanic.org.

receive a Presidential Medal – delivered the keynote speech to the Hispanic graduates and an audience of RMHC/HACER National Scholarship recipients from class years 200812, family members, community representatives, and McDonald’s and RMHC executives. “The RMHC/HACER National Scholarship Program was established to financially assist Hispanic students with outstanding academic records and a true commitment to serving their community,” said Edgardo A. Navarro, vice president marketing – McDonald’s USA. “Today we commemorate your heritage, celebrate your achievements, and share the promise of a bright future for you and the communities you will serve through your new skills and dedication.” The three members of the 2012 RMHC/HACER National Scholarship college graduating class are:

• Brian Campos, Brooklyn, N.Y. – neurobiology major at Harvard University with citations in Mandarin and French • Samuel Cruz, Union City, N.J. – international business major and biology minor at Ramapo College of New Jersey • Maira Mercado, Moreno Valley, Calif. – economics and history major at Claremont McKenna College In addition, 13 students who received an RMHC/HACER National Scholarship from 2008-12 and are currently pursuing college degrees at universities across the country – including the Massachusetts Institute of Technology, Brown University, Yale University, Princeton University, Baylor University, and the Washington University in St. Louis – joined the celebration.

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The Hispanic Outlook In Higher Education

Underrepresented Students Experience More Racial Discrimination at Low-Diversity Institutions, According to Study LOS ANGELES, Calif.

Race continues to be a significant issue on campus, as evidenced by the current Supreme Court case, Fisher v. the University of Texas at Austin, which questions the use of race as one of many factors in undergraduate college admissions in the United States. The court was scheduled to start hearing oral arguments for this affirmative action case on Oct. 10, 2012, which will have implications for how campuses achieve diverse learning environments. Underrepresented college students at low-diversity institutions reported more incidents of stereotyping, discrimination and harassment on campus. African-American students reported incidents to a campus authority at the highest level (22.7 percent)

Congressional Hispanic Caucus Celebrates Hispanic Heritage Month WASHINGTON, D.C.

Said Congressional Hispanic Caucus Chairman Charles González of Texas: “Even though all Americans do not share a common heritage, we share a common dream, and therefore we are bound by a common destiny. During Hispanic Heritage Month, we honor the incredible contributions that Hispanics have made throughout our history and recognize the promise the Hispanic community holds for our country’s future. While we celebrate our unique and rich heritage, the Hispanic community derives its

www.hispanicoutlook.com

October 15, 2012

compared to all other underrepresented students (13.7 percent) according to data from the Diverse Learning Environments Survey, a national survey designed to help campuses evaluate their campus climate, institutional practices and student outcomes. While most incidents go unreported, the survey shows that more students reveal these experiences when asked about specific overt and subtle forms of discrimination on campus. The survey is part of the Cooperative Institutional Research Program (CIRP), which is administered nationally by the Higher Education Research Institute (HERI) at the University of California-Los Angeles’ (UCLA) Graduate School of Education & Information Studies. While discrimination and stereotyping come in many forms, underrepresented students reported that verbal comments are the most prevalent form. Almost two-thirds or 60.4 percent of underrepresented students reported being the target of verbal comments in low-diversity environments, and

this is higher among African-American students, at 67.2 percent. Underrepresented students at low-diversity institutions also reported higher rates of feeling excluded from campus events and activities. One in five African-American students and 30 percent of Latino/a students felt some level of exclusion on even the most diverse campuses. However, when there was greater representation of underrepresented students on campus, these students reported lower levels of exclusion, proving that diversity is a key component of a healthy campus climate. Among the findings: only 13.7 percent of all underrepresented students reported racial incidents to a campus authority; 32.4 percent of underrepresented students at low-diversity institutions reported discrimination in the form of offensive visual images; students in the most diverse college environments reported more confidence in their social and cognitive skills for participation in a diverse workforce as compared to students at low-diversity institutions.

inspiration from being an indivisible and indispensable part of this great country.” Rep. José Serrano, New York: “Each year, our nation takes a month to recognize our vibrant and growing Hispanic community, and to salute the contributions that we have made to this country. As Latinos continue to take a more prominent role in the national conversation, it’s important to take the time to remember where we came from and what brought us to where we are today.” Rep. Xavier Becerra, California, vice chair of the House Democratic Caucus: “When I look at my own family and the aspirations of my parents, my own hopes and the dreams of my children, I touch and feel

the story of not just millions of America’s Latinos but of all hardworking families. And that’s why I believe in rebuilding America’s middle class, opening the door to a college education to all children, and finally passing common sense, comprehensive immigration reform. Latinos have always been a part of the American experience, and they will continue to play a significant role in shaping this great nation’s future. ... I encourage you to learn more about American Latinos and their contributions toward making us ‘a more perfect union.’ Although Latinos have come a long way, our story is not over. In fact, it’s just begun.”

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President Ricardo R. FernĂĄndez, the Students, Faculty, and Staff of Lehman College

Celebrate

Hispanic Achievement in Higher Educ ation CUNYâ&#x20AC;&#x2122;s only senior college in the Bronx, Lehman College enrolls more than 12,000 students and offers over 100 undergraduate and graduate degree programs, including the boroughâ&#x20AC;&#x2122;s only graduate programs in educational leadership, public health, and social work. The College has a dual-degree program with Sungshin Womenâ&#x20AC;&#x2122;s University in South Korea as well as nursing programs both with Sungshin and institutions in Ireland and Antigua. In 2010, it was rated by U.S. News & World Report as a Tier 1 and Top 50 Public College for Regional Universities (Northeast). Lehman is home to the CUNY doctoral program in plant science and has a long-standing collaboration with the New York Botanical *DUGHQ $ QHZ PLOOLRQ EXLOGLQJ RSHQLQJ LQ LV WKH Ă&#x17E;UVW SKDVH RI D WKUHH SKDVH qFDPSXV ZLWKLQ D FDPSXVr GHYRWHG WR WKH sciences. Other new facilities include a state-of-the-art $16 million Multimedia Center, which is the most advanced academic facility of its kind in the region.

LEHMAN COLLEGE www.lehman.edu

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877-LEHMAN-1

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WWW.TTU.EDU/DIVERSITY

Back row: Juan Muñoz (Sr. Vice President, Institutional Diversity, Equity & Community Engagement); Alfredo Morales (Humans Sciences); Nathan Rangel (Biology); Isaac Flores (Upward Bound); Jace Amaro (Engineering); Lawrence Schovanec (President); Front Row; Sarah Ellison (Exercise and Sport Sciences); Marissa Bell (Mentor Tech); Adriana Perez (Exercise and Sports Science)

Alfredo Morales, Sarah Ellison, Adriana Perez and Jace Amaro make plays on the field while Nathan Rangel makes music throughout the community. With dedicated support from Marissa Bell with Mentor Tech and Isaac Flores in Upward Bound students from all backgrounds have the encouragement and support they need to succeed. Texas Tech University President Lawrence Schovanec and Sr. Vice President Juan Muñoz know it takes a team to educate fearless champions.

From here, it’s possible. Desde aquí, es posible!

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PROGRAMS WORTH EXPLORING

GRADUATES WO R T H

H I R I N G

1-&8 0DLQ &DPSXV 1-&8 DW +DUERUVLGH 1-&8 DW %URRNGDOH 41 Undergraduate, 28 Graduate Degree Programs Acclaimed Faculty )OH[LEOH 6FKHGXOLQJ Beautiful Campus 0LQXWHV IURP WKH -HUVH\ &LW\ ZDWHUIURQW DQG 0DQKDWWDQ njcu.edu 1-888-441-NJCU admissions@njcu.edu 2039 Kennedy Boulevard Jersey City, New Jersey 07305

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Worth It.

Students choose Northern Arizona University for our wide range of degree programs, sense of community, and support programs that make your success our priority. Combined with the predictability of affordable, guaranteed tuition, UKQÂ&#x2020;HH Ĺ&#x201A;J@ +KNPDANJ NEVKJ= 2JERANOEPU CERAO you the tools you need for success. Hispanic Outlook in Higher Education reports +KNPDANJ NEVKJ= 2JERANOEPU EO = J=PEKJ=H leader in awarding Baccalaureate, Master, and Doctorate degrees to Hispanic students.

Visit nau.edu/goals to discover how we can help you achieve your goals.

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Instructor and Program Coordinator, Continuing Education in Spanish UW-Madison Continuing Studies Weâ&#x20AC;&#x2122;re seeking a highly motivated individual to work in a team environment to develop, manage and teach noncredit continuing education courses for adult and nontraditional students. The selected candidate has responsibility for program coordination of courses in Spanish as well as less commonly taught languages (Chinese, Japanese, Arabic, Russian, etc.,) plus the development and instruction of face-to-face and online courses in Spanish. This individual will also be responsible for hiring, supervising, and evaluating adjunct instructors in a revenue-generating environment. Ph.D. in Spanish preferred; M.A. in Spanish with relevant professional experience required. Full time position; minimum starting salary $45,000/annually. For full description and application instructions, please see http://www.ohr.wisc.edu/pvl/pv_074727.html Electronic submission preferred to: jseverson@dcs.wisc.edu or Jan Severson, 21 N. Park St. Rm 7359, Madison, WI 53715. Deadline: October 15 UW-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified individuals to apply.

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Department of Economics, Finance and Global Business Alex Panayides, Chairperson (panayidesa@wpunj.edu)

Wayne, New Jersey

The University is pleased to solicit applications and nominations for faculty positions for the academic year 2013-2014. Unless otherwise indicated, faculty appointments are tenure-track at the rank of Assistant Professor and require an earned doctorate or appropriate terminal degree in the field. (ABD’s may however be considered for appointment at the rank of instructor, with projected completion of degree requirements by June 2014). Candidates should electronically send letter of application, current curriculum vitae, with contact information for at least three professional references (unless otherwise stated) to the respective Department Chairperson or Designee (as cited below). Candidates may also mail materials to: William Paterson University, 300 Pompton Road, Wayne, NJ 07470. Electronic submissions preferred and required if indicated below. Please reference Job Code. Commitment to a high level of teaching effectiveness, to ongoing scholarship or creative expression, and to academic service is required. Review of applications will commence immediately and continue until the position is filled. All positions are subject to available funding. The academic year commences September 1, 2013. COLLEGE OF THE ARTS AND COMMUNICATION Department of Communication Elizabeth Birge, Chairperson (birgee@wpunj.edu) Public Relations, Assistant Professor. To develop and teach both undergraduate and graduate courses in our rapidly growing public relations/corporate and strategic communication programs. A Master’s degree in a relevant field (Public Relations, Communication, Marketing, Public Affairs, Journalism, Management) and substantial record of professional experience is required. Senior-level public relations agency or corporate communication professional experience and a terminal degree (M.F.A. or doctorate) are preferred.

Department of Professional Sales Dr. Cesar Perez, Interim Chairperson (perezc@wpunj.edu) Professional Sales, Assistant or Associate Professor. Primary teaching responsibilities will be in the areas of professional sales and key account management at both undergraduate and graduate levels. Candidates with a primary research focus in the area of personal selling, B2B sales, and sales management are preferred. A doctorate in Marketing is required preferably from an AACSB accredited institution. ABDs with evidence that completion is projected by June 2014 will also be considered. Evidence of teaching excellence, and an established record (for a PhD) or promise (for an ABD) of research is required.

COLLEGE OF EDUCATION Department of Educational Leadership and Professional Studies Gerri Mongillo, Chairperson, (mongillog@wpunj.edu) Educational Leadership, Assistant Professor. Teach evening and weekend graduate courses, prepare educators for a variety of leadership positions in P-12 public schools, and supervise field-based internship experiences. Doctorate in educational leadership or related field of expertise required. College-level teaching experience in the areas of instructional supervision, the principal-ship, curriculum design, school finance, school law, educational research, and program evaluation is preferred. Experience in P-12 public school teaching and extensive administrative experience, including knowledge of national and state leadership standards and assessments, exemplary interpersonal skills in working with students, faculty, and school communities required. Evidence of active participation in professional organizations, commitment to educating diverse learners and fostering multicultural perspectives, and dedication to a comprehensive, challenging, field based program are highly desirable. Candidate must have an active research agenda and evidence of scholarly work (publications and presentations) or potential to engage in scholarly work. Participation in accreditation review processes, engaging in research and publication, and service to the department, college, university community is expected and highly valued. Department of Special Education and Counseling Manina Urgolo Huckvale, Chairperson (urgolohuckvalem@wpunj.edu)

Department of Accounting and Law Sia Nassiripour, Chairperson (nassiripours@wpunj.edu)

Special Education, Assistant Professor (2 positions). Teach undergraduate and graduate courses to teacher candidates, experience with assistive technology, and supervising candidates in the field. Expertise in educational programming for students with special needs required. Doctorate in special education or related field of study required (ABD considered for initial appointment as Instructor). Eligibility for NJ Endorsement as Teacher of Students with Disabilities and successful public/ private school teaching experience required. College teaching experience and expertise in teaching research design, assistive technology, universal design and RTI preferred, as well as experience collaborating with the elementary and early childhood education department on pedagogy preferred. Candidates must have demonstrated capacity to develop and teach undergraduate and graduate courses, an active research agenda, including evidence of scholarly work (publications and presentations), or potential to engage in scholarly work. Participation in accreditation review processes and service to the department, college, and university community is expected and highly valued.

Accounting, Assistant or Associate Professor. An earned doctorate in Accounting is required, preferably from an AACSB-accredited institution. The successful candidate must be “academically qualified” under AACSB guidelines and Cotsakos College of Business standards. Ability to teach accounting courses at both the undergraduate and graduate levels including auditing is required and to develop and design courses that integrate the use of state-of-the-art Financial Learning Center and Trading Room is preferred. Evidence of college-level teaching excellence and an established record or promise of research in the area of accounting are required. Professional certification in accounting is preferred.

Counselor Education, Assistant Professor. Teach graduate level courses in a CACREP-accredited Master’s program in Professional Counseling with concentrations in School and Mental Health Counseling. Doctorate in Counselor Education and Supervision required (ABD considered for initial appointment as Instructor). Eligibility for New Jersey certification as a School Counselor or licensure as a professional counselor in New Jersey (LPC ) is required; School certification is preferred. Candidate should have experience teaching in a CACREP accredited Master’s level counseling program and experience and training in supervision (eligibility for the ACS certification preferred). At least two years of counseling experience are required.

Department of Music Carol Frierson-Campbell, Chairperson (friersoncampbellc@wpunj.edu) Music Management/Popular Music, Assistant or Associate Professor. Teach and develop undergraduate and graduate courses in music management programs with a specialization in issues of copyright and licensing and social media, as well as courses in the B.A. in popular music. College teaching experience and terminal degree in a relevant field or advanced degree and distinguished record of professional achievement required. Credentials indicating an interdisciplinary grasp of music and some combination of law, social media, and/or management with a strong industry connection preferred.

COTSAKOS COLLEGE OF BUSINESS

Global Business, Assistant or Associate Professor. Primary teaching responsibilities will be in the broad area of global strategy and policy, global organizations or other multinational experience bases within business cutting across traditional functional areas. Doctorate is required in international business with a focus on global studies or a related discipline within business from an AACSB accredited institution or in Economics with focus on International Economics from a reputable institution. Evidence of college-level teaching excellence and an established record or promise of research in the area of global business are required.

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FACULTY POSITIONS | ACADEMIC YEAR 2013-2014 | Job Code 158HO The William Paterson University of New Jersey is a public institution of higher learning. The University offers more than 250 undergraduate and graduate academic programs which range from liberal arts and sciences to pre-professional and professional programs; it enrolls over 11,500 students from across the country and from over 40 nations. It is situated on a beautiful suburban campus in Wayne, New Jersey, twenty miles west of New York.

Candidate must have an active research agenda and evidence of scholarly work (publications and presentations) or potential to engage in scholarly work. History of publication and presentations is highly desirable. Participation in accreditation review processes and service to the department, college, and university community is expected and highly valued.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Department of Political Science Arnold Lewis, Chairperson (lewisar@wpunj.edu) Public Law, Assistant Professor. To teach graduate and undergraduate courses. The position requires excellent clinical training skills and a research program in clinical outcomes assessment. A doctorate in psychology and license eligibility from an APA approved program with evidence of teaching excellence and ongoing research productivity is required. The psychology department boasts newly refurbished office and research space as well as a new clinical teaching facility. Send all materials electronically with applicant’s last name included in all documents to politicalscience@wpunj.edu. Department of Psychology Kate Makarec, Chairperson (makareck@wpunj.edu) Clinical Psychology, Assistant or Associate Professor. To teach graduate and undergraduate courses. The position requires excellent clinical training skills and a research program in clinical outcomes assessment. A doctorate in Psychology and license eligibility from an APA approved program with evidence of teaching excellence and ongoing research productivity is required. The Psychology department boasts newly refurbished office and research space as well as a new Clinical Teaching Facility. Send all materials electronically with applicant’s last name included in all document names to clinicalsearchinpsych@wpunj.edu.

COLLEGE OF SCIENCE AND HEALTH Department of Biology Lance Risley, Chairperson (email: risleyl@wpunj.edu) Freshwater Biologist, Assistant Professor. Seeking a broadly trained biologist with expertise in freshwater biology to teach in the B.S. and M.S. Biology programs and develop a strong program of research involving undergraduate students. Demonstrated commitment to excellence in teaching and research required. The successful candidate will complement existing strengths in ecology, physiology/ behavior, and molecular biology and will contribute to teaching of core biology courses and upper-level and graduate courses in the candidate’s specialty. Department of Environmental Science Martin Becker, Chairperson (beckerm@wpunj.edu) Environmental Sustainability, Assistant Professor. Teach undergraduate exercise science courses such as physiology of exercise, exercise programs for special populations, essentials of strength and conditioning, aerobic and anaerobic exercise leadership, graded exercise testing and exercise prescription, exercise programs for older adults, and health promotion and fitness management. Opportunity to teach graduate level courses in master’s degree program in exercise and sport studies. Department of Kinesiology Kathy Silgailis, Chairperson (silgailisk@wpunj.edu) inesiology/Exercise Science, Assistant Professor. Teach undergraduate exercise science courses such as physiology of exercise, exercise programs for special populations, essentials of strength and conditioning, aerobic and anaerobic exercise leadership, graded exercise testing and exercise prescription, exercise programs for older adults, and health promotion and fitness management. Opportunity to teach graduate level courses in master’s degree program in exercise and sport studies.

Social Psychology, Assistant Professor. Ph.D. in social psychology is required, postdoctoral experience preferred. The successful candidate will have the ability to teach experimental and social psychology both at the graduate and undergraduate levels as well as one or more of the following: statistics, research methods, or personality. Evidence of the promise of teaching excellence and research productivity are required and will be supported by research space. Candidates should send all materials electronically with applicant’s last name included in all documents to socialsearchinpsych@wpunj.edu.

Kinesiology/Sport Pedagogy, Assistant or Associate Professor. Teach undergraduate courses in curriculum and teaching physical education, movement education, adapted physical education, and individual, dual, and team sports/ games. Opportunity to teach graduate level courses in master’s degree program in exercise and sport studies.

Department of Sociology

Mathematics, Assistant Professor. Position requires teaching all levels of undergraduate mathematics. Ph.D. in mathematics and specialization in statistics required. Evidence of a commitment to quality teaching and an ongoing research program in mathematics or statistics is required.

Kathleen Korgen, Chairperson (korgenk@wpunj.edu)

Criminology and Criminal Justice, Assistant Professor. Criminology and Criminal Justice, Assistant Professor. Strong research and teaching interests in the areas of courts, and/or terrorism preferred, but all areas of specialization in criminal justice and criminology will be considered. The candidate must also be prepared to teach research methods and/or data analysis. Ph.D. in Criminology, Criminal Justice, Sociology, or a closely related social science discipline required (J.D. is not an appropriate degree for this position); advanced ABD candidates who meet all other criteria will be considered for initial appointment at the rank of Instructor with projected completion of degree requirements by June 2014. Strong commitment to teaching at the undergraduate and graduate levels, to pursuing an active research agenda, and to engaging in service supporting a large and active department with multiple degree programs required. Applicants should include a letter of application, a current vita, three current letters of reference, evidence of teaching experience and effectiveness, and copies of publications or writing samples that demonstrate their research interests. Electronic submissions consisting of Microsoft Word or PDF files should be e-mailed or mailed to Ms. Debra Wilson-Brown at wilsond@wpunj.edu.

Department of Mathematics Madeleine Rosar, Chairperson (rosarm@wpunj.edu)

Department of Nursing Julie Bliss, Chairperson (blissj@wpunj.edu) Nursing, Assistant Professor. Clinical expertise in psych-mental health and/or maternal-child nursing required. Doctorate in nursing or related field and a master’s degree in nursing required. Cross-cultural teaching experience at the college level and a commitment to scholarship and service required. Teaching in didactic and clinical settings in undergraduate and graduate programs expected. The University community values and supports diversity among faculty, staff and students. Minority and women candidates are encouraged to apply. Further information about the positions, the University, and the departmental programs can be obtained electronically through access to its website at: http://www.wpunj.edu/jobs.

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

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Assistant Rice Cropping Systems Cooperative Extension Specialist Department of Plant Sciences The Department of Plant Sciences, University of California, Davis, seeks to fill an 11-month, career-track position at the Assistant Specialist in Cooperative Extension level.

SCHOOL OF PHARMACY DEAN UNIVERSITY OF WISCONSIN-MADISON The University of Wisconsin-Madison, established in 1848 and considered one of the world's outstanding public research universities, invites applications and nominations for the position of dean of its School of Pharmacy. UW-Madison is a major land-grant university committed to excellence in teaching, research and public service, with a robust health sciences community and a campus environment that facilitates cross disciplinary collaborative research, revenues of $2.7 billion, a student body of approximately 42,000, and faculty/staff of approximately 18,000. The School of Pharmacy is consistently ranked among the finest pharmacy schools in the country, and is renowned for awardwinning research. The school has successful relationships with the pharmaceutical industry and pharmacy practitioners, and a unique dedication to serving the public. Its mission is to educate, train and maintain competency of pharmacy practitioners and scientists, and to create, transmit and apply knowledge based on research in the basic, social, and clinical pharmaceutical sciences to enhance the quality of life through improved health. The dean, who reports to the chancellor and the provost, serves as the chief academic and executive officer of the school with responsibility for faculty and staff development, personnel oversight, budget planning and management, research, curriculum, student academic affairs, and fund raising. The school, housed in its state-of-the-art facility, Rennebohm Hall, has an annual budget of approximately $22 million, 110 faculty and staff, 550 professional and undergraduate students, 5 community pharmacy residents, and 100 doctoral and postdoctoral students. Please see the following web sites for information about the School of Pharmacy and UW-Madison: http:www.pharmacy.wisc.edu

http://www.wisc.edu

Candidates will be evaluated on the following professional and personal characteristics: commitment to maintain and extend the scholarly values, academic and outreach programs, and mission of the school; the potential for or a record of successful visionary and collaborative leadership; strong management, communication and fund-raising skills; commitment and ability to work with faculty, staff and students within one of the strongest shared governance environments in the United States; an understanding and appreciation of the diverse missions and constituencies of a major public research university; desire and ability to advance pharmacy research, practice, policy, instruction and public service; commitment to advocate and pursue funding from public and private sources; ability to work with external constituencies including state and federal government, pharmacy and pharmaceutical sciences communities and pharmacy practitioners; a commitment to coordinated and effective alumni relations; and a demonstrated commitment to the diversity of students, faculty and staff, and to advancing an inclusive diverse climate that stimulates excellence. Candidates must possess a record of scholarship, teaching, and service that qualifies them for tenure at the level of full professor at UW-Madison. Electronic applications and nominations must be received by 19 November 2012 to ensure consideration. Later applications and nominations may also be considered. The committee particularly encourages applications and nominations of women and persons of underrepresented groups. Applicants should include a current resume or curriculum vitae and a comprehensive cover letter that addresses how their strengths and experience match the qualifications for the position, and what they see as challenges and opportunities of the position, as well as the names, addresses, e-mails, and telephone numbers of five references. Candidates will be informed before references are contacted. Please note that in accordance with Wisconsin statutes the names of nominees and applicants who explicitly request confidentiality will not be made public. However, the university is required to release the names and titles of the finalists who will be interviewed by the chancellor. Submit applications and nominations electronically to the School of Pharmacy Dean Search and Screen Committee at: Pharmacy-dean-search@secfac.wisc.edu

RESPONSIBILITIES: This academic position has 100% Cooperative Extension responsibilities and will be located in the UC Davis Department of Plant Sciences. Candidate will provide statewide research and extension leadership in rice production systems. The research and extension program will address the need for balancing multiple management goals, including optimizing rice productivity and addressing agronomic issues such as soil fertility, nutrient management and cycling, water use efficiency and quality, carbon sequestration, and testing improved rice varieties statewide. This CE Specialist will bring statewide leadership, visibility, and cohesion to an interdisciplinary team of land grant researchers and educators to address the production and environmental needs of the rice industry. This position will support the ANR Agronomic Crops Workgroup comprised of AES researchers, CE Specialists, and CE Advisors. Research will be conducted in the laboratories at UC Davis and at the field facilities of the Rice Experiment Station in Biggs, California. The candidate is expected to develop a nationallyrecognized program, secure extramural funding, and publish research results in appropriate refereed journals and limited distribution reports. Fulfillment of responsibilities may require extensive travel. Candidate will have the opportunity to be a member of Graduate Groups and to mentor graduate students. Affirmative action to include ethnic minorities, women, and other underrepresented clientele is expected as a component of all of the appointeeâ&#x20AC;&#x2122;s programs. QUALIFICATIONS: Ph.D. in agronomy, agricultural production, plant sciences, agroecology, or a closely related field with an emphasis in applied cropping systems. Applicants must have leadership ability, management and communication skills. Capability to conduct independent research in rice production must be demonstrated. SALARY: Commensurate with qualifications and experience. TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plantsciences.ucdavis.edu/ Please include statements of research and extension interests, curriculum vitae, publication list, copies of 3 of your most important research publications, copies graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references. For administrative questions regarding the application process, please email Mrs. Cindy Ramirez cmsalazar@ucdavis.edu. Review of the applications for this position will begin December 1, 2012. The position will remain open until filled. Joseph M. DiTomaso, Chair, Search Committee Department of Plant Sciences Mail Stop 4, One Shields Ave. University of California, Davis Davis, CA 95616 Telephone 530-754-8715 E-mail: jmditomaso@ucdavis.edu

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

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UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.

Assistant Professor, Clinical or Social Psychology Department of Psychology University of North Carolina at Asheville The Psychology Department at the University of North Carolina at Asheville (UNC Asheville) seeks to fill a tenure-track Assistant Professor position, beginning Fall 2013. The successful candidate will have a Ph.D. in either clinical or social psychology, depending on qualifications and fit of the strongest applicant. Demonstrated teaching skill required along with potential for scholarship involving undergraduates. Teaching duties for both areas include introductory psychology and the opportunity to build a capstone seminar course in an appropriate area of specialization. Teaching duties for a clinical psychologist would likely include abnormal psychology, personality, and a practicum course involving supervision of students in community placements. Teaching duties for a social psychologist would likely include social psychology and options for research methods and/or an advanced or experimental social psychology lab course. UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its liberal arts mission. Women, minorities, and people with disabilities are encouraged to apply. Consideration will also be given to candidates with areas of specialization in scholarship and/or service engaging race, gender, or class and cultural difference, including rural and/or underserved populations. Located in the Blue Ridge Mountains of Western North Carolina, UNC Asheville is the designated public liberal arts institution of the University of North Carolina system. UNC Asheville is committed to quality student-centered teaching, student-teacher interaction, and mentoring of students in undergraduate scholarship and service, within an inclusive campus community. See http://psychology.unca.edu for further information. Candidate review begins December 1 and will continue until the position is filled. Application materials in PDF format and other inquiries should be addressed to Lisa Friedenberg, Search Committee Chair, at PsychSearch@unca.edu. The University of North Carolina at Asheville is an Equal Opportunity/Affirmative Action employer.

GRADUATE SCHOOL OF EDUCATION Tenure Stream/Open Rank Two Positions * Educational Statistics and Measurement * Special Education Details on the positions and information on how to apply can be found at http://gse.rutgers.edu/employment-opportunities. Applicants are expected to have earned a doctoral degree from a major research university. In screening applicants, we will be looking for evidence of scholarly promise or accomplishment; commitment to a strong, productive, and externally funded research program; and appropriate experience and commitment to excellence in teaching. Salary and rank will be commensurate with qualifications and experience. Our School and University are especially interested in applications from individuals who are members of groups that have been and still are underrepresented in university faculty positions. Responsibilities include: teaching and academic advising of both undergraduate and graduate students; chairing Ed.D. and/or Ph.D. dissertations; an active program of research; contributing to the effective operation of the profession, the School, and the University. Pursuit of external funding for one's research program is also expected. Review of applications will start on November 16, 2012 and will continue until the positions are filled. Subject to the availability of funding the positions begin September 2013. Rutgers University is an Affirmative Action/Equal Opportunity Employer and a NSF ADVANCE Institution.

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CHANCELLOR Louisiana Delta Community College

DEAN College of Visual Arts, Theatre & Dance The Florida State University is conducting a nationwide search for Dean of the College of Visual Arts, Theatre and Dance. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to November 21, 2012. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com.

Laurie C. Wilder, Executive Vice President & Managing Director Porsha L. Williams, Principal 770-804-1996 ext: 109 || pwilliams@parkersearch.com

The Florida State University is an Equal Opportunity/Access/Affirmative Action Employer. Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com

DEAN College of Health and Human Performance The University of Florida is conducting a nationwide search for Dean of the College of Health and Human Performance. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to December 28, 2012. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, Executive Vice President & Managing Director Porsha L. Williams, Principal 770-804-1996 ext: 109 || pwilliams@parkersearch.com The University of Florida is an equal employment opportunity employer. Women and minorities are encouraged to apply. The “government in the sunshine” laws of Florida require that all documents relating to the search process, including letters of application/nomination and reference, be available for public inspection.

Louisiana Delta Community College is seeking an inspired leader and who feels passionately about the community college mission. The candidate we seek embodies leadership and serves as a unifier for communities, faculty, staff and students, and will be aware and sensitive to cultural and regional sensibilities. The chancellor will be someone who has experience in, and enjoys, problem solving and relationship building. The selected candidate will be someone who possesses knowledge, understanding, and compassion that is required when working with both impoverished and affluent communities. We are searching for a leader who knows that internal and external engagement is key to advancing the college. Economic development leaders will embrace the new chancellor and count on him or her to participate in workforce development initiatives and anticipate needs so that relevant, up-to-the-minute programs may be created or enhanced to meet those needs. Fundraising will be an essential skill needed to move the college forward. All told, LDCC has eight campuses; Monroe, Bastrop, Farmerville, Lake Providence, Ruston, Tallulah, West Monroe and Winnsboro. The college is aligned with four core areas; Liberal Arts, Business, Technology and Health. Qualifications for the position include: • Earned doctorate or terminal degree from an accredited institution preferred • Minimum of 5 years successful experience at the Vice President or President/Chancellor level in an institution of higher education, preferably in a comprehensive community college Desirable Qualifications: • A passion for the role and mission of technical and community colleges • The ability to inspire and lead a complex multicampus organization • A record of successful senior management experience in a fast-paced environment • A commitment to ensuring appropriate linkages between career/technical education and the transfer mission of the institution • Experience in listening to and engaging with multiple stakeholders

For additional information about Louisiana Delta Community College, please visit www.ladelta.edu. For a full position description and application procedures, you may also visit www.lctcs.edu or www.acctsearches.org

Salary and benefits are competitive. The review of applications will continue until the position is filled. Candidates are encouraged to submit a complete application to www.acctsearches.org by Friday, November 2, 2012. An Association of Community College Trustees Assisted Search LDCC is a member college of the Louisiana Community and Technical College System comprised of seven community colleges, four technical community colleges and three technical colleges. Confidential inquiries regarding the application process or nominations should be directed to Dr. Narcisa Polonio, ACCT Vice President for Research, Education and Board Leadership Services at (202) 276-1983 (mobile) or narcisa_polonio@acct.org. Executive Searches http://www.acctsearches.org

Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com

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TENURE-TRACK/TENURED POSITION ANNOUNCEMENTS

Associate Professor Req # 01455 The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates in the area of systems for faculty positions at the rank of Associate Professor. Systems is a broad, synergistic collection of research areas spanning systems and networking, programming and architecture, data-intensive computing and databases, graphics and visualization, and systems biology. The University of Chicago has the highest standards for scholarship and faculty quality, and encourages collaboration across disciplines. We encourage strong connections with researchers across the campus in such areas as mathematics, natural language processing, bioinformatics, logic, molecular engineering, and machine learning, to mention just a few. Applicants must be several years beyond the PhD and have an outstanding research record in a relevant field. The PhD should be in Computer Science or a related field such as Mathematics or Statistics. The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building a strong Systems research group. This closely-knit community includes the Toyota Technological Institute, the Computation Institute, and Argonne's Mathematics and Computer Science Division. The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown on an electric commuter train.

http://american.edu/hr/Ft-Faculty.cfm American University is an independent, coeducational university with more than 11,000 students enrolled in undergraduate, master’s, and doctoral and professional degree programs. The university attracts students from many different backgrounds, from all 50 states, the District of Columbia, Puerto Rico and the territories, and nearly 150 foreign countries. Located in the nation’s capital, the campus is in a beautiful residential neighborhood, a short distance from the city’s centers of government, business, research, commerce, and the arts. Please refer to the Human Resources website listed above for more information about each position. Inquiries may also be directed to the appropriate academic unit. All applicants must possess the appropriate terminal degree, the ability to balance teaching and scholarship, prepare students to live and work in a diverse world, utilize information technology in the classroom, and promote interdisciplinary inquiry and experiential learning. Applications are invited for tenure-track and tenured faculty positions beginning AY 2013-14. All positions are at the assistant professor level unless indicated otherwise.

COLLEGE OF ARTS AND SCIENCES Anthropology (Associate or Full): Department chair Art (Assistant or Associate): User experience design, graphic design Biology: Developmental biology Chemistry: Material chemistry Computer Science (2 positions): Game engine design and optimization (Assistant or Associate); Mobile gaming - artificial intelligence Economics (3 positions): Applied microeconomic theory; macroeconomic theory – monetary policy (Assistant or Associate); Environmental economics (Associate or Full) Education (2 positions): International training and education; Special education (open rank) History (2 positions): African; African-American history (Associate) Literature: Medieval literature Sociology: Social dimensions of health TBD: Computational neuroscience TBD: Environmental science (Associate or Full)

KOGOD SCHOOL OF BUSINESS Accounting: Financial accounting Finance and Real Estate: Finance (Assistant or Associate) Marketing: Core marketing, customer relationship, digital, and/or entertainment

SCHOOL OF INTERNATIONAL SERVICE All applicants must apply through the University's Academic Jobs website at academiccareers.uchicago.edu/applicants/Central?quickFind=52485 A cover letter, curriculum vitae including a list of publications, a statement describing past and current research accomplishments and outlining future research plans, and a description of teaching experience must be uploaded to be considered as an applicant. Candidates may also post a representative set of publications, as well as teaching evaluations, to this website. Three reference letters are required, one of which must address the candidate's teaching ability. The reference letters can be sent by mail to:

Chair, Department of Computer Science The University of Chicago 1100 E. 58th Street, Ryerson Hall Chicago, IL. 60637-1581 Or by email to: Recommend@mailman.cs.uchicago.edu (letters can be in pdf, postscript or Microsoft Word). To ensure fullest consideration of your application all materials, including supporting letters, should be received by November 19. However, screening will continue until all available positions are filled. The University of Chicago is an Affirmative Action / Equal Opportunity Employer.

Democracy and governance, poverty reduction, global inequality, or developmental economics (Associate or Full) Global financial and economic governance (Associate or Full) International diplomacy Regional economics, regional security, or the foreign policy of major powers (China, India, Russia): (2 positions, on at the Assistant or Associate level) Open field – strengthen global governance (Associate or Full)

SCHOOL OF COMMUNICATION Journalism (Associate or Full) Persuasive gaming (Associate or Full)

SCHOOL OF PUBLIC AFFAIRS Government: American politics – political behavior, especially Latino politics (Associate) Government: American politics – political communication, large scale survey research, management of large scale data sets (Associate) Public Administration and Policy: Department chair (Full) TBD: Public Affairs, Associate Dean (Full)

WASHINGTON COLLEGE OF LAW Two or three tenure-line faculty positions in a broad number of areas, including, but not limited to, civil procedure, criminal law, international law, and clinical education, among others. American University is an AA/EEO University committed to a diverse faculty, staff, and student body. Minority and women candidates are encouraged to apply. AMERICAN UNIVERSITY 4400 Massachusetts Avenue NW WASHINGTON, DC 20016 The private university with a public responsibility

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DEAN, COLLEGE OF EDUCATION AND ALLIED STUDIES Bridgewater State University seeks nominations and applications for the position of Dean of the College of Education and Allied Studies.

The Health and Wellness Department at the University of North Carolina Asheville (UNC Asheville) invites applications for a tenure-track Assistant Professor position Position: Assistant Professor in Health and Wellness Promotion in the Health and Wellness Department. This is a full-time (9-month) tenure-track faculty appointment beginning in August, 2013. Qualifications: Doctorate (or completion of doctorate before August, 2013) in Exercise Science, Exercise Physiology, or closely related discipline with academic preparation, teaching and/or research emphasis in physical activity and healthful living across the lifespan; demonstrated excellence in teaching and a clear articulation of a commitment to student learning through teaching and advising in a liberal arts setting; active participation in the discipline as evidenced by research and peer-reviewed publications and/or presentations, and involvement in professional organizations; and demonstrated commitment to service and civic engagement. Preference will be given to candidates with additional academic preparation, teaching, and/or research in one or more of the following areas: drugs, addiction, and substance abuse prevention among urban, rural, and/or tribal populations; research methods, and/or utilization of wellness models in a variety of settings. Responsibilities: This faculty member will teach undergraduate courses in exercise science areas (e.g. exercise physiology, nutrition and exercise, fitness assessment and exercise prescription), health promotion and wellness, and one or more of the following courses: drugs and addiction, integrative health and multi-cultural traditions, and/or research methods. Teaching in our Integrative Liberal Studies program--UNC Asheville’s interdisciplinary liberal arts curriculum, required of all our undergraduates—is also expected, including introductory colloquia, writing and diversity intensives, and other interdisciplinary courses. In addition, the faculty member will serve as a student advisor and mentor, establish a research agenda, engage in scholarly activity, serve the department, campus, and community, and perform other duties assigned by the department chair.

About the University: Founded in 1840 by Horace Mann, Daniel Webster and John Quincy Adams, Bridgewater State University is one of the oldest public institutions of higher education in the United States, and is a premiere public university of the Commonwealth of Massachusetts. Bridgewater today is a dynamic, vibrant community of students and scholars, with excellent facilities, an outstanding range of academic programs and a broad array of undergraduate learning experiences. The University’s trajectory of excellence is fostered by intensive interactions between faculty and students; a commitment to diversity and global awareness; a heightened sense of civic responsibility and public service; and the deployment of new technologies into all forms of teaching and learning. As the comprehensive public institution in Southeastern Massachusetts—one of the fastestgrowing regions in New England—Bridgewater State University is home to over 11,400 students and 321 faculty members, making it the eighth largest institution of higher education, public or private, in the Commonwealth.The University is situated on an idyllic, 270-acre campus, and is approximately 45 minutes from Cape Cod and Boston, to which it is linked by commuter rail.The cultural and intellectual resources of the greater Boston area are world class. Bridgewater State University houses five Colleges: the College of Humanities and Social Sciences, the College of Education and Allied Studies, the Ricciardi College of Business, the Bartlett College of Science and Mathematics and the College of Graduate Studies. Forward thinking and vast energy have allowed Bridgewater to invest nearly $300 million in an unparalleled program of construction, renovation and renewal over the past decade. During the past decade the number of faculty has increased by almost 22%, more than any other public institution in Massachusetts; among the Commonwealth’s ten largest institutions, public and private, none have added faculty at a faster rate. About the position: The Dean is responsible for leading the College, supervising and overseeing the continuous improvement of its academic programs, directing College-wide strategic and operational planning, allocating resources, working collaboratively with other units of the University, overseeing routine administrative services, articulating the needs of the College to external constituencies and working with state-level administrators to address Commonwealth issues and needs for educator preparation. The Dean is a member of the administrative team of the University and reports to the Provost and Vice President for Academic Affairs. A full description of the responsibilities of the position and the required qualifications can be found at: http://jobs.bridgew.edu/applicants/ Central?quickFind=54969 The date of hire is negotiable. Salary will be commensurate with qualifications and experience.This is an exempt, non-unit position.

Salary: Competitive for rank and discipline Start Date: August, 2013 Deadline for Applications: October 19, 2012 The Health and Wellness Department operates within the Social Sciences program area of the University of North Carolina Asheville. The Department prepares competent health and wellness professionals within a challenging, rewarding, and high-quality liberal arts learning environment. Health and Wellness Promotion majors learn to think critically, communicate effectively, cultivate an understanding of human diversity, value collaboration and service, and enhance the quality of life and health for all. The Health and Wellness Department is firmly grounded in the tradition of liberal arts learning, and thus directly supports UNC Asheville’s fundamental commitment to providing a superior interdisciplinary liberal arts education.

The review of applications will begin October 15, 2012 and continue until the position is filled. Applicants should attach to their on-line application, a letter of interest and curriculum vitae, which includes four professional references. Please apply at: http://jobs.bridgew.edu Bridgewater State University is an affirmative action/equal opportunity employer which actively seeks to increase the diversity of its workforce.

Application Procedures: Submit a letter of interest (include a brief description of teaching experience and teaching philosophy), curriculum vitae, official transcripts, examples of published works, and names and contact information (including phone numbers and email addresses) of three references to: Keith Ray, Chair Health and Wellness Department 460 Sherrill Center, CPO# 4030 One University Heights UNC Asheville Asheville, NC 28804-8514 UNC Asheville is the designated liberal arts institution in the UNC public university system and is located in the Blue Ridge Mountains of Western North Carolina. We encourage applications from traditionally under-represented minorities. UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its mission and its commitment to excellence in the liberal arts. UNC Asheville is an Affirmative Action/Equal Opportunity Employer.

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Assistant Professor in Plant Sciences Plant Microbiologist in Food Safety Department of Plant Sciences RESPONSIBILITIES: The successful candidate’s research will focus on plant-environmental-microbial interactions of crops and produce, with emphasis on microbial community processes in relation to plant and/or human pathogens. This position provides the opportunity to investigate fundamental principles that determine how plants and their environment affect the microbial communities upon the plant surface. An intended outcome of these discoveries will be identification of key ecological and/or molecular traits that can in turn improve handling strategies and food safety by modulating the presence, persistence, or activities of beneficial and deleterious microorganisms. A successful researcher in this field would likely utilize key tools and research approaches including metagenomics, transcriptomics, metabolomics, molecular analysis of plant-microbe interactions, and/or eco-physiological processes; or any related combined approaches to analyze microbial communities in the phyllosphere, rhizosophere and other plant niches. These studies may occur in a range of successive contexts, from field systems through the multiple human environments involved in post-harvest processes (handling, packaging, storage and preservation, transportation, etc.) to the transmission of human pathogens in the food chain. The incumbent will be expected to develop an internationallyrecognized research program and professional profile. Ability to operate comfortably in multi-disciplinary teams will enhance the development of practical solutions to critical issues related to food safety and postharvest handling of specialty crops grown in California and across the world. The faculty of the Department of Plant Sciences has expertise in a broad range of genomics, plant/microbe and field studies, providing many opportunities for collaboration on topics of interest to the candidate. In addition, ability to work with academic and industrial contacts is desired, to help apply knowledge of plant-microbial interactions to optimize postharvest management strategies. The candidate will establish a vigorous, dynamic and innovative teaching program at both the undergraduate and graduate levels. The successful candidate will be expected to contribute to teaching of core courses in the Plant Sciences curriculum and development of new courses in their area of expertise. A specific course in which this individual will teach is PLS174: Microbiology and Safety of Fresh Fruits and Vegetables. They will additionally be able to develop new general education courses within a similar area of expertise. The candidate will also teach at the graduate level within her/his area of research expertise in the Horticulture and Agronomy, Ecology, Evolution, Plant Biology, Microbiology, Genetics, International Agricultural Development and/or Food Science Graduate Groups. Enthusiastic and effective advising and mentoring of undergraduate and graduate students and postdoctoral fellows is expected. QUALIFICATIONS: Ph.D. or equivalent level of experience in plant biology, postharvest biology, or microbiology with experience in plant microbial interactions or related fields. SALARY: Commensurate with qualifications and experience. TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plantsciences .ucdavis.edu.Please include statements of research goals for this position and teaching philosophy, curriculum vitae, publication list, copies of 3 of your most important research publications, copies of undergraduate and graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references. For technical or administrative questions regarding the application process please email plantsciences@ucdavis.edu. Review of the applications will begin January 1st, 2013. The position will remain open until filled. Dr. Daniel J Kliebenstein, Chair, Search Committee Department of Plant Sciences University of California One Shields Avenue Davis, CA 95616-8515 Telephone: (530) 754-7775 / FAX: (530) 752-4361 E-mail: kliebenstein@ucdavis.edu “UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.

DEAN College of Engineering and Computer Science The University of Central Florida is conducting a nationwide search for Dean of the College of Engineering and Computer Science. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 2, 2013. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, Executive Vice President & Managing Director Porsha L. Williams, Principal 770-804-1996 ext: 109 || pwilliams@parkersearch.com UCF is an equal opportunity, affirmative action employer and encourages the candidacies of women, members of racial and ethnic minorities, and persons with disabilities. All searches and documents are subject to the Sunshine and public records laws of the State of Florida.

Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com

Dean of Academic Affairs Lake Worth Campus

Palm Beach State College was founded in 1933 and was the first public junior College in the state of Florida. The Lake Worth Campus is the largest and most comprehensive of the four campuses that make up the Palm Beach State College system and currently serves an enrolled population of over 24,000 students. Palm Beach State at Lake Worth invites qualified candidates who are dedicated to creating and maintaining an innovative and dynamic teaching environment to apply for the position of the Academic Affairs Officer for the Lake Worth Campus. Reporting to the Campus Provost, the Dean of Academic Affairs will provide leadership and administrative oversight to the following disciplines: Art and Humanities, English, Mathematics, Social Sciences, Education, and Natural Sciences. In order to meet the needs and demands of our student population, our Dean of Academic Affairs is assisted by Five Associate Deans who will report directly to him or her. The Dean of Academic Affairs will also provide campus oversight for the Student Learning Center, Media Services, and Library Learning Resource Center and is responsible for the division budget and the formulation of strategic policies, standards and procedures. The successful candidate must have a minimum of a Master’s degree within a specified subject area related to the position and a minimum of four years experience. A doctoral degree is strongly preferred. Must possess solid leadership skills, post-secondary instruction, and administrative experience in higher education, curriculum development skills and the ability to manage a budget. This position will be open until filled with an initial review date of November 11, 2012. Palm Beach State College offers a highly attractive benefits package. For more information and to apply online please visit: www.palmbeachstate.edu/employment.xml

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The Department of Literature and Language seeks to fill a tenure-track position in literature. Candidates should have Ph.D. in English or Comparative Literature in hand by Aug. 2013. Candidates should demonstrate the capacity to develop a generalist breadth to suit the needs of a small, interdisciplinary department with a curriculum spanning British and American as well as world literature in translation. Needs in the department include candidates prepared to teach non-Western and pre-1800 literatures. Projected course offerings include composition, introduction to literature, historical surveys, and ethnic and minority literatures. Consideration will also be given to candidates with demonstrated experience or potential for leadership in serving our institution’s efforts in promoting diversity and inclusion. Candidates will also be expected to contribute to programs outside the department such as our Integrative Liberal Studies program—UNC Asheville’s interdisciplinary liberal arts curriculum, required of all our undergraduates—as well as the Humanities Program, Africana Studies, and Women, Gender and Sexuality Studies. UNC Asheville is the designated public liberal arts university in the North Carolina system, with a dynamic and interdisciplinary Literature and Language Department, located in one of the most livable regions in the country. UNC Asheville is committed to diversity, and women and minorities are strongly encouraged to apply. As an Equal Opportunity Employer, UNC Asheville does not discriminate in its hiring or employment practices on the basis of race and ethnicity, age, religion, disability, socioeconomic status, gender expression, gender and sexual identity, national origin, culture and ideological beliefs. Application procedure: send application letter of about 500 words, highlighting your fit with our needs, your electronic dossier including 3 letters of recommendation, and a statement of your teaching philosophy to Dawn McCann, Department Assistant, at dmccann@unca.edu Only electronic submissions will be considered. Interviews at MLA convention. Closing Date for applications: October 22

Assistant Vice President for Enrollment Management Monroe Community College seeks an experienced and dynamic professional to serve as the Assistant Vice President for Enrollment Management. The successful candidate will demonstrate collaborative leadership and consensus building skills and will work effectively across all spheres of the College to develop recommendations and lead the College’s enrollment structures and processes. MCC is one of only twenty community colleges out of more than a thousand across North America selected for board membership in the League for Innovation in the Community College. The College is a large institution that offers over 80 programs across two main campuses, two specialized centers, various extension sites, and online. The College is an integral part of the Rochester community which is rich in educational and cultural resources. MCC embraces diversity and inclusion, offering activities and programs to enhance the personal and professional development of faculty, staff, and students. The Assistant Vice President reports directly to the Provost and Vice President for Academic Services. The Assistant Vice President is a senior level professional who is responsible for creating, coordinating, implementing, and evaluating the College’s strategic recruitment and enrollment plan. This work will include the integration and support of student service offices such as Academic Advisement, Admissions, Financial Aid, Graduation Certification, Placement Testing, and Registration and Records. The work of the Search Committee will be supported by Victoria J. Dutcher, President of Williams & Company. Please contact Victoria with queries, nominations, and referrals at victoria@williamscompany.net or (860) 819-5786. To view description, qualifications, and application instructions please visit: https://jobs.monroecc.edu/postings/1541. Monroe Community College is a unit of the State University of New York. It is the policy of the University and this College not to discriminate on the basis of age, race, creed, color, national origin, sexual orientation, military status, sex, disability, predisposing genetic characteristics, marital status or domestic violence victim status in admissions, employment, and treatment of students and employees in any educational program or activity administered by any of its units.

PROVOST AND EXECUTIVE VICE CHANCELLOR FOR ACADEMIC AFFAIRS St. Louis, Missouri Washington University in St. Louis (WUSTL), one of the nation’s premier private institutions of higher education, seeks a Provost and Executive Vice Chancellor for Academic Affairs. The Provost reports to the Chancellor and works in close collaboration with the Executive Vice Chancellor for Medical Affairs and Dean of the School of Medicine. The Provost will be responsible for teaching, learning, scholarship, and research across the Danforth Campus. This is an exciting opportunity for a skilled and seasoned leader to take charge of an enterprise whose academic excellence, status, and reputation have increased remarkably over the past two decades, securing its position among the nation’s leading research universities. Founded in 1853, the University today is nationally and internationally renowned for teaching, learning, research, service to society, and patient care. A medium-sized university, WUSTL currently enrolls over 6,000 full-time undergraduate students, 6,000 graduate students, and about 1,000 non-traditional evening and weekend students. WUSTL’s investment in the highest quality of undergraduate education, the excellence of its topranked medical school, and the success of many of its units, including the number one ranked school of social work in the country and top-rated programs in law, business, engineering, and design will form an ideal platform for the Provost, in close partnership with the Chancellor and Deans, to sustain and even accelerate the University’s remarkable upward trajectory. The Provost will convene the deans of the major academic units, as well as the leaders of numerous centers, programs, and institutes, to facilitate cross-disciplinary activity and foster improvements and innovations in teaching and research. In addition to a strong record of scholarly achievement, the successful candidate will bring to the role an enterprising spirit, and the ability to lead by charisma, collaboration, and the strength of good ideas. The executive search firm of Isaacson, Miller has been retained to assist the advisory committee for the search. Inquiries, nominations, and applications, including a curriculum vitae and a letter of interest, should be sent in confidence to Matthew Tzuker, Senior Associate at WashUProvost@imsearch.com. Electronic submission of materials is preferred.

Washington University in St. Louis is committed to providing equal opportunity to all qualified individuals in its employment and personnel practices. The University practices affirmative action by taking assertive steps to recruit, hire and promote minorities, females, individuals with disabilities and veterans.

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University of South Florida System is a high-

Central Louisiana Technical Community College The newly created Central Louisiana Technical Community College, located in the heart of the state, offers a rare and unique opportunity for an innovative and inspiring leader. The ideal candidate will see themselves as, and enjoy being, a problem solver, relationship builder, and a strong advocate for academic quality. He or she will plan for and implement new facilities and programs. An outstanding institution depends on a leader that personifies and provides exceptional service to students. The individual we are seeking will embody strong leadership, a demonstrated commitment to improving educational access, the ability to inspire faculty, staff, and students, along with the skills to collaboratively execute a common mission and vision. The successful candidate will have an affinity for, and experience in, community engagement for both the college and the communities it serves. Community involvement and economic development are equally as important as college leadership. Economic development leaders will embrace the new chancellor and count on him or her to participate in workforce development initiatives and anticipate needs so that relevant, up -to-the-minute programs may be created or enhanced to meet the workforce needs. Fundraising will be an activity the new chancellor will prioritize and execute on an ongoing basis. CLTCC has six campuses, Alexandria, Winnfield, Leesville, Oakdale, Ferriday and Cottonport, LA. Qualifications for the position include: • Earned doctorate or terminal degree from an accredited institution preferred • Minimum of 5 years successful experience at the Vice President or President/Chancellor level in an institution of higher education, preferably in a comprehensive community college Desirable Qualifications: • A passion for the role and mission of technical and community colleges • The ability to inspire and lead a complex, multi-campus organization • A record of successful senior management experience in a fast-paced environment • A commitment to ensuring appropriate linkages between career/ technical/adult education and the transfer mission of the institution • Experience in listening to and engaging with multiple stakeholders

For additional information about Central Louisiana Technical Community College, please visit www.cltc.edu. For a full position description and application procedures, you may also visit www.lctcs.edu or www.acctsearches.org

Salary and benefits are competitive. The review of applications will continue until the position is filled. Candidates are encouraged to submit a complete application to www.acctsearches.org by Friday, October 19, 2012. An Association of Community College Trustees Assisted Search The college is a member of the Louisiana Community and Technical College System comprised of seven community colleges, four technical community colleges and three technical colleges. Confidential inquiries regarding the application process or nominations should be directed to Dr. Narcisa Polonio, ACCT Vice President for Research, Education and Board Leadership Services at (202) 276-1983 (mobile) or narcisa_polonio@acct.org.

impact, global research system dedicated to student success. The USF System includes

three institutions: USF Tampa; USF St. Petersburg; and USF

Sarasota-Manatee. The institutions are separately accredited by the

Commission on Colleges of the Southern Association of Colleges

and Schools. All institutions have distinct missions and strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of

$3.7 billion. USF is a member of the Big East Athletic Conference.

Administrative Positions:

Director of Housing (Student Affairs)

Director of Quality Enhancement (St. Petersburg Campus) Director of Strategic Initiatives (COM) Director of Counseling Center

Assistant Vice President-Dean (Student Affairs)

Sr. Director of Development-COB (Foundation)

Faculty Positions: College of Arts and Sciences

Assistant Professor (3)

Dean (1)

Public Health

Sarasota

Assistant Professor (1)

College of Education

College of Nursing

Assistant/Associate Professor (3) Assistant Professor (4)

Education

Nursing Faculty (2)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/ jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879.

USF is an equal opportunity/equal access/affirmative action

Executive Searches http://www.acctsearches.org

institution, committed to excellence through diversity in education and employment. www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620

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Assistant Cooperative Extension Specialist Restoration Ecologist Department of Plant Sciences The Department of Plant Sciences, University of California, Davis, seeks to fill an 11-month, career-track position at the Assistant Specialist in Cooperative Extension level. RESPONSIBILITIES: This academic position has 100% Cooperative Extension responsibilities and will be located in the UC Davis Department of Plant Sciences. The research and extension focus of the candidate will address restoration and conservation of multiple goals in working landscapes, including a focus on both natural (e.g., grasslands, wetlands, woodlands) and managed (e.g., rangeland, agricultural, urban, parks) ecosystems, and their interactions. Focal goals include, but are not limited to: safe and sustainable forage and food production; conservation and restoration of diverse species; enhanced provisioning of fertile soil, pollination, clean air; and control over pests and erosion. This CE Specialist will bring statewide leadership, visibility, and cohesion to an interdisciplinary team of land grant researchers and educators to improve the success of ecosystem restoration projects. This position will support the ANR Rangeland Watershed Workgroup that coordinates the natural resources research and education activities of more than 40 CE advisors, CE specialists and AES researchers. Research will be conducted in the laboratories and fields at UC Davis, on diverse stakeholder lands (e.g. nature reserves, local, state and federal lands, and commercial farms and ranches), and at UC Field Stations located throughout California.

DEAN College of Music The Florida State University is conducting a nationwide search for Dean of the College of Music. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to November 21, 2012. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com.

Laurie C. Wilder, Executive Vice President & Managing Director Porsha L. Williams, Principal 770-804-1996 ext: 109 || pwilliams@parkersearch.com

The Florida State University is an Equal Opportunity/Access/Affirmative Action Employer.

The candidate is expected to develop a nationallyrecognized program, secure extramural funding, and publish research results in appropriate refereed journals and limited distribution reports. Fulfillment of responsibilities may require extensive travel. Candidate will have the opportunity to support undergraduate and graduate teaching missions of the Department and to be a member of Graduate Groups. Affirmative action to include ethnic minorities, women, and other underrepresented clientele is expected as a component of all of the appointeeâ&#x20AC;&#x2122;s programs. QUALIFICATIONS: PhD in restoration ecology, ecosystem management, rangeland ecology, plant ecology, plant biology, plant science, weed science, soil ecology, or a closely related field with an emphasis in restoration ecology. Applicants must have leadership ability, management and communication skills. Ability to conduct independent research in ecology must be demonstrated. SALARY: Commensurate with qualifications and experience. TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plantsciences.ucdavis.edu/ Please include statements of research and extension interests, curriculum vitae, publication list, copies of 3 of your most important research publications, copies of undergraduate and graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references. For administrative questions regarding the application process, please email Ms. Baljit Nijjar bknijjar@ucdavis.edu. Review of the applications for this position will begin November 1, 2012. The position will remain open until filled. Bradley D. Hanson, Chair, Search Committee Department of Plant Sciences Mail Stop 4, One Shields Ave. University of California, Davis Davis, CA 95616 Telephone 530-752-8115 E-mail: bhanson@ucdavis.edu UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.

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High Achievers Wanted t h e jack k e n t c o ok e f ou n dation is c a l li ng f or 2 013 a pplic ations Do you have exceptional academic achievement? Or have you demonstrated extraordinary talent in the creative arts? Or are you engaged in dissertation research related to high-achieving students with financial need? If so, we have opportunities that can make your educational dreams a reality. Our Undergraduate Transfer Scholarship is for up to $30,000 per year to students and recent alumni with significant financial need from community colleges or two-year institutions who will pursue bachelor’s degrees at fouryear institutions. To be eligible, candidates must be nominated by the faculty representative at their two-year institution. Our Graduate Arts Award is for up to $50,000 per year for up to three years to college seniors and recent graduates with significant financial need who will pursue a graduate or professional degree in the visual arts, performing arts, or creative writing. To be eligible, candidates must be nominated by the faculty representative at their undergraduate institution. Our Dissertation Fellowship is for $25,000 for advanced doctoral students who are completing dissertations that further understanding of our mission: advancing the education of exceptionally promising students who have financial need. Learn more about eligibility requirements on the Foundation’s website. THE JACK KENT COOKE FOUNDATION IS A PRIVATE, INDEPENDENT FOUNDATION ESTABLISHED BY JACK KENT COOKE TO ADVANCE THE EDUCATION OF STUDENTS WHO HAVE EXCEPTIONAL PROMISE AND FINANCIAL NEED. FOR INFORMATION ABOUT OUR SCHOLARS, LISTS OF FACULTY REPRESENTATIVES, AND GUIDELINES AND APPLICATION MATERIALS FOR OUR PROGRAMS, PLEASE VISIT OUR WEBSITE: WWW.JKCF.ORG

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UNIVERSITY LIBRARIAN AND DEAN OF LIBRARIES UNC Asheville’s Department of Chemistry is seeking qualified applicants with a Ph.D. in Chemistry and postdoctoral experience for a tenure-track assistant professor level position in the broad area of medicinal chemistry. The ideal candidate will have experience at a liberal arts institution and be able to teach undergraduates in biochemistry, organic chemistry and other integrated sub-disciplines. Faculty are expected to teach 12 contact hours per semester and be capable of establishing a robust, lab-based undergraduate research program supported by external funding. As a public liberal arts university, our obligation is to serve the residents of North Carolina, particularly western North Carolina. The Department therefore encourages applications from candidates interested in collaborating with other professionals in the UNC system and Asheville area that benefit UNC Asheville, its faculty and its students. Consideration will be given to candidates with demonstrated experience or potential for leadership in serving our institution’s efforts in promoting diversity and inclusion. Successful candidates should also be prepared to teach outside the department in our Integrative Liberal Studies program-UNC Asheville’s interdisciplinary liberal arts curriculum, required of all our undergraduatesincluding our Humanities program, writing and diversity intensive courses, and the first-year seminar series. Applicants should submit the following: 1) Cover letter, 2) CV, 3) Statement of teaching philosophy, 4) Description of future research plans, 5) Three letters of reference, and 6) Undergraduate and graduate transcripts, to Dr. Herman Holt, Chair, Department of Chemistry, CPO#2010, 1 University Heights, Asheville, NC 28804 or electronically: chemistry@unca.edu. Review of applications will begin immediately until the closing date of October 31, 2012 or until the position is filled. Follow us at: http://chemistry.unca.edu/.

UNIVERSITY OF MICHIGAN ANN ARBOR The University of Michigan invites nominations and applications for the position of University Librarian and Dean of Libraries. The University of Michigan Library is one of the nation’s great research libraries. It houses world renowned collections, provides cutting-edge digital technologies that enhance information access, offers instructional programs for the campus community, and serves as the primary academic publishing enterprise of the University. An innovative leader in electronic publishing and digital access, the University of Michigan Library is working to shape the future of libraries through the HathiTrust Digital Library partnership and the Google Books digitization effort. Through its outstanding staff, resources and services, the Library seeks to fulfill its public mission: to support the teaching and research activities of the faculty, students, and staff of the University, and to contribute to the common good by collecting, organizing, preserving, communicating, and sharing the record of human knowledge. The leader of the Library must be a strong advocate for the essential role of the library at a leading research university, a person whose vision and character will inspire continued excellence and innovative new efforts. She or he provides a public face for the Library, representing its interests to a range of on- and offcampus constituencies. As chief administrative officer of the Library, the Librarian and Dean of Libraries reports directly to the Provost and Executive Vice President for Academic Affairs. The successful candidate should have leadership experience in the academic and broader scholarly community, as well as a record of accomplishment in strategic programming and financial planning for a large organization. A capacity for developing and sustaining relationships with administrators, deans, faculty, staff, and students is essential, as is the ability to represent the University effectively for purposes of outreach, development, and inter-institutional cooperation. The successful candidate should possess knowledge of emerging digital technologies and their potential within the domains of scholarship and scholarly communication, and will demonstrate a strong commitment to supporting a diverse staff. A doctoral or equivalent terminal degree is desirable. Nominations and applications will be reviewed beginning October 2012. Women and individuals from underrepresented groups are encouraged to apply. All inquiries, nominations, and applications will be treated in a confidential manner. A cover letter and curriculum vitae should be submitted in electronic form to: August E. Evrard, Search Committee Chair ulib.search.chair@umich.edu The University has retained the services of Isaacson, Miller to assist with this search. Inquiries may be made to: Alan Wichlei, Vice President & Director awichlei@imsearch.com or Beverly Brady, Senior Associate bbrady@imsearch.com Isaacson, Miller 263 Summer Street Boston, MA 02210 (617) 262-6500 The University of Michigan is an equal opportunity/affirmative action employer.

UNC Asheville, located in the Blue Ridge Mountains in Western North Carolina, is the designated public liberal arts institution of the University of North Carolina system, committed to student-centered teaching and to being an inclusive campus community. We encourage applications from women and traditionally underrepresented minorities. UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its liberal arts mission. As an Equal Opportunity Employer, UNC Asheville does not discriminate in its hiring or employment practices on the basis of race and ethnicity, age, religion, disability, socioeconomic status, gender expression, gender and sexual identity, national origin, culture and ideological beliefs.

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California State University, Long Beach California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation enrolling approximately 36,000 students. CSULB is located in Long Beach, the sixth largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB has been ranked among the nation’s top 75 best public universities in educational value by The Princeton Review, as the fourth best Public Regional University in the West by U.S. News and World Report, and ninth in the nation in conferring bachelor’s degrees to minority students by Diverse Issues in Higher Education. The University is aggressively recruiting high-achieving students from across the state as well as nationally and internationally while also maintaining its strong public commitment to access and educational opportunity for students from the local region. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University’s broad and forward-seeking mission. Read more at www.csulb.edu.

www.csulb.edu/aa/personnel/jobs •

Advanced Studies in Education & Counseling (Special Education)

College of Education •

Mechanical and Aerospace Engineering (Mechanics, Materials, and Manufacturing) Computer Engineering and Computer Science (Computer and Network Security) Civil Engineering and Construction

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Electrical Engineering (Power Systems/Electronics) Chemical Engineering (Materials) Manufacturing Engineering (Boeing Professor)

Engineering Management (Structural)

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Chemistry (Analytical/Physical Chemist) Geology (Environmental Geochemist) Science Education (Department Chair) Mathematics (Pure Math) Biological Sciences (Marine Computational Biologist)

College of Natural Sciences and Mathematics

• • • • • • •

Physical Therapy (Neuromusculoskeletal Rehabilitation) Social Work (Community Practice) Criminal Justice (Policing) Nursing (Adult/Geriatric NP) Family and Consumer Science (Nutrition) Kinesiology (Biomechanics) Communicative Disorders (Speech-Language Pathology)

College of Health and Human Services

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Communication Studies (Diversity and Culture/Interpersonal and Organizational) Geography (Geographic Information Science) Human Development (Developmental Biology) Psychology (Developmental Psychology) Sociology (Applied Research Methods, Statistics and Data Analysis) Political Science (International Relations)

College of Liberal Arts • • • • • • • • •

Art (2 positions- 3D Foundation and 3D Media/Wood) Art History (Islamic) Theatre Arts (Voice for Stage) Music: Cole Conservatory (Choral Education)

College of the Arts

CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identification, sexual orientation, marital status, disability, medical condition, age, political affiliation, Vietnam era veteran status, or any other veteran's status. CSULB is an Equal Opportunity Employer.

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The University of Texas at El Paso Departments/Programs with Anticipated Tenure/Tenure-Track Faculty Positions for Fall 2013 The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Econometrics and Statistics.

The University of Texas at El Paso is an emerging national research university at the heart of the U.S.-Mexico border region committed to the ideals of access and excellence. A leader among Hispanic-serving institutions, UTEP enrolls more than 22,000 students - about 77 percent of them Hispanic - and is the only doctoral research university in the nation with a student body that is a majority Mexican-American.

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.

UTEP offers 70 bachelor’s, 79 master’s, and 19 doctoral programs - with more in development. UTEP’s nearly $70 million in research spending a year ranks the University among the top 200 universities in the nation; and its more than $35 million in federal research spending ranks fourth among all Texas public universities.

College of Business Administration

• Public Health • Social Work

College of Education Educational Psychology • Teacher Education

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 December 1, 2012 and strongly encourage you to complete your application by then. We will continue to accept applications until March 16, 2013. The University of Chicago is an Affirmative Action/Equal Opportunity Employer.

College of Health Sciences Clinical Lab Science • Kinesiology • Occupational Therapy

Accounting

College of Liberal Arts Communication • English • Criminal Justice

College of Engineering Computer Science • CyberShARE

• History • Language & Linguistics • MPA

• Electrical Engineering & Computer Engineering

• Philosophy • Political Science • Public Administration

• Industrial Manufacturing in Systems Engineering

College of Science Biological Sciences • ECO-EVO Program

• Mechanical

• Geology/Environmental • Mathematical School of Nursing FOR A DESCRIPTION OF OUR CURRENT OPENINGS AND APPLICATION PROCEDURES, PLEASE VISIT OUR WEBSITE AT: www.utep.edu/employment The University of Texas at El Paso does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, veteran status, genetic information or sexual orientation in employment or the provision of services.

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P ri min g the Pump. ..

SHORTCUTS

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

“There are no shortcuts to any place worth going.” – Beverly Sills

shortcuts were not tempting, there would be no fad diets, get-richquick schemes, falsified résumés or CliffsNotes. People who want to reach challenging goals quickly may seek an easy way to get there. Most often, though, taking a shortcut in something that traditionally takes time or is difficult leads to squandered resources, lost motivation and an increased risk that the prized goal will never be reached. With Latino students, it is wiser to teach strategies and tactics for efficiency and effectiveness to inoculate them against the lure of shortcuts – skipping essential steps – in achieving their goals. Efficiency is the ability to do things quickly; effectiveness is doing those same things correctly. Both are essential to success and can be learned. And both require focus, self-discipline and the willingness to do what it takes to reach a goal and sustain it across time. Teaching Hispanic students organizational skills may be the primary way to teach efficiency. Learning to organize thoughts, materials and resources – including time and money – will help them learn to reduce errors and minimize redundancy. Students learn to save time and effort if they pull and keep together essential elements of their activities and streamline processes. Taking and organizing study notes, outlining and using a syllabus and planner to map out assignments and other responsibilities or deadlines are some basic ways that parents and teachers can coach Latino student efficiency. Effectiveness – doing things correctly – is the long-term goal of both teachers and students, and Latinos respond well to that if they are clear on the goal and how it fits into the context of daily living. Providing clear instruction, setting attainable and measurable goals, offering consistent feedback and positive coaching can guide the Hispanic student to consistently doing things correctly. If efficiency and effectiveness can be taught, why are shortcuts so popular? How can we teach Hispanic students to persist in working toward a long-term goal when a shortcut seems easier? Perhaps the drudgery of longer-term preparation entices students to

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take shortcuts. An exciting goal may lose its shimmer when attainment takes longer than anticipated. Perhaps the discomfort of isolation in going it alone on a personal journey makes it harder to persist. The lure of doing something easier may outshine the hard task ahead, too. The delusion of quick solutions can also seduce Hispanic students into seeking an easy way that won’t work in the long run. In an age when information, communication with others and even food preparation are a few button-clicks away, a long-term goal seems exceedingly arduous when other things come instantly. Shortcuts also entice the people who think they can achieve something long term (like weight loss) when they have not understood or accepted that what is required is a lifelong commitment to change – not simply a temporary external fix. Hispanic students benefit from being reminded that everything has its price – including shortcuts. Plagiarism, inadequate preparation, halfbaked effort and lack of persistence all have the same cost: losing the opportunity to reach a desired goal. Latino teens cannot compete if they aren’t permitted in the arena, but being allowed to enter and remain for the long haul requires the self-sacrifice of doing what is required – no shortcuts allowed. The mental anguish from embarrassment, the peer pressure to take the easy way out, the disruptions of not persisting and the family dishonor in losing an opportunity are some of the intangible but expensive costs of taking shortcuts. To understand the economy of persistence compared to shortcuts, Latino youth need to know the value – tangible and intangible – of their goals and what it will take to get there. And that needs to be accompanied by the message that they are capable, if they are also determined and self-disciplined enough to do it as expected. Bottom line: No feelgood approach is ever worth compromising one’s personal integrity, reputation, honor or dream. Above all, Hispanic students must first be taught that their own character is most important. With that belief ingrained, shortcuts are no longer an option.