11/12/2012 Hail to the Chiefs

NOVEMBER 12, 2012

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VOLUME 23 • NUMBER 04

Also available in Digital Format Women as College Presidents

Dr. Beatriz Espinoza

Salaries & Compensations

BMCC R BMCC Ranks anks N Number umber Nine Nine among among 2 2-year -year ccolleges, olleges, n ationwide, in in ggranting ranting aassociate ssociate nationwide, degrees deg rees ttoo Hispanic Hispanic students. students.

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

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Esquina E ditorial

W

hat a pleasure it is to present in this issue our “Hail to the Chiefs” – a quick guide to Hispanics, from José Aybar to Félix Zamora, who hold the top spot at colleges and universities coast to coast, border to border, that are officially designated as Hispanic-Serving Institutions. Their Hispanic origins include Argentina, Colombia, Cuba and El Salvador – but for most, Mexico and Puerto Rico. The leaders interviewed who had the longest tenure in their current post are Ernesto VázquezBarquet and Ricardo R. Fernández, both of whom took office in 1990. The newest in their current posts – Pete Campos, Tony Cantú, Beatriz Trevino Espinoza, Mildred García, Ana “Cha” Guzmán, Tomás Morales and Eduardo Ochoa – started this year. Fifteen of those interviewed are women. We’ve written about many of these leaders over the years, talked with them at conferences and conventions across the country, visited their campuses. We can report that more than a few are justifiably seen as treasures for the good they’ve done for their communities and even the nation.

Their jobs are increasingly complex, calling on a range of skills not readily found in one individual. All have multiple constituencies, each of which they need to understand and motivate – any one of which they ignore at their peril. Increasingly, too, college and university leaders recruit and collaborate with partners outside their institutions. We are told that paths to the presidency are neither plentiful nor well-traveled.

Many in academia who view the post up close are intimidated by its demands. Along with needing always to do more with less, there are pressures over speech codes, guns on campus, tenure, affirmative action, and calls to become “more businesslike.” And at institutions serving large numbers of those less well prepared, there are struggles to provide support that enables these students, so many of them Hispanic, to persist and succeed.

To all these chiefs, to those now retired and to those who will follow, our very heartfelt BRAVO! ¡Adelante!

Suzanne López-Isa Managing Editor

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by Carlos D. Conde

LATINO KALEIDOSCOPE

I Am a Latino

How

times have changed. I grew up in an age and environment where some felt it advantageous to diminish or disguise your Latino ancestry if you could and if you sought to be involved and accepted in your local community, lest you be relegated to the segregated status that existed then for many of the Spanish-speaking minority.

Some Latinos didn’t mind it. They seemed content with their marginalized status. Others were not.

I knew two guera (fair-skinned) sisters in Dallas, daughters of a Mexican-American dentist named Rodríguez who thought it socially advantageous if they abbreviated their surname to “Rod.” I had another friend in Houston named Montemayor who said it was best for his insurance business if he was known as Montgomery.

For some pretentious Latinos, disavowal was the preferred road and, as a father once interjected in my greetings to his very Mexican-looking kid, “Speak to him in English. He doesn’t understand Spanish.”

Today the trend is toward the opposite.

Latinos are beginning to be celebrated in the U.S., mostly because of our numbers, which keep growing and which can no longer be ignored. With that comes our growing economic and political prowess – and those who dare to dismiss it do so at their own peril.

Yes, there are still some pockets of ethnic resistance and separatism, but they are fast coming down due to the combined forces of integration, a more enlightened U.S. society and the sheer ambitions, abilities and socioeconomic demands of a better-prepared Latino community.

Like those monster banks of recent memory that were considered too big to fail, Latinos, Hispanics, La Raza, or whatever you want to call us, have become too big to ignore and to fail and also too big to confront.

We are also projected to be among the dominant groups, as early as the year 2050 if the present trend of population growth continues, and with that, our upward mobility.

Who knows, some day we may be strong enough and sufficiently politically sophisticated to elect the first Hispanic, Latino, or whatever president of the United States, as the Blacks did in helping to elect a Black American.

For now, we are happy to celebrate National Hispanic Heritage Month during September-October, which recognizes the U.S. Hispanic community and its role and contributions to the country it calls home and, for the majority of this minority group, the only home they have known.

During a whole month, politicians and national and civic leaders hold parties and make proclamations extolling the contributions and the presence of this group of Americans who are still better known for their minority status and who feel comfortable with their distinct ethnic personalities.

First, let me get this straight. Are we an ethnic group, a cultural entity or integrated Americans who enjoy celebrating our historic origins?

Whatever, we ought to be happy with this. We get a whole month of celebration. Other ethnic Americans like the Italians get a day marching down New York’s Fifth Avenue. Puerto Ricans in New York also hold a one-day

festival and the mayor issues a proclamation proclaiming what a great day it was when the Puerto Ricans first came to town.

Meanwhile, let’s try to clarify who we Latinos are. There’s still a lot of discussion on the matter of identity and how we’d like to be known. Are we Hispanics or Latinos or Latin Americans or Chicanos or Boricuas or Spanish-speaking? I’m Mexican so thus a Mexican-American.

The late Texas congressman Henry B. González, a Mexican-American political icon and a pioneer in Latino politics, always maintained we were a pluralistic ethnic society of many parts that could not be easily categorized, and need not be.

The San Antonio congressman, who supposedly came from Mexican gentry, was at that time, the ’60s, feuding with renegade, Latino groups like the youth organization La Raza Unida, which espoused some radical ideas on social separatism with political inclusion.

We were at that time approaching 20 million people with little political clout and a few elected representatives at the local, state or national level. We had a thin economic base, were not very politically sophisticated, and still beholden to state and national political bosses whose main task was cultivating Latino support while keeping Latinos in harness.

Most ethnic and national groups get their day of national festivities. President Lyndon Johnson, who owed part of his political success to Texas Latinos, was the first to make sure Latinos received their due recognition.

President Reagan felt one day wasn’t enough and expanded it to a whole month in October to coincide with celebration of Mexico’s independence day, along with a host of other Latin American countries observing a like holiday.

We are now an estimated 51 million on the way to becoming a dominant group in the country and shedding the tag of a minority group. We now constitute almost 17 percent of the U.S. population and are projected to be more than 132 million by 2050.

However, many Latinos are indifferent to celebrations and national Latino luminaries because they come from so many sources.

The farm labor leader, César Chávez, is one of our heroes, but not many Latinos accord him such status or celebrity because he represented Mexican farmworkers, a small segment of the U.S. Latino population, but still a symbol of the struggle against cultural and labor exploitation in our American life.

Nevertheless, politics being politics, when it comes to cherishing our ethnic heroes, and this being a high-stakes political season, President Obama, of course, couldn’t resist seizing the opportunity.

He traveled to Chávez’s hometown, Keene, Calif., to dedicate a national monument in Chávez’s honor, even if the significance is lost in translation.

L K

A T I N O

A L E I D O S C O P E

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

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MAGAZINE® NOVEMBER 12, 2012

CONTENTS

Hall of

Hall of Hispanic Presidents by Jeff Simmons

Hispanic

Presidents

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Women and Hispanics Still Underrepresented as College Presidents by Frank DiMaria

22

Dr. Beatriz Espinoza – Passion, Drive and a Perfect Fit by Marilyn Gilroy

25

Salaries and Compensation Packages at the Top

28

by Frank DiMaria

Page 8

32 “Highly Qualified Teacher” Requirements Challenged by Alternative Certification Proponents

by Peggy Sands Orchowski

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

Page 25

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DEPARTMENTS Latino Kaleidoscope

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by Carlos D. Conde

I Am a Latino

Uncensored

by Peggy Sands Orchowski

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Salaries and Compensation Packages at

Hispanics on the Move

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Interesting Reads

the Top

33 Page 28

Book Review

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by Myrka A. González

What Teachers Make: In Praise of the Greatest Job in the World

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

34

Targeting Higher Education “Priced Out” – Catch 22 for Low-Income Students

by Gustavo A. Mellander (Online only)

Priming the Pump...

Learning to Ask for Help

by Miquela Rivera

Back Cover Page 32

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

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PRESIDENTS ISSUE/LEADERSHIP

Hall of Hispanic

by Jeff Simmons

Dr.

Ana Margarita “Cha” Guzmán is proud to be at the helm of Santa Fe Community College. This September, she joined the 29-year-old college, which is a Hispanic-Serving Institution in the heart of New Mexico.

Guzmán is part of an elite group of Hispanic presidents leading Hispanic-serving colleges and universities across the country, though she does not describe her role as one in which she provides select attention to the students who share her heritage.

“I became president of a college 11 years ago, and when you become a president you are president for all of the students, all of the faculty and all of the staff,” Guzmán said. “I happen to be Hispanic, and I choose to work in a Hispanic-Serving Institution because Hispanics have been my passion, to ensure that we advance and that we get as many opportunities as possible. But, as a president of the institution, I see me being here for all of my students, faculty and staff.”

This isn’t Guzmán’s first time at the top of a Hispanic-Serving Institution (HSI). During the last dozen years as president of Palo Alto College in San Antonio, Texas, she won acclaim for increasing retention and graduation rates and expanding workforce programs and funding support.

“I think that I’m also a role model for women,” she said when asked about her role as a Hispanic leader. “I have done a lot of speaking to women, and so I see myself as a dual model for Hispanics and women in general. I don’t feel uncomfortable being a role model. I feel proud of mentoring young women, mentoring young Hispanics and letting them know that I am no smarter than they are, and that if I could do it so could they.”

You could call it the “Hall of Hispanic Presidents” – the Hispanic leaders of many of the country’s colleges and universities whose student populations are more than a quarter Hispanic. As of mid-summer, they led 51 HSIs, ones that are both small and large in scale, private and public, community colleges and four-year institutions.

HSIs are defined in federal law as accredited, degree-granting public or private not-for-profit colleges, universities, or systems or districts where total undergraduate Hispanic enrollment constitutes a minimum of 25 percent of the total enrollment. According to organizations that track student data, more than half of all Hispanic undergraduate students in higher education, 53 percent, were enrolled in HSIs. In the 2010-11 academic year, there were 311 Hispanic-Serving Institutions located in 15 states and Puerto Rico – representing 10 percent of all public and private not-for-profit degree-granting higher education institutions, Excelencia in Education reported in new data released this summer. Of those, 255 were located in the states, and another 56 were in Puerto Rico.

While that number has steadily risen between 2004 and 2011 – the

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overall number of HSIs rose from 236 to 311 – the growth has primarily been concentrated in states like Texas, where Guzmán works. Nearly threequarters of HSIs were located in California (with 98), Puerto Rico (56), Texas (56), and New Mexico (23) in 2010-11. But more are witnessing larger-than-25-percent Hispanic student enrollment levels in states not traditionally identified as having large Hispanic populations, such as Kansas, Massachusetts, Connecticut and Washington.

And that landscape continues to evolve. In 2010-11, Excelencia reported a sizeable number of emerging HSIs, those institutions that don’t yet have a critical mass of Hispanic student enrollment required to meet the definition of an HSI but might soon meet that criterion as their Hispanic enrollment grows; 242 such institutions had between 15 percent and 24 percent undergraduate full-time equivalent Hispanic enrollment in 201011. Topping the list among emerging HSIs were California (82), Texas (45) and New York (25).

Almost half of all HSIs – 152 – were two-year community colleges.

About 21 percent of HSIs, 65, were public colleges and universities; 26 percent of HSIs, 82, were private, not-for-profit four-year institutions; and 4 percent, 12, were private not-for-profit two-year institutions.

Of the 311 HSIs, 119 offered graduate programs in 2010-11; 53 offered doctoral and first professional degrees. The largest number of HSIs with graduate programs was in Puerto Rico (with 33) and California (27).

Over several months this summer, The Hispanic Outlook in Higher Education Magazine reviewed the lists of institutions considered HSIs by both Excelencia in Education and the Hispanic Association of Colleges and Universities, the latter of which identifies HSIs that are members of its organization.

Both lists closely resembled each other, though Excelencia identified several new institutions in its latest research. The Hispanic Outlook then contacted the colleges listed within the 50 states and determined which ones were led by presidents of Hispanic heritage. Those with leaders who were deans or chancellors are not included in our Hall of Hispanic Presidents, as well as those with “interim” leaders or who were in transition to hire new presidents.

From those lists, HO identified 51 Hispanic presidents who lead HSIs, about one-fifth of all presidents leading HSIs. Of those presidents, 16 were female, and 35 were male. Most of the Hispanic leaders of HSIs were concentrated in two states, California (with 16) and Texas (with 13). The other breakdown is: New Mexico (7), Florida, Illinois and New York (each with 4), Arizona (2) and Connecticut (1).

While their numbers might seem small, the leaders themselves expect growth to continue, albeit at a slower pace than the larger seismic shift in the country’s Hispanic population. Additionally, the student bodies being

Presidents educated at many other colleges are expected to grow – generating the steeper numbers of emerging HSIs – at a faster rate than those Hispanics appointed as presidents of HSIs, or all colleges in general, experts said.

“What we see is continued growth of institutions that have a high concentration of Latinos, and we see that from year to year,” said Deborah Santiago, Excelencia co-founder and vice president for policy and research. “This year was no exception.”

Between 2009-10 and 2010-11, there was some variance. Some institutions that were Hispanic-serving were no longer eligible, for instance, because they became for-profit or no longer served as two-year degreebearing ones but instead primarily awarded certificates.

“But even then, we still saw an increase,” she said. “Every year, we’ve seen a little variance, but we have always seen an increase of at least eight to 10 institutions that surpassed the enrollment threshold of Hispanics.”

The increase in HSIs, she said, “debunks the pervasive myth that Latinos do not value their education.” Excelencia does not formally track the number of HSIs with Hispanic presidents or chancellors.

“I do think that as the political construct that is an HSI becomes more mainstream or more acknowledged, we are going to see more Hispanic presidents. I don’t think that’s been the case historically,” Santiago said.

“I think in part it’s a reflection of the growth of the population from the top leadership all of the way down,” Santiago said. “That’s not insignificant. There’s just an acute awareness of the leadership – if it is Hispanic it sends a message about role models to students but also to staff and faculty that there is a cultural sensitivity to the student body among all of those being served.”

However, she cautioned that this could create a perception of golden handcuffs. “You don’t want to only be seen as serving Hispanics because you are Hispanic. You want to be seen as serving all students. That increases accountability and awareness. Those two factors are important if you are trying to serve your students well,” she said.

Eloy Ortiz Oakley, president and superintendent of Long Beach City College in California since 2007, maintained that his personal story raises the level of service he provides to his campus and his community.

“To me, being a Hispanic leader of a Hispanic-Serving Institution means having a personal responsibility beyond that of a professional responsibility,” Ortiz Oakley said. “It means that I have the opportunity to provide a meaningful opportunity to people with similar experiences and background as myself and directly affecting the future of the community I serve.”

A former Army man, Ortiz Oakley joined Long Beach City College in 2002 as assistant superintendent and executive vice president of administrative services. He is known for launching innovative programs to help students succeed. The college, founded in 1927, enrolls more than 28,000

students, of whom 36.5 percent were Hispanic, in the spring of 2010.

“Long Beach City College serves a very diverse community in Southern California where I grew up. Having the opportunity to serve as president was something I never imagined could be possible. So when the opportunity presented itself, I jumped right in and have been enjoying it ever since,” he said. “I see myself as someone who has a finite amount of time to make a difference, and I approach every day that way. If along the way others see me and get some level of inspiration from what I do, then that is wonderful,” he said.

Yet, he echoed the sentiments of other Hispanic presidents interviewed

by HO, lamenting that substantial change at the top will not take place overnight.

“Both in terms of administrators and faculty, we in higher education must do a better job of preparing and promoting men and women of color to leadership positions,” Ortiz Oakley said. “These are the people that our students see, and we need to make sure that they see themselves in the leaders of their institutions. ... On the current path that we are on, sadly, I see no meaningful change.”

HO asked the 51 Hispanic college presidents of HSIs about their mottos to better understand their philosophies on education and personal achievement. Some reflected on their heritage, others provided an optimistic academic outlook.

“For a long time, I believed I wasn’t college material and that a degree wasn’t within my reach. My life changed when someone believed in me and encouraged me to take a chance on college,” said María Hernández Ferrier. “Now, as president of Texas A&M University-San Antonio, I share my story with students, telling them that A&M-San Antonio is here on the historically underserved South Side to help thousands of others believe in themselves, that they really can go to college, whether it’s for the first time or as a second chance.”

Mildred P. Lovato, president of Mesalands Community College in Tucumcari, N.M., said: “Head up, hand out, feet forward.” Jim Palos, president of Wilbur Wright College in Chicago, said, “Creating community through service.” And Antonio Pérez of the Borough of Manhattan Community College was more personally reflective, noting that his motto on being Latino is “like living life to the rhythm of the music.”

Additionally, the presidents were asked what advice they would offer to Hispanic students potentially considering attendance at their institution.

Of the 51 colleges, 44 responded either directly or through their public information officers. However, despite repeated attempts from mid-July until the end of August, another seven college presidents or their representatives did not respond to or follow up on phone calls and e-mails.

Those presidents that did, pointed to personal goals to exact change,

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not simply through earning the distinction of becoming a first Hispanic to step into a presidency but by elevating to the role after much hard work, community involvement and personal achievements.

“I felt as a leader of a college I can make a difference in the lives of elementary and secondary school students as well as returning adults so that they can realize their dreams,” said Monte E. Pérez, president of Los Angeles Mission College, which enrolls about 10,000 students (of whom about 70 percent are Hispanic).

“I look at my role as leading an institution that will promote community transformation toward higher education achievement and economic security.”

The demographic changes reshaping the nation’s landscape might herald a new generation of Hispanic leaders at the helm of these institutions.

That, some indicated, should warrant greater support from those who already are among the few that have charted that path.

Mildred García, who became president of California State UniversityFullerton earlier this year after serving as president of California State University-Dominguez Hills since 2007, said presidents need to serve as mentors.

“I’m absolutely honored and humbled and at the same time sad,” she said when told of Hispanic Outlook’s analysis. “We really do need to ensure that all of our talent we have out there looks at the presidencies of these institutions as a clear option, and so, while the 50 of us came in earlier and opened doors, we need to turn around and bring in others who have the talent and passion to lead these wonderful institutions,” she said.

Last July, President Barack Obama appointed García to the President’s Advisory Commission on Educational Excellence of Hispanic Americans.

She also serves on the boards of the Association of American Colleges and Universities and the American Association of Hispanics in Higher Education.

Prior to the California State presidencies, she served from 2001 to 2007 as president of Berkeley College in New Jersey and New York, where she oversaw six campuses offering two- and four-year degree programs.

When she joined California State in Dominguez Hills, she became the first Latina appointed as president within that university system. She echoed other Hispanic presidents’ sentiments, though, indicating that they stress they are the presidents of all students, not only those that echo their heritage.

“When we become presidents, we make it very clear, and I make it very clear that I am about student success, and student success means that everybody who walks through the door has an equal opportunity to reach their dream,” she said.

“For me,” she added, “it is about ensuring that all students have an equal chance and that underrepresented students, including Latinos, have a welcoming environment where they see the institution as part of their reality, where they want to be, and of their success.”

In her road to the presidency, García said she overcame her fears of failure and just “went for it.” A smoother road was paved for her by a number of mentors who helped García overcome challenges along the way.

That assistance helped shape her mission to give back to others.

“I give back in many ways,” she said, describing efforts both large and small, from advocacy on committees to letters she mails in response to those asking for her counsel. She provides instructional counsel over the summer, to mostly women and minorities, as part of the American Association of State Colleges and Universities’ Millennium Leadership Initiative.

That leadership development program provides individuals traditionally underrepresented in the highest ranks of higher education the opportunity to develop skills, gain a philosophical overview and build the network needed to advance to the presidency.

“There is a responsibility by the 50 individuals you mention,” García said, “but there are others who have retired who should come together and think about how we ensure that those who have the desire and those who have the potential are helped by us so we have more Latinos in the nation becoming presidents.”

The following Hall of Hispanic Presidents was compiled over the summer and only includes information provided by each institution.

Colleges and universities that did not respond to repeated inquiries are not included but listed at the end.

In the profiles, “Hispanic Recognition” refers to the year or date an institution identified as a Hispanic-Serving Institution (HSI). Several responses to the final questions were edited for length and flow, and statistics are the latest public information provided by each institution.

José M. Aybar Richard J. Daley College – City Colleges of Chicago; Chicago, Ill.; Founded in 1960 Took office in 2009; Heritage: Puerto Rican University/College Type: 2-Year Public Enrollment: 7,148 credit and 18,554 overall undergraduate students; Hispanic Enrollment: 2,943 credit (41 percent) and 11,673 (63 percent) overall undergraduate students Student-Faculty Ratio: 28-to-1 Hispanic Recognition: N/A President’s Motto: “Facta, non verba” (“Facts Not Words”) President’s Advice to Potential Students Who Are Hispanic: “Daley College is committed to assist you in your search for a quality education that will enable you to favorably compete for your dream in society.”

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Cynthia Azari Riverside City College – Riverside Community College District; Riverside, Calif.; Founded in 1916 Took office in April 2011; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 18,900 undergraduate students; Hispanic Enrollment: 8,540 (47 percent) undergraduate students Student-Faculty Ratio: 17-to-1 Hispanic Recognition: 1999 President’s Motto: “Always do what needs done.”

President’s Advice to Potential Students Who Are Hispanic: “Riverside City College is a dynamic institution with a long tradition of multiculturalism and inclusion. We have one of the most active student activities/clubs programs of any community college in the region. Our students, especially Hispanic students, are actively involved in the community as well as student government, and we offer several learning communities, mentor programs and an outstanding honors program geared toward better serving the unique needs of our diverse students.”

Nancy “Rusty” Barceló Northern New Mexico College; El Rito and Espanola, N.M.; Founded in 1909 Took office in 2010; Heritage: Mexican-American University/College Type: Comprehensive 2- and 4-Year Public Enrollment: 1,821 undergraduate and 3 graduate students; Hispanic Enrollment: 1,279 (70 percent) undergraduate and 2 (67.7 percent) graduate students Student-Faculty Ratio: 18-to-1 Hispanic Recognition: 1909 President’s Motto: “The first step to success is not to be afraid to ask questions.”

President’s Advice to Potential Students Who Are Hispanic: “Northern New Mexico College is a Hispanicand Indigenous-Serving Institution. Northern is dedicated to defining itself as a premier academic institution that is affordable and accessible to students. Northern creates learning opportunities for students that are innovative, experience-based, and service-learning oriented.”

Pete Campos Luna Community College; Las Vegas, N.M.; Founded in 1970 Took office in 2012; Heritage: Hispanic/Native American University/College Type: 2-Year Public Enrollment: 1,866 undergraduate students; Hispanic Enrollment: 1,463 (78.4 percent) undergraduate students Student-Faculty Ratio: 17-to-1 Hispanic Recognition: 1970 President’s Motto: “Focus on students’ success.”

President’s Advice to Potential Students Who Are Hispanic: “Quality education; offer all aspects of skillbuilding, and our advice is to never give up.”

Tony Cantú Fresno City College; Fresno, Calif.; Founded in 1910 Took office in 2012; Heritage: Mexican-American University/College Type: 2-Year Public Enrollment: 21,829 undergraduate students; Hispanic Enrollment: 7,584 (35 percent) undergraduate students Student-Faculty Ratio: 16-to-1 Hispanic Recognition: 2000 President’s Motto: “Don’t forget about the journey on the road to achieving your goal.”

President’s Advice to Potential Students Who Are Hispanic: “Fresno City College provides a depth and breadth of curriculum for students. The college also has a variety of student learning support services that help students and enhance the necessary strategies for their success.”

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Rosa Flores Carlson Porterville College – Kern Community College District; Porterville, Calif.; Founded in 1927 Took office in 2006; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 5,856 undergraduate students; Hispanic Enrollment: 3,699 (63 percent) undergraduate students Student-Faculty Ratio: 56-to-1 Hispanic Recognition: 2003 President’s Motto: “Maintain a positive attitude and never give up.”

President’s Advice to Potential Students Who Are Hispanic: “Porterville College mission statement starts out with ‘students are our focus.’ Porterville College provides a caring and family atmosphere for every student, while offering many quality educational programs.”

Felicia Casados New Mexico State University Grants; City of Grants, N.M.; Founded in 1968 Took office in 2005; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 3,194 undergraduate students; Hispanic Enrollment: 1,102 (34.51 percent) undergraduate students Student-Faculty Ratio: 16-to-1 Hispanic Recognition: 1968 President’s Motto: “Life is complicated without your help – the choices you make can make it more complicated or make your life easier, education provides you choices.”

President’s Advice to Potential Students Who Are Hispanic: “As a rural public community college our goal is to keep rural students from ‘fleeing’ our rural community and continuing to help rural communities ‘thrive.’ We are ‘affordable’ and ‘accessible,’ and we support your transition to a four-year institution.”

Richard Durán Oxnard College – Ventura County Community College District; Oxnard, Calif.; Founded in 1975 Took office in 2007; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 7,143 undergraduate students; Hispanic Enrollment: 4,943 (69.72 percent) undergraduate students Student-Faculty Ratio: 30-to-1 Hispanic Recognition: Early 1990s President’s Motto: “Our primary objective is to lead our colleges to be student-centered, high-performance organizations. Our students deserve no less.”

President’s Advice to Potential Students Who Are Hispanic: “Oxnard College is an open-access institution of higher education that provides a welcoming, supporting and culturally sensitive environment so that students can achieve their educational goals.”

Mark S. Escamilla Del Mar College; Corpus Christi, Texas; Founded in 1935 Took office in 2008; Heritage: Mexican/English University/College Type: 2-Year Public Enrollment: 12,071 undergraduate students; Hispanic Enrollment: 6,637 (55 percent) undergraduate students Student-Faculty Ratio: 17-to-1 Hispanic Recognition: 1989-90 President’s Motto: “Value all learners equally. Protect the sanctity of the classroom.”

President’s Advice to Potential Students Who Are Hispanic: “Look to others who came before you.

Build on their success. Learn from their mistakes and aspire to do great things with the talents and opportunities you’ve been given. Remember, it’s often ‘who knows you’ rather than ‘who you know’ that makes a difference in your life. Whether it’s climbing the career ladder or capitalizing on a new opportunity, the way others assess your character, reputation and work ethic will make the difference in your success.”

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Beatriz Trevino Espinoza Coastal Bend College; Beeville, Texas; Founded in 1965 (See feature article in this issue on pg. 25)

Ricardo R. Fernández Lehman College – City University of New York; Bronx, N.Y.; Founded in 1931 Took office in 1990; Heritage: Puerto Rican University/College Type: 4-Year Public Enrollment: 9,863 undergraduate and 2,424 graduate students; Hispanic Enrollment: 4,899 (49.7 percent) undergraduate and 799 (33 percent) graduate students Student-Faculty Ratio: 13-to-1 Hispanic Recognition: 1988 President’s Motto: “As a public institution, we must leverage our intellectual and human resources to improve the quality of life in the communities we serve.”

President’s Advice to Potential Students Who Are Hispanic: “Lehman College offers a welcoming environment, with students representing more than 90 nations and many speaking a second language, most often Spanish. Our borough of the Bronx itself is home to many proud and vibrant Hispanic communities, including Puerto Ricans, Dominicans and Mexicans, and campus events frequently celebrate these different cultures and traditions.”

William V. Flores University of Houston-Downtown; Houston, Texas; Founded in 1974 Took office in 2009; Heritage: Hispanic University/College Type: 4-Year Public Enrollment: 12,757 undergraduate and 161 graduate students; Hispanic Enrollment: 4,932 (38.7 percent) undergraduate and 53 (32.9 percent) graduate students Student-Faculty Ratio: 20-to-1 Hispanic Recognition: 2000 President’s Motto: “Changing Lives, Building Futures.”

President’s Advice to Potential Students Who Are Hispanic: “Our students choose UHD [the University of Houston-Downtown] because of its flexibility, affordability, personal attention and diversity. UHD is proud of its diversity that mirrors the multicultural backdrop of the city of Houston. The majority of our students are the first in their families to attend college, and many come from low- to middle-class households in which they juggle multiple responsibilities. I was the first in my own family to attend college, and so I understand the fears and pressures many of our students face.”

Mildred García California State University-Fullerton; Fullerton, Calif.; Founded in 1957 Took office in 2012; Heritage: Puerto Rican University/College Type: Comprehensive Public University Enrollment: 30,745 undergraduate and 5,411 graduate students; Hispanic Enrollment: 10,400 (33 percent) undergraduate and 5,411 (19.5 percent) graduate students Student-Faculty Ratio: 25-to-1 Hispanic Recognition: 2004 President’s Motto: “Dream big to reach your potential and work hard to get it.”

President’s Advice to Potential Students Who Are Hispanic: Students should attend Fullerton because not only will they receive an academically excellent education where they are learning both inside and outside the classroom, they also will learn to study, work and live in a vibrant environment with students from all cultural and ethnic backgrounds, from every socio-economic background, thus they graduate prepared to live in a global world.

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Juliet V. García University of Texas-Brownsville & Texas Southmost College; Brownsville, Texas; Founded in 1991 Took office in 1992; Heritage: Mexican University/College Type: 4-Year Public Enrollment: 7,716 undergraduate and 1,237 graduate students; Hispanic Enrollment: 7,053 (91.4 percent) undergraduate and 963 (77.85 percent) graduate students Student-Faculty Ratio: 19-to-1 Hispanic Recognition: 1999 President’s Motto: “Persistence Counts.”

President’s Advice to Potential Students Who Are Hispanic: “Our students learn in a supportive environment with excellent, caring professors and staff. On campus or online, you feel at home and connected to the proud UT [University of Texas] heritage. Across majors, our students embrace the cultures and languages of our international region. I love being here, and believe you will, too.”

Patricia Granados Triton College – Illinois Community College District; River Grove, Ill.; Founded in 1964 Took office in 2001; Heritage: Mexican University/College Type: 2-Year Not-for-Profit Enrollment: 25,412 undergraduate students; Hispanic Enrollment: 7,656 (30.1 percent) undergraduate students Student-Faculty Ratio: 15-to-1 Hispanic Recognition: 2011 President’s Motto: “Believe in yourself, and don’t let others define you.”

President’s Advice to Potential Students Who Are Hispanic: “Triton is a college that provides great support for students to pursue their passion, and along with a strong work ethic and the college’s commitment to student success, you will achieve your goals.”

María Hernández Ferrier Texas A&M University-San Antonio; San Antonio, Texas; Founded in 2009 Took office in 2010; Heritage: Mexican University/College Type: Upper-Division (junior, senior and graduate-level) Enrollment: 2,569 undergraduate and 985 graduate students; Hispanic Enrollment: 1,716 (66 percent) undergraduate and 584 (61 percent) graduate students Student-Faculty Ratio: 20-to-1 Hispanic Recognition: 2009 President’s Motto: “I believe that each of us was born for a purpose, that we can be a gift to the world and leave it better than we found it if we accept as true the aphorism on attitude so clearly stated by the American writer and clergyman Charles Swindoll: ‘Life is 10 percent what happens to me and 90 percent how I react to it.’”

President’s Advice to Potential Students Who Are Hispanic: “By providing a first-class, affordable and accessible higher education, A&M-San Antonio makes the success of its students its primary goal.

I want them to know without a doubt that commitment and hard work coupled with a great attitude equals success.”

Ana “Cha” Guzmán Santa Fe Community College; Santa Fe, N.M.; Founded in 1983 Took office in 2012; Heritage: Cuban University/College Type: 2-Year Public Enrollment: 9,504 undergraduate students; Hispanic Enrollment: 3,791 (40 percent) undergraduate students Student-Faculty Ratio: 17-to-1 Hispanic Recognition: 1983 Motto: N/A President’s Advice to Potential Students Who Are Hispanic: “It is important to have a role model. I have taken that role very seriously in my life and career. Hispanic Americans have not had the opportunities others have, and I think students should consider Santa Fe Community College and other Hispanic-Serving Institutions because this is where they will find role models and opportunities especially for them.”

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Ernest A. Lara Estrella Mountain Community College – Maricopa County Community College District; Avondale, Ariz.; Founded in 1992 Took office in 2007; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 8,243 undergraduate students; Hispanic Enrollment: 3,321 (40.3 percent) undergraduate students Student-Faculty Ratio: 18-to-1 Hispanic Recognition: 2001 President’s Motto: “Set your goals and seek out people who support you and believe in your vision.”

President’s Advice to Potential Students Who Are Hispanic: “Learning happens everywhere; choose a college that immerses you in your own learning and supports you with your goals. Estrella Mountain’s entire environment is designed to support you as you reach your educational goals and help you create your own extraordinary learning experiences.”

Daniel H. López New Mexico Institute of Mining and Technology; Socorro, N.M.; Founded in1889 Took office in 1993; Heritage: Hispanic University/College Type: 4-Year Public Enrollment: 1,505 undergraduate and 504 graduate students; Hispanic Enrollment: 327 (25.1 percent) undergraduate and 43 (10.62 percent) graduate students Student-Faculty Ratio: 12-to-1 Hispanic Recognition: 2008 President’s Motto: “Work hard and you will succeed.”

President’s Advice to Potential Students Who Are Hispanic: “New Mexico Tech is a STEM (science, technology, engineering and math) institution, and today we have a shortage of STEM-trained people. Choose a school that will prepare you for the world of work in the areas of highest need. New Mexico Tech prepares students for the job market, and we are an inexpensive, high-value university. I recommend you look at New Mexico Tech very carefully!”

Mildred P. Lovato Mesalands Community College; Tucumcari, N.M.; Founded in 1979 Took office in 2011; Heritage: Mexican/Spanish American University/College Type: 2-Year Public Enrollment: 2,526 undergraduate students; Hispanic Enrollment: 894 (35.4 percent) undergraduate students Student-Faculty Ratio: 15-to-1 Hispanic Recognition: 2001 President’s Motto: “Head up, hand out, feet forward.”

President’s Advice to Potential Students Who Are Hispanic: “Mesalands offers some of the most unique programs in the country. Classes are small, and faculty and staff provide students with the individual attention not always available at larger institutions. This is particularly beneficial for first-generation students, of which many are Hispanic. At Mesalands, we embrace diversity and believe it is a major factor that contributes to our students having one of the highest success rates in the state.”

René Maciel Baptist University of the Américas; San Antonio/Bexar, Texas; Founded in 1947 Took office in 2007; Heritage: Mexican-American University/College Type: 4-Year Private, Not-for-Profit Enrollment: 261 undergraduate and 3 graduate students; Hispanic Enrollment: 216 (84 percent) undergraduate and 3 (100 percent) graduate students Student-Faculty Ratio: 15-to-1 Hispanic Recognition: 1947 President’s Motto: “God has a purpose and plan for your life.”

President’s Advice to Potential Students Who Are Hispanic: “Learning at BUA [Baptist University of the Americas] is done in the Hispanic context. The majority of our faculty and administrators are Hispanic.

English is the language of the classrooms, but Spanish is the language of the halls. Small class sizes, uncommonly low tuition and a proven record of taking students where they are and helping them become successful in their careers or graduate school means we are a scholastic La Familia.”

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Ricardo Maestas Sul Ross State University – Texas State University System; Alpine/Rio Grande, Texas; Founded in 1920 Took office in 2009; Heritage: Mexican University/College Type: 4-Year Public Enrollment: 1,454 undergraduate and 538 graduate students; Hispanic Enrollment: 668 (45.9 percent) undergraduate and 232 (43.1 percent) graduate students Student-Faculty Ratio: 14-to-1 Hispanic Recognition: 1999 President’s Motto: “Always do your best, but expect more from yourself.”

President’s Advice to Potential Students Who Are Hispanic: “Sul Ross is a Hispanic-Serving Institute, which means that we work hard to make sure that young Hispanics have every opportunity to succeed. Our university is a multicultural meeting place, and we encourage students to explore, to meet new people, and to learn about yourself in as many ways as possible.”

Juan L. Maldonado Laredo Community College; Laredo, Texas; Founded in 1947 Took office in 2007; Heritage: Mexican-American University/College Type: 2-Year Public Enrollment: 9,543 undergraduate students; Hispanic Enrollment: 9,132 (95.69 percent) undergraduate students Student-Faculty Ratio: 23-to-1 Hispanic Recognition: Prior to 1999 President’s Motto: “The cornerstone for success and character is our willingness to struggle with adversities for the things we believe to be important in life.”

President’s Advice to Potential Students Who Are Hispanic: “Laredo Community College has all the resources you need to succeed academically. All you need to do is show up on time where you need to be; don’t allow obstacles to discourage you, and ask for help when you need it.”

Erlinda J. Martínez Santa Ana College – Rancho Santiago Community College District; Santa Ana, Calif.; Founded in 1915 Took office in 2005; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 29,246 undergraduate students; Hispanic Enrollment: 16,272 (56 percent) undergraduate students Student-Faculty Ratio: 43-to-1 Hispanic Recognition: 1992 President’s Motto: “A college degree in every home in Santa Ana!” President’s Advice to Potential Students Who Are Hispanic: “We are one of the nation’s top producers of Latino student degrees. An overwhelming majority of students attending Santa Ana College last year rated their college experience good or excellent – take it from the students – SAC offers a personalized, caring and success-centered experience.”

Marvin Martínez Los Angeles Harbor College; Wilmington, Calif.; Founded in 1949 Took office in 2010; Heritage: Salvadoran University/College Type: 2-Year Public Enrollment: 10,205 undergraduate students; Hispanic Enrollment: 4,898 (48 percent) undergraduate students Student-Faculty Ratio: 39-to-1 Hispanic Recognition: 1994 President’s Motto: “Education changes everything.”

President’s Advice to Potential Students Who Are Hispanic: N/A

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Tessa Martínez Pollack Our Lady of the Lake University; San Antonio, Texas; Founded in 1895 Took office in 2002; Heritage: Mexican-American University/College Type: 4-Year Private, Catholic, Not-for-Profit Enrollment: 1,489 undergraduate and 1,125 graduate students; Hispanic Enrollment: 949 undergraduate (63.7 percent) and 486 (43.2 percent) graduate students Student-Faculty Ratio: 15-to-1 Hispanic Recognition: 1995 President’s Motto: N/A President’s Advice to Potential Students Who Are Hispanic: “We’re a small community of educators who guide you to knowing who and what you want to be and provide 24/7 support toward a university degree that helps you get there.”

Félix V. Matos Rodríguez Eugenio María de Hostos Community College – City University of New York; Bronx, N.Y.; Founded in 1968 Took office in 2009; Heritage: Puerto Rican University/College Type: 2-Year Public Enrollment: 6,701 undergraduate students (spring 2012); Hispanic Enrollment: 3,947 (58.9 percent) undergraduate students Student-Faculty Ratio: N/A Hispanic Recognition: 1992 President’s Motto: “Magis” (“To do more”) President’s Advice to Potential Students Who Are Hispanic: “Hostos was created for and by students like you.

The pioneers that fought for this college made sure the future generations would have access to an educational institution where they would flourish as individuals. Once you become part of the Hostos family, you will have access to educational and extracurricular opportunities that will equip you to reach your full potential.”

Tomás D. Morales California State University-San Bernardino; San Bernardino, Calif.; Founded in 1965 Took office in 2012; Heritage: Puerto Rican University/College Type: 4-Year Public Enrollment: 14,732 undergraduate and 2,518 graduate students; Hispanic Enrollment: 7,213 (49 percent) undergraduate and 682 (27 percent) graduate students Student-Faculty Ratio: 26-to-1 Hispanic Recognition: 1999 President’s Motto: “CSUSB [California State University-San Bernardino] transforms lives through education and learning.”

President’s Advice to Potential Students Who Are Hispanic: “Consider CSUSB because it offers a wide array of extraordinary learning opportunities both in and outside the classroom. The diverse campus community is not only personable and welcoming, but our faculty and staff are deeply committed to the success of our students through graduation and beyond.”

Wilfredo Nieves Capital Community College; Hartford, Conn.; Founded in 1992 Took office in 2010; Heritage: Puerto Rican University/College Type: 2-Year Public Enrollment: 6,616 undergraduate students; Hispanic Enrollment: 4,596 (27.61 percent) undergraduate students Student-Faculty Ratio: 28-to-1 Hispanic Recognition: 2004 President’s Motto: “We are proud of Capital’s long history of helping students achieve their dreams.”

President’s Advice to Potential Students Who Are Hispanic: “At Capital Community College, we take great pride in the diversity of our community and work hard to ensure that our faculty and staff are reflective of those we serve. We are proud to be an Hispanic-Serving Institution committed to providing that sort of learning environment: caring, welcoming, inclusive and devoted to student success.”

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Eduardo M. Ochoa California State University-Monterey Bay; Seaside, Calif.; Founded in 1994 Took office in 2012; Heritage: Argentinian University/College Type: 4-Year Public Enrollment: 4,814 undergraduate and 359 graduate students; Hispanic Enrollment: 1,543 (32 percent) undergraduate and 84 (23.4 percent) graduate students Student-Faculty Ratio: 26-to-1 Hispanic Recognition: 2007 President’s Motto: N/A President’s Advice to Potential Students Who Are Hispanic: “California State University-Monterey Bay is a small campus where students receive individualized attention as well as access to the many opportunities of a comprehensive university. We have a growing population of Latino students and are proud of our many student support programs. And your education here goes far beyond the classroom. Our unique focus on service learning helps promote civic engagement and develop our nation’s future leaders.”

Michael Ortiz California State Polytechnic University-Pomona; Pomona, Calif.; Founded in 1938 Took office in 2003; Heritage: Hispanic University/College Type: 4-Year Public Enrollment: 19,387 undergraduate and 1,720 graduate students; Hispanic Enrollment: 6,612 (34.1 percent) undergraduate and 425 (24.7 percent) graduate students Student-Faculty Ratio: 25-to-1 Hispanic Recognition: Prior to 2000 President’s Motto: “My father raised us with these words, and they have always influenced my behavior: ‘If you say you’re going to do something, do it even if it’s wrong. A man’s word is his honor.’ What he meant and what he modeled for us was that we should make decisions carefully, but once we have committed to something, we should follow through.”

President’s Advice to Potential Students Who Are Hispanic: “Do not limit yourself. Go to the best university you can because the experiences that you have will prepare you for the challenges you will face.

The more challenged and less comfortable you are, the more successful you will be in the long term.

Also, seriously consider the STEM fields as a major. The country is going to need many more individuals in these fields, and this is where we are seriously underrepresented.”

Eloy Ortiz Oakley Long Beach City College – Long Beach Community College District; Long Beach, Calif.; Founded in 1927 Took office in 2007; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 28,000 undergraduate students; Hispanic Enrollment: 10,3600 (37 percent) undergraduate students Student-Faculty Ratio: N/A Hispanic recognition: N/A President’s Motto: “Set your goals and seek out people who support you and believe in your vision.”

President’s Advice to Potential Students Who Are Hispanic: “Long Beach City College is a campus that embraces our diversity and is working hard to create pathways for all students including our majority Latino population.”

Eduardo M. Padrón Miami Dade College; Miami, Fla.; Founded in 1960 Took office in 1995; Heritage: Cuban-American University/College Type: 4-Year Public Enrollment: 166,842 undergraduate students; Hispanic Enrollment: 105,714 (68.5 percent) undergraduate students Student-Faculty Ratio: 24-to-1 Hispanic Recognition: 1975 President’s Motto: “Opportunity changes everything.”

President’s Advice to Potential Students Who Are Hispanic: “Everyone should have the opportunity to get a college education. It is the only passport to a better life. Miami Dade College, dubbed by many as Democracy’s College, is an institution that has changed many lives and one that has demonstrated that you can have open access and academic excellence. The students who finish here are second to none and are able to compete at the best universities and in the global knowledge economy.”

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Jim Palos Wilbur Wright College; Chicago, Ill.; Founded in 1934 Took office in 2011; Heritage: Mexican-American University/College Type: 2-Year Public Enrollment: 12,763 undergraduate students; Hispanic Enrollment: 6,460 (51 percent) undergraduate students Student-Faculty Ratio: 26-to-1 Hispanic Recognition: N/A President’s Motto: “Creating community through service.”

President’s Advice to Potential Students Who Are Hispanic: “Wright College offers a rigorous preparation for your future. We have outstanding faculty who are here to serve ... to serve your ideals, your ambitions, your potential. The Wright College community challenges you to grow as a person, preparing you for the life that awaits you. Ours is a welcoming environment, a place you can call home. ¡Le esperamos!”

Monte E. Pérez Los Angeles Mission College; Sylmar, Calif.; Founded in 1975 Took office in 2011; Heritage: Mexican University/College Type: 2-Year Public Enrollment: 10,000 undergraduate students; Hispanic Enrollment: 7,000 (70 percent) undergraduate students Student-Faculty Ratio: 43-to-1 Hispanic Recognition: 1996 President’s Motto: “We measure our success by the success of our students.”

President’s Advice to Potential Students Who Are Hispanic: “Enroll at LA Mission College to receive affordable, quality education that will prepare you for transfer and career opportunities that meet your educational goals.”

Antonio Pérez Borough of Manhattan Community College – City University of New York; Manhattan, N.Y.; Founded in 1963 Took office in 1995; Heritage: Puerto Rican University/College Type: 2-Year Public Enrollment: 24,463 undergraduate students; Hispanic Enrollment: 9,694 (39.6 percent) undergraduate students Student-Faculty Ratio: 17-to-1 Hispanic Recognition: N/A President’s Motto: (On being Latino) “It’s like living life to the rhythm of the music.”

President’s Advice to Potential Students Who Are Hispanic: “BMCC is a college that challenges a student academically but does it with warmth and compassion.”

Mark W. Rocha Pasadena City College – Pasadena Area Community College District; Pasadena, Calif.; Founded in 1924 Took office in 2010; Heritage: Puerto Rican/Colombian University/College Type: 2-Year Public Enrollment: 25,000 undergraduate students; Hispanic Enrollment: 34.1 percent of undergraduate students (exact number unavailable) Student-Faculty Ratio: N/A Hispanic Recognition: N/A President’s Motto: “Proud Past, Global Future.”

President’s Advice to Potential Students Who Are Hispanic: N/A

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Ileana Rodríguez-García Carlos Albizu University, Miami Campus; Miami, Fla.; Founded in 1980 Took office in 2007; Heritage: Hispanic University/College Type: 4-Year Private, Not-For-Profit Enrollment: 534 undergraduate and 1,622 graduate students; Hispanic Enrollment: N/A Student to Faculty Radio: N/A Hispanic Recognition: 1966 President’s Motto: “Go forth and make a difference.”

President’s Advice to Potential Students Who Are Hispanic: “For the past 45 years, Carlos Albizu University has equipped students with the knowledge, skills and competencies they need to establish successful careers and lead productive lives in an increasingly complex, global society.”

Ricardo Romo University of Texas-San Antonio; San Antonio, Texas; Founded in 1969 Took office in 1999; Heritage: Hispanic University/College Type: 4-Year Public Enrollment: 26,268 undergraduate and 4,452 graduate students; Hispanic Enrollment: 12,178 (46 percent) undergraduate and 1,592 (43 percent) graduate students Student-Faculty Ratio: 26-to-1 Hispanic Recognition: 1999 President’s Motto: “The road to Tier One is a marathon, not a sprint.”

President’s Advice to Potential Students Who Are Hispanic: “UTSA [the University of Texas-San Antonio] provides students of all backgrounds with the opportunity to transform their lives. At UTSA, we don’t just value diversity; we embrace it. Students receive personalized attention from nationally recognized scholars, and they are prepared to become leaders in the global workplace.”

Anna Solley Phoenix College – Maricopa Community Colleges; Phoenix, Ariz.; Founded in 1920 Took office in 2005; Heritage: Mexican-American University/College Type: 2-Year Public Enrollment: 12,565 undergraduate students; Hispanic Enrollment: 4,762 (38 percent) undergraduate students Student-Faculty Ratio: 18-to-1 Hispanic Recognition: 1999 President’s Motto: “‘Querer es poder,’ which means that anyone can be successful at whatever one wants if she or he works hard and has ‘ganas’ (desire to learn).”

President’s Advice to Potential Students Who Are Hispanic: “Phoenix College provides our students with the opportunity to embrace their culture and heritage while enjoying the learning and personal growth that comes from interacting with students and faculty who represent 100 countries and speak more than 50 languages. PC [Phoenix College] is rich with people of different backgrounds and cultures who are empowered to share their unique ideas and individual viewpoints, contributing to a learning experience that is second to none.”

Ismael Sosa Jr. Southwest Texas Junior College; Uvalde, Texas; Founded in 1946 Took office in 1999; Heritage: Hispanic University/College Type: 2-Year Public Enrollment: 5,664 undergraduate students; Hispanic Enrollment: 4,701 (83 percent) undergraduate students Student-Faculty Ratio: 22-to-1 Hispanic Recognition: 1995 President’s Motto: “We are here to serve our students.”

President’s Advice to Potential Students Who Are Hispanic: “At Southwest Texas Junior College, we offer a quality education at affordable prices. Our average class size is small, which provides our outstanding faculty and staff the opportunity to work closely with our students to help them succeed.”

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Juan A. Vázquez Santiago Canyon College – Rancho Santiago Community College District; Orange, Calif.; Founded in 2000 Took office in 2002; Heritage: Puerto Rican University/College Type: 2-Year Public Enrollment: 10,000 undergraduate students; Hispanic Enrollment: 3,500 (35 percent) undergraduate students Student-Faculty Ratio: 25-to-1 Hispanic Recognition: 2008 President’s Motto: “Students first.”

President’s Advice to Potential Students Who Are Hispanic: “If you are seeking a new, friendly and exciting college experience with outstanding professors and many bilingual staff members, then Santiago Canyon College is the place to be.”

Ernesto Vázquez-Barquet Polytechnic University of Puerto Rico, Orlando Campus; Orlando, Fla.; Founded in 1966 Took office in 1990; Heritage: Puerto Rican University/College Type: 4-Year Private Not-for-Profit Enrollment: 4,306 undergraduate and 732 graduate students; Hispanic Enrollment: 4,263 (99 percent) undergraduate and 725 (99 percent) graduate students Student-Faculty Ratio: 16-to-1 Hispanic Recognition: 1966 President’s Motto: “Education is the main window to success.”

President’s Advice to Potential Students Who Are Hispanic: “Our institution is the largest Hispanic private institution in the U.S. and its territories. It is mainly an engineering and architecture higher education institution. All our programs are professionally accredited. Our prestige is widely recognized in Puerto Rico, in the United States and in the Caribbean. Almost all of our graduates are employed and occupy high-salaried positions both in private industries and government.”

Félix A. Zamora Mountain View College; Dallas, Texas; Founded in 1970 Took office in 2004; Heritage: Mexican University/College Type: 2-Year Public Enrollment: 9,462 undergraduate students (Fall 2012); Hispanic Enrollment: 4,920 (52 percent) undergraduate students Student-Faculty Ratio: 81 FT faculty, 260 PT faculty (exact ratio N/A) Hispanic Recognition: 1998 President’s Motto: “Opportunities, especially life-changing opportunities, are often disguised as more work.”

President’s Advice to Potential Students Who Are Hispanic: “You will do better at the university that you transfer to and save your family a great deal of money.”

Additionally, the HSIs listed below were led by Hispanic presidents who were not available for the interviews.

Víctor G. Alicea; Boricua College Stan Carrizosa; College of the Sequoias Roberto Garza; Saint John Vianney College Seminary Margie Huerta; New Mexico State University, Doña Ana Community College

Víctor M. Jaime; Imperial Valley College César Maldonado; Texas State Technical College-Harlingen Andrew Sund; St. Augustine College

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Women and Hispanics Still Under PRESIDENTS ISSUE/LEADERSHIP

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by Frank DiMaria

ach year, women inch closer to the equity they seek at the highest ech- convinced all women are interested in the job. “A lot of women are offered elons in college and university administration. Every five years, the presidencies but say, ‘No, I wouldn’t fit in at that school. I know better.’

American Council on Education They are being selective as well. conducts a survey that paints a picThey are not setting themselves up ture of the college presidency in for failure,” says Wenniger. Before America, thus showing women the society can worry about women’s gains they have made in pursuit of underrepresentation as college that equity. presidents, more women must want The American Council on to be college presidents, she says.

Education (ACE) sent surveys to Like women, minorities are also 3,318 presidents and CEOs to comunderrepresented as college presipile its report, The College dents, and in some areas the dial is American President 2012. Fortymoving in the wrong direction. ACE four percent responded. The data reports that members of racial/ethindicate that the percentage of nic minority groups represented a women college presidents rose to slightly smaller share of presidents 26, up slightly from 23 in 2006. in 2011 than they did in 2006.

However, nearly one-third of all Minorities accounted for 14 percent newly hired presidents were women, of college presidents in 2006, but compared with 26 percent of the just 13 percent in 2011. Six percent total pool. Because not everyone of all presidents were Africanwho was contacted responded, ACE American in 2011. Another 4 perdoes not consider its data a statisticent were Hispanic, 2 percent were cal sample and thus might not reflect Asian-American and 1 percent each the results achievable if all presiwere Native American and “other.” dents had responded.

Latinas represented 5.6 percent of In 1986, women represented just women presidents in 2011, down 9.5 percent of all college presidents. from 6.7 percent five years earlier.

Today they represent 26 percent.

No need for panic, says Women have made strides, knocking Wenniger. “It’s only one percentage down existing barriers. However, point. If it went on for the next five Diana I. Córdova, assistant vice presyears, I would get concerned, conident for leadership programs at sidering the Hispanic population is ACE, says considering the number of growing faster than any other subDiana L. Córdova, assistant VP for leadership programs, ACE women in the administrative group in the country.” pipeline, there should be more women presidents.

Córdova agrees, saying she will look at ACE’s report five years hence to “If you look at faculty numbers, if you look at the percentage of make sure the downturn was just a tick and not a trend. “I’m optimistic women getting Ph.D.s, women going into administration, roughly half of that more Hispanic women will be getting into the pipeline and being menall administrators now are women, but they are not reaching the very top tored into higher-level positions and that we will be able to see some moveposition, the presidential position. Thirty-eight percent of chief academic ment to the very top positions,” says Córdova. officers are women, and about 45 percent of deans. They are well repreWhat is troubling, though, is the dismal progress Hispanic women have sented among senior leaders,” says Córdova. made in ascending to the presidency in the past 25 years. In 1986, A number of factors are at play here. According to Mary Dee Wenniger, Hispanic women represented only 5.1 percent of presidents. Today that publisher/editor of Women in Higher Education, not all women in leader- number is 5.6 percent. Hispanic women were just slightly more likely to be ship roles at colleges aspire to the presidency. College presidents live in offered a presidency in 2011 than they were 25 years ago. fishbowls with little privacy. It takes a special person to sign up for that Minority presidents were more likely than White presidents to be lifestyle and put everything else in second place, says Wenniger. The ACE women. More than one-third of Hispanic presidents and African-American survey does not address women’s desire to be presidents. presidents were women, compared to only 25 percent of White presidents.

Although Wenniger would like to see more women presidents, she’s not Since 2006, the percentage of women among minority presidents has

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represented as College Presidents increased. of women are becoming presidents at big, fat research universities. And ACE also reported on the types of colleges women were more likely to that’s great,” says Wenniger. head. In 2011, 39 percent of new The pathways that women follow presidents at associate degree colwhen ascending to the top of those leges were women, a larger proporbig, fat research universities are tion than at any other institutional quite different than those followed type. However, this represented a by their male counterparts. In 2011, decrease of 28 percent from ACE’s women presidents spent less time 2006 survey. After associate degree than males in their current posicolleges, women were most likely to tions – an average of 6.5 years for head master’s colleges and universiwomen, compared with 7.2 years ties and bachelor’s colleges. for men. And they were less likely The largest increase in the perthan men to have been a president centage of presidents who were in their prior position. But, they women occurred at doctoratewere more likely to have served as granting institutions, where women provost or CAO prior to assuming represented 14 percent of presithe presidency. dents in 2006 and 23 percent of “In general, 34 percent of prespresidents in 2011. idents report that their prior posiIt’s not surprising to Wenniger tion was that of chief academic that women are well represented officer. So it’s a natural pathway to among associate degree college the presidency. These days, we are presidents. Women gravitate to these seeing many men and women compositions because of the culture. ing out of deanships.

Associate degree colleges are much “You have fewer women serving more caring, they’re student-orientin presidencies so you’re going to ed, they’re more remedial and more have more men coming out of prescareer-oriented. The associate idencies and going on to second degree college environment can presidencies. That’s not too surprisseem a perfect fit for women. ing. In general, there are a great Despite the increase in female deal of opportunities for women presidents at doctorate-granting currently serving in the senior-level institutions, women continued to be positions – deans, academic offileast likely to preside over those. cers or vice presidential-type posiMary Dee Wenniger, publisher/editor, Women in Higher Education Excluding associate degree colleges, tions – to ascend and aspire to a women represent 22 percent of college presidents. presidential position,” says Córdova.

Increases in the percentage of presidencies held by women varied also Women presidents follow more traditional paths to the presidency than by institutional control. The largest increases since 2006 were at public men. They are more likely to have earned a doctorate or have been faculty and private doctorate-granting institutions. With the exception of public members, department chairs or deans. They also come from student bachelor’s and special focus institutions, every other type of institution has affairs, all very traditional pathways to the presidency. seen an increase in the share of women who are presidents. Public bacheThe recent recession and slow recovery have both played a significant lor’s institutions saw the share of female presidents decrease from 34 per- role in the presidential search process, causing search committees to cent in 2006 to 28 percent in 2011. rethink who is qualified to be a president. Today’s search committees look Córdova places significant importance on the development of pathways for experienced leaders, often with a business or finance background, to to presidencies for women at all types of institutions. fill vacant presidencies. Schools look for individuals from outside educa“We want women to have opportunities for leadership across the board tion, the majority of whom are men. of the entire higher education landscape,” she says. It’s important that After leveling off in previous ACE surveys, the percentage of presidents women head some of the bigger schools, where they can serve as role coming from outside academe has increased. Twenty percent of presimodels for everybody at those institutions, from students to vendors. “A lot dents’ immediate prior positions in 2011 were outside academe, up

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sharply from 13 percent in 2006 and 15 percent in 2001. Generally, however, less than half of all presidents have some experience outside higher education during their careers.

“Men have come from a lot of different paths. They have been in the military. They’re hiring generals to be presidents of colleges. I don’t know why they are doing that, but they are. Big donors have become presidents of colleges, and politicians,” says Wenniger.

ACE’s report indicates that only 70 percent of presidents had experience as faculty members and presidents spent an average of seven years in a faculty role. Just under 20 percent served as a president prior to accepting the current position, and 11 percent of presidents’ immediate prior positions were outside higher education.

The trend of hiring from outside education is a double-edged sword.

Individuals who come from outside education, Wenniger contends, are typically not received well by a school’s faculty. “How much does a new president believe in faculty sharing governance? Not a lot,” says Wenniger.

One of the more striking differences between women and men presidents, according to the ACE report, is marital status and child-rearing responsibilities. In 2011, 90 percent of male presidents and only 72 percent of female presidents were married. Sixty-three percent of women presidents in 2006 were married. The proportion of currently married women presidents has increased as the number of women presidents has increased, but it continues to lag far behind the proportion of married male presidents.

Consistent with the differences in marital status, women presidents are less likely than males to have children. Seventy-two percent of female presidents have children compared to 90 percent of male presidents. Despite being less likely than men to be married or to have children, women presi-

dents were more likely to have altered their careers to raise children or care for their spouse. Ten percent of women presidents had either left the job market or worked part time due to family responsibilities, compared to just 3 percent of male presidents. “This might delay the rate at which women progress through the administrative pipeline,” says Córdova.

Child rearing is the biggest factor keeping women from presidencies, most often of their own choosing. Wenniger says it’s more difficult to be a mother and a college president than to be a father and a college president.

The majority of women who pursue presidencies are doing so after they have raised their children, especially at the high-powered research institutions. The percentage of women presidents who have children under the age of 18 is only 12 percent.

Despite women’s underrepresentation as college presidents, Córdova is optimistic. Opportunities will abound for women in the coming years. Fiftyeight percent of all college presidents are over the age of 61, and in the past few years, colleges and universities have experienced significant presidential turnover. This trend will continue and create many opportunities for women and persons of color, says Córdova.

Still there are obstacles for women to overcome. Search committees and hiring boards, says Wenniger, don’t understand the role of the president, and Córdova says few embrace diversity. About 30 percent of college board members are women. “We know that board members tend to hire people that share their background,” says Córdova.

Although women can’t control who sits on a college’s hiring board, they can control aspects of their professional lives. Wenniger contends that women will not be offered more presidential opportunities until they convince themselves that they can live up to the expectations of the office.

Women and men, she says, have two different views of their competencies.

If a job requires 10 skills, a man will apply for that job if he possesses as few as three of them.

EDUCATION AND GLOBALIZATION, FULL TIME, TENURED PROFESSOR A woman, on the other hand, will apply only if she possesses nine or 10 of them – and she’ll The Courtney Sale Ross University Professor still worry that she’s inadequate. of Education and Globalization The point Wenniger is making is that women Beginning September 1, 2013 have to be convinced that they are ready to do a job and they have to be invited to apply for that The Steinhardt School of Culture, Education, and Human Development at New York University is seeking distinguished applicants for the Courtney Sale Ross University Professor of Education and Globalization. This full job. “I don’t have statistics, but a lot of women time appointment will be made at the tenured, full professor level.

Responsibilities: Teach and advise undergraduate, graduate, and doctoral students, participate in curriculum are ending up in jobs because they have been development and administration of academic programs, and conduct influential research and scholarship.

Involvement in department and/or school committees is also expected. Serve as ambassador to NYU, the asked to apply, or they’ve been sought out by academy, and society, reflecting NYU Steinhardt’s mission and priorities and raising its profile among peers, prospective students and faculty, and the community at large. headhunters,” says Wenniger.

Qualifications: The successful candidate will have a distinguished record of teaching, externally funded research, She suggests that women interested in being and scholarship on the national and international level. The work of the desired candidate will promote an interdisciplinary perspective on globalization and education, focusing on the forward-looking developments presidents should earn a doctorate, engage in challenging various contemporaneous educational systems. leadership training and get a mentor. “There are NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world. NYU Steinhardt faculty may be afforded the opportunity for variable groups in every state that support women’s leadterm scholarship and teaching at these global study and research sites.

Located in the heart of Greenwich Village, NYU Steinhardt prepares students for careers in the arts, education, health, ership development,” says Wenniger. Women media, and psychology. Since its founding in 1890, the Steinhardt School’s mission has been to explore the human experience through public service, global collaboration, research, scholarship, and practice. should also acquire a whole range of traditional NYU is committed to building a culturally diverse educational environment and strongly encourages applications skills such as creating and managing a budget, from historically underrepresented groups.

Applications: Please apply online with a cover letter explaining research interests and teaching experience; a list of raising funds, mastering technology and playing three references and their email addresses (letters are not required at this time), CV, and a sample of publications. politics like a pro. www.nyuopsearch.com/applicants/Central?quickFind=51403 Review of applications will begin November 15, 2012 and will remain open until the position is filled. Further Córdova wants greater national visibility information about the position can be obtained from: Professor Pedro Noguera, Ph.D., Peter L. Agnew Professor of Education, Executive Director, Metropolitan Center for Urban Education, Steinhardt School of Culture, and awareness of women’s underrepresentaEducation, and Human Development, New York University, 726 Broadway, 5th Floor, New York, NY 10003. Email: tion as college presidencies. “We have not steinhardt.rosschairsearch@nyu.edu To learn more about NYU Steinhardt and other positions we are seeking to fill, please visit: http://steinhardt.nyu.edu. reached parity yet, and there is still a lot of work to be done, especially for women to reach the very top senior leadership levels and presidential positions,” says Córdova.

New York University is an Equal Opportunity/Affirmative Action Employer.

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PRESIDENTS ISSUE/LEADERSHIP

Dr. Beatriz Espinoza – Passion, Drive and a Perfect Fit

by Marilyn Gilroy

As

a child in a migrant farmworker family, Dr. Beatriz Espinoza remembers going to elementary school during the day and then spending her evenings and weekends picking produce in the fields of south Texas.

“We picked cucumbers, sugar beets and other crops during the winter months,” she said, “It’s just the way it was and what children were expected to do.”

The “we” is Espinoza’s mother, father and seven siblings. As the youngest member of the family, she experienced the hard labor and challenges that go along with the farmworker way of life. But she also felt tremendous support from her family and credits them with encouraging her to go to college.

“My parents and many other wonderful people made it easier for me,” she said. “They made it was clear that getting an education was not an option but an expectation.”

Now she has come full circle and is back in south Texas as president of Coastal Bend College (CBC), vowing to help others who want and need higher education opportunities.

“I want to serve and support students and the community in the same way I was served,” she said. “I know what education can do to change lives. And I know it can be done because people helped me and cared about me and that’s how I got here.”

Espinoza became the first woman and Hispanic to lead Coastal Bend on June 1, 2012.

She was selected last March after an extensive search and was chosen from five finalists. Each candidate participated in daylong visits that

included public forums, receptions and interviews with various college constituencies.

During that visit, Espinoza exhibited qualities that put her at the top of the list.

“Dr. Espinoza’s visit to the college was very important in the selection process,” said Dr. Jimmy Goodson, interim president during the search. “She related very well to the Coastal Bend College community.”

Like many others on campus, Goodson found that Espinoza was well-prepared intellectually and experientially for the interview.

“She completely understands the mission and role of a community college,” he said.

When the board of trustees solicited written assessments of the candidates from those who attended the forums, the comments about Espinoza included remarks about her “passion for higher education,” as well as her energy and experience. The evaluations also noted Espinoza’s “demonstrated knowledge of our college,” and “experience with the Southern Association of Colleges and Schools (SACS).”

Someone wrote that “she is an excellent fit for a Hispanic-Serving Institution.”

Espinoza has a background with the Hispanic Association of Colleges and Universities (HACU) and is experienced in working with minority student populations in diverse communities. CBC is a designated Hispanic-Serving Institution (HSI) with a Hispanic population of approximately 70 percent.

Espinoza recalled that she was very at ease during her interviews because “it was like coming home.”

“What made it easier for me is that I had no learning curve,” she said. “I grew up in south Texas. I am comfortable here because I know the community.”

Coastal Bend College is located about 60 miles northwest of Corpus Christi, Texas, and has four

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campuses, with total enrollment of 4,100. The main campus is in Beeville with other sites in Alice, Kingsville and Pleasanton. CBC was originally founded as Bee County Junior College District, in 1965, as a result of ballot votes in which residents approved the creation of the district. Voters then authorized a tax to support Bee County College, and bond issues to build the college. The board of trustees changed the college name from Bee County College to Coastal Bend College on Sept. 1, 1998, after the college’s service area was extended by an act of the Texas Legislature.

Espinoza not only knows the geographical area, she also identifies with many of the students who come from the rural areas around the college. She describes the college as a “beacon of hope” for the community – but she is aware there are disparities in how well CBC is serving some of its various populations.

“We do a good job of enrolling Hispanics and women, but we don’t graduate them at the same rates as other groups,” she said.

One of her first priorities is to encourage faculty and staff to find ways to help these students succeed. In discussing the issue, she has run into philosophical differences that permeate “blended” faculties, with some defending a more traditional approach and some arguing for more institutional change.

“There are those who say ‘we can’t hold students’ hands because they are adults and need to accept these responsibilities,’” she said. “I understand that point of view, but we have to keep working on solutions.”

This is especially true when dealing with Latinas, who often feel the cultural pull of “familismo,” the term used by researchers to explain the need to balance a sense of family obligations with a desire for higher education. Statistics show that Latinas enroll in college at the same rates as their non-Latina counterparts (60 percent), but

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Dr. Beatriz Espinoza surrounded by her family members

are less likely to earn college degrees. They often are expected to fulfill multiple family responsibilities, such as watching a younger sibling or maintaining the family household, in ways that interfere with attending classes or completing assignments. Espinoza sees this struggle in Latinas at CBC and supports programs that will improve their chances for success.

“We go out to the middle and high schools and encourage students to develop a commitment to college,” she said. “We try to offer them a pathway to success even if it means we have to work around some aspects of their personal lives. Technology has helped us provide more flexible options in meeting their needs.”

The college is experimenting with structures that offer alternative timeframes toward degree completion. This fall, CBC began offering a Weekend College option in which students can earn an Associate of Arts degree while only attending classes every other weekend. The program is part of Project OASIS, which is a science, technology, engineering and mathematics (STEM) grant focusing on increasing the number of Hispanics and low-income students obtaining degrees in STEM fields. It is specifically designed to help students focus on one class at a time rather than trying to juggle and balance four classes, jobs and family obligations.

Espinoza’s personal journey has made her aware of the need for multiple pathways to college. She started her college studies with a College Assistance Migrant Program (CAMP) scholarship after 18 years as a farmworker. She

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recalls there were many times that someone “cared enough to remove barriers, build bridges and track new paths for a first-generation college student.”

She is particularly grateful to her parents, who encouraged their daughters to explore opportunities beyond the traditional roles of women.

Espinoza went on to earn a bachelor’s degree in psychology from the University of Texas-Pan American, a master’s in rehabilitation psychology and a Ph.D. in rehabilitation psychology and educational psychology from the University of Wisconsin-Madison. She also completed a post-doctorate program in Community College Leadership at the University of Texas-Austin.

Her experience in higher education spans 25 years in various administrative roles, including vice president for workforce learning services at Arizona Western College in Yuma, Ariz. She also worked in Dallas, Galveston, Tempe and Chicago and came to CBC from Yuba Community College District in Marysville, Calif., where she was vice chancellor for educational planning and services.

Espinoza says her career has flourished with the support of her husband, who has been a stay-at-home dad to their daughter and thus enabled the family to move around for job opportunities.

As a result of studying and working in various parts of the country, Espinoza has seen the differences in the Hispanic community and the cultural variances from region to region.

“Latinos in Chicago are different from those in California, and both are different from those in Beeville,” she said. “For example, you have to be careful about terms and language. Depending on the geographical location, there is a strong preference to be called Chicano, Latino or Hispanic, and you get a negative reaction if you use the wrong identifier in the wrong place.”

As she goes out to the CBC community, Espinoza is aware that the region has economic disparities, too. The college serves very poor, rural sections but it also serves the Eagle Ford Shale region, which is booming because of its oil and gas industry.

“I came from an area in California where unemployment was running 19-20 percent, and here in Eagle Ford Shale they have help-wanted ads in the windows,” she said. “These are goodpaying jobs, but the employees work long and hard, which doesn’t allow much time for college. So we are working with local employers to try and find pathways to education.”

The lure of bypassing college and going directly into high-paying jobs is a challenge to

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CBC’s enrollment, which dropped slightly this year. The college is making efforts to reach out to individuals and employers through open houses and visits to companies as a means of touting the advantages of CBC’s industrial technology programs. In addition to oil and gas technology, which include courses on petroleum rigs and drilling, CBC offers programs in airframe and powerplant, commercial driving licensure (CDL), safety training, machinist and welding.

These are areas with high demand for employees, but the jobs that are available also require safety training and knowledge of regulations.

With such divergent industries and populations, the CBC service area offers unique challenges in building the economy and meeting the learning needs of its residents. Espinoza says she is “totally committed” to helping CBC serve all of its constituencies and hopes to have an impact on the farmworker community. She serves as a model to overturn the stereotypical perception of farmworkers that she has heard over the years.

“Farmworkers are labeled as hard workers who don’t complain,” she said. “But they are much more than that. There is a lot of talent in those fields, and we have to find a way to help that talent become realized.”

Like many community college presidents, Espinoza is feeling the budget crunch. Support from the state of Texas has been dwindling. It dropped another 3 percent last year and now covers only 35 percent of budget. Tuition and fees cover another 30 percent, and the rest comes from local taxes based on property valuations. Developing the 2012-13 CBC budget was a tough process that included “a lot of red ink,” according to Espinoza. Most of the cuts came from eliminating part-time hours and asking employees, including faculty, to accept extra responsibilities.

It’s not an ideal situation for a president who has just begun her tenure, but Espinoza remains determined to see the college continue as the place that nurtures, that encourages “the next generation of learners and scholars.”

Those around her have begun to feel the depth of her commitment and the ripple effects of her leadership.

“Although Dr. Beatriz Espinoza’s exceptional range of experience is already making a tremendous impact on operations at Coastal Bend College, it is her unwavering dedication to student success that is the most inspiring,” said Velma Elizalde, dean of student services at CBC. “Every conversation is led with this focus. And with this type of passion and drive, it is inevitable that students will succeed and that staff, led by her example, will be the driving force.”

UNCENSORED

by Peggy Sands Orchowski

CALL A LOAN A LOAN, NOT FINANCIAL AID – Sen. Al Franken, D-Mass., can be sharp-tongued on issues he feels strongly about. One is college affordability. In a recent Senate hearing, he lambasted the doublespeak of financial aid “award” letters. “Financial aid is usually not an award,” he said. “It’s not a grant, not a scholarship, not for free. Financial aid is usually a loan. A loan should be identified as a loan. And work-study is not study; it’s work. Work is work; a loan is a loan. Period.”

UN

BILINGUAL CHILDREN: HANDICAPPED OR BRAINIER? – Seems education leaders can’t make up their minds about bilingual children. Many studies about especially young Latinos in grade school note that a large proportion of them, usually immigrant children, speak another language at home. It is determined that especially the Spanish-speaking kids need years of special, often, isolated help when they get to public grade school in order to “keep up” – as if they are handicapped by speaking a language other than English at home. Yet study after study shows the ease most children have in picking up the dominant language of the country when mainstreamed in school from the start. And in fact, bilingual children especially have the advantage over monolingual children in brain development and flexibility by learning to speak at least two languages. Some charter and expensive private schools are trying to duplicate that advantage by introducing a couple of hours of Spanish or Chinese instruction a week into their school curricula. American educators seem to be a bit confused about bilingualism.

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VOTER FRAUD ENFORCEMENT LEFT UP TO VOTERS – There are two basic rules about voting in federal elections that everyone can agree to: 1) only citizens might vote, and 2) every voter might only vote once. Voter fraud against these two principles would mostly likely occur among noncitizen immigrants (both legal and illegal) and students who vote on campus in one state and by absentee ballot in another. Did it happen in 2008 and on Nov. 4? Months before the election, graduate journalism students across the country, under the guidance of former Washington Post Editor Len Downey of Watergate fame (now at the Cronkite School of Journalism in Arizona), studied more than 2,000 cases of voter fraud that had been brought to the courts. Only 54 cases of noncitizens voting in 2008 were prosecuted nationwide, one (recently) for double-state voting. The conclusion was that the dozens of contested voting ID laws instituted by 35 states to prevent voter fraud are a tempest in a teapot. But the study only looked at cases brought to court. Downey confirmed there were no studies to determine how citizenship status is validated during the registration process.

“The registration process nationwide is a mess,” he said.

Checking citizenship of registrants is pretty much left up to self-enforcement, it seems. “Noncitizens know that it is a felony if they vote; the penalties are so great, the gain so little, why would a noncitizen risk it?” said Clarissa Martínez de Castro of La Raza at the National Press Club. “Polling stations know who are citizens in their area,” said one of the Arizona student reporters. “They can be very aggressive.” The number of poll watchers greatly increased in the November elections and “could be a source of post-election turmoil,” warned Downey at a New Americas Foundation presentation. As for students double voting, who knows? “There is no way at this point of checking cross-state voting,” Downey said.

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DEMS ARE WILD ABOUT DREAMERS! – In covering both the Republican and Democratic presidential nomination conventions, one issue stood out in sharp contrast. DREAMers. Almost every Democratic speaker worked into his/her speech the idea of helping high school graduates who had entered the country illegally before the age of 16. At just the mention of DREAMers, the packed arena audience would rise to its feet as one in wild cheers. The Democratic Party platform includes it. Two DREAMers were featured as speakers. At the Republican convention, there was not one mention of DREAMers that I heard. Why are Democrats so wild about DREAMers? Some say to pander to the Latino vote. Seemed to me that among all the other controversial issues discussed, DREAMers was the one feel-good initiative (and the only immigration issue) the Democrats had.

SES DETERMINES POLITICAL PARTICIPATION, NOT PARTY AFFILIATION – Sometimes the obvious isn’t. At a September panel, “Political Voice and American Democracy: Unequal and Undemocratic,” organized by the Brookings Institute, a left-of-center D.C. think tank, one predictable finding was reported: an American’s socioeconomic status determines political participation far more than ethnic or other identities. In other words, the more educated and wealthier demographic in the U.S. are more active politically. Duh! The not-soobvious conclusion was more interesting: socioeconomic status does not correlate directly to political party affiliation. A recent report

by The Hill newspaper found that of the top 10 wealthiest members of Congress (multimillionaires), seven are Democrats.

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

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PRESIDENTS ISSUE/REPORTS

Salaries and Compensation Packages at the Top

O

by Frank DiMaria ver the past two decades, the role of the college president, which carries deep and meaningful responsibilities, has become even more complex.

Part fundraiser, part CEO, part politician and full-time leader, today’s college president has a full plate. For those lucky enough to land positions at America’s top institutions, the financial rewards are significant.

The Chronicle of Higher Education surveyed 482 private colleges and universities with expenditures more than $50 million per year and gathered 2009 data on their presidents’ salaries. The Chronicle also surveyed 190 public research institutions and gathered 2011 statistics on their presidents’ salaries. This is what the Chronicle found.

The median total compensation at private schools was $385,909, up 2.2 percent from 2008. Median base pay of presidents at private schools was $294,489, up 2.8 percent from 2008. The median college expenditure for private schools in 2009 was $310.5 million.

At public schools, The Chronicle found that the median yearly salary for presidents and chancellors in 2011 was $421,395, up 2.9 percent over 2010’s $409,483 median salary. Base pay among presidents and chancellors at public institutions in 2011 was up 1.3 percent from 2010 – from $379,000 to $383,800.

Each president’s and chancellor’s compensation package is unique to that individual. The Hispanic Outlook in Higher Education Magazine took a look at the details of the four highest-paid presidents at private universities and the four highest paid at public universities. The Hispanic Outlook presents those details here. To offer perspective on these numbers, HO also compares those salaries to the salaries of presidents from the past at each university.

Private Institutions Drexel University – Constantine N. Papadakis The highest-paid president in 2009 at private institutions was Constantine Papadakis of Drexel University. His total compensation that year, according to The Chronicle, was $4.9 million. His base salary was $195,726, and he earned a bonus of $345,000. Much of the $4.9 million he was paid was listed as “other” pay in his compensation package.

Drexel’s expenditures for 2009 totaled $704 million. Papadakis was president of Drexel for 13 years until his death in April of 2009. His 2009 compensation package was a 202 percent increase over his 2008 package.

Most of Papadakis’ compensation came from life insurance and previously accrued compensation paid to his widow.

Ten years earlier, 1999, Papadakis’ total compensation was $527,276, and the school’s operating budget was $237.5 million.

Johns Hopkins University – William R. Brody The second-most handsomely compensated private college president in 2009 was William R. Brody of Johns Hopkins. Brody earned a total compensation package worth $3.8 million. Like Papadakis, the majority of Brody’s pay was listed as “other,” and his base salary was only $2,514.

Brody, who stepped down as president on Jan. 2, 2009, was in that office for 12 years. Two separate transactions upon his departure resulted in virtually all his taxable income. In 2008, his last full year as president, Brody’s compensation was $691,845, plus deferred compensation and benefits. In 1999, Brody’s compensation package was worth $623,240, and the school’s operating budget was nearly $1.8 billion.

The university’s operating budget in 2009 was $4.2 billion. Brody’s 2009 compensation package reflected a 349 percent increase over his previous year’s package.

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University of the Pacific – Donald V. DeRosa Like Papadakis and Brody, Donald V. DeRosa, president of University of the Pacific, enjoyed a compensation package in 2009 that had increased substantially over the previous year’s. DeRosa’s total compensation package was 118 percent more in 2009 than in 2008, worth nearly $2.4 million. His base salary was $542,551, which itself was an increase of 21 percent over his 2008 base salary. DeRosa, who had been president for 14 years, earned $510,267 in 2007 and $257,897 in 1999. The school’s expenditure was $171.5 million.

Northwestern University – Henry S. Bienen Henry Bienen became Northwestern University’s president in 1995 and resigned in 2009. In his last year as president, Bienen earned a base salary of nearly $1.9 million, an increase of 130 percent over his base pay in 2008. His total compensation equaled $2.24 million, $125,584 of which was considered “other” pay. His 2009 total compensation reflected additional pay as part of his retirement package. As an institution, Northwestern had total expenditures of $2 billion.

In 2008, Bienen earned total compensation of $930,090; in 1999, Bienen earned $435,520 and the school’s expenditures were $925 million.

Public Schools Ohio State University – E. Gordon Gee E. Gordon Gee at Ohio State has the highest salary of any president or chancellor of a public research university in the country, and he has enjoyed that privilege for the past several years. In 2011, his base salary was $814,157, he received a bonus of $296,786, and he had deferred compensation of $881,278 for a total compensation package worth $1.9 million. Ohio State had total expenditures of $4.2 billion in 2011.

Gee assumed the presidency at Ohio State in 2007. That year, his salary was $1.34 million. Ohio State’s outgoing president at the time, Karen A. Holbrook, had earned $758,700 in the 2006-07 school year.

Texas A&M University System – Michael D. McKinney The second-highest-paid executive at public universities is the chancellor of the Texas A&M University System, Michael D. McKinney. In 2011, McKinney earned total compensation equaling $1.96 million. His base pay was $444,847. He earned $683,000 in terminal pay (he left the president’s office in June), and he was paid $688,500 in deferred compensation. The Texas A&M system had $782.4 million in expenditures. McKinney served as chancellor for four years before leaving in June.

In 2004-05, A. Benton Cocanougher earned $300,000 as the system’s interim chancellor.

Penn State University – Graham B. Spanier Graham B. Spanier, who was fired in December of 2011 amid the child abuse scandal involving Jerry Sandusky, an assistant football coach, was the third-highest-paid president at a public research university in 2011.

Spanier had a base pay of $660,002 and a total compensation of $1,068,763 in 2011. Spanier’s compensation package also included bonus pay of $200,000 and deferred compensation of $208,761. Penn State’s expenditures were not available.

In 1999, Spanier earned $399,489 as president. He was Penn State’s president for 16 years.

University of Kentucky – Lee T. Todd Jr. The fourth-highest-paid public university president in 2011 was Lee T. Todd Jr. of the University of Kentucky. Todd earned $972,106 in total compensation and had a base pay of $511,050. Of his total compensation, $461,056 of it was bonus pay. Kentucky had expenditures of $2.1 billion in 2011. Todd left the office in 2011 and had been president for 10 years. In 2004-05, Todd earned $416,630.

Aside from attractive base salaries and bonuses, college presidents and chancellors typically enjoy provisions such as free housing, a company car, a travel budget and pension contributions. But large compensation packages and attractive perks come with great responsibility. Judith Ramaley, who served as president at Winona State University, Portland State University and the University of Vermont, says that the leadership role of a college president has changed since she took her first presidency 22 years ago. In 1990, the presidential role was that of CEO, the individual who represented the institution and was accountable to the primary constituencies. Today, although presidents still serve as CEOs, their leadership entails finding ways to tap into the experience, knowledge and the motivations of those who make up the institution. “Their primary responsibility is the management of change, how the institution functions, its impact on the surrounding community, on the ways it’s organized and offers its educational programs, how it addresses the problem of student access and success,” says Ramaley.

Shelly Hoffman, a spokesperson for Ohio State, says that in today’s economy the university president must be innovative in finding new sources of revenue. In 2010, Gee, for example, raised $1.5 billion for Ohio State in unusual ways. Trustees of Ohio State, for example, voted to allow private investors to lease and operate the school’s parking lots and garages for the next 50 years in exchange for a $483 million upfront payment.

Judith Ramaley, past president of Winona State University, Portland State University and the University of Vermont

Presidents must also motivate and get the best performance from the individuals associated with the organization, such as faculty, administration, staff, students and alumni. Their communities expect them to perform at the highest level at all times, and they must lead the university through prosperous times and through lean years. If their performance slips, or the performance of their faculty, they can be ousted, and sometimes are ousted with no reason given. Teresa Sullivan, president of the University of Virginia, was removed earlier this year without a vote and without an initial explanation. She was later reinstated.

All presidents serve at the pleasure of the school’s board of trustees.

Dan Sullivan, president at Saint Lawrence College from 1996 to 2009 and at Allegheny College from 1986 to 1996, says there has been a growing trend among today’s boards of trustees to view the president’s performance with greater scrutiny than ever before. Presidents’ compensation and job security are based on a careful assessment of the achievement of a set of agreed-upon goals.

Sullivan’s compensation in both his presidencies was based on a thorough annual performance review. And every three years, the faculty, students, alumni, trustees and his senior staff evaluated his performance. “So the board set compensation in the context of an ongoing performance review,” says Sullivan.

Boards also pay closer attention to presidents’ social behavior today.

Susan Martin, president of Eastern Michigan University, was reprimanded earlier this year by board of regents members for her behavior at an alum-

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ni event and her use of alcohol. Ramaley likens the president’s public role to the preacher’s son or daughter. “You have to be more pure in thought and deed than your classmates. The president is expected to behave with confidence and appropriate decorum, with integrity, and with a consistency of purpose that represents the institution well,” she says.

Sullivan calls the presidency a 24/7 job, one in which “you can get a call any time of the day or night with some sort of emergency to deal with.”

The position of a college president at a liberal arts college is a fascinating, though relentless, job, he says. But he says he loved every minute of his 23 years as president.

One of the perks that Sullivan did enjoy at Saint Lawrence and at Allegheny, both of which are located in relatively small towns, was living in the president’s home on campus. That made him and his wife, who was active in fundraising and community relations, recognizable figures within those communities. “You’re very much in a fishbowl. But that should not be surprising to anyone who takes the job. It’s just the way it is,” says Sullivan.

Ramaley also has lived in the president’s home on campus. But she says she dared not fix any chronic problems, like leaky roofs or cracked foundations, until she was leaving the presidency for fear of being criticized for being ostentatious.

Over the past 20 years, institutions of higher education have been under enormous financial pressure. On the public side, schools have endured a 25 percent decline in state support. Many have wooed individuals from outside academe to run their institutions more like corporations.

Today schools are looking for leaders with proven financial and fundrais-

Dan Sullivan served as president at Saint Lawrence College from 1996 to 2009 and at Allegheny College from 1986 to 1996

ing experience and fresh approaches to managing financial challenges.

The American Council on Education’s 2012 survey of presidents indicates that after leveling off in previous years, the percentage of presidents entering the presidency from outside higher education has increased. In 2001, 15 percent of presidents’ immediate prior positions were outside academe. That number rose to 20 percent in 2011.

Anthony DeBruy, assistant vice chancellor of public affairs at the University of Texas System, says that higher education institutions are engaged in an “arms race” to locate, entice and hire the most qualified and talented individuals to run their institutions. Dr. Francisco Cigarroa, the system’s chancellor, completed fellowships in pediatric surgery and transplantation surgery at Johns Hopkins Hospital. Currently, he is the seventh-highest-paid president/chancellor in the nation with a 2011 compensation totaling $751,680. DeBruy points out that the Texas constitution limits the chancellor’s salary to $70,400. The balance of his salary is paid by private sources and the school’s endowment.

Those who come to presidencies the traditional route, through education, must bring a new skill set. Sullivan says they must be multidisciplinary, with a deep understanding of finance and management.

“A large percentage of traditional presidents who fail, in my opinion, do so because they have not taken the time to become multidisciplinary,” says Sullivan.

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H I S PAN I C S ON TH E M O VE Alma College Names García VP for Enrollment

Fresno State Praises Orozco as Bilingual Education Icon

Bob García has become vice president for enrollment at Alma College in Michigan.

García, previously director of admissions, came to Alma after serving as an admissions administrator, including senior assistant director of admissions, at Central Michigan University (CMU) from 2004 until 2010. García had been the video coordinator for the CMU men’s basketball program, following a stint as producer, writer, editor and photojournalist for WWTVWWUP-TV. He has a bachelor’s degree in broadcasting with a minor in general business administration.

Dr. Cecilio Orozco, a professor emeritus of literacy and early childhood education at California State University-Fresno, died in September. He was 83. Orozco, an expert on calendars of the ancient Maya and Aztec cultures, taught in Chicano studies at what now is the Kremen School of Education and Human Development at Fresno State, retiring in 2001. He joined the university faculty in 1975, after receiving bachelor’s and master’s degrees from Northern Arizona University. He earned his doctorate from the University of New Mexico. Fresno State remembers Orozco as “an icon among Mexican-American educators in California and the United States” and “a man of wisdom, integrity and compassion for others.”

ACP President Receives 2012 Hispanic Dental Association Women’s Leadership Award The American College of Prosthodontists (ACP) recently announced that its president, Lily T. García, D.D.S., M.S., F.A.C.P., is receiving the 2012 Hispanic Dental Association Women’s Leadership Award. García is the first female Hispanic president of the American College of Prosthodontists. She began her term as ACP president on Nov. 2, 2011. “As a prosthodontist, I know that oral health is part of our overall well-being. To be recognized by the Hispanic Dental Association is truly an honor,” said García, who is also professor and division head of advanced education and external affairs in the Department of Comprehensive Dentistry, University of Texas Health Science Center San Antonio.

Rangel Participates in White Fund Lecture Series in Partnership with NECC Community-based organizer Juan Rangel last month presented a White Fund Lecture titled “Hispanics in America: The Next Successful Immigrant Group,” in partnership with Northern Essex Community College in Massachusetts. His presentation looked at why he believes Hispanics have the potential to be the next successful immigrant group in America. In a recent article in the Wall Street Journal, Rangel states, “Hispanics must be challenged to take full advantage of American possibilities through civic participation and deep investment in family, neighborhoods, and education.” Rangel is chief executive officer of the United Neighborhood Organization, metropolitan Chicago’s largest Hispanic community-based organization.

Saralegui Receives Ultimate Latina Award at USHCC Convention The United States Hispanic Chamber of Commerce (USHCC) has honored talk-show host, author, actor and entrepreneur Cristina Saralegui with the 2012 Ultimate Latina Award.

Saralegui accepted the award in September at the USHCC 33rd Annual National Convention in Los Angeles, Calif.

Saralegui became editor-in-chief of Cosmopolitan en Español in 1979. She went on to become executive producer and host of her own highly rated TV talk show, The Cristina Show, which ran for 21 years on Univision. The show was heralded as the first of its kind, offering millions of viewers an award-winning discussion platform in a television market lacking Spanishlanguage options. With 12 Emmys to her name, she is also the first Spanish-language television personality to receive a star on the Hollywood Walk of Fame.

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CSUN Concert Honors Herrera’s Contributions to California’s Mexican-American/Chicano Culture Los Angeles, Calif.’s Ford Theatres this summer celebrated the contributions of MexicanAmerican and Chicano performing artists to California’s richly diverse culture. California State University-Northridge Chicana/o studies professor Fermín Herrera was among those singled out, for his tireless efforts to celebrate and preserve the regional music of MexicanAmericans. Herrera, who is renowned as a harpist and whose group, Conjunto Jarocho Hueyapan, is known internationally, is one of the original faculty of the Department of Chicana/o Studies at Cal State Northridge.

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PRESIDENTS ISSUE/REPORTS

“Highly Qualified Teacher” Requirements Challenged

by Alternative Certification

by Peggy Sands Orchowski Proponents

Two

things that it seems almost everyone in Congress can agree on: a high-quality teacher can be one of the most influential factors in student academic achievement, and there is a serious shortage in America of such good teachers.

So why then are some congressmen and educators now attacking the “Highly Qualified Teacher” (HQT) requirements, instituted by Congress in 2010 to ensure the training of good teachers throughout the United States?

“As a father of three young children, I’ve seen firsthand how positively kids respond when inspired and motivated by an exceptional teacher,” said Rep. Duncan Hunter Jr., R-Calif., chairman of the congressional Subcommittee on Early Childhood, Elementary and Secondary Education. “Helping schools recruit, hire and retain more effective teachers is a top priority.”

This session, his committee approved two pieces of legislation that Hunter claims will help schools identify the most talented teachers. But a “key pillar” in those proposals is a provision to eliminate the HQT requirements. “HQT’s prescriptive requirements are outdated and widely criticized for placing undue emphasis on credentials and tenure, ultimately restricting schools’ ability to hire the best teachers. Unless HQT requirements are repealed, our neediest schools will be prevented from hiring teachers certified through alternative pathways,” Hunter said.

There are a wide variety of alternative teacher certification programs throughout the country, offered by diverse educational institutions, including private, for-profit, nonprofit and even corporate. On July 24, Hunter held a lively committee hearing to discuss the value of alternative teacher certificates that allow individuals of all ages with postsecondary degrees to earn a teaching certificate without having to go back to college and complete a traditional teacher education program following the HQT requirements.

“There is no one-size-fits-all federal solution to help put effective teachers in the classroom,” said Hunter.

The vice president for education policy at the liberal Washington, D.C., think tank the Center for American Progress agreed with Hunter.

“Alternative certification programs are a promising strategy for increasing the supply of effective teachers and teacher education reform,” Cynthia G. Brown said. “Teacher training policy must focus on teacher effectiveness more than on qualifications. This is true for traditional teacher preparation, where the great majority of American teachers are required to take a specified set of education courses, complete a practice teaching component and pass an exam in order to obtain a certificate. Alternative certification, by contrast, generally targets college graduates, streamlines required courses and focuses on intense practice teaching assignments.

Alternative teaching programs actually began in 1985 with the New Jersey provisional teacher program. By 2010, 45 states plus D.C. approved some type of alternate route and 21 percent of all teachers came from such training programs. Now, with the increasing need for STEM (science, technology, engineering and math) teachers, some of America’s biggest corporations are stepping up with programs to retrain their retiring hightech employees who want to teach. A model is IBM’s “Transition to

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Teaching” program, begun in 2006.

“Our research shows that most IBMers, many with at least one degree in a STEM field, volunteer in schools, often teaching hands-on science classes,” said IBM’s Maura O. Banta, director of citizenship initiatives in education. “At the same time, we are seeing a national decline in math, science and engineering education and competency and the graying of the American labor force. Many long-term IBM employees are already thinking about teaching as a second career; others have the exact background and skills needed to strengthen STEM education in our schools, and we wanted to introduce them to the idea of teaching.” Out of these trends, the Transition to Teaching program was developed.

The program addresses three teacher training challenges that Banta encourages education policy leaders to consider: a focus on only essential pedagogic courses needed that meet developed standards; placement of teaching candidates in supportive practice environments under qualified instructors; and two-year mentoring peer support systems for new teachers.

Brown agreed with Banta that teaching programs need to be more selective and targeted. But the director of one of the most successful public charter schools in New York City’s Harlem, one that uses a high percentage of alternative certified teachers, also urged the lifting of all artificial barriers for potential teachers, including HQT requirements. “Our experience has confirmed that HQT might in fact be inversely related with teacher quality on the whole,” Seth Andrew, founder and superintendent of Democracy Prep Public Schools, said passionately.

“We need to open the floodgates to potential teachers to make the process far simpler for prospective educators and career-switchers to even be considered for a teaching job,” beseeched Andrew. “If we were to have used a strict HQT or regular certification standards, we would have had to eliminate nearly two-thirds of the some 10,000 applicants we had for around 200 teaching positions available in our district.” Instead, the schools employed résumé reviews, phone and in-person interviews, sample lessons, a feedback loop and reference checks to determine those qualified for candidate status.

Some of the participating congressmen at the hearing had other questions. “Just pay our teachers more, and you’ll get better teachers,” said Bobby Scott, D-Va. “Who should be responsible for the evaluation of a good teacher?” asked Virginia Foxx, R-N.C., chairperson of the Subcommittee on Higher Education. “The state? The feds? The school principal? Maybe we should just leave it to the second-graders; they know immediately,” the former Board of Education member laughed.

The lively hearing ended with the testimony of two Democracy Prep students who spoke enthusiastically about inspiration by their many alternative certified teachers. “We would have missed so much if they couldn’t have been our teachers,” they said.

Of note was that almost all the congressional members who participated in the hearing were women. Neither Congressmen Raúl Grijalva, D-Ariz., a member of both this education subcommittee and the Higher Ed subcom, nor Rubén Hinojosa, D-Texas, chairman of the latter, seemed to be present at the hearing.

Interesting Reads In the Shadow of Al-Andalus

By Victor Hernández Cruz These poems are about the rich history and broad influence of Islam in Spain and beyond, and show the connections between places as diverse as Puerto Rican villages, the streets of New York, and the beaches of Morocco. A finalist for the Lenore Marshall and Griffin poetry prizes, Victor Hernández Cruz is the author of several collections of poetry, including Maraca and The Mountain in the Sea. Born in Puerto Rico, Hernández Cruz now divides his time between Morocco, Puerto Rico and the United States.

2011. 140 pages. ISBN: 978-1-56689-277-3. $16.00 paper. Coffee House Press (510) 524-1668. www.coffeehousepress.org.

The Darkened Temple

By Mari L’Esperance In this book of poetry, Mari L’Esperance writes, “Longing itself is nothing but the heart’s open spaces.” And in the open spaces at the heart of these poems is a mother who has disappeared. In a world of war and displacement, illness of the mind and body, imprisonment and violence both historical and personal, the poet leads her readers through a landscape of loss and the pain associated with it. The author draws readers into the interaction between articulation and silence – and finally offers a vision of redemption.

2008. 100 pages. ISBN: 978-0-8032-1847-5. $ 16.95 paper.

University of Nebraska Press, (800) 755-1105. www.unp.unl.edu

Red Medicine: Traditional Indigenous Rites of Birthing and Healing

By Patrisia Gonzales “Red Medicine” is described by the author as a system of healing that includes birthing practices, dreaming and purification rites to re-establish personal and social equilibrium. Gonzales combines her experience as an herbalist and traditional birth attendant with in-depth research into oral traditions, storytelling and the meanings of symbols to uncover how Indigenous knowledge endures over time. And she shows how this knowledge is now being reclaimed by Chicanos, MexicanAmericans and Mexican Indigenous peoples. Gonzales links preColumbian thought to contemporary healing practices.

2012. 304 pages. ISBN: 978-0-8165-2956-8. $35.00 paper. University of Arizona Press, (520) 621-3920. www.uapress.arizona.edu.

What Teachers Make: In Praise of the Greatest Job in the World

by Taylor Mali 224 pages. 2012. ISBN 978-0-399-15854-4. $19.95, cloth. Putnam Adult, www.penguin.com.

B

ooks about teachers are all too often a combination of dull, analytical and pompous. What Teachers Make is funny and poignant.

Teachers will love it as it speaks to the best in teachers. Parents will smile, remembering a good experience in school (whether that’s due to a teacher being good or a student being “bad”).

Students will cringe, all the time wishing that all their teachers were and always would be like the ones described in the book. For teachers, this is a feel-good kind of book. For caring teachers, this is a repetition of what they already know. For new teachers, it might be a high bar to reach.

Mali states that teachers are not and never should be parent substitutes, but he also recognizes that many children spend more time with teachers than they do with parents. What he doesn’t say is that students do not spend their time with the same teacher either in one day, one week, or from year to year.

This book is anecdotal: the smartest student I ever met, the best class I ever taught, surprise conversation with a parent, creative uses of technology, taking advantage of the unexpected, preparing a lesson plan etc., etc., etc. Mali’s attempt to use his own life and experience might be its only fault. Too soon, we learn that he attended an elite private non-coed school where his middle school teachers had Ph.D.s. We also learn that he taught at elite private non-coed schools, and even he admits that he was fortunate that the elite private schools had sufficient computer equipment for each of his students to spend substantial time on a computer.

This of course is not the norm, and some of the very eloquent, simple and funny persuasion Mali does to convince the reader of the hardworking virtuous teacher is lost.

By the time the book ends, the teachers will remember themselves in similar moments or use the fact they don’t teach in a private elite school as an excuse; parents will see his/her child in one of the stories or wish his/her child could attend the kind of schools Mali writes about; and hopefully the student will smile remembering a pleasant moment and a wonderful teacher in his/her educational experience, if not, he/she can blame it on the fact that he/she attends public school.

Reviewed by Dr. Myrka A. González

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

U.S. Army Promotes Education Through Partnerships with Leading Latino Organizations ALEXANDRIA, Va.

The U.S. Army recently joined the nation in recognizing Hispanic Heritage Month (Sept. 15 to Oct. 15) by highlighting the educational, leadership and career opportunities it provides for Hispanic youth. The Army partnered with key Latino organizations to help develop the next generation of leaders – either for military or civilian careers – with a particular focus on science, technology, engineering and mathematics (STEM). These partnerships included the Army’s support of programs and events hosted by the University of Texas-Pan American, New Futuro, LULAC National Education Service Centers, the Hispanic Association of Colleges and Universities, and Great Minds in STEM. Hispanics currently represent nearly 24 percent of all K-12 public school students

Friends of the American Latino Museum Call on Congress to Pass the Bipartisan Smithsonian American Latino Museum Act WASHINGTON, D.C.

In September, the Friends of the American Latino Museum (FRIENDS), a 501(c)(3) created to push forward the American Latino Museum initiative, hosted its annual reception in conjunction with the Congressional Hispanic Caucus Institute’s (CHCI) 2012 Public Policy Conference. With sponsorship from Time Warner Cable, AARP,

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and are the largest minority group among the nation’s four-year college and university students. However, a recent report by the U.S. Department of Education highlights that Hispanic youth are far more likely to drop out of high school than other groups, and Latino students who make it to college are far less likely to graduate than students of other ethnicities.

Because of this disparity, the Army has renewed its commitment to work with national and local Hispanic organizations to narrow the education gap by ensuring students, teachers and parents are aware of the resources and benefits the Army provides to support academic success. These resources include the free March2Success program, which prepares students for college admissions exams, and the merit-based Army ROTC scholarship and leadership development program, which provides students with the financial means to complete college, as well as the skills to succeed after graduation.

“The U.S. Army has a longstanding com-

mitment to educating our nation’s youth and ensuring they receive the tools and training needed to succeed in their chosen field,” said John Myers, director of marketing, Army Marketing and Research Group. “By forming partnerships with these important organizations, we are able to help thousands of students reach their academic and career goals, and in doing so, help strengthen our communities and our nation.”

The Army highlighted its benefits, as well as the more than 150 career opportunities available within the Army, at events that took place across the country recently, including: Hispanic Engineering, Science and Technology (HESTEC) Week (Sept. 23-29), in Edinburg, Texas; New Futuro “Brighter Future” Program in Pasadena, Calif.; LULAC National Educational Service Centers (LNESC) Washington Youth Leadership Seminar in Washington D.C.; Great Minds in STEM HENAAC Conference in Orlando, Fla.; and Hispanic Association of Colleges and Universities (HACU) National Conference in Washington, D.C.

and CHCI, FRIENDS gathered board members, congressional leaders, administration officials, policymakers and museum supporters to discuss the museum’s legislative progress and FRIENDS community engagement efforts.

Legislation to designate a location for the museum on the National Mall, the Smithsonian American Latino Museum Act, is still pending in Congress, yet grass-roots support has remained strong and continues to build steadily. Through a combined effort of social media and direct community engagement, FRIENDS has amassed a base of more than 300,000 fans, followers and sup-

porters of the cause, including more than 50 members of the House and Senate, from both parties, who support the museum initiative. The House and Senate list will be a focus for the remainder of the year, with the goal of recruiting 100 members of Congress.

FRIENDS used the event to call Washington’s political leaders to action.

Says the group: Passing the Smithsonian American Latino Museum Act would designate space along the National Mall to the project and create a landmark to the culture and to the contributions of the Latino community to founding and strengthening our nation.

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The Hispanic Outlook In Higher Education

Education Trust: Colleges Taking Responsibility for Student Success Are Increasing Graduation Rates and Closing Gaps for AfricanAmerican, Latino Students

www.hispanicoutlook.com

November 12, 2012

number of Black and Latino students in our country. Thankfully, some institutions are showing us that the status quo is not inevitable,” said José Cruz, vice president for higher education policy and practice at the Education Trust. “The lessons are clear: What institutions of higher education do – and don’t do – for students directly and powerfully impacts student success. The schools we’ve identified provide vivid signposts on the road to boosting graduation rates at colleges and universities across the country.”

By 2018, this nation is projected to need 22 million more college-educated workers; and by that time, more than half of jobs are projected to require a postsecondary degree. Using trend data from College Results Online – a unique Web-based tool that allows users to examine important information like graduation rates by race, ethnicity and gender for four-year colleges across the country – these two studies highlight institutions that are improving outcomes for students of color.

At Virginia Commonwealth University, the

graduation rate for African-American students has improved by more than 15 percentage points since 2004; for Hispanic students, the rate has increased by more than 22 percentage points over the same time period.

Texas Tech University serves a growing Hispanic population, now about 14 percent of its student body; however, its graduation rates have also increased by more than 18 percentage points since 2004.

At Stony Brook University (N.Y.), a 2004 gap of more than 11 percentage points between the outcomes for Hispanic and White students is now closed.

The University of Southern California has improved outcomes among students of color; now, the campus no longer has gaps in graduation rates between either Latino or Black students and their White classmates.

“These institutions are increasing their success rates among students of color without becoming more exclusive and serving fewer of these students,” said Mary Nguyen, higher education research and policy analyst at the Education Trust.

American Heart Association Offers Association’s Go Red For Women and Scholarships to Multicultural Women Macy’s, its national sponsor, offer the Go

critical step in the delivery of quality, culturally sensitive patient-centered care. In these challenging economic times, the Go Red Multicultural Scholarship Fund will help ensure the continued success of a diverse group of young women in their health care education journey,” said Dr. Jennifer Mieres, senior vice president, Office of Community and Public Health, chief diversity and inclusion officer for North Shore – LIJ Health System and American Heart Association Go Red For Women spokesperson.

For more information, visit GoRedForWomen.org/GoRedScholarship.

WASHINGTON, D.C.

Nationwide, college graduation rates are far too low, particularly among students of color, a fast-growing demographic in America. But two reports released recently by the Education Trust show that it doesn’t have to be that way.

Advancing to Completion: Increasing degree attainment by improving graduation rates and closing gaps for African-American students and Advancing to Completion: Increasing degree attainment by improving graduation rates and closing gaps for Hispanic students spotlight colleges of all types that are producing better results by improving graduation rates and/or narrowing the graduation-rate gaps on their campuses.

“Colleges must do more to ensure success for all students, particularly the growing

DALLAS, Texas

Tuition hikes at colleges and universities across the nation are putting the squeeze on many young people and forcing families to find new ways to pay for higher education or consider forgoing college altogether. In an effort to ease the burden to students during these rough economic times and increase the number of underrepresented minorities in medicine, the American Heart

Red Multicultural Scholarship Fund.

Sixteen $2,500 national scholarships are being offered for a second year to multicultural women pursuing higher education in health care. As part of its Go Red For Women movement, the association strives to expand the pipeline of much-needed diverse nursing and medical students and address important gaps in treatment that can lead to heart health disparities. Deadline for entry is Nov. 30, 2012.

“The recruitment of talented diverse young women into the health care field is a

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First F irst H Hispanic-Serving ispanic-Serving IInstitution nstitutiion iin n tthe he U U.S. .S.

NOR NORTHERN RTHERN New Ne w Mexico Mexic C ollege College AQ QUALITY UALIT Y EDUCATION EDUCATION W WITH ITH A AN N EMPHASIS EMPHAS ON C CULTURE AND DIVERSITY ULLTURE A ND D IVERSIT Y

NORTHERN N ORTHERN New New Mexico Mexico College College 921 9 21 Paseo Paseo de OĂąate, OĂąate, EspaĂąola, EspaĂąola Ăąola, NM 87532 87532 505 747.2100 747.2100 0 Photos by John T. Denne

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

Celebrate

Hispanic Achievement in Higher Education

CUNY’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 borough’s only graduate programs in educational leadership, public health, and social work. The College has a dual-degree program with Sungshin Women’s University in South Korea as well as nursing programs both with Sungshin and institutions in Ireland and Antigua. U.S. News & World Report has rated Lehman College as a Tier 1 and Top 50 Public College for Regional Universities (Northeast) for the last three years.

Lehman is home to the CUNY doctoral program in plant science and has a long-standing collaboration with the New York Botanical Garden. Beginning in the Spring 2013 semester, students will study in the new $70 million Science Hall, the Ă&#x17E;UVW SKDVH RI D WKUHH SKDVH qFDPSXV ZLWKLQ D FDPSXVr GHYRWHG WR WKH VFLHQFHV WKDW ZLOO WUDQVIRUP ERWK WKH &ROOHJH WKH %URQ[ DQG VFLHQWLĂ&#x17E;F UHVHDUFK LQ 1HZ <RUN &LW\ ,Q UHFHQW \HDUV WKH &ROOHJH KDV DOVR EXLOW D VWDWH RI WKH DUW PLOOLRQ Multimedia Center, which is the most advanced academic facility of its kind in the region, and a new Child Care Facility to serve the day care and educational needs of students with young children.

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University of South Florida System is a high-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 and Executive Positions: Director of Housing Facilities (Student Affairs) Director of Marketing-New Media (Athletics) Sr. Director of Development-COB (Foundation) Director of Counseling Center (Student Affairs) Assistant Vice President-Dean (Student Affairs) Director of the Center for Student Involvement (Student Affairs) Faculty Positions: College of Arts and Sciences College of Education Assistant Professor (22) Assistant/Associate Professor (1) Assistant/Associate Professor (2) Assistant Professor (3) Associate/Full Professor (3) Dean (1) Assistant/Associate/Full Professor (1)

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College of Business Assistant Professor (3) Associate/Full Professor (1) Assistant/Associate Professor (1) College of Arts Assistant/Associate Professor (1)

College of Public Health Assistant Professor (1) Assistant/Associate Professor (1) College of Medicine Assistant/Associate Professor (3) Assistant Professor (9) Professor (1)

College of Engineering Open Rank (Full Professor) (1) Assistant Professor (3) St. Petersburg Campus Regional Chancellor (1) Assistant Professor (3) Sarasota Campus Assistant Professor (1) College of Nursing Nursing Faculty (2)

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

USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu â&#x20AC;˘ 4202 E. Fowler Ave,Tampa, FL 33620 11/12/2012

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Southern Connecticut State University

TENURE-TRACK FACULTY POSITIONS Effective Fall 2013 Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is an intentionally diverse and comprehensive institution committed to academic excellence, access, social justice, and service for the public good.

The University invites applications from individuals who believe in the mission of public higher education in urban/metropolitan settings and are committed to excellence in both teaching and scholarship/creative activity. Successful candidates will be collegial, student-centered, experts in their fields of study, and adept in the use of technology and varied pedagogies in the classroom.

The University enrolls more than 11,100 students in 59 undergraduate and 45 graduate degree programs. Offering degrees primarily at the Bachelor’s and Master’s levels, Southern also offers a sixth year diploma and two doctoral degree programs. Southern is the flagship of graduate education in the Connecticut State Colleges and University System and an institution of choice among undergraduates in the state.

ARTS & SCIENCES Anthropology Biology Chemistry Communication Communication Computer Science English English English History History Mathematics Mathematics Philosophy

Archaeology - search #13-013 Biological Science - search #13-010 Chemical Genomics - search #13-026 Advertising & Promotions - search #13-020 Generalist - search #13-021 Networks, Security - search #13-025 Composition - search #13-014 Postcolonial Literature - search #13-016 Secondary Education - search #13-015 Modern Latin American History - search #13-011 Sub-Saharan African History - search #13-012 Statistics - search #13-018 Statistics - search #13-019 Biomedical, Genetic Engineering or Applied Ethics - search #13-027 Bio-Physics or Bio-Nanotechnology, High-Resolution Imaging of Biomaterials - search #13-023 Industrial/Organizational Psychology - search #13-024 Technical Direction, Production Management and Teaching - search #13-022 Foreign Language Certification - search #13-017

Physics Psychology Theatre World Languages & Literatures

Assistant Assistant Assistant Assistant Assistant Assistant Assistant/Associate Assistant Assistant Assistant Assistant Assistant Assistant/Associate Assistant/Associate Assistant/Associate Assistant Assistant Assistant

BUSINESS Accounting

Economics/Finance Management/MIS Marketing

Intermediate Accounting and/or Taxation - two positions (one is immediate hire - Spring 2013 - search #12-096) (the other - Fall 2013 - search #13-001) Economics - search #13-002 Management/MIS - two searches #13-003A & 13-003B Marketing Mgmt., Marketing Strategy, Customer Relationship Management - search #13-004

Rank Open

School Psychology - search #13-033 Educational Leadership & Policy Studies - search #13-030 Elementary Education - search #13-032 Pedagogy/General Exercise Science - search #13-031 Reading - search #13-028 Emotional and Behavioral Disorders and/or Autism Spectrum Disorders - search #13-029

Assistant/Associate Assistant/Associate Assistant/Associate Assistant Assistant/Associate

Assistant/Associate Rank Open Assistant/Associate

EDUCATION Counseling & School Psych.

Educational Leadership Elementary Education Exercise Science Special Education Special Education

Assistant/Associate

HEALTH & HUMAN SERVICES Communications Disorders

Dysphagia, Motor Speech Disorders, or Neurogenic Communication Disorders - search #13-005 Augmentative/Alternative Communication, Voice Disorders, and Fluency Disorders - search #13-006 Family Nurse Practitioner Education - search #13-007 Nursing Education - two searches #13-008A & 13-008B

Communications Disorders Nursing Nursing

Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate

Rank dependent upon appropriate experience and qualifications.

Note: A detailed description of all faculty positions and required application materials can be found on the Southern Connecticut State University website: http://www.southernct.edu/employment/Job_Openings/ All applications should be sent to the appropriate search committee chair at the following address: Southern Connecticut State University, 501 Crescent Street, New Haven, CT 06515 All positions are contingent upon the availability of resources and needs of our students.

SCSU is an Affirmative Action/Equal Employment Opportunity employer.

The University seeks to enhance the diversity of its faculty and staff. People of color, women and persons with disabilities are strongly encouraged to apply.

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PRESIDENT Salve Regina University, ranked among the best institutions of higher education in the United States by U.S. News & World Report, is seeking applicants for faculty positions for September 2013. A Catholic Liberal Arts University founded by the Sisters of Mercy and located in scenic Newport, Rhode Island, Salve Regina offers challenging academic programs in a highly supportive environment and an innovative core curriculum that provides students with a solid foundation and broad perspective. The historic, 75-acre campus enrolls approximately 2,500 men and women and offers associate, baccalaureate, and master’s degrees, the Certificate of Advanced Graduate Study, and the Ph.D. in Humanities. Its mission stresses preparation for responsible citizenship through the pursuit of wisdom and the promotion of universal justice.

The Mississippi Board of Trustees of State Institutions of Higher Learning is conducting a nationwide search for President of the University of Southern Mississippi. Founded in 1910, The University of Southern Mississippi is a comprehensive doctoral and research-driven university with a proud history and a promising future. In just 100 years, Southern Miss has grown from a small teachers’ college into a premier research university. The values of Southern Miss are to lead with academic excellence by conducting innovative research, providing cultural enrichment, creating economic development opportunities, building healthier communities, and contributing to an understanding of global networking.

The Board of Trustees invites letters of nomination, applications (letter of interest, complete CV, and references) or expressions of interest to be submitted to the search firm assisting the Board.

Confidential 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 14, 2012. For a complete position description, refer to Current Opportunities on www.parkersearch.com.

Laurie C. Wilder, Executive Vice President & Managing Director Porsha L. Williams, Principal 770-804-1996 ext: 109 lwilder@parkersearch.com | | pwilliams@parkersearch.com USM is an AA/EOE Employer

Tenure-track faculty positions in the following disciplines are available for September 2013.

Assistant Professor of Philosophy

Assistant Professor of Mathematical Sciences Assistant or Associate Professor of Theatre Assistant or Associate Professor of Cultural & Historic Preservation

Assistant or Associate Professor of English Assistant Professor of Nursing

Assistant Professor of Holistic Counseling Assistant or Associate Professor of Physical Chemistry

Assistant Professor of Psychology (2 Positions)

The standard teaching load is 3/4, although it can vary by discipline.

The University offers generous professional development opportunities and benefits to eligible employees including: health and dental coverage, life insurance, long-term disability, 403B plan, tuition benefits and more.

Salve Regina University is an Equal Opportunity/ Affirmative Action employer.

The University actively seeks diversity among its employees.

For Additional information, and to apply online, please view our Web site at http://www.salve.edu/offices/hr/employment.cfm

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

KAVLI INSTITUTE FOR THEORETICAL PHYSICS

Future Programs During the years 2013/2014, the Kavli Institute for Theoretical Physics will conduct research programs in the following areas: • A Universe of Black Holes Tamara Bogdanovic, Elena Gallo, Lucio Mayer, Marta Volonteri* July 1, 2013 - September 20, 2013

• Wave-Flow Interaction in Geophysics, Climate, Astrophysics, and Plasmas James Cho, Patrick Diamond, Brad Marston, Steve Tobias* March 24, 2014 - June 20, 2014

• New Quantitative Approaches to Morphogenesis Thomas Lecuit, Ewa Paluch, Joel Rothman, Boris Shraiman* July 22, 2013 - August 30, 2013

• Gravity’s Loyal Opposition: The Physics of Star Formation Feedback Norman Murray, Eve Ostriker, Romain Teyssier* April 14, 2014 - July 3, 2014

• Fluid-Mediated Particle Transport in Geophysical Flows James Jenkins, Ben Kneller, Eckart Meiburg, Alexandre Valance* September 23, 2013 - December 20, 2013

• Particlegenesis Stefano Profumo, Michael Ramsey-Musolf, Antonio Riotto, Carlos Wagner* May 19, 2014 - June 27, 2014

• Spintronics: Progress in Theory, Materials, and Devices Leon Balents, Gerrit Bauer, Allan MacDonald, Yaroslav Tserkovnyak* September 30, 2013 - December 20, 2013

Physicists wishing to participate in any of the Institute’s activities should apply through our web page at http://www.kitp.ucsb.edu or write to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030

• Active Matter: Cytoskeleton, Cells, Tissues and Flocks Iain Couzin, M. Cristina Marchetti, Sriram Ramaswamy, Christoph Schmidt* January 6, 2014 - May 16, 2014 • New Methods in Nonperturbative Quantum Field Theory Ken Intriligator, Anton Kapustin, Zohar Komargodski, Joe Polchinski, Slava Rychkov* January 6, 2014 - April 11, 2014 • Neurophysics of Space, Time and Learning Mayank Mehta, Peter Latham, Kechen Zhang* January 27, 2014 - March 7, 2014

The Institute has a small number of openings for less than one year for general visitors not attached to the abovelisted programs.

The Institute invites suggestions either for short programs (3 months) or long programs (5-6 months) for the years 2014-2015 and later. *Coordinators

The University of California, Santa Barbara, is an equal opportunity/affirmative action employer.

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MONTCLAIR STATE UNIVERSITY

Openings - Fall 2013

With its proud history and vibrant future, Montclair State University is one of New Jersey’s most diverse and dynamic institutions of higher education.

Montclair State combines the advantages of a large university -- a comprehensive undergraduate curriculum with a global focus, superior graduate programs through the doctoral level, state-ofthe-art facilities, and a talented, diverse faculty and student body -- with the small classes and personalized attention of a small college.

Located 14 miles west of New York City, the University’s beautiful 250-acre suburban campus is home to six colleges and schools.

Together they offer more than 300 undergraduate and graduate majors, minors, concentrations, and certificate programs. More than 120 student organizations, 17 Division III varsity sports for men and women, and numerous mentoring and hands-on learning opportunities support exceptional academics for a total college experience.

Additional information can be found on the MSU website at www.montclair.edu.

All positions are Assistant Professor, tenure track, unless otherwise noted and are subject to available funding. *Selected appointments negotiable to higher rank depending on qualifications.

Screening begins immediately and continues until position is filled. Include three letters of recommendation for all positions.

For more information, go to our website at www. montclair.edu/HR/jobs

COLLEGE OF THE ARTS Candidates are expected to develop an on-going artistic/ scholarly agenda.

Art and Design – Two positions. (V-F1) Graphic Design.

Teach intermediate and advanced level courses, with strong emphasis on communication theory and graphic design practice.

Must be fluent in digital tools and incorporate new and emerging technologies relevant to the field. MFA or equivalent terminal degree in graphic design, professional work (published design work, exhibitions, published writing, presentations) and college teaching required. Expertise with the Macintosh computer and applicable design software is essential. (V-F2) Animation/ Illustration. Teach 2D and/or 3D animation. Expert knowledge of Maya software is required. Major responsibilities include teaching, advising and committee participation. Candidates must have an MFA in animation or a related field with teaching experience at the college or equivalent level. Candidates must have a strong background in contemporary 2D and 3D animation and a history of professional excellence including an exceptional portfolio of personal and professional work.

Cali School of Music (V-F3) Music Technology. Assistant or Associate Professor rank. Teach courses in graduate and undergraduate music technology and music education curriculum while developing and supporting new strategies for music technology programs and curricula. He/she will be responsible for supporting the increasing use of music technologies in the field and in the classroom within the John J. Cali School of Music. Other secondary areas of specialization may include instrumental music (brass, woodwinds, strings, or percussion), choral/vocal music. He/she should be conversant with technological issues involving majors in performance, music education, music therapy, composition, and jazz. Doctorate in music technology or relevant field with at least four years of

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public-school teaching experience. Higher education experience preferred; potential for strong leadership in the technology and education communities; commitment to research, teaching and supervision; demonstrate advanced knowledge in current music technology.

Communication Studies – Two positions. *(V-F4) Filmmaking. Associate or Full Professor rank. Teach undergraduate courses in a newly redesigned filmmaking BFA program that emphasizes narrative. The program resides within the new School of Communication and Media and boasts 170 majors. Responsibilities include academic advisement, internship supervision, student worker supervision, course planning, and the hiring and supervision of adjunct professors. MFA in Film or related field required; evidence of teaching excellence and a strong record indicating commitment to creative activities. (VF5) Public Relations/Organizational Communication. Teach core courses and PR and Organizational concentration courses at the undergraduate and graduate levels. PhD in Public Relations or Organizational Communication with evidence of teaching excellence, and a strong record indicating commitment to research, teaching, and service. The position requires grounding in ethnographic theory and practice. Additional expertise in one or more of the following: leadership, collaboration, conflict, cultural diversity, organizational assessment, organizational identity, crisis communication, change management, media applications, and/or globalization.

Theatre and Dance. (V-F31) Dance Technique. Serve as instructor in the Dance Division. Teach courses in modern dance technique, dance technology and choreography, participate in choreographic and other creative work, and will also take on departmental administrative duties. Qualifications include demonstrated teaching ability and professional experience in contemporary dance and use of technology in the classroom, and in choreography. MFA degree in dance or professional experience with credentials required.

For a comprehensive description on these positions, please contact Dr. Ronald Sharps (sharpsr@mail.montclair.edu), Associate Dean, College of the Arts.

COLLEGE OF EDUCATION AND HUMAN SERVICES The College of Education and Human Services is committed to student and faculty diversity and values the educational benefits that derive from such diversity. We are seeking candidates who demonstrate the ability to work collaboratively in and with socially, culturally, and economically diverse communities; have a commitment to education for social justice, democratic practice, and critical thinking; and are interested in addressing issues of diversity in research, teaching, and curriculum development.

All candidates must demonstrate a well-defined research agenda and evidence of scholarly activities. Faculty members are expected to participate in department, college, and university committees and activities; contribute to assessment and accreditation processes; advise students; and be adept at the emerging uses of instructional technology.

Counseling and Educational Leadership. (V-F26) Educational Leadership. Responsibilities: Teach a range of graduate courses for prospective leaders and supervisors with an emphasis on instructional leadership, using data in decisionmaking, and developing professional learning communities, as well as contributing to the vision and growth of the program and department. Required qualifications: Earned doctorate in Educational Leadership or related field; demonstrated potential for or evidence of excellence in teaching; willingness to develop curriculum and teach online courses. Preferred qualifications: Experience as an educational leader; expertise in supervision,

curriculum development, finance, and/or school/district leadership.

Early Childhood, Elementary and Literacy Education. *(V-F6) Special Education. Open rank. Responsibilities: Teach a range of undergraduate and graduate courses for elementary teacher candidates with an emphasis on teaching students with disabilities, mentoring/supervising teacher candidates in the field, building strong partnerships with schools and communities; contribute to the vision and growth of the department; possibly coordinate graduate programs in inclusive education/special education; and possibly serve as a faculty member in the EdD program in Teacher Education and Teacher Development. Required qualifications: Earned doctorate in Elementary Education, Special Education, Early Childhood Education, Curriculum and Teaching, or related field, with a strong emphasis on elementary inclusion/special education and successful teaching at the elementary level or equivalent.

Preferred qualifications: Expertise in teaching English language learners, literacy education, disability studies in education, urban education, on-line teaching, or assessment methods and experience with doctoral-level teaching and advising.

Family and Child Studies. (V-F7) Child Development.

Responsibilities: Teach and advise students in a range of undergraduate and graduate courses in Family and Child Studies and participate in curriculum development. Required qualifications: Earned doctorate in Family and Child Studies or closely related area. Preferred qualifications: College-level teaching experience; research and expertise in gerontology, family policy, family relations, and/or child/youth development.

Health and Nutrition Sciences. (V-F8) Nutrition and Dietetics.

Responsibilities: Research, curriculum development, and teaching undergraduate and graduate courses in Nutrition and Food Science. Required qualifications: Earned doctorate in Nutrition, Dietetics, or related field, with interest and expertise in nutritionand food-related approaches to chronic disease prevention, including obesity and weight management, and in health care systems. Preferred qualifications: Status as a registered dietitian and a commitment to the nutrition care process.

Secondary and Special Education. *(V-F9) Special Education. Open rank. Responsibilities: Teach, mentor, and advise undergraduate and graduate students in dual-certification teacher education programs and in a Learning Disabilities Teacher-Consultant (educational diagnostician) program; build strong partnerships with schools, school faculty, and communities; contribute to a department with a strong vision and innovative programs in special education and inclusion; and work closely with public schools through the Center of Pedagogy and the Montclair State University Network for Educational Renewal. Required qualifications: Earned doctorate in Special Education or related discipline; expertise and experience in inclusive education; successful K-12 school teaching experience; and expertise in research-based practice for preparing quality professionals to teach students with mild/moderate disabilities.

Preferred qualifications: Experience in middle/secondary school special education; understanding of innovative initiatives in special education, such as new theories of disability and RTI (Response to Intervention); ability to translate these into practice; and post-secondary teaching experience.

For more information about these positions, please contact Dr. Tamara Lucas (lucast@mail.montclair.edu), Associate Dean, College of Education and Human Services.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Demonstrated success or strong potential in research, teaching, and scholarship is required for all tenure track positions.

Experience in grant seeking/writing to support research and related activities, and willingness to provide service

to the department, University, and the larger professional community are expected. Doctoral degree completion expected by August 2012.

Include C.V., letter of interest, names, phone numbers and e-mail addresses of four references.

Communication Sciences and Disorders – Two positions. *(V-F10) Audiology. Associate or Professor rank. Responsibilities include teaching, research and mentoring of student research and teaching. Expertise in pediatrics, amplification, auditory brainstem testing, and/or vestibular testing is highly desirable. A documented record of scholarship and a record of excellence in teaching is preferred. Grant seeking is expected. Earned research doctoral degree in Audiology required. CCC-A and eligibility for NJ State licensure are preferred. (V-F27) Speech-Language Pathology. Assistant or Associate Professor rank. Expertise in dysphagia, fluency disorders, augmentative and alternative communication, or cleft palate and craniofacial anomalies is highly desirable; CCC-SLP and eligibility for NJ State Licensure preferred. Responsibilities include teaching, research and service.

Candidate should have a documented record of scholarship and excellence in teaching. Earned research doctoral degree in Speech-Language Pathology or related area is required. CCC-SLP and New Jersey State Licensure in SLP or eligibility for license preferred.

English – Two positions. (V-F11)English Education.

Assistant Professor rank. Scholarship and teaching strengths in English Education; also secondary in other related areas.

Student advising and program support. Required: Three years public school teaching experience; PhD/EdD by 9/1/13; English education scholarship. (V-F12) Shakespeare/Early Modern English Drama. Assistant Professor rank. Teach Shakespearean and other Early Modern English Drama in its social, political, cultural, and intellectual contexts, and also non-specialized courses such as literary and cultural theory and surveys of British literature; strong promise or demonstrated excellence in scholarly publication. Record of successful teaching in a diverse, multiethnic environment and service an advantage. PhD by 9/1/13 required.

Justice Studies. (V-F18) General Criminology. Assistant Professor rank. Specialist in criminology/criminal justice.

Candidates should be able to teach Criminology, Introduction to Criminal Justice, Research Methods, Statistics, and/or Justice Theory at the undergraduate level. The successful candidate should have the skills and willingness to reach across discipline boundaries. PhD or PhD/JD in criminology, criminal justice or a related field at the time of appointment.

Linguistics. *(V-F13) General Linguistics. Responsibilities include undergraduate and graduate teaching of general education, core, and advanced courses; scholarly research, student advisement and mentoring. The successful candidate must have a strong background in theoretical linguistics, broadly defined (syntax, phonology, morphology, and/or semantics) with specialization in one or more of the following subfields: cognitive science, computational linguistics, corpus linguistics, discourse processing, phonetics. PhD in Linguistics or related area is required by 9/1/13. A record of teaching experience, research, and demonstrated potential for funding is preferred.

Modern Languages and Literatures. (V-F14) Chinese Language (Mandarin). Assistant Professor rank. Prefer applicants with broad range of interests. Evidence of strong scholarly interests and native or near-native fluency required.

Willingness to coordinate the Chinese Program (student advisement and curriculum development) and to participate actively in departmental affairs and committee work preferred.

PhD in Chinese required.

Political Science and Law. (V-F15) American Government.

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Assistant Professor rank. Primary research and teaching interests in American Government, with specialization in one of the core areas of public administration including public finance, organization theory, human resource management, public emergency management. The successful candidate will be prepared to coordinate the department’s undergraduate Public Administration minor, including the coordination of Public Administration internships. Earned PhD in Political Science and specialization in Public Administration required.

Psychology – Two positions. (V-F16) Social Psychology/ Social Cognition. Assistant Professor rank. Teach undergraduate and graduate courses in social cognitive psychology, research methods, statistics and content courses in specialty area and conduct research in relevant content area. Desirable areas of expertise include: cognition, emotion and interpersonal relationships. The successful candidate will have significant research and teaching experience at both the graduate and undergraduate levels. A record of external funding in area of interest is desirable. (V-F17) Clinical Psychology. Assistant Professor rank. Teach undergraduate and graduate courses in child clinical psychology, research methods, statistics and content courses in the specialty area. Doctorate in Psychology with a specialization in Child Clinical Psychology required. Desirable areas of expertise include: Autism Spectrum Disorders, family and school problems. The successful candidate will have significant research and teaching experience at both the graduate and undergraduate levels. A record of external funding in area of interest is desirable.

For a complete job description of these positions, please contact Dr. Luis Montesinos (montesinosl@mail.montclair.edu), Associate Dean, College of Humanities and Social Sciences or College website.

COLLEGE OF SCIENCE AND MATHEMATICS Successful candidates are expected to establish a vigorous extramurally funded research program.

Computer Science – Two positions. *(V-F28) Assistant or Associate Professor rank. Teach a variety of Information Technology and/or Computer Science subjects. A commitment to undergraduate education in a liberal arts setting, excellence in teaching and research and excellent communication skills are essential. PhD in CS/IT or closely related field is required. Expertise in Computer Gaming, Modeling and/or Computer Simulation, including System Administration and Maintenance, System Integration and Architecture; Service-Oriented Architectures; Cloud Computing; Computer Security; or Parallel and Distributed Computing. *(V-F29) Professor and Chair. The Chair of Computer Science provides academic leadership within the department and contributes to the teaching and research mission of the department. The Chair will bring vision and drive to the position to ensure a modern and relevant curriculum, build interdisciplinary and collaborative partnerships, guide the department’s accreditation and assessment activities, and develop and implement strategic plans and growth. As the academic leader and chief academic officer of the department, the chair is a member of the dean’s academic council and reports directly to the Dean of the College of Science and Mathematics.

The successful applicant will have the ability to teach a variety of IT or CS subjects, and have a strong commitment to the undergraduate mission of the department, contribute to graduate teaching, and the ability to undertake research. Earned PhD in CS/IT or closely related field, excellent communication skills and demonstrated record of research and teaching excellence required. Previous administrative experience is preferred.

Earth and Environmental Studies. *(V-F19) Director, Institute for Sustainability Studies. Associate or Full Professor rank. 12-month position. This is a tenure track, research-

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focused position that holds the title of Director of the Institute for Sustainability Studies. The Director will be responsible for administration of the Institute, develop a strong research program with external grant support to examine critical issues in sustainability science. The Director will be expected to build the ISS into a leading resource for information, research, and outreach by developing partnerships with surrounding institutions, industries, and communities. The Director will work closely with MSU’s Passaic River Institute in relevant programming, outreach, and campus-wide initiatives, and will be expected to play a major role in the growth of the new BS/MS program in Sustainability Science. Doctorate in a relevant discipline, substantial academic experience, a strong record of scholarship, including research grants and publications, and graduate student advising experience. The area of expertise is open, but should complement existing faculty strength in the department.

Experience in program/center development, and the ability to interact effectively with a broad range of constituents to create a national standing for the Institute is required.

Mathematical Sciences – Two positions. (V-F20) Mathematics Education. Research interest in any of the following areas as they relate to mathematics education at the K – 12 level: mathematics learning/teaching, leadership, curriculum, professional development, educational technology, and online learning. This position supports the growing programs in math education. Applicants will be expected to teach courses in mathematics education and potentially mathematics courses; support undergraduate, post-BA and graduate students seeking initial teaching certification. Applicants must have a strong commitment to research in mathematics education, and advisement of research students. A doctorate in Mathematics Education with a background in Mathematics at the Masters level or a doctorate in Mathematics with significant work experience in Mathematics Education is required. All candidates should provide a record of scholarship and teaching success.

Preferred qualifications include successful teaching at the K -12 level. *(V-F21) Statistics/Data Mining. Open rank.

Research interests in Data Mining or Biostatistics. Candidates are expected to be active scholars, pursue research that will allow the generation of competitive grant proposals, and have a strong commitment to quality teaching in a broad range of courses at the undergraduate and graduate level. This position supports undergraduate and graduate programs in statistics as well as service courses. The successful candidate will have the opportunity to be actively involved in the development of Professional Science Masters, supporting the Sokol Institute for Pharmaceutical Life Sciences, doctoral programs, the MPH program, transdisciplinary activities and programs in the College of Science and Mathematics and the University. PhD in Biostatistics or Statistics required.

For a complete job description on these positions, please contact Dr. Jinan Jaber (jaberlinsalj@mail.montclair.edu), Associate Dean, College of Science and Mathematics.

SCHOOL OF BUSINESS All candidates are expected to pursue scholarly research leading to publications in peer-reviewed journals and conference proceedings, serve on department, school, and university-level committees, advise students, and participate in curriculum review and development activities.

Economics and Finance. *(V-F22) Real Estate. Associate Professor rank. Teach undergraduate courses in real estate, coordinate program, interact with the local Real Estate community and media, recruit new students for the program, and publish their scholarly works in high quality refereed journals. Qualified candidates must hold a PhD with a real estate focus from an accredited university, have an established record of publications in high quality journals and have teaching

experience. They must demonstrate a depth of knowledge and experience across a wide range of real estate topics and practices, extensive subject matter knowledge of real estate laws and regulations and successful teaching experience in higher education. Preference will be given to qualified candidates who have publications in peer-reviewed journals, a strong research pipeline, delivered presentations at national and/or international conferences, documented excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners. Experience and/or interest in online/hybrid teaching and the incorporation of active learning in classes are also desirable.

Information and Operations Management. *(V-F30) Department Chair. The Chair of IOM provides academic leadership within the department and contributes to the overall teaching and research mission of the School of Business and Montclair State University. The Chair will provide vision for the department in order to foster programmatic innovation, enrollment growth, development of industry partnerships, and enhanced research and curricular relationships across the university. The Chair of the department reports directly to the Dean of the School of Business. Qualified candidates must hold a PhD in information systems or related field, a record of high-quality research publications sufficient for appointment at the Associate or Full level, demonstrated excellence in teaching at both the undergraduate and graduate levels evidenced by peer and student evaluations, evidence of the ability to build relationships with business partners, and strong communication skills. Candidates with successful academic administrative experience, industry experience, expertise in enterprise systems, and experience in the development and teaching of hybrid/ online programs are highly preferred.

Management – Two positions. *(V-F23) Entrepreneurship.

Assistant or Associate Professor rank. Teach courses in entrepreneurship with a focus on new venture creation and/ or entrepreneurial finance at the undergraduate and graduate levels, pursue scholarly research leading to publications in peerreviewed journals, serve on department, school, and universitylevel committees, advise students, interact with the local business community and media, recruit new students for the program, and participate in curriculum review and development activities. In addition, candidates with entrepreneurial experience in the form of starting and operating businesses and/or working with universitybased outreach programs such as entrepreneurship centers or small business institutes are preferred. PhD in Entrepreneurship or related field (or be expected to complete their PhD by August 2013), exhibit potential to publish high-quality journals and have teaching experience. Preference will be given to candidates who have publications in peer-reviewed journals and/or a strong research pipeline, delivered presentations at national and/or international conferences, demonstrated excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners *(V-F24) Hospitality, Food & Beverage Management.

Assistant or Associate Professor rank. Teach courses in Food and Beverage Management, Hospitality Entrepreneurship, Restaurant Operations, Club Management and Customer Relation Management at the undergraduate level, pursue scholarly research leading to publications in peer-reviewed journals, serve on department, school, and university-level committees, interact with the local business community and media, recruit new students for the program, advise students, and participate in curriculum review and development activities. In addition, candidates with three or more years of full-time relevant industry work experience are preferred. PhD in Hospitality Management or related disciplines (or be expected to complete their PhD by August 2013), exhibit potential to publish high-quality journals and have teaching experience. Preference will be given to candidates who have publications in peer-reviewed journals and/or a strong research

pipeline, delivered presentations at national and/or international conferences, demonstrated excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners.

Marketing. *(V-F25) Sports Management and Event Planning. Assistant or Associate Professor rank. Teach sports marketing and management at the undergraduate and graduate levels; contribute to the growth of the new concentration in Sports, Events and Tourism Marketing; have teaching and research interest in sports sponsorship, sports branding, sports communication, sports merchandising, and/or events planning; pursue scholarly research leading to publications in high quality peer-reviewed journals and conference proceedings; interact with the local sports community and media, recruit new students for the program, serve on department, school, and universitylevel committees; and advise students. PhD in Marketing or a related field (or be expected to complete their PhD by August 2013), exhibit potential to publish in high-quality journals, and have teaching experience. Preference will be given to qualified candidates who have publications in peer-reviewed journals and/ or a strong research pipeline, delivered presentations at national and/or international conferences, demonstrated excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners.

For a complete job description on these positions, please contact Dr. Kimberly Hollister (hollisterk@mail.montclair.edu), Associate Dean, School of Business.

ADJUNCTS/VISITING SPECIALISTS Montclair State University is seeking an applicant pool of adjunct/ visiting specialist faculty for University departments across all Colleges and the School of Business for Fall 2013, Spring 2014.

Montclair State University has a long history of commitment to cultural diversity in its programs, faculty and students. To foster this multicultural environment, the University encourages applications from minority group members for its faculty openings.

Screening of applications begins immediately and continues until position is filled.

Complete job descriptions will be mailed upon receipt of application.

Send separate letter and resume for each position to: Montclair State University Box C316 V# or AV# 001 Montclair, New Jersey 07043 (include c/o name, job title and V# or AV# 001)

www.montclair.edu

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

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Boston, MA

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.

Promoting academic quality by enhancing learning, teaching, scholarship, and service and by celebrating MTSU’s distinctive strengths.

We are currently seeking applicants for over 70 faculty positions for the 2013-2014 academic year.

For current position listings, please visit our website https://mtsujobs.mtsu.edu

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.

s Assistant, Associate or Full Professor in the Department of History in the field of Public History s Assistant Professor in the Department of History in the field of Chinese History s Assistant or Associate Professor in International Affairs in the field of Gender and Development or Feminist Political Economy s Assistant Professor in the Department of Philosophy and Religion in the field of Ethics and Health or Ethics and Technology

The College of Social Sciences and Humanities is one of three newly formed colleges at Northeastern University. Founded in 1898, Northeastern is a global, experiential research university. Grounded in its signature co-op program, Northeastern today provides unprecedented experiential learning opportunities around the world for its nearly 20,000 undergraduate and graduate students. The university has a strong urban mission along with a global perspective to educate students and to create and translate knowledge to meet societal needs.

To see full descriptions and apply for any of these positions, please visit the college website at: http://apptrkr.com/293152 and click on the Faculty Positions link.

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

Northeastern University is an Equal Opportunity, Affirmative Action Educational Institution and Employer, Title IX University. Northeastern University particularly welcomes applications from minorities, women and persons with disabilities.

Northeastern University is an E-Verify Employer.

“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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s Assistant, Associate or Full Professor in the Department of History in the field of U.S. and World

s Assistant, Associate or Full Professor in the Department of Political Science and the Law and Public Policy Program in the field of Law and Politics.

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.

OUTLOOK

s Assistant or Associate Professor in the Department of English in the field of Rhetoric and Composition

s Assistant Professor in the Department of Political Science in the field of Public Administration

SALARY: Commensurate with qualifications and experience.

HISPANIC

s Assistant or Associate Professor in the Department of Economics in the field of industrial organization or other field

s Assistant Professor in the Department of Political Science in the field of International Public Policy

QUALIFICATIONS: Ph.D. or equivalent level of experience in plant biology, postharvest biology, or microbiology with experience in plant microbial interactions or related fields.

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The College of Social Sciences and Humanities at Northeastern University in Boston announces searches for the following faculty positions to begin in the 2013-2014 academic year:

11/12/2012

FACULTY POSITIONS 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.

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 appointee’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.

The Steinhardt School of Culture, Education, and Human Development at New York University advances knowledge, creativity, and innovation at the critical crossroads of human learning, culture, development, and well-being. Through rigorous research and education, both within and across disciplines, the School’s faculty and students evaluate and redefine processes, practices, and policies in their respective fields, and from a global as well as community perspective lead in an ever-changing world. NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world.

The Steinhardt School is recruiting for positions in the areas listed below for the upcoming academic year. Complete faculty position descriptions and applications can be found on our website at:

http://steinhardt.nyu.edu/faculty_positions/ The Steinhardt School anticipates continuing our recruitment activities in future years in these areas as well as in the Visual and Performing Arts, Education, Applied Psychology, and Health Programs. Our School is comprised of eleven departments: Administration, Leadership, and Technology; Applied Psychology; Art and Art Professions; Communicative Sciences and Disorders; Humanities and the Social Sciences in the Professions; Media, Culture, and Communication; Music and Performing Arts Professions; Nutrition, Food Studies, and Public Health; Occupational Therapy; Physical Therapy; Teaching and Learning. We invite you to visit the above website for updated information.

NYU is committed to building a culturally diverse educational environment and strongly encourages applications from historically underrepresented groups.

ADMINISTRATION, LEADERSHIP AND TECHNOLOGY Global Higher Education -Full Professor, Tenured

-Full Professor, Tenured

Higher Education -Clinical Assistant Professor, Non-Tenure Track MUSIC AND PERFORMING ARTS

Educational Leadership -Assistant/Associate Professor, Tenure-Track

APPLIED PSYCHOLOGY Psychology & Social Intervention -Assistant/Associate Professor, Tenure-Track

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 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.

PROFESSIONS Music Education -Assistant/Associate Professor, Tenure-Track

Music Business -Music Assistant Professor, Non-Tenure Track

Counseling Psychology -Clinical Associate Professor, Non-Tenure Track

Music Therapy -Assistant/Associate Professor, Tenured/Tenure-Track

ART AND ART PROFESSIONS Studio Art

Instrumental Performance

-Clinical Associate/Clinical Full Professor, Non-Tenure Track

-Music Assistant/Associate Professor, Non-Tenure Track

COMMUNICATIVE SCIENCES & DISORDERS Communicative Sciences

NUTRITION, FOOD STUDIES AND PUBLIC HEALTH Food Studies -Assistant Professor, Tenure-Track

-Assistant Professor, Tenure-Track 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.

EDUCATION AND GLOBALIZATION The Courtney Sale Ross University Professor of Education and Globalization

Clinical Speech Pathology -3 Master Clinicians, Non-Tenure Track

HUMANITIES AND SOCIAL SCIENCES Sociology of Education -Assistant Professor, Tenure-Track

MEDIA, CULTURE, AND COMMUNICATION Policy/Digital Media -Assistant Professor, Tenure-Track

Media and Technology

OCCUPATIONAL THERAPY Occupational Therapy -Assistant/Associate Professor, Tenure-Track

PHYSICAL THERAPY Physical Therapy & Rehabilitation Sciences -Associate Professor, Tenure-Track

TEACHING AND LEARNING TESOL/Bilingual/Foreign Language Education

-Clinical Assistant Professor, Non-Tenure Track

-Clinical Assistant/Associate Professor, Non-Tenure Track

Media, Culture, and Communication

Environmental Conservation Education

-Visiting Assistant Professor, Non-Tenure Track -Assistant/Associate Professor, Tenure-Track

New York University is an Equal Opportunity/Affirmative Action Employer.

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Temple University School of Media and Communication The School of Media and Communication at Temple University invites applications for multiple positions:

Department of Advertising

Chair and Senior Faculty Member (Administrative Experience and Research Interests That Compliment Department Needs)

Department of Journalism

Assistant Professor of Journalism (Specialization in Data-Driven Journalism and Social Media Analysis)

Department of Media Studies and Production Assistant Professor of Media Studies (Specialization in Media Institutions and Analysis)

Tenure-Track Positions

Department of Strategic Communication Assistant Professor of Public Relations (Specialization in Digital and Social Media)

Temple University is a comprehensive public research institution in Philadelphia, PA with more than 34,000 students. The School of Media and Communication, which has been recently renamed with a new strategic vision and a plan for expansion, enrolls over 2,900 undergraduate and 150 graduate students.

It offers five undergraduate majors, three master’s degrees, and an interdisciplinary Ph.D. For more information about the positions advertised, and for background on the School and Temple University, please visit http://smc.temple.edu/faculty/available-positions/.

Temple University is an affirmative action, equal opportunity employer and educator where diversity is an essential source of vitality and strength.

KAVLI INSTITUTE FOR THEORETICAL PHYSICS

Conferences

• New Directions in the Quantum Control Landscape† Ivan Deutsch, Lorenza Viola* Scientific Advisors: Paul Corkum, Konrad Lehnert, Gerard Milburn February 25, 2013 - March 1, 2013 • New Science with Ultracold Molecules† Lincoln Carr, Paul Julienne, Roman Krems, Susanne Yelin* March 11, 2013 - March 15, 2013 • Observations and Theoretical Challenges in Primordial Cosmology† Christopher Hirata, Eva Silverstein, Kendrick Smith, Matias Zaldarriaga* April 22, 2013 - April 26, 2013 • Identifying and Characterizing Dark Matter via Multiple Probes† Gianfranco Bertone, Dan Hooper, Stefano Profumo, Roberto Trotta* May 13, 2013 - May 17, 2013 • LHC-The First Part of the Journey† Marcela Carena, Fabio Maltoni, Matthias Neubert, Lian-Tao Wang* Scientific Advisors: Yuri Gershtein, Beate Heinemann, Aurelio Juste, Ian Low, David Stuart July 8, 2013 - July 12, 2013

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• Massive Black Holes: Birth, Growth and Impact† Tamara Bogdanovic, Elena Gallo, Lucio Mayer, Marta Volonteri* Scientific Advisors: John Baker, Mitch Begelman, Cole Miller August 5, 2013 - August 9, 2013 • Concepts in Spintronics† Leon Balents, Gerrit Bauer, Allan MacDonald, Yaroslav Tserkovnyak* Scientific Advisor: Stuart Parkin September 30, 2013 - October 4, 2013 • Particle-Laden Flows in Nature† James Jenkins, Ben Kneller, Eckart Meiburg, Alexandre Valance* December 16, 2013 - December 20, 2013 The Institute has a small number of openings for less than one year for general visitors not associated with the above.

Physicists wishing to participate in any of the Institute's activities should apply through our web page at http://www.kitp.ucsb.edu or write to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 †Attendance limited

*Coordinators

The University of California, Santa Barbara, is an equal opportunity/affirmative action employer.

11/12/2012

Mechatronics Invertebrate Zoologist Economics Communication Disorders Early, Middle, Special Education: Generalist Early, Middle, Special Education: Special Education English: American Literature English: Creative Writing/Poetry Justice Studies: Law Specialist Math Jurisprudence School Psychologist Social Psychologist Secondary Education & Administrative Leadership: Generalist Social Work

Full-Time Temporary Positions

The Kavli Institute for Theoretical Physics will host the following conferences in 2013: • Cooperation and Major Evolutionary Transitions† David Bensimon, Pierre Durand, Cassandra Extavour, Greg Huber* February 4, 2013 - February 8, 2013

California University of Pennsylvania invites applications for the following faculty positions to begin August 2013. A comprehensive regional institution and member of the Pennsylvania State System of Higher Education, Cal U is dedicated to building character and building careers. The University enrolls more than 9,000 students in graduate and undergraduate programs taught by 280 full-time faculty. Visit www.calu.edu for more information.

Frederick Douglass Scholar APPLICATION: Leading candidates minimally must be fluent in the English language and be able to communicate well. Candidates must demonstrate potential for excellence in teaching, service and scholarship through successful interviews, including classroom teaching demonstrations; and be experienced in the use of effective instructional approaches. Rank and salary are dependent upon qualifications and experience. An excellent fringe benefits package is included. Given an existing collective bargaining agreement, faculty may be assigned to work at regional sites, during evenings and weekend and via distance learning formats.

Application deadline for tenure-track positions is December 2, 2012 (January 15, 2012 for Math).

To apply, visit https://careers.calu.edu. All positions contingent upon funding.

Integrity, Civility and Responsibility are the official core values of California University of Pennsylvania, an affirmative action/ equal opportunity employer.

Cal U is M/F/V/D/AA/EOE

Anticipated Faculty Vacancies Fall 2013

Located in the New York City metropolitan area, New Jersey City University is an urban institution of distinction dedicated to providing its students with a rich academic experience. A culturally diverse institution serving 9,000 undergraduate and graduate students, NJCU offers more than forty undergraduate degree programs, as well as graduate and teacher certification programs. Emphasis is placed on a strong liberal arts foundation supplemented by career and professional preparation for first-generation college students. The University is committed to the improvement of the surrounding urban region, state, and the nation.

NJCU is devoted to expanding the University’s strengths in the academic community. NJCU seeks innovative and visionary faculty who are committed to engaging in an ethnically diverse urban university and its dynamic environment.

NJCU invites applications for faculty positions for the 2013-2014 academic year. NJCU has positions in each of its three colleges— the William J. Maxwell College of Arts and Sciences, the College of Professional Studies, and the Deborah Cannon Partridge Wolfe College of Education. All faculty positions are tenure-track, unless otherwise listed.

Rank is commensurate with experience and credentials. Appointments for faculty will begin September 1, 2013. All positions are contingent upon availability of funding.

To assure full consideration, applications must be received by December 1, 2012 and applicants should send letter of application, curriculum vitae with current e-mail address, and full contact information for three professional references to the appropriate contact person noted below at New Jersey City University, 2039 Kennedy Boulevard, Jersey City, NJ 07305. For specific application requirements, please refer to NJCU website at http://web.njcu.edu/joblistings/hr/. Applications must be postmarked by December 1, 2012. Electronic submissions are welcome.

Applications for adjunct faculty positions are also being accepted by all departments.

New Jersey City University is an equal opportunity employer. Women and minorities are encouraged to apply.

The following are anticipated tenure-track faculty openings for fall 2013.

Expanded information about each opening is available at http://web. njcu.edu/joblistings/hr/.

William J. Maxwell College of Arts and Sciences Dr. Barbara Feldman, Dean deancas@njcu.edu

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For complete job listings and descriptions, please visit: http://web.njcu.edu/joblistings/hr/

Senior Accountant, Not for Profit The College of Social and Behavioral Sciences invites applications for tenure track positions in the following programs: American Indian Studies, Anthropology, Corrections, Geography, History, Psychology, Social Work, Sociology, and Urban and Regional Studies.

MSU and CSBS have a longstanding commitment to cultural diversity and are actively seeking to nurture and expand the gender, cultural, racial and ethnic diversity of our university community. Complete information is posted under Employment at MSU on http://www.mnsu.edu.

F/T, Perform accounting/reporting functions associated with the College’s not for profit entities & perform reconciliations/reviews for student financial aid programs. Responsible for reviewing, reporting, auditing & analyzing expenditures for compliance with donor requirements, grant or contract requirements, governmental rules & regulations, proper account classifications, established college policies/procedures & conformity with accepted accounting principles. Qualifications: Bachelor’s deg in Accounting or related field, Master’s in related field pref. CPA pref. 5 yrs exp in accounting with non-profit exp pref. Strong systems skills in Excel & Access. Exp with Datatel Colleague and/or Great Plains pref. Exp with Datawatch Monarch pref. Comprehensive knowledge of accounting practices & procedures.

Knowledge of GAAP accounting & non-profit accounting. Knowledge of statutory/regulatory accounting requirements.

Acceptable credit check & background check req’d. GTCC is strongly committed to diversity & welcomes applications from all qualified candidates, particularly minorities & faculty under-represented in higher education. EOE. Open until filled. Visit our website www.gtcc.edu for application & more info.

AA/EOE and a member of the Minnesota State Colleges & Universities.

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PRESIDENT The Board of Trustees of the University of Wyoming announces an international confidential search to identify a new leader to replace Dr. Thomas Buchanan, who has announced his plans to retire from the UW presidency effective the end of summer 2013.

Founded in 1886, the University of Wyoming is the only public university in Wyoming, providing baccalaureate, graduate, and professional education, research, and outreach. UW combines major-university benefits and small-school advantages, with more than 180 programs of study, an outstanding faculty, and world-class research and teaching facilities, all set against the backdrop of Wyoming’s rugged mountains and vast high plains. The main campus is in Laramie, approximately two hours north of Denver by car. The university also maintains the University of Wyoming/Casper College Center, 10 outreach education centers across Wyoming, and Extension centers in each of the state’s 23 counties and on the Wind River Indian Reservation.

UW enrolls more than 13,000 undergraduate and graduate students, employs over 3,000 benefitted faculty and staff members, and has an annual operating budget of $545 million. It is a Carnegie doctoral/research university with high research activity. The State of Wyoming invests strongly in higher education, both through direct support for UW and seven community colleges and through the permanently endowed Hathaway scholarship program for Wyoming high school graduates.

The President reports directly to the UW Board of Trustees, whose 12 voting members are appointed by the Governor. The President is the chief executive officer of the institution and is responsible to the Board for the effective leadership and management of the institution.

The Board is seeking outstanding candidates who possess vision, impeccable integrity, and exemplary leadership ability. The President must have an appreciation for an excellent faculty and high quality research and a profound commitment to educating students and preparing them for productive and successful lives. The best candidate will have excellent interpersonal and communication skills, a high energy level, experience as a successful fundraiser, and an ability to work closely with an involved citizen legislature and governmental officials.

The next president will be a visionary leader who understands and appreciates the unique relationship UW has with the state of Wyoming, its residents, and its industries, as the state’s flagship and land-grant institution. The selected person will have a leading voice for higher education in the state and will have strategic knowledge of the role and mission of a dynamic land-grant university in the 21st century.

While applications and nominations will be accepted until a new president is selected, interested applicants are encouraged to submit their materials by November 30 to receive optimal consideration. Materials should be sent to: Jan Greenwood or Betty Turner Asher Greenwood/Asher & Associate, Inc. 42 Business Center Drive, Suite 206 Miramar Beach, FL 32550 Phone: (850) 650-2277 • Fax: (850) 650-2272 E-mail: jangreenwood@greenwoodsearch.com bettyasher@greenwoodsearch.com The university embraces the principles of affirmative action and welcomes applications from qualified individuals of any race, color, religion, sex, national origin, disability, age, veteran status, sexual orientation or political belief. We encourage applications from members of underrepresented groups, including women and individuals of color.

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PRESIDENT College of Behavioral and Health Sciences The College of Behavioral and Health Sciences has 144 faculty and over 5300 majors in its six departments and prepares students in a variety of majors in the behavioral and health sciences.

Human Sciences - One Position (119005) Department Chair. Terminal degree in academic discipline or related field with at least one graduate degree from a Human Sciences/Family and Consumer Sciences program area or related field required. Must be eligible for appointment at the associate or full professor level with tenure upon appointment possible. Demonstrated competence in administering the academic programs of the department, directing faculty and staff, providing leadership in the curriculum planning and evaluation at the undergraduate and graduate levels, budget management, and the accreditation process of one of the following : AAFCS, CIDA, ACEND, or Certified Family Life Education.

Nursing - Two Positions (1-017010) National Health Care Chair of Excellence. Tenure upon appointment possible. The NHC chair holder will increase the visibility of nursing excellence in Middle Tennessee; collaborate with nursing faculty on scholarly productivity; increase research productivity for the MTSU School of Nursing; provide consultative and educational support to nurses in local clinical agencies; and increase research collaboration between the School of Nursing and local clinical agencies. Doctoral Degree in Nursing with a focus on gerontology required by appointment date. Must qualify for full professor rank.

Strong record of research and successful grantsmanship is required.(2-109005). Director School of Nursing.

Tenure upon appointment possible. Must hold a master’s degree in nursing and have an earned doctorate in nursing or related field. Must qualify at the rank of full professor, be highly skilled at faculty development, have excellent communication and interpersonal skills and a track record of scholarly activity. Ten years of full-time collegiate experience in the instructional discipline or related area; five years of full-time collegiate experience in the teaching field or related area as associate professor holding the earned doctorate; prior experience in academic administration and extramural funding preferred.

Psychology- One Position (1-120005) Department Chair. Associate or Full Professor with tenure upon appointment possible. Candidate should have a record of excellence in teaching and research, excellent communication and interpersonal skills, demonstrated leadership, and be able to develop the funded research and public service infrastructure for the department.

Chair is expected to teach each semester and be part of a leadership team that supports the continued development of the Interdisciplinary Ph.D. programs in the college and fosters sponsored research initiatives. Experience with grantsmanship, administration and budget management preferred.

Application Procedures: To apply for any open position, go to https://mtsujobs.mtsu.edu and follow the instructions on how to complete an application, attach documents, and submit your application online. If you have questions, please contact Academic Affairs at 615-898-5128.

The University of Northern Iowa is conducting a nationwide search for its next President.

The University of Northern Iowa invites letters of nomination, applications (letter of interest, resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Confidential 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 14, 2012. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com.

Laurie Wilder, Executive Vice President & Senior Vice President Porsha L. Williams, Principal 770-804-1996 ext: 109 lwilder@parkersearch.com • pwilliams@parkersearch.com The Board of Regents, State of Iowa, is an EEO/AA employer.

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

Isabelle Farrington College of Education Sacred Heart University Educational Leadership Assistant Professor We are seeking a successful educational leader to work within a rapidly expanding program which leads to Administrative Certification and Advanced Study. Successful Pre K-12 administrative experience required.

The successful candidate will teach, mentor, and advise the next generation of educational leaders in both theory and applications; possess background and experience working with Standards for School Leadership at the state and/or national level; experience in assessment and evaluation; performance-based teacher supervision, evaluation and instructional analysis; case study analysis of leadership behavior; use of standards-based performance for evaluating school leadership; quantitative and qualitative analysis of data for school improvement, research design and methodology. Faculty assignment would be to teach in both the traditional schedule and the weekend cohort program.

The ideal candidate will have: • Doctoral degree • Experience in educational leadership • Experience in educational research and research applications • Experience in evaluation and assessment

Please visit the university website for more information and application requirements at:

www.sacredheart.edu

Sacred Heart University is an EOE/AA employer.

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Associate Professor in Literacy Education Department of Teaching, Learning and Culture About Wayne State University and the School of Business Administration

Wayne State University is a Carnegie Research University (RU/VH) with an enrollment exceeding 31,000 students across 350 programs and is one of the three major state research universities that comprise Michigan’s University Research Corridor. Wayne State is one of only two urban public universities that hold both the Carnegie “Very High Research” and “Community Engagement” designations. Wayne State is close to the high tech, global auto companies headquartered in Detroit, with a large number of other world class manufacturer headquarters in the area; and is within two miles of Canadian border crossings to Windsor, Ontario. WSU is in the heart of Detroit’s cultural center; with easy access to the Detroit Institute of Arts, the Detroit Symphony; and professional football, baseball, and hockey venues. The university webpage is at www.wayne.edu

The AACSB-International accredited School of Business Administration is one of 13 schools and colleges within the University community with 2,500 undergraduate business majors and 800 Masters Degree students. The School grants Bachelor’s degrees with majors in Accounting, Finance, Global Supply Chain Management, Information Systems Management, Management, and Marketing; the Master of Business Administration (MBA) Degree; the Master of Science in Accounting (MSA); Master of Science in Taxation (MST); Graduate Certificate in Business; and Ph.D. in Business Administration with tracks in Finance, Marketing and Management. For more information see the School web page at www.business.wayne.edu Wayne State University is an equal opportunity/affirmative action employer.

WAYNE STATE UNIVERSITY TENURE TRACK POSITION OPENINGS Department of Management and Information Systems Assistant/Associate Professor in Information Systems The Department is seeking to fill a tenure track position at the level or either Assistant or Associate Professor to begin Fall, 2013. Candidates must have an earned doctorate in MIS or expected completion of that degree by August 2013. The ideal candidate will be able to teach some of the following MIS courses (web site development, including interactive web sites, applications and services), database systems, data communications networks, ERP systems and software tools for business applications). Evidence of high-quality research in top IS journals and teaching is desired.

All applications must be submitted online at the following site: http://jobs.wayne.edu.

(Refer to posting number 038987). Inquiries should be directed to the Search Committee Chair, Dr. Toni Somers, Interim Chair Department of Management and Information Systems, 300 Prentis Building, Detroit MI 48202, Phone: 313-577-8598, Email: mgmt_and_is_position@wayne.edu.

Department of Marketing and Supply Chain Management Assistant/Associate Professor in Supply Chain Management The Department is seeking to fill a tenure track position in Supply Chain Management for the Fall of 2013 semester at the assistant or associate level.

Requirements for the position include an earned Ph.D (or completion no later than August 15, 2013) in Supply Chain Management or a closely related field from an AACSB accredited program. Candidates should have strong research training that will enable them to publish in leading journals in Supply Chain Management and related fields, and ideally will have already published in leading SCM related journals. Candidates should also be able to demonstrate effective past teaching experience, and the potential for excellent teaching. A candidate with global supply chain research and teaching interests would be preferred. The SCM Program web site is at www.business.wayne.edu/gscm The Program currently has an undergraduate major and an MBA concentration in Supply Chain Management.

All applications must be submitted online at the following site: http://jobs.wayne.edu (Refer to posting # 038990). Interested candidates should also send a letter of intent to apply, along with a vita, to Dr. John C. Taylor, Chair, Department of Marketing and Supply Chain Management, 5201 Cass Avenue/300 Prentis Building, Wayne State University, Detroit, MI 48202; Office Phone: 313-577-4525; Cell Phone: 517-719-0275; Fax: 313-577-5486; Email: taylorjohn@wayne.edu.

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TEXAS A&M UNIVERSITY The Department of Teaching, Learning and Culture is seeking a tenure track Associate Professor in literacy education in the College of Education and Human Development. The successful candidate must have earned a doctorate in an appropriate field and specialization in reading/literacy education. Expectations include: a strong scholarship record and demonstrated success in obtaining external funding. The responsibilities of the position include: teaching literacy education courses at graduate and undergraduate levels; securing external funds; maintaining an active research and publication agenda; advising and mentoring of graduate students; chairing and serving on doctoral committees; working collaboratively with P-16 schools, colleagues on and off campus, community, state and global partners. The salary is competitive and commensurate with experience.

This is a nine-month appointment. Applications are being accepted immediately, review of applications will begin immediately for employment beginning August 19, 2013 and will continue until the position is filled. Send electronic copy of your letter of application, curriculum vitae, one sample article, and three letters of reference to Dr. R. M. Joshi and Dr. Erin McTigue, Search Committee Co-Chairs at the following address: Ms. Tammy Reynolds 308 Harrington Tower Department of Teaching, Learning and Culture Texas A&M University College Station, TX 77843-4232 Email: t-reynolds@tamu.edu Department Website: http://tlac.tamu.edu Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability. Veterans are encouraged to apply. (More information can be obtained from the University and Collegae Website: http://www.tamu.edu.)

Assistant or Associate Professor Dept. of Biological Statistics and Computational Biology College of Agriculture and Life Sciences Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.

Cornell is seeking to build on its strengths in computational biology with a new tenure-track faculty position at the Assistant or Associate Professor level with primary appointment in Cornell's Department of Biological Statistics and Computational Biology.

Outstanding applicants in all areas of computational biology will be considered, but research areas of special interest include comparative and population genomics; functional genomics; gene regulation; dynamical behavior at the subcellular and cellular levels; and networks in biological systems. Please go to http://www.bscb.cornell.edu/jobs.php for information on the position and for background about computational genomics at Cornell.

Required Qualifications: Applicants for this position must possess a Ph.D. in biology, computer science, statistics, or a related field, and have a primary interest in understanding biological phenomena through the use of computational and statistical methods.

Application Procedure: To ensure full consideration, applications should be received by December 3, 2012, but they will be accepted until the position is filled. Applicants should submit a cover letter, curriculum vitae and a research and teaching statement and should arrange to have three reference letters submitted, at https://academicjobsonline.org/ajo/jobs/1923.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

Diversity and inclusion have been and continue to be a part of our heritage.

Cornell University is a recognized EEO/AA employer and educator.

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

The College is composed of six departments offering twelve degree programs at the graduate level. The departments include: Counselor Education, Educational Leadership, Advanced Studies in Psychology, Graduate Management Studies, Occupational Therapy and Graduate Social Work. The University also offers over eighty options for graduate study in other academic units with the Nathan Weiss Graduate College offering support and oversight in various administrative capacities.

Responsibilities: Reporting to the Vice President for Academic Affairs, the Dean will provide leadership for the Nathan Weiss Graduate College in the areas of teaching, research and university and community service. The Dean is also expected to work closely with faculty and other Deans in curricular matters, including the development of strong and innovative academic programs.

Qualifications: The successful candidate will possess a terminal degree or combination of experience in an academic or professional field related to the disciplines within the college; a record of distinguished academic or professional achievement; and a minimum of five years of progressive experience in management or a higher education environment. Experience in related research organizations or not-for-profit entities is also acceptable.

Other qualifications include: demonstrated ability to lead through collaborative and shared decision making and the ability to sustain a strong and collegial relationship with faculty, staff, students and administrators; experience with faculty and student research; a successful record in budget development and strategic planning; ability to balance advocacy for the College with the needs of the wider university community; an understanding of the role of information technology in business, science and education; and a demonstrated ability to interact with the broader business, education, science and research and development communities.

Position may be filled immediately. Complete applications must include the following: letter of interest, resume and names and contact information for three professional references. Apply directly to: Chair of the Nathan Weiss Graduate College Dean Search Committee, Office of the Vice President for Academic Affairs, Kean University, 1000 Morris Avenue, Union, NJ 07083. Review of applications will begin immediately and continue until an appointment is made.

Salary is competitive and commensurate with qualifications and experience. Comprehensive benefits program included. Official transcripts for all degrees and three current letters of recommendation are required before appointment.

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Senior Accountant, Not for Profit F/T, Perform accounting/reporting functions associated with the Collegeâ&#x20AC;&#x2122;s not for profit entities & perform reconciliations/reviews for student financial aid programs. Responsible for reviewing, reporting, auditing & analyzing expenditures for compliance with donor requirements, grant or contract requirements, governmental rules & regulations, proper account classifications, established college policies/procedures & conformity with accepted accounting principles. Qualifications: Bachelorâ&#x20AC;&#x2122;s deg in Accounting or related field, Masterâ&#x20AC;&#x2122;s in related field pref. CPA pref. 5 yrs exp in accounting with non-profit exp pref. Strong systems skills in Excel & Access. Exp with Datatel Colleague and/or Great Plains pref. Exp with Datawatch Monarch pref. Comprehensive knowledge of accounting practices & procedures.

Knowledge of GAAP accounting & non-profit accounting. Knowledge of statutory/regulatory accounting requirements.

Acceptable credit check & background check reqâ&#x20AC;&#x2122;d. GTCC is strongly committed to diversity & welcomes applications from all qualified candidates, particularly minorities & faculty under-represented in higher education. EOE. Open until filled. Visit our website www.gtcc.edu for application & more info.

Kean University is an EOE/AA Institution

11/12/2012

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Assistant Professor Farm Management & Production Economics Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.

Assistant Professor of Farm Management and Production Economics, academic year appointment, tenure-track, 50% research 50% extension. Develop distinguished research program publishing in appropriate outlets. Address issues facing managers of farms and agribusinesses; may include financial management, labor management, and environmental issues. Advise graduate students; may eventually teach courses in farm management. Salary is competitive and commensurate with qualifications and experience.

Qualifications: A PhD in agricultural economics, economics, or applied economics is required. Women and underrepresented minorities are encouraged to apply.

To apply: Electronically submit letter of application; vita (include publications and evidence of teaching experience); personal statement summarizing interests and leadership efforts; reprints of selected major papers; graduate transcripts; and names of three references to: farmmanagement@cornell.edu. Address Loren Tauer, Director, Charles H. Dyson School of Applied Economics and Management, Cornell University, 133 Warren Hall, Ithaca, NY 14853-7801; phone 607.255.4576; fax 607.254.6207. Review of applications will begin in December and continue until a suitable candidate is identified.

Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

Diversity and inclusion have been and continue to be a part of our heritage.

Cornell University is a recognized EEO/AA employer and educator.

In the pursuit of excellence, the University of North Carolina Wilmington actively fosters, encourages and promotes inclusiveness, mutual respect, acceptance and open-mindedness among students, faculty, staff and the broader community. As the state’s coastal university, UNCW is one of 16 campuses of the University of North Carolina system with an enrollment of 13,000.

OPEN FACULTY POSITIONS Accounting, Computer Science, Health and Applied Human Sciences, History, Nursing, Public and International Affairs, Social Work, and more! www.uncw.edu/hr/employment-epa.html EEO/AA Institution

VICE PRESIDENT FOR RESEARCH The University of Alabama in Huntsville seeks applications and nominations for the position of Vice President for Research. The dynamic and creative individual chosen for this professional position will serve as the chief research officer for the University with responsibility for all research, discovery, commercialization, and creative activities. Reporting directly to the President, the Vice President will provide vision and leadership to assist the President in attaining the University’s research and commercialization goals.

The Vice President for Research is responsible for advancing multidisciplinary and campus-wide research, developing outstanding undergraduate and graduate research opportunities to complement the academic mission of the university, and ensuring the transition of research into the community to provide economic development advances for Alabama and the Nation.

The University: The University of Alabama in Huntsville is a growing “very high research activity” institution in the new Carnegie classification.

UAHuntsville prepares students for demanding positions in Engineering, the Sciences, Business, Nursing, and the Liberal Arts. UAHuntsville is listed in America’s 100 Best College Buys and “The 200 Best National Universities” compiled by US News and World Report. Over the past five years, the University has completed or is currently underway with almost $100 million of new construction. The University is developing and implementing a new strategic plan and campus master plan to plot a vision for the University for the next five to ten years.

Qualifications: The successful candidate should have a Ph.D. in Science or Engineering, at least five years of association with an academic institution, and eligibility to receive a U.S. security clearance. A demonstrated ability to plan, implement and manage externally funded research is essential. The position requires excellent communication skills and the ability to develop, nurture, and maintain key relationships, particularly with funding agencies, corporations and foundations. The successful candidate should have a proven track record in securing and managing large funded projects, developing collaborative work relationships with research colleagues, funding agencies, and external constituents, and have experience in the commercialization of intellectual property. Experience with research funded

by NASA and/or the Department of Defense is preferred. The University offers a competitive salary and benefits package.

Application Procedure: Please send all nominations and application materials to: Dean Caron St. John, Search Committee Chair c/o Barry Vines Wheless Partners Executive Search barryvines@whelesspartners.com UAHuntsville is an Affirmative Action/ Equal Opportunity Institution.

We encourage applications from women and minority candidates.

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ADVERTISING INDEX POSITIONS ALABAMA

University of Alabama in Huntsville

54

CALIFORNIA

University of California, Davis

46; 47

CONNECTICUT

Sacred Heart University Southern Connecticut State University

51 40

FLORIDA

University of South Florida

39

INDIANA

Indiana University

55

IOWA

University of Northern Iowa

51

MASSACHUSETTS

Northeastern University

46

MICHIGAN

Wayne State University

52

MINNESOTA

Minnesota State University, Mankato

49

MISSISSIPPI

University of Southern Mississippi

41

NEW JERSEY

Kean University Montclair State University New Jersey City University

53 42-45 49

NEW YORK

Cornell University New York University SUNY/University at Albany

52; 54 24; 47 46

NORTH CAROLINA

Guilford Technical Community College University of North Carolina, Wilmington

49; 53 54

PENNSYLVANIA

California University of Pennsylvania Temple University

48 48

RHODE ISLAND

Salve Regina University

41

SOUTH CAROLINA

Clemson University

53

TENNESSEE

Middle Tennessee State University

46; 51

TEXAS

Texas A&M University, College Station University of Texas at Austin

52 50

WASHINGTON

Evergreen State College

30

WYOMING

University of Wyoming

50

INSTITUTIONAL

Borough of Manhattan Community College/CUNY Del Mar College Lehman College/CUNY Northern New Mexico College Our Lady of the Lake University Texas A&M University, San Antonio Triton College University of Houston-Downtown

NY TX NY NM TX TX IL TX

2 38 37 37 39 38 38 36

CA

41; 48

CONFERENCES

University of California, Santa Barbara OTHER

HERC

MI

4

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

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

P ri min g the Pump. ..

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

Why

“So I say to you, ask, and it will be given to you; seek, and you will find; knock, and it will be opened to you.” – Luke 11:9

is it difficult for some Latinos to ask for help? Is it that we are not taught how? Or do we believe that asking for help indicates weakness? Perhaps we fear an obligation to return the favor at some time. Or maybe it just does not occur to us that it is an option. Asking for help is often the smart thing to do.

Teaching Hispanic children to ask for help is a big step in helping them gain their independence. Rather than anticipating and meeting every need, parents can help youngsters learn to seek answers or solutions for themselves. (Parents face the challenge of knowing when to help and when to back off, but a child asking for help is almost always appropriate, unless the child is trying to pawn off an unsavory task on someone else.)

Young Latino children need to learn that asking for help is acceptable – and sometimes even expected. If they view it as an expectation or norm, they will more likely speak up. Latino children who are the first in the family to go through an English-speaking school system or youngsters who are raised to be seen and not heard might need direct encouragement to speak up. Immediate reinforcement needs to follow once they take that first big step.

Knowing when to seek help is another skill. Asking for clarification, direction, assistance with something unknown or too difficult to manage independently, or for resources needed to accomplish a task, are all legitimate requests for actual needs that Latino students can learn to make. Trusted adults, teachers and older siblings can coach the child about timing and approach.

Older Latino students sometimes shy away from asking for help because they fear being judged as inferior or they dread possibly having to return the favor. Instructors are wise to set limits on comments by classmates while simultaneously praising the student for asking for help. Reciprocity also needs to be learned as a social skill for making and maintaining rela-

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tionships. Peer pressure often takes care of that issue with teens.

Some Hispanic adolescents think they do not deserve help from others, so they don’t bother to ask.

Whether the undeserving self-image results from negative talk by family members, discouraging teachers or frustration with unaddressed or unabated learning challenges, a positive message by a responsible adult the teen admires can shift the student’s attitude to one that is open to asking for help.

Occasionally young Latino children are taught to remain quiet until another makes a move to begin the conversation, make a decision, or request a favor. Adults can let the Hispanic child know that it is acceptable to initiate a conversation or make a request to find resources, solve a problem or prevent a problem from happening. Speaking up with teachers in high school (for additional classroom support), counselors (the squeaky wheel gets the scholarship), friends’ parents (to discuss all kinds of worries), doctors (to receive adequate care) and professors (to assure being on track before it is too late to correct it) can help a student build self-confidence and raise the right questions.

Hispanics often communicate indirectly, but most situations outside the family require direct communication. Being straightforward takes practice, so reward Hispanic students for requesting help directly. Teens romance one another (and sometimes break up) via text, but help is best requested early and in person. No one should Twitter SOS. Requesting assistance is also a clear indicator that a Hispanic student is not giving up too easily. Trying one more time or seeking another way to approach a situation reflects the determination needed by any young Latino – in and outside the classroom – who is bound for success in higher education and beyond.

Saying thanks is the final step in asking for help, whether the request is granted or not. Those in positions to help will remember the courtesy returned by a Latino student who had the initiative, courage and good sense to seek assistance in the first place.

This article appeared online only in the 11/12/12 Issue

TARGETING HIGHER EDUCATION

“Priced Out” – Catch 22 for LowIncome Students the years, I have discussed the pervasive influence poverty can have OInveron this who attends and who succeeds in college. country, renowned for centuries as one that affords virtually

by Gustavo A. Mellander

everybody a chance to succeed, a chance to achieve the American Dream, it is disconcerting to be reminded of the role that wealth still plays in whether or not one succeeds.

I recently studied Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students. It is a bombshell. If it doesn’t catch our attention, nothing will. Priced Out updates my 50-year observations and research on Hispanics in higher education.

Are we moving forward to level the playing field so that others, in fact everybody, can secure a college education? This report concludes we aren’t and provides some devastating data.

It explores what the federal government, the state governments and the higher education community are doing to help low-income students succeed in college. The key word being “succeed.” Its conclusions are discouraging.

Could it be that many of us blithely believe that procedures are in place to provide low-income students equal opportunities? In succinct detail, this thoughtful 6,092-word document presents many startling facts.

The Education Trust, with funding from the Lumina Foundation, conducted this study. The three authors, Mamie Lynch, Jennifer Engle and José L. Cruz, are expert researchers and have the felicitous facility of writing vividly and succinctly.

They emphasize that matters are not going well for low-income students. Funding, daily realities and practices hinder their success – and it’s getting worse, not better.

Some Facts Of nearly 1,200 institutions of higher education, only five institutions, the authors report, succeed in three crucial areas. They are: • They enroll a proportion of low-income students that is at least as high as the national average • They ask these students to pay a portion of their family income no greater than what the average middle-income student pays for a bachelor’s degree • They offer all students at least a 1-in-2 chance at graduation I was surprised to read that only five colleges meet those criteria.

Where are the established heavy hitters?

We know there are many well-known and established colleges that purport to assist low-income students. The authors have a different take. They note that “none of the highly profitable, for-profit college companies, or the well-endowed public flagships, or their private nonprofit counterparts appears among this list of five.”

To make matters worse, many of the vaunted public flagships and private nonprofit institutions that do succeed in keeping costs relatively low for modest-income students “enroll very few of them.”

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level – “benefit affluent students more than those exhibiting the greatest financial need.” That assertion will surprise many.

Inflationary Pressures Rapidly escalating costs at many colleges over the past decades have concerned many families. College inflation increases have been virulent for decades. We are not referring to normal annual inflationary increases.

They have been far steeper.

“Over the past three decades, college tuition and fees have grown at four times the rate of inflation. As a result, the percentage of family income needed to pay for college has mushroomed. This is especially true for the lowest-income households. These families must pay or borrow an amount equivalent to nearly three-quarters of their annual income to send just one child to a four-year college.”

It is all the worse because the earnings of low-income families have actually decreased by 7 percent over the last 30 years. In contrast, those in the highest-income bracket have seen a 73 percent increase in their family incomes.

Yet at every level we see that choices have been created that place the heaviest burdens on those who have the least resources. Clearly financial aid policies influence college access and success – especially for lowincome students, so established existing procedures put the cost of college out of reach for many low-income students.

Analysis of College Costs The full extent of college costs was not fully understood until recently because accurate data were not available. That changed in 2011 when the U.S. Department of Education, using its Integrated Postsecondary Education Data System (IPEDS), collected “net price” data for the first time. It allows for a more accurate analysis of college costs. (This information is available at www.collegeresults.org.)

Thus, we now we have data from 1,186 four-year colleges and universities indicating what low-income students actually pay to attend college.

Let me repeat, of these 1,186 institutions, only five “open their doors to a proportion of low-income students that is at or above the national average, provide all of their students with at least a 1-in-2 chance at graduating, and ask low-income students to pay a portion of their family income

no greater than what the average middle-income student in the United States pays.”

Once again, surprisingly, at least to me, none of the nation’s most recognized institutions, the big players, are listed among the five. No wellendowed public flagship or private nonprofit or for-profit college appears in the group of five.

Era of Austerity The authors boldly wonder if in this era of austerity, the nation can afford to keep subsidizing college costs for students from families for whom “the question is not whether to attend, but where.”

Further, given shrinking resources and the increase in the number of struggling families, the authors suggest society should help those who need help the most.

Are We Fostering Inequality?

Students receiving Pell Grants, which were specifically designed to help students with the greatest financial needs, have, as of late, been negatively affected as the purchasing power of those grants has declined. Also part of the mix is the significant increase of federal loans so many students have to accept. Loans are aggressively promoted by some colleges and are part of virtually every low-income college student’s financial aid packet.

Finally, in the analysis of parity, the benefits enjoyed by the well-to-do have to be considered. This is particularly true since benefits have shifted away from the original need-based philosophy.

There is also a blame game going on. We have witnessed recent budget discussions that focused on ways to control what has been characterized as the “unsustainable growth in the Pell Grant program.” It’s a clear attempt to set the stage for cutbacks. Its FY-2010 budget, in excess of $33 billion, is a sizeable amount and thus a convenient target.

But very little is heard of the $19.4 billion spent on tuition tax credits and deductions in 2010 of which 61 percent and 91 percent of beneficiaries, respectively, were middle-income and upper-income families. Why is that?

State Governments A similar scenario of ignoring low-income students has played out in some state capitols. In the past, states had supported higher education through direct funding for institutions and grant aid to students.

But direct funding has shrunken dramatically. It has failed to keep pace with rising enrollments and expenditures, thus shifting a significant portion of college costs onto students in the form of higher tuition and fees.

Concurrently, politically popular programs that disproportionately benefit middle-income and upper-income students continue to grow. The authors contend those students are likely to attend college even if they did not receive any financial assistance.

They emphasize that state student grants not based on need have grown at triple the rate of need-based grants over the past 10 years.

Grants Colleges and universities control more than a third of all student grant funds. The report observes that they make some of the most inequitable choices of all.

In 2007, four-year public and private nonprofit colleges and universities distributed nearly $15 billion in grant aid. They distributed that aid in a highly regressive manner.

Private nonprofit institutions spent almost twice as much on students from families in the top quintile of family income as they did on those in the bottom quintile.

Even public institutions spent roughly the same amount on students from the wealthiest families as they did on those from low-income backgrounds. $11,000 More Many, and certainly many outside higher education, will be surprised to

read that after exhausting all sources of grant aid, the typical low-income student must still find more than $11,000 a year to attend a public or private nonprofit college.

This extraordinary financial burden requires low-income families to pay or borrow an amount equivalent to nearly three-quarters of their family income for just one child to attend a four-year college. What if there is more than one child attending college?

Middle-class families are pinched as well. Students must finance the equivalent of 27 percent of their family income to go to college, while high-income students must finance just 14 percent.

That scenario means that students, institutions of higher learning and ultimately the country all suffer from the regressive nature of financial aid policies and their negative aggregate effect.

Finances and Quality Only 55 publics, 10 private nonprofits, and not a single for-profit offer an annual net price below $4,600.

Worse yet, 275 institutions require their lowest-income students to pay more than 100 percent of their annual family income to attend college.

By estimating that low-income students should not pay proportionally more than what high-income students pay, the authors suggest then that a reasonable net price for low-income students should be $2,400. Only 15 colleges – 13 publics and two private nonprofits – have a net price for low-income students below that cutoff.

But net price is only one consideration for low-income students when choosing a college. Students need options that offer both affordability and quality.

Measuring quality is difficult. It takes perhaps a generation or two to judge the success of a college’s graduates to get a true reading.

One frequently used indicator of an institution’s quality is the percentage of its students that graduate. Many colleges disagree and argue that accreditation by a regional accrediting body is a more valid indicator of institutional quality. Having served on more than 50 accreditation teams, I know that can be a faulty conclusion.

The authors conclude that if a college provides instructional programs and student services that enable 50 percent or more of its students to graduate – it’s a pretty good college.

So the logical next question is: how many of the previously identified 65 institutions with a net price below $4,600 provide their students at least a 1-in-2 opportunity of graduating?

The dismal reply is that only 19 publics and 10 private nonprofits – 29 institutions in total – meet that low criterion.

The next rational question is: how interested in serving low-income students are these 29 colleges that are reasonably affordable and reasonably successful in graduating their students?

Not very many. Only five of these 29 – all public colleges – meet or exceed the national average of enrolling a student body that is at least 30 percent low-income.

Unsettling Questions Those data led the authors to ask some unsettling questions: • Which are the five institutions that survived these conservative cuts?

• Where are the highly profitable for-profit colleges and universities that claim to serve the underserved?

• Where are the top-ranked private nonprofit institutions with their billion-dollar endowments that would allow them to do more for those that have less?

• Where are the 50 public flagships whose mission it is to provide a highquality education to all of their constituents?

Thoughtful questions. I’ll get to them next month.

Dr. Mellander was a college president for 20 years.

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