11/26/2011 Building Student Leaders

NOVEMBER 26, 2012

•

$3.75

www.HispanicOutlook.com

VOLUME 23 • NUMBER 05

Also available in Digital Format

UT-Austin Initiative

Chicano Hoosier

VALHEN

COMMUNITYMAKER For 10 years we’ve kept one thing in mind — Todos Son Bienvenidos. All are welcome.

Because Boilermakers know the value of a strong community. Of forging bonds that unite.

Because it’s the connection to something bigger than yourself that empowers.

And when that happens — anything is possible.

MARICELA ALVARADO Director, Purdue University Latino Cultural Center

2

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

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

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

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

Juán González,VP Student Affairs University of Texas at Austin Lydia Ledesma-Reese, Educ. Consultant Ventura County Community College District Gustavo A. Mellander, Dean Emeritus George Mason University

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Loui Olivas,Assistant VP Academic Affairs Arizona State University

DC Congressional Correspondent – Peggy Sands Orchowski

Eduardo Padrón, President Miami Dade College

Contributing Editors – Carlos D. Conde Michelle Adam Online Contributing Writers – Gustavo A. Mellander

Antonio Pérez, President Borough of Manhattan Community College María Vallejo, Provost Palm Beach State College

Art & Production Director – Avedis Derbalian Graphic Designer – Joanne Aluotto

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

Sr.Advertising Sales Associate – Angel M. Rodríguez Advertising Sales Associate – Cyndy Mitchell

education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®.

From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The

Article Contributors Frank DiMaria, Marilyn Gilroy, Paul Hoogeveen, Mitchell A. Kaplan, Yanira Madrigal-García, Miquela Rivera, Jeff Simmons, Gary M. Stern

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

Advertising Sales TEL (201) 587-8800 ext. 102/106 FAX (201) 587-9105 email: Outlook@sprintmail.com

Editorial Office 80 Route 4 East, Suite 203, Paramus, N.J. 07652 TEL (201) 587-8800 or (800) 549-8280 FAX (201) 587-9105

The Hispanic Outlook in Higher Education Magazine® is a member of

“‘The Hispanic Outlook in Higher Education’ and ‘Hispanic Outlook’ are registered trademarks of The Hispanic Outlook in Higher Education Publishing Company, Inc.”

and a sponsor of

Letters to the Editor

Want a Subscription?

The Hispanic Outlook in Higher Education Magazine ®

Visit: www.HispanicOutlook.com

80 Route 4 East, Suite 203, Paramus, N.J. 07652

or call toll free 1 (800) 549-8280 ext. 108

email: sloutlook@aol.com Postmaster: Please send all changes of address to: The Hispanic Outlook, P.O. Box 68, Paramus, N.J. 07652

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

3

Esquina E ditorial

T

his is the month when we not only elect a president, members of Congress and local officials but give thanks for our many blessings. As an advocate for Hispanic students, so many of whom, through no fault of their own, are poorly prepared for college, we thank the people and organizations that help level the playing field. These include our advertisers, who’ve helped this magazine endure over 22 years, and especially the truthtellers who’ve shed light on many inequities and offered positive solutions.

Candor can be elusive. So we are especially indebted to organizations such as the Education Trust, founded in 1996, for its passion for educational equality and its skill in gathering, interpreting and sharing critical data that needs to see the light of day.

Late last year the Trust released Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students, reporting this sad reality: “Of nearly 1,200 institutions of higher education, only 5 succeed in three crucial areas” – i.e., they enroll an equitable proportion of low-income students, require them to pay a portion of family income no larger than the portion paid by middle-income students, and offer all students at least a 50 percent chance of graduation.

In early 2012, the Education Trust released The Cruel Divide: How California’s Education Finance System Shortchanges its Poorest School Districts, a topic that resonates far and wide. We also thank the enlightened foundations who fund the research behind reports such as these.

And then there are the individuals who take bold stands on critical education issues without seeking personal gain. Pedro Noguera and Diane Ravitch come to mind. And Charles Blow of The New York Times plus all others who, as tirades against schoolteachers proliferate, share stories of teachers who utterly transformed their lives.

We also thank our dear readers, who stand with us in this fight for the future. ¡Adelante!

Suzanne López-Isa Managing Editor

Check out our website

Hispanics on the move...

Hispanics making their mark in Higher Education and the corporate world.

Latest Headlines...

Daily updates on what’s affecting you in academia and more.

Visit HispanicOutlook.com and stay informed!

4

H I S P A N I C

O U T L O O K

•

VICE PROVOST AND DEAN OF GRADUATE STUDIES The University of Texas at Austin seeks applications and nominations for Vice Provost and Dean of Graduate Studies. UT Austin is a national leader in graduate education and research and the Graduate School has more than 12,000 students in nearly 100 programs. More than 800 doctoral degrees and more than 2,800 masters degrees are awarded each year, making our graduate programs among the largest in the nation (http://www.utexas.edu/ogs/about/). The University of Texas at Austin is one of the premier AAU research universities and the flagship institution of the University of Texas System. The University is situated in Austin, the capital of Texas, a beautiful city with a vibrant economy and a diverse and engaged citizenry. The Dean’s major responsibilities are to provide advocacy for students and academic leadership, maintain and develop resources, promote and encourage a positive national image of the School, and maintain and strengthen the School’s relationships to the Colleges within the University and with individuals and organizations outside of the University.

The ideal candidate will: (1) hold an earned doctorate; (2) be a distinguished scholar with a history of scholarship and external funding commensurate with an appointment to the rank of professor with tenure; (3) be a recognized leader in the field of graduate education; (4) have strong interpersonal skills and the ability to work with a variety of constituent groups; (5) have demonstrated success in fund-raising and other development activities; (6) have a record of effective administration in academic settings.

Applications and nominations should be submitted immediately, although the Consultative Committee will continue to review nominations and applications until the position is filled. All correspondence, including curriculum vitae/résumés and other materials, should be sent electronically (Microsoft Word or Adobe PDF files preferred) to: R. Adron Harris, Ph.D., Chair, Mary Marden Velasquez, Ph.D., Co-Chair, Dean Search Consultative Committee Graduate School, The University of Texas at Austin, GSRecruit@austin.utexas.edu, 512-232-2520.

Additional information about The University of Texas at Austin Graduate School is available at: http://www.utexas.edu/ogs/deansearch/ The University of Texas at Austin is an equal opportunity and affirmative action employer, with a strong commitment to building a diverse and equitable work environment and campus community. All interested candidates are encouraged to apply.

1 1 / 2 6 / 2 0 1 2

by Carlos D. Conde

LATINO KALEIDOSCOPE

You Can Go Home Again

I

returned in October to my dusty, decrepit hometown on the TexasMexico border as I do every year, and for the first time in my life I had no home to go to. The last of my family, my mother, died almost two years ago, and my brother and I packed up our individual mementos and sold the property.

He wanted father’s toolbox and some of mom’s traditional Mexican dishware, a few religious relics and some photos from the family gallery.

I took some of the artwork from Latin America that I had given them, mom’s molcahete, a stone-carved bowl used for grinding Mexican condiments, some diaries and a few of the traditional ethnic furnishings.

The rest we gave away or left in the house for the new owner, including the double poster bed that my brother and I shared growing up.

Needless to say, it was a nostalgic moment with which many born in a small-town setting, particularly Latino, can commiserate. Latinos are traditionally a close-knit community comfortable with the small-town environment that many of us were raised in and that many like me sentimentally cling to long after we have left the homestead.

It was something akin to a chapter from Thomas Wolfe’s epic book, You Can’t Go Home Again, about a fictional character, George Weber, who lived in a small town, Libya Hill, similar to Wolfe’s real-life community, Asheville, N.C. By the way, Thomas Wolfe is not to be confused with the latter-day journalist Tom Wolfe Jr., known for his white sartorial style and his tome Bonfire of the Vanities and as the leader of the so-called new journalism.

The early Thomas Wolfe wrote another epic, Look Homeward Angel, but it was his novel You Can’t Go Home Again, published posthumously in 1940, that captured the imagination of someone like me who, contrary to Wolfe’s musing, has always felt that, indeed, one can go home again.

Wolfe’s reflections held that “you can’t go home again to your family, back home to your childhood ... back home to a young man’s dreams of glory and of fame, back home to the old forms and systems of things which seemed everlasting but which are changing all the time.”

It suggested that “once you left your country town or provincial backwater city [like my border hometown, San Benito, Texas] you can’t return to the narrow confines of your previous way of life and, more generally, attempts to relive youthful memories will always fail.”

It also suggests that living or trying to relive the past is deemed a failure in your later real life.

Not to me. At least I never felt that way. On the contrary, returning to my hometown as I have done every year since I first left home to attend the University of Texas and then throughout my career, whether in success, failure or disappointment, confirms my attachment to the community and to its people.

The town has gotten considerably older and rundown, as have many of its residents who never left. The old landmarks, like the high school, the

hospital and many of main street’s iconic stores, have long been shuttered or torn down, and a favorite pastime for visiting natives like me is “do you remember.”

Physically, it’s a shell of its former self, and over half of my childhood friends and almost all of my relatives have died or repaired to nursing homes. It’s not the brick-and-mortar structures in decay that I lament. On the contrary, it’s the sentiments that this setting evokes that I have found nowhere else, though I’ve lived in many places at home and abroad.

As a barefoot youngster, I traversed up and down what is now a dilapidated main street with my shoeshine box. I charged 10 cents a shine. It’s still stamped on my original jerry-built shoeshine box that, over the chagrin of my children, I plan to bring down from the attic to exhibit in the memorabilia étagère in my Boca Raton home.

My personal and professional trajectory in real life has certainly not been a failure, at least not in my estimation. I am proud of my accomplishments, whatever they are compared to, and I am happy that they began in a predominately Latino community like mine that has always embraced its native sons.

I realize, however, that time marches on and one can’t live in the past, a retro life as some have suggested of my demeanor. I seem to bask more in the back-then environment than to try to seize the future, though my life’s trajectory certainly belies this.

Don’t they say that nothing is forever except dying and that is how I should now accept my hometown environment? Life today has become more homogeneous, meaning that this predominately MexicanAmerican community has recalibrated itself into a Span-English setting – English only, pizza instead of tacos, Charles, not Carlos – even though it has an infinitesimally small Anglo population.

Thomas Wolfe was writing about his environment growing up in the ’20s, and the denouement of his nonfiction fiction, considered real by many, is taken to mean that once you left your “provincial backwater city for a sophisticated metropolis, you can’t return to the narrow confines of your previous way of life and attempts to relive youthful memories will always fail.”

It also is meant to suggest that you can’t return to your place of origin without being deemed a failure.

Well – I can go home again and again and again. I did, and I will in success or in failure because it calls to me.

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.

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

5

MAGAZINE® NOVEMBER 26, 2012

CONTENTS Service Learning Impacts Latino Student Engagement and Success by Marilyn Gilroy

8

UT-Austin Initiative Engages Freshmen in True Research by Frank DiMaria

11

John Fraire: Chicano Hoosier, Diversity Innovator

14

by Paul Hoogeveen

Leading a Charge Toward Change at the Top

17

by Jeff Simmons

VALHEN: Helping Latinos Succeed in Virginia

Page 11

20

by Gary M. Stern

Student Borrowing During Tough Economic Times

by Michelle Adam

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

Page 14

6

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

24

DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

5

You Can Go Home Again

Scholars’ Corner

by Yanira Madrigal-García

Interesting Reads Book Review

by Mitchell A. Kaplan

22

23

23

The Health of Aging Hispanics

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

Hispanics on the Move Priming the Pump...

It All Begins at Home

by Miquela Rivera

Page 17

26

28

Back Cover

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

Page 24

Cover photo courtesy of Purdue University 1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

7

INNOVATIONS/PROGRAMS

Service Learning Impacts Latino Student Engagement and Success

S

by Marilyn Gilroy ervice-learning programs, which involve students in activities that address local needs while developing their academic and leadership skills, have become embedded at two- and four-year colleges. Whether the service learning is voluntary or required as part of a course, it is clearly having an impact on the success and persistence rate of students, especially Latinos.

“We see how service learning helps students in all disciplines,” said Lyvier Conss, executive director of Community College National Center for Community Engagement (CCNCCE). “Students become more involved in all aspects of their lives at the college and in the community.”

A 2010 survey of 1,000 students who participated in service learning at two-year colleges found that 90 percent said the service-learning experience improved their attitude toward academic learning. In addition, a majority reported they were now more likely to complete their college degree, in part because of increased insights into the relationship between course material and community issues.

The survey analyzed students at campuses that participated in a Learn and Serve America Higher Education grant. Results show the service-learning experience had a statistically significant and exponentially positive effect on students of color. Indeed, 87 percent of Asian/Pacific Islander American students, 91 percent African-American students, 95 percent of Native American students, and 88 percent of Hispanic/Latino students agreed they were now more likely to complete their college degree. They also indicated more likelihood to involve themselves in future community service and become community leaders.

Approximately 60 percent of community colleges offer service learning, according to the American Association of Community Colleges. The projects involve students going out to the community to provide person-toperson help, such as tutoring or working with elderly, or engage in advocacy work that involves issues of public interest such as environmental projects, safety, energy and neighborhood improvement.

As Conss explains, service learning is not an internship.

“Students aren’t going out to try on a career and then asking ‘is this what I want to do?’” she said. “This is about students being agents of change. They often contribute to social justice activities while they develop leadership abilities.”

Faculty members who require service learning usually build it into their syllabus as part of the course grade. Conss says students have to keep notes, write reports and give presentations about their experiences.

8

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

Maricela Alvarado, director, Latino Cultural Center, Purdue University

“Students get credit for what they learn, not for the service,” said Conss.

Participants reflect the range of demographics associated with community college enrollment.

“Those involved in service learning include the spectrum of community college students, from 18-year-olds to 70-year-olds,” said Conss.

A look at GateWay Community College (GWCC) in Phoenix shows how service learning reverberates across various departments. GWCC has an enrollment of 7,800 with one-third of students coming from low-income and first-generation backgrounds. Fifty-one percent of students are Hispanic. Service learning has become an important strategy for connecting disadvantaged students to their studies as well as helping boomers who are looking for new careers.

For example, GWCC used classes in Geographic Information Systems to develop a community map that identified “hot zones” of need in nearby neighborhoods. Boomers enrolled in social work and nursing classes were

connected to the college’s Workforce Transition Center to be placed in schools or community agencies for service projects in education, social work and health care. GWCC’s bilingual nursing students served minorities needing health care education and boomers with backgrounds in math and science tutored low-achieving students in public schools.

Students in service-learning programs at Milwaukee Area Technical College engaged in projects that involved energy conservation, hazardous waste reduction and alternative transportation, at different public school sites.

San Diego Community College faculty and students established a Border Symposium that gave opportunities for service learning related to immigration and other border issues.

Borough of Manhattan Community College students who were trained in topics of financial literacy did service learning with local high school students on how to budget and use credit cards responsibly.

Big Bend Community College (BBCC) in Moses Lake, Wash., located in the eastern part of the state, has just started its service-learning program with a specific goal of raising male retention rates. Enrollment at BBCC is 40 percent Hispanic. College officials, concerned that Latino males had the highest rates of attrition, set about to improve student success for this population through a series of actions to foster student engagement. After consulting with Latino students, the college launched peer advocacy groups, mentor and mentee programs, and service-learning projects to help students achieve their academic goals and give them a sense of responsibility while helping others.

“Through funding from several grants, we were able to launch the Connect2Complete program, which features our Peer Advocate Coaches (PAC) and other student success initiatives,” said Terry Kinzel, director of Title V Grants at Big Bend Community College.

Peer advocate coaches work along with faculty members to provide support to students who are enrolled in College Survival Skills classes.

Student coaches meet individually and in the classroom with at-risk students and become mentors to them. In addition to providing academic support, PAC leaders coordinate service projects such as planting a garden at a local high school and working to beautify the Big Bend campus. It is a process that helps both the student coaches and the mentees.

Daniel Herrera, who was a PAC and recently transferred to Central Washington University’s pre-med program, said he became involved in Connect2Complete because “he liked helping people but also because he developed a network of people who might be able to help him someday.”

What all of these students get, says Kinzel, is a sense of moving in the right direction.

“They are sharing their knowledge and enthusiasm while at the same time they experience the satisfaction of becoming leaders,” she said.

The programs are paying off by raising retention rates for Latinos who, through service learning, make important connections needed to deal with college life and become inspired to continue their education. Surveys show that of Latino males enrolled in 15 or more credits at BBCC, 94 percent persisted in 2011 as compared to 74 percent in 2008. Anglo males enrolled in 15 credits or more had an 82 percent completion rate in 2008 and a 95 percent completion rate in 2011.

“Our efforts seem to be benefiting all students and leveling the playing field,” said Kinzel. “We are still collecting data to determine which efforts are having the most effect, but we already know that empowering students through leadership is one of our strongest tools.”

Embajadores at Purdue Embajadores is a service-learning program at Purdue University that began in fall 2004. It is a volunteer program and involves approximately 30 Hispanics who serve as student leaders and diplomats for the university’s Latino Cultural Center (LCC). Students apply and must meet program qualifications, including the minimum 2.5 GPA requirement.

According to Maricela Alvarado, director of the Latino Cultural Center, most of the students who participate are first-generation students. By becoming an Embajador, these students have opportunities to acquire

Purdue University Embajadores mentors at the Indiana Latino Leadership Conference

leadership skills such as team building, critical thinking, and project analysis that enhance their profile in the job market.

Once accepted into Embajadores, students can choose to be involved on various committees including culture and art, which promotes appreciation of campus Latino culture; communications, which produces and distributes quarterly newsletters; social justice, which informs the campus about Latino perspectives on issues such as immigration and the DREAM Act; and community outreach, which mentors Latino students in local high schools.

“Our biggest committee is community outreach, where many of our students serve as mentors at Jefferson High School in Lafayette, which has a very high concentration of Hispanics,” said Alvarado. “Their job is to engage those students and their parents in discussions and activities that will help them prepare for college.”

As Alvarado explains, many of the families are looking for basic information needed to navigate the college application process, including how to get financial aid. Embajadores make it clear that they are not recruit-

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

9

ing for Purdue, but they will help students who are interested in any type of two- or four-year higher education.

“Our mentors are bilingual because they often must answer questions for parents,” said Alvarado. “We want the high school students and their families to know that college can be a realistic goal.”

Part of the outreach process includes a day in which high school mentees come to Purdue and shadow their Embajadores mentors. As Alvarado says, the students get to see a real college class, visit a dorm and even eat in one of the campus dining halls. For the mentees, the experience can be a game-changer.

“We have done pre-assessments Embajadores mentors and mentees at the Indiana Latino Leadership Conference of the high school mentees, asking them some questions about their attitudes toward college and perceived access to higher education, includ- out a lot of funding,” said Alvarado. “We do get a small student engageing affordability,” said Alvarado. “We find when we do our post-assessment ment grant from Purdue University, but the mentors have done the organizthat 70 percent have changed those attitudes to ‘I can go, I can do it.’” ing on their own.”

Embajadores get much more than a sense of satisfaction from their One of the hurdles has been communication between mentors and efforts. The outreach to Jefferson High is a great example of how to give mentees as they seek to organize meetings and events. college students an opportunity to build a program through student leader“Not everyone at Jefferson has e-mail, and the high school restricts ship. Embajadores learn to work as a team, solving problems and enhanc- access to sites like Facebook, which are often used to broadcast ing their own analytical and communication skills. announcements,” said Alvarado. “So the students learn to rely on phone “The challenge for our students has been setting up this program with- messages and texts.”

In addition to solving technological glitches, Embajadores have had an opportunity to improve their own interpersonal and public speaking skills.

“The mentors say they have more confidence in their public speaking skills as a result of having to go out and make presentations to the high school students and their parents,” said Alvarado. “We also teach our students the best practices for business communication.”

For example, Alvardo says college students need to learn that there are different protocols for e-mails when addressing authority figures they deal with in the school district and at the university.

“Many college students do not use salutations in email, and they have a habit of using the language shortcuts of texting such as ‘u’ for you,” she said. “We teach them how to use an approach that is more appropriate in tone.”

Most importantly, Embajadores and others students who participate in service learning are building their résumés and professional skills as they enhance their academic experience.

PAC team at Big Bend Community College

10

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

INNOVATIONS/PROGRAMS

UT-Austin Initiative Engages Freshmen in True Research

P

by Frank DiMaria assion, tenacity and creativity are personality traits of an effective researcher. Although many freshmen science majors possess these traits, they rarely have the opportunity to use them to perform meaningful research. Some who enroll in honors courses can hone their research skills, but the majority of freshmen are left to spend countless hours in lecture halls waiting for their turn in research labs.

Believing that this paradigm creates unnecessary obstacles that stifle freshmen, Sarah Simmons, Ph.D., assistant dean at the College of Natural Sciences, University of Texas (UT)-Austin, launched the Freshman Research Initiative (FRI). FRI allows first-year STEM (science, technology, engineering and math) students to advance academically while performing cuttingedge, original, publishable research in chemistry, biochemistry, nanotechnology, molecular biology, physics, astronomy and computer sciences.

FRI merges the teaching and research missions of UT-Austin and involves large numbers of students in authentic research early in their higher education experience.

“To tell a student that you have to wait 12 or 15 years before you can try science is really against the way we learn and work,” says Simmons.

The educational model that forces a science student to spend years on theory before performing research is at odds with the educational experience.

The research experience FRI STEM students acquire serves as a platform for future research and success. The program offers students experimental techniques, lab experience, publications, letters of recommendation and a deep understanding of the scientific process.

Data from a UT-Austin study confirm that students who engage in research activities have higher GPAs, are more likely to graduate within four years and have plans to attend graduate school. Currently, about half of all undergraduates at UT-Austin earn a degree within four years. “When we engage students in a community where they can form an identity that allows them to have a vision of what their future can be and what their skill sets are, they stay” in school, says Simmons.

All STEM students benefit from their involvement in FRI by various degrees, but Hispanic STEM students benefit the most. Participation in FRI improves the graduation rates of all STEM students by 35 percent. The graduation rate of Hispanics who participate in FRI doubles. Hispanic STEM students involved in the initiative enjoy a retention rate of 64.9 percent, compared to a retention rate of 35 percent for Hispanic STEM students not involved in the initiative. As a comparison, the national five-year graduation rate for Hispanics in STEM majors is 22.1 percent.

Trey Ybarra joined FRI soon after attending freshmen orientation. “I heard what they had to say, and it was something I was hoping to get out of college anyway,” says Ybarra. Today he is teaching science at a Title I school in Rio Grande City. Although he originally entered UT-Austin to study human biology, he is not sure he would have stuck with it if not for

“Our students who are first-

generation or underprepared when they come in get motivation and passion and see that they are really good at science.”

Dr. Sarah Simmons, Ph.D., assistant dean, College of Natural Sciences, UT-Austin

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

11

FRI and the experiences he had in a real research lab. Ybarra found lowerlevel science classes uninteresting. “They just didn’t grab your attention the way being in a lab doing real research did. So I would have ended up somewhere else,” says Ybarra.

Freshmen walk onto the college campus at a critical junction in their lives and are ready to start thinking differently than they had in high school. FRI creates a new paradigm that allows Simmons to strike while that iron is hot.

“They are actually primed for this to be different. In the old paradigm, it was the same until they were a junior or senior where the majority of undergraduate research experiences took place. They were doing the same kinds of things – they were learning theory from books or from lectures.

That does not allow them to get in and experience what is exciting and what is frustrating about science – the unknown, failure, uncharted territory,” says Simmons.

FRI students are immersed in a true science community. This immersion encourages them to form a self-identity by urging them to perform research when they first arrive on campus, giving them their first taste of “real science,” and almost forcing them to make better career path choices. Research is not for everyone, Simmons points out, and the sooner STEM students decide whether or not it is for them, the better off they are.

UT-Austin, like most research universities, has difficulty attracting Hispanics to STEM majors and keeping them there. FRI is changing that by leveling the playing field in freshman year and encouraging students to create an identity.

“Our students who are first-generation or underprepared when they come in get motivation and passion and see that they are really good at science. That motivates them to pull their course work in, to get other assistance as they need it, and to really get on a track because they have what it takes and they see it early,” says Simmons.

Research universities and their programs have their share of critics. In 1995, the Boyer Commission on Educating Undergraduates issued a report urging research institutions to integrate their vast pool of research resources directly into the education of their students, infusing courses, instruction and the experiential learning with those resources. If research institutions fail to do this, the report warned, future students will choose to attend small liberal arts colleges. Another knock on research institutions is that they collect scholars who spend much of their time researching and publishing and rarely set foot in a classroom.

Simmons believes research is not at odds with teaching but rather a resource for teaching. She says not all educational experiences occur in a classroom. Hundreds of students participate in capstone experiences and undergraduate research in their junior and senior year outside the classroom. Faculty members with light or no courseloads will have contact with students in the research lab rather than the classroom. Natural science students connect with their professors in other ways as well. Student groups invite faculty members as guest speakers for lunch, and each department holds weekly seminars and hosts a researcher from off campus or a UTAustin faculty member.

Of course, FRI students also have ample opportunity to interact with faculty in the classroom. “We have signature courses that every freshman must take, and those are taught by renowned faculty on broad subjects. They are not upper-division courses; they are freshman-level courses. You have Mike Starbird, a member of the technical staff at the Jet Propulsion Laboratory in Pasadena, Calif., talking about the heart of math,” says Simmons.

12

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

Trey Ybarra, FRI alum, now teaching science

FRI develops a concrete link between students and faculty members who have significant research accomplishments. Thirty faculty at the college of natural sciences who are renowned in their disciplines have designed research projects specifically for freshmen, projects that count as part of the freshman curriculum.

UT-Austin faculty get something out of the deal too. “Most faculty members at research institutions want new data; they want to publish; they want to write grants because this is how they are judged by their peers and the institution,” says Simmons. She structured FRI so students are not just “hamsters on a wheel.” Instead they are working on projects that directly benefit the faculty.

One hundred fifty FRI students worked on peer-review papers in the past five years from data generated in research labs. This past year, UTAustin received $450,000 in contributions from faculty grants written using data originally generated by FRI students and ultimately through outreach returned funding for FRI. Most research universities keep the majority of their freshmen out of the research labs. Simmons says about 20 students in a typical freshman class would see the inside of a research lab. And those students would have had to really seek out such an opportunity and then be accepted into a program. There are some sizable freshmen research projects across the

nation. Most of those, however, are a collaboration between institutions. Simmons designed FRI to be large-scale and localized at UT-Austin. One-third of incoming STEM freshmen at UT-Austin are involved in FRI, a total of 700 now. UTAustin has about 10,000 students in the sciences.

In its first year, a mere 50 freshmen signed up for FRI. To attract more underrepresented and first-generation students, Simmons and her team have changed their recruiting methods. Students interested in research or graduate school fill out a pre-orientation survey. To entice those students who are most at risk of not completing a science degree or who are underprepared, they ask questions on the survey like Do you think you are creative? Have you ever invented anything? Do you like to prove things? With those questions, Simmons entices those students who don’t necessarily have an academic legacy or who are first-generation college students. By casting that broad net, Simmons Each Friday, students work in a hybrid research-teaching lab on their own independent project. draws more students into the program.

“Especially for our African-American students and our Hispanic stu- professor who knows them. It’s not a very hard sell once they hear that. dents, we have to do a better job of addressing their reservations about FRI was an easy sell to Ybarra. It allowed him freedom, flexibility and participating in research,” says Simmons. Nine hundred students applied the opportunity to view science from a new perspective. Entering college to FRI for the fall semester. Simmons had seats for 700. The other 200 are he longed to work in a real research lab where he could guide his own waiting to get into the program. research, not a “cookbook” lab where he would follow a set of instrucSimmons found that recruiting Hispanics into FRI is no easy task. She tions. To Ybarra, FRI represented an alternative to the labs he left behind says the phrase “kicking and screaming” comes to mind when she thinks in high school, labs in which everyone followed the same set of instrucof the process. She makes it as easy as possible for Hispanic STEM stu- tions. The research labs Ybarra worked in as part of FRI are a world away dents to say yes to FRI by telling them that they do not have to choose to from those in a classroom setting. perform research right off the bat. Instead she tells them if they sign up for “When you go into a research lab, you are discovering something or FRI, she can get them in a required signature course that is difficult to get creating something or inventing something or designing something – into, one that FRI students have first dibs on. you’re not just following somebody’s instructions,” says Ybarra. The work Simmons tells those Hispanics she is trying to recruit that they have an Ybarra did in the FRI research labs required him to think outside the box option. They can take a regular chemistry lab with 1,000 students or, if they to establish unique ideas and solutions to problems. In a classroom setjoin FRI, they can get into a research chemistry lab with 30 students and a ting, says Ybarra, all the students in the class are thinking of exactly the same answer to a problem.

Learning to navigate a true research lab and finding new approaches to problems is one benefit to first-generation STEM students. Another is earning credits toward a degree while performing research. Students who participate in a chemistry research group, for example, need not take freshman chemistry lab. This really enables UT “to attract students who are first-generation or underrepresented in the sciences,” says Simmons. Without the possibility to earn credits, she says, FRI would be a hard sell.

Ybarra, like many who have been exposed to and excited by real research, has plans to further his education. He hopes to go to medical school and ultimately perform medical research.

“Even if I don’t get into medical school, I would pursue a master’s program or Ph.D. program. I’m looking at neurobiology and paleoanthropology,” says Ybarra. Before he does, though, he has work to do. Currently teaching physics in his former high school, he hopes to ignite a passion for research in his high school students by establishing a research club that will allow them to use their tenacity and creativity.

FRI students are immersed in a true science community.

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

13

LEADERSHIP

John Fraire: Chicano Hoosier, Diversity Innovator W

by Paul Hoogeveen hen John Fraire talks about growing up as a mill-worker Chicano in the Midwest, he conveys a clear sense of pride in his heritage, his family and his community. So it’s no surprise that Fraire, as vice president of enrollment and student affairs at Washington State University (WSU), gives a good deal of credit to the values instilled in him in his youth for forming and achieving his personal and professional goals – from helping develop new enrollment programs designed to increase diversity at Harvard in the late 1970s, to using theater as a vehicle for both education and college recruitment at WSU. “I’m very proud of being from Gary, Indiana,” Fraire said of his upbringing. “In fact, when I was older, I liked saying I was a Chicano Hoosier. I’m not only a Chicano – I’m an urban Chicano and a former steelworker. Here in Washington and throughout the country, when you meet Mexican-Americans, you’ll often hear them say, ‘I worked the fields.’

Where I come from, we all say, ‘I worked in the mills.’”

His family life was typical for Mexican-Americans in 1960s Gary, said Fraire, describing how his father worked in the steel mills while his mother worked as a secretary. His family put a lot of emphasis on education, and he knew from an early age that he was college-bound. But becoming a Harvard alumnus wasn’t even on his mind when he first started applying to colleges in high school; he had initially set his sights on Stanford University.

“Part of it was just pure luck,” he explained of his acceptance at the venerable Ivy League institution. “I was a high school quarterback; I was pretty good, but I wasn’t going to play in college. One of my heroes at the time was Jim Plunkett, then a Chicano quarterback at Stanford. So I was interested in going to Stanford.”

Fraire said that with his mother’s help, he mimeographed and sent out over a hundred letters requesting applications to various institutions, including both Stanford and Harvard. But while he received a response

14

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

from Harvard, he never heard back from Stanford.

“Stanford never sent me an application,” he continued. “I didn’t know that it had probably just gotten lost, because they just send them to everybody. But Harvard sent me an application, so I thought ‘Wow, they must be really interested in me; they read my letter!’ Of course, I didn’t know that they sent them to pretty much anybody. But had Stanford sent me the application, I would have applied there. So Harvard was really my second choice.”

Fraire’s decision to apply to top-tier schools – including Ivy League schools that at the time didn’t have much of a reputation for diversity – was partly grounded in a firm belief that there were still injustices and unfairness in the country, and that he had an obligation both to work hard to overcome those obstacles and to contribute to the larger Latino community.

“I remember as a kid, my dad always used to call me Juan,” said Fraire. “He’d tell me that I could do whatever I want, but that I’d have to be the best. I realized he was saying ‘Man, you’re Mexican – you have to be twice as good to get half the credit.’ So I was into getting straight A’s, because I knew that I had to produce. And I also thought about not having to worry about paying mortgage or rent. Again, I give a lot of credit to my parents.”

Fraire’s family reacted as any family would, he said, telling him that clearly he got accepted at Harvard because that was where he belonged – not quite understanding how tough the competition was.

“I wasn’t even going to apply to Harvard, thinking I wouldn’t get in,” Fraire recalled. “But a day or two before the application was due, I was still looking at it halfway filled out, and my younger brother asked me: ‘What are you doing? Are you going to fill it out?’ I said, ‘No, I’m not going to do it.’ He said, ‘Man, you’d better fill that out or I’m going to kick your ass.’ I was really touched by that.”

Choosing a political science path as a Harvard undergraduate, Fraire ers, most of whom are Latino,” Fraire explained. “I’m an evaluator trainer envisioned himself crafting a career that would land him advisory roles for the Latino readers; we spend a week each year in San Francisco reviewfocusing on issues of social justice and equality. Perhaps not ironically, ing applications. I think it’s extremely important work. You get a chance though, due to issues of racism that were still prevalent on campus in the often just to read these scholarship applications from students all over the early 1970s, he did not particularly enjoy his undergraduate experience. country. I always tell [readers], ‘If you can keep a dry eye all week, some“I did not like going to Harvard, but I saw myself as a pioneer. At the thing’s wrong with you.’ I appreciate that they keep asking me back there time, in the early ’70s, Harvard was still making the transition from a ‘rich every year to do that work.” people’s school.’ The racism was kind of surprising even by 1970s stanOver the years, Fraire has also held in great regard the important role dards – people doing blackface, people calling me a Spic. You’d turn in your paper to a graduate assistant, and they’d ask, ‘Is English your second language?’ that kind of thing. So I took a year off. Most of my Harvard classmates took a year off to travel, or to go work for a congressman, but I just went home and worked in a mill. I could have transferred out, but I felt it was my responsibility to stay there.”

Fraire stayed on at Harvard after completing a B.A. in government in 1978 and earned his Master of Education degree in administrative planning and social policy in 1982. While a graduate student, he also became a senior admissions officer for the school, affording him the opportunity to help develop and implement enrollment programs designed to increase Harvard’s student body diversity – a shift that had just recently begun taking shape at the university.

“When they hired me, I went into that job recognizing that I was there to recruit Chicanos and really try to open up Harvard,” Fraire recalled. “I went in with that John Fraire at Chicano Student Center at Washington State University sort of attitude. And what impressed me most was Fred Jewett, who was the dean at the time, Bill Fitzsimmons, who was the director of admissions, and a lot of the staff – I was very impressed with how the arts and humanities – and especially theater – played in cultural identicommitted they were to diversifying Harvard.” ty, community and education. During his four years as director of admisHe said that while SAT scores figured heavily into admissions prac- sions at Brooklyn College/CUNY, he decided to use theater as a vehicle for tices, Jewett and Fitzsimmons were also looking at other qualitative fac- recruitment. tors as well.

“Most universities were recruiting students, and they’d have open “Also during those five or six years, I worked with a woman named house events for them – tours, presentations, lunches,” Fraire explained.

Connie Rice – incidentally, a cousin of Condoleezza Rice,” he continued, “We did the same thing at Brooklyn College, but I wanted a more exciting, adding that during that time he was able to help visualize and develop more passionate experience for them. I thought of theater as being excitrecruitment programs that targeted minority student populations. “There ing, but instead of having them see a play – you’re not going to excite stuwas a commitment [to diversify]. And I think I was a part of that. What I dents with Chekhov or something, at least not initially – I came up with two also appreciated was that my job was to target a lot of different parts of produced plays that were Latino plays about the Latino experience. We did the country. In fact, they often assigned me California, Chicago and south- it professionally, and it’s how we ended their visit here. They had a chance ern Texas. So I’d like to think that they were committed to diversification, to see a play that was very good, that addressed some of the issues in their and that’s why they hired somebody like me.” lives. That’s how I started using theater in education, and over the years it’s While working at Harvard in admissions, Fraire met with admissions just grown.” officers from other institutions (such as Columbia University in New York), In fact it was during his time at Brooklyn College that Fraire founded co-founded Aztlan-East Inc., a nonprofit organization founded to increase the New Latino Visions Theatre Company. “It was an outgrowth of work that Hispanic enrollment in East Coast schools. (Aztlan-East is no longer in I had done in combining theater performance and the college experience,” operation, but it was but one of the first of Fraire’s many efforts to improve he said. “I always thought that performance and theater – particularly culoutreach to young Hispanics and increase their college-enrollment rates.) ture-based – played a role in education for underserved minorities in genOver the next several years, Fraire amassed an impressive amount of eral. We would do contemporary plays. Even back then, we had very clear experience in community and professional work. One of his most impor- rules; we didn’t feel obligated to hire only Latinos. I’ve used theater ever tant endeavors, he said, has been his work with the Gates Millennium since. I use it here at Washington State University, and the governor Scholarship Program, which selects 1,000 minority students each year to appointed me to the Arts Commission for the hours of work I did with the receive a scholarship to the institution of their choice. program ‘Memorias.’ So I think theater is extremely important.” (He later “All the Latino applications are read in San Francisco by about 35 read- moved New Latino Visions Theatre Company to Kalamazoo, Mich. It has

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

15

since been transformed into a youth recreational organization.)

Fraire added that among the many other formative roles he has taken on, his post as dean of admissions at Western Michigan University was particularly important in leading him to his current work at WSU. “It’s the place where I got the chance to meet Dr. Elson Floyd, who is now the president here at WSU. Many people say he’s one of the top university presidents in the country. I got to work for him, and many years later – when he became president of Washington State – he called me and asked me to be the vice president of enrollment. That connection was valuable.”

Fraire’s work at Washington State is in many ways a culmination of his focus on building diversity, capitalizing on the strengths of community, and using theater as a means of outreach to energize young students with WSU’s Performance as Education project.

“It’s an incredible position. I’m in a state with a large Latino and African-American population. Latino students are no different than any other students in that they want their questions answered, they want to be treated respectfully, they want to be able to access the website – just the basic services. But we’ve set up different types of programs where we reach the community in different ways. There’s a program where we’ll pretty much take a school over for the day, conduct workshops, speeches, activities. We work harder in the cities where there are underserved schools. And we spend a lot of time bringing students to campus from schools that we have visited before.”

In his position as vice president of enrollment and student affairs, Fraire has also had to contend with the sort of challenges many other

Hispanic Outlook....

Theres’ An App There’s For That!

H I S P A N I C

O U T L O O K

•

Associate/Full Professor of Education and Director, Center for Evaluation and Education Policy School of Education, Indiana University The School of Education (SOE) at Indiana University (IU) - Bloomington is seeking a faculty member to serve as Director of the Center for Evaluation and Education Policy (CEEP) with an Associate or Full Professor rank in Education. CEEP conducts more than 60-80 evaluation projects a year at the international, national, regional and local levels, with over $12 million in current research funding. Qualifications: A full description of qualifications is available at http://education.indiana.edu/about/jobs/faculty/index.html.

Candidates must have an active record of academic inquiry, publication, and teaching sufficient for appointment to a senior rank with tenure. Applicants in educational leadership or school finance are especially invited to apply, but strong candidates in other fields of education are also welcome. The candidate must have demonstrated abilities to lead, to contribute to, and to manage CEEP, whose website at http://ceep.indiana.edu/ provides details about its current missions, projects, and staff.

Download Your Free App At itunes

16

state colleges and universities have faced in recent years – primarily, cutbacks in state funding.

“In the past four years, the state has cut our allocations by 54 percent,” explained Fraire. “That’s made our job in enrollment even all the more important.”

Fraire added that because of cuts in allocations, tuition money has become all the more crucial to the university – but because WSU is a land grant institution, a large part of its mission is accessibility and affordability.

Yet despite this, WSU has managed to further diversify its student population. According to Fraire, the university increased the diversity of its incoming freshman class from 15 percent five years ago to more than 30 percent this year.

As busy as he is, Fraire nevertheless has remained committed to his own education. Currently a Ph.D. candidate in interdisciplinary studies at Union Institute and University, Cincinnati, Ohio, he is in the process of completing his dissertation – a study on the formation of MexicanAmerican baseball teams in the Indiana Harbor area during the interwar period (1920-1942).

“That’s my parents’ generation,” Fraire added. “They played baseball when they were teenagers.”

It’s a fitting subject for someone who took the strength he found in his Midwest Chicano community and used it to forge a successful career in higher education.

1 1 / 2 6 / 2 0 1 2

Screening of applications will begin on January 1, 2013, and continue until the position is filled. Salary is nationally competitive and commensurate with qualifications and experience. Inquiries about the position should be directed to the Search Committee Co-Chair: Dr. Cassandra Guarino, Associate Professor, at guarino@indiana.edu or 201 N. Rose Avenue, Bloomington IN 47405. To apply for this position, upload a letter of application, curriculum vitae, and names and contact information for six references to https://indiana.peopleadmin.com/. References will not be contacted without prior correspondence with the applicant. Candidates without online access may submit applications to Professor Guarino at the above address. The university actively encourages nominations of and applications from women, persons of color, persons with disabilities, and members of other underrepresented groups.

Indiana University is an equal opportunity/affirmative action employer.

REPORTS

Leading a Charge Toward Change at the Top It’s been more than two and a half decades – and seven studies – since the American Council on Education (ACE) first examined the demographic profiles of the typical higher education campus leader.

During that time, by ACE’s assessment, little has evolved.

“Other than the graying of the president, there is very little in terms of what the typical president looks like that has changed in the past 20, 25 years,” said Bryan J. Cook, director of the Center for Policy Analysis at ACE. “The typical college president is a White male, 60 or 61 years old, with a Ph.D., who has been in the position for roughly seven years.”

What this means, he indicated, is that: “While college campuses have diversified the racial and ethnic makeup of their student bodies, the racial and ethnic composition of college and university presidents has changed very little.”

Earlier this year, ACE’s “The American College President 2012” detailed data based on responses from more than 1,660 individuals from all sectors of for-profit and nonprofit higher education. The report described some gains but also highlighted incremental strides involving Hispanics at the helm.

Overall, the report showed that from 2006 to 2011: the percentage of presidents who are women rose; the average age of presidents increased slightly, from 60 to 61; that the proportion of presidents age 61 or older grew from 49 percent to 58 percent; the length of service of presidents fell from 8 1/2 to seven years; and fewer than one in five presidents reported serving as president in their prior post.

Additionally, the report noted that the proportion of presidents who are racial or ethnic minorities dropped, from 14 percent in 2006 to 13 percent in 2011. Indeed, ACE reports show that the racial diversity of college presidents rose only from 8 percent to 13 percent from 1986 to 2011.

“Not only have we seen a fairly significant increase in the racial and ethnic diversity of our student populations, but we have an increasingly racially and ethnically diverse society,” Cook said. “We live in a globalized world now, where other countries are not as far away as they used to be with technology and other things of that nature.”

“That we have a leadership at our institutions that is not reflective of that is problematic, it’s something that higher education as a whole has recognized, and there are certainly efforts to increase diversity among our leadership – but so far, nothing has made any significant impact,” he said.

Presidents of Hispanic heritage represented 3.8 percent of all presidents in the survey, a 0.7-percentage-point drop amid a slight increase in the proportion of White presidents. That served as the main driver of the overall drop in minority presidential representation in colleges in the country, the report indicated.

An earlier ACE study, in 2008, suggested a possible reason for the continued lack of diversity – a similar absence of diversity among positions that are common recruiting grounds for the presidencies. In 2008, only 16 percent of senior administrators were minority, including just 10 percent of chief academic officers (CAO).

Chief academic officer continued to be the most frequently cited immediate prior position for college presidents in 2011; 34 percent of presi-

by Jeff Simmons

dents served as a CAO or provost prior to becoming president, an increase from 31 percent in 2006.

While such officers are most often elevating to the presidencies, Cook said, “It’s less racially and ethnically diverse than the presidency, so that’s not a place where you will find a large pool of racial or ethnic candidates to ascend to the presidency.” Often, he said, one finds more diversity when looking at individu-

als who hold the position of chief diversity officer or student affairs officer.

However, Cook said, “Those are not the most frequent pipelines to the presidency.”

Although racial and ethnic diversification of the college presidency has lagged, there has been headway in gender diversity. In 1986, just 10 percent of college presidents were women. Today 26 percent of institutional leaders are female.

Experts note that the slight increase in diversity at the top pales in comparison to the sizeable growth in ethnic and racial minorities on campus, particularly involving Hispanics. Between 1990 and 2009, the share of college students that were racial and ethnic minorities increased from 20 percent to 34 percent.

“I have seen students who look for role models, and I know that when students see leaders from their own ethnic backgrounds they can be inspired to accomplish more,” said Molly Easo Smith, executive director of the International Association of University Presidents’ Initiative to Develop Women as Academic Leaders and executive director of Pratham USA, an education

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

17

Bryan J. Cook, director of the Center for Policy Analysis at ACE

advocacy movement started in India. “We must inspire the next generation.”

Smith said that ACE’s new report highlights longstanding, persistent problems that don’t appear ready to dissipate anytime soon. “The Latino population is getting larger, and among them are many of our future leaders,” she said.

ACE’s description of an average older president does not necessarily mean a looming wave of retirements triggering more opportunities for minorities, she said.

That, she said, is the other side of the problem: a lack of diversity on many of the public and private university boards across the nation. The boards that often select the presidents don’t themselves truly reflect the constituents they serve.

“A majority of boards are still predominantly White males, and minorities and women have not advanced to board memberships to the extent they should,” Smith said. “The real issue is the people who appoint the presidents have to be diverse themselves. As long as our boards are not diverse, then the chances of the presidencies being more diverse are more limited.”

Smith noted that among the boards at private colleges, 12.5 percent of board members were ethnic minorities in 2010; of that 12.5 percent, 2.4 percent were Hispanics.

“When you think about that number and how the student populations at our institutions are showing increases in the numbers of AfricanAmericans, Asian-Americans and Hispanics, at the very top of the board their representation is practically negligible,” she said.

The scenario at public colleges is slightly better, where board members were more often likely to be ethnic or racial minorities, she noted.

“I firmly believe it has to do with the fact that boards, which are at the top

18

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

of the hierarchy of administration at colleges, are not very visible to the public and therefore have not felt the imperative to diversify, have not been particularly pushing for diversity,” she said. “I think we have attended to diversity in a variety of ways, from the recruitment of students, enabling access, enabling completion rates, staff and faculty diversity, but we’ve not really attended to diversity from the perspective of those who lead institutions.”

Smith recommends more comprehensive study that explores factors traditionally examined separately by groups such as ACE and the Association of Governing Boards. These studies generate attention and visibility but have not necessarily fueled a national debate and call to action.

“What I am interested in is the nuanced connection between the compositions of boards and the selection of presidents as well as the overall composition of presidencies,” she said. “What we don’t have is a report which identifies the interconnection between these things.”

“People have begun to pay attention to the pipeline towards leadership.

People have rarely attended to structural change at the top, to the boards who select leaders,” Smith said. “I think it is important to pay attention to the other side as well.”

The Association of Governing Boards of Universities and Colleges (AGB) does focus on the other side of the coin: the composition and responsibilities of college boards. Diversity is one aspect of that research.

Since the mid-1980s, AGB has assessed the composition of governing boards at public and independent institutions.

Its latest report, in 2010, examined trends in both the public and private sectors, poring over data from 195 public college, university, and system governing boards and 507 independent colleges and universities.

In the 2010 survey, boards of independent colleges were most often self-perpetuating (situations in which current members select new ones); public board members, however, more often were appointed by a governor, with legislative confirmation. Independent boards were significantly larger than public ones, with an average 29 versus 12 members.

“The data provide a point of reference to compare your own board with,” said AGB Director of Research Merrill P. Schwartz. “It isn’t a recommendation for what boards should be, but a way to compare your board with other boards across the country. What each board still has to do is determine for itself what are the appropriate goals.”

Governing boards are informed by members’ perspectives, and “one of the values that board members bring is the breadth and diversity of their experience, and that does inform their decisions,” she said.

AGB found a number of differences between the boards at public and independent institutions in its 2010 survey, including greater racial and ethnic diversity among public ones.

At public institutions, the levels of minority board membership rose from 21.3 percent in 2004 to 23.1 percent in 2010, an increase of 1.8 percentage points. The 23.1 percent was comprised of 15.8 percent AfricanAmericans, 4.1 percent Hispanics, 2.1 percent Asian-Americans and Pacific Islanders, 0.7 percent Native Americans and Alaskan Natives, 0.4 percent other races, and 2.6 percent unknown races.

In 1969 and 1977 surveys, Hispanics had no representation on public boards. By the 1985 and 1991 surveys, they comprised 3 percent of board membership, and that percentage rose to 3.1 percent in 1997, 3.9 percent in 2004 and 4.1 percent in 2010.

Minorities had greater representation on governing boards than among presidents at public colleges and universities in 2010: 28.4 percent of board members and 26.6 percent of presidents were women; 23.1 percent of board members and 17.2 percent of presidents were minorities.

At independent institutions, 12.5 percent of board members were racial and ethnic minorities, including 7.4 percent African-Americans, 2.4 percent

Hispanics, 1.6 percent Asian-Americans and Pacific Islanders, 0.4 percent Native Americans and Alaskan Natives, and 0.7 percent other races.

Over the past four decades, minority trustees at independent institutions increased, from 1 percent in 1969 to 6 percent in 1977, 9 percent in 1985 and 1991, 10.4 percent in 1997, 11.9 percent in 2004, and 12.5 percent in 2010.

There was no recorded Hispanic representation on independent boards in 1969, 1977 and 1985, and only 1 percent in 1991. That rose to 2.1 percent in 1997 and 2004 and 2.4 percent in 2010.

Minorities showed greater representation on governing boards than among presidents at independent universities in 2010: 12.5 percent of board members were minorities and 87.5 percent were White, nonHispanic, while 9.2 percent of presidents were minorities and 90.7 percent were White, non-Hispanic.

The report showed that 2.4 percent of board members at independent colleges were Hispanic and 2.3 percent of the institutions had Hispanic presidents.

Schwartz noted that some of the reported increase in the Hispanic percentage of board composition could be the result of better self-identification. “There has been a greater effort to identify the true racial and ethnic identity of board members; now people are asking,” she said.

“The boards of public institutions have been much more successful in increasing their representation of racial and ethnic minorities,” Schwartz said. “We’ve seen increases year to year over time. The progress is definitely slower but continuing in terms of racial and ethnic diversity.”

“Institutions need to look at their own missions, their own student composition, their own faculties and communities and take them into account and set goals for themselves,” Schwartz said, “with the goal of having them reflect the populations they serve and anticipate serving in the future.”

There is a relationship between composition of boards and the race and gender of presidencies, she said.

“I’ve also heard from search consultants that boards that have more women and minorities are more comfortable with candidates who are women and minorities, and that comfort factor influences the decision making,” Schwartz said.

Elsa Núñez had more than 20 years of previous experience as a senior administrator at such institutions as the University of Maine System and City University of New York when she started as president of Eastern Connecticut State University seven years ago.

She was vice chancellor for academic and student affairs in the University of Maine System from 2003 to 2006 and, prior to that, provost and vice president for academic affairs at Lesley University and university dean for academic affairs and vice chancellor for student affairs at the City University of New York.

“I think there have been strides. I’m in my early 60s, and I can tell you that when I was an ACE fellow in my 30s you would have been hardpressed to find a Hispanic president,” she said.

She still harbors concerns that some board representation speaks to tokenism instead of legitimate efforts to display representation.

“I think that on the boards we’re often the token ones,” she said, speaking more broadly than just boards at universities and colleges. “They are always conscious of the need to include Blacks and Hispanics, but they feel if you have one, you fill the quota.”

Núñez doesn’t believe that Hispanics are the only ones trumpeting the call for diversity. Many of her non-Hispanic colleagues often advocate for broader representation because they understand the changing face of academia and the country.

“I do feel we need to more systematically cultivate the next generation

Elsa Núñez, president, Eastern Connecticut State University

of board members and presidents,” Núñez said.

Experts say that leadership needs to reflect the world around the college campuses, and that a number of factors, from escalating costs to changing technology to conflicting constituent demands, make it more important than ever for presidents to be responsive to their communities.

“As you have an institution that is comprised of students from an array of diverse backgrounds and races and ethnicities, you would want to have a leadership that reflects that, that’s able to relate to the ever-changing student,” Cook said, “and for students to have campus leadership that they feel is representative of who they are. Even beyond simply the president, when you look at other chief academic officers on campus, you don’t see the type of diversity that you typically see in the student body.”

One of the misperceptions is that there is a wealth of minorities in key positions who desire to ascend to the presidency, Cook said. Research has shown that about 50 percent of those in the likely recruitment pool are not interested in ascending to the presidency, while another 20 percent were undecided, often because of the formidable challenges presidents face.

“They simply have no interest in it,” he said.

Secondly, he said, there needs to be a greater investment in leadership programs to equip potential presidents with the skills necessary to assume the job and handle it effectively.

“Really, start to look at leadership programs that are out there to make sure those that desire to ascend to the presidency have the skills,” Cook said. “Being president of a community college is very different than being president of a large, four-year institution.”

“We need to make sure we have enough research so we know the specific challenges and make sure the candidates that do wish to be president have the required skills to be successful in those positions,” he said.

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

19

VALHEN:

INNOVATIONS/PROGRAMS

Helping Latinos Succeed in Virginia

W

by Gary M. Stern

hen most people consider states with large Latino populations, California, Florida and New York spring to mind, not Virginia. But the number of Latinos in Virginia is growing, and a nonprofit organization, Virginia Latino Higher Education Network (VALHEN), was launched in 2008 to prepare Latino students for college and improve their success rates at colleges. Schools such as James Madison University, Virginia Commonwealth University, Virginia Tech, University of Richmond, Virginia State University and Northern Virginia Community College participate in VALHEN. In 1990, Latinos constituted only 2.5 percent of Virginia’s population, but by 2010, that number rose to 8 percent. The U.S. Census Bureau projections predict that by 2030 Hispanics will number 10 percent of the state’s citizens. Of that number, only 12 percent of the under-18-year-old Latinos in Virginia are immigrants, so most are born in the U.S. VALHEN runs the Hispanic College Institute, which helps prepare and acclimate Latino high school students in Virginia for college. In the summer of 2012, the institute was held at Virginia State University. But it is only one of several programs that VALHEN spearheads. It also organizes Encuentro, an annual fall conference and lecture series, held in 2012 at Regent College, and has developed a scholarship program.

Starting in 2006, about a dozen influential Latino educators met to form VALHEN, explained Marcel Quintana-Baker, the founder and president of VALHEN. At the time, Quintana-Baker was working as associate director for academic affairs and planning at the Virginia State Council of Higher Education and saw “that there was considerable growth in the Hispanic population in Virginia but there was nothing in place to serve them.”

Moreover, Quintana-Baker noted that most Virginia colleges operated in silos with minimal collaboration. “All of our colleges are fiercely independent, and the flow of information and networking at the personal level can be difficult,” she said. She noted that some educators would ask her questions, and she would direct them to an administrator at George Mason University, for example, to obtain answers. VALHEN was created to inspire collaboration among Virginia colleges by sharing new strategies that can help Latino students apply to college and succeed once they arrive.

It took two years of meetings, but finally in 2008 VALHEN began as a nonprofit organization. It operates on a tight budget, with no formal office and no full-time staff, and Quintana-Baker, who is retired, as the organization’s leader and its sparkplug.

Quintana-Baker identifies three goals for VALHEN: 1) create a network

20

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

in which collegiate educators can share ideas, gather together, and promote higher education in the Latino community; 2) advocate for Latino advancement in higher education in Virginia; 3) promote the work and research of Latino scholars and professors in the academic community through lectures and conferences. Doing that will also contribute to enabling more Latino professors to obtain tenure and increase the number of full-time Latino faculty.

After four years, VALHEN is alive, thriving and increasing its efforts. It has a network of more than 100 paid members. Most of VALHEN’s members are university professors and administrators, but it also includes many leaders from community organizations. It offers two lectures a year, in its Encuentro series, which highlight the groundbreaking work of Latino researchers. Its scholarship program started in 2010 with one $500 grant, but in 2012 it grew to award three $1,000 scholarships and three $500 scholarships and hopes to expand that number in the future.

But the cornerstone of what VALHEN offers Latino students in Virginia is the Hispanic College Institute. That institute had been organized for several years by the Hispanic College Fund. But when the fund faced budgetary cutbacks, it was forced to opt out of sponsoring it. Faced with the program’s demise, VALHEN did a major fundraising drive and raised enough money to sustain it.

“If we didn’t step in and pick it up, the program would die,” QuintanaBaker said. Since it was one of the only programs that brought Latino high school students onto campuses in Virginia, VALHEN revived it and kept it alive. It had to scale the institute back from the 250 students who attended in 2011 but attracted 72 students in summer 2012 to the Virginia State University campus. The program is free for students, except for a $10 fee, and includes room and board and bus transportation to the college.

The Hispanic College Institute invites Latino high school students to a college campus for a three-day workshop. Students live on campus in dormitories and learn how to apply for and prepare for college. To be accepted, a Latino student must be a junior or senior, attend a public or private high school in Virginia, possess a minimum 2.5 GPA, submit an essay and three recommendations.

Quintana-Baker describes its Latino applicants as students who “will likely not go to Harvard or Yale. Students going to Harvard don’t need our help. When students attend this program, they go through a transformational experience by bonding with each other and learning from college

students. They come away thinking, ‘Going to college, I can do that.’” skills that help them navigate the college application process. They learn Another mission of the Hispanic College Institute is to “provide stu- how to fill out financial aid forms, apply for scholarships and are introdents with experience that will light fires and convince them to get a col- duced to Virginia Wizard, a software assessment that provides clues to lege degree and show them they are capable of pursuing a college educa- their future careers. tion,” Quintana-Baker said.

Martin isn’t satisfied with the institute only being able to accommodate More than 250 volunteers from several Virginia colleges serve as teach- 72 students. She and Quintana-Baker are trying to raise additional funds so ers and mentors. During the instiit can attract 250 students, as it has tute, participants learn how to write in the past. a college essay, improve their interThat will enable the Hispanic viewing skills, search for scholarCollege Institute to attract more stuships, and manage their time. They dents like Randy Alvarez, a senior at also learn specific skills, such as Stuart High School in Falls Church, how to deliver a 30-second elevator Va., who attended the program in speech and search for scholarships July 2012. He had been involved in on the Web, and apply for FAFSA the Pathways to the Baccalaureate (Free Application for Federal Program at Northern Virginia Student Aid).

Community College when a counMentoring is stressed during the selor suggested he apply to the suminstitute. During one session, six mer institute.

Hispanic Heroes, professionals who “Before I attended the institute, I are thriving, discuss what obstacles didn’t have the confidence that I they had to overcome and how they could to go college,” he said. He succeeded. The mentors play an described himself as shy. The proinvaluable role, Quintana-Baker said. gram helped him “discover that I “These kids need to know there are could go to college, that I could purother people like them who have sue what I really love to do.” He succeeded and the journey they plays violin and guitar and now is took,” she said. intent on applying to college to see if The college students serve as reshe can launch a career in music in ident advisors, and the goal is to creNew York City. ate familia, small “families” of five The session on public speaking to 10 high school students mentored had the biggest impact on Alvarez. He by their advisors. Getting to know the learned how to deliver a short speech undergraduate volunteers creates a in front of a crowd, how to greet the “network in the community that they audience, make eye contact and can reach out to,” said Mirta Martin, choose his words carefully. When he’s dean of the Reginald S. Lewis ready to be interviewed for a college, Business School at Virginia State he’ll be more confident on how to University and vice president of VALapproach it.

HEN. Martin was instrumental in After attending the three-day probringing the Hispanic College gram, he’s determined to focus on Mirta Martin, dean, Reginald S. Lewis Business School, Institute to its campus. Hispanic his studies as a senior and begin to Virginia State University, VP, VALHEN College Institute was held on Virginia consider colleges. “I’d be the first in State’s campus for the last three years. The program resonates for her my family to get into college. I could help my mom so she doesn’t have to because 30 years ago, when she emigrated to the U.S. from Cuba and settled struggle financially,” Alvarez aid. in Miami, she spoke no English and had to adjust to a new culture.

The goal of the institute is for more Latino students to graduate from Martin demonstrates the impact that the three-day institute has on par- college, whether that school is located in Virginia or not. Martin says about ticipants by its pre- and post-test survey of students’ confidence level in 5 percent to 7 percent of its students wind up at Virginia State University. applying to college. In the pre-test, 92 percent of students thought they “Students need to attend college wherever the opportunities are available,” don’t belong in college, but by the end of the workshop, a staggering 100 Quintana-Baker noted. percent said they would apply to college. Living in dormitories, being on But VALHEN does more than present a summer institute. It has encourcampus, visiting the library and talking with professors instills the confi- aged colleges in Virginia to cooperate with each other. For example, dence that they are talented enough to pursue college.

Quintana-Baker said, Old Dominion University, which has an excellent Besides the confidence booster, Hispanic students master a variety of long-distance program, made its satellite services available, and Virginia

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

21

Tech hosted VALHEN’s initial website. Moreover, its annual Encuentro conference includes presentations by Latino scholars such as Michael Olivas, a renowned University of Houston law professor, and performances by artists in residence such as pianist Adlan Cruz.

Virginia colleges could take certain measures to attract more Latino students and meet the needs of the growing Latino population. For example, colleges could hire more people who are “culturally sensitive to the nuances of this population, have people who can work with parents, have staff who understand what it is to be a first-generation immigrant that must learn a new language,” said Quintana-Baker. Creating bridge programs that work

directly with local public high schools with large minority populations would also help. Encouraging the university to work more closely with local community groups would send a strong message.

In the future, Quintana-Baker would like to see VALHEN become financially sustainable by attracting more corporate funding. She’d like to hire a full-time executive director to lead the organization and increase the number of scholarships for Latino students. The number of Latinos in Virginia is growing, and having more attend college in the future will fuel the economy and strengthen the state.

Scholars’ Corner It is often assumed that all students in U.S. schools have equal opportunity and access. Similarly, esfuerzo y trabajo, effort and hard work, are assumed to be the guiding principles that lead students to succeed academically. These assumptions, however, are continually challenged by the disproportionate percentage of Latina/o students who find themselves unable to continue their education. While individual motivation and drive are important assets, low-income Latina/o students face innumerable challenges that make it difficult to graduate and pursue postsecondary education. As a doctoral student at the University of California-Davis (UCD), my research explores how localized institutional policies that focus on access are a powerful gateway to provide equal educational opportunities for all students, and I intend to emphasize how important these local efforts are for Latina/o and other underrepresented students’ success.

Mentorship was key to my navigation of the University of California-Berkeley as an undergraduate. Fresh out of college, I was committed to embody this mentoring role to facilitate college access for underrepresented low-income students. As a counselor for a nonprofit case management high school program, my goal was to support, encourage and advocate for each one of my students, making sure they had the resources and support needed to make it through high school. While the program benefits from successful outcomes, this did not reflect in the school as a whole. I soon realized the need to have a broader impact. Through my work as a program counselor and in a Mexican-American studies master’s program with an emphasis in education, it became clear that a Ph.D. in educational policy could be the vehicle to support and encourage educational change.

At UCD, through the guidance of caring professors, I have the opportunity to engage in critical interdisciplinary policy inquiry to explore issues of equity, access and opportunity. I have engaged in research with a professor to examine the efforts of a social justice summer program at an urban school district. Furthermore, I am building on my master’s thesis, which examines the impacts of street violence on the way average Latina high school students (neither high-achieving nor gang-involved) engage in educational goal setting. Local efforts are important because they can provide a more nuanced approach to equal educational opportunities and access.

As a 2012 American Association of Hispanics in Higher Education (AAHHE) Graduate Fellow, I was humbled to be included in an inspiring space with graduate and faculty fellows who share my passion and commitment for equity. Through this experience, I realized it is critical to build community among Latina/o scholars, not only to share resources and engage in collaborations, but more importantly to support each other to success.

Through the faculty and graduate fellowship programs, AAHHE is instrumental in demonstrating to the scholars of tomorrow that en la unión esta la fuerza. Building community and working together to problematize policies that only manage to subvert the goals of Latina/o students of higher education is imperative.

The AAHHE familia has replenished las ganas to continue moving forward.

By Yanira Madrigal-García Ph.D. Emphasis: School Organization and Educational Policy, University of California-Davis, 2012 AAHHE Graduate Fellow

22

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

Interesting Reads

Comprende

By Stephen W. Bender This book offers considerable and colorful examples of the historical and current cross-pollination of the English and Spanish languages in settings ranging from geography to culture and cuisine. Ultimately, the author tries to make the case that there should be recognition of these increasingly shared languages – not by rejecting Spanish and attempting to legislate English as the official language of the United States, but by embracing our shared culture as a uniquely American blend of culture and language. Bender proposes that valuing the Spanish language and tapping the resource of our Spanish-speaking youth can be a catalyst of the surprising unity that recognition and respect for difference can bring.

2008. 268 pgs. ISBN: 978-1888205084. $26.95 paper. Floricanto Press, (800) 528-3175. www.floricantopress.com.

The Making of Chicana/o Studies

By Rodolfo F. Acuña The Making of Chicana/o Studies traces the philosophy and historical development of the field of Chicana/o studies from its first introduction to the Civil Rights era to today, focusing on the political machinations in higher education that sought to destroy the discipline. In this book, Rodolfo Acuña reveals how California State University-Northridge was instrumental in developing an area of study that offers more than 166 sections per semester, taught by 26 tenured and 45 part-time instructors. The Making of Chicana/o Studies identifies what went wrong in the history of Chicana/o studies and offers tangible solutions for the future.

2009. 480 pgs. ISBN: 978-0-8135-5002-2. $48.00 paper. Rutgers University Press, (848) 445-7775. http://rutgerspress.rutgers.edu

Mexican History

By Nora E. Jaffary, Edward W. Osowski and Susie S. Porter Mexican History is a comprehensive primary source reader in Mexican history from the pre-Columbian past to the neoliberal present. Chronologically organized chapters make it easy to use this book in existing course syllabi. Its selection of documents conveys important themes of Mexican history – land and labor, indigenous people, religion and state formation – while also including recent advances in scholarly research on the frontier, urban life, popular culture, race and ethnicity, and gender. It also includes introductions to each chapter and each reading, lists of key terms and related sources, and guides to recommended readings and Web-based resources.

2011. 384 pgs. ISBN: 978-0-8133-4334-1. $26.95 paper. Westview Press, (720) 562-3280. www.westviewpress.com

The Health of Aging Hispanics: The Mexican-Origin Population

by Jacqueline L. Angel and Keith E. Whitfield Springer Science Business Media LLC 200, 294 pgs, ISBN 978-0387-47206-5, $74.95 cloth.

The

growth of Hispanic immigrant populations in the U.S. over the last several decades has generated considerable academic interest among scholars and public policy professionals in the social issues raised by this important demographic change. A classic example of this growing scholarly interest can be found in the book The Health of Aging Hispanics: The Mexican-Origin Population.

Divided into four sections, the text contains a collection of academic papers written by leading scholars in the fields of sociology, psychology, public policy, epidemiology and demography that provide readers with a critical analysis of the health care needs of aging Hispanics who reside along the U.S.-Mexico border. The studies reviewed in the early sections of the book highlight important information about the key role that social, epidemiological, cultural, economic and political factors play in influencing the health, longevity and well-being of Mexican-origin Hispanics as they age. The text also examines the relationship between U.S. immigration policy and health care disparities in the Hispanic and Latino community as a whole across the life course.

The contributing authors argue that, like other ethnic groups in American society, Mexican-origin Hispanics and their families face many complex challenges as they grow older. Most significant of these are the 1) increased burden of physical and mental decline caused by the onset of chronic illness and disability related to the aging process, 2) problems associated with caring for aging parents and 3) lack of access to primary care services due to their low rates of participation in employer-sponsored health insurance programs.

The authors contend that the growth of concern over the related social issues over the health aging populations is providing strong incentives for government officials and public policy professionals to come up with workable policy solutions and programs that can help our health care system provide services that can effectively 1) deal with the ramifications of chronic illness in their aging populations, 2) help Mexican families living in poverty acquire the necessary resources to obtain family caregiver support, 3) and extend health insurance coverage to all Mexican-origin elderly who need it through the implementation of government proposed economic options for health care reform.

The Health of Aging Hispanics: The Mexican Origin Population is a groundbreaking book that offers students a unique perspective on the relationship between government policy and health care delivery within the cultural context of an aging society. I would highly recommend this text for use by college faculty teaching graduate-level courses in gerontology, health care policy and cultural anthropology. It would also make a valuable resource for medical professionals working in community health care organizations that provide clinical services to Mexican-American older adults and their families.

Reviewed by Mitchell A. Kaplan

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

23

REPORTS

Student Borrowing During Tough Economic Times

As

by Michelle Adam college costs soar and family incomes diminish, students have increasingly turned to outside funding sources to pay for their education. The largest support has come from loans, which, when unpaid, have contributed to more than one trillion dollars in student debt in this country.

“The cost of education has outpaced inflation and so more and more students are finding themselves in a situation where grants, scholarships, and loans are the only way to pay for education,” said Valeria Esparza, assistant vice president and account executive for Wells Fargo. “The amount of debt, however, goes hand in hand with the cost of education increase.”

Despite challenges students face today in paying back loans, they are, at large, choosing to attend colleges and universities for the long-term benefits higher education offers. But today they are reflecting more fully on the true cost-benefits of higher education – much more so than students of 10 to 20 years ago, when a better economy promised good jobs upon their graduation.

Students face an environment in which college costs continue to increase at a rate far beyond inflation. Between 1986 and 2011, inflation increased 115 percent, compared to the cost of college at 498 percent.

According to the College Board, the average price of tuition and fees for a private nonprofit university was $27,265 in 2011 (this does not include room and board, and some private colleges charged up to $50,000 annually) and $14,040 for for-profit universities. Within one year alone, these prices increased by 4.5 percent and 3.2 percent, respectively.

The average out-of-state cost for a public four-year education was $19,648, the public four-year in-state price was $7,613, and the two-year in-state was $2,727 in 2011.

The cost of public education has increased at a much higher rate than the private, with a 5.7 percent, 8.3 percent, and 8.7 percent increase, respectively, within one year. In California alone, 2011-12 tuition and fees were 21 percent higher at four-year public institutions and 37 percent at public two-year colleges than the year before. In addition, many public schools here have had to cut back on their offerings, thus diminishing access to those students, especially Hispanics, who, in the past, relied on public education for their postsecondary needs.

Beyond California, Arizona and Washington increased tuition and fees at public four-year colleges by 17 percent and 16 percent, respectively, in 201112. Alabama and North Carolina augmented their public two-year college costs by 21 percent and 17 percent, respectively. In contrast, Connecticut and South Carolina were about 2.5 percent, Rhode Island less than 1 percent, and between 1 percent and 2 percent in Montana and North Dakota.

Half of all full-time students at public and private nonprofit four-year

24

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

colleges attend institutions that charge tuition and fees of $9,936 or less, and half of them attend schools with prices higher than $9,936, according to the College Board. These costs don’t include room and board and don’t take into the account the fact that the average income of students’ families was lower at all levels of the income distribution in 2010 than it had been a decade earlier.

Because of rising costs and limited resources, students are often encouraged to seek out federal Pell Grant support, which doesn’t need to be paid back like loans. According to the College Board, total Pell Grant expenditures increased by 16 percent between 2009-10 and 2010-11, with expenditures in the program almost doubling over two years – from $18.1 billion in 2008-09 to $34.8 in 2010-11. The number of Pell Grant recipients increased from 3.9 million in 2000-01 to 9.1 million in 2010-11, and the average amount awarded increased from $2,945 in 2008-09 to $3,828 in 2010-11. The maximum amount any student was able to receive in aid in 2010-11 was $5,550.

In total federal support (including all sources and federal tax benefits), full-time undergraduates received an estimated average of $5,750 in aid at public four-year institutions, $15,530 at private nonprofit four-year institutions, and $3,770 at public two-year colleges. (According to Excelencia in Education and the Institute for Higher Education Policy, Latinos received the lowest average total aid award of any racial/ethnic group, but were more likely to receive federal aid, 50 percent, than the combination of all racial/ethnic groups, 46 percent, in 2003-04. Half of all Latinos, however, received grant aid while less than one-third received loans during the same year, yet their loan amounts were higher than their grant amounts.)

Despite the increase in Pell Grant expenditures, and the numbers receiving aid, when comparing the maximum Pell Grant amount of 201112 to the cost of tuition, fees, room and board, students actually received less support than in the past. At public four-year in-state schools, the maximum aid provided students with 44 percent of their school costs in 199192, compared to 32 percent in 2011-12. For private nonprofit four-year institutions, the maximum Pell Grant made up 17 percent of all costs, compared to 14 percent in 2011-12.

With less federal assistance today than in the past, and state aid representing a very small amount ($534 a year on average), more students have turned to loans to help pay for most of their education. Because of this, about 56 percent of students who earned bachelor’s degrees in 2009-10, from the public four-year colleges at which they began their studies, graduated with debt. The average debt per borrower was $22,000, up from $19,800 (in 2010 dollars) a decade earlier. This compared to an average

of $28,100 in debt per borrower at private nonprofit colleges (up from their ability to repay. If for some reason the family is not able to take a loan $22,600 a decade earlier). with us, then they can get another co-signer. With private student loans, more The kinds of loans students have sought out have been both public and than 98 percent of our loan costumers are making repayments.” private. With public loans, they borrow with interest rates or methods of With more students relying on loans than ever before, receiving the repayment that differ from private loans. The primary federal loans, called correct support and education in financing their education is vital and is Stafford Loans, offer students a low interest rate of 3.4 percent compared something Wells Fargo says it has been helping with for years. to private loans from banks at up to 6.8 percent. These public loans are “It is important for students to look at overall costs to see how to work available in subsidized and unsubsidized packages. The subsidized loan is with their education costs, especially over the four- to five-year time period ideal because the federal government of their education. We encourage pays students’ interest while students families to consider all their are in school, whereas the unsubsioptions,” said Esparza. “We provide dized loan (offered to students information to students prior to regardless of financial need) accrues making the loan, and also help them interest while in school, but doesn’t manage their finances. We provide need to be paid back until six calculators, guidance and much months after completing an educamore, and ask families to contact us tional program. When a Stafford if there is any trouble. Within what is Loan does not fully cover expenses, federally permitted, we also provide students can get additional loans payment extensions.” such as the Parent PLUS Loan or the In looking at financing college Direct PLUS Loan at a 7.9 percent from a realistic standpoint, students interest rate. and their families should also deterAccording to the College Board, mine what their salary might look subsidized loans declined from 41 like upon graduating from school, percent in 2000-01 to 35 percent in stressed Esparza. “They should cal2010-11 of all education borrowing, culate the amount they would need and from 56 percent to 46 percent of in advance and learn what their payall Stafford Loans. In addition, some ment will look like in four to five colleges and universities have made years. It’s also important to considloans to students and parents to super not just loan options, but school plement their federal loans. It is estioptions carefully.” mated that institutional loans have Esparza says that she and Wells grown from $500 million in 2007-08 Fargo have put great effort into eduto about $720 million in 2010-11. cating students and their families Specifically, for-profit institutions about all of their choices. The comincreased their lending to students pany provides more than 68 million during this time period while other dollars in supporting financial eduinstitutions reduced their activity. cation programs through the With private lending, many smallHispanic Scholarship Fund, the er lenders have left the business and Negro Scholarship Fund, and other larger lenders have sold their loans organizations. and consolidated the business. “It is “We have recently created an Valeria Esparza, assistant vice president and account executive, Wells Fargo important to note that the majority of online virtual community, which is loans are held by the federal governfree for parents, teachers and guidment,” said Esparza. “For the new loans originated this year, 93 percent ance counselors, to talk about topics like planning for college and looking are federal and 7 percent are private. at ways of paying for it,” said Esparza. “For first-generation students, this is “Out of the outstanding student loan debt, 84 percent is federal and 16 a great avenue for community to come together, and it is open for anyone percent is private loans,” she said. seeking information.” The Wells Fargo community website is www.wellsfarPrivate loans, which can be paid back while in school, require a much gocommunity.com. more rigorous credit check to obtain than federal loans – thus their record While students need to seek the right support and education to approof loan repayment is better. “Over 80 percent of students require a co-sign- priately finance their education, their goal should remain to receive the er for private loans, while the Stafford Loan doesn’t require a co-signer or a best education for their money. credit check,” said Esparza. (She explained that her bank sometimes pro“We still feel that education is definitely an investment, and statistics vides loans as low as 3 percent to 6 percent.) “The Parent PLUS Loan and show that those who get an education have greater earnings over a lifethe Direct PLUS Loan do have some credit check, but minimal.” time,” said Esparza. “We are committed to higher education and feel it is She also added, “We look at credit scores of the family in order to insure still the avenue for families to become self-sufficient.”

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

25

The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

SAT Report: Only 43 Percent of 2012 College-Bound Seniors Are College-Ready NEW YORK, N.Y.

The SAT Report on College & Career Readiness released in September revealed that only 43 percent of SAT takers in the class of 2012 graduated from high school with the level of academic preparedness associated with a high likelihood of college success. These findings are based on the percentage of students in the class of 2012 who met the SAT College & Career Readiness Benchmark, which research shows is associated with higher rates of enrollment in four-year colleges, higher first-year college GPAs and higher rates of retention beyond the first year.

“This report should serve as a call to

CLASP Explores New Approaches in Federal Policy to Help Low-Income Students Complete College WASHINGTON, D.C.

Two unfortunate phenomena have been converging to make college even more elusive for low-income students: the affordability of postsecondary education is waning at the same time that low-income students in this slowly recovering economy must juggle school, family and work to earn credentials of value in an increasingly competitive job market. Against this backdrop, the Center for Law and Social Policy (CLASP) has received a grant from the Bill & Melinda Gates Foundation to participate in the Reimagining Aid Delivery and Design 26

H I S P A N I C

O U T L O O K

•

November 26, 2012

action to expand access to rigor for more students,” said College Board President Gaston Caperton. “Our nation’s future depends on the strength of our education system. When less than half of kids who want to go to college are prepared to do so, that system is failing. We must make education a national priority and deliver rigor to more students.”

This percentage is consistent with that of the class of 2011, which also met the benchmark at a rate of 43 percent. The SAT Benchmark score of 1550 indicates a 65 percent likelihood of achieving a B-minus average or higher during the first year of study at a four-year college.

The SAT performance of students in the high school class of 2012 continues to reinforce the importance of a rigorous high school education. Data confirm that students who complete a core curriculum and

enroll in honors and/or Advanced Placement Program (AP) courses perform better on the SAT, says the College Board.

The relationship between high school course work and SAT performance is understandable, since the SAT is a valid and reliable measure of a student’s college readiness, and students who complete a core curriculum and participate in more rigorous course work are often better prepared for college. When students are better prepared for college, they are more likely to do well in college, more likely to stay in college and more likely to graduate from college – the keystone of efforts to sustain American competitiveness and prosperity long into the future.

Download The SAT Report on College & Career Readiness at http://press.collegeboard.org/sat.

(RADD) project with 13 other organizations. The RADD project is intended to accomplish two goals: 1) to shift the national conversation on federal financial aid toward ideas that will make college more affordable, while giving students the support and encouragement they need to earn their degree or credential; and 2) to seed the field with innovative policies that can make that happen.

CLASP’s goal in this project is to maximize the impact of the federal higher education investment by exploring strategies for reforming student financial aid to better support students as they persist in postsecondary education and complete credentials with value in the labor market. The organization says that it will explore ways to improve the effectiveness and efficiency of

education tax benefits and to support and incentivize institutions to better help students continue and complete their credential programs. CLASP approaches this project with the view that the goals of the federal higher education investment should be: 1) to increase economic and educational opportunity for all, with priority for lowincome underrepresented students; and 2) to promote economic growth. The organization says that its ideas for policy options will reflect these goals.

“Education is both a private and a public good. We are seeing this become increasingly true as employers demand more skilled and better-educated workers with postsecondary credentials,” said Evelyn Ganzglass, director, workforce development at CLASP.

1 1 / 2 6 / 2 0 1 2

The Hispanic Outlook In Higher Education

Private College Tuition Increases Slow to Lowest Rate in at Least Four Decades WASHINGTON, D.C.

Published tuition and fees at the nation’s private, nonprofit colleges and universities rose 3.9 percent for the 2012-13 academic year, the lowest rate in at least four decades, according to a survey by the National Association of Independent Colleges and Universities (NAICU). At the same time, institutional student aid budgets at private colleges increased an average of 6.2 percent for 2012-13.

Of NAICU’s 960 member colleges and universities, 445 responded to this year’s survey of published tuition and institutional student aid increases. NAICU member institutions enroll 90 percent of the students who attend private, nonprofit colleges and universities in the United States.

This is the fourth consecutive year that the percentage increase in published tuition has stayed below pre-recession rates, and the first time in at least four decades it has been below 4 percent. From 2009-10 to 2011-12, average private college tuition increases ran in the

National Society of Hispanic MBAs Announces 2012 Brillante Awards of Excellence Recipients DALLAS, Texas

Each year, the National Society of Hispanic MBAs (NSHMBA) recognizes outstanding individuals, businesses, nonprofits, educational institutions and companies through its Brillante Awards of Excellence, the most prestigious honor awarded by the

www.hispanicoutlook.com

November 26, 2012

mid-4 percent range, down from an average annual increase of 5.7 percent during the previous 10 years. This year’s 3.9 percent increase is the lowest NAICU has on record.

(NAICU’s data goes back to 1972-73.)

This year’s average 6.2 percent increase in institutional student aid follows increases of 7 percent, 6.8 percent and 9 percent in 2011-12, 2010-11 and 2009-10, respectively. The NAICU survey did not collect student aid figures prior to 2009-10.

“Students and families are increasingly price- and value-conscious,” said NAICU President David L. Warren. “Private college leaders are listening, and working hard to keep students’ out-of-pockets costs as low as possible and provide the best value for the tuition dollar.”

“Since the economic downturn, private colleges and universities across the nation have redoubled efforts to cut their operating costs, improve their efficiency and enhance their affordability,” Warren said. “More will continue to be done by private institutions to stay affordable and within reach of families from all backgrounds.”

According to the College Board, average inflation-adjusted net tuition and fees (pub-

lished tuition and fees minus grant aid from all sources and federal higher education tax benefits) at private colleges dropped 4.1 percent from 2006-07 to 2011-12.

“Students and families should not rule out a private college just because of its sticker price,” said Warren.

Since the economic downturn, private colleges have introduced creative affordability measures to keep students’ and families’ outof-pocket costs as low as possible. In recent years, an unprecedented number of private institutions have cut tuition, frozen tuition, announced fixed-tuition guarantees (no increases for students while they are enrolled), or introduced three-year degree programs.

Other initiatives are also spreading, including four-year graduation guarantees, substantial student aid increases, published tuition increases that are the lowest in years or decades, and degree partnerships with community colleges.

“The intense focus by private colleges on affordability and institutional cost control is here for the long run,” Warren said. “Broad economic, demographic and market trends have made it a necessity for every institution of higher education.”

organization.

The organization recently announced its 2012 Brillante award recipients: Brillante Award for Corporate Excellence, IBM; Brillante Award for Member Excellence, Cosette Gutiérrez; Brillante Award for Community Service Excellence, Su Casa Hispanic Center; Brillante Award for Educational Excellence, Georgetown University McDonough School of Business; Brillante Award for Volunteer Excellence, Julio Rocha.

“This year’s award recipients truly exem-

plify the spirit of the Brillante Awards. Our winners in each category were selected for their outstanding contribution to the Hispanic community,” said Manny González, NSHMBA CEO. “I would like to personally congratulate each winner and thank them for their efforts.”

Award recipients were recognized in October at the Brillante Awards Fundraising Gala, which took place during the 23(rd) Annual NSHMBA Conference and Career Expo, at the Orange County Convention Center in Orlando, Fla.

1 1 / 2 6 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

27

HI S PAN I C S O N T H E MO VE Menjares Selected to Head Fresno Pacific University

ing activities focus on teaching deans and department chairs nationally in how to develop universitywide models of inclusive excellence to enhance career development for all students and faculty. She has a bachelor’s degree in biology from New York University and a master’s and Ph.D. in ecology from Ohio State University and Michigan State University, respectively.

Pete Menjares, Ph.D., recently became the 11th president of Fresno Pacific University (Calif.). For the past 16 years, Menjares has been a teacher and administrator at Biola University, most recently vice provost for faculty development and academic effectiveness. He has a Bachelor of Arts in pastoral ministries from Vanguard University; a Master of Arts in education – teaching and curriculum – from California State UniversityDominguez Hills; and a Ph.D. in education – language, literacy and learning – from the University of Southern California.

CHCI Honors Quiñones-Hinojosa at 35th Anniversary Awards Gala Dr. Alfredo Quiñones-Hinojosa recently was awarded the Congressional Hispanic Caucus Institute’s (CHCI) Chair’s Award in recognition of his accomplishments, leadership and outstanding service to the Latino community at CHCI’s 35th Anniversary Awards Gala in September in Washington, D.C. Quiñones-Hinojosa is a professor of neurosurgery and oncology at Johns Hopkins University, where he directs the Brain Tumor Surgery Program and the Pituitary Surgery Program and leads the Brain Tumor Stem Cell Laboratory. Quiñones-Hinojosa has a medical degree from Harvard University, where he graduated cum laude, and completed his residency in neurosurgery at the University of California-San Francisco.

Bernier Named SUNY-Orange Vice President/CIO Following an 18-month stint as vice chancellor for information services and chief information officer at the University of Hawai’i Maui College, José Bernier has been hired

by Orange County Community College, State University of New York, as vice president for information technology and CIO. Bernier has a bachelor’s degree in computer engineering from the University of Central Florida, master’s in management information systems from Florida International University, and an educational specialist degree and doctorate in higher education administration from the University of Florida.

NECC Student Selected for MCCC’s Legislative Internship Program Northern Essex Community College student Jennifer Vásquez spent her summer at the Massachusetts State House interning for state Sen. Michael J. Rodrigues (Bristol and Plymouth counties). She was selected for the Massachusetts Community College Council’s Legislative

Cid Named Latina Citizen of the Year in Connecticut In August, the Connecticut Latino and Puerto Rican Affairs Commission (LPRAC) presented Carmen Cid, dean, School of Arts and Sciences, Eastern Connecticut State University, with a “Latina Citizen of the Year” award. Cid was honored for two decades of work enhancing the career development of Latinas in the sciences. Currently, her mentor-

28

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

Internship Program, which gives community college students the opportunity to learn firsthand about state government and to explore a related career in government and politics.

Vásquez is majoring in early childhood education at Northern Essex and plans to pursue a bachelor’s degree in elementary education.

Noguera Lectures at RVCC Raritan Valley Community College (N.J.) recently presented a lecture by sociologist Dr. Pedro A. Noguera, the Peter L. Agnew Professor of Education at New York University (NYU). He spoke on “Education, Inequality and the Future of Latino America.” His work focuses on the ways in which schools are influenced by social and economic conditions and the factors that obstruct and promote student achievement. Noguera holds tenured faculty appointments in the departments of Teaching and Learning and Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development at NYU.

Assistant Professor in Plant Sciences Plant Microbiologist in Food Safety Department of Plant Sciences RESPONSIBILITIES: The successful candidate’s research will focus on plant-environmental-microbial interactions of crops and produce, with emphasis on microbial community processes in relation to plant and/or human pathogens. This position provides the opportunity to investigate fundamental principles that determine how plants and their environment affect the microbial communities upon the plant surface. An intended outcome of these discoveries will be identification of key ecological and/or molecular traits that can in turn improve handling strategies and food safety by modulating the presence, persistence, or activities of beneficial and deleterious microorganisms. A successful researcher in this field would likely utilize key tools and research approaches including metagenomics, transcriptomics, metabolomics, molecular analysis of plant-microbe interactions, and/or eco-physiological processes; or any related combined approaches to analyze microbial communities in the phyllosphere, rhizosophere and other plant niches. These studies may occur in a range of successive contexts, from field systems through the multiple human environments involved in post-harvest processes (handling, packaging, storage and preservation, transportation, etc.) to the transmission of human pathogens in the food chain.

The incumbent will be expected to develop an internationallyrecognized research program and professional profile. Ability to operate comfortably in multi-disciplinary teams will enhance the development of practical solutions to critical issues related to food safety and postharvest handling of specialty crops grown in California and across the world. The faculty of the Department of Plant Sciences has expertise in a broad range of genomics, plant/microbe and field studies, providing many opportunities for collaboration on topics of interest to the candidate. In addition, ability to work with academic and industrial contacts is desired, to help apply knowledge of plant-microbial interactions to optimize postharvest management strategies.

The candidate will establish a vigorous, dynamic and innovative teaching program at both the undergraduate and graduate levels. The successful candidate will be expected to contribute to teaching of core courses in the Plant Sciences curriculum and development of new courses in their area of expertise. A specific course in which this individual will teach is PLS174: Microbiology and Safety of Fresh Fruits and Vegetables. They will additionally be able to develop new general education courses within a similar area of expertise.

The candidate will also teach at the graduate level within her/his area of research expertise in the Horticulture and Agronomy, Ecology, Evolution, Plant Biology, Microbiology, Genetics, International Agricultural Development and/or Food Science Graduate Groups. Enthusiastic and effective advising and mentoring of undergraduate and graduate students and postdoctoral fellows is expected.

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

SALARY: Commensurate with qualifications and experience.

TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plantsciences .ucdavis.edu.Please include statements of research goals for this position and teaching philosophy, curriculum vitae, publication list, copies of 3 of your most important research publications, copies of undergraduate and graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references. For technical or administrative questions regarding the application process please email plantsciences@ucdavis.edu. Review of the applications will begin January 1st, 2013. The position will remain open until filled.

Dr. Daniel J Kliebenstein, Chair, Search Committee Department of Plant Sciences University of California One Shields Avenue Davis, CA 95616-8515 Telephone: (530) 754-7775 / FAX: (530) 752-4361 E-mail: kliebenstein@ucdavis.edu “UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.

NOTICE OF VACANCY ACADEMIC DIRECTOR COLLEGE OF EDUCATION Washington State University Vancouver

Title: Salary: Position: Effective date:

Academic Director Competitive, commensurate with experience Permanent, full time, academic position with required additional administrative responsibilities August 16, 2013, or earlier as negotiated

Position: Washington State University Vancouver invites applications for an Academic Director of the College of Education. The Director is the chief administrator in College of Education on the WSU Vancouver campus, reporting directly to the WSU Vancouver Vice Chancellor for Academic Affairs and the College of Education Dean on the Pullman Campus. The Director of Education also works closely with the two Department Chairs in the College of Education located in Pullman.

The unit includes established and emerging undergraduate, master, and doctoral degrees and certification programs.

Context: The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities to communities, our environments, and future generations.

Washington State University is a Carnegie designated research-intensive, comprehensive public land-grant university where research, teaching, and service to its constituents are highly valued. The university strongly encourages and supports diversity among its administrators, faculty, staff, and students. The WSU multi-campus system was developed in the mid to late 1980s under the guiding principle of “one university geographically dispersed.”

WSU Vancouver is an innovative, non-residential, research university, located on a 351-acre site that features spectacular views of Mt. Hood and Mt. St. Helens. WSU Vancouver is dedicated to offering premier undergraduate and graduate educational and research experiences. As the only public four-year educational institution in Southwest Washington, WSU Vancouver enjoys extraordinary community support and is committed to developing areas of academic and research excellence that fuel innovation and economic growth, both regionally and statewide. WSU Vancouver currently offers an array of programs, including business, science, nursing, agriculture, humanities, engineering, education, and environmental science. These programs provide 19 bachelor’s degrees, 9 master’s degrees, and a number of doctorate degrees, with more than 140 faculty that hold doctorate or terminal degrees. A personal atmosphere, small classes, and interaction with world-class faculty attract more than 3,000 students each semester, with an expectation of serving up to 6,000 students each semester by 2020.

Vancouver is known for its mild climate, access to outdoor recreation, is across the Columbia River from Portland, Oregon with its fine dining, theater and the arts, and is within driving distance to Pacific Ocean beaches, the Cascade Mountains, and the Columbia River Gorge National Scenic Area.

Principal Responsibilities: We seek candidates who can provide leadership in the development and maintenance of undergraduate, master, and doctoral degrees and certification programs; provide leadership and support for accomplishing the mission of the unit; provide leadership and support for faculty scholarship, research, and publication; administer budgets; supervise personnel; work closely with College of Education leadership teams across the WSU system; work effectively with campus and university governance and finance; work collaboratively and effectively with local school districts and institutions of higher education; extend and engage in community outreach in a rapidly growing metropolitan area; provide leadership in professional associations and state and university agencies; maintain an active research and publication agenda at a level appropriate to the position; and teach courses in areas of professional specialization.

Required Qualifications: Full or associate professor with earned doctorate in Education or related field before date of hire. Evidence of success in administration, scholarship, and teaching that would meet the standards for a tenured appointment within one of the College’s two departments.

Desired Qualifications: Evidence of the following: collaborative and participatory leadership style; successful interagency collaboration; knowledge of current trends in educational policy and reform; knowledge of standards and performance-based educational trends; knowledge of public school settings; commitment to field-based teacher and administrator education; demonstrated ability to work in a multi-campus system; expertise of, or scholarship with, culturally responsive educational programs; ability to support faculty scholarship, research, and publication; expertise in developing and managing budgets.

Application, Screening Procedures, and Deadline: Screening of applicants begins January 14, 2013 and continues until the search is closed. To apply, go to www.wsujobs.com and search postings using Vancouver as the location criteria. Include letter of application addressing the required and desired qualification criteria, current comprehensive curriculum vita, two samples of scholarly work, and the names and contact information of three references. The application system will ask you to name three additional references that will provide letters of recommendation on your behalf.

For details regarding this position, contact Dr. Stephen B. Kucer, Search Committee Chair, at (360) 546-9429 or skucer@vancouver.wsu.edu.

Visit WSUV online at http://ww.vancouver.wsu.edu.

WSU is an EEO/AA Employer.

Protected and underrepresented group members are encouraged to apply.

11/26/2012

•

HISPANIC

OUTLOOK

29

Assistant/Associate Professor

Tufts University

Dairy Cattle Genetics – Department of Animal Science College of Agriculture and Life Sciences (CALS) 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.

This position is a tenure track, academic year research (50%) and teaching (50%) appointment. The dairy cattle research program may include developing novel strategies for propagation of desirable complex traits in dairy cattle; analyzing large dairy cattle databases for genetic and management components that will improve overall dairy cattle performance and industry profitability; identifying sources of variation in herd performance that lead to collaborations in the areas of integrative or mechanistic biology; and/or enhancement of genomic databases for whole genome expression analysis and candidate gene approaches that explore physiological links to lactation performance, response to environmental conditions, feed efficiency, and other performance traits. Strong collaborations with other dairy cattle genetics research groups and allied industries across the country are expected to be an integral component of the research program.

The dairy cattle genetics research program is to be science driven with dairy industry orientation for contribution to the departmental dairy outreach program.

Teaching responsibilities include an applied dairy cattle genetics course, team teaching with dairy faculty from the Cornell Dairy Fellows Program, and teaching at the graduate student level in accordance with the particular strengths and expertise of the appointee.

Laboratory space and an excellent start-up package will be offered. A competitive salary, commensurate with training and experience, and an attractive fringe benefits package are provided.

This faculty position will, upon the awarding of tenure, carry with it the endowed title, Everett Professorship in Dairy Cattle Genetics.

Qualifications: A Ph.D. in Animal (Dairy) Science or a closely related field is required with expertise in quantitative genetics and application of genomics in dairy cattle breeding. Applicants must have demonstrated competence in dairy cattle genetics research; postdoctoral and/or dairy industry experience is desirable. Applicants must be committed to both research and teaching excellence. Appointment as Assistant or Associate Professor will be commensurate with experience and other qualifications.

To Apply: Send electronically a complete resume, a statement of research and teaching goals, and the names of at least three individuals, who can be contacted for letters of reference, to: W.R. Butler, Chairman Department of Animal Science 149 Morrison Hall, Cornell University Ithaca, NY 14853-4801 Email: mailto:awb6@cornell.edu Applications will be reviewed starting January 15, 2013, continuing until a suitable applicant 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

School of Arts & Sciences and School of Engineering Faculty Searches for 2012-2013 Tufts University, located in the Boston area, is seeking candidates for the following full-time positions to begin September 2013. Tufts is committed to excellence in scholarship and teaching, and to building a faculty that reflects the diversity of both its students and the world for which it is preparing them. Tufts is an Affirmative Action/Equal Opportunity employer. Members of underrepresented groups are strongly encouraged to apply.

NOTE: All positions are tenure-track unless noted otherwise. Full-text position announcements can be found at http://ase.tufts.edu/faculty/searches/positions/descriptionsFullTime.htm Department

Field

Rank

Art and Art History

Modern Art

Assistant Professor

Biology

Microbiology

Assistant Professor

Chemistry

Interface of Chemistry and Life Sciences

Assistant Professor

Child Development

Applied Developmental Science

Full Professor/ Department Chair

Child Development

Child and Family Health

Assistant Professor

Community Health Program

Open

Director, Community Hlth Program, and Asso/Full Professor, TUSM (NTT)

Drama and Dance

Drama – Field Open

Asso/Full Prof/ Department Chair

Earth and Ocean Sciences

Climate Change

Assistant Professor

Economics

Applied Econometrics

Assistant Professor

Economics

Finance

Professor of the Practice (NTT) *Position begins January 1, 2013.

English

19th-Century American Literature

Assistant Professor

English

African American Literature

Associate/Full Professor

Mathematics

Geometric Group Theory and Topology; or Algebraic Group Theory; or Probability and Stochastic Processes

Norbert Wiener Asst Prof (NTT)

Occupational Therapy

Community Functioning, Health, and Disability

Assistant Professor

Occupational Therapy

Clinical Evidence-based Reasoning

Lecturer (NTT)

Psychology

Cognitive Developmental Psychology

Assistant Professor

Romance Languages

Italian Language

Lecturer (NTT)

Romance Languages

Portuguese Language

Lecturer (NTT)

Sociology

Race, Racialization, and Inequality

Assistant Professor

Chemical/Biological Engg

Open

Asst/Asso Professor

Computer Science

Computer Science

Lecturer (NTT)

ARTS & SCIENCES

ENGINEERING

Additional positions to be announced.

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

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

30

HISPANIC

OUTLOOK

•

11/26/2012

Wyoming Excellence in Higher Education Endowed Chair in Mathematics Education The University of Wyoming is seeking an internationally recognized scholar in mathematics education to be a dynamic leader in the expansion of its mathematics education programs and to cultivate a nationally recognized Ph.D. graduate program in mathematics education.

Seeking candidates who have: • Earned doctorate in mathematics education or in mathematics with extensive scholarship and experience in P-20 mathematical education and especially in doctoral education • Record of research, teaching and leadership at the advanced associate or professor rank Well-established and current record of research, scholarship, and leadership • relevant to P-20 mathematics education and student learning • Substantial, active record of extramural funding, which includes funding at the national level • Record of excellence in teaching and teacher education, on-campus and/or through outreach to constituencies beyond the university campus; K-12 teaching experience is preferred • Experience leading development of graduate programs and mentorship of students and faculty • Extensive knowledge of P-20 mathematical education, including teacher education, and ability to engage multiple constituents in a variety of education arenas (e.g., professional development, policy).

The

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) Regional Chancellor (St. Petersburg Campus) Director of Counseling Center (Student Affairs) Assistant Vice President-Dean (Student Affairs) Director of the Center for Student Involvement (Student Affairs)

Application: A statement of research and teaching interests and accomplishments, curriculum vita, names and contact information for five references. Send electronically to DebM@uwyo.edu. Non-electronic materials to Dr. Kay A. Persichitte, Dean, Dept. 3374, 1000 E. University Ave., Laramie, WY 82071. Applicant screening begins immediately and will continue until filled. Anticipated start date: August 2013. Additional information may be found on the UW web page at http://www.uwyo.edu/hr/hremployment/listjobs.asp?jobtype=2

Faculty Positions: College of Arts and Sciences College of Education Assistant Professor (20) Assistant/Associate Professor (1) Assistant/Associate Professor (2) Assistant Professor (3) Associate/Full Professor (2) Dean (1) Assistant/Associate/Full Professor (1)

WESTCHESTER COMMUNITY COLLEGE

College of Business College of Engineering Assistant Professor (3) OpenRank(Full/AssociateProfessor)(3) Associate/Full Professor (1) Open Rank (Full/Associate/Assistant Professor) (1) Assistant/Associate Professor (1) Assistant Professor (3)

Administrator, Staff and Faculty Positions We are committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity are strongly encouraged to apply. Full-time positions include excellent benefits.

Hiring subject to availability of funds.

Administrators and Staff •Associate Dean, Arts and Humanities Division •Director of Institutional Advancement •Bilingual Counselor, Educational Opportunity Center, Yonkers Hourly Position Program Administrator, Training and Organizational Development (part-time) Full-time Faculty. Start Fall 2013. Positions are on the instructor level and require Masters plus one-year related experience, unless otherwise indicated on website. • Chemistry • English • Human Services • Mathematics • Psychology • Theatre/Dance Adjunct Faculty. Spring 2013 openings. Specify day/evening/weekend availability.

Credit adjuncts (Masters and one-year related experience required unless otherwise indicated on website): Art History, Biology, Chemistry, Computer Information Systems, Computer Science, Economics, English, Fashion Design and Garment Construction, Food Service Administration, Geography, Global Marketing, Human Services, Marketing, Mathematics, Medical Billing and Coding, Nursing, Political Science, Psychology, and Veterinary Technology.

Non-Credit adjuncts (Bachelors required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening and weekend options. Also interested in candidates with corporate training and organizational development backgrounds and candidates with ESL teaching experience, and ideas for new classes especially in health and fitness. Visit website for information. Submit proposals for new classes to humanresources@ sunywcc.edu; for classes other than computers/MS office, do not submit a resume without a class proposal. For computers/MS Office, either submit a class proposal or indicate which current offerings you could teach.

For details, visit www.sunywcc.edu/jobs. Applications are accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

College of Arts Assistant Professor (4) Director & Professor (1)

College of Public Health Assistant Professor (1) Assistant/Associate Professor (1)

College of Medicine College of Behavioral & Community Science Assistant/Associate Professor (3) Assistant Professor (1) Assistant Professor (9) Professor (1) Professor (1) Assistant/Associate Professor (1) Assistant/Associate/Full Professor (1) Associate/Full Professor (1) St. Petersburg Campus Assistant Professor (4)

Sarasota Campus Assistant Professor (1)

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

USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620 11/26/2012

•

HISPANIC

OUTLOOK

31

Tenure-Track Faculty Positions - Fall 2013

Palm Beach State College is committed to academic excellence and invites qualified applicants who are devoted to innovative teaching and a dynamic learning environment to apply for full-time, tenure track teaching positions in the following disciplines: Human Services-Addictions Studies Mathematics (2 Positions) Nursing Physics Psychology Strategies for College Success

Bachelor’s Supervision & Management Bachelor’s Health Management Business Administration and Management ( 4 Positions) Computer Science Emergency Management English (6 Positions) Foreign Language

Requirements: Applicants must be able to demonstrate the use of technology in the classroom and must be able to use technology required for the assigned course.

Coursework within the degree must reflect competencies in the courses to be taught.

All applications must be submitted by January 13, 2013.

In addition to the two-semester, tenure track positions, we have immediate vacancies for twelve-month Post-Secondary Adult Vocational Instructor positions in the following disciplines: Firefighter

EMT

A complete application package must be submitted, which must include an electronic application, resume, and letter of intent, documentation of any required license or certification, and official or college-stamped student copy of transcripts. Transcripts produced through web-based student systems will not be accepted. Applications without attached official or college-stamped student copies of transcripts will not be considered. Palm Beach State College offers a highly attractive benefits package and encourages qualified candidates to apply. For more information and to apply online please visit: www.palmbeachstate.edu/employment Palm Beach State College, 4200 Congress Avenue, Lake Worth, FL 33461 An EOE/VP/ADA Employer

MATH INSTRUCTOR (9-month Faculty) Position F0052 Located at Christanna Campus, Alberta, VA Position begins January 1, 2013 UNDERREPRESENTED MINORITY VISITING PROFESSOR Middle Tennessee State University announces the availability of the Underrepresented Minority Visiting Professor Program whose purpose is to enhance diversity in research, teaching, and service at MTSU through the recruitment of minority established professors.

Visiting professors shall a) teach at least one course per semester in an area related to their academic preparation and with a corresponding need of the department, b) be involved in co-curricular activities including the university’s cultural diversity initiatives, c) engage in research and present findings in at least one Brown Bag event per semester, d) be available for classroom guest appearances, and e) collaborate with the faculty on projects that promote teaching excellence in the department.

Visiting professors will receive academic year faculty appointments to begin August 1, 2013 and will be eligible for benefits including health insurance. Salary is negotiable.

Scholars must be eligible for employment.

Qualifications: Visiting professors must have a terminal degree from an accredited university, a minimum of five (5) years higher education teaching experience, and national/international recognition of their accomplishments in their areas of expertise.

Review of applications begins January 6, 2013, and continues until the position is filled.

Application Procedures: To apply for any open position, go to http://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 MTSU Academic Affairs at (615) 898-5128.

MTSU is an AA/EOE.

32

HISPANIC

OUTLOOK

•

11/26/2012

Southside Virginia Community College, a comprehensive community college, is seeking a Mathematics Instructor to teach in the areas of developmental math, algebra, geometry, and calculus.

The successful candidate must be committed to our mission to provide quality education to a diverse constituency.

Full-time with Benefits Salary commensurate with qualifications and experience Review begins November 21, 2012 Job Posting #0062482 Visit www.southside.edu/about/employment for more details.

Applicants may apply directly to SVCC, Attention: Angela Jackson, 109 Campus Drive, Alberta, VA 23821 or online by submitting a completed State Application through the RMS website at: http://jobs.virginia.gov.

Satisfactory reference and background checks are a condition of employment. Position is dependent upon funding.

SVCC is committed to Diversity, Equal Employment Opportunity and Affirmative Action.

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.

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.

%&"/

$Ä Ä?Ä?ĖĘĖ Ä Ä— #ČĤĚÄ&#x;ĖĤĤ Ä’Ä&#x;Ä• #Ä–Ä™Ä’Ä§ÄšÄ ÄŁÄ’Ä? 4ĔĚĖÄ&#x;ĔĖ $MFNTPO 6OJWFSTJUZ BOOPVODFT B OBUJPOXJEF TFBSDI UP SFDSVJU B OFX %FBO PG UIF $PMMFHF PG #VTJOFTT BOE #FIBWJPSBM 4DJFODF 4USBUFHJDBMMZ MPDBUFE NJEXBZ CFUXFFO "UMBOUB BOE $IBSMPUUF PO UIF * FDPOPNJD DPS SJEPS $MFNTPO 6OJWFSTJUZ JT UIF MBOE HSBOU VOJWFSTJUZ PG 4PVUI $BSPMJOB BOE BDDPSEJOH UP 6 4 /FXT 8PSME 3FQPSU POF PG UIF DPVOUSZ T UPQ OBUJPOBM QVCMJD VOJWFSTJUJFT ÉŠF 6OJWFSTJUZ IBT OFBSMZ TUVEFOUT JODMVEJOH OFBSMZ VOEFSHSBEVBUFT

XIP DBO TFMFDU GSPN VOEFSHSBEVBUF BOE HSBEVBUF EFHSFF QSPHSBNT $MFNTPO FNQMPZT PWFS GVMM UJNF GBDVMUZ BOE IBT BO BOOVBM CVEHFU FYQFOEJUVSF PG PWFS NJMMJPO ÉŠF $PMMFHF PG #VTJOFTT BOE #FIBWJPSBM 4DJFODF JT ""$4# BDDSFEJUFE BOE VOJRVF BNPOH QVCMJD JOTUJUVUJPOT JO UIBU JU DPNCJOFT USBEJUJPOBM TPDJBM BOE CFIBWJPSBM TDJFODF EJTDJQMJOFT XJUI BQQMJFE CVTJOFTT EJTDJQMJOFT ÉŠF $PMMFHF PÄŠFST 1I% QSPHSBNT .BTUFS T QSPHSBNT JODMVEJOH BO .#" QSPHSBN BENJOJTUFSFE PO UIF EPXOUPXO (SFFOWJMMF DBNQVT BOE #BDIFMPS T EFHSFF QSPHSBNT ÉŠF $PMMFHF JT IPNF UP UIF 4QJSP *OTUJUVUF GPS &OUSFQSFOFVSJBM 4UVEJFT UIF *OTUJUVUF GPS UIF TUVEZ PG $BQJUBMJTN UIF )V NBO 'BDUPST *OTUJUVUF BOE UXP $FOUFST $IJOB 4UVEJFT BOE $PSQPSBUF -FBSOJOH ÉŠF $PMMFHF FOSPMMT TUVEFOUT BOE FNQMPZT BCPVU GVMM UJNF GBDVMUZ NFNCFST 3FQPSUJOH EJSFDUMZ UP UIF 1SPWPTU BOE 7JDF 1SFTJEFOU GPS "DBEFNJD "ÄŠBJST UIF %FBO XJMM QSPWJEF MFBEFSTIJQ BOE PWFSTJHIU GPS UIF TUSBUFHJD BDBEFNJD JOUFMMFDUVBM BOE BE NJOJTUSBUJWF BÄŠBJST PG UIF $PMMFHF BOE JT DIBSHFE XJUI BEWBODJOH JUT SFTFBSDI UFBDIJOH BOE FYUFSOBM SFMBUJPOT NJTTJPOT ÉŠF %FBO XJMM BTTVNF B MFBEFSTIJQ SPMF GPS CVJMEJOH QBSUOFSTIJQT FÄŠFDUJWF FYUFSOBM GVOE SBJTJOH BOE GPS CVJMEJOH BOE NBJOUBJOJOH TUSPOH SFMBUJPOTIJQT XJUI UIF $PMMFHF BMVNOJ BOE JUT TUBLFIPMEFST $SJUJDBM UP UIJT QPTJUJPO JT SFTQPOTJCJMJUZ GPS UIF $PMMFHF T DPOUJOVFE HSPXUI BDBEFNJD FYDFMMFODF BOE OBUJPOBM BOE JOUFSOBUJPOBM QSPNJOFODF UISPVHI FÄŠFDUJWF QMBOOJOH BOE NBOBHFNFOU ÉŠF %FBO XJMM IBWF VORVFTUJPOFE JOUFHSJUZ FYFNQMBSZ JOUFSQFSTPOBM BOE DPNNVOJDBUJPO TLJMMT BOE BO BCJMJUZ UP SFMBUF UP BOE FOFSHJ[F UIF TDIPPM T NBOZ DPOTUJUVFODJFT 'VSUIFS JOGPSNBUJPO PO UIF $PMMFHF BOE UIF QPTJUJPO NBZ CF GPVOE POMJOF BU IUUQ XXX DMFNTPO FEV CCT

8IJMF BQQMJDBUJPOT BOE OPNJOBUJPOT XJMM CF BDDFQUFE VOUJM B OFX %FBO JT TFMFDUFE JOUFSFTUFE QBSUJFT BSF FODPVSBHFE UP TVCNJU B DPWFS MFUUFS BOE SFTVNF UP PVS DPOTVMUBOU BU UIF BEESFTT CFMPX CZ %FDFNCFS UP BTTVSF GVMM DPOTJEFSBUJPO

$MFNTPO #VTJOFTT %FBO 4FBSDI 3 8ÄšÄ?Ä?ĚĒĞ 'ÄŚÄ&#x;Äœ ĂŠ "Ä¤Ä¤Ä Ä”ÄšÄ’ÄĽÄ–Ä¤ )JHIMBOE 1BSL 7JMMBHF 4VJUF t %BMMBT 5FYBT &NBJM LSJTIB DSFBM!SXJMMJBNGVOL DPN t 'BY _$MFNTPO 6OJWFSTJUZ JT BO "Ä‹SNBUJWF "DUJPO &RVBM &NQMPZNFOU 0QQPSUVOJUZ &NQMPZFS BOE EPFT OPU EJTDSJNJOBUF BHBJOTU BOZ JOEJWJEVBM PO UIF CBTJT PG BHF DPMPS EJTBCJMJUZ HFOEFS OBUJPOBM PSJHJO SFMJHJPO TFYVBM PSJFOUBUJPO WFUFSBO TUBUVT PS HFOFUJD JOGPSNBUJPO _

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.

11/26/2012

•

HISPANIC

OUTLOOK

33

GREATER LOS ANGELES

| SUCCESS BY DEGREES

DIRECTOR, MBA/MPA GRADUATE PROGRAMS (Administrator)

Multiple Openings Governors State University is the only regional, public, comprehensive university in Chicago's south suburban area, serving approximately 7,750 students annually.

GSU provides accessible, high value undergraduate and graduate education to culturally and economically diverse students. GSU offers accredited programs that have earned high praise from national accrediting agencies.

About GSU: The exceptionally beautiful campus is conveniently located within easy reach by road and rail to Chicago and surrounding communities that have a wealth of cultural and natural attractions. The highly diverse region GSU serves has a number of high performing schools and engaged communities, as well as struggling urban, suburban, and rural communities. GSU seeks to serve as a public square, working to foster educational opportunities for all populations.

For more information about Governors State, please visit www.govst.edu.

Current vacancies include: Administrative Positions Executive Director, Continuing Education & Learning Partnerships Associate Vice President, Facilities Management

California State University Dominguez Hills was established in 1960 and is one of the 23 campuses that comprise The California State University System. CSU Dominguez Hills is an urban, comprehensive public university that serves a culturally rich, diverse student body of approximately 14,000 students at the undergraduate and graduate levels. Located on a 346-acre site in the South Bay portion of the greater Los Angeles metropolitan area, CSU Dominguez Hills has a highly pluralistic student body, which includes a significant number of non-traditional, working adult students as well as approximately 2,000 students enrolled in distance learning programs statewide. The University, with its five Academic Colleges, has more than 300 fulltime faculty members and is situated in an area characterized by an extraordinary heterogeneity of people, and an extensive array of high technology industries and professional services.

Department: College of Business Administration and Public Policy The College of Business Administration and Public Policy consists of approximately 2,821 undergraduate majors and 396 graduate students in five business departments (accounting, finance and quantitative methods, information systems, management, and marketing), the departments of public administration) and applied studies.

The College offers two graduate degrees, an MBA and MPA. The MPA program is accredited by NASPAA. For more information please go to http://cbapp.csudh.edu.

Major Job Duties: Responsible for all non-Curricular activities associated with all MBA/MPA programs (Cohort groups, Television, Internet, Cal State Online, as well as on-campus) to include designing student services systems, coordinating with other campus entities, managing a budget, supervising support staff, and developing and implementing a marketing and student recruitment program.

This is a full-time management (MPP) position. MPP employees serve at the pleasure of the campus President. MPPs do not serve a probationary period and never receive permanent status.

Qualifications: Required Experience: Five (5) years in higher education. Experience managing and marketing educational programs. Preferred: Experience managing graduate programs and demonstrated success in marketing graduate programs.

Demonstrated success in working with and interacting within a university environment and working closely with external constituencies. Required Education: Master degree in business or public administration-related field.

College of Arts and Sciences Public Safety and Generalist, Criminal Justice (2) English Education and Composition and Rhetoric Composition World History Public Policy and Comparative Politics Philosophy and Bioethics Mathematics

College of Business and Public Administration Public Administration

College of Education

The ideal candidate must possess the ability to develop market programs for services (higher education), and conduct information meetings, and call on industry. Must also understand the unique needs of the non-traditional student. Must be able to coordinate the needs of the student with needs of the faculty. Must know how to design and implement student services systems to support non-traditional students. Additional Knowledge, Skills and Abilities Preferred: Knowledge of online instruction and delivery of graduate programs. Ability to provide instruction to prospective faculty or how to design and conduct a technology mediated course.

Condition of Employment: Candidate must pass a Live Scan (fingerprinting) background check as a requirement of employment.

Higher Education Administration School Counseling

Salary Range: The salary range for this classification is $59,376 to $188,376 annually.

College of Health and Human Services Chair, Physician’s Assistant Program Communication Disorders Occupational Therapy

Full health insurance package provided and fixed benefit retirement program available.

How to apply: You can only apply by completing an electronic application at the campus job web site at http://apptrkr.com/295852 Click on “view job opportunities” under “New and returning applicants.” View the list of jobs and click on the one with the job title listed above. The application deadline is Sunday, November 25, 2012.

University Library Dean of the Library For more information about the positions and requirements and to apply, go to:

employment.govst.edu.

AA/EOE

34

HISPANIC

OUTLOOK

CSU Dominguez Hills is an Equal Opportunity /ADA Employer.

•

11/26/2012

Two Tenure-Track, Academic Year, Faculty Positions: c

Faculty Positions Full-Time, Tenure-Track Psychology

Full-Time, Adjunct Faculty (Potential for Tenure-Track) CNA/Medical Office Assistant Technical Theatre Parkland is a comprehensive community college with an enrollment of approximately 11,000 credit students located in Champaign-Urbana, Illinois (pop. 104,113).

Located near the center of the state, our campus is only a few hours away from Chicago, St. Louis and Indianapolis. We are dedicated to providing programs and services of high quality to our students and committed to continuous improvement, to academic achievement and its documentation, and to the concept of shared governance. We cultivate inquiry, practical application of knowledge, and community involvement.

We seek faculty who will share our commitment to teaching and to the learning college concept; to a strong sense of integrity and collegiality, including valuing different points of view; to the community college philosophy; to the use and development of innovative instructional technology and learning strategies; to multicultural education; and to education and service for a culturally diverse student population. We are committed to employing a diverse faculty whose composition reflects the multicultural student body we serve.

Benefits Comprehensive Health & Dental Insurance State Universities Retirement System Pension Sick Leave-13 days/year Personal Leave-2 days/year (accumulate up to 4 days) Life Insurance • Section 125 Plan Disability Insurance 403 (b) & 457 (b) Plans Institutionally supported Professional Development Tuition waiver for employees/family including access to Campus Fitness Center Progressive, Professional, Multicultural, High-Tech Community Parkland College Affinity Groups: http://www.parkland.edu/about/affinitygroups.aspx Home of the University of Illinois: http://www.illinois.edu Chamber of Commerce: http://www.ccchamber.org/ Convention and Visitors Bureau: http://www.visitchampaigncounty.org/ For detailed information and to apply, go to www.parkland.edu and click on Employment Opportunities under Quick Links. Apply by 5pm, Monday, January 14, 2013.

Parkland College, in accordance with applicable laws, ensures equal employment opportunities regardless of race, color, gender, gender expression, national origin, religion, age, veteran/Vietnam era status, marital status, medical condition, ancestry, disability or sexual orientation. Questions in reference to employment opportunities may be directed to the Office of Human Resources.

Soil Arthropod Ecology – Department of Entomology Soil Microbiology/Vegetable Pathology – Department of Plant Pathology and Plant Microbe Biology

Cornell University College of Agriculture and Life Sciences New York State Agricultural Experiment Station, Geneva, NY 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.

The Department of Entomology invites applications for an Assistant Professor of Soil Arthropod Ecology. The successful candidate will develop and carry out an innovative research (60%) and extension (40%) program on the ecology and management of soil arthropods that will address both fundamental questions about soil arthropod ecology and strategies to mitigate pest problems of economic significance caused by soil arthropods in turfgrass and related industries in New York.

To apply for the Soil Arthropod Ecology position, see the advertisement at: http://entomology.cornell.edu/jobs.

The Department of Plant Pathology and Plant-Microbe Biology invites applications for an Assistant Professor of Soil Microbiology/Vegetable Pathology. The successful candidate will develop a research (60%) and extension (40%) program focused on soil-borne plant pathogens, their relationship with other soil-borne microbes and edaphic factors, and how these interactions affect the development and management of plant disease, with an emphasis on root diseases of vegetable crops.

To apply for the Soil Microbiology/Vegetable Pathology position, see the advertisement online at https://academicjobsonline.org/ajo/jobs/2247.

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.

UNIVERSITY OF MARYLAND College Park, Maryland ASSISTANT PROFESSOR OF PLAYWRITING AND PERFORMANCE The School of Theatre, Dance, and Performance Studies is searching for an Assistant Professor of Playwriting and Performance to teach courses in playwriting and performance technique in both the undergraduate liberal arts curriculum and the MFA in Performance program; maintain Z[YVUN WYVMLZZPVUHS Z[HUKPUN PU [OL ÄLSK" HUK IL HU HJ[P]L WHY[PJPWHU[ PU ZJOVVS NV]LYUHUJL HUK in the performance/production effort in the school, including mentorship of students, coaching, writing, and directing school productions. Playwriting courses should be grounded in the basic Aristotelian/Freytag elements of dramatic structure.

QUALIFICATIONS: 8\HSPÄLK JHUKPKH[LZ T\Z[ OH]L HU 4-( ^P[O HU LTWOHZPZ PU WSH`^YP[PUN HUK VY WLYMVYTHUJL VY LX\P]HSLU[ WYVMLZZPVUHS L_WLYPLUJL ([ SLHZ[ [^V `LHYZ» L_WLYPLUJL [LHJOPUN WSH`^YP[PUN HUK WLYMVYTHUJL [LJOUPX\LZ PU H \UP]LYZP[` VY JVUZLY]H[VY` ZL[[PUN" JVTWYLOLUZP]L [YHPUPUN PU WSH`^YP[PUN HUK KYHTH[\YNPJHS ZRPSSZ" WYVMLZZPVUHS HJ[PUN KL]PZPUN KPYLJ[PUN HUK VY WLYMVYTHUJL TV]LTLU[ L_WLYPLUJL HYL YLX\PYLK <UPVU HMÄSPH[PVU HSVUN ^P[O ZPNUPÄJHU[ WYVMLZZPVUHS L_WLYPLUJL PU WSH`^YP[PUN KPYLJ[PUN WLYMVYTHUJL HUK VY TV]LTLU[ ZRPSSZ HUK HU interest in cross-disciplinary collaborations are preferred.

TO APPLY: 7SLHZL ]PZP[ O[[WZ! QVIZ \TK LK\ HUK \WSVHK [OL MVSSV^PUN! H VUL WHNL SL[[LY VM HWWSPJH[PVU" H J\YYPJ\S\T ]P[HL YLZ\TL" [OL UHTLZ HKKYLZZLZ L THPSZ HUK [LSLWOVUL U\TILYZ VM [OYLL YLMLYLUJLZ" H JLY[PÄLK [YHUZJYPW[ VM [OL OPNOLZ[ LHYULK KLNYLL" HUK H VUL WHNL WOPSVZVWO` statement of approach to playwriting and performance training. For best consideration, HWWSPJH[PVUZ ZOV\SK IL YLJLP]LK I` +LJLTILY (WWVPU[TLU[ ILNPUZ (\N\Z[ contingent upon funding.

The University of Maryland is an Equal Opportunity Employer.

Minorities and Women Are Encouraged to Apply.

11/26/2012

•

HISPANIC

OUTLOOK

35

4ENURE 4RACK &ACULTY %MPLOYMENT /PPORTUNITIES 3UBJECT TO "UDGETARY !PPROVAL

COLLEGE OF APPLIED SCIENCES & ARTS &OR &ULL #ONSIDERATION 11/01/2012

Nutrition, Food Science & Packaging s -EDICAL .UTRITION 4HERAPY

Valley Foundation School of Nursing s Director

COLLEGE OF BUSINESS Accounting & Finance s Audit/Managerial/Fiscal s 4AXATION

&OR &ULL #ONSIDERATION 10/01/2012 10/01/2012

01/16/2013

COLLEGE OF SOCIAL SCIENCES COLLEGE OF EDUCATION

Economics

College of Education

Sociology

s Quantitative

s Director of Ed.D Program

10/26/2012

Educational Leadership s Educational Administration

10/31/2012

Elementary Education s Science Education

11/03/2012

s Quantitative

12/05/2012 12/05/2012

COLLEGE OF SCIENCE Chemistry s Bio Chemistry

10/05/2012

Math s Applied Math

COLLEGE OF ENGINEERING

Biomedical, Chemical, and Materials Engineering s Biomedical Engineering

01/08/2013

Mechanical & Aerospace Engineering s Aerospace/Flight Operations

02/01/2013

CLUSTER HIRES IN CYBERSECURITY AND BIG DATA School of Library & Information Science s Security of Archives

COLLEGE OF HUMANITIES & THE ARTS Design s Graphic Design/Information Design

01/30/2013

Design s Industrial CAID Innovation

12/03/2012

English & Comparative Literature s Career Writing/Composition

10/29/2012

Management Information Systems s Cybersecurity in Business

Computer Engineering s Embedded & Mobile Systems

Computer Science s Information Security

Psychology s Human Factors in Cybersecurity

&OR MORE INFORMATION INCLUDING COMPLETE JOB ANNOUNCEMENTS AND APPLICATION PROCEDURES PLEASE VISIT http://apptrkr.com/295985 3AN *OSĂ? 3TATE 5NIVERSITY IS #ALIFORNIA S OLDEST INSTITUTION OF PUBLIC HIGHER LEARNING 4HE CAMPUS IS LOCATED ON THE SOUTHERN END OF 3AN &RANCISCO "AY IN DOWNTOWN 3AN *OSĂ? 0OP

HUB OF THE WORLD FAMOUS 3ILICON6ALLEY HIGH TECHNOLOGY RESEARCH AND DEVELOPMENT CENTER -ANY OF #ALIFORNIA S MOST POPULAR NATIONAL RECREATIONAL AND CULTURAL ATTRACTIONS ARE CONVENIENTLY CLOSE ! MEMBER OF THE CAMPUS #35 SYSTEM 3AN *OSĂ? 3TATE 5NIVERSITY ENROLLS APPROXIMATELY STUDENTS A SIGNIlCANT PERCENTAGE OF WHOM ARE MEMBERS OF MINORITY GROUPS 4HE 5NIVERSITY IS COMMITTED TO INCREASING THE DIVERSITY OF ITS FACULTY SO OUR DISCIPLINES STUDENTS AND THE COMMUNITY CAN BENElT FROM MULTIPLE ETHNIC AND GENDER PERSPECTIVES 3AN *OSĂ? 3TATE 5NIVERSITY IS AN %QUAL /PPORTUNITY !FlRMATIVE !CTION %MPLOYER COMMITTED TO NONDISCRIMINATION ON THE BASES OF RACE COLOR RELIGION NATIONAL ORIGIN SEX SEXUAL ORIENTATION GENDER STATUS MARITAL STATUS PREGNANCY AGE DISABILITY OR COVERED VETERAN STATUS CONSISTENT WITH APPLICABLE FEDERAL AND STATE LAWS 4HIS POLICY APPLIES TO ALL 3AN *OSĂ? 3TATE 5NIVERSITY STUDENTS

FACULTY AND STAFF AS WELL AS 5NIVERSITY PROGRAMS AND ACTIVITIES 2EASONABLE ACCOMMODATIONS ARE MADE FOR APPLICANTS WITH DISABILITIES WHO SELF DISCLOSE

Accounts Payable Clerk F/T, Responsible for approval & timely processing of invoices for payment by verifying receipt of goods, mathematical accuracy, & agreement to purchase orders. Investigates & resolves all invoice discrepancies; ensure proper credit of refunds & over payments & application of discounts available. Qualifications: High School Diploma reqâ&#x20AC;&#x2122;d. Associate Deg pref. Equivalent combinations of education & exp that provide the reqâ&#x20AC;&#x2122;d knowledge, skills, & abilities will be evaluated on an individual basis. 3 yrs general office exp, including accounting & related functions, pref. Proficiency in all phases of the accounts payable & purchasing modules, as well as accessing detail account inquiries to the general ledger module, & student files for serving as backup cashier and/or other registration duties. 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.

36

HISPANIC

OUTLOOK

â&#x20AC;˘

11/26/2012

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·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·V SULPDU\ UROH LV WR SURYLGH YLVLRQ DQG OHDGHUVKLS IRU WKH &ROOHJH DQG WR IRVWHU D FXOWXUH VXSSRUWLYH RI WKH &ROOHJH·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·V DFDGHPLF XQLWV LV UHTXLUHG 7KH FRPSOHWH MRE GHVFULSWLRQ PD\ EH YLHZHG DW

KWWS ZZZ N VWDWH HGX SURYRVW DERXW VHDUFKHV ,QTXLULHV QRPLQDWLRQV DQG DSSOLFDWLRQV ZLOO EH WUHDWHG FRQILGHQWLDOO\ $SSOLFDQWV VKRXOG SURYLGH D OHWWHU RI DSSOLFDWLRQ D YLWD D RQH SDJH VWDWHPHQW RXWOLQLQJ WKHLU YLVLRQ DV 'HDQ RI WKH &ROOHJH RI +XPDQ (FRORJ\ DQG FRQWDFW LQIRUPDWLRQ IRU WKUHH SURIHVVLRQDO UHIHUHQFHV ZLWK NQRZOHGJH RI WKH DSSOLFDQW·V FDUHHU DQG DGPLQLVWUDWLYH H[SHULHQFH $OO GRFXPHQWV VKRXOG EH VXEPLWWHG HOHFWURQLFDOO\ LQ 3') IRUPDW 7R EH FRQVLGHUHG DSSOLFDWLRQV PXVW EH UHFHLYHG E\ 'HFHPEHU $SSOLFDWLRQV VKRXOG EH GLUHFWHG WR WKH 8QLYHUVLW\·V H[HFXWLYH UHFUXLW PHQW FRQVXOWDQW

0DUWLQ %DNHU 0%DNHU#EDDVHDUFK FRP .DQVDV 6WDWH 8QLYHUVLW\ LV DQ DIILUPDWLYH DFWLRQ HTXDO RSSRUWXQLW\ HPSOR\HU DQG DFWLYHO\ VHHNV GLYHUVLW\ DPRQJ LWV HPSOR\HHV ,Q DFFRUGDQFH ZLWK .DQVDV %RDUG RI 5HJHQWV SROLF\ WKH XQLYHUVLW\ LV UHTXLUHG WR UXQ D EDFNJURXQG FKHFN RQ WKH ILQDO FDQGLGDWH

11/26/2012

â&#x20AC;¢

HISPANIC

OUTLOOK

37

Assistant/Associate Professor, Tenure Track, Academic Year Weill Institute for Cell and Molecular Biology / Microbiology c

President

The University System of New Hampshire and the Search Committee of Keene State College invite nominations and applications for the position of President.

As the public liberal arts college of New Hampshire, Keene State College achieves academic excellence through the integration of teaching, learning, scholarship, and service. The collaborative spirit among the liberal arts, sciences, and professional studies is at the core of the liberal arts education at Keene State College. Keene State College is a leader in applying the principles of a liberal arts education to today’s challenges and a member of the Council of Public Liberal Arts Colleges (COPLAC). Its innovative curriculum and focus on high-impact practices have won national praise. Located in the heart of the Monadnock Region of New Hampshire, the city of Keene is the regional center for commerce, employment, culture, and the arts. Keene State College and the city of Keene have forged a valuable partnership which informs and guides decisions and endeavors which are mutually beneficial to KSC and the city.

Keene State College enrolls a total of 5,605 students including 4,787 undergraduate students, 104 graduate students, and 169 credit and 545 non-credit continuing education students. The College offers 43 undergraduate majors in the arts and sciences, professional programs, and selected graduate degrees. Keene State College employs 850 faculty and staff and offers degrees through the following schools: Arts and Humanities, Sciences and Social Sciences, Professional and Graduate Studies, and Division of Continuing Education. The institution’s three main areas of commitment are academic excellence and student success; institutional effectiveness, sustainability, and financial stability; and diversity in the community, curriculum, and co-curriculum.

The President of Keene State College is the chief executive officer and administrative head of the college. Reporting to the Board of Trustees of the University System of New Hampshire, the President will also serve as a full member of this 27-member board and as a colleague to the Chancellor of the University System of New Hampshire and the presidents of Granite State College, the University of New Hampshire, and Plymouth State University.

The College’s next leader will be committed to the public liberal arts mission of Keene State College and able to effectively communicate the positive direction in which the institution is headed and the value of this distinctive education. The next President will have significant leadership experience in a higher education institution or other similarly complex organization, strong business acumen and management skills, the ability to lead and engage the campus, and successful fundraising experience as well as outstanding academic credentials. For additional information on Keene State College, please reference www.keene.edu.

Initial screening of applicants will begin immediately and continue until the position is filled or otherwise closed at the Board’s discretion. Keene State College will be assisted by Ellen Brown Landers and Tracie Smith of Heidrick & Struggles, Inc. Nominations and applications should be directed to: Keene State College Presidential Search Committee Heidrick & Struggles, Inc. 303 Peachtree Street, NE Suite 4300 Atlanta, GA 30308 Email: keene@heidrick.com As an Affirmative Action/Equal Opportunity Employer, Keene State College is engaged in an effort to build a community that reflects the diversity of society.

The College is committed to hiring staff interested in serving students, faculty, and staff and that bring an appreciation of diversity. The ability to speak a second language or to bring a multicultural perspective to the campus is highly desirable.

38

HISPANIC

OUTLOOK

•

11/26/2012

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 University has established and endowed the Weill Institute for Cell and Molecular Biology (http://www.icmb.cornell.edu). The Institute currently has nine faculty who are located in a $160M new research building-Weill Hall-designed by renowned architect Richard Meier, and dedicated in October 2008. The goal of the Institute is to build a vibrant center of scientific excellence in basic biology integrated with existing outstanding programs in cell and molecular biology, chemistry, physics, computational biology, and engineering. Institute faculty have full academic appointments in basic science departments to which they contribute teaching and service. The Institute, directed by Professor Scott Emr, sits in the middle of a set of life sciences research buildings on Cornell's Ithaca campus.

The Department of Microbiology (MICRO) (http://www.micro. cornell.edu) in conjunction with the Weill Institute invites applications at the Assistant or Associate Professor level. Microbiology currently has over 40 affiliated faculty members. Candidates with expertise in bacterial cell biology and macromolecular structure-function analyses are encouraged to apply. The ideal candidate will integrate, as appropriate, some of the following: molecular genetics, biochemistry, proteomics, spatially and time-resolved imaging of single cells or molecules, and modeling to understand fundamental processes in living cells. Specific areas of interest include: cell motility, secretion, cell division, stress response pathways, macromolecular assembly and turnover, or molecular systems in bacteria enabling commensal or pathogenic interactions with its host. Questions about this position can be directed to Joseph Peters, the search committee chair, at jep48@cornell.edu.

About Cornell - Cornell comprises a varied array of academic units from music and literature to astrophysics and veterinary medicine and is a member of the Ivy League. The main campus of Cornell University, which overlooks 40-mile-long Cayuga Lake, is located in the Finger Lakes region of Upstate New York, a scenic environment of spectacular lakes, waterfalls, gorges, rolling hills, farmland, vineyards, and state parks. It is an area with outstanding recreational and summer and winter sports opportunities for individuals and families. For more information and links to individual attractions, visit http://www.visitithaca.com/.

How to Apply - Applicants should submit a curriculum vitae (highlighting 3-5 publications with title and abstract), a research plan (2-3 pages), and a statement of teaching interests. Three letters of recommendation are also required. The cover letter should describe how the applicant fits the interests of the Weill Institute and Microbiology.

All materials, including letters of recommendation, should be submitted electronically to https://academicjobsonline.org/ajo/jobs/2251. Applicants must hold a doctorate in an appropriate field. The committee will evaluate completed applications beginning January 4, 2013; applications will be accepted and reviewed thereafter until a suitable applicant is identified. Administrative questions can be addressed to Bill Loftus, Weill Institute’s Director of Administration, at icmb_recruiting@cornell.edu.

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.

ADVERTISING INDEX POSITIONS CALIFORNIA

California State University, Dominguez Hills

34

San Jose State University

36

University of California, Davis

29; 33

FLORIDA

UNDERREPRESENTED MINORITY DISSERTATION FELLOWSHIP Middle Tennessee State University announces the availability of the Underrepresented Minority Dissertation Fellowship Program whose purpose is to enhance diversity in research, teaching, and service at MTSU through recruitment of underrepresented minority graduate students who are completing dissertation research.

Fellows will teach one course each semester in an area related to their academic preparation based on the hosting department need. Fellows are expected to devote significant time to the completion of the dissertation, work with a faculty mentor and be involved with cocurricular activities including the university’s cultural diversity initiatives.

Fellows will receive academic year faculty appointments to begin August 1, 2013 and are eligible for benefits including health insurance. Salary is $30,000. Fellows must be eligible for employment.

Qualifications: Fellows must be dissertation stage doctoral degree candidates studying in a field taught at MTSU. Review of applications begins January 6, 2013, and continues until the position is filled.

Application Procedures: To apply for any open position, go to http://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 MTSU Academic Affairs at (615) 898-5128.

MTSU is an AA/EOE.

Palm Beach State College

32

University of South Florida

31

ILLINOIS

Governors State University

34

Parkland College

35

INDIANA

Indiana University, Bloomington

16

KANSAS

Kansas State University

37

MARYLAND

Johns Hopkins University

37

University of Maryland, College Park

35

MASSACHUSETTS

Tufts University

30

NEW HAMPSHIRE

Keene State College

38

NEW JERSEY

Rutgers-Camden, The State University of New Jersey

39

NEW YORK

Cornell University

30; 35; 38

Westchester Community College

31

NORTH CAROLINA

Guilford Technical Community College

36

OHIO

College of Wooster

33; 36

SOUTH CAROLINA

FACULTY SEARCHES

Clemson University

33

TENNESSEE

Rutgers-Camden is the southern campus of Rutgers, the State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a Law School and a Business School.

Middle Tennessee State University

32

TEXAS

University of Texas at Austin

4

VIRGINIA

Southside Virginia Community College

Foreign Languages and Literatures

32

WASHINGTON

Washington State University

Assistant Professor of Spanish/Latin American Studies

29

WYOMING

University of Wyoming

For specific information about any of these positions, including qualifications and deadlines, see our website at http://fas.camden.rutgers.edu/faculty-research/fas-job-searches.

31

INSTITUTIONAL

Purdue University

Rutgers University is an Equal Opportunity/Affirmative Action Employer.

The University and our departments seek to attract an active, culturally diverse faculty and staff of the highest caliber. Women and minorities are strongly encouraged to apply. In addition, Rutgers University is the recipient of a National Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers.

IN

2

TN

39

FELLOWSHIP

Middle Tennessee State University

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

11/26/2012

•

HISPANIC

OUTLOOK

39

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

P ri min g the Pump. ..

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

“... to bring a child into existence without a fair prospect of being able, not only to provide food for its body, but instruction and training for its mind, is a moral crime, both against the unfortunate offspring and against society” – John Stuart Mill

B

efore teachers, bridge programs, behavior supports in the schools, remedial education and other special interventions, the preparation of Latino children for higher education lies mainly with the parents. The keys to success – a solid academic foundation, self-regulation, social skills and effective coping – all begin at home, with the parents leading the way.

Academic preparation starts with basic conversation. Lower-income parents who have limited or negative experiences with school often think their child’s learning starts in school. Regardless of income, academic learning starts – and grows rapidly – with an intentional focus right at home. The new Latino parent cooing with his infant; the busy mother describing everyday objects to her toddler; the father telling his preschooler what school will be like; the responsible parent checking homework of the school-age child and parents conferring with their adolescent and his/her teachers about the teen’s needs and goals all contribute to the Latino student’s ability to achieve academically.

Conversation rich in vocabulary and questions – not solely commands or criticism – provides basic information for the child and primes him to confidently ask questions. Those who participate with their children in activities, games or dedicated time for reading and writing, encourage it at home and model it positively for their children are ahead of the game. Parents using “teachable moments” with their children in everyday activities promote pragmatic skills based in fact.

Most activities can teach children information that can help academically if the adults involved are willing to connect the dots for them.

Explaining how math, science, technology, reading and writing are involved in activities like sports, entertainment, commerce or cooking stimulates their interest beyond the classroom. These conversations, attitudes and practices make higher education the natural next step for

H I S P A N I C

O U T L O O K

•

1 1 / 2 6 / 2 0 1 2

many Latino students with a solid academic foundation.

Self-regulation – controlling one’s emotions, behaviors and desires – also starts early with children, guided by the parents. A young Latino child can typically calm herself if her needs have been met initially and consistently by the parents across time, since infancy. Routine and its predictability are keys to helping a Hispanic child develop self-control. Consistent patterns of eating, sleeping and developing positive, healthy habits lay the foundation for the self-discipline children need in and outside the classroom. The Latino facing a new world of independence in college must call upon that self-discipline to put academics first and use fun later as a reward for hard work.

Social skills start developing at home with every human interaction the child experiences. From teaching Hispanic children to take turns and practice good manners to helping an adolescent manage through tough peer relationships, parents are the principal models and mentors for Latino children learning how to get along with others. And since the family is a microcosm of the world, the Latino child can practice handling many kinds of situations appropriately at home with family, and then transfer those skills to school and the larger community. Higher education demands that students have social skills with peers and professors, assuring the balance between academic and extracurricular involvement.

Effective coping – from handling a heavy workload, approaching a difficult problem, facing loss or overcoming obstacles – is first learned at home. If Hispanic parents discuss and demonstrate determination to manage challenges, their children will do the same. Families who have a strong spiritual base imbue in their children a coping resource always available – faith under pressure. Latino parents also teach their children to cope through effective communication, exercise, management of time and resources, and perseverance. If family members walk away from responsibility, blame others for their woes or fail to face challenges effectively, children will follow accordingly. Just as others cannot take an attained education from us, others cannot take the responsibility for us. That sense of responsibility makes all the difference in higher education.