Hispanic Hiring Institutions Issue November 2017

VOLUME 28 • NUMBER 2 NOVEMBER/DECEMBER 2017

SERVING THE HISPANIC COMMUNITY SINCE 1990

Spotlight On: Diversity ALANA: United We Shine Hispanic Education Palpably Progressing While Still Lagging

Hispanic Hiring Institutions LET’S DISCUSS: DACA Medical Students in Limbo as Young Immigrant Program Ends

MONEY MATTERS SCHOOL How Georgia State LIBRARY University’s Micro-grants Are This month, Hispanic Outlook Keeping Students Enrolled features the works of the late and Raising Graduation Rates Francisco X. Alarcón

WWW.HISPANICOUTLOOK.COM

Exceeding Expectations 2017 AAHHE Annual National Conference

AAHHE is Proud to Announce the 2018 Award Recipients These winners will be recognized at the 13th Annual AAHHE National Conference March 8-10 2018 Hotel Irvine, Irvine, California Alfredo G. de los Santos, Jr. Distinguished Leadership in Higher Education (Sponsored by Hispanic Outlook) Dr. Nora A. Garza, Vice President for Research Development, Laredo Community College Outstanding Latino/a Faculty in Higher Education: Research Institutions Award (Sponsored by SW Airlines) Dr. Karen Lozano, Professor of Mechanical Engineering, The University of Texas Rio Grande Valley & Dr. Erika Camacho, Associate Professor of Mathematics. Arizona State University Outstanding Latino/a Faculty in Higher Education: Teaching Institutions Award (Sponsored by UPS) Dr. Marissa Vasquez-Urias, Assistant Professor of Community College Leadership/Postsecondary Educational Leadership, San Diego State University Outstanding Support of Hispanic Issues in Higher Education Award Dr. Richard Tapia, Mathematics Professor, Rice University Outstanding Latino/a in the Literary Arts and Publications Award Laurie Ann Guerrero, Visiting Writer in Residence, Texas A&M University – San Antonio President’s Award Gary Keller, Regents’ Professor, Director Hispanic Research Center & Professor of Chicano/a Studies Arizona State University AAHHE/ETS Outstanding Dissertations Competition (Sponsored by ETS) First Place Winner Frank Fernandez, Assistant Professor of Policy Studies, University of Houston “Doctoral Education of Latinas and Latinos in the United States: Examinations of (Sub) Baccalaureate Origins, The Role of Hispanic Serving Institutions, and the Relationship between Sources of Financial Support and Post-Graduation Plans” Degree-Granting Institutions: The Pennsylvania State University Los Caminos Thesis in Food & Agriculture Competition First Place Winner Alejandra Fuentes, Master Student of Genetics, University of Texas Rio Grande Valley

“Genetic Variation in Two Economically Important Anthropod Vectors of Citrus Diseases”

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For conference registration, please visit the AAHHE website: www.aahhe.org

UNITED IN ACTION Our diversity and inclusion plan is more than a document.

We’re taking visible steps every day to foster a community where all feel welcome to live, work and learn.

We’re blazing a path as one of the only universities in the country training our entire campus – faculty, staff and students – in unconscious bias awareness.

If you are interested in committing to our ongoing journey, come join us. We think you’ll find the University of Kentucky is a place where you belong.

Visit ukjobs.uky.edu to learn more An equal opportunity university

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE VOLUME 28 • NUMBER 2

FEATUREDARTICLE “The story of Latino families in America honors an intergenerational striving to achieve full inclusion in our society, and it is their turn.”

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PUBLISHER NICOLE LÓPEZ-ISA EDITOR IN CHIEF MEREDITH COOPER WASHINGTON DC BUREAU CHIEF PEGGY SANDS ORCHOWSKI CONTRIBUTING EDITORS MICHELLE ADAM, CARLOS D. CONDE, GUSTAVO A. MELLANDER EDITORS EMERITUS MARY ANN COOPER, MARILYN GILROY CHIEF OF HUMAN RESOURCES & ADMINISTRATION TOMÁS CASTELLANOS NÚÑEZ MARKETING AND SUBSCRIPTIONS MANAGER ASHLEY BARANELLO ART & PRODUCTION DIRECTOR RICARDO CASTILLO DIRECTOR OF ACCOUNTING & FINANCE JAVIER SALAZAR CARRIÓN ARTICLE CONTRIBUTOR AARON BRAND, TANYA J. GAXIOLA SERRANO, PEDRO E. NAVA, GARY M. STERN, SOPHIA TAREEN

PUBLISHED BY “HISPANIC OUTLOOK PUBLISHING” Editorial Policy The Hispanic Outlook on Education Magazine® (ISSN 1054-2337) is a national magazine. Dedicated to exploring issues related to Hispanics on education, The Hispanic Outlook on Education Magazine®is published for the members of the education community. Editorial decisions are based on the editor’s 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 on Education Magazine® will publish articles dealing with controversial issues. The 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 on 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 on Education Magazine®.

Letters to the Editor The Hispanic Outlook on Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook on Education’ and ‘Hispanic Outlook’ are registered trademarks.”

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on the cover Courte sy of Ingram Images

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE NOVEMBER /DECEMBER 2017

Table of

CONTENTS 6

9

Spotlight On: Diversity ALANA: United We Shine

by Michelle Adam Money Matters How Georgia State University’s Micro-grants Are Keeping Students Enrolled and Raising Graduation Rates

by Gary M. Stern

Targeting Higher Education 11 Hispanic Education: Palpably Progressing While Still Lagging

by Gustavo A. Mellander

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Scholars Corner 14 Exceeding Expectations: 2017 AAHHE Annual National Conference

by Tanya J. Gaxiola Serrano Honors and Ovations 15 Hispanic Hiring Institutions 16 Arkansas College Works to Inspire Hispanic Students

by Aaron Brand

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Let’s Discuss: DACA 20 Medical Students in Limbo as Young Immigrant Program Ends

by Sophia Tareen Career Tips and Trends 22 Latinos Stuck in Middle-wage Tier of Labor Market AAHHE Presents: Faculty Voices 24 This Month: Pedro E. Nava School Library 26 This month, Hispanic Outlook features the works of the late Francisco X. Alarcón

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27 We also are taking a look at titles from university presses across the country www.HispanicOutlook.com • 5

SPOTLIGHT ON: DIVERSITY

ALANA UNITED WE SHINE Written by Michelle Adam

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hirty-one years ago on its lakeside campus in upper New York State, SUNY Oswego staff established the ALANA Student Leadership Conference. They never knew it would grow into the gathering it has become today. Back then, Tyrone Holmes, former assistant director of Hewitt Union, and Howard Gordon, executive assistant to the president at State University of New York, Oswego, embarked on a mission to build leadership skills and bring minority communities together.

“ALANA has become one of those traditions that has lasted because student leaders and many other students have worked hard to make this possible.”

— Howard Gordon, executive assistant to the president at State University of New York, Oswego

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With this in mind, ALANA was established with a weekend of workshops and food, uniting different factions on campus that represented minority groups making up the name ALANA (African, Latino, Asian, and Native American Association). This move was especially important back then when minority students merely represented several hundred students on campus within a larger predominately white community.

“There were groups who had always felt, what about us? Students wanted their concerns and desires expressed,” said Gordon about the minority students on campus then.

“So the first year was all about sharing experiences, concerns and desires of these different groups across the aisle. It worked out well since people felt there hadn’t been anything like that (collaboration between these groups) before.”

As ALANA grew, so did student input on how to make the workshops and events better. Students wanted to hear from speakers who shared their ethnic or cultural background and who could recount their experiences

and provide leadership advice tied to specific industries and professions.

“This was about meeting people who were connected to students’ current and future aspirations and learning from role models,” Gordon said.

Soon ALANA hired a full-time person to provide leadership training to students and to oversee the planning process of future conferences.

What made the process unique, however, is that students representing different minority organizations on campus were the ones taking charge of planning each year’s conferences, making decisions on speakers and events, and building upon earlier successes to create a student-centered minority event. Through this process, the students became leaders and were able to take their acquired leadership skills with them into the work world.

What began as a small campus event soon spread to other campuses with SUNY Oswego students organizing buses for nearby local college students to attend ALANA and inviting community members to join as speakers and participants in the conference as well. Minority students

learned to network with other students and professionals like them and beyond while becoming empowered and learning what it takes to be successful, even in an environment with a majority white population.

Today, 31 years since the first ALANA conference, Oswego students can speak fondly of this conference that Gordon described as a “proud and cherished tradition of campus.”

As he said, “ALANA has become one of those traditions that has lasted because student leaders and many other students have worked hard to make this possible.”

This year’s conference took place a few months ago—from September 13 to 19—and was a great success.

Since every event drew different numbers of attendees, it’s hard to tell

how many people in total joined the conference. But it was easily more than 1,000, and unlike the initial ALANA, it spanned a week with events including a fashion show, peace march, student panel, keynote speech, music, dance, food and many more speakers and discussion opportunities.

The popularity of the conference has increased with the growth of minority student populations on campus. Today, 28 percent of students are minority students, and 11 percent of them Hispanic (out of 8,200 total students on campus). But the conference itself has helped Oswego both attract students to its campus and retain them more effectively.

“This conference is important because it helps groups feel connected

Latino Student Union members unveil flags of Spanish-speaking nations Sept. 16 in SUNY Oswego’s Waterman Theatre during the ALANA Fashion Show, a popular entertainment highlight of the African, Latin American, Asian, Native American Student Leadership Conference that uses music, dance and a kaleidoscope of fashions to share cultures. (SUNY Oswego / James Russell)

to their culture and comfortable away from home,” said Maggie Rivera, ALANA student involvement coordinator. “I think we’ve really been able to grow our numbers because of the conference, and the conference really assists in retaining students here and helping them be successful.”

Rivera was particularly impressed with this year’s ALANA keynote speaker, Tiraya Conyers, who provided students with a message of not being afraid even though they are on a campus far from home and outside of their natural environment. She urged students to learn about others who are different than them and to pursue interests outside of their majors.

As a successful alumni and founder of Vanity Unedited Yoga and Meditation in New York City, Conyers emphasized how important it will be later in the work world to show involvement and leadership outside of the classroom and to become familiar with people from all walks of life.

Kathleen Tapia, president of the Latino Student Union, also found Conyers advice to be true about her own experience as a key ALANA organizer this year. Not only did ALANA provide Tapia a sense of comfort and home away from home, it also expanded her world, introducing her to so many other minority students, faculty and beyond.

“The fact that we focused on so much—on other people’s culture and our own—was great!” she said. “The conference wasn’t just Latino, Asian American or African-American. It was much bigger than that. It was about everyone in the Oswego community.” www.HispanicOutlook.com • 7

Artists and choreographers Anastasia Sedykh (left foreground) and Roberto Perez lead a class in Salsa Rueda de Casino, a salsa round dance developed in Havana in the 1950s, on Sept. 13 in Marano Campus Center’s food and activity court during Hispanic Latino Heritage Appreciation Evening. Cultural foods and refreshments helped fuel the dance lessons, in preparation for Afro-Caribbean band Tiempo Libre’s club-style appearance last night in Hewitt ballroom. (SUNY Oswego / James Russell)

“The best part of ALANA was showing the Oswego community through art and education who were. It is important to show faculty, staff and people outside our campus information about our culture.”

— Kathleen Tapia, president of the Latino Student Union – SUNY Oswego

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That said, the week-long event began with the Hispanic Latina Heritage Appreciation Evening on September 13. This included presentations on Latin rhythms, dance classes, food and drinks, followed by a Tiempo Libre Concert and Dance.

Another grand event of the conference, which took place on that same weekend, was the popular ALANA Fashion Show. Students, faculty and staff modeled traditional cultural fashions and were joined by Adanfo Drummers, stand-up comic Kiry Shabaz and a DJ. “The best part of ALANA was showing the Oswego community through art and education who were.

It is important to show faculty, staff and people outside our campus information about our culture,” said Tapia.

“I already know about my culture, but I can choose to teach others about what we bring to the table.”

Beyond these two key events, the entire week was filled with poetry, readings, music, dance and workshops on studying abroad, leadership, networking and motivational speaking.

There were also plenty more opportunities to taste the richness of diversity and develop leadership skills that help bring each person’s and culture’s uniqueness forth into the world.

“We are bringing the world to everyone,” said Rivera, summarizing this event that she’s helped organize for almost a decade now. “ALANA is such a unique conference because it brings people together from all walks of life. Every year is special.” •

MONEY MATTERS

How Georgia State University’s Micro-grants Are Keeping Students Enrolled and

Raising Graduation Rates Students don’t need to apply for these grants; they are awarded when the Financial Aid office determines there is a shortfall between $200 and up to a maximum of $1,500. The grant is issued, the non-payment solved and the students stay enrolled.

Students don’t have to repay any of these grants.

In fact, Georgia State University’s multi-cultural campus enrolls 51,000 students of which 40 percent are African-American, 10 percent Latino, 16 percent Asian and 32 percent white.

Renick said for more than six years the program has issued 8,000 grants with an average amount of $900, costing about $7 million.

What inspired the program was Georgia State University’s president Mark Becker, who bestowed a gift of $40,000 to its scholarship fund in 2011. “Don’t just put the money into the pool,” Becker urged the academic staff but devise an ingenious solution to a financial aid problem.

That gift “prompted us to address the problem we had already observed,” Renick noted. Georgia State had become proficient at using analytics to track why students dropped out and noted that about 2,000 stu-

dents annually “who were strong academically and registered for classes couldn’t pay their tuition and fees,” Renick noted. And the majority of those students were seniors who had passed 90 credits and were just 30 credits short of graduation.

Much of their inability to pay was due to the timing of when grants and scholarships were issued. Some students were running out of Pell

Timothy Renick, Georgia State University vice provost

www.HispanicOutlook.com • 9

PHOTO COURT ES Y OF GEORGIA STAT E UNIVERSITY

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or many first-generation Latino and minority students in college, the line between financing their college education, even after obtaining grants and scholarships, and graduating or dropping out can be very thin. One financial burden such as paying a $500 or $1,000 tuition bill can disrupt one’s college plans.

That explains why Georgia State University in 2011 instituted “micro-grants” or Panther Retention Grants, (named after the college’s athletic symbol) awarding students $200 to $1,500 to pay any financial shortfall and keep them enrolled and poised to graduate.

In 2016 at Georgia State, about 1,000 grants were awarded, averaging about $900 each, costing close to a million dollars. That money stems from a general GSU scholarship fund, but keeping students enrolled “pays for itself,” explained Timothy Renick, its vice provost.

Had these students dropped out, many would receive a return of about $2,500 in tuition that had already been paid. So the college provides $900 and receives more than $1,600 in fees that would need to have been returned.

Written by Gary M. Stern

Grant eligibility due to time constraints, and others could no longer receive statewide Hope Scholarships, given in Georgia. Renick noted that all scholarships and loan programs have some time limits on eligibility.

Moreover, “If a student takes more hours to meet requirements for a degree—by failing a course, dropping a course or switching majors, they have to pay out of pocket,” he said.

To be eligible for the micro-grant, students must maintain a minimum 2.0 GPA, be on course to graduate and taking the right courses, and can’t have received a preponderance of D’s and F’s.

Grant recipients are also required to meet with an academic advisor at least once annually to make sure they are on track to graduate and stay updated on paying tuition bills in the future. Many meet with advisors multiple times over the year and stay in touch via texting.

“The reality is a higher proportion of lowincome students are those of color, black and Latino. For a program that benefits students who are short a couple of hundred dollars, it skews more heavily toward students of color.”

— Timothy Renick, Georgia State University vice provost

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Awards are bestowed in a blind fashion, unrelated to race, ethnicity or gender. Nonetheless, Renick acknowledged, “The reality is a higher proportion of low-income students are those of color, black and Latino.

For a program that benefits students who are short a couple of hundred dollars, it skews more heavily toward students of color.”

Since its inception, about 70 percent of grant recipients have graduated within two semesters, Renick reported. The implication is clear: without these micro-grants many undergraduates would have dropped out despite closing in on graduation.

But Renick emphasized that these awards are extremely time sensitive. The money is transferred automatically into undergraduates’ accounts to enable the tuition to be paid immediately. If a check were issued, which could take several days to a week to arrive and clear, that student might not meet tuition deadlines and could be forced to drop out.

Asked what advice Renick would offer another college who wanted to institute these grants, he replied the key components are “data and data.” He explained that academic advisors need the data to be “nimble and make selections in a few hours when you’re about to drop a student when a deadline has passed.”

Since students don’t apply for these grants, many are surprised, shocked and overwhelmed when their payment is made by the college to keep them enrolled. Renick said several students said to him, “‘I didn’t know anyone was watching and anyone cared. I thought no-

body was on my side.’ Knowing people care means a lot to them.”

When Gabriella Salinas, a native of Dyer, Indiana, was finishing her junior year, she had a payment of $1,300 that she was unable to afford and didn’t want to ask her parents to cover it. She also had to pay about $500 for textbooks that semester.

She had no idea what she was going to do to come up with the money.

In talking to an advisor, she learned about the Panther Retention Grants. The advisor recommended her, and the money was placed in her account to cover the bill. “It was super easy; no application process at all,” she said.

Salinas is slated to graduate in fall 2018 with a concentration in marketing and managerial sciences and already has landed a part-time job at Delta Airlines in Atlanta in marketing, which she hopes turns full-time. That Panther Retention Grant “enabled me to go to school and take my classes. If they hadn’t paid for it, they would have dropped me from class,” she said.

The grant prevents Georgia State from dropping out worthy candidates. “What’s $1,300 compared to the $80,000 we paid already?” Salinas asked, referring to the $23,000 a year fees for about $12,000 tuition and $11,000 for housing annually.

What Panther Retention Grants prove is “Many students can benefit from a small boost at the right time.

Here’s a scholarship that is targeted and smaller, but if you use it at the right time and select the right students, it can be transformative,” Renick said. •

TARGETING HIGHER EDUCATION

HISPANIC EDUCATION

PALPABLY PROGRESSING WHILE STILL LAGGING Written by Gustavo A. Mellander

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ome good news first: Hispanics continue to finish high school and move on to college in ever increasing numbers. More Hispanics graduate than ever before from both high school and college. More Hispanic women than men attend colleges. By far community colleges continue to be the preeminent entry point for Hispanics into higher education. Predatory and corrupt “post-sec-

In the fourth grade, the Caucasian-black achievement gap in mathematics narrowed from 32 points in 1990 to 24 points in 2015.

On the other hand, the Caucasian-Hispanic gap in 2015 at 18 points was not measurably different from the gap that existed in 1990.

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ondary” institutions, which preyed on low-income Hispanics, have been exposed and forced to close.

Salient Trends Many universities are now providing an increasing number of full-cost scholarships for exceptional high school students. Significant federal funding for the so-called STEM professions (Science, Technology, Engineering and Mathematics), a President Bush legacy, is available for students and institutions. But it has not flourished as hoped. Unless children are introduced to those fields early on, they find it difficult to come to them in their college years.

Let me just mention mathematics. The analysis is less than encouraging. In the fourth grade, the Caucasian-black achievement gap in mathematics narrowed from 32 points in 1990 to 24 points in 2015. On the other hand, the Caucasian-Hispanic gap in 2015 at 18 points was not measurably different from the gap that existed in 1990.

Why is that? I don’t know. But it has long-term ramifications.

At grade eight, there was no measurable difference in the Caucasian-black achievement gap in 2015 (32 points) and 1990. Similarly, the Caucasian-Hispanic achievement gap at grade eight in 2015 (22 points) was not measurably different from the gap in 1990. One would have expected improvements.

The need to provide encouragement, assistance and coordination K through graduate school is clear and pressing.

Demographics Demographics reveal few surprises for much that has already been previously reported. For instance, between 2000 and 2016, the percentage of U.S. Caucasian children ages 5–17 decreased from 62 percent to 52 percent. Blacks decreased from 15 to 14 percent. In contrast, the percentage of school-age Hispanic children increased from 16 to 25 percent.

In 2014, about 97 percent of children under age 18 were born within the United States, compared with 96 percent in 2004. The percentage of children born within the United States was five percentage www.HispanicOutlook.com • 11

PHOTO LICENSED BY INGRAM IMAGES

Hispanic participation in preprimary, elementary and secondary education was stark and clearly defined. Although better than in previous years, Hispanics are frequently at the bottom rung.

Education is a continuum.

Those privileged as children have a much higher probability of continuing, of succeeding in higher education.

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points higher in 2014 than in 2004 for Hispanic children (94 vs. 89 percent). In the same year, the percentage of children under age 18 living in poverty was highest for blacks (37 percent), followed by Hispanic children at 31 percent. That compared to Caucasians at 12 percent. Inequality, not insurmountable, but inequality begins early.

Youngsters, Really Youngsters Hispanic participation in preprimary, elementary and secondary education was stark and clearly defined. Although better than in previous years, Hispanics are frequently at the bottom rung. Education is a continuum. Those privileged as children have a much higher probability

of continuing, of succeeding in higher education.

In 2012, about 28 percent of children under 6 years old who were not enrolled in kindergarten regularly received center-based care. The percentage of children who regularly received center-based care was highest for blacks, 34 percent. Followed closely by Asian (33 percent) and Caucasian children (29 percent). Hispanic children at 22 percent were at the very lowest. One wonders why? Were government services more available to other ethnic groups? They had been historically. Were there cultural barriers? Perhaps there were, especially among the most recent immigrants.

But as President Lyndon Johnson frequently noted, “Money talks…”

Family income matters; in the same year, 2012, a higher percentage of young children from nonpoor families than from poor families regularly received center-based care. It was significant from 34 to 20 percent. That money-pattern held true for all ethnic groups.

Racial composition in our schools continued to change. For example, from fall 2003 to fall 2013, the percentage of students enrolled in public elementary and secondary schools decreased for Caucasian students from 59 to 50 percent and for blacks from 17 to 16 percent. That was offset by Hispanic increases, which grew from 19 to 25 percent.

Many Caucasians attended private schools or public charter schools. More recently, in 2013–14, black and Hispanic students in public charter schools (27 and 30 per-

Significant federal funding for the so-called STEM professions (Science, Technology, Engineering and Mathematics), a President Bush legacy, is available for students and institutions. But it has not flourished as hoped. Unless children are introduced to those fields early on, they find it difficult to come to them in their college years.

cent, respectively) were greater than the shares of black and Hispanic students in traditional public schools (15 and 25 percent, respectively).

If this trend continues, the implications for public schools is quite clear and probably dismal.

English Language Learners (ELL) As many readers know, we no longer use the term English as a Second Language. We now call that curricula English Language Learner (ELL) programs. Fine. They remain a significant portion of the K-12 educational landscape. They accounted for 4.7 million public school students in 2014. Hispanic students, at 3.6 million, comprised most them, a full 78 percent.

Some programs are very good, and students make the necessary transitions. In a way, it’s a miracle that so many do for most of them live in a Hispanic-Spanish speaking environment and have little opportunity to practice the English skills they learn in the classroom. Learning a second language is very difficult. Most adults don’t fully do so.

Their children by and large do, and their grandchildren most assuredly do while unfortunately losing their first tongue. That has been the case for most immigrants from all countries from the very beginning.

Valiant and successful programs have now been implemented at all levels of education. We can only admire the teachers who consistently labor in those vineyards, year after year.

Reading It has been said “reading is fundamental,” which indeed it is.

Racial composition in our schools continued to change. For example, from fall 2003 to fall 2013, the percentage of students enrolled in public elementary and secondary schools decreased for Caucasian students from 59 to 50 percent and for blacks from 17 to 16 percent. That was offset

by Hispanic increases, which grew from 19 to 25 percent.

At grade 12, the Caucasian-black achievement gap in reading was larger in 2015 (30 points) than in 1992 (24 points), while the Caucasian-Hispanic reading achievement gap in 2015 (20 points) was not measurably different from the gap in 1992. That’s disappointing.

Bottom Line Overall, progress for Hispanics is palpable and progressing. But that progress lags among several areas.

This column is based on a recent National Center for Education Statistics report: “Status and Trends in the Education of Racial and Ethnic Groups 2017.” The entire report is more than 180 pages. Hopefully this presentation, highlighting Hispanic education realities, will save readers from plowing through the whole report. •

www.HispanicOutlook.com • 13

SCHOLARS CORNER EXCEEDING EXPECTATIONS 2017 AAHHE NATIONAL CONFERENCE Written by Tanya J. Gaxiola Serrano University of California, Los Angeles

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hile I had heard amazing things from colleagues about the American Association of Hispanics in Higher Education (AAHHE) Annual National Conference, it was not until spring of 2017 that I had the opportunity to attend. As a first-generation Mexicana immigrant and college student, I was more than excited to be selected as a Graduate Fellow and provided the opportunity to join the 2017 AAHHE annual conference in Irvine, California.

Although a bit nervous at first, I was happy to see some familiar faces and meet new colleagues during my first day at AAHHE. It was during the introduction of the fellows that I learned of the diverse scope of criti-

cal work that these graduate students from across the nation were exploring. Being part of this cohort of Graduate Fellows and learning from the experiences of the Faculty Fellows was an invigorating experience in and of itself.

As a fourth-year doctoral candidate at the University of California, Los Angeles, I am part of the race and ethnic studies specialization in the Social Sciences and Comparative Studies Division. My research centers on some of my experiences as a borderlander from Tijuana-San Diego and encapsulates that of many other Latinx students first entering higher education via community college. Presenting my research on the

important role of positionality and methodology at AAHHE allowed me to gain insightful feedback and support to continue exploring this line of research. Additionally, I was able to meet with faculty members from other institutions who shared their sound advice about the job market and how to best prepare for my next steps. Receiving mentorship from Latinx faculty who have previously traversed the different stages of academia was an invaluable takeaway from the 2017 AAHHE conference.

As a Mexicana aspiring to enter the professoriate in the coming years, I appreciate having a conference dedicated to supporting the success of emerging Latinx scholars via intentional mentoring and networking opportunities. Moreover, being in a space where the majority of people are scholars, look like you and potentially even share similar experiences as you, has the ability to be healing.

This is what AAHHE provided me: a safe place to support each other’s academic and professional endeavors but also share laughter and listen to one another. •

Tanya J. Gaxiola Serrano

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hen Hispanic Outlook premiered more than 28 years ago, our emphasis was to encourage more Hispanic students to enroll in some form of higher education. Times have changed, however, and we’ve learned that a student receiving that acceptance letter is only the beginning—completing their education and earning their degree is now more than ever essential to their futures.

Haverford www.haverford.edu

Ucla www.ucla.edu

Kutztown University www.kutztown.edu

Uc Santa Barbara www.ucsb.edu

Lewis And Clark www.lclark.edu

University Of Delaware www.udel.edu

Lone Star College System

University Of Houston Downtown www.uhd.edu

Are there many factors that impact a student’s success? Of course, but the www.lonestar.edu importance of a supportive campus environment where diversity is not only present but encouraged at every level—including in its faculty, staff and administration— Loyola Marymount University La cannot be overstated. www.lmu.edu So for the first time, we here at Hispanic Outlook are honoring those colleges and universities who value diversity and in particular have made sure that the Hispanic community is a key part of their institution. Moving forward, our plan is to have a special annual issue dedicated to the top Hispanic Hiring Institutions across the United States.

In order to be eligible, schools must demonstrate that are actively seeking to recruit members of the Hispanic community. We determine this based not only on our almost three decades covering the world of higher education but also annual ads on our advertising platforms. If the number of a school’s ads on our advertising platforms matches or exceeds 1 percent of its total faculty, it is designated as a Hispanic Hiring Institution.

Albion College www.albion.edu

Cornell University www.cornell.edu

American University www.american.edu

Csu Channel Islands www.csuci.edu

Augustana University www.augie.edu

Cuny Baruch www.baruch.cuny.edu

Ball State University www.bsu.edu

Dalton State College www.daltonstate.edu

Bowdoin College www.bowdoin.edu

Depaul University www.depaul.edu

Brown University www.brown.edu

Eastern Wyoming College www.ewc.wy.edu

Butler University www.butler.edu

Edgewood College www.edgewood.edu

Cal State Northridge www.csun.edu

Loyola University Chicago www.luc.edu

University Of Massachusets Amherst www.umass.edu

Messiah College www.messiah.edu

University Of Minnesota Crookston www.crk.umn.edu

Montclair State University www.montclair.edu

University Of Minnesota Rochester www.r.umn.edu

Naugatuck www.nv.edu Nyu Rory Meyers College Of Nursing nursing.nyu.edu

North Carolina Wilmington www.uncw.edu University Of Northern Iowa www.uni.edu

Pasco Hernando phsc.edu

University Of Pennsylvania www.upenn.edu

Rhode Island School Of Design www.risd.edu

University Of Southern Maine www.usm.maine.edu

Salisbury University www.salisbury.edu

University Of Texas El Paso www.utep.edu

Shippensburg University www.ship.edu

University Of Utah www.utah.edu

Southeast Missouri State University www.semo.edu

University Of West Florida uwf.edu

Suny Oswego www.oswego.edu

University Of Wisconsin Superior www.uwsuper.edu

El Paso Community College www.epcc.edu

Suffolk County Community College www.sunysuffolk.edu

University Of Wisconsin Whitewater www.uww.edu

Cal State San Bernadino www.csusb.edu

Elgin Community College elgin.edu

Sul Ross State University www.sulross.edu

Chatham www.chatham-nj.org

Elmhurst College www.elmhurst.edu

Teachers College - Columbia teacherscollege.columbia.edu

Virginia Commonwealth University www.vcu.edu

Clovis Community College www.clovis.edu

Evergreen State College www.evergreen.edu

Temple University www.temple.edu

Colby College www.colby.edu

Florida Gulf Coast University www.fgcu.edu

Texas State University www.txstate.edu

College Of Coastal Georgia www.ccga.edu

Gallaudet University www.gallaudet.edu

Texas Tech University www.ttu.edu

Colorado State University www.csupueblo.edu

Gettysburg College www.gettysburg.edu

Truman State University www.truman.edu

West Chester University www.wcupa.edu Williams College www.williams.edu

www.HispanicOutlook.com • 15

HONORS AND OVATIONS

Arkansas College Works to

Inspire Hispanic Students Written by Aaron Brand, Texarkana Gazette

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D

e QUEEN, Ark. (AP) — If you ask Chancellor Dr. Steve Cole about the blossoming Hispanic presence at Cossatot Community College of the University of Arkansas, he first points to the college’s mission statement.

That mission once was long and detailed, he said. But now, the focus is more direct.

16 • November/December 2017

“UA-Cossatot embraces diversity — first four words of our mission statement,” he said, pointing out that it covers all underrepresented populations, not just Latino.

But the college has found great success in growing its Latino student body, specifically. Many such students are becoming the first generation in their families to stay in

school and go to college, inspired by the American dream in a city that’s more than half Hispanic.

“When we first launched that brand new mission several years ago, it has driven our new strategic plan.

It’s driven all that we do,” said Cole, adding that the new mission statement received buy-in from not only the college but also the community.

“You’ll notice that when we first put together our strategic plan, when I first became chancellor_that was 2010_one of the parts of that strategic plan said that we were going to do a better job in recruiting and retaining Latino populations,” Cole said.

Administrators identified Latinos as the population with the largest discrepancy between numbers in the community and numbers enrolled in the college.

The Texarkana Gazette reports that such numbers tell part of the story about the Hispanic community’s increased presence at UA-Cossatot.

According to figures provided by the college, the percentage of Hispanic students more than doubled over the course of a decade — from 10 percent of total enrollment in fiscal year 2007-08 to 23.4 percent in FY 2016-17.

In 2009-10, the Hispanic percentage dipped to 8.6 percent, even though Hispanic residents make up about a third of the population in Sevier County, Cole said.

“It was by far the one that was off the most,” he said.

But establishing a commitment to diversity in their mission statement and thinking in those terms brought results at Cossatot.

“We started doing the right things in recruiting. We started doing the right things in hiring the right employees,” Cole said. The last three semesters saw an average of 27 percent Hispanic enrollment. In this way, Cossatot has started to better reflect the community it represents and educates.

“Now we actually have a college population that looks like the population of our area,” Cole said.

Why is that important?

“Well, it’s important because we know that we are properly serving each and every person in our population. We’re not missing somebody,” Cole said.

Cole said local feeder schools, particularly De Queen’s public school system, have a large and growing percentage of Hispanic students. These are traditional, college-bound students.

“We think we’re finally keeping up with that trend,” he said.

The chancellor said the college has detected a parallel discrepancy among nontraditional students, a population that fell drastically in the past five years.

“Which used to be our bread and butter,” he said. Now, though, the average age of Cossatot students is 19.

The drop doesn’t really sit well with college officials.

“We should be serving that population,” Cole said.

With a data-driven approach, administrators have begun to address the issue. Cole said a few marketing and scheduling decisions appeared to leave nontraditional students out, so the college started registering students at night and added more night classes. UA-Cossatot also needs to address underrepresentation of the African-American community, the chancellor said.

How did UA-Cossatot find success with the Latino population? The college hired bilingual recruiter Erika Buenrrostro, coordinator of its Center for Student Success.

“By going into the schools, you know I do recruit for everybody, but with the Latino population, what I do know for myself is that when

“As of this coming December when we get all of our numbers turned in, we will qualify as the first HSI, Hispanic-Serving Institution, in Arkansas.”

— Cossatot Community College of the University of Arkansas Chancellor Dr. Steve Cole students see people like them, they want to come up and ask more questions, rather than just think, ‘Oh, well, that’s them, and I could never do that,’” Buenrrostro said.

UA-Cossatot also has more Hispanics in its workforce, both a conscious and organic change, the chancellor said. They now get more Latino applicants with credentials such as master’s degrees.

“The other things that we’ve done is we’ve tried to raise money for scholarships, which students would qualify for and we also do that by hosting a big festival,” Buenrrostro said.

The college’s Diversity Festival “was our way to bring them onto campus,” a way to make Latinos feel like it’s their house, too, she said.

Language barriers exist, Cole said, despite dealing with secondand third-generation families, because they have to reach the family decision-makers and speak their language. Buenrrostro said she works with a lot of first-generation Latino college students.

“I know when they come up here, nobody in their family has gone to college,” she said. www.HispanicOutlook.com • 17

It can be hard to get these first-generation students to open up about their decision to attend college.

But in private discussion, she gains a sense of what they want.

“It’s family, and it’s doing more than their parents could ever imagine that they were going to be able to do. The American dream. To sum it up, that’s what inspires them, just doing more than their parents ever could’ve thought that they could’ve done,” Buenrrostro said.

For some, it’s as easy as wanting to not work in a chicken plant.

Hispanics face certain barriers when it comes to post-secondary education, according to a yearlong study of UA-Cossatot by Clinton School of Public Service graduate students, Cole said.

They talked to students in the high schools and saw some trends.

For one thing, it was the “initial fright,” as Cole called it, over the idea of going to college. That’s something career counselors have kept in mind, he said. Money is also a barrier, but that’s true of most Southwest Arkansas students.

“It’s tough. I mean, I think 70-something percent of all of our

UA-Cossatot also has more Hispanics in its workforce, both a conscious and organic change, the chancellor said. They now get more Latino applicants with credentials such as master’s degrees.

18 • November/December 2017

students that attend here qualify for Pell (Grants),” Cole said. “That’s an extremely high number.”

With the Deferred Action for Childhood Arrivals program offering students protection from deportation, Cole said that in the last year out of 1,500 students, 44 were undocumented immigrants_”a lower number than people would think.”

Some residents are concerned about the DREAMers, those undocumented immigrants who would have been protected from deportation under the DREAM Act, he said.

“I think there’s some fear of what might happen with some of the executive orders that are in place,” said Cole, who has worked with the nonpartisan Winthrop Rockefeller Foundation and its migration policy institute on the effect of undocumented students on Arkansas education.

The chancellor said the 27 percent Latino student population at UA-Cossatot is the highest per capita in the state.

“As of this coming December when we get all of our numbers turned in, we will qualify as the first HSI, Hispanic-Serving Institution, in Arkansas,” Cole said. The next highest, he said, is Northwest Arkansas Community College in Bentonville with 14 percent.

“I’m proud of that. I’m proud that we have a college population that more closely resembles the general population. I’m proud of that because that means we’re not, in my opinion, leaving anyone out, we’re not leaving anyone behind. We’re doing a good job of going out and grabbing these folks and making them feel welcome and getting them an education,” Cole said.

According to figures provided by the college, the percentage of Hispanic students more than doubled over the course of a decade — from 10 percent of total enrollment in fiscal year 2007-08 to 23.4 percent in FY 2016-17.

It’s not just the college whose Hispanic population is growing, though. In 2000, De Queen’s population was 38.6 percent Hispanic or Latino; by 2010, they made up 53.5 percent of the city’s residents, according to information from the U.S. Census Bureau.

De Queen Mayor Billy Ray McKelvy said, without the Hispanic presence, the city’s total population would probably be going down. But the Sevier County annual population estimate shows the county is still growing, he said.

“I’m glad that we’re continuing to grow a little bit instead of shrinking,” McKelvy said. “I think the growth is going to be in the Hispanic population.”

The mayor has lived in De Queen since 1984, when few Hispanic people lived in the town. Hispanic immigration surged in the 1990s for jobs in the poultry industry at Pilgrim’s Pride and Tyson.

“They came here for jobs, I think, and both companies still employ lots of Latinos,” he said.

But they’ve done more than work with poultry.

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“I think that as they’ve stayed longer and become more established, lots of them have started out on their own, started businesses, bought homes, things like that. They’ve kind of grown with the community,” McKelvy said.

Many of the local Hispanic-owned businesses are restaurants, but there are also clothing, furniture, grocery and convenience stores; a printing and office supply business; used car dealerships; churches; and more. They’ve helped keep downtown De Queen active.

The mayor said many other businesses, such as insurance firms, hire workers who speak Spanish “so they can do business with their customers,” he said. McKelvy said the city currently has about 60 employees with three Latino workers, including one police officer.

He believes that, for the most part, the community gets along very well as the demographics have changed.

“We are a very diverse community,” he said.

He attributes that success to the community’s seeing Hispanics as potential customers_people to conduct business with_rather than immigrants. “I wouldn’t say it’s perfect, but I think we get along pretty well here,” he said.

The Latino population in De Queen is also young.

“They interact at school. It starts there and just carries on,” McKelvy said, noting that tension and resentment about undocumented immigrants does exist.

“I think people disapprove of that. If it’s illegal, I can’t say it’s a good thing,” McKelvy said. “We’re

charged with upholding the law.”

But he pointed out the city doesn’t enforce immigration law.

At the same time, he said, he believes people have “a soft spot for the young people who came here, the DREAMers that came here as children. They are locked in limbo.”

McKelvy said the city hired someone under the DACA program.

“But there are a lot of young people out there that have gone through the school system, have done great, very successful. Going to to college, if they go, they have to pay their own way because there’s not financial aid,” the mayor said.

He believes the country needs to figure out a way for them to be accommodated.

“To expect them to leave the country and go back to Mexico or some other country that they have never known is probably not realistic,” McKelvy said. “ We have people here that need workers. We have businesses that are trying to hire auto mechanics, clerks, tellers and things like that.”

And what the mayor sees of Hispanic youth in De Queen he likes.

They have a student of the month program at the local Lions Club, he said, and about half of them are Latino.

“Just very impressive young people. Good attitude, good work ethic,” McKelvy said. “You know they’re going to be successful, whatever they do.” • Information from: Texarkana Gazette, http://www.texarkanagazette. com

www.HispanicOutlook.com • 19

LET’S DISCUSS: D A C A

Medical Students in Limbo as Young Immigrant Program Ends Written by Sophia Tareen, Associated Press

20 • November/December 2017

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C

HICAGO (AP) — Medical student Alejandra Duran Arreola dreams of becoming an OB-GYN in her home state of Georgia, where there’s a shortage of doctors and one of the highest maternal mortality rates in the U.S. But the 26-year-old Mexican immigrant’s goal is now trapped in the debate over a program protecting hundreds of thousands of immigrants like her from deportation.

Whether she becomes a doctor depends on whether Congress finds an alternative to the Deferred Action for Childhood Arrivals program that President Donald Trump phased out in September.

Arreola, who was brought to the U.S. illegally at age 14, is among about 100 medical students nationwide who are enrolled in DACA, and many have become a powerful voice in the immigration debate. Their stories have resonated with leaders in Washington. Having excelled in school and gained admission into competitive medical schools, they’re on the verge of starting residencies to treat patients, a move experts say could help address the nation’s worsening doctor shortage.

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“It’s mostly a tragedy of wasted talent and resources,” said Mark Kuczewski, who leads the medical education department at Loyola University’s medical school, where Arreola is in her second year. “Our country will have said, ‘You cannot go treat patients.’”

The Chicago-area medical school was the first to openly accept DACA students and has the largest concentration nationwide at 32. California and New York also have significant populations, according to the Association of American Medical Colleges.

DACA gives protection to about 800,000 immigrants who were brought to the U.S. as children and who otherwise would lack legal permission to be in the country. The immigrants must meet strict criteria to receive two-year permits that shield them from deportation and allow them to work.

Then-President Barack Obama created DACA in 2012. Critics call it an illegal amnesty program that is taking jobs from U.S. citizens. In rescinding it in September, Trump gave lawmakers until March to come up with a replacement.

Public support for DACA is wide. A recent poll by The Associated Press-NORC Center for Public Affairs Research showed that just 1 in 5 Americans want to deport DACA recipients.

Medical students such as Arreola are trying to shape the debate, and they have the backing of influential medical groups, including the American Medical Association.

Arreola took a break from her studies in September to travel to Washington with fellow Loyola medical student and DACA recipient Ce-

sar Montolongo Hernandez to talk to stakeholders. In their meetings with lawmakers, they framed the program as a medical necessity but also want a solution for others with DACA. A 2017 report by the Association of American Medical Colleges predicts a shortfall of between about 35,000 and 83,000 doctors in 2025.

That shortage is expected to increase with population growth and aging.

Hernandez, a 28-year-old from Mexico simultaneously pursuing a Ph.D., wants to focus his research on early detection of diseases. His work permit expires next September, and he’s worried he won’t qualify for scientific research funding without the program.

“I’ve shown I deserve to be here,” said Hernandez, who met with Illinois Sen. Dick Durbin, a Democrat who’s called for Congress to quickly pass a replacement for DACA. For Arreola it’s about returning to the state she’s called home since she was 14 and giving back to areas in need of doctors.

“My family is from there; I know those people,” Arreola said. “Those are the people that inspired to really give this a push.”

Among those Arreola met with were policy staff for Georgia Republican Sen. Johnny Isakson, who believes the Obama program was “an overreach of executive power” but also wants Congress to write a plan to protect DACA recipients.

Medical school administrators say the immigrant students stand out even among their accomplished peers: They’re often bilingual and bicultural, have overcome adversity and are more likely to work with underserved populations or rural areas.

“They come with a cultural competency for how to best treat the individuals from their background, whether immigrants or different races and ethnicities,” said Matthew Shick, a government relations director for the Association of American Medical Colleges. “That gets translated over to their peers in education and training.”

Zarna Patel, 24, is a third-year student at Loyola who was brought to the U.S. from India as a 3-year-old without any legal documents. Her DACA permit expires in January, and she’s trying to renew it so she can continue medical school rotations that require clinical work. If she’s able to work in U.S., Patel will work in disadvantaged areas of Illinois for four years, part of her agreement to get school loans.

“Growing up, I didn’t have insurance,” she said. “I knew what that felt like, being locked out of the whole system.”

For others, there’s added worry of being stuck with debt they can’t repay.

Marcela Zhou, who was born in Mexico after her family moved there from China, is in her third year at the University of California at Los Angeles’ medical school. She wants to work in public health.

“Can I even afford to finish medical school?” said Zhou, who was 12 when she came to the U.S. on a visitor visa that eventually expired. “It’s sort of hard sometimes to keep going.”• Follow Sophia Tareen on Twitter at https://twitter.com/sophiatareen .

Sign up for the AP’s weekly newsletter showcasing our best reporting from the Midwest and Texas: http://apne. ws/2u1RMfv .

www.HispanicOutlook.com • 21

CAREER TIPS AND TRENDS

LATINOS STUCK

IN MIDDLE-WAGE TIER OF LABOR MARKET University Study Finds Latinos Are Falling Father Behind Whites and Blacks in Educational Attainment Impacting Their Job Prospects

W

ashington, D.C. – Earning college degrees remains a challenge for Latinos: only 21 percent of Latinos have bachelor’s degrees compared to 32 percent of blacks and 45 percent of whites. “Latino Education and Economic Progress: Running Faster but Still Behind,” a new study from the Georgetown University Center on Education and the Workforce (Georgetown Center), reveals that lagging college degree attainment has led Latinos to become stuck in the middle-wage tiers of the labor market.

“The story of Latino families in America honors an intergenerational striving to achieve full inclusion in our society, and it is their turn,” said Anthony P. Carnevale, director of the Georgetown Center and lead author of the report. “With access to the right college and career guidance, Latinos can keep running faster toward a promising future that awaits.”

While Latinos are running faster in the education race, the researchers found that they are falling farther behind whites and blacks in many crucial college outcomes. Since 1992, Latino postsecondary degree 22 • November/December 2017

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attainment has only increased from 35 percent to 45 percent, a 10-percentage point increase, compared to a 16-point increase for whites and a 22-point increase for blacks. Another reality: 65 percent of Latino students enroll in overcrowded and underfunded community colleges with low graduation rates while only 15 percent enroll in one of the 500 most selective colleges that have much higher graduation rates.

Even when Latinos obtain college degrees, they are less likely to work in college jobs. Latinos comprise 16 percent of workers, but hold 20 percent of jobs that require no more than a high school diploma. Latinos hold a mere 10 percent of jobs that require at least some postsecondary education, and they hold only nine percent of jobs which require a bachelor’s degree, and seven percent of jobs requiring a graduate degree.

The researchers found that in general Latinos have the lowest earnings compared to whites and blacks.

However, when Latinos obtain at least some postsecondary education, they have higher earnings than blacks but are still behind whites.

Perhaps the most notable find-

ing reveals that country of origin and English language ability are important sources of wage disparity between whites and Latinos, but they do not fully explain the white-Latino earnings gap. Ultimately, these unexplained differences are owed to differences in access to informal information networks, formal counseling and other forms of social capital, as well as lingering discrimination.

Among major demographic groups, Latina women are the lowest earning group in America. Latina women are typically in low-paying majors, and even when they are in high-paying majors, they have lower earnings than Latino men. Latina women need to earn two additional degrees in order to have similar median earnings to white men and are generally the lowest earning group in America. However, Latina women with bachelor’s degrees out earn black women.

The good news is that with the right support Latinos are poised for a surge in educational and economic success. Latino high school graduation rates have improved the most since the 1990s compared to their white and black peers. Latino first-

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time enrollees at two- and four-year colleges and universities have also increased—by almost 250,000 students—while white enrollment has actually decreased. Latinos also have the highest completion rates in certificate programs (60 percent), compared to 47 percent for whites and 37 percent for blacks.

In the workforce, Latinos have made the most progress in getting good jobs that require some college but no B.A. For Latinos with at least a bachelor’s degree employed in highwage occupations like those related to science, technology, mathematics and engineering (STEM), race-based earnings gaps essentially vanish.

Both whites and Latinos with either a bachelor’s or graduate degree who

work in STEM careers earn $85,000 on average.

“Latino students often start at a disadvantage—many of their parents haven’t gone to college,” said Megan L. Fasules, co-author and research economist at the Georgetown Center. “These students may also have difficulty navigating the financial aid process, so it’s imperative that we close the information gap.”

Other key findings include: • Latina women have higher completion rates compared to Latino men at every level of postsecondary education.

• While Latinos with high SAT/ACT test scores have similar rates of college enrollment as whites,

63 percent of these Latinos complete a degree or other credential compared to 78 percent of whites with similar test scores.

• Only 34 percent of foreign-born Latinos have some form of postsecondary education compared to 61 percent of native-born Latinos.

• Latinos who speak only English earn $41,000 annually on average, which is lower than whites’ earnings ($50,000) but higher than blacks’ earnings ($38,000).

The full report, “Latino Education and Economic Progress: Running Faster but Still Behind,” is available online at cew.georgetown.edu/ LatinosWorkforce. • Source Georgetown University

www.HispanicOutlook.com • 23

AAHHE PRESENTS: FACULTY VOICES

M

THIS MONTH'S EDITION BY PEDRO E. NAVA Assistant Professor School of Education, Educational Leadership Program Mills College AAHHE Faculty Fellow, 2015 AAHHE Faculty Fellow Co-Chair, 2017-2020

y aspirations to become a university professor were born from my desire to contribute to and transform the living conditions of marginalized communities. As the son of Mexican (im)migrant farmworkers and the first in my family to attend and graduate from college, my teaching and research are rooted in my commitment to work toward developing humanizing and transformative educational practices. As I reflect on another year on the tenure track, I am thankful for the immense familial sacrifices that made this journey possible. Undoubtedly, the most successful strategies I possess and continue to cultivate throughout my career (including my work with the American Association of Hispanics in Higher Education or AAHHE), are grounded in community support tethered by tenets of social justice within and outside academia.

One of the most significant decisions I have made as a faculty member has been establishing a mentorship network of support. During the fall of 2015, Rebeca Burciaga (an AAHHE fellow alum) and I were awarded a grant to establish The Critical Race Intersectionality Think Tank (CRITT). CRITT became a gathering of colleagues who were researching and teaching about the K-Ph.D. education pipelines across contexts.

But more importantly, we saw the formation of CRITT as an oppor24 • November/December 2017

tunity to disrupt the individualistic and competitive nature of publishing that often comes by way of living and existing in the academy. While publishing individually is often highly rewarded, the collaborative process fosters an intellectual synergy that is not possible when working alone.

Mindful of colleagues and elders who were pushed out of academia and succumbed to stress-related illnesses, CRITT has become a home and an anchoring space where individual and collective health and well-being is centered.

(Editor’s Note: Nava and Burciaga also collaborated with colleagues from the department of Chicana(o) and Latina(o) studies, California State University, Los Angeles; the school of education, Mills College; the department of education, Western Washington University; and the graduate school of education and information studies, University of California, Los Angeles on an article entitled “Critical race quantitative intersections: a testimonio analysis” for Taylor & Francis Online’s Race Ethnicity and Education journal.)

My participation in the AAHHE Faculty Fellows program in 2015 also served to strengthen my mentoring network. As a product of the public education system for most of my schooling, I found myself feeling out of place at times as a faculty member at a small private liberal arts college.

At the AAHHE national conference, I had the privilege of developing a mentoring relationship with senior scholar Dr. Julie Lopez Figueroa, who shares a similar familial background, and has been a strong advocate and helpful guide in navigating the tenure-track process. The wisdom I have acquired from my conversations with her have provided greater clarity around the tenure process and serve as an important reminder to prioritize those aspects of teaching, research and service that most align with my own scholarly interests.

At the present moment, one strand of my research is exploring the messages about higher education that farm-working fathers relay to their children. Specifically, I have been exploring this process within the context of father-son leadership retreats as sites of transformative possibility. This research can be useful for education leaders and policymakers interested in understanding how to effectively build upon the ways that (im)migrant farmworkers and other non-dominant families are already engaging in the education of their children. •

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SCHOOL LIBRARY The Magical Cycle of the Seasons Poetry Collection is a series of four bilingual children’s books written by the late Francisco X. Alarcón (an award-winning poet who also taught at the University of California, Davis) and illustrated by acclaimed artist Maya Christina Gonzalez. With details that are at times lighthearted and at other times poignant, each title in the series celebrates one of the four seasons with subjects ranging from the beauty of nature to the timeless memories of childhood and family. Published by Lee & Low Books and their imprint Children’s Book Press, the series also has a teachers guide courtesy of Lee & Low’s website and available at https://www.leeandlow.com/images/pdfs/The_Magical_Cycle_of_the_Seasons_Poetry_Collection.pdf K-12 “LAUGHING TOMATOES AND OTHER SPRING POEMS / JITOMATES RISUEÑOS Y OTROS POEMAS DE PRIMAVERA” Publisher: Children’s Book Press Amazon Recommended Grade Level: 1 – 4 ISBN-13: 978-0892391998 “Laughing Tomatoes And Other Spring Poems” is a collection of twenty playful and moving poems where tomatoes laugh, chiles explode and tortillas applaud the sun! With both joy and tenderness, as well as delight and sadness, Alcarcón’s poems honor the wonders of life and nature: welcoming the bright morning sun, remembering his grandmother’s lovely songs, paying tribute to children working hard in the fields and sharing his dream of a world filled with beautiful gardens. The cast of characters in this tribute to spring includes a spirited grandma, four very vivacious children and playful pets that tease, amuse and charm.

“FROM THE BELLYBUTTON OF THE MOON AND OTHER SUMMER POEMS / DEL OMBLIGO DE LA LUNA Y OTROS POEMAS DE VERANO” Publisher: Children’s Book Press Amazon Recommended Grade Level: 1 – 4 ISBN-13: 978-0892392018 “From the Bellybutton of the Moon and Other Summer Poems” is a collection of 22 poems inspired by Alarcón’s recollections of childhood summers in Mexico. The book begins with young Alarcón traveling with his family to Mexico to visit his grandma and other relatives. From there, the reader journeys with him in the family station wagon across the misty mountain range to the little town of Atoyac. In the beloved town of his ancestors, young Alarcón hears his grandma’s stories, samples Auntie Reginalda’s tasty breakfasts, learns about the keys to the universe and takes playful dips in the warm sea.

“ANGELS RIDE BIKES AND OTHER FALL POEMS / LOS ÁNGELES ANDAN EN BICICLETA Y OTROS POEMAS DE OTOÑO” Publisher: Lee & Low Books Inc. Amazon Recommended Grade Level: 1 – 6 ISBN-13: 978-0892391981

“IGUANAS IN THE SNOW AND OTHER WINTER POEMS / IGUANAS EN LA NIEVE Y OTROS POEMAS DE INVIERNO” Publisher: Lee & Low Books Inc. Amazon Recommended Grade Level: 1 – 4 ISBN-13: 978-0892392025

“Angels Ride Bikes and Other Fall Poems” invites its reader to experience fall in Los Angeles—the City of Angels—a place where dreams really can come true. In the poet’s whimsical imagination, mariachis play like angels, angels ride bikes and the earth itself dances the cha-cha-chá. Alarcón celebrates the simple joys and trials of everyday life: a visit to the outdoor market, the arrival of the ice cream vendor and the first day of school. He honors his family and pays tribute to his mother who taught him that with hard work and education he could realize his dreams.

“Iguanas In The Snow And Other Winter Poems” is a collection of poetry that celebrates the season of winter— by the seashore, in the magic city of San Francisco and deep in the majestic ancient redwood forests of the Sierras. There is a city where people are bridges to each other and where children sing poetry in two languages. A family frolic in the snow reminds the poet of the little iguanas playing by his grandmother’s house back in Mexico.

And there is the dazzling promise of seedling redwoods—like all children—destined to eventually become the ancestors of tomorrow.

26 • November/December 2017

SCHOOL LIBRARY HIGHER EDUCATION “ANGELITOS: A GRAPHIC NOVEL”

by Ilan Stavans and Santiago Cohen Publisher: Mad Creek Books (an imprint of the Ohio State University Press) ISBN-13: 978-0814254592

“MODERN MEXICAN CULTURE: CRITICAL FOUNDATIONS” Edited by Stuart A. Day Publisher: University of Arizona Press ISBN-13: 978-0816534265

This graphic novel follows the story of a college student and his interactions with Padre Chinchachoma, a charismatic Catholic priest who rescues homeless children in Mexico. Although his work gives hope to the children, his efforts interfere with and infuriate the police—with dire consequences. Set against the backdrop of the 1985 earthquake in Mexico City, the story also revolves around the student’s fear that Padre Chinchachoma might be sexually abusing the children he rescues. Though fictional, “Angelitos” draws on autobiographical elements to tell the real-life story of Padre Chinchachoma, a complicated figure revered by some and reviled by others.

“Modern Mexican Culture” offers a deep investigation of key ideas and events in Mexico by examining art and history. Each chapter provides a historical grounding of its topic, followed by a multifaceted analysis through artistic representations, providing a more complex view of Mexico. For example, Diego Rivera’s mural “Sueño de una tarde dominical en la Alameda Central” is a fascinating critique of high society and wealthy elites, as well as demonstrates how cultural artifacts explain the world around us. Chapters are accompanied by lists of readily available murals, political cartoons, plays, pamphlets, posters, films, poems, novels and other cultural products.

“THE HEART OF THE MISSION: LATINO ART AND POLITICS IN SAN FRANCISCO”

by Cary Cordova Publisher: University of Pennsylvania Press ISBN-13: 978-0812249309

“AT THE END OF THE ROAD: JACK KEROUAC IN MEXICO”

by Jorge García-Robles Translated by: Daniel C. Schechter Publisher: University Of Minnesota Press ISBN-13: 978-0816680658

“The Heart of the Mission” combines urban, political and art history to examine how the Mission District, a bohemian enclave in San Francisco, has served as an important place for an influential and largely ignored Latino arts movement from the 1960s to the present.

The Mission never represented a single Latino identity since it was home to Chileans, Cubans, Guatemalans, Mexican Americans, Nicaraguans, Puerto Ricans and Salvadorans. Tracing the experiences of a diverse group of Latino artists from the 1940s to the turn of the century, this book connects wide-ranging aesthetics to a variety of social movements and activist interventions.

Mexico, an escape route, inspiration and ecstatic terminus of the celebrated novel “On the Road,” was crucial to writer Jack Kerouac’s creative development. This account re-creates both the events and the literary imaginings of Kerouac in what became his revelatory terrain. Providing Kerouac an immediate spiritual freshness that contrasted with the staid society of the U.S., Mexico was perhaps the single most important country in his life. Sourcing material from the Beat author’s vast output and revealing correspondence, this book describes the milieu and people that influenced him while sojourning there and the circumstances between his myriad arrivals and departures.

www.HispanicOutlook.com • 27

The new UIS Student Union will be the social heart of campus for students. In this signature building, so full of light and activity, students will interact with each other and with faculty, staff, and visitors, creating a vibrant and thriving focal point for life at UIS. The University of Illinois Springfield is seeking an Associate Director of Student Union to help us with this very exciting new addition to our campus. The Associate Director will oversee scheduling and daily operations of the Student Union.

Responsible for the overall management and supervision of the operations areas of the Student Union with specific responsibility for the following: Scheduling, Operations, and Student Employee training. Liaison with and provide support to outside agencies who provide support services to the Student Union such as Campus Food Service and Facilities Services. Provide input and direction in major decisions concerning budget, upkeep, maintenance and renovation projects with regard to the Student Union facility. Work closely with the Executive Director of the Student Union in formulating, interpreting and enforcing Union and University-wide policies. Work is performed under minimal supervision.

Characteristic duties and responsibilities: • As a member of the management staff of the Student Union, this position is responsible for the overall management and supervision of the following areas: • All functions of scheduling the Student Union facilities, including, but not limited to: • Development of scheduling policies and procedures and overseeing scheduling process.

• Supervision of 4 Building Service Workers.

• Supervision of Student Leads • Training of student staff on operations of the building, customer service, emergency response, event management (including set-ups and teardowns), and leadership.

• Manage student employee budget, overtime budget, and equipment repair/ purchase budget in coordination with Executive Director.

• Assumes responsibility for the operation of the Student Union in the absence of the Executive Director, as required.

• Conduct annual assessment of building, programs, and services satisfaction.

Prepare reports and make recommendations based on assessment results.

• Supervises or assists in the supervision of clerical staff and/or other assigned personnel.

• Monitor requests and enforce policies regarding event security, solicitation tables, table tents, banners, and activities throughout the Union, including but not limited to, food court, Union patios and outdoor areas • Interpret, revise or propose policies for the use of the Student Union facilities. Assist students, faculty, staff, and community members by making day-to-day decisions regarding the Student Union facilities and services, policy interpretation and public relations activities.

• Represent the Student Union management staff on various decision-making campus-wide committees and represent the University on community committees and boards.

Qualifications/Minimum Education and Work Experience: Master’s degree in College Student Personnel, Higher Education Administration, or related field and/or program. Three – five (3-5) years of experience on a University campus, preferably in a Student Union or Campus Center. In addition, applicant must have: • Demonstrated leadership, budgeting, organizational skills • An understanding of student development theories and a willingness to spend evening and weekend hours with students and student groups • Knowledge of college policies, disciplinary processes, and legal issues in higher education • Demonstrated effectiveness and enthusiasm in working with a diverse student body, faculty, staff, and other constituencies • Exceptional collaboration skills and ability to be effective engaging with all levels within the university • Understanding of and sensitivity to the cultural, social and recreational needs of residential and commuter students from diverse backgrounds.

• Ability to maintain confidentiality

Application Process: Online applications are accepted at https://jobs.uis.edu.

Submit official graduate transcripts, resume, a letter of application describing qualifications and experience, and list of 3 – 5 references (with phone number & email addresses).

Screening of applications begins December 1, 2017 and will continue until position is filled. The University of Illinois Springfield is an affirmative action/equal opportunity employer. Women, minorities, veterans, and persons with disabilities are encouraged to apply.

28 • November/December 2017

CLINICAL ASSISTANT PROFESSOR/ASSOCIATE PROFESSOR/ PROFESSOR, MASTERS PROGRAM IN COMPUTER SCIENCE The Masters Program in Computer Science (MPCS) at the University of Chicago invites applications for all ranks of the Clinical appointment (Clinical Assistant Professor, Clinical Associate Professor, and Clinical Professor).

These full-time, benefit-eligible appointments are for an initial three- year term, with possibility of renewal. This is a teaching-focused position with no research responsibilities, and a teaching load of six courses across three academic quarters of the year (Fall, Winter, Spring). MPCS classes range in size from 7-60 students depending on student interest.

As part of its curriculum, the MPCS requires students to take several core courses, with the goal of building a solid foundation in core computer science concepts before students move on to the more industry-oriented elective courses in the program. Applicants to this position will be considered specifically for the core systems courses, and must be able to teach at least three of the following: Introduction to Computer Systems, Networks, Operating Systems, Distributed Systems, Compilers, Computer Architecture, and Databases.

Successful candidates will have exceptional competence in teaching and superior academic credentials. Applicants must have a Ph.D in Computer Science or a related field at time of appointment and have experience teaching Computer Science at the undergraduate or graduate level.

Applicants must apply on line at the University of Chicago Academic Careers website at http://tinyurl.com/yayubzwy.

Applicants must upload a curriculum vitae, a one page teaching statement, and a list of three references. Review of complete applications will begin December 15, 2017, and continue until the positions are filled.

The Masters Program in Computer Science (http://csmasters.uchicago. edu/) is a terminal MS degree in Computer Science that provides a rigorous introduction to the foundations of Computer Science, while also providing in-depth and hands-on instruction in cutting-edge and industry-driven topics, including Web and Mobile Application Development, Big Data, Cloud Computing, Data Analytics, etc. The program attracts a diverse mix of students including full-time students who are typically no more than 5 years out of college, part-time students who already work in industry, and international students.

The Chicago metropolitan area provides a diverse and exciting environment.

The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown.

The University of Chicago is an Affirmative Action/Equal Opportunity/ Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination at http:// www.uchicago.edu/about/non_discrimination_statement/. Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-0287 or email ACOppAdministrator@uchicago.edu with their request.

DEAN OF THE COLLEGE OF VETERINARY MEDICINE Iowa State University is searching for its next Dean of the College of Veterinary Medicine. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to December 15, 2017.

For a complete position description, please visit the Current Opportunities page at https://www.parkersearch.com/iowastate-vetmed.

Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 Iowa State University is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or protected Veteran status and will not be discriminated against.

VICE PRESIDENT FOR UNIVERSITY ADVANCEMENT AND PRESIDENT AND CEO OF THE OHIO UNIVERSITY FOUNDATION

Ohio University is conducting a national search for Vice President for University Advancement and President and CEO of The Ohio University Foundation. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 5, 2018. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at: https://www.parkersearch.com/ohio-vpua Porsha L. Williams, Vice President Grant Higgison, Associate pwilliams@parkersearch.com || ghiggison@parkersearch.com Phone: 770-804-1996 ext: 118 Fax: 770-804-1917 Ohio University is an EOE/AA/Minorities/Females/Vet/Disability/Sexual Orientation/Gender Identity/Title VI/Title VII/Title IX/504/ADA/ADEA employer.

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

Hispanic Outlook 1/4 page Issue 11-20-17 Deadline 11-14-17

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

Hispanic Outlook 1/4 page Issue 11-14-17 Deadline 11-20-17

DEAN AND DIRECTOR OF LAND-GRANT PROGRAMS Prairie View A&M University is conducting a global search for its next Dean and Director of Land-Grant Programs for the College of Agriculture and Human Sciences. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University.

Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 25, 2018. For a complete position description, please visit the Current Opportunities page at http://www.parkersearch.com/pvamuagdean.

Porsha L. Williams, Vice President Erin Raines, Principal pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 117 Fax: 770-804-1917 Prairie View A&M University is an Affirmative Action/ Equal Opportunity Employer committed to diversity.

DEAN OF THE SCHOOL OF EDUCATION The University of Alabama at Birmingham is conducting a global search for its next Dean of the School of Education. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 12, 2018. For a complete position description, please visit the Current Opportunities page at http://www.parkersearch.com/uabdeanofed.

Laurie C. Wilder, President Porsha L. Williams, Vice President lwilder@parkersearch.com || pwilliams@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 UAB is committed to equal opportunity in education, and employment, and the maintenance and promotion of nondiscrimination and prevention of discriminatory harassment in all aspects of education, recruitment and employment of individuals throughout the university.

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

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

www.HispanicOutlook.com • 29

Hispanic Outlook

Hispanic Outlook

PROVOST AND EXECUTIVE VICE PRESIDENT The University of Central Arkansas (UCA) is conducting a global search for its next Provost and Executive Vice President. The Search Committee invites nominations, applications (letter of interest, comprehensive curriculum vitae, and the names and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting UCA. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 22, 2018. For a complete position description, visit www.parkersearch.com/UCA-Provost.

Laurie C. Wilder, President Porsha L. Williams, Vice President Jacob C. Anderson, Principal pwilliams@parkersearch.com || janderson@parkersearch.com Phone: 770-804-1996 ext: 111 The University of Central Arkansas is an affirmative action/equal opportunity institution dedicated to attracting and supporting a diverse student, faculty and staff population through enhanced multicultural learning environments and opportunities.

In keeping with its nondiscrimination policy in employment, admissions and other functions and programs, the university considers employees and students on the basis of individual merit and will not discriminate against a person on the basis of gender, race or color, ethnicity, religion, spiritual beliefs, national origin, age, familial status, socioeconomic background, sexual orientation, disability, political beliefs, intellectual perspective, genetic information, military status, or other factors irrelevant to participation in its programs.

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

The Department of Geosciences at Trinity University invites applications for a tenure-track Assistant Professor of Geosciences. The successful candidate must have a Ph.D. in Geosciences and a commitment to undergraduate teaching and research. The successful candidate will teach introductory geosciences courses, hydrogeology and other upper-level courses related to environmental geoscience. Preference will be given to candidates with previous college-level teaching experience who can also contribute to department and university core curricula, and have experience with interdisciplinary instruction and/or global education. Preferred research specialties include but are not limited to hydrogeology, aqueous geochemistry, and other areas of environmental geology. Complete applications must include a cover letter, curriculum vitae, statement of undergraduate teaching experience and philosophy, documentation of teaching effectiveness, description of research plans, and the names and contact information of four professional references. Please send materials electronically to Dr. Kathleen Surpless, Chair, Department of Geosciences, at geossearch@trinity.edu. Review of completed applications will begin on December 1, 2017. Trinity University is an equal opportunity employer and as such provides equal opportunity for employment and advancement of all employees without regard to race, color, religion, sex, age, national origin, disability, military/veteran status, sexual orientation, gender identity, gender expression, or any status protected by Federal, State, or Local Laws.

WESTCHESTER COMMUNITY COLLEGE ADMINISTRATOR, HO Hispanic Outlook STAFF AND FACULTY POSITIONS

• Program Coordinator (Special Projects, IT) • Veterinary Technology, Laboratory Assistant • Vice President and Dean of Administrative Services (CFO/COO) search reopened, previous applicants need not apply STAY INFORMED WITH OUR BI-WEEKLEY NEWSLETTER

Administrators and Staff • Director of Annual Giving • Director of Student Involvement • HRIS Specialist • Manager of Software Architecture

SEARCH BY REGION, STATE, CITY AND MORE

1/4 page Westchester Community College has entered a new era of student service and success, and is committed to hiring Issueadministrators, 11-20-17 innovative faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to Deadline 11-14-17 availability of funds.

Credit Adjuncts (Spring semester openings, Masters and one-year related experience required unless otherwise indicated on website): Allied Health, American Sign Language, Anthropology, Art History, Biology, Business, Chemistry, Civil Technology, Communications, Computer Information Systems, Counselor: Social Worker, Counselor: Academic Counseling and Student Life, Cybersecurity, Economics, Electrical Technology, English, English as a Second Language, Fashion Merchandising, Film, Geography, Health and Human Performance, Health and Human Performance (Kinesiology), Librarian, Mathematics, Mechanical Technology, Nursing, Philosophy, Physics, Political Science, Professional Development Center, Psychology, Reading and Study Skills and Freshman Orientation Skills, Sociology, Visual Arts.

For details, visit www.sunywcc.edu/jobs. Applications 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.

30 • November/December 2017

SEARCH OVER 2,000 LIVE JOBS IN OUR PLATFORM

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 ESL teaching experience (MA or certificate in TESOL preferred) or with corporate training background, and ideas for new classes. Visit website for information.

Submit proposals for new classes at www.sunywcc.edu/CE; do not submit a resume without a class proposal. For ESL only, submit resume to humanresources@sunywcc.edu.

A Hispanic Education Magazine

LOOKING FOR THE RIGHT CAREER JUST GOT EASIER

VISIT HISPANICOUTLOOKJOBS.COM TODAY!

NON TENURE TRACK POSITION

TWO FACULTY POSITIONS

ASSISTANT PROFESSOR (INSTRUCTIONAL TRACK) AND ACADEMIC DIRECTOR – MASTER OF SCIENCE IN HOSPITALITY MANAGEMENT

The School of Sport, Tourism and Hospitality Management (STHM) is soliciting applicants for two (2) faculty positions (one tenure-track and one non tenure-track). Both positions are in the school’s Department of Sport and Recreation Management.

The School o f Sport, Tourism a nd Hospitality Management is soliciting applicants for one (1) non tenure track (NTT) faculty position. The position will be in the Department of Tourism and Hospitality Management with the appointment scheduled to begin in Fall 2018. Review of applications to begin immediately and the position will remain open until filled. Preferred applicants will hold at least a Master’s degree in Hospitality Management or a related discipline. Salary will be commensurate with qualifications and experience.

The ideal candidate will have a combination of hospitality and event related work experience, as well as experience teaching in these disciplines.

In addition to teaching responsibilities, as the Academic Director for the Master of Science in Hospitality Management, the candidate should have an entrepreneurial mindset, with a passion for providing a world class student experience through innovative curriculum design and cocurricular experiences. In this capacity, the individual would be responsible for administrative oversight of this program including, but not limited to, areas of recruitment and retention.

Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia. The c ity’s e xtensive t ourism, hospitality, sport and recreation venues make the university’s location ideal for teaching and learning experiences in these industries. The Department Tourism and Hospitality Management currently offers three degree programs: Bachelor’s (BS) in Tourism and Hospitality Management, a Master of Science in Hospitality Management and a Master of Science in Travel and Tourism. The School is selfstanding and affiliated wi th Te mple Un iversity’s Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism/ Sport concentration is offered.

Applicants should submit materials (letter of application; curriculum vitae; list of three references; teaching evaluations; any other relevant supporting documents) to: Dr. Ceridwyn King, Chair Department of Tourism and Hospitality Management ceridwyn.king@temple.edu For sustainability purposes, electronic applications are strongly encouraged Temple University is an Afirmative Action/Equal Opportunity employer. Women and minorities are encouraged to apply.

Tenure-Track: Assistant/Associate Professor Qualified applicants must be ABD or hold a PhD (or equivalent) in sport management or a related field.

Preferred applicants will have: • A strong record of publishing in high-quality sport management as well as mainstream business journals; • Experience delivering high-quality instruction in at least two (2) of the following areas at the undergraduate and graduate levels: sport management, sport marketing, sport facility management, sport finance, and research methods in sport management; • Specific experience and/or a willingness to develop and deliver online courses is also desirable.

Non Tenure-Track: Assistant/Associate Professor (Instructional Track) Qualified applicants will hold at least a Master’s Degree in sport management or a related field.

Preferred applicants will have: • Relevant work experience in the sport industry; • Established record of strong teaching in sport management at undergraduate and/or graduate levels; • Experience delivering high-quality instruction in at least two (2) of the following areas at the undergraduate and graduate levels: sport management, sport marketing, sport facility management, sport finance, and research methods in sport management; • Specific experience and/or a willingness to develop and deliver online courses is also desirable.

Both appointments will begin in the fall semester of 2018. Review of applications to begin immediately and positions will remain open until filled. Salary will be commensurate with qualifications and experience.

Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia. The Department of Sport and Recreation Management currently offers a Bachelor’s (BS) in Sport and Recreation Management and two Master’s degrees (MS) in Sport Business and a fully online Executive MS in Sport Business. STHM is a self-standing school, affiliated with Temple University’s Fox School of Business and Management, which offers a PhD in Business Administration with a Tourism/Sport concentration.

Applicants should submit a letter of application (MUST specify position), curriculum vitae, the names of at least three references, teaching evaluations, and other relevant supporting materials to Dr. Joe Mahan, Chair, Department of Sport & Recreation Management (joe.mahan@temple.edu).

For sustainability purposes, electronic applications are strongly encouraged.

POST A JOB TODAY! CALL

(201) 587 8800

OR VISIT WWW.HISPANICOUTLOOKJOBS.COM

Temple University is an Affirmative Action/Equal Opportunity employer.

Women and minorities are encouraged to apply.

www.HispanicOutlook.com • 31

MAGAZINE

UNIVERSITY OF UTAH SCHOOL OF COMPUTING LECTURING FACULTY POSITION The School of Computing (SoC) at the University of Utah seeks applicants for the position of Lecturing Professor (at all ranks) beginning in the fall semester of 2018. This lecturing position is intended to be a long term or permanent position, with possibilities for extended contracts and promotion within the University’s CareerLine Faculty structure.

The School of Computing currently employs 41 tenure-track and 7 lecturing professors who collaborate to offer a variety of undergraduate and graduate degree and certificate programs and is expected to grow significantly in the coming years. The SoC offers graduate and undergraduate degrees in computing, computer science and computer engineering, including a new masters degree in software development.

The qualifications of an ideal candidate include (i) a strong academic background in computer science or a related field (Ph.D. preferred but not required), (ii) practical experience in the computer industry, (iii) a demonstrated proficiency in teaching, and (iv) an interest in curriculum development. Lecturing faculty typically teach 4 courses a year, be strongly involved in SoC or campus service roles, and should seek to continuously improve their scholastic credentials (e.g., by developing curriculum, employing innovative pedagogical methods, etc.). The responsibilities typically include training, supervising, and evaluating student teaching assistants.

The University of Utah provides a generous benefits package with a variety of medical and dental plans from which to choose. Other important benefits include retirement, tuition reduction, a wellness program, and an Employee Assistance Program.

The University of Utah is a Carnegie Research I Institution, and the School of Computing is an exciting, growing school with a 50-year history of excellence in computer science education, innovation, and research. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural and recreational opportunities. Additional information about the school and our current faculty can be found at http://www.cs.utah.edu. Candidates may apply through the following URL: http://utah.peopleadmin.com/postings/70803 The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, veterans, and persons with disabilities are strongly encouraged to apply. Veterans’ preference is extended to qualified veterans. Reasonable disability accommodations will be provided with reasonable notice. For additional information about the University’s commitment to equal opportunity and access see: http://www.utah.edu/nondiscrimination/.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

32 • November/December 2017

THE HISPANIC OUTLOOK ON EDUCATION Since 1990!

(201) 587 8800 | info@hispanicoutlook.com | www.hispanicoutlook.com

More than a quarter of a century ago Hispanic Outlook was and remains today to be the only education publication solely devoted to informing and helping Hispanics successfully navigate higher education while students or as college and university professionals. Over the years we’ve presented content that was reliable, exclusive and impactful, told in unique ways that relate to Hispanic professionals on a visceral level as only can be accomplished through a vehicle that is deeply rooted in the rich Latino heritage from its founder to its consistent and careful outreach to the Hispanic community.

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(201) 587 8800 WHY HISPANIC OUTLOOK Digital and Print Editions We provide a vastly improved experience for our readers online and in our print magazine.

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www.HispanicOutlook.com • 33

34 • November/December 2017

ADMINISTRATION Helpdesk Manager Chatham University Founded in 1869, Chatham University is a fully coed institution with an enrollment of over 2,200 students and over 60 undergraduate and graduate programs in our areas of excellence: sustainability; health & lab sciences; business & communication; and the arts & humanities.

Chatham is the alma mater of environmental icon Rachel Carson (Class of '29), and is recognized as a leader in the field of sustainability, having been selected as one of the Top 50 Green Colleges by The Princeton Review; ranked in the top five nationally for sustainability achievements in the Sustainability Tracking, Assessment & Rating System™ (STARS); and mentioned in a 2012 Forbes article as one of the places "contributing to Pittsburgh's transformation into a destination for green living." Building on these accomplishments, Chatham opened in 2014 the world's first fully sustainable campus in higher education, Eden Hall Campus.

Consistently ranked as a best college by U.S. News & World Report in the Regional Universities North category, Chatham consists of the School of Health Sciences; the Falk School of Sustainability & Environment; the School of Arts, Science and Business; and the College for Continuing & Professional Studies.

To help support the work of the University we have an immediate opening for a Helpdesk Manager.

The Helpdesk Manager reports to the CIO. The Helpdesk Manager position is the leader of the Helpdesk team within the Information Technology Services (ITS) Department. S/he is responsible for managing the daily operations of the Chatham University Helpdesk which includes all functions of Chatham’s Helpdesk. S/he is responsible for supporting the campus users in the use of IT resources. S/he will serve as a top Tier level support to the Helpdesk staff. S/he works closely with the other ITS staff to ensure users are receiving the best service and support possible.

Duties and Responsibilities: The Helpdesk Manager works closely with the CIO and other ITS staff, to assure information technology service and support for the campus community: The Helpdesk Manager manages the University Helpdesk and User Service Specialists who provide user support by: Working with University constituents to make sure the Service Level Agreement is being met and is appropriate Provides management statistics and monthly reports from monitoring Helpdesk activity Assigns work orders to Helpdesk staff and escalates work orders to the other ITS areas through our campus ticketing system. Reports warranty repairs and orders parts through vendor websites Hires, trains, schedules, and manages Student work studies The Helpdesk Manager instructs campus users: Provides training to students, faculty and staff in the use of computer hardware, software and network services; training may

be done one-on-one, in groups, or through written documentation Documents and develops training on campus IT resources The Helpdesk Manager is tasked with communicating important ITS information to the University community by: Producing informational and instructional material via the ITS website and newsletter Support the University’s Acceptable Use Policy The Helpdesk Manager performs other duties as required in support of the mission of the Information Technology Services Department and Chatham University. Qualifications: Bachelor’s degree in Information Technology or Computer Science or related discipline or equivalent. Chatham University offers a competitive salary, an excellent benefits package, including tuition remission for qualified personnel, and a generous retirement plan. Interested candidates should visit www.chatham.edu/careers and follow the instructions to complete the application process. To ensure full consideration, please submit a cover letter addressing the qualifications of the position, resume, and contact information for three professional references. Chatham University is an Equal Opportunity Employer Vice Provost for Undergraduate Studies Maryland Institute College of Art (MICA) The Maryland Institute College of Art invites nominations and applications for the position of Vice Provost for Undergraduate Studies.

Reporting to the Provost and Vice President for Academic Affairs, the Vice Provost will be joining MICA at a pivotal moment in the College’s history and will have the opportunity to collaborate with MICA’s students, faculty, and staff in realizing MICA’s new mission and vision for transforming art and design education. Under the leadership of President Samuel Hoi, the MICA community has newly articulated its historic commitment as a socially engaged anchor institution in the City of Baltimore with global reach that attracts students and teachers/practitioners from around the world. For MICA, social engagement is a key strategy to ensure relevance in contemporary art and design making, and is essential to MICA’s bold commitment to creative agency at both the local and global levels. MICA seeks a Vice Provost who shares this vision and who will work collaboratively with partners across the institution to advance curricular and organizational development in support of these bold ambitions.

The Maryland Institute College of Art (MICA), founded in 1826, is consistently ranked in the very top tier of visual arts colleges in the nation and enrolls approximately 1,800 undergraduate students and 300 graduate students. MICA offers programs of study leading to the BFA, MA, MAT, and MFA degrees, as well as post-baccalaureate certificate programs and a full slate of credit and noncredit courses for adults, college-bound students,

and children. The Vice Provost for Undergraduate Studies holds a strategic, senior level position on the leadership teams of both the Provost and the President. The Vice Provost’s role currently includes four direct reports as well as oversight of the Undergraduate Studies staff, the Undergraduate Program Chairs, and works collaboratively across the entire College to ensure the integrity, excellence and ongoing development of the undergraduate educational programs. MICA welcomes interest from candidates who share a common conviction that a powerfully reimagined approach to art and design education is and always has been a critical tool for transforming the world. Strong candidates may come from a wide variety of backgrounds and experiences, including from schools of art and design or from comprehensive research universities. They should hold the terminal degree in their discipline, which should be either within art and design or a closely related field. It is critical that candidates demonstrate a passion for art and design as practitioners, teachers, and/or scholars, and have a significant record of achievement and innovation as a leader within a higher education environment.

Please send nominations, applications, and queries in confidence and electronically to: Sue May, Partne Liz Moseley, Senior Associate Storbeck/Pimentel & Associates, LP MICAViceProvost@storbecksearch. com MICA is an equal opportunity employer. As an educational institution dedicated to individual development in the visual arts, MICA nurtures, supports, and celebrates diversity in all of its forms including aesthetic, cultural, and philosophical and does not discriminate on the basis of race, ethnicity, color, religion, age, national origin, gender, gender identity, sexual orientation, disability status, socio-economic status, and marital status. This requires that the College develop and maintain a diverse community of trustees, administration, staff, faculty, and students; and that diversity is a fundamental philosophic value that informs the content of all of its programs and activities. MICA’s commitment to diversity prepares its graduates to excel professionally and assume leadership roles in a global context.

SCIENCE Assistant Professor, Biological Sciences University of North Carolina Charlotte The Department of Biological Sciences (DBS) at the University of North Carolina at Charlotte seeks applicants for a tenure-track Assistant Professor position. Applicants should possess a Ph.D. in the biological sciences or related fields with expertise in cancer biology.

Candidates are expected to demonstrate proficiency in their specialty by a record of postdoctoral training, peer-reviewed publications, and current extramural funding or plans for an extramurally funded research program. Special consid-

eration will be given to applicants with expertise in state-of-the-art proteomic, genomic and/or metabolomic approaches. Candidates are expected to have the ability to engage with students in a diverse academic environment. Previous teaching and mentoring experience is highly desirable. This position will be part of a larger effort to build research programs within a central theme of “Integrated Health and Environmental Research” and will be expected to complement “Big Data” and/or “Protein Function” research groups that are being developed in collaboration with other academic units within the university. The department supports BS, BA, MS (thesis & non-thesis) and PhD programs with a diverse body of faculty and students, and prides itself with hands-on training of its students. The successful candidate will contribute to the teaching of our undergraduate and graduate curricula with a focus on cancer physiology in a cell biological context and/or population-level genetic processes in animal systems. Finalists will be asked to discuss how their qualifications, experience, and professional background prepares them to incorporate diversity and inclusion into their teaching, research, and service activities during their screening. Candidates must apply online at http://jobs. uncc.edu, position number 006135.

Please provide a complete curriculum vita, philosophy statements for research and teaching in an ethnically diverse environment, contact information for three references, and three representative publications. Screening of applications will begin December 15, 2017, and continue until the positions are filled.

The expected start date is August 15, 2018. The University of North Carolina at Charlotte is an EOE/ AA employer and an ADVANCE Institution that strives to create an academic climate in which the dignity of all individuals is respected and maintained. The department and college strongly support student and faculty diversity that includes, but is not limited to, ability/ disability, age, culture, ethnicity, gender identity, language, race, religion, sex, sexual orientation, and socio-economic status.

Chemistry Assistant Professor (Position 119630) University of West Florida - UWF Barnard College, a premier liberal arts college in the City of New York and the nation’s most selective women’s college, seeks a scholar and leader to serve as Inaugural Endowed Chair in Computer Science and Director of the Center for Computational Science. This individual will build a department of computer science at the College that works in close collaboration with the Department of Computer Science in Columbia University’s Fu Foundation School of Engineering and Applied Science. In this newly-created role, the Chair and Director will have the opportunity to launch a new academic program in Computer Science and frame programming and content for a new

Center for Computational Science.

The endowed chair position will be tenured in the Barnard Department of Mathematics until a department of computer science is formally established. The Chair and Director is expected to be in place no later than September 2018. Barnard benefits from close collaborations with academic departments across Columbia University, and it is expected that this individual will have an affiliate position and intellectual home in both the Computer Science Department and at the Data Sciences Institute at Columbia University. In addition to curricular development, the endowed chair position will have the resources to recruit junior faculty and post-doctoral scholars and stimulate interactions with units across Barnard, many of which have quantitatively and computationally oriented components, and with Columbia.

Barnard seeks a leader in the field of computer science with a distinguished record of scholarship and is open to candidates from a variety of research areas. The ability to develop curriculum, an understanding of the importance of collaboration across disciplines, and a deep commitment to the undergraduate experience, the importance of women’s colleges, and excellent communication skills are required.

Applications should be submitted electronically and include the following: curriculum-vitae including a publication list, a description of research accomplishments, a statement of research and teaching interests and plans, contact information for three experts who can provide letters of recommendation, and up to three pre/reprints of scholarly work. Inquiries, nominations, and applications should be sent in strict confidence to: Jane McMahon, Managing Associate Isaacson, Miller www.imsearch. com/6376 Barnard College is an Equal Opportunity Employer. Barnard does not discriminate due to race, color, creed, religion, sex, sexual orientation, gender and/or gender identity or expression, marital or parental status, national origin, ethnicity, citizenship status, veteran or military status, age, disability, or any other legally protected basis, and to the extent permitted by law.

Qualified candidates of diverse ethnic and racial backgrounds are encouraged to apply for vacant positions at all levels.

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