The Hispanic Outlook on Education Magazine March 2017 by Hispanic Outlook on Education Magazine

VOLUME 27 • NUMBER 6 MARCH 2017

Spotlight On: Journalism

Empowering Women in Latin America’s News Industry

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PRIMING THE PUMP Written by Miquela Rivera, Ph.D.

atino parents love their children and typically want the best for them, including getting a good education. Here are six common mistakes some Hispanic parents make when it comes to their children’s education: • Assuming a parent doesn’t have to teach young children much because the teachers in school will eventually teach them. Parents are their children’s first and lifelong teachers. While parents are often busy, plopping the child in front of the television or plugging them into the electronic device isn’t enough. Teaching a young child starts with conversation. A parent changing a baby’s diaper can talk to the infant. Though the conversation seems unidirectional, the child makes eye contact and may respond with a smile; interpersonal communication begins. A parent preparing a family meal can talk to the child who is hanging out in the kitchen. Enumerating the steps of cooking, talking about ingredients being liquid or solid and counting as the child safely helps prepare a salad are examples in daily life when parents can teach. The time in the car driving a school-age child to soccer practice is a perfect time for the parent to play on-the-road games with their child, ask questions and discuss the child’s answers. Parents should use electronic devices selectively and intentionally with children, but the child should be older than three. While the instant feedback of computer games can help a child learn, prolonged periods of exposure to electronic devices (more than an hour a day total) can impede brain development.

• Figuring that kids are “just kids” and that what they hear or witness does not matter. Children learn by watching others closely—and then imitating them. Youngsters exposed to domestic violence are traumatized, left with the permanent imprint of the aggressive, frightening incidents they have seen. Boundaries and limits are often loose or ill-defined in Latino families, yet children need them for protection and appropriate learning and development. • Valuing higher education solely by the income a college graduate earns. Since income is not the main predictor of job satisfaction (yet it is a major concern for many Latinos), focusing primarily on earnings dooms an adult child to either suffer from the constant search for more money or the sense of devaluation by loved ones because of their career choices. Parents need to understand that education is about more than increased earnings; the process of education is transformative and invaluable. • Wanting an adult child to earn more than the parent did but not necessarily wishing them to be happier than the parent has been. There is some satisfaction that comes with increased earning power, but when it comes to job satisfaction and fulfillment, money isn’t everything. The happiness that comes with doing what you love (and getting paid to do it) is a gift beyond measure. Just talk to anyone who is miserable at work and continuing with a job just because of the money. Latino parents expecting the best

for their college graduate child are wise to look twice at their desires for their adult child or run the risk of damaging the relationship once the child perceives that their value is measured in cash. • Giving the message to a Latino child that everything they need is at home and that they should not and need not leave the nest. Such a message is usually about the parent not the child. The Latino parent, often inexperienced at living a distance from family, remains happy that the child is nearby; the child feels stymied in his growth and the ability to fulfill his purpose. Eventually, the adult child living under the pressure of “don’t leave us” either becomes depressed, lashes out in anger or leaves the family home anyway. Regardless, everybody loses. • Figuring that the work of parenting is done once a child has finished high school. “He no longer needs me,” one Latina mother lamented. “There’s nothing more I need to or can do for him.” A child’s need for a parent’s involvement changes with time and development. While an adult child may not require that basic needs such as food, clothing and shelter be provided by the parent (assuming the adult child is fairly independent), they still need the love, support guidance and presence of their parent—if only to assure that the relationship endures. • Miquela Rivera, Ph.D. is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears regularly in The Hispanic Outlook on Education. She lives in Albuquerque.

www.HispanicOutlook.com • 3

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE VOLUME 27 • NUMBER 6

FEATUREDARTICLE Arkansas State University is finalizing plans to open a campus in Mexico.

PUBLISHER JOSÉ 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 RESEARCH & DEVELOPMENT DIRECTOR MARILYN ROCA ENRÍQUEZ ART & PRODUCTION DIRECTOR RICARDO CASTILLO DIRECTOR OF ACCOUNTING & FINANCE JAVIER SALAZAR CARRIÓN SALES ASSOCIATE SERGIO LUGO ARTICLE CONTRIBUTORS FRANK DIMARIA, MIQUELA RIVERA

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 designed by Ricardo Castillo

UNIVERSITY CITY SCIENCE CENTER | PRESS KIT

GETTING TO KNOW THE UNIVERSITY CITY SCIENCE CENTER The University City Science Center is a dynamic hub for innovation, entrepreneurship and technology development in the Greater Philadelphia region. It provides business incubation, programming, lab and office facilities, and support services for entrepreneurs, THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE startups, and growing and established companies. MARCH 2017 UNIVERSITY CITY, PHILADELPHIA In 2014, the Brookings Institution labeled Philadelphia’s University City neighborhood as

Table of

one of the country’s prime “innovation districts” – “an ultimate mash up of entrepreneurs

CONTENTS

and educational institutions, start-ups and schools, mixed-use development and medical innovations, bike-sharing and bankable investments.” Brookings recognized the Science Center as a driving force behind University City’s evolution.

Priming Pump

Six Common Mistakes Some Hispanic Parents Make When It Comes to Their Children’s Education by Miquela Rivera, Ph.D.

STEM in Higher Education and Beyond

So Much More than a Center: Where STEM Education and Business Thrive By Michelle Adam

Honors and Ovations

Top 25 Summer Programs WKU Touts Summer Program for First-year Students Spotlight On: Journalism

Chicas Poderosas: Empowering Women in Latin America’s News Industry By Frank DiMaria

Mentoring and Internships

Discovery Education And 3M Search for America’s 2017 Top Young Scientist Story Courtesy of Discovery Education

National Partnership Focuses on Students’ Social and Emotional Learning Skills Story Courtesy of Discovery Education

School Newspaper

The George Washington University’s New Test Optional Policy Helped Shape a More Diverse Freshman Class Story Courtesy of George Washington University

Arkansas State University Revises Mexican Campus Contract School Library: Book Reviews

This month, Hispanic Outlook reviews the works of Pam Muñoz Ryan We take a look at titles exploring higher education and Hispanic culture www.HispanicOutlook.com • 5

STEM IN HIGHER EDUCATION AND BEYOND

So Much More than a Center UNIVERSITY CITY SCIENCE CENTER PRESS KIT

Where STEM Education and Business Thrive

PHOTO COURTESY OF UNIVERSITY CITY SCIENCE CENTER PRESS KIT

Written by Michelle Adam

hey call this place the Universi- Pennsylvania and neighboring states. nesses bring products to market,” ty City Science Center, but it’s What’s more is that 442 STEM-relat- explained David Clayton, Director MEDIA CONTACTS: so much more than its name. ed (Science, Technology, Engineering ADDRESS:ESS of the Center’s FirstHand initiative Market “The Street, Suite 800 of the Established 54 years ago with and Math) companies have graduat- 3711program. establishment JEFF RECHLER PAago 19104 Slice Communications one building in Philadelphia’s Uni- ed from the center, having benefit- Philadelphia, center 54 years was meant to take 600-0050 spaces, 215-966-6000 versity jrechler@slicecommunications.com City, this so-called “center” ed from| (215) business-incubation research out of academia and comhas now become an urban research, programs, support and research tied mercialize technology coming out of JEANNE MELL retail and residential park made up to the center’s close relationships to universities.” President, Marketing Communications & of 15 Vice buildings, 363 apartments more than 100 colleges and univerCommunity Engagement and 12,000 employees. It drives al- sities in the Philadelphia area, and The Center’s Success Stories jmell@sciencecenter.org | (215) 966-6029 most 13 billion in annual economic many more throughout the state, and What began as a one-building impact in the greater Philadelphia in Delaware and New Jersey. operation, providing spaces and eduKRISTEN FITCH area and through its businesses has “We are a business-driven non- cational/research support for budding Manager, Marketing Mediaorganization Relations that helps busihelped Senior create more than 7,400 jobs in & profit businesses 54 years ago has since been kfitch@sciencecenter.org | (215) 966-6156

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@UCScienceCenter

University City Science Center

www.sciencecenter.org

PHOTO COURTESY OF UNIVERSITY CITY SCIENCE CENTER PRESS K IT

innovations, bike-sharing and bankable investments.” Brookings recognized the Science Center as a driving force behind University City’s evolution.

responsible for helping companies like Centocor and Avid Radiopharmaceuticals become corporate giants. Centocor, which was acquired by Johnson & Johnson and spun off as Janssen Biotech, provided Johnson & Johnson its best-selling drugs for rheumatoid arthritis. Avid Radiopharmaceuticals, which began with one employee at the Center, grew to 130 employees and was purchased by Eli Lilly and Company, was the first business to offer promising tests for diagnosing Alzheimer Disease while patients are still alive. Hundreds of business success stories have been a direct result of the University City Science Center. But they couldn’t have been possible without the center’s role in fostering a strong relationship between research

universities and businesses focusing on STEM fields. University Research Supports Businesses One of the Center’s business-university ventures is the QED Proofof-Concept Program, which offers business development support for academic researchers developing early-stage life science and healthcare IT technologies. Since its launch in 2009 as the nation’s first multi-institutional proof-of-concept program for the life sciences, QED has screened more than 475 submissions from researchers at 21 partner institutions in Pennsylvania, New Jersey and Delaware and has helped more than 80 researchers develop proof-ofconcept plans.

“The establishment of the center 54 years ago was meant to take research out of academia and commercialize technology coming out of universities.” 2

— David Clayton, Director of the Center’s FirstHand initiative program

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Beyond bringing higher education together with business innovation in STEM fields, the Center continues to grow in its programming, restaurants, galleries, apartments, buildings and much more—so much that it has become a small city of its own. Now, it offers programming to middle schools and high schools that ties earlier education to the “real world” of business. Reaching Out to Younger Students This newer venture, FirstHand, began four years ago and provides middle and high school students hands-on early career engagement in STEM fields. The Center works with nine schools—eight middle schools and one high school—in the Philadelphia area who participate in programming from 10 weeks to eight months of the year. While many participating students are African-American (given the location of the Center and schools nearby), the program also serves Hispanic students (which represent seven percent), as well as others who are often underrepresented in STEM fields (and who don’t have adequate access to STEM subject areas and equipment in their own schools). FirstHand programs include Polymer Play, DNA Selfie, the Science Center Experience, Project Inquiry, AmpItUp, Taste Test and the FirstHand Teachers Institute. With all of these, students receive guidance from scientists, designers and engineers who are accessible because they’re already a part of the Center’s dynamic community. In Polymer Plan, students use technology like laser cutters, power tools and vacuum seals; apply science and math to design real projects; and 8 • March 2017

make their own bio-plastics or recycle plastics into new materials. With DNA Selfie, a girl-focused workshop, students actually take DNA selfies and study their own cells under a microscope. They address engineering design challenges to better understand the structure of the DNA molecule; use laser cutters, power tools and vinyl cutters; and meet female scientists and entrepreneurs. In addition to these programs, AmpItUp offers students an exploration of the inner workings of batteries and circuits that power our daily activities, and Project Inquiry is an innovate eight-month program for high school sophomores that explores concepts in engineering, design, technology and entrepreneurship. Sophomores learn how to use lab equipment, investigate the design process and solve real world problems using technologies like laser cutters and 3-D printers. They, too, work with professional scientists and entrepreneurs who serve as mentors. “These high school students work more independently in teams where companies give students a challenge that they’re currently dealing with (like redesigning a logo or some engineering challenge),” Clayton said. “They work on projects where there are aspects of failure built in. This way students experience education that is less about preparation for something in the future and more about doing real stuff now.” FirstHand has three teachers who facilitate workshops with 15 companies, and through this process, students learn what the real world of STEM careers is really about. As Clayton explained, many young people think there’s only one career,

“I think that there’s a growing trend of programs and increased STEM opportunities for students of diverse backgrounds. But the number of women and minorities pursuing STEM careers is still very low.” — David Clayton, Director of the Center’s FirstHand initiative program

and you do it or fail when in reality most scientists experience a path with many more sidetracks and pitfalls. “One scientist said, ‘I don’t know if this is Plan B, because I’ve gone so far down the alphabet,’” Clayton explained. Summer Programs Beyond the school year, FirstHand offers summer programs for middle and high school students and for teachers. This summer, the Center will run its second Taste Test program where seventh grade students learn about food and molecular gastronomy in a five-week program. This includes discovering the factors that affect flavor and exploring how senses

PHOTO COURTESY OF UNIVERSITY CITY SCIENCE CENTER PRESS KIT

UNIVERSITY CITY SCIENCE CENTER | PRESS KIT

work together when eating, under- 2016 alone (and more than 400 more printing, for example, are offered LOCATION: standing why each person’s unique who have come to tour the Center). for a substantial fee or at private or genetics tasting expe- in “Roughly 75 percent of students have well-funded Theinfluence Sciencetheir Center is located the heart of West Philadelphia’s University schools City for more well-torience, and creating foods by turning seen a jump in self confidence and efdo suburban families and are rarely neighborhood. Its administrative offices are located at 3711 Market St., 8th Floor fruit Philadelphia, into spaghetti and like. ficacy from this work,” Clayton said. available to minority students who PA the 19104. This upcoming summer, the “We have a very high satisfaction in are poorly represented in STEM Center’s Teacher Institute will work our program because it’s very hands fields. POISED FOR GROWTH: with more than a dozen teachers in on. We often have to turn down stu“I think that there’s a growing Currently there are 15 buildings dedicated to office, lab, retail andtrend residential on theand Science helping them connect careers and dents and partners.” of programs increased Center legacy campus. However, the Science Center is poised for growth. The Science 21st-century STEM skills with the It’s not surprising that a program STEM opportunities for students of CenterInisaddition, leveraging history like as the nation’s and largest parkBut as the it numclassroom. the its Center FirstHand (andoldest the Science Cen- urban diverse research backgrounds. will joins pilot forces a high with school intensive ter in general) has been so successful. ber of women and minorities Wexford Science + Technology, a BioMed Realty company, to expand its pursucampfootprint at students’ Aftercampus all, minority and Square underrepreingmixed-use STEM careers is still very low,” andrequest. rebrandDetails its physical as uCity — a true community for this program are still in the works. sented students are finally given a Clayton said. “I see us making a dent of ingenuity. As a result of this joint venture, the Science Center has the potential to double chance to experience STEM fields in this. When we think of the Firstin size as it and Wexford plan to develop nearly four million square feet of world-class Increasing Minorities in STEM that are normally inaccessible to Hand, we think of the future being office, residential, parking the next 10 years. With all laboratory, of its programming, the retail those facilities who comeand fromstructured poorer school for over everyone. We want STEM to be Science Center has already impact- districts. As Clayton pointed out, for everyone.” • 3 ed the lives of about 600 students in most programs like robotics or 3-D www.HispanicOutlook.com • 9

10 â&#x20AC;¢ March 2017

Allan Hancock College College Now! Santa Maria, California igh school juniors and seniors who reside and are enrolled in Santa Barbara or San Luis Obispo county high schools or home schools have the opportunity to go to Allan Hancock College. Both summer and fall courses are available, and participants must enroll in a maximum of six units per semester. A list of available courses is currently up on AHC’s website. For more information visit: http://www.hancockcollege.edu/admissions_records/ college-now.php

American University Discover the World of Communications 2017 Washington, D.C. merican University’s Discover the World of Communication summer program gives high school students the opportunity to explore a variety of subjects related to the field of communication through 35 different experiential classes. Areas covered include public speaking, documentary filmmaking, flash fiction writing, photography, film production, weather broadcasting, international communication and animation. Activities range from visiting embassies and interviewing diplomats to touring historic landmarks. For more information visit: http://www.american.edu/soc/discover/upload/DWCpages2017-01-1-2-2-2.pdf

Bergen Community College Kids and Teens Summer Program Paramus, New Jersey he popular Kids and Teens Summer Program has expanded to seven weeks with activities for children and teenagers ranging from three – 18 years old. Classes cover such areas as making video games, designing robots, baking pastries, conducting mock trials, learning about SCI science, songwriting, scrapbooking, sculpting clay, sewing, creating greeting cards, making stuffed animals, engineering, learning to play the guitar and more. For more information visit: http://bergen.edu/academics/continuing-education/ courses-programs/kids-and-teens-program/

California Lutheran University Summer Camps Thousand Oaks, California al Lutheran is hosting a variety of camps for children as young as five to teenagers up to age 17. Activities include developing apps, creating video games and building robots, as well as acting on stage, football, soccer, volleyball, water polo, tennis, basketball, baseball and cheerleading. There are also day camps where participants can learn about marine science, archery, fossil digs and more. For more information visit: http://www.clusports.com/pages/camps/

California State University-Dominguez Hills Youth Programs Carson, California SU Dominquez Hills has a variety of youth tech camps whose activities include video game design, special effects for video games, website design and computer illustration. In addition, CSU offers special summer reading programs for children as young as four years old through high school-aged, as well as adults. There is also the Young Scholars Program where high school students can earn college credits. For more information visit: http://www4.csudh.edu/ceie/programs-schedules/ youth/index

California State University-Long Beach Summer Volleyball Camps Long Beach, California SU Long Beach has a woman’s volleyball camp that includes the new Beach Skills Clinics, as well as the Skills/Team Camp I and II, Setters Camp and Kids Camp. Also offered is the Beach Volleyball Skills Camp, which is directed by CSU Long Beach’s national champion coaches and current players. Airport pickups and drop offs to local airports are available for a fee. For more information visit: http://www.longbeachstate.com/camps/w-volley. html

Eastern New Mexico University-Main Campus Choir Camp Portales, New Mexico he annual ENMU’s Choir Camp is for ninth – 12th graders and their directors. The program includes music classes and sectional rehearsals to help young performers develop their vocal skills as a part of a large group ensemble. In addition, participants will get to attend performances and other recreational activities as part of their camp experience and will take part in a public concert. For more information visit: http://www.enmu.edu/department-of-music/choircamp

Florida Atlantic University TOPS Piano Camp Boca Raton, Florida ith classes in the Arts and Humanities building next to the University Theatre, the TOPS Piano Camp offers participants technique and master classes, private and group lessons, and supervised practices, as well as instruction in creative writing and opportunities to make presentations and participate in performances. In addition, students will get to enjoy recreational activities and entertainment, including tours of FAU Boca Raton’s campus. For more information visit: http://www.fau.edu/tops/tops_piano.php

Fresno Pacific University Music Camp Fresno, California PU’s summer music camp’s programs include woodwinds, brass, strings, voice, piano and contemporary worship. It also has electives in jazz, chamber ensembles, music composition, musical theater and hand bells. The camp also includes two performances (small chamber ensembles and a final concert) that will take place at the end of June. Eligible participants must be 11 – 19 years old and entering sixth – 12th grade. For more information visit: https://www.fresno.edu/event/13381/music-camp

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Gettysburg College Adventure Camp Gettysburg, Pennsylvania he Office of Experiential Education at Gettysburg College is giving children a chance to get back to nature with wilderness and challenge course-based activities that include treks in the Michaux State Forest, climbing, backpacking on the Appalachian Trail, camping under the stars and more. Half day, full day and overnight camp sessions available. Activities are for kids 7–14 years old. For more information visit: http://www.gettysburg.edu/about/offices/college_ life/grab/pdfs/2016/2017%20Camp%20Flyer.pdf

Goshen College Musical Theater Camp Goshen, Indiana he Goshen College Musical Theater Camp offers eighth – 12th graders workshops, private lessons and master classes to help develop their singing, dancing and acting skills for the stage. Students will also have the chance to show off what they’ve learned in the camp’s “Musical Theater Revue.” In addition, for the first time participants can stay on campus and learn more about Goshen College. For more information visit: https://www.goshen.edu/academics/music/musical-theater-camp/

John Jay College of Criminal Justice CUNY Upward Bound New York, New York ohn Jay College of Criminal Justice CUNY’s Upward Bound program works with high school students, so they have a better understanding of the resources out there to help them apply to college and finance their education. The summer program splits the semester in half with the first part having the students commute to campus and the second part having them live on campus. For more information visit: http://www.jjay.cuny.edu/program-overview-1

Mercy College Mercy College School of Business Leadership Academy Dobbs Ferry, New York he Mercy College School of Business Leadership Academy is specially designed for high school juniors to learn directly from real world executives about leadership in the business world. This one-week program is open to students who have a cumulative, weighted GPA that is above 90; have demonstrated leadership skills; and are excellence in public speaking. Four sessions are available, beginning June 11 and ending July 29. For more information visit: https://www.mercy.edu/business/leadership/academy

Meredith College Young Writers’ Camps Raleigh, North Carolina eredith College offers two programs for aspiring writers. First, the Meredith College High School Summer Writing Workshop gives students a chance to work with published writers in a small-group setting on poetry, fiction and other genres. Next, Meredith Young Writers’ Camp is designed for sixth, seventh and eighth grade girls to help them improve their creative writing skills and explore works of literature. For more information visit: http://www.meredith.edu/academics/schools/arts_ and_humanities/english/young-writers-camps

Montgomery College Youth Summer Programs Germantown, Maryland esigned for kindergarten through 12th grade students, Montgomery College offers more than 200 programs at their three campus locations. With a focus on STEAM, activities available include chemistry, art, hovercraft design, sports, cooking and baking, makerspace projects, cartooning and drawing, computer animation, robotics, creative speaking and writing, engineering, JAVA programing, designing video games, exploring history, geometry, algebra, improving study skills and more. For more information visit: http://cms.montgomerycollege.edu/wdce/youthsummer.html

Northern Essex Community College STEM College for Kids Haverhill, Massachusetts esigned for students nine – 14 years old, NECC’s STEM College for Kids program introduces children to science, technology, engineering and math, as well as the arts. Now located at the Quarrybrook Outdoor Learning Center, the program utilizes both indoor and outdoor activities, allowing participants to have the opportunity to explore the facility’s 245 acres and enjoy vernal pools, hiking trails and historical artifacts. For more information visit: http://www.necc.mass.edu/community-engagement/ college-for-kids/

Otero Junior College STEM Summer Bridge La Junta, Colorado ith the STEM fields becoming more and more essential to careers in a variety of industries, OJC’s STEM department in collaboration with other departments at the college is launching special programs to encourage an early interest in science, technology, engineering and math. Utilizing workshops and camps, OJC’s approach is to encourage local students to explore STEM-related areas as possible future career paths. For more information visit: http://www.ojc.edu/about/newsevents/ojcevents/ stemcamps/

Purdue University Summer Diversity Camps West Lafayette, Indiana urdue University’s Purdue Polytechnic Institute offers summer camps including STEM ABC (Academic Boot Camp) for high school students transitioning to college; TEAM (Technology Expanding All Minds) for eighth, ninth and 10th graders; and TOTAL (Turned Onto Technology And Leadership) for seventh, eighth and ninth graders. Areas covered include aviation, engineering, information technology and math, as well as group project work and time management. For more information visit: https://polytechnic.purdue.edu/summer-diversity-camps/tags-camp

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Queens College Summer Vocal Institute for High School Students Queens, New York he Queens Summer Vocal Institute’s workshop is an eight-day program offering individual voice lessons, daily choral and repertoire classes in the areas of classical and musical theater, movement and improvisation classes, English and Italian diction instruction of NYSSMA and all repertoire, and more. Meant for high school and college bound students, the institute includes a digitally recorded public concert featuring its participants. For more information visit: http://qcpages.qc.cuny.edu/music/summer2017/ vocal/

St. Mary’s University Summer Camps at St. Mary’s San Antonio, Texas t. Mary’s is hosting a variety of summer camps whose themes include ballet, computer science, environmental science and physics, pre-engineering, robotics, and the JAMP pre-medical camp program. Programs offered in 2016 and expected to be offered again this year include brass band, baseball, basketball and volleyball. Ages range from five years old to high school senior with a tots volleyball program also available. For more information visit: https://www.stmarytx.edu/outreach/summer-camps/

Sonoma State University EXCEL for Youth Home Rohnert Park, California SU’s EXCEL is an awarding-winning academic enrichment program designed for students entering fourth – ninth grade. The program’s interactive classes focus on STEAM (Science, Technology, Engineering, the Arts and Math) skills with a particular emphasis on critical thinking, problem solving, creativity and collaboration. In addition, EXCEL classes include guest speakers and field trips, and there is a special five percent sibling discount available. For more information visit: http://www.sonoma.edu/exed/excel/

University of California-Riverside Summer Academy Riverside, California he Summer Academy program allows high school students who have completed ninth, 10th or 11th grade to experience campus life. Participants have the opportunity to complete one or more of their “A-G” requirements, and the program’s courses are recorded on an official UC transcript. Available courses are offered June 26 – July 29, July 31 – September 2, and June 26 – August 12 respectively. For more information visit: https://summeracademy.ucr.edu

Washington State University Tri-Cities Summer STEM Camps Richland, Washington ewly expanded to include activities for elementary school-aged children, as well as middle and high school students, WSU Tri-Cities’ Summer STEM Camps explore such areas as robotics, aviation, DNA and anatomy, forensic science, and more. Designed to be hands-on and to spark creativity while allowing participants to explore STEM fields from a career standpoint, the camps begin in July and conclude in August. For more information visit: https://tricities.wsu.edu/summersciencecamp

Whittier College WISE Summer Program Whittier, California he four-week Whittier International Student Enrichment (WISE) Summer Program is designed for students entering 11th – 12th grade, as well as pre-college students planning to attend any four-year college or university. Participants learn more about campus life and about the admission process and interdisciplinary academic programs. Development of English writing skills is strongly emphasized, and students also gain firsthand post-secondary classroom experience. For more information visit: https://www.whittier.edu/visitingstudents/wise/ summer

25 William Paterson University Youth Programs Wayne, New Jersey PUNJ is offering three summer youth programs. High School Academies allows participants to not only explore college-level material but also career possibilities. High School Programs give young students a chance to take courses in areas including communications, physics, music, science, technology and more. Middle School Programs allows students entering the sixth grade in the fall to take courses in a variety of areas. For more information visit: http://www.wpunj.edu/cpe/youthprograms/

WKU Touts Summer Program for First-year Students BOWLING GREEN, Ky. (AP) — Western Kentucky University is touting a new program aimed at easing students’ transition into college. The program on the Bowling Green campus is called WKU Summer Start. Campus officials say it offers a summer introduction to college for first-year students, connecting them to campus life while living in residence halls. WKU officials say the program allows students to complete six credit hours and take advantage of tuition savings. They get to know other new students and staff through social events and activities. WKU Summer Sessions Coordinator Alicia Bingham says the program encourages facultystudent mentorships and will allow students to find out about campus resources that can help them throughout their college careers.

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SPOTLIGHT ON: JOURNALISM

CHICAS PODEROSAS Empowering Women in Latin America’s News Industry Written by Frank DiMaria

emale journalists in Latin America are powerless in their newsrooms. They lack a connection to the digital aspect of storytelling in news production and are excluded from decision-making in the editorial process. Although they’re allowed to investigate and write stories, that’s where the connection to their stories and to their readers ends, says Mariana Santos, co-founder and CEO of Unicorn Interactive, a new independent media start up on digital storytelling and a former member of the

“Chicas Poderosas is a very comfortable space for women to share their frustrations and the problems they are facing, such as bullying in newsrooms, the glass ceiling or problems with management.” — Mariana Santos, co-founder and CEO of Unicorn Interactive 14 • March 2017

interactive team at The Guardian in London. “(They email) their story to the development building where usually a group of developers, men, take care of the story and put it online,” she said. Men choose the news stories that Latin Americans read. They alone wield the power that grants them access to communities enabling them to form connections with readers in those communities. “Enabling women to not only have access to tell their stories digitally, own the digital skills to do so and empowering them with entrepreneurial and leadership skills will allow more women to sit at the main table of decision making when it’s time to decide which stories to tell. Giving more balance to these systems would allow both sides of the stories to be told,” Santos said. Santos is trying to empower female Latin American journalists through a movement she founded called Chicas Poderosas. In a series of events in Latin America and the U.S., Chicas Poderosas brings female journalists together, providing them an environment in which they can discuss issues important to them. “Chicas Poderosas is a very comfort-

able space for women to share their frustrations and the problems they are facing, such as bullying in newsrooms, the glass ceiling or problems with management,” Santos said. Chicas Poderosas teaches female journalists and journalism students how to flourish in their careers. Santos first brought her movement to the U.S. in 2014 with an event at Univision and the University of Miami. It attracted 100 women, and a few men, from Latin America and the greater Miami area. “The reason I brought it to Miami was because I always want to bridge the developing countries with the developed countries,” Santos said. Latin Americans fight to solve social and political problems everyday, giving them a different sensibility than those living in the U.S. Through Chicas Poderosas, Santos brings individuals with varying backgrounds and mindsets together, so they can sit at the same table and discuss salient issues in journalism. Later that year, she organized another event in the U.S. This time it was at Stanford. Santos called the event in Miami a flagship event. She called the one at Stanford a “kick starter.”

PHOTO BY BARBARA CORBELLINI DUARTE

Learning from Silicon Valley There’s a stark contrast between the lifestyles of those living in developing countries and those who inhabit the cubicles of an Internet startup in Silicon Valley. In many ways the two realities are separated by 100 years of technological progress. The Stanford event brought these two realities together to see what they could learn from one another. For four days, 30 women journalists from Latin America trained and mentored future female journalists. They shared the most important takeaways of digital storytelling and presented talks on the countless issues women face in media in Latin America. Santos’ goal was to train a cadre of ambassadors who could later organize

and deliver Chicas Poderosas events in their city, region or country without Santos’ direction. “Once I left Latin America, the events stopped happening because I was no longer physically there, so I couldn’t organize events myself,” Santos said. Since the Stanford event, the Chicas Poderosas movement has exploded, Santos said, with events taking place simultaneously in Venezuela, Colombia and Brazil. In 2016, Santos held the third Chicas Poderosas event in the U.S. Empowering Women and Rejuvenating Careers The site of the third U.S. event was Florida International University in Miami last April. Barbara Corbel-

“Watching all the young students be so excited about journalism and believe in it and watching how it can come together and how we can exchange ideas, that was just incredible.” — Barbara Corbellini Duarte, multimedia journalist at the South Florida Sun Sentinel

www.HispanicOutlook.com • 15

PHOTO LICENSED BY ING RAM IM AG E

lini Duarte, a multimedia journalist at the South Florida Sun Sentinel, helped organize the event. The theme was I Am More Than What You See. “Women so many times, and not just in journalism but (in journalism as well), are judged by their looks a lot more than men. When we are young, people judge us. They think we don’t have enough experience because we are too young, and we’re supposed to look pretty,” Corbellini Duarte said. Women are not allowed to grow old, she said, while men are allowed to get wrinkles and be themselves. “Men can walk around with the face they have, with the body they have, and it’s OK. Women are expected to look fabulous and to put on makeup and to do their hair,” she said. Corbellini Duarte organized the FIU event to empower female journalism students. But she was the one who was empowered and energized. Journalism had jaded Corbellini Duarte, so much so that she even 16 • March 2017

considered leaving the field. Then Chicas Poderosas at FIU happened. “Watching all the young students be so excited about journalism and believe in it and watching how it can come together and how we can exchange ideas, that was just incredible,” Corbellini Duarte said. The FIU event had such an effect on one of the attendees that she ended up abandoning her career in banking and immersed herself in journalism. She enrolled in a master’s program in journalism and is now writing her own blog. “It was incredible to inspire people,” Corbellini Duarte said. “Bringing people together is key. Men have been doing this for years, supporting each other, doing things after work and having their men’s clubs,” she said. Broadening the Scope Santos is continually widening her network to identify individuals who can engage audiences as Chicas

Poderosas ambassadors. Once trained by Santos, ambassadors develop and design their own presentations based on topics they wish to address within their communities. In 2017, Santos will hold events at USC and at NYU. With her movement in its fourth year, Santos plans to focus on a few key areas in 2017. She noticed some women were coming out of Chicas Poderosas training sessions with dreams of starting their own independent news outlets. Few, however, have the expertise to realize these dreams. This year, Santos plans on offering training on entrepreneurship through Chicas Poderosas. As it has done in the past, Chicas Poderosas will continue to focus on investigative journalism, especially in Latin America, and on building communities. “This is the key to success of Chicas Poderosas. A lot of women helping each other,” Santos said. • Index Photo: Zena Barakat

Transformation in progress This is a time of tremendous change at the University of Kentucky. Itâ&#x20AC;&#x2122;s not just our nearly $2 billion in construction of new research and teaching space, student housing and a student center. Weâ&#x20AC;&#x2122;re also ensuring our vibrant campus is a safe and healthy place to work, learn and live. We strive every day toward an environment of openness and acceptance. Where people of all backgrounds, identities and perspectives feel secure and welcome.

Visit ukjobs.uky.edu to join us An Equal Opportunity University

DISCOVERY EDUCATION AND 3M SEARCH FOR AMERICA’S 2017 TOP YOUNG SCIENTIST; CHANCE FOR $25,000 AND ONE-OF-A-KIND SUMMER MENTORSHIP WITH 3M SCIENTIST NEW YOUNG SCIENTIST LAB INTERACTIVE PORTAL BRINGS SCIENCE TO LIFE IN THE CLASSROOM

Story courtesy of Discovery Education

ILVER SPRING, Md. and ST. PAUL, Minn. – Discovery Education and 3M are proud to announce the opening of the 10th annual Discovery Education 3M Young Scientist Challenge, the nation’s premier science competition for students in grades 5-8. This program, offers young inventors the once-in-a-lifetime opportunity to be mentored by a 3M Scientist Mentor, compete for $25,000, and earn the title of “America’s Top Young Scientist.” The Challenge rewards curious students who use their science acumen and creativity to solve a problem in their local, national or global community. Fourteenyear-old Maanasa Mendu won last year for her creation of HARVEST, a bio-inspired energy device that captures energy in the form of wind, rain and sun – and converts it to power. Mendu was inspired to enter the contest through her “pretty awesome” eighth grade science teacher. “The Discovery Education 3M Young Scientist Challenge was really meaningful,” Mendu said. ”I encourage any curious middle schooler to enter because you will not only get a chance to win amazing prizes like $25,000, but you will have a number of opportunities to enhance your scientific knowledge, creativity and collaboration skills! The great thing about the Young Scientist Challenge is that you have an amazing 3M mentor at your side. Overall, the Challenge allows you to broaden your horizons.” 18 • March 2017

Students in fifth-eighth grade can enter the challenge by creating a one to two-minute video communicating the science behind their big idea that could solve or impact an everyday problem. Video entries will be evaluated based on their creativity, scientific knowledge, persuasiveness and delivery. Ten finalists will then be chosen to participate in an exclusive summer mentorship program where they will work closely with and learn from a 3M scientist. The program challenges finalists’ thinking to develop an innovation that positively impacts them, their family, their community or the global population. The students will meet virtually with their mentors and will receive additional resources and support from 3M and Discovery Education. Each finalist will also receive a trip to the 3M Innovation Center at the company’s headquarters in St. Paul, Minn., to compete at the final event in October 2017. All video entries must be submitted online at https://www.youngscientistlab. com/challenge no later than April 19, 2017. Videos will not be judged on production skills and may be recorded on cell phones or basic digital cameras. Timed to the Challenge opening is the launch of Young Scientist Lab, an interactive portal for scientific exploration, and new home to the award-winning Young Scientist Challenge. The Lab is a one-stop STEM destination for teachers, students and parents. It offers engaging K-8 activ-

ities and standards-aligned lesson plans and interactive teaching tools to foster the next generation of scientists. There is also inspiration on how innovation can solve problems across industries: manufacturing, energy, safety, healthcare, transportation, electronics, automotive, construction and design, personal safety and more. Additionally, users of the Lab will get up-tothe-minute science news, learn about live events, participate in upcoming field trips and read new blogs about the Young Scientist Challenge. Over the years, the Young Scientist Challenge has awarded hundreds of thousands of dollars in student prizes, paired students with world-renowned scientists and delivered much-needed science resources to millions of students, teachers and families across the country. In 2016, entries were submitted by nearly all 50 states, from urban, suburban and rural districts. Six girls and four boys were named as the top 10 finalists. “As an educator, whether or not you have a student selected as a finalist, the Discovery Education 3M Young Scientist Challenge is about cultivating important skills to help students succeed in college, career and life,” said Francie Snyder, teacher at Manatee County Public Schools’ Oneco and Prine Elementary Schools in Manatee County, Fla. “Encouraging participation in the Challenge is about inspiring young minds of all kinds from all places about the wonders of science and working to create a solution that could improve lives.” For more information on the Discovery Education 3M Young Scientist Challenge, including submission guidelines, tips from previous winners and complete rules, please visit: https://www.youngscientistlab.com/challenge. •

PHOTO COURT ESY OF PRNEWS FOTO/DISCOVERY EDU CATION

MENTORING AND INTERNSHIPS

DISCOVERY EDUCATION Y 3M BUSCAN EN 2017 AL MEJOR CIENTÍFICO JOVEN DE LOS EE.UU., QUIEN PODRÁ GANAR 25 MIL DÓLARES Y UNA TUTORÍA POR PARTE DE CIENTÍFICOS DE 3M DURANTE EL VERANO EL NUEVO PORTAL INTERACTIVO YOUNG SCIENTIST LAB DA VIDA A LA CIENCIA DENTRO DEL AULA

Story courtesy of Discovery Education

ILVER SPRING, Md. y ST. PAUL, Minn. – Discovery Education y 3M tienen el orgullo de anunciar la apertura de la décima edición del certamen anual Discovery Education 3M Young Scientist Challenge, la competencia científica para alumnos de primaria alta y escuela secundaria más importante de los Estados Unidos. Este evento ofrece a los jóvenes inventores la oportunidad única de tener como tutor a un profesional de la ciencia de 3M, así como de ganar 25 mil dólares y ostentar el título de “El mejor joven científico de los EE.UU.”. Esta competición recompensa a estudiantes de espíritu inquisitivo, quienes utilicen sus conocimientos científicos y su creatividad para solucionar un problema de su comunidad local, nacional o global. La ganadora del año pasado fue la joven de catorce años Maanasa Mendu, quien creó HARVEST, dispositivo bioenergético que captura lluvia, viento y rayos solares y los convierte en generadores de energía. Mendu fue inspirada para entrar al concurso por su “absolutamente asombroso” profesor de ciencias. “El Discovery Education 3M Young Scientist Challenge significó mucho para mí”, añadió Mendu. “Animo a todos los alumnos con genuina curiosidad a participar en este reto, ya que no sólo tendrán la oportunidad de ganar el gran premio de los 25 mil dólares, sino también una serie de experiencias que les permitirán elevar su nivel de conocimiento científico, su creatividad y sus habilidades colaborativas. Lo mejor de este concurso es tener a un gran experto de 3M como mentor a tu lado. Definitivamente, este concurso te permite expandir tus horizontes”.

Podrán participar todos los alumnos que cursen desde quinto de primaria hasta tercero de secundaria, elaborando un video de uno a dos minutos de duración mostrando las bases científicas detrás de una idea que podría solucionar o tener un impacto positivo en un problema de la vida cotidiana. Estos video serán evaluados en base a su creatividad, nivel de conocimientos científicos, poder de persuasión y recursos comunicativos. Se escogerán diez finalistas, quienes participarán en un exclusivo programa de tutoría que se llevará a cabo durante el verano, en el que trabajarán estrechamente con y aprenderán directamente de un científico de 3M. El programa desafía la creatividad de los finalistas, animándolos a desarrollar una solución innovadora capaz de tener un impacto positivo para sus familias, comunidades y a nivel global. Los estudiantes sostendrán reuniones virtuales con sus tutores y recibirán recursos y apoyos adicionales por parte de 3M y Discovery Education. Cada finalista también recibirá una invitación al 3M Innovation Center, ubicado dentro de las oficinas centrales de la compañía en St. Paul, Minn., para competir en la prueba final, a celebrarse en octubre de 2017. Todos los videos deberán ser enviados en línea a https://www.youngscientistlab.com/ challenge a más tardar el día 19 de abril de 2017. Los videos no serán juzgados en base a su calidad de producción, y podrán ser elaborados utilizando un teléfono celular o cámaras digitales básicas. En sincronización con la apertura de esta competencia, se lanzará Young Scientist Lab, un portal interactivo destinado a la

exploración científica y el nuevo hogar de el premiado Young Scientist Challenge. Este laboratorio es un destino STEM para profesores, estudiantes y padres. Ofrece una serie de interesantes actividades y planes de estudio acordes a los estándares educativos vigentes, así como herramientas de aprendizaje interactivas diseñadas para estimular a las nuevas generaciones de científicos. También presenta inspiradores ejemplos de cómo la innovación puede solucionar problemas en todo tipo de industrias, entre ellas la manufacturera, energética, de seguridad, médica, del transporte, electrónica, automotriz, de la construcción y del diseño, y más. Los usuarios de este portal accederán a las noticias científicas más recientes, estarán informados sobre los próximos eventos en vivo, podrán participar en viajes de campo, y consultar blogs relacionados con el Young Scientist Challenge. A lo largo de su existencia, el Young Scientist Challenge ha otorgado cientos de miles de dólares en premios a los estudiantes, reunido a jóvenes talentos con científicos de renombre mundial, y brindado valiosos recursos educativos a millones de alumnos, maestros y familias alrededor de los EE.UU. En 2016, se recibieron solicitudes de entrada al concurso provenientes de prácticamente todos los 50 estados de la Unión, incluyendo áreas urbanos, suburbanos y rurales. Seis niñas y cuatro niños integraron la lista de los diez finalistas. “Como educador, independientemente de tener a uno de mis alumnos entre los finalistas, puedo afirmar que el Discovery Education 3M Young Scientist Challenge tiene el propósito de cultivar importantes habilidades en los estudiantes, mismas que les ayudarán a triunfar en la universidad, su profesión y su vida entera”, afirmó Francie Snyder, profesora en los Oneco y Prine Elementary Schools en Manatee County, Fla. ”Estimular la participación en este reto significa inspirar a las mentes jóvenes de todas las disciplinas y procedencias acerca de las maravillas de la ciencia y la posibilidad de crear soluciones que cambien la vida de las personas.” Para mayor información sobre el Discovery Education 3M Young Scientist Challenge, incluyendo guías de participación y envío de materiales, consejos de ganadores anteriores y todas las reglas de la competencia, por favor visite: https://www.youngscientistlab.com/ challenge. •

www.HispanicOutlook.com • 19

MENTORING AND INTERNSHIPS

DISCOVER KINDNESS IN THE CLASSROOM NATIONAL PARTNERSHIP FOCUSES ON STUDENTS’ SOCIAL AND EMOTIONAL LEARNING SKILLS

PHOTO COURTESY OF PRNEWSFOTO/DISCOVERY EDUCATION

Story courtesy of Discovery Education

ILVER SPRING, Md. – Kindness starts with one. One person holds open a door. One person writes a thank you letter to a teacher. One person sparks kindness when another really needs it. Now, more than ever, it’s time to be kinder. The Random Acts of Kindness Foundation (RAK), an internationally recognized nonprofit dedicated to inspiring people to practice kindness and pass it on to others, and Discov20 • March 2017

ery Education, a leading provider of digital content and professional development for K-12 classrooms, have teamed up to launch an all-new education initiative, Discover Kindness in the Classroom. Available at no cost to classrooms nationwide, the program offers standards-aligned resources for grades K-8 that teach important social and emotional learning skills, and stimulate thoughtful conversations between educators and students about the importance of kindness in their daily lives.

Social and emotional skills are critical to being a good student, a productive citizen and a successful worker. Many risky behaviors such as drug use, violence and bullying can be prevented or reduced when social and emotional skills are taught. Moreover, social and emotional learning can improve academic scores. One study shows that students who have been in a directed SEL (social and emotional learning) program can increase their scores on standardized tests by up to 11 percent. (American Psychological Association’s Monitor on Psychology). Discover Kindness in the Classroom provides elementary and middle school educators and counselors cross-curricular lesson plans and hands-on activities that encourage students to spread kindness and share their experiences with others. The program features two specially curated Fall 2016 and Spring 2017 Kindness Collections that explore kindness concepts including respect, compassion, empathy, integrity, fairness, helpfulness and gratitude. The second Kindness Collection launched in February 2017, coinciding with Random Acts of Kindness Week, which took place February 12-18, 2017. Units in each Kindness Collection are designed to inspire and empower students to be kind and compassionate, act on what they have learned and share their positive actions and how they felt. Educators can also utilize the “How-To Guide” to create their own Kindness Collections by selecting and organizing resources that meet their students’ needs, in addition to the educator guides that accompany each Collection and provide best practices for easily integrating these resources in classroom instruction.

“Social and emotional learning skills are incredibly important to my students’ futures and impact so many aspects of their lives both inside and outside of our classroom,” said Kristen Davis, a first grade teacher in Santa Rosa County, Florida. “I look forward to incorporating resources from Discover Kindness in the Classroom into my instruction to show my students how small acts of kindness can make a big difference and impact everyone around them.” In addition to the Fall and Spring Kindness Collections, Discover Kindness in the Classroom also offers monthly Kindness Spotlights that are designed to quickly

and easily highlight various Kindness Concepts. Each Kindness Spotlight offers two short elementary and middle school activities focused around specific Kindness Concepts of the month. “The Random Acts of Kindness Foundation curriculum has been quietly implemented in thousands of schools worldwide, but we believe teaming up with Discovery Education will inspire and empower thousands more teachers across the nation to see and feel the impact of teaching kindness in their own classrooms. We couldn’t be more excited about this partnership,” said Brooke Jones, vice president of The Random Acts of Kindness Foundation.

“Discovery Education shares The Random Acts of Kindness Foundation’s belief that the world is a better place when we encourage kindness,” said Lori McFarling, senior vice president of Discovery Education. “We are proud to collaborate with them to present classrooms nationwide engaging digital resources that help teach important social and emotional learning skills and promote thoughtful conversations between educators and students about the importance of kindness in their daily lives.” To learn more and access to program’s free resources, visit www.discoverkindnessintheclassroom.com •

www.HispanicOutlook.com • 21

SCHOOL NEWSPAPER

THE GEORGE WASHINGTON UNIVERSITY’S New Test Optional Policy Helped Shape a More Diverse Freshman Class

PRNEWSFOTO/GEORGE WASHINGTON UNIVERSITY

Story courtesy of George Washington University

ASHINGTON – A summer of 2015 decision to not require SAT or ACT scores for most students applying for admission at the George Washington University (GW) for fall 2016 has led to the most diverse freshman class in the university’s history. With the final numbers tabulated for students who entered as freshmen in fall 2016, the university saw a 33 percent increase in students from underrepresented minority groups. This population makes up 20.2 percent of this year’s class compared with 14.9 percent of last year’s class. “We adopted our test-optional policy to diversify an already outstanding applicant pool by reaching out to exceptional students who have been underrepresented at selective colleges and universities,” said Steven Knapp, president of George Washington University. “Our experience this first year under the 22 • March 2017

new policy would seem to validate that approach.” More than 25,550 undergraduate students applied to enter for fall 2016, an unprecedented 29 percent increase in applications over the previous year. Of the applicants, 21 percent opted to take advantage of GW’s test optional policy. GW accepted 40 percent and enrolled a freshman class of 2,523 students from 48 states and the District of Columbia and 60 countries. Of the total enrolled class, 29 percent chose not to submit test scores. One element that influenced GW’s decision to adopt a test-optional admissions policy was a concern that outstanding, academically talented students who did not earn high scores on the SAT or ACT may have felt discouraged from applying. In this first-year class after the test-optional policy, there are 84 percent

The number of students who identified as firstgeneration college students increased by 14 percent, with 13.9 percent of students identifying that neither of their parents had earned a bachelor’s degree compared to 11.9 percent the previous fall. more African-American freshmen over the previous year’s class, with 8.8 percent representation compared to 4.7 percent last year. Other minority groups saw population increases as well. Hispanic student enrollment rose by 11 percent. In other diversity barometers, the number of students who identified as first-generation college students increased by 14 percent with 13.9 percent of students identifying that neither of their parents had earned a bachelor’s degree compared to 11.9 percent the previous fall. Finally, as a representation of the diverse socioeconomic status of students, while financial aid numbers are still preliminary, it appears that the number of full-time freshman students receiving Pell Grants increased to nearly 15 percent from 13.8 percent the previous year. This year’s freshman class also continues a recent four-year trend of an increase in the median unweighted academic GPA. “The high GPA from our students is a sign that GW is continuing its momentum to strengthen the quality of the class and recruit the most academically strong and diverse students,” said Laurie Koehler, vice provost for enrollment management and retention. “We are excited to have enrolled such a talented group of students who feel that GW is a great fit for them.” •

SCHOOL NEWSPAPER

PHOTO LICENSED BY INGRAM IMAGE

ARKANSAS STATE UNIVERSITY REVISES MEXICAN CAMPUS CONTRACT

ITTLE ROCK, Ark. (AP) — Arkansas State University is finalizing plans to open a campus in Mexico. A new agreement between the university in Jonesboro and its Mexico campus will reset the length of the partnership to a decade and give the Arkansas school a chance to earn more from it, the Arkansas Democrat-Gazette reported (http://bit. ly/2lTXEoS ). Arkansas State University System President Chuck Welch said the university first signed agreements with Mexican entities in 2012 and

another in 2014 with a different group of investors. But, both of those documents were created at a time when Arkansas State University Campus Queretaro was still an idea. “There hadn’t been a shovel of dirt turned. There hadn’t been any investments made in the project. It was still something that we were talking about,” Welch said. “Now, we are looking at an August or early September start date of classes later this year, and so we’ve moved from a conceptual stage to an active-campus stage, and with that came the necessity of a revised agreement

that really addressed a whole litany of other issues that weren’t necessary when it was a concept but are now necessary when it’s an active campus.” Investors with the ASU-Campus Queretaro private foundation, led by Ricardo Gonzalez, are paying for the project. ASU has said no state money has gone toward the Mexican campus. Campus Queretaro sits on 370 acres and includes 800,000 square feet of academic and residential buildings, for students and faculty members. Other developments will surround it. The campus is to open either Aug. 28 or Sept. 4 this year. Campus Queretaro has started taking applications and has even started accepting some students, said Brad Rawlins, vice rector of academics at Campus Queretaro. The Mexico campus will offer its inaugural students general education and introductory courses. The classes taught in English are part of the ASU curriculum. Upperclassmen in Jonesboro are unlikely to get a chance to experience the campus, though all of the Jonesboro campus’s 14,085 students may be able to take advantage of a study-abroad program there, which is still in the works, Rawlins said. As the campus grows and more classes are added, Arkansas students and faculty members could then take part in exchange programs, he said. Information from: Arkansas Democrat-Gazette, http://www.arkansasonline.com •

www.HispanicOutlook.com • 23

SCHOOL LIBRARY For many years, Hispanic Outlook ran book reviews that covered a wide variety of topics related to academia, higher education and the Hispanic community. This feature was so popular that not only have we brought it back but also expanded it, so it encompasses more of the education experience. Like a real library, our book reviews are split into sections: one that will continue to be dedicated to higher education and the Hispanic community, and one showcasing books that are ideal for primary and secondary education majors and professors, as well as teachers currently working in grades K-12. HIGHER EDUCATION “WE CARRY OUR HOMES WITH US: A CUBAN AMERICAN MEMOIR” by Marisella Veiga Publisher: Minnesota Historical Society Press ISBN-13: 978-1681340067 On December 30, 1960, Marisella Veiga with her mother and two brothers boarded a plane from Havana to Miami. After her father joined them, her family resettled in Minnesota where the climate was similar to home, Spanish was spoken and thousands of exiles arrived each month. In this memoir, Veiga describes her integration into a northern Midwestern landscape she grew to love, from adapting to the cold—learning to ice-skate before learning to speak English—to her obsession with Davy Jones. Yet the weight of her biculturalism—being of two worlds but an outsider to both— remained central to her quest for identity.

“UNIVERSITY ETHICS: HOW COLLEGES CAN BUILD AND BENEFIT FROM A CULTURE OF ETHICS” by James F. Keenan, S.J. Publisher: Rowman & Littlefield Publishers ISBN-13: 978-1442223721 Stories about ethical issues at universities make headlines every day. From sexual violence to racial conflict, from the treatment of adjuncts to cheating, students, as well as professors and administrators face countless ethical trials. And yet, very few resources exist to assist universities in developing an ethical culture. “University Ethics” addresses this challenge. Each chapter studies a facet of university life—including athletics, gender, faculty accountability and more— and highlights the ethical hotspots, explains why they occur and proposes best practices. In addition, this work not only examines the ethical problems but also suggests ways to create an integrated culture of ethics on a university-wide scale that fosters the institution’s mission and community.

24 • March 2017

“CHOL (MAYAN) FOLKTALES: A COLLECTION OF STORIES FROM THE MODERN MAYA OF SOUTHERN MEXICO” by Nicholas A. Hopkins and J. Kathryn Josserand with Ausencio (Chencho) Cruz Guzmán Publisher: University Press of Colorado ISBN-13: 978-1607324874 “Chol (Mayan) Folktales” combines high quality and thoughtfully edited transcriptions of oral storytelling with translation and narrative analysis, documenting and analyzing a trove of Chol folklore. The work provides a look into the folktale culture of the contemporary Maya presented with innovative theoretical framework. The rich Chol oral narrative tradition is represented by eleven stories, each printed in the original language of the storytellers with parallel English translations and accompanied by a brief introduction that provides the relevant cultural and mythological background. Included with eight of the stories is a link to an audio clip of the tale told aloud in the Chol language. “CREATING ENGAGEMENT BETWEEN SCHOOLS AND THEIR COMMUNITIES: LESSONS FROM EDUCATIONAL LEADERS” Edited by Ted Purinton and Carlos Azcoitia Publisher: Lexington Books ISBN-13: 978-1498521741 What is a community-focused leader? This question and more are the subject of “Creating Engagement between Schools and their Communities,” which addresses how educational leaders have made efforts to reconnect their schools to their communities and the varied goals they have achieved. The contributors of this book are educational leaders who have stayed committed to their neighborhoods and who have seen the moral imperative to provide equal opportunity to all students. This book shares their experiences, particularly looking at community-based schools in urban, impoverished or immigrant communities—communities that often are disconnected from the political and economic centers of the country.

SCHOOL LIBRARY Pam Muñoz Ryan didn’t start out to be an author. Born in Bakersfield, California, she began her career as an early childhood teacher and worked for the Escondido, California, school district. After marrying and having four children, she became involved with an early childhood program as its director and went on to earn her master’s degree in post-secondary education. Although she originally pursued the degree to teach children’s literature in college, she became inspired to write and has since gone on to author over 40 books, ranging from picture books to young adult novels. Her awards include the NEA’s Human and Civil Rights Award, the Newbery Honor, the Pen USA Award, the Virginia Hamilton Literacy Award, the Ludington Award for body of work and the Pura Belpré Medal for her book “Esperanza Rising,” which has been commissioned as a play. And so it is our pleasure to feature the works of Pam Muñoz Ryan, as well as lesson plans for her books, in this month’s school library. Lesson plans courtesy of Scholastic Inc.

K-12 “ESPERANZA RISING” Publisher: Scholastic Inc. ISBN-13: 978-0439120425 Lesson Plan: “Esperanza Rising” Vocabulary Boosters for Grades 6-8 (https://www. scholastic.com/teachers/lesson-plans/ teaching-content/esperanza-risingvocabulary-boosters/)

“THE DREAMER” Publisher: Scholastic Inc. ISBN-13: 978-0439269988 Lesson Plan: “The Dreamer” Discussion Guide for Grades 6-8 (https://www. scholastic.com/teachers/lesson-plans/ teaching-content/dreamer-discussionguide/)

Esperanza believed her life would be wonderful forever. She would always live on her family’s ranch in Mexico, have fancy dresses and a beautiful home filled with servants, and Papa and Abuelita would always be with her. But a sudden tragedy forces her and Mama to flee to California where they settle in a camp for Mexican farmworkers. Esperanza isn’t ready for hard labor, financial struggles and the lack of acceptance that she now must face. When Mama gets sick and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances.

“Neftalí, to which mystical land does an unfinished staircase lead?” From the time he was a young boy in the town of Temuco, Neftalí Reyes had heard the call of a mysterious voice. Even when the neighborhood children taunted him, his father ridiculed him and he doubted himself, Neftalí knew he couldn’t ignore the call. Under the canopy of the rain forest and into the fearsome sea and through the persistent Chilean rain, he listens and he follows. Based on the childhood of Nobel Prize-winning poet Pablo Neruda, this story combines elements of magical realism with biography, poetry, literary fiction and sensorial illustrations.

“ECHO” Publisher: Scholastic Inc. ISBN-13: 978-0439874021 Lesson Plan: Discussion Guide to the Novels of Pam Muñoz Ryan for Grades 4-9 (https:// www.scholastic.com/content/dam/teachers/ lesson-plans/migrated-featured-files/ novelsofpammunozryanguide2015.pdf)

“BECOMING NAOMI LEÓN” Publisher: Scholastic Inc. ISBN-13: 978-0439269971 Lesson Plan: “Becoming Naomi León” Teaching Guide for Grades 3-5 and 6-8 (https://www.scholastic.com/teachers/ lesson-plans/teaching-content/becomingnaomi-leon-storia-teaching-guide/)

Lost and alone in the forbidden Black Forest, Otto meets three mysterious sisters and suddenly finds himself entwined in a puzzling quest involving a prophecy, a promise and a harmonica. Decades later, Friedrich in Germany, Mike in Pennsylvania and Ivy in California each become interwoven when the very same harmonica lands in their lives, binding them by an invisible thread of destiny. All the children face daunting challenges: rescuing a father, protecting a brother and holding a family together. And ultimately it is that invisible thread of destiny that will pull their three suspenseful solo stories together into an orchestral crescendo.

Naomi Soledad León Outlaw lives with her great-grandmother, Gram, and her little brother, Owen, at Avocado Acres Trailer Rancho where life is happy and peaceful. Well, except that Naomi has a lot to deal with like her clothes, her difficulty speaking up and her status at school as “nobody special.” But according to Gram, most problems can be overcome with positive thinking. That is, until someone mysterious reappears after seven years, stirring up a whole lot of trouble. Soon, Naomi is on a journey in Gram’s last–ditch effort to keep the family together. But will positive thinking be enough to save them?

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TWO NON TENURE-TRACK POSITIONS AVAILABLE The School of Sport, Tourism and Hospitality Management is soliciting applicants for two (2) non tenure-track (NTT) faculty positions. Both positions are in the school’s Department of Sport and Recreation Management. These appointments are scheduled to begin in the fall semester of 2017. Review of applications to begin immediately and positions will remain open until filled. Preferred applicants will hold at least a Master’s degree in Sport Management or a related discipline. Salary will be commensurate with qualifications and experience. Please see below for specifics related to each position. Review of applications will begin immediately and continue until the positions are filled. Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia. The city’s extensive tourism, hospitality, sport, and recreation venues make the University’s location ideal for teaching and learning experiences in these industries. The Department of Sport and Recreation Management currently offers two degree programs: Bachelor’s degree (BS) in Sport and Recreation Management and a Master’s degree (MS) in Sport Business; a fully-online Executive M.S. in Sport Business is expected to launch in 2017. The School is self-standing and affiliated with Temple University’s Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism/Sport concentration is offered. Assistant/Associate Professor (Instructional Track) & Academic Director The ideal candidate will have a combination of industry experience, teaching experience in the discipline and an entrepreneurial mindset. Specific experience in delivery and/or development of online courses and programs is also desirable. In addition to teaching responsibilities, the successful candidate would serve as the Academic Director for the Department’s fully online Executive M.S. in Sport Business. In this capacity, the individual would be responsible for administrative oversight of this new program—set to launch August 2017--including, but not limited to, areas of recruitment and retention. Assistant/Associate Professor (Instructional Track) The ideal candidate will have demonstrated ability or experience to teach courses in at least two of the following areas at the undergraduate and graduate levels: finance, economics, management, strategy, marketing and research methods. An ability and/or willingness to develop and deliver online courses is also desirable. Applicants for either position should submit materials (letter of application; curriculum vitae; list of three references; teaching evaluations; any other relevant supporting documents) to: Dr. Joe Mahan, Chair Department of Sport & Recreation Management joe.mahan@temple.edu For sustainability purposes, electronic applications are strongly encouraged. Temple University is an Affirmative Action/Equal Opportunity employer. Women and minorities are encouraged to apply. 26 • March 2017

OUTCOMES RESEARCHER The Department of Surgery at the Perelman School of Medicine at the University of Pennsylvania seeks candidates for an Assistant or Associate Professor position in the non-tenure research track. The successful applicant will have experience in the field of outcomes research with a focus on health services research and grants development. Responsibilities include designing, implementing and operating a surgical outcomes research program to serve the needs of surgical faculty across all divisions. Applicants must have a Ph.D. or equivalent degree. The successful candidate will serve as director of a new program in outcomes research. Experience with health services research methods including cost-effectiveness analysis, observational studies, meta-analysis and policy assessment is required, as is an independent publication and grants record. Prior experience in outcomes research program direction will be helpful. The effective date of the appointment is October 1, 2017. We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply. Apply for this position online at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4606

PROVOST AND VICE PRESIDENT OF ACADEMIC AFFAIRS Valdosta State University is conducting a global search for its next Provost and Vice President of Academic Affairs. 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 April 1, 2017. For a complete position description, please visit the Current Opportunities page at http://www.parkersearch.com/vsu-provost. 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 Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of 1973. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

BREAST SURGEON The Department of Surgery at the Perelman School of Medicine at the University of Pennsylvania seeks candidates for an Assistant or Associate Professor position in the non-tenure clinician-educator track. The successful applicant will have experience in the field of breast surgery or surgical oncology. Responsibilities include outpatient, inpatient and operative care of patients with benign and malignant breast disease; teaching of medical students, residents and fellows; and clinical research in breast surgery and surgical oncology. Applicants must have an M.D. or M.D./Ph.D. or equivalent degree. They must also be certified by the American Board of Surgery or eligible for such certification. Expertise in the specific area of breast cancer and benign breast disease is required. Fellowship training in breast surgery, or surgical oncology with breast emphasis, is preferred. The clinical practice associated with this position will be based at the Hospital of the University of Pennsylvania, flagship of the University of Pennsylvania Health System. We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply. Apply for this position online at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4630

Hispanic Outlook 1/4 page Issue 3-20-17 ENDOCRINE-ONCOLOGIC SURGEON Deadline 3-13-17 The Department of Surgery at the Perelman School of Medicine at the University of Pennsylvania seeks candidates for an Assistant or Associate Professor position in the non-tenure clinician-educator track. The successful applicant will have experience in the field of surgical oncology and endocrine surgery. Responsibilities include outpatient and operative care of patients with cancer-related disease; teaching of medical students and residents; administrative duties at the Abramson Cancer Center; and clinical and/or basic science research in topics related to endocrine and oncologic surgery. Applicants must have an M.D. or M.D./Ph.D. or equivalent degree. They must also be certified by the American Board of Surgery or eligible for such certification. This position will be full-time and based at the Hospital of the University of Pennsylvania. Applicants with laparoscopic surgical experience will be preferred, as will those with fellowship training in surgical oncology. We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply. Apply for this position online at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4607

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PRESIDENT The Board of Regents and Chancellor John Sharp of the Texas A&M University System are conducting a global search for the next President of Texas A&M University-Corpus Christi (TAMU-CC). The Presidential Search Advisory 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 TAMU-CC. 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 May 3, 2017. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President lwilder@parkersearch.com || pwilliams@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 The system will provide equal opportunity for employment to all persons regardless of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, sexual orientation or gender identity and will strive to achieve full and equal employment opportunity throughout the system. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

HUNTER COLLEGE

PROFESSOR – COMPUTER SCIENCE OR MATHEMATICS (Computer Science)

Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 16393 FACULTY VACANCY ANNOUNCEMENT: The Department of Computer Science (http://www.hunter.cuny.edu/csci) at Hunter College of The City University of New York invites applications for a position at the rank of Full Professor to begin in August of 2017. The Department specifically seeks applicants with an extensive independent research record that will augment Hunter’s bioinformatics group with expertise in an area that that the group lacks. Data visualization expertise would be especially welcome. Candidates with interdisciplinary research interests that intersect with other local research institutions are encouraged to apply. Evidence of a strong research program that can attract undergraduates is essential. Applications seeking appointment at a rank below Full Professor will not be considered. Located on the 68th Street campus on the upper east side of Manhattan, the small but diverse faculty of the Computer Science Department at Hunter works closely with students and each other in an open and collegial atmosphere. Hunter has both a teaching and a research mission and the candidate will be expected to teach core undergraduate computer science courses as well as electives within their area of research and share responsibility for committee and other departmental assignments. Preferred candidates will be able to work collaboratively and contribute to departmental strengths in teaching and research, and be able to lead efforts to broaden participation in computing both across disciplines and to diverse populations across the campus. A proven record that engages undergraduates in research and historically underserved students in computer science, via publications and external funding, is essential. Applications that demonstrate experience developing and coordinating multi-section introductory courses, incorporating active learning into the classroom, secondary school outreach, and placing students in research or industrial internships are particularly encouraged. QUALIFICATIONS: Ph.D. degree in Computer Science or Mathematics with a specialization in computation is required. Also required are: the ability to teach successfully, demonstrated scholarship or achievement, and ability to cooperate with others for the good of the institution. Candidates must have an outstanding record of scholarly publications and funding commensurate with an appointment with tenure at the rank of Full Professor at Hunter College. In addition, a history of external funding and credentials suitable for appointment to the CUNY doctoral faculty in Computer Science are required which will enable the successful candidate to teach doctoral level courses and mentor Ph.D. students. COMPENSATION: CUNY offers a competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted online by accessing the CUNY Portal on City University of New York job website http://www.cuny.edu/employment.html and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: Applications will continue to be accepted until the position is filled. EEO/AA/Vet/Disability Employer.

Hispanic Outlook 1/2 page Issue 3-20-17 Deadline 3-13-17

28 • March 2017

58374 CUNY

WESTCHESTER COMMUNITY COLLEGE Hispanic Outlook ADMINISTRATOR, STAFF AND 1/3 pg POSITIONS FACULTY

4.875” X 4.75 2.28.17 p1

Westchester Community College has entered a new era of student service and success, and is committed to hiring innovative administrators, 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 availability of funds. Administrators and Staff. Associate Dean of Enrollment Management Web Coordinator/Application Support Specialist Full-Time Faculty Positions. Accounting, Business, Chemistry, Education, Health Information Technology, Mechanical Technology, Nursing, Nutrition/Dietetic, Paramedic. Instructorlevel positions start in the Fall 2017. Requires Masters plus oneyear related experience, unless otherwise indicated on website. Non-Credit Adjuncts. Summer and Fall 2017 openings. (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. 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.

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