December 2017 Issue by Hispanic Outlook on Education Magazine

SERVING THE HISPANIC COMMUNITY SINCE 1990

VOLUME 28 • NUMBER 3 DECEMBER 2017/JANUARY 2018

Spotlight On: The Supreme Court Sonia Sotomayor: A Biography Law School Taylor Made for Hispanics to Close Down California Won't Make Its Attorney Licensing Exam Easier

SCHOOL NEWSPAPER CSU Launches Nation’s First Space Law Center

HONORS AND OVATIONS Studying at UVA Law to Make Life Better Back Home in Argentina

SCHOOL LIBRARY This month, Hispanic Outlook features the works of Monica Brown

WWW.HISPANICOUTLOOK.COM

SERVING THE HISPANIC COMMUNITY SINCE 1990

NOW PRINTING!

Hispanic Outlook onÂ

Education Magazine www.hispanicoutlook.com

"STAND OUT IN THE HIGHLY COMPETITIVE WORLD OF HIGHER EDUCATION"

WWW.HISPANICOUTLOOK.COM

THIS IS BIG. PRESIDENT

University of Central Florida

With more than 66,000 students, the University of Central Florida is one of the biggest and best

of Medicine in the Medical City at Lake Nona and,

universities in the nation, challenging long-held assumptions about the role and scope of

hospital adjacent to the medical school.

higher education. U.S. News & World Report ranks UCF among the nation’s most innovative universities along with Harvard, Stanford and Duke (we are the only school in Florida on the list). The Washington Post credits UCF with leading a “national insurgency that aims to demolish the popular belief that exclusivity is a virtue in higher education.”

UCF is big because we believe in access and opportunity. We’re big because we believe lifting the lives and livelihoods of more people results in a stronger community and a stronger society. Our strategic plan distills our approach to a simple formula: S C A L E X E X C E L L E N C E = I M PA C T

The power of scale and the pursuit of excellence make a better future for our students and society. This fall, the average GPA of incoming freshmen is a school-record 4.06. UCF also welcomed a school-record 88 National Merit Scholars to campus and ranks 11th among U.S. public universities for enrolling National Merit Scholars. UCF and our 13 colleges offer more than 215 degrees from UCF’s main campus, hospitality campus, health sciences campus, online and through its 10 regional locations. The university offers 95 bachelor’s and 87 master’s degrees, 28 research doctorates, three professional doctorates and three specialist degree programs. Regional campuses are located throughout Central Florida. UCF also includes a fully accredited College

in 2017, UCF received state approval for a university In partnership with Valencia College, UCF has broken ground on a campus in downtown Orlando that will be home to 7,700 students when it opens in 2019. UCF’s fully online programs include bachelor’s degrees, graduate degrees, graduate certificates and more. UCF holds the Carnegie Foundation’s highest designation in two categories: community engagement and very high research activity. Kiplinger ranks us a national best-value university. At UCF, 44 percent of students graduate without any educational debt. Nationally, 34 percent of students graduate debt-free. More than 11,000 students live on UCF’s 1,415-acre main residential campus, 13 miles east of downtown Orlando, and in UCF-affiliated or UCF-managed housing next to the campus. The campus is adjacent to one of the top research parks in the nation and anchors the state’s nearly $5 billion modeling and simulation industry. The Knights’ 16 athletic teams have earned landmark victories on national stages — from American Athletic Conference titles to BCS football bowl wins. In the classroom, UCF has been the No. 1 public university in the nation for student-athlete graduation success rate for four consecutive years.

Foundation manages an endowment of more than $155 million, as of December 2017. Leadership Statement

In 2017, the UCF Board of Trustees developed the following characteristics for the university’s next president: • A high level of integrity • A strong personal and professional academic background • A sense of commitment to undergraduate education, as well as a dedication to and understanding of graduate and professional education and research • A respect and concern for students • A commitment to inclusion and diversity • A commitment to student success in all areas of the collegiate experience • An understanding and respect for the roles and responsibilities of the faculty • A demonstrated record of building, nurturing and working with a high-caliber leadership team • A demonstrated record of partnership and spirit of entrepreneurship • A willingness to make strategic choices, timely decisions and responsive actions • The ability to acquire resources from a variety of sources, including fundraising

UCF employs more than 12,000 people and operates

• The ability to work with a variety of

on a budget of $1.7 billion. In FY 2017, UCF earned $136 million in research funding.

• A keen understanding of our unique mission and

As of December 2017, donors have helped the university raise more than $330 million toward IGNITE: The Campaign for UCF’s $500 million fundraising goal. The campaign, focused on student success, academic excellence, and growth and opportunity, concludes in 2019. The UCF

Nominations and Applications 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 UCF. Review of materials will begin immediately and continue until the appointment is made. For additional information, please contact:

governmental agencies the ability to lead a multisite metropolitan research university • A desire and ability to support access and inclusion • An appreciation for the significant role of intercollegiate athletics in the life of the university Laurie C. Wilder, President Porsha L. Williams, Vice President 770-804-1996 ext. 109 pwilliams@parkersearch.com lwilder@parkersearch.com

UCF is an equal opportunity/affirmative action employer. All qualified applicants are encouraged to apply, including minorities, women, veterans and individuals with disabilities. As a Florida public university, UCF makes all application materials and selection procedures available to the public upon request.

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE VOLUME 28 • NUMBER 3

FEATUREDARTICLE In Buenos Aires, Argentina, a housing crisis and a flawed welfare program have left tens of thousands of citizens living in slums.

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 JULIA DAVIS, FRANK DIMARIA, JESSICA GRESKO, MARÍA C. LEDESMA, SYLVIA MENDOZA, ROBERTO MONTOYA, SUDHIN THANAWALA

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.”

4 • December 2017/January 2018

on the cover Courte sy of Ingram Images

J O I N T H E L S C FA M I LY

WE’RE HIRING! Lone Star College (LSC) is redefining the community college experience and is looking to hire people who believe students matter and student success is a top priority. With more than 99,000 each semester, Lone Star College is one of the fastest-growing community colleges in the nation. LSC provides an exemplary work environment with six comprehensive campus locations, a collaborative atmosphere, robust professional development opportunities, doctoral/master’s degree support programs, competitive benefits, work/life balance and generous paid time off. The following full-time Faculty positions are currently available for Fall 2018: LSC-CyFair Associate Degree Nursing – Job ID # 17000341 Mathematics – Job ID # 17001232 Speech – Job ID # 17000891

LSC-Kingwood Associate Degree Nursing – Job ID # 17000458 Director, Nursing Program – Job ID # 17000272 History – Job ID # 17001245 Process Technology – Job ID # 17001247 Reference Librarian – Job ID # 17001237

LSC-Montgomery Professional Pilot – Job ID # 17001291 Emergency Medical Services – Job ID # 17001288 Engineering – Job ID # 17001284 English – Job ID # 17001289 Government – Job ID # 17001286 Live Entertainment Technology - Job ID # 17001246 Mathematics – Job ID # 17001285 LSC-North Harris Chemistry – Job ID # 17001266 Government – Job ID # 17001269 Mathematics – Job ID # 17001267 Paralegal Studies – Job ID # 17001268

LSC-Tomball Chemistry – Job ID # 17001135 History – Job ID # 17001154 Speech – Job ID # 17001127 Veterinary Technology – Job ID # 17001282 LSC-University Park Biology (2 positions) – Job ID # 17001270 Education 1300 – Job ID # 17001316 English – Job ID # 17001314 Government – Job ID # 17001315 History (2 positions) – Job ID # 17001261 Mathematics (2 positions) – Job ID # 17001271 Visual Communications – Job ID # 17001263

LoneStar.edu/Jobs 11.16.17.05

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE DECEMBER 2017/JANUARY 2018

Table of

CONTENTS 8

Spotlight On: The Supreme Court Sonia Sotomayor: A Biography by Sylvia Mendoza

Honors and Ovations 11 Hispanic-Serving Institutions 12 Studying at UVA Law to Make Life Better Back Home in Argentina by Julia Davis 14 Jefferson Told Lawyers to Read These; Now They'll Be Online by Jessica Gresko

16 Top Law Schools by the Department of Education

School Newspaper 18 Law School Taylor Made for Hispanics to Close Down by Frank DiMaria 20 CSU Launches Nation’s First Space Law Center

21 California Won't Make Its Attorney Licensing Exam Easier by Sudhin Thanawala

AAHHE Presents: Faculty Voices 22 This Month: María C. Ledesma Scholars Corner 23 From Isolation to Academic Familia: Finding True Community at the 2017 AAHHE National Conference by Roberto Montoya School Library 24 This month, Hispanic Outlook features the works of Monica Brown

21 6 • December 2017/January 2018

25 We are also taking a look at titles from university presses across the country

SPOTLIGHT ON: THE SUPREME COURT

SONIA SOTOMAYOR A BIOGRAPHY How the Wise Latina Challenged Me

hen United States Supreme Court Justice Sonia Sotomayor walked into Shiley Auditorium at the University of San Diego back in 2013, the place was packed. In fact, the sell-out crowd was indicative of what the rest of her book tour would look like. Her memoir, “My Beloved World,” had just hit the stands. It would go on to climb the New York Times bestseller list where it would reach the coveted #1 spot in non-fiction.

Sotomayor is the role model we need today. What I’d like kids—and adults—to learn in “Sonia Sotomayor: A Biography” is that this rock star icon became the people’s justice guided by a very basic rule: do the right thing.

8 • December 2017/January 2018

Written by Sylvia Mendoza I was in the auditorium, like a groupie, clutching her book against my chest like a treasure, waiting for a glance of this rock star. A lover of books since the days I’d grown up traveling from base to base as a Navy kid, Sotomayor’s book meant more. She told her life story with truth and transparency, in all its grit and little glory. She spoke for many of us about everyday obstacles and discrimination—of being Latina, a woman, poor. She also dealt with childhood diabetes and an alcoholic father who died when she was nine. Raised by a single mom who worked two jobs to put her and her brother through school, Sotomayor knew two things from a very young age: she was smart and liked to learn and solve problems—and she wanted to be a judge. Those of us in the audience that afternoon were her cheerleaders. And she was our inspiration. If she could do it, we could do it, too—whatever “it” meant to each individual present—young and old, men and women, boys and girls. Touted as one of the most powerful Latinas in the country, Justice So-

tomayor was already America’s new sweetheart, a celeb on the one hand, a rebel on the other. The “Wise Latina” label slapped on her was proudly picked up by a nationwide fan base ever since she had been nominated by President Barack Obama for the open seat in the Supreme Court in 2009. This Justice—the first Latina and only third woman ever to be in the lineup—had come from humble Nuyorican roots, stirring up a swell of pride and support. She will hold the position for her lifetime (or until she retires or is impeached!). Sotomayor lobbied for herself; stood up to relentless, probing interrogations; yet remained rock steady in her confidence that she could do the job. She had already made a name for herself in the judicial arena and as an attorney throughout her career. As she walked across the stage that day, the buzz of conversations died down. I sat up straighter. She was royalty but with your Latina girl-next-door charisma. Her smile, dare I say it, reached her eyes. There was warmth there. And a true interest in those she spoke to direct-

ly. We waited, wanting to hear her story from her own lips. Wanting to know it was real. It turned out her stories about her childhood and obstacles were very real. So were her joys and heartaches about life as a Nuyorican. Her advice challenged us to dream big and not let anything stop us. Her no-nonsense, no self-pity approach inspired us to deal with what we face and move forward--no excuses. As she signed my book at the end of the event, we connected. I shared that I had lived in Mayaguez, Puerto Rico, for seven years and that my son was born there. Her family roots were there, and she’d written about her memories so beautifully. Only a few words were spoken, but it gave me a glimpse of a courageous and outspoken woman. Sotomayor had stepped into the spotlight, but in reality, she was the beacon of light for many. I left wanting to be a better person, woman, mother, writer, journalist—and to rise to the challenge of pursuing my own life passion. Fast forward to 2015. I received a two-book contract to be the launch author of the “Living History” series for Zest Books. Aimed at middle grade readers (ages 10-13), the biographical series features inspiring men and women of color. My first book would be “Sonia Sotomayor: A Biography.” In the year of research, writing and editing with a fantastic editor, my respect and awe for Justice Sotomayor grew. At first, I was overwhelmed with the prospect of 1) the research; 2) condensing, organizing and simplifying the research and 3) writing the story in an engaging

way for children—my first time ever writing in this genre. But then, I gave myself over to the story of Sonia Sotomayor. Writing about inspiring Latinas had already become my mission in my professional life. As a freelance writer for nearly 30 years, my joy is writing feature stories or profiles. When my first non-fiction book was published, “The Book of Lati-

na Women: 150 Vidas of Passion, Strength, and Success,” it changed my life. It became more than work with a deadline. It became the project of my heart. The book opened my eyes to the countless stories of amazing, inspiring Latinas that need to be told. Some need to be in our history books. These women are role models www.HispanicOutlook.com • 9

for our children. Coming from all walks of life, they gave a voice to the underdog. They gave hope. They instigated change. They refused to settle. They caused controversy. They fought for justice. They didn’t take no for an answer. They died for their cause. They lived with light and purpose. Supreme Court Justice Sonia Sotomayor fit right in. In writing her story, my goal was to show children that despite where they come from and what they face, they can reach their dreams through hard work and education and belief in self. What I loved about Sotomayor was her thirst for knowledge. She loved to read. A fan of the Nancy Drew mystery series, she fancied herself a detective one day because she, too, was good at solving puzzles and logically piecing together clues. Instead, when she was diagnosed with diabetes at the age of eight, she had to opt for another career. She

Sylvia Mendoza

10 • December 2017/January 2018

learned about lawyers and judges by first watching a 1960s television show, “Perry Mason,” and decided that would be her path instead. She never strayed from that dream. And because she believed she would not live as long as other people, she jumped into living with gusto. She embraced her Latino roots and American pride and saw a richness to her bicultural upbringing. In Catholic school she joined the debate team, stood up to bullies and took it in stride when even adults questioned her academic success over non-Latinos--politely retaking tests to prove her knowledge and ethics. Inspired by Senator Robert Kennedy, who visited her Bronx neighborhood, she vowed to carry on his fight for social justice. She loved the law. At Princeton, she graduated at the top of her class. She studied law at Yale and worked at the New York District Attorney’s office after graduating. She was nominated to the U.S. District Court in New York by President George H. W. Bush and confirmed by the Senate in 1992; President Bill Clinton nominated her to the U.S. Court of Appeals for the Second Circuit, and she was confirmed in 1998. A self-proclaimed “affirmative action baby,” she was often the only woman of power in certain office situations. She worked on various task forces for gender, racial and ethnic fairness. She blazed a trail of “firsts.” When she swore in Vice President Joseph Biden, it was the first time inauguration events were scheduled around a book tour--hers. It is easy to see her accomplishments, but what endeared her to me

Sotomayor knew two things from a very young age: she was smart and liked to learn and solve problems—and she wanted to be a judge. was her transparency in telling us, every chance she could, that she did not live a Cinderella life. That it had not been easy. I love that now there is a portrait named “The Four Justices” by artist Nathan Shanks, created as a tribute to the four trailblazing female Supreme Court Justices—Sonia Sotomayor, Ruth Bader Ginsberg, Sandra Day O’Connor and Elena Kagen—which was displayed at the Smithsonian Institute in Washington D.C. At the same time, Sotomayor is as comfortable in jeans and a jersey, throwing out the first pitch at a beloved Yankees game. She also keeps herself in check asking herself these questions daily: What did you learn today? What act of kindness did you perform? Sotomayor is the role model we need today. What I’d like kids— and adults—to learn in “Sonia Sotomayor: A Biography” is that this rock star icon became the people’s justice guided by a very basic rule: do the right thing. Meeting her and writing about her makes it easy for me to stay on track with my own mission: keep writing and sharing stories of inspiring Latinas that need to be told. •

HONORS AND OVATIONS

HISPANIC-SERVING INSTITUTIONS

ccording to the U.S. Department of Education, “a Hispanic-Serving Institution (HSI) is defined as an institution of higher education that—(A) is an eligible institution; and (B) has an enrollment of undergraduate fulltime equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application.” While this definition nicely sums up the requirements a school must meet to become an HSI, being an HSI and truly serving the Hispanic community goes beyond statistics. And so as we enter our 28th year, we here at Hispanic Outlook are running an ongoing article series highlighting those schools that have achieved HSI status and how they are truly Hispanic-Serving Institutions.

Bergen Community College (BCC)

With three locations in New Jersey, BCC serves more than 32,000 students in degree, continuing education and adult education programs. Its Office of Multicultural Affairs is in line with the college’s mission: “to educate a diverse student population in a supportive and challenging academic environment that fosters civility and respect.”

bergen.edu

Rush University (RU)

Located in Illinois, RU strives to create a community where students, faculty, residents and fellows of all backgrounds feel welcome and supported, and have the opportunity to share their experiences. Its student affinity groups include the Latino Medical Student Association, as well as the Rush University Diversity and Inclusion group.

www.rushu.rush.edu

Saint Mary’s College of California (SMCC)

Located in California, BCC features model programs in a wide variety of fields including American Sign Language, biotechnology, business, computer information systems, English language and literature, global studies, the liberal arts, multimedia arts, and social sciences. Twenty-five percent of the approximately 7,000 students enrolled at BCC this fall were Latino.

www.berkeleycitycollege.edu/wp/

Cochran School of Nursing (CSN)

The oldest nursing school in Westchester County New York, CSN’s graduates have served in hospitals, community health facilities and in the armed forces spanning back to the Spanish-American War. It’s committed to providing an educational foundation that identifies the health care needs of the diverse communities in which its students will serve.

SMCC upholds the belief that reaching greater heights of excellence happens by learning from diverse people and creating a culture in which all are valued, respected and supported. The College Committee on Inclusive Excellence reviews, recommends and facilitates the implementation of policies, programs and practices that advance inclusiveness at SMCC.

www.stmarys-ca.edu

www.cochranschoolofnursing.us

Serving southern Dallas and northern Ellis counties, CVC’s signature programs include veterinary technology, performing arts, sustainability, industrial technology and early college high school/ dual credit. Its student organizations include the Latin American Student Organization whose purpose is “to enrich student lives by promoting the greatness of Hispanic/Latin culture, heritage and traditions.”

www.cedarvalleycollege.edu

With seven locations in Oregon, CCC lists the diversity of its students, staff and community members as one of its main values. Its career technical programs include accounting, computer information systems, early childhood education, English as a non-native language, horticulture, nursing, robotics, speech language pathology, visual communications and wine studies.

Texas-based McM’s mission is to challenge students to examine the world from “multiple perspectives in preparation for lives of leadership, service and professional success.” McM’s student organizations include Spanish Club, as well as its Diversity Affairs Council, which is committed to enhancing the climate of respect for diversity on McM's campus. www.mcm.edu

www.chemeketa.edu

Berkeley City College (BCC)

Cedar Valley College (CVC)

Chemeketa Community College (CCC)

McMurry University (McM)

Hillsborough Community College (HCC)

Truckee Meadows Community College (TMCC)

www.hccfl.edu

www.tmcc.edu

With five Florida campuses, HCC values diversity and cultural awareness in promoting the inclusion of all its members within a global society. Its student clubs include the Multicultural club; the Latin American Student Association; and the Intervarsity Christian Fellowships, which encourages the membership of “people of every ethnicity and culture.”

Located in Nevada, TMCC promotes academic excellence and access to lifelong learning by supporting high-quality education and services within its diverse community. Its Student Cultural Diversity Center strives to enhance the college experience for students of diverse backgrounds by providing programs, activities and services that support academic and social success.

Logos and information all courtesy of their individual schools www.HispanicOutlook.com • 11

HONORS AND OVATIONS

Studying at UVA Law to Make Life Better Back

Home in Argentina Written by Julia Davis

n Buenos Aires, Argentina, a housing crisis and a flawed welfare program have left tens of thousands of citizens living in slums. Cecelia Dieuzeide, an Argentine lawyer, human rights advocate and now student in the University of Virginia School of Law, is fighting to change that. Dieuzeide is one of 40 students seeking a Master of Laws, or LL.M., through the school’s Graduate Studies Program.

“I'm learning a lot and I get to apply all of it to Argentina once I go back. Part of this program is not only learning things I can apply in my hometown, but also getting to know the law from another perspective.” — by Cecelia Dieuzeide, Argentine lawyer and graduate law student at UVA

12 • December 2017/January 2018

In one of her largest cases at the Defensoria de Primera Instancia, the Argentine public legal advocacy program where she works, Dieuzeide represented some of the city’s poorest inhabitants after someone set fire to a shantytown called Villa Cartón, destroying it. The fire displaced about 1,500 residents who counted on advocates like Dieuzeide to ensure the government supplied the promised aid. She said the displaced populations still need services, and what she is learning in her classes will help her better advocate for her clients. About 30 percent of Argentine citizens live below the poverty level and lack access to education, health care, water and proper sanitation. “It’s demanding work because a lot of people are facing problems, but when you see that their lives are improving it is so rewarding,” said Dieuzeide, who works primarily on welfare claims. Despite the progress made by her organization, the number of people seeking assistance has been increasing for several years, she said, which helped inspire her to expand her legal education.

The Law School’s LL.M. program provides a graduate American legal education to lawyers who have first obtained a law degree in their home countries. In addition to the LL.M. candidates, 16 students are pursuing a doctor of juridical science degree, or S.J.D., the highest degree in law. Together, the 56 LL.M. and S.J.D. students represent 20 countries. Dieuzeide came to the Law School as a recipient of the competitive, merit-based Fulbright Scholarship. She is the sole Fulbright Scholar in this year’s LL.M. class and one of about 50 Fulbright scholars selected from Argentina in 2016 to study at academic institutions in the United States. While at the Law School, Dieuzeide is taking a wide range of classes to expand her knowledge of human rights and gain new insight on the legal issues in her hometown. She is a student in the International Human Rights Law Clinic and the Human Rights Study Project, and is taking classes in bioethics, behavioral decision-making, and legislation and regulation. “I’m learning a lot and I get to apply all of it to Argentina once I go

PHOTO BY JULIA DAVIS, UVA SCHOOL OF L AW

Argentine lawyer and human rights advocate Cecelia Dieuzeide is one of 56 graduate law students who hail from 20 different countries.

back,” Dieuzeide said. “Part of this program is not only learning things I can apply in my hometown, but also getting to know the law from another perspective.” LL.M. students plan individualized courses of study to fit their personal interests and career goals. They also, unlike in many LL.M. programs, take classes alongside J.D. students, with both international and domestic students benefiting from the classroom interaction. “It is very enriching and helpful for the American students to have her in class,” said law professor Mila Versteeg, who leads the Human Rights Study Project course and di-

rects the Human Rights Program. As part of the Human Rights Study Project, Dieuzeide will travel to Myanmar with her classmates to study human rights violations. Each year, several hundred international students apply for about 50 spots in the one-year LL.M. program, which began in the 1960s. Dieuzeide said she was drawn to UVA Law and that the selectivity of the program and small class size cinched the decision, since other top programs can have more than 200 students. “I’ve formed a close relationship with my whole class,” she said. “We are like a big family.”

Like Dieuzeide, her classmates have all demonstrated prior excellence in the legal field. They come to the Law School from law firms, corporate and entrepreneurial settings, and public service positions across the globe. “I knew I wanted to go to the U.S. to study,” said Dieuzeide, who first came to the U.S. as a teenager through an exchange program. “I was looking at UVA and saw a video where they show the trolley and pictures of Charlottesville. I fell in love.” • Julia Davis is a Communications Associate at the University of Virginia School of Law. www.HispanicOutlook.com • 13

HONORS AND OVATIONS

Jefferson Told Lawyers to Read These

Now They’ll Be Online Written by Jessica Gresko, Associated Press

HARLOTTESVILLE, Va. (AP) — Thick tomes on the laws of England. Half a dozen legal dictionaries. Books on Roman law and maritime law. Those are some of the books Thomas Jefferson thought aspiring lawyers should be reading or using as reference. Now, almost 200 years after his death, the University of Virginia has been working to make the hundreds of books on Jefferson’s legal reading list available to the public through an online library.

“Great standard works of established reputation, too voluminous and too expensive for private libraries, should have a place in every public library, for the free resort of individuals.” — Thomas Jefferson

14 • December 2017/January 2018

The book list goes back to the creation of the University of Virginia, a project Jefferson took on after he finished serving two terms as America’s third president. A voracious reader himself, Jefferson believed the school’s library would be the heart of the new university, which opened in 1825. So he drew up a list of about 7,000 books ranging in topic from agriculture to zoology that he believed the school should have in its collections. At the time, books were pricey, and Jefferson thought part of the duty of the university was to make great works available for study. “Great standard works of established reputation, too voluminous and too expensive for private libraries, should have a place in every public library, for the free resort of individuals,” Jefferson wrote of the list of works he drew up. The books were the starting point for the university’s collection, but they didn’t last. Most were destroyed in an 1895 fire that gutted a historic campus building called the Rotunda, the same building that was the endpoint of an August torch-light rally by white nationalists whose demonstration in the city the following day

over the removal of a Confederate statue descended into chaos. It was a law librarian at the university who, 40 years ago, got the idea of re-creating the collection of law books Jefferson recommended. Since then, the university has collected 336 of the 375 legal works listed by Jefferson, a lawyer himself. It’s those works that are now being put online. “Two hundred years later we’re once again creating a different type of library with these books,” said Loren Moulds, a librarian at the university who’s helping lead the project. “Jefferson was dedicated to democratizing information. This is another attempt by us to do something in a library that opens these up and makes them more broadly available.” The books Jefferson selected range in publication date from 1534 to 1825. About three-quarters are in English, though some are in Latin and French. They address topics law students still commonly study today such as wills, contracts and libel, but there are also many books on subjects that aren’t mandatory today, such as ecclesiastical law. The collection includes a two-volume set on the trial of Aaron Burr for treason and a 13-volume set

on the laws of Virginia. One recently acquired book, Sir Henry Spelman’s “Of the Law-Terms: A Discourse,” which was published in 1684, cost $1,750. “If you’re a legal historian these are a great resource,” said Jim Ambuske, who’s also helping lead the project. Ambuske said that even though some texts are esoteric, “a lot of these cases are still relevant today.” Earlier this year, the project got a grant to help put the collection online, and two students using a special camera setup began capturing images of the book pages for between 10 and 16 hours a day averaging three or four books each day. “The only time these cameras aren’t in use is when we’re sleeping,” said Amber Anglada, one of the students with the project. At the same time, those working on the digitization project also want to put the books in context with essays about the library’s history and, more generally, about law in the fledgling nation. Melissa Gismondi, a doctoral student in history who did that work, said she wanted to explain what Jefferson’s vision of law tells scholars about the period of law after the American Revolution. As for what Jefferson would think of the project, those involved said they hope he would approve. “I think he would be reasonably pleased that we’re trying to democratize legal knowledge in a way that he envisioned originally,” Ambuske said, adding that they hope their work inspires other libraries to pursue similar projects. Follow Jessica Gresko on Twitter at http://twitter.com/jessicagresko •

MAGAZINE

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.

REACH THOUSANDS

for less than a penny call us today for more information!

(201) 587 8800 WHY HISPANIC OUTLOOK www.HispanicOutlook.com • 15

Digital and Print Editions We provide a vastly improved

2016 LAW DEGREES TOTAL

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

23. 24.

25.

St Thomas University University of Miami Florida International University Loyola Marymount University St. Mary's University Southwestern Law School Barry University American University Harvard University South Texas College of Law Houston Texas Southern University New York Law School Nova Southeastern University The University of Texas at Austin Thomas Jefferson School of Law New York University University of Florida Suffolk University Florida Coastal School of Law University of California-Hastings College of Law Georgetown University Illinois Institute of Technology Arizona Summit Law School University of California-Berkeley University of Houston University of New Mexico-Main Campus University of Southern California St John's University-New York University of California-Los Angeles Stetson University Whittier College Yeshiva University California Western School of Law Fordham University Santa Clara University

State

Total

Hispanics

Hispanic Men

FL FL FL CA TX CA FL DC MA TX TX NY FL TX CA NY FL MA FL CA DC IL AZ CA TX NM CA NY CA FL CA NY CA NY CA

200 327 157 355 242 319 240 459 598 338 149 304 240 361 210 485 323 416 303 301 652 243 221 332 252 98 199 244 316 287 130 338 178 384 218

106 95 87 83 82 75 62 61 58 56 55 52 52 50 48 45 44 43 42 42 41 41 40 38 37 37 37 34 34 33 33 33 32 32 32

45 40 34 34 43 24 26 21 28 27 26 24 24 33 18 15 25 14 20 18 20 13 17 14 20 17 17 11 16 9 10 16 13 19 15

Source: NCES/IPEDS Database 2016 survey data 16 â&#x20AC;˘ December 2017/January 2018

Hispanic % Hispanics Women

61 55 53 49 39 51 36 40 30 29 29 28 28 17 30 30 19 29 22 24 21 28 23 24 17 20 20 23 18 24 23 17 19 13 17

53% 29% 55% 23% 34% 24% 26% 13% 10% 17% 37% 17% 22% 14% 23% 9% 14% 10% 14% 14% 6% 17% 18% 11% 15% 38% 19% 14% 11% 11% 25% 10% 18% 8% 15%

2016 LEGAL SUPPORT SERVICES DEGREES/CERTIFICATES TOTAL 2016 LEGAL SUPPORT SERVICES DEGREES/CERTIFICATES TOTAL

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

17.

18.

19.

20.

21.

22.

23. 24.

25.

Downey Adult School University of Central Florida Center for Advanced Legal Studies Miami Dade College University of San Diego Kaplan University-Davenport Campus Los Angeles Mission College Phoenix College Texas State University Fremont College Mt San Antonio College Pasadena City College Oxnard College De Anza College El Paso Community College Cerritos College Santa Ana College South Texas College Keiser University-Ft Lauderdale CUNY LaGuardia Community College CUNY New York City College of Technology El Centro College Nassau Community College Odessa College Texas Southmost College Chaffey College Houston Community College Santa Fe Community College South Coast College SUNY Westchester Community College Austin Community College District Charter College MTI College Valencia College College of the Canyons Evergreen Valley College Lone Star College System Rio Salado College Sage College St Petersburg College Broward College Central New Mexico Community College Everest University-South Orlando San Antonio College San Jacinto Community College Blinn College Brightwood College-San Antonio-Ingram Coastline Community College Del Mar College Florida Gulf Coast University Humphreys University-Stockton and Modesto Campuses Los Angeles City College American Public University System College of the Sequoias Northern Virginia Community College San Diego Miramar College Technical Career Institutes Arlington Career Institute City Colleges of Chicago-Wilbur Wright College Santa Barbara Business College-Bakersfield American River College Fresno City College Fullerton College Harris School of Business-Cherry Hill Campus New York Career Institute Pima Community College University of Houston-Clear Lake Brookline College-Tucson CUNY Bronx Community College Hillsborough Community College Merritt College Platt College-Riverside

State

Total

Hispanics

Hispanic Men

Hispanic Women

% Hispanics

CA FL TX FL CA IA CA AZ TX CA CA CA CA CA TX CA CA TX FL NY NY TX NY TX TX CA TX NM CA NY TX WA CA FL CA CA TX AZ CA FL FL NM FL TX TX TX TX CA TX FL CA CA WV CA VA CA NY TX IL CA CA CA CA NJ NY AZ TX AZ NY FL CA CA

139 244 181 70 143 419 53 110 89 49 52 66 41 76 31 38 46 29 86 57 77 74 87 34 24 36 77 31 39 64 35 53 80 47 33 31 61 100 35 96 47 32 170 24 32 53 18 62 27 65 39 27 99 24 41 37 48 33 26 19 53 34 41 19 88 38 21 14 22 47 36 16

70 67 48 46 45 38 37 32 31 30 30 30 29 28 28 27 27 27 26 22 21 21 21 21 21 18 18 18 18 18 17 17 17 17 16 16 16 16 16 16 15 15 15 15 15 14 14 14 14 14 14 14 13 13 13 13 13 12 12 12 11 11 11 11 11 11 11 10 10 10 10 10

5 24 2 5 7 5 6 4 5 4 5 5 3 5 2 6 6 5 9 5 5 1 8 0 5 4 2 1 1 3 3 3 5 1 2 3 2 1 3 1 0 5 3 1 1 1 3 4 2 0 6 6 1 1 2 1 3 1 3 1 2 4 6 0 1 2 3 2 3 1 0 0

65 43 46 41 38 32 31 27 26 26 25 25 26 23 26 21 21 22 17 16 16 20 13 21 16 14 16 17 17 15 14 14 12 16 14 13 14 15 13 15 15 10 12 14 14 13 11 10 12 14 8 8 12 12 11 12 10 11 9 11 9 7 5 11 10 9 8 8 7 9 10 10

50% 27% 27% 66% 31% 9% 70% 28% 35% 61% 58% 45% 71% 37% 90% 71% 59% 93% 30% 37% 27% 28% 24% 62% 88% 50% 23% 58% 46% 28% 49% 32% 21% 36% 48% 52% 26% 16% 46% 17% 32% 47% 9% 63% 47% 26% 78% 23% 52% 22% 36% 52% 13% 54% 32% 35% 27% 36% 46% 63% 21% 32% 27% 58% 13% 29% 52% 71% 45% 21% 28% 63%

Source: NCES/IPEDS Database 2016 survey data www.HispanicOutlook.com â&#x20AC;¢ 17

SCHOOL NEWSPAPER

Law School Taylor

Made for Hispanics to Close Down Written by Frank DiMaria

ome schools are just a perfect fit for Hispanics. Take Whittier Law School for instance. In 2016, U.S. News & World Report called Whittier the fourth most diverse law school in the nation and in 2014, the most diverse law school in California. In 2013, The Princeton Review named Whittier the fifth best environment for minority students. Unfortunately, Whittier Law School is closing its doors. Cristina Perez, a Whittier Law alum, heard the sad news from one of her best friends (himself also a Whittier alum). “I was shocked and dismayed and quite honestly concerned because as an institution, Whittier Law School, when it was in Hollywood, was an excellent, small private school…It was just such a great place to learn and develop your legal mind,” said Perez who practices immigration law and hosts Cristina’s Court, which airs on FOX, and has won three Emmy Awards. Whittier Law was remarkable in its ability to turn out amazing law practitioners, many of whom have gone on to make names for themselves in the law profession, Perez said. Among those amazing law practitioners is assemblyman Osvaldo Fumo 18 • December 2017/January 2018

who represents the citizens of Assembly District 21 in Nevada. “When I heard the doors were closing, I felt deep sadness for the educators and students at the school,” said Fumo who has practiced criminal defense in Las Vegas, handling some of Las Vegas’ most high profile clients, including OJ Simpson’s writ hearing for a new trial in 2013. A Perfect Storm It seems Whittier, which originally opened in 1966 and was accredited in 1978, was caught in a perfect storm. Last July, only 22 percent of the school’s graduates passed the California bar exam, according to state data. Add to that the fact that applications to law schools nationwide are down; state bar passage rates have fallen; and fewer full-time, long-term legal jobs are available. All of these factors contributed to the school’s decision to close. An official statement from the college indicated that “the board explored many options for the future of the law program, ultimately making the decision to discontinue it. The bar pass and employment record are among the factors that prompted the decision.”

Whittier claims the dubious distinction of being the first law school fully accredited by the American Bar Association in at least 20 years to shut down. But it’s not alone. Across the country legal education is in a period of transition with many schools reducing the size of their student body and faculty. Another ABA-accredited law school, Hamline University School of Law, merged with the nearby William Mitchell College of Law, in St. Paul, Minnesota, to form the Mitchell Hamline School of Law. And the Charlotte School of Law is on its last leg since the U.S. Department of Education decided late last year to stop funneling federally backed student loans to the school due to problematic admissions policies and the enrollment of students who were unlikely to succeed academically and pass the bar exam. Fumo thinks the rash of law school closings across the nation is the result of a sluggish economy. “The economy in general has not really recovered from the 2008 crash, and I feel that students are foregoing college in general and attending the university of real life experiences rather than seeking a four year degree,” he said.

Filling the Void Whittier Law School, whose student body is 34 percent Hispanic, may be difficult to replace in southern California. Perez said that Whittier celebrated its diverse environment. “You were encouraged and pushed, and that is why my years at Whittier Law School were so dynamic. We had such a broad variety of people from all walks of life,” Perez said. Studying law in such a diverse environment offered Perez a unique perspective on the law. Whittier has had a significant effect on the Hispanic community in southern California. But with its closing Perez is wondering if the void it leaves can be filled. “Who is going to take over to continue the diversity? That’s something that concerns me. It’s really frustrating,” Perez said. In its official statement Whittier indicated that it’s very proud of the diversity represented in its student body and alumni and the role it has played in helping them achieve their academic and professional goals. Southern California offers a wide array of choices for students of all backgrounds who seek a legal education. “We are confident that our peer institutions will help fill any void left by Whittier Law School’s closure.”

PHOTO LICENSED BY INGRAM IMAGES

Perez thinks it’s more than just economics. With 20 years of law under her belt Perez says she’s still passionate about the law. But she sees the profession changing. “When I was growing up the practice of law was something that was a respected field…Now, there are so many lawyers the practice of law is not as respected as it used to be. It’s like a consumer type market,” Perez said.

Not Just Students Feeling the Pain Spanish-speaking Hispanics in Southern California, like those in other Hispanic communities, prefer to deal with attorneys who speak their language, Fumo said. They find comfort in that. Whittier’s closing may limit the options for those Spanish-speaking Hispanics seeking law counseling, leaving the door open for notarios publicos. Notarios publicos represent themselves as qualified to offer legal advice or services concerning immigration or other matters of law, yet they have no qualifications and routinely victimize members of immigration communities, according to the American Bar Association. These misrepresentations can have severe implications for Hispanic immigrants.

Without quality law schools pumping out a diverse cadre of attorneys Perez fears Hispanics can fall victims to these unscrupulous individuals. “As attorneys we’ve always been very active in trying to educate the Latino community. Now that we don’t have a Whittier law school graduating more diverse attorneys we are going to have to…look upon bar associations to help the Latino community,” Perez said. Whittier is in the process of developing a plan to ensure that its students finish their degrees in a timely manner. Its accrediting agencies, ABA and WASC, have approved a teachout plan, and the plan is proceeding accordingly. •

www.HispanicOutlook.com • 19

SCHOOL NEWSPAPER CSU LAUNCHES NATION’S FIRST SPACE LAW CENTER

Professor Mark J. Sundahl

20 • December 2017/January 2018

PHOTO COURT ES Y OF C LEVEL A ND-MARS HALL COLLEGE OF L A W/ BILLY DELFS

he rapid growth of the private space industry has increased the demand for lawyers trained in the complex international and domestic aspects of space law and policy. Cleveland State University’s Cleveland-Marshall College of Law is expanding its space policy initiatives through the creation of the Global Space Law Center. It is the first law school research center in the United States dedicated exclusively to the study of the law of outer space. The Center will seek to train the next generation of space lawyers, to promote the development of laws and policies that promote the peaceful use of outer space, and to facilitate the growth of the commercial space industry. C|M|LAW Professor Mark J. Sundahl will serve as director of the Global Space Law Center. Sundahl, the Charles R. Emrick Jr.- Calfee, Hal-

ter & Griswold Professor of Law, is an international expert on space law and currently serves as chair of the International Space Policy Working Group of the Federal Aviation Administration’s Commercial Space Transportation Committee. He is also an advisor to the U.S. delegation to the United Nations Committee on the Peaceful Uses of Outer Space, and previously served as the assistant executive secretary of the International Institute of Space Law. “Professor Sundahl is one of the premier experts on space law in the country and there is no one better equipped to develop the Global Space Law Center and prepare students in this rapidly growing field,” said C|M|LAW Dean Lee Fisher. The Center will partner with domestic and international organizations to develop internship and employment opportunities for students and graduates of the Center. “The creation of this Center reflects the determination of C|M|LAW to find opportunities for its students as business and industry evolves,” according to Sundahl. “The space industry is undergoing a drastic transformation with the development of reusable rockets and other new technologies that will reduce the cost of accessing space and, in turn, spur the growth of new companies. C|M|LAW is determined to open these opportunities to our students through education and experiences in the field.” The Center will launch its first course, Space Law: A Global View, this summer. The three-hour online

n step with the school’s commitment to fostering a diverse student population, Cleveland-Marshall College of Law has an active Hispanic Law Students Association that promotes diversity and inclusion on campus and strives to give back to the greater community. So far this semester, the group has held collection drives for victims of recent hurricanes and other charity efforts, volunteered at legal aid clinics, and co-sponsored (with the Black Law Students Association) a panel on diversity efforts in the public and private sector.

course will be open to C|M|LAW students as well as law students, practitioners and space industry executives around the world. The course will be taught by Professor Sundahl and will feature guest lectures and interviews with thought leaders from government and the space industry. Details on enrollment in the course will be available this spring. GSLC is also creating an online space law research guide, establishing a research council with the goal of positively influencing the development of space law and establishing a weekly blog about current issues in the field. • Source Cleveland State University’s Cleveland-Marshall College of Law

SCHOOL NEWSPAPER CALIFORNIA WON’T MAKE ITS ATTORNEY LICENSING EXAM EASIER

AN FRANCISCO (AP) — Becoming a lawyer in California isn’t going to get easier after the state Supreme Court decided not to lower the minimum passing score on one of nation’s toughest licensing exams for attorneys. The justices acknowledged a drop in the percentage of people passing the test but said further study was needed to determine what might be behind the trend. “Examination of these matters could shed light on whether potential improvements in law school admission, education and graduation standards and in State Bar testing for licensure ... could raise bar exam pass rates,” the justices said. For James Dunworth, 52, the decision means a little less room for error on the bar exam he took in July — his third attempt to pass the test. If the court had chosen to lower the passing score, it could have applied to his exam. “I wanted a little breathing room,” Dunworth said. The Supreme Court in February ordered the State Bar to review whether the passing score was appropriate for evaluating the minimum competence of prospective attorneys. The move came after law school deans said in a letter to the court that California’s high score unfairly penalizes students who would have become lawyers in other states. California’s minimum score of 144 is the second highest in the country. Most states have a minimum passing score of 135 or lower, according to state bar staff. The passage rate on the July test fell from nearly 62 percent in 2008 to 43

percent in 2016, mirroring a national trend that has alarmed law school administrators and officials responsible for licensing attorneys. Oregon and Nevada lowered their passing scores this year amid a similar decline. In California, the proposal to lower the minimum score ignited a broader debate about racial diversity among attorneys, the quality of law schools and their students, and the skills lawyers need most. “The declining passing rate has become a proxy for so many issues in the legal field,” said Derek Muller, a professor at Pepperdine University School of Law in Los Angeles who has studied legal education and standards. Law school deans in the state say California’s higher minimum score is unjustified, does not produce better lawyers and disproportionately keeps African-American and Hispanic applicants from becoming attorneys. Opponents of immediately lowering the score say law schools need to take a closer look at the caliber of their students and how well they are preparing them. The State Bar plans to study those issues. Some experts say a dip in law school applications has forced institutions to accept applicants who have not done as well academically, and that might explain the drop in bar exam passing rates. The State Bar of California gave the Supreme Court three options for the passing score. One recommendation called for reducing the minimum score on an interim basis to a little over 141. A second

PHOTO LICENSED BY INGRAM IMAGES

Written by Sudhin Thanawala, Associated Press

called for a lower passing score of 139. The third option was to leave the score as is. Modeling forecasts suggested the 141 score would have boosted the July 2016 pass rate by 8 percent, state bar officials said. Desi Kalcheva, 26, who took the exam for the first time in July, said lowering the score made sense because law schools only give a brief introduction to many of the subjects on the exam, so students have a huge “knowledge gap” as they prepare for the test. She said a lower passing score would have allowed every test taker to sleep “a little easier.” “But I guess we don’t have the luxury,” she said. •

www.HispanicOutlook.com • 21

AAHHE PRESENTS: FACULTY VOICES THIS MONTH MARÍA C. LEDESMA Associate Professor Department of Educational Leadership and Policy University of Utah AAHHE Faculty Fellow, 2014 AAHHE Faculty Fellow Co-Chair, 2018-2020

“It is our responsibility to lift as we climb.”

rofessionally speaking, I have been very fortunate to have achieved many wonderful, and once perceived to be unattainable, goals. As an advanced doctoral student, I was selected as the 32nd Student Regent on the University of California’s Board of Regents, the first Latina to hold this post. As an assistant professor, I had the unique opportunity of attending three separate oral arguments at the Supreme Court of the United States as a guest of Associate Justice Ruth Bader Ginsburg. Most recently, I earned tenure (Editor’s Note: According to the American Association of Hispanics in Higher Education— AAHHE’s—website, “…Hispanic faculty in tenure-track positions represent about four percent of the total faculty in colleges and universities”), and was recognized by my peers and colleagues by receiving the 2017 Scholars of Color Early Career Contribution Award. In the shadow of each of these accomplishments, however, I am reminded of Justice Thurgood Marshall’s words: “None of us got where we are solely by pulling ourselves up by our bootstraps. We got here because somebody — a parent, a teacher, an Ivy League crony or a few nuns — bent down and helped us pick up our boots.” Justice Marshall’s words ring very true for me because my own good fortunes have been made possible by a multitude 22 • December 2017/January 2018

of people, both known and unknown to me, in the AAHHE and outside of it, who have made my presence in higher education possible. Indeed, Justice Marshall’s philosophy shapes and frames my own personal philosophy: it is our responsibility to lift as we climb. Although Justice Marshall’s wisdom has stayed with me, I must also acknowledge two other individuals who have been instrumental in my development both as a person and as a professional—my parents. As a young Chicana and first-generation college student growing up in East Oakland, California, I could have never dreamt about what lay ahead for me. Although both of my parents only have grade school educations, the amount of guidance and support they provided my siblings and me was boundless. At the core, they urged us to make the most of the opportunities granted to us. This is advice that I have tried to follow throughout my academic career, that led me to apply for and be selected as an AAHHE Faculty Fellow in 2013, and that guides me as I now serve as an AAHHE Faculty Fellow Co-Chair. (Editor’s Note: The AAHHE’s Faculty Fellows program gives Hispanics in the higher education community the opportunity to collaborate, network and support one another in their careers. The Faculty Fellows for 2013

included assistant and associate professors from a wide variety of academic disciplines including foreign language/ ESOL education, sociology, social work, history, Chicana/o studies, Chicano/Latino studies, history/Mexican American history, agribusiness economics, nursing, curriculum & instruction, higher education, social work & Latino community, education, kinesiology and horticulture.) Still, even now, one of the greatest challenges I confront is facing up to the reality and pervasiveness of the imposter syndrome. This fact coupled with my reality as a “first-generation faculty member,” shapes how I am socialized into the academy. Adhering to the adage that “research is me-search,” my latest research explores the experiences of faculty who identify as first-generation college graduates. My goal through this work is to help unpack the under-addressed and under-theorized experiences of generational status and the faculty experience. I aim to produce applied research that helps postsecondary institutions that are serious about successfully diversifying their faculty ranks understand the unique socialization needs of faculty who identify as first-generation. •

SCHOLARS CORNER FROM ISOLATION TO ACADEMIC FAMILIA FINDING TRUE COMMUNITY AT THE 2017 AAHHE NATIONAL CONFERENCE Written by Roberto Montoya 2017 AAHHE Graduate Fellow Doctoral Candidate and Lecturer, Urban Education Program School of Education & Human Development University of Colorado Denver

t is hard for me to articulate the excitement I felt when I was accepted into my doctoral program at the University of Colorado Denver. As I read the email, my thoughts immediately went to my childhood and the barrios of Albuquerque, New Mexico. I thought of all the struggles, the gangs, the poverty and the low expectations. But I also thought of all the support, mentoring and coaching that got me to that point...to that email. I was beaming. By no means am I trying to say my happiness was more palpable than any other newly accepted doctoral student. Yet as a poor Chicano from the ‘West Side,’ I knew my acceptance was uncommon. I felt invincible. Sadly, this euphoria was short lived as I was quickly reminded I was an outsider. This alienation began my first day on campus and has persisted over the past

four years at my primarily white institution (PWI). I share this story of isolation because as I finish my fourth year of doctoral studies I have come to better understand how important, powerful and cathartic community can be. When I say community, I am not merely speaking of geography and people but of the deep relationships that manifest from a collection of individuals who have a shared vision, mission and commitment to solidarity. When I applied to the AAHHE Graduate Student Fellows Program (all four times), I talked about wanting, actually yearning, to be a part of a larger Latinx academic community. I simply was not prepared for the amount of gente I would meet and now call familia after attending the 2017 AAHHE National Conference. I am feeling very humbled, inspired and

motivated by being a part of such an amazing space. Given I attend a PWI, my experience in higher education has consistently been devoid of Latinxs. Thus, engaging with other AAHHE scholars has afforded me several invaluable and unique professional opportunities. First, becoming an AAHHE Fellow has expanded the scope of my research, espousing an interdisciplinary approach and relationships. Second, I have the opportunity to observe and learn from diverse scholars who represent a variety of perspectives, areas of study and geographic locations—including the Faculty Fellows who have all been so incredibly gracious and critically supportive. Lastly, becoming an AAHHE Fellow has provided mentorship and guidance beyond my home institution. As such, the importance of being an AAHHE Graduate Fellow is paramount to my personal and professional development and ultimately my ability to finish my doctoral work and pursue a career in the professoriate. As I look to the future, I know that AAHHE will enable me to not only succeed in higher education but most importantly will allow me to assist others like myself to embark on this endeavor. •

Fellowships in Disability Policy Research Mathematica Policy Research is pleased to offer two fellowship opportunities to graduate students interested in conducting high-quality research related to disability policy. These opportunities are being funded by the Social Security Administration through its Disability Research Consortium. Application deadlines are in mid-February 2018. For more information about each of the programs, please visit http://www.disabilitypolicyresearch.org/disability-research-consortium/fellowships

www.HispanicOutlook.com • 23

SCHOOL LIBRARY A professor of English at Northern Arizona University, Monica Brown’s literary works include award-winning children’s book inspired by her Peruvian-American heritage. As she writes on her official website (www.monicabrown.net) “I write from a place of deep passion, joy, and commitment to producing the highest possible quality of literature for children.” Her works have received a variety of accolades including the Américas Award for Children’s Literature, an Orbis Pictus Honor for Outstanding Nonfiction, the Tejas Star Book Award, the International Latino Book Award and a Pura Belpré Honor for Illustration. And so this month, we at Hispanic Outlook are proud to present a few of Professor Brown’s children’s books, as well as teacher’s guides for each one courtesy of Lee & Low Books.

K-12 “MARISOL MCDONALD DOESN’T MATCH / MARISOL MCDONALD NO COMBINA” Amazon Recommended Grade Level: Preschool - 3 Publisher: Children’s Book Press ISBN-13: 978-0892392353 Teacher’s Guide: https://www.leeandlow.com/ books/marisol-mcdonald-doesn-t-match-marisol-mcdonald-no-combina/teachers_guide Marisol McDonald has flaming red hair and nut-brown skin. Polka dots and stripes are her favorite combination. She prefers peanut butter and jelly burritos rather than sandwiches in her lunch box. To Marisol, these seemingly mismatched things make perfect sense together. But other people just don’t seem to see things the same way that she does. They wrinkle their noses in confusion at Marisol—can’t she just choose one or the other? Try as she might, in a world where everyone tries to put this biracial, Peruvian-Scottish-American girl into a box, Marisol McDonald doesn’t match. And that’s just fine with her.

“MAYA’S BLANKET/ LA MANTA DE MAYA” Amazon Recommended Grade Level: Kindergarten - 4 Publisher: Children’s Book Press ISBN-13: 978-0892392926 Teacher’s Guide: https://www.leeandlow.com/ books/maya-s-blanket-la-manta-de-maya/ teachers_guide Little Maya has a special blanket that Grandma stitched with her own two hands. As Maya grows, her blanket becomes worn and frayed, so with Grandma’s help, Maya makes it into a dress. Over time the dress is made into a skirt, a shawl, a scarf, a hair ribbon, and finally, a bookmark. Each item has special, magical, meaning for Maya; it animates her adventures, protects her or helps her in some way. But when Maya loses her bookmark, she creates a book about her adventures with and love of these items—and eventually shares it with her own little daughter.

24 • December 2017/January 2018

“MARISOL MCDONALD AND THE CLASH BASH / MARISOL MCDONALD Y LA FIESTA SIN IGUAL” Amazon Recommended Grade Level: 1 - 3 Publisher: Lee & Low Books ISBN-13: 978-0892392735 Teacher’s Guide: https://www.leeandlow.com/ books/marisol-mcdonald-and-the-clash-bashmarisol-mcdonald-y-la-fiesta-sin-igual/teachers_guide Marisol is turning eight, and it’s time to plan a fabulous, marvelous and divine birthday party. She also hopes that Abuelita, who lives far away in Peru, will be able to come to the celebration. At the party store, Marisol just can’t decide what kind of party to have. There are so many choices, but everything in the store matches! Nothing seems right for soccer, pirate, princess, unicorn-loving Marisol. Finally she comes up with just the right idea, and when her friends arrive for her Clash Bash birthday, a big surprise awaits. But Marisol gets the biggest surprise of all. “MARISOL MCDONALD AND THE MONSTER / MARISOL MCDONALD Y EL MONSTRUO” Amazon Recommended Grade Level: Kindergarten - 3 Publisher: Lee & Low Books ISBN-13: 978-0892393268 Teacher’s Guide: https://www.leeandlow.com/ books/marisol-mcdonald-and-the-monster-marisol-mcdonaldy-el-monstruo/teachers_guide Marisol McDonald loves words that begin with the letter m— except the word “monster.” Monsters are scary with big eyes, wild fur, pointy claws and sharp teeth. One night, when Marisol hears loud bumps under her bed, she is immediately convinced that a monster is making the noise. Checking under the bed does not reveal a monster, but night after night, the bumps continue. When the bumps become especially loud one night, Marisol bravely leads the charge downstairs to find the cause. Turns out the monster making noise under Marisol’s bed does have eyes and fur and teeth, but it isn’t scary.

SCHOOL LIBRARY HIGHER EDUCATION “SOUNDS OF CROSSING: MUSIC, MIGRATION, AND THE AURAL POETICS OF HUAPANGO ARRIBEÑO” by Alex E. Chávez Publisher: Duke University Press ISBN-13: 978-0822370185 “Sounds of Crossing” explores the contemporary politics of Mexican migrant cultural expression manifest in the sounds and poetics of huapango arribeño, a musical genre originating from north-central Mexico. Following the resonance of huapango’s improvisational performance within the lives of audiences, musicians and the author himself, Chávez shows how Mexicans living on both sides of the border use expressive culture to construct meaningful communities amid the United States’ often vitriolic immigration politics. Through Chávez’s writing, the reader gains an intimate look at how huapango carries the voices of those in Mexico, those undertaking the trek across the border and those living in the U.S. “AUTHORITY, PIRACY, AND CAPTIVITY IN COLONIAL SPANISH-AMERICAN WRITING: JUAN DE CASTELLANOS’ ‘ELEGIES OF ILLUSTRIOUS MEN OF THE INDIES’” by Emiro Martínez-Osorio Publisher: Bucknell University Press ISBN-13: 978-1611487183 “Authority, Piracy, and Captivity in Colonial Spanish-American Writing” examines the intricate bond between poetry and history writing that shaped the theory and practice of empire in early colonial Spanish-American society. The book explores how epic and heroic poetry served to construe a new SpanishAmerican elite of original explorers and conquistadors. It also offers an interpretation of the writings of Castellanos, as well as elucidates the complex poetic discourse he created to defend the interests of the early generation of explorers and conquistadors in the aftermath of the promulgation of the New Laws and the mounting criticism of the institution of the encomienda.

“AMERICANS BY HEART: UNDOCUMENTED LATINO STUDENTS AND THE PROMISE OF HIGHER EDUCATION” by William Perez Publisher: Teachers College Press ISBN-13: 978-0807752838 “Americans by Heart” examines the plight of undocumented Latino students as they navigate the educational and legal tightrope presented by their immigration status. Many of these students are accepted to attend some of our best colleges and universities but cannot afford the tuition because they are not eligible for financial aid or employment. For the few that defy the odds and graduate, their status continues to present insurmountable barriers to employment. This account brings to light the hard work and perseverance of these students and their families, their commitment to education and civic participation, and their deep sense of uncertainty and marginality. “IMMIGRANT STRUGGLES, IMMIGRANT GIFTS” Edited by Diane Portnoy, Barry Portnoy and Charlie Riggs Publisher: George Mason University ISBN-13: 978-0981877907 “Immigrant Struggles, Immigrant Gifts” addresses some of the most prominent immigrant groups and the most striking episodes of nativism in American history. The introduction covers American immigration history and law as they have developed since the late eighteenth century. The essays that follow—authored by historians, sociologists and anthropologists—examine the experiences of a large variety of populations to discover patterns in immigration and anti-immigrant sentiment. The cases reveal much about the immigrants’ motivations for leaving their home countries, the obstacles they face, their culture and occupational trends in the U.S., their assimilation and acculturation, and their accomplishments and contributions to America.

www.HispanicOutlook.com • 25

Dean, Horace H. Rackham School of Graduate Studies Vice Provost for Academic Affairs-Graduate Studies University of Michigan Ann Arbor The Horace H. Rackham School of Graduate Studies is the home of graduate education at the University of Michigan. More than 8,500 students are enrolled in Rackham’s 111 Ph.D., 85 master’s, and 33 certificate programs in 17 schools and colleges, and two research institutes on the Ann Arbor campus. In addition, the Rackham Graduate School helps coordinate activities on behalf of the approximately 1,400 postdoctoral fellows training at the University of Michigan. The university is one of the top producers of Ph.D. graduates in the nation. In the academic year 2016-17, the university awarded 808 doctoral degrees and more than 2,100 master’s degrees. The University of Michigan is also a national leader in the number of Ph.D. degrees awarded to under-represented minority students. The graduate school values the diversity of its students as an essential dimension of excellence in graduate education and has sustained its commitment to this priority through funding, programs, partnerships, and engagement both on campus, nationally, and globally. The graduate school has more than 114,000 alumni around the world. The dean provides academic, administrative, and fiscal leadership to the Rackham School of Graduate Studies and reports directly to the provost. The dean is expected to engage the graduate school broadly with its internal and external constituencies and to assure the highest quality environment for graduate studies at Michigan while working with the provost and other deans as part of the academic leadership of the University of Michigan. As the vice provost for academic affairs-graduate studies, the individual in this role provides the university’s leaders with policy advice on matters related to graduate studies and graduate students and contributes to policy discussions and decisions on a wide range of academic concerns. The Rackham Dean Search Advisory Committee seeks nationally-recognized scholars whose active and distinguished professional record includes an earned doctorate, and research and education appropriate for a tenured full professorship at the University of Michigan. We are particularly interested in candidates who: understand the broad issues facing graduate education across diverse disciplinary and interdisciplinary programs, and are able to articulate a vision for the future of graduate studies and postdoctoral training on campus and in the national arena; demonstrate leadership and administrative success, and preparedness for playing a prominent role in fundraising; articulate the value of diversity with confidence and authority, and have a track record of effectively supporting diversity and inclusiveness; and communicate effectively and work collaboratively with multiple stakeholders across the university. Inquiries, nominations, and applications are invited and will be treated in a confidential manner. The university is dedicated to the goal of building a culturally diverse and pluralistic community committed to excellence in teaching and learning in a multicultural environment. Potential applicants who share this goal are encouraged to apply. For the fullest consideration, applicant materials should be received by January 15, 2018. Review of applications will continue until the position is filled. Applicants should provide a curriculum vitae and letter of application. This material should be sent electronically via e-mail to the chair of the search advisory committee: Susan A. Gelman, Ph.D. Heinz Werner Distinguished University Professor of Psychology and Linguistics College of Literature, Science, and the Arts rackham-dsac-chair@umich.edu For more information about the Horace H. Rackham School of Graduate Studies, please visit http://www.rackham.umich.edu. The University of Michigan is an equal opportunity/affirmative action employer

26 • December 2017/January 2018

DEAN, SCHOOL OF PUBLIC HEALTH UNIVERSITY OF MICHIGAN ANN ARBOR The University of Michigan invites nominations and applications for the position of dean of the School of Public Health. Established in 1941, the School of Public Health has been long recognized as one of the world’s leading public health research and educational institutions. The school has an outstanding faculty of 165 professors and research scientists, and a committed research and administrative staff of more than 300. The school is home to two undergraduate degrees and six graduate departments offering masters and doctoral degrees. Total enrollment is approximately 1,100 students, including those in dual-degree programs with a number of the university’s 18 other schools and colleges. The School of Public Health has a strong and flourishing research portfolio, with over 34 research centers/initiatives and $80 million in external funding in fiscal year 2017. The school contributes to and benefits from the University of Michigan’s reputation, commitment to interdisciplinary and collaborative research, and leadership in bringing innovations to practice. The dean is the chief academic and administrative leader of the school. Working collaboratively with faculty and staff the dean advances the school’s mission of creating and disseminating knowledge to prevent disease and promote the health of populations worldwide. The dean reports to the provost and executive vice president for academic affairs. Additionally, the dean is responsible for all matters related to the administration of the school including academic programs; faculty; staff; students; facilities; budget; alumni relations; fundraising; and fostering a diverse, inclusive and equitable environment. The dean represents the school within the university to create synergistic collaborations with other schools and colleges, including the other health science schools on campus: dentistry, kinesiology, medicine, nursing, pharmacy and social work. The dean also works externally to promote the school as a leader in public health research, policy, and practice in the state of Michigan, nationally, and globally. The ideal candidate will possess the following: national/international recognition as a scholar with credentials commensurate with a tenured faculty appointment at the rank of professor in the School of Public Health; demonstrated administrative experience; a collegial, consultative and collaborative orientation; the ability to recruit and retain an outstanding faculty; proven commitment to enhancing diversity, equity and inclusion; a global perspective; a commitment to innovation and translation of research to a wide range of audiences; the ability to champion public health education, research, service and practice within a preeminent research institution and among a diverse range of external constituencies; and the ability to engage with donors, alumni, policy makers and the community at large in representing the school. Nominations and applications will be reviewed beginning in December 2017. Individuals from traditionally underrepresented groups are encouraged to apply. Inquiries, nominations, and applications consisting of a letter and curriculum vitae should be directed in confidence to: SpencerStuart, the firm retained by the university to assist in the search: Shannon Yeatman Tel: 202-251-3222 syeatman@spencerstuart.com The University of Michigan is an equal opportunity/affirmative action employer.

www.HispanicOutlook.com • 27

)

ASSISTANT PROFESSOR: PLANT MICROBIOME PLANT PATHOLOGY AND MICROBIOLOGY (PLPM) DEPARTMENT, TEXAS A&M UNIVERSITY (TAMU)

VICE CHANCELLOR OF HUMAN RESOURCES Salary: $202,950.00 - $252,606.00

Coast Community College District is seeking a Vice Chancellor of Human Resources to serve as the chief personnel officer for the District. Reporting directly to the Chancellor, this high level position plans, organizes, administers, reviews, and evaluates District-wide programs encompassing human resources and employment services in accordance with federal and California state law. The Vice Chancellor fosters a culture of collaboration, mutual respect, innovation, and continuous improvement throughout the District and community. Application Process In order to receive full consideration, applicants must submit a complete online application packet by February 2, 2018. Please follow the link below to view the complete position announcement and to submit your online application:

https://tinyurl.com/CCCDVCHR

The PLPM Department at TAMU is seeking an Assistant Professor (9-month, tenure-track) in the area of the plant microbiome. This faculty position will develop an externally funded research program focused on the plant microbiome and plant-microbe interactions, especially involving the effects of the plant microbiome on root development, plant function and signaling, and concomitant effects of plants on the plant microbiome. Development of novel approaches to monitor the roles and determine ecosystem functions of the plant microbiome in collaboration with scientists and breeders with the goal of enhancing abiotic and biotic stresses while enhancing growth efficiency is preferred. Teaching responsibilities will include graduate and undergraduate courses. For a full job description, visit http://plantpathology.tamu.edu/. A Ph.D. in plant pathology or a related discipline is required. Excellent communication skills, evidence of scholarly publications, and the ability to work independently and collaboratively is required. Application materials including an application letter reflecting research and teaching interests and qualifications, curriculum vitae, transcripts, and reference list must be submitted at https://greatjobs. tamu.edu (Job #10637). For questions, contact Dr. Won-Bo Shim (wbshim@tamu.edu).

Coast Colleges is an Equal Opportunity Employer and Educator

INAUGURAL DEAN OF THE Q. WILLIAM HAMMACK SCHOOL OF BUSINESS Oglethorpe University is conducting a nationwide search for its Inaugural Dean of the Q. William Hammack School of Business. The Search Committee invites letters of nomination, applications (letter of interest, 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 March 1, 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 www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch.com || mplunkett@parkersearch.com Oglethorpe University is an Equal Employment Opportunity employer committed to providing equal opportunity in all of our employment practices, including selection, hiring, assignment, re-assignment, promotion, transfer, compensation, discipline and termination. The University prohibits discrimination, harassment and retaliation in employment based on race; color; religion; national origin; sex; sexual orientation; gender identity or gender expression; marital status; pregnancy, childbirth or related medical conditions; age; disability or handicap; genetic information; citizenship status; service member status; or any other category protected by federal, state or local law.

The Texas A&M University System is an Equal Opportunity/ Affirmative Action/Veterans/ Disability Employer committed to diversity.

DIRECTOR OF LIBRARY SERVICES Prairie View A&M University is conducting a nationwide search for its next Director of Library Services. The Search Committee invites letters of nomination, applications (letter of interest, full resume, 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 March 8, 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 www.parkersearch.com. Porsha L. Williams, Vice President Erin Raines, Principal Parker Executive Search 770-804-1996 ext: 117 eraines@parkersearch.com || rmcneal@parkersearch.com Prairie View A&M University is an Affirmative Action/ Equal Opportunity Employer committed to diversity.

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

28 â&#x20AC;˘ December 2017/January 2018

Hispanic Outlook

DIRECTOR OF THE SCHOOL OF EDUCATION Iowa State University is searching for its next Director 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 February 1, 2018. For a complete position description, please visit the Current Opportunities page at https://www.parkersearch.com/ iowastate-soe. 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. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

Hispanic Outlook 1/4 page Issue 12-18-17 RESIDENCE LIFE COORDINATOR Deadline 12-12-17 DEAN OF THE JEROME J. LOHR COLLEGE OF ENGINEERING South Dakota State University is conducting a global search for its next Dean of the Jerome J. Lohr College of Engineering. 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 March 7, 2018. For a complete position description, please visit the Current Opportunities page at https://www.parkersearch.com/sdsu-engdean. Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 117 Fax: 770-804-1917 South Dakota State University is an Equal Opportunity/Affirmative Action Employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities and veterans are encouraged to apply. SDSU’s policies, programs and activities comply with federal and state laws and South Dakota Board of Regents regulations prohibiting discrimination on the basis of race, color, religion, age, national origin, gender, gender identify and/or expression of sexual orientation. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

Residence Life Coordinators (RLC) are 12-month, full-time, live-in, professional staff members. They are responsible for providing overall management and leadership of the residence halls/apartments housing for 200-700 residents each. Principle responsibilities include hall staff recruitment, selection, training, development and evaluation; coordinating the residence hall conduct process; guiding and directing the building’s residential education and community development through student organization advising; establishing relationships with students within the hall and providing informal counseling and support; serving in a rotating on-call capacity for the residence hall system; summer conference operations; and other departmental/campus-wide responsibilities. As Residence Life Coordinators are the primary professional staff members available in the residence halls for student contact, a desire to spend evening and weekend time with students is required. Master’s degree in student affairs, counseling or related field required. Spring 2018 graduates will be considered. At least one academic year of university residence hall leadership experience at a post-undergraduate or graduate student level required. Strong written and oral communication, administrative and organizational skills also required. Student experience will be considered. Frequent evening and weekend work will be necessary. Criminal and other relevant background checks required. UNI actively seeks to enhance diversity and is an Equal Opportunity/Affirmative Action employer. The University encourages applications from persons of color, women, individuals living with disabilities, and protected veterans. All qualified applicants will receive consideration for employment without regard to age, color, creed, disability, gender identity, national origin, race, religion, sex, sexual orientation, protected veteran status, or any other basis protected by federal and/or state law. Generous benefits include spacious furnished two-bedroom apartment; meals when dining centers are open; professional development funds; domestic partner/spouse policy; and a pet policy. In addition, the University offers an excellent benefits package including a vacation plan, employer sponsored retirement plans, health and dental insurance, and life and disability insurance. Application materials received by Sunday, February 25, 2018 will be given first consideration. Will interview at OPE. For more information or to apply, visit http://jobs.uni.edu. UNI is a tobacco free campus.

www.HispanicOutlook.com • 29

Hispanic Outlook

30 â&#x20AC;¢ December 2017/January 2018

FACULTY Nanoscience Faculty University of North Carolina at Greensboro The Nanoscience Department at the University of North Carolina at Greensboro seeks to hire a tenure track faculty member at the rank of Assistant Professor. The Department of Nanoscience is a dynamic and transdisciplinary research department located in the Joint School of Nanoscience and Nanoengineering which is a collaboration of North Carolina A&T State University and the University of North Carolina at Greensboro. The Department of Nanoscience has several graduate degree programs including a Professional MS, a MS with thesis concentration, and a Ph.D. in Nanoscience. Of particular interest are candidates who demonstrate research expertise in the following areas of Biological Nanoscience: Nanomedicine, especially cancer research/immunotherapy, stem cell based regenerative medicine, and infectious disease; Synthetic Biology; and Sustainable Biological Nanomaterials. Qualified applicants will have an earned PhD in a relevant science discipline and have at least two years of postdoctoral training. Competitive candidates will have an excellent record of research as demonstrated by their publication record, exhibit great promise of extramural funding or have an established record of extramural funding. New faculty will be expected to develop an externally-supported research program, teach effectively at the graduate level, collaborate with researchers in the Joint School of Nanoscience & Nanoengineering as well as with researchers in their field, engage in entrepreneurial activities, and participate in Departmental and University service activities. Applicants should submit a complete application: a cover letter, a current CV with publications, three reference letters, a statement of research goals, and a teaching statement, through the UNCG job search system at https://jobsearch.uncg.edu. Complete applications including references should be received by January 30th, 2018 for full consideration; however, the review of applications will continue until position filled. Questions regarding the search process should be directed to the search committee co-chairs, Dr. Dennis LaJeunesse (drlajeun@uncg. edu) and Dr. Chris Kepley (clkepley@uncg.edu). The University of North Carolina at Greensboro is an Equal Opportunity and Affirmative Action employer, and invites applications from all qualified candidates. Women and members of groups that are under-represented in physical science are encouraged to apply. Employment eligibility verification will be required prior to commencement of employment. Dean, School Of Public Health Suny Downstate Medical Center The State University of New York Downstate Medical Center (“Downstate”) announces a search for the next Dean, School of Public Health and invites dynamic

leaders to apply for the position of Dean of the School of Public Health. The next dean will have an opportunity to strengthen and shape the direction of a school of public health whose focus is on the health and well-being of urban and immigrant populations. Led by President Wayne J. Riley, MD, MPH, MBA, MACP, the organization’s energy and optimism is palpable. Downstate seeks a leader who can think globally and act locally in a complex and changing public health environment. Such a leader must have an understanding of the accreditation-agency mandated changes in public health education and possess the strategic thinking and insights to lead the process for their implementation. The School of Public Health, with roots beginning in 2001, now stands at the forefront of public health education for students seeking solutions to the unique health problems of urban and immigrant populations. The School’s mission is to advance public health knowledge, promote health and well-being, and prevent disease and disability within communities, particularly in urban and immigrant ones. The School’s exciting vision is one full of hope, possibility, challenges, and eventually, greater health equity for all. To provide the necessary leadership in this transformative period, Downstate seeks a distinguished figure in public health to serve as the ambassador for the diverse and local urban community, the School, the faculty, and the students. Reporting to the President of SUNY Downstate Medical Center, the Dean will be influential at local, state, and national levels in communicating the current research expertise and interests of the faculty and students. In addition, the successful candidate must possess the political skills to navigate conversations with external and internal stakeholders, including government figures, donors, and affiliated community organizations on behalf of the School. The Dean will have an understanding of issues and challenges facing underserved populations of color and will bring passion for the education and research missions. The successful candidate will promote knowledge and understanding of current issues in health care, public health, health science, and education in public health in Brooklyn, New York City, and beyond. Applicants should possess relevant terminal doctoral degree(s) (eg. MD, PhD, DrPH) with a sustained record of scholarly activity and reputation in public health. The ideal candidate will have significant national and/ or international recognition and a demonstrated track record of successful competitive extramural research funding for diverse public health issues. Please forward, as soon as possible, applications or nominations of appropriate candidates, in confidence, to: Tonika Lam, PhD Kenneth Kring c/o: tonika.lam@kornferry.com KORN FERRY | Global Education Practice SUNY Downstate is an Equal Opportunity / Affirmative Action

Employer and Educator. Women and members of underrepresented minority groups are encouraged to apply. SCIENCE Visiting Assistant Professors of Physics, Union College Union College We invite applications for two one-year Visiting Assistant Professor positions starting in September 2018. Applicants should have some teaching experience and a strong commitment to undergraduate education. Preference will be given to applicants who have completed the Ph.D. in physics, astronomy, or a related area. Union is a highly selective, small (2200 students) liberal arts college with an engineering program, located in the Capital District of New York State, a region heavily engaged in science and research and development. The Department of Physics and Astronomy (www.physics.union. edu) includes eleven full-time faculty in a variety of fields including astrophysics, atomic physics, biophysics, computational physics, environmental physics, geophysics, nuclear physics, materials science, and art restoration research. Union College is an equal opportunity employer and strongly committed to student and workforce diversity. Increasing diversity on campus is a critical priority for Union, one that is integral to our mission of preparing students for a globally interconnected world. Union provides a blend of intellectual, social and cultural opportunities to facilitate the integrated academic, social and personal development of a diverse community. We value and are committed to a host of diverse populations and cultures including, but not limited to, those based on race, religion, disability, ethnicity, sexual orientation, gender, gender identity, national origin and veteran status. Applicants should submit a cover letter including a statement regarding goals and ability to contribute to a diverse community, a detailed curriculum vita, a statement on teaching with emphasis on philosophy of teaching and mentoring a diverse set of undergraduates, a statement of research interests, and names and contact information for three references through our online application available at http://jobs.union.edu (search on “physics” in the Search Jobs box). An email will be sent automatically to references requesting a letter of recommendation. Note that all new hires of Union College are subject to a thorough education, work experience, and criminal history background check. Questions about the position may be addressed to physics-search@union.edu. We will begin the review of applications on February 5, 2017 and continue until the positions are filled. Dean, College of Humanities and Social Sciences George Mason University George Mason University, Virginia’s largest public research institution, seeks an energetic and entrepreneurial academic leader to serve

as the next Dean of the College of Humanities and Social Sciences (CHSS). Ranked by the U.S. News & World Report as one of the most innovative national universities, Mason is located in the Washington, D.C. metropolitan area, with unsurpassed geographical access to the U.S. government, international organizations, and major corporations across a myriad of industries. With 1,800 faculty throughout 10 schools and colleges, the University enrolls 36,000 students from all 50 states and 130 countries on three northern Virginia campuses. It also has an international campus, Mason Korea in Songdo, which attracts students from East Asia, Southeast Asia, and beyond. Mason was established in 1957 as University College, the northern Virginia branch of the University of Virginia. In the decades since, it has been on a steep and pronounced growth trajectory. It is now a major national university and a leader in teaching and learning, research, access, and diversity and inclusion: the Carnegie Classification of Institutions of Higher Education includes George Mason University among institutions in the “Highest Research Activity” (R1) category, and Mason is the most diverse public university in Virginia. Consistently ranked among the top-300 universities in the world, Mason has been cited by U.S. News as one of the nation’s best schools for creating an environment in which all students can thrive. The College of Humanities and Social Sciences is the University’s largest unit, with almost 400 fulltime faculty. In Fall 2017 it enrolled one-quarter of all of the University’s undergraduate students and 14 percent of all graduate students. It offers 27 majors, 56 minors, 14 master’s degrees (plus a master of arts in interdisciplinary studies and a master of fine arts in creative writing), 9 doctoral degrees, and a variety of graduate certificates. In addition, faculty and students are highly active in research, with external research funding to the college averaging $15-$20 million annually. Over the years, the College’s faculty has included two Nobel Laureates, two Pulitzer Prize winners, six Guggenheim recipients, and two MacArthur Fellows. Reporting to the Provost and Executive Vice President, the Dean will work collaboratively and collegially within the College and across the University, providing visionary and creative leadership, enabling innovation in learning, nurturing path-breaking scholarship, and furthering the reputation and reach of the College and University. The Dean will manage and increase resources, cultivate external partnerships, and attract attention and financial support for CHSS. The Dean is a member of the President’s Council and the Provost’s Academic Council. The successful candidate will possess credentials for appointment at the rank of full professor, including a terminal degree and an outstanding record of accomplishment in teaching and scholarship. Isaacson, Miller, the national executive search firm, has

been retained to support the search committee in this effort. Please direct all applications, nominations, and inquiries to them at www.imsearch.com/6436 George Mason University is an equal opportunity/ affirmative action employer, committed to promoting inclusion and equity in its community. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, gender identity, sexual orientation, national origin, disability, or protected veteran status. 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 consideration 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.

SUBSCRIBE TO OUR PRINT MAGAZINE Visit www.HispanicOutlook.com Today! www.HispanicOutlook.com • 31

T H A N K S W H A T

T O

D O

N E X T !