Top Medical and Health Care schools for hispanics by Hispanic Outlook on Education Magazine

VOLUME 27 • NUMBER 10 JULY/AUGUST 2017

Want to Live Longer? Graduate College! Health care Tops List of Most Indemand Jobs The Disappearing Hispanic Physician by Mary Ann Cooper

Top Medical and Health care Schools for Hispanics HISPANIC HOUSEHOLD INCOME, HSIS AND BAD LOANS

TOMORROW’S COLLEGE STUDENTS SAY HEALTH CARE CAREERS “ARE HOT”

WWW.HISPANICOUTLOOK.COM

DREXEL UNIVERSITY AWARDED $12M GRANT FOR URBAN-LIFE HEALTH STUDY

Pulitzer Prize-winning alumni Edward O. Wilson and Harper Lee $36,000 in Dean’s Diversity Merit Awards given annually One of the largest liberal arts colleges in the Southeast Most Goldwater Scholars of any university since 2006 100 degree programs in 22 departments 18 NSF CAREER Award winners 13 Rhodes Scholars

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PUBLISHER JOSÉ LÓPEZ-ISA EDITOR IN CHIEF MEREDITH COOPER WASHINGTON DC BUREAU CHIEF PEGGY SANDS ORCHOWSKI CONTRIBUTING EDITORS MICHELLE ADAM, CARLOS D. CONDE, GUSTAVO A. MELLANDER EDITORS EMERITUS MARY ANN COOPER, MARILYN GILROY CHIEF OF HUMAN RESOURCES & ADMINISTRATION TOMÁS CASTELLANOS NÚÑEZ MARKETING AND SUBSCRIPTIONS MANAGER ASHLEY BARANELLO ART & PRODUCTION DIRECTOR RICARDO CASTILLO DIRECTOR OF ACCOUNTING & FINANCE JAVIER SALAZAR CARRIÓN ARTICLE CONTRIBUTOR CHRISTINE VEGA

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 • July/August 2017

on the cover Courtesy of Ingram Images

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE JULY /AUGUST 2017

Table of

CONTENTS

Honors and Ovations The Disappearing Hispanic Physician by Mary Ann Cooper

Top Medical and Health Care Schools for Hispanics

Targeting Higher Education Hispanic Household Income, HSIs and Bad Loans by Gustavo A. Mellander

Medicine and Health Sciences Want to Live Longer? Graduate College!

Spotlight On: Nursing Nursing Students Head to Spanish Class

AACN and NLN Express Alarm at $146M Nursing Cuts in President’s FY 2018 Budget Proposal

AACN Partners with HealthyHispanicLiving.com New Career Center

Career Tips and Trends Tomorrow’s College Students Say Health Care Careers “Are Hot”

Report Reveals Health Care Tops List of Most In-demand Jobs

Scholarships and Grants NJHF Awards $50,000 Innovation Grant to Princeton

Drexel University Awarded $12M Grant for Urban-life Health Study

What Would You Do with a $58M Grant?

Scholars Corner AAHHE’s Conference: A Familia of Scholars by Christine Vega

School Newspaper Rutgers’ Website Provides Mental and Behavioral Health Resources for Teens

Head of the CLASS

School Library This month, Hispanic Outlook is proud to feature the works of Pat Mora

Also this month, we take a look at titles exploring higher education and medicine

www.HispanicOutlook.com • 5

HONORS AND OVATIONS

THE DISAPPEARING HISPANIC PHYSICIAN

MEDICAL CARE IN CRITICAL CONDITION FOR LATINOS

hile the health care debate rages across a deeply divided nation, the rationing of care is becoming a distinct reality whether Obamacare or Trumpcare prevail, politically. That’s because in a little more than a decade, America is facing a shortage of more than 100,000 doctors by 2030, according to a study released this year by the Association of American Medical Colleges (AAMC). And as bad as that sounds, the shortage in the Hispanic community will be worse. 6 • July/August 2017

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Written by Mary Ann Cooper

The shortage isn’t due to changes or projected changes in health care laws, disgruntled doctors upset at the rate of compensation from Medicare and Medicaid or a lack of desire to join the medical profession. The shortage of doctors can be attributed to population growth, an aging population and the attrition caused by boomer physicians retiring. Couple these factors with the costs of the ten-year journey to become a physician, and the situation becomes untenable.

Specifically, the AAMC report reveals: “For primary care, the estimated shortage will be between 8,700 and 43,100 physicians by 2030. Non-primary care specialties—including medical specialties, surgical specialties and other specialties—are expected to experience a shortfall of between 33,500 and 61,800 physicians. In particular, the supply of surgeons is projected to have little growth by 2030, but projected demand is expected to increase, resulting in a shortage of be-

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tween 19,800 and 29,000 surgeons by 2030. For other specialties— emergency medicine, anesthesiology, radiology, neurology and psychiatry, among others—the projected shortage is between 18,600 and 31,800 physicians by 2030. “The primary factors driving demand are population growth and an increase in the number of older Americans, according to the study. The total U.S. population is expected to grow by about 12 percent by 2030. Also by 2030, the number of U.S. residents aged 65 and older is expected to increase by 55 percent, and the number of people aged 75 and older will grow by 73 percent during the same period.” As bad as it is for the general population, a new study from UCLA paints an even worse picture for Hispanics. It shows an alarming and continuing shortage of doctors who have the language skills and cultural familiarity needed to serve Hispanic patients. The Latino population has grown nearly 250 percent since 1980, but the number of Hispanic doctors have decreased by more than 20 percent during that same time period. The study from UCLA’s Center for the Study of Latino Health and Culture, published online by the peer-reviewed journal Academic Medicine, calls for action at the national and state levels to increase the ranks of Latino physicians. The raw numbers in the report make that case: “In 1980, there were 135 Latino physicians for every 100,000 Latinos in the U.S.; by 2010, that figure had dropped to just 105 per 100,000. Meanwhile, the national rate of non-Hispanic white physicians increased from 211 for every

100,000 non-Hispanic whites to 315 per 100,000.” What can be done? The AAMC is currently supporting federal legislation called Resident Physician Shortage Reduction Act of 2017, which was introduced in the U.S. Senate and would increase federal support for graduate medical education (GME). AAMC President and CEO Darrell G. Kirch, M.D., issued the following statement about the need for this legislation: “As the nation faces a predicted shortage of nearly 105,000 primary care and specialty physicians by 2030, the AAMC applauds Senators Bill Nelson (D-Fla.), Dean Heller (R-Nev.) and Charles Schumer (D-N.Y.) for introducing legislation to expand the number of federally supported residency positions. This bill would aid in combatting the shortfall by adding an additional 3,000 positions each year for five years. Given that it takes up to 10

years to train a doctor, and because of our rapidly growing aging population, it is vital that we address these physician shortages now. “This targeted bipartisan legislation, along with companion legislation introduced in the House last month, takes much needed steps toward ensuring that all Americans will have access to the health care they need. However, legislation alone will not relieve the doctor shortage. As part of a multi-pronged approach, America’s medical schools and teaching hospitals continue to invest in physician and health care provider training and lead innovations in care delivery to create more efficient patient care. “We look forward to working with Senators Nelson, Heller and Schumer and other congressional leaders to increase federal support for residency training and help alleviate the doctor shortage for the benefit of all Americans.” •

www.HispanicOutlook.com • 7

HONORS AND OVATIONS

FIRST MAJOR MEDICAL DEGREES 2015 FIRST MAJOR MEDICINE DEGREES TOTAL 1 2 3 4 5 6 7 8

9 10

University of Illinois at Chicago The University of Texas Medical Branch The University of Texas Health Science Center at Houston University of New Mexico-Main Campus Baylor College of Medicine The University of Texas Health Science Center at San Antonio University of Texas Southwestern Medical Center University of California-San Francisco Florida International University University of Miami Rutgers University-New Brunswick New York University Northwestern University Thomas Jefferson University University of California-Davis Harvard University Yeshiva University University of Florida University of South Florida-Main Campus Vanderbilt University University of California-Los Angeles Rush University University of Pennsylvania Brown University University of Arizona Loma Linda University University of California-San Diego SUNY Downstate Medical Center University of Colorado Denver/Anschutz Medical Campus University of Iowa Ohio State University-Main Campus Texas Tech University Health Sciences Center University of Virginia-Main Campus University of Kansas New York Medical College Temple University Texas A & M University-College Station Stanford University Yale University Loyola University Chicago Indiana University-Purdue University-Indianapolis Columbia University in the City of New York Icahn School of Medicine at Mount Sinai Weill Cornell Medical College University of Washington-Seattle Campus

State

Total

Hispanics

Latino

Latinas

% Hispanics

IL TX TX NM TX TX TX CA FL FL NJ NY IL PA CA MA NY FL FL TN CA IL PA RI AZ CA CA NY CO IA OH TX VA KS NY PA TX CA CT IL IN NY NY NY WA

299 219 224 102 183 202 242 177 80 196 307 165 172 281 106 162 191 132 124 120 166 131 166 106 171 173 116 206 159 152 235 211 157 189 202 202 189 79 109 136 315 154 129 96 216

37 35 32 31 30 30 29 28 28 23 23 23 19 19 17 17 17 16 16 16 15 15 15 15 14 14 14 14 13 13 13 13 13 12 12 12 12 11 11 11 11 11 11 11 11

15 17 16 15 12 24 17 12 14 10 17 11 7 10 6 13 7 5 10 8 6 8 10 3 8 10 5 6 2 7 7 3 10 7 5 7 8 8 7 2 8 4 6 8 5

22 18 16 16 18 6 12 16 14 13 6 12 12 9 11 4 10 11 6 8 9 7 5 12 6 4 9 8 11 6 6 10 3 5 7 5 4 3 4 9 3 7 5 3 6

12% 16% 14% 30% 16% 15% 12% 16% 35% 12% 7% 14% 11% 7% 16% 10% 9% 12% 13% 13% 9% 11% 9% 14% 8% 8% 12% 7% 8% 9% 6% 6% 8% 6% 6% 6% 6% 14% 10% 8% 3% 7% 9% 11% 5%

Source: National Department of Education IPEDS NCES Database - Total Medical Degrees 2015

8 â&#x20AC;˘ July/August 2017

HONORS AND OVATIONS

HEALTH PROFESSIONS AND RELATED PROGRAMS 2015 HEALTH PROFESSIONS AND RELATED PROGRAMS DEGREES 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.

Grand Canyon University San Joaquin Valley College-Visalia Miami Dade College Keiser University-Ft Lauderdale University of Phoenix-Arizona Florida International University The University of Texas Rio Grande Valley Nova Southeastern University The University of Texas at El Paso The University of Texas at Arlington University of Central Florida South Texas College University of South Florida-Main Campus Texas Tech University Health Sciences Center Chamberlain College of Nursing-Illinois Kaplan University-Davenport Campus Dade Medical College-Miami El Paso Community College ASA College University of Phoenix-California Monroe College Walden University California State University-Fullerton Florida National University-Main Campus California State University-Long Beach

State

Total

Hispanics

Latino

Latinas

% Hispanics

AZ CA FL FL AZ FL TX FL TX TX FL TX FL TX IL IA FL TX NY CA NY MN CA FL CA

7,434 1,437 1,235 2,773 8,499 1,142 661 2,361 652 3,104 2,480 453 2,525 2,013 5,946 3,550 351 366 625 1,355 638 5,287 967 282 1,119

848 753 700 682 667 603 539 517 455 443 413 405 381 342 336 327 316 306 303 297 288 274 273 266 261

119 113 221 163 86 155 111 109 120 66 80 111 86 61 33 106 83 74 26 43 25 48 38 47 55

729 640 479 519 581 448 428 408 335 377 333 294 295 281 303 221 233 232 277 254 263 226 235 219 206

11% 52% 57% 25% 8% 53% 82% 22% 70% 14% 17% 89% 15% 17% 6% 9% 90% 84% 48% 22% 45% 5% 28% 94% 23%

Source: Federal Department of Education 2015 NCES IPEDS data. Combined total degrees from community colleges and four-year schools.

Hispanic Outlook readers can purchase the extended version of the lists featured in this article. We are also taking special purchase requests for the 5- to 10-year archived version of these lists. For more information, call (201) 587-8800 or email meredith.cooper@hispanicoutlook.com

www.HispanicOutlook.com â&#x20AC;˘ 9

TARGETING HIGHER EDUCATION

HISPANIC HOUSEHOLD INCOME HSIS AND BAD LOANS Written by Gustavo A. Mellander

There is some good news about Hispanic reality in this country and some lingering bad news. So I begin.

ometimes observers forget that one of the major reasons Hispanics pursue education is to improve their economic opportunities. In that they are virtually identical to all immigrants and all native born persons. Parents have long been strong supporters of encouraging as much education as possible for their children. Invariably, it is a wise choice for all. Clearly for the vast majority of individuals more education has provided more professional opportunities. But in the past decade or so, we have also seen college-trained individuals unable to secure suitable employment. Fortunately, they were the exception, and more importantly, that trend has turned. All of this has been true for the general population. But how have Hispanics fared?

non-Hispanic whites, 4.1 percent for blacks and 3.7 percent for Asians. Yet in spite of their healthy increases, Hispanics still trail non-Hispanic whites at $62,950 and Asians at $77,166. A common denominator in all these subsets was level of education. As to be expected, Hispanic poverty rate declined as their household incomes rose. To be precise, the Hispanic poverty rate fell to 21.4 percent in 2015, down from 23.6 percent in 2014. Non-Hispanic whites (9.1 percent) and Asians (11.4 percent) had far lower poverty rates than Hispanics in 2015, while that of blacks (24.1 percent) was slightly higher.Â I know, a lot of data. A quick summary: Hispanic income is on the rise but still lags behind other population cohorts.

Household Income According to the reputable Pew Foundation, Hispanic/Latino household income improved in 2015 after several years of economic stagnation. Hispanic median household income was $45,148 in 2015. That represents an increase of 6.1 percent over 2014 data, $42,540. That compares with median household income increases of 4.4 percent for

Census data A review of U.S. Census data reveals that more Hispanics than ever before are college graduates and employed in worthy professions. Further, in every year for over a decade more Hispanics have enrolled in college than in the previous year. It is also reported that Latinos as a whole are optimistic about their future and remain committed to education.

10 â&#x20AC;˘ July/August 2017

They are positive about the economic upward mobility they expect their children to achieve. Roughly three-in-four Latinos in 2015, 72 percent, said their children will be better off financially than they themselves have been. Only five percent feared their children will be less well off in their lifetimes than they were. Hispanic Serving Institutions To be designated a Hispanic Serving Institution, HSI, higher education institutions must have 25 percent Hispanics in their student body. After struggling, being ignored and underfunded for decades, these colleges that serve significant numbers of Hispanic students were finally recognized, if not fully accepted, some 20 years ago. Today, they form a significant part of Americaâ&#x20AC;&#x2122;s higher education system. A recent report by Excelencia in Education, the national research organization, provides further evidence of Hispanic participation and successes in education. Today, HSIs represent 14 percent of all colleges and universities and enroll 64 percent of all Hispanic undergraduates in the United States. They number 472 institutions, continue to grow and added 37 new members in 2016. Located in 19 states, mostly in the West, 81 percent, HSIs

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also exist in such unexpected states as Kansas, Indiana and Tennessee—an indication of how widespread Hispanic populations exist throughout the nation. Most HSIs are public institutions, 66 percent, two-year colleges' account for 49 percent and 51 percent are fouryear institutions. An impressive 46 percent of HSIs students are Hispanics. Graduate education is offered at 189 HSIs, which is a full 40 percent of all HSIs. Their success record in helping hundreds of thousands succeed in higher education is well documented. All the more impressive since most students are the first in their families to attend college. One cannot help but be grateful to all who have made these pathways available to young, and not so young, Hispanics. Unpaid Loans Before we celebrate too much, we cannot forget that thousands of well-meaning Hispanics are burdened with enormous student loan debt. Many were targeted by unethical profiteers, enrolled in questionable programs that sounded good in the sales presentation but have not led to meaningful employment.

Some institutions targeted veterans and low income students both with financial aid eligibility. Once that was consumed, hefty loans were tacked on. Thousands were duped and are now saddled with credit busting loan obligations. The government and the accreditation associations were too slow in highlighting and correcting the fraud. Even today, I don’t see this issue receiving the attention it deserves. I don’t like one possible solution: forgive all loans—which everybody else would have to pay. But we must help the innocent people who were so drastically misled. They lost time, money, had their dreams and their initiative crushed. I frankly think those who acted in such reprehensible fashions should be persecuted. For what? Well, I suggest malfeasance, at the very least. There’s also purposeful deceit, securing funds under false pretenses and outright corrupt dishonesty for sure in many cases, to name a few other categories. I know some institutions have been closed down but have the perpetrators been prosecuted? Maybe an enterprising law professor could shed light on the issue by unleashing one of his classes on this issue as a class assignment. Not only should we slay the dragon, but we must go one step further and

assure ourselves these abuses will not be repeated in the future. Bottom line There is much to be optimistic about Hispanic education and its attendant beneficial consequences in this country. Great strides have been made. More Hispanics are graduating from high school, attending and graduating from college than ever before. Among the many benefits acquired has been entry into solid middle class professions. Subsequent ramifications on their lives and on their families are clear to all. They also stand as reachable goals for hundreds of thousands others. • Dr. Mellander was a university dean for 15 years and a college president for 20.

www.HispanicOutlook.com • 11

MEDICINE AND HEALTH SCIENCES

WANT TO LIVE LONGER? GRADUATE COLLEGE! NEW TUITION REWARDS PROGRAM ENCOURAGED BY HEALTH INSURERS

HILADELPHIA -- College graduates live up to 10 years longer than high school graduates. That’s what recent research from prestigious academic institutions shows. College graduates suffer from fewer chronic health problems including heart disease, lung disease, dementia and depression. Education is more predictive of

College graduates ages 45to-64 have a 60 percent lower mortality rate than those with only a high school education; are 70 percent less likely to smoke; and are 70 to 80 percent less likely to be diagnosed with dementia by age 75. They are 60 percent less likely to be obese than those with no education beyond high school. 12 • July/August 2017

future health than income. In fact, the health benefits of completing at least a bachelor’s degree are more positively correlated with longevity than the negative impacts to longevity incurred by smoking. Recognizing this, health insurers typically provide subscribers with benefits beyond the traditional medical and dental coverage – gym memberships and nutritional programs. And, to improve the health and wellness of their enrollees, health insurers have begun to encourage college attendance by the students of subscribers by offering Tuition RewardsR by SAGE Scholars, Inc. as a free employee benefit. The program, now offered by ConnectiCare, Guardian Dental Insurance and Independence Blue Cross, enables families to accumulate rewards points (similar to frequent flyer miles) that can be redeemed for guaranteed minimum scholarships at over 380 private colleges from Maine to Hawaii. In addition, SAGE provides participating families with timely information

on how to prepare academically for college and how to finance it. The participating private colleges boast a significantly higher average four-year graduation rates than averages at public colleges, so a student who enrolls at a SAGE college is more likely to be earning a living after four years of college instead of still studying for a bachelor’s degree (accumulating additional student loans). The college education benefit can be thought of as a health benefit that leads to a higher income. College graduates ages 45-to-64 have a 60 percent lower mortality rate than those with only a high school education; are 70 percent less likely to smoke; and are 70 to 80 percent less likely to be diagnosed with dementia by age 75. They are 60 percent less likely to be obese than those with no education beyond high school. Completing one’s college education greatly reduces the risk of a chronic disease; medical expenses are twice as high for those with a chronic disease.

College graduates suffer from fewer chronic health problems including heart disease, lung disease, dementia and depression.

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Dr. James B. Johnston, CEO of SAGE Scholars and the former director of admissions & financial aid at the Wharton Graduate School, University of Pennsylvania, believes the program provides a larger, societal benefit. “To the extent that we create awareness of the health and wellness benefits of college attainment, as well as increasing affordability, both families and society are the winners.” A key benefit for the more than 380 consortium member colleges is free use of the expanding SAGE database, which currently includes more than 345,000 students, birth thru high school senior. Participating students submitted $74.6 million in rewards points to member colleges in 2016, including such schools as Arcadia, Bradley, Clarkson, Creighton, DePaul, Duquesne, La Salle, Messiah, Rochester Institute of Technology, Rensselaer Polytechnic Institute, Robert Morris, Savannah College of Art & Design, Susquehanna, University of Dayton, University of San Diego, University of Tampa, Ursinus, Valparaiso & Worcester Polytechnic Institute. • Source SAGE Scholars, Inc.

www.HispanicOutlook.com • 13

SPOTLIGHT ON: NURSING

NURSING STUDENTS HEAD TO SPANISH CLASS ~

aria E. Perez, instructional assistant professor with the University of Houston, greets the class of Spanish language students. “Buenos dias,” the class responds. Today’s lessons will include vocabulary, a fill-in-the blank quiz and role playing exercises to practice the new words. “Vamos a revisar la tarea de organos humanos,” Perez continues, showing a slide with an outline of the human body and its various organs. “You’ll hear a lot about ‘vertebra’ or ‘la columna,’ as in ‘dolor de la columna.’ They all refer to back pain.” Students in this class are similar to others who struggle with some words or phrases, but they differ in one important way—they’re all nursing students. The class, Beginning Medical Spanish, is a new offering to the UH College of Nursing curriculum to prepare students to care for patients with limited English-language proficiency. The two-week class on the UH Sugar Land Campus was offered during the May mini-semester (the two weeks between the spring and summer semesters). 14 • July/August 2017

“Buenos dias.”

“The Hispanic population is growing, and I need to be able to communicate effectively as a nursing professional,” said Jenni Zibili, nursing student in the college’s Second Degree BSN program. Unlike a traditional Spanish language class, students do not focus on extensive verb conjugation. Rather, the goal is to develop language skills to assist in obtaining basic patient history, perform physical assessments, all with empathy and culturally appropriate interactions. “The Hispanic culture is very diverse, and we take that into consideration in this class,” Perez said. “We may have a word that is used for a Mexican patient, but it may be different for a Spanish patient or Cuban.” According to the Pew Research Center there are approximately 55 million Hispanics in the U.S., 70 percent of whom indicate they use Spanish at home; 23 percent indicate their accent or the manner in which they speak English contributes to their poor treatment in health care settings. “I grew up in south Texas and already know how to speak Spanish, or Spanglish, really,” said student

Sandra Valdez. “I wanted to expand my knowledge to include words of different Hispanic cultures because I don’t want to offend. I want to connect with them and help them.” Negotiating the health care system is daunting—understanding insurance, finding a provider, se-

“Among many Hispanic patients there are language barriers and a mistrust of the health care system. Health care professionals who can successfully communicate and understand their patients will be better equipped to overcome these challenges and to empower their patients to be active participants in their health decisions.” — Maria E. Perez, instructional assistant professor with the University of Houston

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curing appointments, communicating health issues. These challenges, coupled with language barriers, can discourage individuals from seeking help or cause them to misunderstand their diagnoses or treatments. “Among many Hispanic patients there are language barriers and a mistrust of the health care system,” Perez said. “Health care professionals who can successfully communicate and understand their patients will be better equipped to overcome these challenges and to empower their patients to be active participants in their health decisions.” The nursing class is structured around modules with specific learning outcomes. Students studied vocabulary and grammar and completed written assignments. They practiced role-playing scenarios to review what they’ve learned and to

model cultural competency and professionalism. The class met in threehour sessions, five times a week. “Our students reflect the diversity of the patients they will be serving,” said Kathryn Tart, professor and founding dean of the college of nursing. “Their academic preparation must include all avenues to connect with their diverse patients, among them language and culture. We are happy to offer this class and to see the enthusiasm with which our students have approached it.” The class is an addition to the Department Hispanic Studies’ Spanish for Global Professions Minor, which Perez assisted in development. The courses are for students whose careers will interact with Hispanic communities. The courses are offered for business, translation and interpretation, and health.

“There has been a definite increase in interest in Spanish for specific purposes,” she said. “The rapid growth of the Hispanic population in the United States has created a niche for practical courses that address the particular needs of this population.” The Office of Minority Health (housed in the U.S. Department of Health and Human Services) has developed standards for public institutions that receive federal funds to provide language services in the preferred language of the patients. Additionally, there is a new focus on increasing the number of health professionals who are capable of providing competent linguistic and cultural health care. • Source University of Houston

www.HispanicOutlook.com • 15

SPOTLIGHT ON: NURSING

AACN AND NLN EXPRESS ALARM AT $146M NURSING CUTS IN PRESIDENT’S FY 2018 BUDGET PROPOSAL

16 • July/August 2017

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ashington, DC -- Reacting to President Trump’s proposed budget, the National League for Nursing (NLN) and the American Association of Colleges of Nursing (AACN) expressed the associations’ alarm at the negative impact that certain elements of the budget will have on the nursing workforce and the nation’s access to high-quality nursing care. The NLN and AACN cannot support the president’s budget due to its near elimination of funding to programs that help educate the nurse and nurse educator workforce. For more than 50 years, the Health Resources & Services Administration’s (HRSA) Title VIII Nursing Workforce Development Programs have been a mainstay in the pipeline, ultimately improving access to, and quality of, health care in underserved communities. These competitive grants strengthen education programs, including faculty recruitment and retention efforts; clinical lab enhancements; loans, scholarships and services that enable students to overcome obstacles to completing their nursing education programs. More-

over, Title VIII grants support the education of nurse faculty preparing them for a future in academia. This increases the pool of faculty during a time of shortage and allows schools of nursing to accept more qualified applicants. These programs are a direct investment in the clinicians who will provide health services to patients in all communities including in rural and underserved populations. AACN and the NLN contend that eliminating $146 million in Title VIII nursing program funding is counter intuitive to the president’s

goal of increasing access and reducing costs. They say that it is crucial that the federal investment meets current and future nursing and nurse educator demands and that this cannot be relegated to private or state funding alone. AACN and the NLN vow they will continue to advocate for federal support in nursing education programs that are essential to the health and well-being of our nation. • Source National League for Nursing

AACN Partners with HealthyHispanicLiving.com New Career Center

ancho Santa Margarita, CA -- An example of how the American Association of Colleges of Nursing (AACN) is continuing to work to promote Hispanic nursing careers is through their new partnership with HealthyHispanicLiving.com (HHL). They recognize that in today’s health care job market less than five percent of nurses identify as “Hispanic.” Yet, Hispanics and Latinos make up more than 17 percent of the U.S. population. As the American populace grows increasingly Hispanic, Latinos remain significantly underrepresented across many health care job categories. To help close the gap and provide the “cultural competence” that organizations will increasingly need to succeed, HealthyHispanicLiving.com (HHL) designed an online one-stop Career Center site where visitors can search thousands of health care jobs – and showcase top health care companies looking for Latino talent. HHL is proud to announce the AACN as the latest organization to partner with the career hub. Representing more than 800 schools on nursing nationwide, AACN is the collective voice for academic nursing, serving as the catalyst for excellence and innovation in related education, research and practice. The national association based in Washington, D.C. is also a primary advocate for advancing diversity and inclusion within academic nursing. “Preparing a culturally diverse nursing workforce is essential to meeting the health care needs of the nation,” said Dr. Deborah Trautman, AACN president and CEO. “To better meet this goal, AACN is partnering with HealthHispanicLiving.com to help stimulate interest in nursing careers within the Lati-

no community by providing career information and professional development opportunities to graduate nursing students and future leaders of the profession.” Contributions by the nursing community can be enhanced when health care workers are sensitive to the cultural needs and values of those they serve. Custom Portal with Tools to Attract Top Talent Unlike typical job listing services, the HHL Career Center provides health care companies and organizations with an online portal that allows job seekers looking specifically for medical and health opportunities to search thousands of positions across the nation. The portal is branded to each health care organization partner and provides tools to showcase the organization’s values to help attract talent. By visiting the AACN portal, job seekers can learn more about nursing education and cultural competence. They can understand more about the organization’s values and how those values align with their own. Users can also interact with AACN volunteer mentors at the microsite portal. They can view videos on each mentor’s page, as well, and e-mail these leaders directly to start the conversation. Likewise, they can ask questions about specific job postings, giving organizations an easy way to interact with talent in real time, if desired. Visitors may apply for positions with a few clicks. To learn more about AACN and related job posts, visit the AACN microsite. Health care organizations interested in learning more about partnering with the Healthy Hispanic Living Career Center hub should call 949-842-6204.

Source HealthHispanicLiving.com

www.HispanicOutlook.com • 17

CAREER TIPS AND TRENDS

Tomorrow’s College Students Say

Health care Careers “Are Hot” SURVEY REVEALS CAREER INTERESTS OF THE FUTURE US WORKFORCE

RVING, Texas -- Job reports often project future in-demand jobs, but those demands may go unanswered if these careers do not align with the interests of young people—the individuals who will fill the jobs of tomorrow. Exploring, a co-ed career-development program created by the Boy Scouts of America, released the findings of its Career Interest Survey that sheds light on what today’s young people actually want to be when they grow up. The survey highlights the need for programs that help bridge young people’s career interests with in-demand careers through hands-on experiences. The survey, which was fielded in 2016 to more than 150,000 students from eighth to 12th grade, gauged interest in more than 200 career options and resulted in a top 10 list that ranged from in-demand medical positions like nurses and physicians to more aspirational positions like professional athletes, singers and actors. The survey also revealed that childhood ambitions evolve with maturity. Middle school respondents were twice as likely as their 12th grade counterparts to select careers in athletics and the arts, while interest in health and business careers increased 18 • July/August 2017

as respondents entered high school. In fact, the most popular careers were in STEM-related fields with 45 percent of respondents expressing the most interest in careers such as physician, mechanical engineer, computer programmer or marine biologist, with the health care field drawing the most interest. “As a society, we must take the question of ‘what do you want to be when you grow up’ and flip it on its head. It’s a difficult question for many young people to answer and one they shouldn’t have to answer on their own. We must show youth the vast opportunities that exist and explain how their current interests can lead to a rewarding career in the future,” said Michael Surbaugh, chief scout executive, Boy Scouts of America. “Exploring creates a foundation [for] tomorrow's leaders by allowing youth to explore their interests, discover new talents and begin to chart a path for the future.” The Exploring program offers young people, ages 10 through 20, the opportunity to spend time in the workplace and learn directly from professionals. These youth gain valuable real-world experiences to help them determine how their interests

could translate into career options. Although the Career Interest Survey primarily helps match students with the workplace experiences that best match his or her interests, survey results also point to important emerging trends about America’s future workforce. Health care is Hot Four of the 10 most popular career options cited by survey respondents were in the health care field, an area that is expected to grow in the coming years as the U.S. population grows older. Other science and engineering fields drew interest from 18 percent of respondents with mechanical engineer rounding out the top 10 fields garnering the most student interest. The top 10 most popular careers include: 1. Registered nurse 2. Professional athlete 3. Artist 4. Musician/singer 5. Athletic trainer/sports medicine 6. Physician/surgeon 7. Actor/Actress 8. Veterinarian/Veterinary technician 9. Photographer 10. Mechanical engineer

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Skilled Trades May Continue to Face Labor Shortages Only three percent of survey respondents expressed interest in one of the skilled trades, and nearly half of those—46 percent—are interested in automotive work, a field that may experience decreasing demand as vehicle technology advances. Gender Gaps Persist in Numerous Fields Female respondents expressed less interest in engineering, business and trades than men, while male students expressed less interest in health care, social services, and arts and humanities. • Eighteen percent of male students chose an engineering career, compared to three percent of females.

• Twelve percent of male respondents expressed interest in a health career compared to 40 percent of female respondents. • Male respondents were twice as likely to choose a business career as women (14 percent vs. seven percent). • Young women who took the survey were 86 percent less likely than young men to say they want a career in computing—such as programming, support, analytics and software development. “In addition to informing career choices, the workplace experiences provided through Exploring can help debunk some of the stereotypes and social patterns that persist today,” Surbaugh said. “If we can help students see that people from all walks of life can succeed in a wide range of fields,

we can open their eyes to career opportunities that they may not have previously considered.” More than 2.8 million young people have participated in the Exploring program since its founding in 1998. To learn more about how to get involved in Exploring, visit www. exploring.org. Survey Methodology A total of 151,628 respondents were surveyed in 2016. Ten thousand of them completed the survey online, and the balance completed the survey using a paper Scantron form. In total, the students could pick from 209 careers grouped into 12 categories. • Source Exploring

www.HispanicOutlook.com • 19

CAREER TIPS AND TRENDS

REPORT REVEALS HEALTH CARE TOPS LIST OF

MOST IN-DEMAND JOBS

ARLSBAD, Calif. -- In its new report on the most in-demand jobs, job search portal CareerCast found that many of the professions with the brightest outlook are in the health care field. Topping the list of most in-demand jobs are Home Health Aide, Physical Therapist, Emergency Medical Technician and Nurse Practitioner, along with Occupational Therapist, Physician Assistant, Diagnostic Medical Sonographer and Optician. Web Developer and Operations Research Analyst were the only non-health care jobs in the top 10. The most in-demand profession—Home Health Aide, with an outlook percentage of 38 percent, has an anticipated need for 348,400 new professionals by 2024. An aging baby boomer generation drives some PROFESSION 1. Home Health Aide 2. Physical Therapist 3. Emergency Medical Technician 4. Nurse Practitioner 5. Web Developer 6. Occupational Therapist 7. Physician Assistant 8. Operations Research Analyst 9. Diagnostic Medical Sonographer 10. Optician

of this high demand. Similarly, Physical Therapist ranks as the sixth most in-demand job, with a growth rate of 34 percent and an estimated 71,800 new positions expected by 2024. Demand for physical therapists is also on the rise commensurate with patients seeking more preventative and restorative health care options. Other high-demand health care fields include Nurse Practitioner, with a projected growth of 53,400 new jobs; Physician’s Assistant, with 28,700 new jobs; Diagnostic Medical Sonographer at 27,600 new jobs; and Optician, at 17,800 new jobs through 2024. “The number five most in-demand job, Web Developer, is also one of the most widely listed positions in the careercast.com jobs database with 19,441 current listings,” GROWTH OUTLOOK 38% 34% 24% 31% 27% 27% 30% 30% 24% 24%

said Kyle Kensing, online content editor, CareerCast. “Typically, a Web Developer earns an average of $66,000 a year and possesses an associate degree, so it’s a great opportunity for those with programming and graphic design skills.” Operations Research Analyst is a burgeoning field that was added to the Jobs Rated report this year, and it is estimated that there will be 27,600 job openings in this field through 2024. Among the most in-demand jobs of 2017, there are 7,684 listings for Operations Research Analysts in the careercast.com database. The following are careercast. com’s 10 most in-demand jobs for 2017 as determined by both growth percentage forecasts and total number of new positions projected. •

NEW JOB OPENINGS EXPECTED THROUGH 2024 348,400 71,800 58,500 53,400 39,500 30,400 28,700 27,600 27,600 17,800

Methodology: Growth outlook and new positions are per U.S. Bureau of Labor Statistics metrics through 2024. To read the full report, visit http://www.careercast.com/jobs-rated/in-demand-jobs-2017 Source CareerCast

20 • July/August 2017

SCHOLARSHIPS AND GRANTS

NJHF AWARDS $50,000 Innovation Grant to Princeton

EW BRUNSWICK, N.J. -- New Jersey Health Foundation (NJHF) has awarded another $50,000 Innovation Grant to researchers at Princeton University, announced James M. Golubieski, president of NJHF. Grant recipients Yibin Kang, Ph.D., Princeton’s Warner-Lambert/ Parke-Davis Professor of Molecular Biology, and postdoctoral research associate Mark Esposito, Ph.D., are working to develop combination therapies that could target specific metastatic cancer cells to lower the chances of cancer’s spread, or metastasis, after treatment. They will use the funding to identify and evaluate compounds that can target metastatic cells. “If successful, this research could potentially transform the current landscape of how cancer patients are treated,” explained George F. Heinrich, M.D., vice chair and CEO of New Jersey Health Foundation. “It is a perfect project for our Innovation Grant program, which is geared specifically to advancing

breakthrough research that demonstrates commercialization potential to offer improved and focused treatments and cures for people around the world.” Through this New Jersey Health Foundation program, Innovation Grants of up to $50,000 each are available to full-time faculty and personnel at five major research universities in New Jersey—New Jersey Institute of Technology, Princeton University, Rutgers University, Rowan University and Stevens Institute of Technology. “We are grateful for the continued support of New Jersey Health Foundation,” said John Ritter, director of Princeton’s office of technology licensing. “This Innovation Grant will enable Prof. Kang and Dr. Esposito to further develop their exciting research program with the goal of one day having a novel therapy that will improve the lives of cancer patients everywhere.” • Source New Jersey Health Foundation

P HOTO LICENSED BY ING RAM IM AG E

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University Researchers Working to Transform Landscape of Cancer Care

DREXEL UNIVERSITY Awarded $12M Grant for Urban-life Health Study Research Team Examines Impact on Latin Americans

HILADELPHIA (AP) — A research team at Drexel University in Philadelphia has been awarded a $12 million grant by a British foundation to examine the effects of urban life on the health of Latin Americans. WCAU-TV reports (http://bit. ly/2jQrSWY) Ana Diez Roux, dean of Drexel’s Dornsife School of Public Health, will head the team. The study is one of four being funded by London-based nonprofit Wellcome Trust as part of its Our Plant, Our Health initiative. Wellcome’s Dr. Sarah Molton says the initiative will bring together collaborators from all over the world to explore how we can create health, not just prevent disease. A release from Drexel states that Roux’s team will study “how the governance, design, organization and environment of Latin American cities affect population health, as well as health inequities within cities.” Information from: WCAU-TV, http://www.nbc10.com •

www.HispanicOutlook.com • 21

SCHOLARSHIPS AND GRANTS

WHAT WOULD YOU DO WITH A $58M GRANT? University of Michigan Health System Enlists Community to Provide that Answer

NN ARBOR, Mich. -- The next big idea to help people with cancer, heart disease, diabetes, Alzheimer’s disease, depression or many other conditions could be bubbling up right now in a University of Michigan (U-M) research lab. Or it might be a new idea in the mind of a U-M doctor, scientist, health care professional, graduate student or patient. Now, U-M has received a $58 million grant to help those ideas move forward with Michiganders of all ages and backgrounds as partners. The grant is from the National Institutes of Health’s (NIH) National Center for Advancing Translational Sciences (NCATS) through its Clinical and Translational Science Awards (CTSA) Program. It provides for an up to five-year new dose of funding for the Michigan Institute for Clinical & Health Research, or MICHR, contingent on the availability of future U.S. congressional appropriations. More than 50 other universities nationwide are supported through the CTSA Program. The institute helps U-M health and life science researchers turn their best ideas and discoveries into tests, treatments, care innovations and cures through training, funding and central research services. It also gives community members, including patients, the ability to help shape research priorities. “The new funding means more chances to translate U-M ideas into knowledge and breakthroughs that can eventually help patients and the general 22 • July/August 2017

public,” said MICHR director George A. Mashour, M.D., Ph.D. “Without community participation in all phases of research, many of those ideas simply can’t go very far.” Volunteers needed for wide range of health studies More than 28,000 Michiganders have already signed up for U-M’s MICHR registry, which allows U-M researchers to reach out when a study needs someone like them. More than 160,000 people a year take part in 1,600 U-M studies, ranging from simple surveys to long-term tests of new drugs, devices and diet or exercise changes. This includes many patients at the hospitals and clinics run by Michigan Medicine, U-M’s academic medical center. Still, U-M researchers have many open spots in a wide range of studies. Right now, the website http://umhealthresearch.org, run by MICHR, lists more than 300 research projects in need of volunteers. Community members can indicate interest in volunteering or sign up for the registry on the site. “This grant, plus a sizable commitment of U-M funds, puts us on the cusp of an exciting new era of clinical and translational research at U-M,” said Mashour, who led the team that applied for the grant. “MICHR is proud of its past and enthusiastic about the future.” He notes that the grant is the largest single federal research grant in the Medical School’s history.

A vision for the future Mashour notes that while MICHR is based in the Medical School, it serves health researchers from 170 units in 20 schools, colleges and institutes across all three U-M campuses in Ann Arbor, Dearborn and Flint. No matter where these investigators are, MICHR provides services to educate, fund, connect and support them—and help them navigate the many regulations surrounding health research. A key feature of the new grant looks beyond U-M, too. It will help MICHR form closer bonds with other institutes like it around the country, together creating an unprecedented research network of sites with NCATS’ CTSA Program support. That could make large-scale national studies of new ideas much easier. At the same time, the new funding will help MICHR partner with the U-M Medical School’s Office of Research and the U-M Office of Research to strengthen U-M’s infrastructure for conducting clinical trials and translational research.

“The new funding means more chances to translate U-M ideas into knowledge and breakthroughs that can eventually help patients and the general public. Without community participation in all phases of research, many of those ideas simply can’t go very far.” — MICHR director George A. Mashour, M.D., Ph.D.

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MICHR has developed a stronger partnership with the Medical School’s Fast Forward Medical Innovation initiative, which aims to move promising ideas to the marketplace by helping medical researchers create startup companies, engage in research partnerships with industry and more. Seeding the future of research Many U-M researchers have gotten a share of MICHR’s past grants to directly fund their research—$21 million in all. Those dollars enable them to generate early results that can help them win grants to move their ideas forward. To see just a few examples, visit https:// www.michr.umich.edu/stories-of-impact/ MICHR provides services to collect and mine the massive amounts of data that research generates, and to give researchers access to clinical services like blood testing and genetic tests for research volunteers. The new funding will enhance these capabilities. It will also fund the use of mathematical techniques to study large-scale research networks, with U-M’s Institute for Research

in Innovation and Science and Institute for Social Research. MICHR also plays a key upstream role in training researchers and their staff in modern research techniques, and the many steps it takes to find and win funding for their work and to get a promising new idea out to the “real world.” “The new grant will allow us to expand some of our most successful training programs in translational research, and develop new ones,” said Vicki Ellingrod, Pharm.D., associate director of MICHR and leader of its education team. Such programs—which reach more than 1,200 faculty, staff and students annually—include education and mentoring workshops, webinars and seminars as well as more formal training programs that award master’s degrees and certifications. Ellingrod continues, “Perhaps what is most exciting about our new grant is that we will now be able to work more directly with patients, research participants and groups within the community, and learn how to guide research in collaboration with our MICHR scholars.” By creating these partnerships from the beginning, MICHR should be able to better impact

how U-M researchers directly translate their findings into practice and community health. The NIH has awarded CTSA Program grants since 2006 with the goal of improving the Translational Research process to get more treatments to more patients more quickly. Mashour who serves as executive director of translational research in the U-M office of research and associate dean for clinical and translational research in the medical school was recently appointed to serve on the NCATS CTSA Program national steering committee. “We are thrilled that NIH’s NCATS has funded the vision we put forth in our proposal, which was a tremendous team effort by MICHR, research and educational units across U-M, and our community partners,” Mashour said. “We look forward to another five years of serving U-M and our communities to enable and enhance research along the translational spectrum.” • Source University of Michigan Health System

www.HispanicOutlook.com • 23

AAHHE’S CONFERENCE

A FAMILIA OF SCHOLARS Written by by Christine Vega

ttending the American Association of Hispanics in Higher Education (AAHHE) conference in the spring of 2016 in Costa Mesa, California, transformed my worldview of the academic community entirely. I was ready to pursue AAHHE as a conventional conference; however, it was strongly rooted in networking, community and revitalization of academics amongst academic professionals across the nation. AAHHE surpassed my expectations as I learned and became part of a familia, a cohesive and caring community of first-generation scholars. As a first-generation Chicana from Pacoima, California, who attended community college and transferred to UCLA with limited resources and role models, I was embraced within AAHHE as a fellow. Here I was paired with Dr. Glenny Valoy, a faculty member at the Borough of Manhattan Community College—CUNY who reminded me about self-care, balance of parenting and academia, and self-advocacy. While at AAHHE, not only did I become part of the community fabric of scholars and researchers, I was embraced with the support of faculty fellows, senior fellows and the amazing acceptance and uncon24 • July/August 2017

ditional love of my graduate fellow cohort. Sharing my research on attrition and retention of first-generation Chicana Latina Ph.D. mother-activists with my cohort prepared me for my proposal defense. Because I am a Ph.D. mother in academia, I found the support and affirmation of my work through other parenting scholars. This kind of intimate interaction between my research and my cohort critically prepared me to develop my dissertation proposal. As a result of this amazing support and thoughtful critical feedback from my AAHHE colleagues, I successfully defended my dissertation proposal June 2016. In addition, I was engulfed with information and tips about the job market, conferences and publications from various AAHHE scholars across the U.S. As a result of being a fellow, I collaborated with my colega and dear friend, Estee Hernandez (an AAHHE graduate, fellow cohort-mate and doctoral candidate at Florida State University) on a conference submission. We were accepted to present our papers at the El Mundo Zurdo: Nepantla—Theories and Practices— An International Conference on the Life and Work of Gloria Anzaldúa at UTA in November 2016. This is a huge feat for both of us as Chicana

scholars engaging Anzalduan Theory and Praxis with the possibility of publication. While at the AAHHE closing meeting, I expressed my desire to attend and learn from scholars at the American Education Research Association (AERA). Due to the generous support of Dr. Alberto I. Roca, the executive director of a project of community partners called DiverseScholar, I received the opportunity and funding to attend AERA in the spring with a pilot $1,000 travel grant for AAHHE Graduate Fellows. AAHHE and the graduate and faculty fellows hold a significantly deep place in my academic and professional trajectory, but they also inspire my commitment to support others in their pursuit to represent the professorate as Chicanas/os, Latinas/os, Central Americans and Indigenous people. •

Christine Vega

SCHOLARS CORNER

SCHOOL NEWSPAPER

PHOTO COURTESY OF RUTGERS UNIVERSITY

RUTGERS’ WEBSITE PROVIDES Mental and Behavioral Health Resources for Teens

hen teens have troubling thoughts or are prompted by a peer’s concerning behavior or news story to educate themselves on mental health, they often turn to internet search engine links— many hosted by unreliable sources. To help combat misinformation, the Traumatic Loss Coalitions for Youth (TLC), New Jersey’s primary youth suicide prevention program at Rutgers’ University Behavioral Health Care, has launched TLC4Teens (tlc4teens.org), a resource website for children, which includes organizations, hotlines and relevant articles that have been vetted by TLC. Many also are listed on the Substance Abuse and Mental Health Services Administration’s National Registry of Evidence-based Programs and Practices. Funded by the New Jersey Department of Children and Families, TLC4Teens links to state and national resources

for issues such as grief, suicide prevention, mental health, depression, substance abuse, dating, bullying, anxiety, self-care, underage drinking, sexuality and gender identity. A parent section includes resources on how to understand and handle a child’s grief or emotional or behavioral crises. “The site was designed to give children easy access to the information they seek online with minimal clicks,” said Maureen Brogan, TLC statewide coordinator. “It also features a video by Olympic Gold medalist Laurie Hernandez who reminds her fellow teens that seeking help is not a weakness and that they should use the site as a ‘resource to connect to in difficult times.’” Brogan encourages children as young as elementary school who are using mobile devices to bookmark the site. “Children are being exposed to vi-

...TLC4Teens links to state and national resources for issues such as grief, suicide prevention, mental health, depression, substance abuse, dating, bullying, anxiety, self-care, underage drinking, sexuality and gender identity. carious traumas on the internet through their smartphones or iPads. They can’t escape this, and it shatters their assumptions that the world is a safe place to be—which causes stress,” she explained. In her outreach with TLC, Brogan is seeing stressors, such as concerns over grades, that usually don’t manifest until high school occur at younger ages. While these children might not have anxiety and depression at a clinical level, the stress can become disruptive to their everyday lives, she said. “Through education, we can empower students to watch for concerning signs among their peers or siblings and know what to do if a situation arises,” Brogan said. “We want to encourage resiliency, so they can get the help they need and say ‘OK, I’ve got this.’” • Source Rutgers University

www.HispanicOutlook.com • 25

SCHOOL NEWSPAPER

HEAD OF THE CLASS Introducing the University of Houston’s New Dean of the College of Liberal Arts and Social Sciences

PHOTO COURTESY OF THE UNIVERSITY OF HOUSTON

he University of Houston recently welcomed Dr. Antonio D. Tillis as the new dean of the College of Liberal Arts and Social Sciences and M. D. Anderson Professor in Hispanic Studies. Dr. Tillis gave the following exclusive interview to Hispanic Outlook about his life, his career and his future plans at The University of Houston:

1. What stood out about the University of Houston and its programs that made you want to become the new dean of its College of Liberal Arts and Social Sciences (CLASS)? The University of Houston has a strong commitment to academic excellence, and the College of Liberal Arts and Social Sciences is an integral part

Dr. Antonio D. Tillis

26 • July/August 2017

of that mission. As UH’s largest and most diverse college, encompassing 14 schools and departments, the opportunity of partnering with CLASS’ dynamic faculty to offer the best, most comprehensive education for undergraduate and graduate students was certainly appealing. In addition, living and working in the city of Houston, with its rich cultural diversity, its strong commitment to the performing arts, as well as its breadth of culinary delights made it an attractive place to reside. 2. Tell us more about your role as M. D. Anderson Professor of Hispanic Studies. What specific areas are covered in the University of Houston’s Hispanic Studies? As an M. D. Anderson Professor of Hispanic Studies, I am able to continue my research in the areas of Latin American literature, culture and contemporary theory. This professorship supports my professional development as a scholar by providing the needed resources to travel to do archival work in Latin America and to present my work at conferences. It also provides opportunities to hire a graduate research assistant to assist with my various projects. CLASS’ Department of Hispanic Studies offers programs for the university’s Spanish language requirement, undergraduate and graduate studies. The curriculum is quite robust and seeks to accomplish three goals: (1) To foster understanding and communication through the study of Spanish languages, literatures, linguistics and cultures in the age of globalization; (2) To provide education and training for students seeking careers drawing on or enhanced by such study; and (3) To develop established and new programs contributing to local, regional, national and international knowledge. CLASS is the first university in the country to offer a Ph.D. program in

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Spanish with a concentration in Creative Writing. The degree is part of the Department of Hispanic Studies that offers Ph.D. programs with specialization on literature—Latin American, Peninsular and U.S. Latino—and linguistics. In addition to providing underrepresented students four-year scholarships through the Academic Achievers program, CLASS’ Center for Mexican American Studies (CMAS) offers a Graduate Fellowship Program and a Visiting Scholars Program to recruit faculty and students interested in the advancement of the Mexican American and Latino community. This is just a sampling of the areas covered in our Hispanic Studies program and CMAS. To have the opportunity to be a part of the Hispanic Studies department’s faculty, at this time, is quite exciting. 3. Why has diversity and world cultures and affairs been of particular interest to you throughout your career? I have always considered myself a citizen of the world. I tell students that the world is my playground. As a result of my travels, I came to appreciate the rich cultural diversity experienced. My intellectual interest in diversity, world cultures and

affairs began in graduate school. Throughout my career, each experience has been educational and transformational. As a result, I am able to view the world with a wider lens in terms of its rich ethnic, cultural, climatic, topographical and ideological diversities. There’s so much “world” to see and experience. In so, I will forever be a life-long learner, waiting for that next new cultural experience. 4. Your career has also allowed you to work with universities around in the world. Please tell us a little about some of your work abroad and in particular in Hispanic countries such as Columbia, Costa Rica, Cuba, the Dominican Republic and Peru. To date, I have been fortunate to be able to live, work and study in a number of international locations, and I have thoroughly enjoyed each unique experience. I have held visiting faculty positions at the Federal University of Minas Gerais (Brazil), the State University of Rio de Janeiro (Brazil) and the University of the West Indies at Mona (Jamaica). I have organized international conferences and presented my research at conferences in numerous Hispanic countries including Panama, Mexico, Costa Rica, Peru, Columbia, the Dominican Republic, among

others. I have done research at national libraries, archives and cultural institutes in these countries as well. Finally, I developed learning abroad opportunities for my students in many Hispanic countries. 5. What are your plans as the new dean of CLASS? Since beginning my tenure, I have tried to learn as much as possible about the culture of UH and the diverse academic units that make up CLASS. In addition, I am engaging faculty, staff, students and other constituencies in strategic planning to fortify CLASS’ mission and vision. Also, I plan to focus on identifying ways to engage the surrounding community by creating new centers and strategic community alliances. My long-term goals include a number of initiatives, including: increasing academic excellence and enhancing student success; offering research support for faculty; improving faculty diversity; offering professional support for staff; developing a long-term strategic plan; creating a culture of grantsmanship, as well as community, within the college; and finally, raising $60 million in fundraising as a part of the university’s $1 billion dollar campaign. Here, we go! •

www.HispanicOutlook.com • 27

SCHOOL LIBRARY Former teacher, university administrator and author Pat Mora has written more than 35 award-winning children’s books. Her works’ honors include the Latino Literacy Hall of Fame; the Tejas Star Reading List; the ALA Notable Children’s Books; the International Latino Book Award, Best Children’s Fiction Picture Book; and the Pura Belpré Author Honor Book. Beyond her writings, Mora is also the founder of Children’s Day, Book Day/El día de los niños, El día de los libros (Día), which encourages children’s literacy. And so for this month’s School Library it is our pleasure to feature the works of Pat Mora. Book summaries, book covers and curriculum activities for the K-12 section of the School Library are courtesy of http://www.patmora.com

K-12 “THE BAKERY LADY/LA SEÑORA DE LA PANADERÍA” Publisher: Piñata Books/Arte Público Press ISBN-13: 978-1558853430 Amazon Grade Level Recommendation: 1-4 Curriculum Activities: http://www.patmora. com/ideas/#bakery

“GRACIAS/THANKS” Publisher: Lee & Low Books ISBN-13: 978-1600602580 Amazon Grade Level Recommendation: Preschool – 2 Curriculum Activities: http://www.patmora. com/ideas/#gracias

In this colorful, bilingual picture book, Mónica yearns to be a baker like her grandparents. Her first real test comes as she and her beloved grandparents prepare for the Feast of the Three Kings, el Día de los Reyes Magos. When Mónica finds the traditional baby figure in the round bread ring, the rosca de reyes, it becomes her responsibility to plan the celebration: invitations, decorations, and most importantly, the lemon cookies that Mónica will bake especially for her family and friends. Although she wants to do it all herself, she discovers that the love and help of family can make any job a joy.

What is there to be thankful for? For the little boy/main character of this bilingual, lighthearted children’s book, the world is full of things to be thankful for: flying ladybugs, ocean waves, his best friend, his dad’s thick chocolate syrup, the bees that don’t sting him, the crickets that chirp him to sleep at night, his little brother who throws mashed peas at his sister and more. Even things that don’t seem like things to be thankful for, like the sun waking him up every morning, he is grateful for since then he won’t “sleep for years and years and grow a long, white beard.”

“WATER ROLLS, WATER RISES/EL AGUA RUEDA, EL AGUA SUBE” Publisher: Children’s Book Press ISBN-13: 978-0892393251 Amazon Recommended Grade Level: 1-6 Curriculum Activities: http://www.patmora. com/images/activities-water-rolls.pdf

“DOÑA FLOR: A TALL TALE ABOUT A GIANT WOMAN WITH A GREAT BIG HEART” Publisher: Knopf Books for Young Readers ISBN-13: 978-0375861444 Amazon Recommended Grade Level: Preschool - 2 Curriculum Activities: http://www.patmora. com/ideas/#dona

Here is a poetic ode to the beauty of the natural world as expressed by the movement and moods of water on Earth. With every evocative verse, we visit one of 14 different water landscapes and cultural areas around the world, each stunningly illustrated with a breathtaking view of a place of natural beauty and conveying a sense of the drama, joy, power, serenity, grandeur or peacefulness of water. From the Grand Canal of Venice to Qutang Gorge in China, from the Sahara in Morocco to the Andes of Chile, we learn about the world through the lens of water, our most precious, life-giving resource.

28 • July/August 2017

Available in both English and Spanish, this is the story of Doña Flor, a giant lady who lives in a tiny village in the American Southwest and who is well-liked by her neighbors and their children. One day, the villagers hear a terrifying noise; it sounds like a huge animal bellowing just outside their village. Flor wants to protect her neighbors, so with the help of her animal friends, she sets off for the highest mesa to find the creature. Soon enough, the joke is on Flor and her friends, who come to rescue her, as she discovers the small secret behind that big noise.

SCHOOL LIBRARY

HIGHER EDUCATION

“COMPOUND SOLUTIONS: PHARMACEUTICAL ALTERNATIVES FOR GLOBAL HEALTH” by Susan Craddock Publisher: University of Minnesota Press ISBN-13: 978-1517900793 An unparalleled, interdisciplinary analysis, “Compound Solutions: Pharmaceutical Alternatives for Global Health” examines Product Development Partnerships (PDPs), which arose early in the 21st century to develop new drugs and vaccines for infectious diseases in low-income countries. Here, for the first time, is a sustained examination of PDPs: the work they do, the partnerships they form, their mission and their underlying philosophy of addressing global health needs. In addition, “Compound Solutions” explores the possibilities and parameters of drug and vaccine partnerships; the scientific collaboration, innovation and contradiction; the contingent ethics of tuberculosis clinical trials; and tuberculosis and the future of humanitarian pharmaceutical production.

“FACE/ON: FACE TRANSPLANTS AND THE ETHICS OF THE OTHER” by Sharrona Pearl Publisher: University Of Chicago Press ISBN-13: 978-0226461366 Are our identities attached to our faces? If so, what happens when the face connected to the self is gone forever—or replaced? “Face/On: Face Transplants and the Ethics of the Other” investigates the stakes for changing the face—and the changing stakes for the face—in both contemporary society and the sciences. The first comprehensive cultural study of face transplant surgery, “Face/ On” reveals our true relationships to faces and facelessness; explains the significance we place on facial manipulation; and decodes how we understand loss, reconstruction and transplantation of the face. Source material for this book includes bioethical and medical reports and personal interviews.

“CHILDREN’S MEDICINES: WHAT EVERY PARENT, GRANDPARENT, AND TEACHER NEEDS TO KNOW” 1ST EDITION by Edward A. Bell, PharmD, BCPS Publisher: John Hopkins University Press ISBN-13: 978-1421423753 Most parents have worried about the side effects and possible long-term consequences of administering a particular medication to their child. A pediatric pharmacist for nearly 30 years, Edward A. Bell, has spent his career listening carefully to parents’ concerns. In “Children’s Medicines: What Every Parent, Grandparent, and Teacher Needs to Know,” Bell draws on the latest scientific information, coupled with his experience in hospital and clinic settings, as a university professor, and as a parent to answer questions about whether, when and what medications to give to infants, children and teenagers. Bell also touches on practical issues of medication administration.

“VOICES OF MENTAL HEALTH: MEDICINE, POLITICS, AND AMERICAN CULTURE, 1970-2000” by Dr. Martin Halliwell Publisher: Rutgers University Press ISBN-13: 978-0813576787 This dynamic and layered account of mental health in the late 20th century interweaves three important stories: the rising political prominence of mental health in the United States since 1970; the shifting medical diagnostics of mental health at a time when health activists, advocacy groups and public figures were all speaking out about the needs and rights of patients; and the concept of voice in literature, film, memoir, journalism and medical case study that connects the health experiences of individuals to shared stories. Martin Halliwell breaks new ground in deepening our understanding of the place, politics and trajectory of mental health.

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Vice Chancellor, Educational Services and Institutional Effectiveness The Ventura County Community College District (VCCCD) welcomes applications for the position of Vice Chancellor, Educational Services and Institutional Effectiveness. Under the general direction of the Chancellor, the Vice Chancellor, Educational Services and Institutional Effectiveness serves as the District’s chief academic, student services and institutional research officer supporting the district’s instructional, student support and student success research initiatives, recommending steps forward to the Chancellor. The Vice Chancellor provides overall leadership and integrated strategic planning including coordination and evaluation of district-wide academic and student services programs, and development and implementation of policies and procedures pertaining to such services in order to promote innovative and effective student learning and development. The Vice Chancellor works collaboratively with the campus presidents, vice presidents, and appropriate staff to support instruction and student services at the district and the colleges. The position requires an Master’s degree from a recognized accredited college or university, AND three years of full-time senior administrative experience overseeing instructional and/or student services programs in a community college and/or other accredited, post-secondary educational institution. Our compensation package is highly competitive and commensurate with the position. Applications will be accepted until the position is filled. To ensure initial consideration, please apply by August 27, 2017. All application materials must be submitted electronically through the District’s online application system. For more information on the position and to apply, visit http://apptrkr.com/1039875

Loyola Marymount University’s Department of Student Psychological Services (SPS) has an opening for a Psychologist. This position will provide services and programs to include: a) Clinical Services; b) Consultation, Outreach, Prevention and Education Services; c) Training and Supervision. We seek candidates with a Doctorate in Clinical or Counseling Psychology and that the candidates licensed in California. We prefer candidates to have counseling experience in higher education. Minimum of three (3) years’ experience in direct psychological service. Evidence of a sensitivity to and understanding of the diverse socioeconomic, cultural, religious, ethnic and academic backgrounds of college students is a must. Candidates must have supervisory experience and demonstrated knowledge in the areas of clinical or counseling psychology. Knowledge of human development, especially adolescent and young adult development, diversity and cultural competency is required. Knowledge of evidence based interventions is also required. We prefer candidates to have demonstrated oral proficiency in Spanish. We offer a comprehensive benefits package and competitive salary. Interested candidates may apply by submitting a cover letter and resume to https://jobs.lmu.edu (reference # 0170341). Equal Opportunity Employer

VCCCD is an Equal Opportunity Employer.

PROVOST AND EXECUTIVE VICE PRESIDENT FOR ACADEMIC AFFAIRS The University of Washington is conducting a global search for its next Provost and Executive Vice President for Academic Affairs. The Search Committee invites nominations, applications (letter of interest, diversity statement, comprehensive curriculum vitae, and the names and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting 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 August 15, 2017. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com/uw-provost. Laurie C. Wilder, President Porsha L. Williams, Vice President Jacob C. Anderson, Principal pwilliams@parkersearch.com || janderson@parkersearch.com Phone: 770-804-1996 ext: 111 Fax: 770-804-1917 The University of Washington is an affirmative action and equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, gender expression, national origin, age, protected veteran or disabled status, or genetic information.

VICE PRESIDENT FOR RESEARCH Western Michigan University is conducting a national search for Vice President for Research. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information for at least five references), or expressions of interest 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 September 1, 2017. Please visit www.wmich.edu/hr/jobs for detailed information and application procedures. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Please send materials to the following: Laurie Wilder, President Porsha Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch.com || mbonds@parkersearch.com Western Michigan University is an Equal Opportunity/Affirmative Action Employer. Minorities, women, veterans, individuals with disabilities and all other qualified individuals are encouraged to apply.

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

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HO’S REGULAR 12-MONTH SUBSCRIPTION The University of Chicago Booth School of Business wishes to hire tenure-track faculty in the area of organizations and strategy. We will consider candidates completing their PhD as well as more experienced and senior candidates. Typically, candidates are intellectually grounded in organizational theory, social psychology, sociology, or strategy, but we will also consider applications from other intellectual traditions in the social, computational, and natural sciences. Most critical is whether the candidate has clear promise of research productivity and talent for bringing empirical data to bear on broad theoretical questions. The Chicago organizations and markets group (O&M) develops theory and research on organizations and markets, the ways in which actors organize to manage their complex interdependence, and the wide-ranging implications of the resulting social organization. We value methodological rigor, but only when serving a theoretically compelling purpose or relevant insights. Our taste in substantive applications is broad. Appointments would begin in the 2018-19 academic year. We will begin reviewing applications on October 15, 2017 and encourage you to complete your application by then. We will continue to accept applications until December 1, 2017. Please submit an application online, including a cover letter briefly describing your plans for future work, a vita, a written sample of your work, and the names of two references at http://www.chicagobooth.edu/faculty/openings.

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WE HERE AT THE HISPANIC OUTLOOK ON EDUCATION ARE CURRENTLY UPDATING OUR SUBSCRIBERS’ LIST

The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination at http://www.uchicago.edu/about/non_discrimination_statement/. Job seekers in need of a reasonable accommodation to complete the application process 773-834-5286 or email hr@lists.chicagobooth.edu with their request.

The University of Chicago Booth School of Business invites applications for tenure-track positions at the assistant or associate professor levels in operations management for the 2018-19 academic year.

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Successful candidates will have outstanding research abilities and will be committed to achieving excellence in teaching operations management at the MBA level. The candidate must have obtained, or expect to obtain shortly, a PhD or equivalent degree in Operations Management, Operations Research, Management Science, Industrial Engineering, or a related field. If you are presenting at the INFORMS National Meeting, then submitting at least a partial packet by October 13, 2017 with your session information would be helpful. We will begin formally reviewing applications on November 20, 2017 and strongly encourage you to complete your application by then. We will continue to accept applications until January 31, 2018. Applications will be accepted online at http://www.chicagobooth.edu/faculty/openings. At that website, you will be asked to submit two letters of reference (sent separately by the writer), a current vita, and copies of at most two research papers. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination at http://www.uchicago.edu/about/non_discrimination_statement/. Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth.edu with their request.

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