Top 100 Colleges and Universities for Hispanics

VOLUME 27 • NUMBER 11 AUGUST/SEPTEMBER 2017

STEM ACADEMY FOCUSES ON CHILDREN OF MIGRANT WORKERS

OUR ROUND-UP OF WHAT’S HAPPENING IN WASHINGTON

WWW.HISPANICOUTLOOK.COM

THIS MONTH, HISPANIC OUTLOOK IS FEATURING JULIA ALVAREZ’S TÍA LOLA SERIES

AAHHE proudly announces its 13th Annual National Conference Latina/o Students: Policy, Assessment and Academic Preparation for Success

March 8-10, 2018 Hotel Irvine Irvine, California AAHHE is now accepting applications for the Faculty and Graduate Student Fellowship Program!

Participation in this fellowship includes conference registration fees, special events, hotel accommodations, and travel funding.

Faculty Fellowship applicants will be assessed on the following criteria:  Hispanic, Latina/o and or Chicana/o Background  Currently serving as an untenured, tenure-track faculty member with priority given to applicants in years one, two, or three  Demonstrated ability to contribute to a defined area of scholarship  Demonstrated ability to contribute to the enhancement of Latinas/os in higher education

Graduate Student Conference Fellowship applicants will be assessed on the following criteria:      

Hispanic, Latina/o and or Chicana/o Background Be enrolled in full-time graduate study in a doctoral program; Demonstrate academic potential through past experiences and future career goals; Aspire to enter the college/university professoriate and/or administration Exhibit a track record of service to the Hispanic and/or Latina/o community.

Be willing to actively participate in and commit to attend every GSFP event.

(Deadline is September 22, 2017) For award nomination information, please refer to the AAHHE website: www.aahhe.org

Sharing the Opportunity of Education #1 Miami Dade College is proud to be recognized as

for enrollment by Hispanic Outlook in Higher Education Magazine.

With the largest Hispanic student enrollment of any college in the nation, MDC is uniquely positioned to help more members of this important and growing population strive for and attain long-term success.

mdc.edu | 305-237-8888 Largest enrollment in the country | more than 300 academic pathways, associate and bachelor’s degrees, and career certificates | 8 campuses

Building a Bright Future.

Together.

As a top public research university, we believe it’s part of our fundamental mission to foster a community of equity, diversity and inclusion to build a bright future for all.

So we’re proud of our recent federal designation as a Hispanic-serving institution. This milestone reflects UCI’s aspiration to be a national leader and global model of inclusive excellence.

University of California, Irvine Shine brighter.

.edu uci17_HispanicOutlook_4C_FP.indd 1

6/6/17 7:55 AM

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE VOLUME 27 • NUMBER 11

FEATUREDARTICLE …20 percent of those awarded the Medal of Honor have been non-citizen soldiers, and in our most recent conflicts, more than 150 Bronze Stars have been awarded to this group.

31

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 JOSE E. COLL, FRANK DIMARIA, JOANNA PEREZ, EUGENIA L. WEISS

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.”

6 • August/September 2017

on the cover Courtesy of Ingram Images

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

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Ranked

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nationwide for total Hispanic enrollment

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WHY HISPANIC OUTLOOK

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE AUGUST/SEPTEMBER 2017

Table of

CONTENTS Honors and Ovations 10 Atlanta Teens Launch International Pollution-awareness Campaign Targeting Students and Restaurants Compiled by Meredith Cooper 13 Sullie Saves the Seas...and Inspires Next Generation of Environmentalists 14 Top 100 Schools for Hispanics by the Department of Education

14

STEM in Higher Education and Beyond 26 STEM Academy Focuses on Children of Migrant Workers

by Frank DiMaria Uncensored 29 Our Round-up of What’s Happening in Washington

by Margaret Orchowski

26

30

Scholars Corner 30 Becoming an Agent of Social Change

by Joanna Perez Let’s Discuss: Student Veterans 31 Embracing the Intersecting Identities of Student Veterans in Higher Education Jose E. Coll & Eugenia L. Weiss School Library 34 This month, Hispanic Outlook is featuring Julia Alvarez’s Tía Lola series

35

8 • August/September 2017

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

COMMITTED TO SUCCESS. Committed to student success and providing an exceptional educational experience, California State University, Fullerton is proud of its record supporting Hispanic student achievement in higher education.

· Ranked first in California and consistently among the top 10 in the nation for the number of bachelor’s degrees awarded to Hispanic students · Among the top institutions graduating Latino students entering the health professions · Recognized as a “Best Bang for the Buck” university 1

2

3

“Incredible things happen when we truly reach higher – to transform lives and help students graduate into a diverse world and reach their dreams.”

– President Mildred García 1 Hispanic Outlook in Higher Education (August 2017)

2 Excelencia in Education “Finding Your Workforce: In Health” (April 2015) 3 Washington Monthly (August 2016)

HONORS AND OVATIONS

Atlanta Teens Launch

International Pollution-Awareness Campaign Targeting Students and Restaurants Compiled by Meredith Cooper

A

PHOTO COURT ESY OF ONEMOREGENERAT ION. ORG

TLANTA – Question: what do two teens, a bunch of students and disposable plastic straws equal? Answer: one large campaign to raise awareness about the danger that plastic straws bring to waterways and oceans.

Carter and Olivia Ries are no strangers to working on environmental issues. They started the nonprofit organization One More Generation (OMG) back in 2009 when they were

8.5 and 7 years old respectively. Their passion for educating fellow students has taken them around the world, and OMG has worked on protecting animals ranging from rhinos to sea turtles, as well as teaching children the importance of recycling and not polluting the planet.

“What first inspired me was when my aunt went to South Africa and was wondering what to get my brother and I as a gift, so she decided to adopt

Olivia and Carter Ries pose with Laura Turner Seydel, the chairperson of the Captain Planet Foundation, an international environmental education organization.

10 • August/September 2017

two cheetahs, and she brought us two certificates saying that we are now the adoptive parents of the cheetahs,” Olivia told Hispanic Outlook. “We were so excited. Later, we asked why animals needed to be adopted, and once my dad told me why, I realized that we need to protect these animals, so that they won’t go extinct.”

“The first cause we took-on was collecting money for the cheetah rescue center in South Africa,” Carter told Hispanic Outlook. “We did this by standing outside and asking people for money, and we explained what it was for. Being small (cute as my mom and dad would say) children, we got more attention. But the pros always come with the cons, and because we were children, we weren’t taken seriously. We did manage to collect over $1,000, and we used our mom’s airline miles and went to South Africa and hand delivered the check to the founder of the Ann Van Dyke Cheetah Center. It was amazing to see the work we had done be fulfilled.”

Despite being so young, Carter and Olivia’s efforts were noticed by the international environmental education organization the Captain

PHOTO COURTESY OF ONE MORE GENERATIO N ( O M G ) ’S M ED IA K IT

CLICK FOR HIGH RESOLUTION JPEG

“From the time the spark was ignited when they [Olivia and Carter] learned about the sad plight of endangered animals in Africa to the animals affected by the BP oil spill in the Gulf, they didn’t sit back and wait for others to solve the problem. They took action.

They started a nonprofit, started volunteering, built awareness and raised critical funds to do the work.”

— Laura Turner Seydel, chair of the Captain Planet Foundation

Planet Foundation (CPF). Founded and the environmental community Carter and Olivia have now set by media mogul Ted Turner and cur- together for Earth Day Kids Fest. their sights on one of the most ubiqrent chaired by his daughter, Laura This is where she first saw the level uitous polluters that no one thinks Turner Seydel, CPF offers programs, of Carter and Olivia’s dedication to about – disposable plastic straws. lesson plans and grants to help teach the environment.

Americans use an estimated 500 milchildren and teenagers about the en“From the time they were 7 and lion plastic straws every single day.

Organizational Contact: vironment, as well as encourage them Media 8 years old, Carter and Olivia were That is like 1.6 straws for every man, to get involved with environmental engaged,” Seydel said.

“From the woman and child living in this counJim Ries: info@onemoregeneration.org • 678-491-6222 issues. In the last 25 years, CPF time the spark was ignited when try every single day. If a person were funded over 1,915 projects and they learned about the sad plight of to take an entire day’s worth of plastic estionshas about the OneLessStraw pledge campaign, requests for interviews, queries about directly benefitted over 10 million endangered animals in Africa to the straws used in one day, it would fill up d sponsorships, speaking opportunities, presentations and other general information. youth. animals affected by the BP oil spill over 127 school buses. Another way “My father, Ted Turner, and Bar- in the Gulf, they didn’t sit back and to illustrate this is to think about all bara Pyle who co-founded CPF 25 wait for others to solve the problem. those straws end on end; they would OneLessStraw.o years ago knew it was critically im- They took action. They started a stretch around the world 2.5 times, portant to get kids outside and to be nonprofit started volunteering, built each day. able to problem solve around issues awareness and raised critical funds “Yes, there are many pollutants that were being addressed in their to do the work. They’ve done a great out there. The main reason we chose schoolyards and communities,” Sey- job of engaging youth on how they straws was due to the fact that we see del told Hispanic Outlook. could make a difference in their own them more than we do some of the Seydel explained that the Captain communities. Carter and Olivia have others,” Carter said. “My dad would Planet Foundation and the Chatta- provided a road map for their peers go out to get a drink, and I would hoochee Nature Center have worked when it comes to thinking globally see up to 12-20 straws lying on the together for years to bring youth and acting locally.” ground. I would pick them up, and www.HispanicOutlook.com • 11

next time we came, another load of straws. This eventually annoyed me, so we did research and saw that we are using over 500,000,000 straws every single day, and they are ending up in our landfill. This was disturbing, and we decided that this was the new project to do because all you had to do was ‘say no to a straw’, how hard is that?”

“It is so important that we educate the youth of the world about the problem,” Olivia said. “Unfortunately, we youth are being brought up in a society that blindly accepts all the needless plastic packaging and plastic bags, bottles, cutlery and yes, even plastic straws without even thinking about the consequences. The youth of today are very smart, and if we educate them about the issue, they will find a way to be the solution. We want our OneLessStraw Pledge Campaign to be used in every school around the world.”

The campaign consists of three targets for participation: individual students, schools and restaurants.

12 • August/September 2017

• Individual students can take a pledge to not use straws for 30 days.

They ask one adult family member to do the same. If the student catches the adult using a straw during the 30 days, the adult pays a pre-determined dollar amount to the student. The student donates the collected funds to OMG at the end of month. OMG will use the funds to teach more students about plastic pollution.

• The second group is schools who will sign up students to charge a family member, but this time it becomes a fundraiser for the school. The school will use collected funds for environmental education in the school.

• The third target group is restaurants. During the 30 days, restaurants are asked to not hand out straws unless customers ask for them.

Wait staff can wear buttons educating customers about the campaign.

Restaurants save money on having to purchase less straws.

The One Less Straw campaign has over 120 partners to help spread

PHOTO COURT ESY OF ONE MORE GENERATION (OMG)'S MEDIA KIT

PHOTO COURTESY OF O NEM O REG ENERATIO N.O R G

Olivia and Carter Ries pose with Laura Turner Seydel, the chairperson of the Captain Planet Foundation, as well as the foundation’s mascot. The Captain Planet Foundation is an international environmental education organization.

the word. Carter and Olivia set a very ambitious target of 50,000 pledges for the entire campaign.

Schools interested in participating in the OneLessStraw campaign can download pledge forms in both English (http://onemoregeneration. org/wp-content/uploads/2016/10/ School-Pledge-Form-30-days. pdf) and Spanish (http://onemoregeneration.org/wp-content/uploads/2016/11/Spanish-SchoolPledge-Pledge-Form-11-10-16.pdf).

Business and individuals interested in participating can also download bilingual pledge forms at www.onelessstraw.org The OneLessStraw pledge campaign is sponsored by One More Generation (OMG) and its partners. Information sheets on the OneLessStraw campaign are available in both English (http://onemoregeneration. org/wp-content/uploads/2017/07/ OneLessStraw-Campaign-Assets-070617.pdf) and Spanish (http://onemoregeneration.org/ wp-content/uploads/2016/11/Spanish-One-Less-Straw-Info-Sheet-30days.pdf).

Olivia, Carter and Seydel’s full interviews are available as special Q&A articles at www.hispanicoutlook.com •

Sullie Saves the Seas…and Inspires Next Generation of Environmentalists

O

livia and Carter Ries were inspired by real-life environmental issues to start a nonprofit organization and try to make a difference around the world. Similarly, author Goffinet McLaren saw firsthand the impact of littering on the environment and decided to take action.

“After retiring to live at the beach in South Carolina, I became distraught by the thoughtless human behavior that had descended on our beaches,” McLaren told Hispanic Outlook. “After a few weeks of constantly picking up plastic litter and talking to people who were deaf to the enormity of the problem, I had to find a better way to communicate with a larger audience. I felt compelled to take stronger action in a fun way in order to make a difference.”

Her children’s book, “Sullie Saves the Seas,” is about a seagull who grows so sad and upset by humans littering the beaches and oceans that he decides to change things in his own unique way.

“The basic story illustrates to oblivious humans how their careless littering behavior can have devastating consequences to shore birds and all marine life. Sullie, who is a prankster at heart, enjoys planning naughty activities, which resonate with humans to help them understand the error of their ways.”

McLauren said that the original version of Sullie’s story became so popular that she decided to expand the appeal of Sullie’s pranks by including coloring options to help reinforce his message. Many children, she said, have written to me saying that Sullie was the best book that they had ever read and laughed from start to finish.

“Yes, I have read the book ‘Sullie Saves the Seas,’” Carter told Hispanic Outlook adding, “and I would recommend it to all schools. It shows a way that the slightest of creatures that no one pays much attention to can make a difference. It resembles society and how sometimes the people who go unnoticed can make the biggest impact.

Goffinet McLaren is a great writer, and it has inspired me to reach out to more of the youth and get them to read this amazing book about the unlikeliest of heroes.

“I have read this book, and I absolutely love it,” Olivia told Hispanic Outlook. “I think that it should be mandatory for all schools to read it. Sullie and his friends help people understand how their actions affect animals everywhere. Mrs. Goffinet not only understands how bad the problem is, she also understands how to reach children of all ages, and that is why I think her book is so popular. I think this book should be translated in Spanish and other languages, so kids around the world can learn from Sullie.

“Olivia and Carter started One More Generation around the same time that I discovered plastic litter on Sullie’s Turtle Beach,” McLauren said. “Through Facebook we discovered that our environmental interests overlapped, and we shared a common passion to make a difference for the benefit of our Planet and all that live on it.”

“Sullie Saves the Seas” is recommended for grades 2-6.

McLauren’s full interview is available as a special Q&A article at https://www.hispanicoutlook.com/prnewswire/2017/8/28/sullie-saves-the-seasand-inspires-next-generation-of-environmentalists

www.HispanicOutlook.com • 13

TOTAL ENROLLMENT 2015 2- & 4-YEAR SCHOOLS

Total Enrollment 2015 -- Most Hispanics 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.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

Miami Dade College South Texas College Florida International University East Los Angeles College The University of Texas Rio Grande Valley Lone Star College System El Paso Community College The University of Texas at El Paso Houston Community College Mt San Antonio College California State University-Northridge California State University-Los Angeles Tarrant County College District Cerritos College Santa Ana College Broward College Valencia College San Jacinto Community College California State University-Fullerton The University of Texas at San Antonio Rio Hondo College University of Central Florida California State University-Long Beach Long Beach City College Bakersfield College Pasadena City College Chaffey College Austin Community College District Fullerton College Southwestern College Texas State University Central New Mexico Community College San Antonio College Fresno City College El Camino Community College District Texas A & M University-College Station CUNY Borough of Manhattan Comm College Santa Monica College University of Houston Pima Community College Riverside City College California State University-San Bernardino University of New Mexico-Main Campus Grand Canyon University California State University-Fresno Northern Virginia Community College Northwest Vista College San Diego State University Los Angeles City College The University of Texas at Austin

State

Total

Hispanics

FL TX FL CA TX TX TX TX TX CA CA CA TX CA CA FL FL TX CA TX CA FL CA CA CA CA CA TX CA CA TX NM TX CA CA TX NY CA TX AZ CA CA NM AZ CA VA TX CA CA TX

62,332 34,371 49,782 37,188 28,584 70,724 28,764 23,397 56,522 28,991 41,548 27,680 51,688 22,043 29,808 43,078 44,050 28,326 38,948 28,787 18,367 62,953 37,446 24,478 20,448 27,050 21,054 41,574 24,613 18,716 37,979 25,760 20,640 22,697 24,001 63,813 27,309 30,615 42,704 26,880 19,086 20,024 27,285 69,444 24,136 52,078 16,656 34,254 18,825 50,950

43,085 32,312 31,320 25,388 25,382 24,494 24,446 18,688 18,369 17,868 17,457 16,166 15,755 15,549 15,445 14,986 14,839 14,838 14,471 14,408 14,356 14,163 14,037 13,931 13,689 13,444 13,333 13,299 13,217 13,097 12,614 12,594 12,456 12,391 12,337 12,248 12,045 11,858 11,743 11,569 11,492 11,480 11,230 11,163 11,048 10,753 10,326 10,084 9,978 9,948

Hispanic Men 18,115 14,164 13,648 11,133 10,830 10,078 10,532 8,308 7,579 8,222 7,180 6,200 6,386 6,894 7,911 6,335 6,423 6,444 5,871 6,798 7,480 6,209 5,556 6,112 5,776 5,966 5,460 5,773 6,048 5,893 5,144 5,298 4,962 5,518 5,832 6,020 5,073 5,443 5,723 5,155 4,902 4,165 4,738 3,223 4,245 4,853 4,570 4,136 4,288 4,520

Total Enrollment in 2-year and 4-year schools according to the NCES IPEDS database 14 • August/September 2017

Hispanic Women 24,970 18,148 17,672 14,255 14,552 14,416 13,914 10,380 10,790 9,646 10,277 9,966 9,369 8,655 7,534 8,651 8,416 8,394 8,600 7,610 6,876 7,954 8,481 7,819 7,913 7,478 7,873 7,526 7,169 7,204 7,470 7,296 7,494 6,873 6,505 6,228 6,972 6,415 6,020 6,414 6,590 7,315 6,492 7,940 6,803 5,900 5,756 5,948 5,690 5,428

% Hispanics 69% 94% 63% 68% 89% 35% 85% 80% 32% 62% 42% 58% 30% 71% 52% 35% 34% 52% 37% 50% 78% 22% 37% 57% 67% 50% 63% 32% 54% 70% 33% 49% 60% 55% 51% 19% 44% 39% 27% 43% 60% 57% 41% 16% 46% 21% 62% 29% 53% 20%

TOTAL ENROLLMENT 2015 2- & 4-YEAR SCHOOLS

Total Enrollment 2015 -- Most Hispanics 51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

Los Angeles Pierce College University of Arizona Palomar College Los Angeles Valley College Los Angeles Trade Technical College California State Polytechnic University-Pomona College of Southern Nevada CUNY LaGuardia Community College The University of Texas at Arlington Arizona State University-Tempe San Bernardino Valley College University of Florida Laredo Community College California State University-Sacramento College of the Canyons Modesto Junior College San Francisco State University San Diego Mesa College Palm Beach State College San Diego City College California State University-Dominguez Hills San Joaquin Delta College Citrus College Los Angeles Mission College New Mexico State University-Main Campus Ventura College University of South Florida-Main Campus San Jose State University Cypress College University of North Texas Texas Tech University Orange Coast College University of California-Los Angeles Florida Atlantic University Hartnell College CUNY Bronx Community College College of the Desert Santa Rosa Junior College College of the Sequoias Imperial Valley College Antelope Valley College University of California-Riverside Del Mar College Mt San Jacinto Community College District Hillsborough Community College Reedley College Florida State University University of California-Irvine Glendale Community College Sacramento City College

State

Total

Hispanics

CA AZ CA CA CA CA NV NY TX AZ CA FL TX CA CA CA CA CA FL CA CA CA CA CA NM CA FL CA CA TX TX CA CA FL CA NY CA CA CA CA CA CA TX CA FL CA FL CA AZ CA

20,767 42,595 23,482 18,838 14,650 23,717 33,313 19,582 41,988 51,984 13,136 50,645 8,749 30,284 18,437 17,739 30,256 24,208 29,616 16,520 14,635 17,895 12,999 10,188 15,490 12,989 42,067 32,773 16,187 37,299 35,859 22,140 41,908 30,380 11,176 11,434 10,466 22,411 11,266 7,811 14,399 21,385 10,852 15,010 26,571 9,836 40,830 30,836 19,871 22,690

9,861 9,605 9,530 9,503 9,350 9,248 9,228 9,008 8,847 8,641 8,626 8,589 8,546 8,474 8,453 8,449 8,321 8,311 8,265 8,184 8,137 8,062 7,988 7,876 7,695 7,610 7,605 7,601 7,580 7,556 7,545 7,518 7,398 7,385 7,370 7,265 7,146 7,139 7,135 7,133 7,109 7,108 7,088 7,083 6,956 6,943 6,938 6,929 6,916 6,912

Hispanic Men 4,301 4,150 4,932 4,031 5,001 4,764 3,840 3,719 3,443 4,465 3,534 3,695 3,793 3,366 4,084 3,606 3,226 3,723 3,524 3,619 2,785 3,343 3,618 3,072 3,262 3,287 3,259 3,429 3,135 3,467 3,896 3,747 2,898 3,038 3,508 3,029 3,134 2,997 3,056 3,005 2,886 2,969 3,068 2,887 2,853 2,843 3,099 2,959 3,060 2,816

Hispanic Women 5,560 5,455 4,598 5,472 4,349 4,484 5,388 5,289 5,404 4,176 5,092 4,894 4,753 5,108 4,369 4,843 5,095 4,588 4,741 4,565 5,352 4,719 4,370 4,804 4,433 4,323 4,346 4,172 4,445 4,089 3,649 3,771 4,500 4,347 3,862 4,236 4,012 4,142 4,079 4,128 4,223 4,139 4,020 4,196 4,103 4,100 3,839 3,970 3,856 4,096

% Hispanics 47% 23% 41% 50% 64% 39% 28% 46% 21% 17% 66% 17% 98% 28% 46% 48% 28% 34% 28% 50% 56% 45% 61% 77% 50% 59% 18% 23% 47% 20% 21% 34% 18% 24% 66% 64% 68% 32% 63% 91% 49% 33% 65% 47% 26% 71% 17% 22% 35% 30%

Total Enrollment in 2-year and 4-year schools according to the NCES IPEDS database www.HispanicOutlook.com • 15

2015 BACHELOR'S DEGREES GRANTED TO HISPANICS

2015 Bachelor's Degrees Granted to Hispanics 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.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

Florida International University California State University-Fullerton The University of Texas Rio Grande Valley University of Central Florida The University of Texas at El Paso California State University-Long Beach California State University-Northridge The University of Texas at San Antonio San Diego State University The University of Texas at Austin California State University-Los Angeles University of Houston Texas State University Texas A & M University-College Station University of California-Riverside University of Florida Arizona State University-Tempe University of South Florida-Main Campus California State University-San Bernardino University of New Mexico-Main Campus University of Arizona California State Polytechnic University-Pomona The University of Texas at Arlington California State University-Fresno University of California-Los Angeles Florida State University New Mexico State University-Main Campus California State University-Sacramento California State University-Dominguez Hills San Jose State University University of California-Irvine University of California-Davis Grand Canyon University University of North Texas University of California-Santa Barbara Ashford University San Francisco State University CUNY John Jay College of Criminal Justice Texas Tech University The University of Texas at Brownsville CUNY Lehman College University of California-Santa Cruz University of California-Berkeley Texas A & M International University Northern Arizona University Rutgers University-New Brunswick University of California-San Diego University of Houston-Downtown University of the Incarnate Word University of Illinois at Chicago Florida Atlantic University Montclair State University CUNY Queens College

State

Total

Hispanics

FL CA TX FL TX CA CA TX CA TX CA TX TX TX CA FL AZ FL CA NM AZ CA TX CA CA FL NM CA CA CA CA CA AZ TX CA CA CA NY TX TX NY CA CA TX AZ NJ CA TX TX IL FL NJ NY

8,494 7,725 2,984 12,629 3,262 7,481 7,231 4,682 6,714 9,503 3,765 6,425 6,205 10,164 4,587 8,393 9,053 7,992 3,155 3,645 6,600 4,203 7,020 3,878 7,977 8,421 2,616 5,690 2,581 5,281 6,414 7,120 9,000 6,440 4,873 10,987 5,828 2,667 5,332 1,139 2,038 3,896 7,647 998 4,964 7,569 5,600 2,338 1,332 3,687 5,473 3,392 3,018

5,754 2,704 2,654 2,615 2,614 2,538 2,481 2,263 2,045 1,923 1,884 1,875 1,762 1,746 1,654 1,599 1,557 1,554 1,530 1,521 1,512 1,495 1,478 1,475 1,368 1,355 1,312 1,302 1,249 1,247 1,242 1,157 1,149 1,137 1,125 1,075 1,070 1,069 1,042 1,009 982 982 972 931 919 867 854 829 808 799 791 781 763

Source: IPEDS/NCES database Bachelor's Degrees Granted 2015 16 • August/September 2017

Hispanic Men 2,299 1,012 1,026 1,097 1,122 966 888 1,077 804 835 686 828 693 820 657 663 740 618 527 615 633 729 508 547 524 544 545 493 400 506 509 470 258 507 442 380 394 430 524 390 274 389 419 344 341 387 388 280 305 353 333 264 273

Hispanic Women 3,455 1,692 1,628 1,518 1,492 1,572 1,593 1,186 1,241 1,088 1,198 1,047 1,069 926 997 936 817 936 1,003 906 879 766 970 928 844 811 767 809 849 741 733 687 891 630 683 695 676 639 518 619 708 593 553 587 578 480 466 549 503 446 458 517 490

% Hispanics 68% 35% 89% 21% 80% 34% 34% 48% 30% 20% 50% 29% 28% 17% 36% 19% 17% 19% 48% 42% 23% 36% 21% 38% 17% 16% 50% 23% 48% 24% 19% 16% 13% 18% 23% 10% 18% 40% 20% 89% 48% 25% 13% 93% 19% 11% 15% 35% 61% 22% 14% 23% 25%

2015 BACHELOR'S DEGREES GRANTED TO HISPANICS

2015 Bachelor's Degrees Granted to Hispanics 53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

University of Nevada-Las Vegas CUNY City College California State University-Bakersfield California Polytechnic State University-San Luis Obispo University of Miami Miami Dade College Texas A & M University-Kingsville University of Southern California Texas A & M University-Corpus Christi California State University-East Bay California State University-Chico Texas A&M University-San Antonio Arizona State University-Downtown Phoenix CUNY Hunter College California State University-Stanislaus University of Maryland-College Park Kean University Metropolitan State University of Denver California State University-San Marcos University of La Verne George Mason University Pennsylvania State University-Main Campus DePaul University New York University Sam Houston State University University of Maryland-University College University of Illinois at Urbana-Champaign Western Governors University The University of Texas at Dallas California State University-Channel Islands Bellevue University American Public University System National University William Paterson University of New Jersey University of Washington-Seattle Campus New Jersey City University University of Utah California State University-Monterey Bay Northern Illinois University Northeastern Illinois University University of Connecticut Monroe College University of Colorado Boulder Washington State University Mercy College CUNY Bernard M Baruch College University of Houston-Clear Lake University of Nevada-Reno Georgia State University Texas Woman's University Nova Southeastern University DeVry University-California

State

Total

Hispanics

NV NY CA CA FL FL TX CA TX CA CA TX AZ NY CA MD NJ CO CA CA VA PA IL NY TX MD IL UT TX CA NE WV CA NJ WA NJ UT CA IL IL CT NY CO WA NY NY TX NV GA TX FL CA

3,832 2,156 1,572 5,233 2,774 1,155 985 5,167 1,486 3,057 3,456 955 2,395 2,778 1,591 7,166 2,712 3,276 2,117 1,261 4,996 10,876 3,776 5,552 3,438 5,102 8,024 8,207 3,127 1,405 1,862 5,258 1,888 2,134 7,491 1,482 5,246 1,196 3,468 1,563 5,320 1,096 5,334 5,513 1,473 3,054 1,287 3,178 4,771 2,062 1,412 1,255

735 729 701 692 691 690 690 678 663 658 644 641 630 621 620 614 595 595 586 583 576 576 575 571 559 535 518 507 497 492 490 487 478 477 469 460 454 453 449 446 446 445 445 444 442 436 434 429 423 416 413 409

Hispanic Men 310 260 242 313 304 236 261 339 241 212 256 219 195 180 199 261 198 221 192 191 226 275 227 212 216 275 258 181 233 165 236 312 185 194 208 147 195 130 199 159 189 137 231 201 116 207 112 171 158 33 105 237

Hispanic Women 425 469 459 379 387 454 429 339 422 446 388 422 435 441 421 353 397 374 394 392 350 301 348 359 343 260 260 326 264 327 254 175 293 283 261 313 259 323 250 287 257 308 214 243 326 229 322 258 265 383 308 172

% Hispanics 19% 34% 45% 13% 25% 60% 70% 13% 45% 22% 19% 67% 26% 22% 39% 9% 22% 18% 28% 46% 12% 5% 15% 10% 16% 10% 6% 6% 16% 35% 26% 9% 25% 22% 6% 31% 9% 38% 13% 29% 8% 41% 8% 8% 30% 14% 34% 13% 9% 20% 29% 33%

Source: IPEDS/NCES database Bachelor's Degrees Granted 2015 www.HispanicOutlook.com • 17

2015 MOST MASTER'S DEGREES GRANTED TO HISPANICS 2015 Most Master's Degrees Granted to Hispanics 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.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

Florida International University University of Southern California Nova Southeastern University Grand Canyon University The University of Texas Rio Grande Valley National University The University of Texas at El Paso Walden University The University of Texas at San Antonio Webster University New York University Columbia University in the City of New York California State University-Long Beach University of New Mexico-Main Campus University of California-Los Angeles Azusa Pacific University California State University-Fullerton University of Florida Liberty University The University of Texas at Austin California State University-Northridge University of South Florida-Main Campus San Jose State University The University of Texas at Arlington California State University-Los Angeles CUNY Hunter College University of La Verne Ashford University New Mexico State University-Main Campus University of Central Florida Barry University San Diego State University Lamar University Concordia University-Portland Texas State University Texas A & M University-College Station California State University-Fresno Rutgers University-New Brunswick University of Miami University of the Incarnate Word American Public University System CUNY Graduate School and University Center Arizona State University-Tempe Western Governors University Kaplan University-Davenport Campus CUNY Queens College University of Houston Harvard University University of Maryland-University College Capella University George Mason University Fordham University Florida State University Johns Hopkins University New Mexico Highlands University University of Michigan-Ann Arbor Brandman University University of Arizona University of Washington-Seattle Campus Texas Tech University George Washington University Texas Woman's University California State University-Dominguez Hills Texas A&M University-San Antonio

State

Total

Hispanics

FL CA FL AZ TX CA TX MN TX MO NY NY CA NM CA CA CA FL VA TX CA FL CA TX CA NY CA CA NM FL FL CA TX OR TX TX CA NJ FL TX WV NY AZ UT IA NY TX MA MD MN VA NY FL MD NM MI CA AZ WA TX DC TX CA TX

3,187 7,710 3,519 6,588 899 3,081 1,024 8,237 1,174 5,027 8,489 7,522 1,627 1,258 2,992 1,423 1,667 3,630 7,935 3,188 1,868 2,893 2,631 2,986 906 1,916 1,146 3,548 794 2,232 1,348 1,610 2,104 3,914 1,331 2,710 831 2,780 1,175 564 3,391 625 3,196 4,761 3,267 1,119 2,075 4,229 3,693 3,759 2,943 2,274 2,153 4,818 430 4,296 1,104 1,702 3,606 1,475 4,223 1,500 771 323

1,456 960 827 695 674 634 569 483 432 428 420 398 393 365 332 328 326 326 325 319 315 315 311 309 308 298 298 290 286 286 284 284 282 279 274 268 259 251 251 248 245 242 241 239 236 225 219 217 217 214 212 209 208 207 207 207 206 206 206 204 202 202 201 199

Hispanic Men 581 322 235 161 225 222 222 109 162 203 120 148 125 138 133 77 107 171 151 152 90 107 88 98 83 70 96 97 98 104 75 101 73 52 86 130 66 59 105 79 158 93 136 118 64 44 108 113 111 60 77 65 79 101 54 101 57 82 89 91 79 28 58 52

Source: Master's Degrees Granted 2015 NCES/ IPEDS Database Department of Education 18 • August/September 2017

Hispanic Women 875 638 592 534 449 412 347 374 270 225 300 250 268 227 199 251 219 155 174 167 225 208 223 211 225 228 202 193 188 182 209 183 209 227 188 138 193 192 146 169 87 149 105 121 172 181 111 104 106 154 135 144 129 106 153 106 149 124 117 113 123 174 143 147

% Hispanics 46% 12% 24% 11% 75% 21% 56% 6% 37% 9% 5% 5% 24% 29% 11% 23% 20% 9% 4% 10% 17% 11% 12% 10% 34% 16% 26% 8% 36% 13% 21% 18% 13% 7% 21% 10% 31% 9% 21% 44% 7% 39% 8% 5% 7% 20% 11% 5% 6% 6% 7% 9% 10% 4% 48% 5% 19% 12% 6% 14% 5% 13% 26% 62%

2015 MOST MASTER'S DEGREES GRANTED TO HISPANICS 2015 Most Master's Degrees Granted to Hispanics 53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

DeVry University-Illinois Texas A & M International University Northern Arizona University Bellevue University Loyola Marymount University University of St Thomas CUNY Lehman College Mercy College University of San Francisco Our Lady of the Lake University University of North Texas California State University-San Bernardino Boston University The University of Texas at Brownsville Northwestern University University of Denver University of Pennsylvania Georgetown University University of Illinois at Chicago Stanford University Texas A & M University-Commerce Teachers College at Columbia University Montclair State University DePaul University University of Redlands CUNY City College Touro College Sam Houston State University Texas A & M University-Kingsville St John's University-New York Regis University University of California-Berkeley University of Illinois at Urbana-Champaign California State University-Sacramento Concordia University-Irvine American College of Education Stony Brook University The University of Texas at Dallas University of Colorado Denver/Anschutz Medical Campus San Francisco State University University of Nevada-Las Vegas Texas A & M University-Corpus Christi California Baptist University Arizona State University-Downtown Phoenix University of Houston-Clear Lake Arizona State University-Skysong California State University-East Bay University of California-Irvine Adelphi University Wayland Baptist University National Louis University American University CUNY Bernard M Baruch College Portland State University Sul Ross State University Southern Methodist University Fairleigh Dickinson University-Metropolitan Campus Cambridge College Carlos Albizu University-Miami Concordia University-Texas Florida Atlantic University Loyola University Chicago University of Chicago DeVry University-California

State

Total

Hispanics

IL TX AZ NE CA TX NY NY CA TX TX CA MA TX IL CO PA DC IL CA TX NY NJ IL CA NY NY TX TX NY CO CA IL CA CA IN NY TX CO CA NV TX CA AZ TX AZ CA CA NY TX IL DC NY OR TX TX NJ MA FL TX FL IL IL CA

2,082 272 1,220 923 699 687 713 1,034 1,321 413 1,615 604 4,306 253 3,803 2,248 3,702 3,370 2,204 2,317 1,439 1,953 1,106 2,434 587 828 1,509 936 850 1,131 1,179 2,386 3,286 875 1,045 1,287 1,865 3,144 1,910 1,183 1,046 516 476 676 1,261 911 1,046 1,412 953 597 1,160 1,600 1,237 1,678 225 1,485 895 740 147 499 1,391 1,624 2,644 577

196 196 191 190 188 183 181 181 180 178 178 176 175 175 173 173 173 172 172 165 165 163 162 158 156 154 153 150 148 147 143 142 140 139 139 138 137 135 135 133 130 129 128 127 127 126 124 122 121 121 120 118 117 117 116 115 114 113 113 113 113 113 113 110

Hispanic Men 80 67 55 90 47 39 31 42 54 37 59 54 76 57 92 57 80 79 52 98 61 41 48 67 69 51 18 50 51 37 44 62 73 40 46 37 50 69 39 47 47 38 26 23 43 31 41 55 17 42 28 40 55 42 42 59 45 20 24 30 49 40 71 66

Hispanic Women 116 129 136 100 141 144 150 139 126 141 119 122 99 118 81 116 93 93 120 67 104 122 114 91 87 103 135 100 97 110 99 80 67 99 93 101 87 66 96 86 83 91 102 104 84 95 83 67 104 79 92 78 62 75 74 56 69 93 89 83 64 73 42 44

% Hispanics 9% 72% 16% 21% 27% 27% 25% 18% 14% 43% 11% 29% 4% 69% 5% 8% 5% 5% 8% 7% 11% 8% 15% 6% 27% 19% 10% 16% 17% 13% 12% 6% 4% 16% 13% 11% 7% 4% 7% 11% 12% 25% 27% 19% 10% 14% 12% 9% 13% 20% 10% 7% 9% 7% 52% 8% 13% 15% 77% 23% 8% 7% 4% 19%

Source: Master's Degrees Granted 2015 NCES/ IPEDS Database Department of Education www.HispanicOutlook.com • 19

CAREER TRENDS FOR HISPANICS WHAT SCHOOLS ARE GRANTING MOST DEGREES TO HISPANICS IN SPECIFIC AREAS OF STUDY 2015 DEGREES IN OSTEOPATHY/OSTEOPATHIC MEDICINE 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Lake Erie College of Osteopathic Medicine Nova Southeastern University University of North Texas Health Science Center New York Institute of Technology A T Still University of Health Sciences Edward Via College of Osteopathic Medicine Michigan State University Rowan University Midwestern University-Glendale Western University of Health Sciences Rocky Vista University Touro University Nevada Ohio University-Main Campus Philadelphia College of Osteopathic Medicine Kansas City University of Medicine and Biosciences Oklahoma State University Center for Health Sciences Touro College

2015 FIRST MAJOR CHIROPRACTIC DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Palmer College of Chiropractic Life University Southern California University of Health Sciences Parker University Life Chiropractic College West National University of Health Sciences Texas Chiropractic College Foundation Inc Northwestern Health Sciences University Logan University Cleveland University-Kansas City New York Chiropractic College University of Western States D'Youville College University of Bridgeport

2015 FIRST MAJOR DENTISTRY DEGREES TOTAL 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Nova Southeastern University Texas A & M University-College Station University of California-San Francisco New York University University of Florida Rutgers University-New Brunswick The University of Texas Health Science Center at San Antonio The University of Texas Health Science Center at Houston Tufts University University of the Pacific Columbia University in the City of New York Loma Linda University University of Colorado Denver/Anschutz Medical Campus University of Maryland Baltimore University of Southern California Boston University University of California-Los Angeles A T Still University of Health Sciences Meharry Medical College

State

Total

Hispanics

% Hispanics

PA FL TX NY MO VA MI NJ AZ CA CO NV OH PA MO OK NY

546 238 222 269 260 336 290 144 259 322 144 129 125 389 234 92 138

30 22 17 16 13 13 13 13 12 12 7 7 6 6 5 5 5

5% 9% 8% 6% 5% 4% 4% 9% 5% 4% 5% 5% 5% 2% 2% 5% 4%

State

Total

Hispanics

% Hispanics

IA GA CA TX CA IL TX MN MO KS NY OR NY CT

653 346 148 208 90 117 60 170 221 118 173 132 24 28

41 28 27 17 11 6 6 4 3 2 2 2 1 1

6% 8% 18% 8% 12% 5% 10% 2% 1% 2% 1% 2% 4% 4%

State

Total

Hispanics

% Hispanics

FL TX CA NY FL NJ TX TX MA CA NY CA CO MD CA MA CA MO TN

129 105 112 350 78 113 104 80 190 161 82 105 116 127 148 223 110 69 54

27 27 20 19 19 14 14 13 11 11 10 9 9 9 9 8 8 6 6

21% 26% 18% 5% 24% 12% 13% 16% 6% 7% 12% 9% 8% 7% 6% 4% 7% 9% 11%

All information is derived from 2015 surveys conducted by the National Center for Education Statistics 20 • August/September 2017

CAREER TRENDS FOR HISPANICS WHAT SCHOOLS ARE GRANTING MOST DEGREES TO HISPANICS IN SPECIFIC AREAS OF STUDY 2015 FIRST MAJOR OPTOMETRY DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Nova Southeastern University University of Houston Western University of Health Sciences Marshall B Ketchum University SUNY College of Optometry University of California-Berkeley University of the Incarnate Word New England College of Optometry Pacific University Salus University Illinois College of Optometry Indiana University-Bloomington Midwestern University-Glendale Ohio State University-Main Campus

2015 FIRST MAJOR VETERINARY MEDICINE DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

University of California-Davis Western University of Health Sciences Cornell University University of Florida Texas A & M University-College Station Colorado State University-Fort Collins Tufts University Louisiana State University and Agricultural & Mechanical College Ohio State University-Main Campus North Carolina State University at Raleigh Oklahoma State University-Main Campus Iowa State University Mississippi State University University of Missouri-Columbia Virginia Polytechnic Institute and State University Oregon State University Tuskegee University University of Pennsylvania Washington State University Auburn University Michigan State University University of Georgia University of Maryland-College Park University of Wisconsin-Madison

2015 FIRST MAJOR LEGAL ASSISTANT/PARALEGAL DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

University of Central Florida Fremont College Miami Dade College Kaplan University-Davenport Campus Keiser University-Ft Lauderdale El Centro College Mt San Antonio College Phoenix College South Texas College Everest University-South Orlando

State

Total

Hispanics

% Hispanics

FL TX CA CA NY CA TX MA OR PA IL IN AZ OH

95 92 73 96 73 61 58 123 84 142 154 75 43 64

15 9 8 7 6 5 4 3 3 2 1 1 1 1

16% 10% 11% 7% 8% 8% 7% 2% 4% 1% 1% 1% 2% 2%

State

Total

Hispanics

% Hispanics

CA CA NY FL TX CO MA LA OH NC OK IA MS MO VA OR AL PA WA AL MI GA MD WI

133 111 95 101 128 126 94 84 153 79 87 147 80 115 105 57 64 119 98 113 106 100 31 81

18 18 12 11 8 7 7 6 6 5 5 4 4 4 4 3 3 3 3 2 2 2 2 2

14% 16% 13% 11% 6% 6% 7% 7% 4% 6% 6% 3% 5% 3% 4% 5% 5% 3% 3% 2% 2% 2% 6% 2%

State

Total

Hispanics

% Hispanics

FL CA FL IA FL TX CA AZ TX FL

300 60 57 390 97 93 53 78 26 305

74 41 38 36 34 33 30 28 25 22

25% 68% 67% 9% 35% 35% 57% 36% 96% 7%

All information is derived from 2015 surveys conducted by the National Center for Education Statistics www.HispanicOutlook.com • 21

CAREER TRENDS FOR HISPANICS WHAT SCHOOLS ARE GRANTING MOST DEGREES TO HISPANICS IN SPECIFIC AREAS OF STUDY

2015 FIRST MAJOR PSYCHOLOGY DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Florida International University California State University-Northridge University of Central Florida California State University-San Bernardino San Diego State University The University of Texas Rio Grande Valley California State University-Fullerton California State University-Long Beach CUNY John Jay College of Criminal Justice The University of Texas at San Antonio

2015 PUBLIC RELATIONS ADVERTISING AND COMMUNICATION DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

The University of Texas at Austin Fashion Institute of Technology University of Florida Texas State University University of Houston The University of Texas at El Paso DePaul University University of Miami San Jose State University The University of Texas at Arlington

2015 FIRST MAJOR EDUCATION DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Grand Canyon University National University Florida International University The University of Texas at El Paso The University of Texas at San Antonio Ashford University South Texas College Concordia University-Portland California State University-Fullerton University of New Mexico-Main Campus

2015 FIRST MAJOR AGRICULTURE DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Texas A & M University-College Station University of Florida California Polytechnic State University-San Luis Obispo University of California-Davis California State Polytechnic University-Pomona California State University-Fresno Cornell University New Mexico State University-Main Campus University of Illinois at Urbana-Champaign Texas A & M University-Kingsville

State

Total

Hispanics

% Hispanics

FL CA FL CA CA TX CA CA NY TX

1,171 774 1225 453 595 271 587 504 553 395

862 331 299 266 253 249 235 223 220 203

74% 43% 24% 59% 43% 92% 40% 44% 40% 51%

State

Total

Hispanics

% Hispanics

TX NY FL TX TX TX IL FL CA TX

498 554 333 273 209 80 364 173 113 124

100 87 83 80 70 66 56 49 32 30

20% 16% 25% 29% 33% 83% 15% 28% 28% 24%

State

Total

Hispanics

% Hispanics

AZ CA FL TX TX CA TX OR CA NM

4,171 1,702 634 443 704 3,483 328 3,917 772 680

456 422 391 372 346 311 302 281 270 265

11% 25% 62% 84% 49% 9% 92% 7% 35% 39%

State

Total

Hispanics

% Hispanics

TX FL CA CA CA CA NY NM IL TX

1158 657 778 522 199 259 606 150 652 88

152 107 104 76 73 72 66 50 42 40

13% 16% 13% 15% 37% 28% 11% 33% 6% 45%

All information is derived from 2015 surveys conducted by the National Center for Education Statistics 22 • August/September 2017

CAREER TRENDS FOR HISPANICS WHAT SCHOOLS ARE GRANTING MOST DEGREES TO HISPANICS IN SPECIFIC AREAS OF STUDY 2015 FIRST MAJOR ARCHITECTURE DEGREES

State

Total

Hispanics

% Hispanics

TX TX FL CA CA CA CA CA AZ FL

243 145 122 213 438 150 311 292 269 185

98 83 72 65 64 62 53 51 49 48

40% 57% 59% 31% 15% 41% 17% 17% 18% 26%

State

Total

Hispanics

% Hispanics

University of California-Los Angeles University of California-Santa Cruz University of California-Berkeley University of California-Santa Barbara University of California-Riverside California State University-Long Beach The University of Texas at Austin University of California-Davis Florida International University University of California-Irvine California State University-Fullerton California State University-Northridge

CA CA CA CA CA CA TX CA FL CA CA CA

305 110 233 99 78 109 172 101 60 74 78 53

114 82 68 49 41 39 38 38 34 30 27 27

37% 75% 29% 49% 53% 36% 22% 38% 57% 41% 35% 51%

2015 COMPUTER AND INFORMATION SCIENCES DEGREES

State

Total

Hispanics

% Hispanics

FL MD IL CA UT TX TX NY NY NE FL

384 2,580 892 385 1,518 104 558 213 192 336 233

234 209 155 115 105 91 80 74 72 71 71

61% 8% 17% 30% 7% 88% 14% 35% 38% 21% 30%

State

Total

Hispanics

% Hispanics

FL FL FL TX TX CA TX GA AZ TX

702 1,249 2,001 430 2,283 832 1,722 3,331 1,860 215

365 288 286 279 267 221 207 185 178 168

52% 23% 14% 65% 12% 27% 12% 6% 10% 78%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Texas Tech University The University of Texas at San Antonio Florida International University California State Polytechnic University-Pomona University of Southern California Woodbury University University of California-Berkeley California Polytechnic State University-San Luis Obispo Arizona State University-Tempe University of Florida

2015 AREA ETHNIC CULTURAL GENDER & GROUP STUDIES DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Florida International University University of Maryland-University College DeVry University-Illinois DeVry University-California Western Governors University South Texas College The University of Texas at Austin CUNY Borough of Manhattan Community College Monroe College Bellevue University Keiser University-Ft Lauderdale

2015 FIRST MAJOR ENGINEERING DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

2015 First major Engineering Degrees Florida International University University of Central Florida University of Florida The University of Texas at El Paso Texas A & M University-College Station California State Polytechnic University-Pomona The University of Texas at Austin Georgia Institute of Technology-Main Campus Arizona State University-Tempe The University of Texas Rio Grande Valley

All information is derived from 2015 surveys conducted by the National Center for Education Statistics www.HispanicOutlook.com • 23

CAREER TRENDS FOR HISPANICS WHAT SCHOOLS ARE GRANTING MOST DEGREES TO HISPANICS IN SPECIFIC AREAS OF STUDY 2015 FOREIGN LANGUAGES LITERATURES DEGREES

State

Total

Hispanics

% Hispanics

University of Arizona University of California-Los Angeles University of California-Riverside The University of Texas at Austin San Diego State University University of California-Santa Cruz The University of Texas at Arlington University of California-Davis California State University-Long Beach New Mexico State University-Main Campus University of California-Santa Barbara

AZ CA CA TX CA CA TX CA CA NM CA

261 340 124 264 146 293 119 196 169 89 186

94 86 75 74 73 66 63 63 61 61 54

36% 25% 60% 28% 50% 23% 53% 32% 36% 69% 29%

2015 FIRST MAJOR MATHEMATICS AND STATISTICS DEGREE

State

Total

Hispanics

% Hispanics

CA TX TX CA CA TX CA CA CA TX TX CA TX CA TX

140 311 52 86 209 96 91 524 128 43 164 56 87 110 31

51 48 43 41 41 37 36 36 35 35 33 31 31 27 27

36% 15% 83% 48% 20% 39% 40% 7% 27% 81% 20% 55% 36% 25% 87%

State

Total

Hispanics

% Hispanics

VA TX MI TX CA NY AZ TX IL FL NJ CA MA OH

1,970 287 221 428 620 179 382 89 649 144 31 122 184 168

92 59 47 32 32 32 30 28 24 24 22 16 15 15

5% 21% 21% 7% 5% 18% 8% 31% 4% 17% 71% 13% 8% 9%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

University of California-Riverside The University of Texas at Austin The University of Texas Rio Grande Valley California State University-San Bernardino University of California-Santa Barbara San Jacinto Community College California State Polytechnic University-Pomona University of California-Los Angeles California State University-Long Beach The University of Texas at El Paso University of Houston Mt San Antonio College The University of Texas at San Antonio San Diego State University South Texas College

2015 FIRST MAJOR THEOLOGY AND RELIGIOUS VOCATIONS DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Liberty University Southwestern Assemblies of God University Andrews University Dallas Theological Seminary Fuller Theological Seminary in California Nyack College Grand Canyon University College of Biblical Studies-Houston Moody Bible Institute Southeastern University Pillar College Azusa Pacific University Boston College Franciscan University of Steubenville

All information is derived from 2015 surveys conducted by the National Center for Education Statistics

24 • August/September 2017

CAREER TRENDS FOR HISPANICS WHAT SCHOOLS ARE GRANTING MOST DEGREES TO HISPANICS IN SPECIFIC AREAS OF STUDY 2015 HOMELAND SECURITY LAW ENFORCEMENT FIREFIGHTING DEGREES

State

Total

Hispanics

% Hispanics

CUNY John Jay College of Criminal Justice Florida International University Monroe College South Texas College The University of Texas Rio Grande Valley El Paso Community College CUNY Borough of Manhattan Community College The University of Texas at El Paso San Diego State University Sam Houston State University

NY FL NY TX TX TX NY TX CA TX

1,601 538 680 330 276 252 369 243 383 790

621 390 342 315 258 232 217 211 210 209

39% 72% 50% 95% 93% 92% 59% 87% 55% 26%

2015 FIRST MAJOR VISUAL AND PERFORMING ARTS DEGREES

State

Total

Hispanics

% Hispanics

CA NY FL CA NY TX FL CA AZ NY

913 1,454 358 743 1,855 520 2,372 454 870 1,595

234 224 192 166 163 158 156 133 128 125

26% 15% 54% 22% 9% 30% 7% 29% 15% 8%

State

Total

Hispanics

% Hispanics

FL CA TX TX TX CA FL TX IL TX CA

3,649 5,993 2,616 1,355 713 2,073 2,978 977 3,730 503 1,307

1,997 584 580 565 530 529 529 520 407 402 393

55% 10% 22% 42% 74% 26% 18% 53% 11% 80% 30%

1.

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5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

California State University-Long Beach Fashion Institute of Technology AI Miami International University of Art and Design Fashion Institute of Design & Merchandising-Los Angeles New York University Texas State University Full Sail University California State University-Fullerton Arizona State University-Tempe The New School

2015 FIRST MAJOR BUSINESS MANAGEMENT MARKETING DEGREES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Florida International University Ashford University University of Houston The University of Texas at San Antonio The University of Texas at El Paso California State University-Fullerton University of Central Florida University of the Incarnate Word DeVry University-Illinois The University of Texas Rio Grande Valley California State Polytechnic University-Pomona

All information is derived from 2015 surveys conducted by the National Center for Education Statistics

www.HispanicOutlook.com • 25

STEM IN HIGHER EDUCATION AND BEYOND

STEM Academy Focuses on

Children of Migrant Workers

(From left to right) George Sellman, assistant professor of mathematics/computer science at Adams State University; Dr. Comfort F. Cover, assistant professor of management information systems at Adams State University; and Dr. Matthew Ikle, professor of mathematics Adams State University use NAO robots to introduce the children of migrant workers to the STEM fields.

S

ince they were introduced in 2006, NAO robots have been helping students on the autistic spectrum connect socially.

At Adams State University in Alamosa, Colorado, robotics professors are using these programmable humanoid robots to introduce the children of migrant workers to the STEM fields.

For the past three years Dr. Comfort Cover and her colleagues 26 • August/September 2017

at Adams State have hosted the Migrant STEM Academy. Each year, 25 Hispanic students from Colorado middle schools immerse themselves in the college experience for three days while taking classes with STEM professors.

During their stay, students measure rivers and water streams with a geologist, locate and identify insects with a biologist, write math formulas to solve the Rubik’s cube with a

mathematician and program a NAO robot with Cover, assistant professor of management information systems at Adams State.

Sticking to the Basics The 23-inch tall NAO robot and its software, Choregraphe, were designed to allow students who have no experience writing computer code to learn the rudiments of computer programing. With minimal effort,

PH OTO COU RTESY OF LINDA RELYEA, ADAMS STATE UNIVERSITY

Written by Frank DiMaria

PHOTO COURTESY OF LINDA RELYEA, ADAMS STATE UNIVERSITY

The 23-inch tall NAO robot and its software, Choregraphe, were designed to allow students who have no experience writing computer code to learn the rudiments of computer programing.

With minimal effort, teachers and professors can have elementary, middle and high school students programing a NAO robot to respond to questions, recognize a face and even dance. teachers and professors can have elementary, middle and high school students programing a NAO robot to respond to questions, recognize a face and even dance. Students who have some coding experience and want more of a challenge can reach beyond the standard elements of Choregraphe and write code using the popular computer language Python.

With time at a premium in the academy, though, Cover sticks to the basics of computer programing.

“I try to teach them about sequence selection and repetition and a little bit about objects, so they understand that baseline. It’s amazing how quickly they catch on and are off and running,” Cover said.

She starts with pseudo programing, encouraging students to think

about the procedural steps necessary to complete an everyday task. In one exercise her students list the steps the robot would have to follow to change a flat tire. Then they sequence those steps. “You have to know all the steps and put them in sequence and then it will work. If you want to repeat it, you can repeat it. If you want a decision, you can put a decision in there.

Those are your three major activities,” Cover said.

Filling a Void For years, Hispanic migrant workers have flocked to Colorado’s San Luis Valley in search of employment. As a result, many of the students in the valley’s schools are Hispanic. For the most part these are the students who attend Adams State’s Migrant STEM Academy.

Some even come from as far away as Greely, Colorado, about five hours to the north. “It’s just wonderful to see all the kids and the mentors who come with them,” Cover said.

Many of the students who attend the academy are first-generation. Few have parents who graduated high school, let alone college. Cover gets a sense of how much the parents value the academy when she sees their reaction at the reception she holds on the final day. Students are asked to choose a STEM field and create a presentation demonstrating what they learned about that field during their stay. Then they present at the reception. For example, to demonstrate math and chemistry skills, students perform a magic show. To demonstrate their coding skills, students program the NAO robot to perform www.HispanicOutlook.com • 27

PHOTO COURTESY OF LINDA RELYEA, ADAM S STATE UNIVERSITY

a dance. “The parents just thought this was the best thing they’d ever seen,” Cover said.

STEM subjects can often be a tough sell to middle school students.

However, through Adams State’s Migrant STEM Academy, middle school students realize that the material presented in STEM subjects is not as difficult as they thought. “It’s actually stuff you use every day,” Cover said.

Students don’t learn STEM subjects in a vacuum. The more they learn, the more they realize they’ll need a blend of skills to solve problems in the workforce. To illustrate this, Cover recalled that the group of students that used math to solve a Rubik’s cube later posed an interesting question: Is it possible to program the NAO robot to solve it, too? “How can we make that happen? So all of a sudden they brought the math right into the robot. That’s where you can see they get really excited because they see an overlap in the STEM fields,” Cover 28 • August/September 2017

said. Some even asked if they could bring the robot out into the field on their next earth science trip. "[They thought] it would be really cool because it could help us find this stuff,” Cover said.

Middle school students are easily influenced, a fact that Cover exploits to set the STEM hook in their mouths. If students are introduced to STEM in middle school, she said, professors and teachers can have a lot more sway over their academic decisions.

It’s More Than Just STEM The Migrant STEM Academy provides students with an opportunity to pursue those subjects that interest them and perhaps excites their interest in STEM. But that’s not all it does.

While at Adams State students live in the dorms and receive a lunch pass for the cafeteria. “They get the full experience [of being at college], Cover said.

Some are surprised when they learn

that they don’t have to get permission to be excused from class as they do in middle school. “They all learn to really enjoy that. We say, ‘You’re an adult in my mind now, and you have to act like one,’” Cover said.

Over the years, Cover has noticed that some students show up for the academy two or three years in a row.

Those who do are so excited about the program that they can’t wait to demonstrate what they’ve learned to the new arrivals, something that makes Cover happier than even the code that they write.

Through the Migrant STEM Academy, Cover is looking to get middle school students excited about STEM, which she hopes will create a pipeline of students into STEM professions. She hopes the academy will excite students in a manner that makes them say, “This is neat, and I want to do more of this. Where can I find it?” she said. •

UNCENSORED Written by Margaret Orchowski HSI FUNDING CONTINUES BUT BELOW THE TRUMP RADAR A few months after taking office, President Trump met with a group of African-American educators to extol Historic Black Colleges and Universities (HBCUs).

He promised to increase their funding (so far unfulfilled). There was a lot of hoopla in the press. But other higher education programs serving minorities including Hispanic Serving Institutions (HSIs) have not been highlighted by the Trump administration nor the media. In fact, many in the administration and the press don’t seem to really know about HSIs. They remain under the radar. That may be a good thing. Former Trump CEOs have been known to revel in the hands-off freedom Trump gives them as long as they prosper and stay out of the news. For now, HSIs are thriving. In fact, at this point the number of HSIs are growing at a faster rate than funds are growing to cover them. New specialty medical and STEM HSIs are increasing. Education Secretary Betsy DeVos has so far not threatened to cut back on programs serving minorities; she mainly seems to want to diversify and broaden them to include all students. That may mean not only new sources of funding for HSIs but also a wider dispersal of funds to non-Hispanics. But that may not happen – as long as HSIs stay out of the Trump spotlight.

AMERICAN APPRENTICESHIPS NOT LIKE GERMAN This summer, President Trump’s brightest post-secondary education spotlight has shone on apprenticeship programs. This is not a new idea to many Democrats. “Our model is Germany” Chicago Mayor and former Obama Chief of Staff Rahm Emanual declared in a June address to the National Press Club about education. But, in fact, American apprenticeship programs will probably not be anything like German ones.

For one thing in Germany apprenticeships begin at age 15 and cover hundreds of blue and white color careers such as bank tellers.

In the U.S. the college vehicle will most likely be our unique community college system with its insistence on new tech, academic certificates and degrees but adjunct professors. The German tradition of retraining and retaining long-term employees and former apprentices is also not the American way.

AS LATINO VOTE FADES FROM NEWS, IMMIGRATION REFORM CHANGES The silence has become deafening. Two weeks before the Nov. 8 presidential election, TV pundits covering the election campaign rarely failed to mention the significance of the growing Latino Vote that would propel candidate Hillary Clinton to victory. Nuances however were lacking, such as the uneven distribution of the Latino electorate – where in only 10 states, almost all of them in the West, are Latino voters over 10 percent; and its diversity where, unlike the black electorate, some 27-30 percent of Latinos regularly vote Republican. More significantly, almost no one pointed out that close to 50 percent of 2016 potential Latino voters – U.S. citizens over the age of 18 – were millennials known for their ardent support of presidential candidate Bernie Sanders, as well as an unreliable pattern of turning out to vote.

Since the election, mention of the Latino Vote in the press is almost non-existent.

Perhaps it is now viewed as too defuse. But the silence could impact the politics of immigration reform. Until recently, immigration issues in the United States were seen as being mainly about Latinos – with good and bad consequences. But now the need for Trump’s southern border wall has been challenged by an almost net neutral influx of Mexican crossers. The growing percentage of illegal immigrants (now almost half, increasingly of Asian heritage) who overstay their visas also diminishes the Latino impact.

Even more significant, the refugee crisis in Europe has shifted concerns about immigration to refugees from the Middle East and to high skilled workers. As the immigration

debate shifts away from Latinos, so may the power of the Latino Vote.

DACA REMAINS, DAPA ENDS, PARENTS IN LIMBO; DREAMERS CONFUSED There’s a lot of confusion about DACA, DAPA, DREAMers and their and undocumented parents and siblings. Trump engenders confusion it’s true, but even most Congressional representatives are confused about DREAMers. By definition DREAMers are millennials ages 18-32 or so who came into the country illegally before the age of 16; graduated from high school or obtained a GED and have lived in the country without authorization and without committing a serious felony for at last five years. In June of 2012, President Obama ordered a prosecutorial discretion program called DACA (Deferred Action [from deportation] for Childhood Arrivals) for DREAMers who applied and qualified individually. By 2016 more than 700,000 had been given two-year work permits and a second extension on the program.

President Trump announced in June 2017 that he would retain the program – for now. But it does not protect participants from deportation if they have been involved with serious misdemeanors or felonies. And parents of DREAMers (adults who knowingly came into and stayed in the country illegally) were never included. “Undocumented” parents whose children are citizens – naturalized or born in the U.S. – were to be given a waiver under DAPA (Deferred Action for Parents of Americans). But that program was stopped before it began by court order and terminated by President Trump this June. The future? DREAMers probably will continue to be used as a political wedge by both parties for piecemeal immigration reform negotiations up to the next election, maybe beyond. •

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara.

She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. www.HispanicOutlook.com • 29

SCHOLARS CORNER

BECOMING AN AGENT OF

SOCIAL CHANGE Written by Joanna Perez, Assistant Professor of Sociology California State University, Dominguez Hills

G

rowing up in the predominantly low-income Latino immigrant neighborhood of Los Angeles, California, I became aware of the limited opportunities (social, political, economic, etc.) that were available to the members of my community. Thus, I am immensely grateful for the various opportunities that have provided me with the necessary tools to work toward changing the social conditions of marginalized communities.

For instance, during March of 2016, I attended my first American Association of Hispanics in Higher Education (AAHHE) conference as a graduate fellow. While at this conference, I met and learned from other Latino graduate fellows, professors and professionals from across the nation. By the end of the conference, I felt as though I had joined a community of scholars and administrators who were invested in addressing the needs of Latinos in the U.S and beyond.

As I was the only first-generation Latina doctoral student in my graduate program, it was crucial to have the necessary support to finish my degree. While pursuing my Ph.D. in sociology at the University of Illinois at Urbana-Champaign, I benefited from the mentorship of several professors. For instance, my 30 • August/September 2017

advisor, Dr. Jorge Chapa, encouraged me to apply to academic opportunities geared toward helping minority students thrive in graduate school and beyond, including the AAHHE Graduate Student Fellowship Program (GSFP). As a former AAHHE graduate student and faculty fellow, Dr. Chapa particularly wanted me to become part of the AAHHE family because he believed in the mission of the organization and knew that my life would be forever changed if I were granted the opportunity to join the AAHHE family. Given the competitive nature of the AAHHE GSFP, I was honored and humbled when I was notified that I had been selected as participant of the 2015-2016 cohort. In particular, my acceptance was immensely meaningful because it occurred during the time when I was deeply heartbroken by the unforeseen passing of Dr. Chapa.

While at the conference, I was able to grow as a scholar, mentee, mentor and community advocate.

More specifically, after each session I attended with the graduate and faculty fellows, I felt validated, empowered and inspired to keep pushing through my graduate studies and to keep working toward making my dream of becoming a tenured profes-

sor a reality. During these sessions, we not only discussed and provided critical feedback on our research, but we also had deep and critical conversations about our process and role in increasing the education pipeline of Latino students. Furthermore, given that prior to coming to the conference I had recently accepted a tenure-track faculty position, I was vastly grateful for the opportunity to learn about the experiences and coping strategies of faculty fellows. Currently, as an assistant professor of sociology at California State University, Dominguez Hills, it is the friendship and consejos of my cohort and faculty fellows that keep me grounded. Also, having served as the 2016 alumni coordinator co-chair, I worked to make sure that we all continued to fight for social justice and to equip the upcoming generation of Latino students with the knowledge and tools to be agents of social change. Indeed, I will forever be grateful for the experience and the familia I gained as an AAHHE graduate fellow. •

Joanna Perez

LET’S DISCUSS: STUDENT VETERANS

Embracing the Intersecting Identities of Student

Veterans in Higher Education Written by Jose E. Coll & Eugenia L. Weiss

M

ore than 2.3 million U.S. service members have been deployed to serve in the Global War on Terrorism. According to National Center for Veterans Analysis and Statistics (NCVAS, 2012) limitless military personnel and their family and friends have been deleteriously impacted by the longest conflict in U.S. history with an estimated 1.2 million service members having disabilities resulting from combat exposure. Furthermore, a report from the National Center for Education Statistics (NCES, 2012), illustrates that during the years 2011-2012, there were 1.1 million military students enrolled in undergraduate education programs. Ever since the birth of this country, many have served in uniform and sought a positive and rewarding transition back into their civilian communities through higher education and/or the workforce.

Many have succeeded while others have not because of combat injuries, which have prevented the attainment of adequate employment or prevented them from successfully completing post-secondary education. Although much has been written about

~

student veterans and transition (Coll & Weiss, 2016; Grandillo & Magee, 2016) there is scarce literature and research on non-citizen soldiers1 in particular the immigrant student veterans and how to best serve a group that holds intersecting identities, both as a military veteran and as an immigrant.

Since its inception as a nation, the U.S. has welcomed immigrants to serve in its military to protect its independence and Constitution, while at the same time being ambivalent toward foreign-born soldiers, historically denying them individual rights and privileges. Throughout U.S. history these non-citizen soldiers have been denied the right to vote, to own property and to hold public office, but these acts have not curbed their desire and will to serve in uniform. In fact, 20 percent of those awarded the Medal of Honor have been non-citizen soldiers, and in our most recent conflicts, more than 150 Bronze Stars have been awarded to this group.

The increase in foreign-born persons and the growth of diverse communities within the U.S. has created a source of potential military recruits,

which has in turn changed the landscape and composition of the armed services and higher education for that matter. According to One America (2016), between 1999 and 2010 the number of non-citizens serving in the U.S. military was approximately 80,000, representing five percent of the total force, or a ratio of one out of every 20 recruits. It is also estimated that there is a total of 3.4 million students attending higher education who are not naturalized citizens.

According to One America (2016), between 1999 and 2010 the number of non-citizens serving in the U.S. military was approximately 80,000, representing five percent of the total force, or a ratio of one out of every 20 recruits. www.HispanicOutlook.com • 31

32 • August/September 2017

PHOTO LICENSED BY ING RAM IM AG ES

Each of the 80,000 non-citizen soldiers represent a unique worldview, and that individual is then assimilated to a military culture that is comprised of élite values, traditions, norms and perceptions that govern how members of the armed forces think, communicate and interact with each other and with civilians. Though each branch of the military has a unique set of core values, there are unifying qualities across the various divisions of the military, such as honor, courage, loyalty, integrity and commitment. The values of the military serve as the standards of conduct for military personnel and regulate the lives of soldiers on a daily basis. Upon entry into service, military values are aggressively imposed on the soldiers with little consideration regarding their existing cultural values and norms. The military’s indoctrination of their standards of conduct is necessary because members of the armed forces must be ready at all times to be deployed into combat.

The shaping of a military worldview becomes the “new normal” as service members become almost exclusively surrounded by those who share a similar experience and this proximity reinforces the beliefs to a point that the service member begins to lose the civilian part of themselves. The shift in identity occurs again later as a veteran attempts to integrate into higher education and into a civilian community, whereby the veteran is challenged once again to assimilate intersecting identities, to include military, immigrant and civilian. As a Latino immigrant veteran (first author), I support and understand the need for the military to impose such an abrasive indoctrination of military core values; however, I struggle with the

reality that this acculturation process has chipped away at my own cultural ethnic identity and worldviews.

For Latino/a student veterans this phenomenon has the potential of causing increased isolation as an individual may not adequately meet the social expectations of his or her group of origin and experience cultural and political isolation by holding a mixed identity and/or feeling distant from the military cohort. In the metamorphosis that must occur from soldier to civilian, there is a possibility of experiencing psychological invisibility.

Williams (2013)2 asserts that psychological invisibility is a depersonalization and a sense of being overshadowed by stereotypical assumptions and prejudices created by media and society regarding a specific group, in this case post-war veterans. This psychological phenomenon often plagues our veteran population with subjugation of stigmas such as post-traumatic stress disorder (PTSD), military sexual trauma and traumatic brain injury; and unfortunately, every veteran whether disabled or not will typically

be viewed under these assumptions by his/her civilian counterparts. This crisis may be more damaging than what we think, and Williams states that psychological invisibility may be the catalyst for: isolation, loss of self, depression, lack of trust, lack of attachment and loneliness; adding to the already difficult process of separating from military service.

To address these concerns, we recommend institutions of higher learning to establish programs that encompass and take into consideration that veterans are not a homogenous group and develop culturally sensitive services that embrace the struggles of identity development, as well as the intersectionality encompassing a myriad of social identities. Recommended first steps include “The 8 Keys to Success” established by our former president and the U.S. Department of Education. These eight principles in supporting student veterans focus predominantly on environmental factors in post-secondary institutions, such as community, support and coordination of services:

1. “Create a culture of trust and connectedness across the campus community to promote well-being and success for veterans.”

2. “Ensure consistent and sustained support from campus leadership.”

3. “Implement an early alert system to ensure all veterans receive academic, career and financial advice before challenges become overwhelming.”

4. “Coordinate and centralize campus efforts for all veterans, together with the creation of a designated space (even if limited in size).”

5. “Collaborate with local communities and organizations, including government agencies, to align and coordinate various services for veterans.”

6. “Utilize a uniform set of data tools to collect and track information on veterans, including demographics, retention and degree completion.”

7. “Provide comprehensive professional development for faculty and staff on issues and challenges unique to veterans.”

8. “Develop systems that ensure sustainability of effective practices for veterans.”

In theory, these principles provide a helpful compass, however, what these fail to address is how to create support programs that recognize the diversity and unique worldviews of student veterans and more importantly how to establish a dialogue that supports the development of a new worldview post-combat. Simultaneously,

the question arises as to how to create inclusive programming and diversity training for staff, faculty and students alike that will address the many facets of cultural sensitivity in all aspects of the university or college environment?

The importance of belonging is central to achievement and success for all of our students, regardless of background. First, we need to start with a clear understanding of the multiplicity of social identities and not pigeon hole any group into a stereotype. Thus, the preparation must be two pronged, first in terms of supports for the student veterans and secondly, for the institution to understand its own role and responsibility in arming itself with truly multidimensional approaches to cultural sensitivity training that take into account various social identities that may exist in every individual.

In our opinion, it is essential that we begin to establish a dialogue of how to support shattered worldviews by enhancing and supporting a safe space for identity development that transcends all existing norms based on ethnic and social assumptions. If universities are committed to success — beyond access and completion — we need to widen our scope. For starters, we can seek to minimize stigmatization by discussing the unique needs and perspectives of the individual student veterans with our community at large, which are impacted by the various cultures, languages, nationalities, gender identities, socio-economic statuses and experiences. Furthermore, we need to develop programs that enhance psychological visibility versus existing models, which appear to be a “one-size-fits-all” approach, as not all veterans are alike as mentioned in this article. Lastly, we need to provide

…20 percent of those awarded the Medal of Honor have been noncitizen soldiers, and in our most recent conflicts, more than 150 Bronze Stars have been awarded to this group. student veterans the opportunity to explore all educational possibilities through culturally appropriate career services and allow them to also choose a liberal arts education if they wish to do so. This would require us to curb our tendency to want to rush them through a degree, as well as require a change in institutional and funding philosophies and policies. Lastly, we conclude with the belief that one of the most fundamental aspects of a liberal arts education is identity development and that this occurs through the incorporation of the core teachings of philosophy, arts, geometry, chemistry, language and history to name a few. In other words, we do not wish to short change our student veterans of the full experience and meaning that a true education can provide. • 1. Non-citizen soldiers represent those individuals who are not naturalized citizens serving in the U.S. military, and soldier is used as a general term and not associated with any specific branch of service.

2. (L. Williams, personal communication, March 2013; Executive Leadership Academy, University of California, Berkeley)

www.HispanicOutlook.com • 33

SCHOOL LIBRARY Born in New York City, Julia Alvarez moved back and forth several times between the United States and her family’s native home, the Dominican Republic, for the early part of her life. Her inspiration for writing began as she learned English since, as she writes on her website (www.juliaalvarez.com), “Not understanding the language, I had to pay close attention to each word -- great training for a writer.” She continued to pursue her writing passion while also teaching, and by 1991, she both earned tenure at Middlebury College and published her first novel. She wrote her first Tía Lola book in large part for her ten-year-old nephew, as well as to talk about the lives of the Latino children of immigrants. And so it is our pleasure to feature the entire Tía Lola series for this month’s School Library.

Published by Yearling and recommended for grades 3-7, the series has an educator’s guide available through Random House at http:// www.randomhouse.com/catalog/teachers_guides/9780375869143.pdf

K-12

“HOW TÍA LOLA CAME TO VISIT STAY” ISBN-13: 978-0440418702

“HOW TÍA LOLA LEARNED TO TEACH” ISBN-13: 978-0375857928

When Miguel’s Tía Lola comes from the Dominican Republic to Vermont to help out his mami, Miguel is worried that his unusual aunt will make it even more difficult to make new friends. It’s been hard enough moving from New York City and leaving Papi behind.

Sometimes he wishes Tía Lola would go back to the island. But he wouldn’t have the treats she puts in his lunchbox, which he’s sure helped him make the baseball team. And she needs his help to learn English. So Miguel changes his wish to a new one and figures out a clever way to make it come true.

This time Tía Lola works her magic in school.

Imagine what happens when a fun-loving, storytelling, magical Tía Lola is asked to be the Spanish teacher at Bridgeport Elementary where Miguel and his sister Juanita go to school. Tía Lola is reluctant at first because she never went past fourth grade in her native country, the Dominican Republic. But she can turn a boring hour into an adventure the kids will never forget. Miguel and Juanita end up sharing their very special aunt with the whole school. Soon everyone in town and all of the students at Bridgeport Elementary consider Tía Lola their very own aunt.

“HOW TÍA LOLA SAVED THE SUMMER” ISBN-13: 978-0375866876

“HOW TÍA LOLA ENDED UP STARTING OVER” ISBN-13: 978-0375873201

Miguel isn’t exactly looking forward to the summer now that his mother has agreed to let the Sword family -- a father, his three daughters and their dog -- live with them while they decide whether or not to move to Vermont. Little does Miguel know his aunt has something up her sleeve that just may make this the best summer ever. With her usual flair for creativity and fun, Tía Lola decides to start a summer camp for Miguel, his little sister and the three Sword girls, complete with magical swords, nighttime treasure hunts, campfires, barbecues and a very special end-of-summer surprise!

34 • August/September 2017

Welcome to Tía Lola’s bed and breakfast! With the help of her niece and nephew and the three Sword Sisters, Tía Lola is opening the doors of Colonel Charlebois’ grand old Vermont house to visitors from all over. But Tía Lola and the children soon realize that running a bed and breakfast isn’t as easy as they had initially thought it would be -especially when it appears that someone is out to sabotage them!

Will Tía Lola and the kids discover who’s behind the plot? And will Tía Lola’s family and friends be able to plan her a surprise birthday party without her finding out?

SCHOOL LIBRARY HIGHER EDUCATION “KEPT SECRET: THE HALF-TRUTH IN NONFICTION” Edited by Jen Hirt and Tina Mitchell Publisher: Michigan State University Press ISBN-13: 978-1611862478 Creative nonfiction writers wrestle constantly with the boundaries of creative license. While the truth may inspire us to make confident assertions, it is the secrets, lies and half-truths that inspire us to delve further into our own writing to discover the heart of the story. The pieces in this collection feature essayists who do this type of detective work. Each essay contains a secret, lie or half-truth, ranging from the deep family secret to the little white lie, from the shocking to the humorous, and from the straightforward revelation to the slanted half-truth. Includes interviews with the contributors who discuss craft, ethics and creativity.

“REWRITE MAN: THE LIFE AND CAREER OF SCREENWRITER WARREN SKAAREN”

by Alison Macor Publisher: University of Texas Press (May 30, 2017) ISBN-13: 978-0292759459 In “Rewrite Man,” Macor tells an engrossing story about the challenges faced by a top screenwriter. Whether writing love scenes for Tom Cruise on the set of “Top Gun,” running lines with Michael Keaton on “Beetlejuice” or crafting Nietzschean dialogue for Jack Nicholson on “Batman,” Warren Skaaren was one of Hollywood’s highest-paid writers, yet he had to battle for shared screenwriting credit on these films. His struggles yield a new understanding of the secretive screen credit arbitration process—a process that has only become more intense, more litigious and more public for screenwriters and their union, the Writers Guild of America, since Skaaren’s time.

“EINSTEIN’S UNFINISHED SYMPHONY: THE STORY OF A GAMBLE, TWO BLACK HOLES, AND A NEW AGE OF ASTRONOMY”

by Marcia Bartusiak Publisher: Yale University Press ISBN-13: 978-0300223392 In February 2016, astronomers announced that they had verified the last remaining prediction of Einstein’s general theory of relativity—vibrations in space-time called gravitational waves. Humanity can now tune in to a cosmic orchestra. We have heard the chirp of two black holes dancing toward a violent union. We will hear the cymbal crashes from exploding stars, the periodic drumbeats from swiftly rotating pulsars and maybe even the echoes from the Big Bang itself. Bartusiak was one of the first to report on the new generation of observatories, showing the motivations of the detectors’ creators and the gamble they made to prove Einstein right.

“‘WHY WE DROP OUT:’ UNDERSTANDING AND DISRUPTING STUDENT PATHWAYS TO LEAVING SCHOOL”

by Deborah L. Feldman, Antony T. Smith and Barbara L. Waxman Publisher: Teachers College Press ISBN-13: 978-0807758625 Through engaging stories and the use of students’ voices, this book corrects persistent misconceptions about youth who drop out of high school. Based on research conducted with high school dropouts in both urban and rural communities, the authors argue that, contrary to popular belief, most dropouts are not disengaged from school at an early age. Many have positive memories of their education, both social and academic, that educators and policymakers can draw on to create successful prevention and intervention practices. The narratives and insights presented here can help readers to better understand the interplay of school-related and personal factors that lead students to drop out.

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LOYOLA MARYMOUNT UNIVERSITY OPENINGS FOR 2018-2019

Loyola Marymount University (LMU), founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five Marymount institutions. It serves over 6,000 undergraduates and over 2,000 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and Law. LMU seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity institution actively working to promote an intercultural learning community. Women and minorities are encouraged to apply. (Visit www.lmu.edu for more information.)

LMU is currently seeking applications for the following faculty positions to begin August 15, 2018. All positions are at the Tenure-Track Assistant Professor level unless otherwise specified. Salaries are competitive and commensurate with background and experience.

SEAVER COLLEGE OF SCIENCE AND ENGINEERING The Department of Biology invites applications for two tenure-track positions at the rank of Assistant Professor. One position is in the area of Animal Physiology, and a second position is in the area of Ecology. A Ph.D. in biology or related fields is required, post-doctoral experience is preferred. In addition to excellent teaching, the successful candidates will establish active and sustained research programs in their area involving undergraduate students.

Animal Physiology: The successful candidate will teach lower-division biology lecture or lab, upper-division vertebrate physiology with lab, and may develop other electives courses within area of expertise to fill departmental needs. Complete applications include a letter of application, CV, a statement of teaching philosophy within an institution such as LMU, a description of research accomplishments and proposed goals, selected publications, and 3 letters of recommendation. Letters should be emailed to Dr. Kam Dahlquist, chair of the Animal Physiology search committee, at kdahlquist@lmu.edu.

Address questions to Dr. Dahlquist, as well.

Ecology: The successful candidate will teach lower-division biology lecture or lab, upper-division ecology with lab including a field component, and may develop other electives courses within area of expertise to fill departmental needs.

Complete applications include a letter of application, CV, a statement of teaching philosophy within an institution such as LMU, a description of research accomplishments and proposed goals, selected publications, and 3 letters of recommendation. Letters should be emailed to Dr. Martina Ramirez, chair of the Ecology search committee, at mramirez@lmu. edu. Address questions to Dr. Ramirez, as well.

The Biology Department is housed in the new Life Sciences Building (completed in 2015), including new lab facilities, and a vivarium including an IACUC for vertebrate research.

Synergy in research and teaching is enhanced by opportuni-

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ties such as the CURES Center for Urban Resilience. Applicants with prior relevant teaching experience are encouraged to include student and/or peer evaluation information. Apply online at https://jobs.lmu.edu. Review of completed applications will begin October 1, 2017 and continue until the position is filled.

The Department of Mathematics invites applications for a tenure-track position at the rank of Assistant Professor. Responsibilities include teaching, advising, maintaining an active program of scholarship, and engaging in university service.

Applicants are expected to have completed a Ph.D. or comparable terminal degree in mathematics, statistics, mathematics education, or a related field by Fall 2018. The position will have an emphasis in such areas as algebra, analysis, data science, discrete mathematics, or probability. LMU is committed to broadening the participation of students in STEM fields and applicants are encouraged to describe in their letter of interest their experience, demonstrated ability, or interest in teaching/mentoring underrepresented students to promote inclusion and diversity in the mathematical sciences.

Faculty in the department work in many areas of pure and applied mathematics in an atmosphere of mutual respect and collegiality. The normal teaching load is 9-units per semester with the possibility of a reduced teaching load in the first two years; additional information about the dept. is available online at http://cse.lmu.edu/department/math/. Salary is competitive and commensurate with background and experience. LMU provides comprehensive benefit offerings and robust support for faculty. For more information about our programs visit http://admin.lmu.edu/hr/benefits/medicaldentalvisioncoverage/ and http://academics.lmu.edu/ofd/newfacultyorientation/ which links to the latest Faculty Resource Guide. A complete application consists of a letter of interest,

CV, statement on teaching philosophy, a description of the applicant’s current scholarship program, and 3 letters of recommendation at least one of which addresses the applicant’s teaching. Screening of applications will begin December 1, 2017. Applicants attending the 2018 Joint Mathematics Meetings in January should indicate this in their letter of interest.

Apply online at www.mathjobs.org/jobs. Address questions to Dr. Blake Mellor, Hiring Committee Chair, at Blake.Mellor@ lmu.edu or (310) 338-5775.

The Department of Physics seeks a tenure-track Assistant Professor of Physics in the field of Biophysics (experimental, theoretical, or computational). Applicants must have a Ph.D. in Physics at the time of employment. The successful candidate will help spearhead the department’s initiative to expand its curriculum by developing an undergraduate Biophysics program, as well as enhance interdisciplinary connections within the College of Science & Engineering. In addition, he/she will be expected to develop a research program in Biophysics that can involve undergraduates. The successful candidate will also teach undergraduate physics courses at all levels and contribute to the University Core (e.g., courses for non-majors). LMU faculty also contribute to service at the Department, College, and University levels. Please submit a CV, list of publications, description of research interests, and statement of teaching philosophy, online at https://jobs.lmu. edu. The applicant will also arrange for 3 letters of recommendation to be sent to physics@lmu.edu (subject line: “Tenure-Track search”). For full consideration, completed applications should be received by December 1, 2017.

The Department of Mechanical Engineering invites applications for a tenure-track position at the rank of Assistant Professor in all areas of mechanical engineering. Successful candidates will be dedicated to: 1) teaching and mentoring a diverse student body and creating engaging learning environments in a broad range of mechanical engineering courses, 2) developing a thriving research program that involves undergraduate and graduate students, 3) participating in shared governance through involvement in service, and 4) supporting the mission and identity of LMU. Candidates are required to have earned a Ph.D. in mechanical engineering or a closely related field by August 2018. Ideal candidates will have also earned a BS in mechanical engineering. The department is committed to delivering a high-quality, practice-oriented curriculum to an increasingly diverse student population. Candidates must submit a cover letter, CV, a statement of teaching philosophy that includes a list of courses the candidate would like to teach, a statement of research objectives, and a list of 3 professional references. Application materials must be submitted online at https://jobs.lmu.edu/. Review of applications will begin on October 15, 2017 and continue until the position is filled. The appointment is expected to begin on August 15, 2018. Questions regarding this position can be directed to the Department Chair at Matt.Siniawski@lmu.edu.

The Department of Chemistry and Biochemistry invites applications for a tenure-track position in biochemistry at the rank of Assistant Professor. Candidates with strong evidence of biochemistry training that are capable of conducting

multi-disciplinary research with undergraduate students are highly desired. A Ph.D. in chemistry, biochemistry, or closely related field is required. The successful candidate will teach and mentor a diverse student body and is expected to teach biochemistry lecture and laboratory courses, upper-division electives within the candidate’s area of expertise, and other courses as necessary to fill departmental needs. The ability to teach physical chemistry is also desirable. In addition to excellent teaching, the successful candidate is expected to establish an active research program that will include undergraduate students, exposing them to current biochemistry research techniques. To learn more about LMU and the Department, visit www.lmu.edu and http://cse.lmu.edu/department/chemistry. Apply online at https://jobs.lmu.edu. Letters of recommendation should be emailed to Dr. David Moffet, Chair of the Biochemistry Search Committee, care of Laura Eklund at Laura.Eklund@lmu.edu. Address questions to Dr. Moffet at david.moffet@lmu.edu or (310) 338-4400. Review of completed applications will begin October 2, 2017 and continue until the position is filled.

SCHOOL OF FILM AND TELEVISION The Department of Production is seeking a qualified creative producer to join its faculty. The position is “Open Rank” (Assistant/Associate/Full Professor), with rank determined by the selected candidate’s qualifications. This full-time, tenure-track faculty role offers competitive salary and benefits.

Candidates may be from the academy or industry (Hollywood, Independent, or International). Industry professionals should have significant experience (five years or more) of producing projects in the Cinematic Arts (films, television films, serialized TV shows, and emerging media formats).

The chosen candidate will help our students understand how to manage a film set, as well as the process of developing creative ideas into finished projects prepared for market exploitation. Qualifications: must demonstrate an understanding of cinematic storytelling, script development, rights acquisition, pitching, budgeting, packaging, marketing, talent acquisition and management, distribution and exhibition; university-level teaching experience preferred; entrepreneurial skills, including finance and business development a plus; knowledge and experience with social media, including marketing, crowd funding and audience development a plus; MFA in Production and/or Media Arts or a closely related field by the time of appointment preferred but not required.

Responsibilities: teach from among the following established graduate and undergraduate courses: Script Analysis, Development, Pre-Production Management, Producing, Mentoring and Post Graduate Transitions; provide leadership in creating additional producing courses; teach the required full time teaching load of three (3) courses per semester; continue creative work/scholarship; and provide service to the University. To apply: email curriculum vitae, cover letter, and personal statement including your teaching philosophy to the search committee at sftvsearch@lmu.edu. Please include “creative producer” in the subject line. Deadline: Preference will be given to applications submitted prior to November 15th.

Screening of applicants will begin immediately and continue until the position is filled.

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The Department of Screenwriting invites applications for two tenure-track Assistant Professor positions. These positions offer competitive salaries and benefits. Candidates may be from the academy or industry (Hollywood, Independent, or International) and should have significant credits/experience (five years or more) in one of the following specialties: long-form and television projects or short form writing on multiple platforms. Additional qualifications: MFA or MA in Screenwriting or a closely related field by the time of appointment (required); university-level teaching experience (required); experience creating/administrating programs that prepare students to transition into the industry (preferred). Responsibilities: teach from among the established courses on the graduate and undergraduate level and provide leadership in creating additional writing courses; teach the required full time teaching load of three (3) courses per semester; lead extra-curricular initiatives; mentor and advise students; continue creative work/scholarship; and provide service to the University.

Long-form applicants must have significant credits/experience writing long-form (feature and adaptation) and/or television (1/2 hour and/or 1 hour formats). Applicants can also be wellversed in short-form writing. We are looking for a particular expertise in character development to help our students understand and synthesize dynamic characters for the traditional industry platforms of film and television. A general background in producing and/or physical production is preferred.

Short-form applicants must have significant credits/experience writing short-form projects on at least two of the following platforms: Digital, Social Media, New Media, Cable Television, and Video-game Writing. The chosen candidate will help our students understand the multitude of new and emerging platforms and how to write dynamic, dramatic content that serves the industry’s changing landscape. Skill in traditional Feature and Television writing is a plus. A general background in producing and/or physical production is also preferred. The selected candidate will teach from among the following established courses on the graduate and undergraduate level: Storytelling for the Screen, Pilot Writing for Web Series, Writing Digital Entertainment, Sketch Writing, Videogame Writing, Writing for Production. Additionally, the candidate will provide leadership in creating additional writing courses.

Applications for Screenwriting Positions Applicants should electronically submit their materials by January 12, 2018 to sftvsearch@lmu.edu and reference either “short-form” or long-form” in the subject line to reference the position to which they are applying. Applications should include the following: A cover letter addressed to the Chair, Screenwriting Search Committee which identifies your teaching philosophy, professional expertise and why you see yourself as a good fit for LMU; A Curriculum Vitae; A list of references which should cover both professional and teaching experience. Review of dossiers and short list interviews will be scheduled in early 2018.

SCHOOL OF EDUCATION The School of Education is conducting a cluster hire seeking three tenure-track faculty who understand diversity, and the experiences of people of color and low socio-economic status.

38 • August/September 2017

The Department of Elementary and Secondary Education seeks a Tenure-Track Faculty with in-depth knowledge of Teacher Preparation. The candidate will serve as an Associate or Full Professor in the Department of Elementary and Secondary Education. Specific areas of competency should include: PK-12 urban and inclusive teacher education in public, non-public, and charter schools; cultural diversity; PK-12 content area(s): STEM, Social Studies, Inclusion, Curriculum/Instruction, ELD, or Educational Assessment.

Applicants should have knowledge of special education and inclusion. A record of research, publications, and external funding is required. The Faculty will also teach courses and support all facets of learning environment consistent with the University and School mission. The Faculty will encourage a culture of learning that values mutual responsibility, ethics, respect, life-long learning, and personal and professional development. Qualifications include an earned doctorate in Education, Elementary/Secondary/Special Education, or related field. A minimum of 3 years PK-12 teaching experience is desired. Preferred candidates should also evidence the ability to teach and support all candidates at the graduate level, including familiarity with a variety of teaching modalities and online instruction. Applicants should have a professional interest that aligns with the University and School of Education mission of offering multicultural and social justice education.

For information regarding key job elements, please go to https://jobs.lmu.edu/ The Department of Specialized Programs in Urban Education and the Department of Educational Leadership are seeking two tenure-track faculty with in-depth knowledge of educational policy and quantitative research methodology. The candidates will serve as an Assistant Professor in either the Department of Specialized Programs in Urban Education or the Department of Educational Leadership.

The Assistant Professor should be able to guide students in conducting independent quantitative research. Candidates should have an established record of research and publication as well as a history of successful acquisition of external funding. The candidate will be able to prepare teachers and leaders to effectively work in education settings that include cultural diversity, students with disabilities, English learners, or gifted and talented. The Faculty will also teach courses and support all facets of learning environment consistent with the University and School mission. The Faculty will encourage a culture of learning that values mutual responsibility, ethics, respect, life-long learning, and personal and professional development. Qualifications include an earned doctorate in Education Policy, Quantitative Methods, Research Methods, or a related field. Applicants should have at least three years of teaching experience, including evidence of successful teaching at the graduate level, guiding students in individual research.

Successful acquisition of external funding, and successful teaching or leadership experience in an urban school that is socio-economically and culturally diverse is preferred.

Preferred candidates should evidence the ability to teach and support all candidates at the graduate level, including familiarity with a variety of teaching modalities and online instruction. Applicants should have a professional interest that aligns with the University and School of Education

mission of offering multicultural and social justice education.

For information regarding key job elements, please go to https://jobs.lmu.edu/ For all applications, please submit: Cover Letter, Current Curriculum Vitae or Resume, Statement of Teaching Philosophy, Three References (contact information only). All applicants can apply online at the LMU Human Resources website: https://jobs.lmu.edu/. Applications will be accepted until the positions are filled.

BELLARMINE COLLEGE OF LIBERAL ARTS The Department of English invites applications for a position at the rank of Assistant Professor in Journalism. Ph.D. preferred or a closely related field (or equivalent), successful undergraduate teaching, a record of publication and/or authorship of film/video/audio/digital work, and experience in the profession are required. Experience in and critical knowledge of the technology and content of multiple media, expertise in covering communities traditionally underserved by media in general, and a concern for ethical issues that confront journalists in the digital era are required. We are looking for a candidate qualified to help us strengthen and increase the visibility of our social justice grounded Journalism Minor and help expand our program. Interest in teaching courses that could be cross-listed with any of our interdisciplinary programs such as African-American Studies, Chicano/Latino Studies, Environmental Studies, or Urban Studies would be preferred. The normal teaching load would be two or three 4-unit courses per semester (2-2-2-3 courses per semester over two years), including Core courses and Journalism courses. Candidates should have an interest in helping students develop as local and global citizens through, for example, experiential learning assignments, community-engagement, and/or immersion experiences. Experience with or interest in digital pedagogies or integrating technology in teaching in ways that enhance student learning would be considered an asset. To apply, please send a letter of application, curriculum vitae, a onepage statement of teaching philosophy, and three pieces of journalism published in print, digital, audio, video, or film format, or articles on media and/or journalism in scholarly publications, by November 15, 2017. Application materials (in pdf format) should be emailed to JournalismPosition@LMU.edu (preferred) or to mailing address: Dr. Evelyn McDonnell; Director, Journalism Program; Loyola Marymount University, 1 LMU Drive, Suite 3800; Los Angeles, CA 90045.

The Department of Philosophy invites applications for three faculty positions at the rank of Assistant or Associate Professor. 2-2-2-3 course load over 4 semesters. Undergraduate and MA-level teaching. Salary competitive. The department is also particularly interested in candidates with the ability to contribute to one or more of our interdisciplinary programs, such as African American Studies, Chicano/a and Latino/a Studies, or Urban Studies.

AOS: Comparative Philosophy. AOC: Open. Ph.D. prior to appointment strongly preferred. Send complete dossier, including (1) a letter of application (2) a curriculum vitae (3) evidence of teaching effectiveness (4) a writing sample not to

exceed 25 pages, and (5) three confidential letters of recommendation to Dr. Robin Wang, Search Committee Chair, and send it by email to LMUPhilosophy@lmu.edu. Complete applications must be received by December 1, 2017. Pre-arranged interviews by video call will be conducted no later than January 12, 2018.

AOS: Philosophy of Law. AOC: Open. JD or equivalent, in addition to Ph.D. prior to appointment, strongly preferred. Send complete dossier, including (1) a letter of application (2) a curriculum vitae (3) evidence of teaching effectiveness (4) a writing sample not to exceed 25 pages, and (5) three confidential letters of recommendation to Dr. Christopher Kaczor, Search Committee Chair, and send it by email to LMUPhilosophy@ lmu.edu. Complete applications must be received by December 1, 2017. Pre-arranged interviews by video call will be conducted no later than January 12, 2018.

AOS: Virtue Ethics. AOC: Feminist Philosophy. Ph.D. prior to appointment strongly preferred. Send complete dossier, including (1) a letter of application (2) a curriculum vitae (3) evidence of teaching effectiveness (4) a writing sample not to exceed 25 pages, and (5) three confidential letters of recommendation to Dr. Jason Baehr, Search Committee Chair, and send it by email to LMUPhilosophy@lmu.edu. Complete applications must be received by December 1, 2017. Pre-arranged interviews by video call will be conducted no later than January 12, 2018.

The Department of Political Science invites applications for a position (open to applications from specialists in international relations or comparative politics) at the rank of Assistant Professor. Courses to be taught include Introduction to International Relations, Politics of the Global Economy, and Global Poverty and Inequality. Expertise in South Asia as well as global experience a plus. We would also welcome courses on topics such as the global environment, sustainability and urbanization, which will aid in supporting our interdisciplinary initiatives. Ability to, and enthusiasm for, teaching Research Methods in rotation with subject areas courses is expected. The applicant will teach two undergraduate courses per semester, with one 3 course load semester every other year. We are seeking to hire a dedicated teacher and emerging scholar who will embrace the department’s mission of helping students become informed, analytically reflective, and engaged global citizens. The application requires (1) a cover letter (outlining area of expertise, teaching and research interests, and resonance with LMU’s mission) (2) a curriculum vitae (3) a statement of teaching philosophy that demonstrates your approach to teaching in the liberal arts tradition, and, if applicable, teaching evaluations and/or sample syllabi; and (4) three letters of recommendation. Candidate materials should be emailed together as a complete package to: M.J. Cho at POLSjobs@lmu.edu. Three letters of recommendation should be scanned and signed by the recommenders and emailed by the recommender directly to M.J. Cho: POLSjobs@ lmu.edu. Please direct questions to M.J. Cho at the above address. Only electronic applications will be considered. We will begin reviewing applications on September 25; the position will be open until filled. Candidates with a Ph.D. are preferred; ABD applications who anticipate completion of the doctorate

by Fall 2018 will be considered. Preliminary interviewing will be conducted at the APSA Annual Meeting.

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The Department of Sociology invites applications for a position at the rank of Assistant Professor. The successful candidate should have a Ph.D. in Sociology whose scholarship focuses on social inequalities as they relate to one or more of the following areas: education, race, or the criminal justice system. Preference will be given to candidates who use quantitative research methods in their scholarship who can mentor undergraduate students in independent research projects using quantitative methods, and whose research attends to the spatial dimensions of inequalities. Overall, candidates must have a demonstrated record of teaching effectiveness and scholarship. They should also demonstrate a commitment to equity and inclusion, student success, and engaging diverse communities, as the department places a high priority on diversity, social justice and inclusive pedagogy in fostering academic excellence.

Candidates should be open to helping students develop as local and global citizens, e.g. experiential learning assignments, community engagement, and/or immersion experiences. The department seeks candidates with the ability to contribute to one or more of our interdisciplinary programs, such as African American Studies, Chicano/a and Latino/a Studies, or Urban Studies. Interested applicants are invited to send electronic copies of the following: a cover letter addressing statement of teaching and research interests, curriculum vitae, a writing sample, and two letters of reference by September 15, 2017.

Candidate materials should be emailed together as a complete package to: Sociology Department at sociology@lmu.edu.

language teaching at the college level, and possess native/near native proficiency in Chinese and English. The successful candidate must have knowledge of language proficiency assessment, expertise in the application of technology to language pedagogy, and experience teaching or developing engaged learning courses. The department is particularly interested in candidates with an inter-disciplinary teaching portfolio which will allow to cross-list courses with the Asian and Asian American Department, Modern Languages major, the School of Education, or other disciplines. The normal teaching load for LMU faculty is 2-2-2-3 four unit courses in a two year cycle including lower and upper division language, and content classes in Chinese and English. Duties include the coordination of the Chinese minor Program, and teaching Linguistic courses in English for the Modern Languages major. Evidence of strong scholarship or scholarly potential in areas consistent with the requirements of the position is necessary. To apply, please, send a letter of application, curriculum vitae, a statement of teaching philosophy and research objectives, sample syllabi, complete sets of student teaching evaluations (quantitative and qualitative), a copy of the official terminal degree transcript, and three letters of recommendation (one from a teaching supervisor). Application materials (in pdf format) should be uploaded along with the application to https://jobs. lmu.edu. Letters of recommendation must be submitted by the recommender directly to mdll@lmu.edu. Final application deadline is October 30, 2017.

The Department of Urban and Environmental Studies invites applications for a faculty position at the rank of Assistant Professor. The department seeks a candidate with expertise in international or national environmental policy, especially in the areas of climate change, water, energy, biodiversity, or environmental justice. Preference will be given to candidates whose scholarship uses GIS methods and/or has urban relevance. The successful candidate will teach courses on environmental policy and introductory GIS, and ideally on environmental planning, sustainable cities, or introductory environmental studies, bringing an international or national perspective to the courses. Candidates should have an interest in helping students develop as local and global citizens, e.g. experiential learning assignments, community engagement, and/or immersion experiences. A Ph.D. in an appropriate discipline is required. The department is particularly interested in candidates with the ability to contribute to one or more of our interdisciplinary programs, such as African American Studies, Chicano/a and Latino/a Studies, Women and Gender Studies, African American Studies, and International Relations. Applicants should send electronic copies of the following to urbanandenvironmentalstudies@lmu.edu: a letter of application addressing teaching and research interests; curriculum vitae; three letters of recommendation; evidence of teaching ability; and a writing sample. Application materials must be received

by September 29, 2017.

The Department of Theological Studies invites applications for a faculty position at the rank of Assistant Professor. The Department seeks candidates with substantive training in Liturgical and Ritual Studies who possess broad familiarity with Catholic sacramental and theological traditions. Candidates should demonstrate knowledge of contemporary questions relating to worship and religious practice. They should be able to research and teach within the context of the diverse religious and cultural reality of Los Angeles; competency in Latino/a religion and practice is highly valued. Subfields may include cultural theory, practical theology, history, music, architecture, and spirituality. The position involves teaching in the University Core, the Theological Studies Major and Minor programs, and the Master of Arts programs in Theology and Pastoral Theology. Applicants must show promise of excellence in both teaching and research. Experience with engaged scholarship and learning among diverse communities is desired. A Ph.D. or equivalent is required. Interested applicants are invited to send (1) a cover letter (outlining areas of teaching and research interests and resonance with LMU’s mission) (2) a curriculum vitae (3) a statement of teaching philosophy and research interests (4) a sample of scholarly writing (5) a copy of Ph.D. transcripts (6) three letters of recommendation. Materials 1-5 should be emailed together to Dr. Charlotte Radler, Chair of Liturgical/Ritual Studies Search Committee. Incomplete application packets will not be accepted. The three letters of recommendation should be emailed directly from recommenders by October 15th to Dr. Charlotte Radler THSTfacultysearch@lmu. edu. Only electronic submissions will be accepted. Preliminary interviews will be conducted at the American Academy of Religion annual meeting in Boston. Applicants who are not at the meeting may be requested to have on-line video interviews.

The Department of Modern Languages and Literatures invites applications for a faculty position at the rank of Assistant Professor. Applicants should hold a Ph.D. in Chinese in Applied Linguistics, Linguistics, Second Language Acquisition or Sociolinguistics. Applicants must demonstrate excellence in

40 • August/September 2017

The Department of Economics invites applications for three faculty positions at the rank of Assistant or Associate Professor. For the first position at the rank of Assistant or Associate, we seek two candidates in Applied Macroeconomics or Urban Economics with complementary studies on minority communities. Candidates with experience in using Geographical Information Systems (GIS) are strongly encouraged to apply. For the second position at the rank of Assistant, we seek one candidate in Health/Education Economics, Political Economy or Environmental Economics.

Departmental representatives will attend the ASSA meetings in San Francisco in January 2018, where interviews will be conducted. Interested candidates should submit a cover letter, curriculum vita, teaching evaluations (if available), one or more research papers, and three letters of recommendation. All candidates must apply online at http://www.econjobmarket.org. We will begin reviewing files October 16, 2017, and all materials should be submitted by December 1, 2017 to guarantee full consideration.

COLLEGE OF BUSINESS ADMINISTRATION The Department of Management Information Systems invites applications for two tenure-track positions in at the rank of Assistant or Associate Professor. Candidates should demonstrate potential for conducting high quality research as well as teaching in Information Systems and/or Business Analytics. Teaching duties at both the undergraduate and MBA levels may include teaching MIS courses such as Systems Analysis and Design, Networking and Telecommunications, E-Business, Introductory MIS courses, as well as courses in Business Analytics and Data Science. At the Assistant level, a Ph.D. or DBA in MIS (or related discipline) is required along with evidence of teaching effectiveness and research potential. At the Associate level, candidates should also have a record of successful research and publications. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. Salary: Competitive. Applicants should e-mail a cover letter outlining qualifications and interests, a detailed curriculum vitae, evidence of teaching effectiveness, a list of three references with contact information, and a sample of research work to MIS2017@lmu. edu. We will be interviewing at AMCIS 2017 in Boston this summer, so please let us know if you will be attending that conference. For more information, contact the Search Committee: Robbie Nakatsu (rnakatsu@lmu.edu) or Kala Seal (kseal@lmu.edu).

The Department of Management invites applications and nominations for a new tenure-track position in Entrepreneurship. The vibrant Entrepreneurship program at Loyola Marymount University has been consistently ranked among the top programs in the United States. The College of Business is seeking an outstanding candidate for a tenure-track Assistant/Associate Professor position to start in the Fall of 2018. The ideal candidate would have the following qualifications: A graduate degree, preferably a Ph.D., in an Entre-

preneurship-related discipline or comparable field; a strong commitment to teaching and mentoring students at undergraduate and graduate levels; and a strong track record or potential for conducting and publishing relevant and impactful research. The review of applications will begin immediately and continue until an appointment is made. Applicants should submit a curriculum vitae or resume, along with a cover letter/statement of interest that addresses his/her qualifications and indicates how he/she anticipates contributing to LMU’s mission. Electronic submissions are encouraged.

Documents can be submitted to: Dr. David Y Choi; Entrepreneurship Faculty Search Committee, College of Business Administration; Hilton Center for Business; Loyola Marymount University, 1 LMU Drive, Los Angeles, CA 90045; dchoi@lmu.edu; (310)338-2344.

COLLEGE OF COMMUNICATION AND FINE ARTS The Department of Theatre Arts and Dance invites applications for a tenure-track position at the rank of Assistant Professor. The successful candidates is required to have a Ph.D in Theatre, Theatre History, Performance Studies or related field and/or an M.F.A. in Acting. Preference will be given to candidates with both, but either is acceptable. Candidate must also have experience in acting and/or directing; teaching at the university level; international experience; and evidence of a research agenda and a body of publications.

Familiarity or expertise in theories and practice of Theatre pedagogy and Theatre education is desired. Duties include (1) teaching courses in acting at all levels, courses in theatre pedagogy at the graduate level, and other courses according to the candidate’s areas of expertise and the Department’s needs. Preference will be given to candidates who are able to teach courses that integrate diverse cultures, content, and issues, and who are able to teach students from a wide range of cultural and educational backgrounds. The candidate will also be expected to advise undergraduate majors and masters students. Collaborate with faculty, staff, guest artists, and students in production, as needed. Mentor undergraduate students, preparing them for graduate school and professional work in theatre and film/television and new media, and graduate students, preparing them for careers in teaching acting. (2) Maintain ongoing creative and scholarly engagement in publication and/or creative work, regularly attend and present at academic conferences, and carry out an ongoing research agenda in order to be considered for retention, promotion and tenure. LMU places high value on faculty who are able to involve students in their scholarly and creative work. We are looking for an active, prolific teacher/ scholar/artist. (3) Engage in service at the university, college, and department level, as well as in the field. Interested applicants are invited to send: (1) Letter of application, (2) curriculum vitae, (3) sample scholarship and/or creative work, and (4) a minimum of three and maximum of five letters of recommendation to Kevin J. Wetmore, Jr., Chair, ATTN: Jeanine Connor, Administrative Assistant, THEATRE ARTS PROGRAM, Loyola Marymount University, 1 LMU Drive, MS 8210, Los Angeles, CA 90045. Priority will be given to applications received by November 1, 2017. Applications will not be accepted after December 15, 2017.

www.HispanicOutlook.com • 41

FACULTY POSITIONS To be considered, education and research/professional experience/expertise are required in at least one of the following units: Accounting and Management: financial reporting and analysis, management accounting, performance measurement and management control systems. Closing date: 14 November 2017.

Business, Government and the International Economy: economic, political, and regulatory environment in which business operates. Closing date for applicants completing or having completed a Ph.D. in political science with research interests in international political economy or comparative political economy: 28 September 2017 (indicate “Tenure-Track Position: Political Science” on application). Closing date for applicants completing or having completed a Ph.D. in history with research interests in history of capitalism, public policy, democratic governance, economic development, and/or political economy: 1 November 2017 (indicate “Tenure-Track Position: History” on application). Closing date for applicants completing or having completed a Ph.D. in economics, especially with research interests in macroeconomics, international trade and finance, public economics, political economy, environmental economics and/or development: 16 November 2017 (indicate “Tenure-Track Position: Economics” on application).

Entrepreneurial Management: entrepreneurial leadership and organization; emerging industries and technologies; innovation; or financing ventures and growth. Closing date for applicants with background in management, organization theory, sociology, psychology, or strategy: 31 October 2017 (indicate “Entrepreneurship (MOS)”). Closing date for applicants with background in economics or finance: 28 November 2017 (indicate “Entrepreneurship (ECF)”).

Finance: corporate finance, capital markets, investments, behavioral finance, corporate governance, and financial institutions.

Closing date: 27 November 2017.

Negotiation, Organizations and Markets: negotiation, decision making, behavioral economics, incentives, the motivation and behavior of individuals in organizations, and the design and functioning of markets. Closing date for applicants with a background in judgment and decision making, negotiation, social psychology, and/or organizational behavior: 5 October 2017 (indicate “NOM Behavioral Sciences”). Closing date for applicants with a background in economics: 16 November 2017 (indicate “NOM - Economics”).

Organizational Behavior: micro- and macro- organizational behavior, leadership or human resources management. The unit welcomes diverse theoretical and disciplinary perspectives, including organizational behavior, organization studies, human resource studies, industrial relations, sociology, psychology, economics, and networks, among others. Candidates should submit a curriculum vitae, research and teaching statement, three letters of reference, and up to three representative publications or working papers.

Closing date: 28 September 2017.

Strategy: competitive strategy, corporate strategy, global strategy, firm organization and boundaries, strategy and technology, strategy implementation and process, non-market strategy, and the economics of competitive interactions. Closing date: 14 November 2017.

Technology and Operations Management: operations management in manufacturing and service contexts, digital operations and analytics, new product development, economics and management of technological innovation, supply chain management/logistics, or economics of information technology. Candidates should submit a current curriculum vitae and a job market paper abstract by 6 October 2017. A complete job packet is due by 16 November 2017.

Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Applicants for tenure and tenure-track positions should have a doctorate or terminal degree in a field specified above, or related discipline, by the time the appointment begins and strong demonstrated potential and interest to conduct research at the forefront of their fields.

Candidates should submit a current CV, copies of publications and current working papers, description of courses taught, and three letters of recommendation. Materials should be submitted online to: http://www.hbs.edu/research/faculty-recruiting.

Materials that can only be submitted in hard copy may be sent to the address below.

Harvard Business School, Faculty Administration, Attn: UNIT NAME Application, Morgan Hall T25, Soldiers Field Road, Boston, MA 02163.

Recommenders may submit letters directly at: www.hbs.edu/research/faculty-recruiting.

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

42 • August/September 2017 Publication: Hispanis Outlook in Higher Ed Job# 30618 IO#: 30618-30618

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Fellowships Available The Radcliffe Institute for Advanced Study at Harvard University awards 50 funded residential fellowships each year designed to support scholars, scientists, artists, and writers of exceptional promise and demonstrated accomplishment.

For more information, please contact: Radcliffe Application Office 8 Garden Street Cambridge, MA 02138 617-496-1324 fellowships@radcliffe.harvard.edu www.radcliffe.harvard.edu

Assistant, Associate and Full Professors of Finance

Positions: Assistant, Associate and Full Professors of Finance Appointment Date: July 1, 2018 Fields of Emphasis: Corporate Finance, Investments, Macro Economics Requirements: Applicants must have a Ph.D. from an accredited institution.

(Expected completion by June 30, 2019 is acceptable.) Demonstrated ability or potential for high quality research and teaching are important.

Teaching: The Wharton School offers finance courses at the undergraduate, MBA and doctoral levels. Teaching responsibilities would be at the undergraduate, MBA, and doctoral levels.

Research: Applicants should have a strong interest and proven competence in research and scholarship.

Salary: Competitive Submit: We strongly encourage you to submit your job market package electronically via our secure website in order to have your application reviewed as quickly as possible. https://fnce.wharton.upenn.edu/faculty/open-faculty-positions Application Deadline: December 12, 2017 Contact: David Musto, Chairperson, Finance Department 2300 Steinberg Hall-Dietrich Hall The Wharton School, University of Pennsylvania Philadelphia, PA 19104-6367 The University of Pennsylvania is an affirmative action/equal opportunity employer.

All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion, sex, sexual orientation, gender identity, creed, national or ethnic origin, citizenship status, age, disability, veteran status, or any other characteristic protected by law.

The Wharton School, University of Pennsylvania

COLLEGE OF EDUCATION, HEALTH AND SOCIETY The mission of the College of Education, Health and Society at Miami University is to prepare transformative leaders.

Opportunities for cross-departmental collaboration is facilitated by the five departments (Educational Leadership, Educational Psychology, Family Science and Social Work, Kinesiology and Health, and Teacher Education) in our college. The synergy from our comprehensive interdisciplinary approach creates the kind of integrated human experience that is essential to excellence in research and teaching.

The College of Education, Health and Society will be searching for tenure-track faculty during the 2017-18 academic year for appointments beginning in August 2018 in the following disciplines: Early Childhood Education Educational Psychology Family Science Inclusive Early Childhood Education Public Health Social Work These positions have the potential to be part of a cluster hire of faculty in The College of Education, Health and Society for successful diverse candidates whose research, teaching and/or service connects to a theme of promoting Socially Just Communities (e.g., participatory community research, mutually beneficial university-community partnerships including community engagement, service learning, and collaborations with clinical/practice courses/training) consistent with our initiative for Community Justice and Wellbeing.

Please check Miami’s employment site to see the most current position postings. Complete job descriptions, application requirements and dates are available at https://miamioh.hiretouch.com/ Miami University, an EO/AA employer, encourages applications from minorities, women, protected veterans and individuals with disabilities. Miami does not permit, and takes action to prevent harassment, discrimination and retaliation. Requests for reasonable accommodations for disabilities should be directed to ADAFacultyStaff@miamioh. edu or 513-529-3560. Annual Security and Fire Safety Report may be found at: http://www.MiamiOH.edu/campus-safety/ annual-report/index.html. Criminal background check required. All campuses are smoke- and tobacco-free

BOWDOIN COLLEGE BRUNSWICK, MAINE Bowdoin College has tenure-track openings, beginning fall 2018, in the following fields: Anthropology – cultural, indigenous peoples; Biology/Environmental Studies – community, ecosystems, or population field biology; English – creative nonfiction; History – Latin America; Physics – astrophysics For more information about Bowdoin and these positions, please visit: http://www.bowdoin.edu Bowdoin College (founded in 1794), a highly selective liberal arts college of approximately 1,750 students of distinction from across America and around the world, is located on the Maine coast approximately 2½ hours from Boston. Bowdoin is committed to equality and diversity and is an equal opportunity employer.

www.HispanicOutlook.com • 43

KITP GRADUATE FELLOWSHIPS

KITP SCHOLARS

The purpose of this program is to offer a unique opportunity for a select group of physics graduate students to spend a semester at the KITP, participate in KITP research programs and broaden their understanding of physics in areas of current research.

The Kavli Institute for Theoretical Physics supports visiting researchers in theoretical physics who are faculty at teaching intensive U.S. colleges.

The KITP Graduate Fellows will be selected from nominations from participants in the programs and from other graduate advisors nationwide. Since we wish to make sure that the students admitted are fully able to benefit from the program, and that it will not harm the normal progress of their graduate education, we require that the student’s advisor nominate the candidate student. Students cannot apply to the program directly.

Students who wish to participate should convince their advisors to nominate them.

The nominator should describe the student, and explain why she/he is suitable for such a program. Additional letters of support would be useful, but are not necessary.

The Graduate Fellows will be reimbursed for local expenses during their stay at the KITP, at a rate of approximately $2100/month plus travel support.

Further information about the fellowship and about our current and upcoming programs is available on our web site: https://www.kitp. ucsb.edu. Nominations should be made by completing the form at https://www.kitp.ucsb. edu/apply/fellowships/graduate-fellowshipprogram/nomination-form or by writing to: Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 For participation in the fall of 2018, nominations must be received by February 1, 2018.

For participation in the spring of 2019, nominations must be received by September 1, 2018.

The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.

The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

44 • August/September 2017

Applicants need to be from non-Ph.D.granting institutions and from institutions with greater emphasis on teaching (as measured, for example, by teaching load). Ongoing research activity is also a criterion.

Each award funds a total of three round trips and up to six weeks of local expenses, to be used over a period of up to three years, usually 2 weeks per year. Approximately 6-8 scholars are chosen each year.

Scientists interested in this program should apply via the web page link below and upload a vita together with a statement describing their research interests and teaching requirements before November 1, 2017. Each applicant must arrange for at least one letter of recommendation to be submitted by this date. Awards will be announced by December 15, 2017.

Apply online: https://www.kitp.ucsb.edu/ apply/fellowships/kitp-scholars Further information about our current and upcoming programs is available on our web site: https://www.kitp.ucsb.edu Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.

The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

The Booth School of Business at the University of Chicago is seeking to appoint an outstanding scholar to a tenured position in Economics with a focus in macroeconomics and international economics, starting in the 2018-19 academic year.

Applications are invited from individuals who have earned a PhD (or equivalent) in economics and have extensive experience on the tenure-track faculty at a major research university. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment at the University of Chicago.

Each candidate should submit a curriculum vitae, all publications and working papers, a statement that ties past research together and indicates future directions, and if possible, course evaluation results for the last three years of teaching. A teaching statement that provides perspective on teaching philosophy and/or accomplishments would be useful, but is not required. To apply, please submit your materials online using this link: http://www.chicagobooth. edu/faculty/openings. The deadline to apply is October 8, 2017.

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.

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to the tenure-track position of Assistant or Associate Professor of Behavioral Science beginning in the 2018-19 academic year. We will consider candidates with interests in the areas of decisionmaking, negotiations, social psychology and organizations, all broadly defined.

Candidates must have earned a PhD (or equivalent) or expect to receive a doctorate in the near future.

We are looking for candidates with strong disciplinary training in any of the social sciences who can use that discipline background to conduct research on aspects of behavior relevant to management in organizations and to introduce MBA students to behavioral science principles.

This position is part of the Behavioral Science area, whose members are responsible for teaching courses such as Managing in Organizations, Managerial Decision Making, Power and Influence, and Negotiations.

Candidates should be qualified to teach at least one of these courses plus another MBA elective. The group maintains two well-equipped laboratories for experimental research.

The deadline for applications is March 31, 2018. However, we will begin formally reviewing applications on October 17, 2017 and strongly encourage applicants to submit a complete set of materials by this time. To apply, please submit a research and teaching statement, a vita, a written sample of your present work, and two letters of reference at: http://www.chicagobooth.edu/faculty/ openings 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. 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.

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Accounting which would begin in the 2018-19 academic year.

Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment.

Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars.

Each candidate should submit a curriculum vita, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at http://www. chicagobooth.edu/faculty/openings. We will start formally reviewing applications on November 20, 2017 and we will continue to accept applications until February 28, 2018. However, we strongly encourage you to submit your application

by November 20, 2017 so that we are able to conduct interviews for select candidates at the 2017 Accounting Rookie Recruiting Camp that is held in Miami, Florida during the 2nd weekend of December.

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. Job seekers in need of a reasonable accommodation to complete the application process should call 773834-5286 or email hr@lists.chicagobooth. edu with their request.

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Finance and in all areas of Economics, such as Macroeconomics (including international economics) and Microeconomics.

Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment.

Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching.

Applications will be accepted online at http://www.chicagobooth.edu/faculty/ openings.

We will start formally reviewing applications on November 17, 2017 and strongly encourage you to complete your application by then. We will continue to accept applications until March 18, 2018.

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.

This position will open on September 5, 2017.

www.HispanicOutlook.com • 45

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WESTCHESTER COMMUNITY COLLEGE ADMINISTRATOR, STAFF AND FACULTY POSITIONS Westchester Community College has entered a new era of student service and success, and is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds.

Administrators and Staff • Assistant Director of Admissions • Associate Dean of Diversity, Equity and Inclusion/Chief Diversity Officer • Associate Dean of Student Life • Biology and Health Lab Technician

• • • •

Director of Campus Security Registrar Veterinary Technology Laboratory Assistant Vice President, Dean of Administrative Services

Fall Semester Adjuncts (Masters and one-year related experience required unless otherwise indicated on website): Anthropology/World Religion; Business; Health and Human Performance; Health and Human Performance/Kinesiology; Physics For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled.

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

46 • August/September 2017

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www.HispanicOutlook.com • 47

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